Sport Methodology I - Sport Training - Basketball

Code:

224

Acronym:

224

Instance: 2025/2026 - 2S

Active?	Yes
Course/CS Responsible:	Sports Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCD	12	First Degree in Sports Sciences (2011/2012)	2	-	10	-
		First Degree in Sports Sciences (2025/2026)	2	-	10	-

Teaching language

Portuguese

Objectives

1. To understand the formal and functional structure of the Basketball game.
2. To know the different intervention procedures of the coach focused on the team's direction during training and competition (relationship with players and team) and in the remaining contextual space (relationship with parents, managers, and referees).
3. To master and apply the theoretical-practical knowledge acquired during the introduction to the game (Mini-basketball and FIBA 3x3) and the training of young basketball players.

Learning outcomes and competences

Students are expected to be able to:

1. To plan, implement, track, and evaluate the process of training and competition in Basketball.
2. To prepare a methodological progression suitable for the different technical-tactical defensive and offensive contents.
3. To use reflexive and adaptive strategies for the problems that may occur during the professional activity.
4. To optimize skills in communication and management of Basketball teams.

Working method

Presencial

Program

The CU Sport Methodology II - Sport Training - Basketball operates under a regime that prioritizes the role of the coach. In this context, the aim is for students to be confronted with the challenges arising from professional practice in this field and, consequently, to be encouraged to undertake the tasks necessary to address them. The program of classes and thematic seminars is as follows:

1. The basketball game:
    1.1. Official rules and regulations.
    1.2. Terminology.
    1.3. Specific symbolism.
    1.4. Game phases.
2. The basketball coach:
    2.1. Role, values, and responsibilities.
    2.2. Style and philosophy.
    2.3. Preparation and evaluation of the training session.
    2.4. Conducting the training session.
    2.5. Communication with players, parents, and referees.
3. Minibasketball:
    3.1. Minibasketball Philosophy.
    3.2. The rules of the Minibasketball game.
    3.3. Structure of a Minibasketball program.
    3.4. Basic technical actions.
    3.5. Finishings.
    3.6. Stops and rotations.
    3.7. “Play on the run”.
    3.8. Opportunities to score a basket.
    3.9. Defense in Minibasketball.
    3.10. Game concepts in numerical equality.
    3.11. Technical guidelines for Mini 8, Mini 10, and Mini 12.
4. Offensive individual technique:
    4.1. Dribble.
    4.2. Pass, reception, and deselection.
    4.3. Shooting.
    4.4. Footwork.
5. Defensive individual technique:
    5.1. Construction of the 1x1 defensive.
    5.2. Defense to the player with the ball.
6. Offensive individual tactics:
    6.1. 1x1 principles.
    6.2. Principles for gaining an advantage over your opponent.
    6.3. Offensive rebound.
    6.4. Finishings.
    6.5. Playing near and far from the basket.
    6.6. Principles of 2x2 and 3x3.
7. Individual defensive tactics:
    7.1. Defense of the player with the ball.
    7.2. Defense of the player without the ball on the side of the ball.
    7.3. Defense of cuts and overloads.
    7.4. Box-out and defensive rebound.
8. Collective offensive tactics:
    8.1. Fast-break.
    8.2. Offense.
9. Collective defensive tactic:
    9.1. Defensive transition.
    9.2. Defense of the player without the ball on the opposite side.
10. The FIBA 3x3 game:
    10.1. Official rules.
    10.2. Organization of competitions.
    10.3. Offensive and defensive concepts.

Mandatory literature

FIBA. (2023); Official Basketball Rules. Mies: FIBA.
FIBA. (2023); Official 3x3 Basketball Rules. Mies: FIBA.
FIBA Europe. (2023); Basketball Terminology. Munich: FIBA Europe Coaching Department.
FIBA-WABC. (2016); Basketball. Mies: FIBA-WABC.
FIBA-WABC. (2016); Mini-basketball. Mies: FIBA-WABC.
FIBA-WABC. (2016); Coaches Manual Level 1. Mies: FIBA-WABC.
FIBA-WABC. (2020); Start Coaching: Activities Book. Mies: FIBA-WABC.
FIBA-WABC. (2020); Start Coaching: Coach Workbook. Mies: FIBA-WABC.
FIBA-WABC. (2020); Start Coaching: Practice Plans. Mies: FIBA-WABC.
FPB. (2022); Orientações Técnicas Nacionais. Lisboa: FPB.
Krause, J. V., & Nelson, C. (2018); Basketball Skills & Drills (4th ed.). Champaign, IL: Human Kinetics.
Wooden, J. (1998); Practical Modern Basketball (3rd ed.). New York, NY: Benjamin Cummings.

Complementary Bibliography

American Sport Education Program. (2006); Coaching Basketball Technical and Tactical Skills. Champaign, IL: Human Kinetics.
Garchow, K., & Dickinson, A. (1992); Youth Basketball: A Complete Handbook. Traverse City, MI: Cooper Pub Group.
Oliver, D. (2004); Basketball on Paper: Rules and Tools for Performance Analysis. Sterling, VA. Brassey's, Inc.
Paye, B., & Paye, P. (2000); Youth Basketball Drills. Champaign, IL: Human Kinetics.
Prusak, K. (2005); Basketball Fun & Games: 50 Skill-Building Activities for Children. Champaign, IL: Human Kinetics.
Rose, L. (2004); The Basketball Handbook. Champaign, IL: Human Kinetics.
Taylor, B. (2016); Thinking Basketball. Scotts Valley, CA: CreateSpace.
Wootten, M., & Wootten, J. (2012); Coaching Basketball Successfully (3rd ed.). Champaign, IL: Human Kinetics.

Teaching methods and learning activities

Considering the aims previously outlined, which are embodied in the acquisition of skills and competencies required for the role of a children and youth coach, the applied methodologies are less expository and more interactive. Thus, alongside more conventional theoretical and practical classes, the program incorporates a range of educational strategies that place the student at the center of the teaching-learning process:

- Individual and group reflection and discussion sessions on the activities developed within the scope of the course unit.
- Meetings with professors that encourage critical reflection on issues arising from the academic activities.
- Thematic seminars led by either faculty members or distinguished professionals from various areas of sports (coaches, coordinators, managers, referees).

The intention of preparing students for the coaching profession also requires educational strategies that promote increasing autonomy. This is supported through questioning techniques, within a progressively demanding framework that begins with the confrontation of theoretical knowledge, moves through its application (demonstrating, exemplifying, prescribing), and culminates in problem-solving.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho de campo	25,00
Trabalho escrito	25,00
Teste	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	50,00
Frequência das aulas	120,00
Trabalho escrito	40,00
Trabalho de campo	60,00
Total:	270,00

Eligibility for exams

Students must attend 75% of the planned formal teaching sessions: theoretical classes, practical classes, and thematic seminars.

Calculation formula of final grade

Success in the CU is achieved by obtaining a minimum grade of 10 (rounded from 9.5) on a scale from 0 to 20, based on the following assessment components:

a) Fieldwork:
    – Involvement in the planning, implementation, and conduct of training (25%)
b) Written assignment:
    – Executive summary (25%)
c) Test (50%)

Final classification (FC) results from the following formula:

FC = (fieldwork score × 0.25) + (written work score × 0.25) + (test score × 0.50)

Classification improvement

Not applicable.