TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF SPORT SCIENCES |
| COACHING EDUCATION PR. | |
| Code | AEB319 |
| Name | Specialty Training III (Basketball) |
| Term | 2026-2027 Academic Year |
| Semester | 5. Semester |
| Duration (T+A) | 2-2 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Label | E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Öğr. Gör. ERCAN YELDAN |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
To enable students who will become coaches to acquire the skills to learn and teach basketball tactical movements at both cognitive and motor levels.
Course Content
To teach students the basic technical movements and skills of the game of basketball.
Course Precondition
no
Resources
1. C. Şen.C. Basic Basketball Techniques, Bağırgan Publishing House, ANKARA 2000 2. Sevim.Y. Basketball Techniques-Tactics-Conditioning, Nobel Publishing House, ANKARA 2005 3. Erdoğan.B. Fundamentals of Basketball, Mattek Printing, ANKARA 2006 4. Burgul.A., Çulha.U. Basketball Technique, Nehir Publishing, ANKARA 1991 Notes
Notes
Turkish Basketball Federation publications and videos, and YouTube videos.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | It explains fundamental concepts and theories related to sports. |
| LO02 | Actively uses strategies for participation in sports and training. |
| LO03 | In sports, they take responsibility for individual and team activities and effectively fulfill the assigned tasks. |
| LO04 | Çalıştığı ortamda ve meslektaşlarıyla işbirliği ve dayanışma içinde davranır. |
| LO05 | It implements training programs for athletes at different training levels. |
| LO06 | They design and organize a suitable training environment for the athletes and the team. |
| LO07 | It explains scientific research methods and techniques in sports science. |
| LO08 | Taking into account the developmental characteristics, individual differences, interests, and needs of the athletes, annual and daily training plans are prepared. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explain the basic concepts and principles of coaching. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains developments in the field of coaching, scientific methods and techniques. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Lists the advanced theoretical and practical methods acquired in the field of coaching. | |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | By gaining the ability to learn information through his/her own efforts in the field of coaching, he/she plans the information he/she has learned with a critical approach. | 2 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Knows that the learning process is lifelong and plans accordingly. | 3 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes ethical relationships with both colleagues and people outside the field, and manages information and communication technologies. In addition to his/her professional development, he/she continuously improves himself/herself by determining learning needs in scientific, social, cultural and artistic fields in line with his/her interests and abilities. | |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | He/she has access to professional knowledge to follow developments in the field of coaching, prepares programs and manages activities by using his/her planning skills related to the coaching profession. | 3 |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Knows the importance of individual development and develops lifelong learning attitudes and behaviors related to his/her profession and adopts appropriate conditions for this. | 2 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Monitors and learns developments in the field of coaching and communicates effectively with other stakeholders in terms of social ethics. | |
| PLO10 | Yetkinlikler - Alana Özgü Yetkinlik | It creates a training environment and organizes events that will allow them to express themselves through different sports activities. | 2 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By creating opportunities for athletes, it provides them with leadership and teamwork skills in a sports environment and ensures that they understand the social, cultural and economic value of sports, and organizes and implements events by incorporating innovative training methods. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a coach, he strives to find solutions for individual and group work that are appropriate for the institution and club he works in, the environment he works in, the society he lives in and today's conditions. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Explanation of topics and provision of information about the topics. | Images and videos were shared on the topics. | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 2 | SIDE SCREENINGS: CUT TOWARDS THE BALL, CUT AWAY FROM THE BALL, BACK SCREENINGS, DOUBLE SCREEN SIDE-BY-SIDE, DOUBLE SCREEN BACK-TO-BACK. | basketball court, whistle, cones, boar | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 3 | PICK AND ROLL: REVERSE DRIVE, LONG BACKDOOR, THROUGH THE GAP, CHANGE SPEED, SHOT, PASS TO A PLAYER TURNING INSIDE, POP OUT, PICK AGAIN, LONG BO | basketball court board whistles cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 4 | FAST OFFENSE FIRST PASS, RECEIVING, LANE WORK AND FINISHING. SHORT PASSES WITH CONES, LONG PASSES FROM COACH TO COACH. 2X1 ½ ON THE FIELD, 3X2 SPEAKING, 4X3 CONTINUOUS, | basketball court board whistle cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 5 | TEAM OFFENSE SET OFFENSES: SHOULD BE EASY TO TEACH, MOVEMENTS SHOULD BE MEANINGFUL, CHOSEN APPROPRIATELY FOR THE PLAYERS AVAILABLE, THE FORMATION SHOULD BE SUITABLE FOR YOUR PLAYERS' POSITIONS, THE TRANSITION BETWEEN OPTIONS SHOULD BE SMOOTH, AND THE BALANCE SHOULD BE GOOD. THE BALL SHOULD BE PLAYED FROM ONE SIDE TO THE OTHER AT LEAST ONCE OR PLAYED INSIDE AND OUTSIDE ONCE. DURING THE SHOT, THE PLAYER SHOULD BE IN A SUITABLE POSITION FOR OFFENSIVE REBOUNDS AND RUNNING BACK. | basketball court whistle board cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 6 | FREE OFFENSES: This is an offensive style with flexible rules. It is frequently used by college teams in America. Often, player clustering occurs due to incorrect player movements. For this reason, it is not often preferred in Europe. An example of its simplest form is the stack offense (ITU-Newell). PATTERNS: There are different formations depending on the skills of your players. 4 outside, 1 inside, 2 inside, 3 outside (single pivot and double pivot) sets are the most commonly used. EXAMPLE: 1) “PRINCITON” HAS TWO VARIATIONS WITH A 2-1-2 FORMATION: PNR AND LOW POST. 2) (DOUBLE HIGH) HORNS; STARTS WITH BOTH POSTS HIGH. THERE ARE MANY VERSIONS. ZONE OFFENSE: IT IS DIFFICULT TO SPECIFY A SPECIFIC SET OF OFFENSE BECAUSE THERE ARE MANY DIFFERENT ZONES. GENERAL PRINCIPLES: 1) OCCUPY SPACE 2) DRIVE 3) UTILIZE THE HIGH POST AREA 4) PRACTICE POST-PIVOT MOVEMENTS 5) USE SCORING 6) MAKE QUICK AND MEANINGFUL PASSES 7) BE IN A GOOD POSITION FOR OFFENSIVE REBOUNDS AND RUNNING BACK DURING SHOOTIN | basketball court whistle cones board | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 7 | ATTACKING AGAINST PRESS: THERE ARE TWO DIFFERENT TYPES OF PRESS: MAN-TO-MAN PRESS AND ZONE PRESS. THE MOST IMPORTANT THING IS TO FIND OUT WHICH TYPE YOUR OPPONENT IS USING. UNTIL YOU UNDERSTAND WHICH TYPE OF PRESS YOUR OPPONENT IS USING, YOU MUST AVOID LOSING THE BALL. TO DO THIS, YOU NEED TO TEACH YOUR PLAYERS TO SEE THE ENTIRE FIELD AT ALL TIMES. TO UNDERSTAND THE TYPE OF PRESS, YOU NEED TO SEE YOUR PLAYERS MAKING CUTS AND WHETHER THE OPPONENT IS FOLLOWING THESE CUTS. | basketball court board whistles cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | basketball court board whistles cones | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 9 | ATTACKS WITHOUT SCREENING: GIVE AND TAKE, FRONT CUT, BACK CUT, RECEIVING THE BALL FROM INSIDE AND OUTSIDE, POST ROTATIONS. | basketball court whistle board cone | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 10 | PATTERNS: THERE ARE DIFFERENT FORMATIONS DEPENDING ON THE SKILLS OF THE PLAYERS YOU HAVE. 4 OUTSIDE, 1 INSIDE, 2 INSIDE, 3 OUTSIDE (SINGLE PIVOT AND DOUBLE PIVOT) SETS ARE THE MOST COMMONLY USED. EXAMPLE: 1) “PRINCITON” HAS TWO VARIATIONS WITH A 2-1-2 FORMATION AND CAN BE PLAYED WITH A PNR AND LOW POST. 2) (DOUBLE HIGH) HORNS; STARTS WITH TWO HIGH POSTS. THERE ARE MANY VERSIONS | basketball court board whistles cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 11 | ZONE OFFENSE: IT'S DIFFICULT TO SPECIFY A SPECIFIC SET OF OFFENSE BECAUSE THERE ARE MANY DIFFERENT ZONES. AS A GENERAL PRINCIPLE: 1) POSITIONING IN GAPS 2) DRIVING 3) UTILIZING THE HIGH POST AREA 4) PRACTICING POST-PIVOT MOVEMENTS 5) USING SCREENING 6) MAKING QUICK AND MEANINGFUL PASSES 7) BEING IN A GOOD POSITION FOR OFFENSIVE RECORDING AND RUNNING BACK DURING THE SHOT OFFENSE AGAINST PRESS: THERE ARE TWO DIFFERENT PRESSES: MAN-TO-MAN AND ZONE PRESS. THE MOST IMPORTANT THING IS TO LEARN WHICH ONE YOUR OPPONENT IS USING. IT IS ESSENTIAL TO AVOID LOSING THE BALL UNTIL YOU UNDERSTAND WHAT TYPE OF PRESSING THE OPPONENT IS USING. TO DO THIS, YOU NEED TO TEACH YOUR PLAYERS TO SEE THE ENTIRE FIELD AT ALL TIMES. TO UNDERSTAND THE TYPE OF PRESSING, YOU NEED TO OBSERVE YOUR PLAYERS MAKING CUTS AND WHETHER THE OPPONENT IS FOLLOWING THESE CUTS. IF THE OPPONENT IS NOT SETTING TRAPS DURING MAN-TO-MAN PRESSING, IT IS SUFFICIENT TO PASS THE BALL TO OUR PLAYMAKER AND CLEAR THE FIELD. IF THERE IS A TRAP, OUR OTHER PLAYERS NEED TO BE IN A SUITABLE POSITION TO HELP THE GAME CENTER. | basketball court board whistle cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 12 | If the opponent is using zone press, the most common method is to bring the ball forward by putting a player in the middle and making short passes, depending on the type of press. As coaches gain experience, they can develop different methods in this regard, such as penalizing the press or moving to the opponent's half and playing a set offens | basketball court board whistles cones | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 13 | GENERAL DEMONSTRATION OF BASIC DEFENSE PRINCIPLES | BASKETBALL COURT BOARD WHISTLE CONES | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 14 | GENERAL DEMONSTRATION OF BASIC OFFENSIVE PRINCIPLES | BASKETBALL COURT BOARD WHISTLE CONES | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 15 | A general review of the topics was conducted. | BASKETBALL COURT WHISTLE CONES WHISTLE | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 16 | Term Exams | BASKETBALL COURT WHISTLE CONES BOARD | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 17 | Term Exams | BASKETBALL COURT WHISTLE CONES BOARD | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 4 | 56 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 4 | 56 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 4 | 4 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 12 | 12 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 146 | ||
| Total Workload / 25 (h) | 5,84 | ||
| ECTS | 6 ECTS | ||