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 Conceptual Framework |
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THE NATURE OF A CONCEPTUAL FRAMEWORK
AN OVERVIEW
The framework consists of a structure and a set of ideas. The structure is an abstract model of the formations that make up the framework. Each formation helps players know, during each moment of play, where to be on the court in relation to each other. For example, when a player gets a defensive rebound, that player and teammates must occupy positions in a particular formation.
The ideas, called principles of play, are used to organize the decisions players make in relation to their movement and play option selection within each formation. Consequently, at the moment players arrive at their respective positions in a particular formation, such as after a teammate gets a defensive rebound, these principles help them know what is likely to happen next. For example, there is one player with the ball and four teammates without the ball. Should all of them call for it at the same, or only one? If one, who should that one be? Should the player with the ball dribble first or try to pass, and so on?
THE DESIGN SPECIFICATIONS OF A CONCEPTUAL FRAMEWORK
As explained on the Home page, the major purpose of a conceptual framework is to help players play with not only discipline, but also imagination, creativity, and spontaneity. In addition, it should help them play with flow, tempo, and balance.
Playing with Flow
When teams and individual players execute their tasks smoothly, continuously, and quickly, they are playing with flow. Flow applies to team play and a range of one-on-one play options and individual skills.
Flow and phase transition. During a game, changes in ball possession are frequent and sudden. At one moment, a team is on offence, the next on defence. Each change from one phase of play to the next is called phase transition. If teams are playing with a high degree of flow, they will begin organized team play the moment they anticipate phase transition. For example, teammates of a player who is getting a defensive rebound should begin playing team offence the moment they anticipate the defensive rebound, not after. The same should be true of the players on defence.
It should be self evident that players who can begin organized team play the moment they anticipate phase transition will have a significant advantage over players who do not play with a high degree of flow.
Flow and formation transition. The framework consists of a number of offensive and defensive formations. On offence, for example, there is one for fast break play and one for play in the front court. When a fast break ends without a shot, the players must begin play in their front-court offence. The shorter the time interval between the end of the fast break and play in the front court set; the more difficult it is for the defence to get organized.
Flow and one-on-one play options and readiness skills. The tasks that make up these options and skills are linked in a particular order. For example, executing a penetrating pass after ending a drive consists of a number of component parts. The player must stop and end the dribble simultaneously while maintaining good body balance, go through set position, read the defence while initiating the pass, and, as he/she completes the initiation, decide whether or not to pass. If yes, he/she must execute the pass so that the ball and the receiver arrive at the moment and place the receiver expects it; as occurs when a player ends his/her cut to the hoop with a leap, receives the pass at the peak of his/her jump in a location to easily slam dunk the ball. For maximum flow, the time interval between each component part should be as short as possible.
Playing with Tempo
The framework should facilitate changes in tempo. Tempo is the rate of speed at which players play basketball. Teams should try to play at the highest possible speed. On the other hand, speed alone can be counterproductive. Just as the rate of speed at which a person drives a car should depend on highway conditions and the driver's skill and experience, so the rate of speed at which teams play basketball should be determined by such variables as game strategy and the players' skill and experience. Consequently, the tempo of play should be increased at certain times and decreased at others.
The score or the time remaining in the game may dictate a change in tempo. With a minute or so remaining in the game, a team with a one or two point lead is likely to slow the tempo to allow time to run out. At other times, the skill and experience of the opposing players will dictate the tempo. When the tempo of play increases beyond the skill and experience levels of a team, the quality of its play deteriorates. Players hurry their shots, commit rule violations, and throw inaccurate passes. A basic game strategy on offence and defence is to play at a tempo that is beyond the capabilities of the opponent.
Conversely, a team with less experience or skill should attempt to slow the tempo of play to a level that, at best, will allow them to play on equal terms with their opponents or that, at least, will reduce the number of their opponent's scoring attempts and keep the score respectable.
Playing with Balance
The framework should provide balance between offensive and defensive play, inside and perimeter play, and ball-side and offside play.
Offensive and defensive balance. Both frameworks should be designed so that play is organized as soon as players anticipate phase transition. For example, at the moment a player shoots, at least one or two teammates should be ready to play defence.
Inside and perimeter balance. The framework should provide equally for effective play inside and on the perimeter. To rely primarily on scoring from close to the basket allows defensive players on the perimeter to cheat to the inside. When the defence cheats in this way, it is giving up perimeter shots. However, can the players on the perimeter score consistently?
Similarly, when a team relies on perimeter shooting, can it go inside effectively when the defence takes away its perimeter game?
One-on-one and team play balance. For effective team play, players must be able to maintain a balance between their one-on-one and team play. For example, when a player is driving to the hoop, he/she should, when the drive attracts defensive help, be ready to pass to an open teammate.
These purposes and the principles of play of the conceptual framework serve as 'specifications for the design of its structure. The principles of play of the conceptual framework are identified and defined in the sections on the web site dealing with offensive and defensive formations.
These design specifications also serve as criteria for judging the quality of play. How effective does a team, for example, play with flow? As a team, how quickly do players begin organized play on offence or defence during phase transition?
THE STRUCTURE OF THE FRAMEWORK
COMPONENTS OF THE STRUCTURE
The structure of a concetual framework consists of a court grid and sets.
The Court Grid
The court grid is the basketball court divided into parts. There is a grid for offence and a grid for defence.
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Sets
Sets are the part of the structure of a conceptual framework which answer the question, Where do players go, and what do they do when they get there?. There is a set for each part of the offensive and defensive court grids. Therefore, on offence there is a back-court set, a mid-court set', a front-court set', and a full-court set, and on defence a full-court set, a three-quarter court set, a half-court set, and a back-court set.
Formation of positions. Each set consists of a formation of five positions. The location of the positions in relation to each other is defined, primarily, by the design specifications of the framework.
Positions. Each position consists of a number of clearly defined tasks. Consequently, each time a player occupies a position, he/she should know the tasks assigned to it. In addition, in order to integrate and co-ordinate play with teammates proficiently, each player should know the tasks of the other four positions.
Player Tasks. The tasks players must perform fall into three general categories - making decisions, executing play options, and maintaining system integrity.
making decisions - Decision making is a process which involves perceiving, keying, reading, and selecting.
*perceiving - Players should be attentive, that is, fully aware of what is happening on the court. This perceptual ability requires them to have a broad external focus which allows them to see the entire court in front of them.
*keying - Keying is knowing when and where to look to pick up cues. For example, when initiating a pass, a player should key on the opponents who are in a position to deny the passing lane, not on the receiver.
*reading - The process of perceiving cues is called reading. For example, keying on the defence allows a passer to read what the defence is doing. What the defence does determines whether or not the passer executes the pass.
*selecting - Selecting which task to execute is based on a simple yes/no decision. As a player initiates a task, he/she has a yes/no choice. If yes, the player executes it. If no, then he/she goes through the same procedure with the next task, and so on. This procedure of moving from one assigned task to another is called checking off.
executing play options - Players must execute one-on-one and team play options. One-on-one play options includes all those tasks in which one opponent directly confronts and interacts with another. Team play occurs when each player integrates and co-ordinates his/her play with the play of teammates. For example, a player should call for a pass only when the player with the ball is ready to pass.
maintaining system integrity - This task involves playing within the framework, that is, everything a player does is consistent the framework. For example, during each moment of play, players should know which set to select, how to occupy positions in that set, and know the role of the position they are occupying.
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