Argentina 71 Venezuela 76 Finalizado BRONCE
Mexico 86 Canada 87 Finalizado SEMIFINAL
Argentina 78 Mexico 70 Finalizado SEMIFINAL
Canada 78 Venezuela 79 Finalizado Ronda 2
Mexico 95 Argentina 83 Finalizado Ronda 2
Uruguay 69 Puerto Rico 80 Finalizado Ronda 2
Dominicana 103 Canada 120 Finalizado Ronda 2
Panama 62 Venezuela 75 Finalizado Ronda 2
Mexico 73 Canada 94 Finalizado Ronda 2
Panama 71 Puerto Rico 78 Finalizado Ronda 2
Venezuela 75 Uruguay 77 Finalizado Ronda 2
Argentina 92 Dominicana 84
- NCAA (I Div)
- CBA (Continental Basketball Association)
- ULEB Euroleague
- ULEB Eurocup
- Liga Adriatica
- Bundesliga (Alemania)
- LNB (Argentina)
- TNA (Argentina)
- NBL (Australia)
- WNBL (Australia)
- CNBM (Brasil)
- Libsur (Chile)
- CBA (China)
- KBL (Corea del Sur)
- BasketLigaen (Dinamarca)
- ABASACA (Rep. Dominicana)
- ACB - Liga Endesa (España)
- LEB Oro (España)
- Liga Femenina (España)
- PBA (Filipinas)
- Korisliiga (Finlandia)
- Naisten Korisliiga (Finlandia)
- LNB (Francia)
- BBL (Gran Bretaña)
- ESAKE A1 Ethniki (Grecia)
- FEB Eredivisie (Holanda)
- KKI (Islandia)
- Ligat Ha'Al (Israel)
- Lega Basket Serie A (Italia)
- Lega Due (Italia)
- LKL (Lituania)
- BasketLigaen (Noruega)
- NBL (Nueva Zelanda)
- PLK (Polonia)
- BSN (Puerto Rico)
- Mattoni NBL (Republica Checa)
- BasketLigan (Suecia)
- TBL (Turquia)
- LPB Venezuela
- Ex Liga RFS Yugoslavia
High level Basketball: Teaching or Coaching?
|Our expert Marco Sodini has brought a dilemma very common among transition to professionalism.|
When a young player finishes his way through the lower categories, anywhere in the world where his own training has developed, he faces a very high gap in the playing level, especially if that player is to be introduced in a professional context. Facing a training methodology based on teaching (or at least it should be so) exclusively oriented towards improving all the young player's capabilities, suddenly, the new environment requires him to be immediately efficient and error tolerance becomes even smaller.
This change of mentality, rarely does not cause the player a sort of confusion that sometimes corresponds with a true involution process, poorly supported by the kid, by the technical staff and usually, ergo, by the team. Besides all that, consider that the players on a senior team roster were usually dominant players in the youth ranks that from one moment to another they went from a position of -let's say- prestige, to a diametrically opposite condition, where everything has to be demonstrated by hardworking and sweat and even this will not be enough at least in the short term.
The key to read and solve a problem of this kind can be primarily clarity. The dialog with the players is one of the keys to success at the highest level. You can not separate the essence of the objectives from the explanation for which they are proposed, starting from the participation and involvement in the joint project to improve the group in order to get results.
Second in importance, but essential to consider by athletes: clarity in the roles. In each team, players are different entities, each one with its own personality, its own characteristics within the proposed development of the game and clarification becomes crucial in the course of a full season.
Too often false expectations are generated due to lack of proper communication.
Early in the season, either related to workload evaluations, or by the need to compensate for absences caused by minor injuries, some players that in the league will have little or no space are being used more than necessary. The fact that this is a temporary situation is rarely properly understood if we don't make emphasis consistently and correctly on what represents the group dynamics.
A major reason for a young man who, at his first experience, has made things right in a game, without even realizing that their freshness, at the end of the pre-season preparation is not enough to be as useful to the common cause.
Once the proper promises have been made, we can ask the following question:
How can we help grow the kid? Simply using their own current skills to the team, or sacrifice some of that aspect to allow the young player to experience things that will improve his future?
While there is no common recipe, I express my opinion about it, based on the direct experience of top-level clubs farming systems that always exploited professionally young players, products following a common technical line (Note: in Livorno, now folded, and in Virtus Bologna)
The team must be aware of the presence of youth players who may have a great room for improvement, but also they have lack of experience at project start. It should then make clear to the young talent that his commitment will be well above normal and try to help them build and improve relations with the veterans of the team.
Do not hurt the team proposing situations that the kids can face tomorrow.
The team must be ready today. Players must know in which skills are more reliable and which aren't, and the phrase "if you are free, then shoot" depends on your ability to score, not a dogma to accept in any case! (At top level, you try to make shoot the players with the lowest percentages, while viceversa, game systems are thought to have more options possible for players with better percentage).
Once everybody already knows how they must remain in field, we can previsualize an individual development plan but, in any case, it should be inserted coherently within the overall main system.
At this point, facing an exemplary commitment and a real improvement of the individual player regarding a gesture or a game situation, you can think of "doing digest" the team a situation where the youth player can experience and improvement, and, in abstract, the team can take advantage of this improvement.
The fact that the group accept the new situation is crucial to avoid making mutual frustrations, first among players who could not accept that the shots that didn't have taken are now taken, then by the player himself that might be nervous about inefficiencies of anything that is not already present among his own certainties, and finally the technical staff, in every case responding by the results do not evaluate the productivity of the new situation as an advantage to the group's results.
A background serenity, a calm environment, and frank sincerity combined with good communication (for which the role of cohesion that holds the assistant coach is essential), can add value to the energy spent in order to improve the player.
In summary, in this note, more complicated and more technical than the previous one, the desirable choice when dealing with young talents is training them, making them immediately usable by the team without giving up teaching them new things with his game to a higher level.
If the choice is this, it becomes crucial to understand the importance of channeling the work of individual improvement in the way that is useful for improving a whole and thus manage the relationship between the one and the many so that the individual improvement process is "taken to heart" also by the teammates, by the staff and management itself and thus the program success is shared equally.
In short: Coaching can be teaching and teaching is undoubtedly coaching!
Marco Sodini (firstname.lastname@example.org)
Lecturas: 526 - 2014-12-20
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