INTERNATIONAL RUGBY BOARD LEVEL 1 OFFICIATING … · 2016-09-07 · INTERNATIONAL RUGBY BOARD...

INTERNATIONAL RUGBY BOARDLEVEL 1 OFFICIATINGINTRODUCING OFFICIATING

© International Rugby Board 2012

Course manual and workbook

INTERNATIONAL RUGBY BOARD INTRODUCING OFFICIATING

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Level 1 Officiating

Introducing Officiating

Course content

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Module 1 Game knowledge1. The principles of Rugby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72. Rugby - a simple Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133. The principles of the Laws of Rugby . . . . . . . . . . . . . . . . . . . . . . . 164. The role of the referee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Module 2 Technical skillsIntroduction and procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231. Starting and restarting the game . . . . . . . . . . . . . . . . . . . . . . . . . . .252. Open play: The need for space . . . . . . . . . . . . . . . . . . . . . . . . . . . .263. Contact: The need to contest . . . . . . . . . . . . . . . . . . . . . . . . . . . . .284. Advantage: Why do you need to stop the game? . . . . . . . . . . . . . .305. Restart from a scrum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .316. Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327. Lineout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .338. Safety and Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Module 3 Planning your next steps1. Referee preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352. Referee support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

AppendicesA. Glossary of Rugby terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42B. Positioning - established standards . . . . . . . . . . . . . . . . . . . . . . . . 43

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OverviewContents

IRB Training and Education courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Sample programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Introduction to the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Foreword

Welcome to the IRB Level 1 Officiating course. The purpose of this introductorycourse is to enable match officials to acquire basic skills to officiate safe, enjoyablecompetition.

The presence of sport in a person’s life carries enormous benefits for social,physical and personal development while broadening cultural awareness. Rugby isa uniquely inclusive sport, and you as the referee hold a position of genuineinfluence over the player’s safety and game enjoyment.

The IRB Level 1 Officiating course focuses on the core competencies of a MatchOfficial at an introductory level. It aims to create a platform for introducing interestin match officiating and motivate any enthusiastic person to collect some refereeingexperience on their way. The course is delivered using the following structure:

• Firstly, it uses elements from the IRB Coaching resource to enhance the Gameknowledge of match officials.

• Secondly, it uses three different modules to explain, demonstrate, practise,perform and analyse officiating skills.

Throughout the course you will be encouraged to practise your officiating skills.Grasp this opportunity for feedback from your IRB Educator and your peers.

I sincerely hope you enjoy the course and benefit from participation.

Kind regards,

Mark HarringtonTraining Manager, International Rugby Board

Acknowledgments

The commitment to the task

and efforts of the author and

the editorial team as well as

the consultancy team in

contributing to the

development of this education

program are gratefully

acknowledged.

Author:

Bernd Gabbei

Editor:

Mark Harrington

Consultancy Team:

Alejandro Degano (Argentina),

Steve Griffiths (IRB), Frank

Meiklejohn (Australia)

Design and production:

Sport Development

www.sport-development.com

About this resource

This resource is both a course

manual and workbook and a

copy should be given to each

participant on the course.

Educator notes are available

separately from the IRB.

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IRB Training and Education courses

IRB Training and Education courses have evolved since the mid 1990s, and havebeen updated regularly since then using the expertise in member Unions and theskills of a select number of IRB Trainers who are also ‘content experts’.

Since 2006, the IRB provision has extended to serve more stakeholders, asdemonstrated in the portfolio above. All courses are now competency-based,designed to provide learning and training appropriate to the contexts in whichcoaches and officials are active.

In addition, IRB courses can now only be delivered by IRB licensed Educators whohave demonstrated their technical and facilitation skills to prescribed standards. Allrecord keeping and certification is undertaken from the IRB’s headquarters inDublin, Ireland.

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Administrators

Competency-based accreditation

Competency-based accreditation

Coaches Match officials

Administrators

Talent-identifiedcoaches and

match officials

Education workforce

All stakeholders

FifteensLevels 1, 2, 3

FifteensLevels 1, 2, 3Talent

OptimisationProgramme

SevensLevels 1, 2, 3

SevensLevels 1, 2

Strength and conditioningLevels 1, 2

Coaching of match officials

Levels 1, 2

TrainerCoach Educator

MatchOfficial

Educator


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Sample programme

9:00-9:10 Introduction and brief overview 10 minutes

9:10-10:10 Game knowledge 60 minutes

10:10-10:30 Touch game task 20 minutes

Coffee break 15 minutes

10:45-11:15 Practical: Starting and restarting the game 30 minutes

11:15-11:45 Practical: Touch and Lineout 30 minutes

11:45-12:15 Practical: Restarts from a scrum 30 minutes

Lunch break 45 minutes

13:00-14:00 Practical: Contact (tackle, ruck, maul) 60 minutes

14:00-14:30 Practical: Safety and Spirit 30 minutes

14:30-15:00 Practical: Open play and Advantage 30 minutes

Tea break 30 minutes

15:30-16:00 Planning 30 minutes

16:00-16:30 Next steps 30 minutes

16:30-16:45 Feedback and wrap up 15 minutes

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Introduction to the course

This Introducing Officiating course helps match officials to acquire basic skills toofficiate safe, enjoyable competition. This workbook provides the theoretical basisand serves as a reference resource, though the emphasis of this course is onpractical activity. Match officials must perform their techniques in competitivesituations so that they then become skills. The practical scenarios during thiscourse provide participants with many game-like opportunities for this challenge.

The performance of these skills is not only a technical issue relating to the Laws ofthe Game; the involvement of decision making makes it a management task as well.Prior to officiating, it is worth planning your involvement as an official to get thebest possible results so that you are able to succeed on the field of play.

Following the whole-part-whole method of instruction, you will first examine theGame itself and the fundamental Rugby principles. This will help you to develop anappreciation of the Game as a whole, then combine this knowledge with theprinciples of refereeing and its various individual technical aspects which are theparts and then putting these into practice in the Game which is the whole.

Officiating is about understanding the Game and then using the principles of safety,equity and Law to make the Game of Rugby an enjoyable event for all participants.

General courseinformation

Entry requirement

The entry requirement is

successful completion of

Rugby Ready. This can be

competed online or in person.

Where the Rugby Ready

programme is completed as

part of the Level 1 course (in

person), it should be

completed prior to the

commencement of the Level 1

Officiating course. It is

beneficial if participants have a

basic understanding of the

Game from their experience as

a player and/or coach.

Resources required

• This ‘Introducing Officiating’

manual / workbook

• The IRB ‘Laws of the Game

of Rugby Union’ book and/or

web site at

www.irblaws.com

• www.irbrugbyready.com

Assessment

In order to be awarded the

IRB Certificate of Attendance

the participant must attend all

modules of the course.

Delivery methods

This course will be

delivered by:

• practical sessions using

explanation, demonstration

and practice

• problem solving tasks

• scenarios

• presentations.

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Rugby officiating - a game-driven approach

OfficiatingOfficiatingOfficiating

Principles

Technical

Management

Planning

The Game

Whole Part Whole

Understanding theGame

Individual technicalaspects

Putting learning inpractice in the Game


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Module one - Game knowledge

Chapter one - The principles of Rugby Introduction

A Game which started out as a simple pastime has been transformed into a globalnetwork around which vast stadia have been built, an intricate administrativestructure created and complex strategies devised. Rugby Football, in common withany activity which attracts the interest and enthusiasm of all kinds of people, hasmany sides and faces.

Apart from the playing of the Game and its ancillary support, Rugby embraces anumber of social and emotional concepts such as courage, loyalty, sportsmanship,discipline and teamwork. The principles of Rugby give the Game a checklist againstwhich the mode of play and behaviour can be assessed. The objective is to ensurethat Rugby maintains its unique character both on and off the field.

The basic principles of Rugby relate to playing and coaching, and to the creationand application of the Laws. It is hoped that these principles, which form animportant complement to the Laws of the Game, will set the standards for all thosewho are involved in Rugby, at whatever level.

Conduct

The legend of William Webb Ellis, who is credited with first picking up the footballand running with it, has doggedly survived the countless revisionist theories sincethat day at Rugby School in 1823. That the Game should have its origins in an actof spirited defiance is somehow appropriate.

At first glance it is difficult to find the guiding principles behind a Game which, tothe casual observer, appears to be a mass of contradictions. It is perfectlyacceptable, for example, to be seen to be exerting extreme physical pressure on anopponent in an attempt to gain possession of the ball, but not wilfully or maliciouslyto inflict injury.

These are the boundaries within which players and referees must operate and it isthe capacity to make this fine distinction, combined with control and discipline,both individual and collective, upon which the code of conduct depends.

Spirit

Rugby owes much of its appeal to the fact that it is played both to the letter andwithin the Spirit of the Laws. The responsibility for ensuring that this happens liesnot with one individual or one single role – it involves coaches, captains, playersand referees.



It is through discipline, control and mutual respect that the Spirit of the Gameflourishes and, in the context of a game as physically challenging as Rugby, theseare the qualities which forge the fellowship and sense of fair play so essential to theGame’s ongoing success and survival.

Old fashioned traditions and virtues they may be, but they have stood the test oftime and, at all levels at which the Game is played, they remain as important toRugby’s future as they have been throughout its long and distinguished past. Theprinciples of Rugby are the fundamental elements upon which the Game is basedand they enable participants to immediately identify the Game’s character and whatmakes it distinctive as a sport.

Object

The Object of the Game is that two teams, each of fifteen players, observing fairplay, according to the Laws and in a sporting Spirit should, by carrying, passing,kicking and grounding the ball, score as many points as possible.

Rugby is played by men and women and by boys and girls world-wide. More thanthree million people aged from below 6 to above 60 regularly participate in theplaying of the Game.

The wide variation of skills and physical requirements needed for the Game meanthat there is an opportunity for individuals of every shape, size and ability toparticipate at all levels.

Principles of Rugby: Technical Checklist

The Principles of the Game are the fundamentals on which the Game is based.They enable participants to identify clearly what makes Rugby distinctive as a sport.

They are the principles of the Game, not of a team. They provide the framework foranalysing the game to ensure that there is a balance between continuity ofpossession and continuity of play. This is determined by the contest for possessionalong with its role in creating space.

The principles of the Game:

1. The contest for possession.2. In attack - continuity of play.3. In defence - regaining possession.4. A multi-faceted Game.5. Rewards and punishments or penalties.


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Task one: The principles of attack and defence

The principles of attack and defence are a guiding list of what a team is attemptingto achieve at different stages in the game cycle.

Attack - When the team is in possession of the ball (which is different to the Lawbook definition which refers to a team in the opposition half).

Defence - When the team is not in possession of the ball (the team in their own halfin the Law book).

In the tables below, correctly order the sequence of the principles of attack anddefence.

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ATTACK

Principle Order

Points being scored

Exerts pressure on the opposition, resulting in

To gain possession of the ball

With the support of or in support of team-mates

Using the ball to go forward

To maintain continuity, which

DEFENCE

Principle Order

Supported by or in support of team mates to

Contest possession to

Applying pressure to

Counter attack

Prevent territory being gained

Regain possession to

Go forward to a pattern


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Contest for possession

The contest for possession is a key principle in Rugby. Various forms of this contesttake place throughout all stages of the Game. This may be in dynamic play when aplayer of one team is in contact with the opposition and at static restarts - scrums,or lineouts, or kick restarts.

All of these contests must have a degree of fairness for both teams, so that bothteams have a chance to gain and/or retain possession. At restarts the initiative tocommence the restart is given to the team that has not made an error.

e.g.(1) when a player who is running with the ball is tackled and places the ball onthe ground in a position from which team-mates can easily pick it up, then the teamis rewarded by being able to continue play.

e.g.(2) when a player from one team knocks the ball forward, and a scrum isordered by the referee, the offending team is denied the right to throw the ball intothe scrum. This role is given to the opposing team.

This gives the team an advantage in gaining possession when play is re-commenced.

Attack / continuity of play

The team in possession tries to advance the ball, by carrying or kicking the ballforward, in the direction of the opposing team's goal line.

The players of the team in possession can use both the lateral space across thefield of play, and the linear space down the field to perform an attack, to eventuallyscore.

The aim of the team in possession is to keep that possession and to use their skillsand physical abilities to move the ball forward. As the opposing team is trying tostop them and regain possession of the ball to launch their own attack, the team inpossession may be forced to regroup at a ruck or maul in order to re-establish thespace to move the ball forward.

A team in a possession maintains continuity of play by keeping the ball andadvancing the ball towards the opposition's goal-line.

Defence / regain possession

The initial task for the team not in possession is to deny their opponents space andtime to advance the ball down the field.

If they are successful they may regain possession of the ball and launch their ownattack. This action maintains.

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A Game of many aspects

The cumulative effect of the first three principles is to create a multi-faceted Gamein which all the players have the opportunity to perform a wide range of individualand team skills: running, passing, catching, kicking, tackling, rucking, mauling,lineout play, scrummaging and so on.

In this way, the Game offers players of very different abilities and physicalcharacteristics the opportunity to participate in a team together. Individual playerswill have many skills in common while at the same time they are able to specialisein specific positional skills that best suit them.

Rewards and penalties

If a team is able to play within the Laws, they will be rewarded and if they playoutside the Laws they are likely to be punished.

The rewarded teamBeing able to gain territory, retain possession and eventually score points rewards ateam that is able to penetrate through an opponent’s defence.

Even though they may not have the throw in, a team’s scrum may be able to pushtheir opponents off the ball and regain possession. For this ‘superior’ skill regainingpossession of the ball is the reward.

The penalised teamAn example of this is that a team in possession in open play that chooses to kickthe ball off the field of play will be penalised by conceding the throw in at the lineout. Its opponents will be advantaged for forcing this option by being given thethrow and the initiative in throwing to their strength to win possession.

The players of a team in defence who are ahead of the off-side line when theiropponents have begun to play with the ball from scrum, lineout, ruck or maul andwhose actions reduce their opponent’s options will be penalised by the referee. Thepenalty will be in awarding their opponents a penalty kick.

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Officiating

Match officials use their knowledge and skills to observe the game situation in frontof them, analyse the players’ actions, and decide if play should continue or bestopped. The model below outlines the refereeing process and shows that thereferee has to observe play, analyse what is going on and then decides what actionis required. Match officials follow three priorities.

ContinuityThrough communication, match officials will be able to prevent stoppages andincrease the entertainment value of Rugby by allowing players to maintain thecontinuity.

SafetyMatch officials ensure the players’ safety and ensure that the players follow theprinciples of the Game. Match officials might need to stop the game to ensureplayer safety.

CommunicationTo communicate in order to explain their decisions to the players and spectatorsand to help them to understand their decisions.

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Continuity & contest

Fairness & consistancy

BETTER RUGBY THE LAWSTHE GAME Safety

ObservePlay

Decide Analyse

Enjoyment


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Chapter two - Rugby: asimple Game

Reading through the principles of the Game in chapter one, it’s easy to wondersometimes about the relationship between these basic statements on the one handand the enormous complexity of the Game of Rugby in itself on the other hand.

Compounding this issue, for the interested novice in Rugby officiating, the Laws ofthe Game mirror the complexity of Rugby and cover so many details that it is achallenge to always remind oneself of the beauty and simplicity of the basicprinciples of the Game.

The questions arising are fundamental to the understanding of the Game of Rugbyand remain equally important at a grass root level through to highest levels ofofficiating:

a. Why can continuity stop?b. Which Laws do we use to referee continuity?c. What is the role of the referee?

Task one

To answer the above questions, your Educator will set up a touch game betweentwo teams of four players. Players are only allowed to walk and cannot throw theball forward. If the ball is lost or touches the ground, the opposite team receivespossession. The goal is to score a try. The appointed referee adds more Laws whileplay progresses. All other participants observe.

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Question Notes

a. Why cancontinuitystop?

b. Which Lawsdo we useto refereecontinuity?

c. What is therole of thereferee?


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The three questions from the above task one can also be explained by the two bothgame situations below. The blue team with the ball attacks and tries to maintaincontinuity. The green team is defending and tries to contest for the ball andminimise space for the opposition.

Game situation 1

Blue 1 is in possession of the ball. Blue 2 is behind and available to receive the ball.

Green 1 covers the space, ready to defend Blue 2. Green 2 is defending the spaceon the right.

Space is available on the left, so the decision for Blue 1 is easy to make: continuewith possession and run to score.

Game situation 2

Blue 1 is in possession of the ball. Blue 2 is behind and available to receive the ball.

Green 1 covers the space, ready to defend Blue 1. Green 2 is defending the spaceon the right.

No space is available on the left, so the decision for Blue 1 is easy to make:Continue with possession by passing the ball to Blue 2 to score.

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2

1

21

Run?

2

1

21

Pass?


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The questions arising from this simplified game ‘fascination ball’ are fundamentalquestions for the understanding of the Game of Rugby, and they play an importantrole not only in this simplified scenario but at the highest levels of officiating.

a. Why can continuity stop?b. Which Laws do we use to referee continuity?c. What is the role of the referee?

These questions also give us a guideline to focus on the context of match officialstraining and help us to identify priorities in the training of match officials and thedevelopment of adequate resources.

As a result of this discussion, we could analyse the components of officiating theGame as follows:

If we transfer these concepts to the actual Law book, it seems logical toconcentrate on a few Laws first and only at a later stage go into all the details ofthe complete Law book.

The two examples of fascination ball involve the following Laws of the Game:• Advantage.• Tackle / ruck.• Maul.• Offside (including knock-on and throw forward).• Foul play.• Method of scoring.

These are the Laws you’ll study in more detail during this course.

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Officiating Officiating The Game

Principles

General Concepts

One-on-one Situations

Single Actions

Group Situations

Restarts

Scrum

Lineout

Maul

Ruck

Tackle

Run

Pass

Kick

Score

Conduct

Spirit

Object

Contest

Continuity

Advantage

Foul Play

Offside


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Chapter three - The principlesof the Laws of Rugby

The principles upon which the Laws of the Game are based are:

A Sport For All

The Laws provide players of different physiques, skills, genders and ages with theopportunity to participate at their levels of ability in a controlled, competitive andenjoyable environment. It is incumbent upon all who play Rugby to have a thoroughknowledge and understanding of the Laws of the Game.

Maintaining the Identity

The Laws ensure that Rugby’s distinctive features are maintained through scrums,lineouts, mauls, rucks, kick-offs and restarts. They also include the key featuresrelating to contest and continuity - the backward pass, the offensive tackle.

Enjoyment and Entertainment

The Laws provide the framework for a game that is both enjoyable to play andentertaining to watch. If, on occasions, these objectives appear to be incompatible,enjoyment and entertainment are enhanced by enabling the players to give their skillsa free reign. To achieve the correct balance, the Laws are constantly under review.

Application

There is an over-riding obligation on the players to observe the Laws and to respectthe principles of fair play. The Laws must be applied in such a way as to ensurethat the Game is played according to the Principles of Rugby. The referee andtouch judges can achieve this through fairness, consistency, sensitivity andmanagement. In return, it is the responsibility of coaches, captains and players torespect the authority of the match officials.

Conclusion

The Laws of the Game ensure that Rugby is valued as a sport for men, women,boys and girls. It builds teamwork, understanding, co-operation and respect forfellow athletes. Its cornerstones are, as they always have been, the pleasure ofparticipating; the courage and skill which the Game demands; the love of a teamsport that enriches the lives of all involved; and the lifelong friendships forgedthrough a shared interest in the Game.

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It is because of, not despite, Rugby’s intensely physical and athletic characteristicsthat such great camaraderie exists before and after matches. The long standingtradition of players from competing teams enjoying each other’s company, awayfrom the pitch and in a social context, remains at the very core of the Game.

Rugby has fully embraced the professional era, but has retained the ethos andtraditions of the recreational Game. In an age in which many traditional sportingqualities are being diluted, or even challenged, Rugby is rightly proud of its ability toretain high standards of sportsmanship, ethical behaviour, fair play and inaccordance with the values associated with the Game.

Rugby’s core values

Rugby is a sport for all which is proud of its values and remains true to them. The

Game’s core values are:

• INTEGRITY - Integrity is central to the fabric of the Game and is generated

through honesty and fair play

• PASSION - Rugby people have a passionate enthusiasm for the Game. Rugby

generates excitement, emotional attachment and a sense of belonging to the

global Rugby family

• SOLIDARITY – Rugby provides a unifying spirit that leads to lifelong friendships,

camaraderie, teamwork and loyalty which transcends cultural, geographic,

political and religious differences

• DISCIPLINE - Discipline is an integral part of the Game, both on and off the field,

and is reflected through adherence to the Laws, the Regulations and Rugby’s core

values

• RESPECT – Respect for team mates, opponents, match officials and those

involved in the Game is paramount

View the IRB Core Values video at: www.irbrugbyready.com/en/corevaluesvideo

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INTEGRITY

PASSION

SOLIDARITY

DISCIPLINE

RESPECT


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Officials as individuals

Today, match officials are an integral part of the Game.Their role extends far beyond the once formerly usedprinciple of being ‘...the sole judge of fact and Lawduring a match’ as written in the Law under 6.A.4 (a).The modern Game asks match officials to be able toencapsulate the demands of maximum athleticperformance and the execution of fair and unbiasedofficiating.

Officiating is time consuming, stressful and probablyone of the most demanding and least appreciated ofthe many sports professions.

• Why then, do officials undertake this task? • What drives them to expose themselves to thepressure and often unjustified criticism?

One reason is that the love for the Game and the strongfeeling for justice are the main reasons for the official totake the task. In a study of sport officials’ perceptionsof fans, players and their occupations, it was reportedamong other findings that professional officialsconsidered their job to be challenging and competitive.

It was also found that most officials had a specialattraction to the sport they officiated. In an investigationof the social profile of officials, it has been concludedthat the following are all reasons for officials to selectthe role:

1. Interest and enthusiasm for the sport.2. The challenge and excitement offered by officiating.3. The extra benefits provided by officiating.4. The feeling of power and being in control generatedby officiating.

The respect received from players and coaches addsanother motivation.

For those who have been injured, it provides anopportunity to participate in the Game on the playingarea.

It provides an intellectual challenge, the complexity isseen as a positive by many.

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Chapter four - The role of the referee


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The right environment for makingrefereeing decisions

Regardless of the level of the match, there will always bedecisions that are difficult for the referee to make. Why?Too many bodies close to the ball restricting the view ofthe referees, the referee being out of position, the weather,the temperaments of the players, the speed of the action,how the Law is applied and player reactions are just a fewof many reasons. But decisions have to be made, and thereferees and players have to live with them.

As a referee you are trained to make these decisions.You must appear confident, keep a straight face andsmile, even when you are a little unsure of yourdecision. You should acknowledge that there are closecalls, stick with your decision and move on to the nextphase of play whilst still maintaining concentration.

Referees offer a lot more than just turning up to allowthe match to take place. You can help make the matchan enjoyable experience for all who are involved.Likewise, you can contribute to feelings of frustrationand dissatisfaction, particularly when decisions have tobe made that are difficult and which can affect theoutcome of the match.

Everyone, however, has a responsibility to create theright environment to allow the referee to perform as wellas possible. To achieve this, the refereeing and playingcommunities have to work with each other.

Referees need to present a positive image of what theydo by taking opportunities to be friendly, goodhumoured, approachable and by being seen to beenjoying their role. If you referee matches in a commonsense manner you will be seen to be an integral part ofthe Game and empathetic to the needs of the players.You should acknowledge your mistakes and beprepared explain why you may have made them.

When players, coaches and spectators appreciate therole of the referee it is more likely that the rightenvironment will be created, not only for making difficultdecisions, but also for the development of the Game.

The model below outlines the three areas that makes upthe whole referee.

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• Materiality • Advantage • Positional play • Tackle •

• Ruck and maul • Scrum • Line-out • Foul play

Technical

• Planning • Goal setting • Visualisation • Relaxation • Management

• Strength • Aerobic • Anaerobic • Body fat • Flexibility • Speed • Training plan • Nutrition

Physiological Psychological

THE WHOLE REFEREE


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Communication

Match officials use a wide range of tools to communicate during a Rugby match.You will use your ears to listen, your eyes to observe, your voice to speak, yourarms (and body) to signal and your whistle to stop the game. In addition your touchjudges will use their flags. The use of these tools, which of course will depend onthe game situation in front of you, allows you to achieve three critical things in yourcapacity as referee.

In chapter one, we examined the three priorities of officiating which involvedcommunication to promote:

• Continuity• Safety• Enjoyment

There are three ways the referee communicates:

• Voice• Whistle• Signals

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Vocal communication

For vocal communication, you may use the following guidelines that help to ensurea consistent approach for all matches.

• When explaining decisions, you should be succinct and wherever possible usethe language of the IRB Law book.

• This verbal explanation should be accompanied by the appropriate secondarysignal, and can be directive (a player has to do or has to avoid doing something,e.g., “Release the ball”) or informational (a player receives information, e.g., “It is aruck”).

• Preventative statements should be used sparingly and should not be used all theway through the game. The players should have adapted early in the match.

• Preventative statements should not be used repeatedly. By the time a statementhad commenced for a second time, the offence would have been committed.

• The preferred communication method is to use the team’s name or colour plusthe number of the player. Don’t use a player’s name to identify them.

• Match officials should not engage in extended dialogue with players other thanthe captain, and even then only on specific issues.

• Foul language should never be used by any match official.

The whistle

The whistle must be made to ‘talk’ - to communicate to everyone concerned thatan infringement has taken place. Remember, players and spectators don’t likeexcessive whistle blowing. Always make sure not to whistle too early and therebymiss out on the possible advantage.

For your whistle-based communication, you can use the following guidelines thathelp to ensure a precise, confident and consistent approach for all matches:

• The angle of the whistle in your mouth gives different tones - up for a higher note,down for a lower note. The tone can be shortened or lengthened by quicklywithdrawing the whistle from the mouth. It can be equally effective to put thetongue to the front of the mouth to block the whistle’s opening.

• Depending on the infringement, you can vary the use of the whistle as follows.

- Use a long, loud blast for a penalty or mark.

- Use a ‘happy’ loud blast for a try or goal.

- Use a short blast for a scrum.

LEVEL 1 OFFICIATING


22

Signals

The referee signals are an applicable standard in any game of Rugby. They are partof the Law book where they are pictured and described.

There are four signals which are shown by the referee to indicate a stoppage:

• Try.• Penalty kick.• Free kick.• Scrum awarded.

These signals, plus the signal for advantage, are called the primary signals. Thesesignals will be the most important signals and the first signals that a beginnerreferee will learn and the Rugby-encountering spectator will understand.

Because the reason for a penalty kick or a free kick, and sometimes the reasonbehind the referee’s decision to award a scrum or the indication to play theadvantage Law are not easily understood by players and spectators, there isanother set of signals. These are called secondary signals, and each is linked toone of the primary signals; for example, to indicate that a knock-on has occurred,i.e. why the scrum has been awarded. These signals are not optional for the refereeto use; they are just as important as the primary signals and when used correctly bythe referee, they make a big difference to the referee’s performance.

In addition to the primary and secondary signals, a third set of signals exists,known as ‘tertiary’ signals. These signals include the signal for forming a scrum, fora bleeding wound, the call for a doctor/physiotherapist and the call for thetimekeeper to stop/start the watch.

Referees must apply the signals in a sequence. This becomes more evident withfaster games and at a higher technical standard of Rugby, but also at grassrootslevel, there is a need to clearly communicate according to the following sequence:

1. What will happen next? (Primary signal.)2. What was the reason for the stoppage? (Secondary signal.)3. Is there additional information to be given by the referee? (Tertiary signal.)

To carry out the signals in a precise manner and with appropriate timing, you willneed a lot of on-field practice and you will need to constantly study other refereesand their signalling. Remember that all referees have a unique style, yet they are allobliged to follow the Law book to achieve an uniform application all over the world.

LEVEL 1 OFFICIATING

Try

Penalty

Free kick

Scrum awarded

Advantage

Primary signals


23

Module two - Technical skillsIntroduction and procedure

This Introducing Officiating course is based upon practical learning. This workbookprovides the theoretical grounding, and serves as a point of reference for you tocome back to later, but the main emphasis of this course is on asking you todevelop your skills in a practical way via scenarios and real game situations.

The practical scenarios in this module provide you with many game-likeopportunities. They include positioning and communication in their technicalcontext to ensure game-related and reality-based learning.

Although at higher levels of the IRB officiating programme, the aspects ofmanagement and planning will be discussed in great detail, the IRB wants to ensurethat at Level 1 you stay focused on the game and don’t become distracted by whatat this stage are secondary issues.

The structure of this technical module employs a simplified analysis of the Gameand is delivered using the categories in the following diagram.

LEVEL 1 OFFICIATING

Officiating Officiating The Game

Principles

General Concepts

One-on-one Situations

Single Actions

Group Situations

Restarts

Scrum

Lineout

Maul

Ruck

Tackle

Run

Pass

Kick

Score

Conduct

Spirit

Object

Contest

Continuity

Advantage

Foul Play

Offside


24

Remember that the learning situations created for this module are only examples togive you a practical opportunity to actually referee in a particular context. They willserve to develop your officiating skills by introducing you to the main areas of theofficiating of the game.

Procedure for practical exercises

• Each participant will have a role to perform at all times during the practicalexercises. This role could be any of the following:

- Referee.- Touch judge.- Defending player ( ) or attacking player ( ).- Coach.- Spectator.

• Your educator will arrange you into groups. The example diagrams on thefollowing pages assume a group size of 15 participants. After each run throughthe exercise, you’ll change role and repeat the exercise until every participant hasundertaken every role.

• At all times, regardless of the role you are currently undertaking, you are asked toobserve and review the following:

- Positioning and communication (content from this workbook).- Laws of the Game (content from the Law book).- Key learning points (process).

• After about five repetitions of the exercise, gather together in your group andanalyse the process taking place in that particular phase of the game and reviewthe requirements for refereeing in the scenario. Include positioning, communicationand Law application in this analysis and agree on the key learning points.

• Turn these key learning points into a checklist and record them in this workbook.

• The educator will observe the action, oversee the group discussion / analysisprocess and correct / intervene only if necessary.

• In some of the practical exercises, the educator will ask some participants tomanufacture mistakes or matters of non-compliance.

Key

The diagrams for each of the

practical exercises in this

module follow this key:

Attacking player

Defending player

Ball carrier at the start

of the exercise

Referee

Course educator

Path of ball (with arc if

ball moves through the

air)

Path of referee

ED

REF

13

3

9

LEVEL 1 OFFICIATING


25

1. Starting and restarting the gameDisciplines involved: Kick-off, 22m drop-out

Setup - kick off (or 22m drop-out)

Description

The referee starts the match and kicks the ball in the direction of the opposingteam.

The referee follows the ball and stops the game after the first infringement. Theplayers return to their positions and repeat the scenario. The becomes ,1REF

13

Your key learningpoints

LEVEL 1 OFFICIATING

2

1

8

9

10

11

1213

14

REF

ED

3

4

65

7

10m

10m

Half way

Area Referee tips

Aims of the phase • A method of starting or restarting the match

Outcome goals • To ensure a fair contest for possession

Referee’s focus • The kick and the place where the ball lands

Communication

• Voice: Ensure teams are ready before allowing play toproceed

• Signal: None applicable at this phase• Whistle: For kick off this is the only time you use thewhistle to start, rather than to stop, the game

Laws (top three priorities)

• For kick off check that the correct type of kick is used • Watch for the kicker’s team mates moving in front ofthe ball before it is kicked

• Check that the ball travels a minimum of 10m

Positioning• Start behind the kicker• Follow the ball

Principles to protect • The contest for possession

becomes , etc, so that becomes and number becomes .REF148732


26


LEVEL 1 OFFICIATING

2a. Open play: The need for spaceDiscipline involved: Offside in open play

Half way

10m1

2

3

4

5 6

7

8

9

10

12

1314

11

REF

ED

Area Referee tips

Aims of the phase• To gain territory, putting the receiving team underpressure

Outcome goals• To observe the kicker and check that all players arein onside positions

Referee’s focus • Offside

Communication• Voice: Encourage players to stay onside• Signal: Not applicable at this phase• Whistle: Blow early if the safety of any player is at risk


• Watch for a late tackle on the kicker• Watch for the kicker’s team mates in front of the ball• Watch for kicker’s players in 10m offside

Positioning• Move parallel with the kicker• Follow the ball - watch the players, not the ball

Principles to protect • Continuity of play

Description

Players are scattered on the pitch in a random fashion. kicks the ball to theopposing team and then the teams contest possession as normal.

The referee follows the ball and stops the game after the first infringement. Theplayers return to their positions and repeat the scenario. The becomes ,1REF

11

becomes , etc, so that becomes and number becomes .REF148732


27


LEVEL 1 OFFICIATING

2b. Open play: The need for spaceDisciplines involved: Knock-on and forward pass

REF1 REF2

REF3

REF4

6

5

7

ED

8 9 10 11 12 13 14 15

Area Referee tips

Aims of the phase• To create continuity of play; to run forward withoutpassing the ball forward

Outcome goals • To detect forward passes and/or knock-ons

Referee’s focus • The knock-on and the forward pass

Communication• Voice: Not applicable at this phase• Signal: Not applicable at this phase• Whistle: Blow early if there is no immediate advantage


• ‘Forward’ is defined as “towards the opposition’sdead ball line”

• Charge down is not a knock-on• Intentional knock-on or forward pass results in theaward of a penalty kick

Positioning• Move in line with the ball• Follow slightly behind the play

Principles to protect • Continuity of play

Description

Two players are set up to pass the ball. Four referees are placed in differentpositions with different viewing angles, so that they can determine the mostbeneficial position from which to referee that situation. passes the ball to ,who then passes to .

Each of the four referees tries to decide on a possible forward pass and stops thegame after the first infringement. The players return to their positions and repeat thescenario. becomes , becomes , etc, so that becomes 875REF4REF2REF1

7

65

and number becomes .REF115


28


LEVEL 1 OFFICIATING

3a. Contact: The need to contestDisciplines involved: Tackle (and the resulting ruck)

Area Referee tips

Aims of the phase • Defenders try to break the continuity of possession

Outcome goals • Ensure the availability of the ball

Referee’s focus • Tackler, tackled players, arriving players

Communication• Voice: Encourage Law compliance• Signal: Show your presence• Whistle: Blow early if the ball can’t be played


• Definition: Player brought to ground / ball touchesground

• Tackled player / ball must be released immediately• Arriving players stay on their feet and join correctly

Positioning• Get in, get out• In general, stay back a few paces

Principles to protect • Contest for possession

Description

Three players set up a tackle situation with the ball between them. On a signal fromthe educator, the referee runs towards the tackle and makes a decision to eithercontinue with play or award a penalty, using proper signals to communicate this.

The starting position and the distance to run for the referee can be varied tochallenge the participants. If possible the tackle situation might be made morecomplex by using more players in the tackle, a scrum half to allow play to continueand arriving players at the tackle. Each of the participants shall referee at least onetackle situation.

3

12

4 5 6 7 8 9 10 11 12 13 14

REF

ED


29


LEVEL 1 OFFICIATING

3b. Contact: The need to contestDisciplines involved: Maul (and the resulting ruck)

Area Referee tips

Aims of the phase • Defenders try to break the continuity of possession

Outcome goals • Ensure the availability of the ball

Referee’s focus • Know the difference: is it a ruck or a maul?

Communication• Voice: Encourage Law compliance• Signal: Indicate problem areas• Whistle: Blow early if the ball can’t be played


• Check that players are on their feet• Monitor the position and availability of the ball• Stay aware of shifting offside lines for non-participating players

Positioning• Get in, get out• Retreat back some metres to the side• Scan the defending team’s offside line

Principles to protect • Contest for possession

Description

Five players set up a maul situation with the ball between them. On a signal fromthe educator, the referee runs towards the maul and makes a decision to eithercontinue with play or award a penalty, using proper signals to communicate this.

The starting position and the distance to run for the referee can be varied tochallenge the participants. If possible the maul situation might be made morecomplex by using more players, a scrum half to allow play to continue and arrivingplayers at the maul. Each of the participants shall referee at least one maul situation.

3

5

6 7 8 9 10 11 12 13 14

REF

ED

21

4


30


LEVEL 1 OFFICIATING

4. Why do you need to stop the game?Disciplines involved: Advantage

Half way

22m

1

2

4

5

67

8

9

1011

1213

14

3

REFED

Area Referee tips

Aims of the phase • To create continuity of play

Outcome goals• To consider playing advantage in every gamesituation (with some exceptions)

Referee’s focus• To blow the whistle at just the right time - not tooearly or too late

Communication

• Voice: Call “advantage” and “advantage over”• Signal: Arm out, waist high, indicating the teamplaying the advantage

• Whistle: At just the right moment


• The decision lies with the referee• Is it a tactical or territorial advantage?• Always stop the game for dangerous play

Positioning• Follow play as long as advantage is played• Remember the place of the original infringement

Principles to protect • To allow continuity of play

Description

Players are scattered on a mini pitch between the half-way line and the 22m line intwo teams. The team kicks the ball to the opponents and the team receivesthe ball. Then follow the rules of touch Rugby, with the additional restriction that noplayer is allowed to run, and may walk only five steps before passing the ball. Everyinstance of non-compliance results in a 1-v-1 mini scrum.

The referee follows the play and stops the game only if no advantage occurs. Ifadvantage is played, the referee uses appropriate voice and arm signals. After ashort while, the players return to their positions and repeat the scenario. The becomes , becomes , becomes , etc.REF14871

REF


31


LEVEL 1 OFFICIATING

5. Restart from a scrumDisciplines involved: Scrum

Area Referee tips

Aims of the phase • To restart play with a contest for the ball

Outcome goals• To ensure a safe engagement and a fair contest forthe ball

Referee’s focus• Safety issues as a top priority - if it looks dangerous,stop it immediately

Communication• Voice: Engagement sequence• Signal: Not applicable at this phase• Whistle: Blow early if the safety of any player is at risk


• Before: Engagement procedure, steady and square• During: Stability and ball, binding continuous• After: Offside lines of non-participating players

Positioning• Be there - your presence at the scrum is essential• Move with the ball• Scan the defending team’s offside line

Principles to protect • The safety of all players

Description

Two groups of players set up uncontested, 2-v-2 scrum situations with the ballthrown in by a scrum-half. On a signal from the educator, the referee calls for theengagement and makes a decision to either continue with play or decide on apenalty sanction, using proper signals to communicate this. There is also the optionof a reset of a particular scrum if the referee is not satisfied with the engagement orbody positions, or the scrum is collapsed.

The scenario can be made more complex if needed by forming a complete 8-playerscrum and/or by using spare participants to serve as back-players and to refereethe offside line. Each of the participants referees one scrum situation at minimum.

2 3 4

5 67

9 10 11 15

12 1314

ED

REF1

REF8


32

6. TouchDisciplines involved: Liaising with touch judges, kicks to touch

Description

In groups of three this time, one acts as referee and two as touch judges. The tasklies with the referee to explain to the two TJs the fundamentals of their job for thenext 80 minutes. Because the TJs arrived late, the referee has only five minutes inwhich to make priorities and check for understanding.

In a second approach, participants function as a touch judge in each of thescenarios shown in the diagrams above and to show correct positioning and signals.


LEVEL 1 OFFICIATING

Area Referee tips

Aims of the phase• To establish the role of the touch judge to assist thereferee

Outcome goals• To outline the duties of the touch judges: touch,kicks for goal, foul play

Referee’s focus • Make accurate decisions and communicate

Communication• Voice: Communicate with the referee / other TJ• Signal: Accurate signals with the flag• Whistle: Not applicable at this phase


• Is the ball or the ball carrier in touch?• Was the kick at goal successful?• Observe and signal foul play where appropriate

Positioning• Basic positions• Leading and trailing• Behind the goal

Principles to protect• The safety of all players, the contest for possessionand continuity


33

7. LineoutDisciplines involved: Lineout

DescriptionParticipants split into two groups of forwards. A lineout is formed and one of theparticipants referees the situation with the ball thrown in to a random position.Participants are asked to form different lineout situations which vary in playernumbers from short to full lineouts and should be formed on different places aroundthe pitch as shown in the diagram at A, B, C and D.

The referee calls for the throw-in and makes a decision to either continue with playor decide on a penalty sanction, using proper signals to communicate this. Each ofthe participants acts as the referee for a lineout in one scenario at least. Theparticipants then return to their positions and repeat the scenario. The becomes and becomes , etc.321

REF


LEVEL 1 OFFICIATING

Area Referee tips

Aims of the phase • To restart play with a contest for the ball

Outcome goals • To ensure a fair and safe contest

Referee’s focus • The throw and catch of the ball

Communication• Voice: Organisation before the lineout• Signal: Gap, off/onside of non-participating players• Whistle: Not applicable at this phase


• Formation of lineout with clear gap• Across line-of-touch offences• Offside lines of participating and non-participatingplayers

Positioning• Manage from the front• Basic positions to start with• Follow the ball to manage offside lines

Principles to protect • The contest for possession

A

B

C

D

Line of touch 5m

15m

REF

REF

REF

REF


34

8. Safety and SpiritDisciplines involved: Foul play

DescriptionTwo participants show various tackles in a slow motion, non-contact, scenario. Oneparticipant acts as the referee and signals either with his whistle that foul play didtake place or shouts “play on” to indicate that the player carried out the tackle in asafe way. The other participants are asked to observe the action from differentdistances and angles. They take notes after every tackle and decide if the action islegal or illegal, dangerous or not dangerous and what the possible sanction couldbe. After five tackles the participants change roles.

After each set of tackles, the participants compare their notes and try to agree onthe correct decision and possible sanctions offered by the referee.


LEVEL 1 OFFICIATING

Aggression

Controlledaggression

Brutality

Punishmentsand sanctions

RUGBYA physical

contact sport

bad or no control

with good control this must lead to

can manifest itself as can manifest itself as

Area Referee tips

Aims of the phase • To ensure a safe playing environment

Outcome goals• Do not allow acts against the Spirit of the Game. Dealfirmly and quickly with any foul play

Referee’s focus • The physical integrity of the players

Communication• Voice: Caution• Signal: Not applicable at this phase• Whistle: Blow early if safety issues occur


• Dangerous and unfair play• Repeated infringements• Punishments and sanctions

Positioning• Be at the incident• Show your presence• Stay away from body contact

Principles to protect • The safety of all players


35

Rugby Ready

The IRB’s Rugby Ready

programme has plenty of

information to help you with

preparation as well as the

safety elements you already

considered in Module 2.

Check out the handbook or

log on to:

www.irbrugbyready.com

LEVEL 1 OFFICIATING

Module three - Planning your next steps

Chapter one - Referee preparationIntroduction

Preparing to referee a game means being ready for the challenges ahead and thepossible situations in which you will find yourself.

Match preparation has many elements: the appointment to the match, theorganisation of travel, the packing of equipment, thoughts about the two teams andtheir players and the actual preparation in the changing room just after arrival.Match officials will not perform well in a game without preparation, regardless of thelevel or grade. Here are some elements of proper match preparation.

Physical training If possible, every day.Remember, thisincludes endurance,speed, flexibility,strength andrecovery.

Diet Ensure your diet isbalanced - every day.

Understanding theGame Try watchingmatches, attendingpractices, talking tocoaches and players,and discussing Lawsand application withcolleagues, etc.

Studying the Laws After you have made yourself familiar with the principles of the Game, you shouldstart studying the Laws. Try using www.irblaws.com as a revision tool.

Mental preparation Spend some time on mental preparation during the week and also immediatelybefore the game.

MAIN COMPONENTS OF FITNESS

FITNESS

ENDURANCE SPEED

FLEXIBILITY STRENGTH

REMEMBER: SPEED X STRENGTH = POWER


36

Checklist for the referee’s bag

Your personal presentation as a match official will influence the way players andspectators will perceive you; looking the part makes an impact. You must ensureyour equipment never lets you down.

Packing your bag should be a routine. Start with a basic checklist of items neededfor every game. Then there will be other items, the need for which is dependent onweather, organisation of the game and the support available before, during andafter the match.

Therefore, you might like to start with the below checklist, adopt it to your personalneeds and make it a permanent item in your referee’s bag.

Expect theunexpected

Always remember that

unexpected things are bound

to happen, both before

kick-off and during the match

itself. Any experienced

referees is bound to have

some good stories about

things that have happened to

them over the years - indeed,

such anecdotes form a huge

part of the appeal of

refereeing.

Remember: stay calm,

concentrate, and try to find a

sensible solution for whatever

you need.

LEVEL 1 OFFICIATING

Referee’s packing checklist

• Boots

• Laces

• Socks

• Shorts

• Shirts

• Track suit

• Jogging shoes

• Rain jacket • Towel • Toiletries • Water • Food • Sunscreen

• Cap • Law book • Local competition rules

• Contact telephone numbers

• Coin

• Whistles

• Watches

• Pencils

• Scorecards

• Red &

yellow cards

• Touch judge

flags


37

Module three - Planning your next steps

Chapter two - Referee supportIntroduction

As for all other athletes, it is vital for you as a match official to set goals and to seekadvice and assistance in your development to reach these goals.

As a match official you must quickly become self-sufficient. You are responsible foraccumulating, absorbing and analysing feedback on an ongoing and long-termbasis. But it is the infrastructure that surrounds you - your refereeing colleagues,the referee society, the Union or a referee coach - that has the capacity to supportyour development.

Feedback and match-reports

After each game, it is good practice for you to seek feedback by trying to speakwith the coaches, captains and players of both sides. You can learn a lot fromthem. Be careful how you approach this situation, talk about the match in generalbefore getting to your own performance. The open line from you should not beabout you but about the game.

Where coaches or players seek you out for explanations on your decisions, try tokeep your responses open and brief.

Gaining feedback is important, but the drawback of these informal clubhouse chatsis they are always lacking structure and context. There will be times where you feelthat the opportunity to provide feedback is not constructive, in those instancespolitely excuse yourself. Even if you disagree with the feedback, thank the personfor the feedback and say you will think about it. It is amazing how that takes thesting out of potentially difficult situations.

Notwithstanding this, don’t be afraid of criticism. It is part of the job.

Task one

Answer the following questions in groups of two and present the results to thegroup:

• What are some criteria you as a referee want to be observed on?• How can you best record information?• How can you best learn from the feedback given and what would you do next?

Are you a self-sufficient matchofficial?

What can you do to have

people to support your

refereeing career? How can

your Rugby environment

support you best? Have you

already made contact with

your local Union andlor referee

society to ensure you are

considered for refereeing?

LEVEL 1 OFFICIATING


38

Referee coaches

Many Unions have few, if any, qualified referee coaches. However, if available, thereferee coach can play an important role in your development as a match official:

• Identifying skills and knowledge that you can develop• Assisting you with your application of the Law and advantage in context• Creating an environment to motivate, encourage continued participation andincrease your enjoyment

Gathering feedback is an important part of your development. After each match,armed with the information you’ve accumulated thus far on your performances youcan develop areas that you might like to target for specific improvement. Thisfunction will continue throughout your career as you hone your skills andknowledge.

When working with a coach recognise that the coach is there to assist you and notdo the work for you, the good coach will make you work out your own solutionsand not necessarily what you should do. Self-discovery is proven to be a better wayto learn for most and commits you to the desired outcome.

Task two

In groups of two, discuss the graphic below and write down an example of apractical to-do-item for yourself for each of the four steps.

Don’t dwell on badfeedback

Going home after a match and

dwelling on problems you had

with your refereeing that

afternoon can often be

counter-productive. If you are

stuck with a problem or

negative feelings about your

performance, contact a

colleague or someone at your

referee society to discuss it

and find a solution.

LEVEL 1 OFFICIATING

Change and self-improvementMO Coach challenges

referee to actions

Self-understandingMO Coach encouragesreferee to see impact

Self-analysisMO Coach encourages

referee to analyse own behaviour

Self-reflectionMO Coach stimulates

reflection and awareness



Example of a practical to-do-item

1. Self-reflection

2. Self-analysis

3. Self-understanding

4. Change and self-improvement



Task three

So what are your plans? What are your three priorities as a result of the course andwhat actions are you going to take and by when?

Priority Action By when?

1

2

3


Appendices

A. Glossary of Rugby terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

B. Positioning - established standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

LEVEL 1 OFFICIATING 41


42

Appendix A

Glossary of Rugby terms

AimWhat you are trying to achieve by undertaking thisactivity.

Game planThe game plan explains how a team is going to achieveits aims in attack and defence.

Key factor analysisThis is the application of a sequential and prioritisedchecklist of actions. By performing these actions it canbe expected that the outcome goal of each skill will beachieved.

Patterns of playThe patterns that combine to achieve the team’s gameplan.

TacticsThe patterns that a team uses against particularopponents. The emphasis within the patterns of play willvary depending on the profile of the opposing team.

The principles of attack and defenceA sequential and prioritised checklist of principles thatare used to analyse the play of a team.

Principles of attack1. Gain possession to2. go forward with3. the support of team-mates to4. maintain continuity5. applying pressure to6. score points.

Principles of defence1. Contest possession and 2. go forward3. applying pressure to4. prevent territory being gained5. supported by or in support of team-mates to6. regain possession and 7. counter attack.

The principles of the GameThese are:1. The contest for possession.2. In attack - continuity of play.3. In defence - regaining possession.4. A multi-faceted Game.5. Rewards and punishments or penalties.

These are the fundamental principles of a game of twoteams.

Note: They are the principles of the Game, not of ateam. They provide the framework for analysing thegame to ensure that there is a balance betweencontinuity of possession and continuity of play. This isdetermined by the contest for possession along with itsrole in creating space.

The principles of the identities of the GameThese form a sequential and prioritised checklist ofwhich actions, when performed, will result in theoutcome being achieved for each aspect of the game,e.g. scrum, lineout, back line attack, defence, kick startsand restarts, phase play, rucks and mauls and supportplay in attack and defence.

LEVEL 1 OFFICIATING


Appendix B

Positioning - established standards

You can only follow the officiating process to observe, analyse and decide if playcan continue or if play needs to be stopped and make the correct decisions if youare close to the action.

To find your position in each situation of the game, you have to be equipped with abasic fitness and a sound knowledge of the Game. Remember that even in matchesat a basic level, you will need to run a minimum of five kilometres in eighty minutes.

Early in a referee’s career, one key question often dominates over all the otherunsettling questions a beginner has to cope with: What is the ‘best’ position forthe referee in each situation? As simple as this question is, the answer is evensimpler: There is no ‘best’ position applicable to every referee in every situation.

Sometimes referees start from a good position, but struggle to find their place inthe second and third phases of play.

As you gather experience, you will not only focus on standards for static situations,but you will acknowledge the importance of making the right transition in open playfrom situation A to B and then on to C. You will discover that the correct arrival atsituation A will fix your departure to situation B and you will be more aware of thecontinuing transition between these phases.

LEVEL 1 OFFICIATING

Transitions

A

C

GET THEREMOVE IN

MOVE OUT

OBSERVE

DECIDE

ANALYSE

GET THERE

GAME SITUATION B

43


44

You will also detect that positioning needs constant adaptations and that the bestposition is never a fix-point but a constant strive for the ‘best possible’ solution inthat particular game situation with regard to:

• The ball.• The ball carrier.• The opponent of the ball carrier.• The position of the other players.• The position on the pitch.

Knowledge of the Game is vital here because it determines your priorities whenlooking for the best possible positioning in a particular situation.

The level and speed of the game you referee requires your flexibility in terms ofrunning patterns and lines. Your fitness will allow you to adapt and over the periodof 80 minutes you will do one of three things to move around the field.

• Walk.• Jog.• Run.

Mostly, referees move forwards, but sometimes it is essential to adapt and movebackwards. As the standard of the games increase, so will the quantity of runningfor the referee.

LEVEL 1 OFFICIATING

Running patterns(lower level game)

WALK

RUN

JOG

50%

25%

25%

Running patterns

(higher level game)

WALK

RUN

JOG

25% 25%

50%


45

Good acceleration will help you to be on the spot and to conserve energy at thesame time. It gives you also the benefit of a good look from the outside, as youarrive fast and calm instead of late and stressed. The focus of this approach is easyto understand with the help of the following diagram:

To observe the game and the players’ actions, the referee is expected to run literallyin line with the ball. It puts the referee in the best position to rule on forward passesand knock-ons, and most of the time gives the referee the best view of the ballcarrier in general play.

LEVEL 1 OFFICIATING

Acceleration

RUN

JOG

RUN

WALK

RARELY…

MOSTLY…

GAME SITUATION B

GAME SITUATION A

Ball line running

pass

run

run

passtackle

path of referee

path of ball


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Game situations

LEVEL 1 OFFICIATING

KICK OFF

Start Movement

It is suggested that you should start at a position a fewmetres from the ball, behind the half-way line, in linewith the kicker, with the ball between yourself and thekicking team.

You should begin to move with the kicker and as soonas the ball is kicked then accelerate to be in line withwhere the ball pitches.

DROP-OUT

Start Movement

As soon as a drop-out is awarded, keep your eye onthe ball in case there is a quick drop-out. Get to the 22-metre line as quickly as possible, remembering that thistype of kick can be taken anywhere from behind the 22-metre line. Try to stay just in line with the kicker.

As soon as the ball is kicked, move as for a kick-off.Accelerate to be in line and as near as possible to thenext phase of play.

PENALTY AND FREE KICKS

Start Movement

Make the mark and move away to allow the player toplay the ball. Observe direction of attack and follow upwith play.

Move to a position generally 5-10 metres infield, so thatthe kicker is between you and the kicker’s team.

KICKS AT GOAL

Start Movement

Take up a position a few metres away from and levelwith the kicker, with the ball between you and thekicker’s team. Ensure your shadow is clear of the balland does not cross the kicker’s path. Try not to belooking into the sun.

Move with the kicker and run towards the trajectory ofthe ball. If the kick looks like being unsuccessful, runstraight for the goal-line or in-goal area as quickly aspossible to ensure you are in a good position todetermine what happens next.



LINEOUT

Start Movement

There are four basic positions you could take up at thelineout - at each corner of the lineout. Generally, youshould be on the side of the lineout of the teamthrowing the ball. For the first few lineouts it isrecommended that you use one of the positions at thefront of the lineout. This will enable you to see all theplayers and to manage the setting up of the lineout aswell as identifying and dealing with any infringementsearly in the game.

Be on the balls of your feet and moving as the ball isthrown in. This will enable you to get into a position forthe next phase or move with the play if the ball ispassed quickly from the lineout. At the first lineout in amatch, be positive in ensuring the lineout is formedcorrectly. Be aware of a short thrown in to the front ofthe lineout.

TACKLE

Start Movement

Ascertain the players involved and slow down beforeyou arrive. Observe play and move to the side wherethe next attack is most likely to take place, facing thedefending team. Make sure you move away from thetackle once the ball is won by one team to allow forspace.

If near the goal-line it may be better to go to thedefending line. Glance behind you occasionally or standsideways to watch the backs, especially the defendingside, creeping up offside.

KICKS IN GENERAL PLAY

Start Movement

Observe direction of kick and follow up with play,observing possible offside and obstruction.

Move parallel to the kicker. In a kicking duel, move asquickly as possible in field to a position between thetwo kickers and away from the flight of the ball. This willenable you to have a good view of all players. Watchthe players, not the ball.


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Remember that these established standards are basic recommendations and notLaws. You should always find a solution that suits you best depending on yourfitness, your experience and the level and type of the game. However, you mightfind it useful to ask yourself reasons why these standards might not apply in somesituations and look for alternative positions.

LEVEL 1 OFFICIATING

SCRUM

Start Movement

Stand close up to the scrum, on the side from whichthe ball will be thrown in, with the scrum-halves behindyou. Stay with the scrum while you take the front rowsthrough the engagement process.

Remember the engagement process:

CROUCH - TOUCH - PAUSE - ENGAGE

When you are ready, step about two metres back onthe centre line of the scrum to observe the ball beingthrown in and start to turn sideways so that both thescrum and defending backs can be seen.

In the majority of cases, when the ball is won, youshould move in line with the ball. Keep clear of thescrum-half’s or breakaway forwards’ next phase of play.Keep moving as the ball moves through the scrum.

RUCK AND MAUL

Start Movement

Face the defence, about two metres to the side of theruck or maul. This enables play to move between youand the ruck or maul.

As the ball emerges, move towards the defenders. Turnso that the ruck or maul and the ball leaving the ruck ormaul can be seen. Always know where the ball is.

INTERNATIONAL RUGBY BOARD LEVEL 1 OFFICIATING … · 2016-09-07 · INTERNATIONAL RUGBY BOARD...

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Transcript of INTERNATIONAL RUGBY BOARD LEVEL 1 OFFICIATING … · 2016-09-07 · INTERNATIONAL RUGBY BOARD...