NCCP Risk Management Program - Gymnastics

Source: My personal notes from training course by Gymnastics Ontario, taken in July 2014

Risk Management

Why Risk Management?

• Increase safety for everyone and everything
• Decrease injuries and insurance issues
• Understand negligence
• Review equipment and facilities
• Exceed “Standard of Care”

Safe Gymnastics Facility

Structural/Code

• Structural safety (building, fire codes and municipal bylaws.

General

• Good lighting, space between activities and lighting (ceiling/lights high enough).
• Padded columns if needed
• Apparatus setup safely and enough room in between for traffic. Safe storage of equipment (dry, lit, clean).
• Check equipment (floor plates, cables, hooks, bolts).
• Temperature controls

Emergencies

• Power failure, fire alarms, weather - halt all activities, verify status of people.
• Every club must have an emergency action plan.

Layout

• Proper layout:
  • Traffic patterns
  • Use of apparatus
  • Matting requirements
  • Runways
  • In case of human errors
• Safety zone: matted, used for dismounts, etc.
• Provide buffer between apparatus participants and others.
• Other zones: for movement and talking
• Separators should separate spectators

Equipment

• Re-evaluate layout periodically due to changes in programs and apparatus
• Have equipment maintenance schedule (every 3 months)
• Assess usefulness of custom equipment.

Mats

• Check activity, Age/skill of participant, Type of mat, placements, physical environment

Exterior

• Entrance and exits marked
• Emergency flow
• Parking
• Proper signage

Safety, Negligence, and Care

Understand negligence and liability.

Negligence = the failure to exercise reasonable care. Reasonable is based on activity, conditions, and participants.

Negligence can occur when:

• Care is expected (e.g. coach caring for athletes). The younger or more risk for the participant, the higher the standard of care is required.
• Standard of care for duty is not met (written & unwritten standards, case law, common sense).
• A harm or loss is suffered.
• Failure to meet standards contributes substantially to harm/loss.

e.g. unsafe environment, lack of supervision, lack of checking health of athletes

Some solutions:

• Multiple activities though allowing direct supervision and some resting,
• Check environments for hazards and safety.
• Do not turn your back to athletes (otherwise your liability is increased).
• Ensure everyone in gym and outside are cared for and in safe conditions. Typical claims are by recreational athletes and spectators.
• Floor and Trampoline have the most claims - consider more supervision on these apparatuses. Allow only one child on trampoline at a time.
• The top reason for negligence is lack of supervision - by pro-active in supervision.
• If coach to participant ratio is higher than 1:8, bring in a second instructor.
• July and September are typical months of high claims due to new coaches and athletes - suggest increasing coaches on floor at that time.
• Use waivers to remove liability from negligence. Consent forms only act as acknowledge, but not legal waiving.

Liability = level of responsibility for consequences of negligent conduct

Supervision is required for all gymnastics. People MUST be supervised by an appropriate level coach. This means direct supervision (i.e. eye contact, in range or commands).

Coaching levels

• Coach in training (CIT) must be supervised by a certified coach. The certified coach will be working in a group they are responsible.
• Good ratio of coach : athlete depends. For young groups recommend 1:6.

Readiness of Athletes

• Participants should be ready: physically, psychologically, technically.
• Progressive system is required for skill development.
• New or unfamiliar skills should follow progression.
• Special consideration should be given to weather/temperature and special needs.

Emergencies

• Exercise reasonable care you are confident and comfortable with.

Respect in Sport Intro

Activity leaders = Coach, mentor, role, model, leader, youth/child/athlete care

Power of Power

Types of Power

• Activity leaders have power over athletes by virtue of their position.
• All youth vary in development of maturity and physically.
• Use power for positive. Types of power:
  • Position
  • Information (sharing)
  • Coercion (discipline)
  • Legitimate (compliance of requests)
  • Rewards
  • Expert (knowledge/xp is respected)
  • Personal:
    • Persuasive
    • Charismatic

Personal Power

Charismatic: become friends with people, chat

Persuasive: explain reasons, logic and back with examples.

Use of Power

• Use positive power to motivate, so athletes are in a positive stress zone
• Activity leaders can impact behaviour beyond sport (e.g. clothes, hygiene, nutrition, confidence)

Leadership Styles

• Adults in authority relate to children through control (setting high standards, demands) and responsiveness (conversational).

Ideal activity leaders are authoritative:

• set high and reasonable goals

• positive personal and position power exerted

• warm, nurturing and patient

• Rational and democratic (coach and athlete rights respected)

• Authoritative promote:

  • Confidence
  • Achievement oriented
  • Internal motivation
  • Good sportsmanship
  • Admiration for leader (e.g. role model)

• correct misbehaviour, reward good behaviour in a 1:2 ratio (i.e. 2 praises, 1 correction)

• Increase trust (acknowledge mistakes, be supportive, encourage team support) e.g. A for effort, A+ for attitude

• Build self esteem for athletes

Positive Leadership Checklist

• I treat my participants with respect
• I avoid sarcasm, put-downs and ridicule
• I praise my participants for participating
• I look for positives and publicly identify
• I remind my participants not to get down on themselves, particularly during adversity.
• I encourage my athletes to congratulate the opposition, win or lose
• I have reasonable and realistic expectations of my participants
• I remind my participant during adversity
• I encourage laughter and a sense of humor
• I stay calm when my athletes make a mistake
• I quietly and privately correct an athlete’s
• I am a role model of good sportsmanship
• I never allow athletes to gloat over winning
• I never allow athletes to complain about losing
• I encourage the athletes to treat the opposition and officials with respect and fairness .

Emotional Development

• Very important as well as physical development
• Sportsmanship, accepting loss and failure, impulse control, goal setting, dealing with victory

Emotional Self Regulation (Control)

• Children can self regulate their displays. However, activity leaders can influence how their athletes express their emotions through their own behaviour.
• Display rules - leaders display what is appropriate and acts as a model. Concentrate on positive displays.
• Example: mistakes by referees - statement: we don’t win or lose by calls of referees. Everyone makes mistakes. Everyone plays well.

A good rule of thumb: would that behaviour be acceptable in another environment? Would it be appropriate for your mother to see it?

Treat opponents and officials with respect, fairness

• Coaches need to coach themselves - realize your own emotions. “Manage yourself so others don’t have to”.
• Regulate stress in competition.

Simple Reminders

• Get feedback - get assistant take notes
• Become self aware
• Monitor yourself - examine speech
• Monitor others - listen to other leaders
• Take one step every day - positive feedback to every athlete
• Use affection - hand shakes, high 5s, pats on the back
• Teach emotional regulation - teach by example
• Build skills with positive emotions - encourage participants

Emotional Abuse

• Emotional abuse = chronic attack on child’s emotions.
• Behaviours leading to emotional abuse:
  • Ignoring
  • Degrading (e.g. criticism)
  • Terrorizing (e.g. threatened)
  • Isolating (e.g. no interaction
  • Corrupting (e.g. drugs)
  • Exploiting (e.g. not age appropriate)
  • Inconsistent demands

Emotions & Children’s Development

Ages 0-6: Fun is most important.

Ages 6-12: Hard work, participation, and team work is important for engagement.

Ages 12-14: Development of identity (i.e. grouping), team and personal identity. Body image is being developed.

Ages 14-19: Development of independence. These people need opportunities to have input. They may appear rude when making comments though are seeking their own identity.

Long Term Athlete Development (LTAD)

• Training, competition, and recovery project tailored to a specific athlete.
• LTAD focused on actual developmental of athlete as supposed to chronological age

Bullying and Harassment

• Activity leaders have moral and in cases legal responsibilities to report or intervene with bullying/harassment.
• Bullying = deliberate, hurtful behaviour designed to exert power over victims.
• Bullying types: physical, verbal (e.g. sarcasm), relational (e.g. social related), cyber (usage of technology for bullying).
• Bullying can be encouraged in group situations. Group dynamics and competition is an environment for bullying.

Solutions … to bullying

• When peers intervene, they are successful stopping bullying 1/2 the time.
• Take control of potential points for discrimination
• Empower participants in bullying to take control
• Activity leaders have the ultimate responsibility

Harassment

• Harassment = discrimination
• Aggressors are over age of 12
• Recognize special needs participants that may be vulnerable to harassment.
• Make sure special needs participants are identified thanks to forms from parents/caregivers.
• Harassment can be displayed in any communications channel.

Reminders and Solutions

• Rule of thumb: only do what you are comfortable sharing with others like your family, spouse, friends or if they are present.
• All children has a right to be there and be safe.

Lack of Reporting Harassment

• Due to fear or shame, harassment is not often reported.
• It is often impossible to “work it out” due to power differentials. Activity leaders may need to balance the situation.

Solutions to harassment and bullying

• Avoid being alone with aggressor
• Reach for assistance/support
• Tell aggressor to stop it - same for bystanders - they must say stop
• Leaders must say harassment is hurtful and unacceptable. They can tell aggressors to remember when they were victimized.
• Use your leadership to encourage athletes.

Bullying and Harassment Disclosure

Verbal disclosure

Acknowledge, affirm, and recognize courage it took to discloser and disclosure itself. Your role is to report and assure the participant

HEARD

Activity leader MUST remain neutral unless they directly saw the maltreatment.

Non-Verbal Disclosure

Things you saw and heard but there was no direct disclosure. Your role is to report.

DARE

Bullying and Harassment Response

• Only gather facts, do not judge/interpret.

Methods of response:

1. Avoidance - do nothing
2. Defusing - trying to lowering important (e.g. joking)
3. Negotiation - try to negotiate with aggressor - can backfire
4. Confrontation* (most useful)*: Most effective response. Leader confronts the aggressor directly.
5. Assertive:* Like confrontation + formal/informal complaint to organization.

Discipline vs. Punishment

Discipline = constructive behaviour, administered after cooling off period. Should cater to participants.

Punishment = destructive

Abuse and Neglect

Types: emotional abuse, neglect, sexual abuse, physical abuse

5 body parts considered overtly sexual: buttocks, mouth, genitals, breasts, anus

• Sexual abuse can be done by anyone, anywhere
• Symptoms of sexual abuse:
  • Behaviour change
  • Problems in genital, anus areas
  • Issues with sitting, walking
  • Early pregnancy or STDs

Coaching DO’s

• Be perfect role model
• Be in public settings
• Open environments
• Equality
• Be professional
• Involve parents or work in pairs in changing areas. Include adult supervision
• Develop pick-up and drop-off policies

Coaching DON’Ts

• Engage in rough games
• Share a room with a child
• Touch out of professional reasons
• Use inappropriate language
• Make suggestive comments
• Spend time alone excessively

On May 1st 2008, the legal age of consent for sexual activity in Canada was change to 16; however, since a coach is in a position of trust and authority, legally, consent CANNOT be given. Even if the athlete says yes!

• Avoid exceeding participant capacity.
• Leaders MUST ensure power balance does not result in harm to athlete.
• Recognize abuse: injuries, behavioural changes, distrust of adults

Effects and Signs

• Neglect occurs from:
  • Lack of safety/supervision
  • Exposure to weather
  • Inadequate rest, nutrition, balance
  • Placed in isolated environment
• Signs: poor hygiene, unclean clothing. Child is tired/hungry often
• Exercise caution with suspected injuries. When in doubt “principle of no harm”.

Child Abuse - Illegal Behaviour

• Leaders who suspect child abuse, neglect, sexual abuse, etc. must report child abuse to local child protection authority. Can be anonymous though identification will assist.
• Do not contact alleged perpetrator.
• Participants can contact Kid’s Help Phone 1-800-668-6868.

Reporting with the child

• Use organization’s guidelines and report to child protection agency.
• Be in SAFE, private environment
• Make notes after interview with child.
• Make observations and ask children from a objective standpoint and ask what child feels.
• Don’t make promises, concentrate child safety
• Keep confidentiality and equality.

Hazing

• Ritual in groups intended as an activity to force group members if they are entering or maintaining membership
• Hazing should be reported just like abuse.
• Hazing/abuse even by activity leaders must be reported and contact the sporting organization as well.

Review & Resources

• Slides in handout - review and reflection
• Incident form always good to have on hand
• Remember to take care of yourself!