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Safeguarding Education in Athletics: A comparative evaluation of training effect in three modes of entry-level safeguarding training delivered by UK Athletics

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posted on 01.11.2021, 09:47 authored by Mike Hartill, Axel Kaehne, Thomas SimcockThomas Simcock, Laura Purdy, fiona johnson, Michelle Jones, Julie Feather, Melanie Lang
This report presents an evaluation comparing three modes of delivery of entry-level safeguarding training for the sport of athletics:

1. Virtual: a tutor-led online, real-time, interactive classroom with multiple learners
2. Face-to-Face: a tutor-led, physical (or actual) classroom with multiple learners
3. Online: a pre-configured online training module navigated independently by learners

Following a synthesis of evidence including two extensive literature reviews, an evaluation framework and relevant instruments were developed.

Conclusion
In this comparison of introductory safeguarding training for athletics, a significant learning effect was found in all three cohorts or modes of training (Online, Virtual, Face-to-Face). This effect was weakest in the Online cohort. In addition to the stronger learning effect found within the two tutor-led cohorts, tutor-led training was particularly effective where understanding of safeguarding was low or weak.

We found that self-directed (online) training is effective, but that tutor-led training (‘virtual’ or ‘face-to-face’) provides a dynamic, contextualised learning environment where the opportunity to discuss anxieties or ask questions is of importance to, and valued by, learners.

We conclude that a programme of safeguarding training that provides multiple learning pathways offers the most appropriate and effective approach and that tutor-led safeguarding training is a necessary and important feature of a robust safeguarding programme for the sport sector. We also suggest that tutor-led training is important for the embedding of safeguarding within ‘normal’ coaching practice and wider sports culture.

Funding

UK Athletics

History

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