Basketball Tryout Drills
One of the hardest things for coaches and players to go through is tryouts. Coaches don’t like to cut players and players certainly don’t like being forced to prove they are worthy of being on a basketball team. Worst of all players don’t like not making a team.
However, basketball tryouts are necessary when there are more players than a team can feasibly keep on its roster. So, to help coaches make their decisions and to help players prove what they can do, there are a few useful basketball tryout drills.
First of all, everything that happens during practice while tryouts are being conducted should be a tryout drill for the coach, even if the players don’t realize it. A coach should be looking for kids who are coachable and want to play and improve on the basketball court. Therefore, a coach should always be watching and grading his/her players on how they treat their peers, how hard they try each and every second, and how well they listen and apply what they’ve been told.
While ability and performance aren’t everything on a basketball court, they do mean a great deal. Therefore, basketball tryout drills do need to be conducted in practice. These drills should test players in every facet of the game. Three great basketball tryout drills are the Rebound and Outlet Drill, the Power Lay-up Drill, and Scrimmaging.
The Rebound and Outlet Drill is a drill that requires a player to toss the ball up off the backboard. The player must then jump as high as possible, grab the rebound, come down, pivot, and zip an outlet pass to the coach. This drill tests a player’s leaping ability, his/her ability to rebound, a player’s athleticism, and his/her ability to make a good, crisp pass.
Another one of the good basketball tryout drills requires players to make power lay-ups. For this drill a player will dribble the length of the floor at top speed and try to make a lay-up without slowing down. This drill tests a player’s dribbling ability, his/her ability to make a lay-up at top speed, and a player’s body control.
A coach can devise many different basketball tryout drills that will test the abilities of players. However, the best measure of how good a player may be is to let the player go out and play basketball. During tryouts a team should spend plenty of time scrimmaging and letting the players play basketball. That’s the best way to find out which players can play basketball and which players can’t play basketball.
For players and coaches basketball tryouts can be exciting and very stressful. However, they are usually necessary in order to cut a team down to a manageable number of players. That’s why it’s also necessary to have the players take part in basketball tryout drills. There should be a variety of factors that coach considers including but not only how a player performs during the drills. Three great drills that will help a coach decide which players to keep are the Rebound and Outlet Drill, the Power Lay-up Drill, and Scrimmaging.
How to Build a Basketball Court In Your Own Yard
Some people dream of becoming a doctor, a pilot, or a teacher while others dream of becoming a professional basketball player. If you are entertaining high hopes for yourself or your son in entering a professional league, you need to start practicing as early as possible and all the important basketball training in this world always start at the backyard.
There are two ways for you to build your own basketball court: you can do it from scratch or simply purchase a DIY basketball court kit.
Starting from Scratch
Skills – You need to have intermediate carpentry skills to successfully build your own basketball court from scratch. Firstly, you have to make sure that the ground you’ll be building your basketball court on has a smooth even surface to prevent accidents and decrease the risk of injury. Secondly, you’ll need to build your own basketball ring. Thirdly, you’ll need to paint your own court lines.
Costs – It’s possible that you’ll enjoy lower costs when it comes to building your own basketball court from scratch. Most DIY basketball court kits include flooring, which would just be an unnecessary expense if you already have an appropriate floor surface for your basketball court. You can also choose your own materials for your basketball stand and ring and even painting materials and ensure that you’ll pay less for them.
Production Time – Of course, building your own basketball court from scratch will take a longer time than it would with a DIY kit. This is because instead of simply having to assemble things only as is such the case with a DIY kit, it’s entirely a different procedure when you’re determined to build one from scratch.
Firstly, you’ll have to take appropriate measurements. Secondly, you’ll have to go shopping for the necessary materials and tools before you can finally get on to the building part.
Material Sources – You may have a difficult time procuring the required materials for your project especially if you’re looking for things that are only sold wholesale in the market.
Using a DIY Basketball Court Kit
Model – Make sure that you’re purchasing the correct DIY basketball court kit. Most DIY basketball court kits differ according to court dimensions and whether or not it adheres to NBA or collegiate standards or the likes. Check also if the kit is for half or full court models.
Skills – Basic or moderate building skills are all that’s necessary to get your basketball court assembled. You will need however to read instructions carefully and thoroughly because the assembly process leaves no room for errors. Skipping a step can spell danger for you in the long run as it compromises the safety of your basketball court.
Cost – Expect to spend a small amount of money on a DIY basketball kit, although this is certainly money well spent because DIY kits include absolutely everything you need to make your basketball court entirely professional and fit for the NBA!
Tips on Installing Poles for Your Basketball Court
Whether you’re building your own basketball court from scratch or using a DIY kit, you’ll basically undergo the same process in properly installing your pole.
Firstly, you need to dig an appropriately sized hole for the foundation of your basketball pole. At least one foot and three inches of your basketball pole must be set underneath to ensure its stability. Once you’ve secured the pole’s position, cover the hole with concrete. Make sure it’s completely filled and doesn’t have any air pockets. Afterwards, fill the pole with concrete as well. When that’s done, check if the pole is plumb positioned accurately.
Important Measurements for Basketball Court Building
The NBA and NCAA are both using the same court dimensions: ninety-four feet in length and fifty feet in width. High school basketball courts use the same width but a shorter length at eighty-four feet. Junior high basketball courts are seventy-four feet in length and forty-two feet in width.
Regardless of whether you’re using an NBA, NCAA, or Junior High basketball court, you should concentrate more on honing your son’s skills in basic basketball skills like dribbling and shooting if you want him fully prepared for a professional basketball career. But most important of all is to ensure that you and your son have fun playing. Shoot for your dreams!
How to Start a Lawn Care Business
Starting a lawn care business is not that difficult. Just look at how many young teenagers are running around with a trailer and some pretty nice equipment. It’s not rocket science, but you do need to have some direction. Choosing the right direction takes some knowledge and that is what we are going to give you.
What do I need?
The first thing you need is a desire to start and run a successful business. If your heart isn’t in it, then you might as well go home. The next thing you need is to write up a business plan for your new venture. This includes coming up with a name for your business, listing your startup expenses, writing a mission statement, and creating a list of short-term and long-term goals. Develop a list of several points that will be key to your success. Finally, you need to lay out the steps you need to take to meet your short-term and long-term goals.
What should I name my business?
Obviously, one of the easiest names to pick is your own, but some people like to get creative and choose names like Razor Lawn Care or Above the Hedge.
What equipment should I get?
This is one of the most important steps to the success of your business. It is the difference between being professional and well… not. You need to get commercial grade equipment if you want to succeed. The amount of use and abuse your equipment is going to have is very substantial. I’m sorry, but Wal-Mart brands are not going to cut it. You need brands like Toro, Husqvarna, and Exmark. To start out with you are going to need a good walk-behind mower, edger, trimmer, and blower. As your business grows you can add a zero-turn radius mower and other equipment as needed.
How do I get clients?
Ok, so you have your business plan, your equipment, and a will to make things work. Now what? Get some clients. Starting out is the hardest time to get clients. The key is to display yourself and your equipment in a professional manner. First impressions are everything. Once you have established yourself, you won’t have to work nearly as hard to get more clients. The easiest and cheapest way to get started is to exhaust your circle of influence. That is family members and people that you know. Then you can make some business cards, signs, and flyers. They aren’t that expensive and you can pass them out pretty easily. If you’re still not getting enough clients, then you may need to start going door-to-door. Remember to present yourself and your equipment in the most professional way you can.
What price do I charge?
Pricing is a sticky issue. Nobody has a set formula that is easy to apply. It all depends on your location, competition, customer, and the job. I personally have a $25 minimum that I charge for extremely small yards that take 15 minutes or less to finish. The price can go up to as much as several hundred dollars depending on the size and difficulty of the job. The key with pricing is to get the job and charge enough to make it a profitable job.
Do I need accounting software?
If you want to make things a hundred times easier, yes, you need accounting software. I use and recommend Quickbooks Pro. It is pretty easy to setup and makes keeping up with your finances a breeze. You can also create really professional invoices to send out to your customers, keep up with when you receive payments, and who still owes you money.
How do I deal with trouble customers?
Everyone ends up getting a trouble customer and there is nothing more annoying than someone who is never pleased with your work and basically demands something for nothing. I always treat these customers with the same respect that I would any customer with one exception. I always charge them more. If they accept my higher prices, then I get paid for dealing with them. If they decide to stop using me, I got rid of them without a bad taste in their mouth because I was respectful. It is a win-win way to handle them.
Keys to Success
Finally, let’s discuss the keys to your success in starting up a lawn business. Always do more than is expected of you. Going the extra mile always pays off. It means higher customer retention, referrals, and ultimately more money! Present every aspect of your business with the utmost professionalism. Your image and reputation are everything to your business. Do not do anything to hurt them. Last, have fun and enjoy your work. Take pride in the job you do and you will succeed beyond measure.
How to Become a Basketball Referee
Although it is considered as one of the most stressful sports-related jobs, there are many reasons for trying to become a basketball referee. Beside the fact that it is a good paying job, you can also enjoy and show your passion for the game that you absolutely love.
However, before becoming an official basketball referee, a person must go into long and tedious process, although you’ll enjoy while in this process if you really have the passion to become a basketball official.
But before going into that step-by-step process of becoming a licensed basketball referee, you must be physically fit because basketball referees in all levels – NBA, college, high school – are required to be always in constant motion. And as we all know, players are also prone to blaming the referees if they felt that the call was bad. So to become an effective referee, one must possess an even-tempered personality and has the ability to deal with stress and pressure.
If you feel that you have the qualities mentioned above, then being a basketball referee is a good fit for you. The first thing to do is of course to know the rules by attending different seminars and once you master all the basketball rules, then it’s time to get some experiences. You can volunteer to officiate small basketball tournaments in your local area, and talking to experienced basketball officials would also be a big help for you.
After gaining sufficient experience, they you should now register and become a member of your local officiating association. To become an official member, it is mandatory to pass the officiating test, although it won’t be difficult because most of the tests are open-book type of test.
As the saying goes, experience is the best teacher. Once you feel that you are ready to go into another level, then you should start applying as an official in high school leagues, then after that, try your luck in college basketball level. Once you are officiating in college basketball games, the NBA officials are in constant scouting for a deserving referee. Who knows, you might get this once in a lifetime chance of officiating in the most famous basketball league in the world.
Patience is the name of the game, so if you really have a strong desire to become a basketball referee, you should be determined enough to reach your goal of becoming one of the most difficult, yet enjoyable sports-related job.
New Soccer Coach’s Sample Letter to Parents
You are a young or inexperienced youth soccer coach, and you have a bunch of excited and excitable parents who are yelling at their kids or who are simoply eager to help. What do you say to them to get them on your side? How can we enlist them to be part of a great organization? If we don’t manage their expectations and focus their energy we are missing a great opportunity or worse, running th risk of drama. Drama is not good for the team!
Don’t worry! All will be well! Here is a technique I have used with great success: a Coach’s Letter To Parents” which establishes firmly the expectations of parents, players and coaches for the season. You can easily adapt this to suit your own needs. It has worked like a charm for me. It’s gratifying to see the parents using the right language of support and encouragement for their girls and it lets me focus on the job of coaching.
Here’s the letter:
Memo for: Parents of ___________Girls soccer team for _________ Subject: My coaching goals, perspectives and intent
1. I will coach the U10Gs as a volunteer. I have a lifelong love of soccer, played on a really good club team for a couple years in college and am competent in building skills and managing practices/games. I’ve coached many of the girls on the team already through 2 outdoor and 1 futsal (indoor) season, with excellent results as measured by our Big 5 (see below).
2. My focus for the girls are the Big 5, and it’s how we as a team will keep our focus and evaluate ourselves during and after every game:
1. Play hard
2. Have fun
3. Support your team
4. Love the game
5. Respect the other team and the referees
We are winners when we do that. I will keep asking them to express what these mean to them in their own words.
3. It’s very important for you to be the parents of your girls, and let me be their coach. They thrive on knowing they have your unconditional love, admiration and enthusiasm, and letting me challenge them on the technical aspects of the game. The Big 5 would be an excellent set of discussion points with your girls to reinforce what’s really important for them at this age.
4. My goals are to provide a supportive environment for the girls to grow strong character through healthy competition and to develop their individual and team skills in soccer. I want them to contribute to and value the strength of their team. We know that strong, positive, social groups are an important source of moral strength for our girls in the teen years.
5. My focus on the girls as players is to give them equal time to play, and to help each girl grow her skills each practice, game and week. We measure success by our effort, our attitude and how far we have come.
6. My relationship with parents has been very good and I appreciate your help in reinforcing the lessons above through positive language and good sportsmanship.
7. I strongly encourage you to be active with your daughter in between practices. Soccer is great fun and kicking the ball around is a great way to burn some calories and enjoy playing together. If you’d like to help at practice, we can make that work too.
Sincerely,
_______.
A Critique of Howard Gardner’s Text – Frames of Mind
If one watched the NBA Finals in 1998, even if not a Chicago Bulls fan, one would have to be amazed to witness the graceful maneuvers of Michael Jordan in the air above the basketball rim. In the same context, to hear the brilliant vocal performance of Luciano Pavarotti may move one to ask if, in fact, it does require a special and distinct intelligence to master such demanding demonstrations of human brilliance. Or what of the complex interpersonal skills needed by a therapist to successfully establish rapport and assist individuals to make helpful and lasting change? For years, especially in the education circles, most believed such talents were the periphery of true intelligence.
Howard Gardner, a Harvard University professor and author of Frames of Mind , believes each performance mentioned above requires a unique and distinct intelligence. When Jordan evades defensive players while skillfully controlling the ball, and leaps just at the right moment to both draw a foul on the opponent and score a goal, demonstrates what Gardner terms bodily-kinesthetic intelligence. When Pavarotti thunderously exhorts a musical score from an Italian Opera, he draws upon musical intelligence. A therapist likewise taps into interpersonal intelligence to fulfill the requirements of that profession. There are four other distinct intelligences of which Gardner argues to be unique and separate: logical-mathematical, linguistic, spatial, and inter/intrapersonal. Logical-mathematical intelligence is sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning. This intelligence would be demanded of a mathematician or scientist. Conversely, a poet or journalist would require high linguistic intelligence: sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language. Spatial intelligence requires the capacity to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions. Explorers such as Christopher Columbus would have required high spatial intelligence to navigate uncharted waters. Finally, a unique and separate intelligence termed inter/intrapersonal enables one to have knowledge of one’s own strengths, weaknesses, desires, and intelligences – a blessing to any therapist who may have clients with such distinct intelligence.
In researching multiple intelligence, I came across dozens of articles, book chapters, and similar text associated with Gardner’s concepts of multiple intelligence (MI). The basic concepts of MI theory is confined within Frames of Mind (1983). According to many researchers such as H. Morgan, Professor of Early Childhood at West Georgia College, the theory that multiple factors contribute to what is generally considered intelligence is not new (Morgan, 1996). As early as the 18th century Christian Wolff wrote of a facultas appetiva and a facultas cognoseitiva – a faculty for willing and a faculty for knowing.
Later, German philosophers added a third faculty for feeling. In 1939, Louis Thurstone of the University of Chicago had published evidence for seven independent mental abilities – verbal comprehension, word fluency, numerical fluency, spatial visualization, associative memory, speed of perception and reason (Miller, 1983). C.P. Snow’s observation that intellectual life had become organized into two mutually uncomprehending groups, with literary intellectuals at one pole and physical scientists at the other, likewise caused a stir in 1959. Some intellectuals saw this as evidence of our failing educational system (Miller, 1983). Gardner responded to this limited scope of intellectual range by stating, “I think it has to do with the circumstances under which the intelligence test was developed. It was developed to predict who would have trouble in school. So it’s basically a scholastic kind of measure, and the more you try to apply intelligence tests results to milieus like schools – which can include certain kinds of professional or business organizations-the more appropriate the IQ test is, and the more appropriate that standard definition is. But, once you move to outside of school-like settings, then the standard theory of intelligence is much less appropriate” (Koch, 1996).
According to Miller, other lists of mental faculties were compiled by the school of “common sense philosophy” in Scotland and later used in the science of phrenology in the German school headed by Franz Gall, who identified 35 faculties localized to different parts of the head. However in the middle of the 19th century, the whole conception of separate faculties was displaced by theories of association of ideas, and even in America, efforts by Horace Mann to keep the school of phrenological alive faded by the close of the 19th century (1983).
History appears to repeat itself, and according to Miller, the theory of MI, in its myriad forms, is no exception. In Frames of Mind, Gardner mentions the fact Chromsky calls these faculties organs; the philosopher Gerald Fedor calls them modules; the British psychologist Allport calls them production systems. Howard Gardner calls them intelligences (1983).The paramount question is, “Are they multiple intelligences or are they cognitive styles?” L.L. Thurstone was among the first of the intelligence test makers to suggest that the human organism was too complex for intellectual activity to be determined solely by a single human factor (Morgan, 1996). As a result Thurstone (1938) developed the Primary Mental Abilities test, a multivariate analyses as a method of measuring intellectual functioning. Thurnstone’s theory suggested, much to the liking of Gardner, that intelligence could not be determined by measuring a single ability. The practice of intelligence testing began to follow the pattern of Thurstone. The work of Gardner has continued in similar fashion except perhaps for, semantics.
In analyzing Gardner’s seven distinct intelligences beginning with logical-mathematical intelligence, one discovers an interesting parallel to two other cognitive styles. In the 1940s, Briggs and Meyers started developing self-report questions that would lead to assessments of individual personality types and their cognitive styles. They expanded cognitive style theory to include typological constructs from their personality theory. This concept has been referred to as the Myers-Briggs Type Indicator (MBTI) (Myers and McCauley, 1985). As mentioned earlier, Gardner categorized logical-mathematical intelligence as the capacity to discern logical or numerical patterns and handle long chains of reasoning (Gardner & Hatch, 1989). The MBTI also identified these characteristics as cognitive learning styles employed by various personality types (Morgan, 1996, p. 266). Another learning style, The Field Independent types, approach object relations in an analytical manner with the ability to discern objects as discrete from their context. Interestingly, Gardner’s Logical-Mathematical Intelligence employs practically the same description.
Morgan (1983) indicates cognitive theorists have identified three basic sensory modes of interacting with the environment. They are kinesthetic, visual, and auditory (verbal thinking). It is with “verbal thinking” we draw a close comparison to Gardner’s Linguistic Intelligence – “sensitivity to meanings of words…(and) sensitivity to different functions of language (p. 266).
In criticism of Gardner’s Musical Intelligence, Morgan (1983) argues the auditory component of cognitive learning styles appears to be very similar to pitch, timbre, and expressiveness in Gardner’s description of Musical Intelligence. Also, how does one measure one’s appreciation of the forms of musical expression? Cognitive theorists have also been somewhat skeptical of Musical Intelligence based on *End States* due to the fact the various sensory modes often mature at various stages in a child’s life, so how can we predict Musical Intelligence based on these *End States?* Also, we must not neglect the importance of a child being raised in a competitive home where music is encouraged. A child, for example, with moderate ability to perform early in life, with encouragement, motivation, and interest, could excel in music later in life.
Gardner’s definition of Spatial Intelligence includes the capacity to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions (Gardner, 1983). Concerning the cognitive style, Breadth of Categorization, Kogan (1976, p. 60) describes it as the ability to set boundaries, either narrow or broad, around a central focal exemplar. According to Morgan, Spatial Intelligence as described by Gardner is highly compatible with the cognitive style construct of Breadth and Categorization (p.267). Individuals with broad categorizing cognitive styles have a greater capacity to perceive the visual-spatial world and match Gardner’s concept of Spatial Intelligence. Holtzman & Klein, (1954); Santosteno, (1964); Israel, (1969) referred to these attributes as leveling and sharpening. Within the visual/figural (spatial thinking) mode of leveling and sharpening, one discovers a striking similarity to Gardner’s “capacity to perceive the visual-spatial world…and to perform transformations on one’s initial perceptions” (Morgan, 1983. p 267).
There is a striking similarity within Gardner’s Bodily-Kinesthetic category (abilities to control one’s body movements and handle objects skillfully) with the work of cognitive style investigations related to sensory modalities and motor control. Kinesthetic (motoric thinking), is one of three cognitive style basic modalities found within the framework of Gardner’s Linguistic Intelligence. Motoric thinking as described in cognitive style theory is essential to body movement and control (Morgan, 1983, p. 267).
Other criticisms of Gardner’s Bodily-Kinesthetic theory is delineating between non-competitive performance and athletic performance on the playing field. According to Elias, (1979); Einstein, (1979); Fiske, (1977) allude to a sensory-active cognitive style that tends to guide the information processing for certain individuals, such as Black and Hispanic students. In other words, the information processing for the athlete on the playing field could be drastically different from that within a non-competitive situation. These researchers discovered Black and Hispanic students tend to perform better in classrooms that are not silent.
The final Intelligence identified by Gardner is Interpersonal and intrapersonal Intelligence. Briefly, Gardner’s has identified the absence or presence of external (interpersonal), and internal (intrapersonal) social skills as *intelligences.*Cognitive style theorists have defined these characteristics with the domains of Field Independent and/or Field Dependent characteristics employed by individuals during social encounters (Morgan, 1996). Another contrast with Gardner’s theory on inter/intra intelligences can be found in the work of Bieri (1961) who identified the bimodal cognitive style labeled Cognitive Complexity vs. Cognitive Simplicity – the constructs by which individuals define their personal and social world. These constructs compare with Gardner’s *capacities to discern and respond appropriately to the moods, temperments, and desires of other people” (Morgan, 1996, p. 268).
With regard to the arguments supporting cognitive learning styles as opposed to Multiple Intelligence, the debate will inevitably continue. Many researchers, educators, and practitioners have much invested in support of the MI theory. Despite the semantical difference in terms intelligence or cognitive learning styles, the overarching benefit of Gardner’s work was to silence the proponents of the single factor constructs of intelligence. In summary, Miller (1983) states, “The value of Frames of Mind lies less in the answers it proposes that in the problems it poses. They are important problems, and time spent thinking about them will be time well spent, whether or not your conclusions agree with Mr. Gardner’s.”
References:
Bieri, J. (1961) Complexity – Simplicity as a personality variable in cognitive performance behavior.
Functions of Varied Experience. Homewood, Illinois: Dorsey Press
Gardner, H. (1983). Frames of Mind. New York: Basic Books
Gardner, H. & Hatch. (1989). Multiple Intelligences go to school: Educational implications of the theory of Mulitple Intelligences.
Educational Researcher 18, (8), 4-10
Holtzman, P.S. & Klein, G.S. (1954). Cognitive system principles of leveling and sharpening individual differences in assimilation effects in visual time error. Journal of Psychology 37, 105-122
Kogan, N. (1976). Cognitive Styles In Infancy and Early Childhood. New Jersey: Lawrence Erlbaum
Miller, G. (1983). Varieties of Intelligence. New York Times Review . Dec 25, 5 & 20
Morgan, H. (1996). An Analysis of Gardner’s Theory of Multiple Intelligence. Roeper-Review. Vol 18,4, pp. 263-269
Myers. I. B. and McCauley, M.H. (1985). Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Palo Alto, California: Consulting Psychologist Press
Koch, C. (1996). The Bright Stuff. CIO magazine. Mar. 15
Santostefano, S. G. (1964). A developmental study of the cognitive control leveling-sharpening. Merrill- Palmer Quarterly 10. 343-360
Thurston, L.L. (1938). Primary Mental Abilities. Chicago: University of Chicago Press
Replacement Basketball Backboards For Lifetime Basketball Systems
What do you need to know when purchasing replacement Lifetime Basketball Backboards?
The first point to always consider is that you must always match manufacturer with manufacturer. This means if you have a Lifetime Products basketball system, you will need a Lifetime basketball backboard. If you have a Huffy / Spalding basketball systems, you will need a Huffy / Spalding backboard. The reason for this is the mounting brackets that attach the backboard to whatever structure you are wanting are specific to the manufacturer. That means Lifetime mounting brackets are not compatible with Spalding backboards and vice versa.
The second point to consider what size of system you can get. In general, it is almost always safe to replace the same size backboard with the same size backboard. This is true because once again, the mounting brackets should remain the same as long as the manufacturer is the same. This is certainly true of Lifetime Products. Where it gets tricky is with Spalding basketball backboards. With Spalding, backboards smaller than 48″ are almost always compatible with each other; but, backboards larger than this may or may not work with the same mounting brackets. To be certain, you should always contact a sales representative or the manufacturer to be certain you are getting the right backboard.
The third point to consider is the age of your current system. Manufacturers typically do not like to change their specifications much because they would be hurting their own sales for replacement parts. However, as time goes on, more and more new and better designs are created, which causes some older parts to become obsolete. You are generally safe with your current system if it is less than 8 years old. However, to be certain you should once again contact someone who has knowledge of your current hardware to be sure you are purchasing the proper models.
The last point to consider is if you have parts that are obsolete, do not despair. In most cases it is very cheap to replace your obsolete parts, such as the mounting bracket. For instance, the Lifetime 9594 mounting bracket typically sells for under $45. The adjustable 1044 bracket sells for under $70. Both of these systems can mount to a 3.5″ diameter round pole and to wall. The 9594 can also mount to a roof top. Where this does get tricky, again, is with Spalding. Spalding has a series of brackets and poles they sell to mount their basketball backboards. Rather than go into an extended description of the various parts they have available, you need only concern yourself with a couple of things, and then leave the rest to your sales representative. Spalding brackets will only mount to a 3.5″ diameter round pole, a 4″ square pole, or a wall. They also have 1 bracket that will mount to a roof top. If you have any other setup than these options, you likely will not be able to use any of the available options. If you do not know what pole system you have, do not fret since most every consumer line basketball system features a 3.5″ round diameter pole or a 4″ square pole.
Have fun shopping!
100 Creative Presentation Ideas
Creative Presentation Ideas – It’s Showtime!
Listed below are just 3 of the 100 creative presentation ideas you can use to make your presentation unforgettable. You may use these creative presentation ideas when speaking to potential investors, at management forums, conference lectures or with your colleagues, employees, or any other presentation you have to make.
Each creative idea is described in the following format:
Basic description of the creative presentation idea
What for? major benefits of the idea, or how it may be used
Variations on the creative idea: how you can adapt the idea to different settings, goals and audiences
Comments: things you should pay attention to when using the creative idea
Well, here comes the first creative presentation idea:
Creative Presentation Idea #1:
Description: Do not use titles in your slides
What for?
Tell the viewers that you left out the presentation titles intentionally in order to see if you could deliver your main points clearly
When using the presentation as a learning aid in a workshop, if your audience is required to complete the titles, they will have to think about what you are teaching and actively participate in the discussion
Variations:
Leave the titles out for only some of the slides – perhaps the ones that will be used for a review of the presentation so far, or to trigger a discussion on a controversial issue
Write only half of the title, and ask your audience to complete it
Comments:
You can use a printed “complete” version of the presentation for yourself, so you can see the titles you meant to use
The creative ideas I suggest are of different kinds and levels. Some are crazier than others. You should choose the one that best suits your presentation needs. Do you want to make a really bold statement? Here is a more outrageous idea:
Creative Presentation Idea #75:
Description: Present the presentation blindfolded!
What for?
You could definitely demonstrate your knowledge of the subject and a good memory skill as well as self-confidence by using this idea
Use it to add some humor to your presentation: after you put the blindfold on, intentionally make some funny mistakes when referring to the slides, and only then show them that you know what you’re talking about…
Variations:
Put the blindfold on for just a short part of the presentation, when you want to make a dramatic effect
Provide blindfolds for the participants, so their sense of hearing will be heightened and you could test their memory after a few slides!
Comments:
Take care not to offend people with disabilities (e.g. blind people, etc.). Use this technique when you are certain you can do so tactfully and with good taste
As you might have noticed by now, these creative presentation ideas do not rely on an incredible knowledge of Power Point, or on unreasonable production expenses. Actually, in some of the ideas you don’t even have to use Power Point at all!. Here’s one:
Creative Presentation Idea #31:
Description: Have a painter/caricaturist assistant -
drawing images/cartoons on a flip chart as you explain
What for?
This would make your presentation “live” on the go. Instead of using slides, the sketches would visually convey the major points you are trying to get through. For example – when you talk about the tough task lying ahead, a simple drawing of mountaineers climbing up a steep mountain would etch that image in the viewers mind.
A caricaturist could add a touch of humor to your presentation with funny images and hints
Variations:
If you have the talent – you could draw the sketches yourself as you speak.
If there’s an electronic drawing pad – you could use it and show the drawings on a screen as they are drawn.
Alternatively – ask some of the participants themselves to help you and draw those images on the flip chart as you speak.
You could prepare and give the participants a comic book with the important things you talked about.
Comments:
Make sure there are enough flip chart pages you could use, and that everyone can see them well.
Rehearse the presentation with the painter and the list the major subjects you are going to talk about so that s/he would have time to think about how to make meaningful and relevant drawings.
Here are a few pointers on where to find the person to draw for you: look for high school or college art students who wish to practice and demonstrate their talent for a small fee or free of charge; ask around for other employees that have that talent and are willing to give a hand. Of course, if the presentation is worth the investment, you may always hire a professional caricaturist.
Basketball – The World’s 2nd Best International Spectator Sport
One of the greatest sports in the world today is Basketball. It is truly an international sport and worldwide it is the world’s second largest spectator sport only to Football. One of the most popular and widely viewed sports on the planet.
Basketball is played in many different countries including United States (where the sport originates from) and China. It is as a consequence a true Olympic sport. Basketball is a major team sport that is played at great pace. People follow their favourite teams with a passion and there is always great rivalry between the teams from different cities and countries.
The world’s strongest league is undoubtedly the NBA, which includes a number of very strong, powerful teams. As my family are spread throughout many of the United States we tend to follow the Boston Celtics and Los Angeles Lakers. Many of the world’s best players play in the NBA. They come from far and wide. Players get paid the best but then they have to be amongst the best to be able to compete in the No. 1 greatest league. The standard of quality and excellent play is very high.
The US game is slightly different from all countries worldwide including Europe and the rest of the world. It is 8 minutes longer overall. It tends to be faster with a much higher average number of points scored in each game. Most games are tremendously exciting and have a tendency to be fast paced with non-stop action.
International games are played with 4 quarters of 10 minutes totalling 40 minutes while NBA games are played with 4 quarters of 12 minutes totalling 48 minutes. There is a 15 minute break at half time with 2 minutes allowed for the other breaks.
Each Basketball match is played between 2 teams of 5 players who attempt to score points against each other. The goal at either end of a court is 10 foot high (3.048 metres). You can pass; bounce (dribble) the ball. Physical contact is penalised. The other team is awarded 1 or 2 Free throws. You can score 3 points from a long-range shot, 2 points from an average basket score and 1 point from each Free throw scored.
Basketball is an excellent team sport that can be played both indoor as well as on outdoor courts.
Be sure to enjoy the sport and have great fun
Have a great time either playing or watching
Martin Jeszke
www.sportsworldallsports.info
How To Put Backspin on a Ball
We all love it when we hit that shot that draws back quickly 5-10 feet after landing like it was on a string, right?
Well, putting backspin on a ball isn’t easy. You need the proper technique and the right conditions to do it. You also need the right ball. I cover backspin in my golf lessons, and once you know how, you’ll start hitting it closer to that difficult pin placements.
Putting backspin on a golf ball is like putting backspin on a cue ball. To do that you hit downward on the bottom half of the cue ball with significant force. Putting chalk on the stick’s tip, striking the ball at a steep angle, and increasing the velocity of the cue stick as it moves toward impact also helps.
To put backspin on a golf ball, as I explain in my golf tips, you do basically the same thing. But here, the goal is to “pinch” the ball between the club and the fairway. You not only need to hit downward on the ball with a fair amount of force, you also must make clean contact on the lower portion of the ball. It’s essential to have a clean (or new) club with some grip left on its face and a new ball when putting backspin on a ball.
The combination of all these factors–angle of attack, force, and clean contact–puts backspin on the ball. Coordinating all these factors in your swing is why it takes several golf lessons to learn.
You also need certain conditions to do it. Below are the three conditions you need before hitting the shot. If these factors are missing, forget about putting backspin on the ball.
o Conditions must be fairly dry
o You must be on the fairway
o Greens have to be in good shape
I use backspin when I need to hit a pitch-and-stop shot. This type of shot is best used from about 25 to 30 yards away when you have an obstacle– bunker, water, rough, rocks– between you and the green.
Obviously, you can’t hit the ball on the ground or on a line, like a line drive in baseball. You need to hit a high shot over the obstacle. If you put enough backspin on the ball, it takes a bounce or two and stops.
Ideally, you’d like to hit the green about 10 to 15 feet from the pin and stop the ball a few feet from the hole, leaving you a short putt. Of course, if it goes in, that’s even better. If you fail to put enough backspin on the ball, however, it probably will roll off the green, especially if it is slanted or hard-baked.
I recommend using a 9 iron or, better yet, a pitching wedge in my golf tips. The wedge has a high loft, is heavy, and a large flange, which prevents it from digging into the turf. The divot need not be big or deep. Remember to keep your head down until your right arm pushes it up–a fundamental all good golf instruction emphasizes.
I use a high spin/soft cover ball for pitch-and-stop shots and I recommend it to anyone who wants to learn the shot. A brief golf lesson on balls explains why.
Golf balls are available with three types of spin. The low spinning golf ball helps eliminate sidespin, which in turn helps reduce the big slice or hook. It doesn’t carry as far as the other types, but it makes up for it with roll. This ball is appropriate for players with high golf handicaps.
The mid-spinning ball fills in the gap between low and high spin balls. It provides more feel than the low spin ball, but doesn’t roll as far, although it travels fairly far. The mid-spin ball also varies depending on the manufacturer. It is better suited for golfers with mid-range golf handicaps.
The high spinning ball gets more carry than the other types of balls, but it won’t roll far when it hits the ground. This ball offers more feel and control, however, than a mid-spin ball, a big advantage around the greens. It’s the added spin that provides the increased control for the player. It’s the type of ball players with low golf handicaps often use.
My golf instruction teaches students to use the ball that’s right for them. If they’re beginners, for example, I recommend a ball with low spin. I also teach students how to put backspin on the ball in my golf lessons, but I emphasize that the conditions on the course must be right for them to try it. Nevertheless, it’s a potent weapon.
Practice improves your ability to put backspin on a golf ball, but keep in mind that the shot is one of the hardest to master in golf so don’t spend the majority of your practice time trying to master this shot.