Vbra C Grade Course Presentation Module 3
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Vbra C Grade Course Presentation Module 3
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Vbra C Grade Course Presentation Module 3
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- 3. 3 Communication Rule Knowledge Anticipation & Decision Making Mechanics Personal Qualities 109876543210 109876543210 109876543210 109876543210 109876543210Emerge Establish Competent 109876543210 109876543210 109876543210 109876543210 109876543210 109876543210 109876543210 109876543210 109876543210 109876543210
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- 26. 26 Developing Skills Emerging application of skill Establishing application of skill Competent at skill C Communication • Put hand/fist up on every violation or foul call Emerging Establishing Competent • When signaling to the scorebench they: o stand still o display clear signals o use a loud voice Emerging Establishing Competent R Rule Knowledge To be assessed with the exam A Anticipation & Decision Making • Make a call on all heavy contact situations especially on a dribbler or shooter Emerging Establishing Competent • Call the majority of fouls in his/her area Emerging Establishing Competent • Call out of bounds correctly Emerging Establishing Competent • Call blatant double dribbles Emerging Establishing Competent • Call blatant travels Emerging Establishing Competent M Mechanics • Make correct positioning on the court in trail Emerging Establishing Competent • Make correct positioning on the court in lead Emerging Establishing Competent P Personal Qualities • Wear correct uniform and be punctual to games Emerging Establishing Competent
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Editor's Notes
- Ask each participant to open their referee workbooks to shift 3 and shift 4 self-evaluations. Remind the participants of the communication competency Ask participants to share their judgement of their skill level of each competency. Remind them the levels of development are: Establishing being constantly reminded by the mentor to demonstrate the skill Emergent showing independence of this skill, however, still needing reminders some of the time Competent no reminders needed from the mentor, demonstrating consistent demonstration of the skill
- Split the participants into groups of 3-4 people. In their groups they are required to watch the video regarding fouls and contact situations. Ask each group to define the rule for calling a foul and record their opinion in their workbook. Ask each group to share their definition and build upon each group’s ideas until you get to the following definition: A foul is illegal personal contact to an opposing player which causes a disadvantage and/or unsportsmanlike behaviour.
- Explain to the group that the cylinder principle is defined as the space within an imaginary cylinder occupied by a player on the floor. It includes the space above the player and is limited to: The front by the palms of the hands, The rear by the buttocks, and The sides by the outer edge of the arms and legs. The hands and arms may be extended in front of the torso no further than the feet.
- Discuss with the participants the principle of verticality and players being entitled to a position on the court. Whichever player leaves their cylinder and makes contact that causes a disadvantage is responsible for a foul. Watch the video in the presentation and discuss who would/ wouldn’t call a foul and justify their reasons for making their decision.
- Discuss with the participants the importance of refereeing the defence in circumstances like in the video when a player is driving at another player. We need to evaluate the quality of the defence. If we watch the offense it may look like there is a foul when there is not.
- In small groups, participants need to brainstorm the different foul types they know. Have each person write down the fouls they know in page 18 of their booklet. Each group will be required to act out each foul type. Additionally, there are a couple of examples that can be discussed after each group has acted the foul out. The foul types covered are: Hands foul Blocking foul Holding foul Pushing foul Technical foul Unsportsmanlike foul Disqualifying foul Charging fouls will be covered in the next theory session. Explain that they will be assessed by the end of the course to be able to: Make a call on all heavy contact situations especially on a dribbler or shooter. Call the majority of fouls in his/her area.
- In small groups, participants need to brainstorm the different behaviours that would cause a referee to call a technical foul. These include disregarding warnings given by officials, disrespectfully touching the officials, disrespectfully communicating with the officials, or the opponents, using language or gestures likely to offend or incite the spectators, baiting an opponent or obstructing his vision by waving his hands near his eyes, excessive swinging of elbows, delaying the game by deliberately touching the ball after it passes through the basket or by preventing a throw-in from being taken promptly, falling down to fake a foul, hanging on the ring in such a way that the weight of the player is supported by the ring, unless a player grasps the ring momentarily following a dunk shot or, in the judgement of an official, is trying to prevent injury to himself or to another player.
- Explain if your association has the sin bin rule and when it should be in affect.
- In small groups, participants need to brainstorm the different behaviours that would cause a referee to call an unsportsmanlike foul. Discuss the three behaviours that cause an unsportsmanlike foul: A player making no effort to play the ball. A player, in an effort to play the ball, causes excessive contact (hard foul). A defensive player causes a foul from behind or laterally, in an attempt to stop a fast break and there is no opponent between an offensive player and the opponent’
- In small groups, participants need to brainstorm the different behaviours that would cause a referee to call a disqualifying foul. Share the different behaviours that would warrant a disqualifying foul. Ask the question: Where does a player have to go if they are disqualified? They must leave the view of the court. If they return or refuse to leave, then seek the supervisor immediately. Discuss that a report may be required. Remind the participants that they must attend a tribunal as part of the training course.
- In small groups, participants need to brainstorm on page 19 when they think the act of shooting begins and ends. Watch the FIBA act of shooting video in the presentation.
- Discuss that some players choose to behave in a reckless and dangerous manner and that reports are sent to a tribunal board. What behaviours could warrant a report? Give each participant a tribunal report form. This can be a blank one, or one previously submitted as part of a report. Discuss the layout of the report form. Specifically focus on choosing if it is a major or minor offence. A minor offence allows the tribunal to offer the player a plea without attending a tribunal hearing if they are prepared to plead guilty. However, this can only be selected by the referees if the all the maximum weeks added up together are less than twenty weeks.