Referee Assessor Training Programs - MWFRAmwfra.org.au/wp-content/uploads/2012/03/Level-3...Referee Assessor Training Programs 3 Assessor 3 Participant’s Workbook NAME.... FFA’s

AUSTRALIAN OFFICIATING DEVELOPMENT PROGRAMS

Referee Assessor

Training Programs

3 Assessor 3

Participant’s Workbook

NAME .......................................................................................................

SECOND EDITION JANUARY 2011

F OOT BAL L FE DER AT I ON AUST R AL I A: OF FIC I AT I NG DEV EL OPM E NT PR OGR AM S

REFEREE ASSESSOR PROGRAM LEVEL 3 - PARTICIPANT’S WORKBOOK 2011 EDITION - 2 -

CONTENTS

ACKNOWLEDGEMENTS AND COPYRIGHT …………………………………………………………………… 3

SECTION 1: PROGRAM INFORMATION

Introduction ................................................................................................................................................... 4

FFA Programs and NOAS …………………………………………………………………………………… 4

Data Bases and Accreditation ………………………………………………......................................... 4

Ethics ................................................................................................................................................................. 4

FFA Referee Assessor Training Programs ……………………………………………………… 4

Updating Procedures ………………………………………………………………………………………… 5

Aims ……………………………………………………………………………………………………………………. 5

Competencies ………………………………………………………………………………………………………. 5

Program Summary …………………………………………………………………………………………......... 6

Assessment Tasks Summary ……………………………………………………………………….......... 6

Participant’s Workbook ……………………………………………………………………………………… 6

Resource Manual ………………………………………………………………………………………………… 6

SECTION 2: PROGRAM UNITS

Unit 1: Ethics; Introduction to Inspecting ……………………………………………………… 7

Unit 2: Match Day Guidelines …………………………………………………………………………… 12

Unit 3: Laws of the Game - Examination …………………………………………….................... 16

Unit 4: Modern Trends 1 - Basic Positioning ………………………………………………… 21

Unit 5: Modern Trends 2 - Assistant Refereeing …………………………………………… 26

Unit 6: Basic Inspecting - Assessment Guidelines ……………………………………… 28

Unit 7: Incident Appraisal - Creating Coaching Points …………………………………… 30

Unit 8: Basic Mentoring …………………………………………………………………………………… 35

Unit 9: Mentoring Practical ………………………………………………………………………………… 41

REFERENCES AND RESOURCES ………………………………………………………………………………… 43



ACKNOWLEDGEMENTS AND COPYRIGHT

ACKNOWLEDGEMENTS

Football Federation Australia’s Level 3 Referee Assessor Training Program has been developed by Alan Kibbler, Barry Such, and Bill Tattersall. For their support and contributions the authors thank the Australian Sports Commission and its Coaching and Officiating Unit team. Sincere thanks to Gary Power who created the initial assessor programs; and to all other contributors who have generously made their materials, time and ideas available to the authors.

COPYRIGHT

© Football Federation Australia 2011

All Rights Reserved. This work is copyright under the Commonwealth of Australia Copyright Act 1968. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of Football Federation Australia.

DISCLAIMERS

The views expressed in this work do not necessarily represent the views of Football Federation Australia. FFA does not give warranty nor accept any liability in relation to the content of this work. Training or medical advice is given in good faith. However, this advice is general in nature. It remains the responsibility of each person to discuss all training and medical advice with training professionals and their own medical practitioners before adopting any advice or undertaking training programs. It is strongly recommended that active Referees submit themselves to thorough medical checks on at least an annual basis.

Published by:

Football Federation Australia Level 22

1 Oxford Street Darlinghurst

Locked Bag A4071 Sydney South NSW 1235

Telephone: [02] 8020 4000

DOC UM ENT PR ODUCT I ON F OR F F A BY BI LL T AT T E RS AL L AND AL AN K I BBLER



SECTION 1

PROGRAM INFORMATION

INTRODUCTION

This program is designed for people beginning their career as an Assessor of match officials of all ages. The emphasis in this program is on teaching you to assist your colleagues’ development rather than on the formal assessment processes.

Once you gain some experience you are encouraged to consider seeking an upgrade to a Level 2 [Advanced Assessor] and finally to Level 1 [Senior Assessor].

Active senior Referees will benefit from this program by gaining an understanding of the inspection process. They can then begin the process of helping their less experienced colleagues as mentors.

FFA PROGRAMS AND NOAS

FFA is responsible for assessing whether an official has met the requirements for accreditation at a specified level [e.g. Referee Assessor Level 3]. This program has been registered by the Australian Sports Commission [ASC] as a training program under its National Officiating Accreditation Scheme [NOAS]. Completion of this training program entitles graduates to FFA certification and NOAS accreditation.

NOAS was established by the ASC in January 1994 to assist National Sporting Organisations [FFA is Football’s NSO] develop groups of skilled officials who will improve the quality, availability, leadership and status of sports officiating in Australia.

DATA BASES AND ACCREDITATION

The FFA data base stores the required personal details of their members. This data may be transmitted to the ASC for their data base.

FFA accreditation is valid for a maximum of four years. FFA reserves the right to refuse accreditation or re-accreditation. FFA supports their members’ needs, including updating arrangements and re-accreditation processes. During the currency of the accreditation members may be able to undertake further promotion work or refresher exercises to count towards their re-accreditation requirements.

ETHICS

This program makes reference to the ethical standards and behaviour expected of match officials. Registered Referees, Assessors and Instructors are obliged to comply with FFA Statutes including National Referee Registration, FFA Code of Conduct and FFA Disciplinary and Grievance Resolution Regulations. Copies may be accessed on the FFA website www.footballaustralia.com.au

FFA REFEREE ASSESSOR TRAINING PROGRAMS

The Australian Officiating Development Schedule identifies three training programs for Referee Assessors. A summary of the Schedule is included in your Resource Manual.

Level 3 is this entry level program for Assessors prepared to work as coaches and mentors

of match officials appointed to junior, youth and basic level adult matches.

http://www.footballaustralia.com.au/



Level 2 focuses on the formal inspection process including data collection, grading and

coaching processes. Referees assisted by Level 2 Assessors are likely to be officiating matches from junior to the penultimate State based adult Football.

Level 1 Assessors are qualified to assist Referees officiating at any level of Football,

including elite State and National competitions.

UPDATING PROCEDURES

During the currency of your accreditation you may be able to undertake further work or refresher exercises to count towards re-accreditation requirements.

Three methods are available to Level 3 Assessors who wish to retain their FFA-NOAS status before the expiry of their current licence:

complete another Referee Assessor Level 3 program;

complete the Referee Assessor Level 2 program;

undertake 24 hours of logged and approved activities of which up to 18 hours shall be officiating and not less than 6 hours shall be other activities. State Referee Coaches and Referee Standing Committees have details of acceptable activities.

AIMS

To develop your awareness of the role of the Referee Assessor and the need for career long development of Referees;

To provide you with the basic tools and policies used by Referee Assessors.

COMPETENCIES

As a graduate of this program you will possess and be able to apply the following competencies.

Identify the multifaceted role of the Referee Assessor.

Describe the desirable personal qualities and characteristics of a good Assessor.

Demonstrate that you have an adequate knowledge of the Laws of the Game, modern interpretations and applications, and required mandatory actions.

Describe and apply current positioning concepts.

Explain the purposes of FFA policies and state their influence upon the match off icial’s ability to make the best decisions.

Analyse pre-recorded match incidents accurately.

Create appropriate coaching points for Referees.

Demonstrate that you know and can apply current Assistant Referee signalling and movement patterns.

Identify and use basic positive communication skills.

Apply basic mentoring guidelines to plan, implement and report on a short term practical.

Work collaboratively with colleagues.



PROGRAM SUMMARY

This program has nine professional development units. The pre-practical program [units 1-8] should take about seven contact hours to complete, depending on the experience, size and competency of your group. You will need a further 5 to 10 hours spread over about a month to conduct your practical and write your report. Units and recommended timings are:

Unit 1: Ethics; Introduction to Inspecting 45 mins

Unit 2: Match Day Guidelines 30 mins

Unit 3: Laws of the Game Examination 45 mins

Unit 4: Modern Trends 1: Basic Positioning 50 mins

Unit 5: Modern Trends 2: Assistant Referees 40 mins

Unit 6: Basic Inspecting: Assessment Guidelines 45 mins

Unit 7: Incident Appraisal - Creating Coaching Points 50 mins

Unit 8: Basic Mentoring 60 mins

Unit 9: Mentoring Practical 45 mins

ASSESSMENT TASKS SUMMARY

You are required to attend all sessions and complete all exercises to the satisfaction of your Instructor. Assessment tasks are detailed in the relevant units. The tasks include:

Unit 1: Workbook completion exercise


Unit 3: Formal Laws of the Game examination

Unit 5: Demonstration of AR signals and movements - checklist


Unit 7: Individual and group work - creation of coaching points - match clips

Unit 8: Workbook notations and application in unit 9

Unit 9: Practical - mentoring exercise and report

PARTICIPANT’S WORKBOOK

This is your Workbook. It outlines each unit you will study, includes exercises and assessment tasks you will be required to complete, and has space for your own notes.

RESOURCE MANUAL

The Resource Manual is a key source of materials. You are encouraged to research other resources for use during this program. The web is very useful for up to date materials, though you will need to check the currency, validity and reliability of this material. When you complete the program take the Workbook and Resource Manual with you to support you in your work as a Referee Assessor.



SECTION 2

PROGRAM UNITS

UNIT 1

ETHICS; INTRODUCTION TO INSPECTING

NOMINAL TIME: 45 minutes

AIMS

To examine the contents and implications of the Match Officials Code of Ethics and FFA’s Code of Conduct;

To study the basic qualities and roles of an Assessor operating as a mentor.

LEARNING OUTCOMES

On completion of this unit you will be able to:

explain the basic rights, responsibilities and ethics of match officials contained in the FFA Codes;

describe briefly the implications of the FFA Codes for you as an Assessor;

identify the basic roles, skills and qualities of the Assessor.

CONTENT

1. Introduction Programs to date have not placed any emphasis on the existence of formal Codes prescribing conduct and ethical behaviour of match officials, though the topic has been in the background for some time. This unit overcomes this deficiency before examining your basic role as an Assessor. There will also be a brief examination of the Assessor section of FFA’s Australian Officiating Development Schedule – see Resource Manual.

2. Ethics

Your instructor will draw your attention to the range of Rights and Responsibilities of Match Officials, examples of Codes of Ethics and the FFA Football Code of Conduct. All

FFA members must abide by this Code. An Assessor’s behaviour and motives have to be beyond reproach. As an Assessor you will be a role model, will be known to some spectators, players and team officials and will have to be strictly fair and trustworthy. ............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................



3. Definitions: Assessor

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

4. Basic Knowledge and Skills

We now examine basic knowledge and skills required of the Assessor. You will be invited to identify the qualities of an Assessor under each of the headings provided below. Make notes about the roles and qualities highlighted by you and your colleagues. You will also discuss the expectations that Referees may have of Assessors. The coaching role of the Assessor operating at this basic level will be emphasised.

a. Contemporary knowledge of the Laws - it is essential for Assessors’ credibility that

they have a thorough and up to date knowledge of the Laws and interpretations. ............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

b. Application of personal experiences - used wisely, good Assessors draw on their

own experiences as match officials. ............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................



c. Objective observations - pre-formed attitudes, bias and unrepresentative

observations are serious blocks to achieving a true picture of a Referee’s performance and ability.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

d. Analytical skills - general; strengths; weaknesses - fairness demands we look not

only for areas that need development but also identify strengths on display. These can also be developed and will help lift overall performances and avoid feedback that is demoralising for the Referee.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

e. Application of marking scales - though not a focus of this program, when you are an

experienced Assessor you will be required to allocate marks based on pre-determined scales. These marks must match the observations you have made.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

f. Report writing - oral and written reports demand careful preparation. Both require a

reasonable command of the English language. ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



5. Personal Qualities

As will be revealed in later units there are some desirable personal qualities that we hope you possess or will develop. The resources suggest the following broad qualities - there are many others that could be listed.

a. Perceptiveness - the dictionary suggests sharp-eyed, sharp-sighted, quick witted,

observant, alert, aware, responsive, shrewd, etc. Can you add to the list? ............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

............................................................................................................................................................................................................

b. Honesty - being objective scores a mention above, but honesty also influences observations. We have already touched on ethics and can add reputation, reliability, conscientiousness, frankness and integrity to the list. Add others:

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

c. Positiveness; constructive attitudes - shades of the above, but also includes wanting

to help, being practical, being valued, confident, productive, cheerful, upbeat, and optimistic.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



d. Being a good listener - includes who leads and who follows when you are a

coach/mentor/Assessor. Good coaches listen, analyse, check that they understand what has been said and respond with suggestions. They do not dominate, demean or use their position to satisfy a craving for power over others.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

e. Availability to match officials - recipients of coaching need opportunities to chew over

ideas, try them out and then discuss them with their coaches. ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

ASSESSMENT CRITERIA

Your instructor will collect this workbook to check through the notations you have made in the above sections.



UNIT 2

MATCH DAY GUIDELINES


AIM: To provide you with a comprehensive checklist of the basic protocols governing

Referee observations.

LEARNING OUTCOMES


apply the guidelines to ensure that your preparation for an observation is adequate;

explain the recommended steps you should take when you arrive at the ground;

describe how you will select appropriate vantage points to carry out an observation.

CONTENTS

Many of you will be qualified Referees who have received feedback from Assessors with a range of skills. This unit reveals some of the basic methods that you should use to carry out your tasks effectively. This session will help you understand the basic protocols expected of an Assessor. In particular it covers the planning process you need to undertake to be able to complete a successful inspection or mentoring session.

Preparation is the key to success.

If you don’t prepare then be prepared to fail.

MATCH DAY GUIDELINES 1. Travel plans ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



2. Assessor’s equipment ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

3. Dress standard ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

4. Introductions ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

5. Pre-match instructions ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

6. Club officials ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



7. “Feel” of the ground ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

8. Contact with the Referee ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

9. Vantage points

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

10. Post match contact ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



11. Leaving the ground ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

ASSESSMENT

Your instructor will collect this workbook and check through your notations.



UNIT 3

LAWS OF THE GAME - EXAMINATION


AIM: To confirm that you have an adequate knowledge of the Laws of the Game.

LEARNING OUTCOMES

On completion of this unit you will have demonstrated that your knowledge of the Laws of the Game and associated interpretations is current and sound.

CONTENT

It is essential that Assessors have a strong working knowledge of the laws in order to be able to make sound judgements on a Referee’s application of the laws, and to be able to offer accurate advice. The 15 questions are taken from the current FFA Level 2 examination. You will be asked to answer the questions under examination conditions and have about 25 minutes to complete the exercise. There is extra space after question 15 should you need it. About 20 minutes will be set aside to mark and discuss your answers. This will enable you to see what errors you’ve made and correct them immediately. A moment of truth! It is vital that Assessors know the laws and interpretations so they can make sound judgements about a Referee’s performance. Q1 In making a save from a powerful shot the goalkeeper is seriously injured

diving for the ball. The goalkeeper manages to keep possession of the ball but you stop play so the goalkeeper can be treated. What procedure will you follow, up to and including the recommencement of the match?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Q2 Late in the match you give a throw-in to the team that is leading by one goal. A player prepares to take the throw-in but suddenly leaves it to a colleague to throw-in. What should you do?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q3 An attacker is running towards goal, dribbling the ball. As the attacker shoots

for goal the attacker’s right boot falls off and the ball enters the goal. Should you allow this goal? Explain your answer.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q4 Law 1 specifies that the minimum length of a field is 90 metres [100 yards] and

the maximum width is 90 metres [100 yards]. Can a field be square? ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q5 Is the heading of a ball to the goalkeeper by a colleague illegal? Explain. ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Q6 The goalkeeper is holding the ball securely with both hands when an attacking player heads the ball from the goalkeeper’s hands. The ball runs to one of the attacker’s colleagues who kicks it into the goal. All the attackers are behind the ball. What should be your decision?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q7 After signalling for a corner kick an Assistant Referee is confronted by a

defender who calls the Assistant Referee a “Cheat!” Before the corner kick is taken the Assistant Referee calls you over and tells you what was said by the defender. What action should you take?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q8 A White team defender heads the ball over the touch-line. A throw-in is awarded to the opposing Red team. When the throw-in is taken the ball fails to cross the touch-line and enter the field. What action should you take?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q9 Can a goal be scored directly from a corner kick? ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Q10 You award an indirect free-kick to be taken by the attacking team on their opponent’s goal area line. Players from both teams line up on the goal line, between the posts. The kick is taken and the ball is deflected from an attacker standing on the line into the net. What should be your decision?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q11 With no other player within 10 metres Red #10 takes a corner kick, miskicks and

the ball only moves a few centimetres. Red #10 then kicks the ball towards goal. What action should you take?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q12 The ball is played high in the air near the centre circle. Two players, one from

each team, attempt to gain possession of the ball fairly. They collide heavily and fall to the ground. One player is seen to be bleeding from the forehead. What should you do?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q13 An opposing player stands in front of the goalkeeper as she attempts to kick

the ball up field. The ball glances off the opponent, who pretends to be injured and falls to the ground. What should you do?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Q14 During the first half of the match you speak to #4 Green who has committed three petty fouls against opponents. Early in the second half #4 Green commits another petty foul. What action[s] should you take?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Q15 A player receives the ball from a corner kick, sprints forward towards goal and

scores! The player celebrates the goal by taking off his shirt and waving it around his head in delight. What should you do?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

More space in case you need it; number your answers! ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



UNIT 4

MODERN TRENDS 1: BASIC POSITIONING


AIM: To ensure that you can describe and rationalise current positional concepts.

LEARNING OUTCOMES


identify, describe and apply theoretically the basic positional concepts of ABC and ‘best

position to make the best decision’;

list the benefits and advantages of being close to play;

describe, rationalise and apply theoretically recommended Referee positions for corner kick, goal kick and free kick restarts.

CONTENT

It is essential that you have a sound knowledge of the current positional concepts and the ability to justify the positions. There is likely to be a range of opinions as this area has been developing rapidly over the last decade. It will be emphasised that no single position is ‘wrong’ or ‘right’, and that positioning is not just a matter of applying a recipe, but requires thought and careful analysis. Therefore it will be strongly recommended that Assessors should not criticise a Referee for being in a certain position if the decision is correct. You may, however, suggest alternatives from your own experiences in the game and observations of conditions on the field.

The ABC Concept

Your instructor will explain the three components that make up this basic principle. Make notes as the session is presented and consult your resource manual for further information. The components are:

Angle; Ball; and Close ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Angles

This is the second of the underlying positioning principles. The two angles are:

INTERNAL

EXTERNAL

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Purpose

Positioning is not static. It is determined by the ebb and flow of the game and therefore there is no such thing as ‘a position’ that is perfect every time. It varies as the match changes. Positioning can be evaluated by asking: Did the position taken by the Referee assist in getting the decision correct? ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Positioning Concepts

The Referee should try to fulfil the definition of positioning

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Components of good positioning ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Implementation Strategy ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Optimum distance a Referee maintains from play

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Factors that influence a Referee’s position at corner kicks ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Factors that influence a Referee’s position at free kicks near the penalty area ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Differences between internal and external angle - views and benefits of each ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



Additional Notes

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



UNIT 5

MODERN TRENDS 2: ASSISTANT REFEREEING

NOMINAL TIME: Approximately 40 minutes depending on the size of the class.

AIM: To ensure that you are familiar with: the duties of ARs; the signals they use to

communicate with the Referee; and the cooperation required of match officials.

LEARNING OUTCOMES


detail the duties of the AR;

demonstrate all AR signals;

demonstrate appropriate movement patterns;

provide clear and succinct descriptions of the cooperation required between the three or match officials.

CONTENTS

1. Introduction

For this session you will need to consult:

your Resource Manual - the key document is Power’s article;

a recent edition of FFA’s Laws of the Game containing photographs of the required signals for ARs. It is essential that you are familiar with the current AR signals.

2. Law 6 - AR Duties

Duties will be revised and recent amendments clarified and emphasised. It is important that you understand that the AR offers advice to the Referee - the Referee makes all decisions. But - the AR is required to tell the Referee about incidents the Referee cannot see.

3. Current AR signals

You will be shown the current AR signals, and be asked to demonstrate them in random order. Once the skills have been practised they will be ticked off on a checklist by your Instructor. See the photographs in the current Law book. The signals required are:

Offside: left hand; then show one of three ball positions for restart

Goal kick: left hand

Corner kick: right hand

Throw-in: right hand = attacker’s TI; left hand = defender’s TI

Foul: right hand = attacker’s FK; left hand = defender’s FK

Penalty: discuss and confirm with Referee prematch

Time! e.g. 5 minutes to go

“I want to talk to you”

Substitution ready



4. Movement patterns

Your Instructor will demonstrate the recommended movement techniques including: side stepping; turning to sprint; and positioning for offside. 5. Cooperation

Clearly the match officials have to operate as a team for their roles to be carried out effectively. Discussions about the ways this can be achieved and your role as a coach-mentor in advising match officials about this task will be discussed.

ASSESSMENT

The AR Signalling and Movement Checklist will be used to record your competencies. A copy is included in the Resource Manual.

RESOURCES

The Resource Manual also contains an AR Basic Competencies Checklist for you to use

when you begin your duties as an Assessor.

NOTES

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



UNIT 6

BASIC INSPECTING - ASSESSMENT GUIDELINES


AIM: To provide you with a structure that will give purpose to your observations and

feedback to Referees.

LEARNING OUTCOMES


list the six major areas used to provide structured feedback to Referees;

allocate qualities and components to each of these six groupings.

CONTENT

This unit provides a framework for clustering your observations. The categories are not prescriptive but are in current use in senior Australian competitions. In this session you will work in groups to identify as many items as possible that fit under each of the identified assessment categories. They are:

1. Interpretation and application of the Laws

2. Discipline

3. Personality

4. Fitness

5. Positioning

6. Performance of duties

See your Resource Manual for a set of Guidelines for Referee Assessment.

NOTES

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

ASSESSMENT CRITERIA

Your Instructor will collect this workbook to check through your notations. Practical activities later in the program will require you to apply the six categories.



UNIT 7

INCIDENT APPRAISAL - CREATING COACHING POINTS


AIM: To develop your ability to create simple coaching points for Referees.

LEARNING OUTCOMES


display your ability to identify fouls and identify the correct sanctions;

write simple, constructive and achievable coaching points from pre-recorded incidents.

INSTRUCTIONS TO PARTICIPANTS

Match clips are used to check your ability to identify fouls, suggest appropriate punishments and devise a simple coaching point. The latter is the crucial focus of this unit and your role as a Level 3 Assessor. You will view incidents from Hyundai A-League matches or other suitable clips. They will be

shown one at a time and you will be given a minute or two to make your notes. You need to:

[a] note what you have seen [e.g. holding foul; ref can’t find card; etc.];

[b] comment briefly on the appropriateness of the Referee’s or Assistant Referee’s

reactions and response; which then prompts you to…

[c] create a coaching point that is short, practical, relevant and achievable.

INCIDENT 1 What’s happened?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

Appropriateness of action

……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………




……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………




……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………




……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………

One coaching point

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



ADDITIONAL NOTES

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

ASSESSMENT CRITERIA

Your Instructor will collect this workbook to check through your coaching points.



UNIT 8

BASIC MENTORING


AIM: To introduce basic communication skills and mentoring techniques for application in

your practical unit.

LEARNING OUTCOMES


specify basic reasons for communicating with Referees;

list the basic components of the mentoring process;

identify some common mistakes committed by mentors.

CONTENT

As not many of us are experienced in mentoring techniques these notes and the resource manual articles are relatively basic and easy to follow. This unit provides the practical tools for use in your final unit.

1. Why Communicate with Referees?

Your instructor will suggest the following reasons for communicating with Referees.

a. To encourage some constructive change in the Referees behaviour.

b. To locate the root cause in the performance deficiency.

c. To reduce frustration by allowing the Referee to express their attitudes and feelings.

d. To stimulate problem solving for the purpose of finding solutions to the performance problems.

NOTES

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



2. Mistakes to avoid!

Here are 6 mistakes that you should avoid at all costs as they will interfere severely with

the process of building relationships with the Referee.

1. Acting like a psychologist when you are not one.

2. Prying into personal life.

3. Using the relationship to your own advantage.

4. Making decisions for those you are helping.

5. Failure to keep communications confidential.

6. Over-talking and under listening.

NOTES

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

3. Why Mentoring?

In the early stages of a Referee’s development the mentoring technique can often be more effective than a formal Referee-Assessor relationship. You should try to understand the subtle difference between mentoring and inspecting. The aims and objectives of the mentor system can dovetail simply with the inspection process. A check list for mentoring action is included in your Resource Manual.



PERSONAL QUALITIES OF A SUCCESSFUL MENTOR [ASSESSOR]

1. Personal experience

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

2. Knowledge of the Laws

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

3. Objective analysis

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

4. Apply agreed marking scale [as Assessor] ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



5. Ability to identify strengths & weaknesses

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

6. Positive approach ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

7. Ability to produce written communications [mentor sheets, reports] ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

EXERCISE: MENTORING CHECKLIST

Use the following headings to list some of the ways you might assist the new Referee.

1. Match preparation ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



2. Correspondence & administration ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

3. Discipline: before, during & after the match

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

4. Law queries ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

5. Practical mentoring ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

6. Working with ARs ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



7. Fitness ……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

8. Anything else

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

ASSESSMENT CRITERIA

This unit provides the basic techniques for mentoring. Unit 9 requires you to develop, apply and assess a simple mentoring program using this unit’s concepts and materials. Your work will be assessed formally.



UNIT 9

MENTORING PRACTICAL

NOMINAL TIME: Unit presentation approximately 45 minutes; the practical exercise is open-

ended but within the range of 5 - 10 hours of self-directed activity.

AIM: To provide an opportunity for you to apply basic mentoring techniques in a simple

mentoring exercise.

LEARNING OUTCOMES

On completion of this unit you will be able to plan, undertake and review a basic mentoring relationship.

CONTENT

This unit provides the tools that will support a basic mentoring relationship. You are required to identify a colleague who would like your support. Use the basic tools to create a relatively simple and short term mentoring relationship. Nurture it and report on it. 1. Your instructor will take you through the guidelines based on Rebecca Layton’s work:

Making Mentors - see the Resource Manual. The steps will cover:

Mentoring process

Steps to successful mentoring

Setting ground rules

Empowering your Referee

Using questions

Giving and using feedback 2. The practical exercise will be outlined and discussed. You are required to identify and

support a colleague by acting as a mentor for 5-10 hours spread over about a month - the time frame is flexible. Once you’ve found a colleague who would welcome your support set up a mentoring relationship. It is recommended that you use Layton’s 7 steps scheme [again see the Resource Manual for details]. The steps are:

i. Identifying needs of both parties

ii. Setting specific goals

iii. Establishing an agreement with ground rules

iv. Observation of the Referee

v. Analysis and feedback

vi. Planning further action to improve performance

vii. Review

ASSESSMENT CRITERIA

You should keep a reasonably detailed chronological diary of the mentoring you undertake. Layton’s steps provide a logical guide for the exercise. Include contact dates, observation records, feedback and any other relevant data.



The final step is to write a short summary [one page maximum] of the mentoring experience. It should comment on the success and shortcomings of the exercise for both parties. The completed document [diary + report] should be submitted to your Instructor for assessment.

NOTES

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………



REFERENCES AND RESOURCES

Australian Sports Commission: Guidelines for the Design and Registration of NCAS and NOAS Training Programs; Belconnen ACT, June 2003

Carrol M A and Schneider HG: Ethics in the Practice of Psychology; Prentice-Hall Inc,

Englewood Cliffs, NJ, 1985

Cycling Australia: Commissaire Assessor’s Course – Participant Guide; December 2003

Football Federation Australia: Laws of the Game, Sydney NSW, 2007

Layton, Rebecca: Making Mentors: A guide to establishing a successful mentoring program for coaches and officials. Australian Sports Commission, Canberra, 2002

Levens, David and Scott, Sean: Officials Coach Training Program – a Comprehensive Training Program for Coaches of Sporting Officials; Australian Sports Commission and NSW

Department of Education and Training, Sydney 2000

Shea, Gordon F: Mentoring Crisp Publications Inc, Menlo Park California, 1997

The Football Association: Handbook for Mentors; FA, London; date unknown

Documents

Referee Assessor Training Programs - MWFRAmwfra.org.au/wp-content/uploads/2012/03/Level-3...Referee Assessor Training Programs 3 Assessor 3 Participant’s Workbook NAME.... FFA’s