Tasks for Individual / Group Work (General for Most Games)

Task 1 – Play, Study, Whistle

In pairs, choose one non-invasive game (e.g., dodgeball, mini volleyball/foot volleyball).

1. Play it briefly together (5–10 minutes).
2. Write down game situations you noticed during play (from the referee’s perspective).
3. One of you then tries the role of the referee.

Goal: Develop the ability to read the game and recognize key decision-making moments.

Task 2 – The Meaning of a Rule

Choose one rule (e.g., serving, touching the net, double bounce). Explain its practical meaning:

• Why does the rule exist?
• What impact does it have on the course of the game?
• How would the game change without this rule?

Goal: Understand the purpose of a rule, not just its wording.

Task 3 – Signalling and Communication

Prepare 3–4 basic referee signals for the selected game (e.g., “ball out,” “faulty serve,” “point”).

• Practice performing them in front of a mirror or with a classmate.
• Record a short video (up to 1 minute) in which each group member demonstrates two signals.

Goal: Develop clear, visible, and vocally understandable referee communication.

Task 4 – Referee Positioning

Draw or photograph a diagram of a playing field (e.g., dodgeball, volleyball, softball). Mark on it:

• Where the main referee should stand.
• When and where they can move for a better view.

Goal: Practice correct referee positioning in relation to the game situation.

Task 5 – Model Situation: Ball In/Out

Mark the corner lines on the court and practice 10 balls landing close to the line or outside it. The referee must react immediately (whistle, verbal call, hand signal). Afterwards, evaluate the number of correct decisions.

Goal: Train quick visual reactions and confidence in signalling.

Task 6 – Video Analysis of Decision-Making

Record a short segment of play (e.g., 1–2 minutes of dodgeball or mini volleyball). In groups, decide how many times the referee should have whistled and why.

Goal: Develop analytical observation and the ability to justify referee decisions.

Task 7 – Mentoring and Feedback

In pairs, take turns in the roles of mentor and referee. The mentor observes the referee during a short rally (5 minutes) and gives feedback afterwards—what worked, what could improve, and how clear the signals were.

Goal: Develop reflection and self-assessment in refereeing.

Task 8 – Self-Reflection of Skills

After completing all exercises, write a brief reflection (½ page):

• Which referee skill did you perform best?
• What was most difficult?
• What further training would help you improve?

Goal: Encourage self-reflection and planning of personal referee development.

Tasks for Individual / Group Work (Net Games)

Task 1 – Basic Referee Position and View

On a marked foot volleyball court, work in pairs: one plays, the other referees. The referee tries different positions (by the net, along the sideline, in the corner). Then discuss which position gives the best view of the net, ball landings, and foot faults.

Goal: Master correct positioning and the ability to monitor key zones of the court.

Task 2 – Foot Fault on Serve

One student serves, the other observes and makes the call. Perform 10 serves—some legal, some with intentional foot faults. The referee must whistle and signal immediately. Evaluate the accuracy afterwards.

Goal: Improve attention to detail and quick decision-making on serve faults.

Task 3 – Ball In or Out

Prepare an exercise with 10 ball landings close to the boundary line. The referee immediately signals “ball in” or “out.” Afterwards, analyse how many calls were correct and what helped accuracy.

Goal: Enhance visual control of ball landings and confidence in signalling.

Task 4 – Net Touch and Technical Faults

In pairs, simulate different game situations:

• A player touches the net.
• The ball touches the net and lands in.
• A double bounce.
• The ball lands out after contact.

The referee evaluates and signals each situation clearly.

Goal: Strengthen recognition of common technical faults in foot volleyball.

Task 5 – Managing a Rally

Organize a short mini-match (about 2 minutes or up to 5 points). The referee ensures start of play, fault signalling, score announcements, and indication of the next serving team. Afterwards, teammates provide feedback (what was clear, what was not).

Goal: Practice comprehensive game management and confident communication.

Task 6 – Video Analysis

Watch a short video of a foot volleyball/volleyball match (e.g., from YouTube). Identify five situations in which the referee should have whistled. For each, describe what happened and what the correct signal and decision should be.

Goal: Develop analytical thinking and the ability to apply rules in real situations.

Task 7 – Signal Practice

Each student prepares three basic signals: point, faulty serve, ball out. Practice as a group; others assess clarity and speed of execution.

Goal: Standardize gestures and vocal expression among referees.

Task 8 – Reflection

Each student briefly (½ page) answers:

• What was the most difficult part of refereeing?
• When were you most confident in your decisions?
• How would you like to develop your refereeing skills further?

Goal: Develop self-awareness and reflection on progress in refereeing.

Tasks for Individual / Group Work (Bat-and-Ball Games)

Task 1 – Referee Positioning

Mark basic field positions (home plate, first to third base). Try where the referee has:

• The best view of the pitching zone,
• Control of runners on bases,
• A safe distance from the batter.

Then discuss which position is most suitable for school conditions.

Goal: Learn correct positioning and awareness of field dynamics.

Task 2 – Judging Pitches

One student pitches, another bats, and a third acts as referee. The referee observes pitches and signals:

• “Strike” — pitch within the allowed zone,
• “Ball” — pitch outside the zone.

After 10 pitches, evaluate the accuracy of your calls.

Goal: Improve recognition of the pitching zone and quick decision-making.

Task 3 – Safe and Unsafe Situations

Play several model situations (a hit toward the referee, a swing and miss, base running). The referee identifies and comments on potentially unsafe situations.

Goal: Strengthen anticipation and the ability to maintain safety during play.

Task 4 – Decision on a Run

Simulate situations when the runner:

• Reaches base at the same time as the ball,
• Arrives before the ball,
• Is tagged out just before the base.

The referee must signal and verbally call the decision (“safe” / “out”).

Goal: Train quick judgement in close plays and confident signalling.

Task 5 – Validity of the Hit

Prepare 8–10 hits (some valid, some invalid—e.g., ball out of bounds, unintentional contact, foul hit). The referee must whistle and decide: valid/invalid hit and whether play continues.

Goal: Reinforce the ability to identify technical hitting errors.

Task 6 – Managing a Half-Inning

Organize a short school half-inning (about 5 minutes) with 2–3 runners and rotating batters. The referee manages game start, evaluation of pitches, signalling of outs and runs, and communication with teams. Afterwards, discuss what worked and what could improve.

Goal: Practice real-time game management.

Task 7 – Signalling and Communication

Each student prepares the main softball referee signals: “Strike,” “Ball,” “Out,” “Safe,” “Time.” Practice in groups, focusing on clear gestures and loud voice. Classmates evaluate clarity and confidence.

Goal: Unify nonverbal and verbal communication of referees.

Task 8 – Batting Order

In groups of three, simulate a short inning (3–4 batters). The referee monitors batting order and, in case of error (wrong batter), stops the game and corrects the situation.

Goal: Learn to track and control batting order—an essential skill in school-level softball.

Task 9 – Referee Self-Reflection

Each student briefly evaluates (½ page):

• What was the most challenging aspect of refereeing?
• Which skills need improvement (signalling, awareness, confidence)?
• What forms of training could help?

Goal: Encourage self-reflection and planning for personal improvement.