This article provides recommendations for best practices for basketball coaches to maximize the instructional effectiveness of a timeout during competition. Practical applications are derived from research findings linking emotional intelligence to effective coaching behaviors. Additionally, recommendations are based on the implications of the inverted-U hypothesis of arousal and performance. Basketball coaches are encouraged to consider the effects of arousal on performance and to develop a timeout routine consisting of three distinct phases. Roles and responsibilities are outlined for each of the three phases. Practical examples and diagrams are provided to model the delivery of key instructional points. Timeouts are a prized opportunity that basketball coaches can maximize by implementing a consistent routine to regulate levels of arousal enabling players to process instructional feedback to support peak performance.