Written by Anthony Demangone, Powered by NAFCU
Kate and Briggs are playing youth basketball.
As you might expect, third-grade basketball is hardly a fine-tuned instrument.
Kids are learning the rules. Kids are learning the basic fundamentals. Kids are learning how to play for a team.
That's a lot of learning. As it should be.
The refs have been great. They are 30 percent referee and 70 percent teacher.
Many a "travel" or "double-dribble" is not called. When a player really doesn't get a rule, the refs will calmly explain how the game works and then hold the player accountable the next time.
Their "loose" stance helps keep the game moving. It helps players move the ball, and it helps newbies score a bucket or two.
There are parents, though, who view these games as NBA finals.
At one point, a voice bellowed out in the small gym.
"Holy cow, ref...that was a double-dribble. Come on!"
The person was right, technically. But man, were they ever wrong.
The goal of the day was to develop young players and foster a love of the sport. The kids were eight and nine years old. The ref calmly spoke to the parent and said she was going to call the game loosely so that kids could play and learn the game. As the kids got older, the refs would tighten up their calls.
It got me thinking...
- How many times do I give feedback, that while technically correct, is not appropriate given the situation? Probably too often.
- How often do I stop and think before giving feedback, with this thought...will this feedback help right now, or not? Probably not enough.
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