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NSW RUGBY UNION

NSW RUGBY UNION. What is acceptable on-field player behaviour and how much should a referee take? . Background.

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NSW RUGBY UNION

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  1. NSW RUGBY UNION What is acceptable on-field player behaviour and how much should a referee take?

  2. Background • In Aug 2006,the Chairman of the NSWRU Referee Coaching Panel, requested that the NSWRU Referee Department produce a Referee Education Package dealing with the very apparent on-field dissent and abuse of referees in Grade Rugby. • At about the same time the CEO of NSWRU, directed the department to produce a package dealing with the same issue that could be shown to all the 1st Grade Club Coaches in Sydney. • This presentation was produced to meet both objectives.

  3. NSW RUGBY UNION The implementation of this policy has the full backing of NSWRU and the various Judiciaries in NSW

  4. Managing players on-field • Dissent and abuse of referees by players on-field has become increasingly apparent in recent years. • In Premier Rugby, with the advent of SportEars and the Match of the Day on television, more spectators and viewers are being exposed to unacceptable outbursts of players. Video • This exposure has a trickle down effect where players in lower grades and Under 19’s emulate the behavior of their peers in 1st Grade.

  5. Who is this presentation aimed at? • All referees • All club coaches • It is you who can do the most good in reducing this poor behaviour across the whole spectrum of rugby by eradicating it from the game

  6. Aim • To provide strategies and guidelines that ensure dissent and referee abuse is removed from Rugby

  7. Learning OutcomesAt the end of this presentation you will have an understanding of: • what is and what is not acceptable • pre-match strategies to discourage dissent and referee abuse • game strategies to discourage dissent and referee abuse • accepted game sanctions • what to do as a referee when you are losing your temper.

  8. What is and what is not acceptable? • For the coaches in the room, how would you perform in the following environments? • Do you want the people you feel can “win and lose” a game for your team exposed to these environments? • Video examples • Reaction to video examples?

  9. What effect does this have on the referee? • Concentration • Confidence • Equanimity • Control • Confusion • An erosion of the ability to process a lot of information under stress • This leads to poor decision making = Poor outcomes for everyone

  10. Why are players doing it? Some possible reasons: • The game is not going the way they planned or expected • They are not playing well • The referee’s decisions at 50/50 calls are not going their way • They do not understand the laws of the game

  11. Why are players doing it? Some possible reasons: • Their coaching staff encourage, condone or participate in dissent &/or excessive querying of decisions • It is part of the game plan to de-stabilize the referee

  12. Why are players doing it? Some possible reasons: • Inconsistency or poor referee performance • Because the referees are allowing it!!!! • Because the referee coaches are not holding referees accountable!!!!

  13. What can coaches do about it? • Actively discourage dissent and referee abuse amongst the players • Ensure that the Captain is the only conduit between the team and the referee • Educate players to the negative effects on outcomes in matches where a referee is affected by dissent and abuse • Support the referees from the sideline by notencouraging or condoning either dissent or excessive querying of decisions

  14. How important is the Captain when trying to keep the team focused? • If he loses his focus, the team is likely to be leaderless • He should know the laws of the game! • What happens when a Captain and a Team lose the plot? • Video example

  15. What can referees do about it? • Implement specific strategies - keeping in mind that these strategies are not a license to develop a “God Complex” • Pre-game strategies • During the game

  16. Pre-game strategies • In keeping with the recent IRB directive, make a contract with both Captains (at boots or the toss) that all communication will be through them • All parties must stick to it • Except for normal game management, the referee does not speak to a player except through the captain and no player communicates with the referee except through the captain • Insist on the use of titles, not first names. The title acknowledges the position and responsibilities of all parties during the match

  17. During the Game • Game time is divided into two areas which effect the way we communicate with players: • Active play • Down time

  18. Active play • This is the time when the referee is actively refereeing • During this time communications is more formal • Specificity is used (player number and colour or colour captain, no first names) • Referee only speaks to individuals other than Captain when trying to “manage” the match

  19. Down time • This could be when the ball is out of play for a period of time, ie. during an injury • Informal communications can occur between the referee and all players • However, laws and decisions should not become topics of debate • Conversations should be kept low key and non-specific. • First names may be used

  20. Therefore, during the Game the referee should: • Stick to the Contract made with the Captains • Be approachable to Captains and refer decisions to them (kick or scrum, etc) but do not debate • Discourage players talking directly to you by referring back to the Captain • Not accept dissent or abuse in any form and be strict in applying sanctions • Stick to the Contract made with the Captains

  21. What are the Sanctions? • First offence - manage with Captain or penalise depending on severity • Second offence - penalize and admonish • Third offence - penalize and caution (yellow card) • Depending on the severity, referees can use the yellow or red card at any time • Foul language directed at a match official is a red card offence (ARU Directive GMG 2009) • “Industrial deafness” is no longer an option at Grade level

  22. What should a referee do when he feels he is losing his temper due to a player outburst? • What not to do… • Video example

  23. What should a referee do when he feels he is losing his temper due to a player outburst? • Less is still best • Apply the “ate” principals: • don’t participate • Don’t debate, and • don’t escalate • Speak quietly and in an even handed manner • Show no emotion • When making the hard decisions, be dispassionate • Remain in control

  24. Learning OutcomesWe have covered in this presentation: • what is and what is not acceptable • pre-match strategies to discourage dissent and referee abuse • game strategies to discourage dissent and referee abuse • accepted game sanctions • what to do when you are losing your temper.

  25. Conclusion • Experience in Sydney has shown that eradicating dissent and referee abuse from Rugby will: • Provide a better environment for players and referees to participate in the game • Deliver fairer and better match outcomes • Contribute in a positive way to the game as a spectacle and saleable product, and • Have a trickle down effect in other grades and competitions.

  26. NSW RUGBY UNION The implementation of this policy has the full backing of NSWRU and the various Judiciaries in NSW

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