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  • Quialteras

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    alexandre oliveira
    8 views3 pages
    This document discusses methods for dividing players into teams for games or competitions. It describes different types of dividers - splitters and balancers. Splitters simply divide players into the specified number of teams, with no requirements for balancing factors like number, gender or skill level across teams. Balancers aim to divide players into teams that are as equal as possible based on set balancing criteria, such as ensuring each team has one player of each gender or skill level. The document provides examples of different types of splitters and balancers, and how to identify which type of divider to use based on the balancing goals for a particular game or competition. It also gives examples of how to determine the optimal number of teams and players

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    quialteras

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    This document discusses methods for dividing players into teams for games or competitions. It describes different types of dividers - splitters and balancers. Splitters simply divide players into the specified number of teams, with no requirements for balancing factors like number, gender or skill level across teams. Balancers aim to divide players into teams that are as equal as possible based on set balancing criteria, such as ensuring each team has one player of each gender or skill level. The document provides examples of different types of splitters and balancers, and how to identify which type of divider to use based on the balancing goals for a particular game or competition. It also gives examples of how to determine the optimal number of teams and players

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    8 views3 pages

    Quialteras

    Uploaded by

    alexandre oliveira
    This document discusses methods for dividing players into teams for games or competitions. It describes different types of dividers - splitters and balancers. Splitters simply divide players into the specified number of teams, with no requirements for balancing factors like number, gender or skill level across teams. Balancers aim to divide players into teams that are as equal as possible based on set balancing criteria, such as ensuring each team has one player of each gender or skill level. The document provides examples of different types of splitters and balancers, and how to identify which type of divider to use based on the balancing goals for a particular game or competition. It also gives examples of how to determine the optimal number of teams and players

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    ZBJSBUMSKM EB BERJMÈÊF B JRIURSM

    BZJFIM UËJAKJM BZUMERMI EB JSKMUKPKEMEMEB LRZKJMI


    EKZJKWIKAM ‚ UBFSKM LRZKJMI :
    WSF@BZZFS - SM@MBI
    MIRAF - KUMLMS ARABZ EM ZKIPM

    ]RKMIUBSMZ
    Zêf usmems pmrm ekvkekr ms aftms bl prfpfrèòbs ek`brbatbs emqubim eb`kakem pbim `úrluim
    eb jflpmssf. Wfr bxblpif, ulm tbrjkam bl ul jflpmssf rbhuimr ekvkeb m aftm bl ttrïs
    rïs mf kavës
    eb eums aftms lbafrbs. Miël ems tbrjkams bxkstbl ms qukíitbrms eb efks, eb jkajf, eb sbtb b
    msskl pfr ekmatb.

    Fu

    @khurmèêf rìtlkjm rbsuitmatb em ekvksêf krrbhuimr eb ul fu lmks tblpfs.


    Mitbrmèêf af vmifr ems `khurms luskjmks, bl qub sb bxbjutml trïs ebims af tblpf eb eums4
    tbrjkam, trbsqukíitbrm.

    Ms qukíitbrms tïl jflf jmrmjtbrìstkjm m mitbrmèêf efs hrupfs eb aftms, `mzbaef jfl qub
    tmks hrupfs aêf rbspbktbl ms prfpfrèòbs rìtlkjms em `úrluim eb jflpmssf. Zum aftmèêf pfeb
    sbr `bktm mtrmvës ef aÿlbrf em qukíitbrm af jbatrf fu af tfpf eb ulm jnmvb, fu af lbkf eb ulm
    ikhmeurm mcrmahbaef tfems ms aftms mitbrmems. Bl mihulms vbzbs bim pfeb sbr bsjrktm mpbams jfl
    f aÿlbrf em qukíitbrm sfcrb m sucekvksêf rìtlkjm m`btmem. Ë pfssìvbi tmlcël qub f aÿlbrf ems
    qukíitbrms sboml bsjrktms jflf ulm rmzêf.

    Ms qukíitbrms pfebl sbr jfastktuìems pfr `khurms eb ek`brbatbs vmifrbs fu tmlcël pfr

    vmifrbs eb sfl b pmusms batrblbmems.


    3

    Zb `frlfs miël ems Ubrjkams b ekvkekrlfs fs tblpfs bl jkajf, sbks fu sbtb pmrtbs
    bxmtmlbatb khumks, bstmrblfs ebsfcbebjbaef m sucekvksêf ems qumtrf sblkjfijnbkms. Bssms
    bxjbèòbs em rbhrm jfatkaumrêf sb jnmlmaef qukíitbrms, pfrël eb? ]ukatkams, Zbxtkams b
    Zbptkams.

    Wfebl sbr jnmlmems eb mulbatmtkvms fu eklkautkvms ebpbaebaef em mitbrmèêf ef


    aÿlbrf eb aftms em ekvksêf rbhuimr bstmcbibjkem .

    Fs meobtkvfs mulbatmtkvms b eklkautkvms sb rb`brbl mf aÿlbrf ems aftms. Zb tkvbr lmks


    aftms jflf : aftms bl iuhmr eb 3 fu 2 bl iuhmr eb 5 m qukíitbrm ë mulbatmtkvm. Zb tkvbr lbafs
    aftms jflf 8 bl iuhmr eb > fu 3 bl iuhmr eb : (jflul bl lÿskjms bl jflpmssf 0Y> fu ;Y> b
    sblbinmatbs),
    sblbinmatbs), sb `mim eb qukíitbrms eklkautkvms

    Mulbatmtkvms

    Zêf jnmlmems eb qukíitbrms mulbatmtkvms ms qub mulbatml f aÿlbrf eb aftms em ekvksêf


    bstmcbibjkem, pfebaef sbr usmef jflf bxblpif m tbrjkam. Bims sb ekvkebl bl eums
    jmtbhfrkms? Sbhuimrbs b Krrbhuimrbs.
     Sbhuimrbs? sêf ms qub jfatïl f hrupf rbhuimr eb `khurms rìtlkjms lmks m lbtmeb
    (ekvksêf rbhuimr + lbtmeb < qukíitbrm rbhuimr, fu sbom, jfijnbkm + lbtmeb em jfijnbkm < tbrjkam).
    Ufems ms qukíitbrms rbhuimrbs sêf pmrbs, bxjbtf m tbrjkam, m qumi ë ulm qukíitbrm ìlpmr rbhuimr.

    Ekvksêf bstmcbibjkem jfijnbkm < tbrjkam, Ekvksêf bstmcbibjkem sblkjfijnbkm <


    sbxtkam.
     Krrbhuimrbs? sêf ms eb aÿlbrf ìlpmr b eb aÿlbrf pmr, ms qumks aêf prbbajnbl m
    ekvksêf bstmcbibjkem.

    ]ukíitbrms eb jkajf, sbtb, afvb b ebz

    Eklkautkvms

    Zêf jnmlmems eb qukíitbrms eklkautkvms ms qub eklkaubl f aÿlbrf eb aftms em ekvksêf,


    jflf pfr bxblpif m euìam. M euìam ë usmem bl uakemebs tbraírkms.
    :

    Zbxtkam

    B m lbslm jfksm qub m tbrjkam, sú qub vfjï ebvb ekvkekr bl 0 pmrtbs mf kavës eb :.
    Wfrtmatf, qumaef vfjï fuvkr pfr mì ms pmimvrms ’tbrjkam“ b ’sbxtkam“ mhfrm oí smcb qub
    skhak`kjml : aftms pfr tblpf, fu 0 aftms pfr tblpf.

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