You can freely copy the following Sport good pratice guidelines and add to your Coaching folder for quick reference if required, as always this is for information purposes only and is not a compulsory membership requirement.
Working with women and girls
Do not assume you know more than the women and girls whom you are
trying to involve. The women and girls, and the organisations that work with them, have
valuable expertise. Consult and review with the target group(s) before and during a new
Provide single-sex sporting opportunities. Women and girls often need an opportunity to
participate in physical activity in their own ways. The presence of males as staff or
participants changes how some women and girls participate and affects their experiences
Mainstream. Single-sex provision of sporting opportunities is needed and called for by
many women and girls. However, it is not the only way to meet their sporting needs and it
creates the danger of sports for women and girls becoming marginalised. An equitable
long-term aim is to ‘mainstream’ sports for women to ensure all services and funding are
available for both sexes. Ideally, there should be choices of both single-sex and
Use equal, positive publicity. Use gender-neutral language and include examples of women
and men’s participation on all publicity and promotional materials. Challenge. Ensure that
prejudice and stereotyping is challenged and not allowed to go unnoticed. It is everyone’s
responsibility to do this.
Not all women are the same, while many women have similar experiences, women and
girls are not a homogeneous group; what works for one age group, community or ethnic
group might not work for others.
Do not treat women and girls as the problem. Low participation rates by women and girls
are often the result of the way that sport is organised and portrayed, and not the disinterest
of the group.
Women's Sport and Fitness Foundation (WSFF) for further advice and information visit their website www.whatworksforwomen.org.uk for principles of good practice to involve women and girls in sport/physical activity.
Working with older people
Ø Consult older people – find out what they want.
Ø Identify a club member to act as a coordinator for older people (eg make them feel welcome and provide a point of contact for any queries or problems).
Ø Older people may feel intimidated by young, energetic coaches, make sure your coaches are in tune with them.
Ø Adapt your club rules to allow for more informal clothing for participation and training if
Ø Make sure your club's posters and leaflets display positive images of older people as well as young people. If it proves difficult to find suitable posters, why not have a go at designing some yourself?
Ø The social aspect of sport is very important for older people. Provide special sessions that cater for this.
Ø Offer concessions on normal entry fees, particularly during off-peak periods.
Ø Older people living in rural areas may be excluded from your sports club due to lack of
transport (eg no access to a car or cannot afford a bus fare). Solve this by running
sessions locally for them (eg in the village hall or local primary school).
Ø Some older people are not keen on going out during the evening and might be reluctant to attend evening sessions. Providing free transport home might help. Better still, try to
offer plenty of daytime sessions as well.
Working with people on low income
Ø Not everyone has a car. Make sure you use venues accessible by public transport or even provide transport if possible. Some local authorities and community groups have community minibuses that you might be able to hire or borrow. Ensure you have adequate insurance cover if you provide transport.
Ø Make sure your entry fees are affordable and offer concessions to certain groups of people (eg unwaged people or students).
Ø Run free taster sessions in schools and youth clubs.
Ø Provide a crèche for parents with young children.
Ø Publicise your sports club via informal networks and community focal points as well as via newspapers and sports centres.
Ø Hold outreach activities in key areas (eg on school sites).
Ø Some people are not keen on going out during the evening and might be reluctant to attend evening sessions. Providing free transport home might help. Better still, try to offer plenty of daytime sessions as well.
Working with ethnic minority communities
Ø Contact Sporting Equals for advice on working with ethnic minority communities in your area.
Ø Create a welcoming environment. Get in touch with your local Racial Equality Council
(contact the EHRC for further information www.equalityhumanrights.com).
Establish the needs of the community/target group through direct consultation and local
Ø Establish links with schools to ensure smooth progression from school to club.
Ø Establish links with groups working with youngsters excluded from schools.
Ø Use positive images of ethnic minorities in club promotional materials, posters, leaflets etc.
Ø Make sure they reflect the target groups you are aiming to attract and show people fulfilling a variety of roles, not just as players.
Ø Try to ensure your club has role models from ethnic minority communities.
Ø Avoid stipulating a dress code in order to participate.
Ø Acknowledge religious/cultural dress issues.
Working with disabled people
Ø Disabled people are just like everybody else. Do not make assumptions about their abilities and needs.
Ø Ask a disabled person for advice if you are not sure how something might affect them.
Ø Make sure every venue you use is accessible for wheelchair users, including car parking,
access to the building, toilets and refreshments.
Ø When possible use venues with minicom, hearing induction loops and visual, as well as audible, fire alarms.
Ø Produce club publications in alternative formats if required (eg large print, electronic or other formats).
Ø Use positive images of disabled people in club promotional materials.
Ø Where appropriate, arrange for disabled people to compete against people of a like ability.
Ø Competition and training can be structured so that opportunities for disabled people take
place alongside or within activities for non-disabled people. This is often no more
complicated than offering an additional section for other groups of people (eg young
people, older people or women).
Ø Consider using sign-language interpreters when consulting with people with a hearing/speech impairment.
Ø When providing opportunities for disabled people, consider how they fit into, or enhance, the existing player pathway for that impairment group.
For more information please visit: www.efds.co.uk for more ideas