as opposed to bad cricket, of which there is too much; very subjective — my “Good Cricket” might bore you to tears, but it is still good for me
https://twitter.com/theteesra/status/761481565092347904
As someone who earns his living from coaching the game of cricket, before 1963 I would have been a “Player“, who used a separate changing room, probably ate lunch apart from the Gentlemen, and would have been listed on scorecards as Beaven A. R. (or, indeed, as “Teesra T[he]”), not A.R. Beaven.
Archaic, in the 21st Century, surely?
Perhaps – but does the distinction between “Gentlemen” and “Players” still persist in 2016?
Interesting conversation with Dave C, aka @ballsrightareas, on setting boundaries for junior cricket.
Watching highlights of Eng Women smashing sixes. Fantastic viewing. Why can’t club colts match boundaries be shorter to enable more sixes?
— Dave C, cricket wonk (@ballsrightareas) June 22, 2016
They often are, where I coach/umpire, BUT that can unfairly favour bigger kids who club 6s rather than play strokes https://t.co/EFTKl45Z4f
— Andrew Beaven (@TheTeesra) June 23, 2016
Should we bring the ropes in, to encourage batters to (try to) hit boundaries?
But risk having games dominated by batters mis-hitting 6s?
Or set the line back, and reward the strokeplayers who can exploit the wide open spaces?
But see games dragged out as young fielders trudge after the ball as it pulls up short of a full-size boundary?
Socio-cultural constraints – how a player’s social and cultural background influences learning behaviour…not something I ever expected to blog about.
However, translating frantically, if we were to say that the coach really should try to understand where the players come from, then this becomes a little easier to put into practice.
Two recent examples:
The Teesra 