How to Teach Shooting

Notes on teaching shooting to others

The following is a low level reproduction of my notes that will hopefully lead to a book someday. Pictures are not available yet.

Conditions for Change
Three conditions should exist for the player to produce positive change.

1. The player must be willing to change
2. There needs to be a period when the player can accept taking a step backward.
3. There must be constant feedback between the teacher and player.

The Willing Student

The biggest obstacle to change is accepting that change is necessary. We make our decisions based on how they affect us in terms of pain and pleasure. Does the perceived pleasure of a new, more effective shot outweigh the pain of change? In the case of shot change, the player must deal with an ego that has told the player that he doesn’t need to change. He also must be willing to take a step backwards as a shooter. This is hard when there is an ego to support.

In the lessons I give, I charge a fee. When someone is willing to pay a fee for change, they are showing a level of commitment. A coach or parent would hope the player approaches them about wanting change. Good luck, when trying to help a player that isn’t interested in change. I have had many students that were not as motivated to change as their parents wanted them to be. I needed to get results quickly or I would lose them.

By getting the player to see more pleasure in change, you can prepare him for instruction. Try talking about goals. How many free throws out of one hundred does he want to make? What kind of shooting percentage does he want? Does she want to be a starter, a star player, a three-point threat, or maybe a player at the next level. If you can push the right button, you will have a much more receptive student.

All this talk about pain with change seems, on the surface, to be over-emphasized. How can trying to improve at a game cause pain? I’m not a psychologist, but I do observe people, especially my own children. The younger the student, the less the ego, and the easier it is to accept change. My kids would listen to my every word as if it were law when they were under ten years old. Making positive changes came without resistance. As they got a little older, my suggestions were received with, "If you know so much about shooting, how come you’re not in the NBA?" My oldest boy is sixteen and understandably more interested in what his peers have to say than what I say. When working with this age group, I have to be sensitive to their needs. They don’t like to admit that they need change, and they don’t want their friends to notice a drop-off in their play while they are relearning a new shot. In the MTV generation, the way you shoot a basketball can be considered a personal trademark.

Timing Is Everything

Change needs to take place when the student has the opportunity to take a step back without affecting his above mentioned needs. By stepping back, I mean that in order to teach the player new skills, the player will have to temporarily settle for lesser results. During the basketball season is the worst time to expect a player to be receptive. There is too much pressure to stay at their current level of play.

Time line showing best learning periods

The best time to begin change is immediately after the season ends. This allows the most time for improvement without having to publicly display progress. If this situation is not possible, then a rule for the player should be that whenever you are practicing, use your new shot. During games you will use what comes naturally. In time, the new shot will take over in games.

Feedback Is Critical

Books, videos, lecturers, team coaches, and camps have, in varying degrees, one thing in common: They cannot give enough feedback to a player trying to make a positive change in shooting. Books and videos reach the interested player or coach. They are excellent at showing how the shot should be performed. The player must try to copy the pictures or video and hope that what he is doing is actually what he wants. A team coach can learn the skills and teach them to the player. The problem here is that the player needs more feedback than the coach in a team setting can provide. Basketball camps have a tougher time because after the week is over there is no chance for follow-up feedback. It takes more than a week to achieve a habit change in basketball shooting.

You may have heard a player being referred to as "unconscious" while hitting shot after shot in a game. Great shooting has to be done from developed habits that don’t require mental preparation during the act. The game moves too fast. Habits formed for this level of use must be ingrained. This takes time, feedback, and success. A one-on-one situation allows the player to get a reaction from the teacher every time a shot is attempted. This is the fastest way to get results.
Understanding Habits
The Power of Positive Reinforcement

Habits are developed when we receive feedback, either pleasure or pain, from an action that we choose to initiate. When you touch a hot burner, you learn to keep away from it in the future. Doing this with shooting is much more difficult because the pleasure of doing it right isn’t as strong as the pain of the burner.

In shooting, the mind receives positive reinforcement whenever the ball goes in the basket. This is why bad habits are formed when young players do whatever it takes to get a large ball into a very high basket. Getting the positive feedback from the made shot is the main objective. The worst thing that can happen to a fundamentally poor shooter is to make baskets. They may be satisfied at the time with the frequency, but as their expectations become higher, the poor habits will limit how much better they can get.

Starting Out Right

The ideal way to teach basketball shooting is to take a person before they ever shoot a basket for the first time. Set them up with a ball size and basket height that fits their strength development. Teach the proper form, giving feedback only on correct form rather than basket results. Soon the ball going into the basket will take over, but the habits will be there already. The missed basket will act as an adjustment mechanism that gives the shooter a chance to correct a specific error. An example would be that if the right-handed shooter were to miss consistently to the left, he/she may be letting the right elbow swing outside the shooting line.

In Defense of Coaches

Coaches have it the hardest. The best laid plans can be reduced to losses if the ball doesn’t go in the basket. Sometimes coaches’ jobs are evaluated by how often the ball goes in. It’s no wonder they look so nervous during a game. Coaches get to work with players that have been using poor fundamentals for years. The coach must teach a dozen players countless fundamentals and game situations. There is just too much to do in a short amount of time. Creating new shooting habits will not happen very often under these conditions. The players need to make an effort during the off-season to improve themselves.

The Feel Method

The "feel method" of learning refers to teaching the mind how to repeat a physical action. A relationship between the mental desired action and the physical feeling of the action must be formed. In other words, the shooter needs to learn how it feels to do the correct action. The shooting teacher must give constant feedback to the student to make this happen. When the player uses correct form, we should give positive feedback, especially if the shot misses. Sometimes we are interested in developing one particular part of the shot. If that is done correctly, let the shooter know it was correct. You could say, "That was perfect. How did it feel to you? Remember that feeling." Have them repeat the action until they can tell a good action from a poor action just by the feel of it. When the student uses the wrong action, say, "That was not correct. Your eyes followed the flight of the ball that time. Let’s try that again." After you have been able to change the habit then reinforce it with positive talk.

The Teacher Within

By developing a feeling for the desired action, the player will learn how to coach a positive result from within during solo practice. If the player forgets the feeling of the correct action, then review is necessary with the coach. This is why lessons spread out over time, with practice in between, is essential. In the end, the shooter becomes a self-teacher and the habit is developed.

Avoiding Shooting Slumps

Having a good habit does not mean that the desired action will always occur. Sometimes you will find yourself missing shots that you expect to make. Analyze your misses. Look for a pattern that leads back to a part of your shot that can cause the problem. Lets’ say you are missing by hitting the front rim. Your direction is good, so you narrow the problem down to low arch on your shot or simply fatigue in the legs. Try emphasizing the arch on your next shot and check the results. This can be done every time you miss a shot during a game. Quickly analyze the reasons for the miss, then make the correction mentally so that it appears in your next shot. This isn’t supposed to be exact science. It is, however, the best shot you have to make adjustments on the fly in a game situation and avoid a shooting slump.

The Fundamentals of Shooting
As impressionable kids, my friends and I used to imitate the shooting styles of the NBA greats and not-so-greats. We would try to guess who the other was trying to copy. Looking back on it now, we only copied the players with unusual shots. The players with good fundamental shots didn’t stand out as interesting enough to emulate. As long as basketball is played, there will be a number of shooting styles that seem to work for others. Every shooter does the best they can with the physical tools, experiences, and desire that brought them to the point they are at now. Copying someone else’s style is not the recommended route to success.

There are several fundamentals in shooting that will increase the chances of being successful. If mastered, the player has a great opportunity to reach their potential and enjoy the game more.

The body has some built-in mechanisms that, when taken advantage of, will help you perform physical acts more consistently.

Balance

When you are balanced you are able to create power and consistency in your movements. You may see players hit "off-balance shots" during games. It takes a lot of focus and some luck to make these shots. That is why people enjoy seeing them go in. There are reasons for taking off-balance shots, such as when time is running out or the player is confident a "risky" shot is better than an open shot by a teammate. Players do not make careers out of shooting this way. These shots should only be practiced after the fundamentals of shooting correctly have been mastered.

The key to basketball balance is having the player’s head centered between the feet. The feet should be shoulder width apart, with the shooting side foot (right foot for a right-hander) slightly ahead of the other foot. The heel of the shooting side foot should be even with the other toe. This gives the player forward/backward balance not achieved with a parallel stance.

The toes should be facing the target of the shot. One of the keys to a consistent, accurate shot is having the shoulders square or perpendicular to the flight of the ball. When the toes are facing the target, the shoulders will naturally line up.

Balance needs to be maintained during the shot and follow through. Movement towards the basket is encouraged for power except during a free throw. This movement is still considered being balanced. Changes in balance can throw off the rest of the mechanics.

Seeing the Target

The eyes are the beginning of the chain of events that occur in the body, to send the ball on its way to the basket. Imagine shooting without seeing. We have all tried it during practice. Free throws can be made without seeing because the brain has an imprint of the picture from so may practiced attempts at the same distance. Shooting would be very difficult for a blind person unless they received feedback in another from.

We use the eyes during games to focus in two ways. By soft focusing we are looking at a lot of area, but nothing specific. A player leading a fast break must see the defense, the basket, and teammates so as to make the right decision. When the player decides to shoot, hard focus must occur on the target. The eyes should remain on the target until the ball goes in. Do not follow the flight of the ball. By following the ball your eyes may leave he target too soon.
Shooting books and videos encourage several options for the non-banking target:

the back of the rim
the air space in the center of the hoop
the net hook closest to the shooter
the rim closest to the shooter

All of the choices will work as long as the shooter is hard focused and consistent. My preference is the area between the front and back rim. This is the area that you want the ball to fall into. Your shot will hit what you hard focus on. The rim is an easier focus point, however, the shooters need to make adjustments so that they do not actually hit their targets.

Shooting bank shots off the backboard is another option with positives and negatives. Banking is easiest when attempted at a 45-degree angle and closer than 15 feet from the basket. The target should be the upper near corner of the shooting square on the backboard.

Banking is an advantage when under physical pressure inside during a game. Bumping and pushing will make a soft swish more difficult. The bank shot allows more room for error.

Banking has disadvantages also. Banking works well without the need for arching the shot. Flat banks become the norm for young shooters. This creates a low arch habit that will be hard to break later. I would advise not teaching banking (except for lay ups) to beginning shooters. This can be taught later when the good arch habit is established.

The other problem with outside banking is that it can cause some confusion as to what the target should be. During the speed and pressure of a game the player needs targeting to be simple without question. Some players become excellent bank shooters with a lot of practice. I would rather see the time spent practicing the shots that will make up 90% of the attempts.

Holding the Ball

How your hands hold the ball will have a lot to do with your results. This is where we focus on the "one handed shot". Shooting is pushing the ball with one hand towards the basket. Even through we hold it with two hands, one pushes, and the other doesn’t.
When we were young it looked like players shot the ball two handed. It also made sense to us that two hands are stronger than one for generating power. Because we were wrong on both accounts, we developed bad shooting habits.

Place your strong hand on the ball with your fingers comfortably spread. Having your fingers too close together will cause a lack of side-to-side control. Spreading them too far will not allow the hand to relax. There should be equal spacing between fingers, with a slightly bigger gap to the thumb. The thumb should not separate too far and become a tee on the bottom of the ball. The thumb and little finger act as holders while the middle three fingers do the pushing.

Bring the ball up to the shooting position. Place the off hand (left hand for most) in the lower front corner of the ball.
Picture of front shot of shooter with proper hand position

This position will keep the ball in place on the shooting hand and prevent the off hand from helping to push the ball.

The Shooting Line

Getting and maintaining the shooting line is the most important step in getting side to side accuracy. Our bodies are made in a way that allows us to push a object in a straight line if:

1. the eyes choose a target
2. the shoulders are perpendicular to the path
3. the ball is in a line with the foot, knee, shoulder, elbow, wrist, and hand on the shooting side of the body

When there is target, balance, one hand pushing, and a good shooting line, the ball goes in the right direction. To get a good shooting line start with the feet as discussed in the balance section. Hold the ball in front and above your shooting shoulder. Keep your shooting elbow under the ball. Check your ball position by noticing how it seems cover half of your face when in the correct position.

Some players have trouble getting in this position because their wrists are not as flexible as others. In this case it is more important to be comfortable than correct. If there are "born shooters", they are the ones with flexible wrists that allow the perfect shooting line. The knees should be comfortably bent in preparation for the shot.

The Shooting Motion

Once you are in position to shoot, start by bending at the knees in a down and up motion. This is like a waggle in golf. As you extend your legs upward, begin raising the ball. Your back and shoulders will extend upwards. The shooting hand will be almost parallel to the ground just before the release. Push your arm, wrist and fingers towards the basket. The snap of the wrist sends the ball towards the basket. Avoid a throwing motion. The forearm goes up rather than out to the basket. The ball should roll off the tips of the middle fingers as the wrist snaps down. Moderate backspin on the ball will result, creating a soft shot, that holds on the rim.

Arching the Shot

Almost all basketball shots have some sort of arc after the point of release. Since the hole in the basket faces up and the hoop is 10 feet off the ground, it stands to reason that the higher the arc, the better the chances of making the shot. The energy required to get the ball high enough to drop nearly straight down is to high to consider this an option. A flat angled shot takes less energy, but unless the rim is bent down and facing the shooter, this is not the way to go. A study conducted by Brooklyn College physicist, Peter Brancazio found that at 15 feet the optimum angle of release is about 50 degrees.

Most young shooters are shooting low arcing shots. All the mechanics of the shot may be correct, but if the arc is low, the percentage is going to be low. It is very unusual that someone shoots with too much arch. Increased shooting arch can be achieved by making sure that the shooting forearm goes up instead of out towards the basket, during the shooting motion.

Power Production

For new shooters, it is fairly easy to use good form close to the basket. As the distance gets greater, the shot tends to fall apart. Helping the student understand how to generate power without sacrificing form is essential.

Power comes from two sources: 1) momentum, 2) the extension of the joints during the shooting motion. Momentum is the strongest form of power. If a shooter falls away during a shot, it is very hard to get the distance needed comfortably. Leaning in towards the basket makes the shot easier. The legs are the strongest muscles in the body. Using them to generate power allows the upper body to relax and stay consistent. Shooting off the dribble or pivoting towards the basket before the shot will start forward momentum.

Another way to generate power is to allow the arms to begin lower during the shot. We teach starting with the ball up near the head. Sometimes the distance of the shot or the size of the shooter requires more power than is possible keeping the ball up. As long as the shooting line is maintained, the shot can be lowered as much as needed.
Picture of lower release

Free throw shooting can cause problems for young players. If the distance is not correctly adjusted for the size of the shooter, several things can happen. Lets say an 11 year old boy is in a youth game with a 15 foot free throw line. To avoid going over the line during the attempt, the boy has the following options:

1. Stand two feet behind the line, lower the ball in the shooting line, and use his legs and momentum to get the distance without going over.
2. Stand at the line and throw his mid section backward as a counter force. This puts a lot of strain on the upper body and will create a bad habit. Too many young players use this method.

The best solution is to have the free throw line moved up. If this isn’t possible, go with the first choice. At least the shooting technique will not be compromised.

Before Each Lesson
The Teaching Position

As the teacher, you should position yourself under the basket. This allows you to watch the shooter from the best angle. There will be times when you will want to get a back or side view, but, generally, most of the coaching will take place from the front. This also allows you to get rebounds. It is important that the shooter has time after each shot to feel the result. Rebounding would add a distraction.

The Warm Up

Have the student warm up before each lesson by shooting mid-range shots (10-15 feet) while you rebound and pass back. Take mental notes during this five-minute period. Record your observations along with the date in a notebook.

For the first lesson, the student should shoot the way that is most comfortable. It is important that the real habits of the shooter are exposed.

Checklist of shooting fundamentals

1. Does the shooter square-up and maintain balance?

2. Is the ball sitting comfortably on the hand?

3. Is the shooter "in line" (ball, elbow, shoulder, knee, foot)?

4. Is the shooter using proper targeting? You will have to ask this question.

5. Is the ball being shot without off-hand interference?

6. Is the arch in the optimum range?

Look over your notes and re-visit this checklist before each lesson during the warm-up. Look for improvement in critical areas.

Five Lesson Build Up
This is the system I use when teaching shooting lessons. It has evolved over the last five years to produce improvement in over 200 students. Each of these lessons can be done in 30 minutes. The pre-test and post-test will add some time to the ends. These are useful if you want to measure the success of the student or the teacher.

Pre-testing

Have the student shoot the way that they currently are shooting before instruction. Use the following as your tests:

1. Longest Streak The student shoots alone at one basket for 5 minutes. All shots are between 10-14 feet. Start with the ball under the basket. Flip the ball with some back spin into the shooting range. Run to the ball, grab it, pivot to the basket, and shoot. Rebound the shot, flip it to another area and repeat. Keep track of your longest consecutive streak of made baskets. At the end of 5 minutes, your longest streak is your score.

2. Free Throws The student shoots 25 free throws with a rebounder. Record the number of made shots. The free throw line should be selected relative to the size of the shooter.

3. Lay Ups The student shoots 5 lay ups from the right side using the right hand to shoot. Next, the student shoots 5 lay ups from the left side using the left hand to shoot. Each lay up should be preceded by at least two dribbles with the corresponding hand (left on left side). Record the results separately.

Pre-Test Post-Test +/-
Longest Streak 5 Min
Free Throws 25
Right Lay Ups 5
Left Lay Ups 5

Lesson #1 Shot Build Up

Red Block

1. Start the lesson with the student standing on the first
lane block (about 4 feet at a 45-degree angle)

2.Help the student into the shooting position with the backboard as the target.

1.Start with the feet pointing at the target. Explain why this is important.

   2.Next work on the "shot pocket". The ball should be placed comfortably on spread fingers.
     Show how the shooting line goes through the right foot, knee, right elbow, shoulder hand
     and ball.

3.At this point, only the right hand should be holding the ball. The student should be able to
balance the ball easily in the right hand. Use a smaller ball if this is not possible.

   4.Have the student raise the ball so that a 90-degree angle exists between the right wrist
     and the shoulder. Explain how this is a good starting position. Decreasing this angle a
     little during the shot is natural. Too much will turn the shot into a throw.

5.Talk about the use of the knees during the shot. A
     slight bend is good. Too much is not a good habit. As
     legs tire during play, they will not be able to help as
     much. It is better to learn to shoot with a little leg
     bend. Do not let them remain locked.

6.Have the student shoot one handed at a spot on the
     backboard that will let the ball bank in the basket.
     Talk about how the wrist snaps down to propel the
     ball. Have the student notice the backspin on the
     ball. Explain how backspin makes shots "stick"
     around the rim, giving them a greater chance to go
     in.

7.Ask the student which is the last finger to touch the
     ball during the release. I prefer the middle finger,
     although many are more comfortable with the index
     finger. The goal here should be to choose one way
     and stick with it.

8.Continue until the student is consistently making the
     shots with correct form. A lack of concentration
     may cause some misses. Ask the student if they
     could make the next one for a million dollars. Have
     them shoot the shot. When they make it, which is
     usually the case, explain how important
     concentration is in consistent shooting.

9.Add the left-hand to the ball. Place the hand in the
front, lower left-hand corner of the ball.

Picture of player holding ball

12.As the student shoots, make sure that the shooting
     line is maintained, and that the left hand is not
     pushing the ball. Sometimes the left thumb will
     sneak a little push. Get a good visual angle on the
     thumb if you are not sure. Whenever you see side
     spin, the left hand is getting involved.

Picture of the thumb in a helping position

Use the left-hand index finger in place of the hand if you are having trouble getting the left
hand out of the picture. By holding the ball in place with a single finger, the shooter is forced to
shoot without left-hand help. This is only a drill and should not be taught as the way to shoot.

Wing banks

1.After the red block shooting move the student out
to about 10 feet at a 45-degree angle to the basket.

2.Have the student continue to use the backboard for
a target. As more power is required, watch the
mechanics for change.

3.Discussion on how high to arch the ball should start
     here. Explain how a ball dropped straight into a
     basket has a better chance of going in than a shot
     made in a straight line just over the rim. It is
     important to emphasize good arch on all shots (bank
     shots included).

4.Watch the eyes to make sure they remain fixed on
the target throughout the shot.

Straight Away

1. The student sets up about 10 feet directly in front of the basket. Talk about focus point options. Choices may be the front rim, the back rim, or just over the front rim. Banking from straight on is not an option. Help the student become consistent with focusing on a target. Occasionally ask, "Did you focus on your target?"
2. Shots from this range will begin to expose weaknesses in shooting line and arch. Compare the results of the shots with what you are seeing. If you see an elbow out problem, say "Your elbow was out that time. Focus on keeping it under the ball." When the elbow stays in line, be sure to say, "That was perfect, remember how that feels." The key to the feel method is that you help the student learn the feeling of shooting correctly. Considering they cannot see themselves, feeling is all they have.

Jump Shots

1. Teaching jump shots will depend on the size and progress of the student. Jumping and shooting takes more energy than a set shot or jumping while shooting.

2. Start at the red block with the student using a lead in right step for momentum. Exploding upward, the shooter releases just before the top of the jump. This provides more energy than waiting until the upward movement stops before shooting.

3. Increase the range by a couple of feet at a time watching to make sure the shooting line and arch are not compromised. At some point they will be, as the student searches for needed power. Convince the student that a jump shot is only effective from the range that it goes in easily.

Homework

Before lesson #2 the student needs to drill on what was worked on in lesson #1. Habits need to be changed. This can only happen through repetition. A week between lessons should be a minimum. The following is a sample homework assignment. These can be modified depending on the specific needs and desire of the student.

1. Longest streak (from pre-test)     3 times
2. Focus shooting (25 shots from 10 ft. for each) 3 times
? focus on shooting line
? focus on arch
? focus on target
? focus on jump shot (optional)

Lesson #2 Review/Movement/Lay ups

This lesson starts off with a review of the homework assignment as well as a few minutes checking out the progress from lesson #1. Do not move on to anything new until the student is showing progress in the basics.

Shots Off Pass

1. The objective is to teach the player how to catch the ball and convert to the shot. Some players will already be good this. This is important because basketball is such a quick game combined with finesse. A fraction of a second lost fumbling with a pass can make a big difference in having an open shot or not.
2. Teach the student to catch the ball as they normally would catch a pass (two handed). Some may try to catch the ball with the shooting hand behind the ball. This is not good or necessary. Once the ball has been caught, the right hand remains exactly where it is. The left hand pivots in place until the ball is in place to shoot. This is very natural and efficient.

Pictures of the hand pivot

3. For the drill, you will start under the basket passing the ball to the student at the 12-foot area. The student will face you with the right foot behind the right, shoulder width apart. The hands are out and open for the pass. They will catch the ball, take a right lead step and shoot. Rebound the shot for them and continue until you feel they are comfortable with the transition.

Picture of drill position

4. Encourage speedy transition by rushing the shooter after making the pass to them. Watch to make sure that form isn’t being sacrificed for speed.

5. Move to the right wing and make passes to the student as they cut across the lane towards you. They will catch the ball, square up, and shoot. The goal here is to work on catch/shot transition as well as shooting on balance. The shooter has a tendency to drift in the direction that they are moving or turning causing misses to that side of the basket. Have the student focus on going up and in rather than drifting.

Diagram of passer/shooter relationship

Straight dribble

1. There are two ways to approach a shot off the move. The first is the walk up approach. The player takes a left step followed by the lead in right step before the shot. The left step happens during the catch or last dribble to avoid a traveling call. This becomes your pivot foot.

2. The second method is called the jump stop. The player ends the dribble with a single leg hop and landing with both feet. From this position the player can go into a jump shot with good momentum.

3. Drill the player from the free throw line using both the walk-up and the jump stop. The player should take one dribble before going into the lead in. Once the footwork is comfortable, focus on how well the transition from dribble to shot is going.
Dribble Right

1. Beginning from the free throw line, have the student take one dribble at a 45-degree angle towards the corner. Use the walk in and square up to the basket. This is done by using a right-handed dribble at the same time as a left step. End the dribble and pivot on the left foot. Swing the right leg around until square with the basket. The right foot should be comfortably ahead of the left. Now shoot the ball.
2. Momentum to the right needs to be controlled and diverted upward and in. By sitting back during the planting of the left foot, the momentum will be switched from going right to the beginning of upward push.

3. Next, practice the jump stop with the same drill. There is a difference between going straight in and moving at an angle. During the hop, the student turns in the air, getting the feet pointed at the basket, before landing. Momentum is stopped to the right by planting the right foot firmly and converting the energy upward.

Dribble Left

Reverse the procedure for the dribble right. Right handed shooters will notice less momentum for drift. This happens because the need to square up cuts out some of the natural left momentum. This creates more consistent accuracy but less range.

Lay Ups

Shooting lay ups correctly comes easier to most players. Start off asking the student to demonstrate a lay up with their strong hand. If this is done well, have them try one on the other side with the weak hand. This is where most problems occur. If the lay ups from both sides are well done and you are convinced that this can be repeated, skip to #4 (one dribble, three steps).

1. One handed bank, no dribble- By returning to the block on the right side and duplicating the drill in Lesson #1 (Red block), you can emphasize to the student how the lay up is similar to the one handed shot. The shooting line is the same as well as the targeting. This is really helpful for work on the weakside. It is important that the student believe that a weakside shot is the same as the strongside. There is no footwork in this drill.

2. Add off hand and one step- Back the student to the second lane line. Establish the shooting line and place the off hand in a non helping position (very important on the weakside). When drilling on the right side, have the student take a left step towards the backboard target. Explode upward and outward while lifting the right knee. At the same time, extend the right arm towards the basket in the normal shooting motion. Release the offhand and continue extending until all that is left is a wrist snap.

3. Two steps- Same drill as above except that the student will start at the third lane line, and take two steps instead of one. Begin with a right step followed by a left step and jump. The ball should remain in the shooting line. The steps should be lively rather than mechanical or stiff. For the beginner it helps for you to say, "right, left, shoot" as they are taking the steps.

4. One dribble, three steps- Begin from the free throw line elbow on the right side. The student begins with a left step and a right handed dribble. The left foot and the ball should contact the ground at about the same time. During the second step, the student will catch the dribble and put it in position to shoot. The third step explodes upward and the concentration on the target begins. Say the words "left, right, left, shoot" as the player is moving towards the basket. This helps to keep the shooter on schedule for a smooth shot.

Emphasize long steps rather than short ones that do not cover ground. Most players can make a lay up easily from the elbow with one dribble.

5. 2/3 Dribbles- Have the student begin a lay up from the three point line. Two or 3 dribbles are needed for most players. This is a good test for footwork. The player will get to work on changing the step lengths to fit the distance.

Watch the targeting. The lay up shooter should not focus on the target before the last dribble. Court lines will help for location using soft focusing. Hard focusing the basket will cause the player to miss what is happening around the lane area. Changes are occurring as defenders and teammates move in and out of the lane. The shooter needs to be aware of everything before committing to the shot. Drill this soft focusing by standing on the left block with your closed hands in front of you. As the student moves towards completing the lay up, open your hands as if to receive a pass. When the player sees the open hands, the pass should be made immediately. You are simulating a teammate suddenly open for a better shot. Sometimes leave your hands closed. Success in this shows the student that soft focusing can help them see the court and make the lay up.
6. Contesting- You are now a defender on the lay up shooter. Run along side the driving player and pretend to block the shot. Assure the student that you will not touch them or block the ball. The student must focus on completing the shot despite the distraction. Do this from both sides until the desired results are reached.

Homework

1. Longest streak       3 times
2. Shots off pass (need partner)   3 times
? 10 shots right wing (12 feet)
? 10 shots middle (12 feet)
? 10 shots left (12 feet)
3. Shots off dribble     3 times
? 10 shots dribble right
? 10 shots dribble straight
? 10 shots dribble left
4. Lay ups       3 times

Repeat the lesson build up from the point of difficulty. Example: If the left-hand side footwork is causing problems, work on the left side beginning with the one step lay up. Climb the ladder in the order of the lesson, drilling enough to be comfortable.

Lesson #3 Review form/Free throws/3 pt. Shots

This lesson starts off with a review of the homework assignment as well as a few minutes checking out the progress from lessons #1 and #2. Do not move on to anything new until the student is showing progress in the basics.

Free throw routine

Ask the student to show you the free throw routine that they are using, if they have one. Use the rules below to check or set up a routine:

Official and unofficial rules for Free throw routines:

? Stay behind the line until the shot hits the rim.
? Shoot the ball within 10 seconds of receiving the ball.
? Repeat the same routine each time you shoot, including practice.
? Keep the routine simple so as not to fumble the ball.
? Include positive self talk

Free throw form

Ask the student how many free throws that they can make out of ten on a normal day. Give them a new goal that is higher. Assure the shooter that they will reach this goal often in the near future after your instruction. Confidence in you is helpful. Confidence in themselves is essential. The student should find free throws the easiest type of shot for developing new habits. This is also the best time for you to watch the progress.

Keys for Consistent Free Throws

? Get balanced at the line.
? Use a routine.
? Positive self-talk.
? Create the shooting line with the elbow under the ball.
? Sight the target.
? Bend slightly at the knees and shoot.
? Arch the ball high enough.
? Follow through.
? Jump if necessary. Do not sacrifice accuracy for power. It is better to practice closer to the basket or use a smaller ball.

Have the student shoot free throws while you compare the results with the mechanics. Continue until there is some consistency.

Three Point Shooting

As long as the three-point line is at 21 feet this will be an important part of the game. All players regardless of size must be sold on the value of perfecting this shot. It should be treated much like the free throw. The ability to be a threat from behind the line will open up opportunities for drives and inside passing. The key is getting power without losing accuracy.

Keys for Consistent Three Point Shooting

Make sure that you are open enough to take this shot. It is difficult to shoot quickly and be accurate.
Get on balance!
Target the shot.
Create the shooting line. The ball should drop low enough to get the distance needed. This is the key difference in three-point shooting. Accuracy must not be sacrificed for range. As long as the shooting line is intact the shot will be straight. Lower starting points help create more power. Example: Half-court shot attempts are not started with the ball placed over the shooter’s head. The ball usually begins somewhere around the waist.
It is legal to jump over the three-point line.
Release and follow through the same as other shots.
Maintain a high shooting arch.

Watch the student from three-point range, noting the results and checking for the limiting factor. Example: The right-handed shooter is consistently missing left. Look for right elbow out. This may only occur during three point attempts as a means to create power. This remedy sacrifices accuracy for power. Have the student shoot several purely one handers (one-handers require the elbow to be under the ball for balance). Success here will show the student that it is not necessary to put the elbow out. Now have the shooter focus on elbow in attempts with the helper hand. Success sells.

During power shortages remind the student that all the joints from the ankles to the wrist propel the ball. Find which joints can be focused on to create more power. Most often the legs and the wrist can provide the answer.

Homework

1. Longest streak      3 times
2. 50 free throws      3 times
3. 25 three pointers   3 times

Lesson #4 Review form / Focus on habits

This lesson focuses on the habits that need to take hold to improve the basic shot. It may be a need for better targeting or maybe work on getting better balance. There may be several habits that need work. This is an important lesson for the future success of the changes. The student needs to know that you are not going to allow the negative habits to remain without a fight.

Homework

Set up specific drills that let the shooter focus on creating new habits. There are so many possible combinations that they cannot listed here (see Troubleshooting Guide). Create drills that can be monitored by others. Example: The student is using the thumb on the helping hand to slightly push the ball. This is reeking havoc on the accuracy. Have someone watch the thumb and inform the shooter whenever it is being used. This can be done in support of the student trying to self focus the thumb on their own. Repetition of the new shot will create a habit.

Lesson #5 Review form/Big picture/Check off

Start off with a review of the shot focusing on the new habits.

Put it all together (big picture)

We have tried to create a multi-faceted scoring machine piece by piece. Its time to show how it all works together. Give the ball to the student at the top of the key just behind the three-point line. You are the defender. Explain that the student should try to get the best shot available. If you give up the three by backing off, then the shooter takes it. If you play tight, shading to the student’s right, then the student drives for a left- handed lay up. If while in pursuit of a driving student, you happen to cut off the line to the basket, the student should pull up for the quick jump shot. Three options, all reactions to what the defense is giving. At camps I call this the Michael Jordan series because his game is based on taking what is available.

Post-test

5 min longest streak
25 free throws
10 lay ups (5 each side)

Hopefully there will be some improvement to excite the student to continue the new changes. If not, then the student is still in the "taking a step back to go forward stage". This is positive in that the student is sacrificing immediate success for the big picture. The worst thing that can happen is that the student doesn’t change at all and gets results similar to the pre test. If the student is still motivated to change explain how difficult it is to create new habits and continue to work on selling the changes that will get improvement.

Check off the new "shooting coach"

Let the student tell you everything they know about the correct shooting form. Start with the stance and work up through the release. Getting better at shooting is an on going process. Your ultimate goal is to help your student become their own personal shooting coach.

Troubleshooting Guide
After watching a player shoot for awhile it is easy to predict the result of the shot by watching the release. This is the same principal the shooter uses to detect errors through "feel". There are many reasons a shooter misses shots but some occur more often than others. The following takes some of the common problems and provides remedies:

Result Problem Remedy
Misses consistently to the left. Elbow may be out of line to the outside. Have shooter focus on the shooting line. Provide feedback until the shooter can set up correctly.
Feet may be pointed left of the target. Ball follows shoulders. Shoulders follow feet. Do drills that focus the shooters attention on the square up.
Misses consistently to the right. Elbow may be out of line to the inside. Have shooter focus on the shooting line. Provide feedback until the shooter can set up correctly.
Feet may be pointed right of the target. Ball follows shoulders. Shoulders follow feet. Do drills that focus the shooters attention on the square up.
Misses are usually side to side. No dominate side. Look for left hand interference. May be slight. Have the shooter try using the index finger on the left hand as the only part of the support hand touching the ball. Do this until the shooter is confident that the left hand can hold the ball without pushing.
Result Problem Remedy
Misses are straight but are hitting the front or back rim. Check the arch. Probably too low Have the shooter shoot with more arch than they feel is comfortable. When they are shooting at the right arch, let them know and try to get them to learn the feel of the new arch.
Misses even though shooting line is intact. Check for balance. Does the shooter lean during release or need to regain balance after follow through? Have shooter focus on good base and balanced upward, inward movement. Drill until shooter can identify and control.
Targeting. Ask the shooter about their target for each shot. Watch the eyes. Are they fixed on the target or do they follow the ball? Help the shooter develop targeting habits by frequently asking them about target. Create a drill where the shooter only focuses on target while shooting.
Hand/ball contact may need to be checked. Make sure fingers are spread and that the ball rests in the hand instead of being on finger tips. Have shooter focus on last release point. Should feel contact with middle or index finger, whichever is the chosen release finger.

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