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Introduction 2
Sports Officials UK 2
Contact 4
Level 2 standards 5
Level 3 standards 15
Level 4 standards 35
1
Introduction
SkillsActive is the Sector Skills Council for Active Leisure, Learning and Well-being. SkillsActive
works with employers and other industry partners to develop National Occupational Standards
(NOS). SkillsActive has worked since 2005 with Sports Officials UK, National Governing Bodies of
Sport (NGB) and other key organisations and employers to develop national occupational
standards for officiating in sport.
NOS are statements of the skills, knowledge and understanding needed for effective performance
in a job role and are expressed as outcomes of competent performance. In other words, they
define good practice in the performance of individuals in the workplace based on the functions
they perform; they can be regarded as quality standards for people. NOS are public documents
and can be of immense value to individuals, employers and education and training providers.
NOS specify the standards of performance that people are expected to achieve in their work, and
the knowledge and skills they need to perform effectively.
People working in sports officiating can use standards to compare their performance to these
nationally developed benchmarks of good practice, and to be clear about what they need to
achieve. NGBs can also use these standards to inform the deployment of officials and officiating
training and education.
NOS are not training courses; they are based on an analysis of a job and describe competence in
that role. The standards offer a framework for good employment practice whether people are
working in a paid or voluntary capacity.
Sports Officials UK
Sports Officials UK Ltd (SOUK) is recognised as the organisation responsible for representing and
supporting officials across all sports in the UK.
SOUK is a group of representatives from a number of NGBs who are all responsible for the
training education and development of officials within their given sport. SOUK was formed to
address some of the common problems and recruitment issues encountered by sports and share
examples of good practice in relation to the training and development of referees, umpires,
stewards and judges.
SOUK have been a major partner of SkillsActive and have played a vital role in leading the
development projects which have been undertaken to produce the national occupational standards
for officiating in sport.
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Qualifications and Credit Framework (QCF) which operates in England, Wales and Northern
Ireland.
With increased media spotlight, the development of officials at all levels, across a wide spectrum of
sports is an area receiving a great deal of attention. SOUK has highlighted the need for structured
training and competency development for officials. The formation of national occupational
standards allows the development of a clear career pathway through to elite level and helps to
benchmark standards across the sector. Governing bodies may choose to use the new NOS in the
development of qualifications and training.
The NOS for officiating in sport have been written in a generic way so as not to be prescriptive
and so that they can apply and be relevant to a range of people in a range of paid or unpaid job
roles and across a range of sports/ activities.
Sport or activity specific content would have to be overlaid on top of these standards by each
national governing body.
The NOS do not have to be used in their entirety. Managers and individuals can pick out the parts
which are most relevant to them and the context of their own organisational work roles.
The standards are a valuable resource that can be used in an integrated way by organisations and
individuals to improve their performance.
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Organisations can use NOS to:
• Identify and plan personnel requirements
• Design and implement recruitment and selection processes
• Develop job descriptions and person specifications for staff and volunteers
• Design, deliver and evaluate training
• Use common standards of performance and quality in partnerships with other organisations
and agencies
• Demonstrate the competence of the organisation when applying for funding or tendering
for projects
• Provide induction of staff and volunteers
• Plan appropriate development and training
• Ensure that staff and volunteers are clear about their responsibilities and work activities
• Align individual and team effort with organisational goals and targets.
Contact
For more information on national occupational standards in sport contact SkillsActive at
skills@skillsactive.com or 020 7632 2000.
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The National Occupational Standards
for Officiating in Sport – Level 2
These standards are for officials in a variety of sports and officiating roles
List of standards
OF1 Develop and maintain own ability to apply rules/ laws within the spirit of the sport/ activity.
OF2 Contribute to the health, safety and protection of participants and others during the
sport/ activity.
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Standard OF1
Develop and maintain own ability to apply rules/ laws within the
spirit of the sport/ activity
Continuing professional development is vital to an official’s performance. Officials need an in-depth
knowledge of their sport/ activity, including changes in the rules/ laws. They also require
knowledge of performers and their representatives – for example, coaches and managers. Physical
and mental condition will also play a role. Unless officials can follow play closely, maintain
concentration, observe carefully and make quick and accurate decisions, problems are bound to
arise. Officials also need to be able to reflect on their practice, dealing constructively with
feedback from others and finding ways to continuously improve their performance.
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Analyse own performance
You must be able to:
1. Review your own evaluation of your performance and consider feedback from relevant people.
2. Reflect on your performance and identify areas where you need to develop your practice further.
3. Develop and record a personal action plan that will help you to develop your performance in these
areas.
4. Take part in development activities as part of your personal action plan.
5. Review your progress in developing your performance and update your personal action plan
accordingly.
Relevant people could include other officials, performers, performer representatives and media.
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Standard OF2
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3. The principles of the duty of care.
4. The relevant normal and emergency operating procedures for the facilities where you officiate.
5. The importance and principles of risk assessment.
6. The types of hazards that are common in the areas where you officiate.
7. How to carry out basic risk assessments of the types of hazards you are likely to come across.
8. How to control the common risks you are likely to come across.
9. What to do when the level of risk is unacceptable.
10. Your own technical limitations when it comes to risk assessment and control and what to do if you
feel unable to deal personally with identified hazards.
11. How to promote safety to all those present and why this is important.
12. How to check that safety procedures are being followed.
13. Ways in which you can help to improve health and safety.
14. The types of incidents and emergencies that you need to be able to deal with.
15. Your responsibilities when these incidents and emergencies occur.
16. What types of information you may need to convey to others and how to do this.
17. Relevant records and reports.
18. The importance of child protection.
19. Your responsibilities in relation to child protection.
Standard OF3
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8. Follow the correct procedures when you have disagreements or difficulties with co-officials and
support staff.
9. Treat co-officials and support staff equitably.
Co-officials could include those working at the same level as yourself, responsible to you,
you are responsible to and representatives of governing body.
Communication could include spoken, written and non-verbal.
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10. Situations in which you may need to provide help and information to your co-officials and support
staff.
11. Why team discussions are important and why you should contribute to them.
12. Procedures for dealing with conflict.
13. Why it is important to discuss your suggestions with colleagues and to take account of their ideas.
14. Why an effective working relationship with performers and their representatives is important.
15. Why effective communication is important and the most effective way to communicate within your
sport/ activity.
16. When it is important to listen to and work with performers and their representatives.
17. The importance of treating individuals equitably.
18. The importance of the media in modern sport and the role that they should play.
19. The importance of understanding reasons for media contact and preparing responses.
20. The limits of your authority when it comes to relationships with the media.
21. The types of situations in which you may need to consult other people for advice and information.
22. How to present yourself, your organisation and sport in a positive light.
23. The types of confidential and sensitive issues that may need special treatment
Standard OF4
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Make and communicate judgments
You must be able to:
1. Make judgments according to the rules/ laws and the nature and spirit of the activity.
2. Communicate judgments at the appropriate time to relevant people.
3. Make sure your judgments are understood.
Relevant people could include performers, performer representatives, co-officials, support staff,
governing body representatives, spectators, and media.
Maintain self-control
You must be able to:
1. Make sure your own behaviour is consistent with the code of conduct for your role.
2. Interact with relevant people in a way which is consistent with achieving your desired outcomes.
3. Manage influences and pressures from relevant people and the situation.
Relevant people could include performers, performer representatives, co-officials, support staff,
governing body representatives, spectators, and media.
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Standard OF5
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8. Why it is important to have active listening skills and what this means.
9. Why you should always ask questions when there are things you are unsure about.
10. Why it is important to know what types of information other people need from you and how to give
them this information in a way that meets their needs.
11. How to communicate accurately and clearly and why this is important.
12. The importance of discussions with other officials, performers, performer representatives, support
staff and the media and how to contribute to these discussions.
13. How to structure your ideas so that you can make effective contributions to discussions.
14. Why you should always give other people the opportunity to contribute their ideas and why it is
important to take account of their ideas.
15. The types of written material you need to work with as part of your job.
16. How to identify and extract the main points you need from written materials.
17. How to write clearly and effectively for the people you regularly communicate with.
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The National Occupational Standards for
Officiating in Sport – Level 3
These standards are for officials in a variety of sports and officiating roles at the
higher levels in their sport/ activity mainly at the regional/ county level.
List of standards
OF6 Continuously develop and maintain own ability to apply rules/ laws/ regulations and their
interpretation consistently within the spirit of the sport/ activity.
OF7 Contribute to the health and safety of the competition environment.
OF8 Contribute to the health and safety of competitors and others during competition.
OF9 Contribute to safeguarding young and vulnerable competitors.
OF10 Establish and maintain working relationships with co-officials and support staff.
OF11 Establish and maintain relationships with competitors and competitor representatives.
OF12 Develop other officials in their role.
OF13 Identify and maintain the regulations and structure of a competition.
OF14 Accurately apply rules/ laws and their interpretation during performance.
OF15 Evaluate the quality of competitions and communication of judgements consistently.
OF16 Establish and maintain relationships with the media.
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Standard OF6
Continuously develop and maintain own ability to apply rules/
laws/ regulations and their interpretation consistently within the
spirit of the sport/ activity
Continuing professional development is vital to an official’s performance. Officials, especially at the
higher level, need to continuously develop an in-depth knowledge of their sport/ activity, including
changes in the rules/ laws/ regulations and how these should be interpreted. They also need to
continuously update their knowledge of competitors and their representatives – for example
coaches and managers – particularly before an event. The official’s physical and mental condition
will also play an important role, especially when operating at a high level in the sport/ activity.
Unless officials can follow play closely, maintain their concentration, observe carefully and make
quick, accurate and, above all, consistent decisions, events will not run smoothly, their outcomes
may be disputed and the standing of officiating called into question. Officials also need to be able
to reflect on their practice, dealing constructively with feedback from others and finding ways to
continuously improve their performance. Finally, officials need, throughout their work, to
demonstrate professionalism, integrity and ethical conduct.
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5. Identify potential issues when dealing with these competitors and competitor representatives and
develop a strategy to address these issues.
Information could be written, spoken, recorded and observation.
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4. Why it is important to properly interpret and apply the rules/ laws/ regulations and ethics of the
sport/ activity.
5. Why it is important for officials to interpret rules/ laws/ regulations and ethics in a consistent and
agreed way at the level at which you are officiating and how to help ensure that this happens.
6. Why it is important to keep up with changes and developments in your sport/ activity and how to do
so.
7. The types of training and development available to you and how to engage actively in these.
8. How to monitor and evaluate the way that other officials at your level interpret and apply rules/ laws.
9. The national and international bodies that govern your sport/ activity and their structures and
requirements as relevant to your officiating role.
10. Tactical trends amongst competitors and why you need to be aware of these when interpreting and
applying rules/ laws/ regulations.
11. Why it is important to have knowledge of the competitors and competitor representatives that you
may encounter, particularly in advance of an event in which they will be participating.
12. How to collect and evaluate information about these competitors and competitor representatives.
13. How to draw on your own experience of working with these competitors and competitor
representatives and the experience of other officials.
14. How to identify potential issues relating to competitors and competitor representatives and develop
strategies to address these.
15. Why physical and mental fitness are important to officiating in your sport/ activity;
16. What are the fitness levels expected of officials in your sport/ activity?
17. How you should maintain appropriate levels of fitness.
18. Types of activities/ substances that may adversely affect levels of fitness.
19. The importance of lifestyle and diet in maintaining fitness levels and how to manage these to maintain
and improve your fitness.
20. The types of mental strategies you can develop to cope with the demands of specific events and how
to develop these.
21. Why it is important to objectively monitor your own performance as an official.
22. Why feedback from other people is important and how to respond to such feedback.
23. Why you should work with someone else – for example a coach or mentor – to continue to develop
your performance as an official and why this is important.
24. How to analyse your performance and feedback from others to decide how to improve your
performance.
25. Why it is important to have a personal development plan and how to develop one.
26. The types of development activities that could help to improve your performance and how to access
these.
27. Why it is important to monitor and review your personal development and update your personal
action plan accordingly.
28. The importance of behaving in a professional and ethical manner.
29. Codes of conduct that you should follow.
30. Why it is important to present yourself, your organisation and the standing of officials in a positive
way and how to do so.
31. How to work with other people in a courteous, tactful and equitable way whilst maintaining your
authority.
32. The limits of your expertise and why you should work within these limits.
33. The types of pressures you may encounter which could influence your objectivity and how to deal
with these.
34. The types of conflicts of interest that may arise and how to address these.
35. Your governing body’s monitoring requirements and how to follow these.
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Standard OF7
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Assess and manage risks in the competition environment during
competition
You must be able to:
1. Monitor the competition environment during competition.
2. Identify any new or emerging hazards and take immediate action to deal with these according to
organisational procedures.
3. Assess the risks associated with these hazards.
4. Put in place measures to reduce the risks to an acceptable level following organisational
requirements.
5. Seek information and advice, where necessary, from other people.
6. Make sure other people are fully aware of any hazards and measures to reduce the risks associated
with these.
7. Maintain records regarding the risk assessment and risk management procedures.
Competition environment could include physical environment, resources used in the physical
environment, spectators/ bystanders and competitors’ equipment.
Other people could include facility management, co-officials, competitors and competitor representatives.
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Standard OF8
Contribute to the health and safety of competitors and others
during competition
Keeping a close eye on competition and identifying hazards and risks to the competitors is an
important role for officials. When hazards do arise, it is important for the official to be able to
intervene to deal with the hazard and maintain competitors’ health and safety. Helping to maintain
the health and safety of other officials will also be important.
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You must know and understand
1. Basic requirements of relevant health and safety legislation and their implications for your role as an
official.
2. The requirements of your organisation in relation to health and safety during competition.
3. The principles of the duty of care in regard to competitors, co-officials and yourself.
4. The relevant normal and emergency operating procedures for the facilities where you officiate.
5. The importance and principles of risk assessment.
6. The types of hazards that are common during competition and how to identify these.
7. How to carry out basic risk assessments of the types of hazards you are likely to come across during
competition.
8. Who else will be alerting you to possible hazards and risks during competition and their role?
9. Why you may need to consult with other people on issues to do with health and safety during
competition.
10. How to determine whether the level of risk is acceptable according to your organisations policies and
procedures.
11. Why it is important to allow competition to continue if you judge the level of risk is acceptable.
12. How to promote safety to those involved in competition and why this is important.
13. The types of incidents and emergencies that you need to be able to deal with.
14. Your responsibilities when these incidents and emergencies occur.
15. What types of information you may need to convey to others and how to do this.
16. Relevant records and reports.
Standard OF9
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7. Promote fair play and help young/ vulnerable competitors enjoy their sport/ activity.
8. Give young/ vulnerable competitors constructive and positive feedback.
9. Apply sanctions in a way that is sensitive to the age and stage of development of the young/
vulnerable competitor.
Ways to communicate could include verbally and use of body language
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9. How to develop a relationship of mutual trust and respect with young and vulnerable competitors
and why this is important.
10. How to communicate with young and vulnerable competitors, taking account of their age and stage of
development and why this is important.
11. Communication difficulties that some young and vulnerable competitors may experience.
12. The impact of body language when communicating with young and vulnerable competitors and how
to use body language in a way that is not intimidating.
13. Why it is important to interact with young and vulnerable in an open environment.
14. Why it is important to maintain a safe and appropriate distance from young/ vulnerable competitors.
15. The types of physical contact with young/ vulnerable competitors that may be seen as intimate or
abusive by others.
16. Why it is important to promote fair play to young and vulnerable competitors.
17. Why it is important to ensure that young and vulnerable competitors enjoy their sport/ activity and
how to do so as an official.
18. How to give constructive and positive feedback to young and vulnerable competitors as an official.
19. Why it is important to be sensitive to the stage of development of the young/ vulnerable competitor
when applying sanctions and how to do so.
20. Examples of types of words and behaviour that could represent the following types of abuse to a
young/ vulnerable competitor:
• physical
• emotional
• bullying
• sexual
• neglect
21. The dangers of other people making visual records of young and vulnerable competitors and national,
local and competition guidelines regarding this.
22. The procedures you should follow when you assess that a young/ vulnerable competitor is at risk
from abuse and the sanctions you may use.
23. Reporting procedures within your organisation and externally when you witness abuse or have
concerns about possible abuse.
Standard OF10
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2. Make contact with your co-officials and establish a working relationship based on mutual trust and
respect that focuses on the success of the event.
3. Identify and confirm procedures for the competition and how you will communicate and make
decisions.
4. Identify and confirm any particular issues concerning the competition that you will need to
address and agree a common approach.
5. Follow agreed procedures with co-officials or, if these need to be varied, reach agreement with
them.
6. Be alert to communications from co-officials and acknowledge and take account of these.
7. Promptly communicate relevant information to co-officials as agreed and confirm their
understanding.
8. Seek to resolve disagreements with co-officials with due regard to the success of the competition
and the good standing of your sport/ activity.
Co-officials could include those working at the same level as yourself, responsible to you, that you are
responsible to and governing body representatives.
Issues concerning the competition could include competition organisers, competition rules,
competition schedule, competition environment, equipment, competitors, competitor representatives,
spectators and media.
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Support staff could include those responsible for the physical environment/ equipment, responsible for
administration, responsible for medical care and responsible for announcements/ communications.
Issues concerning the competition could include competition schedule, competition environment,
equipment, spectators, and media.
Standard OF11
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4. Uphold the rules/ laws/ regulations and spirit of your sport/ activity in all interactions with
competitors.
5. Communicate clearly and courteously with competitors.
6. Show objectivity and neutrality in all dealings with competitors.
7. Actively listen to competitors whilst resisting any pressure to influence your decisions.
8. Explain the reasons for your decisions where appropriate.
9. Act within the limits of your authority and treat competitors fairly and equitably.
Competitors could include individuals, teams and groups.
Communication could include verbal and non-verbal.
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8. How to actively listen.
9. The types of pressures you may come under from competitors to change your decisions and why it is
important to resist these.
10. Why you should, where appropriate, explain the reasons for your decisions and when it is
appropriate.
11. Equity policies and how they affect the work of officials.
12. Circumstances in which you should acknowledge and respond to communications from competitor
representatives.
13. The types of queries and requests you should deal with from competitor representatives and when to
do so.
14. The importance of avoiding situations that may lead others to think you are being influenced by
competitor representatives.
15. How to deal with objections from competitor representatives whilst resisting pressure to change
your decisions.
16. What constitutes unacceptable behaviour by a competitor representative and the procedures you
should follow?
17. The typical disputes and conflicts that occur in your sport/ activity and how to deal with these.
18. How to anticipate conflicts and disputes before they develop.
19. How to communicate clearly and calmly in a conflict situation.
20. Types of language and behaviour on your part that might make the situation worse.
21. Why it is important to maintain a safe and appropriate distance from those involved in conflicts/
disputes.
22. The possible sanctions available to you.
23. Procedures for recording and reporting conflicts/ disputes and why they are important.
Standard OF12
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7. Provide constructive and positive feedback to other officials and work with them in line with your
organisation’s requirements to agree areas for development and their learning needs.
8. Support other officials to develop a plan to address their learning needs and help them achieve their
goals.
9. Provide motivation and support to other officials.
Other sources of information could include co-officials, competitors, competitor representatives and
media.
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Standard OF13
Identify and maintain the regulations and structure of a competition
Competitions often have their own specific structure and regulations. Officials may be involved in
ensuring that relevant aspects of the competition are consistent with these structures and
regulations.
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Standard OF14
Accurately observe and evaluate competition within the rules/ laws of the
sport/ activity
You must be able to:
1. Make sure you have all the necessary resources to carry out your role.
2. Demonstrate an understanding of performers and anticipate performers’ actions.
3. Avoid unnecessary interference with the activity.
4. Anticipate and manage potential conflict.
5. Maintain your own health and safety.
Resources could include dress, equipment and information.
Interference could include physical, verbal and psychological.
Maintain self-control
You must be able to:
1. Make sure your own behaviour is consistent with the code of conduct for your role.
2. Interact with relevant people in a way which is consistent with achieving your desired outcomes.
3. Manage influences and pressures from relevant people and the situation.
Relevant people could include performers, performer representatives, co-officials, support staff,
governing body representatives, spectators and media.
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You must know and understand
1. The rules/ laws of your sport/ activity and why they are important.
2. Relevant codes of conduct and/ or guidance notes for your role as an official.
3. Different types and levels of context for your sport/ activity as appropriate to your role and their
impact on rules/ laws and their interpretation.
4. The resources you need to carry out your role correctly.
5. How to position yourself during the activity to maximise your ability to observe.
6. How you can avoid unnecessary interference with the activity.
7. Health and safety hazards to yourself and how to minimise these.
8. Your responsibilities as an official and the specific aspects of the activity you need to observe
according to those responsibilities.
9. When and how to communicate judgments and to make sure they are understood.
10. How your behaviour influences the behaviour of others and how to manage situations in a way that
achieves your desired outcomes.
11. How you should behave in a way that is consistent with your role in the sport/ activity.
12. The types of influences and pressures that you may experience and why it is important to cope with
these.
Standard OF15
Evaluate the quality of competition and communicate judgments
consistently
In some sports/ activities, competition depends on the quality of performance. Officials in this
context need to be able to evaluate performance consistently against agreed criteria for
competition at the level they are operating at.
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Standard OF16
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6. Why it is important to identify media representatives relevant to your role and to agree what they
can and cannot do.
7. How to maintain liaison with media representatives during competition and why this is important.
8. The procedures to follow when media representatives do not behave as agreed
9. Organisational guidelines and procedures for providing information, views and interpretations to the
media and your level of authorisation.
10. How the media can use interviews.
11. The different requirements for interviews with print media, radio and television.
12. Your rights as an interviewee.
13. Why it is important to know the purpose of an interview and the likely questions and how to do this.
14. Why it is important to know where and when the interview will be conducted.
15. How to prepare answers to likely questions.
16. Why it is important to seek the advice of others before a media interview and who you can ask for
help and advice.
17. The types of sensitive issues that you may need to treat carefully.
18. How to present yourself in a positive way that meets the needs of different types of interview.
19. How to give clear, concise and confident answers to medial questions.
20. The types of equipment that will be used during media interviews and how to use the equipment
provided to you correctly.
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The National Occupational Standards for
Officiating in Sport
List of standards
OF17 Manage oneself as an official at the elite level in sport.
OF18 Manage the competitive environment as an official at the elite level in sport.
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Standard OF17
Reflective practice
You must be able to:
1. Set yourself short, medium and long term goals and use these to maintain and develop your
performance.
2. Reflect objectively on your performance and identify personal learning points.
3. Seek and respond constructively to feedback from others.
4. Demonstrate a commitment and ability to learn.
5. Take responsibility for planning, implementing and evaluating your own continuing development.
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5. How to research performance, strategy and tactics at the elite level in your sport.
6. Sources of information on the relevant competition rules and directives and the importance of fully
understanding these and applying them consistently.
7. Issues of lifestyle as relevant to officiating at the elite level and how to structure your lifestyle in a
way that gives support to your officiating role.
8. The physical and mental requirements of your officiating role and how to develop and apply training
methods that ensure you meet these requirements.
9. How to set goals effectively for your officiating role.
10. How to plan for training, travel and rest, events and other commitments as appropriate to the
competition cycle and the benefits of planning.
11. The purpose and value of psychological preparation in advance of officiating.
12. Psychological techniques that can assist you to prepare for an officiating role at the elite level.
13. Standards and protocols for presentation and behaviour while officiating and in other contexts.
14. The purpose and value of reflective practice.
15. How to participate constructively in the monitoring and evaluation of your performance.
16. How to plan for and follow through professional development plans.
Standard OF18
Technology
You must be able to:
1. Ensure relevant technology is in good working order.
2. Make effective use of relevant technology in making and communicating decisions.
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You must know and understand
1. Health, safety and welfare requirements for the sport at the elite level, including those for
competitors.
2. The procedures you should follow for health, safety and welfare at the elite level.
3. How to assess and manage relevant risks in the sport at the elite level.
4. The technology that applies to your officiating role in the sport.
5. How to check and use the relevant technology effectively.
6. The importance of effective communication with events organisers and other key personnel.
7. Lines of communication and protocols you should follow when liaising with events organisers.
8. The types of issues you may need to liaise with events organisers and key personnel on.
9. Principles of effective negotiation when dealing with organisers and key personnel.
10. The importance of observing local legislation and how to source information on relevant local laws.
Standard OF19
Leadership
You must be able to:
1. Select and apply a range of leadership skills to achieve positive outcomes.
2. Gain the respect and confidence of relevant people.
3. Ensure relevant people understand what is required of them.
4. Create and maintain a sense of common purpose regarding the laws/ rules and spirit of the game and
the ethos of the competition.
5. Give honest but supportive feedback to relevant people.
Conflict management
You must be able to:
1. Build effective working relationships with relevant people.
2. Anticipate and work appropriately to prevent conflict situations before they occur.
3. Address conflict when it occurs and deal with it appropriately and consistently.
4. Use fairness and consistency in decision making, providing clarification when this is helpful.
Communication
You must be able to:
1. Clearly communicate appropriate messages to relevant people.
2. Listen to and respond appropriately to relevant communications.
3. Acknowledge and show sensitivity to disability, culture and gender diversity.
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You must know and understand
1. The types of leadership skills required when officiating at the elite level.
2. Different leadership styles and how to select a style appropriate to you and your role.
3. The types of behaviour that win the support and trust of others when you are officiating.
4. The importance of people understanding what is required of them.
5. How to create and maintain a sense of common purpose amongst fellow officials and competitors.
6. Different techniques to motivate others to achieve desired outcomes.
7. How to build effective working relationships with officials and competitors.
8. How to anticipate conflict and minimise the potential for conflict to develop.
9. The importance of addressing conflict when it occurs.
10. Different methods of dealing with conflict and how to choose a method appropriate to the context.
11. How to decide when clarifying decisions will help the situation.
12. Effective communication skills when officiating.
13. How to recognise and be sensitive to issues of disability, culture and gender.
Standard OF20
Manage competition at the elite level in sport
This standard describes the competence an official in any capacity needs to manage competition at
the elite level in their sport.
Self-Control
You must be able to:
1. Maintain present and singular focus and concentration.
2. Control emotional response to achieve positive outcomes.
3. Show resilience and consistent performance under pressure.
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90 Uses of NOS
Performance management
1. Linking business objectives to team and individual objectives.
2. Setting standards for achievement.
3. Monitoring the outcomes of people’s performance.
4. Reviewing and rewarding performance.
5. Giving structured and constructive feedback to people on their performance.
Assurance of product and service delivery
6. A quality specification for work processes and outcomes.
7. Monitoring work processes.
8. Specifications for contract tendering.
9. Monitoring contract delivery/ compliance.
Organisation development
10. Specifying and auditing the competence needs of an organisation.
11. Assessing the organisation’s capacity to cope with change.
12. Determining the structures and systems needed to enable people to exercise their full
competence.
13. Reviewing and assessing the distribution of authority and autonomy.
14. Linking training and development policy and strategy to business objectives.
Recruitment and selection
15. Identifying the performance requirement of a role/ job.
16. Preparing recruitment specifications.
17. Preparing job advertisements.
18. A format for collecting information from referees.
19. A format for giving advance information to job candidates.
20. An interview checklist for selectors.
21. Specifying induction and initial training.
Job Design and evaluation
22. Developing job specifications.
23. Regular updating of job descriptions.
24. Criteria for job evaluation.
25. Criteria for job grading.
26. Criteria for payment and reward systems.
Labour market analysis and planning
27. Identifying trends in skill requirements.
28. Monitoring national and local skill supply shortages and gaps.
29. Highlighting links and routes between current and emerging jobs/ occupations.
30. Developing strategies for changing occupational and career structures.
Identifying training needs
31. Developing a strategic view of future learning requirements.
32. Identifying individual learning needs.
33. A format for planning individual learning and development.
34. Identifying organisational learning needs.
35. Identifying previously acquired competence.
Structuring learning programmes
36. Linking training to strategic economic needs or policy requirements.
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37. Increasing the relevance and credibility of training/ learning programmes.
38. Allowing new learners to see the ‘whole picture’ in a simple format.
39. Broadening the scope and relevance of traditional skills training.
40. Identifying learning opportunities in the work environment.
41. Integrating on and off-the-job training provision.
42. Developing learning contracts.
43. Developing specific learning objectives.
44. Developing knowledge content.
45. Specifying learning processes to meet needs.
46. Specifying the outcomes and targets required from external training providers.
Delivering and evaluating learning programmes
47. Evaluating and selecting learning resources against organisational requirements.
48. Integrating different kinds of training and development.
49. A format for structured learning in the work environment.
50. Identifying progression routes for learners.
51. Providing clear goals for learners.
52. Evaluating individual/ group training programmes.
53. Monitoring external training providers.
Assessing achievement
54. Identifying assessment opportunities.
55. Specifying assessment methods and processes.
56. A specification for internal assessment and appraisal.
57. A format for joint review of learner progress.
58. A format for individual review of progress/ achievement.
59. Criteria for recording achievement.
60. A basis for self-assessment.
61. A basis for peer/ group assessment.
62. A format for the collection of evidence for S/NVQs.
Industry regulation
63. Assessing compliance with regulators’ competence requirements.
64. Assessing the relevance of qualifications to regulators’ requirements.
Careers guidance and counselling
65. A basis for information/ advice for people entering a first career/ job.
66. A basis for information and advice for people changing to new careers/ jobs.
67. Assessing aptitude and potential for careers/ occupational areas.
68. Identifying common and potentially transferable skills in different careers/ occupations.
69. Analysing local and national career opportunities in outcome terms.
70. A framework for career planning and review.
Development of publicly funded training regimes
71. Assessing requirements for national and local training provision.
72. Developing assessable outcomes for national targets.
73. Assessing funding requirements for national training programmes.
74. Allocating funding for national training programmes.
75. Monitoring the success of publicly funded programmes.
Public recognition/ certification of competence
76. A coherent system for publicly recognising competence.
77. Providing coherence for national provision of qualifications.
78. Development of formal assessment systems.
79. Monitoring and assessing priorities for the development of new qualifications.
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80. Development of S/NVQs.
81. Updating S/NVQs.
82. Providing criteria for equivalence between national and international qualifications.
Management information
83. Evaluating the cost effectiveness of the organisation’s training budget.
84. Tracking the progress of individuals towards qualifications.
85. Evaluating the effectiveness of the organisation’s employment policies and strategies.
Regulating professional and occupational qualifications and institutions
86. Profiling the membership requirements of a professional body.
87. Relating and harmonising professional requirements with other professional bodies.
88. Mutual recognition of vocational qualifications.
89. Identifying and describing new and emerging occupations and professional groups.
90. Assessing the relevance of professional qualifications to the demands of industry standards.
Adapted from Caple Melbourne Limited 2001, with acknowledgements to Bob Mansfield and
Lindsay Mitchell Towards a Competent Workforce Gower 1997.
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SkillsActive Castlewood House 77 – 91 New Oxford Street London WC1A 1DG United Kingdom