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Strength in numbers Utilizing advanced statistics PRESEASON 2012 | VOL. XX NO. 6 | $7.00

BASKETBALL

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CONTENTS | BASKETBALL Edition | PRESEASON 2012 | Vol. XX, No. 6

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Coaching Management

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COVER STORY LEADERSHIP 18

Strength in numbers 29 Timeless Lessons

Strength & Conditioning 35 Holding Their Own

By allowing coaches to get more out of numbers than ever before, advanced statistical analysis is changing the way many approach scouting and player development.

Taking a page from the Wizard of Westwood can turn any coach into a better teacher and have a profound effect on players.

At Syracuse University, players regularly complete bodyweight training workouts, which allow for less load on their joints and individualized training.

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Q&A 15

Tommy Amaker

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PRESEASON

BULLETIN BOARD

New bench behavior rules … NCAA changing incoming eligibility standards … D-III AD takes over team … Inside the NHSBCA … Hiring mom to assist … Lehigh coach talks about beating Duke.

On the cover

ALSO IN THIS ISSUE 39 41 42 43

The Harvard University Head Men’s Coach talks about bringing the Crimson program to national prominence, coaching Jeremy Lin, and what it means to be a teacher-coach.

STRENGTH TRAINING & CONDITIONING BASKETBALL FACILITIES NUTRITIONAL PRODUCTS UNIFORMS AND APPAREL

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COACHING AIDS INJURY PREVENTION ADVERTISERS DIRECTORY COACHES NETWORK

Butler University Head Men’s Coach Brad Stevens is one of a growing number of coaches using advanced statistical analysis. He talks about his affinity for number crunching in our cover story, beginning on page 18.

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Coaching Management PRESEASON 2012 1

BULLETIN BOARD PRESEASON 2012

CONTENTS

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2 Behavior rules

better defined

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4 New academic standards

Sportsmanship

Rules Target Bench Behavior College basketball benches may be getting a bit quieter this season.

While coaches have long vented about perceived officiating slights, the tendency of some to go beyond standard complaining and veer into inappropriate behavior has some athletic administrators concerned. As a result, a new sportsmanship initiative aims to punish the worst offenders where it hurts the most: the scoreboard.

The Men’s College Basketball Officiating Competition Committee, which was created by NCAA Division I conference commissioners, is taking steps to improve sideline decorum by creating more specific guidelines for coaches and other “bench personnel” on the types of behavior that will and will not be tolerated. Improper behavior will then be punished with technical fouls.

Doug Fullerton, Big Sky Conference Commissioner and committee chairman, says the group is not looking to end brief bouts of spontaneity. But it does want to cut back on instances where profanity is used or the integrity of an official is repeatedly questioned.

In June, the committee outlined some of the specific behaviors they believe harm the game and should result in a technical.

These include: responding to a call or noncall in a prolonged or negative way, such as re-enacting the play; jumping “in disbelief;” throwing equipment or clothing to the floor; or approaching the official in a threatening way. The committee also singled out for punishment coaches who repeatedly question the number of fouls called against their team.

“When a coach goes up to an official and says, ‘Right now, the fouls are 10 to two in their favor,’ what’s he really saying?” Fullerton asks. “He’s implying that

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9 3 Qs on pulling off an upset

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10 D-III AD steps in as coach

his team isn’t getting a fair shake and that the official is looking the other way at one end of the court. That directly attacks the integrity of the official and is not appropriate. Sometimes coaches will even come right out and say they’re being cheated or that the official holds a grudge against their team. Anything that implies an official is taking a subjective approach is not acceptable.”

The committee is zeroing in on profanity, too. Members are advocating for the assessment of a technical foul in cases of “profane, vulgar, threatening, or derogatory remarks ... relating to ethnicity, religion, gender, or sexual orientation.”

“There are a handful of words that have no place in a college arena,” Fullerton says. “I don’t think a coach should ever have to use one of George Carlin’s seven dirty words to make a point. How can we justify allowing anyone who

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10 Inside the NHSBCA

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12 An assist

from mom

works in a public position for a college or university to use that sort of language?

There are plenty of coaches who can, and do, express displeasure over a call without using obscenities, and that’s what we want.”

Of course, the cause of poor behavior doesn’t lie solely with coaches. One problem, Fullerton says, is a lack of uniformity across conferences with regard to what officials will allow coaches to say and do.

That inconsistency, he says, leads to frustration from the sidelines.

“Coaches have no idea what to expect from one gym to the next,” Fullerton says. “Some conferences ask their officials to be very strict in enforcing sideline behavior, while others don’t make it as high a priority. We want to get the backing of the conference commissioners so we can create that standardization and the games are called consistently.”

2 Coaching Management PRESEASON 2012

AP PHOTO/BOB LEVERONE

More specific guidelines on sideline behavior are being introduced into the NCAA Division I men’s game.

They’re aimed at promoting more civil communication between coaches and referees, similar to the calm exchange pictured here between Davidson College’s Bob McKillop and a referee.

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GATORADE SPORTS SCIENCE INSTITUTE Julie DeMartini, MA, ATC, Vice President of Research Korey Stringer Institute | University of Connecticut

As hot-weather practices start up, coaches, athletic trainers and athletes need to understand how hydration and fueling can impact performance and safety during the hot, summer months. Heat can take a significant toll on an athlete’s body. Beat the heat this summer by paying attention to fueling and hydration when working out, training or competing along with knowing how to prevent and treat heat illness.

Exertional heat stroke (EHS) is one of the leading causes of death among high school and collegiate student athletes. Over the last 5-year reporting period (2005-2009), data from the University of North Carolina National Center for Catastrophic Injury has shown that there has been a increase in the number of heat stroke fatalities.1 The total number of EHS deaths over this period (18 deaths) was more than any other 5-year block since 1975 (and twice the 5-year average).

The majority of collegiate athlete deaths occur during conditioning sessions while the majority of high school athlete deaths occur on the football field. The crux of the problem is that current policies for decreasing the incidence of exertional heat illness are insufficient and ineffective and the potential for inappropriate care continues to be a large threat.

A proper heat acclimatization plan in secondary school athletic programs is essential to minimize the risk of EHS during the preseason practice period. Nearly all EHS cases occur during the first week of preseason practices, highlighting the importance of making changes during this time to maximize the safety of student athletes. Heat acclimatization involves gradually increasing athletes’ exposure to the duration and intensity of physical activity, the environment and protective athletic equipment. The goal of the acclimatization period is to enhance exercise heat tolerance and the ability to safely and effectively train in warm and hot conditions during the first 14 days of athletic participation (see table 1).3 Currently, seven states have officially passed a high school heat acclimatization policy, including New Jersey, Texas, Connecticut, Georgia, North Carolina, Arkansas and Arizona, while many others are actively pursuing this endeavor. In addition to adopting these heat acclimatization policies, other initiatives can be taken to minimize the occurrence of sudden death in student athletes.4 For example, institutions should implement emergency action plans (EAP’s)5 for all venues associated with athletic events. Additionally, it is recommended that all institutions employ a full time certified athletic trainer (ATC) as these medical professionals are educated and trained to prevent, recognize and treat EHS as well as other common causes of sudden death in sport.

Unfortunately, only approximately 50% of high schools employ an athletic trainer. For school lacking a certified athletic trainer, coaches should undergo mandatory education sessions focused to prevent EHS and teach how to treat an EHS if it does occur. Other recommendations include rescheduling practices to avoid the hottest time of the day, providing ample rest breaks during practices and ensuring that there are sufficient hydration options for athletes before, during and after games and practices. By implementing these policy changes and following proper prevention strategies, the occurrence of EHS and the unnecessary deaths of student athletes are likely to be reduced.

For more information on preventing EHS, visit ksi.uconn.edu

TIPS TO FUEL AND HYDRATE FOR HOT WEATHER •

Hydrate safely throughout the day with fluids that contain electrolytes.

Electrolytes help regulate the balance of fluid in your system which could help reduce the risk of dehydration. Dehydration can cause a very dangerous imbalance in your blood-sodium and fluid level that can lead to heat-related illnesses and even death.

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Weigh yourself before and after practice to determine individual fluid loss.

Replace every pound lost with approximately 20 ounces of fluid. Drink enough fluids to replace sweat losses and stay hydrated but be careful not to overdrink, as that can be dangerous.

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Intense heat and humidity can put more stress on your body. This can cause you to sweat more and can make your heart work harder. Change your exercise routine in these conditions by taking more frequent breaks, decreasing exercise intensity and replenishing fluids and electrolytes when you’re out on the field.

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Sports fuels that contain carbohydrates and electrolytes can be a dual defense against dehydration and an intense workout in the heat. Electrolytes can help your body replace what’s lost in sweat and retain fluid and carbohydrate fuel will make sure your body has additional energy to keep going. Fuel your body before exercise to perform in the heat of the moment.

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Be conscious of the steps you take after a workout to plan for your next one.

Your body is your most essential athletic gear. Prepare to perform day after day by putting the right fuels and fluids in your system after your workout ends. Your post-game plan should include protein to help rebuild muscle and fluid with electrolytes to help replace and balance your fluid-levels.

Table 1: Recommended Heat Acclimatization Policies for High School Athletics.

Days of Practice

Recommendations

Days 1-2

1. Single practice sessions only 2. Players may only wear helmets 3. Daily practice time cannot exceed 3 hours (plus one 1-hour walk through)

Days 3-5

1. Single practice sessions only 2. Players may only wear helmets and shoulder pads 3. Daily practice time cannot exceed 3 hours (plus one 1-hour walk through)

Days 6-14

1. A single practice session day must fall between two double practice session days (cannot have two consecutive days of double practice sessions) 2. Players are permitted to wear full pads/equipment 3. Daily practice time cannot exceed 5 hours (plus one 1-hour walk through)

References: 1 Mueller F and Cantu R. Twenty Sixth Annual Report of the National Center for Catastrophic Sports Injury Research: Catastrophic Football Injuries. 2009.

2 Casa DJ, Almquist J, Anderson S, et al. Inter-Association Task Force on Exertional Heat Illness consensus statement. NATA News. June 2003:24-29.

3 Casa DJ, Csillan D. Preseason Heat-Acclimatization Guidelines for Secondary School Athletes. J Athl Train. 2009;44(3):332-333.

4 Casa DJ, Guskiewicz KM, Anderson SA, et al. National Athletic Trainers’ Association Position Statement: Preventing Sudden Death in Sports. J Athl Train. 2012;47(1):96-118.

5 Anderson JC, Courson RW, Kleiner DM, McLoda TA. National Athletic Trainers’ Association Position Statement: Emergency Planning in Athletics. J Athl Train. 2002;37(1):99-104.

BULLETIN BOARD Standardization is also important so that officials know they can make a call and not have it questioned down the line.

“Some conferences allow coaches to have input on officials’ evaluations, and the officials were so worried about the feedback, they didn’t dare call a technical for certain behavior,” Fullerton says. “Having these guidelines in place can help make an official feel more comfortable making a call.”

After some tweaks based on coaches’ input, the new guidelines could become part of all officials’ training for the upcoming season. Fullerton believes that coaches will be on board with the plan.

“There’s always a coach or two who doesn’t like changes, but the majority of them will go along with this,” he says.

“For the others, we may need to have a conversation about why bringing up a foul disparity is inappropriate. I look forward to those discussions, but all coaches need to recognize that this is the direction the game is moving, and that certain behavior is simply not going to be allowed.”

Academics

NCAA Calls for Higher HS GPAs Over the past year, tougher academic rules for NCAA Division I teams have made numerous headlines. Flying under the radar, however, have been new mandates for high schoolers looking to play in Division I. Beginning in 2016-17, athletes who want to compete at the D-I level will be required to post at least a 2.3 GPA in 16 high school core courses. Previously, the minimum was 2.0.

Student-athletes with high school GPAs between 2.0 and 2.3 will be required to take an academic redshirt year. This means they will be eligible to receive athletically related financial aid and practice with the team during their freshman year on campus, but won’t be allowed to compete in any games or travel to road contests. Athletes with GPAs below 2.0 will be considered nonqualifiers and won’t receive athletically related financial aid, practice, or compete during their freshman year.

In addition, players will have to meet test score requirements based on the NCAA’s sliding scale. For example, a student-athlete with the minimum 2.3 corecourse GPA needs to score a 1080 on the SAT (not counting the writing section) or 93 on the ACT (the sum of the scores in English, mathematics, reading, and science) to compete. A player who posts an 820 SAT or 68 ACT, meanwhile, would 4 Coaching Management PRESEASON 2012

need a 2.95 GPA to compete as a freshman. (The full sliding scale can be found at: www.eligibilitycenter.org under “Resources.”)

All athletes must also complete 10 of the 16 core courses before their seventh semester (senior year) of high school. Of those 10 courses, seven must be in English, math, or science.

To meet stricter academic demands and prepare athletes for college, some high schools are experimenting with new ideas and progressive programs. For example, Warren Central High School in Indianapolis has implemented an academic support program for athletes that uses grade tracking, study tables, coaches’ efforts, and motivational tools.

Beginning in 2016-17, academic standards for incoming players at the NCAA Division I level will rise.

To help better prepare its players for college, Warren Central High School in Indianapolis has implemented an academic support program.

When the school began tracking athletes’ semester GPAs in the spring of 2009, only 67 percent of student-athletes were at or above a 2.0. In the spring of 2011, as a result of the support program, that number had risen to 86 percent.

“It starts at the top with the school leadership putting academics at the forefront and saying it’s important,” CoachesNetwork.com

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BULLETIN BOARD says Jennifer Jensen, a math teacher at Warren Central who conducts grade tracking for the program. “And it continues with personal interaction. It is about the student-athletes understanding that we don’t just care about what

“As coaches have become more concerned with student achievement, we’ve seen our students’ interest in their academics grow. What tutors or coaches say makes a big impact on students.

When kids know that you care and are concerned about them, they’ll run through a brick wall for you.”

Jennifer Jensen Warren Central High School Math Teacher

they do on the court. We care about them as people.”

School policy at Warren Central requires a student-athlete with a GPA below 2.0 or an F in any class to attend study sessions twice per week. Under the program, players struggling academically are now also required to have individual meetings with their coaches.

At these one-on-one sessions, the coach outlines expectations and provides a plan for improving the player’s grades.

Another way that Warren Central emphasizes academics to its student-athletes is through its Leadership Kickoff event, which was held for the third time last fall. The main component of the Kickoff centers on announcing the student-athletes’ recent academic achievements. Each squad’s combined GPA from the previous year, as well as the percentage of members in defined GPA ranges, are shared with everyone in attendance.

Prizes are awarded to the teams with the highest marks in both small- and largeteam divisions.

“The event generates a sense of pride,” Jensen says. “The kids talk about it, and it has made them more excited about being good students. There was

one situation where a team’s GPA was very low, and they were basically called out during the kickoff. The next year, that team doubled the number of kids who achieved a GPA above 2.0. This event also makes the coaches more aware of academics, and has increased their support of these initiatives.”

Athletes receive reminders of their academic achievement via “data walls” in the athletic office and weightroom, which provide team GPA stats. “There are goals we establish for the year, such as getting more than 90 percent of athletes above a 2.0,” Jensen says. “Students in Indiana have to pass an assessment in Algebra I and English 10 in order to graduate. Last year we started tracking whether student-athletes were passing those tests, as well.”

Jensen believes the key to the program is adults emphasizing academics.

“As coaches have become more concerned with student achievement, we’ve seen our students’ interest in their academics grow,” Jensen says. “What tutors or coaches say makes a big impact on students. When kids know that you care and are concerned about them, they’ll run through a brick wall for you.”

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Coaching Management PRESEASON 2012 7

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QUESTIONS

BULLETIN BOARD

3

Occasionally, after a major upset, the winning coach will jokingly say, “That’s just how we drew it up.” But for Lehigh University Head Men’s Coach Brett Reed, his squad’s 75-70 victory over Duke University in the first round of the 2012 NCAA Division I Tournament actually did go according to plan.

During his five years as a college head coach—all at Lehigh—Reed has developed a fivepart plan for success. That blueprint instructs players to have a common vision for what they want to accomplish, believe in themselves, prepare for the opportunity, have faith despite adversity, and be thankful. Reed believes the plan played a big role in Lehigh becoming just the sixth 15-seed to beat a two-seed.

The victory was a watershed moment for a program that has steadily improved in Reed’s tenure. After taking over a 12-win team prior to the 2007-08 season, Reed directed the Mountain Hawks to a then-school record 22 wins and their first outright regular-season Patriot League championship in 2010. Two years later, he guided the program to its first NCAA Tournament win, one of the biggest upsets in college basketball history.

We caught up with Reed and he shared what he did to prepare the team to take down the Blue Devils, and how the victory has affected recruiting.

Toppling a Two-Seed CM: What was the biggest challenge heading into the game and how did you prepare?

Reed: Our players were aware that everyone on TV and social media was predicting Duke would win. So they needed to block all that out and focus on the task at hand. That’s why we include believing in yourself as part of our process. Once the players had a belief in themselves and their teammates, that became more important than how other people were assessing their abilities.

Other than a few minor tactical adjustments based on specific things we thought Duke would do, we didn’t really change much from our Brett Reed usual preparation. For us, part of “being prepared for an opportunity” is knowing we don’t have to reinvent who we are based on the opponent we’re playing. We hammered into the guys in practice every day that if we followed the patterns we had established in the regular season in terms of focus and effort, it would pay off. And it did.

In the second half, you took a timeout after a Duke run put the Blue Devils up by five. What did you tell your team at that point?

As talented as Duke was, we knew that they were going to make a run. But that is the type of adversity we always plan for. So during that timeout, I told the guys they needed to maintain control over their emotions and continue to play the roles we needed them to. We knew there was still a lot of time left, so it was mostly about focusing our effort and maintaining a positive attitude.

Has this victory had an effect on your access to more talented recruits?

There’s an additional amount of visibility for the program and that’s great. However, beating Duke isn’t going to change our program’s recruiting philosophy. We’ve developed a formula for recruiting players, and it’s centered on finding athletes who not only have a deep appreciation for basketball, but who recognize the value of the education they can receive at Lehigh. I believe that once you start taking shortcuts because you’re suddenly attractive to a new level of recruit, you won’t be able to accomplish what you really want to.

In March, Lehigh University’s C.J. McCollum (#3) helped corral Duke’s Austin Rivers on the way to upsetting the Blue Devils in the first round of the NCAA Division I Men’s Tournament.

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Coaching Management PRESEASON 2012 9

BULLETIN BOARD Interim Replacement

AD Returns to the Sidelines On Jan. 24, with just nine games remaining in the 2011-12 women’s basketball regular season, Misericordia University Athletic Director Dave Martin received some startling news. Tom Griffith, the squad’s Head Coach, had tendered his resignation.

Misericordia had a game the next night against King’s College, so Martin had to act fast.

The problem was, all of the team’s assistants were part-time employees, and the one who had been with the program the longest had a full-time job off campus. So after consulting with the vice president for student services and the associate athletic director, Martin, who coached the men’s team for 14 years until 2004, decided to offer the job to himself.

Although Misericordia lost to King’s the next night, dropping its record to 9-8, the Cougars won six of their final eight regular season games. The team then defeated DeSales University and King’s in the Freedom Conference tournament to earn a berth in the NCAA Division III tournament for the first time.

“I had a lot on my plate, but I felt like we owed it to our women’s players to give them the best chance possible to finish the season the right way and be competitive,” Martin says. “Looking back, I’m glad I did it.”

Despite not having coached at the college level in more than eight years, Martin was confident he still had what it took to run a team. “I’ve remained involved in coaching,” he says. “I have a 12-year old daughter who I’ve been coaching in AAU ball. I’ve also continued

10 Coaching Management PRESEASON 2012

to work at camps and clinics in the area and my sister, Tina, is Head Women’s Coach at the University of Delaware.

Additionally, our men’s coach, Trevor Woodruff, played for me here, and I attend his practices at times and consult with him every once in a while.”

The first thing Martin did after taking over the team was meet with his coaching staff and develop a plan for the transition. Since it was already late January, Martin didn’t want to overhaul the system. Instead, he asked the assistants to teach him about the team’s existing offensive and defensive sets.

“One thing that helped the transition is the coach who left was an assistant of mine when I coached the men’s team,” says Martin. “So we had similar philosophies and he did some of the same things I did. There was a lot of familiarity so it was mostly a matter of learning new terminology. I figured it was easier for me to pick up everything that was different than to teach the team new things at that point in time.”

Next, Martin held a meeting with the players. “That year, the team’s motto was ‘One Team, One Dream,’” he says. “That same group of players lost in the conference championship game the season before, and their dream was to win it. I told them that should still be their goal. It was still within our grasp. The players liked the remaining coaching staff and many of them already knew me personally, so they trusted us.

Last season, the Misericordia University women’s team captured the Freedom Conference tournament title despite losing its head coach in January.

Athletic Director Dave Martin (at far right) stepped in as interim coach.

“After the meeting, the thing I told them was ‘Eyes Forward,’ which became another motto of ours,” Martin continues.

“There wasn’t anything we could do about what happened in the past and it didn’t make sense to look backwards.

There were a lot of different ways the season could have gone at that point, but I don’t think we could have had a better result.”

Although Martin won’t coach the team again this season, he says the 12game stretch he spent with last year’s squad was one of the most rewarding professional experiences of his career.

“Working with those players on a daily basis really rejuvenated me,” he says. “I’m very involved with institutional advancement and fundraising and construction projects, so I was doing less in athletics.

Coaching re-energized me and reminded me why I do what I do.”

Associations

A United Approach Launched five years ago as a way to provide the high school coaching community with a unified voice, the National High School Basketball Coaches Association (NHSBCA) is fast becoming a force in rule and policy development at both the NFHS and NCAA levels. With a seat on the NABC Board of Directors, the NHSBCA has come a long way from its time as a group of coaches who held informal annual get-togethers at Ohio high school all-star games in the 1980s and 90s.

Incorporated as a non-profit organization in Indiana in 2007, the NHSBCA includes high school coaches of boys’ and girls’ teams from 32 states. “The rise of our organization has given high school coaches some power,” says Dave Archer, President of the NHSBCA and Executive Director of the Basketball Coaches Association of New York. “If we want to talk to the NFHS about changing a rule, the fact that we’re representing 40,000 coaches from 32 states carries more weight than if just one coach in New York says, ‘I don’t like the current rule.’”

The NHSBCA is led by a board of directors, which consists of a representative from each state’s coaches’ association—usually its executive director or president. The Board meets annually and elects officers who hold two-year terms.

“We meet in a different location every summer, and usually have 20 to 22 of the board members attend,” Archer says. “So we have very good participation.”

One of the ways the NHSBCA is gaining power is through its recently awarded seat on the NABC Board of Directors, CoachesNetwork.com

BULLETIN BOARD

Composed of high school coaches from 32 states, the National High School Basketball Coaches Association (NHSBCA) is busy lending its voice to policy discussions within the NFHS and NCAA.

which is currently filled by Archer. “Having a role with the NABC is extremely important,” says Archer. “By being on its board, we have access to our profession’s main decision makers.”

Currently, the NHSBCA is focused on improving the recruiting scene and increasing collaboration between high school and AAU coaches. “People used to identify the role of the high school coach as that of a mentor, confidant, and leader,” Archer says. “But in a lot of ways, that’s been supplanted by the AAU coaches, since kids play 50 or 60 games for them, versus 18 for their high school teams. So we’re asking, ‘Who really has the influence here?’ We look at high school coaches as professional educators—we’re trained and certified—and we’d like to return to having a bigger role again.”

Last year, while going over the rules for recruiting procedures, the organization noted that the whole month of July was open for recruiting, but not April. “We ON THE WEB said, ‘Wait a minute, it’s still the To learn more about school-year in the National High April, and that School Basketball would be a better Coaches Association, time for recruitgo to: ing since the high www.nhsbca.org. school coach could still be involved,’” Archer says. “So we were part of the group that got some changes made. Now there are two weeks in both April and July when college coaches can recruit.”

Coaches in the NHSBCA are also sharing ideas and working collaboratively on common issues. One of them is comManagement PRESEASON 2012 12 Coaching Management

petitive balance. “Most states have private schools and charter schools winning state championships, and that’s because those schools can enroll players from other districts,” says Archer. “At one of our meetings, I said, ‘We’ve got this problem in New York.’ And then our Ohio representative said, ‘We’re already dealing with it here,’ and Kentucky’s chair said, ‘We’ve got the same issue.’ So now, representatives from 32 states can look at this issue together and see if we can come up with a solution that will help everyone.”

Coaches who are members of their state’s coaches’ association are automatically eligible for NHSBCA membership, while others can join as an individual for $20. Membership benefits include monthly e-newsletters, networking opportunities, and access to online coaching resources. “It’s an energized group, and it’s exciting to be a part of it,” Archer says. “Once a coach gets involved with us, I think he or she will be very happy.”

Assistant Coaches

Mom On Board When Brandon Wautier was hired as Head Girls’ Coach at Southern Door High School in Brussels, Wis., last year, it was his first varsity job. Not surprisingly, he wanted a familiar face with plenty of experience to join his staff. He found the perfect person in someone who has known him longer than anybody—his mother.

Having spent 26 years coaching girls’ teams at Southern Door, Penny Wautier had retired from her job as head girls’ j.v. coach following the 2010-11 season.

“After I interviewed for the job,” says Brandon, “I told her that if I got it, I would love to have her run the j.v. team and work as an assistant varsity coach, but at that time she didn’t commit to anything.

“Then when I told her I had been hired, she got pretty excited,” he adds.

“And right away, she agreed to help me out.”

Prior to taking the reins at Southern Door, where he is an alum, Brandon spent two years running the boys’ freshman team at a nearby high school, but he had no experience coaching girls.

Since Penny had it in spades, she was instrumental in helping Brandon make the adjustment.

“My mom was great about teaching me how to deal with the different types of conflicts that can pop up with girls and how to communicate with them, which is a little different than with

boys,” says Brandon. “Also, she was very familiar with the players, having coached every one of them at the middle school or j.v. level. She had also run our Saturday morning youth program for years, which I’ve since taken over. The relationships she had built gave the program continuity, earned me instant credibility, and allowed me to hit the ground running.”

As a first-time varsity coach, Brandon leaned on his mother for tips on conducting practices and dealing with outside criticism. “She gave me suggestions on how to organize drills and keep stats,” he says. “More importantly, she taught me the importance of having thick skin and to realize that when things don’t go my way I need to take a breath and not let it get to me.”

It also helps that the two are on the same page about most topics related to basketball. “We have a lot of the same offensive and defensive philosophies and approaches to coaching,” he says. “I basically learned the game from her.”

But there are also times when he has to pull rank on mom. “She’s more of a yeller than I am,” Brandon explains. “And there have been a couple of occasions when a referee told me I needed to remind her that as an assistant, she has to remain seated.”

Brandon says the biggest perk of coaching with his mother is being able to spend time more time with her. “For us, basketball has always been a common bond,” he says. “It’s great having her on my bench and seeing her every day at practice.”

After taking over as Head Girls’ Coach at Southern Door High School in Brussels, Wis., last year, Brandon Wautier’s first move was to hire his mother, Penny, to be his head j.v. coach and assist him with the varsity team.

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Q&A

GREAT EXPECTATIONS

Last season, guard Laurent Rivard helped lead Harvard University to an Ivy League title and a berth into the NCAA Division I Men’s Tournament.

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Q&A with TOMMY AmAKER | HARVARD university

Harvard University has long been one of the nation’s elite institutions of higher education. But only recently has its men’s basketball team lived up to that lofty standard. Spurred by the arrival of Head Coach Tommy Amaker in 2007, the Crimson has since won its first two Ivy League championships, sharing the title in 2011 and winning it outright in 2012. This past season, Harvard made its first NCAA tournament appearance since 1946, set a program record with 26 wins, and vaulted into the national rankings for the first time.

While such men’s basketball success is unprecedented at Harvard, it’s nothing new CoachesNetwork.com

for Amaker. During his playing career at Duke University, Amaker was a four-year starter at point guard, setting school records for season and career assists. After graduation, he helped the program reach five Final Fours and win two national titles as graduate assistant and an assistant coach.

In 1997, at the age of 31, Amaker was named Head Coach at Seton Hall University, becoming the youngest coach in Big East history. He led the Pirates to the Sweet Sixteen in 2000, one year before he accepted the head coaching job at the University of Michigan, where he went 108-84 with three NIT appearances. In this interview, Amaker talks about turning Harvard into a winning program, the success of Jeremy Lin, and the difference between coaching and teaching.

CM: After sharing the Ivy League title with Princeton in 2011, your squad was a heavy favorite to win the league in 2012. How did you deal with the pressure to repeat?

Amaker: From the moment Princeton’s shot beat us at the buzzer in 2011, the expectations for the 2012 team were off the charts.

But we were able to focus on our internal standards instead of those expectations.

Can you describe those standards?

The players come up with the standards, and we want them to have ownership of them, so we keep those internal and private.

Staying on track with them is all we focused on, not whatever external feelings or pressures may have existed. We believed that if we lived up to our standards, we’d be very happy and comfortable with ourselves—and Coaching Management PRESEASON 2012 15

we could live with the results on the scoreboard.

How did you keep the players focused on those internal standards as outside attention increased?

Players are exposed to so much information these days, and that makes focusing them a very difficult thing to do. It’s impossible for us to completely block those things out, so we didn’t try. Instead, we tried to make sure that we defined the ideas that we were committed to and stayed on message about what our thoughts, standards, and identity needed to be.

By encouraging the players to do that rather than telling them “Don’t do this” or “You can’t do that,” they viewed the coaching staff as being with them and for them.

Then, in return, they were more receptive to embracing the things that are important to us as coaches and teachers.

What was your approach for turning things around when you took over at Harvard?

Harvard is a powerful name. As a coach-

ing staff, we wanted to embrace that power and use it as the centerpiece of our vision for growing our basketball product. We talked about not running away from our lack of basketball tradition, and instead running toward it. We didn’t shy away from the fact that we had never won an Ivy League championship.

In fact, that was one of the first things that I would bring up when I talked to recruits about our goals. We embraced the idea that, eventually, we would be the first group to win the league title and talked about how exciting it would be to share in that moment.

You won only eight games that first year. How did you keep things positive?

How did you sell that philosophy to recruits?

We wanted to build a team with a defensive DNA. At the same time, we wanted to be high scoring—though not a jack-it-up, run-and-gun team. Our defense needed to help us get where we wanted to be offensively. Having the kids buy into that at the beginning was really big for us.

I was taught by Coach K that one of the best ways to build a program and team camaraderie with a group of players is on the defensive end of the floor because you have to do it as a unit. To be any good defensively, you have to act as one, and that was the basis for the

We looked for kids who wanted to be part of this process and make history here. If somebody wanted a program that was more established and had a tradition of championships, then we weren’t the place for them and that was okay. As my assistants and I went out and presented our vision—and we never used the word sell—we simply presented who we are, what we’re about, and where we want to go. And we found kids who embraced that idea and shared in our vision.

That season, we talked about it being the beginning of our journey. We knew we weren’t going to accomplish all we wanted in one year, but we kept talking about making progress and building momentum. A big part of it was establishing the brand of basketball that we wanted to be known for here and if we were going to take some lumps, that was just part of the process.

What style of play were you looking to develop?

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Q&A style of play we wanted to implement here.

How have you gone about connecting with the academic community at Harvard?

I’ve become part of a group of AfricanAmerican professors and business folks who meet once a month for breakfast. We have about 15 people now—including business school professors, law school professors, the former dean of the business school, the editor of the African-American newspaper, and a real estate executive—who are all part of this campus and this community.

During that time, we sit down and solve the world’s problems for a couple of hours before returning to our own lives.

It’s been incredibly enlightening to learn from these great individuals, and in turn they have become supporters of our basketball program and mentors to our players. It’s been invaluable to connect our student-athletes with these great teachers and campus leaders.

As a basketball coach, you can sometimes get stuck in your own little world, but these meetings keep me entwined with the AfricanAmerican community and the university. I’ve also built relationships and friendships that

have become very meaningful to me. Those men make me aware of how things are working on our campus and the different issues or concerns they face.

You coached Jeremy Lin for three seasons. Did you have any idea that he would be so successful in the NBA?

We were all very excited to see everything that’s happened for Jeremy because he’s such a wonderful person. He’s handled everything so well, and I’m not surprised by that. I don’t think anyone would have predicted this type of enormous success, but I wouldn’t say I was shocked by it. While he was here, we saw him perform at a high level on big stages, under bright lights. He’s very calm in moments that others would consider intense pressure.

There’s a peacefulness about who he is that allows him to perform at an elite level when the stakes are the highest, and that’s the mark of a special person and player.

How do you think high school coaches can better prepare their players for the college environment both on and off the court?

I think high school coaches do a great job overall. My mother taught at a high school for 50 years and I played for a great high school coach who was also a great teacher, so I am very familiar with the teaching aspect of the job. I would encourage high school coaches to continue to remember that they’re teachers first.

When you approach it that way, I think kids are better equipped because they are more receptive to learning. You’ll usually find that great coaches are also tremendous teachers. There’s a difference between coaching and teaching and the combination of both is very, very powerful.

How do you differentiate coaching and teaching?

You can just coach the skills and strategies of a game or a sport. But to me teaching goes beyond the time spent working on the court in practices and games. It means showing athletes how everything they’re doing fits together in the game of life. The coaching aspect is important, but we also have to teach and instill things that go beyond the dimensions of a basketball court. CM

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Butler University Head Men’s Coach Brad Stevens is one of a growing number of coaches to use advanced statistical analysis to learn more about their teams and their opponents. Photo: butler university ATHLETICS

COVER STORY

Strength

in numbers Advanced metrics are changing the way many top coaches evaluate the game. From scouting to player development, innovative statistical analysis allows coaches to get more out of numbers than ever before. | By Mike Phelps Call these coaches nerds if you want—but that would be paying them a huge compliment. In today’s game, numbers crunchers like Butler University Head Men’s Coach Brad Stevens are using advanced statistical analysis to gain a competitive edge over their opponents.

For Stevens, an interest in statistics has always been a component of his coaching makeup. Even at the beginning of his career, when he worked as the Bulldogs’ Director of Basketball Operations, Stevens pored over the team’s stats simply for his own enjoyment.

Then when he became an assistant coach and eventually head coach, it was natural for him to use that understanding to analyze his own team as well as Butler’s opponents.

“I’ve always viewed statistics as a way to give my team an advantage,” Stevens says.

“We’ll use any sort of number we can to help our players analyze trends and understand different aspects of the game.”

Stevens’s interest in statistics came to a head in 2010, as he began preparing his team to face Duke University in the NCAA Division I national championship game. With little time to prepare for the heavily favored Blue Devils, Stevens opened his laptop in the team’s Indianapolis hotel and, as reported by the New York Times, logged onto a popular

advanced statistical analysis Web site dedicated to Division I college basketball. The data Stevens found on KenPom.com provided him with detailed information on Duke’s players and helped him learn the team’s offensive and defensive tendencies. This, plus his traditional prep work, helped Butler come within a missed half court shot of one of the most memorable national championship game upsets of all time.

“You can look at a KenPom sheet and have a good general idea of what a team does well before watching film on it,” Stevens says.

“KenPom doesn’t tell you what kind of sets they’re running in certain situations or what they’re going to do late game or on an out-ofbounds play, but you can find that stuff by watching film. By combining the two together, I think you can piece together a pretty sound analysis of your opponent.”

While number crunching alone won’t carry any coach to the Final Four, advanced statistics are playing a larger role in how they

COVER STORY

strategize. Ken Pomeroy, the creator and namesake of KenPom.com, estimates upwards of 100 NCAA Division I coaches subscribe to his site, with many others coming from lower divisions and high school ball. The site offers detailed breakdowns of each Division I men’s squad, with team- and player-specific numbers, as well as national rankings.

The use of advanced stats, as well as new technologies that change the way coaches watch film, will continue to grow, and coaches who don’t catch on risk being left behind.

“It’s our job as coaches to have answers,” says Ted Hotaling, Head Men’s Coach at the University of New Haven, who creates his own advanced statistical databases using spreadsheet software on a computer. “Whether it’s to improve our own team or scout an opponent, advanced stats give you quantifiable answers and force you to look at the game in a more in-depth manner.

“Plus, for me, it’s a fun way to look at the game,” he continues. “When we finish a game and I get back to my office, the first thing I do is take the box score and analyze

it on my computer. Even before I start watching film, seeing the numbers paints a pretty clear picture of what happened during a game.”

UNDERSTANDING THE NUMBERS

With a full-time job at the National Weather Service, Pomeroy, who lives in Salt Lake City, might not seem like a typical college hoops guru. He has a civil engineering degree from Virginia Tech and a graduate degree from the University of Wyoming in atmospheric science, and began researching sports statistics while watching the Air Force Academy basketball team on television.

Pomeroy suspected the Falcons were able to hold opponents to such low scores due to their deliberate offense that limited possessions, rather than unrelenting defense. So he devised a formula that calculated the number of possessions—which proved his hypothesis to be correct. He then decided to take his analysis even further.

When Pomeroy focused his Web site on college basketball for the 2004-05 season, he

statistics glossary Here are explanations for some of the data discussed in this article, courtesy of KenPom.com.

Four Factors: Effective field goal percentage (eFG%): Computed from (FGM + 0.5*3PM)/FGA. This differs from conventional field goal percentage by taking into account the extra value of a made 3-pointer.

Turnover percentage: Turnovers divided by possessions.

Offensive rebounding percentage: Computed from OR/(OR + opponent’s DR). The opponent’s percentage can be thought of as your offensive rebounding percentage allowed.

Free throw rate: This is FTA/FGA for both the offensive and defensive values.

More terms: Adjusted efficiency: Raw offensive efficiency is points scored per 100 offensive possessions. The adjusted version considers for the quality of opposing defenses, the site of each game, and when each game was played (recent games get more weight). Defensive efficiency is points allowed per 100 defensive possessions, adjusted for the same factors.

Tempo: We can estimate possessions from box score stats by using this formula: FGA-OR+TO+(0.475xFTA).

For each team, possessions are counted for the team and their opponents, and then averaged. A team’s average tempo is total possessions divided by minutes. This value is then adjusted for schedule, considering the preferred pace of each opponent, and when each game was played.

wasn’t sure how many people would be interested, but he was inspired by the new statistical approaches that had taken off in baseball and thought there was a niche to fill in basketball. He was right again.

The site features advanced team-based numbers such as efficiency, tempo, the Four Factors (effective field goal percentage, turnover percentage, offensive rebounding percentage, and free throw rate), 3-point shooting percentage, 2-point shooting percentage, block percentage, steal percentage, point distribution, and more. It also breaks down individual players, looking at statistics such as offensive rating, percent of possessions used, percent of shots taken, effective field goal percentage, and offensive and defensive rebounding percentage, among others. (For a closer look at what these terms mean and how they’re calculated, check out “Statistics Glossary” at left.)

“I built the site so that you can get an indepth look at a team. You can see how good their offense and defense is with the efficiency numbers, and then you can drill down to see the individual components,” Pomeroy says. “Do they shoot the ball well?

Do they take care of the ball? You can focus even more from there and see players’ specific strengths and weaknesses.

“Without advanced statistics, you’re pretty much left to judge teams either by what you see with your eyes or by old school statistics,” he continues. “If coaches go just by what they see, they open themselves up to bias, or may miss something. For example, they might watch a team on a night when it’s not playing the way it normally does and took a lot of 3pointers, but maybe you’ll learn from my site that it typically doesn’t shoot a lot of them.

My numbers show what teams normally do over the course of a season. Checking the advanced statistics forces you to re-examine what you saw and maybe look at things in a different way.”

Many of today’s coaches are seeing the value in advanced statistics versus those in the traditional box score. “The box score should be changed in my opinion,” says Hotaling. “I don’t know why they still combine 2-pointers and 3-pointers into one shooting percentage. If you look at what effective field goal percentage does to the numbers (placing higher value on a made 3-pointer), it’s pretty amazing. We had a player two years ago who shot about 52 percent from the field, and another player who shot 40 percent, but their effective field goal percentage was almost identical, because the Mike Phelps is a former Assistant Editor at Coaching Management.

20 Coaching Management PRESEASON 2012

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40-percent shooter was taking—and making—a significant number of threes. That number allows you to more accurately see who your most efficient scorers are.”

Pomeroy is quick to admit that he doesn’t have a coach’s brain and tends to view his own work through the eyes of a fan. But he believes any coach who is hoping to glean something from statistics should take some time to click around his site, explore, and see

what they can apply to their own number crunching.

Hotaling agrees. He finds advanced statistics like Pomeroy’s provide a fresh perspective on his team’s performance. “For instance, last year, 20 percent of our possessions ended in a turnover,” he says. “You’d think that we were bad at handling the ball, but our steal percentage on offense was very low, which told us that other teams weren’t

redefining positions There is a ton of statistical information currently available in the world of athletics, and more is on the way. The MIT Sloan Sports Analytics Conference, which provides a forum for sports industry professionals and college students to discuss the increasing role of analytics in the industry, was held for the sixth time in March 2012, and basketball statistics represented a growing part of the discussions.

One panel at this year’s event featured the likes of Jeff Van Gundy, John Hollinger of ESPN, and author Dean Oliver talking about how NBA general managers, owners, and coaches are increasingly employing advanced metrics and statistical tools for scouting, drafting, and trading personnel. This year’s conference also saw the release of an innovative study from Muthu Alagappan, a senior at Stanford University and consultant at Ayasdi, a data visualization company, that introduced the concept of there being as many as 13 different basketball positions instead of the five commonly accepted positions: point guard, shooting guard, small forward, power forward, and center.

Alagappan’s findings won him the Alpha Award for Best Evolution of Sport Talk. He used statistics in seven categories—points, rebounds, assists, steals, blocked shots, turnovers, and fouls—and topological data analysis to place players into 13 positions with names such as offensive ball-

handler, scoring rebounder, and paint protector. A scoring rebounder, for example, is a player like Dirk Nowitzki or LaMarcus Aldridge who is above average in field goals attempted and made, but below average in assists and steals per minute.

In Alagappan’s presentation, he compared the roster make-up of the 2010-11 Dallas Mavericks, the NBA champions, to that of the Minnesota Timberwolves, which finished with the worst record in the league. The Mavericks’ roster was well balanced across the 13 positions, while the Timberwolves featured more players with redundant skills.

While the study focused on NBA teams and players, there may also be lessons in the data for college coaches, writes ESPN.com’s Eamonn Brennan: “If a college coach hunting for recruiting value can break down that recruitment beyond the normal superficial classifications—I need a point guard, is he a true point guard?—and begin to construct teams based on more refined and analytical understandings of positional value, they can cut through the recruiting muck and field better teams than any recruiting ranking would suggest is possible … Even a base understanding of this idea—that you’re not recruiting positions but traits, and here’s what you really need—could be a breakthrough for mid-major and rebuilding high-major coaches willing to take advantage.”

To watch Alagappan’s full 30-minute presentation and download a slideshow from the talk, go to: www.sloansportsconference.com/?p=5431.

22 Coaching Management PRESEASON 2012

stealing the ball from us. Most of our turnovers were a result of traveling, illegal screens, and other things like that. There are a lot of things that factor in, and recognizing them could change a couple of possessions per game, which could be the difference between a win and a loss.”

OBJECTIVE SCOUTING

When game planning for opponents, one way coaches can get an edge is to look for subtle trends, such as identifying a player who doesn’t play a lot of minutes, but produces when he does get on the floor. Pinpointing players who take the majority of a team’s shots, or analyzing a player with a high rebounding percentage can also help.

The key is to then devise strategies to beat a team based on those tendencies.

“For example, say a player is a really good offensive rebounder,” says Pomeroy. “That’s great to know, but what are you going to do to negate that? Focus hard on boxing out?

I’m sure every team that has played him has tried that and it hasn’t worked.

“One coach told me that if they see a guy with super offensive rebounding numbers, they won’t front him in the post,” Pomeroy continues. “Instead, they want to play behind him to have a body between him and the rim at all times. This was a team that typically likes to deny all entry passes to post players, so they would dramatically adjust their game plan to counteract freakishly good offensive rebounders.”

Eye-popping numbers can also be used to get your players’ attention as you prepare for an opponent. “Suppose you’re getting ready to face a player like Kendall Marshall from North Carolina,” Hotaling says. “He had an assist rate of 45.1 last year (meaning he assisted on 45.1 percent of his teammates’ field goals when on the court). I would think that number would pop out at someone, and a team might try to curb the amount of touches he gets.

“That team might also stick to shooters and not help off Marshall, and instead try making him a scorer rather than a facilitator,” Hotaling continues. “There are a lot of things a team can do to scheme for a player who excels at one particular aspect of the game.”

When breaking down an opponent, Hotaling likes to look at usage numbers to determine who takes the majority of shots and who is efficiently scoring the ball. Stevens, meanwhile, focuses on statistics like tempo, defensive rebounding percentage, turnover rates, and free throw rates to try to get an idea of an opponent’s style of play. He

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COVER STORY

also prefers to zero in his analysis on the opponent’s five previous games.

“A season stat sheet might not be applicable if the team just started using a player or if the player is on a hot streak,” Stevens says. “For us, the last five games are usually a pretty good indicator of a team’s current trends.”

Whatever stats you’re analyzing, whether from Pomeroy’s site or your own data gathering techniques, Stevens cautions against reading too far into the numbers. “It’s a lot harder to glean meaning from stats when you’re talking about a team that’s full of newcomers and it’s only the fifth game of the season,” he says. “The level of competition can also vary greatly in those five games. You may play a team that’s really good but they’ve played five of the top teams in the country so it’s hard to know exactly what they do well. The bottom line is that you want to use the numbers to an extent, but still trust what you see on the court. I think a mix of both is a good way to go.”

Pomeroy agrees with Stevens’s assessment. “All information is valuable, but you need context,” he says. “For example, if a player has great shooting stats, you should

ask, ‘What kinds of defenses has he faced?’

And how many games are you looking at? If you’re looking at those stats after just a handful of games and the player didn’t shoot the ball well the previous two years, is it really an improvement or is something else going on?

“Those are the kinds of issues you have to confront,” Pomeroy continues. “Seeing the stats is the starting point for the conversation.”

TEAM TENDENCIES

As an assistant at Yale University, Hotaling cultivated a deep appreciation of advanced statistics. After the Bulldogs’ games, rather than looking at the standard box score, Hotaling would instead calculate the “Four Factors” based on Dean Oliver’s book, Basketball on Paper.

When Hotaling became an assistant at Eastern Kentucky University, Pomeroy’s Web site was beginning to take off, and he had even more information at his fingertips.

Hotaling would even exchange text messages with Pomeroy on occasion before games, seeking advice on trends he saw in an opponent’s stats.

Now at New Haven, an NCAA Division II school, Hotaling can’t simply log on to Pomeroy’s site—which is dedicated to Division I teams—to access information about his team and upcoming opponents. So he’s doing the next best thing: recreating those numbers in similarly designed databases on his own computer.

Hotaling’s self-made spreadsheets break down his own team, as well as each of New Haven’s opponents. All season long, he looks at each team in the Chargers’ conference to figure out what the winning teams are doing well, while using similar formulas to identify the areas his squad is struggling in. For example, this past season, in a 16-team league, New Haven was sixth in efficiency, third in effective field goal percentage, and second in offensive rebounding percentage—all great marks. But the team was 15th in creating turnovers and 12th in allowing the opposition to get to the free throw line.

“Those stats certainly spelled out what our deficiencies were” Hotaling says. “They also told me that if we can just turn people over two more times a game and foul three

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Coaching Management PRESEASON 2012 23

times fewer, we might be the best defensive team in the league.”

Sandy Rectenwald, Head Women’s Coach at Chatham University, uses a similar homemade strategy. For example, she monitors her team’s shooting percentage based on different plays or types of offense it runs, something she has her assistants track by hand during games. Rectenwald finds those numbers especially helpful during pressure situations.

“When you call a timeout and you’re in

plays for the same reason.”

Rectenwald also studies statistics to help diagnose problems. “When we lost this year, it was because we took poor care of the ball,” she says. “I’m able to tell my players that we’re shooting and rebounding right with the other team, but because we had 10 fewer shot attempts due to turnovers, we lost. It makes a big difference when you can pinpoint one area to focus your improvement efforts on.”

ously, especially if he believes otherwise,” Hotaling says. “For example, we had a player last year who was a heck of a 3-point shooter, making 38 percent of his shots from beyond the arc, but he only shot around 36 percent from 2-point range. When we showed him that number, it got his attention and this year he got up to 42 percent on inside shots.

“That statistic helped him focus on how he needed score better at the rim,” Hotaling

“I’m able to tell my players that ... because we had 10 fewer shot attempts due to turnovers, we lost. It makes a big difference when you can pinpoint one area to focus your improvement efforts on.”

Sandy Rectenwald, Chatham University

the huddle trying to figure out what to do next, you want to know what sets and plays have been the most successful,” she says. “If I know we’ve scored six out of seven times running a play we call ‘21,’ then I know to run ‘21’ when we need a big basket. We also keep in-game stats on our out-of-bounds

ISOLATING INDIVIDUALS

Numbers can also serve as motivation for individual players and help them understand their strengths and weaknesses in ways they wouldn’t otherwise recognize. “You can tell a player he needs to improve on something, but he may not always take you seri-

continues. “Using quantifiable data, instead of just subjective analysis, can spur a player to make a change in what they work on to improve their game.”

Stevens agrees, and adds that it is important to boil the many bits of information down into something players can easily com-

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COVER STORY

prehend. He also says coaches shouldn’t get caught up in analyzing every single number available, because not every stat applies to every player.

“I’m not going to spend time evaluating how many offensive rebounds per minute a 5-foot-5 player is grabbing,” Stevens says.

“Determine what you need the player to do to be a successful part of your team, and then analyze those specific pieces. Once you explore those things, whether it’s how good they are on certain areas of the floor or which direction they like to drive the ball, get it down to just a few things so the player can see a clear path to improvement.”

DO IT YOURSELF

While delving into the world of advanced statistics might seem like a tall task, especially for a non-Division I coach who doesn’t have all the data already crunched for them on a Web site, Pomeroy says most of the calculations aren’t complicated. It’s just taking numbers from a standard stat sheet and dividing one by another in new ways.

“Most of my formulas are not that difficult to compute, especially the team level

stats,” he says. “If a coach has someone on his staff who’s analytically minded, it’s something they can easily grasp. Teams are already using points, rebounds per game, rebound margin, and things like that. Now you’re just dividing the numbers using different formulas than people are accustomed to.”

“The hardest part is calculating the possessions, but it’s just adding together certain numbers on your stat sheet,” Pomeroy continues. “Once you do that, the data you gather about your team is so much more illuminating. The effort is worth it.”

In his own databases, Hotaling doesn’t worry about many of the more complicated player calculations, such as offensive rating.

Instead he focuses on what he can handle. For example, he calculates effective field goal percentage by weighing 2- and 3-pointers differently, and tracks defensive rebounding percentage and rebounds per minute.

In addition, Hotaling calculates his team’s raw offensive and defensive efficiency, which is the number of points scored (or allowed) per 100 offensive (or defensive) possessions.

Other statistics he keeps are: total possessions,

tempo (possessions divided by minutes), effective field goal percentage, turnover percentage, rebounding percentage, free throw rate on offense and defense, 3-point percentage, 2-point percentage, free throw percentage, block percentage, and steal percentage.

He also gathers data on style components, such as 3-pointers per field goal attempt and assists per field goal attempt. Combined, that information gives him insight into what his team succeeds at, as well as the type of opponent he’s about to face.

“If you can get a box score and you have combined stats, it’s very easy to do,” Hotaling says. “These aren’t my ideas. They’re taken from Dean Oliver and Ken Pomeroy.

It’s just something I’ve really enjoyed and think works.”

ANALYSIS AIDS

Another tool—one employed by a number of high schools and non-NCAA D-1 colleges—is the use of computerized video programs to break down statistics. These products are easy to use and give coaches more detailed information on where their players are shooting from, what defenses

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COVER STORY

they’re finding success against, and what plays are working best for their teams as well as for the opposition. They also allow coaches to show a player video clips that are statistically generated. For example, each possession during which the player made a 3-pointer or turned the ball over can be pulled up on a computer screen, allowing coaches to show players what does and doesn’t work.

Freeman (Neb.) High School Head Boys’ Coach Jim McLaughlin has found success by

using video technology to break down a game film very quickly and easily sort through clips to find exactly what he’s looking for. “The software provides a shot chart for each player, so you can see where on the floor they were making shots and where they were missing,” he says. “It also gives the player’s stat line so, for example, you can click on the turnover number and see the possessions throughout the game when those turnovers occurred. The player can then look at the clips and understand if he made a bad decision or misread a

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26 Coaching Management PRESEASON 2012 Untitled-3 1

defense. You can also click on each of his shot attempts to see if it was a good or a bad shot.

“From a team standpoint, there is a tendency page,” McLaughlin continues. “It’ll say, for example, that you shot 18-of-32 from the floor, but were only 2-of-10 against a zone.

That information is very valuable for helping your players improve certain aspects of their games and prepare for upcoming opponents.”

McLaughlin believes this type of data is particularly helpful during post-game performance evaluations. “If our best shooter had a bad night, we can go into the program and easily see what types of shots he took, whether his feet were set, and things like that,” he says.

Roger Stirtz, Head Boys’ Coach at Liberty (Mo.) High School, uses another type of statistic-gathering software to get his team’s basic stats, as well as the best lineup combinations for different scenarios in a game. These include factors such as when the team needs to score a basket, prevent one, or hit lategame free throws. Still, when evaluating this data, Stirtz is careful not to simply blindly follow whatever the program tells him.

“There are a lot of things it can measure, but there are other intangibles that are important to me as a coach that I can’t put a number on, like leadership or communication ability,” he says. “Sometimes I go against what the numbers tell me if a player is bringing the type of skills to the table that can’t be tracked on a computer.”

The Liberty program also uses a product that features a computer chip inside the basketball to analyze everything from dribbling accuracy and speed to the arc on a shot. “A lot of times, you can tell a player over and over how something in their game needs improvement and it falls on deaf ears,” Stirtz says. “But if you illustrate with video or hard numbers that a particular deficiency is holding them back, it makes a huge difference. For example, I can show a player that the arc on their jump shot is not where it needs to be, and how it’s adversely affecting their shooting percentage.

“Also, once we have everyone’s data recorded, we put together rankings to let the players know where they stand and make it competitive,” he continues. “It’s a motivating factor that helps them work hard to improve their game.”

With scouting and player and team trend analysis quickly becoming a numbers game, opportunities exist for coaches at all levels to improve this aspect of their craft. Whether it means using technology to help gather and analyze data, or creating spreadsheet formulas that track and crunch the most telling and relevant numbers, learning the ins and outs of today’s statistical analysis can give coaches the edge they need to push their teams over the top. CM

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TurboStats has already been successfully used to select team and tournament MVPs—users include Prestonwood Christian Academy (Plano, Tex.); Cabot High School (Cabot, Ark.); and Millwood High School (Oklahoma City, Okla.).

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94Fifty’s Total Skill Measurement system gives coaches a tool to instantly measure and track shot speed, shot arc, and more. Sensors inside the ball allow coaches to quickly test every player’s skills, diagnose weaknesses, automatically prescribe workouts, and track progress online. This technology allows skills to be measured objectively by analyzing the full 360-degree aspect of the ball’s motion.

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Coaching Management Preseason 2012 27

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LEADERSHIP

The hero of this story, Fairmont (Kettering, Ohio) High School Head Boys’ Coach Hank Bias celebrates a win in 2010 and poses with John Wooden (inset).

TEESHA MCCLAM/DAYTON NEWS (TOP)

TIMELESS LESSONS

Taking a page from the Wizard of Westwood can turn any coach into a better teacher, and have a profound effect on players.

By Dr. Ronald Gallimore, Dr. Bradley Ermeling, and Swen Nater

CoachesNetwork.com

Every coach today, whether they are a rookie or a veteran, knows of UCLA’s John Wooden—and for good reason. His men’s basketball teams earned 10 NCAA titles in 12 years, reeled off an 88-game win streak, and won 38 straight tournament games. He was named NCAA Coach of the Year six times, and Men’s College Coach of the 20th Century by both the Naismith Hall of Fame and ESPN. Little wonder he was so successful, some say. He coached several of the greatest duos in collegiate basketball history, including Hazard and Goodrich, Abdul-Jabbar and Warren, Wicks and Rowe, and Walton and Coaching Management PRESEASON 2012 29

LEADERSHIP

Wilkes. But Wooden believed there was a second factor contributing to his success at UCLA: teaching.

He often said what he learned about pedagogy as a high school English teacher in the 1930s helped him become a better coach. He acknowledged whole-heartedly that few coaches can be successful without talent, but he insisted even superstars must be taught to play as a team. While teaching well might not always trump talent, he felt it made a critical difference in his career as a coach. In speaking to groups, he often said, “when I was teaching at UCLA …”

Wooden also believed that teaching can be improved, and that dedicated teachers and coaches should never stop trying to get better. During every year of his career, he identified an area of his teaching he thought needed improvement. Based on his research each off-season, he developed and tried out various instructional adjustments, took notes during practices, and refined his practice lessons until he was satisfied that players were progressing. He thought anyone who is “through learning, is through.”

But does any of this apply to today’s coaches? After all, Wooden coached his last game in 1975. Some might argue times have changed—what worked so well in Wooden’s era might not be effective today.

At least one high school coach in Ohio has found Wooden’s lessons to be relevant.

In fact, they saved his career. The story of what this coach learned and its effects on his teaching is a great example of the effects of using continuous improvement.

WITH A PHONE CALL

In 2003, Henry “Hank” Bias, Head Boys’ Coach (and Physical Education teacher) at Fairmont High School in Kettering, Ohio, had just finished his third consecutive losing season and was profoundly discouraged by his team’s 3-17 record. He questioned whether he had what it takes to coach basketball and mulled changing careers.

Thinking about going to graduate school, Bias went to see Dr. George DeMarco, a professor at the University of Dayton, who urged him to do some research on coaching and teaching before making a career change. One of the articles DeMarco recommended was a 1976 study of Wooden’s pedagogy based on live observations of practice sessions in 1975. Bias was intrigued and asked one of the researchers, Dr. Ron Gallimore, if he had any films of Wooden coaching. The answer was yes, but Bias would need Wooden’s permission to borrow them. Gallimore gave Bias John Wooden’s home phone number, and urged him 30 Coaching Management PRESEASON 2012

to call as that was how Wooden wanted people to contact him.

After some initial hesitation, Bias mustered up the courage to dial Wooden’s number. As Bias started to leave a message, Wooden picked up and said hello. Bias began to explain that he was a high school basketball coach in the Dayton area and had some questions about teaching the game of basketball. Wooden interrupted and started asking questions himself. To Bias’s surprise and delight, they talked for 20 minutes about teaching basketball and how to improve as a coach. Then, Coach Wooden invited Bias to come visit him so they could discuss coaching and teaching at length.

A few days later, Bias was sitting in Wooden’s condo, which was crammed to the ceiling with mementos and memorabilia.

Wooden shared many bits of advice, but one of the most important was that better instruction was the answer Bias was seeking, and the way to get it was to relentlessly and continuously work on improving teaching, one practice session after another. Bias went back to Ohio and began following Wooden’s advice immediately.

The first season after he met with Wooden, Bias’s team doubled its win total, finishing 6-15. The team improved again the next year, nearly hitting .500 at 9-11. In the third year of Bias’s efforts to become a better teacher, the Firebirds’ record was 17-6. After winning the Greater Western Ohio Conference (GWOC) East championship, the team went deep into the state tournament and Bias won a local co-coach of the year award.

In the five seasons after Bias began implementing Wooden’s lessons, Fairmont’s winning percentage was 62 percent, compared to 29 percent in the seasons prior to Bias meeting Wooden. This was the best five-year record for the school since the 1920s, and it was accomplished with no significant improvement in talent level—during a period when the Firebirds’ competition got tougher.

Behind the scenes, Bias’s story is one of steady effort, day after day, week after week.

Bias continued to communicate with Wooden and was also helped by co-author Swen Nater, a former UCLA player for Wooden and an 11-year NBA veteran. But mostly,

Bias worked on his own to become a better teacher. He practiced a form of self-guided, continuous improvement, which other coaches can also use to become better teachers of their sport.

CONTINUOUS IMPROVEMENT

The concept of Continuous Improvement (CI) applied to teaching and coaching is neither a Wooden creation nor a novel idea. Co-author Brad Ermeling identified four actions Wooden used to improve his teaching on the practice floor that bear a striking resemblance to common elements of CI employed in various fields: 1. Identify critical instructional issues.

2. Prepare and implement instructional plans.

3. Use evidence to drive reflection, analysis, and next steps.

4. Persistently seek detectable improvements.

For Bias, these four steps were the foundation of turning around his program. In one sense, they are simple—figure out how to teach the game well. But, in another sense, they are complex—teaching is an art that requires constant self-analysis and revision.

Here is how Bias tackled each one: Identify instructional issues: Contemplating what to work on first, Bias recalled one incident that haunted him for a long time. “I remember a player named Brandon commenting that it seemed like we were doing a lot of drills, but none of them applied to the games,” he says. “To soften the blow, he said, ‘you’re a good coach,’ but I think he meant my coaching didn’t add up to anything, because the team was not getting better.”

As he critiqued his approach to teaching, Bias realized he had no consistent principles to plan and conduct practices. He had collected a pile of resources from clinics and other coaches, and he haphazardly picked from this file to plan and teach. He looks back now and describes himself as a bull in a teaching strategy China shop, charging full speed here and there without a coherent plan or pedagogical approach. He was a student of the game, but not a teacher of it.

He also realized that practices had a lot of dead time. There was too much stoppage, where he would take extended time to correct mistakes and lecture.

Ronald Gallimore, PhD, is Distinguished Professor Emeritus at UCLA who conducts research on teaching and its improvement and counts what he learned from John Wooden about teaching as the opportunity of a lifetime.

Bradley Ermeling, EdD, is an Educational Researcher at UCLA and recipient of Learning Forward’s 2010 Best Research Award who conducts research and development on teaching and performance improvement. Former UCLA and NBA player Swen Nater is a staff member at BeLikeCoach and an author and blogger on the subject of pedagogy and continuous improvement as the means to teaching and coaching success. They can be reached at: ronaldg@ucla.edu, brad.ermeling@gmail.com, and snater@ihmail.com.

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Bias identified two specific improvements he wanted to make. First, he would spend more time developing practice plans that had specific learning goals for each day. Second, he would try to eliminate long lectures and stoppage of activity, and instead relay short, concise corrections to players.

Prepare instructional plans: In order to accomplish his first goal, Bias began preparing more detailed practice plans for every day, and stuck with them. In the past, he would write out his practice plans, but didn’t always adhere to them. If a drill was going badly, he sometimes extended it, cutting into time for other drills, and causing practice to be extended.

One of Wooden’s philosophies was to set a strict limit on the length of practices—no time was added if drills didn’t go well or his players’ efforts fell short of expectations. Bias followed this idea, focusing on making practices intense, demanding, and precisely two hours long. Players then knew what to expect, and there was no need to conserve energy for fear the session might be extended. He also began finishing every practice with an activity the players considered fun.

In addition, because Bias’s practice plans were laid out minute by minute, his managers and assistant coaches knew when and where to locate equipment. This cut out wasted time between drills because players did not have to wait or search around for what they needed.

Bias’s second goal was to curtail the amount of time he spent talking during practices, which he realized resulted in fewer active opportunities to learn and interrupted the flow of learning. Wooden told him that corrections should last no longer than 10 seconds if possible, the player should be addressed by first name, nothing should be mentioned that would discourage the player, and the correction should be packed with practical information. For example, “Kyle, make your cut at the right time. You were a little early. Wait a second and see what happens. Try it again.”

Bias also started delivering corrections when players learn the most—immediately after they do something wrong—and being concise. “Justin, way to go, you cut off the driver … Sam, good crisp, fast outlet pass …

Mark, don’t pull the ball down when you rebound, keep it up.”

Use evidence to reflect, analyze, and change: While working on planning and practice talk for several years, Bias kept notes and records of his practices. Team play had improved, wins were coming more frequently, and Fairmont started building a reputation as a tough and competitive team.

Bias felt practices were better organized and more efficient, and he was confident he had become a more disciplined “instructional talker.”

But something was missing. His changes were not adding up to the gains in student learning he thought were possible. During

Defining Success Along with working hard to improve his teaching of student-athletes, Fairmont (Kettering, Ohio) High School Head Boys’ Coach Hank Bias wanted to further his individual sense of success. He wanted to enjoy coaching to its fullest and not feel burdened by its pressures.

He worked to adopt for himself John Wooden’s definition of success: doing the best possible teaching instead of focusing only on the win-loss column or the final score. This was reinforced by a note he received from Wooden at one point.

32 Coaching Management PRESEASON 2012

ssure only pre nk: Dear Ha r forget that the ncerned is the e co Neve

at must should b hich one n oneself. And th b to w t u o b a o m one puts hose who succu pressure will not t. T d n n e s a re p p u e n b te s h y g a ti alw will etency. pressure n level of comp outside w o rning. to their eep lea perform ways k l a self and Be your

games, his players were sometimes confused by what he asked them to do and were not executing well—they were not “connecting the dots.”

At this point, Bias put even more effort into assessing and reflecting on what he was doing. He realized that while his players were mastering the drills during practice, they were not learning principles to apply in games when suddenly confronted with unexpected moves by their opponents. They could not improvise and adapt on the court. Bias returned to his previous research method: reading what he could find and talking to Wooden, Nater, and anyone he felt could teach him something.

As he dug deeper into his analysis and reflection, Bias realized he needed to organize drills so that in practice players were confronted with decision-making opportunities.

They needed to face exactly the same decision points they would in a game. Precisely at those points, he had to teach them the various options and how to choose among them. For instance, if during a game a teammate got in the wrong rebounding position, Bias would make sure to say the same thing he said in practices: “Brad, when Jamal gets out of position, remember to fill in as the short rebounder at the free throw line.”

Wooden’s teachings also emphasize that the corrections must feel similar to what was said in practice. Along with being the same content, they should be the same tone and intensity. The coach needs to act the same during practices as during games. The team then plays the way it practices.

“I always wish Brandon could come back and practice with us now,” Bias says. “I think he would say, ‘Okay Coach, I know I’m going to be facing every one of those situations in the game on Friday night, and there’s a connect with what we are doing in practice right now.’”

A few years after he left for college, Brandon came for a visit. A current player was hurt, so Brandon filled in. After the practice session ended, he said, “Coach, if we would have practiced like that when I played here, we would have been a much better team.”

Persistently seek improvements: A CI process is never truly finished. Becoming a better teacher is a career-long journey.

Along with continuing to read and research about basketball and pedagogy, Bias adopted several important routines to aid his improvement efforts: n Making notes on file cards during and immediately after practices. For example, if a drill was proving inadequate for the goal intended, Bias made a note. He tallied how many repetitions of each offensive or defenCoachesNetwork.com

LEADERSHIP

sive set the team finished with a goal of 100—Coach Wooden had a rule that full mastery required 100 repetitions. On his 3x5 cards, he noted drills that required refinements, activities that needed more or less time, and specific instruction an individual player might be helped by. n Reviewing each practice mentally for 15 to 20 minutes afterwards to see how it could improve. Bias thought about what went well and what did not, what he said, and how players reacted. n Asking questions of other coaches, former players, and anyone who might have insights. Questions included technical details on offensive and defensive strategies, what drills work best for specific skill sets, and any feedback or criticism anyone cared to offer. n Monitoring the pace of practice. Bias often used the game clock to check how on task he was during practices.

By continually assessing his practices, he was able to constantly improve his teaching.

Some of the specific upgrades he made in later years included: n Tweaking drills to make them more

game like. Bias did this by either increasing the speed or intensity of the drill or the intellectual process the player must manage.

He added a clock and score to a number of drills. And he developed more drills that helped the players practice reacting. n Identifying areas of needed improvement for individual players, and scheduling brief instructional periods for them just before formal practices began. n Adding a player-led offensive execution time during preparation for summer league games, so that his athletes had an opportunity to be in the “teaching/leading” role and build joint ownership of the team’s offense and defense. n Not making adjustments on the fly.

When a drill was not going well, instead of changing it immediately, Bias learned to simply stop the drill and move on. “I learned from Coach Wooden that it’s better to end a drill instead of trying to think on the spur of the moment of improvement,” he says.

“Instead, I made adjustments in the next practice plan.” n Working with coaches of the sub-varsity teams with the goal of getting them to

adopt a common approach to teaching basketball.

LEADING TO SUCCESS

Coach Wooden taught that big changes don’t come quickly—they require steady work and incremental improvements—but when they come, they last. CI takes time, commitment, and persistence to get tangible gains in learning and performance. Coaches that decide to begin a CI journey should also agree to stick with it over a period of years.

The commitment to improvement sometimes leads to recognition and success as measured by wins and championships. But perhaps more importantly, it leads to success as Wooden defined it: “peace of mind, which is a direct result of self-satisfaction in knowing you made the effort to do your best to become the best that you are capable of becoming.”

Few lessons could be more important for coaches, and few lessons could be more valuable to model and teach student-athletes as they prepare for competition and life. CM A version of this article appeared in our sister magazine, Athletic Management.

Circle No. 119

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Coaching Management PRESEASON 2012 33

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Strength & CONDITIONING

Bodyweight exercises help Syracuse University players like Dion Waiters, a 2012 NBA first round draft pick, stay strong all season long.

holding their own At Syracuse University, players regularly complete bodyweight training workouts, which allow for less load on their joints and more individualized training. By Ryan Cabiles CoachesNetwork.com

From the start of my career, I have had a great appreciation for bodyweight exercises. It was when I interned with the Portland Trail Blazers 13 years ago that I first learned a variety of ways to train a diverse collection of athletes using only their bodies.

Due to a work stoppage, the 1998-99 NBA season featured a compacted schedule of 50 regular season games played over four months and an altered playoff format.

Because of the unique shortened season, the Blazers’ strength and conditioning staff implemented an increased number of bodyCoaching Management PRESEASON 2012 35

STRENGTH & CONDITIONING

weight exercises into the team’s workouts in an effort to reduce stress on the joints of a veteran-laden squad.

Though they were all very athletic, no two players had the same body type. They ranged from 5-foot-10 to 7-foot-3 and weighed between 175 and 280 pounds. Using bodyweight for a good portion of their training allowed each player to have an individualized program that wouldn’t overload their bodies and set them up for injury. The results spoke for themselves as the team remained healthy throughout the season, won the Pacific Division, and earned a trip to the Western Conference finals.

days are strength training days, and Tuesdays and Thursdays are conditioning days with open gym in the evenings. Incorporating bodyweight exercises into our strength training sessions three times a week this early has a couple of advantages for the players who are new to the team.

First, it prepares their bodies for the weight training work that lies ahead during preseason. Most of the incoming freshmen have some experience in the weightroom, but nothing that matches what our veteran athletes have been doing for the past two to four years. Bodyweight exercises allow them to build some functional strength and smoothly

Individualization

Like the Trail Blazers, the men’s basketball team at Syracuse is made up of players of a wide variety of sizes and shapes. And though the team isn’t squeezing in nearly as many games as an NBA team, the Orange regularly play more than 30 games a year.

Continuing to use bodyweight exercises throughout the season is a great way to allow for less stress on the players’ joints and individualize their workouts between contests.

The players work out two to four days a week during the season, and it is common to include a bodyweight training day in place of

Most of the incoming freshmen have some experience in the weightroom, but nothing that matches what our veteran athletes have been doing for the past two to four years. Bodyweight exercises allow them to build some functional strength and smoothly transition into our more advanced weight training program.

Not only do bodyweight exercises allow for less stress on the joints and individualization within a strength and conditioning program, they are also incredibly effective for enhancing functional strength. I use them year-round when training the men’s basketball team here at Syracuse University in the following capacities: n For our incoming freshmen, as an introduction to our strength and conditioning program, and as a tool to evaluate their fitness n For individualizing and/or supplementing a player’s training program n On road trips, when we don’t have access to a weightroom.

First-Year Players

Most of our incoming freshman basketball players arrive on campus in early July.

They are here to start summer classes and get ahead on their academics, but this is also an opportune time to introduce them to the team’s strength and conditioning program.

Time spent in the weightroom over the summer is strictly voluntary, and our veteran team leaders help set the tone. All of the players I’ve seen come through the program since I started working with the team five years ago have been willing to give tremendous effort during this time and attendance has been great.

For the six weeks that they are here during the summer, Mondays, Wednesdays, and Fri36 Coaching Management PRESEASON 2012

transition into our more advanced weight training program.

Second, it provides me with the ability to evaluate new players’ functional strength and flexibility, as well as spot any movement efficiency issues or imbalances. For example, we use the overhead squat to evaluate an athlete’s ankles, knees, hips, and shoulders.

Using video analysis, we check out three views: anterior, lateral, and posterior. If an athlete’s heel(s) raise up, they may have a mobility issue or lack of flexibility in the lower leg. If there is a collapse of one or both knees, that is indicative of weakness in the glute muscles.

For the upper body, we do the same thing using pushup variations to identify level of core strength, shoulder stability, and chest strength. Once an area has been identified as weak or inflexible, we prescribe corrective exercises, a flexibility routine, or foam roller techniques for the individual.

Over the first four weeks, we begin with simple movements, then progress to complex movements. (See “First Up” on page 38 for sample exercises.) Free weight exercises are introduced in weeks five and six, then the players are re-evaluated and begin a preseason weight training program if they are ready. For the athletes who are not quite ready, they still begin weight training, but their workout is supplemented with corrective exercises and broken down to aid in the technical aspect of the program.

a lifting day when the players need additional recovery but we don’t want to remove resistance training completely. This is dictated by the number of minutes played and the amount of time before the next game. (For examples of what bodyweight training days might look like during the season, see “Bodyweight Break” on page 38 .)

The same is true if I’m looking to help a player correct a movement deficiency or imbalance. I have a great working relationship with the team athletic trainer and we regularly talk about how to ensure that we are providing the players with a workout program that gives them the best chance to enhance their skills on the court, including incorporating prehab exercises for certain players.

I like to use a cone touch drill for ankle, quadriceps, and hip strengthening. I also have the ability to increase the difficulty of the exercise by having the player stand on an Airex or balance pad. Hip mobility exercises are also great. Often done prior to a workout, these are good to use with basketball players specifically, since long-limbed athletes tend to have weak hips.

Ryan Cabiles is Director of Strength and Conditioning for the men’s and women’s basketball and women’s volleyball teams at Syracuse University, where he has worked since 2007. Previously, he was Head Strength and Conditioning Coach at the University of Portland, and has experience working with NBA and WNBA athletes.

He can be reached at: rycabile@syr.edu.

CoachesNetwork.com

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STRENGTH & CONDITIONING

The following are examples of bodyweight exercises our freshman players perform during the summer before preseason training. We start with simple movements before progressing to more complex movements.

Weeks One & Two

Weeks Three & Four

Step-up x20 Pull-up x5+ Lying hip raise x10 Pushup x12 Side lunge x10 each way Suspension strap row x12 Overhead squat w/ stick x10 Decline pushup x10 Walking lunge x20 total steps Front isolation (plank) x30 seconds

Squat and extend x10 Inverted row x15 Swiss ball leg curl x15 Pushup with twist x7 each way Three-way lunge (forward, side, rotation) x5 each way Suspension strap inverted fly x10 Suspension strap single-leg squat x10 each leg Side isolation (plank) x1 minute

First Up Below are examples of in-season bodyweight training days—one for an upper-body training day and one for a lower-body training day. The intensity of each athlete’s program can be tailored by changing the speed or tempo of the movements and the number of sets and reps performed in a timed circuit.

UPPER BODY

Bosu pushup Suspension strap inverted fly Swiss ball rollout Jump pull-up In-out hand walk Suspension strap triceps press

LOWER BODY

Swiss ball wall squat Swiss ball leg curl Three-way lunge Toe raise Step-down Speed skaters

Bodyweight Break The following is a list of exercises used on a typical game day on the road with limited equipment. Since it is a general program, the routine consists of three upper body exercises, three lower body exercises, and core exercises interspersed between. It is constantly changing since we may use some weightroom equipment if available.

UPPER BODY

Incline Pushup Regular Pushup Suspension strap row Pull-up Band front raise Band lateral raise Band bent raise Band triceps extension

LOWER BODY

Step-up Suspension strap squat Side lunge on slant board Lying hip raise Lunge Calf raise Swiss ball leg curl Lateral band walk

CORE

Front isolation Side isolation Swiss ball reverse hyper Reverse crunch

Game Day Circuit 38 Coaching Management PRESEASON 2012

Finally, incorporating bodyweight exercises into athletes’ workouts allows me to keep their time in the weightroom fresh. Variety helps keep the players from getting bored of a routine and I can adjust the exercises without breaking away from what we are trying to accomplish in maintaining fitness.

On the Road

Most strength coaches know that when a team is traveling, there’s no telling what type(s) of strength training equipment and space you’ll have access to—if any. That’s why having a repertoire of bodyweight exercises can come in very handy on road trips.

It can also be a fun challenge for me to see how creative I can be with the players’ workouts despite logistical limitations.

Lots of teams hold a short practice or shootaround on game days, but Syracuse is different. It has been tradition for a long time for the team not to have practice, and instead do an optional short workout. We call it our game day circuit, and when our players take advantage of the time available, it makes for a great pregame atmosphere. It’s especially helpful for those who don’t play a lot of minutes on a regular basis to maintain their fitness and be ready if called upon to perform. (To see what a workout might look like, check out “Game Day Circuit” at left.)

Sometimes we have access to a fitness center and sometimes we don’t. If the team arrives at our destination the day before an game, I may get a chance to see the hotel fitness facility the night before, but I often don’t know what’s available to us until the day of the game.

Whenever we travel, I pack a weightroom bag, the contents of which are designed to help us accomplish a workout at our hotel if need be. It contains: an Airex pad, suspension straps, three to four cones, stopwatches, mini-bands, Thera-bands, a folding slant board, foam rollers (carried separately), and an assortment of nutrition bars.

The concepts I first learned during my time working in the NBA and throughout the rest of my career have helped me to build a varied tool kit that allows me to adapt my athletes’ workouts to any given location and situation.

Using bodyweight exercises on a regular basis has provided the Syracuse program with variety, individualization, and challenging workouts. In turn, it’s helped continue a history of success on the court. CM A version of this article appeared in our sister magazine, Training & Conditioning. To access more articles from T&C, please visit: www.Training-Conditioning.com.

CoachesNetwork.com

Strength Training & Conditioning Challenging Alternative

The VersaFit ® Log presents a challenging alternative to traditional strength training.

VersaFit Logs allow you to vary exercise focus and function by gripping the bag in different ways. The log is perfect for balance training, plyometrics, rotational movements, Olympic lifts, chops, and throws. It has multiple handles and Velcro® straps. The durable soft-sided shell makes it appropriate for indoor or outdoor use. With weights ranging from 10 to 50 pounds, the VersaFit Log is also customizable. Its prices range from $104.95 to $144.95.

Power Systems, Inc. • 800-321-6975 www.powersystems.com

Circle No. 518

Ideal Eco-Friendly Roller

The OPTP White AXIS™ Roller is now available in silver. With an eco-friendly new color, this foam roller makes a sterling addition to any gym, clinic, or rehab facility. Made of heat-molded foam beads, the OPTP Silver AXIS Roller is ideal for myofascial release, Pilates, and stretching. Guaranteed not to lose its shape even after heavy use. Contact OPTP for more information.

OPTP • 800-367-7393 www.optp.com

Circle No. 525

Power Trainer

Powernetics offers the Power Trainer, which for more than 10 years has made the power clean a safe exercise for athletes from junior high to the collegiate level.

The Power Trainer enables an athlete to not only do cleans safely, but also to reverse the clean. The unit can be used to perform seven different exercises: the clean, reverse clean, deadlift, lift jump, high row, bench press, and shoulder press. The Power Trainer has been proven over the years to be among the safest and most effective tools used to perform the power clean.

Powernetics • 800-829-2928 www.powernetics.com

Circle No. 516

Optimizing Movements

Reduce Groin Injuries

The High Stepper develops explosive power in the hip flexors and legs. The stepper uses a running motion, substantially increasing athletes’ speed, quickness, and durability.

Coaches notice fewer groin injuries with their athletes after training on the High Stepper.

The High Stepper can improve 40-yard dash times, decrease groin injuries, and train the legs to explode higher and more powerfully.

Powernetics • 800-829-2928 www.powernetics.com

Circle No. 520

Stretch Your Limits

TurfCordz® Safety Cord Tubing prevents over-stretching to help athletes in basketball, hockey, football, and other sports overcome physical and mental barriers. Its safety cord design and heavy latex tubing is available in six resistance levels and up to 20 feet (six meters) in length. It also features a versatile snap-lock that easily attaches to other TurfCordz products, allowing it to meet a wide range of functions. For more on the complete line of TurfCordz resistance tools, which are designed to meet the extreme demands of high-level athletic training, contact the company today.

NZ Manufacturing • 800-866-6621 www.turfcordz.com

Circle No. 517

Smooth Spin and Durability

Pro Power Bars are perfect for squats, bench presses, and deadlifts.

Made with heat-treated alloy, the Olympic bars have top-quality thrust bearings for smooth spin and durability, while the unique nut-and-pin system keeps the sleeve secure. Pro Power Bars are 86 inches long and weigh 45 pounds. The 1500 series is 32 millimeters in diameter, and the 700 has a diameter of 30 millimeters. Pro Power Bars range in price from $194.95 to $279.95.

Power Systems, Inc. • 800-321-6975 www.powersystems.com

Circle No. 519

In Developing Agility and Quickness, the National Strength and Conditioning Association hand-picked its top experts to present the best training advice and programs for optimizing athletes’ linear and lateral movements. Packed with more than 100 drills to help in the development of agility and quickness training programs and applicable to almost every sport, this book focuses on improving athletes’ fleetness of foot, change-of-direction speed, and reaction time.

Strengthen Shoulders

Human Kinetics • 800-747-4457 www.humankinetics.com

OPTP • 800-367-7373 www.optp.com

CoachesNetwork.com

Circle No. 536

The new Scap & Cuff Trainer™ is now available, for use in strengthening and stabilizing the shoulder joint and girdle. Designed by a physical therapist, the Scap & Cuff Trainer features a 12-ounce weighted ball that can be oscillated linearly while the user performs isometric and isodynamic exercises. This product can be used alone, in combination with an exercise ball, or with the BOSU® Balance Trainer.

Circle No. 526 Coaching Management Preseason 2012 39

Directory

Institutional Basketball Systems

Advertisers Directory Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

111...... 94Fifty® Sports Technologies......................21

106..... MilkPEP....................................................13

126..... Athlete’s Guide to Nutrition........................45

104..... Mueller Sports Medicine.............................8

Side Court Goals

121..... Coaching Management Program Services.....37

109..... National University Academic Headquarters...17

101...... BigSigns.com..............................................5

118..... OakWood Sports ......................................31

Rampage Systems

110..... Bison........................................................17

103..... OPTP..........................................................7

117..... Blueprint for Better Coaching....................28

128..... Powernetics.............................................IBC

108..... Future Pro.................................................16

120..... Pro Look Sports........................................34

100..... Gatorade..................................................IFC

105..... Schelde North America.............................11

113..... Human Kinetics.........................................24

129..... Shoot-A-Way......................................... OBC

122..... Institutional Basketball Systems................40

114..... StatEasy...................................................25

125..... Jaypro......................................................43

102..... The Sports People (D-Man).........................6

119..... M.A.S.A.....................................................33

115..... TurboStats................................................26

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127..... TurfCortz™/NZ Manufacturing, LLC............46

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Products Directory Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

602..... 94Fifty® Sports Technologies.....................27 ®

Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

524..... MilkPEP (REFUEL).....................................42

527..... BigSigns.com (ModStar )..........................41

532..... MilkPEP....................................................42

528..... BigSigns.com (Championship Banners).....42

530..... Mueller Sports Medicine(PerformsPlus™)...46

503..... Bison........................................................41

531..... Mueller Sports Medicine(One Ankle Brace).46

533..... Bona Sport .............................................42

525..... OPTP(Silver AXIS™ Roller)..........................39

535..... Eastbay Athletic........................................43

526..... OPTP (Scap & Cuff Trainer™).....................39

506..... Future Pro Inc (Illuminated Scorers Table)....41

518..... Power Systems (The VersaFit Log)...........39

508..... Future Pro Inc (T-Rex54 SR)......................41

519..... Power Systems (Pro Power Bars)..............39

522..... Gatorade (Protein Recovery)......................42

516..... Powernetics (Power Trainer) . ...................39

523..... Gatorade (G Series Energy Chews) ...........42

520..... Powernetics (The High Stepper)................39

536..... Human Kinetics (Developing Agility…) .....39

514..... Pro Look Sports........................................43

509..... Human Kinetics (Coaching Basketball…) .44

515..... Pro Look Sports (SOFT Tackle Twill)...........43

511..... Human Kinetics (Basketball Shooting) ......44

502..... Schelde North America(Schelde SAM™).....41

501..... Institutional Basketball Systems . .............41

505..... Schelde North America(Clubmaster™).......41

500..... Jaypro......................................................42

510..... Shoot-A-Way (6000 Series Gun)................44

™

®

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507..... M.A.S.A (Courtclean )...............................41

512..... Shoot-A-Way (8000 Series Gun)................44

504..... M.A.S.A (Gym Cover).................................42

600..... StatEasy...................................................27

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529..... The Sports People.....................................44

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517..... TurfCordz™/NZ Manufacturing, LLC...........39

™

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Circle No. 122 40 Coaching Management Preseason 2012

CoachesNetwork.com

Basketball Courts Great For Displays

The ModStar A-Frame System works great for displaying sponsor advertisements or stadium graphics on any courtside, sideline, or end zone. ModStar® is collision-safe because it’s made with playerfriendly coroplast that collapses when struck and pops right back into place. ModStar ® folds flat for easy storage and is easy to set-up. With Ultra-Brite inks, graphics are vivid and stand up to harsh lighting and the elements. ®

BigSigns.com • 800-790-7611 www.bigsigns.com

Circle No. 527

A Smart Upgrade Package

Replace old backboards and rims with a regulation 42” x 72” x 1/2” tempered glass backboard with bolt-on padding and a competition breakaway rim.

Pre-installed mounting brackets in the board easily affix to your existing fan-shaped or rectangular backboard mounting points. The mounting bracket absorbs all stress from the rim, and the backboard comes with a lifetime warranty. Consider adding the industry’s only height adjuster with a 10-year warranty to allow stable rim height adjustment from eight to 10 feet.

Institutional Basketball Systems • 877-272-5430 www.institutionalbasketballsystems.com Circle No. 501

Portable Basketball Goals

The Schelde SAM™ is the world’s all-time best-selling portable competition basketball goal — more than 6,000 SAMs are currently in use in 120 countries. Renowned for its simplicity and heavy-duty design, SAM™ has been used in several Olympics and is currently used in professional and collegiate arenas throughout the world. It meets or exceeds all international, professional, and NCAA requirements and has been approved and recommended by FIBA, the governing body for international basketball competition.

Schelde North America • 888-SCHELDE www.scheldesports.com

Circle No. 502

Wall Mount Structures

Bison responded to the frustration of schools, architects, and installers with instock, telescoping wall-mount basketball structures. These structures have a wallto-backboard extension range of four to 10 feet, which is adjusted at installation, eliminating time-consuming measurements and costly field modifications. Bison has side-fold, swing-up, and stationary structures in stock. Competitor packages include a 42” x 72” unbreakable glass backboard, Duraskin padding, and a competition breakaway goal. Side Court packages have a steel fan-shaped board with a heavy-duty flex goal.

Bison, Inc. • 800-247-7668 www.bisoninc.com CoachesNetwork.com

Circle No. 503

Schelde Clubmaster™

Schelde’s recently updated Clubmaster™ now offers many of the standard features found in its world-class SAM ™ portable goals.

Built to take the punishment of slam dunks, Clubmaster is an economical main court system for high schools, clubs, and college intramural facilities. The Clubmaster™ meets or exceeds all interscholastic standards. Its spring-activated mechanism and patented dynamic sub-frame provide instantaneous set-up. The goal includes Schelde’s patented “Dunk Proof” backboard and adjustable tension breakaway rim.

Schelde North America • 888-SCHELDE www.scheldesports.com

Circle No. 505

Illuminate Pride

Highlight school pride with the Sport Pride Illuminated Scorers Table.

Virtually any photo, artwork, or lettering can be used for the table.

If you order from Future Pro, one of Bison’s largest dealers, you can get a custom layout created at no charge. Bison will also add a possession arrow and power strip with surge protector for free. The tables are four or eight feet wide, and 16 inches deep. The graphics are printed on translucent substrate and protected by unbreakable clear polycarbonate. The padded ends can be lettered, and the top edge features matching padding.

Future Pro • 800-328-4625 www.futureproinc.com

Circle No. 506

Ultimate Gym Floor Care

The eight-foot wide Courtclean® Damp Mop System provides the ultimate care for gym floors and many other indoor surfaces. Simply dampen and apply the towel around the cleaner. Clean your floor in minutes with this system, while removing all dust, dirt, and debris that mops miss. The floor will dry instantly after its cleaning, allowing practice to start immediately. Each Courtclean® unit comes with a pull rope and one specially designed, 100-percent terry cloth towel, so it is ready to use.

M.A.S.A., Inc. • 800-264-4519 www.sportsadvantage.com

Circle No. 507

Portable Hoops for Competition

Future Pro offers four sizes of Bison T-Rex portables for competition, side courts, and recreation. Use the T-Rex54 SR when space is at a premium but 72-inch backboards are required.

With a 54-inch safe play area, the base sits six feet outside the court. Future Pro portables have 42” x 72” competition glass backboards with a lifetime limited warranty, breakaway goal, and DuraSkin backboard padding. The base and front are fully padded in your choice of 16 colors.

Future Pro • 800-328-4625 www.futureproinc.com

Circle No. 508 Coaching Management Preseason 2012 41

Basketball Courts Adjustable Shooting Station

Jaypro’s acrylic backboard with an aluminum frame is available in two sizes: 36” x 48” (WM-48) or 36” x 60” (WM-60). The height is adjustable from 7.5 to 10 feet with an easyto-use-hand crank. The extension from wall to backboard ranges from 33 to 44 inches, depending on height. The heavy-duty flex goal has a nylon net for indoor or outdoor use.

Jaypro Sports, LLC • 800-243-0533 www.jaypro.com

Circle No. 500

Highlight Your Achievements

Floor Protection

Protect your gym floor during indoor baseball/softball practices, dances, graduations, and special events. by using a gym cover from M.A.S.A. Chairs, tables, street shoes, and equipment movement can ruin the finish on your floor. One of the best investments you can buy for your gym is a quality cover, which will extend the time between refinishing, saving you money. There are four grades available to meet any budget. These covers feature ultra-durable, flame-retardant, threeply fabrics with reinforced polyester mesh that is coated with PVC on both sides.

M.A.S.A., Inc. • 800-264-4519 www.sportsadvantage.com

Circle No. 504

Showcase your athletic teams’ accomplishments, promote your conference, retire a jersey, or give recognition with Championship Banners from BigSigns.com. Both available materials, Dura-Fab or TruSatin Vinyl, minimize the glare of fluorescent gym lights, so graphics are seen from all around. The banners are printed with Ultra-Brite inks for bold and vivid colors.

Banners can be finished many ways, depending on your needs.

Bona® Sportive™ Paint is a fast-drying, waterbased game line paint manufactured specifically for use with both waterborne and oil-modified sport floor sealers and finishes. Featuring 10 vibrant colors that can be blended, there are unlimited possibilities of custom colors. Bona® Sportive™ Paint is VOC compliant, GREENGUARD Children, and SchoolsSM Certified.

No abrasion is needed for adhesion, and it has excellent flow and leveling. This low-odor paint is available in quarts.

BigSigns.com • 800-790-7611 www.bigsigns.com

Bona US • 303-371-1411 www.bona.com

Circle No. 528

Innovative Line Paint

Circle No. 533

Nutritional Products Supports Muscle Rebuilding

G Series Protein Recovery Beverage is a protein and carbohydrate beverage formulated with the consistency of a thirst quencher. It has an effective amount of protein that contains essential amino acids needed to help support muscle rebuilding after training or competition. G Series Recover should be consumed within about 60 minutes after exercise for maximum muscle benefit.

Gatorade • 800-884-2867 www.gatorade.com

Circle No. 522

Recover From a Workout

Effective Recovery Beverage The nutrient profile of chocolate milk is what makes it so effective as a post-exercise recovery beverage. It has the right mix of protein and carbs, is scientifically shown to refuel exhausted muscles, and has fluids and electrolytes to rehydrate and help replenish nutrients lost in sweat. Low-fat chocolate milk also has nine essential nutrients that an athlete needs. Go online to learn more about the science around refueling with chocolate milk.

MilkPEP • 202-737-0153 www.gotchocolatemilk.com

Does your team refuel with lowfat chocolate milk? A growing number of athletes recognize that refueling with lowfat chocolate milk can play an important role during their afterworkout routines. It is simple, effective, and scientifically shown to help the body recover after a hard workout so athletes can perform at their best. To learn more about the science around refueling with chocolate milk and to join Team REFUEL, visit www.GotChocolateMilk.com.

Pre-Game Fuel

MilkPEP • 202-737-0153 www.gotchocolatemilk.com

Gatorade • 800-884-2867 www.gatorade.com

42 Coaching Management Preseason 2012

Circle No. 524

Circle No. 532

G Series Energy Chews are a pre-game fuel in a convenient form. They are designed to be used about 15 minutes prior to training or competition to provide energy from a concentrated blend of carbohydrates to fuel athlete performance. G Series Energy Chews help make carbohydrate energy rapidly available to working muscles for the start of activity, so athletes might feel the difference at the beginning of training or competition.

Circle No. 523 CoachesNetwork.com

Uniforms & Apparel Keeps Shooting Touch Hot

The McDavid 6501R Hex™ Shooter Arm Sleeve with mesh brings out the shooter in every player. The Hex Shooter Arm Sleeve provides flexible, Hex pad protection at the elbow, while compression keeps muscles warm and your shooting touch hot. The hDc™ Moisture Management Technology and mesh at the elbow allow for the perfect cooling ventilation. It’s all about taking and making the shot with McDavid confidence.

McDavid • 800-237-8254 www.mcdavidusa.com

Circle No. 513

Innovation and Longevity

Since 1996, Pro Look has developed awardwinning uniforms for title-chasing athletes. The company is proud of its innovation and attention to detail. Its garments work with athletes when they need it the most. Pro Look fabrics and construction methods stand up to abuse, season after season. The “SOFT” tackle twill technology creates tackle twill that is designed to soften and move with players, all while maintaining traditional tackle twill strength and longevity. Combine soft tackle twill with innovative moisture management fabrics, and make your next set of uniforms virtually unstoppable.

Pro Look Sports • 800-PRO-LOOK www.prolook.com

Just What You Want

Pro Look Basketball is where tradition meets innovation. Combine the latest in materials technology with the unique ability to create any style uniform for one low price and you get a superior uniform experience. In fact, Pro Look uniforms are so good that they are backed with a limited lifetime manufacturing warranty. Call today for your free custom-design mock-up.

Pro Look Sports • 800-PRO-LOOK www.prolook.com

Circle No. 514

Circle No. 515

Say Goodbye to Sweat

The Eastbay All Sport Moisture Management jacket and pant features 100-percent moisture management construction to wick sweat away from the body. This product is a full-zip jacket with snap-bottom pants for elite styling, is available in 16 different colors, and features an internal media pocket. Eastbay, which carries national brands like Nike, adidas, Jordan, Reebok, and Under Armour, offers team-discounted pricing.

Eastbay Athletic • 715-261-9614 www.eastbay.com

Circle No. 535

(1) (2) (3)

A Jaypro® Replacement Package: Backboard, Goal & Edge Padding!

PB | $32.95 | 978-1-4331-1651-3 www.writingathletes.com 29 Broadway, 18th Floor, New York, NY 10006 P: 1-800-770-LANG or 212-647-7706 F:212-647-7707 | E: customerservice@plang.com w ww.p ete rl ang. com

Combine our Backboard (1), Goal (2) and Edge Padding (3) and SAVE! Includes our 42” x 72” Non-Breakable Glass Backboard, the Collegiate “Revolution” Goal and “Safe-Pro” Bolt-On Edge Padding available in 16 colors.

Jaypro Sports, LLC • 800-243-0533 • www.jaypro.com Circle No. 125

CoachesNetwork.com

Coaching Management Preseason 2012 43

Coaching Aids Timeless Wisdom

Morgan Wootten has retired from coaching, but his knowledge of the game remains unsurpassed and is keen as ever. The new edition of Coaching Basketball Successfully contains a wealth of Wootten’s timeless wisdom along with the coaching experiences, methods, and tactics of his son Joe, a successful high school coach himself. This comprehensive guide is loaded with tactical instruction, practice drills, and strategies on offensive and defensive play.

Human Kinetics • 800-747-4457 www.humankinetics.com

Trusted Ankle Protection

Circle No. 509

Many Happy Customers

Simplicity and dependability best describe the 6000 Series Gun. It zips out passes from 15 to 35 feet and will throw to one spot or rotate to different spots around the perimeter. The optional computerized scoreboard displays made shots, total shots, and shooting percentage.

The fast-paced workout that results from the 6000 Series Gun forces players to use a proper arc while shooting game shots from game spots at game speed. The Gun comes with a five-year warranty. With more than 11,000 happy customers, the 6000 is changing the world of basketball.

Shoot-A-Way • 800-294-4665 www.shootaway.com

Circle No. 510

Individual or Team Training

Practice better and play better with the new Basketball D-Man and free “InYourFace-Shot Blocker” tool. Offer a more complex and realistic shooting scenario for your team with this mannequin. Develop dribbling, passing, shooting, and big-man player skills and techniques. The patented D-Man is great for individual or team training and is lightweight, portable, and collapsible. The D-Man includes a wheeled base and is adjustable, with a height up to nine feet. Get your guaranteed D-Man for $79.95.

The Sports People • 877-757-9255 www.thesportspeople.com

Circle No. 529

Knock Down Every Shot

In Basketball Shooting, Dave Hopla, professional shooting coach and one of the best shooters in the world, shares his expertise on shooting a basketball properly from anywhere on the court to knock down every shot. High-quality photo sequences and step-by-step assessments of proper techniques for mid- and long-range shots — including free throws, jump shots, bank shots, and three-pointers — are all packed into this resource. The 45-minute DVD contains drills for each type of shot and enhanced demonstrations of technique.

Human Kinetics • 800-747-4457 www.humankinetics.com

Circle No. 511

The Ultimate Shooting Machine

The all-new 8000 Series Gun is the ultimate basketball shooting machine. Efficiency, dependability, and repetition with instant feedback take this open gym magnet to a whole new level. Spot-tospot programming, customizing, and saving your favorite drills along with easy set-up give 8,000 owners the ultimate shooting practice.

Workouts can now be controlled by a multi-function remote, and coaches have the ability to specify shooting locations and number of shots per spot, as well as requiring made shots before players can move to a new location. Player accountability is enhanced with the optional ticket printer and the ability to upload shooting sessions to a computer through the new Shot Tracker option.

Shoot-A-Way • 800-294-4665 www.shootaway.com 44 Coaching Management Preseason 2012

Circle No. 512

Active Ankle is a worldwide leader in the development of high-value, highfunction products. The company is dedicated to innovative engineering and is committed to provide quality functional products that help people perform at their best. Athletic trainers, physical therapists, podiatrists, and orthopedic physicians use Active Ankle’s products for athlete and patient care injury prevention and rehabilitation protocols. Active Ankle is one of the most trusted names in ankle protection. Check out www.activeankle.com for the full line.

“All my players wear the Active Ankle T2. The protection Active Ankle provides has been a great asset in keeping my players injury-free on the court.”

— Scott Dowis, Coach

“During the past 15 years of wearing Active Ankle braces, we have not had a single player miss a game or practice due to an ankle sprain!”

— Bud Childers, Collegiate basketball coach

“As Head Athletic Trainer for the Tennessee Lady Volunteers, I put my trust in the Active Ankle T2. It helps keep my athletes on the court and off the rehab team.”

— Jenny Moshak, ATC

Active Ankle Systems, Inc. 800-800-2896 www.activeankle.com

CoachesNetwork.com

HelP Fuel Your AtHletes to success IntroducIng:

The Athlete's Guide To Nutrition From the Publishers of Coaching Management

7

$ 95

Topics covered in The Athlete's Guide To Nutrition include: • the amount and kinds of calories athletes need • How to make sure athletes are properly hydrated • "When" athletes eat is as important as "what" they eat • recovery nutrition • A close look at nutritional supplements

Greater discounts available for orders of 20 or more. call 877-422-5548, ext. 11 to receive more info. note: We can customize the cover and content of the guide for your team or athletic department.

ORDER FORM

MAG, Inc. 20 Eastlake Rd. Ithaca, NY 14850

CM20.06

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ALSO AVAILABLE

From Coaching Management

The Nutrition Edge

Name: Address: City: Daytime Phone: Email address:

State: Zip: (To be used if there’s a problem with your order.)

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PAY M E N T M E T H O D q U.S. check made payable to MAG, Inc. enclosed (sorry, only US orders) q VISA q MasterCard q Discover q AmerEx Credit card #: ________/________/________/ ________ Expiration date: _____/ _____ 3 or 4 digit code: _______ Cardholder Name PRINTED: Cardholder Signature:

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ITEMS TITLE Athlete’s Guide To Nutrition The Nutrition Edge Performance Nutrition for Football

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Fax this order to 607-257-7328 or Mail this order to MAG, Inc., 20 Eastlake Rd., Ithaca, NY 14850 Circle No. 126

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Learn how proper nutrition can help your players reach their true potential through the valuable information presented in this collection edited by Susan Kundrat, Sports Dietitian for the University of Illinois.

180 pages. 2010 Price: $16.95

Performance Nutrition For Football Author Lisa Dorfman provides athletic trainers, strength and conditioning professionals, coaches, and football players with cuttingedge information on how to gain a competitive edge in this demanding sport. 264 pages. 2010 Price: $18.95

Injury Prevention Simulate a Perfect Wrap

Ankle injuries are a pain—they are all too frequent and difficult to come back from. A study from the University of Wisconsin-Madison, involving more than 1,400 high school basketball players, proved that those wearing the McDavid 195™ brace were three times less likely to experience ankle injuries, compared to those who didn’t wear the brace. The McDavid 195 simulates a perfectly executed athletic tape wrap, but unlike a taping, the fully adjustable figure-six straps can be tightened quickly and easily without shoe removal. Support your players from head to ankle.

McDavid • 800-237-8254 www.mcdavidusa.com

Circle No. 521

Complete Line of Tapes

Mueller introduces new PerformPlus™ Athletic Trainer’s Tape.

PerformPlus™ features a higher thread count for an even stronger 100-percent cotton backcloth, but remains breathable and comfortable to the skin thanks to the porous nature of the tape. This highperformance zinc oxide athletic trainer’s tape is available in 1 1/2and two-inch rolls. Another part of the company’s line is Mueller Kinesiology Tape, designed to help increase the natural blood flow around muscles. This tape features a revolutionary wave pattern adhesive that moves with the skin and muscles to reduce pain and increase mobility.

Mueller Sports Medicine • 800-356-9522 www.muellersportsmed.com

Circle No. 530

2012: an Olympic year!

Hustle DOesn’t riDe the pine.

TurfCordz® resistance tools – with Safety Cord Tubing – meet the extreme demands of high-level athletic training.

Try our Jump Belt, which can enhance your vertical leap, or the two-person Modular Speed Belt, ideal for speedassisted and resisted running exercises.

Made in USA

Order today! 800.886.6621 or visit nzmfg.com

All-Sport Protection

The McDavid Adult Hex™ Leg Sleeves are simple and brilliant engineering that will be every athlete’s most versatile piece of gear. The McDavid 6446 Hex™ Leg sleeves are lightweight and provide all-sport protection. Individual hexagon shaped pads conform to the body for ideal comfort and uninterrupted coverage. McDavid’s compression fabric secures the pad, while keeping muscles warm and delaying fatigue. McDavid hDc™ Moisture Management Technology keeps all moving parts cool and dry.

McDavid 800-237-8254 www.mcdavidusa.com Circle No. 534

The One You Need

Extremely light and lowprofile, The One ankle brace is comfortable in shoes or cleats during competition. Offering all the benefits of taping, but with the flexibility of a soft strap brace, The One protects against inversion and eversion ankle sprains. Anti-slip criss-crossing side straps can be adjusted at any time to help prevent slippage and ensure a tight, comfortable fit.

Side-pulling stirrup straps imitate taping while a cushioned tongue keeps the brace comfortable.

Neoprene and latex free, The One comes in black and white, and is available in sizes XS to XXXL. Mueller Sports Medicine 608-643-8530 www.muellersportsmed.com Circle No. 531

Circle No. 127 46 Coaching Management Preseason 2012

CoachesNetwork.com

Company News

Providing Help to Programs in Need

C

ytoSport™, the largest sports nutrition company in the U.S. and maker of Muscle Milk®, recently announced the launch of the Muscle Milk® Recovery Grant Program, which will provide up to $250,000 in grants to help rebuild and revitalize high school athletic programs around the country. Submissions for high school programs will be accepted on the Muscle Milk Facebook page (www.facebook.com/musclemilk) through Nov. 30, 2012, with recipient programs selected in January 2013.

“High school athletic programs are critical to the overall development of student-athletes, and we are dedicated to helping them succeed,” said CytoSport™ Chief Marketing Officer Nikki Brown. “The Muscle Milk Recovery Grant Program is a great way we can provide financial resources to programs in need in local communities around the country.”

Grants will be awarded up to $25,000 per submission to programs that show a financial hardship outlined in the application process. Applicants must be at least 14 years old and can nominate the high school of their choice on the Muscle Milk Facebook page, where they will be required to submit a written statement outlining their program’s needs, provide photos that support their request, and will have the option to upload a video link to help further tell their story.

In conjunction with the launch of the Muscle Milk® Recovery Grant Program, Muscle Milk® will also launch limited time packaging that includes a red, white, and blue theme. A portion of sales from the patriotic packaging will go toward funding the Recovery Grant Program.

ABOUT Muscle Milk

CytoSport, Inc 888-298-6629 www.cytosport.com CoachesNetwork.com

Muscle Milk® Ready-to-Drink is a protein-enhanced functional beverage that helps promote workout recovery, lean muscle growth, and sustained energy. Muscle Milk takes the guesswork out of high-performance nutrition, delivering a precise blend of premium proteins, complex carbohydrates, functional fats, vitamins, and minerals. CytoSport™, the maker of Muscle Milk®, is the largest sport nutrition protein beverage company in the U.S. and offers a complete line of proteinenhanced powders, shakes, and bars. Muscle Milk® was named Ready-to-Drink Beverage of the Year by bodybuilding.com, Best Functional Beverage and Beverage of the Year by BevNet, and Company of the Year by Beverage Forum, presented by Beverage Marketing Corporation and Beverage World.

Coaching Management Preseason 2012 47

Tools For Better Coaching Coaches Network is your best source for the information you need to be a better coach beyond the Xs and Os.

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www.CoachesNetwork.com 48 Coaching Management Preseason 2012

CoachesNetwork.com

Box 329 Riverside, TX 77367 1 (800) 829-2928 www.powernetics.com

Explosive Exercises:

The SUPER CAT is in basketball and athletic programs all across America. The Super Cat has been proven to be the most effective machine in developing the “Power Potential” of athletes. Other machines don’t come close to the Super Cats durability and safe operation to outlast any strenuous workout regiment. We are recording the highest vertical jump on athletes in weight training history.

• Quarter squat jumping • Angle squat jumping • Angle squats school colors available 7-year warranty

The SUPER CAT will give your program the edge in vertical jump and quickness to take you to the next level.

Develops the “POWER POTENTIAL” of every athlete. The Super Cat will dramatically increase the speed, quickness and vertical jump of your athletes.

Coaches call TODAY for your FREE instructional video!

Circle No. 128