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I've been asked by my church group to train basketball officials from several individual programs spread over a couple of counties. I'll have about 90 minutes. I've been wracking my brain, trying to figure out how best to distill bball officiating down to its simplest form. Being a bear of very little brain, it isn't working all that well.
At the moment I'm planning on about 30 minutes for classroom training and 60+ minutes on the floor working a scrimage. In the classroom training, I'm thinking about covering:
What I'm really looking for are some workable guidelines on what to teach and how to teach it. As I see it, the task is to present the basics in such a way that the attendees can then go back to their local programs and be successful, and pass along what they've learned -- a train the trainers kind of approach. A good 30 minute instructional video on 2-whistle would be fantastic. Is there one out there? I welcome any suggestions. [Edited by Back In The Saddle on Dec 2nd, 2005 at 04:35 PM] |
BITS,
I too am a "bear of little brain" and I just gave one of those clinics a couple weeks ago for a group of HS kids who were going to officiate elementary age ball. Your outline is pretty much what I followed and I also included communication and reminded them about making eye contact with partners over and over and over. I used an overhead projector to diagram basic court positioning and line coverage etc. and it helped in answering a couple of their questions. I also brought a bag of candy and tossed them a piece every team they answered a basic question correctly. It seemed to make them a little more relaxed and we had real good interaction and a lot of fun. I think 30 minutes in the class and 60 minutes on the floor is about right. Our association used to have some videos (I think they were from NFHS) but they just put everyone to sleep. I think "live" teaching is better. Z |
The two biggies to me for new guys are mechanics and court coverage just to make sure you don't end up with everyone watching the ball. Something that made me much better early in my career was a veteran official came on the floor and stood beside me for a while, constantly checking to make sure I stayed in my area and talked about which players I should be watching. This might be hard for you because it's sounding like you're the only veteran involved. Best of luck.
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How advanced are the attendees?
It is a tad unclear. If you are being asked to give basic guide lines to fairly experienced officials to pass along to new official it is one thing. If you are teaching new officials to pass on info to other new officials...well, I'd say you need several 90 minute classes.;) |
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If it turns out to be mostly experienced officials, then I'll adjust things on the fly, but probably keep the 30 min/60 min split. Just talk/work on more advanced material. |
Props and examples on the floor. Get a couple of refs who know what they're doing to help you walk thru senerios. They can show floor positioning as the ball moves up and down the court and that will keep you talking and teaching. If you can get them to pony-up for some whistles and lanyards, as questions to keep the trainees involved and reward correct answers.
Don't forget to remind tham about fans and coaches or they will not show back up the second week of games. |
I have learned that anytime you can show diagrams or video that help trainees much easier. I think most people can grasp a visual aid than something they read on paper and cannot visualize. What ever you do, give as many visual examples as possible. I cannot tell you what to cover exactly, I can tell you in training classes that I have been apart of and helped organize; the visual aids helped those that have never worked games in their life.
Peace |
Ray -- I urge you to get some more experienced people to help out with the scrimmage-time and then to mentor in the first game or two. I think this will accelerate the learning process overall.
During the scrimmage time, have each working newbie with one mentor, and then have a mentor or two talking to the newbies who are observing. Work with your mentors a little bit ahead of time, so that their messages to the newbies are consistent and basic. You don't want one mentor talking about Lead being in the wide-out or closed-down position, and then someone else discussing the relative merits of cutting across the key when the ball is in the opposite low post. Be sure the mentors aren't show-offs, and are very good communicators. Buy them a pizza party half way through the season when they are done kicking their "little ones" out of the next. |
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Ray,
I would focus on the rules that are the most misunderstood. Maybe even do a pre-quiz to get them thinking about rules I would think 3 seconds Back court Block Charge Backboard rules Team control fouls Screening Anyhting else that is perpetuated in rule myth out there From someone who has been a trainer in non-officiating side, I would set up the learning objectives. What should they be able to recite? What should they be able to demonstrate? What do you wnat them to be competent in? knowing that you have 90 minutes Once you have that then model it around that. Dont try to do too much pick the 3-4 most critical skills Knowing church officials A couple of on floor suggestions -blowing the whistle with authority -basic positions -basic table reporting -switiching -maybe on ball/off ball Dont overwhelm them its better to get them good at 2 things than do the whirlwind tour of officiating that they will forget 80 percent in 48 hours. Have them practice, be reptitive.. In the army we have what is called task, condition, and standard and we are supposed to train to that. Pick the task you want them to be good at and have them train until they meet the standard.This will be ingrained, .... Follow up with other stuff later. The best traiing programs are those that reinforce over time |
Ray,
I would focus on the rules that are the most misunderstood. Maybe even do a pre-quiz to get them thinking about rules I would think 3 seconds Back court Block Charge Backboard rules Team control fouls Screening Anyhting else that is perpetuated in rule myth out there From someone who has been a trainer in non-officiating side, I would set up the learning objectives. What should they be able to recite? What should they be able to demonstrate? What do you wnat them to be competent in? knowing that you have 90 minutes Once you have that then model it around that. Dont try to do too much pick the 3-4 most critical skills Knowing church officials A couple of on floor suggestions -blowing the whistle with authority -basic positions -basic table reporting -switiching -maybe on ball/off ball Dont overwhelm them its better to get them good at 2 things than do the whirlwind tour of officiating that they will forget 80 percent in 48 hours. Have them practice, be reptitive.. In the army we have what is called task, condition, and standard and we are supposed to train to that. Pick the task you want them to be good at and have them train until they meet the standard.This will be ingrained, .... Follow up with other stuff later. The best traiing programs are those that reinforce over time |
Thanks, Kelvin. I've been stressing so much about which 4,000,000,000 things I would have to leave out that I hadn't looked at it in terms of what three or four things I most wanted them to learn.
Last year's clinic spent much classroom time on philosophy and all the hands-on time demonstrating and practicing things like: blowing the whistle, reporting, signals, mechanics for administering free throws and throw-ins, etc. It's hard to find fault with that, it's all stuff officials need to know. In the years I've been playing and reffing church ball, I think the biggest problem is the things that don't get called. Even guys who've played college ball, who know the game inside and out, struggle when they put on stripes. They just don't know how to "see" the game like a good official does. I feel that the best thing I can do with this opportunity is to focus on teaching them how to see the stuff they need to call. So if I had to pick some things they should be able to explain and demonstrate (and I guess I do have to), they'd probably be:
With that, they should have the tools to allow them to "see" the game, rather than just watch the blur. I'm not consciously ignoring mechanics, but they can be learned as they go. To grab an admittedly borderline case, knowing how to properly signal a traveling violation is less important to the well-begin of the game than not standing under the basket the whole game watching the ball. I welcome anybody's thoughts on whether I'm right or wrong, and why. |
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Handout For Trainees
MOST MISUNDERSTOOD BASKETBALL RULES 1) It is important to know the intent and purpose of a rule so that it may be intelligently applied in each play situation. A player of a team should not be permitted an advantage which is not intended by a rule. Neither should play be permitted to develop which may lead to placing a player at a disadvantage not intended by a rule. 2) A player cannot touch the ball, ring, or net while the ball is on the ring or within the basket. A player cannot touch the ball if it is in the imaginary cylinder above the ring. These are examples of basket interference. It is legal to touch the ring or the net if the ball is above the ring and not touching the ring, even if the ball is in the imaginary cylinder above the ring. It is legal to hang on the ring if a player is avoiding an injury to himself or herself or another player. 3) The backboard has nothing to do with goaltending. Goaltending is contacting the ball on its downward flight, above the level of the rim, with a chance to go in. On most layups, the ball is going up after it contacts the backboard. It is legal to pin the ball against the backboard if it still on the way up and not in the imaginary cylinder above the basket. Slapping the backboard is neither basket interference nor is it goaltending and points cannot be awarded. A player who strikes a backboard so forcefully that it cannot be ignored because it is an attempt to draw attention to the player, or a means of venting frustration, may be assessed a technical foul. When a player simply attempts to block a shot and accidentally slaps the backboard it is neither a violation nor is it a technical foul. 4) The front, top, sides, and bottom of the backboard are all in play. The ball cannot pass over a rectangular backboard from either direction. The back of a backboard is out of bounds as well as the supporting structures. 5) The traveling rule is one of the most misunderstood rules in basketball. To start a dribble, the ball must be released before the pivot foot is lifted. On a pass or a shot, the pivot foot may be lifted, but may not return to the floor before the ball is released. A player may slide on the floor while trying to secure a loose ball until that players momentum stops. At that point that player cannot attempt to get up or rollover. A player securing a ball while on the floor cannot attempt to stand up unless that player starts a dribble. A player in this situation may also pass, shoot, or call a timeout. If the player is flat on his or her back, that player may sit up without violating. 6) During a fumble the player is not in control of the ball, and therefore, cannot be called for a traveling violation. A fumble is the accidental loss of player control when the ball is unintentionally dropped or slips from a players grasp. After a player has ended a dribble and fumbled the ball, that player may recover the ball without violating. Any steps taken during the recovery of a fumble are not traveling, regardless of how far the ball goes and the amount of advantage that is gained. It is always legal to recover a fumble, even at the end of a dribble, however that player cannot begin a new dribble, which would be a double dribble violation. A player who fumbles the ball when receiving a pass may legally start a dribble. 7) The shooter can retrieve his or her own airball, if the referee considers it to be a shot attempt. The release ends team control. It is not a violation for that player to start another dribble at that point. When an airborne player keeps control of an attempted shot that is blocked and is unable to release the ball and returns to the floor with it, that player has not traveled; it is a jump ball. If, in this situation, the shooter releases the ball, then this is simply a blocked shot and play continues. 8) Palming or carrying is when a player gains an advantage when the ball comes to rest in the player's hand, and the player either travels with the ball, or dribbles a second time. There is no restriction as to how high a player may bounce the ball, provided the ball does not come to rest in a players hand. Steps taken during a dribble are not traveling, including several that are sometimes taken when a high dribble takes place. It is not possible for a player to travel during a dribble. 9) A player inbounding the ball may step on, but not over the line. During a designated spot throwin, the player inbounding the ball must keep one foot on or over the three-foot wide designated spot. An inbounding player is allowed to jump or move one or both feet. A player inbounding the ball may move backward as far as the five-second time limit or space allows. If player moves outside the three-foot wide designated spot it is a violation, not travelling. In gymnasiums with limited space outside the sidelines and endlines, a defensive player may be asked to step back no more than three feet. 10) The defender may not break the imaginary plane during a throwin. If the defender breaks the imaginary plane during a throwin, the defenders team will receive a warning. Any subsequent violations will result in a team technical foul. If the defender contacts the ball after breaking the imaginary plane, it is a player technical foul and a team warning will be recorded. If the defender fouls the inbounding player after breaking the imaginary plane, it is an intentional personal foul, and a team warning will be recorded. 11) The inbounding player does not have a plane restriction, but has five seconds to release the ball and it must come directly onto the court. The ball can always be passed into the backcourt during a throwin. This situation is not a backcourt violation. 12) If a player's momentum carries him or her off the court, he or she can be the first player to touch the ball after returning inbounds. That player must not have left the court voluntarily and must immediately return inbounds. That player must have something in and nothing out. It is not necessary to have both feet back inbounds. 13) If a blind screen is set on a stationary defender, the defender must be given one normal step to change direction and attempt to avoid contact. If a screen is set on a moving defender, the defender gets a minimum of one step and a maximum of two steps, depending on the speed and distance of the defender. 14) The hand is considered part of the ball when the hand is in contact with the ball. This includes holding, dribbling, passing, or even during a shot attempt. Striking a ball handler or a shooter on that player's hand that is incidental to an attempt to play the ball is not a foul, no matter how loud it sounds or how much it hurts. 15) Reaching in is not a foul. The term is nowhere to be found in any rulebook. There must be contact to have a foul. The mere act of reaching in, by itself, is nothing. If contact does occur, its either a holding foul or an illegal use of hands foul. When a player, in order to stop the clock, does not make a legitimate play for the ball, holds, pushes or grabs away from the ball, or uses undue roughness, the foul is an intentional foul. 16) Over the back is not a foul. The term is nowhere to be found in any rulebook. There must be contact to have a foul. A taller player may often be able to get a rebound over a shorter player, even if the shorter player has good rebounding position. If the shorter player is displaced, then a pushing foul must be called. A rebounding player, with an inside position, while boxing out, is not allowed to push back or displace an opponent, which is a pushing foul. 17) A defensive player does not have to remain stationary to take a charge. A defender may turn away or duck to absorb contact, provided he or she has already established legal guarding position, which is both feet on the playing court and facing the opponent. The defender can always move backwards or sideways to maintain a legal guarding position and may even have one or both feet off the playing court when contact occurs. That player may legally rise vertically. If the defender is moving forward, then the contact is caused by the defender, which is a blocking foul. 18) The mere fact that contact occurs does not constitute a foul. Incidental contact is contact with an opponent which is permitted and does not constitute a foul. Contact, which occurs unintentionally in an effort by an opponent to reach a loose ball, or contact which may result when opponents are in equally favorable positions to perform normal defensive or offensive moves, should not be considered illegal, even though the contact may be severe. Contact which does not hinder an opponent from participating in normal defensive or offensive movements should be considered incidental. 19) A ten-second count continues when the defense deflects or bats the ball in the backcourt. When a dribbler is advancing the ball into the frontcourt, the ball maintains backcourt status until both feet and the ball touch entirely in the frontcourt. 20) During a throwin, even under a teams own basket, if the throwin is deflected, tipped, or batted by an offensive player in the frontcourt to an offensive player in the backcourt; or after a missed field goal attempt or a missed foul shot attempt, if the ball is deflected, tipped, or batted by an offensive player in the frontcourt to an offensive player in the backcourt; these are not a backcourt violations. In both cases team control, a player holding or dribbling the ball, has not yet been established. 21) During a throwin or jump ball, any player; or a defensive player, in making a steal; may legally jump from his or her frontcourt, secure control of the ball with both feet off the floor, and return to the floor with one or both feet in the backcourt. The player may make a normal landing and it makes no difference whether the first foot down is in the frontcourt or the backcourt. These three situations are not backcourt violations. 22) The closely guarded rule is in effect in frontcourt only, when a defender is within six feet of the ball handler. Up to three separate five-second counts may occur on the same ball handler, holding, dribbling, and holding. The count continues even if defenders switch. The five-second count ends when a dribbler gets his or her head and shoulders ahead of the defender. 23) The intent of the three-second rule is to not allow an offensive player to gain an advantage. Referees will not call this violation if the player is not gaining an advantage. There is no three-second count between the release of a shot and the control of a rebound, at which time a new count starts. There is no three-second count during a throwin. There is no three-second count while the ball is in the backcourt. Allowance shall be made for a player who, having been in the restricted area for less than three seconds, dribbles in or moves immediately to try for goal. 24) The head coach may request and be granted a timeout if his or her player is holding or dribbling the ball,or during a dead ball period. A player saving the ball in the air can ask for and be granted a timeout even if that player is going out of bounds. The key is whether or not the player has control of the ball. 25) On free throws, there is a maximum of two offensive players and four defensive players in the six marked lane spaces. The defense must be in both bottom spaces on all free throws. The shooter and all the players in the designated lane spaces must wait until the ball hits rim or backboard before entering the lane. During a free throw, no opponent, including bench personnel, may disconcert the free thrower. 26) Kicking the ball is intentionally striking it with any part of the leg or foot. An unintentionally kicked ball is never illegal, regardless of how far the ball goes and who recovers it. It is also illegal to hit the ball with a fist. 27) Players may not participate while wearing jewelry. Religious medals or medical alert medals are not considered jewelry. A religious medal must be taped and worn under the uniform. A medical alert medal must be taped and may be visible. Headbands must be made of a single colored cloth. Rubber or cloth elastic bands may be used to control hair. Undershirts must be similar in color to the jersey and shall not have frayed or ragged edges. State associations may on an individual basis, allow a player to participate while wearing a head covering, if it is worn for medical or religious reasons, provided that the covering is not abrasive, hard, or dangerous, and is attached in such a way that it is highly unlikely to come off during play. Written documentation should be available. 28) Officials are not required to explain judgment calls, but they may explain some calls if approached by the head coach in a respectful manner. Officials have been instructed to call technical fouls for profanity, unsporting acts and excessive complaints or verbal abuse. 29) Officials do not make calls that decide the outcome of a game. Players commit fouls and violations; officials view those infractions, judge the action, and then apply the rules of the game to what they had viewed. The rules then determine the penalty. Officials are on the court to be the only unbiased arbiters of the game. Officials are not concerned with who wins or loses, but only fairness and safety. Everyone else in that gym cares about winning, and therefore cannot look at the game objectively. Revised 10/13/05 |
Excellent! Thank you.
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I have about 6 pages of notes similar to what BillyMac posted that I have compiled over the last several years. I used it this week in helping train 25 local Rec League refs. Email me off list at gary DOT ray AT gmail DOT com if you are interested.
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It was a success, I think. It was billed as a training for officials and coaches, and although the coaches were originally supposed to break off and do their own thing the schedule got rearranged at the last moment. So the coaches ended up sitting through the officials training too. Maybe, just maybe, this will produce some more informed coaches. Hey, a guy can dream :)
I put together a powerpoint based around the four points that answered Kelvin back about. It had graphics of the court showing positioning for common situations, areas and lines, an illustration about matchups and closed look v. open look. Then we took a couple of minutes to have the group run through basic signalling together before we hit the court. We spent a little over and hour working a scrimage. I had another HS ref with me, and we ran with the new officials, stopped things occassionally to talk about some point or other and frequently asked them who they were watching. They did a pretty good job considering. We weren't having to re-cover information from the powerpoint, so I think that was fairly effective. I was surprised by how uncomfortable everybody was with reporting, however. So next time (afterward I was assured that there will be some next times), I'll have to add additional emphasis on reporting into the mix. We had only four officials there, so everybody got plenty of floor time. When I talked to them afterward, each of them had very positive things to say. Some seemed surprised at how much better things went for them with some training. Most of them, I think, were used to just enduring their games, hoping nothing blew up on them. Thanks to everybody who contributed. BillyMac's handout went over well and left the building with all the officials and several coaches. Hopefully that will equate to further study :) If nothing else, the officials can say, "Coach, it was in the handout!" Now we need to address the follow-up aspect. I'm hoping to get around to all their leagues a few times this season. My hope is to arrange to have their "best refs" working when I come and to work with them. They, in turn, can work with those that are coming along behind them. I'll have to inquire as to whether we've got any pizza party money in the budget :) |
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