Wheelchair Basket

Wheelchair Basketball
Wheelchair Basketball
by
Brad Hedrick, Ph.D.

Coach, University of Illinois Fighting Illini Wheelchair Basketball Team
Dan Byrnes, M.S.

Coach, Wright State University Raiders Wheelchair Basketball Team
Lew Shaver, M.S.

Coach, Southwest State University Broncos Wheelchair Basketball Team
Disclaimer
The Paralyzed Veterans of America, publisher of

this work, hereby disclaims any responsibility for the
instructions contained herein. Persons using the tech
niques described herein, after careful consideration of
their own physical condition, do so freely and of their own
will. The publisher and the authors cannot be held liable
for any injury, disablement or other consequences occur
ring as a result of following the instructions contained in
this work. Persons should not participate in this sport
without first obtaining clearance to do so from his/her
attending physician.
Paralyzed Veterans of America (PVA)

801 Eighteenth Street, N.W. Washington, D.C. 20006
1989, by the Paralyzed Veterans of America.
All rights reserved. Published 1989.
Printed in the United States of America
93929190 54321
Library of Congress Catalogue-in-Publication Data
Hedrick, Brad, 1952-

Wheelchair basketball.
Bibliography: p.
Includes index.
1. Wheelchair basketball--Coaching. I. Byrnes,
Dan, 1952- II. Shaver, Lew. III. Title.
.
GV886.5.H43 1988 796.3238 88-62295

ISBN 0-929819-00-4
WA
A Word From PVA ERANS
More than 40 years ago, two significant events began to shape the
future for people who use wheelchairs for mobility. At this time, wheel
chair athletes began discovering the satisfaction of competing in wheel
chair basketball and, simultaneously, the forefathers of the Paralyzed
Veterans of America (PVA) began to advocate for the recreational, health
care and accessibility needs of all persons with a disability. In many cases,
those involved as competitors in the beginnings of wheelchair basketball
were the same individuals organizing fledgling PVA chapters.
Since that time, wheelchair basketball has grown tremendously

and has maintained its position as the most popular and widely-organized
of all wheelchair sports. Today, PVA is a national leader in advocacy, re
search, and sports and recreation for veterans with spinal cord dysfunctions
and all Americans with a disability. And because of the importance of
sports and recreation to PVA members, and to all persons with a disability,
PVA is pleased to be the largest sponsor of wheelchair sporting events in
the nation.
Over the years, wheelchair basketball has continued to receive

great interest and support from PVA. PVA has been a primary sponsor of
the National Wheelchair Basketball Tournament for more than a decade.
PVA also co-sponsors wheelchair basketball camps with the National
Wheelchair Basketball Association and has underwritten this book and a
series of instructional videotapes which complement this text.
Through the expertise of authors Brad Hedrick, Dan Byrnes, and

Lew Shaver, we are very pleased to bring you this authoritative coaching
and training guide. We believe it will help you to better understand,
appreciate, perform and enjoy the sport of wheelchair basketball.
R. Jack Powell
Executive Director
Paralyzed Veterans of America
V
Table of Contents
Preface xi
Introduction xiii
1. Coaching Philosophy 1
Behavioral versus Outcome Orientation 1
Performance Goals 3
2. Physiological and Psychological Training 7

Introduction 7
Strength Training 8
Flexibility 9
Cardiovascular Training 10
Nutrition 11
Psychological Skills Training 13
3. Practice Planning and Organization 17

Introduction 17
Acquiring Fundamental Skills 17
Principles of Organizing Practices 18
Teaching Methods 19
4. Defensive Play 23
Introduction 23
Individual Defensive Strategy 24
Rebounding Mechanics 26
Communication 27
Defensive Switching 28
Ball-side and Help-side Defensive Strategy 29
Multiple Defensive System 32
Hard versus Soft Pressure 35
Linebacker versus Free Safety 36
Combination Two-Digit Multiple Defenses 38
Eleven Combination Defense 39
Twelve Combination Defense 40
Thirteen Combination Defense 40 VII
Fourteen Combination Defense 41
5. Transitional Play 43
Introduction 43
Defensive Transition 43
Transitional Offense 47
Mechanics of Transitional Offense 48
Backcourt Picking Mechanics 51
Offense versus the Full-Court Press 51
Action versus a Conservative Pressing Strategy 52
Action versus Aggressive Pressing Strategies 53
One Guard Fronted 54
Two Guards Fronted 55
One Forward Fronted 56
Two Forwards Fronted 57
Four Players Fronted/One Doubled or One
Zoning 58
Offense and Defense in Offensive Numerical
Superiority Situations 59
6. Individual Offense 65
Introduction 65
Wheelchair Propulsion 66
Stopping 66
Backward Propulsion 67
Spinning 67
Ball Recovery 68
Ball Protection 69
Passing Mechanics 70
Catching the Ball 71
Shooting Mechanics 71
Dribbling Mechanics 73
Offensive Faking 73
Facing the Basket 75
Shot Generation Hierarchy 75
Bounce Stop 77
Bounce Spin 78
7. Team Offense 79
Introduction 79
Read and React Offense 80
General Principles 80
The Grid System 83
Common Pick Mechanics 85
Four Basic Picks 87
Offensive Rules 93
Various Offensive Alignments 95
viii Wheelchair Basketball

Situational Examples of the Read and React Offense 97
Situational Offense 100
Jump Balls 100
Inbounds Under Own Basket 103
Free-Throw Situations 105
8. Drills 107
Caterpillar Passing Drill 107
Four-Corner Passing Drill 108
Give-and-Go Drill 109
Three-Lane Passing Drill 110
Half-Court Layup Drill 110
Full-Court Layup Drill 111
Two-on-One Transition Drill 112
Left/Right Pass Outlet Drill 113
Head-Up Dribbling Drill 113
Line Drill 115
Bounce-Stop/Bounce-Spin Layup Drill 115
Shadow Drill 116
Two-on-Two Drill 117
Three-on-Three Drill 118
Three-on-Two! Two-on-One Drill 118
Eleven Person Break Drill 120
Whistle Drills 121
Appendix 123
All-American Individual Practice Program 123
BeaScorer 129
Comprehensive Basketball Grading Chart 133
References 135
Index 137
Contents IX
Preface
The National Wheelchair Basketball Association (NWBA) was

created in 1949. For the next two decades, the University of Illinois at
Urbana-Champaign was the only university in the United States with an
athletic program for physically disabled student-athletes. However,
during the late 1960s and early 1970s, Stan Labanowich, coach of the
Illinois Gizz Kids, with the support of Timothy I. Nugent, Director of the
universitys rehabilitation-education services and founder of the NWBA,
worked to develop other collegiate programs with the goal of achieving
formal intercollegiate wheelchair sports competition.
Labanowich and Nugent helped to spawn programs at Southern

Illinois University, Carbondale; the University of Wisconsin, Whitewa
ter; Wright State University, Dayton, Ohio; and Southwest State Univer
sity, Marshall, Minnesota. On December 3, 1970, the first intercollegiate
wheelchair basketball game was played in Champaign, Illinois, between
the University of Illinois and Southwest State University.
Seven years later, in 1977, the first National Intercollegiate

Wheelchair Basketball Tournament was hosted by the University of
Illinois. The following year, the Central Intercollegiate Wheelchair Bas
ketball Conference was formed. At the same time, a network of profes
sional educators/coaches in wheelchair basketball began to form. This
text is a product of the cumulative experience of these individuals and the
openness with which they shared their philosophical, strategic, and
tactical insights on the sport.
Coaching is teaching. Many participants in wheelchair basketball

are coached in the sense that they have a team administrator who makes
strategic decisions regarding team play. However, watching many
players over the years has shown that few players are taught the sport
of wheelchair basketball.
Instructional camps were formed in the mid-1980s to address this

lack of awareness regarding the sports fundamentals. In initiating the
XI
Introduction
Wheelchair sports have undergone a remarkable metamorphosis
in their forty years of existence. This change has occurred with regard to
their diversity, technological sophistication, and increased popular ac
ceptance as athletic endeavors rather than merely as rehabilitation
devices. However, notwithstanding the recent growth in such sports as
wheelchair racing and tennis, basketballs position as the most popular of
wheelchair sports remains clear. In the United States, wheelchair basket
ball was the first nationally organized sport for individuals with lower-
extremity impairments. The number of wheelchair basketball players in
the United States exceeds the combined athletic membership within
wheelchair track, field, roadracing, archery, table tennis, weightlifting,
swimming, and air weapons. During international multi-sport competi
tions sponsored by the International Stoke Mandeville Games Federation,
the championship final in wheelchair basketball has been perceived as the
piece de resistance, and has been scheduled as the grand finale for those
competitions.
Wheelchair basketball can also boast of being the only wheelchair

sport with comprehensive instructional texts. In 1981, Lew Shaver wrote
Wheelchair Basketball: Concepts and Techniques. One year later, Ed
Owen wrote Playing and Coaching WheelchairBasketball. These books
were significant landmarks in the chronology of wheelchair basketball.
Shavers book is primarily conceptual, and does a commendable

job of presenting a systematic overview of the general principles of the
sport. However, it lacks depth and specificity regarding the tactical and
mechanical aspects of the sport.
Conversely, Owen depicts the tactical components of the sport in

great detail. However, his book could present a stronger conceptual,
systematic bonding of the tactical data. Not only do players need to know
how, they must also be taught why, when, and where. Obvi
ously, the two texts are complementary. Both are necessary and neither
is totally sufficient to comprehensively and clearly teach the sport of
wheelchair basketball.
XIII
camps, it was apparent that their success would be contingent on devel
opments along two fronts. First, a standardized, comprehensive curricu
lum would have to be developed; and second, the cadre of competent
coaches available to teach concepts and techniques to participants
would have to be expanded.
To accommodate these educational needs, the coaches of the

NWBA Central Intercollegiate Conference were asked to play a central
role as camp faculty. These coaches have had the time and resources
necessary to analyze the game in greater detail than most of their volunteer
counterparts. Additionally, the teaching skills of the coaches have been
honed by the challenge of constantly changing team membership. Varsity
teams are dramatically altered each year as the most experienced athletes
graduate and are replaced by new students with little experience and often
limited skills. As a result of this challenge, college coaches collectively
developed teaching skills and instructional strategies which uniquely
qualified them to create instructional media in wheelchair basketball and
to teach the sport to large numbers of participants who had variable levels
of skill and aptitude.
Our collective experiences at the most recent basketball camps

convinced us we had something to offer, and we realized that the instruc
tional outline emerging from the camps could be part of a new generation
of instructional media in wheelchair basketball. This text is the result of
that realization.
We are grateful to all of the student-athletes whom we as coaches

tried to teach. We hope we have benefited them in their development as
wheelchair athletes. We know they have been critical to us in our
evolution as coaches. Indeed, they have in no small way contributed to
the content of this text. We also acknowledge the many wonderful indi
viduals at the camps who encouraged us to write this book and who shared
their knowledge with us. And we wish to acknowledge the Paralyzed
Veterans of America, who have provided the financial and managerial
support to make publishing this text possible.
To all of you, we say thanks. We can only look to the future with
excitement.
Brad Hedrick
Dan Byrnes
Lew Shaver
xii Preface
We have tried to combine these two approaches. Athletes and
coaches in wheelchair basketball must have a firm understanding of the
global, conceptual, and strategic aspects of the sport as well as a detailed
comprehension of the tactical, task-oriented mechanics. Additionally,
the two must be organized and presented in a manner which makes the
why, when, and where questions in wheelchair basketball more
understandable. Our purpose was to develop an instructional text in
wheelchair basketball which would address essential tactical skills within
a more refined and understandable system.
Xiv Wheelchair Basketball

Chapter One
Coaching Philosophy
Athletes participate in sport for enjoyment, and coaches
should assist them in achieving this end. Psychologists have
found that peoples satisfaction in sports is largely determined by
the enhanced sense of personal accomplishment they gain from
successful participation. The coach must therefore assist partici
pants to achieve an enhanced sense of personal competence
through their mastery of wheelchair basketball. Attainment of
this objective, however, requires the development and implemen
tation of a sound coaching and playing philosophy.
An old adage states, if you dont know where youre

going, youll probably end up somewhere else. A sound,
definitive coaching philosophy which is well understood and
applied is necessary for players to achieve their potential. We
strongly advocate a coaching philosophy which is predominantly
behaviorally-oriented rather than outcome-oriented.
Behavioral Versus Outcome Orientation
If asked to state team goals, many wheelchair basketball behavioral versus

teams would give such competitive, outcome-oriented goals as outcome orientation
to beat another team, to win the conference, to make the
playoffs, or to win the national championship. Although
outcome-oriented goals are an integral part of competitive sports,
players and coaches must not focus on them exclusively. Such
goals condition players and coaches to evaluate their
performancesand ultimately, their competencetotally on the
basis of winning and losing, without regard to the quality of their
execution. Teams often play well but lose because the outcomes
of winning and losing are also influenced by factors which lie
outside the players or coaches control. For example, the ability
level of the opposing team, the calls made by the officials,
injuries, illness, or luck are just a few external factors which can
influence game outcomes. Focusing more on accomplishing
challenging, yet attainable, behaviorally-oriented goals which are
within the players control, allows them to experience positive
performance evaluations even when they lose a particular game.
reduce anxiety It is well recognized that anxiety inhibits performance.

Anxiety results from the fear of negative evaluation or from
overemphasizing the importance of winning. By helping players
to focus upon appropriate personal and team goals, the fear of
negative evaluation can be diminished. By directing players away
from outcome-oriented goals, anxiety can be reduced and per
formance enhanced.
reinforce behaviors not In using this approach, players are reinforced positively
outcomes for attempting an appropriate action regardless of the success of
the attempt. Conversely, players who demonstrate inappropriate
technique or poor execution are reprimanded even when the out
come is successful. For example, a players use of the appropriate
shooting hand when executing a layup would be commended,
regardless of whether the shot was successful. However, a
players choice to shoot from 21 feet, even if successful, instead
of passing to an open teammate for a layup, would be admonished.
Implementing a behaviorally-oriented coaching philoso

phy also requires athletes to provide constructive criticism of their
own performance. Outcome-oriented players generally engage
in the counterproductive process of personal admonishment when
they fail. Conversely, they give unqualified self-praise when they
succeed, regardless of the appropriateness of their execution and
mechanics. Neither style, however, enhances the likelihood of
successful future performance.
constructive self- Players who are taught to provide positive, constructive

evaluation self-talk can personally reinforce proper execution and mechanics
and correct errors as they occur. They can also constructively
evaluate negative outcomes to enhance future performance. For
example, after missing a layup an outcome-oriented player would
engage in the following sort of self-talk: That was stupid, how
could you miss that shot, your grandmother could make that shot!
In this case, nothing was said to correct the cause of the problem
or reduce the likelihood of a reoccurrence. However, a behavior
ally-oriented player would say something like, You shot that too
hard. Set up earlier and lay it up soft. The nature of the latter
athletes self-talk is more likely to help improve future perform
ance because it suggests corrective measures.
2 WheelchairBasketball
Pe,formance Goals
Of course, talking about introducing a behaviorally-ori- goal setting

ented coaching/playing philosophy and actually implementing
one are two very different tasks. Goal setting helps because it
allows for the systematic, measurable assessment of improve
ment. Players are required to develop and pursue measurable and
attainable personal and team goals at every level of involvement,
from daily practice drills to championship games. For example,
in a layup drill, players might set such personal goals as hitting all
layups with the nondominant hand, or improving their mechan
ics on particularly difficult shots. Additionally, the team should
set a goal during each drill. The team might collectively set a goal
of hitting 50 layups in a row, or going the duration of the drill
without a ball-handling error. Goal setting reinforces a perception
of constant improvement, as well as developing objectives which
are within the players personal control. Players should never be
allowed to mentally or physically coast through practice. Goal
setting insures intensity and concentration which greatly aids skill
improvement.
Identifying personal and team goals is important for still personal and team goals
another reason. Within wheelchair basketball, as with many other
sport organizations for the disabled, there is no fully developed
system allowing athletes of comparable ability and interest to
compete as homogeneous groups. Indeed, local teams generally
serve individuals who have recreational interests and abilities as
well as those with aspirations to become elite athletes. Combining
such diverse levels of interest and ability can create trouble when
divergent individual goals are confronted at the team level.
In appeasing the interests and needs of different individu

als, teams must often compromise their collective goals, as well
as their practices and game schedules. Teams must assess the
goals of their members and design a strategy for dealing with the
variety of interests and skill levels present. The differing goals
of teammates frequently cause team fragmentation and friction
during the season. It is therefore helpful throughout the season to
have team members identify and periodically assess their individ
ual goals and collective team goals.
Sequential instruction is another beneficial strategy for sequential learning

coaches to use. This strategy introduces players to specific,
simple skills first, followed by progressively more difficult be
haviors. Thus, players should not be introduced to a layup drill
Coaching Philosophy 3
rigorous behaviors but also with regard to more demanding situ
ations.
The most effective means of positively altering an

individuals perceptions of competence, and thereby reducing the
likelihood of choking, is to provide players with appropriately
structured opportunities for successful performance. For ex
ample, competitive schedules for novices or less proficient play
ers should be introduced gradually with local in house and B
league competitions being used as steps to more rigorous open
competitive scheduling.
Concurrently, players wishing to be competent in open

division post-season play must be prepared for such competition
through the gradual introduction of progressively more difficult
teams in their schedule. Competent teams which play a substan
tial number of games against the best teams typically perform
better during post-season tournament action.
Coaching Philosophy 5
until the coach is sure they can perform all the behaviors inherent
in the drill. For instance, the simplest of layup drills involves
propulsion, passing, catching, shooting, and rebounding mechan
ics. Instruction should ensure a minimally acceptable level of
competence for each of these before the Iayup drill begins.
Practices should become increasingly more complex in terms of
the tasks addressed. Fundamental individual skills must be well
developed for more sophisticated team strategies to be success
fully introduced.
Competitive, situational factors should also be arranged

from the simplest to the most difficult. In this manner, ability-task
equity is maintained thereby allowing players to work within their
abilities. Success is maximized and perceptions of competence in
basketball are enhanced by giving players competitive tasks or
placing them in situations which are consistent with their level
of ability. Successful performance versus much weaker players
or a successful outcome versus an obviously stronger opponent
will not induce a stable, positive change in the players percep
tions of their competence. Most wheelchair basketball teams in
clude players with disparate ability levels. Optimally challenging
instructional and competitive situations can only be provided if
teams are divided into ability groupings.
For instance, novice or recreational players generally

should be separated from those players with greater skill. Too
often, players within these two groups are inappropriately com
bined in the same practices and competitive situations. Indeed,
these two groups even play against each other in practices, with
the rationalization that the starting unit needs the opportunity to
play together. Unfortunately, this situation does not adequately
challenge the more skilled players. Concurrently, forcing the
lesser skilled players into this situation where failure is unavoidable
does nothing for their confidence or satisfaction. Repeating such
activities in practice often leads to the novice or less skilled
players choosing to withdraw from the team.
Gradually introducing players to increasingly more de

pieventing choking manding competitive situations, which only slightly exceed their
abilities, is also important in reducing the frequency of choking
responses.Choking occurs when an individual possesses proven
skills but fails to successfully perform those skills in a more
competitive or evaluative environment due to insufficient prepa
ration within that specific context. Perceptions of competence
must not only be improved gradually with regard to progressively
4 Wheelchair Basketball
Chapter Two
Physiological and
Psychological Training
Introduction
As mentioned earlier, wheelchair basketball teams typi

cally include members with quite different motives and levels of
ability. Many are recreationally oriented. While these players
pursue the sport with vigor, they prefer a less disciplined structure participants versus
for development. Generally, participation rather than skill athletes
improvement is their primary motive for involvement. These
players often refrain from developmental drills and conditioning.
They are exclusively interested in wheelchair basketball as a
recreationally competitive pursuit or for the socialization which
affiliation affords. Such participants are the wheelchair basket
ball counterparts to the nondisabled participants in winter basket
ball leagues.
At the other end of the spectrum are the wheelchair

basketball athletes. These individuals are work-oriented, and
their progress is typically measurable and systematic. They are
dedicated to the pursuit of optimal performance, and therefore
diligently pursue skill development and physical conditioning.
They desire to be the best they can be within the sport of
wheelchair basketball. These individuals are the Larry Birds of
wheelchair basketball. Being an athlete is not necessarily
related to an individuals actual level of ability. Many talented
recreationally-oriented players have pursued wheelchair basket
ball without concern for the values of athleticism. They have
excelled because of innate talent and in spite of deficiencies in athletes defined
fundamental skills and/or conditioning. Athleticism relates to the
individuals approach to sport. Athletes are individuals who
7
conscientiously work at their sport to achieve their potential
regardless of their actual level of proficiency.
Finally, it is recognized that most of the players in wheel

chair basketball have other constraints on their time (i.e., family
and work) which limit their ability to train and play as often as they
would like. Such constraints must, however, not be used as an
excuse for failing to be athletic in ones approach to the sport.
Each day, time and effort can and should be dedicated to one oi
more of the following areas: physical conditioning, psychological
training, and basketball skill development or refinement. Even on
the busiest days, some aspect of at least one of these areas of
training can be rehearsed or exercised. There is always room foi
athletic improvement regardless of ones distance from the gym.
Strength Training
strength training This training activity should be an integral component of

an athletes preparation. In addition to the basketball skills
typically performed by the upper extremities (such as passing,
dribbling, shooting, etc.), wheelchair basketball requires that
player mobility be achieved using the upper extremities as well.
Additionally, this must be done without the use of the larger
muscles of the lower limbs to add impetus to passes and shots.
Due to the substantial upper body stamina and power required to
perform these wheelchair basketball behaviors, upper body strength
training is a necessity.
Strength training increases the amount of force, or the

amount of work, which the athlete can perform within a given
amount of time. Assuming an appropriate level of basketball-
specific skill training, an increase in power will result in improved
physical performance. For example, athletes with excellent me
chanics who are incapable of hitting the rim of the basket with a
one-hand shot at a distance of 12 to 15 feet simply lack sufficient
power. Thus, they need strength training to acquire this ability.
specificity of training The exact type of strength program used will depend on
the goal or purpose of the program. However, all strength pro
grams should include exercises to improve the strength and
flexibility of those muscle groups involved in wheelchair propul
sionthe shoulders, chest, back, and arms. Additionally, the
program should include exercises specific to the requirements of
wheelchair basketball. For example, shooting and passing in
volve extension movement patterns. Thus, strength training ex
8 Wheelchair Basketball ercises should include pressing exercises with weights. Of
course, an increase in strength alone will increase the athletes
muscular endurance to an extent.
A strength training program should consist of several training phases

phasesthe off-season, pre-season, and in-season or competi
tion phase. In the off-season, strength training should focus on
general conditioning and strength development. During this
phase, training should be done approximately three times per
week on alternate days, with each session lasting about one hour.
The program should be general, with about seven to ten exercises
per session and three sets of eight to twelve repetitions per
exercise.
As the pre-season begins, the goal of strength training

should be shifted to exercises which are as specific as possible to
the actions, muscle groups, and energy systems involved in
wheelchair basketball. This could include the use of medicine
balls and other weighted objects, as well as changes in the
exercises and exercise equipment used. It must be noted, however,
that establishing specific neurological pathways related to spe
cific basketball skills only will be accomplished by actual skill
rehearsal and training. Indeed, strength enhancement involves the
introduction of actual physical changes to the muscles. If these
changes are allowed to occur without concurrent basketball-
specific skill retraining of the muscles, the efficiency of the
athletes skill-specific use of those muscles will diminish.
Once the basketball season begins, emphasis should be

placed on maintaining the acquired strength level. Continued
strength training two to three times per week in a program
incorporating seven to ten general upper-body exercises should
maintain strength levels. Generally, each of the exercises should
be pursued for three sets, utilizing loads which cannot be moved
for more than eight to 12 repetitions. Failure to continue strength
training will result in the loss of acquired muscular strength.
Actual practice and games are not sufficient.
Flexibility
Flexibility enhances performance and prevents serious flexibility

muscular injury. Furthermore, flexibility training has psycho
logical benefits. Flexibility exercises can provide a predeter
mined ritual which can help athletes begin to focus on the tasks
ahead and can help to dispel tension by diverting attention away
from anxious thoughts.
Physiological andPsychological Training 9

As with all physiological training, flexibility training
must be done on a year-round basis. The athlete must therefore
develop an in-season and off-season program. Again, due to
individual player and team variables, the flexibility programs may
require modification. However, the training program should not
only attempt to introduce general improvements in flexibility, but
should also be designed to enhance flexibility with regard to the
specific biomechanics involved in wheelchair basketball.
For instance, ui wheelchair basketball, it is necessary to

improve the general flexibility of the shoulder. However, the
flexibility of the shoulder should also be addressed with regard to
the actual mechanics of the skills incorporating the use of this
joint, such as shooting, passing, catching, and pushing.
Few flexibility training programs can be taken from one

situation and applied to another. Athletes should examine various
flexibility training concepts and create a program to meet their
particular needs.
Cardiovascular Training
cardiovascular training Cardiovascular training refers to training of the aerobic

system. The aerobic system provides the bodys energy needs
when the activity is endurance-oriented and involves maintaining
a sustained level of moderate exercise intensity. However,
wheelchair basketball is an activity which has an intermittent
rather than sustained nature, and involves shortbursts of intense
activity, ranging from 10 to 30 seconds in duration. Thus, wheel
chair basketball is primarily anaerobic in nature. The anaerobic
system supplies energy in high intensity, short duration exercise.
anaerobic system training To train this energy system, which is central to

wheelchair basketball, repeated sprints should be emphasized.
The sprints should be 10 seconds to one minute in duration,
separated by rest-recovery periods ranging from 10 seconds to
three minutes in duration, depending on the intensity and duration
of the sprints pursued.
To maintain the anaerobic energy system, in-season

practices should be designed so that a constant level of intensity
is maintained over the duration of the practice time. Drills and
full-/half-court scrimmages should be conducted in a fashion
which allows all personnel to be fully involved in moderate to high
intensity activity, with as little time spent in transition from one
situation to the next as possible.
Although aerobic fitness enhancement should not be the
primary emphasis in wheelchair basketball training, it should not
be totally neglected. Instead, it should receive secondary empha
sis due to the fact that it facilitates a quicker recovery from
strenuous anaerobic activity; it provides a safer mechanism for the
gradual elevation of exercise intensity; and it is the only efficient
way to reduce body fatviatraining. Examples of aerobic training
activities include pushing, swimming, and arm-cranking at mod
erate levels of intensity, i.e., 60 to 80 percent of maximum heart
rate.
Training should be a minimum of three times a week and

should complement the strength training program. Wheelchair
basketball players should be able to perform optimally for the full
40 minutes of a game. Players must develop the capacity of the
appropriate energy system to achieve this goal.
Nutrition
A proper, well-balanced diet is essential to optimal ath- nutrition

letic performance, and should be regarded as an integral part of
the training program of any wheelchair athlete. This can be
achieved by the daily consumption of a wide variety of foods from
the basic four food groups. However, other factors must also be
considered when discussing appropriate nutrition for wheelchair
athletes.
Different athletic events place different energy demands

on participants. For instance, due to its stop and go nature,
wheelchair basketball would not generally require as many calo
ries as long distance wheelchair racing, which requires sustained
effort of moderate to high intensity for long periods of time.
Research indicates that the average daily caloric expenditures of
paraplegics is less than that of their able-bodied peers. These
factors should be kept in mind by wheelchair basketball players as
they plan a dietary program for management of their body weight.
Although an athletes total body weight may remain stable body weight and fitness
Over time, significant physical deconditioning can still occur. The
body contains both body fat and fat-free weight, or lean body
mass. Because fat weighs less than muscular-lean body mass, an
athlete can experience deconditioning wherein a small amount of
muscle is replaced by a large amount of fat without altering the
athletes total body weight. This often results in a confusing
Scenario for athletes, since they perceive themselves to be in
Physiological and Psychological Training 11

comparable physical condition, yet they experience an unex
plainable loss of speed or strength.
Athletes should be concerned with maintaining ideal body

weight and composition on a year-round basis. Performance is
compromised by excessive or rapid weight changes, dehydration,
or fatigue caused by a poor diet.
The bodys preferred fuel source varies according to an

individuals level of training as well as the type, intensity, and
duration of the exercise being performed. During exercise, energy
is supplied primarily by the metabolism of carbohydrates and fat,
and to a much lesser extent by protein.
proteins Current recommendations of protein intake for athletes

generally range from 1 to 1.5 grams per kilogram of body weight
per day. This is just slightly more than the recommended dietary
allowance for this nutrient. However, this recommendation is
made for able-bodied athletes; it is likely that wheelchair athletes
(who utilize smaller muscle groups, do not bear weight against
gravity, and are typically characterized by a large amount of
atrophied muscle), do not need as much protein as their able-
bodied counterparts with unimpaired musculature.
The question of protein requirement remains a largely

academic one, since the intake of most Americans meets or
exceeds the recommended amount. Very high protein diets of 2
to 2.5 grams per kilogram of body weight per day have not been
shown to increase muscle strength, but have been shown to cause
dehydration and kidney problems. These are two conditions of
which the wheelchair athlete should be especially wary. High
protein diets are usually high in fat and calories as well, and may
lead to the eventual development of obesity or cardiovascular
disease.
carbohydrates Carbohydrates and fat constitute the bodys primary en

ergy sources, with the former being the most used. As mentioned
earlier, wheelchair basketball is generally an anaerobic activity.
That is, energy in wheelchair basketball is made available for use
by muscles as a result of the reactions which occur during the
breakdown of glycogen to lactic acid. Because glycogen is a
storage form of carbohydrate, most dietary recommendations
suggest that foods high in complex carbohydrates should account
for about 55 to 65 percent of the total daily caloric intake in order
to promote glycogen storage.
Conversely, fat is the bodys principle energy source
during extended, moderate-intensity aerobic exercise. Like most
sports, wheelchair basketball is not exclusively anaerobic, so it is
also important to include some sources of fat in the diet. Care fat utilization
should be used in the consumption of fats, since a high fat intake
leads to inadequate glycogen stores, thus decreasing ones endur
ance. Additionally, high-fat diets are a risk factor for the devel
opment of many serious health problems.
Proper hydration also is necessary for optimal athletic water needs

performance. Dehydration has been shown to cause severe
declines in athletic performance with as little as a 2 percent
decrease in the bodys water stores. Prevention of dehydration is
simple; athletes should consume fluids before, during, and after a
practice or competition. During exercise, small amounts of cool
fluids are often recommended in order to prevent gastric distress.
Inmost cases, the beverage of choice for fluid replacement

should be plain cool water. A general rule of thumb is to replace
each pound of body weight lost from the pre-exercise body
weight with 16 ounces of fluid before the next exercise session.
Electrolyte replacement fluids are generally unnecessary except
under extreme circumstances, such as environmental conditions
in which heat and humidity is excessive. If used, commercial
sport beverages should usually be diluted with water before
comsumption in order to promote more rapid absorption of fluids
by body cells. Athletes observing special diets (such as vegetari
ans) or with special medical conditions, or taking drugs which
may affect metabolism of nutrients in the body should consult a
physician and a dietitian for specific advice.
Psychological Skills Training
We often hear basketball coaches and players refer to psychological skills

Winning and losing as the result of psychological causes. For
example, we were down, they were psyched, we werent
concentrating, we choked, we wanted it more, we lost our
composure, etc., are often-used explanations of various game
Outcomes. Indeed, we have become quite adept at giving
Psychological causes the credit for performance outcomes. Ironi
cally, little attention generally is paid to developing these psycho
lOgical skills. Assuming equity with regard to physical ability and
training, psychological skills training can significantly influence
Outcomes. Thus, total preparation should include attention to this
area.

The goal-directed behavior and positive self-talk strate
gies already discussed in the section on coaching philosophy are
critical psychological skills which require practice to gain profi
ciency in their use. Behaviorally-oriented goal setting helps
athletes focus on tasks which will enhance performance and direct
attention away from responses which increase anxiety and further
impede performance.
visual imagery Visual imagery constitutes another useful psychological

skill which can be used to practice otherwise unpracticeable
competitive scenarios. This can desensitize the athlete to over
stimulating circumstances and can be used as a mechanism for
rehearsing coping skills. Imagery can also be used to practice
physical skills. Fatigue ultimately limits actual practice time.
However, using visual imagery, athletes can mentally rehearse
physical skills by imagining themselves performing the skills and
using verbal cues to reinforce proper mechanics and sequencing.
In terms of stress management, it is important for coaches

to realize that the level of optimal arousal varies from athlete to
athlete. Thus, the stereotypic psyching-up speech given at the
beginning of a basketball game or at halftime often has uneven
effects. It may cause some athletes to become too aroused,
thereby inhibiting performance, and it may positively affect ath
letes who were, for any number of reasons, less than optimally
aroused. The answer to this dilemma is for the coach to provide
non-evaluative feedback objective, non-evaluative feedback, and allow each athlete to
manipulate his own individual level of arousal in pursuit of an
optimal state.
managing stress Additionally, relaxation techniques should be rehearsed

frequently so that they can be introduced during games when the
individuals level of anxiety is debilitating. Coaches often tell
athletes during especially anxious moments or critical situations
to just relax or to concentrate. However, during practice little
if any attention is ever directed to the development of such psy
chological skills. Just as athletes cannot be expected to perform
a physical basketball skill that has never been practiced, athletes
should not be expected to perform psychological skills which
have never been rehearsed. Athletes may be taught to progres
sively relax different muscle groups of their bodies. Additionally,
they may be instructed to focus on their breathing or to visualize
a relaxing scene in order to reduce anxiety. They may also be
instructed to practice verbal cues such as relax, calm down,
breathe deep, etc., so that they can elicit a relaxation response
during a tense sport situation.
Although more comprehensive coverage of psychologi
cal skills training exceeds the capacity of this text, other resources
on the subject abound. Some recommended texts for additional
reading are, In Pursuit ofExcellence and Psychingfor Sport, both
by Terry Orlick (1980, 1986).

Chapter Three
Practice Planning and

Organization
Introduction
The antecedents of optimal performance are developed in

practice. Of course the antecedents of less-than-optimal perform
ance are also developed in practice. Practice doesnt necessarily
make peifect, however, it does make permanent! Behaviors
which are reinforced in practice, whether good or bad, will invari
ably appear in the game. Unfortunately, perfecting fundamental
skills is generally not as immediately satisfying as playing an un
structured scrimmage. Therefore, fundamentals often are given
little attention during practice, with free scrimmaging taking up
the majority of time.
Acquiring Fundamental Skills
Excellent fundamental individual and team skills will not

develop in free scrimmage. Although players may acquire par
ticular fundamental skills in free scrimmage, the positive effects
of such random occurrences are generally out-weighed by the bad
habits developed at the same time. Scrimmages are only benefi
cial when the basics of the various skills inherent in the game have
been learned. At that point, scrimmages constitute an excellent use of scrimmages
mechanism for refining and enhancing execution.
Practices must be organized to insure that critical skills are

adequately developed. If practices are held without specific
17
guidelines, many essential skills will not be rehearsed. Such
rehearsal is absolutely essential if these skills are to be success
fully used in game situations.
For example, during his days at the University of North

Carolina, Bobby Jones would arrive for practice early and he
would often stay after formal practice had ended to continue to
work on such fundamentals as left-hand and right-hand layups.
During his years as a varsity athlete at North Carolina, commen
tators often described his play with countless superlatives. Jones
was described as a gifted athlete with ambidextrous ability and
unquestionable professional potential. Undeniably, Bobby Jones
was a gifted athlete, however, some of us knew that there was
another factor which contributed substantially to his success. We
had watched Bobby perfect his ambidextrous inside shots thou
sands of times in practice. The right kind of practice had indeed
made the right moves permanent.
Conversely, a novice wheelchair basketball player de

cided early in his career that it was more important to be able to
immediately shoot 15 to 18 foot shots than to forego such shots
temporarily and gradually develop sound shooting mechanics.
Slowly acquiring the mechanics necessary to shoot from greater
distances was not a consideration. To this day, his shooting
mechanics remain atrocious, and his outside shooting is erratic.
Undoubtedly this will continue until he goes back and develops
fundamentally sound shooting form.
Principles of Organizing Practices
With the exception of collegiate teams, few wheelchair

basketball teams practice more than once or, at the most, twice per
week. Subsequently, practice time constitutes a precious, limited
do not waste practice time resource and must not be squandered. To maximize the efficient
use of practice time, players should be on time and warm up
exercises should be performed prior to the start of the official
practice.
Additionally, players must not be allowed to engage in

autonomic, non-thinking, random practice activity. They must
work in a structured, systematic manner. To provide this
structure, drills must be utilized and they must be taken seriously.
two types of drills Generally, there are twobasic typesof drills. Thefirsttype
addresses the how of the particular skill being taught. These
drills tend to occur early in the developmental process and should
involve only the skill being taught. In this manner, players are not
distracted by irrelevant environmental cues which misdirect at
tention from the specific skill or concept being introduced.
The second type of drill addresses the why of various

skills. These drills emphasize the integration of the newly
acquired skill(s) into more realistic scenarios. At this level, all
drills are designed to have both offensive and defensive implica
tions. This creates greater realism in practice drills and maximizes
the efficient use of practice time by allowing both defensive and
offensive skill rehearsal within each drill.
Further, to reduce autonomic coasting and reinforce

attentiveness, practices should vary in their daily routine, thereby
minimizing predictability and the likelihood of becoming stale.
Varying the schedule teaches the players to be prepared for
changes and requires constant concentration. Both of these
attributes are vital for consistently successful performances.
In organizing practice drills and allocating time, Bob limit time in each drill
Knight recommends that individual segments of a concept being
taught be restricted to five minutes. Drills which address more
complex team segments should be allocated approximately 10
minutes. The coach should use different drills to reinforce
specific goals over the course of a practice.
Practice must be viewed as a year-round activity. Im

provement of individual fundamental skills, which do not require
the presence of others, should be specifically addressed during the
off-season. More complex, interactive team skills should be
emphasized during in-season training.
Teaching Methods
The whole-part-whole teaching method should also be whole-part-whole method

utilized. In this approach, the total behavior is demonstrated.
Then, the behavior is broken down into its individual components.
Each of the components are practiced within drills. Finally, after
having rehearsed each of the individual components, the total
behavior is drilled.
Incorrect or inappropriate behaviors should be corrected

as they occur. A whistle drill makes an efficient device for such
correction. Within this drill, the coach whistles when he sees
something to be corrected. Upon hearing the whistle, players
freeze in place. The coach can then ask players why are you
Practice Planning and Organization 19
here? what are you doing? or what should you be doing in this
praise-criticism balance situation? Corrections are introduced immediately. Of course,
criticism should be balanced by praise when appropriate actions
occur in practice or in games. Players need to know when they are
wrong and when they are right.
reinforce constant goal As stated earlier, individual performance goals should be

setting established by each player within each drill to ensure attentive
ness. While engaged in practice drills, players should be asked
randomly to state their specific goal. Failure to promptly answer
appropriately results in a penalty for the entire team.
Having the team pay a penalty for the irresponsible

actions of an individual is appropriate for two reasons. It incites
peer pressure to insure adherence to team policies, and it reflects
what happens in game situations when one individual acts irre
sponsibly or fails to concentrate on his actions. Of course, peers
are not allowed to engage in admonishment. Rather, they must
provide each other with constructive, informative criticism that
will enhance future performance.
play all positions Players should be required to play all positions on the floor
during practice. The best way to teach a forward when to set a pick
for the guard is to have the forward play the guard position and
experience the pick from the perspective of the opposite role.
Another excellent idea suggested by Bob Knight is for

coaches to have managers or officials deliberately make wrong
calls during practice scrimmages. In this manner, the players can
rehearse the skill of attending to game occurrences within their
control and disregarding officials calls which lie outside of their
control.
Additionally, players need a system for evaluating per

formance which goes beyond the superficial concerns of points
per game. Many players make outstanding contributions to the
success of their teams without leading the team in scoring.
Indeed, defensive basketball is perceived by many coaches to
be more important than offense. Consequently, defensive play
should be equally weighed in the system of evaluating game
performances. A plus/minus chart which accomplishes this end
is available in Appendix 3.
Coaches should utilize videotapes as an instructional

device. Videotaping games and reviewing the films with players
helps nulify the influence of selective memory. Of course, vide
otaping should not be restricted to actual games. Indeed, videotap
ing practice sessions wherein the players responses to specific
situations can be planned and systematically assessed is very
useful.
Finally, it must be remembered that the overriding purpose

of practice is to teach players how to play basketball. Feed a man
a fish and he will eat for a day, teach a man to fish and he will eat
for a lifetime. At the end of each practice, it is paramount that
coaches be able to specifically acknowledge this how issue. In
what way did todays practice work to improve the players
understanding of how to play basketball?
Practice Planning and Organization 21

Chapter Four
Defensive Play
Introduction
Playing defense is work without the statistical feedback

received on offense. Most teams keep records of field goals,
assists, free throws, and total points scored. However, few teams
keep statistics which indicate that a player made a great support
move or disrupted a fast break because of good positioning and
intelligent play. Thus, even though most coaches see defense as
the key to successful play, they often fall to incite as much
enthusiasm within their players for defensive play as for offensive
play.
Two factors are necessary for good team defense. First,

players must be convinced they need to work hard on defense,
much harder than they do on offense. Second, in keeping with the
coaching philosophy stated earlier, the team needs to have well-
defined defensive goals incorporated into their goal hierarchy.
Good defensive effort must be constantly praised. Players

want and need feedback to affirm their competence and they will
work to improve parts of the game where positive feedback is
most available. If such praise is not provided for outstanding
defensive performances, athletes will expend their effort in other
areas, usually on offensive skills.
Conceptually, the defense must be viewed from a stra

tegic, team-oriented perspective as well as from an individual,
tactical one. Strategically, the defense should attempt to extend its
influence over as much of the court as possible to disrupt the op
position. The amount and nature of the defensive extension can
vary in terms of the point of defensive initiation, the level of
aggressiveness, and in terms of personneli.e., which defensive
23
players will apply pressure and which will not. The point at which
the extension should stop is determined by answering the ques
tion, Does it help or hurt us to extend further or differently?
On a tactical level, individual defensive players should

attempt to play their offensive assignments no farther away from
the basket than necessary to execute their team strategy. This is
essential because the offensive attack zones between the defen
sive players should not be widened unnecessarily.
Finally, the quick transition from offense to defense in

wheelchair basketball is the most critical aspect of the game.
Giving up cheap baskets due to poor transitional play or a lack
of hustle is inexcusable and will quickly destroy a teams morale.
Individual Defensive Strategy
Defensive players are generally at a disadvantage to the

offense because they tend to be, by nature, reactive. However, this
approach often leaves the defensive player out of position and
beaten. According to Dean Smith, an action-oriented rather than
reaction-oriented defensive strategy is necessary to attempt to
take the initiative away from the offensive team. In terms of
individual defense, this means the defender should attempt to
overplay a side control the actions of the offensive player by overplaying one
side.
Figure 4-1
Overplaying postures, as demonstrated in Fig. 4-1, gener

ally make driving to one side very difficult while inviting the drive
to the opposite side. Typically, the defensive player takes an
overplaying posture by facing the defensively weaker or compro
mised side while his back faces the stronger defensive side. In this
posture, the defense can anticipate a move to the weaker defen
sive side. However, if the player attempts to move to the stronger
defensive side, this posture allows more time for the defender to
respond without forfeiting position.
When this positioning causes the defender to turn his back

to the play of others (see Dl), it is often necessary to reverse
positions and face the stronger side (see D3). As demonstrated
in Fig. 4-1, the defenders should intersect the lines between the
offensive players and the basket with some part of their wheel
chairs.
Under these conditions, the defensive player wants to be

close enough to the offensive players wheelchair to force him to
either stop and pull back or pivot to reverse action. Maintaining
this position provides the defensive player with more time to read
and react to subsequent offensive moves.
Figure 4-2
As seen in Fig. 4-2, player D5 is maintaining such a

position and player D2 is not. Player D2 is far enough away from
offensive player 02 that the latter can reverse action without
spinning away or backing. Therefore, player D2 is more suscep
tible to a reverse-action move.
The defender should not guard the opposing player with do not face with
his footplates facing the offensive player (note player Dl in Fig. footp!ates
4-2). In such situations, the defender is guarding the offensive
Defensive Play 25
player with the narrowest dimension
of the wheelchair. Instead,
the defender should keep the wid
est profile of the wheelchair
facing the offensive player.
Defensively, players should turn their

backs to their offen
sive assignment only when absolutely
necessary. Turning ones
back to the opponent, whether on offe
nse or defense, gives the
advantage to the opponent. Generally,
defensive players should
only turn their backs to the offense whe
n:
1. They are in the open court and the offe

nsive player is
advancing (has momentum),
2. The offensive player has inside positio

n on a turn, and
3. A successful pick has been set on the def
ens ive player.
Rebounding Mechanics
rebounding Rebounding constitutes a critical defensive

skill for which
there are no real secrets. Size is not a nec
essary prerequisite.
Rather, having the desire to dominate an opp
onent and maintain
ing proper defensive positioning are the fact
ors which conthbute
most to rebounding success. Basically, reb
ounding can be divided
into two parts.
First, defensive players must block out the

offensive team.
To accomplish this they should position them
selves so that their
wheelchairs lie on the lines between thei
r respective offensive
assignments and the basket. Defensive play
ers must also be sure
to have the side of the wheelchairs betw
een their offensive
assignment and the basket. This positio
n allows the defensive
player to present a wider barrier to an offe
nsive players move
toward the basket.
tactile defense Also, because defensive players ulti

mately must turn
their heads to track the arc of the reboun
d, tactile defense must be
employed. This tactic allows the defensive
player to maintain an
awareness of the position of the offensiv
e player although the
offensive player cannot be seen. Tactile
defense refers to the use
of light, controlled wheelchair contact
, using the side of the
wheelchair, to feel the position of the
offensive player. This
tactic should only be used when the offe
nsive player is within
approximately 12 feet of the basket. When
the offensive player is
26 WheelchairBasketball farther out, the defensive player should
take the appropriate
position on the line between the offensive player and the
basket at
a distance of approximately 10 to 12 feet. Although the offen
sive
player may attempt to make a flashing move when the defe
nsive
player turns to look for the rebound, the buffer will allow
more
than enough time for the defensive player to look around
and re
establish defensive position if necessary.
Second, the blocking out position must be maintaine

d
until the rebound is secured. The most common mist
ake in
blocking out occurs when the defensive player leave
s this
position too soon. This may occur when a wing, thinking
that the
rebound has been secured, leaves prematurely on the offen
sive
transition. in such situations, when the rebound is not won
, the
defense is left in a compromised five-on-four position. In
another
situation, the defensive player turns in to face the basket
to get the
rebound and allows the offensive player a lane to the
basket.
Defensive players must learn to turn their heads rathe
r than their
wheelchairs to look for the rebound. This would prec
lude the
previous situation from arising. Perfect rebounding posi
tion has
been maintained when a missed shot can fall to the floor
and only
defensive players can pick it up!
Finally, and perhaps most importantly, players must learn

to play basketball while keeping their hands on their whee
ls. In
able-bodied basketball, coaches are always yelling don
t leave keep hands on the wheel
the ground on defense. When defensive players
leave the
ground, they concede the advantage to offensive play
ers. In
wheelchair basketball, taking the hands off the whee
ls is analo
gous to jumping off the floor, since both actions
inhibit the
defensive players ability to react to the offensive
players next
move. Removing the hands from the wheels to steal
the ball, block
a shot, or deflect a pass compromises the defensive play
ers ability
to react to moves by the offensive player. The
farther the
defensive players hands are from the wheels,
the greater the
length of time required to get them back to the
wheels so a
reactionary defensive movement can be made.
Communication
The defensive players should be in constant dialogue

with
teammates and the nature of the communication shou
ld resemble communicate like radio
radio commentary. This is suggested since most team
communi- commentators
cation is too nondescriptive and often fails to prov
ide enough
information to be helpful. For instance, a defensiv
e teammate
Defensive Play 27
yells from behind, pick coming. But the teammates informa
tion is too vague to assist in selecting the best move. Is the pick
coming from the left or the right? How close is the pick? If
imminent, the defender being picked will probably have to turn his
back to the player being defended to spin in and prevent the pick.
If this constitutes an early warning, the defender being picked
could merely back up to stop the pick and would not have to lose
sight of his offensive assignment.
Defensive Switching
The defensive counter to an offensive pick attempt is the

defensive switch. The goal of a switch is to have two defensive
defensive switching players exchange assignments without conceding position to an
offensive player. It is important to note that a successfully
executed switch will stop an offensive pick. However, the defense
does concede a potential mismatch in the process. There are two
basic forms of switches, a two-player switch and a three-player
switch.
Figure 4-3
Fig. 4-3 demonstrates the manner in which a two-player

defensive switch is executed. Defensive player Dl must attempt
to parallel and stay slightly ahead of offensive player 01, who is
attempting to set a pick on defensive player D2. As 01 ap
proaches D2, the slight fronting posture of Dl prevents player 01
from penetrating the attack zone between D2 and the basket. This
action provides D2 with a shielded safe side to which he can
retreat to avoid the pick.
As D2 retreats by backing to the inside, player Dl must

hold his inside-fronting position long enough for D2 to get inside
his footplates. Backing up to retreat under such circumstances is
preferred to spinning since the former allows D2 to maintain
28 Wheelchair Basketball visual contact with his defensive assignment. If the pick is immi
nent, however, player D2 will have to spin to the inside and retreat
slightly for the switch to succeed.
In either of these two situations, the defensive players

must communicate constantly. While making the moves de
scribed above, the defenders must be talking about whether they
will switch assignments or whether they will maintain their pres
ent assignments by having the targeted defender retreat to the
inside, emerge on the opposite side of the attempted pick, and re
establish defensive position. This action is preferred when
switching would create a defensive mismatch (i.e., a tall forward
on a smaller guard.)
When the targeted defender sees that the offensive player

approaching to set the pick is ahead of his defender, or when he
does not wish to retreat inside to avoid the pick, the defender can
give an inside fake to confuse the offensive picker and go outside.
In this case, the inside fake causes the offensive picker to set his
pick too far inside as the picker anticipates the move to the inside.
At that point, the targeted defensive player moves outside, thereby
staying with his present assignment. Of course, by going outside
and wide on the wing, the targeted defender increases his suscep
tibility to a future pick. Thus, when this action is to be employed,
the defense must be in a help-side configuration and thejump only
should press outside of an attempted pick on the ball-side.
The concept of a three-player, or help-side switch is

central to the ball-side/help-side defensive strategy described in
the following section. In performing a help-side switch, a picked
defensive player switches assignments with a defensive player
that was not involved in the pick, and the latter player moves over
to defend the offensive player that set the pick. The following
section will describe these actions in greater detail from the
perspective of various situations.
Ball-side and Help-side Defensive Strategy
This defensive system gives the defense numerical supe

riority on the ball side of the courtwhere all offense originates, defensive numerical
The ball-side is determined in the following manner. An imagi- superiority
nary line is drawn down the center of the free-throw lane.
Whichever side of the lane the ball is on becomes the ball-side.
Within this configuration, the ball-side defensive wing may elect
to jump outside to defend against an offensive player with a good
outside shot, or the wing may elect to shadow his assignment
while staying inside of the plane of the defensive forward.
However, the benefits of this defense are not fully realized until
Defensive Play 29
a pick occurs on the ball-side.
Figure 4-4
When a ball-side forward (04) successfully picks the ball-

side wing (D2) as depicted in Fig. 4-4, the two defenders on the
help-side switching ball-side and the defensive center (Dl) can perform a help-side
switch to negate the action. To execute this switch when the
defensive ball-side wing (D2) is picked, the defensive center (Dl)
slides down the lane and switches with player D2. Thus, the center
ends up guarding the offensive player that set the pick (04) and the
wing that was picked (D2) takes the center position on defense.
The side of the court opposite the ball is called the help-side. On
the help-side, the defensive wing (D3) slides down into the lane
to make a pick on that side of the court difficult, if not
impossible, and to improve his help positioning relative to the
ball-side.
Figure 4-5
Similarly, when the defensive forward (Dl) in Fig. 4-5 is
picked, the center (D3) slides down the lane to pick up offensive
player (01), the ball-side wing (D2) maintains his position on
player 02, and the defensive forward who was picked (Dl) moves
to the center either by going baseline or by going towards the
free-throw line to re-enter the free-throw lane. The help-side wing
(D4) sags to the center to play zone principle defense against 03
and 04 until Dl is in position.
Figure 4-6
When the center is picked, as in Fig. 4-6, the help-side

defensive wing (D3), having slid down the lane, should take the
picking offensive player (02), and the defensive center (Dl)
should switch to the vacant help-side wing. Player D2 is to pick up
the driving 01.
The defensive low post on the help-side rarely leaves an

offensive player to provide help for the ball side. This occurs only help-side low post
when the low-post offensive player is so weak relative to the low stays home
post defender that the defender can float in the middle and still
recover should a pass be thrown to the help-side low-post offen
sive player. For example, a much taller, quicker defensive
forward may float in the lane to help the ball-side when matched
against a small, weaker offensive low-post opponent. Generally,
it is not wise for the help-side, low post to play loose, since the
rebound is most likely to fall into the hands of the waiting
offensive player in the vacated low-post zone opposite the ball
side.
When the ball is at the point, no ball-side or help-side can

be determined. In this situation, both wings should slide down
into the lane to await some offensive action which would create a
Defensive Play 31
bail-side. Otherwise, the defense may arbitrarily consider a par
ticular side to be the ball-side based on the location of certain
offensive personnel.
For example, if the offensive team positioned their most

effective outside shooter at a wing location, and part of the
defensive strategy was to prevent this individual from shooting,
the side on which that offensive player is located could be auto
matically designated as the ball-side. Of course, if the ball is at the
point and a pick has been successfully performed on a wing,
that side automatically becomes the ball-side. If simultaneous
picks occur on both wings while the ball is at the point, the
center defender must assess which of the picks is the most
dangerous based upon the offensive personnel involved and
make that the bail-side. The frequent occurrence of such bilateral
picks is a sure sign that defensive execution needs to improve.
Multiple Defensive System
Designing an effective defensive system constitutes one

of the more difficult undertakings within any basketball program.
The difficulty stems from the paradox that the defensive system
must be relatively complex with regard to its options, yet must
complex options remain simple to communicate and to implement. Defensive
priorities can vary significantly within the context of a single
game as the result of changing factors. Therefore, a wide variety
of defensive configurations is essential to allow teams to accen
tuate their strengths and compensate for their weaknesses with
respect to the variable strengths and weaknesses of their oppo
nents within ever-changing game situations.
Teams should be able to immediately and efficiently

change defenses to fully exploit the weaknesses of their opponent
at any given point in a game. To accomplish this, the defensive
system must be organized to make defensive strategy changes
easy to recognize and simple to communicate. The multiple
defensive system was introduced to address these concerns of
defensive deployment.
The multiple defensive system incorporates two basic

defenses: player-to-player defense and combination defense.
Each of these defenses is identified by a numerical code which
provides two types of information. First, the code identifies the
area of the court where the defense is to be initiated. Second, the
code describes the specific nature of the defensive strategy to be
implemented.
The player-to-player defenses are designated by a one-
digit defensive code and the combination defenses are distin
guished by a two-digit defensive code. The combination defenses
involve player-to-player defense with some zone principles.
The reference to zone principles is intentional. True zone
defense is of questionable viability within wheelchair basketball
due to the fact that the quick, lateral movement needed to execute
zone defense is impossible in a wheelchair. Additionally, defen
sive players cannot jump to intimidate or intercept passes over the
top. Thus, the combination defenses are not zones, but player-to-
player defenses which have been enhanced through the addition
of some of the principles of zone defense.
Figure 4-7
MULTIPLE DEFENSE
BASIC NUMBERING
SYSTEM
OFFENSIVE GOAL
OPPONENTS GOAL
In operating the defensive system, the player to player de
fenses are designated by the numerical codes of 0-1-2-3-4. As
shown in Fig. 4-7, the numbers refer to where the team initiates
Defensive Play 33
pressure. Thus, the 0 defense is a player to player defense initiated
at the baseline as a full-court press. The 1 defense is a 3/4-court
press, and the 2 defense is a 1/2-court press. The 3 defense is
a player to player defense initiated at the top of the key, and the 4
defense is a player to player strategy where the players initiate their
defense with their inside rear wheel in contact with the boundary of
the free-throw lane.
The primary goal of any defensive configuration in this

system is to disrupt the opponents offensive execution enough to
force a poor shot or a mistake on every possession. The key is the
defensive purpose application of intelligent pressure. The emphasis should, therefore,
be on gaining and maintaining good defensive position between the
offensive players and the basket. Defensive pressure can be used
advantageously to incite turnovers or errors by:
1. Exploiting poor ball handling ability or inexperience,
2. Fatiguing a poorly conditioned team, or
3. Surprising the offensive team and catching the players

unprepared.
Of course, the use of pressing defenses in wheelchairbasket

ball does have its Achilles heel. This weakness is the effective
ness of a well-executed pick in creating offensive numerical
superiority. Indeed, trying to pressure a team with equal or greater
speed and merely adequate picking skills can lead to a long evening.
Due to the effectiveness of a pick in wheelchair basketball,

defensive players the single digit player-to-player defenses stress the use of two-
exchange assignments player switches as a mechanism for avoiding or recovering from an
offensive pick. The application of straight, non-switching, player-
to-player pressure is generally ill-advised in wheelchair basketball
unless the defensive team has significantly greater speed and
ability.
Finally, unless the pressing strategy requires that a particu

lar offensive player be pressed full court regardless of the location
of the ball, defensive players should retreat and re-establish position
on their assignments when the ball gets between them and the
basket. It is essential that defensive players guard their assignments
while positioned on a plane lying between the ball and the basket to
be capable of providing help for the ball-side.
In practicing the various pressing defensive strategies, the

following principles must be stressed continuously:
I. Do not let the offensive team handle the ball in the
middle of the floor; it gives too many passing lanes and defensive principles
offensive options.
2. Force the ball into the trap zones located in the corners
where the sideline and the baseline intersect.
3. Tighten the defensive coverage as the ball converges

toward the scoring area.
4. Do not allow the offense to gain position in the attack

zones between defensive players.
5. Force the player with the ball to turn his back to the
basket.
6. Do not play tightly on a player moving away from the

ball.
7. Assume a support or help position when positioned two

passes away from the player with the ball.
Hard Versus Soft Defense Pressure
This technique specifically indicates the intensity of the

pressure desired. Hard defense refers to wheel-to-wheel pres
sure, with defensive players attempting to steal the ball when
possible. In using this technique, the defensive players will guard
the passing lanes to their assignments by fronting the offensive hard versus soft pressure
players or by playing between them and the ball. The defense does
this in an attempt to deny the pass or to tip or intercept passes.
In the soft defense, the goal is to make the opposing team

pass and handle the ball as much as possible and force the players
to demonstrate good execution. When using soft pressure, the
defensive players attempt to stay between their assignments and
the basket, keep their hands on their wheels, and do not reach to
steal the ball. In a full-court press, soft pressure is introduced in
an effort to force the offense to make a minimum of three passes
in their backcourt as they attempt to break the press. Unlike hard
pressure, soft pressure does not attempt to steal the ball. Rather,
it is designed to let the offense make mistakes. The defensive
players maintain their positions and attempt to force the ball to the
sidelines to limit the pass options available to the ball handler.
Defensive Play 35
IC
Figure 4-8 01
Figure 4-9
Linebacker Versus Free Safety
Fig. 4-8 depicts the linebacker strategy. In using this

defensive technique, the defensive player with responsibility for
guarding the offensive player out of bounds (Dl) plays between
the ball and the most likely receiver (02). This, in effect, creates
linebacker technique a double team on the opponents preferred receiver. If the ball gets
inbounds, the linebacker (Dl) reacts by returning to play defense
against the player who was out of bounds. This defensive
technique is especially effective against teams with only one good
ball handler or in attempting to keep the ball away from an
opponents best guard.
free safety technique
In using the free safety strategy, the defensive player with
responsibility for the player taking the ball out of bounds is posi
tioned around the top of the free-throw lane. It is this players
responsibility to anticipate, tip, or intercept any pass thrown into
36 Wheelchair Basketball the center of the backcourt. Fig. 4-9 depicts the relative location
of the free safety (Dl) and the other fronting defensive guards
(D2/D3). This defensive variation is particularly effective when
used in conjunction with defensive fronting on the receivers
nearest to the ball since the lob pass over the fronting defenders is
covered by the floating free safety.
Similarly, the use of a free safety defender is appropriate

when teams utilize cross picks to free a guard for an over the top
inbounds pass. In this case, the free safety cheats toward the pick,
locks on to the open receiver, and awaits the pass. The free safety
technique is also advantageous because it gives the player-to-
player coverage a zone look which can cause the offensive
team to make needless and dangerous adjustments to break the
press.
Implementing these techniques requires decisions and

communication to the team prior to the game. For example,
designating who will play linebacker and free safety must be done
during the pre-game meeting. Additionally, decisions regarding
the opposing teams personnel, such as which players will be
played hard and which will be played soft, must be made before
the game to eliminate the confusion which invariably occurs when
such information is given immediately before the start of the game
or during time-outs.
For example, it may be determined that the best defense

against a certain opponent is the 1 hard (3/4-court press with
agressive action). However, during the game it becomes apparent
that the opposing team members have an advantage in speed and
skill and, as a result, are breaking the press too easily. The coach
could simply state: 2 soft, free safety. This would change the
defense to a half-court, basic position, with a safety.
In another example, assume that the defensive team is

winning by five points with less than two minutes remaining in the
game and that they are currently in a 1 hard. The strategy should
be changed to increase the ball handling necessary for the oppo
nents to obtain a good shot, and to reduce the likelihood of the
defense giving up a quick and easy basket or free throws resulting
from fouls. Thus, the defense might change to a 1 soft.
The options within the multiple man-to-man defensive

system are numerous. In using this system, the defense can
modify their strategy readily as the game situation dictates.
Defensive Play 37
Combination Two-Digit Multiple Defenses
combination defenses The concept behind the multiple-combination defensive

strategy is to enable the defense to take advantage of their
strengths, minimize their weaknesses, and exploit specific weak
nesses of their opponents, without the potentially wasteful use of
a time-out. It also gives a different and potentially confusing look
to what is basically a man-to-man defense by introducing zone
principles to the defensive strategy.
The combination defensive sequence is numbered with a

two-digit system, ranging from 11 to 14. The two-digit call will
alert the defensive players that they are in a combination-type
defense. The last digit of the number identifies how many of the
defensive players are using zone principles or how many stay
home in the free-throw lane under the opponents basket. Thus,
the 11 defense is a combination with a one-stay-home and four-
chase (man-to-man) format; the 12 defense is a two-stay-home
and three-chase format; the 13 defense is a three-stay-home and
two-chase format (i.e., triangle and two); and the 14 defense is
a four-stay-home and one-chase format (i.e., a box and one).
The defense can alter the point of initiation when pressing

by adding the extend component. The signal to extend alerts the
players that defensive pressure is to be advanced or extended
further up court. The call to extend the defense is followed by a
one-digit number which designates the area to which the defense
should extend. The latter code ranges from 0 to 4 and corresponds
to the same court areas described earlier in the section on the
single-digit defenses.
As an example, the coach could call the defensive change,

11-extend-i. This would create an ii defense with one
player staying home, and the defensive pressure extended to the
1 area of the courti.e., 3/4-court press.
Developing a multiple combination system will give the

defensive team the tools necessary to take advantage of such
opportunities. Defenses may be combined. For instance, a 1
defense might be used until the offensive team breaks the press
into the frontcourt, at which point the defense might drop into an
11. Of course, issues such as these must be discussed before the
game.
Discussions prior to the game should address who on the

opposing team is to be played soft and who will be pressed hard,
what defense will be used at the start, and what situations will cue
specific defensive changes. In other words, the defense attempts
to prepare for the circumstances which are most likely to be
encountered.
Figure 4-10
Eleven Combination Defense
This defense, as depicted in Fig. 4-10, is used when the op

ponent has been identified as having a weak player (05). Under 11 combination defense
such circumstances, four defensive players apply pressure on the
ball and the fifth player retreats to act as a safety valve under the
opponents basket in case of a defensive break-down. This
defense can be viewed as a reverse box and one, with the box
extending the pressure utilizing man-to-man principles while
having insurance against a good pick with the sole player staying
home under the defensive basket.
Figure 4-1 1
Defensive Play 39
Twelve Combination Defense
12 combination The 12 defense, shown in Fig. 4-11, is generally used

when an offensive team has two weak players (02/05). This
defense presses with the threebest offensive players and leaves
two at home under the defensive basket to protect. This defense
can also be used to protect two of the defensive teams slower
players (D2/D5) during the transition phase from offense to
defense by extending the three defenders to delay the progress of
the ball and impede their use of backcourt picks.
Another variation is to put the three chasers on the best two

players of the opposing team and play a two-man zone defense
inside the free-throw lane against the remaining three offensive
players.
Figure 4-12
Thirteen Combination Defense
13 combination This is a basic and quite popular multiple combination

defense which is generally called the triangle and two. As can be
seen in Fig. 4-12, three players position themselves under their de
fensive basket in a triangular posture and the remaining two
defenders apply pressure on the ball or on selected offensive
players.
This defense is often used when an offensive team has two

excellent players (01/04) and three who are weak (02/03/05).
Three defenders play a triangle zone and two players (D 1/D4) are
40 Wheelchair Baskethall
assigned to the two stronger players. The two chasers can also be
used to stop one dominant offensive player. Of course, the latter
action gives the offense a numerically superior four-on-three situ
ation away from the double team.
The two chasers can also work with one pressing the ball
and the other zoning between the passing lanes to the two most
available pass outlets. When the ball reaches the top of the key,
the chasers take the wing positions and the triangle and two
becomes a 2-1-2 ball- side/help-side defense with the wing on the
ball-side jumping out to defend against the outside shot.
Figure 4-13
Fourteen Combination Defense
As depicted in Fig. 4-13, the 14 defense is a box and one 14 combination

combination. As shown, the box is played using zone prin
ciples wherein four defensive players collapse into the lane to
protect against any offensive action within eight to 10 feet of the
basket. Concurrently, the remaining player (D3) chases the ball or
a specific dominant player.
In summary, the variations of combination defenses are

nearly endless. However, options cannot be implemented if they
exceed the capabilities of the team. Additionally, the defensive
principles must remain consistent from one defensive set to an
other. Finally, the strengths and weaknesses of your team in
contrast to those of the opponent determine the defensive sets to
be implemented, not what the team is accustomed to doing or what
they enjoy doing.
Defensive Play 41
Chapter Five
Transitional Play
Introduction
Typically, considerable emphasis is placed on a teams

ability to play sound half-court offense and defense. However,
one of the most critical contributors to a teams success is its
ability to change from offense to defense and vice versa. TRAN
SITION is second only to defense in its importance to successful
play. Ironically, many teams spend little time developing and
refining the skills and strategies of this part of the game.
The ability to change to defense and the ability to change

to offense actually may be more important than playing half-court
offense or defense, according to Indiana University coach Bob
Knight. Knight states that when a team gets back quickly with
organization and strength, its ability to play half-court offense or
defense is greatly facilitated. Conversely, when a team does a
poor job of getting back down the floor in the initial stages of
either offense or defense, it will not be very effective at either end.
With this philosophy in mind, concepts and strategies

pertaining to both defensive and offensive transition will be
presented. A thorough understanding of transition and the effec
tive dedication of practice time to this part of the game will greatly
improve your teams performance.
Defensive Transition
During the defensive transition, defensive players must defensive transition

stay in the center half of the court. No defensive player should be
so far from the center of the court that his inside rear wheel lies
43
stay in the middle outside the plane of the outer edge of the free-throw lane. Staying
of the court near the center of the court shortens the distance to be covered in
transition, thus allowing a quicker defensive recovery.
Players should alternately look back over their left and

right shoulders to be constantly aware of the locations of the ball
and the offensive players. As they move down the court they
should be constantly evaluating their positions and systematically
filling the half-court defensive positions.
Figure 5-1
Figure 5-2
Fig. 5-1 depicts the initial priorities of defensive position positional priorities
ing. The first defensive player down the court (Dl) should take a
defensive position approximately eight feet in front of the basket.
The second defender down (D2) should take a tandem position
behind the first player if the two are alone on defense. However,
if the second and third defenders arrive together under the oppo
nents basket, they should fill the low-post forward spots, as
shown in Fig. 5-2. As shown in Fig. 5-3, the last defensive
positions to be filled in transition are the wings. In filling the wing
locations, the position on the ball-side should be taken first, with
the help-side wing filled last.
Figure 5-3
starting position of
forward/wings
Although the low-post forward positions were described

as the number two and three priority positions to be filled in
transition, the forwards should move up behind the wings, when
possible, and face the intersection of the baseline and the sideline
as demonstrated by the positions of D2 and D3 in Fig. 5-2. This
posture prevents the first offensive players from flashing into the
attack zone behind the wing and forces them to drive to the
baseline.
The latter option is one which the defensive forwards are

poised to defend by having taken the previously described
wheelchair angle. Conversely, when the defensive forwards are
already covering low-post offensive players, the wings should
reduce the size of the attack zone by getting inside the plane of the
forward and sagging into the middle as shown in Fig. 5-4.
TransitionaiPlay 45
Figure 5-4
In addifion to positioning themselves inside the plane of

the low-post defenders, the wings should also position their
wheelchairs at approximately a 45-degree angle to the basket
,
with the footplates pointed toward the sideline. The defensive
wings can then see their assignments and the offensive low post
on their respective sides of the court, as well as the offensive point
guard. Basketball is basically a game of two- and three-man plays.
The defensive wings therefore only need to be concerned
with
their assignments and the two nearest offensive players. As
soon
as the offensive forwards are in position and the likelihood
of a
transitional pick has been eliminated, the defensive forwar
ds
should try to attain a defensive position which allows them to
face
upcourt.
The defensive forwards should meet the offensive for

wards with their wheelchairsjust outside the free-throw lane.
This
ensures that the closest shot available to the offensive forwar
ds is
eight to 10 feet in length with an adjacent defender on his
inside.
This position also forces a screen shot out to a minimum
distance
of 12 feet. It is also imperative that the forwards mainta
in a
position just slightly outside the plane of the defensive
wing.
Most wheelchair basketball offenses emphasize the
forward
wing pick and attempt most persistently to get their taller
players
in the lane using this strategy.
Of course, the defensive forward can call upon the

assistance of another defender that is not available to the defens
ive
wing. The additional defender is the baseline.
The forwards can overplay the offensive fowards to in
hibit a pick while inviting them to reverse to the baseline. Because
three feet of this area is actually behind the basket and the offen
sive player cannot leave the court by crossing the baseline, there
is very little the offensive player can accomplish by making such
a move. Also, by overplaying the pick, the defender can anticipate
reverse movement and cut off any baseline maneuver.
The fact that the defensive forwards are attempting to

force the offensive forwards toward the baseline does not mean
that the defense should allow the offensive players to drive back-
door along the baseline or come up through the lane. Instead, the
defensive players should concede approximately half of the
baseline in order to cut the offensive players off at that mid-point.
Of course, much worse can and does happen than conceding the
baseline. Due to the reasons previously described, allowing an
offensive player to drive the baseline is generally not problematic
as long as the offensive player is not allowed to turn up into the
lane.
Why, then, do so many coaches scream at their teams,

Dont give up the baseline? These coaches are alluding to
switching situations between defensive forwards and wing guards
as they try to stop an offensive guard from driving toward the
baseline around a pick by the offensive forward. If the switch is
not done correctly, the guard can get an easy layup when the
defensive forward fails to switch. Conversely, when the forward
switches too soon, the driving guard can simply flip a pass back
to the forward for an easy three-footer. The process for stopping
such a move was covered previously in the section pertaining to
two-on-two and three-on-three defensive switching tactics.
Transitional Offense
Transitional offense has one basic premise: that it is easier

to score when the defense is out of position than when it is set.
Offensive numerical superiority (i.e., more offensive than defen
sive players in the front court on transition) is easier to achieve
during transitional offense. However, even when the offense does
not achieve numerical superiority by the time the ball gets to the
top of the key, moving the ball up the court quickly enough to
catch two or three defensive players with their backs to the offense
makes picks and flashes through the free-throw lane much easier
to execute.
TransiionalPlay 47
controlled transition Jionically, many teams give up all attempts to generate
versus run and gun transitional offense because it degenerates into a running game
and their execution breaks down. The coach may believe his
players are too out of shape to run, that the players do not
understand how to systematically run transitional offense, or that
the team does not practice controlled execution of transitional of
fense and consequently cannot execute it in game situations.
Transitional offense is not free-lance offense. Transitional of
fense is systematic and must be well controlled to be effective.
Mechanics of Transitional Offense
The first steps to successful transitional offense are block

ing out on the defensive boards, getting the rebound and hitting
an outlet immediately. The most common inhibitors of successful
transitional play are improper blocking-out mechanics, failure of
the players on the ball-side of the court to communicate to the off
side that a shot has been taken and a rebound is coming, the
inability to throw the outlet pass with either arm, and poor outlet
positioning.
Figure 5-5
blocking out As demonstrated in Fig. 5-5, to effectively block-out,

defensive players should always intersect the imaginary line be
tween their offensive assignments and the basket. Additionally,
they should attempt to keep a side of their wheelchairs turned
towards their defensive assignments while overplaying slightly to
their backs. The overplay to the side of their backs is necessary
since that is the direction in which they are most vulnerable to an
offensive move to the basket. To obtain the rebound, the defensive
players must maintain this position and utilize the rebounding
mechanics described previously in Chapter 4, Defensive Play.
Communication is essential because the process of block

ing-out away from the ball often makes it impossible for the
defensive players to keep the ball in view. Thus, if no defensive
player yells shot, defensive players who cannot see the bail are
placed at a disadvantage to the offensive players who are gener
ally in a better position to observe the shot being taken.
Another critical component of successful transition of

fense is the achievement of appropriate outlet positioning by the
players not involved in the rebound. The most important step in
attaining appropriate outlet positioning is to cross the face of the cross the face of the ball
ball (i.e., cut in front of the teammate with the ball) while moving
down the court at approximately a 45 degree angle to the player
in possession of the ball.
Once possession of the rebound has been achieved, the

two offensive players nearest to the wings should immediately
look to cross the face of the ball and assume the roles of primary
outlets. Assuming that a forward gets the rebound, the off-side
forward should remain behind the rebounder, facing down court outlet pass
to allow the rebounder to make a pass back, if necessary.
Figure 5-6
Fig. 5-6 illustrates one possible situation. Using the tech

niques outlined above, the appropriate action or options of each
player would be:
Transitional Play 49
Rebounder 05 should look to 04 to cross his face and,
using a hook pass, deliver a quick outlet pass. If this is not an
option, then 03 becomes the outlet with a reverse action pass.
Player 02 has three options. First, this player can cross the
rebounders face looking for an outlet. Second, this player
can execute a backcourt pick on defensive players D5 or D4.
Third, this player can become the outlet with a reverse action
pass.
Player 03 reads the options and is ready to perform a reverse-

action option, a picking option with 05, or proceeds down-
court.
Player 04 is the primary outlet and must recognize this and

cross the rebounders face to receive the initial outlet. Once
the pass is secured, subsequent passing and picking options
must be recognized and executed.
Player 01 must read the total action and initiate action to

complement the sequence. Two options would be to move
across to receive a secondary pass or to pick for 02.
If the rebound comes off to a wing guard, the forwards should

look to take appropriate outlet positions on the wings. Each of these
situations involves three or four players on the first sequence of
transitional offense. The remaining players should be looking for
backcourt picks or crossing the face of the ball further down court to
become secondary pass outlets.
As soon as the outlet pass has been made to a wing, the

opposite wing should look to cross the face of the ball near the half-
court area to act as an outlet for the second pass or to pick a trailing
defensive player. Thus, a pass is made to someone cutting across the
visual field rather than a more difficult pass to someone going away.
As a cue, a cutter should remember not to show the passer the number
on the back of his uniform. While in transition, offensive players
should be constantly looking over their shoulders, both left and right,
for slow defensive players to pick and to know the location of the ball
so that they can act as a pass outlet if necessary.
To move the ball up the floor quickly, players should cross

the face of the ball and their teammates to create better passing angles
and to create angles that cause picking opportunities. Passing is
critical since no one can move the ball with the dribble as fast as it
can be moved with passes.
Once the ball has crossed the half-court line, it should gen
erally be moved to the middle of the offensive court. This keeps
the greatest pressure on the defense by making an attacking entry
pass equally likely to the left and right wings. The offensive
players should also be aware of their positioning and attempt to
maintain court balance by filling the appropriate offensive lanes.
Throughout the offensive transition, offensive players

should be located in the central half of the court area. As a dont go too wide
reference point, their inside wheels should generally not be
outside the plane of the center jump circle. Going wider in
offensive transition merely increases the length of time needed to
get into an offensive attack position, thereby allowing more time
for a successful defensive transition. It also lengthens the passes
which must be made to advance the ball up the floor. In so doing,
it increases the likelihood of unforced turnovers. The only time
that a wider position may be necessary is when setting a backcourt
pick on an offensive player who is attempting to beat the pick by
going wide.
Backcourt Picking Mechanics
The ability to set backcourt picks is central to successful

transitional offense. Mechanically, the offensive players in tran
sition simply attempt to get between trailing defensive players and backcourt picking
the basket and maintain that position until their teammates and the
ball are in attack position in the offensive frontcourt. Wheelchair
contact should be avoided. The posture of the player setting a
backcourt pick should be such that when the player is moving avoid contact
cross court (more or less parallel to the half-court line), the
offensive player is parallel to the defensive players wheelchair
and close enough to inhibit reverse action by the defensive player
without stopping or spinning away. When moving parallel to the
sideline, offensive players attempting to set backcourt picks
should try to keep the defensive players inside wheels just behind
their outside rear wheels. In this manner, they can force the
defensive players to the outside, keeping the middle lane of the
offensive court open.
Offense Versus the Full-Court Press
Most possessions are acquired following shot attempts

and from turnovers. Subsequently, most pressing teams are
merely attempting to take the offense out of their desired rhythm,
in the hope of creating a turnover. The key, therefore, is to
TransitionaiPlay 51
maintain possession by working the ball steadily into position for
the good shot. The desire to look for the home run with a long,
lead pass on every possession must be controlled. Proper execu
tion in combination with the appropriate and well-timed use of
speed invariably will beat the press.
Action Versus a Conservative Pressing Strategy
As stated earlier, a press generally is an attempt to

take the offensive team out of their preferred offensive rhythm
and incite turnovers. Thus, a conservative press does not front
offense versus players or trap the ball. In this defense, the players stay in front
conservative press of the ball and attempt to force as many passes as possible on every
possession.
Figure 5-7
When confronting a conservative press, such as the one

depicted in Fig. 5-7, the offense must realize that unless a
mismatch evolves, the defense is not designed to allow exploita
tion by the quick score. Thus, to attempt such a strategy against
a defensive press will result in increased turnovers, which is what
the defense wanted in the first place.
52 WheelchairBaskethall
The offense should focus on a systematic transitional
attack by crossing the face of the ball and passing the ball rather
than attempting to dribble it up court. There are several ways to
attack a defensively-oriented press such as the one shown in Fig.
5-7. The most obvious would have 03 post up to receive the
inbounds pass. 02 would set a pick on the defensive player
guarding 01. 03 would then pass the ball toOl or 02 off the pick,
or 03 could pass to 05 who is in the process of posting up near half
court to provide a pass outlet. 05 should then look to pass to a
cutting guard, 01 or 02. Concurrently, forward 04 would set a
pick for an approaching guard, or would cross the face of the ball
into the offensive court and look for a pass if a 10-second violation
was imminent.
The offensive players should emphasize the use of picks

and passing, and should maintain a 10- to 12-foot distance from
each other to force the defense to play as much of the floor as
possible. This also reduces the defenses ability to offer weak-
side assistance when a two-on-one advantage is gained by the
offense on some portion of the court. Finally, players being
guarded behind the ball, i.e. when the ball is between them and the
basket, should look to pick for one another.
offense versus fronting!

Action Versus Aggressive Pressing Strategies trapping presses
An aggressive pressing strategy is often employed when
the defensive team is stronger or when the defensive team must
regain possession of the ball, such as at the end of a game when
they are behind.
This type of pressing strategy incorporates specific strate

gies for directly regaining possession of the ball. For instance,
such presses often attempt to double-team the ball to set up the
opportunity for a steal. Similarly, they often use a fronting
defensive posture in which the defensive players play the passing
lane to their assigned players to deny the pass or to steal an
attempted pass. This press readily invites a difficult, long, lob
pass over the fronting defensive players, which is difficult to
throw with accuracy and more easily tipped or intercepted.
TransirionaiPlay 53
Figure 5-8
03
Ej
One Guard Fronted
In this situation (refer to Fig. 5-8), the ball should be

thrown to the open guard (02) or to a posting forward (05) near
half court. During this time the guard being fronted (01) does not
fight the fronting action. Instead, this guard picks the fronting
defensive player so that once the pass is made to 02 or 05, he can
break into the open, creating a numerically advantageous situ
ation for the offense. Generally, players in front of the ball should
look to post, while those trailing the ball should concentrate on
picking and filling the open lanes.
Figure 5-9
Two Guards Fronted
When two guards are being fronted in the manner shown

in Fig. 5-9, with single coverage and no zoning defensive rover
(i.e., free safety), two primary options are available. First, 02 or
03 could attempt to get as close to the baseline as possible and cue
01 to lob the pass overhead into the protected area near the top
of the key. It is protected because 02, 03, 04, and 05 have
the defensive players blocked out and, therefore, have exclusive
access to a ball in that zone. The ball should be obtained with the
offense in a position of numerical superiority with one or two
defenders picked out. The key to success in this action will be
forwards 04 and 05. One or both of their defenders are likely to
switch onto the driving open guards (02, 03). Thus, they must be
prepared to break to the basket or to pick a defender at half court
to maintain their numerical advantage.
As another option, 03 could clear out the ball side and

allow 04 to post up for the inbounds pass. Players 02 and 03
should pick their fronting defensive players and break into the
open court once the inbounds pass has been made. The result
would once again be offensive numerical superiority. Players in
front of the ball and those trailing the ball should react in the same
way described in the one guard fronted scenario.
TransitionaiPlay 55
Figure 5-10
One Forward Fronted
When only one forward is being fronted as in Fig. 5-10,

that forward (05) should attempt to pick the fronting defensive
player while the ball is moved via one or two passes to the opposite
forward (04). The ball should be advanced to 04 because his
passing angle to 05 is optimal. Once the opposite forward has the
ball, the forward being fronted can release the pick and break to
the basket. The lead pass should then be thrown.
56 WheelchairBaskeiball
Figure 5-1 1
Two Forwards Fronted
When both forwards are being fronted (refer to Fig. 5-11),

the guards are in a three-on-three situation. The ball should be
thrown to an open guard posting up (02) or crossing off a pick
with 02 and 03 picking. Once the inbounds pass has been made,
the two remaining guards should try to advance the ball with one
additional pass via a post up or a pick before attempting to pass to
a breaking forward. When the guards cannot accomplish this
against the defensive pressure, the forwards can cross pick for
each other, to get a forward free to post up for the ball.
TransitionaiPlay 57
Figure 5-12
Four Players Fronted/One Doubled or One Zoning
Fig. 5-12 depicts this aggressive pressing defense that

fronts each of the possible pass receivers and uses the additional
defensive player to double-team one particular offensive player
(as a linebacker) or to float in the middle of the court (as a free
safety) with responsibility for reading the inbounds overhead pass
and attempting to intercept it.
Under the circumstances described above, the two

guards (02, 03) must separate to force the floating defensive
player to commit to one or the other. The use of pass fakes by the
inbounder often helps to get a floating safety to commit. Typi
cally, this player will commit to the offensive guard on the side of
the inbounds pass (02). The guard on the side away from the
inbounds pass (01) should then drive toward the baseline,
reverse action, and prepare to receive the pass. The forwards must
read the action and perform one of three options.
First, the forwards could attempt to obtain inside position

thereby thwarting the attempt of the defensive forward to front
and deny the pass. This would be appropriate if the guards needed
a pass outlet. Second, if the forwards observe that the guards have
beaten the press and do not need them immediately as pass outlets,
they could simply pick their fronting defensive players and
release when the ball was in position to insure transitional
numerical superiority. Finally, if it is determined that the guards
need the forwards to act as pass outlets and they cannot get around
the fronting defensive forwards to access a passing lane, the
58 WheetchairBasketball
forwards could cross pick to get open. If the latter action is
necessary the forwards should attempt to set the pick in opposition
to the movement of the floating/zoning defender. In this way, the
player setting the cross pick can break into the open as a pass outlet
on the side of the court away from the zoning defender.
A team with a height advantage being pressed in this

manner can post their tallest player on the ball side approximately
20 feet from the baseline to receive the inbounds pass. Assuming
this is an option, the fronting press will be broken automatically
with the completion of the inbounds pass.
Figure 5-13
Offensive Numerical Superiority Situations: Two-on-One
The offensive players should move toward the basket two-on-one

while maintaining a distance approximately equal to the width of offensive action
the free-throw lane (refer to Fig. 5-13). The player with the ball
should maintain control until the defensive player commits to
defend him, and then a pass should be made to the other offensive
player. This should be done until an appropriate, easy shot has
been achieved.
The objective of the defense in this situation is to force as two-on-one

many passes as possible and to give up but one shot. The defender defensive action
should generally attempt to force at least one pass and then should
block out the non-shooter for the rebound.
If one offensive player is definitely weaker than the other,

the defender should force the better player to pass to the less adept
shooter. In forcing the pass it is best to try to force a player to pass
with his nondominant arm. Thus, if the better shooter happens to
Transitional Play 59
be right-handed and is on the defenders right, the defensive
player can move up tight and force the better player to use his left
hand to pass the ball to the less adept player. Many players
cannot pass the ball accurately with their nondominant arm, and
the defense should always try to exploit this weakness by playing
tight. If the athletes are of equal ability, the defender might elect
to force a known right-handed shooter on the left to take the shot
(or vice versa if such a situation were to occur).
Finally, the defensive player must realize that the offen

sive players are reading his movements and going away. Thus,
the defensive player should fake moves and reverse action to
confuse the offensive players and to create situations wherein he
can disrupt the play by tipping or stealing the ball or forcing a bad
pass.
Figure 5-14
Three-on-Two
three-on-two Once the ball crosses half court it should be moved to the
offensive action offensive player occupying the central transitional lane (01).
The point should allow the wings on both sides to lead on the play
and should under no circumstances move to the wing, with or
without the ball. If the defenders are in tandem (one behind the
other) as demonstrated in Fig. 5-14, the ball should be thrown to
a wing when the point reaches the top of the key or sooner if the
top defensive player begins to press higher up. At that point
the wings are two-on-one, and they should perform according to
the description given for the two-on-one situation. The point
player should stop 10 to 12 feet from the basket unless both
defensive players commit to wing positions outside the free-
throw lane. In this manner, appropriate offensive spacing is
maintained.
Figure 5-15
When the defense is positioned parallel to the baseline, as three-on-two

shown in Fig. 5-15, the ball should remain in the middle until a defensive action
defender commits toOl. If no defender commits, 01 gets a layup.
However, if a player commits, the pass should immediately be
thrown to the wing on the side from which the defensive player
came.
Tandem positioning is recommended. The top defensive

player should meet the point player with the ball at the top of the
key. The top defender should try to angle the point player toward
one side. This can cause the offensive point to compromise his
position, since movement to one side makes it more difficult to
pass in the opposite direction. The rear defender goes in the
direction of the first pass from the point, while the top defender
simultaneously drops into the passing lane to the off-side wing.
This move is made because the off-side wing is the logical
recipient of a pass in this situation. However, just as the defensive
player in the two-on-one situation utilizes fakes to confuse the
offense, the two defenders in a three-on-two should also use fakes.
In so doing, the defense can take advantage of the fact that the
offensive players are attempting to react to their movements and
pass to the open player. The same considerations must be made
in a three-on-two situation as mentioned in the two-on-one with
regard to the relative abilities of the offensive players, their
shooting tendencies, and their ball-handling/shooting abilities
with their nondominant arms. Otherwise, force as many passes as
possible, block out for the rebound, and allow only one shot.
TransitionaiPlay 61
Figure 5-16
Four-on-Three
four-on-three As demonstrated in Fig. 5-16, the first two players down (01,
offensive action 02) in a four-on-three should go to the low post and face the basket
in a good shooting position. The player with the ball goes to one of
the wings just outside of the lane and the remaining player goes to the
opposite wing and stops just outside the lane. Both wings should take
middle post positions half-way between the basket and the free-throw
line. The player with the ball drives the lane or shoots from the wing.
If the center defender slides over to prevent this, 03 passes to the
open wing on the opposite side. If a defensive forward leaves the low
post offensive players to defend the ball, the pass would go to the open
low post, but this occurs infrequently.
four-on-three The defenders should configure themselves in a triangle and

defensive action concede the longest shot possible to the least effective shooter. This
defensive triangle must be kept. Strong low-post offensive players
who have a height advantage should not be left unguarded, since even
when they miss, they are likely to get a basket off the rebound. If an
obviously less skilled ball handler is included as one of the four
attacking offensive players, the defense should sag off that player to
entice a pass and then jump out to play him tight to force a pass away
from the basket. This maneuver buys time for the other defensive
players to arrive.
Figure 5-17
Five-on-Four
In the five-on-four situation shown in Fig. 5-17, the first five-on-four

four offensive players act as in the four-on-three. However, the offensive action
player with the ball waits on the wing for the trailing fifth player
to get to the top of the key. The player with the ball (03) then
passes to 05 for a shot if the middle is open, shoots if he is
unguarded, or passes to the open teammate if another defender
shifts to guard 05. Again, the exact action is contingent upon the
actions of the defense.
In successfully executing the five-on-four, it is essential

that the offensive players read the location of the backcourt pick
and clear the area of the court nearest the pick. Thus, in Fig. 5-17,
if the backcourt pick by 05 was located on the right wing, player
04 should shift to the free-throw line and clear the right wing for
05 to break to the basket. Similarly, if the pick were on the right
baseline that area of the court would be cleared.
In both the four-on-three and the five-on-four scenarios,

it is critical that the offensive players go to their assigned locations
and not wander the court or free-throw lane. Such actions are
more inhibitive than helpful and often cause teams to lose their
numerical advantage.
TransitionaiPlay 63
Figure 5-18
five-on-four As Fig. 5-18 shows, the defensive wings should sag inside
defensive action the lane, taking a 45-degree angle, facing their respective side
lines. They should be well inside the plane of the defensive
forwards, and their rear wheels should be no more than two feet
apart. Their primary concern is to protect the middle of the lane,
and as in the previous scenarios, they should try to force the
longest shot possible by the weakest player. The defensive for
wards will move toward the baseline (see Fig 5-18) as the
offensive forwards advance past the free-throw line. The fifth
defensive player should fall back to the wing position on the help
side. When this occurs, the help-side wing becomes the defensive
center.
Chapter Six
Individual Offense
Introduction
The notion of individual offense often invokes a negative

image of self-centered, individualistic play. As such, it sounds
contradictory to the goal of building a team-oriented offensive
system. However, this perception is unwarranted. Individual of
fensive abilities constitute the building blocks upon which effec
tive team offense is based.
To successfully execute an offensive strategy in wheel

chair basketball, players must be effective in the individual skill
areas of movement, passing, catching, and shooting. Just as a
house must have a solid foundation to stand, successful execution
of team offensive strategies requires that individual offensive
skills be soundly developed.
Illustrations of the various required skills will not be

provided in this text since many basketball texts demonstrate such
behaviors clearly. Additionally, for those skills specific to wheel
chair basketball, Playing and Coaching Wheelchair Basketball
by Ed Owen provides excellent sequenced illustrations.
Wheelchair Propulsion
Although research on the propulsive techniques in wheel

chair sports has been growing in recent years, it has exclusively
addressed the biomechanics of wheelchair racing, which uses
highly specialized technology irrelevant to wheelchair basket
ball. In reviewing the existing research, one common theme
65
appears to be that wheelchair propulsion is comprised of two
phases, a drive phase and a recovery phase. The drive phase is
the period in which the hands are in contact with the tires or the
handrims of the wheels. During the pushing/drive phase:
1. Viewing the wheel as a clockface, the hands are posi

pushing mechanics tioned at approximately 12 oclock. The thumbs and
the base of the hands are centered atop the tires. The
fingers are allowed to curl around the handrim using
light pressure. The thumbs should not be positioned on
the inside of the wheel, where they may bump into a
variety of wheelchair frame components.
2. The elbows are forcefully extended and the hands push

forward and down on the tires and handrims.
3. The shoulders are kept over or slightly ahead of the

contact point on the wheel.
4. The trunk is flexed to lower the shoulder and allow a

longer stroke during the drive phase.
5. When the drive phase of the pushing cycle is complete,

the recovery phase begins with the elbows flexed and
raised to allow the hands to again be positioned at the
point of stroke initiation on the wheels. As the player
increases his stroke frequency and leans farther for
ward, the point of initiation on the wheel will naturally
move slightly forward.
Stopping
In order to play under control, wheelchair basketball

stopping mechanics players must be able to stop their momentum quickly while main
taining their balance.
From the wheelchair position for forward propulsion,

which was described earlier, the player extends the arms at the
elbow, and grasps the wheels with the thumbs and the base of the
hands atop the tire and the fmgers wrapped tightly around the push
rims. While holding the wheels firmly, the player pulls the wheels
up and back to permit a quicker stop.
66 WheelchairBoskeiball
To overcome the effects of quick deceleration on the upper
body, players must lean backward. This shifts the center of
gravity rearward, creating greater stopping traction. Players with
significant trunk instability should learn to lean backward before
reaching forward and pulling. This counters the natural inclina
tion of the upper torso to flex following quick deceleration.
Backward Propulsion
Moving backward effectively is a valuable skill in wheel- pushing backwards

chair basketball. While forward propulsion involves a pushing
type of movement, backward propulsion requires a pulling
action.
To initiate backward propulsion, the player extends his

arms forward, grasping the wheels in the same manner described
for forward propulsion. The shoulder should be positioned over
the contact point on the wheel. This places the upper extremities
and trunk in a better position to assist with the pull. It must be noted
that individuals with significant trunk instability will have little or
no ability to assume this flexed upper trunk position without
abdominal strapping. By pulling upward and backward simulta
neously with both hands, backward propulsion occurs. Upon
completing this pulling action, the recovery phase is initiated,
with the anns extended and the upper body flexed to reach the
point of initiation on the wheels and begin another stroke.
Since the steering wheels (i.e., the front casters) are now
trailing, traveling in a straight line becomes more difficult. Prac
ticing pulling patterns that are short in length permits more
frequent hand contact on the wheel and thus greater directional
control.
Spinning
There are two basic types of spins, those executed while

stationary and those executed with momentum. The stationary
spinning mechanics
spin is accomplished by a push-pull technique with proper body
torque. Direction of the spin is determined by which wheel is
pushed and which is pulled. The spin is always toward the side of
the wheel that is pulled. The player must become so familiar with
this that he can automatically spin in the desired direction.
Individual Offense 67
The hand which is to pull assumes a position on the wheel
with the arm in an extension pattern. Variations of this will depend
on the players functional level. The pushing hand is positioned
atop the tire, with the elbow flexed in preparation for a pushing
action. The arms then pull and push simultaneously. Additional
impetus can be achieved by rotating or torquing the head and
shoulders in the direction of the spin.
When spinning with momentum, the player reaches for

ward on one of the wheels with the arm extended and pulls back
to stop the wheels forward rotation and impart rearward rotation.
This wheel becomes the pivot wheel. The opposite wheel contin
ues to rotate, thus turning the player in a circle.
To further accelerate these spins, a player can torque the

head and shoulders in the direction of the spin while shifting the
weight slightly over the pivot wheel to improve traction. The
player should finish each of the spins with both hands at the top of
the wheels ready to begin other changes of direction.
Ball Recovery
Gaining possession of a ball on the floor begins with

ball recovery proper wheelchair positioning. The ball should be approached so
that it can be overtaken on the side of the wheelchair. The player
should lean down as far as is necessary to press the ball against the
spokes and handrim just above the floor level. The fingers of the
hand should be as far under the ball as possible, with the palm of
the hand facing toward the wheelchair. The rotational movement
of the wheel will propel the ball upward while being secured
against the spokes and handrim. This action will bring the ball up
to a proper retrieving position. By rotating the hand into a palms
up or supine position, the ball can be cleared from the wheel.
Players functional levels must be considered and accommodated
by use of such counter-balance techniques as holding the backpost
of the wheelchair with the opposite hand to maintain stability
while recovering the ball.
The basketball should not be approached with the front of

the wheelchair. This often results in the balls being knocked
away by the footplates and it can result in a forward tipping
violation, which occurs when the footplates touch the floor while
the athlete has possession of the basketball.
68 WheelchairBaskerball
Ball Protection
Ball protection is unquestionably an area in which players ball protection

must be equally proficient with both hands. Offensive players
control the ball on the side away from the defense to reduce
turnovers. Generally, this means holding, passing, and dribbling
the ball with the outside hand. Players must also learn to dribble
the ball and maneuver the wheelchair simultaneously without
placing the ball in their laps. Placing the ball in the lap makes it
much more vulnerable to deflection by the defense, jump ball tie
ups, or having it stolen. The offensive player should also attempt
to keep the defensive player as far away from his wheelchair as
possible. The best way to insure this result is to T-up the defensive
player.
Figure 6-1
To achieve the T-up position shown in Fig. 6-1, begin by

holding the ball in the outside hand. The offensive player then T up
pulls backward on the rear wheel located on the side of the
defender until the footplates are pointed at the side of the
defensive players wheelchair. This relatively passive maneuver
puts the greatest depth of the wheelchair between the defender and
the offensive player, thereby keeping the defender at a greater
distance. In negotiating this action, the offensive player must
remember to dribble the ball after two pulls or pushes on the
wheels to prevent a traveling call.
Finally, when a moving offensive player has to handle the cross-over dribble
basketball near a defensive player, he might utilize a cross-over
dribble to turn while keeping the ball on the outside. In this
maneuver, the offensive player holds the ball in the outside hand,
away from the defender, and crosses over his body with the inside
hand to grasp the outside wheel. The player may pull back slightly
on the wheel for greater momentum in the spin or may elect to
simply hold the wheel firmly in one place to activate a slightly
slower spin.
Passing Mechanics
Different situations require different passing mechanics

with either arm. Players should be capable of throwing the three
basic forms of passes: chest pass, baseball pass, and hook pass.
Players should be able to throw the latter two passes with either
arm. Basic biomechanics for each of the three passes will be
covered next.
chest pass In performing a two-hand chest pass, the wheelchair must

generally be facing the direction in which the ball is being thrown.
The hands are positioned to the outside and slightly back on the
ball. The thumbs should be at approximately a 45-degree angle to
the other fingers and angled toward each other. The ball is held
near the chest with the elbows close to the sides. The arms extend
straight ahead and the hands rotate down and outward as the
elbows extend. Upon completing the pass the arms should be fully
extended. The backs of the hands should be facing each other and
no more than six inches apart. The thumbs should be pointing
down.
baseball pass The baseball pass is thrown by holding the ball on the pads
of the hand, positioned above and behind the shoulder of the
passing arm, with the forearm at a nearly perpendicular angle to
the upper arm. The elbow should be slightly in front of the ball.
The wrist should be underneath the ball, and the back of the
passing hand should be parallel to the floor. The upper body
should be rotated toward the passing side. The further the pass is
to be thrown, the greater the amount of trunk rotation that will be
required. When passing, the upper body should rotate in the
direction of the pass. At the same time, the passing arm begins to
extend, with the elbow leading. The arm should continue
forward, and the ball is released with a snap of the wrist. At the
end of the throw, the arm should point at the target and the fingers
should point to the floor. The opposite arm can be used for support
by holding a part of the wheelchair frame or the wheel. In addition
to support, the opposite arm can be used to provide greater
impetus to the throw by using it to pull back on the wheel. This
action must be integrated with the throw.
To throw a hook pass the ball should be held to the side hook pass
with the forearm nearly parallel to the floor. The inside shoulder
should be pointing at the target. The arm is then raised at the
shoulder and the elbow is extended. The player should attempt to
have the passing arm hit the side of the head just behind the ear
on the follow-through. The fingers on the follow-through should
be pointing down and the forearm should be pointed in the
direction of the target.
Catching the Ball
Pointers for good catching technique are as follows: catching the ball
1 On all receptions, the arms and shoulders must be

relaxed enough to let the hands cushion the ball,
2. The fingers must be well spread,
3. The hands should, if possible, be kept in a position

where they can be seen,
4. The eyes must follow the bail during at least the last
third of the balls flight, and,
5. The ball must be secured the instant it reaches the

receiver.
When receiving the ball above the waist, the thumbs

should be turned in, and nearly touching. When receiving the ball
below the wheelchair seat, the thumbs should be out or pointed in
opposite directions, and the last fingers of each hand should be
nearly touching. This principle also applies to one-hand catches.
Developing the ability to catch the ball with one hand is a
fundamental skill that wheelchair basketball players should master.
It is particularly necessary for the more severely disabled players
who must often utilize one hand to stabilize their upper body
during a catch.
Shooting Mechanics
The two-hand shot mechanics are identical to those of the shooting mechanics
two-hand pass, except that the arms extend upward rather that
straight forward. The follow through remains the same.
IndividualOffense 71
L
In a one-hand shot, the proper positioning of the hand is
the primary consideration. The fingers should be spread a
comfortable distance apart, with the thumb placed approximately
the same distance from the forefinger. The wrist should be cocked
or extended, and the elbow of the shooting arm should be slightly
in front of the ball and pointed toward the basket. The shooting
hand is centered directly beneath the ball.
As a cue for the actions of the shooting arm, players might

imagine this action as being comparable to that of a waiter
carrying a tray of food above his head. The non-shooting hand
should provide ball support. The fingers of the shooting arm
should move straight forward and should not turn laterally in the
follow-through.
At the completion of the shot, the wrist is flexed forward

and the fingers are relaxed and extended, indicating the proper
follow-through. Lateral movements in shooting mechanics must
be minimized. Lateral movements require lateral compensations,
which increase the complexity of the skill. The head is held still
and the eyes are fixed on the target. Usually, players aim just
inside of the front or back portions of the basket rim, or on the spot
on the backboard where the ball is to be shot.
The shooting arm moves up and forward, maintaining the

straight-line alignment. As the arm nears its highest forward
position, the wrist contributes to the action, followed by the
fingers and thumb. The whole shot is a sequence of coordinated,
accelerating movements. There should be no deceleration until
the ball has left the fingers.
shooting checklist The primary areas to emphasize in rehearsing shooting

mechanics are:
1. Maintaining a reasonably straight alignment of the

hand, wrist, and forearm,
2. The up-and-forward motion of the forearm and shoot

ing hand, and,
3. The straight forward thrust of the hand and fingers.
Squaring up for the shot should be stressed. This does

not mean the wheelchair must be pointed straight at the basket. It
means that the elbow and wrist of the shooting arm should point
to the basket no matter what position the player may have
assumed on the floor. It is easier in wheelchair basketball to shoot
with the shooting arm inside, with respect to the basket. Shoot
ing across the body is difficult and mechanically inefficient. The
player should learn to overcome this limitation by varying the
wheelchair angle and by learning to shoot with either hand.
Dribbling Mechanics
First and foremost, players must learn to dribble without dribbling mechanics
having to watch the ball. Watching the ball while dribbling is the
most common ball-handling mistake, and is perhaps the most det
rimental. Additionally, players should learn to dribble the ball
without requiring that the ball be placed in the lap. Ball protection
is invariably compromised when the ball is placed in the lap to
push the wheelchair. Instead, players should bounce the ball with
a slight back spin to the side and forward of the wheelchair. The
dribble should place the ball at approximately a 45-degree angle
to the front of the wheelchair. In executing the dribble, the ball
is pushed to the floor with extension of the elbow and slight wrist
action to impart the necessary backspin. The bounce should be
hard enough and far enough forward to allow two pushes and a
shoulder height recovery for a subsequent bounce. Obviously,
players should be able to perform this dribble with either hand so
that the offensive player can keep the ball away from the defensive
opponent.
Offensive Faking
The perfect fake would require no actual movement of the offensive faking
wheelchair and would move the defensive player off the court.
Although such fakes are not likely to occur, the ideal scenario does
reflect an important faking principle. In faking, the wheelchair
should be moved no more than necessary to achieve the desired
effect on the part of the defensive player. Fakes should include
head and shoulder movements as well as the mimicking of hand
motions on the rear wheels. All of these actions together give the
impression of movement. Additionally, momentum can be used
to enhance the effect of the fake. Momentum reduces the
defensive players reaction time and makes the defensive player
more likely to overreact to the aforementioned movements.
Remember, every inch that the wheelchair is moved away from
the direction in which the offensive player wishes to go in
performing a fake is an inch that must be recovered to reverse
action in the preferred direction. The extra distance covered in
giving a fake converts to extra time for the defensive player to
regain his preferred position.
IndividualOffense 73
ball takes An old adage in basketball is, Dont leave the ground on
defense. The rationale for this statement is that when the player
leaves the ground he is defenseless against a drive by the offensive
player. Alternatively, the offensive player could simply wait till
the defender was on the way down and jump to take the shot. In
wheelchair basketball, taking ones hands off the wheels to
defend a shooter is analogous to an able-bodied players leaving
the ground, and has the same result. On offense, players close to
the basket can utilize a combination of fakes and momentum to
displace a defender by getting his hands in the air, and obtain a
good shooting or passing opportunity.
Figure 6-2
opposition fakes Generally, when the offensive player is moving in oppo

sition to the defender (i.e., when the two are face to face, as is the
case in Fig. 6-2), a shot or pass fake can be used to get the
defender to raise his inside arm. At that moment, the offensive
player can bring the ball down and use a dribble to drive under the
arm and behind the compromised defender to obtain a shot or a
better passing position.
Figure 6-3
A shot or pass fake can also be introduced when the offen-
same direction fakes
sive player is moving parallel to the defender and in the same
direction (refer to Fig. 6-3). Again, the fake causes the defender
to raise his arm. At that point, the offensive player can use reverse
action and spin the necessary distance behind the defender to
obtain a shot or a better passing position. Notice in Fig. 6-3 that
this action is effective in driving to the basket, as player 01 is
attempting to do. However, it is also an effective maneuver for
players crossing the lane (02) with the ball. These moves require
that players be proficient in giving shot fakes with either arm.
Therefore, players should practice these actions with both hands
from both sides of the basket.
Facing the Basket
Offensive players should face the basket as much as pos

sible. This is especially true when the player has the basketball.
A player gaining possession of the ball should face the basket
facing the basket
immediately for a more complete visual field and to make the
player more of a threat to the defense. The player becomes more
of a threat because he can shoot, drive, or pass when facing the
basket. In moving down court against defensive pressure, with or
without the ball, it is best not to use 180-degree spins to change
direction. Such spins force offensive players to turn their backs
to the defenders. This is particularly detrimental when the player
has the ball and spins away from the defender.
Shot Generation Hierarchy
Generally, if the tallest player in the game were to shoot

a typical two-hand shot, the shortest player on the
court could
block it from both sides, the front, and possibly the back.
Addi- shot generation hierarchy
tionally, the player must square up and face the basket
and cannot
be at an angle to the basket and still shoot a mecha
nically efficient
two-hand shot. Thus, there are several liabilities to
the two-hand
shot. Conversely, the smallest person on the court
can often shoot
inside against the tallest player if he can shoot
a one-hand shot
with either hand. Therein lies the importance
of learning a one-
hand shot with either hand, especially for shots
close to the basket.
In learning to shoot, a hierarchy of difficulty should

be
implemented (Appendix 2). According to
this hierarchy, the
court is divided into three shooting zones.
As shown in Fig. 6-4,
the first zone is the area of the
court that lies within a six-foot
radius of the basket. The second
zone includes the area of the
court that lies between six and 12 feet of the basket.The third zone
includes the court area between 12 and 18 feet. Players should
begin by practicing shots within the first zone and extend to zones
two and three only when shots can be attempted with mechani
cally efficient technique.
Figure 6-4
The nature of the shots which are rehearsed ranges from

fundamental to the increasingly more sophisticated. Athletes
should begin exclusively within zone one and shoot only the most
fundamental of shots. Typically, they should start at a 45-degree
angle to the basket, at a distance of only a couple of feet, and
work on stationary, one-hand shooting mechanics. If the player
is too weak to get the ball over the basket in the beginning and
starts to introduce improper mechanical adaptations, the player
should practice shooting mechanics against a wall and away from
the basket.
Initially, the most important concern is the development

mechanics over distance of proper mechanics, not distance. Once the mechanics are
replicable, athletes can progress to shooting longer stationary
shots while starting to shoot closer shots with movement. Athletes
should not shoot from any distance at which they cannot continue
to use proper technique. In shooting from zone one, until such
time as the nondominant arm becomes as efficient as the domi
nant arm, alternating layups on the nondominant side should be
taken with the dominant hand. This reinforces skill maintenance
with the dominant hand while the nondominant hand becomes
more proficient.
As athletes move into zone two, they again start with
simple, stationary shooting mechanics. However, they do
not
desert the advancement of their skills within zone one. Instead
, as
they practice their more fundamental shooting within zone
two,
athletes should begin to take progressively more difficult
shots
within the first zoneincluding shots taken while moving later
ally across the lane and away from the basket. Within the six-foo
t
range, athletes should work to develop left- and right-hand
hook
layups. Developing these shots allows players to get off good
shots when moving diagonally across the lane, regardless
of the
distance of a defensive player.
Finally, players should continue to refine and develop

their offensive potential within zone one to include faking-sp
in
ning-shooting, bounce-stop shot moves. In addition, players
should master shooting directly off the pass. The emphasis here is
to set up the shot (i.e. wheelchair position and distance) before
actually catching the ball. In other words, Do all your work
before you catch the ball. The only limitation on the type of shots
attempted is that they should be viable for use during games.
For
example, few people would consider a 15-foot hook shot from the
baseline to be a viable game shot. Therefore, practice time
should not be wasted on such activity.
As was the case within zone one, as athletes become

proficient at stationary and moving shots within zone two
or zone
three, they should begin to work on such maneuvers as the
fake,
spin and shoot moves, bounce-stop and shoot moves, and
shoot
ing off a bounce stop.
Bounce Stop
Situationally, this maneuver allows the offensive player bounce stop

with the ball to stop and/or change direction without having
to spin
away from the basket. To perform this move, the player
bounces
the ball by the rear axle on the side opposite
the defender. The
player then reaches down with both hands and pulls
back on the
wheels to stop. The player catches the ball on its way
down. This
move can be used in a manner similar to the
way nondisabled
players pull up abruptly and shoot the short jump
shot in transi
tional offensive situations. In fact, this maneu
ver works well in
the same situation in wheelchair basketball.
Bounce Spin
bounce spin This is another individual offensive move which is espe

cially useful in reversing direction and eluding defensive pressure
when stationary and being overplayed by a defensive player. To
perform this maneuver, players should hold the ball away from the
defense with the arm extended. The hand on the side of the
defensive player should be positioned at 12 oclock on the wheel.
The ball should be bounced in line with the rear axle down.
Additionally, the ball should be bounced so that it stays at arms
length.
As the ball is bounced, the hand on the ball side should be
moved down and forward on the wheel with an extended elbow.
The hand on the ball side should then pull up and backward while
the opposite hand concurrently pushes forward and down. The
upper body should be leaning slightly over the ball side of the
wheel. After the players feet have passed under the ball, which
should be at its apex in the bounce, the arm which started out
opposite the ball should now be on the ball side. Using this arm,
the player should catch the ball at arms length before it passes the
plane of the seat. If the move is to be used offensively, the ball
should be bounced. This allows two additional pushes away from
the over-playing defensive player.
Chapter Seven
Team Offense
Introduction
Generally, the Central Intercollegiat

e Conference coaches
have all come to the realization that
Systems which emphasize
pattern offenses have limited utility.
in pattern play systems,
selected options of the pattern will be
executed regardless of the
defensive posture. Such Systems are
often introduced as a crutch
to inexperienced teams comprised of
players who do not under
stand general offensive strategies.
Pattern offenses are too often
recognizable and predictable, and
often fail to exploit available
defensive weaknesses. Indeed, once
defensive players realize that
a pattern system is being employed,
they can begin to fake defen-
sive alignments and change them problems with patterns
to the preferred configuration
once the play has been called and
the pattern is initiated.
One intercollegiate coach

acknowledged that he came to
this realization about the inadequacy
of pattern offenses a few
years ago when his team played
an exhibition against an able-
bodied team. The able-bodied
players had no concept of how
play defense, and subsequently to
their POsitioning was withou
design. It was, however, effective t
against the pattern offense
because the pattern presumed a
rational defensive posture and
relatively naive wheelchair players the
were not accustomed to read
ing and improvising offensive
plays according to defensive
nesses. At that point, the futility weak
of pattern offense became
painfully obvious.
79
Read-and-React Offense
read-and-react strategy The read-and-react offensive strategy is based on the

premise that there should be no predetermined order of movement
of either players or the basketball. Relatively constant movement
which takes all five players to all the different positions on the
floor is required. Instead of set plays, concepts are taught to
players which enable them to take advantage of defensive weak
nesses and mistakes. Basically, this is an offense that is oppor
tunistic.
There are other reasons for adopting the read-and-react

system. This type of offensive system makes defensive anticipa
no predetermined move tion very difficult. Because there is no predetermined movement,
a team using read-and-react offense is difficult to scout. Since the
read-and-react offense is the most unpredictable, and therefore is
the most difficult to stop, it can help sharpen the same teams
defense. The reason for this is simple. During practice, the
absence of any pattern in the read-and-react offense forces the
defensive players to remain constantly alert and attentive to the
actions of the offense. Additionally, as the offense gets better at
reading the defense and executing this offense in each days
practice, the defensive players must become more adept in their
execution to successfully defend their actions. This type of
offense can be adapted to all tempos of play. Furthermore, read-
and-react offenses can be utilized against a variety of defenses.
Finally, the players really enjoy this style of play and the freedom
to create opportunities through recognition of defensive weak
nesses or mistakes.
General Principles
The read-and-react offense relies on three basic actions:

offensive principles passing the ball, cutting/flashing without the ball, and picking.
Doing these three things well will enable any team to obtain a
good shot.
Offense is partitioned into perimeter and lane play. The

key is to realize that in such an offense, offensive players must
concentrate on the actions of each defender as well as the actions
of each of their teammates. With this in mind, the following
principles and concepts are advanced.
The passing facet of the offense attempts to accomplish
two objectives. First, players try to pass away from passing
defense.
Knowing the location of the defensive players is critic
al for
players to be able to pass successfully to a teammate. The
second
objective is to use the pass to access better passing angles
or lanes.
Using a pass is much more effective than a dribble to impr
ove
passing opportunities to open teammates.
Figure 7-1
The ability to perform a post-up maneuver is essen

within the passing component of the read-and-reac
tial post-up
t offense. A
post-up is executed to become a secure pass outlet on
a particular
play. As shown in Fig. 7-1, offensive players 01
and 02 first
move to positions where they can block the near
est defensive
players from getting to their respective passing lanes
and then
break away from the defensive player. This assu
res that the
impending pass cannot be intercepted.
The basic rule of cutting is that teammates do not

make cutting
two consecutive cuts in the same direction. In
wheelchair basket
ball, this helps tremendously in avoiding cong
estion, especially in
the lane area. The player without the ball
can utilize two basic
options when cutting:
1. Flashing. This cut takes the player directly

into the flashing to the basket
lane and creates a shooting opportunity or collapses
the
defense, thereby allowing better perimeter shots. Gen
erally, these moves occur when the defensive play
er
overplays an offensive player, thereby leaving an
at
tack zone open. Typically, the offensive play
er per
Team Offense 81
forming the flashing maneuver will fake one way and
reverse action to pass the defender on the opposite side.
This, however, is not always necessary, since some
situations involve offensive players with sufficient
advantage in speed to flash the defender directly with
Out misdirection.
perimeter cuts 2. Perimeter cuts. This cut can be made down to the
baseline or to the top of the key and is best utilized as
an exchange between teammates to get the defense
moving and create switches. This cut is often used to
rotate players to other areas of the court to achieve floor
balance.
picking The pick is the most crucial in wheelchair basketball. The

inability of wheelchair players to move laterally orjump renders
one-on-one offense much less viable in wheelchair basketball
than in the sports able-bodied counterpart. Thus, the wheelchair
version is more contingent on player interaction. Picks are
synchronized patterns of movement between two offensive play
ers which allow one offensive player to screen a defensive player
off his present defensive assignment while gaining a position in
the attack zone between the defensive player and the basket. This
constitutes the cornerstone of wheelchair basketball offense.
Namely, a two-on-two situation is transformed by the offense,
utilizing a synchronized exploitation of an attack zone, into the
numerically superior two-on-one situation or a player mismatch
where a more powerful offensive player is positioned in the high
shooting percentage area of the court against a weaker defender.
timing is critical Synchronization is important, because a pick is the result

of coordinated interaction between two offensive players. Each
must understand his role in executing and timing the pick to gain
a numerical advantage. Timing is difficult to understand and per
fect. Picks are very much a function of timing. All the mechanics
can be perfectly executed, but if the timing is off, the pick will fail.
Timing requires constant monitoring and alteration. For instance,
picking moves are nearly always initiated at different distances
against different defensive players of varying skill and speed, and
this variability affects the timing of picks. In general, this is an
acquired awareness. However, coaches can facilitate this attrib
ute by constantly reinforcing a wait and read behavior by their
athletes. Too often, players believe that they must be moving
constantly to succeed offensively. This perpetual-movement
mentality generally inhibits the execution of a pick. Getting the
athletes to wait and read will help them coordinate their actions
more successfully.
To address the problem of players engaging in purpose- stop action

less, perpetual motion, players should be taught to stop action. To
stop action the player merely stops moving and reads the floor
situation to assess his most appropriate action. When a player is
uncertain as to what option to execute, engaging in a brief stop
action allows beneficial reassessment.
Offensive players too often focus exclusively on beating

their immediate defensive opponent one on one and do not notice
their most appropriate action within the total offensive context.
All offensive players must understand the underlying mechanics
of the read-and-react offense and continuously and simultane
ously engage in the reading and reacting process. For example,
weak-side forwards frequently move one on one along the
baseline to the ball side only to find too late that they have impeded
a pick in progress on the ball side. To make matters worse, they
emerge on the ball side and create a clustering of offensive
players within a small area of the court. This violates the offensive
teams goal of forcing the defense to cover as much of the court
as possible to create wider attack zones. Stop action can be used
to prevent such occurrences.
Secondly, a stop action can help when an offensive player

sees action occurring at another location on the floor between two
or three teammates. In this instance, the players most appropriate
option is to stay in place, freeze the nearest defensive opponent,
and allow the play in progress to continue.
In sum, offensive players should stop action when they are

uncertain and need to assess their most appropriate option or when
their actions would likely interfere with a play in progress.
However, to stop action, players must be occupying a defensive
player.
The Grid System
The grid system teaches players how to assess the best grid system rules
possible picking actions to attempt at any given point in time.
It
divides the court into lanes and has two simple rules.
Team Offense 83
Figure 7-2 GRID ZONES
LEFT RIGHT
I I I
cc
O_ 2 3 5 6
f-- -f-- -f-- f--
I 71
0

D4O4
<9
r
I
I\I
I I
\K>
74
<
44 03
II
I I
First, in setting picks along a plane which runs parallel to

picks parallel to sideline the sideline, the defensive player located farthest from the basket,
relative to grid lines running parallel to the sideline, should be
picked. It can be seen in Fig. 7-2 that Dl is farther from the basket
than D2. Therefore, 02 should attempt to pick for teammate 01.
Similarly, on the opposite side of the court, D3 is farther from the
basket than D4, according to the grid. Thus, offensive player 04
should attempt to pick for teammate 03.
Figure 7-3
N
0
z
m
(I)
Secondly, when attempting to set a pick in a plane whic
h picks parallel to baseline
runs parallel to the baseline, the defensive player locat
ed farthest
from the basket, relative to grid lines running para
llel to the
baseline, should be picked. In Fig. 7-3, D2 is farth
er from the
basket than Dl. Therefore, to perform a crossing pick,
01 should
attempt to set the pick for teammate 02.
Players must be taught the detailed mechanics of the

vari
ous pick options available. The offensive picks gene
rally break
down into four basic types:
1. the low-high pick,
2. the high-low pick,
3. the cross pick, and
4. the reverse pick.
Common Pick Mechanics
The player setting the pick attempts to widen the gap

between his defensive player and the defensive player who
m he common pick mechanics
wishes to pick. Thus, the pick begins with a counter-m
ovement
or fake away from the player to be picked. Fig. 7-4 depi
cts the
counter-movement of player Olin attempting to set a
pick.
Figure 7-4
Concurrently, the player for whom the pick is being

set
uses a counter-movement to turn the defensive
player away from
the pick. Note the counter-movement of play
er 02 in Fig. 7-4.
This movement is performed for two reasons.
Team Offense 85
The movement away by player 02 turns the defensive
players back to the pick, thereby inhibiting the defenders ability
to counter the impending pick.
Figure 7-5
Because the offensive player for whom the pick is being

set always wants to move in the direction of the pick, the move
away allows the offensive player to get his footplates outside of
the footplates of the defensive player. This position is demon
strated in Fig. 7-5. Note that 02 has established a position on D2
that keeps D2 from spinning right and maintaining his defensive
position on 02 by chasing outside the pick.
This limits the defensive players movement options to

turning inside. Restricting the available options in this manner
makes it easier for the player setting the pick to anticipate the
defensive players movement, and thereby promotes a more
effective pick.
Next, the offensive player for whom the pick is being set
must pass as closely as possible to the wheelchair of the offensive
player setting the pick. (Note the shallow path of 02 in Fig. 7-5).
This minimizes the likelihood of the defensive players forcing
his way outside of the pick, causing it to fail.
silent assassins Finally, the offensive player setting the pick should not
move in a straight line but rather in a curve. (Note the path of 01
in Fig. 7-4 and the position of Olin setting the pick in Fig. 7-5.)
This prevents contact from occurring and it reinforces the use of
the side of the wheelchair, which is the widest part, in setting
picks. Well-executed picks involve no contact by the offensive
player, and they should be perceived as silent assassins.
The offensive player setting the pick should overplay the
side to which his offensive teammate is going to turn. This makes
it easier for the screen to free the offensive player driving to the
outside. This position is depicted in Fig. 7-5 by the position of
player 01, who is overplaying the pick position slightly to the
right. Secondly, the offensive player setting the pick should
anticipate the defensive players counter movement to the inside
and be prepared to move in a straight line forward to maintain his
position between the defensive player being picked and the
basket. To allow more time to read and react to the picked
defensive players movement, the player setting the pick should
leave a space of 1 to 1.5 feet between his wheelchair and the
wheelchair of the defensive player.
Generally, the pick position should be held until the hold the pick
defensive player originally responsible for guarding the offensive
player who set the pick switches off or leaves to defend the
offensive player for whom the pick was set. If the original
defensive player does not switch, the pick should not be
releasedin other words, the offensive player setting the pick
should not break to the basket.
Four Basic Picks
The low-high pick is typified by the forward picking for a low-high pick
guard. In this two-player situation, the player located nearest to
the basket (low) moves away from the basket to set a pick for a
teammate (high) within a plane running parallel to the free-throw
lane or the sideline.
Figure 7-6
Team Offense 87
The previously described common pick mechanics apply
in the low-high picking scenario. Additionally, the offensive
player setting the pick (01) should attempt to position his
wheelchair behind the defensive player (D2), as portrayed in Fig.
7-6. The player setting the pick should attempt to position the
front caster behind the outside edge of the nearest wheel of
defensive player D2. This will accommodate the overplay posture
in the direction to which the coacting offensive player is going to
drive. However, 01 must be prepared for the reactionary turn
in by D2 and maintain position between 1)2 and the basket.
high-low pick The high-low pick describes a pick where the player far
thest from the baseline (high) moves parallel to the sideline to set
a pick for teammate closer to the baseline (low).
Figure 7-7
This would be exemplified by a wing guard moving

toward the baseline to set a pick for an offensive forward as
depicted in Fig. 7-7. Once again the general picking mechanics
apply. In the high-low pick, the mechanics are identical to those
of the low-high pick, but the roles are reversed. The low player
(01) executes the role of the offensive player for whom the pick
is being set and the high player (02) performs the role of the
offensive player setting the pick. This is a difficult pick to execute
in wheelchair basketball because the low-post defender typically
can see the pick approaching and can therefore more easily time
an evasive maneuver. The offensive player setting the pick should
try to position the front caster inside the plane of the targeted
defenders nearest wheel or caster, if the two are facing, and
anticipate the turn in.
The cross pick occurs when an offensive player moves in cross pick
a plane parallel to the baseline to set a pick for a teammate.
Figure 7-8
This is typified by the crossing action of a point guard and

a wing guard. In this situation, the defensive player positioned
farthest from the basket (Dl) is the one to be picked. In reading
the defense, the offensive player whose defensive antagonist is
located farthest from the basket (01) should turn his defensive
player away from the logical direction in which the pick is to be
set. The offensive player setting the pick (02) should again utilize
a counter-movement away from the pick to widen the gap between
the two defensive players. (Note: This is not necessary if defen
sive player D2 is sagging off 02.) Offensive player 01 concur
rently turns Dl away from the pick and spins back to get his
footplates outside of Dls footplates, as shown in Fig. 7-8. This
keeps Dl from chasing outside and foiling the pick. From this
point, the action is similar to that described in the low-high pick
section.
Until now the picks described have been oppositional reverse pick
picks. The general pattern of movement between the two offen
sive players involved in the pick is in opposite directions. The
reverse pick is used when two offensive players are in a parallel,
nonoppositional posture, facing the same direction.
Team Offense 69
Figure 7-9
Generally, the reverse pick tends to be a secondary pick

which is set when the first pick attempt is ineffective and the
defensive player whom the offensive players are attempting to
pick is able to slip outside of the pick and continues to guard his
original offensive assignment. This situation is depicted in Fig.
7-9. In the upper portion of Fig. 7-9, offensive forward 01 has
attempted to set a low-high pick for wing guard 02. However, as
depicted in the lower half of Fig. 7-9, defensive wing guard D2 has
slipped outside the pick and continues to press 02. Offensive
player 01 can reverse movement and take a position on the
opposite side of defender D2, in a nonoppositional posture
(facing the same direction), parallel to the offensive guard, and
the two can set a reverse pick on the defensive guard.
As depicted in the bottom portion of Fig. 7-9, the offensive
player setting the pick (01) attempts to position the back portion
of the inside rear wheel behind the inside rear wheel of the
defensive player (D2) and on a slight angle so as to impede the
defensive players ability to move backwards. The offensive
player for whom the pick is being set (02) gives the defensive
player a forward fake, and then pulls backward to reverse. Upon
clearing the defensive players rear wheel with his rear wheel, 02
backs behind the defender in a curved path and spins to go away.
Using this precise technique, the defensive player is totally pro
hibited from backing and can only move forward. At that point,
the offensive player setting the pick (01) maintains position be
tween the defensive player and the basket until the inside defen
sive player (Dl) switches to pick up the free offensive player (02).
Options Off a Pick
There are three basic moves to be made by the player

driving off an offensive pick. The most obvious action is to drive
around the pick in the manner shown in Fig. 7-10. This is
appropriate when the offensive player attempting to set the pick
(02) has obtained a position in the attack zone between a
defensive player (Dl) and the basket.
Figure 7-10
Team Offense 91
Figure 7-11
Figure 7-12
The offensive player may choose to pull up behind the

attempted pick and use it as a screen as depicted in Fig. 7-11. This
is generally appropriate when the pick is not successful and both
defensive players involved on the play are between the picking of
fensive player and the basket.
Finally, the offensive player driving off a pick may use a

reverse-action move similar to that shown in Fig. 7-12. This is
often used when the player attempting to set a pick (02) is unsuc
cessful in getting position between the targeted defender (Dl) and
the basket, but his defender (D2) has moved outside to pick up the
offensive player driving off the pick (01). In this situation, the
player that attempted the pick simply moves to the outside to set
a pick position on the outside defender (D2), and the player
driving off the pick (01) reverses direction.
The appropriateness of these actions depends upon the

offensive circumstances. For instance, it may be appropriate for
the driving player to use the first option and continue around the
92 WheelchairBasketball attempted pick even if an advantageous position has not been
gained, if it will result in a mismatch due to a defensive switch.
Conversely, if the driving player is an excellent outside shot, he
may choose the second option by pulling up outside the attempted
pick and using it as a shooting screen.
Offensive Rules
Facing the basket: In order to avoid passing the ball too

quickly on the perimeter and not allowing things to be created by
cutting and picking, players are required to face the basket each
time they receive the ball and hold for a slow count of three. This
gives things a chance to develop and gives the player with the ball
a chance to see where the ball should go.
Spacing: It is essential for offensive balance that players offensive rules

maintain a 12- to 15-foot spacing. This type of spacing greatly
facilitates cutting and picking by keeping the defense spread out.
This principle also takes care of rotation and the maintenance of
floor balance, which is often disturbed through cutting or flashing.
Reading the defense: Offensive players must always

know what the defense is doing. This is probably the hardest thing
to teach players. Many players are so prone to watching the ball
that they miss opportunities to take advantage of defensive mis
takes or weaknesses. The read-and-react offense is predicated on
recognizing what the defense is doing, where the players are
located, and making the necessary offensive adjustments to take
advantage of what the defense is giving. In the read-and-react
offense, two basic reads must be made. The first read is an
individual one and the second is a tandem one.
Individual read: The offensive players should read the

closest defensive player, looking for:
1. mismatches in ability,
2. mismatches in physical classification,
3. type of defensive alignment, and
4. mental miscues such as ball watching, not talking, etc.
When miscues or mismatches are evident a flash is typi

cally the most appropriate offensive action.
Team Offense 93
Tandem reads: If no positive individual reads develop,
players must read interactions with adjacent offensive players
looking for mismatches which can be created with perimeter cuts
or possible picking action. Usually, picking is the natural out
come of reads on this level. This level of reading occurs most
often between wings and forwards or point guards and wings.
Although more than one appropriate option often exists

between two or three offensive players, the first one initiated
generally supersedes the other. Furthermore, offensive teams
should try to get the ball to the offensive wing as often as possible
when attempting to penetrate the lane, because the wing is an
optimal entry point for a pass to a player cutting through the lane.
Generally, players should not follow a pass to a wing where two
offensive players are already positioned. If assistance is required
on the wing it should take the form of a pass outlet high on the
wing. Passes should be made with sufficient height to clear the
reach of defenders. Of course, when no defensive players are in
the passing lane and a clear route is available, a straight pass with
less height can be thrown.
All offensive players must be able to handle the basketball

and play any position on the floor. Resetting the offensive
positions of certain athletes allows time for the defense to recover
and reset. It is much more effective for the offense to maintain
fluidity in its attack. Furthermore, the role reversals which often
occur within such a system often create effective mismatches by
allowing offensive players to attack from positions on the floor
where the defense is unprepared to deal with them. For example,
when taller forwards end up on the wings they can often utilize
cross picks to enter the lane from the upper corners of the free-
throw lane. At that point, they are typically mismatched against
smaller players and thus a short eight to 10-foot shot is available.
only pick a moving ball Generally, picking for the ball should only occur when
the player with the ball is moving. Picking for a stationary player
with the ball is quite difficult and unnecessary. The pass and pick
away, which is perhaps the most universally used play in wheel
chair basketball, would be the most appropriate play when the
defender guarding the player with the ball should be picked.
baseline drives Players should not drive the baseline with the ball without
a reason. The trap zone comes into play as the offensive player
with the bail moves toward the baseline. Indeed, most coaches
characterize the baseline and the sideline as additional defensive
players. Subsequently, movement toward the corner of the
baseline with one attending defensive player constitutes a move in
the direction of a triple team!
Figure 7-13
Various Offensive Alignments
The offensive forwards have the option to vary their post varied post positions
position with regard to their height along the free-throw lane, their
width along the baseline, and their angle of attack with regard to
the basket.
As shown in Fig. 7-13, forwards 01 and 05 have taken

positions outside the free-throw lane in a low post no higher than width of post
the blocks along the free-throw lane. Players 02 and 04 have
taken middle-post positions approximately halfway between the
block and the free-throw line. Finally, player 03 has taken a high
post position at the elbow or corner of the free-throw line.
With regard to width, it is obvious that although 01 and

05 were described as examples of the low post, the positioning is
quite different. Player 01 is in a tight low post and 05 is in a
wide low post. Similarly, 02 or 04 could move to locations
halfway between their respective sidelines and the free-throw lane
to become wide middle posts. Generally, in the tight-post po
sition, the forward attempts to get as close to the lane as possible.
In the wide-post position, the forward takes a spot approximately
halfway between the free-throw lane and the sideline. In the latter
post, the forward can go wider, but should not set up any closer to
the free-throw lane.
Team Offense 95
angle of attack for post In terms of the angle of attack, the forwards can face the
basket, as 01, and 05 are doing. They can take a 45-degree angle
facing away from the basket, as 03 and 04 demonstrate, or they
can parallel the lane, as 02 is doing. The 45-degree position is
typically taken while in a tight-post position and is used when
forwards are needed as a pass outlet. In assuming a 45-degree
angle the forward is equally capable of moving away from the
basket or toward it. This potential for movement in either
direction forces the defender to use non-fronting defensive tac
tics. From this position, the forward can block the defenders
from the passing lanes and remain immediately responsive as a
pass outlet. The parallel position is used almost exclusively as a
screen for an outside shot when the defense is very compressed
and lane penetration is unlikely.
Facing the basket is particularly effective for picking and

flashing actions by the forwards. First, this posture allows the
forwards to maintain a constant awareness of the location of the
ball and other offensive players. This is important since cutting
action must complement other offensive action occurring on the
floor. This posture is especially effective when the defensive
players are sagging off the forwards, since they can use the space
to generate momentum which enhances the effectiveness of their
moves to the basket. For example, the offensive forward can push
directly at the stationary defensive player, give a fake (which with
momentum will undoubtedly force a reaction by the defender),
and gain access to an attack zone between defenders. Movement
higher post for higher to a progressively higher post is a common offensive response to
pressure increasingly higher pressure on the offensive guards. The logic is
that it positions a forward in a favorable area for use as a pass
outlet. However, movement to a progressively higher post also
clears out the low-post area. This is especially effective when the
defense is playing man-to-man. This allows more room for the
offensive forward who is being fronted by the defensive player to
reverse action and flash back door. This action may also allow
a wing guard to rub his defender off on the high post and drive
to the basket unimpeded by a low-post defender.
Movement to a progressively wider post can draw a

defensive forward out to accommodate a high-low pick. If the
defensive player sags, moving to a wider post expands the space
between the offensive forward and the defensive player and
facilitates picking and flashing action in the manner mentioned
above.
clear-out The clear-out maneuver is typically performed by the low

96 WheelchairBasketball post forward. To execute a clear-out the forward may drive
baseline to the opposite side of the court, move to a wide post, or
move to a high post. Any of these actions can have the effect of
moving the low-post defender out of position and opening up that
area of the floor for a wing guard flash or a cross pick by the
guards.
Figure 7-14
Situational Examples of the Read-and-React Offense
In Fig. 7-14, the defense is pressing out rather wide and the
ball is at the point being controlled by 01. At this point, all players
should know the locations of their teammates and the most likely
offensive actions to be attempted. As the first order of reads,
they should look to see if any significant mismatches are
available. For example, if 04 is 6 feet 10 inches tall and a good
one-on-one shooter and D4 is 5 feet 10 inches, 04 should take a
position to receive the ball and shoot and the pass should go
directly to 04. Similarly, if 02 were much quicker than D2, the
fact that 05 has cleared the low post should prepare everyone for
a possible flash move by 02.
Of course, the action depicted in Fig. 7-14 does not

involve either of the two aforementioned reads. Mismatches
should be read immediately and dismissed when none exist. In
Fig. 7-14 this conclusion has been reached and interactional
picking play has been initiated.
To begin, player 02 has initiated a high-low pick for 05.

Player 01 recognizes this and knowing that the entry pass is best
Team Offense 97
from the wing looks to get the ball to the opposite wing. Player
03
is being guarded rather high, thus 01 immediately calls for
04 to
post-up. The pass is made to 04, who looks in to hit the open cutter
off the pick between 02 and 05.
Figure 7-15
id
Now lets assume that the pick between 02 and 05 was

well defended, as shown in Fig. 7-15. Many offenses
simply
reset. However, this is unnecessary and inefficient.
As Fig. 7-
15 shows, the high-low picking action between 02 and
05 has
collapsed the defense on their side, opening up the opportunity
for
a cross- pick between 05 and 01 because Dl is located
farther
from the basket than D2. The ball need not move in this
case since
it is in a perfect position to hit the open Cutter off this action
as well.
Assuming that the pick between 01 and 05 was unsuc
cessful, player 05 could post at the top of the key. The
ball could
be passed to 02, or 01 and 05, and 03 and 04 would
read their
relative locations according to the grid system and initiate
further
action.
Note that all of the action described above involved a

pass
and pick-away. At no time did a player attempt to
set a pick for
the player with the ball. Participating in a pick and
handling the
ball at the same time is a very difficult task against players
of equal
or greater ability. Thus, learning to pass and pick-aw
ay is better
than picking for the ball, which will generally fail
against better
opponents.
98 WheelchajrBaskejball
Figure 7-16
In Fig. 7-16, player 01 passe

s the ball to 02. This gets
Dl to turn away from 03, wh
o is in a perfect position to
across pick for 01 because perform
Dl is farther from the bask
In reading the picking action et than D3.
between 03 and 01, player 04
out the low post on the side of clears
the pick. Player 02 then loo
hit the open cutter off the pick. ks to
At the same time, 04 realiz
05 is being pressed wide. Th es that
us, 04 attempts a cross pick
Assuming that the first act for 05.
ion between 03 and 01
defended, 02 should look wa s well
to the latter pick for an ope
n cutter.
Had 04 been unable to drive
the baseline to clear out the
low-post area, he could hav
e moved to a wide post or
secondary pick on D3 as 01 set a
drove around the outside.
04 could simply have faced Fi na lly,
the basket in the low-post po
and prepared to receive the sition
ball and shoot if D4 were to
the lane to help out against sag into
the pick between 03 and 01
.
It is very important to note
that the players positions
Fig. 7-16 are identical to in
those in Fig. 7-14, yet the
different. The read and rea action is
ct offensive system acknow
several options are usually ledges that
available at any given point
is not essential that the off in time. It
ensive players collectively
run the absolutely best pla asc ertain and
y available at a given point
is only important that all in time. It
players execute their offen
so each individuals action sive options
complements the action tha
it as well as the action oc t preceded
curring at that moment.
Team Offense 99
Situational Offense
Although the read and react offensive strategy is unques

tionably the most effective when properly executed, there are
instances when some degree of offensive predetermination can be
advantageous. For instance, at the end of a close game when the
players are anxious that their ability to read is inhibited; when the
defensive actions are very predictable; or when there is too little
time for a read-and-react offensive set.
Of course, predetermined action should still allow the

option to read and react to a defensive weakness. Predetermined
play should always be designed to allow advantageous, spontane
ous exploitation of a defensive weakness. Additionally, predeter
mined play should not necessitate a set-up. This means that all
offensive players must be able to perform all offensive roles from
any position on the floor.
Jump Balls
jump balls Teams should have at least three jump-ball plays in their
repertoire. First, an offensive play should be developed forjump
ball situations where teams feel confident in their ability to win the
tip. Secondly, teams should have a defensive play which basically
involves a concession of the tip and which prevents a transitional
basket. Finally, teams should have a jump-ball play which at
tempts to set up a steal when the opposition has a definitive height
advantage.
With regard to the firstjump-ball situation, players should

be prepared to immediately pick defensive players around the
center jump circle once possession has been gained. In this
manner, numerical superiority can be immediately achieved and
the transitional offense can be utilized. Generally, the easiest
player to pick is the opponent that was involved in the tip. This is
depicted in Fig. 7-17.
Player 01 tips the ball back to 02. Player 05 then sets a

pick on the opposing player involved in the tip. Player 04 turns
and breaks to the basket in the right transitional lane, 01 crosses
with 05 and takes the left transitional lane, and 05 breaks down
the middle off the pick. Player 03 comes back to act as safety if
the ball is stolen or to be an outlet if 02 cannot pass the ball down
court. Either 02 or 03 should attempt to pass the ball to a player
Rgure 7-17
on the wing, i.e. 01 or 04, since the passing angl

e is generally
better to the wing than to a player in the middle lane.
Once the pass
is delivered to the wing, the players should begi
n to read and react
to their transitional offensive opportunities. Othe
r picking options
could be executed around the center jump circle
in addition to the
one described.
When the team is unlikely to gain possession of the

tip, the
primary objective is to prevent the opposition
from getting a
transitional basket. Thus, certain players shou
ld be identified to
set up beneath the opponents basket prior to the
tip. Their duty
is to play zone principles defense until the prep
lanned defense
can be established. The players around the jump circl
e should be
Team Offense 101

sure to match up with players of relatively comparable speed to
reduce the likelihood of a pick resulting from a mismatch.
Additionally, these players should take positions where they can
immediately get between the nearest offensive player and the
basket. When positioned parallel to the half-court line or the
baseline, in this jump-ball scenario, the players at the jump circle
should never allow opponents to take positions between them
and their defensive basket. This sets up an immediate offensive
pick opportunity for the opposing team.
Figure 7-18
In the last scenario, when the opponent has a height

advantage and possession of the ball is essential, a play may be set
up comparable to the one shown in Fig. 7-18, where the shorter
team plays tightly, or overplays all options, except one. This is
done in an attempt to direct the center of the opposing team to tip
the ball to the unguarded player. In Fig. 7-18, D2 is left
unguarded. Anticipating a tip to D2, players 02 and 03 converge
--
_.-
-
- U--
on the passing lane, in an attempt to steal the

tip, once the official
tosses the ball in the air.
Inbounds Under Own Basket
Most wheelchair basketball teams utilize

very predictable
inbounds actions, which rarely have an offe
nsive goal aside from
getting the ball into play. This is unfortu
nate since few teams alter inbounding
their defensive configuration against
the inbounds play. This
predictability can be exploited by var
ying the inbounds passing
pattern.
Since the offense only has five second

s to get the ball into
play, the offense should establish a prim
ary offensive option on
inbounds. As mentioned earlier, howeve
r, such predetermined
action should incorporate read-and-react
options to allow adjust
ments to subtle variations in the positio
ning of the defenders.
Figure 7-19
One variation to the traditional low-hig

h, ball-side pick
option portrayed in Fig. 7-19 is to pas
s the ball to the ball-side
forward. This action allows the team
to take advantage of an
available mismatch in the low post if
the forward simply Ts up
the low post defender. However, it
also allows the offensive team
to exploit the fact that most def
enses anticipate the offensive
action on an inbounds situation to inv
olve a pick by the ball-side
forward for the ball-side guard as
shown in Fig. 7-19. Thus, the
ball-side defensive wing often sags into
the lane at the beginning
of the play.
Team Offense 103
should throw chest passes, baseball passes, and hook passes. The
latter two should be thrown with both the left and right hands.
Unlike the baseball and chest passes, when throwing hook passes,
the players must line up along the free-throw lane with the sides
of their wheelchairs turned towards the lane rather than with their
footplates facing the lane.
Figure 8-2
Four-Corner Passing Drill
four-corner passing drill A minimum of eight players are needed to conduct this
drill. Two players are situated at both of the top corners of the lane
and two other players are situated at the two box areas along the
lane. Additional players line up behind each of these players so
there is a balance of personnel at each corner. Start out with two
balls, in corners opposite each other (I and 3 in Fig. 8-2). To
initiate action, 1 and 3 pass and move as follows: 1 passes to
2 and moves toward 2 for the return pass. When 1 catches the
return pass he keeps moving to the inside of 2 for a handoff-type
pass. Player ithen goes to the endof the line. The action between
3 and 4 is the same, and occurs simultaneously in the same
direction (i.e., clockwise or counterclockwise). All of this action
is repeated from corner to corner. Players must keep moving
between passes. Alertness and communication are essential to
successful execution of this drill.
As teaching points coaches may:
1. have players call out teammates names when passing

and catching to encourage communication,

2. call out different types of passes to maintain/
develop
skills and alertness (i.e., baseball, bounce, nondomin
ant
hand, etc.),
3. add a third ball when proficiency with two

balls is
developed, and
4. have the players change direction by having

coaches!
players call change. At this command, all
players
having a ball simply change direction so all ball
move
ment is reversed.
Figure 8-3
Give-and-Go Drill
The players divide into two parallel lines along

the baseline give-and-go drill
as shown in Fig. 8-3. The first players in each
line take off together
and move as quickly as possible down the
floor, passing the ball
back and forth between them. The width of spac
ing and speed of the
players will be dictated by skill level. When
the players get to the
opposite end of the court, one player takes
the shot and the other
rebounds. The players then return to the origi
nal end by moving
around the perimeter of the court so they do not
hinder the action of
subsequent pairs in the drill. Pairs may be
selected by speed and
skill.
As teaching points, the coaches may emphasiz

e: passing
accuracy, moving the ball with a pass rather
than a dribble, keeping
the ball off the lap, shooting technique, and how
to angle toward the
basket for the best possible shot. A player
can also be positioned
at the far end of the court to play defense and
simulate a two-on-one
break.
Drills 109
Figure 8-4
Three-Lane Passing Drill
three-lane passing drill As shown in Fig. 8-4, players 1,2, and 3 start parallel,
at the baseline or at half court. Player 2 passes to either 1 or 3 as
they cross to the middle of the court. Player 2 goes behind the
player to whom the ball was passed and then cuts back to the
middle. This is repeated for the length of the floor and ends in a
layup or other shot. This drill strongly emphasizes the use of
crossing patterns to move the ball down the floor.
Figure 8-5
Half-Court Layup Drill
half-court layup drill Players in one line shoot while players in the opposite
line rebound the shots and pass to the outlet. The outlet passes to
the next shooter and gets in the shooting line while the shooter gets
in the rebounding line and the rebounder beco
mes the outlet. The
shooting and rebounding lines should be reve
rsed to allow shoot
ing from the opposite side. This drill is show
n in Fig. 8-5.
Teaching points to emphasize include: Pass

ing the ball
to the outlet with the outside hand, shooting left-h
and layups on
the left side, and vice versa.
Figure 8-6
Full-Court Layup Drill
As Fig. 8-6 shows, the players divide up

into four lines full-court layup drill
at half court. The two lines on one side of
the court are designated
as rebounding lines and the lines on the
opposite side are shooting
lines. The first players in the two shootin
g lines (1 and 8) drive
to the basket with the ball, shoot, and
go to their respective
rebounding lines. Player 1 gets behind
player 5 and player 8
Drills 111
gets behind player 3. After half of the drill time has passed the
players should reverse their shooting and rebounding lines
to
practice shooting on the opposite side.
Figure 8-7
Two-on-One Transition Drill

two-on-one transition drill
In this drill, (see Fig. 8-7) player 3 starts with
the ball.
Player 1 breaks down court. Player 3 throws a
lead pass to 1,
which is to be caught at half court. After making
the pass, player
3 trails 1. When 3 breaks, defensive player 2 breaks
down court.
Player 3 works to block out the trailing defensive
player 2. After
1 shoots, 3 rebounds and passes to 4 using the hand
away from
defender 2. At that point, 5 breaks down court and
the same action
is repeated in the opposite direction.
112 Teaching points to be emphasized include:

WheelchairBasketbaU executing
accurate lead passes in transition; blocking out
in transition; and
rebounding and passing to the
outlet. Players should not
allowed to throw passes to the be
outlet with the hand on the
being guarded by the defender. side
Figure 8-8
Left/Right Pass Outlet Drill
In this drill, players set up as

depicted in Fig. 8-8. Player
2 takes the ball and puts it up left/right pass outlet dri
on the backboard to create a ll
for 1. After throwing the bal rebound
l up on the board, 5 drops dow
front 3 and prevents an outlet n to
pass to that individual. Play
drops down to guard 1 on the er 2 then
side facing the open outlet 4.
the pass has been made to After
outlet 4, the players repositi
selves, and 5 and 2 revers on them
e their directions to force a pas
opposite outlet. Once pla s to the
yer 1 has passed to both ou
players rotate to different po tlets, the
sitions.
Teaching points to emphasiz

e: This drill is meant to
reinforce the use of the han
d away from the defense to
outlet pass. make the
Head-Up Dribbling Drill
Players line up at opposit

e ends of the court as shown
Fig. 8-9. There should be in head-up dribbling drill
two or three balls available
or one less ball in each lin in each line,
e than there are players. Pl
4 drive to the opposite end ay ers 1 and
s of the court. In driving, the
be dribbled with the outsid ball should
e hand. While the players
persons A, B, C, and D give are driving,
numeric hand signals repres
5 (closed fist is equal to zer enting 0-
o) to the players on their
sides of the court. A and B respective
give the signals up to half
C and D give the signals court, and
once the players pass half
court. Drills 113
C
Figure 8-9
The players are to quickly call out the constantly chang

ing numbers signaled by the people at half court and along the
baseline. Once the players pass the free-throw line on the opposite
side of the court, they pass to the player in the back of the line on
that end of the court. Half of the drill should be run as it is
diagrammed, and then the players should move to the opposite
sides of the baseline so they have to use the opposite hand to
dribble.
Teaching points to be emphasized: The purpose of the

drill is to teach players to dribble the ball at full speed with either
hand without watching the ball. Players should not be allowed to
114 Wheelchair Basketball coast; they should push at game speeds.
Figure 8-10
Line Drill
As shown in Fig. 8-10, the player pushes to the

free- line drill
throw line, back to the baseline, to the midcourt
line, back to the
baseline, to the far free-throw line, back to the base
line, and then
to the far baseline and back while handling the bask
etball. The use
of a legal dribble and dribbling with the outside
hand should be
reinforced.
Figure 8-1 1
Bounce-Stop/Bounce-Spin Layup Drill
In this drill (refer to Fig. 8-11), player 1 start bounce-stop/bounce-

s with the
ball, drives to the corner of the free-throw line,
and performs a spin layup drill
Drills 115
bounce-stop. Player 2 shadows 1 on the inside and goes for the
ball if it is not kept in a protected location on the outside.
Following the bounce-stop, player 1 performs a bounce-spin to
the outside and drives to the basket to shoot a layup. Player 2
blocks out player 3 for the rebound as 1 drives for the shot. The
ball is rebounded and passed to the next person in the outside line.
The drill should be run so the players alternate sides of the court
each time to practice ball handling with either hand.
Figure 8-12
Shadow Drill
shadow drill In the shadow drill the offensive players line up along
the baseline opposite defenders and attempt to move around them.
The defensive players should attempt to keep a space cushion
between the offensive player and the basket, based on speed
relative to the offensive player they are guarding. As shown in
Fig. 8-12, the players can be lined up at opposite ends of the court
and allowed to drive to lines 1 or 2 near half
court. Once the
players reach the lines near half court, they shou
ld reverse roles
and return to the baseline, repeating the process.
The individual defensive principles mentioned in

Chap
ter 4 should be emphasized. This drill can be perfo
rmed with or
without the basketball.
Figure 8-13
[S
OUTLET
S
/4
Two-on-Two Drill
This drill is especially effective in teaching and

practic two-on-two drill
ing picking and flashing actions as well as indiv
idual defense and
defensive switching. The players may be allow
ed to use all of the
half-court area, or as shown in Fig. 8-13, they
may be restricted to
one quarter of the court (See Fig. 8-14) to bette
r approximate
the type of actions which occur on the wings in
game situations.
If the players are advanced, they may be requ
ired to handle the
Figure 8-14
OUTLET
Drills 117
ball. However, less skilled players can be given an outlet to whom
they can throw the ball when it is necessary to do so. (The latter
individual may be another player or a manager.)
Figure 8-15
Three-on-Three Drill
three-on three drill In this drill, three offensive players attempt to penetrate
to the basket against three defenders. The preferred action to
rehearse in this drill is the pass and pick-away, which is depicted
in Fig. 8-15. The defensive players should attempt to keep the
offensive players from penetrating the attack zones and setting
picks through the use of defensive switches. This drill can be
performed in one-quarter court in a manner similar to that de
scribed for the two-on-two drill.
Three-on-Two/Two-on-One Drill
three-on-two I This drill is an extension of both the three-on-two and

two-on-one drill the two-on-one drills. The drill begins with a three-on-two
situation. This can start at either half court or full court. Once the
three offensive players achieve a shot, as shown in Fig. 8-16, the
two defensive players (4 and 5) go on offense against the player
who shot in the three-on-two (3), and they drive to the opposite
basket. The two remaining players (1 and 2) stay back and play
defense against the next three offensive players. If a bad pass is
made, that player would become the defensive player to return on
defense against the two offensive players.
118 WheelchairBaslcetball
j
Figure 8-16
Drills 119
Figure 8-17
Eleven-Person Break Drill

This drill takes the three-on-two/two-on-one drill one
eleven person break drill step further by involving more players in more aspects of full-
court play. As the name of the drill implies, a minimum of 11
players are needed. Fig. 8-17 shows the positions of all 11
players. Extra players can be put behind the initial outlet spots. To
initiate play, 1, 2, and 3 take the ball down against 4 and 5.
Offensive strategies for three-on-two play are implemented to get
the best shot. Following the shot, all five players go for the
rebound. The successful rebounder (can be an offensive or a
defensive player) passes to one of the two outlets (6 or7) as shown
in Fig. 8-18, and becomes the third offensive player in bringing the
ball back against the two defensive players (10 and 11) on the
opposite end of the court. These players attempt to get the best
three-on-two shot. The four players who did not get the rebound
go to either outlet or defensive spots for the next possession
coming to their end. This is decided and communicated entirely
120 WheelchairBasketball by the players.
Figure 8-18
Whistle Drills
whistle drills
These are perhaps the most effective instructional activ
i
ties which can be employed. Whistle drills are not spec
ific drills per
Se. Rather, they represent modifications
of other practice drills and
activities.
To transform a practice activity into a whistle drill,

the
players are told to stop immediately in place and rema
in motionless
when they hear a whistle. In this fashion, the coac
h can interject
important instructional points at the moment they
are most salient.
This drill allows the coach to offer immediate reinf
orcement for
appropriate actions and immediate correction of inap
propriate ones.
Whistle drills are especially useful in teaching the

read
and-react offense. While practicing the offen
se, the coach can
Drills 121
simply stop play and ask the most appropriate offensive options
available at that point in time. It is often beneficial to ask a specific
player to describe the court situation at that moment and to identify
the offensive options which should be taking place and the action
he should use to complement these options.
Appendix 1
All-American Individual
Practice Program
by
Brad Hedrick and Lew Shaver
Introduction
This practice schedule was developed to maximize

the
efficient use of individual practice time by ensuring the
rehearsal
of essential individual skills while promoting physical
condition
ing. Seven skills are incorporated into the practice sche
dule. The
skills are:
1. left hand and right hand layups,
2. left hand and right hand hook layups,
3. backboard shots,
4. spot shooting from seven critical perimeter locations

,
5. balI handling and dribbling,
6. creative individual specific shooting skills, and
7. free throws.
Skills 1 through 6 are rehearsed individually in 4-mi

nute
time blocks. Each skill-specific session is followed
by 10 free
throws which are shot exactly as they would be taken
in a game.
This regimen is to be pursued with high intensity
at all times
except when shooting free throws. The schedule
should be
completed in no more than 40 minutes.
Appendixi 123
1. Four minutes: left-right layups
Left-Right Layups
Players should shoot Iayups by alternating from the left to the right
in a figure 8 pattern.
2. free throwslO
Left-Right Hook Layups
Players should drive diagonally across the lane shooting right-

hand hook layups on the right side and vice versa. Left- and right-
hand shots should be peformed in alternating fashion.

3. four minutes: left-right hook layups
4. free throwslO
5. four minutes: backboard shots

shoot one side, rebound,
and shoot another side.
Backboard Shots
Players should alternate shots on left and right wings. Shots

should be taken using the backboard at an appropriate distance.
6. free throws 10
7. four minutes: spot shooting
go to nearest spots,
move around to all spots.
Appendix]
Appendixl 125
Spot Shooting
Players go to nearest of the seven shooting locations and shoot,

taking no more than two consecutive shots from any one location.
8. free throws 10

9. four minutes: dribbling drill

use outside hand
(left & right),
practice bounce spin,
bounce stop
Dribble Drill
The player pushes to the free-throw line, back to the baseline, to

the midcourt line, back to the baseline, and then to the far baseline,
to the far free-throw line, back to the baseline and back while
handling the basketball. Players should practice bounce spins and
bounce stops at each turn of a legal dribble and dribbling with the
outside hand should be reinforced.
10. free throws 10
11. Four minutes: creative shooting drill
shoot any possible

(realistic) game shot,
emphasize fakes,
spins, stops, etc.
12. free throws 10
Appendix I
Appendix] 127
4
Appendix 2
Be a Scorer
by
Dan Byrnes and Andy Kreiger
introduction
A team must make the most of every scoring oppo

rtunity
to be successful. This objective can be accompli
shed, in part, if
on every offensive possession the best shot poss
ible is taken. To
obtain the best shot possible players much be good
shooters and
they must know how to score.
The best shooters hit half of the shots they take.

This
accuracy is the result of careful shot selection. They
only put the
ball up when they are open, under control, and with
in their shoot
ing range. They are smart shooters. They are score
rs because they
realize their limits and potentials. They mini
mize their weak
nesses, and take advantage of their strengths.
The difference between a shooter and a scorer

is this: a
shooter puts the ball up every time he has an open
shot; a scorer
puts it up only when he has the best shot.
To become a scorer, a player must do three thing

s:
1. practice and develop shooting skills,
2. understand what shots are good shots, and
3. learn when to shoot.
The first two items are best accomplished in the

Level 1,
2 and 3 shooting program. The third task can
only be accom
plished in team practices and game situations.
Appendi2 129
Concepts and Strategies
The best use of shooting time is shooting work that is con

trolled, competitive, and done under pressure. As a result, this
system is very intense and short in duration. Incorporating this
system three times weekly for no more than one hour at a time
develops good shooters and scorers. The sessions may be in
creased to five times weekly during the off-season and pre- season
training sessions.
A basic premise behind this system is that high percent

age shots must be mastered before more difficult shots are at
tempted (i.e. ,greater distance or technically more difficult shots).
As a result, three levels of shooting have been developed.
The criteria for establishing the three levels of shooting

are:
1. distance and position, and
2. type of shot.
The distances for each level are:
Level 1: 0-6 feet,
Level 2: 6-12 feet, and
Level 3: 12-18 feet.
The types of shots are defined in terms of shot location and
shot techniques. Shot location includes:
1. parallel to the basket,
2. 45 degrees to the basket, and
3. straight on the basket.
Shot techniques include:
1. stationary shooting,
2. shooting off the pass,
3. shooting off a move with the ball, and
4. shooting under pressure.
In order for a player to move from one level to another and

from one shot to another, a 70% completion rate is required. This
is significantly higher than game percentages. The high
percentage is chosen to insure that the player thoroughly mastered
the skills at each level.
While a player may move from one level or shot type to an

other, the importance of practicing mastered skills is emphasized.
In addition, when the basic skills are mastered at each level,
intermediate and advanced shots such as the one-handed
wrist shot or the reverse layup are introduced.
Appendix2 131
Level 1:
Within the 0-6 foot range the two primary shots that must
be mastered before moving on to Level 2 are:
1. the layup from the five various angles, and
2. the bank shot just inside 6 feet.
Each shot is to be mastered in the following fashion:
1. stationary shot,
2. shot off a pass,
3. shot off a move with the ball, and
4. shot under pressure.
Level 2:
Within the 6-12 -foot range the primary shot to be mas

tered is the set shot from each of the five various positions. As with
Level 1 the type of shot must be mastered in the following order:
1. stationary shot,
2. shot off a pass,
3. shot off a move with the ball, and
4. shot under pressure.
Level 3:
This level and the skills to be mastered are the same as

Level 2 but only from a greater distance (12-18 feet).
Appendix 3
Comprehensive Basketball
Grading Chart
by
Dan Byrnes
Introduction
Obviously, the game of basketball involves many things, both

offensive and defensive, which must be done well by the individuals
on the floor for the team to be successful. Unfortunately, post-game
evaluations traditionally do not address superlative defensive play nor
do they always reflect the true quality of an individuals contribution.
To address this problem, the Comprehensive Basketball Grading
System was developed. This system considers the following factors in
determining the quality of game performance:
Action Point Value

1. Field Goals Made +5
2. Field Goals Attempted -2
3. Free Throws Made +5
4. Free Throws Attempted -2
5. Offensive Rebound 3
6. Defensive Rebound +2
7. Personal Fouls -2
8. Assists 5
9. Turnovers -5
10. Blocked Shots 3
11. Steals +5
12. Forced Turnovers on Defense +5
13. Technical Fouls -10
Points are accrued for each action according to the values
identified in the Points Value column. Players then receive a total score
for the game and an average score based on the number of minute
s
played. They are then rated according to the table located on the
grading form.
Appendix 3 133
Team_____________________ COMPREHENSIVE BASKETBALL Ratins Total Mm. Avg.
GRADING CHART Excellent 40+ 1.0+
Date__________ Score_______________ Good 26-39 .75-.99
Fair 15-25 .50-.74
Poor 0-14 .00-.49
(No.) Player FG FGA FT FTA 0.RB D.RB PF A TO BLK S DTO TECH TOT MIN MIN Rating
+5 -2 +5 -2 +3 +2 -2 +5 -5 +3 +5 +5 -10 AVG
DTO: Defensive Turn-Over (i.e. take a charge, held ball, etc.)
References
Anderson, E., (1966). Eight guiding offensive principles.
Scholastic Coach, 36 (3).
Anderson, E., (1966). Defensing the basic seven. Scholastic

Coach, 36 (4).
Armstrong, B. & Cassidy, F., (1973). Howl coach championship

high school basketball. West Hyack: Parker Publishing Co.
Brooks, G.A. & Fahey, T.D., (1984). Exercisephysiology. human

bioenergetics and its applications. New York, New York: John
Wiley & Sons.
Clark, K.S., (1966). Caloric costs of activity in paraplegic

persons. Archives of Physical Medicine, 47, 427-435.
Eisenman, P. & Johnson, D., (1982). Coaches guide to nutrition

& weight control. Champaign, Illinois: Human Kinetics Publish
ers, Inc.
Hanson, D., (1972). Basketball. Englewood Cliffs, New Jersey:

Prentice-Hall, Inc.
Knight, B. & Newell, P., (1987). Basketball according to Knight

and Newell, Vol. 1. Bloomington, Indiana: Basketball Aids, Inc.
Morella, J. J & Turchetti, R.J., (1982). Nutrition and the athlete.

New York: Van Nostrand Reinhold Co.
National Wheelchair Basketball Association, (1987-88). NWBA

official rules and casebook, 1987-1988. National Wheelchair
Basketball Association. Lexington, Kentucky: University of
Kentucky.
135
Orlick, T., (1980). Inpursuit ofexcellence. Champaign, Illionois:
Human Kinetics Publishers, Inc.
Orlick, T., (1986). Psyching for sport. Champaign, Illinois:

HumanKinetics Publishers, Inc.
Owen, E., (1982). Playing and coaching wheelchair basketball.

Champaign, fflinois: University Press.
Ramsey, J., (1963). Pressure basketball. Englewood Cliffs, New

Jersey: Prentice-Hall, Inc.
Rupp, A., (1957). Adolph Rupps basketball guide. New York,

New York: McGraw-Hill.
Rupp, A., (1957). Championship basketball: For player, coach,

and fan. Englewood Cliffs, New Jersey: Prentice Hall, Inc.
Sharkey, B.J., (1984). Physiology offitness. Champaign, Illinois:

Human Kinetics Publishers, Inc.
Sharman, B., (1965). Sharmon on basketball shooting. Engle

wood Cliffs, New Jersey: Prentice-Hall, Inc.
Shaver, L., (1981). Wheelchair basketball: Concepts and

techniques. Marshal, Minnesota: Southwest State University.
Smith, D., (1982). Basketball: Multiple offense and defense.

Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Steadward, R., (1979). Proceedings of the First International

Conference on Sport and Training of the Physically Disabled
Athlete. The University of Alberta, Department of Physical
Education and The Government of the Province of Alberta,
Canada, July 1979.
Wilkes, G., (1962). Basketball coaches complete handbook.

Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
136 WheelchairBas/cetball
Index
Aerobic training, 10
Alignments, offensive, 95
Anaerobic training, 10
Anxiety reduction, 14
Athletes, definition, 8
Avoiding contact, backcourt picking, 51
Backcourt picking mechanics, 51

Backward propulsion, individual offense, 67
Ball protection, individual offense, 69
Ball recovery, individual offense, 68
Ballside, 29
Baseball pass, 70
Baseline drives, 94
Bird, Larry, 7
Blocking out, transition offense, 27
Body fat, 12
Bounce spin, 78
Bounce-stop, 77
Bounce-stop/bounce-spin layup drill, 115
Caloric expenditure, 11
Carbohydrates, 12
Cardiovascular training, 10
Caterpillar passing drill, 107
Catching, 71
Index 137
Central Intercollegiate Conference, xi
Chest pass, 70
Choking behaviors, 4
Clear out, 96
Coaching philosophy, 1
anxiety reduction, 2
behavior reinforcement, 2
behavior vs. outcome orientation, 1
constructive self-evaluation, 2
goal setting, 3
Combination defenses, 38
Communication, defensively, 27
Cross pick, 89
Cross-over dribble, 69
Cross the face of the ball, 49
Cutting, 81
Defensive play, 23
baliside/heip side, 29
combination defenses, 38
communication, 27
evaluation, 20
extension, 38
footplate position, 25
hand position, 27
hard vs. soft pressure, 35
help-side low post, 31
help-side switch, 30
individual strategy, 24
introduction, 23
linebacker vs. free safety, 36
multiple defensive systems, 32
numerical superiority, 59
overplay, 24
principles of, 35
switching, 28
transition, 43
rebounding, 26
tactile defense, rebounding, 26
turning back, 26
Defensive transition, 43
Diet, 11
Dribbling mechanics, 73
Drills, practice, 107
E
Eleven-combination defense, 39
Eleven person break drill, 120
Extension, defensive, 38
Facing the basket, 75

Fat utilization, 13
Flexibility, 9
Flashing, 81
Fluids, 13
Footplate position, defensive, 25
Four-corner passing drill, 108
Fourteen defense, 41
Free safety, defensive, 36
Free-throw situations, 105
Full-court layup drill, 111
Give-and-go drill, 109

Goals, 3
goal setting reinforcement, 2
performance, 3
personal, 3
team, 3
Grid system, offense, 83
Half-court layup drill, 110

Hard vs. soft pressure, 35
Head-up dribbling drill, 113
Help side, 29
low post, 31
switch, 30
High-low pick, 88
Hook pass, 71
Hydration, 13
Index 139
I
Inbounding, 103
Individual defensive strategy, 24
Individual offense, 65
backward propulsion, 67
ball protection, 69
ball recovery, 68
baseball pass, 70
bounce spin, 78
bounce stop, 77
catching, 71
chest pass, 70
cross-over dribble, 69
dribbling mechanics, 73
facing the basket, 75
faking, 73
hook pass, 71
introduction, 65
passing mechanics, 70
shooting mechanics, 71, 72
shot generation, 75
spinning, 67
stopping, 66
T-up, 69
wheelchair propulsion, 65
International Stoke Mandeville Games, xiii
Jones, Bobby, 18
Jump balls, 100
Keeping hands on wheels, defensively, 27

Knight, Bob, 19, 20, 43
Labanowich, Stan, xi
Left/right pass outlet drill, 113
Linebacker, 36
Line drill, 115
Low-high pick, 87
Maintaining rebounding position, 26

Mechanics of transitional offense, 48
Middle of court, transition, 51
National Intercollegiate Wheelchair

Basketball Tournament (N1WBT), xi
National Wheelchair Basketball Association
(NWBA), xi
Non-evaluative feedback, 14
Nugent, Timothy I., xi
Numerical Superiority, 59
Nutrition, 11
body weight/fitness, 11
caloric expenditure, 11
carbohydrates, 12
fat utilization, 13
hydration, 13
proteins, 12
Offensive alignments, 95
clear out, 96
post positions, 95
Offensive faking, 73
Offensive grid system, 83
Offensive principles, 80
Offensive numerical superiority situations, 59
Offensive rules, 93
Offense, situational 97
,
Offense, transitional, 47
Options off a pick, 91
Orlick, Terry, 15
Outlet pass, transition offense, 49
Overplay, defensive, 24
Owen, Ed, xiii
Index 141
P
Passing, team offense, 81

Passing mechanics, 70
Pattern offenses, problems, 79
Performance goals, 3
Perimeter cuts, 82
Physiological training, 8
cardiovascular, 10
flexibility, 9
nutrition, 11
participant vs. athlete commitment, 7
specificity, 8
strength training, 8
training phases, 9
Picking, 82
cross, 89
hi-b, 88
jo-hi, 87
mechanics, common, 85
reverse, 89
Playing all positions, 20
Post positions, offensive, 95
Position priorities, transition defense, 44
Post, help side, 31
Practice planning/organization, 17
drills, general types, 18
efficient use of practice time, 19
goal setting, 20
play all positions, 20
principles of organizing practices, 18
scrimmage, 17
teaching methods, 19
videotaping, 20
Praise-criticism, 2
Protein, nutrition, 12
Psychological training, 13
non-evaluative feedback, 14
skills, 13
stress management, 4, 14
visual imagery, 14
Read-and-react, 80
Read-and-react offense, situational examples, 97
Rebounding, mechanics, 26
Relaxation Techniques, 14
Reverse pick, 89
Scrimmage, function of, 17

Self-evaluation, 2
Sequential learning, 3
Shaver, Lew, xiii
Shadow drill, 116
Shooting mechanics, 71
Shot generation, 75
Situational offense, 97
free throw, 105
inbounding, 103
jump balls, 100
Smith, Dean, 24
Southern Illinois University, xi
Southwest State University, xi
Spacing, transition offense, 51
Spinning, individual offense, 67
Stop action, 83
Stopping, individual offense, 66
Strength training, 8
specificity, 8
Stress management, 14
Switching, defensive, 30
help side, 30
Tactile defense, 26
Teaching, 19
goal setting, 3
personal/team goals, 3
praise-criticism, 2, 20
sequential learning, 3
whole-part-whole, 19
Team offense, 79
cross pick, 89
cutting, 81
flashing, 81
grid system, 83
high-low pick 88
Index 143
introduction, 79
low-high pick, 87
options off a pick, 91
passing, 81
pattern offenses, problems of, 79
perimeter cuts, 82
picking, 82
pick mechanics, 85
posting-up, 81
read and react, 80
reverse pick, 89
rules of, 93
situational examples, 97
stop action, 83
synchronization, of pick, 82
Thirteen defense, 40
Three lane passing drill, 110
Three-on-three drill, 118
Three-on-two/two-on-one drill, 118
Training, 7
cardiovascular, 10
flexibility, 9
nutrition, 11
phases, 9
specificity, 8
strength, 8
Transitional offense, 47
blocking out, 48
control vs. run and gun, 48
cross the face of the ball, 49
mechanics, 48
offensive numerical superiority situations, 59
five on four, 63
four on three, 62
three on two, 60
two on one, 59
outlet pass, 49
spacing, 51
vs. conservative press, 52
vs. four player front/one double or zone, 58
vs. one forward front, 56
vs. one guard front, 54
vs. press, 51
vs. two forward front, 57
vs. two guard front, 55
Transitional play, 43
introduction, 43
baseline, defensive use of, 46
defensive transition, 43
T-up, 69
Twelve-combination defense, 40
Two-on-one transition drill, 113
Two-on-two drill, 117
University of Illinois, xi
University of North Carolina, 18
University of Wisconsin-Whitewater, xi
Videotaping, 20
Visual Imagery, 14
w
Water replacement, 13
Wheelchair propulsion, 66
Whistle drills, 121
Whole-part-whole method, 19
Wright State University, xi
Index 145
About the Authors
Brad Hedrick, Ph.D., a wheelchair basketball player for more than 17 years, has been head
coach of the University of Illinois mens and womens wheelchair basketball teams since 1981.
During this time he has coached the University of Illinois mens intercollegiate team to three National
Intercollegiate Wheelchair Basketball Championships in 1985, 1987 and 1988 and the womens
wheelchair basketball team to National Womens Wheelchair Basketball Championships in 1983
and 1986. Hedrick, who is on the coaching staff of the NWBAIPVA National Basketball Camps, has
also served as head coach of the 1988 Paralympic Womens Team which, was the first U.S. team to
win a world championship.
Dan Byrnes has been the head coach of the Wright State University mens and womens
wheelchair basketball teams since 1984. Byrnes has served as assistant coach for the USA Select
Collegiate mens wheelchair basketball team at the Stoke Mandeville Games, England, and serves
on the coaching staff of the NWBA/PVA National Basketball Camps.
Lew Shaver is head coach for wheelchair athletics at Southwest State University and serves
on the coaching staff of the NWBA/PVA National Basketball Camps. Shaver has coached
wheelchair athletics for more than 20 years and has coached championship wheelchair basketball
teams at the 1981, 1983 and 1986 National Intercollegiate Wheelchair Basketball Tournaments.
Contents
Coaching Philosophy Transitional Play

Physiological and Psychological Training Offense
Practice Planning and Organization II II I ii se
Defensive Play I I I I I II I
21 st\\ $14.95
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801 Eighteenth Street, N.W.
Washington, D.C. 20006

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Wheelchair Basketball

Brad Hedrick, Ph.D.

Dan Byrnes, M.S.

Lew Shaver, M.S.

The Paralyzed Veterans of America, publisher of

Paralyzed Veterans of America (PVA)

Library of Congress Catalogue-in-Publication Data

Hedrick, Brad, 1952-

GV886.5.H43 1988 796.3238 88-62295

Since that time, wheelchair basketball has grown tremendously

Over the years, wheelchair basketball has continued to receive

Through the expertise of authors Brad Hedrick, Dan Byrnes, and

2. Physiological and Psychological Training 7

3. Practice Planning and Organization 17

viii Wheelchair Basketball

The National Wheelchair Basketball Association (NWBA) was

Labanowich and Nugent helped to spawn programs at Southern

Seven years later, in 1977, the first National Intercollegiate

Coaching is teaching. Many participants in wheelchair basketball

Instructional camps were formed in the mid-1980s to address this

Wheelchair basketball can also boast of being the only wheelchair

Shavers book is primarily conceptual, and does a commendable

Conversely, Owen depicts the tactical components of the sport in

To accommodate these educational needs, the coaches of the

Our collective experiences at the most recent basketball camps

We are grateful to all of the student-athletes whom we as coaches

Xiv Wheelchair Basketball

An old adage states, if you dont know where youre

Behavioral Versus Outcome Orientation

If asked to state team goals, many wheelchair basketball behavioral versus

reduce anxiety It is well recognized that anxiety inhibits performance.

Implementing a behaviorally-oriented coaching philoso

constructive self- Players who are taught to provide positive, constructive

Of course, talking about introducing a behaviorally-ori- goal setting

In appeasing the interests and needs of different individu

Sequential instruction is another beneficial strategy for sequential learning

The most effective means of positively altering an

Concurrently, players wishing to be competent in open

Competitive, situational factors should also be arranged

For instance, novice or recreational players generally

Gradually introducing players to increasingly more de

As mentioned earlier, wheelchair basketball teams typi

At the other end of the spectrum are the wheelchair

Finally, it is recognized that most of the players in wheel

strength training This training activity should be an integral component of

Strength training increases the amount of force, or the

A strength training program should consist of several training phases

As the pre-season begins, the goal of strength training

Once the basketball season begins, emphasis should be

Flexibility enhances performance and prevents serious flexibility

Physiological andPsychological Training 9

For instance, ui wheelchair basketball, it is necessary to

Few flexibility training programs can be taken from one

cardiovascular training Cardiovascular training refers to training of the aerobic

anaerobic system training To train this energy system, which is central to

To maintain the anaerobic energy system, in-season

Training should be a minimum of three times a week and

A proper, well-balanced diet is essential to optimal ath- nutrition

Different athletic events place different energy demands

Physiological and Psychological Training 11

Athletes should be concerned with maintaining ideal body

The bodys preferred fuel source varies according to an

proteins Current recommendations of protein intake for athletes

The question of protein requirement remains a largely