the ULTIMATE GUIDE UMPIRING - AFL Community Club · to understand how a ﬂ ower grows but it can...

SPECIAL SECTION ON UMPIRING AFL AUSKICK RULES

the ULTIMATE UMPIRING GU

IDE

FOR FIELD, GOAL AND BOUNDARY UMPIRES

LESSON PLANS

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THE ULTIMATE UMPIRING GUIDETEACHERS’ MANUAL

INTRODUCTIONThis introductory course about umpiring Australian Football outlines the basic factors that are involved in being a fi eld, boundary or goal umpire. The course is not intended to fully equip a person to umpire a senior game of football but is seen as a way in which people who have a passion and an interest in football umpiring may be introduced to some of the specifi cs of this rewarding involvement in our great Australian game.

MULTIPLE INTELLIGENCESIt has been claimed by some researchers that our intelligence, or ability to understand the world around us, is complex. Some people are better at understanding some things than others. For some of us it is relatively easy to understand how a fl ower grows but it can be immensely diffi cult for us to fully comprehend how a musical instrument is played.

Instead of possessing just one form of intelligence, it is claimed that each of us possess several different intelligences.

Some of these are listed here:Kinaesthetic – body awareness Linguistic – word smartLogical – number smart Interpersonal – people smartVisual/Spatial – picture smart Musical – musical smart

An attempt has been made to include learning activities that cater for different forms of intelligence.

HOW THE COURSE WORKSTHE MANUALThe course has been designed to be conducted over seven (7) sessions. Information sheets are provided to give the course facilitator the knowledge of the skills and techniques of umpiring.

Lesson plans and follow-up student practical worksheets are included that are recommended for use that will allow the participants to develop a further understanding of umpiring.

A Certifi cate of Achievement will be offered to each successful student who satisfi es all assessment criteria.

NOTES FOR THE COURSE FACILITATOR

PLAY DVD OUTDOOR LEARNING ACTIVITY

INDOOR LEARNING ACTIVITY

UMPIRE PLAYERS

USE OF SYMBOLS

Written and designed by: Russell O’Toole WorkSafe Victorian Country Football League Umpiring Development Manager

Lesson Plans designed by:Russell O’Toole WorkSafe Victorian Country Football League Umpiring Development Manager Rod Threlfall WorkSafe Victorian Country Football League Umpiring Development Manager Neville Nash Football Victoria Umpiring Development Manager

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CONTENTS

AN INTRODUCTION TO UMPIRING AUSTRALIAN FOOTBALL

UNIT 1 THE ROLE OF THE UMPIRE Introduction Information section

UNIT 2 FIELD UMPIRING: POSITIONING Introduction Information section

UNIT 3 FIELD UMPIRING: DECISION MAKING Introduction Information section

UNIT 4 FIELD UMPIRING: EFFECTIVE COMMUNICATION Introduction Information section Signals: Field umpire

UNIT 5 BOUNDARY UMPIRING Introduction Information section Signals: Boundary umpires

UNIT 6 GOAL UMPIRING Introduction Information section Signals: Goal umpire

UNIT 7 PHYSICAL FITNESS AND NUTRITION Introduction Information section

NEW CONTENTS

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THE ROLE OF THE UMPIREAim: For the participants to understand the role of the umpire.1

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WHAT’S NEEDED FOR THIS SESSIONComputer, data-show projector, screen, The Ultimate Umpire DVD, student worksheet #1, participants’ packs, participants’ writing implements, colored bibs, 12 cones, soft-touch footballs, bag of tennis balls

This lesson is designed to relate to the Ultimate Umpiring Guide and DVD.

DVD CHAPTERS • INTRODUCTION• MEET THE UMPIRES • THE ROLE OF THE UMPIRE • WHAT THE GAME EXPECTS

THE ULTIMATE UMPIRING GUIDE Pages 5-6

DISTRIBUTE THE STUDENT PRACTICAL WORKSHEETS NO 1.Ask the group to identify where they have had previous umpiring / refereeing experience.Encourage the participants to think broadly – not just footy, not just sporting to begin with.

THINKING OUTSIDE THE SQUAREINTRODUCTION

Allow a couple of minutes and, if the participants require more guidance, offer the following sub-headings working from the less to the more formal. Examples are listed.

HOME SCHOOLYARD STRUCTURED COMPETITION• cards • downball • basketball refereeing• board games • 4 square • netball refereeing• backyard cricket • square leg umpire in cricket

In pairs, have the participants list desired qualities of umpires in the less formal situations.e.g. fairness / trustworthiness / impartiality / honesty….

Have the participants respond and add to a list on a whiteboard and encourage the participants to site examples.

e.g. ….On the weekend, we had a family picnic and I had to umpire when my little sister was batting and I gave her not out so she could have a second chance……

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LET’S TALK FOOTY

PLAY DVD CHAPTER INTRODUCTION / THE ROLE OF THE UMPIRE.Have the participants compile another list answering the questions

What does the game of Australian Rules Football expect of the umpire? - prompts can be located on page 5 of “The Ultimate Guide to Umpiring”

What do people expect of umpires?

PLAY DVD CHAPTERS - INTRODUCTION / WHAT THE GAME EXPECTS- Field / Environment / Play All

Distribute and go over the Student Practical Worksheet 1.

Distribute the participants’ packs and have them place their whistle in their pocket for the outdoor practical session.

OUTDOOR PRACTICAL SESSIONWarm Up / Stretch – Game - Keepings Off

Having placed cones and distributed colored bibs, set up a playing fi eld of 30m x 15m as follows

Two 5-minute halves with teams wearing colored bibs or bands.

30m

15m

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RULES• Arrange two equal teams located in their defensive half of the playing area• Appoint a goal scoring catcher to position himself / herself in the box marked with cones at the attacking end

of the playing area• Game is started with a “tip off” as in basketball• Players pass the soft-touch football to one another either by throwing or handballing• When the ball is dropped or passes over one of the sidelines, a turnover results and the opposition team

gains possession • Players may only run 10m whilst on possession of the ball• Players who are running with the ball and get tagged by an opponent lose possession of the ball• The game can be played either indoors or outside• A goal is scored when the nominated goal catcher catches a ball that is thrown to him / her and he / she

lands within his / her marked square.

Divide the class into four groups of fi ve and have each group play the following games several times allowing each participant to be the umpire in each game before the groups change games. Each game may last only 60 – 90 seconds.

Explain that the umpire is expected to use his / her whistle appropriately and call all free passes where appropriate.

GAME 1BOB DOWN TIGGYPlayers are scattered in a 10m circle and one nominated player is the “tagger”. Three players aim to avoid being tagged and the fi fth player acts as the umpire.

Players are allowed to bob down for a maximum of three seconds to be “safe” and avoid being tagged. The tagger is not permitted to “fox guard” the players who are bobbing down.

TAGGER

GAME 2 VACANT CORNERArrange three players to stand on a corner of a 5m square. The 4th player is in the middle of the square and must attempt to get the ball.

The three players on the corners must throw / handball the ball to other corners of the square. Players are encouraged to run to the vacant corner to gain possession of the ball.

Player 5 acts as the umpire

UMPIRE

UMPIRE

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GAME 3KEEPINGS OFFReplay of introductory game, this time being 2 v 2 with player 5 acting as the umpire.

Shorten the court dimensions and allow all players to play on court and allow either teammate to enter the goal catching area to receive a pass to score.

Encourage the umpire to pick up all contact fouls and free passes when ball goes outside of the playing area.

GAME 4BALL SCRAMBLEFour players are allocated a corner of a 10m square each. A bag of tennis balls is emptied in the middle of the square. When ready, the umpire sounds the whistle that allows each of the four players to run into the middle of the square, collect one ball and place it in his / her corner.

Only one ball may be carried at any time.When the centre of the square is empty, the four

players may steal one ball at a time from the other corners. This process is continued until the umpire sounds the whistle to end the game. A count may then take place.

The umpire is encouraged to monitor the players playing by the rules and to penalize those who carry two or more tennis-balls at any given time.

CONCLUSIONPack up and collect all equipment.

Have the group sit down and discuss strategies they used whilst umpiring e.g. positioning, use of voice, use of whistle, etc.

Have the group site examples of fairness / honesty / trustworthiness implemented by group mates when they were umpiring.

Review expectations of Student Practical Worksheet #1 and dismissal.

UMPIRE

UMPIRE

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Review Student Practical Worksheet 1 and gather observations and answers to the two follow up tasks. Discuss these and compare participants’ observations and answers.

Distribute Student Practical Worksheet 2 and read aloud “The Ultimate Umpiring Guide” pages 10-11 and allow the participants to take notes.

Have the participants answer questions 1 and 2 on Student Practical Worksheet 2.

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WHAT’S NEEDED FOR THIS SESSIONComputer, data-show projector, screen, The Ultimate Umpire DVD, student worksheet #2, participants’ packs, participants’ writing implements, colored bibs, 12 cones, soft-touch footballs, bag of footballs


DVD CHAPTERS • FIELD• POSITIONING• CONTROL DISTANCE

POSITIONINGAim: To have the participants understand the correct position that field-umpires adopt in general play and at set plays.

• LINE OF KICK• CENTRE BOUNCE• FIELD / POSITIONING • FIELD BOUNCE • BOUNDARY THROW IN • KICK IN AFTER A BEHIND


Play the five Chapters of the DVD individually and discuss each.Direct the participants to Student Practical Worksheet 2 as you proceed.

Establish a meeting point outside and ensure that all participants have their AFL Umpires cap on and their whistle in their pockets.

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Warm Up / StretchIn groups of 5, have the participants kick a football (pair to pair) and the 5th member of the group acting as the umpire. Rotate roles every couple of minutes.

KEY POINTS FOR THE UMPIRE• Umpire to remain 20–25m from

those kicking• Whistle blown to indicate a mark • Umpire to watch players move to position rather than

the fl ight of the ball

ACTIVITY 2 – BOUNDARY THROW INArrange the participants in groups of 5 and set up a boundary throw in drill.

Two participants take it in turns to be the boundary umpire, 2 participants act as players contesting the ruck and the 5th member of the group is the fi eld umpire who has to adjust his / her position according to the set play.

20-25M

ACTIVITY 1 – SIDE ON POSITIONIn pairs, one participant carries the ball and is known as “the player”. The partner is “the umpire”

The player jogs around the oval changing direction. The umpire endeavors to remain in a side-on position approximately 20-25 metres away. Participants rotate roles.

ACTIVITY 3 – KICK IN AFTER A BEHINDIn groups of 5, have a kicker kicking the ball back into play, 3 possible options and an umpire.

Depending on where the ball is kicked, the umpire must endeavor to remain side on to play and judge whether a mark is taken by one of the group members acting as a target option.

The umpire must start his / her running from just on 25m from the kick off line (the end of the goal square). Rotate roles within the group

CONCLUSIONPack up/collection of equipment

Review of activities as participants re-hydrate.Discuss the importance of remaining side on to play and the reasons for remaining 20-25m from play.If time permits, allow the participants some movement exploration time where they can practise their centre

throw-ups or more of their boundary throws.

UMPIRE

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WHAT’S NEEDED FOR THIS SESSIONComputer, data-show projector, screen, The Ultimate Umpire DVD, student worksheet #3, participants’ packs, participants’ writing implements, colored bibs, 12 cones, soft-touch footballs, bag of footballs, whiteboard, markers, AFL Spirit of the Laws brochures, hoops


DVD CHAPTERS • FIELD • DECISION MAKING • KNOWLEDGE OF THE LAWS

DECISION MAKINGAim: To have the participants understand the factors that contributes to good decision making.


Have the participants submit their Student Practical Worksheet 2 or self correct. Discuss answers and reasons for nominated pathways.

Reinforce key points with regard to positioning at set plays – “The Ultimate Umpiring Guide” pages 14-15.

KNOWLEDGE OF THE LAWS

• WHERE TO LOOK

Have the participants read page 16 of “The Ultimate Umpiring Guide” and discuss.Play the DVD, FIELD / DECISION MAKING / KNOWLEDGE OF THE LAWS

WHERE TO LOOK

WHERE TO LOOK

Have the participants read page 17 of “The Ultimate Umpiring Guide” and discuss.Play DVD, FIELD / DECISION MAKING / WHERE TO LOOKThe Course facilitator prepares 6 columns on the whiteboard. Have the participants close their books and identify the areas of the ground where

an umpire should look. Ask the participants to give reasons for their contributions.

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KEY QUESTIONSTell me why you suggest this.

What could happen if the umpire didn’t look there?

Distribute the AFL Spirit of the Laws brochures and allow participants to read the contents to themselves.

If a member of the local umpiring group is present, have him/her site examples of each law.

Distribute Student Practical Worksheet 3 to all participants.Play the DVD, FIELD / DECISION MAKING / WHAT’S YOUR DECISION

Have the participants complete Section 1 of their worksheets and allow time for discussion prior to locking in an answer. An answer sheet is provided.

Encourage the participants to complete this section of the DVD again at home.

WARM UP / STRETCHIn pairs play MIRROR IMAGE where person one acts as the umpire and the partner replicating all of the umpire’s movements and signals. Both participants should be facing each other all of the time and be encouraged to run forwards, sidewards, backwards using appropriate signals. Use of the whistle can be encouraged also.

Use the entire oval, but state that the pair have an imaginary mirror down the major axis of the ground and both participants are not allowed to cross this line.

Rotate roles.Divide the participants into groups of 6 or 7. As

an extension of last session’s warm up activity, have the participants kick a football to each other with one group member acting as the umpire.

Ensure roles within the group are rotated.

sidewards, backwards using appropriate signals.

Use the entire oval, but state that the pair have an imaginary mirror down the major axis of the ground and both participants are not allowed to

KEY POINTS• Umpire to remain 20-25 metres from play• Whistle to be blown to indicate a mark or a free kick for a push in the back or high contact• Encourage the umpire to watch for players making position for the marking contest – not watching the fl ight

of the ball

Variables to this activity to maintain interest and enthusiasm include:

• the player who marks the ball must dispose of the ball using a handball• the kicker is only allowed to kick the ball to someone who is leading• use of the opposite foot kicks only from the more skilled group members• use of different sections of the ground

Ensure all group members have a turn at being the umpire.

UMPIRE

20-25M

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ACTIVITY 1 – DECISION MAKINGParticipants are asked to nominate a free kick. e.g. push in the back.

The signal for that decision could then be asked for and demonstrated by the participants.Line the participants along two parallel 10m lines (arms width apart) arranging the participants to work with a

partner facing opposite.Members of one line call out the free kicks, partners blow their whistles and demonstrate the correct signal.Encourage the use of a variety of free-kicks.Rotate roles.

ACTIVITY 2 – DECISION MAKINGIn groups of five, appoint a group leader to kick the ball to players running towards the kicker.

One Group member acts as the Umpire and will call allmarks and free kicks.

Variation: The Umpire may choose to set one player on “the mark” once a clear mark has been taken with players running out in pairs.

CONCLUSIONPack up/collection of equipment

Review of activities as participants re-hydrate.Again, reinforce the importance of remaining side on to play and the reasons for remaining 20-25m from play.

Discuss this while reviewing activities.If time permits, allow the participants some movement exploration time where they can again practise their

centre bounces or more of their boundary throws to hoola hoops being used as targets.Go over the requirements of Student Practical Worksheet 3 and dismiss.

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WHAT’S YOUR DECISION?AnswersThese graphics represent the correct answers to the questions contained in the The Ultimate Umpire DVD. The questions appear randomly and the order of the answers will not correspond to the order of the clips shown.

B. HIGH TACKLE

B. IN THE BACK B. TRIP A. HIGH TACKLE

D. IN THE BACKC. HOLDING THE MAND. HOLDING THE MAN

B. IN THE BACK D. HIGH TACKLE B. KICKING IN DANGER

A. HIGH TACKLE D. TRIP B. HIGH TACKLE

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B. HOLDING THE MAN A. IN THE BACK C. HIGH TACKLE

B. IN THE BACKB. HIGH TACKLEA. HOLDING THE BALL

B. HIGH TACKLE C. THROW A. HOLDING THE BALL

A. HOLDING THE MAN B. IN THE BACK A. IN THE BACK

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WHAT’S NEEDED FOR THIS SESSIONComputer, data-show projector, screen, The Ultimate Umpire DVD, student worksheet #3, participants’ packs, participants’ writing implements, colored bibs, 12 cones, soft-touch footballs, bag of footballs, whiteboard, markers, AFL Spirit of the Laws brochures, hoops


DVD CHAPTERS • INTRODUCTION • VERBAL – NON VERBAL• FIELD / COMMUNICATION / BODY LANGUAGE• MUTUAL RESPECT • RESOLVING CONFLICT• IN SUMMARY

The Ultimate Umpiring GuidePages 21- 25

Collect Student Practical Worksheet 3 from each course participant and distribute Student Practical Worksheet 4.

COMMUNICATIONAim: To have the participants understand and experience the skills of effective communication.

Have the participants read page 21 of “The Ultimate Umpiring Guide”.Ask the participants to list the four key elements of effective communication that can be

transferred to everyday life.politeness eye contact appropriate interaction visual cues

Play the DVD, FIELD / COMMUNICATION / INTRODUCTION

NON VERBAL COMMUNICATIONHave the participants complete Section 2 of the Student Practical Worksheet 4 describing the three key stages a football umpire may use while communicating a decision to the players

BLOW – SHOW – GO - page 21 of “The Ultimate Umpiring Guide”.

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Course facilitators are encouraged to allow participants to draw upon past experiences for the following section however, teacher discretion should be used when participants comment on private personal experiences.

RESOLVING CONFLICTIn everyday life many people assist others in resolving confl icts. Many professions provide this guidance, e.g. school teachers.

Encourage discussion and involvement from the group identifying other people / professions who provide this assistance.

Have the participants complete section 3 of the Student Practical Worksheet 4.Attempt to draw similarities that a fi eld umpire may use when attempting to resolve confl ict.- page 23 of “The Ultimate Umpiring Guide”.

WARM UP / STRETCHHaving marked out a triangle of about 10 metre side lengths, have the group run the

triangle using three different running style – forwards, backwards & sidewards.

WAVE RUNNINGHaving marked out a square of 20 metre side lengths, arrange fi ve groups and allocate four groups a corner. Retain the 5th group to commence their running from the same cone as the 1st group.

On the whistle, group 1 runs to group 2 and so forth until group 4 runs to group 5.

Continue the pattern increasing the pace.Vary the running style as required.

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COMMUNICATIONArrange the participants into three equal groups of 7 or so.

Explain the three activities and ensure the groups are rotated around the three activities.

ACTIVITY 1Have the participants form a circle with the facilitator in the centre.

Explain some tips about using and preparing the whistle prior to a game. 1. taping the fi nger grip to the fi ngers 2. moistening the pea inside the whistle at least once a weekOne at a time, the participants are told an infringement (e.g. high contact) and the participants run into the

centre of the circle blowing their whistle loudly and using the correct signal.

ACTIVITY 2With the participants lined up in a straight line – arms length apart – the facilitator calls out an infringement and all members of the group have to run in 5-10 metres blowing their whistle loudly, signaling the correct free kick and using a loud and clear voice communicating to the players.

The procedure is repeated with many different infringements being called out until the facilitator is satisfi ed.

ACTIVITY 3One member of the group is to act as the umpire outside a 20-metre circle.

All other group members play 3 v 3 keepings off within another smaller 10-metre circle.The umpire is encouraged to maintain a side-on position and must maintain a clear view of the play. The umpire is to run around the outer circle maintaining a clear view of play.Rotate roles.

CONCLUSIONExplain the requirements of the Student Practical Worksheet 4 and dismiss.

UMPIRE

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WHAT’S NEEDED FOR THIS SESSIONComputer, data-show projector, screen, The Ultimate Umpire DVD, student worksheet #5, participants’ packs, participants’ writing implements, colored bibs, 12 cones, soft-touch footballs, bag of footballs, whiteboard, markers, hoops


DVD CHAPTERS • BOUNDARY

BOUNDARY UMPIRINGAim: To have the participants understand the duties and responsibilities of a boundary umpire and be able to demonstrate the basic skills of a boundary umpire.



• ROLES & RESPONSIBILITIES• CHECKLIST • THE THROW IN • INDICATIONS• POSITIONING

Play the DVD, BOUNDARY / INDICATIONS and BOUNDARY / POSITIONINGpausing to reinforce key points. Allow the participants to follow along using “The Ultimate Umpiring Guide” pages 30-33

Have the participants list the roles and responsibilities of a boundary umpire.Share these on a whiteboard.Ask the participants to prioritise these duties and allow discussion aiming to

determine the highest priority.Play the DVD, BOUNDARY / ROLES & RESPONSIBILITIESPlay the DVD, BOUNDARY / CHECKLIST & THE THROW INIdentify the key elements of a correct boundary throw in. Allow the

participants to jot down key words or phrases that they would use when teaching someone the boundary throw in.

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WARM UP / STRETCHAllow all participants to move around the 50m arc on the oval at a pace that allows them to warm up. Call out different movement patterns e.g. skipping, jogging, hopping, running backwards.

Introduce several “taggers” wearing colored bibs.Reduce the size of the area by placing cones.Further reduce the size of the area when rotating the people wearing the colored bibs.Finish the activity in a goal square when Bob Down Tiggy can be played.

ACTIVITY 1Running in pairs from the score-line to the centre circle passing the ball from one to the other.

Encourage throws of no more than two metres in length. Instruct the correct throw and provide reinforcement as required.

ACTIVITY 2Paired throwing from the boundary line into a designated target – hoola hoop.

Rotation of roles with scoring if required – or “closest to the hoop”.

ACTIVITY 3Working in groups of 5, have two boundary umpires, one instructor and two players contesting the boundary throw in.

Rotate roles within groups.Facilitator should ensure the language being used by the instructors is consistent with what was used on the DVD.Throws of 10 – 15 metres in distance / length should be encouraged with a height of between 4 and 6 metres.

ACTIVITY 4In groups of 5 set up a ten-metre square with 2 v 2 Keepings Off played. The 5th member of the group is to act as boundary umpire running outside the square blowing the whistle and indicating where the ball has completely crossed the boundary line. The pair who were last to touch the ball lose possession.

An adaptation of this activity is to increase the playing area and team size and allow the boundary umpire to throw the ball back in when it completely crosses the boundary line.

CONCLUSIONPack up / Collection of equipment

Review of activities as participants re-hydrate.Reinforce the need to position oneself correctly and have some of the participants explain and demonstrate

these positions.Group practice of the indications should conclude the session.Go over the requirements of Student Practical Worksheet 5 and dismiss.

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WHAT’S NEEDED FOR THIS SESSIONComputer, data-show projector, screen, The Ultimate Umpire DVD, student worksheet #6, participants’ packs, participants’ writing implements, colored bibs, 12 cones, soft-touch footballs, bag of footballs, whiteboard, markers, hoops, 5 pairs of goal umpires’ flags, soft touch play balls


DVD CHAPTERS • GOAL

GOAL UMPIRINGAim: To have the participants understand the duties and responsibilities of a goal umpire and be able to demonstrate the basic skills of a goal umpire.



INDICATIONS

• ROLES & RESPONSIBILITIES• CHECKLIST • INDICATIONS• POSITIONING• SCORING

Have the participants list as many goal umpires’ indications as possible e.g. goal, behind, hit the post, etc.

Encourage the participants to demonstrate these indications as they suggest them.Play the DVD, GOAL / ROLES & RESPONSIBILITIES and then

GOAL / CHECKLISTAsk the participants whether they can think of any other less common Goal

Umpire indications. (e.g. score has been annulled or the blood rule)Play the DVD, GOAL / INDICATIONS and allow time for discussion.

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POSITIONINGAs the goal umpire is the judge of all scores, it is critically important for him / her to be in the best decision making position. As such there are two common positions –

(i) Under the flight of the ball(ii) Astride the score lineHave the participants write a brief description about when each position would be adopted by the goal

umpire. Allow time for discussion and the benefits for adopting each position.

Play the DVD, GOAL / POSITIONINGHave the participants re-read their explanations and allow them to add to their descriptions.Reinforce this by having the participants read “The Ultimate Umpiring Guide” pages 39 and 40.

RECORDING THE SCOREHave the participants draw up their own score-sheets and record the scores in a quick game of footy for which the facilitator quickly calls out the scores.

(e.g. Collingwood goal, Collingwood goal, Brisbane hit the goal post, Collingwood behind, Brisbane touched all clear, …..)

Ensure the scores are recorded progressively as is shown in the example score card.Allow participants to continue the match by calling out the scores for the remaining

three quarters.Have the participants add their scores and calculate the total scores for the game.

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WARM UP / STRETCHArrange a game of Tunnel Ball that all participants play to warm up.

Following the game, have everyone jog around 4 cones placed 20m apart using a variety of running styles e.g. forwards, backwards, sideways.

ACTIVITY 1UNDER THE FLIGHT OF THE BALLWorking in groups of 5, appoint four goal kickers at cones located within and around the forward 50m arc. The 5th member of the group acts as the goal umpire and adjusts his positioning according to the angle of the kick ensuring he lines himself up with the centre of the goal line and the kicker.

Flags can be used for this activity.Rotate roles within the group.

ACTIVITY 2ASTRIDE THE LINEAgain in groups of 5, appoint two designated kickers from different locations in the forward 50m arc. Group members 3 and 4 act as full-forward and full-back in the goal square and the 5th group member performs the roles of the goal umpire.

In this instance, the goal umpire may have to adjust his position if the ball is dropping in fl ight or the ball is bouncing along the ground towards the goal.

Flags should be used for this activity.Rotate roles within the group.

ACTIVITY 3POSITIONINGIn groups of 10, appoint 9 goal kickers each to a designated cone and a goal umpire in position.

There is no fl ag waving in this activity as this activity demands the goal umpire being in the correct position for all set kicks and there shouldn’t be enough time for fl ags to be waved.

Have all kickers take a set shot at goal 1- 9 in order allowing little time in between kicks. This time can be controlled by the facilitator according to the goal umpire’s athleticism.

Once all 9 kickers have had a set shot at goal the goal umpire has judged all shots at goal, the kickers retrieve their footballs and progress to the next cone. Kicker 9 becomes the new goal umpire and the goal umpire becomes kicker 1, etc.

This rotation is continued until all group members have acted as the goal umpire.The facilitator may stand behind the goal umpire and provide feedback for all group members during, or at

the conclusion of, the activity.

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ACTIVITY 4INDICATIONS & FLAG WAVINGIn pairs – using either goal posts or cones – have a kicker and a goal umpire. The kicker takes set shots towards the goals and the goal umpire adjudicates the correct score, indicates appropriately and waves fl ags.

Roles are rotated.

ACTIVITY 5INDICATIONS & FLAG WAVINGSet up two sets of posts or cones alongside each other.

Line the participants up behind each goal line.The facilitator acts as the commentator and calls out play that results in a score. (e.g. Buckley gets it to Fraser who handballs to Didak running into an open goal…. and that brings up another goal for the Mighty Magpies….).The goal umpire makes the appropriate indication and then waves the fl ags.

CONCLUSIONPack up / collection of equipment

Reinforce the need to position oneself correctly and have some of the participants explain and demonstrate the positions.

Go over the requirements of Student Practical Worksheet 6 and dismiss.

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WHAT’S NEEDED FOR THIS SESSIONStudent worksheet #7, participants’ packs, participants’ writing implements, photocopied information sheets


DVD CHAPTERS • GOAL

FITNESS AND NUTRITIONAim: To allow the participants to develop a greater understanding of the fuels our bodies require to work and what factors influence one’s fitness.



FITNESS

Ask the participants to list as much as they know about four of the seven key components of physical fitness

• Cardio-respiratory endurance • Flexibility• Muscular strength • Muscular endurance• Aerobic endurance • Agility• Anaerobic power / endurance

Using the pre-prepared seven definitions written on cardboard shapes, distribute the definitions to groups and have them place the definition under the correct heading written on the whiteboard.

The course facilitator may choose to read the information contained in Chapter 7 of The Ultimate Umpiring Teachers’ Manual. The groups may then be asked to alter the placement of the definition they placed on the whiteboard.

Facilitator to provide feedback for all groups.

Allow the students to contribute in a brain-storming activity listing the key points they listed.Have the participants to relate the seven components of fitness to football umpiring asking them to state when an umpire may need to display these components.eg. Flexibility – having to adjust his/her angle when running into the forward line

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NUTRITIONUsing the internet, have the participants use one of the following websites

www.betterhealth.vic.gov.au www.nutritionaustralia.org www.goforyourlife.vic.gov.auwww.health.gov.au www.vichealth.vic.gov.au

to try and pinpoint the five major food groups. Once established, ask the participants to list foods that belong in each group.

Supply the participants with the photocopied information sheets that have been taken from “A Winning Diet” produced by the Australian Institute of Sport.

Ensure that all paragraphs have been read aloud and have the children list ways in which they may modify their diets using one of the headings and the information contained as a guide.

Go through the homework task where the participants list all food and drink items they consume in a 24-hour period.

Make up a rough draft using a combination of participants’ eating habits. Have the participants place all food and drink items under the headings provided.

CONCLUSIONEstablish a due date for the submission of Student Practical Worksheet 7 and dismiss.

the ULTIMATE GUIDE UMPIRING - AFL Community Club · to understand how a ﬂ ower grows but it can...

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Transcript of the ULTIMATE GUIDE UMPIRING - AFL Community Club · to understand how a ﬂ ower grows but it can...