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UPWARD BASKETBALL

COACH PLAYBOOK

TABLE OF CONTENTS

2 Upward Basketball Coach Playbook

Introduction360 Coaching Keys .............................................................................3

Section One: PracticeUpward Basketball Coach App .....................................................6Practice Chart ........................................................................................ 7Warm-Up Activities ............................................................................8Skills and Drills ......................................................................................8Offensive Plays ................................................................................... 28Mid-Practice Huddles (Devotions) ........................................... 35

Practice 1 .......................................................................................... 36Practice 2 ......................................................................................... 38Practice 3 .......................................................................................... 41Practice 4 .........................................................................................43Practice 5 .........................................................................................45Practice 6 .........................................................................................48Practice 7 ...........................................................................................51Practice 8 ......................................................................................... 54Practice 9 ..........................................................................................57Practice 10 ....................................................................................... 59Last Practice of the Season .................................................... 62

Section Two: Rule Levels of Upward BasketballBasic Rules for Upward Basketball .......................................... 67Level 1 Rule Modifications ..............................................................72Level 2 Rule Modifications .............................................................74Level 3 Rule Modifications .............................................................75 Level 4 Rules ........................................................................................77

Section Three: FormsSubstitution Forms ..........................................................................80Star Distribution Form ...................................................................86Notes ....................................................................................................... 88

Upward Basketball Coach Playbook

INTRODUCTION

3

360 Coaching KeysThe 360 Progression™ is a uniquely designed sports experience that develops the total athlete mentally, athletically, spiritually, and socially. To be a 360 Coach, there are some practical keys to coaching that are necessary for success:

1. Teach the game through drills – The ability to execute proper drills enhances skill level and improves athletic foundations. Your practices should utilize drills that enhance skill development.

2. Teach the rules of basketball – For players to grow in the sport they must understand and apply the rules of the game. Take time to explain rules and why they are important.

3. Instill sportsmanship with a competitive spirit – In sports, winning and losing are a part of the game, just as it is for life. Knowing how to handle both in a positive way builds character in young athletes. Teach your players to play hard and play to win, but also teach them to put others before themselves with a positive attitude and sportsmanship.

4. Communicate effectively – In order to teach the rules, explain drills and teach sportsmanship, you have to be an effective communicator. Likewise, good communication and organization are crucial in keeping parents informed throughout the season. This includes keeping them up to date on practice and game times and having a plan in place each and every practice.

Upward Basketball Coach Playbook 5

SECTION ONE

PRACTICE

SECTION ONE: PRACTICE


Upward Basketball Coach AppAs a coach, it’s important to stay organized and prepared for both practices and games. Upward Sports now has a way to make coaching easy through the Upward Basketball Coach App. With this app, you will be able manage your team in a simple, paperless way throughout the season. Here you will able to:

› Manage player/guardian information › View practice plans › Substitute players on game day › Assign and track star distribution on game day

The Upward Basketball Coach App is available on iPhone (iPad compatible) and Android phones.



7

Suggested Practice ChartBelow is a suggested practice chart to help you organize your practices. This chart can be used in conjunction with the Coach’s Sidelines or it can be used independently. Either method will help you plan an organized practice.

Practice Practice Focus Team Meeting Rules to Cover Skills & Drills

1

· Get to know each other

· Evaluate skills· Set practice rules

· Teammate introductions

· Discuss practice ground rules

· Introduce basic footwork, dribbling, and shooting skills

· Practice rules

· Footwork (see page 9)

· Dribbling (see page 12)

· Shooting (see page 19)

2

· Continue skill evaluation

· Teach passing fundamentals

· Teach positions and responsibilities

· Re-introduce players and coaches

· Discuss some common violations

· Traveling· Double Dribbling

· Palming or Carrying the Ball

· Footwork (see page 9)

· Ball Handling (see page 12)

· Dribbling (see page 12)

· Shooting (see page 19)

3week of

first game

· Review re-start situations

· Teach shooting fundamentals

· Review traveling double dribble, and palming the ball

· Discuss game format and substitution system

· No double-teaming

· No pressing in the backcourt

· Passing and Receiving (see page 16)

· Defense (see page 26)

· Rebounding (see page 23)

4

· Teach 3-second violation

· Discuss positions on the court

· Skill developments

· Review defensive rules

· Games situations and court spacing

· Three-second violation

· Common fouls· Help defense

· Rebounding (see page 23)

· Defense (see page 26)

· Scrimmage or more drills

5· Teach offensive movement

· Continue to teach court spacing

· Discuss practice focus

· Review the last game

· Review basic rules

· Review all rules as a fun quiz

· Offensive plays (see page 28)

· Areas the need improvement from the game

6-11through

last practice

· Continue skill development

· Analyze game performances, coach through improvements

· Review the last game and improvements that need to be made

· Discuss practice focus

· Continue to review rules for clear understanding

· Work on both offense and defense

· Areas that need improvement



Warm-Up ActivitiesUse the first five minutes of practice to get the players moving. This can be done by incorporating athletic development exercises like the examples below or by incorporating a drill from an earlier practice.

› Power jumps - With players in a standing position and their arms above their heads, have them jump up and down.

› Feet on fire (running in place) - This drill helps players get their feet moving.

› Jumping jacks - Instruct players to count out loud.

Skills and Drills This section reviews the fundamental skills of basketball, explains why each is important and emphasizes the skill’s basic teaching points. Each skill is followed by a basic drill that reinforces the skill. This drill is acceptable for any age

group as it introduces the concept of the skill. For more drills for each skill, as well as complete practice plans, go to MyUpward.org.

Many of the drills described in this playbook require one ball per player. If you are limited in the number of balls you have for practice, you will need to modify the drill by creating lines based on the number of balls you have available.

KEY TO DIAGRAMSPlayer

Player movement without the ball

Dribble

Pass

Shoot

Rebound

Screen

Coach

Sequence

Cone

Use this key for the drills located on pages 9-30.



9

FootworkProper footwork promotes balance, quickness, and readiness to make something happen on the court. Being proficient at this will improve a player’s performance both offensively and defensively.

Ready Position › Players get into an athletic stance - feet shoulder width

apart, arms and legs bent, and weight shifted slightly forward to the balls fo the feet

Triple Threat Position › Position the basketball in the “shooting pocket” with

shooting elbow over knee

› Provides the player the option to pass, shoot or dribble

Jump Stop › Allows a player to establish a pivot with either foot off a

dribble or pass

› Leap/jump should be low to the floor (like sitting in a chair), not a high jump

› Both feet hit floor at the same time – good balance

› Land on floor in triple threat position

Front Pivot and Reverse Pivot › Lift heel, protect ball, stay low, and lead with elbow

› Allows a player to pivot in one or more directions by keeping one foot planted on the ground to move away from defenders, while protecting the basketball



Footwork DrillsFootwork Line Drills (no basketball required) 1. Players form lines on baseline or sideline – two players

deep

2. Use cones or mark the court for starting/stopping spots – minimum 3 spots

3. No basketball necessary – players dribble and hold imaginary basketball

4. Players will start/stop on voice command or whistle

5. Players should stop at each spot with jump stop and land in triple threat position

6. Pause between stops/starts to check for proper balance

7. Second player in line starts as the preceding player leaves first spot

Spot #4

Spot #3

Spot #2

Spot #1



11

Rotate the following footwork line drills: › Jump Stop/Triple Threat

› Jump Stop/Triple Threat/Right Front Pivot

› Jump Stop/Triple Threat/Left Front Pivot

› Jump Stop/Triple Threat/Right Reverse Pivot

› Jump Stop/Triple Threat/Left Reverse Pivot

Have each player raise his or her hand in the air that coincides with the desired pivot direction. This will help each player pivot in the correct direction.

Variation: Add basketballs after your players understand the above concepts. Allow them to practice the above skills after picking up their dribble and receiving passes.

Pivot Drill (no basketball required) › Players should spread out in your practice area – no

basketball necessary

› Players start in triple threat position, protecting an imaginary basketball

› Instruct players to establish a pivot foot

› Practice half-turns and front/reverse pivots

› Repeat with opposite foot established as the pivot

Variation: Add basketballs and defenders after your players understand the above concepts. Allow them to practice the above skills after picking up their dribble and receiving passes.



Ball Handling and DribblingAn adept ball handler and dribbler can make things happen on the court. Mastering these skills can help create open shots, obtain better passing angles, and lead to fewer turnovers. A great offensive player must be able to handle the ball!

› Dribble with fingers, not palms – similar to typing on a keyboard

› Proper body position, with knees bent and body flexed at the waist

› Keep head up – see the court

› Protect the basketball – use your non-dribbling arm as an “arm bar”, meaning sticking it outward with the elbow slightly bent to protect the dribble from defenders reaching in

› Work both hands – be able to go right and left

› When picking up a dribble, end in triple threat position

Basic Dribbling Skills:Control Dribble (Use against defensive pressure) › With body turned to the side, dribble basketball near the

back knee

› Keep the dribble low and compact, below the knees

› Non-dribbling arm should be held out in front of the body to protect the ball from defenders – arm bar

Speed Dribble (Use to push the ball up the court and on fast break situations)

› Dribble is pushed out in front of the body but controlled



13

Retreat Dribble (Use to avoid defensive pressure and to keep dribble alive) › Dribble backwards (hop back) to avoid pressure

› Dribble requires a change in speed and change in direction

› Dribble teaches players not to habitually pick up their dribble when heavy, defensive pressure is applied

Crossover Dribble (Use to break down a defender; good penetration move) › Dribble must be kept low when crossing over from one

hand to another, keeping it away from the defender

› Use head and shoulder fakes to help “sell” the move

› Explode to the basket with speed dribble after the crossover

Spin Dribble (Use to avoid defensive pressure and to dribble by defender) › Pull the basketball through low during the pivot

› Keep the basketball in the same hand until completing the pivot

› Pivot should be low and quick with head up

› Explode to the basket with speed dribble after the whirl pivot



Behind the Back Dribble (Use to break down a defender; good penetration move) › Use head and shoulder fakes to help “sell” the move

› Swing the basketball behind your waist, turning the hips and driving the ball down with a snap of the wrist

› Slap opposite back thigh during the exchange

Ball Handling Drills (team drills)(one basketball per player or divide your team into two groups)

› Ball Slams – With feet shoulder-width apart, have players slap the basketball with fingers spread wide. Players should “slam” the ball by alternating their right and left hands.

› Fingertip Drill – With feet shoulder-width apart, players pass the basketball from hand to hand in front of the body using only the fingertips. Move ball from ankles, to knees, to waist, to chest, to head, and to above head using the fingertips. Encourage players to keep their arms straight.

› Leg Wraps – With feet shoulder width apart players pass the ball around their leg. Can also have them dribble around their leg. Have them go around each leg.

› Body Wraps – Players pass the ball around their head, then around their waist and finally around their knees. Then work their way back up.



15

Dribbling DrillsDribbling Line Drills (three to five basketballs required)During all dribbling line drills, you should stand in front of the players to teach, encourage, and evaluate each player’s performance.

1. Players form lines on baseline or sideline (two players deep) – one basketball per line

2. Use cones or chairs to represent stopping/starting points or change – of-dribble spots

3. Players will begin the drills in triple threat position

4. Players will start/stop/change dribble on voice command or whistle

5. Pause between stops/starts to check for balance, arm bar, and if head is up

6. At the turnaround point, require jump stops with pivots

7. Work opposite hand on return dribble

8. Players should end drills with a jump stop, giving the basketball to the next player in line

Turnaround Point



Rotate the following dribbling line drills: 1. Speed Dribble

2. Speed Dribble/Control Dribble - on command, stationary control dribble

3. Speed Dribble/Retreat Dribble – on command, two to three dribbles backwards against imaginary defender followed by speed dribble

Passing and ReceivingPassing and receiving a basketball allows a team to effectively move the ball quickly around the court. A team that has players with strong passing and receiving skills will spread the defense and be hard to guard.

Passing Teaching Points: › Two hands on the basketball, with fingers on the sides of

the ball

› Ball in middle of body

› Step toward target

› Push thumbs through ball and snap wrists, creating backspin on the basketball

› Extend arms completely as you follow through toward target

Receiving Teaching Points: › Both hands up in ready position – show a target

› Step toward the ball when passed – meet the pass and get into triple threat position



17

Basic Passing SkillsTwo-Hand Chest Pass › Basketball is held with two hands

› Passer targets the receiver’s chest area

› Passer steps toward their target with either foot as the ball is thrown

› Snap the thumbs down extending the arms

Two-Hand Bounce Pass › Basketball is held with two hands

› Passer aims for a spot on the floor about two-thirds (a little more than halfway) of the way to the receiver

› Passer targets the receiver’s mid-section from the bounce

Overhead Pass › Basketball is held with two hands above head

› Passer targets the receiver’s chest area



Passing and Receiving DrillsDistance Passing (one basketball for each pair of players)Be sure to incorporate all three basic passes into this drill.

1. Pair up players and have them face each other six to eight feet apart

2. Instruct players to pass the basketball back and forth using a chest pass

3. After several repetitions, have each player take one to two steps backwards and continue passing

4. Continue moving players back until they are passing from a challenging distance

Two Line Passing (two basketballs required)Two pairs of players can perform this drill at one time.

1. Pair up players and have them face each other six to eight feet apart

2. Establish a starting and turnaround point

3. One player in each pair needs a basketball

4. Using defensive slides, players move up and then back down the court

5. While sliding, instruct players to pass the basketball back and forth using a chest pass

pairs 6-8feet apart pairs 6-8

feet apart

Turnaround Point



19

6. Players pass the ball immediately upon receiving the ball

Variations: Both players running up and down the court, rather than sliding. You may also require the receiver to perform a jump stop upon catching the basketball and immediately passing it to his or her moving partner.

ShootingShooting Teaching Points: › Square up shoulders to the basket

› Ball on fingertips, not palms

› Opposite hand should be lightly placed on side of ball (balance/weak hand)

Practice BEEF principles: › Balance – Learn to prepare for the shot by stopping with

the feet set, knees slightly bent, ready to jump (good triple threat position)

› Elbow - Proper shooting alignment; ball should be directly over the elbow with the wrist cocked

› Eyes - Pick a spot (front of the rim, back of the rim, etc.) and focus on that target as the shot is being attempted

› Follow through - Release the ball smoothly, completely extend the arm, and snap the wrist, which should create good backspin on the basketball



Shooting DrillsLay-Up Steps (no basketball required)Instruct your players to shout “STEP-HOP-SHOOT” when performing this drill. Mirror this drill to practice left-handed lay-ups.

1. Allow players to spread out in your practice area, at least four to five feet apart

2. Players start in triple threat position, holding imaginary basketballs with heads and eyes up on the target

3. On the STEP command, players step with their left foot (right-handed lay-ups)

4. On the HOP command, players raise their right knee and right arm toward the basket (visualize a string connecting a player’s right arm and right leg)

5. On the SHOOT command, players extend their right arm as they shoot an imaginary ball

Wall Shooting (one basketball per player or divide your team into two groups)This is a great drill to keep idle players busy while running a drill on the court that may not involve your entire team.

1. Player stands about four to five feet away from the wall

2. Help the player find a reasonable shooting target on the wall

3. Player assumes triple threat position

4. Player shoots the ball at the target, concentrating on elbow in and full extension

5. Player should finish the shot up on his or her toes with proper follow through, creating good backspin



21

Variation: If coaching third- through sixth-grade players, allow them to shoot using only their shooting/strong hand.

Two Line Shooting Drills (one or two basketballs required) Players rotate lines after each turn. After several repetitions shooting from one side of the goal, change the designation of both lines and shoot from the other side of the court.

1. Players form two lines opposite the goal in each corner of practice area: a shooting line and a rebounding line (use cones or chairs to mark a starting point)

2. Shooting line: Assume triple threat position, showing ready hands to receive a pass

3. Rebounding line: Players should block out an imaginary defender and rebound the ball above their head.

4. The player from the rebounding line secures the rebound and dribbles to a designated cone, makes a good jump stop landing in triple threat position, and uses proper passing techniques when passing to the next shooter in line

5. Shooter receives the basketball and performs the drill as instructed by a coach



Rotate the following two line shooting drills:

› Lay-ups – Stress jumping off the proper foot and using the backboard (STEP-HOP-SHOOT)

› Pull-up Off the Dribble – Set a cone at desired shooting spot (stress good jump stop and use of backboard when shooting from appropriate angle)

Rebounding Line Shooting Line

Rebounding Line Shooting Line



23

ReboundingWhen discussing offensive rebounding, remind players that each shot taken by a teammate is a pass to them! Second chance points (put-backs) can be a big contributor to a team’s offensive production.

Rebounding Teaching Points: › Defensive player stays between the opponent and the

basket

› Using a front or reverse pivot, the defensive player pivots and makes contact with the opponent’s body when the ball is shot (“block out”)

› Defensive players should yell “shot” to signal a rebounding opportunity

› Hold the “block out” position momentarily, with the head up and body facing the goal

› Release the “block out” - be hungry for the basketball

› Secure the basketball

› Be strong with the basketball, keeping the ball at chin level with elbows out



Rebounding DrillsRebound Outlet Drill – no defender (one basketball required) 1. Facing the basket, players

form two lines: one at the corner of the free-throw line (elbow), the other at the foul line extended (wing)

2. Coach stands at the other elbow with a basketball. Coach throws the ball off the backboard closest to him/her

3. First player in line at elbow catches the rebound with strong hands, elbows out, and ball to the chin. He/she then pivots toward first player in the wing line and throws a two-handed chest pass

4. Player from the wing line passes ball back to the coach

5. Both players swap lines and drill is repeated with second players in each line



25

Rebound Outlet Drill – with defender (one basketball required) 1. Facing the basket, players form two lines: one at each

corner of the free-throw line

2. Place one player at each wing area to serve as an outlet receiver

3. The player in the front of each line will turn his back toward the basket (defensive player), facing the next player in line (offensive player)

4. When the coach shoots the basketball, the defensive players will yell “shot” and pivot into the offensive players to obtain a good “block out”

5. Offensive players cannot move

6. Once a defender secures the basketball, he or she will pivot and throw a crisp overhead outlet pass to an outlet receiver

7. Players rotate from offense/to defense/to outlet receiver/to back of the line

Variations: › Use one line instead of two

› When the ball is shot, the offense can move and try to score off a missed shot



DefenseDefense Teaching Points: › Proper defensive stance

› Stand with feet slightly wider than shoulder-width apart

› Knees bent, with waist slightly bent forward

› Good balance – ready to move and slide

› Place weight on the inside front of the feet but not on the toes

› Extend arms to the side, slightly bent

› Open hands, so palms face the offensive player

› Ball/you/basket principle: When the offensive player being guarded has the ball, the defensive player should stay between this assigned offensive player with the basketball and the basket

› See the ball at all times

› Sprint down the floor on a change of possession, stopping any fast breaks

Defense DrillsDefensive Slides (no basketball required)Focus on players’ feet sliding (rather than hopping or skipping) and players maintaining a proper defensive stance. Have fun with this drill! Allow players to express enthusiasm and desire by slapping the playing floor and yelling “DEFENSE” on command. Drill should last 20-30 seconds. Allow short rest and repeat as desired.



27

1. Allow players to spread out in practice area, at least four to five feet apart

2. On command, players yell “DEFENSE” and freeze in the defensive stance

3. On command (either verbal or hand signals), players will slide left, right, up, and back

Zigzag (no basketball required)Focus on players making a drop step each time they turn (rather than crossing their feet) and on players sliding correctly while maintaining a proper defensive stance.

1. Form a line of players at one end of your practice area

2. Set-up cones or chairs in a zigzag pattern, spaced 10-12 feet apart (minimum 3 spots)

3. On command, the first player in line will assume the correct defensive stance and will slide in a zigzag pattern as dictated by the cones or chairs

4. Next player in line starts as the preceding player leaves first spot

5. As each player reaches the final spot, he or she should sprint back to the end of the line



Offensive Plays (3rd-6th Grade Only)The following offensive plays are provided to help your team with floor spacing and floor balance. These plays are intended for third- through sixth-grade teams. However, every team’s talent level will vary.

Reminder: View the Skills and Drills videos on the coach section of MyUpward.org for live demonstrations of the following offensive plays.

Half-Court SetsBox Set – MotionScoring Options: 1. Player 5 posting up down on

ball-side block

2. Player 4 coming off of low screen

3. Player 3 cutting to the free-throw line

› Players 2, 3, 4, and 5 are in the “box” offensive set (diagram 1)

› Player 1 (point guard) yells “MOTION” or “GO” to start the play (player 1 should keep dribble alive until making a pass)

› Players 4 and 5, who are standing outside the lane area at the free-throw line extended areas, will screen down for players 2 and 3 (diagram 2)

diagram 1

diagram 2



29

› Before the screens occur, players 2 and 3 will take two to three steps toward the lane area (to set up their defenders) and then make hard V-cuts to their respective wing areas (diagram 2)

› Player 1 will pass the basketball to player 2 or 3 (assume player 2 in this example) who will square up to the basket (diagram 3)

› Player 5, post player on the ball-side of the court, will post up for two seconds (diagram 3)

› After two seconds, player 5 will screen away for opposite post player - player 4 (diagram 3)

› As player 5 turns to screen away for the opposite post player, player 3 will cut toward the free-throw line and player 1 will “fill” his or her spot at the wing (diagram 3)

› If a pass cannot be made to player 4 coming off the low screen or to player 3 on the cut to the lane area, player 3 will move to the top of the key area to receive a pass from player 2 (diagram 4)

› If the pass is made to player 3 at the top of the key area, team will be in the “box” offensive set again (diagram 5)

After posting up for two seconds, player 5

screens away for player 4.

diagram 3

ScoringOption #1

diagram 4

ScoringOption #3

ScoringOption #2

diagram 5



Box Set – (Double Down)Scoring Options: 1. Player 3 coming off of low

screen

2. Player 2 coming off the double screen

Procedure: 1. Players 2, 3, 4, and 5 are in the

“box” offensive set

2. Player 1 (point guard) yells “DOUBLE” or “GO” to start the play (player 1 should keep dribble alive until making a pass)

3. Player 1 dribbles to right-side of the goal - can go to right or left (diagram 1)

4. As player 1 dribbles to the wing area (attack zone), player 2 will screen away for player 3 (diagram 1)

5. Player 3 cuts to the ball-side block area hoping to receive a pass from player 1 (diagrams 1 and 2)

6. As player 3 cuts to the ball-side block area, players 4 and 5 will set a double screen in the middle of the lane for player 2 (diagram 2)

7. Player 1 looks for player 2 as he or she curls around the screen for an open jump-shot (diagram 3)

diagram 1

diagram 2

ScoringOption #1

diagram 3

ScoringOption #2



31

Inbounds Plays Stack (baseline) 1. All four players line-up

straight across from the player throwing in the basketball (diagram 1)

2. When the passer slaps the basketball or yells “break,” the players move simultaneously as follows (diagram 2):

› First player in line breaks to ball-side corner

› Second player in line cuts to opposite block

› Third player in line moves straight down to block area toward the ball

› Fourth player in line takes two to three steps back, serving as a safety valve

Reminder: This play can also be used on the sideline, with players moving in the same pattern as above.

*move on the slap of the ball

diagram 1

*

diagram 2



Box (baseline) › Each player takes a spot outside

the lane area, with the post players (Players 4 and 5) at the block areas and the perimeter players (Players 1 and 2) at the free-throw line extended areas. Player 3 will throw in the basketball (diagram 1).

› When the passer slaps the basketball or yells “break,” the players move as follows:

Box Option #1:

1. Player 5 sets a diagonal screen for Player 1 (diagram 2)

2. Player 1 waits for the screen and moves toward the basketball to the opposite block (diagram 2)

3. If Player 1 does not receive the basketball, he or she continues to the ball-side corner (diagram 3)

4. Player 4 moves up to set a screen on Player 5, who cuts down toward the weak-side block (diagram 3)

5. Player 4 rolls toward the middle of the lane after setting the screen (diagram 4)

6. Player 2 serves as a safety valve (diagram 4)


diagram 1

*

diagram 2

diagram 3



33

Box Option #2:

1. Players 4 and 5 screen up for Players 1 and 2 (diagram 1)

2. If a pass cannot be made to either 1 or 2, they each move to the closest corner (diagram 2)

3. After setting the screens, Players 4 and 5 should roll back toward the ball (diagram 2)

diagram 4


diagram 1

*

diagram 2



Box Option #3:

1. All four players will take one to two steps toward the closest sideline to set up their defenders (diagram 1)

2. Players 5 and 2 will both cross-screen for Players 4 and 1 on the weak-side (diagram 1)

3. After setting a screen, Player 5 will turn around with ready hands (diagram 2)

4. Player 2 will roll back to ball-side, free-throw line extended area to serve as a safety valve (diagram 2)

Note: All inbounds plays - Players should use fakes and jab steps to set up their defenders and get open. Encourage players coming off a screen to rub shoulders with the screener. As the person throwing in the basketball can pass to any teammate, encourage ready hands.


diagram 1

*

diagram 2



35

Mid-Practice Huddles (Devotions)The below chart is designed to assist you as your organize and prepare for your devotions known as the mid-practice huddle. It shows the virtues and verses for each group of practices. These will be the focus of your practice devotions.

Practice Number Virtue Verse

Practice 1None (“Get

to Know You” time)

None (Scripture learning begins at Practice 2.)

Practice 2-4 Joy

Always be joyful because you belong to the Lord. I will say it again. Be joyful. Philippians 4:4 (NIrV)

Practice 5-7 Initiative

None of you should look out for your own good. You should look out for the good of others. Philippians 2:4 (NIrV)

Practice 8-10 Forgiveness

Forgive the things you are holding against one another. Forgive, just as the Lord forgave you. Colossians 3:13 (NIrV)

Last practice of the season

Virtue Review/

Big Story Preview

Built around John 3:16, this devotion reviews the season’s virtues while setting up a gospel presentation at the awards celebration through the Big Story DVD. This devotion comes standard in your coach resources.



Mid-Practice Huddle – Devotion 1Coach: Gather the players together and get them to sit in a circle.Instructions: › Gather the players together and get them to sit in a

circle.

› Toss a basketball to a player and have them share their name and the place they would go if they could go anywhere in the world for a week.

› Be sure each player gets a turn to share.

Once everyone has shared their name and where they would like to go, instruct players with the following:

We all have our favorite places to go. But I wonder what you think about a few other places you’d like to go for a week. I want you to give each a “thumbs up” if you like it, or a “thumbs down” if you don’t. Ready?...

› The jungles of Brazil › The trash dump › The Swiss Alps › The Chocolate Factory › The Moon › The South Pole › The Caves of New Zealand

That was fun! Getting to know each other better is something that we’ll do a lot of this season. As a team, we’ll work hard to encourage one another to do our best at practices and games!



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As you play games during your Upward Basketball Season, you will be rewarded afterward with different colored stars that each means something special. Your actions, attitudes and words on game day will determine what star you will get.

These are the game day stars and what they mean:

› The blue star represents EFFORT: What does it mean to show effort? It means working hard to try your best at all times.

› The gold star represents SPORTSMANSHIP: What does it mean to show sportsmanship? It means treating the people you play with and against the same way you want to be treated. You show respect for yourself, your teammates, opponents, the referees and the coach. You play fair and follow the rules.

› The gray star represents OFFENSE: What should you do when you play offense? The offense is responsible for scoring points. This means doing your best while trying to move the ball forward together as a team to score a basket.

› The red star represents DEFENSE: What should you do when you play defense? The defense is responsible for preventing points from being scored. This requires staying with the player you are guarding and moving your feet to stay in good position to prevent a basket.

› The white star represents CHRISTLIKENESS: What does it mean to be Christlike? Being Christlike means to do your best to imitate Jesus in every way – through words, attitude and actions. It means loving others and following God’s Word in the Bible; choosing God over the temptations in the world around you.



At each practice we will stop to have a Mid-Practice Huddle. We will learn about God and learn a verse from the Bible together. During this time you will have a chance to earn a green star.

› The green star represents SCRIPTURE LEARNING: What is a Scripture? Scriptures are verses from the Bible. How can I learn scripture? At different practices this season I will give you a practice card that has a Scripture verse on it. Memorize it, think about it, and talk about it with others. Come prepared to say it during practice and learn more about it!

Our team is going to have a great season! Let’s pray and then get back to practice. (Lead the team in short prayer as you thank God for all the players and a great season ahead.)

Mid-Practice Huddle – Devotion 2Practice Card Reminder: At the end of practice, remember to distribute the practice cards entitled “Practice 2.”

Introduce: › Virtue: JOY - Finding a way to be happy, even when

things don’t go your way. › Scripture Verse: Always be joyful because you belong to

the Lord. I will say it again. Be joyful. Philippians 4:4 (NIrV)

Bottom Line: I can have joy because God sent his Son.

(Biblical Example)Today, I’m going to read you a story. Maybe you’ve heard it before. Maybe it’s your first time ever hearing it. But this story is one of the most famous stories in all of history. Listen to this:



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(From Luke 2:1-7)A long, long time ago, there lived a man named Caesar Augustus. Caesar Augustus was in charge of the whole Roman Empire, kind of like our president is in charge of our country. And he wanted to know exactly who he was in charge of. So he decided to make a list of every person in the Roman Empire. In order to be officially put on Caesar Augustus’ list, all the people in the Roman Empire had to go back to the place they were born.

That is why a man named Joseph and a woman named Mary traveled to a town in Judea called Bethlehem—Joseph’s hometown. Mary was engaged to Joseph and was expecting a baby.

While Joseph and Mary were in Bethlehem, the time came for the child to be born. She gave birth to her first baby. It was a boy. She wrapped him in large strips of cloth. Then she placed him in a manger, a feeding trough for animals. They were sharing a room with animals because space was tight. The whole town was full of people who had come to be put on Caesar Augustus’ list.

Okay, if you’ve heard this story before, raise your hand. (Pause for responses.) Awesome. Now, can anyone tell me who the Baby was who was born that night? (Pause for players to respond.) It was Jesus! And when do we usually talk about Jesus’ birth? That’s right! We celebrate Jesus’ birthday on Christmas.

So why in the world would I read the Christmas story to you today? Well, for the next few practices, we’re going to talk about what it means to have joy! Joy is finding a way to be happy, even when things don’t go your way. Notice I said, “when” not “if.” See, I can guarantee there will be times when things don’t go your way. I guarantee there will be times when you are the exact opposite of happy. But no matter what happens, you can always choose how you respond. You can always find a way to be happy. You can choose joy. Know why?



Because over 2,000 years ago, God sent his Son Jesus to the earth. So how does that make you happy when you aren’t allowed to go to your friend’s house or when your iPod breaks? Joy is about finding something to be happy about. And the good news is, no matter what happens, whether you mess up or something totally unfair and wrong happens to you, God never changes. Two thousand years ago he already loved you enough to send Jesus. And because he sent Jesus, you have the opportunity to talk to God, have a relationship with God and live forever with God in Heaven. God loves you so much. That’s a reason to be happy. Even when things aren’t going your way, you can have joy because God sent his Son because he loves you so much!

Let’s pray and thank God for sending Jesus.

PrayerHeavenly Father, we love you. Thank you for reminding us that we can always have joy because you sent Jesus because you love us so much. This isn’t just a story to read at Christmas time. Help us to remember to choose to be joyful, even when things don’t go our way. We ask this in Jesus’ name. Amen.

3rd GRADE AND UP ONLY: INTERACTION QUESTIONS

1. When is it hardest for you to choose joy and be happy?

2. How does the story of Jesus help you find a way to be happy when things aren’t going your way?

3. What is one way you could help yourself remember this story about Jesus and think about it when you are feeling unhappy?



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Mid-Practice Huddle – Devotion 3Coach: Do NOT distribute practice cards at this practice




Bottom Line: I can have joy because God has a way to make things right.

(My World Example)Do you ever wish you could see ahead of time how things were going to work out? Wouldn’t it be so cool if you could build a time machine to take you into the future so all your questions could be answered? Questions like: Will we win our game on Saturday? Am I going to get a good grade on my math test? Will I be in the same class with my best friend next year? When you have a situation that you are unsure about, wouldn’t it be totally awesome to know how it will all turn out?

What if I told you that I know Someone who does know the future? What if I told you that he doesn’t even need a time machine to tell us whether or not we’ll win our game this week? Can anyone guess who I’m talking about? (Pause as players respond.) That’s right. I’m talking about God!

What if I could promise that even if we lose on Saturday, or you get a bad grade in math or your best friend isn’t your best friend next year, that everything would still work out? What if you and I could still be joyful when things don’t go our way?



Well, the truth is, we can. We can choose to be happy even when things don’t turn out the way we’d hoped because God has a plan to make things right. You see, way back in the beginning, when God first created the earth, it was a perfect place. There was no disappointment (like losing a game), no shame (like feeling terrible about your bad grade) and no sadness (like losing a best friend). When sin, or disobedience, entered the earth, everything changed. We were all separated from God and forced to face the consequences of our own disobedience. But God had a plan and God made it right again.

When God chose to send Jesus, his one and only Son, to earth, he made a way for us to have a relationship with him again. Jesus paid the price for our disobedience. And when we accept what he did on our behalf, we are no longer separated from him. Isn’t that an amazing way to make things right? But God isn’t done yet! He promises that Jesus will come back again and that everyone who has accepted what he did for us will be with God in the end. So, even though there are bumps along the way and some things don’t go our way, we can be happy because God has a way to make things right.


1. What is happening in your life now that you wish you knew how it would turn out?

2. What are some ways God can make something good come out of a really bad situation?

3. Has anything ever happened differently than you hoped, but it turned out for the better anyway? Tell us about it.



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Let’s pray and thank God for the chance to choose joy.

PrayerDear God, thanks for reminding us that you are in control of our future. When we get discouraged or scared about how things will turn out, help us to trust you. Help us to remember that you have a plan to make things right. We ask these things in Jesus’ name. Amen.

Mid-Practice Huddle – Devotion 4 Coach: Do NOT distribute practice cards at this practice




Bottom Line: I can have joy because God’s story is for everyone.

(Peer Example)Check this out. In Philippians 4:4 (NIrV) it says, “Always be joyful because you belong to the Lord. I will say it again. Be joyful.” Wait, did you hear the first part? Did it say, “Be joyful sometimes”? Did it say, “Be joyful only on your birthday, or when you’re at Disney World or when you win the basketball game”?

No way! This verse says we can be joyful always. And then it says it again—be joyful! But how is it even possible to be happy all the time? The answer is right there in the verse. You can be joyful—always—because if you have accepted what Jesus did for you, you belong to God! You see, real joy is



a choice. Real joy happens when you understand that God loves you so much he sent Jesus so that you can belong to God.

God made the WHOLE world—creeks and oceans, ants and elephants, molehills and mountains. But of all the things he made, he loves you the most. The Bible says that you are his most prized creation. But when we disobeyed God and sin entered the world, we were separated from our holy, perfect God. And there wasn’t anything we could do about it.

But God loved all of us so much that he sent Jesus, his one and only Son, to pay the price for our sin. God sent Jesus to make a way for us—all of us—to have a relationship with him.

God didn’t just send Jesus for nice people. He didn’t send Jesus just for smart people. Or popular people. Or rich people. He didn’t send Jesus just for you and your best friend or the people that are nice to you. God sent Jesus for everyone.

On the night Jesus was born, did you know that God got a whole choir of angels together to share the good news? Guess who the angels announced this good news to first? A king? Someone famous or powerful? No way. The angels filled the skies over a field full of a bunch of smelly shepherds. The first people to hear God’s heavenly birth announcement were some of the most common, unknown, average people around. Because this good news wasn’t just for some people, it was for everyone!

That good news is for you. It’s for me. It’s for everyone. God loves us so much that He sent Jesus to pay the price of sin for everyone. And that’s a huge reason to find joy, every day, in any situation. You can have joy because God’s message is for everyone.



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Let’s pray.

PrayerGod, thanks for helping us see today that you sent Jesus for everyone. Thanks that we can choose to have joy because of that. Thanks for loving us so much that You would send Jesus to be our Savior. We love You and we pray these things in Jesus’ name. Amen.


Introduce: › Virtue: INITIATIVE - Seeing what needs to be done and

doing it.

› Scripture Verse: None of you should look out just for your own good. You should also look out for the good of others. Philippians 2:4 (NIrV)

Bottom Line: When there’s a job to be done, first you have to see it.


1. Who first told you about God’s story?

2. Why do you think it’s important for everyone to hear God’s story?

3. Is there anyone in your life who might not know the story of God?



(My World Example)Today I want to talk to you about something that’s really important when it comes to basketball. Actually, it’s pretty important in real life, too. I’m talking about showing initiative. Without it, no one would ever get anywhere on the court—or in life! Initiative is seeing what needs to be done and doing it.

But to get the job done, there’s something pretty important that has to happen first. You need to see the problem. If you can’t see the job ahead of you, then you’ll never do anything about it. Because when there’s a job to be done, first you have to see it.

Now I know I don’t live in your house, but I would guess that at least once a day your mom or dad says something like . . .

“Can you please clean up this mess? I can’t see the floor of your room!”

“Your brother is struggling with his coat. Could you help him, please?”

“Hey, can you give me a hand with these leaves? I’ll never get them all picked up without some help.”

“My arms are full with all these groceries. Think you could lend me a hand?”

Sometimes, it’s easy to ignore a big job or to think that someone else will do it. After all, your mom already has all the bags in her hands right? And your dad, well, how did all those leaves get picked up before you were big enough to help? And what about your brother? I mean, he wasn’t around to help you when you were little, right?

But how would that attitude work for us? If no one took initiative to run down the court, pass, or shoot the ball, we’d never get anywhere. If we spent the entire game thinking that



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someone else would make all the plays and put points on the board, I think we’d end up as the losing team for sure.

Showing initiative means you take responsibility when there’s a job to be done. Initiative doesn’t mean you ignore it or wait for someone else to do it. So this week, practice taking the time to see what needs to be done—at home, at school and on the court. Then, follow through and do something about it.

Why don’t we pray and ask God to help us with that this week?

PrayerGod, you are awesome. Thanks for helping us understand today how important it is to show initiative. We don’t want to wait for someone else to do what needs to be done. Help us to see the problem first and then to lend a hand. Thanks for loving us. We ask these things in Jesus’ name. Amen.


1. Is there a job that needs to be done right now in your home or at school? What is it?

2. When you see someone who needs help or a mess that needs to be cleaned up, what is your first reaction?

3. Take a look around you. Is there anything you see that needs to be done?




Review: › Virtue: INITIATIVE - Seeing what needs to be done and

doing it.


Bottom Line: When you see there’s a job to be done, don’t wait for someone else to do it.

(Biblical Example)Does anyone remember what we talked about at our last practice? I’ll give you a hint. It rhymes with “vinitiative.” I know. Hilarious, right? We talked about initiative, which is: seeing what needs to be done and doing it.

Today I want to tell you about a guy from the Bible named Nehemiah who definitely knew how to get the job done. Nehemiah worked for the King of Persia but he was Jewish. Some of his people had moved back from Persia to Jerusalem, the capital of the land God had given them, and Nehemiah got word that Jerusalem was in trouble. Back then, cities were surrounded by thick, high walls. These walls protected and guarded the city. But the walls around Jerusalem were broken down. It was a big mess.

Now, Nehemiah wasn’t an engineer. He didn’t have any construction experience. He didn’t even live in Jerusalem. And he had a pretty cushy job, working as a cupbearer to a king. But Nehemiah knew that he could help. He knew he had to help. And he figured that he might be the only person willing to get the job done. So he did.



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The Bible tells us that because of Nehemiah, the wall around Jerusalem was completely rebuilt in 52 days. Isn’t that amazing? Nehemiah saw the job that needed to be done. He didn’t wait for someone else to do it.

And guess what? You and I can learn a lesson from Nehemiah, too. It’s easy to make excuses when there’s a job to be done. We’re all tempted to think that someone else will do it. But that’s not showing initiative.

Philippians 2:4 (NIrV) says, “None of you should look out for your own good. You should look out for the good of others.” That’s what we do when we play together as a team. We look out for each other. That’s what Nehemiah did for all of those people in Jerusalem. He cared more about them and their needs than his own.

Remember, when you see there’s a job to be done, don’t wait for someone else to do it. You are the person who could make a difference when you look out for the good of others and show initiative this week.



Let’s pray and thank God for Nehemiah’s example to us today.

PrayerDear God, you are an awesome, holy God. Thanks for the story of Nehemiah and how he was willing to tackle such a big job himself instead of waiting for someone else to do it. Help us to show that same kind of initiative this week. We love you and we ask this in Jesus’ name. Amen.


1. Who usually takes care of these jobs in your house: Loading and unloading the dishwasher? Putting away your clean clothes? Taking the trash to the curb? Picking up the toys you played with? Making your bed? Unloading the groceries? Putting a new roll of toilet paper on the holder? Taking care of family pets?

2. What are some other jobs you know about outside of your home—like trash in the lunchroom at school or an untied shoe at church?

3. What do you think might happen if your mom, dad or lunchroom lady decided not to do anything about the jobs they saw needed to be done?



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Review: › Virtue: INITIATIVE - Seeing what needs to be done and

doing it.


Bottom Line: When there are people in need, don’t wait for someone else to help them.

(Peer Example) Did you guys follow through and show initiative this week? Would someone be willing to share with the team what you did and what happened?

(Allow a player to answer. If no one volunteers, be prepared to share an example.)

Initiative is seeing what needs to be done and doing it. We’ve talked a little bit about what that looks like both on and off the court. But I want to see how well you’ve been listening. So I have a little multiple-choice quiz for you. If you know the answer, raise your hand. Ready? Okay, here we go.

1. A kid from your grade comes into the lunchroom with his tray full of food, and just as he’s about to find a seat, he trips and everything goes flying. You:

a. Ignore it. After all, you don’t want to lose your place in line.

b. Help him clean it up and then offer to share your lunch with him.

c. Go find a teacher so she can clean it up.



2. There’s an older lady who lives down the street. You don’t see her outside much but you notice her trashcan hasn’t been taken to the street and garbage day is tomorrow. You:

a. Knock on the door to remind her it needs to go out to the street.

b. Act as if you never saw it, assuring yourself that she’ll remember before tomorrow.

c. Run over to her house and pull it out to the curb after you take out the trash at your house.

3. Your mom is working on dinner in the kitchen and you see that the table hasn’t been set yet. You:

a. Grab the stack of placemats and get busy.

b. Tell your little brother to do it.

c. Figure that once your mom gets supper in the oven, then she can do it.

4. At the end of P.E., all the balls and cones are out all over the gym. You:

a. Head outside to play for free time with the rest of the class.

b. Assume your teacher prefers the mess and decide to leave it that way.

c. Stay behind to help your teacher quickly put things away.

5. At church, you hear about a village in Africa that doesn’t have clean water. Your church is collecting money to build the village a well. You:



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a. Feel badly that there are people in the world who don’t have clean water and feel lucky that you can get it whenever you want.

b. Figure that all the adults at church will pitch in.

c. Tell your mom that instead of presents for your birthday next week, you want to collect money to help build the well.

Okay, okay. That was like the easiest test ever right? I mean, we can all pick out the answer that sounds the best. But here’s the hard part. In real life, if we’re really honest, most of us would rather wait to see if someone else will help first. Instead of showing initiative, many times we make excuses or assume that someone else will do something about it.

But the Bible says that we should look out for the interest of others first. That means when we see a problem, we’re supposed to do something about it. This is especially true when it comes to people in need.

We all have way more than we need and definitely more than we deserve. When you see someone in need, don’t wait for someone else to fix it. Figure out what part you can play to get the job done. And as you show initiative, you never know the good you can do for someone else. When there are people in need, don’t wait for someone else to help them.



Let’s pray and ask God to help us follow through with that this week.

PrayerHeavenly Father, thank you for your love and care for us. We are so grateful for every good thing because we know they come from you. Help us to see the needs around us this week and to do something. We don’t want to wait for someone else when we could be the ones to help. We love you, God. And we ask these things in Jesus’ name. Amen.


Introduce: › Virtue: FORGIVENESS - Deciding that someone who has

wronged you doesn’t have to pay.

› Scripture Verse: Forgive the things you are holding against one another. Forgive, just as the Lord forgave you. Colossians 3:13 (NIrV)


1. Do you know of anyone in need? Without naming names, what is one thing you could do for someone in need?

2. Tell us about a time you helped someone in need. How did it feel?

3. Tell us about a time someone helped you when you were in need. How did it feel?

Bottom Line: Everyone needs to be forgiven, even me.

(Biblical Example) While Jesus was on earth, he was known for preaching and telling stories to large crowds. One of the most famous stories Jesus told is about a father and his two sons. The younger son decided he wanted to leave home and see the world. But he needed money to do that. He knew that when his father died, he would get part of his father’s money. So he went to his dad and said, “Give me my share of the inheritance now.” This request hurt the father very much because the son was acting as if he wanted him dead.

But his father gave him the money anyway. The younger son left home, headed for the big city. It wasn’t long before he’d completely wasted every bit of money his father had given him. Hungry and alone, he took a job working for a farmer, feeding pigs. He was so hungry that even the slop the pigs were eating began to look tasty to him. He wanted to go home again. But what would his father say? That’s when the son got the idea to go home. He would beg his father to hire him as a servant because even the servants in his father’s house had food to eat and a place to sleep.

The whole walk home, the son practiced his “I’m sorry” speech. He had no idea whether or not his father would forgive him, but he knew he had to try. As he got closer to home but was still a long way from his front door, he saw a figure running toward him. It was his father! His father threw his arms around him in a big hug.

“Father, forgive me,” the son began. “I have sinned against heaven and against you. I am no longer worthy to be called your son.” (Luke 15:21)

The father called for his servants and said, “Quick! Kill the calf we’ve been fattening. Let’s have a celebration! Because my son was dead but now he’s alive. And he has come back home!”



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Did the son deserve to be forgiven? No way. But his father forgave him anyway. Forgiveness is deciding that someone who has wronged you doesn’t have to pay. Just like the son in this story, we don’t deserve to be forgiven. But just like the father in this story, your heavenly Father is ready and willing to forgive you. But the first thing you have to do is be willing to admit when you’re wrong.

That’s what the son did. Standing there alone among the pigs, the son knew he had seriously messed up. He needed to be forgiven. We’ve messed up, too. You and I need to be forgiven. Everyone needs forgiveness.

I’m so thankful Jesus told this story to show us how much God loves us. He is always ready to forgive us. But it’s up to you and me to admit when we’re wrong. Because everyone needs to be forgiven . . . even you.

Let’s pray and ask God to help us realize when we’ve messed up and need forgiveness.




1. Interaction Questions: Forgiveness is deciding that someone who has wronged you doesn’t have to pay. What does that mean to you, in your own words?

2. What makes it so hard for us to admit when we have messed up and need forgiveness?

3. What do you do when you know you need forgiveness for something?

PrayerHeavenly Father, thank you for loving us so much that you would choose to forgive us all the time—especially when we don’t deserve it. Help us to recognize when we’ve messed up and to accept the forgiveness you offer. We ask this in Jesus’ name. Amen.


Review: › Virtue: FORGIVENESS - Deciding that someone who has



Bottom Line: Since God forgave you, you should forgive others.

(My World Example). Let’s say you have a friend named Joe who asks to borrow your bike. Your bike is brand new and you’re really not sure you want to let him borrow it, but you do. When Joe returns the bike, it’s completely scratched and the brakes won’t work. Joe tells you he’s so sorry and that he’ll work hard to earn the money to buy you a new one. He begs you to forgive him. You see the scratches on his arm where he fell and feel badly for him. So you pat Joe on the shoulder and tell him, “I’m just glad you’re okay. Don’t worry about the bike.”

Joe is so relieved. As he’s walking home, Joe runs into Nick, another friend from down the street. As soon as he sees Nick, he grabs him by the collar and says, “Where’s the video game you borrowed? It’s my favorite one and I want it back now!”



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Nick looks back sheepishly and says, “I’m so sorry Joe, but I accidentally left it out where my little brother could reach it and it got scratched. I tried to play it, but it won’t work. I promise I’ll give you my allowance for the next two months to buy you a new one.”

Joe steps back in anger and yells, “I can’t believe you would be so careless. I let you borrow my favorite game and you broke it? We aren’t friends anymore. I don’t want to see you ever again.”

Whoa. What are your thoughts on that story? (Pause for some responses.) You might be thinking, “That’s kind of a harsh reaction, Joe.” After all, didn’t Joe receive forgiveness for a much, much bigger mistake: breaking your bike? Looks like Joe forgot about the forgiveness you gave him.

You guys remember what forgiveness is, right? Forgiveness is deciding that someone who has wronged you doesn’t have to pay. And guess what? While you might think you would never be like Joe, I should probably remind you of something super important. God has forgiven you big time. You see, the Bible says that everyone has sinned or messed up. Sin is any thought or action that goes against how God wants us to live. Because God is perfect and we’re not, our sin separates us from Him. But God is a loving and forgiving God, so His own innocent Son Jesus came and paid the price for our sins. And through him, God offers us forgiveness. It may seem extreme that God wants us to always forgive each other. It may seem surprising that God wants us to decide that someone who has wronged us doesn’t have to pay. But God is not asking us to do anything that He hasn’t done Himself.

So the next time someone hurts or disappoints you and you feel like holding a grudge or making them pay, remember: since God forgave you, you should forgive others. Don’t be like Joe who was forgiven one minute then walked away and refused to forgive someone else. Remember this week, since



God forgave you, you should forgive others! That’s super-easy to talk about but not easy to do.

So let’s ask God to help us this week.

PrayerHeavenly Father, thank you for always, always offering forgiveness—for big things and little things. Help us to do the same. When someone hurts us, help us to forgive them just like you have forgiven us. We ask these things in Jesus’ name. Amen.


Review: › Virtue: FORGIVENESS - Deciding that someone who has



Bottom Line: Be careful not to judge others when you’ve been wrong, too.



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1. Have you ever needed forgiveness?

2. Tell us about a time you forgave someone else.

3. Is there someone in your life right now who you could forgive?

(Peer Example) “He’s mean all the time!”

“You have to share your toys.”

“How come you always get your way?”

“No, you’re not doing it right. Give it to me!”

Sometimes getting along with others is just plain hard. I bet all of us have said something like this to our friends at some point. It’s super-easy to point out when someone else is wrong.

Check out what Jesus tells us in Matthew 7:3-5 (NIrV):

“You look at the bit of sawdust in your friend’s eye. But you pay no attention to the piece of wood in your own eye. How can you say to your friend, ‘Let me take the bit of sawdust out of your eye’? How can you say this while there is a piece of wood in your own eye?

“You pretender! First take the piece of wood out of your own eye. Then you will be able to see clearly to take the bit of sawdust out of your friend’s eye.”

Jesus was basically saying this: How in the world can you point a finger at someone else when you’ve been wrong, too? In fact, let me show you. Everyone stick out your index finger and point at your neighbor like I’m doing. (Show them what you mean by pointing at one of the kids.) When you point at someone else to tell them they’re wrong, guess what? Look at the three fingers underneath your own index finger. Who are they pointing at?

That’s right. You! When you point at someone to tell him he’s wrong, you’re really pointing at yourself. We should all be careful not to judge others when we’ve been wrong, too. Those verses from the Bible are clear. The wrongs that other



people do—the ones we’re so quick to point out—are like tiny bits of dust. But the wrongs that we do, well, the Bible says those are like great big pieces of wood!

So the next time you’re tempted to point at others and tell them how wrong they are, think about those fingers pointing back at you. Take a look at your own heart and remember that you need forgiveness, too. Be careful not to judge others when you’ve been wrong, too.

Let’s pray about that today.

PrayerHeavenly Father, it’s really easy to point at others and tell them they’re wrong. It’s a whole lot harder to take a look in the mirror and realize we’ve been wrong, too. Help us to forgive others when they hurt us by remembering that we’ve been forgiven, too. We ask these things in Jesus’ name. Amen.



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1. Have you ever been the only one to get in trouble when others were wrong, too? How did it make you feel?

2. Remember Jesus’ words about the sawdust and the piece of wood? What was Jesus saying? Explain it to me in your own words.

3. Why do you think it is easier to see when someone else does something wrong than it is to admit when you’ve done something wrong?

Mid-Practice Huddle – Last Practice of the SeasonPractice Card Reminder: At the end of this practice, remember to distribute the last practice card to your players.

Bottom Line: God sent Jesus to forgive us of our sins.

INTRODUCE: › You are part of God’s Big Story!

› Scripture Verse: For God so loved the world that he gave his one and only son that whoever believes in him shall not perish but have eternal life. John 3:16 (NIV)

Introduction:We’ve had a GREAT season! It’s been so much fun watching each of you become better basketball players and better friends with each other! We’ve learned a lot about basketball…but we’ve also learned a lot about ourselves and about others.

Think about the things that we’ve learned during our huddle time this year. Do you remember the three virtues we’ve discussed? What were they?

(Allow players to answer the question.)

› First we learned about Joy. We learned that joy is finding a way to be happy, even when things don’t go your way. That’s not always easy to do, but we know that God has a PERFECT plan for each one of us and he is ALWAYS in control…even when we don’t realize it.

› Then we learned about Initiative, which is seeing what needs to be done and doing it. This involves being able to see what needs to be done and not waiting for someone else to do it. This is especially true when we have the opportunity to help someone in need.



› Finally, we learned about Forgiveness. Forgiveness is deciding that someone who has wronged you doesn’t have to pay. Now that may be the most difficult one of all! We learned that when you decide that someone who has wronged you doesn’t have to pay, it can draw that person closer to you. In fact, the Bible says that you should forgive as the Lord forgives you. Today’s verse tells us that God loved us so much that he sent Jesus to forgive us of our wrong doing so we can live forever with him in heaven!

Listen to this week’s verse, “For God so loved the world that he gave his one and only son that whoever believes in him shall not perish but have eternal life.” John 3:16 (NIV)

We have all made mistakes. The Bible tells us that because of sin, we are separated from God. But because God loves us so much, he provides a way back to him. Our verse teaches us that this way is through his son, Jesus. He sent His only Son, Jesus, to live a perfect life on earth and then pay the price for all of our sins on the cross. And because of that act of forgiveness, we can be with God forever.

I’ve got something else to tell you. Did you know that you are part of God’s BIG STORY? That’s right…he has a BIG STORY and each one of you are in it! You will learn more about that BIG STORY at the Award’s Celebration. It’s gonna be great!

Let’s pray to God and thank him for all he’s done for us.

Prayer:Dear God, thank you for an awesome season! Thank you for teaching us about Joy, Initiative and Forgiveness. Thank you for sending your son Jesus for each one of us. And thank you for reminding us today that You will always forgive us when we mess up. You are incredible! In Jesus’ name, we pray, amen.



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SECTION TWO

RULE LEVELS OF UPWARD BASKETBALL

SECTION TWO: RULE LEVELS

OF UPWARD BASKETBALL


The Levels of Upward BasketballUpward Sports uses a four-level age appropriate format to develop the basketball skills of each young athlete. Each level of Upward Basketball is tailored to meet athletes where they are in their playing ability, allowing them to improve their physical ability and build athletic foundations. The game format and rules of Upward Basketball are designed to promote healthy competition and sportsmanship while also teaching the objectives of game play. Below are the four levels with their recommended age divisions. Keep in mind that your league director has the freedom to adjust the age recommendations that best suits your league:

› Level 1 - (Recommended for K5) - Level 1 rules are designed to allow young athletes the opportunity to learn the game of basketball at the most basic level. Children at this age are still learning foundational hand-eye coordination skills and generally can only handle one building block at a time. Because of this, rules have been designed to help each player improve throughout the season and equip them for success as they progress to Level 2.

› Level 2 - (Recommended for 1st-2nd Grade) - Players at this age are learning to perform more than one skill at a time on the court. They still possess a “Me” mentality and are not accustomed to the concept of team (i.e. passing the ball, offensive movement, etc.). Although they are still developing foundational hand-eye coordination, they are able to accomplish some basic basketball skills (dribbling with one hand, not moving feet during a shot, the distinction between offense and defense, etc.) Because of this, rules have been designed to allow athletes to compete in a format that coordinates with their level of mental and physical capacities.


SECTION TWO: RULE LEVELS OF UPWARD BASKETBALL

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› Level 3 – (Recommended for 3rd-4th Grade) – Players at this age are able to pick up some of the more advanced concepts of the game and are growing into a more mature level of hand-eye coordination. They are able to understand the concept of teamwork. They realize that they can be successful as an athlete by helping their teammates in game situations. It is important to keep score at this level because life lessons can be taught through the concept of winning and losing. Because of this, rules have been designed to allow athletes to compete in a format that coordinates with their level of mental and physical capacities as they prepare for middle school basketball.

› Level 4 – (Recommended for 5th-8th Grade) – Players at this age exhibit a mature level of hand-eye coordination and understanding of the game. As individual skills continue to grow, athletes embrace team aspects of the game. They also possess a strong desire to compete and determine how they stack up against the competition. Because of this, Level 4 rules follow a traditional middle school rules format.

Basic Rules for Upward Basketball *Note: These rules do NOT apply to Level 4.

Except where the following rules apply, play is governed by the National Federation of State High School Associations’ (NFHS) Rules Book (www.nfhs.org).

Game Format 1. Referees lead both teams in prayer at center court

before every game. This sets the tone and focus for the game.

2. A coin flip or other impartial method determines which team receives possession first. In jump ball situations,




possessions will alternate. This promotes fairness for both teams while adhering to the NFHS rule for jump ball situations.

3. Clock format: Running clock throughout the game, stopping only for pre-determined substitutions at the end of each segment and halftime.

4. At the end of each segment, the team that receives the ball next is based upon the direction of the possession arrow. This avoids the offensive team that may have possession in the next segment from stalling at the end of a period.

5. All coaches will adhere to the Upward Substitution System. The substitution system allows for equal playing time for all players.

6. There are no timeouts. This allows more playing time and keeps the games on time.

7. Teams switch goals at halftime. This rule is in compliance with NFHS Rules. It also evens any advantage that may occur because of the court.

8. Any game ending in a tie should remain in a tie. No overtimes are played so games stay on schedule.

9. Standings add unneeded pressure to the game and therefore will not be maintained.

Rules for PlayDefense 1. Man-to-man defense will be played at all times. Zone

defenses are not allowed in Levels 1-3. In a man-to-man defense, players are only guarding the opponent that closely matches their ability and height. This allows for a more competitive system for every player on the



69

court while creating an equal opportunity for each player.

2. Defensive players must stay within arm’s reach of the player they are guarding.

3. Isolation plays will not be a part of Levels 1-3 because they take away the opportunity for improvement for all players and contradict the spirit of the rules. This prevents defenders from sagging or crowding an area of the court to gain a defensive advantage.

4. Double-teaming is not allowed. However, help defense is strongly encouraged in the following instances:

› Lane Area: If a defender is in the lane and the player he or she is guarding is within arm’s reach, the defender is allowed to provide help defense. Since many goals are scored in the lane, it provides the defense more opportunity to properly defend this area.

› Picks and Screens: Defensive switching is allowed on offensive picks or screens. The non-screened defender can help his or her teammate by temporarily switching until the teammate recovers to defend their offensive player. This is commonly referred to as ”help and recover.” This prevents the offense from continually setting screens to gain an advantage.

› Fast Breaks: When an offensive player has beaten their defender, another defensive player may help. Upon stopping the fast break, defenders should return to guarding their assigned players. This rule is meant to prevent the defenders from helplessly watching the offensive player score without being able to help.

5. At the beginning of each segment, players will line up at half court and “match up” with whom they are guarding. This act is performed to promote equal player match-ups. Equal match-ups combined with man-to-man defense create five competitive pairings on the court.

6. Full court presses are not allowed. Defensive players may not guard their opponents in the backcourt. This will allow for more play to occur in the front court and create an equal opportunity for each child to participate both on offense and defense.

7. Due to the shortness of the court, backcourt violations will not be called. If playing on a regulation-size court (84 feet) as opposed to cross-court, backcourt violations should be called.

8. A player committing two fouls in one segment must sit out the remainder of that segment. The next player in the rotation comes in as the substitute and is rewarded some extra game time. This does not change the normal rotation as the fouled-out player does not re-enter the game until he or she is scheduled to do so. This rule allows the offending player time to regroup during the remainder of the segment while realizing that there is a consequence for the violation.




Offense 1. The offense must purposefully attack the defense in

every situation – no stalling. After a warning from the referee, a violation will be called resulting in a turnover. This will prevent a team with the lead from running the clock out by staying in the backcourt.

2. Non-shooting fouls will result in the ball being in-bounded from either the baseline or sideline. All shooting fouls will result in free throws. By not administering “bonus” situation free throws, all players on the court can contribute to consistent game action.

3. No score will be given for a basket in the wrong goal. It will be treated as a turnover. This will prevent further embarrassing a player for making this mistake.



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All other rules have specific modifications for both Level 1 and Level 2. See the charts below for these modifications:

Level 1 (K5) Modifications

Rule Explanation/Comments

Goal Height 7 feet

Ball Size 25”

Games consist of six, 4-minute segments and an 8 minute halftime. One minute is allotted for substitutions between segments.

This keeps games to approximately a 45-minute time frame. It also allows each player to be in the game for shorter segments than older age divisions.

Score is not keptThe focus of this age is to learn fundamentals, not winning and losing

3-second violation is not calledReferees should advise players of this potential violation but not penalize.

Coaches are allowed on the floor with players

The focus is for coaches to instruct and encourage players at all times.

Stealing the ball from the dribbler is not allowed

To encourage the offensive player to dribble with correct form without the pressure of having the ball stolen

Stealing the ball off a pass is not allowed

To encourage the offensive player to pass with correct form without the pressure of having the ball stolen

Violation is not called for having two hands on the ball while dribbling

Due to limited hand-eye coordination, this allows a player to establish correct dribbling form through rhythm and pressure on the ball





Violation for double dribbling is called but does not result in a turnover

Players should learn the concept of double dribble but should be allowed the opportunity to correct it without penalty

Violation for traveling is called but does not result in a turnover

Players should learn the concept of traveling but should be allowed the opportunity to correct it without penalty

Violation for traveling is not called when a player shuffles feet when trying to set up for a shot

Because this age group is single skill focused, players will tend to shuffle their feet when focusing on setting up for a shot. This is corrected as the player develops in skill as he gets older.

Fast breaks are not allowed in any transition situation

This promotes a controlled game. Players at this age learn better when the pace is controlled

Shooting fouls do not result in free throw attempts

A player who gets fouled while shooting gets to retry his/her shot from the spot of the foul without being defended. Ball is live after shot is attempted. This allows a player to attempt a shot that he was trying to take prior to the foul from the same spot.



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Level 1 (K5) Modifications (Continued)

Level 2 (1st-2nd Grade) Modifications


Goal Height 8 feet

Ball Size 25”


This keeps games to approximately an hour time frame.

Score is not kept

Young athletes at this age should not focus on the score but rather the developmental skills being taught.

3-second violation is not called

Young athletes at this age should focus on offensive basics (dribbling, passing, shooting, and rebounding).

Coaches are allowed to walk the sidelines to encourage and instruct players


Free throws are awarded on all shooting fouls.

Two shots are attempted by the fouled player at the 10’ line. Coaches may quickly come onto the court to line up remaining players in proper free throw positions. After the second shot, the ball will be inbounded by the opposing team regardless of shot result





Stealing the ball off a dribble or pass is allowed

Players at this age should be taught and held to these basic basketball rules.

Double dribble violation is called in all circumstances

Traveling violation is called in all circumstances

Fast breaks are allowed in any transition situation

Level 3 (3rd-4thGrade) Modifications


Goal Height 9 feet

Ball Size 28.5”


This keeps games to approximately an hour time frame.

Score IS kept

Young athletes at this age should learn how to handle winning and losing after competition. This translates into life lessons.

3-second violation is called and results in a turnover

At this age, young athletes should understand the concept of offensive movement by not allowing a player to stay in the lane more than 3 seconds.

Coaches allowed to walk the sidelines to encourage and instruct players




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Level 2 (1st-2nd Grade) Modifications (Continued)

Continued on next page





Clock runs continuously with special rules in effect with fewer than two minutes remaining in the game:

› Non-shooting fouls result in the offensive team getting one point and the ball.

› Shooting fouls result in the offensive team scoring two points. The opposing team then takes possession.

› Players fouled in the act of shooting and making the basket are credited with the basket plus one point. The opposing team then takes possession.

Because the clock does not stop, this rule keeps the game moving without wasting the running game clock on lining up for free throw attempts.

Free throws are awarded on all shooting fouls.

Two shots are attempted by the fouled player at the 12’ line. Remaining players assume proper free throw positioning. Ball is live if second shot is missed.

Stealing the ball off a dribble or pass is allowed

Players at this age should be taught and held to these basic basketball rules.

Double dribble violation is called in all circumstances

Traveling violation is called in all circumstances

Fast breaks are allowed in any transition situation

Level 3 (3rd-4thGrade) Modifications (Continued)



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Level 4 Rules (5th-8th Grade)*The following rules are exclusive to Level 4. They follow a more traditional middle school format and game play. Except where the following rules apply, play is governed by the National Federation of State High School Associations’ (NFHS) Rules Book (www.nfhs.org)

Game Format › Referees lead both teams in prayer at center court

before every game. This sets the tone and focus for the game.

› Games are 4 quarters, each of which are 7 minutes in length

› The clock stops at each whistle (violations, fouls, out of bounds play, timeouts, etc.)

› Overtimes are 2 minutes in length (regulation clock)

› Teams are allowed one (1) 30-second timeout per half (1 per team per half)

› All games are played on full-sized regulation court (no cross-court play)

› Goal height: 10 feet

› Ball size: 28.5 (girls), 29.5 (boys)




Rules for Play

› A jump ball is used to start the game and the overtime period

› Zone and man defenses are allowed (both should be used throughout the season).

› Press defense is allowed in the backcourt at all times except if a team has a 15 point advantage

› All players are allowed five (5) fouls each game. Players do not foul out in a segment (with 2 fouls) but can foul out of the game with five. After the seventh team foul in the half, bonus free throws are awarded (1 and 1).

› Three point shots are allowed and encouraged. Courts must feature a three point line.

› Teams are not required to use the Upward Substitution System. Playing time requirements for this division are:

› Each young athlete plays a minimum of ¼ of each game

› Each young athlete must play in both halves of each game


SECTION THREE

FORMS

SECTION THREE: FORMS


first Half

18 min 12 min 6 min 6 min12 min18 minPlayer’s Name

Week ____ Second Half GameDay

Stars

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