A sports coach has several responsibilities including the health and safety of participants, legal obligations, and conducting risk assessments. Managing safety is a top priority, and coaches must understand how to prevent, assess, and deal with risks and potential injuries. It is important for coaches to obtain first aid training so they know how to respond effectively if an athlete is injured during a session. Coaches play a crucial role in protecting athletes' well-being.
This document provides an overview of sports psychology, including:
- A brief history noting its origins in Germany in the 1920s and key early figures.
- An introduction to various topics within sports psychology like exercise psychology, principles of rehabilitation, preparing for competition, and theories.
- A discussion of diagnostic tools and treatment approaches used by sports psychologists, including goal setting, imagery, and cognitive behavioral therapy.
- Examples of evidence from studies on topics like the relationship between psychology and injuries.
Many athletes and coaches are confused about the role of sports psychology in improving athletic performance. Sports psychology is part of the larger field of sport science and studies human behavior in the sport environment and the benefits of mental training on enhancing sports performance. The goal of sports psychology is to help athletes and teams perform their best by improving the necessary mental skills to excel in a sporting endeavor. Sports Psychology is not about working with problem athletes or abnormal behavior.
Sports and exercise psychology is an interdisciplinary field that studies how psychological factors influence performance and how participation in sports affects psychological development. Sports psychologists research topics like personality, youth sports, coaching, teams and evolutionary perspectives. They also use techniques such as arousal regulation, goal setting, imagery, pre-performance routines, and self-talk to help athletes improve performance. The document provides examples of how each of these areas and techniques are applied in sports and exercise psychology.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
This document discusses a coaching philosophy. It defines coaching, philosophy, and coaching philosophy. It explores participation versus performance coaching and different coaching styles like autocratic, democratic, and humanistic. It examines factors that influence coaching styles and discusses balancing athlete development, performance, and experience. It also provides guidance on improving one's own philosophy and the relationship between coaching and ethics.
Sports psychology is the study of how psychology influences sports performance. Some sports psychologists work with athletes to improve performance and increase motivation. Key aspects of sports psychology include awareness, focus, concentration, anxiety, confidence, and motivation. Maintaining awareness and using proper concentration techniques can optimize an athlete's performance. Both state and trait anxiety can negatively affect performance if not properly managed. Successful athletes focus on their task in the present moment rather than fearing failure. Motivation influences an athlete's effort, ability to overcome setbacks, and overall competition results.
This document discusses arousal and performance in athletes. It explains that arousal follows an inverted-U relationship with performance, with an optimal zone of arousal for top performance. Athletes need to control their arousal levels to perform at their best. Various techniques can increase or decrease arousal, like progressive muscle relaxation, breath control, biofeedback, and energizing self-talk. Managing arousal is important for athletes to perform under pressure.
Leah is interested in a career in sports psychology. Sports psychologists help athletes and exercisers maintain their mental health and peak performance. They assist with enhancing performance, coping with pressures, and recovering from injuries. An education such as a master's degree is required, and sports psychologists work for teams, universities, hospitals, and in private practice. Leah's interests and skills match well with this career, and she is considering graduate programs in sports psychology at UNC-Greensboro, Georgia Southern University, and the University of Tennessee-Knoxville.
This document provides an overview of sports psychology, including:
- A brief history noting its origins in Germany in the 1920s and key early figures.
- An introduction to various topics within sports psychology like exercise psychology, principles of rehabilitation, preparing for competition, and theories.
- A discussion of diagnostic tools and treatment approaches used by sports psychologists, including goal setting, imagery, and cognitive behavioral therapy.
- Examples of evidence from studies on topics like the relationship between psychology and injuries.
Many athletes and coaches are confused about the role of sports psychology in improving athletic performance. Sports psychology is part of the larger field of sport science and studies human behavior in the sport environment and the benefits of mental training on enhancing sports performance. The goal of sports psychology is to help athletes and teams perform their best by improving the necessary mental skills to excel in a sporting endeavor. Sports Psychology is not about working with problem athletes or abnormal behavior.
Sports and exercise psychology is an interdisciplinary field that studies how psychological factors influence performance and how participation in sports affects psychological development. Sports psychologists research topics like personality, youth sports, coaching, teams and evolutionary perspectives. They also use techniques such as arousal regulation, goal setting, imagery, pre-performance routines, and self-talk to help athletes improve performance. The document provides examples of how each of these areas and techniques are applied in sports and exercise psychology.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
This document discusses a coaching philosophy. It defines coaching, philosophy, and coaching philosophy. It explores participation versus performance coaching and different coaching styles like autocratic, democratic, and humanistic. It examines factors that influence coaching styles and discusses balancing athlete development, performance, and experience. It also provides guidance on improving one's own philosophy and the relationship between coaching and ethics.
Sports psychology is the study of how psychology influences sports performance. Some sports psychologists work with athletes to improve performance and increase motivation. Key aspects of sports psychology include awareness, focus, concentration, anxiety, confidence, and motivation. Maintaining awareness and using proper concentration techniques can optimize an athlete's performance. Both state and trait anxiety can negatively affect performance if not properly managed. Successful athletes focus on their task in the present moment rather than fearing failure. Motivation influences an athlete's effort, ability to overcome setbacks, and overall competition results.
This document discusses arousal and performance in athletes. It explains that arousal follows an inverted-U relationship with performance, with an optimal zone of arousal for top performance. Athletes need to control their arousal levels to perform at their best. Various techniques can increase or decrease arousal, like progressive muscle relaxation, breath control, biofeedback, and energizing self-talk. Managing arousal is important for athletes to perform under pressure.
Leah is interested in a career in sports psychology. Sports psychologists help athletes and exercisers maintain their mental health and peak performance. They assist with enhancing performance, coping with pressures, and recovering from injuries. An education such as a master's degree is required, and sports psychologists work for teams, universities, hospitals, and in private practice. Leah's interests and skills match well with this career, and she is considering graduate programs in sports psychology at UNC-Greensboro, Georgia Southern University, and the University of Tennessee-Knoxville.
This document discusses various topics related to coaching theory and sports coaching. It covers three major objectives of coaching which are having a winning team, helping athletes have fun, and helping with athlete development. It also discusses coaching styles, keys to successful coaching, communication skills, using rewards and dealing with misbehavior, teaching skills, and managing relationships. Throughout it provides examples and details for effectively coaching young athletes.
The document provides information on coaching roles, skills, knowledge, philosophy and qualities. It discusses planning training sessions, setting goals, selecting activities, reviewing sessions, risk management, communication skills, teaching strategies, modifying activities and managing groups. Coaches have legal responsibilities to provide a safe environment and reduce risks to participants.
The document discusses various strategies for mental preparation and performance in sports. It recommends setting specific and measurable goals, identifying strategies to achieve goals, and preparing for challenges. It also discusses controlling arousal levels during competition through techniques like deep breathing. Maintaining proper focus is important, including focusing on the present and shifting focus as needed. Mental imagery can help by visualizing successful performances.
This document discusses sport psychology and why athletes use it. It explains that sport psychology aims to improve performance by teaching mental strategies to help athletes overcome obstacles. Athletes use sport psychology to deal with the pressures of competition from expectations, improve after injury by adjusting psychologically, and to enhance confidence, concentration, commitment and composure. The document suggests that coaches, players, managers, sports psychologists and physicians could benefit from sport psychology skills.
The document discusses coaching and what makes a good coach. It defines a coach as someone who trains a sports team or individual to help them improve. Coaching involves directing, instructing and training people to achieve goals and develop skills. Some qualities of a good coach include having knowledge of the sport, effective communication and teaching skills, the ability to motivate and inspire players, and adopting a player-centered philosophy focused on long-term development over short-term wins. The document also outlines different types of coaching styles such as authoritarian, personable, casual, intense and business-like.
This chapter discusses psychology and sports. It defines sports psychology and explains its importance in understanding psychological factors that affect performance, developing psychological skills, and promoting well-being through sports. It differentiates between growth and development, describing growth as a quantitative increase in size while development includes qualitative psychological and behavioral changes. Key stages of development from infancy to adolescence to adulthood are outlined. Challenges of adolescence including physical, mental, emotional and social changes are explored, along with approaches to managing adolescent problems through education, activities and guidance.
UNIT - 7 Test, Measurement & Evaluation in SportsMahendra Rajak
This document provides definitions and methods for testing, measuring, and evaluating performance in sports. It defines tests as tools used to evaluate skills, knowledge or abilities, measurement as collecting data about an individual's performance using tests, and evaluation as making judgements by comparing data to criteria. It outlines several common tests and measurements for assessing components of health-related fitness like cardiovascular endurance, muscular strength, endurance and flexibility. These include the Harvard step test, Kraus-Weber test, 600m run, and sit-and-reach test. The document also provides methods for measuring body composition, such as calculating BMI and using skin fold measurements.
This document outlines the key elements of an effective sports coaching philosophy and the roles and responsibilities of a coach. It discusses that a coaching philosophy contains the values and principles that guide a coach's behavior and why they coach. A good coach is positive, supportive, knowledgeable, respectful, and a clear communicator who understands the sport, shares their knowledge, motivates athletes, and leads by example with high work ethic. Coaches fulfill many roles from instructor to mentor to support their athletes and teams. The most respected coaches instill strong character, show enjoyment, are competent role models, maintain discipline, and are organized in their coaching approach.
Meaning, principles, causes, symptoms and remidies of over loadMAHABOOBJAN A
1. Overload occurs when the training load exceeds an individual's capacity, disturbing their physiological and psychological functions.
2. If overload continues for a long period, it can decrease performance as full recovery does not occur each day, leading to accumulated fatigue.
3. To improve performance, the training load must be progressively increased over time through methods like increasing intensity, volume, exercise variety, or training frequency while allowing for adequate adaptation to the increased load.
1. The document discusses the role of media in sports, how sports and media have a global relationship and influence each other. Media has helped promote sports values like capitalism and nationalism.
2. It covers how media broadcasts sports through different platforms and enables real-time interaction between fans and players. Media money has transformed sports by increasing finances and exposure for sports organizations.
3. The media dramatizes sports to excite audiences but this can distract from the roots of sports. Media also shapes the choices and knowledge of audiences about sports events and players.
The document discusses sports injuries, including their classification, causes, symptoms, and treatments. It covers both acute injuries resulting from single traumatic incidents like collisions, as well as chronic injuries from overuse over time. Common acute injuries mentioned are sprains, strains, and bruises, while overuse injuries include shin splints. The RICE method is described as a standard treatment for mild acute injuries. Chronic injury management may involve medications, injections, physiotherapy, or even surgery for severe cases. The document emphasizes prevention through proper warmups, technique, hydration, conditioning, and rules enforcement.
Motivation is a psychological factor that drives organisms to achieve goals and sustain goal-directed behaviors. There are two forms of motivation: intrinsic motivation, which comes from within and involves personal pride and self-improvement, and extrinsic motivation, which involves external rewards like money or praise. Motivation levels affect performance, following an inverted U relationship with arousal. Personality and experiences also influence motivation, and coaches can use an understanding of motivation to help improve athlete and team performance.
Sports coaching involves directing, instructing, training, and evaluating athletic teams or individual athletes. There are many reasons to coach, including passing on knowledge to others. Developing a coaching philosophy helps coaches understand their roles and responsibilities better by reflecting on their own attitudes, beliefs, and motives. An effective coaching philosophy also considers the overall context, the personalities and abilities of athletes, and aims to create a positive learning environment for athletes.
This document discusses the importance of training plans in sports. It defines a training plan as a method to ensure continuous development of an athlete's personality and performance over time to achieve their best performance. The key principles of effective training plans discussed are that they should be based on scientific knowledge and experience, ensure harmony between short and long-term goals, develop the athlete's personality and skills, and consider all factors that impact performance such as diet, rest, and family routines. Planning is described as a dynamic and ongoing process that must be pragmatic and based on an athlete's current abilities.
The document discusses the importance of communication in sports. It notes that communication considers both verbal and non-verbal aspects and is important for both individual and team games. Effective communication is key to a team's success. Some of the guidelines discussed for good communication include being direct, clear, consistent, and providing feedback.
Training plans can be classified based on duration and number of people involved. There are yearly plans, meso-cycle plans lasting 3-6 weeks, and micro-cycle plans forming the basis for meso-cycles. Training conception involves long-term principles and rules. Yearly plans lay out training details for one year. Meso-cycle plans have specific aims achieved through micro-cycles and tests after each meso-cycle. Micro-cycles systematically arrange the load over training sessions. Training sessions are the basic unit and plans can be individual or group-based.
This document provides guidance for both tutors and students on the Unit 219 Talent Identification in Sport. It outlines:
1. The unit aims to introduce learners to talent identification and development systems in sport. It will also cover the predictors of talent for individuals and research into programs.
2. There are three learning outcomes which cover understanding the predictors used to identify talent, how talent is developed and maintained, and the reasons for developing talent identification systems.
3. Guidance is given for both tutors and students on their roles and responsibilities during the unit delivery and assessment. Assessment tasks are outlined along with submission deadlines and requirements.
Paola Carmona is a 3rd year student. Athletics involves running faster, jumping higher, and throwing farther. The traditional stadium for athletics has a 400m oval track surrounded by an interior space used for field events like jumps and throws. Some winter competitions are held on a smaller 200m track where distances and some events are adjusted due to limited space. The first regulated competitions were the ancient Greek Olympics starting in 776 BC which included the pentathlon of discus, javelin, running, long jump and wrestling. The International Amateur Athletics Federation was founded in 1913 to establish rules and recognize record-setting athletes.
This document provides an overview of risk management principles for an outdoor education program. It discusses how risk is an inherent part of such programs but must be properly managed. It emphasizes continual hazard assessment and minimizing the overlap between environmental and human risk factors. Key strategies include thorough briefings about risks and safety procedures, carefully maintaining first aid supplies, following outfitter safety protocols, and ensuring students acknowledge the risks of activities. The overall goal is to prevent accidents while allowing engaging experiences.
This document outlines a safety plan and risk management process. It discusses developing a safety plan by identifying hazards, assessing risks, reviewing controls, and monitoring the situation. Five types of hazards are explained: physical, chemical, biological, ergonomic, and psychosocial. The risk management process involves identifying risks, assessing risks, reviewing and implementing controls, and monitoring. An example of applying this process to the hazard of an earthquake is provided.
This document discusses various topics related to coaching theory and sports coaching. It covers three major objectives of coaching which are having a winning team, helping athletes have fun, and helping with athlete development. It also discusses coaching styles, keys to successful coaching, communication skills, using rewards and dealing with misbehavior, teaching skills, and managing relationships. Throughout it provides examples and details for effectively coaching young athletes.
The document provides information on coaching roles, skills, knowledge, philosophy and qualities. It discusses planning training sessions, setting goals, selecting activities, reviewing sessions, risk management, communication skills, teaching strategies, modifying activities and managing groups. Coaches have legal responsibilities to provide a safe environment and reduce risks to participants.
The document discusses various strategies for mental preparation and performance in sports. It recommends setting specific and measurable goals, identifying strategies to achieve goals, and preparing for challenges. It also discusses controlling arousal levels during competition through techniques like deep breathing. Maintaining proper focus is important, including focusing on the present and shifting focus as needed. Mental imagery can help by visualizing successful performances.
This document discusses sport psychology and why athletes use it. It explains that sport psychology aims to improve performance by teaching mental strategies to help athletes overcome obstacles. Athletes use sport psychology to deal with the pressures of competition from expectations, improve after injury by adjusting psychologically, and to enhance confidence, concentration, commitment and composure. The document suggests that coaches, players, managers, sports psychologists and physicians could benefit from sport psychology skills.
The document discusses coaching and what makes a good coach. It defines a coach as someone who trains a sports team or individual to help them improve. Coaching involves directing, instructing and training people to achieve goals and develop skills. Some qualities of a good coach include having knowledge of the sport, effective communication and teaching skills, the ability to motivate and inspire players, and adopting a player-centered philosophy focused on long-term development over short-term wins. The document also outlines different types of coaching styles such as authoritarian, personable, casual, intense and business-like.
This chapter discusses psychology and sports. It defines sports psychology and explains its importance in understanding psychological factors that affect performance, developing psychological skills, and promoting well-being through sports. It differentiates between growth and development, describing growth as a quantitative increase in size while development includes qualitative psychological and behavioral changes. Key stages of development from infancy to adolescence to adulthood are outlined. Challenges of adolescence including physical, mental, emotional and social changes are explored, along with approaches to managing adolescent problems through education, activities and guidance.
UNIT - 7 Test, Measurement & Evaluation in SportsMahendra Rajak
This document provides definitions and methods for testing, measuring, and evaluating performance in sports. It defines tests as tools used to evaluate skills, knowledge or abilities, measurement as collecting data about an individual's performance using tests, and evaluation as making judgements by comparing data to criteria. It outlines several common tests and measurements for assessing components of health-related fitness like cardiovascular endurance, muscular strength, endurance and flexibility. These include the Harvard step test, Kraus-Weber test, 600m run, and sit-and-reach test. The document also provides methods for measuring body composition, such as calculating BMI and using skin fold measurements.
This document outlines the key elements of an effective sports coaching philosophy and the roles and responsibilities of a coach. It discusses that a coaching philosophy contains the values and principles that guide a coach's behavior and why they coach. A good coach is positive, supportive, knowledgeable, respectful, and a clear communicator who understands the sport, shares their knowledge, motivates athletes, and leads by example with high work ethic. Coaches fulfill many roles from instructor to mentor to support their athletes and teams. The most respected coaches instill strong character, show enjoyment, are competent role models, maintain discipline, and are organized in their coaching approach.
Meaning, principles, causes, symptoms and remidies of over loadMAHABOOBJAN A
1. Overload occurs when the training load exceeds an individual's capacity, disturbing their physiological and psychological functions.
2. If overload continues for a long period, it can decrease performance as full recovery does not occur each day, leading to accumulated fatigue.
3. To improve performance, the training load must be progressively increased over time through methods like increasing intensity, volume, exercise variety, or training frequency while allowing for adequate adaptation to the increased load.
1. The document discusses the role of media in sports, how sports and media have a global relationship and influence each other. Media has helped promote sports values like capitalism and nationalism.
2. It covers how media broadcasts sports through different platforms and enables real-time interaction between fans and players. Media money has transformed sports by increasing finances and exposure for sports organizations.
3. The media dramatizes sports to excite audiences but this can distract from the roots of sports. Media also shapes the choices and knowledge of audiences about sports events and players.
The document discusses sports injuries, including their classification, causes, symptoms, and treatments. It covers both acute injuries resulting from single traumatic incidents like collisions, as well as chronic injuries from overuse over time. Common acute injuries mentioned are sprains, strains, and bruises, while overuse injuries include shin splints. The RICE method is described as a standard treatment for mild acute injuries. Chronic injury management may involve medications, injections, physiotherapy, or even surgery for severe cases. The document emphasizes prevention through proper warmups, technique, hydration, conditioning, and rules enforcement.
Motivation is a psychological factor that drives organisms to achieve goals and sustain goal-directed behaviors. There are two forms of motivation: intrinsic motivation, which comes from within and involves personal pride and self-improvement, and extrinsic motivation, which involves external rewards like money or praise. Motivation levels affect performance, following an inverted U relationship with arousal. Personality and experiences also influence motivation, and coaches can use an understanding of motivation to help improve athlete and team performance.
Sports coaching involves directing, instructing, training, and evaluating athletic teams or individual athletes. There are many reasons to coach, including passing on knowledge to others. Developing a coaching philosophy helps coaches understand their roles and responsibilities better by reflecting on their own attitudes, beliefs, and motives. An effective coaching philosophy also considers the overall context, the personalities and abilities of athletes, and aims to create a positive learning environment for athletes.
This document discusses the importance of training plans in sports. It defines a training plan as a method to ensure continuous development of an athlete's personality and performance over time to achieve their best performance. The key principles of effective training plans discussed are that they should be based on scientific knowledge and experience, ensure harmony between short and long-term goals, develop the athlete's personality and skills, and consider all factors that impact performance such as diet, rest, and family routines. Planning is described as a dynamic and ongoing process that must be pragmatic and based on an athlete's current abilities.
The document discusses the importance of communication in sports. It notes that communication considers both verbal and non-verbal aspects and is important for both individual and team games. Effective communication is key to a team's success. Some of the guidelines discussed for good communication include being direct, clear, consistent, and providing feedback.
Training plans can be classified based on duration and number of people involved. There are yearly plans, meso-cycle plans lasting 3-6 weeks, and micro-cycle plans forming the basis for meso-cycles. Training conception involves long-term principles and rules. Yearly plans lay out training details for one year. Meso-cycle plans have specific aims achieved through micro-cycles and tests after each meso-cycle. Micro-cycles systematically arrange the load over training sessions. Training sessions are the basic unit and plans can be individual or group-based.
This document provides guidance for both tutors and students on the Unit 219 Talent Identification in Sport. It outlines:
1. The unit aims to introduce learners to talent identification and development systems in sport. It will also cover the predictors of talent for individuals and research into programs.
2. There are three learning outcomes which cover understanding the predictors used to identify talent, how talent is developed and maintained, and the reasons for developing talent identification systems.
3. Guidance is given for both tutors and students on their roles and responsibilities during the unit delivery and assessment. Assessment tasks are outlined along with submission deadlines and requirements.
Paola Carmona is a 3rd year student. Athletics involves running faster, jumping higher, and throwing farther. The traditional stadium for athletics has a 400m oval track surrounded by an interior space used for field events like jumps and throws. Some winter competitions are held on a smaller 200m track where distances and some events are adjusted due to limited space. The first regulated competitions were the ancient Greek Olympics starting in 776 BC which included the pentathlon of discus, javelin, running, long jump and wrestling. The International Amateur Athletics Federation was founded in 1913 to establish rules and recognize record-setting athletes.
This document provides an overview of risk management principles for an outdoor education program. It discusses how risk is an inherent part of such programs but must be properly managed. It emphasizes continual hazard assessment and minimizing the overlap between environmental and human risk factors. Key strategies include thorough briefings about risks and safety procedures, carefully maintaining first aid supplies, following outfitter safety protocols, and ensuring students acknowledge the risks of activities. The overall goal is to prevent accidents while allowing engaging experiences.
This document outlines a safety plan and risk management process. It discusses developing a safety plan by identifying hazards, assessing risks, reviewing controls, and monitoring the situation. Five types of hazards are explained: physical, chemical, biological, ergonomic, and psychosocial. The risk management process involves identifying risks, assessing risks, reviewing and implementing controls, and monitoring. An example of applying this process to the hazard of an earthquake is provided.
Sports Studies - Sport in Action - Wk 14 - Session 6 - Considering Health and...mjb87
This document discusses health and safety aspects related to sports studies. It covers two main topics: public liability insurance and conducting risk assessments. Public liability insurance protects against claims of injury or property damage and is important to have. A risk assessment identifies potential hazards, decides who could be harmed, evaluates risks, records findings, and implements actions. It is a critical process to undertake. The document provides guidance on the five steps to complete a risk assessment: identify hazards, identify those affected, evaluate risks and precautions, record findings, and review assessments.
Joe gibson creative inclusion presentation without photosarcscotland
The document discusses aspects of risk and risk assessment for outdoor activities. It outlines a risk equation that considers likelihood and severity of harm. It also discusses perceived versus actual risk and different types of risks. The document advocates for taking risks with service users to achieve aims like leisure, education, therapy, and meaningful experiences while properly managing risks through thorough assessment and safety protocols. A case study examines the risks and mitigations for taking a deafblind service user rock climbing.
Practice Occupational Health and Safety Procedures.pptxRivenBarquilla
This document discusses occupational health and safety (OHS) procedures, including defining key terms like hazards, risks, and contingency measures. It explains that workplaces should implement OHS to ensure worker safety. Hazards are potential sources of harm, while risks are possibilities of being harmed from a hazard. Common steps to manage health and safety are hazard identification, risk assessment, and risk control. The document provides examples of hazards and appropriate contingency measures to include in OHS procedures.
This document discusses hazards, risks, and risk assessment in the workplace. It defines hazards as anything that has the potential to harm health or safety, and risk as the probability and consequence of injury from exposure to a hazard. Five broad categories of hazards are outlined: physical, chemical, biological, mechanical/electrical, and psychological. The document emphasizes the importance of identifying hazards, assessing risks, and controlling risks through proper planning, signage, training, and management plans. It provides examples of assessing risks like wet floor signs and checklists for changing nappies. Workers are responsible for reporting hazards through the appropriate channels defined by their organizations.
The document provides safety guidelines and information for volunteer coaches at Brookside Soccer Club (BSC). It emphasizes that safety must be integrated into all activities and considerations before, during, and after practices and games. The document outlines responsibilities for volunteers and the club to promote a safe environment. It provides tips for injury prevention, first aid, severe weather, and heat stress. The document encourages coaches to lead by example in promoting sportsmanship and safety.
1. A risk assessment identifies potential hazards and evaluates the likelihood and severity of harm to prevent dangers.
2. The Health and Safety Executive recommends a five-step approach including identifying hazards, evaluating risk of harm, recording findings, and reviewing assessments over time.
3. Risk assessments help prioritize addressing hazards by assigning points to the likelihood and severity of harm to determine risk levels and taking actions to eliminate or reduce risks.
L1 Safe & Ethical Practice In Basketball Jan10CJ Lee
The document discusses safety and ethics in coaching basketball. It outlines the importance of conducting risk assessments to identify potential hazards and ensure player safety. Key areas of risk include facilities and equipment, gameplay, medical issues, and coaching practices. The document also covers safeguarding policies and procedures to protect players from abuse, as well as maintaining an ethical approach focused on player development.
Sport Management - Session 12 - Considering Health and Safety Aspectsmjb87
The document discusses health and safety aspects of sport and leisure organizations. It begins by outlining the session aims of understanding public liability insurance and risk assessment. It then discusses public liability insurance, noting it covers organizations should they injure someone. It also discusses conducting a risk assessment in 5 steps: identifying hazards, who could be harmed, evaluating risks and precautions, recording findings, and reviewing assessments. The document provides guidance on implementing each step of a risk assessment to identify and mitigate risks. It closes by restating the session aims of understanding liability insurance and risk assessments.
This document provides guidance on health and safety procedures for student sports clubs, including conducting risk assessments, first aid training, organizing trips, and demonstrating duty of care. It emphasizes the importance of risk assessment forms for all club activities, completing trip registration forms, having first aid coverage, and following USSU policies to fulfill the duty of care responsibility for student safety. Sports clubs must implement controls identified in risk assessments and review them periodically to help ensure a safe environment for students.
The document discusses risk assessment in sports environments. A risk assessment identifies potential hazards, the risks associated with those hazards, the likelihood of risks occurring, and how to prevent hazards. Examples of hazards include fire, electricity, slippery floors, and loose jewelry. Risk is the chance of harm from a hazard. Risk assessments calculate risk by multiplying the likelihood and severity of injury. Control measures are then implemented to reduce risks.
The document discusses risks and hazards associated with sports participation and how to minimize them. It defines a risk as a chance of something unpleasant happening and a hazard as something that could be dangerous. It lists six common risks/hazards in sports like injuries, illnesses, and violence. It emphasizes the role of teachers, coaches, and instructors in acknowledging risks and hazards and taking steps to reduce them such as establishing safety protocols, ensuring proper equipment and facilities, and organizing fair competitions based on factors like age, build, skill level and sex. Failure to minimize risks and hazards could result in injuries, illnesses, accidents or even legal liability.
E safety safeguarding and risk assessmentJISC infoNet
This document discusses safeguarding and risk assessment in the learning and skills sector. It defines key terms like risk management, risk assessment, vulnerable adults and children. It explores potential safeguarding risks to learners, staff and organizations like trips, work placements and lone working. It outlines a 5 step process for conducting a risk assessment including identifying risks, who may be harmed, evaluating risk level, recording findings and reviewing assessments. Examples of mitigating risks through measures like supervision and emergency contact arrangements are provided. The document stresses that compliance is the minimum for adequate safeguarding and outlines further safeguarding training available through LSIS.
Occupational Health And Safety in Childcare-presentation prepared by RUMANA B...RUMANABEGUM17
Occupational health and safety (OHS) aims to ensure a safe and healthy work environment. It involves identifying hazards, assessing risks, and implementing controls to minimize the risk of workplace injuries and illnesses. Key aspects of an OHS program include hazard identification and risk assessment, implementing controls using the hierarchy of controls, promoting a safety culture through training and policies, and complying with relevant OHS regulations and standards. Regular risk assessments, use of proper safety equipment, and following safety procedures are important for protecting workers' health and safety.
Risk assessment is the process of identifying hazards, analyzing risks, and determining appropriate controls. It helps protect worker health and safety. A competent team should conduct risk assessments by identifying hazards, evaluating likelihood and severity of potential injuries, reviewing health and safety information, and identifying risk control actions. Hazards are identified by examining all work aspects, records, and foreseeable conditions. Risks are prioritized based on exposure, frequency, harm severity, and probability. Researching hazards using sources like MSDS sheets, standards, and past incidents helps determine if a hazard is serious.
Risk assessment is the process of identifying hazards, analyzing and evaluating associated risks, and determining appropriate risk control measures. It helps prevent injuries and illnesses and prioritize hazards. A risk assessment should identify all potential hazards using a team with workplace knowledge. Hazards are analyzed based on likelihood and severity of potential harm. Risks are then prioritized using a risk matrix. Research into hazards includes reviewing documentation, standards, and past incidents. The assessment process and controls should be reviewed if work changes. The goal of risk assessment is protecting worker health and safety.
This document provides an introduction to a unit on preventing common sport injuries. It outlines the aims, learning outcomes, and assessment methods for the unit. Students will learn to identify risk factors for injuries, describe common sport injuries and their symptoms, and plan treatment programs. They will be assessed through assignments and must demonstrate skills in evaluation, analysis, explanation, design, and description. The introduction discusses how sports injuries usually occur through accidents or overuse and notes the importance of warm-ups, proper equipment, and supervision.
grade 9 pc hardware servicing: occupational health and safetyrejumbas
This document discusses occupational safety and health (OSH) and defines a hazard as anything that could harm health and safety. It explains that OSH is a planned system to prevent illness and injury at work by identifying hazards and risks. It describes an activity to spot hazards and defines risk as a potential hazardous condition. It outlines assessing risk by determining how likely harm is and how severe, and provides three steps to manage health and safety: spot hazards, assess risks, and make changes.
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Coach Domenico Tedesco has managed a tactical shakeup and a regular exit for some of the oldest players. Experienced bests remain, not least the 37-year-old Jan Vertonghen in defense, the 32-year-old De Bruyne himself in midfield, and 31-year-old Romelu Lukaku up visible.
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We are only a combine of days away from the UEFA Euro 2024 curtain raiser. The 24 squads are winding up their provisions and getting ready to give it their all to life the wanted Euro Cup Final trophy on July 14. Spread across six clusters, the first hurdle in the knockout phase will be the plump of 16.
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Roberto Martinez completed the way for Domenico Tedesco, who has overseen a compact start to his tenure. The 38-year-old will be assured heading into the group stage
Here are our Euro 2024 predictions for the group stages
Will England make it through the group stages?, Will Germany use the home advantage to full effect?
Follow our progress, see how many we get right
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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