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
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.
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.
| Original language | English |
|---|---|
| Publisher | Edge Hill University |
| Commissioning body | UK Athletics |
| Number of pages | 75 |
| ISBN (Electronic) | 9781900230681 |
| DOIs | |
| Publication status | Published - 1 Nov 2021 |
| Externally published | Yes |
