Instructional Committee

Your Instructional Committee

Dedicated officials spend copious amounts of time preparing to teach you how to be the best official you can be.

Pete Di Loreto

Week 2 6:30pm pm -9 pm (Breaks at instructors discretion)

Points of emphasis for this week –
1. Discussion related to new rules, control of the line of
scrimmage, dead ball vs. live ball activities.
2. Crew communications and control of sideline activities
(coaches, players, and others)
3. Discussion related to review of “Football Fundamentals” basic
concepts of “possession”; neutral zone; dead ball vs. live ball
activities/ fouls; kicks; passes; blocking; fouls; and penalty
enforcements.

Take roll – management will pick it up during class time.
A) Equipment basics, explain officials uniform requirements
B) Reminder of up coming important dates for scrimmages, and vendors
C) Review football fundamentals,
D) On field exercises ( Instructor’s discretion T1/T2 may vary)
1. Example for New officials class:
a. This is a football field; point out things like sidelines, end zones,
coach’s box etc.
b. Explain verbally the neutral zone
c. Officials position at the snap
d. Keys at the snap ( down/distance, who to watch at snap)*
e. counting players
f. On-Off and how to signal opposite
g. How to move- shuffle/ square-in/ when to turn and go
E) Review RB / CB Chapters 1 and 2
F) Small group situational questions discussions
1. Divide class into groups of five.
2. Distribute questions
3. Instruct each group to
a. as individuals read each question and answer
(about ten minutes)
b. discuss questions as a group
c. discuss questions as a class (about 10-15
minutes)

G) Begin discussion of the Philosophy of officiating
H) Assign reading for next week (July 27) RB/CB Ch. 3-4

Important- Remind officials to dress comfortably, (ex. Tee shirts, shorts, tennis shoes) and bring a water bottle for on field instruction piece.

Thought for the week -
When you walk onto the field to work a game, are you the kind of official who views it as “your” game? Is it your goal to “control” the action? Or maybe you’re the type of official who lets the players run wild. “The game will take care of itself,” you think, and you are there to enforce the rules. Neither of those ways is conducive to producing a smooth, fluid contest. How do we do it better?

* could be done in classroom