Vbra C Grade Single Short Course
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This is a compressed version of module 1, 2, 3, & 4 of the VBRA C.R.A.M.P. C Grade Training Program
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Vbra C Grade Single Short Course
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- 7. 7 Click here for FIBA numbers Click here for 0 – 99 numbers
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- 20. x O Transition check points x O O x Lead tLreaaidl Trail as aproesai wide penetration t3io as cno voenr the asgheot ball x x x
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- 30. How the ball is played 3 second violation 5 second violattion 8 second violation 30 Cross court
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- 45. FFeet FFirst FFacing 45 Established and maintained legal guarding position Contact occurred on the torso and down the centre of the body The player got to the position first If these things have all happened then call a charge.
- 46. Feet First Facing Established and maintained legal guarding position Contact occurred on the torso and down the centre of the body The player got to the position first 46
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- 60. 60 Developing Skills Emerging application of skill Establishing application of skill Competent at skill C Communication • Put hand/fist up on every violation or foul call Emerging Establishing Competent • When signaling to the scorebench they: o stand still Emerging Establishing Competent o display clear signals o use a loud voice R Rule Knowledge To be assessed with the exam A Anticipation & Decision Making • Call out of bounds correctly Emerging Establishing Competent • Call blatant double dribbles Emerging Establishing Competent • Call blatant travels Emerging Establishing Competent M Mechanics • Make correct positioning on the court in trail Emerging Establishing Competent • Make correct positioning on the court in lead Emerging Establishing Competent P Personal Qualities • Wear correct uniform and be punctual to games Emerging Establishing Competent
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- 62. 62 Communi-cation Rule Knowledge Anticipation & Decisions Mechanics Personal Qualities Emerging Establishing Competent
- 63. 63 Developing Skills Emerging application of skill Establishing application of skill Competent at skill C Communication • Put hand/fist up on every violation or foul call Emerging Establishing Competent • When signaling to the scorebench they: o stand still o display clear signals o use a loud voice Emerging Establishing Competent R Rule Knowledge To be assessed with the exam A Anticipation & Decision Making • Make a call on all heavy contact situations especially on a dribbler or shooter Emerging Establishing Competent • Call the majority of fouls in his/her area Emerging Establishing Competent • Call out of bounds correctly Emerging Establishing Competent • Call blatant double dribbles Emerging Establishing Competent • Call blatant travels Emerging Establishing Competent M Mechanics • Make correct positioning on the court in trail Emerging Establishing Competent • Make correct positioning on the court in lead Emerging Establishing Competent P Personal Qualities • Wear correct uniform and be punctual to games Emerging Establishing Competent
Notes de l'éditeur
- Brainstorm all signals
- Brainstorm all signals
- Explain by the end of the course, to be competent at Communication they will need to: Put their hand or fist up on every violation or foul call When signalling to the bench they must: Stand still Display clear signals Use a loud voice Brainstorm legal and illegal numbers and demonstrate how to signal these to the bench.
- Explain by the end of the course, to be competent at Communication they will need to: Put their hand or fist up on every violation or foul call When signalling to the bench they must: Stand still Display clear signals Use a loud voice Brainstorm legal and illegal numbers and demonstrate how to signal these to the bench.
- Trainees will be doing this from week 1 on court with their mentors. Demonstrate the sequence for calling fouls to the scorebench: Call the foul with a whistle Jog to the scorebench If points count, do this now Say the colour of the team Number of the player Foul committed Penalty i.e. 2 shots, sideline
- Talk through what is required of each referee and link back to how they will be assessed. They will be assessed on: Put their hand or fist up on every violation or foul call When signalling to the bench they must: Stand still Display clear signals Use a loud voice
- If a court is unavailable, this can be taught in the classroom. If multiple instructors are present, then split into two groups or more. Cover the following mechanics in the order below: The jumpball Trail Movement Lead Movement The Gap Principle Areas of Responsibility Transition Sideline Responsibilities Inbounding
- If access to a whiteboard this can be projected onto it and drawn on, if not then in presenter mode you can use the pen to draw on it. Discuss the shaded areas allow referees to call things if it is closer to them.
- Back in the classroom give participants time to draw in the trail and lead referee on the correct position on the court on page 10 and 11. Ask different participants to justify their answers while going through the presentation.
- Explain that they will be assessed by the end of the course to be able to: Make correct position in trail Make correct position in lead Know the areas of responsibility for lead and trail
- Discuss what the participants know of the Out of Bounds rule. Ask the following questions. What if the ball touches: the line? the roof or a light? the supports of the backboard? a coach or substitute? a referee who has one foot touching an out of bounds area?
- Explain that they will be assessed by the end of the course to be able to make all out of bounds calls correctly without help from a mentor.
- Participants need to be in small groups of 3 – 4 people. Each group need to watch the collection of travel videos and create their own definition of a travel. Remind them to consider the following: Pivot foot Standing player Moving player The importance of the ball Share each group’s definition of a travel. Discuss the similarities and differences with each group’s definitions. Create a general consensus of the rule. Quote the FIBA rule book’s definition of a travel (not including a player rolling or sliding) and then watch the FIBA DVD Travelling section which is embedded into the training course presentation. After the video, discuss the rule regarding a player falling, lying or sitting on the floor with the ball. Quote the FIBA rule book again on this rule. Explain that they will be assessed by the end of the course to be able to make all blatant travels without help from a mentor.
- In the same small groups, participants need to create their own definition of double dribble. Remind them to consider the following: Starting and ending the dribble Movement of the ball The carry rule Quote the following from the rule book (Art 24.2): “A player shall not dribble a second time after his first dribble has ended unless between the two dribbles he has lost control of a live ball on the playing court because: A shot for a field goal. A touch of the ball by an opponent. A pass or fumble that has touched or been touched by another player.” Explain that they will be assessed by the end of the course to be able to make all blatant double dribbles without help from a mentor.
- Briefly cover all other violations, however, this will need to be done relatively quickly. It is not a priority that trainees know these rules and participants will not be assessed on these other violations until the B Grade school. The violations they are expected to know are: Out of bounds Double dribble Travel It is not recommended to discuss these rules in length as participants need to focus on out of bounds, travels and double dribble before they think about all the violations.
- Split the participants into groups of 3-4 people. In their groups they are required to watch the video regarding fouls and contact situations. Ask each group to define the rule for calling a foul and record their opinion in their workbook. Ask each group to share their definition and build upon each group’s ideas until you get to the following definition: A foul is illegal personal contact to an opposing player which causes a disadvantage and/or unsportsmanlike behaviour.
- Explain to the group that the cylinder principle is defined as the space within an imaginary cylinder occupied by a player on the floor. It includes the space above the player and is limited to: The front by the palms of the hands, The rear by the buttocks, and The sides by the outer edge of the arms and legs. The hands and arms may be extended in front of the torso no further than the feet.
- Discuss with the participants the principle of verticality and players being entitled to a position on the court. Whichever player leaves their cylinder and makes contact that causes a disadvantage is responsible for a foul. Watch the video in the presentation and discuss who would/ wouldn’t call a foul and justify their reasons for making their decision.
- Discuss with the participants the importance of refereeing the defence in circumstances like in the video when a player is driving at another player. We need to evaluate the quality of the defence. If we watch the offense it may look like there is a foul when there is not.
- In small groups, participants need to brainstorm the different foul types they know. Have each person write down the fouls they know in page 18 of their booklet. Each group will be required to act out each foul type. Additionally, there are a couple of examples that can be discussed after each group has acted the foul out. The foul types covered are: Hands foul Blocking foul Holding foul Pushing foul Technical foul Unsportsmanlike foul Disqualifying foul Charging fouls will be covered in the next theory session. Explain that they will be assessed by the end of the course to be able to: Make a call on all heavy contact situations especially on a dribbler or shooter. Call the majority of fouls in his/her area.
- Discuss how a player establishes legal guarding position by facing his opponent and having both feet on the floor. He may raise his arms or shuffle holding a defensive position.
- If possible, ask a senior referee to speak with the group about their experiences in being promoted. Discuss how promotion occurs with an increase in experience, challenges and skills. At each level they are required to meet competencies to prove they have the appropriate skills.
- In small groups, participants need to brainstorm the different behaviours that would cause a referee to call a technical foul. These include disregarding warnings given by officials, disrespectfully touching the officials, disrespectfully communicating with the officials, or the opponents, using language or gestures likely to offend or incite the spectators, baiting an opponent or obstructing his vision by waving his hands near his eyes, excessive swinging of elbows, delaying the game by deliberately touching the ball after it passes through the basket or by preventing a throw-in from being taken promptly, falling down to fake a foul, hanging on the ring in such a way that the weight of the player is supported by the ring, unless a player grasps the ring momentarily following a dunk shot or, in the judgement of an official, is trying to prevent injury to himself or to another player.
- In small groups, participants need to brainstorm the different behaviours that would cause a referee to call an unsportsmanlike foul. Discuss the three behaviours that cause an unsportsmanlike foul: A player making no effort to play the ball. A player, in an effort to play the ball, causes excessive contact (hard foul). A defensive player causes a foul from behind or laterally, in an attempt to stop a fast break and there is no opponent between an offensive player and the opponent’
- In small groups, participants need to brainstorm the different behaviours that would cause a referee to call a disqualifying foul. Share the different behaviours that would warrant a disqualifying foul. Ask the question: Where does a player have to go if they are disqualified? They must leave the view of the court. If they return or refuse to leave, then seek the supervisor immediately. Discuss that a report may be required. Remind the participants that they must attend a tribunal as part of the training course.
- In small groups, participants need to brainstorm on page 19 when they think the act of shooting begins and ends. Watch the FIBA act of shooting video in the presentation.
- Explain the procedures required of the referees to go through with the scoresheet or scoring system at your stadium: the beginning of the game half-time full-time
- Discuss that some players choose to behave in a reckless and dangerous manner and that reports are sent to a tribunal board. What behaviours could warrant a report? Give each participant a tribunal report form. This can be a blank one, or one previously submitted as part of a report. Discuss the layout of the report form. Specifically focus on choosing if it is a major or minor offence. A minor offence allows the tribunal to offer the player a plea without attending a tribunal hearing if they are prepared to plead guilty. However, this can only be selected by the referees if the all the maximum weeks added up together are less than twenty weeks.
- Explain the skills of CRAMP to become a successful referee.
- Finally, remind participants that they must be establishing all skills to be passed onto apprentice and they must be competent at all skills to be passed as a C Grade referee and earn their stripes.
- Ask each participant to open their referee workbooks to shift 3 and shift 4 self-evaluations. Remind the participants of the communication competency Ask participants to share their judgement of their skill level of each competency. Remind them the levels of development are: Establishing being constantly reminded by the mentor to demonstrate the skill Emergent showing independence of this skill, however, still needing reminders some of the time Competent no reminders needed from the mentor, demonstrating consistent demonstration of the skill