Author's Foreword: As spring (1997) arrives many emails have been discussing the "what should we teach," a problem most leagues and associations constantly reexamine. This article will propose a premise from which a "course outline" for early instruction will evolve. A league may have specific things an umpire is to be vigilant for, they can be added, or items that are not relevant, these can be subtracted. Your contributions and thoughts on this article are appreciated by e-mail at : .

by Brent McLaren

So here sits a class of brand new, never been on the field before candidates for umpiring. Their experience varies, some played when they were young, some are still playing. Some have stood in for an informal game or two, coached, or really had little contact with the game beyond the spectator viewpoint. What experience should be developed, what wisdom imparted, what discipline ingrained?

A thorough training program must examine the details in the light of the stages an umpire goes through in a game in the format:

1. What am I doing ALL of the time?
2. What am I doing MOST of the time?
3. What am I doing SOME of the time?
4. What am I doing OCCASIONALLY as an umpire?
5. What am I doing RARELY as an umpire?

Question #1: What do I do ALL THE TIME as an umpire?

What is being an umpire? "Umpire" comes from the French word "noumpere" which means "a non-peer, not an equal, one who decides disputes between equals." Originally umpires were wealthy and distinguished businessmen who, while wearing top hat, a Prince Albert coat and kid gloves, sat next to the first baseline deciding on the elements of Alexander Cartwright's rules. William Weaton, sitting on a stool, walking stick in hand, umpired the first recorded game of baseball in the United States. Relaxing in a rocking chair was considered appropriate for this "sole judge of fair and unfair play."

The first professional umpires emerged in 1882 when the American Association haired and paid umpires $180.00 per month to done blue flannel coats and caps when performing their assigned duties. For these early blue crew members it was far from a safe job or an honorable position. Umpires however remained indispensable to any proper playing of the game.

Traditions and time have not changed what "being an umpire" is about. It remains an understanding that the umpire is not an equal with the players, teams, coaches or managers. Being an umpire means recognizing that you are the "sole judge" and therefore equipping yourself to meet the challenge.

Harry "Steamboat" Johnson entitled his autobiography "Standing The Gaff." Being an umpire has been compared to "Standing The Gaps." What an umpire does most is wait. But the long periods of inactivity and waiting have special significance. It follows that one of the most important skills for the umpire is developing strategies for handling the periods of inactivity.

Items for "ALL" instruction here could include:

• some umpire history and league philosophy
• dress and deportment
• the importance of teamwork in officiating
• expectations before, during and after each game
• attitude and judgment
• constant vigilance for safety and standards
• the fundamental rules of baseball
  • nine players (sometimes 10) on each team
  • 4 balls, 3 strikes, 3 outs (sometimes 4)
  • how the diamond is set up
    • what is meant by fair, what is foul
    • home plate is in fair territory
    • the bases are in fair territory
    • where do the umpires normally stand
      • during an inning
      • between innings
  • live and dead ball
    • when, where and how to call "time"
    • when, where and how to call "play"
    • the ball is not dead after a walk
    • nothing can happen on a dead ball unless it is the result of an action that happened to a live ball, ie: a home run.
• how to "Stand The Gaps" and keep the game moving
• the fine art of communication

What is the most fundamental rule: "Baseball is a game between two teams of nine players each under the direction of a manager, played on an enclosed field in accordance with these rules, under the jurisdiction of one or more umpires." That is not too hard, but it is easily forgotten, and you are often confronted with situations where you are asked to modify this rule. If your league has special instructions concerning teams without the required number of players this should be clarified immediately.

The "jurisdiction" of the umpire is well defined in section 9.00 of the Pro rule book. Any reference manual will contain numerous references to the expectations of the umpires. They should be referred to as things an umpire does all the time.

Question #2: What am I doing MOST OF THE TIME as an umpire?

Positioning, timing and mechanics. These turn out to be the key elements that support what an umpire does most the time. Experienced umpires know that being in position, getting in position and knowing you have to get to a position are critical to your success on any play. Equally important is the umpires timing as the call is made.

"On the rubber--get set--call it .... on the rubber--get set--call it." over and over and over. Outside of the gaps can anything be more repetitive or more fundamental to your success as a plate umpire. "Read the play -- pause -- call it ... move to your next position." When not waiting could anything be more a part of what a base umpire does most of the time?

Instruction at this level should include at thorough grounding in:

• stretching and warmup exercises before the game
• explanations, practice and development of the standard calls including: safe, out, ball, strike, fair, foul, time and play
• repeated drilling of the timing elements
• practice at visualizing and calling the strike zone
• practice at the mechanics of working with the umpire's tools: indicators, ball bags, lineup cards, masks, chest protectors, leg guards
• basic two umpire mechanics and positioning
• keeping your eye on the ball (or at least the fielder chasing it)
• essential signs used for umpire communication
• positioning and stance at the plate
• how and when to give the count
• the pre-game conference

Don't let the first session go by without starting to develop the physical foundations from which to build a solid base for umpiring. Don't end the first training session until you are satisfied the new umpires are comfortable with what the will be all the time and what they will do most of the time.

Question #3: What am I doing SOME OF THE TIME as an umpire?

Your first day on the diamond convinces you that there is much more to umpiring. You cannot be successful and be just the "best rules person" available. While the play is taking place your mind will be flipping so many pages the odds are you won't even see the obvious tag. An umpire's knowledge must span the definitions and the essential plays they are likely to encounter at the level they are working. These include:

• what is a catch
• the force play, including the reverse double play.
• an infield fly
• the check swing appeal
• the foul tip
• what is a bunt
• when does a runner attain a base?
• scoring runs and the third out
• the legal and illegal pitch
• the balk rule (if applicable)
• hit by pitch
• obstruction
• interference

Question #4: What am I doing OCCASIONALLY as an umpire?

Occasionally, maybe once every 10 games or so an umpire might have to deal with:

• the appeal play
  • Is the ball alive?
  • Is the offense appealable?
  • Right time? Right play? right player? right base?
  • Make the call
• the protest
• the coach
  • the coach is there to win and to advocate for his team only. Expect nothing else.
  • the "twenty second" rule, I will listen to you for twenty seconds then I will ask you to listen to me.
  • don't look like a "homer" before or during the game. If you visit one coach and dugout, visit the other.
  • when to say goodbye
  • when to step in an assist another umpire
• if the ejection is warranted do it
  • never give a warning
  • never draw a line in the sand
  • never say "if you say one more word"
• when and how to get help from your other umpires
• substitutions and replacing pitchers

Question #5: For those RAREST of moments?

• batting out of turn
• bunting on the third strike (a no-brain'er but why?)
• hitting the ball with one foot outside of the batter's box
• the three foot lane violations
• throws out of play
• two runners on base
• assisting the runner by a coach
• trips to the mound

What is most frightening

Here is a question drawn from an introductory examination: The batter bunts and while running to first base goes six feet to the right of the three foot lane, well in foul territory. The throw from the catcher hits the batter in the back. The batter is? Another example: A batter who squares to bunt with one foot touching home plate and hits the pitch he should be called out. Yes or No?

The latter two examples are clear "no one answer" judgment decisions. It does not matter if the umpire has twenty years of experience and training, the coach is still going to come out and raise the roof.

For evaluation to be in any way useful it must reflect the most likely situations and practices the umpire will encounter. Questions which require umpire judgment or invoke gray-area guidelines have little value at the introductory baseball level. Focus on the practical, the applied. There will be time to deal with the little bits as the season progresses.

How long will this take?

Many feel that a minimum 10 hours is needed to take an umpire from the first meeting to the field with the official having confidence and assuredness that success is possible at a youth level. More time is required if the umpire is to work at the teenage or adult level. This time will include actual time on the diamond and in the classroom. Finally, the new umpires first games will be with a supervisor or senior umpire so that the lessons learned can be reinforced.

Establishing educational goals also means dividing time out accordingly. It means examining the evaluation system and the questions asked. You cannot make up for poor allocation of time, for poor use of resources, for poor planning or structure. By carefully developing a model for instruction you can maximize your results and achieve the exact positive outcomes and goal you have identified.

In Conclusion

As umpire instructors examine their courses they must seek to create the best learning environment the can within the restrictions of time and facilities available to them.

Most Important

The rewards are worth the efforts.

... written on March 2, 1997