Fluency

Through research and applied practice we have learned that by improving our vocabulary we can improve the player’s ability to perform at a higher level. There is a direct correlation between the player’s fluency and their ability to play the game. What is fluency? Using the levels of Bloom’s taxonomy (Knowledge, Understanding, Application, Analysis, Evaluation, Creativity) we can construct a clear definition. In basketball the terms that a player uses describe a position or an action. If a player has the knowledge, understands and can apply these terms she has fluency.

Fluency = knowledge + understanding + application of a position/action

Being fluent means she does not have to think about the position she needs to be in and actions she needs to execute. She can now direct her attention to the higher levels of Bloom’s Taxonomy, analysis and evaluation. For example; the player has the knowledge/understanding to be in a support position when defending a double gap. On the drive she stunts and recovers. She applied her knowledge and moved to the correct position. This player is fluent in ball side defence in a double gap. Note that fluency does not rate the quality of the execution. Fluency does not mean that the player is executing at the highest level. It means she knows what to do and when to do it. The player that has good fluency can now self-analyze the quality of her positioning and action. She can self-reflect and incorporate new knowledge/understanding into her next attempt. This is the process of learning. She is also able to accept feedback from her coach or teammates and more directly apply it her positioning and action. The player who is not fluent does not know her position and action. The coach may use the terms, but they mean nothing or have a different association. She will not be able to self-analyze or reflect. She often looks confused and unsure of what to do when the coach gives her feedback. This often comes from being told what to do without understanding. If the coach tells the player she needs to stunt quicker and this is not immediately clear in her mind (mental representation) she will not be able to use the information to benefit growth. The clearer the player’s mental representation of the ideal position or action the more fluent she will be. The fluent player should be able to describe in detail what she is doing.

The fluent player can direct her attention to more individual and team decision making. She is constantly analyzing and evaluating what is happening on the floor (decision making).

Decision making = analyzing (compare and contrast) + evaluating (rating or ranking)

Individual decision making involves comparing and contrasting the positioning of her defender in relation to her positioning on the floor. She considers her options and executes an action based on this comparison. The more fluent the player is the more likely she has considered all of her options and will not just rely on old habits.

Team decision making is about understanding advantage situations. Who am I, who is guarding me? Who is my teammate, who is guarding her? The player must constantly be comparing and contrasting all

of the positions of her various teammates and defenders. The better her fluency the more likely she will choose the best action for the situation.

The final level of Bloom’s taxonomy is creativity. Players with fluency have a greater chance to achieve creativity. When training they are more likely to discover positions and actions that are creative. To be creative the positioning and action become:

1. Personalized or unique to the player 2. Meaningful in that they still solve the problem 3. Surprising or have a WOW! Factor.

This will only come about with players who are fluent; they have a great mental representation of what should be happening, they are able to self-analyze and reflect on what they have done and are willing to put in the deliberate practice required to achieve this level. A player may come up with a unique way to shoot the ball and it may have the wow or surprise factor, but if it does not solve the problem of going in the basket it is not creative. It is this creativity, over time that grows the game. A player has a unique way of performing an action. For me it was Earl “the Pearl” Munroe with his spin dribble. We mirrored what he did because he gave us a unique mental image of what to do. Over time coaches picked up on it and it became a standard change of direction dribble.

How to develop fluency?

1. Have a glossary or Thesaurus of terms that describe positions and actions. The more clear the mental representation they create the better they will be. For example; if I use the term “defence” what mental representation does it create for the coach and player? This is too general. Each person can have room for a difference of opinion. If I say you need to be in “support” this gives a clearer picture, especially if we have demanded excellences in the learning stages.

2. Be fussy not flossy. Be very detailed in painting the picture of what each word means. It is similar to learning your math time’s table and alphabet. You need a solid base.

3. Show and tell. Don’t just tell your players, show them. They need an accurate mental representation.

4. Quiz them. Give the players little quizzes. Have them show each other what the positions and actions are. The other players can agree or challenge. Being able to articulate your mental images is an important skill to be able to apply the action. The best time to do this is at the start of practice before the warm up. If any new positions or actions are being introduced that day this is the time to do it.

5. Whole part whole. Show them with both offence and defence. They need to be able to build an accurate mental representation. When introduced on air younger players especially cannot picture the defenders.

6. Phase A. Once the players have the whole, Phase A drills can be used to learn the proper form needed to execute a skill. They need to have the proper mental representation of the skill. Make sure they start in the proper position and understand the outcome she is trying to achieve. Let

them wobble on the action at first; they are trying to figure it out. They are self-analyzing and reflecting. If they are:- going back to old habits,- not starting in the right position,- oblivious to the intended outcome,stop them and demand concentration on one of the element above. Once they have got the form they need to add more game, for example speed. Don’t stay too long here. Quickly add a guide, Phase B.

7. Constantly use the terms. Constantly use the terms when coaching on the fly or in dead ball situations. Be on the lookout for players who pretend or are bluffing competency.

8. Build over time. Do not overload the players all at once with new terms. Make it stage appropriate. As need arises add a new term.

Improving our FluencyIn the recent work I have been doing with our age group players, in various provinces, I have found the need for a more detailed mapping of the court. Many of our terms for tradtional spacing are good, but do not give the detail that these players needed to create a clear mental representation.

When playing in transition we were telling players to fill the three lanes and two alleys to get proper horizontal spacing. Technically speaking, if the players ran the inside of the right and left lanes they were side by side with the players in the alleys. I found myself constantly correcting the players, but I could tell there was confusion. Once we divided the lanes into outside and inside it became clear to them. It was the same for players in the centre lane. We could tell them to be on the right or left side of the centre line. The terms made the spacing more defined; therefore improving their mental representation.

The same confusion occurred when working on our zone offence in the half court. A traditional 2-3 zone was matched to our wing and swing spots. I would tell the players to go to the wing, but would constantly have to correct them that it was actually a spot midway between the wing and the corner. It became so much easier to actually name the spots. We have our 6 perimeter spots (corner, wing and swing) but I have now started to use ½ spots which split these gaps in half. It is very helpful for positioning a defensive player. We also found that many picks were being run out of the angle position. Again, naming the position allows players to create a more detailed representation. When staring a drill you can quickly place players exactly where you want them.

Inside postioning was also causing problems with zone attack. Especially when were were talking about cutters on the inside. Once I named the positions you could easily describe exactly where the cut needed to be. There is a big difference between cutting to the paint and to the smile. The smile is the top of the block charge circle. Right and left smiles are on the 45° angle.

Note: These are terms I have been using. I am very open to hearing from you with other terms you have heard or use.