Getting the Most Out of Your Yellow Card

Revised August 2014

The referee’s response to a foul or act of misconduct must match or exceed the severity of the player’s action.  In other words, the more severe the act of the player, the greater importance the referee should place on ensuring his actions/response send a message that the behavior displayed by the player will not be tolerated.  The message the referee sends must not only be received by the player for whom it is intended but also to the other players, coaches, and spectators.  An effective message that matches or exceeds the situation is the most effective tool in the referee’s ability to “draw his line in the sand.”  By “drawing the line in the sand,” the referee provides the players, coaches, and spectators with measurable and visual evidence of what is acceptable behavior in that game.

The referee who merely relies on the issuance of a card (yellow or red) to send messages is a reactive official – an official who does not use his personality to prevent the next foul.  Referees need to manage the game with their personality by picking the appropriate method of managing or dealing with a player.

Remember, the best referee is the referee who is seen and heard when the game requires the referee to be seen and heard.

Generally speaking, there is a continuum of referee actions needed to ensure that the referee’s response matches the severity of the offence.  Top level referees find ways to send messages aside from using the whistle.  They also utilize down time (when the ball is out of play) to connect with players.  Often times the connection can be positive communication and encouragement.  And give consideration: In response to every misconduct situation, referees do not need to reach for and display a card immediately.  At certain times, a calculated and diligent approach to the issuance of a card is best. 

By slightly delaying the “card” or “no card” decision, referees give themselves valuable seconds to assess the situation and to consider the action in context of the game and in context of the player who has committed the infraction.  During this brief pause, the referee can make eye contact with the ARs and/or fourth official if needed to get their perspective.  This almost inconspicuous pause can lead to more thought out decisions versus reactive decisions based upon emotion.

The following is brief overview of three important referee responses on the continuum:

• Quiet word - During the run of play, referees can have a quiet word with players.  This allows players to feel the referee’s presence prior to the referee blowing the whistle.  Additionally, there are some fouls for which a quiet word is an appropriate response by the referee.  The referee can run with the player as the player moves to position and during the movement convey the selected message.
• Isolating the player - Once the referee has whistled the foul, the referee can opt to move the player aside and have a one-on-one conversation.  The isolation of the player sends a broader message that will resonate with all game participants and is a visual message to spectators and the media that the player’s actions were not acceptable.  By looking the player in the eye, the referee sends a stronger message and can use his personality to convey his displeasure.  The “look” (body language) and tone of voice chosen by the referee is important as it must also match the severity of the offense.  This tactic also slows the game down and gives the referee and the player’s time to think about their actions. Remember, the referee must always be under control and calm when demonstrating his displeasure and communicating with the players and coaches. 
• Issuing of a card - If talking with the player(s) has not worked, the referee should then consider a stronger message which would be the issuance of a yellow or red card.  This does not restrict the referee from going directly to a card should the severity of the offence mandate it.  Once again, however, the referee must make sure that the appropriate communication accompanies the displaying of the card.  In many instances, the quick isolation of the player while the card is displayed is critical in getting the right message across.

Emotional Intelligence and the Referee

What exactly is Emotional Intelligence (EQ)?

The more universally known term is IQ (intelligence quotient). 

- Goleman (1995) popularized the term “emotional intelligence” in his well-known book Emotional Intelligence. Why it can matter more than IQ.

- Goleman defined four domains of emotional intelligence as: self-awareness, self-management, social awareness, and relationship management.

Emotional Intelligence (EQ) Concepts:

• According to Goleman (1995) – EQ is first apparent in children when a child notices and tries to comfort a crying child 
• Unlike IQ which is inherited, EQ can be learned 
• Improving your EQ starts with the awareness of your EQ 

Referees and Leadership

Referees are visibly in a position of leadership

Bass (1990) identified two types of leadership – transactional and transformational

- The transactional leader makes a transaction “if you do as I say I will…”)

- The transformational leader builds a relationship with followers and creates their desire to do well

Why are you a referee?

There are many reasons why people choose to become a referee

• Love for the game
• Need for income
• Enjoy being a leader  - Either they are a natural leader or they need delegated authority to be a leader
• Desire to have the authority to make decisions
• Limited playing ability but want to participate

Good or bad reasons?

The prior list is limited and does not cover all the reasons

However…

There are good reasons

- The desire to give back to the game

and bad…

- A need for money means the referee might not have the interests of the players at heart, and just want time to pass

- A poor self image and the need for authority means the referee might not have the players interests at heart

The Goal

The goal is for all referees to have high emotional intelligence and the ability to:

• ensure the players decide the outcome of the game
• stay calm under pressure
• control what they say
• understand the pent-up emotions of the players and not over-react
• learn from mistakes and constantly improve
• learn from others

Achieving goals

If someone does not achieve a goal, there are only three reasons:

• They are unable
• They are unwilling
• They are inadequately trained

Attending training sessions is an essential part of any referees education

How people learn

People learn in four major ways:

• From their own experience
• From watching others, attending courses
• From reading all available literature
• From a combination of the above 

How do you learn?

If you want to raise your emotional intelligence – there are only two requirements:

- The desire to improve your EQ

- The understanding of how you learn

• If you learn by your own experience: Unless you are very young - you don’t have enough years to be all that you could be

• If you learn by watching others / attending courses: Find yourself a mentor, watch their games and ask them to watch yours. Don’t be defensive, receive criticism professionally “Thank you, is there anything else?”

• If you learn by studying: Material is available both locally and on the Internet, set aside time every week to research and make it a habit

• If you learn by a combination of the above: You are well positioned to succeed!

Rate your leadership!

- If you walk in a room, does anyone notice?

- Are you transactional and do you spend your game issuing cards and exerting your authority?

- Do you build a relationship with the coaches and the team captains?

Rate your emotional intelligence!

- If you are reading this and wondering if you have low emotional intelligence – chances are you do not, as you are willing to self-reflect

- If you are reading this and thinking of someone else, chances are that you have low emotional intelligence and need to become more self aware

Rate your emotional intelligence!

• Are you aware of yourself and how your actions affect others?
• Do you have an interest in the 22 players on the field and an awareness that for some this could be the highlight of their week due to a poor academic record or poor home circumstances?
• Do you leave a game and review how well you did, what mistakes you made and work out how to do better?
• Do you ignore any feedback from the parents and write them off as “the experts” who have little to contribute to how you referee the game?
• Rate your emotional intelligence!
• When you leave the field is the score 
• Home = 1, Visitors = 1, Referee = 1 because you awarded a penalty in retaliation toward a coach / player / spectator?
• Do you argue with players and insist on having the last word as anything less would somehow diminish your authority?
• Do you evict the coach to try to retain some semblance of control over the game?
• Do you suffer from “Napoleon Syndrome” where you perceive that somehow height affects your effectiveness?

OR

• Do you put your whistle in your mouth to stop yourself saying anything that could come back and haunt you
• Remain calm, apologize if you made a mistake, correct it if possible
• Read the coaches / players / spectators and adjust your game to meet their expectations

Looking Ahead

You CAN make a difference if you retain the desire to improve and encourage others

Together WE CAN make a difference and ensure that players decide the outcome of games, without any follow up actions being required

For the good of the game…

“The only thing necessary for the triumph of evil is for good men to do nothing.” 

-- Edmund Burke 1729-1797

References

Bass, B. M. (1990). Handbook of leadership: Theory, research, & managerial applications (3rd ed.). New York: The Free Press.

Goleman, D. (1995). Emotional Intelligence. Why it can matter more than IQ. New York: Bantam Books.

The Field of Play (Equipment and Devices)

Position Paper

Date: March 29, 2005

Various questions have been raised recently regarding the status of cameras and other devices which may be found around, near, or even on the field of play. The fundamental principle is that the referee has authority under Law 5 to make final decisions regarding both the compliance of the field with the requirements of Law 1 and the overall safety of the field.

If a field has a physical object located directly above the field (e.g., a clock or moveable camera -- popularly called a "skycam"), play must be stopped if the ball makes contact with the object and then restarted with a dropped ball.

Any device or equipment intended to enhance communications, to assist in the management of the event, or to facilitate broadcasting the match and which is located on or around the field must be brought to the attention of the referee and made available for inspection prior to the commencement of the match. The referee will work with local facility managers to resolve any issues related to the presence or operation of such devices but the final decision regarding safety remains with the referee. At all times, such equipment must be operated so as not to interfere with or disrupt play.

Unusual equipment and devices which do not endanger the safety of players and which have been allowed by the referee must nevertheless be reported in the Competition Incident Report.

2013 Pre-Season Quiz

Quiz Answers

1. During the pregame inspection, the referee finds that the portable goals are not anchored.

1. They do not have to be anchored, but must be secured, adequately anchored or counterweighted.
2. The game may begin with the goals in their current state.
3. The game may not begin with the goals in their current state.
4. A parent may stand near the goal and hold it in place.

2. During the pregame inspection, the referee finds that the goal areas and penalty areas at both ends of the field are improperly marked.

1. The game shall not start until the area lines are properly marked.
2. The game may be started and played with the lines as is and the coach instructed to have proper markings for the next home game.
3. A report shall be made to the assigner, league, or governing authority.

3. A8 is taking a corner kick. The ball comes to A9, who immediately shoots toward the left post. The ball hits the post and bounces to B3 who, under pressure from A7, deliberately kicks the ball to keeper B1, who picks it up in the goal area about three yards from the goal line.

1. There is no infraction; continue playing.
2. Whistle and signal indirect free kick.
3. Whistle and signal direct free kick.
4. Take the free kick from where B1 touched the ball.
5. Take the free kick from the goal area line perpendicular to where B1 touched the ball.
6. Take the free kick from where B3 kicked the ball.

4. What are the requirements for a ball to be legally used during a game?

1. The ball must be spherical.
2. The ball must bear an authenticating mark (FIFA/USSF).
3. The home team is only required to provide the game ball.
4. By rule, the home team is asked to provide five game balls, but if they cannot provide five balls of similar quality, the other team may provide game balls.

5. A8 scores a goal. A8’s name was not on the team roster submitted by the coach at the beginning of the game.

1. It is a valid goal.
2. It is not a valid goal.
3. Either a or b, depending on whether the ensuing kickoff has restarted play before the discrepancy is discovered.
4. A8’s name and jersey number may be added to the roster and A8 may remain in the contest.
5. A8 must depart the field and may be replaced by substitute A13.

6. What are the requirements for a pregame meeting between the referee and coaching staffs?

1. There is no requirement for referees to introduce themselves to coaches or hold a pregame meeting.
2. It is recommended that you introduce yourself and address any concerns that each coach may have.
3. The referees and head coaches interact as they conduct a pregame conference about proper equipment and good sportsmanship.
4. Game rosters must be exchanged 15 minutes before game time. Typically, both head coaches and the referees are at that exchange.

7. In an effort to read the intention of the player taking a penalty kick, goalkeeper B1 moves laterally along the goal line, then takes two steps forward prior to the ball being struck. The correct referee action is to:

1. Award a goal if the ball goes into the net.
2. Award a retake of the kick if a goal is not scored.
3. Do nothing — no infraction has taken place.
4. Either a or b, based on the outcome of the kick.

8. The referee awards a throw-in to team B. As B5 is preparing to throw the ball in, the coach for team B sends a player to the scorer’s table for entry into the game.

1. Allow the substitution.
2. Do not allow the substitution.
3. The substitute must have already reported to the scorer (or nearest assistant referee) before the ball went out for the throw-in.

9. Player B3 is sent off for a second yellow card.

1. Team B must play one player short.
2. B14 may enter the game to replace B3.
3. Display only the red card.
4. Show the red and yellow cards simultaneously.
5. First display the yellow card, lower it, and then display the red card.

10. What are the restrictions on a player’s run-up during a throw-in?

1. The thrower may not run more than three yards, making the “flip throw” illegal.
2. The thrower’s run must finish within one yard of the touchline.
3. There is no restriction on how far a thrower may run before throwing the ball — unless the referee deems the player is attempting to delay the restart of play. Caution that player but the same team is entitled to the throw-in.
4. The thrower may not move more than one yard up or down the touchline from the location designated as the throw-in spot.

11. An impending storm shows dark, overcast skies. Before the start of the game wanting to get a full game in, both coaches ask the referee if both halves can be shortened by five minutes and the halftime break be five minutes.

1. The referee does not have the authority to shorten halves or the halftime break period.
2. The referee does not have the authority to shorten halves, but the halftime break may be reduced.
3. The referee should agree to do what both coaches request.
4. The referee could have agreed to the shorted halves and halftime period if only the home-team coach had made the request.

12. After a controversial referee decision, away-team B refuses to take the field and continue playing.

1. The referee should terminate the game.
2. By rule, the referee should terminate the game after waiting three minutes.
3. Team B forfeits the contest.
4. The referee should abandon the match.

13. During the game, A4 was sent off (disqualified, ejected) and shown a red card. After the game, both coaches and the assistant convince the referee that A4 should not have been shown the red card.

1. The card stands and must be reported, along with a description of any referee misgivings.
2. The referee may fix the error by reporting it as two yellow cards.
3. The referee may fix the error by saying it was an error in judgment.
4. Only the league, conference or governing body can change the penalty aspects of a card already displayed.

14. Which of the following are legally counted as a valid goal?

1. A9’s kickoff goes directly into the team B goal.
2. B5’s corner kick goes directly into the team A goal.
3. Keeper A1’s long clearance bounces once and goes into the team B goal.
4. All of the above.

15. A8 is in an offside position. Keeper A1 takes a goal kick and A8 is the first person to touch the ball.

1. Since A1 was in his own half of the field, there is no infraction.
2. A8 cannot be offside, as that is one of the exceptions to being in an offside position.
3. Whistle and declare A8 offside; restart with an indirect free kick.

16. During the game, A5 is cautioned and shown the yellow card. FIFA Laws require A5 to leave the field and the referee beckons A13 to enter after A5 is off the field. Just before play is restarted, A5 loudly curses the referee.

1. A5 is shown a second yellow card, then the red card.
2. A5 is shown a red card.
3. A5, now on the bench, cannot be shown a card of any color.
4. A13 must come off the field and team A must play with 10 players.
5. A13 may remain on the field and team A may play with 11 players.

17. After scoring the go-ahead goal with a few minutes remaining, scorer A10 takes his shirt off and waves it around his head like a windmill. Seeing the referee approach and sensing a yellow card is coming, A10 hands the jersey to a handicapped spectator.

1. A10 should be shown the yellow card for Unsporting Conduct and a yellow for Excessive Celebration, and a Red Card for 2nd Yellow.
2. A10 taunted his opponents and should be shown the red card.
3. A10 used excessive celebration and should be shown the yellow card.
4. Many referees might overlook the generous and spontaneous gesture and keep the yellow card in the pocket.

18. When the assistant referee observes a foul not seen by the referee, the correct mechanic is to:

1. Call out his partner’s name to get his attention.
2. Continue running with the flag in the air.
3. Stop running and raise the flag in the direction of the restart.
4. Stop running, turn square to the field, raise the flag, and once the referee makes eye contact, waggle the flag once and point in the direction of the free kick.

19. Of these seven violations, which of the following three are examples of misconduct (yellow or red card)?

1. Dangerous play.
2. Spitting.
3. Jumping at.
4. Incidental foul language.
5. Leaving the field of play without the referee’s permission.
6. Charging.
7. Pushing.