Abstract
We assume that all institutions and individuals involved in the organization of sport for children and young people should utilize the educational potential of sport. We assessed the quality of referee interactions with children during sports competitions in soccer. Based on the developmental theory and research suggesting that interactions between kids and adults are the primary mechanism of their development and learning, we focused on the quality of the referee–player interactions in terms of (1) emotional support, (2) game organization, and (3) instructional support. Twenty-five soccer referees who refereed matches for children aged 9–12 years were recruited. The Referee Educational Function Assessment Scoring System (REFASS) was used to assess the quality of the referee–player interactions. This tool was developed based on Classroom Assessment Scoring System—Upper Elementary. Regarding the REFASS dimensions, the mean scores for positive climate, Sensitivity, behavior management, content understanding and quality of feedback were in the medium range, while productivity and negative climate in the high range. In the case of the positive climate variable, the lowest mean ratings were recorded compared to other assessed dimensions. The assessments of the quality of referee–player interactions obtained for particular dimensions translated into the ratings for the specified domains. The highest ratings were given to game organization (6.0 ± 0.8; Me = 6.0), whereas the emotional support and instructional support were in the medium range (4.6 ± 1.5; Me = 4.5, and 5.2 ± 1.8; Me = 6.0, respectively). Referees are usually not aware of their pedagogical function and the complexity of their respective responsibilities. They are commonly considered to be ordinary technicians and evaluators of performance in competition. Based on the results, a postulate was formulated that referees should consciously perform a pedagogical function in the youth sport. Therefore, it is necessary to train them in educational methods and techniques appropriate to the age and needs of the child. The referees will then be prepared to take actions to prevent negative behavior of players on the field and to encourage prosocial behavior.
Highlights
The lack of empirical data to support theories that emphasize the educational role of sport and the results of studies pointing to its anti-educational effect make the problem of the links between education and sport a subject of constant scientific and social debate
Based on the developmental theory and research suggesting that interactions between kids and adults are the primary mechanism of their development and learning, the study focuses on the referee–player interactions in terms of (1) emotional support, (2) game organization, and (3) instructional support
Regarding the Referee Educational Function Assessment Scoring System (REFASS) dimensions, the mean scores for positive climate, sensitivity, behavior management, content understanding and quality of feedback was in the medium range, while productivity and negative climate in the high range
Summary
The lack of empirical data to support theories that emphasize the educational role of sport and the results of studies pointing to its anti-educational effect make the problem of the links between education and sport a subject of constant scientific and social debate. The conclusions formulated on this subject point to three types of relationships: (1) sport educates, (2) sport is neutral in its educational aspect, and (3) sport is anti-educational [1]. The vast majority of researchers believe that sport has great educational potential. It is often stressed that participation in sport increases children’s. Res. Public Health 2020, 17, 905; doi:10.3390/ijerph17030905 www.mdpi.com/journal/ijerph
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Environmental Research and Public Health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
