2. Soccer Nova Scotia Referee 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
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.
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.

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
A properly dressed referee looks professional in his/her uniform. Socks must be pulled up, and a badge must be worn. Black is the official shirt colour, with yellow as the first alternate, and red the second alternate. The uniform is complete with black shorts, black socks and black shoes.

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
Mechanically correct – check that the angle is correct (e.g. 45 degrees for throw-ins), that the arm is straight when required, and that the flag follows in a straight line from the arm
Show correct direction – pointing the flag in the wrong direction may indicate a lack of concentration
Raised decisively – raise the flag deliberately rather than quickly
Hold signals for about 2 seconds so that everyone has a chance to see them. This is, of course, not true for signals which must be held until acknowledged by the referee, e.g. offside, substitutions, fouls, etc.

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.
The AR can lower his/her flag once the players have seen from what area of the field the kick is to be taken, but must not move until the ball has been properly placed for the indirect free kick

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. Lower the arm when the ball is touched or goes out of play
Indirect Free Kick
Arm held straight up
Lower the arm when the ball is touched or goes out of play
Once the foul is called the referee can lower his/her hand, then get into position for the kick. Once in position raise the hand, and keep it raised until a second player touches the ball or, the ball goes out of bounds.

27. Arm held straight in an angle below the horizontal position
Goal Kick
Arm held straight in an angle below the horizontal position
Palm down
Point toward goal
The left arm is often used to ensure a good view of the near AR

28. Arm held straight at a 45 degree angle
Corner Kick
Arm held straight at a 45 degree angle
Point to corner
Point to the corner from which the kick is to be taken

29. Point toward penalty spot Loud and long whistle
Penalty Kick
Arm held straight
Point toward penalty spot
Loud and long whistle
Once the signal is made the referee should quickly back away from the spot to decrease the possibility of further misbehaviour

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. Opposite the far post from the AR and near the top of the penalty area
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
If the corner kick is being taken from the corner opposite the AR, the referee’s position is virtually the same. The objective is to maintain a side-on view of the active area so that the referee is in the best position to observe any illegal activity while being able to see the near AR and keep out of the way of the players. The AR should stand facing the field in line with the goal line and back from the touch line so as not to interfere with the kick.

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
Think about using three speeds during a game: walking, jogging and sprinting, in order to maintain good positioning on the field.

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 _____ 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-game instructions _____ 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. Mentor Evaluation Form
Recording the Results of Mentoring The strengths and areas for development can be ed 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:

44. Following is an example of a completed Mentor Evaluation Form for a Referee
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
 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!

51. Thank you for what you give to the referees and to the game!