Manual for Basketball Referees’

MENTAL PREPARATION

Published May 2016

version 1.0
 MENTAL PREPARATIOn
for basketball referees

Written for FIBA by:

Dubravka Martinovic, Sports Psychologist

May 2016, © FIBA

Table of Contents
INTRODUCTION.....................................................................................................3

GOAL-SETTING AND DEVELOPMENT PLAN....................................................6

CONCENTRATION AND ATTENTION................................................................10

AROUSAL CONTROL...........................................................................................15

SELF – TALK..........................................................................................................20

VISUALISATION AND IMAGERY.......................................................................26

PRE-GAME PREPARATION................................................................................30

POST-GAME EVALUATION.................................................................................33

REFERENCES........................................................................................................35

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INTRODUCTION
INTRODUCTION

Nowadays, in modern sport officiating, beside good physical preparation and knowledge of the rules, mechanics and
positioning, it is essential to be mentally prepared. Therefore, we have prepared this manual to provide you with basic
information about psychological or mental preparation in basketball officiating.
It consists of both theoretical and practical guidelines on how to learn and improve some psychological skills which
will help you perform better. You can read this manual as a whole or by chapter, depending on what you want to impro-
ve or understand better.

• In CHAPTER 1, you will find information on GOAL-SETTING AND DEVELOPMENT PLAN through your career. The
intention of this chapter is to provide you with information on basic goal-setting principles that will help you to
restructure your long-term, dream goals to process and development goals that will eventually lead you to the
desirable outcome – your ultimate goal. Goal-setting is effective because it focuses attention, increases effort
and motivation, encourages persistence, and regulates mind-set and behavior to develop strategies and problem
solving solutions directed towards goal achievement. The more your goals are internally motivated and persona-
lized the better is a chance to achieve them. Through one specific exercise explained in the chapter, you will see
how goal-setting should be made and hopefully it will help you to do it by yourself for your career goals.
• CHAPTER 2 gives you an insight on CONCENTRATION AND ATTENTION as one of the most essential executive
psychological skills. It is not unusual to hear referees say after the game “My performance was bad because of
the low concentration I had during the game!”, “I could not manage to focus properly, so most of the time I was
out of the game!”, “My concentration oscillated during the game and I didn’t feel comfortable!”. In this Chapter,
you will find basic information on selective attention and attention shifting required for top performance. At-
tention control and selectivity are the result of your preparation through understanding the characteristics and
demands of officiating. Attention should be focused as selectively as possible on relevant information and cues,
excluding at the same time irrelevance and interference. Also, the more your skills are over-learned, the more
you are prepared and experienced. You will be able to shift your attention according to the situation. Guided
through some examples and exercises, you will be able to understand what is going on with the concentration
and attention during the game, and what is essential to make a proper decision and control attention.
• CHAPTER 3 helps you find your OPTIMAL LEVEL OF AROUSAL and learn how to keep it under control. You will
find both relaxation and activation techniques explained through examples and specific exercises. Techniques
such as: relaxation breathing, imagery activation, self-talk and many others will help you adjust your activation
level (by increasing or decreasing it) and reach your optimal arousal zone. If you learn to understand, change
and control your arousal level, you will be able to perform more automatically and smoothly, and therefore more
appropriately in various situations during the game.
• Through reading CHAPTER 4, you will discover how much your SELF-TALK and your interpretation style of
specific situations and/or events can influence your performance. Used purposely, it can be a very powerful
technique to improve your performance. To gain control over your self-talk, you must first become more aware
of the words and sentences that you use. When you become aware of them and start to recognize your self-talk,
particularly distorted thinking and irrational beliefs, you can change them into rational and affirmative ones. A
big advantage of using positive/affirmative self-talk is that it helps you remain focused on the task (performance)
at the present – here and now. KEY WORDS help you to eliminate the distracting, confidence-deflating effects of
negative thoughts and self-talk. Key words or sentences can create a positive mental state and reinforce your
performance, because the more you repeat a thought, the more automatic it becomes, and eventually lead to
belief.

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• CHAPTER 5 helps you understand and learn one of the most effective psychological techniques used in sport –
IMAGERY. In imagery, we can construct scenes that never occurred in reality and rehearse events that have not
yet happened. If you learn to do it correctly, it can improve and maximize the transfer from practice to perfor-
mance. It can increase your self-confidence, reduce anxiety, re-direct and shift your attention properly so that
you may feel prepared and ready for the game. Through presented imagery exercises in this chapter, you will
learn to control and manage difficult problem situations, to rehearse skills, mechanics/positioning and concent-
ration becoming prepared.
• CHAPTER 6 presents basic guidelines on PRE-GAME PREPARATION routines. Preparing for a specific event or a
game by understanding what are the main characteristics of the teams I will be officiating, what are the cha-
racteristics of my officiating crew and what I can expect from this game/event, helps you warm up mentally and
optimize your arousal level to be ready from the start.
• Finally, in CHAPTER 7 on POST-GAME EVALUATION, you will find how video game analysis is one of the most
effective methods for self-evaluation after the game. By doing self-evaluation, it is important to focus on both the
best performance situations and the areas of improvements.

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GOAL-SETTING AND
DEVELOPMENT PLAN
CHAPTER 1: GOAL-SETTING AND DEVELOPMENT PLAN
When thinking about our professional success and career development, we are usually highly motivated and driven by
a desire for success. However, the main question should be “Am I willing to commit in order to achieve my goals? Am
I willing to make any or all sacrifices required for goals achievement?” Goal-setting is a great starting point because it
helps you to identify what you want and how you will accomplish it by developing a systematic action plan.

increases focuses encourages regulates

motivation attention persistence behavior

Table 1. Types of goals

TYPES OF GOALS

Process goals Long - term

Task-oriented goals referred to improve form, skill, knowledge, technique yearly (1-4 yrs)
or strategy. Helpful when you learn a new movement, skill or technique. For
example, new positioning in 3PO mechanics or new signal and rule
application.
Mid - term
Performance goals monthly (3-6 mnt)
Refers to improve overall performance. To achieve your performance goals,
you must achieve a series of process goals. For example, if you want to be
better in 3PO, you should learn and master new positioning movement and Short - term
technique. weekly (1-4 w)

Outcome goals
Result or product oriented goals. To attain them, it is required to achieve Daily
performance goals. For example, if you want to earn more nominations, you
need to performe great 3PO officiating.

It is important that you evaluate your progress in achieving short-term process goals. This will help you stay motivated,
and gives you a feedback about possible adjustments on action plans. Sometimes, because of some unexpected and
unpredictable life events (i.e. injuries, life, family and personal issues) or skill development process speed (you are
progressing faster or slower than expected), you may encounter obstacles that will force you to adjust your plan to
achieve the goals (Figure 1). You will need to adjust either process/plan, specific solutions or timeline.

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Figure 1. Your plan to achieve the goal vs reality

REMEMBER
• Always restructure your outcome, ultimate and long-term goals to process performance and short-term goals.
• Set your goals in affirmative way, focusing on what you want to increase or include, rather than on what you
want to reduce or avoid.
• Make action plans and write them.
• Make sure that you evaluate your progress, weekly or monthly.

EXERCISE 1.1: 3 GOALS

1. I want to become more physically fit
2. I want to be better in 3PO mechanics
3. I want to become Crew Chief

GOAL No.1. “I WANT TO BECOME MORE PHYSICALLY FIT!”

• Be more specific: I want to increase my muscle mass, especially in my upper body. I want to have a better
endurance. (Now you have two specific goals).
• Set the time relation: Until the beginning of the season (short-term to mid-term goals).
• Make a plan: personalized program with a fitness coach. Going three times a week to the gym to work on my
muscle mass. Running five times a week in the morning for 40 minutes.

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 GOAL No.2. “I WANT TO BE BETTER IN 3PO MECHANICS!”
• Be more specific: I want to improve my movements in 3PO mechanics, especially cross-step and lead positio-
ning.
• Set the time relation: Until the beginning of the spring season, I want to be better in 3PO mechanics (mid-term
goal).
• Make a plan: I will download the application on mechanics for basketball officiating. Each day, I will take 60
minutes to work on the programme. Every second day, I will search for video clips and game analysis to see
some 3PO mechanics at high level officiating. Each day, I will use imagery scripts to improve my movements
in mechanics. I will imagine situations when I should do cross-step more often. I will prepare scripts for posi-
tioning when I am in a lead role and repeat them through imagery.

GOAL No. 3. “I WANT TO BECOME CREW CHIEF!”

• Set the time relation: Next season (mid to long-term goal).
• Restructure it to fit the main CC characteristics – ask yourself: “What skills and knowledge are important for
becoming a CC in officiating?” – performance and process goals. I.e. High level of rule knowledge, high level
of rule application, fit body presence, good communication skills, game management skills, concentration
consistency, team worker, etc.
• What you need to improve the most: For example: the most important to improve: Fit body presence, rule app-
lication and communication skills (three goals).
• Make a plan:

1. FIT BODY PRESENCE (refers to the 1st goal you set earlier).
2. RULE APPLICATION: each day (or every second day), I will use 60 minutes to read one segment of a
rulebook. After reading, I will search some examples in video clips from a specific game and see what it
means to apply the rules I have just read. Each week, I will take some rule knowledge quizzes to see the
development of my knowledge. Each week, I will officiate at least on friendly game.
3. COMMUNICATION SKILLS: I will find what are the basic principles in communication – communication
process, types, rules, context, and others that will help me to be better in communicating with my collea-
gues, coaches, and players. Do I need to improve more my verbal or nonverbal communication skills? I will
watch high level officiating games to see how more experienced referees communicate during the game.

When you restructure all of your process and performance development goals into short-term weekly and daily plans,
you may be surprised by how many efforts, sacrifices and work is required to achieve some of the goals. At that mo-
ment, it is important to remind yourself that this is Your goal and Your choice to do it or not. If you want to become a
great referee eventually, you will want to do this because by doing it, you are closer to your dream goal!

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CONCENTRATION AND ATTENTION
CHAPTER 2: CONCENTRATION AND ATTENTION
Concentration in sport performance is usually called the executive psychological skill because on some degree cont-
rols all others. During the game your nervous system through all senses detects millions of information from various
sources, so it is very important that you filter information that is relevant and vital in order for your performance to be
successful.

Table 2. Relevant or helpful and distracting or harmful information

RELEVANT INFORMATION

EXTERNAL INTERNAL PERFORMANCE

related to information outside related to any information that RELATED
yourself that is relevant to your per- you can focus on inside yourself
profession and sport specific infor-
formance : sights, sounds, smells, relevant to your optimal level of
mations:
touch, and other sensory feedback performance: affirmative thoughts,
information positive self-talk, emotions, physio- rules, codes, norms, etc.
logical activity, optimal heart rate,
(basket, ball, court, players,
breathing rhythm, and kinesthetic
time table, 24” time, lines, co-offi-
feedback.
cials, crowd, etc.)

DISTRACTING INFORMATION

INTERFERING IRRELEVANT
Internal or external cues that hinder performance cues not relevant for exact situation and your perfor-
directly: mance but can take your mind away from an effective
focus:
negative thoughts and self-talk, thinking about past
mistakes, thinking about possible future mistakes, inc- work, private life issues, social plans for that evening,
reased heart rate, tiredness, fatigue, noise, co-officials flight schedule, etc.
mistakes, inappropriate behavior of coaches, players,
fans, etc.

According to Attentional Style Theory (Nideffer, 1976; 1990; 2001) focus of attention shifts along two dimensions: a
dimension of WIDTH (broad to narrow) and a dimension of DIRECTION (internal or external) which results in four diffe-
rent attentional styles (Figure 2).

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 INTERNAL
ANALYSIS & STRATEGY INNER REHEARSAL

Using information gathered for Visualize a spesific technique

decision making or focus on specific internal
sensation
”her and now”
(e.g. controlling heart rate,
(call/no call, foul type, violati- recognizing bodily tension,
on type) thought)

BROAD NARROW
Searching through environ- Looking closely at specific
ment for relevant information abject / subject
and cues
(e.g. time, ball, 3-point line,
(e.g. reading the situation, player, hand checking, elbow
anticipating the action) contact, 24”, coach)

SCANNING FOCUSING
EXTERNAL
Figure 2. Four attentional styles

During the game while you are officiating, many shifting is required, from external-broad (i.e. scanning the whole
situation in your AoR) to external-narrow (i.e. hand checking or elbow contact) and broad-internal (decision making –
call/no call). Because high level officiating requires a good reaction time and decision making, it is really important that
you do not “stay” or “stuck” into one attentional style too long!

TRY TO SHIFT YOUR ATTENTION QUICKLY AND ACCORDINGLY TO SITUATIONAL DEMANDS!

EXAMPLE 2.1: When you start to think about your previous mistake (self-doubt and negative thought) arousal inc-
reases, shifting breaks down, and attention begins to narrow involuntarily and becomes more internal. You can stay too
long in your internal focus and loose a chance to see and recognize the important information that is in front of and
around you during the action that is going on “here and now” (external-broad and external-narrow). If this happens it
is important that you shift your attention as soon as possible to broad-external (to see the “big picture”) and search for
information outside the court when action is actually going on. This shifting usually happens in a few seconds, someti-
mes in a second or two, depending on the situation’s characteristics and demands. Using some key words and
affirma-tive self-talk can help you to speed up the shifting from a “stuck” area to other required cues and areas of
attention. The more your skills are over-learned, the more you are prepared and experienced and you will be able to
shift your attention and be better in performance.

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CONCENTRATION EXERCISES

EXERCISE 2.1: GRID WITH NUMBERS AND SIGNALS

Your task in this exercise is to connect (with a line) all numbers, by order, beginning from number 1 to number 2,
then from number 2 to number 3, from number 3 to number 4, and so on, until you connecting number 49 to number
50.
You can start with 2 minutes and see how many numbers you can connect during that time.
After the 2 minutes have expired, your task is to search for the signal (Ø) and count how many signals are there.

This type of exercise can help you learn to focus your attention and scan the whole picture for relevant cues. You
can modify this exercise with higher numbers or a different sign, even letters. Also, when your concentration imp-
roves, you can add different types of distractors such loud music or TV. Also, you can reduce the time required to
connect the numbers from 2 minutes to 1:45 min.

EXERCISE 2.2 : EXPLORING ATTENTIONAL STYLES

Search for video clips from any game you prefer. Then choose one scene and freeze it. Sit comfortably and let your
exploration begin:
1. Study the scene closely and scan the whole situation. Observe the position of the referees according to their
AoR. Look at how the players are standing and try to anticipate what will happen next.
2. Now, select a specific object or subject – i.e. 24” clock and see how many seconds is left for this action.
3. Now, shift your attention to your heart rate, and try to control your breathing rhythm in a few seconds. Search
for the specific sensation while doing it – i.e. air flow during the inhalation.

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4. Now, again, scan the whole situation and by anticipating the next move in this scene make a decision in a way
as how you would you do (movement or decision) if you were one of the referees.
5. After you made a decision, press play and see what actually happenes in the next action.
This type of exercise helps you to experience different attentional styles by shifting your focus through external –
internal – broad – narrow dimensions. You can use different scenes and in each of them you can choose different
information or cue to focus on.

EXERCISE 2.3: FIND THE DIFFERENCE

This exercise refers to looking for the differences between the seemingly the same pictures. Some differences are
more visible and clear than others, and your task is to find as many differences as you can within a given period of
time.
With this type of exercise you improve your attention shifting and also your patience.
You can find this kind of exercise online for free and practice on your smartphone or computer.

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AROUSAL CONTROL
CHAPTER 3: AROUSAL CONTROL
It is alright to have “butterflies in the stomach” as long as they are “flying in formation”. Finding the balance between
feeling over-excited and feeling over-relaxed – your optimal arousal level – it is essential for your peak performance.
Arousal level refers to a person’s general physiological and psychological activation of the body that ranges and va-
ries on a continuum from on the one hand deep sleep and on the other hand to panic or intense excitement.
As arousal increases from low to moderate (PSYCH-UP ZONE), performance improves, eventually reaching a zone
where performance is at its best (OPTIMAL AROUSAL ZONE). But when arousal is too high and increases beyond the
optimal zone (PSYCH-OUT ZONE) it will reduce performance quality (Figure 3).

Figure 3. Inverted - U model of arousal performance-relationship and optimal zone of functioning (Burton and Raedeke,
2008; Landers, 2001; Weinberg and Richardson, 1990).

Individuals function differently, and each person has a unique arousal curve (Figure 4). It is important that you do not
compare yourself with other officials and that you understand that some of them need to psych-down or relax before
the game to achieve their optimal level of arousal, while other need to psych-up or activate.

Figure 4. Individuals difference in optimal arousal (energy) zones. Person A, B and C (Burton and Raedeke 2008; Hanin,
2000).

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While preparing for the game and actually officiating, it is important that you find your optimal level of arousal and
learn how to keep it under control.
Table 3. Arousal control techniques

AROUSAL CONTROL TECHNIQUES

RELAXATION TECHNIQUES ACTIVATION TECHNIQUES
• helps you control your arousal level by decrea- • helps you control your arousal level by increa-
sing it sing it,
• decrease unwanted muscular tension, gui- • enhance your concentration and focus, and
des your concentration and increases enjo- elevate your mood state and confidence.
yment.

Psych-down relaxation breathing Psych-up activation breathing

Progressive muscle relaxation (PMR) Self-talk and triggers
Self-talk and key words Imagery and visualization
Imagery and visualization Music
Music Physical activity
Stretching

AROUSAL CONTROL EXERCISES

EXERCISE 3.1: PROLONGED RELAXATION BREATHING:

Relaxation breathing rhythm means that exhalation interval is longer for at least two intervals / seconds than
inhalation interval. I.e. if your inhalation interval is 4 seconds, than your exhalation interval should be 6 – 8 seconds.
Usual relaxation rhythms are: 3:5, 3:6, 4:7, 4:8, etc.
• Sit comfortable and close your eyes. Turn your attention to your breathing and concentrate on sensations in
your body while taking each breath. Further, and in conjunction with your breathing, you should focus on the
muscle groups of your body where you feel tenser.
• Inhale through your nose into your abdomen, so that your stomach muscles and abdominal membrane
spreads (like a balloon), and then let the air fill and expand the central upper chest. You may stop inhaling
when you no longer feel comfortable taking air.
• As you exhale, tighten your stomach muscles and the air should be pushed out through your stomach and
mouth. Imagine that you are empting the air from the balloon. Associate each exhale with your key word for
relaxation (i.e. relax, calm, smooth, easy, float). Exhale until you cannot comfortably continue to breathe out.
• Breathe smoothly and comfortably repeating your key relaxing word. With each breath you will feel more
relaxed and comfortable with your body. Pay attention to the sensation in your body while you inhale and
exhale. Try to only concentrate on your breathing rhythm and body sensations. Remind yourself that you will
feel as relaxed and alert as you want to be for the next task.
• Continue this exercise for about 5 to 10 minutes.

You will find out that as you breathe in this way, you will quite naturally come to be comfortable, relaxed and calm.

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EXERCISE 3.2: SHORT RELAXATION BREATHING – THREE BREATHS TECHNIQUE
In a situation where you do not have much time for prolonged relaxation techniques, this short breathing exercise
can help you to relax quickly and effectively.
• Breathe in and count to three. Then allow your neck and shoulders to relax as you breathe out while
counting up to six. Use your key relaxation word (i.e. calm).
• Breathe in and count up to three. Then allow your abdomen and back muscles to relax as you breathe out
while counting up to six. Use your key relaxation word (i.e. relax).
• B
reathe in and count up to three. Then allow your whole body to relax as you breathe out while counting up
to six. Use your key relaxation word (i.e. calm).

For example, you may feel some tension in your shoulders and arms areas. While breathing use the relaxation
rhythm breathing with a prolonged exhaling breath. As you breathe out allow your shoulders and arms to relax by
saying one of your cue relaxing words.

EXERCISE 3.3: PROGRESSIVE MUSCLE RELAXATION (PMR)

The purpose of PMR is to help individuals to develop an awareness of the difference between tension and relaxati-
on, and how to let go of this tension.
• Tense all the muscles in the neck area (while you breathe in) and hold it for a few seconds.
• Then gradually start releasing the tension (while you breathe out). Repeat this twice.
• Pay attention to the contrast between tensed and relaxed muscles and be aware of the feeling when your
muscle area is relaxed.
• Then repeat this with other muscle groups in your body.

EXERCISE 3.4: RELAXATIONAL AND ACTIVATIONAL SELF-TALK

You can create or change your arousal level by controlling your thoughts through self-talk. To use self-talk to crea-
te or change your mood and arousal level you need to find an appropriate phrase or key (cue) word as a trigger.
Triggers in conjunction with breathing and/or imagery can be very effective to control arousal levels.

• T o calm down and relax you can try to use this trigger words: calm, relax, loose, chill, breathe deeply, or any
word or phrase that you can associate with the relaxed feeling.
• To psych you up and activate you can try using this trigger words: action, focus, ready, go, move, search, or
any word or phrase that you associate with a high energy feeling.

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EXERCISE 3.5: “PEACFUL PLACE” IMAGERY SCRIPT
In imagery relaxation you imagine taking a mini vacation to a place where you feel relaxed and comfortable –
“peaceful place” script. The more you can transport yourself into that special place, the more relaxed you will be.
• Sit comfortable, close your eyes and start with the abdominal breathing. Find your relaxation rhythm and
concentrate on every breath.
• Allow your eyes and face muscles to relax. Concentrate on your relaxation breathing and be aware of your
relaxation through your entire body.
• Now, imagine your favorite peaceful place, when you feel relaxed and calm (i.e. riverside, white sand beach,
mountain, forest, etc.).
• Recall the feeling of relaxation when you are at that place. Allow yourself to drift back to that place and
immerse yourself in it once more.

EXERCISE 3.6: ACTIVATION IMAGERY SCRIPT

• Sit comfortable, close your eyes and start with the abdominal breathing. Find your optimal activation rhythm
and concentrate on every breath.
• Then think back to a situation where you arousal state was optimal and produced a great performance.
• Recall precise states that led you to that arousal level (i.e. focused, under control, full of self-belief, prepared
and ready).
• Recall a specific situation during the game when your performance was at the peak.
• Capture that sensation with the key word, image or feeling and use it to every time when you feel that you
need to increase your arousal level.

EXERCISE 3.7: ACTIVATIONAL BREATHING

Activation breathing rhythm means that your exhalation interval is the same (or one interval longer) than inhalation
interval. I.e. if your inhalation interval is 3 seconds, then your exhalation interval is 3-4 second. Usual activation
breathing rhythms are: 2:2, 3:3, 3:4, 4:4, and 4:5.
• Inhale through your nose into your abdomen, so that your stomach muscles and abdominal membrane
spreads (like a balloon), and then let the air fill and expand the central upper chest. You may stop inhaling
when you can no longer take in air comfortably.
• As you exhale, tighten your stomach muscles and the air should be pushed out through your stomach and
mouth. Imagine that you are empting the air from the balloon. Exhale until you can no longer continue to
breathe out comfortably.
• Continue this exercise for about 1 minute.

Short activation breathing (2 – 3 breaths) can help you feel strong, focused, and ready for the action.

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SELF – TALK
CHAPTER 4: SELF – TALK
When you think about something and have an internal dialogue in your mind, you are actually doing self-talk. Thinking
about yourself and saying something to yourself it is crucial for your performance. Self-talk can sometimes become a
self-fulfilling prophecy; either positive or negative. The more you repeat a thought, the more automatic it becomes, and
eventually leads to a belief. It is therefore important to control your self-talk in a way of how you think, what you think
about and when you will use it.

Become AWARE of the words and phrases that you use.

RECOGNIZE your disorted thinking and irrational beliefs.

CHANGE them into rational and affirmative thoughts and beliefs.

TRIGGER SITUATIONS FOR NEGATIVE SELF-TALK:

• Missing a call
• Doubtful decision
• Listening to coach and players complaining
• Listening to the crowd
• Losing your concentration
• Bad teamwork between co-officials
• Forgetting a rule
• Forgetting the mechanics and the positioning
• Fatigue and tiredness

Positive self-talk, task-oriented, and encouraging will boost your confidence and performance. Negative self-talk, on
the other hand, can hurt your confidence, and cause more anxiety and lead to poor performance.
Using positive / affirmative self-talk can help you remain focused on the task and the performance at the present
moment – here and now (Figure 5).

Figure 5. Decision making at the present situation

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It is important that you stay focused on the situation “here and now” – the action happening in front of you on the
court. That is the time and the place where the decision is made.

Table 4. Non effective self-talk

THINKING ABOUT

NEGATIVE PAST EVENTS NEGATIVE FUTURE EVENTS DISTRACTIONS

mistakes or bad decisions you had what will the consequences be if thinking about so many things,
10 seconds, 2 or 5 minutes ago you do make mistakes and paying attention to too many
cues, especially the distracting and
irrelevant ones
“How could I do this?” “I hope I will not do make a mistake
again.” “Will I make it the last two
“Why I did not see that contact?”
minutes under pressure?”, “What crowd, flight time, private life
“I made a terrible call!” if I blow a big call?”, “What will the issues
observer say after this game?”

anxiety starts to increase, attention Attention starts to spread and

starts to narrow and directing too anxiety starts to increase, attention becomes too broad-external
internal starts to narrow and directing too
and
and internal
you are not able to stay concent-
you are not able to concentrated and
rated on the present action and
on the present action and you’ll you are not able to stay concent- you’ll probably not be able to make
probably not be able to make a rated on the present action and a proper decision
proper decision you’ll probably not be able to make
a proper decision

Many people believe that emotions and behavior are products of a situation in which you perform, but on the contrary,
it is your interpretation of the situation that determines your mood, emotions and behavior. How you perceive possible
consequences of your performance it is essential. If you start to think that you will fail in this game, you will start to feel
anxious, and eventually perform under your abilities.
Generally speaking, each situation can be interpreted as a CHALLENGE or a THREAT.
Perceiving a situation as threat can lead to some physiological and cognitive changes (i.e. increased heart rate,
muscle tension, narrow focus of attention, negative thoughts, etc.). Perceiving a situation as a challenge can give you
an additional energy burst and shift your attention towards achieving the goal – managing the challenge.

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EXAMPLE 4.1: If you are nominated to the FIBA U19 World Championship and you will officiate the opening game you
may perceive the information as a challenge or threat (Table 5).

Table 5. Situation perception – challenging or threatening

SITUATION / EVENT:
Nomination for U19 World Championship
perceived as:

THREAT or CHALLENGE
THOUGHTS THOUGHTS
(i.e. “OMG this is so important!”, “I cannot make any (i.e. I earned this nomination due to my great officia-
mistakes!”, “What will everyone think if I blow up at ting during the last two seasons. I will physically and
the opening game?”) mentally prepare for this event. I will try to do my best
when once there!”)

REACTIONS
REACTIONS
(emotional, physiological, behavioral)
(emotional, physiological, behavioral)

Anxiety and fear

Pride
Self-doubt
Excitement
Confidence loss
Optimal heart rate and breathing rhythm
Increased heart rate and breathing rhythm
Calm and ready
Choking
Confident
Narrowed attention
Proper attention shifting and re-focusing

PERFORMANCE
PERFORMANCE
Poor
Good

CHANGING NEGATIVE SELF-TALK TO POSITIVE SELF-TALK

When you become aware of your negative thoughts and inappropriate self-talk, it is important that you change them
into positive and affirmative ones (Table 6). You can do this by using a thought stopping and solution mode thinking!

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Self-talk should be affirmative in the direction of what you want to do, not what you don’t want to do. For example, ins-
tead of saying “I don’t want to make any mistakes” you should say “I am prepared to do my best.”, “I will pay attention
to my AoR and be ready for the decision”.

Table 6. Changing negative self-talk to positive self-talk.

Negative self-talk Positive self-talk

That was a terrible call It can happen to anyone

I will mess up with the mechanics Search for the best position to see the
action

I cannot make any mistake

I am prepared to do my best

If I do mistake everyone will think that I am

a bad referee I am not in control of others. I am in control
of my performance and will concentrate on
that

I hate when I feel that he starts to provoke

Keep calm - take a deep breath and regain
me
control

I can’t make any mistake last two minutes!

Last two minutes I will keep my concentra-
tion at the highest level
I will never be a top referee

I can make it if I set my goals properly, step

by step, and continue to work hard.

Nothing is happening at my AoR. When will Wait, be patient, follow the action
I make a call? focus on my AoR!

TRIGGERS
The term trigger indicates a word, action, phrase, or stimulus that reminds you to stay relaxed, calm and focused in a
particular situation. Triggers can be something general or something very personal for you that will help you in some
particular situations (Table 7). The more the trigger is personalized, the more effect it will have on your concentration,
your task orientation and it will reinforce your performance.

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Table 7. Triggers

KEY WORDS AND PHRASES i.e. relax, calm down, focus, pay attention, move, control,
wait, be ready, search, re-focus, etc.
SIGNALS AND SIGNS i.e. red stop signal, green light, blue arrow, etc.

ACTIONS OR STIMULATIONS i.e. pinch on a leg, snapping fingers, touch on the belt,
eye contact with co-officials, etc.

EXERCISE 4.1: CONTROLLING SELF-TALK

In order to change negative thoughts into more constructive and positive ones, it is important to:
• Become aware and recognize a negative thought or self-talk (i.e. “This was a bad decision. How could I
make such a mistake? I am a really bad referee”)
• Stop and interrupt negative thought with a trigger or physical action (i.e. red stop signal, touch the belt, pinch
yourself)
• Regain control with 1-2 breaths

Use the affirmative self-talk (i.e. “Ok, this was a bad decision, but for now I will put it in the “pocket”, and analyze
it after the game. Stay focused on the action in front of you! Search for the best position to make a best possible
decision!”)
By doing this you will tell yourself that you did make a mistake but you will think about it after the game. Also, you
shift your attention to present action and task oriented thinking!

EXERCISE 4.2: SOLUTION MODE THINKING

For each worry and possible problem situation create a possible solution.
• What is the problem situation? i.e. “Coach A usually starts to provoke me.”
• What can I do and how can I properly react? i.e. “I will stay calm and concentrated on the action on the
court. If he starts to be too rude, I will give him a warning.”

By doing this, you give yourself directions and regain control.

This kind of thinking requires that in any problem situation you set your mind to solution mode. If we start to think that
everything is going to be perfect and that there will be no problems during the game, this will not be productive nor ef-
fective, as we do not know that for sure, as we cannot predict events. What can we do is to prepare for some problem
situations that can usually occur during the game (more about preparation for the game in Chapter 6).

25
VISUALISATION AND IMAGERY
CHAPTER 5: VISUALISATION AND IMAGERY
You may not have realized it, but you’ve probably already used imagery in your life – when you thinking about game you
will officiate, when you remembering the great performance you had day before, the good communication with collea-
gues, the firm signal showing, and so on.
VISUALIZATION refers to only “picturing or seeing” something in your mind, where IMAGERY refers to useing of all
senses – sight, hearing, touch, smell, taste, and movement, as well as thoughts, emotions, and reactions. Images of
some situations can be very vivid and can evoke many feelings and mood states (e.g. fear, anxiety, happiness, pride,
confidence, etc.). The more you can control imagination, the more you can expect to control your performance.

Table 8. Imagery

IMAGERY SCENARIO
Skills development, rehearsal and mastering
Signals presentation
Mechanics and positioning
Emotional and behavioral control
Game management
Specific situations
Problem solving

IMAGERY PERSPECTIVE
EXTERNAL
imagining yourself performing from outside perspec-
tive, like you see yourself on TV, or from camera view
– looking at yourself from outside.

IMAGERY SPEED
SLOW MOTION REAL TIME
usually used for problem solving situations and used for mastering and coordinating skills into
learning new skills or movements in mechanics. E.g. complete performance. E.g. imagining the game
If you are learning new signal presentation or new situa-tion of post play and required movements and
mechanics movement, start in slow motion (until you positio-ning during that action.
improve and learn it) and eventualy move to real time
imagining.

It is important that your imagery is vivid, clear and controllable. When you are imagining specific situation scenarios it
should be also detailed as much as it can.

27
Using imagery as a coping technique helps you anticipate potential problems (e.g. distractions, negative emotions,
possible mistakes, etc.) and refocusing to solutions and next actions after their occurance. You can use solution mode
scenarios for some specific situation you usually have problems (e.g. difficult coach behavior, loosing concentration
after first mistake). Imagery with the positive and solution mode scenario cannot guarantee a good result but it make it
more likely. You will probaly be most controlable over some situations if you rehearse them also thorugh imagery.
Imagery can be effective as a supplement rather than a replacement for real situation practice, but it can also be used
when you are not able to practice physically due to fatigue, injury, or lack of nominations.

Table 9. Imagery before, during and after the game

BEFORE THE GAME DURING THE GAME AFTER THE GAME

• to improve your skills or • during the time outs or other • you create a replay of your
mechanics, short breaks performance and
• to prepare for game cha- • for next task or action requi- • helps you recall the good
racteristics (team characte- red for the next situation. aspects and memorize them
ristics, player style of play,
• recal on situation that hap- • helps you recall and visually
coach behavior, etc.)
pened before change bad decisions and
• for specific situations that search areas of improve-
• situation that is likely to
my occur ment
occur when the time starts
• on the game day to recreate
Effective way to analyze and re-
a key signals (e.g. players management, prepa-
view your performance.
ring for new team strategy, etc).
• to control your arousal state.

Using imagery for preparation can

increase your odds of successful
performance.

IMAGERY EXERCISES
When you start to use imagery technique make sure that you are not too tired or sleepy. Make yourself comfortable
at some quiet and private place. Sit in a comfortable position and gently close your eyes, and focus on your breathing
pattern. Find your breathing rhythm that is comforable and try to control it. Repeat breathing with five to ten breaths
and switch your focus to imagining a specific situation you want to rehearse.

EXERCISE 5.1 : MANAGING A DIFFICULT SITUATION – PROBLEM SOLVING

• Find yourself a quiet and private place with no distractions.
• Start your imagery exercise with breathing rhythm that is most confortable for you. After you manage to
direct your attention to breathing prepare yourself for the next move – imagining scenario of a situation that
usually gives you trouble.
• Go thorough the situation like you usually do and find what is that you doing wrong.
• Then think about the best possible solution for that situation and try to imagine doing it like that. See, hear
and feel your proper response to this situation.
• Repeat it 2-3 times and always try to retain the image of what you want to do.

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EXERCISE 5.2 : ROLE MODEL WATCHING
• Search for a video record or clip with the perfomance of your favorite role models in officiating.
• Focus on their mechanics movements, body presentation and game management skills that you would like to
add to your presentation. Whatch them performing a particualar move or reaction and repeat it several
times.
• Then try to repeat that same movement imagining yourself doing it on the court. First, you can do it form ex-
ternal point of view watching yourself from the outside (camera view). Than, you can try it from internal point
of view (eye perspective).

EXERCISE 5.3: IMAGINING DESIRED OUTCOME

• Find yourself a quiet and private place with no distractions.
• Start your imagery exercise with breathing rhythm that is most comfortable for you. Concentrate on control-
ling your breathing and repeat it several times until you become ready to start the imagery.
• Mentally rehearse a play or action first in slow-motion and then gradually faster to the real-time speed. Exe-
cute every movement and decision successfully, and fully anticipate what is going on during the action.
• Then practice the same action under various circumstances to ensure that you are adopt it appropriately.
• Focus on making sure that your movements are fluid and lead you to desired outcome.

29
PRE-GAME PREPARATION
CHAPTER 6: PRE-GAME PREPARATION
Officiating at top level is a usually the result of a great knowledge and experience, but also of top pre-game prepara-
tion. Mental preparation before the game helps you warm up mentally and optimize your arousal level to get ready for
the game. You feel more concentrated, more confident, ready, and in control while doing your pre-game preparation
plan.
Although pre-game routines are personalized, and different for each referee, in this chapter will be presented some
general guidelines.

Psychological or mental preparation for game involves:

• Rules knowledge and interpretation preparation – this knowledge is essential and basic, and should be at the
highest level. The better you know the rule book, the better you’ll be able to apply it in a real game situation. So,
if you feel that you need to renew some of the rules’ knowledge, you should read the rule book, repeat them
visually through imagery and watch them on video clips.
• Game characteristics preparation – it refers to venue and teams characteristics (i.e. specific type of team
strategy and play, current team position, coach behavior, player behavior, playing style of specific player, injured
players, statistics of the team, fan zone characteristics, etc.) This kind of information can help you prepare for
possible specific situations – i.e. player who usually likes to flop – and your reactions and game management
solution for those situations.
• Crew characteristics preparation – knowing the characteristics of your co-officials and their officiating style will
help you to know what to expect in a point of view of game management and criteria, and also, your reaction to
their behavior and performance during the game. Knowing your co-officials’ characteristics helps you prepare
for the pre-game conference topics and establish the required criteria.
• Arousal control preparation – refers to your individual preparation through imagery, self-talk and solution mode
thinking.
• Focus on performance (not on outcome) – during the preparation for the game it is really important that you are
highly focused on your performance (What should I do and how will I do it?) not on the outcome (Will I officiate
good?).

EXAMPLE 6.1: If before the game you start to think “How will I be evaluated by the observer?” or “How many good or
bad decisions will I make?” you are not focusing on your performance but on the outcome. By changing your outco-
me goals for that game, i.e. “I want to be highly evaluated by the observer”, “I want to officiate this game without any
mistakes” or “I want this game to end without any conflictive situations” to performance goals for that game, i.e. “I
will concentrate on my AoR” , “I will search for the best position in each situation to make a good decision”, “In any
conflictive situation with this challenging coach I will try to find the best possible solution to manage it” you are putting
your focus and attention to your performance, to what you want to do in specific situations. By focusing on your perfor-
mance you are getting closer to a better evaluation from the observer, higher number of good decisions, better game
management.

EVENT PREPARATION
If you are nominated to officiate at some tournaments during the summer (U16, U17, U18, U19) it is important to also
prepare for your expectations and focus on your daily and performance goals – How do I want to officiate? How will I
prepare for each day for every game I’ll be nominated?

31
EXAMPLE 6.2: If you start thinking that you want to officiate finals (outcome), it is important that you prepare for each
game as if it where the finals itself. You should prepare for each game, step by step, you should not think about the
final game until it comes. Because, by focusing in each game separately (game characteristics, crew characteristics,
arousal control and performance goals) you are able to perform (officiate) better, and by officiating at your highest level
you are closer to your ultimate goal – officiating the finals.
The more you’re prepared, the more you’ll feel confident and ready, but remember, as much as you are prepared be
ready for the unexpected. The better you’re prepared, the better you’ll find the solutions for the unexpected situations.

EXERCISE 6.1: “WHAT IF” SCENARIOS

While preparing for a specific game, you can use “what if” scenarios to prepare for possible difficult or unexpect-
ed situations (i.e. fight between players, broken time machine, one referee is late for pre-game conference, etc.).

• Scenario: what you expect that can happen?

• Describe the situation
• How should I react in this situation? – your self-talk, behavior and actions

This type of preparation helps you to stay calm when something unexpected happens and focus you on solution
mode thinking. Also, when something actually does go wrong, you will have a clear blueprint for dealing with it.

EXERCISE 6.2: MANAGING A DIFFICULT COACH OR A PLAYER

• Put on paper what are the characteristics of the coach/player that is troubling you in the last few games
• What are the situations that trigger his/her inappropriate behavior?
• What is your reaction to this behavior?
• How do you usually deal with him/her?
• Now, search for a better reaction and a possible game management scenario for that situation.
• How should I act, behave and talk to him/her?
• Think about the strategy as to how you will you deal with it more successfully. See yourself acting in a calm,
firm and professional manner.

32
POST-GAME EVALUATION
CHAPTER 7: POST-GAME EVALUATION
Self-evaluation after the game can help you to learn from your experience and improve your performance for the next
game. By doing a self-evaluation you can recognize some patterns of your performance and behavior that contribute to
a good or a bad performance.
The best period of the game analysis is within 24 hours after the game. Your memory is still fresh and you can easily
recall many situations that you’d like to reconstruct. Use this information to maintain or modify your pre-game prepara-
tion and behavior.

EXAMPLE 7.1: You may find that bad team work and different criteria among the crew is a result of a poor pre-game
conference between crew members. According to that finding you can think about possible solutions for the pre-game
topics for the same (or other) crew at some other game.
While doing the self-evaluation it is important to be honest to yourself, as well as objective and constructive. If game
was video recorded you can also see the game more objectively and more detailed. Video analysis information will
help you understand some situations even better when you are watching them from the “camera point of view”, with
some time delay.

EXAMPLE 7.2: By watching the vide of the situation in the 3rd period of the game, you find out that you did a bad
decision (no call) because you did not do appropriate mechanics position and did not have a good angle to see that
contact. Then, for each situation that you find wrong, search the solutions and put on the paper in a way “What can I
do differently next time in the same or a similar situation to prevent the same mistake from happening again?!”
While doing the self-evaluation it is important to search both the situations where your performance was great, and
situations you are not satisfied with. You can identify strong and weak areas and find the underlying reasons for your
performance (either good or bad).

EXERCISE 7.1: VIDEO – ANALYSIS COMBINED WITH IMAGERY

After the game search through video for the situations that you would like to analyze more than others.
1. Search for 2-3 great situations – where you were at your best and made a very good decision.
• See what did you do good and what was your decision or move.
• Repeat the same situation once more, and store it in your memory.

2. Search for the 2-3 poor situations – where you were not done a good job – bad decision or movement.
• See what did you done wrong – bad decision or movement.
• Search for the solution for the same situation – what will you do if this or similar situation happen again?
Be specific and affirmative! - What you should do, not what you should not to do! Change the script of that
situation so that the outcome is better.
• Repeat that solution and changed script also through imagery scenario, first from external point of view – to
see how this should look like, if you watch it on the TV. Then, repeat it through internal point of view – like
you are doing it in the real situation.
• Continue rehearsing this new outcome until you feel confident being able to cope with the original circums-
tances.

34
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