'Ref! Could You Help Me?'-Building a Positive Climate by Referees during Floorball Competitions in Youth Sport.

In creating a positive climate in sport for children and youth, the role of adults is of key importance as their behavior and attitudes determine the experiences and multilateral development of young players. Relatively recently, the importance of the referee in creating a supportive sporting environment has begun to be emphasized. This concerns, in particular, team sports in which the referees interact with players many times and influence the course of the game. The aim of the study was to evaluate the quality of the referee-players' interactions during youth floorball matches in terms of building a positive climate and responsiveness to the players' needs. Another aim of the study was to examine whether the referee's qualifications and players' gender affect the quality of their interactions with the players. The study was conducted among 21 referees officiating matches for girls and boys aged 12-18. Naturalistic and structured observation methods were used in the study. The observation was conducted using a wireless intercom that allows listening to verbal messages directed to the players. Furthermore, the referee's work was recorded using a camera. The results of the statistical tests did not show any significant differences in the assessment of referees between the groups distinguished in terms of the referees' license and players' gender in both examined dimensions. The observations showed that the average rating of building a positive climate by referees during a sporting event measured on a seven-point scale was 'poor' (2.81 pts). The referees were assessed significantly higher on the second dimension (responsiveness to the players' needs), although an overall rating of 3.81 pts means a medium level of interaction quality. The results indicate areas in which referees can improve. They lead to the following conclusions: (i) the contents of training for floorball referees should include problems of pedagogy and developmental psychology; (ii) referees should be equipped with appropriate competencies for building a positive climate during matches and monitoring the players' needs; (iii) referees appointed to officiate children and youth games should be characterized by appropriate predispositions.

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.

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.

Positive Behavior Management: Assessment of Rugby Referees in Children Sport.

During children's sports competitions, the referees play a special role. The referees are expected to be able to identify behavioral problems (of players, coaches, and fans), applying specific techniques to prevent negative behavior of players. Adapting these actions to the specifics of the group or individuals is crucial in providing a safe educational environment that promotes child development. The main objective of this research was to assess the quality of referees' interactions with players in terms of positive behavior management and proficiency during rugby matches of children aged 6-12 years. Twenty-three rugby referees officiating matches organized by the Polish Rugby Union in Poland participated in the study. The research used the Referee-Players' Interaction Assessment Scoring System tool. Additionally, referee-player interactions were recorded with a GoPro 8 camera along with audio from a wireless intercom. The significance of differences between the ratings for each indicator was tested by chi-squared test, while a non-parametric Wilcoxon signed-rank test was used to compare the mean ratings of positive behavior management and proficiency. The Mann-Whitney U-test was used to compare differences between assessments of experienced and inexperienced referees. The observations showed that referees were rated significantly higher in the proficiency dimension than in positive behavior management dimension. Nevertheless, both ratings represent an average level of quality of interactions with the players. The referee's experience did not determine the quality of his or her interactions with the players in the specific dimensions. The following conclusion was drawn from the research: referees should be trained in the methods and techniques for managing player behavior and should act to prevent the occurrence of negative behavior, by presenting clear and understandable expectations to players before the match and using preventive measures.

The Referee as an Educator: Assessment of the Quality of Referee-Players Interactions in Competitive Youth Handball.

Sport does not automatically generate educational benefits for players. For a sports field to become a child-friendly educational environment, it is essential that all actors involved in the organization of youth sport take deliberate educational measures. Among these actors are referees, who should be taken into account during the research on the educational value of sport for the youngest. The subject of the present study was handball referees, who interact with the players during matches. Assuming that the referee is an important actor in sport education and that referee-players interactions are the basic mechanism of the referee's educational influence, this study aimed to assess the quality of his or her interactions with players during handball matches for children aged 9 to 12 years. The research was conducted in a group of 25 handball referees who refereed matches of children in the region of Mazowieckie Voivodeship in Poland. The referees surveyed had current licenses issued by the Warsaw-Mazovian Handball Association. To assess the quality of referee-players interactions, the authors' direct observation tool (Referee-Players' Interaction Assessment Scoring System) was used. The educational referee-players interaction was studied in six dimensions: Positive climate, Responsiveness, Behavior management, Proficiency, Instructing, and Communicating. Data were statistically analyzed using chi-squared test, Mann-Whitney U test and exploratory factor analysis (EFA). Cronbach's alpha values were higher than 0.90 in the factors, showing adequate levels of reliability. The results of the research demonstrated that the assessment of the quality of the referee's educational influence on players was neither affected by the referees' experience nor by the outcome of the match. The quality of educational referee-players interactions in five of the six dimensions studied was assessed as average, whereas positive climate was assessed as poor (three-step scale: poor, average, good). If referees are to support coaches and parents in achieving their educational goals, the results indicate areas where they can improve. The research provided empirical evidence that could be used as a basis for the modification of previous training programs for referees developed by local and national sports associations. The referees should be trained to build a positive climate on the sport field, which consists in creating emotional ties with players (physical proximity, social conversation), expressed in an enthusiastic attitude and joy of contacts (smiling, engagement, positive affect reaction, positive comments, respectful and inclusive language, using players first names, listening to players). In addition, referees must be taught to actively monitor players' emotional, cognitive, social, and health needs, as well as to respond to the players' needs and solve problems.

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee-Player Interactions in Youth Soccer.

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.

Citius, Altius, Fortius vs. Slow Sport: A New Era of Sustainable Sport.

The objective of the article is to present the slow sport movement as a phenomenon developing in the postmodern era in opposition to the idea of citius, altius, fortius (Eng. faster, higher, stronger). The theoretical part of the article describes the health repercussions of slow movement and its implications for the sports industry and sports tourism. It also points to new challenges in sports management and sports tourism implemented in the slow style. The empirical part of the article aims at determining what influence the achievement of a self-set sports goal has on the degree of satisfaction with participation in a running event among runners. Could runners who did not set themselves any sports goal and ran for pleasure (according to the idea of slow sport) achieve the same degree of satisfaction as runners who set themselves an ambitious sports goal and achieved it (according to the idea of citius, altius, fortius)? The case study is the 6th Poznan Half Marathon, a cyclical, popular running event taking place in Poland. A total of 560 runners (n = 560) took part in the diagnostic survey conducted using the interview technique. The ANOVA Rang Kruskal-Wallis test and Dunn's test were used in the study. The results show that athletes who did not set a sporting goal (ran for pleasure, company, atmosphere, participation, etc.) experienced the same level of satisfaction as athletes who achieved their intended sporting goal. It turns out, therefore, that sport and physical activity done for pleasure in accordance with the slow sport idea can provide the same level of satisfaction as sport practiced in the spirit of citius, altius, fortius.

Body Image of Highly Trained Female Athletes Engaged in Different Types of Sport.

BACKGROUND: The aim of the study was to evaluate differences in body image across different types of sports in highly trained female athletes. METHODS: 242 female individuals, aged 13-30 years (M = 20.0, SD = 4.5), representing aesthetic sports (n = 56) and nonaesthetic sports (n = 186), were recruited from different sports clubs in Poland. Body image, BMI, age, the level of competition attained, and the training background of participants were recorded. RESULTS: One-way ANOVA showed differences in the body image of athletes engaged in different types of sport (F(11,230) = 4.10, p < 0.001, and η2 = 0.16). The model predicting the body image of female athletes was significant (F(5,236) = 10.40, p < 0.001); the adjusted R2 = 0.163. Type of sport explained 7.1% (ß = -0.263, p < 0.001), age explained 4.5% (ß = 0.341, p < 0.001), BMI explained 3.6% (ß = -0.230, p < 0.001), and level of competition explained 0.9% (ß = 0.153, p < 0.05) of variance in body image. CONCLUSIONS: The findings provide vital new knowledge which can be used by researchers and practitioners in designing educational programs on weight-related behaviors in female athletes. Such programs should be implemented especially in young female athletes participating in high-level sporting activities at an early stage.