1. “Off-Field” Resources & Activities That Help Develop Our Skills & Abilities

2.  Lindsey Buckingham (of Fleetwood Mac fame): “If you are any good at all, you know that you can always improve.” (I think Simon Taufel may have said something like this about cricket too)

3.  Both need to constantly improve methods for:  Establishing Routines (before/during/after games)  NOT just forming habits!  Observation  Do you have a plan to observe what you need to?  Memory and Recall  How does your memory play tricks on you?  “Good” Decision-making  …as opposed to ‘right’ and ‘wrong’ decisions  Effective Self-assessment  …and the avoidance of lying to yourself….

4.  Umpires and Scorers need to approach their craft during the following times:  Before the game commences  During the game  After the game finished  The time between “After the game”, and “Before the game commences” may be 6 months…..!

5. Goal Setting Goal Setting (Failing to plan = Planning to fail); The 6 Ps! (Failing to plan = Planning to fail); The 6 Ps! Need to set “SMART” goals Need to set “SMART” goals

6. What kind of Goals should we set ourselves? What kind of Goals should we set ourselves? How many? How many? On what topics? On what topics? Should I involve my match-day umpiring partner? Should I involve my match-day umpiring partner? How do I measure my level of achievement? How do I measure my level of achievement?

9. Effective o bservation is fundamental to accurate evaluation and decision-making: Effective o bservation is fundamental to accurate evaluation and decision-making: Observation → Evaluation → Conclusion Observation → Evaluation → Conclusion

10. Understanding what your responsibilities as an umpire are is critical: Understanding what your responsibilities as an umpire are is critical: Time-keeping (when was the batsman out? etc.) Time-keeping (when was the batsman out? etc.) Players leaving and entering the field of play Players leaving and entering the field of play Over-throws Over-throws Running between wickets Running between wickets Have the batsman crossed at important points in the game? Have the batsman crossed at important points in the game? Players entering the protected area Players entering the protected area Was the delivery legal (height etc.)? Was the delivery legal (height etc.)? Damage to the pitch, and how it occurred Damage to the pitch, and how it occurred Where did the ball pitch? Where did the ball pitch? What other responsibilities do we need to keep on top of? What other responsibilities do we need to keep on top of?

16.  The way in which memory works is very complicated – and almost entirely faulty!  Many studies have found that physical and cognitive issues significantly reduces our ability to recall our observations accurately!

17. Regular exercise Regular exercise Increases oxygen to your brain. Increases oxygen to your brain. Reduces the risk for disorders that lead to memory loss, such as diabetes and cardiovascular disease. Reduces the risk for disorders that lead to memory loss, such as diabetes and cardiovascular disease. May enhance the effects of helpful brain chemicals and protect brain cells. May enhance the effects of helpful brain chemicals and protect brain cells. Managing stress Managing stress Cortisol, the stress hormone, can damage memory if the stress is unrelieved. Cortisol, the stress hormone, can damage memory if the stress is unrelieved. Stress makes it difficult to concentrate. Stress makes it difficult to concentrate. Good sleep habits Good sleep habits Good/Planned Nutrition Good/Planned Nutrition

18. Correct Decision Incorrect Decision Good Decision Bad Decision You “guessed” correctly; You “guessed” correctly; You didn’t see all of the relevant information; You didn’t see all of the relevant information; You used the appeal to help you make your decision You used the appeal to help you make your decision You feel relieved that “you got away with that one!” You feel relieved that “you got away with that one!” You “guessed” incorrectly; You “guessed” incorrectly; You didn’t see the relevant information; You didn’t see the relevant information; You used the appeal to help you make your decision You used the appeal to help you make your decision You are unhappy that you “got caught out with that one!” You are unhappy that you “got caught out with that one!” You saw all of the relevant information and could recall it; You saw all of the relevant information and could recall it; You applied the appropriate law accurately and consistently; You applied the appropriate law accurately and consistently; You reviewed your decision before giving it. You reviewed your decision before giving it. You know that you didn’t see all of the relevant information; You know that you didn’t see all of the relevant information; You applied the appropriate law accurately and consistently; You applied the appropriate law accurately and consistently; You reviewed your decision before giving it. You reviewed your decision before giving it. You are honest with yourself and the players You are honest with yourself and the players

19. Correct Decision Incorrect Decision Good Decision Bad Decision You “guessed” correctly; You “guessed” correctly; You didn’t see all of the relevant information; You didn’t see all of the relevant information; You used the appeal to help you make your decision You used the appeal to help you make your decision You feel relieved that “you got away with that one!” You feel relieved that “you got away with that one!” You “guessed” incorrectly; You “guessed” incorrectly; You didn’t see the relevant information; You didn’t see the relevant information; You used the appeal to help you make your decision You used the appeal to help you make your decision You are unhappy that you “got caught out with that one!” You are unhappy that you “got caught out with that one!” What goals would you set that would enable you to make ‘good & correct decisions’ more often? What goals would you set that would enable you to make ‘good & correct decisions’ more often? You know that you didn’t see all of the relevant information; You know that you didn’t see all of the relevant information; You applied the appropriate law accurately and consistently; You applied the appropriate law accurately and consistently; You reviewed your decision before giving it. You reviewed your decision before giving it. You are honest with yourself and the players You are honest with yourself and the players

20.  Umpires and Scorers that wish to improve their performance must eventually “tell themselves the truth” about their skills and abilities.  Until you recognise AND accept that you are deficient at some element of your umpiring, you cannot possibly improve it.  Deficiency DOES NOT mean you are terrible at something – it just means that there is real room for improvement….  If you can define the deficiency, you can set SMART goals to address it…..

21.  Self assessment is the formal method by which TCUSA members are able to acknowledge their set of skills, and to determine their level of performance in applying them.  ….but it is more than just filling out a form….  The self assessment document is really a letter to yourself, with your mentor/Richard CC’d in on the conversation!  “Talking to yourself is the only way that you can guarantee intelligent conversation” – E. Blackadder

22. Self Assessments Using the STAR Format The S.T.A.R. format is an easy and short way to capture performance activities and accomplishments. 22

23. The STAR Format Situation: Describe the conditions under which you achieved/failed your critical tasks Task: Describe what you did during the game/season to create the results you achieved. Activity/Action: Include additional activities you completed, or actions you took that contributed to your results Result: Describe what you accomplished. 23

24. STAR Examples For each Critical Element…answer the following questions Situation: What was the situation I faced? Task: What was my task in that situation? Activity: What activity/action did I take? Result: What result(s) did my action(s) produce? 24

25.  There are many aspects of umpiring and scoring that can be practised off-field:  Becoming a ‘student’ of the Laws…  Honest communication with others (i.e. umpires/players/officials/mentors/Richard)…  Improving concentration…  Improving observation and recall skills…  Conflict management…  Self-assessment/reflection skills…  To improve your “on-field” performance, you must set goals for each of these elements…..