Tap a lesson. Tap to move on, answer the questions and take the challenge to training.
Choose a game. At each moment of the play, you decide where the ball or the player goes. Each right decision scores two points, and every play ends with a basket.
Player 1 has the ball. See where the defender is and choose who to pass to. Get four out of five right and you move up a level.
Before you shoot, say how many out of five you’ll make. Then record each shot. At the end, you see where you shoot from next.
The same signal can mean different things. Tap a card to turn it over.
One player called it ‘the buzz’. Now he says ‘here comes the buzz’ and chooses what to do.
Four moments, one thing for each.
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Seventeen coaches and seven players, summed up by us from their books, studies and interviews. Each principle comes with what to do in training and the source.
Each film shows a drill step by step: where the player looks and how it gets harder. What to train is the coach’s choice.
Each card gives the idea in one sentence. Tap to see an example, what to do in training and where the idea comes from.
Each card says what was found, what to do in training and how strong the evidence is.
Instead of explaining the whole play at once, show it in parts. At each pause, the player says what comes next before seeing it. Then show an almost identical case where the decision changes. Try it with the three example plays: the method works for the plays in your own sessions.
and it prepares the cue, the answer and the steps.
An example session, from warm-up to finish. It starts with what the players already know, teaches one new thing and ends with each player comparing what they predicted with what they did. Alongside: how to add game pressure, a little at a time.
Making four out of five with nobody watching is not yet the game. Each step adds one thing the game has: someone counting, someone watching, the clock. Tap a step.
Choose a drill and send the link to the team’s families. The player opens it on a phone, with no account or password. Each challenge teaches one secret, with little text and a drawing that shows what matters. Players practise in short rounds, a few minutes a day, and at the end compare what they did with what they predicted.
The age groups in English club basketball and what to prioritise in each. The priorities are our suggestion, drawn from the research and from FIBA’s guidance on mini-basketball.
What each award lets you do, what you need and what you study. A club can use the assistant to support its coaches through the awards.
A racing heart can be nerves, wanting to play or tiredness. What the player feels depends on the body, where they are and what they learnt before, so they can learn to make different sense of it. Choose a body signal and see what the coach can say.
None of these responses works every time. The child practises several and learns when each one helps. The coach gives the cue; the child makes the choice.
An assistant coach with the library of the great coaches, the research on how people learn, and the English age groups and coaching awards. It plans sessions and weeks, creates and reviews drills, answers basketball questions and helps you study for your awards.
One account per club. Each coach signs in with their own email and uses the assistant, the library and the coaching awards. Players use the lessons and games for free.
While we test, any coach can use Ask before the club signs up. What we keep.
Paid separately. Not included in the club access.
Search, lessons and games for players are free. Each family gives consent before any information about a player is recorded, and no names go into the assistant.
Four example requests from coaches, with shortened answers. Each answer says which coach or study each idea comes from, and fits the age group.