The Pregame Conference

First impressions are everything. The coach/referee conference is an opportunity to demonstrate confidence, organization and professionalism. It’s shocking to hear that some officials choose to skip this meeting altogether, and some coaches report having to initiate it themselves. If possible, it’s best to call both coaches together for a common conference, putting everything out in the open and ensuring that they receive the same message.

Coaches may have different “wish lists” for the conversation before the game, but certain standards are a must at every level. All coaches want to see a crew that is organized and professional. They understand that referees are human and that mistakes may happen. At the high school level and below, most coaches are also able to accept that referees have varied levels of training and experience. What coaches cannot abide is evidence that a referee may have preconceived notions about a game before it begins.

Coach Logan Minshew of Fredericksburg (Texas) High School remembers a playoff game where a referee disclosed that he “normally (called) boys’ games.” This referee may have been used to calling for boys instead of girls, but the perception of the coach in that moment was that the referee was disinterested in the game that he was about to call. “I understand that it’s a completely different game,” Minshew said, “but I would never go to my team and say, ‘I normally coach boys, but I got assigned girls.’”

As an official, be careful not to say anything before the game that may be viewed as bias. John Brockway, head coach at Taylor (Texas) High School, put it this way: “The referee telling me that he knows something about the other team, or that he knows something about my team before the game, really turns me off.” Though you may have done your research in preparation for the game, it’s not advisable to discuss your viewpoint with the coaches. Coaches want objectivity from referees.

Coach Cory Maxwell of Marble Falls (Texas) High School also stressed the importance of addressing all procedural issues before the game begins. “Are your kids equipped? Where’s your administrator? Do we have an ambulance? Do we have water? Do we have the national anthem? Do we have roster announcements?” These are questions that Maxwell is impressed to hear from a referee before the game. “It’s the guys who lay it all out before the game starts … (that) make you feel more comfortable,” he said.

Building Relationships

Introducing the crew to both coaches shows that the center referee is the leader and mentor of a well-organized group. Most coaches will respect a leadership mentality, being leaders themselves, and they want to see cooperation and respect from all three referees.

When asked about the No. 1 factor that creates respect for a center referee, Coach Robert Lopez of Lonestar Soccer Club said, “The first thing is they organize their crew. I see them working and communicating … and they’re helping and educating their crew.” If it’s clear that a positive relationship exists among the members of the referee crew, a coach’s level of respect for that crew is likely to increase. If there is a lack of cooperation or signs of dissent among the referees, it adds fuel to any conflict that may arise during the game.

Brockway speaks about the value of a referee who is willing to build a sense of “kinship” with the coaches. “When a referee asks, ‘How’s your year going?’ or, ‘Is there anything I should know about the team?’ you can tell that he has some knowledge  … and has some kind of soccer background.” Brockway notes that playing experience is an important element that allows coaches and referees “to have more of an understanding throughout the game.”

Coach Freddy Drago of Angelina College further stresses the bonds that develop between a coach and a referee who both have experience as players. The opposite is also true. Drago recalls a pregame conference before a college game where common ground was in the works until he made the comment, “You know, we’ve all played.” At this point, one of the ARs spoke out and said, “No, man, I used to do rodeo.” Admitting lack of playing experience can be an especially destructive comment at higher levels of play. A referee who hasn’t played at the level he’s calling can still have potential, but it’s another reason for doubt from the coach’s perspective, and it’s something that should probably go unsaid.

Don’t cross the lines of familiarity with coaches or players

It’s important not to cross the lines of familiarity with coaches or players. Address coaches by their professional titles, avoid calling players by name and do everything possible to appear objective. Though you may be aware of reputations involved, speaking openly about them only sows the seeds of doubt in a coach’s mind. Even as you remain impartial, the coach’s perceived reality is that the contest may not be called solely according to the Laws of the Game.

The Impact of Emotion

Though it can be tempting to shut down or to fire back when being hounded by a coach, a successful communicator and relationship-builder is willing to pause for a moment to address a coach’s concerns. Don’t ignore a coach who is asking a question. Even if it is as simple as saying, “Coach, I hear you, and I will do my best to watch that,” a referee should acknowledge the coach on the sideline.

Minshew mentioned the importance of being willing to discuss a critical call. “I think there are some times when you have a question about what they saw. I try to be as professional as I can, but I need to be able to address that information with my players.” Referees should realize that coach comments are not always personal challenges or dissent. Some coaches are just trying to collect information for their own game-management purposes.

Remember that it’s not about you, it’s about the teams. Show empathy for the players. An awarded penalty, a red card or a close offside decision can have an enormous impact on a game. Always strive to keep the game in check without drawing attention to yourself. Think about de-escalation so that you become a calming influence on the field. There’s never a reason to threaten cards or to tell coaches how to do their jobs. There’s never cause to point a finger or to place blame. Take on the role of the peacekeeper and see how it will improve the experience for all parties.

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1 What type of contact occurs here? Is it pushing, tripping, kicking, tackling? The referee must be in a position that allows for an angle of view between the players to be able to see the nature of the contact.

2 The ball is currently on the touchline. The referee and assistant referee must know who last touched the ball if it leaves the field. Additionally, if it does leave the field, they must be able to determine whether any critical player behavior occurred before or after the ball’s exit. Any infringement that occurs after the ball is out of play cannot be a foul, but must be considered misconduct.

3 With one player on the ground and another standing, there is significant risk for contact to continue after the ball is no longer within playing distance of the two players. The referee team must watch for kicking and tripping, along with one player stepping on another. Players can be very sophisticated at making an intentional and targeted stomp appear to be a matter of getting “tangled up.”

4 The referee must be cautious about shifting focus away from these two players too early. It is tempting to watch the ball as it continues up the touchline or out of play and lose focus on the two players continuing their motion. But, misconduct and retaliation can occur very fast, so referees cannot afford to lose focus on an area of high risk or they may find themselves working very hard to regain match control through the rest of the game.

5 If this contact occurs directly in front of team benches, there is a greater chance for coaches and substitutes to become involved with the scenario. If a fourth official is assigned to the game and located on the same side of the field as the contact, he or she should quickly move to the vicinity of the contact to assist in controlling all personnel off the field. But, in many circumstances a fourth official is not provided to the crew, in which case the referee and assistant referee must take extra steps to communicate with and control the coaches and players in the technical/team areas.

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A top referee had called off on short notice and I was asked if I could take on a top-flight men’s amateur match. It featured a skilled European team (team A) against a young, talented group of soccer coaches (team B) from the area.

Team A started out as the aggressors, committing a number of hard fouls — with screams from almost every team B player that cards were needed for each contact. Team B scored for a 1-0 lead. Finally, on the fourth contact, I cautioned A7 for the contact, but then called team B’s captain (B11) over and rather loudly told B11 that the continuous dissent from team B would cease.

After another team B goal, team A saw that my assistants and I were controlling the match and the physical contact lessened. So, the turning point came — score was increasing, physical play was diminishing and the team B dissent continued. Still in the first half, I cautioned B2 for dissent after his calls for a card when he was fouled.

At halftime, the assistants told me that team B had a reputation for “helping” the referees — they were the same coaches who regularly “helped” the local referees in NFHS and NCAA games. With that new information, it allowed me to understand what had taken place in the first half.

Five minutes in, A4 fouled B9 near team A’s penalty area. After half a dozen team B players yelled for a card, I set up the wall and called B11 over. Again, fairly loudly, I told B11, “Captain, we’ve had this discussion once. For the second time, this dissent and constant requests for cards will stop.” Two minutes later, team B scored again, now at 3-0.

The body language of team A was vastly different than it had been — yes, they were being scored against, but they were not responding with rough physical play and they were not being verbal toward the referee staff. They were almost amazed that a referee wasn’t allowing team B to control the ebb and flow of the game and the issuing of cards.

After a close offside decision, both team B defenders screamed at my bench-side assistant. I looked toward B11 — and then went up to B4 and yellow carded him for dissent.

Team B got another goal from a set piece and after the goal went in, B11 went up to an opponent and said, “You should have been carded for that foul.” OK, the verbal message hadn’t gotten across, so I checked B11 for color-blindness by displaying the yellow card for unsporting behavior. (Bench-side assistant gave me thumbs up!)

There was another non-tactical shirt-pull. I considered not blowing the whistle — figuring the contact was trifling at that high level — but given team B’s emotions, I called the direct free kick foul. Because it was so ingrained into their past behavior, both as coaches and players, several team B players cried out for the card. What I’m sensing as trivial, they want cards for? I wasn’t about to (and no referee should have to) listen to 30 more minutes of those constant demands for cards. B7 was closest to me, so he’s the one that saw team B’s fourth yellow card.

With a tremendous give-and-go, team B scored a fifth goal. The team B dissent was less than before, but still prevalent.

During a corner kick, A5 held B9’s wrist down as B9 tried to go up for a header. B9 got a head to the ball but since the ball didn’t go in, I awarded a penalty kick. Almost to be expected, four team B players did a mass confrontation around me — not to make sure a penalty kick is called but clamoring for a card. Seeing that already-carded captain B11 was one of the players, I choose him to send a stronger message to the team — second yellow card followed by the red. B9 scored the penalty kick to make it 6-0.

Office of referee

In some of my past writings, I’ve written about the office of referee. Just as the office of mayor or the office of the president should not be defamed, the office of referee holds a place in the sport. Even if the incumbent is not talented, the office demands respect.

Your assigner thought you could command the game; that’s why you were assigned. Let’s look at the game mentioned. The coaches (in their 20s and 30s) may have played 200-400 games in their career and coached 50-150 games total. They were trying to “teach” a referee who had refereed 3,500-plus games and assessed more than 5,000, including semi-professional games in Europe. I would not let the office of referee be disrespected that day.

Leadership

If you are an instructor, prepare your students to deal with players, teams or coaches who try to take control of a contest. Role-play some scenarios. If you are an assessor and witness a referee lose control of a contest due to players’, teams’ or coaches’ verbal outbreaks, try to pinpoint the moment where a specific action might have led to a different path. If you are a top referee in your area, the guy or gal that everyone looks up to, the one routinely getting assigned to the semifinals and the finals, ask yourself if you are the referee above.

Use USSF’s Ask, Tell, Remove. If you can use humor, use it. If you are a strict disciplinarian, use stern body language and facial expressions. If you are a salesman on the field, find a way to bargain with the team. But the unwanted behavior has to stop. Even if it takes four yellow cards and a red card to a team with a 6-0 lead, the behavior has to stop.

There was a major tournament in town while I was there. I spoke with several of the referees who refereed both before and after the above-mentioned game. They said they noticed a distinct difference in the coaches’ behavior and in talking about that game among themselves later, they saw a need to “toughen up” and “take back” some of the control they had surrendered.

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During dynamic play, we are taught to look through play to our lead assistant referee (LAR) and to stay within 15 yards of play. Our movement should be fairly constant — feet moving, body turning, eyes focused on play and the surrounding area, mind constantly concentrating on getting the best possible view of “the point.”

The point is where opponents will come into contact, a player will contact the ball, the ball can be judged as still on the field, players commit misconduct, etc.

To view the point, it is crucial to read the game. Know where the ball is likely to go, who the star players are, who distributes the ball, who does not want the ball, etc.

Getting straightened out.

Being straightlined reduces decision making to guesswork. How many times have we had a good view of play, only to have someone step into our line of sight, obscuring the point? We must be alert, moving forward, backward, sideways, so that we can still see the point, anticipating straightline potential and avoiding it. Where there is a 50-50 ball between an oncoming attacker and oncoming goalkeeper, move diagonally two steps upfield to see the point. Do not move sideways, as play will continue moving farther away from you. Distance blurs precision and weakens credibility.

Getting too close to play narrows your field of vision and unduly curtails your ability to deal with off-the-ball fouls and misconduct. For example, where the LAR is focused solely on the second-to-last defender and the lead attacker, the LAR will not be able to judge if the follow-up goal was legal or resulted from gaining an advantage by being in an offside position. Widen your field of vision to include converging attackers. A good at-home exercise is to stand about six feet from a wall, facing parallel to it. Bounce a tennis ball against the ground and off of the wall, using the off hand. The ball will suddenly appear in your peripheral vision, much as a converging attacker running onto the rebound of a shot. That will break your habit of so narrowing focus that you miss what else is going on.

We don’t wear shinguards.

No referee wants to be struck by the ball or to impede the flow of play. In a men’s amateur open match, I found myself within a foot of opponents contesting a ball at their feet. I looked up and A5 had a two-handed hold on B7’s arm. I whistled and the offender, only half-jokingly, chided me, “You were too close to see that!” He was right!

A means of escape when too near is to “hide,” moving slightly behind a nearby defender. Attackers rarely pass directly to a defender, so “hiding” can keep you out of their way (Don’t completely hide so that you can’t see the point).

Set pieces near the goal.

What referees sometimes get wrong is straightlining themselves by standing too close to either end of the wall. Referees need a good view of each of the bricks, especially where there are also some “doors,” i.e., attackers within. Referees must be able to watch for holding, interlocked arms to deny space, tripping, etc. The wall is the point. You are a powerful deterrent to fouls and misconduct within the wall, if you are watching the point.

Goalkicks.

Be where you can best see where the ball is likely to land, based on weather, tactics and your prematch observation of goalkeepers practicing goalkicks. That is the point.

Be close enough to the point to use your personality to communicate with the players. Personality is a continuum, from a dirty look to almost whistling a foul. Personality prevents fouls and misconduct.

Be close enough to see their eyes. Was the player focusing on the ball or the opponent? In an MLS match, a free kick was awarded to the visitors in their defensive third, playing much like a goalkick into the other half. The home defender was alongside an attacker. The defender put a hand on the top of the attacker’s shoulder and, when the attacker had both feet off of the ground, gave a slight tug. The attacker could not get his or her feet underneath, fell heavily and was assisted off the pitch. A good referee lost the point (and wasn’t able to view the contact).

Corner kicks.

There is justifiable emphasis on varying of position to avoid “predictability,” i.e., being liable to gamesmanship, by remaining in the same position for corner kicks. An offensive tactic is the stationing of attackers who bracket the goalkeeper in order to impede. The referee must be able to not only see that “point,” but be able to effectively deal with the situation. Let everyone know that you are watching, so that the goalkeeper or a teammate does not take matters into his or her own hands. Let the attackers know that they must play for the ball. You only have to call the foul once.

Get it?

Whether during dynamic play or at set pieces, an important strategy is to be where you can see the point. Move your feet. Turn your body. Know where play is going and who will get the ball next. Avoid being straightlined by reading the game. Look through play to your LAR. Be on top of opponent-to-opponent contact or player-to-ball contact. After all, that’s the point.

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It sounds so easy when it is put that way — assert yourself and get the game back under control. The truth is far more complicated and it will take all of your skills and management expertise to turn this game around. The key to pulling this off depends on three things: understanding what went wrong, making amends to the affected parties and then changing your approach going forward.

What Went Wrong

In order to address the problem, you have to get a grip on what caused the game to get off the rails in the first place. Replay the comments from the players — was it a situation where you thought they wanted to play but the players really didn’t want that? Did you hear some trash talk that could have been stopped had you listened a little closer, and didn’t? Was it something else, like a significant injury or foul that was missed due to the natural interferences of 20 players moving in a space, combined with different angles of sunlight, a moment of inattention on your part or something elsewhere which you thought was more important at that point?

If you can put your finger on what the problem is, you are on your way to getting the game back under control. With that said, there are some cases where you should strongly consider terminating the game.

Hidden Bad Blood

If you are familiar with working in a particular area where you know the teams well, you may know of teams that have a rivalry. Then again, you may be helping an assigner on a new field and have no idea that the teams for some reason are mortal enemies. If a fight breaks out toward the end of any match, emotions will likely be at ragged edges. Restarting any match after a fight is likely to result in regrets, since the emotions that caused the fight are now even closer to the surface. Listen to the coaches and ask them if there is anything you need to know after clearing the offending players off the field. If there is a hint of bad blood, do the right thing and terminate the game. File the required report with the game authorities, sticking to facts only, and take this as a way to have avoided losing control a second time.

If you find yourself in a situation where that is not the case, now you have to address the hard part — making a reasonable apology to the team captains in a brief conference on the field. Start by pulling the referee team together and explaining to the team captains what you think is going on. “Look, I know number 3 just got his ankle broken –— and we didn’t see the play that led to it. That has to be frustrating and we apologize for that.” You can add in some more information, but don’t make excuses. The referee team missed it — own the mistake.

The following discussion describes what you could do after any particularly obnoxious foul or too many “ordinary” fouls in too short a period of time — whether or not there was an injury, noticed or unnoticed.

Take a moment to establish your going-forward plan. Tell the captains what you expect — no retaliation, good clean play. Explain that you are going to significantly change the way you are calling the game — that you will be calling it tighter and, if you see any issues, the cards will come promptly. Let them know also that, if the situation improves appreciably, you would be open to adjusting your game control appropriately. Ask the captains to brief their teams on the new expectations and give them a few moments to do so.

Recovering and Change

When you blow the whistle to restart the game, the entire referee team has to be on the same page. The ARs need to be particularly vigilant in watching for things behind your back. Call fouls quickly as you see them — the first few touches and fouls should help set the tone of the game, and show the captains and teams that you are going to keep your word. This is not the time to create “phantom” fouls, just to make a call. Run harder, stay closer to play, use your ARs and get the calls right. The players will quickly realize you have re-asserted control and this, in turn, will help to lower the game temperature. With this in mind, you have to maintain this level of control through the end of the game.

If the players sense the game going back to where it was, problems could quickly re-appear, and you will once again find yourself being challenged to maintain control as the game starts to re-escalate.

When you think about this, games get out of control because the referee team does not read the players or play well, or similarly, the referee team members are too predictable, and as a result the teams are reading them too well! If you are going to referee at a match with unknown teams, you need to use as many clues as possible to figure out an effective “starting level.” That can include arriving far enough ahead of time to be able to watch the teams arrive, warm up and practice, looking for the expected set pieces or actions that could cause problems during the game, as well as other concerns.

How you respond in such situations, either by assessing the situation and addressing it or not, makes the difference between a good official and just an official. Consider the above suggestions. Keep in mind that reading the game and players properly from the start is a far better way to keep the game under control. The hard way  is, trying to recover a game after it has started to run away.

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This may seem like trivial behavior that does not affect the decisions on the field. Nothing could be further from the truth. The actions of one crew member in choosing not to participate in the pregame meeting and game preparation could destroy the ability of the entire team to work together. Trust is immediately lost between team members when it becomes obvious that officials do not care enough about their teammates or the game they are about to officiate to stop what they are doing and give complete attention to the conversation at hand. The crew is often left questioning how they can possibly trust each other once they are on the field together if they cannot rely on each other to have a focused conversation before the game.

And even though many officials have observed this behavior, it can be a challenge to change it. If something is said, will that person feel bounds were overstepped and get upset? Because the crew still needs each of its members in order to make the best decisions on the field and in an effort to keep the group cohesive, many choose to try to ignore the distraction. But pretending the distraction doesn’t exist doesn’t make it go away.

Stepping onto the field with other officials in whom you do not have trust feels lonely. When a big decision has to be made, an official can then feel stuck on an isolated island because there is no confidence the others on the crew will come through with assistance at the most critical time. Officiating is already challenging enough, but doing it all alone can feel like a losing endeavor.

Every single official must show up to every single game prepared to do his or her part to make the game go as well as possible. And this all starts by building teamwork and trust during the pregame meeting. Don’t make another official walk the fine line of being forced to decide whether to ignore the distraction you are causing or to say something about it. Follow the example of this crew and put the cell phones away, stop rummaging through bags, make eye contact with the other members of the crew and use body language that sends the message that you have the energy and enthusiasm to help the crew find success on the game.

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An official’s communications or response to comments varies from ignore to acknowledgement to verbal response. The referee must have the ability to know the difference and the message he or she is sending in response to the communications (verbal or non-verbal) sent. The referee must be able to differentiate statements, questions, potential dissent, inappropriate language, gestures and non-verbal communications from the players/coaches and the situation surrounding these communications.

Ignoring this communication does not validate the communication. It may be just game chatter. By acknowledging the communication, the referee lets the player know that he or she has been heard and their statement/comment/remark has been noted. A simple reply of, “I heard you,” acknowledges the player and will assist with game control by defusing the situation. A simple reply of, “I will handle it at next stoppage,” is another good way to acknowledge the statement as something the referee needs to manage. If this comment is made, the referee must ensure that he or she does indeed follow up and not let the issue escalate.

When communicating with players or coaches, the first step is letting them know why you are stopping play to communicate. A referee’s personality is a good tool to assist with control during these situations. For example, when communicating with a coach, the referee may start by stating, ”Coach, you worked awfully hard to get my attention. What would you like to ask me?” It is important to listen to the coach, then respond in a professional manner and walk away. Debates only lead to more problems. Another example is, “Coach, I heard you say, ‘You are terrible’ on that last foul. Are you telling me that I am a terrible person, which could be considered foul and abusive language, or did you mean that call was terrible?” A little humor can go a long way to relax a coach if the referee has the personality to deliver it in a manner that will bring about a positive result. Choose the words carefully. A comment can put fuel on the fire just as easily as it can extinguish the flame.

Non-verbal body language is the most important form of your communications between 60 and 90 percent of the time. A head nod that indicates the comment has been heard may resolve the situation. A stern look at a player who committed a foul can go a long way in letting the player know that the behavior is unacceptable. A smile can indicate that the referee heard the remark and may even enjoyed the way it was delivered. Raising the hand in a “stop” motion clearly tells a player that the referee is not going to condone anymore of the particular style of play.

Another communication style is voice inflection (not what the referee says but how) and actual words used to express the thought. A good rule of thumb is to use the KIS method (keep it simple) and to the point. The referee must be composed when speaking and ensure the player/coach focuses on the words and not the referee’s emotions. Debating with a player or coach will only create a losing situation for the referee.

Referees must maintain their composure, professionalism and be aware of their body language, think before they respond and then respond in a chosen style or technique. The physical approach, attitude, body language and stance, and eye contact will determine the environment and will bring about a positive result.

Eye contact is another important part of non-verbal communication. A referee who looks down when speaking to a player/coach provides an appearance of weakness. Looking over the player/coach creates a feeling you’re speaking down to them rather than at them. Look the coach/player in the eye when communicating. This is a sign of strength.
A relaxed body stance and gestures, soft voice tone, meeting with the player at a neutral site and a slow indirect walk toward the touchline to meet the coach are all ways to indicate that the referee is not threatening in any manner but is approachable and ready to listen and provide a professional response.

A referee who utilizes a rigid approach or method with a rigid body stance, military type march with head up and shoulders back, straight and stiff body, short and quick gestures, harsh voice, approach directly in control method or with stare-type eye contact creates an appearance of confrontation.

If a decision has been made prior to approach of a dismissal/ejection/send-off, then just “do it” — tell the player that his or her unprofessional behavior is unacceptable, point upward at 45 degrees, display the red card, and turn and walk away. No further discussion is necessary. The less said in this type of situation the better. Remember, the reason for the ejection must be a reason as indicated in the rules or Laws. Also, the referee must keep his or her emotions under control. Eject the player and restart the match.

Communication, both non-verbal and verbal, will help or hinder a referee’s ability to control a match. Choose the words wisely and always remain professional.

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Frequently I am asked to officiate scrimmages. There are great opportunities for an official during those matches. However, there are also pitfalls that one needs to be aware of when officiating any non-sanctioned match.

A little advice that MLS referee Kevin Stott offered: He said regardless of the game — if a match is sanctioned or not — there is someone at every game for whom that particular game is very important. That could mean a new player trying out for a club or it could be the first time a relative gets to see their child play. It could be a new goalkeeper trying out or it could be the 18th player on the team getting five minutes at the end of the game to try to prove him- or herself. That game may be just a scrimmage to you, but keep in mind that the game could be very important for a variety of reasons to a variety of people.

Focus on the positives of officiating a scrimmage. For officials, it is an opportunity to work on every aspect of your game. Arriving early allows you to view the teams’ warmups — beneficial because it allows officials to see who the playmakers might be even before play begins. Another benefit is that coaches often want to work on set plays, corner kicks, dead-ball fouls, penalty kicks, etc. That is a great opportunity for officials to work on positioning, player and touchline management. Further, many times I work solo on scrimmages, which allows me to focus on positioning, anticipation of play and fitness. If I am lucky enough to have an additional referee for a high school scrimmage, we focus on the dual-system mechanics. I often choose to officiate a game where I do not speak a word — a great opportunity to work on player communication on a different level. The possibility of being paid anything at all can be an unexpected bonus.

Former FIFA referee and National Assessor Arturo Angeles once told me that acceptance is the greatest tool referees have in their toolbox. Unless one already has a rapport with the coaches and players, that could be a troublesome area in a scrimmage. You are building your rapport during that very scrimmage. How will you deal with misconduct? Will the players and coaches accept your authority? Do the players have numbers on their jerseys and if not, how will you deal with misconduct or bookings?

There is need for ground rules. I meet with the coaches before the match and we establish ground rules for the scrimmage, such as a five-minute sit-out for any yellow cards issued. How will the officials know if they have already issued a card if players do not have jersey numbers? What if a fight breaks out? The official cannot write a credible report. In that instance, a phone call to the club president will usually help the official but that is after the fact.

As a high school coach, I frequently set up scrimmages against teams who are not in the same league, age range or even the same sex. My girls’ team has played boys, college teams, upper-division high school teams and gold or silver elite teams. That is great for the teams to get a feel for different levels and different styles of play.

However, those match-ups present an entirely new set of issues that a referee has to deal with before the match even begins. What Laws will be applied? NFHS, NCAA or USSF? Is there a sit-out period for bookings as there is in California NFHS play? What will be the time length of the game? How about substitutions? How will you call fouls when boys are playing girls? Will you apply the same principles as one would in a same-sex match? 50/50 balls are often a point of contention that in a coed game may have to be called differently than in a same-sex game.

Those are all issues that should be agreed upon by coaches before the very first touch on the ball. The best situation is for those matters to be agreed upon by both coaches via email before gameday. Print out those communications and review with the coaches before kickoff. Here is some advice: When teams cannot agree with each other, go with the younger players’ times and rules.

Finally, if you still believe that there are friendlies, next time the U.S. Men’s National Team plays the Mexican National team in a “friendly,” watch how “friendly” that game is! You might very well take that same cautionary approach to the scrimmage you are about to work.

John Kiernan, Valencia, Calif., is a USSF State Referee and AYSO Referee Instructor (Region 678). He also referees indoor and high school soccer and is a tennis coach.

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Here is the rationale:

1. The “like-a-stick” grasp or grip causes the flag to be aimed outward instead of hanging straight downward and the only way to avoid the “pointing outward” is to bend the wrist unnaturally, causing strain on the wrist and leading to cramping or rapid tiring.

2. The “between-the-fingers” grasp or grip makes it easier to change hands (which must occasionally occur either when changing direction on the touchline or when starting to signal in a hand other than the one in which the flag was being held). There are more muscles being used in the “like-a stick” grasp or grip when changing hands and that increases the likelihood of losing confident control of the flag — dropping the flag or having it flung away when making an energetic signal. If you see a flag change hands in slow motion, it quickly becomes evident that the “like-a-stick” grasp or grip actually includes a brief time when the flag is only barely in good contact with one or another hand. Watch relay runners trade batons to see something similar.

3. The “between-the-fingers” grasp or grip enables a smoother transition from the “held-straight-downward” position to a signaling position where the flag is a clean extension of the arm. The “like-a-stick” grasp or grip often results unconsciously in the flag continuing to be held like a stick even when signaling — and as a consequence the flag is to one degree or another not an extension of the arm (a “wrist break”).

Once demonstrated, most assistant referees quickly understand the effectiveness of the “between-the-fingers” grasp or grip. If you want the flag to be held straight downward at the side when not signaling and you want the flag to be an extension of the arm when you are signaling, “between-the-fingers” is the way to go.

To help with making the flag an extension of the arm when signaling, many assistant referees move their index finger to a position along the flag shaft in the process of adjusting their grip for the actual signal.

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For that awareness to work most productively, the center referee must use the pregame to review all that is expected from both newer ARs and from ARs the referee has worked with frequently, or not at all. A thorough pregame — complete with questions and answers — will help eliminate confusion and allow the referee to support newer or less-experienced officials. Headsets can help with ongoing communication throughout the game. When the referee shows a yellow card, for example, the AR on the bench side can be instructed to notify the coach of the infraction. Explaining disqualifications remains the center referee’s responsibility. If headsets aren’t available, use the pregame to set expectations so everyone on the referee crew starts the game at the same level of understanding. Remind your ARs to keep mental notes or questions that can be addressed at halftime.

Once the game is underway, the center referee has two tasks — control the game and monitor the performance of the ARs as needed. Three guidelines will help the referee accomplish both tasks. First, the center referee’s diagonal runs should be modified to move closer to the new or inexperienced AR to provide additional support. The center referee can run a more traditional diagonal if the newer AR seems to be effective in helping control the area near the AR’s touchline. Second, the center referee must be certain the AR isn’t being verbally abused or taken advantage of by players, coaches or fans. Newer ARs may not know what an acceptable level is or how to respond or react. The referee needs to be attuned to unacceptable comments directed at the AR from any source and immediately stop verbal confrontations involving an AR. Third, it is essential the center referee gives obvious public recognition with a vigorous nod of the head or an emphatic thumbs-up when a newer AR makes the right call or the referee agrees with what the AR has done. Positive reinforcement is essential, particularly during the run of play.

If the referee has confidence in one or both of the ARs, let them call fouls and control play as needed as play approaches the AR’s nearside touchline. It’s important for game management and AR confidence that the referee whistles fouls the AR has signaled unless there is an advantage or the referee considers the foul trifling. The AR should call fouls consistent with what the referee has called throughout the game, in addition to fouls and misconduct the referee can’t see due to positioning, off-the-ball activity or events behind the referee’s back.

If the game is becoming contentious and players are acting inappropriately in off-the-ball situations, the referee may have to delay following the ball. In that case, an AR must assist the referee more with dynamic play by signaling fouls or talking to the players and coaches. The AR can either be a second set of eyes on a developing off-the-ball situation or follow the ball while the referee continues to monitor another situation.

To support the AR, the center referee can use soft signals (a hand at waist level pointing direction, for example) if the referee has a better look at the play or if there is a deflection the AR could not see. If the AR is not sure or indecisive about a call, the referee should immediately take control and make the call, followed immediately by the AR mirroring the referee to show both referees agree.

If there is a wall near the AR, the referee must instruct the AR in the pregame to assume responsibility, especially if the referee needs to deal with the players who will be in the area where the ball will be delivered. This is the area where shenanigans, pushing and shoving, and possible fouls or misconduct can occur. If the referee is watching a wall on a ceremonial restart, the AR can look elsewhere so more of the field is covered. Additionally, during play the referee can yell or signal an instruction to the AR so the AR can watch and help with situations off the ball or in other parts of the field. The AR can watch two problematic or potentially problematic players, monitor a player who might be trying to play through an injury, or control a loud or excessively demonstrative coach. Headsets are especially useful in such situations.

Without asking an AR to make a penalty kick call, the center referee can use the AR to help determine if a foul was inside or outside the penalty area. It’s also vital to get information from an AR on DOGSO situations, which can involve a disqualification. Input from the AR may be necessary and critical to getting it right. If the AR says a player deserves a red card, the center referee has no choice: Show the red card. Don’t change it to yellow because the center referee did not see the infraction or misconduct. If an AR asks for a caution or disqualification, the referee should comply after a brief touchline discussion, except if the AR has misinterpreted or misapplied a rule. For example, if the AR asks for a yellow card for a DOGSO outside the penalty area, the center referee must show the mandatory red card. The purpose of such a brief discussion is to gather information and make the right call. Facts will be needed for the postgame report — and possibly to explain the decision to a captain or a coach.

Working with new or comparatively inexperienced officials can present significant challenges that make the center referee’s role all the more demanding. For the officiating team to be most effective, the center referee must be an official, an assessor, a teacher, a mentor, a critic and a motivator — all in the same game. Do it well. You will become a better official in the process and you will have helped your inexperienced teammates become better officials, too.

To help your newer officials, consider YEAR ONE from the Referee Training Center, it’s a complete guide to help new officials navigate their first year officiating.

Gary Stephens is an assigner, high school, club and college referee, IHSA certified clinician, Illinois 2018 Girls Referee of the Year and served as coordinator of officials for the 2019 Girls Class 1A State Soccer Tournament. He lives in Decatur, Ill.

The post Make New Officials Comfortable Before the Match Begins  appeared first on Referee.com.

Weber’s description highlights the core of the difficulty of our job as officials. At the beginning of each season or each tournament, NFHS, NISOA, USSF, AYSO officials are assigned to games with teams that they have not officiated before. As soon as the whistle blows, officials must determine as quickly as possible what each player individually — and each team collectively — thinks is fair. If the official learns both teams have similar thoughts about fairness and have similar skill levels, officiating will be relatively easy. As the season or tournament progresses and officials are seeing teams repeatedly, the task becomes simplified by familiarity.

The average official at youth games must accomplish that much more often than the top-level officials in the English Premier League, Bundesliga or Italy’s Serie A. Even the best officials in the world can have difficulties.

To successfully manage each game, where can an official obtain accurate information about what the players think is fair? Would you believe … from the players?

After each contact between opponents, there is a small window of opportunity when players exhibit honest body language. That window is less than a second — after that the window closes. The players then exhibit body language designed to influence the referee’s judgment of “fairness” in their favor. A referee that develops the skills, knowledge and fitness to be in a position whereby a substantial amount of the honest body language can be observed and understood has a valuable game management tool.

Every year I instruct at least 10 USSF recertification clinics. Many of the attendees at those clinics are youth officials whom I met on the other side of the whistle during prior seasons. From those students, I have learned that officials who mess with player happiness are on a slippery slope toward game-management problems.

For example, in the opening minutes of a U-16 game, A5 and B8 are jostling for control of the ball along the touchline. The ball goes out of play. The referee (or assistant) believes that the ball, before going out of play, was last touched by B8. B6 goes to collect the ball while team A is backing off to a position compatible with receiving a ball from a throw-in. The referee blows a whistle and signals that team A must take the throw. The body language of team B, in that instance for longer than a second, has sent the referee a message of opinions concerning fairness. However, the referee has decided to ignore that information and impose his or her own opinion. Those players and their teammates have immediately formed a negative opinion of that official’s competence. A first impression is only formed once!

In games with players (and coaches and parents) of limited experience (U-6, U-8 recreational), there may be a need to explain when the ball is actually out of play and which touch will determine the throw-in to create the happiness desired. But not in most games.

An extrapolation from Weber’s statement could be officiating to achieve happiness. When a referee can witness (by positioning, etc.) the golden second of initial body language provided by the players, a source of valuable information about player happiness is available that assists the officiating crew in better game management when it achieves the confidence to use it.

A state-level referee ought to be able to achieve that “read” on the game within the first five minutes — if he or she has never seen either team before. Most officials with more than 250 games under their belt ought to achieve that level of understanding within the first 15 minutes of kickoff. If you aren’t “getting it” within 15 minutes, work with a mentor or assessor to help you break down and analyze game video of at least three game segments so you can see players’ reactions to your decisions.

When the referee has reached the described level of confidence, game management requirements begin to fall into different categories: games where all player opinions are well matched, games where the players have disparate opinions about what is fair, games with players of disparate skills, games with both disparate skills and disparate opinions of fairness.

“Listening” to the player information in that way opens up new possibilities for game management when the teams involved are sufficiently soccer mature and are well-balanced with respect to what they regard as fair. You have just made a call and the golden second of body language after the call tells you that you have made an error. I have had success with moving in close to the player and asking “What did I miss?” When the player answers, I pay attention to the information, respond with an appropriate comment and a pledge to try and position myself better. I have received responses such as, “Don’t worry about it referee,” “I understand” or “Thanks, referee.”

In a typical high school season, you may officiate more than 40 different teams. Recognizing and using the golden second can significantly improve game management through a more timely understanding of what each team regards as fair play. One of the characteristics of the high school game is the amount of player changes from year to year. Gathering information during that second can greatly assist officials to quickly recognize what category of game they are dealing with at each assignment.

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There is another misconduct that can be at issue here — “delaying the restart of play” (DRP). Players may seek to interfere with free kick restarts using either FRD or DRP tactics. Referees must not only be aware of that fact but must also understand the circumstances of each tactic and how that may affect the referee’s response.

An opponent commits a DRP offense by acting in a way that the restart cannot occur. That is usually taking control of the ball or throwing or kicking it away — all of which are designed to take possession of the ball away from the attacking team.

Without the ball, there can be no restart — at least not a quick one. That is so obvious that we should not have any difficulty recognizing that an immediate caution is warranted. Remember, the objective of those tactics is to prevent the attacking team from exercising its right to restart play quickly.

However, another way of creating delay involves one or more opponents taking a position in relation to the ball that unambiguously prevents a restart in any direction that might be even remotely desirable for the attacking team. That is often referred to as “the statue tactic”: an opponent stands immediately in front of the ball to prevent any further action. An example of a more sophisticated ploy that has the same effect calls for an opponent, with every appearance of innocence, to come from the side and pass in front of the ball just as the attacker is preparing to take the free kick. As above, tactics of that sort are usually so obvious that they almost seem laughable … but they are not. Merely being amused allows the defenders to achieve their goal (holding up the restart) with no compensating penalty (the caution).

It is important that referees understand DRP tactics on free kicks and not confuse them with FRD. The major difference is that, with DRP, the referee’s response should be swift and certain because the damage will already have been done. 

FRD on the other hand is a tactic that seeks to interfere rather than prevent. As such it is less obvious and is designed to suck the referee into a haze of options that often achieve one objective while the referee is focused on dealing with another objective.

It begins with geometry. The distance not being respected is a 10-yard line from the ball to the wall. But it is not simply a line. It is also a set of angles defining how far to the left, to the right and above the wall the ball can be kicked without its path being stopped by an opponent. Sometimes, of course, the attackers don’t care about those angles. They may be close enough to the goal and the wall may be sloppy enough that they will try to blast the ball through the wall. No finesse, just power and luck.

But for most other free kicks, the critical elements are the angle from the ball to the left and right ends of the wall and to the top of the wall. The impact of those angles is a function of three measures: distance to the goal, number of opponents in the wall and the distance from the wall to the ball. The first two factors are out of the attacking team’s (and the referee’s) control. The third factor is defined by Law 13.

Any distance from the ball to the wall shorter than 10 yards is deemed to have unfairly (and illegally) created angles that, all other things being equal, make the scoring of a goal more difficult. Further, the shorter that distance, the greater the impact in favor of the defenders. The right to a quick free kick restart is so strong that the Law expects the referee to defer to the attackers, even though there may be a clear violation of the minimum distance, if the attackers believe that a quick restart would allow them to beat the reduced angles (for example, they see an exploitable “hole” through the wall).

Using a DRP tactic is high risk (depending on the referee’s character) because the likelihood of a caution is usually greater than with an FRD tactic (though the reward is both as great and more certain). FRD tactics force the referee to make more judgmental decisions and thus lower the probability of a caution. At the same time, by forcing the attacking team to request enforcement of the distance, the defenders may lose the objective of cutting down the angles but they still gain the benefit of delaying the restart (which may translate into the ability to bring additional defenders into the wall, thus rearranging the angles more to their benefit).

Ironically, even with the minimum distance being enforced, the defenders may not lose all of their angle reduction advantage if the referee can’t or won’t actually enforce 10 yards but, instead, lets it go at some lesser distance.

Referees should not enter the field in a competitive match if they do not understand and appreciate the tactics defenders use to gain advantages in situations, such as free kicks, where it might appear that the attackers have all the rights. Defenders will gnaw away at those rights as often as possible, to the extent the referee allows it (through ignorance or inattention), and whenever they are willing to pay the price.

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chieving excellence takes knowing what the referee’s powers are and, more importantly, when and how best to use each power to successfully manage a match. There are six ways for referees to control behavior. Each has a powerful effect on team and player behavior, and when used correctly, can assure a well-managed match.

Talk

The right thing said to a player at the appropriate time can assist in avoiding problems later in the match. Referees should talk to players throughout the match as needed to keep their behavior at an acceptable level. Talking to a player is a way to give counsel, advise or verbally warn on how to control or improve behavior. Referees must learn how to judge when to do so, and what to say. It also implies that all referees are capable of saying the right thing, at the right time and in the right way. Every referee has a different personality and that impacts how effective these communications will be.

The first tip to a referee is to realize whether or not his or her efforts to talk to players have been successful and yielded positive results. If not, the referee should consider adjusting techniques used and reach out to an experienced official for tips on how to improve. Every referee has to learn independently what works. For example, one referee is very successful by telling a player, “If I allow you to do that, I have to allow all of the other players on the field to do the same and not be penalized. I am not about to let that happen.” More often than not, that will cause the player involved to adjust behavior.
Another example is, “You are a better player than that. Let’s focus on your talent and not fouling.” In that instance, the referee is letting the player know the foul is unacceptable while also acknowledging the individual is a good player (positive comment).

It is important to remember that no one way is the best when communicating with a player. Each instance is separate, and each player will react differently. Adjusting comments and how they are delivered will help the referee control behavior. Talking is an important first step in maintaining control.

Whistle

The judgment of when and what to whistle for when judging a rule violation, offense or misconduct is entirely subject to the referee’s opinion. The phrase “in the opinion of the referee” means that every decision is discretionary based on what the referee observes and the flow of the match.

The referee has an obligation to call rules violations and infringements as they occur. Many referees make the mistake of trying to avoid stopping the match for violations because referees fear too much whistling will interfere with the “flow” and “enjoyment” of the match.

A referee should not call trifling occurrences but must not allow unfair play without interceding by penalizing the offender.

Every referee must learn what is unfair play and develop a strong sense of what violates the sense of fair play and sportsmanship around which soccer is built. Experience is one of the best teachers for learning that skill.
When a violation occurs, signal with the whistle without hesitation. If the players continue to foul, the referee must continue to sound the whistle and not worry about the game flow.

The whistle can also be used to let players know how the referee feels about the foul or situation. A quick, short whistle implies the referee observed the foul and wants to get the ball back into play. A hard, loud whistle indicates the referee is not happy with the situation and the player(s) involved need to adjust behavior.

When awarding a penalty kick, it is imperative the referee uses a hard, forceful whistle. That indicates to the players the referee is 100 percent certain the penalty should be awarded. An indecisive whistle for a penalty kick will normally result in additional dissent and questioning of the call and future referee decisions.

Advantage

The proper application of advantage is a very tricky technique. When applying advantage, the referee is letting the players know the referee is allowing unfair play to continue without penalizing the offender. The referee has determined a foul that occurred would be penalized if play was stopped. When applying advantage, the referee should consider the level of play, the age of the players and the skill levels. Also, the referee must be ready to take a follow-up action if necessary, such as a warning, caution or ejection to the player who caused the foul.

When applying advantage, the referee should make sure as many players as possible observe the signal of the out swinging hands. The signal should continue sufficiently long enough to let players know the advantage is being applied. Some officials verbalize “Play on, advantage” while giving the signal so every player is aware of the call.

Advantage should never become a license for foul play. A referee who allows too much advantage, especially when there are hard fouls, will normally lose control of the match and have serious problems with match control. Learning to use that power properly helps improve the referee’s ability to control player behavior and allow a good flow to the match.

Caution

The caution is a very strong power for a referee. When administered, the player is now halfway out of the match and must realize that. If the player does not change behavior, the player will be ejected.

When issuing a caution, the referee must be firm but professional and calm. That is an emotional time, and the referee should not exhibit any mannerisms that appear to be confrontational, threatening, etc.

The referee should complete the process as quickly as possible. The referee must record the player’s number, the time of the event and the reason for the caution. The referee informs the player he or she is being cautioned and the reason for it. That is the end of the conversation, and the match is restarted. The player’s future conduct will determine if he or she will remain in the match.

Often, the player involved may question the referee’s action or make additional comments. The referee must determine how much conversation is permitted and when it crosses the line and becomes dissent. The referee must exhibit the ability to allow the player a few moments and then gain control of the situation. Debating with the player is a no-win situation for the referee. Just listen for a reasonable amount of time and move on.
The issuance of a caution is a formal action and, in many instances, requires a written report to the appropriate governing body. That report should only indicate the facts and not opinions or feelings of the referee. It must be submitted within the time frames specified by the league.

Ejection

That is the strongest power the referee has to use in disciplining a player. It allows the referee to penalize the player by preventing the player from taking part in the remainder of the match and more than likely a future match. Most leagues require a player to sit out at least one game after an ejection.

The procedures for issuing an ejection are the same as a caution. Emotions will be even higher than a caution and the referee must remain calm and professional.

Once a decision to eject a player is made, there is little need for conversation. Merely advise the player what the ejection is for and display the red card. After the player leaves the field, make the necessary notes and ensure the player is removed from the area.
Note: For a match played under NFHS rules, the player is restricted to the team area. If the player becomes a problem within the team area, the referee must advise the coach to correct the problem, or it may be necessary to terminate the match.

Again, after the match, the referee must provide an accurate and complete report about the ejection and forward to the appropriate individual within the required time frames.

Terminate

That is a very powerful discretionary power. When a match is terminated, the referee has determined the only course of action left in dealing with player or team behavior is to not allow the match to proceed. Terminations do not happen often and only when the referee determines team behavior is so extreme it has impacted the match to a point player safety is involved.

If a match becomes too large a problem to control, the referee should not hesitate to determine the match should be terminated.

The referee must stop the play, then clearly and briefly inform both coaches that the match is being terminated. No further conversation is required. Again, the referee must complete the appropriate report and submit it to the appropriate authority in a timely manner.

The above describes various ways to control behavior. Each referee’s personality and the type of play will help determine what course of action should be used during any given situation. The referee is the only one who can decide what action to take.

The post Behavior Battles appeared first on Referee.com.

Hold a thorough pregame. Either while walking around the field to inspect it or while watching the teams warm up, hold a pregame with your referee partners. The extra time spent before a game discussing various mechanics, strategies and philosophies is invaluable — even if you’ve worked with your partners before. You’ll avoid problems during a game by discussing them before it.

Watch players warm up. Watching players during warmups allows you to do several things. You’ll see which player might be in a bad mood — just got a poor grade in school or had a fight with the spouse. You’ll see who is exclusively left-footed or right-footed. You’ll see who is shooting — and connecting — from 22 yards out, right near the penalty arc. You’ll see who is taking long practice throw-ins and who is taking corner kicks — inswingers or outswingers? All of those things help you make better positioning decisions.

You’ll also see how the teams cooperate in sharing the field (might presage a willingness or an inability to cooperate during the game), whether the practice is player-led or coach-led (gives some idea of whether the coach is intrusive or quiet), etc.

Meet with the coaches and captains, examine your equipment (whistle blow? pen write?). Relax.

Talk to the players. It’s challenging to walk that fine line. The goal: To develop a good rapport by being cordial, but not overly friendly. The same is true with the coaches. Be respectful and expect respect in return. Keep conversations short and to the point — and not obviously favoring one team over the other.

Make clear signals, keep the game moving, don’t give medical aid or advice, keep track of cards given and know where the game manager is located.

Stop play, if needed. If you err, it should be on the side of safety. It might be lightning or some other weather-related cause. It might be something from the neighborhood spilling into the area around your field. It might be temporary — such as waiting until the water sprinklers that came on unexpectedly can be turned off. It might be a termination — bad blood between spectators caused the police to be called and you feel you cannot maintain order on the field if the game is restarted.

Leave the field as a crew, don’t talk to reporters or fans, thank the game manager, relax, leave the locker room cleaner than you found it and go to the (wisely parked) cars together.

Get together after game. Plan in advance to stop after the game and have a root beer or meal with your partners. Go over the game plays and your mechanics. Talk about strange plays. Ask yourself, “Could I have done a better job handling that?” Better yet, ask your partners. Solicit their advice and criticism. If they are perceptive, they’ll be able to tell you what you need to work on. If asked, provide them with the same honest feedback.

The post Useful Tips appeared first on Referee.com.

Soccer is an emotional game and players are going to see things differently than we do. They are allowed to disagree with our decisions, but they are not allowed to show dissent. And so we need to set an appropriate threshold that gives players reasonable latitude to disagree or vent but does not allow dissent or disrespect.

We must filter what’s verbally or visually put before us. We cannot allow so much to pass through the filter that player emotion in the moment unjustifiably influences our decisions. However, we also cannot be unapproachable and officious martinets who, by refusing to engage in any conversation, risk bringing the game or our integrity into disrepute.

Especially when it comes to player complaints about our decisions, it’s all too easy to dismiss what has been said and to send players away mad. After all, who among us likes to be told that we’re wrong? However, the players simply can’t be wrong 100 percent of the time. Sometimes we can benefit significantly from player comments, even criticism, if we both hear the words and listen to what’s been said.

(Please note that it is not my intent herein to suggest that the next time there’s a penalty kick you should have a “Kumbaya” moment with the goalkeeper and six of his irate teammates. Rather, it applies to those instances where you have a reasonable opportunity to address an upset player’s complaint.)

Put out a smoldering fire or throw gasoline onto it?

1. B6 comes to you and quietly says, “Ref, could you watch the holding?”
2. B6 comes running up to you from 30 yards away screaming, “Ref, they’re fouling me every time I get the ball! Watch the holding for Christ’s sake!”

Assume in both scenarios you don’t know which opponent has caused B6 to be upset. The fundamental message directed to you in both scenarios is the same, but how you address the complaint can put out a smoldering fire or throw gasoline onto it.

When that player approaches make it clear up front that you’re willing to have a calm conversation, but you’re not going to debate your decisions or get into an argument. If you can conduct that discussion with a calm player while play progresses, that’s great. Thank the player for the identification and let him or her know you will watch for the holding. That player will go away satisfied that you’ve listened.

With the screamer, if you cannot conduct the discussion while play continues, hold the game for a moment at the next stoppage to allow the temperature to drop a bit and have a private word with him or her . In either case, develop your own “spiel” along these general lines: “OK, work with me here. I’m trying to watch 22 players and my assistant referees. Which player is holding you?” When given that player’s number, you might continue along these general lines: “OK, thanks. I will watch him closely and keep him off your back. But let me deal with it. Don’t go looking for your own revenge. Agreed?”

Get the player’s agreement that you, not he, will deal with the opponent.

In situations like those, if you give the upset player an opportunity to express him or herself and agree to let you deal with things, the player will go away satisfied that there has been a meeting of the minds. And in the next few minutes if following a 50/50 challenge that could have gone either way you have an opportunity to give that player an essentially meaningless free kick far from goal, so much the better.

Heresy you say! Give a free kick just to let a complainer think he’s got the referee in his pocket? Well, refereeing is significantly an exercise in psychology, and if we let the complaining player think he’s won us over to his way of thinking without, in doing so, compromising the game or our credibility, or giving the other players, the coaches and spectators the impression that the referee gave the call only because of the complaining, so what? Refereeing is about thinking and application. It’s not about being a slave to Laws 1-17.

On the other hand, in either scenario (1) or (2), as the player approaches you could play the martinet, wave him away and by refusing to engage in any conversation essentially tell that player, “I referee. You play. Don’t you dare tell me how to do my job!”

But by doing so you have not only refused the player an opportunity to say why he or she is upset, perhaps you have also missed a chance to learn something valuable and helpful to your officiating. More obvious to everyone you have essentially told that player to “F-off.” And that lets all the players know that you are unapproachable. Players absolutely hate that.

You have now thrown gasoline onto a smoldering fire. And that refusal even to have a listen will ignite at some point when players claim their own form of justice — justice that they have now realized will not be coming from you.

So, what can players reasonably expect from referees?

• Knowledge of the Laws.
• Consistency.
• Accuracy.
• Understanding (empathy)

The last bullet point is especially important. Our decisions and actions, and our responses to those who question our decisions and actions must make sense in the context of that game, with those players, and given those circumstances. What works for one game and its players might not be so effective in another — U-12 as opposed to U-17, or when officiating different ethnic groups in an amateur adult league game.

Players at all levels understand that fouls are part of the game. But they can have quite different thresholds as to what they’ll accept as fair play, and what they expect from the referee when things go beyond a certain point.

Fair? In whose opinion?

“Refereeing is all about fairness. It’s balancing what the player with the ball thinks is fair versus what the player who is trying to take the ball thinks is fair. We are the arbiters on these two opinions that quite often are not in sync with each other” (my internet signature line).

Apropos to the above, I had an interesting over-30s match about a dozen years ago. One team was made up entirely of “Brits” while the other was all Brazilians. With two contrasting styles of play, there were two quite different attitudes toward the amount of physical “oomph” the referee should allow during challenges.

In the match, that difference showed early on. First, a Brazilian player gave a loud shout when dispossessed. Then another one tumbled to the ground. It was certainly not a comical barrel-roll or a minimal-contact fall that draws sarcastic shouts of “Sniper!” from the spectators. But there was no doubt that certain players were testing me early to see if I’d bite.

The British players were very upset when they felt an opponent went to ground too easily or shouted in “agony.” That upset was made inescapably evident when one went to a fallen opponent, stood over him and gave an earful of his displeasure — “Get up, you cheat! Don’t do that again.”

Oh, wow, not only were they sending the opponents a message, they were also sending me a very clear, if unspoken warning: “Get a grip on this game, referee. If you don’t sort things out, we will!”

Fortunately, in addition to hearing and recognizing the potential danger in the direct, spoken message sent by one player to his opponent, I was experienced enough to distinguish the implied but unspoken warning being sent my way (“Get a grip …”).

Body language — what the players can tell us without speaking a word.

Players often send us messages via body language. Suppose the ball goes over the goalline and we are certain it was last touched by a defender. As we prepare to raise an arm to point to the corner, we notice that all the players, attackers included, are moving upfield. We are absolutely convinced it was a corner kick, but if we ignore the visual message (goalkick) being sent to us by the players of both teams and insist on a corner kick we are only going to cause everyone to question our vision and good judgment. And if a goal results, the game is in the toilet.

By going with the goalkick that both teams expected, did we bring the game into disrepute? No. By giving both teams what they expected, did we give anyone cause to question our credibility or authority? No.

Instead we recognized the restart deemed proper by the players and we accepted the gift the players gave us. In a situation like that, why should we tell 22 players they are wrong and we are right? To do so is not to listen.

Postgame analysis.

After each game, give some thought to how you responded when players questioned a call or came to you with an issue. Did you hear? Did you listen? Did you get to the “hot spot” quickly when trouble was brewing between opponents? Did you use a good choice of words and firm personality (without being officious) to lower the temperature?

Did your personality that day give the players reason to believe you are a rulebook referee or a players’ referee? In the end it is all about communication and knowing when to use Law 18 — common sense.

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Who and what: Laws 5 and 6

As referee, you are responsible for the match. Laws 5 and 6 are the blueprint for building the match on the pillars: safety, equality and enjoyment.

The referee controls the match in cooperation with assistant referees (ARs), Law 6. Assistants are vital, allowing the crew to function with a minimum of intrusion into what is the players’ game.

ARs assist in accordance with the referee’s prematch instructions, but the final decision is the referee’s. ARs indicate fouls or misconduct for which they have a clearer view.

ARs indicate when the ball has completely left the field, which team is entitled to a throw-in, corner kick or goalkick, when offside should be penalized and when the goalkeeper moves from the goalline before the ball is kicked at the taking of a penalty kick. They monitor substitutions and enter the field to enforce the required distance or to assist during massconfrontation situations.

The crew should arrive at the field no later than 30 minutes before kickoff to inspect the field, goals, nets, players’ equipment and match balls.

The referee has discretion to take action according to the Laws of the Game (LOTG) and the “spirit of the game.”

The referee’s decision on points of fact, including whether a goal was scored and the match’s result, are final.

The referee can only change a decision before the ensuing restart, which is why a caution or send-off during an advantage situation must be given before the restart and why the referee must double check with both assistants and, if applicable, the fourth official, before whistling for the kickoff after a goal. Once there has been a restart, nothing that happened before it can be changed. The referee also cannot change a decision after termination of the match or after signaling the end of any half and leaving the field.

The referee is timekeeper and scorekeeper, filing any required report.

The referee may allow play to continue where the offended team benefits and penalize the original violation where advantage does not materialize within two to three seconds. This is the anticipated advantage.

The referee may discipline from entry of the field for prematch inspection, through leaving the field at the end of the match.

The referee may expel team officials for irresponsible behavior in the technical area and take appropriate action for lesser misconduct.

The referee must act on the advice of other officials concerning incidents the referee has not seen, e.g. a player punches an opponent behind play.

The referee must indicate and supervise restarts.

The referee allows play to continue if a player is slightly injured, but stops play if a player is seriously injured. When uncertain of the severity, especially at the younger levels, play should be stopped immediately.

The referee prohibits entry of the field by unauthorized persons.

The referee immediately suspends play on hearing thunder or seeing lightning and resumes play only in accordance with the rules of the competition, state or local law.

Law 12: Misdemeanors, high crimes and capital offenses

A free kick may be given only for an offense or infringement committed while the ball is in play. A restart cannot be changed due to what occurs while the ball is out of play.

An offense involving handling or contact with an opponent is penalized by a direct free kick or penalty kick.

The severity of the following fouls is judged as: careless (a simple foul), reckless (cautionable because committed with disregard for danger to, or consequences for, the opponent) or with excessive force (a send-off where necessary force is exceeded and opponent’s safety is endangered): tripping or attempt, kicking or attempt, striking or attempt, charging, jumping at, pushing, tackling or challenging.

For handling, holding, impeding with contact or spitting at, mere commission of the foul is sufficient.

Indirect-free-kick offenses involve no contact: dangerous play (must endanger opponent or offender or prevent opponent’s playing the ball due to fear of injury to self or offender); impeding without contact; preventing goalkeeper’s release of ball; kicking ball (or attempt) when goalkeeper attempts to release it; any offense not mentioned in LOTG where play is stopped to caution or send-off; goalkeeper controls ball for more than six seconds (verbally warn before blowing the whistle); goalkeeper retouches ball with the hand after releasing it to play and before it is touched by another player; goalkeeper touches with the hand a ball deliberately kicked by a teammate or thrown directly to goalkeeper by a teammate.

In FIFA, only a player, substitute or substituted player, may be carded. In NFHS and NCAA, a player, coach or team personnel can be carded.

Cautionable offenses: delaying the restart, dissent by word or action, entering, re-entering or leaving field of play without permission, except during normal course of play; failure to respect the required distance; persistent infringement of the LOTG (e.g., player commits several fouls within a short time, against the same opponent or several fouls of the same kind), unsporting behavior (e.g., reckless jumping at).

Mandatory cautions: feigning injury, foul simulation, changing places with goalkeeper during play or without referee’s permission, reckless direct free- kick offense, fouling or handling to interfere with or stop a promising attack; handling (successfully or not) to score a goal, unsuccessful handling to prevent a goal, showing lack of respect for the game, verbal distraction of opponent during play or at a restart and improper goal celebration, such as pulling jersey off or over the head.

Capital offenses: Denial of a goal or obvious goal-scoring opportunity by handling; denying an obvious goal-scoring opportunity to opponent moving toward goal unless committed within the penalty area and penalty kick is awarded; offense is holding, pulling or pushing; offender does not attempt to play the ball or has no possibility of playing it or offense itself is punishable by a red card, such as serious foul play or violent conduct. The referee must consider distance between offense and goal, general direction of play, likelihood of keeping or gaining possession of the ball, and location and number of defenders.

Serious foul play: a tackle or challenge which endangers safety of an opponent or involves excessive force or brutality, including a lunge from any direction with one or both legs and which involves excessive force or endangers opponent’s safety.

Violent conduct: use or attempted use of excessive force or brutality against an opponent when not challenging for the ball, or against any person, regardless of whether contact was made. A player, when not challenging for the ball, who strikes an opponent or any person on the head or face with a hand or arm, is guilty of violent conduct, unless force used was negligible.

That should make some sense of it.

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The player (the son, A9) said he was chasing a 50-50 ball. Goalkeeper B1 got the ball first and A9 bumped into B1. A9’s father, who seemed trustworthy, described it as not violent.

The referee called a foul and showed A9 a yellow card. That seemed interesting. I asked some questions. A9 seemed like one who liked to stir up things and had been doing some trash talking.

The teams had a strong rivalry and past hard feelings. I don’t know if the referee knew about that or, more likely, got some bad vibes early in the match. Apparently the teams made no effort to hide the animosity.

I asked about what went on earlier in the game. A10 had scored a goal after some contact with B1. Additionally, B1 was trash talking. That certainly could have persuaded the referee that there was some malice in A9’s challenge.

The challenge itself was an issue. A9 felt that he had a right to the ball. True, but once B1 picked up the ball that was not true. There was a foul, because A9 challenged B1 illegally.

I then wanted to find out about the temperature level of the game. The father assured me it was heating up by the minute. With what I knew about the game so far, it seemed sure the game needed a card.

I would have been in a mode of “the next player who gives me a good excuse to give a card will have one.” He gets sacrificed for the good of the game. There are games where talk and calling fouls will not get the job done.

Teams tend to be protective of their goalkeepers and after any substantial contact such as that, I would call a foul. If I felt that it was just a case of A9 being a hair late, I would tell A9 to be careful after calling the foul. That tends to cool things off. Didn’t seem to be the case here.

The last part of the discussion concerned some retaliation by B1. He gave A9 a solid shove after the initial contact. I saw two possibilities as to why the referee took no action.

First, the referee did not see it. He was apparently following directly behind the play and A9’s body probably left him unsighted. The referee would have been better off to take an angle so he could see between the players and have been a bit farther away.

I did not like the other possibility, but I know some referees think that way. That is, “I will let him get away with the retaliation because he had it coming.” That sort of thinking gets you in trouble in the long run.

I think I convinced the father that the referee took a reasonable course of action — given the circumstances. A9 needs to grow up a bit to reach that conclusion.

Break down your own games that way. Get to the why. Dig deep. Analyze. Ask. Probe.

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FHS rule 4-3 requires an illegally equipped player to leave the field and not return until the next legal substitution opportunity. For the first illegally equipped player, the coach is given a caution because at the pregame conference prior to the game, the coach states that all players will be legally equipped. Any subsequent illegally equipped players will also have to leave the field, and they, rather than the coach, will receive the caution.

High school equipment rules are in place for safety reasons and to prevent confusion by players and officials.

Referees can and should assist in preventing illegally equipped players.

At one time, NFHS rules required a formal check of players and their equipment prior to the game. However, since that rule no longer exists, an informal check of equipment made by walking by and observing all players during their pregame practice is recommended. If illegal equipment is noticed, a verbal recommendation for the removal of the illegal equipment should be made.

These are among the rules relating to an equipment check:

Jerseys and socks must be the proper color. White for the visiting team and dark (any color that contrasts with white) for the home team. This is especially important in a tournament where schools may be confused about their home/visiting team status.
Any tape on the socks must be similar in color to the sock at the part to which it is applied.

Numbers must be on the front of the jersey or shorts and the back of the jersey for all players including the goalkeepers (goalkeepers not having numbers is a common problem that can be solved before the game by taping numbers on the jerseys). The numbers must be at least six inches in height on the back of the jersey and at least four inches on the front of the jersey or shorts.

Shinguards may not be higher than two inches above the ankle. Players will often have the shinguards six inches or more above the ankle. This leaves the lower part of the leg open to injury from kicks by the opponent.

No jewelry including watches, necklaces, braces, rings, earrings and body jewelry is permitted. This includes jewelry that is taped down or covered by tape. Earrings covered by tape seem to be the most prevalent problem officials encounter. During the informal check, the officials should look for earlobes with tape on them. Medical bracelets or a medical medal worn around the neck and taped to the body may be worn.

Projecting metal or other hard or dangerous projections coming from equipment worn by the player including but not limited to hair control devices, knee braces, ankle braces, casts or hats are illegal. As the officiating team makes the check, look for anything worn by a player that is a danger to the player or to others. If it appears to be dangerous it should not be worn.

Hair control devices not made of soft material and worn for adornment are not permitted.
Articles required due to a disability are more nebulous. For example, hearing aids are permitted provided they do not create a threat of injury. Also, artificial limbs are legal as long as they are padded with a closed-cell slow recovery padding.

Eyeglasses can become an issue if a player is not wearing sports models. A regular pair of glasses can be dangerous if they are made of metal and/or have sharp edges on them. The referee must make sure the glasses are not dangerous while still providing the student-athlete every opportunity to participate in the match.

Each state association has the option of approving the use of a head covering provided it satisfies the criteria specified in rule four. This includes coverings worn for medical or cosmetic reasons. In this instance, a licensed physician must provide a written reason(s) for the covering and the covering must not be abrasive, hard or dangerous. The covering must be attached in a manner that it will be highly unlikely for it to come off.
States may also adopt the allowance of a head covering for religious reasons. If a player is required to wear such a covering, it must be approved by the state association.

In the pregame conference with coaches, the referee is required to ask the coaches if all players are legally and properly equipped. At this point, the referee should also mention a few examples of illegal equipment. This lets the coaches and captains know the wearing of illegal equipment will not be tolerated and they might do another check before sending players on to the field.

Finally, play shall not be stopped for an infringement of this rule, except where the infringement causes a dangerous situation. If a dangerous situation exists, play should be stopped immediately. If no immediate danger exists, the infringement should be penalized at the next stoppage.

Penalizing players and coaches for illegal equipment early in the season and early in each game will result in fewer illegal equipment violations later in the season. Every referee must enforce all the requirements of rule four. Allowing a player to wear dangerous equipment could lead to a serious injury and a possible claim against the referee. Never fall into the trap of complying with a player stating, “The referee during the last game let me wear this item.” If in the opinion of the referee an item is dangerous, it shall not be worn.

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he prohibition against engaging in play that is dangerous or likely to cause injury to oneself or an opponent has been a part of NFHS rules (12-6-1), NCAA rules (12.2.9) and the IFAB Laws of the Game (12.2) since those rules and Laws were first formulated.

The safety of all players is always of paramount importance to the officiating team and care must be taken to ensure, as much as is possible, players do not endanger themselves or their opponents during the match.

The NCAA rulebook provides a detailed definition of the term “dangerous play.” It is “any action, with or without physical contact, likely to cause injury to oneself or an opponent.”

What should the referee look for in determining the existence of dangerous play? All that is required is for the official to decide if an unintentional act of physical contact or attempted contact is dangerous to the person committing the act or to an opponent. This is not always easy and there are few written guidelines other than approved rulings in the rulebook to assist in making a proper determination. Great discretion is given to the officials in the application of this rule.

Early rules/Laws before the 1900s enumerated certain acts, such as tripping or pushing, were illegal but they were silent concerning dangerous play. The first appearance of dangerous play in IFAB related to an attempt by an attacker to kick a ball being held by the goalkeeper. Acts such as this must be dealt with promptly and may even warrant a sanction such as a caution (yellow card). The penalty for dangerous play is an indirect free kick from the spot of the infraction. However, in the example just noted, if any actual contact is made with the foot against the keeper, the offense escalates to a much more serious act and would be considered kicking, resulting in a direct free kick which is a penal offense and possible ejection (red card) for serious foul play.

There are many other acts that may be judged as dangerous. Unintentionally lying on top of the ball (by a field player) is not in itself dangerous and should not be penalized unless an opponent is near and such action prevents the player from playing the ball. This is an example of dangerous play being called by the referee for the purpose of preventing an injury to the innocent player who happened to fall on the ball.

There is a misconception prevalent in the game that a player who is lying on the ground cannot play the ball. This is generally untrue, unless an opponent is quite close, in which case the referee must determine the possible danger to the player on the ground.

Scissors or bicycle kicks are permitted in the game unless an opponent is within playing distance and the kicker’s foot is, in the opinion of the referee, dangerously high so as to endanger the opponent. If no one is within playing distance, there can be no offense. A player should not be automatically penalized for making a great scissors-kick play just because he or she made the play. This can be a very exciting part of a match.

The high kick (raising the foot above waist level, as shown in PlayPic A) is another act that may or may not be dangerous play. Determination must be made as to the proximity and danger to an opponent (or in the NFHS rulebook — any player). A player may commit dangerous play against a teammate in a match played under NFHS rules.

The opposite of a high kick is the low header (as shown in PlayPic B). This is a situation when a defender dives with his or her head in a low position to contact the ball but is in close proximity to an opponent who may be trying to kick the ball. This is clearly dangerous play since the low head could be kicked and the player severely injured. The referee should always allow an exception for the goalkeeper who is attempting to dive on the ball, however.

Various types of tackles that otherwise may appear to be clean and acceptable can be deemed dangerous. For example, a sliding tackle where the foot contacts the ball, but where the tackler’s other leg is raised up with cleats showing, might be called dangerous by the referee. A plunger tackle, where the player jumps onto the ball with two feet together, could cause injury to a nearby opponent. This should also be called a dangerous-play offense.

One other act, quite prevalent today, is the goalkeeper who has possession of the ball and raises a knee to fend off an opponent. If the referee feels this is dangerous to the opponent, the foul should be signaled. It may be best to avoid having an indirect free kick right in front of the goal. A technique might be to merely verbally warn the goalkeeper the first time this occurs to refrain from such acts. This should prevent future acts. In many instances, the raised knee may be a technique used to gain additional height when the goalkeeper jumps. The referee must determine if this act was part of a jump to obtain height or a means of intimidating an oncoming opponent.

One somewhat rare type of dangerous play is when a player attempts to trap the ball and it lodges between the player’s legs. Opponents cannot play the ball without fouling the player in possession. This creates a dangerous situation to the player and must be called as dangerous play.

The situations listed are merely examples. Other actions will occur in a referee’s career that will no doubt require instant interpretation and discretion in order to ensure the safety of the players. Dangerous play can cause injuries to an opponent and the referee must deal with it when it occurs.

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Becoming an instructor and assessor had the effect of accelerating the process because, in those capacities, I had the additional responsibility of explaining what I learned from others. While I would not suggest the process is over, I recently reflected on and tried to put into some concrete, coherent form what those lessons are. In doing so, I realized that many had far-reaching implications beyond the field.

Life is not fair

It is not wrong to strive for perfection, but do not lose sight of the fact that, in broad terms, it can never be achieved. Imperfections have costs, many of which are paid by others. I will make mistakes on the field, others will see them and, quite possibly, comment upon them. My job is to hold mistakes to a minimum, to learn from those which happen and to make the consequences to others more tolerable.

That lesson would be much easier to implement if it were shared in equal measure by players, coaches and spectators. It is not. And, realistically, perhaps it never can be because those other participants approach the game from different perspectives (both conceptually and literally). Their perspective is neither more nor less valid than mine, and all are necessary for the game to be played.

That is true even of spectators, whom we often ignore as unnecessary but who ultimately, directly or indirectly, supply the practical resources which make the game possible. After all, they are a big factor in the contemporary trend toward encouraging conditions that support attacking, goal-scoring soccer.

Making decisions and getting them right is a delicate balance

I started off as an arrogant referee (I came to officiating as an adult rather than having started much younger.). I remember the first time I publically admitted that I had made a mistake. It was on a U-14 recreational boys’ match and I had given one team the free kick restart for a foul committed by an opponent. I saw one of the assistant referees (AR) trying to get my attention and, by gestures, suggesting I had reversed the teams. The following thoughts went through my head: (a) the information was coming from an AR but I was the referee, (b) I had already made the decision, (c) the team I had awarded the restart to was about to kick and stopping the process would create confusion, and (d) admitting my mistake would erode confidence in me.

Quite likely, I had faced that situation before but that time, for reasons that I still cannot articulate, I called the ball back, walked over to the AR and asked what he had seen. Based on his information, I realized the mistake and made it right. I briefly explained to the players what I was doing and why.

The world did not fall apart. Correcting my error publicly did not appear to have adversely affected my subsequent control of the match. On the other hand, I can’t say it helped me either. But I did get it right and, in doing so, I realized not only that I felt better but that I had at least one AR who felt better about himself as well.

That was not the end of the lesson. A season or two later, I was faced with a situation in which a ball left the field across the goalline and the restart would, of course, be determined by which team last made contact with it. I am sure to this day that I “saw” the ball touch a defender as it went out. The AR signaled for a goalkick. A defender retrieved the ball and began placing it for a goalkick. All the opponents began positioning themselves for a goalkick.

Prior to that, I would have whistled to get everyone’s attention and signaled instead for a corner kick based on my certain knowledge that I had seen something no one else had and that, darn it, it was the correct decision. Fortunately, I hesitated. The inside war raged momentarily. On the one hand — certainty as to the facts, confidence in my training and the conviction that “getting it right” was the most important objective. On the other hand — I was the only one with that knowledge, both the AR and the players from both teams were accepting the goalkick and “getting it right” would entail explanations, delay and perhaps, disbelief. I let it go.

Since then, I have used that scenario in senior referee training to hash out what “getting it right” means in the context of an actual game. There is “right” and then there is right. Some of the “hashing out” gets rather heated.

Location, location, location

Although that is supposedly the first rule of real estate, it is also the first rule of officiating. What we decide is based on what we see — and what we see is based on where we are. The referee has only one pair of eyes. Adding ARs gives two more pairs of eyes, plus the even more significant addition of different angles. Toss in a fourth official and experimental “additional assistant referees” and we remain outnumbered by the players, coaches and spectators.

Of course, they are, collectively, going to see things that we, collectively, don’t see. Of course, what we see is informed by our training, neutrality and experience whereas what they see is informed by passion and partisanship.

So our information is of higher quality … but they have a lot more of it. Get over it. Short of stopping every few minutes to “look at the video” (ugh!), that will never change. I am thankful for that because it means, first, we must recognize the critical importance of striving for good positioning and, second, we must assess our professional capabilities accordingly. “Positioning” is never a matter of being at any certain place — it is a matter of seeing what most needs to be seen. All the diagrams, visuals, clips, systems, theories, etc., about positioning are little more than attempts to generalize across many different games involving players and coaching strategies at a certain (usually very high) level of competitive skill. They may or may not be helpful to you today in this game. Study them, yes. Be a slave to them, no.

Important for the long term, however, is the lesson that we need to adjust our professional expectations regarding assignments based on a realistic evaluation of our ability to match our positioning to the needs of the game. If we are not “seeing what most needs to be seen,” we are not doing that game any good and we need to start doing different games. That is true both in the short-term (temporary injuries, for example) and the long-term (general decline in fitness). That is a hard lesson but it is one that must be learned.

There are other things I have learned arising from my experience as a referee. I have been particularly pleased when one or more of those lessons slipped over into and helped me in my work and family life. Think about what you have learned and thank soccer for the chance to grow.

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ree kicks from just outside the penalty area can determine the outcome of a game. They can be so critical that teams have multiple choreographed set pieces to execute in such situations. The officiating team also has to execute in these moments because effective officiating demands preparation and teamwork.

While walking the field in the pregame, it makes sense to stop outside the penalty area and discuss with the crew how to manage free kicks that target the goal. The crew must focus on possible encroachment, fouls or misconduct in the wall, offside, and a possible goal. Successful crews delegate roles differently, but all should discuss their roles beforehand.

When the kick is taken in AR1’s half of the field, AR2 should be at the halfway line to observe fouls and misconduct the center referee (CR) cannot see, and to become the lead referee if a fast breakaway results from the kick. The responsibilities are reversed if the kick takes place in AR2’s half of the field.

The following situations involve direct free kicks (DFK) in either of the assistant referees’ (AR) half of the field:

Quick kick.

After the CR blows the whistle, the CR needs to indicate direction and yield an opportunity for a quick kick taken inside AR1’s half of the field. If the CR senses a quick restart, he or she watches for opposing players encroaching and a stationary ball. An alert AR1 needs to disregard any chaos near the ball and focus on offside and an ensuing ball that enters the goal area. AR2, positioned at the halfway line, should look for handling in the wall or misconduct. Kudos to any member of the crew who, before the game, identifies the tendency of one of the teams to take those restarts quickly.

Ceremonial restart in either half of the field.

The CR blows the whistle, indicates direction and realizes that the attacking team asks for 10 yards. After seeing that the ball is placed at the spot of the foul, the CR can then quickly gauge the willingness of the defenders to yield 10 yards. Compliant players might simply need a cue such as “mark your wall at the penalty kick spot.” Many times, however, the defending team will protest the measurement of yards, often confusing it with inches or feet. After the kicker places the ball, the CR must not turn his or her back to the ball because a clever attacker will move the ball to a more fortuitous placement. Instead, the CR can walk backward to a spot 10 yards from the ball. Then, the CR embodies a stanza in the Pink Floyd hit, as “another brick in the wall.” The players follow suit, and the CR can turn his or her attention to the keeper.

Many teams entrust their keeper to set the walls. This can be exposed with a quick kick, but in ceremonial restarts, the keeper must be granted sufficient time to set the wall. The CR should verify that the keeper is ready by either observing a ready position or by simply asking the keeper if he or she is ready.

Prior to initiating the ceremonial restart by blowing the whistle, the CR positions behind the kicker, toward the middle of the field and facing the wall.

The following relates to indirect free kicks (IFK). The CR indicates IFK by raising his or her arm. The CR then can get into a position to make sure the ball has been kicked after the CR blows his or her whistle. Additionally, the CR can watch for encroachment from a collapsing defensive wall. At least one member of the officiating crew must see that the ball has been touched by a second player before it enters the goal. The AR is responsible for offside and the validity of a goal.

Ceremonial restarts, whether DFK or IFK adjacent to the penalty area in AR1’s half of the field.

When the ball is placed at the spot of the foul, the CR can position toward the middle of the field, angled slightly behind the kicker. This gives the CR a nice, wide angle to see the wall and the goal. In this case, the defenders will be inside the goal area, which allows AR1 to deal with offside and goals and to move quickly to the goal line when the kick is taken.

When the ball is placed in the quadrant of AR2, the CR can stand toward the AR1 side of the field to get the same wide angle, from a different perspective. In this case, the defenders will be inside the goal area, which allows AR2 to be deal with offside and a possible goal.

“Now what?” is one of the worst questions to ask on a soccer field. High-level teams don’t play “now what?” soccer. They understand their options before the ball is on their feet. Shouldn’t high-level crews — the third team on the field — have the same preparedness when officiating a key moment in the game with a well-executed set piece?

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The reason that a referee may want to talk to a player is that showing cards too often diminishes the value of the caution, so a warning can save you from cautioning. The comment above is saying that warnings should be used only for offenses that are just a bit over the limit.

In a game I witnessed, goalkeeper A1 comes out and fields a bouncing ball near the top of the penalty area. Striker B7 runs at the goalkeeper, veering off at the last second and not making any contact. The referee took no action. The purpose of this was to intimidate the goalkeeper.

This goalkeeper did not intimidate well. B7 did the same thing a couple of minutes later. As he ran close to the keeper, the keeper grasped the ball in both hands and stuck out his elbow and B7 now has sore ribs. This is allowing the players to control the game, just like asking the devil to protect you from evil.

The referee could have shown a card for unsporting behavior. I suggested that, after the first incident, the referee tell the goalkeeper to just hold the ball for a moment. Go to the attacker and quietly suggest he not do that again because it is likely to cause problems in the game and he is not going to be allowed to intimidate that goalkeeper with such tactics.

The goalkeeper may not know exactly what is being said, but he should understand that the referee is addressing the issue. Such warnings tell both players that the event was more than you wanted and things need to settle down. It may also tell a player that he is committing too many fouls (thus approaching “persistent infringement”).

A warning depends a great deal on the temperature of the game

The line between where you would show a card and just give a warning depends a great deal on the temperature of the game. If the game is well under control with few fouls and no or only a few cards, you would be more likely to warn rather than card.

If fouls are coming quickly at a rate faster than they should and/or are overly hard and you have already shown three or four or more cards, the game is heating up too much and it is too late for a warning. And if the foul was hard or tactical, a warning is not going to be seen as adequate for the victims.

If the game is having serious control problems and the yellow card is not getting respect, you may want to up the ante. A comment loud enough to be heard, saying something like, “You guys are not paying attention to the yellow card but I have a red one too” may get them to become more attentive.

There are different ways to give warnings

There are some different ways to give warnings. The “quiet word” is just a brief, private conversation, perhaps as you go by the player, letting him know that what he did was more than you want and he needs to calm down. If the game has not gotten too hot, this can be very effective.

If the foul was harder and/or things have heated up, you may want to take a few moments and talk to the player more publicly to let both sides know something is being done. If what is being said is quiet, it allows you to say things you would not want to say publicly. I know one fellow who said after hard contact, “I don’t think you did anything wrong, but the other team expects me to do something.” Perhaps something like, “That wasn’t as bad as it looked, but let’s tone it down” is better.

If the foul was quite bad, you may want to be louder. Some referees like to use firm gestures along with a conversation when they feel a public warning is the better way to handle the incident. You must make it clear to everyone that better behavior is needed.

Use these or variations to keep the game on the right track. Much depends on how serious the incident was and some on how you communicate with others.

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The clips sent to us by email ranged from youth games to professional games. On occasion, some showed a clip where one of us was the target of “needing correction” or “nice job.” All of us hope the next time clips are sent out we are not highlighted in the former group.

Very simple situations — such as recognizing a foul, making offside calls and giving a correct restart — were the focus of the clips we received on a weekly basis. However, during the months of the pandemic, the clips were sent to all more than once a week since so many of us had time on our hands. At first, the clips were to engage the group’s members as to what each of us saw in the clip, provide an answer and defend that answer. What became apparent was that a few referees who did respond did not have a clue on foul recognition, when to raise a flag or what restart was needed. Unfortunately, some referees refused to even answer the questions — more than likely for fear of answering wrong.

The information gathered with these clips can be used for many things. One, of course, is where a referee stands with interpreting the Laws of the Game, foul recognition, restarts and working with your crew. After a few days of being able to review the clips, answers were provided. How the group answered as a whole was set up so we can see where each of us stands in making the correct decision; no names, of course. As an assessor, I am able to go over answers from these clips with the assigner and ask how other officials interpreted the play and why they answered a certain way. This gives us information on how to develop referees moving up the ranks and how to make sure they are doing the best job possible in their assigned matches.

Let’s be fair. An assigner can go out to a few games each week but can’t go to all of them. How referees answer the video clip questions can help the assigner decide who might benefit from a visit during their next match. An assessor can help here, too, by visiting a referee who might need some work. If officials are willing to listen to improve their game, we have a chance to help. If this person refuses advice and is upset at looking at the game a different way, well, there is a good chance this referee will stay at the present level and moving up to an advanced match or the playoffs might not happen.

While many colleges have either canceled or postponed fall seasons and as club and league play resumes, there will be such a cry for officials because this pandemic has kept so many away from recertifying — even clinics had to be canceled. But there is no reason for us, as referees, not to keep in touch and stay on top of our game. Assigners: Find a few clips to quiz your group, set up a few questions and see how they answer. Do your officials need help? Are all of them on the same page? Can you identify the next referee crew to do that important match for the playoffs or even for a championship game? You have a voice in your league and you might be asked one day who are the next up-and-coming referees to get the nod for that “big” game.

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Similar to a referee, the assessor has duties and responsibilities before, during and after the game. The assessor should arrive at the match site approximately 15 minutes before the officiating crew‘s scheduled arrival to verify the crew was on time and had sufficient time to complete all pregame responsibilities. It is important the assessor greet the team and request permission to observe the pregame conference. This can be informative and insightful. By hearing what the referee expects of the assistant referees, the assessor can reflect on the pregame discussion in the feedback provided to the crew after the match. Once the pregame is completed, the assessor should go to an area where the match can be observed without outside interference from spectators, bench personnel or match administrators.

During the match, the assessor should take notes of situations, positioning, foul recognition and other facets of the crew’s individual performances. The notes should be abbreviated so the assessor can spend more time observing the match rather than looking down to take notes. Any note should include the time of the incident and, if necessary, where on the field it occurred. This will assist with giving specific feedback, including positive and negative items that occur during the match. An example of an informative, but brief, note: “At 11:35 in the first half — near halfway and touchline, hard foul by 13 green. Good whistle and verbal warning. Good position to make decision and defuse problem.” Such detailed information will serve as a recall for the assessor during feedback.

While the assessor should be observing everything possible by the referee and assistant referees, there should be a focus on six key factors.

Positioning

Is the referee moving with dynamic play to various parts of the field or remaining on a strict diagonal? Are the assistant referees staying with the second-tolast defender and in proper position to indicate offside?

Mechanics

Is the referee team using approved signals that are clear so all players know the decision? Are the assistant referees stopping a run before signaling or are they still moving? Is the whistle being used to let players know the difference between a hard foul and a normal restart?

Mobility

Is the referee physically fit and able to make a long sprint during a transition of play and able to recover quickly? In contrast, does the referee apply the “they will come back” theory and not make deep runs even when necessary? Do the assistant referees follow every ball to the goalline? During dynamic play, do the assistant referees have the speed to stay with play and be in proper position to indicate a ball crossing the goalline and quickly return into play?

Moment of truth

Not every match has a situation that can impact the remainder of the match. However, if one occurs, how does the referee deal with the problem so that there is no retaliation later as a result of the particular incident? Does the referee move to the situation quickly, separate players and speak to the players involved in a professional manner? Does the referee immediately issue caution(s) or ejections(s) or take time to be sure of the decision to issue the cards? How does the referee control personal emotions during the situation? Does the referee remain professional or lose control of the situation because of emotion? What are the assistant referees doing in the situation? Are they observing players that are not involved to ensure there are no problems occurring away from the play? If near the incident, is an assistant referee working with the referee to regain control or allowing emotions to make the situation worse?

Management

Does it appear the referee and assistant referees are enjoying themselves or are they struggling to complete the match? Is the referee talking to players to assist with game control? How is the referee dealing with any problems from bench personnel? Is the referee letting players know when he or she is not pleased with a foul or action?

Communication

Is the crew maintaining eye contact? Does the referee see all signals by the assistant referees and properly react to them? Does the referee reinforce the assistant referees with a thumbsup or smile when there is a critical decision? How are the assistant referees helping to control bench personnel? Does the referee signal to the assistant to take a particular position on a restart and is this consistent with what was discussed during the pregame conference?

Once the match is complete, the assessor must prepare for and conduct the feedback session. Prior to meeting with the officiating team, the assessor should review the notes and decide what three or four positive and negative points to stress during feedback. The assessor cannot overload the referee team with too many suggestions for improvement. Any topics discussed should focus strictly on game situations observed. The assessor should never just provide opinions but must focus on facts. The feedback should be a discussion among all parties involved and not just a monologue by the assessor. While the assessor should not accept excuses, it’s important to listen carefully to the referee about why a decision was made and help the referee through the process. Even if the referee does not perform well, the assessor should take an approach that helps build confidence and future improvement. Once feedback is completed, the assessor should thank the team for its efforts and leave the area.

The last responsibility for the assessor to complete is the written report, based on the feedback provided to the crew. It should not include additional information the officials were not made aware of during the discussion. As part mentor, part instructor, part counselor and sometimes more, the assessor must strive to provide a positive approach that can contribute to short- and long-term improvement by every member of the assessed officiating team.

John Van de Vaarst is a NISOA National Clinician, National Assessor and former State Level USSF Referee and Assessor from Cape May, N.J.

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