Adjusting from 2-person to 3-person mechanics (2PO to 3PO)

[ilyazhito]

Au contraire, mon frere. I seek to learn OFF the court so that I can get better ON the court for any contests that I am assigned. I have to switch rule sets all the time when I am umpiring baseball, because I might work a high school game by NFHS rules one day, a men's league game by professional rules the next, and a travel game that mixes high school and college rules the following day, so my remembering rules differences make sense.
My asking about rotations as they relate to the shot clock is NOT idle curiosity, because DC and MD (the jurisdictions where I officiate high school basketball) use a shot clock for freshman, JV, and varsity games, the latter of which are officiated using 3-person NFHS mechanics (with signals borrowed from the CCA Women's Manual to deal specifically with shot clock situations; DC public schools use a 30/15 shot clock, as do MD. Private schools use NCAAM shot clock and throw-in spot rules for boys (30/20), and NCAAW shot clock rules for girls (30/15).). If I work a varsity game this year (as an emergency replacement, most likely) or next year, I would need to store this situation in my memory bank to not be confused when I encounter it in a real game. I have experience with 3-person (intramurals and camps), and with the shot clock (DC and WCAC Girls subvarsity games), but not with the two combined (3 person game with a shot clock).
The only reason that I mentioned both the men's and women's manuals is because the instruction to not rotate late in the shot clock is present in both books. I would not use women's mechanics (starting the clock with a fist, signalling the corner 3-pointer as Lead, or switching tableside on fouls) at a men's camp, or vice versa.
If anyone else has any constructive suggestions about 3-person mechanics, I would be open to hear (and implement) them. When I officiate (or watch other officials, live or on videos), I learn what to do (or not to do). So, learning for me is a combination of practice, modelling, and receiving and implementing new information.