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Many new video-based technologies (e.g., eye trackers, point-of-view camera) have been integrated into sport referee performance monitoring and training. Mobile 360° video (an omnidirectional video-capture tool affixed to the referee during their performance using a chest harness) provides moving images recorded from a first-person perspective. This case study explored rugby union referees’ and referee coaches’ engagement with mobile 360° video during a viewing of another referee’s performance. Using an other-confrontation interview approach, referees’ and referee coaches’ cognitive activity (interests, concerns, noticing, and knowledge) while viewing mobile 360° video was elicited and studied. Participants experienced heightened immersion in the situation, as well as enhanced discovery and noticing behavior, and they constructed different types of embodied and corporeal knowledge. Using a rugby union setting, this occurred through enhanced perceptual involvement provided by mobile 360° video for reflection on referee positioning and movement, contextual inference about decisions, and sensitivity to player cues and interactions. This study provides preliminary evidence for the utility and acceptability of mobile 360° video as a pedagogical innovation in referee training to enhance referees’ decision making, game management, and reflexivity. Limitations, challenges, and applications of immersive mobile 360° video as a pedagogical tool in rugby union refereeing and other sports are discussed.

Communication and player management are integral to effective sport officiating, but most research has focused on physical performance and decision making. The few previous studies of officiating communication tended to use “transmission” conceptualizations of communication (e.g., decision communication, impression management). Eleven officiating-development managers and coaches from 7 peak Australian sport bodies were interviewed to explore conceptualizations of communication and player management, the way officials improve, and the role of the sport bodies in improvement. Four salient themes emerged in conceptualizations of effective officiating communication and player management: personal qualities of the official, 1-way-communication direction giving and impression management, situation monitoring (interpreting player and context), and skilled interaction (adapting communication appropriately for context). The findings highlight a mismatch between (a) interpretive and interactive communication skills perceived to be most important and challenging and (b) the training that is currently provided to officials. There was general commonality in practice and training issues across sport codes. The article makes theoretical contributions to the study of sport-official communication and practical recommendations for improving approaches to training skilled communication and player management.

Plessner and Betsch’s (2001) investigation into officiating behavior may be representative of a shift from stress-oriented research (Anshel & Weinberg, 1995; Rainey & Winterich, 1995; Stewart & Ellery. 1996) to consideration of decision-making (Craven, 1998; Ford. Gallagher, Lacy, et al., 1999; Oudejans. Verheijen, Bakker, et al., 2000), the primary function of referees in any sport. Commendably, Plessner and Betsch have investigated the most important focus of referee performance, the application of the rules (Anshel, 1995). However, methodological weaknesses, together with a fundamental error in the attribution of causation to the findings, significantly dilute the paper’s contribution to extending knowledge in this important area.

To identify a framework for referee training and selection, based on the key areas of effective performance, we conducted content analyses on Rugby Football Union referee assessor reports, referee training materials, performance profiles from a group of English premier league referees, and a review of published research on sports officiating. The Cornerstones Performance Model of Refereeing emerged, overarched by the psychological characteristics of excellence (see McCaffrey & Orlick, 1989) and featuring four key areas: (a) knowledge and application of the law; (b) contextual judgment; (c) personality and management skills; and (d) fitness, positioning, and mechanics. Focus group interviews confirmed the usefulness of the model as an assessment and training tool, which the RFU now use to develop referees throughout England.

The purpose of this investigation was to pilot a video-based training program designed to develop referees’ shared mental models. A group of English Rugby Football Union (RFU) national referees, divided into a control group (n = 15) and experimental group (n = 41) made their immediate decisions on pre and posttests of 10 video clips taken from real game referee perspective recordings. Over a six-week period the experimental group studied training tapes consisting of 5 sets of 5 tackles, in each case with an expert providing his interpretation of the correct decision. The lowest ranked referees on the national panel significantly improved their percentage of correct decisions, becoming 17.43% more accurate in their decisions at the posttest. These results suggest that such shared mental model training is an appropriate method for improving referee performance.