Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

Abstract

We assume that all institutions and individuals involved in the organization of sport for children and young people should utilize the educational potential of sport. We assessed the quality of referee interactions with children during sports competitions in soccer. Based on the developmental theory and research suggesting that interactions between kids and adults are the primary mechanism of their development and learning, we focused on the quality of the referee–player interactions in terms of (1) emotional support, (2) game organization, and (3) instructional support. Twenty-five soccer referees who refereed matches for children aged 9–12 years were recruited. The Referee Educational Function Assessment Scoring System (REFASS) was used to assess the quality of the referee–player interactions. This tool was developed based on Classroom Assessment Scoring System—Upper Elementary. Regarding the REFASS dimensions, the mean scores for positive climate, Sensitivity, behavior management, content understanding and quality of feedback were in the medium range, while productivity and negative climate in the high range. In the case of the positive climate variable, the lowest mean ratings were recorded compared to other assessed dimensions. The assessments of the quality of referee–player interactions obtained for particular dimensions translated into the ratings for the specified domains. The highest ratings were given to game organization (6.0 ± 0.8; Me = 6.0), whereas the emotional support and instructional support were in the medium range (4.6 ± 1.5; Me = 4.5, and 5.2 ± 1.8; Me = 6.0, respectively). Referees are usually not aware of their pedagogical function and the complexity of their respective responsibilities. They are commonly considered to be ordinary technicians and evaluators of performance in competition. Based on the results, a postulate was formulated that referees should consciously perform a pedagogical function in the youth sport. Therefore, it is necessary to train them in educational methods and techniques appropriate to the age and needs of the child. The referees will then be prepared to take actions to prevent negative behavior of players on the field and to encourage prosocial behavior.

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

“…Episodes of inappropriate behavior could be observed during the matches, but they were short and limited to a small number of players. Similar results were obtained in studies on the quality of referee-players interaction during soccer matches [84]. The difference was that the soccer referees were rated higher in their ability to organize the game smoothly and without unnecessary interruptions.…”

“…These results show that if referees are to support coaches and parents in achieving their educational goals, there is a space where they can improve. Similar conclusions from the research conducted among football referees were presented by Firek, Płoszaj, and Czechowski [84]. The results of the research by Fry and Gano-Overway [85] indicate that the athletes who experienced a caring climate in the sport environment had more joy from effort and were more committed.…”

“…A referee may be less open to the educational needs of a young athlete because of the habits he or she developed through officiating the matches played by older players. The lack of differences in the evaluation of the educational function of a referee between less and more experienced referees was also observed in studies of soccer referees [84]. The null hypothesis also assumed no differences in the referee's assessment between close matches or matches with the advantage of one of the teams.…”

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

“…The results of empirical research show that interactions in the school classroom or other educational environments based on a positive climate, responsiveness of the educator to the needs of the child, and taking into account his or her perspective increase the child’s commitment and motivation to work, improve the quality of relationships with peers and teachers, and shape social attitudes [ 4 , 5 , 6 , 7 , 8 ]. Although the above research referred to the school environment, it is advisable to also consider this approach in the sports environment, where adult actors interact in numerous ways with young athletes [ 7 , 9 ].…”

“…Researchers working in the field of children’s and youth sport are constantly looking at how the sporting environment can become more youth-friendly [ 7 , 9 , 10 , 11 ]. They stress that the most important thing for children is to enjoy the effort and participate in the game [ 12 , 13 , 14 ].…”