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SKIP SELECTION FOR LAWN BOWLERS

Congruence: An important thing about the selection of lawn bowls skips and the success of sides is that a good relationship must be established between coaches, skips and the team members. Coaches and skips vary in their personalities and psychological approach to leadership, but whatever their personality, to be effective in the game they must get the best performance out of the other team members by both being in a state of agreement, harmony and appropriateness. The following paragraphs contain factors that should be considered when selecting potential skips.

Competency: The word competency covers a broad description of the expectations for potential skips that have a particular level of qualification. To fully understand the term competency it involves breaking it down into the following interpretations:

Ÿ         Adeptness:

•          One who has attained proficiency at that level,
•          Skilled in the aspects of the game with average proficiency levels,
•          Highly skilled, proficient or expert at all levels.

         Ability:

•         The self-control, power or capacity to do or act in any relation,
•          Competence in any occupation or field of action,
•         Has that mental gift or endowment in any situation.

       Athleticism:

•        That mental process which detonates the effect or phase of body strength or power of the muscles pertaining to or involving action of the body and limbs.

        Aptitude:

•          Flair, genius; exceptional natural capacity for creative and original conceptions,
•         The highest level of mental ability.

Ÿ        Dexterity:

•          Skilful or adroit in possessing readiness of resource in the use of the hands or body or mind,
•         Ingenious with ambidexterity.

         Expertise:

•          This refers to professionalism,
•         The standing, practice or methods of a professional as distinguished from an amateur player.

        Skills:

•          The ability that comes from knowledge, practice and aptitude,
•         Competent and excellence in performance.

Ÿ        Versatility:

•          Enterprising and ready to undertake projects of importance, difficulty or untried schemes,
•          Energetic and daring in carrying out any undertaking,
•          Uses every available means afforded by the mind or the personal capabilities when dealing with a situation or in meeting difficulties.

Competency Standards: Competency standards are a specification of the levels of knowledge and skills required, and the application of that knowledge and skills for effective performance in the lawn bowls game.

Training Program: The training program should be designed to ensure that skips achieve the required standards described in the competency statement for the respective level and standard required. These standards should be:

•          Related to the physical and mental skills of the game
•          Expressed as an outcomes,
•          Understandable to selectors and coaches.

Competency Statements: This is a broad description of the expectations of skips that have a particular level of qualification. The following competency statements are set out to define what a skip must be able to do in order to become or play at the level and standard required:

•         Team leadership: Must be able produce the qualities of team leadership,
•          Control: Show the ability of self-control and the control of the team,
•          Effectiveness: Show effectiveness in producing the intending or expected results of the team.
•         Skilfulness: Produce the ability that comes from knowledge, practice, aptitude, competence and excellence in performance,
•         Initiative: Readiness and ability in initiating action,
•         Foresight; The act, perception or power of foreseeing and taking care or provision in the game e.g., planning ahead for team management,
•         Influence; The power of producing effects, or actions by invisible or insensible means,
•      Guidance; To lead, direct or advise in any course or action,
•         Communication; Communicate effectively with team members and others involved in training and the game,
•         Interaction; Negotiate and interact effectively with the different personality styles and needs within the team,
•          Fitness; The skip should have a personal fitness level that will enable them to physically and mentally compete at the required level of the game,
•          Game plan; Must be able to construct, implement, maintain and if required, change the game plan,
•        Building a head; Must be conversant with building a head so to prevent the opposition from obtaining the shot or converting from an unfavourable position to a favourable one,
•          Employment of tactics; Must be able to make good logical tactical appreciations of the head and implement the various tactical manoeuvres to contain the opposition to a minimum of shots so the type of shots played are a very deciding factor in the results of the game,
•          Playing ability; Must have the ability to play all the shots to the required standard of the game,
•          Opposition assessment; Must have the ability to sum up and assess the relative strength and weakness of the opposition,
•         Disputes; Must have the finesse to resolve disputes of limited complexity between team members relating to the laws of the game and conditions of play that relate to the game or competition procedures,
•          Briefings and debriefings; Must attend and be able to contribute to team briefings and debriefings to determine and evaluate their own and the opposition strengths and weaknesses,
•          Training; Must have adopted the practice and principle of good team training to improve the strengths and weaknesses. These should relate to their mental and physical playing skills in preparation for the next opposing game and the possible environmental factors.

Flexibility; The guidelines above contain examples which may be helpful for those with little experience. They are not, however, meant to be totally prescriptive but should remain within the requirements with the flexibility to meet the standards required at the playing grade or level e.g., 1, 2, 3, 4, 5, 6 or 7 Pennants, Premier League or Club, District, Zone or State representation.

Single mindedness; This is a factor that must be accessed with great care.  Players who are single minded show the obvious characteristics of having or showing undivided purpose and acting effectively in only one direction. They like to run their own game plan and resent or reject advice from coach or fellow team members. This is characterised by verbal exhortation, an utterance, discourse, or address conveying urgent advice or recommendations on who’s running the show. Although some players like working with this type of skip, they stagnate free thinking and restrict the playing ability of many team members. Single mindedness can also affect the side’s winning game plan.

Consistency; Assess for consistency in following aspects in their defence, attack and recovery:

•          The play of quality draw shots e.g., draw for shot, positioning back wood and blocking shots, drawing to the edge of the ditch and the side of the rink.
•          Producing precision on-shots that conform to the requirements of holding a tight or playing to a loose head,
•          Playing running and drive shots that fit the situation of the game and the tactical requirements,
•          The use of tactical manoeuvres to gain advantage for themselves, to restrict and obtain the upper hand against the opposition,
•          Make good logical tactical appreciation’s of the head,
•          The use of defence, attack and recovery in its correct tactical situation,
•          When they train and play together as teams each and every member should be able to recognise their own and the opposition’s weaknesses in defence, attack and recovery and the skips must be able to determine the ultimate tactical plan to win the game.

Early identification; Selectors must identify potential skips as early as possible and give them the responsibility of team leadership to see how they react to; the different game pressure, the players and to see how players react to them. Selected potential players can be groomed to play as skips by the coach during club games in the transitional period.

Understanding; The role of skip and the qualities required must be made clear right from the onset to prevent misunderstandings. They must show discipline and commitment, relating positively to players, being one of the players, relating well with the coach, communicating well, setting an example in social situations, and having an input and role in team development. Skips must develop clear tactics, be able to cope with the flack if things go wrong, setting an example, providing support and encouragement, needing to bond with players and relate to them, appreciating their differences.

Training; The choice of the team skip must fall on a player who is liked and respected by the majority of the team. Some players are motivated by the skip’s verbal exhortation and drive while others like to be lead quietly and orderly. Skip training must be conducted regularly by the coach, either by instruction, discussion or presenting tutorial problems for members to come up with answers to solve certain leadership and tactical situations within the game.

Leadership; Skips must have the desire to lead by accepting the responsibilities and be able to encourage others to follow their example. They must have strong determination and be strongly motivated to win, which can be transmitted to other team members. Players respond to leaders who know the required tactical manoeuvres and can operate them effectively in competitive circumstances, where the psychological pressure is high and courage and a clear head is required. Skips must be able to keep cool, calm and collected throughout the game as follows:

•          Game plan; The skip must be able to adhere to the nucleolus of their game plan and have that mental aptitude to know when to change or temporary divert away from it to overcome tactical problems that may arise throughout the game,
•          Mentality; The skip must have that mental capacity or endowment to be mentally mature enough to develop a working environment that encourages trust, candour and open communication with a free sharing of game related information. Adopt the belief that the best motivation is self motivation and that if the proper environment and leadership are provided; most team members will want to be productive and efficient in their game. Listen to team members and try to see merit in their needs. Set clear team goals and help team members understand the club or association objectives,
•          Conflict; Recognise that conflicts between the needs of individuals and the organisation are inevitable, but should be confronted openly. Use mistakes as a learning opportunity rather than concentrating on placing blame. Have high expectations of others while providing them with support and encouragement in attaining their personal and team goals.

Development; Skips must be able check those aspects of training within the game that they believe are not being dealt with adequately in their area of responsibility, because these are needs for which action plans and coaching should be developed by encouraging the team to train together as a group. Skips must keep themselves in check emotionally and be able to control the team’s reactions under strong game pressure.

Inspiration; Skips through their approach and example, must be able to inspire their team often, during coaching, training and matches. They must be able to inspire the nervous and subdue over confident players. Give recognition for the team’s superior performance.