System, apparatus and method for teaching a basketball dribbler to have optimal control over the basketball

Abstract

Systems, devices and methods for teaching a basketball dribbler to have optimal control over the basketball, especially when transitioning from one dribble / move to the another, by establishing continuity that demands that the ball has to be back at a certain place at a certain time. The dribbler identifies and maintains a consistent organized rhythm, according to a consistent beat while executing particular dribbling basketball movements. The consistent beat may be a consistent tick or flash (audio and / or visual) at a number of different tempos.

Description

BACKGROUND OF THE INVENTION[0001]1. Field of the Invention[0002]Systems, devices, and methods consistent with the exemplary embodiments relate to teaching a user how to handle a basketball, and more particularly, to teaching a user how to dribble a basketball and transition from one dribble to another.[0003]2. Description of the Related Art[0004]Recently, many basketball players / dribblers are investing countless time, effort and money into trying to be a better handler of the basketball and exhibit maximum control over the basketball while dribbling and transitioning from one dribble to the next. Starting at very young ages, and continuing well into adulthood, many people are off on their own trying to figure out dribbling for themselves. Others go about employing the services of coaches and / or trainers to help them to become skillful dribblers. During this popular quest to become better, players / dribblers are seeking the aid and advice of established methods which teach the skill.[...

AI Technical Summary

Benefits of technology

[0017]According to an aspect of an exemplary embodiment, there is provided a method for improving a dribbler's control of a basketball during dribbling, which includes sensing a beat; and dribbling the basketball in accordance with the sensed beat.

[0023]According to another aspect of an exemplary embodiment, there is provided a system for improving a dribbler's control of a basketball during dribbling. The system includes a device having a generating unit, which generates a beat; and an outputting unit, which outputs the beat. The dribbler dribbles the basketball in accordance with the output beat.

[0028]According to another aspect of an exemplary embodiment, there is provided a handheld device for improving a dribbler's control of a basketball during dribbling. The device may have a generating unit, which generates a beat; and an outputting unit, which outputs the beat. The dribbler may dribble the basketball in accordance with the output beat.

Problems solved by technology

Many fall short of teaching effective dribbling comprehensively that ultimately lead to success in basketball.

This traditional method of repetitious training has its problems.

One problem is that current drills do not demand that the ball has to be back at a certain location at a certain time.

This lack of accountability in dribbling drills results in inefficiency in training—and essentially wastes time and energy.

While dribbling, ball handlers currently experience difficulty transitioning from one dribble / move to the next dribble / move.

Poor transitioning from one dribble / move to the next is a temporary lack of ball control.

Some trainers are not truthful enough to tell a dribbler that he / she will not be able to do the move because he / she cannot dribble with their weak hand.

The problem is that in a real basketball game situation, you rarely ever have the opportunity to start over.

Real defensive pressure is relentless and unpredictable.

Another problem with the type of drilling where players are being asked to perform a move and then make a shot or pass at the end of the move is that they assume the move worked in freeing the ball handler from the defender.

Again, real defensive pressure is relentless and unpredictable.

As long as these drills make these assumptions, then they will fail to prepare dribblers for effective transitioning from one dribble / move to the unanticipated next dribble / move.

These goals are not easily fulfilled.

While most conventional methods of teaching dribblers effective transitions from one dribble / move to the unanticipated next dribble / move fall short of maximizing the dribblers' training experience, there are still countless hours, energy and money poured into them.

One problem with the current technology is that it does not demand accountability from dribblers.

This lack of accountability ignores that the ball has to be back at a certain location at a certain time.

Also, many coaches / trainers diversify training beyond the scope of dribbling and make it more difficult to improve the isolated dribbling issue.

Also, when dribblers are allowed to stop and restart, then trainers are perpetuating a bad habit that can prove disastrous if done in a real basketball game.

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