BASKETBALL coach PLAYBOOK BASKETBALL COACH PLAYBOOK | 2 TABLE OF COTETS ... offense and defense ·...

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Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL READER’S VERSION Copyright© 1995, 1996, 1998 by International Bible Society. Used by permission of Zondervan.

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©2010 Orange. All rights reserved.

Scripture quotations in this publication are from the HOLY BIBLE, NEW INTERNATIONAL VERSON ® NIV® ©1973, 1978, 1984 by International Bible Society. All rights reserved.

BASKETBALL coach

PLAYBOOK

UPWARD BASKETBALL COACH PLAYBOOK | 2

TABLE OF CONTENTS

IntroductionThe 360 Progression ..........................................................................3360 Coaching Keys ............................................................................4

Section One: PracticeUpward Basketball Coach App ....................................................6Practice Chart ........................................................................................ 7Warm-Up Activities ............................................................................8Skills and Drills ......................................................................................8Offensive Plays .................................................................................. 25Mid-Practice Huddles (Devotions) .............................................31

Practice 1 .......................................................................................... 32Practice 2 .........................................................................................34Practice 3 ..........................................................................................37Practice 4 .........................................................................................40Practice 5 .........................................................................................43Practice 6 .........................................................................................45Practice 7 .........................................................................................48Practice 8 .........................................................................................50Practice 9 ......................................................................................... 53Practice 10 ....................................................................................... 56Last Practice of the Season .................................................... 58

Section Two: The Levels of Upward BasketballBasic Rules for Levels 1-3.............................................................. 63Level 1 Rule Modifications ............................................................66Level 2 Rule Modifications ...........................................................68Level 3 Rule Modifications ........................................................... 70 Level 4 Rules ........................................................................................72

Section Three: FormsSubstitution Forms .......................................................................... 76Star Distribution Form ................................................................... 83Notes.......................................................................................................84

3 | UPWARD BASKETBALL COACH PLAYBOOK

INTRODUCTION

The 360 ProgressionAs an Upward Basketball Coach, you play a major role in building your participants into total athletes through the exclusive 360 Progression – a uniquely designed sports experience that develops players mentally, athletically, spiritually and socially as they participate on your team. This unique approach is based on Luke 2:52 – “And Jesus grew in wisdom and stature and in favor with God and man.”


INTRODUCTION

360 Coaching KeysTo be a 360 Coach, there are some practical keys to coaching that are necessary for success

1. Teach the game through drills – The ability to execute proper drills enhances skill level and improves athletic foundations. Your practices should utilize drills that enhance skill development.

2. Teach the rules of basketball – For players to grow in the sport they must understand and apply the rules of the game. Take time to explain rules and why they are important.

3. Instill sportsmanship with a competitive spirit – In sports, winning and losing are a part of the game, just as it is for life. Knowing how to handle both in a positive way builds character in young athletes. Teach your players to play hard and play to win, but also teach them to put others before themselves with a positive attitude and sportsmanship.

4. Communicate effectively – In order to teach the rules, explain drills and teach sportsmanship, you have to be an effective communicator. Likewise, good communication and organizational skills are crucial in keeping parents informed throughout the season. This includes keeping them up to date on practice and game times and having a plan in place each and every practice.

SECTION ONE

PRACTICE


SECTION I | PRACTICE

Upward Basketball Coach AppAs a coach, it’s important to stay organized and prepared for both practices and games. Upward Sports has a way to make coaching easy through the Upward Basketball Coach App. With this app, you will be able manage your team in a simple, paperless way throughout the season. Here you will able to:

› Manage player/guardian information

› View practice plans

› Substitute players on game day

› Assign and track star distribution on game day

The Upward Basketball Coach App is only $.99 and is available on iPhone (iPad compatible) and Android phones. To utilize the app, you should receive an email from your league director that includes a link to MyUpward.org. Here you can log into the site using your username (which is your email address) and a password that you create. This login will not only give you access to the coach app, but also the coach resources at MyUpward.org.

Some of the many benefits of the coach app include:

› No data entry for your players! The coach app automatically imports all of your players’ and contact information into the app.

› The app will automatically import the practice plans (Coach’s Sidelines) for the age group you are assigned to coach. Also, once practice plans are downloaded to the app the first time, no internet connection is needed to access them from that point forward.

› You will be able to send a group email to all parents straight from the app.



Suggested Practice ChartBelow is a suggested practice chart to help you organize your practices. This chart can be used in conjunction with the Coach’s Sidelines or it can be used independently. Either method will help you plan an organized practice.

Practice Practice Focus Team Meeting Rules to Cover Skills & Drills

1· Get to know each other

· Evaluate skills· Set practice rules

· Teammate introductions

· Discuss practice ground rules

· Introduce basic footwork, dribbling, and shooting skills

· Practice rules

· Footwork (see page 9)

· Dribbling (see page 12)

· Shooting (see page 18)

2

· Continue skill evaluation

· Teach passing fundamentals

· Teach positions and responsibilities

· Re-introduce players and coaches

· Discuss some common violations

· Traveling· Double Dribbling· Palming or Carrying the Ball

· Footwork (see page 9)

· Ball Handling (see page 12)

· Dribbling (see page 12)

· Shooting (see page 18)

3week of

first game

· Review re-start situations

· Teach shooting fundamentals

· Review traveling double dribble, and palming the ball

· Discuss game format and substitution system

· No double-teaming

· No pressing in the backcourt

· Passing and Receiving (see page 15)

· Defense (see page 23)

· Rebounding (see page 21)

4

· Teach 3-second violation

· Discuss positions on the court

· Skill developments

· Review defensive rules

· Games situations and court spacing

· Three-second violation

· Common fouls· Help defense

· Rebounding (see page 21)

· Defense (see page 23)

· Scrimmage or more drills

5· Teach offensive movement

· Continue to teach court spacing

· Discuss practice focus

· Review the last game· Review basic rules

· Review all rules as a fun quiz

· Offensive plays (see page 25)

· Areas the need improvement from the game

6-11through

last practice

· Continue skill development

· Analyze game performances, coach through improvements

· Review the last game and improvements that need to be made

· Discuss practice focus

· Continue to review rules for clear understanding

· Work on both offense and defense

· Areas that need improvement



Warm-Up ActivitiesUse the first five minutes of practice to get the players moving. This can be done by incorporating athletic development exercises like the examples below or by incorporating a drill from an earlier practice.

› Leg and shoulder stretches - With players sitting on the floor, have them stretch out their legs and touch their toes. For shoulder stretches, have players roll their arms forward and then backwards.

› Donkey kicks - With players in a standing position, have them jump up and kick their heels toward their backs.

› Power jumps - With players in a standing position and their arms above their heads, have them jump up and down.

› Feet on fire (running in place) - This drill helps players get their feet moving.

› Jumping jacks - Instruct players to count out loud.

Skills and Drills This section reviews the fundamental skills of basketball, explains why each is important and emphasizes the skill’s basic teaching points. Each skill is followed by a basic drill that reinforces the skill. This drill is acceptable for any age group as it introduces the concept of the skill.

KEY TO DIAGRAMSPlayer

Player movement without the ball

Dribble

Pass

Shoot

Rebound

Screen

Coach

Sequence

Cone

Use this key for the drills located on pages 9-30.



For more drills for each skill, as well as complete practice plans, go to MyUpward.org.

Many of the drills described in this playbook require one ball per player. If you are limited in the number of balls you have for practice, you will need to modify the drill by creating lines based on the number of balls you have available.

FootworkProper footwork promotes balance, quickness, and readiness to make something happen on the court. Being proficient at this skill will improve a player’s performance both offensively and defensively. Here are the three basic footwork skills:

Triple Threat Position

› Provides a player the option to pass, shoot, or dribble

› Position the basketball in the “shooting pocket” with shooting elbow over knee

› Have “strong hands” with possession of the basketball so that defenders cannot easily knock the ball away

Jump Stop

› Allows a player to establish a pivot with either foot off a dribble or pass

› Leap/jump should be low to the floor (like sitting in a chair), not a high jump

› Both feet hit floor at the same time – good balance

› Land on floor in triple threat position

› Use when catching a pass; teach “ball in air/feet in air” concept



Front Pivot and Reverse Pivot

› Lift heel, protect ball, stay low, and lead with elbow

› Allows a player to pivot in one or more directions by keeping one foot planted on the ground

› Allows an offensive player to move away from defenders while protecting the basketball

› Skill is also important for setting screens and rebounding

Footwork DrillsFootwork Line Drills (no basketball required)

1. Players form lines on baseline or sideline – two players deep

2. Use cones or mark the court for starting/stopping spots – minimum 3 spots

3. No basketball necessary – players dribble and hold imaginary basketball

4. Players will start/stop on voice command or whistle

5. Players should stop at each spot with jump stop and land in triple threat position

6. Pause between stops/starts to check for proper balance

7. The second player in line starts as the preceding player leaves the first spot

Spot #4

Spot #3

Spot #2

Spot #1



Rotate the following footwork line drills:

› Jump Stop/Triple Threat

› Jump Stop/Triple Threat/Right Front Pivot

› Jump Stop/Triple Threat/Left Front Pivot

› Jump Stop/Triple Threat/Right Reverse Pivot

› Jump Stop/Triple Threat/Left Reverse Pivot

Have each player raise his or her hand in the air that coincides with the desired pivot direction. This will help each player pivot in the correct direction.

Variation: Add basketballs after your players understand the above concepts. Allow them to practice the above skills after picking up their dribble and receiving passes.

Pivot Drill (no basketball required)

› Players should spread out in your practice area – no basketball necessary

› Players start in triple threat position, protecting an imaginary basketball

› Instruct players to establish a pivot foot

› Practice half-turns and front/reverse pivots

› Repeat with opposite foot established as the pivot

Variation: Add basketballs and defenders after your players understand the above concepts. Allow them to practice the above skills after picking up their dribble and receiving passes.



Ball Handling and DribblingAn adept ball handler and dribbler can make things happen on the court. Mastering these skills can help create open shots, obtain better passing angles, and lead to fewer turnovers. A great offensive player must be able to handle the ball!

› Dribble with fingers, not palms – similar to typing on a keyboard

› Proper body position, with knees bent and body flexed at the waist

› Keep head up – see the court

› Protect the basketball – use your non-dribbling arm as an “arm bar”, meaning sticking it outward with the elbow slightly bent to protect the dribble from defenders reaching in

› Work both hands – be able to go right and left

› When picking up a dribble, end in triple threat position

Basic Dribbling Skills:Control Dribble (Use against defensive pressure)

› With body turned to the side, dribble basketball near the back knee

› Keep the dribble low and compact, below the knees

› Non-dribbling arm should be held out in front of the body to protect the ball from defenders – arm bar

Speed Dribble (Use to push the ball up the court and on fast break situations)

› Dribble is pushed out in front of the body but controlled

› Dribble is higher and softer



Retreat Dribble (Use to avoid defensive pressure and to keep dribble alive)

› Dribble backward (hop back) to avoid pressure

› Dribble requires a change in speed and change in direction

› Dribble teaches players not to habitually pick up their dribble when heavy, defensive pressure is applied

Crossover Dribble (Use to break down a defender; good penetration move)

› Dribble must be kept low when crossing over from one hand to another, keeping it away from the defender

› Use head and shoulder fakes to help “sell” the move

› Goal is to get the defender on his or her heels

› Explode to the basket with speed dribble after the crossover

Whirl Pivot Dribble (Use to avoid defensive pressure and to dribble by defender)

› Pull the basketball through low during the pivot

› Keep the basketball in the same hand until completing the pivot

› Pivot should be low and quick with head up

› Explode to the basket with speed dribble after the whirl pivot

Behind the Back Dribble (Use to break down a defender; good penetration move)

› Use head and shoulder fakes to help “sell” the move

› Swing the basketball behind your waist, turning the hips and driving the ball down with a snap of the wrist

› Slap opposite back thigh during the exchange



Ball Handling Drills (team drills)(one basketball per player or divide your team into two groups)

› Ball Slams – With feet shoulder-width apart, have players slap the basketball with fingers spread wide. Players should “slam” the ball by alternating their right and left hands.

› Fingertip Drill – With feet shoulder-width apart, players pass the basketball from hand to hand in front of the body using only the fingertips. Move ball from ankles, to knees, to waist, to chest, to head, and to above head using the fingertips. Encourage players to keep their arms straight.

Dribbling DrillsDribbling Line Drills (three to five basketballs required)

During all dribbling line drills, you should stand in front of the players to teach, encourage, and evaluate each player’s performance.

1. Players form lines on baseline or sideline (two players deep) – one basketball per line

2. Use cones or chairs to represent stopping/starting points or change – of-dribble spots

3. Players will begin the drills in triple threat position

Turnaround Point



4. Players will start/stop/change dribble on voice command or whistle

5. Pause between stops/starts to check for balance, arm bar, and if head is up

6. At the turnaround point, require jump stops with pivots

7. Work opposite hand on return dribble

8. Players should end drills with a jump stop, giving the basketball to the next player in line

Rotate the following dribbling line drills:

1. Speed Dribble

2. Speed Dribble/Control Dribble - on command, stationary control dribble

3. Speed Dribble/Retreat Dribble – on command, two to three dribbles backward against imaginary defender followed by speed dribble

Passing and ReceivingPassing and receiving a basketball allows a team to effectively move the ball quickly around the court. A team that has players with strong passing and receiving skills will spread the defense and be hard to guard.

Passing Teaching Points:

› Two hands on the basketball, with fingers on the sides of the ball

› Ball in middle of body

› Step toward target

› Push thumbs through ball and snap wrists, creating backspin on the basketball

› Extend arms completely as you follow through toward target



Receiving Teaching Points:

› Both hands up in ready position – show a target

› Step toward the ball when passed – meet the pass

› “Ball in air/feet in air” concept – leads to jump stop, triple threat position, and ability to pivot with either foot

› Look the ball into the hands

Basic Passing SkillsTwo-Hand Chest Pass

› Basketball is held with two hands at chest level

› Keep elbows out and wide

› Passer targets the receiver’s chest area

› Passer steps toward their target with either foot as the ball is thrown

› Snap the thumbs down extending the arms

Two-Hand Bounce Pass

› Basketball is held with two hands at chest level

› Passer aims for a spot on the floor about two-thirds (a little more than halfway) of the way to the receiver

› Passer targets the receiver’s chest area from the bounce

Overhead Pass

› Basketball is held with two hands above head

› Passer targets the receiver’s chest area

Passing and Receiving DrillsDistance Passing (one basketball for each pair of players)

Be sure to incorporate all three basic passes into this drill.

1. Pair up players and have them face each other six to eight feet apart



2. Instruct players to pass the basketball back and forth using a chest pass

3. After several repetitions, have each player take one to two steps backwards and continue passing

4. Continue moving players back until they are passing from a challenging distance

Two Line Passing (two basketballs required)

Two pairs of players can perform this drill at one time.

1. Pair up players and have them face each other six to eight feet apart

2. Establish a starting and turnaround point

3. One player in each pair needs a basketball

4. Using defensive slides, players move up and then back down the court

5. While sliding, instruct players to pass the basketball back and forth using a chest pass

6. Players pass the ball immediately upon receiving the ball

Variations: Both players running up and down the court, rather than sliding. You may also require the receiver to perform a jump stop upon catching the basketball and immediately passing it to his or her moving partner.

pairs 6-8feet apart pairs 6-8

feet apart

Turnaround Point



ShootingShooting Teaching Points:

› Square up shoulders to the basket

› Ball on fingertips, not palms

› Opposite hand should be lightly placed on side of ball (balance/weak hand)

Practice BEEF principles:

› Balance – Learn to prepare for the shot by stopping with the feet set, knees slightly bent, ready to jump (good triple threat position)

› Elbow - Proper shooting alignment; ball should be directly over the elbow with the wrist cocked

› Eyes - Pick a spot (front of the rim, back of the rim, etc.) and focus on that target as the shot is being attempted

› Follow through - Release the ball smoothly, completely extend the arm, and snap the wrist, which should create good backspin on the basketball

Shooting DrillsLay-Up Steps (no basketball required)

Instruct your players to shout “STEP-HOP-SHOOT” when performing this drill. Mirror this drill to practice left-handed lay-ups.

1. Allow players to spread out in your practice area, at least four to five feet apart

2. Players start in triple threat position, holding imaginary basketballs with heads up and eyes on the target

3. On the STEP command, players step with their left foot (right-handed lay-ups)



4. On the HOP command, players raise their right knee and right arm toward the basket (visualize a string connecting a player’s right arm and right leg)

5. On the SHOOT command, players extend their right arm as they shoot an imaginary ball

Wall Shooting (one basketball per player or divide your team into two groups)

This is a great drill to keep idle players busy while running a drill on the court that may not involve your entire team.

1. Player stands about four to five feet away from the wall

2. Help the player find a reasonable shooting target on the wall

3. Player assumes triple threat position

4. Player shoots the ball at the target, concentrating on elbow in and full extension

5. Player should finish the shot up on his or her toes with proper follow through, creating good backspin

Variation: If coaching third- through sixth-grade players, allow them to shoot using only their shooting/strong hand.

Two Line Shooting Drills (one or two basketballs required)

Players rotate lines after each turn. After several repetitions shooting from one side of the goal, change the designation of both lines and shoot from the other side of the court.

1. Players form two lines opposite the goal in each corner of practice area: a shooting line and a rebounding line (use cones or chairs to mark a starting point)

2. Shooting line: Assume triple threat position, showing ready hands to receive a pass

3. Rebounding line: Players should block out an imaginary defender and rebound the ball above their head.



4. The player from the rebounding line secures the rebound and dribbles to a designated cone, makes a good jump stop landing in triple threat position, and uses proper passing techniques when passing to the next shooter in line

5. Shooter receives the basketball and performs the drill as instructed by a coach

Rotate the following two line shooting drills:

› Lay-ups – Stress jumping off the proper foot and using the backboard (STEP-HOP-SHOOT)

› Pull-up Off the Dribble – Set a cone at desired shooting spot (stress good jump stop and use of backboard when shooting from appropriate angle)

Rebounding Line Shooting Line

Rebounding Line Shooting Line



ReboundingWhen discussing offensive rebounding, remind players that each shot taken by a teammate is a pass to them! Second chance points (put-backs) can be a big contributor to a team’s offensive production.

Rebounding Teaching Points:

› Defensive player stays between the opponent and the basket

› Using a front or reverse pivot, the defensive player pivots and makes contact with the opponent’s body when the ball is shot (“block out”)

› Defensive players should yell “shot” to signal a rebounding opportunity

› Hold the “block out” position momentarily, with the head up and body facing the goal

› Release the “block out” - be hungry for the basketball

› Secure the basketball

› Be strong with the basketball, keeping the ball at chin level with elbows out

Rebounding DrillsRebound Outlet Drill – no defender (one basketball required)

1. Facing the basket, players form two lines: one at the corner of the free-throw line (elbow), the other at the foul line extended (wing)



2. Coach stands at the other elbow with a basketball. Coach throws the ball off the backboard closest to him/her

3. The first player in line at elbow catches the rebound with strong hands, elbows out, and ball to the chin. He/she then pivots toward the first player in the wing line and throws a two-handed chest pass

4. Player from the wing line passes ball back to the coach

5. Both players swap lines and drill is repeated with second players in each line

Rebound Outlet Drill – with defender (one basketball required)

1. Facing the basket, players form two lines: one at each corner of the free-throw line

2. Place one player at each wing area to serve as an outlet receiver

3. The player in the front of each line will turn his back toward the basket (defensive player), facing the next player in line (offensive player)

4. When the coach shoots the basketball, the defensive players will yell “shot” and pivot into the offensive players to obtain a good “block out”

5. Offensive players cannot move

6. Once a defender secures the basketball, he or she will pivot and throw a crisp overhead outlet pass to an outlet receiver

7. Players rotate from offense/to defense/to outlet receiver/to back of the line



Variations:

› Use one line instead of two

› When the ball is shot, the offense can move and try to score off a missed shot

DefenseDefense Teaching Points:

› Proper defensive stance

› Stand with feet slightly wider than shoulder-width apart

› Knees bent, with waist slightly bent forward

› Good balance – ready to move and slide

› Place weight on the inside front of the feet but not on the toes

› Extend arms to the side, slightly bent

› Open hands, so palms face the offensive player

› Eyes on the offensive player’s chest or “head on the ball”

› Ball/you/basket principle: When the offensive player being guarded has the ball, the defensive player should stay between this assigned offensive player with the basketball and the basket

› See the ball at all times

› Sprint down the floor on a change of possession, stopping any fast breaks

Defense DrillsDefensive Slides (no basketball required)

Focus on players’ feet sliding (rather than hopping or skipping) and players maintaining a proper defensive stance. Have fun



with this drill! Allow players to express enthusiasm and desire by slapping the playing floor and yelling “DEFENSE” on command. Drill should last 20-30 seconds. Allow short rest and repeat as desired.

1. Allow players to spread out in practice area, at least four to five feet apart

2. On command, players yell “DEFENSE” and freeze in the defensive stance

3. On command (either verbal or hand signals), players will slide left, right, up, and back

Zigzag (no basketball required)

Focus on players making a drop step each time they turn (rather than crossing their feet) and on players sliding correctly while maintaining a proper defensive stance.

1. Form a line of players at one end of your practice area

2. Set-up cones or chairs in a zigzag pattern, spaced 10-12 feet apart (minimum 3 spots)

3. On command, the first player in line will assume the correct defensive stance and will slide in a zigzag pattern as dictated by the cones or chairs

4. Next player in line starts as the preceding player leaves first spot

5. As each player reaches the final spot, he or she should sprint back to the end of the line



Offensive PlaysThe following offensive plays are provided to help your team with floor spacing and floor balance. These plays are intended for Levels 3 and 4.

Reminder: View the Skills and Drills videos on the coach section of MyUpward.org for live demonstrations of the following offensive plays.

Half-Court Sets

Box Set – Motion

Scoring Options:

1. Player 5 posting up down on ball-side block

2. Player 4 coming off of low screen

3. Player 3 cutting to the free-throw line

› Players 2, 3, 4, and 5 are in the “box” offensive set (diagram 1)

› Player 1 (point guard) yells “MOTION” or “GO” to start the play (player 1 should keep dribble alive until making a pass)

› Players 4 and 5, who are standing outside the lane area at the free-throw line extended areas, will screen down for players 2 and 3 (diagram 2)

diagram 1

diagram 2



› Before the screens occur, players 2 and 3 will take two to three steps toward the lane area (to set up their defenders) and then make hard V-cuts to their respective wing areas (diagram 2)

› Player 1 will pass the basketball to player 2 or 3 (assume player 2 in this example) who will square up to the basket (diagram 3)

› Player 5, post player on the ball-side of the court, will post up for two seconds (diagram 3)

› After two seconds, player 5 will screen away for opposite post player - player 4 (diagram 3)

› As player 5 turns to screen away for the opposite post player, player 3 will cut toward the free-throw line and player 1 will “fill” his or her spot at the wing (diagram 3)

› If a pass cannot be made to player 4 coming off the low screen or to player 3 on the cut to the lane area, player 3 will move to the top of the key area to receive a pass from player 2 (diagram 4)

› If the pass is made to player 3 at the top of the key area, team will be in the “box” offensive set again (diagram 5)

After posting up for two seconds, player 5

screens away for player 4.

diagram 3

ScoringOption #1

diagram 4

ScoringOption #3

ScoringOption #2

diagram 5



Box Set – (Double Down) Scoring Options:

1. Player 3 coming off of low screen

2. Player 2 coming off the double screen

Procedure:

1. Players 2, 3, 4, and 5 are in the “box” offensive set

2. Player 1 (point guard) yells “DOUBLE” or “GO” to start the play (player 1 should keep dribble alive until making a pass)

3. Player 1 dribbles to right-side of the goal - can go to right or left (diagram 1)

4. As player 1 dribbles to the wing area (attack zone), player 2 will screen away for player 3 (diagram 1)

5. Player 3 cuts to the ball-side block area hoping to receive a pass from player 1 (diagrams 1 and 2)

6. As player 3 cuts to the ball-side block area, players 4 and 5 will set a double screen in the middle of the lane for player 2 (diagram 2)

7. Player 1 looks for player 2 as he or she curls around the screen for an open jump-shot (diagram 3)

diagram 1

diagram 2

ScoringOption #1

diagram 3

ScoringOption #2



Inbounds Plays Stack (baseline)

1. All four players line-up straight across from the player throwing in the basketball (diagram 1)

2. When the passer slaps the basketball or yells “break,” the players move simultaneously as follows (diagram 2):

› First player in line breaks to ball-side corner

› Second player in line cuts to opposite block

› Third player in line moves straight down to block area toward the ball

› Fourth player in line takes two to three steps back, serving as a safety valve

Reminder: This play can also be used on the sideline, with players moving in the same pattern as above.

*move on the slap of the ball

diagram 1

*

diagram 2



Box (baseline) › Each player takes a spot outside

the lane area, with the post players (Players 4 and 5) at the block areas and the perimeter players (Players 1 and 2) at the free-throw line extended areas. Player 3 will throw in the basketball (diagram 1).

› When the passer slaps the basketball or yells “break,” the players move as follows:

Box Option #1:

1. Player 5 sets a diagonal screen for Player 1 (diagram 2)

2. Player 1 waits for the screen and moves toward the basketball to the opposite block (diagram 2)

3. If Player 1 does not receive the basketball, he or she continues to the ball-side corner (diagram 3)

4. Player 4 moves up to set a screen on Player 5, who cuts down toward the weak-side block (diagram 3)

5. Player 4 rolls toward the middle of the lane after setting the screen (diagram 4)

6. Player 2 serves as a safety valve (diagram 4)


diagram 1

*

diagram 2

diagram 3

diagram 4



Box Option #2:

1. Players 4 and 5 screen up for Players 1 and 2 (diagram 1)

2. If a pass cannot be made to either 1 or 2, they each move to the closest corner (diagram 2)

3. After setting the screens, Players 4 and 5 should roll back toward the ball (diagram 2)

Box Option #3:

1. All four players will take one to two steps toward the closest sideline to set up their defenders (diagram 1)

2. Players 5 and 2 will both cross-screen for Players 4 and 1 on the weak-side (diagram 1)

3. After setting a screen, Player 5 will turn around with ready hands (diagram 2)

4. Player 2 will roll back to ball-side, free-throw line extended area to serve as a safety valve (diagram 2)

Note: All inbounds plays - Players should use fakes and jab steps to set up their defenders and get open. Encourage players coming off a screen to rub shoulders with the screener. As the person throwing in the basketball can pass to any teammate, encourage ready hands.


diagram 1

*

diagram 2


diagram 1

*

diagram 2



Mid-Practice Huddles (Devotions)The below chart is designed to assist you as your organize and prepare for your devotions known as the mid-practice huddle. It shows the virtues and verses for each group of practices. These will be the focus of your practice devotions.

Practice Virtue Verse

Practice 1None

(“Get to Know You” time)

None (Scripture learning begins at Practice 2.)

Practice 2-4 CourageWhen I’m afraid, I put my trust in you. Psalm 56:3 (NIrV)

Practice 5-7 Patience

The end of a matter is better than its beginning. So it’s better to be patient than proud. Ecclesiastes 7:8 (NIrV)

Practice 8-10 KindnessDo to others as you want them to do to you. Luke 6:31 (NIrV)

Last Practice of the

Season

Gospel Presentation

For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. John 3:16 (NIV)



Mid-Practice Huddle – Devotion 1Instructions:Gather the players together and get them to sit in a circle.

Announce, ‘You’ve been exiled to a deserted island for a year. In addition to the essentials, you may take one piece of music, one book (which is not the Bible) and one other item you can carry with you (not a boat to leave the island!) What would you take and why?’ Allow a few minutes for the players to think of their list of three items, and then share their choices with the rest of the team. As the coach, feel free to join in too!

That was fun! Getting to know each other better is something that we’ll do a lot of this season. As a team, we’ll work hard to encourage one another to do our best at practices and games!

As you play games during your Upward Basketball Season, you will be rewarded afterward with different colored stars that each means something special. Your actions, attitudes, and words on game day will determine what star you will get.

These are the game day stars and what they mean:

› The blue star represents EFFORT: What does it mean to show effort? It means working hard to try your best at all times.

› The gold star represents SPORTSMANSHIP: What does it mean to show sportsmanship? It means treating the people you play with and against the same way you want to be treated. You show respect for yourself, your teammates, opponents, the referees and the coach. You play fair and follow the rules.

› The gray star represents OFFENSE: What should you do when you play offense? The offense is responsible for scoring points. This means doing your best while trying to move the ball forward together as a team to score a basket.

› The red star represents DEFENSE: What should you do when you play defense? The defense is responsible for preventing points from being scored. This requires staying



with the player you are guarding and moving your feet to stay in good position to prevent a basket.

› The white star represents CHRISTLIKENESS: What does it mean to be Christlike? Being Christlike means to do your best to imitate Jesus in every way – through words, attitude and actions. It means loving others and following God’s Word in the Bible; choosing God over the temptations in the world around you.

At each practice, we will stop to have a Mid-Practice Huddle. We will learn about God and learn a verse from the Bible together. During this time you will have a chance to earn a green star.

› The green star represents SCRIPTURE LEARNING: What is a Scripture? Scriptures are verses from the Bible. How can I learn scripture? At different practices this season I will give you a practice card that has a Scripture verse on it. Memorize it, think about it, and talk about it with others. Come prepared to say it during practice and learn more about it!

Our team is going to have a great season! Let’s pray and then get back to practice.

(Lead the team in short prayer as you thank God for all the players and a great season ahead.)



Mid-Practice Huddle – Devotion 2Practice Card Reminder: At the end of practice, remember to distribute the practice cards entitled “Practice 2.”

Introduce:

› Virtue: COURAGE - Being brave enough to do what you should do, even when you are afraid.

› Scripture Verse: When I’m afraid, I put my trust in you. Psalm 56:3 (NIrV)

Bottom Line: I can be brave even when I don’t feel ready.

I want you to stop and think for a minute about a first in your life that seemed really hard. Maybe it was the first day of school. Do you remember your first day of kindergarten? Do you remember being excited but also nervous about what that day would be like?

For those of you who have played basketball before, do you remember the first time you played in a basketball game? Even after hours of practice, did you feel ready? Were you scared? I can remember a time when I was really scared. (Tell the kids about a time when you were scared as a kid—remember to choose an age-appropriate example like your first time up at bat or the first time you visited the dentist, etc.)

Facing your fears is hard but there is a secret! Want to know what it is? The secret is courage! Courage is being brave enough to do what you should do, even when you are afraid. Having courage doesn’t mean you’re never afraid. It’s not about sitting on the bench instead of playing or coming up with excuses to not go to your dentist appointment. Courage is taking that scary thing—the first day of school, being the last one up to bat, introducing yourself to a new friend—and facing it head on, whether you’re ready or not!



When we play our first game, there will be some fear about what might happen. What if you miss a wide open shot? What if you don’t catch the ball? What if the other team totally creams us? Shouldn’t we practice for a few months or years before we actually take on a team?

No way! You can be brave—you can show courage—even when you don’t feel ready. You know why? Because you’re not alone. You have the rest of the team to cheer you on. You have me on the sidelines, shouting to encourage you. And you have God right there with you—not just on the court but everywhere you go, every single day. Psalm 56:3 says, “When I’m afraid, I put my trust in you.” That means that even when there is real fear involved, we need to trust God.

Remember, you can be brave even when you don’t feel ready. Sometimes courage means you just go for it, whether you feel ready or not. And when you do, when you ask God to help you and trust that he’s right there, there’s no reason to be scared.

3rd Grade And Up Only: Interaction Questions

1. What is one thing you have done that took a lot of courage?

2. Is there anything you should do soon that you have been putting off because you don’t feel ready?

3. How do you think it would feel to just jump in and have the courage to do what you should?



Let’s pray and ask God to help us to have courage this week.

Prayer

Dear God, thanks so much for the reminder today that we can trust in you when we are afraid. When we don’t feel ready, help us to remember to have courage knowing that you are right there with us. We are so thankful for that truth. We love you, God. We ask these things in Jesus’ name. Amen.

NOTES:



Mid-Practice Huddle – Devotion 3Coach: Do NOT distribute practice cards at this practice

Review:


› Scripture Verse: When I’m afraid, I will trust in you. Psalm 56:3 (NIrV)

Bottom Line: I can be brave because I know God keeps his promises.

Has someone ever broken a promise to you? A promise to make your favorite pancakes, get extra recess time or even take you to the zoo? Have you ever made a promise to someone that you didn’t keep? Maybe to clean your room, go to a birthday party or play with your little brother? When it comes to keeping a promise, every one of us has messed up!

Well, almost everyone. God always keeps his promises. And you better believe he has made some big promises!

Take this one for example . . .

How many of you have ever heard of the Bible? The Bible is also called God’s Word. It was written a long time ago and it tells us everything we need to know about God. It is filled with true stories about how God is faithful and keeps his promises. The Bible is divided into two parts – Old Testament and New Testament. In the Old Testament, which is at the beginning of the Bible, God’s people, the Israelites, weren’t always good at showing courage. In fact, sometimes they flat-out refused to listen to God. But when it came to taking over a city called Jericho, courage was a necessity!



Jericho was a powerful city with a huge wall surrounding it. This super-strong wall meant that the city was heavily protected and would be really hard to conquer. But God promised the Israelites that one day, Jericho would be theirs. They would have to be brave and they would have to trust his plan. But God’s plan didn’t involve lining up for battle like they were used to doing. Instead, God told them to walk around the city wall once a day for six days in a row.

I’m sure if I’d been an Israelite back then, I would have thought this was a terrible plan. What good is walking going to do anyway? But despite those questions, the Israelites trusted God and trusted in his promise. For six days, they walked. Then on day seven, God told them to walk around the city seven times. Each lap, God had the priests blow their trumpets like crazy, and on the seventh lap, the army gave a huge shout! I’m sure the people inside of Jericho’s walls thought those marching trumpet blowers and shouters were a bunch of crazy people. But the Israelites knew that God would keep his promise that Jericho would be theirs.

And sure enough, as they shouted, the city walls started to crumble. The Israelites took the city just as God had promised. They chose to trust to him and have the courage to follow his plan. And at the end of the day, the Israelites knew that no one but God could have caused those walls to come down!

Just like the Israelites, you can be brave because God keeps his promises. When you know the right thing to do but are afraid to be the only one, remember God promises to be with you. When you need to tell the truth about something you’ve done wrong, remember God promises that telling the truth is always best. Just remember, you can be brave because God keeps his promises and you’ll be the most courageous person in the room.



Let’s pray and ask God to help us be courageous this week.

Prayer

Dear God, thanks so much for this amazing story about a time You showed up in such a big way. Thanks for always keeping your promises to us. Help us to remember that truth when we need to trust you and show courage this week. We want to be brave! We ask these things in Jesus’ name. Amen.


1. What promises do you know that God has made? (Help kids come up with promises if they are stumped: to be with us, to give us eternal life through Jesus, to always love us, to give us a way out of any temptation, etc.)

2. How does knowing these promises help you have courage?

NOTES:



Mid-Practice Huddle – Devotion 4 Coach: Do NOT distribute practice cards at this practice

Review:


› Scripture Verse: When I’m afraid, I put my trust in you. Psalm 56:3 (NIrV)

Bottom Line: I can be brave when others aren’t.

Can anyone tell me what courage means again? (Pause and let athletes respond.) Courage is being brave enough to do what you should do, even when you are afraid. So far we’ve talked about how we can be brave even when we don’t feel ready and that we can be brave because we know that God keeps his promises. But what about showing courage when others around you aren’t?

Let’s say there’s a spelling test. You studied but your friends on either side of you didn’t. Should you let them copy your paper or show courage and tell them that you’re not cool with that, even if it means possibly losing friends?

Or let’s say you’re on the playground and you notice a kid getting picked on. You start to head over to get the teacher but your friend grabs your arm and tells you to stay out of it. Would you show courage and get the teacher’s help, knowing the bully might find out it was you that ratted him out?

Or let’s say you’re in the lunch line when someone trips and his lunch tray goes flying. All the other kids in line begin to laugh. Do you join in the laughter or do you show courage by helping him clean up the mess?



I think all of us would say that we want to show courage and stand up for what’s right. But sometimes, in the moment, we’re afraid of what other people might think. We’re not so quick to do the courageous thing.

But I promise, even if other people don’t stand up for the right thing, with God’s help, you can. You can be brave when others aren’t. And maybe when you stand up, someone else will join you. Maybe if you’re the first one to start helping clean up that dropped lunch, someone else in the cafeteria line will help you, too. Maybe those friends will study their spelling words the next time. Maybe that big bully will think twice about picking on someone else. And even if they don’t—even if you’re still the only one who shows courage—remember that God is right there with you, and he is proud of you.

That’s my challenge to you this week. Be brave when others aren’t. Let’s pray and ask God to help us do that


1. Have you ever gone with the crowd even though you knew you weren’t doing the right thing? What happened?

2. Have you ever been the first one to do the right thing? Did anyone else join you?

3. How does it feel to go along with others as they do the wrong thing?

4. How does it feel to stand up and be the only one to do the right thing?



Prayer

Dear God, it’s really hard to be the only one who stands up for what is right. It seems like it would just be easier sometimes to go along with the crowd. But we don’t want to do the easy thing. We want to do the brave thing—the wise thing! Help us remember that we can show courage in any situation because you are with us. We love you and we ask these things in Jesus’ name. Amen.

NOTES:




Introduce:

› Virtue: PATIENCE - Waiting until later for what you want now.

› Scripture Verse: The end of a matter is better than its beginning. So it’s better to be patient than proud. Ecclesiastes 7:8 (NIrV)

Bottom Line: Trust God while you wait.

“You’ll have to wait until you’re older.”

“No dessert until you eat your dinner.”

“Maybe you’ll get it for Christmas.”

Do you ever feel like all you do is wait? Waiting can be hard. Most of us just want what we want right when we want it! That’s when we need patience. Patience is waiting until later for what you want now.

But what if you looked at things differently? What if instead of always wishing for what was coming next, you decided to be happy about where you are right now? And what if you went one step further and tried to see what you could learn by waiting?

I’ll give you an example on the basketball court. What if our entire team decided we were tired of all this practicing every week? What if instead of taking this time each week to practice, we just headed full force into the game, hoping for the best? Do you think we’d play well? Do you think our team would succeed without putting in the work and waiting until we’re ready? My guess is probably not!



The truth is, we need practice time on the court. We need to run drills and work together as a team to become stronger and better on the court. While it might seem like more fun to just play the game, the discipline and patience it takes to practice will ultimately help us to play better when it’s time for the game.

God created us to learn new things—to grow and become better. Having patience means that you understand it takes time to learn new things. And in the meantime, God wants us to trust him even when we want to rush ahead, even when we want it now and even when we don’t love waiting. We need to trust God and see what we can learn while we’re waiting.

Prayer

• Thank God for reminding your team how important it is to trust him.

• Acknowledge you want to be patient and not rush ahead of what he wants you to learn.

• Ask him to help your players to practice patience this week.


1. Are you waiting for—or looking forward to—something now? Share with the group.

2. Why is it important to wait for that thing? What could you learn while waiting that you might never discover if it happened right away?




Review:



Bottom Line: When you think you can’t wait, don’t forget what’s true.

Can anyone tell me what we started talking about last week? (Pause and allow a player to answer.) You got it! Patience—waiting until later for what you want now. Sometimes it’s easy to think we know better. Sometimes we choose to be impatient because we just can’t wait!

There’s great example of this from the Bible. Moses had led the Israelites out of slavery in Egypt through some pretty amazing circumstances. Now they were wandering in the desert, heading for the Promised Land. All this wandering was getting old, and the people were frustrated. They were tired of all this traveling, and Moses was gone - again. He was up on Mount Sinai, talking to God.

They didn’t want to wait on Moses. They were ready to get wherever they were going. So they told Aaron, Moses’ brother and sort of second-in-command, “Let’s make our own god. This guy, Moses, the one who brought us out of Egypt, we don’t know what has happened to him.” In other words, he’s not coming back fast enough for us so let’s take matters into our own hands!



They took all their gold jewelry, melted it in the fire, and Aaron molded that gold into a golden calf. And here’s the really crazy part. Once their golden cow statue was complete, all the Israelites started bowing down and worshiping it as if it was a real god! Can you believe that? Their impatience led them to take matters into their own hands in a crazy way!

When Moses came down off the mountain and saw them carrying on, knowing that they had completely disregarded what God—the real God—had done to save them, he was furious! Their impatience led them to completely forget what they knew to be true! They had seen God save them, they had watched in amazement as he parted the Red Sea and provided food for them to eat in the desert. But in that moment, they forgot everything they had seen God do and they let their impatience take over.

You and I can learn something really important from this crazy story. When you think you can’t wait, don’t forget what’s true. Don’t be like those Israelites who decided their way was better. When you feel yourself starting to become frustrated and impatient, ask God to help you remember this lesson. Why don’t we ask God to help us with that right now?


1. Have you ever been glad you waited for something instead of getting it right when you wanted?

2. What might be some reasons God wants you to wait for something?

3. How does it change things when you think about the times God has taken care of you in the past?



Prayer

• Thank God for the lesson your team learns from the example of Moses.

• Thank him for being in control and knowing what will happen in every situation.

• Ask him to help your players choose patience this week.

NOTES:




Review:



Bottom Line: When you think you can’t wait, don’t lose your cool.

Raise your hand if you have a brother or sister. Awesome. Keep your hands up. Now raise your other hand if you’ve ever had trouble being patient with your brother or sister. That’s what I thought. Okay, you can put your hands down.

Isn’t it crazy how the people we should be the most patient with—our families—are the people we’re sometimes the most impatient with? Maybe your sister is taking too long in the bathroom. Or maybe your brother still won’t let you have your turn with the video controller. Or maybe you’re tired of your mom saying, “We can go once your brother wakes up from his nap.” Whatever the situation is, we could all use a little more patience.

Have you ever gotten so impatient that you flew off the handle? Have you ever gotten so mad because you had to wait on someone that you did something you shouldn’t have? I know I certainly have.

Tell the players about a time in your own life when you were impatient with someone and lost your cool. Remember to give an age-appropriate answer for your audience—a story from your own childhood would probably be great!



The Bible has something to say on the subject of patience. Ecclesiastes 7:8 (NIrV) says, “The end of a matter is better than its beginning. So it’s better to be patient than proud.” Sometimes when we’re impatient, it’s hard to see the end of the situation. What if in my earlier example I could have hit the fast forward button to see how I was about to overreact and fly off the handle, hurting the people I care about? What if I could have seen what I was about to do before I did it and chose a different way to respond? If I could have seen the end of the matter, the end of the situation first, I know I would have chosen to respond differently.

Patience teaches us a lot of important lessons. Choosing patience always protects our relationships with others. When you’re patient with your family, or with your teammates or friends, you’re putting others first. So remember this week, when you think you can’t wait, don’t lose your cool

Prayer

• Ask God to help your players to stop before they fly off the handle and think about the best way to respond—in a way that is patient and kind.

• Thank him for always being patient with you.


1. Who in your life shows you patience or waits on you? How would it make you feel if that person lost their cool and stopped showing you patience?

2. To whom is it most difficult for you to show patience? What is one way you could decide to be patient with that person?




*If this is your next to last practice, be sure to distribute a copy of ”The Stand In” DVD (found in your coach box) to each of your players. Encourage them to watch it with their parent(s) before the last practice of the season. The story in the DVD will be reviewed at the last practice as you present the gospel to your team. It’s also very important that you watch the video prior to your last practice as well. You can view it by logging into the Upward Coach website and clicking on ”The Stand In” tab. Also, at your last practice, be sure to use the devotion guide found on page 58.

Introduce:

› Virtue: KINDNESS - Showing others they are valuable by how you treat them.

› Scripture Verse: Do to others as you want them to do to you. Luke 6:31 (NIrV)

Bottom Line: Do to others what you want them to do to you.

Today, I want to spend a few minutes talking about kindness. Can anyone tell me what kindness means? (Pause to allow one or two children to respond.) You guys gave some great answers! Kindness is showing others they are valuable by how you treat them. Has anyone ever heard of the “golden rule?” Can someone raise their hand and tell me what the golden rule says? (Pause and allow a child to answer.) Great job! The golden rule basically says to treat others the way you want to be treated! Jesus said it this way in Luke 6:31 (NIrV), “Do to others as you want them to do to you.”



If you think about it, this one rule will cover any situation when it comes to knowing how to treat someone with kindness. I’m going to give you a couple of scenarios and then I want you to raise your hand and tell me what you would like for someone to do for you if the situation were reversed.

Here we go:

• Scenario #1—A new girl begins attending your school. She dresses differently than everyone else and has trouble speaking English. How would you want to be treated if you were the new kid?

• Scenario #2—You’re sitting the cafeteria with all your friends when you see a younger kid come out of the lunch line, trip and accidentally drop everything that was on his lunch tray. How would you want to be treated if you were the kid who had tripped and spilled his lunch?

• Scenario #3—Your little brother comes and asks you to play with him again. But you’re playing your favorite video game. How would you want to be treated if you were the younger brother?

You guys gave some great answers! My challenge to you this week is to put the golden rule into play. Whether you’re here at practice, at home with your family, or at school—I want you to stop and think, “How would I want to be treated in this situation?” When you have an answer, your challenge is to follow through and do it! But it probably won’t always be easy. So why don’t we pray and ask God to help us with that this week?



Prayer

• Thank God for giving us the golden rule to help us know how to treat others.

• Ask him to help your players remember how they would want to be treated and then treat others accordingly.

• Thank him for always showing kindness to us.


1. Choose one of the scenarios we just talked about. What might stop you from treating that person the way you would want to be treated?

2. How can you get past these obstacles to show kindness to everyone?

NOTES:





Review:



Bottom Line: Treat others the way Jesus would treat them.

Did anyone practice the golden rule this past week? Who took my challenge seriously? What happened? (Pause as a child or two responds.) Great job! Last week, we talked about what it means to show kindness. Kindness is showing others they are valuable by how you treat them.

Do you know who was the best at showing kindness? Jesus! One day, people started bringing little children to Jesus for him to bless them. But the disciples, Jesus’ friends, decided that this would be a waste of his time. I suppose they thought it was more important for Jesus to be teaching and healing all the



adults. So the disciples began to tell these moms and dads to take their kids somewhere else.

When Jesus heard this, he became angry and said, “Let the little children come to me. Don’t keep them away. The kingdom of heaven belongs to people like them.” Then he spent time listening to and talking with those children. The Bible even tells us that he took them in his arms, just like your mom and dad did when you were little.

A big part of showing kindness is choosing to give those around you time and attention, just like Jesus did with those little children. By listening to what your friends have to say or by spending time playing with your little brother or by actually focusing on the conversation you’re having with your parents around the dinner table, you show others how valuable they are to you. When you choose to give your time and attention, it makes your relationships and friendships grow stronger.

That’s what Jesus did. That’s our challenge this week: to treat others the way Jesus would treat them. It means choosing to remember that everyone deserves your time and attention. Even if you’re busy, even if you’d rather do something else, even if you don’t necessarily think it’s all that important. In every situation, in order to show kindness, we need to treat others as Jesus would treat them. Let’s pray and thank God for sending Jesus to show us how to live


1. Who in your life do you find the most difficult to give your time and attention?

2. What is one way you can show that person your kindness this week?



Prayer

• Thank God for this story from Jesus’ time on earth.

• Thank him that Jesus chose to spend time with the people around him and showed them that they were important to him.

• Ask him to help your players treat others with the same kindness that Jesus did.

NOTES:





Review:



Bottom Line: Treat others as if they belong to God.

As you all know, we’ve been talking about what it means to show kindness. The first week, we talked about the golden rule that says that we should do to other people as you want them to do to you. Last week we talked about our greatest example of what kindness looks like: Jesus.

Today, I want to look at kindness from a different angle. I bet we’d all agree that it’s easy to show kindness to the people you care about. But I want you to think about the people in your world who are really hard to show kindness to. Maybe it’s the bully at school. Or maybe it’s the kid who just really bugs you. Or maybe it’s your younger brother who always wants to



hang out with you but when he does he just ends up wrecking whatever you’re doing.

The truth is, there will always be people in your life who are hard to show kindness to. But guess what? God doesn’t pick and choose who he thinks deserves his kindness. Instead, he extends kindness to everyone. Do you know why? Because everyone is important to God. He made you and everyone around you. Even the people who bug you or are mean to you—are valuable to God. And while you might not be able to control what they do or how they treat you, you always have a choice when it comes to whether or not you show kindness to them.

Remember, everyone is important to God, and we should treat others as if they belong to God. Since everyone is valuable and important to him, then everyone deserves our kindness, too. Let’s pray and thank God for showing us what it’s like to show kindness to everyone.

Prayer

• Thank God for this important lesson today on kindness.

• Ask him to help your team to treat others the way he does and show kindness to everyone.

• Thank him for loving us even when we mess up.


1. What can you do this week to show kindness to someone who is difficult to be kind to?

2. How do you think showing kindness to even the most difficult people could change your heart and theirs?



Mid-Practice Huddle – Last Practice of the SeasonPractice Card Reminder: At the end of practice, remember to distribute the practice cards entitled “Last Practice.”

*Coach: Prior to presenting this practice huddle, make sure you have watched “The Stand In” DVD (found by going to your coach webpage on MyUpward.org). The devotion below will present the gospel by reviewing the story of “The Stand In”. Also, remember to invite the parents to join in with this week’s special devotion.

Scripture Verse: For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. John 3:16 (NIV)

I hope you all have had the chance to watch the DVD we gave you this past week. “The Stand In” is a story that we actually can all relate to. In the story, Brad was being punished for doing something wrong in a game. Do you remember what he did? (Hold for responses) That’s right. Because he threw a basketball in anger. What did the coach tell Brad he would have to do as his punishment? (Hold for responses) Right again. He had to 150 down and backs.

See, what Brad did was sin. Do you remember what the coach said that sin is? (Hold for responses) Sin is anything we think, say or do that displeases God. We know what those things are by reading the Bible. If you’ve ever been mean to a classmate, that’s sin. If you’ve ever disobeyed your parents, that’s sin. If you’ve ever cheated on a test, told a lie, or bullied someone, that’s sin.

Brad had to pay a price for the wrong that he committed. He had to do 150 down and back sprints. But do you remember what happened when he was struggling to finish them all?



(Hold for responses) Right! Two of his friends chose to “stand in” and finish his sprints for him. Why do you think they did this? (Hold for responses) Right! Because they cared for their friend so much that they were willing to take the punishment for him so he wouldn’t have to.

Just like Brad, a penalty had to be paid for our sins before we could become part of God’s team. Instead of us having to pay it, Jesus did it Himself by dying on the cross. We read this in the Bible in John 3:16: “For God so love the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life” (NIV). His death was the payment for our sins. He loves us and wants us to be on his team! This could only happen because of what Jesus did on the cross. Jesus’ died and rose from the dead to allow us to be forgiven for our sins and live forever with Him in heaven!

The bottom line is this - God wants each of you to be on His team by believing His son Jesus died in your place for your sins…and then came back to life! He wants you to believe in Him by asking Him into your heart. You can make this decision today by asking Him to forgive you for your sins and trusting Him to be the most important person in your life! When you do

Interaction Questions

1. Have you ever sinned (or done something that displeases God)? Did you know that everyone that has ever lived has sinned, except for Jesus?

2. Because everyone has sinned, everyone needs forgiveness from their sin. Jesus died on the cross to forgive us of our sin. How does it make you feel knowing that Jesus stepped in to pay the price for sin that you couldn’t pay?



that, your life will never be the same. You’ll be living for a much bigger purpose.

If you are ready to trust Jesus with your life, you can do that right now. There are no magic words that can put you in God’s family, only your faith in Jesus can do that. However, a simple prayer can kick off your relationship with God. If you’re ready to start living your life for God, simply say this prayer quietly in your own mind after me:

“Dear Jesus, I know that I’m a sinner and I need a savior. I believe you took my place and died the cross for my sins. I ask you to please forgive me for my sins. Come into my life and help me start living for you. Thank you, Jesus. Amen.”

If you prayed that prayer and asked Jesus into your heart, or if you just have questions about anything we’ve discussed, please come see me after practice. I’d love to talk with you more about how you can know and trust Jesus.

NOTES:

SECTION TWO

THE LEVELS OFUPWARD

BASKETBALL


SECTION II | RULES

The Levels of Upward BasketballUpward Basketball uses a four-level age appropriate format that grows with each young athlete. Each level of Upward Basketball is tailored to meet athletes where they are in their playing ability, allowing them to reach their full potential.

Each level of Upward Basketball includes a specific game format and rules. Levels 1-3 use a set of common rules with modifications designed for each level. However, Level 4 uses an exclusive set of rules that follow a traditional middle school format.

LEV

EL O

F SK

ILL

AGE OF YOUR ATHLETE

LEVEL 1Introducing the game and basic skills

LEVEL 2Develop basic skills while learning game rules

LEVEL 3 Refine skills and learn team concepts while preparing for the next level of competition

LEVEL 4Implement middle school rules while competing at a high level


SECTION II | RULES

Basic Rules for Levels 1-3 *Note: These rules do NOT apply to Level 4. Except where the following rules apply, play is governed by the National Federation of State High School Associations’ (NFHS) Rules Book (www.nfhs.org )

Game Format

1. Referees lead both teams in prayer at center court before every game. This sets the tone and focus for the game.

2. A coin flip or other impartial method determines which team receives possession first. In jump ball situations, possessions will alternate. This promotes fairness for both teams while adhering to the NFHS rule for jump ball situations.

3. Clock format: Running clock throughout the game, stopping only for pre-determined substitutions at the end of each segment and halftime.

4. At the end of each segment, the team that receives the ball next is based upon the direction of the possession arrow. This avoids the offensive team that may have possession in the next segment from stalling at the end of a period.

5. All coaches will adhere to the substitution system. The substitution system allows for equal playing time for all players.

6. There are no timeouts. This allows more playing time and keeps the games on time.

7. Teams switch goals at halftime. This rule is in compliance with NFHS Rules. It also evens any advantage that may occur because of the court.

8. Any game ending in a tie should remain in a tie. No overtimes are played so games stay on schedule.

9. Standings add unneeded pressure to the game and therefore will not be maintained.


SECTION II | RULES

Rules for PlayDefense

1. Man-to-man defense will be played at all times. Zone defenses are not allowed in Levels 1-3. In a man-to-man defense, players are only guarding the opponent that closely matches their ability and height. This allows for a more competitive system for every player on the court while creating an equal opportunity for each player.

2. Defensive players must stay within arm’s reach of the player they are guarding. This prevents defenders from sagging or crowding an area of the court to gain a defensive advantage.

3. Double-teaming is not allowed. However, help defense is strongly encouraged in the following instances:

• Lane Area: If a defender is in the lane and the player he or she is guarding is within arm’s reach, the defender is allowed to provide help defense. Since many goals are scored in the lane, it provides the defense more opportunity to properly defend this area.

• Picks and Screens: Defensive switching is allowed on offensive picks or screens. The non-screened defender can help his or her teammate by temporarily switching until the teammate recovers to defend their offensive player. This is commonly referred to as ”help and recover.” This prevents the offense from continually setting screens to gain an advantage.

• Fast Breaks: When an offensive player has beaten their defender, another defensive player may help. Upon stopping the fast break, defenders should return to guarding their assigned players. This rule is meant to prevent the defenders from helplessly watching the offensive player score without being able to help.


SECTION II | RULES

4. At the beginning of each segment, players will line up at half court and “match up” with whom they are guarding. This act is performed to promote equal player match-ups. Equal match-ups combined with man-to-man defense create five competitive pairings on the court.

5. Full court presses are not allowed. Defensive players may not guard their opponents in the backcourt. This will allow for more play to occur in the front court and create an equal opportunity for each child to participate both on offense and defense.

6. Due to the shortness of the court, backcourt violations will not be called. If playing on a regulation-size court (84 feet) as opposed to cross-court, backcourt violations should be called.

7. A player committing two fouls in one segment must sit out the remainder of that segment. The next player in the rotation comes in as the substitute and is rewarded some extra game time. This does not change the normal rotation as the fouled-out player does not re-enter the game until he or she is scheduled to do so. This rule allows the offending player time to regroup during the remainder of the segment while realizing that there is a consequence for the violation.

Offense

1. The offense must purposefully attack the defense in every situation – no stalling. After a warning from the referee, a violation will be called resulting in a turnover. This will prevent a team with the lead from running the clock out by staying in the backcourt.

2. Isolation plays will not be a part of Levels 1-3 because they take away the opportunity for improvement for all players and contradict the spirit of the rules.


SECTION II | RULES

3. Non-shooting fouls will result in the ball being in-bounded from either the baseline or sideline. All shooting fouls will result in free throws. By not administering “bonus” situation free throws, all players on the court can contribute to consistent game action.

4. No score will be given for a basket in the wrong goal. It will be treated as a turnover. This will prevent further embarrassing a player for making this mistake.

All other rules have specific modifications for Levels 1-3. See the following charts for these modifications:Level 1 Modifications

Rule Explanation/Comments

Goal Height 7 feet

Ball Size 25”

Games consist of six, 4-minute segments and an 8 minute halftime. One minute is allotted for substitutions between segments.

This keeps games to approximately a 45-minute time frame. It also allows each player to be in the game for shorter segments than older age divisions.

Score is NOT kept.The focus of this age is to learn fundamentals, not winning and losing.

3-second violation is NOT called.

Referees should advise players of this potential violation but not penalize.

Coaches are allowed on the floor with players.

The focus is for coaches to instruct and encourage players at all times.

Stealing the ball from the dribbler is NOT allowed.

To encourage the offensive player to dribble with correct form without the pressure of having the ball stolen.

(Continued on next page)


SECTION II | RULES


Stealing the ball off a pass is NOT allowed.

To encourage the offensive player to pass with correct form without the pressure of having the ball stolen.

Violation is NOT called for having two hands on the ball while dribbling.

Due to limited hand-eye coordination, this allows a player to establish correct dribbling form through rhythm and pressure on the ball.

Violation for double dribbling is called but does NOT result in a turnover.

Players should learn the concept of double dribble but should be allowed the opportunity to correct it without penalty.

Violation for traveling is called but does NOT result in a turnover.

Players should learn the concept of traveling but should be allowed the opportunity to correct it without penalty.

Violation for traveling is NOT called when a player shuffles feet when trying to set up for a shot.

Because this age group is single skill focused, players will tend to shuffle their feet when focusing on setting up for a shot. This is corrected as the player develops in skill as he gets older.

Fast breaks are NOT allowed in any transition situation.

This promotes a controlled game. Players at this age learn better when the pace is controlled.

Shooting fouls do NOT result in free throw attempts.

A player who gets fouled while shooting gets to retry his/her shot from the spot of the foul without being defended. Ball is live after shot is attempted. This allows a player to attempt a shot that he was trying to take prior to the foul from the same spot.

Level 1 Modifications (continued)


SECTION II | RULES

Level 2 Modifications


Goal Height 8 feet

Ball Size 25”


This keeps games to approximately an hour time frame.

Score is NOT kept.Young athletes at this age should not focus on the score but rather the developmental skills being taught.

3-second violation is NOT called.

Young athletes at this age should focus on offensive basics (dribbling, passing, shooting, and rebounding).

Coaches are allowed to walk the sidelines to encourage and instruct players.


Free throws are awarded on all shooting fouls.

Two shots are attempted by the fouled player at the 10’ line. Coaches may quickly come onto the court to line up remaining players in proper free throw positions. After the second shot, the ball will be inbounded by the opposing team regardless of shot result.

Continued on next page


SECTION II | RULES


Stealing the ball off a dribble or pass is allowed.

Players at this age should be taught and held to these basic basketball rules.

Double dribble violation is called in all circumstances.

Traveling violation is called in all circumstances.

Fast breaks are allowed in any transition situation.



SECTION II | RULES

Level 3 Modifications


Goal Height 9 feet

Ball Size 28.5”


This keeps games to approximately an hour time frame.

Score is kept.

Young athletes at this age should learn how to handle winning and losing after competition. This translates into life lessons.

3-second violation is called and results in a turnover.

At this age, young athletes should understand the concept of offensive movement by not allowing an offensive player to stay in the lane more than 3 seconds.

Coaches allowed to walk the sidelines to encourage and instruct players.




SECTION II | RULES


Clock runs continuously with special rules in effect with fewer than two minutes remaining in the game:

› Non-shooting fouls result in the offensive team getting one point and the ball.

› Shooting fouls result in the offensive team scoring two points. The opposing team then takes possession.

› Players fouled in the act of shooting and making the basket are credited with the basket plus one point. The opposing team then takes possession.

Because the clock does not stop, this rule keeps the game moving without wasting the running game clock on lining up for free throw attempts.

Free throws are awarded on all shooting fouls.

Two shots are attempted by the fouled player at the 12’ line. Remaining players assume proper free throw positioning. Ball is live if second shot is missed.

Stealing the ball off a dribble or pass is allowed

Players at this age should be taught and held to these basic basketball rules.

Double dribble violation is called in all circumstances

Traveling violation is called in all circumstances

Fast breaks are allowed in any transition situation



SECTION II | RULES

Level 4 Rules*The following rules are exclusive to Level 4. They follow a more traditional middle school format and game play. Except where the following rules apply, play is governed by the National Federation of State High School Associations’ (NFHS) Rules Book (www.nfhs.org)

Game Format


Referees lead both team in prayer at center court before every game.

This sets the tone and focus for the game.

Goal Height 10 feet

Ball Size 28.5” (girls), 29.5’ (boys)

Games consist of 4, six-minute quarters.

Follows middle school rules and allows game to begin and end within an hour timeframe.

The clock stops at each whistle.

Stoppage of play includes violations, fouls, out-of-bounds play, timeouts, and injury.

Overtimes are 2 minutes in length (regulation clock).

Gives both teams the opportunity to win the game with reasonable extended time. If still tied at the end of the overtime period, the game ends in a tie.

Teams are allowed one (1) 30-second timeout per half (1 per team per half).

This allows a coach to meet with players and adjust strategy during a game.

All games are played on a full-sized regulation court (no cross court).

This is appropriate floor size for players at this level.



SECTION II | RULES


A jump ball is used to start the game and overtime period.

Athletes at this age have the physical ability to jump for the ball to obtain possession. It also follows the NFHS rules for starting a game or overtime.

Zone and man defenses are allowed (both should be used throughout the season).

Players at this level possess the ability to defend and attack both zone and man principles. Zone and man defenses are a part of the game of basketball and should be understood by players as they prepare for the next level.

Press defense is allowed in the backcourt at all times except if a team has a 15-point advantage.

To promote fairness and integrity of the game, teams with a 15-point advantage should drop into a basic half-court defense.

All players are allowed five (5) fouls each game. After the 5th foul is committed, the player is out for the remainder of the game.

After the seventh team foul in each half, bonus free throws are awarded to the fouled team (1 and 1).

These rules follow traditional middle school rules format.

Level 4 Rules for Play



SECTION II | RULES


Three point shots are allowed only if the court features a three-point arc.

Courts without a 3-point line should not award 3 points no matter the shot distance

Playing time requirements for each player in Level 4 are: • Each athlete plays a minimum of ¼ of each game. • Each athlete must play in both halves of each game.

Level 4 does not use the substitution system found in Levels 1-3. This allows flexibility in managing playing time for each coach based on the game situation while promoting fair game participation for all players.

End of season tournaments are highly encouraged for Level 4

End of season tournament play adds excitement to your league. A minimum of 2 games per team in tournament play.

Level 4 Rules for Play (continued)

SECTION THREE

FORMS


SECTION III | FORMS

first Half

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