NBA BASKETBALL SCHOOL

CAMP CURRICULUM
CAMP CURRICULUM CONTENTS

CONTENTS
Module One Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Module Four Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Competition Ladder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
1. Partner Tag Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
2. 4-on-2 Passing Rondo. . . . . . . . . . . . . . . . . . . . . . . . . 8 1. 1-on-1 Elbow Race. . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2. 1-on-1 Slalom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
3. 1-on-1 Blind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
4. 2-on-2 Changing Locations. . . . . . . . . . . . . . . . . . . . 13 3. Variable Shooting . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
5. 1-on-1 Create Space . . . . . . . . . . . . . . . . . . . . . . . . . 15 4. 2-on-2 Line Start to Post-Ups. . . . . . . . . . . . . . . . . . 77
6. 3-on-3 Half-Court Continuous . . . . . . . . . . . . . . . . . 17 5. 1-on-1 Guided Post-Ups . . . . . . . . . . . . . . . . . . . . . . 79
7. 2-on-1 1 More. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 6. 3-on-2 Shooting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
8. 3-on-2 Convert the Advantage. . . . . . . . . . . . . . . . . 21 7. 4-on-4 Half-Court
9. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . . 23 Continuous with a Random Start. . . . . . . . . . . . . . . . . 83
Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 8. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . . 84
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Module Two Full Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Module Five Full Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Competition Ladder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
1. Small Space Dribble Knockout. . . . . . . . . . . . . . . . . 31 1. 1-on-1 Change of Speed. . . . . . . . . . . . . . . . . . . . . . 91
2. Pass Keepaway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 2. 3-on-2 Pass Triangle. . . . . . . . . . . . . . . . . . . . . . . . . 93
Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
3. 1-on-1 Rooted. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3. 2-on-1 Half-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
4. 1-on-1 Advance the Ball . . . . . . . . . . . . . . . . . . . . . . 36 4. 1-on-1 Create an Advantage. . . . . . . . . . . . . . . . . . . 98
5. 3-on-3 Half-Court Continuous . . . . . . . . . . . . . . . . . 38 5. 3-on-3, Score Through a 1-on-1 . . . . . . . . . . . . . . . 100
6. 1-on-1 Blind Shooting . . . . . . . . . . . . . . . . . . . . . . . . 40 6. 1-on-1+1 Grab and Play. . . . . . . . . . . . . . . . . . . . . . 102
7. 4-on-4 Defensive Shutdown. . . . . . . . . . . . . . . . . . . 41 7. Variable Shooting . . . . . . . . . . . . . . . . . . . . . . . . . . 103
8. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . . 43 8. 4-on-4 Changing Rims Game. . . . . . . . . . . . . . . . . 104
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 9. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . 105
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Module Three Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Module Six Full Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
1. Tail Tag. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
2. Team Tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Competition Ladder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
3. 2-on-2 Around the Cone . . . . . . . . . . . . . . . . . . . . . . 52 1. Follow the Leader . . . . . . . . . . . . . . . . . . . . . . . . . . 113
4. 1-on-2 Conversion into 2-on-1 Back. . . . . . . . . . . . . 54 2. Rock, Paper, Scissors Tag. . . . . . . . . . . . . . . . . . . . 114
5. 1-on-1+1 Create Separation . . . . . . . . . . . . . . . . . . . 56 Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
6. 3-on-3 Scramble. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
3. 1-on-2 Touchdown. . . . . . . . . . . . . . . . . . . . . . . . . . 117
7. 3-on-3 Three Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4. 1-on-1+1 Closeout Series. . . . . . . . . . . . . . . . . . . . 119
8. Shooting Ladder . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5. 1-on-2 Constrained Space . . . . . . . . . . . . . . . . . . . 121
9. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . . 63
6. 3-on-3 Defensive Shutdown. . . . . . . . . . . . . . . . . . 123
Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
7. Shooting Competitions. . . . . . . . . . . . . . . . . . . . . . 125
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
8. 5-on-5 Loads-Based Half-Court. . . . . . . . . . . . . . . 126
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

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CAMP CURRICULUM CONTENTS

CONTENTS
Module Seven Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . 130 Module Ten Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Competition Ladder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
1. Team Dribble Knockout with Loads. . . . . . . . . . . . 133 Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
2. Random Movement Shooting. . . . . . . . . . . . . . . . .134 1. Functional Movement Exploration. . . . . . . . . . . . . 198
Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 2. 1-on-1 Block Races. . . . . . . . . . . . . . . . . . . . . . . . . 199
3. 2-on-1 Ball on Hip . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
4. 2-on-2 Fixed Spot. . . . . . . . . . . . . . . . . . . . . . . . . . . 138 3. 2-on-1+1 Closeouts. . . . . . . . . . . . . . . . . . . . . . . . . 202
5. 2-on-1 Conversion into 1-on-2 Back. . . . . . . . . . . .140 4. 3-on-3 Changing Locations. . . . . . . . . . . . . . . . . . .204
6. 3-on-2 Drive and Kick, Paint Touch Score. . . . . . . 142 5. 2-on-3+1 Continuous. . . . . . . . . . . . . . . . . . . . . . . . 205
7. 3-on-3 Line Start . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 6. 4-on-3 Convert the Advantage. . . . . . . . . . . . . . . . 207
8. 1-on-1 Blind Shooting . . . . . . . . . . . . . . . . . . . . . . . 146 7. 3-on-3 Three Trips. . . . . . . . . . . . . . . . . . . . . . . . . . 209
9. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . 148 8. 4-on-4 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . 211
Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Module Eight Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Competition Ladder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
1. Pass Touchdown. . . . . . . . . . . . . . . . . . . . . . . . . . . 156
2. Obstacle Course Tag. . . . . . . . . . . . . . . . . . . . . . . . 158
Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
3. 1-on-1 Big Advantage Shooting. . . . . . . . . . . . . . . 160
4. 3-on-2 into 2-on-2 Half-Court . . . . . . . . . . . . . . . . . 162
5. 2-on-2 Advance the Ball . . . . . . . . . . . . . . . . . . . . . 164
6. 1-on-1+1 Drive and Kick . . . . . . . . . . . . . . . . . . . . . 166
7. 3-on-3 Half-Court Continuous . . . . . . . . . . . . . . . . 168
8. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . 170
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Module Nine Full Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Tip-Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
1. Steal the Cone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
2. Steal the Tail Gate Tag . . . . . . . . . . . . . . . . . . . . . . 178
Game Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
3. 2-on-2+1 Grab and Play. . . . . . . . . . . . . . . . . . . . . . 181
4. 3-on-3 Around the Cone . . . . . . . . . . . . . . . . . . . . . 183
5. 2-on-1 1 More. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
6. 3-on-3 Random Possession Change. . . . . . . . . . . 187
7. 4-on-4 Changing Rims. . . . . . . . . . . . . . . . . . . . . . . 188
8. 2-on-2+1 Closeouts. . . . . . . . . . . . . . . . . . . . . . . . . 189
9. 5-on-5 Loads-Based . . . . . . . . . . . . . . . . . . . . . . . . 190
Off-Court. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Buzzer Beater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Final Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

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 MODULE 1:
FULL OUTLINE
MODULE 1: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

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MODULE 1: FULL OUTLINE WARM-UP

WARM-UP PARTNER TAG GAME

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

4-ON-2 PASSING RONDO

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MODULE 1: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

PARTNER
TAG GAME All available space
(no basket needed)
None needed. Can add 1 ball
per player for dribbling loads.

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OF LOADS

Give players 10 seconds to find a partner. On “go,” • While moving, tag partner’s back.
both players attempt to tag their partner’s knees • While crawling, tag partner’s back.
simultaneously. Play tag for 30 to 60 seconds. Each • While hopping on one leg, tag partner’s hips.
player should keep track of how many tags they get. • While jumping on two legs, tag partner’s hips.
Change partners after two loads have been applied to • While dribbling, tag partner’s knees.
tag games. • While dribbling, only use weak hand to tag partner’s
hips.
• While dribbling, steal their partner’s ball.
• While dribbling, each player must keep one foot on
SCORING part of any line within the gym while still trying to steal
their partner’s ball. Both feet off the line leads to a point
Players get 1 point for tag. for the partner.

KEY CONCEPTS STAFF ROLE

• Scanning and reading the playing area • Encourage players to find a way to tag your opponent,
• Creativity while avoiding being tagged.
• Changing speed and direction • Ensure players change partners after every two
• Deking and juking rounds.
• Watch for kids who have their head down and
encourage them to keep eyes up.

GUIDING QUESTIONS
• “What are the best ways to fake someone out?”
• “Why is changing speeds important?”

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MODULE 1: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

4-ON-2 PASSING
RONDO All available space (no basket
needed). Mark out squares
using 4 cones with every cone
1 ball and 4 cones
per group

approximately 6 steps away.

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Four players will act as passers, who cannot move • Say the name of the teammate you pass to.
and must stand over the cones. Two defenders • Can only take one dribble.
stand in the middle. The passers have to keep the • Can only pass with one hand.
ball away from the defenders. A defender switches • After making a pass, exchange spots with a teammate.
with a passer if they tag the player with the ball, • Continually move around in the space (e.g. 4-on-2
deflect a pass, or steal a ball. This game can also be keepaway).
played 4-on-3, 5-on-2, 5-on-3, etc. subject to group
numbers and space. Each load can be played for 2 to
3 minutes.
STAFF ROLE STAFF ROLE
SCORING • Mark out squares with cones quickly and efficiently so
players do not waste time waiting.
• Ensure players switch roles so players experience
Not needed due to warm-up. Players get 1 point for
both offense and defense.
every completed pass (if desired).

KEY CONCEPTS GUIDING QUESTIONS

• Identifying the open player • “Where was the open player?”
• Faking a pass then making a pass • “What can you do to be surprising on defense?”
• Changing angle of pass

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MODULE 1: FULL OUTLINE WARM-UP

4-ON-2 PASSING RONDO

Offense in blue Cone in orange

Offense in blue with ball Pass
Defense in red

Set up for four 4-on-2 Passing Rondos

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MODULE 1: FULL OUTLINE GAME TIME

GAME TIME 1-ON-1 BLIND

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
2-ON-2 CHANGING LOCATIONS
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 1-ON-1 CREATE SPACE
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

3-ON-3 HALF COURT CONTINUOUS

2-ON-1 1 MORE

3-ON-2 CONVERT THE ADVANTAGE

5-ON-5 LOADS BASED

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MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1 BLIND All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players find a partner and a ball. Two groups can play • Add dribbles.
1-on-1 on the same basket at the same time. The • The defense cannot jump.
defender will start ‘blind’ to the offense, with their • The offense and defense must change partners after
heels on the 3PT line facing the basket. The offense they both play offense.
will hold the ball and place it on the defender’s back. • The offense can only score at the rim inside the paint.
Once they lift the ball from the defense’s back, it • The offense can only score using the net.
becomes a live 1-on-1. The offense has a maximum of • The offense can only score using the backboard.
three dribbles to score. Only one shot is allowed. The • The offense can only score using their weak hand.
players are responsible for rotating and resetting the • The offense can only score off two feet.
activity: the next group can begin once the defense is • Defense starts side by side with the offensive player
in the ‘blind’ position and they see clear space. Each (smaller advantage).
repetition should have a different starting location
around the 3PT line.

STAFF ROLE STAFF ROLE

SCORING • Get the players organized to read the space and
successfully organize themselves by communicating
Offensive players will get 2 points or 3 points for whose turn it is (each repetition should start within two
made baskets. Defensive players will get 2 points for seconds of the one before finishing).
defensive stops (defensive rebound, blocked shot, or • Remind players to get back in line without disrupting
forced turnover). the next group by going around the side.
• Challenge players to think about why they are using
particular finishes.

KEY CONCEPTS • Make sure players drive from different angles and
locations.

• Creating and maintaining advantage

• Exploring different types of finishes
• Attacking the basket at different angles GUIDING QUESTIONS
• “How can you improve your initial move to create and
keep the advantage?”
• “How can you prevent the defender from recovering?”
• “Are there any adjustments that need to be made with
your finish?”

Load for younger players

11
MODULE 1: FULL OUTLINE GAME TIME

1-ON-1 BLIND

Potential starting position for 1-on-1 Blind

12
MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-2 CHANGING
LOCATIONS All available baskets. 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players find a partner. Each basket needs one ball • For younger players, the lava is the paint area.
and several groups. One group will begin on offense Offensive players cannot catch the ball inside the paint
anywhere outside the 3PT line with a second group of unless they are cutting to the basket. A turnover occurs
defenders matching up. Other groups will wait their if players receive the ball in the lava (within the paint).
turn at the baseline. The on-ball defender will start
• Inside the 3PT line is lava. Offensive players cannot
‘blind’ to the offense, with their heels on the 3PT line
catch the ball inside the 3PT line unless they are cutting
facing the basket. The offense will hold the ball and
to the basket. A turnover occurs if players receive the
place it on the defender’s back. The off-ball defender
ball in the lava (within the 3PT line).
can start in a gap or help position depending on their
match up’s placement on the 3PT line. As soon as • The offense can only score a rim finish or 3PT shot.
the offense lifts the ball from the defense’s back, it • For younger players, the mid-range is still permitted.
becomes a live 2-on-2. Games go until a basket is
• Escape the lava. After a pass or cut is completed, the
scored, there is a defensive stop, or the ball goes out
offensive player without the ball has three seconds to
of bounds.
escape the lava (space out). If they are still inside the
lava after three seconds, a turnover is called.

SCORING • After a made basket, the next team waiting at the

baseline must inbound it against the team that just
scored. The defenders must pressure the ball (this may
Offensive teams will get 2 points or 3 points for
include aggressively attempting to double team the
made baskets. Defensive players will get 2 points
receiver). The offense has five seconds to complete a
for defensive stops (defensive rebound or forced
successful inbounds pass. Play stops if the offense is
turnover).
able to inbound the ball. If the defense intercepts the
ball, they can score it immediately to gain additional

KEY CONCEPTS points.

• Keeping and maintaining advantage

•
•
Attacking the help defense
Scoring off 2-on-1 advantages
STAFF ROLE
• Stunting and recovering • Help players explore varied spacings, ensuring they
• Stopping the ball begin from different positions.
• Officiate the ‘lava’ load.

GUIDING QUESTIONS
• “What other positions could you explore playing from?”
• “What can the defense do to ensure the offense does
not score off the first drive?” Load for younger players

13
MODULE 1: FULL OUTLINE GAME TIME

2-ON-2 CHANGING LOCATIONS

Offense in blue Offense in blue with ball

Defense in red

Potential starting positions for 2-on-2 Changing Locations

14
MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1
CREATE SPACE All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players have 10 seconds to find a partner. Groups • The defense can only use one hand to steal the ball or
should divide evenly amongst all the baskets block the offense’s shot.
available. The offense will begin with the ball • The defense cannot move until the offense dribbles.
anywhere outside the 3PT area or inside the mid- If the offense tricks the defense with a false start, they
range. The defender pressures the offensive player gain a bonus point.
within an arms’ distance. The offense has a maximum • The defense is allowed to steal the ball.
of two dribbles to create space and shoot a pull- • Stay for two repetitions: the offense must attempt one
up jump shot, but they cannot enter the paint. The rim finish and one pull-up jump shot in any sequence
defender cannot steal the ball, but can distract the across both repetitions.
shooter however they want! Change roles after three • Defense can start at different angles (e.g. straight up,
repetitions. As many as three groups can play at the shading to a side, etc.).
same time on each basket.

SCORING STAFF ROLE

• Ensure the players organize themselves efficiently
Offensive players will get 2 points or 3 points for and use all the available space.
made baskets. Defensive players will get 2 points • Make sure the defense starts arm-distance away.
for defensive stops (defensive rebound or forced • Work with offense on their decisions and reading the
turnover). defender’s positioning.

KEY CONCEPTS GUIDING QUESTIONS

• Creating space • “What could you have done differently to create space in
• Shooting off the dribble that situation?”
• Executing ball pick-ups
• Scoring in limited dribbles

Load for younger players

15
MODULE 1: FULL OUTLINE GAME TIME

1-ON-1 CREATE SPACE

16
MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3 HALF-COURT
CONTINUOUS All available baskets 1 ball per group

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of three. Make sure • For younger players, the lava is the paint area. Offensive
each basket has a minimum of three teams and a players cannot catch the ball inside the paint unless they
maximum of six. Teams will play half-court 3-on-3 are cutting to the basket. A turnover occurs if players
with additional teams waiting at the baseline. After receive the ball in the lava (within the paint).
a make, the team that just got scored on sprints • Inside the 3PT line is lava. Offensive players cannot
off while a new defensive team comes on from the catch the ball inside the 3PT line unless they are cutting to
baseline and touches the 3PT line before matching the basket. A turnover occurs if players receive the ball in
up and defending. Simultaneously, the offense must the lava (within the 3PT line).
advance the ball and touch the half-court line to • The offense can only score a rim finish or 3PT shot.
initiate the next 3-on-3. • For younger players, the mid-range is still permitted.
• Escape the lava. After a pass or cut is completed, the
offensive player without the ball has three seconds to
escape the lava (space out). If they are still inside the lava
SCORING after three seconds, a turnover is called.
• Pass and cut is a turnover. Players can only create
Offensive players will get 2 points or 3 points for an advantage through a static 1-on-1 where the ball-
made baskets. handler creates an advantage with a dribble move from
the perimeter, or through a post-up. Teammates should
maintain spacing (following the ‘lava’ load), ready to
receive the ball.
KEY CONCEPTS • The ‘lava’ load applies but post-ups are allowed.

• Beating initial defense and reading second and third

levels of help defense
• Identifying the open player STAFF ROLE
• Ensure the players keep and communicate score.

GUIDING QUESTIONS • Make sure players start from different angles and
locations.
• Remind players to create advantages by transitioning
• “What is the ‘lava’ load teaching?” quickly after a score (offense touch half-court, defense
• “Where is the space?” touch 3PT line).
• “What are ways to speed up and take advantage of your
transition?”

Load for younger players

17
MODULE 1: FULL OUTLINE GAME TIME

3-ON-3 HALF-COURT CONTINUOUS

Offense
.
in blue Defense in red
Offense in blue with ball

18
MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-1 1 MORE All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Quickly introduce ROB shots (Range, Open, Balance). • For younger players, start the offense at the short
Divide players into groups of four with one ball per corner and elbow (closer in).
group. Two offensive players will position themselves • The offense is allowed to drive at any time. However
beyond the 3PT line (either corner/wing or slot/slot). if the offense drives, only 1 pass is allowed.
One defender starts with the ball, a short closeout • The offense is allowed to cut to the basket.
position away from the two offensive players. When • Add +1 (defender) who starts in the paint and
the defense passes the ball in, the offense has a defends after the initial pass (becomes a 2-on-1+1).
maximum of two passes to find an open shot, but they
cannot move or dribble. The defender can attempt to
steal the pass or block the shot. The offensive players
look to shoot and score whenever they are open. The
second defender waits on the side for the first 2-on-1
STAFF ROLE
to complete before they rotate in. The defenders take • Help the players with their spacings and roles (staying
turns playing defense for six repetitions. After six on offense or defense for 6 repetitions).
repetitions, the offense and defense switch roles. Three • Encourage defenders to find ways to disrupt the
groups can go simultaneously at each basket (left offense.
corner and wing, slot and slot, right corner and wing).

GUIDING QUESTIONS
SCORING • “Was your shot a ROB shot? If not, what was
missing?”
Offensive players will get 2 points or 3 points for
• “In what ways can the defenders disrupt the offense?”
made baskets. Defensive players will get 2 points
• “Is it possible to overpass?”
for defensive stops (defensive rebound or forced
turnover).

KEY CONCEPTS
• Identifying ROB shots (Range, Open, Balance)
• Scoring off 2-on-1 advantages

Load for younger players

19
MODULE 1: FULL OUTLINE GAME TIME

2-ON-1 1 MORE

Offense
.
in blue Defense in red
Defense in red with ball

20
MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-2 CONVERT
THE ADVANTAGE All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide players into groups of seven at all available • For younger players, the lava is the paint area. Offensive
baskets. Three players will start on offense with two players cannot catch the ball inside the paint unless they
players on defense (and two defenders off to the are cutting to the basket. A turnover occurs if players
baseline). The offense must score a 3PT shot or a receive the ball in the lava (within the paint).
lay-up in 10 seconds (we will call these ‘bursts’). The • Inside the 3PT line is lava. Offensive players cannot
offense will complete six ‘bursts’ against the defense catch the ball inside the 3PT line unless they are cutting to
with different defensive combinations rotating in each the basket. A turnover occurs if players receive the ball in
time. Players should start ‘bursts’ quickly and from the lava (within the 3PT line).
different locations on the floor. After six ‘bursts’, a new • Escape the lava. After a pass or cut is completed, the
group will become the offense. offensive player without the ball has three seconds to
escape the lava (space out). If they are still inside the lava
after three seconds, a turnover is called.
• Pass and cut is a turnover. Simply convert the 3-on-2
SCORING advantage which exists.
• Create a 3-on-2+1 with the offense starting with a
Offensive players will get 2 points or 3 points for blind advantage. If the advantage is lost and the defense
made baskets. Defensive players will get 2 points recovers and matches up with the offense, it is an instant
for defensive stops (defensive rebound or forced turnover.
turnover). The team (offense or defense) with the • If there is a coach at each basket, the offense can
most points wins. If there is a tie, play an additional clear the ball by passing to the coach to start the next
‘burst’. ‘burst’. Coaches can increase the pace and vary starting
locations.

KEY CONCEPTS STAFF ROLE

• Identifying ROB shots (Range, Open, Balance)
• Making quick decisions to increase the advantage • Ensure players understand the ‘bursts’ concept.
• Identifying matchup advantages • Ensure that the defenders secure the made or missed
shot before rotating off to wait for their next turn.

GUIDING QUESTIONS
• “Was your shot a ROB Shot? If not, what was missing?”
• “In what ways can the defenders disrupt the offense?”
• “Is it possible to overpass?”
• “What are your matchup advantages?” Load for younger players

21
MODULE 1: FULL OUTLINE GAME TIME

3-ON-2 CONVERT THE ADVANTAGE

Offense in blue Defense in red

Potential starting position for 3-on-2 Convert the Advantage

Defense in red with ball

22
MODULE 1: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per group

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players, based • For younger players, play 4-on-4, with a +1 who is
on the number of courts available. Try to have always on offense.
a maximum of five teams on each full-court. In • For younger players, the lava is the paint area. Offensive
instances of very high numbers, half-courts can be players cannot catch the ball inside the paint unless they
used. Teams play to three baskets. After a team are cutting to the basket. A turnover occurs if players
scores three baskets, they get a point. The losing receive the ball in the lava (within the paint).
team rotates off while the next team waiting rotates • Inside the 3PT line is lava. Offensive players cannot
on defense at the opposite end. The team that gets catch the ball inside the 3PT line unless they are cutting to
a point gets to maintain possession and stay on the basket. A turnover occurs if players receive the ball in
offense. The game is then continually played, with the lava (within the 3PT line).
teams keeping track of their total number of points • Escape the lava. After a pass or cut is completed, the
over the course of the activity. offensive player without the ball has three seconds to
escape the lava (space out outside the 3PT line). If they
are still inside after three seconds, a turnover is called.

SCORING • Pass and cut is a turnover. Players can only create

an advantage through a static 1-on-1 where the ball-
handler creates an advantage with a dribble move from
3 baskets = 1 point for team. the perimeter, or through a post-up. Teammates should
maintain spacing (following the ‘lava’ load), ready to
receive the ball.

KEY CONCEPTS • A score within five seconds of gaining the ball on

defense is worth double the points.

• Taking advantage of scramble situations

• Transitioning with speed and pace (offense and defense)
• Maintaining balanced spacing while moving off-ball STAFF ROLE
(cuts, screens, etc.)
• Organize the waiting teams on the sideline so teams
transition quickly for the next repetition.
• Ensure players substitute every few minutes.
GUIDING QUESTIONS • Help players look to advance the ball by finding open
players.
• “How can you get the most efficient shot?”
• “What can you do to space the floor effectively?”

Load for younger players

23
MODULE 1: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

24
MODULE 1: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

25
MODULE 1: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

26
 MODULE 2:
FULL OUTLINE
MODULE 2: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

28
MODULE 2: FULL OUTLINE COMPETITION LADDER

COMPETITION LADDER 1 VS. 1

Select 1 of the following Competition Ladder options to
complement the module’s Game Time:

Various loads can be added to the different competitions

to provide the players with structure while simultaneously
allowing them the freedom to play and explore solutions
2 VS. 2
on their own.

3 VS. 3

FREE THROW SHOOTING CHALLENGE

3-POINT SHOOTING CONTEST

29
MODULE 2: FULL OUTLINE WARM-UP

WARM-UP SMALL SPACE DRIBBLE KNOCKOUT

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

PASS KEEPAWAY

30
MODULE 2: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

SMALL SPACE
DRIBBLE KNOCKOUT All available space
(no baskets needed)
1 ball per player (other loads
can be performed if not enough
balls for each player)

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Give players ten seconds to find a partner. Players • Only dribble using weak hand.
can use any available space in the gym. Both players • Perform a change of direction dribble every three
have a ball, attempting to keep their dribble alive dribbles.
while simultaneously knocking the ball out of their • Ball must be bounced above the waist every time.
opponent’s hands. Each load can be played for • Ball must be bounced below the knees every time.
anywhere from 30 to 60 seconds. Change partners • One player has the ball while their partner is on
after two different loads have been played. defense. Offense attempts to maintain the dribble for 12
seconds without having the ball stolen or deflected.

SCORING STAFF ROLE

1 point for each round win.
• Ensure players change pairs after every two rounds.
• Encourage players to scan the floor and locate the

KEY CONCEPTS defense.

• Developing ball manipulation skills

• Stealing the ball without fouling GUIDING QUESTIONS
• “Find a way to knock out your opponent’s ball.”
• “How could you move the ball to trick your opponent?”

31
MODULE 2: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

PASS
KEEPAWAY All available space (no baskets
needed). Mark out 3PT-sized
playing areas with cones if
1 ball per game

needed.
10 MIN BINDING YES NO

DESCRIPTION SCORING
Players must be divided into teams of 3-on-3 (the 1 point is awarded each time a team completes
game could be played 4-on-4 or 5-on-5 too). Players 10 passes in a row. If teams do not count their
can self-select teams, but coaches can change teams passes, a turnover is called and the other team gains
if the teams are not reasonably balanced. Designate possession.
the players into different areas of the gym, such as
within the 3PT area or grids of an equivalent size
marked out by cones. One team must perform 10
passes in a row, without a deflection, committing a
turnover or violation (e.g. stepping out of bounds,
EXAMPLES OFEXAMPLES
LOADS OF LOADS
traveling, etc). • Teams have an option to take one dribble if needed.
• If one designated player on each team catches the
ball, it is worth two passes instead of one.
• Players can run dribble hand-offs with their one
STAFF ROLE dribble limit.

• Officiate fouls and violations.

• Get teams playing as quickly as possible within their
designated spaces.
GUIDING QUESTIONS
• If teams do not call their pass count, call ‘turnover’ and
the other team regains possession. • “Where is the space?”
• “Defensively, how can you position yourself to make it
harder for the other team to successfully pass?”

KEY CONCEPTS
• Passing against pressure
• Pivoting
• Creating leads and getting open

Load for younger players

32
MODULE 2: FULL OUTLINE GAME TIME

GAME TIME 1-ON-1 ROOTED

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
1-ON-1 ADVANCE THE BALL
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 3-ON-3 HALF-COURT CONTINUOUS
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

1-ON-1 BLIND SHOOTING

4-ON-4 DEFENSIVE SHUTDOWN

5-ON-5 LOADS-BASED

33
MODULE 2: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1
ROOTED All available baskets 3 balls per group, 1 group in
each half-court area.

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players work in groups of four. Three offensive players • Defenders play defense holding a ball instead of using
have the balls and can begin in different positions their hands.
outside the paint. There is one defender who can only • If the defense steals the ball, they have five seconds to
play defense in a position close to the basket, but gain an additional point by immediately transitioning into
they are not allowed to move or jump. Each player a live 1-on-1.
gets two repetitions on offense before changing roles • Offensive players have a seven dribble limit.
and picking a new defender. The offense must find • Offensive players must advance with a maximum of
ways to score without the rooted defender stealing or seven dribbles but retreat dribbles do not count as part
deflecting the ball. of this limit.
• Add a trailing defender to turn the activity into a 1-on-2.

SCORING STAFF ROLE

Offensive players will get 2 points for made baskets.
Defensive players will get 1 point for every missed • Officiate fouls and violations.
shot. • Make sure players start from different angles and
locations.
• Ensure a new defender is picked after all offensive

KEY CONCEPTS players get two repetitions.

• Contesting shots without fouling (walling-up)

• Improving finishing skills GUIDING QUESTIONS
• “Where was the space to finish?”
• “What other solutions could you explore to finish?”
• “What defensive concept are we learning?”

Load for younger players

34
MODULE 2: FULL OUTLINE GAME TIME

1-ON-1 ROOTED

Offense in blue with ball Defense in red

Potential starting position for 1-on-1 Rooted

35
MODULE 2: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1 ADVANCE
THE BALL All available space (no baskets
needed). Use cones to mark
out grids from the elbow lane
1 ball per basket

extended to the sideline on all

16 MIN BINDING YES NO available courts.

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players play in pairs or in groups of three if there are • Defenders play defense holding a ball instead of using
high numbers. One offensive player has 10 seconds their hands.
to ‘advance the ball’ against their defender. They must • If the defense steals the ball, they have five seconds to
start behind the baseline and reach the half-court line gain an additional point by immediately transitioning into
without stepping out of bounds or losing control of a live 1-on-1.
the ball. Players manage their own rotations within • Offensive players have a seven dribble limit.
their groups. • Offensive players must advance with a maximum of
seven dribbles but retreat dribbles do not count as part
of this limit.
• Add a trailing defender to turn the activity into a 1-on-2.
SCORING
Ball-handler will get 1 point if they successfully get
from the half-court line to baseline within 10 seconds. STAFF ROLE
The defense will get 1 point if they force a turnover or
the time limit passes.
• Count down from 10 seconds.
• Remind players to verbally communicate the score.

KEY CONCEPTS
• Advancing the ball against pressure
GUIDING QUESTIONS
• Containing the ball on defense
• “How can you contain the ball-handler without allowing
a blow-by?”
• “What can you do to trick the defense?”

Load for younger players

36
MODULE 2: FULL OUTLINE GAME TIME

1-ON-1 ADVANCE THE BALL

Offense in blue with ball Defense in red

Player may drive in either direction

37
MODULE 2: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3 HALF-COURT
CONTINUOUS All available baskets 1 ball per basket

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of three. Make sure each • For younger players, the lava is the paint area.
basket has a minimum of three teams per basket Offensive players cannot catch the ball inside the paint
and a maximum of six. Teams will play half-court unless they are cutting to the basket. A turnover occurs
3-on-3 with additional teams waiting at the baseline. if players receive the ball in the lava (within the paint).
After a make, the team that just got scored on sprints • Inside the 3PT line is lava. Offensive players cannot
off while a new defensive team comes on from the catch the ball inside the 3PT line unless they are cutting
baseline and touches the 3PT line before matching to the basket. A turnover occurs if players receive the
up and defending. Simultaneously, the offense must ball in the lava (within the 3PT line).
advance the ball and touch the half-court line to • The offense can only score a rim finish or 3PT shot.
initiate the next 3-on-3. • For younger players, the mid-range is still permitted.
• Escape the lava. After a pass or cut is completed, the
offensive player without the ball has three seconds to

SCORING escape the lava (space out). If they are still inside the
lava after three seconds, a turnover is called.
• Pass and cut is a turnover. Players can only create
Offensive players will get 2 points or 3 points for an advantage through a static 1-on-1 where the ball-
made baskets. Defensive players will get 2 points handler creates an advantage with a dribble move from
for defensive stops (defensive rebound or forced the perimeter, or through a post-up. Teammates should
turnover). maintain spacing (following the ‘lava’ load), ready to
receive the ball.
• Teams can be given actions to run and to emphasize

KEY CONCEPTS as they play (on-ball screen, off-ball screen, blitz the ball-
handler, etc.)

• Beating initial defense and reading second and third

levels of help defense
• Identifying the open player STAFF ROLE
• Ensure the players keep and communicate score.
GUIDING QUESTIONS • Make sure players start from different angles and locations.

• “What is the ‘lava’ load teaching?”

• “Where is the space?”

Load for younger players

38
MODULE 2: FULL OUTLINE GAME TIME

3-ON-3 HALF-COURT CONTINUOUS

Offense
.
in blue with ball Defense in red

39
MODULE 2: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1 BLIND
SHOOTING All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players find a partner and a ball. Three groups can • The defense is not allowed to block the shooter, but
play 1-on-1 on the same basket at the same time. can distract them.
The defender will start ‘blind’ to the offense, with their • The offense and defense must change partners after
heels on the 3PT line facing the basket. The offense they both play offense.
will hold the ball and place it on the defender’s back. • The offense can only score with one dribble.
Once they lift the ball from the defense’s back, it • The offense gets double points for a swish.
becomes a live 1-on-1. The offense has a maximum • The offense begins in the paint, facing away from the
of three dribbles to score but can only score by basket, and must escape the lava and shoot within three
shooting outside the paint. Each repetition should dribbles.
have a different starting location, beginning anywhere
outside the paint.

STAFF ROLE
SCORING • Get the players organized to read the space and
successfully organize themselves by communicating
Offensive players will get 2 points or 3 points for whose turn it is.
made baskets. Defensive players will get 2 points • Challenge players to get their shot off quickly before
for defensive stops (defensive rebound or forced the defender can recover.
turnover).

GUIDING QUESTIONS
KEY CONCEPTS
• “How can you use the space before the defense can
• Creating and maintaining advantage recover?”
• Attempting to shoot as quickly and controlled as possible • “How can the defense rear view contest without
• Exploring different ways to stop (e.g. jump stop, stride fouling?”
stop, etc).

Load for younger players

40
MODULE 2: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

4-ON-4 DEFENSIVE
SHUTDOWN All available baskets 1 ball per basket

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of four. Make sure • The defense must always ensure there is adequate
each basket has a minimum of three teams and a ball pressure: the on-ball defender must be within arm’s
maximum of six. Teams will play continuous half- distance from the offensive player.
court 4-on-4 with additional teams waiting at the half- • The defense must avoid fouling.
court area. If a defensive stop is secured (defensive • The defense achieves an extra 2 points for any
rebound or forced turnover), the defense gets 2 points successful trap (double team) which leads to a turnover.
and stays on defense while a new offense comes on
from the half-court area (the old offense team rotates
off to the end of the line). If the offense scores, they
rotate to defense and play against a new team on
offense (the old defense team rotates off to the end
STAFF ROLE
of the line).
• Send off defense when lapses happen (inadequate ball
pressure, foul, etc.).
• Emphasize and teach defensive concepts and
SCORING philosophy.

Defensive players will get 2 points for defensive stops

(defensive rebound or forced turnover).
GUIDING QUESTIONS
• “What does good ball pressure look like?”
KEY CONCEPTS • “What are the best scenarios to trap?”

• Pressuring the ball with intensity

• Helping and stopping the ball
• Disrupting the offense with double teams

41
MODULE 2: FULL OUTLINE GAME TIME

4-ON-4 DEFENSIVE SHUTDOWN

Potential starting position for 4-on-4 Defensive Shutdown

Offense in blue with ball Defense in red

42
MODULE 2: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per basket

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players, based • Play 4-on-4, with a +1 who is always on offense.
on the number of courts available. Try to have • For younger players, the lava is the paint area.
a maximum of five teams on each full-court. In Offensive players cannot catch the ball inside the paint
instances of very high numbers, half-courts can be unless they are cutting to the basket. A turnover occurs
used. Teams play to three baskets. After a team if players receive the ball in the lava (within the paint).
scores three baskets, they get 1 point. The losing • Inside the 3PT line is lava. Offensive players cannot
team will rotate off while the next team waiting catch the ball inside the 3PT line unless they are cutting
rotates on. The game is then continually played, with to the basket. A turnover occurs if players receive the
teams keeping track of their total number of points ball in the lava (within the 3PT line).
over the course of the activity. • Escape the lava. After a pass or cut is completed, the
offensive player without the ball has three seconds to
escape the lava (space out outside the 3PT line). If they
are still inside after three seconds, a turnover is called.
SCORING • Pass and cut is a turnover. Players can only create
an advantage through a static 1-on-1 where the ball-
3 baskets = 1 point for team. handler creates an advantage with a dribble move from
the perimeter, or through a post-up. Teammates should
maintain spacing (following the ‘lava’ load), ready to
receive the ball.
KEY CONCEPTS • Double teams that lead to turnovers result in an extra
3 points.
• Maintaining good spacing • No ball pressure results in the defensive team losing
• Hunting out open shots 1 point and the offense regaining possession on the
sideline.

GUIDING QUESTIONS
STAFF ROLE
• “How can you get the most efficient shot?”
• “How can we help teammates emphasize continuous
• Organize the waiting teams on the sideline so teams
ball pressure?”
transition quickly for the next repetition.
• “What can you do to space the floor effectively?”
• Ensure players substitute every few minutes.
• Emphasize and teach offensive and defensive
concepts and philosophy.

Load for younger players

43
MODULE 2: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

44
MODULE 2: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

45
 MODULE 3:
FULL OUTLINE
MODULE 3: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

47
MODULE 3: FULL OUTLINE WARM-UP

WARM-UP TAIL TAG

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

TEAM TAG

48
MODULE 3: FULL OUTLINE WARM UP

PLAYING SPACE EQUIPMENT

TAIL TAG All available space 1 bib per player
(no baskets needed)

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players tuck bibs (‘tails’) into the back of their shorts. • Play the same game while dribbling.
Players spend 90 seconds attempting to pull as many • Players must link arms with a teammate. They must
other ‘tails’ as they can, without having their own work in a small chain to pull the tails from other teams.
taken. When a tail is taken, it is immediately thrown • Players work in groups of four and play 2-on-2 in a
back to the player to continue playing. small space while dribbling. One team wins when they
get both opposing players out.

SCORING
STAFF ROLE
N/A
• Ensure no bibs remain on the floor. When a bib is
pulled, it must be given back to the player immediately
KEY CONCEPTS and worn again.

• Developing agility
• Developing ball manipulation skills
GUIDING QUESTIONS
• “How could you better protect your tail from your
opponents?”

49
MODULE 3: FULL OUTLINE WARM UP

PLAYING SPACE EQUIPMENT

TEAM TAG All available space (no baskets None needed. Can add 1 ball for
needed). Different groups dribbling loads.
inside half-court areas.

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will be divided into teams consisting of • Play in a smaller space, e.g. inside the 3PT line
anywhere between four and 10 players. One team will • Play the same game dribbling
start as the ‘escapers’ inside the half-court boundaries, • Only dribble with the left hand
while the other team will start as the ‘taggers’ and
stand in a line on the baseline. When the first tagger
runs out and attempts to tag one of the escapers,
the coach starts recording time on a stopwatch. The
moment an escaper is tagged, they must stand out on
STAFF ROLE
the sideline, while the tagger sprints back to hi-five the
next tagger who can start to run out. Time stops when • Time each round on stopwatch.
all the escapers are tagged. Both teams then change • Tell the players what team wins each round.
roles, with the other team attempting to beat the first • Make sure taggers hi-five their teammates before they
team’s time to win the game. start running out.

SCORING GUIDING QUESTIONS

• “How can you be a great teammate on the sideline to
Team with the fastest time wins support your team?”

KEY CONCEPTS
• Developing agility
• Competing in teams
• Developing ball manipulation skills

Load for younger players

50
MODULE 3: FULL OUTLINE GAME TIME

GAME TIME 2-ON-2 AROUND THE CONE

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
1-ON-2 CONVERSION INTO 2-ON-1 BACK
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 1-ON-1+1 CREATE SEPARATION
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

3-ON-3 SCRAMBLE

3-ON-3 THREE TRIPS

SHOOTING LADDER

5-ON-5 LOADS-BASED

51
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-2 AROUND THE
CONE All available baskets 1 cone and 1 ball per half-court

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
An offense and a defense will start underneath the • Add a second cone three big steps behind the
rim facing the half-court line, with the offense first and first cone. The defense must run around the second
in possession of the ball, and the defender standing cone, while the offense dribbles around the first. This
behind. Another offensive player will stand in the right increases the advantage.
corner, with a help defender positioned appropriately. • Change the location of the second offensive players
Offense can start at any moment by dribbling around every repetition.
the cone on the left wing. The defender must trail, • Have players complete three repetitions in a row
creating an advantage situation for a live 2-on-2. before changing roles.
• Add an extra offensive and defensive player so it is
3-on-3.
• Add an extra cone, players can choose what side they
SCORING dribble to. Other offensive players must start in ‘bad
spacing’ and find a good spacing location to re-space to
as the dribble starts.
Offensive players will get 2 points or 3 points for
made baskets

STAFF ROLE
KEY CONCEPTS
• Place the cones on the wing.
• Driving and kicking decision-making • Encourage quick rotations to save time.
• Converting advantages
• Defense recovering back to neutral

GUIDING QUESTIONS
• “When is a good time to pass the ball to your
teammate?”

Load for younger players

52
MODULE 3: FULL OUTLINE GAME TIME

2-ON-2 AROUND THE CONE

Ball-handler dribbles around cone to begin 2-on-2 Around The Cone

53
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-2 CONVERSION
INTO 2-ON-1 BACK All available baskets (cut the
court along rim line to create
two playing spaces per basket)
1 ball per group

12 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will be divided into groups of three. The • Defenders can only use one hand to defend.
offense and defense must stay in half of the full-court • Remove the first defender’s space limitations while
area, playing from sideline to rim line. Cones may be keeping the second defender’s limitations.
used to mark out the rim line. One player will start • Add another offensive player so that it is 2-on-2.
on the baseline with a ball facing half-court. One • Add in the ‘rugby’ load where offensive players can
defender will guard the ball-handler from the baseline only pass laterally or backwards.
to the free-throw line, and another defender will play
defense between the free-throw line and half-court
line. The offensive player must attempt to dribble to
the half-court line to score a ‘touchdown’ within 10 GUIDING QUESTIONS
seconds, without losing possession of the ball. The
defenders can only stay in their areas. If the offense • “Where is the space?”
scores a ‘touchdown’ or the defense forces a turnover • “What is the best shot to obtain within the 2-on-1?”
(steal, out of bounds, time limit), it changes to a 2-on-
1 at the same basket (with offense and the defense
switching roles). Ensure only two groups play on one
basket at a time. STAFF ROLE
• Ensure players stay in their respective areas.
SCORING • Count down from 10 seconds.

The ball-handler will get 3 points for successfully

completing a touchdown. In the 2-on-1, the offensive
players will get 2 points for made baskets.

KEY CONCEPTS
• Handling pressure
• Disruptive defense

Load for younger players

54
MODULE 3: FULL OUTLINE GAME TIME

1-ON-2 CONVERSION INTO 2-ON-1 BACK

If the defense forces a turnover, immediately transition back to play 2-on-1

55
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1+1 CREATE
SEPARATION All available baskets (cut the
court along rim line to create
two playing spaces per basket)
1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will work in groups of three. The offense • The defender must play defense with one hand behind
and defense must stay in half of the full-court area, their back
playing from sideline to rim line. Cones may be used • Players receive a bonus point for scoring inside the
to mark out the rim line. One player will start on charge circle
offense, one on defense, and one as the ‘facilitator.’ • Players have no dribbles
The facilitator’s job is to help the offense to score.
The offensive player can pass to them and receive the
ball back, as well as use the facilitator to screen for
them. The offense has three dribbles on every catch
to score. The facilitator can move around freely, and
STAFF ROLE
the offensive player should start in different locations. • Ensure only two groups play on one basket at a time.
Ensure only two groups play on one basket at a time. • Help the facilitator be proactive in creating an
advantage for the offensive player.

SCORING
GUIDING QUESTIONS
Offensive players will get 2 points or 3 points for
made baskets. • “How could you help your teammate to score?”
• “Defensively, how could you disrupt your opponent to
make it more challenging?”

KEY CONCEPTS
• Facilitator exploring ways to create advantages
• Disruptive defense
• Creative finishing

Load for younger players

56
MODULE 3: FULL OUTLINE GAME TIME

1-ON-1+1 CREATE SEPARATION

The +1 should find different ways to help the offense score in 1-on-1 +1 Create Separation

57
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3
SCRAMBLE All available baskets 1 ball per group

18 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Three offensive players will start in different spacings • Remove one defender and play 3-on-2 if too difficult
outside the 3PT line and three defenders will begin for the offense.
anywhere inside the paint. The defense will start with • A coach throws the pass in instead of the defense,
the ball and pass to any offensive player. From here, making the scramble more unpredictable. This means
a live 3-on-3 begins. The defense must scramble the defense must communicate to confirm who is
and attempt to recover back to neutral to cancel the covering the ball as they closeout.
advantage. Games will last until a basket is made or • Offense plays from a different spacing each time.
there is a defensive stop (defensive rebound or forced • The offense must dribble/sprint to the half-court line
turnover). Repeat for three repetitions before the while the defense must touch the sideline in order to
offense and defense switch roles. transition in between repetitions.

SCORING STAFF ROLE

Offensive players will get 2 points or 3 points for • Make sure the defense starts inside the paint.
made baskets. • Remind defenders to call ‘ball’ on closeouts.
• Help with the dynamic start load to transition
between repetitions.

KEY CONCEPTS
• Scrambling and locating match-ups GUIDING QUESTIONS
• Defense recovering back to neutral
• “How can we closeout to prevent a wide open shot?”
• “How can the offense keep their advantage?”

Load for younger players

58
MODULE 3: FULL OUTLINE GAME TIME

3-ON-3 SCRAMBLE

The defenders will pass and then scramble to close-out their player in 3-on-3 Scramble

59
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3
THREE TRIPS All available full-court spaces 1 ball per full-court

18 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will be divided up into teams of three. Ideally, • For younger players, the lava is the paint area.
there will be a maximum of five teams per basket. Offensive players cannot catch the ball inside the paint
If there are high numbers, use the same activity but unless they are cutting to the basket. A turnover occurs
4-on-4 or 5-on-5. Players will begin lining up to shoot if players receive the ball in the lava (within the paint).
a free-throw. As soon as the free-throw is shot, a live • Inside the 3PT line is lava. Offensive players cannot
3-on-3 is played. If the offense secures an offensive catch the ball inside the 3PT line unless they are cutting
rebound, they may immediately look to score again. to the basket. A turnover occurs if players receive the
If the defense secures the ball, they look to transition ball in the lava (within the 3PT line). Players must space
to the other end to begin the first ‘trip.’ Three trips are outside the 3PT line during the transition trips.
played, with the activity stopping after the third trip is • Outlet passes off a rebound are a turnover. Instead,
completed. whoever rebounds the ball must push the ball to start
transition with greater pace.
• Scores within six seconds of gaining possession are
worth double.

SCORING
Offensive players will get 2 points or 3 points for
made baskets.
STAFF ROLE
• Help players with the free-throw line-up if needed.
• Encourage players to maintain effective spacing and
KEY CONCEPTS to transition running wide and fast.

• Creating spacing and advantage

• Transitioning on offense and defense
GUIDING QUESTIONS
• “How could we transition faster?”
• “Defensively, how should we transition back to reduce
fast break opportunities?”

Load for younger players

60
MODULE 3: FULL OUTLINE GAME TIME

3-ON-3 THREE TRIPS

Full sequence of 3-on-3 Three Trips

61
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

SHOOTING
LADDER Every available basket 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will shoot in groups of two (groups of three or • Use a smaller ball and shoot from a closer distance.
four are possible). One player will shoot a paint jump • Take one dribble before each shot.
shot, a mid-range jump shot, and a 3PT jump shot • Only swishes count.
while their partner rebounds. After this, the players will • Players must find a way to shoot each shot differently
change roles. The players should change the locations (e.g. different stance, movement prior to the shot, etc).
that they shoot from after every three repetitions.

STAFF ROLE
SCORING
• Ensure players move from paint to mid-range to 3PT
The first team to score eight jump shots wins. during every set of three repetitions, before changing
roles.
• Encourage players to shoot with proper technique.

KEY CONCEPTS
• Shooting with high arc
GUIDING QUESTIONS
• “How can you give the ball the best chance of going
through the rim?”

Load for younger players

62
MODULE 3: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED Use all available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players, based • For younger players, the lava is the paint area.
on the number of courts available. Try to have Offensive players cannot catch the ball inside the paint
a maximum of five teams on each full-court. In unless they are cutting to the basket. A turnover occurs
instances of very high numbers, half-courts can be if players receive the ball in the lava (within the paint).
used. Teams play to three baskets. After a team • Inside the 3PT line is lava. Offensive players cannot
scores three baskets, they get 1 point. The losing catch the ball inside the 3PT line unless they are cutting
team will rotate off while the next team waiting to the basket. A turnover occurs if players receive the
rotates on. The game is then continually played, with ball in the lava (within the 3PT line).
teams keeping track of their total number of points • Pass and cut is a turnover. Players can only create
over the course of the activity. an advantage through a static 1-on-1 where the ball-
handler creates an advantage with a dribble move from
the perimeter, or through a post-up. Teammates should
maintain spacing (following the ‘lava’ load), ready to
SCORING receive the ball.
• Double teams that lead to turnovers result in an extra
3 baskets = 1 point for team. 3 points.
• No ball pressure results in the defensive team losing
1 point and the offense regaining possession on the
sideline.
KEY CONCEPTS
• Maintaining excellent spacing
• Containing defensive match-ups 1-on-1 STAFF ROLE
• Organize the waiting teams on the sideline so teams

GUIDING QUESTIONS transition quickly for the next repetition.

• Ensure players substitute every few minutes.
• Emphasize and teach offensive and defensive
• “How can you get the most efficient shot?” concepts and philosophy.
• “How can we help teammates to emphasize
continuous ball pressure?”
• “What can you do to space the floor effectively?”

Load for younger players

63
MODULE 3: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

64
MODULE 3: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

65
MODULE 3: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

66
 MODULE 4:
FULL OUTLINE
MODULE 4: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

68
MODULE 4: FULL OUTLINE COMPETITION LADDER

COMPETITION LADDER 1 VS. 1

Select 1 of the following Competition Ladder options to
complement the module’s Game Time:

Various loads can be added to the different competitions

to provide the players with structure while simultaneously
allowing them the freedom to play and explore solutions
2 VS. 2
on their own.

3 VS. 3

FREE THROW SHOOTING CHALLENGE

3-POINT SHOOTING CONTEST

69
MODULE 4: FULL OUTLINE WARM-UP

WARM-UP 1-ON-1 ELBOW RACE

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

1-ON-1 SLALOM

70
MODULE 4: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

1-ON-1
ELBOW RACE All available baskets (ideally a
maximum of eight players per
basket)
1 ball per player.

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will begin at the elbows. They must begin at • Use a smaller ball.
the same time, completing two crossover dribbles, • Three through-the-legs then finish only with their left hand.
before racing to the basket to score a lay-up. Players • Three waist wraps then finish only using the net.
must keep shooting until one player scores. Once both • Five dribble pounds then finish only using the
players finish, they should move off around the side backboard under-handed.
while new players begin immediately.

STAFF ROLE
SCORING
• Ensure players rotate quickly to save time and
The first player to score gains 1 point. increase time-on-task.
• Remind players to successfully complete the load.
• Change angles at any time (e.g. instead of coming
from the elbows, attack from the short corner and
KEY CONCEPTS elbow).

• Creative finishing
• Developing ball manipulation skills
GUIDING QUESTIONS
• “How can you organize yourselves to ensure you start
at the same time?”

Load for younger players

71
MODULE 4: FULL OUTLINE WARM-UP

1-ON-1 ELBOW RACE

After each repetition, players get back in line outside in 1-on-1 Elbow Race

72
MODULE 4: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

1-ON-1
SLALOM All available baskets 2 balls and 3 cones per group
of 4 players

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
One cone will be laid out in front of the 3PT line, in any • Players can only score with their weak hand.
location. The second cone will be laid inside the 3PT • Lead player can pick a movement to go through the
line, one big step from the first cone. The third cone slalom which the second player must shadow (e.g. hops,
will be placed one big step beyond this second cone. skips, moving sideways, etc).
Two players will wait standing over the second and • Players have six dribbles to get through the slalom and
third cones, facing the rim. An offensive player will into the smile.
begin facing the cones, four big steps behind the first • The second player does not hold a ball and waits an
cone. One additional player with a ball will stand an arm’s distance behind the offensive player. They become
arm’s distance behind the offensive player. As soon a live defender and must slalom through the obstacle
as the lead offensive player starts, both players must course before stopping the offense.
dribble slalom through the cones and the waiting • The offensive player does not hold a ball, which
players. The goal is to score inside the smile first. instead is held by the player standing over the cone
closest to the basket. As the offense approaches the
player with the ball, they may receive the ball through a
hand-off to score.
SCORING
The first player to score a lay-up inside the smile gains
1 point. STAFF ROLE
• Help players set-up their slalom courses.
KEY CONCEPTS • Ensure players understand the activity while rotating
quickly.

• Creative finishing
• Developing ball manipulation skills
• Developing functional movements
GUIDING QUESTIONS
• “Can you explore using different movements to
creatively navigate the obstacles?”

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MODULE 4: FULL OUTLINE WARM-UP

1-ON-1 SLALOM

Players complete a slalom race through the cones in 1-on-1 Slalom

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MODULE 4: FULL OUTLINE GAME TIME

GAME TIME VARIABLE SHOOTING

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
2-ON-2 LINE START TO POST-UPS
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 1-ON-1 GUIDED POST-UPS
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

3-ON-2 SHOOTING

4-ON-4 HALF-COURT CONTINUOUS

WITH A RANDOM START

5-ON-5 LOADS-BASED

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MODULE 4: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

VARIABLE SHOOTING All available baskets 1 ball per group.

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players work in pairs. The shooter shoots six shots • Use a smaller ball and shoot from a closer distance.
and their partner rebounds. Once six shots are • Players must shoot with different arcs (low arc, normal
taken, players change roles. To begin with, players arc, high arc).
focus on shooting every shot from a different range • Players must shoot from different stances (wide,
and location, while passing in a variable manner narrow, one leg, staggered, etc).
in different ways and from changing locations and • Players must shoot while performing a different
distances. dribble move before each shot.
• Players must shoot out of different movements (e.g.
lunges, hops, crawls, hand-stands, etc).

SCORING
N/A STAFF ROLE
• Encourage players to explore different shooting

KEY CONCEPTS coordinations.

• Remind players to continuously change where they
shoot and pass from.
• Adaptive shooting

GUIDING QUESTIONS
• “How can you make each movement more variable?”

Load for younger players

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MODULE 4: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-2 LINE START TO
POST-UPS All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Begin with an offensive player holding a ball and under • One defender on each team must play defense with
the basket, facing the 3PT line. A defender will stand their hands behind their back, but they are allowed to
behind them, followed by another offensive player and rebound.
another more defender behind (alternating offense • Turnover called if the post catches the ball too far
and defense). The first offensive player will dribble from the basket. This occurs if the ball is caught higher
to any five-out spacing location to begin the activity. than the block or one step outside of the block (e.g. the
The second offensive player will look to post-up on short corner).
the strongside block. Once the ball-handler reaches • Offense receives double points if they score off a cut
the perimeter, they may make a post entry pass into to the post.
their teammate, or drive, based on where they think
the advantage exists. A live 2-on-2 is then played. If
there is a change of possession (defensive rebound or
forced turnover), the roles switch. Keep playing until a
team scores.
STAFF ROLE
• Demonstrate how players can dig at post.
• Remind players to work to establish deep post-up

SCORING positioning: close to the smile (within the three second

count) or on the strongside block.

Offensive players will get 2 points or 3 points for

made baskets.
GUIDING QUESTIONS
KEY CONCEPTS • “How can you disrupt the pass into the post?”
• “How can you defend the post to prevent a straight
line score?”
• Disruptive defense
• Post-up positioning and passing
• Square stance in the post to reduce turnovers on post
entry pass (vs. 45° angle)

Load for younger players

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MODULE 4: FULL OUTLINE GAME TIME

2-ON-2 LINE START TO POST-UPS

Play the 2-on-2 attempting to post-up!

78
MODULE 4: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1 GUIDED
POST-UPS All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will work in pairs. The offensive player will • For younger players, allow more dribbles.
begin near the smile, self-spinning the ball out to • The guided defense will only provide the read when the
the strongside block. They will catch the ball square offensive player faces-up by pivoting to face the basket.
to the baseline. As they catch the ball, the defender • Add a third read of ‘neutral.’ This means the defense
must influence the post clearly, either sending the could influence middle, influence baseline, or show
post player middle or baseline. The defender will then neutral.
wall-up and contest the shot, as the post player takes • Give the offense a one dribble limit.
one dribble towards the rim to score. Complete two
repetitions then switch roles. Two groups can play at
each basket. If there are high numbers, have a third
group spin the ball towards free-throw line and play
with the same options from the mid-post.
STAFF ROLE
• Ensure players catch the ball square.
• Help defenders make sure the reads they give are

SCORING clear for the offense to read.

• Ensure players do not travel (especially when moving
towards the face-up part of the activity).
N/A

KEY CONCEPTS GUIDING QUESTIONS

• “Can you try to catch the ball in the post while taking a
• Making quick decisions against the guided defense look at your defender?”
• Catching square to the baseline • “How can you protect the ball from your defender?”
• Practicing legal post defense with one arm-bar and one
hand in air
• Defense showing hands on face-up
• Walling-up and contesting on shots from post

Load for younger players

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MODULE 4: FULL OUTLINE GAME TIME

1-ON-1 GUIDED POST-UPS

Potential starting position for 1-on-1 Guided Post-Ups

80
MODULE 4: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-2
SHOOTING All available baskets (cut the
court along rim line to create
two playing spaces per basket)
2 balls per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Three offensive players will space in the left corner, • Every offensive player has two dribbles per catch, and
left wing and left slot. The offense and defense must can either catch-and-shoot or drive for a lay-up.
stay in half of the full-court area, playing from side- • Offensive players are allowed to cut.
line to rim line. Cones may be used to mark out the
rim line. Two defenders will begin with the ball and
position themselves close to the offensive players.
The defense will pass the ball to any offensive player.
The offense has a maximum of four dribbles to find
STAFF ROLE
a ROB shot. Stay for three repetitions in a row before
• Ensure players space in the correct starting location.
changing roles. Players may step into range to shoot
• Ensure players do not travel.
the ball if they cannot shoot the 3PT but they must
re-space beyond the 3PT line after passing the ball.

GUIDING QUESTIONS
SCORING • “Where was the open pass?”
• “Defensively, can you find a way to trick the offense
Offensive players will get 2 points or 3 points for
when closing out?”
made baskets.

KEY CONCEPTS
• Creating spacing and advantage
• Disruptive defense
• Attacking closeouts

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MODULE 4: FULL OUTLINE GAME TIME

3-ON-2 SHOOTING

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MODULE 4: FULL OUTLINE GAME TIME

4-ON-4 HALF-COURT PLAYING SPACE EQUIPMENT

CONTINUOUS WITH A All available baskets 1 ball per basket
RANDOM START
20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of four players, based on • After each score, the activity begins with a dynamic
the number of courts available. Four offensive players start (e.g. sideline inbounds, baseline inbounds or
will space in varied locations outside the 3PT line, shooting a free-throw).
with four defenders guarding them and another team • When playing off a free-throw, there is no out of
of four waiting along the baseline. The offense has a bounds or requirement to inbound the ball).
14 second shot clock to score. If the defense gains • Teams can be given actions to run and to emphasize
possession (defensive rebound or forced turnover), as they play (on-ball screen, off-ball screen, blitz the
they must clear the ball before the shot clock starts ball-handler, etc.)
again. On a score, the team that gets scored on
rotates off, while the new team sprints onto defense.

STAFF ROLE
SCORING • Count down from 14 seconds.
• Help players utilize and incorporate dynamic starts.
Offensive players will get 2 points or 3 points for • Emphasize and teach offensive and defensive
made baskets. concepts and philosophy.

KEY CONCEPTS GUIDING QUESTIONS

• Players standing in space to prevent one defender
guarding two offensive players at the same time • “How can you create an advantage faster within the
• Creating advantages through 1-on-1 or post-ups 14 second clock?”
• “What ways can we disrupt the offense within their
1-on-1 drives from the perimeter or post-ups?”

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MODULE 4: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players, based • Add a +1 offensive player to provide an advantage to
on the number of courts available. Try to have both teams.
a maximum of five teams on each full-court. In • Scores off post-ups are worth double.
instances of very high numbers, half-courts can be • Scores in transition are worth double.
used. Teams play to three baskets. After a team
scores three baskets, they get a point. The losing
team rotates off while the next team waiting rotates
on. The game is then continually played, with teams
keeping track of their total number of points over the
STAFF ROLE
course of the activity.
• Organize the waiting teams on the sideline so teams
transition quickly for the next repetition.
• Ensure players substitute every few minutes.

SCORING • Emphasize and teach offensive and defensive

concepts and philosophy.

3 baskets = 1 point for team.

GUIDING QUESTIONS
KEY CONCEPTS • “How can you get the most efficient shot?”
• “How can we help teammates to emphasize
• Maintaining excellent spacing continuous ball pressure?”
• Containing defensive match-ups 1-on-1 • “What can you do to space the floor effectively?”

Load for younger players

84
MODULE 4: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

85
MODULE 4: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

86
MODULE 4: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

87
 MODULE 5:
FULL OUTLINE
MODULE 5: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

89
MODULE 5: FULL OUTLINE WARM-UP

WARM-UP 1-ON-1 CHANGE OF SPEED

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

3-ON-2 PASS TRIANGLE

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MODULE 5: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

1-ON-1
CHANGE OF SPEED All available space (no baskets
needed). Players line-up across
the sideline of each full-court
1 ball per player

available.
10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will begin without balls in groups of two. One • Add a dribble. The lead must attempt to gain more
player is designated as the lead and the other player than an arm’s distance of separation. Players can move
is the shadow. Players must stay in a straight line forwards and backwards. Each time this occurs, they
between each sideline. The lead has 20 seconds to gain 1 point.
repeat different movements, being as creative as they • The shadow must remain on the side of the offensive
can. The shadow must attempt to replicate the leads’ player the whole time.
movements. Change roles after 20 seconds. • Move away from the sideline to use every available
basket. The lead starts at half-court, walking towards
the basket while dribbling. The moment they change
speed and sprint; it becomes a live 1-on-1.
SCORING
1 point for creating separation.
STAFF ROLE
KEY CONCEPTS • Ensure players remain in a straight line for the prior
activities to avoid collisions.
• Encourage players to be creative exploring different
• Developing ball manipulation skills movements as part of their warm-up.
• Exploring various functional movements

GUIDING QUESTIONS
• “How many different ways can you move?”
• “How can you disguise your change of speed?”

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MODULE 5: FULL OUTLINE WARM-UP

1-ON-1 CHANGE OF SPEED

Attempt to shadow the lead’s movements in 1-on-1 Change Speed

92
MODULE 5: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

3-ON-2
PASS TRIANGLE All available space
(no baskets needed)
1 ball, 3 cones per group

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
A triangle will be set-up in the available spaces around • Make the space slightly bigger to give the passers
the court, with three players standing over the cones more time on the ball.
and two defenders in the middle. The passers must • Players must take a dribble on every catch and only
keep possession of the ball as long as possible. A pass with one hand.
defender can steal a passer’s spot by stealing the ball, • Passers are allowed to move inside the triangle
deflecting a pass, or forcing an off-target pass (a pass as opposed to staying at the bases. They attempt
where a teammate has to move to catch the ball). to complete eight passes in a row maintaining
possession of the ball.

SCORING
STAFF ROLE
N/A
• Help players set up the triangles.

KEY CONCEPTS
• Ball movement
GUIDING QUESTIONS
• Reading defense and identifying open players • “Can you find an open teammate?”
• Faking a pass then making a pass • “How can you make a lead to get open within the
3-on-2 keep-away?”

Load for younger players

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MODULE 5: FULL OUTLINE WARM-UP

3-ON-2 PASS TRIANGLE

Two 3-on-2 Pass Triangles in half-court

94
MODULE 5: FULL OUTLINE GAME TIME

GAME TIME 2-ON-1 HALF-COURT

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
1-ON-1 CREATE AN ADVANTAGE
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 3-ON-3, SCORE THROUGH A 1-ON-1
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

1-ON-1+1 GRAB AND PLAY

VARIABLE SHOOTING

4-ON-4 CHANGING RIMS GAME

5-ON-5 LOADS-BASED

95
MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-1
HALF-COURT All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Two players will begin on offense with one ball in • Start closer to the basket (e.g. on the 3PT line
a random location along the half-court line (close instead of the half-court line).
together, far apart, medium distance apart, etc.). This • One offensive player must begin on a sideline while
should be different every time. The defender can start the other begins on the half-court line. The defender
in any random location outside of the 3PT area. As starts in any location inside the 3PT line but outside the
soon as the offense moves off the half-court line, they paint. Play the 2-on-1 with the same rules.
have a five second shot clock to score a lay-up at the • Add a +1 trailing defender to play 2-on-1+1. The +1
rim. defender stands five steps behind the offensive player
with the ball.

MADE BASKETS.
SCORING
OFFENSIVE TEAM WILL GET 2 POINTS FOR STAFF ROLE
Offensive team will get 2 points for made baskets.
• Help the players explore the varied spacing locations.

KEY CONCEPTS
GUIDING QUESTIONS
• Creating space and keeping advantage
• Scanning and reading the defense • “Who is more open - you or your teammate?”
• Shot selection • “As the defender, how can you position yourself to
• Creative finishing guard both players and prioritize protecting the basket?”
• Stunting and recovering defensively

Load for younger players

96
MODULE 5: FULL OUTLINE GAME TIME

2-ON-1 HALF-COURT

Potential starting position for 2-on-1 Half-Court

97
MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1 CREATE AN
ADVANTAGE All available baskets 1 ball per group.

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will start their 1-on-1 in a neutral position with • If too difficult for younger players, the defender can
the defense positioned directly in front of the offense, only use 1 hand and must stand to the right or left of
in any location inside the 3PT line but outside the the offensive player to start the 1-on-1.
paint. The defense begins with the ball and hands it • The offense starts outside the 3PT line.
over to the offense to start a live 1-on-1. From this • Add a +1 defender who can play defense but is not
moment, the offense has three dribbles to score allowed to move. They can stunt at the ball based on
inside the smile. Only two games of 1-on-1 can take where they position themselves.
place simultaneously on each basket.

STAFF ROLE
SCORING
• Ensure only two games of 1-on-1 occur simultaneously.
Offensive players will get 2 points for made baskets.

KEY CONCEPTS GUIDING QUESTIONS

• “How can you pressure the ball aggressively without
• Creating an advantage against neutral allowing the offense to easily drive past you?”
• Containing the ball defensively

Load for younger players

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MODULE 5: FULL OUTLINE GAME TIME

1-ON-1 CREATE AN ADVANTAGE

Potential starting position for 1-on-1 Create an Advantage

99
MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3, SCORE
THROUGH A 1-ON-1 All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Three offensive players will space in varied locations • One defender must play with their hands behind their
outside the 3PT line with three defenders guarding back. This is who the offense should look to target.
them and a team of three waiting along the baseline. Change the constrained defender every minute.
The offense has a 14 second shot clock to score. If • After each score, the offensive players must dribble
the defense gains possession (defensive rebound or to the half-court and come back before playing the next
forced turnover), they must clear the ball before the defense.
shot clock starts again. On a score, the team that gets • Different players must initiate the 1-on-1. It is a
scored on rotates off, while the new team sprints onto turnover if the same offensive player tries the 1-on-1 on
defense. Players can only score through a 1-on-1 from back-to-back possessions.
the perimeter or a 1-on-1 post-up. Any other score
(e.g. pass and cut, pick and roll, off-ball screen, dribble
hand-off, etc.) does not count.
STAFF ROLE
SCORING • Count down from 14 seconds.
• Remind players they can only score through 1-on-1
from the perimeter or post.
Offensive players will get 2 points or 3 points for made
baskets.

GUIDING QUESTIONS
KEY CONCEPTS • “Where is the match-up advantage greatest?
• “Where should the help defender position themselves
• Driving and kicking the ball if second help defender to be ready for the drive?”
is activated
• Creating space and keeping advantage

Load for younger players

100
MODULE 5: FULL OUTLINE GAME TIME

3-ON-3, SCORE THROUGH A 1-ON-1

Potential starting position for 3-on-3, Score Through a 1-on-1

101
MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1+1
GRAB AND PLAY All available baskets 2 balls per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players work in groups of five. An offensive player will • Give the defense a hi-five further away to increase
begin in a corner with a defensive player standing in the offensive advantage.
front of them. The player will pass to the initiator who • Players have two dribbles to score.
is positioned a single gap away on the wing. As the • The facilitator can pivot cueing the offensive player
ball is received, the initiator will put the ball on their to curl. The defender must chase over - they are not
inside hip, while placing their outside hand out for the allowed to go under.
defender to hi-five. The offensive player will sprint to • The offensive player is allowed to cut backdoor as
grab the ball while the defender sprints to hi-five the opposed to grabbing the ball. In this case, the facilitator
initiator and recover in front of the offensive player in must pass the ball. On a cut, the defender does not
a live 1-on-1. As soon as the first 1-on-1 is played, the need to continue sprinting to the defender to hi-five, but
next two players start their 1-on-1 in the same format. must immediately recover.
The initiator should facilitate four games of 1-on-1
before the pairings change in each group and a new
initiator is chosen.
STAFF ROLE
SCORING • Help players facilitate correctly, placing the ball on the
inside hip and their outside hand ready for the hi-five.
• Groups on each basket may stagger to avoid collisions.
Offensive players will get 2 points for made baskets.

KEY CONCEPTS GUIDING QUESTIONS

• “Can you push the ball out further to gain enhanced
• Keeping the advantage before the defense recovers separation?”
to neutral • “When is a good time to cut backdoor?”
• Defense recovering from a disadvantage

Load for younger players

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MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

VARIABLE
SHOOTING All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players work in pairs. They must shoot 6 shots, with • Use a smaller ball and shoot from a closer distance
the shooter and rebounder staying in the same role. with younger players.
Once 6 shots are taken, both players will change roles. • Players must shoot with different arcs (low arc,
To begin with, players focus on shooting every shot normal arc, high arc).
from a different range and location, while passing in a • Players must shoot from different stances (wide,
variable manner in different ways and from changing narrow, one leg, staggered, etc.).
locations and distances. • Players must shoot while performing a different
dribble move before each shot.
• Players must shoot out of different movements (e.g.
lunges, hops, crawls, hand-stands, etc.).
SCORING
N/A
STAFF ROLE
KEY CONCEPTS • Encourage players to explore different shooting
coordinations
• Remind players to continuously change where they
• Adaptive shooting shoot and pass from

GUIDING QUESTIONS
• “How can you make each movement more variable?”

Load for younger players

103
MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

4-ON-4 CHANGING
RIMS GAME All available full-courts 1 ball per court

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of four players based • The ‘changing rims’ load: when the offense crosses
on the number of courts available. Try to have the half-court line, they can change the basket in which
a maximum of five teams on each full-court. In they are attacking at any time. The entire team must
instances of very high numbers, half-courts can be cross the half-court line to change direction.
used. Teams play to three baskets. After a team
scores three baskets, they get 1 point. The losing
team will rotate off while the next team waiting
rotates on. The team that gets a point gets to
maintain possession and stay on offense: they will
STAFF ROLE
need to immediately attack the opposite end of the
court. The game is then continually played, with teams • Ensure quick changes after one team secures the
keeping track of their total number of points over the win and a new team sprints on-court. They do not
course of the activity. need to wait for the defense to get ready, but can
immediately inbound the ball and commence play.
• Explain the ‘changing rims’ load.

SCORING
3 baskets = 1 point for team. GUIDING QUESTIONS
• “When is a good time to pass in a 2-on-1?”

KEY CONCEPTS • “How can you space the floor effectively?”

• Creating space and keeping advantage

• Ball movement
• Emergency transition defense

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MODULE 5: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players based • For younger players, the lava is the paint area.
on the number of courts available. Try to have Offensive players cannot catch the ball inside the paint
a maximum of five teams on each full-court. In unless they are cutting to the basket. A turnover occurs
instances of very high numbers, half-courts can be if players receive the ball in the lava (within the paint).
used. Teams play to three baskets. After a team • Inside the 3PT line is lava. Offensive players cannot
scores three baskets, they get a point. The losing catch the ball inside the 3PT line unless they are
team rotates off while the next team waiting rotates cutting to the basket. A turnover occurs if players
on. The game is then continually played, with teams receive the ball in the lava (within the 3PT line).
keeping track of their total number of points over the • Pass and cut is a turnover. Players can only create
course of the activity. an advantage through a static 1-on-1 where the ball-
handler creates an advantage with a dribble move from
the perimeter, or through a post-up. Teammates should
maintain spacing (following the ‘lava’ load), ready to
SCORING receive the ball.
• Double teams that lead to turnovers result in an extra
3 points.
3 baskets = 1 point for team.
• No ball pressure results in the defensive team losing
1 point and the offense regaining possession on the
sideline.

KEY CONCEPTS
• Maintaining excellent spacing STAFF ROLE
• Looking to contain defensive match-ups 1-on-1
• Organize the waiting teams on the sideline so teams
transition quickly for the next repetition.

GUIDING QUESTIONS • Ensure playersv substitute every few minutes.

• Emphasize and teach offensive and defensive
concepts and philosophy.
• “How can you get the most efficient shot?”
• “How can we help teammates to emphasize
continuous ball pressure?”
• “What can you do to space the floor effectively?”

Load for younger players

105
MODULE 5: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

106
MODULE 5: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

107
MODULE 5: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

108
 MODULE 6:
FULL OUTLINE
MODULE 6: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

110
MODULE 6: FULL OUTLINE COMPETITION LADDER

COMPETITION LADDER 1 VS. 1

Select 1 of the following Competition Ladder options to
complement the module’s Game Time:

Various loads can be added to the different competitions

to provide the players with structure while simultaneously
allowing them the freedom to play and explore solutions
2 VS. 2
on their own.

3 VS. 3

FREE THROW SHOOTING CHALLENGE

3-POINT SHOOTING CONTEST

111
MODULE 6: FULL OUTLINE WARM-UP

WARM-UP FOLLOW THE LEADER

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

ROCK, PAPER, SCISSORS TAG

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MODULE 6: FULL OUTLINE WARM UP

PLAYING SPACE EQUIPMENT

FOLLOW THE LEADER All available space None needed. Can add 1 ball
per player for dribbling loads

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will work in groups of two (this can groups of • The leader can freeze like a statue at any time. They
three or four with higher numbers). The ‘leader’ will attempt to trick the players in their group by getting
move around the gym, attempting to be as creative them to freeze too late.
in their movements as possible. They should explore • Players must always remain on the floor.
a number of different movements, such as hopping, • Add a ball for dribbling.
skipping, crawling, changing speed, etc. The players
in a line behind the leader must attempt to keep up
and shadow their movements as closely as possible.
Change the leader every 30 to 45 seconds. STAFF ROLE
• Encourage creativity in movement.

SCORING • Encourage players to use the whole space in a

random manner.

N/A

GUIDING QUESTIONS
KEY CONCEPTS • “Try not to repeat the same movement twice”
• “What other ways could you move?”
• Changing movement, direction and speed

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MODULE 6: FULL OUTLINE WARM UP

PLAYING SPACE EQUIPMENT

ROCK, PAPER,
SCISSORS TAG All available space
(no baskets needed)
None needed. Can add 1 ball
per player for dribbling loads.

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players partner up and play a game of rock-paper- • Play with your feet instead of hands. Players hop and
scissors. Whoever wins the game has to try and then reveal their stance on the ‘3’ count.
tag their partner. The loser attempts to escape, - Feet together = rock, feet apart = paper,
attempting to stay alive without being tagged feet staggered = scissors.
for seven seconds. Change partners every two • Add a ball for dribbling.
repetitions. • Play 1-on-1 where the winner attempts to score the
lay-up while the loser tries to defend while holding their
ball.

SCORING
N/A STAFF ROLE
• Ensure players count the seven seconds to stay alive.
• Constrain the space if too difficult (e.g. play the tag in a
KEY CONCEPTS smaller area).
• Make sure players know their 1-on-1 baskets to play on.
• Changing movement, direction and speed
• Exploring creative finishing

GUIDING QUESTIONS
• “How else could you have finished that lay-up?”
• “What would you do differently on the next repetition?”
• “Are you remembering to change partners frequently?”

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MODULE 6: FULL OUTLINE WARM-UP

ROCK, PAPER, SCISSORS TAG

Follow the leader! Use all the available space.

115
MODULE 6: FULL OUTLINE GAME TIME

GAME TIME 1-ON-2 TOUCHDOWN

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
1-ON-1+1 CLOSEOUT SERIES
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 1-ON-2 CONSTRAINED SPACE
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

3-ON-3 DEFENSIVE SHUTDOWN

SHOOTING COMPETITIONS

5-ON-5 LOADS-BASED HALF-COURT

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PLAYING SPACE EQUIPMENT

1-ON-2
TOUCHDOWN All available space (no baskets
needed). Mark out a rectangle
using 6 cones with every cone
1 ball per player,
6 cones per group

approximately 6 steps away.

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
An offensive player with a ball will begin at the start .
position, with one defender positioned in the first half
of the rectangle and a second defender in the second
half. The offense has 10 seconds to dribble to the
end zone and score a ‘touchdown’. Each defender
is limited to their areas and must try to prevent the
offensive player from scoring a ‘touchdown’. The
defenders must also dribble a ball while they defend.
Players must rotate one spot up after each repetition
is finished (e.g. offense will become the last defender
in the second half of the rectangle, the second
defender will move up to the first half, etc.).

SCORING
Offensive players will receive 1 point for successfully
scoring a ‘touchdown’.
STAFF ROLE
• Create the rectangles as quickly as possible.
• Remind the last defender to count down from 10

KEY CONCEPTS seconds in their leadership voice.

• Watch to check that the defenders stay in their
respective areas within the rectangle
• Identifying the open space • Help players identify and use open space
• Manipulating the ball in tight spaces
• Beating first and second line of defense

GUIDING QUESTIONS
• “Where is the space?”
• “How could you trick the defenders?”

Load for younger players

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MODULE 6: FULL OUTLINE GAME TIME

1-ON-2 TOUCHDOWN

Option to set up the 1-on-2 Touchdown grids in the half-court

118
MODULE 6: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-1+1
CLOSEOUT SERIES All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
In groups of three, the shooter will start in any location • The defender can only use one hand to contest.
in the mid-range or behind the 3PT line. The passer • The passer must dribble and send a one handed
will stand in any location within a reasonable passing pass to the defender.
distance to the shooter, with the defender in a random • The repetition is only over when the defense
location between two to four meters away from rebounds the ball. The offense can therefore keep
the shooter (approximately four to eight big steps). going if they secure the offensive rebound.
As soon as the ball leaves the passer’s hands, the • The shooter can pass back to the passer and get
defender can begin to closeout. The offense has two open again if they get stuck/ the defense recovers to
dribbles to score. After three quick repetitions from neutral.
different locations, the players will change roles.

STAFF ROLE
SCORING
• Ensure players change locations after every repetition.
Offensive players will get 2 points or 3 points for made • Ensure the defense stands four to eight steps away and
baskets. closes out from different positions.
• Officiate the ‘maximum two dribble’ load.

KEY CONCEPTS
GUIDING QUESTIONS
• Closing out on defense by running out quick and
stopping naturally (no choppy steps) • “What other location or angle have you not played
• Attacking closeouts without traveling from yet?”
• “Can you explore different ways to pass?

Load for younger players

119
MODULE 6: FULL OUTLINE GAME TIME

1-ON-1+1 CLOSEOUT SERIES

Potential starting positions for 1-on-1 +1 Closeout Series

120
MODULE 6: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

1-ON-2
CONSTRAINED SPACE All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will work in groups of three. The offense will • The defense can only use one hand.
start in the midrange or outside the 3PT line. One • One defender can play anywhere, while the other
defender is allowed to play defense anywhere outside defender can only play inside or outside the paint.
the paint, while the other can only play defense • The offensive player can only score at the rim.
anywhere inside the paint. The offense will check • Add a second offensive player to play 2-on-2 with the
the ball with the first defender, cueing the live 1-on-2. same spatial loads on the defense.
The offense has an eight second shot clock to score
inside the paint.

STAFF ROLE
SCORING • Ensure defenders remain in their areas.
• Count down from eight seconds.
Offensive players will get 2 points for made baskets.

KEY CONCEPTS GUIDING QUESTIONS

• “Where was the space?”
• Developing ball manipulation skills • “What did you see on that rep?”
• Creating space and advantage from a neutral position • “How else could you get your shot off?”
• Creative finishing

Load for younger players

121
MODULE 6: FULL OUTLINE GAME TIME

1-ON-2 CONSTRAINED SPACE

1 defender can play anywhere inside the paint, while 1 defender plays
anywhere outside the paint in 1-on-2 Constrained Space

122
MODULE 6: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3
DEFENSIVE SHUTDOWN All available baskets 1 ball per group

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of three. Make sure each • For younger players, the defense can only play
basket has a minimum of three teams per basket and with one hand if the offense finds the activity too
a maximum of six. Teams will play continuous half- challenging.
court 3-on-3 with additional teams waiting at the half- • The defense must always ensure there is adequate
court area. If a defensive stop is secured (defensive ball pressure. The on-ball defender must be within
rebound or forced turnover), the defense gets 2 points arm’s distance from the offensive player.
and stays on defense while a new offense comes on • The defense must prevent all baseline drives.
from the half-court area (the old offense team rotates • The defense must prevent all offensive rebounds.
off to the end of the line). If the offense scores, they • The defense must avoid fouling.
rotate to defense and play against a new team on • Instead of the offense starting at halfcourt, an
offense (the old defense team rotates off to the end offensive player must inbound the ball from a sideline
of the line). out-of-bounds. The other two offensive players must
cut to get open.
• Incorporate half-court shot clock (24 seconds) and
shot clock reset (14 seconds).
SCORING
Defensive players will get 2 points for defensive stops
(defensive rebound or forced turnover). STAFF ROLE
• Ensure defender is within arm’s distance of the

KEY CONCEPTS ball-handler.

• Officiate loads.

• Preventing straight line drives

•
GUIDING QUESTIONS
Rotating on defense
• Helping and stopping the ball
• Finishing possessions with defensive rebound
• “What does good ball pressure look like?”
• “How can we keep good spacing on offense to make
it harder for the defense?”

Load for younger players

123
MODULE 6: FULL OUTLINE GAME TIME

3-ON-3 DEFENSIVE SHUTDOWN

Potential starting position for 3-on-3 Defensive Shutdown

124
MODULE 6: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

SHOOTING
COMPETITIONS All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will shoot with two balls in groups of four or • Swishes are counted as two baskets instead of one.
five players. The first team to score five catch-and- • One player from each team can play as a defender
shoot shots from four different random spots wins. guarding another team. The offensive players must
As soon as one team scores five shots, they move to create separation to score against this defender.
the next spot. The shooting location must be in the • Play to three baskets instead of five. Change
mid-range or 3PT based on the age and ability of the defenders each time a team completes a spot.
players.

SCORING STAFF ROLE

• Ensure players shoot from random spots.
First team to 5 baskets from each spot wins 1 point. • Encourage players to use their ‘leadership voice’ to
First team to 4 points wins. keep count.
• Encourage players to shoot with proper technique.

KEY CONCEPTS
GUIDING QUESTIONS
• Aiming for the back of the rim
N/A

125
MODULE 6: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

5-ON-5 LOADS-BASED
HALF-COURT All available baskets 1 ball per group

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players based • For younger players, the lava is the paint area.
on the number of courts available. Try to have Offensive players cannot catch the ball inside the paint
a maximum of five teams on each full-court. In unless they are cutting to the basket. A turnover occurs
instances of very high numbers, half-courts can be if players receive the ball in the lava (within the paint).
used. Teams play to three baskets. After a team • Inside the 3PT line is lava. Offensive players cannot
scores three baskets, they get 1 point. The losing catch the ball inside the 3PT line unless they are
team will rotate off while the next team waiting cutting to the basket. A turnover occurs if players
rotates on. The game is then continually played, with receive the ball in the lava (within the 3PT line).
teams keeping track of their total number of points • Pass and cut is a turnover. Players can only create
over the course of the activity. an advantage through a static 1-on-1 where the ball-
handler creates an advantage with a dribble move from
the perimeter, or through a post-up. Teammates should
maintain spacing (following the ‘lava’ load), ready to
SCORING receive the ball.
• Double teams that lead to turnovers result in an extra
3 baskets = 1 point for team. 3 points.
• No ball pressure results in the defensive team losing
1 point and the offense regaining possession on the
sideline.
KEY CONCEPTS
• Maintaining excellent spacing
• Looking to contain defensive match-ups 1-on-1
STAFF ROLE
• Organize the waiting teams on the sideline so
teams transition quickly for the next repetition.
GUIDING QUESTIONS • Ensure players substitute every few minutes.
• Emphasize and teach offensive and defensive
concepts and philosophy.
• “How can you get the most efficient shot?”
• “How can we help teammates to emphasize
continuous ball pressure?”
• “What can you do to space the floor effectively?”

Load for younger players

126
MODULE 6: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

127
MODULE 6: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

128
MODULE 6: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

129
 MODULE 7:
FULL OUTLINE
MODULE 7: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

131
MODULE 7: FULL OUTLINE WARM-UP

WARM-UP TEAM DRIBBLE KNOCKOUT WITH LOADS

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

RANDOM MOVEMENT SHOOTING

132
MODULE 7: FULL OUTLINE WARM UP

PLAYING SPACE EQUIPMENT

TEAM DRIBBLE KNOCKOUT
WITH LOADS All available space
(no baskets needed)
1 ball per player

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will play standard dribble knockout. They will • Players can only dribble with their weak hand.
play in a confined space (e.g. the half-court or only • Players must skip or move backwards continuously
inside the 3PT area), attempting to knock another while playing knockout.
player’s ball outside the space while dribbling their • Players are divided into two equal teams, with one
own ball. If a player gets knocked out, they have to team wearing bibs. Once a player is out, they become a
go and score a jump shot outside the paint on a free supporter and must cheer for their team. The team to
basket before they are allowed to rejoin the game. get all opposing players out first is the winner.

SCORING STAFF ROLE

Players get 1 point for every player they knock out. • Officiate double dribbles and out of bounds
violations.
• Encourage players to keep their eyes up and scan

KEY CONCEPTS the floor.

• Developing ball manipulation skills

GUIDING QUESTIONS
• “Where is the space?”
• “How could you work with a teammate to get another
player out?

133
MODULE 7: FULL OUTLINE WARM UP

PLAYING SPACE EQUIPMENT

RANDOM MOVEMENT
SHOOTING All available baskets 1 ball per player

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will explore using various functional • Hop in a different way three times before shooting.
movements, incorporating this into their shooting. To • Complete any type of movement on the floor before
begin with, players will find a different way to lunge exploding up and shooting.
or squat every time. After completing two lunges • Create your own movement! This could include
or squats, they will shoot the ball from any location anything creative before the shot.
outside the paint. After this, they must move to a new
location and lunge or squat differently before the shot.

STAFF ROLE
SCORING • Ensure players change locations.
• Encourage players to try new and creative
N/A movements.

KEY CONCEPTS GUIDING QUESTIONS

• Adaptive shooting • “Can you find a more creative way to move?!”

134
MODULE 7: FULL OUTLINE GAME TIME

GAME TIME 2-ON-1 BALL ON HIP

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
2-ON-2 FIXED SPOT
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 2-ON-1 CONVERSION INTO 1-ON-2 BACK
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

3-ON-2 DRIVE AND KICK,

PAINT TOUCH SCORE

3-ON-3 LINE START

1-ON-1 BLIND SHOOTING

5-ON-5 LOADS-BASED

135
MODULE 7: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-1
BALL ON HIP All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players in groups of three with a maximum of four • Players can score lay-ups after the first pass.
groups per basket. The defender will start on the hip • Players cannot cut or receive the ball in the lava. This
of an offensive player, with the other offensive player means they must get out to space quickly.
spaced anywhere single gap spacing away (e.g. wing
in relation to top, corner in relation to wing, etc). As
soon as the offensive player removes the ball from the
hip of the defender, the 2-on-1 is live. The offense has
a maximum of two passes to find an open shot. They
STAFF ROLE
can pass and drive but are not allowed to enter the
• Ensure players understand the ‘single gap’.
paint.
• Emphasize decisions to shoot, drive, or pass based
on who is in more space.

SCORING
Offensive players will get 2 points or 3 points for
GUIDING QUESTIONS
made baskets. Defensive players will get 2 points for
defensive stops (defensive rebound or forced turnover). • “Where is the single gap?”
• “Where is your space to exit to after the first pass?”

KEY CONCEPTS
• Getting out to space after passing when an
advantage exists
• Working on passing out of a drive and kick with a
defender on the hip

136
MODULE 7: FULL OUTLINE GAME TIME

2-ON-1 BALL ON HIP

Once ball is removed from defender’s hip, 2-on-1 Ball on Hip begins

137
MODULE 7: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-2
FIXED SPOT All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Each basket needs one ball and several groups of • For younger players, the lava is the paint area.
two players. One group will begin on offense with a Offensive players cannot catch the ball inside the paint
second group of defenders matching up. Players must unless they are cutting to the basket. A turnover occurs
play from the same spacing on offense everytime: the if players receive the ball in the lava (within the paint).
ball on a wing and the other offensive player spaced in • Inside the 3PT line is lava. If players do not score
the weakside dunker spot. Other groups will wait their off the first drive, then players must re-space either to
turn at the baseline. The on-ball defender will start weakside dunker or beyond the 3PT line.
‘blind’ to the offense, with their heels on the 3PT line • The offense can only score a rim finish or 3PT shot.
facing the basket. The offense will hold the ball and • For younger players, the mid-range is still permitted.
place it on the defender’s back. The off-ball defender • Remove 1 defender and play 2-on-1.
can start in a gap or help position depending on their
match up’s placement on the 3PT line. As soon as
they lift the ball from the defense’s back, it becomes a
live 2-on-2. Games go until a basket is scored, there is
a defensive stop, or the ball goes out of bounds.
STAFF ROLE
• Help players with the start spacing, ensuring they
utilize the wing and weakside dunker.
SCORING • Officiate the ‘lava’ load.

Offensive players will get 2 points or 3 points for

made baskets. Defensive players will get 2 points for
defensive stops (defensive rebound or forced turnover).
GUIDING QUESTIONS
• “What other positions could you explore playing from?”
• “What can the defense do to ensure the offense does
KEY CONCEPTS not score off the first drive?”

• Creating space and keeping advantage

• Finding space from the dunker (attempting to score
inside the smile)
• Attacking the help defense
• Scoring off 2-on-1 advantages
• Helping and recovering on defense

Load for younger players

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2-ON-2 FIXED SPOT

Players may drive in either direction of the blind start to begin 2-on-2 Fixed Spot

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PLAYING SPACE EQUIPMENT

2-ON-1 CONVERSION
INTO 1-ON-2 BACK All available baskets (cut the
court along rim line to create
two playing spaces per basket)
1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
The offense and defense must stay in half of the • The offense only has two passes to score a rim finish
full-court area, playing from sideline to rim line. Two on the first possession.
offensive players will start in any position along the • The offense begins off a sideline or baseline inbound,
half-court line. This should be different every time. instead of advancing the ball from half-court.
One defender will begin in-between both players. As • If the defense steals the ball in the 1-on-2, they must
soon as the defender moves off the line, the offense attempt to convert this into a made basket within 4
can move and a live 2-on-1 begins. The offense must seconds.
find a way to score a rim finish within six seconds.
The moment the defender gets the ball (either after
a score or a stop), they then have eight seconds to
score a ‘touchdown’ by dribbling to the half-court line.
The offense transitions to defense and attempts to
STAFF ROLE
gain a stop by trapping.
• Ensure players stay in their respective areas.
• Reinforce score, drive, or pass decisions in 2-on-1
advantage.
SCORING
Offensive players will get 2 points or 3 points for made
baskets in the 2-on-1. The defender will get 3 points for
GUIDING QUESTIONS
a successful ‘touchdown’ in the 1-on-2.
• “Did the defender commit to stopping you?”
• “How could you convert the 2-on-1 faster?”

KEY CONCEPTS
• Creating space and keeping advantage
• Transition offense and defense

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MODULE 7: FULL OUTLINE GAME TIME

2-ON-1 CONVERSION INTO 1-ON-2 BACK

Diagram of Conversion 2-on-1 Back Into 1-on-2

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PLAYING SPACE EQUIPMENT

3-ON-2 DRIVE AND KICK,
PAINT TOUCH SCORE All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Three offensive players will start in 5-out spacings. • Must get two paint touches instead.
Two defenders will play defense. The offense will • Space using the weakside dunker at all times.
stay on for three repetitions in a row (we will call • Add a third defender and play 3-on-3.
these ‘bursts’). The defense will throw the ball to any
offensive player to begin the ‘burst’. The offense will
then play 3-on-2, only being able to score a rim finish
or a catch-and-shoot 3PT shot. However, the offense
can only shoot after a player penetrates and achieves
STAFF ROLE
a paint touch. The defense can steal the ball before
• Ensure players begin from different 5-out spacings.
the paint touch has been achieved.
• Remind players to stay for 3 ‘bursts’.
• Ensure players get the paint touch(es).

SCORING
Offensive players will get 2 points or 3 points for
GUIDING QUESTIONS
made baskets.
• “How else could you achieve the paint touch?”
• “Did the help defender commit to stopping you?”

KEY CONCEPTS
• Creating space and keeping advantage

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3-ON-2 DRIVE AND KICK, PAINT TOUCH SCORE

After the paint touch, the offense is allowed to score

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PLAYING SPACE EQUIPMENT

3-ON-3
LINE START All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Begin with an offensive player holding a ball and • Inside the 3PT line is lava. Turnover is called if
under the basket, facing the 3PT line. A defender will players catch inside unless they are completing some
stand behind them, followed by another offensive type of non-scripted cutting action.
player, another defender, another offensive player, and • After the first score, the defense has to inbound the
another defender (alternating offense and defense). ball and get the ball to the half-court line to score a
The offensive and defenders will start in a straight ‘touchdown’ within eight seconds. If they do this, they
line under the basket. As the ball-handler dribbles get the opportunity to transition back to score points. If
to a 5-out spacing spot, the other two offensive the offense steals the ball, they get the chance to score
teammates must also go to suitable spacing spots the points.
outside of the lava. The moment the offensive handler
gets outside the 3PT line, a live 3-on-3 starts. Play
until a score, with the defense clearing the ball on
each possession change and then scoring through
any means possible.
STAFF ROLE
• Make sure players start from different angles and
locations.

SCORING • Encourage players to use triggers to create

advantages (e.g. post ups, 1-on-1 with good spacing,
get/pick actions, etc.).
Offensive players will get 2 points or 3 points for
made baskets.

GUIDING QUESTIONS
KEY CONCEPTS • “How can you create an advantage?”
• “Defensively, how can you recover to neutral if the
• Spacing and advantage offense creates an advantage?”

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3-ON-3 LINE START

Use the line start to get out to varied spacing locations in 3-on-3 Line Start

145
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PLAYING SPACE EQUIPMENT

1-ON-1
BLIND SHOOTING All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players find a partner and a ball. Three groups can • The defense is not allowed to block the shooter, but
play 1-on-1 on the same basket at the same time. can distract them to try and miss.
The defender will start ‘blind’ to the offense, with their • The offense and defense must change partners after
heels on the 3PT line facing the basket. The offense they both play offense.
will hold the ball and place it on the defender’s back. • The offense can only score with one dribble.
As soon as they lift the ball from the defense’s back, it • The offense gets double points for a swish.
becomes a live 1-on-1. The offense has a maximum of • The offense begins in the paint, facing away from
three dribbles to score but can only score by shooting the basket, and must get out to space and shoot within
outside the paint. Each repetition should have a three dribbles.
different starting location.

STAFF ROLE
SCORING
• Help the players read the playing space and
Offensive players will get 2 points or 3 points for successfully organize themselves by communicating
made baskets. Defensive players will get 2 points whose turn it is.
for defensive stops (defensive rebound or forced • Challenge players to get their shot off quickly
turnover). before the defender can recover.

KEY CONCEPTS GUIDING QUESTIONS

• Creating and maintaining advantage • “How can you use the space before the defender can
• Attempting to shoot as controlled as possible recover?”
• Exploring different ways to stop (e.g. jump stop, • “How can the defender rear view contest without
stride stop, etc). fouling?”

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1-ON-1 BLIND SHOOTING

Potential starting positions for 1-on-1 Blind Shooting

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PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players, based • For younger players, the lava is the paint area.
on the number of courts available. Try to have Offensive players cannot catch the ball inside the paint
a maximum of five teams on each full-court. In unless they are cutting to the basket. A turnover occurs
instances of very high numbers, half-courts can be if players receive the ball in the lava (within the paint).
used. Teams play to three baskets. After a team • Inside the 3PT line is lava. Offensive players cannot
scores three baskets, the losing team will rotate off catch the ball inside the 3PT line unless they are
while the next team waiting rotates on. The game is cutting to the basket. A turnover occurs if players
then continually played, with teams keeping track of receive the ball in the lava (within the 3PT line).
their total number of points over the course of the • Pass and cut is a turnover: create an advantage
activity. through static 1-on-1.
• Double teams that lead to turnovers result in an extra
3 points.
• No ball pressure results in the defensive team losing
SCORING 1 point and the offense regaining possession on the
sideline.
3 baskets = 1 point for team.

STAFF ROLE
KEY WORDS
• Organize the waiting teams on the sideline so
• “How can you get the most efficient shot?” teams transition quickly for the next repetition.
• “How can we help teammates to emphasize • Ensure players substitute every few minutes.
continuous ball pressure?” • Emphasize and teach offensive and defensive
• “What can you do to space the floor effectively?” concepts and philosophy.

Load for younger players

148
MODULE 7: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

149
MODULE 7: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

150
MODULE 7: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

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 MODULE 8:
FULL OUTLINE
MODULE 8: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

153
MODULE 8: FULL OUTLINE COMPETITION LADDER

COMPETITION LADDER 1 VS. 1

Select 1 of the following Competition Ladder options to
complement the module’s Game Time:

Various loads can be added to the different competitions

to provide the players with structure while simultaneously
allowing them the freedom to play and explore solutions
2 VS. 2
on their own.

3 VS. 3

FREE THROW SHOOTING CHALLENGE

3-POINT SHOOTING CONTEST

154
MODULE 8: FULL OUTLINE WARM-UP

WARM-UP PASS TOUCHDOWN

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

OBSTACLE COURSE TAG

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MODULE 8: FULL OUTLINE WARM-UP

PLAYING SPACE EQUIPMENT

PASS
TOUCHDOWN All available half-court spaces 1 ball per half-court

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will divide into two teams in each half-court. • Players can take one dribble every catch.
This can be played with numbers from anywhere from • Players can only pass with their weak hand
3-on-3 to 8-on-8. The aim of the game is to score a • Players can dribble sideways or backwards, but not
‘touchdown’ in the opposing teams’ endzone, which is forwards.
any area past the sideline. Players are not allowed to • Change the type of ball instead of using a basketball
dribble. A change of possession occurs on any steal (e.g. a tennis ball, volleyball, etc).
or violation (e.g. travel, out of bounds, etc).

STAFF ROLE
SCORING
• Ensure players keep track of their scores. No
1 point for ‘touchdown’, first team to 5 points wins. communicated score = no point!
• Encourage players to exploit space

KEY CONCEPTS
GUIDING QUESTIONS
• Passing and ball movement
• Moving without the ball • “How can you connect with your teammates?”
• Creating space and keeping advantage • “What could you do defensively to disrupt your
opponents?”

Load for younger players

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MODULE 8: FULL OUTLINE WARM-UP

PASS TOUCHDOWN

endzone
endzone

Score a touchdown in the endzone to get 1 point

No dribbling allowed in Pass Touchdown

157
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PLAYING SPACE EQUIPMENT

OBSTACLE
COURSE TAG All available half-court spaces Cones. Can add 1 ball per
player for dribbling loads.

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into different half-court spaces, with • Add some obstacles into the course. These could
a minimum of eight players and a maximum of 20 include plastic chairs or coaches! The players must
players. Give anywhere from two to four players within play their tag games while using the obstacles to evade
each half-court a cone. They start as the taggers, but the taggers.
as soon as they have tagged someone, they must give • Add a ball for dribbling.
them the cone and begin to escape. Players must stay • Players can only use their weak hand to dribble.
in the half-court space and cannot step out of bounds.

STAFF ROLE
SCORING
• Move (safe) obstacles into the playing area.
N/A • Ensure players do not step out of bounds.

KEY CONCEPTS GUIDING QUESTIONS

• Exploiting space • “How can you interact or use the obstacles to avoid the
taggers?”

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MODULE 8: FULL OUTLINE GAME TIME

GAME TIME 1-ON-1 BIG ADVANTAGE SHOOTING

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
3-ON-2 INTO 2-ON-2 HALF-COURT
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 2-ON-2 ADVANCE THE BALL
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

1-ON-1+1 DRIVE AND KICK

3-ON-3 HALF-COURT CONTINUOUS

5-ON-5 LOADS-BASED

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PLAYING SPACE EQUIPMENT

1-ON-1 BIG
ADVANTAGE SHOOTING All available half-court spaces 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
The offensive player will stand in a shooting • The shooter must take one dribble and shoot off the
position outside of the paint, at a range that they are dribble each-time.
comfortable shooting from. The defender will begin • The defender can vary their pass (e.g. high pass,
at least four big steps away from the offensive player. bounce pass, spin pass, rolling the ball on the floor, etc).
The defender could be in front of, side on, diagonal • The offensive player can drive or shoot immediately.
to or even behind the offensive player. As soon as
they pass the ball, they will closeout and attempt to
contest the shot. The shooter must shoot the ball
before the defender can alter the shot. After three
shots have been taken from different locations, the
STAFF ROLE
players switch roles.
• Remind the players to leave space for the shooters
to land on the floor safely.
• Ensure players change location frequently.

SCORING
Offensive players will get 2 points or 3 points for
made baskets.
GUIDING QUESTIONS
• “How could you prepare to shoot quickly?”
• “Defensively, what is the fastest way to closeout to
KEY CONCEPTS the shooter?”

• Adaptive shooting
• Closing out to shooting hand

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1-ON-1 BIG ADVANTAGE SHOOTING

Defenders pass and close-out from four steps away to contest shot in 1-on-1 Big Advantage Shooting

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PLAYING SPACE EQUIPMENT

3-ON-2 INTO
2-ON-2 HALF-COURT All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Assign players to each basket. With low numbers, • For younger players, the lava is the paint area.
have two teams of three players at each basket. With Offensive players cannot catch the ball inside the paint
high numbers, have five teams of three players at each unless they are cutting to the basket. A turnover occurs
basket. Begin by playing 3-on-2, where the offense if players receive the ball in the lava (within the paint).
must score a 3PT shot or a lay-up in 12 seconds. After • Inside the 3PT line is lava. Offensive players cannot
a shot or turnover occurs, the player who was last catch the ball inside the 3PT line unless they are cutting
in possession of the ball must track the ball down. to the basket. A turnover occurs if players receive the
They will then pass it into the other two offensive ball in the lava (within the 3PT line).
players, who play 2-on-2 against the defenders. Once • Escape the lava. After a pass or cut is completed, the
this second repetition is complete, the activity resets offensive player without the ball has three seconds to
with new teams in and ready to begin with the first escape the lava (space out outside the 3PT line). If they
repetition of 3-on-2. are still inside after three seconds, a turnover is called.
• Pass and cut is a turnover. Simply convert the 3-on-2
advantage which exists.

SCORING
Offensive players will get 2 points or 3 points for STAFF ROLE
made baskets. Defensive players will get 2 points
for defensive stops (defensive rebound or forced • Ensure players understand the last player to touch
turnover). the ball on offense is out for the 2-on-2.
• Ensure that the next group is primed and ready to
rotate in.

KEY CONCEPTS
• Making quick decisions to make the advantage GUIDING QUESTIONS
greater
• Finding a way to get to the rim for the most efficient • “Can you find the ROB shot?”
shot

Load for younger players

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3-ON-2 INTO 2-ON-2 HALF-COURT

After the 3-on-2 is played, the last player to touch the ball comes
off to quickly transition into 2-on-2

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PLAYING SPACE EQUIPMENT

2-ON-2 ADVANCE
THE BALL All available baskets (cut the
court along rim line to create
two playing spaces per basket)
1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
The offense and defense must stay in half of the full- • Allow forwards passes, but offense get 2 points if they
court area, playing from sideline to rim line. Cones score the ‘touchdown’ without passing ahead.
may be used to mark out the rim line. The offense has • Play until a score using the ‘rugby’ load.
to progress the ball from one baseline to the other • Allow two forwards passes each possession.
baseline, without being allowed to pass forward. The • Play the same game 3-on-3 using the whole full-cout
offense can therefore only dribble or pass laterally or area (instead of staying in half the space).
backwards (‘rugby’ load). The defense can do anything
they want to disrupt the offense, including trapping.
If the defense steals the ball, they must immediately
attempt to score a ‘touchdown’ with the same rules.
After a ‘touchdown’ has been scored, change teams.
STAFF ROLE
• Officiate the ‘rugby’ load.
• Encourage the defense to explore disruptive solutions

SCORING such as trapping.

Offensive players get 1 point for ‘touchdown’.

GUIDING QUESTIONS
KEY CONCEPTS • “How could you force the offense into a turnover?”
• “Offensively, how can you win this game without
passing ahead”?
• Creating space and keeping advantage
• Disruptive defense

Load for younger players

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2-ON-2 ADVANCE THE BALL

Players can dribble but only pass backwards in 2-on-2 Advance the Ball

165
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PLAYING SPACE EQUIPMENT

1-ON-1+1
DRIVE AND KICK All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will work in groups of three or four. An • The +1 stands inside the mid-range to create an easier
offensive player will start in any 5-out spacing pass. Once they receive the kick-out pass, the defender
location, with another teammate in any other spot. must tag them with one hand before they can close
The offense will begin with the defender on their hip, back out to the offensive player for the 1-on-1.
outside the 3PT line. The moment they drive the ball, • The offensive player only passes if the +1 shows both
the live 1-on-1 begins and the defense is allowed hands. If the +1 does not show both hands, they can
to steal the ball. However, the offense must enter score off the first drive. If the +1 makes a connection,
the paint with the drive and pass the ball to their they must re-space and play the 1-on-1 from there.
teammate before they are allowed to score. After • Play 2-on-1 where either player can score after the
passing the ball, they must re-space back out to the kick-out.
perimeter. From here, they must do whatever they • Play 2-on-2 where the offense is allowed to score on
can to get open to receive the pass back from their the first drive if they are not stopped.
teammate to play 1-on-1.

SCORING STAFF ROLE

• Help players identify the 5-out spacing spots.
Offensive players will get 2 points or 3 points for
• Reinforce the ‘lava’ load.
made baskets.
• Ensure players re-space and explore different ways to
get open. The +1 can run dribble hand-offs/set picks to
help the player get open.

KEY CONCEPTS
• Creating space and keeping advantage GUIDING QUESTIONS
• Creative finishing
• “Where should you re-space to?”
• “How could you help the offensive player score?” (to
the facilitator)

Load for younger players

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MODULE 8: FULL OUTLINE GAME TIME

1-ON-1+1 DRIVE AND KICK

Drive, kick then get out to space before 1-on-1 +1 Drive and Kick

167
MODULE 8: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

3-ON-3 HALF-COURT
CONTINUOUS All available baskets 1 ball per basket

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of three. Make sure • For younger players, inside the paint is lava. Offensive
each basket has a minimum of three teams and a players cannot catch the ball inside the paint unless
maximum of six. Teams will play half-court 3-on-3 they are cutting to the basket. A turnover occurs if
with additional teams waiting at the baseline. When players receive the ball in the lava (within the paint).
an offensive team scores, the defense sprints off • Inside the 3PT line is lava. Offensive players cannot
while a new defensive team comes on from the catch the ball inside the 3PT line unless they are cutting
baseline. The new defense must all touch the 3PT to the basket. A turnover occurs if players receive the
line prior to matching up and playing defense. At the ball in the lava (within the 3PT line).
same time, all offensive players must advance the ball • The offense can only score a rim finish or 3PT shot.
and touch the half-court line before they begin 3-on-3 • For younger players, the mid-range is still permitted.
against the new team. • Escape the lava. After a pass or off-ball cut is
completed, the offensive player without the ball has
three seconds to escape the lava (space out outside the
3PT line). If they are still inside after three seconds, a
SCORING turnover is called.
• Pass and cut is a turnover. Players can only create an
Offensive players will get 2 points or 3 points for advantage through a static 1-on-1 where the ball-handler
made baskets. creates an advantage by looking to create through a
dribble move from the perimeter, or through a post-up.
Teammates should maintain spacing (inside the 3PT
line is lava), ready to receive the ball.
KEY CONCEPTS • ‘Inside the 3PT line is lava’ load applies but post-ups
are allowed.

• Beating initial defense and reading second and third

levels of help defense
• Identifying the open player STAFF ROLE
• Ensure the players keep and communicate score.
GUIDING QUESTIONS • Make sure players start from different angles and
locations.
• Remind players to transition quickly and take
• “What is the ‘lava’ load teaching?” advantage after a score (offense touch half-court,
• “Where is the space?” defense touch 3PT line).
• “What are ways to speed up and take advantage of
your transition?”

Load for younger players

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MODULE 8: FULL OUTLINE GAME TIME

3-ON-3 HALF-COURT CONTINUOUS

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PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of 5 players, based • For younger players, the lava is the paint area.
on the number of courts available. Try to have a Offensive players cannot catch the ball inside the paint
maximum of 5 teams on each full-court. In instances unless they are cutting to the basket. A turnover occurs
of very high numbers, instead of using full-courts, half- if players receive the ball in the lava (within the paint).
courts can be used. Teams play to 3 baskets. After • Inside the 3PT line is lava. Offensive players cannot
a team scores three baskets, they get 1 point. The catch the ball inside the 3PT line unless they are cutting
losing team will rotate off while the next team waiting to the basket. A turnover occurs if players receive the
rotates on. The game is then continually played, with ball in the lava (within the 3PT line).
teams keeping track of their total number of points • The offense can only score a rim finish or 3PT shot.
over the course of the activity. • For younger players, the mid-range is still permitted.
• Pass and cut is a turnover: create an advantage
through static 1-on-1.
• Double teams that lead to turnovers result in an extra
SCORING 3 points.
• No ball pressure results in the defensive team losing
3 baskets = 1 point for team. 1 point and the offense regaining possession on the
sideline.

KEY WORDS STAFF ROLE

• “How can you get the most efficient shot?”
• Organize the waiting teams on the sideline so teams
• “How can we help teammates to emphasize
transition quickly for the next repetition.
continuous ball pressure?”
• Ensure players substitute every few minutes.
• “What can you do to space the floor effectively?”
• Emphasize and teach offensive and defensive
concepts and philosophy.

Load for younger players

170
MODULE 8: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

171
MODULE 8: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

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FULL OUTLINE
MODULE 9: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

174
MODULE 9: FULL OUTLINE WARM-UP

WARM-UP STEAL THE CONE

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

STEAL THE TAIL GATE TAG

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PLAYING SPACE EQUIPMENT

STEAL THE CONE All available space 1 cone per group. Can add 1 ball
(no baskets needed) per player for dribbling loads.

12 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will work in groups of three. Use every • Change the movement pattern (e.g. hopping,
center circle and paint area in the gym. If there are skipping, etc.).
not enough circles or paint areas in the gym for the • Add a second cone, a second defender, and a third
number of players, use extra cones to mark out grids attacker.
of the same size. Place the cone in the middle of their • Add a ball for dribbling.
playing area with a defender next to it. The other two
players must spread out along the outside of the area
in any location. The defender must protect the cone
from being touched by the perimeter players. The STAFF ROLE
perimeter players attempt to touch the cone with their
hands or feet, but they are only allowed to enter the • Ensure the players keep and communicate score.
area for a maximum of three seconds. Change the • Make sure players start from different angles and
defender each time the cone is tagged. locations.
• Remind players to transition quickly and take
advantage after a score (offense touch half-court,
defense touch 3PT line).
SCORING
N/A
GUIDING QUESTIONS
KEY CONCEPTS • “How could you trick or distract the defender?”

• Learning about deceptive movements

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STEAL THE CONE

The defender must protect the cone in Steal the Cone

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PLAYING SPACE EQUIPMENT

STEAL THE TAIL
GATE TAG All available space
(no baskets needed)
1 bib per player,
6 cones per group

12 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players can work in groups of anywhere from four • Play the same game while dribbling.
to eight players. Each group should work in an area • Play 3-on-3.
equivalent to half of the half-court. Use six cones to
create three cone gates in random areas, separated
by a small distance of approximately one step. Two
offensive players will start outside the area, with
bibs tucked into their shorts. Two defenders will
STAFF ROLE
start anywhere inside the workspace. As soon as
• Create the cone gates. These can be moved around in
the offense steps inside, they have to step through
different locations throughout the course of the game.
as many gates as possible until their bibs are pulled
• Ensure the offense starts outside of the workspace in
out. The goal is to get as many points as possible by
different locations.
passing through gates until both players have their
bibs pulled. The offense should keep going until both
players are out. After both players exit, a new team of
two comes in. The defense stays for four repetitions
before changing roles. GUIDING QUESTIONS
• “What tactics could you invent defensively or
offensively to make this easier?”
SCORING
1 point for each gate passed as a team.

KEY CONCEPTS
• Developing agility and teamwork

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STEAL THE TAIL GATE TAG

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MODULE 9: FULL OUTLINE GAME TIME

GAME TIME 2-ON-2+1 GRAB AND PLAY

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
3-ON-3 AROUND THE CONE
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 2-ON-1 1 MORE
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

3-ON-3 RANDOM POSSESSION CHANGE

4-ON-4 CHANGING RIMS

2-ON-2+1 CLOSEOUTS

5-ON-5 LOADS-BASED

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PLAYING SPACE EQUIPMENT

2-ON-2+1
GRAB AND PLAY All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Up to 10 players go to each basket. Coaches will act • Give the defense a hi-five further away to increase
as the facilitators. Two offensive players will start in the offensive advantage.
different spacings, with one player holding the ball. • The offensive player is allowed to cut backdoor as
The moment they pass the ball to the coach, the live opposed to grabbing the ball. In this case, the facilitator
2-on-2 commences with the player going to grab the must pass the ball. On a cut, the defender does not
ball while a defender chases to hi-five the facilitator. need to continue sprinting to the defender to hi-five, but
As soon as both teams play, the next two teams must must immediately recover.
be ready immediately to play. Players must organize • Utilize the weakside dunker on every repetition.
their own rotations.

STAFF ROLE
SCORING
• Change the size of the advantage based on the
Offensive players will get 2 points or 3 points for personnel (hand closer to the defense = smaller
made baskets. advantage, hand further away = bigger advantage).

KEY CONCEPTS GUIDING QUESTIONS

• Spacing to keep the advantage • “How can you find a window to space outside the
• Making drive and kick decisions when the help perimeter, or cut towards the basket?”
defender is activated

Load for younger players

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2-ON-2+1 GRAB AND PLAY

C C

+1

Possible starting position for 2-on-2 + 1 Grab and Play

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PLAYING SPACE EQUIPMENT

3-ON-3
AROUND THE CONE All available baskets 1 cone and 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Begin with an offensive player holding a ball and under • Increase the offensive advantage by having the
the basket, facing the 3PT line. A defender will stand defense run behind a second cone placed behind the
behind them. Another offensive player and defender first cone.
will stand in the right corner, with another offensive • Change the location of the offensive teammate
player and defender in the left corner. The offense can across each repetition, also utilizing the top and the
start at any moment by dribbling around the cone. The dunker. Stay for three repetitions before changing roles.
defender must trail, creating an advantage situation • Players receive double points for a no-look pass
for a live 3-on-3. assist.
• Add an extra cone, players can choose what side they
dribble to. Other offensive players must start in ‘bad
spacing’ and find a good spacing location to re-space
SCORING to as the dribble starts.

Offensive players will get 2 points or 3 points for

made baskets.
STAFF ROLE
KEY CONCEPTS • Place the cones on the wing at each basket.
• Encourage quick rotations to save time.

• Making drive and kick decisions when the help

defender is activated
• Converting advantages GUIDING QUESTIONS
• Defense working to recover back to neutral
• “When is a good time to pass the ball to your
teammate?”

Load for younger players

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3-ON-3 AROUND THE CONE

Drive around the cone to begin 3-on-3 Around the Cone

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PLAYING SPACE EQUIPMENT

2-ON-1
1 MORE All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Quickly introduce ROB shots (Range, Open, Balance). • For younger players, start the offense at the short
Divide players into groups of four with one ball per corner and elbow (closer in) and use a smaller ball.
group. Two offensive players will position themselves • The offensive players are allowed to drive at any
either in the corner and wing beyond the 3PT line (on time. However if an offensive player drives, only 1 pass
either side), or slot to slot beyond the 3PT line. One is allowed.
defender starts with a ball, a short closeout position • The offensive players are allowed to cut to the
away from the two offensive players. When the ball is basket.
passed in, the offense has a maximum of two passes • The second defender starts in the paint and can
to find an open shot, but they cannot move or dribble. defend after the initial pass, making it a 2-on-1+1.
The defender can attempt to steal the pass or block
the shot. The offensive players look to shoot and
score whenever they are open. The second defender
waits on the side for the first 2-on-1 to complete
before they rotate in. The defenders take turns playing
STAFF ROLE
defense for six repetitions. After six shots, the offense
• Help the players with their spacings and roles.
and defense switch roles. Three groups can go
• Encourage defender(s) to find ways to disrupt the
simultaneously at the same time on each basket.
offense.

SCORING GUIDING QUESTIONS

Offensive players will get 2 points or 3 points for
• “Was your shot a ROB Shot? If not, what was missing?”
made baskets. Defensive players will get 2 points
• “In what ways can the defenders disrupt the offense?”
for defensive stops (defensive rebound or forced
• “Is it possible to overpass?”
turnover).

KEY CONCEPTS
• Identifying ROB shots (Range, Open, Balanced)
• Scoring off 2-on-1 advantages

Load for younger players

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MODULE 9: FULL OUTLINE GAME TIME

2-ON-1 1 MORE

OffensePotential
in blue Defense in red
starting position for three 2-on-1 1 More games
Older players can start further back
Defense in red with ball

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PLAYING SPACE EQUIPMENT

3-ON-3 RANDOM
POSSESSION CHANGE All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will play continuous 3-on-3 in the half-court, • If the offense does not score within six seconds of
playing until one team scores the ball. When this receiving the ball, it is an automatic turnover.
happens, the team that gets scored on sprints off, • Players have a dribble limit of three dribbles every
while the waiting team comes onto defense. On catch.
possession changes, players must clear the ball
outside the 3PT line. If the coach yells “ball”, the
player in possession of the ball must place it down,
and sprint to hi-five the coach. The team on offense
now becomes defense, while the team previously on
STAFF ROLE
defense becomes offense. Once the player has high-
• Yell out “BALL” in a random manner, approximately
fived the coach, they can play defense again.
once every 15 - 40 seconds.

SCORING GUIDING QUESTIONS

Offensive players will get 2 points or 3 points for • “How can you space effectively to use the advantage on
made baskets. the possession change?”
• “Defensively, how can you communicate to ensure
you cover the ball and basket when in a disadvantaged
situation?”
KEY CONCEPTS
• Spacing and advantage

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PLAYING SPACE EQUIPMENT

4-ON-4
CHANGING RIMS All available full-courts 1 ball per court

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of four, based on the • The ‘changing rims’ load: when the offense crosses
number of courts available. Try to have a maximum the half-court line, they can change the basket in which
of five teams on each full-court. In instances of very they are attacking at any time. The entire team must
high numbers, half-courts can be used. Teams play to cross the half-court line to change direction.
three baskets. After a team scores three baskets, they
get a point. The losing team will rotate off while the
next team waiting rotates on defense at the opposite
end. The team that gets a point gets to maintain
possession and stay on offense. The game is then
STAFF ROLE
continually played, with teams keeping track of their
• Ensure quick changes after one team secures the win
total number of points over the course of the activity.
and a new team sprints on-court.
• Explain the ‘changing rims’ load.

SCORING
3 baskets = 1 point for team.
GUIDING QUESTIONS
• “When is a good time to pass in a 2-on-1?”
• “How can you space the floor effectively?”

KEY CONCEPTS
• Spacing and advantage
• Passing and ball movement
• Transitioning back on defense and stopping the ball

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PLAYING SPACE EQUIPMENT

2-ON-2+1
CLOSEOUTS All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
In groups of four or five, the offense will start in • The defense can only use one hand to contest.
any location in the mid-range or behind the 3PT • The passer must dribble and send a one handed pass
line. The defenders will stand in any location to the defender.
within a reasonable passing distance to the • The +1 can be used as a screener if the offense does
offense, positioned at any distance between two not convert the advantage off the closeout start.
to four meters away from the offensive players
(approximately four to eight big steps). As soon as the
ball leaves the passer’s hands, the defense can begin
to closeout. The offense has two dribbles per catch to
score. After three repetitions in a row, the players will
STAFF ROLE
change roles.
• Make sure players start from different angles and
locations.
• Ensure the defense stands four to eight steps away

SCORING and closes out from different positions.

• Officiate the ‘2 dribble maximum’ load.

Offensive players will get 2 points or 3 points for

GUIDING QUESTIONS
made baskets.

KEY CONCEPTS • “What other location or angle have you not played
from yet?”
• “Can you explore different ways to pass?
• Attacking closeouts without traveling
• Closing out on defense by running out quick and
stopping naturally (no choppy steps)

189
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PLAYING SPACE EQUIPMENT

5-ON-5
LOADS-BASED All available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of five players, based • Inside the 3PT line is lava. Offensive players cannot
on the number of courts available. Try to have catch the ball inside the 3PT line unless they are
a maximum of five teams on each full-court. In cutting to the basket. A turnover occurs if players
instances of very high numbers, half-courts can be receive the ball in the lava (within the 3PT line).
used. Teams play to three baskets. After a team • Pass and cut is a turnover: create an advantage
scores three baskets, they get 1 point. The losing through static 1-on-1.
team will rotate off while the next team waiting • Double teams that lead to turnovers result in an extra
rotates on. The game is then continually played, with 3 points.
teams keeping track of their total number of points • No ball pressure results in the defensive team losing
over the course of the activity. 1 point and the offense regaining possession on the
sideline.

SCORING
STAFF ROLE
3 baskets = 1 point for team.
• Organize the waiting teams on the sideline so teams
transition quickly for the next repetition.

KEY WORDS • Ensure players substitute every few minutes.

• Emphasize and teach offensive and defensive
concepts and philosophy.
• “How can you get the most efficient shot?”
• “How can we help teammates to emphasize
continuous ball pressure?”
• “What can you do to space the floor effectively?”

190
MODULE 9: FULL OUTLINE OFF-COURT

OFF-COURT SPACE AND ADVANTAGE

is where players further their learning from topics covered in
Game Time.

Players will go through a variety of different activities that

can include video analysis, mix and match vocabulary, short
answer questions, basketball diagram designs, and more.
DISRUPTIVE DEFENSE

SHOT SELECTION

BALL MOVEMENT

CREATIVE FINISHES

BALL MANIPULATION

191
MODULE 9: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

192
MODULE 9: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

193
 MODULE 10:
FULL OUTLINE
MODULE 10: FULL OUTLINE TIP-OFF

TIP-OFF CALL IN
is our opening huddle where coaches welcome the Players are verbally called in to huddle up and stand in
players as a group and set the expectations for the day. a circle with all players and coaches if numbers allow
The Tip-Off should take no longer than 5 minutes to (for larger groups, coaches may need to stand in front
maximize player’s attention spans. There are 5 parts that of the players).
should be covered in every Tip-Off:

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

COMMENCEMENT
Players are primed and prepped for the start of the
camp.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

195
MODULE 10: FULL OUTLINE COMPETITION LADDER

COMPETITION LADDER 1 VS. 1

Select 1 of the following Competition Ladder options to
complement the module’s Game Time:

Various loads can be added to the different competitions

to provide the players with structure while simultaneously
allowing them the freedom to play and explore solutions
2 VS. 2
on their own.

3 VS. 3

FREE THROW SHOOTING CHALLENGE

3-POINT SHOOTING CONTEST

196
MODULE 10: FULL OUTLINE WARM-UP

WARM-UP FUNCTIONAL MOVEMENT EXPLORATION

is where players participate in activities designed to
increase the heart rate and to get the players’ bodies and
minds ready for physical movement.

1-ON-1 BLOCK RACES

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PLAYING SPACE EQUIPMENT

FUNCTIONAL MOVEMENT
EXPLORATION All available space
(no baskets needed)
None needed

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will be given movements by the coach. • Varied lunges
The idea is to find as many ways to repeat the • Varied squats
movement in a different way. This means players • Varied crawls
should not do the movement in the exact same way • Varied hops
twice. For instance, when lunging, they may lunge at • Varied skips
different speeds, in different directions, with various
movements in-between each lunge, etc. Encourage
players to be as creative as possible, using the loads
as the different functional movements to explore for STAFF ROLE
approximately 90 seconds at a time.
• Watch players and remind them not to repeat identical
movements.

SCORING
N/A
GUIDING QUESTIONS
• “How else could you perform that movement?”
KEY CONCEPTS
• Functional movement

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PLAYING SPACE EQUIPMENT

1-ON-1
BLOCK RACES All available baskets 1 ball per player

10 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will begin in two lines behind the free-throw • Players can only score with their weak hand.
line. The first players in each line will tap their balls. • Players must score on the opposite side to where
The moment the balls tap; it is a race to see who can they started.
score a lay-up first inside the smile. Keep playing until • Players must complete one waist and leg wrap with
one player scores. the ball after the tap until they dribble for their lay-up.
• Players can’t use the backboard for their lay-up.

SCORING STAFF ROLE

Players get 1 point each time they score first. First
player to 4 points wins. • Ensure players rotate quickly.

KEY CONCEPTS GUIDING QUESTIONS

• Creative finishing • “How can you explode to the rim to beat your
• Developing ball manipulation skills opponent?”

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1-ON-1 BLOCK RACES

200
MODULE 10: FULL OUTLINE GAME TIME

GAME TIME 2-ON-1+1 CLOSEOUTS

is where players participate in different activities and games
designed to stimulate their growth and development.

These activities have been carefully created to mimic the

game of basketball. With the NBA Basketball School Camp
Curriculum, players develop technically and tactically through
3-ON-3 CHANGING LOCATIONS
the actual act of playing basketball itself.

Each Game Time activity is clearly described and presented

in the following format: name, time, space, equipment,
description, scoring, types of loads, staff roles, key concepts, 2-ON-3+1 CONTINUOUS
and guiding questions. Coaches are encouraged to utilize the
information presented and to expand on those ideas in a way
that would be most meaningful to their players.

4-ON-3 CONVERT THE ADVANTAGE

3-ON-3 THREE TRIPS

4-ON-4 LOADS-BASED

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MODULE 10: FULL OUTLINE GAME TIME

PLAYING SPACE EQUIPMENT

2-ON-1+1
CLOSEOUTS All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide players into groups of four with one ball per • For younger players, start the offense at the short
group. Two offensive players will position themselves corner and elbow (closer in).
either in the corner and wing beyond the 3PT line • The defender can only move after the offense
(on either side), or both slots beyond the 3PT line. completes their first pass.
One defender starts with a ball, a short closeout • The waiting defender must start behind or beside the
position away from the two offensive players. One offensive players.
more defender waits inside the smile. When the ball
is passed in, the offense looks to find an open shot
by shooting, driving, or passing and cutting. The
defenders can attempt to steal the pass or block the
shot. Offensive players only have a maximum of three
STAFF ROLE
dribbles. After three shots, the offense and defense
• Help the players with their spacings and roles (staying
switch roles. Two groups can go simultaneously at the
on offense or defense for 3 repetitions).
same time on each basket.
• Encourage defender(s) to find ways to disrupt the
offense.

SCORING
Offensive players will get 2 points or 3 points for
GUIDING QUESTIONS
made baskets. Defensive players will get 2 points • “Was your shot a ROB shot? If not, what was missing?”
for defensive stops (defensive rebound or forced • “In what ways can the defenders disrupt the offense?”
turnover).

KEY CONCEPTS
• Creating ROB shots (Range, Open, Balanced)
• Attempting to score while maintaining the initial
2-on-1 advantage

Load for younger players

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2-ON-1+1 CLOSEOUTS

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PLAYING SPACE EQUIPMENT

3-ON-3
CHANGING LOCATIONS All available baskets 1 ball per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players find a partner. Each basket needs one ball • For younger players, the lava is the paint area.
and several groups. One group will begin on offense Offensive players cannot catch the ball inside the paint
anywhere outside the 3PT line with a second group of unless they are cutting to the basket. A turnover occurs
defenders matching up. Other groups will wait their if players receive the ball in the lava (within the paint).
turn at the baseline. The on-ball defender will start • Inside the 3PT line is lava. Offensive players cannot
‘blind’ to the offense, with their heels on the 3PT line catch the ball inside the 3PT line unless they are
facing the basket. The offense will hold the ball and cutting to the basket. A turnover occurs if players
place it on the defender’s back. The off-ball defender receive the ball in the lava (within the 3PT line).
can start in a gap or help position depending on their • The offense can only score a rim finish or 3PT shot.
match up’s placement on the 3PT line. As soon as • For younger players, the mid-range is still permitted.
they lift the ball from the defense’s back, it becomes a • Escape the lava. After a pass or cut is completed, the
live 2-on-2. Games go until a basket is scored, there is offensive player without the ball has three seconds to
a defensive stop, or the ball goes out of bounds. escape the lava (space out outside the 3PT line). If they
are still inside after three seconds, a turnover is called.
• After a made basket, the next team waiting at the
baseline must inbound it against the team that just
SCORING scored. The defenders must pressure the ball. The
offense has five seconds to complete a successful
inbounds pass. Play stops if the offense is able to
Offensive players will get 2 points or 3 points for
inbound the ball. If the defense intercepts the ball, they
made baskets. Defensive players will get 2 points
can score it immediately to gain additional points.
for defensive stops (defensive rebound or forced
turnover).

STAFF ROLE
KEY CONCEPTS
• Help players start from different angles and locations.
• Creating and maintaining advantage • Officiate the ‘lava’ load.
• Attacking the help defense
• Scoring off 2-on-1 advantages
•
•
Stunting and recovering
Stopping the ball
GUIDING QUESTIONS
• “What other positions could you explore playing from?”
• “What can the defense do to ensure the offense does
not score off the first drive?”
Load for younger players

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PLAYING SPACE EQUIPMENT

2-ON-3+1
CONTINUOUS All available baskets 1 ball per group

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Two offensive players will play against three • One defender is a statue and cannot move.
defenders. The +1 will be used to help the offense but • One defender can only play inside the paint or
they are not allowed to score. However, this player can outside the 3PT line.
pass, move, set screens, etc. The offensive players • Use a smaller space.
will start in any location, with the defense inside the • Award double points if the offense scores off an off-
paint. As soon as the passer passes to an offensive ball screen.
player, the defense can closeout. The offense has 12
seconds to find a rim finish or 3PT shot.

STAFF ROLE
SCORING • Encourage the +1 to set different types of off-ball
screen (e.g. flare, screen-away, etc).
Offensive players will get 2 points or 3 points for
made baskets.

GUIDING QUESTIONS
KEY CONCEPTS • “How could you use the +1 to get open?”
• “Defense - how could you use your advantage to
• Creating space and keeping advantage challenge the offense?”
• Disruptive defense (defensive advantage provides
chance to trap)

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2-ON-3+1 CONTINUOUS

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PLAYING SPACE EQUIPMENT

4-ON-3 CONVERT
THE ADVANTAGE All available baskets 2 balls per basket

16 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Assign players to each basket. With low numbers, • For younger players, the lava is the paint area.
have two teams of four players at each basket. With Offensive players cannot catch the ball inside the paint
high numbers, have three teams of four players of unless they are cutting to the basket. A turnover occurs
four teams of four players at each basket. The offense if players receive the ball in the lava (within the paint).
must score a 3PT shot or a lay-up in 12 seconds • Inside the 3PT line is lava. Offensive players cannot
without rotating off (we will call these ‘bursts’). The catch the ball inside the 3PT line unless they are
offense will complete six ‘bursts’ against the defense cutting to the basket. A turnover occurs if players
with a new defense rotating in each time with groups receive the ball in the lava (within the 3PT line).
of high numbers. Each defensive team will hold a ball, • The offense can only score a rim finish or 3PT shot.
passing it into the offense to begin each ‘burst’. After • For younger players, the mid-range is still permitted.
six ‘bursts’, a new team will become offense. • Escape the lava. After a pass or cut is completed, the
offensive player without the ball has three seconds to
escape the lava (space out outside the 3PT line). If they
are still inside after three seconds, a turnover is called.
SCORING • Pass and cut is a turnover. Simply convert the 4-on-3
advantage which exists.
Offensive players will get 2 points or 3 points for
made baskets. Defensive players will get 2 points
for defensive stops (defensive rebound or forced
turnover). STAFF ROLE
• Ensure players understand the ‘bursts’ concept.

KEY CONCEPTS • Ensure that the defenders secure the made or missed
shot before rotating off to wait for their next turn.
• Ensure that the next group is primed and ready to
• “Make quick decisions to make the advantage greater.” rotate in.
• “Find a way to get to the rim for the most efficient shot.”

GUIDING QUESTIONS
• “Can you find the ROB shot?”
• “In what ways can the defenders disrupt the offense?”

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4-ON-3 CONVERT THE ADVANTAGE

Potential starting position for 4-on-3 Convert the Advantage

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PLAYING SPACE EQUIPMENT

3-ON-3
THREE TRIPS All available full-court spaces 1 ball per full-court

20 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Players will be divided up into teams of three. Ideally, • For younger players, the lava is the paint area.
there will be a maximum of five teams per basket. Offensive players cannot catch the ball inside the paint
If there are high numbers, use the same activity but unless they are cutting to the basket. A turnover occurs
4-on-4 or even 5-on-5. Players will begin lining up to if players receive the ball in the lava (within the paint).
shoot one free-throw. As soon as the free-throw is • Inside the 3PT line is lava. Offensive players cannot
shot, a live 3-on-3 is played. If the offense secures catch the ball inside the 3PT line unless they are
an offensive rebound, they may immediately look to cutting to the basket. A turnover occurs if players
score again. If the defense secures the ball, they look receive the ball in the lava (within the 3PT line).
to transition to the other end to begin the first ‘trip.’ • The offense can only score a rim finish or 3PT shot.
Three trips are played, with the activity stopping after • For younger players, the mid-range is still permitted.
the third trip is completed. • Outlet passes off a rebound are a turnover. Instead,
whoever rebounds the ball must look to push the ball to
start transition with greater pace.
• Scores within six seconds of gaining possession are
SCORING worth double.

Offensive players will get 2 points or 3 points for

made baskets.
STAFF ROLE
KEY CONCEPTS • Help players with the free-throw line-up if needed.
• Encourage players to maintain effective spacing
during the trips.
• Spacing and advantage
• Transition offense and defense

GUIDING QUESTIONS
• “How could we transition faster?”
• “Defensively, how should we transition back to reduce
fast break opportunities?”

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3-ON-3 THREE TRIPS

Full sequence of 3-on-3 Three Trips

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PLAYING SPACE EQUIPMENT

4-ON-4
LOADS-BASED All available baskets 1 ball per basket

24 MIN BINDING YES NO

DESCRIPTION EXAMPLES OFEXAMPLES

LOADS OF LOADS
Divide the players into teams of four players, based • For younger players, the lava is the paint area.
on the number of courts available. Try to have Offensive players cannot catch the ball inside the paint
a maximum of five teams on each full-court. In unless they are cutting to the basket. A turnover occurs
instances of very high numbers, instead of using full- if players receive the ball in the lava (within the paint).
courts, half-courts can be used. Teams play to three • Inside the 3PT line is lava. Offensive players cannot
baskets. After a team scores three baskets, they get catch the ball inside the 3PT line unless they are
1 point. The losing team will rotate off while the next cutting to the basket. A turnover occurs if players
team waiting rotates on. The game is then continually receive the ball in the lava (within the 3PT line).
played, with teams keeping track of their total number • The offense can only score a rim finish or 3PT shot.
of points over the course of the activity. • For younger players, the mid-range is still permitted.
• Pass and cut is a turnover: create an advantage
through static 1-on-1.
• Double teams that lead to turnovers result in an extra
SCORING 3 points.
• No ball pressure results in the defensive team losing
3 baskets = 1 point for team. 1 point and the offense regaining possession on the
sideline.

KEY CONCEPTS STAFF ROLE

• “How can you get the most efficient shot?”
• Organize the waiting teams on the sideline so teams
• “How can we help teammates to emphasize continuous
transition quickly for the next repetition.
ball pressure?”
• Ensure players substitute every few minutes.
• “What can you do to space the floor effectively?”
• Emphasize and teach offensive and defensive
concepts and philosophy.

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MODULE 10: FULL OUTLINE BUZZER BEATER

BUZZER BEATER WHAT DID YOU DO WELL?

is where players take a moment to pause and think about their
day at camp. In this component, players utilize their NBA
Basketball School Player Notebook to answer daily reflection
questions.
WHAT IS SOMETHING
YOU LEARNED TODAY?

WHAT IS SOMETHING YOU

WOULD LIKE TO IMPROVE AT?

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MODULE 10: FULL OUTLINE FINAL BUZZER

FINAL BUZZER CALL IN

is our closing huddle where coaches see the players off as a Players are verbally called in to huddle up and stand in
group. The Final Buzzer should take no more than 5 minutes a circle with all players and coaches if numbers allow
to maximize player’s attention spans. There are five parts (for larger groups, coaches may need to stand in front
that should be covered in every Final Buzzer: of the players).

CONNECTIONS
Players are given connections by the coaches as they
join the Tip-Off (example of connections: high five, fist
bump, handshake, pat on the shoulder).

COMMUNICATIONS
Players are delivered any relevant news or information
for the day. This can include rules, expectations,
directions to the bathroom, expectations for water
break, etc.

CONCLUSION
Players are debriefed on the learnings and
prepared for the end of the module.

CHEER
Players and coaches give an enthusiastic and
excited cheer together! “NBA Basketball School on 3!
(Location Name) on 6!”

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