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Decision accuracy is a crucial factor in the evaluation of refereeing performance. In sports research, officials' decision-making is frequently assessed outside real games through video-based decision experiments, where they evaluate recorded game situations from a third-person perspective. This study examines whether the inclusion of the first-person perspective influences decision accuracy and certainty. Twenty-four professional officials from the first and second German basketball leagues participated in the study. The officials assessed 50 game situations from both first-person and third-person perspectives, indicating their decisions and certainty levels. The statistical analysis utilises signal detection theory to evaluate the efficacy of the first-person perspective compared to the third-person perspective in identifying rule violations and no-calls in video recordings. The findings indicate that the first-person perspective does not yield superior accuracy in identifying foul calls. However, scenes from the first-person perspective exhibit a significant 9% increase in correctly identifying no-calls. Furthermore, officials report significantly higher levels of decision certainty and comfort when using the first-person perspective. The study suggests that sports officials may benefit from incorporating additional scenes from the first-person perspective into video-based decision training. Future studies should explore whether this additional perspective improves the training effect and translates into enhanced in-game performance. [ABSTRACT FROM AUTHOR]

Drawing on the tradition of the Danish-German school of critical psychology, this empirical study discusses seven unaccompanied asylum-seeking adolescents' experiences of the process of applying for asylum in Denmark. By privileging the first-person perspectives of the adolescents, the authors explore the conduct of their everyday lives at the asylum centre and at school. The project's findings emphasise the societal, political, social and spatial conditions that contribute to the lack of meaningfulness the adolescents experienced regarding their engagement in schooling. In conclusion, the authors reflect on the potential in privileging the first-person perspective in social pedagogical work. [ABSTRACT FROM AUTHOR]