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KIN 365: FINAL EXAM
Moral |
Differentiation between right/wrong and good/bad
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Ethical |
Relates to the morality/character of a person in relation to the rules of conduct
How a person morally conducts themselves in a situation
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What are the 4 principles of the NCCP Code of Ethics? |
1) Respect for Athletes
2) Coaching Responsibility
3) Maintaining Integrity in Relations with Others
4) Honouring Sport (Sportsmanship)
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What are the Fair Play Principles? (x5) |
1) Follow the rules, and never seek to deliberately break the rules
2) Aim to compete fairly
3) Respect the Officials
4) Maintain dignity in all circumstances and demonstrate self-control
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What the Fair Play Principles for Officials? (x2) |
1) Know all the rules
2) Apply them with impartiality at all times
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What are the 9 components of the NCCP's Code of Ethical Behaviour? |
1) Recognize and accept when it is appropriate to refer athletes to other coaches or sport specialists (do what's best for the athlete)
2) Be aware of pressures in an athletes life
3) Play Fair
4) Be aware of the power you hold in a coaching relationship
5) Accept the role of officials
6) Accept both the letter and spirit of the rules of sport
7) Maintain the highest standard of personal conduct, and project a favourable image of sport and coaching
8) Project an image of health and cleanliness
9) Share your knowledge with other coaches and athletes
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What is the NCCP's Golden Rule Called?
How Does the NCCP Define this Rule? |
- Do No Harm Principle
- It is the duty of all coaches to ensure the decisions they make and the actions they take will result in no harm, physical or other, to the athlete
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What is the Age of Majority and what does that mean for an athlete? |
- 19 years old
- Legally they can make their own decisions
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What are the NCCP's Steps for their Ethical Decision Making Process (x7) |
1) Establish the facts of the situation
2) From the facts determine what's at stake
3) Determine the options for action and their potential consequences
4) Asses the pros and cons for each option
5) Select the best option
6) Implement the decision
7) Manage the consequences
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What is it important to remember about the facts of a situation in the NCCP's Ethical Decision Making Process? |
- Only take into consideration objective facts
- Some facts will not be relevant
- Define the facts that are important in helping you make a decision
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What are the difficulties in assessing the pros and cons for each option in the NCCP's Ethical Decision Making Process? |
- Objectivity
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What is important to remember in the "Selecting the Best Option" step in the NCCP's Ethical Decision Making Process? |
- There may be a lot of options, but there can only be one ethical answer (choose the best option)
- A decision has to be made on the FACTS
- Make sure your decision is defensible
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What are some points to keep in mind in relation to the "Manage the Consequences" step in the NCCP's Ethical Decision Making Process? |
- Stick to your personal/team code of ethics
- Define the Issue (ex: Parental Rights vs. Coaches Belief System)
- Keep documentation
- You have to communicate with all the constituents involved
- There may be a fallout with parents (they may agree or disagree with you)
- Usually there will be one group that is happy and one that isn't
- The decision may have a negative effect on other people, and there will be fallout there too
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What are some questions you might need to answer in relation to the "Manage the Consequences" step in the NCCP's Ethical Decision Making Process? |
- Who are the constituent parties?
- How will you meet with them?
- Is this a group or individual conundrum?
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What is the option that you can always make when in relation to the "Options for Action and Potential Consequences" step in the NCCP's Ethical Decision Making Process? |
- Do Nothing (this is an option that is not favourable)
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How should you plot out/organize your potential options for decisions/ course of action as a coach? |
- Options should range from one extreme to the other, with options that fall between the two
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When analyzing the facts of a situation what are some things to keep in mind? |
- Are they a minor/under the age of consent?
- Consider the risk of accusing someone of something they are possibly not guilty of, and the repercussions of that
- Does the person stick to the same story?
- Cowering equates assault under the law (See Question 18)
- Is this a legal issue instead of an ethical issue (i.e. assault)?
- Assessment by a doctor must be done in person (phone doesn't count = negligence)
- Written permission by an M.D. must be obtained to return to sport in order to not be liable of negligence
- The coach always has the right to make the final decision about playing an athlete
- Time issue should not affect your decision
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What is the Definition of Assault? |
- Under Common Law it is defined as an intentional act by one person that creates an apprehension in another of an imminent harmful or offensive contact
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What is the Definition of Aggravated Assault? |
- When a person intends to do more than merely frighten the victim
- Common types are those accompanied by an intent to kill, rob or rape
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What are some key things to keep in mind when "Managing the Consequences" of your Decision in the NCCP's Ethical Decision Making Process? |
- Do not say that you would handle the situation the same way for every player on the team (it's not realistic and your athletes aren't stupid)
- Don't state that the coach has the final say (omnipotence), this conflicts with Team Cohesion and all players taking ownership in the team
- Do the right thing/be as moral as possible
- Be as objective as possible, go by nothing but the facts
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What are some points made in Lecture on the topic of "Practice" in relation to athletes being "Create"? |
- 10,000 Hour Rule
- "Deep" Practice
- Practice with Intent
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Define the 10,000 Hour Rule |
- Hypothesizes that becoming elite at a skill takes 10,000 hours of practice (deep or with intent)
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Define "Deep" Practice |
- Practice in which every minute is beneficial to skill enhancement
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In Lecture we Discussed the book "The Talent Code" by Daniel Coin. What were some key elements of the book? |
- Overwhelming evidence suggests that the less people have, the harder they will work for something
- The notion of "Ignition"
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What does Daniel Coin's mean by "Ignition" in his book "The Talent Code", and what is it influenced by? |
- "Ignition" is a term used to describe what turns a person on to something (i.e. sport, music, etc.)
- "Ignition" is thought to be influenced by primal cues that we pick up when we are young (sparked by the reptilian (very old) part of the brain
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What are some elements that influence our "attraction" to certain things (activities, objects, pictures, people etc.)? |
- Our subconscious and primal cues that we analyze at this level
- Unconscious mind = 11 million decisions per second
- Conscious mind = 40 decisions per second
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What are the three levels of Commitment and what level is high performance in a task link to? |
1) Short-Term
2) Medium-Term
3) Long-Term
- Higher performance is based on a desire for a long-term commitment to something)
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What were the Primal Cues discussed in Class? (x3) |
- "The World is Unsafe"
- "To keep up I have to go faster"
- (Dis) comfort
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What is the thinking behind the Subconscious/Primal Cue "The World is Unsafe"? |
- A person achieves their feeling of "safety" by becoming powerful/really good
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What is the thinking behind the Subconscious/Primal Cue "To Keep Up I have to Go Faster"? |
- The last child is an example of this - Subconscious cues are picked up from a very young age
- "The 4th/4.4 children is statistically the best in athletics"
- Should we as coaches push for more pressure/competition at an earlier age?
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What is the Subconscious/Primal Cue of "(Dis) Comfort" |
- Psychological discomfort
- Healthy competition makes a person/athlete strive to improve
- Improving because someone else is also vying for your position
- Competing/ Working for something = means you'll have a higher invested interest and a higher work ethic
- Think of the example in class about the two groups of students (wealth vs. lower class) that had the same school band teacher. The less privileged students had to work/fundraise to buy their instruments, and they went on to be more successful/talented than the wealthier students who has their instruments given to them.
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What were the "Conscious Cues" Discussed in Class? (x2) |
- "It could be you"
- Group Psych
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Define the Conscious Cue "It could be you", and what was the example given in class? |
- A conscious statement that is constantly transmitted/reinforced that tells an athlete that "your work ethic is the only thing stopping you"
- Dominica Republic Baseball Example:
- Every kid on the island has a "hero"/big brother figure who they look up to. Looking up to this "hero" figure translates into a subconscious cue that greatness is achievable (1 in 9 players in the MLB are from the Dominican Republic)
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What are some of the aspects of the Conscious Cue "Group Psych", and what was the example given in class? |
- "You belong to a group"
- "That group has adversaries"
- "There is a huge reward at the end"
- Disadvantaged School Example:
- Create a group identity (ex: school uniforms)
- Strict rules (verging on militaristic), part of a fighting group
- Give them adversaries (if you're going to succeed, you're going to have adversaries). In this case their adversaries were all those who doubted they could succeed.
- "Reward" = going to University, seen as life changing for the students (98% went on to go to University)
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What are the 3 steps of achieving "Deep Practice" |
- 1) "Chunk it"
- 2) "Repeat it"
- 3) "Feel it"
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Define "Chunk It" in relation to the processes of "Deep Practice" |
- Break a skill down into parts. Practice the parts individually until you can put them together (in succession)
- Use visualization techniques to visualize what "perfect" would look like
- When mistakes are made, "visualize" that particular "Chunk" of the skill
- Thought of as the fastest way to skill acquisition
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- What happens physiologically during the "Repeat It" Stage of "Deep Practice" |
- Dense myelination of neural pathways in the brain
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- Define the "Feel It" Stage of "Deep Practice" |
- Similar to being "In the Zone"
- Tired but alert
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- What is a good/optimal age for developing Spacial Awareness in athletes? |
- Age 13-14
- Recall the Russian Athletics example (physiological changes, psychological rebellion)
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What are the 7 aspects of "The Mental Game" |
1) Motivation - (An athlete is uninterested, maybe their parent(s) are forcing them to play)
2) Emotional Control
3) Attentional Control
4) Goal Setting
5) How to get athletes to believe in themselves
6) New coach/new players
7) Avoiding burnout
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- What are some aspects of the "Selection Process" for your team? (x4) |
- Selecting Athletes
- Selecting Coaches
- Notification of Results (i.e. try-outs)
- Politics
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For the "Team Building" topic discussed in class, what are some ways of enhancing team cohesion? |
- Team Name
- Team Uniforms
- Trips (Good & Bad)
- "Duty Dog"
- Anonymous comments (ex: from anonymous "buddies")
- Team bonding through social gatherings outside of sport
- Awards
- Empowering your athletes (Anything you can do to help your athletes feel a sense ownership over the team will help team cohesion)
- Use of methods of gauging success not based on winning/losing as much as possible to facilitate team cohesion
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What are the Pros and Cons of giving out Awards? What should you take into consideration? |
- A characteristic of great athletes is that they like to receive awards, so awarding them will be well received
- Take into consideration the culture of your team, weigh the pros and cons of giving out awards
- Will it create bad blood/animosity among the athletes on the team (Ex: feelings of judgment, favouritism etc.)
- Will the athletes be susceptible to emotional detriments?
- You can also give an award/something funny or endearing to everyone on the team
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What were the main topics/protocols discussed under the "Risk Management" Section of Lectures? (x 8) |
1) Sport Injuries
2) Pain
3) Head Trauma
4) Lacerations
5) Nosebleeds
6) Acute Injuries
7) Chronic Injuries
8) Neural Injuries
9) Jet Lag
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What important things to keep in mind when "Managing Risk" as a coach? |
- Be aware of liability/negligence
- Document everything
- Have protocol in place
- Keep your athletes best interests in mind
- Be aware that all athletes are different, they all vary in their emotional and physical responses
- Err on the side of caution
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What is the protocol involved in the "1) Sport Injuries" section of "Risk Management" |
- Have an emergency protocol in place (phone #'s for parents/significant others, emergency services)
- Be aware of the physical health of your athletes, pay attention to cues (ex: Favouring one side)
- Attend to injuries immediately (avoid negligence/liability)
- Don't take steps that you're not comfortable with (ex: an athlete says their injury "isn't that bad")
- Pain tolerances vary among athletes (sometimes to a great degree)
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What are the different levels of pain outlines in the "2) Pain" section of "Risk Management" |
- Acute Pain
- Chronic Pain
- Nerve Pain
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Define "Acute Pain" |
- Pain that subsides quickly
- It comes from the act of quick stretching and compression
- It can be life threatening
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Define "Chronic Pain" |
- Pain that builds up over time (like an "ache")
- Can be extremely painful
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Define "Nerve Pain" |
- "Neuralgia" = Injury/Compression of a nerve that is often described as "burning" nerve pain. Can be experienced as warm, electric, or a tingling sensation. It may feel as if it's travelling from one part of the body to another (because pain signals follow the path of the distressed nerve). In the spine, neural compression can be caused by an array of things, but it's commonly associated with degeneration from aging.
- Nerve damage from compression/stretching = "Burning"/ "Hot" Sensation
- Radicular radiating pain = Hot/shooting pain from nerve damage
- It may not be life threatening, but it can be very serious (can lead to permanent nerve damage)
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What are the key aspects of "Head Trauma" in respect to "Risk Management"? (x3) |
- 1) LOC
- 2) Signs
- 3) Re-test
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- What is the protocol associated with a LOC in respect to "Head Trauma"? |
- Assume head trauma has occurred for any athlete that has gone down and has LOC
- An M.D. must clear an athlete after they have suffered LOC in order for the athlete to return to practice or competition
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- What are the signs of "3) Head Trauma"? (x8) |
- Glassy eyes
- Headache
- Ringing in the ears
- Blurred vision - Usually around the periphery ("tunnel vision")
- Nausea- Can mean something more serious
- Loss of memory
- Unsteady - Common and can clear up quickly
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What is the protocol involved in the "Re-Test" aspect of "Risk Management" in relation to "Head Trauma" |
- Re-test every 10 minutes
- If an athlete is cleared after 10 minutes it is possible for them to return to play (but be very cautious, better safe than sorry)
- Even if one symptom persists after 10 minutes, send the athlete to the E.R.
- If all symptoms disappear but other strange symptom(s) appear send them to the E.R.
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What are some of the physiological events that can occur with Head Trauma and what are the associated risks of those events? |
- Rattling of the head
- Contusions, clotting and coagulation on the skull (Grade 2 Concussion)
- Hemorrhaging (escaping of blood from a vessel) on the top of the membrane on the apical surface of brain tissue
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What Physical Action is Associated with LOC? |
Leg's Buckling
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What can happen if a person suffers another head trauma before the first one has had time to heal? |
- Deadly bleeding
- That blood can drain to the base of the brain where is can put pressure on the respiratory system causing suffocation (fatal)
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Define a "Lucid Interval" in relation to Head Trauma |
- Brain trauma symptoms can clear up even if there is "subdural haemorrhaging" (brain bleeding)
- This is why patients are told to be woken up intermittently when they suffer head trauma
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What are the methods of treating "4) Lacerations" in relation to "Risk Management"? |
- Stitches (No rule associated with it, but maybe any laceration bigger than a half an inch?)
- If you think a person needs stitches use sterile gauze pads to compress an open bleeding laceration, then refer to urgent care
- Lacerations can cause a sympathetics response (i.e. in children) from witnessing the injury (blood etc.) even when there is no direct urgency for medical attention
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What are the methods of treating "5) Nosebleeds" in relation to "Risk Management"? |
- Don't use gauze pads (it pushes blood into the digestive tract and can cause nausea)
- Find the end of the nasal point, and put pressure/squeeze on the point just distal to it. Hold for >1 minute (so the body can form a strong clot). Release very very slowly so that the walls of the nose extend slowly and the clot can fill in and doesn't tear (> 30 s).
- Spontaneous nosebleeds can be due to very high or very low environmental humidity
- Very dry = cracking of blood vessels close to the surface. Cauterizing the blood vessel can be used in serious cases to cause a scab)
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What are the courses of action you should take in for "6) Acute Injuries" in relation to "Risk Management"? (x5) |
- Ask about noise
- Ask about the type of pain
- Get the athlete to identify where the pain is
- Look for misalignment and swelling
- I.C.E. and refer to M.D.
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What can a "Cracking" or "Popping" sound indicate with regards to an acute injury? |
- Isn't always indicative of an injury (it can be the sound from bones shifting against one another)
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What could it mean if an athlete points to a bone when you ask them to identify where the pain is ("Acute Injuries")? |
- It could mean there is a contusion or a broken bone
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What types of treatments should be used for Acute Injuries and when? |
- Ice:
For areas with thinner tissue, to kill the pain
Shin area
Contusions to the back of the calf area (do not compress or compress ice onto the area)
- Compression:
Good for muscle contusions (blood capillaries ruptured or bruised)
- Elevation:
Elevate the injured part of the body above the level of the heart, so that the lymph system can drain back to the heart
- I.C.E. and refer to an M.D.
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What aspects should you keep in mind in regards to "7) Chronic Injuries" and what courses of action should you take? |
- Athletes might be too proud
- Athletes might have other motives for not telling you they're injured
- Observe athletes for compensatory movements (they might not even be aware of the issue)
- Refer to Physio/M.D.
- Have a resource guide to refer the athlete to a sport specialist
- Have CPR (liability/negligence protection)
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What are some things to keep in mind in relation to "8) Jet Lag" with regards to "Risk Management" |
- Worst going East (easier to acclimatize when you're moving with the sun)
- Occurs from the changes in light/dark cycles
- Usually 1 day per time zone for acclimatization
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What are some factors that can Contribute to Jet Lag? (x3) |
- Dehydration
- Caffein/Alcohol Consumption (Dehydrates)
- Heavy Training (Dehydrates)
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What are some Pharmaceutical Drugs that relate to Athletics? |
- Anti-inflammatories (e.g. Advil)
- Analgesics (Pain Relief)
- Antipyretics (Reduce Fever)
- DMSO (Reduce Swelling)
Anti-Inflammatory
Analgesic
Very dangerous drugs because it changes the permeability of certain cell membranes and for that reason bacteria may enter the blood stream more easily when you are on this drug
- Caffeine/Amphetamines (Stimulants)
- Cold Remedies
Have Atropine (muscle relaxant) in them that can take a long time to leave the system (follow the directions)
- Antioflogistene (In Rub A535), anti-inflammatory that we talked about in class
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What Areas should a Seasonal Planning Worksheet Focus on? (x8) |
- Individual skills
- Group/Unit Skills
- Tactical Knowledge
- Tactical Skills
- Patterns (Offensive/Defensive)
- Physical Requirements (of each section)
- Psychological Requirements
- Rules and Sportsmanship
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As athletes improve, what types of skills are focused on more? |
- Discrete Skills (clear start and stop)
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What are the 5 Skills we talked about in class? |
1) Technical Skills
2) Tactical Skills
3) Rules and Sportsmanship
4) Physiological Skills
5) Psychological Skills
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What are some questions to ask yourself as a coach in regards to planning (pre-season, season and post-season)? |
- What do you want to teach your athletes?
- What time frame do you have to teach these skills?
- How many practices are needed for leaning/increasing the skill?
- Know the difference between refining a skill and revisiting a skill
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What are some things to keep in mind when planning? |
- Things won't be exact
- Linear planning, clarity of approach
- Go back and attend to skills
- Account time spent on fitness, mental skills, knowledge of rules etc.
- Not all skills need to be practiced for every sport (Physical, Technical, Tactical, Mental)
- Know progressions and regressions for skills
- "Chunking" of skills?
- Know the Objective(s) of each Practice
- Plan out Work : Rest ratio for drills
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What should a practice planning sheet include? |
- Start Date:
- End Date:
- Duration (In Weeks):
- Total # of Practices (Per Week):
- Total # of Practices (Per Season/Year):
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What should a skill planning sheet include? |
- Time:
- Name of Activity:
- Description:
- Key Teaching Notes:
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What are Key Traits of Good Decision Makers? (x5) |
1) Rarely compare alternatives
2) Rarely generate a second alternative
3) Experience (Allows DM's to understand relevant cues)
4) Excellent at "Situation Assessment"
5) Use Mental Stimulation to build casual models
Visualize different situations they may find themselves in
Generalized cues for widespread application/more transferability)
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Define the Shared Mental Model (SMM) |
- Teams that engage in effective planning before a mission, perform better under increased workloads
- Practice should cover as many situations as possible, so that every athlete knows their role/responsibility in each situation
- More mistakes will be made in situations that are unfamiliar
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What are some Explanations for Decision Error? (x4) |
1) Lack of experience
2) Lack of information (communication)
3) Poor mental stimulation
4) Group escalation of commitment (When a tactic isn't working/bad plan of action)
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What are some important aspects of "Cues"? |
- Don't need to be too specific (i.e. he goes left, you go right)
- Every play should be designed to score
- Practice where athletes need to look to gather the information they need to make good decisions
|
What are Gender Issues? (x3) |
- Male vs. Female athletes
- Coaching the opposite/same gender
- Co-ed teams
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Other Topics (x2) |
- Strength and Conditioning
- Racism/Disabilities
|
What are the 7 steps for Barry's Goal Setting Formula? |
1) Specific
2) Challenging
3) Achievable
4) Measurable
5) Timed
6) Evolving
7) Recorded
|
What are the Steps of Mental Preparation? (x4) |
1) Positive Environment
2) Positive Emotional Control
- Meditation techniques
- Track emotional state and performance
- Routines (music, food, warm-up etc.)
3) Positive Attentional Control (i.e. Focus)
- Positive self-talk, watching breath, shaking out arms, concentration practice (e.g. clock drill)
4) Visualization
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What are the Steps of Skill Progression? (x4) |
1) Instability
2) Application of Power
3) Follow-Through
4) Stability
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Define the Shared Mental Model (SMM) |
Teams that engage in effective planning before a mission perform better under increased workloads
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Name 4 Explanations for Error |
- Lack of experience/practice
- Lack of information (developmental cues, communication)
- Poor mental stimulation (Visualization)
- Group escalation of commitment
|
What are the first 4 questions on the Champion Characteristics Checklist? |
1) I make firm friends within the team who are serious about the sport
2) I tolerate other athletes at all times
3) I join fellow athletes in social functions
4) I attempt to be liked by and friendly with other athletes
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What are the first questions of some of the other categories on the Champion Characteristic Checklist? |
11) I ask the coach why things are done a particular way in sport
21) From my mistakes I learn to do things better in the future
31) I organize my equipment well
41) I do not break team rules
61) If I am troubled before a contest, I regain my composure
71) I am prepared to take a lead early, no matter what the cost
81) I like the coach to comment frequently on my techniques
91) I like to know my progress and improvement in sport
*75% of features are common amongst tested champion level athletes
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What does Goal Setting Achieve? (x3) |
- Goals direct attention
Focus attention on one unified task
Allows for skill development and improvement
- Goals act as motivators
Set achievable and challenging goals for the best motivated (keep athletes focused and aware of goals)
- Goals give ownership to the athletes
Gives the athlete the power to make improvements and focus their motivation
|
What are some advantages of setting Individual and Team Goals vs. Not Goal Setting? (x3) |
- Better athletic performance
- Group members feel more personally challenged
- Motivates performance
|
What some Characteristics of Successful Teams? |
- More accurate performance estimates when goal setting
- Higher self-esteem, require less bolstering of self-esteem
- Place more importance on setting team goals
- Low-needs (just require feedback and are ready to go)
|
What are some Characteristics of "Performance and Expectation" for Teams? |
- Satisfaction goes up when expected feedback is similar to the feedback they receive (this is why it's important to set realistic goals)
- Public commitment of expected goals increased satisfaction and performance results for individuals
|
What are some Characteristics of "Goals and Effort" for Team and Individual Goal Setting? |
- The greater and more remote/specific the goal is = more voluntary effort
|
What are 2 components of Positive Emotional Control? |
1) Self-Appraisal
2) Self-Projection
|
What are the 3 types of fear we talked about in class? |
- Fear of failure
- Fear of success
- Fear of physical harm (always respect this as a coach)
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What are the 6 R's of Bouncing Back? |
- Recognize
- Release
- Relax
- Replay
- Refocus
- Ready
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What are the 2 different types of Visualization? |
1) Internal - Watching yourself going over skill progressions
2) External - Zoomed out view/3rd person view to visualize patterns and plan execution
|
What does Barry mean by "Ignition", and what are the primal cues that affect "Ignition" in a person (x2)? |
- The thing/feeling that turns a person onto a sport/activity
- 1) Commitment
- 2) Unconscious Cues
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At what age can you start doing tactical discussion with your team? And at what age can you discuss the reasoning behind those tactics? |
- a) 15 years old
- b) 18 years old
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What are the 8 Elements of "Seasonal Planning"? |
1) Individual Skills
2) Group Skills
3) Tactical Knowledge
4) Technical Skills
5) Patterns (Offensive/Defensive)
6) Physical Requirements
7) Psychological Requirements
8) Rules and Sportsmanship
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What should you include in a "Seasonal Planning" worksheet? (x5) |
1) Start Date:
2) End Date:
3) Duration (in weeks):
3) # Practices (per week):
4) # Practices (total):
- Promotes patience to not get pulled off the plan
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What are some things to keep in mind when developing practices? |
- Start with a general plan
- Make the plan progressive
- Log the details of your practices
- Give yourself more time than you think (room for error)
- 90 minutes is an optimal duration for a practice
|
What are some additional things to keep in mind when going through the NCCP's Ethical Decision Making Process? |
- Consider the repercussions for everyone involved
- Identify who needs to know
- Formal or Informal action required?
- What will you do next if the informal process doesn't work?
|
What are the Elements of Team Selection? (x5) |
1) Tryouts & Format (Open Call, Invitation)
2) Style (Probables vs. Possibles, Random Teams, Mixed Teams)
3) Criteria for Selection (Objective/Subjective)
4) Order of Selection
5) Captains (Does the team select? Do you select? Who has a say?)
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What are the 9 Aspects of Risk Management and Liability? |
1) Plan the Activity (Written and dated documentation)
2) Provide Proper Instruction (e.g. CPR, First Aid)
3) Safe Physical Environment (Field and Equipment Checks)
4) Provide Proper Equipment (CSA Approved, regular maintenance)
5) Match Athletes
6) Supervide Closely
7) Emergency Protocol
8) Informed Consent (Not waivers, need legalized by local associations, explicit mentioning of inherent dangers of the sport)
9) Travel (In loco parentis, insurance, driver competency, contingency fund)
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What are the Elements of "Administration" with Regards to "Risk Management" |
1) Selection
2) Registration
3) Uniforms
4) Facilities
5) Equipment
6) Medical
7) Travel
8) Fundraising
9) Weekly Jobs
10) Budget
11) Policies and Procedures
12) Risk Management
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In Relation to the "NCCP's Ethical Decision Making Process" what are some questions to ask yourself that relate primarily to the "Outcome/Result" of a situation that can help you in your Ethical Decision making process? |
- Does the option promote the achievement of a positive outcome for the majority of the individuals involved?
- Does the option minimize the negative implication that may follow?
- Does the negative implications of the option affect the fewest people possible?
- Does the option present a risk for the physical, intellectual, emotional of social development of a person?
- Does the option represent an obstacle to the achievement of a person's/group's goals?
- Does the option seek to protect the interests of others who might be in a vulnerable position?
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In Relation to the "NCCP's Ethical Decision Making Process" what are some questions to ask yourself that relate primarily to the "Means/Process" of a situation that can help you in your Ethical Decision making process? |
- Is the process fair and does it respect the rights of everyone regardless of athletic potential, sex, race, language, age, religion etc.?
- Does the option consistent with all established rules and principles?
- Does the option respect the authority of people in a position of responsibility?
- Is the option based on credible information?
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