Self-assessment of football referees on their educational influence on children aged 9–12 during a sports competition

Abstract Proper use of the educational potential of sports depends on the entities organizing children’s sports competitions (coaches, parents, referees). Particularly important is their awareness of the purposefulness and legitimacy of actions taken. Numerous studies have been devoted to the role of the coach and parents in providing children and young people with positive sporting experiences. In contrast, the referee has often been overlooked. The behavior of the referees during the match is also important for young players. Assuming that referee-player interactions have a major contribution to educational influence, the purpose of this study was to explore the opinions of soccer referees refereeing matches of children aged 9 to 12 years about their interactions with players in terms of emotional support, game organization, and instructional support. It was also decided to verify whether referees’ self-assessment of their educational function is influenced by experience. The research was conducted among 116 referees licensed by Mazovian Football Association who referee matches of children aged 9–12 years (Orliki and Młodziki categories) in the Masovian Voivodeship in Poland. To assess the referee-players educational interaction, a questionnaire survey was developed. These interactions are present in three domains: emotional support, game organization and instructional support. The results showed significant differences between referees’ self-assessments in the three domains. Referees rated their educational interactions with players higher in the domain of emotional support than the instructional support. Moreover, the results indicated that there was no differences in the referees’ self-assessment between the groups distinguished by more experienced in the domains of emotional support and game organization, while less experienced referees rated the quality of their educational interactions in the instructional support domain higher than those more experienced. The main conclusion of the research is the postulate to introduce pedagogical and psychological issues into the referee training.

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Role of Technology in Self-Assessment and Feedback Among Hospitalist Physicians: Semistructured Interviews and Thematic Analysis (Preprint)

10.2196/preprints.23299 ◽

2020 ◽

Author(s):

Andrew Lukas Yin ◽

Pargol Gheissari ◽

Inna Wanyin Lin ◽

Michael Sobolev ◽

John P Pollak ◽

...

Keyword(s):

Thematic Analysis ◽

Primary Source ◽

Self Assessment ◽

Specific Objective ◽

Semistructured Interviews ◽

Data Points ◽

Self Assessments ◽

Using Data ◽

Patient Relationships

BACKGROUND Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. OBJECTIVE The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians’ current practices and their reactions to proposed possibilities. METHODS Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. RESULTS Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. CONCLUSIONS Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.

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A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽

10.2202/0027-6014.1142 ◽

2001 ◽

Vol 38 (3) ◽

Cited By ~ 3

Author(s):

Cathryn G. Turrentine

Keyword(s):

Leadership Practices ◽

Peer Assessment ◽

Leadership Skills ◽

Self Assessment ◽

Self Reports ◽

Self Assessments ◽

Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

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Comparative Study on Workplace Collaboration across the Leading Global Organizations in IT Sector

International Journal of Human Capital and Information Technology Professionals ◽

10.4018/ijhcitp.2015040102 ◽

2015 ◽

Vol 6 (2) ◽

pp. 14-32

Author(s):

Vinita Sinha ◽

Aditi Merchant ◽

Nupur Dangar ◽

Paridhi Agal ◽

Pratiksha Sharma

Keyword(s):

Organizational Behavior ◽

Career Counseling ◽

Quality Of Work Life ◽

Organizational Dynamics ◽

Professional Relationships ◽

Work Place ◽

Self Assessment ◽

Differential Degree

The significant role of work place collaboration has been widely felt across the globe due to diversity and highly changing organizational dynamics. Six components emerged from the relevant management and organizational behavior regarding how managers built unity through collaboration and create a conducive environment for work and productivity. They are known as –teaming, motivating subordinate, career counseling, communicating with subordinate, professional relationships, issues related to morale and quality of work life. The present piece of work is a study of work place collaboration on 60 employees belonging from 6 different organizations. . Self-assessment inventory on work place collaboration have been used to assess those six factors. The results revealed that there is a significant gap between “what is” and “what should be” across all the six components of work place collaboration. Correlation values also suggest the differential degree of correlation between the six factors for each organization. The findings have been discussed in terms of the organizational & IT Sector's perspectives.

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The role of vocational guidance in improving the quality of knowledge in mathematics

Bulletin of Toraighyrov University. Pedagogics series ◽

10.48081/tdmn8232 ◽

2021 ◽

pp. 9-19

Author(s):

Nella Fuatovna Abayeva ◽

Lezzetzhan Mukhamedzhanovna Mustafina ◽

Rafkat Abaev ◽

Bakhytzhan Mukhamedzhanovna Mustafina

Keyword(s):

Mathematical Knowledge ◽

Vocational Guidance ◽

Educational Process ◽

Teaching Mathematics ◽

Self Assessment ◽

Level Of Knowledge ◽

High Standards ◽

Near Future

The role of vocational guidance in teaching mathematics in the educational process of economic specialties students is presented. The importance and necessity of obtaining high-quality knowledge of the mathematical approach by students of economic specialties is demonstrated. Today’s students, and in near future: specialists in the field of economics should be able to meet the high standards of the modern labor market; they must be interested in obtaining a higher level of knowledge. The issue of improving the quality of mathematical knowledge is quite acute, and as one of the ways is to stimulate the study of mathematical disciplines, the authors consider the introduction of a professionally-oriented textbook into the educational process. The article provides the structure of this textbook, which contains all the necessary theoretical material, key concepts, and questions for self-assessment, a list of references and a large number of professionally oriented tasks.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17030905 ◽

2020 ◽

Vol 17 (3) ◽

pp. 905 ◽

Cited By ~ 1

Author(s):

Wiesław Firek ◽

Katarzyna Płoszaj ◽

Marcin Czechowski

Keyword(s):

Emotional Support ◽

Behavior Management ◽

Scoring System ◽

Instructional Support ◽

Youth Sport ◽

Developmental Theory ◽

Medium Range ◽

Pedagogical Function ◽

Positive Climate

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.

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Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

SAGE Open ◽

10.1177/2158244020932914 ◽

2020 ◽

Vol 10 (2) ◽

pp. 215824402093291

Author(s):

Stéphanie Duval ◽

Caroline Bouchard ◽

Lise Lemay ◽

Gilles Cantin

Keyword(s):

Early Childhood ◽

Support Group ◽

Emotional Support ◽

Classroom Assessment ◽

Instructional Support ◽

Early Childhood Educators ◽

Structured Interviews ◽

Childcare Centers ◽

Classroom Assessment Scoring System

This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators ( N = 15) working with 5 year-old children. To assess ECEs’ practices related to the quality of these interactions as observed in childcare centers (theories-in-use), the Classroom Assessment Scoring System (CLASS) was used. This tool is structured around three domains: emotional support, group organization, and instructional support. Semi-structured interviews were conducted with ECEs to collect data on their reported practices related to the quality of these interactions (espoused theories). The observational data showed that the quality of emotional support and group organization was average-to-high, and these domains were also most often referred to in the participants’ comments. On the contrary, the quality of instructional support was rated average-to-low. Correspondingly, this domain was not often referred to in the participants’ comments. These results are discussed in light of the tensions and gaps brought out between the ECEs’ theories-in-use and espoused theories and lead to recommendations for professional development aimed at improving the quality of ECE–child interactions in childcare centers and, in particular, the instructional support provided therein.

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Additional Vocational Education of Adults As an Element of Continuous Education

Uchenye Zapiski RGSU ◽

10.17922/2071-5323-2021-20-1-113-121 ◽

2021 ◽

Vol 20 (1) ◽

pp. 113-121

Author(s):

Victor I. Silenkov ◽

◽

Maria I. Tarasova ◽

Keyword(s):

Adult Education ◽

Professional Education ◽

Educational Services ◽

Penal System ◽

Socioeconomic Conditions ◽

Professional Programs ◽

Russian State ◽

Educational Potential

The article reflects the main stages of the formation of additional professional education. The authors analyze Russian and foreign scientific works, provide normative legal sources, and reveal the role of education as an element of continuous adult education. The article evaluates the current socioeconomic conditions for the reproduction of the professional educational potential of the society, using the example of the organization of professional education by employees of the penal system, as well as monitoring the quality of educational services provided in the Russian State Social University, according to the results of which the authors identified the need to develop new approaches to assessing the quality of additional professional programs. Based on the results of the study, the authors propose to optimize the system of additional professional education by improving the regulatory framework and requirements for the structure and content of programs.

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MANAGEMENT STYLE OF HOSPITALITY AND TOURISM INSTITUTE (A CASE STUDY OF THE INTERNATIONAL BALI TOURISM INSTITUTE OF DENPASAR)e

Journal of Business on Hospitality and Tourism ◽

10.22334/jbhost.v2i1.39 ◽

2017 ◽

Vol 2 (1) ◽

pp. 38

Author(s):

Ni Made Ayu Sulasmini

Keyword(s):

Management Program ◽

Management Style ◽

Self Assessment ◽

Development Management ◽

Hospitality And Tourism ◽

Diploma Program

Understanding management style enables managers to recognize their strength and weakness. This recognition allows an arrangement of a precise development management program; this will boost management performances that should be a support in developing the quality of a school. This study aimed to assess the management style of the International Bali Tourism Institute (STPBI). STPBI is a school that offers a diploma program for the hospitality and tourism students. A self-assessment management style instrument (DiPadova, 1990 in Petrick and Quinn, 1997) was used. The study indicates that in average, the managers in STPBI are strong in the role of director, but very weak in the role of broker. The result of this research depicts the management of STPBI should focus on developing the broker and producer areas to enable a well-rounded management style.

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Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms

Journal of Childhood, Education & Society ◽

10.37291/2717638x.20212187 ◽

2021 ◽

Vol 2 (1) ◽

pp. 58-68

Author(s):

Nirmala Karuppiah

Keyword(s):

Professional Development ◽

Emotional Support ◽

Exploratory Study ◽

Classroom Assessment ◽

School Teacher ◽

Instructional Support ◽

Government Policies ◽

Classroom Assessment Scoring System ◽

The U.S

This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector.

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