2. STARTER
What are the roles
a sports coach
could take?
Nod y wers / Lesson Objectives:
• Develop an understanding of the various responsibilities that a coach has.
• Specifically develop an understanding of the importance of Health and Safety.
• Understand the importance of assessing risks before, during and after coaching.
• Develop an understanding of how to undertake a risk assessment.
Friday 21st September, 2018
Dy Safon Di Fel Dysgwr
• Gwneud fy ngorau glas
• Ymateb i
gyfarwyddiadau
• Parchu fy ngwaith a fy
nghyfoedion.
3. The Responsibilities of Sports Coaches
A coach has responsibilities to the participants in their
coaching session and also to:
The participants’ parents or guardians
The club or school that the coach is representing
Other coaches who may be involved in the delivery of the
session
The sport that the coach is representing, for example, in
a football session a coach will be representing the
Football Association and the sport of football.
5. Health and Safety
How does health and safety legislation affect the delivery
of sessions to different client groups?
6. Health and Safety
A key responsibility of a sports coach is managing the
safety of everyone involved in a coaching session.
When working anyone under the age of 18 this
responsibility becomes a legal obligation of a duty of
care.
Duty of Care – a legal obligation imposed on an individual requiring that
they adhere to a standard of reasonable care while performing acts that
could possibly harm others.
7. Health and Safety
A coach should consider the health and safety of the
participants before, during and after the session as a
priority.
It is often the head coach’s responsibility to lead on
health and safety, although assistant coaches must also
maintain a safe coaching environment at all times.
8. Health and Safety
All sports carry an element of risk of injury; it is the role of
the sports coach to:
Assess risk
Protect athletes from injury and reduce the likelihood of
risk
Deal with injuries and accidents when they occur
9. Health and Safety
Although a coach may assess every risk and hazard and
implement methods of reducing injury and keeping harm
to a minimum, injuries can and will occur during sport and
physical activity sessions.
There are two major causes of injuries- extrinsic risks and
intrinsic risks.
10. Health and Safety
Extrinsic risk – something outside the body that may cause
an injury.
Intrinsic risk – a physical aspect of the body that may
cause an injury.
11. Activity: Intrinsic or extrinsic injuries?
• Overuse
• Age
• Inappropriate coaching
• Environmental conditions e.g.
rain, snow, ice
• Poor preparation
• Poor technique
• Clashes with opponents
• Clashes with teammates
• Postural defects
• Muscle imbalance
• Equipment failure
• Loose clothing
• Inappropriate clothing
Classify each of the following causes of injury as intrinsic of
extrinsic
12. Risk Assessment
The overall aim of a risk assessment is to prevent
accidents and injury and thus maintain the health, safety
and welfare of all concerned with an activity, company or
location.
This can broken down into three smaller aims:
Eliminate hazards
Minimise risks
Protect participants from harm
13. Eliminate Hazards
A hazard is something that has the potential to cause
harm.
It may be something you are aware of, such as water in a
swimming pool, whereas other hazards may be unknown.
An example of an unknown hazard, could be a loose collar
on a bar with free weights.
Hazards must be eliminated where ever possible.
14. Minimise Risks
The term risk refers to the likelihood of harm form a
particular hazard. This tends to be more subjective and
involves the probability of future events taking place.
A trampoline can be viewed as a hazard. Putting a novice
on a trampoline without safety mats or ‘spotters’ and
without anyone with coaching qualifications supervising
increases the risk of injury. Proving these precautions will
help to minimise the risk to an acceptable level.
15. Protect participants from harm
This is the most important aim of risk assessment and can
be achieved by following the risk assessment process.
There are many variations and formats of risk assessments
which could be adapted to meet the needs of the
situation, the sport environment and the employer.
16. Eliminate or Minimise?
The steps which you could use to decide whether you need
eliminate or minimise are:
Look for different types of hazards within the workplace.
Decide who might be harmed and to what extent.
Assess the risk of the hazard causing harm.
Undertake a written risk assessment
Review the risk assessment.
17. Objectives
The objectives of risk assessment are the things that you
need to be able to achieve the aims; these are:
Identify hazards
Identify those at risk
Assess chance of hazard causing harm and grade risks
18. Identify Hazards
Having a good understanding of the areas where hazards
are likely to occur will help to prevent accidents and
improve safety awareness.
It is often preferable to undertake hazard identification as
a group rather than individually as this increases the
likelihood of hazards being isolated.
19. Identify those at risk
You should identify those who may be at risk from the
hazards identified.
As well as identifying those at risk, some risk assessment
systems consider how many people may be at risk and how
potential incidents could happen.
20. Assess chance of hazard causing harm and
grade risks
This process develops the degree of risk that is perceived.
It involves looking at each hazard and attempting to
foresee the potential risks that could happen.
This is sometimes given in numerical scores or simply as
low medium or high risk.
A through process would also include a grading on the
severity of injury that may occur from the risk.
Likelihood x Severity = Overall Risk
21. Risk controls
Any risks that have been identified as high risk require immediate action to
move the risk to an appropriate level.
This action forms the risk management proposal, which needs to be recorded.
The measures proposed should allocate people and resources clearly.
Do not do the activity
Modify the activity
Protect participants from the hazard
Provide appropriate safety equipment
Provide appropriate training
Provide appropriate supervision for praticipants
22. Conducting Risk Assessments
When you conduct a risk assessment, you could use a form similar to the one
below.
Why do you this it is important to provide as much detail as possible when
completing a form?
Hazard Risk Scoring Risk Control Measures
What is the
hazard?
What is the risk
and who is at
risk?
Likelihood
of harm
(0 – 10)
Severity
of harm
(0 – 10)
Overall
risk level
What can be done to eliminate
or reduce the risks?
23. Conducting Risk Assessment Activity
Using the form provided on the next page, conduct a risk
assessment of the sports hall.
Identify as many hazards as possible, as well as who is at
risk.
Then, calculate the overall risk, by deducing the
likelihood and severity of harm.
Finally, explain how you would eliminate or reduce the
risk.
24. Hazard Risk Scoring Risk Control Measures
What is the
hazard?
What is the risk
and who is at
risk?
Likelihood
of harm
(0 – 10)
Severity
of harm
(0 – 10)
Overall
risk level
What can be done to eliminate
or reduce the risks?
25. STARTER
Why is it important for a sports
coach to be trained in first aid?
Nod y wers / Lesson Objectives:
• Develop an understanding of the various responsibilities that a coach has.
• Specifically develop an understanding of a coach’s responsibility as a First Aider.
• Develop an understanding of effective emergency procedures i.e. PRICE.
• Understand the importance of obtaining a First aid qualification.
Thursday 27th September, 2018
Dy Safon Di Fel Dysgwr
• Gwneud fy ngorau glas
• Ymateb i
gyfarwyddiadau
• Parchu fy ngwaith a fy
nghyfoedion.
26. First Aid in Sport
Sports coaches may benefit from obtaining a first-aid
qualification to ensure they know what action to take if
an athlete is injured.
If you are not a qualified first-aider you should make
provision for first-aid during coaching sessions, for
example by ensuring that a qualified first aider is present.
27. First Aid in Sport
A coach should ensure that athletes seek professional advice
as soon as possible if a participant:
Sustains a major injury – fracture, severe bleeding, head injury,
severe swelling or bruising with pain.
Sustains a minor injury – muscle strain, muscle contusion (bruising),
minor cuts or bleeding.
Becomes ill – vomiting, headache, sore throat, dizziness.
28. First Aid in Sport
It is vital to ensure that the coaching and playing
environment is safe and to know what to do in the event
of a serious accident.
If you are not sure about anything regarding the well
being of the participants of your session, seek further
advice from a senior coach or a senior member of staff
prior to staring your session.
29. Responsibilities of First Responders
Your priority is to ensure the is athlete safe and stable.
Do not move the athlete
Determine if the athlete in conscious
Check their ABC’s (Airway, Breathing, Circulation)
Take control of the situation
Send somebody for an AED if necessary
Assess what care the injury may require
Assign other coaches or players to contact emergency personnel
(Emergency medical Services (911)
If required, start CPR immediately
30. When to Call Emergency Medical Services (911)
EMS needs to be contacted in any of the following situations:
Neck or spine injuries
Athlete is not breathing
Severe concussions (any Loss of Consciousness -LOC)
Any dislocations
Broken Bones
Severe bleeding
Chest pain
Troubled or difficult breathing
Eye Trauma
Seizures
31. Calming Down an Injured Athlete
As the Sports Responder, it is your responsibility to calm down the
injured athlete
Ways to help calm an athlete down:
Let the athlete know they are going to be alright and you are going to
take care of them
Talk slowly, calmly, and at eye level
Touch is an effective method to calm an anxious athlete
Encourage them to take slow deep breaths
Remove unnecessary personnel (i.e. teammates, opponents, or
onlookers)
32. Calming Down an Injured Athlete
As the Sports Responder, it is your responsibility to calm down the
injured athlete
Ways to help calm an athlete down:
Let the athlete know they are going to be alright and you are going to
take care of them
Talk slowly, calmly, and at eye level
Touch is an effective method to calm an anxious athlete
Encourage them to take slow deep breaths
Remove unnecessary personnel (i.e. teammates, opponents, or
onlookers)
33. Preventing Further Injury
To prevent an athlete from further injury following the
acronym PRICE
Protect
Rest
Ice
Compression
Elevation
34. Preventing Further Injury
Protect
Clear the area to evaluate the
situation
Remove athlete from the game
Place athlete away from
possible danger
Rest
Keep athlete from further
participation if necessary
Try to avoid using the injured
body part
35. Elevation
Uses gravity to remove swelling
from area
Injured body part above the
heart
Preventing Further Injury
Ice
Causes constriction of blood
vessels to slow rate of swelling
20 minutes per hour
Compression
Pressure forces swelling out of
the affected area
Using Ace Wrap or Compression
shorts
36. Activity: First Aid Bag
Find the nearest first-aid bag, assess the effectiveness of its contents
and discuss with the class how they could be improved.
37. Activity: Emergency Procedures
Prepare a five-point checklist which you should follow in the event of
a sports performer in your session obtaining a minor injury.
38. Activity: Emergency Procedures
Prepare a five-point checklist which you should follow in the event of
a sports performer in your session obtaining a major injury.
39. Activity: Emergency Procedures
Complete the following information for the centre/facility where you
run sports coaching sessions.
Name of centre/facility
Location of nearest telephone
Nearest first aid box
Nearest fire assembly point
Nearest fire exits
Name of the designated first aid
administrator
Fire drill procedure in the event
of a fire
40. Activity: First Aid Qualification
Identify an appropriate first-aid course that would be suitable for you
to complete as a coach.
Identify the location of the next available first-aid course, the cost of
the qualification and the date it takes place.
41. STARTER
Why is your behaviour and
conduct important as a sports
coach?
Nod y wers / Lesson Objectives:
• Develop an understanding of the various responsibilities that a coach has.
• Understand the importance of demonstrating professional conduct.
• Specifically develop an understanding of what a Code of Conduct should contain.
• Improve ability to identify what makes a good coach and what makes a bad coach.
Friday 28th September, 2018
Dy Safon Di Fel Dysgwr
• Gwneud fy ngorau glas
• Ymateb i
gyfarwyddiadau
• Parchu fy ngwaith a fy
nghyfoedion.
42. Professional Conduct
A coach should always behave appropriately.
As a coach your conduct and behaviour will determine the
experience and future behaviour of the athletes you
coach.
44. Professional Conduct
A good coach will:
Demonstrate clear knowledge and experience of the sport
Have appropriate coaching qualifications and relevant experience
Dress appropriately for the coaching session
Speak clearly, using appropriate language at all times
Respect all athletes of all abilities and treat them all equally
Respect and support all officials and their decisions
Promote fair play
Promote honesty
Reward effort
45. Professional Conduct
Many national bodies (NGBs) have set specific codes of
conduct to promote appropriate behaviour for coaches
who are qualified under their coach-education schemes.
These codes of conduct determine whether or not a coach
is acting professional.
46. Activity: Code of Conduct
Produce a code of conduct with your peers for when you
are coaching – as a class, make it clear what expectations
you have of everyone who coaches at your school/club.
Look at the FA’s ‘Coaches, Team Managers and Club
Officials Code of Conduct’ for an example.
47.
48. Activity: Identifying a Good/Bad Coach
Remembering everything you have learnt this lesson, watch the
following video and identify whether the PE teacher is a good or bad
coach.
https://www.youtube.com/watch?v=dc47vDh1xH0
50. STARTER
Who must a coach provide
equal opportunities for?
Nod y wers / Lesson Objectives:
• Develop an understanding of the various responsibilities that a coach has.
• Specifically develop an understanding of providing equal opportunities
• Develop an understanding of some of the coaching environments which they will deliver their
sessions in.
• Develop an understanding of how to adapt the coaching environment/activity to allow all to
access their sessions.
Monday 1st October, 2018
Dy Safon Di Fel Dysgwr
• Gwneud fy ngorau glas
• Ymateb i
gyfarwyddiadau
• Parchu fy ngwaith a fy
nghyfoedion.
51. Equal Opportunities
A competent coach will ensure that equal opportunities are give to all
athletes, spectators, parents and match officials.
Ensuring equal opportunities is about recognising inequalities and
addressing and solving the issues that surround each one.
How will a coach achieve equality in their sessions?
52. Achieving Equality
To achieve equality, coaches should make sure that
coaching sessions are accessible to all, without prejudice
to age, gender race, ethnicity, religion, sexuality, socio-
economic status or ability.
When planning coaching session you as a coach will need
to cater for participants with different motives, needs and
goals.
In order for all groups to achieve what they want, you
must be willing and able to adapt the session.
53. Coaching Environments
Sports coaches familiarise themselves with the environment in which
they deliver their sessions.
List the environments you have coached in:
54. Coaching Environments
There are a variety of environments sports coaches use, including:
Outdoor/indoor pitches
Sports halls
Indoor/outdoor courts
Multi-use games areas
Astroturf pitches
Third-generation grass pitches
Gymnasiums
School halls
55. Coaching Environments
A coach will be aware of the size of the environment and
how it can be best used. For example, if a coach is
delivering a basketball session in a sports hall and the
basketball nets are folded away, the coach will need to
know how to unfold them or where to find a member of
staff who can help.
The coach should also be aware of the location of
changing rooms, toilets, showers, first-aid box or
designated first-aid room and member of staff if
appropriate.
56. Coaching Environments
Why and how will the coaches knowledge about the
coaching environment impact their coaching and the
participants view of said coach?
57. Coaching Environments
This knowledge will demonstrate to the participating
athletes that their coach is well prepared.
The more the coach knows about the coaching
environment, the more organisation and professionalism
they can demonstrate when running a session. This in turn
will increase the athletes’ confidence in their coach.
58. STARTER
Why is important for a sports
coach to know the signs of
child abuse?
Nod y wers / Lesson Objectives:
• Develop an understanding of the various responsibilities that a coach has.
• Specifically develop an understanding of the legal obligations a coach has.
• Develop an understanding of how to recognise and report child abuse.
• Understand the importance of having personal insurance when coaching.
Wednesday 3rd October, 2018
Dy Safon Di Fel Dysgwr
• Gwneud fy ngorau glas
• Ymateb i
gyfarwyddiadau
• Parchu fy ngwaith a fy
nghyfoedion.
59. Legal Obligations – Child protection
Children are introduced to sport at very early ages, and
coaches must be aware of the child protection
procedures.
Prior to working with children in any capacity a coach
must be subject of a Criminal Records Bureau (CRB) check
to check the criminal records of a potential employee
60. Criminal Records Bureau (CRB)
Any previous convictions will be listed and a decision will
be made by the organisation after they have viewed the
CRB’s feedback.
This will determine whether or not the candidate is
appropriate for the work.
In some instances those criminal records will not be able
to work with children (this includes people on the sex
offenders’ registers and those with violent criminal
records).
61. The Children Act (2004)
A coach must be aware of the Children Act (2004) and of
signs and symptoms of child abuse.
This act provides a legislative framework for services
working with children and young people to improve their
health, development and well-being.
The Children Act makes it a responsibility of all agencies
working with children and young people to work together
and adopt a multi-agency approach when offering
services.
62. The Children Act (2004)
The act enforces specific duties which must be carried out by their
service providers. These include:
Providing care, planned and supervised activities for all children at all
times
Publishing adequate information about the services
Reviewing and monitoring the services on offer and consulting with
the appropriate bodies, for example professionals who deal with
protection of children.
Ensuring that registration is completed for all organisations which
supervise activities for children under the age of 18 years.
Before a service can be registered, the suitability of the organisation, all
its employees ad its premises need to be assessed.
63. Child Abuse
Coaches must be able to recognise the main forms of child
abuse, which include:
Physical abuse
Sexual abuse
Emotional abuse
Neglect
64. Physical Abuse
Physical hurt or injury caused by an adult to a child.
This could displayed when a child displays unexplained
bruising, cuts or burns.
65. Sexual Abuse
Adults, both male and female, using children to meet
their own sexual needs.
This could be displayed when a child demonstrates over-
sexualised behaviour.
66. Emotional Abuse
The persistent lack of love and/or affection.
This could be displayed when a child demonstrates over-
sexualised behaviour.
67. Neglect
The failure to meet the child’s basic needs like food and
warm clothing.
This could be evident from a child’s appearance and
clothing
68. Child Abuse
If a child says or indicates that he or she is being abused, or information
is obtained which raises concerns that a child is being abused, the coach
or anyone receiving the information should:
React calmly so as not to frighten the child
Tell the child they are not to blame and they are right to tell
Take what the child says seriously
Keep questions to an absolute minimum
Reassure the child
Make a full record of what the child has said
Not promise the child that no one else will be informed
69. Child Abuse
As soon as the conversation has ended, the person receiving the
information should report the findings to the designated child-
protection officer at the school or sports centre, or report the
information directly to the police.
As a sports coach you should be aware that coaches have caused harm
to children through over-training, bullying and other forms of
mistreatment, and that it is vital that a coach always treats children
fairly and with respect.
70. Insurance
Sport coaches are required to have appropriate insurance cover to
participate in physical activity as well as lead a sport or physical
activity session.
A coach is responsible for the safety of the athletes while they are
under his or her supervision.
If an athlete is injured during a coaching session, the coach is
considered liable and could be deemed negligent.
71. Child Protection Activity
Neglect
Sexual
Physical
Emotional
What are the potential signs of child abuse you should look out for:
Editor's Notes
Each pupil is given a past paper – they will need to
Each pupil is given a past paper – they will need to
Each pupil is given a past paper – they will need to
Each pupil is given a past paper – they will need to
Each pupil is given a past paper – they will need to
