Numbers help a diagram stay readable
In these examples, numbers identify players and connect their actions across steps. They do not lock a child into a permanent role.
Teach more than one job
Let players learn the passing, movement, and decision-making involved in different spots. Use names and simple instructions while the terminology becomes familiar.
Match the role to the situation
An inbound passer has a specific job for that restart. The same player can have a different job on the next possession.
Keep player labels consistent across the sequence
A point guard often organizes the possession; wings receive and move without the ball; interior players may screen, receive near the basket, or rebound. These are common responsibilities, not exclusive permissions. Keep each player’s number consistent across diagram steps and say who acts next. A player labeled 5 should not be interpreted as the only child allowed to learn an interior action.
Questions a coach might ask
Do diagram numbers always mean positions?
Not here. Numbers primarily identify players across a sequence. Traditional position labels can be explained separately.
Can players learn more than one role?
Yes. The example does not restrict jobs by height or a permanent label. Adjust the activity to the players and situation.
Keep learning
For official development guidance, see USA Basketball’s Youth Basketball Guidelines. For another example of movement after a pass, see the Jr. NBA Post Pass and Cut Drill. These are further-reading resources; they have not reviewed or endorsed this HoopSketch example.
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