COACHING REFEREES

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COACHING REFEREES
A COURSE IN RAISING AWARENESS, BUILDING
RESPONSIBILITY AND IMPROVING PERFORMANCE
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COURSE OUTLINE

• Course Objectives
•  
• Coaching and Evaluating
•  
• Facilitation
•  
• The Learning Process
• Learning Styles
• Learning Preferences
• Stages of learning
• Self-reflection
•  
• Awareness
• Personal Referee Profile
• Competitive Adjective Profile
• Responsibility
•  
• Effective questions

• The Coaching Cycle
• Pre-activity Session
• Goals
• Reality
• Options
• Wrap up
• Observation/Activity
• Post-activity Feedback
• Agreed Actions
•  
• The Personal Referee Development Plan
• Personal Coaching Skills
•  
• Appendix

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COACHING AND EVLAUATING

•   Coaching is one of many training methods
  Evaluation is another.
•   The common denominator is the improvement of
  referee performance.
•   The roles crossover extensively.
•   The information presented in this manual is
  useful for all trainers.

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FACILITATION

• Empowering referee to make own choices
• Coach input is in response to each referees
  needs
• Opportunities, resources, encouragement and
  support
• Effective facilitation is based on empathy

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THE LEARNING PROCESS

• All learning is self-learning. Teaching is
  providing opportunities
• Coaching is about intervention
• A coach should
•        Understand the learning process
•        Have a method for effecting improvement
•        Gain referees consent and commitment

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LEARNING STYLES

•    The (4) Learning Styles are
• Activist
• Reflector
• Theorist
• Pragmatist
•    It is helpful for a coach to know his/her own
  dominant style, and that of the referee.
•    Improve coach-referee environment
• Increases probability of learning happening

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ACTIVIST

• The doer
• Eager to experiment
• Coach may have difficulty seeing the forest for
  the trees
• Referee responds to try this.

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REFLECTOR

• The thinker
• Will not rush into anything
• Often are perfectionists
• Coach may put too much emphasis on extraneous
  matters
• Referee needs to collect data and process it may
  need time before feedback session

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THEORIST

• The analyst
• Needs to explain and understand everything
  logically
• Likes to research and thoroughly analyze problems
• Coach may over-theorize match performance
• Referee will respond to well-structured sessions
  that present logical basis of coaching

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PRAGMATIST

• The practical one
• Bottom line is does it work.
• Will stick with what has succeeded.
• Coach may think his/her way works better than
  referees
• Referee will need to see that feedback will
  directly improve performance

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LEARNING PREFERENCES

• Personal Learning Styles and Learning Preferences
  are interrelated
• Learning Preference is how a person learns best
• The same information can be presented in variety
  of ways or formats
• Knowing a referees learning preference helps a
  coach determine how to present information

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STAGES OF LEARNING - 1
Stage 1 Dependent, Novice

• Coach Authority
• Approach Instruction and drill limited
  choices Clear objectives Immediate feedback
• Examples Lineout positions, scrum engagement,
  kit

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STAGES OF LEARNING - 2
Stage 2 Interested, experienced

• Coach Motivator, Guide
• Approach Guided discussion
• self-evaluation
• goal-setting and learning strategies (PRDP)
• enthusiasm
• Examples Use of Key Component List

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STAGES OF LEARNING 3
Stage 3 Involved, Committed

• Skilled referees see themselves as participants
  in their own education
• Coach facilitator, resource, sounding board
• Approach shared action planning, negotiation

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STAGES OF LEARNING - 4
Stage 4 Self-directed

• Referees set own goals and standards, independent
  learning
• Coach consultant
• Approach collegial, equals coach serves the
  referees needs as requested

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SELF-REFLECTION

• Exposure to learning catalyst does not guarantee
  behavior change
• Learning from experience
• Self-reflection is a tool that internalizes
  learning catalysts
• The Self-reflection Cycle

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THE SELF-REFLECTION CYCLE
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EXPERIENCE

• Self-reflection always starts with Referees
  current practice.
• A match
• Previously identified problem
• Personal Referee Profile (PRP)

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DESCRIPTION OF EXPERIENCE

• Describe experience without evaluating it
• Emphasis on details
• Objective and accurate
• Reality

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EVALUATION

• Avoid being analytical
• State which aspects of described experience were
  effective and which were not
• What worked?

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ANALYSIS

• Requires referee to sift through interventions
• Search for patterns
• Identify areas of development
• Options what else could have been done

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CONCLUSION

• What are the options?
• What else?
• Be expansive

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ACTION PLAN

• Closes the circle
• Returns focus to current practice
• New options selected for changing behavior

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EXPERIENCE
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AWARENESS

• Product of focused attention and concentration
• Includes both what is going on around you, and
  who you are
• Self-assessment is a prerequisite making positive
  changes
• Self-awareness is the starting point of
  coach-referee relationship 

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PERSONAL REFEREE PROFILE

• Created by and for the referee
• A snapshot of the referees current
  self-perception
• Useful tool for setting the coach-referee agenda
• Flexible
• Provides basis for personal development plan

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RESPONSIBILITY

• Change requires choice
• Choice leads to ownership
• Ownership strengthens commitment

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EFFECTIVE QUESTIONS

• Raising awareness and building responsibility
  does not require technical expertise
• Focusing a referees attention is better achieved
  through questions.
• Open-ended questions are preferred as they are
  non-judgmental, focus the referees attention,
  and provide feedback opportunities.
• Open-ended questions allow the referee to
  determine the direction of the discussion

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THE COACHING CYCLE

• Pre-activity session
• Observation/activity
• Post activity feedback
• Agreed Action

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THE PRE-ACTIVITY SESSION

• Raising awareness and building responsibility
• G-R-O-W method
• Goals
• Reality
• Options
• Wrap up

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GOALS

• What are the goals of the session? What does the
  referee want to work on?
• SMART Goals
• Coachs use of effective questions can help
  referee define goals
• Coach can be flexible and redefine goals during
  the session

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REALITY

• Defines the current situation raising awareness
• Objectivity is vital concern
• Coach facilitates self-awareness
• Personal Referee Profile is useful tool
• Analysis of experiences

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OPTIONS

• Encourage referee to think expansively
• What if
• Outside the box
• Record everything for consideration during wrap
  up
• What else?

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WRAP UP

• What, When, Where and With Whom
• Referee narrows options under coachs guidance
• What will you do?
• Carefully record agreed upon options
• End result is negotiated, well-defined action
  plan

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OBSERVATION/ACTIVITY

• Quality observation is key to effective feedback
• Have well defined action plan
• Be prepared
• Focused observation
• Record thoughts be factual

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POST ACTIVITY FEEDBACK

• Feedback session should be a positive experience
• Avoid personal criticism and judgment commentary
• Look to give sincere praise and encouragement
• Coachs goal is to facilitate referee
  self-reflection
• Feedback session is also the next pre-activity
  session

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