unit 225 understanding the priniciples of safe and equitable coaching practice

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 225Understanding the principles of safe and equitable coaching practice

Tutor Guidance

1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,

risk assessments, health and safety checklist, injuries in football, video clips.


Unit 225Understanding the principles of safe and equitable coaching practice

Student Guidance

1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,

produce a leaflet.


Unit 225Understanding the principles of safe and

equitable coaching practice

Unit aimThis unit assesses the coach’s understanding of how to ensure that their coaching is safe andequitable.

Learning outcomes

There are two outcomes to this unit. The learner will be able to:225.1 Understand how to ensure participant(s)’ safety during sport-specific coaching sessions225.2 Understand how to ensure equitable coaching of sport-specific activities

Guided learning hoursIt is recommended that 13 hours should be allocated for this unit. This may be on a full-time or parttimebasis.


The greatest discovery of my generation is that a human being can alter his life by altering his attitudes

They need to feel included


Outcome 1 Understand how to ensure participant(s)’ safetyduring sport-specific coaching sessions

Assessment CriteriaThe learner can:

1. describe the health and safety requirements that are relevant to planned sport-specific activities and competition

2. describe how to structure coaching sessions to minimise the risk of injury to participant(s)

3. explain how to plan for contingencies to coaching sessions as a result of external influences

4. explain how to implement contingencies to coaching sessions as a result of externalInfluences




5. describe the principles for checking the safe functionality of equipment used during sportspecific activities and competition

6. outline the main rules/regulations of the sport/activity appropriate to the level of the participant(s)

7. explain how to interpret and communicate the rules/regulations of the sport/activity to participant(s)

8. describe the coach’s duty of care responsibilities for participant(s), including children




9. outline the coach’s responsibilities for ensuring that the coaching environment is maintained appropriately

10. describe the following requirements for ensuring the protection of children from abuse:• legal requirements• sport-specific requirements

11. describe the insurance requirements on a coach operating in a coaching environment.



Range

RequirementsCoach credentials, risk assessment, facility, equipment

ContingenciesSession plan, equipment, venue/facility, timings

External influencesWeather, surface, equipment, difficulty level, attendance, group size



Range

PrinciplesTest, observation, safety, removal, reporting

Rules/regulationsTechnical content, safety requirements, resource needs, National Governing Body guidelines

Duty of careLoci parentus, supervision, safety, well being, physical, emotional



Range

Coaching environmentFacility, surface, equipment, participants, atmosphere

Legal requirementsAge of coach, CRB checks, recruitment policy, National Governing Body specifics

Insurance requirementsPublic liability, employers liability, professional indemnity


A good manager can, at best, make a team 10% better. But a bad manager can make a

team up to 50% worse

Giovanni TrapattoniMy greatest power in life is my power to choose. I am the final authority over me.


Outcome 2 - Understand how to ensure equitable coaching ofsport-specific activities


1. describe the following requirements impacting on equitable coaching:• legal requirements• sport-specific requirements

2. explain the purpose of sport-specific Codes of Practice for coaching

3. explain how sport-specific Codes of Practice for coaching impact on coaching behaviour

4. describe methods to minimise barriers to participant development



Assessment CriteriaThe learner can:5. explain what information is required in order to provide appropriate and safe opportunities for disabled participant(s) and specific populations

6. describe the nature of impairments and how their implications may affect aspects of the coaching process

7. describe how to identify coaching styles/delivery methods appropriate to variations inparticipant, task and environment

8. describe how and when to involve support staff to ensure participant(s)’ needs are provided for within the coaching activity




9. describe how to adapt and progress activities and sessions

10. describe how to prepare athletes for competition

11. identify types of performance enhancing drugs and illegal substances

12. explain how a coach can discourage the use of performance enhancing drugs and any illegal substances.



Range

PurposeSafety, inclusion, enjoyment, development, protection

ImpactParticipation figures, relative safety, disciplinary incidents, retention statistics

MethodsLearning styles, session planning, equipment used, equality

InformationMedical conditions, particular requirements, equipment provision, coach experience andqualifications, coaching support staff



Range

ImpairmentsCognitive, learning, psychological, emotional, physical

Support staffAssistant coaches, parents, volunteers

Performance enhancing drugsMass builders (eg steroids, hormones), stimulants, painkillers, sedatives, diuretics, maskers

Illegal substancesAnabolic steroids, cannabis, opiates, heroine, morphine, methamphetamine


INSERT VISUAL

Many have gone further than they thought they could, because someone thought they could


1. Give a summary of the key messages the Codes cover

2. Identify one area that coaches in football may find a challenge

3. Give an example of how you/your club deal with RESPECT

Equitable Practice & Codes of Conduct

unit 225 understanding the priniciples of safe and equitable coaching practice

Sports