A critical evaluation of training needs for child protection in UK sport

Malkin, K. L.; Johnston, Lucy; Brackenridge, Celia

doi:10.1080/13606710050084847

Cited by 31 publications

(19 citation statements)

References 6 publications

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“…(This does not add up to 100 per cent as some institutions use more than one method of delivery.) These results suggest that there is an absence of knowledge within core staff, supporting the conclusions of Carpenter (2005) and Malkin et al (2000) that CP within the education system is lacking.…”

Section: Course Content and Teaching Methodssupporting

confidence: 77%

Child protection training in sport‐related degrees and initial teacher training for physical education: an audit

Rossato

Brackenridge

2008

Child Abuse Review

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This article reports on an online survey of child protection training for students on sport-related and Initial Teacher Training Physical Education degrees, and on the views of recently graduated teachers of the usefulness of such training in their everyday work. The results indicate that child protection training is provided in most courses but in varying amounts. Respondents to the survey reported positively, in the main, about the effects of new requirements for teacher training (Every Child Matters: Change for Children, Department for Education and Skills, 2004). Reasons given for not including child protection in courses were: lack of time; the perceived vocational nature of the topic; lack of fit with course aims and objectives; lack of relevance; and the research rather than professional orientation of the course. Recently graduated teachers' views on their pre-service child protection training differed from the claims made about this in the survey. In particular, they raised concerns about their lack of preparation for dealing with potential child protection situations. The article concludes that child protection training within sport-related degrees is deficient in both consistency of delivery and in content, and that, in addition to preparing students to recognise signs and indicators of abuse, curricula should also address undergraduates' confidence and skills for responding to abuse in their everyday professional practice.

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Section: Course Content and Teaching Methodssupporting

confidence: 77%

Child protection training in sport‐related degrees and initial teacher training for physical education: an audit

Rossato

Brackenridge

2008

Child Abuse Review

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“…Even within sport research, variation in interpretation of the concepts of sexual harassment and abuse is evident across different studies (e.g., Cense, 1997;Crosset, 1986;Hassall, 2000;Malkin, Johnston, & Brackenridge, 2000;Toftegaard, 1998;Volkwein et al, 1997) and different countries as shown above (e.g., Australia, Canada, United Kingdom, the Netherlands, and Denmark). For the purposes of the project presented in this paper, the definitions adopted are those as set out in Brackenridge (1997; see Figure 1).…”

Section: Roes: March 2003mentioning

confidence: 93%

Experiences of Sexual Harassment and Abuse among Norwegian Elite Female Athletes and Nonathletes

Fasting¹,

Brackenridge²,

Sundgot‐Borgen³

2003

Research Quarterly for Exercise and Sport

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101

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This paper compares the prevalence of sexual harassment and abuse among 660 Norwegian elite female athletes and an age-matched control sample of nonathletes. It also explores differences in the prevalence of harassment and abuse in sport and work or school settings and compares harassment and abuse perpetrated by male authority figures and peers in these different contexts. No differences were found between the athletes and controls in overall prevalence of sexual harassment or abuse. However, the athletes experienced significantly more harassment from male authority figures than did the controls. Based on these results, the article considers whether or not sport offers women any particular immunity from sexual harassment and abuse. The implications of the findings for structural and cultural change in sport are discussed.

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“…They have argued that these programmes lead to the premature de-selection of many talented young athletes due to the static nature of testing criteria and the bias towards early maturers (Abbott et al 2005). As Green (2007) also highlights it remains to be seen whether the focus on early talent identification in sport can be reconciled with the growing focus on children's rights, particularly the shift from a 'needs-based' to 'rights-based' approach to youth sport (see also Malkin et al 2000).…”

Section: Are Sport Policy Problems Wicked?mentioning

confidence: 95%

The Public Management of Sport

Sam

2009

Public Management Review

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This article proposes that sport policy problems exhibit the characteristics of 'wicked problems', in that they are difficult to define/interpret, are based in competing/ uncertain causes, and generate further issues when solutions are applied. Drawing from the existing body of empirical work in Australia, Canada, the UK and New Zealand, it is further suggested that the modernization of government's partner national sport organizations (NSOs) is effectively wicked because it results in their commercialization and introduces challenges, dilemmas and tradeoffs. Possible consequences for central government agencies include a further emphasis towards elite sport, and a challenge of ensuring the responsiveness of NSOs in relation to diversity issues and their traditional representative functions. The author speculates on the paradox in the government expectation that commercialized NSOs can be repositories of 'social capital'.

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A critical evaluation of training needs for child protection in UK sport

Cited by 31 publications

References 6 publications

Child protection training in sport‐related degrees and initial teacher training for physical education: an audit

Child protection training in sport‐related degrees and initial teacher training for physical education: an audit

Experiences of Sexual Harassment and Abuse among Norwegian Elite Female Athletes and Nonathletes

The Public Management of Sport

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