While you may want to swing a fresh, new model for the upcoming season, don’t sleep on older models. Especially if you can get them new, you can often find them at a discount. Not to mention, you’ll pay a premium for the newest model. It may be a good idea to look into the best BBCOR baseball bats of 2021.

We wouldn’t recommend used bats, or at least be VERY careful if you go this route. Unless you get a huge savings, it’s usually just not worth it. A used bat may be “broken in,” but it may also be broken, dead, or near the end of its life.

What you want, then, is an unused or barely used (maybe a display model) bat. It won’t be easy to find, though, particularly for some of the most popular models. Since these bats are no longer being made, it isn’t always easy finding the exact bat you want in the right size.

But that’s part of the fun! It’s like winning the lottery when you find it.

This post will focus on BBCOR drop-3 bats, which are most often used at 14u and through high school. Here’s a breakdown of the bats you should focus on from the 2021 models…

1. Louisville Slugger Meta

SPECS:

• Construction: 3-piece, composite barrel
• Barrel: 2 5/8″
• Swing Weight: Balanced

2. DeMarini The Goods Half n Half

SPECS:

• Construction: 2-piece hybrid, alloy barrel
• Barrel: 2 5/8″
• Swing Weight: End-loaded

3. DeMarini Voodoo One

SPECS:

• Construction: 1-piece, alloy barrel
• Barrel: 2 5/8″
• Swing Weight: Balanced

4. Marucci CAT9

SPECS:

• Construction: 1-piece, alloy barrel
• Barrel: 2 5/8″
• Swing Weight: Balanced

5. DeMarini CF

SPECS:

• Construction: 2-piece, composite barrel
• Barrel: 2 5/8″
• Swing Weight: Balanced

6. Easton Maxum Ultra

SPECS:

• Construction: 1-piece, carbon barrel
• Barrel: 2 5/8″
• Swing Weight: Balanced

Youth baseball is unique. The scorekeepers are volunteers. They are inexperienced. They have an inherent bias. The players, too, are inexperienced and far from perfect.

Due to these things, I take a customized look at scoring games. There are times when I don’t want our scorekeepers going “by the book.” It limits subjectivity and creates an environment where scoring is more likely to be consistent, even if we have multiple volunteers scoring throughout the season.

I give my scorekeepers a guide that does three main things:

1. Clarifies common rules mistakes
2. Establishes how to score things that aren’t “by the book”
3. Sets expectations for accuracy and what to focus on

You may have disagreements with how we score some things. That’s okay! I know that it’s unique. But I want you to think about how you want things scored, and make sure that your scorekeepers understand those expectations.

I’ve embedded a copy of what our scorekeepers have at the bottom. You’re free to use this or customize it to your needs.

[Related articles:

1. Stats Lie: Baseball Stats and the Stories They Tell
2. The Defensive Error: The Flaw and What Coaches Can Measure Instead
3. Stolen Bases, Wild Pitches, Passed Balls, and Defensive Indifference]

Here’s an overview of what I share with our scorekeepers…

Errors (We’re Hitting)

The goal here is to reward our hitters for getting on base while limiting, if not eliminating, subjective calls that can lead to inconsistent and disputable scoring. We won’t be scoring by the book related to “errors” and “hits” when we are hitting.

The error is a flawed stat that requires subjectivity to determine whether a play should have been made. The question then becomes, “What play should have been made?” This is youth baseball. They won’t make every play. The reality is that any ball put in play gives our team a chance, and that should be recognized.

The first part of this is very simple. If one of our hitters puts the ball in play and reaches base safely, it will be scored as a hit. It doesn’t matter if a fielder drops, misplays, or throws the ball away.

Errors can be scored to account for moving additional bases, however. For example, a clean single into the outfield that gets through the outfielder’s legs, resulting in the batter ending up on third, would be a single, advancing on a two-base error.

The result of scoring this way is that our batting averages and on base percentages will be higher than normal, but that boost will be relative. Those who benefit most from that boost will be the players who consistently put the ball in play.

Fielder’s Choice

There is a “by the book” definition of a fielder’s choice and how I want to score it. By the book, a fielder’s choice is typically scored when the scorekeeper determines that the fielder made a throw to a base to get a runner other than the batter, and he could have retired the batter if he had chosen.

One typical example is when there is a runner on first base and a ground ball on the infield. The infielder throws the ball to second to retire the runner at second base. Even though the batter is safe at first, a fielder’s choice is scored (in the box score, the batter is given an out). I want us to continue scoring a fielder’s choice in this situation since an out was recorded.

Another example is when a fielder attempts to record an out at another base but does so unsuccessfully. The scorekeeper determines that had the fielder chosen to throw to first, he would have retired the batter.

An example of this is with a runner on third and a ground ball on the infield, the infielder throws it home and the runner is safe. The batter is also safe at first, and no out is recorded. Note that the lead runner could have been going to second or third as well. This involves some subjectivity. I do NOT want to score this as a fielder’s choice, particularly since no out was recorded. The batter will be awarded a hit.

In summary, if the batter puts the ball in play on the infield, and the fielder throws the ball to a base in an attempt to retire a runner other than the batter…

1. …if an out is recorded on that other base, it is a fielder’s choice.
2. …if an out is not recorded on that other base, it is a hit.

By removing subjectivity, these calls are simplified.

Errors (We’re Fielding)

We will look at errors a little differently when we are in the field. The reason is that we need some accounting of defensive miscues from a coaching standpoint (whereas we don’t care how proficient the opposition is).

We will still be very charitable here, and error calls will be limited. The reason is that we will continue to have ways to track defensive proficiency without scoring errors (more on that in a moment).

We should limit error calls when we’re in the field to the following situations:

1. Groundball to first base. On an easy grounder to first base where no throw is needed, all the player needs to do is field the ball (or stop it) and step on first base. If unable to complete the play (barring other factors), it should be scored as an error.

2. Groundball where force out would have been recorded. We should typically be generous to third basemen, shortstops, and second basemen related to fielding groundballs cleanly. Unless, however, they needed to field an easy groundball in order to execute a force out (step on the bag or toss to a nearby base), particularly when the runner isn’t moving on the pitch. In these cases, the fielder is treated like a first baseman.

3. Dropped throw where out would have been recorded. If a force out would have been recorded (first or any other base without a tag), but the throw was dropped (not in the dirt or an otherwise wild throw), an error will be recorded for the player receiving the ball.

4. Dropped pop-up, fly ball, or lazy liner. If the defensive player is essentially camped under a ball but drops it, we will score an error. Note that errors won’t apply on other balls in the air where the fielding player has to make a running or diving catch.

5. Runner advancing after bad throw or misplay. If a runner takes an additional base because a fielder throws the ball away or lets it get by him, an error will be recorded. Note that this will typically mean that the batter recorded a hit, but advanced to another base due to the error.

We should be charitable to infielders who need to field a groundball cleanly and make a throw across the field. Subjectivity applies when making these calls, and we will otherwise record useful defensive information that can help us compare defensive proficiency without tracking these as errors.

Defensive Tracking

If we’re charitable to our defensive players related to scoring errors, how will we know who our best defensive players are? That’s where defensive tracking comes into play.

We will use iScore, which allows us to separate innings, assists, and putouts by position. This way, we can compare the number of outs different players execute while playing the same position. This, ultimately, is more important than errors, which may punish a player for getting to a ball and then making a mistake, when another player may not have gotten to that ball in the first place.

As a result, it’s very important that we have the proper players in the field, before the inning starts, and assign credit properly when outs are recorded.

Wild Pitch vs. Passed Ball

This is a situation that is often scored incorrectly.

Wild Pitch

If a ball is pitched wildly (high, wide, or in the dirt), it gets by the catcher, AND the runner advances AS A RESULT of the ball getting by the catcher, it will be scored as a wild pitch.

Passed Ball

If a ball is not pitched wildly (catcher should have caught it with average effort), it gets by the catcher, AND the runner advances AS A RESULT of the ball getting by the catcher, it will be scored as a passed ball.

Stolen Bases

Even if scorekeepers get the distinction between wild pitch and passed ball right, they often misunderstand how it applies to stolen bases.

If the runner was moving on the pitch (moving before it reaches the catcher) and the ball gets by the catcher, it will NOT be recorded as a wild pitch or passed ball. It will be recorded as a stolen base.

The distinction: If the runner was not moving when the ball reached the plate and ONLY advanced because it got by the catcher, a wild pitch or passed ball will be scored.

Defensive Indifference

Defensive indifference should almost never be scored. Yet, many scorekeepers score it anyway.

A common example: Runners at first and third. The runner is held at first by the first baseman. The pitcher pitches from the stretch. The runner takes off for second base on the pitch. The catcher does not make a throw to second base (or it is cut off by the pitcher or middle infielder).

A second example: The first baseman holds the runner at first. The pitcher pitches from the stretch. The runner gets an enormous jump. The jump is so good that the catcher doesn’t make a throw.

In each case, a stolen base should be recorded. It does not matter if a throw isn’t made to second base.

There are two primary things involved in defensive indifference:

1. The defense doesn’t make an attempt to hold the runner (particularly evident at first base)
2. The pitcher throws from the windup

If these two things are true, the defensive is, by definition, indifferent to the runner advancing.

This is most likely to occur when the runner on base doesn’t matter to the opposition, and they are more focused on positioning their defense to make a play.

Again, this will be exceedingly rare.

Fielding Substitutions

Accuracy is important, but it’s particularly important that we give credit to the right players. Having the right player at the right position when a player is involved in a play isn’t enough, however. We need to be sure that all players are in their proper positions when the inning begins.

The reason is that the number of innings a player plays at a position is relevant when comparing outs executed by inning. If we get this wrong, the rate of executing outs will be incorrect and will result in misleading data to compare players.

Hit Quality, Type, and Location

Registering hit quality and type will be important for two specific groups: Hitters and pitchers.

Hit quality is how hard a ball was hit (hard hit, medium hit, or soft hit). Most will be medium hit, but we should adjust for slow rollers and hard-hit balls.

Hit type is how we label the hit (groundball, line drive, pop-up, or fly ball). A pop-up is only on the infield. A similar hit to the outfield is a fly ball.

This information will help us track whether what our pitchers and hitters are doing is repeatable. For example, if a hitter is consistently hitting the ball hard but not getting good results, that is likely to change. If they aren’t hitting the ball hard and getting hits, it’s not sustainable. The same can be said for pitchers, hit quality and type, and their results.

We also want to know the location of hits and be sure that this is scored accurately. This is especially valuable for tracking tendencies of the opposition so that we can position our defense well.

Software

We actually have two different scorekeepers at a time. We use Gamechanger for friends and family to follow the game. It’s a user-friendly app that most people know how to use.

Our official stats are recorded via iScore. As a coach, I have a love/hate relationship with this app. It’s not at all user-friendly. It can be insanely frustrating to use. But, iScore also has incredibly deep statistical capabilities that Gamechanger doesn’t have. The biggest advantage is the ability to split out defensive performance by position.

We keep our iScore scorekeeper in the dugout so that they can help us know things like where we are in the lineup, what a batter did last time, defensive positioning, and more.

Scorekeeping Guidelines PDF

Spiders Scorebook Guidelines 2020

[DOWNLOAD A COPY]

Your Turn

Every team likely has their own unique way of scoring things, so I fully expect that you’ll do some things differently. What are examples of differences?

Let me know in the comments below!

I’m an admitted stats nerd. I also know that stats can lie.

It’s important that we understand the value of stats while also appreciating their weaknesses. There is a mountain of ways that we can misuse them if we’re not careful.

One of the primary weaknesses of stats is that, when misused, they can tell virtually any story we want. You can cherry-pick stats. You can focus on one sample size over another. Or they can be improperly scored to favor your narrative.

There are multiple controls in place at the professional level that make stats valuable. Consistent and experienced scoring. No gaps. Large sample sizes. Technology. Those things don’t exist in youth baseball.

I value stats, but I also understand their limits.

Let’s take a closer look at some of the weaknesses of stats at the youth level…

[RELATED: Download a copy of the Scorekeeper’s Guide]

How the Scorekeeper Impacts Stats

Youth scorekeepers are volunteers. They aren’t paid. They hold bias. And they are imperfect.

1. Experience and Accuracy of the Scorekeeper

There are some situations that are often scored incorrectly. Some examples:

• Wild pitch vs. passed ball
• Stolen base vs. advanced on wild pitch/passed ball
• Fielder’s choice vs. hit
• Sacrafice fly vs. fly out
• Extra base hit vs. single plus advanced on error
• Defensive indifference vs. stolen base without a throw

How these things are scored can significantly impact your results.

2. Subjective Calls

One reason I hate the error stat, particularly at the youth level, is that they are subjective. Should the player have made the play? Was it a difficult play? Was it a bad throw or should it have been caught?

Subjective calls create a huge range of potential variations in how something could be called. It’s why I ask my scorekeepers not to call errors on the opposition when our batters reach base and no out is recorded. It removes all subjectivity.

Whether or not something is called an error has a significant impact on how we evaluate several things:

• Fielding percentage
• Batting Average and On Base Percentage
• Earned Run Average
• WHIP

It becomes problematic when we are evaluating and comparing players based on subjective stats that are easy to manipulate, particularly when sample sizes are small.

3. Objectivity of the Scorekeeper

This is an easy one. A scorekeeper, typically a parent of one of the players, needs to be objective and fair to all players. The risk is there to inflate statistics for some and deflate them for others.

This is one more reason to limit the scoring of subjective statistics at the youth level. Not only does it make the statistics more accurate and consistent, but it creates fewer opportunities for dispute.

Factors that Influence Statistical Quality

Even if you have an experienced and consistent scorekeeper (we do!) and you limit subjective scoring, there are opportunities to spin stories through stats. Here are a few of them…

1. Quality of the Opposition

We see a wide range of opposition at the youth level. Is a player padding their numbers while facing weaker competition? Do they whither against strong competition?

A good example is management of pitching. A coach is likely to reserve his best pitchers for important games against the best competition. He’ll use his less experienced pitchers against the weaker teams in less important games.

As a result of this, the stats can tell an odd story. Your ace pitcher may have comparable or possibly worse stats than your weaker pitchers. But does that mean the weaker pitchers are better?

2. Sample Size

Sample size is critical because there are so many factors that contribute to your stats being great, good, average, or below average. You can luck into some good or bad stats for a small sample size. Ultimately, these things will work themselves out based on your process and approach.

But that’s part of the issue with youth baseball. We often hear about professional baseball players being in slumps for 30 or 50 at bats, but they eventually get out of them. We can’t wait out a 30-50 at bat slump in youth baseball since that’s typically 15-20 games. That’s often a third of a season.

We’re forced to make decisions on lineups, positions, and rotations based on small sample sizes (and other factors, like approach and preparation). As a result, we need to be flexible to acknowledge when these assessments may have been wrong.

3. Recency

Something that happened recently, assuming a respectable sample size, is more valuable than something that happened a couple of months or a year ago. It’s important to spot trends and transformations while also doing so with sample size in mind.

For example, one good or bad game means very little in terms of what to expect going forward. Once again, many factors contribute to that, some that the player controls and some that he doesn’t.

Players develop and change. We should value a recent sample size over an older one of the same size because the two sets of data could represent what has become two completely different players.

Process vs. Results

Since stats lie or can be misleading, it’s important to value process over results, particularly in small sample sizes.

A player isn’t getting results right now at the plate. Is he swinging at good pitches? What’s his approach? Are his mechanics sound? Is he hitting the ball hard but getting out?

The same questions can be asked of a player who is getting positive results at the moment. Maybe they aren’t swinging at good pitches. Maybe the mechanics are flawed. Maybe they’re hitting the ball weakly and finding holes.

Multiple variables, including luck, contribute to results in small sample sizes. It’s important to recognize good process that isn’t currently leading to results, just as it is to monitor bad process that is.

Hitting and Pitching Stats that Matter Most

We’ve outlined plenty of weaknesses of stats above. But it doesn’t mean we should throw our hands up and abandon them entirely.

There are hitting stats that you should focus on. Here are a few of them:

• Strikeouts Looking Rate
• Contact Rate
• Hard Hit Percentage
• Line Drive Percentage
• Adusted OBP (including ROE)
• Slugging and OPS

Here are a few of the pitching stats to focus on:

• Strike Percentage
• WHIP ((Walks + Hits)/Innings Pitched)
• Strikeout to Walk Ratio
• Hard Hit Percentage
• Strikeout Percentage

Defensive Metrics

As discussed, I’m not a fan of the defensive error. That’s easy to address offensively. If you reach base and no out is recorded, it’s a hit. Errors can apply if you advance after that (for example, a single and a three-base error instead of a Little League home run).

Where this becomes tricky, of course, is defensively. Do we ignore errors here? If so, how do we evaluate defensive performance?

I try to create a balance. I instruct my scorekeepers to be very generous when ruling on errors.

Here are a few times when we would rule an error for our fielders:

• A player is camped under a fly ball, pop-up, or lazy liner and drops it
• A player drops a throw that would have been an out
• The first baseman lets a grounder get by him that if he had merely knocked it down and stepped on first
• A player makes a clearly wild throw that results in runners taking extra bases

I’m less likely to rule a ground ball that isn’t fielded cleanly as an error because of the moving parts involved. Was it hard hit? How much time did he have to field and throw it?

There’s also the matter of double standard related to fielding a ball on the ground. A middle infielder is expected to field a ball cleanly. But if his throw hits the dirt, the same standard isn’t applied to the first baseman.

The other question is always about range. Player A makes it to a ball and boots it when Player B couldn’t get to the ball. It’s not particularly fair that only Player A gets docked for it.

All that said, these plays are covered when you track outs recorded by position. We use iScore, which allows you to isolate the number of innings, assists, and putouts by position.

Why is it important to isolate by position? Because these stats mean nothing if you lump everyone together. First basemen will get a ton of putouts simply by catching throws at first. Catchers get putouts by catching strikeouts or tagging a batter after the third strike hits the ground.

Outs executed by position equalizes players. The more outs you generate, the more valuable you are.

Stop Obsessing Over Stats

Stats matter. But they need to be looked at in the proper light. You can tell different stories with stats based on the stats and sample sizes you choose to use. They can lie.

The main thing is to understand the value of stats without obsessing over them. This applies not only to coaches but to parents and players as well.

1. Scouts Don’t Care

Your son reached on an error instead of being awarded a hit. His ERA went up because the defense couldn’t make a play and errors weren’t given. So what??

First, trust that your coach looks beyond these stats. He has eyes. He should understand process and results.

Second, stop caring about what other people see when looking at the box scores. Scouts certainly don’t care about your youth stats. High schools don’t even care. And if other parents and coaches care? You’re obsessing over the wrong things.

2. Source of Drama

Unfortunately, stats tend to be a source of drama. Parents get mad that their kid isn’t getting the credit they feel he deserves. Scorekeepers feel as though they are under fire and are uneasy about how to score — or about whether they should do it at all.

It’s not worth it. Appreciate that it’s not easy to be a scorekeeper. Understand that it won’t be perfect. Trust that the coach looks beyond surface-level stats that often lie.

How to Handle Stats?

I’ve been coaching for more than a decade now, and I’ll admit that I’ve gone back and forth on this one — even since the beginning of this website.

I was initially in favor of having all stats public to parents. This would allow them to get a better idea of why certain kids have the roles they have.

But this is far from foolproof. Then parents start comparing kids and cherry-picking stats. Players start talking about their stats and use them to put down teammates.

Or at least, there’s potential for all of this to happen. Is it worth it?

Something I’ve started doing is using two different scorekeepers. The first scores with Gamechanger, which is easiest for parents to follow. Everyone is able to see the stats of their son, but not of the rest of the team.

I also have an official scorekeeper in the dugout. This person scores using iScore, which provides deeper stats (especially defensively) that Gamechanger doesn’t have. This person is there to help coaches know where we are in the order, what the hitter did before, tendencies, etc.. These stats aren’t public.

That’s what we do, but I wouldn’t say it’s foolproof.

My older son plays for a team that handles stats in a very interesting way. They, too, have official stats that no one else sees. And they also use Gamechanger for the parents to follow. The twist: It’s scored by players!

They have a large enough roster, particularly with pitcher only players, that they always have someone to score. And you can just imagine how bad and inconsistent that scoring can be.

But that’s kind of the beauty of it. You can’t get bent out of shape regarding how something is scored because it’s all pretty bad. It’s done for one reason: So that parents generally know what’s going on.

Your Turn

I’d love to hear how other teams deal with these issues. How do you use stats? How does your team handle them?

Let me know in the comments below!

The players who left your travel baseball team aren’t disloyal, Coach. They’re doing what’s best for them.

Recently, we talked about the dynamics of player cuts and how to handle a delicate situation in a constructive manner. While the focus was on handling this from the parent and player side, I was recently reminded that this goes both ways.

Jordan Serena of Rogue Baseball shared these thoughts recently:

Tired argument coming from travel coaches that their kids “have no loyalty” and blaming it on pro athletes. Bad lesson for kids? Sure. Good lesson for the club? Ya, make your program something people don’t want to leave.

— Jordan Serena (@jserena4) October 6, 2019

Cuts can feel like a personal attack on the child, and that is difficult to navigate for both the player and parent. But coaches deal with a similar emotional challenge when kids choose to leave.

Why did they leave? Why would they choose this team and coach over me? After all that I’ve done and invested in him?

I often hear from coaches who complain of “disloyalty” among players and families who move on to another team. I understand the sentiment, but it’s misplaced and unproductive.

Let that player go. Let that family go. And, maybe most importantly, let the defensiveness and emotion go.

The Best Choice for the Player

Switching teams is never easy. But the parents and player ultimately made what they believe is the best choice for them.

I get that this may hurt a coach’s ego to hear this and come to grips with it. But it’s important to keep this in mind.

Maybe it was related to playing time and opportunities. Maybe it was coaching style. Maybe it was level of play. There are many reasons why a family may decide to move on.

They are doing you a favor.

By making the switch, they are saying that they aren’t as happy as they think they can be. You don’t want discontent on your team. Let them go.

Maybe they were wrong. Maybe they will regret the choice that they made. But, that isn’t for you to worry about now.

Forced Loyalty

You can’t force loyalty. You can’t assume it. Loyalty is earned.

If you create something that people want to be a part of, that attracts the right kids and families who match what you are trying to accomplish, few will leave.

It’s not about values. The families have no obligation to be loyal. You have an obligation to create a situation that attracts your ideal family and player. A situation they’ll covet.

Turnover is Normal

Some level of turnover is normal. Every team will have it, whether it’s through cuts or players choosing to leave. Accept it. Embrace it. You should want people to find the best situation for them.

Don’t take turnover personally. Don’t attempt to prevent or eliminate turnover. It is all part of the process.

You should view every season as a step towards your optimal level. Parents and players are getting to know your philosophy. They begin buying in. You start seeing results from that buy-in.

Each season is a bit of a trial run from each side. Are your coaching style and team the right fight for a player and his family? Are that player and family the right fit for you and your team?

After each season, that assessment is made. Hopefully your core, not just in terms of performance but in group buy-in, will strengthen with each passing year.

Build Something People Don’t Want to Leave

Your goal should be to create something so amazing that people will rarely want to leave. No matter what you do, it won’t be the perfect fit for everyone. But minimal turnover is a sign that you’re doing something right.

Part of building something that people don’t want to leave is having an environment where everyone wants to be there. Everyone buys into the coach’s vision and wants to be a part of it. That’s what we ultimately label as “loyalty.”

Have a clear vision. Execute that vision. Have core values that you stand for as a team. Nurture a positive learning experience for all, not a select few.

The more players and families you have who are on the same page with you, the stronger that bond will be.

Informed Roster Additions

Things happen. But one way to limit roster turnover is to be diligent about the players you add in the first place.

This isn’t just about ability. This isn’t about “good” kids and families versus “bad” kids and families. It’s about having synergy related to expectations and philosophy.

There are plenty of good players and families who are a bad fit for me. That’s nobody’s fault. It recognizes that finding the right coach and team for each player and family is a delicate dynamic.

Do your best to ask all of the right questions. Make sure that they are the right fit for you.

It’s also your job to make sure that parents and players know what they are getting themselves into. Don’t hide from who you are. Don’t make promises and guarantees that you can’t back up.

Explain your coaching style and philosophy. Be clear about the things that some parents may not like. Lay out your expectations for parents. Make sure that they buy into what you are trying to do.

Minimize the surprises on both sides. If parents are surprised by anything once the season begins, you didn’t do your job to adequately prepare them. If you are surprised by anything that the parents or player do, you didn’t vet them well enough.

Shifting Blame

Ultimately, cries of “disloyalty” is a coach shifting blame for losing players. As mentioned above, it may not be anyone’s fault. If there is blame to be applied, it falls on the coach.

As I write this, it’s not a matter of calling out other coaches. I recognize my responsibility here. I recognize that when players leave, I need to do a certain amount of soul searching to uncover why.

When it happens, learn from it. Is there something you did wrong? Is there something you should do differently? Was it a bad fit that you weren’t diligent enough to prevent?

Your Turn

What are your thoughts on players leaving and the cries of “disloyalty”?

Let me know in the comments below!

Prior to the start of the season, I have the Spiders complete a personal inventory. The purpose is to have them look internally at what they do well and don’t do well and put some goals and actionable steps in writing.

I have a meeting with each of the boys after they’ve completed their personal inventory to go over their answers. Sometimes we make updates to provide more clarity, making sure there’s a good plan in place.

Let’s take a closer look at what we do. It may give you some ideas on how you can apply it to your own team.

Sample Document

Here’s an example of our actual Personal Inventory document.

Spiders Personal Inventory - 2020

[DOWNLOAD A COPY]

I give the boys several days to complete this document and get it back to me. They are allowed to sit down with their parents if necessary.

Now, let’s go step-by-step to discuss what we’re trying to accomplish.

1. Strength

It’s important to boil this down to a single strength, rather than watering it down with two or three. What is the one thing that you are best at?

This is an attempt to help the player understand how best he can help the team.

2. Weakness

We’re not looking to stress the negatives. But everyone has something they can improve. What’s the one thing that you need the most work at?

It’s helpful to acknowledge this. No matter how good you are and how well-rounded, there’s always a weakness.

Plan to Improve Weakness

But, we aren’t just focusing on the weakness to humble the player. We are trying to help him put together a plan to become a better, all-around player.

The three things listed here need to be specific action items. It can’t just be “practice harder.” Here are some examples:

1. Take 50 extra ground balls once per week after practice
2. Make 50 pitches into a target once per week on my own time
3. Break down video to find where I need to improve my swing

Once in writing, we can hold the player accountable.

3. Team Goals

We’re looking for specific goals that can be tracked. It can’t be vague things like “Play the best we can” or “Be good teammates.” These need to be measurable.

Things like…

1. Win the state tournament
2. Win at least three tournaments
3. Win at least one game on every bracket day

4. Personal Goals

Like the team goals, these items need to be measurable. We need to avoid things like “Be a good hitter” or “Pitch strikes.” We need specifics so that the players can determine whether they reached their goals. What does that success look like?

Things like…

1. Have an OBP over .500
2. Throw at least 60% strikes
3. Win the Money Chain at least three times

5. Ways I Can Be a Leader

I added this because leadership isn’t always easy to find. Sometimes it’s because the players don’t clearly see what leadership looks like. I want them thinking about specific things that they can be doing to be a good leader.

Unlike the last few, this is less measurable. But it’s good that they put in writing the things they will focus on to be a leader.

Midseason Meeting

I file these away, and we then have another meeting around midseason to chart progress. Have your strengths and weaknesses changed? What is your progress towards improving your weakness? How close are we to accomplishing your goals? Are you fulfilling your vision of a leader?

End of Season Meeting

Admittedly, we don’t typically do a final meeting to discuss where everything came out. But you absolutely could!

Your Turn

You can take whatever you want to apply to your team. Are you doing any of this already? Anything we’re missing in our personal inventory?

Let me know in the comments below!