oo How to Combat a Pressing Defense By John A. Krafft Athletic Director and Basketball Coach, Elgin, Illinois, High School HE first thing to do to combat a ! pressing defense is to build up indi- vidual cleverness. This can be done through a series of special exercises upon which we spend hours every month. All ‘players must learn to fake one way and go another. They must fake front- ward, sideward, backward, and in ail di- rections. They must learn to fake one, two, three, and even four times if neces- sary. Fakes may be made with the entire body or with parts of the body. After the ball has been thrown in court to the player who is loose, the one receiv- ing the ball must dribble low to control the ball. He must dart one way and drive another, one, two, or three times depend- ing upon success. As he darts and drives to get around the defensive forward, the forward may back up. If he does, the guard will easily, and soon, get the ball past the middle of the floor. The dribbler with the ball may body-fake and feint to make his job more easy. In order to teach the aforementioned fundamentals, we line up the players the length of the floor one against one, as shown in Diagram 1, to practice these stunts. O is.on defense; X has the bail. X dribbles the length of the floor. O on defense tries to stop him. In Diagram 2, we have an exercise in which we practice getting loose from our opponents. This exercise may be practiced on either side or in the middle of the floor. XT passes to X2 after X2- jockeys and feints to get loose from O who guards him. O is on defense and attempts to ene AY So DIAG. | keep X2 covered. After the fundamentals mentioned have been learned, most any set-up will be suc- cessful in bringing the ball down the floor. In Diagram 3, the guard passes in to his companion guard and rushes down the floor, receiving a return pass. This places four on three for a scoring situation. X1 passes to X2 who return-passes to X1 who drives down the floor rapidly. In Diagram 4, the guard passes to the companion guard, and each guard blocks for each other until the ball gets across the middle of the floor. With the guard in possession of the ball, all players advance CH NL DIAG.3 down the floor as rapidly as he progresses and proportionately. X1 passes to X2. X1 sereens for X2 who keeps the ball, getting it across the middle. ‘ Diagram 5 shows what to do if a guard cannot get loose. He screens for the for- ward while he gets open to receive the ball, and bring it down the floor. X1 fakes a pass to X2 but passes to X3 after X2 screens the guard of X8. X2 then goes down in the forward position. Diagram 6 shows that, if the guard and forward are both held up, they screen for the last forward who receives the ball and bring it down. X1 fake-passes to X2, who screens X3’s guard. X3 comes up to get the pass but screens for X4. X1 passes to X4. X4 and X1 bring the ball down. X2 and X8 take corner forward positions. If both forwards and the guard are screened off, the center fakes and cuts to receive the ball as a last resort only. He then brings the ball down the floor or returns it to the guard to bring it down as shown in Diagram 7. X1 fake-passes to X2 who screens X3’s guard. X8 comes over and screens X4’s guard. ‘X4 screens X5’s guard. X1 passes to X5. X65 and X1 work together getting the ball across the middle. As soon as the players get past the middle, they then set up the regular of- fensive maneuvers or drive in, if open, for a drive-in shot. The guard throwing in “the batt trom-out-of bounds-must-be-eare- ful not to pass in the ball to his companion under the opponent’s basket where inter- O NS ie oe -s — -_--7 DIAG.4 DIAG. 5 -_ AL THE ATHLETIC JOURNAL” . aoe sine ception is easy. Special screen plays may be set up in a situation as shown in Diagram 8. Xj] passes to X2. X3 screens X2’s guard. X5 screens X4’s guard. X2 passes to X4 who passes to X] who shoots. X5 cuts down the floor for the rebound. A few special hints must be kept in mind against a forcing defense: DIAG.7 1. We use Special screen play set-ups, A only after scouting a team. /Y 2. We do not relay on screen set-ups. / 3. All players should keep a reasonal e distance from the side line ied in order to keep from being 4. Players throwing the out of bounds should the opponent’s basket. never pass under j VY) / 5. We rely on individual] faking to get - boxed out of ball in from defensive side of the Sti , ae Sei IV Xl jockeying and loose, 6. The two best ball-handlers should always be selected to bring the ball] down the court. 7 AY players should line up on the court at the start, except the center who lines up past the middle, Athletics in the Scheme of HROUGH the years, athletic pro- grams have been taking a great deal radically wrong with the athletic system ? Do athletics contribute anything to the life of the student? Do coaches talk too much and actually do little? Do we have too many of the “ball-and-whistle” type of individual in our programs? Why are there go Many petty jealousies between the athletic and academic departments? Will the post-war period bring about a fusion between departments? It would seem that if there jg need of a gener] “housecleaning,” now is the time to start making definite plans. Elim- inate ag much 48 possible the usual bickerings between departments as re- gards the merits of each Particular divj- sion. A little more broadmindedness on the part of all educators would be a prime _ Every department and subject 34° Department of Athletics, to offer, or it would ~ interest from the Education By Howard G. Mundt 3 Carleton College not be included in the curriculum. The life of a college student should be en- riched by participation in 9 number of activities. It seems to me that athletics should be, and are, as legitimate ag math- ematics or chemistry in the general edu- cational scheme. If athletics do contribute Something to education, then athletic standards must be conducive to that enrichment. We must admit that there has been much internal bickering in athietics in regard to proselyting, eligibility, and recruiting. Ag” athletics are a colorful aspect of school life, such things will come more into the publie eye than would the same type of comparable bickering jn other depart- ments. Athletic leaders must lean over backwards to keep things on a high level, and at best this is 4 difficult task. Much criticism of athletics from other departments comes in the form’ of state- ments that athletics take too much of the student’s time, and as 4 result diverts his academic subject, Ath- QO ieiinds: leties naturally have an absorbing interest to the average red-blooded young man. This interest often produces a negative feeling on the part of some academic in- structors. Too many still go on the philosophy of formal discipline that “it doesn’t matter what you study, as long 4s you hate it.” Athletics must be rec- ognized as one of the educational skills, to be added to academic skills, making a well-rounded individual. We do not mean to say that the in- dividual cannot be successful without hay- ing participated in athletics, but in many cases such participation does help. If athleties are not taught with a definite Purpose in mind, su¢h as the develop- ment of better social habits, then of course they are not worth while. The winning of a contest, at the time, is all important to the contestant and spec- tator. A few days after, it is usually for- gotten. Win or lose, there is developed, however, a sense of loyalty which per- meates the whole student body. If such THE ATHLETIC JOURNAL Tt’s Fundamental Time! most-played sport in this country. I= fundamental time again for the the two-hand shot. It is hoped that the graphic picture on the opposite page will assist the new and inexperienced coaches in starting off their season with a plan. The chart sets up a series of fundamental drills covering four divisions of fundamentals, namely, basket shooting, passing, footwork, and drills for co-ordinating fundamentals and parts of the offense. At the end of each lateral column the reader will find a gen- eral recommendation as to the proper time for practice on those fundamentals (col- umns should be read from left to right). Shooting Drills Diagram 1 shows a simple formation for One ball to three players makes a satisfactory arrangement for good basket-shooting practice. This formation lends itself to three phases of basket shooting, the first of which is a stationary shot about twenty-two feet from the basket. In learning shooting form, it is best for the player to be fairly close to the basket and to make the shot unopposed. The second or third week of practice calls for the second phase of basket shoot- ing from this formation. The squad should ~ move backward ten feet toward the mid- dle of the floor, thus giving the players room to dribble forward to their original positions. There, they come to a running- stride stop, maintaining good body balance and from that position taking the two- hand shot. ‘This type of practice more nearly approximates game conditions. The third phase of shooting from this formation comes from the original position where one of the three players on one ball takes a shot and follows it. Upon recovery of the rebound, he passes to his team mate, and immediately assumes defensive position against him. This gives the shooter practice against opposition and ~ gives both men good practice in rebound- ing. The defensive man keeps that posi- tion until he recovers the ball. This is an actual game situation and can be worked into the daily basket practice after the players have had sufficient practice with- out opposition. Diagram 2 illustrates the old-fashioned and most commonly used short-shot drill and pre-game warm-up exercise. It em- bodies much passing, running, and shoot- ing and is simple in execution. Diagram 3 is a drill designed to teach eorrect maneuvering to shoot behind a It takes good co-operation between Director of Basketball, Stanford University By Everett S. Dean the shooter and th blocker/to obtain effi- ciency in this pla work is impor- tant in this play, and practice on it should be delayed until after the third week. This _ play might be used as a play possibility in the bottom column of the chart. Diagram 4 shows the follow-up triangle. Players 1 and 2 are the shooters while the 3 men in the triangle follow up the shots and practice the skill in follow shots, but maintaining the triangle position. Players will necessarily have to change positions, a fact which calls for alertness im keeping the formation balanced. Later, one and two guards should be added to the drill to present game conditions. Passing and Ball-Handling Diagram 5 shows a formation which is an “Old Reliable” for early season work because it is full of fun and action. Fun- damentals of passing, eye deception, and individual defense can be taught in 4 short time. The defensive man in the circle takes the place of the player whose pass he deflected. Diagram 6 is a peripheral vision and passing drill. Six men form a straight line facing one man who stands about ten feet in front. The drill calls for two balls, one in the line-and one in the hands of the player in front of the line. The balls should be kept separated as much as possible in order to give the player in front more peripheral vision practice. This drill is a fine push-pass developer and, at the same time, develops strong finger and arm muscles. According to Diagram 7, two columns of single file line up on either side of the floor. Player 1 passes the ball to player 2, goes to the right, and joins the reat of the opposite line. Players on either side change in this manner and keep on a continuous run. Various passes may be practiced. Diagram 8 illustrates the five-man weave or criss-cross, which is a good ball- handling and passing drill. Timing is 4 major fundamental, and no drill offers more practice in timing. This drill might be delayed until the second or third week. It, however, possesses a “kick” or moti- vation that helps the boys enjoy prac- tice. : Footwork Practice in footwork should be started ‘gradually until the players’ feet become toughened. After the second or third week, the players should be able to take their footwork in stride. Diagram 9 illustrates a mass drill which we often use to teach the fundamental offensive positions and defensive footwork. The encircled X is the leader of the squad. All members of the squad “follow: the leader” and go through every movement made by him. Correct body balance and vood form may be taught in this mass formation. This drill provides an excel- lent opportunity for the coach to observe fast and slow reactions of the players. Diagrams 10, 11, and 12 illustrate the stop and turn, the pivot and change of direction. Note the combination of two forms of footwork in Diagrams 11 and 12. Co-ordinating Fundamentals and Parts of the Offense After practice has been under way two or three weeks, it is well for a coach to start putting his offense together by using some fundamental drills which are segre- gated parts of his offense. Thus, while practicing certain fundamentals, the players are learning play possibilities at the same time. The coach may place the emphasis upon whichever department, fundamentals or play options, that needs the more attention at that oe Diagram 13 shows the side screen and the resultant one-hand shot. in. the free- throw ring. This fundamental drill is extremely practical and simplified for ef- fective teaching. Diagram 14 illustrates the next progres- sive step by the addition of a pivot man to the play, thus making a three-man play possibility. This drill should be used considerably because of its real game conditions. The four-man weave, shown in Dia- gram 15, is a maneuver which requires good timing. After two- and three-man play options have been practiced, it is wise to give some practice to this four- man weave because it is the framework around which this type of offense will be built. The continuity of movement, if well timed, makes more, defensive prob- lems for the opponents. Diagram 16 is an example of 5 against 5. The pivot man has been added to the four-man combination. Team fundamen- tals as timing, floor balance, shooting bal- ance, offensive and defensive balance, fol- low-up formations, and other fundamen- tals, can be practiced in the drill of 5 acainst& ‘ against 5. path of the pall is indicated by the letters a, b, ¢, d, e, f. Y/Y Typ ATHLETIC JOURNAL (In diagrams 15 and 16, the aE OF FUNDAMENTAL DRILLS OAZ-UNWNPYV| A©Z-AOCOIMW z O eo) s ] O ie ns = L. on Y 2) Pp T cS Ni Ss