Hard Work Paying Off for Michael
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Play by Play JPN 87 Vs 71 FRA FIRST QUARTER
Saitama Super Arena Basketball さいたまスーパーアリーナ バスケットボール / Basketball Super Arena de Saitama Women 女子 / Femmes FRI 6 AUG 2021 Semifinal Start Time: 20:00 準決勝 / Demi-finale Play by Play プレーバイプレー / Actions de jeux Game 48 JPN 87 vs 71 FRA (14-22, 27-12, 27-16, 19-21) Game Duration: 1:31 Q1 Q2 Q3 Q4 Scoring by 5 min intervals: JPN 9 14 28 41 56 68 78 87 FRA 11 22 27 34 44 50 57 71 Quarter Starters: FIRST QUARTER JPN 8 TAKADA M 13 MACHIDA R 27 HAYASHI S 52 MIYAZAWA Y 88 AKAHO H FRA 5 MIYEM E 7 GRUDA S 10 MICHEL S 15 WILLIAMS G 39 DUCHET A Game JPN - Japan Score Diff. FRA - France Time 10:00 8 TAKADA M Jump ball lost 7 GRUDA S Jump ball won 15 WILLIAMS G 2PtsFG inside paint, Driving Layup made (2 9:41 0-2 2 Pts) 8 TAKADA M 2PtsFG inside paint, Layup made (2 Pts), 13 9:19 2-2 0 MACHIDA R Assist (1) 9:00 52 MIYAZAWA Y Defensive rebound (1) 10 MICHEL S 2PtsFG inside paint, Driving Layup missed 52 MIYAZAWA Y 2PtsFG inside paint, Layup made (2 Pts), 13 8:40 4-2 2 MACHIDA R Assist (2) 8:40 10 MICHEL S Personal foul, 1 free throw awarded (P1,T1) 8:40 52 MIYAZAWA Y Foul drawn 8:40 52 MIYAZAWA Y Free Throw made 1 of 1 (3 Pts) 5-2 3 8:28 52 MIYAZAWA Y Defensive rebound (2) 10 MICHEL S 2PtsFG inside paint, Driving Layup missed 8:11 52 MIYAZAWA Y 3PtsFG missed 15 WILLIAMS G Defensive rebound (1) 8:03 5-4 1 15 WILLIAMS G 2PtsFG fast break, Driving Layup made (4 Pts) 88 AKAHO H 2PtsFG inside paint, Layup made (2 Pts), 13 7:53 7-4 3 MACHIDA R Assist (3) 7:36 39 DUCHET A 2PtsFG outside paint, Pullup Jump Shot missed 7:34 Defensive Team rebound (1) 7:14 13 MACHIDA -
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. -
First of All, It Felt Really Good to Be Back at Home After a Nine-Day Layoff. You Just Never Know How the Team Is Going to Come out and Respond
Mississippi State Women’s Basketball Quotes December 14, 2020 Troy Head Coach Nikki McCray-Penson “First of all, it felt really good to be back at home after a nine-day layoff. You just never know how the team is going to come out and respond. I thought this team had a really good shoot around. We talked about getting ready to go from the jump because we didn’t play the way we needed to play in our last game. It left a sour taste in our mouth when it came to our rebounding, free throws and turnovers. When I look at the stats tonight, one thing that really stands out is 29 assists on 41 made shots. We shot the ball extremely well. We had 41 rebounds, but we shot it well and didn’t miss a whole lot of shots. There’s still areas we have to get better at. We have to get better at free throws. Three for 10 is not going to win us games shooting it like that. We really concentrated a lot on our free throws. We gave up 20 offensive rebounds. Last year, this team gave up 27. We only gave up eight in the second half, but they shoot the ball a lot. It’s running rebounds that we have to continue to get under control. You have to rebound. Also, transition defense. I thought that because we had different combinations playing, transition defense got away from us. They scored 27 points off fast break points. We can’t let that happen. -
SKILL DEVELOPMENT BLOCKS (45 Minutes)
SKILL DEVELOPMENT BLOCKS (45 minutes) Block A - Shooting/Offensive Skills 1. Active Warm-up with Ball (3 minutes) • Jog - ball taps • High Knees - right hand dribble • Butt Kicks - left hand dribble • Power Skip - power Lay-up • Karaoke - chin ball • Sprint/Pivot/Backpedal - speed dribble/pull-back dribble • Baby Crossover dribble 2. Stationary Two-ball Dribbling (3 minutes) • Same • Alternate • Push-pull • Kill • Cross-over • Between-the-legs 3. Partner Dribble-on-the-Move (5 minutes) 40 seconds for each set - dribble width of court - alternate turns Begin in Power Position - dribble to opposite side - jump stop - pivot - dribble back • Speed dribble (R/L) • Speed dribble/Pull-back/Go (R/L) • Speed dribble/Pull-back/Cross-over/ opposite hand speed dribble (R/L) • Open Court attack w/ move every 3rd dribble (cross-over, between-the-legs or wrap-around) • Two-ball dribbling 4. Shooting Progression - partners or 3ʼs (12 minutes) • Groove Shots: 3 swishes - step back - repeat - switch shooters on miss • 50% makes: shoot for 1:00 from same spot - on 2nd turn step back if 50%+, same spot if <50% • Touch spot-Shot spot: Baseline-wing, wing-point (right side-left side), catch & face- up w/ inside pivot foot (repeat 45-60 seconds) • Drive & Finish: Driver scores in lane - rebounds - spins out & repeat from various spots, partner slides to dribble-drive spot on each drive (repeat 45-60 seconds) • Drive & Kick: Driver penetrates in lane - jump stop - kicks out w/ overhead pass - partner slides to dribble-drive spot for shot (repeat 45-60 seconds) 5. Pro-Time (7 minutes) • Start on baseline - make move at hash before & after half-court - finish in lane - rebound & go to end of opposite line • Vary dribble moves - hesitation, cross-over, fake cross-over, pull-back, between legs, wrap around • Vary finish - Power lay-up, Pump & Power, Opposite-side Power, One-footed lay- up, Reverse lay-up, Lane pull-up off glass, Floater, Elbow pull-up, 3-point pull-up SKILL DEVELOPMENT BLOCKS (45 minutes) 6. -
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. -
Proper Inflation of a Basketball by Josephine Corcoran and Ralph Rackstraw Revised by Alan Stockton for Astronomy 110 Abstract T
Proper Inflation of a Basketball by Josephine Corcoran and Ralph Rackstraw Revised by Alan Stockton for Astronomy 110 Abstract This paper describes an experiment to determine how to correctly inflate a basketball using a hand pump. A basketball is correctly inflated when it rebounds to approximately 60% of the height from which it is dropped. In this experiment, the basketball's rebound height is measured as a function of the number of strokes of the pump used to inflate it. We find that for the pump used in this experiment, 12 strokes gives the correct pressure in the basketball. We discuss the effects that the air temperature and the material from which the ball is made have on the accuracy of our results. Introduction Basketball is a game that relies on the skill of dribblingthat is, walking or running while bouncing the basketball on the floor. To play the game most effectively, players need to be able to rely on the rebounding of the ball off the floor as they move with it around the court. The "springiness" of the ball also affects shots that rebound off the backboard. The amount that the ball rebounds depends on how much air is used to inflate it. A ball with too little air is flat and difficult to dribble. A ball with too much air is too lively and more difficult to control when dribbling and shooting. Inflating a basketball with the correct amount of air is important to being able to play the game well. According to international basketball rules, a basketball is properly inflated "such that when it is dropped onto the playing surface from a height of about 1.80 m measured from the bottom of the ball, it will rebound to a height, measured to the top of the ball, of not less than about 1.2 m nor more than about 1.4 m” (Fédération Internationale de Basketball 1998). -
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. -
Basketball Home Play
BASKETBALL Play HORSE with a friend. Throw the ball up on the backboard and rim and practice rebounding for 10 minutes. Make 20 Lay-ups. Go to http://www.hoophall.com/history/history.htm and read about the history of basketball. Make 15 shots from different parts of the court. Practice all the different passess for 15 minutes. Get a couple of friends and create a 3-minute routine that could be Play 1-on-1 with a friend performed for the Harlem for 30 minutes. Globetrotters. Go to http://www. harlemglobetrotters.com for some cool ideas. Play PIG with a friend. Make 5 free thows. Play Around the World. Create a poster. Focus on a specific message telling Basketball has evolved since Naismith invented it. why playing helps you be healthy. Make it colorful Imagine the game in the year 2040. Write a futuristic and attractive. Display your finished artwork. story about what basketball will look like then. 6 - 3 Chalk Talk – The object is to score exactly 21 points; no more, no less. Do any of the challenges S E above to “beat the buzzer” at the end of the big game. Tally the points earned in the scoreboard D below. For some you will need a basketball hoop. If you don’t have one, ask a grown-up to take you A to the nearest park or gym. Other buzzer beaters can be done in your driveway or on the sidewalk. R Now, go get some exercise, make healthy choices and win this game for the team! Go Buzzer Beater!” G BASKETBALL Some Things You Really Must Know Who Started It? “The invention of basketball was not an accident. -
Official Basketball Statistics Rules Basic Interpretations
Official Basketball Statistics Rules With Approved Rulings and Interpretations (Throughout this manual, Team A players have last names starting with “A” the shooter tries to control and shoot the ball in the and Team B players have last names starting with “B.”) same motion with not enough time to get into a nor- mal shooting position (squared up to the basket). Article 2. A field goal made (FGM) is credited to a play- Basic Interpretations er any time a FGA by the player results in the goal being (Indicated as “B.I.” references throughout manual.) counted or results in an awarded score of two (or three) points except when the field goal is the result of a defen- sive player tipping the ball in the offensive basket. 1. APPROVED RULING—Approved rulings (indicated as A.R.s) are designed to interpret the spirit of the applica- Related rules in the NCAA Men’s and Women’s Basketball tion of the Official Basketball Rules. A thorough under- Rules and Interpretations: standing of the rules is essential to understanding and (1) 4-33: Definition of “Goal” applying the statistics rules in this manual. (2) 4-49.2: Definition of “Penalty for Violation” (3) 4-69: Definition of “Try for Field Goal” and definition of 2. STATISTICIAN’S JOB—The statistician’s responsibility is “Act of Shooting” to judge only what has happened, not to speculate as (4) 4-73: Definition of “Violation” to what would have happened. The statistician should (5) 5-1: “Scoring” not decide who would have gotten the rebound if it had (6) 9-16: “Basket Interference and Goaltending” not been for the foul. -
Social Integration at a Public Park Basketball Court
UNIVERSITY OF CALIFORNIA Los Angeles Who’s Got Next? Social Integration at a Public Park Basketball Court A dissertation submitted in partial satisfaction of the requirements of the degree of Doctor of Philosophy in Sociology by Michael Francis DeLand 2014 ABSTRACT OF THE DISSERTATION Who’s Got Next? Social Integration at a Public Park Basketball Court by Michael Francis DeLand Doctor of Philosophy in Sociology University of California, Los Angeles, 2014 Professor Jack Katz, Chair This dissertation examines the ongoing formation of a public park as a particular type of public place. Based on four years of in-depth participant observation and historical and archival research I show how a pickup basketball scene has come to thrive at Ocean View Park (OVP) in Santa Monica California. I treat pickup basketball as a case of public place integration which pulls men out of diverse biographical trajectories into regular, intense, and emotional interactions with one another. Many of the men who regularly play at Ocean View Park hold the park in common, if very little else in their lives. Empirical chapters examine the contingencies of the park’s historical formation and the basketball scene’s contemporary continuation. Through comparative historical research I show how Ocean View Park was created as a “hidden gem” within its local urban ecology. Then I show that the intimate character of the park affords a loose network of men the opportunity to sustain regular and informal basketball games. Without the structure of formal organization men arrive at OVP explicitly to build and populate a vibrant gaming context with a diverse array of ii others. -
Heritage Streetball Meets Modern Craft
HERITAGE STREETBALL MEETS MODERN CRAFT GARRETT TOLLETTE INITIAL STATEMENT STREETBALL SHOES, THAT ARE A RECONNECTION TO THE PURITY OF THE GAME IN ITS NATURAL STATE. THE INSPIRATION: IS THE MILK CRATE, IT REPRESENTS THE GROUNDING OF BASKETBALL, A SYMBOL FOR BUILDING ONES POTENTIAL. AN OBJECT THAT LINKS THE NEIGHBORHOOD KID TO THE NBA SUPERSTAR. THE STYLE WILL ATTEMPT TO READN A NOD TO THE HERI- TAGE OF THE SPORT, BUT NEW TECHNOLOGICAL APPLICATION. PAYING HOMAGE TO A TIME WHEN THE ONLY EGO YOU HAD ON THE COURT WAS HOW GOOD YOU WERE. WHO IS IT FOR? PEOPLE THAT: -1.FIND A WAY TO PLAY BASKETBALL -2.PLAY FOR THE LOVE OF THE GAME ITS NOT ABOUT THE ORGANIZATION ITS ABOUT THE WANT TO PLAY BUSINESS CASE 1 FRAMEWORK: LET’S UNDERSTAND ALL THE W’S WHO? -GEN Z CONSUMERS, AN GENERATION THAT LOVES SPENDING MONEY ON EXPERIENCES EVEN MORE THAN ON MATERIAL GOODS. THAT’S WHY THIS PROJECT IS ALIGNING AND LINKING AN EXPERIENCE TO A PRODUCT. -PEOPLE THAT WANT TO ‘EXPLORE WITHOUT DESTINATION, THE BASKETBALL PLAYER INTERESTED IN IT FOR THE ‘FUN’ OF IT. -ANYONE WHO WANTS TO READILY ACCESS AND CREATE THEIR OWN COURT, GLOBAL COMMUNITIES THAT DON’T HAVE THE MONEY FOR A FULL BASKETBALL COURT, INDIVIDUALS THAT WANT TO PLAY BASKETBALL IN REMOTE AREAS(SET UP A DIRT COURT WHILE YOUR CAMPING). - ANYONE WHO HAS NOSTALGIA ABOUT THE JOY OF SCHOOLYARD COMPETITIVENESS AND THE RELATIONSHIPS BUILT ON A BASKETBALL COURT. WHAT? -THE MULTI SURFACE, MANY ENVIRONMENT SHOE, THAT LAST, AND IS JUST AS COMFORTABLE ON ANY COURT AS IT IS AT A BAR WITH FRIENDS.