Patent Publication Number: US-11657906-B2

Title: System and method for object tracking in coordination with a ball-throwing machine

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
     This application is a continuation of U.S. application Ser. No. 16/171,127 filed on Oct. 25, 2018, now U.S. Pat. No. 10,744,383 issued on Aug. 18, 2020, U.S. application Ser. No. 15/374,984, filed Dec. 9, 2016, now U.S. Pat. No. 10,118,078 issued Nov. 6, 2018, which is a continuation-in-part of U.S. application Ser. No. 14/617,599, filed Feb. 9, 2015, now U.S. Pat. No. 9,555,306 issued Jan. 31, 2017, which is a continuation of U.S. application Ser. No. 13/287,749, filed Nov. 2, 2011, now U.S. Pat. No. 9,010,309, issued Apr. 21, 2015, the entire contents of each are incorporated by reference herein. 
    
    
     FIELD 
     Embodiments of the disclosure relate to the field of soccer goals and soccer ball-providing machines. More specifically, one embodiment of the disclosure relates to a system and apparatus of a soccer goal that includes a plurality of sensors to detect when a ball breaks the plane of the goal line. 
     BACKGROUND 
     In soccer, to be in control of the ball is of importance to every level of player. The ability to control an awkward bouncing ball quickly and effectively gives the player with the ball the immediate advantage. First touch is often the difference between success and failure in most situations during the match. Additionally, accuracy in passing and shooting a ball is essential in developing a well-rounded game. 
     As players get older, the game gets faster and demands more speed. Consequently, there is a greater need for accurate shooting and passing. Often, players cannot always place a ball, either to score a goal or even to place a shot within a specific location of the goal—e.g., out of the reach of the goalie; therefore, a player may miss out on an opportunity to score a goal. 
     Players can improve the accuracy of their shooting and passing by performing shooting and passing drills. Often, however, a player is unable to concentrate on keeping track of the location of each pass or shot within a goal or other area during drills involving several balls. Therefore, by the end of the drill, a player typically does not remember his/her accuracy and cannot determine whether he/she is improving based on results of previous drills. 
     SUMMARY 
     Certain aspects, advantages and novel features of the inventions are described herein. It is to be understood that not necessarily all such advantages may be achieved in accordance with any particular embodiment of the inventions disclosed herein. Thus, the inventions disclosed herein may be embodied or carried out in a manner that achieves or selects one advantage or group of advantages as taught herein without necessarily achieving other advantages as may be taught or suggested herein. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The features disclosed herein are described below with reference to the drawings. Throughout the drawings, reference numbers are re-used to indicate correspondence between referenced elements. The drawings are provided to illustrate embodiments of the inventions described herein and not to limit the scope thereof. 
         FIG.  1    is a perspective view of a ball-throwing machine. 
         FIG.  2    is a cross-section of the ball-throwing machine of  FIG.  1   . 
         FIG.  3    shows some of the internal components of the ball-throwing machine including portions of a ball delivery device. 
         FIG.  4    illustrates the bottom of the ball-throwing machine. 
         FIG.  5    shows portions of a ball delivery device. 
         FIG.  6    illustrates an example training scenario using the ball-throwing machine in conjunction with a controller. 
         FIG.  7    illustrates an embodiment of a computing environment for facilitating communications between the controller of  FIG.  6    and a soccer network application. 
         FIG.  8    illustrates an embodiment of a ball machine control process that may be implemented by the controller of  FIG.  6   . 
         FIG.  9    illustrates an embodiment of a training process that may be implemented using the ball throwing machine and the controller of  FIG.  6   . 
         FIG.  10    illustrates an embodiment of a coaching process that may be implemented at least in part by the soccer network application of  FIG.  7   . 
         FIGS.  11  through  15    illustrate embodiments of controller user interfaces that may be generated by the controller of  FIG.  6   . 
         FIGS.  16  and  17    illustrate embodiments of user interfaces that may be generated by the soccer network application of  FIG.  7   . 
         FIG.  18    is an embodiment of an intelligent goal having a plurality of sensors establishing multiple zones within the plane of the goal line and a plurality of lights. 
         FIG.  19 A  is a front side view of an embodiment of an intelligent goal. 
         FIG.  19 B  is a top cross-sectional view of an embodiment of the intelligent goal as seen in  FIG.  19 A , which includes the side post having a plurality of lights and a plurality of sensors integrated therein. 
         FIG.  19 C  is a side view of a sectional portion of a side post of the goal  1900  including a plurality of sensors. 
         FIG.  19 D  is a top perspective of an embodiment of an intelligent goal including a front set of side posts having a plurality of lights integrated therein and a back set of side posts having a plurality of sensors integrated therein. 
         FIG.  19 E  is front view of an embodiment of an intelligent goal including a housing including one or more speakers. 
         FIG.  19 F  is a front side view of an embodiment of an intelligent goal including a plurality of sensors located proximate to upper corners of the intelligent goal. 
         FIG.  20    is a front side view of a sectional portion of a side post, the crossbar and additional supporting posts of the goal  2000  including a plurality of attachable sensors and an attachable speaker. 
         FIG.  21    is an exemplary embodiment of a logical representation of the intelligent goal logic. 
         FIG.  22    is a flowchart illustrating an exemplary method for configuring and operating the intelligent goal according to a selected training drill. 
         FIG.  23    is an exemplary embodiment of a computing environment for facilitating communications between the controller and a soccer network application of  FIG.  7   , the intelligent goal logic and an intelligent goal. 
     
    
    
     DETAILED DESCRIPTION 
     I. Introduction 
     As described above, a soccer player&#39;s first touch of the ball is an important core skill to develop. A touch can be as simple as receiving a slow pass on the ground or as difficult as taking a top speed knuckling ball out of the air and straight down onto one&#39;s foot. First touch development is a continual process; youth and professionals alike perpetually train to ever improve their first touch and ball handling skills. The skill of touch is typically trained by players forming pairs and passing the ball to one another. This training method can produce results but tends to fall short in providing a disciplined approach to training that enables progress measurement and goal-oriented improvement. Further, this technique requires a player to find another individual with which to practice, which is not always practical, particularly for serious athletes who devote significant time to their training. 
     This disclosure describes a specialized ball-throwing machine that can be used to improve a player&#39;s first touch and ball control, among other benefits. The ball-throwing machine can be designed to throw, lob, pitch, or otherwise eject soccer balls toward a player, who can trap the balls or practice other ball control skills. The ball-throwing machine may be controlled using a controller in the faun of a handheld computing device or the like. The controller can include software and hardware that enables the player to remotely control the machine, for example, wirelessly. The controller can include functionality for recording a player&#39;s progress with ball training, and the player can upload this progress information to a software network application, which may be a web site or the like. The soccer network application can provide functionality for a remote coach to analyze the player&#39;s progress and provide a customized training program to the player based on the player&#39;s progress. As a result, the ball-throwing machine can enable the player to track progress and receive remote coaching to improve that progress. These and other features of the ball throwing machine, controller, and associated soccer network application are described in detail below. In addition, this disclosure describes an “intelligent goal” that combines a traditional soccer goal with at least a plurality of sensors and logic to determine when a goal was scored and the placement of the ball as the goal was scored. Additionally, the intelligent goal may include one or more lights and/or one or more speakers. The sensors, lights and speakers may be integrated in the side posts or crossbar of the intelligent goal. The intelligent goal may include a plurality of sensor pairs such that a first sensor of the sensor pair is integrated in a first side post and a second sensor of the sensor pair is integrated in a second side post and aligned horizontal to the first sensor. A beam (e.g., a light beam) may be transmitted from the first sensor to the second sensor such that a goal is detected when a ball interrupts the light beam. Based on the location of the sensor pair along the side posts, the placement of the ball while scoring the goal is known. One or more lights may be integrated within the side posts and/or cross bar and, controlled by logic of the intelligent goal, be turned on or off according to aspects of a drill for which the intelligent goal is being used. Further, one or more speakers may be coupled to or integrated in the cross bar or side posts and, controlled by logic of the intelligent goal, provided audible cues according to aspects of a drill for which the intelligent goal is being used. 
     The game of soccer is commonly known in some countries as “football” or “association football.” For convenience, this specification refers solely to the term “soccer,” although such usage should be considered synonymous with “football” and “association football.” Further, embodiments of the ball throwing machine, controller, and soccer network application described herein can be used or adapted for sports other than soccer, some examples of which are described below. 
     It should also be noted that although this specification refers primarily to using a ball-throwing machine to train ball trapping skills, the ball-throwing machine can be used to train other skills. For example, the ball throwing machine can be used to train passing, shooting, and stopping a soccer ball, among other ball skills. 
     II. Example Ball Throwing Machine 
     A ball throwing machine  10  is shown in  FIG.  1   . The ball throwing machine  10  can be used to pitch a ball, such as to deliver a ball to a user. For example, the ball throwing machine  10  can be used to deliver a soccer ball or a specialized soccer-type ball to a user. The ball throwing machine  10  can also be used with various other balls for various other sports. 
     The illustrated ball throwing machine  10  includes an outer housing  12  with an upper section  14  and a lower section  16 . The ball throwing machine  10  can be that can be easily movable. For example, the ball throwing machine can include one or more motorized wheels  18 . Some embodiments may also include one or more handles for securing the ball throwing machine while moving the same. 
     As can be seen in  FIGS.  1  and  2   , the upper section  14  includes a hopper  30 . The hopper  30  can be used to receive and/or store balls to later be ejected or thrown by the ball throwing machine  10 . The illustrated embodiment includes a high-volume or large storage-type hopper  30 . In some embodiments, the hopper can store as many as 25 balls. Of course, it will be understood that the hopper could hold more or less balls, as necessary or desired. 
     Many different styles and types of hoppers can be used. As shown, the hopper  30  is a gravity-type hopper with a spiraling ramp  32  located around and internal tube  34 . The tube  34  can be used to impart structural strength to the hopper an can also provide appropriate spacing such that balls within the hopper are able to properly rotate and move downward in the hopper. Alternatively, the tube  34  is not included in some embodiments. Rather, the hopper  30  merely includes the spiraling ramp  32 . In another embodiment, the spiraling ramp  32  is omitted and the hopper  30  includes a tube  34  that holds a plurality of balls. 
     In some embodiments, the hopper  30  can be transparent. For example, the outer material of the hopper may be clear Plexiglas or plastic, or a thin mesh-like fabric. This transparency can allow the user to view the balls in the hopper  30  and identify when the hopper  30  needs to be reloaded. The hopper  30  can have a top portion  36  and a bottom portion  38 . The top portion  36  can be configured for receiving one or more balls into the hopper  30  and in some embodiments, can hold additional balls. The bottom portion can be configured to transition balls from the hopper  30  into a ball staging area  42 . 
     The hopper  30  can be used for storing balls when the ball throwing machine  10  is in use and/or when the ball throwing machine  10  is not in use. In some embodiments, the hopper  30  can be collapsible or detachable to decrease the size of the ball throwing machine  10 , such as when the ball throwing machine is not in use. In some embodiments, the tube  34  can be a telescoping tube and the outer material of the hopper  30  can be fabric, such that the hopper  30  can increase or decrease in size. In some embodiments with the collapsible hopper  30 , the top portion  36  can be collapsed to sit on top of the bottom portion  38 . Alternatively, the tube  34  can be configured to be removable to remove structural support separating the top portion  36  from the bottom portion  38 . 
     Advantageously, in certain embodiments, the ball throwing machine  10  is designed to deliver soccer balls that are smaller than adult regulation size soccer balls to thereby enable more effective training of ball trapping skills. The smaller surface area of such balls can make the smaller balls harder to trap than regulation size balls (such as size “5” soccer balls). Training with smaller balls can therefore benefit a player using a larger, regulation-size ball in a match because the player may have obtained skills that transfer over to the easier-to-trap, larger ball. In some embodiments, the balls used with the ball throwing machine  10  are about half the size of regulation size 5 balls, about a third of the size of regulation size 5 balls, about a quarter of the size of regulation size balls 5, or some other size. For youth players who may already be using a smaller ball than an adult ball in matches, the ball throwing machine  10  can employ even smaller balls than the youth players use in their matches. For instance, if youth player is used to using size 4 soccer balls, the ball throwing machine can throw size 3 soccer balls or smaller, etc. However, in other embodiments, regulation size balls are used instead of smaller balls. 
     The size of the balls used by the ball throwing machine  10  can be smaller than a regulation size 3 ball, even for older youth and adult players. For example, in one embodiment, the balls are preferably about 152 mm in diameter. However, in other embodiments the balls can range in size from about 132 mm to about 172 mm in diameter while still providing some or all of the benefits of the balls described herein. In still other embodiments, the balls can range in size from about 115 mm to 215 mm in diameter while still providing at least some of the benefits described herein. 
     A ball that may be used herein may have any of the following characteristics: a rubber construction, a butyl bladder, one or more nylon plys (such as 1, 2, 3, or 4 or more nylon plys), spiral winding of the nylon plys, and the like. These and other characteristics of the balls, among others (including size, texture, weight, cover type, etc.) can be selected to achieve a desired liveliness or bounciness of the ball. Different balls may be provided with different liveliness for different levels of difficulty. For instance, a ball that has more bounce may be harder to trap and thus appropriate for a higher level of difficulty, while a ball with less bounce may be easier to trap and thus appropriate for a lower level of difficulty. 
     Moreover, the colors of the balls can be selected to target foot-eye coordination. For example, the balls may be blue, green, or red, or a combination of the same, as these colors can be the easier to see than other colors. Alternatively, colors may be selected that are less easy to see so as to increase the difficulty of training. Different colors may be provided for boys and girls, who may perceive colors slightly differently. 
     In one embodiment, the balls are not actual soccer balls. For example, a ball having a smaller size than a regulation size ball can be considered to be a ball other than a soccer ball. Counterintuitively, it can be beneficial to train soccer skills (such as trapping) using balls that are not soccer balls, such as any of the balls described herein. Balls used in other sports can also be thrown by the ball throwing machine  10  for the purposes of training soccer skills. Tennis balls, racquet balls, and squash balls, for instance, can be beneficially used to train trapping skills. 
     Moving now to the bottom portion  16  of the outer housing  12 , the bottom portion  16  is shown housing the ball staging area  42 , as well as the ball delivery device  40 . As can be seen in  FIG.  2   , the ball staging area  42  can include a ramp  24  that can hold one or more balls. The ramp  24  can include one or more ball stops  26 . The ball stops can be used to stop individual balls or the balls collectively. 
     For example, as shown, the ball staging area  42  includes three ball stops  26 . In some embodiments, the ball stops  26  can include a solenoid configured to advance and/or retract a rod or other member in front of a ball. The three balls stops  26  can allow the ball throwing machine  10  to control the projection of the ball completely with the ball delivery device  40 . For example, separating the balls with multiple ball stops  26  can allow the ball delivery device  40  to pitch a ball without the influence of other balls acting or pushing upon the ball. It will be understood that the balls in the hopper may be pressing down on one another by gravity and could have an influencing effect on the trajectory of the ball, if allowed to contact the ball being pitched. However, fewer than three ball stops  26  may be included in the machine  10  instead. 
     As is shown, the bottom portion  16  of the outer housing also includes at least one opening  20 . The opening  20  can provide space for the ball to be thrown through to the user. The opening  20  can be one of many different shapes, such as oval, elliptical, rectangular, triangular, or any other desired shape. In some embodiments, the bottom portion  16  of the outer housing  12  includes a minimal amount of material, such that a majority, or at least a substantial portion, of the ball delivery device  40  is exposed and not enclosed. In such embodiments, little to no portion of the outer housing may be between the ball delivery device  40  and the user. 
     Turning now to  FIG.  3   , an embodiment of a ball delivery device  40  is shown. A ball delivery device  40  can include any number of various components. The ball delivery device  40  can be used to impart motion to a ball. In some embodiments, the ball delivery device  40  can be used to control the trajectory of the ball, including the speed and angle at which the ball leaves the ball throwing machine  10 . The ball delivery device  40  can perform these functions in various different manners including those described below. It is to be understood that the ball delivery device  40  also encompasses various other systems and methods of performing the above functions, as well as, other, additional and/or alternative functions. 
     As illustrated, the ball delivery device  40  includes one or more wheels or balls  42  which are used to impart speed, spin, and/or other features of trajectory to a ball. The ball delivery device  40  can also include one or more motors  44  which are connected to the wheels  42  to thereby deliver speed and direction to the wheels  42 . The ball delivery device  40  can also include a control unit  46  and a power source  48 , such as batteries. The control unit  46  can include various features that can be used to control the ball delivery device  40 . For example, the control unit  46  can include electronic circuitry, a processor, and memory having program instructions stored thereon for controlling the various electrical features of the ball delivery device  40 , such as the motorized wheels  18  and actuators (described below). Further, the control unit  46  can include a wireless network interface card (NIC) and antenna or wired NIC for communicating with a controller device that sends commands to the ball throwing machine  10 , as described below with respect to  FIG.  6   . 
     The ball delivery device  40  may also include one or more actuators  50 . The actuator  50  can be used to control an angle of the ball delivery device, including the wheels  42 . The ball delivery device  40  can include a frame having one or more brackets  52 ,  54 . The brackets  52 ,  54  can be positioned in fixed relationship with one another. As shown, the actuator  50  is connected to at one end to bracket  52  and at an opposite end to bracket  56 . The bracket  56  can be attached to the wheels and in some embodiments, the motors  44 . The bracket  56  can also be hingedly attached to bracket  54 . The actuator  50  can move to increase or decrease the length of the actuator. 
     In the illustrated position of  FIG.  3   , the longitudinal axis of each wheel  42 , about which the wheel rotates, is generally vertical. Moving the actuator  50  can change this position and orientation of the axis and wheel  42  as changing the length of the actuator  50  can change the angle or positional relationship between the bracket  56  and the frame, including brackets  52  and  54 . When the actuator  50  is lengthened, the distance between the bracket  52  and parts of the bracket  56  is increased. When the actuator  50  is shortened, parts of the bracket  56  are moved closer to the bracket  52 . This can result in the axis moving either upward or downward towards a horizontal orientation. It will be understood that changing the angle of the wheels  42  can change the trajectory of the ball when it is ejected. 
     Moving now to  FIGS.  4  and  5   , another feature of the ball delivery device  40  will be described. The ball delivery device  40  can also include features to change the side-to-side trajectory of the ball. As can be seen, an actuator  50  can be located on the bottom of the ball throwing machine  10 . Such an actuator can be located either internally or externally of the outer housing  12 . A bracket  58  can be connected to the bracket  54  through a turntable  60 . Such a connection can allow the bracket  54  to move with respect to the bracket  58 . The actuator  50  can be connected to both brackets  54 ,  58  such that movement of the actuator  50  can change the positional relationship of portions of the bracket  54  with the bracket  58 . 
     Moving the actuator  50  illustrated in  FIGS.  4  and  5    can change the relationship of a portion of the ball delivery device  40  with the opening  20 . Thus, the ball delivery device can pitch the ball out the opening within a range of angles from the straight on position. For example, the ball delivery device can pitch the ball within ±10% or ±20% (or some other angle) of the straight-on position. 
     It will be understood that the ball delivery device  40  can function in many different ways, including ways different from those described herein. For example, rather than including an actuator, the ball delivery device  40  can be moved or positioned with one or more stepper motors connected directly between two rotating brackets. Further, although described as being primarily used for pitching soccer balls, the ball delivery device  40  can also be adapted to pitch other types of balls, such as baseballs, softballs, tennis balls, racquet balls, squash balls, cricket balls, lacrosse balls, volleyballs, and the like. 
     III. Example Training and Computing Environments 
       FIG.  6    illustrates an example training scenario  100  for using the ball throwing machine  10  in conjunction with a controller  120 . In the training scenario  100 , a player  130  is training trapping or other ball control skills with the ball throwing machine  10 . The player  130  may be any age or gender, and the ball throwing machine  10  can include settings that are appropriate for children, youth, and adults. 
     A controller  120  is also shown and is in wireless communication with the ball throwing machine  10 . The controller  120  can be a computing device of the player  130  (or the player&#39;s coach or parent), and may be, for example, a smart phone, tablet, laptop, personal digital assistant (PDA), or other wireless handheld device, or even a desktop in some embodiments. The controller  120  can communicate wirelessly with a wireless module in the ball throwing machine  10  (e.g., in the control unit  46 ). Alternatively, the controller  120  can be coupled with the ball throwing machine  10  using a cable or a docking station installed in the ball throwing machine  10 . 
     The controller  120  can include functionality for controlling the training programs that run on the ball throwing machine  10 . For example, the controller  120  can include functionality for a user thereof, such as the player  130 , coach, or a parent, to select training programs to be communicated to the ball throwing machine  10 . Each training program can include a set of drills, commands, or instructions to be executed by the ball throwing machine  10 , such as how many balls to throw in a given period of time, how fast, and with what trajectory. The training programs can be selected and customized by the player  130 , a coach, or a parent. 
     An optional camera  140  is shown in communication with the ball throwing machine  10  via a cable  142 . The camera  140  can take pictures or video of the player  130  during training sessions. The camera  140  can transmit the pictures and/or video to the ball throwing machine  10  over the cable  142  (or a wireless link). In turn, the ball throwing machine  10  can provide the pictures and/or video to the controller  120  wirelessly. Alternatively, the camera  140  can communicate directly with the controller  120 , for example, by wirelessly sending pictures and video to the controller  120 . Further, in some embodiments, images or video can be taken of the player  130  using a camera in the controller  120  or a built-in camera in the ball throwing machine  10  (not shown) instead of or in addition to the camera  140 . In addition, in some embodiments, the camera  140  can communicate with player recognition software running in a processor or controller of the ball throwing machine  10 . This player recognition software can locate a player and cause the ball throwing machine  10  to automatically throw a ball to the player. The player recognition software can include facial recognition software but may also detect a player from features of the player other than the face. 
     Advantageously, in some embodiments, the player  130  can use the controller  120  to submit pictures, video, or other player training data to a remote web site or network application (described below with respect to  FIG.  7   ). The web site or network application may provide functionality for a coach to evaluate the player training data and provide feedback, including customized training programs that can be executed by the ball throwing machine  10 . 
       FIG.  7    illustrates an embodiment of a computing environment  200  for facilitating communications between the ball throwing machine  10 , a controller  220 , and a soccer network application  260 . Advantageously, in certain embodiments, the computing environment  200  enables players to track player training data regarding training sessions with the ball throwing machine  10  and provide the player training data to a coach via the soccer network application  260 . The coach can use the soccer network application  260  to provide feedback to the player, including customized training programs, based on the players&#39; progress with the ball throwing machine  10 . 
     By way of overview, the ball throwing machine  10  communicates with the controller  220 , for example, wirelessly using WiFi (IEEE 802.11x), Bluetooth, Zigbee, or any other standard protocol(s). The controller  220  is a more detailed example of the controller  120  of  FIG.  6    and can have all the features of the controller  120  described above. The controller  220  can communicate with the soccer network application  260  over a network  208 , which may be a LAN, a WAN, the Internet, or combinations of the same. Devices  250  operated by coaches and/or recruiters may also communicate with the soccer network application  260  (or directly with the controller  220  or machine  10 ) over the network  208 . 
     In the depicted embodiment, the controller  220  includes a ball machine control module  222 , a training module  224 , and a safety module  226 . Each of these components can be implemented with hardware and/or software. In one embodiment, the modules  222 ,  224 ,  226  are part of a controller application installed on the controller  220 . The controller application may be obtained for installation on the controller  220  from an application store (such as the iTunes™ application store or Android™ Market application store), via computer-readable media (such as a USB key or DVD), or the like. In some embodiments, the controller  220  is sold or otherwise provided together with the ball throwing machine  10  with the controller application preinstalled. Other functionality may also be provided with the controller  220  in some implementations. 
     The ball machine control module  222  of the controller  220  can provide functionality for a user (such as a player, coach, or parent etc.) to control the ball machine  10 . For instance, the ball machine control module  222  can output a user interface that provides options for a user to select different types of training programs or individual ball throwing characteristics to be implemented by the ball throwing machine  10 . This user interface can be implemented on a touch screen display of the controller  220  in some devices, although other types of controller  220  displays may also be used. In response to receiving user input regarding a desired training program or throwing pattern, the ball machine control module  222  can send instructions or commands to the ball throwing machine  10 . A processor or other circuitry in the ball throwing machine  10  (such as the control unit  46 ) can receive and execute these instructions. The ball machine control module  222  can therefore enable a user to control any functions of the ball throwing machine  10 , including but not limited to ball velocity, ball delivery (e.g., air, ground, line, lob, or bounce), ball trajectory (e.g., angled, curved, or straight), ball oscillation (e.g., side-to-side or middle-to-side), ball throwing frequency (e.g., every user-specified number of seconds), and the like. 
     The training module  224  can provide functionality for a user to record data regarding the player&#39;s usage of the ball throwing machine  10 . For example, the training module  224  may provide a training user interface that enables a user to record this player training data (see, e.g.,  FIG.  13   ). This player training data can include a log of the commands sent to the machine  10 , the commands executed by the machine  10 , the user&#39;s success with traps or goals or other ball-control drills, video data, and the like. In one example implementation, the training module  224  provides user interface controls (such as touch-screen controls) that enable a user to input whether a trap is successful. The training module  224  may also include voice recognition functionality, using any commercially-available voice recognition software. A user can therefore dictate verbal training results to the training module  224 , such as “successful trap” or “missed trap,” or simply just “success” or “miss,” or the like. The training module  224  can interpret the voice commands and record the interpretation (e.g., a success or miss) in the player training data. The training module  224  can supply the player training data to the soccer network application  260  (described below) over the network  208 . 
     The safety module  226  can provide a user interface that enables users to manage safe use of the ball throwing machine  10 . For instance, the safety module  226  can provide parental controls or the like that enable a parent, coach, or other responsible person to manage access to the ball throwing machine  10  or features thereof. It can be desirable to have such features to prevent accidents that can occur, for example, from setting the ball velocity or throwing frequency too high for younger players. These parental controls can include an authentication mechanism (such as a username/password or other credential) for enabling access to the machine  10 , control over ball-throwing parameters such as velocity, and an idle or timeout feature that can shut down the controller  220  and/or ball throwing machine  10  after a timeout period of inactivity (such as 30 seconds, a minute, or some other time). Any of these safety features can also be implemented directly in the electronics of the ball throwing machine  10 , rather than in the controller  220 . 
     The soccer network application  260  can store player training data received from the training module  224  in a data repository  270 . The data repository  270  can include any form of physical computer data storage, as well as logical computer storage. For instance, the data repository  270  can include one or more databases, associated physical storage media, and the like. The soccer network application  260  can include hardware and/or software for providing players (via the controllers  220  or other devices), coaches, and recruiters with access to the player training data, among optionally other data and features. The soccer network application  260  includes, in the depicted embodiment, a coaching module  262 , a social network module  264 , and a recruiting module  266 . These modules represent at least some of the functionality that the soccer network application  260  may provide to players, coaches, recruiters, and others. 
     Each of the modules  262 ,  264 ,  266  can provide user interfaces for users to access features of the modules  262 ,  264 ,  266 . For instance, the coaching module  262  can provide one or more user interfaces that enable a coach to access and analyze player training data for a plurality of players associated with that coach. If the player training data includes video, for instance, the coaching module  262  can provide functionality for the coach to view videos of players. The coaching module  262  can also provide functionality through one or more user interfaces for a coach to provide feedback to players. This feedback may be in the form of textual feedback, video feedback, or training program feedback. A coach may, for instance, respond to the uploading of a player&#39;s training data with comments on the player&#39;s form and suggest adjustments to the player&#39;s training program. Beneficially, in some embodiments, the coaching module  262  also enables a coach to select or create a training program to provide to a player as homework or the like. The coaching module  262  may provide a user interface for creating a custom training program for a specific player (see  FIG.  16   ). 
     Moreover, the coaching module  262  can enable a coach to better leverage his or her time when training players. In the past, a coach has typically spent a few hours per week with an entire team of players, and the coach&#39;s ability to provide individual attention to those players has been limited. Further, a coach is typically not present when a player is practicing at home or with friends. However, with the soccer network application  260 , a coach can evaluate player training data for several players and provide individualized feedback and training program recommendations to those players, without leaving his or her home. Thus, the soccer network application  260  can enable coaches to focus more individual attention on the development of players&#39; ball control and trapping skills. 
     The social networking module  264  can provide functionality for different players, coaches, and the like to interact together in an online soccer community. For example, the social networking module  264  can provide user interfaces for creating player or coach pages, discussing soccer training with teammates and friends, uploading pictures and video, linking to web sites regarding soccer or other topics, and other features that may be found in any social network. Generally, the social network provided by the social networking module  264  can enable users to keep track of each other&#39;s progress in training with the ball throwing machine  10  and encourage each other in their progress. The social network module  264  may also provide an event user interface that enables users to coordinate events, such as impromptu soccer games, among other features. 
     The recruiting module  266  can provide a recruiting user interface that enables recruiters to examine player data and/or for players or coaches to upload player data to recruiters. Some examples of recruiters that can use such features include high school recruiters, college recruiters, and professional recruiters. In one embodiment, the recruiting user interface enables recruiters to view player training data obtained with respect to the ball throwing machine  10 . Advantageously, in certain embodiments, player training data obtained in conjunction with the ball throwing machine  10  can provide a standardized approach to reviewing player performance. Other player data may also be stored in the data repository  270  and made available to recruiters via the recruiting user interfaces, such as in-game data, coach reviews, scout reports, and the like. 
     It should be noted that the soccer network application  260  can be implemented as one or more physical servers. These servers may be geographically dispersed or co-located. In addition, in some embodiments, the soccer network application  260  is implemented as a cloud-computing platform. For example, the soccer network application  260  can be implemented as one of a plurality of virtual machines executing on a hypervisor, which can be a thin layer of software executing on a physical machine. Accordingly, the modules  262 ,  264 ,  266  of the soccer network application  260  can be implemented in hardware and/or software. 
     Further, it should be noted that although the features of  FIGS.  6  and  7    as well as the features in subsequent FIGURES can be implemented in conjunction with the ball throwing machine  10 , other ball throwing machines than the one explicitly described may also be used. For example, a throwing machine designed for a different sport can be controlled by the controller  120  or  220 , or a different soccer-ball throwing machine can be used with the controller  120  or  220 . 
     IV. Example Training Processes 
       FIG.  8    illustrates an embodiment of a ball machine control process  300  that may be implemented by the controller  220  (or  120 ). The ball machine control process  300  can enable a player to run customized training programs on a ball throwing machine, such as the ball throwing machine  10 . Advantageously, these customized training programs can be designed by a remote coach who creates or selects the programs based on the player&#39;s progress with the ball throwing machine. 
     The process  300  begins at block  302 , where the ball machine control module  222  of the controller  220  establishes communication with a ball throwing device. The ball machine control module  222  can establish communication in one embodiment according to a wireless or other network protocol. At block  304 , the ball machine control module  222  causes the ball throwing machine to perform an initial training program. The performance of this initial training program is described in more detail below with respect to  FIG.  9   . As an overview, however, the initial training program can include one or more drills, which may include user-defined ball throwing commands or stored ball-throwing commands (which may have been stored by the player or coach). 
     At block  306 , the training module  224  of the controller  220  records playing training data. There are many ways that this training data may be recorded, and many possible forms that the training data may take. Player training data can be recorded by the training module  224  automatically in one embodiment. For example, the training module  224  can log the commands issued by the controller  220  to the ball throwing machine, or may log the commands actually executed by the machine. For instance, the machine can report to the controller  220  which commands executed successfully and which did not execute successfully. Successful execution of a command can mean, in one embodiment, that the ball throwing machine performed a throw. The amount of data that the training module  224  collects regarding issued or executed commands can vary as well. This data can include characteristics of a throw, such as the ball&#39;s velocity (or desired velocity), delivery (or desired delivery), trajectory (or desired trajectory), oscillation (or desired oscillation), and/or frequency (or desired frequency). Any subset of this information may be collected and stored by the training module  224  in computer storage. Alternatively, the training module  224  merely records that a throw command was issued or occurred. In yet another implementation, the training module  224  records the target area or target zone on the player&#39;s body that the throw is aimed at (see  FIG.  12   ). 
     As described above, the training module  224  may provide a user interface or voice recognition that enables a user to record whether a trap was successful. The player training data may include this success/lack of success information in addition to, or instead of, the more detailed throw or ball characteristics described above. In some embodiments, the training module  224  obtains an electronic indication of whether a player successfully trapped a ball or at least came in contact with the ball. This electronic indication can come from one or more sensors embedded in or placed on a players&#39; clothing. Sensors can be placed or embedded anywhere on or in a player&#39;s clothing or on a player&#39;s person. Some example areas where sensors may be placed include the chest area, legs, thighs, feet, on the player&#39;s head, or any other location on the player&#39;s clothing or body. The sensors can be pressure sensors, contact sensors, or any other form of sensor that can produce an electronic output responsive to contact with a ball. For example, a player&#39;s shoe may have sensors embedded in one or more surfaces of the shoe to track whether the ball came into contact with such surfaces. Further, in some implementations sensors may be placed in a goal net (and/or on the posts) to determine whether the player has shot a ball in the goal. The sensors may communicate wirelessly with the controller  220  and/or ball throwing machine to provide sensor data to the training module  224 . The training module  224  can incorporate the raw sensor data or processed versions thereof into the player training data. Accordingly, the player training data can include automatic indications of whether a trap was successful, or at least whether the ball came into contact with a player. One or more sensors can also be embedded in any of the balls described herein to track trapping, shooting, and other soccer skills. 
     The player training data may also include video data as described above. Further, the training module  224  can record any subset of the training data described herein. At block  308 , the training module  224  submits the player training data to the soccer network application  260  with a request for feedback from a coach. This request for feedback may be explicit or implicit. For instance, a player can access a feature of the training module  224  that enables submission of player training data to the soccer network application  260 . The soccer network application  260  may in turn make this player training data available to a coach of the player, or to a pool of coaches from which one is assigned or who picks the player training data for analysis. In another example scenario, the player can explicitly request the feedback of a particular coach when submitting the player training data to the soccer network application  260 . 
     At block  310 , the training module  224  receives a customized training program from the coach through the soccer network application  260 . The customized training program can have any characteristics of any of the training programs herein. In one embodiment, the customized training program received includes a set of commands that the ball machine control module  222  can transmit to the ball control machine. In another embodiment, the coach can provide textual, verbal, or video instructions to the player regarding how to customize the player&#39;s training. The coach may also provide both an actual training program (including drills or machine commands) and textual, verbal, and/or video feedback. It should be understood, however, that the coach may not actually provide machine-level commands to the controller  220  (although this can be done in some embodiments). Rather, the soccer network application  260  can provide one or more user interfaces that enable a coach to select or define a training program having one or more drills. In response to that selection or definition, the soccer network application  260  can generate the appropriate commands that can be executed on the ball throwing machine. 
     At block  312 , the ball machine control module  222  causes the ball throwing device to perform the customized training program. Thus, the ball machine control process  300  can enable a player to receive individualized attention from a remote coach on ball trapping skills or other soccer skills. 
       FIG.  9    illustrates an embodiment of a training process  400  that may be implemented using the ball throwing machine  10  and the controller  120  or  220 . The training process  400  is a more detailed example implementation of the initial training program block  304  described above with respect to  FIG.  8   . The training process  400  may be implemented, for example, by the ball machine control module  222  of the controller  220 . 
     At block  402 , the ball machine control module  222  receives a user selection of training mode. A variety of training modes may be provided. These training modes may include, for example, the ability to access a stored program (or a program over a network), and the ability to perform custom training. This custom training can be a “free-play” type of training, where a user can define each ball&#39;s throwing characteristics as they are thrown. Although not shown, a random play mode is also available in some implementations, enabling a user to select a random series of throws having random characteristics (such as random velocity, angle, trajectory, and so forth). The custom training can also involve the user creating his or her own training program, which the user may subsequently store in memory of the controller  220  or ball throwing machine. The controller  220  may also provide functionality (such as a user interface or user interface control) for users to uploads custom training programs created with the controller  220  to the soccer network application  260 , where other players or coaches can download the custom training programs. Further, the soccer network application  260  can provide user interface options to comment on and/or rate custom training programs, thereby enabling users to better decide which custom training programs to download. 
     At decision block  402 , the ball machine control module  222  determines whether the user selection is for a stored program or custom commands. If the selection was for a stored program, the ball machine control module  222  accesses the stored program at block  406 . The stored program may be a program created by the user and saved as a “favorite” program or the like. Alternatively, the stored program can be a training program provided by a coach. If the user selection was for a custom program, the ball machine control module  222  receives a user selection of custom commands at block  408 . The ball machine control module  222  of the controller  220  sends the commands to the ball throwing device at block  410 , which executes the commands at block  412 . 
       FIG.  10    illustrates an embodiment of a coaching process  500  that may be implemented at least in part by the soccer network application  260 . In particular, the coaching process  500  can be implemented at least in part by the coaching module  262 . The coaching process  500  can advantageously enable a coach to leverage his or her time to customize training for multiple players without having to be physically present with each of those players. 
     At block  502 , the coaching module  262  receives player training data from a plurality of controllers of ball throwing machines, such as any of the controllers or machines described above. At block  504 , the coaching module  262  electronically generates a remote coaching interface having options for selecting or defining training programs (see  FIG.  16   , described below). For each player, at block  506  the coaching module receives a coach selection of a customized training program based on the player training data for that player. In one embodiment, the coach selects or creates the training program. In another embodiment, the soccer network application  260  recommends the training program based on an automated analysis of the player training data. For example, the network application  260  can recommend a training program that is automatically customized to a player based on any of the following: previous drills performed by the player, age of the player, skill level of the player, a player&#39;s position, a past or recommended heart rate target for the player, combinations of the same, or the like. At block  508 , the coaching module  262  provides data representing the customized training program for each player to the player&#39;s controller. 
     V. Example User Interfaces 
       FIGS.  11  through  17    illustrate embodiments of controller user interfaces  600 - 1200  that may be generated by the controller  120  or  220 . Each of these user interfaces  600 - 1200  may be generated by an application on a handheld computing device, such as a tablet or smartphone. In addition, the user interfaces  600 - 1200  may also be generated on another computing device, such as a laptop or desktop, as part of a web page rendered by a browser or by other software. In the example embodiments shown,  FIGS.  11  through  15    illustrate example aspects of a controller application, while  FIGS.  16  and  17    illustrate example aspects of a soccer network application. 
     Referring specifically to  FIG.  11   , a controller user interface  600  is shown on a tablet device  601  for illustrative purposes, although other devices may be used to render the controller user interface  600 . The controller user interface  600  includes controls  610  for accessing various options and may be generated by the ball machine control module  222 . Example options shown include options to view product (ball machine) stats, create a new training profile to begin training, download player or team stats (from the soccer network application), and enabling a live camera feed. An addition control  620  is provided for viewing stored videos. These videos can be videos of the player, training videos on how to use the machine, or tutorials on how to improve soccer skills, to name a few. 
       FIG.  12    illustrates another controller user interface  700 , shown on the example tablet device  601  for illustrative purposes. The user interface  700  may be generated by the ball machine control module  222 . The controller user interface  700  includes controls  710  for controlling various ball-delivery options, which enable a user to select whether to receive a ball on the ground, on the bounce, or in the air, or some other custom setting. Statistics  720  regarding the player&#39;s training drills are also shown, which indicate that for thigh traps, the player has made 58% successful traps, 22% successful finishes (e.g., shots on goal after trapping the ball), and 15 consecutive finishes. A graphic  730  illustrates a part of the player&#39;s body on which the ball should be trapped for a particular drill. In the embodiment shown, the graphic  730  highlights the player&#39;s thigh as the target zone  732  to which the ball will be thrown and trapped. In one embodiment, the user may select a target zone  731 ,  732 , or  733  on the graphic  730  (using a finger, mouse, or the other input mechanism) to cause balls to be thrown to a different area of the player&#39;s body. For example, selection of a foot target zone  733  can cause the ball throwing machine to throw balls toward the player&#39;s feet. 
     More particularly, in one embodiment, selection of a foot target zone can cause the machine to throw a ball along the ground, or lob the ball toward the player&#39;s feet. The distance or approximate distance of the player to the machine may be input by a user into the controller  220  to thereby enable the machine to make such a lob. Similarly, selection of a thigh or chest target zone can cause the controller  220  can cause the machine to lob, bounce, or line drive the ball to a player&#39;s thigh or chest. The controller  220  may also provide functionality for other target zones to be selected, such as the head or the hands (for goalies). For example, the controller  220  can enable a player to select a spot away from the player where the player is to dive and catch the ball with his or her hands. 
     In  FIG.  13   , another controller user interface  800  is shown, also illustrated on the table device  601 . The controller user interface  800  includes controls for a user to edit a training session by accessing a drill forum, inputting a new drill profile, viewing technical demos, or accessing a drill training library from which to select new drills. The drill forum can allow players to share drills and training ideas and can be implemented in a web site or other network application. Another control  820  is provided for accessing a video archive of drills. The user may record a training session using any of the recording techniques described above by selecting a record control  930 . The record control  930  is an example of a control that may be provided by the training module  224  to record player training data. A specific selected drill  940  is also shown, which includes a series of projected ball trajectories  941 . A demo control  942  is provided to enable a user to view a demo animation (or video) of how the drill  940  is to be performed. 
       FIGS.  14  and  15    illustrate additional example controller user interfaces  900 ,  1000  implemented in the context of a smartphone  901 . It should be understood, however, that the user interfaces  900 ,  1000  may be implemented in other devices. Likewise, the other user interfaces described herein may be implemented on a smart phone. In  FIG.  14   , the user interface  900  includes arrow controls  910 ,  912 ,  920 ,  922  and angle controls  930 ,  940  to select a ball to be thrown in a specific direction. For example, selection of the up control  910  or down control  912  at an angle  930  of 15 degrees can cause the ball to be thrown up or down at an angle of 15 degrees from a horizontal plane (e.g., the ground). Similarly, selection of the left control  920  or right control  922  at an angle  940  of 10 degrees can cause the ball to be thrown left or right at an angle of 10 degrees from the vertical plane (e.g., perpendicular to the ground and intersecting the machine and the player). Multiple ones of the controls may be selected for any given throw. For instance, the up arrow  910  and the left arrow  920  may be selected simultaneously to cause a ball to be thrown to the upper left of the player at specified angles  930 ,  940 . 
     In  FIG.  15   , the controller user interface  1000  includes a target zone  1020  that can be selected by a user, to which the ball machine will attempt to throw a ball. This target zone  1020  is shown relative to a graphic image of a player  1010 . Thus, in the depicted embodiment, the target zone  1020  is to the right of the player&#39;s  1010  head, enabling the player to practice heading the ball. Statistics  1012  regarding the player, such as the player&#39;s name, height, and the time of the training program are shown as illustrative example statistics. Similarly, the time remaining  1014  in the program is also shown. 
     Referring to  FIG.  16   , an example coaching user interface  1100  is depicted as being in a web browser. A coach may access the coaching user interface via a web browser or other application software. The coaching user interface  1100  includes selectable controls  1110  that represent the coach&#39;s players, which include information such as their names, positions, their player training data, and so forth. Coach-selection of one of the player controls  1110  can cause a curriculum selection display  1120  to be produced on the user interface  1100  as well as player training data  1140  for a particular player. In an alternative embodiment, the user interface  1100  can enable the coach to create training programs without first selecting a player. The coach can save such training programs for subsequent selection by a player. Further, in some embodiments, the user interface  1100  may be used by a player to create a custom training program or modify another user&#39;s custom training program online. The player can then use the user interface  1100  to send the custom training program to a controller ( 220 ). 
     The example player training data  1140  shown includes data regarding the most recent session the player had with the ball throwing machine. This data includes trap completion data  1144  and video  1146 . A button link  1148  to previous sessions is also provided. The curriculum selection display  1120  includes various controls  1122 ,  1124  that enable a coach to define a training program. These controls include a selection control  1122  for selecting a stored (e.g., previously-created) program and creation controls  1124  for creating a custom program. Some example parameters for creating a custom program are depicted with respect to the controls  1124 , enabling a coach to define for each ball in a program its various characteristics (such as ball delivery type, velocity, oscillation, etc.). These characteristics are merely examples. In other embodiments, for instance, the coaching user interface  1100  may provide functionality for a coach to input the types of target zones each ball is directed to, such as the thigh, chest, foot, etc., in addition to or instead of the characteristics shown. 
       FIG.  17    illustrates an example social networking user interface  1200  that may be generated by the soccer network application  260 . The social networking user interface  1200  includes profile information for a player, community features for discussing training progress, videos, and other related social networking features. For example, some potential features of the social networking user interface  1200  or other such user interfaces can include, among others, depicting of results of training or games, providing of tips and training advice, biogs, videos, player ratings, player rankings (including possibly highlight rankings for ranking impressive video-recorded training sessions), help request functionality for asking an expert or coach for help, comments from a professional, online webinars and training, contests, event organizations, recruiting tips, other recruiting features, general fitness training, and the like. 
     VI. Additional Embodiments 
     In certain embodiments, a soccer ball throwing device includes a hopper that can hold a plurality of soccer balls and a ball delivery device that can receive the soccer balls from the hopper. The ball delivery device can include one or more wheels that can impart motion to one of the soccer balls and a frame attached to the one or more wheels. The frame can be positionable to control a trajectory of the ball. The soccer ball throwing device may also include a ball delivery control circuit that can control the position of the frame and the speed of the one or more wheels. Further, the ball throwing device can include a controller in communication with the ball delivery control circuit. The controller can include one or more processors that can at least: cause the soccer ball throwing device to perform an initial training program that includes a set of one or more ball trapping drills, where the controller causes the soccer ball throwing device to pitch one or more of the soccer balls to a player during said one or more ball trapping drills, enabling the player to practice trapping the ball and thereby improve ball control skills; record player training data that includes information regarding training of the player performed during the initial training program; submit the player training data from the controller over a network to a soccer network application along with a request for feedback from a remote coach through the soccer network application; and in response to submission of the training session data, receive a customized training program from the coach via the soccer network application. The customized training program can include one or more second drills to be executed by the soccer ball throwing device. 
     In various embodiments, a method of controlling a soccer ball throwing device includes providing a soccer ball throwing device having a hopper that can hold a plurality of soccer balls, a ball delivery device that can receive the soccer balls from the hopper, where the ball delivery device has one or more wheels that can impart motion to one of the soccer balls, and a frame attached to the one or more wheels, where the frame is positionable to control a trajectory of the ball, and a ball delivery control circuit that can control the position of the frame and the speed of the one or more wheels. The method can also include communicating with the soccer ball throwing device via a controller including computer hardware. The method may also include causing the soccer ball throwing device, with the controller, to perform an initial training program that comprises a set of one or more ball trapping drills, where the controller causes the soccer ball throwing device to pitch one or more balls to a player during said one or more ball trapping drills, enabling the player to practice trapping the ball and thereby improve ball control skills. Moreover, the method can include recording player training data that includes information regarding training of the player performed during the initial training program, submitting the player training data from the controller over a network to a soccer network application along with a request for feedback from a remote coach through the soccer network application, and in response to said submitting the training session data, receiving a customized training program from the coach via the soccer network application. The customized training program can include one or more second drills to be executed by the soccer ball throwing device. The method can be implemented by one or more physical processors. 
     A method of controlling a soccer ball throwing device can include, in various embodiments, establishing communication between a soccer ball throwing device and a controller having computer hardware. The method can also include causing the soccer ball throwing device, with the controller, to perform an initial training program that comprises a set of one or more ball trapping drills, where the controller causes the soccer ball throwing device to pitch one or more balls to a player during said one or more ball trapping drills, enabling the player to practice trapping the ball and thereby improve ball control skills. The method can also include recording player training data that includes information regarding training of the player performed during the initial training program. Further, the method can include submitting the player training data from the controller over a network to a soccer network application along with a request for feedback from a remote coach through the soccer network application, and in response to submitting the training session data, receiving a customized training program from the coach via the soccer network application. The customized training program can include one or more second drills to be executed by the soccer ball throwing device. The method can also be implemented by one or more physical processors. 
     A system for controlling a ball throwing device can include a ball machine control module that can cause a soccer ball throwing device to perform an initial training program that includes a set of one or more ball trapping drills. The ball machine control module causes the soccer ball throwing device to pitch one or more balls to a player during said one or more ball trapping drills in certain embodiments, enabling the player to practice trapping the ball and thereby improve ball control skills. The system can also include a training module implemented in one or more processors. The training module can record player training data that includes information regarding training of the player performed during the initial training program, submit the player training data over a network to a soccer network application along with a request for feedback from a remote coach through the soccer network application, and in response to said submitting the training session data, receive a customized training program from the coach via the soccer network application. The customized training program can include one or more second drills to be executed by the soccer ball throwing device. 
     In some embodiments, non-transitory physical computer storage is provided that includes instructions stored therein for implementing, in one or more processors, a system for controlling a ball throwing device. The system can include a ball machine control module that can cause a soccer ball throwing device to perform an initial training program that includes a set of one or more ball trapping drills. The ball machine control module can cause the soccer ball throwing device to pitch one or more balls to a player during said one or more ball trapping drills, enabling the player to practice trapping the ball and thereby improve ball control skills. The system can also include a training module that can record player training data that includes information regarding training of the player performed during the initial training program, submit the player training data over a network to a soccer network application along with a request for feedback from a remote coach through the soccer network application, and in response to submitting the training session data, receive a customized training program from the coach via the soccer network application. The customized training program can include one or more second drills to be executed by the soccer ball throwing device. 
     A method of controlling ball throwing devices can include, in some embodiments, receiving player training data from a plurality of controllers of ball throwing machines. The player training data can correspond to a plurality of players. In addition, the player training data can reflect usage by the players of the ball throwing machines. The method may also include electronically generating a remote coaching user interface by a computer system including computer hardware. The remote coaching user interface can include options for the coach to select recommended training programs for the players based on the player training data. The method can also include receiving, from the remote coaching user interface, coach-selected training programs to be sent to the plurality of controllers. Moreover, the method can include providing data representing the selected training programs to the plurality of controllers, thereby enabling the players to implement the selected training programs in the respective ball throwing machines of the players. 
     VII. Intelligent Goal System 
     A. Intelligent Goal Structure 
     An “Intelligent Goal” (“goal”) takes the concept of a traditional soccer goal and adds a plurality of sensors and, optionally, one or more lights and/or one or more speakers. In one embodiment, a miniaturized soccer goal may be utilized (e.g., have a height and width smaller than 24′×8′). Examples of sizes a goal may have include, but are not limited or restricted to, 24′×8′, 12′×6′, 6′×4′, 4′×4′, 4′×3′, etc. The goal may include two side posts and a crossbar among other supporting posts. In one embodiment, the side posts, crossbar and supporting posts (collectively referred to as “posts”) may be comprised of, for example, powder coated silver steel tubing. The posts may be comprised of alternative materials such as plastic tubes. In one or more embodiments, the posts may fold or be easily disassembled for convenient storage. A net (e.g., mesh or other material) may be attached to the posts to receive a soccer ball kicked between the posts. 
     In one embodiment, the side posts may include one or more sensors that are configured to detect the presence of a soccer ball crossing the plane created by the side posts and crossbar (referred to herein as the “goal plane”). In one embodiment, the plurality of sensors may include photoelectric sensor pairs (e.g., single-beam or dual-beam), wherein a pair includes two sensors (e.g., a transmitter and a receiver, or two sensors that act as both a transmitter and a receiver). In a first embodiment, a first transmitter of a first photoelectric sensor pair is attached to a first side post and a first receiver of the first photoelectric sensor pair is attached to a second side post, the first receiver and first transmitter aligned horizontally such that a through-beam of emitted light is transmitted from the first transmitter is received by the first receiver. The emitted light transmitted from the first transmitter to the first receiver is aligned with the goal plane. Therefore, when a soccer ball breaks the beam of emitted light, the first photoelectric sensor pair detects that the soccer ball has broken the goal plane (e.g., a goal was scored). In a second embodiment, the plurality of sensors may include a line of light emitting diodes (LEDs) coupled to a first side post and a line of detectors on the second side post. In one example, the number of LEDs included in the line of LEDs may be greater than the number of detectors in the line of detectors. In an alternative embodiment, a line of lasers may be used instead of, or in addition to, a line of LEDs. Other embodiments contemplated include the use of one or more cameras to record a ball breaking the goal plane. In such an embodiment, image recognition logic  2117 , as seen in  FIG.  21   , would be utilized to determine when a ball breaks the goal plane and what portion of the goal plane (e.g., which zone) was broken. Alternatively, an ultrasonic system or a laser inferometry system may be used to detect when a ball breaks the goal plane. In yet another embodiment, the photoelectric sensor pair may comprise a retroreflective sensor pair that includes a first sensor being an emitter and a receiver in a single housing and a second sensor being a reflector that reflects the output from the first sensor back to the first sensor. In order to avoid the scenario in which a ball breaks the goal plane thereby triggering a through-beam interrupt and then bounces out of the goal, causing a second through-beam interrupt for the same ball (referred to herein as “double-counting”), it has been contemplated that the sensors may be turned off for a predetermined amount of time immediately following the first through-beam interrupt. It has also been contemplated that the sensors may remain on (e.g., detecting through-beam interrupts) but that the sensor logic, discussed below, may discard or ignore a second through-beam interrupt that is detected within a predetermined amount of time following a first through-beam interrupt. 
     In some embodiments, a plurality of photoelectric sensor pairs are attached to the side posts such that a soccer ball crossing the goal plane will be detected. More particularly, the plurality of photoelectric sensor pairs are spaced apart vertically along the side posts such that a soccer ball cannot break the goal plane without interrupting at least one beam of emitted light. In one embodiment, the photoelectric sensor pairs are spaced apart to account for a soccer ball having a size “5” (e.g., having a circumference of 27-28 inches). Other embodiments may account for soccer balls of other sizes (e.g., a smaller gap between the photoelectric sensor pairs to account for smaller soccer balls), such as size “4,” size “3,” size “2,” or size “1.” Additionally, an embodiment may account for a custom-sized ball (e.g., having a diameter of 18 cm). 
     In one embodiment, the sensors may be built into the side posts. For example, the receivers of a first photoelectric sensor pair may be located within opposing side posts and an opening in each side post at the position of each receiver enables the beam of emitted light to be transmitted from the first transmitter to the first receiver. In an alternative embodiment, the sensors may be attached via an attachment mechanism (e.g., a Velcro strap or plastic mounting component) that enables the location of the sensors to be dynamic. In such an embodiment, the sensors may be adjusted according to a specific ball size (e.g., size “5”) and at a later time, adjusted according to a second specific ball size (e.g., size “4”). In yet another embodiment, as will be shown below in  FIG.  19 C , a goal may include multiple sets of side posts such that a front set of side posts includes a plurality of lights integrated therein and a back set of side posts includes a plurality of sensors integrated therein. 
     Referring now to  FIG.  18   , an embodiment of an intelligent goal having a plurality of sensors establishing multiple zones within the plane of the goal line and a plurality of lights is shown. In one embodiment, as shown in  FIG.  18   , a goal  1800  may be formed by a crossbar  1801  and side posts  1802 A- 1802 B, wherein a plane is created by the crossbar  1801  and the side posts  1802 A- 1802 B (a “goal plane”). Additionally, the goal  1800  may include a plurality of sensors, wherein the plurality of sensors may be comprised of a plurality of subsections, e.g., sensors  1803 A- 1803 D, wherein the sensors  1803 A are paired with the  1803 B, and the sensors  1803 C are paired with the  1803 D. For example, the sensors  1803 A may transmit a through-beam (e.g., an infrared beam) to the sensors  1803 B. In one embodiment, the sensors  1803 B may comprise a reflector that reflects the through-beam back to the sensors  1803 A. A goal is sensed when a ball interrupts the through-beam (e.g., breaks the goal plane). In the embodiment shown in  FIG.  18   , the sensors  1803 C and  1803 D create a first sensor pair, which creates a first zone  1804  within the goal plane, and the sensors  1803 A and  1803 B create a second sensor pair, which creates a second zone  1805  within the goal plane. In such an embodiment, the sensors of the goal  1800  are able to detect when a soccer ball crosses the goal plane and further distinguish as to whether the soccer ball broke the goal plane in the first zone  1804  or in the second zone  1805 . It has been envisioned that additional zones may be created. In one embodiment, the first zone  1804  may be interpreted as a “passing zone” (e.g., a lower portion of the goal plane that incentives a player to pass a ball along the ground) such that a first training drill may require a predetermined number of balls to pass through the passing zone in order to complete or progress in the training. Additionally, in such an embodiment, the second zone  1805  may be interpreted as a “shooting zone” (e.g., an upper portion of the goal plane that incentives a player to shoot a ball above a predetermined height threshold). However, it is contemplated that for many users, a single zone will be established and that as users and better develop their skills, multiple zones may be established during one or more drills to increase the difficultly in the drill. It should be noted that the terms “user” and “player” are herein used interchangeably. 
     As will be discussed below in detail, the sensors  1803 A- 1803 D may be dynamically configurable such that the size and number of zones formed by the sensors  1803 A- 1803 D within the goal plane may be configurable based on a selected training drill. For example, a first training drill may result in the dynamic configuration of the sensors  1803 A- 1803 D wherein two zones are formed (e.g., the first zone  1804  and the second zone  1805 , as illustrated in  FIG.  18   ). Continuing the example, a second training drill may result in the dynamic configuration of the sensors  1803 A- 1803 D wherein three or more zones are formed. It is contemplated that the number of zones formed may equal to, or less than, the number of sensor pairs included within, or attached to, the goal (e.g., four sensor pairs may form one, two, three or four zones). It should be understood that a soccer ball may cross the goal plane in a plurality of zones. Dynamic configuration of a goal with multiple zones enables the location of a soccer ball crossing the goal plane to be detected at varying granularities that may be advantageous according to the skill level of the user (e.g., higher granularity useful for detecting precise placement of soccer balls by users with a high level of skill). As will be discussed below, the number of zones and/or the size of one or more zones may be dynamically reconfigured during a training drill. In yet additional embodiments, the size and number of zones formed by the sensors  1803 A- 1803 D within the goal plane may be dynamically configurable based on one or more of: (i) a selected training drill, (ii) a skill level of a user, (iii) an age level of a user, and/or (iv) prior training records and/or training results of a player. 
     It is further contemplated that one embodiment of the goal may include a plurality of lights (e.g., LEDs lights) attached to, or located within, the side posts and/or the crossbar. The lights may be coupled with a timer and aid in timing. For example, four lights illuminated may indicate two minutes remaining; three lights illuminated may indicate one minute and thirty seconds remaining, etc. Alternatively, or in addition, the lights may be coupled to sensors (e.g., the sensors  1803 A- 1803 D of  FIG.  18   ) such that one light is turned on, or off, according to the number of goals scored (in total or in a particular zone). 
     Still referring to  FIG.  18   , the plurality of lights  1806 A- 1806 D may be designated according to the zones discussed above, wherein the plurality of lights  1806 A- 1806 D may be configured, e.g., controlled with software or firmware, to indicate to a user to kick the soccer ball through a specific zone. For example, one or more of the plurality of lights, e.g.,  1806 C and  1806 D, may correspond to the first zone  1804  and may be illuminated to indicate a current training program requires the user to kick the soccer ball through the first zone  1804  of the goal  1800 . In a second embodiment, each of the plurality of lights corresponding to the first zone  1804  (e.g., lights  1806 C- 1806 D) may be illuminated and, as a soccer ball crosses the plane of the goal  1800  through the first zone  1804 , a light may be turned off. A predetermined soccer drill may utilize such a configuration of the plurality of the lights  1806 A- 1806 D (e.g., communicatively coupled to the sensors  1803 A- 1803 D) in order to instruct a user though which zone of the goal  1800  to kick the ball. As mentioned above, the plurality of lights  1806 A- 1806 D, communicatively coupled to the sensors  1803 A- 1803 D, may also aid in score keeping and/or aid in timing. 
     In one embodiment, the plurality of lights  1806 A- 1806 D may comprise a plurality of colored LEDs wherein the colored LEDs are illuminated according to a predetermined drill. As discussed below, logic may store instructions corresponding to the predetermined drill such that predetermined colored LEDs are illuminated according to a predetermined timing scheme or a predetermined scoring scheme (e.g., based on input received from the sensors). In addition, the logic may include instructions to randomize the illumination of the colored LEDs where different colored LEDs correspond to different drills to be performed or zones of the goal to kick a ball through. 
     As discussed above with respect to the sensors  1803 A- 1803 D, the plurality of lights  1806 A- 1806 D may be dynamically configurable according to the configuration of the number of zones. For example, referring to  FIG.  18   , the sensors  1803 A- 1803 D may be dynamically configured into two zones at the start of a training drill. Further, the plurality of lights  1806 A- 1806 D may be dynamically configured into subsections corresponding to the two zones. For example, the sensors  1803 A- 1803 B may correspond to the second zone  1805  and the sensors  1803 C- 1803 D may correspond to the first zone  1804 . The plurality of lights  1806 A- 1806 D may be dynamically configured in a different manner (e.g., configured into subsections corresponding to three zones) according to a second training drill. 
     Some embodiments of the goal  1800  may include one or more speakers  1807  (“speakers”) such that audible cues may be provided to the user, in addition or as an alternative to, the lights  1806 A- 1806 D discussed above. For example, predetermined instructions or messages may be included within a drill such that the speakers may alert the user of a current training drill to perform, a method of performing the training drill (e.g., which foot to use), scoring and/or timing. The speakers  1807 , communicatively coupled to a memory and/or processor, may also provide audible congratulatory messages (e.g., scoring milestones within a drill), which may be combined with a visual congratulatory message (e.g., via a scoreboard, via lights coupled to the intelligent goal, etc.). As discussed above with respect to the sensors  1803 A- 1803 D, the speakers  1807  may be built into the posts or may be attached via an attachment mechanism (e.g., a Velcro strap or plastic mounting component) that enables the location of the speakers  1807  to be dynamic. In an alternative embodiment, illustrated in  FIG.  19 E , the speakers may be located on the backside of the goal (e.g., in a housing). For example, the housing may include the speaker and may be adjacent, or coupled to, a supporting post of the goal. It should be understood that the term speaker as used herein may also refer to headphones (e.g., Bluetooth® Low-Energy (BLE) wireless headphones or wired headphones that are coupled to an electronic device worn or carried by the user while participating in the one or more drills). 
     Referring to  FIG.  19 A , a front side view of an embodiment of an intelligent goal is shown. The goal  1900  is structurally comprised of a crossbar  1907 , side posts  1906 A- 1906 B and additional supporting posts (collectively referred to hereinafter as “posts”), wherein the crossbar  1907  and side posts  1906 A- 1906 B form a plane (e.g., a “goal plane”). The goal  1900 , as illustrated, also includes a plurality of sensors  1903 A- 903 B (e.g., photoelectric sensors), a plurality of lights  1904 A- 1904 D (e.g., LED lights) and speakers  1905 A- 1095 B. It should be understood that one or more of the plurality of lights  1904 A- 1904 D and the speakers  1905 A- 1905 B are optionally included in the goal  1900 . In one embodiment, as shown in  FIG.  19 F , the plurality of lights may be located on the crossbar instead of on the sideposts and/or may be located on both the crossbar and on one or more sideposts. In the embodiment illustrated in  FIG.  19 A , the sensors  1903 A- 1903 B, the plurality of lights  1904 A- 1904 D and the speakers  1905 A- 1905 B are integrated into the posts. As one example, the plurality of sensors  1903 A- 1903 B is located within a side post  1906 A or  1906 B (corresponding sensors are located in the opposing side post but cannot be seen). Specifically, the front side of each of the plurality of sensors  1903 A- 1903 B may be flush with the side post, the front side of each of the plurality of sensors  1903 A- 1903 B may be recessed within the side post (e.g., allowing a cover to slide over each of the plurality of sensors  1903 A- 1903 B are not in use), or the front side of each of the plurality of sensors  1903 A- 1903 B may be partially extended from the side post. The plurality of lights  1904 A- 1904 D and the speakers  1905 A- 1905 B may be configured similarly to the plurality of sensors  1903 A- 1903 B as discussed above. Referring to  FIG.  19 B , a top cross-sectional view of an embodiment of the intelligent goal  1900  as seen in  FIG.  19 A , which includes the side post  1906 B having a plurality of lights and a plurality of sensors integrated therein is shown. The light  1911  faces the user (e.g., front-facing) and is recessed within the side post  1906 B. The side post  1906 B also includes a sensor  1921  integrated therein. The goal plane  1930  is shown to extend perpendicular to the front of the goal (e.g., the direction facing the user) and in a direction toward a corresponding sensor in a corresponding side post, e.g., the side post  1906 A (not shown). 
     Referring to  FIG.  19 C , a side view of a sectional portion of a side post of the goal  1900  including a plurality of sensors is shown.  FIG.  19 C  illustrates sensors  1908 A- 1908 B integrated into a side post  1906 A or  1906 B of the goal  1900 . The sensors  1908 A- 1908 B are illustrated as dual-beam photoelectric sensors (e.g., each having two optical sensors); however, alternative sensors may be used. 
     Referring now to  FIG.  19 D , a top perspective of an embodiment of an intelligent goal including a front set of side posts having a plurality of lights integrated therein and a back set of side posts having a plurality of sensors integrated therein is shown. In the perspective view of  FIG.  19 D , a front side post  1910  and a back side post  1920  of the goal  1900  are shown. The front side post  1910  includes a light  1911  integrated therein. The light  1911  faces the user (e.g., front-facing) and is recessed within the front side post  1910 . The back side post  1920  is positioned behind the front side post  1910  with respect to the user and includes a sensor  1921  integrated therein. The goal plane  1930  is shown to extend perpendicular to the front of the goal (e.g., the direction facing the user) and in a direction toward a corresponding sensor in a corresponding side post (not shown). In some embodiments, a dampening material  1912  may be included between at least a portion of the front side post  1910  and the back side post  1920  to absorb some of the impact when a ball hits the front side post  1910 . Additionally, in some embodiments, the back side post  1920  may be designed to conform to the shape of the front side post  1910 . 
     Referring now to  FIG.  19 E , a front view of an embodiment of an intelligent goal including a housing that includes one or more speakers is shown. A goal  1950  is comprised of crossbar, side posts and supporting posts. The goal  1950  may include light strips  1960   1 - 1960   2  and a housing  1970  that may include one or more of a circuit board (e.g., including circuitry, a processor, and non-transitory computer-readable medium having stored thereon logic), a battery and/or one or more speakers. 
     Referring now to  FIG.  19 F , a front side view of an embodiment of an intelligent goal including a plurality of sensors located proximate to upper corners of the intelligent goal is shown. The goal  1980  may include a plurality of lights  1981   1 - 1981   4  on one or more of the side posts and/or the crossbar. In addition, the goal  1980  includes a plurality of sensors  1990   1 - 1990   2  coupled to the crossbar and sideposts proximate to the upper corners of the goal  1980 . The sensors  1990   1 - 1990   2  may be any type of sensor as discussed above. One purpose of the sensors  1990   1 - 1990   2  is to detect balls that break the goal plane in the upper corners of the goal  1980  (often referred to as the “upper 90”). A sensor pair of the sensors  1990   1 - 1990   2  may be placed at predetermined angles relative to the crossbar and sideposts to include a detection space within each upper 90. For example, a first sensor of a sensor pair of the sensors  1990   1 - 1990   2  may be placed at a 45° angle relative to the crossbar and a second sensor of a sensor pair of the sensors  1990   1 - 1990   2  may be placed at a 45° angle relative to a sidepost. One or more sensor pairs may be included in each of the sensors  1990   1 - 1990   2 . 
     Referring now to  FIG.  20   , a front side view of a sectional portion of a side post, the crossbar and additional supporting posts of the goal  2000  including a plurality of attachable sensors and an attachable speaker is shown. As illustrated, the attachable sensors  2001 A- 2001 B are coupled to a side post of the goal  2000  and include attachment mechanisms  2002 A- 2002 B, respectively. The attachment mechanisms  2002 A- 2002 B may include straps (e.g., Velcro® straps), plastic components with an interlocking mechanism or straps/coupling components of alternative materials. Similarly, the attachable speaker  2003  is coupled to the crossbar of the goal  2000  and includes an attachment mechanism  2004 , which may include any of the embodiments discussed with respect to the attachable sensors  2001 A- 2001 B. Advantages to the attachable sensors  2001 A- 2001 B include an ease of physical configuration and compatibility with multiple goals. For example, a user may utilize one or more sensor pairs with a first standard goal (i.e., no sensor integration within the goal posts) and thereby physically configure one or more zones within the goal plane. The attachable sensors  2001 A- 2001 B may then be detached from the goal posts and attached to a second standard goal at a location remote from the first standard goal. Similarly, the attachable speaker  2003  and/or the attachable lights  2005 A- 2005 B may be attached and detached to a plurality of goals (standard or those with integrated sensors and or lights) using the attachment mechanisms  2004  and  2006 A- 2006 B, respectively. Additionally, with respect to battery-operated sensors, lights and/or speakers, the ability to detach the sensor, light and/or speaker provides for ease in changing a battery. It should be noted that the sensors, lights and/or speakers (attachable and/or integrated into a goal) may be battery operated and/or provided power through an external power source. 
     Although embodiments described herein focus on the sport of soccer, embodiments pertaining to other sports have been contemplated. The invention described herein is applicable to any sport that is centered around the accuracy of a player to place a ball at a particular location. As a first example, a receiving device may take the shape of a square (or alternative shape) that simulates a “strike zone” in baseball wherein the receiving device includes a plurality of sensors that establishes zones within the strike zone and the lights indicate whether the player placed a baseball (via a pitch) in a particular zone. As a second example, a football goal post may include a plurality of sensors that establishes zones within the plane of the goal post and the plurality of lights indicate whether the player placed a football in a particular zone. Alternatively, a receiving device may take the shape of a square (or alternative shape) that simulates a target area for a quarterback wherein the receiving device includes a plurality of sensors that establishes zones within the a plane created by the square shape and the lights indicate whether the player placed a football (via a throw) in a particular zone. Similar goals or training aids have been contemplated for sports such as, but not limited or restricted to, softball, basketball, hockey, tennis, golf, lacrosse, and/or basketball. 
     B. Intelligent Goal Logic 
     A goal may also include non-transitory computer-readable medium (e.g., memory) and one or more processors. The goal may alternatively be communicatively coupled to memory and one or more processors (e.g., communicate via a wired or wireless network). The memory may store logic that includes executable instructions (e.g., software), that when executed by the one or more processors, cause predetermined functions of the sensors, one or more of the plurality of lights and/or the speakers. In one embodiment wherein the goal includes non-transitory computer-readable medium (e.g., memory) and one or more processors, the logic of the goal may communicate directly with a coach&#39;s device to receive instructions regarding a selected training drill. In a second embodiment wherein the goal is communicatively coupled to the memory and the one or more processors that are both located on a remote electronic device (e.g., a computer, a server or other electronic device), the goal may receive instructions regarding a selected training drill from the remote electronic device, which communicates directly with the coach&#39;s device. 
     The logic of the goal may include: (i) a sensor logic, (ii) a light logic, (iii) a speaker logic, (iv) an integration logic, (v) a configuration logic, (vi) a timer logic, (vii) image recognition logic, (viii) recommendation logic and/or (ix) player proficiency projection logic. The sensor logic may receive input from one or more sensor pairs. As discussed above, a sensor pair comprises a first sensor and a second sensor positioned opposite each other and aligned with the goal plane. The sensor logic receives a signal from one or more sensor pairs that the through-beam corresponding to the sensor pair was interrupted, thus indicating the goal plane was broken (i.e., a goal was scored). The sensor logic determines from which sensor pair the signal was received and determines the zone corresponding to the sensor pair. The sensor logic may determine from which sensor pair the signal was received by, for example, parsing the received signal for an identifier corresponding to a specific sensor pair included in the received signal. The sensor logic may provide information associated with the signal (e.g., from which sensor pair the signal was received, the zone corresponding to the sensor pair, etc.) to the integration logic. The sensor logic may include the ability to detect the speed of a ball via detection of a through-beam interrupt. For example, the sensor logic may determine the time duration of the through-beam interrupt, and based on the size of the ball (e.g., included in the instructions regarding the selected training drill), determine the speed at which the ball was traveling. Alternatively, such a determination may be performed in combination with the timer logic. Furthermore, the sensor logic may include the ability to detect the trajectory of a ball upon the detection of a goal. Particularly, the sensor logic may detect two or more through-beam interrupts within a predetermined amount of time (e.g., milliseconds) such that the two or more through-beam interrupts correspond to a single ball breaking the plane of the intelligent goal. The trajectory of the ball may be determined according to the order in which the through-beam interrupts were detected. For example, in the scenario in which a through-beam interrupt corresponding to a lower sensor was detected prior to a through-beam interrupt corresponding to an upper sensor, the sensor logic may determine the ball had an upward trajectory while breaking the goal plane (e.g., that the ball bounced immediately prior to the breaking the plane of the intelligent goal). Similar determinations may be made when (i) a through-beam interrupt of an upper sensor is detected immediately prior to detection of a through-beam interrupt of a lower sensor (e.g., ball had a downward trajectory), (ii) two through-beam interrupts were detected simultaneously (e.g., ball had approximately a straight trajectory through the goal plane), etc. 
     The light logic may receive at least a portion of instructions associated with a selected training drill, and provide input, according to instructions associated with the selected training drill, to one or more lights integrated with or attached to the goal. In one embodiment, the light logic may parse the instructions associated with the selected training drill to determine whether one or more lights are to be turned on and if so, for what duration. In a second embodiment, the light logic receives input from the integration logic that has parsed the instructions associated with the selected training drill, which provides the light logic with the information required to turn on one or more lights, and for what duration, if necessary. The light logic is communicatively coupled to the timer logic such that the light logic provides the timer logic with the required time intervals and receives a notification from the timer logic when a time interval expires. Based on either (i) parsing instructions associated with the training drill, or (ii) instructions received from the integration logic or the timer logic, the light logic may turn on or off one or more lights. For example, a selected training drill may begin with each of the lights included in the goal turned on and when a player scores a goal, one light turns off such that the purpose of the training drill is to turn off all of the lights (additionally, a time component may be incorporated wherein the player has a predetermined amount of time to turn off all of the lights). Although the example includes turning off the lights, it should be understood that the lights may be turned on instead and the training drill maintain the same purpose. In some embodiments, the light logic may cause one or more lights to turn on or off, wherein the one or more lights may remain illuminated or may blink in a periodic manner. 
     As discussed above with respect to the sensor logic and the light logic, the speaker logic may receive at least a portion of instructions associated with a selected training drill and provide input, according to the instructions associated with the selected training drill, to one or more speakers integrated with or attached to the goal. The speaker logic may include, but is not limited or restricted to the following functionality, provide audible cues as to the beginning and end of a training drill, and/or provide audible cues during a training drill pertaining to timing, scoring, and player-instructions (e.g., with which foot to kick the ball, at which goal to shoot, at which zone to shoot, etc.). The speaker logic may receive input from the configuration logic that causes the speaker to provide audible cues as to the configuration settings of one or more zones according to a selected training drill. The speaker logic may also receive input from the integration logic and the timer logic that cause the speaker to provide audible cues as to scoring and timing, respectively. Additionally, the speaker logic may cause music to play from the speakers. The music may be retrieved from an electronic device, e.g., a phone, tablet, coach&#39;s device, etc., via a wired or wireless connection, or from a storage device of the goal, if applicable. 
     The integration logic receives input from the sensor logic and, responsive to the selected training drill and the received input, provides input to the light logic and/or the speaker logic. For example, the integration logic may provide input to the light logic that a ball has interrupted a through-beam of a sensor pair in a required zone as set forth by the selected training drill. Accordingly, the light logic may turn on a predetermined light (or turn off, as discussed above) and select a color according to the selected training drill. For example, the light logic may turn on and turn off one or more lights (e.g., blink) as a form of feedback when a goal is scored and/or change a color of one or more lights (e.g., briefly and return to a previous color or for at least a portion of the remainder of the drill). Similarly, responsive to the selected training drill and received input from the sensor logic, the integration logic may provide input to the speaker logic pertaining to an audible cue that is to be provided by the speakers. Furthermore, the integration logic may receive input from the configuration logic pertaining to the configuration, or reconfiguration, of one or more zones. The integration logic may subsequently provide input to the sensor logic, the light logic and/or the speaker, wherein the input may cause reconfiguration of one or more zones, adjustment of one or more lights, and/or an audible cue to be provided to a user. The integration logic, in communication with the sensor logic, may record the color of a light corresponding to the through-beam that was interrupted (e.g., of the zone or goal) upon detection of a through-beam interrupt by the sensor logic. 
     A configuration logic may receive instructions associated with the selected training drill, parse the instructions and provide input to one or more of the sensor logic, the light logic and/or the speaker logic. In particular, the configuration logic may determine, based on the selected training drill, which sensor pairs correspond to each zone and provide the determination to the sensor logic. Similarly, the configuration logic may determine, based on the selected training drill, which lights correspond to each zone and provide the determination to the light logic. Furthermore, information of the zones established according to the selected training drill may be provided to a user via an audible cue according to input provided by the configuration logic to the speaker logic. In one embodiment, the selected training drill may include reconfiguration of one or more zones during the training drill (referred to herein as “dynamic reconfiguration”). For example, in one exemplary training drill, after a first predetermined number of goals are scored in a first zone (e.g., upper half of the goal plane), the training drill may require a second predetermined number of goals to be scored in a second zone (e.g., upper quarter of the goal plane). In such an example, responsive to receiving input from the sensor logic and/or integration logic signifying the first predetermined number of goals have been scored in the first zone, the configuration logic provides input to the sensor logic and/or the light logic to dynamically reconfigure the sensors and/or the lights to establish the second zone. The configuration logic may be in communication with the sensor logic and, upon detection of a through-beam interrupt by the sensor logic, record the zone corresponding to the through-beam that was interrupted (e.g., through which zone a goal was scored). 
     A timer logic may maintain one or more timers corresponding to one or more portions of a training drill (e.g., a first timer corresponding to a first predetermined amount of time to maintain establishment of a first set of zones and a second timer corresponding to a second predetermined amount of time to maintain establishment of a second set of zones). The timer logic may be configured to control several time intervals for, inter alia, turning on or off of one or more lights, dynamic configuration of one or more zones established by the sensors, determining a period between a first ball and a second ball being provided by a ball throwing machine, etc. As a first example, the timer logic may be configured to control a timer that indicates the time duration of a training drill wherein one or more lights turn on for the time duration of the drill and turn off following the expiration of the time duration of the drill. As a second example, the timer logic may be configured to control a plurality of timers (e.g., one timer per light) such that the timer logic instructs the light logic of a first goal to turn on a plurality of lights for a first time duration and, at the expiration of the first time duration, instructs the light logic to turn off a first light while at least a second light remains on. Continuing the example, at the expiration of a second time duration—the second time duration being longer than the first time duration—the timer logic instructs the light logic to turn off the second light. In yet another example, the timer logic may be configured to instruct the light logic of a first goal to turn on at least a first light of the first goal for a first time duration and at the expiration of the first time duration, instruct the light logic of the first goal to turn off the first light and instruct the light logic of a second goal to turn on at least a first light of the second goal for a second time duration. It has also been contemplated that the timer logic may be configured to control one or more timers for any of the sensor logic, the light logic, the speaker logic, and/or the integration logic. The timer logic may also be in communication with the sensor logic such that a timestamp is recorded for each through-beam interrupt detected by the sensor logic. 
     In one embodiment, the training drill database may store predetermined training drills (e.g., input or instructions) for retrieval by one or more of the sensor logic, the light logic, the speaker logic, the integration logic, the configuration logic, the timer logic and/or the image recognition logic (“the intelligent goal logic”). Notification of a selected training drill may be provided to the intelligent goal logic by, for example, a coach&#39;s device using an identifier of the selected training drill. One or more components of the intelligent goal logic may retrieve the selected training drill, or instructions associated therewith, based on the provided identifier. 
     The training drill database may also store all of the input and/or feedback associated with a training session (e.g., one or more training drills encompassing one instance in which user utilizes the goal) and provides the input and/or feedback to the coach&#39;s device and/or a cloud server for storage. Such input and/or feedback may be connected to a user&#39;s profile and used to provide customized feedback to the user, rank the user based on the input and/or feedback against predetermined goals or statuses (e.g., “beginner,” “amateur,” “professional”) and/or other users (based on age, gender, drill, overall, etc.), and/or used, at least as a factor, in determining future training sessions for the player (e.g., either via logic that performs the determination automatically prior to or at the initiation of a training session or manual human determination, e.g., recommendation logic  2118  as seen in  FIG.  21   ). 
     1. Logical Representation 
     Referring to  FIG.  21   , an exemplary embodiment of a logical representation of the intelligent goal logic as discussed above is shown. As discussed above, a goal may either (i) include non-transitory computer-readable medium (e.g., memory) and one or more processors, or (ii) be communicatively coupled to the memory and the one or more processors located in a remote electronic device, wherein instructions are communicated to the goal a wired or wireless network. 
     In the embodiment in which the intelligent goal logic is included within a goal, the goal may include a housing, which is made entirely or partially of a hardened material (e.g., hardened plastic, metal, glass, composite or any combination thereof) that protects circuitry within the housing, namely one or more processors  2101  that are coupled to a communication interface  2102  via a first transmission medium  2103 . Alternatively, the intelligent goal logic may be located in an electronic device physically separate from the goal that communicates with the sensors, lights and/or speakers integrated in or attached to the goal. In such an embodiment, the electronic device includes a housing that protects circuitry within the housing, e.g., the one or more processors  2101  that are coupled to a communication interface  2102  via a first transmission medium  2103 . 
     In either embodiment, the communication interface  2102  in combination with communication interface logic  2121  enables communications with the sensors, lights and/or speakers, one or more coach&#39;s devices and/or remote electronic devices. According to one embodiment of the disclosure, the communication interface  2102  may be implemented as a physical interface including one or more ports for wired connectors. Additionally, or in the alternative, the communication interface  2102  may be implemented with one or more radio units for supporting wireless communications with other electronic devices. The communication interface logic  2117  may include logic for performing operations of receiving and transmitting one or more objects via the communication interface  2102  to enable communication between sensors, lights and/or speakers, one or more coach&#39;s devices, remote electronic devices and/or cloud computing services. 
     The processor(s)  2101  is further coupled to persistent storage  2110  via a second transmission medium  2104 . According to one embodiment of the disclosure, the persistent storage  2110  may include (i) the sensor logic  2111 , (ii) the light logic  2112 , (iii) the speaker logic  2113 , (iv) the integration logic  2114 , (v) the configuration logic  2115 , (vi) the timer logic  2116 , (vii) the image recognition logic  2117 , (viii) the recommendation logic  2118 , (ix) the player proficiency projection logic  2119 , (x) the communication interface logic  2121 , and (xi) a training drill database  2120 . Of course, when implemented as hardware, one or more of these logic units could be implemented separately from each other. 
     2. Exemplary Methodology 
     Referring to  FIG.  22   , a flowchart illustrating an exemplary method for configuring and operating the intelligent goal according to a selected training drill is shown. Each block illustrated in  FIG.  22    represents an operation performed in the method  2200  of configuring and operating the intelligent goal according to a selected training drill. As discussed above, an intelligent goal may either (i) include non-transitory computer-readable medium (e.g., memory or storage device) and one or more processors, or (ii) be communicatively coupled to the memory and the one or more processors located in a remote electronic device, wherein instructions are provided to the intelligent goal via a wired or wireless communication. Referring to block  2201 , the intelligent goal system receives a selection of a training drill. For example, the intelligent goal system may receive a signal from a coach&#39;s device that identifies the selected training drill. 
     At block  2202 , the intelligent goal system parses one or more instructions associated with the selected training drill. The intelligent goal system may (i) be provided with the one or more instructions associated with the selected training drill, or (ii) retrieve one or more instructions associated with the selected training drill from a storage device as discussed above. 
     At block  2203 , the intelligent goal system configures one or more sensors and/or lights into one or more zones aligned with the goal plane. As discussed above, the configuration logic of the intelligent goal system may determine, based on the selected training drill, which sensor pairs correspond to one or more zones (set forth in the instructions associated with the training drill) and provide the determination to the sensor logic, which configures the sensors accordingly. 
     At block  2204 , the intelligent goal system receives a signal from a first sensor pair signifying a through-beam has been interrupted (i.e., a goal was scored). At block  2205 , the intelligent goal system determines whether the through-beam interrupt corresponds to the end of the selected training drill. For example, a through-beam interrupt may correspond to the end of the selected training drill when the through-beam interrupt a predetermined number of goals scored in a particular zone (e.g., the training drill consists of scoring five goals in a first zone, wherein the through-beam interrupt representing the fifth goal in the first zone represents the end of the training drill). Additional variations exist wherein a through-beam interrupt would signify the end of the training drill (e.g., the through-beam signifies a predetermined number of goals scored outside of a particular zone). Furthermore, input may be received from the ball throwing machine, as discussed below, that signifies the end of the training drill (e.g., a predetermined number of balls has been provided to a user), wherein the input from the ball throwing machine is used in place of the signal representing a through-beam interrupt. When the intelligent goal system determines the through-beam interrupt corresponds to the end of the selected training drill (yes at block  2205 ), the method  2200  ends (block  2206 ). 
     When the intelligent goal system determines the through-beam interrupt does not correspond to the end of the selected training drill (no at block  2205 ), the intelligent goal system determines whether the through-beam interrupt corresponds to a predetermined zone based on the selected training drill (block  2207 ). For example, a through-beam interrupt may correspond to a predetermined zone based on the selected training drill when the through-beam interrupt does not signify that a predetermined number of goals has been scored in a particular zone (e.g., the training drill consists of scoring five goals in a first zone, wherein the through-beam interrupt representing the third goal in the first zone does not represent the end of the training drill). When the intelligent goal system determines the through-beam interrupt does not correspond to a predetermined zone based on the selected training drill (no at block  2207 ), the method  2200  returns to block  2204  to receive a second signal from one or more of the sensor pairs integrated with or attached to the intelligent goal. 
     Optionally, when the intelligent goal system determines the through-beam interrupt corresponds to a predetermined zone based on the selected training drill (yes at block  2207 ), the intelligent goal system alters the state of one or more lights (block  2208 ). For example, when a training drill consists of scoring a predetermined number of goals in a first zone, the logic of the intelligent goal system may cause (i) a first light integrated with or attached to the intelligent goal to turn on responsive to a first goal scored in the predetermined zone, (ii) a second light integrated with or attached to the intelligent goal to turn on responsive to a second goal scored in the predetermined zone, etc. 
     C. Ball Throwing Machine, Coach&#39;s Device and Intelligent Goal System 
     In addition, a goal may be communicatively coupled to a coach&#39;s device (e.g., s, smart phone, smart watch, iPod®, iTouch®, or any electronic device with wireless/Bluetooth® connectivity) and a ball-throwing machine. Referring to  FIG.  23   , an exemplary embodiment of a computing environment  2300  for facilitating communications between the controller and a soccer network application of  FIG.  7   , the intelligent goal logic and an intelligent goal is shown. As illustrated, a training session may include the use of one or more intelligent goals (“the intelligent goal”)  2320 , a coach&#39;s device  250  and a ball-throwing machine  10 . Additionally, a soccer network application  260  may also be included. 
     In one embodiment, the coach&#39;s device  250  may be a wearable, just as a smart watch, which includes Bluetooth® connectivity capabilities (or other wireless connectivity capabilities) and software functionality enabling communication with and control of one or more of the intelligent goal  2320  and/or the ball-throwing machine  10 . Upon connecting via Bluetooth® to one or more of the intelligent goal  2320  and/or the ball-throwing machine  10 , the wearable may control functionality of the intelligent goal  2320  and/or the ball-throwing machine  10  related to, inter alia, the sensor logic, the light logic, the speaker logic, the integration logic, the configuration logic, the timer logic, the imagine recognition logic, the recommendation logic and/or the player proficiency logic. 
     In addition, the user may wear a similar wearable device which includes Bluetooth® connectivity capabilities (or other wireless connectivity capabilities) and software functionality enabling communication with and control of one or more of the intelligent goal  2320  and/or the ball-throwing machine  10 . Such a wearable device worn by the user may monitor and record health-related statistics of the user (e.g., heart rate, steps, calories burned, etc.) so that the health-related statistics of the user may be correlated with the statistics of the drills/sessions completed by the user. For example, the correlation may illustrate a particular drill elevates the heart rate of a particular user more than other drills, allowing a trainer to see the conditioning of the particular user associated with the particular drill should be improved. Additionally, the correlation may influence drill and/or session recommendations, as will be discussed below. As used herein, a session refers to one or more drills. 
     With respect to the intelligent goal  2320 , as discussed above, the processor and/or memory, e.g., storing the intelligent goal logic, may be included in the ball throwing machine, the intelligent goal  2320  and/or the coach&#39;s device. The input from the sensors of the intelligent goal  2320  may be combined with input and/or feedback from the ball throwing machine  10  (e.g., the number of soccer balls that have been provided to a user, the speed(s), the angle(s), the direction(s), etc.) such that the plurality of lights integrated with or attached to the intelligent goal  2320  may be turned on and/or turned off according to the input from the intelligent goal  2320  and/or the ball throwing machine  10 . Additionally, the input and/or feedback received from the sensors of the intelligent goal  2320  may be stored in a data repository  270  according to a player profile or the like. The ball throwing machine  10  and the coach&#39;s device  250  may include the functionality as discussed above. Additionally, instructions comprising a training program, as discussed above, may include instructions corresponding to functionality of the intelligent goal  2320  as discussed herein. For example, instructions comprising the training program may include instructions corresponding to the ball throwing machine  10  and instructions corresponding to one or more logic components of the intelligent goal logic. In addition, instructions comprising the training program may also be directed to two or more intelligent goals such that a training program utilizes a ball-throwing machine and two or more intelligent goals. 
     1. Player Profile 
     Discussed above with respect to  FIG.  7   , the data repository  270  may store player data. More particularly, the data repository  270  may be, at least in part, cloud storage and store player data in the form of a player profile. A player profile may be created for each person (e.g., a user) that utilizes the ball-throwing machine, coach&#39;s device and/or intelligent goal system (cumulatively referred to as “the system”). A player profile may include, but is not limited or restricted to, one or more of: identifying information, statistics based on experience using the system which may be measured in points (e.g., indicating repetitions, time, accuracy, etc.), “badges” (e.g., awards based on predetermined criteria), a “player level” (e.g., score—numerical, title, etc.—based on one or more of experience, age, gender, position, session/drill history, affiliate studio, etc.), affiliate studio location, etc. A player profile may be used by a studio (e.g., trainers at a specific location) and/or a mobile application/website to track the session/drill history and progress of a user. In particular, a player profile may include a player level that includes a numerical score or title signifying a culmination of the user&#39;s history of using the system, which may account for repetitions using the system, repetitions of particular drills, accuracy while completing particular drills, badges earned, etc. As the player continues to use the system the player level will adjust accordingly (e.g., typically increase as the user continues to complete more drills and improve his/her accuracy). For example, a user&#39;s player level may increase (e.g., increase numerically or progress along a series of titles) once a predetermined number of drills have been completed, once the player&#39;s accuracy at a particular drill exceeds a threshold, a combination thereof, etc. A badge may be earned based on predetermined criteria and also result in, or contribute to, an increase in the player level. The predetermined, criteria may include, but is not limited to, utilization of the system for a predetermined number of days in a row or percentage of days (e.g., in a week, month, etc.), a predetermined accuracy level on one or more drills, a predetermined number of repetitions (e.g., overall, a particular drill, etc.). In some embodiments, an earned badge or certain player level may enable the user to try new drills. Additionally, as a player level increases or badges are earned, accuracy or timing in certain drills may need to improve to earn an additional badge or advance to the next player level. The player level may be, at least in part, determined by the experience points earned during each drill. For example, a user may earn experience points by completing a drill with a predetermined accuracy (e.g., a first amount of experience points for completing within a first accuracy threshold, and a second amount for completing within a second accuracy threshold, the second amount being greater than the first amount when the second accuracy threshold is higher than the first accuracy threshold). Timing thresholds may be used in a similar manner as accuracy thresholds to determine the amount of experience points earned by a user. Additionally, a training drill may provide a user with a predetermined number of balls and award extra experience points based on certain balls scored (e.g., 10 balls where extra experience points are awarded when any of the last 3 balls provided are scored accurately—meaning within the required zone, if applicable). Alternatively, or in addition, extra experience points may be awarded when goals are scored accurately within a predetermined time of a drill (e.g., a first portion, a middle portion, or an end portion—thereby emphasizing certain scenarios within a game) and/or a predefined number of balls are scored accurately in a row or within a predefined time period. 
     The player level may be displayed on display screens (e.g., scoreboards) at a studio, accessed via a website and/or via a mobile application allowing a user to track his/her drill/session history, abilities (e.g., accuracy, timing, etc.) over time and badges earned. Additionally, upon completing a drill and/or a session, a player&#39;s statistics may be compiled, cumulatively or for the particular drill/session, so that the user may visually review the statistics and progress made, including experience points earned, whether a new player level was achieved and/or a new badge earned. Additionally, such statistics may be displayed during each drill so the user may have knowledge of such progress while attempting to complete the drill (e.g., to provide motivation to the user to continue trying as hard as possible). 
     The player profile may also include an avatar that may be customizable by the user. The user may “unlock” new avatars, or avatar features (skills, appearances, clothing, etc.) upon earning certain badges or advancing to certain player levels. The player profile is not tied to a particular studio but may be accessed by the user (or a trainer) at any studio (e.g., the user may visit multiple studios and want to keep track of drill/session history, accuracy, timing statistics, etc., while at each studio). 
     As discussed briefly above, the player profile may be linked to a scouting tool (e.g., website or alternative software, possibly of a third-party). In such an embodiment, the user (or parents) may opt in to linking the player profile to the scouting tool. By linking the player profile to the scouting tool, coaches (e.g., high school, club, college, etc.) may be able to assess a player&#39;s skill level quickly based on the player score and badges earned and have a standard format by which to compare multiple players (e.g., in assessing invitations to join a team, offer letters, scholarships, etc.). Additionally, as a player profile may include age, gender, and position, coaches may easily sort through players when looking to assess players of a particular age (or range), gender and/or position. 
     a. Drill and Session Recommendations 
     In addition to maintaining a player profile so that, inter alia, a user may review his/her metrics and drill/session history, the system may include logic, recommendation logic  2118 , that recommends a drill or session for a user based, at least in part, on the player profile (e.g., experience points, player level, history of drills completed, etc.). In one embodiment, the recommendation logic  2118  may utilize a set of predetermined rules to generate a session of recommended drills (or alternatively, a single drill). For example, the recommendation logic  2118  may analyze—e.g., parse—a user&#39;s player profile and based on the information associated with the player&#39;s profile, recommend a session or individual drill for the user. The recommendation logic  2118  may use one or more of the following to recommend a session or drill according to a predetermined rule set: age, gender, position, player level, experience points, badges, session/drill history, accuracy in one or more drills, studio, timing until completion for one or more drills, etc. The recommendation logic  2118  may be stored in non-transitory computer-readable medium located in the coach&#39;s device (e.g., a mobile application) wherein the processing is performed by one or more processors of the coach&#39;s device and/or in cloud-storage wherein the processing is performed by one or more processors of one or more servers associated with the cloud storage. 
     Once the session or drill recommendation has been provided to the user and/or trainer, the trainer may initiate the session or drill via the coach&#39;s device. Alternatively, the trainer may adjust the recommendation to focus the drill or session on a particular aspect (e.g., headers, low shots, high shots, trapping a ball provided to the user in the air prior to shooting at the intelligent goal, etc.) In one embodiment, the recommendation logic  2118  may generate a GUI displaying the recommendation and enabling the trainer to adjust—customize—the recommendation via user input that provides the recommendation logic  2118  with information as to a preferred aspect. The recommendation logic  2118  may then adjust the recommendation according to a predetermined rule set that accounts for the player profile and the preferred aspect. 
     In yet another embodiment, a drill may be adjusted during the drill, prior to completion. For example, a user wearing a smart wearable that is connected wirelessly to the coach&#39;s device, the intelligent goal and/or the ball-throwing machine, may provide instructions to the ball-throwing machine and/or the intelligent goal, possibly via the coach&#39;s device, to adjust the drill. The user may increase/decrease the speed at which the ball-throwing machine provides the user with balls and/or the time duration of each interval in between balls. Additionally, a trainer may provide such instructions via the coach&#39;s device. This may be advantageous when the user is, for example, tired and needs a longer time interval between balls, or alternatively, is excelling and needs to be challenged with shorter intervals between balls. It has been contemplated that the experience points awarded to a user may be adjusted according to adjustments made during the drill (e.g., increase the amount of experience points when a user increases the speed at which the ball-throwing machine provides each ball). 
     b. Player Proficiency Projection 
     Furthermore, the system may include logic, player proficiency projection logic  2119  as seen in  FIG.  21   , that analyzes the information associated with the player profile to project the player&#39;s abilities (e.g., proficiency) in the future. The analysis performed by the player proficiency projection logic  2119  may include a rules-based analysis that enables the player proficiency projection logic  2119  to use stored information (e.g., statistics based on experience using the system which may be measured in points (e.g., repetitions, time, accuracy, etc.), earned badges, a player level, etc.) and correlate the stored information with for example, gender, age, height, weight, position, etc. to project, according to one or more predetermined rules, future abilities of the player. Additionally, the affiliate studio location may be used in the correlation as a pattern may develop such that players at a particular affiliate studio may develop more rapidly and to a higher degree than players at other affiliate studios. The rules-based analysis may project player proficiency in terms of a player level, accuracy statistics, earned badges, etc., to enable comparisons with other players&#39; proficiency projections. Additionally, the player proficiency projection logic  2119  may provide projections such as projected top ball speed on shots, projected accuracy statistics (shots on goal, shots scored, accurate goals scored, time to complete one or more drills, etc.), thereby allowing a coach or scout to consider such projections when determining whether to provide the player with a roster position and/or a scholarship. As one example, the player proficiency projection logic  2119  may analyze information stored over time in a user&#39;s player profile at multiple ages (e.g., top shot speed measured at ages 9, 10 and 11 to project top shot speed at age 16, 18 and 20 based on one or more statistics within the player profile used in the rule-based analysis). The player proficiency projection logic  2119  may project any of the statistics stored in the player profile for any future age of a user when the user&#39;s player profile has stored the information necessary to perform the analysis. As an alternative to the rules-based analysis, or in addition to, the player proficiency projection logic  2119  may include a machine learning logic component that adapts its analysis based on actual, measured data. For example, the player proficiency projection logic  2119  may use machine learning logic to project a user&#39;s player proficiency and based on actual, measured statistics of the user at a future age, the machine learning logic may adjust its analysis. As one example, the player proficiency projection logic  2119  may perform an analysis for one or more users in the system while the one or more users are at a first age (e.g., age 9) and project the top shot speed of the one or more users future ages (e.g., 10, 11, 12, etc.). Upon measuring the actual top shot speed of the one or more users at the future ages, the machine learning logic component of the player proficiency projection logic  2119  may adjust its analysis to more accurately project users&#39; statistics based on the projected statistic compared to the actual, measured statistic. 
     2. Diagnostics 
     An additional advantage to maintaining a record of all drills performed is that statistics for each ball-throwing machine and intelligent goal are known. For example, the total number of balls provided to users each machine is known. Therefore, a trainer or maintenance staff employee may diagnose the status of each ball-throwing machine. In particular, a trainer or maintenance staff employee may track the total number of balls provided by each ball-throwing machine and perform pre-emptive maintenance (e.g., replace a component within the machine, oil the machine, etc.) when predefined thresholds are met—e.g., predefined numbers of total balls provided by a machine. Similarly, a trainer or maintenance staff employee may diagnose each intelligent goal to determine the number of balls shot at the intelligent goal. Based on experiential knowledge, predefined thresholds of balls shot at an intelligent goal may be set such that, upon exceeding such predefined thresholds, a trainer or maintenance staff employee is to perform manual diagnostics on the intelligent goal including, for example, visually checking each sensor is not broken, the net is intact, etc. In some embodiments, the logic of the system may provide an alert to a trainer and/or maintenance staff employee that the thresholds discussed herein have been exceeded. The statistics used to determine whether the thresholds have been exceeded may be stored in cloud storage (e.g., the data repository  270  of  FIGS.  7  and  23   ) along with a corresponding machine identifier for retrieval by any coach&#39;s device or via a website. 
     3. Trainer Evaluation and Location Data Tracking 
     Upon completing a session, a user may rate and/or comment on the trainer that was facilitating the session. For example, a user may rate a trainer according to a predetermined, set rating scale (e.g., one through five stars). 
     The coach&#39;s device may also track each drill that was initiated by each trainer via the coach&#39;s device. The trainer may be asked to log-in to access the coach&#39;s device application, which enables the trainer to initiate a session/drill. Therefore, each drill initiated by each trainer may be recorded (e.g., in the data repository  270 ). The metrics of each trainer (e.g., time spent at a studio, drills initiated, efficiency (a number of drills initiated according to time spent at the studios), retention rate of the trainer by a user, etc.) may be recorded and used, at least in part, in mid-year or end-year evaluations of each trainer. Additionally, improvements of users under each trainer may be compared across trainers by utilizing the player profiles of users under a trainer (e.g., to determine average change in player level, experience points, etc., of users under each trainer). The metrics of each trainer may enable a comparison of trainers at each studio. The comparisons may be displayed in a graphical format (e.g., via a graphical user interface (GUI)—in one embodiment, referred to as a “reporting dashboard”) accessible by a mobile application and/or a website. 
     4. Mobile Application and Website 
     As mentioned above, the user&#39;s player profile may be viewable in a mobile application and/or website (for convenience, collectively referred to herein as “the mobile application”) via an electronic device. The user may open the mobile application to view the user&#39;s player profile. In addition to reviewing player metrics, drill/session history, badges earned, player level, etc., the mobile application may be opened before or during a drill and provide audio via one or more speakers included in or coupled to the electronic device. The audio may include, but is not limited or restricted to, music, audio instructions associated with a drill (current drill or next drill), and/or feedback/motivation. In one embodiment, the mobile application may include logic that is configured to stream music via the internet, play music stored on non-transitory computer-readable medium of the electronic device and/or play music via a radio station. 
     The logic of the mobile application may additionally be configured to provide audible instructions associated with the drill being performed by the user. For example, the logic of the mobile application may provide instructions such as, inter alia, turn, trap, one touch, perform a particular move prior to shooting, etc. The audible instructions may enable a user to receive customized training instructions (e.g., the audible instructions may be provided according to a user&#39;s experience points, player level, badges, etc. so that user&#39;s at various player levels may receive audible instructions corresponding to the user&#39;s player level, points, etc.). The audible instructions may allow a user to receive customized instructions while all other trainers are preoccupied (e.g., a session using audible instructions may cost less than a session involving a trainer). In addition, when a user wears a smart wearable that is wirelessly connected to the mobile application via the electronic device, the mobile application may receive health information of the user (heart rate, calories burned, steps, etc.) and provide audible instructions to take a break, get a drink, eat a small snack, etc. The mobile application may also provide audible instructions during the drill according to health information received from a smart wearable (e.g., audible instructions instructing a user to run a little faster in order to get heart rate to a target heart rate). The mobile application may also provide audible instructions regarding timing (e.g., countdown to end of drill or countdown to end of break between drills, etc.) 
     The mobile application may also include a “content feed” section that may provide the user with videos, articles, tips, etc. (the content feed may be targeted according to the player profile—e.g., age, gender, position, skill level, etc.). In one embodiment, the content feed section may be updated according to drills completed or drills to be completed (e.g., advice on trapping balls when drills to be completed include one or more drills associated with trapping balls). The drills to be completed may be determined via a predetermined rule set (and/or in conjunction with the recommendations as discussed above, wherein the recommendations for future training sessions/drills are determined following a completed drill/session). 
     Additionally, the mobile application may include a booking/reservation system section. For example, a calendar may be displayed allowing a user (or parent) to schedule a training session time via input to the mobile application. Bookings may also be suggested based on previous bookings or other factors such as bookings of other users of a similar age, gender, player level, preferred trainer, etc. 
     In yet another embodiment, the mobile application may be configured to generate custom drills according to received user input of particular aspects of a drill. In such an embodiment, the mobile application receives user input corresponding to one or more aspects of a drill, wherein an aspect of a drill may be an instruction to a ball-throwing machine or an intelligent goal. The instruction may correspond to, inter alia, a time period for the custom drill, a zone establishment pattern (e.g., when zones are established—based on one or more timers and/or goals scored), a number of balls to provide to the user, characteristics of providing a ball to a user (angle, speed, direction, etc.), characteristics of one or more lights of one or more goals (e.g., color characteristics, timing of turning on or turning off one or more lights—based on one or more timers and/or goals scored), a pattern for scoring an “accurate goal,” as discussed above, etc. 
     Although the examples and figures discussed above focus on the use of an intelligent goal, an “intelligent hurdle” and/or “intelligent cone” may be used in a similar manner and include similar logic. For example, an intelligent hurdle or intelligent cone may include wireless connectivity capabilities and be configured to connect to a coach&#39;s device in order to receive information associated with one or more training drills. The intelligent hurdle or intelligent cone may include one more sensors and/or one or more lights as discussed above with respect to the intelligent goal. Additionally, it has been contemplated that training drills may also include scenarios in which the user triggers an interrupt of a sensor beam with his/her hand or foot, in contrast to a ball. Such a drill may be designed to work on the players quickness (e.g., back and forth between two or more intelligent goals, hurdles and/or cones) or exercises such as checking back to the ball or bringing a defender away and sprinting toward the ball. 
     VIII. Terminology 
     Many other variations than those described herein will be apparent from this disclosure. For example, depending on the embodiment, certain acts, events, or functions of any of the algorithms described herein can be performed in a different sequence, can be added, merged, or left out altogether (e.g., not all described acts or events are necessary for the practice of the algorithms). Moreover, in certain embodiments, acts or events can be performed concurrently, e.g., through multi-threaded processing, interrupt processing, or multiple processors or processor cores or on other parallel architectures, rather than sequentially. In addition, different tasks or processes can be performed by different machines and/or computing systems that can function together. Although certain computer-implemented tasks are described as being performed by a particular entity, other embodiments are possible in which these tasks are performed by a different entity. 
     The various illustrative logical blocks, modules, and algorithm steps described in connection with the embodiments disclosed herein can be implemented as electronic hardware, computer software, or combinations of both. To clearly illustrate this interchangeability of hardware and software, various illustrative components, blocks, modules, and steps have been described above generally in terms of their functionality. Whether such functionality is implemented as hardware or software depends upon the particular application and design constraints imposed on the overall system. The described functionality can be implemented in varying ways for each particular application, but such implementation decisions should not be interpreted as causing a departure from the scope of the disclosure. 
     The various illustrative logical blocks and modules described in connection with the embodiments disclosed herein can be implemented or performed by a machine, such as a general purpose processor, a digital signal processor (DSP), an application specific integrated circuit (ASIC), a field programmable gate array (FPGA) or other programmable logic device, discrete gate or transistor logic, discrete hardware components, or any combination thereof designed to perform the functions described herein. A general-purpose processor can be a microprocessor, but in the alternative, the processor can be a controller, microcontroller, or state machine, combinations of the same, or the like. A processor can also be implemented as a combination of computing devices, e.g., a combination of a DSP and a microprocessor, a plurality of microprocessors, one or more microprocessors in conjunction with a DSP core, or any other such configuration. A computing environment can include any type of computer system, including, but not limited to, a computer system based on a microprocessor, a mainframe computer, a digital signal processor, a portable computing device, a personal organizer, a device controller, and a computational engine within an appliance, to name a few. 
     The steps of a method, process, or algorithm described in connection with the embodiments disclosed herein can be embodied directly in hardware, in a software module executed by a processor, or in a combination of the two. A software module can reside in RAM memory, flash memory, ROM memory, EPROM memory, EEPROM memory, registers, hard disk, a removable disk, a CDROM, or any other faun of non-transitory computer-readable storage medium, media, or physical computer storage known in the art. An exemplary storage medium can be coupled to the processor such that the processor can read information from, and write information to, the storage medium. In the alternative, the storage medium can be integral to the processor. The processor and the storage medium can reside in an ASIC. The ASIC can reside in a user terminal. In the alternative, the processor and the storage medium can reside as discrete components in a user terminal. 
     Conditional language used herein, such as, among others, “can,” “might,” “may,” “e.g.,” and the like, unless specifically stated otherwise, or otherwise understood within the context as used, is generally intended to convey that certain embodiments include, while other embodiments do not include, certain features, elements and/or states. Thus, such conditional language is not generally intended to imply that features, elements and/or states are in any way required for one or more embodiments or that one or more embodiments necessarily include logic for deciding, with or without author input or prompting, whether these features, elements and/or states are included or are to be performed in any particular embodiment. The terms “comprising,” “including,” “having,” and the like are synonymous and are used inclusively, in an open-ended fashion, and do not exclude additional elements, features, acts, operations, and so forth. Also, the terms “or” is used in its inclusive sense (and not in its exclusive sense) so that when used, for example, to connect a list of elements, the term “or” means one, some, or all of the elements in the list. 
     While the above detailed description has shown, described, and pointed out novel features as applied to various embodiments, it will be understood that various omissions, substitutions, and changes in the form and details of the devices or algorithms illustrated can be made without departing from the spirit of the disclosure. As will be recognized, certain embodiments of the inventions described herein can be embodied within a form that does not provide all of the features and benefits set forth herein, as some features can be used or practiced separately from others.