Distinguishing drills and skill development
Drills are a tool for skill development, but not synonymous with skill development
I asked my U16 boys last season, “What should you do to improve? How can you improve your skills? How does skill development happen?” They answered with a dozen different ways to say, “Do more.” More practice, more repetitions, more effort, work harder.
This fits the ethos of coaches and trainers because one can always improve; nobody reaches perfection. How many more? How much time or practice is required? Many coaches cite the 10,000-hour rule, but none exists (see Fake Fundamentals, Vol. 3). Nobody shoots 100%, therefore, players always need more.
In this pursuit of more, and our obsession with drills, we view anything appearing to practice a skill as skill development. Stationary dribbling with one’s head down and posture bent over? Skill development. Form shooting with one hand and feet flat on the ground three feet from the basket? Skill development. Step-slides from sideline to sideline? Skill development.
Long-time readers may notice references to Fake Fundamentals and Vol. 3, but the distinction moves beyond fake fundamentals. Many drills and activities may not be fake fundamentals, but also are not skill development because of limited direct transfer to the game.
I posted a video from my professional team’s morning shooting workout, which fits many coaches’ ideas of a great drill: Activity, multiple shots, different skills (dribbling, passing, shooting, layups), shots from a team’s offense. Many refer to these as “game shots from game spots at game speeds” (see Fake Fundamentals, Vol. 2).
This is activity; it is exercise. The players may derive some benefit (confidence seeing the ball go through the basket, one-hand passing skills, hand disassociation), but this is not purposeful skill development. This is a general drill, which is the furthest removed from the game, despite the similar location of the shot attempts (Evolution of 180 Shooter: A 21st Century Guide).
We used this drill at the morning practice, which was followed by an evening team practice, on the day before a game. The players’ goal was to “get up shots”: Increase confidence by seeing the ball go through the hoop. This focuses on performance (game the next day), and not learning (long term). It worked, I suppose, as the players pictured shot 10/19 from the three-point line the next day. This, of course, is performance; one game does not mean we shoot 53% from the three-point line.
I like the drill, as drills go, because it combines multiple skills. It is variable, random practice: The drill incorporates different versions of different skills. The two-ball dribbling forces different passes; players employ different finishes; and the shots, while similar, vary slightly from repetition to repetition because of the movement. The timing, the catch, the footwork, the location, and more vary. The drill is better than a spot shooting drill with one player attempting X shots in a row. Despite its apparent success, and the positives, I consider this a drill, and not skill development. How do we differentiate “skill development” from “drills”?
Skill is “is the learned ability to bring out the pre-determined results with maximum certainty, often with the minimum outlay of time, energy or both” (Knapp, 1963). Development is “the process of developing or being developed”, which is “to grow or cause to grow and become more mature, advanced, or elaborate.” Therefore, skill development might be “the process of growing, advancing or making more elaborate the learned ability to bring out the pre-determined results with maximum certainty, often with the minimum outlay of time, energy or both.” In terms of shooting, skill development improves accuracy (increased shooting percentages), but also builds more advanced or elaborate skills: Increased range, quicker release, harder shots (step-backs), and more.
Skill development is the process by which one improves skill. Ultimately, these improvements are measured through game performance. Therefore, we should understand how the activity impacts one or more aspects of the skill (accuracy, distance, quickness) and transfers to the game when discussing drills in the context of skill development.
This drill is not “game shooting” because there was no defender or decision. Deciding to shoot is a part of game shooting (see Evolution of 180 Shooter: A 21st Century Guide), but the drill determined the shooter. The drill does not practice or improve “game shooting” directly because shooters do not improve their reading of the defense, feel for openness, perception of a defender’s proximity, and more. Any improvements are indirect, improving an underlying factor related to shooting success.
This is where drills fall short. This is a group activity, a team drill. Each player performs the same skills. Generally, this is a positive: Our starting center practiced two-ball dribbling drills, one-handed passes off the dribble, and three-point shooting. Some players improve these skills within the drill because they lacked previous exposure: A player who never dribbled two balls will improve her ability to dribble two balls, just as someone who never practiced one-handed passes will improve this ability through increased exposure/repetitions. However, they improve within the drill: The transfer to the game is not guaranteed. Improving one’s stationary two-ball dribbling does not make one a better game dribbler. Also, the primary goal was shooting (“get up shots”), and none lacked previous exposure to three-point shooting.
How does a player improve individually through a team drill? Does this drill meet the specific needs of each player? Does it improve shooting accuracy? Speed? Range? Footwork?
It is possible. I instruct players to pick one thing to improve rather than expecting magical improvements. My guess is, at most, two players in this group listened and changed their behaviors (concentration, focus, emphasis). There may be something specific they want to improve. One player is trying to quicken her release by limiting her dip. If she concentrates, this drill (and others) may improve this underlying factor and ultimately lead to improved game shooting. I would not use this drill to focus on that specific change; there are better, more specific drills.
Drills are a tool; they are not skill development. They may assist with skill development when used correctly by players and coaches, but performing a drill is not skill development. Too often, we rely on doing more to improve players, and every year, this approach fails. There are different ways to improve a skill such as shooting, and when designing drills, whether for an individual or a group, we should understand the processes by which we expect the drill to improve accuracy, speed, or skill elaboration and transfer to the game. Without that understanding, the proper feedback from the coach, and concentration from the player, drills are just work; exercise and activity one hopes may impact future performance.
Reference
Knapp, B. (1963). Skill in sport: the attainment of proficiency. Routledge & Kegan Paul.