The Referee as an Educator: Assessment of the Quality of Referee-Players Interactions in Competitive Youth Handball

Personality profile of amateur team handball referees

Referees play a central role in competitive sport. Particularly in amateur sport, referees contribute significantly to making participation in sport possible for the masses. However, considering that every referee’s career starts at the grassroots level, it is very surprising that there has been no research on the personality traits of amateur referees so far. The current state of research indicates that personality is an essential component of the requirement profile of referees. Personality has been associated with job performance, particularly with regard to resilience and coping with pressure. Personality also affects effective game management in terms of influencing actions in the game in a preventative and proactive manner. This study, therefore, examines the personality profile of amateur handball referees (n = 582) for the first time using the German version of the Big Five Inventory 2 (BFI-2). Current data from German handball referees at the expert level and the German general population were used to compare and discuss the results. Except for lower scores in the domain of extraversion and the facets of sociability and energy level as well as a higher score in the facet of aesthetic sensitivity, amateur referees did not differ significantly from expert referees. In relation to the general population, the results indicate that handball referees, regardless of performance level, have higher scores in assertiveness, emotional stability, and responsibility. Our findings create awareness of personality traits in handball refereeing and illustrate the applied relevance of personality research, e.g., for coaching or recruitment activities.

'Ref! Could You Help Me?'-Building a Positive Climate by Referees during Floorball Competitions in Youth Sport

In creating a positive climate in sport for children and youth, the role of adults is of key importance as their behavior and attitudes determine the experiences and multilateral development of young players. Relatively recently, the importance of the referee in creating a supportive sporting environment has begun to be emphasized. This concerns, in particular, team sports in which the referees interact with players many times and influence the course of the game. The aim of the study was to evaluate the quality of the referee-players' interactions during youth floorball matches in terms of building a positive climate and responsiveness to the players' needs. Another aim of the study was to examine whether the referee's qualifications and players' gender affect the quality of their interactions with the players. The study was conducted among 21 referees officiating matches for girls and boys aged 12-18. Naturalistic and structured observation methods were used in the study. The observation was conducted using a wireless intercom that allows listening to verbal messages directed to the players. Furthermore, the referee's work was recorded using a camera. The results of the statistical tests did not show any significant differences in the assessment of referees between the groups distinguished in terms of the referees' license and players' gender in both examined dimensions. The observations showed that the average rating of building a positive climate by referees during a sporting event measured on a seven-point scale was 'poor' (2.81 pts). The referees were assessed significantly higher on the second dimension (responsiveness to the players' needs), although an overall rating of 3.81 pts means a medium level of interaction quality. The results indicate areas in which referees can improve. They lead to the following conclusions: (i) the contents of training for floorball referees should include problems of pedagogy and developmental psychology; (ii) referees should be equipped with appropriate competencies for building a positive climate during matches and monitoring the players' needs; (iii) referees appointed to officiate children and youth games should be characterized by appropriate predispositions.

Training and development in sport officials: A systematic review

Sport officials make significant contributions to organized sport, yet scientific evidence to inform their specialized training and education at various levels has lagged. While psychological and performance demands of expert sport officials have been well documented, the extent of research about talent and expertise development, training efficacy, and broader developmental trajectories is unclear. This systematic review summarizes 30 years of published findings on the study of training and development of sport officials, including areas of research interest, study designs, and sport official characteristics. A PRISMA systematic review was conducted, utilizing three scientific databases (Web of Science, SportsDiscus, PsycInfo) to identify relevant studies (N = 27). Female participants were generally underrepresented in studies (17%), while football officials were most often represented (79%). Training intervention (59%), retrospective (37%), and cross-sectional comparison (22%) were the main study designs. Expert and near-expert sport officials' training histories and responses to empirically driven isolated-skills training represented the predominant areas of study. Sport-specific, video-based infraction detection tasks were the most frequently used training methods to improve perceptual-cognitive skills for on-field decision-making, however, studies lacked retention measures to on-field performance. Psychological skills training programs were found to have mixed effects and used varied criteria for measuring training efficacy. Physical training showed mainly significant effects on physiological measures and aging influences for on-field performance. More rigorous sport-specific evidence, assessments of training transfer, program efficacy, and macro-developmental trajectory and milestone data are needed to inform training programs and developmental plans.

Positive Behavior Management: Assessment of Rugby Referees in Children Sport

During children's sports competitions, the referees play a special role. The referees are expected to be able to identify behavioral problems (of players, coaches, and fans), applying specific techniques to prevent negative behavior of players. Adapting these actions to the specifics of the group or individuals is crucial in providing a safe educational environment that promotes child development. The main objective of this research was to assess the quality of referees' interactions with players in terms of positive behavior management and proficiency during rugby matches of children aged 6-12 years. Twenty-three rugby referees officiating matches organized by the Polish Rugby Union in Poland participated in the study. The research used the Referee-Players' Interaction Assessment Scoring System tool. Additionally, referee-player interactions were recorded with a GoPro 8 camera along with audio from a wireless intercom. The significance of differences between the ratings for each indicator was tested by chi-squared test, while a non-parametric Wilcoxon signed-rank test was used to compare the mean ratings of positive behavior management and proficiency. The Mann-Whitney U-test was used to compare differences between assessments of experienced and inexperienced referees. The observations showed that referees were rated significantly higher in the proficiency dimension than in positive behavior management dimension. Nevertheless, both ratings represent an average level of quality of interactions with the players. The referee's experience did not determine the quality of his or her interactions with the players in the specific dimensions. The following conclusion was drawn from the research: referees should be trained in the methods and techniques for managing player behavior and should act to prevent the occurrence of negative behavior, by presenting clear and understandable expectations to players before the match and using preventive measures.

Assessment of Referees in Terms of Building a Positive Climate and Responsiveness to the Health, Emotional, and Social Needs of Rugby Players in Competitive Children Sport

One of the key elements of effective sports programs that contribute to a child’s sense of joy and satisfaction in participating in sports is contact with an adult who builds a caring climate deliberately and intentionally. Referees play a special role in providing positive experiences for young athletes. The main aim of this study was to assess the quality of referee–player interactions in terms of building a positive climate during the game and the referee’s responsiveness to the health, emotional, social, and cognitive needs of young rugby players aged 6–12 years. The research was conducted among 23 referees refereeing children’s rugby matches in Poland. The structure observation method and The Referee–Players’ Interaction Assessment Scoring System tool were used in the study. Each referee was observed twice. The referee’s verbal and non-verbal communication was recorded using a GoPro Hero 8 camera and an Ejeas Fbim wireless intercom system. A Wilcoxon signed-rank test was used to examine differences between referees’ ratings on two dimensions. The Mann-Whitney U test was employed to test the significance of differences in the mean scores of referees between groups divided by experience. The referees, in both dimensions (building positive climate and responsiveness to the players’ needs), scored on a 7-point scale, were rated at an average level of 3.22 (SD = 1.65) and 4.39 (SD = 1.67), respectively, with the responsiveness dimension rating being statistically significantly higher than the positive climate rating. The results showed that referee experience was not a determinant of the rating of the quality of referee–players’ interactions in both dimensions. From these studies, it was concluded that there is a need to complement the existing training programs for referees with the contents from the field of pedagogy and developmental psychology. This will help them build a positive climate during the game and show how to respond to children’s health, cognitive, emotional, and social needs. Furthermore, developing a referee’s pedagogical skills can improve their relationship with players, which can ultimately translate into a greater sense of job satisfaction. The formulated practical implications can also be transposed to other team sports.