Flitwick
Dolphins Swimming Club
CODE OF ETHICS
This Code of Ethics was written with specific
reference to Teachers and Coaches. However, most aspects of this Code are also
applicable to other people involved in the sport. Therefore all Members of
Flitwick Dolphins Swimming Club (the Club), should be aware that this Code also
applies to them.
The Club acknowledges that a large part of this Code
of Ethics has been derived from the code produced by the Industry Lead Body for
Sport and Recreation. The Code published below will remain operational unless
and until notice of any changes and amendments is given by the Club.
TEACHING/COACHING
AND INSTRUCTING
Even
though the NVQ standards focus on and describe work functions, they are based
on a number of accepted assumptions and values, which underpin good practice in
teaching/coaching and instructing. The British Institute of Sports Coaches has
articulated these into a Code of Ethics must of which has been incorporated
into the following Code of Ethics for Swimming Teachers/Coaches. Throughout the
following Code the expression ‘Teacher/Coach’ whether used in the singular or
plural shall included all teacher/coaches, assistants and other helpers whose
activities are connected with the disciplines regulated by the Amateur Swimming
Association (the ASA) and all members of the Institute of Swimming (IOS). Where
the context of the code admits the expressions Teacher/Coach and Sports Coach
this may also include Officials and others involved in the sport of swimming in
any capacity.
The purpose of the Code of Ethics (referred to
throughout the remainder of the document as the Code) is to establish and
maintain standards for Teachers/Coaches and to inform and protect members of
the public using their services. Ethical standards comprise such values as
integrity, responsibility, competence and confidentiality. Individuals who are
members of the Club are deemed to have assented to the Code and as such
recognise and adhere to the principles and responsibilities embodied in it.
The Code creates a framework within which
Teachers/Coaches when engaged in sports coaching – in the fullest sense of the
expression – should always work. The code has been written as a series of
guidelines rather than a set of instructions.
THE CODE
Issues of responsibility
Teaching/Coaching is a deliberately undertaken
responsibility, and sports Teacher/Coaches are responsible for the observation
of the principles embodied in the Code of Ethics.
Humanity
Teacher/Coaches must respect the rights, dignity and
worth of every human being and their ultimate right to self-determination.
Specifically, Teacher/Coaches must treat everyone equally within the context of
their activity, regardless of sex, ethnic origin, religion, disability or
political persuasion.
Relationships
The good Teacher/Coach will be concerned primarily
with the well-being, health and future of the individual performer and only
secondary with the optimisation of performance.
A key element in a teacher/coach relationship is the
development of independence. Performers must be encouraged to accept
responsibility for their own behaviour and performance in training, in
competition, and in their social life. Teachers/Coachers are responsible for
setting and monitoring the boundaries between a working relationship and
friendship with their performers. This is particularly important when the coach
and performer are of opposite sex and/or when the performer is a young person.
The Teacher/Coach must realise that certain situations or friendly actions
could be misinterpreted, not only by the performer, but by outsiders motivated
by jealousy, dislike or mistrust and could lead to allegations of sexual
misconduct or impropriety.
The relationship between coach and performer relies
heavily on mutual trust and respect. In detail this means that the performer
should be aware of the Teachers/Coaches qualifications and experience and must
be given the opportunity to consent to or decline proposals for training and
performance.
Commitment
Teachers/Coaches should clarify in advance with
performers and/or employer the number of sessions, fees (if any) and method of
payment. They should also explore with performers and/or employers the
expectation of the outcome of teaching/coaching.
Teachers/Coaches have a responsibility to declare to
their performers and/or employer any other current teaching/coaching
commitments. Teachers/Coaches should also find out if any prospective client is
currently receiving guidance from another Teacher/Coach.
Teachers/Coaches who become aware of a conflict
between their obligation to their performers and their obligation to their
Governing Body or other organisation employing them must make explicit the
nature of conflict, and the loyalties and responsibilities involved, to all
parties concerned.
Co-operation
Teachers/Coaches should communicate and co-operate
with other sports and allied professions in the best interest of their
performers. An example of such contact would be the seeking of educational and
career advice/counseling for young performers whose training impinges upon the
performance of their studies.
Teachers/Coaches must communicate and co-operate with
medical and ancillary practitioners in the diagnosis, treatment and management
of their performers’ medical and psychological problems.
Advertising
Advertising by sports teacher/coaches in respect of
qualification and/or services shall be accurate and professional restrained.
Teachers/Coaches shall not display any affiliation
with an organisation in a manner that falsely implies sponsorship or
accreditation by that organisation.
Confidentiality
Teachers/Coaches inevitably gather a great deal of
personal information about performers in the course of a working relationship.
Teacher/Coach and performers must reach agreement as to what is regarded as
confidential information, i.e. not divulging to a third party without the
express approval of the performer.
Confidentiality does not preclude the disclosure of
information, to persons who can be judged to have a ‘right to know’, relating
to performers when relevant to the following:
• evaluation of the performer within the sport for
competitive selection purposes and recommendations concerning performers for
professional purposes;
• pursuit of disciplinary action involving performers
within the sport;
• pursuit of disciplinary action by the Club involving
fellow coaches in alleged breaches of this Code of Ethics and Conduct.
Abuse of
Privilege
The Teacher/Coach is privileged, on occasion to have
contact with performers and to travel and reside with performer in the course
of teaching/coaching and competitive practice. Consequently, a Teacher/Coach
must not attempt to exert undue influence over the performer in order to obtain
personal benefit or reward.
Personal
Standards
The Teacher/Coach must consistently display high
personal standards and project a favourable image of their sport and of
teaching/coaching – to performers, other teachers/coaches, officials,
spectators, the media and the general public.
Personal appearance is a matter of individual taste
but the sports teacher/coach has an obligation to project an image of health,
cleanliness and functional efficiency.
The Teacher/Coach should never smoke when
teaching/coaching.
Teachers/Coaches should not drink alcohol so soon
before teaching/coaching that their judgement may be impaired and the smell
will still be on their breath when working with performers.
Safety
Teachers/Coaches have a responsibility to ensure the
safety of the performers with whom they work as far as possible within the
limits of their control.
All reasonable steps should be taken to establish a
safe working environment.
The work done and the manner in which it is done
should be in keeping with regular and approved practice within that sport.
The activity being undertaken should be suitable for
the age, experience and ability of the performers.
Performers should have been systematically prepared
for the activity being undertaken and made aware of their personal
responsibilities in terms of safety.
Issues of
Competence
Teachers/Coaches shall confine themselves to practice
in those fields of sport in which they have been trained/educated, and which
are recognised by the ASA and IOS as being valid. Valid areas of expertise are
those directly concerned with sports coaching. Training includes the
accumulation of knowledge and skills through both formal Teacher/Coach
education courses and by experience at a level of competence acceptable for
independent teaching/coaching practice.
Teachers/Coaches must be able to recognise and accept
when to refer performers to other agencies. It is the responsibility of the
Teacher/Coach as far as possible, to verify the competence and integrity of the
person to whom they refer a performer.
Teachers/Coaches should regularly seek ways of
increasing their professional development and self awareness.
Teachers/Coaches should welcome evaluation of their
work by colleague and be able to account to performers, employers, Governing
Bodies and colleagues for their actions.
Teachers/Coaches have a responsibility to themselves
and their performers to maintain their own effectiveness, resilience and
abilities, and to know when their personal resources are so depleted as to make
it necessary for them to seek help and/or withdraw from teaching/coaching
whether temporarily or permanently.
Violations of
this Code
Initially, concerns about the violation of this code
should be shared with the Flitwick Dolphins Welfare Officer. If this does not resolve the matter
satisfactorily, it may be referred in writing to the Club Secretary who will
ensure that it is considered by the Committee at the next available
opportunity. A reply will be given in
writing.
Team Staff Appointments Policy
Where one athlete aged below eighteen years of age is
travelling they must be accompanied by one member of staff and parental consent
obtained with regard to the identity of the staff member.
Where there are two or more athletes travelling there
must be a minimum of two members of staff accompanying the athletes. Where the
group of athletes are of mixed sex, there must be staff members of each sex.
NOTE FOR GUIDANCE
Honorary officials are entitled to expect the same
respect and dignity of treatment as to which employees are entitled. It follows
from this that if an official is not performing satisfactorily in their role
the official is entitled to be told, to be given an opportunity to respond to
the criticism, and the opportunity to improve.
Further, the Club may wish to consider establishing a
mentoring system with senior figures(s) in the Club (possibly a Past President)
offering guidance and support to officials and also encouraging the development
of new talent to ensure successions within the Club’s administration.
Conduct of
Meetings
In particular any member wishing to make any direct
overt-criticism of an official or other member of the club in a general meeting
must advise the Chairman in good time to enable the Chairman to advise such
person in advance of the meeting in order that he is able to prepare himself
for such criticism.
Furthermore, as a separate obligation on the chairman
of the meeting when an official or member is the subject of criticism the
chairman must specifically afford such person the opportunity to respond to
include if requested consideration of an adjournment to enable the person to
collect their thoughts.
Any failure to follow these principles may give rise
to a complaint. It is not intended that the Code should be used to stifle
democratic debate but ethical considerations and indeed common sense decency
dictates that advance warning should be given to anyone who is to be the
subject of criticism in a general meeting.
Bullying
The damage caused by bullying is frequently
underestimated and can and does cause considerable distress and harm to
children. It is important that all settings in which children are provided with
services or activities promote a policy which is not tolerant of bullying. No
swimmer will be able to reach their full potential if they feel they are the
victims of bullying, by an adult or one of their peers. Tackling bullying must
be the responsibility of everyone in the Club.
Guidelines and strategies to support an anti-bullying
policy
The
chances of bullying happening in a club can be greatly reduced if there is a
general atmosphere where members are valued and cared for. The following
strategies, which are embodied in the ASA Code of Ethics, will support a club’s
attempt to prevent bullying.
• Encourage an ethos of mutual respect for difference
throughout the Club.
• Give positive encouragement and promote the value of
self and others.
• Raise awareness of all to the possible cause and
effect of bullying.
• Make it clear that bullying will not be tolerated
and is unacceptable, but that both victims and bullies will be given the
necessary support.
• Enable swimmers, coaches and teachers to understand
that no form of bullying be it physical, verbal or emotional, will be tolerated
by the Club or the Association.
• Enable members to feel confident that their concerns
will be listened to and taken seriously.
• Publicise SwimLine and the NSPCC Child Protection
Helpline.
Bullying which involves children will be seen in the
same light as other child protection concerns and the ASA Child Protection
Procedures will be implemented if a serious concern is raised.
Version 1.0 – 15 June 2006