Read the information below, or view and download the full presentation at the bottom of the page to share or present it to your club volunteers.

Where to next? View the links to more information and training on relevant websites.

Visit the OCG eLearning page and complete Child Safe Sport eLearning module 1

Login to Rugby Xplorer then navigate to the Learning Centre and the following courses.

• Child Safeguarding Policy Course
• Member Protection Inclusion (Updated Aug 2022)

Visit the Sport Integrity Australia Safeguarding page for resources including Child Safe Practices – Do’s & Don’ts.

Generally, physical contact with players or participants should be to:

• Develop sport skills
• Treat an injury
• Prevent or respond to an injury
• Meet the specific requirements of the sport

All physical contact by personnel should fulfill the following criteria:

• Physical contact should be appropriate for the development of a sport skill
• Permission form the player or participant should always be sought
• Players or participants should be congratulated or comforted in public not in an isolated setting

• Give verbal instructions first and keep physical contact to a minimum
• Ask the player’s permission before performing a particular activity that may require contact and do not proceed if they feel uncomfortable
• Be explicit about what you’re going to do and why
• Make sure that the physical contact is appropriate to the development of the skill required.

To protect yourself and the child from risk:

• Do not isolate yourself and a child and avoid being alone with any particular child
• If a child approaches you and wants to talk to you privately about a matter, do so in an open area and in sight of other adults (e.g. other coaches, officials or parents/guardians)
• Before going into change rooms, knock or announce that you will be coming in. Try to have at least one adult with you in a change room with children

There are important legal considerations around permission to publish via social media, for live streaming and for hosting pre-recorded content on the internet.

It’s paramount you ask teaching staff if there are any children who can’t be published. this could be done in your initial emails when liaising ‘get into rugby’ bookings, gala days etc.

1. Treat children and young people with respect – Do things with them, not to them or for them. By repeating back to them what you think they have said children and young people will see that you are hearing them and that their involvement is genuine.
2. Don’t talk down to children and young people – Speak to them as equal and look them in the eye. This shows that you are listening and that their contributions are valued and taken seriously.
3. Don’t be a “try hard” – Children and young people are not expecting you to be COOL – be authentic.
4. Don’t make assumptions about what children and young people are capable of – Don’t assume that children and young people, because of age or other circumstances, will not want to be engaged or make a valuable contribution.
5. Remember that children and young people are as diverse as any other population group. Children and young people are not a homogenous group. They have different views, experiences, beliefs and backgrounds. Do not ask children and young people what all children and young people think, ask them what they know and experience.
6. Tell young people how they will be involved and always provide feedback – Be clear, realistic and honest with children and young people about what you are trying to achieve and what is involved in achieving it. Always provide feedback to them on the decision-making process.
7. Be open to new ideas, especially ones you may not have thought of – One of the best things about involving children and young people is that they often have a different way of looking at things. Inform them that there are no right or wrong answers and this can create all sorts of new ideas and possibilities.
8. Give young people time and space to say what they mean – Be open to silence – often involving children and young people in decisions that affect them is new to them – so just give participants some time to get comfortable and think about what they want to say.
9. Give clear objectives and limits for decision making – Be clear and honest about the things that young people have control over or a say in, and those areas where they don’t. That is, set clear boundaries with children and young people, and take time to discuss expectations – both theirs and yours.
10. Steer clear of professional jargon whenever possible – If you must use jargon, take time to explain it clearly. Also, take time to explain and discuss different words and phrases related to their participation – like “represent”, “having a voice”, “consultation”.

View and download the presentation. (PDF, 445 KB)