PubMed · 2021663
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K E Powell. 1991. On basketballs and heartbeats.. https://pubmed.ncbi.nlm.nih.gov/2021663/
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A completely general three-dimensional dynamic model is presented for the motion of basketball shots that may contact the rim, the backboard, the bridge between the rim and board, and possibly the board and the bridge simultaneously. Non-linear ordinary differential equations with six degrees of freedom describe the ball angular velocity and ball centre position. The model includes radial ball compliance and damping and contains five sub-models: purely gravitational flight, and ball-rim, ball-bridge, ball-board, and ball-bridge-board contact. Each contact sub-model has both slipping and non-slipping motions. Switching between the sub-models depends on the reaction force at, and velocity of, the contact point. Although the model can be used to study shots from any point on the court, we here use it to study the sets of free throw release angle, velocity, angular velocity, and lateral deviation angle that result in success (capture), as well as underhand free throws and those using an under-inflated ball. Free throw shots with larger backspin, lower inflation pressures, and underhand release conditions are shown to result in larger capture percentages.
Team sport competition can be characterized as a complex adaptive system in which concepts from nonlinear dynamics can provide a sound theoretical framework to understand emergent behavior such as movement coordination and decision making in game play. Nonlinear Pedagogy is presented as a methodology for games teaching, capturing how phenomena such as movement variability, self-organization, emergent decision making, and symmetry-breaking occur as a consequence of interactions between agent-agent and agent-environment constraints. Empirical data from studies of basketball free-throw shooting and dribbling are used as task vehicles to exemplify how nonlinear phenomena characterize game play in sport. In this paper we survey the implications of these data for Nonlinear Pedagogy, focusing particularly on the manipulation of constraints in team game settings. The data and theoretical modeling presented in this paper provide a rationale in nonlinear dynamics for the efficacy of a prominent model of game play teaching, Teaching Games for Understanding approach.