George Vaz discusses how to implement Transforming Basketball Principles into basketball practice.
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In this episode, George Vaz discusses how to implement Transforming Basketball Principles into basketball practice. He emphasizes the importance of designing practice environments that mimic game situations, effectively manipulating constraints to foster adaptable players, and utilizing nonlinear pedagogy for skill development. George also highlights the significance of setting clear goals for practice sessions and the value of reviewing practices to enhance learning outcomes.
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Cette transcription correspond à l’audio original en anglais.
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Welcome to another episode of the Transforming Basketball Podcast. In this episode, we're going to talk about how to add transforming principles to your practice. So these are key principles of the CLA that you can start applying instantly to your practice environments to get results.
So some of the key takeaways from this episode are going to be how we can design practice environments to resemble game situations. And this is as simple as using small-sided games instead of on-air repetition drills. Also, we're going to talk about manipulating constraints effectively to not only foster adaptable players, but to also get the behaviors that we want to see in the games, in the small-sided games.
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George is joined by Jamie Ransberry during the Transforming Summer Camp 2026 in Roseto, Italy.
George is joined by João Pacheco, a coach from Portugal who has been living and coaching in Germany for nearly 14 years.
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Okay. So I think for this to make a little bit more sense, I'm going to have a few games here that we're going to start with. So the first one is the 2-on-2 pick and roll, wall pick and roll switching defense. Okay. So it can be either in the middle of the floor and the players are constrained to use that space, which is The lane line extended up.
Okay. And if they go out of bounds, it's a turnover. And defense are switching. So offense now have a certain amount of coverage solutions that they can find within this game, right? So we can go crack and slip and the pass can be over the top pocket pass, maybe even a pocket pass bounce pass.
We can switch, but then they can curl around and attack the basket. We can shoot, perhaps maybe the defense is late to switch and there's an opportunity to shoot. We can slip the screen. So maybe we, you know, backdoor cut, we're going up to set the screen, but defense is anticipating the switch so that the offensive player just slips backdoor and creates an advantage like that.
So there's lots of ways. Now, the thing is we have to design constraints. So we have to effectively manipulate the constraints to maybe see some of these behaviors emerge. So for example, I want to see more over-the-top passes emerging. So I may say to the players, All right.
So after you come off the pick and roll, instead of looking to drive, I want you to take a big dribble back because that might create more space for you to pass the ball over the top. Or I can just change the defender that's guarding.
So if there's a big tall defender guarding the coming off the switch to guard the ball, then it's going to be a lot harder for that ball handler to make that pocket pass over the top. So if I change the defense, and make it maybe a shorter defender, shorter wingspan, now they may perceive that there's an opportunity for them to make the pass over the top.
And they may actually be able to act on that perception, that affordance, and make that decision to pass the ball, right? And then this is what skill development looks like, skill acquisition, right? So at first they may throw a bad pass and it goes out of bounds.
Then second time they may throw a good pass, but then the receiver misses the shot, for example. And then they start to get more and more comfortable more and more effective with these not only coverage solutions, but these decisions that they're making and ultimately the skills, the adaptive behavior that they're performing.
Okay. So that's one example. Now let's say there's other coverage solutions that we can't use in a 2-on-2, for example, a relay pass. So now we can design the game, we can make it 3-on-3, and all 3 players have to start in space, right?
So in one of our 5 out spacings. To start this game. Now I know that the players, that there has to be, if the ball starts on the side on the 45 and the pick is coming from the player in the trail spot, then I know that the opposite 45 has to be filled so that we get a potential for a relay.
So instead of constraining it, players can start in any of the 5 spots. I can just say you have to start above the free throw line, in at the free throw line extended or above to start the game, or else it doesn't count.
Okay, so that's the only way the game can be live. So from there, players are naturally going to go to that opposite 45 to get the relay pass because it's part of the rule of the game. I've constrained it that way. So from here, now we can go into actually teaching.
So I can let the players explore the solutions, what the relay pass is supposed to look like. They have to get off the ball quickly. The person making the relay pass has to shorten the pass or come to the ball. So maybe I can let them explore that for a little bit.
And if they're not getting it, depending on how much time I have as a coach, I can step in and then I can actually guide them. I can either guide them by asking questions. So what do you think you can do to make this pass easier for the player coming off the pick?
Right? Or how can we get the ball inside if the aggressive switch defender doesn't let you make that pocket pass? Right? While we still have an advantage. So I can guide them. And then ultimately, like, we can also just tell them, all right, we want you to shorten that pass.
We want you to get off the ball quickly. If you get off the pick and There's no advantage there to look for the relay pass. Okay. So that's another way. Like I said before, you can change the defenders because then they'll perceive different affordances.
You can also constrain various things. Obviously, Newell's constraints model, you can constrain the task, the environment, and the individual. So for example, you can constrain the task by saying you have one dribble after you come off the pick and roll. So now they're going to be super aggressive to either come off aggressively looking to score Or come off creating space to make that pocket pass or getting off the ball super quick as well.
Okay.
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Another thing we can do with these 3-on-3 games is maybe we want to work on Our tag defense. So then I might have the last offensive player, the one that's not in the action, in the trigger, start on the weak side corner, maybe even weak side dunker.
And then the pick and roll is happening. And now that defender who's guarding that player on the weak side is the tag defender. Okay? And if the ball is passed into the player rolling or slipping, then it's double points, for example, or a bonus point if that player's able to catch.
So now we're creating a game. Where maybe the skip pass is the more attractive affordance in that game. So that's what effective constraint manipulation looks like. It's what are we trying to teach the players? What decisions are we trying to get them to act on?
So there's a lot that goes into this, and I want to talk about the nonlinear pedagogy, the 5 principles of nonlinear pedagogy, because if you're using the CLA effectively, then you're coaching using a nonlinear pedagogy. Okay, and the principles there. And all that is, is that you're creating representative game environments.
So basically small-sided games. Okay, the players are focused. So there is a clear intention behind what they're trying to do, and you're guiding them with external focus of attention, maybe by asking questions, maybe by asking them what they think they can do to get to this covered solution, and just having that conversation and getting them away from You know, mistakes and more towards finding solutions.
Okay, you're manipulating constraints effectively, and that goes back to, are the players perceiving the affordance? Is the affordance very clear? Are they perceiving it? And then are they getting a chance to have valuable repetitions, intentional, purposeful repetitions solving that problem in the game?
Does the game have functional variability? Okay, so one way that we can add functional variability is just have the player start in a different space every single time. So take Take that 3-on-3 game where everyone has to start free throw line extended or above.
So now every rep, the ball has to start in a different location and the players have to start in a different location. So automatically like that, you're forcing the players to— someone's going to be a picker, someone's going to have to be the roller, another player is going to be off the ball, and it's going to start in a different spot every time.
So now it's a chance for them to work with— maybe they have to make the relay pass. If it's a rub middle pick and roll, they have to make the relay pass behind. Whereas if it's a side pick and roll, that pass is going ahead, right?
So now you're challenging them to not learn one thing, but lots of things at the right time. And can they make the right decisions at a good rate and develop their skills like that? The last thing I want to say is that you want to make sure you go into practice with clear goals.
What are you trying to achieve in this practice session? Right? So if I want to— so let's just take defense, for example. I want to improve our pick and roll defense. So I can design a game, and this is actually one of my favorite games, favorite constraint ideas, is maybe we're playing 3-on-3, 4-on-4, and it's live when there's a side pick and roll or any kind of pick and roll, as long as we're in our spacing, in the correct pick and roll spacing.
It's live from there. But now defense has to You get points on defense. So let's start with that, right? So that's the first constraint. You're getting points on defense. So if you're able to get a stop, you stay on defense. First to 7 stops wins the game.
And then the next team, if they don't score, comes on, on offense. If offense is able to score, they go to defense. So from here, I can say that defense, you have to switch with both feet outside the 3-point line. It has to be an aggressive switch.
Defense, you also have to create a collision On the pick. So for example, when that player is going to set the pick, the crack angle pick to try and create an advantage, that off-ball defender, the one that's guarding the picker, is going to create a collision and try and push the offensive player above the crack angle so that they can switch under and not give up dominoes so easily.
So now I can be very harsh in officiating that, and I can call a turnover if the defense are not intentional. About creating a collision or aggressively switching outside the 3-point line, right? And that's maybe, that's my intention for practice. I want to improve our pick and roll defense.
Okay. So now after I feel like we're at a comfortable spot, then maybe I can go to offense. Okay. Offense. Now you guys have to find a solution to not let them create a collision. So maybe you can manipulate the coverage, right? Or prevent that coverage.
So. If they're creating the collision super easily, so maybe we can have a screen away into the pick because now that defense, the defender is going to be trailing and they're going to have to be in a more conservative coverage, or it might be maybe a late switch.
Okay, so that's what you think about what your practice intentions are, and then how you can effectively manipulate constraints to achieve those practice intentions. And then Finally, the last thing is if you have a season plan, this really helps you stay on track, almost like having a checklist.
It'll help you stay on track with what you want to do in that session, for those sessions in the week, the month. And then obviously as the season goes on, you know what you can introduce, what you've introduced, maybe you want to cover again.
And one thing that's really helped me is a plan-do-review. So after each session, I'll have a game. Like, let's say you're 3-on-3 with someone in the weak side dunker or corner, and maybe I want to teach the short roll, right? So what constraints?
So I'll take this plan to review, and like the constraints that I had to improve our relay pass was very effective. But now maybe I want to work on more of the short roll coupled with the ghost cut. So now I can take this plan to review and think of some constraints.
That could potentially lead us to designing the affordances for a short roll ghost cut or short roll and kick to the 3. Okay. So I hope that you've learned something new, maybe something that you can start applying in your practice environment straight away.
The last thing I'll say is don't tell players what to do. Design the game where they have to do it. So it's like if you're constantly repeating something at practice, Just change the rules, make it a constraint. So there's a consequence if the players do that behavior again.
That's something that's really helped me. And it's like, also, if I have awareness and listen at practice and I'm constantly saying the same thing, then it's easy for me to effectively manipulate constraints because I'm almost saying the constraint that needs to be manipulated.
Thank you for listening. I hope you enjoyed this episode.
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