Blitz Basketball

2
 Brian McCormick

BLITZ
BASKETBALL
A Strategic Method for Youth Basketball
Skill Development

Second Edition

By Brian McCormick

3
Blitz Basketball

Copyright 2008 © Brian McCormick

All rights reserved. No part of this book may be reproduced in any manner without the
express written consent of the publisher. All inquiries should be addressed to:

Brian McCormick
highfivehoopschool@yahoo.com

Printed and bound in the United States of America

Cover design: John Hayashi / Inkblot Creative Asylum / inkblot.ca@gmail.com

Thank you to my advisors on this project:

• Brianna Finch
• T.J. Hoffpauir
• Thomas McCormick, III

Other books published by Brian McCormick:

• 180 Shooter: 5 Steps to Shooting 90% from the Free Throw Line, 50% from the
Floor and 40% from the 3-Point Line
• Brian McCormick’s Hard2Guard Player Development Newsletters, Volume 1
• Championship Basketball Plays
• Cross Over: The New Model of Youth Basketball Development
• Hard2Guard: Skill Development for Perimeter Players

Available at www.lulu.com/brianmccormick

4
 Brian McCormick

Table of Contents

Foreword 7
Chapter I: Introduction to the System 9
Chapter II: Youth Development 13
Chapter III: Technical Instruction 15
Chapter IV: Offensive Spacing 21
Chapter V: Initiating the Offense 27
Chapter VI: Tactical Instruction 31
Chapter VII: Offensive Progressions 37
Chapter VIII: Quick Hitters 45
Chapter IX: The Defensive System 49
Chapter X: Fundamental Defense 55
Chapter XI: Empowerment Style of Coaching 59
Chapter XII: Practice Plans 63
Appendix 65
References 66
Author 67

5
Blitz Basketball

6
 Brian McCormick

Foreword
The Beginning
In 2001, I coached the Hoop Masters u-9 AAU team in West Los Angeles with Ahmad Clayton
and Jerome Green. Green directs Hoop Masters and guided and advised Ahmad and myself, persuading us
to incorporate more scrimmaging and fewer drills. Through the fun, competitive drills and small-sided
games, the players improved their skills and basketball ability; we had aggressive players who could handle
the ball, pass and defend. We embraced unstructured play, added some basic instruction and watched the
players flourish.
I started the First Edition shortly after the 2001 AAU National Championships and used the
principles and ideas from our practices and progressions. I based the original concepts on Ralph Miller’s A
System of Game Execution, Rick Pitino’s Kentucky presses and Duke University’s court spacing. Later, I
incorporated Lute Olson’s dribble penetration philosophy.
We emulated Duke’s offense, putting a post under the basket with shooters in the corner. Our
“center” set a high on-ball screen and popped. The PG attacked the rim or hit one of the wings for a shot.
The offense was simple and relied on the PG’s ability to use the screen, shoot, finish or pass.
This constituted our basic strategy. As a system for youth development, Blitz concentrates on the
skills most easily mastered by young players and uses a competitive learning environment to nurture and
harness players’ natural abilities and instincts. During practice, we emphasized skill development to play
this style. In particular, we focused on four skills:

1. Ball Handling
2. Lay-ups
3. On-ball Defense
4. Competitiveness/Playing hard

Hoop Masters is an AAU program which offers teams for every age group. They hope a player
joins the program at eight or nine-years-old and develops through the program. In this environment, each
age group can emphasize certain skills. Ball handling is the easiest skill for a young player to master. If
players develop a good handle as nine-year-olds, the u-10 coach can focus on shooting mechanics without
having to teach ball handling and lay-ups. While most teams teach everything in every season, we limited
our focus and attempted to master these skills.
The goal is to build a foundation through ball handling, man to man defense and a competitive
spirit; to nurture a Hard2Guard mindset, where each player believes, one-on-one, he has the advantage and
to prepare players for success as they move to the next level.

The Evolution
When I moved to a junior college, we used the high on-ball screen. We lacked a true point guard,
but had a quick, strong guard who could penetrate, shoot and finish. The set simplified her decision-
making: when she attacked with her right hand, and the help came from her right, she passed to the corner;
when the help came from her left, she passed to the low post. The set gave her space to use her skills.
While we started with a player high to screen for the point guard, she almost always went away
from the screen. She was more comfortable beating the defender than using the screen and involving a
second defender. She turned the initiation of the offense from a high on-ball screen to a four-out set.
Then, one pass led to a shot. If the point guard passed to the wing, she started to get back on
defense. If the wing did not shoot, the high post flashed to the ball and shot or drove to the basket.
When I assisted with other teams, I played with some “Princeton Offense” concepts like the
dribble hand-off and the dribble-at for backdoor cuts. I liked the ability to get backdoor cuts for easy
baskets, especially against pressure. However, this meant keeping the strong side post empty.
When I coached in Sweden, we ran three basic sets: Duke, Arizona and Pro which were actually
six plays. Duke was the spread court with the high on-ball screen and the pop from the post. We had two
other options out of Duke: the first was a double high on-ball screen and the second was a high on-ball
screen into a dribble hand-off. Arizona was a simple 3-2 set where the point passed to the wing and
sprinted to a corner. The wing simply made a move against her defender and used one or two dribbles to
get into the paint for a jump shot or a pass into the post. We also ran a second option off Arizona where the

7
Blitz Basketball

point passed to the wing and used a flare screen from the opposite wing. In Pro, the point dribbled to the
wing, the wing cleared and we entered to the post on the block (see the Appendix for these plays).
I want to pressure the defense, make them guard the entire court and give them the opportunity to
commit fouls. I hate watching players dribble too much, but I love an effective use of the bounce.
Blitz Basketball covers the progressions to build the basic system, the drills to develop players’
skills and the strategy I use at higher levels. The basic system is an attacking, pressing defense combined
with a quick hitting, attacking offense. The actual execution depends on the personnel, even though the
basics remain the same. Teams with great post play can use the system, with more patience, to create deep
post position and better post entry passing lanes. Teams with penetrating wings can mix the entries to
create favorable match-ups.
Strategically, the basic principle behind the Blitz system is my Hard2Guard philosophy:

1. Players are most open when they first receive the pass.
2. One defender cannot stop an offensive player.
3. If you draw the second player, find the open man.

Why use the Blitz system

Originally, I used Blitz to develop players’ skills while incorporating enough strategy to give
players confidence in games. Blitz is skill intensive: the progressions incorporate general tactical skill
building. Rather than run through multiple plays 5v0 and separate practice into technical and tactical
sections, the progressions train technical and tactical skills simultaneously, which maximizes practice time.
In a 2006 ESPN the Magazine article titled “Perfect Pitch” written about soccer development, the
Head Coach of Brazil’s National Team said: “Brazilian players are not robotic,” [Carlos Alberto] Parreira
says. “We don't interrupt our young players, telling them to pass on the first touch. We give them freedom
to create. It's only later that we introduce the discipline of playing without the ball.”
Blitz Basketball emphasizes ball handling and finishing shots, rather than passing and setting
screens. Using scrimmages or games as a teaching tool motivates players; there is nothing worse than
hearing a young player say dejectedly, “I have to go to practice.” Rather than control players and create
plays where players simply run from spot to spot, Blitz gives players freedom and does not inhibit their
creativity or development. As players develop and master these attacking skills, coaches can add structure
away from the ball.
Strategically, Blitz focuses on court spacing. Teams who space the floor with skilled players are
difficult to defend. The system enables a coach to isolate different players depending on match-ups.
Finally, Blitz reinforces the Hard2Guard philosophy. The philosophy and system complement
each other. Skilled players with an aggressive, attacking mindset thrive because the system gives them
space to utilize their skills. The attacking mindset enhances the system while a passive mindset slows the
offense and renders it ineffective.
Blitz is not for coaches who crave control. The system is a player-friendly system that requires
skill development – technical and tactical. The offense depends on players making plays, rather than
running plays, which is why it is fun to play and why it develops skills.

8
 Brian McCormick

Chapter 1: Introduction to the System

Initiation of the System

Since we developed the basics while working with nine-year-olds, we emphasized a couple things:

1. Active Practices
2. Offense and defense in every drill
3. Lots of play
4. Learning atmosphere
5. Fun environment

Blitz Basketball creates a fun, competitive learning environment. It concentrates on three things
young players can do successfully: handle the ball, defend your man and play hard. Through these
principles, players develop confidence. Players progress with exceptional ball handling ability, an attacking
mindset, and an affinity for competition; they play and train hard, and possess the skills and habits which
lead to continued success.
After examining the basic learning stages – Romance, Precision and Generalization – I felt that
many well-meaning coaches approach youth sports backward. Before one can teach a player fundamentals
and skills, the player must enjoy playing the game. Learning the fundamentals and skills – doing the work –
must have a purpose, and if the player does not love playing, the work has little purpose.
Rather than start with drills, strategy and lots of instruction, I advocate the Games for
Understanding approach, which is to initiate learning through game play. “One of the keys to Play Practice
is to get beginners playing a game, although not necessarily the real game, as quickly as possible and to
continue playing as much as possible throughout every session,” (Launder).
In the first practices with nine-year-olds, I used too many drills. The director told me after nearly
every practice that we had to play more. I devised competitive drills to teach the concepts I wanted to teach.
In this way, the players learned through playing, while the coaches accomplished our learning goals.
Rather than teach skills independently, we introduced skills together, scrimmaged and taught
through the scrimmages. We stayed away from abstract concepts – for a nine-year-old – and focused on
situations as they occurred. Rather than teach a press 5v0 and walk through the rotations, and then teach a
press break 5v0, walking through the rotations, we played small-sided games which emphasized trapping
and recovering and proper spacing and then unleashed the players in a 5v5 game.
“Skill in interactive games [is] the combination of games sense with the technical ability sufficient
to achieve a specific desired outcome,” (Launder). In basketball, mastering technique requires effort and
concentration; nobody picks up a basketball and shoots 95% from the free throw line. However, one can
play with a minimum of technical ability and use the game to develop skills. Rather than break practice into
segments to teach each part individually, once we introduced the basic skills – ball handling, lay-ups and
defensive footwork – we trained them in small-sided games or scrimmages and taught through games.
While not the best method for perfecting technical skills, we wanted to develop some skills, but most
importantly, a passion for playing and competing.

Hard2Guard Mentality
A Hard2Guard player combines athletic, technical and tactical skills with an aggressive, attacking
mindset. His game differs from his peers because he possesses the requisite skills to be an offensive force,
understands different ways to attack defenses and believes in his ability to make a play. Rather than worry
about mistakes, Hard2Guard players concentrate on making plays.
A Hard2Guard player understands that the offense says, “Go!” Basketball is a game of short
bursts. In a race covering five feet, the person who starts the race will win every time. He anticipates the
start, while his opponent reacts to his voice. The longer the race, the more the start evens out. However, a
short distance enhances the first step’s importance.
Defenders attempt to wrest control from offensive players through pressure; however, a patient
offense with an aggressive mindset exploits the defense’s aggression and retains control. The pressure
defense works if the offense attempts to meet and resist the pressure by moving faster than it wants. When
the defense forces the action, another option opens. For instance, a defense overplaying a point to wing

9
Blitz Basketball

pass opens a passing lane for a backdoor pass. A patient offense exploits the open lane rather than forcing
the pass. Hard2Guard players understand the power of three basic concepts:

1. Offense says, “Go!”

2. When one door closes, another opens.
3. Patience defeats pressure, not speed.

When players play 1v1, most favor the offense, as the defender must cover lots of ground. The
offense has two options: shoot or attack. If he is smart and skilled, he takes what the defense gives him. If
the defense pressures him, he attacks the basket; if the defender protects against the drive, he shoots.
In a 5v5 game, most favor the defense. The dynamics change: the added players limit the space
available and coaches teach players to run plays. When players think, they react more slowly. Players have
less room to maneuver. The team game adds complexity which hinders the offense’s success and hampers
offensive players’ confidence.
The Hard2Guard mentality simplifies the game and teaches the tools to succeed in a team
environment. When a player receives a pass, his read is simple: shoot or attack. Hard2Guard players are not
selfish, though they exude confidence, attack defenders and play with an attitude. Great players need only
two or three dribbles to score or engage a help defender.
Players have limited time and space to get open and create a scoring opportunity. They need the
mental quickness to see the slightest opening and take advantage. The better the player, the smaller the
advantage: Larry Bird was the “master of the half inch.” He needed half an inch to beat the defender with
penetration, a pass or a shot.
More than anything, Hard2Guard is an attitude. The skills and fundamentals are not enough. A
Hard2Guard player is fearless; his confidence to make a move or take the shot is his most important
attribute. Players like Steve Nash and Kobe Bryant separate themselves because of their mental approach,
their fearlessness, and their confidence. A strong understanding of how to defeat defenses and strong
mental preparation leads to a successful Hard 2 Guard player.

Competitiveness
We accept competition as a battle to best an opponent; however, its Latin roots mean to bring forth
your best. In the Latin version, competition is not external, but internal.
When we imagine competitiveness, we picture the will to win. However, everyone wants to win.
How does that desire separate one from another? Nobody puts on a uniform intending to lose.
Instead, with a nod to its Latin roots, competitiveness means to embrace a challenge. Where most
see obstacles, a competitor sees opportunity. A competitor has a positive outlook. Rather than shirking
from a challenge, he embraces it. Many hope a great opponent has an off-day. A competitor wants to beat a
great team playing its best.
In Dr. Denis Waitley’s The Psychology of Winning, he writes about Earl Nightingale’s experience
at the Great Barrier Reef. Nightingale notices that on the side of the reef protected from the sea, the coral is
pale and lifeless, while the side that is exposed to the tide and the waves is filled with life and bright colors.
He asks his guide for an explanation and the guide answers:

“The coral on the lagoon side dies rapidly with no challenge for growth or survival, while the coral
facing the surge and power of the open sea, thrives and multiplies because it is challenged and
tested every day. And so it is with every living organism.”

Competitors thrive because they embrace challenges while others wilt because they seek the safer
harbors. Competitors want the ball at game’s end, while others happily allow someone else to shoot.
Competitors do not fear the missed shot or the loss. Testing their physical and mental skills motivates them
and elevates their performance.

Play Hard
The greatest skill is playing hard. Successful players and teams play hard all the time. Playing
hard distinguishes the great teams. At any level, the best teams are relentless with their effort: imagine
Duke University in men’s basketball or University of Connecticut in women’s basketball. These teams
never take off plays.

10
 Brian McCormick

Many coaches motivate through fear. If players do not practice hard enough, they run sprints. Fear
motivates you not to do something; it does not motivate you to do something. When players play hard out
of fear, their goal is to avoid punishment, not to perform optimally.
Playing hard is a habit that the best players and teams develop. Their love or passion inspires their
effort. When you love what you do, hard work is not hard.
Three key elements of developing a successful player or team are to develop:

1. Internal motivation
2. The desire to play
3. The habit of playing hard

Rather than develop this effort through negative consequences, Blitz created a fun learning
environment which inspired hard work. We used games to teach, which kept practices fun. When we used
drills, we created fun games. To work on ball handling, Ahmad played “Follow the Leader” and used And1
tricks to challenge the players.

Ball Handling
The most important skill to develop in young players is comfort and confidence with the ball. Ball
handling is the easiest skill for young players to master. Young players often do not understand tactical
concepts because they have yet to master spatial relationships, and a lack of upper body strength affects
technical skills like shooting and passing.
Ball handling involves more than bouncing the ball. Ball handling incorporates the relationship to
a defensive player, making the appropriate play, protecting the ball, attacking and more. Beyond the
dribbling skill, develop the correct posture: a crouched, athletic stance. When attacking a defensive player,
the body position complements the handle, as the correct body position enhances acceleration, helps protect
the ball and enables the player to move through contact without being driven off his drive line.

Players, not Plays

Strategically, Blitz is like football’s spread offense: a great equalizer. University of Michigan
Head Coach Rich Rodriguez used the spread offense to compete with the upper echelon college football
powers while at Tulane, Clemson and West Virginia. He also adapted the offense to fit his quarterback,
whether a runner like West Virginia’s Steve Slaton or a passer like former Tulane QB Shaun King. The
spread offense is a read and react offense. As former Clemson University QB Woody Dantzler said, “As
simple as it is, it’s very potent when executed properly…Instead of thinking about the play, you’re reacting
to the defense…Those are two totally different things. If you’re thinking about the play, you’re not paying
much attention to the defense.”
Blitz utilizes simple principles to increase teamwork and create simple reads for the ball handler.
Teams run plays to score, but many players ignore easy shots or passes to run the play. Players forget the
point and ignore the defense. Blitz emphasizes the objective – scoring – above anything else. Though
simple, if executed properly, Blitz is tough to defend, much like the spread offense, because it spreads out
the defense and enables players to read the defense, find the open player, exploit the open areas and more.
I originally developed the system around 10 basic assumptions:

1. 1v1 in open space, the offensive player always has the advantage.
2. Teams who make lots of free throws win lots of games.
3. When a defense is forced to scramble, more fouls are committed and more offensive rebounds
relinquished.
4. Offensive rebounds lead to fouls, points and free throws.
5. A turnover is a wasted possession.
6. Catching the ball squared to the basket greatly improves a shooter’s percentage.
7. Dribble penetration is toughest to defend.
8. Most teams rely heavily on starters and see a big drop-off after their fourth or fifth man.
9. Offensive players are ill-equipped to handle pressure for a full game.
10. Forcing players to make decisions at a faster pace leads to mistakes.

11
Blitz Basketball

The spread offense, like Blitz, utilizes a team’s strengths, while hiding its weaknesses. I used Blitz
with undersized teams to turn the lack of height into an advantage. Forcing post players to defend on the
perimeter turns a disadvantage into an advantage, as many posts are uncomfortable defending away from
the basket. Rather than rely on post play to provide paint touches, players penetrate into the paint to score
or pass to open shooters. The dribble penetration breaks down a defense much like a post-up that forces a
double team, and it creates the same openings for fouls, perimeter shots and offensive rebounds.
In Basketball on Paper, Dean Oliver finds patterns through statistics. After analyzing historically
good offensive and defensive teams, he concluded that successful teams control four factors:

1. Shooting percentage from the field.

2. Getting offensive rebounds.
3. Committing turnovers.
4. Going to the foul line frequently and shooting a high percentage.

Or, as Oliver writes: “There really is nothing else in the game. These four responsibilities on the
offensive side and these four responsibilities on the defensive side are it…If you aren’t shooting from the
field you better do a few of the other three things. If you don’t have the size to get defensive rebounds, you
better force turnovers. If you can’t take care of the ball very well, you better get shots up before you turn it
over, then go after the boards.”
Blitz Basketball addresses the Four Factors. It creates good shots (shooting percentage); simplifies
decision-making (turnovers); forces the opponent to scramble defensively (offensive rebounds); forces
hurried shots (shooting percentage/defensive rebounds); forces teams to make rushed decisions (turnovers);
and encourages attacking the basket (free throws, shooting percentage, offensive rebounds). It eliminates
perceived disadvantages, like size, lack of a star and post play, while creating advantages such as
conditioning, speed of play, shooting and more.
As a means for developing players’ skills, Blitz Basketball builds technical and tactical skills at
game speed. The basic philosophy centers on skills any coach wants players to possess: competitiveness,
quickness, decision-making, conditioning, ball handling, shooting and on-ball defense. By concentrating on
these seven skills and attributes, coaches develop players and implement a system which gives their team a
competitive advantage.

12
 Brian McCormick

Chapter 2: Youth Development

Blitz Basketball evolved to combine skill development with basic strategic elements to prepare
players for tournaments. Rather than separate technical and tactical drills, we combined elements to train
technical skills and enforce the tactical concepts. The original system was not very sophisticated and
centered on simple rules.

Offensive Rules
• Offense says, “Go!” 1v1, the offense has the advantage.
• The greatest opening is when a player first receives the pass.
• A good shot is an open shot in one’s range.
• Be unselfish – find the open man.
• Attack to score; get the ball in the paint with the dribble or a pass.

Defensive Rules
• Pressure the ball handler.
• Trap on the sidelines.
• Pick-up immediately on a change of possession.
• Hand in the passing lane when one pass away.
• Help in the middle; zone the weak side of the court.

Practices were not complex. We spent little time explaining drills and, if we had access to a full
court, we played full court. Transition dominates youth games, so we practiced full court play. Most youth
teams press, so our defense picked up immediately. Besides preparing for game situations, the constant
pressure trained good ball handling and passing habits, defensive footwork and conditioning. We used a
handful of drills which trained technical, tactical and athletic skills simultaneously.

An average practice was:

6:00-6:30 2v2 Rugby Rules

6:30-6:50 Ball Handling/Shooting Breakdown
6:50-7:00 Full Court Lay-ups
7:00-8:00 3v4-4v4-4v5-5v5 Full Court

The four most common drills were 1v1 Full Court, 1v2/2v1, 2v2 Rugby Rules and 3v3 Hockey
Rules. Practice always started with one of these drills.

Drill: 1v1 Full Court

Emphasis: Handle ball under pressure; beat a defender; finish full speed lay-ups; stop the ball and recover.
Execution: Two players start on the baseline: one offense and one defense. Offense attacks length of the
floor. Play until the offense scores or the defense gets the ball. Sprint to the end of the line and switch
offense and defense.

Drill: 1v2/2v1
Emphasis: Ball handling in small spaces; sudden change from offense to defense; defensive
communication; trapping the back pocket; finishing a 2v1 break.
Execution: One player starts on offense and two players form a team on defense. The coach passes to the
offensive player. The offensive player must get open, receive the pass and attack the pressure. His objective
is to score. The defense communicates, denies the inbounds pass and traps the offensive player. The
defensive objective is a steal. On any change of possession, offense immediately becomes the defense and
defense attacks the basket. Each group plays for 2-3 possessions to create a conditioning drill. After the
first group has had its possessions, a new group goes; the next time the first group takes the floor, a
defender moves to offense. Each group goes three times so each player plays offense.

13
Blitz Basketball

Drill: 2v2 Rugby Rules

Emphasis: Encourage trapping; practice the reversal pass; and develop an attacking mindset.
Execution: The game is played 2v2; however, the “rugby” rules mean the offense cannot advance the ball
with a pass in the back court; all passes must be lateral or backward until the ball crosses the half court line.
The offensive player must create a passing lane for his teammate with the ball and attack the open floor
after receiving a pass; the defense traps and recovers out of the trap to stop the dribble. Drill works best
with eight players; four teams of two. Two teams start and play until a basket is scored. If a basket is
scored, the defense goes out and the new team enters on offense against the team that scored. As long as
nobody scores against you, you stay on the floor. Play until one team of two scores five baskets.

Drill: 3v3 Hockey Rules

Emphasis: Spacing against a trap; passing under pressure; attacking a press; trapping; recovering.
Execution: Play 3v3 full court, but dribble the ball from the back court to the front court to eliminate
chucking the ball over the top. In the back court, players may pass forward; however, one must dribble
across the half court line. Defense must trap and recover out of the trap; the non-trapping player must
decide whether to go for the steal or contain, and defenders must rotate out of the trap and recover. Works
best with 12 players divided into four teams of three, like 2v2 Rugby.

These drills form Blitz Basketball’s core. Each trains athletic, technical and tactical elements for
the length of the court at full speed providing conditioning and skill development. The small-sided games
give players more space to develop their skills; young athletes need space to train skills while advanced
players require training in smaller spaces to enhance and perfect skills. The drills enforce the rules and flow
of a 5v5 game but give players space and time on the ball to train individual skills.

Scrimmage
Beyond these drills, we scrimmaged. To teach our man-
to-man trap, we started small and added players. While we
scrimmaged for over an hour each practice, less than half of the
scrimmage time involved 5v5. When working on the press, I
start 3v4. The top three defenders match-up man-to-man, but the
defense has a safety at half court to prohibit the long, over the
top pass. This gives the defenders confidence to trap and
pressure the ball. The advantage forces the offense to make
stronger passes and sharper cuts.
When the offense scores or the defense gets the steal,
the new offense has a 4v3 advantage. The offense attacks to
create a 2v1 advantage. The defense practices transition defense,
scrambling to match-up and contest all shots, even with a man
disadvantage. This gives the offense confidence to penetrate and
find an open man, while the defense practices scrambling,
helping and rotating.
After 3v4, we play 4v4. Then we move to 4v5 which is
similar to 3v4, and finally a full 5v5 scrimmage.
That was more or less everything we used to build the
initial youth system. The system evolved as I worked with
college and pro teams, and the need for greater diversity and
structure created the following offensive and defensive
breakdowns which build on the youth foundation.

14
 Brian McCormick

Chapter 3: Technical Instruction

Blitz Basketball combines technical and tactical development into a strategic approach designed to
maximize limited practice time, develop individual skills and prepare players for competition. Most of the
system focuses on training technical skills through the specific tactical drills which reinforce the system
and its principles. However, some technical skills require further breakdown.

The Blitz offensive system is based around four major technical skills:
1. Open Court Ball Handling Moves
2. Passing off the Dribble
3. Finishing
4. Spot-up Shooting

The Blitz Basketball Method requires and builds three important attributes:
1. Confidence
2. Aggressiveness
3. Fundamental Skills

Open Court Ball Handling Moves

A strategy based on dribble penetration often leads to over-dribbling, which bogs down the
offense and creates a 1v5 scenario. However, two general rules combat the propensity to over-dribble:

1. My #1 rule of good ball handling: dribble North-South. Whenever a defender turns the dribbler so
his shoulders face the sideline, the defender wins. Create space and square to the basket to attack
with the dribble, shoot or pass. Never dribble the ball side to side.
2. There are only two reasons to dribble the ball: (a) to establish balance and (b) to go somewhere.
No frivolous dribbling. Go somewhere with the dribble or pass the ball to a more open teammate.

Developing the skill and mindset to break down defenders off the dribble requires training to build
general control and quickness with the ball and specific training on open court moves. The ratio between
general and specific depends on the players’ age and level. Younger players need more general work, while
advanced players need general maintenance with more specific training on a variety of moves.

General ball handling training includes:

• Super Six Ball Handling Drills
• Follow the Leader
• Mirror Dribbling

Drill: Super Six Two-Ball Drills

Emphasis: Ball control; quick hands; dribbling technique.
Execution: Dribble the length of the court forwards and return backwards. Stay in a stance with feet
shoulder width; chest, head and eyes up; butt down, knees bent and back straight. Dribble knee-high; the
key is not speed of movement, but hand quickness and control. Pound the ball and use the same range of
motion for each hand. Dribble with the finger pads and calluses, not the palm of the hand.

• Together: Bounce two-balls at the same time.

• Alternating: Bounce one ball after the other. As one ball goes down, the other goes up. Hands
must have the same range of motion. Keep hands on top of the ball.
• Side-to-Side: Bounce the balls at the same time and the balls move in the same direction, like
windshield wipers. Keep the balls as close together as possible.
• Front-to-Back (Push-and-Pull): Dribble the balls from front to back. Drill uses quick hands and
there should be little movement from the upper arms and shoulders. Hand moves from behind the
ball to the front of the ball, with fingers pointed to the floor.

15
Blitz Basketball

• High-Low: Dribble one ball waist high and the other ankle high. After four dribbles, switch: the
high ball becomes the low ball and the low ball becomes the high ball. Keep hand on top of the
ball. “Kill” the ball to go from high to low and pound the ball to go from low to high.
• Constant Crossover: Dribble the balls at the same time, one in front of the other, so each dribble is
a crossover dribble; that is, the ball passes from hand to hand on each dribble.

Drill: Follow the Leader

Emphasis: Creativity; dribbling moves; quickness with the ball.
Execution: Form a line and take turns as the leader. The leader dribbles around the court and executes
different moves or tricks and the followers attempt the same move or trick. This is a fun drill which
encourages creativity and imagination with the ball.

Drill: Mirror Dribbling

Emphasis: Creativity; reaction time; quickness.
Execution: Two players face each other; one is the leader. The leader dribbles the ball (or balls) and makes
moves or incorporates tricks and the follower keeps pace and does the same moves.

Specific ball handling training includes:

• Change of pace (hesitation, in-n-out, stutter, skips, stop-and-go)
• Change of direction (cross over, through-the-legs, behind-the-back)
• Space dribble

Drill: Lay- ups w/Open Court Move

Emphasis: Speed Lay-ups; open court moves.
Execution: Start on the baseline. Dribble toward the other basket at 80% speed: fast, but under control. At
the three-point line, make an open court move (hesitate and go, in-and-out, hard crossover, etc) to beat the
defender (coach, chair, etc) and explode to the basket.

Drill: Perfect Square Drill

Emphasis: Open court moves; lay-ups.
Execution: Start in the baseline corner with the ball in the outside hand. While dribbling to half court,
execute three in-and-out dribbles. At half court, jump stop and dribble behind-the-back, so the ball is in the
inside hand. Dribble along the half-court line until the center circle and execute a pull-back crossover.
Dribble with the outside hand to the sideline. At the sideline, make a spin dribble, so the ball is in the inside
hand. Dribble at the elbow, execute a hesitation crossover near the three-point line, and finish with a lay-up.

Drill: Red Light-Green Light

Emphasis: Control dribbling; speed dribble; stopping under control.
Execution: On a green light, use a speed dribble: push the ball forward and dribble waist high; cover as
much distance per dribble as possible. On a red light, stop in a protect dribble: use a wide stance; dribble
the ball straight down by the back foot; use an arm bar with the off-hand. In addition to the verbal cues,
modify the game to train visual cues and ensure players dribble with head up. Give directions that
correspond to visual cues; a palm up equals a red light, etc.
Figure 1
Drill: Foster’s 1v1
Emphasis: Attack a defensive player in the open court; get to
the rim; make one quick move.
Execution: Offensive player starts at top of the key and the
defensive player starts at the free throw line. Coach says, “Go!”
and defensive player sprints to baseline and closes out to the
offensive player, attempting to keep the offensive player out of
the paint. Offensive player sprints to half court, receives the
pass from the coach and attacks the basket (Figure 1).

16
 Brian McCormick

Passing off the Dribble

Most passing instruction and training focuses on basic passes like the chest and bounce pass.
However, young players struggle with passes off the dribble. An open passer can use a chest or bounce pass
off the dribble; however, when defended, he must make a push pass off the dribble.
The dribble dominates youth basketball because kids lack upper body strength and coordination to
throw long passes making the dribble quicker than the long pass. Parents scream at players to pass, but
young players often cannot make the long pass, especially if they never practice passing off the dribble. I
use two simple drills to train passing off the dribble.
Figure 2
Drill: Four Corner Passing
Emphasis: Passing off the dribble; cutting back to the catch;
pivoting.
Execution: Divide team into four lines at the corners of half
court and the baseline. Start a ball in the front of two opposite
lines. Each player passes and follows his pass to the end of the
line. When players receive a pass, they rip through and dribble
toward the next corner. After two dribbles, they pass. Pass
receiver meets the pass on a jump stop. Work on chest passes,
bounce passes and push passes (Figure 2).

Drill: Pistons Lay-up Drill

Figure 3
Emphasis: Finishing at full speed; passing off the dribble; catching on
the move; contesting without fouling.
Execution: Start in pairs on the baseline. P1 starts under the basket,
tosses the ball off the glass, rebounds and dribbles to the outside. P2
starts in the corner; as P1 rebounds, P2 sprints down the sideline. P1
takes two dribbles and leads P2 with the pass. P2 receives the ball and
attacks the basket. P1 chases P2 to contest the lay-up without fouling.
Switch lines and return on the other side of the court (Figure 3).

Finishing
The specific training incorporates finishing. Once players learn
the basic change of pace and direction moves, attack the basket and
finish. Players must develop different ways to finish, including:
• Lay-up: Jump off the inside foot and finish with the outside
hand high off the glass. Shoot with their hand behind the ball.
• Power Lay-up: Jump stop, square shoulders to the backboard
and finish with the outside hand. Keep two hands on the ball
until the release and use the inside arm to protect the ball.
• Inside Hand Lay-up: Jump off the outside foot and finish with
the inside hand, usually with hand underneath the ball.
• Crossover Lay-up: Use the outside hand after crossing over the front of the rim: when starting on
the right side and attacking over top of the rim to the left, finish with the left hand with shoulders
squared to the basket and a hook-like motion on the release.
• Reverse Lay-up: Use the inside hand after crossing under the basket: when starting on the right
side and attacking under the basket to the left, finish with the right hand with shoulders opened
toward the middle of the court.
• Up-and-Under: Use a jump stop and shot fake to get the defender airborne. Use the inside foot as
the pivot foot and step across with the other foot, turning your back toward the defender.
• Floater: When shooting the floater, the primary defender is a help defender in front of the
attacking player. The concern is getting the shot off and over a defender. Shoot the floater off two-
feet; use a quick 1-2-step and float the ball over the defender before he reacts and blocks the shot.
The quickness, not the height determines its success. Once you master the floater off two feet, you
can shoot off one foot; however control your forward momentum.

17
Blitz Basketball

• Spin Lay-up: Use only against body contact as the move requires you to turn your back to the
defense: feel the defender with your body. Use the body contact to seal the defender. When
dribbling with your right hand, plant your left (inside) foot into the defensive player. Lower your
body posture. With the left foot planted, execute a reverse pivot turning your back to the defense.
Keep the ball in your right hand as you pivot. Pull the ball through and protect it by your right hip
in a ball-you-defense position. As the right foot steps down, toe pointed toward the basket, pick up
the ball with two hands. Step with the left foot and finish with the left hand.

To train these finishes, mix and match ball handling moves with finishes in an open court moves lay-up
drill: start at half-court and attack the basket, making a move at the three-point line and then finishing.

Drill: Extension Lay-up Drill

Emphasis: Form lay-up drill; teach lay-up, crossover lay-up, inside hand lay-up and
reverse lay-up; extend with the dribble on the first step.
Execution: Start on the wing at the three-point line, free throw line extended with the
player in Hard2Guard position (pictured to the right). Spin the ball and catch on a
one-count in Hard2Guard position with knees bent and butt low. Use one dribble. Use
a big first step and extend with the dribble. Start on the right and work both sides.

• Crossover step (right foot pivot) outside hand lay-up: Step to the basket with
left foot. Finish with a right-hand lay-up jumping off the left foot.
• Crossover step (right foot pivot) reverse lay-up: Step to the basket with the
left foot. Finish with a right-hand reverse lay-up jumping off the left foot and
finishing on the left side. Finish with body turning toward the center of the
court and palm toward the target (backboard).
• Direct drive (left foot pivot) inside hand lay-up: Step directly to the basket
with right foot. Push off with the left foot. Dribble with the right (outside) hand and finish with the
left; jump off the right foot. Vocalize steps, saying “Right, left, right, lay-up,” if players struggle.
• Crossover step (left foot pivot) left hand lay-up on of the left side of the rim: Step with the right
foot across the body to beat the defender to the middle. Dribble the ball with the left (outside)
hand. Finish with a left-handed crossover lay-up.

Drill: 2:00 Lay-up Drill

Emphasis: Speed Lay-ups; making shots under pressure; minimizing the number of dribbles.
Execution: Form two lines, one under each basket. Make X full court lay-ups in two minutes. Work both
sides. Set a goal and a consequence/reward. A youth player should try for no more than seven dribbles;
high school players’ goal should be five or less.

Spot-up Shooting
We split into two groups (we would have as many as 15 players at a practice) and one group did ball
handling drills, while the other did shooting drills. The shooting practice was to build good habits close to
the basket, not to prepare for game shots. This was general practice to build a foundation, not training to
win games. This was the only non-competitive part of practice, as learning the proper form and feel of the
shot took precedence over building the competitive spirit and game preparation.

Drill: One-Hand Three in a Row

Emphasis: Athletic stance and finish high; shoot all the way through the ball.
Execution: Start directly in front of the basket. Make three shots in a row, shooting with one hand, and step
back. On a miss, step forward. Work to the free throw line, 15 shots in a row.

Drill: Three in a Row

Emphasis: Start in an athletic stance and finish high; shoot all the way through the ball.
Execution: Start directly in front of the basket. Make three shots in a row and step back. On a miss, step
forward. Work to the free throw line, 15 shots in a row.

18
 Brian McCormick

Drill: 15 Straight Shooting Drill

Emphasis: Lift on shot.
Execution: Start in the center of the lane and make three straight jump shots. After three straight, step back.
Make the last three shots at the three-point line. Start over on a miss or set shot. Shoot for 2:00 and rotate.

Drill: 25-Partner Shooting Drill

Emphasis: Catch and shoot; consistency.
Execution: Two players work together; shooter shoots, rebounds, and passes to partner. Start in the center
of the lane and make five straight jump shots. After five straight, step back. Make the last five shots at the
three-point line. Start over on a miss.

Drill: Five-Spot Shooting Drill

Emphasis: Get feet ready to shoot; catch at the base of the shot.
Execution: Shoot from each baseline, each wing and the middle; make one shot and move to the next spot.
After the first shot, shoot two in a row in the corners. Make 25 shots.

19
Blitz Basketball

20
 Brian McCormick

Chapter 4: Offensive Spacing

Blitz Basketball’s offensive philosophy is to attack; the offensive player says, “Go!” The system
embraces and develops the attributes of a Hard2Guard player. The offensive system is simple; as Rick
Majerus says, “Offense is spacing and spacing is offense.”
The first tactical skill is playing with dribble penetration. Players must understand court spacing
and react to teammate’s cuts and drives. Rather than focus on screens, teach players to get open on their
own. When players develop this skill and understand court spacing, screens become more effective, as they
are a tool to help players get open, not an explicit direction to go from Point A to Point B.
As defenses grow more sophisticated with longer and more athletic defenders, more offenses rely
on an individual play to break down the defense and create a shot. Even teams who run set plays often rely
on a player to make an individual play to create a shot after the set fails to create the desired shot. However,
many teams are easy to guard because they have poor spacing and do not react to dribble penetration.
The basic offensive motion is a set of principles used
to help players anticipate their teammates’ movements. Soccer Figure 1
teams do not use set plays, but have concepts which players
use to anticipate. If a wing dribbles to the end line, he crosses
to the middle expecting a teammate to make a near-post run
and one to make a far-post run. This is not a set play, but an
expectation. Rather than start offensive basketball instruction
with plays and orchestrated motion, players need to learn to
get open. However, they need to anticipate their teammates’
cuts so they have an advantage against the defense. The
principles create these expectations.
The first principle is STRING SPACING. Imagine a
string connects the offensive players; if one player drives and
the next player does not move, the string pulls apart or
becomes too slack. Players must move to keep the string taut.
When P1 dribbles in the direction of P2 (Figure 1), P2 flares
away from the dribble to force P2’s defender to make a Figure 2
decision: help on penetration or stay with his man. If P2 stays
stationary, his defender can help and recover (Figure 2).
When P1 dribbles away from P2, P2 follows behind
the dribble (Figure 3). In many cases, replacing the dribbler is
the most open spot when a teammate dribble penetrates,
especially against a zone defense. When following the dribble,
P2 cannot crowd P1, as this invites a trap (Figure 4).

Figure 3 Figure 4

21
Blitz Basketball

When P1 dribbles toward P2, but P2 has no room to

flare, he loops behind the dribble (Figure 5) or cuts backdoor Figure 5
(Figure 6). If P2’s defender stays with P2, the cut clears space
for P1’s penetration. If P2’s defender helps on the penetration,
looping maximizes the distance between P2 and his defender,
while the backdoor cut frees P2 cutting to the basket.
When P1’s defender levels off the dribble and P1
dribbles at P2, P2 reads his defender and: (1) cuts backdoor;
or (2) loops behind for a dribble hand-off. I prefer dribble
hand-offs to involve a post to guard exchange so a switch
creates a mismatch. If the defender stops the initial
penetration, players must react to non-ideal scenarios. If P2’s
defender denies the hand-off or stands in the lane between P1
and P2, P2 cuts backdoor (Figure 7); if P2’s defender steps-off
P2, P2 loops behind for the hand-off (Figure 8). This is not Figure 6
ideal, as I prefer the ball handler to attack rather than dribble
laterally. However, sometimes the defense plays well and the
offense must adjust. In an offense which emphasizes dribble
penetration, hand-offs happen.
When P1 attacks to the baseline, the opposite wing
drifts to the corner so P1 has an outlet. If a help defender stops
the baseline drive, P1 can extend past the defender and pass to
the corner (Figure 9). On the drive baseline, a post player (P5)
makes an I-cut up the lane (Figure 10).

Figure 9 Figure 7

Figure 10 Figure 8

22
 Brian McCormick

When P1 drives, the post must create space and make

himself available for a pass and finish. On a drive down the
Figure 11
middle, P5 circles under the basket keeping his shoulders
square to the ball (Figures 11 and 12).
These concepts, along with the technical skill
development – ball handling, passing off the dribble, jump
stops, finishing at the basket, shooting – create a basic offense.
Using these concepts, an aggressive offensive team with the
Hard2Guard mindset is difficult to stop.
Once players understand spacing with dribble
penetration, Blitz evolves simply. After a pass, the passer
replaces the receiver when the receiver dribbles immediately
or he sprints to the corner. While predicated on dribble
penetration, Blitz does not give players license to pound the
rock. If the ball handler is not attacking, pass and clear space.
When players dribble too much, everyone stays stationary and Figure 12
the ball handler plays 1v5. The more the ball moves – with the
pass or the dribble – the tougher the team is to defend.

Transition Spacing
Unlike other offenses, Blitz utilizes the corners to
force the defense to defend the court’s length and width. In
transition, when the wings do not receive an early pass, they
fade to the corner or cut to the basket and fill the opposite
corner. Spread the defense as much as possible to create better
lanes. Filling the corners creates a longer slide for a help
defender and makes it more difficult for the defense to match
up in transition.
When running the floor, there are five basic lanes: the wings (3); the guard/trailer lanes (2) and the
center lane (1) (Figure 13). While filling the lanes, vary the depth as well as the width. Rather than run with
five players side-by-side, good transition teams attack in two waves: an initial attack and the trailers.
Every situation differs. However, the ideal initial wave is a post player running down the center
with the two wings filling the outside lanes; the point guard passes to one of the wings or the post (Figure
14). If P2, P3 or P5 does not have a lay-up, P1 and P4 trail and look to create an open shot (Figure 15).
If the wings leak out early, they fill the guard/trailer lanes and attack 2v1. Attacking in these lanes
is quicker than running wide and
creates enough space so one defender
cannot defend two offensive players.
Attack outside the lane-line; the non-
ball handler sprints a step behind the
dribble, outside the other lane-line to
provide a good passing angle (Figure
16). The PG and posts fill the #1 and
#3 lanes (Figure 17). If the first two
players do not create a lay-up, they
pass to one of the trailers and fill the
corners or rotate back as the trailer so
a post can fill the center lane and cut
to the rim. This gives the offense two
waves: one with three players filling
lanes #1 and #3 and one with two
players filling the #2 lanes.
The first goal is to get the
Figure 13 ball quickly to the rim; if the defense
Figure 14 takes that away, spread the court and
allow the trailer to run to the post for

23
Blitz Basketball

a quick post-up or to draw the defense, leaving an open shooter. Transition, when the offense has more
players than the defense and the defense scrambles, is a great time to shoot an open three-pointer because
the chances for an offensive rebound are higher than normal.

Figure 15 Figure 16 Figure 17

I use several shooting drills to teach the spacing and movement. Drills serve two purposes: (1) Teach a
tactical concept; and (2) Train a technical skill. In the String Shooting Drill, players train shooting, ball
handling, passing off the dribble, jump stops and pivots while reinforcing the string spacing concepts.
Rather than run through the offense 5v0 and then do shooting drills, the 2v0 drills teach the offensive
spacing while training skills. When I add defenders to play the drill 2v2, offensive players use the same
concepts, but read their defender to make the correct play and train the same skills, while defenders work
on their individual and help-and-recover defense. The 2v2 drills add competitiveness, a basic tenet of the
system, and create a bridge between drilling concepts and incorporating them into 5v5 action.

Drill Progressions

Drill: String Shooting Drill

Emphasis: Offensive spacing; dribble penetration; passing off penetration; catch and shoot.
Execution: P1 starts on the wing and P2 at the top of the key. P1 penetrates to the middle and P2 flares. P1
jump stops and kicks to P2 who shoots. Shooter follows his shot. Switch lines.

Drill: String Shooting Drill, part 2

Emphasis: Offensive spacing; dribble penetration; passing off penetration; catch and shoot.
Execution: P1 starts on the wing and P2 at the top of the key. P1 penetrates to the baseline and P2 follows.
P1 jump stops, reverse pivots and kicks to P2 who shoots. Shooter follows his shot. Switch lines.

Drill: Spurs Shooting Drill

Emphasis: Offensive spacing; dribble penetration; passing off penetration; catch and shoot.
Execution: P1 starts on one wing and P2 starts on the opposite wing. P1 dribbles to the baseline and P2
floats to the corner. P1 dribbles behind the basket and passes to P2 who shoots. Shooter follows his shot.
Switch lines.

24
 Brian McCormick

Drill: I-Shooting Drill

Emphasis: Offensive spacing; dribble penetration; hook pass off the dribble; catch and shoot.
Execution: P1 starts on the wing and P2 on the block. P1 dribbles to the baseline and P1 floats up the lane
line keeping shoulders squared to the ball. P1 passes to P2 who shoots. Shooter follows his shot. Switch
lines.

Drill: Circle Shooting

Emphasis: Offensive spacing; dribble penetration; hook pass off the dribble; finishing.
Execution: P1 starts at the guard spot and P2 starts on the block. P1 penetrates at P2 and P2 circles under
the basket. P1 passes to P2 who finishes with a power lay-up. Shooter follows his shot. Switch lines.

Drill: 2v2 String Shooting Drill

Emphasis: Offensive spacing; dribble penetration; passing off penetration; catch and shoot.
Execution: P1 starts on the wing and P2 at the top of the key. D1 and D2 match up against the offensive
players, with D1 defending the ball and D2 in help position. P1 penetrates and P2 reacts to the penetration.
Offense has one pass to score. P1 can split the defenders and attack the basket or draw the help and kick to
P2 for the shot. Make it, take it: if offense scores, they stay on offense and new team enters on defense. If
defense stops the offense, defense moves to offense.

25
Blitz Basketball

26
 Brian McCormick

Chapter 5: Initiating the Offense

Blitz initiates with the dribble, not the pass. I use four Figure 1
entries and two specials. The entries utilize the PG and trailer,
while the specials run the offense through other players. Blitz
builds on the Hard2Guard mentality. Hard2Guard players
believe one defender cannot stop them; therefore, to make the
offense most successful during competition, use the entry
which creates the biggest mismatch.
Once the ball handler initiates the offense, the rules
follow the basic string spacing concepts with players replacing
the pass receiver or filling the corners. The offense remains
spread and resembles an attack-minded dribble weave or
Princeton-style offense. While the weave and Princeton sets

use a lot of side to side motion, Blitz is designed to attack Figure 2

downhill toward the rim. Anytime the defense forces the ball
handler laterally, he should create space to attack again or pass.
The four basic entries are: Duke; Go; Memphis; and
Phoenix.

Duke Entry
The Duke entry is the original entry. Rather than trail,
P4 sprints to the top of the key, sets a high on-ball screen for
P1 and pops open. P1 uses the screen to turn the corner toward
the rim (Figure 1); if the defense hedges hard or traps the on-
ball screen, P1 looks to P4 (Figure 2). If the defense switches,
P1 uses his quickness and ball handling advantage against a
post player to attack the basket.
Figure 3
Go Entry
More and more, my point guards refused the high on-
ball screen and penetrated with a direct drive, so the “Go” entry
became the default entry (Figure 3). As a coach, I prefer the
“Duke” entry because it involves more players and gives the
defense an opportunity to make a mistake, but as a player, I
prefer the space of the “Go” entry. However, the “Go” entry
only works if the PG is willing to take on players, as the
motion does not start until he gets inside the three-point line.
Frivolous dribbling makes the team easier to defend. The “Go”
entry depends on players who can make a quick move and beat
defenders with a straight line drive.

Memphis Entry Figure 4

The “Memphis” entry has two available options (1) a
PG attack (Figure 4); or (2) the pass to the trailer (Figure 5). In
either case, the PG initiates the offense by driving across the
court, in this case from right to left, while the trailer makes a
shallow cut. A shallow cut is not an on-ball screen; however,
the effect is not unlike the pick-and-pop. If the PG can turn the
corner, he attacks the basket. If not, he passes back to the
trailer who can attack his man off the dribble or look
immediately for a high-low pass, if the team is post-oriented.

27
Blitz Basketball

Phoenix Entry
The “Phoenix” entry is the only entry which initiates Figure 5
with a pass. Rather than take on his man, the point guard passes
to the trailer and makes a shallow cut to replace the trailer
(Figure 6). The trailer uses the open side of the court and
attacks right off the PG as he clears space to cause confusion
between the defenders.

Specials
The specials get P3 and P5 involved. If the basic
entries work well, 90% of the offense occurs on the right side
of the floor (as the diagrams illustrate), leaving P3 to space the
floor. Eventually, through the motion and the different options,
P3 does get the ball. However, to ensure he gets an early touch,
the first special is designed to get him the ball. “3” is also
effective if the trailer is not a good ball handler, which would Figure 6
exclude the “Memphis” and “Phoenix” entries.

3-Entry
P4 sets a down screen for P3 to replace him. P1 can
initiate the offense by penetrating toward P3 (Figure 7) or he
can use a dribble hand-off with P2 to create better timing and
a little dummy-motion before getting P3 the ball (Figure 8). If
P3’s defender trails P3 around the screens, he attacks tight to
P1 and curls right into his drive to the basket. If P3’s defender
goes underneath P4’s screen, P1 passes to P3 and sets a
second screen giving P3 an open shot at the top of the key.

High Entry Figure 7

The “High” entry isolates the post on the perimeter
and also creates a number of options which a coach can
implement if his post is an effective passer. The post flashes to
the high post and the PG enters the ball. The PG runs off the
post and empties to the opposite corner leaving the post to
initiate the offense with the dribble (Figure 9).

Figure 9 Figure 8

28
 Brian McCormick

Mixing the entries adds motion to the offense. The offense’s biggest flaw is a dribble-happy point
guard running the “Go” entry every time down court without attacking his defender. Whenever the point
guard gets too ball dominant, use a different entry to involve everyone and keep the ball moving.
Once players learn the basic progressions and develop the technical skills, the added motion
makes the team more difficult to defend as the defense never sets. As players move, maintain the basic
principles. Keep driving lanes open and maintain spacing, but incorporate more screens, hand-offs and ball
reversals. As perimeter players cut, stay behind the three-point line or cut on a straight-line to the basket.
Do not ignore open shots or open players, but keep the ball moving without stopping to clear out and go
1v5. As the ball moves and defenders must cover corner to corner, they are more prone to make a mistake
which leads to a wide open backdoor cut or an open three-pointer.

The Offense Figure 10

The PG initiates the offense with dribble
penetration. Penetrate to score; passing is a second option.
Too many players penetrate passively because they want to
pass the ball and get stuck because they do not draw the
help. As the PG gets into the scoring zone, he reads the help
defense. If the help comes from his right, P2’s defender, P2
has the option of staying in the corner, looping or cutting
backdoor. P2 cuts backdoor if he is denied and P1 jump
stops. If P2’s defender helps late, around the block, P2 waits
in the corner. Otherwise, P2 loops behind the dribble to get
his defender’s hands out of the passing lane (Figure 10).
If the help defense comes from P1’s left, he passes Figure 11
to P5 on the block. If a defender steps in front of P5, P1
dribbles to the baseline and kicks to P3 in the corner.
When P2 receives the ball on the backdoor cut or
in the corner, he shoots. On the backdoor cut, if P5’s man
helps, he might pass to P5 for a lay-up, but either of these
passes should lead to a shot. When P2 loops, he has several
options. First, he has the shot; by looping behind the
dribble, he creates a longer slide for his help defender.
When P1 cuts to the corner, he affects the closeout.
Next, P2 can penetrate middle. As he penetrates,
P4 loops behind the dribble or cuts backdoor. He only cuts
backdoor if P2 dribbles at P4. Otherwise, he loops behind
the three-point line looking to receive the pass while Figure 12
moving to the basket. If P2 drives parallel to the baseline,
P3 slides up the three-point line to get in P2’s vision (Figure
11). If P2 starts to turn the corner, P3 stays in the corner; if
P3’s defender stares at the ball, P3 can cut to the basket.
P5 must read P2’s drive. If P2 drives parallel to the
baseline, he holds on the opposite block (left block if the
drive originates on the right wing) because P2 might
penetrate to the middle and spin back to the right to finish.
However, if P2 starts to turn the corner, P5 circles to the
right block (Figure 12).
When P2 passes to P4, P4 can shoot or drive. If P4
attacks the basket, he has the same options as P1’s initial
drive: it’s like the offense starts over with players in
different spots (Figure 13).
When P2 passes to P3, P3’s options are like P2’s. If he is open, he shoots. Otherwise, when he
penetrates, P4 loops behind the dribble; P5 reads the drive and holds if the drive is parallel to the baseline
or circles if he starts to turn the corner; P1 cuts backdoor if his man stares at the ball, floats up the three-
point line to improve the passing angle or stays in the corner to spread the court (Figure 14).

29
Blitz Basketball

Figure 13 Figure 14

Other Entries
The basic motion remains the same in the different entries as players look to penetrate the middle
of the court, improve passing lanes, cut hard to the basket and spot-up for open three-pointers. The obvious
difference is the manner of entering into the basic motion.
Depending on personnel, a coach can change the rules to utilize his advantages. For instance,
when P2 penetrates and kicks to P3, a team with a good big man can look to P5 sealing in the lane. Because
the initial action starts away from P5, his defender steps to help defense. On the reversal and quick post
entry, P5 seals with deep position. If P5 is a team’s best player, the team can run the beginning of the
motion as “dummy-motion” to get the defense moving and reverse the ball and exploit its advantage on the
block. Similarly, if P4 is a good post player, he can cut backdoor anytime P2 dribbles to the middle of the
floor and post on the left block on a pass to P3. The basic motion is a four-out weave-like action, but a
coach can tweak the rules to exploit his advantages.

30
 Brian McCormick

Chapter 6: Tactical Instruction

The Fundamentals
Beyond the basic technical fundamentals, Blitz Basketball incorporates several tactical skills
which coaches must teach to ensure proper execution. The three major tactical skills are (1) the “Euro; (2)
Dribble hand-off; and (3) High on-ball screen.

The “Euro”
In the “Euro,” the ball handler dribbles at a Figure 1
defensive player to screen the defender after he passes
(Figure 1). The move is especially effective in transition
when the defense has not matched up and there is no help.
The defender stops the ball, which leaves the second
offensive player wide open behind the ball handler. The ball
handler jump stops at the defender, reverse pivots and passes
to his teammate. As he passes, he slides in the direction of
the defender’s closeout to give his teammate an extra second.

Drill: Euro Shooting Drill

Emphasis: Fast break shooting; stopping on-balance;

protecting the basketball. Figure 2

Execution: Pl starts at half court about eight-feet off the
sideline and P2 starts at the half court corner. P1 dribbles
hard inside the three-point line (put a chair or cone as a
defender), stops and passes back to P2 who trails along the
sideline. P2 steps in to his shot. Rebound and switch lines.

Dribble hand-off/back door option

The dribble hand-off is similar to a “Euro,” but the
ball handler hands the ball to his teammate rather than
passing. In a “Euro,” the ball handler attacks downhill,
toward the basket. The penetration forces the help defender
to stop the ball. A dribble hand-off occurs off a lateral drive.
I prefer to use a post to guard exchange to create situations Figure 3
where the defense cannot switch.
The dribble hand-off creates two actions depending
on the defense. When P1 dribbles at P2, P2 reads his
defender. P2 uses P1 like a screen. If P2’s defender plays the
passing lane between P1 and P2, P2 cuts backdoor (Figure
2). However, if there is a clear lane, P1 dribbles at P2 just
like he would to set a screen. As he approaches P2, he jump
stops and hands the ball to P2 (Figure 3). The hand-off
should be around waist level so P2 can dribble immediately.

Drill: Dribble-at Lay-up Series

Emphasis: Off the dribble bounce pass; hand-offs; lay-ups.
Execution: P1 dribbles at P2. P2 sets up his man and cuts
backdoor. P1 bounce passes off the dribble and P2 finishes. Mix the finishes to work on lay-ups, inside
hand lay-ups, reverse lay-ups and power lay-ups. In the next series, P1 dribbles at P2. P2 sets up his man
and cuts behind the dribble. P1 jump stops and hands the ball to P2 who attacks for the crossover lay-up.

31
Blitz Basketball

High On-Ball Screen

The “Duke” Entry starts with a high on-ball screen.
Rather than roll the screener to the basket, the screener sets the Figure 4
screen and pops away from the drive. The point guard uses the
screen to create separation for his drive to the basket.
Defenses play on-ball screens in one of four ways: (1)
one-under; (2) switch; (3) hedge; or (4) trap. In the “one-
under” the man defending the screener stands close to the
screener to prevent a roll into the on-ball defender who goes
underneath the screen. Against a “one-under” defense, the ball
handler uses the separation to turn the corner to the basket;
even though the on-ball defender goes under the screen,
theoretically to contain the dribbler, the separation gives the
ball handler space to pick up speed and get shoulders pointed
to the basket, making him more difficult to contain (Figure 4). Figure 5
When the defense switches, the switch creates two
mismatches (Figure 5). An on-ball screen should always be a
big setting a screen for a little to prevent the easy guard-to-
guard switch. When a big switches onto a guard, the guard uses
the advantage. On the switch, the guard uses two dribbles to
extend the switch so the defense cannot switch back. After
extending away, he creates space to turn his shoulders to the
rim and then attacks the big in space with an open court move.
After setting the screen, the screener pops wide to give the
guard more space.
When the defense hedges – the screener’s defender
steps out to take away an open shot and give the on-ball
defender time to recover – treat the hedge like a switch and use Figure 6
two dribbles to extend the hedge (Figure 6). Taking the hedge
wide forces the defense to make a decision: do they switch or
do they try and recover? Often, there is a lack of
communication and the hedger leaves the ball too soon, giving
the ball handler an open shot or a lane to the basket, or the
hedger stays too long, leaving the screener wide open. Many
young guards make the mistake of picking up their dribble as
soon as they see the defender hedge; this makes it easy for the
defense to hedge and recover because there is no spacing
between the ball handler and the screener. Always extend the
hedge and then exploit the advantage.
When the defense traps, the screener’s defender
hedges hard so the ball handler cannot get past him and the on- Figure 7
ball defender chases so the ball handler has nowhere to go.
With two defenders on the ball, the screener is open. The ball
handler has three options: (1) Split the trap – if the screener’s
defender jumps too high, too early, the ball handler may be
able to split between his defender and the screener’s defender;
(2) Dribble around the trap – if the screener’s defender is slow
or late, the ball handler may be able to out-run the trap by
getting low and dribbling around the screener’s defender,
effectively taking both defenders out of the play; and (3)
Extend the trap – against a good, aggressive trap, use a pull-
back dribble to extend the trap and then reverse the ball to the
screener (Figure 7). As with the hedge, always use two dribbles
to extend or dribble around the trap, as it creates the spacing

32
 Brian McCormick

necessary to get a teammate open. If the ball handler picks up

the ball as soon as he sees the trap, the screener is not open and
the pressure on the ball handler intensifies. Use the dribble to Figure 8
relieve pressure.
Beyond these basic tactical skills, the primary tactical
teaching components are court spacing (Chapter Four), reading
the defense and making the correct pass. Spreading the floor
simplifies decision-making; the ball handler reads the direction
of the help defender and anticipates his teammate’s movement
based on the string spacing principles. The tactical training
occurs mostly during small-sided games.

Penetrate and Pitch

While the offense’s major goal is to get to the basket
for lay-ups and fouls, over-penetration often leads to turnovers
which fuel the opponent’s fast break. On the initial straight- Figure 9
line drive with an open lane and a shooter in the corner, the
ball handler must read the help defenders and the shooter in
the corner must read the ball handler and his defender.
On the drive, the ball handler has five options: (1)
backdoor pass for the lay-up; (2) lay-up; (3) kick to the
shooter to his right; (4) pass to the post on the opposite block;
or (5) go under the basket to pass to the shooter in the opposite
corner. If the defense manages to take away all these options,
he jump stops, reverse pivots and kicks out to the trailer. The
reads develop more or less in this order.
As the ball handler enters the scoring zone (area
inside the three-point arc), he evaluates his options. If his
defender is on his hip, he attacks the rim. However, if his Figure 10
defender is containing the dribble, and the shooter’s defender
is out of position – either because he turns his back to help on
penetration or because he turns his back to the ball to deny the
pass to the corner – the ball handler jump stops around the
elbow. On the jump stop, the shooter cuts backdoor (Figure 8).
If the backdoor pass is unavailable, the shooter empties to the
other corner and the ball handler reverse pivots in anticipation
of the trailer using him for a hand-off (Figure 9). If the ball
handler jump stops wide of the elbow, and the shooter is not
open on the backdoor cut, he can set a screen for the post to
flash to the ball side block; if the post is unavailable, the ball
handler reverses to the trailer (Figure 10).
The ball handler must read his defender and Figure 11
understand his advantage. Nobody wants to see one player
pound the ball over and over trying to beat his man. The ball
handler should make one quick move and make a decision. If
he jump stops, P2 automatically cuts backdoor. If the ball
handler penetrates past the elbow area, P2 moves to his next
options: stay in the corner or loop behind the dribble. Once P1
penetrates inside the elbow area, he attacks the rim.
If P2’s defender (D2) commits early toward the ball,
taking away P1’s lane to the rim, P2 starts to loop behind the
dribble. P2 moves to create an easier pass for P1, as his
movement opens a passing lane and gets his defender’s hands
out of the lane. His defender must decide whether to stay in
help or stay with his man and leave P1’s defender 1v1 with

33
Blitz Basketball

P1. If D2 stays in help, P1 veers toward the corner to make the

pass to P2 (Figure 11). P2 reads his defender’s movement and Figure 12
P1’s shoulders; if P1’s shoulders stay squared to the basket, P2
stays in P1’s vision in the corner; if P1’s shoulders turn toward
the baseline, P2 loops to create the passing lane and gain an
advantage. While not always a “Euro,” as sometimes it is more
of a kick out off the dribble, P1 moves into D2’s path as he
shallow cuts to the corner.
If D2 sags into the key, around the block area, P1
penetrates, draws the help and kicks to the corner for a wide
open three-pointer. After the pass, P1 sets a quick screen on D2
and then cuts to the opposite corner (Figure 12).
If D2 stays near P2, P1 focuses on the rim. If D5 does
not stop the ball completely, P1 finishes if he beats his own
man (Figure 13). If Figure 15 Figure 13
D5 helps early, P1
looks for an early
pass to P5 for a lay-
up (Figure 14).
For D5 to
stop the ball
completely, he
must move all the
way in front of P1.
He must be in clear
position to take the
charge, so P1 can
read the front of his Figure 16 Figure 14
jersey. If D5 tries
to bluff or play it
halfway between
P5 and P1, P1
finishes.
If P1 looks
to P5 and D3 steps
in front, P1 can
throw the lob to P5
(if players can
dunk) or take an
extra dribble to the
Figure 17
baseline to kick to P3 in the opposite corner (Figure 15). His
other option is to jump stop, reverse pivot and kick out to P4
(Figure 16).
To train the penetration, passing and finishing against
defensive players, I use a 2v1 finishing drill and the 2v2
Memphis Closeout Drill. In the 2v1 post drill, D2 plays as a help
defender, starting on P2. D2’s objective is to force a tough,
contested shot and rebound the miss. P1 penetrates to score
(Figure 17). Every time a player attacks the basket in a drill or
the offense, he attacks to score. Passing becomes an option when
the defense takes away the shot or the driving lane. However,
players cannot penetrate with a passing mindset, as they
penetrate passively and miss when forced to shoot.
P1 reads D2. If D2 commits to the basketball, so his
chest is in front of the ball and P1 can read his jersey, then P1 passes to P2 (Figure 18). P1 does his job if

34
 Brian McCormick

he draws D2 and makes a good pass. While players attack Figure 18

with a scoring mindset, the offense depends on players sharing
the ball and finding the best shot. Selfishness kills the offense.
As P2 waits for the pass, he keeps shoulders squared
to the ball so the pass comes to his body. As the pass is made,
he steps to the basket. If it is a bad pass, he makes the catch
first and moves to catch the ball. However, assuming the ball
handler makes a good pass, he steps to the basket on the catch
and turns his shoulders to square to the backboard. If P2 stays
squared to the basket, he exposes the ball to the defense and a
quick defender can bluff the ball handler into a pass and
recover to block the shot. If P2 gets his shoulders squared to
the backboard, D2 must go through his body to get to the ball.
In the 2v2 Memphis Closeout Drill, P1 and P2 read Figure 19
the defense. P1 makes a move to beat D1. P2 judges P1’s
drive and reads D2’s defense. P2 holds in the corner, cuts
backdoor or loops behind the dribble depending on P1 and
D2. D2 works on help and recover defense, bluffing to stop
the dribble and recovering to take away P2’s open shot
(Figure 19).

Middle Penetration
When the wing penetrates to the middle, the reads
differ slightly, as this player has more options. On this
penetration, the post and the trailer must read the penetration
and their defenders to create space for the penetration and to
create passing lanes. As the wing (P2) receives the pass, the Figure 20
first decision is to shoot or attack. If he catches in the deep
corner, he shoots, as the defender’s closeout is long, unless the
passer made the wrong decision. If P2 loops, he decides
whether to shoot or attack. Once he decides to attack, he reads
his defender’s closeout angle. On the loop, the closeout is
more than likely to be from below the ball which leads to
middle penetration (Figure 20).
As P2 penetrates to the middle, his first read is P4’s
defender. As he penetrates, his initial options are to get to the
basket, to use a “Euro” with P4 or to dribble-at P4 for a hand-
off or backdoor pass. As P2 dribbles middle, P5 circles to the
right block to open the lane for the backdoor cut or for P2 to
penetrate to the basket for the crossover lay-up (Figure 21). Figure 21
If P4’s defender does not help on the drive, P2 turns
the corner to the basket. If P4’s defender helps in the middle
of the key, P2 uses the “Euro” to pass to P4, who is wide open
for the shot or drive (Figure 22). Over-penetration kills a
dribble penetration-based offense. First, it signals selfishness
and second it helps the defense, as it can help more and more
because the offense does not punish the help defenders.
As P2 turns the corner, his read is important. If he
penetrates below the free throw line, his first option is to get
to the rim. If D4 is in help position at ball level, P2 uses the
“Euro” to kick to P4. If P2’s penetration is above the free
throw line, his first option is the ‘Euro,” unless D4 glues
himself to P4. If D4 is in position to help on the penetration,

35
Blitz Basketball

do not force the issue: find the open player. 1v1 beat your
defensive player; however, once the ball handler draws help, Figure 22
he gets a teammate open. Find the open player and punish the
help defense. Trying to split between two defenders works to
the defense’s advantage. Use the “Euro” and get the open man
the ball.
The dribble-at option only occurs if D2 recovers and
levels off P2’s drive. If P1 reads the play correctly, P2 should
have an advantage and should not need the dribble-at option.
However, if P4 is a good post player, the option can be used to
cut P4 to the block for a quick post-up opportunity.
If P2 dribbles at P4 and D4 denies the hand-off, P4
cuts backdoor. If P2 can make the bounce pass off the dribble,
P4 is open for a lay-up or a quick touch pass to P5 for a lay-up Figure 23
(Figure 23). If D4 plays a step off P4, P2 dribbles at D4 for
the hand-off with P4 (Figure 24). P2 jump stops and sets the
screen on D4 and P4 turns the corner to the basket. If P4 gets
the hand-off and attacks toward the basket, P5 circles back to
the left block.
If P2 turns the corner and D4 is not there to stop the
ball, P2 attacks the rim. Once he gets inside the lane, he reads
any help defenders protecting the basket. When P5 circles to
the right block, D5 might stay in the middle of the key. If so,
P2 draws D5 and uses a hook pass to pass to P5 for a lay-up.
The other potential help defender is D3. If D3 is in the key,
the pass to P3 in the corner is wide open (Figure 25).
Figure 25 Figure 24

The Post
The perimeter players follow similar rules and concepts, but the post is an entirely different
position. Depending on personnel, the coach can institute rigid rules or give the post more freedom. To
start, the post’s objective is to space the court and give the ball handler a lane to the basket. The post keeps
his chest to the ball throughout the play so he is ready to catch and finish. For post players without much
ability, this makes their job easy, as they catch close to the basket and can score without making a move.
However, for more skilled posts, some freedom keeps the defense off-balance. Off the different
entries, like Duke, the post can seal and look for the high-low feed. If a team mixes dribble penetration with
a trailer who can make the three-pointer or deliver the high-low pass, Duke is very difficult to stop.
When players penetrate, the post must read their shoulders. Is the ball handler turning the corner to
the rim, or is he passing to the wing? As P2 penetrates middle, is he turning the corner for a lay-up on the
left side or is he going to hand-off to P4 for penetration to the right? If the post poorly reads his teammates,
he will run from block to block to get out of their way. However, if he successfully reads his teammates, he
opens a lane for penetration, which ultimately leaves him open if his defender stops the ball. The key is the
anticipation and the shoulders so he can be in position to catch and finish when his defender helps.

36
 Brian McCormick

Chapter 7: Offensive Progressions

When I played, our style of play on the playground or in open gyms differed from the style we
played in organized competition. As I watched more basketball, this difference appeared universal. The
difference is greatest in the NBA, where coaches use very structured systems with the world’s most
advanced players. There are explanations, from NBA defense, million dollar coaching contracts, free
agency and different coaching styles. However, I strive to develop players with an IQ like the savvy
veterans at the park, while creating a system, from practice to games, which is challenging and enjoyable.
Seeing results and enjoying the process motivates players to work and play harder.

Blitz Offense Rules

• Space the floor.
• Open lanes for penetration.
• Wings run to the corners; posts run the middle lanes, one to the front of the rim and one trailing
opposite the point.
• Attack the gap with the dribble. Force the defense to stop the ball completely.
• Punish help defenders: find the most open man.
• Pass and cut to the corner to create space; leave the middle open for penetration.
• If the dribble is at an offensive player, the offensive player either cuts back door or loops behind
the ball for a hand-off.
• We want: (1) Lay-ups; (2) Wide open threes; (3) 1v1 at the rim; and (4) an open pull-up jump shot
in the key.
• Free throws are essential to score points and set-up the press.

The offensive system utilizes:

PG: A true playmaker who can break down defenders off the dribble
CG: A scorer, ideally a very good three-point shooter and slasher
SG: A three-point shooter
PF: A bigger, 4th guard/wing; ideally a good three-point shooter and an additional playmaker
C: A strong finisher around the basket; must be able to move, run the floor and have good hands

Tactical Offensive Progressions

The tactical progressions start with court spacing, which Chapter Four covers. Once players
understand general court spacing and movement incorporate more technical and tactical instruction. The
following progressions train technical skills while teaching the basic motion.
Use the 2v0 progressions to build the initiation of the motion and train passing off the dribble. The
ball handler must be under control and keep the ball in his outside hand when passing; make an air pass
unless it is a back door pass, which is always a bounce pass. The cutter keeps his hips and shoulders
squared to the basket as he relocates into position to receive the
pass. The receiver moves to keep a clear passing lane, taking
Figure 1
the help defender out of the passing lane, and to create a longer
slide for the help defender. Receiver must catch on-balance,
ready to shoot or attack.

Drill: 2v0 Corner Progression

Emphasis: Pass off the dribble; attack off the catch; catch and
shoot.
Execution: Drill starts with a line at half court and one player
in the baseline corner. First player in line attacks toward the
three-point line. On the pass to the player in the corner, the ball
handler shallow cuts to the corner to replace the man in the
corner as the next man in line attacks.

37
Blitz Basketball

• 2v0 Backdoor: As the ball handler enters inside the

scoring zone (the three-point line), he jump stops. The Figure 2
baseline wing cuts back door. Ball handler leads the
cutter to the basket with a bounce pass. Finish with a
reverse lay-up or power lay-up (Figure 1).
• 2v0 Pitch and Penetrate: Ball handler penetrates
inside the scoring zone, jump stops and pitches to the
receiver who shuffles up the three-point line to keep
the help defender’s hands out of the passing lane.
Wing receives the pass and penetrates into the key to
finish at the rim with a cross over lay-up or floater
(Figure 2).
• 2v0 Pitch and Pull-up: Ball handler penetrates inside
the scoring zone, jump stops and pitches to the
receiver who shuffles up the three-point line to keep
the help defender’s hands out of the passing lane. Figure 3
Wing receives the pass and penetrates into the key for
a pull-up jump shot just inside the elbow.
• 2v0 Catch and Shoot: Ball handler penetrates inside
the scoring zone, jump stops and pitches to the
receiver who shuffles up the three-point line. Wing
receives the pass and shoots the three.
• 2v0 Baseline Three: Ball handler penetrates into the
deep scoring zone (within 6-8 feet of the basket),
jump stops and pitches to the receiver on the baseline
for a baseline corner three-pointer (Figure 3).

After training these options 2v0, which serves as a

beginning ball handling, passing and shooting warm-up, play 2v2 to train the tactical elements. The general
offensive rules are:

1. Beat the defender 1v1; force two players to stop the ball or get to the rim.
2. If help defender is in a hard deny on the wing, or if the defender turns his back to the man he is
guarding, automatic backdoor cut.
3. Guards and wings receive all passes outside the three-point line or on a cut to the rim.
4. Wing holds in the corner until the help defender commits to the ball. The wing moves to a better
passing angle, taking the help defender’s hands out of the passing lane and creating a longer slide
for the help defender. By sliding up the court, beyond the three-point line, the help defender has a
poor closeout angle to take away middle penetration.
5. After a pass, the ball handler fills one of the corners. If the wing receives the pass in the corner,
ball handler sprints to the opposite corner; if he receives the pass up the wing, ball handler shallow
cuts to the ball side corner.
Figure 4
Use the following drill to train these concepts:

Drill: 2v2 Memphis Closeout

Emphasis: Attacking a defender 1v1; reading the defense;
getting to the rim.
Execution: Two defenders start in the key with the ball in
their hands. One offensive player starts at half court and the
other in the corner. Top defender passes the ball to the
offensive player at half court and closes out; bottom defender
closes out to help position or deny, depending on the team’s
defensive concepts (Figure 4). Offense attacks the basket.
Offense is allowed two passes. Offense receives two points

38
 Brian McCormick

for a lay-up, one point for a defensive foul and one point for a made three-pointer. If offense scores, it stays
on offense; defense must get a stop to play offense; new team enters on defense.

In the next progression, implement the third offensive player and introduce the dribble hand-
off/back door cut option as well as the “Euro.” The “Euro” is almost like setting a moving pick for the pass
receiver; if the help defender is off the offensive player, the ball handler dribbles straight at the help
defender, turns his back and tosses a short pass to his teammate; with his back turned, the passer moves in
the direction of the defender’s movement, subtly bumping the defender and giving his teammate more
room to shoot or drive. The progression continues to train ball handling and passing off the dribble.

Drill: 3v0 Trailer Progression

Emphasis: Pass off the dribble; attack off the catch; catch and shoot; dribble hand-off; Euro.
Execution: Drill starts with a line at half court, one player in the baseline corner and one at the guard spot
(2 steps outside the three-point line even with the lane-line
extended) on the weak side. First player in line attacks toward Figure 5
the three-point line. On the pass to the wing, he shallow cuts to
the corner to replace the man in the corner as the next man in
line attacks. As the wing receives the pass, he penetrates
middle toward the trailer. After passing/handing-off to the
trailer, he shallow cuts and fills the guard spot.

• 3v0 Backdoor: As the wing dribbles at the trailer,

trailer cuts backdoor and receives the bounce pass for
a power lay-up or a Step-Through Lay-up (Figure 5).
• 3v0 Hand-off: As the wing dribbles at the trailer, the
trailer cuts toward the ball handler, receiving the
hand-off and attacking the basket for a crossover lay-
up or power lay-up. It is the ball handler’s
responsibility to give the trailer the hand-off at waist Figure 6
height so the trailer can receive it in his hands and
immediately dribble (Figure 6).
• 3v0 Euro: As the wing dribbles at the FT line, the
trailer follows behind outside the three-point line. The
wing stops, turns his back toward the basket (the help
defender) and tosses the ball to the trailer at the top of
the key for a three-pointer (Figure 7).

Next, play 3v3. The initial offensive rules apply with the
following additional rules regarding the trailer:

1. If the wing beats his man inside the key, the trailer
rotates behind the drive. If the wing has a lane, he
takes it. If the trailer’s defender steps into help
Figure 7
position, the wing uses the “Euro” to feed the trailer.
2. If the wing dribbles at the trailer – that is, the wing’s
defender has good position and the wing is driving
sideline to sideline – the trailer reads his defender. If
the trailer’s defender is in the passing lane (denial
position), the trailer cuts backdoor. If he does not
receive the pass, he cuts to the opposite corner.
3. If the wing dribbles at the trailer and the trailer’s
defender is off a step or so, the trailer cuts behind the
wing for the hand-off. If the trailer does not get the
hand-off, he cuts to the corner.

39
Blitz Basketball

Use the following drill to work on this 3v3 scenario:

Drill: 3v3 Memphis Closeout

Emphasis: Attacking a defender 1v1; reading the defense; getting to the rim.
Execution: Three defenders start in the key with the ball. One offensive player starts at half court, one at
the guard spot and the other in the corner. Top defender passes to the offensive player at half court and
closes out; other defenders close out to their man. Offense attacks. The offense is allowed three passes. The
offense receives two points for a lay-up, one for a defensive foul and one for a made three-pointer. If the
offense scores, it stays on offense; defense must get a stop to play offense; new team enters on defense.

Next, add the fourth player, the weak side wing. The weak side wing starts in the corner and
moves to stay in the ball handler’s vision and create passing lanes. Usually, he either cuts too much – he
gets anxious and runs wild looking for the ball – or he stands in the same spot, regardless of the ball’s
proximity. In simplest terms, the wing starts as a spacer; however, he must be alert and read the defense.
When his man helps, he needs to present a passing lane by staying in the corner if the ball is on the baseline
or by shuffling up the lane; he cannot hide behind a defender or get lost behind his teammate in the post.
The same general rules apply for the weak side wing as with the strong side guard and the trailer: if he is
denied, and there is an open lane, he cuts back door; if his man helps on the ball, he spots-up behind the
three-point line.

Drill: 4v0 Weak side Progression

Emphasis: Pass off the dribble; attack off the catch; catch and shoot.
Execution: Drill starts with a line at half court, one player in each corner and one player at the guard spot
on the weak side. First player attacks toward the three-point line. On the pass to the wing, the ball handler
shallow cuts to the corner. As the wing receives the pass, he penetrates middle toward the trailer. The trailer
either back cuts to the rim if the penetration is at the trailer or rotates behind the drive if the penetration is
shallow (coach can mix up if necessary, but good to get in the
habit of the back door). After the trailer opens the court, the Figure 8
weak side wing slides into the ball handler’s vision and
receives the pass. The ball handler follows his pass to the
corner; the trailer crashes for the rebound and returns to the end
of the line and the shooter becomes the next trailer.

• Baseline penetration: Weak side wing (WSW)

receives the pass, rips through and penetrates to the
baseline for a reverse lay-up or a power lay-up. Passer
follows his pass behind the penetration to replace the
WSW (Figure 8).
• Catch-and-shoot: WSW receives the pass for the
spot-up three-pointer; wing shallow cuts to replace
(Figure 9). Figure 9
• Middle Penetrate and Pull-up: WSW receives the
pass and attacks the middle of the key for a pull-up
jump shot; wing shallow cuts to replace.

Adding the post is more difficult because he moves

differently than the other positions. The four perimeter players
have similar roles and reads. However, the post differs
because he constantly moves away from the ball. A post must
be unselfish in this offense. However, if he moves well, he
often receives the pass for an easy basket. If he is stationary,
he congests the lane.
To add the post, use the same progressions and
incorporate the post player, the post player’s movement and post player finishing. The post typically moves
away from penetration, though he can post on the block, especially when the ball swings from one side to

40
 Brian McCormick

the other. We run some specials to make sure we involve

the post player. However, when penetration starts, the post Figure 10
reads the penetration and leaves an open lane.

Drill: 2v0 Post Progression

Emphasis: Pass off the dribble; post movement; finishing at
the rim.
Execution: Guard starts with the ball at half court and
penetrates toward the rim. As guard nears the rim, the post
moves to the front of the rim and the guard drops the ball to
the post for the finish (Figure 10).

Drill: 3v0 Post Progression

Emphasis: Pass off the dribble; post movement; finishing at
the rim. Figure 11
Execution: Drill starts with a line at half court, one player in
the baseline corner and the post opposite the ball. First
player attacks toward the three-point line. On the pass to the
wing, the ball handler shallow cuts to the corner. The wing
penetrates over the top and the post loops under the basket
to leave the post open. Wing passes to the post for the
finish. Post must keep shoulders squared to the ball and
attack the pass (Figure 11).

Drill: 4v0 Post Progression

Emphasis: Pass off the dribble; attack off the catch; dribble
hand-off; finish at the rim.
Execution: Drill starts with a line at half court, one player in Figure 12
the baseline corner, one player at the weak side guard spot
and a post player on the weak side block. First player
attacks toward the three-point line. On the pass to the wing,
the ball handler shallow cuts to the corner. The wing
penetrates middle toward the trailer. The trailer receives the
hand-off and penetrates while the wing shallow cuts to the
guard spot. Trailer penetrates and dishes to the post stepping
to the middle of the paint (Figure 12).

Drill: 5v0 Post Progression

Emphasis: Pass off the dribble; attack off the catch; I cut.
Execution: Drill starts with a line at half court, one player in
each corner, one player at the weak side guard spot and the
Figure 13
post. First player attacks toward the three-point line. On the
pass to the wing, the ball handler shallow cuts to the corner.
The wing penetrates middle toward the trailer. The trailer
back cuts to the rim and to the opposite corner. After the
trailer opens up the court, the weak side wing slides into the
ball handler’s vision and receives the pass (Figure 13). The
ball handler follows his pass to corner; the wing rips
through and penetrates to the baseline. The post makes an I-
cut up the lane and the wing makes a hook pass to the post
(Figure 14).

This technical progression builds the motion of the

offense and trains the necessary skills, though it is not

41
Blitz Basketball

necessary to use the entire progression every practice. Figure 14

However, specificity is important, especially with more
advanced players, and practicing game shots is important,
which makes the progression valuable.
The above progression pertains to the “Go” entry,
which I use as the primary entry. However, there are three
other entries: (1) Memphis; (2) Duke; and (3) Phoenix. To
train these different entries, tweak the beginning of the drill to
start with the desired entry.

Duke Progressions
The Duke Progressions are the original progressions I
used when I first implemented Blitz. The “Duke X-Lay-ups”
served as our pre-game lay-up drill, while “Duke 2v0” drills
evolved from this basic drill. Figure 15

Drill: Duke X-Lay-ups

Emphasis: Turning the corner; making crossover lay-ups.
Execution: Put a cone or chair at the top of the key to act as
the screener and form two lines at half court. Line 1 goes first
and attacks the cone; Line 2 follows right behind Line 1,
going right off his back. Attack the basket and finish with a
lay-up (Figure 15).

Drill: Duke 2v0 Corner

Emphasis: Turning the corner; passing off the dribble;
shooting spot-up jump shots.
Execution: Put a cone or chair at the top of the key to act as
the screener and form two lines at half court. One player starts Figure 16
in each corner. Line 1 goes first and attacks the cone. As the
ball handler approaches the block, he jump stops and kicks to
the corner for a three-pointer. After passing, he sprints to the
opposite corner to become the next shooter. Line 2 follows
behind Line 1, penetrates, kicks and sprints to the opposite
corner (Figure 16).

Drill: Duke 2v0 Pick and Pop

Emphasis: Setting and using a screen; making the crosscourt
pass; shooting catch-and-shoot shots off the flare.
Execution: Form line at half court and one player stands at the
top of the key as a screener. First player attacks toward the
screen. Work on different usages of the screen and the passes
that follow: (1) penetrate into the key and then use a hook pass
Figure 17
to the screener (Figure 17); (2) dribble wide, stop and make an
overhead pass; (2) dribble wide, stop, turn away from
defenders and throw an outside hand push pass to the
screener. Screener catches and shoots. Ball handler becomes
the next screener and shooter follows his shot.

Drill: 3v0 Duke High-Low

Emphasis: Hook Pass; high-low pass; sealing in the post.
Execution: PG starts with ball, post on ball side block, and
trailer at top of the key. PG dribbles off the trailer’s screen
and uses a hook pass to pass back to the trailer flaring slightly
off the screen (toward the guard spot). As the trailer receives
the pass, post dives into the key and seals for the high-low

42
 Brian McCormick

pass from the trailer. PG becomes the next screener, screener

follows his pass to become the next post and post rebounds Figure 18
and goes to the end of the line (Figure 18).

Beyond these different entries for Duke, the “Go

Entry” Progressions can be tweaked to reflect the Memphis,
Phoenix or Duke entries. While possible to run only one entry,
the four entries give defenses different looks, even though the
objective remains the same. By alternating the entries at
practice, players train different aspects of skills. For instance,
if using the “Duke 2v0 Pick and Pop” to replace the “Go” 2v0
drill, the ball handler makes a different pass at a different
angle and the screener shoots from a different spot with
different pre-shooting movement. Also, the next progression
could be a 3v0 drill starting with the Pick and Pop and leading
to a corner three-pointer. In this progression, players make a move off a catch in addition to the other skills.
There are a hundred different ways to tweak the drills and add different entries to add more options to the
offense and to train skills in different ways.

43
Blitz Basketball

44
 Brian McCormick

Chapter 8: Quick Hitters

“5 Wide” Figure 1

5-Wide isolates P5 just off the block for a 1v1 move. P5 sets a
screen for P2 (Figure 1). If P2 is open, P1 passes to him. If not,
the Flex screen enables P5 to get open in good position for the
entry pass. After P1 enters the ball, he runs through to the
opposite block (Figure 2). If P1’s man doubles immediately, P1
is open under the basket for a lay-up. If he does not double, P1
waits for P5 to start his move or square to the basket and sets a
back screen for P4 to put P4 in good rebounding position or
make him available for a pass on the dive to the rim (Figure 3).
P1 spots up to give P5 three outlets around the three-point line.

Figure 2 Figure 3

“1 Up”
1-up is a flare screen for the point guard out of the “Go” entry. Figure 4
Use it to get the point guard a catch-and-shoot shot. P1 dribbles
inside the three-point line: the point guard must attack to create
the angle for the screen. P2 shuffles up the three-point line to
receive the pass (Figure 4). On the pass, P4 sets the screen for
P1and P1 sprints off the screen (Figure 5). If P1 is not open, P4
may be open slipping to the basket (Figure 6). If P1 receives
the pass but does not have an open shot, empty the left side for
the “Go” offense (Figure 7).

Figure 5
Figure 6

45
Blitz Basketball

“1 Down”
1-Down starts in the “Go” entry; however, in 1-Down, the Figure 7
depth of penetration is not as critical (Figure 8). Once P2
receives the pass, he penetrates to the elbow. P5 floats up the
lane asking for the ball. P1 jogs to the corner; P1 must get to
the three-point line to create space for the backdoor cut. At the
elbow, P2 executes a stride stop. On the stop, P1 cuts
backdoor. P2 pivots and delivers the pass to P1 for the lay-up
(Figure 9).

Figure 8 Figure 9

“Tiger”
Tiger is a backdoor lob play for P4. P1 initiates the play with the “Memphis” entry. P4 shallow cuts below
the dribble and pops out calling for the ball. P2 walks his defender into the lane (Figure 10). P3 receives the
pass outside the three-point line, creating space away from his defender. As P3 dribbles across the court, P2
sets the back pick for P4 who cuts to the rim (Figure 11).

Figure 10 Figure 11

46
 Brian McCormick

“Blue”
Blue starts from the “Duke” entry. P1 uses P4’s high on-ball screen, while P3 sprints up the three-point line
to receive the hand-off from P1 (Figure 12). P4 sets the screen and follows P1 to set a second on-ball screen
for P3. P5 clears the lane to the basket (Figure 13).
Figure 12 Figure 13

“Wave”
Wave starts from the Duke or Memphis entry. The PG switches sides of the court and passes back to P4,
either off the shallow cut in “Memphis” (Figure 14) or the pick and pop in “Duke” (Figure 15). After P4
receives the pass, he initiates a dribble-at with P2 (Figure 16). P2 reads his defender and cuts backdoor
(Figure 17) or loops behind the dribble for a hand-off (Figure 18). If P4 hands-off to P2, he rolls to the
basket (Figure 19).

Figure 14 Figure 15

Figure 16 Figure 17

47
Blitz Basketball

Figure 18 Figure 19

48
 Brian McCormick

Chapter 9: The Defensive System

The Blitz defense applies constant pressure with a ball hawking, attacking style. Successful
pressure defenses force the offense to play at the defense’s speed; offensive players rush and make poor
decisions when the pressure speeds up their decision-making. Pressure makes offensive players
uncomfortable, which leads to turnovers, bad decisions and rushed shots.
Full court presses are like boxers working the body. Some boxers look for the home run upper-cut
to knock out their opponent. Others work the body, zapping their opponent’s strength and will, weakening
his resolve and stamina. Teams who press wear down their opponent like a body puncher.
Most coaches measure success through steals. However, a press causes mistakes, mental errors
and a lower shooting percentage due to mental and physical fatigue. “In evaluating the way in which ball
possessions are gained during the course of a game, we find that 60 to 80 percent of the possessions are
gained by rebounding and after an opponent’s score. Twenty percent come from an opponent’s error, and
only five percent of the possessions come from steals and interceptions” (Ralph Miller, Hall of Fame Head
Coach). Chasing steals is fool’s gold. While the press creates steals, the pressure leads to poor shot
attempts, rushed offensive sets, tired legs, poor rhythm and more which reduce the offense’s efficiency.
University of Minnesota Head Coach Tubby Smith says, “Our repertoire of pressing, trapping,
switching and overplaying is designed to keep the ball away from the basket.” While one body punch may
not affect a boxer, continually absorbing blow after blow does damage. Similarly, one cannot evaluate a
press after one possession or even a handful. Its greatest impact is near the end of the half and game, when
legs tire and players’ endurance is tested. The press may not cause a steal, but it leads to defensive stops.
Unless our opponent scores a lay-up, we win the possession because the constant pressure causes mental
and physical fatigue in the second half.
Blitz uses a man-to-man trap, which requires good on-ball defense, help defense and the ability to
recover. The defense develops the basics of man-to-man full court defense, while nurturing young players’
ball hawking instincts.

BLITZING RULES:
1. No Lay-ups. Do not get beat over the top.
2. Trap on the pass to the sideline.
3. Never trap in the middle third of the court: Contain and pressure dribbler into a pass to the
sideline.
4. The player applying the trap versus a dribbler needs to “Trap the Back Pocket” of the dribbler.
5. Help defense: “On the line, up the line.”
6. Play the angles: Run to where they are going, not where they are presently.
7. Always guard two men; be ready to rotate as soon as the trap presents itself, or a teammate runs to
trap. Once one man runs to trap, the three off the ball defenders must guard four offensive players,
so each player guards two players and anticipate rotating positions.

Initially, defenders match up man-to-man. The player defending the inbound passer (D4) can
choose to start in one of four positions:

1. He can pressure the passer

2. He can turn his back to the passer and double the first cutter, preferably the point guard, forcing
the inbounds pass to a weaker ball handler.
3. He can face the passer, but play in the middle, trying to read the passer’s eyes and anticipate the
pass for a steal.
4. He can play behind the top defenders, at the top of the key, to eliminate an over the top pass and
allow the top defenders to face guard the offensive players.

49
Blitz Basketball

(1) In Figure 1, D4
pressures the passer, Figure 1 Figure 2
taking away his vision to
make the inbounds pass
difficult.

(2), In Figure 2, he
doubles the point guard
to force the ball to a
weaker ball handler.

(3), In Figure 3, he takes

away the angle of the
pass and reads the
passer’s eyes.

(4) In Figure 4, he starts

at the top of the key,
allowing his teammates
to face guard the
opponent’s guards.

After the
inbounds pass, the press
follows the Blitzing rules.
Figure 3 Figure 4
However, the four different
looks confuse opponents,
especially those who run
multiple press breaks.
Once the ball is in
play, basic defensive rules
apply:
• Defenders one pass
away deny their
man the ball.
• Defenders two
passes away play in
help position, on
the line, up the line.
• If the pass goes to
the sideline, trap.

Ideally, the defense

steals the inbounds pass or
forces the offense to receive
the pass in the corner, which
facilitates an aggressive trap.
Defenders on the strong side
deny penetrating passes and the defenders on the weak side move to the middle of the court and zone the
weak side.

50
 Brian McCormick

In an aggressive
trap, D4 sprints to trap Figure 5 Figure 6
the ball handler on the
pass reception. The other
defenders rotate and
eliminate the pass back
to the inbounds passer or
to the middle. The
offensive player furthest
from the ball (O5) is left
open (Figure 5). D2 and
D5 defend three players:
O4, O2 and O5. When
D2 rotates to O4 to steal
the pass, D5 rotates to
eliminate a pass to the
middle. If O1 makes the
long pass down court,
D3 protects the basket.
However, if D1 and D4
apply ball pressure, the
pass to O5 should not be
an issue. A skip pass to
O2 is difficult and the
defense has time to recover to prevent a lay-up. D1 and D4 cannot allow the ball handler to beat the trap
with the dribble and D3 cannot allow a quick pass up the sideline.
In a passive trap, D4 closes the gap on the ball handler, but plays the passing lane, inviting the ball
handler to dribble through the trap. The other defensive players remain in denial if they are one pass away
and in help defense if they are two passes away (Figure 6). D4 dares O1 to split the trap with the dribble,
while playing the passing lane. As soon as O1 dribbles, D4 jumps the dribbler and D2 rotates to O4 for the
steal. If O1 dribbles to the sideline, D4 follows and traps O1’s back pocket, while D2 takes away the
reversal pass and D5 denies any pass to the middle.
If the offense flashes cutters, the weak side defenders communicate and deny penetrating passes
while trying to steal a pass back to O4. Depending on the press break, O4, O2 or O5 could flash to the
middle. If O4 flashes, O2 rotates behind the ball for the reversal; if O2 or O5 flash, the other stays on the
weak side as the outlet; this player is left open by most presses. D2 and D5 defend the three players, zoning
the weak side so three players can defend two offensive players on the strong side.
If O4 cuts, D2 denies the cut initially (Figure 7). As O2 cuts behind the ball, D5 rotates to O4 and
D2 rotates to O2. D5 and D2 must communicate, as a pass to O4 after D2 rotates to O2 creates a 3v2 fast
break for the offense with O4, O3 and O5 attacking D5 and D3. It is better to err on the conservative side
and force the ball back to O2 than to rotate too quickly and give the offense a numbers advantage. The ball
pressure impacts D2’s rotation. If D1 and D4 apply good ball pressure, it is easier for D2 and D5 to read the
passer and anticipate the next pass. If O1 turns his back to the court, D2 can overplay the pass back to O2,
as O1 cannot see any other teammates. By committing two players to the ball, one player is left
undefended; in a sense, the two players on the ball are responsible for eliminating a pass to this player by
applying ball pressure which eliminates at least one option.

51
Blitz Basketball

When the ball reverses

to O2, D2 matches up
and D4 and D5
scramble to their men
(Figure 8). Never trap in
the middle of the floor;
when the ball rotates to
O2, the defense matches
up in its man-to-man
defense. The most
dangerous attack is a
quick pass from O2 to
O5. As D2 closes
toward O2, he keeps his
hands up to take away
O2’s vision and not
allow a quick overhead
pass – a long bounce
pass will not lead to a
lay-up. On any reversal,
eliminate the quick
pass, as this is where
the defense is most
Figure 7 Figure 8
susceptible. A quick
reversal from left to middle to right is the most dangerous attack because the defense overloads one side,
leaving it vulnerable on the other. While the defense will not force a turnover on every possession, forcing
the offense to work and eliminating lay-ups fuels the press as the offense grows frustrated and fatigued.
When O2 dribbles up the sideline, D2 sprints to level off the dribble; D5 denies the pass to O5
(Figure 9). If the pass gets to O5, all five defenders sprint to the key and match up, like in transition
defense. When the offense breaks the press, it creates a transition situation and the team’s normal transition
defense rules apply.
Recovering when the Figure 9 Figure 10
offense beats the press
is as important as the
steals the press creates.
When D5
eliminates the pass to
O5 and D2 can turn the
dribbler before half
court, D4 traps the back
pocket (Figure 10). If
the offense manages to
get the ball across half
court without turning
over the ball, the
defense matches up in
its half court defense.
The press
works the same if O5 or
O2 flashes to the middle
of the court. If O5
flashes, D5 denies the
cut and D2 rotates to
deny O4, leaving O2
open (Figure 11). If O1 makes the skip pass to O2, D5 rotates to slow the dribble as the rest of the defense
retreats (Figure 12). The real danger is a pass to O5 in the middle and a quick pass to O2 as he sprints to the

52
 Brian McCormick

basket, creating a 2v1 fast break with O3 against D3 (Figure 13). Once the defense rotates and leaves O2
open, they cannot allow the quick ball reversal.

Figure 11 Figure 12 Figure 13

If O2 flashes to the middle, the press stays the same, but this flash causes some difficulty. D2 and
D5 must be aware and ready to adjust. If O2 flashes immediately, D2 holds his position; he must defend O2
and O4 and read the passer’s eyes to steal the pass. O5 plays the middle to take away the lead pass to O2
(Figure 14). On a reversal, D2 slows the dribble and allows D4 to recover (Figure 15); again, do not trap
the middle of the court. If O4 gets to the sideline before D4 recovers, D2 stops the ball and D4 traps while
D1 and D3 zone the weak side.
If O2 delays his cut,
D2 rotates to O4. In this case,
D5 rotates toward O2; he
does not fully deny the pass,
but he is close enough that he
can move on the ball’s flight
to deflect the pass (Figure
16). Of course, this leaves O5
wide open if O1 is able to
throw the home run ball.
The press is an
attacking press, trying to turn
over the opposition.
However, it is not a 100%
gambling press. Players learn
to take calculated risks,
usually relying on instincts
and experience, based on the
offense’s cues. If the passer
turns his back on the court,
because of the pressure, it is
easy to overplay the next Figure 14 Figure 15
pass. However, if the passer
appears unbothered by the trap, the other defenders must be more cautious so they do not give up a lay-up.

53
Blitz Basketball

The press creates a faster tempo and forces the offense to

make decisions at a faster speed. However, when the offense has to
work hard and fight and cut just to get the ball across half court, the
press causes fatigue, which is just as important. In the second half,
when the offense is fatigued and they must make decisions at a
faster pace, the opposition is more likely to make mistakes and
grow frustrated. This is the advantage of putting constant pressure
on the opponent on the offensive and defensive ends as Blitz wears
down the opposition mentally and physically.

Figure 16

54
 Brian McCormick

Chapter 10: Fundamental Defense

Blitz’s core drills build the system’s defensive basics:

• Aggressiveness
• Full court on-ball defense
• Quick decision-making
• Ability to adjust and adapt to teammates
• Basic positioning: on-ball, deny or help

2v2 Rugby Rules, 3v3 Hockey Rules and the scrimmages from 3v4 to 5v5 teach these skills; build
confidence in trapping and recovering; and train sprinting to protect the basket when the opponent breaks
the press. Recovering is as important as the press, as preventing lay-ups builds success. These games teach
skills through each game’s emphasis. Rather than teach detailed concepts to young players, we build good
habits through the games and correct individual or team mistakes when necessary.
As players progress, they require more detailed instruction. Specifically, two areas are individual
lateral movement and team transition defense. Initially, players learn the basics of transition defense
because the drills create numerous 2v1 and 3v2 situations. However, as players understand the game and
reach a certain level, they need additional teaching.
Some players naturally develop good lateral movement. However, even at the college level,
players use slow movements. Many coaches teach slow footwork. Instruction starts in slow motion and the
movements make sense at half speed. However, at full speed, the movement’s success does not transfer.
While we keep players playing and do not spend much time talking, defensive footwork requires
some breakdown work and drills. However, we do not do these drills at every practice. Depending on the
level and the number of practices per week, I use this progression at most once per week.

Drill: Mass Individual Defense Drill

Emphasis: Push with the trail leg; stop with foot outside the knee and knee outside the hips; last step of
deceleration is first step of acceleration.
Execution: Players spread out over the court, leaving room between each other and get in an athletic
position with hips back, shoulders over knees over toes. Follow the coach’s directions.
• Single Push: Players lift their lead leg and push off their trail leg.
• Three Pushes: Push off trail leg for three pushes and stop on balance. Emphasize the upper body
remaining centered and not swaying over the lead leg when stopping.
• Three and Three: Push for three slides, change direction and return three slides. Emphasize the
quick change of direction with the foot outside your knee and the knee outside your hip; upper
body stays centered over your feet and does not sway on the change of direction.
• Follow the Coach: The coach points right or left and the players follow directions. Coach varies
the time in each direction so players work on quick changes of direction as well as covering as
much as distance as possible.

Drill: Mirror Defense

Emphasis: Quick reaction; explosive first step; last step of deceleration is first step of acceleration.
Execution: Players pair up and go face-to-face. One player is designated the leader or offensive player and
the other the follower or defensive player. The leader moves laterally to create separation from the
defender, while the defender tries to keep his nose on the offensive player’s chest. Play for 20-30 seconds.

Next, teach the crossover step. Some coaches teach defensive players never to cross their feet.
However, the best defensive players often cross their feet to match the speed of an offensive player. A
crossover step is like half-carioca: when moving to the left, the right foot steps in front of the left foot and
then the left steps out. The right foot never goes behind the left foot. This movement enables the defensive
player to cover more ground per step than a shuffle, while keeping his hips toward the offensive player.
When an offensive player gains a step on a defender, use a crossover step for 1-2 steps; if you cannot catch
up in 1-2 steps, sprint to recover. In the half court, use the crossover step to maintain good defensive
position against an offensive player. Progress through the “Mass Individual Defense Drill” and incorporate
the crossover step.

55
Blitz Basketball

Players must learn to change directions in the frontal and transverse planes. Rarely does a
defensive player move only side-to-side (frontal); he must move backwards on a diagonal (transverse). To
move on a diagonal, teach the hip turn. Many coaches teach a plant and pivot. This is a slow movement,
which creates a poor push-off angle and acceleration.
The hip turn is quicker and creates a plyometric-like effect, which uses the elastic energy stored in
the eccentric contraction to generate a greater force enabling the athlete to overcome inertia more quickly.
The hip turn positions the foot outside the body to eliminate the upper body swaying and create a
good push-off angle. The push is a quicker, more explosive motion than a drop step. A drop step creates
deviation between the knee and hip. If the foot gets stuck, the knee twists easily. In a drop step, since the
foot points forward, the ankle is plantar-flexed, leaving a short range of motion to push-off. With the hip
turn, the foot is dorsi-flexed, meaning the athlete has a full range of motion to push-off.
The hip turn is simple: it is a small hop and quarter turn that positions the player’s hips at the right
angle to defend. Rather than square to the offensive player, the hip turn creates the angle which allows the
defender to use the defensive slide as the offensive player moves forward. When an offensive player
changes directions, the defender uses the hip turn to turn his body to the proper angle to maintain his
defensive position.
The hip turn drill is common in football: the player starts in pitter-patter or foot-fire and does a
quick hip turn to one side and then faces forward and continues foot-fire. After players understand the basic
technique, incorporate the foot-fire to hip turn with the above “single push” and “three push” drills. To
teach the hip turn, use the following progression:

Drill: Mass Hip Turn Drill

Emphasis: Teach the hip turn; explosive first step.
Execution: Players spread out in front of the coach and follow the coach’s instruction.
• Hip Turn Drill: Start in pitter-patter or foot-fire. When the coach points in a direction, players hop
and turn hips in a quarter turn in the direction of the coach’s command and immediately hop back,
face forward and continue foot-fire.
• Hip Turn and Push: Start in pitter-patter or foot-fire. When the coach points in a direction, players
hop and turn hips in a quarter turn in the direction of the coach’s command. As the player lands,
push-off explosively for one shuffle in the direction of the coach’s command. Use the crossover
step, too.
• Hip Turn and Three Pushes: Start in pitter-patter or foot-fire. When the coach points in a
direction, players hop and turn hips in a quarter turn in the direction of the coach’s command. As
the player lands, push-off explosively for three shuffles in the direction of the coach’s command.
Also, use three crossover steps after a hip turn.
• Closeout, Hip Turn: Start on the baseline and closeout to the coach standing at the top of the key;
sprint half way and chop steps with butt down and hands up when nearing the coach. When the
coach points in a direction, player uses a hip turn to drop into position to defend a drive in that
direction.
• Closeout, Hip Turn and Push: Start on the baseline and closeout to the coach standing at the top of
the key; sprint half way and chop steps with butt down and hands up when nearing the coach.
When the coach points in a direction, player uses a hip turn to drop into position and pushes three
slides in that direction. Next, incorporate the crossover step after the hip turn.

In addition to individual defensive footwork, I emphasize transition defense. A pressing team must
know how to recover and match up when the offense breaks the press. Stopping teams in transition and
forcing them into a half court offense is possibly the biggest precursor to defensive success, especially at
the youth levels. If teams cannot shoot lay-ups or wide open shots, they often struggle to score. I use two
drills – beyond the four core drills – to practice transition defense.

Drill: Army Drill

Emphasis: Transition defense; stop the ball high; keep ball on one side of the court; protect the rim.
Execution: Start with 3-5 offensive players across the baseline and 3-5 defensive players across from them
along the free throw line extended. Throw the ball to one of the offensive players: the offense takes off
toward its basket on a fast break. The corresponding defensive player (player across from player who

56
 Brian McCormick

received the ball) must touch the baseline and retreat. All other defensive players sprint to stop the fast
break. Play a certain number of possessions and count baskets.

Drill: Transition Progression

Emphasis: Transition defense; stop the ball high; keep ball on one side of the court; protect the rim.
Execution: Start with a 2v1 break; on the change of possession, two new players join the defender and
attack 3v2 in the other direction; on the change of possession, two new players join the two defenders and
attack 4v3; on the change of possession, two new players join the three defenders and attack 5v4; finally,
the last player joins on the change of possession to create a two-minute 5v5 full court scrimmage.

When the offense has numbers, nobody can lock into one offensive player. If one player is back,
protect the basket; if two players are back, one protects the basket and the other stops the ball. When at a
disadvantage, slow the offense’s attack to allow help to arrive.
If the offense attacks 2v1, bluff at the ball, faking a commitment to the ball and retreat into the
passing lane. Most offensive players attack to pass in a 2v1 situation. If the lone defender can force the pass
and contest the shot, a second defender should eliminate a second pass or offensive rebound. The more
indecision the defensive player causes the better.
When more than one player is back, the first defender protects the basket while the second levels
off the dribble. Shrink the court. Pressure the ball, turn the dribbler toward the sideline and contain the
dribble. If the ball handler passes ahead on the same side of the floor, the on-ball defender slides to the first
pass and the other defender continues to protect the basket. Players retreat and find the most dangerous
player, starting in the middle and working outward until all five defensive players are back.
Players who aggressively defend the ball and contain a dribbler for the length of the court are few
and far between. Because of basketball’s fluidity, the ability to adjust and adapt is essential to a team’s
success. Coaches crave these attributes. Players and teams who excel in these areas are tough to play
against. While teams have a game plan, each play is different. A basketball game does not follow a script.
The ability to anticipate a teammate’s move and react with the proper decision makes team defense tough.
This system relies on successful execution of these habits, and, consequently, builds these habits in players.
I do not use a lot of drill work or defensive instruction. Most instruction occurs through the
scrimmage, acknowledging mistakes and illustrating a better decision in similar situations. This is one of
the toughest aspects of coaching: stopping the action versus allowing players to play and learn from their
mistakes. There is no perfect answer. Some coaches stop the action on every mistake. Some wait for a
natural break and review a couple scenarios. Use the actual scenario as a teaching point. I play through one
mistake. I stop the action when the same mistake occurs again. I use the fresh example as the demonstration
and walk through the play to illustrate what happened, and how to fix the problem. Stopping the action on
every mistake hurts the players’ confidence, as they feel they cannot do anything right. Practice loses its
rhythm, as the coach talks too much and players play too little. With younger players, err toward playing
through mistakes, while older players need a greater attention to detail and precision.

57
Blitz Basketball

58
 Brian McCormick

Chapter 11: The Empowerment Style of Coaching

Introduction to Empowerment
Blitz Basketball complements the empowerment coaching style, and together creates an ideal
learning environment for young players. Defining empowerment as a coaching style is difficult;
empowerment is not a proscriptive or autocratic approach. In some ways, if a proscriptive coach is a
benevolent dictator, an empowerment coach is the head of a democracy. Oftentimes coaches assure players
the team is not a democracy; there is not equal say and the proscriptive coach takes the “my way or the
highway” route. However, in a democracy, everyone does not have equal say; the President of the United
States has much more influence and power than an average citizen.
An empowerment coach is similar; he listens to the players and the players get some authority,
power and control over their environment; but, at the end of the day, the coach makes the decisions.
Hopefully the coach uses the input, as a coach who listens, but continually ignores the players, is not
empowering. However, the empowerment coach remains in charge and does not relinquish his authority.
Often coaches resist an empowerment approach because asking for players’ opinions or asking
questions signals a weakness or indecision. However, the opposite is true. Many proscriptive coaches do
things only one way because that is all they know; they do not ask players advice or encourage questions
because they are insecure. A true empowerment coach possesses the confidence to engage his players.
In college, I had two types of professors: the first stood at the podium and lectured, sometimes
using slides on an overhead projecture to “diversify” his lecture and attempt to meet our different learning
styles; the second walked through the aisles, asked questions, encouraged questions, created a dialogue and
engaged the students. Naturally, I learned more from the second type of professor who involved students in
the learning process. In the first case, the professor stood there and I tried to collect his knowledge; in the
second case, the professor used his expertise to help us discover new thoughts or ideas and think through
these questions and thoughts; we took ownership of the knowledge created. Education researchers suggest
students retain more when they find their own answers as opposed to a teacher telling them the answer. If
this is true of classroom learning, is it different on a basketball court?
“Some of the main advantages to using empowerment in coaching are that athletes are motivated
to learn and they have a greater understanding and retention of both tactics and skills (psychological,
emotional, and physical) that are so important to success in sport. In sport, a coach who empowers his or
her athletes facilitates their learning but does not control it. Athletes are required to be self-sufficient in
their performance, decision-making and option taking while participating in their respective sports; an
empowerment approach encourages athletes to become self-aware and self-sufficient,” (Kidman, 15).

Empowerment in Practice
Initially, players may not know how to respond to an empowerment coaching style. When players
first work with me, I have to assure them that I am not asking trick questions; most of the time, there is no
right or wrong answer, as I ask questions to gauge what the player sees, thinks or feels. Players are
unaccustomed to a coach asking their opinion and must be reassured that they did nothing wrong;
questioning is not a method of picking on a player, though he or she may feel that way. Therefore, it is
advisable to inform players of your coaching style and the reasons for the questions.
“One of the biggest jobs in coaching is educating athletes – preparing them physically,
psychologically and socially,” (Kidman and Hanrahan, 31). As with my college education, educating
involves more than filling the player with strategy; instead, the more effective player thinks for himself or
herself. Coaching is, in some ways, like preparing a student for the SAT’s. An individual cannot possibly
memorize every single vocabulary word that might appear on the test; instead, an instructor gives the test-
taker tools to use during the test to figure out the answer, even if he has never seen or heard the word. On
the basketball court, a coach cannot cover every single situation which might arise during a game. Instead,
coaches take two approaches; first, the autocractic coach attempts to control the game through his use of set
plays, timeouts, constant chatter, etc; he takes the decision-making out of his players’ hands as much as
possible. Players depend on the coach and cannot adjust to new situations. The alternative is to teach
players to play the game and give players the opportunity to figure out things on the court; these coaches
teach players concepts, rather than attempting to cover every single possible situation. With the solid
foundation in these basic concepts, players can adapt and adjust to the situation.

59
Blitz Basketball

In order to develop these concepts, players need to understand the game. A Chinese Proverb says:
“I hear and I forget, I see and I remember, I do and I understand.” A coach cannot just show and tell players
what to do; players need to do; they need to be involved in the learning process in order to understand and
reach a higher level of learning. “Athletes can learn more if they are given the opportunity to work out what
to do and how to do it for themselves,” (Kidman and Hanrahan, 110).
An empowerment style forces players to think. Rather than supplying the answers, coaches
question athletes in order to build understanding. For instance, if a player commits a turnover, I often hear
coaches yell, “Don’t do that!” or “That was a bad pass!” These comments criticize the player, but do not
teach the player anything. Using an empowerment approach, the coach asks, “What did you see?” or
“Where should you have passed the ball?” These questions help the player and coach discover the problem
and find a solution. Maybe the player answers that he should have thrown a bounce pass rather than an air
pass. Then, the coach might ask why. The player may struggle for the answer; he realizes he needed to
throw a bounce pass because the air pass led to a turnover. However, if he does not know why, he is likely
to make a similar mistake again. The empowerment coach guides him to the answer. “Where was the
defender’s hand?” or “If the defender is retreating, where should you throw the pass?” might make logical
follow-up questions. This approach takes time, both to develop as a coaching style and to implement, but
the players gain a much better understanding through this approach. “Solving problems through coach
questioning enables athletes to explore, discover, create and generally experiment with a variety of moving
and tactical processes,” (Kidman and Hanrahan, 110).

Empowerment and Blitz Basketball

The Blitz Basketball philosophy is to create a practice environment emphasizing fun, learning and
development, while creating a strategic system to be competitive. The empowerment style complements the
system because players develop an understanding of how to play, how to react and how to adjust on the fly,
and the coach is less and less involved during the games.
When I watch games, I rarely see a team which plays to its potential and oftentimes, the coach is
to blame. I understand most coaches have great motives and believe strongly in their style and method, but
many coaches inhibit their player’s performance. These coaches use an autocratic or proscriptive coaching
style; they yell from the bench, yank players in and out of games, jump in player’s faces, employ
uncreative, monotonous offensive sets and strip their players of all confidence.
Players never reach their peak performance when playing with fear. Great athletes need freedom
to play, to explore and to develop new skills in a game environment. Their skills and competitiveness must
be valued and cultivated or it is wasted. A coach's goal is to draw out his/her players’ best performance;
unfortunately, these coaches create tentative, robotic players playing not to make mistakes, rather than to
make plays. A coach’s goal should be to instruct in a manner that the player can take possession of the
learning and eventually continue learning on his own; or, as is written in If You Meet the Buddha on the
Road, Kill Him!, “The teaching mission of the guru [coach] is an attempt to free his followers from him.”
Teaching young players to play basketball is often difficult and telling them exactly what to do
often seems so much easier; it is the difference between asking players to draw a flower on a blank sheet of
paper versus telling them to color-in the pre-drawn flower using a red crayon. If the teacher’s goal is to
quickly finish the project, using the pre-drawn flower is smart; however, if developing an appreciation and
interest in art, engaging the students’ minds and creativity and teaching the process of drawing is the goal,
then the teacher asks the students to draw their own flower. Now, the teacher may get 35 different flowers
from 35 students, and some may be good and some may be bad, but the students will have greater interest
in the project, look forward to art class the next day and improve their skills. Success does not happen
overnight; teaching youth basketball players to play basketball is an on-going process. While telling players
what to do might make for a better performance in the next game, teaching players how to play the game
prepares the players for a lifetime of basketball fun and success.
Players today are criticized for not knowing the game or for having a low basketball IQ. However,
how can a player develop a high basketball IQ when players are not allowed to think on the court? Coaches
strip all decision-making away from players by telling them exactly what to do and when to do it. Coaches
want to be teachers and claim the hardwood is their classroom. However, if the coach does all the talking
and decision-making, what are players learning? A Flex offense? By using an empowering coaching style,
players learn more about the game, learn to make decisions quickly and under pressure, build greater self-
confidence, increase self-esteem and build better teamwork skills as players solve problems together.

60
 Brian McCormick

When the coach is relaxed and trusts the players, they are motivated to succeed. When coaches are
yelling and screaming, they are motivated by fear. The difference is a team performing at its potential and
one that does not. An empowerment style increases the fun and learning. When players are involved in the
learning process, they are more motivated and, thus, do better. It often takes more effort to guide an athlete
to the answer, rather than simply telling him, but a coach’s job is to help his players and team achieve their
potential and perform optimally. And, an empowerment style is an effective means to increase players’
basketball IQ, motivation, learning and development.

61
Blitz Basketball

62
 Brian McCormick

Chapter 12: Practice Plans

The following chapter outlines general practice plans for five age groups. These plans are very
general, as the period of the season (pre-season, in-season or off-season), proximity of the next game,
personnel, experience level, and numerous other factors determine the exact practice plans for a specific
team. However, as a general guide, the following offer ideas to use in your practice planning.
The time and court availability and other issues vary between teams, programs, clubs and schools,
so I used my experiences when creating these plans. For the most part, these plans illustrate early season
plans and assume players have average ability for their respective age groups.
Again, this is an imperfect science – planning for unknown, generic teams – and the following is a
mere guideline, not a specific plan.

Under-10’s (Youth)
When I coached u-10 teams, we typically had one court with two baskets and practiced for 90 minutes.

00:00 – 00:10 Follow the Leader Ball Handling Drill

00:10 – 00:20 1v2/2v1
00:20 – 00:28 Partner Shooting Drill
00:28 – 00: 30 Water
00:30 – 00:45 2v2 Rugby
00:45 – 00:50 Pistons Lay-up Drill
00:50 – 00:90 Scrimmage Progression from, 3v4 to 5v5

Under 12’s (Elementary School)

When I coached u-10 teams, we typically had one half-court with three baskets (main and 2 side baskets)
and practiced for 90 minutes.

00:00 – 00:10 Super Six 2-Ball Drills

00:10 – 00:20 1v1 Full Court
00:20 – 00:30 String Shooting Drill (1 + 2)
00:30 – 00:45 2v2 Rugby
00:45 – 00:55 2v2 String Shooting Drill
00:55 – 00:70 3v3 Hockey Rules
00:70 – 00:90 5v5 Scrimmage

Under 14’s (Middle School)

With middle school practices, we typically had a full gym and a two-hour practice.

00:00 – 00:10 Open Court Moves Drill

00:10 – 00:35 2v0 Progression (Backdoor, Pitch and Penetrate, Pitch and Pull-up, Catch and Shoot and
Baseline Three). Use 2 baskets. Each basket makes 20 shots per drill.
00:35 – 00:45 2v2 Memphis Closeout
00:45 – 00:55 1v1 Full Court
00:55 – 00:65 1v2/2v1
00:65 – 00:75 3v3 Hockey Rules
00:75 – 00:90 Army Drill
00:90 – 00:95 Walk through different entries
00:95 – 00:110 5v5 Half Court Scrimmage
00:110 – 00:120 5v5 Full Court Scrimmage

Under 16’s (Junior Varsity)

With high school practices, we typically had a full gym and a two-hour practice
00:00 – 00:10 Mass Individual Defensive Drill
00:10 – 00:15 Mirror Defense Drill

63
Blitz Basketball

00:15 – 00:30 2v0 Progression from the Duke Entry (Duke X-Lay-ups, Duke 2v0 Corner, 2v0 Pick and
Pop, and 3v0 Duke High-Low). Use 2 baskets. Each basket makes 20 shots per drill.
00:30 – 00:40 1v1 Foster Drill
00:40 – 00:50 Army Drill
00:50 – 00:65 Shooting Progression – 15-Straight, 25-Partner Shooting Drill, and Five-Spot Shooting Drill
00:65 – 00:75 3v3 Hockey Rules
00:75 – 00:90 1v1 with a closeout
00:90 –00:110 5v5 Half Court Scrimmage
00:110 – 00:120 5v5 Full Court Scrimmage

Under 18’s (Varsity)

With high school practices, we typically had a full gym and a two-hour practice

00:00 – 00:08 1v1 Full Court

00:08 – 00:15 1v2/2v1
00:15 – 00:25 Euro Shooting Drill
00:25 – 00:35 Shooting Progression – 15-Straight, 25-Partner Shooting Drill, and Free Throws
00:35 – 00:45 Transition Progression Drill
00:45 – 00:65 3v0 Progression (Backdoor, Hand-off, Euro)
00:65 – 00:75 3v3 Memphis Closeout
00:75 – 00:90 1v1 wing entry with denial
00:90 –00:100 5v5 Half Court Scrimmage
00:100 – 00:120 5v5 Full Court Scrimmage (Defense change look of press)

64
 Brian McCormick

Appendix

Duke Double

Visby Arizona

Wildcat Pro

65
Blitz Basketball

References
• Bradley, Jeff. “Perfect Pitch” ESPN Magazine; 6-19-2006.
• Kidman, L. & Hanrahan, S. (2004). The Coaching Process: A practical guide to improving your
effectiveness. (2nd ed.) Palmerston North, New Zealand: Dunmore Press.
• Kidman, Lynn. (2001). Developing Decision Makers: An empowerment approach to coaching.
New Zealand: Innovative Print Communications.
• Kopp, Sheldon. (1976). If You Meet the Buddha on the Road, Kill Him! The Pilgrimage of
Psychotherapy Patients. Bantam Press.
• Launder, Alan. (2001). Play Practice. Champaign, IL: Human Kinetics.
• McCormick, Brian. (2006). Cross Over: The New Model for Youth Basketball Development.
Sacramento: Lulu Press.
• McCormick, Brian (2008). Hard2Guard: Skill Development for Perimeter Players. San Diego:
Lulu Press.
• Oliver, Dean. (2003). Basketball on Paper. Virginia: Potomac Books, Inc.
• Seidler, Steve. (1998). A System of Game Execution, Observations of Ralph Miller's Pressure
Basketball. Phoenix, AZ: Pressure Basketball, Inc.
• Thamel, Pete. “The Evolution of a Broken Play.” NY Times; 11-30-2007.
• Waitley, Denis. (1979). The Psychology of Winning. New York: The Berkeley Publishing Group.

66
 Brian McCormick

About the Author

Brian McCormick is the Performance Director for trainforhoops.com. He trains youth, high school, college
and professional basketball players and consults with basketball organizations and facilities.

He coached professionally in Sweden, where he coached in the All-Star Game, and Ireland. He has directed
camps in China, Macedonia, Greece and South Africa, and coached at the college, high school, CYO and
AAU levels.

McCormick received his B.A. in American Literature and Culture from UCLA, where he directed the
UCLA Special Olympics program and rowed for the UCLA Crew team, and a Master’s in Sports Science
from the United States Sports Academy.

McCormick is certified through the National Strength and Conditioning Association (NSCA), National
Academy of Sports Medicine (NASM), USA Weightlifting and USA Track and Field.

McCormick’s articles have appeared in magazines in England, South Africa, Canada, Italy, France and the
United States. He writes a column for Women’s Basketball, Los Angeles Sports & Fitness and
411hoops.com and manages his web site: www.thecrossovermovement.com. His DVD, Great Ball
Handling Made Easy, is available at www.greatballhandlingmadeeasy.com. He publishes a free weekly
newsletter, Hard2Guard Player Development Newsletter: To subscribe, email hard2guardinc@yahoo.com
and put “Subscribe” in the Subject.

67