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I do not want a play that was sent to the supervisor that says, "Eaaaaah, not so sure about that one." Now that is my standard. If it is not your standard fine, but that has worked well for me in my career and fortunately not had to deal with tapes from coaches that are not backed so far. Peace |
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So your philosophy is to never call anything that is not obvious on tape to knowledgeable people. Fair enough. But do you mean to tell me that even leaning heavily on this concept you never pass on anything which is deemed to be obvious to some or are you saying when you do miss an "obvious" one you and these other knowledgeable people think this is acceptable? |
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Peace |
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Not sure why that is hard to understand. |
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Peace |
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Your standard is also to make a strong statement on one side of an issue, usually which in and of itself is sound. But when questioned on the other side of the same issue, you are repetitive and evasive and often totally ignore the question. But that's okay. |
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I also did not invent the concept and I have nothing to hide by stating my opinion. I am sorry I cannot figure out what you are looking for in this conversation. Peace |
It's like trying to keep cattle in the pasture.
"I checked the north fence and it's secure." What about the south fence? I checked the north fence from one end to the other. I tightened the wire in a couple of places. It's good now." What about the east fence? "I sat there for a while and watched and nothing got out of the north fence." Half the cows are out. A tree fell on the west fence. "The north fence is strong. Why is that so hard to understand." :) |
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I understand "calling the obvious". And I understand not making a whole bunch of calls that only one official seems to see all the time.
What I don't understand is how officials will say that a call is wrong b/c they had to slow down the tape to see it. If you slow down the tape and the call is correct, then good for that official for seeing it in real time. If you slow down the tape and the call is wrong, then the official needs to put that in his memory bank and use it as a teaching tool. |
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