AFL UMPIRE MENTOR PROGRAM MANUAL - AFL Community

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Focus for first season as a field umpireThe speed at which the new umpire progresses will vary from individual to individualand every mentor will need to exercise his or her judgement about this process. The stage atwhich the new umpire is ready to take a full game might come very quickly or it mighttake many games.This process is intended to be tailored by you as the mentor. Use your discretion andapply the process to be outlined in the way you feel best fits the new umpire. Keepin mind their age, maturity, experience and personality.As a starting point, it is a good idea to get to know them personally so they feelcomfortable with you. On page 53 (appendix c) there is a simple form you may useto help build this rapport. It will also be a useful resource as you learn more about theumpire. It will be especially useful if you are mentoring a range of umpires. Perhaps youmight be working with four at one time. A ratio of 1:4 is generally regarded as appropriate.If you take on more than this, you might find the workload too onerous.32UMPIRE MENTOR PROGRAM MANUAL
Providing match feedbackSome important advice on communicationCommunicating with children or teenagersAs much of your role as a mentor will require you to communicate with teenagers, it isappropriate to examine some of the more important aspects of this. We will examine some ofthe more general rules about communication – those that apply to all situations, those thatapply to children and those that apply to adults. The following section should help shape theway you communicate with the beginning or learning umpire, during the match and aftermatches or at training, both verbally and in writing. Remember, communication is a skilland, like all other skills, requires practise and reflection to improve.Some tips about communicating with childrenand teenagers:Draw young people out to speak about the things on their minds. If theperson you are mentoring seems to be a little upset about a particularmatch or aspect of a match, work on getting him or her to verbalise whatis going through his or her head.You can ‘prime the pump’ by talking with them about their favouritefoods, toys, movies, video games, etc. Basically, this means starting withsomething a little more informal, then moving on to the aspect of thegame or performance you wish to address.Verbally reflect on the emotions of a young person before givingin to your need to teach him or her something. You can do this byparaphrasing – repeating what they have said, but in your own words –to ensure you have got the message straight.Adults are constantly making the error of educating young people whenthat person expresses pain. “I had an absolute shocker today – I don’tthink I can make it as an umpire” is often met with, “You did fine” andthe child may be left to feel all alone with what could become a problemfor them. It is important to deal with the negative feelings of poorperformance, because he or she will have bad days even if they make itto the top.Lower yourself physically to a young person’s level by sitting down,bending down or sitting on the floor.It may have been months since any adult has joined the young personon his or her own level. Sit with them on the bench after a game ratherthan stand over them and talk down to them.Tell the young umpire anecdotes about your past and/or presentexperience as an umpire.UMPIRE MENTOR PROGRAM MANUAL 33
Page 4 and 5: ContentsOverview of the program....
Page 7 and 8: AcknowledgementsThe AFL and the aut
Page 9 and 10: Benefits of mentoring to umpiringCa
Page 11 and 12: FLOW CHARTOUTLININGMENTOR TRAININGP
Page 13 and 14: “I know when I umpired my first f
Page 15 and 16: Identify the challenges faced by th
Page 17 and 18: We all start somewhere...Read the f
Page 19 and 20: UMPIRE MENTOR PROGRAM MANUAL 19
Page 21 and 22: Mentoring is a highly effective way
Page 23 and 24: Qualities of a MentorMentors come i
Page 25 and 26: When can mentoring occur?Mentoring
Page 27 and 28: SPIRThe S.P.I.R. MethodWhen teachin
Page 29 and 30: A ‘staged’ approach to mentorin
Page 31: Characteristics of beginning umpire
Page 35 and 36: Mehrabian’s model has become one
Page 37 and 38: Feedback during and after the gameP
Page 39 and 40: Strengths for the game:123Detailed
Page 41 and 42: Match reportUmpire’s name:Billy R
Page 43 and 44: What aspects of the written feedbac
Page 45 and 46: Bendigo ACES programMuch guidance a
Page 47 and 48: Testimonials from mentorsFollowing
Page 49 and 50: Questions for the Learning UmpireTh
Page 51 and 52: Appendix B - Umpire match-day feedb
Page 53 and 54: Appendix c - Umpire mentor program
Page 55 and 56: Appendix E - Umpiring on the webThe

AFL UMPIRE MENTOR PROGRAM MANUAL - AFL Community

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