Another OBR contradiction? Bouncing HBP

[Warren Willson]

Originally posted by DDonnelly19
Well, I think I got the answer I was looking for -- the comment in 2.00 BALL is not intended to award the batter 1B at all times. But with all this quoting of JEA and custom and tradition, the inexperienced umpire is sure to become overwhelmed. The question came from a rules test, not a "custom and tradition" test, with the main purpose of the test being to make the umpires read through the rulebook;.

I understand, but it is equally important with Rookies that they know that some things just aren't called the way the book says. That infielder/Infield Fly issue is a classic example. Rookies, like all officials, need to understand that it is NOT their reading of the rules that matters but how the rule is applied in that league, and elsewhere. You simply can't get that from reading the book. That said, questions like this one which are ambiguous at best plainly don't belong in an exam for 16 year old Rookies.

Is it important to recognize the target audience for such discussions and "dumb down" the topics accordingly, or should the rookie umpires be taught about custom and tradition right off the bat?

At the meeting where we handed in the tests, the trainer discussed topics such as the neighborhood play and calling the strike zone of least resistance. Some of my colleagues in attendance, all with over 10 years experience, were surprised to hear the trainer discuss such issues to a group of high school kids in their second and third years. Should the rookies have everything thrown at them at once, or should they be taught the basics for the first three years and let experience teach them custom and tradition?

I don't know if "dumb down" is the best way to describe it, but certainly topics ought to be appropriate to the level and experience of the umpires involved. We get into a LOT of stuff on these boards, for example, that is just going to confuse the average newbie on the diamond. By the same token, I don't think you should only teach the basics for the first 3 years either. From 2nd year on you can start introducing more advanced concepts, but give them to them only a couple at a time. Don't overload their brains with detail. Start with the most common calls first.

The one thing that Rookies need from their very 1st year on is the confidence and support to make unusual calls as they see them. If you can't teach them how to call a compound balk/catcher's interference play by knowledge, you can at least show them how to work through a problem and come up with a reasonable approximation based on crime/punishment or offensive/defensive balance. The one thing you DON'T want is for them to embed any of the more popular myths in their game. The most common of these should be dispelled right away.

From my experience the following is a fairly normal process of development for umpires who start as teenagers. Carl might offer a better, or more refined view.

1. Rookie year. Read the rule book cover to cover, learn the basics - key definitions, strike zone, fair/foul, catch/no catch, safe/out, dead balls, appeal plays, standard mechanics, fly ball and base coverage, base awards, basic balks, when and when not to get help. If they get most of that down in year 1 you're way out in front.

2. R+1. Read the rule book cover to cover, revise ALL of the basics, especially appeal plays. Add unusual awards such as catch and carry, dropped ball in DBT, detached equipment, obstruction, interference, balls deflected out of play, advanced balks. Introduce the PBUC Umpire Manual for interpretations and let them work through it with help. Introduce basic game management techniques for 2-man. Introduce Spirit and Intent as the underlying concept for rule interpretation - maybe use advanced balks for examples.

3. R+2. Read the rule book cover to cover, revise ALL of the basics, especially obstruction and interference. Add the modified strike zone, neighbourhood play, so-called phantom tag play, "missed" base call/no call at both 1st and home, 4th out appeal. Introduce the JEA Professional interpretations, J/R and BRD as appropriate. Give them an understanding of the concept that the conduct of the game in accordance with the rules is NOT their only task, and introduce advanced game management techniques. Introduce History and Tradition as guides to Spirit and Intent.

If you have an umpire with 3 years experience at the end of this, you'll have done well. If you end up with an umpire who has 1 years experience 3 times over, find the mental block and work at removing it.

Rookies should ONLY work with an experienced UIC.
R+1 should work with experienced UIC most of the time, and only occasionally with R+2.
R+2 should only work with R+1 and above.
Pick the experienced UIC's for Rookie games not on years officiated but for ability to transfer knowledge.

I don't know if this is what you were asking for. Maybe it is way more than you either wanted or needed. If so, no matter. Bottom line is that if you have the resources you should split your Rookies and R+1's away from your R+2's and senior guys for instruction and discussions. Even if you have to start with Rookie instruction and then send them home half way through so you can concentrate on the more senior guys for the last half of the session. But don't forget to look for the above average guy to earmark for accelerated advancement.

Cheers,