sport and recreation coordinator’s manual · sport and recreation coordinator’s manual sportfit...
Post on 06-May-2018
226 Views
Preview:
TRANSCRIPT
NZ Secondary SchoolSport and Recreation Coordinator’s Manual
SPORTfitSPORTfit
www.sparc.org.nzOn 1 Feb 2012, SPARC
changed its name to Sport NZ. www.sportnz.org.nz
Sport and Recreation Co-ordinators manual 2008 1
Secondary School Sport and Recreation Co-ordinators Manual
Contents
Section 1: Introduction
Section 2: Whole school community approach to sport and recreation
Section 3: Planning and Funding
Section 4: Increasing participation
Section 5: Achievement - Promoting pathways for students
Section 6: Building capability
Section 7: School-community collaboration
Section 8: Administrating sport and recreation
Section 9: Safety in sport and recreation
Sport and Recreation Co-ordinators manual 2008 2
Section 1 – Introduction
Welcome to the New Zealand Secondary School Sport and Recreation Co-ordinators Manual. This manual provides information and resources to anybody involved in managing sport and recreation within the secondary school environment. The manual contains several sample documents in MS Word format. These are intended as generic forms, which can be customised by individual schools.
Secondary schools value the place of sport and recreation:
in the development of the whole child
to extend and challenge students
as a vehicle to promote schools
as a means of acknowledging successful students
as a significant feature of the New Zealand culture.
This manual promotes both efficient and effective management of sport and recreation.
Efficient sport and recreation management is about the organisation, facilitation, and supervision of sports. For example, students are in the right place, at the right time, against the right opposition, with appropriate uniform and equipment, dedicated officials, and applies safe practices for physical well-being.
Good organisation (management and administration) is critical to maintaining participation – kids who witness disorganised events and training walk away from sport.
Effective sport and recreation management directly or indirectly encourages teenagers to participate in sport and recreation experiences that meet their individual needs, and applies safe practices for emotional and social well-being.
Sport and Recreation Co-ordinators manual 2008 3
Contents
SPARC‘s Mission .................................................................................................................. 4
The New Zealand Sport and Recreation Pathway ................................................................. 5
The Place of Secondary Schools in Sport and Recreation in New Zealand ........................... 6
The Place of Sport and Recreation within Secondary Schools .............................................. 6
The School Curriculum .......................................................................................................... 8
The New Zealand Curriculum ................................................................................................ 9
School Community Collaboration .......................................................................................... 9
Vocational Sports Experiences .............................................................................................. 9
The New Zealand Secondary Schools Sports Council (NZSSSC) ....................................... 10
Sport and Recreation Co-ordinators manual 2008 4
SPARC‟s Mission
SPARC‘s Vision for New Zealand is a nation inspired to be active, participate, and win.
To achieve this vision SPARC‘s Mission is to foster environments where:
more New Zealanders will be physically active in sport and recreation
more New Zealanders will participate in supporting and delivering sport and recreation
more New Zealanders will win on the world stage.
Sportfit contributes to these missions by
fostering secondary school environments where more students are physically active in sport and recreation
fostering environments (school and community) where more New Zealanders (including teachers, parents, and community sport and recreation personnel) participate in supporting and delivering sport and recreation for secondary students.
Sport and Recreation Co-ordinators manual 2008 5
The New Zealand Sport and Recreation Pathway
SPARC aligns its programmes and services within a sport and recreation pathway. This approach models the nature of the lifelong journey through both community sport and recreation and high performance sport.
Figure 1: Sport and Recreation Pathway
The pathway demonstrates that school and community sport and recreation and high performance sport are in fact part of one system and depend on each other to flourish.
The Explore and Learn Stages of the pathway make up the foundation phases where the emphasis is on development of basic fundamental movement patterns and skills, and where positive attitudes and confidence are formed. Development of these attributes underpins future participation and achievement.
The Participate Stage is the critical time for developing lifelong participation and involvement attributes. This is where secondary school and community sport and recreation providers play an important role in encouraging and maintaining participation.
The Sportfit goals are aligned to the Participate Stage of the New Zealand Sport and Recreation Pathway
Throughout the Participate Stage people with outstanding talents and abilities will be identified and placed in programmes aimed at allowing them to reach their performance potential. The Talented Athlete Phase is the responsibility of national sport and recreation organisations.
Sport and Recreation Co-ordinators manual 2008 6
The Place of Secondary Schools in Sport and Recreation in New Zealand
Sport and recreation for young people (13-18) in New Zealand is provided by multiple agencies for example, secondary schools, sports clubs, local recreation organisations, national and regional sport organisation, local councils, commercial providers, parents and peers. No one agency has dominion over the provision of sport and recreation. Therefore agencies need to work collaboratively towards ensuring young people enjoy the best quality sport and recreation experiences.
It is all about young people – It is not about the agencies
New Zealand secondary schools are a significant part of the national sport and recreation infrastructure when schools:
assist young people to learn in, through, and about sport and make informed decisions about personal, social and lifestyle attitudes and sport and recreation practices
offer structured and unstructured programmes in sport and recreation for all students
promote capable adult leadership, efficient sport and recreation organisation, safe practices, quality facilities and equipment, quality physical education programmes, and positive school traditions.
The Place of Sport and Recreation within Secondary Schools
Under the Education Act each board of trustees, through the principal and staff, is required to:
implement a school curriculum in accordance with the priorities set out in the National Education Goals (NEGs) and the National Administration Guidelines (NAGs).
(Physical activity is a priority in New Zealand schools (NEG 5 and NAG 1). Sport and recreation is a key delivery of physical activity).
provide all students in years 9–13 with effectively taught programmes of learning in physical education.
Sport and recreation is clearly identified in key areas of learning (in particular physical activity, sports studies, and outdoor education) within the learning area Health and Physical Education.
The place of sport and recreation in secondary school is summarised in figure 2.
Sport and Recreation Co-ordinators manual 2008 7
Figure 2: Sport and Recreation in the Secondary School Setting
H&PE
Sport and recreation fits into the schools curriculum including
physical education and outdoor education other subject areas with sport and recreation as a context for learning interschool sport community connections e.g. use of facilities, play in clubs, coaches, managers,
officiated by community volunteers;
The school curriculum - student‘s learning in and outside the
classroom
H&PE
The Community
Immediate – where students live Region Island National
Sport and Recreation Co-ordinators manual 2008 8
The School Curriculum
Figure 3: The Education Act and the school curriculum
(Page 43 – The New Zealand Curriculum)
The School Curriculum is derived from both The New Zealand Curriculum and the priorities set out in the National Education Goals (NEGs) and the National Administration Guidelines (NAGs).
Learning related to sport and recreation in the school curriculum occurs in both classroom activities and outside the classroom activities.
Secondary schools provide learning activities through the implementation of classroom programmes (in particular physical education). For example, all young people learn to master movement skills that underpin more complex sport and recreation skills. Applying these skills through participating in sport and recreation adds value to this learning.
Secondary schools provide learning activities through sport and recreation opportunities outside the classroom. For example, lunchtime recreation, school camps, inter-school sporting competitions, sports exchanges, school sports days (e.g., tabloids, athletics, swimming, cross country), informal play through active friendly school environments and providing sport and recreation equipment for student use.
Ideally learning opportunities outside the classroom should:
dove-tail with the classroom programmes
meaningfully engage young people
provide a platform for learning about and experiencing the social, physical, and health benefits associated with participation.
Curriculum is learning students take away from their experience at school.
Ruth Sutten
Sport and Recreation Co-ordinators manual 2008 9
The New Zealand Curriculum
The New Zealand Curriculum includes the learning area of Health and Physical Education. While it is recognised that sport and recreation is not physical education and physical education is not just sport and recreation there is a distinct and important relationship between the two. Sport and recreation does provide a relevant context within which many key competencies, values and achievement objectives of The New Zealand Curriculum can be met. Whether this occurs in the classroom or outside the classroom is irrelevant for the student. It is important, however, that schools ensure the skills, attitudes, and values taught through classroom programmes (e.g. PE) are reinforced in the practices followed within the sport and recreation experiences outside of the classroom (and vice versa).
School Community Collaboration
The ability of schools and community-based sport and recreation clubs to work collaboratively is important in ensuring lifelong and ongoing opportunities for sport and recreation participation.
Participation in sport and recreation (students, teachers, parents/caregivers, community volunteers) provide a public ―window‖ on the school.
Through sport and recreation the school interacts with its community by:
accessing and sharing community and school facilities
linking directly with community organisations such as sports clubs
inviting volunteers from the community to contribute to the sport and recreation in the school in a range of roles
gaining media attention (both positive and negative) at a local, regional or national level through both achievements or incidents
providing opportunities for students to develop leadership skills through a variety of sport and recreation roles, which have relevance outside of the school as well.
Vocational sport experiences
Schools are encouraged to interact with their community to provide a broad range of educational and vocational experiences.
Student learning in sport and recreation may also occur within:
programmes delivered by tertiary providers
organisations in the sport and recreation industry.
The sport and recreation industry is wide and provides varied learning for young people.
Sport and Recreation Co-ordinators manual 2008 10
For example:
Turf management with a golf club‘s green keeper or territorial authority‘s grounds staff
Safety management in a local swimming pool, children recreation programmes, or local surf club
Track and resource management with conservancies of public lands administered by DOC
Sport coaching and event management with a local club, regional sport organisations, or territorial authority
Recreation programming e.g. marae and retirement centre recreation programmes for children or the elderly.
The New Zealand Secondary Schools Sports Council (NZSSSC)
New Zealand Secondary Schools Sports Council Inc. is the sports service organisation that co-ordinates promotes and protects secondary school sport for students. It has been established, by schools, to act as guardian of the heritage and the values of secondary school sport for all students. It represents and is accountable to every New Zealand secondary school and to all students.
NZSSSC‘s mission is ―Fostering healthy participation and achievement in secondary school sport.”
The NZSSSC strategic plan (2006-09) can be accessed from www.nzsssc.org.nz
The strategic plan has four strategic objectives:
To co-ordinate quality sport provision for all secondary school students
To maintain and increase the participation levels of secondary school students in quality sport
To support those involved in quality sport for secondary school students
To promote quality sport for all secondary school students.
Membership
Membership of NZSSSC will allow and encourage schools to participate in the whole range of sports activities under the Councils control by increasing their knowledge of what is available and providing clear guidelines for competition.
All Secondary and Composite Schools are eligible to be members of the NZSSSC by paying an annual fee for the various services provided.
NZSSSC Board
The Board has the responsibility for establishing policy and is responsible for delivery of that policy.
Sport and Recreation Co-ordinators manual 2008 11
The Board is comprised of eight principals, one from each of the regions described below, an elected representative of the Regional Sports Directors and up to two co-opted members.
Otago/Southland
Canterbury/West Coast/North Otago
Greater Wellington
Central Districts
Bay of Plenty/Poverty Bay
Waikato/King Country/Thames Valley
Auckland
Northland
The Board elect a Chairperson on an annual basis.
Executive Director
The immediate operation of NZSSSC business is overseen by the Executive Director. Contact details are:
Garry Carnachan
Mobile: 027 563 8000
Fax: 06 752 7686
E-mail: nzsssc@xtra.co.nz
Web: www.nzsssc.org.nz
NZSSSC Website
This website provides a portal for information regarding sport in secondary schools. These include calendar of events to be held, on-line entry forms, job descriptions, and suggested remuneration.
Sport and Recreation Co-ordinators manual 2008 12
Section 2 - Whole School Community Approach to Sport and Recreation
Contents
A Whole School Community Approach ..................................................................................... 13
The School Community Planning Cycle .................................................................................... 13
Active Schools .......................................................................................................................... 16
Structure for Sport and Recreation ........................................................................................... 18
Sport and Recreation Council ................................................................................................... 19
School Sport and Recreation Clubs .......................................................................................... 19
Student Sport and Recreation Committee ................................................................................ 20
SportFit SportsMark ................................................................................................................. 21
School Sport and Recreation Policy ......................................................................................... 28
Sport and Recreation Co-ordinators manual 2008 13
A Whole School Community Approach
SPARC and the Ministry of Education advocates schools apply a whole school community approach to promote physical activity (sic sport and recreation). This approach is explored in detail in the document Physical Activity for Health Confident Kids: Guidelines for Sustainable Physical Activity in a School Community (http://www.tki.org.nz/e/community/health/PDF/pahck-guidelines.pdf)
In essence a physical activity culture in a school community is developed and sustained through five components. These components are:
ethos and organisation e.g. strategic plans, annual plans, school sport councils, student sport committees
sport and recreation learning in classroom programmes e.g. physical education, outdoor education, dance
sport and recreation learning outside of classroom programmes e.g. interschool sport, lunchtime play, intramural sport
sport and recreation environments e.g. play equipment at lunchtimes, use of gyms, courts, fields, equipment outside of classroom programmes
school and community partnerships e.g. training supporters and deliverers (e.g. parents/ managers/ leaders/ coaches/ officials), alignment with local sport and recreation clubs, vertical links between primary, intermediate, secondary, and tertiary institutions, partnership with community organisations (including funding and support), sharing resources (people, facilities and equipment).
To achieve a sustainable physical activity culture there is a need for schools to ensure opportunities provided are effective (designed to meet the needs of the students) and efficient (planned and structured with predetermined tasks, timeframe, roles and responsibilities).
The process of developing a sport and recreation culture in a school community is through the school community planning process
The School Community Planning Cycle
The school community planning cycle is a process to promote and provide students with sport and recreation. It leads to a clear strategic and annual plans, allows a school community to focus on priorities (choosing to do some things and not others), monitor progress to explicit targets, evaluate results, and consistently improve the service for and with students.
The process assists community buy-in, agreed outcomes, shared planning, and celebrating achievement.
Sport and Recreation Co-ordinators manual 2008 14
Advantages
Developing, implementing and evaluating strategic and annual planning through a school community planning cycle will help to:
Ensure quality opportunities for all students
Create sustainable sport and recreation practices
Engage the entire school and wider community
Establish effective partnerships
Reinforce positive messages about sport and recreation
Identify areas to develop personal skills of teachers, parents, and other providers
Promote the positive value that sport and recreation offers young people.
Figure 4 - School community planning cycle
1. Secure commitment of school leadership
Commitment from school management, including board of trustees, is essential.
Without this, competing priorities can prevent targets from being achieved.
Commitment may require formal support at a board of trustees‘ meeting.
2. Engage a driving force
People who are prepared to drive the sport and recreation form a drive force. This may have many different names e.g., sport and recreation council, or sports committee, or school community physical activity team, or wellbeing team.
This team should meet regularly to provide leadership in following the school community planning cycle.
The drive team should represent teachers (as code convenors), students, parents/whānau, local sport and recreation organisations, PE teachers, senior management / BOT.
Sport and Recreation Co-ordinators manual 2008 15
3. Carry out school community consultation / review
Consultation ensures that those who contribute to or are beneficiaries of sport and recreation have a chance to share what they want offered and how it is offered.
Consultation should involve parents, teachers/other staff, students, community agencies, and sport and recreation organisations.
Consideration should be given to:
How members of the school community will be consulted
How all 5 components of the whole school community approach will be included
What consultation methods will be used. For example, face to face interviews, short questionnaires, postal surveys, phone calls, team meetings, parent consultation evenings
– Sometimes a few random phone calls are more useful than a formal survey
What information is most important
How the information will be analysed
How the results will be shared with the school community.
Questions that could be asked:
What sport and recreation activities are currently available for students?
What sport and recreation activities do students want?
Where / when do these activities take place?
Who is responsible for offering the activities? What motivates these people?
4. Develop a school community sport and recreation strategic and annual plan
A successful school community sport and recreation strategic and annual plan gives clear direction to how the school community aims to promote and provide sport and recreation.
The school community sport and recreation strategic and annual plan should answer 8 questions:
1. What are challenges facing sport and recreation in our school community? Barriers 2. What is our vision for sport and recreation? Vision 3. What are the most important priorities that we want to work towards? Strategic outcomes 4. What is the target for these outcomes? Measures (KPIs) 5. How are we going to get there? Actions/initiatives 6. What do we need to do to get there? Resources 7. Who will assist us to get there? People 8. How we will know we have got there? Evaluation
See section 3 for detailed information on strategic and annual planning.
5. Implement, monitor and evaluate plans
The completed strategic plan leads to an annual plan. The annual plan includes the initiatives to achieve both strategic plan outcomes and business as usual activities.
Sport and Recreation Co-ordinators manual 2008 16
Successful implementation of an annual plan depends on:
Ensuring the tasks to be completed are clear
Ensuring people have / gain necessary skills to complete their tasks
Ensuring people e.g. sport and recreation coordinator, are valued
Adequate resources allocated by school BOT or local organisations.
Monitoring progress is essential. Monitoring requires ongoing collection of information such as:
Budgets
Timescales
People input
Participation data
Progress towards targets.
Keeping an evidence portfolio is useful for ongoing monitoring. E.g. how many people borrow lunchtime sport gear, how many people use the gym for lunchtime recreation, and how many teams are entered into the interschool competition.
Evaluating results shows whether or not targets are met, helps to identify contributing factors, helps to demonstrate accountability, and helps with future planning and resourcing.
6. Celebrate success and share knowledge
Achieving change in a school community takes time and effort from many people.
It is important to share and celebrate successes, across the whole school community.
This gives recognition, offers thanks, and helps keep the ball rolling.
Success can be celebrated by:
Articles/photos in local media
Reports in newsletters, websites and notice boards – of both school and other sport and recreation organisations
Certificates
Special events
Sharing knowledge about what has been learned.
Active Schools
This government intervention targeting primary school communities assists school to apply a whole school community approach to physical activity.
Active Schools has three key messages that may equally apply to secondary schools.
Sport and Recreation Co-ordinators manual 2008 17
Schools provide child and young person centred physical activity (sic sport and recreation)
Schools take responsibility for the environment and programmes for physical activity (sic sport and recreation)
Schools are part of and contribute to an active community
To achieve a whole school community approach embracing these 3 key strategic messages and considering the 5 components requires commitment from the school management and BOT and a range of personnel from a range of interested groups with a range of skills. Figure 5 provides an example of how these personnel can link together.
Sport and Recreation Co-ordinators manual 2008 18
Structure for Sport and Recreation
Each school needs to decide what the structure for sport and recreation will be. The following figure provides an example. The following pages provide examples of groups within the school that promote and provide sport and recreation with suggestions as to what they do and how they can operate.
Figure 5 - Sample structure for schools sport and recreation
BOT
Leaders/Coaches/Managers/Officials/Administrators
Determine place of sport and recreation within school through charter and policy.
Important to have a direct link to the decision makers in the school – and to have their support.
Irrespective of the title – the person designated as the administrator (the driver) of sport and recreation experiences students want.
Sports and Recreation Council plus student Sports Committee
Code convenors
Principal
(Senior Management)
A designated group to provide advice and support to the Coordinator. Membership from the whole school community
Community volunteers/clubs
Sport and Recreation Coordinator
Direct contact for Coordinator to provide information to and receive reports from.
Supporters and deliverers of quality sport and recreation experiences. Require support, resources and training.
Increasingly important to help the school meet the needs of students and potential loss of staff involvement.
Sport and recreation strategic plan and annual plan
School Sport and Recreation Club
Sport and Recreation Co-ordinators manual 2008 19
Sport and Recreation Council
To promote and provide sport and recreation in a school requires a passionate drive force. This drive force is sometimes called the Sport and Recreation Council. An effective council includes representation from teachers, parents, students, BOT, and community sport and recreation organisations.
The primary role for the council is to take the school through a school community planning cycle.
The council provides a governance role for sport and recreation in the school community and a guidance and support role for the sport and recreation coordinator.
The governance role includes agreement on:
sport and recreation policies
sport and recreation strategic and annual planning
The guidance role includes supporting the implementation of the sport and recreation annual plan and maintaining SportsMark accreditation. (See Section 3 for planning suggestions.)
Secondary roles for this council may include funding applications, training programmes, assisting community connections for sport and recreation, linking learning between school classroom programmes and outside of classroom programmes.
School Sport and Recreation Clubs
Many schools have parent/community clubs in some sporting or recreational activities, e.g. tramping club, which are responsible for organising and running that sport within the school. The rationale is usually to improve the delivery of that sport, by lessening the burden on one particular person. The club meets before the season to prepare for the season, and then during the season, with an annual general meeting (either pre or post-season) to elect personnel etc. Some benefits of clubs within colleges include:
Wider knowledge and skills - people whose skills can be utilised i.e. secretarial, knowledge of new students, knowledge of community providers
More contacts to pursue sponsorship opportunities
Assistance with trials and team selection
Broader range of personnel to assist in finding supporters and deliverers of sport and recreation
Sports and Recreation Co-ordinator may spend less time on administration, which allows for more time spent on guiding and leading sport and recreation.
Many parents are used to supporting and delivering in junior clubs but drop off when their child goes to college. A sports club may encourage them to continue supporting and delivering sport and recreation.
Sport and Recreation Co-ordinators manual 2008 20
Guidelines
Clubs need formal functions and guidelines, which can be customised to suit individual sports needs (see sample over). As a general rule of thumb:
The College should hold all monies (e.g. Sports and Recreation Co-ordinator as treasurer)
Discipline matters should remain the college responsibility
Sponsorship deals would need to be approved by college management
While management of the sport is with the club the college (preferable the sport and recreation council) maintains governance responsibility.
Setting up a Club
You need to notify parents (and other community members) your intention by advertising in the local media and by notices home to parents. Target key people you want involved. Introduce the benefits; ask for ideas and for people willing to take on roles. Fine-tune the functions and guidelines of the Club, and then set the next meeting date!
Be Aware
There are some disadvantages to the club system, including:
It sometimes becomes easier for the wrong people to get involved
The club can sometimes become difficult to manage – either due to individuals pushing their own agenda (in conflict with the school philosophy) or by placing demands for extra resources on the Sport and Recreation Co-ordinator.
Student Sport and Recreation Committee
The New Zealand Youth Development Strategy advocates for increasing student voice in decision making. One useful process is a student sport and recreation committee. This committee may utilise student voice and opinion plus provide assistance with running sport and recreation at the school. Some schools also have sports prefects.
To get the most out of students ensure they have the opportunity to find out what the student wants provided. Committee members may promote specific activities within the school. For example, a student who is the ―cricket representative‖ on the committee could visit the junior form classes, explain the process to enrol, the benefits of the sport, and distribute registration forms. If appropriate they could also return to collect forms and money.
Set up a roster for assistance with general sports administration for example:
Sorting out equipment and uniforms
Cleaning out equipment sheds
Assisting at sports registration evenings
Basic data entry tasks if appropriate.
Some schools expect senior students to take on a coaching role with junior teams.
Sport and Recreation Co-ordinators manual 2008 21
Some schools pay senior students to officiate i.e. basketball score bench personnel, referees and umpires.
School sports prefects may speak at appropriate events, such as school exchanges, prize-givings, sports assemblies, traditional fixtures.
Growing Leaders
Utilising students in sport and recreation must be seen as mutually beneficial for the student and the school. SPARC‘s youth leadership programme provides a pathway for students to gain recognition for their demonstration of leadership in both sport and recreation contexts.
For information about this programme see Section 6 – Building Capability or visit www.sparc.org.nz/education/growing-leaders.
SportFit SportsMark
Background
Sportfit SPORTSMARK is a best practice self-review tool for secondary schools. It enables schools to work towards the achievement of a nationally recognised 'quality' sport programme that caters for your students.
The self-review tool is based on the principles of Moving through Sport. The objectives of Moving through Sport, the national junior sport policy are:
to provide guidance on the provision of sport for children and young people
to describe and promote the benefits, to the participants and to all New Zealanders, of participation by children and young people in quality sports programmes
to describe and promote the ways in which sport assists the achievement of health objectives
to establish a framework, through the use of modified sports activities, for the progressive development of sports skills in children and young people so that they may gain the skills and attitudes, which best equip them to continue in and enjoy adult or unmodified sport activities.
Support
Your local RSD may assist you to complete this self-review guide. Your school may wish to involve members of sport and recreation council in the initial meeting with your RSD. The self-review process will benefit from your school seeking input from all people involved in your sports programme, especially students.
The following process is intended as a guide for the self-review process:
discuss completing the Sportfit SportsMark guide with your RSD
identify key people (board, principal, sports coordinator, physical educators, teachers, student or parent committees) who should be involved
circulate and discuss the components of the self-review guide with each of them
complete the Sportfit SportsMark guide
Sport and Recreation Co-ordinators manual 2008 22
complete the summary sheet and forward the registration form to your RSD
as you complete the template summarise the initiatives for each component. Your comments on performance will become a useful record for future reviews
prepare an action plan and timeline for each area of the guide needing improvement
once actioned, contact your RSD to review your progress and award your school a Sportfit SportsMark - the results of your completed guide must be signed-off by your Principal at this stage (contact your RSD for the registration form).
SportsMark was last updated in 2003.
Sport and Recreation Co-ordinators manual 2008 23
Sportfit SPORTSMARK
The Summary Sheet to be completed is shown below:
No. Component Brief summary of the component Rating
(1-5)
1 Policy – Kaupapa Up-to-date policy based on Moving Through Sport
2 Equity - Te Tika Opportunities for all students to participate
3 Variety –Te momo tikanga
Formal and informal opportunities to participate
4 Leadership – Kaiarahi Competent coaches and leaders for all students
5 Leadership – Kaiarahi Opportunities for leaders to improve their skills
6 Leadership - Kaiarahi Students are given the opportunity to pursue leadership roles
7 Values – Wariu Fair Play is taught and reinforced
8 Values - Wariu Codes of behaviour have been produced and circulated to all
9 Values – Wariu Acknowledgement of all students achievements in sport
10 Values – Wariu Promotion of the positive benefits of sport
11 Values – Wariu Acknowledgement of the contribution of volunteers
12 Financial - Te tahua Sufficient financial resource is provided to support our programme
13 Financial- Te tahua We support the Regional Secondary Schools Sports Director
14 Administration- Te Whakahaeretanga
We have a appointed a sports coordinator with adequate resource
15 Administration – Te Whakahaeretanga
We complete the NZSSSC representation census and Sportfit census
16 Community – Iwi whanui
Established relationships with community sport organisations
17 Community – Iwi whanui
Appropriate and shared facilities
18 Young People First – Te Tamariki Tuatahi
We design activities to satisfy student needs and expectations
19 Young People First – Te Tamariki Tuatahi
We frequently evaluate our programmes
20 Young People First – Te Tamariki Tuatahi
We are satisfied by the participation levels of our students
21 Young People First- Te Tamariki Tuatahi
We provide a safe environment to participate
Total
Sport and Recreation Co-ordinators manual 2008
24
SPORTSMARK - Guidelines for Review
1) Policy - Kaupapa
Our school has an up-to-date written sports education policy that incorporates the principles of the national junior sport policy, Moving Through Sport - Nekehia ma roto i te haakinakina.
Do you have an established, written policy outlining guidelines for sport within the school?
Does the policy incorporate the principles of Moving Through Sport?
When was it last updated? Is it current?
Does the policy outline how a quality sport and recreation programme can be delivered in your school to your pupils?
Is the policy inclusive (i.e. provide opportunities for all)?
2) Equity – Te Tika
Our school provides opportunities for all students to participate in sport and physical activity. This includes strategies that take into account the requirements of young people with special needs or of special cultural interests, to ensure that students are able to participate regardless of ability, race, gender or financial circumstance.
Does your school have an inclusive culture?
Have you determined groups or individuals in your school with special needs (in relation to their participation)?
Is there a fund available to help those who find it difficult to participate through lack of finance?
Do these strategies fit inside an established plan for sport and recreation within the school?
3) Variety – Te momo tikanga
Our school offers a variety of formal and informal sporting and physical activities that students participate in at their level of interest and ability.
What sports do you offer?
What opportunities exist for inter-school competition?
What school wide sporting events are held (e.g. athletics/swimming)?
What provision is made for informal activities (e.g. lunchtime inter-form competitions, aerobics group, weight room, etc.)?
What provision is made for informal, unstructured activities (e.g. free use of gym at lunchtime, roller blading or skateboarding areas, etc.)?
4) Leadership – Kaiarahi
Our school provides competent coaches and leaders for all students that wish to be involved in sport and physical activity.
Do all of your teams have a coach? Manager?
What qualifications/experience do your coaches have?
What methods of recruitment are used to meet coaching/management needs?
5) Leadership - Kaiarahi
Our coaches and officials maintain and improve their qualifications and competency.
How many of your coaches/officials currently hold some qualification?
What opportunities are offered to allow coaches/officials to gain qualifications/training?
Is there any support structure for coaches/officials established within the school?
Are coaches/officials (and those interested in joining) encouraged to enter into training courses, etc?
Does the school provide any resources (financial, physical, etc.) to encourage coaches/officials to maintain and/or improve qualifications?
Sport and Recreation Co-ordinators manual 2008
25
6) Leadership - Kaiarahi
Our students gain leadership and coaching opportunities through sport and physical activity.
What opportunities are offered to students to take leadership roles in sport and recreation?
What training opportunities are provided for students to gain necessary skills?
Does the school offer specific courses related to leadership (e.g. Sport Leader, Duke of Ed.)?
Are links established with contributing schools to provide opportunities for students to coach/officiate?
7) Values – Wariu
Our written Fair Play plan includes actions that promote and reinforce Fair Play to all (players, coaches, officials, parents and supporters).
Does the school have an established, written Fair Play policy?
Does the plan set out the groups to be targeted (e.g. players, coaches, supporters, etc.) and outline initiatives/strategies on how to reach each (e.g. assemblies, public meetings, newsletters, etc.)?
What is outlined in the plan to deal with someone acting inappropriately while participating?
8) Values – Wariu
Our school has distributed a set of guidelines that describes and monitors the standards of behaviour that we expect from everyone involved (coaches, officials, managers, parents, supporters and players).
Does every participant in sport receive a copy of the relevant Code of Conduct?
How is this distributed? (i.e. Hand out at registration? Part of a Student Handbook for Sport?)
Is there a requirement for each participant to respond (i.e. sign acceptance of code, etc.)?
Is there any formal monitoring of adherence to standards?
9) Values - Wariu
Our school acknowledges the achievements of students in all sports, at all levels and roles (e.g. players, coaches and officials).
What methods are used to acknowledge achievements of students in sport?
How do you find out about student achievement in activities outside of school?
Do you organise specific activities to acknowledge achievement (e.g. assemblies, Sports Awards Dinner, etc.)?
Are students entered into various awards available (e.g. Regional Awards)?
10) Values - Wariu
Our students understand the positive benefits that participation in sport and physical activity brings to students, the school and society.
What means are used to deliver the message regarding the positive benefits of sport and physical activity?
How is the message promoted and reinforced outside of the Health and PE programme?
Does the school participate in/use outside promotions to enhance the message (e.g. Push Play, Round the Bays, etc.)?
11) Values - Wariu
Our school acknowledges the contribution of volunteers (e.g. teachers, community members, and students) who provide participation opportunities for our students.
Who are the volunteers who help your school?
How do you find volunteers? From inside the staff? Parents? Community?
How do you thank volunteers for their contribution?
Sport and Recreation Co-ordinators manual 2008
26
12) Financial- Te tahua
Our Board of Trustees and School Management provide sufficient financial resource to support the sport and physical activity programme offered.
Does sport and recreation have a separate budget?
Does the budgeting process provide the opportunity for the needs of the programme to be met?
13) Financial- Te tahua
Our school provides financial or staffing support to the position of the Regional Secondary Schools Sports Director (RSD).
14) Administration – Te whakahaeretanga
Our sports co-ordinator position is acknowledged by a time allowance, management unit or similar professional status or enhanced by the employment of a support person to assist in the administration of the sports programme.
What is the administrative structure for the running of sport and recreation in the school?
If a teacher is involved in sport administration what allowances are allocated (i.e. time, PR units, etc.)?
Does the school employ a sports coordinator or assistant? For how many hours per week?
15) Administration – Te whakahaeretanga
Our school will continue to complete and return the NZSSSC Representation Census and Sportfit Census.
Does the school use the SportSCID or THE SPORTS DIRECTOR programme?
What systems are established to collect accurate information in all categories?
16) Community - Iwi whanui
Community sport organisations work with our school to enhance our programme.
What community group involvement is there in your sport and recreation programme?
Do you have any direct partnerships with clubs?
Are there any clubs in the local community that could have something to offer your programme?
17) Community - Iwi whanui
Our school provides appropriate facilities for sport and physical activity. We make effective use of facilities in our region by using community facilities beyond the school and/or by encouraging community use of school facilities.
What facilities do you have within the school confines?
Are all facilities appropriate/adequate to meet the needs of your programme?
Does the school allow community groups‘ use of its facilities?
Is there a policy and a process to govern this use (e.g. facilities available, times, cost, booking procedure, etc.)?
What community facilities does the school use? Regularly? Occasionally?
18) Young People First - Nga tamariki tuatahi
We design our activities, products and services to satisfy student needs and expectations.
How do you determine student need/interest?
Who is involved in designing/establishing the programme to be offered?
Are there any students unable to participate in the activity of their choice?
19) Young People First – Nga tamariki tuatahi.
We frequently collect information that evaluates how well we meet our students‘ needs and expectations and we use this to review our sports and physical activity programme.
What methods of programme evaluation are used?
How is the information gathered, collated and used?
How often is any review of programmes offered carried out?
Sport and Recreation Co-ordinators manual 2008
27
20) Young People First – Nga tamariki tuatahi.
We are satisfied by the sports/ physical activity participation levels of our students.
What is the school participation level? Annual %? Winter%? Summer%? Female/Male ratio?
Do you know how long the average student would spend in daily physical activity?
What efforts are made to encourage active participation at lunchtime?
21) Young People First – Nga tamariki tuatahi.
We provide a safe environment for our students to participate in sport and physical activity.
How do you ensure this?
What does the school do to ensure a safe environment when it comes to sport and recreation?
What policies are established to ensure all safety issues during activity sessions are met?
Are staff and volunteers trained to assess risk factors and manage these appropriately?
Sport and Recreation Co-ordinators manual 2008
28
School Sport and Recreation Policy
What is a Policy?
Sometimes schools need to establish rules or guidelines that provide clarity as to ―how we do things around here‖. These rules or guidelines are termed policy statements.
Policies provide the decision making framework for an organisation.
They are a tool for guidance, direction, action and accountability
They should be written, formally approved and regularly reviewed.
Therefore, a policy is:
A governing principle
A framework for carrying out activities
A definition of what is required to be done to achieve a desired end.
Establishing a policy should involve consultation within the school and its wider community. Through consultation decisions on sport and recreation practices are more likely to be consistent, safe, equitable and appropriate.
Parts of a Policy
Rationale - The basic reason for the policy about the provision of sport and physical activity for students within the school.
Objectives (aims or purposes) - A list of the things that the school wishes to achieve through this programme.
Procedure - A description of what will occur within the programme and how this might happen.
A Sport and Recreation Policy Template is available in the appendix. (File Name: 2A_template_sport_and_recreation_policy)
A Sample Sport and Recreation Policy is available in the appendix. (File Name: 2B_sample_sport_and_recreation_policy)
A Sample Policy to Provide Opportunities for Students to Participate in Sport is available in the appendix. (File Name: 2C_sample_policy_opportunities_participate)
A Sample Policy on Equity for Sporting Activities is available in the appendix. (File name: 2D_sample_policy_equity)
A Sample policy for EOTC can be accessed from:
www.tki.org.nz/r/eotc/resources/pdf/khs_policy_procedures_2004.pdf
Sport and Recreation Co-ordinators manual 2008
29
Section 3 - Planning and Funding
Contents
School Sport and Recreation Strategic Plans ………………………………………………………31
School Sport and Recreation Annual Plans …………………………………………………………32
SportFit Investment …………………………………………………………………………………….34
SportFit Offers – Key Indicators and Performance Targets ................................................... 37
Sportfit contract ..................................................................................................................... 40
Sportfit Reporting .................................................................................................................. 40
NZSSSC Annual Census ………………………………………………………………………………41
MUSAC................................................................................................................................. 42
KAMAR ................................................................................................................................. 44
SportSCID ............................................................................................................................ 46
Sports Director ...................................................................................................................... 49
Other Funding Sources ………………………………………………………………………………..52
Community Trusts ................................................................................................................. 52
Sponsorship .......................................................................................................................... 55
Sport and Recreation Co-ordinators manual 2008
30
Failing to Plan is Planning to Fail
To provide a quality programme of sport and recreation requires foresight, planning and flexibility. The school needs to know why it is supporting sport and recreation, where it wants to take sport and recreation, how it will get it there, and when will it know that it has reached a destination.
To keep improving a programme of sport and recreation requires a mixture of new actions and ―business as usual‖ actions.
These are neatly summed up in a strategic plan and an annual plan.
The strategic plan sets a vision for the schools with a range of long-term measurable targets based on a range of initiatives. This should be max of 2 pages in length.
The annual plan recognises that great things occur in small steps. An annual plan includes new strategic initiatives and business as usual actions.
It is also recognised that things change, staff move on, student cohorts have different needs, support personnel and volunteers come and go, and resources and funding is variable. As such planning is a guide and a path but variations to the path are inevitable. Planning also ensures new sport and recreation coordinators are clear about what tasks need to be achieved.
The previous model of planning (in the 2004 manual) was to set policies and management plans. These were useful tools. The policies would set rules and guidelines for decision making. The management plans would describe business as usual action. The downsides of these tools are that:
policies had a limited focus on measurable targets
management plans had a focus on business as usual there was no focus on ongoing improvements that can be made to the effectiveness and the efficiency of sport and recreation for students.
Section 3 provides examples of strategic planning and annual planning and how this can be aligned to the Sportfit funding process.
An advantage of aligning plans with Sportfit funding is consistency of planning, funding and accountability. However, schools are self managing and may set goals outside the outcomes for Sportfit funding.
Usually accessing funds requires accountability and reporting for the use of funds. Having quality information systems to gather data and then use this data as evidence when reporting on progress in sport and recreation is an important part of accessing ongoing funds.
Leaders keep their eyes on the horizon not just the bottom line.
Warren Bennis
Sport and Recreation Co-ordinators manual 2008
31
School Sport and Recreation Strategic Plans
A process for strategic planning
The following stepped process guides schools to think strategically.
A template for strategic planning is provided in the appendix. (File Name: 3A_template_strategic_plan)
Step 1 - Why are you here
Purpose – the most powerful single statement that can be made describing the school‘s primary reason for providing sport and recreation.
Step 2 - Find out what stakeholders want
Stakeholders = students foremost but also BOT, Principal, teachers, parents, clubs. Finding out what they want helps gain support from the stakeholders and reduces the likelihood of doing things that are not wanted.
Step 3 - Scope the environment
Seek to understand the environment of the secondary schools and the community sport and recreation organisations.
Try a SWOT or PEST analysis:
SWOT
Strengths
Weaknesses
Opportunities
Threats
PEST
Political environment
Economic environment
Social environment
Technological environment
Step 4 - Identify strategic issues
These are issues that have the greatest potential to prevent the purpose (step 1) being achieved.
Step 5 - Determine strategic outcomes
SPARC recommend these align to the 4 outcome areas of the Sportfit investment but acknowledge that school may have different outcomes (for which Sportfit investment is not provided).
Sport and Recreation Co-ordinators manual 2008
32
Step 6 - Establishing performance measures (Key Performance Indicators - KPIs)
Set a date in the future (3-5 years) and suggest a measure describing where you want to be at this stage.
Step 7 - Plan actions (strategic initiatives)
Consider what has to happen to get there.
Step 8 - Communicate the plan
Let people know what you are going to focus on and what you are not.
A sample of a completed strategic plan is provided in the appendix. (File Name: 3B_sample_strategic_plan)
A sample of strategic outcomes, KPIs, and strategic initiative is provided in the appendix. (File Name: 3C_ sample_strategic_goals_in_strategic_plan)
It‟s not where you are today that counts. It‟s where you are headed.
Arthur Lenehan
School Sport and Recreation Annual Plans
A process for annual planning
The annual plan address the strategic outcomes defined in the strategic plan plus business as usual activities. The following stepped processed guides schools to plan annually.
A template for an annual plan is provided in the appendix. (File Name: 3D_template_annual_plan)
Step 1 - Confirm key performance indicators (KPIs) for the year
The strategic plan describes the strategic outcomes and the associated performance measures (KPIs) to be achieved over a longer period (e.g. 3-5 years). As the timeframe for achieving the performance measures is usually longer than one year, annual KPIs must be established.
Sport and Recreation Co-ordinators manual 2008
33
For example:
Strategic plan (KPIs) Annual plan (KPIs)
By 2012 60% of students will represent the school in one of 12 codes offered.
In 2009 40% of students will represent the school in one of 12 codes offered.
When planning for longer terms it is worthwhile to consider a stepped improvement. For example:
2009 2010 2011 2012
40% 50% 55% 60%
Step 2 - Plan the action (initiatives) to achieve the annual KPIs
Decide on a range of action to achieve each annual KPI. For example:
Annual plan (KPIs) Annual plan (initiatives)
In 2009 40% of students will represent the school in one of 12 codes offered.
The 12 potential codes will be identified.
3 codes will be the focus for 2009 - Netball, hockey, and badminton.
An additional year 9/10 team in each of these 3 codes will be promoted.
Managers and coaches of these teams will receive induction, operation manual and attend sport forum. Additional training opportunities (at least 1) facilitated.
Develop partnership agreement (based on shared planning and alignment) with local badminton and hockey clubs. Seek to establish a school netball club.
Step 3 - Plan for „business as usual‟ activities
It is useful to separate key strategic initiatives and ―business as usual‖ activities. ―Business as usual‖ activities are captured under ‗Key Result Areas‘ (KRAs). For each key result area, the Sport and Recreation Coordinator follows a similar process to step 2, namely:
1. set KPIs for each Key Results Area
2. determine key actions required
3. establish budgeted costs
4. allocate who is responsible
5. set timeframes for the start, finish and any key milestones.
Sport and Recreation Co-ordinators manual 2008
34
Step 4 - Plan approved
Have the plan reviewed by the Sport and Recreation Council / Principal and have it approved by the BOT.
A sample of a completed annual plan is provided in the appendix. (File Name: 3E_sample_annual_plan)
SportFit Investment
The Ministry of Education provides funding support to secondary schools sport and recreation co-ordinators. SPARC manages this fund on behalf of the Ministry of Education. In return for this funding support schools have a number of requirements to meet and are required to deliver on pre-determined annual outcomes.
As part of your annual responsibilities, and to ensure your school qualifies for SportFit funding, you will need to:
provide an acceptable report based on how your school delivers against the annual targets you set in each of the four outcome areas in the Sportfit contract
complete a Sportfit offer with measurable targets based on indicators within each of the four outcome areas
complete the NZSSSC census report.
You will negotiate the quality of your report and offer with your RSD before the RSD sends them to SPARC.
It is expected that the measureable targets will be derived from your sport and recreation strategic plan and sport and recreation annual plan.
Following is an investment template which describes:
how much the school will be offered
reporting and operational requirement for accessing the funding
services offered by SPARC to add value to this investment.
The template also provides a blank table for the indicators and performance measures the school has set as accountability for this investment.
Sport and Recreation Co-ordinators manual 2008
35
Organisation: Anywhere College
RSD region
Roll and Decile as at 1 March 20xx Roll: XXX
Decile: X
1. Term
Commencement Date: 1 January 20xx
Expiry Date: 31 December 20xx
2. Outcomes
SPARC mission: Fostering an environment where more New Zealanders will be physically active in sport and recreation
SportFit goal: All New Zealand young people are empowered and choose to become physically active throughout their lives
Our sport and recreation plan contains the following outcomes for 20xx (please list 2-3
indicator per outcome):
Outcomes Indicator of achieving outcome Specific measurable targets for indicator
Participation More students access quality sport and recreation opportunities.
Achievement Pathways are provided for students to achieve personal success in sport and recreation.
Building capability More capable supporters and deliverers of sport and recreation for students
Community relationships The secondary school and community organisations collaborate on effective sport and recreation experiences for students
Qualitative report on results of collaboration
SportFit Offer 20xx
Sport and Recreation Co-ordinators manual 2008
36
3. SPARC Investment
The amount to be offered to Anywhere College is $XXXX.XXX plus GST. This investment is to be used for the direct cost of the school employing a Sport and Recreation Coordinator(s).
SPARC payments to be made on 1 April 20xx subject to completion of all requirements below being satisfied.
Services
Information and Research - SPARC will, through NZSSSC, provide a breakdown of the participation census established from school returns each year.
Advisory Services - SPARC will, through the RSD network, provide advice on effective planning and practice in the provision of quality sport and recreation opportunities for young people.
Training & Development Opportunities - SPARC will, through the RSD network, coordinate training and development opportunities for Sport and Recreation Coordinator(s).
3. Reporting & Monitoring
a. Annual Responsibility Due Date
Final Sportfit Report 2008 outlining achievement against specific measurable targets for 2008.
Sport and Recreation Coordinator
November 20xx
Make available to the RSD the school‘s annual sport and recreation plan with agreed measurable targets for 2009.
Sport and Recreation Coordinator
November 20xx
Your school commits to meeting NZSSSC census reporting requirements. Principal/ Sport and Recreation Coordinator
November 20xx
4. Requirements/Qualifications
Responsibility Due Date
Sportfit investment is to be used solely for the direct cost of the school employing a Sport and Recreation Coordinator(s)
Principal Employment by February 20xx
School revises its 3-5 year strategic plan for sport and recreation. Principal November 20xx
School develops an annual sport and recreation plan with agreed measurable targets.
Principal November 20xx
All reports from 20xx are completed Principal November 200xx
20xx Sportfit Contract (Investment agreement and schedule) and Contract Details and Direct Credit Authority are completed and returned.
Principal March 20xx
School to contribute at least $XXX towards the salary/wage of the Sport
and Recreation Coordinator
Principal Employment by February 20xx
Schools participating in interschool sport and recreation competitions commit to staffing or financial support to the office of the Regional Sport Director, and agree to contribute levies to the NZSSSC.
Principal
I ACCEPT the offer for 20xx Sportfit Funding
Signed: _________________________ Date:
Principal
Anywhere College
Sport and Recreation Co-ordinators manual 2008
37
SportFit Offers – Key Indicators and Performance Targets
Indicators and measureable targets
Ideally these indicators and measurable targets are aligned to the goals of your strategic plan but this is not essential.
Following are some examples related to each of the outcome areas that schools have submitted.
Participation outcome:
More students access quality sport and recreation opportunities
Indicators Sample Performance targets
1. Increasing participation in sport
2. Increasing the range of sport and
recreation activities
3. More participation by a subset of
students
4. More staff involved in sport
5. Increased quality opportunities in a
specific sport
6. Increased participation in sports clubs
aligned to the secondary school
7. More student‘s sport and recreation
interests are catered for
1. Census data from 53% (2008) to 55%.(2009)
2. 20 students taking up a new specific recreational activity e.g. 3vs3 bball intramural comp.
3. Participation by girls will rise from 45% to 55%;
e.g. special needs students participation goes
from 60% to 75%.
4. 50% of staff as compared with 42% in 2008.
5. Student feedback in specific sport shows
satisfaction increases from 79% in 2008 to
85%.
6. Students joining the XX sports club increases
from 9 in 2008 to 15.
7. Completed survey with target identified in
strategic and annual plan for 2009.
Sport and Recreation Co-ordinators manual 2008
38
Achievement outcome: Pathways are provided for students to achieve personal success in sport and recreation
Indicators Sample Performance targets
1. Improved transition to adult
sports
2. More student participation in
fitness training programmes
3. More teams making regional
and national final of Inter
schools results
4. Increased provincial
representation
5. More student participation in
targeted skills development
courses
1. 45% of year 13 school leavers have a plan and
contacts to continue in sport in the following year.
2. 50 students participate in individual exercise
programmes during lunchtime or after school under
direction of trained staff;
130 students participate in pre-season fitness training
compared with 110 in 2008.
3. both junior and senior teams reach national finals in 2
specific sports c.f. 1 in 2008.
4. 15% of participants in a specific sport c.f. 9% in 2008.
5. At least 15% of all specific sport players (across all
grades) attend skill training courses delivered by
(specific sport) regional sporting organisation (RSO).
Building capability outcome: More capable supporters and deliverers of sport and recreation for students
Most schools aim to improve the skills of the coaches, managers and officials who work with young people. They may be staff members, senior students or people from the community who assist with school teams.
Indicators Sample Performance targets
1. More managers, coaches, and
officials feel supported
2. More qualified coaches
3. More officials in a specific
sport attend training courses
4. More first aid trained officials
5. More students complete the
Leadership programme
6. More teachers achieve
qualification in outdoor
activities
1. 90% of managers feel valued by the school in the annual survey.
2. 20 coaches will increase their qualifications c.f. 13 in 2008.
3. 35 people will attend courses for umpires/officials in
2008 c.f. 20 in 2008.
4. 10 more officials will be trained in first aid c.f. 7 in 2008.
5. Students completing the leadership programme
increases from 15-20.
6. 4 teachers achieve Outdoor Leader
Sport and Recreation Co-ordinators manual 2008
39
Community relationships outcome: The secondary school and community organisations collaborate on effective sport and recreation experiences for students
MOE documents: The New Zealand Curriculum, The Schooling Strategy, and the Physical Activity for Healthy Confident Kids all emphasise the importance of community connectedness. Schools select 2-3 collaborative projects for the year and provide qualitative report on the effectiveness of these collaborative projects.
Collaborative projects Sample Performance targets
1. More students gaining
experience and qualification in
the sport and recreation industry
(Schools Plus)
2. Enhanced collaboration with
local territorial authority
3. Enhanced collaboration with a
local sports club
4. Enhanced collaboration with
nearby primary schools and RSO
5. Enhanced collaboration with
Health Promoting Schools
1. 20% of student in year 12 will gain work
experience in the sport and recreation industry.
e.g.10 student in year 13 will gain level 2 sport
and recreation qualification.
2. Student use of community recreation facilities
Increases by 20% in 2009.
3. Community/sport and recreation club use of
school sport and recreation facility increases by
20%.
Resources are shared (e.g. shared coaching
expertise, training tools)
Agreed expectations on students (e.g. amount of
training and number of competitions to reduce
overtraining and competition burn out).
4. Running of successful (success to be defined)
primary school zone competition with support
from academy/senior PE students and
RSO/clubs.
Running a sport and recreation leadership
programme with senior PE students and 2
classes from the nearby primary school.
5. Lunchtime student-led recreation activities
increases to 3 days per week c.f. 1 day in 2008-
with DHB funded resources.
As much as possible your outcomes need to be tied to a percentage, number or some other measurable output.
These outcomes should form the basis for your sport and recreation annual plan, which needs to be a working document, developed in conjunction with your principal, sport and recreation council, and local sport and recreation organisations.
Sport and Recreation Co-ordinators manual 2008
40
Sportfit contract
A contract is made up of an investment agreement and an investment schedule.
Once the offer has been approved SPARC will prepare a legal contract for the Sportfit investment. This contract includes a standardised investment agreement and the investment schedule. This investment schedule reproduces the content of the Sportfit offer.
A sample investment schedule is provided in the appendix. (File Name: 3F-sample_Sportfit_investment_schedule)
Sportfit Reporting
At the end of the year each school submits:
1. a report to SPARC
2. a completed NZSSSC census report.
Sportfit Report to SPARC
A template of a Sportfit final report is provided in the appendix. (File Name: 3G_template_Sportfit_final_report_2009)
This report is based on how your school delivers against the indicators and performance targets set in each of the four outcome areas in the Sportfit contract.
This report is reviewed by both the RSD and advisers at SPARC.
A sample investment schedule final report is provided in the appendix. (File Name: 3H_sample_Sportfit_final_report_2009)
Sport and Recreation Co-ordinators manual 2008
41
NZSSSC Annual Census
In early November each year, you will be required to complete the NZSSSC (New Zealand Secondary School Sports Council) Representation Census. Your RSD will contact you about this and your return should be filed with your RSD who collects this on behalf of NZSSSC. The Census provides participation figures to NZSSSC about the numbers of students participating in each code as well as the community and school involvement in coaching and managing sport.
Collecting the data for this Census is a quick, simple exercise if:
1. your school uses MUSAC or KAMAR as its SMS and you have entered the sports involvements there or
2. you are using one of the Sports Data Management packages, SportSCID or Sports Director as detailed in Section 8.
All of these systems produce a NZSSSC Census Report as a small Excel file that can be e-mailed to your RSD.
If you are not using any of the above, it will be necessary to enter the data on to an Excel Spreadsheet that will be available from your RSD or from the NZSSSC website; you will need to keep a record of the sports involvements of students and their coaches, managers and officials so that you can enter an accurate number into the cells provided. Column headings and Badminton row here:
When you send your RSD an electronic copy of the Census Report you will also need to send a printed [hard] copy that has been signed by your principal confirming that the Census is an accurate report on the sports involvements during the year.
Producing the Report
The following pages describe the process of producing the report depending on whether you use MUSAC, KAMAR, SportSCID, or Sports Director.
Sport and Recreation Co-ordinators manual 2008
42
MUSAC
How to produce the NZSSSC Census report
MUSAC users will be familiar with this screen that you reach through CMAdministrator/Other Utilities/Specify Activity Details.
Click
The number of students has already been entered – from Student Manager. You will need to enter the number of Teaching and Non-Teaching staff and all the other required information, using drop down boxes where they are available.
Click ‗Generate NZSSSC Report‘.
You will get the following message with a filepath that describes where it has been saved on your computer.
Sport and Recreation Co-ordinators manual 2008
43
If you click ‗Yes‘ an excel sheet will open with the NZSSSC Census Report available for you to check that it does, in fact, report the school‘s sports involvements accurately. Please check that all sports that had students involved in school representative sport or equivalent have been reported – often we find that schools have overlooked the entry of the participants in ‗one-off‘ events such as cycling, triathlon, shooting and, even, athletics, swimming and cross country. And check that, for all sports with students who represent the school, the coaches/managers/officials [CMO] are reported. [Note: there must be at least one CMO reported for each code with students.]
The file on your disk drive, probably in the CM folder, is the file to e-mail to the RSD but remember to get a hard copy signed by the principal first.
Sport and Recreation Co-ordinators manual 2008
44
KAMAR
How to produce the NZSSSC Census report
From the Main Menu screen click on the Students Tab followed by the NZSSSC Tab.
Check the details on this page.
The School name, Decile and Type are pre-defined and can only be changed by your KAMAR administrator.
Select the ‗Print‘ button at the bottom of the screen. This will then calculate the NZSSSC Census printout.
Select continue then print.
This will produce a printed copy of the NZSSSC Census whilst requesting you to save a copy.
Leave the File name as specified and save to a desired location.
Sport and Recreation Co-ordinators manual 2008
45
This will produce a Microsoft Excel Comma Separated Values File.
This is the file to e-mail to the RSD but remember to get a hard copy signed by the principal first.
Please check that all sports that had students involved in school representative sport or equivalent have been reported – often we find that schools have overlooked the entry of the participants in ‗one-off‘ events such as cycling, triathlon, shooting and, even, athletics, swimming and cross country. And check that, for all sports with students who represent the school, the coaches/managers/officials [CMO] are reported. [Note: there must be at least one CMO reported for each code with students.]
Sport and Recreation Co-ordinators manual 2008
46
SportSCID
How to produce the NZSSSC Census report
First, check to see if the report is complete. Click ‗Preview‘ button.
Check all 4 boxes and click ‗Create my NZSSSC Data‘.
A preview copy is produced for you the check. Note: this is NOT the file to send to the RSD. When you are satisfied that all data is complete and accurate you can go back to the main menu. Note: if changes are required you will need to enter any missing data into SportSCID; you cannot simply type them on to the report here.
Click ‗Exporting Data‘ button.
Sport and Recreation Co-ordinators manual 2008
47
Check all 3 boxes in the third section and click ‗Export NZSSSC report‘.
You will be shown this screen for you to check that school details are correct – as at 1 March each year.
Sport and Recreation Co-ordinators manual 2008
48
Click ‗Close Screen‘ or, if changes are made, ‗Close and Save‘ and the NZSSSC Census Report will be produced. A message appears:
The file on your disk drive is the file to e-mail to the RSD but remember to get a hard copy signed by the principal first.
Please make a final check that all sports that had students involved in school representative sport or equivalent have been reported – often we find that schools have overlooked the entry of the participants in ‗one-off‘ events such as cycling, triathlon, shooting and, even, athletics, swimming and cross country. And check that, for all sports with students who represent the school, the coaches/managers/officials [CMO] are reported. [Note: there must be at least one CMO reported for each code with students.]
Sport and Recreation Co-ordinators manual 2008
49
Sports Director
How to produce the NZSSSC Census report
Click Here, then OK
Choose ‗Secondary‘
Click Here
Sport and Recreation Co-ordinators manual 2008
50
Complete the appropriate boxes
Click Here, for your hard copy of the report. Check it!
Click Here, to generate your spreadsheet report.
If you get stuck or the numbers don‘t look right!
Sport and Recreation Co-ordinators manual 2008
51
E-mail the Excel file to the RSD but remember to get a hard copy signed by the principal first.
Please check that all sports that had students involved in school representative sport or equivalent have been reported – often we find that schools have overlooked the entry of the participants in ‗one-off‘ events such as cycling, triathlon, shooting and, even, athletics, swimming and cross country. And check that, for all sports with students who represent the school, the coaches/managers/officials [CMO] are reported. [Note: there must be at least one CMO reported for each code with students.]
Here they are!
Sport and Recreation Co-ordinators manual 2008
52
Other Funding Sources
Most schools operate a tight sport and recreation budget, which often only covers the bare necessities for running sport within the school. All Sport and Recreation Co-ordinators will, at some point, be seeking extra funding for sports trips, sport equipment or uniforms, coaching resources etc. So where do you go? The most likely places to find extra funds are:
community trusts who are required to make available proceeds from their gaming machines
other charitable bodies
corporate business (through sponsorship).
Where to start?
SPARC has a directory of potential funding sources. This can be accessed from www.sparc.org.nz/about-sparc/funding.
Community Trusts
There are many different trusts you can try; most offer similar application processes and fund similar things. ALWAYS check what their ―Authorised Purposes‖ are, to ensure that the trust funds the particular event or equipment that you are applying for. ―Authorised Purposes‖ are always listed on the application forms. As a general rule of thumb the following is true of most trusts.
Grants can only be made for amateur sport. Most kinds of grants for amateur sports are permissible. Uniforms, grounds maintenance, equipment, coaching or anything else that is necessary in order to play the sport is acceptable.
Teams or individuals that benefit from grants are to be affiliated to a recognised national organisation, and grants should be made to that organisation or an affiliated club. This means that most school sports clubs (unless they operate a separate account and are affiliated to a national sports organisation) will have to apply for funding through the school Board of Trustees.
Sporting events staged primarily for commercial publicity and/or the benefits of a select industry group are not permitted.
Grants for a public sports facility (e.g. a stadium) are permissible provided the facility is not used solely for professional sport.
Trophies or modest non-cash prizes are the only kind of sports prize, which constitute an authorised purpose. Cash prizes are not permitted.
Travel and accommodation costs for sporting events may only be approved where an official itinerary endorsed by the host‘s national body is supplied with an itemised cost breakdown as proof of tournament. Overseas travel is often excluded.
Many trusts are unable to fund petrol or mileage.
Grants for laundry costs, commercial gym fees and major medical costs are often not permissible.
Sport and Recreation Co-ordinators manual 2008
53
Most social activities or facilities set up to provide social activities (e.g. parties, balls, sports supporters‘ trips, fishing trips etc) are not authorised purposes. Similarly the purchases of alcohol, paying staff for bar work, and maintenance or provision of bar facilities are NOT authorised purposes.
Dress clothing, dress uniforms, training uniforms, shoes or boots are generally not covered.
National Trusts
A number of Trusts are ―national‖, while many others have been established in a particular region or area. Two national organisations which put a great deal of funding into sport (especially junior sport) are:
New Zealand Community Trust www.nzct.org.nz/
Lion Foundation www.lionfoundation.org.nz/
The Department of Internal Affairs is the body with oversight of gambling and lottery funds in NZ (www.dia.govt.nz/). Once on the site click on Community Grants Schemes or Trusts. From here there is a list of the various Trusts, the criteria for application and the process to apply for funds.
Other trusts
Some trusts are set up by banks and families.
For example:
ASB community trust (www.asbcommunitytrust.org.nz) if you live in Auckland or Northland
TSB community trust (www.tsbtrust.org.nz) if you live in Taranaki
Community trust of Otago (www.cto.org.nz) if you live in Otago
Canterbury Community trust (www.commtrust.org.nz) if you live in Canterbury, Marlborough, Nelson
Todd Foundation (www.toddfoundation.org.nz)
Tindall Foundation (www.tindall.org.nz)
Filling out the application form
The Trusts who have websites usually have downloadable forms available on their site. The forms are self-explanatory and easy to fill out, however you will also need to include the following.
A letter of resolution – sample resolutions are often included with the form. Basically this is a letter confirming that the Board of Trustees resolved to apply for funding for a specific purpose. The letter also needs to be signed by the secretary to the Board (often your school executive officer) who also needs to sign the application form.
Sport and Recreation Co-ordinators manual 2008
54
Competitive Quotes - most trusts will require 2 or more competitive quotes for the item you are applying for. For accommodation and travel you will need to supply quotes from various accommodation providers.
A deposit slip so the funds can be directed into the school bank account.
Your responsibilities
Once your application has been considered, you will be advised of the outcome. If you do receive funding you will have to provide invoices/receipts to the trust, to verify that the money was used for the specific purpose funded.
Whoever signs the application form is liable for the correct use of the funds.
You need to ensure you keep copies of the application forms and invoices etc, as it is possible you may be audited at some point.
If you are granted monies, you will need to return to the trust receipt of payment along with all relevant invoices and receipt (and a letter of thanks!).
Note: The resolution must be minuted. This means the minutes of the meeting of the Board of Trustees will need to state that they resolved to apply for funding for the specific purpose.
Sport and Recreation Co-ordinators manual 2008
55
Sponsorship
Many schools have some form of corporate sponsorship in place, to assist in running their sport and recreation budget. This may be for a specific purpose (i.e. providing cheap uniforms) or code (i.e. rugby). If you are looking at developing an arrangement with a corporate sponsor, consider the following reasons why companies sponsor:
to enhance their public image or public awareness
to improve customer relationships
to be seen as a good corporate citizen
to gain publicity through increased exposure
to increase sales.
Any sponsorship arrangement must fulfil corporate marketing objectives and provide a measurable return to the sponsor. Sponsorship is dependent on your school being able to provide tangible returns to the sponsor – it must be a win-win arrangement. Consider what you can offer your sponsor, for example:
their company logo on uniforms and equipment (i.e. rugby goal post pads)
regular promotion with a large potential customer base through newsletters home to parents (i.e. the principals newsletter)
the opportunity to ―own‖ an event or activity – e.g. ―Harcourts‖ Cup
an opportunity to be seen as an integral part of sport and recreation at your school (and therefore the community) through a long-term association.
To pursue any sponsorship opportunity you need to spend some time evaluating your programme and event, and preparing a sponsorship proposal. You‘ll need to carefully research and identify potential sponsors, present the proposal and FOLLOW-UP. For major sponsorship, most companies will want 12 months lead-in time to plan and budget.
Avoid conflicts of sponsorship – don‘t have two companies in the same business sponsoring the same programme or event. Many companies may demand an exclusive arrangement before they will consider major sponsorship.
Once you have a sponsorship arrangement in place, ensure that you keep your sponsor happy by delivering the promised rewards. NEVER under-deliver on your contract if you want to develop and keep an on-going relationship. Remember that keeping an existing sponsor is often easier than finding a new one!
Remember the rule of thumb when working with sponsors is:
Under-Promise and Over-Deliver
Sport and Recreation Co-ordinators manual 2008
56
Sponsorship Considerations
When considering sponsorship as a method to assist in funding or enhancing your sport and recreation programme or any specific sporting event or happening, it is necessary for the sponsorship committee to define one thing:
“What is sponsorship?”
Unfortunately, many event planners believe that a sponsorship arrangement is when a business or company give or donate money or product purely because they have sufficient resources to do so. This is not the case; event sponsorship is an arrangement between two organisations that provides mutual benefits for both parties. Consequently, when developing a sponsorship plan or proposal it is important that event planners recognise this concept and that approaches to potential sponsors clearly highlight what the benefits are for all concerned.
When considering approaching local businesses and companies for sponsorship it is important to consider the questions they might ask of themselves or you.
For example:
Does the sponsorship fall within the parameters of our sponsorship portfolio?
Would the event/activity enhance our corporate profile?
Would this event interest existing and potential customers?
Could this be tied in with a specific product?
Does the proposal contain specific measurable objectives that can be evaluated after the event?
Would there be a role for us in planning and managing the event?
Would we receive naming rights?
Are there opportunities for signage, programme advertising, messages, posters or other display opportunities?
Does the asking price fall within budget parameters?
Would there be any long-term benefits?
Would this event result in increased business?
Would there be access to mailing lists? (Within the constraints of the Privacy Act.)
Is there sufficient time to plan and implement?
Would this is event provide a good number of opportunities for involvement/hospitality by staff and customers?
Is there some evidence as to the ability of the organisation to manage the event?
Remember
Think about what your ―core business‖ is as a school and what you might actually be able to offer to a prospective sponsor. Think not only of the students at the school or the specific event or occasion you are looking to cover. The parents and friends of the school could be the selling point you need.
Sport and Recreation Co-ordinators manual 2008
57
Consider the products and services the company provides and ensure they don‘t compromise other schools policies. E.g. sponsorship with high sugar beverage or fast food companies may compromise the schools food and nutrition policy.
Developing a „Sponsorship‟ Plan
1. Define your Mission
Define your mission both broadly and narrowly. A narrow definition clarifies the mission but a broad definition may help your association to recognise new areas for action, new audiences and new partners to work with.
2. What are your assets?
List your organisation‘s assets, including credibility (e.g. team ranking), expertise, individual staff skills (including coaching and volunteer base), physical assets, programmes, networks, membership, print and media assets.
3. Wish List
What programmes, products or services do you wish your organisation could offer?
4. Who are your Audiences?
Current (who do you serve now?)
Future (who else need or wants what you do or could do?)
5. Who currently does Business with you?
What businesses do you currently have a relationship with? List them.
They‘re all potential sponsors!
6. What Business Service Similar Audiences and Markets as You?
List them - more potential sponsors!
7. What can you offer?
Given your broad mission and assets, what can you do for each of the businesses you‘ve listed above? What kinds of programmes, products or services can you offer them that will help them attract customers and spread your message?
The Five Essentials of Sponsorship Proposals
1. Proposal must show value for money.
2. Proposal must give consideration to the target company‘s philosophies and objectives.
3. Proposal must be detailed, accurate and comprehensive.
4. Proposal should look as good as possible without going overboard.
5. Amount of money required must be within realistic guidelines.
Sport and Recreation Co-ordinators manual 2008
58
Worksheet for Sponsorship Proposals
A. What do Sponsors Want?
What is most and least important?
Make a list in order of priority.
B. The Eight Steps to Sponsorship
1. Evaluate the programme
Does my organisation have a Marketing Plan?
Do we have any exciting new plans/events?
Could a sponsor enhance these plans/events?
Do we need money, supplies, services, volunteers?
Could a sponsor supply these things?
2. Define sponsor opportunities
Could a sponsor lift their profiles through us?
Would there be media coverage?
Could the sponsor‘s employees become involved?
3. Identify potential sponsors
Make a list of companies that might fit your image.
Who is the target audience?
What cause do you promote?
What is needed for the sponsor?
4. Research the potential sponsor
What are their corporate goals?
Who makes the sponsorship decisions?
Has the company sponsored before?
Is there a current sponsorship?
What type of events have they sponsored?
Who buys and uses their products and services?
5. The Proposal
Check that you have included: Covering letter, Description of the event/ programme, Sponsor‘s benefits, Sponsorship investment amount, Deadline for decision.
Sport and Recreation Co-ordinators manual 2008
59
6. Finance
Consider the following:
What is the relationship worth to the sponsor?
Have you done a thorough and accurate budget?
Have you asked for too much?
Have you considered breaking up the budget for separate sponsors or areas to sponsor (e.g. advertising costs)?
7. Follow Up
Wait a week or ten days. If successful:
Arrange a meeting.
Make presentations.
Negotiate terms.
Clarify problem areas.
8. The Agreement
Sign a formal agreement; use this checklist:
Have you consulted a lawyer?
Is there clear description of the project?
Is there a timetable including dates?
Have you specified the method and timing of payment?
Have you included the exact wording of the sponsor‘s name on all publicity material?
Is there a contingency plan in the event of cancellation or pull-out by either party?
Are there restrictions on other sponsors?
Are there any ‗hospitality‘ requirements?
A sample of a sponsorship proposal is provided in the appendix. (File Name: 3I_sample_sponsorship_proposal)
Sport and Recreation Co-ordinators manual 2008
60
Section 4 - Increasing participation
Contents
Influences for participation .................................................................................................. 61
Why do teenagers drop out of sports? ................................................................................ 62
Student distinctions between competitive sport and non-competitive sport ......................... 62
Identifying influences on student participation in sport and recreation ................................. 63
Post-school participation pathways ..................................................................................... 65
Summary ............................................................................................................................ 65
Sport and Recreation Co-ordinators manual 2008
61
Sportfit Outcome More students access quality sport and recreation opportunities.
Increasing participation is key to meeting SPARC‘s mission of more New Zealanders physically active in sport and recreation.
To increase participation in sport and recreation the Sport and Recreation Coordinator needs to:
understand the influences behind student participation in sport and recreation
understand why students stop participating
ensure the provision of both efficient and effective sport and recreation opportunities for students.
The following information is based on SPARC‘s stay and play research 2006.
A summary of this research is provided in the appendix. (File Name: 4A_stayandplay)
Influences for participation
There are three key influences that underpin teenage sports participation.
Friends and Social Life
Sport is not limited to what happens during the game. There is so much more happening on and off the sports field. Friends and active participation in a sporting environment ultimately has the power to enrich teenagers‘ social relationships and improve their social skills.
Success
Success is not limited to winning. Success is also about achieving personal goals and performing above expectations.
Talent
Talent is not limited to identified talent and increasing representative honours. Talent is also about personal development and continuous improvement.
70% of kids who participate in sport drop out between 13 & 17 62% of kids who play sport indicate they are highly likely to drop out of sport
50% of kids don‟t do any sport
Sport and Recreation Co-ordinators manual 2008
62
Why do teenagers drop out of sports?
Students have a range of excuses for dropping out of sport e.g. sport is no longer important anymore because I can drop it at school, it‘s too time consuming, sport is boring, and sport means I miss out on parties and socialising. But the real reasons why students drop out of sport are:
Their friends have dropped out which breaks up teenagers‘ social circles
Too scared to play because of the threat of injury
It‘s intimidating – being laughed at for lack of ability or making mistakes
Sport is too competitive (see below)
Seeing unfair play or unsporting conduct.
Student distinctions between competitive sport and non-competitive sport
Competitive sport
For teenagers sport is currently seen as ‗competitive‘ with a primary goal of winning. 20% of students are motivated by winning. Winning is not the primary motive for 80% of students.
Non-competitive sport
Sport that is seen as ‗non-competitive‘ is highly rated by teenagers.
What distinguishes ‗non-competitive sport‘ is the primary goal of getting together, doing the best they can, and ultimately having fun. In non-competitive sport the rules can be changed to suit the participants and environment to ensure everyone can play and that no one is excluded. For many students non-competitive sport fits within the domain of recreation.
The following figure describes a cool curve for young people.
Figure 6: The Cool Curve
Sport and Recreation Co-ordinators manual 2008
63
The following figure shows the position of sport and non-competitive sport on the cool curve. While sport (as a competitive activity) is shown as losing its status as cool, sport that is seen as non-competitive (recreation) is seen to have a high level of cool potential for many young people .
Figure 7: Sport and non-competitive sport on the cool curve
Identifying influences on student participation in sport and recreation
Administrators of sport and recreation
Efficient sport and recreation management is about the organisation, facilitation, and supervision of sports. For example students are in the right place, at the right time, against the right opposition, with appropriate uniform and equipment, and dedicated officials.
Good organisation (management and administration) is critical to maintaining participation – kids who witness disorganised events and training walk away from sport.
Effective sport and recreation management ensures sport and recreation experiences meet student‘s needs.
Parents
Parents are the key influencer on student participation. If a parent is into sport as a participant or a fan, then the teenager is more likely to keep participating. Effective sport and recreation coordinators influence parents to support or deliver positive student experiences. For example:
help manage, administrate, coach, or be officials for school sport
sight and agree to a fair play charter
value participation rather than winning.
Managers / coaches Managers and coaches who encourage and show their players respect provide the best results.
Sport and Recreation Co-ordinators manual 2008
64
Effective sport and recreation coordinators influence managers / coaches to communicate positively to students. For example:
interactive communication where all parties listen to each other
using respectful language commonly used in the school system
talking to the whole team rather than singling out one person
ensuring all team members have a meaningful role and level of participation.
Providing positive and explicit performance feedback.
Sport and Recreation Organisations
Sport and Recreation Organisations who implement a child and young person-centred philosophy (see Section 6) provide the best experiences for students.
Effective sport and recreation coordinators can influence local sport and recreation organisations. Example are provided in Section 7 (School community collaboration).
Financial barriers
The payment of sports fees can be a hardship, which some families cannot afford. The cost of sports uniforms, footwear and equipment can also be a drain on a family‘s financial resources.
Possible solutions
Sports fees will be paid for any student who arranges to work for the college in lieu of payment. Students do errands at lunchtime (i.e. blowing up and marking balls, cleaning the equipment shed, hanging up uniforms, running errands for the Sport and Recreation Co-ordinator etc) and are paid at a nominal rate per lunchtime.
Families are given the opportunity to ―drip-feed‖ the payment of sports fees.
Students are given the opportunity to raise money through sale of fundraising items, e.g. flowers, to pay for their sports fees.
Transport to and from practices/games can be arranged with a student who lives nearby to minimise transport costs.
Work Commitments
Some students need to hold part time jobs, while others choose to. The hours of part time work can interfere with training commitments and games, requiring the student to choose between work and sport.
Possible solutions
Encourage students to work with their employers to find hours that suit practices and fixtures. A phone call from the school can assist in this regard.
Ensure lengthy warning is given re: starting dates of competitions and training times. This means students are not left trying to change their hours at the last minute.
Liaise with coaches where appropriate to encourage flexibility with training commitments and times.
Sport and Recreation Co-ordinators manual 2008
65
Transport
Some families may not have transport available, others may live a long way from the school or sports grounds. For many the rapidly increasing fuel costs are a barrier to travel to interschool fixtures.
Possible solutions
Encourage car-pooling within teams, or with students who live nearby each other. Use roster systems if appropriate.
Utilise the coach, manager or teacher in charge wherever possible to help transport students.
Promote greater intra-school events or inter-school events with geographically closer schools.
Post-school participation pathways
Sport for teenagers is currently seen as ‗something you do while at school‘. This perception may lead to a reduction in post-school sport participation.
Trying to find somewhere to play sport post-school can be difficult and is seen as too hard for some students.
Effective sport and recreation coordinators influence pathways for post-school participation in sport and recreation. For example, by:
developing memorandums with local sport and recreation organisations (see Section 7 - School community collaboration)
maintaining and publishing list of local sport and recreation clubs and contact people
facilitating local sport and recreation organisations to contact school-leaver participants.
Summary
To assist SPARC achieve its mission Sport and Recreation Coordinators have a significant role. Following are a sample of strategies to maintain (or increase) participation in sport:
Providing communication that standardises expectations of treatment and conditions across ALL teams regardless of skill level
Increasing the use of social leagues amongst teenagers, especially 15 – 19 year olds
Facilitating parental involvement. For examples see section 6 (building capability)
Recognising and supporting teenagers who don‘t want to be in the top team yet still want to participate
Sport and Recreation Co-ordinators manual 2008
66
Developing databases of players and sharing them with codes and clubs thus creating an easy transition to post-school sport and recreation
Using new information and communication technologies to enhance student ownership. For example encourage text messaging, regularly update school sports websites with results, and encourage youth ‗ownership‘ through blogs, pictures, etc
Keep mates together – outside the top 20% of participants sport is a social vehicle rather than an achievement vehicle.
Measuring this outcome
Sample indicators and targets school may consider towards this outcome could include:
Key indicators Sample Performance targets
1. Increasing participation in sport
2. Increasing the range of sport and
recreation activities
3. More participation by a subset of
students
4. More staff involved in sport
5. Increasing quality opportunities in a
specific sport
6. Increased participation in sports clubs
aligned to the secondary school
7. More student’s sport and recreation
interests are catered for
8. Increased enjoyment in sport and
recreation opportunity
1. Census data from 53% (2008) to 55%.(2009)
2. 20 students taking up a new specific recreational activity e.g. 3vs3 bball intramural comp.
3. E.g., girls participation will rise from 45% to 55%;
e.g. special needs students participation goes from
60% to 75%.
4. 50% of staff as compared with 42% in 2008.
5. Student feedback in specific sport shows
satisfaction increases from 79% in 2008 to 85%.
6. Students joining the XX sports club increases from
9 in 2008 to 15.
7. Completed survey with target identified in
strategic and annual plan for 2009.
8. Annual student survey shows increasing
enjoyment (from 3.2.2008 – 3.6.2009) on the 5
point scale.
Sport and Recreation Co-ordinators manual 2008
67
Section 5 –
Achievement - Promoting pathways
Contents
What is personal success? ....................................................................................... 68
Why a pathway? ....................................................................................................... 69
Aligning the school‘s pathway with the New Zealand sport and recreation pathway .. 69
Implications of a pathway for secondary schools ....................................................... 69
Promoting pathways ................................................................................................. 71
Sport and Recreation Co-ordinators manual 2008
68
Sportfit Outcome Pathways are provided for students to achieve personal success in sport and recreation.
What is personal success?
This section provides examples of why and how schools promote a pathway for students to achieve personal success in sport and recreation.
In this manual personal success is widely defined. For some students personal success may include but isn‘t limited to any of the following:
competing in the school‘s first team and winning a regional, island or national title
playing in a team were they feel valued and their contribution is appreciated
setting performance targets in individuals activities e.g. times for certain running, swimming, cycling distances
meeting the talent identification requirement of the chosen national sporting organisation to progress to their high performance programme
being active 60 minutes every day
reducing non educational screen time to 2 hours each day
being a sports club champion in their age group
setting personal fitness and health targets e.g., BMI measure, aerobic fitness test (e.g. beep test, 12 minute run), strength test, flexibility
Attending and participating fully in all parts (practical and theoretical) of the physical education programme
Achieving recognition in recreation organisation e.g. chief scouts award, gold Duke of Edinburgh award.
Sport and recreation experiences are particularly valuable for young people to set personal goals. For students the most powerful goals are those that are not disclosed. However, having knowledge of student‘s personal goals will assist schools to plan appropriate sport and recreation programmes.
Sport and Recreation Co-ordinators manual 2008
69
Why a pathway?
With a pathway students are:
supported to develop and improve in a sequenced, structured, and supportive environment
linked to their pre-secondary school sport and recreation experiences and supported to continue participating post-school.
Without a pathway a school may:
see value of sport primarily as a marketing tool with an emphasis on the performance of its first team
seek means of attracting high performance students rather than developing them.
Aligning the school‟s pathway with the New Zealand sport and recreation pathway
(See Section 1)
Secondary school sport spans both the foundation phase (for younger students or those starting new activities with a significantly different range of skills requirements) and the participation phase of the sport and recreation. Some students may be part of the talented athlete phase if they have been identified on the broad range of attributes by their National Sporting Organisation.
In the main the secondary schools focus is part of the participation pathway in developing attitudes and skills and facilitating opportunities for lifelong participation in sport and recreation.
Implications of a pathway for secondary schools
Limited choice
Few schools have the resources to support pathways for all students in all codes. As such they may specialise in particular codes or recreational activities. E.g. outdoor recreation, basketball.
The implication is that some students may select particular schools because of the quality of their pathway in a specific sports code or recreational activity.
Sport and Recreation Co-ordinators manual 2008
70
Building and valuing capability at all levels
The coach development framework supports the view that the most skilled coaches may be better utilised with the earlier grades rather than the schools first team.
The implication is that schools should ensure all supporters and deliverers (coaches, manager, and officials) at all levels (e.g., u13, u16, u19) in each code are valued equally and given equality of training, facilities, and resources to assist students in their care to achieve personal success.
Linkages with sport and recreation organisations before, during, and after secondary schooling
SPARC advocates a lifelong pathway in sport and recreation. The experiences they receive in secondary school are part of this pathway and not an isolated journey.
The implication is to:
promote the school‘s first team as a step on the path rather than a path in itself
be aware of the experiences and ability students bring with them from sports clubs and primary schools and have clearly communicated selection processes for school teams. If possible have multiple teams based on ability initially but allow for social mobility for students to play in teams with friends
create alignment and collaborate with local sports and recreation clubs and regional associations (see Section 7 - School community collaboration)
be aware of the pathway beyond school and assist the students to transition into post-school sport and recreation.
71
Promoting pathways
Figure 8: Promoting pathways for sport and recreation across education settings and between education and community sport settings
Education settings
Primary / Intermediate school sport and
recreation
Transition Secondary school sport and recreation Transition Tertiary education sport and recreation
Age to 12 years Age 15-18 years Age 17 years +
Primary /Int schools, secondary schools, and tertiary education organisations provide child and young person-centred S&R experiences
T
ran
sit
ion
ing
sp
ort
an
d r
ecre
ati
on
be
tween
ed
uc
ati
on
sett
ing
s a
nd
co
mm
un
ity
o
rga
nis
ati
on
s s
ett
ing
s
Primary school informs students about community S&R opportunities
School encourages use of school grounds for club practices and recreation club meetings
Club coaches and/or secondary school leaders work with primary /int school teachers to provide introductory training and modified games in PE programmes
Primary / Int school and club‘s/RSO‘s develop a partnership agreement (See section 7)
Clubs allocate a school-club liaison role within their club positions
Primary / Int school informs secondary school about students S&R interests and their level of competency (as measured through PE assessment tools)
Secondary students demonstrate leadership with younger students e.g. running lunchtime activities in nearby primary schools
Secondary school PE students provide sport specific training during primary PE lessons aligned to NCEA credits e.g.90071, 90438, 90739.
Primary school informs community clubs which secondary schools students are going to.
Secondary schools prioritise S&R opportunities; when a pathway exists e.g. sport teams operate at all levels of the school rather than one-off events.
As RSO‘s increase their focus on and capacity to deliver youth sport they take increasing responsibility to provide quality competition structures and adequately respond to feedback from schools
Schools work with their RST to develop a club directory that refers students to local club programmes and activities
Schools encourage the use of school facilities for club practices and recreation club meetings
Secondary schools increasingly (e.g. year 12+) use local club facilities for training and social events
Club representatives are invited to contribute to schools S&R strategic and annual plan or sit on the schools S&R council
Secondary schools and clubs/RSO‘s develop a formalised partnership agreement (See section 7)
Through partnership agreement school/club decide (on an annual basis) which organisation is most capable of meeting young peoples‘ needs in that code/activity
Clubs allocate a school-club liaison role within their club positions
Secondary school advocates for students to participate in lifelong S&R
Secondary school informs students about community S&R organisations
NSO compile a database of post school athlete movement e.g. the university the are attending, so new RSO can facilitate ongoing opportunities
Tertiary education provides balanced S&R programme for all students.
Tertiary education offer S&R opportunities only when a pathway exists e.g. representatives at university games attend training programmes as part of their selection
NSO have clear talented athlete identification and development pathways
NSO/NRO/RSO communicate to the media their appreciation for the quality experiences athletes / participant had in their S or R when at school
NSO/NRO/ RSO promote the school the students attended when acknowledging their achievement
Community S&R organisation implement a child and young person-centred philosophy in their programmes
Community sport and recreation – clubs, territorial authorities, commercial providers, regional sporting organisations
72
Measuring this outcome
Sample indicators and targets school may consider towards this outcome could include:
Key indicators Sample Performance Targets
1. Improved transition to adult
sports
2. More student participation in
fitness training programmes
3. More teams making regional
and national final of inter
schools results
4. Increased provincial
representation
5. More student participation in
targeted skills development
courses
1. 45% of year 13 school leavers have a plan and contacts to
continue in sport in the following year.
2. 50 students participate in individual exercise programmes
during lunchtime or after school under direction of trained
staff
130 students participate in pre-season fitness training
compared with 110 in 2008.
3. Both junior and senior teams reach national finals in 2
specific sports c.f. 1 in 2008.
4. 15% of participants in a specific sport c.f. 9% in 2008.
5. At least 15% of all specific sport players (across all grades)
attend skill-training courses delivered by (specific sport)
regional sporting organisation (RSO).
73
Section 6 - Building Capability -
Supporting Sport and Recreation
Contents
Child and Young Person-Centred Philosophy ...................................................................... 74
People Management ........................................................................................................... 75
Coach Development ............................................................................................................ 76
Officials Development ......................................................................................................... 78
Personnel Dedicated to Sport and Recreation in New Zealand Secondary schools ............. 79
Position Descriptions for Supporters of Sport and Recreation in New Zealand Schools ...... 80
Growing Leaders .................................................................... Error! Bookmark not defined.
74
Sportfit Outcome More Capable Supporters and Deliverers of Sport and Recreation for Students
Building capability in secondary school sport and recreation aligns to SPARC‘s mission of ―fostering environments where more New Zealanders will participate in supporting and delivering sport and recreation.‖
Building capability incorporates processes for recruitment, induction, development and recognition of supporters and deliverers.
To build capability Sport and Recreation Coordinators need to understand the supporters and deliverers roles and responsibilities, training needs (for current or future roles), motivation, barriers, and provide appropriate recognition.
SPARC publications designed to ―foster environments where more New Zealanders will participate in supporting and delivering sport and recreation” include:
Child and Person-Centred Philosophy
People Management
Officials Development
Coach Development
Sport Leadership Programme.
Child and Young Person-Centred Philosophy
SPARC advocate that New Zealanders who support and deliver sport and recreation for children and young people apply a child and young person-centred philosophy. This philosophy is described in the document ‗It’s all about children and young people.‘
This document encourages organisations to implement a child/young person-centred philosophy that ensures children and young people receive the greatest possible value from their participation and are encouraged to remain participating over time.
This document promotes three key guidelines that organisations can follow to begin implementing this philosophy. The guidelines are:
ensuring that children and young people are provided with educated adult leadership
providing appropriate development processes
committing to ethical practice.
This document can be sourced from www.sparc.org.nz/education/guidelines
A child and young person centred philosophy is inherent in inclusive practice for student with disabilities.
A sample checklist for including students with disabilities in events is provided in the appendix. (File Name: 6A_inclusive_event_checklist)
75
People Management
People management formalises processes for recruitment, induction, development and recognition.
The following forms may be useful to adapt when establishing processes to manage people supporting and delivering sport and recreation in secondary schools.
Employee Handbook
Exit Interview
First Aid Register
Hazard register
Hazard Notification Checklist
Health and safety contacts and information
Incident/accident reporting form/register
Induction Checklist
Induction Programme feedback form
Induction Programme - 3 month induction feedback form
Recruitment and interview guidelines
Job description
Sample Individual Employment Agreement
Sample Independent Contractor Agreement
Sample Casual Employment Agreement
Sample Letter Candidate Not Short-Listed
Sample Letter for Short-Listed Candidate
Sample covering letter - Offer of employment
Training Evaluation
Workplace assessment
Performance review template
These forms can be sourced from www.sparc.org.nz/sport/business-improvement/people-management.
Recognition for Supporters of Sport
All supporters of sport require some form of recognition.
76
SPARC research on volunteers (www.sparc.org.nz/sport/volunteers/contribution) recognises that different people have different motivation to volunteer. It is important as Sport and Recreation Coordinators to identify what motivates different people and ensure that they are appropriately recognised.
Coach Development
The Coach Development Framework is the national framework for developing coaches in sport and recreation.
The Framework:
outlines the philosophy and direction of coach development in New Zealand
provides guidance to national sport organisations (NSOs) for the production of coach development programmes
helps align the roles of key players in coaching.
Coach development is based on the needs of the athletes being coached, rather than emphasising levels of coach knowledge and skill.
The Coach Development Framework has an increased emphasis on:
'how' to coach rather than 'what' to coach
ongoing flexible professional development of coaches
support for coaches to practise athlete-centred coaching
coaching in practice, rather than theoretically based learning.
You can access The Coach Development Framework from www.sparc.org.nz/sport/coach-development-education/coach-development-framework.
The framework includes learning modules for coaches including:
1. Induction module
2. Understanding the Athlete (UA)
3. Athlete Learning and Decision Making
4. Leadership
5. Effective Coaching
6. Skill Development
7. Self-development
8. Research and Technology
9. Science in Coaching
10. Planning, Evaluation and Modifications
11. Managing Others
12. Managing Resources
13. Managing the Environment
77
Resources for these modules can be sourced from www.sparc.org.nz/sport/coach-development-education/framework-programme-materials
78
Officials Development
‘Calling the Game: Developing Quality Officiating’ is the national framework for developing sports officials.
Five core principles for developing sports officials:
The opportunity to learn and develop as an official is ongoing
The purpose of training and development programmes is to bring about effective officiating practice
Observation of practical officiating is the main means of assessing progress and checking understanding and effectiveness
Ownership of officials training and development rests with national sporting organisations (NSO‘s)
Officials help to provide quality performance and participation opportunities for students.
The framework proposes the following 12 learning areas for officials.
o Rules and laws of the game
o Decision making
o Practical officiating
o Legal responsibilities and risk management
o Communication skills
o Conflict management
o Report writing
o Performance management
o Developing physical fitness
o Developing mental skills
o Self reflection
o Roles of the official
Resources for this framework can be sourced from www.sparc.org.nz/Sport_Development/officials/learning-areas
79
Personnel Dedicated to Sport and Recreation in New Zealand Secondary schools
These personnel may have different titles e.g. Sport and Recreation Co-ordinator, Head of Sport and Recreation. When employing personnel secondary schools are required to meet:
NAG 3
According to the legislation on employment and personnel matters, each Board of Trustees is required in particular to:
I. develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students
II. be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.
Key to meeting these requirements are position descriptions, appropriate remuneration, and professional development.
Position Descriptions
Examples of position descriptions can be found on the NZSSSC website (www.nzsssc.org.nz/index.cfm/Noticeboard) or by contacting your Regional Sports Director.
Remuneration and recognition for personnel dedicated to sport and recreation
NZSSSC provided information on relative pay scale for personnel supporting sport and recreation in secondary schools this information can be accessed from www.nzsssc.org.nz/index.cfm/Noticeboard
Professional development for personnel dedicated to sport and recreation
SFRITO (Sport Fitness Recreation Industry Training Organisation) in association with NZSSSC have developed a qualification process and training modules related to Sport and Recreation Coordinators.
80
The proposed programme of learning includes:
Induction - What you need to know when you start the job
Sports Administration - Tools for dealing with the paperwork
Volunteer Management - Helping you recruit, retain and manage all those volunteers you work with
Communication - Dealing with all your stakeholders
Sport Participation - Health & Safety, understanding the individual pupil, fairplay, helping your coaches
Sport Team/Event Management - Managing school teams, delivering high quality events
Sport in New Zealand - knowing where you fit in the industry and where to look for help
Computing - Optional
For information see www.skillsactive.org.nz/index.cfm/SPORT/Sport_and_Recreation_Co_ordinators
Position Descriptions for Supporters of Sport and Recreation in New Zealand Schools
Examples of position descriptions can be found on the NZSSSC website (www.nzsssc.org.nz/index.cfm/Noticeboard) or by contacting your Regional Sports Director.
So that everyone involved knows their responsibilities, you should have job descriptions for Convenors, Coaches, Managers and Captains, as well as responsibilities outlined for players, so that everyone is aware of their roles. As a guideline, below are sample job responsibilities for: Code Convenors, Coaches, Managers, Team Captain, Team Player.
You may have other requirements specific to your school. It is important that everyone knows what their responsibilities are and that there are consequences for those who don‘t uphold them. This may mean standing down players, or even dropping them from sport altogether.
81
Position Description
Code Convenor
The objective is to administer and promote your sport well so that participation and enjoyment are achieved. Paramount to this success is your leadership and communication with all parties.
Liaise with the Regional Sports Director or the appropriate organising agency and disseminate information
Liaise with Sport and Recreation Co-ordinator, coaches and teams
Collate information from students as to why they want to participate in their code, what motivates them and what sort of experience they want to gain from participating in this code
Prepare, negotiate, and administer annual budget (if appropriate)
Recruit coaches and managers, and advise Sport and Recreation Co-ordinator of training requirements
Coordinate registrations, trials and selection procedures
Organise uniform orders and numbers
Distribute draws, cancellations, transfers and other information to appropriate team managers
Assist supporters and deliverers in their code to enhance their knowledge and skills e.g. training courses, school based workshops
Deal with subscriptions and fees where necessary
Collate information for communication to parents
Co-ordinate the communication of results and season‘s awards
Complete written evaluation of the season and inventory of equipment and uniforms
82
Position Description
Team Manager
Liaise with the Code Convenor over matters relating to the team
Regularly communicate with the team coach if one exists
Issue team list with contact information to all players, code convenor and Sport and Recreation Co-ordinator
Appoint responsible team members to hold leadership positions e.g. captain, vice-captain, uniform manager, and ensure they are aware of their responsibilities
Through personal communication encourage positive parental support of the team
Organise equipment for team practices and games
Ensure draws are distributed, transport is organised and uniforms are worn correctly
Ensure team members know who, when and where they are playing
Organise the distribution and collection of uniforms and ensure they are worn correctly
Co-ordinate transport arrangements
Ensure the results of matches are passed to the Code Convenor, Sport and Recreation Co-ordinator
Position Description
Team Coach
Assist Convenor as appropriate to select team or squad based on school policies and guidelines (rather than allegiances)
Discuss and establish with players protocols and expectations
Develop, in conjunction with players, team goals
Through practices, enhance and develop the players skills, fitness and mental application to the sport
Keep up to date with coaching methods, attend courses where available
Communicate results and incidents of Fair Play to Convenor, Sports and Recreation Co-ordinator and Principal for assemblies
83
Position Description
Team Captain/Vice Captain
Assist the manager with communicating draws, fixtures, and results to team members, code convenors
Assist the coach at training and liaise with the coach regarding team selections and game strategy
Set appropriate leadership standards on and off the field at training and fixtures
Welcome opposition teams at home games; show changing rooms and fields/courts
Thank opposition, match officials, management and supporters at conclusion of fixtures
Position Description
Team Player
Players accept the school‘s policies/guidelines, e.g. selection process, no practice no game, no uniform or incorrect uniform no game, no pay no play
Players attend all practices and games punctually as required. If for any reason you cannot attend you must contact the coach or manager personally to explain why. If you are injured you should still attend training sessions and learn by listening and watching
Players wear the correct uniform. Incorrect uniform may mean standing on the sideline – even it means the team plays short. This includes safety equipment where mandatory e.g. mouth guards for rugby, hockey
No player will play if they haven‘t paid all fees required and signed the registration form
Players assist with team duties and responsibilities when required
Uniforms / gear issued to players are cared for. Students may be charged for any item not returned or lost/damaged
Players must abide by the Fair Play Charter and uphold the principles of Fair Play at all time
Players fulfil obligations to umpire or other supporting roles
84
Measuring this outcome
Sample indicators and targets school may consider towards this outcome could include:
Key indicators Sample Performance targets
1. More managers, coaches, and officials
feel supported
2. More qualified coaches
3. More officials in a specific sport attend
training courses
4. More first aid trained official
5. More students complete a leadership
programme
6. More teachers achieve qualification in
outdoor activities
1. 90% of managers feel valued by the school in the annual survey.
2. 20 coaches will increase their qualifications c.f. 13 in 2008.
3. 35 people will attend courses for
umpires/officials in 2008 c.f. 20 in 2008.
4. 10 more officials will be trained in first
aid c.f. 7 in 2008.
5. Students completing (the revised) sport
leader programme increases from 15-
20.
6. 4 teachers achieve Outdoor Leader
85
Growing Leaders
This leadership programme is for young people aged 9-18 who want to develop knowledge and skills which will equip them to take on the many and varied leadership roles available in sport and recreation.
These roles include team managers, coaches, team captains, officials, administrators, and event organisers.
Growing Leaders has been developed with the following in mind.
Every young person has the potential to learn and develop leadership competencies.
Young people can learn to be leaders when they have gained the knowledge and skills of leadership through taking leadership opportunities.
Sport and recreation is an ideal context for developing leadership skills in young people. Important life skills can be learned through sport and recreation and applied elsewhere.
There are many benefits for all parties involved in leadership programmes.
Growing Leaders consists of four stages of leader learning - Explore, Discover, Navigate and Empower.
The resources developed by SPARC to facilitate the programme include:
1. Growing Leaders Folder - A large hard covered folder that includes the facilitator manual, learning activities, certificates and a CD-rom.
2. Facilitator Manual – a booklet which outlines the scheme and provides suggestions on how to organise, carry out and evaluate student leadership learning.
3. Learning Activities for students within each of the four stages.
4. Certificates following completion of a Growing Leaders‘ stage.
These resources are available from SPARC (www.sparc.org.nz/education/growing-leaders) and can be ordered from the SPARC store (www.sparc.org.nz/about-sparc/sparc-store).
86
Section 7 -
School-Community Collaboration
Contents
Why Promote Schools-Community Collaboration? .............................................................. 87
Benefits from School-Club Links .......................................................................................... 88
Achieving School-Community Collaboration ........................................................................ 90
Examples of how School-Community Organisations may Collaborate ................................. 90
Issues to Consider in Building School-Community Collaboration ......................................... 91
How School-Community Collaboration Occurs .................................................................... 91
87
Sportfit Outcome The secondary school and community organisations collaborate on effective sport and recreation experiences for students
This section provides examples of why and how school community collaboration occurs.
In this manual:
a school is defined as the personnel working with students in the school environment within the expected behaviour and discipline processes of the schools
a community organisation includes sport clubs, recreation organisations (e.g. scouts, Duke of Edinburgh award), territorial authorities (local councils recreation centres and pools), commercial recreation centres, commercial providers of sport and recreation (e.g., indoor sports centres), support organisations (e.g. rotary, project K), sponsors of sport and recreation, and parents/whānau.
Why Promote Schools-Community Collaboration?
School community collaboration is efficient and effective if:
Goals are aligned
Resources and expertise are shared
Pathways are promoted.
Working in isolation, parallel, or at cross purposes with related agencies is neither efficient nor effective (Varpalotai & Doherty 2000).
Many local and regional organisations share similar goals to schools in providing sport and recreation for young people. Where similar goals can be aligned and adhered to the provision of experiences can be of increased quality.
Goodlad (1984:354) in describing a continuum of schooling and collaboration states that ―partners bring fresh eyes to old problems‖.
Goodlad acknowledges that it can be a long process but worth the effort.
What can be achieved requires ―a critical mass large enough to make a visible difference yet each partnership is small enough to be logistically manageable sharing a common agenda‖ (student‘s learning).
Setting long term collaborative goals and working toward them slowly can be frustrating but ―Creating the future begins with transforming the present‖.
88
Benefits from School-Club Links
Young People benefit through:
Increasing knowledge and understanding of variety of sports available to them
Enabling lifelong participation, making new friends, and developing skills
Increased awareness of how to join and regularly participate in community clubs
Extending their learning and trying new skills
Developing talent and progressing in their sport
Providing access to participate in their local area
Increasing confidence to pursue sport after leaving school
Gaining access to quality training (coaches and facilities)
Progressing into clubs which should ensure a safe and friendly environment
Developing leadership skills e.g. coaching, officiating.
Schools benefit through:
Supporting student learning beyond school (including gifted and talented) to participate
Raising the school‘s profile in the community
Enabling transition for young people into lifelong participation
Sharing facilities and resources (hire charges for school facilities)
Enabling more supporters and deliverers to provide sport for students
Healthier, fitter pupils
Increased training for teachers by working with quality clubs and coaches
More skilful students able to display higher standards in teams.
89
Clubs benefit through:
Increasing their profile in the community
Increasing awareness of what schools are providing
Enhancing potential to recruit new members
Increasing numbers and membership of young people
Supporting the development of young people beyond the school
Providing the opportunity for young people to develop both as players and as leaders e.g. volunteers within the club
Sharing facilities and resources
Providing support for specialist physical education teachers
Enhancing opportunities for grant applications
Increasing club funds through increased membership
Improving access to more training and resources.
Local Authorities / National (and regional) Sporting Organisations benefit through:
Developing schemes linked to the NZ sport and recreation pathway
Promoting the benefit of a physically active lifestyle
Encouraging club modernisation
Supplying a vibrant and growing membership and volunteer base
Identifying and developing talent
Improving retention in sports participation beyond school leaving age
Enhancing opportunities for grant applications
Embedding the principles of equality through delivery of club links
Ensuring quality controls in place to raise standards
Developing capacity of local sports clubs including training of coaches.
90
Achieving School-Community Collaboration
The key to school community collaboration is:
focus on student learning
mutually beneficial (2-way) relationships based on trust
shared attitude of service towards young people.
Barriers to school community collaboration are:
focus on what is best for the organisation or the school rather than what is best for the student
relationship based solely on what one agency can gain from the other
an emphasis on access/ownership of the most talented athletes rather than developing all athletes
individuals who are more focused on self promotion or personal egos than serving young people.
For example:
If schools see community organisations as a resource for them to access, the relationship will not be sustainable. The school must also seek to support and grow the organisation they are collaborating with.
If the sport or recreation organisation is only interested in building it membership base and/or accessing revenue from increased membership the relationship will not be sustainable. The organisation must seek to support the school‘s goals of enhanced learning for students.
Examples of how School-Community Organisations may Collaborate
The school could:
Invite and welcome sports club members into the school
Arrange for students to visit local sports clubs
Influence the club to review its guidelines for the use of club facilities to ensure they are young person friendly
Arrange for students to use club facilities within the guidelines of the club
Communicate to students an updated list of organisations they can access in their local community
Communicate to parents and other community agencies (e.g. media) an updated list of organisations that support and/or sponsor school sport and recreation.
91
The community sport and recreation organisation could:
Run introductory sessions at the school
Influence the school to link school programmes with the organisation‘s junior, youth and adult programmes to provide consistent messages, expectations, and quality experiences
Ensure their environment (facilities and club members) are young person friendly
Assist with coaching/training programmes for students, managers and team coaches
Help with the cost of providing equipment, training and travel
Sponsor school sport and recreation programmes
Influence the coordinators of competitions (e.g. inter-school, inter-club, inter-region) for young people (e.g. RSO, RST, College Sport) to ensure competitions, selection processes, and rewards/recognitions serve the needs of young people.
Issues to Consider in Building School-Community Collaboration
Collaboration may entail power struggles e.g.
Who makes the decisions?
Who owns the agenda?
Whose interests are being served?
When building school community relationships:
be clear about the motivations of the schools and question whether your motivation is beneficial to collaboration
clarify the motivations of the organisation and question whether their motivation is beneficial to collaboration.
How School-Community Collaboration Occurs
Find out what students are most interested in participating in (through consultation – See Section 2).
Review the personnel (teachers, support staff, existing parent coaches) within the school willing and able to support the sport and recreation opportunities students want to participate in.
Consider the range of sport and recreation organisation available to your school (your RSD should be able to help you with this) in the sport and recreation opportunities students want to participate in.
92
Arrange a meeting with the relevant sport and recreation organisations available to your school to gauge their willingness to collaborate.
Share your goals in relation to student learning
Share the advantages you see in collaborating together
Find out what motivates the organisation to work with the schools
Consider ways you could work together
Identify some long term goals/targets for the collaboration
Develop a partnership agreement
Work through a realistic action plan (towards the goal) for 1 year and review at the end of the 1 year.
A template for a partnership agreement is available in the appendix.
(File Name: 7A_template_school_club_partnership_agreement)
A sample of a partnership agreement with a sports club is available in the appendix. (File Name: 7B_school_club_partnership_agreement_badminton)
A sample of a partnership agreement with a RSO is available in the appendix. (File Name: 7C_school_club_RSO_partnership_agreement_badminton)
93
Examples of targets schools may work with community organisation to achieve
Collaborative projects Sample Performance targets
1. More students gaining
experience and qualification in
the sport and recreation industry
(Schools Plus)
2. Enhanced collaboration with
local territorial authority
3. Enhanced collaboration with a
local sports club
4. Enhanced collaboration with
nearby primary schools and RSO
5. Enhanced collaboration with
Health Promoting Schools
1. 20% of students in year 12 will gain work
experience in the sport and recreation industry.
10 students in year 13 will gain level 2 sport and
recreation qualification.
2. Student use of community recreation facilities
Increases by 20% in 2009.
3. Community/sport and recreation club use of
school sport and recreation facility increases by
20%.
Partnership agreements developed with two local
clubs and action plans in place for the following
year
Resources are shared (e.g. shared coaching
expertise, training tools)
Agreed expectations on students (e.g. amount of
training and number of competitions to reduce
overtraining and competition burn out).
4. Running of successful (success to be defined)
primary school zone competition with support
from academy/senior PE students and
RSO/clubs.
Running a sport and recreation leadership
programme with senior PE students and 2
classes from the nearby primary school.
5. Lunchtime student-led recreation activities
increase to 3 days per week c.f. 1 day in 2008-
with DHB funded resources.
94
Section 8
Administrating Sport and Recreation
Contents
Electronic Management Systems ............................................................................................. 95
Budget Management ................................................................................................................ 98
Standard Letters ..................................................................................................................... 101
Sports Registration ................................................................................................................. 103
Uniform Tracking .................................................................................................................... 103
Working With Regional Sports Directors ................................................................................. 104
Tournaments and Draws ........................................................................................................ 106
School Contacts ..................................................................................................................... 114
Essential Equipment for Sport and Recreation Co-ordinators ................................................. 115
Running Sports Trips .............................................................................................................. 116
Running Sports Exchanges .................................................................................................... 117
Running Athletics Sports ........................................................................................................ 118
Running a School Cross-Country Event ................................................................................. 121
Running Swimming Sports ..................................................................................................... 123
95
Electronic Management Systems
Most schools use one of two sports management databases – SPORTSCID or THE SPORTS DIRECTOR. You will need to choose which is more appropriate for your needs.
SPORTSCID is an Excel database. THE SPORT DIRECTOR is Access based.
SPORTSCID is free (download from the NZSSSC website – www.nzsssc.org.nz).
THE SPORTS DIRECTOR has a cost involved – talk to your RSD for up-to-date details.
Both databases allow you to quickly and easily print team contact lists, students and coaches/managers details and produce the NZSSSC Census report, and provide a total management system for the great majority of your responsibilities.
THE SPORTS DIRECTOR has more features and can easily produce a number of more complex reports, envelopes, labels etc. It allows you to record and report more detail, but as a result is a little more complicated to use.
Both can be linked to the information in your schools pupil files so data input is minimised.
If you are not currently using a sports management database YOU SHOULD BE. If you have Access and Excel installed on your computer you will be able to use either. Some schools may not have Access so will be limited to SPORTSCID the Excel database.
The benefits of using either system are:
Ease of management (collection and storage) of the information about who does what in sport in your school
―One touch‖ delivery of the NZSSSC Report (an annual report you are required to produce for SPARC). See Section 3 for information on this report)
Ease of collating, retrieving and printing lists of teams, coaches, managers, etc
Maintenance of current information on such items as uniform issue, sums paid or owing, student health status, etc
Ease of merging form letters to specific individuals or teams through the list and selection functions.
Your RSD is able to provide FREE training on at least the SPORTSCID system.
If you do not currently run a Sports Management Database, talk to your RSD immediately to get assistance in setting up the database at your school.
Some important points to remember to convince your IT people that using these systems is safe:
The only data collected from your school files is information about the student for use in establishing lists, contact details, etc. All privacy procedures are the same as those carried out by the school
Neither SportSCID nor The Sports Director can corrupt the schools system
96
SportSCID
Key Features
School Information: Contains the information on your school roll, decile etc, as well as your personal details.
Importing Data: You can import all the student details from the MUSAC system (if your school uses this). This means you don‘t have to input student details.
Exporting Data: Used to export student/coaches/team lists etc to another programme. Also used to export the NZSSC report to be sent to College Sport.
NZSSC Data: Creates the NZSSSC Census Report.
Student Details: Add or edit student contact and personal details.
Student Sports: Add or edit the sports that particular students are involved in.
Team Lists: Creates team lists.
Show Students not in sport: Creates a list of students who have no sports assigned to them.
Coach Details: Add or edit coaches, managers, and officials.
Coach Sports: Add or edit the sports that coaches, managers, officials are involved in.
Coach Lists Creates contact lists of coaches, managers and officials.
97
The Sports Director
Key Features
Edit Student Profiles: Add or edit the information on all your students, including contact/personal details, sports, awards, uniforms, fitness tests, equipment issued, payments made etc. Also accesses other (next level) screens to create teams, coaches and support personnel and sport officials.
Enter by Teams: Allows you to select students and assign them to teams.
Report Selector: Creates reports such as team lists, outstanding uniforms, contact envelopes or labels, students not involved in sport, participation by class, disbursements by class and the also the NZSSSC census report.
Process Payments: Manage your income and expenditure; create expenses summaries, income summaries or receipt summaries.
Housekeeping: Used to import student names, or create email addresses and set system defaults.
School Registration: Contains your school and personal details, GST number and the receipt signatory for electronic receipts.
Exit: Closes the database.
98
Budget Management
Most Sport and Recreation Co-ordinators will need to have some skills in budget management, as they are often responsible for managing the budget allocation for extra curricular sport. Some schools may operate separate allocations for each code.
Expenditure Tracking
A spreadsheet will help Sport and Recreation Co-ordinators with tracking expenditure.
A sample income expenditure spreadsheet is available in the appendix. (File Name: 8A_income_expenditure)
This sample is most suited to those who are managing one budget for
sport, but need to track expenditure on a code-by-code basis.
You can use this spreadsheet to track money spent on individual codes, and the type of expenditure, i.e. affiliation fees, equipment, uniforms, coaches, administration, travel etc; by using generic codes to represent the sport and the type of expenditure. You can use the same method to track income.
How it works
The spreadsheet contains 3 sheets; one for income, one for expenditure and the 3rd sheet contains suggested ―keys‖ for inputting data.
Enter the details of all incoming and outgoing monies on the appropriate sheet.
Any code you enter in the ―Sport‖ or ―Key‖ column appears in the drop down list when you click on the arrow next to that column heading.
Use the arrows at the top of sheet, next to the appropriate headings to filter and sum your data.
99
For example:
To calculate the rugby expenditure to date, press the black arrow next to ―Sport‖ and choose ―R‖. This hides all data which is not coded R. Use the auto sum button at the bottom of the amount column to get the total amount spent on rugby.
To calculate how much you have spent on affiliation fees, press the black arrow next to ―Key‖ and choose AF.
Ensure that you remove all filtering criteria once you have finished by clicking on the arrow again and choosing all.
You can use ―top 10‖ to see your most expensive purchases, ―blanks‖ to pick up any expenses you may have forgotten to code to a sport, or ―custom‖ to set up your own filtering criteria.
If an arrow is blue, there are some filtering criteria currently on that column. Click on the arrow and choose ―All‖ to remove this, and show all entries again.
AUTOSUM Key
100
Suggested Sport Codes for Expenditure Tracking
A – Athletics B – Badminton BB – Basketball
BO – Bowls C – Cricket CC – Cross Country
CQ – Croquet D – Dragon Boats E – Equestrian
G – Golf H – Hockey N – Netball
R – Rugby RW – Rowing S – Soccer/Football
SB – Softball SQ – Squash T – Tennis
TRI – Triathlon/Multi Sport UH – Underwater Hockey VB – Volleyball
WP – Water polo WR – Wrestling O – Other
Income Codes:
F – Sports Fees G – Gym Hire E – Exchange Fees
D – Donations / Sponsorships U – Uniforms O – Other
Expense Codes
A – General Admin SA – Sports Awards G – Gear / Equipment
E – Sports Exchanges AF – Affiliation Fees P – Practice Facilities
T – Travel C – Coaches Expenses GH – Grounds
M – Equipment U – Uniforms
These codes are a guideline only; you can create any other codes you need simply by entering them in your data rows. As soon as you input the code it will appear in the filtering criteria.
If you need assistance using this spreadsheet or in managing your budget, please contact your RSD. Free training should be available.
101
Standard Letters
As a Sport and Recreation Co-ordinator you will send letters for several reasons e.g. chasing up outstanding gear or payment of sports fees. It is accepted practice to send letters to coaches at the end of sports seasons, thanking them for their assistance.
Three standard letter templates (MS WORD) are available in the appendix
and could be customised for your school. They are:
Thanks Coach (File Name 8B_thanks coach)
Outstanding Equipment (File Name 8C_outstanding_equipment)
Outstanding Fees (File Name 8D_outstanding_fees)
Mail Merging
A useful way of creating standard letters is to use the Mail Merge facility in Word.
A mail merge consists of two separate documents – the main (or primary) document and the data source.
When the main document is merged with the data source, one letter, (or envelope or label) is produced for each record.
Main document }
1 October 1998
Dear <<Name>>
This is an example of a mail merge main document. It contains
the text we want to produce for each recipient. It also contains
placeholders where the data from the data source will be inserted.
Results
Name City
Mr Jones Wellington
Ms Green Porirua
Mrs Brown Wellington
Mr White Lower Hutt
Mr Black Porirua
Ms Smith Lower Hutt
Data source
1 October 1998 Dear Mr Jones This is an example of a mail merge main document. It contains the te each place the d
1 October 1998 Dear Ms Green This is an example of a mail merge main document. It contains the te each place the d
1 October 1998 Dear Mrs Brown This is an example of a mail merge main document. It contains the text we want to produce for each recipient. It also contains placeholders where the data from the data source will be inserted.
102
In the case of form letters, the main document contains the body of the letter (the text that is common to all completed letters) and the data source contains the names, addresses and any other variables. The main document also contains merge fields, which mark the location where data will be inserted from the data source.
You can create your own data source within Word or use an existing data source. Word can also merge with data sources from other software applications, such as a spreadsheet from Excel or table from your Sports Management Database. A data source created in Word is created in the form of a table with one row containing all the data for one record. Each field in the data source is given a unique name—for example, First Name, Last Name, Address. These names become the first row of the table.
Creating Merge Documents
The exact instructions will vary depending on the version of MS Word you are running. You may find it easier to complete the merge steps in the following order:
1. Create or select the Main Document
2. Create the Data Source
3. Complete your data entry by editing the Data Source
4. Insert merge fields into the Main Document
5. Perform the merge
To begin the merge process open or create the document you intend to use as a main document (i.e. for form letters, the letter you intend to send). It is not necessary to type the entire main document at this point—often it is best to come back later to finish it off after you have created the data source.
103
Sports Registration
An important role of the school Sport and Recreation Co-ordinator is to ensure the process for registering interest in playing sport is easy and accessible for all students. Most schools ask students to register their interest twice a year – for summer and winter sports. Some hold registrations evenings for all sport, while at other schools it is separated by code. Whatever system you use, here are some suggestions to make the process as simple as possible.
Ensure that the registration process is well advertised so that students know what they need to do.
Use senior students, sports prefects, or sports committee members to go to all form classes to explain the process and promote registration for all codes. These students can also distribute registration forms, and collect completed forms and money if appropriate – receipts would need to be issued.
If holding a registration night, ensure this is advertised in principals‘ newsletters and on notice boards around the school. Also ensure it is well resourced.
Make registration forms simple, clear and easy to fill out. Some schools prefer to use one form for all codes, where students tick those sports they are interested in. Other schools have a separate form for each code, which outlines all the requirements for that sport.
Once forms and money are returned, ensure the Sports Management Database is updated as soon as possible.
Ensure that registration forms are well designed to collect all the information required for the database (i.e. many coaches prefer to use email addresses to keep in touch with students so it‘s a good idea to include this on the form).
Include player responsibilities on the registration form.
DO NOT simply put up a sheet on a notice board and invite students to enter their name – this is prone to false names and does not always indicate a commitment.
A sample registration form is provided in the appendix. (File Name: 8E_sample_registration_form)
A sample fair play charter is provided in the appendix. (File Name: 8F_sample_fairplay_charter)
Uniform Tracking
If you are not using a Sports Management Database to track your uniform issues, or if you issue entire uniform sets to coaches to distribute, you will need to ensure you have a method of knowing which students have returned their uniforms, and which haven‘t.
104
A quick note to the coach or manager of the team, with a checklist is a simple, effective method of tracking uniforms:
A sample uniform tracking sheet is provided in the appendix. (File Name: 8G_sample_uniform_tracking_sheet)
Working With Regional Sports Directors
As a Sport and Recreation Co-ordinator, you are responsible for ensuring that your school meets its obligations to the Regional Sports Director (RSDs). You will have responsibilities with regard to event entry deadlines, result notification, and award nominations.
Sports Entries
You may need to enter your teams for regular secondary school competition in winter and summer sports codes with your RSD. RSDs will generally fax / email the call for entries separately for each code. Please adhere to entry deadlines.
Your RSD should provide you with an event schedule relevant to your region so you can be aware of these events ahead of time but do not wait until you receive the call for entry before taking registrations from students and organising teams and coaches.
Sports Results
Check with your RSD regarding the requirements and procedures for notifying sports results in your region. Some codes entries and results are managed by the RSD, other codes entries and results are managed by the code regional sporting organisation. You may have to send results to different organisations.
Collating Results
Keeping track of the all the results can be a difficult process, especially in a large school with many sports teams. Different schools use different methods for ensuring all results are collected in time. Here are some ideas.
Use email distribution lists for coaches and ensure they know they must email results to you on Sunday night.
Make it part of the captain‘s responsibility to advise you before 10.30am Monday.
Identify one person for each code who is your Results Co-ordinator and whose job it is to chase up outstanding results.
105
Use a results sheet posted in the main school office and ask all team captains to record their result first thing Monday morning (not always reliable).
Usually you will need a combination of inter-twined systems to get all the results - the key thing is that everyone (coaches, managers, convenors, captains) knows what their role is – and the importance of it.
Sport and Recreation Co-ordinators Meetings
Your RSD may hold Sport and Recreation Co-ordinators meetings on a regular or ad-hoc basis. These meetings are useful for distributing important information as well as a chance to network with your fellow Co-ordinators and undergo forms of Professional Development. It is important your school is represented at these meetings. Please check with your RSD about this and make yourself available for meetings if at all possible.
106
Tournaments and Draws
A knowledge of tournament formats and how they are organised is important for Sport and Recreation Co-ordinators so that they are able to establish the system of play which best suits the game, the number of entries, time, facilities, equipment and officials available, for inter-form or inter-house competitions.
In determining the type of tournament format or draw to have consider these six factors.
1. Objectives of the tournament
- to determine a winner quickly - provide maximum participation - encourage social interaction - determine a true champion - rank all entries according to ability
2. Characteristics of participants
- age level - playing ability - interest - intensity of competition – competitive/informal
3. Facility, equipment, personnel
- available facilities - number of fields/courts - equipment required - personnel (officials, etc.) available
4. Time
- length of time available - time required - provision for poor weather, play-offs, etc
5. Type of event
- individual - dual - team - co-ed
6. Other factors
- budget - publicity/promotion within school
107
Tournaments or competition formats easy to use are:
Round Robin
Single Elimination (Knock-Out tournaments)
Challenge (Pyramid or Ladder formats).
Making the Draw for Tournaments
The first step is in making a draw is to determine the exact number of entries in the tournament. If the number of entries is any power of two (2, 4, 8, 16, 32, 64 etc) there will be no ―byes‘ and the draw will be a complete one.
If the number of competitors is not a power of two, byes will be necessary to even out the draw. The number of byes is determined by subtracting the number of entries from the next highest power of two. For example, if there are 12 entries, a bracket of 16 is necessary, and there will be four byes (to determine the number of competitors in the first round, subtract the number of byes from the total number of entries).
If there is to be an even number of byes, half of them should be placed at the top of the draw and half at the bottom; if there are an uneven number of byes, there should be one more bye at the bottom than at the top.
Seeding the Draw
In order to prevent the best teams/players from meeting each other during the early rounds of a tournament, it is common practice to place, or ―seed‘ them, in the draw. Seeding is usually determined on the basis of a team‘s/player‘s ranking, record and reputation. Four teams/players are usually seeded for a 16 bracket and eight for a 32 bracket. The list of seeded players, in the order of their rank, should be displayed when the draw is posted.
If two teams/players are to be seeded, number 1 and 2 shall be drawn by lot and the first drawn shall be placed at the top of the upper half of the draw, and the second at the top of the lower draw. If four are to be seeded, numbers 3 and 4 shall be drawn by lots also with the first drawn being placed at the top of the second quarter of the draw, and the second drawn placed at the top of the fourth quarter.
After the seeded teams/players have been placed in the draw, all other names are drawn ―blind‖. The first drawn fills the first vacant line in the draw, the next drawn fills the next vacant line, and so on. Check this placement on the draw sheet.
Ladder Tournament
In a ladder tournament, players are listed according to ability or ranking, with the best player at the top of the list. Competition is arranged by challenge and a player is allowed to challenge either of the two players immediately above on the ladder. If the challenger wins, they change places with the loser on the ladder. If the challenged player wins, they are allowed to challenge someone above them before they must accept another challenge. All challenges must be accepted and played before a pre-determined date or time. Specific rules should be posted concerning the ladder tournament in order to avoid disputes and to keep the tournament running smoothly. This type of tournament is ideal for maintaining a continuous ranking of players over a long period of time.
108
Advantages
Easily organised
Emphasise maximum participation
Winning not required to stay in
Opportunity for social interaction
No need to maintain win-loss record
Participants play when convenient
Good for ranking participants
No formal schedule
No formula required
Disadvantages
Need for communication between participants to arrange match
Lack challenge for some
Suited for small number of entries only
May appear overly complicated to some
Pyramid Tournament
The pyramid tournament, like the ladder tournament outlined above, maintains continuous, prolonged competition. It allows for more challenging and participating and can include a larger number of participants than the ladder tournament.
After the original draw is made, any player may challenge any other player in the same horizontal row. If s/he wins, s/he can challenge any players in the row above her/him. When a player loses to someone in the row below her/him, s/he changes places with the winner. Again, as in the ladder tournament, clear, concise and specific rules should be posted with the challenge board in order to avoid disputes about challenge matches.
Single Elimination Tournament
The simplest type of tournament is the single elimination tournament, in which the winner of each match advances in the tournament and the loser is eliminated. As the name implies, one loss eliminates a player; no provision is made for an ―off-day‖ or bad luck occurring to a player. This type of draw is most convenient with a large number of contestants and only a short time available for play.
If all players are of equal ability or their ability is unknown, all names are placed in a hat and drawn blindly for positions on the draw sheet. The first name drawn is placed on the first line of the draw, the second name drawn is placed on the second line and so on, assuming of course that proper provision has been made for the number of byes required.
If players abilities are known, then they are seeded and placed in the draw as for a seeded elimination tournament.
109
Advantages
Simple, easily understood
Determine champion in the shortest possible time
Require less facilities
Accommodate large entries
Appropriate for one-day or short-term events
Disadvantages
Minimum participation
Maximum emphasis is on winning
Champion (or second) may not represent the best players/team
Do not players to have an off-day
Need to play sequentially (i.e. if one round is lost to weather, all other rounds have to wait until caught up)
Double Elimination Tournament
The double elimination tournament, in which players must lose twice before they are eliminated, is superior to the single elimination tournament when a small number of contestants are involved (less than eight) for it makes allowances for players having an off-day. Byes are given for less than eight players. If more than eight players are entered, two separate tournaments can be held and the winners can meet for the championship.
Consolation Tournament
The consolation tournament is generally used as an attachment to a single elimination tournament. Here, the losers in the first round of play compete with each other for the consolation title. First-round winners advance to the right and compete for the championship.
A ―feed-in‖ consolation tournament enables losers from the first round through to losers in the quarter finals to compete with each other for the consolation title.
110
Seeded Elimination Tournament
The draw format for this type of tournament requires entries of 4, 8, 16, 32, 64, etc. Where there are not a multiple of entries as above, byes are required (see below).
If 8 or 16 entrants, have 4 seeded players.
If 24 or 32 entrants, have 8 seeded players.
If 64 and over entrants, have 16 seeded players.
Seeds are placed on draw at positions as outlined on draw sheet.
After seeds have been placed on draw, other players are drawn randomly and placed on draw from top to bottom.
However, if there are not 4, 8, 16, 32, 64 entrants byes are allocated to seeds in seeded order.
e.g.: if there are 14 entrants, seeds 1 & 2 have byes.
If there are 24 entrants, seeds 1-8 have byes.
A recording sheet for 8, 16, and 32 player seeded draw is provided in the
appendix.
(File Name: 8H_seeded_draw_8_16_32)
111
Grand Final Draw Pattern
1. 4 TEAM PLAY OFF
Where the top teams have been founded by round robin play or other means.
Grand Final Round 1
Match 1 Team 1 v Team 2 (Winner to Final)
Match 2 Team 3 v Team 4 (Loser eliminated)
Grand Final Round 2
Match 3 Loser Match 1 v Winner Match 2 (Winner to Final)
Grand Final
Winner Match 1 v Winner Match 3
2. 5 TEAM PLAY OFF
Round 1
Match 1 Team 1 v Bye
Match 2 Team 2 v Team 3
Match 3 Team 4 v Team 5 (Loser eliminated)
Round 2
Match 4 Team 1 v Winner Match 2 (Winner to Final)
Match 5 Loser Match 2 v Winner Match 3 (Loser eliminated)
Round 3
Match 6 Loser Match 4 v Winner Match 5 (Loser eliminated)
Grand Final
Winner Match 4 v Winner Match 6
112
Round Robin Tournament
This format emphasises maximum participation as each entry plays each other entry an equal number of times. The winner of the tournament is generally the team or individual with the most wins.
Advantages
Popular format
Easy to organise and administer
Able to pre-schedule full event
Each team plays the others
Produces true champ
Can rank entries at the end of tournament
Postponed games can be replaced as needed
Disadvantages
Time consuming
May need a lot of facilities
Some may default near the end when they know they cannot win
If entry numbers are too large sections may be needed. Problem then of finding overall winner
Can end in draw – need extra play-off
Doesn‘t provide an instant winner
If teams/players included are to be seeded so as top teams/players meet in final round, those teams/players are accorded the appropriate numbers in the draw which would have them meeting in the Final Round.
On the draw format outlined, the first named team is the home team. A proportionate number of home and away games is generated.
1. 5 or 6 team draw (with 5 teams, the team v 6 has a bye)
Rd 1 Rd 2 Rd 3 Rd 4 Rd 5
1 v 6 2 v 3 1 v 2 2 v 4 1 v 3
3 v 4 4 v 1 3 v 5 3 v 6 4 v 5
5 v 2 6 v 5 6 v 4 5 v 1 6 v 2
113
2. 7 or 8 team draw (with 7 teams, the team v 8 has a bye)
Rd 1 Rd 2 Rd 3 Rd 4 Rd 5 Rd 6 Rd 7
1 v 8 2 v 5 1 v 4 2 v 1 1 v 7 2 v 4 1 v 3
3 v 6 4 v 3 3 v 2 5 v 8 3 v 5 3 v 8 4 v 7
5 v 4 6 v 1 5 v 7 4 v 6 6 v 2 5 v 1 6 v 5
7 v 2 8 v 7 8 v 6 7 v 3 8 v 4 7 v 6 8 v 2
3. 9 or 10 team draw (with 9 teams, the team v 10 has a bye)
Rd 1 Rd 2 Rd 3 Rd 4 Rd 5 Rd 6 Rd 7
1 v 10 2 v 7 1 v 6 2 v 3 1 v 2 2 v 8 1 v 7
3 v 8 4 v 5 3 v 4 4 v 1 3 v 9 4 v 6 3 v 5
5 v 6 6 v 3 5 v 2 6 v 8 5 v 7 5 v 10 6 v 2
7 v 4 8 v 1 7 v 9 7 v 10 8 v 4 7 v 3 8 v 9
9 v 2 10 v 9 10 v 8 9 v 5 10 v 6 9 v 1 10 v 4
Rd 8 Rd 9
2 v 4 1 v 3
3 v 10 4 v 9
5 v 1 6 v 7
7 v 8 8 v 5
9 v 6 2 v 10
4. 11 or 12 team draw (with 11 teams, the team v 12 has a bye)
Rd 1 Rd 2 Rd 3 Rd 4 Rd 5 Rd 6 Rd 7
1 v 12 2 v 9 1 v 8 2 v 5 1 v 4 2 v 1 1 v 11
3 v 10 4 v 7 3 v 6 4 v 3 3 v 2 4 v 10 3 v 9
5 v 8 6 v 5 5 v 4 6 v 1 5 v 11 6 v 8 5 v 7
7 v 6 8 v 3 7 v 2 8 v 10 7 v 9 7 v 12 8 v 4
9 v 4 1 v 10 9 v 11 9 v 12 10 v 6 9 v 5 2 v 10
2 v 11 12 v 11 12 v 10 11 v 7 12 v 8 11 v 3 6 v 12
114
Rd 8 Rd 9 Rd 10 Rd 11
2 v 8 1 v 7 2 v 4 1 v 3
4 v 6 3 v 5 3 v 12 4 v 11
5 v 12 6 v 2 5 v 1 6 v 9
7 v 3 8 v 11 7 v 10 8 v 7
9 v 1 9 v 10 9 v 8 10 v 5
11 v 10 12 v 4 11 v 6 12 v 2
School Contacts
As a Sport and Recreation Co-ordinator you will liaise with many different people in your school and in your community for advice and information. A key contacts list assists new Sport and Recreation Co-ordinators in locating the appropriate resource within their school.
You will need to fill in the appropriate people for your school and leave it in a prominent place when you leave.
A new Sport and Recreation Co-ordinator needs to know, for example, the process of the finance systems within the school, and what processes to use to contact students etc. Knowing who to contact about these sorts of issues will assist in this regard.
115
Essential Equipment for Sport and Recreation Co-ordinators
Information and Communication Resources
A personal computer connected to the school network and internet capable, with a CD Rom Drive and USB port
Software: MS Word, Excel, PowerPoint, and Access (if running Sports Director)
A laptop (powerful enough to run the above software)
A mobile phone
Access to IT support
Extension phone without tollbar (i.e. ability to call coaches on their mobile phones without having to go through office staff)
Access to fax machine and photocopier
Other Resources
Along with all the usual office equipment and the sporting equipment that you manage (balls, bats, uniforms etc), you should ensure you have adequate supplies of:
Whistles
Stopwatches
Vivid Markers
Sellotape
Packing tape
Stapler
Hole Punch
Pens and paper
Clipboards
Adequate Filing System
First Aid Kits
Electric pump (for pumping up balls)
116
Running Sports Trips
There are many opportunities for students to play away from schools. The annual programme of sports trips needs to be established at the start of the year so interruption to student classroom study is controlled.
These sports trips may involve inter-school exchanges, weekend tournaments, island school tournaments, New Zealand school tournaments, qualifying tournaments and overseas tournaments.
Choosing to send a team away is a difficult decision. With all the requirements now necessary with student travel, it can sometimes be tempting to see school sports trips as ―too hard‖. However, the learning that occurs on these trips is beneficial to the students and can benefit the team in terms of team spirit and bonding.
Your school will have procedures and processes in place for EOTC (education outside the classroom). You will need to complete a safety management system for the trip.
Leading up to winter tournament week is a particularly busy time for Sport and Recreation Co-ordinators with most schools sending several teams away to complete in national tournaments. Ensure you have accommodation and travel arrangements and funding requests in place early to avoid missing out.
117
Running Sports Exchanges
Sports Exchanges with other schools can be a great learning experience for students. They can often become a major fixture in the school sporting calendar, and are traditionally very competitive events.
Normal EOTC procedures apply to Sports Exchanges, whether they involve overnight stays or a simply a one-day event. If you are hosting another school your responsibilities will often be more onerous than if travelling to them.
Guidelines for preparing for and running a Sports Exchange
Ensure you meet your schools EOTC policies and follow the school safety management system. This should include filling out appropriate approval forms, permission slips and health profiles for parents, transport safety forms if travelling and all appropriate RAMS forms.
If you are hosting the event:
Make suitable arrangements for catering for visiting staff, students and volunteers.
Provide changing facilities and storage for the visiting teams‘ bags and gear.
Organise grounds in advance and ensure they are safe and adequately marked.
Organise support staff and officials – referees etc.
Provide teams with uniforms, match balls, score-cards and other equipment.
Produce programme of event, including timetable of games and maps of venue(s).
For an overnight exchange and students are being billeted you will need to arrange billets and have back-up billets if required.
Liaise with visiting school to provide accommodation for visiting staff and coaches.
Ensure host families are aware of their responsibilities in billeting visiting students.
Arrange suitable welcome (perhaps a pōwhiri) and farewell (wrap-up) functions.
When finished send a thank you to: visiting school, host families, and all volunteers.
Ensure all sport environments are safe with first aid people and supplies on site.
If you are being hosted:
Arrange travel ensuring all EOTC and safety procedures are followed.
Ensure all permission forms and money is returned prior to event.
Ensure an adult accompanies each team, and senior staff provides supervision.
Liaise with host school your requirements in providing officials or referees.
Provide teams with uniforms, match balls, score-cards and any other equipment.
If an overnight exchange, provide host school with list of students requiring billets, including any special requirements or health information.
Send a thank you letter to host school after the exchange.
118
Running Athletics Sports
Most schools should have standard operating procedures (or at least some guidelines) in place for running the school athletics sports. Here are some key things to remember.
Timing
If you are holding your athletics sports at an outside venue, you will probably have to book up to 12 months ahead in order to get a suitable date.
Your athletics sports day should be timed to fit in with your regional athletics day, so you can use your own athletics as a selection and/or qualifying event for regional athletics.
Ensure that you have a back-up day booked in case of inclement weather.
Resources
Human
If possible have at least 2 experienced staff on all field events.
Use the same staff on the same events each year, so that they become experienced.
Ensure they are trained in basic rules of their event, and basic safety management (this information should be provided every year).
Pick appropriately trained people for the key roles of head judge, track judge, head timekeeper, results co-ordinator, announcer and the meeting co-ordinator.
Use a prominent member of the PE staff or senior staff for the key role of track marshal.
Use senior students or sports committee students to assist as marshals, results recorders, runners, judges and timekeepers.
Establish a key group of students as recorders – start them at Year 9 level and use them every year so they become experienced.
Appoint an equipment marshal to manage a list of equipment required, and ensure that all equipment is appropriately marked, measured and checked for safety.
Equipment
Have a quality sound system, an experienced announcer, walkie-talkies for at least the key people mentioned above; test and check your sound and communication systems.
Set up a centralised results centre – ideally a tent (or building) inside the track, near to the finish of the 100m.
You‘ll need sufficient stop watches – depending on how many finishers in each event are being timed, and three timekeepers (i.e. if you are timing 1st-4th you‘ll need 12 watches).
Ensure you have adequate display boards for listing finalists, sufficient pens, paper and clipboards for all officials, standard forms for recording results, colour-coded place-cards for finishers etc.
119
Safety Management
Normal EOTC procedures apply. Ensure you follow your school‘s EOTC policies.
Have qualified first aid personnel on-site, sufficient first aid supplies and ice.
If using an outside venue, inspect the venue beforehand, identify safety issues and hazards and work with the venue co-ordinator to minimise potential risks.
Check long jump pit is safe, and rope off the run-up.
Rope off all field events.
Rope off the track and the 100m straight; do not allow any students inside the track area.
Ensure that officials have adequate vision for effective judging and safety management.
If running the event on-site, work with the grounds staff to ensure: the field is a safe environment, and the track, the circles and Vs for field events are marked, there is sufficient sand for the long-jump pit and the long jump boards are painted.
Have a briefing with all the officials prior to the event, outlining rules and expectations in regard to safety management.
Entries
Decide whether entries are going to be on a compulsory or voluntary basis.
Use age groupings that match the groupings in your regional athletics to make selection easier – i.e. U14, U16, U19.
Advertise the event through form classes and/or house group meetings and take entries up to 3 weeks before the event.
Use a simple process like a standard entry form to make entry easy for students.
Hold a briefing in assembly and hand out programmes the week prior to the event.
If you may decide to take entries on the day consider whether you will have a poor turnout in this case. Students may be more likely to turn up if they have made a prior commitment.
Organisation
Depending on entry numbers, double up girls and boys in field events (i.e. run them concurrently) to reduce resources required.
Consider whether you need to allow two separate areas for field events – (e.g. 2 long jump pits may be required).
Issue a map and programme to all competitors, with a comprehensive timetable.
If necessary hold heats and elimination rounds in events with high participation numbers before the event (e.g. hold 100m heats during lunchtime in the days leading up to event, so that on the day you only need to have the semis and finals).
120
Ensure your programme for the day is achievable. Allow sufficient time between distance events like the 3000m and 1500m; it may be better to run distance events with all age groups participating together. Use colour coded place cards to separate the finishers.
Make sure that the timing of events like sprints and long jump/high jump don‘t clash as students will commonly participate in sprints and jumping events.
Make suitable catering arrangements for morning/afternoon teas for officials.
Results and Follow-Up
If possible use a computerised result system (with manual back-up) that allows you to give up-to-date reports on championship and house points to the announcer.
Use runners to run results from each event to the results co-ordinator and announcer, and have duplicate result slips.
Prepare clipboards with sufficient spare results slips for all event officials.
Hold a de-brief meeting after the event, with all appropriate officials and set in place recommendations for the next event.
121
Running a School Cross-Country Event
Many schools hold an annual cross-country running event. Here are some suggestions if you are responsible for, or involved in running this event.
Timing
Your cross-country event day should be timed to fit in with your regional cross-country, so it can be used as a selection and/or qualifying event for regionals.
Ensure that you have a back-up day booked in case of inclement weather.
Resources
Human
Have an adequate number of marshals to ensure that runners don‘t deviate from the course. Senior or sports committee students could take on this role.
Have sufficient timekeepers, results recorders, and finish line marshals to hand out place-cards and keep students in line until their place is recorded.
Equipment
Use flags or other suitable markers to mark the course and finish place-cards. If you are running several grades together (i.e. seniors and juniors or boys and girls) have colour-coded place cards for each grade.
You‘ll need a start/finish line marker, and rope for a finishing shute.
Have sufficient stopwatches and recording sheets.
Safety Management
Normal EOTC procedures apply. Ensure you follow your school‘s EOTC policies.
Have qualified first aid personnel on-site, sufficient first aid supplies and ice.
The Course
When setting the course avoid any road hazards such as street crossings. If you must cross roads ensure that marshals patrol any crossings.
Use loops around the school fields and try to keep the course within the school grounds as much as possible.
The course should be set in such a way so that runners are within sight of a marshal at all times.
Mark the course with flags or coloured markers – where there is one marker, runners must run within 5m of the mark; two markers runners run between them.
Have a briefing meeting with all the marshals prior to the event, outlining rules and expectations in regard to safety management, and identifying any particular hazards on their part of the course.
122
Have another briefing meeting with the students, and ensure they are aware of safety hazards and rules.
Entries
Decide whether entries are going to be on a compulsory or voluntary basis.
Use age groupings that match the groupings in your regional cross-country to make selection easier – i.e. Year 9, juniors, seniors.
Advertise the event through form classes and/or house group meetings and take entries up to 3 weeks before the event.
Ensure the distances are not too onerous to discourage entries.
Organisation
Issue a course map and programme to all competitors.
Recommended distances for secondary school cross country athletes:
Year 9 Boys and Girls 3km
Junior Girls and Boys 4km
Senior Girls 4km
Senior Boys 6km
It is easier to mark out a 2km course, and run 3 laps to get a 6km course, than mark out a 6km course, which would require more marshals and would likely have more safety hazards. It is also better for spectators.
As each student crosses the finish line they should be given a place-card that identifies their finishing place (i.e. 1st, 2nd, 3rd). They should then hand this card to the results recorder(s) who record their name and place. These place results can then be matched up with the times from the timekeepers who record the finishing time of each participant that crosses the line.
123
Running Swimming Sports
Most schools should have standard operating procedures (or at least some guidelines) in place for running the school swimming sports, as well as staff with experience in different aspects of the event. However, here are some key things to remember if you are responsible for, or involved in running this event.
Timing
If you do not have a swimming pool at school and are using an external venue, you will probably have to book up to 12 months ahead in order to get a suitable date.
Your swimming sports day should be timed to fit in with your regional swimming events, so you can use your own sports as a selection and/or qualifying event for regional swimming meets.
Swimming is best held in the first few weeks of Term 1, as non-competitive swimmers are fit from the summer. Holding it early is also a good way to get new students involved, while they are motivated and enthusiastic.
Ensure that you have a back-up day booked in case of inclement weather if your venue is outdoors.
Resources
Human
You will need a central control table to record results and records, and sort through timed heats – two or three senior pupils could usually manage this.
The chief referee will need to be an experienced swimming judge, who can judge stroke and note when swimmers cannot proceed to regional level. (Note: discretion should be used with regard to disqualifying students at this level).
Pick appropriately trained people for the other key roles of starter, chief timekeeper, and announcer.
Use senior students or sports committee students to assist as marshals, results recorders, runners, and timekeepers and to operate the false start rope.
Equipment
You will need a quality sound system, and an experienced announcer, walkie-talkies for at least the key people mentioned above; ensure your sound and communication systems are tested and checked.
You‘ll also need sufficient stopwatches – ideally you should have three timekeepers per lane, with an absolute minimum of 2.
Ensure you have adequate display boards for programme and results notification, sufficient pens, paper and clipboards for all officials, and standard forms for recording results.
Other required equipment will include a false start rope, starter‘s whistle and starter‘s gun.
124
Safety Management
Normal EOTC procedures should apply. Ensure you fill out the appropriate EOTC forms and follow normal safety procedures, as per your school‘s EOTC policies. This would likely include Form 6: Swimming Consent.
Ensure you have qualified lifesavers and first aid personnel on-site and sufficient first aid supplies.
If using an outside venue, inspect the venue beforehand, identify safety issues and hazards and work with the venue co-ordinator to minimise potential risks.
Remember that non-swimmers or inexperienced swimmers can easily take a mouthful of water and suddenly be in difficulty. Be vigilant in adhering to safety procedures at all times.
Parental consent does not remove responsibility from the school to ascertain for itself a swimmer‘s level of ability.
Have adequate crowd control. It is best to separate swimmers from spectators – keep on separate sides of the pool and ensure that nobody except competitors and officials are allowed in the swimmers‘ area.
Keep swimmers away from the timekeepers‘ area and start 1-lane events at the opposite end to the timekeepers.
Have a briefing meeting with all the officials prior to the event, outlining rules and expectations in regard to safety management.
Entries
Use age groupings that match the groupings in your regional swimming to make selection easier – i.e. Year level or age groups by DOB.
Advertise the event through form classes and/or house group meetings and take entries up to 3 weeks before the event.
Decide on the number and distances of events you can manage in your programme and restrict individual entries to a maximum of 5 or 6 events (i.e. you may have 25 and 100m events for juniors, 50m and 100m for seniors).
Use a simple process like a standard entry form to make entry easy for students.
Hold a briefing in assembly and hand out programmes the week prior to the event.
125
Organisation
If necessary hold heats and elimination rounds in events with high participation numbers before the event (e.g. hold 50m freestyle heats during lunchtime in the days leading up to event, so that on the day you only need to have the finals).
Using timed heats to find a winner is often better than holding finals as swimmers get tired.
Have a reasonable gap between events (up to 3 minutes) to allow swimmers to safely exit and enter the pool.
Have swimmers for the following event in the starting area as the preceding event starts.
Seed heats so that non-competitive swimmers are not in the same heat as competitive swimmers – alternatively some schools hold non-competitive and competitive heats in each event.
Consider carefully the order of events to avoid possible clashes – students are more likely to double up in freestyle/backstroke and breaststroke/butterfly.
If necessary it is normally possible to have 2 swimmers per lane in longer freestyle events.
Introduce novelty races like wheelbarrow, students vs. staff etc to increase participation.
Relay Medley event order is backstroke, breaststroke, butterfly, freestyle. Individual medley event order is butterfly, backstroke, breaststroke, freestyle.
Results and Follow-Up
If possible use a computerised result system (with manual back-up) – most swimming clubs have specially designed packages that schools can access.
Always use the middle of 3 times, or the average of 2 for the results.
Prepare clipboards with sufficient spare results slips for all event officials.
Hold a de-brief meeting after the event, with all appropriate officials and set in place recommendations for the next event.
126
Section 9 - Safety in Sport and Recreation
Contents
EOTC ..................................................................................................................................... 127
Safety Management System for EOTC Activities ................................................................... 128
Sample Forms .................................................................................................................... 129
Risk Analysis and Management System (RAMS) ................................................................... 130
Introduction ........................................................................................................................ 130
Safety planning in softball ................................................................................................... 130
Injury Prevention .................................................................................................................... 132
Sports Injuries ........................................................................................................................ 133
Sports First Aid Kits ............................................................................................................... 133
This section provides information related to developing and applying a safety management system to sport and recreation training and events.
127
EOTC
From section 1 this resource identifies sport and recreation activities as learning experiences in both classroom programmes or outside the classroom. Activities outside the classroom are broadly described as Education outside the Classroom (EOTC).
The Ministry of Education has produced Safety and EOTC: A Good practice guide for New Zealand Schools (www.tki.org.nz/r/eotc/resources/safety_e.php). This resource describes how schools can plan for EOTC activities from a safety perspective.
Note Safety and EOTC: A good practice guide for New Zealand schools is being reviewed in 2009.
Your school‘s Board of Trustees should have a policy, which sets out the requirements for students and staff involved in EOTC activities. This could be part of the Board‘s over-arching health and safety policy.
Your school should also have an EOTC Co-ordinator who will have responsibilities to the Board and the Ministry with regard to EOTC activities. Seek out this person, as they will have experience relevant to your schools EOTC programme and can offer advice and help in planning any EOTC events including sport and recreation.
It is not the role of the school sport and recreation co-ordinator to set EOTC policy, however you will need to work closely with your EOTC Co-ordinator and follow all EOTC policies and procedures in place.
All schools are expected to have established safety management systems and procedures that reflect their own EOTC policies and programmes. Safety and EOTC advocates for a 5 stage process.
1. Initial planning and approval
2. People and programme management
3. Pre-event planning checkpoint
4. Running the EOTC event
5. Post-event review and evaluation.
128
Safety Management System for EOTC Activities
Before you run a sport and recreation event you should check with your school‘s EOTC Coordinator. They will look at your programme in terms of the following:
Curriculum (learning)
Budget
Safety.
The following forms are specific to the 4 steps of the safety management system. Forms can be used during this system. The planning process is more relevant than the completion of forms.
STAGE TWO
When you have received approval to go ahead with the event you must consider the information gained from each of the forms as you work through your planning. Not all forms may be applicable (i.e. you may only need to use an Outside Provider Form if you intend to contract external help or hire a facility), or you may need to complete a form for a specific activity (eg. Swimming).
STAGE ONE
1 EOTC Event Proposal
2 APPROVAL FORM
3 VENUE/FACILITY SAFETY FORM
These should be forwarded to the EOTC Coordinator 6 – 8 weeks (1 Term) before the
Event.
PEOPLE FORMS
4 Parental Consent & Risk Disclosure
5 Health Profile
6 Swimming Consent
7 Student Contract
8 Summary Info.
9 Staff/Volunteer/Parent Capability Form
10 Volunteer Helpers
11 Transport Safety
PROGRAMME
FORMS
12 RAMS form, or
13 SAPS form.
Need to be completed for each activity where significant risk is involved
OUTSIDE PROVIDER FORMS
14. Contracting Checklist
15. Agreement school/ Outside Provider
16. Outside Provider – contract for services
STAGE THREE
17. Event Planning Checklist to the EOTC Coordinator.
18. Useful emergency numbers
STAGE FOUR
RUNNING THE EVENT
Forms from other stages underpin this stage and should be accessible and referred to during event.
STAGE FIVE
POST EVENT EVALUATION
19. Accident/Incident Reporting
20. Equipment usage logs
21. Programme report & evaluation to EOTC coordinator.
129
Sample Forms
A comprehensive range of forms related to this 5 stage approach are available in electronic format and can be customised for your school. The following are the list of forms that are in Safety and EOTC: A good practice guide for New Zealand schools.
Form 1 EOTC Event Proposal
Form 2 Approval Form
Form 3 Venue/Facility Safety Form
Form 4 Parental Consent and Risk Disclosure
Form 5 Health Profile
Form 6 Swimming Consent
Form 7 Student Contract
Form 8 Summary Information
Form 9 Staff / Volunteer / Parent Capability Form
Form 10 Volunteer Helpers
Form 11 Transport Safety
Form 12 RAMS Forms
Form 13 SAPS Forms
Form 14 Contracting Checklist
Form 15 Agreement School / Outside Provider
Form 16 Outside Provider – Contract for Services
Form 17 Event Planning Checklist to the EOTC Co-ordinator
Form 18 Useful Emergency Numbers
Form 19 Accident / Incident Reporting
Form 20 Equipment Usage Logs
Form 21 Programme Report and Evaluation to the EOTC Co-ordinator
These forms can also be downloaded from TKI (www.tki.org.nz/r/eotc/resources/toolkit_forms_e.php)
Note Safety and EOTC: A good practice guide for New Zealand schools is being reviewed in 2009.
Focus on the practice rather than the paperwork
Paperwork should only be used if it ensures the
effectiveness of the practice.
130
Risk Analysis and Management System (RAMS)
Introduction
In reality it is impossible to eliminate all risks associated with sport and that regardless of steps taken to minimise risk, injuries will occur.
Risk management is about ensuring that those people involved in hosting and/or controlling sporting events take necessary steps to isolate or minimize risk in sport. Two common systems of risk management are RAMS (risk analysis and management system) and SAPs (safety action plans). While the examples provided in this manual are based on RAMS both methods are appropriate.
A blank template for completing a RAMS is provided in the appendix. (File Name: 9A_template_blank_RAMS_form)
Safety planning in softball
It is useful to consider safety planning and risk management from a context perspective. The following example is related to hosting and conducting softball tournaments or competitions. It would be useful to complete a RAMs form for Softball as you follow this example.
1. Identify the risks
In the first section of the RAMS form identify all the possible injuries and/or accidents that could occur. These may include cuts and grazes from sliding, concussion from ball strikes, or broken bones from player collisions. There is also the possibility of a serious medical condition being experienced at the venue, for example: heat stroke, severe sunburn or an existing medical condition worsening (heart condition).
2. Identifying causal factors
Identify factors that could contribute to injury under the headings of people, equipment and environment.
For example:
People – What do they bring with them to the event, such as age, physical fitness, health and so on?
Equipment – What equipment is required, including ground equipment, playing equipment and safety or protective clothing?
Environment – What environmental factors will impact on the activity, such as playing surface or temperature?
131
3. Risk management strategies
Under the normal operating section of the RAMS form list strategies that can be used to minimise or isolate potential injuries. This may include strategies such as the provision of sun shades for players and spectators or ground signage relating to the bat off ball risk in specific spectator areas etc. It is also necessary to identify strategies to cope with potential emergency situations, such as the provision of a medical evacuation vehicle in case of a serious injury.
4. Relevant industry standards
What are the current standards required in relation to tournament planning within your sport. Are there any specific rule alterations relevant to the level of competition you are involved in?
5. Policy and guidelines
What policies or guidelines are in place relating to officials in the game? Are there any further recommendations that should be made relating to this specific event?
6. Skills required by staff
List the skills and competencies required by staff involved in this activity. This information can be obtained from information identified in the RAMS form to date, for example, what level of qualification the respective official should hold to officiate at this level of event.
7. Final decision on conducting the activity
Take to completed RAMS plan to your executive and have them sign off the event. This ensures that the tournament organisers disclose possible risks and manage their own level of liability as the tournament/event planner.
8. Evaluation
It is important that the RAMs is viewed by all personnel involved in softball at the start of the softball season.
The RAMS should be regularly evaluated and that any necessary changes are made as and when needed. An example of this may mean monitoring and recording all injuries associated with the event and other similar events and then identifying further strategies to eliminate any common occurrences.
Using existing RAMs or SAPs
A sample completed RAMS for a triathlon swim leg is provided in the appendix. (File Name: 9B_sample_RAMS_triathlon_swim_leg)
Note: A RAM or a SAP is a living document. Having a RAM or SAP that is not understood by the end user (e.g. sports coach/manager) will not provide security if something goes wrong.
The ideal is if the end user (e.g. sports coach/manager) is involved in developing the RAM or SAP themselves. In this way they will understand and own the safety management system.
At the least they should be asked to interpret the RAM or SAP and describe what they should do to prevent something going wrong and what will they do in the event of something going wrong.
132
Injury Prevention
The old adage, ‗prevention is better than cure‘, is a wise principle for all Sport and Recreation Co-ordinators, coaches and managers to adhere to. In order to help prevent injuries occurring to your athletes, you need to develop an injury prevention plan, and assist your coaches to implement it. Use the guidelines below.
Plan training programmes that are specific to the demands of your sport, and that build up fitness gradually and then maintain it.
Be aware that many major injuries occur when athletes are fatigued, and take this into account during training and competition.
Be aware of any known long-term or short-term medical conditions that your athletes may have.
Follow sound teaching and coaching practices to ensure you teach your athletes the correct techniques for all activities, and that they perform skills and exercises correctly. Avoid potentially dangerous exercises.
Ensure all training activities are appropriate for the athletes‘ ability and stages of growth and development. Set realistic goals for the athletes, or assist them to do this for themselves.
Ensure athletes warm up adequately prior to training and competition, and cool down at the conclusion of each session.
Group athletes according to their size, shape, stage of growth and development, and ability. For junior athletes, modify the rules, equipment, size of the playing area, etc.
Ensure that athletes use sports equipment that is safe, and is suited to their ability and stage of growth and development. Ensure that all equipment is used safely and correctly.
Ensure that athletes wear suitable protective clothing and equipment where appropriate, and that it is fitted correctly.
Be aware of extremes in temperature and humidity during training and competition, and take appropriate action to prevent temperature related injuries and illnesses where necessary. Ensure the athletes‘ fluid intake is adequate, both during and after training and competition.
Ensure all athletes adhere to the rules of the game, the principles of Fair Play, and all safety practices associated with your sport.
Ensure injured athletes are rehabilitated completely before they return to training and competition. If in doubt, consult with their medical specialist. Do not allow any athlete to participate who is in pain or unwell.
Ensure athletes are not overtraining, e.g. incorrect loading or progression of activity, or simply doing too much. Check for symptoms of overuse injuries, i.e. pain and inflammation. Pain is a warning sign that something is wrong; do not ignore it!
133
Sports Injuries
A range of material provided in the appendix related to sport injuries includes:
recognising and categorising injuries (File Name 9C_injuries_recognising_classifying)
assessing injuries (File Name: 9D_injuries_assessment_totaps)
applying first aid (File Name 9E_injuries_first_aid)
treatment and rehabilitation of injuries (File Name 9F_injuries_treatment_rehabilitation)
Sports First Aid Kits
There are many ―sports‖ first-aid kits on the market, and many Sport and Recreation Co-ordinators choose to make up their own kits. The important thing is that all teams are supplied with an adequate sports kit that contains the essential supplies for their sport. For example, you can never have too much strapping tape for netballers!
As a general rule of thumb, a sports first aid kit should contain:
surgical gloves
small towel
compression bandages
adhesive tape
band-aids, plasters
antiseptic solution
eye wash
scissors (not with sharp points)
a sling bandage
sterile gauze dressing
strapping tape.
top related