Officiating in SportTHE NATIONAL OCCUPATIONAL STANDARDS

NOS Cover.indd 1 19/04/2011 15:56

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Contents Page

Introduction 2

Sports Officials UK 2

National standards for officiating in sport 2

Structure of the standards 3

Who will use the standards? 3

What can the standards be used for? 4

Links to other standards 4

Contact 4

Level 2 standards 5

Level 3 standards 15

Level 4 standards 35

Ninety uses of national standards 40

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Introduction SkillsActive is the Sector Skills Council for Active Leisure, Learning and Well-being. SkillsActive works with employers and other industry partners to develop National Occupational Standards (NOS). SkillsActive has worked since 2005 with Sports Officials UK, National Governing Bodies of Sport (NGB) and other key organisations and employers to develop national occupational standards for officiating in sport. NOS are statements of the skills, knowledge and understanding needed for effective performance in a job role and are expressed as outcomes of competent performance. In other words, they define good practice in the performance of individuals in the workplace based on the functions they perform; they can be regarded as quality standards for people. NOS are public documents and can be of immense value to individuals, employers and education and training providers. NOS specify the standards of performance that people are expected to achieve in their work, and the knowledge and skills they need to perform effectively. People working in sports officiating can use standards to compare their performance to these nationally developed benchmarks of good practice, and to be clear about what they need to achieve. NGBs can also use these standards to inform the deployment of officials and officiating training and education. NOS are not training courses; they are based on an analysis of a job and describe competence in that role. The standards offer a framework for good employment practice whether people are working in a paid or voluntary capacity. Sports Officials UK Sports Officials UK Ltd (SOUK) is recognised as the organisation responsible for representing and supporting officials across all sports in the UK.

SOUK is a group of representatives from a number of NGBs who are all responsible for the training education and development of officials within their given sport. SOUK was formed to address some of the common problems and recruitment issues encountered by sports and share examples of good practice in relation to the training and development of referees, umpires, stewards and judges.

SOUK have been a major partner of SkillsActive and have played a vital role in leading the development projects which have been undertaken to produce the national occupational standards for officiating in sport.

National standards for officiating in sport SkillsActive is pleased to present the national occupational standards for officiating in sport. Officiating is essential to the successful operation of sport in the UK. During 2005 national occupational standards for officiating at entry level were developed, followed by regional/ county level officiating NOS during 2007. SOUK recognised the need for officiating NOS at the elite level for national/ international level officials. In August 2009, a project commenced to develop NOS for elite officiating which was completed in April 2010. All of these NOS are presented in this book. The three levels of standards can broadly be seen as equivalent to levels 2, 3 and 4 of the

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Qualifications and Credit Framework (QCF) which operates in England, Wales and Northern Ireland. With increased media spotlight, the development of officials at all levels, across a wide spectrum of sports is an area receiving a great deal of attention. SOUK has highlighted the need for structured training and competency development for officials. The formation of national occupational standards allows the development of a clear career pathway through to elite level and helps to benchmark standards across the sector. Governing bodies may choose to use the new NOS in the development of qualifications and training.

Structure of the standards NOS are organised into units of competence. Each ‘unit’ describes an area of work with the activities separated out into ‘elements’ with associated performance statements. These are detailed descriptions of the activities which represent effective performance of the tasks within the unit, a range of situations or circumstances which are listed below, and ‘knowledge’, the underpinning knowledge and understanding needed to effectively carry out tasks and responsibilities within the particular job role or function.

Who will use the standards? These NOS are designed as a resource for individuals and organisations to use to improve their capacity and capability. As the standards have been developed to serve the whole of the UK, they provide a common reference point or language of good practice for officiating in sport. The NOS for officiating in sport have been written in a generic way so as not to be prescriptive and so that they can apply and be relevant to a range of people in a range of paid or unpaid job roles and across a range of sports/ activities. Sport or activity specific content would have to be overlaid on top of these standards by each national governing body. The NOS do not have to be used in their entirety. Managers and individuals can pick out the parts which are most relevant to them and the context of their own organisational work roles. The standards are a valuable resource that can be used in an integrated way by organisations and individuals to improve their performance. Individuals can use the standards to: • Develop their self confidence and enhance their personal effectiveness • Provide a means for determining gaps in knowledge, experience and skills • Offer an objective process for identifying training needs • Ensure best practice • Support their professional development • Open up a wider range of career opportunities • Help to transfer their competence to other work situations.

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Organisations can use NOS to: • Identify and plan personnel requirements • Design and implement recruitment and selection processes • Develop job descriptions and person specifications for staff and volunteers • Design, deliver and evaluate training • Use common standards of performance and quality in partnerships with other organisations and agencies • Demonstrate the competence of the organisation when applying for funding or tendering for projects • Provide induction of staff and volunteers • Plan appropriate development and training • Ensure that staff and volunteers are clear about their responsibilities and work activities • Align individual and team effort with organisational goals and targets.

What can the standards be used for? There are a variety of uses for the standards, all benefiting from their comprehensive coverage and user focus. At the back of this document, 90 potential uses of national occupational standards are listed under the following headings: • Performance management • Assurance of product and service delivery • Organisation development • Recruitment and selection • Delivering and evaluating learning programmes • Assessing achievement • Industry regulation • Careers guidance and counselling • Job design and evaluation • Labour market analysis and planning • Identifying training needs • Structuring learning programmes • Development of publicly funded training regimes • Public recognition/ certification of competence • Management information • Regulating professional and occupational qualifications and institutions. Links to other standards There are also national occupational standards in the sport sector for sports coaching, sports development, activity leadership, leisure management, sports performance, administration and governance and lifestyle management and personal development of athletes and players. Contact For more information on national occupational standards in sport contact SkillsActive at skills@skillsactive.com or 020 7632 2000.

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The National Occupational Standards for Officiating in Sport – Level 2 These standards are for officials in a variety of sports and officiating roles List of standards OF1 Develop and maintain own ability to apply rules/ laws within the spirit of the sport/ activity. OF2 Contribute to the health, safety and protection of participants and others during the

sport/ activity. OF3 Establish and maintain effective working relationships as an official. OF4 Apply rules/ laws during the sport/ activity. OF5 Handle and communicate information as an official.

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Standard OF1 Develop and maintain own ability to apply rules/ laws within the spirit of the sport/ activity Continuing professional development is vital to an official’s performance. Officials need an in-depth knowledge of their sport/ activity, including changes in the rules/ laws. They also require knowledge of performers and their representatives – for example, coaches and managers. Physical and mental condition will also play a role. Unless officials can follow play closely, maintain concentration, observe carefully and make quick and accurate decisions, problems are bound to arise. Officials also need to be able to reflect on their practice, dealing constructively with feedback from others and finding ways to continuously improve their performance. Knowledge of rules/ laws and ethics You must be able to:

1. Identify and access accurate information on the rules/ laws and ethics of the sport/ activity. 2. Study the rules/ laws and ethics and integrate them into your own work. 3. Participate in appropriate training sessions on the interpretation and application of rules/ laws and

ethics. 4. Interpret the laws/ rules and ethics in line with the requirements of your national governing body

and your role and level. 5. Keep up-to-date on changes in the rules/ laws and ethics of your sport/ activity, their interpretation

and application. Information could include written, observation and self evaluation.

Rules/ laws could include administration, technical and competition.

Knowledge of performers and performer representatives You must be able to:

1. Identify the performers and performer representatives about whom you need to develop your knowledge.

2. Identify and research reliable and accurate sources of information about these performers and performer representatives.

3. Analyse this information and identify points that could be relevant to your own role. Information could include written, spoken, recorded and observation

Physical and mental condition You must be able to:

1. Identify the fitness demands of your role and level of officiating. 2. Maintain general levels of fitness appropriate to these demands. 3. Identify activities/ substances that could adversely affect your level of fitness.

Fitness could include mental and physical.

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Analyse own performance You must be able to:

1. Review your own evaluation of your performance and consider feedback from relevant people.

2. Reflect on your performance and identify areas where you need to develop your practice further.

3. Develop and record a personal action plan that will help you to develop your performance in these areas.

4. Take part in development activities as part of your personal action plan.

5. Review your progress in developing your performance and update your personal action plan accordingly.

Relevant people could include other officials, performers, performer representatives and media.

You must know and understand 1. Why continuing professional development is important to the official’s role. 2. Where you can access accurate and authoritative information on the rules/ laws of the sport/ activity. 3. Why ethics are important in officiating. 4. Why it is important to properly interpret and apply the rules/ laws and ethics of the sport/ activity. 5. Why it is important for officials to interpret rules/ laws and ethics in a standard and agreed way at the

level at which you are officiating and how to help ensure that this happens. 6. Why it is important to keep up with changes and developments in your sport/ activity and how to do

so. 7. Why it is important to have knowledge of the performers and performer representatives that you

may encounter. 8. How to collect and evaluate information about these performers and performer representatives. 9. Why physical and mental fitness are important to officiating in your sport/ activity. 10. What are the fitness levels expected of officials in your sport/ activity? 11. How you should maintain appropriate levels of fitness. 12. Types of activities/ substances that may adversely affect levels of fitness. 13. Why it is important to objectively monitor your own performance as an official. 14. Why feedback from other people is important and how to respond to such feedback. 15. How to analyse your performance and feedback from others to decide how to improve your

performance. 16. Why it is important to have a personal development plan and how to develop one. 17. The types of development activities that could help to improve your performance and how to access

these. 18. Why it is important to monitor and review your personal development and update your personal

action plan accordingly.

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Standard OF2

Contribute to the health, safety and protection of participants and others during the sport/ activity Officials have an important role to play in maintaining the health and safety of participants and other staff involved in an event. They may also have some responsibility for the protection of children and other vulnerable people. Assess and control risks You must be able to:

1. Carry out required checks and identify any hazards.

2. Assess the risks associated with these hazards.

3. Make sure there are approved ways of controlling these risks.

4. Consult appropriate colleagues when necessary.

5. Encourage everyone present to behave with due regard to health and safety.

6. Monitor safety procedures to make sure they are being followed.

7. Keep records and make reports as required.

Hazards could be to do with physical environment and resources, performer dress and equipment, performer behaviour, performer representatives, spectators/ bystanders, officials.

Incidents and emergencies You must be able to:

1. Carry out your own responsibilities within an agreed emergency action plan.

2. Identify incidents and emergencies.

3. Provide information and support to others as required.

4. Record and report incidents and emergencies according to organisational and legal requirements.

5. Work with others to evaluate potential hazards, incidents and emergencies and find ways to improve health and safety procedures.

Incidents and emergencies could involve individuals, groups and large numbers of people.

Protection of children and vulnerable people You must be able to

1. Comply with agreed child protection policies and national governing body procedures.

2. Make sure own behaviour with children and other vulnerable people is appropriate and not likely to lead to personal accusations.

3. Report any concerns about child protection to the appropriate people/ organisation.

You must know and understand

1. Basic requirements of relevant health and safety and child protection legislation and their implications for your role as an official.

2. The requirements of your organisation in relation to health and safety and child protection.

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3. The principles of the duty of care. 4. The relevant normal and emergency operating procedures for the facilities where you officiate. 5. The importance and principles of risk assessment. 6. The types of hazards that are common in the areas where you officiate. 7. How to carry out basic risk assessments of the types of hazards you are likely to come across. 8. How to control the common risks you are likely to come across. 9. What to do when the level of risk is unacceptable. 10. Your own technical limitations when it comes to risk assessment and control and what to do if you

feel unable to deal personally with identified hazards. 11. How to promote safety to all those present and why this is important. 12. How to check that safety procedures are being followed. 13. Ways in which you can help to improve health and safety. 14. The types of incidents and emergencies that you need to be able to deal with. 15. Your responsibilities when these incidents and emergencies occur. 16. What types of information you may need to convey to others and how to do this. 17. Relevant records and reports. 18. The importance of child protection. 19. Your responsibilities in relation to child protection.

Standard OF3

Establish and maintain effective working relationships as an official Effective working relationships with all those involved in a sport/ activity is an important aspect of effective officiating. The quality of your relationship with co-officials, performers and their representatives will have a significant impact on the success of an event. Officials often have to manage relationships with the media and must handle these relationships with preparation and care.

Work as a member of a team You must be able to:

1. Establish a working relationship with your co-officials and support staff that helps you to work well together.

2. Communicate with your co-officials and support staff clearly.

3. Maintain standards of professional behaviour.

4. Carry out your duties and commitments to co-officials and support staff.

5. Ask for help and information when you need it.

6. Provide your co-officials and support staff with help and information when they need it, in line with your organisation’s policies and procedures.

7. Contribute to officials’ and support staff team discussions.

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8. Follow the correct procedures when you have disagreements or difficulties with co-officials and support staff.

9. Treat co-officials and support staff equitably.

Co-officials could include those working at the same level as yourself, responsible to you, you are responsible to and representatives of governing body.

Communication could include spoken, written and non-verbal.

Working relationships with performers and performer representatives You must be able to:

1. Establish and maintain an authoritative and objective relationship with the performers and their representatives.

2. Convey an enthusiasm for the spirit of the sport/ activity and the effective application of its rules/ laws

3. Use methods of communicating and interacting with the performers and their representatives that are appropriate to their needs.

4. Listen to and work with performers and their representatives to achieve an acceptable outcome.

5. Act within the limits of your authority and treat all individuals equitably.

Performers could include individuals, teams and groups.

Communication could include spoken, written and non-verbal.

Working relationships with the media You must be able to:

1. Establish an authoritative working relationship with relevant media.

2. Make sure the media follow the governing body or event specific guidelines.

3. Get advice from governing body or event organisers on any issues about which you are unsure.

4. Communicate the information requested clearly, concisely and confidently.

5. Manage confidential and sensitive issues according to guidelines.

6. Present yourself, your organisation and your sport in a positive way.

Media could include print media and broadcast media.

You must know and understand 1. Codes of practice relevant to the role you are performing.

2. The importance of effective team work.

3. What ‘good working relationships’ with your co-officials and support staff means in practice.

4. How to establish good working relationships with your co-officials and support staff.

5. Why it is important to communicate clearly with your co-officials and support staff.

6. How to communicate with your managers.

7. The duties that you are responsible for.

8. Why it is important to carry out your duties as agreed.

9. Situations in which you may need help in your role and duties and why you should always ask for help and information in these situations.

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10. Situations in which you may need to provide help and information to your co-officials and support staff.

11. Why team discussions are important and why you should contribute to them.

12. Procedures for dealing with conflict.

13. Why it is important to discuss your suggestions with colleagues and to take account of their ideas.

14. Why an effective working relationship with performers and their representatives is important.

15. Why effective communication is important and the most effective way to communicate within your sport/ activity.

16. When it is important to listen to and work with performers and their representatives.

17. The importance of treating individuals equitably.

18. The importance of the media in modern sport and the role that they should play.

19. The importance of understanding reasons for media contact and preparing responses.

20. The limits of your authority when it comes to relationships with the media.

21. The types of situations in which you may need to consult other people for advice and information.

22. How to present yourself, your organisation and sport in a positive light.

23. The types of confidential and sensitive issues that may need special treatment

Standard OF4 Apply rules/ laws during the sport/ activity This unit is about observing performers during a sport/ activity, making judgments based on the rules/ laws and communicating these judgments to the appropriate people. The unit also emphasises maintaining self-control while observing and applying rules/ laws.

Observe the activity You must be able to:

1. Make sure you have all the necessary resources to carry out your role. 2. Position yourself at all times so that you can observe the activity accurately. 3. Avoid unnecessary interference with the activity. 4. Maintain your own health and safety. 5. Maintain careful attention to the specific aspects of the activity according to the requirements

of your role.

Resources could include dress, equipment and information. Interference could include physical, verbal and psychological.

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Make and communicate judgments You must be able to:

1. Make judgments according to the rules/ laws and the nature and spirit of the activity.

2. Communicate judgments at the appropriate time to relevant people.

3. Make sure your judgments are understood.

Relevant people could include performers, performer representatives, co-officials, support staff, governing body representatives, spectators, and media.

Maintain self-control You must be able to:

1. Make sure your own behaviour is consistent with the code of conduct for your role.

2. Interact with relevant people in a way which is consistent with achieving your desired outcomes.

3. Manage influences and pressures from relevant people and the situation.

Relevant people could include performers, performer representatives, co-officials, support staff, governing body representatives, spectators, and media.

You must know and understand

1. The rules/ laws of your sport/ activity and why they are important.

2. Relevant codes of conduct and/ or guidance notes for your role as an official.

3. Different types and levels of context for your sport/ activity as appropriate to your role and their impact on rules/ laws and their interpretation.

4. The resources you need to carry out your role correctly.

5. How to position yourself during the activity to maximise your ability to observe.

6. How you can avoid unnecessary interference with the activity.

7. Health and safety hazards to yourself and how to minimise these.

8. Your responsibilities as an official and the specific aspects of the activity you need to observe according to those responsibilities.

9. When and how to communicate judgments and to make sure they are understood.

10. How your behaviour influences the behaviour of others and how to manage situations in a way that achieves your desired outcomes.

11. How you should behave in a way that is consistent with your role in the sport/ activity.

12. The types of influences and pressures that you may experience and why it is important to cope with these.

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Standard OF5 Handle and communicate information as an official This unit is about managing the information you need to perform your role as an official effectively. It also covers the very important area of communication – with the performers, their representatives, co-officials, support staff and others.

Gather, record, store and share information You must be able to:

1. Gather information that is accurate, sufficient and relevant to the purpose for which it is needed. 2. Take prompt and effective action to overcome problems in gathering relevant information. 3. Record and store the information you gather according to your organisation’s systems and

procedures. 4. Ensure that the information you gather is accessible in the required format to authorised people

only. Information could include quantitative and qualitative. Systems and procedures could be formal or informal.

Communicate with others You must be able to:

1. Actively listen to information that other people are communicating.

2. Ask effective questions to clarify any points you are unsure about.

3. Provide accurate and clear information to other people in a way that meets their needs.

4. Make useful contributions to discussions, developing points and ideas.

5. Structure your ideas so that other people can follow what you want to communicate.

6. Give others the opportunity to contribute their ideas and opinions and take these into account.

7. Select and read written material that contains information that you need.

8. Identify and extract the main points you need from written material.

9. Provide written information to other people accurately and clearly.

Other people could include performers, co-officials, support staff, governing body representatives, spectators, and media.

You must know and understand 1. The importance of gathering, validating and analysing information.

2. The types of qualitative and quantitative information which are essential to your role and responsibilities.

3. How to gather the information needed for your job.

4. The types of problems which may occur when gathering information and how to overcome them.

5. How to record and store the information which is needed.

6. How to assess the effectiveness of current methods of gathering and storing information.

7. Why it is important to communicate effectively as an official.

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8. Why it is important to have active listening skills and what this means.

9. Why you should always ask questions when there are things you are unsure about.

10. Why it is important to know what types of information other people need from you and how to give them this information in a way that meets their needs.

11. How to communicate accurately and clearly and why this is important.

12. The importance of discussions with other officials, performers, performer representatives, support staff and the media and how to contribute to these discussions.

13. How to structure your ideas so that you can make effective contributions to discussions.

14. Why you should always give other people the opportunity to contribute their ideas and why it is important to take account of their ideas.

15. The types of written material you need to work with as part of your job.

16. How to identify and extract the main points you need from written materials.

17. How to write clearly and effectively for the people you regularly communicate with.

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The National Occupational Standards for Officiating in Sport – Level 3 These standards are for officials in a variety of sports and officiating roles at the higher levels in their sport/ activity mainly at the regional/ county level. List of standards

OF6 Continuously develop and maintain own ability to apply rules/ laws/ regulations and their interpretation consistently within the spirit of the sport/ activity.

OF7 Contribute to the health and safety of the competition environment.

OF8 Contribute to the health and safety of competitors and others during competition.

OF9 Contribute to safeguarding young and vulnerable competitors.

OF10 Establish and maintain working relationships with co-officials and support staff.

OF11 Establish and maintain relationships with competitors and competitor representatives.

OF12 Develop other officials in their role.

OF13 Identify and maintain the regulations and structure of a competition.

OF14 Accurately apply rules/ laws and their interpretation during performance.

OF15 Evaluate the quality of competitions and communication of judgements consistently.

OF16 Establish and maintain relationships with the media.

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Standard OF6 Continuously develop and maintain own ability to apply rules/ laws/ regulations and their interpretation consistently within the spirit of the sport/ activity Continuing professional development is vital to an official’s performance. Officials, especially at the higher level, need to continuously develop an in-depth knowledge of their sport/ activity, including changes in the rules/ laws/ regulations and how these should be interpreted. They also need to continuously update their knowledge of competitors and their representatives – for example coaches and managers – particularly before an event. The official’s physical and mental condition will also play an important role, especially when operating at a high level in the sport/ activity. Unless officials can follow play closely, maintain their concentration, observe carefully and make quick, accurate and, above all, consistent decisions, events will not run smoothly, their outcomes may be disputed and the standing of officiating called into question. Officials also need to be able to reflect on their practice, dealing constructively with feedback from others and finding ways to continuously improve their performance. Finally, officials need, throughout their work, to demonstrate professionalism, integrity and ethical conduct.

Continue to develop and maintain own knowledge of rules/ laws/ regulations, ethics and their interpretation and application You must be able to:

1. Identify and access accurate information on the rules/ laws/ regulations and ethics of the sport/ activity.

2. Study the rules/ laws/ regulations and ethics and consistently integrate them into your own work. 3. Engage in appropriate training sessions on the interpretation and application of rules/ laws/

regulations and ethics. 4. Monitor and evaluate how rules/ laws/ regulations and ethics are being interpreted and applied by

others working at your level and use this to improve your own practice. 5. Interpret and apply the laws/ rules/ regulations and ethics in line with the requirements of your

national and international governing body and your role and level. 6. Monitor competitors’ tactical trends and evaluate the impact this will have on the interpretation and

application of rules/ laws/ regulations and ethics. 7. Keep up-to-date on changes in the rules/ laws/ regulations and ethics of your sport/ activity, their

interpretation and application. Information could be written, observation and self-evaluation. Rules/ laws/ regulations could be administration, technical, competition and use of technology.

Continue to develop and maintain own knowledge and understanding of competitors and competitor representatives You must be able to:

1. Identify the competitors and competitor representatives who are key to the performance. 2. Identify, research and record reliable and accurate information about these competitors and

competitor representatives. 3. Analyse this information and identify points that could be relevant to your own role. 4. Evaluate your own experience and the experience of other officials working at your level when

dealing with these competitors and competitor representatives.

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5. Identify potential issues when dealing with these competitors and competitor representatives and develop a strategy to address these issues.

Information could be written, spoken, recorded and observation.

Continue to develop and maintain own physical and mental condition You must be able to:

1. Continuously monitor and evaluate the specific fitness demands of your role and level of officiating. 2. Continuously monitor and evaluate your own levels of fitness in relation to these demands. 3. Maintain general levels of fitness appropriate to these demands, including diet, nutrition and

lifestyle. 4. Develop mental strategies to cope with the demands of specific events. 5. Identify and manage activities/ substances that could adversely affect your level of fitness.

Fitness could be psychological, physiological and dietary. Maintaining fitness could include preparation, performance and recovery.

Continue to develop your own performance as an official You must be able to:

1. Review your own evaluation of your performance and consider feedback from relevant people. 2. Work with an appropriate person to reflect on your performance and identify areas where you need

to develop your practice further. 3. Develop and record a personal action plan that will help you to develop your performance in these

areas. 4. Identify and actively engage in development activities as part of your personal action plan. 5. Review your progress in developing your performance and update your personal action plan

accordingly. 6. Engage professional support where this will help you to develop your officiating role.

Relevant people could include other officials, competitors, competitor representatives and media.

Display professionalism, integrity and ethical conduct in your role You must be able to:

1. Present yourself to other people in a way that gives a positive image of yourself, your organisation and the officiating role.

2. Follow agreed codes of conduct, ethical standards and good practice. 3. Deal with people in a tactful, courteous and equitable way whilst maintaining your authority. 4. Work within the limits of your competence and expertise. 5. Recognise and respond appropriately to pressures which might influence the objectivity of your

judgment. 6. Recognise and manage any conflicts of interest. 7. Comply with all monitoring requirements from your governing body.

Other people could include other officials, competitors, competitor representatives and media.

You must know and understand 1. Why continuing professional development is important to the official’s role. 2. Where you can access accurate and authoritative information on the rules/ laws/ regulations of the

sport/ activity. 3. Why ethics are important in officiating.

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4. Why it is important to properly interpret and apply the rules/ laws/ regulations and ethics of the sport/ activity.

5. Why it is important for officials to interpret rules/ laws/ regulations and ethics in a consistent and agreed way at the level at which you are officiating and how to help ensure that this happens.

6. Why it is important to keep up with changes and developments in your sport/ activity and how to do so.

7. The types of training and development available to you and how to engage actively in these. 8. How to monitor and evaluate the way that other officials at your level interpret and apply rules/ laws. 9. The national and international bodies that govern your sport/ activity and their structures and

requirements as relevant to your officiating role. 10. Tactical trends amongst competitors and why you need to be aware of these when interpreting and

applying rules/ laws/ regulations. 11. Why it is important to have knowledge of the competitors and competitor representatives that you

may encounter, particularly in advance of an event in which they will be participating. 12. How to collect and evaluate information about these competitors and competitor representatives. 13. How to draw on your own experience of working with these competitors and competitor

representatives and the experience of other officials. 14. How to identify potential issues relating to competitors and competitor representatives and develop

strategies to address these. 15. Why physical and mental fitness are important to officiating in your sport/ activity; 16. What are the fitness levels expected of officials in your sport/ activity? 17. How you should maintain appropriate levels of fitness. 18. Types of activities/ substances that may adversely affect levels of fitness. 19. The importance of lifestyle and diet in maintaining fitness levels and how to manage these to maintain

and improve your fitness. 20. The types of mental strategies you can develop to cope with the demands of specific events and how

to develop these. 21. Why it is important to objectively monitor your own performance as an official. 22. Why feedback from other people is important and how to respond to such feedback. 23. Why you should work with someone else – for example a coach or mentor – to continue to develop

your performance as an official and why this is important. 24. How to analyse your performance and feedback from others to decide how to improve your

performance. 25. Why it is important to have a personal development plan and how to develop one. 26. The types of development activities that could help to improve your performance and how to access

these. 27. Why it is important to monitor and review your personal development and update your personal

action plan accordingly. 28. The importance of behaving in a professional and ethical manner. 29. Codes of conduct that you should follow. 30. Why it is important to present yourself, your organisation and the standing of officials in a positive

way and how to do so. 31. How to work with other people in a courteous, tactful and equitable way whilst maintaining your

authority. 32. The limits of your expertise and why you should work within these limits. 33. The types of pressures you may encounter which could influence your objectivity and how to deal

with these. 34. The types of conflicts of interest that may arise and how to address these. 35. Your governing body’s monitoring requirements and how to follow these.

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Standard OF7 Contribute to the health and safety of the competition environment Officials have an important role to play in maintaining the health and safety of competitors and other staff involved in an event. One key aspect of this is the health and safety of the competition environment itself. This may be a court, pitch, track or anywhere that the competition takes place. The official may personally inspect the competition environment themselves or they may delegate this responsibility to someone else.

Ensure the competition environment is safe in advance of competition You must be able to:

1. Identify your organisation’s health and safety requirements for the competition environment. 2. Ensure all aspects of the competition environment have been inspected according to

organisational requirements and any hazards identified. 3. Ensure that any hazards associated with the competition environment have been risk assessed. 4. Ensure that any risks have been reduced to an acceptable level in line with your organisation’s health

and safety requirements. 5. Seek information and advice, where necessary, from other people. 6. Ensure that other people are aware of any hazards and the measures taken to reduce the risks

associated with these. 7. Maintain relevant records regarding the risk assessment and risk management procedures. 8. Competition environment could include physical environment, resources used in the physical

environment and spectators/ bystanders. Other people could include facility management, co-officials and competitors, competitor representatives.

Ensure competitors’ equipment is safe in advance of competition You must be able to:

1. Identify your organisation’s requirements for competitors’ equipment. 2. Ensure that competitors’ equipment has been inspected in advance of competition. 3. Ensure that competitors’ equipment complies with the requirements for competition. 4. Ensure that any hazards associated with competitors’ equipment have been identified and risk

assessed. 5. Ensure that any risks have been reduced to an acceptable level in line with your organisation’s health

and safety requirements. 6. Seek information and advice, where necessary from other people. Competitors’ equipment could include equipment used during competition and jewellery and other personal accoutrements. Other people could include co-officials, competitors and competitor representatives.

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Assess and manage risks in the competition environment during competition You must be able to:

1. Monitor the competition environment during competition.

2. Identify any new or emerging hazards and take immediate action to deal with these according to organisational procedures.

3. Assess the risks associated with these hazards.

4. Put in place measures to reduce the risks to an acceptable level following organisational requirements.

5. Seek information and advice, where necessary, from other people.

6. Make sure other people are fully aware of any hazards and measures to reduce the risks associated with these.

7. Maintain records regarding the risk assessment and risk management procedures.

Competition environment could include physical environment, resources used in the physical environment, spectators/ bystanders and competitors’ equipment.

Other people could include facility management, co-officials, competitors and competitor representatives.

You must know and understand 1. Basic requirements of relevant health and safety legislation and their implications for your role as an

official. 2. The requirements of your organisation in relation to health and safety. 3. The principles of the duty of care. 4. The relevant normal and emergency operating procedures for the facilities where you officiate. 5. The importance and principles of risk assessment. 6. The types of hazards that are common in the competition environments where you officiate. 7. How to carry out basic risk assessments of the types of hazards you are likely to come across in

terms of the competition environment and competitors’ equipment. 8. Who apart from yourself may be involved in identifying hazards and assessing/ managing risks in the

competition environment? 9. Why you may need to consult with other people on issues to do with health and safety in the

competition environment. 10. What to do when the level of risk is unacceptable. 11. Your own technical limitations when it comes to risk assessment and control and what to do if you

feel unable to deal personally with identified hazards. 12. How to promote safety to all those present and why this is important. 13. How to check that safety procedures are being followed. 14. Ways in which you can help to improve health and safety. 15. Relevant records and reports.

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Standard OF8 Contribute to the health and safety of competitors and others during competition Keeping a close eye on competition and identifying hazards and risks to the competitors is an important role for officials. When hazards do arise, it is important for the official to be able to intervene to deal with the hazard and maintain competitors’ health and safety. Helping to maintain the health and safety of other officials will also be important.

Identify and assess risks during competition You must be able to:

1. Identify your organisation’s health and safety requirements for competition. 2. Directly monitor competition in line with your organisation’s requirements. 3. Be alert to information from other officials concerning possible risks. 4. Identify hazards to other people when they occur. 5. Assess the risks presented by these hazards.

Hazards could include to competitors, to co-officials and to self. Other people could include co-officials, competitors, competitor representatives and spectators. Follow procedures to manage risk during competition You must be able to:

1. Determine whether the level of risk is acceptable according to your organisation’s policies and procedures.

2. If the level of risk is acceptable, allow competition to continue but be alert to any increased risks. 3. If the level of risk is unacceptable, follow your organisation’s procedures to manage the risk. 4. Where necessary, explain the reasons for your actions to other people. 5. Maintain a record of the situation and any actions according to organisational procedures.

Risk could include to competitors, to co-officials and to self. Other people could include co-officials, competitors, competitor representatives and spectators. Respond to incidents and emergencies You must be able to:

1. Carry out your own responsibilities within an agreed emergency action plan. 2. Identify incidents and emergencies. 3. Provide information and support to others as required. 4. Record and report incidents and emergencies according to organisational and legal requirements. 5. Work with others to evaluate potential hazards, incidents and emergencies and find ways to

improve health and safety procedures. Incidents and emergencies could include those involving individuals, involving groups, involving large numbers of people.

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You must know and understand 1. Basic requirements of relevant health and safety legislation and their implications for your role as an

official. 2. The requirements of your organisation in relation to health and safety during competition. 3. The principles of the duty of care in regard to competitors, co-officials and yourself. 4. The relevant normal and emergency operating procedures for the facilities where you officiate. 5. The importance and principles of risk assessment. 6. The types of hazards that are common during competition and how to identify these. 7. How to carry out basic risk assessments of the types of hazards you are likely to come across during

competition. 8. Who else will be alerting you to possible hazards and risks during competition and their role? 9. Why you may need to consult with other people on issues to do with health and safety during

competition. 10. How to determine whether the level of risk is acceptable according to your organisations policies and

procedures. 11. Why it is important to allow competition to continue if you judge the level of risk is acceptable. 12. How to promote safety to those involved in competition and why this is important. 13. The types of incidents and emergencies that you need to be able to deal with. 14. Your responsibilities when these incidents and emergencies occur. 15. What types of information you may need to convey to others and how to do this. 16. Relevant records and reports.

Standard OF9 Contribute to safeguarding young and vulnerable competitors Officials have a valuable role to play in ensuring that young competitors and vulnerable adults, such as those with learning difficulties, can take part in sport in a safe and supportive environment which is free from harassment, bullying, threats or other forms of abuse. Maltreatment of this kind may come from other competitors, coaches, parents or other adults present during competition and can have a very negative effect on the competitor’s confidence, self-esteem and attitude to their sport. The official must also ensure that their own conduct does not have a negative impact or lead to accusations of abuse by them.

Behave appropriately with young and vulnerable competitors You must be able to:

1. Present a positive role model to young/ vulnerable competitors at all times. 2. Establish and develop a relationship of mutual trust and respect with young/ vulnerable competitors. 3. Communicate with young/ vulnerable competitors in a way that is appropriate to their age and

stage of development. 4. If appropriate, interact with young/ vulnerable competitors in an open environment where others are

present. 5. Maintain a safe and appropriate distance from young/ vulnerable competitors. 6. Avoid physical contact that may be seen as intimate or abusive.

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7. Promote fair play and help young/ vulnerable competitors enjoy their sport/ activity. 8. Give young/ vulnerable competitors constructive and positive feedback. 9. Apply sanctions in a way that is sensitive to the age and stage of development of the young/

vulnerable competitor. Ways to communicate could include verbally and use of body language Identify and assess possible risks to young and vulnerable competitors You must be able to:

1. Monitor interactions between other people and young/ vulnerable competitors, where possible. 2. Identify words and behaviour by other people that may be seen as poor practice/ abuse. 3. Assess whether words and behaviour may be causing harm or distress to the young/ vulnerable

competitor. 4. Identify and prevent any attempts to visually record young/ vulnerable competitors which have not

been sanctioned by competition guidelines. 5. Monitor competition conditions and assess their impact on young/ vulnerable competitors.

Other people could include other competitors, coaches, spectators and co-officials.

Abuse could include physical, emotional, bullying, sexual and neglect.

Respond to risks to young and vulnerable competitors You must be able to:

1. Stop competition temporarily if you assess there is an immediate risk to the young/ vulnerable competitor.

2. Check that your understanding of the situation is correct and distinguish between fact and opinion. 3. Warn other people causing the poor practice/ abuse to stop their words or behaviour. 4. Apply sanctions following your organisation’s procedures if the poor practice/ abuse continues. 5. Follow your organisation’s procedures for reporting poor practice/ abuse. 6. Take appropriate action when you judge that competition conditions present an unacceptable level of

risk to young/ vulnerable competitors. Other people could include other competitors, coaches, spectators and co-officials. Poor practice/ abuse could include physical, emotional, bullying, sexual and neglect. You must know and understand

1. Why it is important to safeguard young and vulnerable competitors and the impact that abuse can have on their welfare and development.

2. Basic requirements of relevant legislation covering child protection and their implications for your role as an official.

3. The requirements and procedures of your organisation in relation to child protection as they apply to the role of an official.

4. The principles of the duty of care in relation to young and vulnerable competitors. 5. The pressures of competition and the pressures of adults on young and vulnerable competitors and

the implications that these may have for their welfare and development. 6. The importance of behaving appropriately with young and vulnerable competitors in order to

safeguard them, and protect you from possible accusations of abuse. 7. How to empathise with young and vulnerable competitors and be able to understand how they

experience competition and interactions with other people. 8. Why it is important to present a positive role model to young and vulnerable competitors and what

constitutes and positive role model as an official.

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9. How to develop a relationship of mutual trust and respect with young and vulnerable competitors and why this is important.

10. How to communicate with young and vulnerable competitors, taking account of their age and stage of development and why this is important.

11. Communication difficulties that some young and vulnerable competitors may experience. 12. The impact of body language when communicating with young and vulnerable competitors and how

to use body language in a way that is not intimidating. 13. Why it is important to interact with young and vulnerable in an open environment. 14. Why it is important to maintain a safe and appropriate distance from young/ vulnerable competitors. 15. The types of physical contact with young/ vulnerable competitors that may be seen as intimate or

abusive by others. 16. Why it is important to promote fair play to young and vulnerable competitors. 17. Why it is important to ensure that young and vulnerable competitors enjoy their sport/ activity and

how to do so as an official. 18. How to give constructive and positive feedback to young and vulnerable competitors as an official. 19. Why it is important to be sensitive to the stage of development of the young/ vulnerable competitor

when applying sanctions and how to do so. 20. Examples of types of words and behaviour that could represent the following types of abuse to a

young/ vulnerable competitor: • physical • emotional • bullying • sexual • neglect 21. The dangers of other people making visual records of young and vulnerable competitors and national,

local and competition guidelines regarding this. 22. The procedures you should follow when you assess that a young/ vulnerable competitor is at risk

from abuse and the sanctions you may use. 23. Reporting procedures within your organisation and externally when you witness abuse or have

concerns about possible abuse.

Standard OF10 Establish and maintain working relationships with co-officials and support staff At this level most competitions require the official to work effectively with co-officials and support staff – for example those responsible for the facility. The quality of these relationships can have a significant impact on the quality of the competition and the enjoyment of competitors and spectators.

Establish and maintain relationships with co-officials You must be able to:

1. Identify and confirm the roles and responsibilities of your co-officials and your own role and responsibilities.

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2. Make contact with your co-officials and establish a working relationship based on mutual trust and respect that focuses on the success of the event.

3. Identify and confirm procedures for the competition and how you will communicate and make decisions.

4. Identify and confirm any particular issues concerning the competition that you will need to address and agree a common approach.

5. Follow agreed procedures with co-officials or, if these need to be varied, reach agreement with them.

6. Be alert to communications from co-officials and acknowledge and take account of these. 7. Promptly communicate relevant information to co-officials as agreed and confirm their

understanding. 8. Seek to resolve disagreements with co-officials with due regard to the success of the competition

and the good standing of your sport/ activity.

Co-officials could include those working at the same level as yourself, responsible to you, that you are responsible to and governing body representatives. Issues concerning the competition could include competition organisers, competition rules, competition schedule, competition environment, equipment, competitors, competitor representatives, spectators and media.

Deal with enquiries from co-officials You must be able to:

1. Respond to enquiries from co-officials promptly and politely. 2. Confirm your understanding of co-officials’ enquiry. 3. Clarify any issues which you are unsure about. 4. Identify and discuss any options in terms of dealing with the enquiry. 5. Determine and agree a response which is consistent with the rules/ laws/ regulations of the sport/

activity. 6. Check the co-officials’ understanding of your response. 7. Where necessary, follow up the enquiry to identify the outcomes of your response.

Co-officials could include those working at the same level as yourself, responsible to you, that you are responsible to and governing body representatives.

Establish and maintain relationships with support staff You must be able to:

1. Make contact with support staff and establish a working relationship which focuses on the success of the event.

2. Confirm your own role and responsibilities and support staff’s role and responsibilities in relation to the competition.

3. Identify and confirm procedures for the competition and how you will communicate and make decisions.

4. Ensure that all procedures and arrangements are consistent with the rules/ laws/ regulations of the sport/ activity.

5. Identify and confirm any particular issues concerning the competition that you will need to address and agree a common approach.

6. Communicate effectively with support staff during the competition. 7. Seek to resolve disagreements with support staff with the aim of ensuring the success of the

competition.

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Support staff could include those responsible for the physical environment/ equipment, responsible for administration, responsible for medical care and responsible for announcements/ communications.

Issues concerning the competition could include competition schedule, competition environment, equipment, spectators, and media.

You must know and understand 1. Why it is important to ensure effective working relationships with co-officials. 2. Why it is important to ensure effective working relationships with support staff. 3. The types of co-officials you work with and their roles and responsibilities. 4. The types of support staff you work with and their roles and responsibilities. 5. Why it is important to clarify and confirm your own role and responsibility in relation to a

competition and the roles and responsibilities of support staff. 6. How to communicate effectively with co-officials according to the procedures of your sport/ activity. 7. How to communicate effectively with support staff. 8. Why it is important to identify and discuss any particular issues to do with the competition with co-

officials and support staff. 9. Typical issues that occur during competition that you should discuss with co-officials and agree a

common approach. 10. Typical issues that occur during competition that you should discuss with support staff and agree a

common approach. 11. Typical types of information that you should communicate to co-officials during competition. 12. Typical requests that you may receive from co-officials during competition and how to respond to

these.

Standard OF11 Establish and manage relationships with competitors and competitor representatives The quality of the relationship between officials and competitors makes an important contribution to the success of competition, both for competitors and spectators. Officials need to be able to establish and maintain their authority over competition whilst gaining the respect and co-operation of competitors. Often officials need to liaise with competitors’ representatives – such as coaches, physios and team managers – as well in order to deal with objections and queries, and it is important that there is a similar level of respect and co-operation. Conflicts will sometimes occur with or between competitors and the official needs to be able to deal with these conflicts smoothly and effectively whilst maintaining their authority.

Establish and manage relationships with competitors You must be able to:

1. Establish and maintain a rapport with competitors which is based on a desire for the success of the competition.

2. Display confidence and authority in regard to your decisions. 3. Strive to maintain the co-operation of competitors.

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4. Uphold the rules/ laws/ regulations and spirit of your sport/ activity in all interactions with competitors.

5. Communicate clearly and courteously with competitors. 6. Show objectivity and neutrality in all dealings with competitors. 7. Actively listen to competitors whilst resisting any pressure to influence your decisions. 8. Explain the reasons for your decisions where appropriate. 9. Act within the limits of your authority and treat competitors fairly and equitably.

Competitors could include individuals, teams and groups. Communication could include verbal and non-verbal.

Establish and manage relationships with competitor representatives You must be able to:

1. Acknowledge communications from competitor representatives and respond to these when appropriate.

2. Politely deal with queries, objections and requests from competitor representatives. 3. Deal with queries and requests in line with the rules/ laws and regulations of your sport/ activity. 4. Provide reasons for your decisions whilst resisting pressure to change your decisions. 5. Follow your organisation’s procedures in response to unacceptable behaviour by competitor

representatives. 6. Deal, and be seen to deal, with competitor representatives fairly and equitably.

Competitor representatives could include coaches, managers and medical staff.

Manage conflicts and disputes You must be able to:

1. Where possible, anticipate conflicts/ disputes and prevent them from developing. 2. Communicate clearly and calmly with those involved in the conflict/ dispute. 3. Use language and behaviour that does not make the conflict/ dispute worse. 4. Maintain a safe and appropriate distance from those involved in the conflict/ dispute. 5. Acknowledge the views of those involved whilst remaining objective and neutral. 6. Politely but firmly encourage people to resolve the conflict/ dispute, pointing out possible

sanctions. 7. Apply sanctions in line with the rules/ laws/ regulations of your sport/ activity. 8. Record and report the conflict/ dispute in line with your organisation’s procedures. 9. If those involved continue to take part in competition, monitor for any further signs of conflict/

dispute. Conflict/ dispute could include between competitors, between officials and competitors and between officials and competitor representatives.

You must know and understand 1. Why it is important to ensure effective working relationships with competitors. 2. Why it is important to ensure effective working relationships with competitor representatives. 3. The types of competitor representatives you work with and their roles and responsibilities. 4. How to establish and maintain a rapport with competitors and why this is important. 5. How to display confidence and authority and why this is important. 6. How to maintain the cooperation of competitors during competition. 7. Why it is important to communicate clearly and courteously with competitors and how to do so

both verbally and non-verbally.

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8. How to actively listen. 9. The types of pressures you may come under from competitors to change your decisions and why it is

important to resist these. 10. Why you should, where appropriate, explain the reasons for your decisions and when it is

appropriate. 11. Equity policies and how they affect the work of officials. 12. Circumstances in which you should acknowledge and respond to communications from competitor

representatives. 13. The types of queries and requests you should deal with from competitor representatives and when to

do so. 14. The importance of avoiding situations that may lead others to think you are being influenced by

competitor representatives. 15. How to deal with objections from competitor representatives whilst resisting pressure to change

your decisions. 16. What constitutes unacceptable behaviour by a competitor representative and the procedures you

should follow? 17. The typical disputes and conflicts that occur in your sport/ activity and how to deal with these. 18. How to anticipate conflicts and disputes before they develop. 19. How to communicate clearly and calmly in a conflict situation. 20. Types of language and behaviour on your part that might make the situation worse. 21. Why it is important to maintain a safe and appropriate distance from those involved in conflicts/

disputes. 22. The possible sanctions available to you. 23. Procedures for recording and reporting conflicts/ disputes and why they are important.

Standard OF12 Develop other officials in their role Officials operating at this level have valuable skills, knowledge and experience to pass on to the rising generation of officials. This unit is about helping other officials to develop in their role through offering them coaching and mentoring.

Establish the learning needs of other officials You must be able to:

1. Reflect on your own experience, skills and knowledge and identify how you can help develop other officials.

2. Work with the other official to identify realistic but challenging goals for their career. 3. Encourage the other official to appraise their own work and identify strengths and weaknesses in the

role. 4. Observe other officials in their role and measure their performance against the standards of your

organisation and any other relevant benchmarks. 5. Identify and analyse appraisals by other assessors of the official’s work. 6. Consider other sources of information about the officials’ work.

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7. Provide constructive and positive feedback to other officials and work with them in line with your organisation’s requirements to agree areas for development and their learning needs.

8. Support other officials to develop a plan to address their learning needs and help them achieve their goals.

9. Provide motivation and support to other officials. Other sources of information could include co-officials, competitors, competitor representatives and media. Help other officials to develop their skills and knowledge You must be able to:

1. Identify learning opportunities consistent with the official’s learning needs and personal development plan.

2. Review the official’s progress against their personal development plan. 3. Acknowledge their achievements and provide constructive feedback on areas where they need

further development. 4. Encourage officials to reflect on and identify development needs they may be experiencing in

progressing their role. 5. Help other officials to identify solutions to their development needs. 6. Support other officials in continuing to review and further develop their career and learning plan. 7. Encourage other officials to give you feedback on the support you have provided and use this to

develop yourself further. Learning opportunities could include formal, informal, provided by yourself and provided by others. Development needs could include relating to skills, relating to knowledge and relating to attitudes.

You must know and understand 1. Why it is important to use your own experience, skills and knowledge to assist in the development of

other officials. 2. What experience, knowledge and skills you have that others could benefit from you sharing. 3. Your own strengths and weaknesses in relation to officiating. 4. Your own strengths and weaknesses in relation to developing others. 5. Why it is important to help the other official identify their career goals in relation to officiating. 6. How to monitor and analyse another official’s practice. 7. The difference between observing a co-official to develop their practice and observing a co-official for

promotion. 8. How formative assessment can benefit mentor and trainee. 9. Why it is important to use objective standards and to draw on other sources of information about

the official’s performance. 10. Standards of performance and other sources of information you can use to help you develop a

rounded picture of the official’s practice. 11. Why it is important to be supportive and motivational and techniques you can use. 12. How to give constructive feedback. 13. Personal development plans, what they should contain and how they should be used. 14. The types of learning opportunities that are available to officials at this level in your sport/ activity and

how to access these. 15. The types of learning opportunities you can provide yourself. 16. The types of problems that officials at this level experience, in terms of skill, knowledge, experience

and emotions. 17. Why it is important to enable the other official to solve problems for themselves.

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Standard OF13

Identify and maintain the regulations and structure of a competition Competitions often have their own specific structure and regulations. Officials may be involved in ensuring that relevant aspects of the competition are consistent with these structures and regulations. Identify the regulations and structure of the competition You must be able to:

1. Collect and store available information about the regulations and structure of the competition. 2. Make sure the information is accurate. 3. Identify those aspects of the competition’s regulations and structure that are relevant to your

role and the implications for your work. 4. Clarify any points about regulations and structure which you are unsure about. 5. Make sure you and others involved in the competition have a common understanding of the

regulations and structure. Regulations and structure could include eligibility to compete, schedule of events, specific rules/ laws, specific aspects of the competition environment and criteria for progression through the competition.

Ensure the consistent application of the regulations and structure of a competition You must be able to:

1. Carry out your own responsibilities as required by the regulations and structure of the competition.

2. Monitor the application of the regulations and structure of the competition as relevant to your role.

3. Follow the correct procedures when the regulations and structure of the competition are not applied.

4. Contribute to the evaluation of the regulations and structure of the competition. Regulations and structure could include eligibility to compete, schedule of events, specific rules/ laws, specific aspects of the competition environment and criteria for progression through the competition.

You must know and understand

1. The regulations and structures of the types of competitions you are normally involved in. 2. Sources of information on the regulations and structures of competitions. 3. How to ensure that the information you have on regulations and structures of competitions is

accurate and why this is important. 4. Specific aspects of the regulations and structures of competitions that are relevant to your role as an

official. 5. How to clarify point that you are unsure about and the possible consequences of not doing this. 6. How to ensure that you and others involved in the competition have a common understanding of

regulations and structures of competition and why this is important. 7. Your roles and responsibilities in relation to the regulations and structures of competition. 8. How to monitor the application of regulations and structures of competition as relevant to your role. 9. The procedures you should follow when regulations and structures have not been properly applied. 10. How to contribute to an evaluation of regulations and structures and the contributions you will be

expected to make as relevant to your role.

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Standard OF14 Accurately apply rules/ laws and their interpretation during performance This unit is about observing performers during a sport/ activity, making judgments based on the rules/ laws and communicating these judgments to the appropriate people winning their agreement for what you have done. The unit also emphasises maintaining self-control while observing and applying rules/ laws and managing the whole competitive situation including potential conflict situations.

Accurately observe and evaluate competition within the rules/ laws of the sport/ activity You must be able to:

1. Make sure you have all the necessary resources to carry out your role. 2. Demonstrate an understanding of performers and anticipate performers’ actions. 3. Avoid unnecessary interference with the activity. 4. Anticipate and manage potential conflict. 5. Maintain your own health and safety.

Resources could include dress, equipment and information. Interference could include physical, verbal and psychological.

Make judgments accurately You must be able to:

1. Make judgments according to the rules/ laws and the nature and spirit of the sport/ activity. 2. Prioritise judgments according to the level of the performers and the nature of the competition.

Communicate judgments consistently and clearly You must be able to:

1. Communicate judgments at the appropriate time to relevant people. 2. Maintain an authoritative and confident presence. 3. Manage the reaction of relevant people to your decisions.

Relevant people could include performers, performer representatives, co-officials, support staff, governing body representatives, spectators and media.

Maintain self-control You must be able to:

1. Make sure your own behaviour is consistent with the code of conduct for your role. 2. Interact with relevant people in a way which is consistent with achieving your desired outcomes. 3. Manage influences and pressures from relevant people and the situation.

Relevant people could include performers, performer representatives, co-officials, support staff, governing body representatives, spectators and media.

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You must know and understand 1. The rules/ laws of your sport/ activity and why they are important. 2. Relevant codes of conduct and/ or guidance notes for your role as an official. 3. Different types and levels of context for your sport/ activity as appropriate to your role and their

impact on rules/ laws and their interpretation. 4. The resources you need to carry out your role correctly. 5. How to position yourself during the activity to maximise your ability to observe. 6. How you can avoid unnecessary interference with the activity. 7. Health and safety hazards to yourself and how to minimise these. 8. Your responsibilities as an official and the specific aspects of the activity you need to observe

according to those responsibilities. 9. When and how to communicate judgments and to make sure they are understood. 10. How your behaviour influences the behaviour of others and how to manage situations in a way that

achieves your desired outcomes. 11. How you should behave in a way that is consistent with your role in the sport/ activity. 12. The types of influences and pressures that you may experience and why it is important to cope with

these.

Standard OF15

Evaluate the quality of competition and communicate judgments consistently In some sports/ activities, competition depends on the quality of performance. Officials in this context need to be able to evaluate performance consistently against agreed criteria for competition at the level they are operating at. Make and communicate judgments about the quality of performance You must be able to:

1. Identify and analyse the standards of performance and their gradations for the competition you are judging.

2. Ensure you have a common understanding with others involved in the competition. 3. Accurately monitor competitors’ performance as required for your role. 4. Accurately evaluate competitors’ performance against the agreed standards and gradations. 5. Record and communicate your judgments promptly and consistently.

You must know and understand

1. The standards and gradations of competition appropriate to the level at which you officiate in your sport/ activity.

2. Sources of information on standards and gradations. 3. How to ensure you have a common understanding of standards and gradations of performance and

why this is important. 4. How to accurately monitor performance. 5. How to accurately evaluate competitors’ performance against agreed standards and gradations. 6. How to communicate your judgments.

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Standard OF16 Establish and maintain relationships with the media The media increasingly plays an important role in competitions. It is important that officials maintain liaison with media representatives as appropriate to their role. They may also be called upon to give the media information, views and interpretations of a competition if that is consistent with their role.

Maintain liaison with the media You must be able to: 1. Identify the role that the media will be playing at the competition and any requirements that they may

have. 2. Ensure that media requirements are consistent with the regulations and structure of the competition

and the rules/ laws of the sport activity. 3. Ensure that media requirements do not present any risks to the health and safety of the competitors

and the competition environment. 4. Identify media representatives who will be significant to your role and ensure they understand your

requirements. 5. Maintain liaison with media representatives during competition and ensure their requirements are met

as agreed. 6. Follow the correct procedures if media representatives do not operate in an agreed way. Media could include print, radio and television.

Provide information, views and interpretations to the media You must be able to:

1. Ensure that you have your organisation’s authorisation to provide information, views and interpretations to the media.

2. Identify the purpose of the media request and the types of questions that may be asked. 3. Identify and agree the best time and place to provide information, views and interpretations. 4. Prepare your answers to likely questions. 5. Seek advice from your organisation on any issues you are unsure about or which may be sensitive. 6. Communicate the information, views and interpretations requested by the interviewer clearly,

concisely and confidently in line with your organisation’s policy and guidelines. 7. Present yourself, your organisation and your sport in a positive way. 8. Manage confidential and sensitive issues as agreed. 9. Use any equipment provided correctly.

Media could include print, radio and television.

You must know and understand 1. The role that the media plays in sport/ activities and what motivates media interest. 2. The advantages and disadvantages of a media presence at competitions. 3. The types of requirements that the media has at the events you officiate, taking account of different

types of media: print, radio and television. 4. The types of media requirements that may not be consistent with the regulations for the competition

and the rules/ laws of the sport/ activity. 5. Media activities and requirements that may pose health and safety risks and how to assess these.

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6. Why it is important to identify media representatives relevant to your role and to agree what they can and cannot do.

7. How to maintain liaison with media representatives during competition and why this is important. 8. The procedures to follow when media representatives do not behave as agreed 9. Organisational guidelines and procedures for providing information, views and interpretations to the

media and your level of authorisation. 10. How the media can use interviews. 11. The different requirements for interviews with print media, radio and television. 12. Your rights as an interviewee. 13. Why it is important to know the purpose of an interview and the likely questions and how to do this. 14. Why it is important to know where and when the interview will be conducted. 15. How to prepare answers to likely questions. 16. Why it is important to seek the advice of others before a media interview and who you can ask for

help and advice. 17. The types of sensitive issues that you may need to treat carefully. 18. How to present yourself in a positive way that meets the needs of different types of interview. 19. How to give clear, concise and confident answers to medial questions. 20. The types of equipment that will be used during media interviews and how to use the equipment

provided to you correctly.

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The National Occupational Standards for Officiating in Sport Level 4 (Officiating at the Elite Level in Sport) These standards are officials working at the elite level of their sport. List of standards OF17 Manage oneself as an official at the elite level in sport. OF18 Manage the competitive environment as an official at the elite level in sport. OF19 Manage people whilst officiating at the elite level in sport. OF20 Manage competition at the elite level in sport.

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Standard OF17 Manage oneself as an official at the elite level in sport This standard describes the competence an official in any capacity needs to manage themselves at the elite level in their sport.

Continuing professional development You must be able to:

1. Keep informed about, and comply with, the current professional standards and requirements that apply to your role.

2. Maintain an accurate and up-to-date understanding of the rules/ laws of your sport and their application.

3. Maintain an accurate and up-to-date understanding of national and international structures and protocols.

4. Maintain an accurate and up-to-date understanding of your sport at the elite level to include its performers, strategy, tactics and performance.

5. Develop an absolute knowledge of relevant competition rules and directives.

Physical and mental preparation You must be able to:

1. Show commitment to officiating by structuring your lifestyle in response to the demands of your role. 2. Undertake physical and mental preparation to meet the requirements of your role. 3. Develop and follow through systematic plans covering training, travel and rest, officiating and other

commitments for the competition cycle you are involved in. 4. Use appropriate psychological techniques to prepare for the demands of officiating at the elite level.

Self-presentation and behaviour You must be able to:

1. Present yourself and behave appropriately whilst performing the job role and in other contexts.

Reflective practice You must be able to:

1. Set yourself short, medium and long term goals and use these to maintain and develop your performance.

2. Reflect objectively on your performance and identify personal learning points. 3. Seek and respond constructively to feedback from others. 4. Demonstrate a commitment and ability to learn. 5. Take responsibility for planning, implementing and evaluating your own continuing development.

You must know and understand 1. Current professional standards and requirements that apply to your role. 2. The laws/ rules of your sport, their interpretation and application at the elite level. 3. Sources of accurate information and guidance about your sport and officiating at the elite level. 4. National and international structures and protocols.

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5. How to research performance, strategy and tactics at the elite level in your sport. 6. Sources of information on the relevant competition rules and directives and the importance of fully

understanding these and applying them consistently. 7. Issues of lifestyle as relevant to officiating at the elite level and how to structure your lifestyle in a

way that gives support to your officiating role. 8. The physical and mental requirements of your officiating role and how to develop and apply training

methods that ensure you meet these requirements. 9. How to set goals effectively for your officiating role. 10. How to plan for training, travel and rest, events and other commitments as appropriate to the

competition cycle and the benefits of planning. 11. The purpose and value of psychological preparation in advance of officiating. 12. Psychological techniques that can assist you to prepare for an officiating role at the elite level. 13. Standards and protocols for presentation and behaviour while officiating and in other contexts. 14. The purpose and value of reflective practice. 15. How to participate constructively in the monitoring and evaluation of your performance. 16. How to plan for and follow through professional development plans.

Standard OF18 Manage the competitive environment as an official at the elite level in sport This standard describes the competence an official in any capacity needs to manage the competitive environment – physical and human – at the elite level in their sport.

Health, safety and welfare You must be able to:

1. Ensure that relevant aspects of the competition environment, including competitors, comply with health and safety requirements for the sport at the elite level, including where necessary the assessment and management of risks.

2. Ensure that all relevant aspects of competitor welfare are safeguarded as required by the sport at the elite level.

Technology You must be able to:

1. Ensure relevant technology is in good working order. 2. Make effective use of relevant technology in making and communicating decisions.

Interface with Event Organisers and Key Personnel You must be able to:

1. Maintain effective lines of communication with event organisers and other key personnel. 2. Communicate, liaise and negotiate with event organisers and other key personnel to achieve positive

outcomes for the event. 3. Check that any relevant local legislation is observed.

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You must know and understand 1. Health, safety and welfare requirements for the sport at the elite level, including those for

competitors. 2. The procedures you should follow for health, safety and welfare at the elite level. 3. How to assess and manage relevant risks in the sport at the elite level. 4. The technology that applies to your officiating role in the sport. 5. How to check and use the relevant technology effectively. 6. The importance of effective communication with events organisers and other key personnel. 7. Lines of communication and protocols you should follow when liaising with events organisers. 8. The types of issues you may need to liaise with events organisers and key personnel on. 9. Principles of effective negotiation when dealing with organisers and key personnel. 10. The importance of observing local legislation and how to source information on relevant local laws.

Standard OF19 Manage people whilst officiating at the elite level in sport This standard describes the competence an official in any capacity needs to manage people at the elite level in their sport.

Leadership You must be able to:

1. Select and apply a range of leadership skills to achieve positive outcomes. 2. Gain the respect and confidence of relevant people. 3. Ensure relevant people understand what is required of them. 4. Create and maintain a sense of common purpose regarding the laws/ rules and spirit of the game and

the ethos of the competition. 5. Give honest but supportive feedback to relevant people.

Conflict management You must be able to:

1. Build effective working relationships with relevant people. 2. Anticipate and work appropriately to prevent conflict situations before they occur. 3. Address conflict when it occurs and deal with it appropriately and consistently. 4. Use fairness and consistency in decision making, providing clarification when this is helpful.

Communication You must be able to:

1. Clearly communicate appropriate messages to relevant people. 2. Listen to and respond appropriately to relevant communications. 3. Acknowledge and show sensitivity to disability, culture and gender diversity.

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You must know and understand 1. The types of leadership skills required when officiating at the elite level. 2. Different leadership styles and how to select a style appropriate to you and your role. 3. The types of behaviour that win the support and trust of others when you are officiating. 4. The importance of people understanding what is required of them. 5. How to create and maintain a sense of common purpose amongst fellow officials and competitors. 6. Different techniques to motivate others to achieve desired outcomes. 7. How to build effective working relationships with officials and competitors. 8. How to anticipate conflict and minimise the potential for conflict to develop. 9. The importance of addressing conflict when it occurs. 10. Different methods of dealing with conflict and how to choose a method appropriate to the context. 11. How to decide when clarifying decisions will help the situation. 12. Effective communication skills when officiating. 13. How to recognise and be sensitive to issues of disability, culture and gender.

Standard OF20

Manage competition at the elite level in sport This standard describes the competence an official in any capacity needs to manage competition at the elite level in their sport.

Self-Control You must be able to:

1. Maintain present and singular focus and concentration. 2. Control emotional response to achieve positive outcomes. 3. Show resilience and consistent performance under pressure.

Applying the laws/ rules within the spirit of the sport You must be able to:

1. Make judgments according to the rules/ laws and the nature and spirit of the sport/ activity despite external pressures.

2. Judge situations in their context, maintaining fairness and consistency in decision-making. 3. Project authority and confidence in managing competition. 4. Demonstrate impartiality.

You must know and understand 1. Self-management techniques to maintain concentration and focus. 2. Self-management techniques for emotional control. 3. The dangers of performance collapse and strategies to avoid this. 4. Contextual judgment and how to use it to achieve positive outcomes during competition. 5. Behaviour that shows confidence and authority in decision making. 6. Factors that may affect your impartiality and strategies to deal with these.

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90 Uses of NOS

Performance management 1. Linking business objectives to team and individual objectives. 2. Setting standards for achievement. 3. Monitoring the outcomes of people’s performance. 4. Reviewing and rewarding performance. 5. Giving structured and constructive feedback to people on their performance.

Assurance of product and service delivery 6. A quality specification for work processes and outcomes. 7. Monitoring work processes. 8. Specifications for contract tendering. 9. Monitoring contract delivery/ compliance.

Organisation development 10. Specifying and auditing the competence needs of an organisation. 11. Assessing the organisation’s capacity to cope with change. 12. Determining the structures and systems needed to enable people to exercise their full competence. 13. Reviewing and assessing the distribution of authority and autonomy. 14. Linking training and development policy and strategy to business objectives.

Recruitment and selection 15. Identifying the performance requirement of a role/ job. 16. Preparing recruitment specifications. 17. Preparing job advertisements. 18. A format for collecting information from referees. 19. A format for giving advance information to job candidates. 20. An interview checklist for selectors. 21. Specifying induction and initial training.

Job Design and evaluation 22. Developing job specifications. 23. Regular updating of job descriptions. 24. Criteria for job evaluation. 25. Criteria for job grading. 26. Criteria for payment and reward systems.

Labour market analysis and planning 27. Identifying trends in skill requirements. 28. Monitoring national and local skill supply shortages and gaps. 29. Highlighting links and routes between current and emerging jobs/ occupations. 30. Developing strategies for changing occupational and career structures.

Identifying training needs 31. Developing a strategic view of future learning requirements. 32. Identifying individual learning needs. 33. A format for planning individual learning and development. 34. Identifying organisational learning needs. 35. Identifying previously acquired competence.

Structuring learning programmes 36. Linking training to strategic economic needs or policy requirements.

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37. Increasing the relevance and credibility of training/ learning programmes. 38. Allowing new learners to see the ‘whole picture’ in a simple format. 39. Broadening the scope and relevance of traditional skills training. 40. Identifying learning opportunities in the work environment. 41. Integrating on and off-the-job training provision. 42. Developing learning contracts. 43. Developing specific learning objectives. 44. Developing knowledge content. 45. Specifying learning processes to meet needs. 46. Specifying the outcomes and targets required from external training providers.

Delivering and evaluating learning programmes 47. Evaluating and selecting learning resources against organisational requirements. 48. Integrating different kinds of training and development. 49. A format for structured learning in the work environment. 50. Identifying progression routes for learners. 51. Providing clear goals for learners. 52. Evaluating individual/ group training programmes. 53. Monitoring external training providers.

Assessing achievement 54. Identifying assessment opportunities. 55. Specifying assessment methods and processes. 56. A specification for internal assessment and appraisal. 57. A format for joint review of learner progress. 58. A format for individual review of progress/ achievement. 59. Criteria for recording achievement. 60. A basis for self-assessment. 61. A basis for peer/ group assessment. 62. A format for the collection of evidence for S/NVQs.

Industry regulation 63. Assessing compliance with regulators’ competence requirements. 64. Assessing the relevance of qualifications to regulators’ requirements.

Careers guidance and counselling 65. A basis for information/ advice for people entering a first career/ job. 66. A basis for information and advice for people changing to new careers/ jobs. 67. Assessing aptitude and potential for careers/ occupational areas. 68. Identifying common and potentially transferable skills in different careers/ occupations. 69. Analysing local and national career opportunities in outcome terms. 70. A framework for career planning and review.

Development of publicly funded training regimes 71. Assessing requirements for national and local training provision. 72. Developing assessable outcomes for national targets. 73. Assessing funding requirements for national training programmes. 74. Allocating funding for national training programmes. 75. Monitoring the success of publicly funded programmes.

Public recognition/ certification of competence 76. A coherent system for publicly recognising competence. 77. Providing coherence for national provision of qualifications. 78. Development of formal assessment systems. 79. Monitoring and assessing priorities for the development of new qualifications.

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80. Development of S/NVQs. 81. Updating S/NVQs. 82. Providing criteria for equivalence between national and international qualifications.

Management information 83. Evaluating the cost effectiveness of the organisation’s training budget. 84. Tracking the progress of individuals towards qualifications. 85. Evaluating the effectiveness of the organisation’s employment policies and strategies.

Regulating professional and occupational qualifications and institutions 86. Profiling the membership requirements of a professional body. 87. Relating and harmonising professional requirements with other professional bodies. 88. Mutual recognition of vocational qualifications. 89. Identifying and describing new and emerging occupations and professional groups. 90. Assessing the relevance of professional qualifications to the demands of industry standards. Adapted from Caple Melbourne Limited 2001, with acknowledgements to Bob Mansfield and Lindsay Mitchell Towards a Competent Workforce Gower 1997.

SkillsActive Castlewood House 77 – 91 New Oxford Street London WC1A 1DG United Kingdom

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