Long Term Officials Development Presentation For Softball

1,390 views

Published on

Presentation given at the Softball Canada AGM in reference to the principle of Long Term Officials Development. Co-presented with Frances Losier.

Published in: Sports, Technology
  • Be the first to comment

Long Term Officials Development Presentation For Softball

  1. 1. Softball Canada Umpires in Chief Meeting 2009
  2. 2. Practice What Now? Sport Psych Current Intro
  3. 3. Intro 7 Sports / 20 Years
  4. 4. Intro Off the Field....
  5. 5. Current “ To secure the presence of intelligent, unprejudiced, courageous umpires at all contests in scheduled games has been one of our most vexatious problems confronting those in control of our national sport” Albert G. Spalding
  6. 6. Current Lots of Sports, Lots of Development
  7. 7. $22.3 Million $1.09 Million $34.7 Million Current Money Talks $160 Million in Canada
  8. 8. Participant? Contractor? Current What is an Official?
  9. 9. Current Without Us, There is No Game!
  10. 10. Current Know Strike Zone = AL MVP
  11. 11. Athletes Coaches Officials Administrators The Mesa Principle Current
  12. 12. Sport Psych Adapted from mcmahon and plessner (2008) What is an Official? Interactors Reactors Monitors Boxing Referee Basketball Referee Cricket Umpire Football Referee Volleyball 1 st Referee Gymnastics Judge Tennis Line Judge Volleyball 2 nd Referee
  13. 13. Sport Psych “ The lack of feedback from practice explains why the sub sample of FIFA referees took 16 years of practice and experience on average to reach the elite level of the sport. When compared with the ‘‘10-year rule’’ within the expertise and deliberate practice literature, this is a longer ‘‘training’’ period than reported previously.” McMahon, Helsen, Starkes and Weston (2006)
  14. 14. Sport Psych 10,000 Hours
  15. 15. Sport Psych “ Until by age 20 they were practicing – that is, purposefully and single mindedly playing their instruments with the intent to get better …” M. Gladwell, Outliers , p. 38-39
  16. 16. Practicing 0 + X = 10,000 X = Hours of Practice X ≠ Games X ≠ War Stories X ≠ “Experience”
  17. 17. <ul><ul><li>Practice:Game Ratio </li></ul></ul><ul><ul><li>10,000 Hours = 278 Years </li></ul></ul>Practicing Games Practice Item Hours Item Hours League Games 60 Clinic 8 Tournaments 48 Rules Study 20 Provincials 11 Evaluations 8 Regionals 9 Total 128 Total 36
  18. 18. Practicing Practice Plan Goals Coach Feedback What is a Practice?
  19. 19. Practicing What is a Practice?
  20. 20. What Now? The Way Forward Officiating belongs to ringette Learn as we go Never contradict LTAD
  21. 21. What Now? <ul><li>Form a Leadership Group in your Sport </li></ul><ul><li>Bring in Stakeholders </li></ul><ul><li>Define What “Official” Means to Your Sport </li></ul><ul><li>Define what “Great Official” Means in Your Sport and at the levels of your sport </li></ul><ul><li>Lay out the skills of an official </li></ul><ul><li>Define when they should be acquired </li></ul><ul><li>Ready, Aim, Fire </li></ul><ul><li>Fire, Fire, Fire </li></ul>
  22. 22. What Now? Stakeholders
  23. 23. What Now? Expertise
  24. 24. What Now? The Ringette LTOD Workgroup <ul><li>1 Senior Official/Member of Officiating Development Committee </li></ul><ul><li>1 Local Officiating Administrator </li></ul><ul><li>1 Local Association Administrator </li></ul><ul><li>1 Head Coach – National Ringette League </li></ul><ul><li>2 Ringette Athletes </li></ul><ul><li>LTAD Expert Guide </li></ul>
  25. 25. What Now? The Ringette LTOD Process FUNdamentals Learning to Train Training to Train Training to Compete Training to Win Athletic Skills Training Requirements Resource Requirements Recovery Requirements
  26. 26. What Now? Skill Acquisition
  27. 27. What Now? The Ringette LTOD Process
  28. 28. What Now? What If? ...we started our officiating development system from scratch? Would it look like what we have now?
  29. 29. What Now? What If? ...coaches took responsibility for the health and welfare of all the children in the game?
  30. 30. What Now? What If? ...umpires/referees and coaches could tell each other what they saw during a game or performance?
  31. 31. What Now? What If? ...we stopped losing 1/2 of our new officials every year?
  32. 32. What Now? What If? ...our athletes had the benefit of world class officiating from day one?
  33. 33. What Now? What If? ...We actually left enough time at the end for questions and discussion?!
  34. 34. Selected References Anshel, M. H. (1995). Development of a rating scale for determining competence in basketball referees: Implications for sport psychology. Sport Psychologist, 9 (1), 4-28. Balyi, I., Cardinal, C., Higgs, C., Norris, S. & Way, R. (2005). Long-term athlete development - Canadian Sport for life. Retrieved March 10, 2009, 2009, from http://www.ltad.ca/Groups/LTAD%20Downloads/English/LTAD_Resource_Paper.pdf Gladwell, M. (2008). Outliers: The story of success . New York: Little, Brown and Co. Helsen, W. F., Starkes, J. L., & Hodges, N. J. (1998). Team sports and the theory of deliberate practice. / les sports dequipe et la theorie de la pratique choisie. Journal of Sport & Exercise Psychology, 20 (1), 12-34. MacMahon, C., & Plessner, H. (2008). The sport official in research and practice. In D. Farrow, J. Baker & C. MacMahon (Eds.), Developing sports expertise: Researchers and coaches put theory into practice (pp. 172-192). New York: Routledge. MacMahon, C., Helsen, W. F., Starkes, J. L., & Weston, M. (2007). Decision-making skills and deliberate practice in elite association football referees. Journal of Sports Sciences, 25 (1), 65-78 .
  35. 35. Softball Canada Umpires in Chief Meeting 2009

×