Official Treatment

March 7, 2014

A book I quoted in this space three times last November – How: Why HOW We Do Anything Means Everything by Dov Seidman – has me thinking about sports officiating.

One premise of the book is that the Internet era has made the world so transparent and connected that there is no such thing anymore as “private” behavior or a “minor” mistake. Everything can become a public matter – instantly. Anything can become a major problem – overnight. Worldwide.

So, when our local real estate agent, who officiates junior varsity basketball, misses a call that an invested spectator captures with his or her smart phone camera, and sends to his or her relatives and a local media outlet that night, there is no limit to where that video could appear by the next morning.

And while major college and professional officials may now receive four-figure fees to work under those conditions, officials at the junior high/middle school and high school levels – sometimes working for little more than gas money - wonder if it’s worth the hassle. 

There are many obstacles to recruiting and retaining officials for school sports, including poor business practices by assigners and bad sportsmanship by coaches and spectators; but a significant factor not to be overlooked is the adverse potential of immediate worldwide criticism for a call that had to be made in the blink of an eye.

The human factor of sports is now subject to inhuman expectations. In an enterprise that strives for fairness, it appears that it’s the official who is being treated least fairly.

Playing Time: Paying It Forward

February 23, 2018

(What follows is an excerpt from an article by Jon Solomon of the Aspen Institute. Find the full article here.

There’s a time to sort the weak from the strong in sports. It’s not before kids grow into their bodies, minds and true interests.

Through age 12, at least, the Aspen Institute’s Project Play recommends that sports programs invest in every kid equally. That includes playing time – a valuable developmental tool that too many coaches assign based on player skill level and the score of the game. You will see this recommendation reflected in our Parent Checklists and companion videos.

The argument is simple for equal playing time: Research shows that what kids want out of a sports experience is both action and access to the action. Getting stuck at the end of the bench does not foster participation. And we all know greater participation is sorely needed in youth sports. Only 37 percent of kids ages 6 to 12 regularly played team sports in 2016, down from 45 percent in 2008, according to data from the Sports & Fitness Industry Association in the Aspen Institute’s State of Play 2017 report

Kids who quit sports often do so because of lack of playing time, which can be a result of lack of confidence. Confidence is a byproduct of proper preparation and adults who believe in the players, according to IMG Academy Head of Leadership Development James Leath

“From a small child to the world’s greatest athlete, those who are confident are confident because they have taken thousands of shots, tried and failed many times, then tried again and got it right,” Leath said.

Playing time shouldn’t be earned at younger ages. It should be paid forward to develop a future athlete.