| World Summit follow-up | No.37 February 2003 |

Code of Ethics and Practice Guide for Physical Education The Code of Ethics and Good Practice Guide for Physical Education was published by EUPEA in May 2002. The text is re-printed here in its entirety with permission of EUPEA. For an copy of the official booklet (ISBN: 90-70870-47-9) please contact the EUPEA secretariat at the contact details at the end of this article. Foreword The European Physical Education Association (EUPEA) is an umbrella organisation of professional physical education (PE) associations in Europe. It was founded in Brussels in 1991 in order to promote more and better PE all over Europe. Its first official statement, the Declaration of Madrid, was published in the same year and pointed out the need to promote and defend physical education as a core subject in the school curriculum - 'No education without physical education.’ EUPEA promotes and defends PE by collaborating with other professional associations involved in PE and with appropriate governmental and non-governmental organisations. The Association considers Physical Education as one of the basic tasks of the school system, because the development of movement competence and the promotion of life-long sport and physical activity participation are of vital interest in our modern society. Since its foundation in 1991 EUPEA has intervened on behalf of a number of associations in different countries to protect the place of the subject in the curriculum or to prevent reductions in time allocation. However, in recent years it has become apparent that there are a number of important issues in PE for which clarification and guidance are necessary in the interests of maintaining high quality and ensuring good practice. Significant amongst these was the need for an agreed code of behaviour when working with pupils in PE. Dr. Chris Laws (University College Chichester/Physical Education Association of the UK) initiated and led the development of this Code of Ethics and Good Practice on behalf of EUPEA, assisted by the representatives of the member associations. It is offered as a contribution to the development and maintenance of high quality PE programmes by providing guidance to ensure that children are able to participate in all forms of school physical education and can do so safely with their best interests being of paramount importance. Dr. Richard Fisher Hon. President of EUPEA Rose Marie RepondPresident of EUPEA Acknowledgement This document is the culmination of a lengthy and broadly based consultative process. EUPEA wishes to acknowledge the assistance and comments from its member countries and all the individuals, government agencies, national bodies and subject associations that have contributed to this document Members of EUPEA are: Austria, Belgium, Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Lithuania, Luxembourg, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, The Netherlands, United Kingdom Introduction This Code aims to provide teachers, administrators and all involved in physical education and school sport with guidelines and standards to be used when dealing with school children in physical education. The Code is designed to cover physical education in schools involving children and young people and is underpinned by the following principles: Physical Education (PE) in schools for children and young people can contribute positively to the development of children. It is a vehicle for physical, mental, personal, social, spiritual and emotional development. Such development is enhanced if an informed, thinking, caring and enlightened teacher or helper operating within an accepted ethical framework of good practice guides the individual. This Code adopts the principles contained in the Council of Europe's Code of Sports Ethics. The Code is a framework within which to work. It is a series of guidelines rather than a set of instructions and should be used in conjunction with other comparable publications from education authorities, recognised national governing bodies of sport and national governments. Children, young people and their families should have every confidence that they are treated with respect and understanding when they take part in physical education and school sport. It is essential that this document is representative of a process of continual improvement in the area of ethics and good practice within school physical education. It is for all adults to promote good practice and procedures, whilst being ever vigilant and aware of their responsibilities towards the children in their care. The Code is divided into three sections: A: Key Principles in Physical Education B: Good Practice in Physical Education C: Potential Stress, Burn-out and Abuse in Physical Education Terms used in this code: Teacher of physical education: includes all who teach physical education but must have qualified teacher status. Physical Education curriculum: this is a planned course of study offered during the school day and implemented in accordance with the relevant guidelines for the respective country. Section A - Key Principles in Physical Education The organisation of physical education in schools should be guided by a set of key principles, which provide the foundation for all practice. 1. Needs of the child and benefits of physical education All children’s physical education and related contexts must be guided by what is best for them. This means that teachers and other adults must understand the emotional, social, physical and personal needs of young people. The stages of development of children should guide the types of activity provided and teachers should have the ability to respond positively to the individual needs of each child. Teachers should have a sound understanding of the importance of enhancing self-esteem for young people and should seek to develop positive and healthy relationships with and between the children in their care. Children have a lot to gain from physical education. Their natural sense of fun and spontaneity can blossom in positive physical activity environments, which promote progress in a child centred way. School physical education provides an excellent medium in which children can learn new skills, become more confident and maximise their own unique potential. These benefits will accrue through a positive and progressive approach to the involvement of children in physical activity, which places the needs of the child first and winning and competition second. A child centred and progressive approach to children’s physical education and activity will return many benefits in terms of their future health and well being as adults. 2. Integrity in relationships Teachers and other adults interacting with children in physical education and physical activity should do so with integrity and respect for the child. There is a danger that activity contexts can be used to exploit or undermine children. All adult actions should be guided by what is best for the child in the context of quality, open working relationships. Verbal, physical, emotional or sexual abuses of any kind are unacceptable within physical education. Teacher - child relationships in physical education should be: Open, positive and encouraging. Defined by an ethical code of conduct relating to interaction, touching and bullying (known as 'mobbing' in some countries). Carried out in a context where children are protected and their rights promoted. Free from verbal, physical, emotional or sexual abuse Respectful of the needs and developmental stage of the child Aimed at the promotion of enjoyment and individual progress Governed by a code of ethics and good practice for the activity taking place. 3. Child to child relationships Interaction between children should be conducted in a spirit of mutual respect and fair play. Adults who create an environment in which quality and open relationships are modelled and valued and where the integrity of each individual is respected can promote such interaction. 4. Fair play The context for children’s physical education and physical activity should be one where there is an atmosphere of fair play. The European Sports Charter and Code of Ethics (1993), defines fair play as: Much more than playing within the rules. It incorporates the concepts of friendship, respect for others and always playing within the right spirit. Fair play is defined as a way of thinking, not just a way of behaving. It incorporates issues concerned with the elimination of cheating, gamesmanship, doping, violence (both physical and verbal) exploitation, unequal opportunities excessive commercialisation and corruption. 5. Quality atmosphere and ethos Children’s physical education and physical activity should be conducted in a safe, positive and encouraging atmosphere. A child centred ethos will help to ensure that competition and specialisation are kept in their appropriate place. Too often competitive demands are placed on children too early in physical education, which can result in excessive levels of pressure and may persuade them not to follow a future active, healthy lifestyle. 6. Equality All children should be treated in an equable and fair manner regardless of age, ability, sex, religion, social and ethnic background or political persuasion. Children with disability should be involved in physical activities in an integrated way, thus allowing them to participate to their potential alongside other children. 7. The necessity for education and training Given the wide and diverse range of physical activities that can comprise a school physical education programme it is essential that suitable and appropriate teacher education programmes are available. Such education programmes should be specific, formally recognised teaching qualifications. Physical education exposes children to new challenges, some of which occur in environments with certain risks. Teachers who take responsibility for children in physical education have a duty to ensure that they are competent to provide safe and rewarding experiences for those in their care. Appropriate training and educational opportunities need to be developed for all teachers and they should seek ways of regularly improving their personal and professional development. 8. Self-awareness Teachers of physical education should have a realistic understanding of their level of competence in relevant practical areas and should confine themselves to those elements for which their training is recognised and formally verifiable. Section B - Good Practice in Physical Education Teachers of physical education should strive to create a positive environment for the children in their care and they have an overall responsibility to take the steps necessary to ensure that positive and healthy experiences are provided. Teachers of physical education should: Be competent and qualified Be positive, enthusiastic and cheerful Reinforce the principles of fair play Give feedback in a constructive and encouraging manner Encourage an active healthy lifestyle Recognise that they themselves are human and will not get it right all the time! Children should not be treated as mini-adults and their needs should be recognised at all stages. At times the teacher of physical education can be in a unique position of trust and this position must be maintained with integrity at all times. There are a number of principles, which underpin good practice in physical education. 1. The preparation and supervision of sessions The teacher of physical education should: Be well prepared for each lesson. Take all reasonable steps to establish a safe working environment. Plan activities that are appropriate for the age, maturity, experience, ability and expectations of children. 2. Behaviour of physical education teachers and personal standards The behaviour of teachers of physical education should be informed by a number of key principles. Maintain the highest standard of personal conduct and support of the principles of fair play. Treat everyone equally regardless of sex, age, ability, ethnic origin, sexuality, religion or political persuasion. In this regard, the teacher should ensure that all are given sufficient opportunities to participate in the activity. Be responsible for setting and monitoring the boundaries between a working relationship and friendship with children. This is particularly important when the teacher and children are of the opposite sex and/or when the participant is a young person. Realise that certain situations or friendly actions could be misinterpreted by children or by outsiders and could lead to allegations of sexual misconduct or impropriety. Encourage children to adhere to the spirit of the rules of the physical activity taking place. Furthermore, the teacher must not encourage or allow participants to violate the rules and should actively seek to discourage such action. Never exert undue influence over a child in order to obtain personal benefit or reward. Be watchful of all situations, particularly bullying, (can be known as 'mobbing' in some European countries), which may occur: child to child group to child adult to child child to group Have enjoyment of the activity as a priority. Prohibit swearing or other inappropriate language, signing or behaviour. Have an obligation to project an image of health, cleanliness and functional efficiency. Ensure where contact between teacher and child is a necessary part of the teaching process no action on their part could be misconstrued and that accepted guidelines on this matter are followed. 3. A balanced approach to winning A physical education teacher should be primarily concerned with the well being, health and future of the child and only secondarily with winning if the context is a competitive one. The teacher should stress the importance of sincere effort and enjoying the physical activity rather than winning at all costs. 4. The context for the conduct of physical activity Physical activity is central to physical education and it is important that teachers establish the right context within which it takes place. The activity undertaken should be suitable for the age, experience, ability and expectations of the participants. Children with disabilities should be involved in physical activities in an integrated way wherever possible. However, teachers must be aware of and informed regarding the special needs of children with disabilities. Teachers should also be aware that children with special needs might be more vulnerable to abuse. Teachers should respond positively to any concerns of children regarding their participation in the activity. When working with individuals or small groups of children, teachers should always work in an open and approved environment. Situations where a teacher and an individual child cannot be observed should be avoided. Teachers should avoid situations where they are alone with individual children in changing rooms. Adult - child ratios should reflect the duration, nature and location of the activities, the ages and characteristics of the young people and any other responsibilities related to the activity. It is the responsibility of the school to determine what are appropriate and approved adult/child ratios and ensure that they are adhered to. 5. Physical activity qualifications It is a fundamental principle of EUPEA that teachers of physical education should carry an appropriate level of qualification, both in a general professional sense and, where necessary, in relation to specific areas of activity. The teacher should be competent to deliver the activity in which they are engaged. Teachers should adhere to the procedures and regulations of the relevant National Governing Body relating both to the coaching and the coaching qualifications in each activity. Teachers who operate outside of such formal structures are encouraged to hold equivalent qualifications, where they exist. All teachers of physical education should have an applied knowledge of First Aid. 6. Discipline and the creation of a positive environment Teachers must understand the disciplinary framework and concepts, which underpin the creation and maintenance of a productive teaching and learning environment. With good teaching physical education programmes play a leading role in helping young people to accept responsibilities, to accept others and to accept themselves. Teachers should ensure that all children feel and believe that they all have an equally important contribution to make to the activity. Discipline in physical activities should always be positive in focus, providing the structure and rules that allow children to learn to set their own goals and strive for them. As young people progress in physical education they need to learn to become responsible for themselves and, therefore, more independent. The main form of discipline should be primarily through praise for the following: effort social skills activity skills Children must be helped to understand the responsibilities and implications of the freedom to make choices and decisions within physical activity that often involve the difference between playing fairly and unfairly. Children should treat others in a respectful manner. Participants should not interfere with, bully (mob) or take unfair advantage of others. There should be no place for fighting, over-aggressive or dangerous behaviour in physical activity. Children should treat their teachers with dignity and respect, recognising the time and input which such people contribute. Rules and expectations should be positively stated and communicated clearly to all involved in any activity. 7. Sanctions Sanctions are an important element in maintaining discipline and teachers should have a clear understanding of where and when particular sanctions are appropriate. Sanctions that may be interpreted as being humiliating or improper should not be used. Care should be taken not to expose a child intentionally or unintentionally to embarrassment or disparagement by use of sarcastic or flippant remarks about the child, his/her family etc. Teachers should never use any form of corporal punishment or physical force on a child. Teachers should follow some key guidelines when using sanctions. Sanctions should be used in a corrective way designed to help children improve now and in the future. Sanctions should not be used to retaliate or to make the teacher feel better. When violations of rules or other misbehaviours occur, sanctions should be applied in an impersonal way. Once a good rule has been agreed upon, ensure that children who violate it experience the unpleasant consequences of their misbehaviour. Sanctions should not be waved threateningly over the heads of children; they should be implemented fairly and firmly. One clear warning should be given before delivering sanctions. Sanctions should be administered in a consistent way. If an appropriate action cannot be devised right away, the child should be told that the matter would be dealt with later, at a specified time. Once sanctions have been imposed, it is important to make the child feel a valued member of the group again. The child should not see sanctions as a rewarding experience for their inappropriate behaviour. Children should not be sanctioned for making performance errors when they are participating. Physical activity (e.g. running laps or doing push-ups) should not be used as sanctions. To do so only causes the children to resent physical activity, something that they should learn to enjoy throughout their lives. Sanctions should be used sparingly. Constant sanctioning and criticism can cause children to turn away from physical activity. Sanctions should be fair and in the case of persistent offence should be progressively applied. The following steps are suggested: Statement and agreement of rules Warning if a rule is broken Sanction if the rule is broken a second time (e.g. temporary exclusion from the activity) Individual interview if the rule is broken again in the presence of another adult. Longer term exclusion for continued breaking of rules and involvement of parents/guardians 8. Safety All activities being undertaken should be suitable for the age, experience and ability of participants. Where protective equipment is deemed necessary it should be used. Teachers of physical education and other teachers involved in organising sporting activities or teams should have First Aid expertise or direct access to others who have such expertise. They should have a proper First Aid Kit, including gloves for each open wound injury, and sponges to be utilised on a use once and dispose basis. Injuries, including minor ones, should be recorded, with a note of the action taken. Parents/guardians should be notified of all injuries, which their children incur within a sporting activity. All physical activities should be governed by a clear and widely known and understood emergency procedure. Equipment and facilities must be appropriate to the maturity of the participants. Children should be taught the rules of the game and encouraged to abide by them. Many rules exist for safety. Children should have been systematically prepared for the activity being undertaken and made aware of their personal responsibilities in terms of safety including wearing inappropriate clothing and jewellery 9. Insurance Bearing in mind the potential for accident, schools have a duty to ensure there is adequate insurance cover in place and to give advice on what personal accident cover might be appropriate for both children and teachers. Physical education teachers should ensure that there is adequate insurance in place, arranged by themselves or employer to cover all aspects of their teaching Section C - Potential Stress, Burn-out and Abuse in Physical Education Physical education can be a very positive experience for children and young people but teachers should recognise situations that may have adverse affects for young people. 1. Stress and Burn-out Stress is often associated with a mismatch between the demands of a task or situation and the individual's ability to respond. As far as children and young people are concerned it can be a stimulus to achieve if it is structured carefully and used sparingly, but it can also be a very damaging to a child if it is excessive or occurs too frequently. Burn-out may be defined as a process resulting from an activity that was once a source of fun and personal satisfaction but has become associated with progressive physical and psychological distress. Burn-out is a loss of energy and enthusiasm for physical activity and is characterised by anxiety and stress. The child no longer has fun and becomes overwhelmed by the demands of the activity. Psychological stress within the physical education context can be caused by a number of things: Pressure to excel/win (if this exceeds the capacity or wishes of the child) or other age-inappropriate expectations, Excessive criticism of a child or team, Inappropriate use of sanctions/discipline, rejection, Displaying dislike of a child or disapproval of skill/performance ability, Failure to provide support, encouragement and approval for effort and achievement, Failure to involve a child/children as fully as possible in the activity, The use of coarse, inappropriate language. Within a physical education context the following practices are injurious to children’s health and welfare and should be avoided. Stretching a child to perform at a level which is beyond their capacity related to age or maturation level. Making demands on children that lead to burn-out. Knowingly permitting an injured child to participate in a physical activity. Failure to take into account standard safety precautions or to take adequate precautions to protect a child from environmental hazards. Failure to take account of ailments or relevant weaknesses of a child. 2. Abuse Parents/guardians, carers (i.e. persons who while not parents/guardians have actual responsibility for a child) or others can harm children either by direct acts, or by a failure to provide proper care, or both. Such acts include physical injuries, severe neglect, and sexual or emotional abuse. 2.1 Children’s Rights Children have a right to be protected from abuse. Within school physical activity the following children’s rights should be upheld: To be safe To feel safe To protect their own bodies To refuse inappropriate touches To get help against bullies To not keep secrets To say no To tell To be believed 2.2 Protection from abuse The protection of children from any form of abuse must be a priority for all those involved in children’s physical activity. If children are at risk of harm it is the duty of those in a position of responsibility to take immediate steps to remove the risk and to ensure that all necessary procedures are undertaken in accordance with statutory guidelines. The detection and prevention of child abuse depends on the collaborative effort of everyone concerned. Central to the success of this effort are the following: Knowledge of the behavioural and physical indicators of various forms of abuse. Knowledge of the appropriate response and action to be taken where abuse is revealed or suspected. Vigilance, and avoidance of all situations conducive to risk. Open, trusting and co-operative relationships within the school, and with parents/guardians and others concerned with children’s progress or welfare. 2.3 Sources of abuse The source of abuse of a child participating in physical activity may be within or outside of the school, and could include one or more of the following: A teacher Another child/adolescent Person providing transport or other assistance Family member/carer Person outside of home 2.4 Categories of abuse Child abuse is generally divided into four categories[1], which have been outlined by as follows: Physical abuse: Physical injury to a child, including poisoning, where it is known or suspected that the injury was deliberately inflicted. Child neglect: The persistent or severe neglect of a child, whether wilful or unintentional, which results in serious psychological impairment of the child’s health, development or welfare. Emotional abuse: The adverse effect on the behaviour and emotional development of a child caused by persistent or severe emotional ill treatment or rejection, or exposure to ongoing domestic violence. Sexual abuse: The use of children by others for sexual gratification. This can take many forms and includes rape and other sexual assaults, allowing children to view sexual acts or be exposed to, or involved in, pornography, exhibitionism and other perverse activities. 2.5 Signs of Abuse There are certain signs of abuse, which are apparent both in the child’s behaviour and appearance that should alert teachers to the possibility of abuse. Some of these are common to all types of abuse. Others are more specific to certain forms of abuse. Knowing the indicators of abuse is essential for recognising a potential or real problem. However, any one sign in itself can occur in the absence of abuse, and conversely, a child who is being abused may show none of the more typical signs, or show conflicting, confusing signs. Such cases make it difficult to decide which course of action to take, but all concerns or suspicions should be acted upon according to established guidelines. It is important to note, however, that indicators can occur in other situations where abuse has not been a factor and that the following list is not exhaustive. Behavioural signs of Abuse: Acting out aggressive behaviour Lack of trust Excessively complain Withdrawal behaviour Lack of friends Excessive attachment to adults Unusual reluctance to join in normal activities involving the removal of clothing Reluctance to go home or to interact with a particular individual or group Depressed appearance Sudden drop in performance Change in attendance pattern Change in characteristic way of behaving Signs of Physical Abuse Unexplained bruising in soft tissue areas Repeated injury Black eye/s Injuries to the mouth Torn or blood-stained clothing Burns or scalds Bites Fractures Marks from implements Inconsistent stories/excuses relating to injuries Signs of Child neglect Nutritional deprivation Persistently dirty/smelly clothing or appearance Inadequate clothing Non-healing injuries Signs of Psychological/Emotional Abuse Emotional abuse occurs when an individual suffers harm as a result of being intimidated, emotionally exploited, exposed to constant denigration, ridicule, rejection or verbal attack for their supposed shortcomings. This is the least recognised form of harm done to children, yet the long-term psychological consequences may be more traumatic than in the case of simple physical injury. Signs of Child Sexual Abuse Hints about sexual activity/abuse Age-inappropriate understanding of sexual behaviour Inappropriate seductive behaviour Inappropriate sexual play with other children Preoccupation with touching sexual parts of the body Blood stained underclothing Reluctance to remove clothing Excessive fear or dislike of adults/older children Confidentiality Confidentiality must be maintained in respect of all issues and people involved in concerns about abuse. A guarantee cannot be given to a person providing information relating to concerns about or knowledge of abuse that the information received will be kept absolutely confidential. However, all information should be treated in a careful and sensitive manner and should be discussed only with those who need to know. Conclusion This document outlines some of the key issues that need to be addressed if physical education in schools is to be taught to the highest standards and respect for the needs and dignity of children. Responsibility lies with professional associations and education agencies to act on recommendations here and to work co-operatively in helping to make physical education in schools a happy and rewarding experience for all children. European Physical Education Association: Secretariat, BVLO, Waterkluiskaai, 16, B-9040 Sint Amandsberg/Gent, Belgium. Telephone: (+) 32.9.218.91.20 Fax: (+) 32.9.229.31.20 info@bvlo.be Website: http://www.bvlo.be/eupea/ © European Physical Education Association (EUPEA) 2002-05-01 ISBN: 90-70870-47-9 http://www.icsspe.org/portal/texte/area/bulletin/ Code of Ethics and Practice Guide for Physical Education EUPEA