2011 Semi-Annual Assessor/Instructor Meeting June 25, 2011

2011 Semi-Annual2011 Semi-Annual

Assessor/Instructor MeetingAssessor/Instructor Meeting

June 25, 2011June 25, 2011

2011 Semi-Annual2011 Semi-Annual

Assessor/Instructor MeetingAssessor/Instructor Meeting

June 25, 2011June 25, 2011

Assessor/Instructor Semi-Annual Meeting

1. Opening

2. DCV Instructional Program

3. DCV Assessment Program

4. Instructor in-service presentations

5. Assessor - Assessment Debrief

6. SDI meeting

7. SDA meeting

8. Instructor - Recert materials

9. Assessor - 2011 POE

10. Wrap up


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up

Year in Review - Instruction

How did we do in 2010 -2011?

Year in Review - InstructionClass Distribution

Central North South West Total Total %New 8 13 41 12 11 77 29.20%New 9 3 14 0 0 17 6.40%New 12 0 6 0 0 6 2.30%Recert 17 86 25 13 141 53.40%Sr. Recert 4 4 2 1 11 4.20%Others 3 8 0 1 12 4.50%Total # class 40 159 39 26 264

Year in Review - InstructionStudent Distribution

Central North South West Total Total %New 8 360 937 283 196 1776 27.2%New 9 73 330 0 0 403 6.2%New 12 0 323 0 0 323 4.9%Recert 586 2028 592 375 3581 54.8%Sr. Recert 105 85 35 14 239 3.7%Others 44 166 0 8 218 3.3%

1168 3869 910 593 6540

Year in Review - InstructionDCV Referee Count

2009-2010 2010-2011

New Referees 8, 9, 12 2502 (36%)

Recertified Referees (all grades) 3820 (55%)*

Total new and recertified 6322

Total Registered Referees 6823 6909

*About 3000 from previous year did not recertify.

Year in Review - InstructionDCV Referee Count

Grades Number %3 5 >0.1%4 10 0.1%5 13 0.2%6 55 0.8%7 88 1.2%8 5543 80.3%9 623 9.0%

12 502 7.3%13 13 0.2%

15 & 16 57 0.8%

Total 6909

8

912 7


New Class Evaluation

Year in Review - InstructionNew Clinic Class Evaluation

New Grade 8 Classes - What topics do you find most confusing?

• Restarts - Goal kick, corner kick, kick off, PK, Free kicks - DFK and IFK• Offside• Local Modifications of the laws• Advantage• Substitution• Ball in play• Law 5, 6 - Hand signals; AR signals; AR flag meanings were a little confusing;

Referee positioning; How to move on the field• Law 12; Just remembering which penalties you give for different

infringements Law 12; Misconducts – issuing cards; What constitutes unsportsmanly behavior; Cautions vs sendoffs but acronym and matrix very helpful; Fouls dealing with goalkeeper


New Grade 8 Classes - How to make the class more effective?• Class Management

• Short classes 2-3 hours each, Maybe longer breaks• Let people write down more notes and slow down• Should have a class for players/coaches who are already familiar with

the game; A little long for adults probably great for kids• Smaller classes• More explaining and less videos• As you work through the laws reference to the book more/pages,

especially for the younger refs• Content

• More practice quizzes; Study for test; more practice questions• Go over additional info not talked about on the test


New Grade 8 Classes - How to make the class more effective?• Instructional Methods

• More demonstration, Less lecturing; More AR Techniques• Add field module; Let us go outside and play a game; More time on the

field showing how referees need to be positioned; More hands on practice; practice on field; A few practice games will be helpful

• Get the students more into the conversation• Could make the entire course computer based• A sequence of teaching the rules more logically would help

• Clinic Materials• Update the visual, need to ask yourself if the format is right for the

facebook generation; Update the graphics and modernize the language. Most of the class was 13-16 years old; Up to date videos.

• Make videos work on the slide show, The slides and accompanying videos are horrible, very inconsistent format, choppy and visually painful


New Grade 12 Classes - What topics do you find most confusing?

• DFK and IFK • Penalties of field players and goalkeepers• Ref training mixed with AR; Move through material covering head referee not

AR more quickly; Focus on what and AR needs to know, Materials could have been organized and presented better; Too much info that was taught that was irrelevant to AR/STAR role; Too much coverage of referee responsibilities; Referee topics when you go very in depth

• Offside• Laws vs rules (local modifications)


New Grade 12 Classes - How can we make the class more effective?

• Air conditioning and coffee• More videos• Limit questions from class; Stay focused• Sometimes the QA moved a little too quickly for us novices• Outside on field, Do it on a field, not in a classroom; More hands on• Manage time more efficiently, could have covered in 2-4 hours less• Specific positions of flag for AR• Took too much time on several elements that were for the head referee;

Shorten it – focus on what AR’s really need to know, Restrict qa to AR questions


Instructor Survey

57/89 took the survey – 64%

Year in Review - InstructionInstructor Survey

• State Director of Instruction solicited input from all Instructors in MDCVASRP in areas that required discussion by the State Referee Committee and decision

• The SRC is continually looking to improve all programmatic areas• Team teaching is one area that received a lot of support• Flat rate instructor Pay by class and not by the number of students in

a class• Allows better student to instructor ratio• Facilitates learning with smaller classes• Supports move to on field module more easily


Class Size

• 35 maximum – 27.6%• 35 is too big – 41.4%• 69% thinks it is max or too big


Comments about class size -

•I teach for a living and 15 - 20 is the ideal class size for two instructors.•It's the enthusiasm of the Instructor not class size that matters. I do find it despicable to NOT pay instructors for large classes. Our function is to teach as many referees as we can. Time will sort out those not committed.•The key variable is the age of the students, not class size. Too many 12 and 13-year olds and any class becomes a challenge


Instructor Pay for New 8 with 35 Students

•$350 – 46.6%•$250 – 24.1%


Maximum Class Size

• Never exceed 35 – 44.8%

• Never exceed 25 – 34.5%

• Class size to room capacity – 20.7%

79.3% of Instructors believe that classes should have a cap to the enrollment.


Teaching solo:

• 8-hour class is taxing but manageable – 37.9%

• 8-hour class needs an assistant – 25.9%

• 8-hour class is ridiculous and should not happen – 17.2%


• It is a known fact that students learn better if they have different instructors...and 8 hours of teaching is very taxing for the instructor and the students.

• Teaching a class with 30-40 properly registered adult students is a breeze. Managing a class of 35 teenagers is an entirely different story. Keeping them focused and engaged is a challenge and requires a variation in the messenger to help maintain focus.

• I have always believed that team teaching is much more effective. It prevents mistakes and gives instructors opportunity to assess whether information is being absorbed.

Class # solo Solo %Central 54 5 9.2%North 226 71 3.1%South 40 22 55%West 23 15 65.2%

343 113 32.9%


All clinic should have two instructors:

• Agree – 41.4%• Decided by the SDA - 20.7%• Decided by lead instructor –

36.2%• Do not need more than one

instructor - 1.7%


Instructors should be paid:

• Flat fee - 19%• Fee per student - 12.1%• Flat fee + per student

fee – 53.4%


• I think the pay per student encourages larger classes for more money!• The amount what we collect is not enough to pay a flat fee.• Limit class size, pay a flat fee based on the instructor’s grade and see how many

instructors decide to stick with the program. As previously mentioned, I believe there are too many out there who are only in this for the money. Also take into consideration proficiency demonstrated when taking the annual instructor/assessor exam.

• there is no way an instructor teaching a class of 8 or 10 students should get paid the same amount as an instructor teaching 25 or 30.


Instructor Pay:

•Both instructors should be paid the same – 37.9%•Lead instructors should get 100% more - 3.4%•Lead instructor should get 50% more – 19.0%•Lead instructor should get 25% more – 34.5%


Team Teaching:

•Comfortable with any instructor that SDA assigns – 59.6%•Choose my own assistant instructor – 40.4%


Flat fee:

• $450 - 6.9%• $350 - 29.3%• $250 - 20.7%• $150 - 13.8%• $75 & Others - 29.3%


• Realistically; the fees affordable by the state are not remunerative. Any good instructor is doing it out of interest in the sport.

• I would prefer to get paid based on the number of students.• I favor a payment based on exposure hours, not class size. $150 may be too

much for a grade 9 class and a little on the light side for a grade 8• Since my classes run for 15 classroom and 3 hours field clinic, a total of 18

hours I believe a minimum of $10 an hour is appropriate. This would be $360 base with increases for additional students.

• Assuming this is a single instructor, otherwise the multiple instructors split the payment based on percentage of teaching time.

• These questions are reinforcing my previous comments about being in this only for the money. When recently I taught a grade 12 class which had less than the minimum number and received a check for I think it was $50 I wasn't happy. This wasn’t based on the labor rate of less than $5 per hour.


Flat Fee for Grade 9 class:

•$450 - 13.8%•$350 - 6.9%•$250 - 27.6%•$150 - 24.1%•Others - 22.8%


• Somewhere around $20 per hour would be about right.• I prefer a fee based on hours of exposure. $150 is probably too high for a

grade 9 and on the light side for a grade 8• I do not really believe in the grade 9 program. Teach them all to be REAL

referees, grade 8's. Only bad things can happen with half trained anything.


Flat Fee for Grade 12

• $450 - 5.2%• $350 - 6.9%• $250 - 13.8%• $150 - 24.1%• $75 - 19.0%


On Clinic ReportingProcedure


On Getting PaidIn a Timely Manner

Year in Review - InstructionClinics Before USSF Online Registration

Pre-registration•In July and August before USSF online-registration email to the lead instructor.

In class•Announce certification is not complete until after they register online. •Do not collect checks or money in class.•At end of class, give each student who passes the class a pre-stamped envelop to write their name and address on it for mailing badges later.

Clinic report•When online registration is available, email all the students on the rosters and give them 2 weeks to register and pay online.•Once roster is complete, lead instructor will complete the clinic report.•Put a badge in each stamped and self addressed envelop and drop them in the mail.

Year in Review - InstructionClinic Reporting Procedures After Online Registration

Registration•If the online system is available before or during the class, inform the students on the roster to register online before the end of the class.•Do not give out badges to students who fail to register online by the end of the class.

Clinic Reports•Complete the clinic report and check the "complete" box.


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up

Instructor In-Service Training

Say the WORDSay the WORD


YELLOWBLACK

ORANGEBLUE

GREENRED


Say the WORDSay the WORD


BLACKBLUE

GREENORANGE

REDYELLOW


Say the COLORSay the COLOR





BLACKYELLOWORANGE

BLUEGREEN

RED




BLACKYELLOWORANGE

BLUEGREEN

RED





- Data collected from all six sensesHearingSmellingTouchingSeeingTastingCommon (intuition)

- Brain uses data to “make sense” from experience and use


<15 = 32%

16-18 = 40%

19-30 = 8%

>30= 20%

New Grade 8 Class Demographic Distribution


<15 = 32%

16-18 = 40%

19-30 = 8%

>30= 20%


Sharing Successes

What Works

Harvey Snyder, Ed.D.USSF Referee Instructor

The Concepts• Engage students through action learning

• Use their experiences

• Avoid lectures

• Vary your techniques

• Challenge yourself to try something different

Resources

• Workbooks or handouts (Arlington Soccer pays!)• Masking tape• Small and large soccer balls• Nerf soccer balls• Coins• Laws of the Game and other USSF booklets• “Myths of the Game”• Soccer “Video Clips,” some from recerts• More senior members of the class

The Process

• Develop a comfortable class format– Do an activity for each Law– Relate the activity to workbook/handout

content– Review using USSF PowerPoint– Review questions from workbook

• After you are comfortable with a format, change the sequence

Beginning

• Even before formal class starts, you can begin class by having students learn Law I.

You will want 6 or seven rolls of masking tape.

Select individuals as they come in to begin marking a tape field (or two) on the floor. Have them put in all marks. Dimensions: about 12’x10’

When reviewing Law 1, use the fields that students have made.

Law 1… and More

• Putting the marks on the tape “field” is ACTIVE engagement. The “fields” are frequently used throughout each session with different Laws.

The Field: How the Exercise Works

• You may want one group or more depending on class size. 10-12 per group is OK.

• Have each student put down a mark or line. After putting down one mark or line, give the tape to another person.

The Field of Play

The Field

• Discuss results

• Fill in the workbook

LAW 1 From the Field to the Workbook

• Some excerpts from the Workbook– “What part(s) of the field is (are) described by

the following dimensions? Fill in the blanks:• _____________ 18 yards• _____________ 12 yards• _____________ 10 yards• _____________ 6 yards• ____________8 feet ________ 8 yards• ____________5 feet ________ 5 inches”

Dimensions

5” lines

5’

12 yds 18 yds

10 yds to arc

6 yds

Law 1

• At this point, you might review both the USSF PowerPoint for Law 1 or the Laws of the Game booklet, or both.

• Move on to questions that are part of the workbook at the end of each Law.

The Questions Page

• Law 1. The Field of Play (continued)• Talk in small groups or pairs as assigned. Use your

FIFA law book to identify the measurements and label them on the diagram on the previous page. Answer the questions below with a partner or as a group, as assigned by your instructor.

• 1. What is the goal area? • 2. What is the penalty area? • 3. How high is a corner flag post? Where, besides the

corners, may flags be placed?• 4. What is the radius of the corner arc?

Questions

• Each Law has between 7 and 20 questions. Questions are taken from “Ask a Referee” and other official sources.

• Stress: 1. important questions that students ‘may see later’, and; 2. questions the students wish to discuss.

Review of Methodology

• Students develop the tape field(s).• Discuss definitions while standing besides the

fields.• Encourage students to fill in blanks in workbook.• Review USSF PowerPoint slides.• Look at questions in one law as a group,

another time in pairs or assigned groups.• Emphasize questions “they may see again.”

…And More

• Other uses for the tape fields.– Law 9. The Ball in and Out of Play– Law 10. The Method of Scoring– Law 12. Offside– Law 13. Free Kicks– Law 14. The Penalty Kick– Law 15. The Throw-In– Law 16. The Goal Kick– Law 17. The Corner Kick

The Field and Law 9: The Ball In and Out of Play

• The field is here. Is the ball in or out of play?

In or Out of Play?

• Perception is everything.

Using the field, line up two groups, a small group along one touch line and a larger group along the other touch line.

Perception is Everything

Is the ball in or out of play?

The Field and Law 11: Offside

• In groups use the tape fields to explain offside. Use different coins or ref patches to distinguish each team.

• Students manipulate the coins within the field of play in “What if” situations.

• Use the small balls with demonstration.

Law 11: Offside

• Use coins or patches for different teams.

The Field and Law 14: The Penalty Kick

• Using coins, have students place players, goal keeper, and officials.

• Stress official and player positioning.

• Have students develop different situations based on their own experience.

Law 14: The Penalty Kick

Law 14: The Penalty Kick

• Review USSF PowerPoint.

• Fill in the workbook/handouts.

• Q&A

The Field and Law 15: The Throw-In

• Use the tape field.

• Use a standard ball or Nerf ball.

• Have students demo good and bad throw-ins.

• Correct any misconceptions.

• Use the opportunity to explain your expectations as a ref for correcting errors.

Law 15: The Throw-in

• How many of us learned that we must keep our feet behind the touch line?

Sharing Success

• Action– Develop activities that move students.

• Vary techniques.– USSF PowerPoint– DVD– Clips– Laws of the Game booklet

• Use workbook or handouts that students fill in.• Use Q&A• Be prepared to change based on your class.

Sharing Successes

What Works?

These Techniques Work

ALTERNATIVE INSTRUCTION METHODS

Grade 9 Recreational Referee Instruction

Law 1: The Field of Play

Grade 9 Recreational Referee Instruction

• POI– 4 hours, Classroom (covers Laws)– 3 hours, Field (mechanics, signals, offside, fouls, caution, send-

off, free kicks, penalty kicks, dealing with adults)• Typical Instruction

– 5 to 6 hours, Classroom (cover the Laws Made Easy)– 1 to 2 hours, Field (mechanics, signals)

• Inclement Weather Instruction– All classroom

Grade 9 Recreational Referee Alternative Instruction

Slides too boring, too slow, single training aid

• Slides are good for presentations

• Need something more practical for referee learning

– Referees physically apply what they learn– Refereeing and reading and writing?

Grade 9 Recreational Referee Alternative Instruction

• 7 hours, Field– All show and tell, hands-on instruction– Demonstrations, use the students– Pace based on how fast you can see they get it– Many training aids– Simple, directly relevant training aids– Can still instruct Laws in a logical order

Law 1: The Field of Play Instruction

• Parts of the field and dimensions– Why instruct parts and dimensions– Is it meaningful– Exciting for the first block of instruction?

• How are the parts of the field used– The new referees have experience with the game– Make it meaningful right away– Usually demonstrates how much they do not

know and they want to learn


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up

Referee Department Overview

© 2011 U.S. Soccer 92CONFIDENTIAL– Not to be shared without U.S. Soccer approval

Referee DepartmentReferee Department

» Due to the importance of referee development on the growth of the game, U.S. Soccer is taking a more strategic approach to managing the Referee Department» More focused approach on specific referees groups» More integrated approach with other U.S. Soccer departments


Referee Development

– “Evaluation Model” vs. an “Assignment Model

– Training regimen & method different for this level

– Identification System

– Assessment – move to a “coach” set-up with mentoring

– Provide best age-specific instructional service to youth and adult levels

– Web-based information

Referee Department

Professional – New York Amateur – Chicago

Amateur Referee Department


Amateur Referee DepartmentAmateur Referee Department

» Ryan Mooney – Manager of Referee Educational Resources» Manages educational content and assignment of instructors for

local seminars» TBA – Manager of Referee Programs

» Assists with the administration of programs for non-professional referees

» Jacque Vanaman – Referee Identification & Training Coordinator» Analyzes data on up-and-coming officials in Zone 2


Goals of Amateur Referee DepartmentGoals of Amateur Referee Department

» Responsible for the education of the 145,000 referees in Grades 8 and 9 via renewed focus to online content» Increase effectiveness of instructional materials» Revise and update curriculum » Apply new video clips and online components» Increase direct communication to referees

» Responsible for classroom and field instruction for 4,000 referees in Grades 5 through 7» Standardize, simplify and improve the referee experience» Online testing and recertification


Zonal Development ModelZonal Development Model

Professional Referee Department


Professional Referee DepartmentProfessional Referee Department

» Asher Mendelsohn - Director of Referee Programs» Manages all administrative aspects of the Pro Referee Department

» Herb Silva – Director of Professional Referees» Manages all technical aspects of the Pro Referee Department

» Sandra Serafini – WPS Referee Coordinator» Manages all technical aspects of referees working in WPS

» Alan Brown – Professional Referee Assignment Coordinator» Manages pro assignments under direction of Director of Professional

Referees


Goals of Pro Referee DepartmentGoals of Pro Referee Department

» Goals for the new U.S. Soccer Professional Referee Department» Greater focus on identifying and developing new professional

referees» New process and criteria for referee evaluation and assignment

» Shift from assessment to coach model» Evaluations based on more data and multiple perspectives» Incorporate referee teams into assignments

» Opportunities to broaden the current training methods for referees» Current focus is on fitness and game experience» Develop additional training methods to address skill sets of

officials (man-management, game awareness, etc.)


Transition Year for Professional SoccerTransition Year for Professional Soccer

» Next year will be a transition year for professional soccer in the U.S. » MLS has expanded substantially

» Expanded from 16 to 18 teams» Launched new Reserve League

» WPS has reduced the number of teams and games» 5 teams with all games played on the East Coast

» NASL now approved as a Division 2 league» USL Pro is new international league

» As a result, U.S. Soccer will be communicating any new processes for referees as soon as information becomes available» Please check Game Officials for latest information

USSF Learning Materials

<15 = 32%

16-18 = 40%

19-30 = 8%

>30= 20%

1. New materials for Grade 8 and 9• XP and Vista/Mac versions• Large zip files (1.4 gb for grade 8)• Use youth game videos

2. Online Learning Modules• Law 1 test module

3. FIFA AR Test

4. FIFA AR Test Review


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up

2011-2012 Recertification

<15 = 32%

16-18 = 40%

19-30 = 8%

>30= 20%

1. Law changes for 2011-2012 – USSF Memorandum & Law Changes

2. USSF Administrative Overview

3. Teammate Character Traits

4. Points of Emphasis

5. You are the Ref

6. AR Involvement/DGSOF

7. USSF Position Paper - Extra Person Enters the Field

8. USSF Memorandum - Providing Hydration During the Game

9. Why Upgrade

10.Test; Grading and review; Badges


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up


DC United Referee Nights - two remaining games

• August 13 against Vancouver

• September 24 against Salt Lake

• 4 tickets each game to deserving youth referees

• Identify referees through mentoring, assignors, assessment,

etc.


1. Opening





6. SDI meeting

7. SDA meeting



10. Wrap up

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2011 Semi-Annual Assessor/Instructor Meeting June 25, 2011

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