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Club Welfare Officer Workshop

Club Welfare Officer Workshop. ADVISER 1. RFU Referee Education. STO 5. Ass 4. Ass 3. RC 3. STO 4. Ass 2. RC 2. STO 3. Ass 1. RC 1. STO 2. STO 1. Referee Coach. Society Training Officer. Assessor. RC 4. Adviser 2. Adviser 1. REFEREE DEVELOPER AWARDS. For you lot!.

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Club Welfare Officer Workshop

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  1. Club Welfare Officer Workshop ADVISER 1 RFU Referee Education Continuous Referee Development Award

  2. STO 5 Ass 4 Ass 3 RC 3 STO 4 Ass 2 RC 2 STO 3 Ass 1 RC 1 STO 2 STO 1 Referee Coach Society Training Officer Assessor RC 4 Adviser 2 Adviser 1 REFEREE DEVELOPER AWARDS RFU Referee Education

  3. For you lot! Objectives for L1 By the end of the session you will have:- • Discussed the role of the Adviser • Considered a ‘seeing the wood for the trees’ approach to your observing • Been made aware of the refereeing solutions booklet • Reconsider what makes an effective feedback • Looked at report forms used in the Federation By the end of the course the delegates will be able to:- • discuss the role of the Adviser • write the outcomes of effective refereeing of phases of the game • identify solutions to referee problems • debrief the referee in an effective manner • use the Report Form RFU Referee Education Continuous Referee Development Award

  4. 1. THE ROLE OF THE ADVISER RFU Referee Education Continuous Referee Development Award

  5. 2. UNDERSTANDING THE GAME RFU Referee Education Continuous Referee Development Award

  6. TACKLE • Tackling players don’t interfere • Tackled players play the ball immediately • Arriving players aid continuity • There is a contest for possession • Ball comes back quickly • Most players stay on their feet RFU Referee Education Continuous Referee Development Award

  7. ADVANTAGE • Clear tactical/territorial advantage • Not over played e.g. inside defenders 22 • Consistent application • Players in no physical danger • Clear communication - voice and signal – e.g. “Advantage over” • Referee displays a balance between advantage and punitive actions RFU Referee Education Continuous Referee Development Award

  8. RUCK/MAUL • Players remain on their feet • Players join behind the back feet • No collapse (pull down of maul is legal) • Static mauls not allowed to continue • No obstruction at rolling mauls • Players close to the ruck or maul are behind the back feet • Midfield players are behind the back feet RFU Referee Education Continuous Referee Development Award

  9. KICKS & GENERAL PLAY • Late and early tackles • Players behind ball at KO and DO • PK and FK taken from correct place • Defenders don’t interfere • Referee sees throws forward and knocks on • Players are onside at kicks ahead • Players do not remain within 10 metres of the catcher • Does not occur after kicks ahead • Does not occur at KO and DO RFU Referee Education Continuous Referee Development Award

  10. SCRUM • Engagement procedure is followed • Scrum is stationary • Ball in correctly • Scrum does not collapse • Back row are bound • Opposing SH is onside • Midfield players are onside RFU Referee Education Continuous Referee Development Award

  11. LINEOUT • Metre gap is maintained • Ball thrown in correctly • Across the lineout offences penalised • Referee ensures that support is safe • Players in the lineout are onside • Backs are 10 metres back from lineout until LO is over RFU Referee Education Continuous Referee Development Award

  12. CONTROL • Referee appears to be in control • Players accept referee’s decisions • Referee exhibits positive body language • No Foul Play of which the referee was a causative factor RFU Referee Education Continuous Referee Development Award

  13. COMMUNICATION • Referee is communicating at set pieces • Referee is communicating at second and continuity phases • The players understand the reasons for the referee’s decisions • Referee attempts to stop offences taking place RFU Referee Education Continuous Referee Development Award

  14. 3. SOLUTIONS TO REFEREE PROBLEMS Practical Refereeing Solutions Booklet RFU Referee Education Continuous Referee Development Award

  15. 4. DEBRIEFING THE REFEREE RFU Referee Education Continuous Referee Development Award

  16. Reactions vary: • Delight • Grateful • Defensive • Denial • Non - committal • Matter of fact • Non-acceptance. Why?

  17. Miss-match of learning styles? “Why don’t you teach me how I best learn!”

  18. Learning styles • WE DO– ACTIVISTS- learn from new experiences and by making mistakes. • WE THINK - REFLECTORS - learn vicariously from watching others and thinking before we act. • We make a THEORY – THEORISTS - who learn by making rules. • We TEST – PRAGMATISTS - who learn by checking and testing.

  19. The learning styles are: • Visual (spatial). You prefer using pictures, images, and spatial understanding. • Aural (auditory-musical). You prefer using sound and music. • Verbal (linguistic). You prefer using words, both in speech and writing. • Physical (kinesthetic). You prefer using your body, hands and sense of touch. • Logical (mathematical). You prefer using logic, reasoning and systems. • Social (interpersonal). You prefer to learn in groups or with other people. • Solitary (intrapersonal). You prefer to work alone and use self-study.

  20. Concrete Experience Feeling Kolb's learning styles Accommodating (feel and do) CE/AE Diverging (feel and watch) CE/RO Active ExperimentationDoing Reflective ObservationWatching Processing Continuum how we do things Perception Continuum how we think about things Converging (think and do) AC/AE Assimilating (think and watch) AC/RO Abstract ConceptualisationThinking

  21. 5. FORMS ELRA form Cumbria ‘tick box’ form Durham Form 1 Northumberland Form 2 Manchester’s form RFU Referee Education Continuous Referee Development Award

  22. ELRA • Tick or AP against: • Preparation • Attitude • Judgement & materiality • Game management • Communication and positioning • Law knowledge • Feedback • Action Plan Form 1 (Cumbria) Description of the Match and its challenge for the Referee. Please list up to three of the referee’s strengths in this match Please outline up to three areas for improvement (using Key Components) and OFFER SOLUTIONS POTENTIAL(tick box) • Form 2 (Northumberland) • CHALLENGE OF THE MATCH • MATCH MANAGEMENT • PLEASE ASSESS THE REFEREE’S MATCH MANAGEMENT USING THE CRITERION • THE REFEREE’S POTENTIAL • KEY COMPONENTS • AREAS TO DEVELOP • REFEREE’S STRENGTHS Continuous Referee Development Award

  23. ELRA Stage 3 Continuous Referee Development Award

  24. Continuous Referee Development Award

  25. Continuous Referee Development Award

  26. WHAT’S NEXT? – ADVISER MODULE 2 1 - Key Values 2 – Communication 3 – Learning 4 – Using Form 2 RFU Referee Education Continuous Referee Development Award

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