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As far as training goes, we try to get everyone ready to work the wing positions -- HL and LJ; mostly HL. The majority of the games you work around here your first year will be 3 man crews, with a few 4 man and possibly a couple of 5 man, mixed in. That means you can do HL in every game, if you want. And you need the experience of working with a chain crew regardless of their level of competence.
However, once the season gets going and you have, say, 15-20 games under your belt, you may want to experiment with other positions. I'll let a rookie blow (work R) in a 3 man or 4 man game if he wants -- usually for the B team game. Guys let me do that my first year and we all shared the belief that you need to figure out what's going on in all positions to improve. I blew several high school games my first year. With JV games, though, the coaches want things to move along so its better that an experienced R work that position.
Around here, if you want to work as a U, regardless of your size, you can. Obviously, you won't in 3 man games, but when I show up for a freshman or JV game and someone wants the U, I'm really happy, because I don't like the position. Pretty much the same with HL. Our varsity games have assigned positions, but not the subvarsity ones. As far as BJ goes, some guys want to work it and others don't care. On a JV game, I'd rather a 1st year guy NOT work it because there are a lot of goofy things, especially on kicks, that happen and have to be dealt with fast.
As a basketball official, you have the ability to put things together in your head fast, and you have (hopefully) good whistle control. At least, you're going to be better than the average first year football guy. That means you may progress at certain positions like back judge faster. Plus, there's the issue of being in shape. If you can run well, I like to have fast guys on the wings, particularly the HL because he's left (in a 5 man crew) on the wing on a field goal attempt. If its blocked, he can help the R who's caught up in traffic cover the GL.
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