Note that, for an extension issue, decision trees have been simplified, reducing the number of decision keys to be served. For this reason, these trees are to be understood as simplified examples and not as guidelines to be strictly followed, since the failure to attend to all the decisional keys could lead to erroneous decisions. It should also be noted that the selection and sequencing of the contents of this proposal must be done logically and adapted to the level of motor competence of the players (Cárdenas and Alarcón, 2010).
In it, the different situations are shown if and then conduct to be taken into account by the player with the ball or first beneficiary of the BD. Once the blocker is in blocking position (situation if 1), the player with the ball will play the BD (conduct then 1). If his direct defender does not anticipate the action and does not deny the blocking (situation if 2) the player with the ball will use the BD (behavior then 2); in case the defender denies the lock (alternative condition if 2), the player with the ball will take advantage of the situation to play 1x1 without blocking, or what is the same, perform a blocking feint (alternative behavior then 2).
In addition, if the player with the ball carries out the BD, he will have to attend to the place where his defender passes; if the defender moves behind the blocker and stops at the line of the blocker-hoop (situation if 3), the player with the ball could have room to throw, (conduct then 3); if, on the contrary, the defender tries to follow his pair (alternative situation if 3), the player with the ball could take advantage of the advantage to penetrate the basket (alternative behavior then 3).
The sequence of yes-then rules shown aims to optimize step by step the decisions that must be made by the player with the ball during the BD. These rules do not necessarily have to be explained by the coach or known in a way that can be verbalized by the players (declarative knowledge), it would be enough for the players to understand how to apply them during the game.
For their teaching, it would be necessary to develop tasks that enhance decision-making in the different phases of BD (e.g., Figures 3 and 4). For those situations where the jobs are not giving the expected results, or the decision making is more complex, the coach will have different resources to enhance their learning.
A handy resource is the interrogative reflexive feedback (Alarcón, Cárdenas, Miranda, Urena and Piñar, 2011), whereby the coach asks and makes the player think about how he could obtain an advantage or achieve the goal depending on the situation. In this case, it is essential to take into account the moment of feedback, and it is desirable that it be concurrent with the result of the action. If, for example, the coach perceives that a player does not take advantage of outer space to throw when his direct defender passes behind the block and that this also happens frequently, he could make the player reflect with questions like: "where was your defender when you used the BD ? do you think of any way to get advantage? ".
Finally, you could also use the resource of intentionally and directly showing the rules to follow (e.g., "if your defender passes in front of the block, and you get an advantage, he goes to the basket; if, on the contrary, he goes behind, he looks for move away from it and make an external launch. "However, the use of this type of strategy must be carried out with caution because it could have negative consequences and limit or even block the learning of the players (Suárez-Cadenas et al., 2015).
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