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

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

Physical Culture and Sport Studies and Research ◽

10.2478/pcssr-2021-0029 ◽

2021 ◽

Vol 93 (1) ◽

pp. 38-48

Author(s):

Katarzyna Płoszaj ◽

Wiesław Firek

Keyword(s):

Emotional Support ◽

Instructional Support ◽

Self Assessment ◽

Psychological Issues ◽

Self Assessments ◽

Educational Interactions ◽

Educational Potential ◽

Educational Influence

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17113988 ◽

2020 ◽

Vol 17 (11) ◽

pp. 3988 ◽

Cited By ~ 1

Author(s):

Katarzyna Płoszaj ◽

Wiesław Firek ◽

Marcin Czechowski

Keyword(s):

Behavior Management ◽

Basic Mechanism ◽

Educational Goals ◽

Educational Value ◽

Educational Benefits ◽

Chi Squared ◽

Six Dimensions ◽

Positive Climate ◽

Educational Influence

Sport does not automatically generate educational benefits for players. For a sports field to become a child-friendly educational environment, it is essential that all actors involved in the organization of youth sport take deliberate educational measures. Among these actors are referees, who should be taken into account during the research on the educational value of sport for the youngest. The subject of the present study was handball referees, who interact with the players during matches. Assuming that the referee is an important actor in sport education and that referee–players interactions are the basic mechanism of the referee’s educational influence, this study aimed to assess the quality of his or her interactions with players during handball matches for children aged 9 to 12 years. The research was conducted in a group of 25 handball referees who refereed matches of children in the region of Mazowieckie Voivodeship in Poland. The referees surveyed had current licenses issued by the Warsaw–Mazovian Handball Association. To assess the quality of referee–players interactions, the authors’ direct observation tool (Referee–Players’ Interaction Assessment Scoring System) was used. The educational referee–players interaction was studied in six dimensions: Positive climate, Responsiveness, Behavior management, Proficiency, Instructing, and Communicating. Data were statistically analyzed using chi-squared test, Mann–Whitney U test and exploratory factor analysis (EFA). Cronbach’s alpha values were higher than 0.90 in the factors, showing adequate levels of reliability. The results of the research demonstrated that the assessment of the quality of the referee’s educational influence on players was neither affected by the referees’ experience nor by the outcome of the match. The quality of educational referee–players interactions in five of the six dimensions studied was assessed as average, whereas positive climate was assessed as poor (three-step scale: poor, average, good). If referees are to support coaches and parents in achieving their educational goals, the results indicate areas where they can improve. The research provided empirical evidence that could be used as a basis for the modification of previous training programs for referees developed by local and national sports associations. The referees should be trained to build a positive climate on the sport field, which consists in creating emotional ties with players (physical proximity, social conversation), expressed in an enthusiastic attitude and joy of contacts (smiling, engagement, positive affect reaction, positive comments, respectful and inclusive language, using players first names, listening to players). In addition, referees must be taught to actively monitor players’ emotional, cognitive, social, and health needs, as well as to respond to the players’ needs and solve problems.

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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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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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Omgaan met mensen met een visuele beperking in het verpleeghuis

Tijdschrift voor Gerontologie en Geriatrie ◽

10.36613/tgg.1875-6832/2019.01.03 ◽

2019 ◽

Keyword(s):

Emotional Support ◽

Vision Loss ◽

Visual Impairments ◽

Brain Disorders ◽

Process Of Care ◽

Coordinated Care ◽

Specific Training ◽

Literature Overview ◽

Care For Older People

The number of people with vision loss increases; a large part of them is nursing home resident. Although the number of elderly with visual impairments is growing, little special attention is paid to this group. This is however urgently needed. Caregivers need to understand the limitations of visual impairment and how to cope with them. This can lead to better coordinated care. This article presents a literature overview about what conditions are essential for the quality of care for older people with visual impairments caused by eye-diseases (not by brain disorders). The results show that these conditions concern the process of care, communication and emotional support, support when moving, in providing structure, specific training of caregivers, and lighting provision. Practical tips and advice are given that can be used in nursing homes.

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The Association of Sources of Support, Types of Support and Satisfaction with Support Received on Perceived Stress and Quality of Life of Cancer Patients

Integrative Cancer Therapies ◽

10.1177/1534735421994905 ◽

2021 ◽

Vol 20 ◽

pp. 153473542199490

Author(s):

Iván Ruiz-Rodríguez ◽

Isabel Hombrados-Mendieta ◽

Anabel Melguizo-Garín ◽

Mª José Martos-Méndez

Keyword(s):

Quality Of Life ◽

Social Support ◽

Cancer Patients ◽

Perceived Stress ◽

Emotional Support ◽

Multidimensional Analysis ◽

Informational Support ◽

Cancer Data ◽

The Family

Introduction: The aim of the present study is to carry out a multidimensional analysis of the relationship of social support with quality of life and the stress perceived by cancer patients. Methods: The participants were 200 patients with cancer. Data was gathered on sociodemographic characteristics, health, quality of life, social support and perceived stress. Results: Frequency of and satisfaction with different sources and types of support are related positively with improvement of quality of life and negatively with perceived stress. The emotional support from the partner and the emotional and informational support from the family are significant predictors of quality of life. Emotional support from the family reduces patients’ perceived stress. Satisfaction with emotional support from the partner and with the informational support from friends and family increases quality of life. Satisfaction with emotional support from the family and with informational support from friends decreases patients’ perceived stress. Instrumental support and support provided by health professionals are not good predictors of quality of life and perceived stress. Satisfaction with the support received is more significantly related with quality of life and stress than the frequency with which the sources provide support. Conclusions: These results have important practical implications to improve cancer patients’ quality of life and reduce their perceived stress through social support. Designing intervention strategies to improve satisfaction with the support provided to patients by their closest networks results in a global benefit for the patient’s quality of life.

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What Does the Future Hold? Health-Related Quality of Life 3–12 Years Following a Youth Sport-Related Knee Injury

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18136877 ◽

2021 ◽

Vol 18 (13) ◽

pp. 6877

Author(s):

Christina Y. Le ◽

Clodagh M. Toomey ◽

Carolyn A. Emery ◽

Jackie L. Whittaker

Keyword(s):

Quality Of Life ◽

Knee Injury ◽

Youth Sport ◽

Health Related Quality ◽

Related Quality ◽

Health Related ◽

Knee Trauma ◽

Strenuous Physical Activity ◽

Eq Vas

Knee trauma can lead to poor health-related quality of life (HRQoL) and osteoarthritis. We aimed to assess HRQoL 3–12 years following youth sport-related knee injury considering HRQoL and osteoarthritis determinants. Generic (EQ-5D-5L index, EQ-VAS) and condition-specific (Knee injury and Osteoarthritis Outcome Score quality of life subscale, KOOS QOL) HRQoL were assessed in 124 individuals 3–12 years following youth sport-related knee injury and 129 uninjured controls of similar age, sex, and sport. Linear regression examined differences in HRQoL outcomes by injury group. Multivariable linear regression explored the influence of sex, time-since-injury, injury type, body mass index, knee muscle strength, Intermittent and Constant Osteoarthritis Pain (ICOAP) score, and Godin Leisure-Time Exercise Questionnaire (GLTEQ) moderate-to-strenuous physical activity. Participant median (range) age was 23 years (14–29) and 55% were female. Injury history was associated with poorer KOOS QOL (−8.41; 95%CI −10.76, −6.06) but not EQ-5D-5L (−0.0074; −0.0238, 0.0089) or EQ-VAS (−3.82; −8.77, 1.14). Injury history (−5.14; −6.90, −3.38), worse ICOAP score (−0.40; −0.45, −0.36), and anterior cruciate ligament tear (−1.41; −2.77, −0.06) contributed to poorer KOOS QOL. Worse ICOAP score contributed to poorer EQ-5D-5L (−0.0024; −0.0034, −0.0015) and higher GLTEQ moderate-to-strenuous physical activity to better EQ-VAS (0.10; 0.03, 0.17). Knee trauma is associated with poorer condition-specific but not generic HRQoL 3–12 years post-injury.

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Patient experience surveys for children’s community health services: A scoping review

Journal of Child Health Care ◽

10.1177/13674935211005874 ◽

2021 ◽

pp. 136749352110058

Author(s):

Helen J Nelson ◽

Catherine Pienaar ◽

Anne M Williams ◽

Ailsa Munns ◽

Katie McKenzie ◽

...

Keyword(s):

Health Care ◽

Health Services ◽

Community Health ◽

Patient Experience ◽

Scoping Review ◽

Emotional Support ◽

Community Health Services ◽

Experience Of Care ◽

Healthcare Experience

Patient experience surveys have a user focus and measure the quality of person-centered health care for hospital inpatients and consumers of community health services, providing a governance process to evaluate the quality of care and to action improvement. Experience of care has been described as effective communication, respect and dignity, and emotional support. Measurement criteria for these domains are not standardized, leading to inconsistent reporting of patient experience. The objective of this scoping review was to synthesize evidence for measuring experience of care in children’s community health services using the Joanna Briggs Institute framework for scoping review method. Three parent-reported surveys met the inclusion criteria, and 50 survey items were assessed by expert reviewers for fit to domains of healthcare experience. Conceptual domains of parent experience in children’s community health services included respect and dignity, effective communication, and emotional support. A gap was identified, in that few items in identified surveys measured emotional support. This contribution will promote consistent reporting of healthcare experience, informing policy and practice for person-centered health care.

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Arthroscopic International Cartilage Repair Society Classification System Has Only Moderate Reliability in a Porcine Cartilage Repair Model

The American Journal of Sports Medicine ◽

10.1177/0363546521998006 ◽

2021 ◽

pp. 036354652199800

Author(s):

Jani Puhakka ◽

Teemu Paatela ◽

Eve Salonius ◽

Virpi Muhonen ◽

Anna Meller ◽

...

Keyword(s):

Cartilage Repair ◽

Scoring System ◽

Femoral Condyle ◽

Intraclass Correlation ◽

Type Iii Collagen ◽

Intrarater Reliability ◽

Scoring Method ◽

International Cartilage Repair Society ◽

Made In

Background: The International Cartilage Repair Society (ICRS) score was designed for arthroscopic use to evaluate the quality of cartilage repair. Purpose: To evaluate the reliability of the ICRS scoring system using an animal cartilage repair model. Study Design: Controlled laboratory study. Methods: A chondral defect with an area of 1.5 cm2 was made in the medial femoral condyle of 18 domestic pigs. Five weeks later, 9 pigs were treated using a novel recombinant human type III collagen/polylactide scaffold, and 9 were left to heal spontaneously. After 4 months, the pigs were sacrificed, then 3 arthroscopic surgeons evaluated the medial femoral condyles via video-recorded simulated arthroscopy using the ICRS scoring system. The surgeons repeated the evaluation twice within a 9-month period using their recorded arthroscopy. Results: The porcine cartilage repair model produced cartilage repair tissue of poor to good quality. The mean ICRS total scores for all observations were 6.6 (SD, 2.6) in arthroscopy, 5.9 (SD, 2.7) in the first reevaluation, and 6.2 (SD, 2.8) in the second reevaluation. The interrater reliability with the intraclass correlation coefficient (ICC) for the ICRS total scores (ICC, 0.46-0.60) and for each individual subscore (ICC, 0.26-0.71) showed poor to moderate reliability. The intrarater reliability with the ICC also showed poor to moderate reliability for ICRS total scores (ICC, 0.52-0.59) and for each individual subscore (ICC, 0.29-0.58). A modified Bland-Altman plot for the initial arthroscopy and for the 2 reevaluations showed an evident disagreement among the observers. Conclusion: In an animal cartilage repair model, the ICRS scoring system seems to have poor to moderate reliability. Clinical Relevance: Arthroscopic assessment of cartilage repair using the ICRS scoring method has limited reliability. We need more objective methods with acceptable reliability to evaluate cartilage repair outcomes.

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