A-level Physical Education Teaching and Learning Resources. Volleyball. Official. Marking Band: Borderline Sound High

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1 A-level Physical Education Teaching and Learning Resources Volleyball Official Marking Band: Borderline Sound High

2 A2 B&C Coursework Volleyball Official Area of Assessment 1 Attacking Weaknesses Weakness 1- touching the tape on top of the net performing attacking moves (eg performing a smash) B2: I am comparing myself to Clinton Smith who is an elite volleyball official based at the University of Central Lancashire. Clinton is the Chair of Lancashire Volleyball Association and he is a level one referee which means that he officiates top national league games. One rule in relation to attacking is that no player is allowed to touch the tape on top of the net with their hand or any other part of their body when smashing the ball; however it is usually the hand that would touch the net. The federation of international volleyball rule states that A player interferes with the opponent s play by touching the top of the net or the top 80cm of the antenna during his/her action of playing the ball. When watching a game that took place at my college on 14 th of November 2011 in which the UCLAN A team played the UCLAN B team I watched Clinton Smith be the first official and watched how he correctly spotted and signalled that an attacking player had made the violation of touching the net with their hand. Clinton put himself in a prominent position on the referee s stand so that all of the on court players as well as the other officials could clearly see him, and therefore see the signals that he made. The main point of Clinton being on the stand is that it ensures that he can see everyone on court and therefore see all violations that occur. He began the game signalling for the left hand side team to serve by putting his left arm out beside his body in a horizontal position, palm facing forwards and bending his arm inwards towards his body at the elbow. As he bent his arm he blew his whistle loudly and sharply. The middle front court player on the right hand side team had set the ball for the right front court player on the right hand side team. Whilst the ball was in the air I noticed that Clinton had a quick look at the left hand side team in order to anticipate whether a team block was likely to occur as he was aware that no violations would occur whilst the ball was in the air. The right front court player then ran forwards, jumped up to smash the ball onto the other side of the court but as they came down from the jump, their hand followed the path of the ball and hit the white tape on the top of the net. Clinton noticed this straight away and blew his whistle loudly in order to stop the game from continuing. He signalled that the left hand side team had won the point by putting his left arm out beside his body in a horizontal position and paused for three seconds, holding the signal position so all could see it. He then signalled to show that a player on the right hand side team had made the violation of touching the white tape on the net. He did this

3 by leaning forward towards the net and tapped the top of the net three times. He paused for 3 seconds, which gave both teams time to get back into starting position ready for the next serve. He then signalled that the left hand side team had the next serve by putting his left arm out beside his body in a horizontal position, palm facing forwards and bending his arm inwards towards his body at the elbow. The benefits of Clinton s actions were that the players and other officials clearly understood and respected his authoritative role and his ability to stop the game in order to award a point to the correct team. It also showed that he was confident in making decisions as to which violation occurred and therefore which signal to use, as he was correct to signal for the touch on the net. This reinforced the trust between Clinton and the second official, line judges and score table, as they were aware that he was capable of spotting a variety of violations including touching the top of the net when performing attacking moves such as a smash. B1: My weaknesses when officiating the same decision is that I don t always notice that when a player is smashing the ball they follow through and hit the top of the net. An example of when I did this was on the 12 th December 2011 when I was being a first official for an intra college game that involved my class mates (ie u6th vs l6th). When I was the first official I stood on the referee stand so that I was in a position that meant I was able to see all of the on court players, which allowed me to see all of the violations that occurred. The game was in motion and when the middle front court player on the left hand side team set the ball for the right front court player by hitting the ball with both hands using the tips of their fingers. Whilst the ball was in the air I was watching it for a little too long, when I could have looked around at the on court players to anticipate if a team block was going to occur. The right front court player then jumped up and smashed the ball by bringing their hand down towards the ground and hit the ball towards the ground, onto the opposite side of the court. Their hand followed the path of the ball and hit the white band on the top of the net with their hand. However, unlike Clinton I didn t notice this as I was concentrating on where the ball had gone and whether it was in or out. I was looking at the ball which had landed outside of the court at the back line; I had turned my body 45 degrees to the left, in order to follow the path of the ball. As I didn t notice it I signalled that the left hand side team had won the point. I did this by blowing my whistle loudly and sharply in order to stop the game from continuing. I paused for three seconds and then signalled that the left hand side team had won the point by putting my left arm out beside my body in a horizontal position at a 180 degree angle and held it there for three seconds. I then signalled that the reason for them winning the point was because the ball landed on the right hand side of the court without any member of the right hand side team intercepting the ball. I showed this by pointing to the floor on the right hand side of the court with my arm held out straight and my palm facing the left hand side players; again I held this signal for three seconds. I then signalled that the left hand side team had the next serve by putting my left arm out beside my body in a horizontal position and bending my arm inwards towards my body at the elbow. The left hand side team took the serve and the game continued. My incorrect slightly hesitant decision making affected my ability to officiate later on in the game because it caused the players and the other officials to doubt my ability to officiate properly. This meant that players started to question my decisions/authority and started to make mistakes on purpose such as hitting the tape on the net as they knew that they would probably get away with it as they knew that I probably wouldn t notice it. They started to challenge my decisions a little more which put me under more pressure, which resulted in me making more mistakes and I continued to 2 of 22

4 miss the same violation. As I was watching where the ball was going rather than which player or if a player has touched the tape on the net it showed the players and other officials that I lack confidence in my ability to spot this first net tape violation. A player on the right hand side team saw the player on the left hand side team make the net violation and they confronted me about it, which had a negative effect on my confidence in my own ability which then made me more nervous. This caused the other officials i.e. the second official, line judges and score table to lose confidence in my ability to make decisions properly. C1: Cause of weakness- cognitive stage of learning as an official This weakness is due to the stage of learning that I am currently in and therefore also due to a lack of experience in officiating. Learning is a change in performance which is exhibited through increased levels of consistency. There are three stages of learning; they are the cognitive, associative and autonomous stages. The first stage of learning is the cognitive stage and it is also known as the beginner stage, skill learning goals are set and learning is begun, trial and error methods are used and the learner needs to know what to do. Verbal guidance is use to highlight a sequence of movements and physical guidance is used whereby the learners limbs are manipulated and moved into the correct position. It involves the learner observing a demonstration or being given verbal instructions and the aim is to create a mental picture which allows for the development of an understanding of the movement requirements. During this time, the learner is attempting to find the answer to all the basic questions concerning the particular skill. Many of the movements may lack fine control and appear uncoordinated as the learner may have to think and concentrate hard on the task to work out the necessary movements. The skill is usually performed as a series of jerky sub-routines and there are a lot of mistakes made, as there is a lot of information that the learner receives. The second stage of learning is the associative stage which is also known as the fault correction/ practice stage. It involves the learner developing and refining the movement patterns of the skill via a combination of practice and feedback. This stage is often longer than the cognitive stage and may vary in length depending on the ability of the learner, the complexity of the skill, the amount and type of practice completed and the quality of the feedback. The final stage of learning is the autonomous stage also known as the automatic stage. It involves the learner becoming highly proficient at executing the skill, to the point where it is completed almost without conscious thought. There are numerous advantages created by reaching this stage. It means that the learner is able to focus on other factors during the event such as the other players, tactics or stress management techniques rather than the execution of the skill. I think I am in the cognitive stage of learning in relation to officiating volleyball, as i am a beginner and haven t had much experience officiating. Being in the cognitive stage of learning has limited my performance as it has meant that due to a lack of experience I make a lot of mistakes, such as not noticing players touching the tape on the net and when I am signalling my movements are jerky and I hesitate when signalling. It has limited my performance as many of my movements have been uncoordinated as I have had to concentrate on getting the four step rule correct. However, Clinton Smith is in the autonomous stage as he has had a lot of practice at officiating and spotting players touching the tape on the net that it has meant that his movements have become highly efficient and he uses them automatically. 3 of 22

5 C2: corrective measure- Use of distributed practice In order to help improve and correct my weaknesses caused by being at the cognitive stage of learning I would use distributed practice. There are two main types of practice I could use-they are distributed and massed practice. Distributed practice involves practicing with relatively long rest periods between each block of attempts. These rest periods can be used for various things such as mental rehearsal of the task or skill that you are learning; they can also be used to have time taking part in a totally different activity. However if the rest periods are used for other activities then negative transfer needs to be avoided. Distributed practice is best for learners who are less motivated as they will have the chance to have a rest, which is also good for learners who are unfit as they have the chance to recover from each block of attempts at the skill. Furthermore, it is also the best type of practice for inexperienced people. Distributed practice is suitable for tasks that are continuous, physically demanding (as they have the chance to recover from each practice), complex (as they have the chance to rest and think about what they have just learnt) and dangerous (as they can make sure that they have a break which will avoid injuries). Distributed practice would be used when energy demands are high, when the tasks is complex and will require a number of practice sessions and when motivation is low or when the task is boring. I will use distributed practice by practicing officiating in several blocks. I will practice by officiating alternate quarters of games that take place at my college so that I have the chance to have a rest and think about how to improve my officiating performance in the next quarter. Whilst resting I will practice the signals that are made for various faults so that I become more confident in using a wide variety of signals. I will also watch the game that is being played and look out for the fault that I usually miss which is when a players hand touches the top of the net. As I am a beginner and inexperienced when it comes to officiating using distributed practice would be best as it will mean that I will be able to manage practicing a skill as I will be able to have rest periods in order to work out how to improve my officiating. Furthermore, as the task is complex as there are a lot of violation signals that I need to know, by having rest periods I will be able to memorise these signals whilst having a rest. Normally distributed practice is usually used for physically demanding tasks even though officiating is not physically demanding it is very mentally draining and that is why I feel that is it a suitable form of practice. By using distributed practice it will improve my performance as an official because I will be more alert and will recognise more faults that occur and I will become more confident in signalling for those faults. I will be able to spot the fault for a player s hand touching the top of the net when performing a smash a lot more frequently as I will have practiced looking out for it. By practicing signalling for faults during rest periods, my performance will get better as I will have had more practice which will increase my motivation and confidence levels. The effect of me using distributed practice will be a positive one as my officiating net violation confidence levels will increase this will result in the players and other officials trusting my judgements as I will be able to spot all violations that occur even if there is only a little contact with the net. 4 of 22

6 AA1 - Weakness 2 - Back court players incorrectly entering the front court and performing an attacking shot (eg executing a smash) B2: I am comparing myself to Clinton Smith who is an elite volleyball official who is based at the University of Central Lancashire. One rule in relation to attacking is that back court players are not allowed to move into the attacking zone at the front of the court and smash the ball. The federation of international volleyball rule states that A back-row player may complete an attack hit at any height from behind the front zone. Rule states at his/her take-off, the player's foot (feet) must neither have touched nor crossed over the attack line and rule states after his/her hit, the player may land within the front zone When watching a game that took place at my college on 14 th of November 2011 in which the UCLAN A team played the UCLAN B team, I watched Clinton Smith be the first official and watched how he correctly spotted and signalled that a back court player had entered the attacking zone and smashed the ball onto the opposite side of the net. Clinton was stood on the referee s stand so that he and therefore his actions would be clear for the other officials and the players to see and clearly understand what he was doing. He began the point in the game signalling for the right hand side team to serve by putting his right arm out beside his body in a horizontal position, palm facing forwards and bending his arm inwards towards his body at the elbow. As he bent his arm he blew his whistle loudly and sharply to signal the start of the point. A rally was in motion early in the game, when a back court player on the right hand side team dug the ball with a lot of force which meant that it went over the net onto the left hand side of the court. The middle back court player on the left hand side team anticipated that the ball was going to enter their side of the court so as the ball was in the air, they ran forwards into the attacking zone on their half of the court. Clinton knew that it was a back court player as he was holding a small piece of paper in his hand which showed each player on the team s position before the serve for that point had begun and I saw him quickly look down at the piece of paper and check that the players were in the right positions. As the ball went over the net the player then jumped up and hit the ball with their fingers and smashing it so that it landed inside the attacking area on the opposite side of the net. He watched the players as he rotated his body forty-five degrees to the left, so that he had a clear view of all of the players on the left hand side team as the ball had entered their half of the court. As soon as this happened Clinton blew his whistle loudly in order to stop the game from continuing. He signalled that the right hand side team had won the point by putting his right arm out beside his body in a horizontal position and paused for three seconds, holding the signal position. He then signalled to show that a back court player on the left hand side team had made the violation of entering the attacking area and smashing the ball. He did this by putting his left hand out in front of him in a horizontal position and moving his arm across in front of his body, his palm facing the right hand side of the court. He paused for 3 seconds, which gave both teams time to get back into starting position ready for the next serve. He then signalled that the right hand side team had the next serve by putting his right arm out beside his body in a horizontal position, palm facing forwards and bending his arm inwards towards his body at the elbow. The benefits of Clinton s clear, precise and correct officiating actions were that the players and other officials respected his authoritative role and his ability to stop the game in order to award a point to the correct team. It also showed that he is confident in noticing a wide variety of violations 5 of 22

7 and could easily signal to show that this fault had occurred. This reinforced the trust between Clinton and the other officials as they were aware that he was capable of spotting a variety of violations even in a fast flowing game situation. It also strengthened the players trust in Clinton to spot that a violation had occurred which meant that they didn t question his decisions later on in the game. As he was making all of the correct decisions, using the correct signals and signalling for violations that are difficult to spot, it showed the players that they could rely on his decisions and the game flowed better as a result. B1: My weakness when making this decision is that I don t always notice when a back court player moves into the attacking zone at the front of the court and smashes the ball. An example of when I did this was on the 14 th December 2011 when I was being a first official for a game that involved my class mates. (ie intra college game) When I was the first official I stood on the referee stand so that I was in a position that meant I was able to see all of the on court players, which allowed me to see all of the violations that occurred. This also meant that all of the players and the other officials had a clear view of me and therefore the signals that I was using. The game was in motion and when the middle back court player on the left hand side team dug the ball, they hit it that hard that the ball went over the net and onto the other side of the court. As the ball was in motion through the air the right back court player on the right hand side team anticipated that the ball was going to enter their side of the court, so they ran forward into the attacking area of the court on their side of the net. And as the ball came over the net the player jumped up in the air and hit the ball smashing it onto the ground on the opposite side of the net. I didn t notice that the violation had occurred as I was concentrating on where the ball had gone and whether it was in or out. I was looking at the ball which had landed inside of the court in the attacking area on the left hand side of the court; I had turned my body 45 degrees to the left, in order to follow the path of the ball. I didn t know that it was a back court player who had smashed the ball, as I had no way of indicating which were the back court players and front court players, such as having a piece of paper with the players numbers noted down and the positions of each player before the serve took place. Therefore I ended up having to guess that the players were in the correct positions. As I didn t notice the infringement I signalled that the right hand side team had won the point. I did this by blowing my whistle loudly and sharply in order to stop the game from continuing, I paused for three seconds and then signalled that the right hand side team had won the point by putting my right arm out beside my body in a horizontal position at a 180 degree angle and held it there for three seconds. I then signalled that the reason for the right hand side team winning the point was because the ball landed in on the left hand side of the court without any member of the left hand side team intercepting the ball. I showed this by pointing to the floor on the left hand side of the court with my arm held out straight and my palm facing the right hand side players; again I held this signal for three seconds. I then signalled that the right hand side team had the next serve by putting my right arm out beside my body in a horizontal position and bending my arm inwards towards my body at the elbow. The right hand side team took the serve and the game continued. This affected my ability to officiate later on in the game because it caused the players and the other officials to doubt my ability to officiate properly. This meant that players started to question my authority and the back court players on each team made more violations of entering the attacking 6 of 22

8 zone and smashing the ball as they knew that they would probably get away with it as they knew that I probably wouldn t correctly notice it. Some players began to challenge my decisions which put me under a lot of pressure, which resulted in me making more mistakes and I continued to miss the same court positioning violation. As I was watching were the ball was going rather than which player or if a player has touched the tape on the net it showed the players and other officials that I lack confidence and my ability to spot this violation was poor. C1: Poor information processing This weakness is due to my information processing not being very good. Information processing is the structure and function of all the components that make up the process in the brain where information is received, dealt with and passed to the muscles for movement to occur. It involves the performer gathering data, processing the relevant stimuli, making a decision and then carrying out an action. The 4 basic stages of information processing are input (information is collected from the display), decision making (relevant information is assessed), output (the motor programme is carried out) and feedback (obtained through internally and external sources). A basic information processing model looks like this. Whiting s information processing model is a bit more complex. The display refers to the range of actions and things that are happening in the surrounding environment of the performer. The sensory information is information sent by the sense organs (via sight / sound / touch) to the brain. The information that I will see is all six players on each team (twelve in total), the four line judges, the second official and the two people on the score table all of which are relevant information. I will also see things that are not relevant such as the two coaches for the teams and the crowd watching the game. I will be able to hear things that are relevant such as the second official blowing their whistle for a violation, on the other hand there are things I will hear that have no relevance such as the players talking to each other, the crowd shouting and the coaches shouting to the players. The decision mechanism is the part of the brain which makes decisions. Intrinsic feedback is feedback as to what actually happens to the body via the proprioceptors which inform the brain about balance, muscle tensions, limb positions and angles and extrinsic feedback is feedback via the result (response) of the actions made the results of which feed back as part of the display. The receptor system refers to the sense organs which receive information and the perceptual mechanism is the part of the brain which perceives information from the sense organs about the surroundings and gives it meaning. The translatory mechanism is the part of the brain which makes decisions and sorts out and processes the few relevant bits of information from the many inputs from the surroundings. The effector mechanism is the part of the brain which carries 7 of 22

9 out the decisions and sends messages via the nervous system to the limbs and parts of the body which act out the relevant skill. I think that my information processing is not very good as I am overloaded with too much information and I get confused as to what I should be concentrating on. I also get easily distracted by irrelevant factors that have nothing to do with what is going on in the game. This has limited my performance as a first official as it has meant that I concentrate on the wrong factors at the wrong time, for example concentrating on where the ball is going rather than looking at what the player who hit the ball did first before the ball was hit. This means that I don t notice that the violation has occurred which has a negative effect on the relationship between myself and the players as they confront me about why I didn t signal for the violation. They then see that I simply wasn t looking at the player, which shows them that I have a weakness. As the brain is a single channel organ and it can only deal with one piece of information at a time, which has to be processed before the next stimulus can be dealt with. If too much information is taken in from the environment, then a bottleneck occurs and it takes longer to respond to the stimulus. This is what happens to me as there are too many stimuli presented to me at the same time i.e. the position of all the players, the position of the ball, hearing the crowd shout, seeing the line judges wave their flags etc. C2: Strategies to improve selective attention In order to improve this weakness I will use various strategies to work on my selective attention. Selective attention is the Filtering Mechanism, where we filter out unnecessary information and concentrate on the most important. This is because the brain can only attend to a limited amount of information at one time. Selective attention can be improved in a number of ways which I can apply to myself. The attentional demands during the learning of the skill can be reduced as skills are often learnt more quickly if they are broken down into parts. This enables the learner to fully concentrate on the most important part of the skill and prevents them from becoming overloaded with information and will be confused. For example, in volleyball officiating spotting the violation of a back court player smashing the ball can be broken down into looking at the player who hits the ball first, then looking at the back court players on the opposite team. Another way to improve selective attention is to ensure that basic skills are learned to the autonomous stage before progressing to more advanced skills. If the learner can automatically produce the first or easy parts of a skill, this will free-up spare attentional capacity which can be used to solve more difficult skill problems. Often learners are stuck on so called learning plateau, unable to move on because they do not have the attentional capacity which will enable them to make further progress. A third way to improve selective attention is by not overloading the learner with information, as too many cues from the teacher or environment will overload the learner. The teacher needs to reduce the cues by controlling the environment and they must highlight the cues that are important, suggesting to the learner what they should be attending to. For example, in regards to volleyball, telling me that I need to focus on what the players are doing, what violations occur and to ignore environmental factors such as the crowd. I will improve my selective attention by breaking down the skill of noticing the violation of a back court player entering the attacking zone and smashing the ball. I will do this by practising looking at the player who hits the ball over the net first, then looking at all three of the back court players on the opposing team I will also increase the intensity of the stimulus of the players by getting the back court players on each team in the practice match to wear bright coloured bibs so that they will 8 of 22

10 be more visible, so it will be easier for me to see them enter the attacking zone. Then to watch their movements to see if they move into the attacking zone on the court, if they enter the attacking zone then I will be able to predict if they are going to smash the ball or not. Therefore I will be more likely to signal that the violation has occurred. By improving my selective attention this will improve my performance as a first official because I will be focusing on what is important and will not get distracted by irrelevant factors such as the crowd. This will mean that I will become a lot more efficient at spotting the violation of a back court player entering the attacking zone and smashing the ball. This will mean that the other officials and the players on court will trust my decisions as they will know that I am focusing on the game and not getting distracted by any environmental factors. This will mean that the other officials can concentrate on what it is that they need to do and won t have to worry about me missing a violation. Area of Assessment 2 Defending Weaknesses-Weakness 3 B2: Contact with the net when a player is attempting a block Comparison is to Clinton Smith- an elite volleyball official who is based at the University of Central Lancashire. One rule in relation to defending is that players are allowed to have contact with the net as long as they do not interfere with the play of the game. The federation of international volleyball rule states that Contact with the net by a player is not a fault, unless it interferes with the play. When watching a game that took place at my college on the 10 th October in which the UCLAN A team played Cheshire, I observed Clinton Smith be the second official and saw how he correctly noticed and signalled that a defending player made contact with the net which interfered with the play of the game. Clinton was stood on the side line, one metre behind the post, directly opposite from the first official s stand so that he had full view of the court and all of the players, so would therefore spot if any violations occurred. Throughout the duration of the game Clinton continued to side step along the side line. When the ball was on the left hand side of the court he side stepped to the three metre line on the left hand side of the court and when the ball was on the right hand side of the court he side stepped to the three metre line on the right hand side of the court. When the ball was volleyed over the net onto the left hand side of the court he needed to move to the left, he put his left foot out to the side followed by his right foot repeatedly like a skipping movement until he reached the three metre line, he would do the same if he was going to the right but put his right foot first. He did this so that he was able to see the players clearly and would be able to spot if any faults occurred. He also turned his body forty-five degrees so that he was facing the players so that it was easier for him to see their movements. Whilst moving along the side he also bent down so that he was able to clearly see what the players were doing and if they committed a violation he would be able to spot it straight away. He also looked around as he moved so that he could take in everything that the players were doing which also meant that he could see any violations that occurred. For example, when he was on the left hand side of the court on the three metre line and he was bent down he noticed that a front court player on the left hand side team had put their foot over the centre line so he easily signalled that this occurred as he had a clear view of the violation occurring. When the game was in motion a front court player on the right hand side team jumped up and put their arms up in the air in order to block an attacking shot from a front court player on the opposing team. As they came down from the block their hand made contact with the net and they accidentally hit a front court player on the opposing team which caused them to stumble backwards. As Clinton was stood at the three metre line on the right hand side of the net when this fault occurred, he was immediately able to spot the fault and stop the game as soon as it occurred. This was possible as he correctly anticipated that contact on the net could happen and that his view would be obstructed so he moved to the side and bent down so that he had a clear view of 9 of 22

11 the net and the player coming down from the block. He blew his whistle sharply and loudly in order to get the attention of the first official. He then signalled that contact on the net had occurred by leaning towards the net, putting his arm out straight in front of him and tapping the side of the net three times with his right hand, palm facing towards the net. The benefits of Clinton actions are that it showed the players and the other officials that he knew what he was doing and that he was very capable of spotting faults on the net. This meant that they respected him and they didn t need to worry about him missing faults as they knew that he would notice if a fault occurred. Also another benefit of Clinton constantly moving to the three metre line is that it made him become more confident in his ability to be able to see the actions of all players as he had a clear view of the players. Also as he was able to move very quickly and had good agility it showed the other officials and the players that he was very capable of moving and noticing all faults. This reinforced the other officials trust in Clinton as the game developed. B1: My weakness in the same infringement is that I do not always notice when a defending player makes contact with the net during a block which interferes with the play of the game. An example of when I did this was on the 17 th October 2011 when I was a second official for a game at college which involved my class mates. (ie intra college game) As I was acting as the second official I was stood on the side line one metre behind the post, opposite the first official so that I was able to see all of the players and clearly and therefore if any violations occurred I would also be able to spot them easier. During the game I would constantly move along the side line, and would be on the side of the court that the ball was on. This was so that I could have a better view of the players and the ball as the post would not be in my way, which would allow me to notice any violations that occurred. However, as the game went on I became tired very easily which meant that I didn t have the energy to move as quickly and as far along the side line which meant that I sometimes didn t see when a violation occurred. This was due to the fact that the game was the last match in an intra college tournament that had started two hours previously and I had been a second official for the majority of the morning and hadn t had many breaks and chance to rest. At one point during the current game I was officiating the ball was on the left hand side of the court but a front court player very quickly smashed the ball onto the right hand side not long after it had entered the left hand side of the court. I then had to quickly side step from the left hand side of the net to the right side. But as I was doing this the ball was then blocked by a front court player on right hand side team so then went back onto the left hand side of the court. So I had to move back to the left hand side of the court along the side line. On this occasion the rally in the game was very long as the ball was passed back and forth between both teams around 9-10 times and each time I moved right the way to the three metre line on each side of the net. This meant that I was constantly moving from side to side between five and six metres each time. At one point a front court player on the right hand side team went up to block the ball but as lactic acid was accumulating my muscles and I was stood on the left hand side at the three metre line, I just couldn t physically move to the three metre line on the right hand side. This resulted in my view being blocked by a front court player on the left hand side team, which meant that I couldn t see that the right hand side court player had made contact with the net. This weakness has affected my ability to officiate in that game as it meant that I became very tired as my agility is not very good it meant that I missed several violations as I was not in the correct position. This meant that my confidence levels decreased so I didn t feel like I was capable of 10 of 22

12 noticing all violations as I wasn t physically able to move quickly enough to and from the three metre line on each side of the post. C1: Fatigue caused by lactic acid This weakness is due to lactic acid accumulation through the use of the lactic acid energy system, which affected my ability to move quickly along the side line when officiating. The lactic acid system is an anaerobic energy system, when a performer increases the intensity of their exercise, there is insufficient time for oxygen to be delivered to the working muscles at a rate to match the energy demands and I would have to work anaerobically. So in relation to being a second official in volleyball there would not be enough time for oxygen to get to my muscles, which would cause my muscles to stop working efficiently. This would mean that I wouldn t be able to side step along the three metre line efficiently, resulting in me missing violations of contact on the net and interference with the play of the game. There are two anaerobic systems which are the lactic acid system (provides energy for longer, high intensity bursts lasting about 1-2 minutes) and the atp-pc system (provides energy for shorter, very high intensity bursts lasting about 6-10 seconds). Lactic acid is a fatiguing by-product which accumulates in the muscle cells and blood. This has a negative effect on performance because accumulation of lactic acid in the muscle cell causes fatigue and pain which forces the athletes to either stop exercising or reduce the intensity of the exercise they are doing. It then diffuses into the blood, where, being acidic, it lowers the ph. This inhibits the action of enzymes which prevents more glucose from being broken down and so the performer has to stop exercising. It also prevents fats from being broken down aerobically as the action of the enzymes responsible for the breakdown of fats is also inhibited. Lactic acid accumulation has affected my performance as a second official as it has meant that it has stopped me from moving to the three metre line as too much lactic acid has built up in my muscles it results in pain in my legs. This has meant that I have not been able to move to the three metre line quick enough resulting in me not noticing that the violation of contact on the net has occurred, as I have not been in the correct position that would allow me to see this. Also there was insufficient time to remove the lactic acid from my muscles as the game was fast paced and lasted a long time, which meant that there wasn t much recovery time between the points. As it was the last game of a long tournament my muscles were very tired and couldn t work as efficiently at the end of the tournament as they did at the start. C2: Use of interval training and SAQ In order to improve this weakness I would use interval training which is very versatile and can be used in almost any activity and can be used to improve aerobic or anaerobic capacities. So therefore in this case I will use it to improve my anaerobic capacity as I work anaerobically when side stepping from each three metre line. In order for the correct capacity to be stressed, several variables can be manipulated including the distance of the work interval, the intensity of the work interval, the number of repetitions and sets within a session, the duration of the rest interval and the activity within the rest interval. I can look at a programme where I run for 60m/10 seconds working at high intensity with 30 seconds recovery. Repeat it 10 times per session. As the role of the second official involves lots of small and quick side steps I feel that Speed, Agility and Quickness training (SAQ) would be one of the best forms of training to use. 11 of 22

13 Agility is the ability to rapidly change body position and direction in a precise manner without losing balance, strength or speed. Speed is the maximum rate at which a person can move his / her body. Quickness is the ability to react to a stimulus, initiate movement and accelerate explosively. SAQ can be used to train fundamental movement and other skills in young children at one end of the scale, and at the other end to refine, train and hone movement skills in top athletes. SAQ training can be easily adapted to be sports specific and so is useful for many sports such as athletics, football, rugby, hockey, tennis, netball and volleyball. It is a really good foundation training, which can be used at any age regardless of ability. SAQ is a system of training aimed at the development of motor abilities and the control of body movement through the development of the neuromuscular system. It aims to improve the athlete s ability to perform explosive multidirectional movements by reprogramming the neuromuscular system so that it can work more efficiently, better coordinating the body and brain. SAQ training will remove mental blocks and thresholds and will allow a performer to exert maximal force during controlled and balanced movement patterns, which are specific to their sport, i.e. moving to the three metre line either side of the post as a second official in volleyball. It will also help to reduce the risk of injury and increase the performer s motivation levels by providing unique and sport specific drills and practices that are limitless in their arrangement. I will use SAQ training to improve my performance as a second official in volleyball in relation to improve my agility and speed in order to improve my ability to move to the three metre line more, so that I will be able to spot contact on the net more often. I will do this by using a variety of pieces of equipment, to improve my agility, speed and quickness. I will use an indoor speed ladder, which involves me having to run over a ladder placed on the floor, each step meaning that one foot is placed between each rung. I will use the ladder 10 times in a row so that I get used to the movement of step between each rung. These footwork drills will increase foot speed, agility and proprioception. I will also use training cones by placing them at one metre intervals at either side of the post along the side line of the volleyball court. I will practice running to the one metre cone on the left side, then move to the one metre cone on the right side, then moving to the two metre cone on the left, and so on until I am running to the three metre cone/line on each side of the net. This will help with my agility as I will be changing the position and direction of my body. In order to improve anaerobic speed I will complete 3 sets of 10 repetitions with a 10 metre distance of work interval and with a walk back recovery, five times a week for a period of four weeks. After these four weeks I will test myself in order to see if I have improved. By using the indoor speed ladder I will be able to improve the speed at which I am able to move, so therefore if I am able to move to the three metre line quicker, I will have more chance of noticing violations occurring as I will be in the correct position a lot faster. Also by using the training cones my agility will be improved as I am constantly moving in different directions, this will mean that it will be a lot easier for me to move to and from the three metre line on either side of the net post. 12 of 22

14 AA2 - Weakness 4 - Defenders lifting or catching the ball B2: Comparison to Clinton Smith- an elite volleyball official who is based at the University of Central Lancashire. One rule in relation to defending is that is that the players are not allowed to lift/carry or catch the ball. The federation of international volleyball rule states that The ball must not be caught and/or thrown. It can rebound in any direction. When watching a game that took place at my college on the 10 th October in which the UCLAN A team played Cheshire, I observed Clinton Smith be the first official and saw how he correctly noticed and signalled that a player had lifted the ball when digging it. Clinton was stood on the first official s stand so that he had full view of the court and all of the players, so would therefore spot if any violations occurred. This also meant all of the players and the other officials would be able to easily see the signals that he used. He was watching the game as it was in motion when the left back court player on the left hand side team volleyed the ball over the net onto the other side of the net. The middle front court player on the right hand side team anticipated that the ball would enter their half of the court, as did Clinton so he was looking directly at the front court players on the right hand side team, in order to make sure that he wouldn t miss a fault if one occurred. As the ball came over the net the defender dug the ball by cupping their hands together and hitting the ball up with the palms of their hands. However, rather than the ball simply rebounding off the players hands, their hands followed the ball, so they actually lifted the ball up which is against the rule Clinton noticed this immediately and blew his whistle loudly in order to stop the game from continuing. He signalled that the left hand side team had won the point by putting his left arm out beside his body in a horizontal position and paused for three seconds, holding the signal position. He then signalled to show that a player on the right hand side team had made the violation of touching carrying/lifting the ball. He did this putting his right arm straight out in front of him with his palm facing upwards, and simply lifted his hand straight up towards the ceiling in one clean movement. He paused for 3 seconds, which gave both teams time to get back into starting position ready for the next serve. He then signalled that the left hand side team had the next serve by putting his left arm out beside his body in a horizontal position, palm facing forwards and bending his arm inwards towards his body at the elbow. The benefits of Clinton actions are that it demonstrated to the players and the other officials that he knew what he was doing and that he was very capable of spotting faults regarding carrying the ball which is a difficult fault to determine. This meant their level of respect for him was high and they knew that they didn t need to worry about him missing faults as they knew that he would notice a fault if one occurred. Also another benefit of Clinton noticing carries is that it shows the players that he is a very good official as he is able to spot violations that are difficult to notice. This reinforced the other officials and the players trust in Clinton. B1: My weakness is that I don t always notice when a player is digging/setting the ball that they actually lift the ball rather than it rebounding off of their hands. 13 of 22

15 An example of when I did this was on the 22 nd November 2011 when I took on the role of first official for a game that took place at college and involved my class mates in an intra college competition. When I was the first official I was stood on the referee stand so that I was visible to all players on court and the rest of my officiating team. This meant that they could easily and clearly see all of the signals that I used. It also gave me a clear view of all of the players so that I could see if any violations occurred. The game as it was in motion when the right back court player on the right hand side team volleyed the ball over the net onto the other side of the net. The middle front court player on the left hand side team predicted that the ball would enter their area of the court. At this point I was watching the path of the ball as it moved through the air. As the ball came over the net the front court player on the left hand side team set the ball by putting their hands in the air and hitting the ball upwards with their fingertips and the ball was hit back across to the other side of the court by another player and landed in. However, rather than the ball simply rebounding off the players fingers, their fingers followed the ball, so they actually lifted the ball up which is against the rules. At this point I was again following the flight path of the ball and saw that it had landed inside the court on the opposite side of the net. Therefore I did not see that the player had lifted the ball so I didn t signal that this fault had occurred. As soon as the ball landed in I blew my whistle loudly in order to stop the game from continuing, and then paused for three seconds. I then signalled that the left hand side team had won the point by putting my left arm out beside my body in a horizontal position and paused again for three seconds, holding the signal position. I then signalled to show that the ball had landed in on the right hand side of the court. I did this by simply pointing to the area of the ground where the ball landed using my right hand with my palm facing the left hand side of the court. I once again paused for 3 seconds, which gave both teams time to get back into starting position ready for the next serve. I then signalled that the left hand side team had the next serve by putting my left arm out beside my body in a horizontal position, my palm facing forwards and bending my arm inwards towards my body at the elbow. This weakness has affected my ability to officiate in that game as it had a negative effect on my relationship with the other officials and the players involved in the game. As I didn t always notice that players were lifting the ball it meant that the other officials felt that I wasn t capable of being a good first official which meant that they didn t feel they had to signal as much as I wasn t doing my job properly. They didn t trust me as much as they felt like they had to look for this violation occurring as they didn t think I was capable of spotting it. It also had an effect on my relationship with the players as it showed them that I had a weakness and they knew that they could deliberately lift the ball, as they knew there was a chance that I would not notice the violation. Some of the players also challenged me when they saw an opposing player lift the ball which meant that I lost confidence in my own ability and judgements in making decisions. C1: Social facilitation This weakness is due to social facilitation which has a negative effect on my ability to officiate and spot carries. Social facilitation is the influence of the presence of others on performance. In a sporting situation, the presence of others takes several different forms; they can be passive or interactive. 14 of 22

16 Interactive others can be competitive co-actors in this case the spare players for the teams that were playing or supporters in this case the coaches for each team. Passive others are those who are present but are not interacting in any way these can be the audience/crowd or co-actors. Zajonc s theory of social facilitation states that the presence of an audience or co-actors increases the arousal level of a performer. This makes it more likely that the performer s dominant response will occur. If the skill to be performed is simple or the performer is an expert, the dominant response is likely to be the correct one and performance will be enhanced. This is also the case for skills requiring an amount of physical effort. If the skill to be performed is complex or the performer is a novice, the dominant response is likely to be incorrect and the performance may decline. This may further increase arousal and the performer may become anxious, which will have a snowball effect which further increases the chances of poor performance. As I am a novice when it comes to officiating and spotting carries, this theory suggests that the dominant response that I would perform would be incorrect, so therefore I would not spot a carry occurring. When I watched Clinton perform as the first official and I saw that the crowd had no effect on his ability to be a first official as he made all of the correct decisions all of the time as he had become familiar with officiating in front of a crowd. This is because he is an elite official and so his dominant response is to perform correctly. C2: Familiarisation- practice in front of a crowd In order to help improve and correct my weakness I would use familiarisation. Familiarisation involves training/practicing in front of a crowd, in order to get used to distractions of the crowd. It involves the learner i.e. a volleyball official practicing performing as an official in front of a crowd that is relatively small at first but then the size f the crowd will gradually increase. I will use familiarisation by firstly practicing officiating a game of volleyball in front of just my teacher and my class mates that are not involved in the game that is being played. As it is a small crowd it will mean that my levels of perceived threat of being judges by the crowd will be reduced so therefore I won t be as anxious and will not make as many mistakes. I will then practice officiating a game where the crowd consists of my teacher, my class mates and between 5-10 other students from the college. As the crowd is only slightly bigger I will be able to cope with this as it hasn t dramatically increased. Then I will again increase the size of the crowd when I am officiating again, this time the crowd will consist of my teacher, my class mates and another sport class containing around twenty students as well as their teacher. The crowd will be twice as big as the previous time which will mean that my perceived threat of being judged will also increase which may cause me to make more mistakes. Finally, I will increase the size of the crowd a third time, which will contain my teacher, my class mates, another sport class and their teacher and another twenty students from a third sport class. I will practice performing as an official in front of each crowd three times and by gradually increasing the size of the crowd it will mean that I will have the chance to get used to playing in front of each crowd. By using familiarisation it will improve my performance as an official because I will be a lot more comfortable in officiating in front of a crowd which will mean that will not be as worried about being judged and I will be less likely to make mistakes such as not noticing that a player has lifted the ball. The effect of me using familiarisation will be positive as my confidence levels when officiating in front of a crowd will increase which will result in the players and other officials trusting my 15 of 22

17 judgements as I will be able to spot every violation that occurs. This will mean that they won t need to worry about what I am doing, which means they can concentrate on what it is that they need to do. Area of Assessment 3 - Communication- when a substitution is being made-weakness 5 B2: Comparison to Clinton Smith who is an elite volleyball official who is based at the University of Central Lancashire. One rule in relation to communication involves substitutions during a game. A team is allowed a maximum of 18 substitutions per set (game). Each player is allowed unlimited entries within the team limit. When watching a game that took place at my college on 21 st of November 2011 in which UCLAN played Edge Hill, I watched Clinton Smith be the second official and watched how he carried out the correct technical model of how to make a substitution. He blew his whistle sharply and loudly in order to get the attention of the first official and signalled for a substitution by putting his arms out in front of his body in a horizontal position and rotating them in a circular motion one over the other. The first official then copied this signal but did not blow their whistle. He stood on the left side of the net as a player from the left hand side team was being substituted, he made himself visibly clear to the first official by standing two metres away from the net. He then went to stand on the three metre line on the left hand side of the court and stood facing the post of the net. Clinton then signalled for the on court player who was being substituted to come towards him by putting his left hand out in front of him, with his palm facing up and bending his hand towards his body three times, he then repeated this for the off court player but using his right hand. He then got both players to stand on either side of the side line, the on court player being closest to him and the off court player being after the on court player. He kept his arms straight out in front of him so that the players were aware that they could not move until he said they could. He clearly looked towards the score table and made sure that they knew a substitution was taking place, he looked at the table and nodded until he saw that they had made a note of the substitution by putting their thumbs up to confirm that they had made a note of the substitution. He then signalled for the players to swap position by placing both of his hands out in front of him, palms facing inwards and crossing them over one another horizontally. He then checked with the score table to make sure that they had noted that the substitution had taken place and then walked back to the net. Finally he signalled that the substitution had been complete by raising his hand above his head. The first official then used the same signal to acknowledge that they knew the substitution had been complete. Clinton then got onto the correct side of the net and placed his whistle in his mouth ready for the next serve. The benefit of Clinton s actions is that it made the players notice his authority as he stopped those who were being substituted from moving across the side line, and they had to wait for his approval before they could move. This showed that he is confident which also reinforced the first officials trust in Clinton as he clearly showed that he knew what he was doing. Another benefit of Clinton s actions being clear and concise is that it will improve his self confidence as well as the confidence of the other officials. As he was consistent in his actions the other officials were able to easily trust his judgements later on in the game. 16 of 22

18 B1: My weakness is that my ability to make a substitution as a second official is poor as my actions are not always clear and I sometimes get confused as to where I should be standing, as I lack confidence. An example of when I did this was on the 17 th October 2011 when I was a second official for a game at college which involved my class mates in an intra college competition. When I was being a second official and the coach asked me to make a substitution I waited for the point to end, then I stood next to the post and blew my whistle in order to get the attention of the first official. However I blew my whistle too quietly which meant that the first official didn t hear me and therefore they didn t stop the game, they signalled for the next serve which meant that the coach and the substitute where waiting at the side of the court and couldn t do anything. Even though I continued with the substitution by putting my arms out and above my head in a horizontal position and rotated them in a circular motion one over the other. I didn t get the attention of the player on court that needed to be substituted as the game was continuing so they were busy playing the match. I didn t get them to stand on either side of the side line as the game was in motion and the first official wasn t aware that I wanted to make a substitution. After the point had finished I managed to get the attention of the first official by blowing my whistle loudly. I then signalled for a substitution by putting my arms out in front of my body in a horizontal position and rotating them in a circular motion one over the other. I then went and stood on the three metre line and then signalled for the players being substituted by pointing at them. I then got them to stand on either side of the side line, but because my hands were down at my sides and not straight out in front of me, the two players involved in the substitution swapped places without me telling them to. This meant that I could not tell the score table the numbers of the two players being substituted as I had not had chance to see their numbers. I had to then ask the coach for each team which player from their team had been involved in the substitution and what their number on their top was, so that I could inform the score table. This delayed the procedure of substitution as it took more time; I then informed the score table of the numbers of the players and they took note of the substitution. I then went and stood at the side of the net and signalled to the first official that the substitution was complete by raising both my hands above my head. This weakness affected my ability to officiate in that game as I became less confident when making substitutions later on in the game as I got confused as to where I should be standing. As I forgot to check a second time with the score table that they had noted the substitution taking place I felt like I wasn t as confident and my belief reduced too, I no longer believed that I was doing the right thing when making a substitution. It also had an effect on my relationship with the person on the score table as I didn t check with them properly after the substitution had taken place. They lost their trust in me as they didn t seem bothered about making a note of substitutions that took place later on in the game. It also had an effect on my relationship with the first official as I didn t signal to them that the earlier substitution had finished so they also lost their trust in me. They didn t stop the game as quickly when a substitution needed to be made as they had done in the past. C1: Poor self-efficacy This weakness is due to a lack of self-efficacy in my ability to be a good second official. Self- Efficacy is the belief that you have the ability to succeed in a specific situation. It is like confidence but is situation specific and not global. My self-efficacy is low when I am in a situation in volleyball when I have to make a substitution. 17 of 22

19 Bandura believed that an individual s self-efficacy is influenced by four factors, his model of selfefficacy looked like this: The first factor is Performance Accomplishments which is the biggest influence on a person s efficacy; it is the previous experiences in a task or sport that were successful or unsuccessful. This success is attributed internally so that the performer feels responsible for their success, which increases their confidence self-belief in being able to do it again. For example, in previous practice games where I have had to make substitutions I have made mistakes which has reduced my confidence to be successful in game situations. The second factor is Vicarious Experiences which is when you observe other people perform the same task that you have to do, and they perform this task successfully. The person/people that you observe should be the same age and ability, as the more similar they are to you the higher your efficacy will be. So you are more likely to believe that you can complete a task successfully if someone similar to you can. For example, when I have observed other students carry out a substitution successfully I believe that they are better than me as I have low state-confidence, so I feel as though I am not capable of carrying out a successful substitution. Also when I watched Clinton Smith officiate even though I saw him do it correctly, I didn t feel that it helped as he is of much higher standard than I am so I didn t see that I would be able to officiate to his standard and it wouldn t be attainable. The third factor is Verbal Persuasion which is when you are encouraged by others to try and do something. Significant others are more likely to persuade you to take part in a task or sport than someone who doesn t have a high status. For example, when my teacher encourages me and gives me compliments that inform me that I am doing a good job as a second official, and that my technique is good, this improves my confidence. This is because my teacher has a higher status than I do so it persuades me to want to be a second official more. However it is still not enough to increase my self-efficacy significantly. The fourth and final factor of Bandura s model of self-efficacy is Emotional Arousal, performers who have effective strategies for controlling arousal are more likely to show efficacy. As our perception of how aroused we are is important for efficacy, performers should be encouraged to view arousal as a positive thing. For example, when I am a second official I struggle to control my arousal levels which causes me to make mistakes and these mistakes cause my confidence and self-efficacy levels to decrease. My low level of self-efficacy has limited my performance when being a second official and making a substitution, as I become nervous which means that I don t blow my whistle loud enough when I want to make a substitution, this results in the game continuing as the first official is unaware that I am trying to make a substitution. Also by having low levels of confidence and self-efficacy it has caused me to become anxious which has resulted in me making several mistakes such as letting the players move on and off court before I had chance to make a note of the numbers on their 18 of 22

20 tops. This meant that the substitution was delayed as I had to ask the coaches which number players were involved in the substitution. C2: Goal setting In order to overcome my low levels of self-efficacy I would use goal setting to do this. Goal setting is an important strategy used in sport by coaches and players. Performance can be enhanced by a goal setting approach. Players who set goals usually perform better than those who do not. Goal setting is beneficial for many reasons; it helps develop self-confidence and increases motivation levels. It improves selective attention as key parts of a performance are focused on and approach behaviour allows targets to be met. Also it reduces anxiety levels, controls arousal levels and sustains and regulates effort. There are many types of goal that can be set in order to achieve these benefits. Outcome goals are related to the end result, e.g. outcome of a match (win or lose), performance goals are concerned with performance judged against other performances and they are related to specific behaviours and may affect an outcome goal. Process goals concentrate on the performer s technique and tactics, i.e. what a performer has to do to be more successful. Short-term goals can also be used; these are stepping-stones to long-term aims. They provide easier routes to success and they also provide motivation, reinforcement, evaluation opportunities and a means for reassurance. They can be technique-based or process-based. The final type of goal is long-term goals, which provide an overview or ultimate aim and they are achieved through short-term objectives and they can be result-based. Goal setting is more effective when the goals are Specific, Measurable, Accepted, Realistic, Time-phased, Exciting and Recorded. I will use goal setting to improve my performance as a second official for volleyball in regards to making a substitution. Weakness 6 - Communication linked to the four step rule when signalling during a game B2: Comparison to Clinton Smith- an elite volleyball official who is based at the University of Central Lancashire. One rule in relation to communication involves the four step rule when signalling during a game. The first official must follow the rule of blowing their whistle when a fault has occurred, they then signal which team wins the point, then they signal to show what fault they were calling and finally they signal which team gets the next serve. When watching a game that took place at College on the 5 th of December 2011 in which UCLAN played Lancaster, I watched Clinton Smith be the first official and observed how he carried out the correct technical model of the four step rule during the whole of the game. He was stood on the referee s stand so that he was visible to all of the players and the other officials. He stood with his feet shoulder width apart in order to maintain his balance. As soon as he noticed that a violation occurred he blew his whistle loudly and clearly in order to stop the game from continuing, this allowed him to inform both teams that a fault had occurred, he then paused for three seconds. He then signalled that the team to his right had won the point by putting his right arm out beside his body in a horizontal position an once again paused for three seconds, holding the signal position. He then signalled to show that a player on the left hand side team had made two consecutive touches on the ball which is a violation. He signalled for this by putting his left arm straight out in front of his body in a horizontal position and showed that two touches had occurred 19 of 22

21 by raising his index and middle finger. He paused for 3 seconds, which gave both teams time to get back into starting position ready for the next serve. He checked with the line judges and the second official that they were all ready for the next serve to take place by looking at them all individually and nodding and they nodded back. This showed him that they were ready, so he then signalled that the team on his right hand side had the next serve by putting his right arm out beside his body in a horizontal position, palm facing forwards and bending his arm inwards towards his body at the elbow. Then the right hand side team took the serve and the game continued. By pausing for three seconds between each part of the four step rule, it meant that the players and other officials had chance to see what violation he was calling for and which team won the point and therefore got the next serve. The benefits of Clinton s actions were that the players and other officials respected his authority and his ability to stop the game in order to award a point to the correct team. This showed that he is confident in making decisions as to which violation occurred and therefore which signal to use, which reinforced the trust between Clinton and the second official, line judges and score table. It also strengthened the players trust in Clinton to spot that a violation had occurred which meant that they didn t question his decisions later on in the game. As he was making all of the correct decisions, using the correct signals and using the four step rule correctly this improved the overall quality of the game as it was constantly in progress. Also as his actions were very clear it meant everyone understood what he was signalling for, which meant that the game flowed well and there were no disruptions to the game. B1: My weakness is that my ability to use the four step rule and violation signals correctly is poor, as I sometimes carry out the four step rule in the wrong order and use a signal for a violation that isn t the violation that occurred. An example of when I did this was on the 12 th December 2011 when I took on the role of first official for a game at college that involve my class mates in an intra college game. When I was the first official I was stood on the referee stand so that I was visible to all players on court and the rest of my officiating team. When I noticed that the violation of two touches had occurred on the right hand side team, I blew my whistle loudly and sharply in order to stop the game from continuing. This was correct as it is the first part of the four step rule. I then signalled that the violation had occurred by putting my right arm straight out in front of my body in a horizontal position and showed that two touches had occurred by raising my index and middle finger. At this point one of the players on the left hand side team looked at me confused as they had noticed that I had used the incorrect signal at the wrong time. After blowing my whistle I should have signalled that the left hand side team had won the point before signalling to show which violation had occurred, as this is the second part of the four step rule. I then signalled that the team on the left had won the point by putting my left arm out beside my body in a horizontal position at a 180 degree angle and held it there for three seconds. At this point I should have signalled for the violation of two touches rather than signalling which team had won the point, because it is the third part of the four step rule. I then signalled that the team on my left hand side had the next serve by putting my left arm out beside my body in a horizontal position and bending my arm inwards towards my body at the elbow. The left hand side team took the serve and the game continued. I rushed through the process of the four step rule barely holding my signals for two seconds as I was anxious to get through it as quickly as possible. 20 of 22

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