THINKING CRITICALLY ABOUT MOMENTUM

by: Paul Arrington, M.D.

Having found that calling time out at the elite level of the sport is not effective in stopping the opponent’s “momentum”, it became apparent that it was time to try to more clearly define the concept of “momentum” and the roles emotions and random events might play in the development of this concept.

“Momentum” is thought of by most coaches as: if a teams scores one or more consecutive points then that team is more likely to score on the next attempt than if it had lost the preceding point.  It is similar to the “hot hand” concept in many sports, and would correspond to positive momentum.  Conversely, negative momentum would be when loss of a point would indicate that the next point would probably also be lost.

Although where there are two opposing forces (teams) positive momentum and negative momentum would both have to occur simultaneously, coaches tend to be much more consciously aware of positive momentum than they are of negative momentum.  In physics, momentum is a measure of energy derived from mass times velocity.  To stop an object’s momentum then requires a level of energy equal to or greater than the kinetic energy the object possesses as a result of its momentum.

In discussing “momentum” with three top level Women’s volleyball coaches (several NCAA DI championships among them), they all had a somewhat different idea about what momentum meant.  However, they all agreed that “momentum” is not what TV announcers and most coaches commonly mean when they use the term.   The three coaches thought that having a run of successes perhaps would relate to an emotional component that would:

• Result in an improvement in team defense in later plays
• Lead to successes later in the match
• Result only from a major come-from-behind win that would carry over into the next game of the match.

Everyone watching volleyball can see that emotions are intimately involved with “momentum.”  It has always been thought that the positive emotions are a cause of the positive momentum and that negative emotions result in negative momentum.  From a different perspective, the other possibility that is not usually considered, is that the emotions are results of “momentum” and not the cause.

People in general, and coaches in particular, are very uncomfortable with the concept of randomness.  We like to have explanations for everything that happens in our lives, and we will accept some explanation of a random occurrence whether the explanation is based in fact or not.  We think that “we believe what we see,” when in fact most psychologists understand that “we see what we already believe.”

To best envision the role of randomness in athletics let us take a child who has never shot a basketball.  The goal for this child is to make free throws.  During his initial attempts his lack of skill and strength will result in perhaps a 1 out of 10 success rate (about equal to Shaquille O’Neal).  During this phase it is fairly obvious that his attempts are fairly randomly distributed in the general area of the rim.  As years pass and he improves with age and practice, he may begin to hit more and more until he is able to make 9 out of 10 attempts.  At this time the random nature is not as apparent, but, if we were able to track an imaginary marble in the center of the basketball as it is shot toward an imaginary small (1 inch) circle in the middle of the hoop, we would still see a very random distribution around the circle.  All the athlete has done by practice is to decrease his area of randomness.  Continued practice will continue to decrease the area of randomness until none is apparent to the eye – the randomness still, however, persists and would be seen if the ball and target were both reduced to dot size.

This concept of practice decreasing the area of randomization is represented on the next page (Figure 1) using random numbers generated by a random number generator and sequentially decreasing the area of randomization from 1 to 256 to 1 to 16 to represent the impact of practice.  Although “practice” increases the numbers within the circle, even then, the red dots are still randomly distributed around a central point inside the circle.

50 random numbers 1-254    4/50 (8%) in target

50 random numbers 1-64    9/50 (18%) in target

50 random numbers 1-36    23/50 (46%) in target

50 random numbers 1-16    45/50 (90%) in target

IMPACT OF PRACTICE ON RANDOM DISTRIBUTION

Figure 1

To help clarify the role of emotions and random events in causing “momentum,” the following games were exhaustively examined by recording the number and length of all scoring runs from a single point to eight in a row, and by determining the percentage of points scored by side outs and by service:

• Seven matches from the 2004 Women’s’ NCAA Division I Championship Tournament  (1195 points)
• Six matches from NCAA Division I Men’s early season 2004 (1424 points)
• Eight matches from the 18 and under 2006 Volleyball Festival Championship Division (865 points)
• Eight matches from the 13 and under 2007 Volleyball Festival Championship Division  (882 points)

All matches examined were between equally matched teams as determined by minimal total point differences over all matches.

If “momentum,” as it is commonly conceived, is a real phenomenon:

• Then scoring a point or a run of points will increase the chances of scoring on the next opportunity, thus one will expect to see larger and more runs than would be expected on the basis of random distribution.
• Improvement in team defense in later plays will occur, this will also increase the size and number of runs higher than expected those based on random distribution
• Winning the first game of the match will increase the chances of winning the match more frequently than seen on the basis of random distribution.
• A major come-from-behind win carries over and will increase the chances of winning the next game of the match at a rate higher than expected from random distribution.

Examination of the NCAA matches (combined men’s and women’s) showed point runs as follows:

• Single isolated points                      43%
• Runs of 2 points                              31%
• Runs of 3 points                              14%
• Runs of 4 points                                8%
• Runs of 5 points                                3%
• Runs of 6 points or more                   1%

Based on the NCAA teams’ observed percentage of scoring on serve reception and on service, using a random number generator, “volleyball games” were played.  The point runs in these “games” are as follows:

• Single isolated points                      42%
• Runs of 2 points                              31%
• Runs of 3 points                              15%
• Runs of 4 points                                8%
• Runs of 5 points                                3%
• Runs of 6 points or more                   1%

Based on the percentage of scoring on serve reception and on service from the actual matches, a mathematical formula was used to predict the point runs based on random distribution.  The predicted point runs are as follows:

• Single isolated points                      42%
• Runs of 2 points                              30%
• Runs of 3 points                              16%
• Runs of 4 points                                8%
• Runs of 5 points                                3%
• Runs of 6 points or more                   1%

A graphic comparison of these three sets of data is seen in Graph 1.

Comparison of Scoring Runs In Real and Random Number Games With Mathematical Predictions

Evaluation of the 18 and under as well as the 13 and under matches revealed results similar to those found from the collegiate matches.  The point runs in the real matches are virtually identical with those predicted from mathematics and from random number generators.

Now let’s look at some other factors that are considered by some as “momentum” builders and see if they impact outcomes.  Some of these factors that will be studied are: 1) the impact of winning the first game of a match; 2) the impact of being the first team to reach 10 points and the first team to reach 20 points; and 3) the impact of coming from behind to win the game.

From the 13 NCAA matches, the team that won the first game won the match 10 times (77%), whereas from the twenty random number games, the team that won the first game won the match 15 times (75%).

For the first team to reach 10 points, the NCAA teams won 34 of 47 (72%), whereas the random number game “teams” won 35 of 50 (70%).  For the first team to reach 20 points the NCAA teams won 41 of 47 (87%) and the random teams won 43 of 50 (86%).

There were only 4 NCAA matches to evaluate in which a team came from behind late in the game (after 20 points) to win.  Of the four teams to come from behind late in the game to win (from scores of 19 –21 to 30-24; 21-22 to 30-27; 26-28 to 32-30; and 26-27 to 36-34), only 1 of the four teams won their next game.  It was not felt necessary to evaluate the random number games in this regard and with the small sample size the results would have lacked statistical significance.

All of the above data indicate very strongly that “momentum” is not a real event, but is simply our perception of random events and is a result of our desire to see patterns and causes even where none exist.  Additionally the observed emotional changes during the game are more likely the result of a run of points rather than a cause of the run.

As mentioned earlier, people are uncomfortable with random events and have a strong need to explain events that happen in our lives.  In addition to the need to explain events in our lives, the other difficulties in our accepting random events are:

• Persisting belief in superstitions and streaks
• Persisting belief that chance should not be “lumpy,” i.e., that bunches should not appear in random sequences
• Persisting belief in determinism
• Persisting in seeing “patterns” in random events where none exist.

The findings presented here are consistent with much research, which has been done on the so-called “hot hand” phenomenon­–it has never been found.  Tom Gilovich of Cornell University presented material in this regard in the 1980’s carefully evaluating the “streak” shooting in professional basketball.  Despite the complete absence of findings to support the concept of “momentum,” one of the early researchers in this field reported that he had been in thousands of arguments on this topic, won them all, but had  convinced no one.  We do not give up our beliefs easily, as demonstrated from the following exerpt from Dr. Gilovich’s book, “How We Know What Isn’t So”:

Red Auerbach, the brains behind what is arguably the most successful franchise in American sport history, the Boston Celtics, had this to say upon hearing about our results: “Who is this guy?  So he makes a study.  I couldn’t care less.”  Another prominent coach, Bobby Knight of the 1987 NCAA champion Indiana Hoosiers, responded by saying “….. there are so many variables involved in shooting the basketball that a paper like this really doesn’t mean anything.”  These comments are not terribly surprising.  Because a truly random arrangement of hits and misses contains a number of streaks of various lengths, the belief in the hot hand should be held most strongly by those closest to the game.  Furthermore, simply hearing that the hot hand does not exist, or merely taking another look at the game is not sufficient to disabuse oneself of this belief.  It is only through the kind of objective assessment we performed that the illusion can be overcome.

In discussing the findings of this research with other volleyball coaches, their responses fall into one of two categories. One group persist in their beliefs, despite solid evidence to the contrary.  The others ask, “So what, what does it mean for coaching?”

It is difficult to overstate the importance of accepting the fact that the outcome of a match is a result of talent, preparation, and match up of random events between the two contestants and not a lack of effort, desire, focus or some other nebulous concept.  With small numbers, 25 or 30 for example, the weaker team will sometimes win due to the impact of random events.  However, if the games were played to 1000, the better team will win nearly every time.

By not taking into account the impact of random distribution, athletes are being abused when coaches tell them: “You just didn’t want it bad enough!”  “You didn’t stay focused.”  “You let them get away from you.”  Or even worse like Pat Knight SOB (son of Bob) at Texas Tech, who ran his team to the point of exhaustion after a lopsided loss. He attributed their huge win the next night to the positive impact of his methods.  He failed to report, however, the reasons for the teams nearly 50 point loss in the subsequent game.

If coaches can began to accept that a major determinant of outcome is the impact of random events, not only will they be less likely to abuse their athletes, but they also may be less hard on themselves when the team is not as successful as they would have liked.

Aaron Brock MS, ATC, PES
Director of Sports Medicine and Performance to the U.S. National Teams
USA Men’s Olympic Volleyball Team
E-Mail: aaron.brock@usav.org

If you haven’t given nutrition much thought, you may want to start… now!

Research clearly demonstrates the beneficial effects of optimal nutrition on athletic performance. While many factors need to be considered when discussing an athlete’s performance – nutrition is among the most important variables.

As the Head Athletic Trainer (ATC) for the Men’s Olympic Volleyball Team, I oversee the nutrition of elite athletes on a daily basis, and now I am passing along my knowledge onto you:

Proper nutrition can make you a better player by giving you an edge. It can make the difference between winning and losing.

Whether you earned a gold medal at the 2008 Olympic Games in Beijing, a high school or college athlete, or an active adult, these tips can make a difference in your performance and overall well-being.

Here are 10 simple concepts to apply to your daily life.

1. Devour Breakfast!

Your mother was right: breakfast is the most important meal of the day. Don’t start the day with an empty fuel tank. The Men’s Olympic Volleyball Team practices every morning and lifts weights in the afternoon – if they don’t eat an adequate breakfast, they will not have enough energy for a quality practice.

Replenish your energy stores to ensure adequate fuel for competition or training. Be sure to have both carbohydrate and protein in your breakfast. Protein will help maintain your glucose levels throughout the morning and stave off hunger, while carbohydrates will provide needed energy.

Pancakes with syrup, whole grain toast with jam, and orange juice are quality breakfast choices, but add low fat yogurt, skim milk, lean sausage, eggs, or egg whites to obtain protein.

Other healthy options include:

* Low fat yogurt and fresh fruit
* Smoothie made with fruit and low fat yogurt
* Whole grain cereal with skim milk and fruit
* Vegetable omelet with whole wheat toast and orange juice
* Scrambled eggs and one-half of whole wheat bagel

2. Smart Pre-Workout Nutrition

This concept goes hand in hand with the importance of eating breakfast, depending on the time of day you practice. If training is in the afternoon, perhaps several hours after your last meal, your pre-workout nutrition becomes even more vital.

Don’t begin practice with a carbohydrate deficit or you may experience slower reflexes, reduced stamina, weakened muscle response and loss of focus. (For volleyball players, this translates into a slow arm swing, lower vertical jump, and poor reaction time.)

Plan ahead. Keep snacks high in carbohydrates and light on protein and saturated fat handy:

* Any fruit: banana, apple, applesauce, pear, orange, melons, berries, grapes, tomatoes, smoothie.
* Light sandwich: turkey (hold the mayo), chicken, peanut butter & jelly, etc.
* Grains: cereal, bagel, English muffin, tortillas, pita pocket.
* Sports drinks: Gatorade, PowerAde, light fruit juice.
* Energy bars such as Cliff and Powerbar:
o All energy bars have varying amounts of carbohydrates, protein and fat, so look at the label and know what you’re consuming. Also, consider drinking a full glass of water to help break down nutrients and aid absorption.
o If you eat energy bars often, consider varying the brands so you don’t tire of the same bar and find yourself skipping food all together.
o Remember, energy bars are not candy bars, so don’t expect them to taste like such, although many do taste good. The point is – sometimes you need to disregard your taste buds for the good of your nutrition!
* Other: skim milk, low fat yogurt, graham crackers, pretzels

3. In-Workout Nutrition

If your workout or competition lasts more than one hour, carbohydrate consumption during activity may help your stamina if you begin to feel sluggish or fatigued.

I provide some light carbohydrate options for consumption during competitions to ensure adequate energy for maximal jumping and spiking, but of course, the extra boost of energy will help you in whatever sport you play.

Good carbohydrate options include:

* Sports drink
* Small portions of carbohydrate-rich energy bars, and carbohydrate gels like Powergel and GU.

Always pay attention to how your body feels. Although many variables may play into this “feeling,” nutrition is often a contributing factor, and one that can easily be addressed at the time.

4. Manage Your Post-Workout Recovery

After a workout or competition, it is essential to replenish your energy stores!

Consume enough carbohydrates to replace that day’s depletion and prepare for your next training session; add a sufficient amount of protein to help muscle and tissue repair.

Since cells are more receptive to carbohydrates and protein during the 60 minutes immediately after exercise – don’t wait too long to indulge. Depending on your body weight, you should consume between 50 -75grams of carbohydrates and 10-20 grams of protein within that first hour after training.

First, establish a habit of consuming carbs and protein immediately after your workout before being concerned with the specific amounts.

5. Hydration

Proper hydration is key to good nutrition. The body needs water to function – especially during intense training or exertion.

Dehydration of as little as 2% body mass can:

* Decrease muscular strength
* Decrease muscular endurance
* Decrease anaerobic work capacity

Dehydration of 3-5% can result in increased risk of muscles cramps and heat exhaustion. Be sure you start practice and competition with optimal fluid levels to help delay or minimize dehydration.

A good indicator of hydration is actually urine. Ideally, urine should be clear to light yellow (lemonade color). If your urine is darker yellow (apple juice color), it means you are dehydrated and need to replenish your fluids. You can also easily monitor fluid loss and adjust your intake accordingly by weighing yourself before and after exercise.

The majority of your hydration should come from water; however, sports drinks can help replace electrolytes which are lost during exercise.

6. Build a Strong Immune System

I travel around the world with the Men’s Olympic Volleyball Team and I’ve found that the best way to prevent illness with such a rigorous travel and training schedule is to have a strong immune system. Eating appropriately can help accomplish that goal.

Stay healthy by stocking your diet with:

* Antioxidant-rich foods
* Vegetables, especially green leafy veggies and broccoli, cauliflower, asparagus and carrots
* Fruit, especially berries, apples and oranges
* Omega-3 and mono-unsaturated fats found in fish, nuts and seeds.
* Healthy fats. All fats are calorie-dense, so choose healthy fats such as avocados, olives, raw nuts/seeds, and ground flaxseed to meet your caloric needs.
* Lean proteins, including: chicken breast (skin removed), turkey breast (skin removed), egg whites, fish fillet, shellfish, lean beef (top round), tuna (canned in water), non-fat cottage cheese and beans (black beans, kidney, chick peas or lentils)
* Fish & seafood, eggs, lean meats, low-fat dairy, legumes/beans, nuts and tofu.

7. Eat Small Amounts More Frequently

Instead of sitting down for three large meals a day, you should break it up by eating 6 “mini-meals” throughout the day. Eating every 3-4 hours (starting with breakfast) can improve lean body mass and decrease fat.

Also, you can increase the intensity of your workouts and balance your metabolism by providing a steady amount of sugar – and this does not mean actual packets of sugar or sugar-rich candy! Instead try fruits, berries, or nuts.

8. Be Smart About Supplements

Take at your own risk – supplements are unregulated by the FDA so there is no guarantee that what is on the label is in the product or vice versa.

Manufacturers of these products often make unsubstantiated claims to entice athletes to use their product, so do your research before adding any supplement to your diet.

There are three certifications that supplements can obtain in order to boost their credibility (keep in mind, this still does not confirm ultimate effectiveness):

* USP: (www.usp.org/USPVerified/dietarySupplements)
* Consumer Lab: (www.consumerlabs.com)
* NSF: (www.nsf.org/Certified/GMP/listings.asp)

A multivitamin is generally o.k., but don’t “megadose” on single vitamins or minerals unless directed by your physician.

9. Carbohydrates are your friend!

Some people believe carbohydrates should be significantly reduced or eliminated due to the promotion of low/no carbohydrate diets – like Atkins. However, for athletes, carbohydrates are extremely important and should comprise 50-60% of your daily caloric intake. Explosive activities like volleyball, basketball, and football, to name a few, activate the creatine phosphate system, which is fueled by carbohydrates.

Not only are carbohydrates important for optimal physical performance, but they also help you to concentrate, focus, and stay mentally sharp.

You must consume enough carbohydrates to replace that day’s depletion and to prepare for your next training session. Good carbohydrate choices include:

* Breads: bagel, dinner rolls, English muffin, pita pocket, sliced bread
* Cereals: bran, unsweetened, granola, oatmeal
* Grains: low fat muffin, pasta, pancakes, rice, crackers
* Vegetables: baked beans, corn, peas, potato
* Choose whole grains whenever possible. They are packed with vitamins, minerals, and phytochemicals that have powerful antioxidant properties that you won’t obtain from white bread.

10. The Powerful Powers of Protein

Athletes need high levels of protein (15-20% of daily caloric intake) to help repair and rebuild muscles broken down by physical activity and to aid in carbohydrate storage.

An athlete’s elevated protein requirements can usually be met by a well planned diet (supplements are not typically necessary):

* Excellent protein sources include: poultry, turkey, beef, pork, fish, low fat cheese, legumes (black, kidney, pinto beans, and chickpeas), egg whites, and soy products such as tofu.
* Although adequate levels of protein are important, keep in mind that excess protein is simply extra calories either burned for energy or stored as fat. When it comes to fuel, protein is less efficient than carbs. Get enough protein from your diet so your body doesn’t break down muscle to use the protein for fuel.
* Protein from both food and supplements increases your need for water. Since your kidneys require more water for protein metabolism, individuals with liver or kidney problems are susceptible to negative effects of excessive dietary protein. Without proper nutrition, an athlete’s body will eventually succumb to injury, illness, poor performance, and fatigue. You don’t have to be a “health food nut” or nutrition expert, simply implement some of the above concepts into your daily routine and you’ll begin to notice a positive difference in your energy levels and athletic performance.

The following is information I found online about women’s college volleyball  scholarships (but don’t hold me accountable).

A recent NCAA campaign states,

“There are over 380,000 student athletes, and most go pro in something other than sports.”
Recognize your child’s long-term goals and expectations of a university. Be sure it fulfills academic needs, a comfort in the size and location, and be realistic of her volleyball potential. Playing volleyball in college is an incredible opportunity that will provide discipline, lessons, and Continue Reading

By:  Paul Arrington, MD

During a match, volleyball coaches call time out for a variety of reasons.  One of the most common reasons is to stop the other team’s “momentum.”  This is commonly understood to be that the other team is scoring a run of points.  It is thought that by causing a break in the action, the coach can change the “momentum” in his team’s favor.  Although most coaches think that calling time out is successful in stopping the other team’s “momentum”, has the validity of this concept ever been evaluated critically?

To evaluate the impact of time out on stopping “momentum,” i.e., a run, the average side out percentage for all serves needs to be evaluated and compared to the side out percentage on the first serve after a team calls a time out.  If calling time out is effective in stopping a run, then one would expect that the chances of a team getting a side out after a time out would be higher than their chances of getting a side out on any given serve.  For example, if a team gets a side out on 60% of serve receptions during a game; one would expect to see a side out percentage significantly higher than 60% on the first serve after the time out.  That is, if the time out is actually effective in stopping a run.  On the other hand, if calling time out is not effective in stopping “momentum”, one would expect an equal or perhaps even a smaller than the average percentage of side out on the first serve after the time out.

To study this concept, matches from several different levels were examined to determine the average side out percentage on all serves and the side out percentage on the first serve after time out has been called.  These included:
•    Seven matches from the 2004 Women’s’ NCAA Division I Championship Tournament  (1195 points)
•    Six matches from NCAA Division I Men’s early season 2004 (1424 points)
•    Eight matches from the 18 and under 2006 Volleyball Festival Championship Division (865 points)
•    Eight matches from the 13 and under 2007 Volleyball Festival Championship Division  (882 points)

From the Division I NCAA Women’s Championship matches, it was found that the average side out percentage was 64 percent.  During these matches, after a time out was called, the team that called time out (receiving team) got a side out on 63.7 percent of the first post timeout serve.  If TV time outs are included, the receiving team got a side out on 63 percent of the first post-timeout serves, not a significant difference.

For the NCAA Division I Men’s matches, it was found that the men side out at an average of 67 percent of the time and after a time out the side out percentage by the receiving team was 68 percent, again not a significant difference.

The above data was surprising.   It was felt that perhaps these high level experienced athletes had such a high level of mental and emotional skill that timeouts had no impact.  Perhaps examination of juniors’ volleyball might show the expected impact of calling time out.

In the 18 and under division at the Volleyball Festival, the receiving team got a side out on 54 percent of the serves.  On the first serve after a time out the receiving team got a side out on 53 percent of the serves.

In the 13 and under division at the Volleyball Festival, the receiving team side outs 46 percent of the time.  However, on the first serve after a time out the receiving team sided out on 54 percent of the serves.

As was stated earlier, if time outs are effective in stopping the opponent’s runs, the percentage of side outs after time out should be higher than the side out percentage for any given serve during the match.  This was found to be the case for only the 13 and under age division.  For the 18 and under girls, and the NCAA women and men, the percentage of side out after a time out was identical to the side out percentage on any serve.

With the exception of results the for the 13 and under division, these findings certainly do not fit the commonly accepted wisdom of calling time out to stop the opponent’s run and thus win a point.  Although it was not studied, it would be interesting to know how frequently a service error was the cause of side out in the 13 and under division.   It is most likely that these very young athletes have not yet developed the mental skills necessary to maintain the level of concentration necessary to complete a successful serve after a time out.  It is felt that the older athletes have developed the mental skills to be able to complete their serves successfully after time outs.

It remains to be determined at what age or level of development, between 13 and 18 years of age that the athletes develop their ability to maintain their concentration.  But it is apparent that for 18 and under girls and more experienced athletes, calling time out to stop a run and win a point is not an effective strategy at all.

Since calling time out is not effective in stopping the other team’s “momentum,” then perhaps the time out should be used only when the coach notices that there is a problem with fatigue, court alignment, strategy or other areas that are in need of a change.  However, before adopting such a policy, the coach should inform the team that time out’s will be not be used to stop “momentum” and that they need to stay focused and play through an adverse run of points by the opponent.  Experienced players have become so accustomed to having time out called when the opponent scores a run late in the game, that they may wonder “ when is he going to call time out?” and lose their concentration on the game.    It may take a while for them to adapt to a new approach.

It is also possible that the ideal time to call time out is late in the game when your team is serving and needs a point.  During the time out, the coach should make clear what service strategy, blocking strategy, and defensive alignment are necessary to score a point.   This approach would need to be evaluated before it could be strongly recommended, however, based on the above findings it would be at least as successful as calling time out to stop the opponent’s “momentum.”

Well, it happens to by my birthday today, but that’s not the good news.  Jon Guida took all my online advice {sarcasm}, from my blog, Blocking to the AVP Tour, and qualified for the AVP Tour.  I wish I could take the credit, but it’s all Jon.

Yup, he and Jake Elliot out of Charleston, SC beat the #1 Qualifying Team, William Chenowith and Matt Henderson, during the qualifying rounds and won the qualifying tournament.  Lucky for them because they were introduced to the AVP Tour by playing Olympic Gold Medalists Phil Dalhausser and Todd Rogers in their opening round.  We won’t mention the 7 and 11 scores against Phil and Todd, but how about their second round match in the contender’s bracket?!?!  Against #17 seeded Jonathan Acosta and Joey Dykstra, they took them to three sets and lost in the final set 15 – 13.  Bravo to Jon and Jake.  I hope they got a taste of the yellow and black prime time and have the urge to return.