Effective Team
Management
1
Section
Content
1.
Introduction
2.
Roles & Responsibilities
3.
Communication & Relationships
4.
Logistics & Operational Management
5.
Sample supporting documentation
6.
References & additional sources of information
7.
Where next? Team Managers CPD
2
Section 1
Introduction
Welcome to Effective Team Management.
This resource accompanies three workshops
that support the Team Manager Development Pathway for sport in Wales. Its purpose is
to provide a useful reference for anyone in the role of team manager, regardless of your
sport, the level of team performance or the length of time you have spent in your role.
The three workshops in the series provide additional learning opportunities for those
involved in supervising teams locally; overseeing overnight stays in the UK and abroad
and managing groups during major national and international events.
They provide a
forum for new or existing Managers to network with their peers, explore and share best
practice relating to the role, reflect on their current competencies and identify areas for
improvement.
Section 7 of this document outlines the recommended development pathway and continual
professional development relevant to the role.
Workshop 1
Workshop 2
Workshop 3
Foundations
of Effective
Team
Management
Effective
Management
of Teams
Overnight &
Overseas
Effective
Management
of Teams at
Major Events
Continual
Professional
Development
3
Section 2
Roles & Responsibilities
The Team Manager
What is a team?
“It’s easy to get good players. Getting’ ‘em to play together, that’s the hard part.”
Casey Stengel
Mark Sanborn, an expert on teams, outlines the characteristics of a team as…
…being composed of a highly communicative group of people
…having members with different backgrounds, skills and abilities, so that it can pool these
things to be effective.
…having a shared sense of mission and clearly identified goals so they know what they are
trying to achieve and are able to measure success
High performing teams don’t compete with each other for recognition, but focus their
efforts in pulling together to contend with people and situations outside the team. They
enjoy being with each other and appreciate diversity. Teams don't spontaneously develop
without effective leadership; the best leaders appreciate individual differences and play a
key role in guiding, teaching, encourage, and organising the team to fulfil their full
potential.
The Team Manager's Role
The sports team manager is a catalyst, causing things to happen for other people and
stimulating the development of the team through nurturing a climate of trust, respect and
shared ownership. To achieve this, the team manager will take on a number of different
roles which may include some or all of the following:

Planner

Organiser

Administrator

Co-ordinator

Negotiator

Communicator

Liaison officer

Friend
4

Financial manager

First aider

Health and safety co-ordinator

Motivator

Guardian of the code of conduct

Ambassador for your team or organisation
Although this may at first seem a daunting prospect, it is likely that you will have all
played these roles at some point in other aspects of your life so can draw on these
experiences.
Not only is the manager's role critical, but it is likely to change over time in order to keep
meeting the needs of the team and each of its members.
Managing the nervous
excitement of young players is a very different proposition to managing the expectations
of elite performers.
Equally, managing an inexperienced support team is a world away
from working with a team that has ‘been there’ and ‘done that’. As the management team
and performers grow and mature, you may find that they need less of your direct
involvement.
Effective team managers…
…have highly developed interpersonal skills and an understanding of what motivates
people to commit and perform
…recognize the importance of balancing tasks (getting the job done) and people - ensuring
that team members are focussed on their performance
…are willing to listen and have the ability to communicate effectively - a preference for
listening and understanding is better than one of controlling and talking
…commit themselves to the team, and do not give up when the going gets rough, or
success is slow to come
…are consistent in their quality of performance and their dealings with others
…’walk their talk’ and are role models for desirable team behaviour
…are able to deal with problem team members
…exhibit patience and tolerance and make decisions without prejudice
…have the necessary physical fitness, mental toughness and emotional stability to be able
to deal with the demands of the role
…are aware of their and other people’s limitations and have this covered
…love sport!
…have a well developed sense of humour!
5
Your Responsibilities
“The Team Manager is responsible for everything around the field of play – not on it!”
Craig Hunter - British Swimming Olympic Team Manager 1998-2006
The responsibilities of the sports team manager 1 are many and varied and include the
following:

Providing a safe environment

Encouraging and promoting fair play

Being sympathetic to the needs and concerns of team members, particularly those
who may need additional support

Supporting and liaising with other key ‘players’

Liaising with external organisations

Being knowledgeable about your sport and the rules of competition

Providing effective and timely communication to all relevant organisations and
individuals
Be aware that your roles and responsibilities may be different during the competitive
season to the build up period.
Take Action - CPD
Meet up with an experienced team manager at your club and find out what they do.
You could even arrange to observe shadow or assist them during an event.
Contact your Governing Body of Sport or your local Sports Development Unit for help on who to contact.
1
Appendix 1_Sample Job Description
6
What you need to Know
Below is a list of other things you’ll need to know. Most of these areas will be covered to
some extent in this resource or as part of the Team Manager Workshops, however there
will be other issues that will form part of your continuing professional development and will
require you to attend further training.

The reasons people participate in and drop out of sport

Fair Play

How to support and motivate your team within agreed parameters

Safeguarding children and vulnerable groups

Health and Safety issues

The rules and regulations of your Sport

How to administer First Aid

What to do in the event of a serious incident or emergency

Yours and other key ‘players’ roles and responsibilities
To be effective in all these areas you need some key skills2, many of which you will already
have and some which you may need to acquire as part of your continual professional
development.
Knowledge of your Sport
You do not need to be an expert in your sport but a certain amount of knowledge would be
useful in helping you to…
…appreciate the specific safety issues relating to your sport
…understand the physical, mental and emotional demands of the sport on team members
…understand the demands of the sport on team coaches and officials
…understand the specific roles and responsibilities of others, particularly the team coach
…understand competition and tournament rules, regulations and procedures as these may
vary depending on the level of competition
…get to grips with the jargon in your sport
…gain confidence and credibility and respect from others
7
Take Action - CPD
Improve your knowledge of your sport by:
Reading the governing body rules for your sport
Keeping up to date with any changes in the rules and regulations
Arranging to watch a training session or maybe join in
Arranging to watch a professional team play your sport
Spending a day with your National Governing body of Sport
2
Appendix 2_ Sample Person Specification
8
Fair Play - Chwarae Teg
If sport is run well and the people involved in it act fairly and consistently it can contribute
to the development of an individual in many positive ways. Fair play applies to everyone
involved in sport i.e. players, officials, coaches, team managers, parents and spectators.
Your sport will no doubt have its own code of good practice, code of conduct or code
of ethics3 outlining core principles.
These recommend and encourage appropriate
behaviour but are only really effective if they are made available to all involved.
sports coach UK have produced a comprehensive pamphlet outlining a suggested code of
practice which identifies the following key areas for coaches. The principles highlighted in
this document identify best practice guidelines which could be equally applicable to
everyone actively involved in any sporting activity.
To make it more relevant you may
want to consider developing a version tailored specifically for the needs of your
organisation:
•
Rights – respect and champion the rights of every individual to participate in sport
•
Relationships – develop a relationship with athletes (and others) that is based on
openness, honesty, mutual trust and respect
•
Responsibilities: personal standards – demonstrate proper personal behaviour
and conduct at all times
•
Responsibilities: professional standards - to maximise benefits and minimise
the risks to athletes, attain a high level of competence through qualifications, and a
commitment to ongoing training, that ensures safe and correct practice
Fair Play means

Promoting the spirit of the game and fair play at all times

Treating others with respect

Respecting other people’s property and equipment

Treating all people equally and consistently, regardless of race, religion, sex, age or
ability

Behaving appropriately and consistently and acting as a role model for your peers
and performers

Being an ambassador for your team and sport and sometimes your country!
9
Take Action - CPD
Check your clubs or governing body’s code of good practice
Is it up to date?
Is everyone – players, coaches, parents, officials, spectators aware of it?
What happens when someone fails to meet the code?
Work with your team to explore their values to achieve a ‘buy in’ from everyone.
3
Appendix 3_ Code of Good Practice
10
Safeguarding Children
“Abuse is not just physical it can be aimed to affect the mind and emotions, innuendo and
silence can hurt too. Being safe is an enabler, not a restrictor. Life is for living.”
Diana Lamplugh OBE (Director of Suzy Lamplugh Trust)
As a sports team manager you are often in a position to develop close relationships with
the young people you work with, in fact you may be asked to combine your role of Team
Manager with that of welfare officer for your club or sports organisation.
These young
people may consequently trust and feel able to confide in you. It is therefore important
that you are aware of your organisation’s good practice guidelines relating to working with
children and in sport to ensure you are acting in a safe and appropriate manner. You must
be approachable and remain neutral as it could be one of your support team that is
implicated in a disclosure.
A child is defined as any young person under the age of 18 years. Child abuse is generally
categorised into four main types; Physical, Sexual, Emotional and Neglect.
Physical
In sport, physical abuse may occur when the nature and intensity of training exceeds the
capacity of the child’s immature and growing body.
Examples include a child pushed
beyond reasonable limits in a training session; a young athlete being introduced to drugs
to enhance their performance; a physically immature young person being given a weight
training programme; giving alcohol to under-aged athletes as part of team celebrations.
To help you gain a better understanding of the stages in a child’s physical development
look into your governing body’s Long Term Athlete Development (LTAD) guidelines or
sports coach UK’s workshop on the topic.
Sexual
In a sports context activities which involve physical contact e.g. supporting or guiding
children, have the potential to create situations where sexual abuse may go unnoticed.
Abusive situations may also occur if adults in authority misuse their power over the young
people for which they are responsible. Examples include using sexually explicit language in
front of young people and taking inappropriate photographs of children. Showing
pornography or inappropriate photographs to young people has also been used to ‘groom’
11
children for serious abuse.
Parents may also be ‘groomed’ to gain private access to a
young person for sexual purposes.
There are simple guidelines which if followed can help avoid uncompromising situations.
Try to avoid circumstances where you are alone with a child and ensure all contact is
appropriate. Follow your governing body’s guidelines for working with young people and
remember it is perfectly acceptable to support a child if the activity requires it, in fact if a
failure to assist could be deemed neglectful.
Emotional
Emotional abuse in sport could include situations where parents or coaches subject
children to constant criticism, sarcasm, bullying or unrealistic pressure to perform.
Examples include a parent shouting abuse at their child from the side lines; a coach
ridiculing a performer for having a bad game; a team manager allowing the team to isolate
a member of the team that missed a shot.
It is important that the child’s needs are put before the adult’s aspirations and that
performance goals are aligned with the LTAD model. Each individual responds to pressure
in different ways, however very few can tolerate or rise above constant taunting and
negative feedback. Positive reinforcement and shared goals provide a happier, healthier
environment for the child’s emotional and sporting development.
Bullying is a serious issue and can be verbal, written or physical and involve adults as
well as other young people. Bullying is defined as “deliberately hurtful behaviour, usually
repeated over a period of time, where it is difficult for those being bullied to defend
themselves.”
Examples include name calling, sarcasm and racist taunts; stealing or hiding personal
items; ‘initiation ceremonies’4 that are meant to ridicule, rather than welcome and
‘kangaroo courts’ where issues are dealt with inappropriately. Bullying of any kind should
be dealt with quickly to prevent unnecessary distress to the victim.
Neglect
Neglect within a sports context might occur if a coach or manager fails to ensure that the
children in their care are safe or exposes them to undue extremes of temperature or an
unreasonable risk of injury. Examples include a coach running a session outdoors in
freezing temperatures without adequate clothing and equipment; a child being sent to a
day training camp with nothing to eat or drink.
12
Planning, preparation and a focus on the child can help avoid the potential for neglect. For
example, a simple reminder to parents of their responsibilities in providing adequate
clothing and refreshments in advance of an event; the provision of spare and appropriate
kit and equipment; an understanding of your own limitations within your role and an
appreciation of the duty of care required all contribute to a safer environment.
A few examples of typical signs of abuse
•
a sudden change in a child or vulnerable person’s behaviour
•
unexplained bruising or injuries
•
a child using sexually explicit language or actions
•
a child or vulnerable person discloses information to you
If you have concerns
•
stay calm and never rush into actions that may be inappropriate – ensure the child
or vulnerable person is safe and feels safe
•
listen to the child or vulnerable person
•
show and tell them that you are taking what they say seriously
•
reassure them and stress that he/she is not to blame
•
keep questioning to a minimum and be careful not to put words into their mouth
•
be honest and avoid making promises you cannot keep; explain that you will have
to tell someone else to help with the situation
•
make a note of what they have said as soon as possible after the event 5
•
involve parents, carers, or guardians where appropriate
•
maintain confidentiality – only tell others if it will help protect the child or
vulnerable person
•
never take sole responsibility – consult someone else (the designated welfare
officer at your club or organisation) so you can begin to protect the child or
vulnerable person and gain support for yourself
•
follow the guidelines or procedures laid down by your organisation (e.g. Governing
Body of sport, Local Authority or County Sports Partnership)
Talk to the parents or carers as something may have happened e.g. bereavement or
divorce within the family which has caused a change in behaviour.
However, if your
concerns relate to sexual abuse or violence, action needs to be taken promptly and talking
to parents may place the child under greater risk. In these cases consult the designated
person within your organisation, who will be better placed to decide the next course of
action. If they aren’t available or your concerns relate to them you must contact Social
Services or the Police so the situation can be investigated.
13
In all circumstances the following principles provide a foundation for best practice when
working with children.

The welfare of the child or vulnerable person is paramount and should be the first
consideration

All individuals regardless of age, gender, racial origin, religious belief, sexual
identity or disability have the right to enjoy sport free from all forms of abuse or
sexual exploitation

Everyone in sport has a responsibility for the welfare of children, young people and
vulnerable people taking part

We all have a responsibility to maintain confidentiality in all cases involving
protecting the child or vulnerable person in line with current legislation and our
organisations best practice guidelines and procedures

It is not your responsibility to decide whether or not a child is being abused, but it
is your responsibility to act if you have any concerns by discussing it
confidentially with your organisation’s child welfare officer, Social Services or the
Police
This section offers a brief overview of what action to take if you have concerns about a
young person.
However you are advised to attend further workshops, or seek more
information from the organisations listed in section 8 of this resource or your NGB.
Take Action - CPD
Attend a Safeguarding workshop
Ensure you and your colleagues have had an appropriate Criminal Records Bureau, or Independent
Safeguarding Authority check
4
Appendix 4_ from Making the team: – changing the initiation ceremony
5
Appendix 5_sample Child protection incident form
With acknowledgement to sports coach UK Safeguarding & protecting children
14
Safeguarding Children with Disabilities and Vulnerable Groups3.12.08
5/1/09
Team Manager’s need to recognise that some children and people have additional
vulnerabilities because they may:
•
lack a wide network of friends who support and protect them
•
have significant communication differences
•
be subject to the prejudices and/or misconceptions of others e.g. about their
‘attractiveness’ to potential abusers
•
require personal intimate care, which may make it difficult for them to know what is
acceptable and unacceptable in relation to appropriate physical contact
•
have a reduced capacity to resist either verbally or physically
•
be used to being told what to do – and not given choices
•
not be believed
•
depend on the abuser for their involvement in sport or for their basic needs
•
lack access to peers to discover what is acceptable behaviour
•
have medical needs that are mis-used to explain abuse
Children and vulnerable people may also be less valued than their peers and poor care
may be observed and tolerated by others. Examples of this include not speaking directly to
the child or person, failure to offer choices, the use of derogatory language and not
respecting the individual’s privacy and dignity.
Reducing the potential for vulnerability
Bearing in mind that children and vulnerable people can be disadvantaged by these and
other experiences, it is important for all those that work with them to be extra vigilant in
creating a safe culture by:
•
Finding ways of understanding and communicating with all children and vulnerable
people
•
Ensuring best practice at all times in physical and health care – make sure the
person’s health needs are known, recorded and sufficient people understand how to
respond if required
•
Building relationships with parents and carers and including the families of players
in club activities
•
Discussing with parents and carers any physical care that is required and how this
can be achieved
15
•
Carefully observing changes in mood, appearance and behaviour and discussing
those concerns with families, carers or the designated person if suspicions or
concerns are significantly aroused about the care of the person Guidelines1/09
•
Acknowledging that disabled children and vulnerable people may be additionally at
risk and that vigilance is essential
•
Implementation of a club code of conduct for adults and children
•
Providing the child or vulnerable person with every opportunity to make informed
choices and respecting those choices
Remember, advice and guidance is available from families and specialist agencies e.g.
Education, Health, Social Services, Disability Organisations, Voluntary and community
groups. Always ask if you need help to provide appropriate safeguarding or advice with
supporting a child or vulnerable person’s participation.
With acknowledgement to British Judo Association and British Canoe Union
16
First Aid
“Take some time to learn first aid and CPR. It saves lives, and it works.”
Bobby Sherman
First aid is the immediate and temporary care or treatment given to someone when they
are injured or become ill.
This is usually administered at the scene of the accident or
incident as soon as it occurs, before emergency medical assistance arrives.
Sport has inherent risks and injuries may occur for a variety of reasons including overuse,
poor physical preparation, and direct impact to name just a few. It would be sensible for
you to have a basic understanding of first aid so you know what to do in the event of an
accident or medical incident. First aid courses range from 1 to 4 days and are supplied by
organisations such as the Red Cross and St John Ambulance, or other specialist first aid
providers.
Look for ones with a Health and Safety Executive (HSE) approved centre
number as these will be registered to deliver first aid in the workplace. You may be lucky
enough to find a sports first aid course, which should include scenarios more applicable to
the sporting environment; check your governing body’s recommendations before you
decide, but whichever route you choose look for the following areas to be covered:

Health and Safety (first aid) regulations

Personal safety and hygiene

Managing an incident*

Action in an emergency - priorities of first aid

Treatment of an unconscious casualty

Cardio pulmonary resuscitation (CPR)

Bleeding*

Burns*

Bone and soft tissue injuries*

Head injuries*

Medical emergencies e.g. seizures, hypoglycaemia, asthma
*ideally using practical scenarios and focussing on incidents and accidents most likely to occur
within your sporting environment
Remember all courses need to be updated in accordance with the qualification criteria so
you remain competent and follow the relevant first aid protocols. Even then it is important
to know your limitations. As a first aider your aims are simple, but very important; these
are often summarised as the 3 P’s
17

PRESERVE life - e.g. administer CPR or stem a major bleed

PREVENT the injury from worsening – e.g. administer first aid – only move the
casualty if absolutely necessary

PROMOTE recovery – e.g. check for other injuries and keep the casualty
comfortable. Call the emergency services for specialist help
A training course is just part of the process; there are other things you can do to prepare
before an accident occurs.

Have a first aid or sports injury kit available and know how to use it

Ensure accident report forms are available

Check the availability of first aiders during training and competitions

The facility you are using may have their own first aid cover, but don’t assume that
they will administer to you – check arrangements and agree areas of responsibility
in advance

Ensure physiotherapists, doctors and medical support staff communicate with each
other, yourself and the coach to ensure the athletes are safe

Obtain medical information6 on all team members including:
o
Allergies to food, drugs
o
Medical conditions e.g. diabetes, asthma
o
Medication administered
o
Emergency contact details
o
Previous injuries
All accidents, whether during training or at a competition must be recorded.6
First aid & Sports Injury Kits
There is no mandatory list of contents for first aid boxes. Deciding what to include should
be based on an assessment of your specific first aid needs. Once your assessment has
been carried out, you can decide what first aid equipment should be provided. The
minimum requirement is a suitably stocked first aid box however your assessment may
indicate that additional materials and equipment are required such as petroleum jelly,
adhesive tape, and a cold pack, that may prove useful in preventing an injury worsening,
or in minimising the discomfort of a minor injury.
These additional items are more
accurately described as sports injury or medical equipment and are often stored separately
in a sports injury or medical bag.
The HSE recommend that in general, tablets and
medication should not be kept in the first aid box.
18
Contents & Application - First Aid Kit & Sports Injury Bag
First Aid Kit
Sports Injury Bag
Suggested Application
HSE suggested minimum requirements
General guidance on first aid leaflet,
e.g. HSE leaflet Basic advice on first
aid at work
Guidance for first aider
20 individually wrapped sterile
adhesive dressings (assorted sizes)
Individually wrapped sterile adhesive
dressings in assorted sizes – waterproof if
activity is water based
Dress simple cuts
2 sterile eye pads
Sterile eye pads
Cover injuries to eyes
4 individually wrapped triangular
bandages (preferably sterile)
Individually wrapped triangular bandages
(preferably sterile)
Multiple uses – but generally for
supporting injured limbs
6 safety pins
Safety pins or Adhesive tape – non allergic
e.g. Micropore
Secure the ends of dressings
6 medium-sized (approximately 12
cm x 12 cm) individually wrapped
sterile un-medicated wound
dressings
Medium individually wrapped sterile unmedicated wound dressings
Apply to smaller wounds to stem
bleeding
2 large (approximately 18 cm x 18
cm) sterile individually wrapped unmedicated wound dressings
Large individually wrapped sterile unmedicated wound dressings
Apply to larger wounds to stem bleeding
1 pair of disposable gloves
Disposable gloves
Protect against cross infection when
administering first aid
Adhesive sutures e.g. Steristrip
Approximate edges of wound
Non fluffy dressings e.g. Menolin
Dressing abrasions or minor burns
Blister dressings e.g. Compede
Apply to blisters
Petroleum Jelly
Protect against chaffing
Antiseptic cream e.g. Savlon
Apply to minor cuts/abrasions
Scissors – blunt ended
Cut dressings
High factor sun block
Performers should have their own, but it
is worth carrying a spare to apply in hot
environments
Calamine lotion
Soothe skin irritations
Sanitary towels/tampons
Spare supply for female performers
Cold pack
Apply to soft tissue injuries
Rehydration sachets
Used to replace fluids in cases of
dehydration caused by sickness or
diarrhoea
Individually wrapped moist wipes
Clean small wounds
Face shield
Protect against cross infection when
administering resuscitation
Elastic bandage e.g. Tubigrip
Apply as a compression bandage to soft
tissue injuries
All of the contents in this list are currently permissible under Doping Control however check as regulations are subject to change
The HSE recommends that you should not keep tablets or medicines in the first-aid box
19
With acknowledgement to Swim Wales and the HSE
Remember to safely dispose of any items that have passed their expiry date.
Where
sterile items have no dates, you are advised to check with the manufacturers to find out
how long they can be kept. Replenishment of non-sterile items without dates is a matter
for your judgement, based on whether they are fit for purpose.
Whenever you use any
items from your kits ensure they are replaced as soon as possible as you never know when
they could be needed.
The most important piece of equipment is you and your ability to administer first aid
competently. No amount of equipment can compensate for a lack of up to date knowledge
and training.
For comprehensive information about first aid, access the HSE website at
www.hse.gov.uk/firstaid.
Take Action
Undertake an assessment of your first aid needs to ensure you have the appropriate equipment
Check your first aid or sports injury kit - are all items in date?
Ensure at least you and another member of your team have attended an appropriate first aid training
course so they have the confidence and competence to deal appropriately with any injuries and
illnesses within your group.
Consider numbers and ratios in case of accidents – who will travel with the injured child and who will
stay with the team?
6
Appendix 6_ sample Club medical consent form for junior members
7
Appendix 7_ sample Accident report form
20
Section 3
Communication & Relationships
"The way we communicate with others and with ourselves ultimately determines the quality of
our lives."
Anthony Robbins, author and development coach
Effective Communication
In your role of Team Manager you will need to communicate effectively with a number of
key
people
including
team
members,
the
team
coach,
officials,
administrators,
parents/guardians, other managers, the media and others.
Effective communication is a two way process; it’s about giving and receiving information.
This sounds simple, but is not always easy because we all have different thinking and
presentation preferences.
Research undertaken by the psychologist Albert Mehrabian
relating to face to face communication concluded that over 90% of information is
conveyed non-verbally i.e. without words.
The impact of your gestures, expressions,
signals and the tone, pitch, volume and speed of your voice can be more powerful than the
words you use, so you need to be aware of the impact your body language can have on
the interaction.
It takes only a few seconds to form an impression which means we are often being
‘judged’ by those we meet even before we have opened our mouths! This doesn’t mean
that the words we use are unimportant, merely that effective communication requires
congruence i.e. if what we say, how we say it and how we behave are aligned we are more
likely to get the desired outcome.
As communication is a two way process we only have control over part of the interaction.
Whether or not a person is ‘receiving’ what we intended depends on a variety of factors,
some of which are out of our control. It helps if we know something about the person or
people we are trying to communicate with, particularly if we want to influence them. So
let’s start by looking at some of the reasons people participate in and give up sport.
21
To play or not to play?
Sport isn’t just about winning; in fact people take part for a variety of different reasons.
Having an understanding of players’ motives for participating will enable you to support
them more productively. Consider your own reasons for getting involved in your chosen
sport; are they the same now as they were when you first started? The likelihood is they
will have changed over time as you have matured, developed different personal interests
and acquired various demands on your time.
The following list reflects some typical
reasons for participation:

To socialise and make friends

For pleasure and to have fun

To achieve personal goals

For the challenge of competing against others

To get or keep fit

To improve confidence and self esteem

To increase mobility or improve health

To develop new skills

To gain recognition from others

To be with friends and family

To win!
However even the keenest sports person can fall out of love with their sport and may
decide to give up. A good Team Manager will also want to know the reasons for this too,
so here is a selection:

Don’t enjoy it anymore

Bored with the sport

Injury or illness

Lack of achievement

Expectations were too high

Found a new interest or pastime

Only did it because a friend, partner or parent pushed them into it

Pressure of work

Not important anymore
As well as knowing the reasons for player participation it may also be useful to find out the
parent or guardian’s motives. Adults can sometimes place unreasonable demands on their
children, based on their aspirations rather than focussing on the child’s needs. This can
have a detrimental effect on the young person’s self esteem and confidence and can result
in poor performance, or the desire to give up sport completely!
It falls to the Team
22
Manager to negotiate with parents, coaches and players to help balance and align goals so
that success can be measured by more than just winning.
Successful Relationships
“The formula for achieving a successful relationship is simple: you should treat all disasters
as if they were trivialities but never treat a triviality as if it were a disaster”
Quentin Crisp, English Author
A team can be defined as being two or more individuals joining together for increased
benefit. Whilst sports people tend to be very competitive they also need to be supportive
of the people that form part of their squad or team. Successful relationships are created
when each person celebrates the other’s personal successes and supports each other when
things aren’t going so well.
The Team Manager needs to lead by example by demonstrating effective communication
and nurturing positive relationships with others. For relationships to be successful it is
important to recognise that each individual who makes up the partnership or team is a
person in their own right; people may need space to be themselves, as well as part of a
team or group.
Every person is unique with their own specific personality, needs and
aspirations. These differences can lead to conflict if not managed properly so the Team
Manager would be wise to get to know the strengths and personal preferences of each
member of the team in order to manage the diversities within the group and get the best
from everyone.
Understanding personality types and how individuals are likely to react under pressure will
help you to consider their intentions, rather than just judging them on their behaviour.
Profiling tools are available and may be useful when working with teams at major events
where expectations and pressures are high. Alternatively, just taking time to get to know
what’s really important to your team members will be enormously beneficial to developing
positive relationships.
Take Action - CPD
Consider your reasons for being involved in your sport and undertaking the role of team manager.
Find out why what keeps your team members involved and what is most important to them about
participating in their chosen sport.
23
Communicating Effectively with Others
As part of your role as Team Manager you will be expected to liaise with a number of
different people. These will include Team members, parents or guardians, team coaches,
sports
centre
staff,
club
officials,
teachers,
other
managers,
governing
body
representatives, sports development officers, the media and more.
One of the most important aspects of effective communication is listening. This isn’t easy,
partly because we talk at a rate of around 125 words a minute, yet have the ability to
listen at a rate of 400 words a minute. This can mean that we are too far ahead of the
person who is talking and as a consequence can get distracted. Our minds can wander
and we either end up thinking of something else, or something that’s said may trigger a
connection in our brains that makes us think of information we’d like to share.
At this
point we are ‘waiting to interrupt’ rather than listening!
Getting it right

Make sure you are in an environment with few or no distractions

Gain the listener’s attention before you start

Gain and maintain eye contact – but avoid staring!

Make sure you allow enough time to discuss everything you need – don’t rush
through things

Make sure the information you give and the methods you use are appropriate for
the listener

Avoid jargon and be sensitive to language which may offend

Consider the pitch, tone, volume and speed of your voice

Be aware of the messages you convey with your body language i.e. gestures, facial
expressions – remember a picture paints a 1,000 words.

Check the listener understands what you are saying and give them the chance to
ask questions

Listen carefully to the responses you get and don’t interrupt

Ask questions and summarise what you’ve heard to make sure you have
understood
24
Using the telephone
The telephone will be one of your main methods of communication. The vast majority of
people in the UK own a mobile phone, which makes us contactable most of the time. The
list relating to effective communication earlier in this section still applies, even the
importance of your body language, for example you can ‘hear’ a smile on the phone.
Below are some other tips for making the most from this type of communication.

Use the phone when cheap rates apply

Consider what you want to say beforehand

If your call is important you may need to follow it up in writing with a letter or email to
confirm information

Pre-load all the important contact numbers your mobile phone directory before your
event

Consider acceptable ways to end a call to bring the conversation to a close e.g. Thanks
for spending time discussing this; It’s been good to talk with you

If you receive a call that you are unprepared for, ask the caller if you can ring them
back at a mutually convenient time

Leave an alternative contact number on your answer phone message so they can call
you back

Don’t phone if you are angry or frustrated – compose yourself before you make the
call

Log the calls your make and receive for future reference, particularly if you can claim
them back as expenses
8
Using Text messaging
Using text messaging to communicate with your team members, or for players to contact
home can be easier and less expensive than making phone calls. However be mindful of
their limitations; in certain circumstances a telephone call or face to face conversation may
be best. Consider the following to make your texting more efficient:

Group texts to split your responsibility with other members of the management
team so you each have a group of athletes to focus on

Pre-load all the important contact numbers in your mobile phone directory before
your event
25
8
Appendix 8_Telephone log sheet
Communicating in writing
Much of your communication with others will be achieved face to face; however there will
also be occasions when you will need to communicate equally effectively in writing e.g.
emails, letters or reports. Written communication is a quick and cost effective method of
reaching a large number of people and has the added benefit of being a permanent record
of the message you’ve conveyed.
Tips for using email
E-mail can be sent without a lot of reflection... when you send an e-mail there will be a
copy on your computer, the network backup tape, etc. It's frequently harder to get rid
of an e-mail than a written document.”
Michael Overly
 Check and respond to emails once a day only, or you could end up doing little
else
 Discipline yourself to deal with each email once by reading and then deleting,
forwarding, replying or filing
 Use the flagging system on your email programme to prioritise those you can’t
deal with immediately
 Avoid jargon, abbreviations and ‘text’ language as this can be confusing and may
make your message less effective
 Use the ‘Reply to all’ button with caution – do you want everyone listed to see
your response?
 Never respond when you are frustrated or angry
 Read it through before you send it
 When you write an email treat it as a postcard that could be read by anyone
Tips for writing letters9

Make it interesting and easy to read

Keep it simple - avoid jargon and abbreviations as these can be confusing and
may make your message less effective

Write with empathy – try to give them information from their perspective

Personalise it

Avoid too much formality
26
Tips for writing reports
 Be clear about what’s expected of you and what you want to convey
 Check if the organisation has a standard reporting format for you to use
 Produce a rough outline
 Research thoroughly and stick to the facts or the important information
 Use bullet points to pull out key points
 Use headings and numbered sections for ease of reference
 Add appendices for accompanying information
 Use diagrams and charts to create an impact
 Remember to introduce, provide information and summarise
 Check for accuracy e.g. spelling and have someone else proof-read it
 Meet your deadline
9
Appendix 9_Sample letters
Communicating with the Team Coach
There may be times where you have played the role of Team Manager and coach yourself.
However, particularly as you get involved with performance teams it is more likely that
individuals will be ‘recruited’ to play specialist roles and, other than your team members, it
is the coach with whom you will probably have most contact. You may even find yourself
being used as a sounding board for the coach, especially in non technical matters.
Adapting to the different styles and personalities of the coaches you work with has been
cited as one of the most challenging parts of the role. Getting to know the team coach
and how they prefer to work will be a process of trial and error; find time to develop your
personal relationship during training sessions and create opportunities to keep each other
informed.
It is essential that you both understand and appreciate each other’s roles and
responsibilities to allow you to support each other and work productively for the benefit of
the team.
It is impossible to print a definitive list of roles here as this depends on
variables such as the club, the sport, the resources available and the performance level
and age of the team. Others include the competency of each individual, the amount of
control and responsibility they want and the allocation of difficult to define tasks. You can
see how time spent confirming who does what may be very worthwhile.
27
When developing a sound working relationship it is crucial to agree boundaries and
working arrangements as soon as is practical. Keep in mind that you have a common aim;
to support the team in achieving their goals. A job description and person specification for
each role may help define parameters; however the relationship will only be productive
and harmonious if both parties are committed to making it work.
Regular meetings,
agreed responsibilities, clear channels of communication, shared values, an athletecentred focus and mutual respect go a long way to making this happen.
Communicating with Team Members
These individuals rank alongside the coach as the people with whom you will have most
contact.
Effective communication with this group is crucial – remember they are the
reason you’re there! Maintaining a performer-centred focus will give you clarity in every
role and responsibility you undertake. The following tips may help you be more effective in
managing your team.

Be clear about what you want to say and how you will say it – write it down so you
don’t forget important issues

Set out clear parameters for the behaviour and conduct you expect from your team
– the use of a code of conduct

3
may help
Make sure you have the attention of everyone before you start – an initial
announcement followed by silence can have a powerful effect on getting the group’s
focus

Take notes and distribute these to those that can’t be there so everyone gets the
same message

Use the KISS principle – Keep It Short & Simple!

Never assume everyone understands – if your communication is successful you’ll
know by the response you get. Observe reactions, ask questions and provide
information in writing and via demonstration if possible

Summarise key points and circulate these in writing

Be patient and treat people as individuals – remember you are part of the
communication process so if someone isn’t clear about what you mean it may be
that you are not explaining it in the best way for them!

Encourage and support

Listen – it’s one of the most important skills you’ll ever develop
28
Communicating with Disabled Sports People
You may find yourself working with team members that have a disability, or even
managing a team of disabled athletes. It would be a mistake to categorise disabled people
as one entity, every person is an individual, with their own specific needs and abilities and
their own way of referring to themselves and their disability. Remember you are dealing
with a person who just happens to have a disability so treat them with respect. There are
general points of good practice that you can follow to make the exchange more effective,
particularly when interacting with people who have specific impairments that may affect
their ability give and receive information.

Establish the best and most appropriate means of communication for the individual
as every person will have different needs

Ask the athlete, or their carer if you need help with establishing the best method of
communication

Be patient – with yourself as well as others

LISTEN!
When communicating with wheelchair users:

Respect their personal space

Address the person, not the person accompanying them

Position yourself in a position comfortable to you both

Ensure the light (including the sun) is behind the person you are talking with
When communicating with a person with a hearing impairment

Face the person

Avoid shouting

Avoid chewing or covering your mouth

Use gestures, signals or signs

Ensure your face is lit

If communication is difficult try writing it down

Be patient

Let people know what others have said to keep them involved

Speak to the person, not the interpreter

If the person uses sign language, learn some simple signs (the Royal National
Institute for the Deaf RNIB will be able to provide more information)

Check for understanding
29

Use visual clues to support language
When communicating with people with a visual impairment

Address the person by name as you approach them

Tell the person you are leaving before you go

Use touch, but ask first

Use key words and avoid unnecessary jargon

Be logical and sequential when presenting information

Be aware of environmental factors which can influence how you communicate e.g.
light, noise

Consider other methods of communication such as audio tapes, large print, Braille

If they use a computer, ask what format they would like documents in

Be aware that voice software on mobile phones for visually impaired users may not
be able to read common abbreviations used in text messages, so to avoid confusion
spell out words completely
When communicating with people with a learning disability

Speak with the individual first, if that is difficult ask the parent or carer

Assess level of understanding

Treat people by their age, not apparent level of ability

Use simple, straightforward language, without being patronising

Use demonstrations

If necessary, repeat what you’ve said

If appropriate, ask the person to repeat the key points to ensure that they have
understood you correctly
When communicating with people who have difficulties with language

Be patient

Don’t rush them

Avoid finishing their sentences

Ensure you’ve understood what has been said before proceeding

If in doubt, ask people to repeat what they’ve said or write it down
These are just some basic guidelines; you are advised to attend the Working with Disabled
People or Coaching Disabled Performers workshops from sports coach UK or contact the
Federation of Disability Sport Wales (FDSW) to learn more.
With acknowledgement to sports coach UK Working with Disabled Sportspeople
30
Take Action – CPD
Attend a sports coach UK Working with Disabled Sports People or Coaching Disabled Performers
Workshop
Observe and assist with a disability sport group or someone with special needs
Contact the Federation of Disability Sport Wales (FDSW) to find out how they can help
Communicating with Parents/Guardians
The Team Manager is often the main point of contact with parents and guardians of young
performers or vulnerable people.
This allows athletes and their coach to focus on their
specific roles on the ‘field of play’. As one Team Manager expressed succinctly “a coach
shouldn’t have to deal with parents, that’s my role. The coach needs to be focussed on
getting the best performance from each athlete so our team performs to the best of its
ability.”
Remember parents and guardians play a significant role in supporting and financing a
players’ development and can have considerable influence over their child, or person in
their care. They also have a great deal of knowledge and experience of dealing with the
athlete as a person, so can make a valuable contribution to helping you understand them
better. However, parent pressure should not be a factor in influencing coaching decisions.
Sometimes, coaches may make unpopular player selections, for the good of the team,
which could be in conflict with parents’ views. Athletes and parents may wish to challenge
this and you have a role in supporting the coaches’ decision and offering an objective
perspective to the athlete, who may come to you for consolation, advice and support, or
the parent who may want to express their disappointment or frustration.
Many coaches and Team Managers still work on a voluntary basis; a high proportion will
have initially taken on these roles as a result of their child or partners involvement in the
sport. There are high profile examples of coaches, who train their children or partners to
performance or elite level and also act in a club, regional or national coaching capacity.
This has its benefits and drawbacks and organisations may wish to consider the wisdom of
having too much ‘family’ involvement across the whole management team for fear of
accusations relating to fair treatment of all, allegations of favouritism or making difficult
decisions relating to family members.
31
As the Team Manager often has less day to day contact with some of the team outside of
events perhaps it should fall to them to be the person that ensures impartiality within the
team structure.
Of course, any communication needs to be undertaken sensitively and with respect.
Providing regular team updates, opportunities for discussion, clear and agreed objectives
and a team code of conduct can help to clarify channels of communication and appropriate
behaviour and prevent disputes.
Your Role in Motivating the Team
You have an important role and the power to create a stimulating and motivating
environment for your team away from the area of play.
This will allow the coach and
players to focus on performing to their full potential when on the field of play. Here is a list
of tips to help you assist the team coach in motivating your team.

Provide opportunities for performers to get to know each other and promote the value
of the group

Find ways to make people feel they are an important part of the team

Be motivated and a good role model

People (children in particular) will behave more responsibly if they have clear
parameters

Objectives and rules work better if they are agreed, rather than imposed, so whenever
possible and appropriate, ask the team members to come up with the rules and goals

Acknowledge achievements and be positive, praising effort, good behaviour and
performance in front of others

Give corrective feedback in a respectful manner and be careful not to communicate in a
way that is likely to embarrass individuals in front of others

Never comment on personalities, concentrate on behaviour – catch them doing
something good and tell them!

Clarify plans and ensure your team is aware of what’s going on

Ensure you are aware of the roles and responsibilities of other members of the team so
you can assist each other

Be consistent in your behaviour towards your team members

Encourage a supportive environment within the team

Understand that each team member will require different things from you; you need to
adapt to their needs to ensure the overall team objectives are met

Understand that a motivated team member without clear goals and direction can be as
much of a liability as a de-motivated one
32

Help the coach to provide a common understanding of what you are both trying to
achieve and what contribution the team are making to this

You will sometimes get things wrong – own up to it!
Never pass the buck for your
mistakes
Remember that each individual needs to feel proud to be part of the team. If performers
reach this state of mind they will gain a high level of group morale, enjoy what they do
and work harder to achieve more.
Disputes
It is inevitable that disputes ranging from minor differences of opinion, to fundamental
disparities in values, will arise. These can be detrimental to the dynamics of the team and
affect individual and team performance. The role of the Team Manager is to handle such
disagreements constructively, ensuring that the team remains focused on achieving its
goal.
The manager may be called upon to act as a mediator, when conflict cannot be
resolved by team members. Sometimes a team does not have the internal resources to
deal with a member who is uncooperative; in these cases a manager must be able to
problem-solve, establish consensus, mediate and ‘coach’ out solutions when necessary.
The ability to stand back from any disagreements and look at things objectively will enable
you to deal with issues consistently and fairly and help individuals resolve their issues.
Differences are healthy within a team; your role is to encourage the team to embrace its
diversity and resolve conflict for the good of the team.
Breaking News to the Team
Giving people bad news is never easy as it often leaves a lasting impression on the
messenger and recipient. There may also be a concern about your ability to cope with the
person’s emotional reaction to the news and this can cause anxiety and a reluctance to
deal with the situation. Giving information to a group can be difficult; however breaking
news to each individual in turn can result in information ‘leaking out’ in a less than
sensitive manner before you have had the opportunity to speak to everyone. It also takes
a lot of emotional energy so you need to weigh up the pros and cons of each approach.
The following provides some guidance on what to do if you have to deliver information to
your team.
33
Be Prepared

Discover the triggers that would cause each member of your team to pack up and
go home from an event

Regardless of what you do you cannot make bad news into good news

Be clear about your objectives and know the facts

Try to think of the questions that might be asked and how you will respond to them

Ensure you have sufficient time and space away from distractions and interruptions

Decide who needs to know

Avoid ‘Chinese whispers’ by getting the message to the right people in a timely
manner

Decide how many people you will talk to e.g. do you wish to break the news of a
team member’s illness to the whole group?

Good news is something that you are likely to want to share with everyone

Have a plan of action
Breaking news – Good and Bad!

Prepare the recipient for what you have to say by telling them that you have some
bad/good news and who it involves.

Take your time and don’t be pressured or tempted into blurting out the news.
Empathise e.g. “this must be very hard for you,” but not, “I know how you feel,” you don’t!

Find out what the person already knows and thinks is likely to happen e.g. if
someone was ill at home when you left, find out what the person understands of
the illness; or if there has been an accident or a team member is ill

Tell the truth; be sensitive but don’t be tempted to soften the reality to decrease
the hurt, or give false hopes

If you are asked a question for which you don’t know the answer, say so, don’t
guess

Present your information slowly and sensitively and don’t be afraid of silent
moments while the recipient takes time to digest the news; let them speak first in
their own time

Check that the person understands what you are saying and answer questions
directly and honestly. Emotional outbursts such as anger or tears or even stunned
silence are likely.

Be prepared for any reaction as each individual will take bad and good news
differently, depending on a variety of factors such as the situation, their
relationship with the people involved, their current state of mind, their own
34
personal coping mechanisms. Your role is to listen and acknowledge that these
feelings are justified

Use touch if appropriate e.g. a hand on the person’s arm or an arm around their
shoulder may help to comfort them, particularly if it’s bad news; a high five may be
a good way of expressing your pleasure and sharing their success

Stay calm and try not to get angry or upset, as this is unlikely to help improve the
situation
Have a plan for what happens next

Before you have the conversation take time to think about what the person might
want to do after receiving the news

Make some decisions about some feasible courses of action so you are able to talk
to them about the possibilities and what they would like to do next; e.g. stay at the
event; return home as soon as possible; discuss shortening the stay with other key
people

It is also appropriate to involve them in the decision about how to tell the other
team members
Liaising with the Media
The press can be a valuable ally if you develop a positive relationship with them. It’s
worthwhile establishing links with a local media contact to help raise your club’s profile and
share good news stories. Follow your governing body or club guidelines when dealing with
the media and always respect the confidentiality of information about your performers. Get
into a habit of producing regular news releases and send them to all media contacts e.g.
the local press, radio and television. The sad fact is that the majority of news releases will
never reach the pages of a newspaper and even those that do may have had half the copy
cut by an editor’s pen. With this in mind there are some rules you can follow to give your
news release a better chance of getting into the public domain.
Producing a news release10

Identify deadlines for getting information to them in good time

Be mindful of what you say and how you present information

Confirm the context in which your information will be printed

Press releases should be written using double spacing and be no more than 2 pages
in length

Keep sentences short and to the point

Put a contact name and number at the foot of the release in case the editor wants
to follow up
35

Use reporter style - read a few stories in your local paper to get an idea of how
their articles are written
Give them what they want!

Produce ‘news’ stories not advertising - human interest stories are best

Make it clear, concise, accurate and up to date

Have a headline; it’s your first chance to make an impression

Avoid abbreviations and jargon

The first paragraph should summarise your story as editors cut from the bottom
up!

Answer the key questions – Who? What? When? Where? Why? How?
Using Photographs

Follow your governing body guidelines on taking and using photographs of young
performers

Keep a stock of relevant up to date photographs which you can access quickly to
attach to your press releases
Ask your athletes to complete a short biography or profile11 in advance of the competitive
season or event. That way when the media requests information about your athletes,
you’re already prepared and won’t need to distract performers from the job at hand.
Take Action – CPD
Attend Media Relations training
Find out what your club or NGB’s advice is on dealing with the Media in a variety of situations
10
appendix 10_ news release template
11
appendix 11_ Athlete Profiles
36
Section 4
Logistics & Operational Management
“A good plan is like a road map: it shows the final destination and usually the best way to
get there.”
H. Stanley Judd
Planning & Preparation
To be an effective Team Manager you need know your teams’ goals and plan how you will
organise your time and workload throughout the season in order to help them achieve
these. There are some jobs for which you will be directly responsible and others in which
you will play a supporting role. Knowing what these are, who you can call on for help and
when you will do them, will give you a head start. A little time spent planning leaves less
to chance and ensures that everyone can concentrate on their performance, rather than
worrying about potential disasters.
Tips for working efficiently
•
Make a list of your goals & targets
•
Identify your support team and their availability
•
Identify the tasks you need to perform
•
Prioritise your workload
•
Group particular tasks together to save you time and money e.g. make all phone
calls at a particular time
•
Pace yourself - do one task at a time
•
Be realistic about what you can do in the time allocated
•
Prepare for meetings in advance - set your agenda
•
Be disciplined and aware
37
Duty of care
“Do your duty and a little more and the future will take care of itself.”
Andrew Carnegie, Scottish born American philanthropist
Team Managers have a specific duty of care to team members by virtue of the relationship
they share with them and the responsibilities that make up their role. A duty of care may
be imposed by common law or statute, by contract or by an individual’s acceptance and
does therefore not require an explicit contract. Liability for the legal duty of care would
only arise when it can be demonstrated that the risk was foreseeable but no action was
taken to manage it. The moral duty of care concerns the responsibility for the safety and
welfare of people under your control; to determine if a breach has occurred, the civil law
of negligence would be applied.
Negligence is a type of civil wrong, although the concept is sometimes also used in
criminal law. Negligence is not the same as carelessness, because someone might be
exercising as much care as they are capable of, yet still fall below the level of competence
expected of their role or level of expertise. It can be generally defined as conduct that is
culpable because it falls short of what a reasonable person would do to protect another
individual from a foreseeable risk of harm.
Sport has inherent risks; accidents can, and do happen; even the most thorough risk
assessment cannot possibly predict every eventuality. If you carry out your role to the
level of your training and expertise a charge of negligence is unlikely.
The following
questions may help you meet your duty of care and avoid a claim of negligence.
•
Are the manager and staff qualified, competent and authorised to run the
activity/event at that level?
•
Is appropriate and adequate supervision being provided – staff, performer ratios?
•
Are all reasonable steps being taken to ensure the safety of the environment and
equipment?
•
Have the players/performers and staff been taught about the need for safety and
warned against foolhardiness in a manner appropriate to their age, intelligence and
experience?
•
Have the players/performers and staff been systematically prepared for the
activities being undertaken, including the provision and use of any necessary kit
and equipment?
38
•
Are the activity and the manner in which it is carried out compatible with regular
and approved best practice?
•
Have the parents or guardians of any under 18 year old players/performers signed
an appropriate consent form?
•
Has a comprehensive risk assessment
been undertaken, documented with
appropriate action taken and communicated to all concerned?
•
Are managers and coaches aware of any special needs within the group and are
they taking appropriate action to cater for these?
•
Are all procedures carried out following national governing body and other relevant
organisational guidelines?
•
Are incidents12 and accidents handled promptly and recorded following national
governing body and other relevant organisational guidelines?
•
Are record and registers kept and up to date e.g. attendance registers, contact
details, medical information.
Contingency Plans
Of course problems can still occur even with the best laid plans so it’s helpful to have a
plan B and maybe even a plan C! A contingency plan gives you a back-up strategy for
dealing with a situation that hasn’t gone as expected as you will have already considered
potential ‘what if’ scenarios and weighed up possible solutions in advance.
Tales of the unexpected!
Here are some things that you can do to minimise the potential for ‘unexpected’ issues and
help resolve problems more effectively should they arise.

Ensure that sound procedures are in place before you leave home

Risk assessment

Operating procedures

Emergency action or crisis management plan13

Record the details of a home contact/s who will be accessible at all times

Identify ‘what if’ situations and solutions in advance

Ensure adequate numbers of support staff

Ensure all staff understand and are clear about their roles and responsibilities

Plan and brief staff and performers/players on each phase of the competition/event

Ensure all staff are working to the same contingency plan

Keep spare cash and a credit card available

Plan for specific medical situations relevant to your sport or hazards identified in
your risk assessment

Ensure spare kit and equipment are available
39

Re-confirm all entries, bookings and reservations

Build a relationship with your local contact as soon as possible

Keep calm and focus on finding solutions
Remember, a flexible attitude and the ability to adapt to your environment are essential
qualities of a good Team Manager.
12
appendix 12_ Sample incident report form with acknowledgements to British Gymnastics
13
appendix 13_ Swim Wales Crisis Management Plan
Record keeping
Keeping comprehensive, well organised and up to date records will make your role a lot
easier to manage and enable you, or any other relevant person, to reference information
whenever necessary.
The following tips will help you organise your paperwork more efficiently:

Produce a record sheet that will enable you to collect and record all the data you
need from team members such as name, date of birth, emergency contact details

Make all your facility bookings in advance and keep records of details

Take simple minutes at team meetings to record any action agreed, who is involved
and the deadline for completion

Use a calendar or chart to help identify the jobs you need to do and the length of
time required to complete them e.g. closing dates for entries

Keep a portfolio of press cuttings and press releases

Keep copies of all correspondence (letters, faxes and email) and file in a logical
order so that anyone can access the information if required

Keep copies of all forms that relate to parental permission e.g. consent forms

Keep a record of verbal communication with others e.g. a telephone log

Record all accidents and incidents that are reported and keep on file for future
reference

Keep copies of the team medical details and special dietary requirements, including
who to contact in the event of an emergency

Record your plans and devise contingencies so that even if someone has to
temporarily fill in for you they are clear about what to do next

Create an electronic record for sharing with others or for planning for future events

Use a reflective log/diary of events to help you analyse what you did well and areas
for improvement

Back your records up using an alternative format
40
Kit & Equipment
The quality and availability of the clothing and equipment you use can have a significant
impact on the performance of the athlete.
You may be asked for your opinion on the
design of the team kit; in which case consideration should be given to the…
…practicalities of the sport
…comfort of the wearer
…competitive environment
…duration of the event
…climate in which your team will be competing
…sponsorship commitments
The following points may help with your preparation:

What do you need – essentials and desirables?

How, when and to whom will you issue it?

How will you record distribution?

What will the team wear to compete and to travel?

What sizes do you need?

How many sets of kit or pieces of equipment are required?

What about spares?

How long will it take to get replacements?
A poor provision can have psychological as well as physical affects, after all who wants to
be seen in substandard kit! A little time and effort organising team kit and equipment well
in advance of the competitive season or event will pay dividends in the long run.
41
Assessing & Managing Risks
The Management of Health and Safety Regulations 1999 require employers manage risks
within the workplace. A risk assessment can therefore be defined as the conscious process
applied to the identification of hazards, the evaluation of the associated risks and the
implementation of a series of control measures to minimise the risks highlighted.
The 3 types of risk assessment are:
•
Generic – covers a general assessment of risks in a particular sport e.g. rugby
•
Specific – an assessment of safety issues relating to a particular activity e.g. netball
at a specific club/venue
•
Dynamic – relating to an ongoing assessment of safety e.g. environment and
equipment, before, during and after an activity or competition.
This type is
achieved through continuous observation and is not normally recorded.
A Hazard is defined as being anything which has the potential to cause harm; whereas a
Risk relates to the likelihood of someone being harmed by the hazard.
The Health and
Safety Executive (HSE) has produced a document outlining the 5 steps to risk assessment
which can be found on their website www.hse.gov.uk/risk/index.htm along with other
useful information about risk management. A summary of the steps involved in this
process is shown below with an example risk assessment 14.
The management of any facilities you use should have undertaken their own assessment
of risk; obtain a copy of this in advance and build this into your own checking process.
Step 1
Identify the hazards
These could be caused by the activity, location or persons involved. Check for hazards by:
 walking around the playing or training area
 involving others - asking coaches, players and volunteers what they think
 contacting your National Governing Body of Sport
 calling the Workplace Health Connect Advice line or visiting their website
 following manufacturers’ instructions and guidelines
Step 2
Decide who might be harmed and how
Make a judgement about who may be hurt, how this could occur and how the hazard could
cause harm and remember:
 some players will have particular needs
 to include volunteers, spectators etc
 if you share your training area think about how your activity affects others
42
Step 3
Evaluate the risks and decide on precautions
List what is already in place to reduce the likelihood of harm or make it less serious and
decide whether these measures are adequate or if more should be done. Reduce risks ‘so
far as is reasonably practicable’ by comparing what you are already doing with good
practice and listing the differences.
Step 4
Record your findings and implement them
Record the results of your assessment and take action accordingly. Prioritise and deal with
the hazards that are high risk and have serious consequences first.
Step 5
Review your assessment and update if necessary
This should be completed with other members of your team whenever there are any
changes in your playing environment or an accident occurs. Consider planning an annual
review and ensure amendments are made where necessary.
Take Action – CPD
Check copies of your existing risk assessments
Undertake a risk assessment with the other members of your team
14
Appendix 14_ Risk assessment template
43
Dealing with Serious Incidents and Emergencies
Serious incidents and emergencies are thankfully infrequent occurrences; however it is
vital to have an emergency action or crisis management plan should the unthinkable
occur. In the event of a serious incident or emergency it is important that you remain calm
and follow a pre-arranged course of action as it is likely that your colleagues and
performers will look to you to take control of the situation. A checklist15 will help you
remember what action to take and who to notify should an emergency occur.
You can
personalise it by completing the relevant details for your organisation during the planning
process.
If an incident does occur one of your first jobs will be to assess the situation and establish
the nature and extent of the emergency as quickly as possible and check for further
danger. Once you are sure you are safe, ensure the rest of your team are not at risk.
It is worth remembering that it may be you that is directly involved in the incident or
emergency so a contingency plan should be established and a suitable ‘second’ and
possibly a ‘third’ person nominated in advance who could effectively take the lead if you
were incapacitated.
One of your next jobs is to establish the names of any casualties and get immediate
medical attention for them if required. A casualty’s condition should be monitored at all
times, in case their condition deteriorates. If possible ensure the casualty is accompanied
to hospital, particularly if they are under 18 years of age and that the rest of the group are
kept together. It is also worth monitoring the condition and morale of rest of the group as
they may be affected by the incident, even if not directly involved.
Effective communication with the key members of your team will help you manage the
situation more efficiently and prevent misinformation being spread. Everyone needs to be
clear about their roles and responsibilities and be working to the emergency procedures
that you have planned in advance.
Keep a record of all details of the incident/accident. This should include nature, date and
time of incident, location of incident, names of casualties and witnesses; details of injuries,
names of others involved, action taken so far and action to be taken.
44
Inform the person who has been allocated as the emergency contact within your
organisation, as depending on the nature and extent of the incident they may need to
notify insurers and solicitors and prepare a statement for the media.
Appropriate contact numbers should be accessible at all times during the activity or event.
It may be necessary to contact the police, social services or other emergency or support
services.
Your emergency action document should contain key names and telephone
numbers of key people within your organisation as well as local contacts within the country
or location you are competing.
Your NGB may already have an emergency action plan and will be able to assist you in the
development of your own.
Appendix 13 Swim Wales Crisis Management Plan gives an
example of the standard document used for all swimming events abroad and at major
competitions in UK.
Take Action – CPD
Have a plan of action if you are injured or ill
Share your ‘crisis plan’ and paperwork with every member of your management team
15
appendix 15_Serious incident & Emergency Checklist with acknowledgements to D C Leisure
45
Supporting the performers continual educational development
"It's not how much training you do that counts, it is how much learning you get that
matters."
Colin Rose
Within sport there is still a need to look after a child's education and create a learning
environment both on and off the pitch. In fact, educational welfare is a vital component to
the overall development of the athlete regardless of age.
Even when compulsory
education comes to an end at the age of 16, many elite performers will look towards
Further or Higher Education, even if only to provide a safety net if they fall short of
achieving their sporting ambitions. Academic studies and examination timetables need to
be built around their sports training.
In the case of public exams for example players may need to sit them in a foreign country
under examination conditions, at a set time; or rush back to take them at their own
schools or colleges.
Some sports organisations, for example the Football Association, have had an Educational
Welfare Officer (EWO) working at many clubs for some time. They liaise with schools and
parents to make sure that their academy players are not neglecting their work and help to
resolve any problems as soon as possible.
Generally the role of an EWO or Performance Lifestyle Advisor (PLA) is to act as an
‘enforcer’ and a liaison between schools, parents and other agencies. Traditionally these
may include social services, Local Education Authorities and the police. They are there to
advise parents about their legal responsibilities and to make sure children get an education
up to the age of 16. They can also help families receive benefits such as financial help
with school meals, transport and clothing; help to arrange alternative education for pupils
who are excluded from school or who have other needs; are involved in regulating child
employment and advising on child protection issues.
Issues relating to the educational needs of team members need to be carefully considered
and planned in advance as part of the athletes training and competitive programme. The
performer must have the support of their families and the team to help them balance the
demands of their sporting and educational development without any unnecessary stress.
The Team Manager will play an important role in liaising with others to ensure this
happens in a manner appropriate to each performer.
46
Specifically Team Managers can help by…

knowing which team members are coming up to exams and being aware of exam
dates and study commitments

knowing how the pressure of exams affects each individual member of the team

ensuring team members are allocated revision or school work time should this be
required

being up to date with child protection issues

liaising with their EWO (if they have one) to ensure the educational needs of their
team are met

supporting the performers’ continuing educational development at home and
abroad
Drugs and Anti Doping
“Life is too short. Be 100% yourself. Be 100% natural. Be 100% drug-free.”
Sarah Storey (nee Bailey), Paralympic Swimmer/Cyclist and Paralympic Gold Medallist
Drugs and other substances are being used by some sports people to unfairly enhance
their performance. Anti doping is the bid to eliminate performance enhancing substances
in order to ‘achieve integrity and fairness in sport’.
UK Sport is the country’s national anti-doping organisation responsible for implementing
and managing the UK's anti-doping policy. This involves the co-ordination of around 7,500
tests across more than 40 sports in the UK. The results of their testing programme are
published quarterly and made available on their website www.uksport.gov.uk. UK Sport
also provides services and resources to help performers and their teams to make informed
decisions about ‘competing drug free.’
There are times when it may be necessary for an athlete to take prescribed medication; in
these cases the performer should check with their doctor to see if the drug is permitted
under competition rules. If it is not permissible, their GP may be able to discuss available
alternatives. If this is not possible they need to complete The Therapeutic Use Exemption
(TUE) application process. This gives your athletes a method of gaining ‘approval to use a
prescribed prohibitive substance or method for the treatment of a legitimate medical
condition’. If you manage high performance teams, your athletes are likely to be eligible
for testing at home or abroad and you may need to support them with this process,
particularly if they lack experience in this area.
Your governing body will be able to
confirm which level of competition requires testing in your sport.
47
If one of your athletes is pulled for doping control during an event make sure you have
decided in advance who will accompany them. It’s good practice for all team management
staff to have a good knowledge of the testing process in order to support performers.
Direct your athletes to www.100percentme.co.uk to access comprehensive information
and advice about drug-free sport in the UK.
With acknowledgment to
www.100percentme.co.uk
Looking After Yourself – Performing under pressure
"Life is the movie you see through your own eyes. It makes little difference what's
happening out there; it’s how you take it that counts."
Denis Waitley: High-performance achievement expert
The Team Manager’s job can be a lonely one; you need to deal effectively with a variety of
issues off the field of play and absorb all the pressure that this may bring without passing
any of the stress onto the rest of the team. Within a multi-sports environment you will be
part of a larger team, alongside other Team Managers from different sports who may be
experiencing the same issues as yourself. Networking with your peers from other sports
may help to share the load and manage potentially stressful situations.
Getting the right perspective

Be well prepared – plan and prioritise your workload

Manage the teams’ and your own expectations – this will start before you leave for
the competition

Know what you need to de-stress or relax and build in some ‘me time’ to
accommodate this

Develop and practice effective coping strategies before you go e.g. sleeping in
noisy, well lit environments

Identify your own warning signs and trigger points and decide how you’ll deal with
these should they arise

Remember, you can’t control the uncontrollable, so focus on the things you can
manage

Keep a positive mental attitude and focus on solutions

Ultimately, even if things get you down for the good of the team you have to ‘get
over it and get on with it!’
48
In summary - An effective Team Manager at any sporting event…

organises a team training/briefing day prior to the event

collects athlete media profiles in advance

attends training on how to deal with the media

explores as many ‘what if’ scenarios as possible to consider contingency plans

clearly identifies the management team’s roles and responsibilities and the lines of
demarcation

adopts a ‘can do’ attitude at all times

manages the team’s expectations

briefs the team on cultural differences in advance

is flexible enough to consider all options to get to a solution

remembers they can’t control the ‘uncontrollable’ and focuses on things within their
sphere of influence

arranges meeting times and places as soon as they arrive at the event

encourages team spirit across sports

identifies the key contacts at the event and works with them to get things done

puts their performers first in any decisions they make

plans activities for team members when their competition schedule is over

pre-loads all important contact numbers on all team mobile phones issued for the
event

knows the doping procedures and decides in advance who will accompany an
athlete who is pulled for doping control

understands the rules and regulations of their sport inside out
49
Section 5
Sample Supporting Documentation
Appendices
No.
Title & Source
Section
1
Team Manager Job Description
2
2
Team Manager Person Specification
2
3
Code of good practice - Based on Cheshire Youth Games Code of Conduct
2
4
2
5
Excerpt from Marking the team: inside the world of sport initiations and
hazing - Changing the initiation ceremony
Child protection incident form – Based on British Gymnastics form
6
Club medical consent form for junior members – Adapted from Swim Wales
2
2
form
7
Accident report form – Based on British Gymnastics form
2
8
Telephone log sheet
3
9
3
10
Sample letters & forms
 Welcome to new season
 Fees information
 Parental responsibility
 Consent form
 Selection letter
 Tour guidelines
 Thank you letter
News Release Template
11
Sample athlete PR & media profile form – provided by Commonwealth Games
3
3
Council for Wales
12
Incident report form – acknowledgements to British Gymnastics form
4
13
Swim Wales Crisis Management Plan
4
14
Risk assessment template
4
15
Serious incident & emergency checklist – acknowledgements to D C Leisure
4
50
Section 6
References and Additional Sources of Information
How Managers Can Work To Build Better Work Teams - LEADERSHIP
Robert Bacal, M.A.
Talk Language Allan Pease & Alan Garner ISBN 0-9593658-1-8
Sports Medicine Eugene Sherry, Des Boker
Physiology for Sportspeople Peter Bursztyb, Peter G. Jack
Advanced PE for Edexcel Frank Galligan et al
Acclimatisation & Performance Advice – compiled from data from Olympic Conditioning and
Acclimatisation Camp 2003
Making the Team: Inside the World of Sport Initiations and Hazing (2004) edited by Jay
Johnson and Margery Holman published by Canadian Scholars’ Press
sports coach UK resources & workshops
Working with disabled sports people workshop and resource
Safeguarding & protecting children and the accompanying resource Protecting Children: A
guide for sportspeople
Managing Coaching within Long Term Athlete Development
Working with Disabled Sports People
Coaching Disabled Performers
Safe and Sound leaflet (with Childline, the NSPCC and Sport England)
NSPCC Helpline
0808 800 5000
www.nspcc.org.uk
Offer help for adults who are concerned that a child has been abused and counselling for
adults and children who have been abused.
Child Protection in Sport Unit
0116 234 7278
email: cpsu@nspcc.org.uk
Child Protection in Sport Unit Wales
NSPCC Cymru/Wales
Capital Tower
Greyfriars Road
Cardiff, CF10 3AG
Telephone 029 20 267000
Facsimile: 029 20 223628
Email:
cpsuwales@nspcc.org.uk
Website:
www.cpsu.org.uk
51
Federation of Disability Sport Wales
Welsh Institute of Sport
Sophia Gardens
Cardiff
CF11 9SW
Telephone: 0845 846 0021
Facsimile: (029) 20 665 781
Email: office@fdsw.org.uk
Website: www.disabilitysportwales.org
Other useful websites
www.sportengland.org
www.sportscotland.org.uk
www.sportni.org
www.nspcc.org.uk
www.crb.gov.uk
www.hse.gov.uk/risk
www.rospa.com
www.fco.gov.uk
www.uksport.gov.uk
www.ba.com/podcasts - managing travel fatigue Dr Sleep podcasts
Recommended Reading
Safe Sport Away – ASA and NSPCC 2001 ISBN 0-900052-35-X
Coachwise sports coach UK Code of Conduct
The rules of your sport from the relevant Governing Body of Sport
HSE 5 steps to Risk Assessment
www.hse.gov.uk/risk/index.htm
HSE Basic advice on first aid at work
http://www.hse.gov.uk/firstaid/index.htm
52
Section 7
Where Next?
"A person who graduated yesterday and stops studying today is uneducated tomorrow."
(Origin unknown)
Team Manager Development Pathway
Attend workshop
1
Observe & assist at club level
Completed CPD
1
Manage Club Team
Attend workshop
2
Completed CPD
2
Observe & assist
regional/district manager
Manage regional /district
team
Attend workshop
3
Completed CPD
3
Observe & assist National
Manager
Manage National Team
CPD
53
Continual Professional Development (CPD)
Below are other areas of training to keep you on track with your continual professional
development. These have been divided into 3 sections to make it easier for you to add to
your portfolio of knowledge and skills as your role develops. However, your specific needs
may require you to attend them in a different sequence that is more relevant for you.
Your National Governing Body may ask you to also attend further CPD relevant to the
sport
CPD 3
CPD 1
First Aid
Safeguarding &
Protecting Children
Risk Assessment
Writing Reports and
Completing Forms
Disability Equality
Vulnerable Adults
100% Me
Information
CPD 2
Technology –
computer skills e.g.
Managing the
Budget
Word, Excel,
PowerPoint, Internet
and email access
Conflict Resolution
Nutrition in Sport
Injury Prevention &
Management
Performing under
Pressure
Time Management
Media Relations
Presentation
Skills/Public
Speaking
54