Vbra C Grade Course Presentation Module 2

Editor's Notes

• #4: Ask each participant to open their page to their first week of self-assessments. Divide the participants into small groups of 3 – 4 people. Each participant needs to share the best call they witnessed during the week. This time can be used to check their self-assessments to make sure the mentors have helped them complete it correctly. Ask a few volunteers to share their best calls. Each participant now needs to change groups to not include anyone from their previous group. Participants now share the worst calls they witnessed from their first week and what area of CRAMP was the course of the worst call. Share everyone’s calls.
• #6: Review what needs to happen in order for the ball to be out of bounds. Ask the following questions and ask for a couple of answers from the group: Who made some out of bounds calls? Who made some incorrect out of bounds calls? How did you know you got it wrong? What are you going to do next time to avoid the error?
• #8: Participants need to be in small groups of 3 – 4 people. Each group need to watch the collection of travel videos and create their own definition of a travel. Remind them to consider the following: Pivot foot Standing player Moving player The importance of the ball Share each group’s definition of a travel. Discuss the similarities and differences with each group’s definitions. Create a general consensus of the rule. Quote the FIBA rule book’s definition of a travel (not including a player rolling or sliding) and then watch the FIBA DVD Travelling section which is embedded into the training course presentation. After the video, discuss the rule regarding a player falling, lying or sitting on the floor with the ball. Quote the FIBA rule book again on this rule. Explain that they will be assessed by the end of the course to be able to make all blatant travels without help from a mentor.
• #9: Participants need to be in small groups of 3 – 4 people. Each group need to watch the collection of travel videos and create their own definition of a travel. Remind them to consider the following: Pivot foot Standing player Moving player The importance of the ball Share each group’s definition of a travel. Discuss the similarities and differences with each group’s definitions. Create a general consensus of the rule. Quote the FIBA rule book’s definition of a travel (not including a player rolling or sliding) and then watch the FIBA DVD Travelling section which is embedded into the training course presentation. After the video, discuss the rule regarding a player falling, lying or sitting on the floor with the ball. Quote the FIBA rule book again on this rule. Explain that they will be assessed by the end of the course to be able to make all blatant travels without help from a mentor.
• #14: In the same small groups, participants need to create their own definition of double dribble. Remind them to consider the following: Starting and ending the dribble Movement of the ball The carry rule Quote the following from the rule book (Art 24.2): “A player shall not dribble a second time after his first dribble has ended unless between the two dribbles he has lost control of a live ball on the playing court because: A shot for a field goal. A touch of the ball by an opponent. A pass or fumble that has touched or been touched by another player.” Explain that they will be assessed by the end of the course to be able to make all blatant double dribbles without help from a mentor.
• #16: Briefly cover all other violations, however, this will need to be done relatively quickly. It is not a priority that trainees know these rules and participants will not be assessed on these other violations until the B Grade school. The violations they are expected to know are: Out of bounds Double dribble Travel It is not recommended to discuss these rules in length as participants need to focus on out of bounds, travels and double dribble before they think about all the violations.
• #24: If access to a whiteboard this can be projected onto it and drawn on, if not then in presenter mode you can use the pen to draw on it. Briefly review basic mechanics that are expected to achieve competency. Ask the group to define which areas on the court are trail’s and lead’s areas. Trail needs to: Use the split line to cover area 3 Penetrate to free-throw line extended and three point line (if no players are in the way) on all shots and drives to the basket. Lead needs to: Have one foot inside the edge of the key extended on shots (except area 4) and drives to the basket. Be as wide as the ball when the ball is near the sideline in area 3 or so you can judge the gap in area 4.