Research on Free Throw Shooting Skills in Basketball Games
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© Clark Creative Education Casino Royale
© Clark Creative Education Casino Royale Dice, Playing Cards, Ideal Unit: Probability & Expected Value Time Range: 3-4 Days Supplies: Pencil & Paper Topics of Focus: - Expected Value - Probability & Compound Probability Driving Question “How does expected value influence carnival and casino games?” Culminating Experience Design your own game Common Core Alignment: o Understand that two events A and B are independent if the probability of A and B occurring S-CP.2 together is the product of their probabilities, and use this characterization to determine if they are independent. Construct and interpret two-way frequency tables of data when two categories are associated S-CP.4 with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. Calculate the expected value of a random variable; interpret it as the mean of the probability S-MD.2 distribution. Develop a probability distribution for a random variable defined for a sample space in which S-MD.4 probabilities are assigned empirically; find the expected value. Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding S-MD.5 expected values. S-MD.5a Find the expected payoff for a game of chance. S-MD.5b Evaluate and compare strategies on the basis of expected values. Use probabilities to make fair decisions (e.g., drawing by lots, using a random number S-MD.6 generator). Analyze decisions and strategies using probability concepts (e.g., product testing, medical S-MD.7 testing, pulling a hockey goalie at the end of a game). -
Women's Basketball
WOMEN’S BASKETBALL Media Contact: John Sinnett // 413.687.2237 // [email protected] UMassAthletics.com // @UMassAthletics // @UMassWBB // facebook.com/UMassAthletics Home games streamed live on UMassAthletics.com // Radio: WMUA 91.1 FM 2015-16 Schedule (0-0 Overall, 0-0 Atlantic 10) University of Massachusetts (0-0 Home, 0-0 Away, 0-0 Neutral) Women’s Basketball Game Notes DAY DATE OPPONENT TIME/RESULT Sun. Nov. 15 at Holy Cross 2 PM Wed. Nov. 18 at Harvard 7 PM GAME 1: UMASS (0-0) AT HOLY CROSS (0-1) Sat. Nov. 21 Buffalo 5 PM Fri. Nov. 27 at Colorado ^ 9:30 PM Sunday, November 15, 2015 // 2:00 p.m. // Hart Center (3,600) // Worcester, Mass. Sat. Nov. 28 vs. Ball State/Florida ^ 7/9:30 PM Wed. Dec. 2 at Bryant University 5 PM MULTIMEDIA OPTIONS Wed. Dec. 9 Hofstra 7 PM Live Stats: GameTracker; linked on UMassAthletics.com Sat. Dec. 12 at Central Connecticut 1 PM Watch: Campus Insiders/PatriotLeagueTV.com; linked on UMassAthletics.com Mon. Dec. 14 at Duke 7 PM Listen: WMUA 91.1 FM; linked on UMassAthletics.com Sat. Dec. 19 Boston University 6 PM Twitter: @UMassWBB; @UMassAthletics Girl Scout Appreciation Day Tues. Dec. 22 Hartford 7 PM THE MASSACHUSETTS-HOLY CROSS WOMEN’S BASKETBALL SERIES Wed. Dec. 30 UMass-Lowell 7 PM Holy Cross leads, 11-10. Last meeting: UMass 72, Holy Cross 61; Dec. 14, 2014 Sat. Jan. 2 VCU * 2 PM Wed. Jan. 6 Saint Joseph’s * 7 PM UMASS WOMEN’S BASKETBALL 2015-16 FASTBREAK POINTS Sun. Jan. 10 at St. -
The Value Point System
THE VALUE POINT SYSTEM This system, which incorporates several key statistics like points, rebounds, assists, and recoveries, is based on a formula that assesses player and team performance with a more well-rounded approach than other common forms of evaluation. With THE VALUE POINT SYSTEM, a playerʼs and/or teamʼs overall performance and make recommendations on where improvement should be made on the systemʼs formula and scale. Along with its many other benefits, THE VALUE POINT SYSTEM also encouraging the aspect of “team play”. Often, players that are excellent one-on-one players are not very good team players; a problem that creates a lot of trouble when trying to develop an effective team strategy. By emphasizing statistics like assists, charges and turnovers, players are trained to focus on working as a team, and therefore boost their abilities and become better basketball players on a better basketball TEAM. THE VALUE POINT SYSTEM Formula and Scale THE VALUE POINT SYSTEM is based upon a carefully calculated formula. The system utilizes the most pertinent player and/or team statistics to provide a more accurate evaluation of the player or teamʼs performance. Statistics Needed to Calculate Value Points When calculating THE VALUE POINTS of your players or team, the following statistics are necessary. Total Points: A player or teamʼs total points, including free throws. Rebounds: A player or teamʼs total rebounds, both offensive and defensive. Assists: A player or teamʼs total number of passes that directly led to a basket. Steals: The total number of times a player or team takes the ball from an opposing team. -
South Beach Basketball Court
South Beach Basketball Court Consultation Report March 2015 Contents Executive Summary ................................................................................................................. 3 Background and consultation objectives ............................................................................ 4 Consultation approach ........................................................................................................... 4 Community Feedback ............................................................................................................. 6 Social media ............................................................................................................................... 18 Submission ................................................................................................................................. 20 Summary of outcomes ............................................................................................................ 20 Appendix A: Submission by Hoop Hopes .......................................................................... 21 Appendix B: Social media site links ...................................................................................... 34 2 Executive Summary This report provides a summary of the results of the City of Fremantle South Beach basketball court consultation, which was conducted in January and February 2015. The purpose of this report is to provide a summary of the community feedback received over the four week consultation period. The report -
Chesterfield Family Center Basketball Court and Rockwall Schedule
Boot Camp This is an advanced class. A hard core workout including strength and cardiovascular training. Not for the light- hearted. This class is free for members or paid guest. Chesterfield Silver Sneakers This program encouraging older adults to participate in physical activities that will help them to maintain greater control of their health. It sponsors activities and social events designed to keep seniors healthy while encouraging Family Center social interaction Full Court Basketball Offers members and guest the opportunity to play basketball on a high school regulation size court. Basketballs are Basketball Court provided for members and guest while at CFC. Open Gym Offers members and guest space to recreate by utilizing the basketball court. We provide basketballs for members and Rockwall and guest while at CFC. Please be respectful of everyone's space and activities during open gym time. Open Volleyball Offers members and guest space to play volleyball in a recreational setting. We provide volleyballs for members Schedule and guest while at CFC. Please be respectful of everyone's ability while playing volleyball. Effective May 4th, 2020 Adult Volleyball Adult Volleyball Leagues-League registration is offered through our athletics department. Rockwall Chesterfield Family Center Not available at this time 2511 W. Republic Rd Springfield, MO. 65807 Suspension Pro Fitness Improve your overall fitness and challenge your limits with this suspension training format. This class will use 417-891-1616 suspension and weight baring exercises that will improve your strength, balance, and core. Pickleball Facility Hours Offers members and guests a space to play pickleball. Free to members, non-members must pay day pass or purchase punch card at the front desk. -
The Unseen Play the Game to Win 03/22/2017
The Unseen Play the Game to Win 03/22/2017 Play the Game to Win What Rick Barry and the Atlanta Falcons can teach us about risk management “Something about the crowd transforms the way you think” – Malcolm Gladwell - Revisionist History With 4:45 remaining in Super Bowl LI, Matt Ryan, the Atlanta Falcons quarterback, threw a pass to Julio Jones who made an amazing catch. The play did not stand out because of the way the ball was thrown or the agility that Jones employed to make the catch, but due to the fact that the catch eas- ily put the Falcons in field goal range very late in the game. That reception should have been the play of the game, but it was not. Instead, Tom Brady walked off the field with the MVP trophy and the Patriots celebrated yet another Super Bowl victory. NBA basketball hall of famer Rick Barry shot close to 90% from the free throw line. What made him memorable was not just his free throw percentage or his hard fought play, but the way he shot the ball underhanded, “granny-style”, when taking free throws. Every basketball player, coach and fan clearly understands that the goal of a basketball game is to score the most points and win. Rick Bar- ry, however, was one of the very few that understood it does not matter how you win but most im- portantly if you win. The Atlanta Falcons crucial mistake and Rick Barry’s “granny” shooting style offer stark illustrations about how human beings guard their egos and at times do imprudent things in order to be viewed favorably by their peers and the public. -
Jared Miller Buzzer Beater
FORM: Jared Miller Buzzer Beater TEACHER WORKSHEET: GRADES 7-8 This lesson plan provides an engaging way for students to listen to Jared Miller’s Buzzer Beater and document the unconventional sound eects we hear in this piece. Miller uses instruments and objects to create a musical representation of the last two minutes of a basketball game. The following activities will guide students in listening for the interesting sound eects in this piece, and tracking them both in real time and in the orchestral score. Age appropriate learning within this lesson plan includes exploring dierent timbres or qualities of sounds and reading musical notation. OBJECTIVES • Actively listen for sound effects in a piece of music. • Learn how to listen using timecodes to identify musical events in a piece of music. • Learn how to listen using page numbers and bar numbers to identify musical events in a piece of music. STEPS • Together as a class or in pairs, have students read the introduction to this module found at TSO.CA/Elearning, which includes composer Jared Miller’s description of the piece. • Hand out the Sound Effect Scavenger Hunt worksheet to each student or pair of students. • Have students use the following link to access the recording of the Toronto Symphony Orchestra performing Buzzer Beater on YouTube, where they will be able to see the video timecode and record it in column two of the worksheet: https://youtu.be/2XkbGFpjUpY • Have students access the score to Buzzer Beater at TSO.CA/Elearning and look for text indicating each sound effect. Have them record the page and bar number in column three of the worksheet for as many items as they can find on page 7 & 8. -
DISCUSSION GUIDE Based on the Novel by E.B
DISCUSSION GUIDE Based on the novel by E.B. Vickers PRE-READING QUESTIONS: 1. Under what circumstances should a person reveal someone else’s secret? Under what circumstances should a person keep another’s secret? 2. There are times when we make assumptions about someone’s life. What assumptions might people make about you? What things might they get wrong? Are assumptions helpful? Why do we make them? 3. What comes to mind when you hear the word addiction? If you don’t know about addiction through people you know personally, where have you gathered ideas of what addiction looks like? READING ACTIVITIES: • Have students read Stephanie Ericsson’s “The Ways We Lie,” summarizing each of the ten kinds of lies she outlines. As students are reading Fadeaway, have them note an example of characters telling each kind of lie, and why they think the character told that kind of lie. (See chart at the end of this guide.) • When Kolt starts telling his part of the story, he says he and Jake “were from the same part of town – the wrong part” (7). What might he have meant by this? Based on what you have read so far, what do you think the wrong part of this town is? What kinds of assumptions do people make upon hearing a statement like this? • At the start of the book, there are several characters who give statements to the police. Re-read Kolt’s (5), Daphne’s (16), Luke’s (52), Sabrina’s (70) and then Kolt’s second statement (84). -
U-17 Goaltending Program Technical Curriculum
U-17 Goaltending Program Technical Curriculum U-17 Goaltending Program Technical Curriculum INTRODUCTION: GOALTENDING SKATING DRILLS To be a good goaltender you must be an efficient skater. Your goaltender does not necessarily have to be the fastest skater on the team, but the best in terms of control and mobility. Pushes from post to post and ability to get quickly to plays laterally are essential for goalies to be able to perform at a high level. Goaltenders must learn to push with strength and stop hard when needed. So when doing T-push or shuffle drills I suggest everything is done in sequence. Example: A coach should be calling out for the goalie to PUSH----STOP----PUSH----STOP------ PUSH----STOP etc. giving one second in between pushes. This will give the goaltender time to recover and will keep him from developing bad habits by doing the drill too fast. The ability for a goaltender to change directions quickly is also an absolute must as today’s game is a lot about trying to create a situation to get a goaltender moving in the wrong direction. In order to do this, and be effective, skating drills are a natural part of goaltender development. Hockey Canada 2007 1 U-17 Goaltending Program Technical Curriculum Drill Name & Description Letter Drills “T” • Goaltender starts in middle of the net • T-push to just above the crease, stop. • T-push to outside, stop, and back. • Emphasize stopping with outside foot to create proper transition Key Teaching Points • Knee bend • Outside leg stop • Balance G Drill Name & Description Letter Drills -
3V3 Basketball Rules
3v3 Basketball Rules Rules One 30-second timeout each half per team Home team inbounds ball at the top of the key outside the 3-pt line to start the game Defensive rebounds must be cleared on all shots Steals and blocks recovered by the defensive team must be cleared The ball is cleared when the player with the ball establishes both feet behind the three- point line (with the free-throw line extended. A player may not clear to the corner) If a shot or pass hits the rim without being cleared it will result in a turnover Substitutions may take place during a dead ball or timeout Scoring Every made shot inside arc is worth two points Every made shot beyond the arc is worth three points Every made free throw is worth one point After a score, the referee must touch the ball. The opposing team has five seconds to inbound the ball at the top of the key outside of the 3-pt line. (Must pass the ball in, no dribble, no shot) Fouls All team fouls, no player fouls After the fifth team foul in each half, opposing team gets one free throw and possession of ball A shooting foul awards one free throw, worth the same number of points as the fouled shot Additional free throw is taken if player is fouled while making a shot After a made free throw the opposing team gets possession No free throws are awarded for an offensive foul Technical fouls result in two free throws and possession . -
Performance Based Learning and Assessment Task How Do I Create a Scaled Model of a Full-Sized Basketball Court? I
Performance Based Learning and Assessment Task How do I Create a Scaled Model of a Full-Sized Basketball Court? I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will apply their knowledge of distances, polygons, circles, and scale factors to accurately build a real life model of a basketball court. II. UNIT AUTHOR: Andrew Blazar, Glen Allen High School, Henrico County, Virginia III. COURSE: Geometry IV. CONTENT STRAND: Geometry G.3 ,Geometry G.11, Geometry G.14 V. OBJECTIVES: Students will use their knowledge of measurement, ratios, circle constructions and properties of circles to: - Measure a full-sized basketball court and record their measurements on a basketball court diagram. - Create a scaled drawing of a model basketball court that is 48” long. - Analyze and answer various questions concerning scale factor, properties of circles, slopes, midpoint, parallel and perpendicular lines, and symmetry. VI. REFERENCE/RESOURCE MATERIALS: Students will use a geometry textbook, tape measure, writing utensils, compass, straight edge measuring tools, calculators, loose leaf paper/printed computer paper, graph paper, scissors, tracing paper, large sheet paper, and the high school gymnasium. VII. PRIMARY ASSESSMENT STRATEGIES: Students will be assessed on how accurate their measurements of the real sized court are. They will be assessed on whether they show necessary work for the calculations, as well as the neatness of their math work, and their final basketball court model. They will be critiqued on how clear and accurately they answer questions, and how well they explain their reasoning in the “Geometrical Analysis” section. VIII. EVALUATION CRITERIA: Self-assessments/ teacher rubrics are used IX. INSTRUCTIONAL TIME: The measurements, conversions, and model drawing should take two 90-minute class periods. -
RECOGNIZING OFFENSIVE TACTICS in BROADCAST BASKETBALL VIDEOS VIA KEY PLAYER DETECTION Tsung-Yu Tsai*† Yen-Yu Lin* Hong-Yuan Ma
RECOGNIZING OFFENSIVE TACTICS IN BROADCAST BASKETBALL VIDEOS VIA KEY PLAYER DETECTION Tsung-Yu Tsai?y Yen-Yu Lin? Hong-Yuan Mark Liao? Shyh-Kang Jengy ?Academia Sinica, Taipei, Taiwan yNational Taiwan University, Taipei, Taiwan ABSTRACT We address offensive tactic recognition in broadcast basket- ball videos. As a crucial component towards basketball video content understanding, tactic recognition is quite challeng- ing because it involves multiple independent players, each of which has respective spatial and temporal variations. Moti- vated by the observation that most intra-class variations are caused by non-key players, we present an approach that in- Fig. 1. We integrate key player detection into tactic recogni- tegrates key player detection into tactic recognition. To save tion using multiple instance learning. Consider a tactic with 5 the annotation cost, our approach can work on training data three key players. The video is treated as a bag with C3 in- with only video-level tactic annotation, instead of key play- stances, each of which corresponds to a particular group of ers labeling. Specifically, this task is formulated as an MIL three of the five offensive players. The positive instance is the (multiple instance learning) problem where a video is treated one corresponding to the three key players. as a bag with its instances corresponding to subsets of the five players. We also propose a representation to encode the by large intra-class variations can be alleviated. Furthermore, spatio-temporal interaction among multiple players. It turns it makes the recognition results more interpretable since we out that our approach not only effectively recognizes the tac- realize which players execute the predicted tactic.