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EVALUATOR’S GUIDE Officials’ Training & Certification Program (OTCP) September 2011 Edition

EVALUATOR’S GUIDE

September 2011 edition

© Water Polo Canada Page 1

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.

EVALUATOR’S GUIDE



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/

EVALUATOR’S GUIDE



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); Jacques Marsolais (OWG/FWPQ); and Jeffrey Lindell (WPC).

2010-2011 Officials Working Group (OWG) members: Lily Olson (OWG Chair /WPS); Rick Valouche (BCWPA); Mikhail Dykman (AWPA); Doriel Terpenka (OWP); 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.

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Table of Contents

Acknowledgements ..................................................................................................... 3

Evaluator Training Workshop ..................................................................................... 5

Introduction .................................................................................................................. 6

Outcomes, Criteria, and Evidence .............................................................................. 6

Certification Standard ................................................................................................. 7

Evaluator Prerequisites and Skill Set ......................................................................... 7

Responsibilities of the Evaluator ............................................................................... 8

Assumptions for Certification and Evaluation in the OTCP ..................................... 9

Principles of Evaluation in the OTCP ......................................................................... 9

A New Structure for the OTCP .................................................................................. 10

Regional Referee ........................................................................................................ 12

Provincial Referee ...................................................................................................... 14

National Referee ......................................................................................................... 16

Referee Certification Process ................................................................................... 18

Rubrics for Referee Evaluation ................................................................................. 19

Referee Evaluation Sheet .......................................................................................... 28

Debrief ........................................................................................................................ 30

Action Planning .......................................................................................................... 31

Receptiveness of Referee During the Debrief ......................................................... 32

Certification Logistics and Administration .............................................................. 32

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Evaluator Training Workshop The following table provides an outline of the Evaluator Training Workshop. The table provides timelines and content that will be covered in order to prepare an Evaluator to be effective in his/her role.

Training Topic Recommended

Time Purpose

Reference Pages

Ice Breaker 15 minutes Small talk and get to know one and other

N/A

Evaluation Overview 30 minutes To provide an overall background and minimum standards for Evaluation in the OTCP

6-11

Description of the Referee

30 minutes To identify what are the expectations and minimum standards of the referee at each level.

12-17

Evaluation Methods and Tools

60 minutes Review of outcome, criteria, evidence, and evaluation tool.

18-29

Debriefing and Action Planning

30 minutes

To identify the process for debriefing and developing an action plan for a referee after an observation. Practice debriefing and action planning.

30-32

Certification Logistics and Administration

5 minutes To review WPC specific policies and procedures that are required by the Evaluator

32

Practice using Evaluation Tools

Depending on # of games

Practice evaluation in a real game setting – observation, debrief, and action planning. This should be done over 2-3 games.

Rubric and evaluation

tool

Gaining consistency in the evaluation

30 minutes

To interpret and align Evaluators’ perceptions of criteria and evidences, and to identify a consistent National standard for a successful evaluation.

N/A

Total estimated time of workshop: 5 hours

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Introduction Evaluation in the Officials’ Training and Certification Program (OTCP) is the process used to determine whether referees meet OTCP standards for certification. This process applies to three (3) out of the four (4) levels: Regional Referee; Provincial Referee; and National Referee. Evaluation for certification is not required for the Community Sport Referee.

The following tool has been developed to guide Evaluators through the certification process by defining the approach (outcomes, criteria, evidence, and grading process), describing the pre-requisites, skill set, and responsibilities of the Evaluator, describing the assumptions for certification and evaluation, outlining the principles of evaluation and the structure of the OTCP, providing a definition of each level within the OTCP, and a detailed rubric and evaluation sheet, and finally, the process for debriefing and action planning after an observation.

Outcomes, Criteria, and Evidence Evaluation in the OTCP is based on a systematic approach to determining whether referees meet OTCP standards. This approach has three key components: outcomes; criteria; and evidence.

Outcomes: These are the overall tasks referees must be able to perform

There are four (4) overall tasks that capture what referees in the OTCP need to be able to do. These are called OTCP Outcomes and they are:

1. Ethics and Professionalism

2. Rule Interpretation

3. Provide Support to Participants in Competition

4. Game Management

The scope and depth of each outcome will vary based on referee level and the needs of the participants.

Criteria: These are the components of an outcome that will be evaluated

Every outcome is associated with one or more criteria.

The interpretation of the criteria in the observation will depend on the referee level. For example, the use of verbal and non-verbal communication for a Regional referee at a 12 and under regional event is much different than for a National level referee at a Senior National Club Championship.

Evidence: This is what the Evaluator must observe and measure to confirm that the candidate meets the OTCP standard for each criterion

All criteria are associated with one or more pieces of evidence. Evidence is what the referee actually does. It is observable and measurable.

Together with the outcomes and criteria, the evidence is used to determine the OTCP minimum standard for evaluation.

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Certification Standard Certification standard refers to the degree to which referees meet a given criterion. An achievement scale is used to determine whether or not a referee meets or exceeds the minimum standards. 3 Exceed expectations 2 Meets expectation (OTCP Standard) 1 Below expectations 0 Unacceptable behaviour The OTCP Standard changes for each referee level based on the description of what is expected of the referee and what are the needs of the participants based on LTAD principles.

Unacceptable behavior is defined as gross negligence. For example, if a referee were to discuss the necessary point spread with a coach prior to the game or if a referee were to make a call that impacted the result of the game. A score of “0” for any evidence results in an automatic unsuccessful evaluation.

For each level the passing grade is “68” – which is an assumption that the minimum standard is being met.

The National referee must receive a score of “18” for the outcome Rule Interpretation in order to receive a successful evaluation.

Evaluator Prerequisites and Skill Set The WPC Evaluator will have a skill set relevant to the duties needed to be an effective evaluator. This includes:

Evaluator must be certified at least a level higher than the referee being evaluated.

Have at least five (5) years of referee experience at the National Club Championships.

Must attend the OTCP Evaluator Training workshop.

Good understanding of the entire OTCP.

Good understanding and background in the full spectrum of referee development.

Good understanding of the growth and development principles and purpose of competition for each LTAD pathway, and the role in which the referee plays in athlete/participant development.

Demonstrable skills in the core competencies of judgment, impartiality, critical thinking, and confidence.

Ability to follow instructions and protocol with respect to evaluation and sticking to standards with respect to scoring.

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Ability to communicate effectively and provide feedback to referee candidates.

Ability to be objective in evaluating candidates.

Responsibilities of the Evaluator The Evaluator is a representative of WPC and the OTCP process. The Evaluator must present a professional appearance and attitude at all times.

The Evaluator is responsible for the following:

Positive/welcoming – To ensure that the evaluation process is a positive experience.

Punctuality – To arrive at the venue early.

Professionalism – To conduct himself/herself in a professional manner at all times.

Fairness – To assess each candidate fairly without bias using the evaluation tool.

Feedback – To provide constructive, positive, feedback orally and in written form. Feedback will clearly indicate how the candidate can improve.

Communication – To communicate clearly ensuring that all candidates understand instructions and explanations.

Clear understanding of the level and requirements – To ensure that he/she understands the minimum standard required and that the rubric is well understood.

Common sense – To apply common sense when dealing with situations such as illness, nerves, etc.

Credibility – To ensure that all areas of the process are covered as prescribed; that the candidates are left with a positive impression of the process; and that the evaluation process is credible.

Timely results – To return results to the PSO and WPC within 1-2 weeks.

Debriefing – To ensure that all candidates are debriefed, with specific reference to the performance as compared to the rubric. He/she must clearly understand where more practice/training is needed.

Action Plan – All candidates must leave the evaluation with an action plan designed to assist them with training and/or future endeavors within water polo.

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Assumptions for Certification and Evaluation in the OTCP For the purposes of certification within the OTCP, referee evaluation is based on the following assumptions:

Certification should identify and confirm that the referee is capable of doing certain things deemed important within the level as identified by the description of “who” the referee is.

Certification should promote favorable referee behaviors that have a positive impact on athlete/participant development.

Certification is not about recognizing “the perfect referee”, but rather developing consistency of rule interpretations and a flow to the game.

Certification is about acknowledging that a referee has demonstrated evidence of competence in the minimum standards identified within the OTCP.

A common evaluation framework across the country is important in order to gain consistency among Canadian referees, and ensure that athletes/participants are developing according to LTAD principles.

It is possible to recognize and respect individual referee styles; however, conformity to the application of specified LTAD adapted age appropriate rules is important.

Adequate training or relevant experiences should occur before evaluation.

OTCP training activities should prepare referees adequately to meet the standards in place for certification.

Evidence demonstrated during the evaluation may not reflect all of the elements or objectives identified during training activities.

Principles of Evaluation in the OTCP

Outcomes are the foundation of the OTCP approach to evaluating and certifying referees.

Evaluation in the OTCP reflects the ethical practices promoted in the Canadian sport system.

Evaluation in the OTCP attempts to standardize the interpretation of the FINA rules and LTAD adapted rules.

Evaluation in the OTCP is evidence-based.

The evidence in OTCP evaluations consists of observable referee behaviour that is used to determine whether a referee meets a given criterion.

The evidence in OTCP evaluations may come from several sources.

Evidence demonstrated during an evaluation may not reflect all of the elements or objectives identified in training activities.

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Referees are fully advised of the evidence that will be used to determine whether they meet a given criterion. This helps them achieve certification.

Referees seeking certification are evaluated by WPC accredited Evaluators.

Evaluation requirements, procedures, and methods are (1) administratively feasible, (2) professionally acceptable, (3) publicly credible, (4) legally defensible, (5) economically affordable, and (6) reasonably accessible.

Evaluation is preceded by OTCP training or relevant experience.

OTCP training activities prepare referees to meet certification standards.

A New Structure for the OTCP WPC is in the process of changing the OTCP to a new structure that is based on the principles of Long-Term Athlete Development (LTAD): athlete centered, coach driven, and administration, sport science, and sponsor supported. The new OTCP is being designed based on new adult learning theories, namely, activity based learning and learning by doing.

There are four (4) referee levels in the OTCP: Community Sport Referee; Regional Referee; Provincial Referee; and National Referee. Referees are required to attend a workshop, which includes both classroom and practical training in order to receive the status of “trained”. Referees must be evaluated in an official competition setting, in addition to, completing a specified number of practical hours and an online exam in order to earn the status of “certified” at any given level.

In a competency-based setting, referees are able to challenge their training by requesting evaluations and demonstrating the minimum criteria for each level. The challenge process is mainly reserved for referees making the transition from a National Team playing career, coaches who have many years of experience, and referees coming from another country. The challenge process is only for the Regional and Provincial levels.

Certification at any level will be active for a period of two (2) years. In order to maintain the status of “certified” a referee must complete a specified number of practical hours.

The Community Sport context does not require certification or maintenance of certification.

The diagram below outlines the core competencies, learning outcomes, and contexts of the new OTCP.

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Regional Referee The Regional referee is an entry-level referee program targeting teenagers and adults with little experience with the rules of water polo. This referee has typically been playing water polo at the club level for a couple of years, or is a parent of an athlete who has been involved in the sport. There are no pre-requisites to this program. The Regional referee typically officiates 12 and under, 14 and under, and 16 and under local events – Technical Foundations and early stages of Competitive Foundations.

The Regional referee is expected to be able to apply the LTAD adapted rules in a safe and fun environment. The Regional referee is also a coach and must provide support to the athletes and coaches by communicating effectively the basic rules of the game. The Regional referee must ensure that rules are being enforced so that the safety of the participants are upheld, and the game environment enables the children and young teenagers to demonstrate their individual skills in a competitive environment – skill development and fun is the priority not winning or losing. The Regional referee must encourage offensive advantage and fair play through the application of the adapted rules – scoring goals is fun!

The Regional Referee course involves five and half (5.5) hours of classroom training and four and half (4.5) hours of practical training. Once a referee completes their training they can begin the process of becoming “certified” by completing the following steps:

1. Online written examination.

2. Twenty (20) hours of practical experience (i.e. scrimmages and games.)*

3. Three (3) observations at 12 and under or older events.*

*Practical experience and observations may occur at the same time. A Referee does not have to complete all twenty (20) hours before requesting an evaluation.

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Provincial Referee The Provincial referee is the second level referee program targeting athletes, coaches, and referees who have experience at the club level. This referee has typically played water polo at the club level for a number of years and/or has experience as a referee. The pre-requisite for this program is the Regional Referee certification. Participants may challenge their certification if they have experience as a player at the National Team level, coaching experience at the National club level, or referee experience from another country. The Provincial referee typically officiates Provincial events and attends the 16 and under and 18 and under National Club Championships – Competitive Foundations and Training to Compete.

The Provincial referee is expected to be able to apply the LTAD adapted rules in a safe, competitive, and fun environment. The Provincial referee is also a coach when officiating local events for younger athletes, and must provide support to the athletes and coaches by communicating effectively the basic rules of the game. The Provincial referee must begin to learn how to control the game both inside and outside of the field of play. The Provincial referee must ensure that rules are being enforced so that the safety of the participants are upheld, and the game environment enables the athletes to demonstrate their individual skills in a competitive environment – skill development is the priority not winning or losing. The Provincial referee must encourage offensive advantage through the application of the adapted rules – structured flow and scoring chances are fun!

The Provincial Referee course involves five and half (5.5) hours of classroom training and five and half (5.5) hours of practical training. Once a referee completes their training they can begin the process of becoming “certified” by completing the following steps:


2. Thirty (30) hours of practical experience (i.e. scrimmages and games).*

3. Six (6) observations at 16 and under gender specific or older events. At least fifty percent (50%) of the observations must be difficult.*

*Practical experience and observations may occur at the same time. A Referee does not have to complete all thirty (30) hours before requesting an evaluation.

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National Referee The National referee is the highest domestic level referee program targeting officials with extensive knowledge of the game and experience as a referee. This referee has typically played water polo for a number of years and has attended National Club Championships. The pre-requisite for this program is the Provincial Referee certification. The Provincial referee typically officiates the National Club Championships and older age group Provincial events – Training to Compete and Training to Perform.

The National referee is expected to be able to apply the FINA rules in a safe and structured environment. The National referee plays an important role in the game as competition becomes the focal point of the development of the athletes at these events. The National referee must be able to communicate effectively both verbally and non-verbally, and must be in complete control of the game – team bench, minor official bench, spectators, etc. The National referee must ensure that rules are being enforced so that the safety of the participants is upheld, and the game environment has a flow – allowing the play and athletes to dictate the outcome of the game. The National referee must have an in depth understanding of the advantage rule.

The National Referee course involves six and half (6.5) hours of classroom training and six and half (6.5) hours of practical training. Once a referee completes their training they can begin the process of becoming “certified” by completing the following steps:


2. Forty (40) hours of practical experience (i.e. scrimmages and games).*

3. Six (6) observations at 18 and under and older events – four (4) of the six (6) evaluations must be completed at WPC events. At least fifty percent (50%) of the observations must be difficult.*

*Practical experience and observations may occur at the same time. A Referee does not have to complete all forty (40) hours before requesting an evaluation.

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Referee Certification Process To be certified at the Regional, Provincial, or National levels, a water polo referee must be evaluated in the following four (4) outcomes:

1. Ethics and Professionalism 2. Rule Interpretation 3. Provide Support to Participants in Competition 4. Game Management

The outcomes aim to develop the core competencies of judgment, impartiality, critical thinking, and confidence in all water polo referees.

The tables below list all outcomes, criteria, and water polo requirements:

OTCP Outcomes Criteria Water Polo

Requirements

Ethics and Professionalism

Official’s attire Trained and Evaluated

Posture and demeanor Trained and Evaluated

Neutrality and objectivity Trained and Evaluated

Rule Interpretation

Fouls Trained and Evaluated

Throws Trained and Evaluated

Method of scoring Trained and Evaluated

Starting and re-starting of play Trained and Evaluated

Disqualification, misconduct, and brutality

Trained and Evaluated

Provide Support to Participants

in Competition

Application of FINA rules based on LTAD

Trained and Evaluated

Communication with participants Trained and Evaluated

Communication with officials Trained and Evaluated

Positioning on deck Trained and Evaluated

Game Management

Bench control Trained and Evaluated

Safety Trained and Evaluated

Pre-game responsibilities Trained and Evaluated

Post-game responsibilities Trained and Evaluated

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Rubrics for Referee Evaluation

Criteria Evidence Needs Improvement

(1 point) Meets Expectations

(2 points) Exceeds Expectations

(3 points)

Eth

ics

and

Pro

fess

ion

alis

m –

O

ffic

ial’s

att

ire

Referee dresses in an appropriate and professional manner according to FINA and WPC standards

Referee is not dressed appropriately (i.e. shorts, jeans, non-white clothing, dirty running shoes, a non-Fox 40 whistle, no yellow and red cards, etc)

Referee is dressed in white golf shirt, white pants, white shoes, Fox 40 whistle hanging from neck, and yellow and red cards in back pocket

Golf shirt is tucked into pants with white belt

Referee is dressed in white golf shirt with PSO, WPC, or league logo, white dress pants, white belt, white shoes, Fox 40 whistle hanging from neck, and yellow and red cards in back pocket

Golf shirt is tucked into pants Hair is coifed and facial hair

shaven

Eth

ics

and

Pro

fess

ion

alis

m –

P

ost

ure

an

d

de

me

ano

ur

Referee conveys confidence and professionalism through posture and demeanour

Referee walks up and down pool slowly and dragging feet

Referee crosses arms and sits on the minor officials bench

Referee’s posture is lazy and unprofessional

Referee usually conveys confidence through posture while walking up and down pool

Referee usually demonstrates sharp movements, back straight, and professional posture

Referee always conveys confidence through posture while walking up and down pool

Referee always demonstrates sharp movements, back straight, and professional posture

Eth

ics

and

Pro

fess

ion

alis

m

– N

eu

tral

ity

and

o

bje

ctiv

ity Referee portrays an image of

being neutral and unbiased towards teams, athletes, coaches, and other participants

Referee rarely portrays an image of being neutral and unbiased towards teams, athletes, coaches, and other participants

Referee always speaks in a friendly non-business manner with specific teams and participants before and after games, and throughout the event

Referee usually portrays an image of being neutral and unbiased towards teams, athletes, coaches, and other participants

Referee usually speaks in a friendly non-business manner with specific teams and participants before and after games, and throughout the event

Referee always portrays an image of being neutral and unbiased towards teams, athletes, coaches, and other participants

Referee rarely speaks in a friendly non-business manner with specific teams and participants before and after games, and throughout the event

EVALUATOR’S GUIDE



Referee is unaffected by game participants behaviour, and makes consistent calls throughout the game

Referee is rarely unaffected by game participants behaviour, and is influenced by participants

Referee rarely makes consistent calls throughout the game providing “make up calls”

Referee is usually unaffected by game participants behaviour, and is sometimes influenced by participants

Referee does not call any “make up calls”, and usually makes consistent calls throughout the game

Referee is always unaffected by game participants behaviour, and is never influenced by participants

Referee is able to admit when a mistake has been made, however, does not call any “make up calls”

Referee always makes consistent calls throughout the game

Ru

le In

terp

reta

tio

n –

Fo

uls

Referee understands rule WP 20 in the 2009-2013 FINA Rule Book (ordinary fouls)

Referee rarely understands rule WP 20 in the 2009-13 FINA Rule Book

Referee usually understands rule WP 20 in the 2009-13 FINA Rule Book

Referee always understands rule WP 20 in the 2009-13 FINA Rule Book

Referee understands rule WP 21 in the 2009-2013 FINA Rule Book (exclusion fouls)


Referee rarely understands the difference between an offensive foul and an exclusion foul in the centre


Referee usually understands the difference between an offensive foul and an exclusion foul in the centre


Referee always understands the difference between an offensive foul and an exclusion foul in the centre

Referee understands rule WP 22 in the 2009-2013 FINA Rule Book (penalty fouls)




Referee understands the difference between a major foul and a penalty foul

Referee rarely understands the difference between a major foul and a penalty foul

Referee usually understands the difference between a major foul and a penalty foul

Referee always understands the difference between a major foul and a penalty foul

Referee understands the importance of “advantage” and blows whistle at the appropriate moments, or conversely, does not blow the whistle to allow an advantage

Referee rarely understands the importance of “advantage” and blows whistle at inappropriate moments

Referee does not understand when is the right time to blow the whistle for minor fouls, major fouls, and penalty fouls

Referee usually understands the importance of “advantage” and blows whistle at appropriate moments

Referee usually understands when is the right time to blow the whistle for minor fouls, major fouls, and penalty fouls

Referee always understands the importance of “advantage” and blows whistle at appropriate moments

Referee always understands when is the right time to blow the whistle for minor fouls, major fouls, and penalty fouls

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Ru

le

Inte

rpre

tati

on

– T

hro

ws

Referee understands when to award the appropriate free throw as per WP 16-19 in the 2009-2013 FINA Rule Book

Referee rarely understands when to award the appropriate free throw as per WP 16-19 in the 2009-2013 FINA Rule Book

Referee usually understands when to award the appropriate free throw as per WP 16-19 in the 2009-2013 FINA Rule Book

Referee always understands when to award the appropriate free throw as per WP 16-19 in the 2009-2013 FINA Rule Book

Ru

le

Inte

rpre

tati

on

–

Me

tho

d o

f sc

ori

ng

Referee understands rule WP 14 in the 2009-2013 FINA Rule Book




Referee understands how to use, and communicate with, a goal judge where necessary

Referee rarely understands how to use, and communicate with, a goal judge where necessary

Referee usually understands how to use, and communicate with, a goal judge where necessary

Referee always understands how to use, and communicate with, a goal judge where necessary

Ru

le In

terp

reta

tio

n –

Star

t an

d r

e-s

tart

ing

of

pla

y

Referee understands the proper procedure of how to start and re-start the play for all situations (WP 12, 13, 15, 25 FINA 2009-2013)

Referee rarely understands the proper procedure of how to start and re-start the play for all situations (WP 12, 13, 15, 25 FINA 2009-2013)

Referee usually understands the proper procedure of how to start and re-start the play for all situations (WP 12, 13, 15, 25 FINA 2009-2013)

Referee always understands the proper procedure of how to start and re-start the play for all situations (WP 12, 13, 15, 25 FINA 2009-2013)

Ru

le In

terp

reta

tio

n –

Dis

qu

alif

icat

ion

, m

isco

nd

uct

, an

d b

ruta

lity

Referee understands the penalty for a brutality, disqualification, and misconduct during the play and during interval breaks

Referee rarely understands the penalty for a brutality, disqualification, and misconduct during the play and during interval breaks

Referee rarely understands the difference between awarding a major foul, offensive foul, disqualification, and brutality for violent acts

Referee usually understands the penalty for a brutality, disqualification, and misconduct during the play and during interval breaks

Referee usually understands the difference between awarding a major foul, offensive foul, disqualification, and brutality for violent acts

Referee always understands the penalty for a brutality, disqualification, and misconduct during the play and during interval breaks

Referee always understands the difference between awarding a major foul, offensive foul, disqualification, and brutality for violent acts

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Pro

vid

e S

up

po

rt t

o P

arti

cip

ants

in C

om

pet

itio

n –

C

om

mu

nic

atio

n w

ith

p

arti

cip

ants

Referee understands the principles of the WPC LTAD model and applies the FINA rules accordingly

Referee rarely understands the principles of the WPC LTAD model and applies the FINA rules accordingly

Referee usually understands the principles of the WPC LTAD model and applies the FINA rules accordingly

Referee always understands the principles of the WPC LTAD model and applies the FINA rules accordingly

Pro

vid

e S

up

po

rt t

o P

arti

cip

ants

in

Co

mp

etit

ion

– C

om

mu

nic

atio

n

wit

h p

arti

cip

ants

Referee blows whistle correctly for minor fouls, major fouls, offensive fouls, penalty fouls, goals, the start and re-start of play, and timeouts

Referee rarely blows whistle correctly for minor fouls, major fouls, offensive fouls, penalty fouls, goals, the start and re-start of play, and timeouts

Referee rarely blows the whistle loud and clear for all to hear and understand

Referee usually blows whistle correctly for minor fouls, major fouls, offensive fouls, penalty fouls, goals, the start and re-start of play, and timeouts


Referee always blows whistle correctly for minor fouls, major fouls, offensive fouls, penalty fouls, goals, the start and re-start of play, and timeouts


Referee speaks with coach, or team captain (age appropriate), to explain any misunderstandings that cannot be explained through hand signals

Referee rarely speaks with coach, or team captain (age appropriate), to explain any misunderstandings that cannot be explained through hand signals

Referee usually speaks with coach, or team captain (age appropriate), to explain any misunderstandings that cannot be explained through hand signals

Referee always speaks with coach, or team captain (age appropriate), to explain any misunderstandings that cannot be explained through hand signals

EVALUATOR’S GUIDE



Referee makes uses of verbal and non-verbal communication

Referee rarely makes uses of verbal and non-verbal communication that is appropriate for the LTAD pathway and stream of competition of participants

Referee rarely uses correct hand signals for indicating hat numbers after goals, major fouls, disqualifications, misconducts, and brutalities

Referee rarely uses correct hand and arm signals to indicate minor fouls, offensive fouls, major fouls, disqualifications, misconducts, brutalities, goals, timeouts, start and re-start of play, neutral throws, corner throws, and goal throws

Referee usually makes uses of verbal and non-verbal communication that is appropriate for the LTAD pathway and stream of competition of participants

Referee usually uses correct hand signals for indicating hat numbers after goals, major fouls, disqualifications, misconducts, and brutalities

Referee usually uses correct hand and arm signals to indicate minor fouls, offensive fouls, major fouls, disqualifications, misconducts, brutalities, goals, timeouts, start and re-start of play, neutral throws, corner throws, and goal throws

Referee always makes uses of verbal and non-verbal communication that is appropriate for the LTAD pathway and stream of competition of participants

Referee always uses correct hand signals for indicating hat numbers after goals, major fouls, disqualifications, misconducts, and brutalities

Referee always uses correct hand and arm signals to indicate minor fouls, offensive fouls, major fouls, disqualifications, misconducts, brutalities, goals, timeouts, start and re-start of play, neutral throws, corner throws, and goal throws

Pro

vid

e Su

pp

ort

to

Par

tici

pan

ts

in C

om

pet

itio

n –

C

om

mu

nic

atio

n w

ith

off

icia

ls Referee communicates

effectively with other referee and minor officials during interval breaks

Referee rarely communicates effectively with other referee and minor officials during interval breaks

Referee usually communicates effectively with other referee and minor officials during interval breaks

Referee always communicates effectively with other referee and minor officials during interval breaks

Referee asks for the ball at the appropriate moments throughout the game

Referee rarely stops the game, and asks for the ball, to clarify technical errors with minor officials

Referee rarely stops the game, and asks for the ball, when both referees whistle opposite calls (i.e. offensive foul and major foul)

Referee usually stops the game, and asks for the ball, to clarify technical errors with minor officials

Referee usually stops the game, and asks for the ball, when both referees whistle opposite calls (i.e. offensive foul and major foul)

Referee always stops the game, and asks for the ball, to clarify technical errors with minor officials

Referee always stops the game, and asks for the ball, when both referees whistle opposite calls (i.e. offensive foul and major foul)

EVALUATOR’S GUIDE



Pro

vid

e S

up

po

rt t

o P

arti

cip

ants

in

Co

mp

etit

ion

– P

osi

tio

nin

g o

n d

eck

Referee follows game by positioning him/herself from efficient vantage points in various situations throughout the game

Attacking referee rarely moves between the 2m line and 5m line when watching the centre

Defensive referee rarely trails the last defender on the counter attack by no more than 1 meter

Attacking referee rarely walks backwards and is behind of the play while on counter attack

Referee rarely angles body towards pool correctly in various situations throughout the game

Referee always focuses on the ball losing sight of their zone

Referee rarely notices technical errors at the minor officials’ bench

Attacking referee usually moves between the 2m line and 5m line when watching the centre

Defensive referee usually trails the last defender on the counter attack by no more than 1 meter

Attacking referee usually moves backwards and is ahead of the play while on counter attack

Referee usually angles body towards pool correctly in various situations throughout the game

Referee usually focuses on the ball losing sight of their zone

Referee usually notices technical errors at the minor officials’ bench

Attacking referee always moves between the 2m line and 5m line when watching the centre

Defensive referee always trails the last defender on the counter attack by no more than 1 meter

Attacking referee always moves backwards and is ahead of the play while on counter attack

Referee always angles body towards pool correctly in various situations throughout the game

Referee rarely focuses on the ball losing sight of their zone

Referee always notices technical errors at the minor officials’ bench

Gam

e M

anag

em

en

t –

Be

nch

co

ntr

ol

Referee demonstrates that he/she is in complete control of the game

Referee allows the level of physical play to escalate to a point where safety becomes a concern

Referee always allows athletes or coaches to use abusive language towards other participants

Referee does not uphold the integrity of the game

Referee somewhat allows the level of physical play to escalate

Referee usually allows athletes or coaches to use abusive language towards other participants

Referee somewhat does not uphold the integrity of the game

Referee does not allows the level of physical play to escalate to a point where safety becomes a concern

Referee rarely allows athletes or coaches to use abusive language towards other participants

Referee does uphold the integrity of the game

Referee identifies roles of team staff prior to game

Referee rarely identifies roles of team staff prior to game

Referee usually identifies roles of team staff prior to game

Referee always identifies roles of team staff prior to game

EVALUATOR’S GUIDE



Referee makes appropriate use of warnings, yellow, and red cards to control team bench

Referee rarely looks at team benches to maintain bench control standards

Referee rarely makes appropriate use of warnings, yellow, and red cards to control team bench

Referee usually looks at team benches to maintain bench control standards

Referee usually makes appropriate use of warnings, yellow, and red cards to control team bench

Referee always looks at team benches to maintain bench control standards

Referee always makes appropriate use of warnings, yellow, and red cards to control team bench

Gam

e M

anag

em

en

t –

Safe

ty

Referee ensures athletes are not wearing any materials that are unsafe (including finger and toe nails)

Referee does not ensure athletes are not wearing any materials that are unsafe (including finger and toe nails)

Referee somewhat ensures athletes are not wearing any materials that are unsafe (including finger and toe nails)

Referee diligently ensures athletes are not wearing any materials that are unsafe (including finger and toe nails)

Referee applies WP 25 from the FINA 2009-2013 Rule Book to ensure the safety of athletes

Referee rarely applies WP 25 from the FINA 2009-2013 Rule Book to ensure the safety of athletes

Referee usually applies WP 25 from the FINA 2009-2013 Rule Book to ensure the safety of athletes

Referee always applies WP 25 from the FINA 2009-2013 Rule Book to ensure the safety of athletes

Referee verifies field of play, and other equipment, prior to game ensuring the FINA/event regulations are met, and the environment is safe

Referee does not verify field of play, and other equipment, prior to game ensuring the FINA/event regulations are met, and the environment is safe

Referee verifies most of the field of play, and most equipment, prior to game ensuring the FINA/event regulations are met, and the environment is safe

Referee verifies the entire field of play, and all equipment, prior to game ensuring the FINA/event regulations are met, and the environment is safe

EVALUATOR’S GUIDE



Gam

e M

anag

em

en

t –

Pre

-gam

e r

esp

on

sib

iliti

es

Referee is punctual and ready to officiate the game

Referee arrives just prior, or as game is about to begin

Referee arrives on deck without proper referee attire

Referee arrives 10 minutes prior to scheduled game time

Referee arrives on deck with proper referee attire

Referee arrives 20 minutes prior to scheduled game time

Referee arrives on deck with proper referee attire

Referee meets with officials (minor and other referee) prior to game to ensure everyone is prepared and understands their roles and responsibilities, which includes proper attire

Referee does not meet with officials (minor and other referee) prior to game to ensure everyone is prepared and understands their roles and responsibilities, which includes proper attire

Referee meets some officials (minor and other referee) prior to game to ensure everyone is prepared and understands their roles and responsibilities, which includes proper attire

Referee meets with all officials (minor and other referee) prior to game to ensure everyone is prepared and understands their roles and responsibilities, which includes proper attire

Referee verifies scoresheet to ensure the number of athletes on the scoresheet match the athletes on the benches, and other information is inputted correctly

Referee does not verify scoresheet to ensure the number of athletes on the scoresheet match the athletes on the benches, and other information is inputted correctly

Referee somewhat verifies scoresheet to ensure the number of athletes on the scoresheet match the athletes on the benches, and other information is inputted correctly

Referee diligently verifies scoresheet to ensure the number of athletes on the scoresheet match the athletes on the benches, and other information is inputted correctly

Referee ensures participants are wearing proper attire and equipment, which includes the proper coloured water polo hats, bathing caps, bathing suits, and team uniforms

Referee does not ensure participants are wearing proper attire and equipment, which includes the proper coloured water polo hats, bathing caps, bathing suits, and team uniforms

Referee somewhat ensures participants are wearing proper attire and equipment, which includes the proper coloured water polo hats, bathing caps, bathing suits, and team uniforms

Referee diligently ensures participants are wearing proper attire and equipment, which includes the proper coloured water polo hats, bathing caps, bathing suits, and team uniforms

EVALUATOR’S GUIDE



Gam

e M

anag

em

en

t –

Po

st-g

ame

re

spo

nsi

bili

tie

s Referee observes team hand shake after the conclusion of the game

Referee does not observes team hand shake after the conclusion of the game

Referee observes team hand shake, from a distance, after the conclusion of the game

Referee observes team handshake from a close enough distance to notice any foul play

Referee verifies scoresheet to ensure all goals and major fouls are accounted for, and all information is written correctly according to the WPC Minor Officials’ Guide

Referee does not verify scoresheet to ensure all goals and major fouls are accounted for, and all information is written correctly according to the WPC Minor Officials’ Guide

Referee verifies scoresheet to ensure all goals and major fouls are accounted for


Referee meets with other officials to debrief the game

Referee does not meet with any of the officials to discuss the performance of officials

Referee debriefs the game with other referee and the delegate/evaluator/RIC

Referee understands the importance of continuous improvement

Referee debriefs the game with other referee and the delegate/evaluator/RIC

Referee debriefs the game with the minor officials

Referee understands the importance of continuous improvement and is willing to receive feedback from all officials involved

Referee adheres to the 30 minute “cooling off” period, and avoids discussions with any participants besides event officials

Referee immediately speaks with coaches, athletes, spectators, etc at the conclusion of the game


Referee does not approach game participants, and when being approached after the game makes a proper judgement if it is the appropriate moment to discuss the game

EVALUATOR’S GUIDE



Referee Evaluation Sheet Referee Info Surname: Given name: Referee Level:

Evaluation Info Event: Game Type: Date (dd/mm/yy):

Age group: Level: Evaluator:

Outcomes Criteria Mark Evidence of Achievement Comments

0 = Unacceptable Behaviour 1 = Needs Improvement 2 = Meets Expectations 3 = Exceeds Expectations

Eth

ic &

Pro

fess

ion

alis

m Official’s attire

Referee dresses in an appropriate and professional manner according to FINA and WPC standards

Posture and demeanour

Referee conveys confidence and professionalism through posture and demeanour

Neutrality & objectivity

Referee portrays an image of being neutral and unbiased towards teams, athletes, coaches, and other participants

Referee is unaffected by game participants’ behaviour, and makes consistent calls throughout the game

Ru

le In

terp

reta

tio

n

Fouls




Referee understands the importance of “advantage” and blows whistle at the appropriate moments, or conversely, does not blow the whistle to allow an advantage

Throws

Referee understands when to award the appropriate free throw as per WP 16-19 in the 2009-2013 FINA Rule Book

Method of scoring


Referee understands how to use, and communicate with, a goal judge where necessary

Start & re-starting of play

Referee understands the proper procedure of how to start and re-start the play for all situations (WP 12, 13, 15, 25 FINA 2009-2013)

Misconduct, Disqualification,

and brutality

Referee understands the penalty for a brutality, disqualification, and misconduct during the play and during interval breaks

Pro

vid

e S

up

po

rt t

o

Par

tici

pan

ts in

Co

mp

eti

tio

n

Application of FINA rules based

on LTAD

Referee understands the principles of the WPC LTAD model and applies the FINA rules accordingly

Communication with participants

Referee blows whistle correctly for minor fouls, major fouls, offensive fouls, penalty fouls, goals, the start and re-start of play, and timeouts

Referee speaks with coach, or team captain, to explain any misunderstandings that cannot be explained through hand signals

Referee makes uses of verbal and non-verbal communication

Communication with officials

Referee communicates effectively with the other referee and minor officials during interval breaks

Referee asks for the ball at the appropriate moments throughout the game

Positioning on deck

Referee follows game by positioning him/herself from efficient vantage points in various situations throughout the game

EVALUATOR’S GUIDE



Gam

e M

anag

em

en

t

Bench control

Referee demonstrates that he/she is in complete control of the game

Referee identifies roles of team staff prior to game

Referee makes appropriate use of warnings, yellow, and red cards to control team bench

Safety

Referee ensures athletes are not wearing any materials that are unsafe

Referee applies WP 25 from the FINA Rule Book to ensure the safety of athletes

Referee verifies field of play, and other equipment, prior to game ensuring the FINA/event regulations are met, and the environment is safe

Pre-game responsibilities

Referee is punctual and ready to officiate the game

Referee meets with officials prior to game to ensure everyone is prepared and understands their roles and responsibilities, which includes proper attire

Referee verifies scoresheet to ensure number of athletes on the scoresheet match the athletes on the benches, and other information is inputted correctly

Referee ensures participants are wearing proper attire and equipment, which includes the proper coloured water polo hats, bathing caps, bathing suits, and team uniforms

Post-game responsibilities

Referee observes team hand shake after the conclusion of the game


Referee meets with other officials to debrief the game


A 0 in any evaluated evidence will result in a final grade of “Fail”. A total of 68 will result in a final grade of “Pass”. The National Referee must earn at least 18 points in Rule Interpretation to pass. Ethics & Professionalism Rule Interpretation Provide Support Game Management Total

Recommendations Evaluator’s Signature: Date (dd/mm/yy):

Age group: 12U; 14U; 16U; 18U; 22U; University; Senior Event: Invitational; Open; MLWP; CSL; NCC Level: Active for Life; Competitive; Excellence Game Type: Round robin; league; placement; quarter final; semi-final; bronze medal; gold medal

Easy game (E) Some of the following points are noted:

A large difference in the score

A game without rough play

Few major fouls

A team that does not swim well

Medium game (M) Some of the following points are noted:

Physical contact

Quick counter-attacks

Fouls that are difficult to call in the centre, players that grab or hold underwater

Difficult game (D) Some of the following points are noted:

Quick and intensive plays

A lot of major fouls

Physical contact including rough play

Misconduct towards an official

Problems with the bench

EVALUATOR’S GUIDE



Debrief The purposes of the debrief is to:

Give the referee an opportunity to reflect on and talk about their game.

Give Evaluators an opportunity to provide feedback on what they observed, including criteria met and evidence observed.

Give Evaluators and referees an opportunity to develop an Action Plan.

Give Evaluators an opportunity to develop their recommendation about certifying the referee and share it with the referee.

Throughout the debrief, Evaluators provide positive feedback that focuses on future improvement.

There are three (3) primary stages to a debrief:

1. The Opening:

Purpose: Provides an opportunity to continue data collection about the referee.

Provide candidate with a list of questions to self-reflect. For example, what was your overall feeling on your performance, did you feel there was a good flow to the game, what would you have done differently, and any specific scenarios that occurred throughout the game. While the candidate is self-reflecting this provides the Evaluator the opportunity to gather comments and feedback, and grade the evaluation tool. More often than not the referee will be able to identify his/her strengths and weaknesses during the self-reflection, which is better feedback than the Evaluator telling them what they did well or what areas need improvement.

Opening remarks should use a language that invites the candidate to reflect, to self-assess, and to present more information about his or her knowledge or experience.

Try to put the candidate at ease and allow him/her to express feelings and frustrations that may have occurred in the evaluation process.

Allowing the referee to share validates the referee’s feelings and thoughts and creates opportunities to build greater trust and confidence in the evaluation process.

Do not offer opinions too early in the debrief as this will tend to stifle referee expression.

2. The Facilitation:

Purpose: Assists in leading the referee through a guided discovery process to probe areas for further evidence.

Use the evidence to justify the attainment of a criterion and to form specific questions or to generate scenarios.

Use guiding questions that enable the candidate to reflect on his/her experiences.

EVALUATOR’S GUIDE



Use active listening skills: instead of reviewing various evaluation tools during the debrief, focus on the candidate and his or her responses to various questions.

Ask leading questions that will encourage the referee to provide more information, and clarify concerns about elements that may have been missed in the evaluation.

3. The Closing:

Purpose: Allows the Evaluator(s) to summarize key points and provide feedback.

Provide comments on specific evidence or provide suggestions for improvement.

Feedback should focus on the referee’s behaviours rather than personal qualities of the referee.

Consider what the referee could do in order to become better based on the criteria and evidence.

Lead into Action Plan development.

In the cases where the candidate is clearly below the standard, ensure they understood the expectations of the evaluation as this may identify areas to consider in the action plan.

Action Planning The action planning segment should aid the referee in establishing his/her short-term and long-term goals as well as the sequence of activities to accomplish these. The action plan may become part of the overall dossier for the referee and can be a good source of data for future deliberations about the referee, talent identification, and succession planning, and so on.

The timing of the action plan must be considered in relation to the debrief and the overall outcome of the certification process. In most instances the action plan may occur in conjunction with the debrief, allowing greater feasibility in completing the process. An action plan could be generated during a follow-up with the referee via email or other means. If a candidate clearly does not meet the standard, it may be difficult to discuss action planning immediately following the debrief, and in these circumstances a follow-up conversation may be warranted at a later date.

The three main areas that an Evaluator(s) or mentor(s) must consider in action planning are:

1. Below expectations — For outcomes or criteria that were below standard, the Evaluator must indicate what the referee needs to improve. The Evaluator should be as specific as possible in identifying what the referee needs to do to complete a successful evaluation of particular outcome or criterion.

2. Meets expectations (OTCP Standard) — In this section, the Evaluator should note outcomes for which the referee has met the standards. The Evaluator should identify to the referee what, if anything, the referee still needs to complete to

EVALUATOR’S GUIDE



obtain a certified status – review certification process (i.e. number of practical hours and number of observations needed to complete certification).

3. Above expectations — For outcomes where the referee has performed exceptionally well, the Evaluator should identify opportunities for the referee to continue to improve. This may involve recommendations to attend professional development, seek out scrimmages/games at higher levels, and so on.

Receptiveness of Referee During the Debrief

Silent and

Unreceptive Argumentative

and Unreceptive Argumentative and Receptive

Silent and Receptive

The above continuum describes the type of candidates an Evaluator may encounter. Understanding personality types and how to deal with those differing personalities are extremely important in the evaluation process. An Evaluator must be able to inspire the concept of continuous improvement through the use of all resources with the use of positive feedback and constructive criticism. Communicating efficiently and effectively is the most important aspect in the evaluation process as you will be exposed to all sorts of personalities.

Certification Logistics and Administration The Provincial Association or WPC will contract an evaluator to attend events. At the water polo event the Evaluator should take notes throughout the game that are specific to the rubric and evaluation sheet. After the game ends, and while the referee is completing their self-assessment questions, the Evaluator should complete the evaluation sheet with a grade and feedback. During the debrief the Evaluator should be facilitating the action planning process.

Within two (2) weeks after the conclusion of the event all evaluation sheets and action plans should be typed with detailed feedback. The evaluation sheet and action plan should be sent by email to the referee. All of the evaluation sheets and action plans should also be sent to the Provincial Association and WPC, so that the observation can be documented within the referee’s profile.

valuator’s gui€¦ · the following table provides an outline of the evaluator training...

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