Child Protection
&
Good Practice Guidelines
February 2010
TABLE OF CONTENTS
1
Tramore Tennis Club’s Policy Statement
3
Guiding Principles
4
CHILD PROTECTION
Club Structure in respect of Child Protection
7
Reporting Procedures
8
Reporting & Responding
10
Types of Abuse
11
Anti Bulling Statement
13
Identifying and Responding to Bullying
14
Guidelines in respect of Photographs and Images of Children
19
GOOD PRACTICE
Good Practice Guidelines
20
Code of Conduct for Coaches/ Sports Leaders
23
Code of Conduct for Children/ Young People
25
Code of Conduct for Parents
27
APPENDICES
Positive Discipline
29
Being a Better Tennis Parent
32
General Framework for the Long-Term Development of a Tennis Player
36
Useful Contact Numbers
38
Committee Members
39
Reporting Form
40
Confirmation of Acceptance
41
2
POLICY STATEMENT
This document sets out the principles underpinning practice within Tramore Tennis Club, the procedures to
be followed in the event of a concern regarding the welfare of a child or a young person and outlines good
practice guidelines.
The focus of the document is the prevention of child abuse and harm in the sporting environment.
This goal can only be achieved by the involvement and co operation of all the membership and the
adherence to the principles as outlined which in turn reflects the Guidelines contained in the Sports Councils
Code of Ethics and Good Practice for Children’s Sport
Signed on behalf of Senior Committee:
____________________________________
Date:
____________________________________
PLEASE NOTE INCIDENT FORMS CAN BE DOWNLOADED FROM THE CLUB WEBSITE
AND ARE AVAILABLE FROM THE OFFICE
3
GUIDING PRINCIPLES
Children have a lot to gain from sport. Their natural sense of fun and spontaneity can blossom in positive
sporting environments.
Sport provides an excellent opportunity for children to learn new skills, become more confident and
maximise their own unique potential. These benefits will increase through a positive and progressive
approach to the involvement of children in sport that places the needs of child first and winning and
competition second.
Winning and losing are an important part of sport but they must be kept in a healthy perspective.
A child centred approach to children’s sport will return many benefits in terms of the health and well being
of our future adult population.
The organisation of sport for children should be guided by a set of core values that provide the foundation
for all practice.
IMPORTANCE OF CHILDHOOD
The importance of childhood should be understood and valued by everyone involved in sport. The right to
happiness within childhood should be recognised and enhanced at all levels of sport.
NEEDS OF THE CHILD
All children’s sport experiences should be guided by what is best for children.
This means that adults should have a basic understanding of the emotional, physical and personal needs of
young people. Their stages of development and ability should guide the types of activity provided.
INTEGRITY IN RELATIONSHIPS
Adults interacting with children in sport are in a position of trust and influence.
They should always ensure that they treat children with integrity and respect and that the self-esteem of the
child is enhanced.
All adult actions in sport should be guided by what is best for the child and carried out in the context of
respectful and open relationships.
Verbal, physical, emotional or sexual abuse of any kind or threat of such abuse is totally unacceptable within
sport, as in society in general.
4
FAIR PLAY
All children’s sport should be conducted in an atmosphere of fair play.
Ireland and the UK have adopted and are committed to the European Code of Sports Ethics, which defines
fair play as: much more than playing within the rules. It incorporates the concepts of friendships, respect for
others and always playing within the right spirit.
Fair play is defined by a way of thinking, not just as a way of behaving. It incorporates issues concerned
with the elimination of cheating, gamesmanship, doping, violence (both physical and verbal), exploitation,
unequal opportunities, excessive commercialisation and corruption.
(European Sports Charter and Code of Ethics. Council of Europe, 1993)
The principles of fair play should always be emphasised, and organisers should give clear guidelines
regarding acceptable standards of behaviour.
The importance of participation for each child, best effort and enjoyment rather than winning should be
stressed.
Children should be encouraged to win in an open and fair way.
Behaviour which constitutes cheating in any form, e.g., calling balls on the line out, should be discouraged
QUALITY ATMOSPHERE AND ETHOS
Children’s sport should be conducted in a safe, positive and encouraging atmosphere.
Standards of behaviour for leaders and children in the sport and the organisation should be as important as
the standards these organisations set for sports performance.
Standards of excellence should extend to personal conduct.
COMPETITION
A child centred ethos will help to ensure that competition and specialisation are kept in their appropriate
place.
A balanced approach to competition can make a significant contribution to children’s development while at
the same time providing fun, enjoyment and satisfaction. Through such competition children learn respect
for opponents, officials and rules of the sport.
Too often competitive demands are placed on children too early, which results in excessive levels of
pressure on them. This is one of a number of factors which contribute to high levels of dropout from sport.
It should always be kept in mind that the welfare of children comes first and competitive standards come
second. While under eight is a very different age group to under eighteen the same general principle should
apply
5
EQUALITY
All children should be valued and treated in an equitable and fair manner regardless of ability, age, sex,
religion, social and ethnic background or political persuasion.
Children, irrespective of ability or disability, should be involved in sports activities in an integrated and
inclusive way, whenever possible, thus allowing them to participate to their potential alongside other
children.
6
CLUB STRUCTURE IN RESPECT OF CHILD PROTECTION
The President of the Club together with the Senior Committee has over-arching responsibility for the
adoption and implementation of The Child Protection & Good Practice Document within Tramore Tennis
Club.
In carrying out this function it relies on the support, input and guidance of
(i) The Junior Committee
(ii) The Child Protection Sub Committee
(iii)The Delegated Officer / Children’s Officers
(iv) The staff and coaches working within the Club
(v) The membership of the Club
The maintenance of a positive and safe atmosphere for all children can only be achieved by ensuring all the
stakeholders work together and have open lines of communication.
THE JUNIOR COMMITTEE’S ROLE IN RESPECT OF CHILD PROTECTION ISSUES:
(i) The issue of Child Protection to be on the agenda of Committee Meetings to assist in raising
awareness of same.
(ii) In carrying out its function the welfare and protection of children attending activities and
competitions will be considered.
THE CHILD PROTECTION SUB COMMITTEE:
This Committee’s membership comprises the Clubs Children’s Officers together with the Delegated Officer.
The role of this sub committee is
(i) To advance the implementation of the Child Protection Guidelines.
(ii) To ensure on-going review of practice and policy in this area.
(iii)To follow up on reported incidents / concerns in line with the Clubs Policy.
(iv) To report its findings and recommendations to the President and Senior Committee.
THE DELEGATED OFFICER / CHILDRENS OFFICERS:
Their role within the Club is to
(i) Advise the President and Senior Committee in respect of Child Protection issues.
(ii) Be a member of the Child Protection Sub Committee and together with this Committee advance and
assist in the implementation and review of the Child Protection Policy of the Club.
(iii)Be available together with the Child Protection Sub Committee to follow up on specific allegations
and / or incidents reported to the Club.
Staff, coaches and membership to be made aware of Child Protection Policy and encouraged to voice
concerns and to contribute to the on-going debate
7
REPORTING PROCEDURES
The guiding principle underpinning these procedures is safeguarding a child’s safety and welfare. All
decisions should emanate from this guiding principle.
A concern in respect of a junior can be brought to the attention of a Committee member, Groundsperson,
Coaches or Delegated / Children’s Officer by a child, parent or other concerned adult.
It should be noted that there is protection in law for individuals who report a concern for a child in good
faith (The Reporting of Child Abuse Act 1998).
Parent/s should be informed immediately of a concern / incident in relation to their child (the only
exception to this rule is where there is a concern that by so doing that the child may be put at risk).
Once an incident / concern is reported the following apply:
1. The incident needs to be recorded on an incident form (details and facts of the incident)
2. It needs to be shared with the Delegated Officer and/or the President of the Club who will call a
Child Protection Sub Committee Meeting
3. The Child Protection Sub Committee will meet to review the available information
4. The Child Protection Sub Committee will decide on an action plan and will nominate the Committee
members who will lead in this regard
5. The action plan to be shared and agreement reached on same with Club President
6. Once the action plan has been completed the Child Protection Sub Committee reports to the Senior
Committee as to it’s findings and recommendation/s
7. All parties to the complaint to be informed as to the outcome.
appropriate to the parties involved
The feedback given will be
Every effort will be made to ensure that a concern / incident, dealt with within the Club structure, will be
handled in a fair and transparent way and in as short a timeframe as possible.
PLEASE NOTE THE FOLLOWING:
All concerns/complaints to be followed up and brought to the attention of the Delegated Officer and the
Child Protection Sub Committee.
If the incident involves a suspected crime against a child then the matter needs to be reported to the relevant
statutory authorities immediately (i.e. Garda and/or HSE).
Anonymous complaints can be difficult to deal with but should not be ignored. Likewise rumours should
not be allowed to hang in the air.
Parents of the young person / child concerned should be consulted and their view ascertained as to:
1. Their wishes as to follow up
2. Their knowledge of the incident
8
All parties to the incident to be asked to give the facts pertaining to the incident (incl. individuals involved,
Groundsperson, Committee members etc.).
All parties to be requested to complete an incident form or submit their account in writing.
A child should not be interviewed unless they wish to be and in those exceptional circumstances should
only be interviewed in the presence of parent/s.
All information to be dealt with sensitively and in confidence.
All parties are asked to co-operate voluntarily with the Club accepting that it has no powers to insist on cooperation.
The Club however reserves the right in such circumstances to reach a determination on the facts available to
it and will be guided by the principal of ‘safety of children’.
All records in relation to an alleged incident / concern are to be held securely by the Clubs Delegated
Officer. These files are to be transferred from the office holder to the next and, if such a role is vacant, to
be passed to the President of the Club.
PLEASE NOTE INCIDENT FORMS CAN BE DOWNLOADED FROM THE CLUB WEBSITE
AND ARE AVAILABLE FROM THE OFFICE
9
REPORTING AND RESPONDING
GUIDELINES FOR REPORTING ALLEGATIONS/INCIDENTS
GROUNDSPERSON / COMMITTEE MEMBER / COACHES / PARENT
what is reported or observed on an Incident Form
Ensure that key facts are recorded: dates, names of individuals present, contact details
Inform the Delegated / Children Officer / Club President of the concern
Guarantee of confidentiality or undertakings regarding secrecy cannot be given
All information should be treated in a careful and sensitive manner and should be discussed only with
those who need to know
The Club President / Delegated Officer will be responsible for storing any report in a safe and secure
environment
GUIDELINES FOR RESPONDING TO A CHILD REPORTING AN INCIDENT
DO
hat it will be dealt with appropriately
- "the designated person."
DON’T
tails of the abuse
You should inform the parents unless doing so would endanger the child.
PLEASE NOTE INCIDENT FORMS CAN BE DOWNLOADED FROM THE CLUB WEBSITE
AND ARE AVAILABLE FROM THE OFFICE
10
TYPES OF ABUSE
Background knowledge in relation to child abuse, the general principles of child protection and the ability to
recognise and respond to abuse are important issues.
Of primary concern for Tramore Tennis Club is the issue of the Child Protection of our young members
within the operation of our Club.
However, being cognisant of the indicators of abuse in respect of young members caused by others outside
the Club is of an equal importance for the safety and well being of that child.
PHYSICAL
Physical abuse is the deliberate physical injury to a child, or the wilful or neglectful failure to prevent
physical injury or suffering.
This may include hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating,
confinement to a room or cot, or inappropriately giving drugs to control behaviour.
NEGLECT
Neglect is the persistent failure to meet a child’s physical and/or psychological needs, likely to result in
significant harm.
It may involve a parent or carer failing to provide adequate foods, shelter and clothing, failing to protect a
child from physical harm or danger, failing to ensure access to appropriate medical care or treatment, lack of
stimulation or lack of supervision.
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
SEXUAL
Sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is
aware of what is happening.
The activities may involve physical contact, including penetrative or non penetrative acts.
They may include non-contact activities, such as involving children in looking at or the production of
pornographic material or watching sexual activities, or encouraging children to behave in sexually
inappropriate ways.
EMOTIONAL
Emotional abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent
adverse effects on the child’s emotional development.
It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar
as they meet the needs of another person. It may involve causing children frequently to feel frightened or in
danger, or the exploitation or corruption of children.
Smothering a child’s development through over-protection can also be a form of abuse. Some level of
emotional abuse is involved in all types of ill treatment of a child, though it may occur alone.
11
Domestic violence, adult mental health problems and parental substance misuse may expose children
to emotional abuse.
INDICATORS OF ABUSE
The following is a list of some indicators of abuse, but it is not exhaustive:
PHYSICAL INDICATORS AND BEHAVIOURAL INDICATORS
or bloodstained clothing
tful of adults or excessive attachment to adults
12
ANTI-BULLYING STATEMENT
Bullying is not an accepted behaviour towards anyone, or by anyone at Tramore Tennis Club, be they child,
coach, volunteer or parent.
Bullying may take the form of physical attacks, such as hitting, kicking, taking or damaging belongings,
verbal assault, including name calling, insults, repeat teasing, sectarian/racist assaults, or it may take more
indirect forms, such as spreading malicious gossip, rumours or excluding someone from a social group.
(Childhood Matters, 1996)
The possibility of people being bullied should be discussed openly within the Club and all young people and
staff informed of both the Club’s views on bullying and ways in which bullying can be prevented /stopped.
It should be emphasised that anyone can be the victim of bullying and that being or feeling bullied is not a
sign of weakness and does not make the victim a less valuable person.
PLEASE NOTE INCIDENT FORMS CAN BE DOWNLOADED FROM THE CLUB WEBSITE
AND ARE AVAILABLE FROM THE OFFICE
13
IDENTIFYING AND RESPONDING TO BULLYING
TYPES OF BULLYING
Bullying can occur:
• child to child - includes physical aggression, verbal bullying, intimidation, damage to property and
isolation
• adult to child - includes the use of repeated gestures or expressions of a threatening or intimidatory nature,
or any comment intended to degrade the child
• child to adult – includes the use of repeated gestures or expressions of a threatening or intimidatory nature
by an individual child or a group of children
THE INDIVIDUAL

Respect every child’s need for, and rights to, a play environment where safety, security, praise,
recognition and opportunity for taking responsibility are available

Respect for every individual’s feelings and views

Recognise that everyone is important and that our differences make each of us special

Show appreciation of others by acknowledging individual qualities, contributions and progress

Ensure safety by having rules and practices carefully explained and displayed for all to see
BULLYING

-
Bullying will not be accepted or condoned. All forms of bullying will be addressed. Bullying can
include:
physical pushing, kicking, hitting, pinching etc
name calling, sarcasm, spreading rumours, persistent teasing and emotional torment through
ridicule, humiliation and the continual ignoring of individuals
sectarian/racial taunts, graffiti, gestures
sexual comments and /or suggestions
unwanted physical contact

Children from ethnic minorities, disabled children, young people who are gay or lesbian, or those with
learning difficulties are more vulnerable to this form of abuse and may well be targeted.

Everybody has the responsibility to work together to stop bullying – the child, the parent, the coach, the
youth worker, the sport’s official

Appropriate forums should be used within the Club , to address, monitor and stop bullying

Commitment to the early identification of bullying and prompt, collective action to deal with it

Children should be encouraged to take a role in stopping bullying in their Club
14

Policy and practice should be reviewed regularly in the light of changing needs and changes adopted by
other agencies (e.g. schools)
SUPPORT TO THE CHILD

Children should know who will listen to and support them

Children should have access to Club children’s officers.

Children should be told what is being recorded, in what context and why

Anyone who reports an incident of bullying will be listened to carefully and be supported, whether the
child being bullied or the child who is bullying

Any reported incident of bullying will be investigated objectively and will involve listening carefully to
all those involved

Children being bullied will be supported and assistance given to uphold their right to play and live in a
safe environment which allows their healthy development

Those who bully will be supported and encouraged to stop bullying

Sanctions involving long periods of isolation, or which diminish and make individuals look or feel
foolish in front of others, should be avoided
SUPPORT TO THE PARENTS / GUARDIANS

Parents/Guardians should be advised on local policy and practice about bullying

Any incident of bullying will be discussed with the child’s parent(s)/guardians

Parental/Guardian advice on action will be sought and agreements made as to what action should be
taken
ANTI BULLYING POLICY
Factsheet 2 from Our Duty to Care, Dept. of Health and Children 2000
This is adapted from the Scout Association of Ireland’s Child Protection Policy and may provide a useful
reference to organisation’s considering an Anti-Bullying Policy
WHAT IS BULLYING?
Bullying can be defined as repeated aggression be it verbal, psychological or physical conducted by an
individual or group against others.
15
It is behaviour that is intentionally aggravating and intimidating and occurs mainly in social environments
such as schools, Clubs and other organisations working with children and young people. It includes
behaviours such as teasing, taunting, threatening, hitting and extortion by one or more children against a
victim.
IS BULLYING HARMFUL?
Persistent bullying can have a devastating effect on a child’s self esteem. They may feel it’s somehow their
fault, or that there’s something wrong with them, they may become withdrawn and insecure, more cautious,
and less willing to take any sort of risk.
Being victimised in this way can cause days of mental anguish and leave lifelong emotional scars. It has
driven some young people to try to murder their tormentors and others to suicide. A child who has suffered
bullying often needs professional counselling to let out their feelings and rebuild their self-confidence.
Bullying also affects any child who witnesses it.
WHAT DO CHILDREN GET BULLIED ABOUT?
Some of the factors involved in bullying include:






Puberty
Peer pressure
Gender differences
Stereotypes / prejudice
Structure of the group – hierarchy of dominance
Family background of victims and bullies
Bullying can be distinguished from bossiness and boisterous play. A bossy child will boss whoever is
around. So often it is due to lack of self-control or skills of negotiation or compromise. Boisterous play can
be dangerous but it does not involve young people wilfully setting out to hurt or victimise. Young people
often grow out of this kind of behaviour as they grow older. What distinguishes bullying from bossiness or
boisterousness is that the bully always picks on someone less powerful and more vulnerable. Persistent
‘slagging’, which has the same, devastating effects as bullying, shouldn’t be ignored.
HOW WOULD YOU KNOW IF A CHILD IS BEING BULLIED?
All bullies operate using furtiveness, threats and fear. Bullying can therefore only survive in an environment
where the victim does not feel empowered to tell someone who can help or in which it is not safe to do so.
The following indicators are warning signs that a young person might be getting bullied.









Reluctance to come to a centre or take part in activities
Physical signs (unexplained bruises, scratches, or damage to belongings)
Stress-caused illness – headaches, and stomach aches which seem unexplained
Fearful behaviour (fear of walking to scout meeting, going different routes, asking to be driven)
Frequent loss of ‘subs’ or shortage of money with vague explanations
Having few friends
Changes in behaviour (withdrawn, stammering, moody, irritable, upset, distressed)
Not eating
Attempting suicide or hinting at suicide
16
 Anxiety (shown by nail-biting, fearfulness, tics)
There are other possible reasons for many of the above
WHAT MAKES A PERSON BULLY OTHERS?
Bullies are often making a plea for help through their violent behaviour, which may reflect a sense of
insignificance. Bullies whose activities go un-addressed often fail socially and academically in later life.
They need to be taught all important negotiation and co-operative skills, working with others rather than
competing.
WHO SHOULD DEAL WITH BULLYING?
While the more extreme forms of bullying would be regarded as physical or emotional abuse and are
reported to the health board or An Garda Síochana, dealing with bullying behaviour is normally the
responsibility of the organisation where it is taking place.
HOW CAN IT BE PREVENTED?

Raising awareness within the Club

Vigilance by Club staff, Committee Members and parents

Ensuring issue on agenda of Senior and Junior Committee Meetings
ARE THERE ANY PRACTICAL STEPS THAT CAN BE USED TO COUNTER BULLYING?






Use young people as a positive resource in countering bullying and to change the culture of the
group to a permission to tell culture rather than a ‘might is right’ one
Teach young people to negotiate, co-operate and help others, particularly new or different children
Offer the victim immediate support and put the ‘no blame approach’ into operation
Never tell a young person to ignore bullying, they can’t ignore it, it hurts too much
Never encourage a young person to take the law into their own hands and beat the bully at their own
game
Tell the victim there is nothing wrong with them and it is not their fault
WHAT IS THE ‘NO BLAME’ APPROACH?
Step 1 – Interview with the victim
If you find that there has been an incident of bullying, first talk to the victim. At this stage find out who was
involved and what the victim is now feeling. Try asking the following questions:





Was it verbal or physical intimidation?
How hurt is the victim
Was it within his/her own peer group?
Ensure the victim that his/her name will not come out in the investigation
Actively listen
17
Step 2 – Meet with all involved
Arrange to meet with all those involved; this should include some bystanders, those who may have colluded,
those joined in and those who initiated the bullying.





Just have a maximum of six to eight in the group – keep the number controllable
Make a point of calling a ‘special’ meeting
Ensure the severity of the topic is understood by all
Speak only of the hurt caused in general terms with no reference to the victim
Play on the conscience of all – ask questions like: How would you feel? Would you like it done to
you?
Step 3 – Explain the problem
The distress being suffered as a result of the bullying incident is explained. At this stage the details of the
incident or the allocation of the blame is not discussed. Explain the feelings of loneliness, feeling left out,
rejected, laughed at. Try asking questions:
 Would they like it if it happened to them
 “Someone here in this group was bullied by someone within the group, what could we do to see it
does not happen again?”
 Listen, watch out for reactions, and pick up on any without isolating anyone
Step 4 – Share the responsibility
Explain what steps / controls may have to be introduced to prevent further incidents and how everyone will
loose out as a result
Step 5 – Ask the group for their ideas
At this stage the group is encouraged to suggest ways that would make the victim feel happier. All positive
responses are noted. Use phrases “if it were you” to encourage a response. Listen to all suggestions and note
them
Step 6 – Leave it to them
Now the problem has been identified, solutions suggested, the problem is now handed over to the group to
solve. Arrange to meet again in a week’s time. Pass responsibility over to the group and give a time frame
within which something must be done
Step 7 – Meet them again
Each member of the group, including the bully, discuss how things are going, who is doing what and have
there been other incidents. This allows for continual monitoring and also keeps all involved in the process.
Again enforce the idea of the ‘team’ looking after each other at regular intervals to ensure it is know that
bullying or intimidating behaviour will not be tolerated.
18
GUIDELINES IN RESPECT OF PHOTOGRAPHS AND IMAGES OF CHILDREN
Concerns have been raised about the risks posed directly and indirectly to children and young people
through the use of photographs on websites and sports publications. Photographs can be used as a means of
identifying children when they are accompanied by personal information.
This information can make a child vulnerable to an individual who may wish to start to ‘groom’ that child
for abuse. The content of the photograph can be used or adapted for inappropriate use. There is evidence of
this adapted material finding it’s way onto child pornography sites.
For this reason, Tramore Tennis Club, in line with other sporting organisations has developed these
Guidelines in relation to the use of images on their website.

Parental permission to be sought to use the image of a young person

Images of children in suitable dress only to be used

Unsupervised access to children or one to one photo sessions at events is not permissible

Concerns regarding inappropriate or intrusive photography to be reported to the events organiser or
official and recorded in the same manner as any other child protection concern
19
GOOD PRACTICE GUIDELINES
GOOD PRACTICE
All personnel are encouraged to demonstrate exemplary behaviour in order to protect children in their care
and themselves from false allegations.
The following are common sense examples of how to create a positive culture and climate within your
tennis Club.
GOOD PRACTICE MEANS:
encouraging
an open environment, e.g. no secrets)
each child / young person first, before winning or achieving goals
appropriate to
have
an intimate relationship with a child or to share a room, tent, shower/ bath or changing facilities with
them)
decisionmaking
Club and with a satisfactory ratio of coaches: children.
A maximum ratio of 1 coach to 8 children is recommended by Tennis Ireland
- Sport specific guidelines
- identification markers/ cones, clearly visible
- playing/coaching surfaces, free from debris
/or first aid kit on hand in event of an accident, with accident incident book to be marked
up at every relatively serious accident. NB All accidents should be reported to parents at collection
ning what you are
doing and why.
Any necessary contact should be in response to the needs of the child and it should be in an open
environment with the understanding and permission of the young person where possible.
The leaders should never do something for the child that they can do themselves.
Children/ young people should always be consulted before they are touched and their agreement gained.
20
Parental/ carer views about manual support should always be carefully considered
tennis
changing
rooms). If groups have to be supervised in the changing rooms, always ensure parents/ coaches/ officials
work in pairs
female
leaders. Be aware of the potential for same gender abuse by male adults of boys and female adults of girls
children’s rooms, invite or permit
children into their rooms or become involved in unobserved or unsupervised 1:1 situations with children
and young people
This includes not smoking, drinking alcohol, using foul language or
taking
drugs in the company of young people
rather than negative criticism
with a
disability. Avoiding excessive training or competition and not pushing them against their will
nsent in writing to act in loco parentis, if the need arises to give permission for the
administration of emergency first aid and / or other medical treatment
nt given
Club officials are required to transport young people in their cars
and
best practice is not to do so without the presence of a second adult
ith a child
Garda checks on all coaches/ sports leaders
holds
records on individuals that they have a justifiable reason for holding
PRACTICES NEVER TO BE SANCTIONED
The following should never be sanctioned. You should never
21
llow children/ young people to use foul, sexualised or discriminatory language unchallenged
control
y a child to go unchallenged, unrecorded or not acted upon
for
personal care
22
CODE OF CONDUCT FOR COACHES / SUPPORT STAFF / VOLUNTEERS
COACHES/SUPPORT STAFF/VOLUNTEERS ARE EXPECTED TO:
- planning of coaching/ playing
sessions, using safe methods at all times
ncourage all children not to discriminate on the grounds of religious beliefs, race, gender,
social classes or lack of ability
e behaviour
Club at all times
and
accidents to be recorded in the Club incident/accident book. Parents to be informed
team work to ensure the safety of youth members in their care
Club activities or coaching sessions
current coaches insurance
Development
:
23
- Not spending excessive amounts of time alone with children away from others
- Avoid taking children alone in a car on journeys, however short
- Never taking children to their home
- Not administering First Aid involving the removing of children’s clothing unless in the presence of others
Any misdemeanours and general misbehaviour will be dealt with immediately and reported verbally to the
designated person. Persistent breach of the code will result in dismissal from the Club/organisation.
24
CODE OF CONDUCT FOR CHILDREN / YOUNG PEOPLE
THE TENNIS PLAYER WILL:
s
’s officer if you have concerns
rain from the use of coaching during competition
allegations about another player or adult
CHILD/YOUTH MEMBERS HAVE THE RIGHT TO:
ort in a protective environment
25
believed
Ask for help
26
CODE OF CONDUCT FOR PARENTS
PARENTS ARE EXPECTED TO:
time, including
shorts, shirt, socks, tracksuit, sweat-tops, hat, gloves etc.
conditions. Any changes in the state of the child’s health should be reported to the coach prior to coaching
sessions
Club if child is to be collected early from a coaching
session
y do their best i.e. focus on
effort rather than performance
’s hygiene and nutritional needs are met
’s judgement
Club coaches who provide their time free to ensure
children’s
participation in the Club
’s participation in playing sport for fun
dismiss complaints expressed by a child
Club as a minding service.
PARENTS/GUARDIANS HAVE THE RIGHT TO:
ed
Club
27
APPENDICES
28
POSITIVE DISCIPLINE
No two children are ever the same and there is no exact science to how a child will respond to certain
coaching styles or discipline. One thing that is clear is that negative put-downs, shouting or even physical
punishment (such as extra laps of the track/ push-ups for misbehaving) will not improve a child’s belief in
themselves or how they value the opinion of their coach. It may well increase the child’s fear of the coach
but it will not increase the child’s desire to remain involved in the sport.
Tennis Ireland encourages Clubs to be positive in their focus: encouraging young people to become more
responsible for themselves and contributing to setting boundaries for behaviour. Tennis Ireland would
provide the following guidance on sanctions:
THE USE OF SANCTIONS
The use of sanctions is an important element in the maintenance of discipline, however Sports Leaders
should have a clear understanding of where and when particular sanctions are appropriate.
It should be remembered that effectively controlling organisations and successful Sport Leaders are
characterised by the sparing use of sanctions. The age and developmental stage of the child should be taken
into account when using sanctions.
RECOMMENDED USE OF SANCTIONS
Sanctions should be fair, consistent and in the case of persistent offence, should be progressively applied.
The following steps are suggested:
e spoken to, and if necessary, the
parent/guardian
should be involved (the parent may need to be involved straight away if the issue is serious enough)
in the
future. They should never be used to retaliate or make a Sports Leader feel better
impartial
way
les are broken sanctions should be implemented
consistently,
fairly and firmly
appropriate action
cannot be devised right away, the child should be told that the matter will be dealt with later, at a specified
time and as soon as possible
member of the
group again
29
derstand why sanctions are imposed
-ups) should not be used as a sanction. To do so only
causes a child to resent physical activity, something that s/he should learn to enjoy throughout his/her life
turn away
from sport.
POSITIVE DISCIPLINE works by:
hip with the young people in your charge
. Not swearing or being abusive to opponents
Positive reinforcement. Emphasising behaviour such as being honest, accepting defeat, shaking hands
rs and agreeing codes of conduct with them. Children like security
and boundaries in which they know they are safe
grey areas that children can manipulate
ining calm and reasonable
’s feelings that they may be or at least perceive themselves as being
unfairly treated
Do not become trapped in circular arguments which do nothing but reinforce the child’s frustration.
Allow children opportunities to .escape from a debate about poor behaviour i.e. asking how else they could
have dealt with the situation.
Remember bad behaviour is not a personal attack on you or your coaching style but may be more a
reflection of the child’s limited ability to obtain attention for positive behaviour.
SANCTIONS
As we mentioned these should be progressive, examples of these could be:
or actions (clearing up
equipment, washing up)
broken or damaged
financial
reimbursement should be considered (even as only a token gesture )
30
child & seriousness
of
the incident agree to monitor their behaviour
game/match as a sanction should always be discussed with the
parent as well as the child
and reasons for doing this
should be given in writing to the parents and children (in plain English)
Reference
Code of Ethics & Good Practice for Children’s Sport - SCNI & ISC PG 32
Encouraging Better Behaviour – NSPCC Available online at www.nspcc.org.uk
31
BEING A BETTER TENNIS PARENT
(The term parent is used throughout this document but should be considered a generic term for those who
have parental responsibility i.e. a guardian or carer.)
Research has shown that tennis is one of the healthiest, least injurious sports youngsters can play. Tennis is
a lifetime sport. It builds self-confidence and self-esteem. It teaches self-discipline, self-reliance and respect
for others. But, above all, it provides a good way of performing physical exercise whilst having fun. Today,
more children than ever before are taking part in tennis.
However, there’s a big difference between learning the basic strokes to play the game at recreational level,
and competing successfully at a high level.
Individual competitive sports like tennis usually teach the youngsters to work hard, to learn to manage stress
to perform under pressure, and test emotional and physical balance. However, they can also impose
pressures which are damaging if handled wrongly.
Sometimes competitive junior tennis can be especially difficult for both parents and children because there
are many factors which affect this competitive environment which are usually new for everybody.
For parents, competitive tennis can become a complex experience, especially if they themselves have not
played at a competitive level before. For youngsters, problems occur because too often, the demands that
competitive tennis place on them seem to lie beyond their control and abilities.
You, as a parent, want to help your child to manage this new situation, as you do in other aspects of your
child’s life: school, friends, family, etc. You want your child to be happy, to have fun and to learn to play
tennis to a reasonable level. No doubt that’s why you encouraged them to be involved in the sport in the first
place. Being a parent can be a difficult task, and it can be even more difficult to be a good parent of a tennis
player. To know what is best to do to help your child and also when and where to do it is not easy
.
There are a lot of questions to ask but it is difficult to know who to ask, and for the most part, there are no
clear answers or guidelines to follow. Many problems occur because parents are unsure as to how they can
best help their child and so use their natural instincts. In doing this, they go wrong far more often than they
go right. Interestingly enough, research has shown that the support and interest of the parents is crucial to the
child’s continued participation in tennis. However, it has also shown that much of the physical and
emotional stress affecting the games of junior tennis players is caused by their parents. The consequences of
excessive stress in junior competitive tennis are uniformly negative and often lead to burnout. Moreover, if
parents put unnecessary pressure on their child, this also can damage their parent/child relationship.
The reality is that parents have a very important role to play in their child’s tennis activity, whatever the
level of participation. Parents need, however, to be prepared for this role. Hence the reason for this
document which has been written to help you, the parent, to perform better within the highly complex and
sometimes confusing world of tennis, depending, of course, at which level your child will be playing. It is
written to inform and to provide guidelines on how to best help your child and to ensure that you, as well as
your child, enjoy your involvement in tennis. We hope that you find the information useful in your tennis
parent role wherever in the world it may be.
PARENTS AND TENNIS AS A SPORT
preparation for life. Don’t
make tennis bigger than life by, for instance, placing more importance on tennis than schoolwork
32
pressures and the complexity
of
the sport itself. AVOID underestimating the stresses of an individual sport like tennis
-confidence and independence
.
perspective of
developing the person. Emphasise the important elements of sportsmanship, ethics, personal development,
responsibility and a positive attitude towards others and, by doing so, share with your child a healthy
interest in a great sport. Don’t allow training and competition to become a negative experience for you or
your child
choose not to participate
know you care and are there if they need you to help them. Don’t become over involved
in
your child’s tennis
tennis
PARENTS AND THEIR SONS AND DAUGHTERS
r encouragement especially when your children face hard times.
Do
not use punishment and withdrawal of love, affection and warmth to get your children to try harder or
perform better
-esteem especially when s/he loses. AVOID
criticising
your children’s results
he wants you to be.
Do not make statements like ‘We’re playing today’, as if you were going to be on court too
’s achievements in tennis but keep their feet firmly on the ground by keeping
sporting
results in perspective. AVOID placing them on a pedestal
Win or lose, I love you just the same. Do not get upset or treat your child differently
when s/he loses
effort by not
overreacting to positive or negative situations. Don’t walk away from a match because your child is doing
badly
‘How was the Match? How did you play? Did you enjoy it?’ which show you
care
about your child and their performance/ enjoyment rather than the result. AVOID asking ‘Did you win?’
after your child comes back from a match
Don’t forget that your child is still growing
your child’s
33
involvement in tennis. AVOID fostering guilt by making your child feel that he owes you for the time,
money and sacrifices you have made
not coach from the
Sidelines
p the loss in perspective by emphasising that it is only a tennis match.
However bad the result was, the world hasn’t come to an end and the sun will come up again tomorrow.
Do not verbally abuse your child particularly following a loss
honest and consistent when communicating with your child about his tennis. Do not tell lies
reality of the
match and their actions. (e.g. .it was the same surface for both of you.). The main objective should be,
whatever the conditions, to help them to focus on trying their best. Then they will always be true winners.
AVOID making excuses for your child (.the court was too slow, the opponent was lucky, blame the
umpire etc.)
’s tennis by attending events occasionally. However, AVOID attending
every practice and every match
r child for failure to
play more tennis, or forcing him/her to train. Remember, when it comes to training, quality is more
important than quantity
hypercriticism, cheating, etc.). Be
sensitive to your child’s expressions of insecurity and anxiety resulting from their involvement in
competitive sport
’s involvement in tennis is that playing tennis
will help him/ her to become a better person and athlete. Anything else will be a bonus. Do not assume or
expect that your child will become a successful professional tennis player
icipate in other activities.
AVOID forcing your child to focus entirely on tennis
’s progress with his/ her own abilities/ goals. Do not compare your child’s progress
with that of other children
a positive and caring way (e.g. positive reinforcement). A ratio of 3:1
positive comments to each negative one is a good guide for giving effective feedback to your child. Do not
harass or use sarcasm to motivate your child
espects the principles of good sportsmanship, behaviour and ethics. Do not ignore
your
child’s poor behaviour (cheating, using abusive language or treating others with disrespect) or overlooking
critical areas of your child’s development at the expense of tennis. If this type of behaviour occurs, get
involved quickly and be prepared to act if his behaviour is unacceptable
tie special privileges,
prizes, external rewards etc., to winning in tennis
from tennis.
AVOID arguing or spending too much time speaking about tennis with your child
34
’s welfare and well being is the most important thing. Do not let your child’s tennis become
more important to you than your child
A pat on the back or an
unemotional
word of encouragement is often sufficient as the player leaves the court. You can discuss the match when
they are less emotional
PARENTS THEMSELVES
show negative
emotions by looking nervous or disgusted on the court side when, for example, your child makes a silly
mistake
’s tennis. Know that it takes emotional
control to be a good tennis parent
your parental role. AVOID trying to be your child’s coach (i.e. become too involved in strategy,
technique, etc.)
Don’t totally neglect
them.
AVOID trying to live out some of your unfulfilled dreams through your child’s tennis
child’s opponents. Do
not ignore or criticise your child’s opponents
PARENTS AND THEIR CHILDREN’S COACH AND OTHERS
’s coach by having regular meetings and discussions regarding your
child’s
progress
-to-date qualifications and signed up to the Coaches Code of
conduct
e you understand the coach’s philosophy and his/ her teaching methodology. Once you are happy
with this you should show respect for his /her expertise
’s goals are in tennis
coach for your child, ensure that any previous coach- student relationship has been
ended in a professional and ethical manner
’s coach is a qualified professional who can help your child in many areas,
both
tennis and others, and also help you to understand and to know more about tennis
Assist the coach by helping them through your experiences to gain insights into and a better understanding
of your child’s personality and feelings. AVOID considering the coach as merely an employee or ball
feeder who has only professional goals
35
Don’t
overlook
other children in the family
GENERAL FRAMEWORK FOR THE LONG-TERM DEVELOPMENT OF A
TENNIS PLAYER
These are several competencies that players should develop as they strive for independence and success in
competitive tennis.
THE IMPORTANCE OF DEVELOPING INDEPENDENCE AND A PROFESSIONAL ATTITUDE
IN YOUR CHILD
All coaches and parents should realise that to develop a professional attitude in young players is a long-term
process that takes many years. With this in mind we should start influencing players in this area at a very
early stage, actually from the very beginning of their tennis careers!
Of course, responsibilities and tasks that we give them should be appropriate to their age! The following are
some examples of undertakings that are reasonable to expect from players of different ages. By increasing
their responsibilities and consequently their self-confidence and independence a kind of embryo for a real
professional attitude is put in place.
UNDER 12
At this age they should:
Prepare things themselves.
Pack their bags before practice (racket, balls spare shirt, bottle of water etc.).
Always be on time for practice.
Learn basic tennis rules (how the game is counted, the time between points and changeovers etc).
UNDER 14
At this age they should:
Warm-up correctly before practice and matches without being asked or supervised by the coach.
Develop a correct drinking regime (stick to it even when practising).
Send in entries for tournaments themselves.
Find their doubles partner themselves.
Deliver their rackets for restringing, ask for required tension etc. themselves.
UNDER 16 / 18
In practice:
Whether playing with or without the coach present, the player at this age should:
Practise with quality and intensity at all times (full concentration and best effort).
Maintain emotional control (both in practice and matches).
During tournaments:
The players should:
36
-up calls
right foods. Plenty of fruit and vegetables, pasta, fish, white
meat.
(If necessary go and buy proper things instead of eating junk food)
ding blister tape, spare laces, pieces of chocolate or
bananas, spare shorts, shirt and socks, soft grips, towel etc.)
String their own rackets (when home)
Tournament rules (when
to
sign for lucky-losers list, for doubles) and know the tennis rules in detail
Evaluate their performance after a match. Often the above tasks are performed by the parent or coach
who feel that this is helping the player. Whilst the parent/ coach should assist the players in performing
these tasks (advice guided discovery etc.) their objective should be, as far as possible, to make the player
less dependent and able to stand on his or her own two feet. Remember the coach/ parent will not always
be with the player
By gradually giving increased responsibility to young players, we build up and create their independence
and self-confidence, which in turn, leads them very naturally to a professional attitude. The ultimate goal of
coaches/ parents should be to make the players less dependent on them.
37
USEFUL CONTACT NUMBERS
Tramore Tennis Club Office Number
051 381426
(Staff available Mon – Fri 3pm -6pm, Sat 10am – 6pm)
Emergency Services
999 or 112
Garda Tramore
051 381333
Health Service Executive
051 842800
Order of Malta
051 391999
38
CONTACT DETAILS FOR COMMITTEE MEMBERS
Delegated Officer
Sandra Merity
087 2398200
Children’s Officers
Susan Devereux
Mary Walshe
Bernard Pollard
087 2889003
086 2554780
086 8528683
Please see website for current President and Committee Members
39
REPORTING DOCUMENT
Form to be used for recording and reporting concerns / incidents concerning the welfare of a child.
Date:
______________________________
Facts relating to the incident: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Name of child / children concerned: _________________________________________________________
_______________________________________________________________________________________
Name of parent/s / guardian/s:
_________________________________________________________
_______________________________________________________________________________________
Contact Details of parent / guardian and child: _________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
40
Name of person who provided information: ___________________________________________________
Name of person submitting form:
_________________________________________________________
Date:
_________________________________________________________
Action taken:
_____________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Confirmation of Acceptance
I confirm that I have received a copy of the Tramore Tennis Club Child Protection & Good Practice
Guidelines, outlining Tramore Tennis Club’s commitment to child protection and good practice.
I accept my responsibility to care for the children and young people with whom I come in to contact.
Name (Block Capitals):
_______________________________
Signature:
_______________________________
Date:
_______________________________
41
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