Pool ln School

Tuesday, 13 March 2007

BILLIARDS: A Lifetime Sport Pocket Billiards Curriculum Guide & Instructor’s Manual Written by Barton Mahoney & Marcie Davis Introduction: This program was designed in a classroom environment. Under the supervision of Madeline (Marcie) Davis, Del Campo High School Physical Education Department Chair, and Barton (Bart) Mahoney, professional billiard instructor, this course has evolved into a multi-task curriculum for students. The program can be simplified for early-age groups or expanded for collegiate students. It can be taught in public or private schools, at convalescent or therapeutic hospitals, in retirement facilities and at a variety of community learning exchanges. In all cases, assistance from a qualified, professional billiard instructor is highly recommended. POOL IN SCHOOL A publication of the Billiard Education Foundation Second Edition The importance of motor-skill development, cognitive learning and social-skill development in billiards creates an inspiring standard of expectation in those that embrace the game. Exercise in the intricate measures of skill that this sport requires sets the tone. Developing muscle memory, focus and relaxation encourages knowledge about specific functions of the body. This knowledge, combined with the understanding of billiard equipment, provides a personal experience that will last a lifetime. Like other physical education activities, billiards requires the same components—mental, physical and emotional exercises, building knowledge through experience and competition to round out the fun. This program offers all of these and more. A unique community is then achieved: millions of people playing billiards on a regular basis. This curriculum has been tested in Sacramento, CA, with approximately 2,000 participants over a seven-year period. It is now included in the Del Campo High School Physical Education Lifetime Sports Program, along with golf and bowling. TABLE OF CONTENTS Acknowledgments Introduction Foreword by Jeanette Lee Part I – Introduction to Billiards Chapter 1 - Course Overview   Culture Skill Development Competition Chapter 2 - Course Benefits   Overview Students Physical Education Instructors Schools Chapter 3 - Alternative Activities Chapter 4 - Using a Billiard Room   Overview Facility Etiquette Equipment Etiquette Play Etiquette Supplemental Instruction Check-Out Procedures Rack Check-Out Sheet Part II – The Curriculum Chapter 5 - Conditioning   Introduction Physical Training Mental Training Chapter 6 - Cue Sports   The Origin of Cue Sports Disciplines & Formats Equipment Chapter 7 - Pocket Billiards   General Rules Straight Pool (14.1) 8-Ball 9-Ball 30 Chapter 8 - Physical Geometry   Fundamentals Set Position Shooting Position Stroke 46 Chapter 9 - Visual Geometry   Overview Aiming Techniques Chapter 10 - Dr. Cue’s Review (Formula for Game Improvement) Chapter 11 - Player Program   Overview Practice Lessons 1-11 Final Exam (Sample) Final Exam (Key) Chapter 12 - Exercises   Practice, Practice, Practice Data Sheets Exercises 1-8B Skill Tests 1-4 Evaluation Artistic Shots 1-6 Appendix A Billiard History & Trivia Appendix B Glossary of Billiard Terms Appendix C References A Word From the Authors 114 SELECTED EXCERPTS From the Forward by Jeanette Lee: I am truly fortunate to have been exposed to billiards and am now finding the games harmonious with life. At not such an early age, eighteen to be exact, billiard games stimulated a powerful intrigue within me. There were pocket billiard tables, snooker tables (a larger table than pocket billiards with smaller balls and pockets) and then the table without pockets called carom billiards. While these tables are similar (might I add all beautiful in display), they actually reflect three different disciplines in game strategy. Without going into these differences (which this textbook does), they all offer the same benefits as an activity—a common objective to develop physical, mental and emotional control by all players. It is an incredible lifetime experience. From Introduction to Billiards, Chapter 1: Course Overview — Culture The environment of a billiard room offers a unique blend of culture. When used as a classroom, students soon appreciate the difficulties of playing and share this common bond through humility. The challenge of executing the simplest of shots can be quite humorous. This act alone is an excellent way for players to have fun together. Hand-eye coordination has been proven to be an integral element of logic. The relationship between the table, balls, cue and the demand for near-perfect execution challenges a player beyond measure. With knowledge as the source, there is no end to this mastery. An avenue of well-founded self-esteem is available to anyone embracing this sport. Any person can achieve high levels of skill, if they so dare to be challenged. Cognitive Billiards as a sport necessitates a high level of concentration. Understanding this concept engages perception. Learning the required formulas for shot making brings many related subject matters to the table. The games are played on a rectangle with very precise dimensions. The fascination begins each time the balls go in to motion. Based on the knowledge attained, creative expressions by players are endless. From Chapter 4: Using a Billiard Room — Overview Respect and sportsmanship are essential for an enjoyable billiard experience. Students must realize that the billiard room and its property are an off-campus facility and all school regulations apply. The facility must be in compliance with all city and county codes. Class size is limited by the number of tables available, with a maximum of four students per table. The billiard program shall be in compliance with all school regulations and requirements. If acceptable to the room owner, instructors can arrive before the class starts to provide additional practice time for students. The room owner may require that students pay for the additional table time. Please consult with the room owner before setting a practice-time schedule. Using a billiard room as an off-campus classroom is a privilege extended to students by their school and the room owner. The sport, with its rich history and traditions, must be respected. The room, equipment, instructors and fellow students must also be treated with care and respect. From Chapter 6: Cue Sports — The Origin of Cue Sports Cue sports have been played around the world for centuries, dating back to the 15th century. As with all “stick and ball” sports, they were created as a pastime for entertainment and competition. Although the origin of billiards on a table is not specifically known, it is believed to have begun as an indoor version of lawn croquet. The game has evolved into three different disciplines: snooker, carom billiards and pocket billiards. These are played on different-sized tables, with different-sized playing balls and different rules. While the mechanics of shooting are constant across disciplines, there are many differences in equipment, technique and strategy. From Chapter 8: Physical Geometry — Stroke The stroke is the movement of the cue from a player’s shooting position. The objective of this motion is to strike the cue ball at a target. All players can see that the direction of the cue ball needs to be straight. To be successful, the challenge then is to deliver the cue on a straight path. There are a number of ways this can be accomplished. Hitting shots repeatedly will allow the memory to make adjustments so a straight path is established. Another way is to practice this motion in front of a mirror, thus accelerating the process of memory. Either method will work, but one is much faster. Can you guess which one? Regardless of the method being used, it is the “follow-through” of the stroke that is mandatory. From Chapter 12: Exercises Practice, Practice, Practice! Students work best as a team. Encouraging team practice will help accelerate learning the different aspects of billiards. Have students spot for each other, such as practicing the break shot and racking for one another. Demonstrate and discuss strategies for safeties, combinations, caroms, position, etc. If a player is having difficulty with a particular shot, set it up and have him or her practice it repeatedly until they are comfortable with the shot.

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