I've previously written on the topic:
Tryouts and Evaluations
Lessons learned from tryouts.
So as you can see it tends to be a recurring theme is basketball circles. New and old coaches a like must re-look and revisit practices.
At our tryouts this year we've got a number of outside coaches coming into my program at the JV and middle school level with some very strong kids in those age groups. In the past I've run a longer "tryout" period to divide up kids where they belong developmentally and to let some kids weed themsleves out on their own. This year I'll have to truncate my process a little bit for two reasons:
A) We've built our program to the point where there are more bodies at tryouts then we have spots for and not all of them are the sort of kids that would drop off on their own. We've got potentially 2-4 seniors (2 returning 2 transfers who I haven't seen before), 4 juniors, 5 sophmores returning from the varsity team, 10 sophmores who played JV for us last year or are transfers, and 10 freshman. The top 3 freshman are skill wise varsity ready but may take a year to get used to high school as we won't need them right away. So with only 24-26 spots available we've got 33 kids ready and expecting to play somewhere. We need to be able to make decisions that give kids a fair shot, but also don't drag out the experience for them.
B) The incoming frehsman class has had high success through elementary and middle school under the same coach who is following them to JV. With success comes expectations and attention. The group of parents and our basketball community is obviously very invested in this group of athletes and is concerned over any possible break up or break downs within this group. WIth so much attention on this particular tryout and who gets cut and why we also need to be extra vigilant.
So to truncate the process we've taken our normal player evaluation that we would use over time and added some very clear rubrics for scoring it. This way we should be able to get all the coaches at the tryouts looking at the same things, and scoring the same way. When we sit down to rank and talk we will all be speaking the same language. We will also be able to build ranked ladders for players by grade and position if required.
Here is our evaluation tool.
Player Evaluation
Name:
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Category
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Notes
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SCORE
|
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Physical Qualities
|
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Athleticism (Agility,
Verticality, Flexibility)
|
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Speed/Quickness
|
|
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Size (Height, Length,
Strength)
|
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Trainable/Learned Skills
|
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Defensive Skills
|
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Rebounding
|
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Leadership
|
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Offensive Skills – with the
ball
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Intelligence (Decision
Making, Application of Concepts, Ability to Adjust)
|
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Focus
|
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Offensive Skills without
the ball
|
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Hustle
|
|
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Experience and Off Court Issues
|
||
Experience (Level of
Competition, Programs, BNB Experience)
|
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Complication Free (Drama,
Laziness, Attitude)
|
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Physical Qualities Rubric
|
Level 1
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Level 2
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Level 3
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Level 4
|
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Average Qualities for a person in their
developmental range.
|
Average qualities of an athlete in their
developmental range
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Exceptional qualities for an athlete in
their developmental range
|
Exceptional qualities for an athlete of a
higher developmental range.
|
Trainable/Learned Qualities Rubric
|
Level 1
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Level 2
|
Level 3
|
Level 4
|
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Basic or lower level of acceptable skill
for their developmental range
|
Average level of competence for their
developmental range.
|
Highly skilled for an athlete in their developmental
range.
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National level skills for an athlete in
their developmental range.
|
Experience Rubric
|
Level 1
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Level 2
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Level 3
|
Level 4
|
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Little to no exposure or experience to
high school or other elite level competition.
|
1 or two years of exposure to high school
level competition. Or exposure to elite level competition
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Multiple years of high school level
competition. Or
Commensurate competition experience vs
elite level competition.
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Multiple years of high school level and
commensurate experiences vs. elite level competition.
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Complications Rubric
|
Level 1
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Level 2
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Level 3
|
Level 4
|
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Significant chance of discipline required
or team issue during season.
|
Multiple areas of commitment have been a
problem in the past.
|
.1 commitment area a problem: home/
community/ team / school.
|
School, team, home, community commitments
will be high. No issues.
|
So this will be our process this year. I hope your tryouts run as smoothly as I'm planning ours to be.
For your amusement here is a video that a grade 10 student made with me a couple of years ago as a project about tryouts.
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