Things the Mechanics Manual Doesn't Tell You

[ilyazhito]

Good communicators usually equal good officials, so how do higher level officials communicate, if not in the ways described in the manual? I've seen videos of varsity crews both using and not using the 1 minute and other communication signals, so it's not as if higher level crews toss the manual in the trash all the time.
That said, what do you do that differs from the book, and what is your thought process in doing so?

[SC Official]

Originally Posted by ilyazhito

Good communicators usually equal good officials, so how do higher level officials communicate, if not in the ways described in the manual? I've seen videos of varsity crews both using and not using the 1 minute and other communication signals, so it's not as if higher level crews toss the manual in the trash all the time.
That said, what do you do that differs from the book, and what is your thought process in doing so?

You said it, not me. No one ever suggested that the best officials ignore the manual.

I walk and talk to the table. On fouls going the other way, I often just step out to where the scorer can see me rather than going all the way to the reporting area. I seldom give a prelim unless it’s a block/charge play. I punch on player control fouls at the spot and give the weak “hand behind the head” to the table. Why? Because these are methods that work best for me and that I prefer to use. And I work in a state where very few officials (at least in my area) are gung-ho about everything needing to be followed from the NFHS Manual down to the fine print. Some states are not like that and if you want to advance in the postseason, they want everything done exactly the way it says in the manual. If I move to a state like that I will adjust accordingly.

[LRZ]

"what do you do that differs from the book, and what is your thought process in doing so?"

You have asked this question over and over, and it has been answered by experienced officials/posters many times. What works for SC or JRutledge, for example, may not work for you. What is required in BillyMac's little corner of Connecticut may not be required in your area.

To simplify, hopefully make this clear and stop further, similar questions: either (1) do what works best for you or (2) do what is required where you work.

Don't you have a mentor who can answer this repeated question in local context?

[JRutledge]

Originally Posted by ilyazhito

Good communicators usually equal good officials, so how do higher level officials communicate, if not in the ways described in the manual?

I agree with the statement in bold. But that does not mean this mechanic is considered good communication.

I do not communicate the time until about 30 seconds on the clock. There are multiple possible possessions with a minute to go. Usually around 30 seconds, teams start to settle for that last shot much more. A minute they might be trying to score quickly depending on the score and opportunity. You could have a few turnovers. It is best IMO to wait until what would be a shot clock time to signal to partners. You should be aware of the time anyway.

Originally Posted by ilyazhito

I've seen videos of varsity crews both using and not using the 1 minute and other communication signals, so it's not as if higher level crews toss the manual in the trash all the time.

You are missing the point as you usually do in these situations. Yes, I have seen official do that and I have seen officials (many that I work with) never give the signal that early. Actually many guys I work college with refuse to signal that early because as I said, so many possessions can happen at that time. Then again in Illinois, we do not use the manual that way.

Originally Posted by ilyazhito

That said, what do you do that differs from the book, and what is your thought process in doing so?

I officiate to what works, half the time those things are not about what is in the book. One of these days you might realize that fact. The book is a guide for most things. It is not a document that does not have variations or even different philosophies of things people do on the court.

Peace

[ilyazhito]

I agree with your logic about 1 minute being too early unless you are in a college game or other game when the clock stops after scores (1 minute Q1/2/3, 2 minutes Q4/OT for pro-am under NBA rules, 2 minutes Q4/OT FIBA rules). I'll ask my local groups about alternate practices, but until I find out about that, I'll do what the book requires.

The material published by Referee is good, but it does not include a "Common Alternative Practices" or similar section. If I was publishing books like that, I'd survey officials, through a thread such as this or other means, and include other, off-book practices in an appendix (there would be a description of the officially approved, by-the-book procedure, and a reference to the appropriate part of the CAP section). This is also why I started this thread, to see what alternative practices exist, and if there differences between these practices at the high school, college, NBA, or FIBA levels (last two are less likely, because NBA and FIBA officials go through rigorous training when hired).

The reason why I mentioned the 1 finger for 1 minute and point at the shot clock at 10 second signals as communication signals is because I believe that is their purpose: to make oneself aware and inform the other officials. If there is another, hidden, purpose, let me know. I can't read between the lines because I don't have X-ray vision.

[JRutledge]

Originally Posted by ilyazhito

I agree with your logic about 1 minute being too early unless you are in a college game or other game when the clock stops after scores (1 minute Q1/2/3, 2 minutes Q4/OT for pro-am under NBA rules, 2 minutes Q4/OT FIBA rules). I'll ask my local groups about alternate practices, but until I find out about that, I'll do what the book requires.

OK, then why did you ask? You asked why those of us did something different and we told you. BTW, we have been telling you to ask people in your local area about these issues all along. I know based on your posts, many of us have worked much longer than you. So what we do in a college game or high school game is not something many of us worry about that much.

Originally Posted by ilyazhito

The material published by Referee is good, but it does not include a "Common Alternative Practices" or similar section. If I was publishing books like that, I'd survey officials, through a thread such as this or other means, and include other, off-book practices in an appendix (there would be a description of the officially approved, by-the-book procedure, and a reference to the appropriate part of the CAP section). This is also why I started this thread, to see what alternative practices exist, and if there differences between these practices at the high school, college, NBA, or FIBA levels (last two are less likely, because NBA and FIBA officials go through rigorous training when hired).

But then you tell us what should be done based on your very limited experience. I would hope if you wrote a book on a topic, you did a bit more than survey some officials. I would hope you would have worked with hundreds of officials, been in several situations and then used that for the basis of your experience to share that experience. Many things are not listed in a book.

Originally Posted by ilyazhito

The reason why I mentioned the 1 finger for 1 minute and point at the shot clock at 10 second signals as communication signals is because I believe that is their purpose: to make oneself aware and inform the other officials. If there is another, hidden, purpose, let me know. I can't read between the lines because I don't have X-ray vision.

Did you work a Men's college game yet? If you have not, then you probably would not know how little it was used or when it was used. Yes, it was a communication tool, but often used at certain times, not every time the clock is at 10 seconds, just like the 1 minute mark is not used for a signal. It is not like these things many of are telling you or that I am telling you has not been well thought out. Often many things are done for a very specific reason.

No one here in the end really cares what you do, but it often matters if you are making a mountain out of a molehill about things that are not going to be something anyone of significant cares about. I have never lost a single game because of these minor things were done or not done to the letter.

Peace

[SC Official]

Originally Posted by ilyazhito

I agree with your logic...

You're going to have to learn to be a lot more independent if you want to succeed in this business. For some reason you need everything spelled out for you, and if other officials aren't doing it the "approved" way, you ask loaded questions like "Why do officials deviate from the manual?" rather than inquiring about more meaningful information that will actually advance your career. And when experienced officials on this forum give you answers, you keep responding with "yeah, but" rebuttals and opining about your unrealistic utopia. That is going to be the downfall of your career if you try that at a camp or with an assigner. Officiating is not the military; we are not all going to do things that same way because we are not robots. Heck, just look at Rich: he's an assigner for >20 schools and doesn't care what signals his staff uses. He cares if his guys are good at calling plays and game management (i.e. exactly what everyone on here has been telling you).

You mentioned that you will go to your local groups: that is a good start, and quite frankly you will be best served taking all these repetitive inquiries there.

Originally Posted by ilyazhito

The reason why I mentioned the 1 finger for 1 minute and point at the shot clock at 10 second signals as communication signals is because I believe that is their purpose: to make oneself aware and inform the other officials. If there is another, hidden, purpose, let me know. I can't read between the lines because I don't have X-ray vision.

That is all well and good and you are not wrong, but many officials/crews are completely capable of being aware of the situation without having to use all these signals that you think are sacrosanct and complain about when you see them not being used.

[BillyMac]

Originally Posted by ilyazhito

(1 minute Q1/2/3, 2 minutes Q4/OT for pro-am under NBA rules, 2 minutes Q4/OT FIBA rules).

Stop trying to impress us with your knowledge of many rule sets. We are not impressed. Not one bit.

If you try to pull this malarkey (an Irish-American slang word, Google it) with the guys in your local association, they will try to avoid you like the plague. Don't expect any invitations to get adult beverages at the local gin joint after your Friday night games.

Originally Posted by ilyazhito

... if there differences between these practices at the high school, college, NBA, or FIBA levels ...

If you're only doing high school games right now, just concentrate on high school rules and mechanics. If you've only been doing high school games for a few years, you've got a lot to learn, as all of us did when we first started. You can't ignore mechanics, but you can't obsess on them as you seem to want to. You've got hundreds of block charge plays to call correctly, or to screw the pooch. You've got dozens of out of control coaches to deal with, some will not be charged with technical fouls, some will be charged with technical fouls, and some will end up sitting on the cold bus in the parking lot. You've got a few correctable errors to correct, either correctly, or incorrectly. You've got to work a one person game when your partner gets a flat tire, gets injured, or there's schedule screwup.

Don't obsess about what signal to use when your working a Final Four college game. Don't obsess about where you're going to stand during a timeout when you work an Olympic championship game. Don't obsess about how you're going to rotate as the lead in an NBA championship game.

Worry about what's important and relevant, what you're going to try to improve on the next time you work a high school game. Maybe part of that will be high school mechanics, but that shouldn't be your exclusive concern, you need to improve on all aspects of your game.

We all do, even a veteran official like me.

Stop obsessing about how poorly your partners, and other members of your local association, are doing and worry about how poorly you're doing and what you can do to improve your game.

And again, if your local association wants you to go by the book, then go by the book. If they want you to do something else, then do something else. Do one, or do the other, but do not improvise, not at this critical stage of your officiating career.

Don't keep asking us what we do in our various little corners of our various states and provinces, what we do isn't relevant to you. Never will be.

If it was, I would tell you that's is alright to wear a black belt. Try that in and other place other than my little corner of Connecticut, and you'll be working a lot of middle school girls games.

[Camron Rust]

Originally Posted by ilyazhito

This is a thing that I notice as an official that concerns me: bad communication. It may be surprising that I am the one saying this, because I have Asperger Syndrome, a developmental disability that affects communication,

Originally Posted by BillyMac

Stop it. Just stop it. Please.

Originally Posted by BillyMac

Stop trying to impress us with your knowledge of many rule sets. We are not impressed. Not one bit.
...

The above, which I've highlighted in red, may explain a lot about who ilyzhito comes across on this board and may severely impact his ability to succeed as an official.

Form https://www.autismspeaks.org/what-au...rger-syndrome:

The following behaviors are often associated with Asperger syndrome. However, they are seldom all present in any one individual and vary widely in degree:
(edited to remove many non-relevant elements)
• inability to understand ... nonliteral phrases
• obsession with specific, often unusual, topics
• one-sided conversations

[BillyMac]

Originally Posted by Camron Rust

The above, which I've highlighted in red, may explain a lot about who ilyzhito comes across on this board ...

Which is why I've tried to be as literal and direct as I can, including reiterating important points, while still trying to show patience and offering advice to help him succeed.

Back when I was teaching middle school science, special education students were mainstreamed by Planning and Placement Teams into my classes, rather than into other teacher's classes, for a reason. Parents of special education students often asked for their child to be placed in my classes. I'm certainly not a special education expert, but I've been around the block a few times.

[Raymond]

Originally Posted by BillyMac

Which is why I've tried to be as literal and direct as I can, including reiterating important points....

Most definitely the best approach.

[Raymond]

Originally Posted by Camron Rust

The above, which I've highlighted in red, may explain a lot about who ilyzhito comes across on this board and may severely impact his ability to succeed as an official.

Form https://www.autismspeaks.org/what-au...rger-syndrome:

I am moderately afflicted and I attribute part of my success in officiating to my Asperger's traits. The biggest setbacks with Asperger's are awkward social interactions (my son) and improperly reading social cues (me--but can be learned through experience).

He can succeed.

[Raymond]

Originally Posted by Camron Rust

....one-sided conversations....

Maybe BillyMac has it also

[BillyMac]

Originally Posted by Raymond

Maybe BillyMac has it also.

Not Asperger Syndrome, but a more subtle, far less serious problem, Obsessive Compulsive Disorder. Actually led to a medical leave of absence and my premature retirement from teaching. I couldn't sleep at night. My psychiatrist (no couch sessions, just medication checks) now keeps me on the straight and narrow with a steady diet of Xanax and Luvox.

Back about fifteen years ago, before I started seeing a doctor, being properly diagnosed, and figuring out the proper regime of medications, my biggest problem in officiating basketball was not being able to get past mistakes I made during a game.

If I screwed up a call early in the game, I would continually go over the situation in my head for the rest of the game. Why did I screw up? Did I really screw up? What could I have done to prevent the screwup? Obviously, this distracted me for the rest of game, effecting my play calling due to a lack of concentrating on the present, while I was concentrating on the past, certainly not a good recipe for success in officiating basketball.

Now, with my medications, I'm able to move on from my mistakes. It's improved my self confidence. Yes, I self criticize, it's the only way to improve, but not during the game, only afterward, and then I don't beat myself up, unless I really deserve it.

And, no, I don't keep washing my hands all the time.

[JRutledge]

Originally Posted by Camron Rust

The above, which I've highlighted in red, may explain a lot about who ilyzhito comes across on this board and may severely impact his ability to succeed as an official.

Form https://www.autismspeaks.org/what-au...rger-syndrome:

We noticed him saying that some time ago. But with that being said, no one is going to ultimately care if you do not accept the things people are telling you. That alone might be a hindrance, but how he processes information to others and how he deals with others will be another process. I know other officials with similar diagnosed situations and they struggle in this thing. And in many cases, people do not know that is an issue of those people.

I wish the kid the best and hope he can do what he needs to do to take the right positions to advance, but if he is always complaining about why partners do not do certain things or always telling people that they should follow some procedure that an experienced official has deliberately decided does not work as stated, that can be an issue regardless if your diagnosis.

Peace