Refereeing is Thinking

9/3/2012 1

Why are we here?

• To learn practical techniques…

• To manage the older players’ game…

• For maximum safety and enjoyment!

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Some Principles

• The game is for the players• Referees should adjust management to deliver

what the players need

• What the need, not what they think they need!

• The referee must distinguish...

• Need is not absolute or unchanging

• These players, these conditions today

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The Spirit (Principles) of the Laws

• Unfortunately, the Laws are not written as principles

– Written by people who knew the game intuitively

– Written for people who knew the game intuitively

– That is, the principles are assumed to be known

• But how do we come to know them?

– From others, by oral tradition

• With care, we can infer principles from the Laws

themselves

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BUT……

• Inference from the Law text has its risks.• The language of the Laws is not the precise

language of specification– “if” versus “if and only if”– Inconsistent terminology– Evasion or silence on key points– Sloppy writing

• And, sometimes precise wording is used but not

recognized

• In the end, we have to fall back on oral tradition…

And that’s why we’re here today!9/3/2012 5

Key Ideas

• “Book” refereeing reduces options

– Do what is fair in the context of this game

• Don’t give the players what they can’t handle

• Communicate decisions!

• Don’t interfere with legitimate playing tactics

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Scenario 1

• BU-16. First 5 minutes. Free kick near

midfield. An opposing player plants

himself 3 yards from the ball, hands

crossed over his groin.

• What action will a “book” referee take?

• What action should the referee take?

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Scenario 2(a)

A2

A1

GD

R A3

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Scenario 2(b)

A2

A1GD

R

TWEET!

A3

99/3/2012

Scenario 2(c)

A2A1

GD

R A3

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Scenario 3

• BU-14. Blue players have only average skills, but show that they like “tricky” stuff

• Coach and spectators of Blue team are vocal, freely objecting to throw-in decisions.

• On an attack up midfield, a Blue defender is beaten by an opponent who then deliberately trips him to stop the attack.

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Scenario 4

• BU-19. Physical match. Skillful on both sides. A fair number of contact fouls so far, two verbal warnings (no cards), mild dissent.

• 35th minute. High ball near midfield. A Red forward and Blue defender, playing the ball intently, run in at high speed form opposite directions to play the ball, eyes are on the ball (skyward). They jump to head the ball and collide, chest-to-chest, falling on the ground.

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Scenario 5

• BU-19. Below average skill. Quiet game. Some jostling as players challenge, but no direct free kick fouls have been whistled. No score.

• End of first half approaches. An attacker with the ball 5 yards outside the penalty area is knocked over by a hard, clumsy charge.

• The attacker gets up quickly and “gets in the face” of the defender who fouled him, cursing.

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Scenario 6

• BU-19. Hot day. Attacker is bringing the ball down the left wing.

• Approaching the goal line, about 2 yards outside the penalty area, the attacker drives a hard crossing pass into a defender standing just inside the area in a normal defensive posture.

• The ball strikes the defender’s upper right arm and goes out over the goal line.

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Scenario 6….continued

• Referee is close to play and immediately signals for a corner kick.

• The attacker turns to the referee, holds out his arm, points up and down it with his other arm, and say in a sarcastic tone, “What’s this, ref?”

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Scenario 7

• BU-14. Attacker inside the Penalty Area, crosses the ball to teammate (who is onside).

• Goalkeeper tries to intercept by diving, arms extended, for the ball

• There is a collision between the goalkeeper and the second attacker, who was a step closer to the ball than the goalkeeper

• Coach and spectators are yelling for the referee to protect the goalkeeper

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Summary

• “Book” refereeing reduces options.

• Do what is fair in the context of this game

• Don’t give players what they can’t handle

• Communicate decisions!

• Don’t interfere with legitimate playing tactics.

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