INSTRUCTOR COURSE U.S. SOCCER FEDERATION REFEREE PROGRAMGRADE 7 INSTRUCTOR COURSE PEACE AND INSTRUCTIONAL PHASES

OVERVIEW Instructor grades as of July 1, 2013 Grade 7 Instructor Grade 5 State Instructor Grade 3 National Instructor

OVERVIEW Purpose Expectations Logistics Presentations Evaluations PEACE Instructional phases

PURPOSE Provide tools and knowledge to new instructors to help them succeed Teach new instructors how to utilize U.S. Soccer’s targeted training materials in an effective manner when teaching referees Grade 9 Referees Grade 8 Referees Grade 7 Referees

EXPECTATIONS Focused Provide feedback Accept constructive criticism Commit to improving

EXPECTATIONS Respectful and friendly Create and maintain positive learning environment Open minded Participate

LOGISTICS Agenda Vary by State Referee Association Presentations PEACE Instructional phases Evaluation Scoring

PRESENTATIONS Minimum of 2 presentations Approximately minutes each Assigned a topic and audience Feedback Other candidates Course instructor Formal evaluation

EVALUATIONS Scoring 5 – Excellent 4 3 – Acceptable 2 1 – Unsatisfactory

EVALUATIONS 3.0 or higher Register as a Grade 7 Instructor Register following more practice or training 1.9 or below Not ready or able to perform as an instructor

PEACE Platform skills Engagement Audience Content Environment

PLATFORM SKILLS Professional Friendly Relatable Knowledgeable Be ready to perform

PLATFORM SKILLS Presence Mobility Body language Use of voice Humor

PLATFORM SKILLS Comfortable and confident Understand and embrace instructor role and responsibilities Practice Get feedback

ENGAGEMENT Basics Connect with the audience Students connect with one another Objective Students connect with the topic Mixture of lecture and involvement Audience

ENGAGEMENT How people learn Hear Platform skills See Environment Do Active participation

ENGAGEMENT Active participation Planning Instructor tool box Trial and error Pros and cons

ENGAGEMENT Active participation Questions Common approach Check for understanding Nonverbal answers

ENGAGEMENT Active participation Questions Purpose Relevant Student questions

ENGAGEMENT Active participation Activities Partnering up Group setting Role playing

ENGAGEMENT Get students involved early and often Mixture of seeing, hearing and doing Plan and adjust Risks and rewards Different generation of learners

AUDIENCE Entry level or recertification Referee grade and experience Age and learning styles Be ready to tailor your approach

AUDIENCE Ask questions Considerations Age ranges Soccer background Class format Time of year

CONTENT Instructor is the expert Must be correct and current Laws of the Game U.S. Soccer training materials Coursework Videos Publications

CONTENT Laws of the Game Referee coursework Targeted training materials Resource Center at ussoccer.com Only place where accurate and current training content is located Anything else from anywhere else is not official or approved by U.S. Soccer

CONTENT Say it and know it Laws of the Game Correct terminology

CONTENT Relevant Targeted training based on the level of competition being officiated Effective Limited time in class Engage Audience

CONTENT Training materials Familiar Preparation Practice Enhance the notes section Based on referee and instructor experience Find a mentor and be open to mentoring

ENVIRONMENT Facility Location Room Size Configuration Other variables Point of contact for assistance

ENVIRONMENT Equipment and technology Computer Projector Screen Internet Blackboard or whiteboard

ENVIRONMENT Administrative items Handouts Tests Books Class roster

ENVIRONMENT Aides and props Balls Flags Whistle Cards Activity specific

ENVIRONMENT Preparation Plan Test Practice Contingency plan Define roles when multiple instructors are being utilized

INSTRUCTIONAL PHASES Basic phases for lessons Beginning Middle End

INSTRUCTIONAL PHASES Beginning Objectives Middle Information dissemination End Check for understanding

COURSE APPLICATIONS Grade 7 Instructor Course Time constraints PEACE Phases Peer learners Don’t overact Cooperate Participate

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