When a skillful lecturer sets up presentations, they are done with a series of precise steps. First, a principle is stated, then it is explained (What does the principle mean? How is it manifested?); and at length illustrations, anecdotes, facts, examples and statistics are brought forth to flesh out the original assertions. Like first creating a mannequin and then dressing it up, it is a three-step process.

The speaker moves on to point number two and the information delivery system starts all over again.

A polished speaker will connect ideas by showing that point number two arises out of issues stipulated in point number one and that point three is the result of features in point two. Maybe concepts or factors in point three are caused by items in point two. In other words, effective discourse has a logical sequence and a series of effective connecting devices or transitions. That, in a nutshell, is what sensible communicating is all about.

How can an officiating association ensure that its instructional activities contain similar productive practices? The answer is to provide presenters with ample directions so a logical format will likely emerge. The word likely is an important caveat, though, because it is certainly possible for a speaker to subvert the most precise directions and fly off on a separate agenda and the best laid plans may go for naught. That’s a chance we must take. If a speaker is known to be scattershot and flighty, naturally it would be best to avoid that speaker entirely.

Let’s say that same speaker is pretty good if reins are attached. A way to do that would be to place a guide near the lectern, a facilitator, who could interrupt the presenter with proposed agenda topics, asking questions that would bring the delivery back on track, to make sure intended topics were inserted and covered.

That’s a digression. Even good speakers sometimes move away from the point.

Let’s say the speaker is a coach and you’d like to know how teaching techniques pose problems for officials and you’d also like to know what elements of the coach’s attack strategy are likely to catch officials off guard or present problems in effective coverage. You want to know which facets of game action, from the coach’s standpoint, are most often misjudged or overlooked by officials.

The statements above could be turned into questions and an astute and articulate coach’s response could be highly informative. Some real learning could take place if the coach took the bull by the horns and went into depth in supplying answers.

Too many people, given such general questions, would only respond in generalities, minus the details and telling anecdotes that make the presentation have genuine substance.

Go back to the beginning of this article and look at paragraph three, about how points number two and three should follow in sequence. That paragraph is full of ambiguities. Until specifics are offered for support, the words one, two and three are virtually empty of meaning.

That’s why a speaker trying to educate officials may need effective guidance. Not to be a good speaker – he or she may entertain by force of personality alone – but to provide food for thought. A goal will be to affect listeners’ minds and attitudes.

The message must be precise for it to have an impact.

Using football officiating as an example, let’s say you want to know what techniques a team uses to counter a defensive blitz when the coach’s team is trying to pass in a race against the clock. That’s a pretty narrow field of inquiry, right? Clear specifications.

Start with blocking techniques: How do you teach pass blocking by linemen and what drills do you use to assure learning? What keys do backs use in picking up onrushing defenders and what are they supposed to do to protect the quarterback? What are pass receivers trained to do when they see a blitz coming? As you see it, how do those reactions and skills, when put into practice, pose problems for officials? What evidence do you have to support your views?

You see, you’re going to get accurate teaching strategies and pointed information if the coach answers those questions correctly. The coach may even provide a demonstration or two using officials as props to illustrate maneuvers.

Next, how does your team recognize an imminent blitz? What do individual players, by position, do to counter it?

See, here you’re going to learn, if the coach stays on target, how a team deals with reality on the field, intricately and definitely. Often, by implication officials can sense what problems in coverage crop up, how each official can determine exact responsibilities, how the crew can mesh its efforts, what violations are likely to occur, what follow-up procedures will be necessary and so forth.

Careful guided questions for a speaker, about minute aspects of the game, including player fundamentals, can really stimulate thinking. They can help officials analyze problems and focus on solutions. Officials will be teaching themselves. That’s an ideal of education but it takes some planning to assure a productive outcome.

Can you spot the sequence here, how item one leads to item two and so on?

(Written by Jerry Grunska who was a football official for more than 40 years and has been a longtime NASO-ON columnist. A retired educator, he lives in Evergreen, Colo.)