Assessment of Referees in Terms of Building a Positive Climate and Responsiveness to the Health, Emotional, and Social Needs of Rugby Players in Competitive Children Sport.

Abstract

One of the key elements of effective sports programs that contribute to a child’s sense of joy and satisfaction in participating in sports is contact with an adult who builds a caring climate deliberately and intentionally. Referees play a special role in providing positive experiences for young athletes. The main aim of this study was to assess the quality of referee–player interactions in terms of building a positive climate during the game and the referee’s responsiveness to the health, emotional, social, and cognitive needs of young rugby players aged 6–12 years. The research was conducted among 23 referees refereeing children’s rugby matches in Poland. The structure observation method and The Referee–Players’ Interaction Assessment Scoring System tool were used in the study. Each referee was observed twice. The referee’s verbal and non-verbal communication was recorded using a GoPro Hero 8 camera and an Ejeas Fbim wireless intercom system. A Wilcoxon signed-rank test was used to examine differences between referees’ ratings on two dimensions. The Mann-Whitney U test was employed to test the significance of differences in the mean scores of referees between groups divided by experience. The referees, in both dimensions (building positive climate and responsiveness to the players’ needs), scored on a 7-point scale, were rated at an average level of 3.22 (SD = 1.65) and 4.39 (SD = 1.67), respectively, with the responsiveness dimension rating being statistically significantly higher than the positive climate rating. The results showed that referee experience was not a determinant of the rating of the quality of referee–players’ interactions in both dimensions. From these studies, it was concluded that there is a need to complement the existing training programs for referees with the contents from the field of pedagogy and developmental psychology. This will help them build a positive climate during the game and show how to respond to children’s health, cognitive, emotional, and social needs. Furthermore, developing a referee’s pedagogical skills can improve their relationship with players, which can ultimately translate into a greater sense of job satisfaction. The formulated practical implications can also be transposed to other team sports.