Soccer Nova Scotia Referee Development Committee Mentor Program Primer

2. Soccer Nova ScotiaReferee Development Committee Mentor Program Primer

3. The Mentor Program is designed to allow experienced referees (the mentors) to give advice and assistance to less experienced officials (the mentorees), in a game setting.

4. Mentoring Opportunities • Mentoring may be done on any game at any level of play. • The mentor may watch all three officials from the side line. • The mentor may be an official in the game and provide assistance with other officials working the game.

5. The Mentor’s Advice Strong Points Recommendations 2 – 3 points the referee can use to improve. Be kind, give them something that they can work on in their next game to help them get better. Be positive – we want them to get better not give up. • 3 – 4 points to encourage the referee • Items that were done well given the stage of development of the referee. • Be positive, let them know that they are doing some things well.

6. Characteristics of a Mentor Has a sound knowledge of the Laws of the Game. Has refereeing experience Is a good role model Has leadership qualities (e.g. judgement, decision making) Is observant Has good analytical skills

7. Characteristics of a Mentor (cont’d) • Has good communication skills • Is a good listener • Displays a positive attitude • Is a responsible person

8. When To Mentor Before the game 1. ensure that the mentoree is familiar with his/her pre-game responsibilities, e.g. confirm that the field and goal posts are in safe condition check on the players (uniforms, jewelry, etc.) obtain game balls and arrange for collection of game sheets and fees

9. Before the Game (cont’d) Ensure that the mentoree is professionally dressed. Carry out the pre-game instructions or listen to the mentoree’s pre-game instructions Encourage questions from the referee team prior to the coin toss

10. At Half Time Choose one, or at the most two, points which you would like the referee to focus on in the second half. For example ask the referee to try to make eye contact with the referee crew on every stoppage in play, or to keep the ball between him/her and the near assistant referee.

11. At Half Time (cont’d) Similarly, ask the AR to keep in line with the second last defender, or to look to the halfway line at every stoppage in play to determine if a substitution should be signalled. Don’t forget to tell the referee/AR what he/she has done well.

12. After the Game Review the game with the mentoree – there should be more strong points than recommendations for improvement, in order to encourage skill development Encourage the mentoree to contact you if she/he has any questions in the future

13. Keeping a Record - Reporting • The mentor writes a brief report touching the key points – strengths and areas for development. • Make recommendations for a change in designation, if appropriate • The written report is sent to the SNS Referee Development Officer within 72 hours

14. The Written Report • The Referee Development Officer reads and comments on the report, as appropriate. • The RDO will send the report to the mentoree and to the district mentor coordinator, as needed. • Upgrading recommendations made in the report are provided to assignors and recorded in the referee’s file.

15. What To Look For Following are a series of slides which will give the mentor some guidance in determining the strong points and areas in which the referee can improve his/her performance. They show basic characteristics and skills which a referee uses in every game.

16. The Uniform A properly dressed referee immediately projects an image of confidence and professionalism upon entering the field of play

17. Pre-Game Instructions They should always be given! The pre-game instructions not only give the referee the opportunity to inform the Assistant Referees how the game is to be managed, but also allow the AR’s the chance to ask any questions they may have concerning procedures, communication, positioning, etc.

18. Assistant Referee Signals Mechanically correct Show correct direction Flag raised decisively, but not hastily Held for 2 seconds

19. Throw-in • Arm straight • Arm held at 45 degree angle • Stop before signaling

20. Goal Kick • Body facing square to the field • Flag held parallel to field • Flag held in right hand • The AR should be on, or as close to the goal line, as possible before signalling

21. Corner Kick • Flag held in right hand • Flag pointing at 45 degree angle towards corner • The AR should be on, or as close to the goal line, as possible before signalling

22. Substitution • Body facing square to the field • Flag held in up-stretched arms • The flag is lowered when the referee allows the substitution

23. Offside • Flag is raised straight up in right hand • When play is stopped indicate area of field for the kick with the flag pointing at 45 degree angle down, 90 degree angle, or 45 degree angle up.

24. Referee Signals Mechanically correct Show correct direction Arm raised decisively, but not hastily Held for 2 seconds

25. Throw-in or Foul The mechanics for a throw-in, or showing direction for a foul, are similar, with the arm held at, or just above horizontal

26. Indirect Free Kick • Arm held straight up • Lower the arm when the ball is touched or goes out of play

27. Goal Kick • Arm held straight in an angle below the horizontal position • Palm down • Point toward goal

28. Corner Kick • Arm held straight at a 45 degree angle • Point to corner

29. Penalty Kick • Arm held straight • Point toward penalty spot • Loud and long whistle

30. The Whistle • The referee’s voice • Develop a repertoire of sounds to mirror the reason for blowing it, e.g. a) normal blast for stoppages in play, b) a louder and longer blast for cautions, and c) still louder and longer for ejections, penalty kicks, and the initial kick-off • Keep it attached to the hand or fingers – do not hold it in your mouth

31. Eye Contact • Eye contact between CR and AR’s is essential • During stoppages in play • During active play • Mirror opposite AR’s signals when appropriate

32. Positioning General Principles • Be in the right position to make the right decision • The referee keeps the ball between him/her and the near AR, i.e. use the diagonal system of control • Keep within 10 – 20 yards of the ball • On set plays be close to where the ball is expected to land

33. Corner Kick Position • Opposite the far post from the AR and near the top of the penalty area • Move to proper location as necessary following the kick • Vary position throughout the game depending upon players’ actions and levels of ability

34. Foul Recognition • Study Law 12 (Fouls and Misconduct) in detail • It is the duty of the referee to penalize only deliberate breaches of the Law. Constant whistling for trifling and doubtful breaches produces bad feeling and loss of temper on the part of the players and spoils the pleasure of the spectators

35. Game Control • Know the laws of the game • Understand the game • Be physically fit • Recognize and penalize fouls properly • Protect players from injury • Respect the players, team officials and spectators

36. Game Control (cont’d) • Communicate expectations to players and team officials • Deal with players who consistently foul (persistent infringement) • Refrain from argumentative/vindictive behaviour • Deal with gamesmanship

37. Fitness • Warm-up, physically and mentally, before each game • Maintain pace from beginning to end of the game • Sprint when necessary to be where the play needs you • Train by yourself or with fellow referees

38. Mentor Checklists Following are examples of checklists to assist mentors in recording information on the referee during, or immediately after the game. They have been designed to be completed quickly, by using checkmarks or crosses to indicate a positive or negative comment, respectively. More detailed information can be noted at the bottom or on the back of the sheet.

39. Mentor Checklist for Referee Name:     Game:   Date:   Mentor:     Pre-Game 1. Arrived on time_____ 2. Professionally dressed _____ 3. Checked field & players for safety _____ Application of Law 4. Applied the laws of the game correctly _____ and consistently _____ 5. Penalized correctly _____ 6. Restarted game properly _____ 7. Dealt with dissent appropriately _____ 8. Dealt with misconduct appropriately _____ Positioning/Fitness/Work Rate 9. Used DSC (i.e. Generally kept ball between referee and near AR) _____ 10. Sprinted when necessary to be in correct position to make right decision _____ 11. Maintained correct positioning by anticipating the play _____ 12. Assumed the correct position on set plays. GK ___ CK ___ Free Kick ___ Throw-in ___ Kick-off ___ Alertness and Awareness 13. Maintained concentration throughout the game _____ 14. Managed injuries properly _____ 15. Kept time accurately _____ 16. Demonstrated awareness of the play throughout the game _____ Communication 17. Executed signals properly (mechanics, direction, decisiveness, time held) for GK _____ CK _____ Foul _____ Throw-in _____ Offside _____ Goal _____ 18. Used whistle appropriately _____ and with correct length _____ and volume _____ Teamwork 19. Used AR's appropriately to call GK _____ CK _____ Foul _____ Throw-in _____ Offside _____ Subs _____ i.e. continuously makes eye contact to ensure that signals are seen immediately 20. Gave adequate pre-game instructions _____ Advantage 21. Recognized when advantage was to be played _____ 22. Used correct audible ___ and visual ___ signals 23. Stopped game and awarded a free kick when advantage did not accrue _____ Overall Match Control 24. Applied the laws of the game consistently _____ 25. Dealt with players and game officials with confidence _____ and respect _____ 26. Recognized when control was slipping and took steps to maintain it _____ Notes: Record below any situations or events which occurred during the game, the description of which will be helpful in assisting the referee to further develop his/her officiating skills

40. Mentor Checklist for Assistant Referees Name:Game:Date: Mentor: Alertness/Mental Awareness 1. Arrived on time_____2. Professionally dressed _____3. Attentive to the referee's pre-gameinstructions _____4. Maintained concentration throughout game _____ Support and Assistance to the Referee 5. Maintained good eye contact _____6. Responded properly to referee's signals _____7. Assisted the referee before _____, during _____, and after _____ the game Signals 8. Signals were mechanically correct - Offside ____ Throw-in ____ GK ____ CK ____ Foul ____ Sub ____9. Signals were decisive Offside ____ Throw-in ____ GK ____ CK ____ Foul ____ Sub ____10. Signals were held long enough - Offside ____ Throw-in ____ GK ____ CK ____ Foul ____ Sub ____ Offside 11. Kept in line with 2nd last defender (or the ball when appropriate) _____12. Offside signals were made properly _____, and in the correct sequence _____ Fitness/Positioning 13. Sprinted when necessary _____ 14. Maintained pace throughout the game _____ Procedure 15. Used proper procedure when signalling Throw-in ____ GK ____ CK ____ Free kick ____16. Used correct procedure to confirm goal _____17. Mirrored opposite AR appropriately _____ Notes:: Record below any situations or events which occurred during the game, the description of which will be helpful in assisting the AR to further develop his/her officiating skills

41. Keeping a Record - Reporting • The mentor writes a brief report touching the key points – strengths and areas for development. • Make recommendations for a change in designation, if appropriate • The written report is sent to the SNS Referee Development Officer within 72 hours

42. The Written Report • The Referee Development Officer reads and comments on the report, as appropriate. • The RDO will send the report to the mentoree and to the district mentor coordinator, as needed. • Upgrading recommendations made in the report are provided to assignors and recorded in the referee’s file.

43. Recording the Results of MentoringThe strengths and areas for development can be e-mailed to the mentoree using the form below. Mentor Evaluation Form Name of Referee: CR: __ AR: __ Game Date: Game(s) (include age, tier and gender): Name of Mentor: _____________________________________________________________________ Strengths: 1. 2. 3. Areas for Development: 1. 2.

44. Following is an example of a completed Mentor Evaluation Form for a Referee Mentor Evaluation Name of Referee: A B CR: x AR:__ Game Date: August 2, 2009 Game(s) (include age, tier and gender): U12B Boys Name of Mentor: X Y ________________________________________________________________________ Strengths: Your arm signals were mechanically correct, pointed in the right direction and held long enough (~ 2 sec) for everyone to see. All but your signals for fouls were made decisively. Keep working on the foul signals by signalling first, then, if necessary, indicate from where the kick is to be taken Your whistle volume was very good You demonstrated a good knowledge and application of the laws of the game by recognizing most fouls, penalizing correctly, and restarting properly Your eye contact, both at stoppages in play and during active play was quite good; but keep working on this skill until you automatically look at your AR’s at every stoppage in play, and frequently during active play. Remember to check for substitution signals before you record a goal Your positioning was correct on kick-offs and corner kicks. You kept up well with play throughout the match (Cont’d on next slide)

45. Mentor Evaluation (cont’d) Areas for development: Keep working on the substitution procedure so that you always sub through your lead AR. You certainly improved on this procedure in the second half, and the second game Study pages 70, 72 & 73 of the Laws of the Game for details on positioning for goal and free kicks. The general principle is that you want to be near where the ball lands while at the same time keeping the ball between you and your near AR. On throw-ins being taken in the middle section of the field move forward so that you are closer to where you expect the ball to land. X Y, you refereed these games with confidence and obvious officiating ability. Based on your performance I am recommending that you be upgraded to a Level 1 District Referee. Well done.

46. Following is an example of a completed Mentor Evaluation Form for an Assistant Referee Mentor Evaluation Name of Referee: A B CR:__ AR:_X_ Game Date: June 16, 2009 Game(s) (include age, tier and gender): U14 Boys A Name of Mentor: X Y ________________________________________________  Strengths: You arrived 15 minutes before the game. You were dressed professionally; however, be sure to remember a watch before your next game. You remained in good positioning with the second last defender which allowed you to make a couple of good offside calls All of your signals were correct. You showed confidence on the line with the calls you made Your improvement between halves was great to see. (Cont’d on next slide)

47. Mentor Evaluation (cont’d) Areas for development: When making signals remember to do so stationary and to hold them for approx. 2 seconds. Some times you were making your signals while still running with the play and therefore would only hold them briefly. Remember to run all the way to the corner flag when signalling a goal kick or a corner kick. Sometimes on grass fields it can be difficult to side step to keep up with the play, but when it is possible it becomes a great tool for you when following play When the ball goes out of bounds and comes back in bounds quickly in the referee’s half it makes for a more decisive call to raise your flag in the air first so he/she knows the ball is out before signalling. A B, I was impressed with the improvement you showed in the course of only a couple of games. Keep up the good work!

48. In Summary • Mentoring is a vital development tool for the referee. • We should mentor fellow referees on any suitable occasion • Mentoring does not always have to be formalized with a written report

49. In Summary • Mentoring helps your region by ensuring proper officiating in all games. • Mentoring helps the provincial assessment program by providing information on the development of referees • Mentoring helps the provincial instructional program by identifying areas for future educational programs.

50. Mentoring It is greatly needed!