It sounds easy. You know what a stolen base is. But the truth is that most fans, coaches, and scorekeepers don’t know how to score stolen bases when other factors are added to the mix.

Some of those factors:

• Wild pitches
• Passed balls
• Defensive indifference

The result is that scorekeepers will often over or underreport stolen bases.

I’m trying to do a public service here. Most scorekeepers do this incorrectly. I also realize that there is an awful lot of gray area in some of the scoring (particularly defensive indifference).

But, I firmly believe that there is a simple way to score these things. We’re overcomplicating it.

Let’s take a closer look, starting first with wild pitches and passed balls…

Definition: Wild Pitch

Following is a very basic summary of a wild pitch per MLB:

A pitcher is charged with a wild pitch when his pitch is so errant that the catcher is unable to control it and, as a result, baserunner(s) advance.

There are two keys here:

1. The catcher is unable to control the pitch AND
2. At least one baserunner advances as a result

Note that the pitch may be so wild that the catcher can’t control it, but a wild pitch won’t be scored if a runner fails to advance. Additionally, a “runner” could be either a player who moves from first, second, or third base OR a batter who advances to first on a strikeout (via wild pitch or passed ball).

Definition: Passed Ball

So, what is a passed ball? Once again, from MLB:

A catcher is given a passed ball if he cannot hold onto a pitch that — in the official scorer’s judgment — he should have, and as a result at least one runner moves up on the bases.

The keys to a passed ball:

1. The catcher is unable to control the pitch AND
2. The catcher SHOULD have controlled the pitch AND
3. At least one baserunner advances as a result

The difference between a wild pitch and a passed ball is small. In both cases, the catcher is unable to control it and at least one runner advances. In the opinion of the scorekeeper, a passed ball is scored if the catcher SHOULD have controlled the ball.

But how do we know whether a ball should have been controlled by the catcher?

It’s subjective, but one general rule of thumb is that anything that hits the dirt before reaching a catcher (resulting in a runner advancing) is a wild pitch. Anything that the catcher misses entirely, too, would typically be a wild pitch. A called strike that gets by the catcher would be a passed ball. In between is open to interpretation.

In the end, keep it simple. Yes, catchers should typically block pitches in the dirt. But these are above average plays. The best way to remain consistent is to score all pitches in the dirt that advance a runner as a wild pitch.

The truth is that the best catchers will not only have very few passed balls, but they’ll prevent wild pitches. This is no different than the best first basemen who not only have few errors but save other infielders from throwing errors.

Stolen Base Defined

We think we know what a stolen base is, but the truth is that there are cases that aren’t as obvious as the straight steal of second or third.

A stolen base, as defined by MLB:

A stolen base occurs when a baserunner advances by taking a base to which he isn’t entitled. This generally occurs when a pitcher is throwing a pitch, but it can also occur while the pitcher still has the ball or is attempting a pickoff, or as the catcher is throwing the ball back to the pitcher.

So, a stolen base can occur when a runner advances safely in the following scenarios:

• During a pitch
• While the pitcher holds the ball
• During an attempted pickoff (without error)
• While the catcher throws to the pitcher

Stolen Base or Wild Pitch/Passed Ball?

You’ll often see scorekeepers give a baserunner credit for a stolen base on a passed ball or wild pitch, even though that runner wasn’t originally stealing a base. Additionally, you’ll often see a base stealer robbed of a stolen base simply because the ball gets by the catcher.

Both, of course, are being scored incorrectly.

If a baserunner is not attempting to steal a base as the ball reaches the plate and only advances after the catcher is unable to control the pitch, he should not be credited with a stolen base. It is a wild pitch or a passed ball.

Similarly, a baserunner who runs with the pitch (or prior to reaching the plate) in an attempt to advance to the next base and does so successfully will be credited with a stolen base. It does not matter if the catcher is then unable to control the pitch.

Technically, a stolen base and wild pitch or passed ball can occur on the same pitch. If a runner takes off for second or third, the catcher is unable to control the ball, and the runner then advances to yet another base, he will get one stolen base while a wild pitch or passed ball is also scored.

Defensive Indifference Defined

Instead of a stolen base, wild pitch, or passed ball, you’ll often see a scoring where a runner advances via defensive indifference.

Here’s the definition from Baseball-Reference.com:

Defensive Indifference is a play in the later stages of a game in which the defensive team, either ahead or behind by a large amount allows a player to advance a base without any attempt to put the runner out.

There is a ton of room for interpretation here and far too much subjectivity, in my opinion. But the keys to defensive indifference are as follows:

1. A runner advances to another base
2. The defense makes no attempt to get him out

I hate this definition. I also think that it’s easier to apply this definition to Major League Baseball than to youth baseball.

The definition also alludes to time and score of the game, but those shouldn’t matter at all. And what exactly are the “latter stages” of a game? And what is a “large amount”?

When defensive indifference is scored in youth baseball, I can tell you that it’s almost never due to it being late in the game of a blowout. It’s only interpreted that way because the catcher didn’t make a throw.

That is wrong.

Stolen Base or Defensive Indifference?

In my opinion, defensive indifference is scored FAR more often than it should be in youth baseball. Let’s think of a common scenario…

1. First baseman holding on the runner
2. Pitcher throwing from the stretch
3. Runner gets a HUGE jump
4. Middle infielders may or may not cover
5. Catcher doesn’t bother to throw to second

The example above is often scored as defensive indifference. But was the defense indifferent? The first baseman was holding the runner on. The pitcher was throwing from the stretch, indicating he wanted to hold the runner on. A throw wasn’t made, but that’s only because the runner got a huge jump.

Why would you rob a runner of a stolen base simply because he got a huge jump — doing exactly what he should do?

In this case, I need to inject my own opinion into how I believe defensive indifference should be scored.

Feel free to score defensive indifference if the runner advances and either of the following things happen:

• The pitcher throws from the windup and no throw is made to get the runner OR
• The first baseman does not hold the runner and no throw is made to get the runner

So, you could have a situation where a first baseman plays behind a runner even though a pitcher is throwing from the stretch. I’d be fine ruling any advancement as defensive indifference in that case.

Defensive indifference on an advance to third is more difficult to spot. A middle infielder isn’t necessarily holding a runner on at second on every pitch. The pitcher may ignore him. The key, in my opinion, is whether the pitcher was throwing from the stretch or the windup.

First and Third Situations

Something you’ll see more at the youth level than at higher levels is a first and third situation where the runner at first runs to second, hoping to draw a throw. If a throw is made, the runner at third attempts to score.

There are numerous ways to defend this, but many of these methods include not throwing to second — or at least having the pitcher or middle infielder cut off the throw. If a throw isn’t made to second and the runner is safe, is it still a stolen base?

Many scorekeepers score this as defensive indifference. However, I’d go back to my original test…

1. Did the first baseman hold the runner on?
2. Did the pitcher throw from the stretch?

If the answers to both of these questions is “yes,” I’d give the runner a stolen base. If either is “no,” I’d consider the defense to be “indifferent” to his stealing.

You can certainly make the argument that there was never any intent to throw out the runner at second. And truthfully, there’s rarely a reason to throw it when the bases are 60 or 70 feet apart. But whenever you have to guage intent, I’d rather not be a mind reader. I’d instead focus on #1 and #2 above as a guide.

Keep it Simple

Especially when it comes to youth baseball — and especially for younger ages — keep it simple. If a runner attempts to advance with a pitch and does so successfully, that runner should almost always be credited with a stolen base. There may be a rare situation when it’s defensive indifference, but that should be just that — extremely rare.

Don’t get cute. Don’t try to amaze us with your knowledge of this thing called “defensive indifference” when the reality is that it rarely actually happens at the youth level.

Just give that kid a stolen base. He deserves it.

Your Turn

How do you score stolen bases, wild pitches, passed balls, and defensive indifference?

Let me know in the comments below!

Something that separates the Spiders from most youth baseball teams is that we hold Chalk Talk classroom practices — particularly during the winter and early spring months. These classroom sessions make a big difference on the field during the season.

You’ve seen the agony from coaches during games. “Why are you not where you’re supposed to be?!” Or “What are you thinking?!” Coaches may cover certain situations during an on-field practice, but they’re missing an important opportunity for understanding and reinforcement.

The practice field is a good place for movements, reps, and drills. But it’s not always the best place for deep thought and conversation on strategy and responsibilities. That’s why the Spiders hold several one-hour classroom sessions for this purpose.

Let’s take a closer look at the types of topics the Spiders cover in our Chalk Talk classroom practices…

1. Cutoffs and Backup Responsibilities

The Spiders have a playbook that outlines every player’s responsibilities for cutoffs and backups based on the situation and type of hit. While the players should study and learn this guide, it’s also important to walk through the responsibilities and why.

I’ve developed a rather crude magnetic whiteboard that serves as an interactive guide…

The plan is to create something more polished for future seasons, but this whiteboard definitely does the trick for now. Here’s how it works…

On the left-hand side, I’ve assigned nine players a position. Those who aren’t assigned will often be a batter or baserunner to allow them to think through the situation from that perspective.

The situation includes the following:

• Runners on base
• Speed of the runners (red for slow, green for fast, black for unknown)
• Balls, strikes, and outs
• Score and inning

Some of this won’t apply to backup and cutoff responsibilities, but it will come in handy for other situations discussed below.

Given the runners on base, I’ll say that, for example, there’s an extra base hit over the left fielder’s head. Grab the magnet for your position, and move it to where you need to be.

After each player moves his magnet, we’ll talk about it. Did you get it right? If not, why should you be in a different place? Why are we moving where we are? Are there any gray areas and other considerations?

The result is that we’re often very crisp on cutoffs and backup responsibilities, leading to executing more outs on the bases via relays and preventing runners from getting extra bases that they don’t earn.

2. Hitting Situations and Approach

We use this same whiteboard as a jumping off point for discussion of hitting situations and approach.

Once again, we provide a situation, but this time from an offensive perspective. We know which bases are occupied and by type of runner, the count, outs, score, and inning.

How does this situation impact your approach? For example…

With a runner on second, you’re looking to hit to the right side to move him over.

With a runner on third, you’re looking to drive him in via fly ball or ground ball.

With a 2-0 count, you’re looking for a fastball in your wheelhouse that you can drive.

With a 2-strike count, you’re looking to shorten up, make any contact, and thinking up the middle or opposite field.

With a 3-0 count and a runner on second with two outs, you’re going to be aggressive on your pitch.

Or would you? That’s the whole point of this discussion. We want kids to be thinking about how their approach changes based on the situation and to thoroughly understand why. As a result, they have a strategy when coming to the plate without coaches having to remind them.

3. Pitching/Catching Situations and Approach

If you ever come watch the Spiders play and you pay close attention, you may notice one very minor difference between the way our pitchers and catchers interact compared to most teams: Our catchers call the game.

For most teams, the coaches are sending in signs for every pitch. I’ve seen this all the way down to the 9u level. We don’t do it, and for a couple of primary reasons.

First, I don’t want to create robots. A catcher taking signs for every pitch isn’t thinking about what to call and why. A catcher who calls a game is constantly thinking about what to call and why. It makes him a more valuable and knowledgeable catcher down the road.

Second, coaches give very simplistic signs that are easily stolen. The signs have to be quickly and easily understood by the catcher. As a result, any parent, coach, or player paying attention can often decode those signs after only a handful of rounds. The result: Your pitchers may suddenly get rocked when hitters “strangely” adjust well and seem to know what’s coming.

The catcher will make mistakes. But he may also do things the coach wouldn’t that actually work. The end result is that the catcher will consistently improve in this area.

Calling a game becomes an area to teach and learn. It’s something we focus on during these Chalk Talk classroom sessions.

We talk about things like…

How do we approach the first batter versus the third or last batter in the lineup? How might that change based on strength of the opponent?

How does our approach to calling pitches change depend on the score? The inning? The count?

When is a good time for an offspeed pitch? How does having a runner at third in a close game impact your pitch calling?

How might baserunners in general impact your calls?

The beauty of pitching is that there are plenty of gray areas where there isn’t necessarily a right and wrong answer. Sometimes, being unorthodox and unpredictable is effective.

But it’s important to talk through situations so that pitchers and catchers have a plan of attack.

4. Baserunning Situations

We use this whiteboard to talk through baserunning situations as well — both offensively and defensively.

When is a good time to take a risk on the bases? When is a bad time? How does your approach at third base on wild pitches change depending on the number of outs? How does it change depending on the batter?

We also talk through how to defend baserunning situations. One, in particular, is the first and third situation. What is the opponent trying to do? How does the speed of each runner impact our approach? Why does the score matter? How would the number of outs impact our strategy?

The conversation is often centralized around what the opposition is trying to do and why. Understand that first. Now, do we want them to be able to do that? If not, how do we stop them?

5. Team Goals and Philosophies

You can hammer away at your team goals and philosophies while on the practice field or before and after games all you want, but it’s helpful to set a firm foundation in a classroom setting. This allows your players to contribute to the conversation.

Use a blank whiteboard to write down thoughts like…

What are ways that you can show hustle?

Why does hustle matter? How does it impact the game?

What are examples of things that separate great teams from everyone else?

What are ways that you can positively and negatively impact your teammates based on your attitude?

How can you show respect for umpires, teammates, yourself, opposing players, and coaches?

What kind of team do we want to be? What are our goals? How do we define success?

This is just a starting point, but these classroom sessions can be very productive as we put these types of things in writing.

Your Turn

Do you implement classroom sessions for your team? What are other ways that you use them?

Let me know in the comments below!

In my time as a coach, I’ve noticed a strange trend among travel teams: An overflow of coaches. But how many coaches do you need?

Looking into some dugouts, it looks like a “Bring a Parent to Work Day” for kids. The coaches don’t even fit in the dugout. Four or five spill out onto buckets outside.

This can get a bit ridiculous. In fact, I contend it can be an enormous problem. Let’s take a closer look…

Practice vs. Games

First, let’s clarify the difference between coaching in practices and games.

You could technically have many more “coaches” (adults who players refer to as “coach”) during practices than during games. I need parents to help by pitching, soft tossing, and more. Additionally, we get instruction from paid coaches within our practice facility.

But many of these people aren’t official coaches. They are dads or practice instructors who won’t be in our dugout on the day of a game.

The Bare Necessities

The Spiders focus on the basics when it comes to coaches…

1. Head Coach/3rd Base Coach: As the head coach, I generally want to be the guy giving signs. It’s not a power thing. It’s just that if I’m making final decisions on strategies, I should probably be the guy giving the signs.

2. Assistant Coach/1st Base Coach: The Spiders have an assistant coach who coaches first base. This is standard. You can’t get around it.

3. Assitant Coach/Bench Scorer: While we do have a parent scoring Gamechanger for other parents to follow along, I don’t consider these stats “official.” I have an assistant coach who scores more detailed actions using iScore from within the dugout. A big reason for this is so that we can also take that information and apply it for positioning defenders and other strategies.

The three of us manage everything on the field — from pre-game warm-ups to in-game strategy and one-on-one instruction.

We have the bare necessities this season, but we could technically have one more — particularly if I were to take a break from giving signs at third base and I wanted to be in the dugout to talk to the kids during our at-bats. Or, we could have one coach who is focused specifically on the pitcher/catcher relationship and strategies.

But I truly see four coaches as the limit. Even then, it could be too many with the wrong personalities. Anything beyond that just isn’t necessary.

Problem: Too Many Coaches

One nice thing about our current set-up is that we three coaches have three very different personalities. We aren’t all incredibly vocal. I’d consider myself on the average-to-below-average side of the noise scale. And one is even quieter than I am.

But I think that’s good, particularly for games. It’s good to have one coach who can provide energy. We have to call out plays and make corrections where necessary. But for the most part, we just let these kids play during the game.

The problem with having too many coaches is that you’re bound to have at least a couple of loud ones. In fact, I’ve witnessed straight chaos from these benches that overflow with coaches. If the umpire makes a questionable call, they’re all shouting. Something goes wrong on the field, and they’re all freaking out. It’s a mess.

The umpire thing, in particular, can get you into unnecessary trouble. You can get away with questioning a call as a single coach. But if five ego-driven coaches are all shouting about it? Someone may get ejected. And rightfully so.

When multiple coaches are yelling at the same time, it all just becomes noise. It’s confusing for the kids. It creates tension and anxiety. And it just isn’t helpful.

Politics

If you have six official coaches for a youth team with 11 players, that means more than half of the dads are coaches. I can tell you what the perception and expectation will be, and it’s something you’ll need to combat from the start.

Oh, you know where I’m going with this. It’s Daddy Ball on steroids.

Those dads who aren’t coaches will fall into the minority. They will watch very closely to see the time and responsibilities granted to the coaches’ kids compared to their own.

You know they will. All you need to do is read the comments under just about any of my posts and someone will start griping about the coach’s kid. Now multiply that by six.

The politics of youth sports is difficult to avoid. But you’re making it even more difficult when it appears as though you need to be a coach to get certain advantages. This will become an even bigger deal with a bloated coaching staff.

Each Role Has a Purpose

When I see a team with an endless line of uniformed coaches, I can’t help but wonder: “What do they actually do?” Do they have a purpose? Do the kids know what that purpose is? Or are they just there to look important?

Because that’s the flip side of having too many coaches. If they aren’t loud, creating noise and canceling each other out, is there anything that they are actually doing besides sitting on a bucket and spitting seeds?

Just make sure that however many coaches you have, they all have a clear purpose. It should be communicated and useful to the kids. And having each coach should add value, rather than simply taking space and adding noise.

You Coach ALL Players

Once again, you battle perception…

I get why these coaches want to be in the dugout. There’s the innocent reason of wanting to be closer to their own child. Maybe they like being in the middle of competition. But one thing MUST be true: They are there to coach all kids on the team.

Far too often, you’ll see it. A coach is there, essentially, to be no more than a babysitter for his own kid. Coaching him. Correcting him. Berating him. Parenting him. Ignoring the other players.

And, let’s be honest: He’s also there to make sure that he has a say in how his kid is used. He doesn’t want to be one of those poor saps sitting in the stands while his kid sits the bench.

These can’t be your only reasons for helping out as a coach. You must provide value to all kids. You can’t treat your son as “your son” during the game. Otherwise, get out of the freaking dugout.

Your Turn

In the end, this is more than just being about the number of coaches you need, but whether some parents should be assistants at all. Be careful about which parents you add to your staff. Make sure that they have the wellbeing of all kids in mind. And be sure that they actually have a purpose.

Because the truth is that maybe this person doesn’t need to be a gameday coach in the dugout. I’m sure you still need plenty of help in practices!

Anything you’d add? Let me know in the comments below!

The typical youth tournament game has a time limit. It could be an hour and 45 minutes or two hours, but such games will end after the inning concludes once reaching that limit.

This is different from most high school games and others at higher levels with no limits. In those cases, the game is simply over when it’s over, regardless of the amount of time that expires along the way.

The result? Stalling — or intentionally wasting time in an effort to end the game and gain an advantage — will sometimes occur. At minimum, teams hoping to get to the next inning prior to time expiring will accuse the opposing team of stalling, whether they are intending to do so or not.

This can be both a strategic and ethical debate. Strategically, there is nothing in the rules preventing teams from stalling — at least, within reason. Ethically, there are questions whether it is the right thing to do and sets a bad example.

I get the temptation. I’ve had coaches in the past suggest we stall. And since there’s technically nothing preventing us from doing it, it’s a battle that I often fight.

But, I don’t stall. I’ve never been comfortable doing it. That doesn’t mean we rush to help you get to that next inning, but it’s not a strategy I use.

There are many reasons for this. Let’s take a closer look at what stalling is and how it can backfire…

Examples of Stalling

Let’s say that it’s the bottom of the fifth inning and the team at the plate is down by a run. Eight minutes remain.

The team in the field realizes this. They take more time than usual to warm up between innings. The catcher loses his mask. Players congregate on the mound in between pitches. The pitcher shakes off the catcher repeatedly and steps off at times he never would. The coach makes a mound visit at a time that would never require it. Maybe he even makes a pitching change with two outs and no one on base.

This can happen at the plate as well, of course. The batter steps out between pitches and takes extra time. Walks down the line slowly to have a discussion with the coach. Calls time repeatedly.

These things are all stalling. Understand that stalling isn’t simply refusing to play at the speed that the opposition wants. The offense may want to move things along more quickly, especially if they get a couple of quick outs. But the team in the field doesn’t need to match that speed.

Simply taking more pitches in the normal flow of the game wouldn’t be stalling. But intentionally slowing things down — doing things that are out of the ordinary for the sole purpose of wasting time — would be examples of intentionally stalling.

Does it Set a Bad Example?

This is the ethical argument. Some may think that stalling is completely within the rules and there’s nothing wrong with it. For me, it feels wrong.

Stalling is unnatural and feels unnecessary. It falls under the category of bad sportsmanship. And it will almost certainly generate bad blood between teams.

By stalling to win, it pushes the line regarding how far you’ll bend the rules to get the win. And it suggests that maybe you weren’t good enough to win the game without stalling.

It Can Energize Your Opponent

Generating bad blood by stalling can be a bad thing for your team. If you stall, you sure better hope you do so successfully. Because the other team is going to get fired up — and they may not have otherwise.

If you fail to stall “well enough” to end the game, they’re going to be ready to take out their frustration and make you pay.

It Can Backfire Psychologically

Ethics aside, think about the message this is sending both your team and the opposition. It suggests that you don’t believe you can hang on to win the game by playing in the normal flow of the game.

By stalling, it suggests you believe your team can’t win without ending the game now. As a result, what happens if the game moves to the next inning? How will your own team respond? Will they now lack confidence?

Just Play the Game

I’m not suggesting you rush to end the inning before time expires with a lead. Simply play the way you normally would until the game is over.

Yes, you want to win. The kids want to win. But personally, that’s not a way that I want to win a game. And any game that ends as a result of stalling will undoubtedly end amid a cloud of controversy.

There will be a question whether you truly deserved to win that game. And that’s just not an example I want to set for my team.

Your Turn

What examples of stalling have you seen in games? How do you feel about it?

Let me know in the comments below!

Whether or not your youth baseball team uses subs is up to the coach, and opinions on subs will vary from coach to coach and team to team. So the purpose of this post is to help you understand what I do as a coach and why.

I’ll use the following question from a reader as a jumping off point…

If you took nine kids to a tournament, would you pick up three kids to be subs?

The short answer: No. I would not. I realize some other coaches would. And there are caveats to whether I’d take a sub — but I wouldn’t take three in this case.

Let’s take a closer look…

What is a Sub?

Before we continue, a quick clarification is in order.

A sub is a fill-in player who is not a paid member of the team. They don’t regularly practice with the team. They are only joining the team for a game, group of games, or tournament. They have their own, separate, full-time team.

Why Use Subs?

There are a few reasons why a coach may use a sub (I don’t agree with them all), but here are a few…

1. To avoid forfeit or automatic outs.

Players have conflicts. You may have multiple kids on vacation at the same time. Or injuries and sicknesses come into play. The next thing you know, you have seven or eight players for a given tournament.

You can technically play with eight players in most tournaments, but that would usually result in an automatic out when the ninth spot comes to bat. And it certainly isn’t ideal defensively.

2. Out-of-state tournaments with nine players.

Out-of-state tournaments are a big commitment of time and money. You don’t want to go to one of these tournaments, only to have to forfeit due to injury or sickness.

So, if you only have nine players for such a tournament, it’s understandable to want one more as insurance.

I use “out-of-state” as the example because it becomes difficult — if not impossible — to add a player on short notice if you get an injury on the first day. But if it’s local, you are more likely to find someone.

3. Add depth for longer tournaments.

If you’re playing a three-day tournament (or longer), you may want to add a player or players to increase depth. Give kids more rest. Put less stress on arms. You don’t necessarily need competitive reasons, but just watching out for safety.

4. Have a better chance competitively.

Some teams will add a player or multiple players for an important tournament in an effort to have a better chance of succeeding in that tournament. This is where the problems often arise.

Potential Problems with Subs

There are numerous potential problems that can result from adding subs, especially if it’s for competitive reasons only.

1. Chemistry.

This kid doesn’t normally play with these players. Changing the chemistry of the bench could be a bad thing.

This new kid may also put more pressure on himself in this situation. And his teammates may not appreciate his presence, especially if that means less time for others.

I’ve heard numerous horror stories of coaches adding “ringers” for tournaments, giving them additional time over regulars, only to have it backfire. Why? You can’t discount chemistry.

2. Parents.

Money is part of it. Parents paid “good money” to put a player on this team. This other kid swoops in, doesn’t pay a dime, and steals time from the player.

But money is just a part of it. Your kid has been working all season with this team and coach. Why should your kid sit in favor of someone who didn’t put in the work?

It’s a recipe for drama.

3. Did you earn it?

For me, this is the bottom line. If you add subs without truly needing them, play better as a result, and win the tournament, did you really deserve it?

Again, I’m not talking about adding a player just to be sure you don’t have to forfeit or give up outs. I’m talking about adding players who weren’t previously on the roster, who don’t practice with the team, and who ultimately take time from the actual players on the roster.

If these players become a big reason for the wins, did your team truly deserve it?

How and When I Use Subs

If you’ve read this far, you probably know where I’m going with this. I only use subs in these scenarios:

1. To avoid forfeits or automatic outs
2. For insurance in out-of-state tournaments

The truth is that my team has regularly played in tournaments with nine players. We’ve won tournaments with nine players. We’ve also played and won league games with eight, while taking automatic outs.

We did have a tournament out-of-state two seasons ago when we brought a sub. The reason was that we regularly had 10 players, but one couldn’t attend. That sub helped give us insurance in event of injury or sickness.

In that case, I actually had the sub contribute to the costs that the team families had paid.

There really is no other time I’d use a sub.

Play With the Players who Got You Here

Look, we all want to win every tournament we can. But it also means a whole lot more to win it with your actual players than to do so while borrowing a few ringers.

And it will mean way more to your players and families, too, if they win it without any external help. If they’re good enough, let them do it themselves. Even if it means doing it with limited depth. That adversity can make the journey even sweeter.

For me, these are the 11 players I’ve committed myself to for a year. The players and families, too, have committed themselves to this team. Let’s win — or lose — together.

Benching players in favor of kids who have no skin in the game is a slap in the face of those who have put in the work — never mind the money spent.

Just One Coach’s Opinion

I’ve had numerous families reach out to me over the years and tell me their child is available to sub if I need him. Repeatedly, I’ve explained that I appreciate it, but we’ll play with the players we have.

I know, I know. Other coaches take on subs regularly. Maybe it’s commonplace where you are. It’s actually not all that uncommon here. Maybe it’s what all of the teams do in order to win.

That’s fine. That’s just not how the Spiders operate. Unless you are paying fees, you’re not a member of the team. And if you’re not a member of the team, I won’t invite you to play unless we absolutely need you.

If You Do Take on Subs…

Make absolutely certain that your philosophy on subs is clear with players and parents. Make sure they know it before they even join your team. Tell them how often to expect it and how it will impact playing time. Also, make your argument for why it’s so necessary.

Communication is important. It doesn’t mean that they’ll understand and it won’t result in drama, but you can try.

Your Turn

Does your team take on subs for competitive reasons? How do you handle it?

Let me know in the comments below!