WPC REFEREE SCHOOL LEARNING FACILITATOR … 2010 Ref School...Facilitating a problem-solving approach in this workshop ... WPC Referee School Learning Facilitator Guide ... WPC Referee

WPC REFEREE SCHOOL LEARNING FACILITATOR GUIDE Officials’ Training & Certification Program (OTCP) September 2010 Edition PILOT V1.0

The Officials Training and Certification Program (OTCP) is a collaborative program of Water Polo Canada, the Provincial Water Polo Associations, the Officials Working Group, and the OTCP Working Group.

PARTNERS IN OFFICIALS’ EDUCATION

The programs of this organization are funded in part by Sport Canada.

© This document is copyrighted by Water Polo Canada (2010) and its licensors. All rights reserved.

Dear Water Polo Official,

Water Polo Canada is pleased to offer you an interactive web site that enables you to learn about the Officials Training and Certification Program

(OTCP). Go to www.waterpolo.ca where you can:

Track your progress through the OTCP;

Verify your personal profile;

Learn about all OTCP programs;

Learn about Long-Term Athlete Development (LTAD) and how it affects your role as an official;

And so much more!

http://www.waterpolo.ca/

Acknowledgements

This document has been compiled using resources from the Coaching Association of Canada (CAC), Fédération International de Natation (FINA), and Water Polo Canada (WPC).

WPC would like to acknowledge the input and contributions from various groups and individuals.

WPC OTCP Working Group: Bill Shaw (NTC/WPS); Bill MacKay (OWP); Peter Lohasz (OWP); Roy Gunell (OWG/OWP); Marie-Claude Deslières (FWPQ); Daniel Légaré (FWPQ); Jacques Marsolais (OWG/FWPQ); and Jeffrey Lindell (WPC).

2009-2010 Officials Working Group (OWG) members: Doriel Terpenka (OWG Chair/OWP); Ian Mitchell (BCWPA); Mikhail Dykman (AWPA); Lily Olson (WPS); Pat Carson (MWPA); Martin Murray (FWPQ); Carl Burt (Atlantic Canada); Roy Gunell (ex-officio/OWP); Jacques Marsolais (ex-officio/FWPQ); and Heather Kaulbach (ex-officio/WPC).

WPC gratefully acknowledges the financial contributions of Sport Canada.

Table of Contents Facilitating the Workshop ........................................................................................... 1

Background to the workshop ...................................................................................... 1

Outcomes for the National Referee ............................................................................ 1

Facilitating a problem-solving approach in this workshop .......................................... 2

Workshop timelines .................................................................................................... 3

Managing group discussions ...................................................................................... 3

Module #1: Introduction (30 min) ............................................................................... 5

Module #2: The role of the referee – Setting the scene (45 min) ............................ 8

Reasons why people referee ...................................................................................... 8

What participants expect of officials ........................................................................... 8

Ethics and professionalism ......................................................................................... 9

Ensuring the safety of the participants ..................................................................... 11

Module #3: Applying the advantage rule – The essence of our game (80 min) ... 12

The role of the ordinary foul – Flow .......................................................................... 13

The role of the contra foul......................................................................................... 14

The rules NOT to call ............................................................................................... 15

Module #4: Major infractions (80 min) ..................................................................... 16

Exclusions v penalties .............................................................................................. 16

Brutalities.................................................................................................................. 17

Misconduct and abuse towards officials and other participants ................................ 18

Major infractions that seldom always occur .............................................................. 19

Module #5: Game management (80 min) ................................................................ 20

The yellow and red card system ............................................................................... 20

Substitutes and substitutions .................................................................................... 21

Minor officials and their responsibilities .................................................................... 22

Technical errors ........................................................................................................ 23

Timeout procedure ................................................................................................... 24

Extra time procedures .............................................................................................. 25

Module #6: Body positioning and movement (30 min) .......................................... 26

Module #7: Communication (30 min) ...................................................................... 28

Module #8: Practice referee sessions (6.5 hr) ........................................................ 30

Workshop wrap-up and evaluation (variable) .......................................................... 31

WPC Referee School Learning Facilitator Guide

©Water Polo Canada 2010 Page 1

Facilitating the Workshop

Background to the workshop

This workshop has been designed to prepare the National Referee to meet the needs of athletes and coaches in the Training to Compete (male 16-19 +/- and female 15-18 +/-) and Training to Perform (19-25 +/- and female 18-23 +/-) pathways in the Competitive stream. Referees will be able to meet the needs of the participants by training them to do the tasks (achieve the outcomes) described below. These water polo specific outcomes represent the minimum standard for the training and certification of the National Referee within a competency-based Officials Training and Certification Program (OTCP).

Outcomes for the National Referee

Ethics and Professionalism:

Understand the importance of demonstrating behaviors that provide the perception of objectivity and neutrality to all participants (athletes, coaches, and spectators). Highlight the importance of a professional demeanor, etiquette, and attire.

Rule Interpretation:

This is the fundamental outcome of the WPC Referee School. Understanding how to interpret and apply the FINA rules based on the LTAD philosophy and growth and development considerations for the respective pathways. Moreover, understanding how important the advantage rule is to maintain the “flow of the game”.

Provide Support to Participants in Competition:

Understand that the referee plays a critical role in the development of athletes and coaches and must communicate effectively. Referee must learn how to make use of verbal and non-verbal communication that is LTAD age appropriate so that participants may take part in meaningful competition.

Game Management:

Understand that the referee is in complete control of the game. The referee needs to ensure the safety of all participants, maintain a level of sportsmanship amongst the athletes and coaches, and ensure pre-game and post-game administrative responsibilities are fulfilled.



Facilitating a problem-solving approach in this workshop

Competency-based training and certification embraces the concept of learning by doing. Referees learn proper officiating habits when they have the opportunity to practice effective officiating behaviors. This workshop is designed to give the referees plenty of opportunities to do and think for themselves. One of your responsibilities as a facilitator is to ensure that these opportunities are both dynamic and constructive.

Use your creativity! As long as the critical path for each step is being followed (see below), you are free to manage the grouping of referees and the presentation methods for the Reference Material and for the debriefs as you see fit. One of the key characteristics of effective facilitators is their ability to vary what is taking place while staying true to the critical path and the goals of what is to be accomplished in each step.

The critical path to be followed for each step is as follows:

Referees are given a few minutes to figure out their respective starting points for each step, using the questions provided in their Workbooks as a guide. This is best done individually at first. Referees should be encouraged to note their thoughts/responses, so that a before-and-after comparison is possible.

Referees are given time to look at the relevant information in the Reference Materials.

Opportunity for active interaction between referees is provided in order to gather the expertise from the group and compare interpretations of the information contained in the Reference Materials.

Referees are provided the chance to note how their perspectives may have changed as a result of sharing with others and looking at the Reference Material.

Debriefing takes place so that key learnings are highlighted and shared with the group.

A sample method is provided for each step of the workshop.



Workshop timelines

The time estimates given are based on using the sample methods. As time is tight in the workshop, assign time limits to group work. This will get, and keep, groups on task. Try for a brisk but unhurried pace. The referees will appreciate it if their time is used well. It is important to note that individual work takes up less time than large group work, and small groups lie somewhere in between. Allowing all referees to voice their opinions is meaningful, but can be time consuming.

Managing group discussions

For most of the workshop, you will be facilitating or “orchestrating” rather than presenting. Some signs that you are doing your job effectively include:

Every referee is engaged in the task;

Each referee is using his/her actual officiating situations as a reference point for work done in the workshop;

Referees have many opportunities to move about and exchange ideas;

You are engaged in managing the environment and the time;

You are talking only when you answer a question, clarify a task, sum up a section of the material, prompt the debrief of what was learned, or introduce the next topic;

You are drawing from the experiences of the referees rather than your own;

There is minimal dead time (referees aren’t waiting for each other, or waiting for you to get organized);

There is a feeling of energy and a hum of conversation;

Referees are listening to one another and building ideas together.

Intervene in a group discussion only if you observe the following:

The discussion is off topic;

The discussion is being manipulated by one person/one view;

The conclusions of the group are inconsistent with the Reference Materials;

The group at large is ready for the next task.



The following symbols appear in the Facilitator Guide and Referee Workbook:

For more information:

More information on the changes to the OTCP can be found on the Water Polo Canada website at www.waterpolo.ca.

You will need the following tools to facilitate this workshop:

Learning Facilitator Guide

Referee Workbook

Reference Material

2009-2013 FINA WP Rule Book

Up-to-date version of the National Club Championship Handbook

Laptop computer

Overhead projector

Flip chart

Different colour markers

Scotch tape or masking tape

Note pad and pen

Whistle and cards

Assessment Tool #1 and Assessment Tool #2

Evaluation Form

Reference Material

Coach Workbook

Video




Module #1: Introduction (30 min) The goals of the workshop introduction are to create a welcoming climate for the referees, to give an overview of the workshop, to hand out materials, to gather some information from the group, and to inform the referees of the recent changes to the OTCP specifically the training and certification pathways – how, when, and where.

NB: This is the most speaking you will do in any given part of the workshop. Try to move on to Module #2 as quickly as possible. It is important to have an interactive session within the first 30 min of the workshop in order to engage the referees.

Key messages Workshop overview

The workshop has been designed specifically to train the National Referee.

We have a lot to accomplish, so staying on task and on time are important.

Each referee will have the opportunity to officiate four games and conduct two peer assessments.

Referees will be expected to apply the theories and topics discussed in game situations in which are relevant to the learning outcomes.

Improvements to the OTCP

The OTCP has made a transition to a competency-based program. This means that coaches will be trained and certified based on what they need to be able to do to meet the needs of those they officiate.

The new program recognizes that there are different types of referees who officiate different age groups and streams of competition. Referee education is now based on LTAD philosophies – athlete centered, coach driven, and administration, sport science, and sponsor supported. This workshop, for example, is specifically designed for referees in the competitive stream working with coaches and athletes in the Training to Compete (male 16-19 +/- and female 15-18 +/-) and Training to Perform (19-25 +/- and female 18-23 +/-) pathways.

Referees in this workshop will be recognized in the WPC Database as “TRAINED” as a National Referee.

Goals of the workshop

The goals of the workshop are to prepare you to be able to do the things required of you as a National Referee and to provide you with a strong competence in the application of the advantage rule.

The expectation of the National Referee is to become a role model by mentoring and assessing the performance of younger referees.



Sample Method

Arrive in sufficient time to prepare materials, A/V equipment, and facilities prior to the arrival of the first referee. This will allow you to greet each referee in a relaxed manner without feeling rushed or distracted. As a guideline, this is usually one hour prior to the start time.

Whenever possible, make contact with each person as he/she enters the room.

Once the group is seated and ready to begin, briefly introduce yourself. You may want to include where you are from, your water polo and referee background and why you are facilitating this workshop.

Thank participants for their involvement as referees and for attending the workshop.

Go over logistics (bathrooms, locations for the workshop, entry to facilities, times, etc.).

Lead an icebreaker. There is a sample on the following page or you may use one of your own. An effective icebreaker accomplishes the following:

Takes minimal time to execute (less than 15 minutes to explain, execute, and debrief);

Requires that referees move around and interact with as many others as possible in a short time;

Has a clear goal of gathering specific information from the group;

Allows each referee to briefly introduce himself/herself.

Hand out the workshop materials and briefly explain each piece.

NB: Materials can be handed out as the referees arrive or ahead of time. There are advantages to each approach. Distribution of the materials before the start of the workshop saves time during the workshop, and gives those referees who “like to know” a chance to scan through what will be taking place. Distribution after the icebreaker encourages referees to interact as they arrive and also does not intimidate referees with the volume of what they will be receiving (you can distribute materials as they are needed).

Each coach should have:

Referee Workbook;

Reference Material;

2 x Assessment Tool #1 and Assessment Tool #2;

2009-2013 FINA WP Rule Book;

Up-to-date version of the National Club Championship Handbook.



Ask referees to turn to the Table of Contents in their Workbooks and review the timetable. You may choose to make an overhead of this, or simply have referees follow along in their Workbooks. Avoid reading each line; simply highlight the main sections and deliver the key messages. Check that the coaches clearly understand what will be taking place.

Review the principal changes that the OTCP has undergone that have specific importance to the National Referee (see Key messages). Ensure the training and certification pathway models are clearly understood.

Explain and discuss what LTAD is and how it relates to the National Referee as outlined in the Referee Workbook.

NB: The National Referee should have an in depth understanding of the revisions made to the OTCP – specifically the how and when a referee at each level can be evaluated, the difference between “trained” and “certified”, and the relation of the OTCP to LTAD. As an LF, feel free to add an activity here where referees can openly discuss the revisions to the OTCP as well as the implications of LTAD on their role as a referee.

Briefly review the goals of the workshop as outlined in the Referee Workbook.

Sample Icebreaker – Chaos Reporter (15 min)

Goal: To gather information from the referees participating in the workshop

How: Divide the group into three teams. Give each team one of the following questions:

Team 1: What brought you to this workshop?

Team 2: What do you hope to get out of this workshop?

Team 3: What has been your involvement in this sport so far?

Each team has to answer their question by gathering information from EVERY participant in the room. The following time limits apply: each team has two minutes to meet each other and determine a strategy to get an answer to their question from everyone in the room including themselves, two minutes to gather the information and two minutes to put together a one-minute report on their findings to share with the rest of the group (i.e. Team 1 will report on what brought each person to this workshop, Team 2 will report on what each person wants to get out of the workshop and Team 3 will report on the involvement each person has had in this sport thus far).

Have each team give its one-minute report after team members state their names, where they are from, and one thing about themselves that will help everyone else remember their names.

Table of contents

p. 1-3

p. 4-5

p. 6



Module #2: The role of the referee – Setting the scene (45 min)

Reasons why people referee

The goal of the first part of module #2 is to have referees reflect on and compare the reasons they want to referee. There are no right or wrong answers; however, sometimes there may be differences between the Reference Material and the referees’ perspectives that are important to highlight.

Sample Method

Referees answer questions 1, 1a, and 2 on their own.

Referees interact with a partner to find out and note what the other coaches recorded as their reasons for officiating.

Have the referees read the sections entitled The OTCP philosophy and Reasons why people officiate in the Reference Material and then answer question 3.

After the referees have completed question 3a and 3b gather feedback from the group finding out what, if any, items are missing from the list of reasons why people officiate and list them on a flip chart.

What participants expect of officials

The goal of the second part of module #2 is to have referees reflect on, and understand, what coaches and athletes expect of them as a National level referee. There are no right or wrong answers; however, sometimes there may be differences between the Reference Material and he referees’ perspectives that are important to highlight.

Key messages

Debrief

Referees rate staying involved in the sport as an important reason for officiating. Therefore, it is important to emphasize that officiating is now athlete centered.

It is important there is a link between the reasons you referee and the OTCP philosophy.

p. 7

Reference

Material p 6-7



Sample Method

In groups of 2 have the referees answer question 4.

Have the referees read the section entitled What participants expect of officials in the Reference Material and answer question 5 in the Referee Workbook.

As a large group gather feedback finding out what, if any, items are missing from the list of expectations in the Reference Material and list them on a flip chart.

Ethics and professionalism

The goal of the third part of module #2 is to have referees develop a thorough understanding of the officials code of conduct, and how to deal with ethical and legal situations as they arise.

Key messages

Debrief

As a referee you must understand what kind of coaches and athletes you are dealing with and the purpose/importance of the competition you are officiating.

Expectations of athletes and coaches may change depending upon the age group, time of the competition season, and the stream of competition.

p. 8

Reference

Material p 8

Key messages

Debrief

The “perfect” referee must contain many characteristic traits that are developed over time.

Ethical values and professionalism are important characteristic traits that will earn you respect amongst your peers, coaches, and the water polo community at large.

Referees encounter many ethical and borderline legal situations, in almost every competition. It is important as a referee you are able to distinguish between ethical and legal.

As a referee you must understand and apply the decision-making process for handling ethical and legal situations in a timely manner.

The officials code of conduct is a great guide that will help you shape your image and improve your status as a water polo referee.



Sample Method

Create 2 or 3 groups of 3-5 referees. Provide each group with markers and a flip chart. Have each group creatively draw the “perfect referee” (question 6 in the Referee Workbook). Provide an example of what you mean by drawing a head and stick figure body. To that drawn referee add big eyes and glasses explaining that referees need to have a good vision of the play, add a shirt a tie explaining that referees need to be dressed appropriately and professionally. Just give a couple of example and allow the referees to describe the “perfect referee” through their own drawing.

Have each group present their drawing explaining their creativity and the characteristic traits of the “perfect referee”.

Once each group has presented have each referee read A model official and The essential qualities of the referee from the Reference Material, and within their group discuss what additions can be made to their drawing (question 7 in the Referee Workbook).

Have each referee select a situation from the Referee Workbook that is relevant to them. Ask each referee to read their situation individually

Have the referees read the sections entitled A simplified ethical decision-making framework, What influences what you see, and the Officials code of conduct in the Reference Material and then answer question 8a – f on their own.

After the referees have completed question 8a – f have them discuss the answers with other referees who have chosen the same situation.

If there is enough time have each group of referees present their situation to the group at large, and allow the group to comment.

N.B. Alternatively if the workshop comprises of a small group (i.e. 4 or less) you can have each referee select a situation, answer each question individually, and present to the group at large. The entire group can provide feedback and their opinion on each selected situation.

p. 9-11

Reference

Material p. 11-16

p. 8

Reference

Material p. 9-10



Ensuring the safety of the participants

The goal of the final part of module #2 is to have referees understand the inherent risk factors that are present in water polo and what they as referees can, and are obliged to, do to minimize those risk factors.

Sample Method

Have each referee read WP 5.4, 5.5, and 25 in the 2009-2013 FINA WP Rule Book, section B – 14 of the 2011 National Club Championship Handbook, and the section entitled Application of the FINA rules as they pertain to safety in the Reference Material.

In the Referee Workbook, individually or in pairs, answer question 9 having the referees identify all the possible risks to the participants and what a referee can do to control them.

If there is time, after the referees have completed question 9, as a large group, create a master list of risk factors and what referees can do to control them. Identify with the group what are the most important risk factors they need to be aware of.

Key messages

Debrief

You must know both the rules in the FINA WP Rule Book and the NCCH that pertain to upholding safety.

You must know the process to follow when players are wearing illegal objects that must be removed before and during the game.

You must know the process to follow when a player is instructed to cut their nails or remove a dangerous object prior to the game and you discover it has not been done.

You must know the process to follow when you discover a player has grease on their body.

You must know the procedure for stopping and re-starting play for an injury and for blood.

You must be aware of your surroundings and ensure that a facility and field of play safety check is performed prior to each game

You must know the procedure if an athlete or coach is found participating in a match under the influence of alcohol or drugs.

p. 12

WP 5.4, 5.5, & 25 NCCH B-14 Reference

Material p. 17



Module #3: Applying the advantage rule – The essence of our game (80 min) The goal of the first part of module #3 is to have referees familiarize themselves with the FINA WP Rule Book and understand that the word “advantage” shows up quite often in the rule book.

Sample Method

Ask each referee to individually browse through the 2009-2013 FINA WP Rule Book and have them list 5 rules and explain their purpose while using the word “advantage” by answering question 1a in the Referee Workbook.

Once each referee has completed their list create groups of 2 or 3 depending on the size of the workshop and answer question 1b in the Referee Workbook. Have each referee explain and validate their list of 5 rules to their partners engaging in a discussion. Have each group create a consolidated and refined list of a maximum of 7 rules with an explanation.

Key messages

Debrief

As the title of this module states advantage is the essence of our game.

The word “advantage” appears quite often in many rules of the FINA WP Rule Book specifically ordinary, major, and penalty fouls.

p. 13

2009- 2013 FINA

WP Rule Book



The role of the ordinary foul – Flow

The goal of the second part of module #3 is to have referees understand the concept of the “flow of the game” and how a referee can facilitate or impede advantage.

Sample Method

Create small groups of 2 or 3.

Ask each group to complete question 2a and b in the Referee Workbook. When listing examples, ask each group to review and make reference to the section of ordinary fouls in the 2009-2013 FINA WP Rule Book, and to provide explanations as to why the situation facilitated or impeded advantage. Allow each group to engage in meaningful discussions and exchanges of ideas.

Now individually, ask each referee to define the term “flow of the game” and answer question 3 in the Referee Workbook.

Facilitate a large group discussion allowing each referee to describe how they define and understand the term “flow of the game”. Take notes on the flip chart of key words used by each referee in their definitions. Ensure discussion is on topic and that a final interpretation and definition is accepted amongst the entire group.

Key messages

Introduction

The next section of module #3 builds on our understanding of the concept of advantage and how important it is to the application of the rules – specifically the ordinary foul.

Debrief

Ordinary fouls can speed up the game and create offensive advantage – for example a quick foul on the counter attack to allow the offense to move the ball up the pool.

Ordinary fouls may be awarded with less work on the counter attack and when an offensive player is in the blind spot of the referee as it relates to allowing the game to proceed with a natural flow without outside interference.

The application of the ordinary foul will differentiate based on the situation.

The application of the advantage rule to allow the natural flow of the game to occur is discretionary and grey.

p. 14

WP 20



The role of the contra foul

The goal of the third part of module #3 is to have referees understand that contra fouls can be detrimental to the “flow of the game”, however at times, must be called as too much of an advantage is being taken by the offence.

Sample Method

Individually, ask each referee to complete question 4 in the Referee Workbook. When listing examples ask each referee to use their past experiences as reference, and to provide explanations as to why a referee would need to interrupt the “flow of the game” – when would the game benefit an interruption.

Facilitate a large group discussion allowing each referee to describe their situations and explanations. Allow referees to comment on each others situations. Ensure discussion is on topic, and that a final interpretation of when it is suitable to interrupt the “flow of the game” is accepted amongst the entire group.

Key messages

Debrief

The contra foul is described in the section of the FINA WP Rule Book under WP 20 Ordinary Fouls.

Therefore as our prior discussion indicated, a contra foul can impede an advantage.

The important thing to note is how much of an advantage is the offence gaining, and when is the right time to interrupt the “flow of the game”.

As a referee, you want to limit the amount of contra fouls as you do not want to create a “ping pong” effect and interrupt the “flow of the game”.

p. 15



The rules NOT to call

The goal of the final part of module #3 is to have referees understand there are times not to call the play and allow a player to carry out their advantage, and thus avoiding outside interference to “the flow of the game”.

Sample Method


Ask each group to complete question 5 in the Referee Workbook. When listing situations ask each group to use their past experiences as reference, and to provide explanations as to why the situation merited a visible “no call”. Allow each group to engage in meaningful discussions and exchange ideas.

Now individually, ask each referee to explain how a referee can encourage offensive play and offensive creativity when officiating a game and answer question 6 in the Referee Workbook. Once each referee has completed question 6 ask them to read the section entitled The advantage and importance of attack in the Reference Material, and answer question 7 in the Referee Workbook.

Facilitate a large group discussion allowing each referee to describe their explanations from questions 6 and 7. Take notes on the flip chart of key words, and scenarios, used by each referee in their explanations. Ensure discussion is on topic and that a final interpretation is accepted amongst the entire group.

Key messages

Introduction

The final section of module #3 highlights the final concept of advantage and “flow of the game”.

We are adding the final piece to our discussion on the ordinary foul.

Debrief

Not blowing your whistle, in the right context, and allowing a player to carry out their advantage is the right call.

The best example is the centre forward who is being held, but because of his/her strength, skills, and positioning is still able to get a shot off and score a goal.

Always remember offence is very important to our sport as the objective is to outscore your opponent. Rules, and interpretation of rules, are such that advantage is geared towards creating offence.

To reiterate, the concept of advantage is to allow the game to takes its natural course without outside interference. You do not want to blow your whistle unless you need to facilitate an advantage otherwise you may be upsetting the natural “flow of the game”.

p. 15

p. 16

Reference

Material p. 18



Module #4: Major infractions (80 min)

Exclusions v penalties

The goal of the first part of module #4 is to have referees understand the difference between exclusion fouls and penalty fouls.

Sample Method


Ask each group to complete question 1a in the Referee Workbook without looking at the 2009-2013 FINA WP Rule Book. Allow each group to engage in meaningful discussions and exchange ideas.

Once each group has completed question 1a, have each group review WP 21 and 22 in the 2009-2013 FINA WP Rule Book and the sections entitled Exclusion fouls and Penalty fouls in the Reference Material, and answer question 1b within their groups.

During the breakout discussions it is important that you gain an understanding of how each group interprets the penalty foul and differentiates it from the exclusion foul. The debrief of this section will be important to ensure everyone is on the same page.

Key messages

Introduction

This section focuses on the differences between exclusion fouls and penalty fouls – specifically focusing on what are the penalty fouls.

Debrief

The main difference between an exclusion foul and a penalty foul is that a penalty foul is awarded when the defending player is taking away an almost sure goal, or an extremely high probability scoring chance.

Use the following gauge for awarding a penalty foul – in the middle of the net inside the 5 meter area.

Make sure you keep an eye on the goaltender, specifically on the penalty kill and in close as they like to use the crossbar and posts as leverage.

Make sure you keep an eye on the blockers, specifically on the penalty kill, as defenders have a tendency to inadvertently have 2 arms out of the water at the same time – most of the time arms will be perpendicular to each other as they are switching blocking arms.

As a National Referee, you cannot be afraid to call a penalty foul, and multiple penalty fouls within a game.

p. 17

WP 21 & 22 & Reference Material

p. 19-20



Divide the entire workshop into 3 groups. Have each group nominate a leader, secretary, and presenter. Give each group a marker and flip chart.

Assign each group one of the following questions: 2a, 2b, or 2c.

Using WP 21 and 22 in the 2009-2013 FINA WP Rule Book and the sections entitled Exclusion fouls and Penalty fouls in the Reference Material as reference have each group discuss their question and come up with a consensus answer. Have the team leader facilitate the discussion, the secretary write down ideas and notes on the flip chart, and the presenter present the groups findings and ideas to the entire group.

At this point showing the video of exclusion fouls and penalty fouls will help reinforce the key messages above, and will help to gain consistency amongst all the referees. When showing videos pause at specific moments to reinforce the key messages, as well as allow referees to discuss and ask questions.

Brutalities

The goal of the second part of module #4 is to have referees understand the reason for the change of the brutality rule from the remainder of the game man down to only a 4-minute man down situation.

p. 17-18

Key messages

Debrief

It is important to note that players at this level will attempt to use all kinds of body parts and tactics to inflict fear and pain onto their opponents.

Regardless of the body part, the intent to commit a violent act is what you are looking for as a referee, and not the outcome of the incident.

The key word when calling a brutality is INTENT. Was there intent to injure? Was there intent to commit violence? Where was the ball and the play at the time of the incident?

The reason for the rule change is that not enough referees were making the call as the interpretation was that you need to see blood to call a brutality. The penalty was harsh – the team playing man down for the remainder of the game, which as we know, can ruin the “flow of the game”. Water polo is becoming an increasingly violent sport and because of this, the game is being threatened by the IOC to be removed from the Olympic Games.

The new rule is similar to other sports:

o Hockey is a 5 min penalty + a game misconduct

o Football is a 15 yard penalty + a game misconduct

o Baseball is just a game misconduct

WP 21 & 22 & Reference Material

p. 19-20



Sample Method

Have each referee complete question 3 in the Referee Workbook individually. Once the referees have completed question 3 have them compare their responses with the person next to them.

Have each referee complete question 4a in the Referee Workbook individually. Once the referees have completed question 4a have them review WP 21.11 in the 2009-2013 FINA WP Rule Book, and complete question 4b.

As a group discuss the individual findings in question 4. You should be taking notes on a flip chart and encouraging each referee to participate. Facilitate and instruct the discussion with the intention of ensuring the key messages above are discussed and understood.

Misconduct and abuse towards officials and other participants

The goal of the third part of module #4 is to have referees understand how to maintain control and fair play by making use of the misconduct rules.

Sample Method

Divide the entire workshop into 2 groups. Have each group nominate a leader, secretary, and presenter. Give each group a marker and flip chart.

Assign each group one of the following questions: 5a and b or 5c and d.

Using WP 21.10 in the 2009-2013 FINA WP Rule Book, Articles 3-7 in Appendix C of the 2009-2013 FINA WP Rule Book, and sections B 9-10 in the 2011 National Club

p. 18

WP 21.11

p. 19

Key messages

Introduction

Misconduct applies to coaches and players who are physically and verbally abusing officials and other participants (i.e. player-official, player-player, coach-player, coach-official).

Debrief

There is a certain ethical and fair play standard that FINA and WPC would like to uphold.

Regardless of when the misconduct takes place, the dignity and integrity of the sport is a top priority, subsequently, the reason for specific rules in the FINA WP Rule Book and the NCCH.

Excessive abusive commentary and foul language is unacceptable from any participant.

If your partner is being abused, you should step in and sanction the participant accordingly.



Championship Handbook as reference have each group discuss their questions and come up with a consensus answer. Have the team leader facilitate the discussion, the secretary write down ideas and notes on the flip chart, and the presenter present the groups findings and ideas to the entire group.

Ensure the overall group discussion is on topic as this may be a good time for referees to exchange stories. Ensure they understand the key messages of this topic.

Major infractions that seldom always occur The goal of the final part of module #4 is to have referees review the appendices in the reference material and to uncover new rule interpretations for events that seldom always occur.

Sample Method

Create small groups of 3-4 referees. Have each group assign a leader, secretary, and a presenter.

Have each group leader assign each referee within their group a section in Appendix A: 2009-2013 FINA WP rule interpretations and Appendix B: Throws in the Reference Material.

Have each referee quiz their group members about the materials in the appendices in the Reference Material. Appendix A: 2009-2013 FINA WP rule interpretations is already listed in question form – 15 in total.

Have the group complete question 6 in the Referee Workbook by jotting down some quick notes about rules and situations discussed that were new to the majority of the group.

Have the presenter of each group give a brief presentation on their findings from their group discussions.

WP 21.10; WP Art 3, 4, 5, 6, & 7; NCCH B – 9

& 10

Key messages

Debrief

As you can tell from the FINA rule interpretations there a lot of “ticky tac” rules that seem to occur once in a while, but may have a large impact on the game.

I find the title of this section peculiar as these events happen once in a while, but they always seem to come in bunches.

It is important that you understand these rules, and continue to review this section every so often as these events do not occur on a regular basis.

Reference Material p.45-49

p. 20



Module #5: Game management (80 min)

The yellow and red card system

The goal of the first part of module #5 is to have the referees differentiate between, and when to confidently issue, a warning, yellow card, and red card.

Sample Method

Have each referee read the sections entitled The FINA yellow card and red card system in the Reference Material and Misconduct/Brutality/Yellow and Red Cards in the 2011 National Club Championship Handbook.

Individually, have each referee complete questions 1a, b, c, and 2 in the Referee Workbook. After each referee has completed the questions above have them partner with the referee next to them to compare answers and engage in a discussion. You should walk around visiting each group challenging their ideas.

Divide the entire workshop into 2 groups. Have each group nominate a leader, secretary, and presenter.

Have each referee read the sections entitled Yellow card situations, Red card situations, and Recommendations to referees relating to the conduct and behaviour of coaches, officials, and players in the Reference Material.

p. 21

Key messages

Introduction

We are starting to move into the section of the course where the National referee must be competent and confident. Game management, specifically yellow and red cards, will allow a National Referee to maintain control of the game and establish professionalism amongst their peers, coaches, and athletes.

Debrief

It is important to note that yellow and red cards are a tool. Too much use, and conversely, too little use, will label you as an ineffective and unprofessional referee.

Our role as a referee is to be an invisible participant in the game, and allow the natural “flow of the game” to proceed.

Warnings, yellow cards, and red cards are strictly used to maintain the dignity and respect amongst participants of the game.

At this level, most coaches know the line, and try and push their limit until they are issued a yellow card. Taking yellow and red cards by a coaching staff is sometimes used as a tactic to influence the referees, or motivate their athletes.

Reference Material p. 21 &

2011 NCCH B – 10

Reference

Material p. 21-22



Have each group discuss questions 3a to 3h in the Referee Workbook. Have the leader facilitate the discussion to ensure the group remains on topic as this is a situation where the referees will like to exchange stories. Each group will need to come to a consensus answer for each question with a brief explanation as to why. Have the secretary right down the answers and the explanations. Once each group has gone through each question, have each group presenter give their answers and explanations. Go through each question one at a time allowing both groups to provide their answers. Allow for discussion and debate, and as a facilitator, challenge their answers if you do not feel they are accurate or do not provide a reasonable explanation. At the end, everyone should be on the same page of when to issue warnings, yellow cards, and red cards. Make sure you highlight the key messages above during the large group discussion.

Substitutes and substitutions

The goal of the second part of module #5 is for the referees to understand the substitution situations that seldom always occur.

Sample Method

Individually, have each referee complete questions 4a to g in the Referee Workbook on their own without making use of the Reference Material or 2009-2013 FINA WP Rule Book.

Once each referee has completed the questions above, have them review WP 5 in the 2009-2013 FINA WP Rule Book and Appendix A: 2009-2013 FINA WP rule interpretations in the Reference Material.

p. 22

Key messages

Debrief

Water Polo Canada allows 15 players to be dressed for each game and 3 staff members to sit on the bench. You must verify the scoresheet and scratch anyone who is not on the bench, or in the water, once the game begins.

The tough part about implementing the FINA rules related to illegal entries and substitutions is at the same time applying the concept of advantage. How much of an advantage is gained if an offensive player enters the field of play when the ball has already crossed the half court line?

All substitutes and re-entries during play MUST at all times enter the field of play through the re-entry area.

Goalies can only be substituted by goalies, and can only be done after the penalty throw in the situation of a brutality, or after the major foul has expired.

WP 5 & Reference

Material p.45-47

p. 23-24



Have each referee answer question 5 in the Referee Workbook – review answers from questions 1a to g.

Once each referee has completed the questions on their own debrief the group and allow for questions. Keep the discussion at a minimum as the answers to the questions in this section are straight forward.

Minor officials and their responsibilities

The goal of the third part of module #5 is for the referees to be aware of how they can use the minor officials to ensure the administration and management of the game is organized efficiently.

Sample Method

Create small groups of 2-3 referees depending on the size of the workshop. Assign a group leader, secretary, and presenter.

Assign each group 1-3 questions from questions 6a to h in the Referee Workbook. The idea is to have 4 groups each responsible for two questions.

Have each group review the rules (WP 6, 8, 9 & 10) in the 2009-2013 FINA WP Rule Book and the section entitled Minor officials and their responsibilities in the Reference Material that pertain to their questions. Do not have each group read every section on minor officials.

Have the secretary in each group write down key points of the responsibilities of the minor official role they have been asked to summarize. Once each group has finished

p. 24

Key messages

Debrief

You should always speak with the minor officials prior to each game to ensure you know who is doing which role.

Have key personnel sitting next to each other to ensure a smooth administration.

You should also give them pointers with regards to their position, and ensure they understand they are officials and are a participant of the game.

It may be a good practice between quarters to encourage the minor officials to cross check the scoresheet with the penalty sheet and the exclusion board.

Finally, do not get upset with the officials if they make mistakes as they are volunteers and will probably not have as much National experience as you!

p. 24-25

WP 6, 8, 9, & 10 & Reference Material

p. 23-29



their questions, have the presenter of each group present their findings to the overall group.

There is no need for groups to go into great detail in this section as National referees should know each minor official position. This is just a reminder of each position and how the National Referee needs to interact with the minor officials. This is also a review of the protocol and expectations of the relationship between the referees and minor officials.

Technical errors

The goal of the fourth part of module #5 is for the referees to understand the implications that technical errors can have on a game, and an event.

Sample Method

Individually, ask each referee to answer questions 7a, b, and c in the Referee Workbook.

Once each referee has completed the questions above have them read the section entitled Technical errors in the Reference Material, and complete question 8 in the Referee Workbook.

Have each referee compare answers with a partner.

There is no need for great detail in this section as National referees should know the consequences of technical errors. The key here is how to detect the technical errors, and what is the protocol for rectifying these errors during a game.

Key messages

Debrief

Technical errors are pretty much mistakes made at the minor officials bench, or black and white mistakes while interpreting the rules.

This is pretty much the only reason a coach may protest the outcome of a game.

If a protest is won, the game must be replayed at the point of the error, and everything that occurred after that point must be erased.

The Water Polo Canada protest procedure is outlined in section B – 8 of the National Club Championship Handbook.

Do not be afraid to make corrections to technical errors during stoppages and interval time.

p. 25-26

Reference

Material p. 29-30



Timeout procedure

The goal of the fifth part of module #5 is for the referees to understand the protocol for timeouts and what is the role of the minor official.

Sample Method

Individually, ask each referee to answer questions 9 and 10 in the Referee Workbook.

Once each referee has completed the questions above have them read WP 12 in the 2009-2013 FINA WP Rule Book and answer questions 11a and b in the Referee Workbook.

Have each referee compare answers to questions 11b – i, ii, and iii with a partner.

There is no need for great detail in this section as National referees should know the the details of the timeout. Keep the partner discussions on topic and brief. Highlight the key messages above during the debrief and answer any questions at this time.

Key messages

Debrief

As a National Referee it is important to be aware of your surroundings, as well as understand the game. You should be aware at all times when a coach will probably request a timeout. For example: a team is down late in the game and they receive back line exclusion, or an offensive exclusion with no imminent advantage. You should always look back at the bench in these situations to see if they are calling a timeout.

The timekeepers should stop the clock as soon as they see a coach requesting a timeout. The supervisor should have a horn or whistle at the bench to notify the referee.

The key when calling a timeout is to have possession of the ball. Use your judgment to see who is closest to the ball before deeming that a team does not have possession of the ball. Always remember the golden rule of the advantage and the “flow of the game”

Finally, be strict with the 45 seconds and 1 minute of the timeout. Do not allow teams to cross the half court line until indicated. This is just another small task that will increase your image of professionalism.

p. 27

WP 12



Extra time procedures

The goal of the final part of module #5 is for the referees to now the extra time procedure for NCC, MLWP, and CSL.

Sample Method

Individually, ask each referee to read sections B – 4.3, 4.4, and 4.5 in the 2011 National Club Championship Handbook and answer question 12 in the Referee Workbook.

There is no need for great detail in this section as National referees should know the procedures for the extra time. Highlight the key messages above during the debrief, specifically the extra time rules for MLWP and CSL.

Key messages

Debrief

All NCC preliminary games do NOT have any extra time. Games end in a tie.

All NCC qualification matches have 2 periods of 3 minutes stop time of overtime with a two minute interval break between each period. Teams change ends at the end of regulation while referees change ends between the 1st and 2nd overtime periods. Each team is given an extra timeout and may have their unused timeouts from regulation time carryover into extra time.

All NCC qualification matches that are tied after overtime will go into a 5-player shootout – rotating white and blue shooters. Each goal scored will be added to the total amount of goals. If the score is still tied after the 5-round shootout, then a sudden death shootout will occur starting with the 1st shooter on each team.

Each team must choose 5 shooters – goalies and players who have been excluded from the game cannot take part in the shootout.

All MLWP regular season games will have NO extra time. Playoffs will carry the FINA extra time procedure.

All CSL regular season games will go to a shootout if tied after regulation time. Playoffs will carry the FINA extra time procedure.

p. 28

NCCH B – 4.3, 4.4, & 4.5



Module #6: Body positioning and movement (30 min) The goal of module #6 is for the referees to understand what they are responsible for in different situations.

Sample Method

Create 3 groups. Assign a leader, secretary, and presenter. Give each group markers and 3 flip charts.

Ask each referee to read the section entitled Movement on deck in the Reference Material. Based on the reading and the personal experiences of the referees, have each group answer question 1 in the Referee Workbook. Each group should be assigned one of the following situations: half court; extra man; or counter attack.

Have each group draw 3 diagrams including the field of play, line markers, referees, etc pertaining to their situational assignment. Each group must come up with 3 scenarios and explain the positioning of the referees, angle of the referees, movement of the referees, zone responsibilities of the referees and why.

Once each group has completed their diagrams, have the presenter of each group explain each of their 3 diagrams. Be sure to challenge their reasoning.

Key messages

Introduction

There is an assumption that you have all spent time learning about body positioning and angling in previous workshops. Therefore, today we will focus on specific situations that are relevant to you, and what are the referees’ responsibilities in those situations.

Debrief

There are three main parts to the game: half court, extra man, and counter attack.

It is important you understand your role as defensive referee and attacking referee in each situation within each part of the game.

Form the diagrams we notice the following trends:

o Each are responsible for half of the pool regardless of how spread out the players are;

o Referees are always angled to the pool (45 degrees recommended);

o Referees are never static, especially the attacking referee.

Referees need to move with the play and adapt their positioning based on the context of the situation.

Reference Material p. 31

p. 29



Individually, have each referee review the diagrams in the section entitled Situational zone coverage in the Reference Material and answer question 2 in the Referee Workbook.

Do not allow too much time on question 2. During the debrief highlight the key messages above specifically the trends from the diagrams. The key is for referees to understand the concept, and to learn by doing once they reach the pool side.

Reference Material p. 32-41

p. 29



Module #7: Communication (30 min) The goal of module #7 is for the referees to understand how to communicate to the participants they are officiating given their LTAD developmental age.

Sample Method

Create 3 groups. Assign a leader, secretary, and presenter. Give each group markers and a flip chart. Assign each group one of the following questions: 1a, 1b, or 1c.

Ask each group to read the section entitled Control of the game, Communication with officials, or Communication with players and coaches (whichever section is relevant to the question above) in the Reference Material and Appendix A: Instructions for the use of two referees in the 2009-2013 FINA Rule Book.

Have the secretary of each group record the 5 key points that they can apply to their refereeing style today. Ensure the LTAD pathways of the athletes in question are being considered. Have each group presenter present their findings to the entire workshop.

Ensure all groups focus on pre, during, and post-game communication and also consider the use of non-verbal communication. Having the referees understand that the communication with 18U athletes and their coaches is much different than with senior aged athletes.

Key messages

Debrief

Communication is a very important characteristic trait of a referee.

Referees need to be able to communicate verbally and with their body.

Communication must be stern and respectful.

Understanding LTAD and the type of athletes you referee is important as to how you apply your communication tactics.

p. 30

Reference Material p. 42-44 &

WP Appendix A



If there is enough time in the workshop you can play a game to end the classroom session on a high note.

Sample Game – Charades (15 min)

Goal: To have the referees know all the hand signals in Appendix B: Signals used by officials in the 2009-2013 FINA WP Rule Book.

How: Divide the group into two teams. Ensure all their materials are closed. Have each group come up with a creative team name.

Each team will send a referee to the front of the classroom when asked by the facilitator. That referee will be given a figure from Appendix B: Signals used by officials in the 2009-2013 FINA WP Rule Book. The referee will need to do the signal and his/her teammates will have 5 seconds to give the description of the signal. If the team is not able to answer correctly, the other team will have a chance to steal. The team with the correct answer will receive 1 point.

The teams will rotate sending a referee to the front of the classroom. No referee can be nominated twice in a row, and each referee must have a chance to appear at the front of the classroom at least once. There are a total of 26 figures (A-Z), therefore, a total of 26 points. Each team will have 13 opportunities to send a referee to the front of the classroom to act out a figure. The team with the most points at the end wins!

If there is a tie (13-13), the facilitator may choose a tie breaking question. Each group must nominate one referee to represent the team. The facilitator may choose any question relating to water polo refereeing. The first team to get the answer correct, while the other team gets the answer wrong wins!



Module #8: Practice referee sessions (6.5 hr) The goal of module #8 is to have referees implement what they have learnt in the classroom in real game situations. Referees will also have the opportunity to learn by assessing the performance of other referees.

Sample Method

Group the referees into pairs based on your understanding of the experience level of the referees. Group pairs into groups of four. Therefore, while a pair of referees are officiating their partner pair is assessing their performance. Explain to the referees the difference between evaluation and assessment. Explain the reason we have added the assessment portion to the practical part of the training is so referees can learn from each other, and also to develop mentorship and evaluation skills amongst all National level referees.

When grouping referees try avoid having an experienced referee with a newer referee officiating the same game. Referees with similar experience levels should be officiating games together, so that one referee does not hide behind the other.

Assessing the personality types of the referees will also be important in determining which pair of referees will be assessing each other. Ideally you want to have experienced referees assessing newer referees. In that situation, the experienced referees have to be willing to take feedback and accept criticism. On the other hand, the newer referees have to possess the confidence to provide an accurate assessment of the experienced referees.

Explain to the referees they will each have the opportunity to referee 4 games and assess another 2. You will make the assignments based on the pairs and groups, in addition to the anticipated difficulty level of the match. You want to, however, challenge the newer referees without compromising the integrity of the event and placing the athletes at risk of a highly physical game.

Have each referee read the section of Debriefing and A few words on receiving feedback from others in the Referee Workbook. Briefly summarize the 3 elements of the debrief: opening; facilitation; and closing. Remind referees to be opened minded when receiving an assessment.

Have each referee review the Peer assessment tools in the Referee Workbook. Ask the referees if there are any questions. If not hand out 2 of each assessment tool to each referee so they can use during the practical session.

Finally, ensure you are watching all games and providing feedback to the assessors while they are watching the game and after their debriefs. Moreover, provide your own debrief to the referees after each game and answer any questions they may have about their game, or other situations. Encourage the referees to work together and bounce ideas off of each other. Do recall that the best way to learn in a competency-based education format is by active learning. Referees should be able to walk away from this workshop understanding how to learn and how to progress as a referee – how to self-assess, how to ask the right questions, and how to engage in meaningful discussions during events to improve and gain consistency in their officiating.

p. 31-32

p. 33-34



Workshop wrap-up and evaluation (variable) The goals of this part of the workshop are to give referees a chance to express their thoughts on the workshop, particularly to reflect on what they have learned, and to have the referees complete a workshop evaluation form.

The time it takes depends on the number of participants in the workshop and the extent to which sharing of ideas and learning takes place.

Sample method

Do a sharing circle by having everyone take a few minutes and share a thought or two about the workshop and what they will now do differently or what they currently do that they have been encouraged to keep doing. Pass around an object, and when the object is handed to a person, it is his/her turn to talk while others listen. Include yourself in the group and share what you have learned as a facilitator from the group.

Have referees complete a workshop evaluation form.

NB: Respect the finish time of the workshop, as referees may have other plans. Stay for a while after the workshop to chat with those who want to talk with you.

Key messages

Thank you for your participation in this workshop and for your commitment to developing competitive water polo in Canada.

You are all now “trained” as a National Referee, or have maintained your certification as a National Referee.

The next step is to take the online exam at www.waterpolo.ca, and coordinate with your OWG representative the games in which you would like to be evaluated. You need a total of 6 evaluations 18U and older, 4 of which must be at WPC events. At least 3 of the evaluations must be “difficult” games. Finally, in order to complete your certification and maintain your certification you must referee 40 hours every 2 years.

The OTCP and Water Polo Canada offer professional development workshops for referees, which include Evaluator and Learning Facilitator training. You must take the WPC Referee School every four years as the rules of water polo, and the interpretations change every quadrennial.

Some of the best resources you have now are one another, so why not keep in touch and help each other out?


Documents

WPC REFEREE SCHOOL LEARNING FACILITATOR … 2010 Ref School...Facilitating a problem-solving approach in this workshop ... WPC Referee School Learning Facilitator Guide ... WPC Referee