Coaching On The Run: Key Principles

COACHING RESOURCE
Coaching on the Run

Just do it! You learn to talk by talking. You learn to walk by walking. You learn best by doing it!
- University of the First Age
Coaching on the run is a key practical technique to ensure athletes are at the centre of the coaching process. When
done effectively coaching on the run ensures that athletes get maximum opportunity to develop the necessary
understanding and ability to achieve success in the game and most importantly have ownership of this process.
At core of coaching on the run is ensuring there is optimum athlete activity for a maximum amount of the time. This
ensures practice time is efficient and the person at the centre of the coaching process, the athlete, garners maximum
benefit.
Key Principles
The key principles for coaching on the run are:
1. Athlete ownership of their development
Athletes are at the center of the coaching process and are given the opportunity to demonstrate and/or develop their
understanding and ability.
2. Athletes learn by doing
First and foremost athletes learn through unaided activity and as a learning tool this is preferential for athletes than
listening and/or watching activity.
3. Optimum learning for a maximum amount of time
The aim is to create an environment that promotes optimum athlete learning (through activity) for the maximum amount
of time.
4. Each athlete is coached as an individual
One athletes progression, or lack there of, should not inhibit the entire squad. Targeted individual and/or small group
coaching with activities takes precedence over team instruction.
5. Coach intervention that best meets the needs of the individual athlete
The manner in which a coach intervenes during a session should best meet the needs of each individual athlete and
facilitate athlete owned learning.
Produced by BBNZ Coaching Department
COACHING RESOURCE
Key Steps
Prior to Activity
1. Identify Desired Athlete Outcomes
Identify key athlete outcomes for each part of the session
2. Establish Key Competency Indicators (K.C.I) and Coaching Vocabulary

Establish indicators that will demonstrate athlete competency and relevant coaching vocabulary
3. Select Activity
Select activity/drill/game that will allow the athletes to achieve the outcomes for that part of the session.
Activity Instruction
1. Set activity parameters with minimum instruction
Outline parameters for the activity. This should involve minimal instruction but some communication of key competency
indicators is required.
During Activity
1. Evaluate K.C.I
Evaluate K.C.I to determine athletes competency.
6a. K.C.I demonstrated
6a. K.C.I not demonstrated
Allow athletes to complete activity and provide a

platform for self evaluation/awareness of learning
Determine most effective intervention to facilitate

athlete learning
COACHING RESOURCE
Key Competency Indicators

Key competency indicators describe actions that demonstrate athletes have the key understanding and ability/skills to
achieve the outcomes set by the coach in specific parts of practice.
Below are the key competency indicators for a section of practice that the coach has designated will be focused on
scoring off screens:
1.
2.
3.
4.
5.
6.
Cutter sets-up defender to be run off the screen

Cutter waist for the screen to be set
Cutter rubs shoulders with the screener
Cutter uses a change of pace and direction to get open and sprint cuts
Both the screener and cutter present as receivers following the screening action
Following the screening action one player cuts to the ball, one player gets on the basketball
If the majority of athletes demonstrate these key indicators then the coach can be confident that the outcomes of that
section of practice are being achieved. In this instance is constant coach intervention necessary?
Coaches can communicate these indicators in an implicit or explicit fashion. For the above example coaches can either
run through the examples outlined above (explicit) or alternatively explain to the athletes the key indicator which is
scoring off a screening action (implicit).
Coaching Vocabulary
It is important that coaches develop their coaching vocabulary so they are able to deliver instructions concisely and
efficiently, use consistent language with athletes and utilise coaching cues to assist athletes with minimal intervention.
Coaching cues are a valuable tool for coaching on the run. These are words or phrases that summarise information and
key teaching points. They can also be used to reinforce or to introduce to athletes to the key competency indicators (key
teaching points or points of emphasis) during a part of practice.
An example of coaching vocabulary and coaching cues when working on scoring off screens is listed below:
Vocabulary
Coaching Cue
Set your player up

Cutters wait for screen
Rub shoulders
Change or pace/direction to get open; sprint cuts
Two receivers after a screen; one to ball & one to basket
SET-UP, Stay, Shoulders or CATCH FAKE

Set-up, STAY, Shoulders
Set-up, Stay, SHOULDERS
TWO PACES
ONE IN; ONE OUT
Activity Instruction
Activity instruction should be minimal but precise. Coaches should avoid giving the athletes a step by step account of
the activity, athletes learning and development will be more significant if they discover their own learning. Coaches can
either explain the action inherent to the activity/drill or more effectively briefly overview the parameters of that part of the
practice.
For example if setting up a 3 v 3 screening drill:
Explaining Action (Not recommended)
Game like parameters (Recommended)
Wing player you must lead for the ball. Take their player in, V
cut and lead out. If over played back cut or re-cut until you are
open.
3 v 3 no dribble. You cannot score until your team has made

two passes and set a down screen. Play!
Player with the ball must pass the ball to wing when they are
open then start with a cut before screening for the weak side
wing player.
Weak side wing player you must set your player up, rub
shoulders with the screener and cut off the screen to the top of
the key for a shot.
COACHING RESOURCE
Coach Intervention
Coach intervention refers to the level of influence a coach has on athlete activity during practice. If the goal of coaching is
to develop the athletes competency in competitive game like situations which is the primary premise of athlete centered
coaching then coaches goal should be minimal coach intervention.
Aiming for minimal coach intervention does not mean the coaches have no involvement in the athletes development
processes, or that coaches should ignore incorrect or poor technique; understanding; or performance. Rather it involves
coaches making sure their level of intervention is appropriate for each individual athlete.
Designing activities, games and scrimmages and using appropriate intervention techniques will ensure the coach
develops an environment that gives the athlete ownership of developing their ability and understanding of key technical
or tactical areas of the sport. This is a coach driven, but athlete owned process.
Coach Intervention techniques
Ideally coaches should aim to use coaching practice that involves medium or low levels of intervention but coaches
should also be aware that no intervention is ineffective as intervention that is too intensive.
Level of Intervention
Coaching Practice
Ineffective
Coach stops the entire practice because a small percentage of athletes are not demonstrating
competency.
Coach talks the athlete through the game/activity/section of practice step by step
Coach conducts game/activity/section of practice that requires athletes to follow patterns
High
Coach stops the entire practice because a large percentage of athletes are not demonstrating
competency
Coach uses coaching cues to reinforce key emphasis and athlete indicators
Coach conducts a timeout at the end of game/activity/section of practice to review key emphasis
Medium
Coach identifies individual athlete or small groups of athletes who are not demonstrating competency
and intervenes with these athletes without stopping the entire practice
Coach changes the parameters of the game/activity/section of practice to better achieve the desired
outcomes
Coach divides the group, utilising all available space/baskets to ensure more athletes are active
Low
Coach provides activities for athletes when they are not directly involved with the practice
Coach facilitates athlete timeouts where by they review/asses key emphasis of a
game/activity/section of practice
Coach facilitates athletes to self or peer coach
The coach promotes optimum athlete activity for the maximum amount of time allocated within
the session.
Ineffective
No provision for athletes to evaluate or assess their performance and key learning
No intervention when athletes do not demonstrate competency with key athlete indicators
Effective coaching on the run involves appropriate levels of intervention for each individual athlete being coached. Within
an athlete centered coaching processes this will encompass facilitating athletes ownership of their own development.
The ultimate assessment of coaches effectiveness in area is to ask the following:
How competent would the athlete be with no coaching intervention?
Ultimately in competitive game like environments and in the bastion of high level competition, there is no coach
intervention. Does your coaching practice recognise this?

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COACHING RESOURCE

Coaching on the Run

Produced by BBNZ Coaching Department

2. Establish Key Competency Indicators (K.C.I) and Coaching Vocabulary

6a. K.C.I demonstrated

6a. K.C.I not demonstrated

Allow athletes to complete activity and provide a

Determine most effective intervention to facilitate

Produced by BBNZ Coaching Department

Key Competency Indicators

Cutter sets-up defender to be run off the screen

Set your player up

SET-UP, Stay, Shoulders or CATCH FAKE

Game like parameters (Recommended)

3 v 3 no dribble. You cannot score until your team has made

Produced by BBNZ Coaching Department

Produced by BBNZ Coaching Department

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