MATCH OFFICIAL LEVEL SOCIETY/ORGANISATION DATE MATCH VERSUS GAME LEVEL COMPETITION DEVELOPER ORGANISATION GAME CONTEXT PLAYING CONDITIONS GAME CHALLENGE DEVELOPER MATCH OFFICIAL MATCH OFFICIAL’S AREAS OF STRENGTH CRITERIA CRITERIA CRITERIA Rugby Football Union MATCH OFFICIAL’S AREAS OF DEVELOPMENT CRITERIA CRITERIA CRITERIA OVERALL SUMMARY MATCH OFFICIAL’S COMMENTS: DEVELOPER’S SUMMARY DEVELOPER: DATE: Rugby Football Union PRINCIPLES OF REFEREEING DESCRIPTOR MATRIX - SAFETY Satisfactory CRITERIA Excellent demonstration Good demonstration demonstration/Insufficient Key development focus opportunity to demonstrate Able to identify and organise Identify and organise Able to identify and organise Able to identify and/or Did not identify and/or an appropriate refereeing appropriate refereeing appropriate refereeing organise basic refereeing organise basic refereeing equipment that is relevant to equipment equipment equipment equipment the game Able to perform a suitable and Perform a suitable and effective Able to perform a suitable and Able to perform a suitable Did not perform a suitable effective warm up prior to personal warm up prior to effective warm up prior to and/or effective warm up prior and/or effective warm up prior activity that is relevant to the activity activity to activity to activity game Able to carry out appropriate Demonstrate how to carry out safety checks on players, their Able to carry out appropriate Did not carry out appropriate safety checks on players, their equipment and playing area, safety checks on players, their safety checks on players, their equipment and playing area seeking to resolve any issues equipment and playing area equipment and/or playing area that were identified Able to perform an effective pre Did not perform an effective match briefing with relevant Able to perform an effective pre Perform an effective pre match Able to perform an effective pre pre match briefing with people, which is logical, match briefing with relevant briefing with relevant people, match briefing with relevant relevant people, which is coherent and clearly outlines people, which is logical and which is logical and coherent people logical expectations specifically coherent and coherent around the set pieces Able to demonstrate how to Able to demonstrate how to manage foul play and Able to demonstrate how to Did not demonstrate how to Demonstrate how to manage manage foul play and inappropriate behaviour in the manage foul play and manage foul play and foul play and inappropriate inappropriate behaviour in the playing environment using a inappropriate behaviour in the inappropriate behaviour in the behaviour in the playing playing environment but was range of strategies (e.g. praise, playing environment playing environment in a environment not always consistent and/or warnings, sanctions, etc.) consistently and fairly consistent and/or fair manner fair consistently and fairly Able to demonstrate how to safely referee the kick off and Able to demonstrate how to Able to demonstrate how to Did not demonstrate how to Show an understanding of how restart kicks using a range of safely referee the kick off and safely referee the kick off and safely referee the kick off and to safely referee the kick off and strategies (e.g. praise, restart kicks consistently and restart kicks but was not always restart kicks in a consistent restart kicks warnings, sanctions, etc.) fairly consistent and/or fair and/or fair manner consistently and fairly Able to demonstrate safe Able to demonstrate safe refereeing of the maul using a Able to demonstrate safe Did not demonstrate safe Demonstrate the safe refereeing of the maul but was range of strategies (e.g. praise, refereeing of the maul refereeing of the maul in a refereeing of the maul not always consistent and/or warnings, sanctions, etc.) consistently and fairly consistent and/or fair manner fair consistently and fairly Able to demonstrate safe Able to demonstrate safe refereeing of the tackle using a Able to demonstrate safe Did not demonstrate safe Demonstrate the safe refereeing of the tackle but was range of strategies (e.g. praise, refereeing of the tackle refereeing of the tackle in a refereeing of the tackle not always consistent and/or warnings, sanctions, etc.) consistently and fairly consistent and/or fair manner fair consistently and fairly Able to demonstrate safe Able to demonstrate safe refereeing of the ruck using a Able to demonstrate safe Did not demonstrate safe Demonstrate the safe refereeing of the ruck but was range of strategies (e.g. praise, refereeing of the ruck refereeing of the ruck in a refereeing of the ruck not always consistent and/or warnings, sanctions, etc.) consistently and fairly consistent and/or fair manner fair consistently and fairly Able to demonstrate safe Able to demonstrate safe refereeing of the scrum using a Able to demonstrate safe Did not demonstrate safe Demonstrate the safe refereeing of the scrum but was range of strategies (e.g. praise, refereeing of the scrum refereeing of the scrum in a refereeing of the scrum not always consistent and/or warnings, sanctions, etc.) consistently and fairly consistent and/or fair manner fair consistently and fairly Able to demonstrate safe Able to demonstrate safe refereeing of the lineout using a Able to demonstrate safe Did not demonstrate safe Demonstrate the safe refereeing of the lineout but range of strategies (e.g. praise, refereeing of the lineout refereeing of the lineout in a refereeing of the lineout was not always consistent warnings, sanctions, etc.) consistently and fairly consistent and/or fair manner and/or fair consistently and fairly Rugby Football Union PRINCIPLES OF REFEREEING DESCRIPTOR MATRIX - ENJOYMENT & EQUITY Satisfactory CRITERIA Excellent demonstration Good demonstration demonstration/Insufficient Key development focus opportunity to demonstrate Demonstrate an understanding Able to consistently and Able to consistently Able to demonstrate of the principles of the game effectively demonstrate demonstrate understanding of understanding of the principles Did not demonstrate (Contest possession, go understanding of the principles the principles of the game, that of the game, but there were understanding of the principles forward, provide support, of the game, that promoted promoted equity and/or missed opportunities to of the game create continuity, apply equity and enjoyment for those enjoyment for those involved promote them further pressure & score points) involved Able to demonstrate how to use Able to consistently and Able to consistently preventative instructions to Demonstrate how to use effectively demonstrate how to demonstrate how to use Did not demonstrate how to use keep the game flowing, but preventative instructions to use preventative instructions to preventative instructions to preventative instructions to there were missed keep the game flowing keep the game flowing, which keep the game flowing, which keep the game flowing opportunities to demonstrate frequently promoted fluency improved the game’s fluency them further Able to consistently and Able to consistently Able to demonstrate how to effectively demonstrate how to Demonstrate how to apply demonstrate how to apply apply materiality when Did not demonstrate how to apply materiality when materiality when refereeing in materiality when refereeing in refereeing in order to maintain apply materiality when refereeing in order to maintain order to maintain the flow of order to maintain the flow of the flow of the game, but there refereeing in order to maintain the flow of the game, which the game the game, which improved the were missed opportunities to the flow of the game frequently enhanced the game’s game’s fluency improve fluency further fluency Able to demonstrate rugby’s Able to consistently and Able to consistently Core Values when managing Demonstrate rugby’s Core Did not demonstrate rugby’s effectively demonstrates demonstrate rugby’s Core the game through his/her Values when managing the Core Values when managing rugby’s Core Values when Values when managing the actions and behaviour, but game through his/her actions the game through his/her managing the game through game through his/her actions there were missed and behaviour actions and behaviour his/her actions and behaviour and behaviour opportunities to promote the Core Values further PRINCIPLES OF REFEREEING DESCRIPTOR MATRIX - LEARNING Satisfactory CRITERIA Excellent demonstration Good demonstration demonstration/Insufficient Key development focus opportunity to demonstrate Able to use the whistle to Demonstrate how to use the Able to consistently and Able to effectively use the differentiate between offences, Did not use the whistle to whistle effectively in order to effectively use the whistle to whistle to differentiate between but there were missed differentiate between offences differentiate between offences differentiate between offences offences opportunities to demonstrate differentiation further Able to demonstrate how to use Able to consistently and Able to effectively demonstrate primary and secondary signals, Demonstrate how to use effectively demonstrate how to Did not demonstrate how to use how to use primary and but there were missed primary and secondary signals use primary and secondary primary and secondary signals secondary signals opportunities to demonstrate signals them further Able to demonstrate Able to consistently and positioning to support safe play Did not demonstrate Demonstrate positioning to Able to effectively