Sport does not automatically generate educational benefits for players. For a sports field to become a child-friendly educational environment, it is essential that all actors involved in the organization of youth sport take deliberate educational measures. Among these actors are referees, who should be taken into account during the research on the educational value of sport for the youngest. The subject of the present study was handball referees, who interact with the players during matches. Assuming that the referee is an important actor in sport education and that referee–players interactions are the basic mechanism of the referee’s educational influence, this study aimed to assess the quality of his or her interactions with players during handball matches for children aged 9 to 12 years. The research was conducted in a group of 25 handball referees who refereed matches of children in the region of Mazowieckie Voivodeship in Poland. The referees surveyed had current licenses issued by the Warsaw–Mazovian Handball Association. To assess the quality of referee–players interactions, the authors’ direct observation tool (Referee–Players’ Interaction Assessment Scoring System) was used. The educational referee–players interaction was studied in six dimensions: Positive climate, Responsiveness, Behavior management, Proficiency, Instructing, and Communicating. Data were statistically analyzed using chi-squared test, Mann–Whitney U test and exploratory factor analysis (EFA). Cronbach’s alpha values were higher than 0.90 in the factors, showing adequate levels of reliability. The results of the research demonstrated that the assessment of the quality of the referee’s educational influence on players was neither affected by the referees’ experience nor by the outcome of the match. The quality of educational referee–players interactions in five of the six dimensions studied was assessed as average, whereas positive climate was assessed as poor (three-step scale: poor, average, good). If referees are to support coaches and parents in achieving their educational goals, the results indicate areas where they can improve. The research provided empirical evidence that could be used as a basis for the modification of previous training programs for referees developed by local and national sports associations. The referees should be trained to build a positive climate on the sport field, which consists in creating emotional ties with players (physical proximity, social conversation), expressed in an enthusiastic attitude and joy of contacts (smiling, engagement, positive affect reaction, positive comments, respectful and inclusive language, using players first names, listening to players). In addition, referees must be taught to actively monitor players’ emotional, cognitive, social, and health needs, as well as to respond to the players’ needs and solve problems.

中文翻译：

---

裁判作为教育者：青少年竞技手球裁判与球员互动质量的评估。

体育运动不会自动为运动员带来教育效益。为了使运动场成为儿童友好的教育环境，参与组织青少年体育运动的所有参与者都必须采取刻意的教育措施。这些参与者中包括裁判员，在研究体育运动对青少年的教育价值时应将其考虑在内。本研究的主题是手球裁判，他们在比赛期间与球员互动。假设裁判是体育教育的重要主体，裁判与运动员的互动是裁判教育影响的基本机制，本研究旨在评估9~12岁儿童手球比赛中裁判与运动员互动的质量。年。这项研究是在波兰马佐维耶基省地区对儿童比赛进行裁判的 25 名手球裁判中进行的。接受调查的裁判拥有华沙马佐夫手球协会颁发的最新执照。为了评估裁判与球员互动的质量，作者使用了直接观察工具（裁判与球员互动评估评分系统）。裁判员与球员之间的教育互动从六个维度进行了研究：积极气氛、响应能力、行为管理、熟练程度、指导和沟通。使用卡方检验、Mann-Whitney U 检验和探索性因子分析 (EFA) 对数据进行统计分析。因子中的 Cronbach α 值高于 0.90，显示出足够的可靠性水平。研究结果表明，裁判对球员教育影响质量的评估既不受裁判经验的影响，也不受比赛结果的影响。在所研究的六个维度中，五个维度中的教育裁判与球员互动的质量被评估为平均水平，而积极气氛被评估为较差（三级量表：差、平均、良好）。如果裁判要支持教练和家长实现他们的教育目标，结果会指出他们可以改进的领域。该研究提供了经验证据，可以作为修改地方和国家体育协会先前制定的裁判培训计划的基础。裁判员应接受培训，以便在运动场上营造积极的氛围，其中包括与运动员建立情感联系（身体接触、社交对话），以热情的态度和接触的乐趣（微笑、参与、积极的情感反应、积极的情感反应、积极的情感反应）来表达。评论、尊重和包容的语言、使用玩家的名字、倾听玩家的声音）。此外，必须教会裁判积极监测球员的情绪、认知、社交和健康需求，并响应球员的需求并解决问题。