College application research evidence · understanding and original contribution · Seoul and online
Project courseThe student keeps the work and the record they made.
Tracking Data: Calculate Open Passing Lanes
Grades 9-12: which player reaches open space first, the...
- Free consultation and level check
- Apgujeong classroom or online
- One-to-one or small group
- Registered academy no. 11882
Is Tracking Data: Calculate Open Passing Lanes a good fit for high school students in Grades 9-12?
Tracking Data: Calculate Open Passing Lanes is a good fit for students in grades 9-12 who are interested in which player reaches open space first and the value of a pass. CIT offers online or in-person lessons in Apgujeong, Gangnam, Seoul, in one-to-one or small-group formats. Students make an animated pass scene, a Pitch Control web app with adjustable assumptions, and a sensitivity report comparing three scenes.
Starting from a Metrica sample match, students sync the event file with both teams' tracking files on one match clock, convert positions to meters, and calculate player speeds. They compare when players and the ball can reach each spot to build a Pitch Control map of which team is likely to get there first, then weigh the actual pass against alternative passes by success chance and attacking value. A web app with adjustable reaction time, top speed, and ball speed, plus a sensitivity report, shows how the recommendations shift when the assumptions change. The student sets their own question, then designs and tests a feature, model, interface, or solution of their own. In an application or interview, the student separates the material they drew on from their own decisions, results, failed attempts, revisions, and limits.
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My child found the AI classes interesting and stayed with them. It made for a worthwhile school break. Thank you for teaching so attentively.
- Age group
- Grades 9-12
- Academic subject
- AI & DataBrowse subject
- Course type
- Course
- Format
- Online or Apgujeong in person · one-to-one or small group
- Teaching language
- Korean by default, with complete English materials
- Curriculum status
- Lesson-readyEvery learning item includes the evidence, worked example, practical work, and tutor guidance required by CIT's lesson-ready standard.
From open research to student-owned work
Students inspect a relevant public source, reproduce the idea, then add an original question, feature, or test. Every source is public, and each lesson names the exact page it opens.
How can I explain this course to my child?
If questions about which player reaches open space first or the value of a pass keep making you ask why, Tracking Data: Calculate Open Passing Lanes lets you investigate the question with evidence, then build and defend an extension of your own.
Which interests suggest this course?
- which player reaches open space first
- the value of a pass
- how assumptions change a model
What does the student finish?An animated pass scene, a Pitch Control web app with adjustable assumptions, and a sensitivity report comparing three scenes.
Is this a good fit?
A strong fit for students who want to understand, build, test, or responsibly use AI systems.
Course placement follows current subject and coding readiness.
Students should be ready to document sources, methods, and limits.
Advanced tools are introduced after a clear baseline.
What will my child learn?
- Link the event file and both tracking files at the same match moments and get speed by dividing distance by time.
- Estimate each player's arrival time from reaction time and top speed and compare it with the ball's travel time.
- Compare the actual pass with alternative targets by success chance and next attacking value.
- Change one assumption at a time and record which recommendations shift and which conclusions hold.
How does the course progress?
- 1Position, Time, and Speed
Link event and tracking files, convert coordinates to meters, and calculate and smooth player speeds.
- 2The Chance of Reaching Space First
Compare player and ball arrival times, by hand and in code, to estimate which team controls each spot.
- 3Pass Choice and Attacking Value
Place candidate targets around the actual pass and compare safe passes with passes that add attacking value.
- 4Adjustable-Assumption Web App and Validation
Build a web app for changing reaction time and speeds, then report results and limits across three scenes.
What counts as useful evidence?
An animated pass scene, a Pitch Control web app with adjustable assumptions, and a sensitivity report comparing three scenes.
What should an admissions reader be able to see?
The student sets their own question, then designs and tests a feature, model, interface, or solution of their own. In an application or interview, the student separates the material they drew on from their own decisions, results, failed attempts, revisions, and limits.
Useful evidence may include a documented dataset, baseline comparison, model evaluation, error analysis, and a clear record of the student's own decisions.
The evidence an application reads is what the student understood, completed, and can explain.
The real research project this course reads
- metrica-sports/sample-data
- pinned commit
e706dd506b36 - licence no standalone license file
- text files 10
The student changes one assumption over a match's coordinate data and sees how far the reading of space moves. In class the project is separated into five boxes (input, memory, process, output, control). The lesson opens one of them, changes one value, and leaves the rest closed.
- InputWhat comes in?
The two kinds of raw file that arrive for one match: the position log and the event log
- Memoryopened hereWhat persists?
A table where, twenty five times a second, the coordinates of twenty two players and the ball are written down as they were
- ProcessWhat transforms?
The computation that works out which team reaches which space first is not in the data; the student writes it
- OutputWhat leaves, and who uses it?
The shaded pitch and the comparison of passing options are also made by the student
- ControlWhat decides when anything runs?
Which moment gets recomputed, and when, is decided by the student's program
The files the lesson opens, by name. The course is not a walk through the repository; it opens a chosen few and says which.
One value moves and everything else stays. The right-hand column is the prediction written before the run, not a result; the work is reconciling the two.
On a narrow screen, swipe the picture sideways.
The universities and labs named here made the open projects this course reads. CIT designed the course independently; it is not an official, affiliated, or endorsed course.
Which sources were reviewed?
Catalog reviewed: 2026-09-30
Questions parents search before choosing this course
Is Tracking Data: Calculate Open Passing Lanes a good fit for high school students in Grades 9-12?
Tracking Data: Calculate Open Passing Lanes is a good fit for students in grades 9-12 who are interested in which player reaches open space first and the value of a pass. CIT offers online or in-person lessons in Apgujeong, Gangnam, Seoul, in one-to-one or small-group formats. Students make an animated pass scene, a Pitch Control web app with adjustable assumptions, and a sensitivity report comparing three scenes.
Can my child take Tracking Data: Calculate Open Passing Lanes online or in person, one-to-one or in a small group?
Yes. CIT offers online and in-person lessons at its Apgujeong academy in Gangnam, Seoul, with one-to-one and small-group options. A readiness consultation confirms the available format and starting point for the course.
Does my child need prior subject knowledge or coding experience for Tracking Data: Calculate Open Passing Lanes?
Course placement follows current subject and coding readiness. Students should be ready to document sources, methods, and limits. Advanced tools are introduced after a clear baseline.
What will my child make or practice in Tracking Data: Calculate Open Passing Lanes?
The main evidence is an animated pass scene, a Pitch Control web app with adjustable assumptions, and a sensitivity report comparing three scenes. Students also document decisions, tests, feedback, and limits in age-appropriate language.
How can a student describe work from Tracking Data: Calculate Open Passing Lanes in a college application?
The student sets their own question, then designs and tests a feature, model, interface, or solution of their own. In an application or interview, the student separates the material they drew on from their own decisions, results, failed attempts, revisions, and limits. Useful evidence may include a documented dataset, baseline comparison, model evaluation, error analysis, and a clear record of the student's own decisions.
How are the schedule and tuition for Tracking Data: Calculate Open Passing Lanes determined?
CIT confirms the student's readiness, goal, location, class size, and current availability before recommending a course plan. The consultation and level check are free; tuition is explained before enrollment.
When should a student start?
There is no fixed intake month. CIT reviews the student's current school term, readiness, and available hours, then names the point in the course where they should begin.
I appreciated that a simple early idea was extended into an 'AI debate tool'. My child has always been interested in debate and social issues, so seeing that interest connect to the project makes me expect a more complete and distinctive result.
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Choose the course after a readiness check
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