basketbal academy
NL / EN

For on and around the court

Coach cards

Ideas for the floor

They belong · Greet every child. Give attention when there is nothing to correct. Ask what helped them participate.

Competence, autonomy and relatedness are the three needs in self-determination theory. Relatedness calls for contact, fair treatment and predictable responses. Smiles alone do not show enjoyment; hear from children too.

Make improvement tangible · Choose a challenge that is achievable with effort. Name what you saw: “Your hands were ready already.”

A lot of information in one practice does not guarantee a lot of learning. Focus on a recurring problem. Change distance, pressure or speed if it is too easy or difficult. A child need not be at the same level in every skill.

Offer a real choice · Offer two suitable options with the same purpose. Ask players why they choose that option.

Autonomy is room to own a reason or choice. It does not mean leaving everything open. Explain the purpose and boundaries; players need not enjoy every task to find it worthwhile. Do not demand a performance of enjoyment.

Movement and information together · Teach moving, stopping, looking, receiving and acting in a situation. Ask: “What did you see?”

Basketball repeatedly involves space and time: where is an option, and when is it useful? A tidy action without opposition is useful, but does not yet show what holds in play. Include footwork, information and decisions from the start.

An error gives information · Distinguish the choice from the execution. Protect children from harmful behaviour.

A poor read, failed pass or repeated error can be part of learning. Check understanding and task fit. Hitting, bullying or deliberate dangerous play calls for a protective response. Not joining a task is first a reason to ask what is happening, not proof of unwillingness.

Choose the useful tool · Play, observe one problem, offer a useful tool and play again.

The Finnish LVV calls this Competition → Tools → Competition. A tool can be a short demonstration, targeted practice, an adapted game rule or a question. Interrupt when it helps, not whenever something goes wrong. The opening game can be very simple.

When reality changes the plan

They are not listening

Shorten your explanation to one task and demonstrate it. Agree a stop signal, have a player repeat the task and begin. Check pace and understanding before assuming unwillingness.

A child does not want to join

Ask calmly what is difficult today. Offer a smaller task, a partner or a short break. If it recurs, discuss with the child and parent what participation the child wants.

A player is far ahead

Give that player a suitable extra choice, less time or another opponent. Do not automatically make them an assistant coach; they also deserve learning.

A player falls behind

Make the task achievable without a public label. Name a concrete improvement. Check usable passes, decisions and roles; minutes alone tell little.

Conflict or dangerous behaviour

Stop the unsafe action. Protect the affected child, hear people separately and establish a clear boundary. Seek club support for a pattern or serious concern. Returning to play requires a safe agreement.

A parent coaches from the sideline

Recall the agreement: encouragement is welcome, instructions go through the coach. Discuss concerns at an agreed time, not during play. The club helps if agreements are ignored.

Lots of energy, hard to stand still

Keep explanations short and give a task while waiting: hold the ball, place a cone, demonstrate. A fixed spot or partner helps. Ask parents what works at home or school. You do not need to know a diagnosis; look for the adjustment that helps.

A child is afraid or crying

Take the child calmly out of the busy space, without an audience. Acknowledge the feeling and ask what happened. Offer a smaller step: a role beside the court, a fixed partner or less contact. With pain: stop and inform the parent. Discuss concerns about something more serious with the confidential contact person.

An angry parent

Stay calm and listen. Do not discuss it in front of children; agree a moment after practice or the next day. Ask what the parent saw and wants. Explain your intention and what you can change. If it stalls or concerns boundaries, involve the coordinator.

A child wants to quit

Ask about the reason without pressure: enjoyment, friends, challenge, time, another sport, something in the group. Some reasons you can solve together; others not. Moving to another sport is not a failure. Leave the door open and pass the reason on to the club.

You do not know what to do today

Take the 60-minute session in 08 and check in “The season” which block is running. Start with a game, look at one problem and play again. A simple practice with lots of ball contact beats a perfect plan.

You lose heavily every week

Choose one thing with the group to improve next week: good passes, sprinting back, shots within range. Name that progress separately from the score. Discuss with the club whether grouping and level fit; children cannot solve that alone.

Dilemmas

Winning and learning

What you see: The same players make every decision.

Try: Create real initiation opportunities for others too. Follow the applicable match rotation rules.

Keep: Keep effort and the enjoyment of competing; discuss what you want to learn today.

Participation and suitable challenge

What you see: One child hides while another dominates or disengages.

Try: Adjust one task or match-up. Change groupings without fixing a child’s status.

Keep: Everyone still belongs; a harder task does not imply greater personal worth.

Discovery and direction

What you see: Players do not understand the purpose, or only copy you.

Try: Name one problem. Allow more than one solution and ask one question.

Keep: Freedom within an understandable task; do not constantly change all rules.

Repetition and application

What you see: It works without pressure but disappears in play.

Try: Add manageable defensive pressure or information. Return to play and observe again.

Keep: Targeted practice has a place; recognise when it does not yet solve the game problem.

Playing time and involvement

What you see: A child is on court but rarely receives a usable ball.

Try: Vary who initiates and reduce game size. Observe opportunities, not only minutes.

Keep: Playing-time rules still apply. Equal minutes do not guarantee equal learning.

Your own child and fair coaching

What you see: Feedback or roles are difficult to explain.

Try: Ask another adult to review the decision. Use the same clear principles.

Keep: Do not treat your own child more harshly to prove fairness.

Commitment and freedom

What you see: Adults’ wishes are stronger than the child’s.

Try: Ask the child what they want and agree a manageable next step.

Keep: Value trying and normal communication; do not make staying compulsory.

Ambition and available help

What you see: You must coach, run the table and help new referees simultaneously.

Try: Ask the club to arrange preparation, support and cover. State what is feasible now.

Keep: Developing officials is valuable, but needs support and protection from anger.

Sources