Safeguarding Education in Athletics report: full and abridged versions
Posted on 2021-11-03 - 13:03
Full and abridged versions of the following report are included in this collection:
Safeguarding Education in Athletics: A comparative evaluation of training effect in three modes of entry-level safeguarding training delivered by UK Athletics
Abstract
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
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.
CITE THIS COLLECTION
Hartill, Mike; Kaehne, Axel; Simcock, Thomas; Purdy, Laura; johnson, fiona; Jones, Michelle; et al. (2021). Safeguarding Education in Athletics report: full and abridged versions. Edge Hill University. Collection. https://doi.org/10.25416/edgehill.c.5690878.v1
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FUNDING
UK Athletics
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AUTHORS (8)
MH
Mike Hartill
AK
Axel Kaehne
LP
Laura Purdy
fj
fiona johnson
MJ
Michelle Jones
JF
Julie Feather
ML
Melanie Lang
KEYWORDS
Safeguarding EducationSafeguardingTrainingCoachingAthleticssportsUK AthleticsBlended learning -- Evaluationonline learningvirtual learning environmentcoach educationSport and Leisure ManagementTeacher Education and Professional Development of EducatorsVocational Education and Training Curriculum and Pedagogy