sports coach UK Workshop–
Tutor Notes
Safeguarding and Protecting Children (SPC1)
April 2014
This tutor pack is only to be used by sports coach UK tutors accredited to deliver this workshop.
The National Coaching Foundation, July2013 and updated by sportscotland in April 2014
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Author: David Turner
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sports coach UK Workshop – Tutor Notes 1 Safeguarding and Protecting Children (SPC1)
Workshop Overview
This workshop has been updated to comply with current government legislation and guidance.
‘Safeguarding and Protecting Children (SPC1)’ is a three-hour workshop aimed primarily at coaches. However, the workshop can be delivered to all those with responsibility for the organisation of children’s sport (eg within governing bodies of sport1[1], local authorities, sports and leisure centres, and sports clubs) and those who lead or deliver children’s sport programmes (eg coaches, leaders, teachers, instructors, development officers, officials, administrators, volunteers and parents), an estimated 76% of whom undertake these roles on a voluntary basis.
The workshop aims to increase the awareness of safeguarding and protecting children, help coaches to recognise the signs of abuse and poor practice, and deal sensitively and effectively with issues that arise. It also prompts a review of practice to ensure that sport provides a positive and enriching experience for children, and that coaches’ behaviour is always above reproach.
Points to Note:
1A one-page workshop overview has been included. It is intended to provide, at a glance, the order in which outcomes may be reached, the key points that should be raised and timings.
2The slides that accompany the workshop have been updated in line with the revised Safeguarding and Protecting Children: A Guide for Sportspeople resource. The revised slides supersede any previous versions you may have. It is your choice which slides you use to meet the workshop outcomes, but we would discourage you from adding your own slides.
3The workshop has been updated, providing you with a number of methods of delivery, plus slides. You will consequently be able to deliver a workshop that is relevant to the audience you are working with. It is your choice which combination of resources you use from those supplied by sports coach UKto meet the workshop outcomes.
4Remember: You must achieve the outcomes of this workshop. You do not have to use the proposed method to the letter – it is only a guide. The slides should be used to help you explain and impart information, in order for you to achieve theoutcomes.
5Be aware of the next stage of development and education for the delegates through further workshops and support:
- ‘Safeguarding and Protecting Children 2: Reflecting on Practice’–this workshopgives delegates the opportunity to extend their learning without needing to attendSPC1 again
- ‘Coaching the Whole Child: Positive Development Through Sport’
- ‘Equity in Your Coaching’
- ‘How to Coach Disabled People in Sport’.
Further details are available on the sports coachUK website at or
Safegaurding in Sport Service at Children 1stprovides advice, information and training. Information is available at
6It is vital that the sports coach UKCode of Practice for Sports Coachesor sport-specific codes of practice form an integral part of the workshop. This should be embedded and reinforced throughout Section One and revisited, where appropriate, in subsequent sections and at the conclusion of the workshop.
7Further support and details of any changes affecting ‘Safeguarding and Protecting Children (SPC1)’ will be posted on sportscotland website in the tutor section. Please contact for more details.
sports coach UK Workshop – Tutor Notes 1 Safeguarding and Protecting Children (SPC1)
Workshop OverviewOutcome
/ Core Content / Time AllowedONE
Introduction /
- Outcomes
- Learning agreement
- Ice-breaker
- Context of safeguarding and protecting children in sport
TWO
Identify and Recognise Good Coaching Practice and the Implications for
Your Coaching /
- Good coaching practice
- Recognise poor practice
- Codes of practice
- Good practice when using e-communication with children
THREE
Explore Your Values and Feelings
in Relation to Child Abuse, and Recognise Their Potential Impact
on Your Response /
- Explore people’s views and experiences
- Establish people’s beliefs
- Methods for managing your own beliefs and feelings
FOUR
Recognise and Respond to PossibleSigns ofChild Abuse /
- Identify types ofchild abuse
- Recognise possible signsof child abuse
- Respond to possible signs of child abuse
FIVE
Take Appropriate Action if Concerns about Child Abuse Arise /
- Methods for managing disclosures and concerns
- Explain policies and procedures for reporting concerns
SIX
Summary /
- Revisit outcomes
- Action plan
- Evaluation
The timings also allow for a 15-minute break within the workshop.
Total workshop time isthree hours.
Section One: Introduction (15 minutes)Delegates will:
- be introduced to the workshop outcomes and learning agreement
- take part in an ice-breaker activity
- be introduced to the context of safeguarding and protecting children in sport.
Time
/ Outcome / Content Overview / Delivery Ideas and Notes / Resources15 minutes / Introduce the workshop outcomes and learning agreement
Take part in an
ice-breaker activity
Introduce the context of safeguarding and protecting children in sport / Outcomes
Learning agreement
Ice-breaker
Context of safeguarding and protecting children
in sport / Tutor-led
Talk through the workshop outcomes.
Invite delegates to accept the learning agreement and add anything they wish to the list.
Suggested ice-breakers are included in Appendix 1.
Tutor-led
Talk through the slides.Highlight the relationship between child protection and safeguarding, and the duties of all organisations as outlined in the Working Together diagram (Slide 11).
The Preface and Appendix C in the Safeguarding and Protecting Children resource provide all the background information. / Slides 1–3
Slide 4
Appendix 1 – Ice-breaker Activities
Handout 1 – The Coach’s Questionnaire
Handout 2 – The
Performer’s Questionnaire
Both included in Safeguarding and Protecting Children resource Appendix E (pages 111–112)
Slides 5–12
Preface and Appendix C inSafeguarding and Protecting Children resource
Section Two: Identify and Recognise Good Coaching Practice
and the Implications for Your Coaching (30 minutes)
Delegates will:
- identify good coaching practice
- recognise poor practice
- look at codes of practice
- consider the implications for coaches.
Time
/ Outcome / Content Overview / Delivery Ideas and Notes / Resources30 minutes / Identify good coaching practice and poor coaching practice
Identify the implications for your coaching / Good coaching practice and poor coaching practice
Recognise poor practice
Codes of practice
Good practice
when using
e-communication
with children / Activity
In small groups, delegates:
- identifywhat good coaching practice is
- identify what is meant by poor practice
- feed back responses to the whole group.
- In groups, delegates work through the scenarios from Activity 9 in the resource.
- Ask the delegates to identify their concerns, and if they think the scenarios indicate good practice or poor practice.
- Identify the solution.
- Feed back.
- Ask delegates how their solutions relate to the sports coach UKCode of Practice for Sports Coaches (or their
sport-specific code of practice).
- Put delegates into four groups: children; parents; coaches; and the organisation (ie the governing body of sport).
- Ask each group to identify their expectations of good practice.
- Feed back and compare responses to the codes of practice/what actually happens in a club.
Talk through Slide 13 to introduce the principles of the code of practice.
Activity
- Put delegates into four groups.
- Give each group one of the Rs:rights;relationships;responsibilities – personal standards; and responsibilities – professional standards.
- Ask them to write down what they think needs to be within the code of practice for each principle.
- Feed back.
- In groups, work through the handout.
- Identify if it is ever acceptable for thesituations to occur.
- Feed back.
Talk through Slide 17– E-communication with Children Top Tips.
Ask delegates if they can suggest any other top tips for using e-communication with children. / Slide 13
Activity 9 inSafeguarding and Protecting Childrenresource (page 22)
Slides 14–15
Slide 13
Handout 3 –Is it Acceptable?in Appendix E of Safeguarding and Protecting Children resource (page 113)
Slide 17
Section Three: Explore Your Values and Feelings in Relation to Child Abuse,
and Recognise Their Potential Impact on Your Response (45 minutes)
Delegates will:
- explore their values and feelings in relation to child abuse
- recognise the potential impact of their feelings on their response.
Time
/ Outcome / Content Overview / Delivery Ideas and Notes / Resources45 minutes / Explore your values and feelings in relation to child abuse
Identify strategies for managing your feelings in relation to child abuse and potential impact on your response / Explore people’s views and experiences
Establish people’s beliefs
Methods for managing own beliefs and feelings / Make sure delegates are aware that safeguarding decisions are rarely clear-cut, and it is therefore often difficult to say if the answer to a safeguarding question is simply true or false.
Activity
In groups:
- wwork through Activity 12on truths and myths in the resource
- ffeed back.
Appendix 2 provides some useful background information to help with this.
Activity
Display Slide 22 and reiterate the message that safeguarding decisions are not
clear-cut.
Explain that delegates’ responses to the scenarios on the slides that follow may fall anywhere on the spectrum from acceptable to unacceptable.
Explain how this illustrates thatsafeguarding decisions are not clear-cut.
Activity
In groups:
- work through Activity 11in the resource on what is acceptable or unacceptable, using the concept of a spectrum to help delegates decide where their responses sit between acceptable and unacceptable
- feed back.
Activity
In groups:
- identify strategies for managing your feelings and reactions to the above activities
- consider the repercussions of your actions when dealing with a child protection issue
- feed back.
Activity 12 in Safeguarding and Protecting Childrenresource (page 32)
Slides 19–20
Slide 21
Safeguarding and Protecting Childrenresource pages
85–86 (activity feedback and answers)
Appendix 2 – Guidance on True or False and Acceptable or Unacceptable Activities
Slide 22
Activity 11 inSafeguarding and Protecting Childrenresource (page 29)
Slides 23–25
Appendix 2 – Guidance on True or False and Acceptable or Unacceptable Activities
Section Four: Recognise and Respond to Possible Signs of Child Abuse (35 minutes)
Delegates will:
- identify types of child abuse
- recognise possible signs of child abuse
- respond to possible signs of child abuse.
Time / Outcome / Content Overview / Delivery Ideas and Notes / Resources
35 minutes / Identify types of child abuse
Recognise possible signs of child abuse
Respond to possible signs of child abuse / Identify types of abuse
Define the different types of abuse
Recognise possible signs of child abuse / Tutor-led
Talk through Slides 27-32.
Activity
Put delegates into five groups or as close to this as the numbers allow.
Each group is to identify one form of abuse and:
- define what is meant by this type of abuse
- provide examples of this type of abuse in sport, particularly thinking about the sport(s) in which delegates are involved
- feed back.
In the same groups:
- discuss the physical and behavioural signs for the four areas of abuse (neglect, physical abuse, sexual abuse, emotional abuse)and bullying
- try to identify any additional signs
- feed back.
- Give each group one of these activities to complete.
- Feed back.
Slides 27-32
Slide 33
Handout 4 – Signs of Child Abuse in Appendix E of Safeguarding and Protecting Children resource
(pages 114–116)
Activities 19–24 inSafeguarding and Protecting Childrenresource
(pages 46–53)
Slide 35
Section Five: Take Appropriate Action if Concerns about Child Abuse Arise (30 minutes)
Delegates will:
- learn about methods for managing disclosures or concerns
- know about policies and procedures for reporting concerns.
Time
/ Outcome / Content Overview / Delivery Ideas and Notes / Resources30 minutes / Take appropriate action if concerns about child abuse arise / Methods for managing disclosures and concerns
Explain policies and procedures for reporting concerns / Activity – Handout 5
- Ssplit delegates into groups/pairs.
- Allocate one or two of the scenarios to each group/pair.
- Ask them to identify what they would do.
- Feed back.
- Ssplit delegates into three groups.
- Aallocate one group the issue of having concerns about the behaviour of a parent or carer; another the concerns about the behaviour of another coach within the club; and the other group when a child makes a disclosure.
- Ask themwhat action they would take.
- Feed back.
Tutor-led
Talk through Slides37–39on taking appropriate action. / Slide 36
Handout 5 – What Action Would You Take? in Appendix E of Safeguarding and Protecting Children resource (page 117)
Scenarios from CPSU Play Safe DVD or download from website:
Slides 37–39
Section 6: Summary (10 minutes)
Delegates will:
- revisit the workshop outcomes
- create an action plan
- complete the evaluation form.
Time
/ Outcome / Content Overview / Delivery Ideas and Notes / Resources10 minutes / Summary / Revisit outcomes
Action plan
Evaluation / Tutor-led
Revisit the outcomes of the workshop.
Activity
Ask each delegate to write down one immediate, one medium-term and one long-term action they will take away from the workshop.
Tutor-led
Talk through the ‘Where Next?’slide
Advise delegates about the’In Safe hands’ and ‘Safeguarding and Protecting Children 2’ workshop, and clarify where this fits in terms of their learning and development.
Ask delegates to complete the workshop
evaluation forms.
Display Slide 39 and ask delegates if they have any questions.
Close the workshop by thanking everyone for their participation and wishing them good luck in their coaching. / Slides 41
Slide 42-45
Slide 46
Appendix 1 – Ice-breaker Activities
Ice-breaker 1
1Ask the group to do a task that makes them feel silly. For example, ask them to stand up, sit down, stand up, clap hands and sit down again.
2Ask the group what they thought about as they were doing this. How did they feel? (Answers tend to be along the lines of: ‘We felt silly’ or ‘We didn’t know what we were doing, or why’.)
3Ask the group why they still did it, given what they thought and felt. (Answers may include ‘We were asked to do it by our tutor, and the tutor is in charge.’)
4Ask the group what the exercise is trying to highlight. (Answers may include: ‘The level of authority a coach/leader has and, therefore, the importance of the considerations of child welfare, underpinning all that they do. After all, if a group of adults will uncomplainingly do something they are not comfortable with because they have been asked by somebody they have just met, we can’t assume children will speak out if they are not happy about something.’)
Ice-breaker 2
1Ask all members of the group to introduce themselves to a person they do not know, telling them their name, preferred sport and one interesting fact about themselves.
2Introduce the ‘new friend’ into the group.
Ice-breaker 3
1Divide the group into small teams or pairs.
2Ask each team/pair to identify their challenges related to safeguarding and protecting children, and their objectives for the workshop. Note responses on flip-chart paper.
3Introduce each team/pair and share their work with the rest of the group.
Ice-breaker 4
1Ask all individuals to write three statements about themselves; one of thestatements should be false, and two should be true.
2Allow time to write the statements, then have each person introduce him/herself and read their statements. Ask the group to guess which statement is false.
Appendix 2– Guidance on True or False and Acceptable or Unacceptable Activities
True or False Activity
Statement / Background Information1Children are abused mostly by strangers. / Research demonstrates that children are most likely to be abused by someone known to them.
2It is only men who sexually abuse children. / Both men and women have been found to sexually abuse children. A greater proportion of men have been found to abuse children. However, the prevalence of women sexually abusing children is likely to be under-reported due to assumptions about women’s behaviour.
3Disabled children are less likely to be victims of abuse. / Some children are more vulnerable to being abused. This includes disabled children due to several factors, including their increased care needs, more difficulties in telling someone about the abuse and in being believed.
4Girls are much more likely to be abused than boys. / Both girls and boys experience abuse. Research shows that a higher proportion of girls are sexually abused and a higher proportion of boys are physically abused.
5In some cultures, it is acceptable for children to be abused. / While different cultures have different definitions of what constitutes abuse, it is clear in UK legislation that abuse is illegal within the UK.
6If children’s services are involved, children are usually removed from their homes. / Children’s services will work to keep children within their own homes where possible and only remove them if they are at risk of harm.
7Children are resilient and, therefore, recover quickly from abuse. / While some children are resilient, abuse always has an impact on children, and support will be required to help them to manage this impact.
8Abuse in a sporting context is unlikely. / Abuse takes place within all environments, including sporting contexts, and there are many examples of different types of abuse in various sporting settings.
9Children often go to great lengths to cover up the fact that they are being abused. / Disclosing abuse can be extremely difficult due to grooming by abusers making the child feel that they are to blame, shame about the abuse and attachment to the abuser. Additional elements within sport can include the impact of disclosing abuseon the team, selection and performance. All these factors can lead to a child covering up the abuse.
10Coaches are the people most likely to abuse a child in sport. / Adults in positions of responsibility have authority over, and frequent access to, children, and this can be abused and misused by some coaches.
Acceptable or Unacceptable Activity