Safe Sport: Critical issues and practices

Safe Sport: Critical issues and practices

Julie Stevens, Editor

Centre for Sport Capacity, Brock University
St. Catharines, Ontario, Canada

 

'""

Safe Sport: Critical issues and practices

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Safe Sport: Critical issues and practices by Julie Stevens is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Copyright

1

License

Safe Sport: Critical issues and practices by Julie Stevens (Editor) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Vectors used in cover design and Figure 5.1 are derived from the Vecteezy.com free license. Unless otherwise noted, photos are used through Creative Commons licenses from Pixabay, Unsplash, Wikimedia, and Flickr. Unless otherwise noted, all figures should be credited to the chapter author and the editor.

 

How to Attribute this Book

Stevens, J. (Ed.) 2022Safe Sport: Critical issues and practicesEcampus Ontario. https://ecampusontario.pressbooks.pub/safesport Licensed under CC-BY-NC-SA 4.0.

Adopting this Book

If you adopt this book as a required or supplemental reading in a course or other educational forum, please let us know by emailing the Editor, Julie Stevens, PhD, at jstevens@brocku.ca

Dedication

2

This edited book is dedicated to all who enjoy participating in sport, no matter what the level or form. We hope our contribution builds upon the Red Deer Declaration, as well as the efforts of many others who place safety, inclusion, and diversity as a fundamental principle in their efforts to make sport better.

 

Alberta welcomes Canada’s young athletes. Photo by the Government of Alberta on Flickr
Alberta welcomes Canada’s young athletes. Photo by the Government of Alberta on Flickr.

We, the Federal, Provincial, and Territorial Ministers responsible for Sport, Physical Activity, and Recreation recognize that all Canadians have the right to participate in sport—in an environment that is safe, welcoming, inclusive, ethical and respectful. An environment that protects the dignity, rights and health of all participants.

Red Deer Declaration for the Prevention of Harassment, Abuse and Discrimination in Sport, Conference of Federal-Provincial-Territorial Ministers Responsible for Sport, Physical Activity and Recreation, February 2019.

Accessibility

3

Making Our Content Accessible

This edited book’s format is compliant with the Accessibility for Ontarians with Disabilities Act, 2005 (AODA). The tools used to build this safe sport edited book are structured to ensure that our content reflects the POUR principle, meaning that the resource is Perceivable, Operable, Understandable, and Robust. The Universal Design for Learning (UDL) framework used in the creation of this edited book gives students multiple ways to engage with content and demonstrate their knowledge by providing interactive content, audio recorder/written response opportunities, and videos.

To achieve AODA compliance we spoke with colleagues in the Centre for Pedagogical Innovation at Brock University and attended workshops including “Making Accessible Content with Pressbooks”, funded in part by eCampusOntario. We also conducted accessibility tests using the NonVisual Desktop Access (NVDA) screen reader in the Chrome browser.

Pressbooks is designed to be accessible for users of all abilities and compatible with screen readers and other assistive technologies. We opted to pursue accessibility over aesthetics in many cases. For example, while formatting a page using the table function may result in a nicer layout, it would not be accessible for an individual using a screen reader. Here are some of the main items we focused on to ensure this edited reader is accessible. 

Alt Text

  • All charts, images and figures required to convey information are uploaded with alternative (alt) text. This ensures all information is retained for those using screen readers or assistive devices. Because alt text fields in Pressbooks have a limit of 125 characters, many of our figures with longer descriptions needed to be shown in a different way, so after each figure with a longer description we included a hyperlink to the full image description at the end of the chapter.

Captioning

  • All of the videos in this edited book are embedded directly from YouTube, which has its own automatic captioning feature.
  • English transcripts have been created for each video in the edited book and are provided as PDF files. They can be accessed by clicking on the “Transcript” hyperlink listed in each video caption.

Colour

  • The colours in this edited book adhere to the minimum standards for colour contrast ratios as set by the Web Content Accessibility Guidelines (WCAG) which can range from 1:1 (there is no difference between the colours) to 21:1 (the highest difference possible). Each colour combination passed a contrast checker test.

Headings

  • Headings are nested in proper sequence and provide people who use assistive technologies with a way to navigate through the chapter text. Using proper HTML headings in sequence (ie H1, H2, H3) enables users to distinguish between topics and subtopics regardless of heading size or indentation.

Icons

  • Icons indicating activities such as “In Practice” or “Case Study” are created to convey information, and to aid readers with wayfinding through the text.

Screen Reader

  • Screen reader accessibility has been tested on the entire edited book with the NVDA screen reader in the Chrome browser.
  • All hyperlinks in this edited book are programmed to open in the same tab, to ensure screen reader access.

Text Alignment

  • All of the text in this edited book is aligned left to increase accessibility, since some individuals with cognitive disabilities may have trouble reading blocks of justified text, or text that is aligned to both the left and right margins.

Contact Us

Should this resource require accessibility updates or corrections, please let us know by emailing the Editor, Julie Stevens, PhD, at jstevens@brocku.ca.

Official Languages

4

""

An abridged French version of Safe Sport: Critical issues and practices has been made available and can be accessed here.

About the Authors

5

About the Editor

Julie Stevens

Julie Stevens, PhD, is an Associate Professor in the Department of Sport Management and Director of the Centre for Sport Capacity at Brock University. She currently serves as the Special Advisor to the President – Canada Games, where she leads the academic partnership between Brock University and the 2022 Niagara Canada Summer Games. For the past 30 years, Julie has conducted diverse and transdisciplinary research, and employs various models of organizational development to analyze dynamics of change and organizational design within sport. Her scholarly work emphasizes various topics such as institutional development, large-scale change, innovation, governance, managerial logics and practices, player development models, and ethics. Julie is also a North American Society for Sport Management Research Fellow (2013) and a Brock University 2020 Outstanding Co-op Supervisor Recognition Award recipient.

About the Authors

Isabelle Cayer

Isabelle Cayer is the current Director of Sport Safety at the Coaching Association of Canada (CAC). Her mission is to create a safer and more inclusive sport system for everyone. A former competitive athlete and NCCP certified coach, she is a current Coach Developer, facilitator, presenter and volunteer on a community sport board, and when the opportunity presents, at domestic national and international events. She has worked at the national level of sport for over 20 years at various organizations including the CAC and Skate Canada, and her work has focused on coach education and training, policy development, mentorship, women in coaching & leadership programming, diversity and inclusion initiatives for coach training and partner engagement, and the professionalization of coaching in Canada.

 

Karri Dawson

Karri Dawson is the Senior Director of Quality Sport at the Canadian Centre for Ethics in Sport (CCES) and the Executive Director of the True Sport Foundation. Karri holds a Bachelor of Commerce in Sports Administration from Laurentian University and has more than 25 years of professional experience managing corporate sponsorship, philanthropic donations and community engagement programs in amateur sport at the national level. Karri leads a team that engages sport leaders and organizations that share a common belief about what good sport can do, and works with partners and funders to develop initiatives that advance values-based sport in Canada.

 

Michele Donnelly

Michele K. Donnelly, PhD, is an Assistant Professor of Sport Management at Brock University, specializing in areas of gender equality and sport. Michele also researches topics of alternative sport, girls and women-only activities in the sport realm, and research ethics. She is the co-founder and serves on the advisory board of the Girls on Track Foundation, whose mission is to help young girls build important life skills through participation in roller derby.

 

Peter Donnelly

Peter Donnelly, PhD, has recently retired as a Professor and Director of the Centre for Sport Policy Studies at the University of Toronto. He has edited two major sociology of sport journals (Sociology of Sport Journal; International Review for the Sociology of Sport), and served as President of the North American Society for the Sociology of Sport, and General Secretary of the International Sociology of Sport Association. He began researching the maltreatment of athletes when he taught at McMaster University in the 1980s, and has continued that strand of research (among many others) by focusing in particular on the maltreatment of child athletes.

 

Hilary Findlay

Hilary Findlay, LLB PhD, is a recently retired Associate Professor of Sport Management at Brock who specializes in risk management, regulatory issues, contracts and other legal issues affecting sport and recreation organization.

 

 

Susan Forbes

Susan L. Forbes, PhD, is the Manager of the Teaching and Learning Centre, as well as an Adjunct Professor in the Faculty of Health Sciences at Ontario Tech University in Oshawa, Ontario. Her research focuses on sports officials’ recruitment, development, retention, and attrition. She and her research partners recently published the book entitled Sports Officiating: Recruitment, Development and Retention (Routledge, 2020).

 

Gretchen Kerr

Gretchen Kerr, PhD, is a full Professor and Dean, Faculty of Kinesiology and Physical Education at the University of Toronto. She has spent her academic career devoted to promoting safe and equitable sport opportunities for all through research and knowledge transfer and exchange. As a co-Director of E-Alliance, the Canadian Gender Equity in Sport Research Hub, Gretchen is engaged in establishing a broad network of researchers and partnerships across the country to advance gender equity in sport. Gretchen was the senior author of Canada’s first national prevalence study of maltreatment among current and former national team members, and the subject matter expert for the development of the Universal Code of Conduct to Prevent and Address Maltreatment (UCCMS), and a contributor to Safe Sport education.

 

Bruce Kidd

Bruce Kidd, PhD, is the Ombudsperson at the University of Toronto. He is a Professor Emeritus in the Faculty of Kinesiology and Physical Education, and the founding Dean of that faculty. He also served as Warden of Hart House, Principal of the University of Toronto Scarborough and Director of Canadian Studies, all at U of T. Bruce’s scholarship focuses upon the history and political economy of Canadian and Olympic sport. He has been involved in the Olympic Movement as an athlete (1964), journalist (1976), contributor to the arts and culture programs (1976 and 1988) and accredited social scientist (1988 and 2000). He was founding chair of the Olympic Academy of Canada (1983-1993), served on the board for Toronto’s 1996 and 2008 Olympic bids and is an honorary member of the Canadian Olympic Committee. Bruce has been a lifelong advocate of human rights and athletes’ rights.

 

Kasey Liboiron

Kasey Liboiron is the Manager of Sport Community Engagement at the Canadian Centre for Ethics in Sport (CCES). In this role, she manages the outreach and engagement of True Sport. The True Sport Principles define Canada’s commitment to values-based sport and are activated and supported by Canadian communities, sport organizations, schools, groups and individuals who believe in the difference good sport can make. Previously, Kasey worked as a secondary school Physical and Health Educator – particularly passionate about inspiring a commitment to physical activity and wellness. Kasey holds Bachelors of Education, Science, and Physical and Health Education from Queen’s University in Kingston, Ontario.

 

Lori Livingston

Lori A. Livingston, PhD, is the Provost and Vice-President, Academic and Full Professor in the Faculty of Health Sciences at Ontario Tech University. She has participated as an athlete, coach, official, and administrator at the provincial, national, and international levels in the sport of women’s field lacrosse. She continues to contribute to sport through her research, including work in the area of sport officiating.

 

Ellen MacPherson

Ellen MacPherson completed her PhD in the Faculty of Kinesiology and Physical Education at the University of Toronto. Her research focuses on social behaviour in sport and online contexts, as well as athlete welfare and development. Ellen has been recognized internationally by the Association for Applied Sport Psychology (AASP) with the Sport Psychologist’s Young Researcher Award and her work has received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC). As the former Director, Safe Sport at Gymnastics Canada, she led the development and implementation of an organizational Safe Sport Framework and the corresponding policy, education, and advocacy initiatives. In her current role at the University of Toronto, she conducts research and works with sport organizations to mobilize knowledge into practice with the ultimate goal of safe, developmentally appropriate, and equitable sport for all.

 

Leela MadhavaRau

Leela MadhavaRau has served as the inaugural leader of equity, diversity and human rights initiatives at three different universities in both Canada and the United States, mostly recently as the Executive Director of Human Rights and Equity at Brock University. Leela’s expertise in the areas of equity, diversity and inclusion has provided her with the opportunity to present at many national and international conferences, as well as becoming a mentor for individuals beginning their careers in this field.

 

Marcus Mazzucco

Marcus Mazzucco, JD, is Legal Counsel for the Ontario Ministry of Health and a Sessional Lecturer of Sports Law at the University of Toronto, Faculty of Kinesiology and Physical Education. Marcus has a Bachelor of Physical and Health Education from the University of Toronto and a Juris Doctor from the University of Victoria, British Columbia. The opinions and views expressed in this chapter are solely those of the author and do not represent the opinions or views of the Ontario Government.

 

""

Ian Moss

Ian Moss is the CEO of Gymnastics Canada, and has been involved with the organization since 2017. Ian’s involvement in national sport organizations reaches beyond gymnastics, and throughout his career he has worked with seven different NSOs and two MSOs, forming a well-rounded knowledge of Canadian and international sport at both the technical and management level. A seasoned sport association leader with over twenty years of national and international experience, Ian has built a strong vision and operating capacity to translate “big picture” needs into clear operating principles and partnerships.

 

Peter Niedre

Peter Niedre is the Director of Education Partnerships at the Coaching Association of Canada (CAC), and oversees the National Coaching Certification Program (NCCP). This role involves working with over 65 National Sport Organizations, 13 Provincial and Territorial Coach representatives and other Canadian Sport System Partners in development and delivery of the NCCP. Prior to the CAC, he worked at Canoe Kayak Canada as the National Junior coach, and Director of Coach and Athlete Development. Prior to that, he was a physical education and outdoor education teacher at the secondary level for 10 years, and part-time lecturer at University of Ottawa in the School of Human Kinetics. Peter is also a Master Coach Developer in sprint Canoe Kayak and in multisport delivery with the Coaches Association of Ontario and actively volunteers at the community level coaching cross country skiing and biathlon.

 

Talia Ritondo

Talia Ritondo, MA, is a recent Master’s graduate of Brock’s Recreation and Leisure program, where she studied how postnatal women are affected by gendered expectations of motherhood while returning to team sport. She plans to pursue a PhD in the future, with a focus on bringing an intersectional social justice lens to the sport research field. She currently serves as Brock Human Rights and Equity’s Gender and Sexual Violence Education Coordinator, where she coordinates workshops, training and events that educate students, staff, and faculty about gender and sexual violence through an intersectional, anti-oppression lens. For leisure, they love to play volleyball, rock climb, watch Netflix, and play video games.

 

Kirsty Spence

Kirsty Spence, PhD, has a 20-year background of researching leadership topics and more specifically, leaders’ vertical development and its relationship to leadership effectiveness and program development. She is passionate about Safe Sport topics, having completed Master’s-level research on an inter-organizational network analysis of the implementation of the Speak Out! Program within Hockey Canada in 2001. Dr. Spence has received the Professional Coaching Certification (P.C.C.) designation with the International Coaching Federation (ICF) as a certified Integral Master Coach™.

 

Georgina Truman

Georgina Truman, MHK, is the Manager, Athlete Relations and Operations at AthletesCAN. In her role, she is responsible for administration, programs and services, communications, athlete relations, and events. Her experiences as a multi-sport athlete in her youth translated into a passion for the sport industry and strong connection to athlete-centred sport. Prior to joining AthletesCAN, she developed experience in the recreation, university, and non-profit sport sectors in communications, marketing, and client relations. She holds a Master’s degree of human kinetics with specialization in sports management and Bachelor degree of human kinetics from the University of Ottawa.

 

Michael Van Bussel

Michael Van Bussel, PhD, has over 18 years of academic, administrative, and service experience in Sport Management. His educational background includes a PhD focusing on Sport Law and Policy Studies from Western University.  He held faculty positions at Jacksonville University and Wilfrid Laurier University in the field of Sport Management.  He has won awards in teaching and coaching and was named OUA (USPORT) Provincial Coach of the Year on two separate occasions with the Western University Women’s Soccer Program.  His research interests include sport law, risk management, governance and policy, and coach/athlete communication.

 

Erin Willson

Erin Willson, MSc, is currently a PhD candidate in the Faculty of Kinesiology and Physical Education at the University of Toronto. Her areas of research interest include maltreatment in sport, athlete empowerment and advocacy. Erin also sits on the Board of Directors at AthletesCAN. As a former Olympian, Erin brings a unique perspective to her research endeavors.

 

Production Team

6

Julie Stevens, PhD
Editor

 

 

 

 

Jessica Linzel, MA
Project Manager

 

 

 

Alison Innes, MA
Senior Instructional Design Developer

 

 

 

Monica Louie, MEd
Junior Instructional Design Developer

 

 

 

Catherine Beech, BSM
Research Assistant

 

 

 

Cole McClean, MA
Project Administrator

 

 

 

Student Reviewers

Four Brock University students reviewed sample chapters of this edited book in November 2021. We are grateful for the insight and comments of:

Support Team

Brock University’s Centre for Pedagogical Innovation (CPI) provided assistance in the realm of grant writing, accessibility, technology-enabled learning, and general support of our instructional design methods. We are grateful for the services of:

User’s Guide

7

How to Use this Edited Book

The Value of Open-Access

Creating an open access online resource like this is beneficial because it offers high-quality scholarship and professionally researched materials for free to anyone who is interested in the topic of safe sport. Open access resources like Safe Sport: Critical issues and practices ensure a secure transfer of knowledge from trusted sources for learners and for organizations looking to educate their members and the general public, many of whom are working with limited resources. By making this resource open access, this critical information is available to a wider audience, many of whom might not have the funding or resources to acquire such a book. 

Photo by coops456 on Pixabay.

Accessible for All

This is achieved through Accessibility for Ontarians with Disabilities Act, 2005 (AODA) compliant design and coding, captioning and transcription of all video and audio components, and full written descriptions for all figures and diagrams. We have also provided links to external resources, news articles, videos and podcasts for learners to explore particular issues in depth. There is also an abridged French version of this book, showcasing select chapters for learners looking to read about safe sport in both official languages.

The tools used to build this safe sport edited book are structured to ensure that our content reflects the POUR principle, meaning that the resource is Perceivable, Operable, Understandable, and Robust. The Universal Design for Learning (UDL) framework used in the creation of this edited book provides multiple ways for learners to engage with content and demonstrate their knowledge. For example, chapters includes interactive content, audio recorder/written response opportunities, and videos. A student focus group review was conducted prior to publishing, and their feedback was incorporated into the pedagogical approaches taken towards the chapters.

For The Audience – From Classroom to Workplace

This edited book is a unique resource that has the potential to benefit a wide range of students, educators and professionals.

It may be used by learners at a university or college across several disciplines such as sport management, kinesiology, physical education, recreation, law, sociology, history, social justice, gender studies, child and youth studies, and policy studies. It is this generation of students who represent the next generation of coaches, parents and sport organizers who must implement the necessary changes required to realize the safe sport goals outlined in this resource. As such, they need to have access to these critical research and training materials.

This edited book is a robust resource for researchers examining legal, social, ethical, and managerial issues in sport. It also targets professionals who work across public, nonprofit, and commercial sectors, as well as Canadian sport organizations at all levels who must lead programs and services where safe sport issues must be addressed. Finally, this book is useful to community and grassroots organizations as educational training materials for their members and volunteers.

 

""
Photo by Peter Miller on Flickr.

For Use in the Classroom

The blocks of text in this edited book are split up with interactive figures and colourful text boxes designed to directly engage learners with the material. Instructors may utilize these text boxes, which contain relevant content and thought-provoking questions, for student assignments. These include the following:

  • In the News: These text boxes provide real examples from open-access news articles both past and present to illustrate chapter concepts in action and encourage students to think more deeply about the complexities of the issues. These may be used as the basis for student assignments and projects.
  • Self-Reflection: These encourage learners to pause while reading the chapter and consider their own thoughts and experiences relating to particular issues. These are numbered so they may be used as assigned questions or discussion questions in class.
  • In Practice: This encourages learners to consider how concepts are applied in the real world, or how they might apply concepts to their own sport practice(s).
  • Case Study: Similar to In the News, these text boxes provide a more complex case for analysis, as learners are asked to apply what they are learning to the case study. These may be used as the basis for student assignments or more detailed research and applied projects.
  • Counterpoint: These provide an alternative point of view to a safe sport topic or issue. Instructors may want to use these as the basis for a discussion or a debate in class. Professionals may want to use these for practical scenario-planning exercises.
Photo by Paul Chambers on Unsplash.

In addition to text boxes, there are multiple chapter sections that are useful for both learners, educators and professionals. To ensure accessibility, we structured the chapters with proper heading hierarchies as well as colour coding and icons to facilitate simpler way-finding throughout the text.

  • Themes: This section at the beginning of the chapter identifies the key chapter themes. Students can use these when writing chapter reviews or discussing their main chapter takeaways.
  • Learning Objectives: Also located at the beginning of the chapter, these can be used by students when writing chapter reviews, by instructors to identify chapters they want to use in their lessons, and by professionals for professional development and training.
  • Overview: This is the short abstract for the chapter.
  • Key Dates: These are important dates relevant to the chapter content so that learners can understand how the events they read about relate to one another, in a chronological and interactive format.
  • Further Research: This section found at the end of each chapter identifies areas where scholars need to provide more research. This can be used by instructors for class discussions or for research assignments.
  • Key Terms: This is a self-directed review activity that asks students to identify key terms and definitions within a chapter. Key terms are bolded throughout each chapter, so this is not a difficult activity. Instructors may choose to assign this activity to students as a pop quiz.
  • Suggested Assignments: These are potential assignments that instructors can assign to students. Instructors may need to adjust the level of difficulty to suit the needs of their learners.
  • Sources: This section is the bibliography and includes hyperlinks, where relevant, that researchers can use for further study, if desired.

List of Figures

8

Chapter 2

Figure 2.1 Differentiation Between Relationships and Terms Including Bullying, Abuse, and Harassment

Figure 2.2 Characteristics of an Athlete-Centred System

Chapter 4

Figure 4.1 Examples of “Troubling” Sport Organization Governance and Practices

Chapter 5

Figure 5.1 Opportunities to Play for University Men and Women

Figure 5.2 Sport Ecosystem

Figure 5.3 IDEA: Inclusion, Diversity, Equity, and Accessibility

Figure 5.4 Chapter Five Review

Chapter 6

Figure 6.1 Legal Relationships Between SDRCC, Sport Organizations and Participants

Figure 6.2 Pyramidal Structure of Sport Hierarchy

Figure 6.3 Contractual Options for Acquiring Jurisdiction at National Level

Chapter 7

Figure 7.1  Pathway of a Complaint in the Investigative Phase

Figure 7.2 Types of Evidence Matching Exercise

Figure 7.3 Standards of Proof Illustrated

Chapter 8

Figure 8.1 Parties Involved in Dispute Resolution

Figure 8.2 SDRCC Tribunals

Figure 8.3 Hierarchy of Canadian Courts and Tribunals

Figure 8.4 Decision-Making Hierarchy in Sports System

Chapter 9

Figure 9.1 Dispute Scenarios for Post-Investigation Decisions

Figure 9.2 Scope of Review Options

Figure 9.3 Standards of Review and Deference to Original Decision-Makers

Figure 9.4 Burdens of Proof as a Sporting Analogy

Figure 9.5 Standards of Proof Illustrated

Figure 9.6 Ambiguities in Language

Figure 9.7 Principles Relevant to an Arbitrator’s Review of an Original Decision with UCCMS Interpretation

Chapter 10

Figure 10.1 Pathways for Challenging a Sport Maltreatment Arbitration Decision

Figure 10.2 Objectives of Publicly Reporting Sanctions in the Sport Maltreatment Context

Figure 10.3 PIPEDA Information Principles

Figure 10.4 Contractual Relationships in Sport to Enforce Sanctions

Chapter 11

Figure 11.1 True Sport Member Type Infographics  

Chapter 12

Figure 12.1 Disciplines of Gymnastics

Figure 12.2 GymCan Organisational Structure

Figure 12.3 Gymnastics Canada Vision, Mission, Overarching Goals, and Values

Figure 12.4 Sample Skills and Responsibilities of a Safe Sport Portfolio Position

Figure 12.5 GymCan’s Six Key Steps to Developing the 2018 Safe Sport Framework

Figure 12.6 Phases of Safe Sport Policy Revitalization

Chapter 13

Figure 13.1 Relational Risk Management Plan

Chapter 14

Figure 14.1 Coaching Association of Canada Values

Figure 14.2 Sport Coaching Research

Figure 14.3 Pathways to Chartered Professional Coach (ChPC) Designation

Figure 14.4 A Socio-Ecological Model to Inform Safe Sport

Figure 14.5 Individuality and Lived Experiences of Participants

Figure 14.6 CAC’s Responsible Coaching Movement

Figure 14.7 The Rule of Two

Figure 14.8 The CAC Safe Sport Journey 2015-2021

Chapter 15

Figure 15.1 Rules Classification

Figure 15.2 Safe Sport Environment

Chapter 16

Figure 16.1 Why Female Basketball Referees Leave the Game

Chapter 17

Figure 17.1 Reasons for not Reporting

Figure 17.2 Steps to Realize the UCCMS

List of Tables

9

Chapter 2

Table 2.1 Maltreatment Types and Examples

Chapter 7

Table 7.1 Overlap Between Definitions of Maltreatment under UCCMS and Canadian Criminal Laws

Table 7.2 Summary of Duty to Report under Provincial/Territorial (P/T) Child Welfare Legislation

Chapter 8

Table 8.1 Safeguards for Ensuring Arbitrator Independence and Impartiality in Sport Maltreatment Cases

Chapter 9

Table 9.1 International Comparison of Scope of Review and Procedural Rules

Table 9.2 Summary of CAS and SDRCC Confidentiality Rules

Table 9.3 Purposes of Disclosing Arbitration Decisions and Relevant Considerations

Table 9.4 Privacy Rules in Sport Maltreatment Arbitration Context

Chapter 10

Table 10. 1 Grounds for Setting Aside an Arbitration Decision

Chapter 12

Table 12.1 GymCan Key Objectives for Safe Sport Advocacy Initiatives

Chapter 17

Table 17.1 Summary of Canadian Prevalence Study of National Team Member Maltreatment Experiences

List of Videos

10

Chapter 1

Video 1.1 Julie Stevens: A Summary of the Athletes’ Voices Panel

Video 1.2 Julie Stevens: A Summary of the Governance and System Re-Engineering Panel

Chapter 2

Video 2.1 Erin Willson: Body Image and Belittling Athletes

Video 2.2 Allison Forsyth: What is Complicity?

Video 2.3 Danielle Lappage: Attending the AthletesCAN Safe Sport Summit

Video 2.4 Camille Bérubé: An Athlete’s Perspective on Safe Sport

Video 2.5 Neville Wright: An Athlete’s Perspective on Racial Discrimination in Sport

Video 2.6 Erin Willson: The Definition of Safe Sport

Chapter 3

Video 3.1 Bruce Kidd: Sport and the Struggle for Inclusion

Video 3.2 Bruce Kidd: The Fight for Gender Equity in Canadian Sport

Video 3.3 Bruce Kidd: The Long Struggle for Safe Sport

Chapter 4

Video 4.1 National Sports Governance Observer: Play the Game

Video 4.2 Peter Donnelly: Athletes Rise

Chapter 11

Video 11.1 A Recipe for Good Sport

Video 11.2 The Power of True Sport

Video 11.3 True Sport Lives Here Manitoba

Video 11.4 The Ride Home

Chapter 14

Video 14.1 Safe Sport Training Promo, CAC

Video 14.2 Isabelle Cayer: Sport is in a Culture Renovation

Video 14.3 Isabelle Cayer: Support Through Sport Series

Chapter 17

Video 17.1 Gretchen Kerr: Why Safe Sport Now?

Video 17.2 Gretchen Kerr: Athletes’ Fear of Repercussions

Video 17.3 Gretchen Kerr: Studying Athletes’ Willingness to Report Incidents

Video 17.4 Gretchen Kerr: The Duty to Report Concerns in Sport

 

List of Key Dates

11

You’ll notice throughout this edited book that in the beginning of every chapter, there is a list of Key Dates that pertain directly to its content. The Key Dates listed below provides a master compilation of important dates from each of the chapters in this book, showing the interconnectedness of important themes and historic moments in the movement towards safer sport.

Click the arrows and scroll through the list to learn more about where we currently stand in this journey, and how we came to be here.

 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=76#h5p-1

Acknowledgements

12

 

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit https://vls.ecampusontario.ca

Part 1: Introduction

I

The Victorias, Women’s Hockey Team. Photo by Provincial Archives of Alberta on Flickr.

In Part 1, Julie Stevens, PhD, Professor of Sport Management at Brock University, briefly frames the safe sport edited book within current academic and professional contexts and explains the importance of understanding these selected contributions if safe sport progress is to be made in the Canadian sport system. 

Introduction

1

Julie Stevens

Welcome to Safe Sport: Critical Issues and Practices!

I am excited to share with you this book on safe sport. Comprised of 18 chapters from 21 contributors across academic and professional realms, the book offers current and insightful commentary that addresses athlete, governance, human rights, legal, coaching, and officiating issues.

The creation of this open education resource (OER) was driven by a compelling necessity to ensure safe sport experiences for all athletes within all contexts. The organizers of the 2021 Safe Sport Forum hosted by the Centre for Sport Capacity at Brock University took this athlete-focused approach seriously. During our planning and staging activities, we were unified around two key priorities: First – that athletes be at the forefront of the discussion and second – that the discussion would continue beyond the Forum!

The Empty Chair

The first priority manifested in the Forum name – Athletes First: The Promotion of Safe Sport in Canada, an athlete panel to launch the program, and the positioning of athletes as the central beacon for shared discussion among attendees. The sessions applied various perspectives to address the harassment and abuse of athletes, and the lack of administrative action in these instances which have been highlighted in recent cases in the media and the courts. Most importantly, the Forum acknowledged that the long-term negative ramifications of a failure to ensure safe sport for athletes at all levels of the Canadian sport system is a significant issue that requires discussion and action.

""
Photo by USAG- Humphreys on Flickr

As someone who has held several roles in sport, including scholar, volunteer, coach, official, parent, advocate and most importantly, athlete, I have tried to cultivate a safe and respectful environment when I engage with others through sport. Finding a way to keep this focus at the forefront was a personal endeavour. But during a recent strategic planning session I attended, I learned about a perspective that Jeff Bezos has implemented in Amazon for a very long time – aptly described as the “One Empty Chair Rule.”Anders, G., 2012. The rule ensures that an empty chair is placed at the table in order to make certain the customer is top-of-mind at every company meeting.Koetsier, J., 2018. Bezos refers to his mantra as “customer obsession”.

The “Empty Chair” approach resonated with me and stirred thoughts about how it might guide safe sport innovation within the Canadian sport system. The lens made me think of ways a consistent positioning of the athlete – which in sport is the central stakeholder – at the forefront of decision-making might enhance safe sport. What if an empty chair is placed at the table at every meeting where sport leaders make decisions in order to ensure the athlete is top-of-mind?

Athlete-centredness is not new to the sport conversation. In the 2000s, criticism grew over the excessive bureaucracy, corporatization, and results-based orientation of the Canadian high- performance sport system. Calls for change, such as the introduction of athlete-centred initiatives have been made within the Canadian sport system.Thibault, L.& Babiak, K., 2005. The discussion has expanded into various areas of sport, such as anti-doping policy, and beyond the Canadian border to engage a global dialogueGrigaliūnaitė, I. & Eimontas, E., 2018. and competition at the international level.Ciomaga, B., Thibault, L., & Kihl, L., 2017. Further, arguments for a ‘deliberate democracy’ lens were raised as a concept that might counter power imbalance within the sport system and open the door for athletes to engage in decision-making.Kihl, L., Kikulis, L., & Thibault, L., 2008.

""
Photo by Major Tom Agency on Unsplash

Extending upon the notion of power, the politics of athlete-centredness in a sport system has been examined in the context of performance enhancement drugs resulting in claims that anti-doping policy development fails to include athletes as policymakers.Jackson, G. & Ritchie, I., 2007. More recent work connects athlete input with sustainable elite sport in relation to coaching, holistic perspectives, and the co-creation of an athlete’s overall development.Dolsten, J., Barker-Ruchti, N. & Lindgren, EC., 2019. Interestingly, a review of athlete representation within the decision-making forum of major sport event properties has revealed that Paralympic athletes have a vote through the International Paralympic Committee Athlete Council, whereas the voting representation of Olympic Games and Commonwealth Games athletes is not as evident.MacIntosh, E. & Weckend Dill, A., 2015.

While these works demonstrate how athlete-centredness has been addressed over the past 20 years, the difference now is momentum – the sport community seems far more resolute about hearing from athletes with respect to their view of a safe sport experience.

Hence, this book about safe sport begins with the athlete voice!

Overview

In Part 2, Erin Willson and Georgina Truman (AthletesCAN) share powerful insight about the athlete experience in relation to safe sport. The research they address demonstrates the importance of gathering athlete voices, including voices at the lower levels of the sport system, expanding our individual awareness and building our collective awareness about safe sport. It is critical to communicate and implement safe sport policies in ways that align with the level of the athlete.

Video 1.1 Julie Stevens: A Summary of the Athletes’ Voices Panel

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=88#oembed-3

Part 3 includes three chapters that draw upon different perspectives to examine how athletes are positioned within a larger sport system. Bruce Kidd examines the historical struggle for safe sport within a system fraught with contested terrain. Peter Donnelly critiques the long-standing autonomy of sport and argues that reengineering the way sport organizations operate will increase safe sport accountability. Finally, Leela MadhavaRau and Talia Ritondo propose encompassing a human rights framework into the broader context of safe sport and discuss how safe sport can be achieved.

Video 1.2 Julie Stevens: A Summary of the Governance and System Re-Engineering Panel

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=88#oembed-4

Part 4 provides an exceptionally comprehensive five-chapter account of safe sport legal considerations. Hilary Findlay and Marcus Mazzucco examine key legal issues that arise from the creation of an independent body to oversee the implementation of the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) and ensure the fair, transparent and effective management of reported cases of maltreatment. They break down the role of the new independent body in relation to four phases – jurisdiction, investigation, dispute resolution and enforcement. Understanding the legal aspects of the UCCMS as it becomes a mandatory element of the federal sport system, and possibly provincial/territorial and local levels of sport, is critical for students, researchers, professionals and other stakeholders within the Canadian sport system.

Part 5 offers two “from-the-field” exemplars from sport organizations that have effectively developed safe sport policies and practices. Kasey Liboiron and Karri Dawson (True Sport) champion the True Sport values-based approach to sport as a fundamental foundation for the intentional integration of effective safe sport policy by stakeholders throughout the sport system. Ellen MacPherson and Ian Moss (Gymnastics Canada) offer an insider account of the initiatives Gymnastics Canada completed in order to develop, support and foster safe sport throughout the organization.

""
Photo by Rowan Simpson on Unsplash.

Part 6 shifts the focus to coaches where two chapters address the role a coach plays in a safe athlete experience. Michael Van Bussel and Kirsty Spence outline how a care-driven model and relational risk management plan offer a constructive guide for safe sport relationships among athletes, coaches, and administrators. Isabelle Cayer and Peter Niedre (Coaching Association of Canada) explain the culture shifts that have impacted the safe sport movement and various actions to offer and promote training and coach education across the country.

Part 7 highlights sport officials as the lesser known yet essential stakeholder of the sport ecosystem. Spanning two chapters, Lori Livingston and Susan Forbes address the purpose of rules and their role in creating safe playing environments, and outline the role of officials and how officials have been historically maltreated by spectators, coaches and athletes.

Part 8 concludes the book by looking ahead to what needs to happen in order for the UCCMS to be realized. In one chapter, Gretchen Kerr explains why the UCCMS represents only a first step in the safe sport journey and suggests next steps must include the need for independent complaint and adjudication mechanisms, and extending the notion of safe sport beyond the prevention of harms to include optimization of the sport experience. In a second chapter, Michele Donnelly offers a summary of where we currently stand in this safe sport movement, and an important perspective on what steps need to be taken next to put the UCCMS words into action.

In conclusion, the wealth of information in this book offers ways we can counter challenges of structure in order to commit to safe sport values and enact these values through policies and programs. One resounding theme the authors have communicated in their own unique way is that safe sport requires effort from a variety of stakeholders (including you) at every level of the sports system. My hope is to build upon this initial edition by adding new chapters that respond to the evolving conversation about safe sport in our communities.

I am excited to share these insightful scholars and professional accounts from across the sport system, and to work with you to build ways of keeping the “Athletes First” focus at the forefront of our ongoing and collective safe sport efforts.

Yours in safe sport,

 

""

 

  Sources

42 Courses. (October 16). Jeff Bezos’ one empty chair rule. Retrieved January 27, 2022, from https://blog.42courses.com/home/2018/10/16/jeff-bezos-one-empty-chair-rule.

Anders, G. (2012, April 4). Inside Amazon’s idea machine: How Bezos decodes customers. Forbes. Retrieved January 27, 2022, from https://www.forbes.com/sites/georgeanders/2012/04/04/inside-amazon/?sh=ec2d00461998

Ciomaga, B., Thibault, L., & Kihl, L. (2017). Athlete involvement in the governance of sport organizations. In M. Dodds, K. Heisey, & A. Ahonen (Eds.), RouthledgeHandbook of International Sport Business. London: Routledge.

Dolsten, J., Barker-Ruchti, N., & Lindgren, E. C. (2019). Sustainable elite sport: Swedish athletes’ voices of sustainability in athletics. Qualitative Research in Sport, Exercise and Health, 13(5), 727-742. DOI: 10.1080/2159676X.2020.1778062.

Grigaliūnaitė, I. & Eimontas, E. (2018). Athletes’ involvement in decision making for good governance. Baltic Journal of Sport and Health Sciences, 3(110), 18-24. https://etalpykla.lituanistikadb.lt/object/LT-LDB-0001:J.04~2018~1579623660997/J.04~2018~1579623660997.pdf

Jackson, G. & Ritchie, I. (2007)Leave it to the experts: The politics of ‘athlete-centeredness’ in the Canadian sport system. International Journal of Sport Management and Marketing, 2(4), 396-411.

Kihl, L., Kikulis, L., & Thibault, L. (2008). A deliberative democratic approach to athlete-centred sport: The dynamics of administrative and communicative power. European Sport Management Quarterly, 7(1), 1-30.

Koetsier, J. (2018, April 5). Why every Amazon meeting has at least 1 empty chair. Inc. Retrieved January 27, 2022, from https://www.inc.com/john-koetsier/why-every-amazon-meeting-has-at-least-one-empty-chair.html

MacIntosh, E., & Weckend-Dill, A. (2015). The athlete’s perspective. In M. Parent & J. L. Chappelet (Eds.), Routledge Handbook of Sports Events Management. London: Routledge.

Thibault, L. & Babiak, K. (2005). Organizational changes in Canada’s sport system: Toward an athlete-centred approach. European Sport Management Quarterly, 5(2), 105-132.

Part 2: An Athlete View of Safe Sport in Canada

II

Photo by Play the Game on Flickr.

Understanding safe sport from the athlete’s perspective is vital as we continue working through safe sport issues in Canada. In Part 2, experts from AthletesCAN, which is the independent association of Canada’s national team athletes, highlight the different forms of maltreatment that athletes experience. Erin Willson and Georgina Truman identify the many ways in which athletes have influenced the Canadian safe sport system, especially in recent years. They also explain the athlete-centred approach to safe sport, and its importance in minimizing maltreatment within sport. 

Athletes First: The Promotion of Safe Sport in Canada

2

Erin Willson
Georgina Truman

Themes

Maltreatment in sport
Athlete-Centred approach
Change implementation

Learning Objectives

When you have completed this chapter, you will be able to:

L01 Identify four types of maltreatment;
L02 Draw connections between athlete advocacy and changes in sport;
L03 Identify 3 key changes;
L04 Explain how the athlete voice has led to key changes; and
L05 Identify key components of the athlete-centred approach. Provide suggestions to implement an athlete-centred sport system.

Overview

Maltreatment has become an increasingly documented concern in sport. For example, a 2019 study on Canadian National Team athletes revealed that 75% of athletes reported experiencing at least one harmful behaviour in their careers, with psychological harm and neglect being most common, followed by sexual and physical harm.Willson et al., 2021 In Canada, the athlete’s voice has been an essential component of advancing the safe sport movement, which gained traction in 2018.

First, national team athletes completed a survey on their experiences of maltreatment,Kerr et al., 2009 which was closely followed by a gathering of athletes at the 2019 AthletesCAN Safe Sport Summit, in which reviewed the findings and established consensus statements on the prominent findings and next steps (e.g., a need for an independent body for disclosure/reporting).AthletesCAN, 2019 These statements were presented at a National Safe Sport Summit, which included athletes, national sport organizations and multisport organizations, and led to the formation of a safe sport advisory board and action planning working group.

Since then, a Universal Code of Conduct to Prevent and Address Maltreatment in Sports (UCCMS) has been established and implemented, and a National Independent Mechanism (NIM) is being established by the Sport Dispute Resolution Centre of Canada (SDRCC). This chapter provides an overview of past actions athlete leaders have had in safe sport, including key learnings from this experience about why we believe the athlete’s voice is an essential component of driving change in sport.

This chapter includes multi-media content (videos/audio) of Canadian athletes sharing their experiences with maltreatment, disclosure/reporting concerns, and using their voices to create change. Additionally, it will provide an athlete’s perspective on what is essential to continue the movement toward a safer sport environment, and some practical examples of what safe sport looks like from the eyes of an athlete.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=112#h5p-2

There has been mounting evidence of all forms of maltreatment occurring in sport around the world, including physical, sexual, and emotional abuse. Over the past decade, several high-profile cases have emerged, including the USA Gymnastics case in 2016, in which the team’s doctor Larry Nassar was sentenced to 175 years in prison after two hundred athletes came forward with experiences of sexual abuse.Levenson, 2018 The investigation also revealed a culture of emotional abuse and neglect that is rampant in the sport of artistic gymnastics. Athletes around the world have disclosed experiences of body shaming, forced extreme dieting and water restriction, training on injuries and concussions, and frequent public humiliation and beratement.Gymnastic Alliance, n.d.; Levenson, 2018 The USA Gymnastics case was not an isolated incident, with many sports facing similar cases and public allegations, including swimming, alpine skiing, rugby, and artistic swimming.Davison, 2021; Ehekircher, 2020; Longman & Brassil, 2021; Muchnick, 2021 For instance, the British Athletes Commission called for a full investigation of British Gymnastics after several disturbing allegations of bullying and abuse arose in 2020.Ingle, 2021

There have also been research studies conducted from several countries which assessed the prevalence of maltreatment occuring in Canada, Belgium, the Netherlands, and the United Kingdom. These studies have indicated high rates of athlete maltreatment in areas including psychological abuse, neglect, physical abuse, and sexual maltreatment across sport.Alexander et al., 2011; Kerr et al., 2019, Parent & Vaillancourt-Morel, 2020; Vertommen et al., 2016 For example, in a study of Canadian National Team athletes, seventy-six percent of athletes from sixty-four sports reported at least one experience of maltreatment in their athletic careers.Kerr et al., 2019

In response to the growing awareness of maltreatment, several prevention and intervention initiatives have been instated. Some Canadian examples include the educational programs by Respect Group’s “Respect in Sport for Activity Leaders”, the Coaching Association of Canada’s Safe Sport Training,  and mandatory requirements and standards for federally funded sport organizations, including third party reporting officers.

Most recently, a Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) has been implemented to outline all forms of harm in sport that are not acceptable. Furthermore, a National Independent Mechanism (NIM) has been developed to prevent and address maltreatment, and provide an independent body for athletes to report maltreatment. The latter initiatives were heavily influenced by athletes who had spoken out about personal experiences of maltreatment, highlighting the importance that the athletes’ voices carry in the movement towards a safer sport environment. In this chapter you will:

  1. Be able to explain the issue of maltreatment in sport within the Canadian context;
  2. Identify the ways in which athletes have influenced the Canadian sport system;
  3. Identify the steps required in adopting an athlete-centred approach; and
  4. Explain the importance of an athlete-centred approach in minimizing maltreatment within sport.
Attention: The content below discusses intricacies of sexual violence. We acknowledge this is a sensitive subject that can be triggering for some people. If you do not feel comfortable engaging with this material, please skip this section.

Overview of Maltreatment

Sport participation offers many benefits that lead to physical, social, and mental well-being (Hansen et al., 2003, Neely & Holt, 2014). However, it is important to acknowledge that there are athletes whose sport experiences have been harmful due to various forms of maltreatment.Willson et al., 2021; Vertommen et al., 2016 Maltreatment refers to: “all types of physical and/or emotional ill-treatment, sexual abuse, neglect, negligence and commercial or other exploitation, which results in actual or potential harm to health, survival, development or dignity in the context of a relationship of responsibility, trust or power”.World Health Organization, 2020

Table 2.1 Maltreatment Types and ExamplesAdapted from Stirling, 2008
Type of Abuse Example
Sexual Abuse Touching or non-touching offenses (e.g., contact, exposure)
Physical Abuse Punching, beating, kicking, biting
Psychological Abuse Yelling, belittling, demeaning comments, humiliation
Neglect Refusing recovery time of injury/illness, inadequate supervision, inadequate attention of basic needs
Bullying Teammate exclusion, theft, teasing
Hazing Initiation specific activities – drinking excessively, personal servant, performing criminal activities

Use of Power

In the News:
McGill’s History of Hazing

 

McGill basketball teams in spotlight for brutal hazing allegation” by Jason Magder, Montreal Gazette, March 14, 2017.

 

""
Photo by Michelle Myers on Unsplash.

Montreal’s McGill University is no stranger to traumatic hazing incidents. In both 2005 and 2015, separate allegations surfaced regarding sexual abuse towards student athletes. In both cases the university investigated the issue. A ban on hazing was enacted after 2005, yet according to students hazing continued as a yearly tradition, pointing to the fact that many individuals feared coming forward.

In this situation, what types of power relationships might have made athletes vulnerable to hazing?

Power is a fundamental component of maltreatment because violence is often used to assert or maintain dominance over another person.Hu & Liu, 2017; Pense & Paymer, 1986; Russo & Pirlott, 2006 One example of a use of power to establish dominance is veteran athletes using their status as a means to force newcomers to partake in harmful hazing activitiesAllan et al., 2019; Waldron et al., 2011

Hazing is frequently cited as a way for athletes to “know their place” on a team, which reinforces the player hierarchy with senior athletes holding their position of power over  junior or new athletes.Waldron et al., 2011 As such, hazing is an example of maltreatment that can happen between peers. Although hazing can result between peers when a power differential occurs through age, rank, seniority, or skill level, it is important to note that athletes are typically prescribed equal amounts of power in the sport system making hazing between peers less likely to be addressed at an institutional level.Kerr et al., 2016

There are several relationships in sport that have predisposed imbalances of power, which can often leave athletes vulnerable. Examples of these relationships include coach-athlete, team captain-athlete, trainer-athlete, and sport administrator-athlete (e.g., CEO of an NSO, high-performance director). Within each of these relationships, athletes are seen to be in a lower position of power since the other roles are positions of authority. Moreover, there is increased vulnerability because of the culture of control and obedience that is instilled throughout sport.

Athletes are taught to respect these positions of authority, which can lead to an unquestioned compliance  to the demands from someone in a higher position (e.g., coach).Brackenridge, 1994; Burke, 2001 Moreover, this compliance is often expected from those people who are in positions of power. This power imbalance and unquestioned compliance can significantly reduce an athlete’s power since they are conditioned not to deviate from what is expected of them.

Therefore, our stance at AthletesCAN is to empower athletes by including them in important conversations about their training in order to lessen the power imbalances inherent in sport. It is our hope that steps taken to nurture athlete empowerment will contest traditional methods of coaching and reduce athlete vulnerability .

""
Photo by Marco Verch on Flickr.

For more insight about the history of athletes’ involvement in the high-performance sport system, review these resources. In his 2006 thesis and co-authored research article with Dr. Ian Ritchie, Greg Jackson examined the involvement of athletes in Canada’s anti-doping policy process.

Differentiation between Relationships and Forms of Maltreatment

Several terms are frequently interchanged when discussing maltreatment in sport. Therefore, this section provides an overview of the different terminologies that are used. Figure 2.1 outlines these terms in a more concise way and is broken down based on the positions of power. The figure indicates that a misuse of power is the underlying mechanism of harm. Abuse is harm that occurs between two actors, with one person having significant influence over another’s sense of security, trust, and/or fulfillment of needs.Crooks & Wolfe, 2007 This is often known as a “critical relationship,” and in sport this can be relationships between athletes and authority figures that commonly interact (e.g., coaches, parents, etc.). Maltreatment between peers is referred to as bullying since athletes are typically within the same prescribed social rank, and in most instances do not have the power differential of a critical relationship. Harassment is maltreatment that occurs outside of a critical relationship. There is typically a power imbalance that occurs between the two actors; however, the perpetrator does not have a direct influence on the others sense of safety or trust. Examples of this could be a sport administrator that only interacts with the athletes occasionally. At the bottom of the diagram are the types of harm that can occur, which will be discussed in the following section.

Figure 2.1 Differentiation Between Relationships and Terms Including Bullying, Abuse, and Harassment
Differentiation Between Relationships and Terms Including Bullying, Abuse, and Harassment
[Image description]

Four Types of Maltreatment

1. Psychological Harm

Psychological harm in sport is defined as “a pattern of deliberate non-contact behaviours that have the potential to be harmful” (Stirling & Kerr, 2008, p. 178). Psychological abuse has been found to be the most frequently experienced type of harm by athletes.Alexander et al., 2011; Vertommen et al., 2016; Willson et al., 2021 Psychological abuse accounts for many harmful behaviours including being yelled at and publicly humiliated. Given the nature of sport, these types of harmful behaviour occur routinely, resulting in the normalization of abusive behaviour and higher rates of psychological harm. Simply put, these behaviours occur so frequently in public training environments that they have become accepted as  “part of the game”.Stirling & Kerr, 2008

Stirling and Kerr (2008) have proposed examples of psychological harm, which include:

The  most common behaviours reported by Canadian athletes in 2019 were being shouted at, being gossiped about or having lies told about them, and being put down, embarrassed or humiliated.Kerr et al., 2019

Video 2.1 Erin Willson: Body Image and Belittling Athletes

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=112#oembed-7

2. Physical Harm

Physical harm is understood to be an infliction of physical pain or injury, which can include contact or non-contact behaviors.Durrant, 2006; Perry et al., 2002 Contact behaviours include hitting, slapping, and punching, whereas non-contact behaviours can include being forced to hold an uncomfortable position for a prolonged period of time.

Physical harm in sport can be:Stirling, 2009

Exercise as punishment (e.g., running laps when late, doing sprints because of poor performance) was the most frequently reported form of physical harm by Canadian athletes in 2019.Kerr et al., 2019

3. Sexual Harm

Sexual harm is understood as Any sexual interaction with person(s) of any age that is perpetrated against the victim’s will, without consent, or in an aggressive, exploitative, coercive, manipulative, or threatening manner”.Ryan & Lane, 1997

Sexual harm in sport can be contact or non-contact including, but not limited to:

The  most frequent forms of sexual harm reported amongst Canadian athletes were sexist jokes and remarks and intrusive sexual glances, sexually explicit communication, and sexually inappropriate touching.Kerr et al., 2019

4. Neglect

Neglect is characterized by acts of omission or inaction.Brittain, 2006 Examples of this are intentionally ignoring someone or their needs, purposeful exclusion, or purposeful inaction.

Training when injured or exhausted, sacrificing education and/or career, training in unsafe conditions, and inadequate support of basic needs were the most frequently identified behaviours by Canadian athletes.Kerr et al., 2019

Video 2.2 Allison Forsyth: What is Complicity?

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=112#oembed-8

 

Case Study:
Identifying Types of Harm

""
Photo by Eduardo Cano Photo Co. on Unsplash.

In the middle of the season, a high-performance gymnast was complaining of pain in her heel. Their doctor advised her to take it easy at practice for a month since it could lead to a tear in her Achilles’ heel. Her coach put her on a modified training program, so she would do primary upper body, core, and flexibility training on her own.

The athlete was mostly ignored by the coach because the coach would focus on the other athletes who were “there to train”. One example of the modified training was being told to hold a split position for five minutes on each leg and if her coach felt she was not as flat in her splits as she could be, then the coach would come by and press down on her shoulders to make her legs touch the ground.

Often, tears were formed in the athlete’s eyes because of the sharp pain this extra pressure would cause. She was diligent about training plan but if her coach ever saw her “taking it easy” even if it was for a water or bathroom break, the athlete would be yelled at from across the gym and humiliated in front of all the other gymnasts. As a consequence, she would be forced to complete one hundred push ups and one hundred sit ups to make up for the perceived lack of effort.

Two weeks before the upcoming qualification, the coach told her that if she did not start participating in full practices, she would not be allowed to compete in the qualification which meant she would not be eligible for the larger competitions that season. Knowing this, the athlete decided that she would train full-time against their doctor’s orders.

Which of the four types of harm are being seen here?

AthletesCAN, the association of Canada’s national team athletes, is the only fully independent and most inclusive athlete organization in the country and the first organization of its kind in the world. As the collective voice of Canadian national team athletes, AthletesCAN ensures an athlete-centred sport system by developing athlete leaders who influence sport policy and, as role models, inspire a strong sport culture.

AthletesCAN: First in Canada to Hear the Athletes’ Voices

In 2019, AthletesCAN, in partnership with the University of Toronto, and with the support of the Government of Canada, announced that a baseline prevalence study would be carried out to provide a snapshot of Canada’s national team athletes’ experiences with abuse, harassment and discrimination in sport.

About AthletesCAN

AthletesCAN, the association of Canada’s national team athletes, is the only fully independent and most inclusive athlete organization in the country. It is also the first organization of its kind in the world. As the collective voice of Canadian national team athletes, AthletesCAN ensures an athlete-centred sport system by developing athlete leaders who influence sport policy and, as role models, inspire a strong sport culture.

Mission: To unite and amplify the voices of all Canadian National Team athletes.

Vision: We are the collective athlete voice in the unwavering pursuit of an athlete-centred sport system.

Values: AthletesCAN promotes and lives the following athlete focused values in our work and through our actions

  • Integrity: We lead with an honest and moral approach to everything we do;
  • Courage: We find the strength to stand up for what is right;
  • Inclusivity: We represent a diverse membership and support the voices of all athletes; and
  • Transparency: We are open and vulnerable in our effort to create a better sport system.

AthletesCAN History

AthletesCAN serves an important and unique purpose in sport. Led by a committed group of current and retired national team athletes – AthletesCAN benefits from a rich history.

Over two decades ago, passionate trailblazers including three-time World Indoor Championship bronze medalist and Pan-Am Champion Ann Peel (Race Walking); two-time Commonwealth Games Champion and two-time Pan-Am Games silver medalist Dan Thompson (Swimming); ‘Crazy Canuck’ and Olympic bronze medalist Steve Podborski (Alpine Skiing); 1988 Olympian, Heather Clarke (Rowing); 2-time Olympic Champion Kay Worthington (Rowing); 1984 Olympian, Sandra Levy (Field Hockey); 1984 and 1988 Olympian, Shelley Steiner (Fencing), Tour de France Women’s Champion, Pan-Am Games bronze medallist and 2012 and 2016 Olympic coach, Denise Kelly (Cycling); and former CEO of Freestyle Canada Bruce Robinson, came together to challenge the Canadian sport system.

They identified the need for and founded an independent body, then known as the Canadian Athletes Association, that would represent all national team athletes as a stronger collective voice on key issues and initiatives in sport. These early days helped to build an increasingly athlete-centred sport system and provided hundreds of athletes with the opportunity to contribute in a number of important ways.

Since then, AthletesCAN has invested in athlete leadership development through effective representation and education. The organization has created resources to build and formalize athlete feedback mechanisms across the sport system. As a result of strengthening strategic partnerships both within and outside of the system, AthletesCAN has continued to pioneer innovative ways to ensure inclusive decision-making by informing, educating, and advocating for an athlete-centred sport system. One of the major contributions in the past few years to the Canadian sport system was ensuring athletes’ voices were heard in the safe sport discussions and policy formations. One of the ways this was done was through a formalized research study in partnership with the University of Toronto, in which athletes were asked about their experiences of maltreatment in sport.

In the News:
Athletes Speak Out

Rugby 7s women say they were let down by Rugby Canada’s bullying/harassment policy” by Neil Davidson, CBC Sports, April 28, 2021.

NWSL’s abuse scandal reveals normalization of toxic culture in sport” by Myles Dichter, CBC Sports, October 8, 2021.

Aly Raisman: Conditions at Karolyi Ranch made athletes vulnerable to Nassar” by Sally Jenkins, The Washington Post, March 14, 2018.

My swim coach raped me when I was 17. USA Swimming made it disappear” by Sarah Ehekircher, The Guardian, August 25, 2020.

In more recent years, athletes have begun to speak out about the abuse they experienced.

These headline news stories of psychological harm, neglect, physical harm and sexual harm reveal the challenges that athletes can experience while training and competing. In the Canadian context, it has been difficult for athletes to try to file complaints and initiate formal review processes and these stories show that this is also the case in the United States. Read through these news stories to see some examples of maltreatment in sport that has come to light since 2018, particularly towards young girls and women.

AthletesCAN & Prevalence

The last prevalence study of Canadian athletes’ experiences was conducted over twenty years ago.Kirby & Greaves, 1996 Since that time, the culture with respect to reporting sexual violence as well as child and youth protection has changed dramatically. Not only does this current prevalence study provide a snapshot of athletes’ experiences but it serves as baseline data against which to assess the impact of future preventive and intervention initiatives. It also signals the importance of addressing the human rights and welfare of athletes in Canada.

The online, anonymous survey was developed by Dr. Gretchen Kerr, Ph.D., Erin Willson, Ph.D. Candidate, and Ashley Stirling, Ph.D., in collaboration with AthletesCAN and the AthletesCAN safe sport working group. The survey was distributed to current national team members as well as retired national team members who had left the sport within the past ten years.

In total, 1,001 athletes participated in the study by completing an online survey. Of this total, seven-hundred-sixty-four were current athletes and two-hundred-thirty-seven were retired athletes who had left their sport within the past ten years.

A discussion of the study’s results is provided in Chapter 17.

Athlete Consensus Statements

In 2019, AthletesCAN, together with their partners, hosted the AthletesCAN Safe Sport Summit in Toronto, Ontario. The event brought together fifty athletes, sport partners, subject matter experts, survivors, and advocates to courageously share their experiences, knowledge, and vision for a safer sport environment from grassroots to high-performance. The results from the prevalence study conducted by Kerr et al., (2019) were shared with the athletes (see Chapter 17  for more information).

After meaningful discussions, the athletes agreed to a number of consensus statements, including, but not limited to the following

  1. That all forms of maltreatment be prohibited.
  2. For athletes above the age of 18 years:
    1. Any sexual relations between a person in a position of authority and an athlete is prohibited as it creates a perceived bias, perceived conflict of interest, negative implications for other teammates, and an imbalance of power that puts an athlete’s ability to consent in question.
    2. Upon implementation of this code, any sexual relationship that has been initiated between a person in a position of authority and an athlete must be disclosed and the person in the position of authority must leave the organization. Failure to disclose should result in sanctions.
    3. Retaliation against an athlete who has not consented to sexual advances or solicitation of sexual conduct or relationships is strictly prohibited and should be sanctioned accordingly.
  3. That a Safe Sport Canada body be established and responsible for all aspects of Safe Sport including but not limited to policy, education and training, investigation and adjudication, support and compensation.
  4. That Safe Sport Canada be independent of all other sport governing bodies.
  5. That there be a universal code of conduct that applies to all stakeholders and addresses all forms of maltreatment and applicable sanctions.
  6. That there be mandatory education on Safe Sport for all stakeholders driven by minimum and harmonized standards to ensure good standing.

Read the following section to better understand the extent to which each of these six consensus statements has been fulfilled.

Key Learnings

Over the past few years there have been significant shifts towards a safe sport environment in Canada. AthletesCAN believes the driving forces of this shift have risen because of the strength in the athletes’ voices. Athletes came together to ensure that safety in sport was a main priority for sport administrators. They did this through formalized surveys and unified consensus statements to ensure their requests and proposed actions for meaningful change were heard. In addition, the Safe Sport Working Group was formed through AthletesCAN as a group of current and retired athletes to represent the collective athlete voice at national practitioner conferences, and in the committees responsible for creating the UCCMS and NIM. As demonstrated by the timeline presented at the beginning of this chapter, many of the critical steps occurred based on the consensus statements from the athletes in 2019.

Explanations of the Consensus Statements from the 2019 AthletesCAN Safe Sport Summit

Statement #1 reads that all forms of maltreatment should be taken into consideration. Previously, the prevention and intervention initiatives in sport had been primarily focused on sexual harm, with policies such as the “Rule of 2” implemented to protect young athletes from being alone with potential sexual perpetratorsCoaching Association of Canada, n.d. (see Chapter 14 for more information on coaching and the “Rule of Two”). The implementation of the UCCMS outlines all forms of unacceptable harm , which includes sexual, physical, physiological and neglectful behaviors.Canadian Safe Sport Program, n.d.

Statement #2 which pertains to all athletes regardless of age, is also incorporated within the UCCMS. The UCCMS does not specify age because there is the understanding that the behaviors outlined can be harmful at any age.Canadian Safe Sport Program, n.d.

Statements #3 and #4 were addressed in 2021 when the National Independent Mechanism (NIM) was established. While the body is not completely independent since it is run through an existing organization, it is a 3rd party resource that equally advocates for all parties (athletes, coaches, sport administrators). In addition, the NIM is also responsible for research, education, and training (statement #3).

Statement #5 has been addressed with the creation and implementation of the Universal Code of Conduct to Prevent and Address Maltreatment in Sport.

Statement #6 has also been addressed through mandatory education that is being provided through the Coaching Association of Canada that was created in 2020. At this time, safe sport training is mandatory for all stakeholders, but there is a lack of data to assess whether this is being upheld.

Given these changes aligned with athletes’ requests, AthletesCAN believes that athletes were an essential part of this movement. However, it is also interesting to note that many decisions made about athletes do not incorporate athletes themselves. For example, many athletes do not have representation or voting rights on their sport organizations’ Board of Directors where many decisions are made. We implore sport organizations to continue collecting feedback from their athletes and incorporating athletes in their decision-making processes. This can be done through formalizing athlete representation into government structures and practices.

Video 2.3 Danielle Lappage: Attending the AthletesCAN Safe Sport Summit

Video provided by AthletesCAN. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=112#oembed-9

 

""
Photo by socialcut on Unsplash.

“Canadian athletes have a proud history of representing this country with honour, class, and overall success. NSOs in Canada work hard to provide the structures which contribute to our athletes’ achievements. In order to best utilize these structures, it is paramount for athletes to both literally and figuratively have a seat at the table. In addition, by including the athlete voice in NSO decision making and governance, Canadian sport institutions will increase their level of effectiveness and transparency, while promoting democratic ideals. Acts of good faith, inclusivity, and a will for success are all virtues needed for promoting the voice of athletes within Canadian sport governance.” – AthletesCAN, 2020

Read the full report “The Future of Athlete Representation within Governance Structures of National Sport Organizations” online.AthletesCAN, 2020

Athlete-Centred Approach

An athlete-centred approach allows athletes to take a more active role in their sporting career, particularly around the decision-making process. Jowett and Cockerill (2003) propose that this approach minimizes the dependency of an athlete on the coach, by becoming an equal contributor in the process. In the 1994 discussion paper “Athlete-Centred Sport” Clarke, Smith and Thibault discuss properties of an athlete-centred sport system:

  • In an athlete-centred sport system, the values, programs, policies, resource allocation and priorities should be based on athletes’ needs and goals;
  • “The primary focus of sport should be to contribute to the all-round development of athletes as whole, healthy people through sport;”
  • “Athletes are the ‘raison d’etre’ of the sport system. Therefore, in order to maintain the integrity and value of sport, it is critical that the sport experience be positive for athletes;”
  • Athletes are the ACTIVE SUBJECTS, not the objects of sport.
Figure 2.2 Characteristics of an Athlete-Centred System
Characteristics of an Athlete-Centered System
[Image description]

Canada’s Formal Commitment to an “Athlete-Centred Approach”

Background

After the 1988 Ben Johnson doping incident, a formal inquiry was conducted to assess the sport environment.CCES, n.d. This investigation was conducted by Ontario Appeal Court Chief Justice Charles Dubin and was known as the “Dubin Inquiry”. Results from this investigation posited that the win-at-all costs approach that was rampant throughout the Canadian sport culture was detrimental to the health and well-being of athletes.Dubin, 1990 Following this commission, Canada began to make changes towards a more athlete-centred approach, which included the creation of AthletesCAN in 1992 and the Canadian Centre for Ethics in Sport (CCES), then known as the Canadian Anti-Doping Organization (CADO).

Canada has made formal commitments to an athlete-centred approach through policy documents including:

Case Study:
Ben Johnson’s Doping Scandal

""
Photo by Chau Cédric on Unsplash.

Dealing with doping: Sports world can learn from Canada and Ben Johnson legacy” by Sarah Bridge, CBC, Feb. 12, 2018.

At the 1988 Summer Olympics in Seoul, South Korea, Canadian Olympic sprinter Ben Johnson won the gold medal in the 100 meter sprint in 9.79 seconds. It was later discovered that he and five other finalists had taken performance-enhancing drugs. What followed was the Dubin inquiry, a historic commission that revealed the ineffective testing policies and procedures of the Canadian government. This inquiry spurred by Johnson’s doping revelations resulted in the establishment of the Canadian Anti-Doping Organization (CADO), an independent body that oversees nationwide drug testing. The CADO is known today as the Canadian Centre for Ethics in Sport (CCES). The Dubin Inquiry focused upon high-performance athletes rather than the sport system as a whole when identifying reasons why performance enhancing drugs were prevalent in Canadian high-performance sport.

What do you think sport leaders have learned from this scandal about implementing an athlete-centred approach? What lessons still need to be implemented?

Video 2.4 Camille Bérubé: An Athlete’s Perspective on Safe Sport

Video provided by AthletesCAN. Used with permission [Transcript].

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=112#oembed-10

Perceived Barriers for Athletes

One of the main challenges identified by athletes is that they do not feel they have a safe place to report maltreatment. Most complaints must be brought to the athletes’ superiors, who have power over the decisions that are made against the athlete. For example, a national team athlete who had an issue with a coach would need to go to the national sport organization to submit a complaint, but this could also have implications for their own careers since the sport organizations makes decisions on team selection. Many athletes feel as though they do not have a safe place to report their experiences.

Video 2.5 Neville Wright: An Athlete’s Perspective on Racial Discrimination in Sport

Video provided by AthletesCAN. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=112#oembed-11

During her presentation at the 2021 Safe Sport Forum hosted by the Centre for Sport Capacity at Brock University, Allison Forsyth, Olympian and AthletesCAN board member, addressed the difficulty an athlete faces when reporting maltreatment. The following six themes related to perceived barriers are highlighted by these direct quotes provided by athlete participants in the maltreatment study.Kerr, et al., 2019

Theme 1: Lack of safe reporting

“While some could view the outcomes of this study as negative, highlighting the extreme nature of the issues and having a baseline to then work from to effect change is actually positive.”

“Athletes rarely report. Plain and simple. They are not comfortable or feel safe doing so with anyone who has a vested interest in the outcome. I reported and did not experience a positive outcome. It is not easy being the whistle blower. We need to support athletes through this – they need a safe place to report free from conflict of interest.”

“The reporting system is broken or useless as it stands right now. Other coaches knew about abuse and did nothing. Turning a blind eye was the norm. Everyone feared consequences of confronting the issues.”

“When an athlete or team says that the coach is unfit and that her behaviour is considered harassment, listen! It is not ok to “wait and see” what will happen and expect that all problems will resolve themselves. When twelve people give you different instances of unacceptable behaviours, that means there is a problem, don’t tell your athletes that they are “just being dramatic and will have to deal with it.”

“I did not make a formal complaint because the process was lengthy and I was afraid of repercussions and mentally it would be difficult to deal with and continue training.”

“If athletes speak out or questions decisions, they are told to be quiet.”

In Practice:
Athlete-Centred Sports Environment

""
Photo by Annie Spratt on Unsplash.

Pretend you have been hired to do an evaluation of a sport environment (perhaps one that you are or were a part of). Can you identify aspects of the sport environment that would be considered athlete-centred? Are there suggestions that you can think of for to make the sport environment more athlete-centred?

Theme 2: No whistleblower protection

“My NSO did support me very well during a harassment investigation. The parties accused were found guilty but very minor consequences were given. The harassment put a cloud over my entire career.”

Theme 3: Lack of meaningful consequences

“Over 5 players have left our program due to mental health issues in direct correlation with the head coach. Our team finished 3rd so they kept him on board despite the abuse.”

Theme 4: Not being included in conversations and lack of formal representation

Athletes’ voices are often ignored in the conversation of maltreatment. Reasons athletes have received for not being included are:

“This included the use of conflict of interest to exclude athlete representative positions from NSO boards, issues with recruiting athlete representatives who lack the preferred board member skills and qualifications, as well as geographical barriers which may prevent athletes from attending board meetings and performing their athlete representative role.”AthletesCAN, 2020, p. 19

Theme 5: Lack of education on right vs. wrong

Normalization of behaviours, grooming contributes to a lack of education.

“All athletes, coaches and sports officials should take a mandatory Safe Sport course.”

“Coaches should be required to go through training to help them navigate harassment and abuse issues between team members. My coach always put his head in the sand and used the ‘that’s not my job’ excuse. I know there is a focus on dealing with harassment and abuse perpetrated by coaches, but I think that issues between peers also must be seriously addressed.”

Theme 6: Call for More Education

“More education is needed on ‘It’s not okay to do X’ anymore.”

“Teach male coaches that it isn’t appropriate to talk about sexual things, whether or not they relate to the athlete, ever. Teach coaches to not discuss the negatives of their personal/home life with the athlete, ever.” As one athlete wrote, “Coaches are educators. Most math teachers would be fired for negatively screaming at a person for a wrong answer. Out with the old in with the new.”

Conclusions and A Way Forward

Video 2.6 Erin Willson: The Definition of Safe Sport

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=112#oembed-12

There continues to be improvements and action toward a safer sport environment for all, however, there is still great deal that must be done. We believe one of the most essential parts of this movement are the athletes, which includes their protection and their voice within this movement. We believe the best way forward is through a collaborative approach with all stakeholders, including sport administrators, sport organizations, coaches, and athletes. This does not necessarily mean that athletes get “all the power”  but we do propose that athletes are involved in a meaningful way.

Moreover, this means removing the “us vs. them” mentality that continues to persist between sport stakeholders, specifically between athletes and other stakeholders. There are concerns that if athletes have more power then there will be chaos in sport, and it will no longer be manageable. We are at a moment in time where athletes are demanding protection, and we believe that a system that includes all stakeholders’ voices and puts athletes at the centre of all decisions will lead to a safe, welcoming, and inclusive sport environment.

 

Key Terms 

 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=112#h5p-3

 

Suggested Assignments

  1. The 1990 Dubin Inquiry, titled the “Commission of Inquiry into the Use of Drugs and Banned Practices Intended to Increase Athletic Performance” summarizes the facts and circumstances surrounding the use of drugs and banned substances intended to increase athletic performance. Review the recommendations noted in Chapter 26 of the report. Has the Canadian sport system met the recommendations Dubin proposed? Why or why not?
  2. A 2017 study by Laurie de Grace at the University of Alberta found that sport culture can push athletes towards drug and alcohol addiction to cope with pressure. Review the CBC’s report “Part of the Culture: Study suggests links between sports and addiction.” How might an athlete-centred approach reduce the risk of alcohol and drug dependency for athletes?
  3. Read “Next Steps in the Safe Sport Journey: From Prevention of Harm to Optimizing Experiences” by Gretchen Kerr and consider the following questions:
    1. In your perspective, what elements would create a safe, welcoming, and inclusive sport environment?
    2. What social influences on sport increased the focus on human rights?
    3. Why might a coach, or sport administrator resist change with respect to safe sport? List one example for each of the stages of change.
  4. Review “The Future of Athlete Representation within Governance Structures of National Sport Organizations” from AthletesCAN and consider the following questions:
    1.  How did the 2011 Canada non-for-profit act impact athlete representation on NSO Boards?
    2. What are prominent concerns and areas of concensus in the sport system around athlete-centred approach to governance?
    3. In your opinion, where would you place Canadian NSOs on the athlete representation continuum and how does this impact Canada’s athlete-centred approach? How does this impact the athlete-centred approach regarding safe sport? How would a shift to the democratic end of the continuum?

 Image Descriptions

Figure 2.1 This figure demonstrates the differentiation between relationships and terms including bullying, abuse, and harassmentMaltreatment is committed through the misuse of power. Within a dependent relationship this is called abuse. Between peers this is called bullying. Within an authority-based, non-dependent relationship this is called harassment. These three types of harm are manifested in physical, psychological and sexual harm, as well as neglect. [return to text]

Figure 2.2 This figure demonstrates the nine characteristics of an athlete-centred system which include accountability, dual respect, empowerment, equity & fairness, excellence, extended responsibility, health, informed participation, mutual support, and rights. [return to text]

  Sources

Alexander, K., Stafford, A., & Lewis, R. (2011). The experiences of children participating in organized sport in the UK. The University of Edinburgh: Child Protection Research Centre.

Allan, E. J., Kerschner, D., & Payne, J. M. (2019). College student hazing experiences, attitudes, and perceptions: Implications for prevention. Journal of Student Affairs Research and Practice56 (1), 32-48. https://doi.org/10.1080/19496591.2018.1490303

AthletesCAN. (2019, May 2). Athlete leaders unite to influence safe sport policy in Canada. Retrieved December 30, 2021, from https://athletescan.com/en/athlete-leaders-unite-influence-safe-sport-policy-canada

AthletesCAN. (2020). The future of athlete representation within governance structures of national sport organizations. https://athletescan.com/sites/default/files/images/the_future_of_athlete_representation_in_canadavf-en3.pdf

AthletesCAN. (n.d.a). Retrieved December 30, 2021, from https://athletescan.com/en

AthletesCAN. (n.d.b). Our story. Retrieved December 30, 2021, from https://athletescan.com/en/about/our-story

BBC News. (2018, January 25). Larry Nassar case: The 156 women who confronted a predator. Retrieved December 30, 2021, from https://www.bbc.com/news/world-us-canada-42725339

Brackenridge, C. H. (1994). Fair play or fair game? Child sexual abuse in sport organisations. International review for the Sociology of Sport29(3), 287-298.

Brittain, C. R. (2006). Defining child abuse and neglect. Understanding the medical diagnosis of child maltreatment: A guide for nonmedical professionals, 149-189.

Burke, M. (2001). Obeying until it hurts: Coach-athlete relationships. Journal of the Philosophy of Sport, 28(2), 227-240.

Canadian Centre for Ethics in Sport. (n.d.). History of anti-doping in Canada. Retrieved December 28, 2021, from https://cces.ca/history-anti-doping-canada

Canadian Heritage. (2021, July 6). Minister Guilbeault announces new independent safe sport mechanism. Government of Canada. Retrieved October 27, 2021, from https://www.canada.ca/en/canadian-heritage/news/2021/07/minister-guilbeault-announces-new-independent-safe-sport-mechanism.html

Canadian Safe Sport Program. (n.d.). Sport Information Resource Centre: Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS), 5(1), 1-16. https://sirc.ca/wp-content/uploads/2020/01/UCCMS-v5.1-FINAL-Eng.pdf

Clarke, H., Smith, D., & Thibault, G. (1994). Athlete-centred sport: A discussion paperhttps://athletescan.com/sites/default/files/images/athlete-centred-sport-discussion-paper.pdf

Coaching Association of Canada. (n.d.). Three steps to responsible coaching. Retrieved December 28, 2021, from https://coach.ca/three-steps-responsible-coaching

Comeau, G. S. (2013). The evolution of Canadian sport policy. International Journal of Sport Policy and Politics, 5(1), 73–93. https://doi.org/10.1080/19406940.2012.694368

Crooks, C. V., & Wolfe, D. A. (2007). Child abuse and neglect. In E. J. Mash & R.A. Barkley, (Eds). Assessment of Childhood Disorders (4th ed.). New York: Guilford Press, 1–17.

Davidson, N. (2021, April 28). Ruby 7s women say they were let down by Rugby Canada’s bullying/harassment policy. The Canadian Press. Retrieved December 28, 2021, from https://www.cbc.ca/sports/rugby/rugby-sevens-women-let-down-rugby-canada-bullying-harrassment-policy-1.6005901

Dichter, M. (2021, October 8). NWSL’s abuse scandal reveals normalization of toxic culture in sports. CBC Sports. Retrieved December 30, 2021, from https://www.cbc.ca/sports/soccer/nwsl-soccer-abuse-symptom-culture-1.6204197

Dubin, C. L. (1990). Commission of inquiry into the use of drugs and banned practices intended to increased athletic performance. The Honourable Charles L. Dubin Commissioner.

Durrant, J. (2006) Distinguishing physical punishment from physical abuse: Implications for professionals. Canada’s Children, 9, 17–2.

Ehekircher, S. (2020, April 25). My swim coach raped me when I was 17. USA swimming made it disappear. The Guardian. Retrieved December 28, 2021, from https://www.theguardian.com/sport/2020/aug/25/my-swim-coach-raped-me-when-i-was-17-usa-swimming-made-it-disappear

Government of Canada. (2017). Sport in Canada. Retrieved December 30, 2021, from https://www.canada.ca/en/canadian-heritage/services/sport-canada.html

Gymnast Alliance. (n.d.). #GymnastAlliance – Changing the gymnastics worlds. https://www.google.com/search?q=gymnast+alliance&oq=gymnast+alliance&aqs=chrome.0.69i59j0i512l2j0i22i30l2j69i60l2j69i61.3492j0j4&sourceid=chrome&ie=UTF-8

Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13(1), 25–55. https://doi.org/10.1111/1532-7795.1301006

Hu, L., & Liu, Y. (2017). Abuse for status: A social dominance perspective of abusive supervision. Human Resource Management Review27(2), 328-337.

Ingle, S. (2021, March 9). Interim report reveals 400 submissions over UK gymnastics abuse. The Guardian. Retrieved December 30, 2021, from https://www.theguardian.com/sport/2021/mar/09/british-gymnastics-abuse-review-interim-report-400-submissions-uk

Jackson, G. (2006). A critical examination of the involvement of Canadian high-performance athletes in the development of anti-doping policy. Brock University. https://dr.library.brocku.ca/bitstream/handle/10464/1215/Brock_Jackson_Gregory_2006.pdf?sequence=1&isAllowed=y

Jenkins, S. (2018, March 14). Aly Raisman: Conditions at Karolyi Ranch made athletes vulnerable to Nassar. The Washington Post. Retrieved December 30, 2021, from https://www.washingtonpost.com/sports/olympics/aly-raisman-conditions-at-karolyi-ranch-made-athletes-vulnerable-to-nassar/2018/03/14/6d2dae56-26eb-11e8-874b-d517e912f125_story.html

Jowett, S., & Cockerill, I. M. (2003). Olympic medallists’ perspectives of the athlete-coach relationship. Psychology of Sport and Exercise, 4(4), 313–331. https://doi.org/10.1016/S1469-0292(02)00011-0

Kerr, G., Jewett, R., Macpherson, E., & Stirling, A. (2016). Student-athletes’ experiences of bullying on intercollegiate teams. Journal for the Study of Sports and Athletes in Education, 10(2), 132-149. DOI: 10.1080/19357397.2016.1218648

Kerr, G., Willson, E., & Stirling, A. (2019). Prevalence of maltreatment among current and former national team athletes. University of Toronto. 1–51. https://athletescan.com/sites/default/files/images/prevalence_of_maltreatment_reporteng.pdf

Kirby, S., & Greaves, L. (1996, July). Foul play: Sexual harassment and abuse in sport. Paper presented at the Pre-Olympic Scientific Congress, Dallas, TX.

Levenson, E. (2018, January 24). Larry Nassar sentenced to up to 175 years in prison for decades of sexual abuse. CNN. Retrieved December 28, 2021, from https://www.cnn.com/2018/01/24/us/larry-nassar-sentencing/index.html

Longman, J., & Brassil, G. R. (2021, March 9). Complaints of emotional abuse roil synchronized swimming. The New York Times. Retrieved December 28, 2021, from https://www.nytimes.com/2021/03/09/sports/olympics/synchronized-swimmers-abuse.html

Madger, J. (2017, March 14). McGill basketball teams in spotlight for brutal hazing allegation. Montreal Gazette. Retrieved December 30, 2021, from https://montrealgazette.com/news/local-news/mcgill-basketball-teams-in-spotlight-for-brutal-hazing-allegation

Muchnick, I. (2021, April 25). Dead in the water: The tragic human cost of swimming’s abuse scandals. Salon. Retrieved December 28, 2021, from https://www.salon.com/2021/04/25/dead-in-the-water-the-tragic-human-cost-of-swimmings-abuse-scandals/

Neely, K. C., & Holt, N. L. (2014). Parents’ perspectives on the benefits of sport participation for young children. The Sport Psychologist28(3), 255-268.

Parent, S., & Vaillancourt-Morel, M. P. (2020). Magnitude and risk factors for interpersonal violence experienced by Canadian teenagers in the sport context. Journal of Sport and Social Issues. https://doi.org/10.1177/0193723520973571

Pence, E., & Paymar, M. (1986). Power and control: Tactics of men who batter. Duluth, MN: Minnesota Program Development.

Perry, B., Mann, D., Corel, A., & Ludy-Dobson, C. (2002). Child physical abuse. In D. Levinson (Ed.), Encyclopedia of Crime and Punishment (pp. 197–202). Thousand Oaks, CA: Sage Publications.

Respect in Sport. (n.d.). Retrieved December 30, 2021, from https://www.respectgroupinc.com/respect-in-sport/

Ritchie, I., & Jackson, G. (2014). Politics and ‘shock’: reactionary anti-doping policy objectives in Canadian and international sport. International Journal of Sport Policy and Politics, 6(2), 195-212. DOI: 10.1080/19406940.2013.773358

Russo, N. F., & Pirlott, A. (2006). Gender-based violence: concepts, methods, and findings. In F. L. Denmark, H. H. Krauss, E. Halpern, & J. A. Sechzer (Eds.), Annals of the New York academy of sciences: Vol. 1087. Violence and exploitation against women and girls (p. 178–205). Blackwell Publishing.

Ryan, G. D., & Lane, S. L. (1997). Integrating theory and method. In G. D. Ryan & S. L. Lane (Eds.), Juvenile sexual offending: Causes, consequences, and correction (pp. 267–321). Jossey-Bass/Wiley.

Safe Sport eReader. (2021, December 14). Erin Willson: The definition of safe sport [Video]. Youtube. https://www.youtube.com/watch?v=4MWwmMdEEhU

Safe Sport eReader. (2021, December 21). Allison Forsyth: What is complicity? [Video]. Youtube. https://www.youtube.com/watch?v=0B3qBqVV3aU

Safe Sport eReader. (2021, December 23). Erin Willson: Body image and belittling athletes [Video]. Youtube. https://www.youtube.com/watch?v=lEX_CXVOxWs

Safe Sport eReader. (2021a, December 6). Camille Berube: An athlete’s perspective on safe sport [Video]. Youtube. https://www.youtube.com/watch?v=OOr2n6ShqBI

Safe Sport eReader. (2021b, December 6). Danielle Lappage: Attending the AthletesCAN safe sport summit [Video]. Youtube. https://www.youtube.com/watch?v=HOiB7OUHtuQ

Safe Sport eReader. (2021c, December 6). Neville Wright: An athlete’s perspective on racial discrimination in sport [ Video]. Youtube. https://www.youtube.com/watch?v=jUOjLxwPgc8

Safe Sport Training. (n.d.). Retrieved December 30, 2021, from https://safesport.coach.ca/

SIRC. (n.d.). Policies & procedures. Retrieved December 30, 2021, from https://sirc.ca/safesport/policies-practices/

Stirling, A. (2009). Definition and constituents of maltreatment in sport: Establishing a conceptual framework for research practitioners. British Journal of Sports Medicine, 43(14), 1091–1099. https://doi.org/10.1136/bjsm.2008.051433

Stirling, A. E., & Kerr, G. A. (2008). Defining and categorizing emotional abuse in sport. European Journal of Sport Science, 8(4), 173–181. https://doi.org/10.1080/17461390802086281

Vertommen, T., Schipper-van Veldhoven, N., Wouters, K., Kampen, J. K., Brackenridge, C. H., Rhind, D. J. ., Neels, K., & Van Den Eede, F. (2016). Interpersonal violence against children in sport in the Netherlands and Belgium. Child Abuse & Neglect, 51, 223–236. https://doi.org/10.1016/j.chiabu.2015.10.006

Waldron, J. J., Lynn, Q., & Krane, V. (2011). Duct tape, icy hot & paddles: Narratives of initiation onto US male sport teams. Sport, Education and Society16(1), 111-125.

Willson, E., Kerr, G., Stirling, A., & Buono, S. (2021). Prevalence of maltreatment among Canadian National Team athletes. Journal of Interpersonal Violence, 1–23. https://doi.org/10.1177/08862605211045096

World Health Organization. (2020, June 8). Child maltreatment. Retrieved December 28, 2021, from https://www.who.int/news-room/fact-sheets/detail/child-maltreatment

Part 3: History, Governance and Human Rights Perspectives about Safe Sport

III

Photo by Colleen Patterson.

When it comes to the safe sport movement, implementing change requires a solid understanding of where we currently stand and how we got to be here. At the same time, it is crucial to reposition the conversation with an intersectional focus on athletes as individuals operating in multiple systems of power. Part 3 of this reader covers important conversations around the history of safe and inclusive sport, the changes that have taken place in sport governance, and the need for sport organizations to embrace cultures of equity and inclusion. 

In Chapter 3, Bruce Kidd, PhD, from the Faculty of Kinesiology and Physical Education at University of Toronto writes about the long struggle towards safe sport in Canada. In Chapter 4, Peter Donnelly, PhD, who is from the same department at University of Toronto discusses the recent challenges posed to the autonomy of sport organizations. Finally, in Chapter 5, a human rights perspective is offered by Leela Madhava Rau and Talia Ritondo of Brock University. These topics are crucial for understanding the broader context of safe sport and how it can be achieved. 

The Long Struggle for Safe Sport in Canada

3

Bruce Kidd

Themes

Sport is a contested terrain.
People have always struggled to make sports safer and more inclusive, despite resistance.
The current Canadian campaign for safe sport must be understood in its historical context.
Students, teachers, athletes, and coaches must continue to push for reforms.

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Understand the complex, contested history of modern sports—that sports are not socially neutral but have been constructed to advantage some and disadvantage others;
LO2 Understand the contingent nature of the historical process—that campaigns to make them safe and more inclusive can succeed but they also can be defeated or rolled back; and
LO3 Understand the current state of the campaign for safe sport in Canada and what needs to be done to ensure its effectiveness.

Overview

The current campaign for “safe sport” is an expression of a long history of efforts to make societies and sports safer and more inclusive. In their origins in the early modern period, modern sports were violent, rough, and unruly, with success more often the result of brute strength than skill, and participation limited for the most part to European upper-class males and a few male “professionals” from the working classes. Since then, a succession of leaders, participants, and public bodies have sought to reduce or eliminate violence from sports, introduce rules to enhance the fairness of competition and encourage the values of self-restraint and “fair play,” while those excluded from sports, particularly women, the working classes, Indigenous peoples, Black people, persons with disabilities and other marginalized people have fought for opportunities and fair treatment. In 20th century Canada, such efforts included the campaigns against hockey violence, racial discrimination and doping, and for free public recreation, gender equity, and universal accessibility.

This chapter will briefly set out this long, tumultuous history, arguing that while the overall trend has been towards safer, more inclusive sports, there is no guarantee that particular campaigns will succeed. On the contrary, many efforts have been blocked or defeated by those who benefitted from the unsafe and exclusionary status quo, and even successful efforts can and have been rolled back. In Canada, strong policies to prevent and address gender-based violence (GBV) were first proposed in the early 1990s. While Sport Canada required National Sports Organizations (NSOs) in 1996 to take steps to eliminate GBV, in 2016 Donnelly, Kerr, Heron, and DiCarlo found that few NSOs had met that requirement and that Sport Canada had failed to monitor compliance.Donnelly et al., 2016. The chapter will conclude with recommendations for ensuring that the current new initiatives for safe and inclusive sport are sustained.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=125#h5p-4

Sport is a contested terrain. We compete on the playing field and contend for opportunity and meaning. While we are engrossed in the challenges and emotions of a race or a game, it seems like the world and its complications are far away. To enjoy any game, we certainly want it to stay that way. But as students of sport, society, and public policy, we need to understand that the sports we play and how we experience them are inextricably bound up with the same enabling and constraining social structures within which we live. Gruneau (1983) captured this relationship best in his “paradox of play”:

“While one of the purposes of rules is to separate play from reality, the very act of rule construction has the effect of embedding play deeply in the prevailing logic of social relations and thereby diminishing its autonomy. For this reason, the study of play is haunted by a fundamental paradox. Play gives the impression of being an independent and spontaneous aspect of human action or agency and at the same time a dependent and regulated aspect of it.”Gruneau, 1983, pp. 20-21

That realization is the starting point for this chapter. I will make three extended historical points: (1) modern sports bear the stamp of ongoing debates and struggles about what constitutes safe sport; (2) those struggles for safer sport have always been intertwined with struggles for access and inclusion by those who have been excluded; (3) while “the arc of the moral universe bends towards justice”, as the US civil rights leader Martin Luther King argued in many of his speeches,King was paraphrasing the 19th century American Christian reformer, Theodore Parker; see Susan Manker-Seale, ‘The Moral Arc of the Universe: Bending Toward Justice’, 15 January 2006, https://web.archive.org/web/20070811220256/http://www.uucnwt.org/sermons/TheMoralArcOfTheUniverse%201-15-06.html.  there is no guarantee that every episode of those struggles results in progressive change. History is contingent, and even very good campaigns have been defeated and victories reversed. From these three points, I will consider the current Canadian struggle for safe sport and draw the lessons for vigilance, study, and activism.

The Origins of Modern Sports

""
Photo by ChabotPhoto on PixaBay.

The origins of modern sports can be traced to the early 19th century in the rapidly industrializing societies of Europe and North America. In England, the boys and men of upper-class schools, universities, and clubs gradually transformed the rough and unruly games of the early modern period into what we recognize today. In an earlier time, every community had its own way of playing and games could go on all day. It mattered little because most people never travelled more than 25 kms from their birthplace and life followed the rhythms of agriculture and the seasons. But as the railway and telegraph shrunk distances and inter-town competition became possible, the factory clock drastically reduced leisure and urbanization eliminated open space, organizers gradually agreed upon or imposed standardized rules and equipment, fixed limits to the playing area, the number of players and the duration of games, established a clear distinction between players and spectators, and encouraged an ethic of fair play.Dunning & Sheard, 2005; Guttmann, 1978.

In North America, men who once played bat and ball games under local rules negotiated, embraced, or were forced to accept regional rules. By mid-century, the best known were the New York rules, the Massachusetts rules, the Western rules, and the Canadian rules. By the 1870s, the New York rules pushed out those other ways of playing and by the turn of the 20th century, simply became “baseball”. The same process occurred in the traditional games that became hockey, lacrosse and football.Gruneau & Whitson, 1983. At the same time, physical educators invented completely new sports like basketball and volleyball. So widespread is the acceptance of standard rules today that communities vie for the right to be declared the “home” of sports like hockey, failing to realize that evidence of such play in the early modern era does not constitute origins—simply that people played something similar. The new sports soon spread around the world by trade, imperialism, Christianity, and elite emulation.Mangan, 1998. These processes continue to this day.

The Struggle for Safe Sport

Self-Reflection

  1. Reflect on the extent to which you take responsibility for the safety and accessibility of your sport. How do you advocate or model safe sport on your team?
  2. Reflect upon the demography of participation and leadership in your sport and compare it to the demography (gender, ethnicity, religion, disability, etc.) of your city/region as a whole. Would you say your sport is inclusive? Why or why not?

For our purposes, concern and contention about safe rules and conditions have always been integral to the making of sports. Early modern sports were extremely violent, with few restrictions upon fighting and other tactics. There were no limits to the size or weight of players and success was more often the result of brute strength than skill. Players could and were seriously hurt. In boxing, what was known as prize fighting, men fought “bare knuckle”, and although there were rounds (measured by knockdowns), participants fought until one competitor could no longer stand. Gradually, rules were introduced to curb violence and referees to enforce them. Gloves (in boxing and baseball), weight categories and round limits in the combative sports were introduced to reduce injury. Skill rather than the size of players became more valued. But none of these changes occurred without long debates among players, organizers, and the growing sports media, often in response to death and serious injury.

The German British sociologist Norbert Elias (1971, 1978) argues that these changes in sport were part of a larger transformation he called “the civilizing process”. As urban densities increased, medical science advanced and the working class and women pressed for better opportunities, Western societies became more socially conscious. States began to provide clean water, control sewage, and regulate food products. They introduced universal public education to inculcate a culture of respect and self-restraint and sought to reduce interpersonal violence. Duels were outlawed and police forces were created to ensure public order.

In this context, every generation of Canadian sport has experienced the pressure to make sport safer. Some changes, such as new equipment and practices that reduce the risk of injury—think protective gear and water stations at fun runs—have provoked little controversy, but other proposed changes have touched off bitter debate. The federal government once made prize fighting illegal, but organizers defied the law and held matches clandestinely. Although boxing was subsequently allowed under strict provincial regulation, such is the risk of lifelong brain injury, that medical associations continue to call for its abolition.Kidd, Corner & Stewart, 1983; Kidd, 1995. Hockey, too, has long been a site of struggle over safety, as players, parents, and the public decry the seeming indifference of the sport’s rule makers and coaches to fighting and other injurious tactics.

We can place the current effort to realize “safe sports” in that trajectory. Recent campaigns against “win at all costs”, doping and for “fair play” are also part of this story. Recent examples include the campaigns to prevent concussions in Canadian football (e.g. “Grey Cup haunted by brain injury but doesn’t need to be”) to combat doping around the world (e.g. “‘Nigerian sprinter Okagbare faced 3 charges in doping case”), and to require athletes to double vaccinate against COVID-19 in the Olympics (e.g. “Olympics and Paralympic Winter Games Beijing 2022 – Update on Spectators, Vaccination, and COVID-19 Countermeasures”). Several of the research and project questions invite you to explore these efforts in sports with which you are familiar.

Video 3.1 Bruce Kidd: Sport and the Struggle for Inclusion

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=125#oembed-4

The Struggle for Inclusion 

Case Study:
Inclusivity in Sport

""
Photo by Joseph Two on Unsplash.

Paralympics Classification
The International Paralympic Committee (IPC) Classification was created to allow non-able-bodied athletes to participate in sport, creating more subgroups with fair and balanced domains of competition. Classification determines which athletes are eligible to compete and how athletes are grouped for competition.

FIBA 
In May 2017, the International Basketball Federation (FIBA) voted to allow female players to wear hijabs and male players to wear turbans and yarmulkes following a ban initially imposed for safety reasons. American-Muslim basketball player Indira Kajlo helped campaign to have FIBA loosen its restrictions on headgear, spearheading an online petition that drew around 70,000 signatures, working with women in India, Turkey, Sweden and the UK.

A closely related struggle is for access and inclusion. Modern sports were developed by men for able-bodied boys and men in male-only institutions. It was not that they forgot about girls and women, sexual minorities, persons with disabilities, the working classes, Indigenous Peoples, and other non-Europeans; the first organizers deliberately excluded them as a way of strengthening upper-class, European masculinity. But such were the joys and benefits of sports, that those excluded soon sought to play themselves, crashing the established sports bodies’ competitions, creating their own competitions and organizations (think Workers’ Olympiads and Women’s Olympics) and pushing governments to create public opportunities for their children in schools and playgrounds, while many of those who already enjoyed sports pushed back.Kidd, 1996. For me, this is the most fascinating thread of Canadian and international sports history, and it continues to this day.

The struggle for inclusion directly affects the struggle for safe sports, because as different people took up sports, they demanded that some rules and conditions be altered to make them easier and safer to play. These ideas, too, were frequently contested, as the century-long debates about distinct rules for women’s sports and events illustrate.

The Contingency of Reform

As the ongoing debates in boxing, hockey and women’s sports demonstrate, not everyone agrees that reform is desirable. Some players and coaches resist because change might alter the skills required, even their very understanding of and love for the game. In hockey, traditionalists have long argued that hockey should teach boys and men the courage to stand up and fight, and therefore oppose any proposal to eliminate fighting from the game. During the 1970s, independent task forces in virtually every province in Canadae.g Downey, 1973; McMurtry, 1974. recommended the elimination of fighting from hockey, yet very few associations agreed. The current effort to reduce concussions from hits to the head in hockey faces similar opposition.

Many progressive campaigns have met a similar fate. In the 1920s and 1970s, educators sought to eliminate abusive coaching, only to be told that toughening athletes was needed to make them successful. The advances of first-wave feminism in sports after WW1 were obliterated in the patriarchal post-WW2 reconstruction so that the 1960s generation of women leaders had to learn to organize all over again. In recent years, while there has been a welcome growth in legislation designed to bring about safer sports, e.g. Quebec’s Act Respecting Safety in Sports (2021) and Rowan’s Law (Ontario 2018) in Ontario, and university and foundation programs devoted to sport safety research (e.g. Concussion Research Clinic at the University of Toronto, Think First Foundation), there continues to be resistance.

Campaigns for access and inclusion have often faced resistance, as those who have already enjoyed sports seek to preserve them for themselves.

In both of these struggles, there have been cycles of public concern, government consultation and policy response, sport sector resistance and government failure to follow up, monitor and enforce compliance. In the early 1990s, following Ben Johnson’s shocking disqualification for steroids from the 1988 Olympics in Seoul and the anguishing nationally televised hearings that heard other Canadian athletes admit to doping, chief justice Charles Dubin concluded that the intense pressure upon athletes and coaches to win was a major contributor. He recommended a more “athlete-centered” approach and more representative sports bodies. Yet within a few years, the idea of “athlete-centered sport” was reduced to rhetoric and the newly established, much more representative Canadian Sport Council discontinued in the renewed push to the podium. Widespread concern over gender-based violence in Canadian sport led Sport Canada to require National Sports Organizations (NSOs) to create preventive policies with independent harassment officers. Yet in 2018, Donnelly and Kerr found that few NSOs had developed the requisite policies, only one had an independent investigative officer, and Sport Canada had failed to monitor compliance.Kerr, Kidd & Donnelly, 2020.

Video 3.2 Bruce Kidd: The Fight for Gender Equity in Canadian Sport

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=125#oembed-5

Applying the Lessons of History

In 2018, federal Minister of Science and Sport, Kirsty Duncan, rejected calls to create a completely independent mechanism to address gender-based violence in sport and chose instead to renew and strengthen the failed 1996 policy. But further revelations of athlete abuse, intensified athlete activism, and the recommendations of several task forces and the 2019 meeting of the federal, provincial, and territorial sports ministers led her, her successor as sports minister, Steven Guilbeault, and Sport Canada to initiate a more rigorous approach. A new Universal Code of Conduct to address Maltreatment in Sport at the national level (Canadian Safe Sport Program, Sport Information Resource Centre, n.d.) has been promulgated and the Sport Dispute Resolution Centre of Canada (SDRCC) engaged to create a new independent mechanism to implement the Code.Canadian Heritage, 2021. The Code not only addresses gender-based violence but other forms of mistreatment, including bullying and neglect.

In the News:
Inequalities and the Pandemic

Jumpstart State of Sport Report,” by Respect Group Inc, March 2021.

 

""
Photo by United Way of Greater St. Louis on Flickr.

Inequalities related to accessibility and sport worsened during COVID-19. Those who have already been disproportionately inactive – girls and women, the poor, BIPOC, and persons with disabilities – have suffered the most.

While the media have reported on every challenge and pivot faced by their business partners in corporate sports, they have been largely silent about the impact upon school and community sports. In those sectors, closed facilities, plummeting revenues, staff layoffs, and social distancing requirements have sharply reduced, even eliminated physical education and co-curricular sport and many forms of adult fitness.

In March 2021, the Jump Start Canadian Tire Foundation (2021) found that three in ten Canadian sports organizations were temporarily or indefinitely closed, six in ten were struggling to provide modified programming, and one-third were bankrupt. 69% of surveyed parents said that their children were already showing signs of being less physically fit because of the pandemic. In July, a MLSE Foundation (2021) study of Toronto youth found that alongside a slight increase in participation in individual activities like running, strength training or conditioning, there were large declines in team and facility-based sports such as soccer, basketball, hockey, swimming, and baseball.

These are extremely encouraging steps forward. Very few other national efforts have defined the abuse of athletes so comprehensively. The SDRCC has a well-deserved reputation for timely, athlete-sensitive, and independent adjudications.

Yet given the long history of resistance to athlete-centered policies and the deep belief that harsh methods are sometimes necessary to get athletes to the podium, the athletes, researchers, and activists who have fought for safe sport must continue to press for significant change in the culture of sports, the widespread dissemination of the expectations of the Code and its effective implementation. How can athletes, equity advocates and members of the public hold the sports bodies accountable for their use of the UCCMS and the new independent mechanism and their efforts to change their culture? How can they hold Sport Canada accountable for its oversight of publicly funded high-performance sports?

Given that many sports bodies claim the “autonomy of sports”, despite their extensive public funding and immersion in the prevailing logics of society, it will be important for advocates to hold them up to their social responsibilities. Essential to this task will be independent monitoring and evaluation. This is a task to which researchers and students should give special attention.

Given that the UCCMS and the SDRCC only cover national programs, further efforts will be needed to bring the provinces and territories into the new regime.

Finally, the campaign for safe sport cannot lose sight of related efforts to improve the access and inclusion of sports. There can’t be much to cheer about if sports become safer yet are only available to a few. Yet, Canadian sport is largely a white, middle-and upper-class practice, where “pay for play” requirements exclude the poor.

The fight for safe and more equitable sport is far from over.

 

 

""
Photo by Nicolas Hoizey on Unsplash.

 

 

Video 3.3 Bruce Kidd: The Long Struggle for Safe Sport

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=125#oembed-6

 

Further Research

One area for future research is the exploration of implicit cultural biases (e.g. racism, toxic masculinity, homophobia) in sport through the lens of intersectionality. As Cooper and colleagues (2020) note “inequities, inequalities, and discrimination” are barriers to developing an inclusive, welcoming sports environment. 

Key Terms

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=125#h5p-5

Suggested Assignments

    1. Reflection on the safety and accessibility for Canadian sports: Choose a sport and answer the following questions in relation to that chosen sport:
        1. How would you characterize its safety and accessibility for Canadians?
        2. What accounts for the assessment you have made?
        3. Can you suggest improvements?
        4. What’s standing in the way?
        5. What would be needed to realize those improvements?
    2. Athletes’ Rights: Write an assessment of athletes’ rights in a sport of your choice. To what extent are athletes involved in major decision-making?

  Sources

Canadian Heritage. (2021, July 6). Minister Guilbeault announces new independent safe sport mechanism. Government of Canada. Retrieved October 27, 2021, from https://www.canada.ca/en/canadian-heritage/news/2021/07/minister-guilbeault-announces-new-independent-safe-sport-mechanism.html

Canadian Safe Sport Program. Sport Information Resource Centre: Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS), (5)1, 1-16. Retrieved October 27, 2021, from https://sirc.ca/wp-content/uploads/2020/01/UCCMS-v5.1-FINAL-Eng.pdf

Canadian Tire Jumpstart Foundation. (2021, March). Jumpstart state of sport report. Retrieved October 27, 2021, from https://static1.squarespace.com/static/59a5b44ed7bdce6f285fe67b/t/6074a8bfbba2f62bb780a882/1618258129681/Jumpstart_State_of_Sport_Report_March_2021.pdf

Connolly, J. & Noseworthy, M. (2017, November 22). Grey Cup haunted by brain injury risk – but doesn’t have to be. The Conversation. Retrieved October 27, 2021, from https://theconversation.com/grey-cup-haunted-by-brain-injury-risk-but-doesnt-have-to-be-87986

Donnelly, P., Kerr, G., Heron, A., & DiCarlo, D. (2016). Protecting youth in sport: An examination of harassment policies. International Journal of Sport Policy and Politics, 8(1), 33–50. https://doi.org/10.1080/19406940.2014.958180

Downey, L. W. (1973). Report of an inquiry into the rights of individuals in amateur sport (hockey). Edmonton: Alberta Branch of Cultural Development.

Dunning, E. & Sheard, K. (2005). Barbarians, gentlemen and players: A sociological study of the development of rugby football. New York: Routledge.

Elias, N. (1978). The civilizing process. New York: Urizen Books.

Elias, N. (2017). The genesis of sport as a sociological problem. In E. Dunning (Ed.), Sport: Readings from a Sociological Perspective (pp. 88-115). Toronto: University of Toronto Press. https://doi.org/10.3138/9781442654044-012

Gruneau, R. S. (1983). Class, sports and social development. Amherst: University of Massachusetts Press.

Gruneau, R. S. & Whitson, D. (1983). Hockey night in Canada: Sport, identities and cultural politics. Toronto: Garamond.

Guttmann, A. (1978). From ritual to record: The nature of modern sports. New York: Columbia University Press.

Kerr, G., Kidd, B., & Donnelly, P. (2020). One step forward, two steps back: The struggle for child protection in Canadian sport. Social Sciences, 9(5), 68–. https://doi.org/10.3390/socsci9050068

Kidd, B. (1995). Capturing the state for amateur sport: The Ontario athletic commission 1920-1947. In K.B. Wamsley (Ed.), Method and methodology in sport and cultural history (pp. 203-234). Brown & Benchmark.

Kidd, B. (1996). The struggle for Canadian sport. Toronto: University of Toronto Press.

Kidd, B., Corner, F. & Stewart, B. (1983). For amateur boxing: The report of the Ontario amateur boxing review committee. Ministry of Tourism and Recreation.

Legislative Assembly of Ontario. (2018). An act to enact Rowan’s Law (concussion safety), 2018 and to amend the Education Act. https://www.ola.org/sites/default/files/node-files/bill/document/pdf/2018/2018-03/bill—text-41-2-en-b193ra_e.pdf

Mangan, A. J. (1998). The games ethic and imperialism: Aspects of the diffusion of an ideal. London: Cass.

Manker-Seale, S. (2006). The moral arc of the universe: Bending toward justice. Retrieved October 27, 2021, from https://web.archive.org/web/20070811220256/http://www.uucnwt.org/sermons/TheMoralArcOfTheUniverse%201-15-06.html

McMurtry, W. R. (1974). Investigation and inquiry into violence in amateur hockey. Ministry of Community and Social Services.

MLSE Foundation. (2021, July). Change the game research: A study focused on sport access, engagement, and equity factors in the wake of the pandemic. https://assets.website-files.com/5eb9ca182f6df037590c28ea/60f5a049b617f857b0d14be4_Change%20The%20Game%20Research_FINAL.pdf

Quebec Publications. (2021, August 1). An act respecting safety in sports. http://legisquebec.gouv.qc.ca/en/pdf/cs/S-3.1.pdf

Safe Sport eReader. (2021, December 2). Bruce Kidd: Sport and the struggle for inclusion [Video]. Youtube. https://www.youtube.com/watch?v=r3ffdqE3WaQ

Safe Sport eReader. (2021a, December 31). Bruce Kidd: The long struggle for safe sport [Video]. Youtube. https://www.youtube.com/watch?v=AN33mJM2YpI

Safe Sport eReader. (2021b, December 31). Bruce Kidd: The fight for gender equity in Canadian sport [Video]. Youtube. https://www.youtube.com/watch?v=8XatWbjw1Oc

The Associated Press. (2021, October 7). Nigerian sprinter Okagbare facing 3 charges in doping case. The Toronto Star. Retrieved October 27, 2021, from https://www.thestar.com/sports/2021/10/07/nigerian-sprinter-okagbare-facing-3-charges-in-doping-case.html

True Sport pur. (2018, July 16). Succeed clean program[Video]. YouTube. https://www.youtube.com/watch?v=eKGBjoFHFiE

Autonomy, Governance and Safe Sport

4

Peter Donnelly

Themes

Autonomy of Sport
Sport Governance
Safe Sport

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Understand the benefits, and also the problems associated with the autonomy of sport;
L02 Be better able to determine the organizational context under which abuse may occur, or may be prevented;
L03 Raise questions about sport governance in a sport organization, determine whether it is responsible, accountable and transparent; and
L04 Question whether athletes in an organization have a say in decisions that affect them, and if not, how the organization may be changed to genuinely include athletes in decision making.

Overview

It is usual to think of athlete abuse in terms of the individuals involved – the “abuser” and the “victim”. This chapter takes a larger view of the system in which athlete abuse occurs, the culture of abuse that is often seen in sport, especially high-performance sport; and the structure and organization (“governance”) of sports. The sport system may turn a blind eye to abuse, and it may cover up abuses, but it is also the system that could prevent abuses.

This chapter critiques the dominant “prolympic” sport systemDonnelly, 1996 the convergence of professional and Olympic sports both nationally and internationally, because it is widely recognized by researchers, the United Nations (UN), and non-government organizations (NGOs) such as Human Rights Watch, Transparency International and the Centre for Sport and Human Rights (CSHR) as a system that harbours abuse.Erin Willson provides strong evidence of the prevalence of athlete maltreatment in Canadian sport (see Chapter 2); and there have been well-publicized examples of sexual abuse in Canadian boys' hockey, English boys' soccer, girls' gymnastics and swimming in the US, and women's soccer in countries such as Afghanistan and Haiti This does not mean that there are no exceptions – some sport clubs, organizations, and federations are run well, and are not subject to the critiques made here. Nor does it mean that the system cannot be changed. The chapter concludes with an indication of some changes that are being made.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=137#h5p-6

Autonomy of Sport

Who makes the rules? How are they enforced?

In 2011, Belgian scholar Hans Bruyninckx pointed out that “Sports… take place in a sort of separate [autonomous] sphere, detached from normal rules and regulations in society”.Bruyninckx, 2011 Autonomy refers to “the ability of a sports body, without undue external influence, to establish, amend and interpret sporting rules, to select sporting leaders and governance styles and to secure and use public funding without disproportionate obligations; this autonomy is commonly justified as an important tool through which the values inherent to sport can be safeguarded from political, legal, and in the modern era, commercial influences”.Chappelet, 2010; Parrish, n.d.

We can see this, for example, in the levels of violence that are permissible in some sports but not in the larger society. Autonomy gives those sports the right to attempt to regulate the level of violence, and to determine penalties for those who exceed a permitted level. Sport organizations also claim the right to regulate athlete abuse and to determine penalties, although the degree of conflicts of interest in such proceedings has become increasingly evident.

""
Photo by Mike_fleming on Flickr.

This autonomy came about because governments and legal systems did not wish to take on the burden of organizing and policing sport. Sport organizations assured governments and legal systems that they could organize and police themselves. However, the number of cases of violence and athlete abuse that end up in law courts raises questions about those assurances.

There are many autonomous (self-governing) organizations and institutions in societies, including universities and all of the professions. Professional standards and codes of practice are maintained by “Colleges” of, for example, teachers, lawyers, accountants, and health and medical professions which, in Canada, are organized on a provincial level. Colleges govern professionals and organizations in the public interest by ensuring that people are served by those who meet high standards of learning, competence and professional conduct, and by disciplining those who fail to meet the standards.

Sport has a very different, unregulated type of autonomy. There is no “College of Coaches” and, for the most part, each sport organization has a responsibility for governing and disciplining itself. There is no overall standard of learning, code of practice or code of conduct. Of course, autonomy has limits. Complete autonomy is not possible, although sport has attempted to make it so. For example, the European Union offers sports bodies a degree of supervised autonomy. They can exercise their autonomy as long as “they are respectful of European law and demonstrate a clear commitment to transparency, democracy, and the protection of the values of sport”.Geeraert & Bruyninckx, 2014, p. 11 However, if sport organizations had successfully practiced this form of responsible autonomy (where organizations responsibly practice good governance ­­– transparency, accountability and democratic decision making), a supervised autonomy (where the autonomy of sport is monitored by, in this case, the European Union) would not be necessary.

Headlines for the past 40 years or more have shown that sport organizations have been remarkably effective at increasing standards of athletic performance, and at organizing themselves in ways that appeal to corporate sponsors, mass media organizations and fans. At the same time, sport organizations have been remarkably incompetent at governing and disciplining themselves. While cover-ups exist at every level of sport, here are a few examples of this troubling behaviour:

Figure 4.1 Examples of “Troubling” Sport Organization Governance and Practices

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=137#h5p-7

[Image description]

In 2000, British journalist and activist Sunder Katwala wrote, “It is difficult to think of anything that is so badly governed as international sport.”Katwala, 2000, p. 90 He wrote this as part of his scathing review of the global sporting industry, from bidding scandals during the Olympic Games to doping charges in the Tour de France (an annual multiple-stage men’s cycling road race).

Following the corruption scandals associated with Salt Lake City’s bid for the 2002 Winter Olympics, researchers and investigative journalists began to pay increasing attention to governance in sport organizations. Their investigations frequently confirmed Katwala’s (2000) claim about the poor level of governance. Play the Game (PtG), a Danish-based sport advocacy organization, developed the Cologne Consensus (2011), one of the first steps toward a global code for good governance in sport. PtG followed by establishing a unit on Action for Good Governance in SportAGGIS, 2012 which, in turn, developed the Sport Governance Observer— a measurement tool to determine whether sport organizations were governed in ways that were transparent, accountable, and followed democratic principles.

 

Case Study:
Play the Game

The Play the Game logo

Play the Game is an initiative supported by the Danish Institute of Sport Studies, an independent research centre set up by the Danish Ministry of Culture in 2004.

Check out their website to learn more about Play the Game (PtG) including its mission, vision and values, and activities with the Council of Europe, UNESCO, and the European Union (EU).

Rigorous reports are also generated by the centre – here are some to review:

Watch an interview about Play the Game with Dr. Arnout Geeraert.

Video 4.1 National Sports Governance Observer: Play the Game

Video provided by Play the Game. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=137#oembed-3

Governance and Challenges to Autonomy

Finally, autonomy is under threat! So, what happens next?

As students of sport management are well aware, governance of national and international sport organizations has changed dramatically in the last 50 years. The former system of amateur sport became politicized during the Cold War, leading countries into a “sporting arms race” based on winning Olympic Games and World Championship medals (see Chapter 2 where political forces influencing the origin of modern sport and the struggle for safe sport are addressed).Chataway & Goodhart, 1968; Donnelly, 2009 The growth of sponsorship and global media communications helped to commercialize this politicized sport into what we see now as a global “sportainment” industry. Governance shifted from the kitchen tables of amateur sport to a more professionalized model, with sport receiving both government and sponsor funding in many countries. However, despite accepting public (government) funding, sport organizations continued to assert their autonomy.

Just as funding from sponsors has conditions attached, public funding is usually distributed with the public interest in mind. The policies introduced by Sport Canada, which is the government agency that distributes funding to Canadian national sport organizations (NSOs), should have had the effect of regulating the autonomy of sport. These Sport Canada policies obliged NSOs to:

Unfortunately, these policies did not have much effect on sport organization autonomy in Canada. Initially, only the failure to introduce a harassment and abuse policy carried with it a threat of having funding withdrawn. Subsequently, with the introduction of the Sport Funding and Accountability Framework (SFAF), NSO funding became contingent on implementing the various policies.Accountability is one of the key components of good governance -- in this case accounting for the sources of all funding, how it has been spent, and why it has been spent.

SFAF involved an annual check-list for Canadian NSOs to assure Sport Canada they were in compliance with the policies. However, in a failure of accountability, Sport Canada never completely monitored the NSOs. Whether this was because of a lack of capacity and resources at Sport Canada, or an unwillingness to challenge the organizational autonomy of sport, Sport Canada acquiesced in their autonomy and, as far as we know, funding was never withheld. For example, in the case of safe sport (the harassment and abuse policy), Donnelly et al., (2016) showed that many NSOs ignored, or only partially implemented the policy.

Counterpoint:
Alternatives to Supervised Autonomy

 

""
Photo by Guillaume Périgois on Unsplash.

The European Union offers sports bodies a degree of “supervised autonomy” – “…they can exercise their autonomy as long as they are respectful of European law and demonstrate a clear commitment to transparency, democracy and protection of the values of sport”.Geeraert & Bruyninckx, 2014, p. 11

The International Olympic Committee suggests an alternative position; namely, that sport organizations should practice “responsible autonomy”; in other words that they should practice good governance without any government interference or supervision.

A third alternative might be that a government agency such as Sport Canada takes over the governance of all sport organizations, relieving them of the burdens of administration and adjudication.

The chapter argues for “supervised autonomy”, but there may be a better alternative. What do you think?

As a consequence, in 2018 then-Minister of Science and Sport, Kirsty Duncan, announced that addressing the abuse of athletes was a priority of her office, that “national sporting organizations will lose their federal funding if they don’t immediately disclose to her office any allegations of abuse or harassment that occur within their ranks” and “effective immediately, funding agreements also require sporting associations to establish an independent third party to investigate all allegations of abuse and have mandatory prevention training in place as soon as possible and no later than 1 April 2020”.CBC, 2018 The Minister may not have been well informed by her Sport Canada staff, since these were essentially the same requirements from the 1996 harassment in sport policy that neither the NSOs nor Sport Canada had been able to implement.

Canadian NSOs saw their prime directive as developing high-performance athletes, and that was affirmed by the connection between funding and success – the more medals they won, the more public funding they received. This became even more pronounced in 2005 following the introduction of additional Own the Podium funding. Ultimately, it is believed that the failure to fully realize Sport Canada policies was a result of:

  1. NSO push-back against Sport Canada and a lack of will to implement these policies; and/or
  2. A lack of capacity on the part of many NSOs to both develop high-performance athletes and to implement these policies; and/or
  3. Denial that a harassment policy was needed since, they claimed, harassment did not exist in their organization; and a reluctance to add to their tasks by implementing what they considered to be social policies such as the equity and inclusion policies.

It should be noted that a number of smaller Canadian NSOs applauded the idea of an independent mechanism, or a regulatory body with the authority to implement safe sport policies,  because they were prepared to admit their lack of capacity to manage a safe sport policy autonomously, and were aware of the increasing costs associated with legal action in cases of current and historical abuse.

Ongoing investigations of sport governance by researchers and investigative journalists, together with the International Olympic Committee’s (IOC) 2008 introduction (but not enforcement) of the Basic Universal Principles of Good Governance, and monitoring by the Sport Governance Observer have had an increasing impact on many sport organizations around the globe. The IOC now advocates for sport organizations to practice “responsible autonomy”. In other words, sport organizations retain their autonomy but should do so responsibly by practicing good governance. However, it is difficult to see how responsible autonomy will work in a sport culture where most of the rewards go to those organizations that will do whatever it takes to win.

As noted, the European Union offers sports bodies a degree of “supervised autonomy”.Geeraert & Bruyninckx, 2014, p. 11 Introducing supervised autonomy in Canada will both challenge and enhance sport governance. It will involve empowering and providing capacity to Sport Canada to monitor and enforce policies such that sport organizations practice good governance, are more democratic and transparent in their governance, and that public funding is spent accountably in the public interest.

The introduction of a new independent mechanism to investigate and adjudicate safe sport issues in Canada represents another step towards supervised autonomy. Just as there are independent agencies to regulate doping (Canadian Centre for Ethics in Sport or CCES) (see Chapter 11  for more details about the CCES and True Sport) and dispute resolution (Sport Dispute Resolution Centre of Canada or SDRCC), the SDRCC has now been contracted to establish the Office of the Sport Integrity Commissioner to administer the Independent Safe Sport Mechanism (more information about these entities in relation to legal considerations for safe sport is addressed in Part Four). With the very clear Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS)Canadian Safe Sport Program, 2020 as the guiding document now in force for all NSOs in Canada, the Safe Sport Mechanism should now begin to provide athletes with a safe place to report maltreatment without retaliation from the sport organizations or the abusers; and NSOs have much clearer guidelines to prevent abuse in their organizations.

 

In the News:
Development of a National Independent Safe Sport Mechanism

""
Photo by josh bis on Flickr.

Here’s a summary of the steps taken towards creating an independent safe sport mechanism in Canada.

  1. In an important first step, the 2019 Red Deer Declaration recognized the responsibility that the government has to protect its athletes.Canadian Intergovernmental Conference Secretariat, 2019
  2. The Canadian government followed this by committing to creating a code of conduct for sport, and the UCCMS was officially released in December, 2019.Canadian Safe Sport Program, 2020
  3. A few months later, it was decided through further analysis of the UCCMS final report that a National Independent Mechanism (NIM) was required to administer the UCCMS as an independent body. A Request for Proposals (RFP) was announced by the UCCMS leadership group in 2020, seeking a Canadian organization to establish and deliver a NIM, or in other words, to enable the delivery of services already identified, to achieve independent administration and enforcement of the UCCMS in Canada.Government of Canada, 2020b
  4. In 2021 it was announced that the SDRCC was the independent body contracted to oversee the implementation of the UCCMS, via the creation and efforts of the Office of the Sport Integrity Commissioner.Canadian Heritage, 2021

We have heard the calls from the sport community for a safe, independent and trusted space to address maltreatment in sport. It is crucial that victims feel that they can speak out, call attention to harmful behaviour and challenge the system to be better. This new independent mechanism will give them the opportunity to do so in a supported environment.The Honourable Steven Guilbeault as cited in Canadian Heritage, 2021, para. 4

What about the athletes?

In the era of politicized and commercialized sport, athletes’ voices have, for the most part, been silenced. Despite sport organizations making positive statements (rather than actions) about human rights in sport in the last few years, the position of some international sport organizations on human rights in the commercial world of modern “prolympic” sport was made very clear recently. For example, FIFA has done very little to relieve the plight of construction workers whose rights are being violated while building the facilities for the Qatar 2022 World Cup. And in a statement about sex testing women athletes (another human rights issue), World Athletics identified itself as “a private body exercising private (contractual) powers… [and] not subject to human rights instruments such as the Universal Declaration of Human Rights (UDHR) or the European Convention on Human Rights”.IAAF, 2019 The UN High Commissioner on Human Rights reported that there is no existing mechanism to assure compliance with human rights by the International Olympic Committee and International Federations. These positions all filter down to national levels, and athletes’ rights have not been given consideration in decision-making in sport.UNHCHR, 2020

Despite claims that, in Canada for example, following the Ben Johnson doping scandal at the Seoul Olympics (1988) and the subsequent Dubin inquiry (1990), sport was to be more “athlete-centred”, only token actions were taken in the 1990s. Some examples of this include appointing a single athlete to the Board of a Canadian NSO or establishing relatively powerless Athletes’ Commissions at the IOC and at National Olympic Committees. That has begun to change in recent years and athletes are beginning to become more involved in making the decisions that affect them.

Video 4.2 Peter Donnelly: Athletes Rise

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=137#oembed-4

 

In the News:
NFL Strike

The Lights Go Out on the NFL” by Hal Quinn, Macleans, October 4, 1982.

 

""
Photo by Thomas Serer on Unsplash.

In the fall of 1982, a strike shut down an NFL game in Kansas City for the first time in the league’s history. At that time there was no mechanism or governing body responsible for protecting the rights of athletes, and striking to demand higher pay was the final option. Fast forward to today, and annual salaries for NFL players have risen from an average of US$100,000 to around US$2 million.

In the lead up to a strike in 1982, the National Football League Players’ Association (NFLPA, 1981) declared, “We Are the Game”, and it has become increasingly evident that, without athletes, there would be no sport – no need for sport organizations, no political bragging rights, no profits for all of the people who take a profit from international and professional sports events.Donnelly, 2015  Athletes began to realize their potential power as investigations increasingly showed how badly sport organizations were governed, how badly many athletes were treated, and how little input athletes had into decisions that affected everything about their career as athletes.

The increasing power of athletes has been associated with the increasing recognition of the violation of human rights in sport. It has been spurred by the courageous voices of some athletes speaking out against abusers, against sex testing, against exploitation; but it has been most evident in the growth of athletes’ organizations and unions (e.g., AthletesCAN, Global Athlete). See Suggested Assignments 3 at the end of this chapter for three examples of Canadian athletes who spoke up and helped to make a difference: Ted Lindsay, Ann Peel, Allison Forsyth.

In Canada, athletes have gone from one seat on the Board to determining the postponement of the Tokyo 2020 OlympicsDonnelly, 2020 in a very short time, and AthletesCAN sponsored the prevalence study which found that, of 1,001 current and retired national team athletes, 67% of current athletes and 76% of former athletes reported experiencing at least one form of maltreatment mostly at the hands of their coaches.Kerr et al., 2019 Through AthletesCAN, athletes became a key voice in developing the UCCMS and in lobbying for the Independent Safe Sport Mechanism.

""
Photo by jesse orrico on Unsplash.

Full application of an athlete-centred policy would give athletes the right to be involved in every decision that affects them; and a truly democratic system would see coaches and sport organizations working in the service of athletes.

A Culture of Control

The unregulated autonomy of sport, the absurd and oxymoronic popularity of authoritarian coaching which takes highly motivated athletes and uses bullying and punitive coaching practices to motivate them, the failure to consider athletes’ rights, and the single-minded focus on medals, have created a culture of control in the “prolympic” sport system. When dealing with highly motivated individuals such as athletes, implementing authoritarian coaching practices speaks to, frankly, a poverty of the imagination. What we are dealing with is a systemic issue, and prevention requires more than getting rid of “a few bad apples.” Changing cultures and social structures is slow, and it is difficult. But perhaps we are seeing the first steps in changing the culture and structure of sport with challenges to the autonomy of sport, and with the active measures being taken to address safe sport.

 

Self-Reflection

  1. Apply the Sports Governance Observer tool to your own sport organization (including university athletics departments). How transparent, democratic and accountable is your organization? Do athletes have a voice in running the organization, and are their concerns heard? How “safe” is your organization, and what procedures are in place if an athlete is concerned the s/he or another athlete may be suffering from maltreatment (as defined in the UCCMS)?

 

Key Terms 

 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=137#h5p-8

 

Suggested Assignments

  1. Analyzing a case study: Take the case of Megan Brown regarding alleged abuse by former University of Guelph and Team Canada coach Dave Scott-Thomas. (Content note: discusses sexual abuse). Read the linked article, and as many other articles that you can find about her case. Provide an in-depth analysis of who (individuals, organizations, institutions) was to blame for Megan’s abuse. How many bystanders and enablers knew about or suspected that she was being abused (or at least in a completely inappropriate and illegal relationship with her coach)? What policies and rules were in place at the track club, and at the University of Guelph that were not enforced? What steps might be taken in such organizations to prevent this from ever happening again?
  2. Sport Governance Observer (SGO) Group Assignment: Each person in a group applies the SGO benchmarking tool to a sport club or provincial sport organization that they are familiar with. Compare the results, and develop a plan to for the clubs and PSOs to become good governance organizations, focusing particularly on safe sport and athlete inclusion in decision making.
  3. Speaking Out: Some examples of Canadian athletes who spoke up and helped make a difference include those noted in the list below. Choose one of the people below and research their story. What steps did these individuals take to change their sport? How did their sport organizations respond?
    1. NHL player Ted Lindsay, who led the movement in the 1950s to unionize professional players (NHLPA) despite powerful resistance from team owners.
    2. International race walker Ann Peel, who in the 1990s fought and won against Sport Canada’s automatic reduction of Athlete Assistance Programme funding for pregnant athletes.
    3. Alpine skier Allison Forsyth, who testified against Alpine Ski coach, Bertrand Charest, for engaging in sexual relations with under-age girls on the national Alpine ski team; more recently (2019) she led a class action suit against Alpine Canada for failing to protect young athletes. (See also Chapter 2 for more about Allison Forsyth.)

 Image Descriptions

Figure 4.1 This interactive figure depicts four examples of “troubling” sport organization practices. These include complicity, financial corruption and cronyism, conflicts of interest, and violation of athletes’ rights. [return to text]

  Sources

Action for Good Governance in International Sport Organizations (AGGIS). (2012). Retrieved January 7, 2022. https://playthegame.org/theme-pages/action-for-good-governance-in-international-sports-organisations/   

Bruyninckx, H. (2011). Obsession with rules vs. mistrust in being ruled. Play the Game Conference, Cologne, Germany.

Canadian Centre for Ethics in Sport (CCES). (n.d.). Retrieved December 31, 2021, from https://cces.ca

Canadian Heritage. (2021, July 6). Minister Guilbeault announces new independent safe sport mechanism. Government of Canada. Retrieved October 27, 2021, from https://www.canada.ca/en/canadian-heritage/news/2021/07/minister-guilbeault-announces-new-independent-safe-sport-mechanism.html

Canadian Intergovernmental Conference Secretariat. (2019, February 15). Red Deer Declaration – For the prevention of harassment, abuse and discrimination in sport. Retrieved December 9, 2021, from http://scics.ca/en/product-produit/red-deer-declaration-for-the-prevention-of-harassment-abuse-and-discrimination-in-sport/

Canadian Safe Sport Program. (2020). Sport Information Resource Centre: Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS)(5)1, 1-16. https://sirc.ca/wp-content/uploads/2020/01/UCCMS-v5.1-FINAL-Eng.pdf

CBC (2018). National sports organizations have to report allegations of abuse immediately. Retrieved January 7, 2022 from https://www.cbc.ca/news/politics/sport-harassment-abuse-1.4712734 

CBC Sports. (2016, January 13). COC boss on Marcel Aubut scandal: ‘We could have done more’. Retrieved December 31, 2021, from https://www.cbc.ca/sports/olympics/2.6458/coc-boss-on-marcel-aubut-scandal-we-could-have-done-more-1.3401842

Centre for Sport and Human Rights. (n.d.). Retrieved December 31, 2021, from https://www.sporthumanrights.org

Chappelet, J-L. (2010). Autonomy of sport in Europe. Strasbourg: Council of Europe Publishing.

Chataway, C., & Goodhart, P. (1968). War without weapons. London: W.H. Allen.

Donnelly, P. (1996). Prolympism: Sport monoculture as crisis and opportunity. Quest, 48, 25–42.

Donnelly, P. (2009, December). Own the Podium or rent it: Canada’s involvement in the global sporting arms race. Policy Options. Retrieved January 12, 2022, from https://policyoptions.irpp.org/magazines/the-2010-olympics/own-the-podium-or-rent-it-canadas-involvement-in-the-global-sporting-arms-race/

Donnelly, P. (2015). ‘We are the Game’?: Player democratization and the reform of sport governance. In, Y. Vanden Auweele, E. Cook & J. Parry, (Eds.), Ethics and governance in sport: The future in sport imagined (pp. 102-108). London: Routledge.

Donnelly, P. (2020). We are the games: The COVID-19 pandemic and athletes’ voices. Sociología del Deporte1(1), 35-40. https://www.upo.es/revistas/index.php/sociologiadeldeporte/article/view/5009/4507

Donnelly, P., Kerr, G., Heron, A., & DiCarlo, D. (2016). Protecting youth in sport: An examination of harassment policies. International Journal of Sport Policy and Politics 8(1): 33–50.

Dubin, C. (1990). Report of the commission of inquiry into the use of drugs and banned practices intended to increase athletic performance. Ottawa: Canadian Government Publishing Centre. https://www.doping.nl/media/kb/3636/Dubin-report-1990-eng%20(S).pdf

Francis, A. (2019, May 9). AthletesCAN survey finds strong prevalence of maltreatment of athletes. Running Magazine. Retrieved December 31, 2021, from https://runningmagazine.ca/the-scene/athletescan-survey-finds-strong-prevalence-of-maltreatment-of-athletes/

Geeraert, A. (2018). National sports governance observer. Final report. Play the Game. Retrieved December 31, 2021, from https://playthegame.org/knowledge-bank/publications/national-sports-governance-observer-final-report/ee07c9d7-130d-4599-a9ba-a996008fb1a4

Geeraert, A. (2021). National anti-doping governance observer. Indicators and instructions for assessing good governance in national anti-doping organisations. Play the Game. Retrieved December 31, 2021, from https://playthegame.org/knowledge-bank/publications/national-antidoping-governance-observer-indicators-and-instructions-for-assessing-good-governance-in-national-antidoping-organisations/4b669297-3924-4875-a98b-ad3400e62fd2

Geeraert, A. & Bruyninckx, H. (2014). You’ll never walk alone again: The governance turn in professional sports. In, J. Mittag & S. Güldenpfennig (Eds.), Sportpolitik im spannungsfeld von autonomie und regulierung: Grundlagen, akteure und konfliktfelder (pp. 1-23). Klartext Verlag: Essen.

Government of Canada. (2020a, March 17). Spot funding and accountability framework. Retrieved December 31, 2021, from https://www.canada.ca/en/canadian-heritage/services/funding/sport-support/accountability-framework.html

Government of Canada. (2020b, December 18). Application guidelines – Independent safe sport mechanism. Retrieved January 5, 2021, from https://www.canada.ca/en/canadian-heritage/services/funding/sport-support/independent-safe-sport-mechanism/application-guidelines.html

Human Rights Watch. (2020, December 4). “They’re chasing us away from sport”. Retrieved December 31, 2021, from https://www.hrw.org/report/2020/12/04/theyre-chasing-us-away-sport/human-rights-violations-sex-testing-elite-women#

International Amateur Athletic Federation (IAAF). (2019, May 7). IAAF publishes briefing notes and Q&A on female eligibility regulations. Retrieved December 31, 2021, from https://www.worldathletics.org/news/press-release/questions-answers-iaaf-female-eligibility-reg

International Olympic Committee (IOC). (2008). Basic universal principles of good governance of the Olympic and sports movement. https://stillmed.olympic.org/Documents/Conferences_Forums_and_Events/2008_seminar_autonomy/Basic_Universal_Principles_of_Good_Governance.pdf

IOC. (n.d.). Universal principles for integrity. Retrieved December 31, 2021, from https://olympics.com/ioc/integrity/universal-principles-for-integrity

Joyce, G. (2019, March 4). Lindsay knew fighting for players’ rights would hurt, but he did anyway, Sportsnet. Retrieved December 31, 2021, from https://www.sportsnet.ca/hockey/nhl/lindsay-knew-fighting-players-rights-hurt-anyway/

Katwala, S. (2000). Democratising global sport. London: The Foreign Policy Centre.

Kerr, G., Willson, E., & Stirling, A. (2019). Prevalence of maltreatment among current and former national team athletes. University of Toronto. 1–51. https://athletescan.com/sites/default/files/images/prevalence_of_maltreatment_reporteng.pdf

Kunti, S. (2019, December 28). Crashing down: A decade of corruption cripples FIFA. Forbes. Retrieved December 31, 2021, from https://www.forbes.com/sites/samindrakunti/2019/12/28/crashing-down-a-decade-of-corruption-cripples-fifa/?sh=7dc8621f6cd4

Larsen, K. (2019, June 26). B.C. skier launches class-action lawsuit against over coach convicted of sex crimes. CBC News. Retrieved December 31, 2021, from https://www.cbc.ca/news/canada/british-columbia/allison-forsyth-class-action-alpine-canada-bertrand-charest-1.5190627

Office of the Sport Integrity Commissioner. (n.d.). Retrieved December 31, 2021, from https://sportintegritycommissioner.ca

Own the Podium. (n.d.). Retrieved December 31, 2021, from https://www.ownthepodium.org/en-CA/

Parrish, R. (n.d.). The autonomy of sport: A legal analysis. Sport and Citizenship. Retrieved December 31, 2021, from https://www.sportetcitoyennete.com/en/articles-en/the-autonomy-of-sport-a-legal-analysis

Peel, A. (2019, February 26). The over-regulation and under-protection of the female athlete. The Chester Group. Retrieved December 31, 2021, from https://chestergroup.ca/2019/02/26/the-over-regulation-and-under-protection-of-the-female-athlete/

Play the Game. (2011). The Cologne Consensushttps://www.playthegame.org/fileadmin/documents/Cologne_Consensus.pdf

Play the Game. (2017, September 19). National sports governance observer – Interview with Arnout Geeraert [Video]. Youtube. https://www.youtube.com/watch?v=Lt1jxcy9cc0

Play the Game. (2019). Sports governance observer – Benchmarking governance in international sports organizations. Retrieved December 31, 2021, from https://playthegame.org/theme-pages/the-sports-governance-observer/

Play the Game. (2021, September). Strengthening athlete power in sport. https://www.playthegame.org/media/10753881/Strengthening-Athlete-Power-in-Sport_lit-review.pdf

Play the Game. (2021, November). National sports governance observer 2: Benchmarking governance in national sport organisations. https://www.playthegame.org/media/10855857/National-Sports-Governance-Observer-2_Final-report.pdf

Play the Game. (n.d.). About play the game. Retrieved December 31, 2021, from https://playthegame.org/about/

Play the Game. (n.d.). Use the SGO benchmarking tool yourself and compare with previous data. Retrieved December 31, 2021, from https://playthegame.org/theme-pages/the-sports-governance-observer/use-the-sgo-benchmarking-tool/

Quinn, H. (1982, October 4). The lights go out on the NFL. MacLeans. Retrieved December 31, 2021, from https://archive.macleans.ca/article/1982/10/4/the-lights-go-out-on-the-nfl

Running Magazine. (2020, February 8). Megan Brown shares her story about what happened at Guelph. Retrieved December 31, 2021, from https://runningmagazine.ca/the-scene/megan-brown-shares-her-story-about-what-happened-at-guelph/

Sport Dispute Resolution Centre of Canada (SDRCC). (n.d.). Retrieved December 31, 2021, from http://www.crdsc-sdrcc.ca/eng/home

SIRC. (n.d.). Policies & procedures. Retrieved December 30, 2021, from https://sirc.ca/safesport/policies-practices/

Sports Research Institute. (n.d.). About the Danish Institute for Sport Studies. Retrieved December 31, 2021, from https://www.idan.dk/about-idan/

The Associated Press. (2018, December 18). Despite 2002 bribery scandal, Salt Lake City aims to host 2030 Winter Olympics. Retrieved December 31, 2021, from https://www.cbc.ca/sports/olympics/salt-lake-city-2030-winter-olympics-1.4951389

United Nations High Commissioner for Human Rights (UNHCHR). (2020, June 15). Intersection of race and gender discrimination in sport: Report of the United Nations High Commissioner for Human Rights. Retrieved December 31, 2021, from https://digitallibrary.un.org/record/3872495?ln=en

Human Rights and Identities in Safe Sport: Considering the Whole Athlete

5

Leela MadhavaRau
Talia Ritondo

Themes

Human rights in sport
Safe Sport policies
Inclusion, Diversity, Equity and Accessibility (IDEA) 

Learning Objectives

When you have completed this chapter, you will be able to:
L01 Understand the premise of Safe Sport policies as well as critiques;
L02 Identify how equity, diversity, and inclusion are relayed in Safe Sport policies and practices;
L03 Interrogate the possibility of a shift in a Safe Sport approach that encompasses a human rights framework focusing on each athlete’s lived experience; and
L04 Identify how IDEA (or inclusion, diversity, equity and accessibility) are relayed in Safe Sport policies and practices.

Overview

Marginalized communities have publicly fought for the right to participate in both recreational and high-level sport for the past century. Racialized communities’ ongoing fight against racism in sport began in the early 1900’s with American Jack Johnson’s boxing victory over his white opponent in a white-dominated sport.Cooper et al., 2019 Canadian women have been working towards equitable sport participation since the late nineteenth century through community movements as small, yet pivotal, as riding a bicycle.Hall, 2002 2SLGBTQIA+ athletes have also participated in sport since their conception, fighting for visibility and safety in sport as of 1966 when the International Olympic Committee began mandating sex-based testing for women’s events, targeting and outing intersex women.Pieper, 2016 Advocacy for disabled athletes’ participation in sport began in the post-World War 2 era, with recent evolutions to include meaningful and equitable participation.Smith & Sparkes, 2019 The impact of these movements are still felt today, paving the way for modern forms of activism to ensure sport is a safe space for all.

Within more recent years, global movements across a variety of sports have worked to generate awareness surrounding the impact of societal discrimination towards athletes. Contemporary methods of activism through media campaigns, including BBC’s “#changethegame”, the Union of European Football Association’s (UEFA) “Equal Game”, and Nike’s “EQUALITY”, inform the public of discrimination that occurs within sport. Although some aspects of the above campaigns include sizable donations to grassroots organizations, rarely do they include concrete, holistic initiatives to ensure athletes of all levels from diverse backgrounds have equitable access to Safe Sport participation.

Effects of sexism, racism, ableism, and homophobia remain abundant in far too many sporting spaces.Caudwell & McGee, 2018 Approaches to growing Safe Sport initiatives in sporting organizations have taken similarly siloed approaches with a focus on singular identities (race, sex, sexual orientation, gender identity, ability) rather than the athlete as an intersectional being operating in multiple systems of power.Kerr & Kerr, 2020 As such, this chapter posits that for sporting organizations to fully embrace cultures of equity and inclusion, they must apply human rights and intersectional lenses to Safe Sport frameworks.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=147#h5p-9

Safe Sport in North America

The term “Safe Sport” commonly refers to a policy which safeguards athletes and protects them from maltreatment in sporting spaces while optimizing the sport experience for all those involved.Gurgis & Kerr, 2021 Despite the presence of a generally universal understanding of Safe Sport, the creation of Safe Sport policies and the definition of Safe Sport is often left up to the discretion of National Sport Organizations (NSOs). In Canada, for example, large-scale Canadian sport organizations came together in 2019 to create a Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS). This joint initiative brought together a code of conduct to serve as a guideline for Safe Sport policies and practices regarding maltreatment in general. Further, coaches and leaders are directed to engage in Safe Sport training. However, the application of said training and the UCCMS changes depending on the NSO’s policy and implementation.

As another example, the United States’ approach to Safe Sport is done through their U.S. Centre for Safe Sport. Their Safe Sport interventions operate under an independent non-profit organization, separate from NSOs, who developed a centralized Safe Sport Code that applies to all participants involved in Olympic and Paralympic teams. This centre is in charge of receiving complaints, guiding the reporting process, creating training, and developing and updating the Safe Sport Code. Similar to the Canadian context, this organization has little jurisdiction over how sporting agencies adhere to and implement Safe Sport practices. Therefore, a centralized approach to implementing Safe Sport practices at the ground-level is lacking in two major sporting bodies: Sport Canada and the U.S. Centre for Safe Sport.Kerr & Kerr, 2020

Equity, Diversity, and Inclusion in Safe Sport

The history of sports exists as a separate, albeit fascinating, field. However, it is impossible to interrogate the current move to Inclusion, Diversity, Equity and Accessibility (IDEA) without reviewing the origins.

The origins of organized sport are commonly held to begin with the ancient Greek Olympiad in 776 BCE. However, there is a growing historical record pointing to team sports around the world prior to the first century. Most ancient sports featured only men, although there is some evidence of women’s participation in separate games in ancient Greece. On Turtle Island, now Canada, what we now know as lacrosse has a long history of spirituality, fitness, and resolving conflict.

In most of these instances, sport was a means of promoting a social good, although moving into the era of colonialism, sports have been implicated in establishing and securing patterns of social inequality and marginalization. Indeed, sport played an active role in many colonial practices, civilizing missions, and processes of empire-building. By the turn of the twentieth century, missionary coaches or teachers, driven by political, ideological, and commercial motives, had taken sports to virtually every corner of the non-European world.Kidd, 2011

 

In the News:
“We Play to Please the Creator”

“An Indian Ball-Play” by George Catlin, circa 1846-1850. Wikimedia/Google Art Project. Public Domain.

We Play to Please the Creator” by Chris Swezey, Washington Post, July 20, 1998.

“The Iroquois called the game “tewaarathon,” meaning “little brother of war,'” Peter Lund wrote in “The History of the Game of Lacrosse: From the American Indians to the Present.” “They used the sport to keep their warriors in shape, to settle disputes between tribes and as a spiritual exercise to amuse and please the Creator, believed to be the god-like figure Deganawidah who, according to Iroquois legend, united the Six Nations of the Iroquois.”

Sport: A Tool of Colonial Control for the British Empire” by Isobel Roser, Butler Scholarly Journal, April 30, 2016.

“Sport did not have a singular role in [the British] Empire, it had multiple purposes which changed and developed over time. Sport was used to create bonds, enforce British control and “civilise” the natives. Much like a pushy parent, the motherland tried to encourage her colonies to take up as many sports as possible. Ironically, the British failed to recognise that by bestowing her sports upon the Empire she was empowering her colonies, rather than suppressing them. However, initially, it was a successful imperial tactic, allowing the British a subtle, yet potent means of cultural control.”

When the modern Olympic Games began in 1896, women were not allowed to compete. In 1900, twelve female competitors were permitted to compete in tennis or golf. Through much of history, there was little interest in developing any form of equity in sport – indeed there was no need to do so. People around the world participated in casually organized sports in their villages. The emphasis of sport and strength holding masculine qualities came from a late nineteenth century push in Europe to eradicate what was seen as growing sensitivity amongst men, with compulsory sport woven into educational programmes.MenEngage, 2014 Sportsmen became symbols of strength and national pride comparable to military warriors, leading a form of celebrity which their female counterparts were unable to replicate. The sculpting of a sportsperson’s image has traditionally been masculine. Thus, while sport has the ability to promote societal good, sport has also been a contributor to social inequality through centuries of rules and practices that restrict access to participation for certain populations.

Photo by Colleen Patterson.

The earliest attempts to address inequalities often focus on bringing in individuals who were missing. This brings in people who may be different in terms of race, ethnicity, sex, sexual orientation and other identities but does little to ensure they feel comfortable in the environment. Equity is juxtaposed against equality. Early efforts to ensure equality provided the same standards for everyone without making allowances for individual differences. A phrase commonly thrown around among IDEA professionals is “Diversity is a fact and Inclusion is an act/choice.” Creating an inclusive environment will only happen with intentional action. Accessibility within sport is a move to ensure the greatest number of individuals can participate in the most effective way possible.

An obvious example is Title IX in the United States, passed as part of the Education Amendments of 1972, which banned sex discrimination in federally funded education programs. While the protections were wide-ranging and included gender and sexual violence committed in institutions that received federal funds, it is best known for its impact on expanding opportunities for women and girls in sports. Prior to the implementation of Title IX, female athletes received two percent of college athletic budgets, with virtually no athletic scholarships. Today, more than 100,000 women participate in intercollegiate athletics, a four-fold increase from 1971. That same year 300,000 women (7.5%) were high school athletes; in 1996, that figure had increased to 2.4 million (39%).NCWGE, 2012b

However, that startling change in participation rates does not mean equity exists for female athletes in either the United States or Canada. Once regulations laid out exactly how Title IX would work, one of the central ideas in athletics was that opportunities should fall roughly in line with enrolment. Women now make up about 58% of undergraduates but get just 43% of roster spots and 46% of Division I scholarship money. Researchers at the University of Toronto found much the same in Canada. For every 100 men in Canadian universities, there are 2.9 chances to play a sport. For every 100 women, there are just 1.8 chances.

Figure 5.1 Opportunities to Play for University Men and Women
This figure visually depicts the opportunities that men have compared to women when it comes to university sports. Men have 2.9 opportunities to play sports per 100 men, while women have 1.8 opportunities to play per 100 women.
Woman silhouette and human vectors by Vecteezy.

Self-Reflection

  1. Why do you think the number of women in coaching has declined since the 1970s?
  2. How might Canadian university and college sport better incorporate IDEA?

Canadian Interuniversity Sport data shows that an identical proportion—40%—of male and female athletes received scholarships last year. However, men got 6.7 million dollars while the women only received 4.8 million dollars. Given that the enrolment rate is higher for females than males, females should represent more than half of student athletes and receive more than half of the scholarship funds distributed. However, current statistics indicate that scholarship funding is not even reporting a 50:50 split between men and women.Sportsnet, 2019

The primary lens through which we view accessibility is that of disability. When we discuss accessibility of sports, we must think holistically. When does socioeconomic status impede participation in certain sports? When does geography make it difficult to participate in some sports? Disability in sport did not exist to a significant degree until Dr. Ludwig Guttmann created a competition for war veterans with spinal injuries in 1948. Guttman led a Spinal Injuries Centre in England which was known for its progressive rehabilitation programmes, including introducing competition and sportsmanship back into patients’ lives.

The debut games – named the Stoke Mandeville Games, after the hospital facility they were in – was timed to coincide with the 1948 London Olympic Games to encourage morale and competitive spirit. Holland recognised Guttman’s successful rehabilitation work for veterans and joined the Games in 1952. Today, we recognize this movement as the first Paralympics. The Olympic-based format of the competition and official recognition as part of the Games did not occur until Rome 1960 when four hundred athletes competed and were dubbed with the official Paralympic title in Tokyo 1964.Studio Republic, 2020

Furthering Sport and Human Rights

The Centre for Sport and Human Rights (CSHR) serves as a human rights organisation for the world of sport. The CSHR notes that the foundational principles of the world’s preeminent sport bodies speak to universal humanitarian values, harmony among nations, solidarity and fair play, the preservation of human dignity, and commitment to non-discrimination. In Convergence 2025, the strategic plan released by CSHR in September 2021, a sports ecosystem model is used to examine power differentials in sport.

“Power dynamics in traditional sports structures can exacerbate human rights risks to athletes and others. Reimagining sport from a holistic people-centred perspective is an important way to address these concerns. By applying a human rights lens to the ecosystem of sport, an arena that represents an intricate web of symbiotic relationships is revealed encompassing those affected and between different groups of institutional actors (see Figure 5.2). A rights-focused ecosystem model with people at the centre, shows that each of these interactions between all stakeholder groups may impact – positively or negatively – different individuals and communities, through the direct and indirect roles they play.”Centre for Sport & Human Rights, n.d.a, p. 14)

Figure 5.2 Sport Ecosystem
Adapted from Centre for Sport and Human Rights (CSHR). [Image description]

In the News:
CSHR Convergence 2025 Strategy

Convergence 2025 strategy launched by Centre for Sport and Human Rights,” by Mike Rowbottom, Inside the Games, October 1, 2021.

 

Mary Harvey, CEO, Centre for Sport and Human Rights. Photo by Play the Game on Flickr.

The Centre for Sport and Human Rights (CSHR) is a human rights organization that focuses upon sport around the globe. Its mission is to: “advance a world of sport that fully respects and promotes human rights by generating awareness, building capacity and delivering impact. We pursue our mission by upholding and promoting the Sporting Chance Principles, engaging those affected and strengthening accountability through collective action.”Centre for Sport & Human Rights, n.d.b

Sport’s Alignment with International Human Rights

The Centre for Sport and Human Rights (CSHR) lists ten “Sporting Chance Principles” which affirm a shared commitment to realizing human rights in and through sport. These principles include:

  1. Sport has inherent power to create positive change;
  2. Internationally recognized human rights apply;
  3. All actors involved in sport commit to internationally recognized human rights;
  4. Human rights are considered at all times;
  5. Affected groups have a voice in decision-making;
  6. Access to remedy is available;
  7. Lessons are captured and shared;
  8. Stakeholder human rights capacity is strengthened;
  9. Collective action is harnessed to realize human rights; and
  10. Bidding to host mega-sporting events is open to all.

Sport cannot exist separate from the world of politics as international human rights, standards, policies, and procedures transcend sport governance at every level. This has been demonstrated on many occasions including Olympic Games boycotts, Jesse Owens’ participation in the 1936 Berlin Games, and the definitions of “male” and “female” applied on the world stage.

We have recently seen how the activism of a lone athlete taking a stance can influence human rights issues on a global scale. National Football League quarterback Colin Kaepernick refused to stand during the United States national anthem in protest of systemic racism within the United States in 2016. While Kaepernick’s activism made him a persona non grata for the NFL, his actions (along with the repercussions felt around the world from George Floyd’s murder in May 2020) have led to players taking knees, wearing armbands, and holding moments of silence that speak to the impact of racism at a global level in sport.

However, despite this acknowledgement and understanding of human rights, there are still cases that provoke controversy and outrage at the international level. In March 2019, the International Association of Athletics Federation (IAAF) was criticized by the United Nations Human Rights Council (UNHRC) over concerns that their “discriminatory regulations […] to medically reduce blood testosterone levels contravene international human rights […] including the right to equality and non-discrimination…and full respect for the dignity, bodily integrity and bodily autonomy of the person.”

With specific reference to the IAAF’s Differences of Sexual Development Regulations, the UNHRC called upon states to “ensure that sporting associations […] refrain from developing and enforcing policies […] that force, coerce or otherwise pressure […] athletes into undergoing unnecessary, humiliating and harmful medical procedures”. A 2020 Human Rights Watch report noted that testosterone regulations are humiliating for the athlete, medically unnecessary and lead to human rights violations. Some of the violations outlined in the report include: physical and psychological injury, career loss based on discrimination, coerced medical intervention, and a violation of fundamental rights to health, privacy and dignity. Testosterone regulation also reinforces racially biased and Western standards of femininity, leading to the disproportionate discrimination of women of colour from Africa, Oceania, Asia, and Latin America.Human Rights Watch, 2020.

Highly publicized cases of this rule restricting athletes from participation include South Africa’s Caster Semaya, as well as Namibian 2020 Olympic medal contenders Christine Mboma and Beatrice Masilingi who were pulled from the 400m due to their high testosterone levels and forced to compete in the 200m event. As CBC Sports’ commentator Morgan Campbell wrote,

“Except there’s a qualitative difference between anabolic steroids and naturally produced testosterone. Mboma’s and Masilingi’s default hormonal settings are no more an unfair advantage than Kawhi Leonard’s giant hands, or keen eyes in Major League Baseball, where the average player sees with 20/13 vision. If you can picture MLB forcing left-handers with 100 mph heat and 20/10 vision to play first base, arguing their natural tools were unfair to regular players, then you can understand how arbitrary, targeted unfairness of World Athletics’ testosterone guidelines.”Campbell, 2021

The Swiss-based Court for the Arbitration of Sport ruled that forcing or coercing athletes to undergo unnecessary medical treatment is discriminatory. The panel found that the DSD Regulations are discriminatory, but the majority of the panel found that, on the basis of the evidence submitted by the parties, such discrimination is a necessary, reasonable and proportionate means of achieving the IAAF’s aim of preserving the integrity of female athletics in the restricted events.

 

In the News:
Human Rights on the Olympic Stage

Photo by Erik Zünder on Unsplash.

When Should Countries Boycott the Olympics,” by Sergei Guriev, New York Times Opinion Pages, February 6, 2014.

2-time Olympic snowboarder calls for Team Canada boycott of Beijing 2022,” by Karin Larsen, CBC News, December 19, 2021.

China warns nations will ‘pay price’ for Olympic boycott” BBC News, December 9, 2021.

There have been Olympic Games boycotts in 1936, 1956, 1964, 1972, 1980, and 1984. The geopolitics of the twenty-first century has brought about debate prior to almost all recent Olympic Games. Young, 2008

Jesse Owens Biography” Olympics.com

Jesse Owens travelled to Berlin to take part in the 1936 Olympics – an event overseen by Adolf Hitler, which the new German chancellor hoped would profile the supremacy of the Aryan “master race”. It wasn’t to be. The African-American Owens stole the show. He won the 100m in 10.30 seconds, the 200m in 20.70 seconds, and then the long jump, with an impressive leap of 8.06 metres – apparently after getting some advice about his run-up from a German competitor, Luz Long. His fourth gold came in the 4x100m relay, in which Owens formed a key part of the team that set a new world record of 39.80 seconds.

IOC transgender guidelines delayed again to 2022 due to ‘conflicting opinions‘” by Michael Houston, Inside the Games, September 21, 2021.

There has been much controversy from the International Olympic Committee on protecting and promoting the human rights of transgender and intersex athletes in competition. 

Why IDEA Isn’t Enough – Ways Forward

Leadership

In the world of Olympic sport, women of all ethnic and cultural backgrounds are still finding it difficult to make headway in positions of leadership. The latest Association of Summer Olympic International Federations (ASOIF) Review of International Federation Governance discovered that only one international sports federation had a board that was more than 40% female, while 18 IFs had a proportion of less than 25%. Indeed, when analyzing ten indicators related to international federation integrity, “appropriate gender balance in executive board or equivalent” achieved the lowest mean score, meaning international sport governing boards remain disproportionately male.

Employment practices associated with the sports industry, such as internal hiring practices, are one of the top barriers preventing diversity in the workplace.Bradbury & Conricode, 2020 To change this, people working in sport must “interrogate” how they got there and either change the norm or forcefully create networks that are more inclusive. Changing the internship system, in which eager students work for a big league or franchise for no salary (usually in a city that is expensive to reside in) would be a good start to create opportunities for marginalized students.

Figure 5.3 IDEA: Inclusion, Diversity, Equity, and AccessibilitySafe Sport definition from Gurgis & Kerr, 2021.

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=147#h5p-10

[Image description]

In the News:
Racial Abuse from Fans

German Professional Football Match Abandoned due to Racist Abuse,” Deutsche Welle (DW), December 19, 2021.
Photo by Waldemar Brandt on Unsplash.

For the first time, a football match in Germany’s third division was abandoned after forward Aaron Opoku said he was a racially abused by a fan.

The offender was identified and escorted from the stadium by police, while other fans chanted “Nazis out!” and the stadium PA system played a well-known anti-Nazi punk song.

This is not the first time players have faced racial abuse from fans, said Osnabrück CEO Michael Welling. Following racial abuse targeted at Duisburg player Leroy Kwadwo, racism expert Gerd Wagner called for matches to be abandoned in response.

What role do fans have in creating safe, inclusive sport? Consider your sport and ways that fans, sponsors, and community members can support IDEA.

Cultural Shift

Sports organizations at every level must take seriously the policies that have been put in place to progress IDEA within the domain. Some of these shifts will be difficult, requiring changes in languages, attitudes, and character. There must be a full understanding of why everyone will benefit when the most marginalized in society are fully included.

Listening to Athlete Voices

A pivotal shift sport organizers, managers, coaches, and athletes can also apply to their sporting practice is listening attentively to the voices and opinions of athletes. Integrating the voices of those who are experiencing maltreatment is critical to ending its presence. Furthermore, allowing athletes to have a voice promotes a safe space and encourages athletes to remain involved in sport. We recommend taking an intersectional, trauma and violence informed care (TVIC) approach to integrating Safe Sport practices into sport programs. TVIC considers the multiple identities and oppressions that affect athlete participation, along with potential trauma or violence that athletes have experienced as a result of that oppression.

This could be as simple as listening to athlete voices when creating codes of conduct, policies, educational materials, practice schedules, building layouts and facilities, and marketing materials. Additionally, intersectional and TVIC approaches align with Gurgis and Kerr’s (2021) recommendation that Safe Sport practices promote human rights and advance both athlete and sport development without leaving those who are marginalized behind. These strategies are also meant to promote inclusion, diversity, equity, and accessibility in sporting spaces, while keeping the rights of the athlete as its centre focus.

 

 

Photo by UN Women on Flickr.
Figure 5.4 Chapter Five Review

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=147#h5p-11

 

Key Terms 

 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=147#h5p-12

 

Suggested Assignments

  1. There has been both qualitative and quantitative reporting showing that many women’s teams are coached by men. With a greater spotlight on equity in sports, why is this happening? Choose a sport in which your country competes internationally and examine the coaching staff for the women’s team? What percentage of coaches are female? Are women in head coaching roles?
  2. Examine your university’s athletics funding by sex and sport. Is there equality? Is there equity? Which sports are best funded? Who plays those sports? Is there more information about equity that can be extrapolated from the data you have found?

 Image Descriptions

Figure 5.2 This figure shows the sport ecosystem, with contents adapted from the Centre for Sport and Human Rights. In the centre of the ecosystem are athletes. In the field surrounding athletes are coaches & administrators, fans & patrons, volunteers, the general public & community, family & entourage, journalists, technical officials, and workers. The third level includes children, migrants, refugees, Indigenous people, human rights defenders, LGBTQ+, women & girls, minorities, people with disabilities, and historically and/or structurally disadvantaged groups. The final level of the ecosystem includes supply chain providers, education & research bodies, civil society & human rights bodies, governments, services & standards bodies, sports bodies, integrity & dispute bodies, professional sport, commercial partners, event organizers & hosts. [return to text]

Figure 5.3 This interactive feature demonstrates the concept of IDEA, or inclusivity, diversity, equity, and accessibility. Inclusion is ensuring all individuals are equally supported, valued, and respected. This is best achieved by creating a research environment in which all individuals (students, faculty, staff, and visitors) feel welcomed, safe, respected, valued, and are supported to enable full participation and contribution. An inclusive and welcoming research culture embraces differences of opinions and perspectives while fostering a learning ecosystem underpinned by respect by all and for all. Diversity is the wide range of attributes within an individual, group, or community that makes them distinctive. Dimensions of diversity consider that each person is unique and recognizes individual differences including ethnic or national origin, gender, gender identity, and gender expression, sexual orientation, background (socio-economic status, immigration status or class), religion or belief (including absence of), civil or marital status, family and caretaker obligations (i.e., pregnancy, elderly), age, and disability. Equity is the fair treatment and access to equal opportunity (justice) that allows the unlocking of one’s potential, leading to the further advancement of all peoples. The pursuit of equity is about the identification and removal of barriers to ensure the full participation of all people and groups. Accessibility is the provision of flexibility to accommodate needs and preferences, and refers to the design of products, devices, services, or environments for people who experience disabilities. “We can look at this as a set of solutions that empower the greatest number of people to participate in the activities in question in the most effective ways possible.” [return to text]

  Sources

Abbatine, T., Laby, D. M., & Kirschen, D. G. (2019, August 8). Scope and rope: A visual profile of Major League hitters. Baseball America. Retrieved December 31, 2021, from https://www.baseballamerica.com/stories/scope-and-rope-a-visual-profile-of-major-league-hitters/#:~:text=The%20average%20visual%20acuity%20of,results%20on%20the%20general%20population.

Baker, J. & Vasseur, L. (2021, September). Inclusion, diversity, equity & accessibility (IDEA): Good practices for researchers. Canadian Commission for UNESCO. Ottawa: Canada. https://brocku.ca/unesco-chair/wp-content/uploads/sites/122/ToolkitIDEA.pdf  

BBC News. (December 9). China warns nations will ‘pay price’ for Olympic boycott. Retrieved December 31, 2021, from https://www.bbc.com/news/world-asia-china-59592347

Bradbury, S., & Conricode, D. (2020). Game changer or empty promise?. In S. Bradbury, J. Lusted & J. Sterkenburg (Eds.), ‘Race’, ethnicity and racism in sports coaching (pp. 211-232). Routledge.

Campbell, B. (2021, July 7). Rules governing Olympic runners send a disturbing message to female athletes, especially those who are Black. CBC Sports. Retrieved December 31, 2021, from https://www.cbc.ca/sports/opinion-case-of-namibian-runners-further-exposes-half-baked-testosterone-regulation-1.6092033

Caudwell, J., & McGee, D. (2018). From promotion to protection: Human rights and events, leisure and sport. Leisure Studies, 37(1), 1–10. https://doi.org/10.1080/02614367.2017.1420814

Centre for Sport & Human Rights. (n.d.a). Convergence 2025: Strategic plan (2021-2025). https://sporthumanrights.org/media/os5fx2z0/cshr_convergence_2025.pdf

Centre for Sport & Human Rights. (n.d.b). About us. Retrieved December 31, 2021, from https://www.sporthumanrights.org/about-us

Centre for Sport & Human Rights. (n.d.c). Sporting chance principles. Retrieved December 31, 2021, from https://www.sporthumanrights.org/about-us/principles/

Colin Kaepernick. (n.d.). Retrieved December 31, 2021, from https://kaepernick7.com

Cooper, J. N., Macaulay, C., & Rodriguez, S. H. (2019). Race and resistance: A typology of African American sport activism. International Review for the Sociology of Sport, 54(2), 151–181. https://doi.org/10.1177/1012690217718170

Deutsche Welle (DW). (2020, February 20). Racism expert Gerd Wagner: The precedent of abandoning a match needs to be set. Retrieved December 31, 2021, from https://www.dw.com/en/racism-expert-gerd-wagner-the-precedent-of-abandoning-a-match-needs-to-be-set/a-52434651

Deutsche Welle (DW). (2021, December 19). German professional football match abandoned due to racist abuse. Retrieved December 31, 2021, from https://www.dw.com/en/german-professional-football-match-abandoned-due-to-racist-abuse/a-60187659

Gurgis, J. J., & Kerr, G. A. (2021). Sport administrators’ perspectives on advancing safe sport. Frontiers in Sports and Active Living, 3, 630071. https://doi.org/10.3389/fspor.2021.630071

Guriev, S. (2014, February 6). There are more effective ways to bring about change in Russia. The New York Times. Retrieved December 31, 2021, from https://www.nytimes.com/roomfordebate/2014/02/06/when-should-countries-boycott-the-olympics/there-are-more-effective-ways-to-bring-about-change-in-russia

Hall, M. A. (2002). The girl and the game: A history of women’s sport in Canada. Broadview Press.

Houston, M. (2021, September 21). IOC transgender guidelines delayed again to 2022 due to “conflicting options”. Inside the Games. Retrieved December 31, 2021, from https://www.insidethegames.biz/articles/1113268/ioc-transgender-guidelines-delay-2022

Human Rights Watch. (December 4, 2020). “They’re chasing us away from sport.” Retrieved January 7, 2022. https://www.hrw.org/report/2020/12/04/theyre-chasing-us-away-sport/human-rights-violations-sex-testing-elite-women

International Olympic Committee. (IOC). (n.d.). Jesse Owens. Retrieved December 31, 2021, from https://olympics.com/en/athletes/jesse-owens

International Paralympic Committee. (n.d.). Paralympics History. Retrieved December 31, 2021, from https://www.paralympic.org/ipc/history

Kerr, R., & Kerr, G. (2020). Promoting athlete welfare: A proposal for an international surveillance system. Sport Management Review, 23(1), 95–103. https://doi.org/10.1016/j.smr.2019.05.005

Kidd, B. (2011). Cautions, questions and opportunities in sport for development and peace. Third World Quarterly, 32(3), 603–609. https://doi.org/10.1080/01436597.2011.573948

Larsen, K. (2021, December 19). 2-time Olympic snowboarder calls for Team Canada boycott of Beijing 2022. CBC News. Retrieved December 31, 2021, from https://www.cbc.ca/news/canada/british-columbia/2-time-olympic-snowboarder-calls-for-team-canada-boycott-of-beijing-2022-1.6287991

MenEngage (2014). Brief on sports and the making of menhttp://menengage.org/wp-content/uploads/2014/04/Advocacy-Brief-Sport.pdf

National Coalition for Women and Girls in Education (NCWGE). (2012b). Title IX at 40: Working to ensure gender equity in education. Washington, DC: NCWGE. https://www.ncwge.org/PDF/TitleIXat40.pdf

Pieper, L. (2016). Introduction. In sex testing: Gender policing in women’s sport. University of Illinois Press.

Roser, I. (2016, April 30). Sport: A tool of colonial control for the British empire. The Butler Scholarly Journal. Retrieved December 31, 2021, from https://butlerscholarlyjournal.com/2016/04/30/sport-a-tool-of-colonial-control-for-the-british-empire/

Rowbottom, M. (2021, October 1). Convergence 2025 strategy launched by Centre for Sport and Human Rights. Inside the Games. Retrieved October 31, 2021, from https://www.insidethegames.biz/articles/1113662/centre-for-sport-and-human-rights-plan

Savulescu, J. (2019, May 9). Ten ethical flaws in the Caster Semenya decision on intersex in sport. The Conversation. Retrieved December 31, 2021, from https://theconversation.com/ten-ethical-flaws-in-the-caster-semenya-decision-on-intersex-in-sport-116448

Smith, B., & Sparkes, A. C. (2019). Disability, sport, and physical activity. In N. Watson & S. Vehmas (Eds.), Routledge handbook of disability studies (pp. 391–403).

Sportsnet. (2012, June 19). SN magazine: Women still on the sidelines. Retrieved December 31, 2021, from https://www.sportsnet.ca/magazine/title-ix-women-still-on-the-sidelines/

Studio Republic. (2020, January 2). A brief history of social inclusivity in sports. Retrieved December 31, 2021, from https://www.studiorepublic.com/blog/brief-history-of-social-inclusivity-in-sports

Swezey, C. (1998, July 20). ‘We play to please the creator’. The Washington Post. Retrieved October 31, 2021, from https://www.washingtonpost.com/archive/sports/1998/07/20/we-play-to-please-the-creator/7f2b7fe8-8bcc-448c-a1c5-a92b41dfe9ce/

U.S. Center for Safe Sport. (n.d.). Retrieved December 31, 2021, from https://uscenterforsafesport.org

Young, C. (2008). Olympic boycotts: Always tricky. Dissent (00123846), 55(3), 67–72. https://doi-org.proxy.library.brocku.ca/10.1353/dss.2008.0063

Part 5: Organizational Action and Safe Sport

V

""
Photo by Wan San Yip on Unsplash.

Another stakeholder in Canada’s sport system are sport organizations. This includes national sport organizations (NSOs), provincial/territorial sport organizations (P/TSOs), community sport organizations (CSOs), multi-sport organizations (MSOs) and other groups that coordinate and implement sporting activities nationwide. In Part 5, authors from two sport organizations provide unique insight on the safe sport movement and offer suggestions on how to move forward in this journey towards safe sport. Chapter 11 written by Canadian Centre for Ethics in Sport (CCES) representatives Kasey Liboiron and Karri Dawson explains the True Sport approach to values-based sport which aims to instill character in participants, strengthen the communities where sport is played, and increase opportunities for personal and podium excellence. This chapter argues that an intentional, fundamental change in culture is required across the sport system to ensure a safe sport experience for all. Similarly, Chapter 12 written by Ellen MacPherson, PhD, and Ian Moss on behalf of Gymnastics Canada provides an overview of the process of developing a Safe Sport Framework, discusses the implementation of safe sport initiative by the NSO, reviews the challenges Gymnastics Canada faced, and suggests critical areas of focus with resources to bolster students’ and industry professionals’ safe sport toolkits. 

Culture Change Within the Canadian Sport System: Practical Examples from Sport Organizations That are Using a True Sport Approach to Achieve Safer Sport

11

Kasey Liboiron
Karri Dawson

Themes

Values
Amateur Sport
Culture Change

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Recognize True Sport as an approach to fostering a positive sport culture;
LO2 Explain the benefits of a True Sport experience;
LO3 Describe how True Sport can support safe sport efforts; and
LO4 Recall the seven True Sport Principles.

Overview

In Canada, a fundamental change in culture is required across the sport system to minimize the threats to sport and ensure a safe sport experience for all. True Sport is an approach to values-based sport that is underpinned by seven principles: Go For It, Play Fair, Respect Others, Keep It Fun, Stay Healthy, Include Everyone and Give Back. A good sport experience, one that reflects the True Sport approach, can instill character in our children, strengthen the communities where it is played, and increase opportunities for personal and podium excellence. Good sport doesn’t happen by chance, it takes intentionality. Groups such as Sport Nova Scotia, Gymnastics Canada, BC Artistic Swimming and Field Hockey Canada are actioning True Sport as a holistic, preventative, and positive approach in their safe sport strategies. They also understand that the absence of harm isn’t good enough; learn more about their journeys to deliver the kind of sport Canadians want.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=230#h5p-30

What is True Sport?

Go For It: Rise to the challenge–always strive for excellence. Be persistent and discover how good you can be; Play Fair: Understand, respect, and follow the rules. Play with integrity – competition is only meaningful when it is fair; Respect Others: Show respect for everyone involved in creating your sporting experience, both on and off the field of play. Win with dignity and lose with grace; Keep It Fun: Find the joy in sport and share it with others. Remember what you love about sport and why you play; Stay Healthy: Always respect and care for your mind and body. Advocate for the health and safety of yourself and those around you; Include Everyone: Recognize and celebrate strength in diversity. Invite and welcome others into sport; Give Back: Say thanks and show gratitude. Encourage your sport group to make a difference in the community.
Image by True Sport

True Sport, an approach to values-based sport, is an initiative of the Canadian Centre for Ethics in Sport (CCES) and is designed to give people, communities, and organizations the means by which to leverage the many benefits of good sport from a platform of shared values and principles.True Sport, n.d.d.

To prevent unethical conduct in sport, all stakeholders must commit to contributing to a positive sport culture grounded in shared values. The True Sport values were identified by Canadians who believe that sport has the power to instill character in participants, strengthen the communities where it is played, and increase opportunities for personal and podium excellence, but who felt the sport system was falling short.Symposium, 2019. The True Sport values of fairness, excellence, inclusion, and fun are underpinned by the seven True Sport Principles:True Sport, n.d.c.

  1. Go For It: Rise to the challenge always strive for excellence. Be persistent and discover how good you can be;
  2. Play Fair: Understand, respect, and follow the rules. Play with integrity – competition is only meaningful when it is fair;
  3. Respect Others: Show respect for everyone involved in creating your sporting experience, both on and off the field of play. Win with dignity and lose with grace;
  4. Keep It Fun: Find the joy in sport and share it with others. Remember what you love about sport and why you play;
  5. Stay Healthy: Always respect and care for your mind and body. Advocate for the health and safety of yourself and those around you;
  6. Include Everyone: Recognize and celebrate strength in diversity. Invite and welcome others into sport;
  7. Give Back: Say thanks and show gratitude. Encourage your sport group to make a difference in the community.

These principles are the foundation for positive and rewarding sport experiences and when incorporated consistently and intentionally, foster an environment for the benefits of good sport to become more fully realized within Canadian communities.

Video 11.1 A Recipe for Good Sport

Video provided by True Sport. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=230#oembed-5

History of True Sport

In The News:
The Sport We Want

The Sport We Want: Symposium Final Report,” Canadian Centre for Ethics in Sport, January 2004.

 

""
Photo by luvmybry on PixaBay.

In 2003, the Canadian Centre for Ethics in Sport (CCES) hosted a symposium called “The Sport We Want” as a way to begin a dialogue among Canadians.

In 2001, at their conference in London Ontario, Canada’s Federal-Provincial/Territorial Ministers responsible for sport came together to discuss how to bring ethics and respectful conduct back into the way Canadians play and compete. They believed that damaging practices—cheating, bullying, violence, aggressive parental behaviour, and even doping—were beginning to undermine the positive impact of community sport in Canada. The first step they took in turning back this negative tide was the signing of what is now known as “The London Declaration”, an unprecedented affirmation of positive sporting values and principles.Government of Ontario, 2001.

In 2002, following this conference, the Canadian Centre for Ethics in Sport (CCES) undertook a nationwide survey to canvas public opinion on the same topics. The survey results confirmed the important role that sport plays in the lives of Canadians, as well as Canadians’ strong desire to uphold a model of sport that reflects and teaches positive values.Gymnastics Canada & True Sport, 2021.

In September of 2003, a diverse group of stakeholders including, leading sport officials, sport champions, parents and youth from across Canada were brought together through a symposium entitled “The Sport We Want.” Several strong messages emerged from this gathering. First, Canadians believe sport has the power to foster community engagement and teach young people important skills and principles. Second, Canadians believe sport could be doing more to fulfill its potential. Third, Canadians at many levels of sport—from parents and community coaches to Olympians and other elite competitors—were eager for a national values-based initiative that would engage communities and sport organizations across the country.​Symposium, 2003.

Poll:
Safe Sport Principles

Which of the seven True Sport Principles do you feel is most important in community sport?

 

Use the QR code to answer the question or answer here.

Review Results for this Poll

In 2018, keys stakeholders from across Canada convened through a series of round table discussions and a culminating national symposium, “The Values Proposition: Building a Stronger Canada Through Values-based Sport”, to discuss the merits of more intentionally infusing values into the Canadian sport system.Symposium, 2019. The overwhelming take-away was that values-based sport experiences have an incredible ability to create positive change at the individual, community and national levels. As such, a key outcome of the symposium was a series of clear and coherent game plans designed to guide the integration of values-based sport across all sectors and levels of competition.Symposium, 2019. Activation of these game plans from grassroots to high-performance will serve to further reinforce the need outlined in the 2012 Canadian Sport Policy.

 

Photo by Spikeball on Unsplash.

 

 

 

 

 

 

 

In Practice: Be a Champion for True Sport

If you believe that good sport can make a great difference, you too can become a champion for True Sport. Whether you are an athlete, a coach, an official, a parent, a sport administrator, or have some other role in sport, there are True Sport resources, initiatives, and tools that can help you get started.

Step 1:

Join True Sport – add your name to the growing list of Canadians who are committed to doing their part to ensure sport maximizes the benefits for everyone who is involved. By publicly declaring your commitment to True Sport you are making a statement about the kind of sport you expect for yourself and others.

Step 2:

Start conversations with those you participate with, about why you come together to play, train, and compete and agree on what you want to strive for and how you can incorporate the True Sport Principles. Communicating your belief that creating a fair, safe, and open environment where good sport can flourish will bring out the best in people and communities.

Where you go from here will depend on your role in sport and your desire to influence others.

Figure 11.1 True Sport Member Type Infographics 
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=230#h5p-31

True Sport Member Type Infographics present activities, resources, and ideas to help you bring True Sport to life and can be helpful in charting your own unique True Sport journey.

The Canadian Centre for Ethics in Sport and Safe Sport

The CCES recognizes the difference that True Sport can make for individuals, communities, and our Nation. As such, the CCES is committed to working collaboratively with partners in the Canadian sport system in order to activate a values-based sport system, advocate for sport that is fair, safe, and open, and protect the integrity of sport.

As part of this mission, the CCES and the Coaching Association of Canada developed a partnership to launch the Responsible Coaching Movement (RCM).Canadian Centre for Ethics in Sport, 2002. The RCM is a call to action for sport organizations and coaches to maximize the positive benefits of sport through values-based coaching. The RCM is a Canada-wide initiative that is the result of ongoing consultations with the Canadian sport community.

In addition to providing athletes with sport-specific skills, coaches are also in a unique and privileged position of power. The RCM aims to protect athletes and coaches from unethical and illegal behaviour through the implementation of measures such as: the Rule of Two and background screening and ethics training.Coaching Association of Canada, n.d. The RCM recognizes the impact that coaching can have on athletes which is why the RCM seeks to have coaches consider how they coach, not just what they coach. Through this initiative, the difference between a safe sport environment and one that elicits positive growth and personal development can be achieved.

Following the introduction of the rule of two, background screening and ethics training, the next phase of the RCM focuses on identifying and addressing negative coaching behaviours, while moving toward positive coaching behaviours that can make sport a more welcoming and inclusive environment. Future RCM work will address parental behaviour, highlight transformational coaching, and offer additional tools and resources including a social media policy.CAC, n.d.

Video 11.2 The Power of True Sport

Video provided by True Sport. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=230#oembed-6

True Sport and Safe Sport

The Canadian sport community has identified safe sport as a prevalent issue and is committed to addressing and preventing it. Several strategies are required to act on this commitment; as a key prevention strategy, the CCES is working to create a system-wide culture change in sport by activating values-based sport through an approach called True Sport.

True Sport provides a platform of shared values and principles upon which to build various initiatives that contribute to good sport. Connecting True Sport to safe sport practices helps provide a proactive and positive framing to safe sport. True Sport provides a framework for stakeholder education and engagement and reflects a clear desire to not only minimize harm within the sport experience, but to strive for sport optimization by ensuring a culture of good sport underpinned by the seven True Sport Principles.

Canadian sport governing bodies can choose to take a reactive approach and focus on safe sport issues one by one as they emerge, or they can take a proactive approach and work collectively to foster and nurture safe and welcoming sport environments that provide more opportunity for sport to do good. Together, we can be guided by a set of principles and commit to igniting positive change that minimizes maltreatment in sport while setting a safe sport standard for future generations to build upon.

True Sport as an Upstream Approach

""
Photo by RonJonMan on Flickr.

Sport groups across Canada are prioritizing their commitment to safe sport. These groups have developed strategies and policies, have committed financial and human resources, and are implementing new practices and procedures in order to curb incidences of maltreatment. Still, many are left asking:

Nevertheless, research indicates that it’s time for a change. Previously accepted practices, such as the use of extreme exercise as punishment, is not only problematic but we have also learned that disciplinary strategies are far more effective.Kerr, 2021. Coaching practices that rely on aggression and criticism as a way to develop tougher athletes may now be considered emotionally abusive.Kerr, 2021. These kinds of approaches are beginning to be viewed differently because evidence is mounting regarding the negative short and long-term impacts on participant mental health and overall well-being. We also know that these kinds of approaches not only contradict the way people learn best but maybe more importantly, athletes who are subject to this kind of behaviour are more likely to leave sport for good.Kerr, 2021.

In the last two years, several sport organizations, such as Sport Nova Scotia and the Canadian Sport Centre Atlantic with their Nova Scotia True Sport Athlete Ambassador Programand Gymnastics Canada’s values-based coaching module, have leaned into True Sport as an upstream, solution focused approach that engages all stakeholders in fostering a positive safe sport environment minimizing maltreatment.Gymnastics Canada & True Sport, 2020. A commitment to True Sport helps communicate that the absence of harm is not the objective; the true desire of these sport organizations is to create an environment that allows for sport optimization.

Groups like Field Hockey Canada appointed a True Sport Lead instead of a Manager of Safe Sport, a title that describes the type of sport experience they seek versus the kind of experiences they’re working to mitigate. One of Gymnastics Canada’s first True Sport initiatives was the development of a values-based coaching module, an online learning course aimed at educating coaches on the organization’s commitment to True Sport and an invitation to help lead the promotion of this significant culture shift within the sport.Gymnastics Canada, n.d. BC Artistic Swimming (BCAS) has been trail-blazing a meaningful commitment to culture change in their sport through their activation of True Sport since 2017. Since that time, they have continued to explore innovative and fun ways to bring True Sport to life within their network such as:

 

In the News:
True Sport Across Canada

""
Photo by CristianoCavina on PixaBay.

EVOLVE: How one organization is tackling culture change” CCES, November 25, 2021

Jennifer Keith, Executive Director of BC Artistic Swimming, highlighted BCAS’s focus upon a positive sport experience for all by stating: “Our commitment to True Sport helps us ensure that the sport we are offering is providing a fun, safe, welcoming space for all members – not just for our athletes but also volunteers, staff, coaches, and officials”.True Sport, n.d.b., para. 3.

Field Hockey Canada Announces Jenn Beagan as True Sport Manager” Field Hockey Canada, April 15, 2021.

This brief article by Field Hockey Canada announces the creation of a new position within the organization. Jenn Beagan – former player and professional coach – takes on the role of ‘True Sport Manager’ in an effort to weave safe sport values and guidelines throughout all areas of Field Hockey Canada. The article highlights the importance of an equitable, diverse, and fun environment while creating a safe space for athletes, officials, and staff.Field Hockey Canada, 2021.

The Absence of Harm is Not Enough” by Elana Liberman, Sport Nova Scotia, September 28, 2020.

This article from Sport Nova Scotia details Safe Sport Lead Elana Liberman’s journey of realizing safe sport. She recalls the emphasis placed on the absence of harm (abuse, harassment, and discrimination) when discussing safe sport, however, she highlights the ambiguity that the word “safe” encompasses. Within her role at Sport Nova Scotia, Liberman expands on the definition of ‘safe’, adopting a values-based approach that makes everyone feel welcome. Sport Nova Scotia’s action in achieving ‘safe’ sport under the organization’s expanded definition are also discussed:Elana Liberman, 2020

Culture Change through True Sport

To ensure safe sport and positive sport experiences for all, we need to change the deep-rooted culture of Canadian sport. From to 2001 to 2018 numerous touch points, including round tables, symposiums and surveys have been commissioned and have reaffirmed that a values-based approach is the ideal way to achieve culture change.

True Sport and its seven principles are a holistic approach applicable to all sports, at all levels and touches all stakeholders. A commitment to these principles on and off the field of play should collectively get us closer to the culture we seek. In addition to the organizations highlighted above, there are more than 4700 groups, representing millions of Canadians, that have declared their commitment to the principles by joining True Sport.

To make change we need to be intentional about what we want to do and how we are going to do it.  Using True Sport as the approach, we can be intentional and consistent in our application of the principles across all policies, programs and practices. When we activate values-based sport, the likelihood of positive experiences for participants and all other stakeholders will increase. When participants enjoy sport, they stay involved and participate over a longer period and often encourage those around them to get involved as well. When more people are participating and contributing to a positive sport culture, the wealth of benefits that emerge in communities begins to take shape.

The True Sport Report offers overwhelming evidence that good community sport can deliver a broad spectrum of benefits that Canadians care about.True Sport, n.d.a. Beyond the obvious health and wellness benefits, communities experience social, economic and environmental benefits to name but a few – in short, good sport can instill character in our children, strengthen our communities and increase opportunities for personal and podium excellence.True Sport, n.d.a. The realization of these benefits is contingent on and enhanced by the adoption of True Sport as the foundation of the sport experience.

This notion has been at the heart of True Sport for many years. Unfortunately, bad things still happen in sport and those stories infiltrate our newsfeeds daily. These headlines are often the result of win at all costs attitudes. Negative issues are not singular in focus, sport is vulnerable to poor parental behaviour, maltreatment of officials, weak sport governance, etc. Theses negative sport stories can overshadow all that is good about sport and ultimately drive people out of sport for good.Canada Games, 2021.

These issues contribute to why kids are dropping out of sport, why parents are thinking twice before enrolling their children in sport, and why some athletes say they won’t return to organized sport post pandemic. When this happens, people, communities, and Canadian society as a whole lose the opportunity to benefit from all the good that sport can offer.

""
Photo by roxanawilliams1920 on PixaBay.

In a recent article, Dr. Gretchen Kerr discusses next steps along the safe sport journey and states “When sport is safe, welcoming, inclusive, and fulfilling, and is respectful of individuals’ rights and welfare, prevention of harms occurs naturally.”Kerr, 2021.

 

Counterpoint:
Can Culture Guard Against Maltreatment?

Can the culture of sport truly work to guard against maltreatment and other safe sport issues? Why or why not? Won’t predators do as they wish regardless of the culture?

Should parents be more involved in their children’s sporting experiences? Should they monitor their children’s sport-related activities and relationships more closely? Do some parents’ “win at all costs” mentalities give license to others to use strategies that could be considered maltreatment?

Does safe sport mean sport leaders can no longer be “tough” on athletes? How can sport leaders apply effective coaching techniques that produce podium caliber athletes under increased scrutiny within a hyper-sensitive environment? How can coaches apply consequences without making themselves more vulnerable to accusations of abuse?

Video 11.3 True Sport Lives Here Manitoba
Video provided by True Sport. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=230#oembed-7

So Where To From Here?

Changing culture is a long game – it’s the day to day, consistent and continual commitment by all stakeholders to live the True Sport Principles that will foster the sport culture Canadian’s say they want. Over the last few years a lot of time has been spent talking about what’s wrong in sport and developing the policies and frameworks to address the issues. Expected standards of what not to do are well in place; it’s now time to move to what we can and should be doing.

True Sport is a commitment that each and every stakeholder in the Canadian sport system can make to contribute to a sport system that we can all be proud of. True Sport is a positive, upstream approach that when consistently and intentionally activated, can help us achieve the safe, welcoming, inclusive and beneficial sport environments that we seek.

Canadians believe that good sport can make a great difference. Everyone has a role to play in ensuring they are making a positive contribution – what role will you play?

Video 11.4 The Ride Home
Video provided by True Sport. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=230#oembed-8

Self-Reflection

  1. Reflect on your experience in sport.
    1. What do you believe are the greatest benefits of sport participation?
    2. What values or principles need to be in place in order for the benefits of sport to be realized?
    3. Who is responsible for committing to those values and principles?
  2. Reflect on a time when you loved sport. What was it about that sport experience that makes you think of it so fondly? Could you use one or more of the True Sport Principles to describe that experience? Will this reflection change your behaviour in sport going forward?
  3. Reflect on a negative sport experience. What was it about that experience that made it so bad? Can you identify which True Sport Principles were not at play during this experience? Does this reflection change your view of what the priorities in sport should be? Will it change your behaviour in sport going forward?
  4. Reflect on your experience in sport.
    1. What do you believe are the greatest benefits of sport participation?
    2. What values or principles need to be in place in order for the benefits of sport to be realized?
    3. Who is responsible for committing to those values and principles?

Case Study:
Gymnastics Canada

""
Photo by 12019 on PixaBay.

In response to increasing incidences of maltreatment in the sport of gymnastics, the Canadian sport governing body, Gymnastics Canada, sought the guidance and support of the Canadian Centre for Ethics in Sport to help them foster a more consistent values-based sport experience. They recognized that True Sport, as a holistic, preventative, and positive approach could drive the culture change that was desperately needed in their sport. Their engagement efforts began with several staff members participating in a True Sport Activation Workshop to learn more about how True Sport could be integrated into their policies, programs, and procedures.

Staff identified priority areas which included coach education, event education and team selection processes. Their first True Sport Strategy action item was to produce an online learning course for coaches. The Values-Based Coaching Module introduces gymnastics coaches to the values and principles of True Sport, expands their understanding of the connections between values-based sport, Gymnastics Canada’s Safe Sport Framework and the long-term development model, and provides practical exercises to help coaches implement key learnings in real-life situations. Early survey results showed that 96% of respondents who completed the values-based coaching module believe that intentionally engaging in True Sport will benefit themselves as a coach as well as their athletes. Gymnastics Canada remains committed to True Sport and continues to identify opportunities and methods to incorporate values and principles into their organization and sport.

For more insight about Gymnastics Canada and its safe sport initiatives, see Chapter 12.

 

Key Terms

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=230#h5p-32

 Suggested Assignments

    1. Sport Organization True Sport Activation: A Safe Sport Approach: Choose two sport organizations that have used True Sport as a component of their safe sport strategies. Research and compare their True Sport activation plans. Which elements do you believe will be most successful in helping them foster safer sport and why? (Possible Organizations: Field Hockey Canada, Gymnastics Canada, BC Artistic Swimming, Sport Nova Scotia).
    2. Communicating a Commitment to Safe Sport through True Sport: You are the executive director/president of a sport organization/club that has just experienced a case of maltreatment. Develop a communication plan to address the issue and launch your new commitment to True Sport as an approach to safe sport.

 Image Descriptions

Figure 11.1 This figure shows the member types/stakeholders associated with True Sport. The centre text reads “TRUE SPORT LIVES HERE” and the ten items listed around the centre text include coaches, communities, events, facilities, leagues, officials, organizations, parents, schools and teams. [return to text]

Sources & Further Reading

Canada Games. (2021, April 1). Stories: Canadians miss youth sport, but not all plan to return according to new research from Canada Games. Retrieved October 29, 2021, from https://www.canadagames.ca/stories/canadians-miss-youth-sport-but-not-all-plan-to-return-according-to-new-research-from-canada-games

Canadian Centre for Ethics in Sport (CCES). (n.d.). Responsible coaching movement. Retrieved October 29, 2021, from https://cces.ca/responsible-coaching-movement

CCES. (2002). 2002 Canadian public opinion survey on youth and sport: Final report July 2002. https://cces.ca/sites/default/files/content/docs/pdf/cces-rpt-2002survey-e.pdf

Coaching Association of Canada (CAC). (n.d.). Responsible coaching movement. Retrieved October 29, 2021, from https://coach.ca/responsible-coaching-movement

Liberman, E. (2020, September 28). The absence of harm is not enough. Sport Nova Scotia. Retrieved October 29, 2021, from https://www.safesportns.ca/uncategorized/the-absence-of-harm-is-not-enough/#:~:text=Sport%20Nova%20Scotia%20believes%20that,participants%20in%20sport%20and%20recreation.

Field Hockey Canada. (2021, April 15). Field Hockey Canada Announces Jenn Beagan as True Sport Manager. Retrieved October 29, 2021, from https://fieldhockey.ca/field-hockey-canada-announces-jenn-beagan-as-true-sport-manager/

Government of Ontario. (2001, August 10). Ministry of heritage, sport, tourism, and culture industries: Expectations for fairness in sport. Retrieved October 29, 2021, from http://www.mtc.gov.on.ca/en/sport/sport/expectations-e.pdf

Gymnastics Canada & True Sport. (2020, September 30). A true sport journey: Canada’s new values-based coaching module. Sport Information Resource Centre (SIRC). Retrieved October 29, 2021, from https://sirc.ca/blog/gymnastics-canada-values-based-coaching/

Gymnastics Canada. (n.d.). Coaching tool. Retrieved October 29, 2021, from http://www.gymcan.org/resources/for-coaches/coaching-tool

Kerr, G. (2021, April 19). Next steps in the safe sport journey: From prevention of harm to optimizing experiences. Sircuit. Retrieved October 17, 2021, from https://sirc.ca/blog/next-steps-in-the-safe-sport-journey/.

Ministers of Sport, Physical Activity, and Recreation. (2012). Canadian Sport Policy 2012. Retrieved November 3, 2021, from https://www2.gnb.ca/content/dam/gnb/Departments/thc-tpc/pdf/SportRecreation-SportLoisirs/CanadianSportPolicy.pdf

Symposium. (2003, September 13). The sport we want: Symposium final report. https://cces.ca/sites/default/files/content/docs/pdf/cces-rpt-tswwfinalreport-e.pdf

Symposium. (2019, March). The values proposition: Building a stronger Canada through values-based sport. https://cces.ca/sites/default/files/content/docs/pdf/thevaluesproposition-ppf-march2019-en.pdf

True Sport. (n.d.a) True sport report. Retrieved October 29, 2021, from https://truesportpur.ca/true-sport-report

True Sport. (n.d.b) True sport spotlight: BC artistic swimming. Retrieved October 29, 2021, from https://truesportpur.ca/voices/true-sport-spotlight-bc-artistic-swimming

True Sport. (n.d.c) True sport: True sport principles. Retrieved October 29, 2021, from https://truesportpur.ca/true-sport-principles

True Sport. (n.d.d) True sport: What is true sport?. Retrieved October 29, 2021, from https://truesportpur.ca/aboutus

True Sport pur. (2015, March 11). The power of true sport [Video]. Youtube. https://www.youtube.com/watch?v=UWwkoPbfEY4

True Sport pur. (2016, May 15). True sport lives here Manitoba [Video]. Youtube. https://www.youtube.com/watch?v=SpD-4N34Ksw

True Sport pur. (2016, November 28). The ride home [Video]. Youtube. https://www.youtube.com/watch?v=-0e8zvvY-x8

True Sport pur. (2018, November 19). A recipe for good sport [Video]. Youtube. https://www.youtube.com/watch?v=COYepHh2aAE&t=1s

Volleyball Canada. (2021, April 22). All news: Safe sport training now required. Retrieved October 29, 2021, from https://volleyball.ca/en/news/safe-sport-training-now-required

A Case Study of Gymnastics Canada’s Safe Sport Framework

12

Ellen MacPherson
Ian Moss

Themes

Program development and delivery
Stakeholder engagement
National level sport​

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Identify the steps used by a national sport organization to conceptualize, develop, and deliver a Safe Sport program;
LO2 Identify the stakeholders involved in developing a comprehensive Safe Sport program and describe examples of each stakeholder’s role and responsibilities;
LO3 Identify examples of GymCan’s knowledge mobilization activities, wherein up-to-date research is translated to practice; and
LO4 Describe potential challenges associated with the design and delivery of Safe Sport.

Overview

In early 2018, in response to the international movement to shift the culture of sport, Gymnastics Canada (GymCan) became one of the first National Sport Organizations (NSOs) in Canada to hire a full-time Director, Safe Sport. The core focus of the Director, Safe Sport’s portfolio is to develop, implement, and evaluate organizational initiatives that create and promote safe, healthy, and inclusive experiences for all individuals in the sport. A cornerstone of GymCan’s Safe Sport portfolio is the Safe Sport Framework, which serves as the guiding strategic plan for the organization’s Safe Sport program and includes GymCan’s definition and vision of “safe sport”, organizational principles for safe gymnastics environments, the broad topics comprising the program, and the corresponding policy, education, and advocacy initiatives required to promote positive, healthy, and safe practices.

This chapter provides an overview of the process of developing GymCan’s Safe Sport Framework, discussesdesign and implementation of a few key safe sportpolicy, education, and advocacy initiatives, reviews some of the challenges encountered and lessons learned along the way, suggestscritical areas of focus to enhance impact (e.g., athlete’s voice, shared responsibility and collaboration, evidence-based programming), and provides sample activities, learning modules, podcasts, and other resources to bolster students’ and industry professionals’ safe sport toolkits. 

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=239#h5p-33

Overview of Gymnastics and the Canadian Sport’s Eight Recognized Disciplines

The International Gymnastics Federation (FIG) is considered the governing body for the sport of gymnastics worldwide and remains the oldest established international federation for sport in the Olympic era.FIG, n.d. While the FIG sets the international regulations for gymnastics, each member federation (i.e., Gymnastics Canada) is responsible for developing the operating rules, regulations and policies, as well as overall sport experience at the national level.Kilijanek & Sanchez, 2020 As a result, national governing bodies typically set the overarching values, standards, safety regulations, education, and development for individuals in their programs.Kilijanek & Sanchez, 2020

In consideration of the position of an NSO in the overarching sport structure, this chapter explores the role of Gymnastics Canada in developing, supporting, and fostering safe sport, including a general overview of the sport of gymnastics, the unique challenges of the sport, the organizational structure of GymCan, the factors influencing the development of a dedicated safe sport portfolio, steps to developing a Safe Sport Framework and considerations for future program development.

The sport of gymnastics has eight different disciplines, with each discipline possessing distinct technical rules, regulations, eligibility requirements and artistic elements.Kilijanek & Sanchez, 2020 The gymnastics disciplines include: women’s and men’s artistic gymnastics, rhythmic gymnastics, trampoline and tumbling, acrobatic gymnastics, aerobic gymnastics, parkour, and Gymnastics for All. Each of the disciplines will be briefly explained below.

Figure 12.1 Disciplines of Gymnastics

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=239#h5p-34

Unique Challenges of the Sport of Gymnastics

In general, gymnastics presents a few unique challenges with respect to the development and effective implementation of Safe Sport parameters across the sport. GymCan works collaboratively with its Provincial/Territorial sport organizations to mitigate and manage these ongoing challenges.

Examples of these challenges include but are not limited to:

  1. Culture:
    Anecdotally, each gymnastics discipline has a distinct culture, including a unique origin story, worldwide influences, safe sport vulnerabilities, gaps and considerations,technical structure, rules, regulations, and program requirements. As a result, challenges may arise when designing, delivering, and implementing standardized policy, procedures, and education initiatives for safe sport. Therefore, it is critical for Safe Sport professionals working in the sport of gymnastics (or the Canadian Sport System, more generally) to allocate appropriate time to familiarizing oneself with the culture(s) within a given sport and consider these nuanced features when developing, implementing and evaluating initiatives.
  1. Age of athletes:
    In general, gymnastics tends to be considered an early specialization sport, which means that young athletes are often encouraged to invest significant time and energy into the sport from an early age, while limiting participation in other sports.Andrews, 2010; Hecimovich, 2004 Though actively debated in academic literature and practice, proponents of early specialization suggest that deliberate practice (i.e., higher training volume) from a young age increases the likelihood of elite performance.Ericsson et al., 1993 Given the tendency for gymnastics to fall into this category, it is important for Safe Sport professionals to consider the unique risks associated with younger athletes, including vulnerability to power dynamics, travel, physical size, overuse injuries, level of awareness of maltreatment and other factors (Brackenridge, 1997). Further, as one of the organization’s key Safe Sport advocates, it is imperative to consistently ensure holistic well-being is at the forefront of all conversations, decisions, and programming.
  1. Physical Safety Risks:
    In addition to the safety vulnerabilities posed above, there are also several general safety risks inherent to the sport of gymnastics that may result in a wide array of injuries, including but not limited toGymnastics BC, n.d.
    • Improper use of equipment;
    • Mechanical issues with equipment;
    • Dynamic, complex, and fast-paced nature of skills;
    • Developmental age and stage of athletes; and
    • Demanding and strenuous physical skills.
  1. Professionalization of Coaching:
    The sport of gymnastics in Canada is largely programmed through established local gymnastics clubs that operate within two primary business models: not-for-profit (volunteer board managed with professional staff) and for-profit (private businesses with limited volunteer oversight). In each of these models, professional staff (and particularly coaches) figure prominently in the delivery of services and programs. While Canada is well-served by the National Coaching Certification Program (NCCP) for technical training of coaches, it has only recently begun to address the parameters of Safe Sport in its general curriculum and education strategy. As a result, NSOs are currently responsible for creating extensive educational programming to address expectations of conduct and help coaches specifically, adapt and develop their practice in an evolving environment. In addition, gymnastics coaches do not have an external self-regulating or policing professional coaching organization and therefore rely on national, provincial and local club safe sport policies and mechanisms for enforcement.

Role of the National Sport Organization in Design and Delivery of Sport

To illustrate the role of the GymCan in the design and delivery of gymnastics programming in Canada, please refer to Figure 12.2, which illustrates GymCan’s organizational chart and lists the areas of operation and roles within each program. It is also important to understand GymCan’s vision, mission, and values in order to appreciate the full context of their safe sport initiatives.

Figure 12.2 GymCan Organisational Structure
Graphic provided by Gymnastics Canada. Used with permission. [Image description]
Figure 12.3 Gymnastics Canada Vision, Mission, Overarching Goals, and Values

""
Photo by Warren Long on Flickr.

Gymnastics Canada: From Here, We Soar” celebrates the role of GymCan in supporting the mastery of movement in Canada for the past five decades.

 

Creating a Safe Sport Program at Gymnastics Canada

Although GymCan and its provincial organizations implemented some initiatives considered under the umbrella of “safe sport” in past, including Respect in Sport training, there was not a stand-alone portfolio developed to support the conceptualization, delivery and evaluation of safe sport initiatives until 2018. The following section will briefly identify some of the factors that led to the creation of a dedicated safe sport portfolio, including:

  1. The case of United States Gymnastics’ (USAG) team doctor Larry Nassar;
  2. High-profile cases in Canadian Sport;
  3. The global #MeToo Movement; and
  4. GymCan’s own community’s call for a system-wide culture shift to more positive, healthy, and inclusive sport environments.

1. The Case of United States Gymnastics’ (USAG) Team Doctor Larry Nassar

Dr. Larry Nassar began working with the United States gymnastics team in 1986 and continued providing medical care until 2015, shortly before he was accused of sexually assaulting more than three hundred people with whom he interacted, primarily through his medical practices at Michigan State University and USA Gymnastics (USAG).Kirby, 2018 Nassar pleaded guilty to the criminal charges against him and received a sentencing of sixty years in prison.Kirby, 2018 At the trial, over 150 women – many of whom were female athletes – shared testimonies of the abuse carried out by Nassar.Kirby, 2018

The case of Larry Nassar and USAG has since been the subject of a Netflix documentary titled “Athlete A” and sparked current and former athletes worldwide to speak out about their experiences with maltreatment in gymnastics under the social media hashtag #GymnastAlliance.Macur, 2020 In addition, many of the survivors in this case continue to share their experiences, including the lasting harmful effects of the abuse in different realms (e.g., social media, federal government hearings, traditional media)Jalonick, 2021 to advocate, call for change, and prevent maltreatment from occurring in the future.

2. High Profile Cases in Canadian Sport

Safe Sport issues have not been immune to the Canadian context, with high-profile maltreatment cases occurring across all sports for many years, including, gymnastics, athletics, alpine, hockey, and swimming, among others. In a recent study by Willson, Kerr, Stirling, and Buono,Willson et al., 2020 the authors surveyed 1001 current or former Canadian national team winter and summer sport athletes and revealed: 76% of retired athletes and 67% of current athletes reported experiencing at least one neglectful behaviour; 62% of retired athletes and 59% of current athletes reported experiencing at least one psychologically harmful behaviour; 21% of retired athletes and 20% of current athletes reported at least one sexually harmful behaviour; and, 19% of retired athletes and 12% of current athletes reported at least one physically harmful behaviour (for more information about safe sport from an athlete perspective, please see Chapter 2). While the present study focused exclusively on national team level athletes, anecdotal evidence across sport suggests that safe sport issues transcend national teams to reach all levels of sport.

""
Photo by Nelly Antoniadou on Unsplash.

To encourage reporting in the sport of gymnastics, GymCan created a reporting resource page on their website, including external helplines (e.g., Canadian Sport Helpline, Canadian Centre for Child Protection, Kids Help Phone), complaint submission forms, and a GymCan suspended and expelled members list.

3. #MeToo Movement

According to Hostermann and colleagues,Hostermann et al., 2018 the phrase “Me Too” has been used to empower survivors to share their experiences of sexual assault since 2006. However, the phrase gained momentum in the public sphere in 2017 when actor Alyssa Milano posted a social media request for her followers to comment #MeToo if affected by sexual assault after revealing she was assaulted by producer Harvey Weinstein.Hostermann et al., 2018 Since then, #MeToo has empowered millions of individuals worldwide from diverse industries to share their stories of maltreatment in solidarity and advocate for accountability for these experiences.Hostermann et al., 2018; Zacharek et al., 2017

4. GymCan Community-Wide Call for Safer Environments

In addition to the key factors listed previously, there was recognition and acknowledgment from stakeholders in the Canadian gymnastics community that a cultural shift towards enhanced policy, education and advocacy that prioritized participant well-being and safety was necessary. The first step towards realizing this overarching goal was to hire a full-time employee to conceptualize the organization’s Safe Sport Framework and manage the corresponding program.

Figure 12.4 Sample Skills and Responsibilities of a Safe Sport Portfolio Position
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=239#h5p-35

In summary, these four key factors contributed to the creation of a dedicated safe sport portfolio at the national governing body for gymnastics and the hiring of a full-time employee to facilitate the program. Once the full-time employee was in place, development of GymCan’s Safe Sport Framework began. The following section provides an overview of the general purpose of the Safe Sport Framework as well as an outline of the six key steps engaged in by GymCan to facilitate development of the Framework.

Developing GymCan’s Safe Sport Framework

The Safe Sport Framework is GymCan’s Strategic Plan for safe sport created with the purpose of minimizing risks and strengthening the administration and delivery of all programs, events, and services. The overarching goal of the Safe Sport Framework is to encourage a cultural shift towards more positive, inclusive, and healthy gymnastics environments from grassroots to the national level. The framework document includes the organization’s purpose, philosophy and principles, topic areas, pillars, objectives, and corresponding initiatives related to Safe Sport.

Each of these key components is described in the following section. It is important to note that when the Safe Sport Framework was conceptualized in 2018, it was considered an ever-evolving document that would be reviewed, revised, and expanded upon as the organization continued to make enhancements in the area of policy, education and advocacy.

Figure 12.5 GymCan’s Six Key Steps to Developing the 2018 Safe Sport Framework
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=239#h5p-36

Self-Reflection

A fewquestions that may be posed by sport practitioners when developing a Safe Sport program or strategic framework include:

  1. What policies and procedures are currently in place at the organization? How frequently are these policies reviewed and updated? In what ways have these policies changed or evolved over time?
  2. In terms of safe sport, what initiatives (if any) have been implemented? What impact have these initiatives had on the culture in the sport?
  3. What safe sport education programs are currently implemented within the organization? Which stakeholders receive this training?
  4. Who are the organization’s external collaborators and/or safe sport allies?
  5. Has the organization experienced any major safe sport cases? What were the key learnings from those cases?
  6. What are the major barriers (e.g., structural, cultural, procedural, resources, expertise) to making progress in the area of safe sport?

Initial Implementation of the GymCan Safe Sport Framework

Throughout this section, we provide insight into the initial approach GymCan took to operationalize the Safe Sport Framework and provide a few practical examples of policy, education, and advocacy initiatives completed to date.

Safe Sport Policy. In accordance with the Safe Sport Framework and corresponding prioritization of initiatives, the first pillar undertaken by GymCan was policy. This pillar was selected to ensure there was a solid foundation and set of clear principles in place to establish expected standards for behaviour and promote accountability in the environment. The overarching objectives for policy development and implementation are as follows:

  1. Develop a Safe Sport policy suite with enhanced focus on participant welfare, safety, and protection;
  2. Ensure all policies and procedures related to Safe Sport are robust, clear, up-to-date, and accessible;
  3. Identify and address existing gaps in policies and procedures related to Safe Sport;
  4. Closely align GymCan policies and procedures with Provincial and Territorial gymnastics organizations and ensure consistent enforcement across all levels of gymnastics in Canada; and
  5. Determine and implement an appropriate process for managing reports of misconduct.

Across all objectives, GymCan aims to ensure that participant welfare is at the forefront of all policy development, commits to regular review and updates of the policies following the initial revitalization of the policy suite, recognizes the need to develop independent and expert-led processes that remove decision-making power from the NSO in disciplinary cases, and strives to ensure that participants across the country are operating under similar expectations of practice and standards of care.

With the core objectives in mind, the first phase of Safe Sport policy revitalization included the following:

  1. Creation of a National Safe Sport Policy;
  2. Revision of the Code of Ethics and Conduct;
  3. Creation of a Maltreatment and Discrimination Policy;
  4. Revision of the Complaints and Discipline Policy;
  5. Creation of a National Travel Policy; and
  6. Creation of a Diversity, Equity, and Inclusion Policy.
Figure 12.6 Phases of Safe Sport Policy Revitalization

Navigate through the interactive flip cards using the right and left arrows at the bottom. Flip the card over to read more about each each of the policies included in safe sport policy revitalization.

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=239#h5p-37

From a broad perspective, policies and procedures related to safe sport require continuous expansion, refinement, and updates as new evidence (e.g., research, lived experiences, learnings) becomes available to enhance expected standards, knowledge, and practice. Click hereto view GymCan’s up-to-date Safe Sport policies.

Finally, in conjunction with safe sport policy updates, it is also critical to engage in ongoing review and revision of organizational documents to ensure the same principles and standards for behaviour outlined in the policies are incorporated throughout all operational documents and procedures. For instance, as part of the safe sport policy suite revitalization, GymCan’s National Team Agreement, National Team Responsibilities Manual, and the National Team Handbook were revised to incorporate updated terminology, roles/responsibilities, best practices and conduct expectations for positive, healthy and athlete-centered national team environments.

Safe Sport Education. Implementation of educational measures are integral to enhance knowledge and develop reasoning and judgment, as well as foster positive interactions and practices in the community. The following core objectives serve to guide the educational initiatives designed and implemented by GymCan:

  1. Establish a basic understanding of Safe Sport across all stakeholders in the GymCan community;
  2. Procure and generate evidence-based educational resources and practical tools to advance Safe Sport;
  3. Ensure individuals who witness or experience potential misconduct understand the process and channels for reporting; and
  4. Integrate the Safe Sport mandate across multiple formats in a consistent and accessible manner.

In Practice:
Build Your Safe Sport Toolkit

""
Photo by Andrea Piacquadio.

GymCan provides an opportunity for individuals to review, reflect, and build on resources to gain awareness and understanding to ensure safe sport practice. Access the website and build your own resource toolkit for Safe Sport: 

With these objectives, GymCan aims to build knowledge and capacity to create, maintain, and foster safe, inclusive, and positive environments for all participants. To provide context to the organization’s approach to Safe Sport education, it is important to consider that the core focus in the early years of safe sport programming was policy development with the intention to strengthen the foundation for safe sport at GymCan. As a result, to date, Safe Sport education at GymCan has been implemented in a variety of both short-term and long-term ways that the organization intends to build upon with a refined focus in the future.

Included in these initial Safe Sport educational initiatives are mandatory training mechanisms for key stakeholders in the GymCan community in accordance with Sport Canada, including the Respect in Sport for Activity Leaders certification, as well as custom in-person workshops for GymCan’s National Teams (e.g., athletes, coaches, judges), and optional community-wide learning activities. For example, GymCan’s Safe Sport Learning Series takes an evidence-based approach to safe sport education by pairing expert researchers with a practitioner or individual with lived experience to share knowledge and provide concrete strategies to help influence and inspire a more athlete-centered, positive and healthy culture in practice.

Further, GymCan encourages self-directed learning through the Safe Sport section of GymCan’s website, which provides links to the organization’s up-to-date safe sport policies; free resources covering a variety of topics related to maltreatment, equity and inclusion, health and wellbeing, and concussion; information and resources for reporting concerns within and outside of GymCan; and connections to external helplines for assistance on a variety of topics, such as mental health, welfare concerns, and inclusion .

Safe Sport Advocacy. Throughout the development of policy and implementation of education initiatives, GymCan has also engaged in different avenues for safe sport advocacy. There are two key objectives that foster the advocacy initiatives at GymCan (see Table 12.1).

Table 12.1 GymCan Key Objectives for Safe Sport Advocacy Initiatives
Advocacy Objective #1 Advocacy Objective #2
Actively promote GymCan’s commitment to Safe Sport and enhance visibility in the gymnastics community and beyond. Positively contribute to an athlete-centered culture in sport through collaboration with Safe Sport leaders and external experts.

In consideration of these two key objectives, GymCan engages in a variety of strategies to support advocacy for safe sport within gymnastics specifically, and the Canadian sport system more broadly. For instance, GymCan’s national platform is leveraged to foster connections and build community relationships with other NSO, MSO, and professional sport partners nationally and internationally to drive culture change system-wide. This includes participation in the Universal Code of Conduct to Prevent and Address Maltreatment in Sport Working Group, participation in the International Gymnastics Working Group for Safe Sport, and collaborations with values-based sport partners (i.e., True Sport) to develop learning materials and elevate the impact of our collective voice for safe sport.

In addition, GymCan’s national platform is leveraged to galvanize public support on issues related to safe sport through consultations, presentations, media interviews, and signing or developing written communications, such as position statements or letters to government. Further, to maximize the influence of GymCan in the safe sport realm, the social media channels (i.e., Facebook, Twitter, and Instagram) for the organization are used to promote learning opportunities and demonstrate GymCan’s participation in external events aimed at building capacity or supporting key issues under the safe sport umbrella, such as participation in the Capital Pride Parade. Advocacy is a critical method for encouraging the prioritization of safe sport across the Canadian Sport System.

Considerations for the Pathway Forward

The sport environment is often referred to as a microcosm of general society (Cunningham, G. B., & Welty Peachey, J. [2012]) and thus, it is the responsibility of sport leaders to ensure that the management of the sport system properly reflect societal norms, standards, and expectations. In recent years, the #MeToo movement and an enhanced global focus on gender and power inequity in sport have highlighted the critical and immediate need for sport to change the culture and modernize both its systemic and organization-specific architecture, policies, and procedures.

  1. ""
    Photo by Victor Freitas on Pexels.

    Though the concept and philosophy of safe and healthy sport is not new, the “safe sport movement” has gained significant traction over the last decade due to troubling stories bravely shared by athletes from many different sports about the realities of their athletic experiences. These revelations have led to heightened awareness and an urgent call for enhanced equity, access, and safety within the culture and structure of sport.

For gymnastics, specifically, an outpouring of cases and significant concerns regarding the maltreatment of athletes have been highlighted across the globe. In response, independent cultural reviews of gymnastics have recently been facilitated via external agencies in many countries, including, Belgium, Netherlands, Great Britain, Australia, and New Zealand. The findings from these investigations have been disturbing (e.g., stories of humiliation, control, threats, weight management, blackmail, training through significant injuries, culture of fear), and are a lesson to leaders in all sports as to their responsibilities to provide a safe, healthy, and inclusive environment for all participants.

A few examples of the recommendations for organizations to facilitate culture change gleaned from the investigations concluded to date are:

""
Photo by cottonbro on Pexels.

For gymnastics in Canada, the development of the Safe Sport Framework represents the first step of an essential path to enhanced awareness, policies and procedures, education and advocacy for safe sport. To date, some significant progress with respect to safe sport legislation, operations, and engagement has been implemented. However, there is still much work to do to foster and ensure a renewed culture that prioritizes safe, positive, and inclusive environments above all else for all participants across Canada.

The next step for GymCan and its Provincial/ Territorial partners is to assess existing gaps and continue to refine policies and procedures to enhance protection of vulnerable participants and mitigate the unequal power relations that enable maltreatment, develop educational resources and tools to elevate behaviour and practices, create increased opportunities for athlete voices, and address historic issues while developing the foundation for an athlete-centered and holistic culture. In addition, GymCan commits to supporting the Canadian independent safeguarding organization (launching in 2022) and considers the initiation of this organization as a critical step forward for the entire sport system. Finally, the findings emerging from gymnastics cultural reviews worldwide must be reviewed and incorporated into the organization’s strategic planning and next steps for Safe Sport.

Ultimately, the path to Safe Sport has no end – sport must continually adapt and change to align with cultural and societal expectations, while prioritizing the health and well-being of participants. It is our hope that GymCan’s process to develop the Safe Sport Framework outlined throughout this chapter is helpful to students and future sport practitioners, and is recognized as one national sport’s attempts to begin building a stronger foundation for a better future. Finally, it is imperative as sport practitioners that we continue to learn, evolve, and elevate knowledge, understanding, and practice to ensure safe, healthy, and inclusive sport environments for all Canadians.

 

Key Terms

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=239#h5p-38

Suggested Assignments

  1. Compare and contrast GymCan’s approach to Safe Sport with two NSOs of your choice and address the following questions in your response:
  1. How is Safe Sport defined in each NSO?
  2. What are the core aspects identified by each NSO as necessary to create a safe and healthy environment?
  3. What are the similarities and differences in the approaches to Safe Sport in each organization (e.g., policy, education, advocacy)?
  4. What are some of the advantages and disadvantages of each of these approaches?
  5. What are the existing gaps in each of these approaches?
  6. With the information gleaned from a-e, describes the steps you would take to create a custom Safe Sport plan for an organization.
  1. As noted in this chapter, several Safe Sport cultural assessments have been conducted internationally in the sport of gymnastics. Review the reports from New Zealand, Australia, and the Netherlands, and answer the following questions:
  1. What are three key learnings from each of these reports?
  2. What are three recommendations from each of the reports for improving the sport culture?
  3. What are the anticipated benefits of implementing each of these recommendations?
  4. What are the anticipated barriers/challenges of implementing each of these recommendations? Provide one suggested action to overcome each of these anticipated barriers/challenges?

 Image Descriptions

Figure 12.1 This interactive figure demonstrates the eight different disciplines of gymnastics.

  1. Women’s artistic gymnastics is the most popular and well-known gymnastics discipline worldwide (Kilijanek & Sanchez, 2020). This discipline requires athletes to display strength, power, flexibility, technical skill, and artistry while performing their routines on each of the four apparatuses: vault, uneven bars, balance beam, and floor exercise (International Olympic Committee, 2021). Each of these routines are scored by a panel of judges based on the difficulty level of the routine and the athlete’s execution (International Olympic Committee, 2021). To view an example of women’s artistic gymnastics, please visit the following link to see Canadian athlete Ellie Black perform her balance beam routine at the Tokyo 2020 Olympics: https://www.youtube.com/watch?v=dvLguJLK9DI
  2. Men’s artistic gymnastics is similar to women’s artistic gymnastics; men are required to perform short routines on six different apparatuses while being scored for level of difficulty and execution (International Olympic Committee, 2021). Men’s artistic gymnasts perform routines on floor, pommel horse, vault, parallel bars, horizontal bars, and rings (Gymnastics Canada, 2021). These routines are characterized by strength, flexibility, stamina and balance, and combine a number of fundamental movements, including handstands and rotations (Gymnastics Canada, 2021). To view an example of men’s artistic gymnastics, please visit the following link to see Canadian athlete Kyle Shewfelt perform his Olympic gold-medal winning floor routine at the 2004 Athens Olympics: https://www.youtube.com/watch?v=yQ_B1Run6mI
  3. Rhythmic gymnastics is an Olympic sport exclusive to female participants and is comprised of the performance of four expressive and acrobatic routines while handling four distinct apparatuses: the hoop, ball, clubs, and ribbon (International Olympic Committee, 2021). Each of the routines are set to music and judged for artistry and execution (International Olympic Committee, 2021). Many of the skills embedded in a rhythmic gymnastics routine require the athlete to toss the apparatus into the air and out of sight while performing a series of leaps, turns, or other acrobatic skills before retrieving the apparatus from the air (International Olympic Committee, 2021). As a result, rhythmic gymnasts have a reputation for being both strong, flexible, and agile, as well as graceful and artistic (International Olympic Committee, 2021). For an example of rhythmic gymnastics, please visit the following link to view Canadian athlete Katherine Uchida perform her ball routine at the 2019 Rhythmic Gymnastics World Championships: https://www.youtube.com/watch?v=0WYoq6SB_ds
  4. Trampoline, Tumbling, and Double Mini Trampoline: Trampoline gymnastics is an Olympic sport where male and female athletes complete a set of short routines comprised of twists, somersaults, and jumps while soaring upwards of eight metres in the air (International Olympic Committee, 2021). Routines are judged for difficulty, execution, flight time and horizontal displacement (International Olympic Committee, 2021). This sport requires athletes to perform with power and momentum while maintaining precise technique and control over one’s body as they maneuver through space (International Olympic Committee, 2021). For an example of trampoline gymnastics, please visit the following link to view Canadian athlete Rosie MacLennan perform her Olympic gold-medal winning routine at the 2012 London Olympics: https://www.youtube.com/watch?v=guvwnUHdA7c Tumbling gymnastics is comprised of fast-paced, complex, and acrobatic skills performed on a 25-metre tumbling track. For each tumbling routine, male and female athletes display strength, speed, momentum and rhythm through twists and somersaults for approximately six seconds (Gymnastics Canada, 2021). To view a tumbling routine, please click the following link to see Canadian athlete Jon Schwaiger perform at the 2013 Canadian Gymnastics Championships: https://www.youtube.com/watch?v=gv-iE0cJIvY. Double mini trampoline consists of two jumps on a mini-trampoline; the first jump requires athletes to display a set of skills, often somersaults with twists, performed on the mini-trampoline, followed by a second display of skills on the landing mat (Gymnastics Canada, 2021). For an example of Double Mini Trampoline, please visit the following link to see Canadian Danielle Gruber’s routine at the 2015 Trampoline World Championships: https://www.youtube.com/watch?v=q5g9zuXtSjw&list=PLqLVjSO-hNIzBA7SbishnzWSUZiq1mVgU.
  5. The sport of acrobatic gymnastics is performed by both male and females and characterized by displays of body control in various formations on the ground and in the air (Gymnastics Canada, 2021). These dynamic acrobatic routines are set to music and include a combination of choreography, skills (e.g., holds, throws, catches) and floor series (Gymnastics Canada, 2021). Team composition is comprised of men’s, women’s and mixed pairs, as well as, women’s and men’s groups (Gymnastics Canada, 2021). To view an acrobatic routine, please see the following link: https://www.youtube.com/watch?v=YYqXdVdnhf8&list=PLCFBE91E6665361FB&t=1s
  6. The sport of aerobic gymnastics is one of the most recent gymnastics disciplines to be sanctioned by FIG (Kilijanek & Sanchez, 2020). This discipline requires male and female athletes to demonstrate seven core aerobic steps while displaying flexibility, stamina, coordination and power (Kilijanek & Sanchez, 2020). To view an example of aerobic gymnastics, please see the following link: https://www.youtube.com/watch?v=DjAKAlFZIAg
  7. Parkour is also one of the newest disciplines to be approved by FIG (Kilijanek & Sanchez, 2020). Parkour includes various skills such as somersaults, vaults, skills on bars, as well as, free running, climbing, jumping and leaping while negotiating obstacles and maintaining fluidity and originality (Kilijanek & Sanchez, 2020). Athletes’ routines are judged on composition, difficulty, and execution. To view an example of parkour, please see the following link: https://www.youtube.com/watch?v=Sh-Q3bW7fpg
  8. Gymnastics for All is the recreational discipline of gymnastics that focuses on Fun, Fitness, Fundamentals and Friendship (Gymnastics Canada, 2021). This discipline contributes to general health, fitness and wellbeing and helps participants of all skill levels, genders, and ages across different backgrounds develop the foundational skills required for a variety of sports (FIG, 2021). For more information about Gymnastics for All programming, visit: http://www.gymcan.org/disciplines/gym-for-all/gym-for-all-overview [return to text]

Figure 12.2 This figure demonstrates the GymCan organisational structure, as of August 2021. At the head is the Chief Executive Officer, who is aided by an Executive Assistant. The CEO oversees high-performance leadership teams, the manager of national events, the director of finance and administration, and the director, safe sport. The high-performance leadership teams include program manager of rhythmic gymnastics, who oversees a senior coordinator, who oversees head coach NT group RG. The leadership teams also include the national team head coaches for both women’s artistic gymnastics and men’s artistic gymnastics, who oversee two program managers. There is also a program director for trampoline, who oversees a program manager for emerging disciplines such as tumbling, DMT, Acro, and Parkour. Beneath this there are two high-performance coordinators for all disciplines. The director of finance oversees the manager, member services, who oversees the member services coordinator, and there is also a bookkeeper. They handle things like NCCP, Gym For All, Gymnaestrada, Resound, Respect in Sport, Nat. Insurance. The finance admin also oversees communications. Finally, the director, safe sport, handles things like case management, education, and advocacy. [return to text]

Figure 12.3 This graphic from Gymnastics Canada lists its vision, mission, overarching goals, and values. Their vision reads: “as a foundational sport, we aspire to create a safe and inclusive environment where growth has no limits and participants find joy in the pursuit of excellence. Their mission reads: “Build a Healthy Foundation – Develop and Empower Champions – Inspire the Nation. Their overarching goals are: “Safe Sport – Alignment & Collaboration – Robust Governance – Financial Stability.” Their values are “Safe Sport – Dedication – Collaboration – Integrity – Innovation. [return to text]

Sources & Further Reading

Andrews, J. R. (2010). Why are there so many injuries to our young athletes? Professionalization and specialization in youth sport. University of Baltimore Law Review, 40(4), 575-585.

Australian Human Rights Commission. (2021). Change the routine: Report on the independent review into gymnastics in Australia. https://humanrights.gov.au/sites/default/files/document/publication/ahrc_gymnastics_review_2021_final_.pdf

Brackenridge, C. (1997). ‘He owned me basically’…: Women’s experience of sexual abuse in sport. International Review for the Sociology of Sport, 32(2), 115-130. https://doi.org/10.1177/101269097032002001

Cohen, B. (Director). (2020, June 24). Athlete A [Film]. Actual Films.

Cunningham, G. B., & Welty Peachey, J. (2012). “Foundations of the sociology of sport and physical activity.” In G. B. Cunningham & J. N. Singer (Eds.), Sociology of sport and physical activity (2nd ed., pp. 1–19). College Station, TX: Center for Sport Management Research and Education. 

Dutch Gymnastics. (n.d.). Unequal bars report: English summary. https://dutchgymnastics.nl/assets/Documenten/Veilig-sporten/Verinorm/Summary-ENG-conclusion-and-recommendation.pdf

Eisenstein, L. (2021, July 21). What is the Difference between Vision and Mission Statements?. The Board Effect. Retrieved November 30, 2021, from https://www.boardeffect.com/blog/what-difference-between-mission-vision-statements/.

Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747.

Gymnastics BC. (n.d). Gymnastics BC: Safety and risk awareness. Retrieved November 30, 2021, from https://gymbc.org/safety-and-risk-management/

Gymnastics Canada. (n.d.a). http://www.gymcan.org

Gymnastics Canada. (n.d.b). National team athlete agreement. http://www.gymcan.org/uploads/nt_agreement.pdf

Gymnastics Canada. (n.d.c). Respect in sport. Retrieved December 1, 2021, from http://gymcan.org/resources/respect-in-sport

Gymnastics Canada. (n.d.d). Safe sport webinars. Retrieved December 1, 2021, from http://gymcan.org/programs/safe-sport/safe-sport-webinars

Gymnastics Canada. (n.d.e). Safe sport: Reporting. Retrieved December 1, 2021, from http://gymcan.org/programs/safe-sport/reporting

Gymnastics Canada. (n.d.f). Gymnastics Canada: Safe sport. Retrieved November 30, 2021, from http://gymcan.org/programs/safe-sport/overview.

Gymnastics Canada. (2008). Long term athlete development. http://gymcan.org/uploads/content/coaching/gcg_ltad_en.pdf

Gymnastics Canada. (2019, January 8). Gymnastics Canada – from here, we soar [Video]. YouTube. https://www.youtube.com/watch?v=zfRUHhpRFgc

Gymnastics Canada. (2020). GymCan organizational chart 2020. http://www.gymcan.org/uploads/content/gymcan_orgchart_2020_en_revsept2020.pdf

Gymnastics Canada. (2021a, March). National team handbook March 2021. http://www.gymcan.org/uploads/2021%20nt%20handbook.pdf

Gymnastics Canada. (2021b, March). Team travel: Responsibilities manual March 2021. http://www.gymcan.org/uploads/content/nt%20info/responsibilities-manual_mar2021_en.pdf

Hecimovich, M. (2004). Sport specialization in youth: A literature review. Journal of the American Chiropractic Association, 41(4), 32-41.

Hostermann, A. R., Johnson, N. R., Stouffer, R., & Herring, S. (2018). Twitter, social support messages, and the #MeToo movement. The Journal of Social Media in Society, 7(2), 69-91. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiistz_zsH0AhWEbc0KHb2cDYoQFnoECAgQAQ&url=https%3A%2F%2Fthejsms.org%2Findex.php%2FJSMS%2Farticle%2Fdownload%2F475%2F198%2F1742&usg=AOvVaw22abP7kPZyuIIumLa4qWcX

Howman, D., Nicol, L., & Vickery, R. (2021, February). Independent review of Gymnastics New Zealand. https://www.gymnasticsnz.com/wp-content/uploads/2021/02/Gymnastics-New-Zealand-Independent-Report-10-February-2021.pdf

International Gymnastics Federation (FIG). (n.d.). About the FIG. Retrieved November 30, 2021, from https://www.gymnastics.sport/site/about.php.

Jalonick, M. C. (2021, September 15). Simone Biles blames system that turned ‘blind eye’ to Nassar abuse. The Associated Press. Retrieved November 30, 2021, from https://globalnews.ca/news/8192416/simone-biles-testimony-sexual-abuse-larry-nassar/.

Kerr, G., Kidd, B., & Donnelly, P. (2020). Advancing safe sport in Canada: A statement on ‘independence’. Centre for Sport Policy Studies Position Papers. Retrieved from https://kpe.utoronto.ca/sites/default/files/advancingsafesportincanada.pdf

Kilijanek, K., & Sanchez, K. (2020). History and overview of gymnastics disciplines. In E. Sweeney (Ed.), Gymnastics medicine: evaluation, management and rehabilitation (pp. 1-14). Cham, Switzerland: Springer.

Kirby, J. (2018, May 16). The sex abuse scandal surrounding USA Gymnastics team doctor Larry Nassar, explained. Vox. Retrieved November 30, 2021, from https://www.vox.com/identities/2018/1/19/16897722/sexual-abuse-usa-gymnastics-larry-nassar-explained

Macur, J. (2020, August 3). Gymnasts Worldwide Push Back on Their Sport’s Culture of Abuse. The New York Times. Retrieved November 30, 2021, from https://www.nytimes.com/2020/08/03/sports/olympics/gymnastics-abuse-athlete-a.html

Willson, E., Kerr, G., Stirling, A., & Buono, S. (2021). Prevalence of maltreatment among Canadian National Team athletes. Journal of Interpersonal Violence, 1–23. https://doi.org/10.1177/08862605211045096

Zacharek, S., Dockterman, E., & Sweetland Edwards, H. (2017). TIME person of the year 2017: The silence breakers. TIME Magazine. Retrieved November 30, 2021, from https://time.com/time-person-of-the-year-2017-silence-breakers/ 

Part 6: Coaches and Safe Sport

VI

Photo by Colleen Patterson.

Coaches are a central element of the movement towards safer sport. In Part 6, we have two chapters written by experts in the coaching field, one from an academic perspective and the other from an organizational standpoint. Chapter 13 written by Michael Van Bussel, PhD, and Kirsty Spence, PhD, Professors of Sport Management at Brock Universityfocuses on sport relationships and the idea of relational risk management. By developing a care-driven model and relational risk management plan, Van Bussel and Spence explain how this can positively impact sport organizations, administrators, coaches, and athletes. 

In Chapter 14, the Coaching Association of Canada’s (CAC) Director of Sport Safety, and Director of Education Partnerships, Policy Development and Long-Term Athlete Development (LTAD) both offer their insight on the role of the coach in achieving safer sport. Isabelle Cayer and Peter Niedre write about the culture shifts that have impacted the safe sport movement, and the ways in which the CAC has taken action to offer and promote training and coach education for individuals and organizations looking to implement change. 

Abbreviations and Acronyms

Coaching Association of Canada

CAC

National Coaching Certification Program

NCCP

National Sport Organizations

NSO

Provincial-Territorial Coaching Representatives

PTCR

Provincial / Territorial Sport Organizations

P/TSO

Multiservice Sport Organizations

MSO

Chartered Professional Coach

ChPC

Canadian Centre for Ethics in Sport

CCES

Responsible Coaching Movement

RCM

Make Ethical Decisions

MED

Universal Code of Conduct to Prevent and Address Maltreatment in Sport

UCCMS

Communities of Practice

CoP

Canadian Centre for Child Protection

CCCP

High-Performance Director

HPD

Relational Risk Management and the Promotion of Safe Sport

13

The Coaching Association of Canada’s Journey Towards Safer Sport

14

Isabelle Cayer
Peter Niedre

Themes

Coach Training
Coach Education
Safe Sport Journey

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Explain what the CAC is and what its Mission & Values are;
LO2 Identify the role of the coach and sport organizations in the implementation of safe sport practices;
LO3 Identify the role of the CAC in ensuring a safe sport environment;
LO4 Explain the three pillars of the Responsible Coaching Movement; and
LO5 Identify the different coach training and education programs offered by the CAC.

Overview

Wherever there is an athlete, there is a coach. Coaches are parents, teachers, neighbours, and ethical leaders in their communities. They listen to, lead, encourage, and inspire our country’s athletes and participants in every sport and at every level. What motivates someone to become a coach? It’s their passion to help others and themselves to achieve higher goals, both in sport and in life. This chapter explains the mandate and activities of the Coaching Association of Canada (CAC) and what we believe to be the role of coaching in promoting the safe sport movement.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=263#h5p-39

Please see Part 6: Coaches and Safe Sport for a list of acronyms used in this chapter.

The Coaching Association of Canada: Our Mission & Values

The CAC’s mission is to enhance the experiences of all athletes and participants in Canada through quality coaching; and with its partners are stewards of nation-wide standards and ethics in coach education and development. Yet, the responsibility of ensuring safe sport belongs to more than just coaches. The safe sport movement requires support from sport officials, administrators, volunteers, athletes & participants, health professionals in Integrated Support Teams (ISTs), parents and guardians.

Figure 14.1 Coaching Association of Canada Values
Coaching Association of Canada Values. 1. We Seek to Understand: Endeavour to know our community. Listen with purpose; 2. We Cultivate Inclusion: Welcome diversity. Celebrate differences. Nurture a united sports family; 3. We Are Curious: Innovate for the future of coaching. Continue to learn and grow; 4. We Act with Courage: Embrace challenges. Take informed risks. Adversity makes us stronger; 5. We Lead and Serve with Gratitude: Act with a gracious heart. Inspired by the community to shape coaching in Canada.
[Image description]

The ever-growing body of research regarding safe sport alongside publicized news stories of athlete maltreatment has influenced the sport system in Canada and around the world to do better. As a result, the CAC has made it one of their core missions to educate sport leaders on safe sport and create a safe and inclusive environment for everyone including athletes, coaches, volunteers, and decision-makers. These decision-makers include sport administrators, officials, CEOs, board chairs and high-performance directors who lead and influence a culture of excellence in sport.

The CAC recognizes sport’s ability to positively impact the lives of Canadians in areas including mental health, physical health, and social change with their vision to inspire the nation through sport. Therefore, the association educates, develops and celebrates the achievement of coaches in Canada from the community level through to high-performance and motivates them to be participant and athlete-centered.

The CAC also unites partners and stakeholders in its commitment to raise the skills and stature of coaches and ultimately expand their reach and influence. We are a partner-driven organization that relies on the strength of its relationships to achieve its mission. The coach and sport leader development and education system in Canada is a result of the work of highly committed individuals from many different organizations who strive for coaching excellence from the playground to the podium. Programming offered by the CAC can empower sport organizations and coaches in Canada with knowledge and skills, it can promote ethical behaviours, foster positive attitudes, build competence and increase the credibility and recognition of coaches.

Video 14.1 Safe Sport Training Promo, CAC

Video provided by Coaching Association of Canada. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=263#oembed-4

Coaching Research

Data and research are of major importance to the CAC. Our research strategy aims to ensure that sport coaching programs are based on evidence-based decision making and are credible. As part of its research strategy, the CAC is developing four interrelated areas of influence. Sport Science and Sport Coaching research informs and inspires the CAC’s programs and services. Sport Science research is at the foundation of the National Coaching Certification Program (NCCP) content, which is in turn transferred to and applied by NCCP coaches. Sport Coaching research is at the foundation of the NCCP learning design as well as of other programs and services targeting Women in Coaching, Diversity and Inclusion, Lifelong Learning and Professional Coaching. The CAC research strategy of knowledge mobilization and dissemination helps inform development of training for coaches and sport leaders in safe sport, and also measures the impact of the training on their self-efficacy.

Figure 14.2 Sport Coaching Research
Describing the ways the CAC create, support, connect, and communicate for Coaching research.
[Image description]

The National Coaching Certification Program

In Practice:
Coaching Certification

“The National Coaching Certification Program” Coaching Association of Canada, n.d.

 

""
Photo by RF._.studio on Pexels.

Since its implementation in 1974, over 2 million coaches and coach developers have engaged in training through the National Coaching Certification Program (NCCP) as of November, 2021.

The CAC’s brand equity is built on a 50-year foundation of national and international recognition as the “go to” resource for coaching advice and information. The people who make up the organization believe that every participant deserves a certified coach.

We are mandated by governments to develop a harmonized coaching education program that is available and accessible throughout the country. As part of this mandate, the CAC along with Provincial/Territorial Coaching Representatives (PTCRs), National Sport Organizations (NSOs), and Provincial/Territorial Sport Organizations (PTSOs) share the stewardship of the National Coaching Certification Program (NCCP). The NCCP is the program that delivers coach training and grant certification to coaches and coach developers across 65+ different sports nation-wide.

The CAC produces multi-sport NCCP training content that is delivered by PTCRs and via eLearning. It is committed to enhancing the coaching profession, promoting ethical and responsible coaching practices, and ensuring diversity and inclusion practices are embedded within all coach training and development initiatives.

Because the CAC has numerous categories of partners and stakeholders, we have unique value propositions for each:

Figure 14.3 Pathways to Chartered Professional Coach (ChPC) Designation
Graphic provided by the Coaching Association of Canada. Used with permission. [Image description]

Eligibility:

  1. Education (NCCP Certification+);
  2. Experience (Coaching);
  3. Ethics: NCCP Make Ethical Decisions (MED), NCCP Code of Ethics, and Coaching Code of Conduct;
  4. Safe Sport Training;
  5. E-PIC (Enhanced police information check); and
  6. Two professional references.

Why Safe Sport? A Focus on Shifting Culture

It is important to understand the driving factors of safe sport and the cultural renovation that sport is currently facing around the world. For centuries, sport has been a building block of society by creating a sense of belonging between different groups of people. In Canada, sport is deeply rooted in Canadian culture as it allows diverse individuals to share a common ground, communicate through a shared passion, and even reconcile differences. Simply put, sport can change lives. Therefore, we see sport as a catalyst for positive change in the world and are convinced of the importance to protect the people it involves. Culture is about people, and people are increasingly desiring to participate in holistic experiences that serve a greater purpose. This means that it has become even more important for individuals to engage meaningfully with their communities and different organizations. Because of societal shifts like these, the development of sport and the rules that govern it have been directly impacted.

Video 14.2 Isabelle Cayer: Sport is in a Culture Renovation

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=263#oembed-5

 

According to the basic tenets of the socio-ecological model, everyone has a role to play in the movement towards safe sport. This model demonstrates the overlapping influence that numerous people and organizations have over safe sport outcomes. For example, Register-Mihalik et. al. argue that this model offers different avenues for understanding the interplay between different levels of society and sport, which can be used to provide education towards preventing sport-related concussions.Register-Mihalik et al., 2017 If we use this same model to identify the risk factors in broader safe sport issues, we can better target the ways in which the community beyond the athlete and coach, such as the sport organizers and government legislators, can impact the implementation of safe sport in the years to come.

Figure 14.4 A Socio-Ecological Model to Inform Safe Sport
""
[Image description]

Athlete Empowerment

In the News:
Athlete Empowerment

Exploiting Osaka’s vulnerability isn’t a solution to media’s dwindling access” by Morgan Campbell, CBC Sports, August 18, 2021.

 

""
Photo by cottonbro on Pexels.

An example of athlete empowerment can be seen in Japanese tennis player Naomi Osaka. She has been using her platform to create a positive impact in the world of sport around athlete mental health and wellness. In doing this, Osaka has been able to provide messaging to the broader sporting community by sharing her own stories and struggles with mental health. Osaka’s courage in sharing her own experiences points to the fact that there is a new emphasis around our mental health, physical health, physical safety, and concept of self-determination.

When a high-profile athlete talks about sport and mental health, what do you feel is the impact upon members of various social groups, like young people, for example?

Athlete empowerment is critical in understanding the shift from traditional to contemporary sport. Traditionally, athlete voices were absent from conversations in sport as the authority was held by individuals such as coaches, officials, and general managers. This power differential potentially created an unsafe environment for athletes. In some instances, athletes were taught to normalize abusive language, excessive amounts of physical activity as punishment, and in some cases inappropriate or unnecessary touching.Kerr et al., 2019

This is not to suggest that all coach-athlete relationships were harmful, but there have been patterns of abuse in the sport system. However, with the proliferation of modern forms of communication such as social media, athletes have begun to acquire their own voice. Social media has created a space for athletes to share their stories of maltreatment and become advocates for change in areas of sport that require attention. In a contemporary sport model, the athlete and coach co-create the expectations and accountability to performance goals.

Psychological Safety

Another contributor to the culture shift that sport currently faces is the push for psychological safety. Traditional coaching followed the concept that the coach is the director of the program and makes the decisions. However, athlete empowerment has fostered a transition towards a more contemporary style of coaching that allows athletes to co-create their experience and use their voice, expertise, and opinions in a collaborative effort with coaches to achieve the same goal. Psychological safety promotes the notion that no one will be punished or humiliated for speaking up with their ideas, concerns, or mistakes.Edmonson, 2019 This belief is sourced from the work of Harvard business professor Amy Edmondson, whose research focuses on psychological safety in the workplace, but the principle also applies to the sport world.

As young people mature and enter the workforce with these attitudes, such principles will inevitably impact all other aspects of life. As such, sport has a responsibility to provide a safe environment for sport actors to be vocal about their experiences and express their concerns and ideas around safe sport. Furthermore, there is a responsibility to train those in power (coaches, officials, directors) to respond with empathy, an openness to learn, and support for the individual. It is in these small interactions that safe sport can be achieved. The dynamic of the athlete-coach, coach-coach, coach-high-performance director (HPD), or HPD – CEO relationship influences whether or not psychological safety exists. The concept of win at all costs conflicts with safe sport and coaches are placed in difficult situations to support their athletes and keep their jobs by a results-driven model. Performance and psychological safety can co-exist, but this requires a culture shift.

Figure 14.5 Individuality and Lived Experiences of Participants
Graphic provided by the Coaching Association of Canada. Used with permission. [Image description]

In the News:
Striking a Balance

This is a screenshot of a tweet from Toronto Raptors coach Brittni Donaldson on May 24, 2021. It reads “‼️💭Coaches/Trainers/Mental Performance Specialists – would love to know any best practices around how you balance encouraging your athletes to dig deep & persevere through adversity (such an important lesson), yet ensuring they are not harming themselves in the process.”
Screenshot from Twitter.com

In May 2021, Toronto Raptors coach Brittni Donaldson raised the issue of where the fine line is between pushing athletes without causing harm by tweeting this question to her followers:

What do you think is a best coaching practice that balances an athlete’s desire to persevere while at the same time ensuring their personal safety?

Individuality and Lived Experience

Another factor contributing to the culture shift that sport currently faces is recognizing the uniqueness of athletes as individuals. This means that every individual responds to coaching in different ways. The traditional coaching style may work for some athletes who may see extreme exercise, for example, as a valuable lesson or a push to make them stronger. However, others may see it as harmful to their physical and mental health and ultimately ineffective on their overall performance. Understanding the fine line between pushing athletes to reach their goals while ensuring that they are not being harmed in the process is a challenging task that coaches are faced with today. As such, providing coach education on empathy, openness to learning, and how to identify unique differences between athletes is integral to ensuring safe sport. During this transition, it is important to note that coaches are participating in this culture shift and learning alongside everyone else. Even at the highest level of basketball in the world, Toronto Raptors coach Brittni Donaldson posted to Twitter asking for advice on how to ensure that athletes are being pushed but are not harming themselves in the process. As these examples suggest, a “one size fits all’ approach to coaching will not be acceptable to the new generation of athletes. In short, know your athlete.

Actions Taken Towards Safe Sport

Since 2014, the CAC has experienced a number of important milestones in its movement towards achieving safe sport for all. Here are some of the highlights.

1. CAC and CCES-led NSO Sexual Abuse in Sport Summit (2015)

The CAC-led safe sport summits have been key in understanding the concerns of sport stakeholders of provincial/territorial and grassroots sports organizations including sport leaders, sport administrators, coaches, officials, and volunteers. In 2015, an NSO Sexual Abuse in Sport Summit was led by the CAC and the Canadian Centre for Ethics in Sport (CCES). This summit focused on the need to raise the awareness and expectations of ensuring the safety and protection of all participants in sport. In this summit, the personal story of Manitoba hockey player Sheldon Kennedy was shared, including some of the reasons why his sexual abuse as a minor in the 1980s was not revealed until years later. There were discussions about Kennedy’s work in founding Respect Group and the subsequent Respect in Sport training that was developed and has since been accessed by over 1.7 million people in sport in Canada. This summit also covered the lessons learned from Scouts Canada, conversations about legal counsel for safe sport issues, and understanding vicarious liability.

 

In the News:
Outrage that Sparked the Safe Sport Summits

""
Photo by Daniel Franks on Pexel.

Ex-ski coach Bertrand Charest gets 12-year prison sentence” by Morgan Lowrie, Globe and Mail, Dec. 8, 2017.

In the winter of 2014-2015, Canadian alpine ski coach Bertrand Charest was charged with fifty-seven counts of sexual abuse/exploitation over approximately twenty years. Of those fifty-seven victims, twelve were under the age of eighteen. In addition to working his way through club and provincial level organizations, Charest also worked with the national level Alpine Canada between 1996 and 1998. This was the tipping point that led to the hosting of a sport summit for NSOs in 2015, led by the CAC and the Canadian Centre for Ethics in Sport.

2. Responsible Coaching Movement Launches (2016)

Following the 2015 NSO summit in partnership with the CCES, there was a clear desire on behalf of the sport partners for continued leadership in safe sport to decrease incidents of maltreatment. These concerns ultimately led to the Responsible Coaching Movement (RCM). The CAC is committed to working with all sport organizations to adopt and implement supportive policies and processes to ensure safety and protection of athletes and coaches, which is why we lead the multi-phase, system-wide RCM in partnership with the CCES. With their support along with that of the national sport system, the RCM was launched in 2016, and to date over 900 sport organizations have taken the pledge to apply its three pillars to their daily operations. These pillars include the rule of two, background screening, and ethics training.

Figure 14.6 CAC’s Responsible Coaching Movement
""
Recreated from the Coaching Association of Canada’s Responsible Coaching Movement. [Image description]

Rule of Two

The Rule of Two is a duty of care to ensure that all interactions between athletes and their coaches are open, observable, and justifiable. An open environment is one in which people can be seen and heard such as a meeting in a room with windows and an open door. A hotel room or car is an example of a closed environment. An observable environment is one in which parents and guardians or other people can see and hear participants practicing their sport, such as a glass window, open gym, arena, pool, etc. A justifiable environment is one in which it would be normal to see people like a coach and athlete together practicing sport such as in a gym, on the ice, on a field. A place that might not be justifiable is a coffee shop. While it is open and observable, it may not be justifiable.

Figure 14.7 The Rule of Two
Recreated from the Coaching Association of Canada’s Responsible Coaching Movement. [Image description]

Background Screening

Background screening ensures that applicants to a sport organization such as employees, coaches and volunteers meet the important requirements to participate in sport activities. Screening includes comprehensive job postings, visible policies and processes, police information record checks, interviews, and reference checks, all of which are equally important. Organizations are encouraged to determine the level of risk of an applicant and define and document how they will screen candidates.

Ethics Training

The final piece of the RCM includes ethics training. This training is the NCCP Make Ethical Decisions (MED) eLearning module. Ethics training intends to equip coaches with the confidence and skills required to handle ethical and legal situations by applying a six-step process. MED training is required to be an NCCP trained coach, and the MED evaluation is required to be an NCCP certified coach.

3. CAC-led Safe Sport Summits across Canada (2019)

In February 2019, the Red Deer Declaration was signed at the Conference of Federal-Provincial-Territorial Ministers Responsible for Sport, Physical Activity, and Recreation. This declaration was a signed promise by sport ministers to commit to the prevention of harassment, abuse and discrimination in sport.

A series of thirteen CAC-led provincial and territorial safe sport summits were then held across the nation between March-April 2019. These summits were organized for stakeholders in Canadian sport to review the definition of harassment and abuse and to provide input on considerations for creating and implementing a universal code for safe sport.

These summits led to the federal-provincial-territorial agreement that all federally funded sport organizations would align with the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) and implement the following:

  1. Develop a Code of Conduct which incorporates the definitions of maltreatment, duty to report, sanctions issues and record-keeping and ensures an independent third-party process for the review of reports or complaints and lead in investigations, if required;
  2. Implement mandatory safe sport training (April 1, 2020); and
  3. Launch an independent safe sport mechanism (launched in July 2021).

The CAC’s work on the implementation of the RCM built the foundation for additional legislative changes made by Canada’s then-Minister of Sport Kirsty Duncan in 2018 and 2019. In 2020, the UCCMS was launched as the culminating document with which sport organizations can address and prevent maltreatment, much of it based on the recommendations that arose from these summits.

4. CAC-led Safe Sport Summits across Canada (2020)

In March and April of 2020, over 25 coach interviews were conducted to determine the major topics that were to be addressed at the regional safe sport summits that year, despite the onset of Covid-19. Four regional safe sport summits were held virtually from August-September, held in partnership with the Canadian Sport Institutes and Centres delivering the NCCP Advanced Coaching Diploma. There was support for updates to be made to the Advanced Coaching Diploma by embedding safe sport principles into the curriculum. The top coaching concerns that arose in these discussions were:

  1. How to conduct training in online environments;
  2. Dealing with false allegations;
  3. The line of harassment, abuse and discrimination and high-performance sport;
  4. Financial challenges, (related to the rule of two); and
  5. “Fear culture” in general.

Finally, on September 22, 2020, the CAC and Own the Podium hosted a National Coach Safe Sport Summit that included 188 participants. There were five main needs addressed:

  1. Need for clarity and system alignment;
  2. Coaching support and sharing opportunities;
  3. Application of practical guidelines;
  4. Transformational learning versus transactional, and;
  5. Inclusion and diversity.

The Coaching Association of Canada’s Safe Sport Journey

Have a look at the timeline below to familiarize yourself with the safe sport-driven events that happened between 2015-2021. (Please note some of these are also highlighted in the Key Dates timeline at the beginning of the chapter.)

Figure 14.8 The CAC Safe Sport Journey 2015-2021
Graphic provided by the Coaching Association of Canada. Used with permission. [Image description]

Current CAC Programs and Initiatives

One of the main recommendations put forward by coaches and sport organizers has been to put the dialogue surrounding safe sport into practice. Today, the CAC continues their dedication to supporting the implementation of the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) by offering the following programs and initiatives.

1. The Responsible Coaching Movement

As of February 2022, over 940 sport organizations have taken the pledge to align their practices with the RCM’s three main pillars by ensuring the rule of two, implementing background screening and applying ethical training.

2. Key Partnerships

""
Photo by Ron Larch on Pexels.

The CAC has also collaborated with the Canadian Centre for Child Protection (CCCP) that launched the Commit to Kids for Coaches training which focuses on the topic of grooming, how to recognize it, how to report it, and how to be proactive against it. Additionally, the CAC’s five-year partnership with Kids Help Phone is an initiative geared towards athletes themselves by offering valuable support services and resources to young people within the sport community in Canada.

3. Safe Sport Summits

By organizing multiple safe sport summits for sport stakeholders, the CAC continues to push for dialogue towards achieving greater safe sport goals.

4. Safe Sport Training

Following the impactful safe sport events detailed in the timeline above, Sport Canada mandated safe sport training and the CAC launched the free eLearning module on April 1, 2020. In alignment with the requirements of the UCCMS, the training is required for federally funded national sport organizations and specifically for athletes, people in direct contact with athletes, and decision-makers. The UCCMS training includes understanding the definitions of maltreatment, duty to report, third party independent reporting and investigations process, decisions, appeals and record keeping. The requirement presented no cost to the national sport system because it was funded by Sport Canada. As of February 2022, over 50,000 people have taken the CAC Safe Sport training.

5. New Sport Safety Department

Since 2015, the safe sport summits along with the RCM and other key events led to the creation of a Sport Safety Department for the CAC. In 2018 a Manager, Diversity and Inclusion was created. In 2020, this led to the creation of a Director, Sport Safety position which is comprised of three pillars: Equity, Diversity and Inclusion, Professional Coaching, and Safe Sport/Responsible Coaching Movement. The department is supported by a Manager, Sport Safety, Coordinator, Diversity and Inclusion and Coordinator, Professional Coaching. The Professional Coaching Program is aligned with the RCM as it requires coaches to be trained in ethics, complete an enhanced police information check, provide references, and read, agree to, and sign the CAC Code of Conduct and Ethics.

6. The Coach Perspective: A Safe Sport Review

""
Photo by Ron Larch on Pexels.

In 2021, the CAC completed a safe sport review that aimed to understand coaches’ perceptions on safe sport through one-on-one interviews with 76 participants and online surveys with over 500 participants.CAC, 2021 Most coaches indicated they are familiar with their organization’s Code of Conduct and have reviewed it within the last year. It was clear that most coaches do believe safe sport is a priority within their sport, and they saw many positive aspects of safe sport, including educating various groups (athletes, coaches, parents). There was an element of fear and concern expressed by coaches regarding the potential for defamation that could result from the complaint process as it is currently perceived to be more in favor of athletes, not coaches. While most coaches concur that safe sport and high-performance can be integrated, they also think that there should be a separate definition of safe sport for high-performance. Coaches are confused by the different messages they have received on safe sport, so it is important to ensure that messaging coming from one or several sources is consistent and in line with best practices in safe sport. Recommendations are offered for sport organizations and the CAC.

The recommendations for sport organizations that arose from this review include implementation of a complaints process, offering communication and support, ensuring the rule of two and effective travel procedures, and establishing system-wide implementation of these goals. There were more specific recommendations for the CAC, as coaches asked for tools and resources on having difficult conversations, high-performance sport, para-sport and the Special Olympics, equity, diversity & inclusion, dealing with stakeholders outside of NSOs, educating other stakeholders, and navigating cultural differences.

7. Continued Prevention & Education Resources

The CAC offers an array of resources for sport organizers including various online training and workshops, pamphlets and infographics as educational and marketing tools, and a central website offering access to other important resources offered by Canadian NSOs and PTSOs. The cornerstone module of the NCCP is NCCP Make Ethical Decisions, which guides coaches through a 6-step ethical decision-making model, as well as a model on making decisions that are legal in nature, or where child protection services may be required. The training module is delivered by the PTCR as a workshop, and coaches are also evaluated on the content through an eLearning module hosted in the CAC Locker, which is a central online portal that maintains the records of coach training offered through the NCCP and its partners. The CAC works collaboratively with 65 NSOs and their provincial-territorial partners to support and facilitate the development and delivery of NCCP sport-specific training and certification programs for those looking to coach sports from bowling to soccer.

The CAC has also implemented “Communities of Practice (CoP)”, which is a high-value, low-cost initiative to connect people with a passion for learning, developing, and growing together related to their practice.CAC, n.d.a Whether that learning is focused on supporting professional development, advancing women’s leadership capacities in sport, or developing the learning capabilities of parasport coaches, a CoP can be a cost-effective way to impact learning and change. The CAC and the University of Ottawa have collaborated to prepare a model that provides sport organizations with a step-by-step approach to plan, train, design, implement, assess and maintain a Community of Practice focused on supporting long-term change. The model is for any organization implementing an initiative to support collective learning and will suggest tips, questions to consider, and will guide users through the process.

Another important initiative to note is the CAC’s work in targeting gender-based violence. In 2019, the CAC received funding from the Public Health Agency of Canada to target the problem of gender-based violence and teen dating violence. With this support, we developed and launched four modules entitled “Support Through Sport Series.” The first of the four modules in this series is “Understanding Teen Dating Violence,” which launched on June 1, 2021 and is a powerful resource for coaches to identify teen dating violence and support their participants and model healthy relationships. The three remaining modules will launch on June 1, 2022 and include Bystander Empowerment, Gender-based Violence in Sport, and Modelling Healthy Relationships.

Video 14.3 Isabelle Cayer: Support Through Sport Series

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=263#oembed-6

Conclusion

Our recent safe sport review showed us that coaches are looking for more specific tools and resources in a number of areas. In response to the recommendations from this review, the CAC is currently offering coaches new eLearning modules including “Understanding the Rule of Two” and “Anti-Racism in Coaching”. The CAC is also offering a full RCM refresh complete with an informational video and national campaign to expand the reach of this movement to the larger sport community. In addition, other NCCP modules that launched in early 2021 are Leading a Return to Sport and Mental Health in Sport.

The most recent safe sport module released by the CAC was NCCP Creating a Positive Sport Environment, released in October, 2021. This module covers some elements of maltreatment in sport, but serves to focus on how to use positive coaching strategies to create a positive sport environment, enhance safety, and improve learning and performance. A section on having difficult conversations is included within the module to provide additional tools for coaches.

It is our hope that by continuing to build educational resources and preventive practices that we can continue to lead in the journey towards achieving safer sport in Canada.

""
Graphic provided by CAC. Used with permission.

“Be mindful of your individual impact and your power to make change happen.”
-Author Unknown

 

 

Key Terms

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=263#h5p-40

 

Suggested Assignments

  1. Before reading this chapter, what did you feel was the role of the coaches, and the role of high-performance staff or support staff in making sport safe for athletes? After reading this chapter, do you have any other thoughts on the role of coaches and staff in ensuring safe sport?
  2. What is the role of the Canadian sporting system (NSOs, PTSOs, multiservice orgs., etc.) in ensuring a safe sport environment?

 Image Descriptions

Figure 14.1 This graphic from the Coaching Association of Canada’s website is titled “Coaching Association of Canada Values” and lists five of the following values. 

  1. We Seek to Understand. (Endeavour to know our community. Listen with purpose);
  2. We Cultivate Inclusion (Welcome diversity. Celebrate differences. Nurture a united sports family);
  3. We Are Curious (Innovate for the future of coaching. Continue to learn and grow);
  4. We Act with Courage (Embrace challenges. Take informed risks. Adversity makes us stronger);
  5. We Lead and Serve with Gratitude (Act with a gracious heart. Inspired by the community to shape coaching in Canada). [return to text]

Figure 14.2 This graphic shows the four interrelated areas of influence in the CAC’s research strategy. These four principles are listed as: 

  1. Create: The CAC creates qualitative data through the Locker database for use in academic research and to support evidence-based decision-making;
  2. Support: The CAC supports its staff and related organizations through tools and consultation services that improve their ability to use research findings effectively;
  3. Connect: The CAC connects staff, partners, and coaching researchers through structured networking opportunities; and
  4. Communicate: The CAC communicates to its partners and to the public by making academic research accessible to a general audience. [return to text]

Figure 14.3 This graphic details the different pathways one can take towards achieving Chartered Professional Coach (ChPC) designation, based on individual education and accreditation. The pathways include:

  1. I have NCCP Certification and an Undergraduate or Graduate University or College Degree (non CAC-accredited) -> NCCP Advanced Coaching Diploma or NCCP Competition-Development Advanced Gradation or NCCP Competition – High-Performance or equivalent* + CAC Safe Sport Training or equivalent + 4 years of coaching experience (3000 hours).
  2. I have NCCP Certification and an Undergraduate or Graduate University or College Degree (non CAC-accredited) -> NCCP Competition – Development or equivalent + CAC Safe Sport Training or equivalent + 5 years of part-time or 2 years of full-time coaching experience (4000 hours).
  3. I have NCCP Certification -> Enrolled in NCCP Advanced Coaching Diploma and NCCP Competition – Development Certified or equivalent + CAC Safe Sport Training or equivalent + 5 years of part-time or 2 years of full-time coaching experience (4000 hours).
  4. (Available 2022-23) I have a post-secondary degree from a CAC-accredited Coach Education Program -> CAC Safe Sport Training or equivalent + 5 years of part-time or 2 years of full-time coaching experience (4000 hours).

*Pathway to NCCP certification through National Sport Organization certification and/or NSO recognition of prior learning [return to text]

Figure 14.4 This graphic demonstrates the interrelated elements that inform the concept of safe sport. The first element is the individual, or the athlete. The second element that is overlapped around the individual is the interpersonal element. This includes teammates, coaches, and parents/guardians. The third element that envelops the interpersonal and individual elements is the organizational, including national sport organizations, provincial/territorial sport organizations, multiservice sport organizations, and local sport organizations/clubs. The next element is policy, which includes enforcement, government, and the UCCMS. The final element that affects all others is culture shift, which includes mental health, accepted social & gender norms, anti-racism, gender-based violence, and equity, diversity & inclusion. [return to text]

Figure 14.5 This graphic shows the word “PARTICIPANT” in the middle of the page, with different elements surrounding it that make each participant uniquely individual. These elements include developmental stage, disabilities and impairments, sexual orientation, internal motivation for sport, sex assigned at birth, race and cultural background, gender identity and expression, mental health, emotional intelligence, abilities, socio-economic factors, life experiences and other elements. [return to text]

Figure 14.6 This graphic is titled “Responsible Coaching Movement” which is encompassed by three main pillars which are the rule of two, background screening, and ethics training. At the bottom of the graphic it reads “Call to Action: Join the Movement. Take the Pledge” The CAC RCM logo is visible on the top right corner of the graphic. [return to text]

Figure 14.7 This graphic is titled “Rule of Two.” The goal is to ensure all interactions and communications are open, observable, and justifiable. Its purpose is to protect participants (especially minors) and coaches in potentially vulnerable situations by ensuring more than one adult is present. There may be exceptions for emergency situations. Learn more: coach.ca/responsiblecoaching The image shows that a ratio of one coach to one athlete is not ok, but there can be one coach and two athletes, or even better would be one trained coach, one screened adult and one athlete, and the best scenario would be two trained & screened coaches and one athlete. [return to text]

Figure 14.8 This graphic shows a timeline of events that have taken place as part of the CAC’s Safe Sport Journey from 2015 – 2021. The CAC & CCES host NSO Sexual Abuse in Sport Summit with 60 Sports + Government, then in 2016 is the Launch of the RCM: 940+ Sport Organizations have taken the RCM pledge as of Feb 2022. In 2018 the Minister of Sport mandates: federally funded organizations must disclose HAD, independent 3rd party investigations and Safe Sport Officers, and mandated Safe Sport Training. In 2019, there was the Red Deer Declaration (FTP), the AthletesCAN Maltreatment Report, the CAC held 13 P/T Safe Sport Summits and 1 National Summit, and the UCCMS launched. In 2020, the Coach Perspective: Research Pilots, Safe Sport Summits. As of Feb 2022, there have been 50,000 completions of the CAC Safe Sport Training. [return to text]

Sources & Further Reading

Coaching Association of Canada (CAC). (n.d.a). Communities of practice – A how-to model. Retrieved December 9, 2021, from https://coach.ca/communities-practice-how-model

CAC. (n.d.b). Leading a return to sport participation. Retrieved December 9, 2021, from https://coach.ca/leading-return-sport-participation

CAC. (n.d.c). Mental health in sport. Retrieved December 9, 2021, from https://coach.ca/mental-health-sport

CAC. (n.d.d). NCCP creating a positive sport environment. Retrieved December 9, 2021, from https://coach.ca/nccp-creating-positive-sport-environment

CAC. (n.d.e). NCCP makes ethical decision. Retrieved December 9, 2021, from https://coach.ca/nccp-make-ethical-decisions

CAC. (2020, April 3). Safe sport training promo [Video]. Youtube. https://www.youtube.com/watch?v=DPhwZZ6x2uM

CAC. (2021, September 10). Safe sport review. Retrieved December 9, 2021, from https://coach.ca/safe-sport-review

Campbell, M. (2021, August 18). Exploiting Osaka’s vulnerability isn’t a solution to media’s swindling access. CBC Sports. Retrieved December 9, 2021, form https://www.cbc.ca/sports/opinion-naomi-osaka-media-1.6144374

Canadian Intergovernmental Conference Secretariat. (2019, February 15). Red Deer Declaration – For the prevention of harassment, abuse and discrimination in sport. Retrieved December 9, 2021, from http://scics.ca/en/product-produit/red-deer-declaration-for-the-prevention-of-harassment-abuse-and-discrimination-in-sport/

Donaldson, B [@brittni_d]. (2021, May 24). Coaches/Trainers/Mental Performance Specialists – would love to know any best practices around how you balance encouraging your athletes to dig deep & persevere through adversity (such an important lesson), yet ensuring they are not harming themselves in the process [Tweet]. Twitter. https://twitter.com/brittni__d/status/1396872341569908736

Edmondson, A. C. (2019). The fearless organization: creating psychological safety in the workplace for learning, innovation, and growth. Wiley.

Fendrich, H. (2021, May 31). Naomi Osaka withdraws from French Open, says it’s the best thing’ for her well-being. The Associated Press. Retrieved December 9, 2021, from https://www.cbc.ca/sports/tennis/naomi-osaka-withdraws-french-open-1.6047177

Kerr, G., Willson, E., & Stirling, A. (2019). Prevalence of maltreatment among current and former national team athletes. University of Toronto. 1-51. https://athletescan.com/sites/default/files/images/prevalence_of_maltreatment_reporteng.pdf

Lowrie, M. (2017, December 8). Ex-ski coach Bertrand Charest gets 12-year prison sentence. The Canadian Press. Retrieved December 9, 2021, from https://www.theglobeandmail.com/sports/more-sports/ex-ski-coach-bertrand-charest-gets-12-year-prison-sentence/article37268149/

Register-Mihalik, J., Baugh, C., Kroshus, E., Kerr, Z. Y, Valovich McLeod, T. C. (2017). A multifactorial approach to sport-related concussion prevention and education: Application of the socioecological framework. Journal of Athletic Training, 52(3): 195-205. DOI: 10.4085/1062-6050-51.12.02

Safe Sport eReader. (2021a, December 3). Cayer 2 sport is in a culture renovation [Video]. Youtube. https://www.youtube.com/watch?v=Vc4-Dy0yBeo

Safe Sport eReader. (2021b, December 3). Cayer 3 support through sport series [Video]. Youtube. https://www.youtube.com/watch?v=9r_u0DUkTBg

Part 7: Officials and Safe Sport

VII

Photo by Julie Stevens.

Part 7 of this reader contains two chapters written by two academic experts from Ontario Tech University, who both offer insight into the challenges faced by officials in sport and the ways in which officials can help make sport safer for all. Lori Livingston, PhD, teaches in the Faculty of Health Sciences and is also Provost and Vice-President Academic, and Susan Forbes, PhD, manages the Teaching & Learning CentreChapter 15 focuses on the purpose of rules and their role in creating safe playing environments. Chapter 16 outlines the role of officials as essentials parts of the sport ecosystem, how officials have been historically maltreated by spectators, coaches and athletes, and some key concepts and strategies that can be used to counter these issues. 

Safe Sport: Rules are an Essential Piece of the Puzzle

15

Lori A. Livingston
Susan L. Forbes

Themes

Rules
Rules classification systems
Rule modification

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Identify the different types of sports rules;
LO2 Recognize which rules are intended to promote safe participation;
LO3 Identify who is responsible for ensuring safe sports;
LO4 Identify the role each participant has for following the rules to ensure safe sports; and
LO5 Identify how rules can be modified to ensure safe sports.

Overview

Rules play a critical role in imposing structure on sport competitions, thereby creating equitable and safe conditions under which proficiency in physical skills and strategic prowess can be effectively tested between competitors. This chapter introduces the reader to the purpose of rules, rule classification systems, and the importance of using objective data to guide additions to or modifications of existing rule sets.  The creation of safe playing environments requires all sport participants including administrators, officials, coaches, players, other team management personnel, and spectators, to understand their obligation to know and abide by the rules of their sport.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=274#h5p-41

Sports represent games or competitions of physical ability which have been formalized (or codified) with the addition of rules.Livingston et al., 2020. The primary purpose of rules is to impose structure, thereby creating conditions under which proficiency in physical skills, fitness, and strategic prowess may be effectively tested between competitors.Torres, 2010. When implemented efficiently and fairly, rules allow all contestants equal opportunities to perform, excel, and challenge each other in tests of relative abilities.

Rules also aim to clearly delineate all of the necessary conditions for participants to remain unharmed and injury free while allowing for a degree of variability in athletes’ motor behaviours.Arias et al., 2011. Keeping sports safe through rule creation, implementation, and ongoing modification is important as the incidence of sport-related injuries – especially in collision sports such as ice hockey, football, wrestling, and Taekwondo – is a major public health concern.Anderson et al., 2020; Guillaume et al., 2021; Pal, 2020; Hammer et al., 2020. To truly understand the role that rules play in keeping sport safe, sport participants need to understand the purpose of rules as well as their personal obligations with respect to observing them.

Rule Classification Systems

In an earlier paper examining the topic of rule modification and rule enforcement as means to reducing injury in the sports of ice hockey, soccer, and basketball,Livingston & Forbes, 2003. we used Shogan’s (1988) rules taxonomy as a framework to group rules into meaningful categories. This rules taxonomy, or classification system, coincides with more recently proposed systems (e.g., Cudd, 2007; Bergmann Drewe, 2000) in that it essentially differentiates between two types of basic rules; that is, those that refer to either the external or internal logic of the sport.Arias et al., 2011. The basic structure of rule classification systems is illustrated in Figure 15.1.

Figure 15.1 Rules Classification System

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=274#h5p-42

[Image description]

Rules categorized as regulatory, or pertaining to the external logic of the sport, make it possible to administer competitions efficiently. For example, uniform numbers and team line ups allow those keeping score to accurately record who scored and who assisted on a goal in a game of lacrosse. However, these functions are nonessential as the score could simply be recorded as total number of goals scored by either team without the statistical detail. To that end, regulatory rules may be viewed as nonessential or having minimal impact on a competition.

In contrast, the rules categorized as constitutive, or pertaining to the internal logic of the sport, define the criteria that mark the relationships between a competitor and the rest of their opponents, as well as game time, spaces, and equipment. Constitutive rules may be subcategorized as being descriptive, prescriptive, or proscriptive in nature. Descriptive rules, as their name implies, describe or quantify the temporal aspects of the competition (e.g., total game time or maximum routine duration), as well as the dimensions of the playing area, the number of athletes occupying the space, and the size, shape, material aspects, and weight of the equipment used.Arias et al., 2011; Shogan, 1988. Conceived another way, it is the descriptive rules that define the structural aspects of the competition.

However, prescriptive and proscriptive rules are functional in nature.Arias et al., 2011. They determine athletes’ acceptable actions or their obligations and rights within the playing environment. More specifically, prescriptive rules as their name implies, prescribe those actions which an individual may perform when engaged in a game. The breaking of such a rule is not a penalty but rather a loss of possession. For example, in the sport of basketball players are allowed a maximum number of steps when carrying the ball. If the player exceeds this limit, a skill violation (i.e., travelling) is called and the opposing team is awarded the ball.

Proscriptive rules differ in that they proscribe or prohibit harmful actions which a person must not engage in. The breaking of such a rule leads to the imposition of a penalty.  In team sports characterized by body contact, proscriptive rules are used to limit both the nature and magnitude of such contact.

""
Photo by John Martinez Pavliga on Flickr.

A good example of this comes from the sport of football where game legislators have implemented targeting rules (i.e., the act of taking aim and initiating contact with an opponent above the shoulders with the helmet, forearm, hand, fist, elbow, or shoulders) to control impacts between tacklers and otherwise defenseless players.Obana et al., 2021.

When thinking about the constitutive (or internal logic) rules of sport, it is easy for most people to understand that descriptive rules have always been part of sport. Less well known is that up until the early 20th century, rule sets were largely prescriptive in nature. They were focused on regulating the mechanisms of play with the goal of providing opportunities for individuals to participate to the best of their abilities while competing within an environment based on trust and fairness.Livingston et al., 2020.

For example, in the early 1900s in the sport of women’s field lacrosse, the 12 players per team would equally space themselves throughout the field as they ran, passed, and caught the ball and moved towards the opponent’s goal. The only limitation on player movement pertained to the goal crease area. This sport, which evolved in Great Britain, was the epitome of the ethos of fair play. However, in the late 1980s and early 1990s, it was not unusual at the World Cup level to see all 12 team players (or 24 players from two teams) occupying only the offensive or defensive half of the field. This led to considerable congestion in front of the goal cages and increases in the incidence of injuries caused by collisions between players or as a result of a ball or stick striking the body.

The rule makers had no option but to introduce prescriptive rules to limit the movements of players about the field and proscriptive rules to penalize those who insisted on standing in front of the goal while not actively marking an opponent. With the growth of commercialism and the rise of professional and semi-professional sports, winning has become the primary outcome of interest at all levels of sport. With this transformation came not only the need for more prescriptive rules about how to play, but also more proscriptive rules to manage participant behavioursCashmore, 2005. including those associated with competition induced injuries.

Using Objective Data to Link Rules and Rule Modifications to Injury Prevention

""
Photo by HUCOPIX | Elodie Burrillon on Flickr.

Participation in sport is recommended because of the health benefits associated with maintaining a physically active lifestyle even though such participation may also be associated with injury.Vriend et al., 2017.  Rules in and of themselves cannot prevent all injuries from happening, but they may reduce the incidence or nature of the injuries being observed. As sports evolve, so too do their rule sets – by modifying existing rules or adding new ones – in an effort to keep competitions safe and as injury free as possible. In amateur sport, the task of reviewing existing rules lies with committees or panels of knowledge content experts convened by national or international sport governing bodies.

Professional sports organizations tend to conduct their own reviews with an eye to modifying rules to reduce injury as well as to satisfy their specific commercial interests. This is why the rules differ between professional and amateur competitions, and at the amateur level, between nationally- and internationally-sanctioned levels of play. The frequency with which these reviews take place varies (i.e., often occurring on annual, biennial, or quadrennial time frames), yet all decisions to modify rules need to be supported by objective data both prior to and following their implementation.

Video Evidence

""

Case Study:
Nik Zorocic

 

Canadian Ski-Cross Racer Nik Zorocic Dies Following Crash in Switzerland” by Bradley Bouzane, National Post, March 10, 2012.

Zorocic’s Death not a Freak Accident: Family,” by Sonja Puzic, CTV News, April 23, 2012.

Nik Zorocic Family Feels Vindicated by FIS Findings” The Canada Press, March 10, 2014.

 

""
Photo by Up-Free on PixaBay.

In 2012, Canadian ski cross racer Nik Zorocic died at a World Cup event in Grindelwald, Switzerland, on March 10, 2012, when he crashed into safety netting and a mound of hard snow near the finish line.

Initially, ski officials suggested that the 29 year old Zoricic was to blame for his death, angering the family and others in the skiing community.

In 2014, the International Ski Federation (FIS) wrote to the family agreeing that the fatality was not Zorocic’s fault. The FIS announced it would would commit $250,000 over five years to the Nik Zoricic Foundation, which aims to improve ski cross safety.

More stringent guidelines now in place include a much greater distance between the finish-line post and fencing.

Case studies, and in particular those captured on video, can provide valuable information upon which to question existing competition rules and the environments in which sports occur. For example, on December 27, 1980, professional ice hockey player Mark Howe of the Philadelphia Flyers was impaled by the pointed metal centre base support post of the hockey net, suffering a catastrophic and almost career ending injury at the base of his spine. This led to a change in ice hockey goal net design now universally seen throughout the sport. In 2012, the tragic death of Canadian ski cross racer Nik Zorocic as a result of hitting the finish line post at an event in Grindelwald, Switzerland led to more stringent rules calling for greater distances between the finish line post, safety netting, and the elimination of hard objects such as large mounds of packed snow near the finish. In both of these instances, video evidence supported changes to the descriptive rules pertaining to the competition environments and the permanent fixtures found within them for the purposes of enhancing athlete safety. However, the gold standard for linking rules and rule modifications to enhanced sport safety necessarily relies on the science of epidemiology.

Epidemiological Evidence

In 1982, the United States-based National Collegiate Athletic Association (NCAA) established the NCAA Injury Surveillance System with the aim of collecting exposure and injury data from a sample of NCAA colleges and universities.Kerr et al., 2018. For each injury event, an athletic trainer completes a detailed report on the athlete’s demographic information (e.g., age, sex, height, mass), the injury or condition (i.e., body site, diagnosis) and the circumstances (e.g., activity (i.e., sport, position), mechanism of injury (e.g., body contact, illegal behaviour, or rule violation), and event (i.e., competition or practice). A similar national reporting system for high schools in the United States (i.e., High School-Reporting Information Online or HS-RIO) was established later in 2005-2006.

Databases like these, and standalone studies which collect the same type of data, provide sports injury epidemiologists with information to perform the essential first step in describing at-risk sport populations in combination with their injury incidence and burden.van Mechelen et al., 1992. Importantly, epidemiological data and analyses have proven successful in driving rule modifications and hence reduced injury rates in youth contact sports. In rugby, for example, rules of the game regarding line-outs and scrums vary for different age groups.Anderson et al., 2020. Rule changes in youth football leagues, ones aimed at increasing touchbacks and reducing kick returns, have been associated with reduction in concussion injury rates.Wiebe et al., 2018.

Introducing new rules or modifying existing ones is an ongoing and evolving process in every sport. As well intended as such changes may be, they can at times lead to unanticipated or unexpected outcomes.Jankowski et al., 2020; Madera et al., 2017. The truth of the matter is that the effects of rule changes are rarely researched.Madera et al., 2017; Vriend et al., 2017. In addition, even the most rigorously conducted epidemiological studies may not account for additional or constantly evolving factors (e.g., geographical inconsistencies in concussion-related legislation) associated with injury incidence.Guillaume et al., 2021. However, interest in adopting more scientific approaches to understanding the anticipated and unanticipated effects of rule changes in sport has been on the rise over the past decade.

""
Photo by Tony Alter on Flickr. 

A sport injury epidemiologist studies the distribution (i.e., occurrence and frequency of occurrence) and determinants of sports injuries for the purpose of identifying and implementing measures to prevent their development.A sport injury epidemiologist studies the distribution (i.e., occurrence and frequency of occurrence) and determinants of sports injuries for the purpose of identifying and implementing measures to prevent their development (adapted from https://www.physio-pedia.com/Sport_Injury_Epidemiology)

Wright (2014) convincingly argues that the use of operational research methodologies, or data analytics, can illustrate what happens now under existing rule sets, what has happened as a result of changes made, and how to objectively proceed with making future changes. The pros and cons of differing statistical methodologies are discussed and illustrated by numerous examples of rule changes from a variety of sports (e.g., badminton, basketball, cricket, cycling, ice hockey, motor sports, rugby, soccer, etc.) at mostly the professional or semi-professional level. The author, moreover, importantly links proposals for rule alteration or modification to the differing motivations or objectives of those individuals or organizations pushing for change. These objectives range from that of enhancing participant safety and fairness within competitions to more commercially-related interests including rewards for winning and creating excitement for spectators.

Counterpoint:
Do rule changes always improve safety?

Exactly How Dangerous is Football?” by Ingfei Chen, The New Yorker, February 1, 2020.

Sports-related injuries were a frequent headline in the early 2000s, but less so in the last decade. Even then, the emphasis was predominantly on concussions. This article by Ingfei Chen explores the dangers of football and suggests that some rule changes may actually not improve safety. 

The importance of relying on objective approaches to support creating new rules or modifying existing rules to keep sport safe cannot be overstated. They represent an important and fundamental strategy in the creation of safe sporting environments. However, even when supported by science, rule changes are proposed and driven by human beings who may allow subjective elements (e.g., commercial gain) to influence their thinking. More difficult to predict is how athletes and other sport participants may behaviourally respond to the new rules.

For example, at the 2012 Olympics, controversy arose over whether or not British track cyclist Philip Hindes deliberately crashed after a slow start to take advantage of a rule which allowed for a restart if a crash occurred in the first lap.Hills, 2012. While Hindes in this instance was not injured, the potential for injury to himself and other competitors was real. Hence, effective injury prevention strategies have to rely on more than the rules themselves. In sport, administrators, officials, coaches, athletes, and other support personnel must understand and appreciate how their behaviours and motivations to comply with or ignore the rules contribute to the creation of safe playing environments.

  Self-Reflection

  1. What rule changes do you think have helped reduce risk of injury for athletes? Do you feel rule changes lead to the desired or expected reduction in injuries? Why/why not?
  2. Think back to your participation in sports. How well did you understand the rules?
  3. Based on your experience, how important is the consistent application of rules to the safety of your sport?
  4. Did you ever witness or experience an injury that was the result of a rule violation? How did you feel about that and what could have been done differently?

Rules are Just One Part of the Equation

As outlined in the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS), keeping sport safe is a collective obligation. The rules provide structure and in so doing, aim to create fair and safe playing environments.  Such an outcome can be reasonably expected when each individual recognizes their role, the responsibilities associated with their role, and their willingness to abide by the rules.  This includes sport administrators, officials, coaches, other team personnel, the athletes, and the spectators. Rules are everyone’s responsibility.

Sport administrators play a critical role in creating an environment which supports the strengthening of rule-specific knowledge and skill sets and, thereby, participant safety. For example, they are responsible for ensuring that their organizations comply with local laws and mandated legislation (e.g., Rowan’s Law; prescreening requirements for vulnerable pediatric populations)  and that those in positions of responsibility are supported in developing their rule-related knowledge bases. This includes the provision of educational workshops and seminars for officials and coaches, as well as opportunities for input into critical decision-making processes (e.g., rule-related discussions and deliberations). Many organizations, in addition, aim to educate others about the rules, including parents who make up a large part of the spectator pool at grassroots amateur sporting events. Unfortunately, the efficacy of these educational programs and efforts remains largely unknown because of a lack of routine program evaluations. In the absence of such evaluations, rules continue to be perceived as largely the domain of officials only.

Case Study:
Ontario Rural Softball Association

""
Photo by iluvgadgets on Flickr.

The Ontario Rural Softball Association’s Statement on Safe Sport recognizes our collective obligation to prevent harm to sport participants goes beyond rules. It states: “Addressing the causes and consequences of Maltreatment is a collective responsibility and requires the deliberate efforts of all Participants, sport stakeholders, sport club administrators and organization leaders.”Ontario Rural Softball Association, 2021.

Sport officials (e.g., referees, umpires, judges, commissaires, etc.) are tasked with the challenge of equitably enforcing the rules to keep sport safe. They must understand the importance of their role while at the same time being diligent in constantly honing their abilities to be an effective official in their sport of choice. They must be competent and ethical in applying the rules. Importantly the extent of their intervention is not and should not be dictated by their wants or desires, but rather by the behaviours of those involved in the athletic contest. If a prescriptive (e.g., travelling in basketball) or proscriptive (e.g., checking from behind in ice hockey) rule is broken, a call is made. If there is no breaking of the rules, the contest should continue. The important concept here is that the problematic behaviour has to occur first (i.e., a priori) before the official acts to enforce the rule (i.e., post hoc).

In a previous investigation, we demonstrated that several invasion games (i.e., basketball, ice hockey, and soccer) already had numerous rules in place to keep sport safe, while at the same time arguing the need for continuous improvement in lowering injury rates through rule modification.Livingston & Forbes, 2003. A key part of defining how effective any rule or rule modification may be, however, rests in part with participants understanding the rules and their responsibilities in the playing environment. In sport in general, there have been too many examples of athletes and their coaches not understanding, or simply ignoring, rules to keep athletes safe during the course of play.

 

 

Counterpoint:
Rowan’s Law

""
Photo by Joz3.96 on Flickr.

Rowan’s Law was passed by the Ontario Government in 2018. This legislation is named in memory of Rowan Stringer who tragically died in 2013 of Second Impact Syndrome, the result of suffering multiple concussion playing rugby three times in six days. The legislation is designed to create a safer environment for competitive amateur athletes, children and youth to play sport.

Rowan’s Law was implemented to ensure the brain health of participants under the age of 26. Participants are to be removed from their sport if they suffered or are suspected of suffering a concussion. Sports organizations are required to have a removal from-return to sport protocol in place. What is not clear or consistent is who makes the decision to remove the participant.

Who do you think should have the responsibility for removing the injured the player from the game? Who should decide when the player is ready to return to play? How do you think disagreements should be handled?

While the lack of understanding can be somewhat managed through educational programming, opting to ignore the rules for unknown reasons is more problematic. It is difficult to accept the most flagrant and unexplainable of such actions, including two now somewhat historical but infamous incidents in the National Hockey League. These include a 1969 stick swinging fight between helmetless players Wayne Maki of the St. Louis Blues and Ted Green of the Boston Bruins that led to Green undergoing a lengthy operation to correct a depressed skull fracture.Deachman, 2020. A much later attack in 2000 when Marty McSorley of the Edmonton Oilers struck Vancouver Canuck Donald Brashear’s head with his stick, left the latter with a Grade 3 concussion.CBC, 2020. Both of these incidents, as well as many others, are well documented.

It is difficult to explain, or even understand, why some individuals opt to break the rules and especially so when the resulting injuries are catastrophic. In a compelling critical review of the influence of money on sport, Woelfel (2018) provides a well-articulated argument linking changing societal attitudes to the pursuit of lucrative professional contracts and endorsement opportunities, a pursuit that now begins in youth sport. The phenomenon, long ago described as the “professionalization of youth sport”,Brower, 1979. highlights the dominance of the win ethic, the privileging of the best athletes, and parents going into debt to support their children in the pursuit of professional sport success. Unfortunately, sport by its very nature places athletes within codified environments which are destined to declare a single winner from a pool of many competitors. The simple but now largely disregarded or lost perspective is that not everyone can win.

Figure 15.2 Safe Sport Environment
[Image description]

Concluding Thoughts

There is no simple answer or obvious solution when it comes to asking all sport participants to respect the rules of the sport in which they participate but sport researchers, now and into the future, need to problematize this issue and seek a solution. What needs to be broadly understood is that rules exist and they exist for two primary reasons; that is, to create fair and equitable competition environments while also aiming to keep all participants safe. We argue that the best way forward is for sport researchers to understand that the addition of new rules and rule modifications need to be supported by solid objective evidence while at same time acknowledging the subjective reasons as to why sport participants opt to obey or disobey the rules. Only when these two perspectives are brought together will we gain a true appreciation for the role that rules play in keeping sport safe and fun for all.

  Record Your Response An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=274#h5p-43

 

Future Research

One area not sufficiently explored to date is the relationship between injuries and officiating decisions during competition. Work by Anderson et. al, (2018) provides an earlier example and includes the use of technology for investigative purposes but more needs to be done. See “Video analysis of acute injuries and referee decisions during the 24th Men’s Handball World Championship 2015 in Qatar.

Key Terms 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=274#h5p-44

 

Suggested Assignments

1. How safe is your sport?
Review the rules of your sport and categorize them using the taxonomy presented in this chapter. Which rules relate directly to injury prevention?

2.  Which sport is safest?
Choose three similar sports such as invasion sports (e.g. hockey, soccer, rugby) or combat sports (e.g. boxing, judo, karate). Identify and compare their safety-oriented rules, then compare their injury rates. Which sport is the safest and how do their rules match up to their level of safety?

3.  Are rule changes making sports safer?
Design a research study where you study a sport that made rules changes, modifications, and/or additions to improve safety. How would you determine if those changes were effective?

 Image Descriptions

Figure 15.1 This figure illustrates the key components of Shogan’s (1988) rules classification system or taxonomy. [return to text]

Figure 15.2 This figure is a simple venn diagram illustrating the safe sport environment. On the outside are sport rules and athlete actions, which overlap and hold the text “safe sport environment.” [return to text]

  Sources

Anderson, D. S., Cathcart, J., Wilson, I., Hides, J., Leung, F., & Kerr, D. (2020). Lower limb MSK injuries among school-aged rugby and football players: A systematic review. BMJ Open Sport & Exercise Medicine, 6(1), e000806–e000806. https://doi.org/10.1136/bmjsem-2020-000806

Arias, J. L., Argudo, F. M., & Alonso, J. I. (2011). Review of rule modification in sport. Journal of Sports Science & Medicine, 10(1), 1–8.

Drewe, S. B. (2000). The logical connection between moral education and physical education. Journal of Curriculum Studies, 32(4), 561–573. https://doi.org/10.1080/00220270050033628

Bouzane, B. (2012, March 10). Canadian ski cross racer Nik Zoricic dies following crash in Switzerland. The National Post. Retrieved November 12, 2021, from https://nationalpost.com/sports/canadian-skicross-racer-nick-zoricic-dies-following-crash-in-switzerland

Brower, J. (1979). The professionalization of organized youth sport: Social psychological impacts and outcomes. The Annals of the American Academy of Political and Social Science, 445(1), 39–46. https://doi.org/10.1177/000271627944500106

Canadian Broadcasting Corporation (CBC). (2000, March 8).  Bruins’ Marty McSorley charged with assault. Retrieved November 12, 2021, from https://www.cbc.ca/sports/bruins-marty-mcsorley-charged-with-assault-1.200872

Cashmore, E. (2005). Making sense of sports (4th ed.). London: Routledge.

Chen, I. (2020, February 1). Exactly how dangerous is football?. The New Yorker. Retrieved November 12, 2021, from https://www.newyorker.com/culture/annals-of-inquiry/exactly-how-dangerous-is-football

Cudd, A. E. (2007). Sporting metaphors: Competition and the ethos of capitalism. Journal of the Philosophy of Sport, 34(1), 52–67. https://doi.org/10.1080/00948705.2007.9714709

Custance, C. (2011, November 10). Mark Howe’s journey all his own. ESPN. Retrieved November 12, 2021, from https://www.espn.com/nhl/halloffame11/story/_/id/7216908/2011-hockey-hall-fame-look-inductee-mark-howe

Deachman, B. (2020, September 21). That was then: Ottawa hosts exhibition of NHL violence. Ottawa Citizen. Retrieved November 12, 2021, from https://ottawacitizen.com/news/local-news/that-was-then-ottawa-hosts-exhibition-of-nhl-violence

Government of Ontario. (2021). Rowan’s law: Concussion safety. Retrieved November 12, 2021, from https://www.ontario.ca/page/rowans-law-concussion-safety

Guillaume, S., Lincoln, A. E., Hepburn, L., Caswell, S. V., & Kerr, Z. Y. (2021). Rule modifications to reduce checking-related injuries in high school boys’ lacrosse. Journal of Athletic Training, 56(4), 437–445. https://doi.org/10.4085/1062-6050-0489.19

Hammer, E., Brooks, M. A., Hetzel, S., Arakkal, A., & Comstock, R. D. (2020). Epidemiology of injuries sustained in boys’ high school contact and collision sports, 2008-2009 through 2012-2013. Orthopaedic Journal of Sports Medicine, 8(2), 2325967120903699–2325967120903699. https://doi.org/10.1177/2325967120903699

Hills, D. (2012, August 3). Olympic cycling: Philip Hindes crash admission ‘lost in translation’. The Guardian. Retrieved November 12, 2021, from https://www.theguardian.com/sport/2012/aug/03/london-2012-philip-hindes-crash-translation

Janowski, M., Zielinski, J., Ciekot-Soltysiak, M., Schneider, A., & Kusy, K. (2020). The effect of sports rules amendments on exercise intensity during Taekwondo-specific workouts. International Journal of Environmental Research and Public Health, 17(18), 6779–. https://doi.org/10.3390/ijerph17186779

Kerr, Z. Y., Comstock, R. D., Dompier, T. P., & Marshall, S. W. (2018). The first decade of web-based sports injury surveillance (2004-2005 through 2013-2014): Methods of the National Collegiate Athletic Association injury surveillance program and high school reporting information online. Journal of Athletic Training, 53(8), 729–737. https://doi.org/10.4085/1062-6050-143-17

Livingston, L. A., & Forbes, S. L. (2003). Rule modification and strict rule enforcement as a means of reducing injury in invasion games. Avante, 8, 12-20.

Livingston, L. A., Forbes, S. L., Wattie, N., & Cunningham, I. (2020).  Sport officiating: Recruitment, development, and retention. London: Routledge.

Madera, J., Tella, V., & Saavedra, J. M. (2017). Effects of rule changes on game-related statistics in men’s water polo matches. Sports (Basel), 5(4), 84–. https://doi.org/10.3390/sports5040084

Obana, K. K., Mueller, J. D., Zhong, J. R., Saltzman, B. M., Lynch, T. S., Parisien, R. L., Ahmad, C. S., & Trofa, D. P. (2021). Targeting rule implementation decreases neck injuries in high school football: A national injury surveillance study. The Physician and Sportsmedicine, 1–5. https://doi.org/10.1080/00913847.2021.1932630

Ontario Rural Softball Association. (2021, July 1). Statement of Safe Sport. https://www.ontarioruralsoftballassociation.ca/wp-content/uploads/2021/08/ORSA-Safe-Sport-Policy-Manual-1-july-2021.pdf

Pal. S. (2020). Preventive methods for case series karate injuries- a review. Journal of Clinical and Diagnostic Research, 14(10), YE09–YE12. https://doi.org/10.7860/JCDR/2020/45510.14154

Puzic, S. (2012, April 23). Skier Nik Zoricic’s death not ‘freak accident’: Family. CTV News. Retrieved November 12, 2021, from https://www.ctvnews.ca/skier-nik-zoricic-s-death-not-freak-accident-family-1.800060

Shogan, D. (1988). Rules, penalties, and officials: Sport and the legality-morality distinction. CAHPERD Journal, 54(6), 6-11.

The Canadian Press. (2014, March 10). Nik Zoricic family feels vindicated by FIS findings. CBC Sports. Retrieved November 12, 2021, from https://www.cbc.ca/sports/olympics/winter/skiing/nik-zoricic-family-feels-vindicated-by-fis-findings-1.2567048

The Hockey History Blog. (2013, January 14). Wayne Maki and the terrible stick swinging incident. Retrieved November 12, 2021, from http://www.greatesthockeylegends.com/2013/01/wayne-maki-and-terrible-stick-swinging.html

Torres, C. R. (2010). The danger of selectively changing the rules in youth sport: The case of the strike zone. Journal of Physical Education, Recreation & Dance, 81(5), 29–34. https://doi.org/10.1080/07303084.2010.10598477

van Mechelen, W., Hlobil, H., & Kemper, H. C. (1992). Incidence, severity, aetiology and prevention of sports injuries: A review of concepts. Sports medicine, 14(2), 82–99. https://doi.org/10.2165/00007256-199214020-00002

Vriend, I., Gouttebarge, V., Finch, C. F., van Mechelen, W., & Verhagen, E. A. L. M. (2017). Intervention strategies used in sport injury prevention studies: A systematic review identifying studies applying the Haddon Matrix. Sports Medicine, 47(10), 2027–2043. https://doi.org/10.1007/s40279-017-0718-y

Wiebe, D. J., D’Alonzo, B. A., Harris, R., Putukian, M., & Campbell-McGovern, C. (2018). Association between the experimental kickoff rule and concussion rates in Ivy League football. Journal of the American Medical Association, 320(19), 2035–2036. https://doi.org/10.1001/jama.2018.14165

Woefel, R. (2018, May). Money ball. Referee Magazine, 43(5), 58-63.

Wright, M. (2014). OR analysis of sporting rules – a survey. European Journal of Operational Research, 232(1), 1-8.

Creating Safe, Equitable, Diverse and Inclusive Cultures for Sports Officials

16

Susan L. Forbes
Lori A. Livingston

Themes

Safe sport environment
Equity, diversity and inclusion
Institutionalized sport culture

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Critically examine sociocultural factors that create a less than inclusive officiating environment;
L02 Identify key components of effective officiating education and training programs; and
L03 Identify the barriers to an inclusive sports environment.

Overview

Sport officials play a critical role in upholding both the spirit and the letter of the laws (or rules) to ensure that all competitors are given an opportunity to compete in a predictable and safe environment that is both fair and equitable. They are an essential part of the sport ecosystem, yet they have been historically marginalized and besmirched as sports’ “necessary villains.” This prevailing culture continues today with officials finding themselves challenged by angry athletes, coaches, and spectators, and with these situations often escalating into harmful verbal and physical confrontations. This chapter begins with a brief review of the factors which contribute to unsafe environments for officials, followed by the presentation of key concepts and strategies to counter this problem. Importantly, the creation of equitable, diverse, and inclusive sport environments is the key. 

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=285#h5p-45

Organized sport necessitates the involvement of numerous categories of participants, including those who organize competitions, leagues, and clinics for others who wish to join in as athletes, coaches, other specialized roles (e.g., team managers, trainers, etc.), or simply as spectators. Arguably the least celebrated, or appreciated, yet the most essential category of sport participants are those who opt into roles as competition officials  (e.g., umpires, referees, judges, scorers, and timers). This may seem like a rather bold statement, but it is valid for two reasons.

In Practice:
Who are Sports Officials?

""
Photo by Steven Lilley on Flickr.

Why do officials matter? What kind of people are sports officials? SASK SPORT promotes sport officials in this video that discusses the role of a sport officials to “protect the game” and their responsibility to ensure the “betterment of the game”. Have you ever let an official know you appreciate their contribution?

First, without rules and the officials who enforce them, sport by definition is merely reduced to play. Livingston et al., 2020. The second, and no less important to understand, is that officials are frequently criticized and demeaned for the role that they play.Livingston & Forbes, 2017. Officials understand that criticism is part of the job,Cuskelly & Hoye, 2013. yet the problem today is that all too frequently the verbal airing of a concern turns into a threat of violence which could jeopardize their physical and or psychological safety.Woelfel, 2020.

For over a century, sport officials have been viewed in a negative light and belittled for the job that they perform. There is ample evidence of this in the sport history literature, e.g., Leslie, 1998; Voigt, 1970. but these overt critiques have been exponentially amplified in recent years, thanks to a number of contributing factors including the evolution of technology. For example, real time video review of officiating decisions began in 1985 when the United States Football League first introduced the concept as part of its televised broadcasts.Woelfel, 2018, April.

Officials’ split second decisions were now being explicitly questioned for the first time through retroactive review. But these have evolved from real time replays of relatively low resolution video images at that time to today’s high-resolution ultra-slow motion frame-by-frame replays which reveal the minutest of details.

Further, these reviews are also no longer restricted to the domain of televised sport. By using their cell phones, spectators at youth sporting events are able to capture high-definition video and camera images which are shared widely thanks to the increasing popularity of social media platforms. These tools are making it easier for critiques – warranted or unwarranted – to be aired with greater frequency than ever before. As a result, this criticism is becoming increasingly aggressive and intimidating, or harassing, and is often coupled with verbal taunts and threats of physical harm.

In Practice:
Video Assistant Review

""
Photo by JB_Home on PixaBay.

Watch “How VAR works in MLS and the World Cup

Video Assistant Review (VAR) was implemented at the 2018 FIFA World Cup in Russia. A total of 455 incidents were checked during the tournament and of which only 20 were actually called.Be Soccer, 2018.

How might VAR impact an official’s safety?

Data on the incidence of such events is rare, yet it is estimated that 15% of all youth sport competitions in the United States involve some sort of verbal or physical abuse directed at officials from coaches and parents.Tietz, 2018. All too often these overt taunts include sexist, racist, and or homophobic overtones,e.g., Fasting, 2015; Tingle et al., 2014. which are deliberately meant to humiliate and demean. Sadly, a simple search of the World Wide Web using the terms “hockey or soccer referee” and “assault” yields hundreds of media reports of such incidents from around the globe. Concern over the increasing frequency and severity of these attacks is leading many U.S. states to enact legislation to address physical and verbal threats directed at sport officials,Woelfel, 2020. but criminalizing these acute actions does not guarantee that officials will be safe.

Acts of aggression may also be chronic or systemic in nature and emerge in more subtle or ambiguous forms such as microaggressions or periodic incidents of incivility.Fink, 2016. The experiences of female basketball officials offer some clear illustrations of these types of phenomena. A qualitative study of former female basketball referees in different parts of the U.S. identified four themes that were related to and led to their decisions to leave. Tingle et al., 2014. In terms of the organizations to which they belonged, and in comparison to their male peers, there was a lack of mutual respect for their abilities, perceived inequities in the application of policies and processes, a lack of role modeling and mentoring, and gendered abuse. (See Figure 16.1 below.)

Claire Schaeperkoetter’s (2017) autoethnography of her experiences as a female official in the sport of men’s basketball sadly identifies many of the same issues. Her story paints a disturbing picture of the gendered perceptions and lack of respect afforded to her by players, coaches and fans and the challenges she faced as a result. Her story is also one of drop out from the officiating ranks as a result of heightened levels of stress, frustration, and emotion. More recently, a high-profile incident involving LeVar Ball, a controversial coach of a team playing in an event showcasing high school boys’ basketball talent, also more than amply illustrates the existence of sexism in sport.Parrish, 2017.

The harassment of sport officials has been described as a situation that is “out of control” and one that is leading many U.S. states to implement legislation in an effort to protect sport officials.Woelfel, 2020, p. 39. However,  the imposition of punitive fines and measures alone will not be sufficient to deter or resolve the issues that exist  today. The root of the problem begins within the institution of sport itself, and keeping sport safe for officials needs to begin with the identification of longstanding and well entrenched institutionalized inequities that have for too long served to marginalize and demean officials,Fink, 2016.  rather than seeing them as valuable assets within sport. To this end, here are five different  strategies for sport organizations to consider in their efforts to create more supportive, positive, and safe environments for their officials.

 

In the News:
Referees and Mental Health

""
Photo by KeithJJ on PixaBay.

Referees & abuse: ‘Massive rise in mental health support requests‘” by Ben Croucher, BBC Sport, November 14, 2020.

Following COVID-19 lockdowns in the United Kingdom, Ref Support UK saw a massive increase in football (soccer) officials seeking mental health support. In a new book, Referees, Match Officials & Abuse, 93.7% of match officials interviewed said they have experienced verbal abuse. Of the 2,056 referees in England surveyed, more than nine in ten said they had been verbally abused, with 59.7% experiencing some form of abuse every two games.

Do you think officials in some sports experience more abuse than officials in other sports? What data can you find on referee abuse in your sport?

Figure 16.1 Why Female Basketball Referees Leave the Game
[Image description]

Case Study:
Baseball Canada

""
Photo by BarbeeAnn on PixaBay.

Baseball Canada held a workshop entitled Gendering Realities: The Differing Experiences of Male vs. Female Sports Officials at their 2017 Fall Convention. Using data drawn from a national study, this workshop explored the gendered challenges in sports officiating as well as dealing with sexual violence, and how sports administrations could develop more inclusive officiating environments.

 

Key Concepts and Strategies

The sociocultural environments found in sport are complex and the product of current and historical initiatives and issues including participation policies, evolving legislation, longstanding public beliefs, and culturally driven social constraints.Dehghansai et al., 2020. These environments vary considerably from sport to sport and significantly influence the participant experience. For officials, there is one consistent and constant feature of their environment that has persisted over time; that is, the presence of constant critique.

Self-Reflection

  1. Can you think of a time when you critiqued a sport official during a game? Looking back now, do you feel your speech or behaviour was warranted?
  2. Think back to your participation in sports. Did you ever witness or experience interactions with others that felt unwelcoming or unsafe?
  3. Think about your favourite sport (whether you played it or watched). Do you think that sport provides an inclusive environment? Why/why not?
  4. Do you think culture of sport contributes to the issues and challenges we see for officials?

To be realistic, it is more than likely that criticism will always be part of a sport official’s occupation. However, organizations may create and in effect deliberately manage the routine presence of such negativity by explicitly supporting their officials.

In creating supportive environments for officials, it is helpful for those charged with doing so to understand the concept of perceived organizational support (POS). POS refers to the degree to which an individual believes that their organization values their contributions, cares about their well-being, and is interested in supporting their socioemotional needs.Eisenberger et al., 1986. When an individual perceives that they are well supported by supervisors, being treated fairly, and rewarded for their efforts, POS is high. Conversely, when an individual concludes that support is lacking, they are being treated unfairly, and rewards are absent, POS is low. Importantly, our research has demonstrated that there is a direct correlation between high levels of POS and sport officials’ decisions to remain active in the role regardless of the extent to which they face adversity.Livingston & Forbes, 2016. Equally important is that with some strategies, dedication to the cause and patience, supportive officiating environments can readily evolve.

We outline the characteristics of these supportive officiating environments below.

1. Create equitable, diverse, and inclusive cultures through organizational governance structures, plans, and policies.

Sport officials are all too often treated as an “afterthought” rather than as a required let alone valued participant within sport.Mano, 2018, p. 4. This is driven in part by societal attitudes, but in reality, their participation is also limited by existing barriers in sport organizations. Indeed, all too often existing governance structures and decision-making processes do not allow for representation and or input from the officiating ranks. To counter this, National Sport Organizations (NSOs) and Provincial/Territorial Sport Organizations (PTSOs) in Canada need to ensure that their governing body (e.g., Board of Directors or Executive Committee) includes officiating representatives with voting privileges. Officials should also be included in all strategy and action plan setting meetings to ensure that their perspectives and contributions to the effort are reflected in the resulting documents. By overtly acknowledging and identifying officials as part of their key decision-making processes and activities, established sport organizations may send a strong message of inclusion for this all too often excluded group.

In the News:
Healthy Masculinity

 

Our sports need a healthier version of masculinity, and men need to create it.” by Jerry Brewer, Washington Post, February 22, 2021.
""
Photo by KeithJJ on PixaBay.

Despite advances for diverse social groups (e.g., women, BIPOC, LGBTQ2+), sport is far from inclusive and welcoming.

Brewer (2021) argues that the very nature of toxic masculinity in sport contributes to the negative experiences of marginalized groups in sport, particularly for females. While the article does not speak directly about officiating, discussion of this article can help explain the issues in sport. 

2. Publicly celebrate the accomplishments and contributions of officials.

Another way to create an equitable and inclusive organizational culture for officials is through the development of recognition programs and policies within your organization. This can include recognition through online websites and newsletters, as well as awards at season ending events. Athletes, coaches, and volunteers are routinely celebrated, but the officials tend to receive less attention. Developing recognition programs for your sport officials is a relatively simple but powerful way to let everyone know that officials are valued within your sport.

3. Create robust sport officiating education, training, and mentorship programs and clear performance expectations for officials.

Those aspiring to become officials usually begin the journey through basic educational programs which introduce them to the rules, standards, and technical performance requirements (e.g., correct positioning relative to the field of play, etc.) of officiating in their sport. However, new officials are often then quickly cast into the role and left to learn on the job without the necessary pre-competition training and opportunity to develop confidence in their skills. Some organizations try to offset these challenges by assigning experienced officials to supervise and support new officials during competitions, but this support tends to dwindle over time. Moreover, there is also considerable variation from sport to sport and organization to organization as to the extent to which training sessions (i.e., either at introductory or more advanced levels) are offered, let alone evaluated and thereafter revamped or revised over time.

A commitment to an ongoing cycle of development, planning, implementing, and evaluating for the purposes of improving the quality of training and mentorship programs for officials needs to be adopted as the requirements of being an official today are constantly changing.Mano, 2019. It’s about much more than just understanding the rules or technical requirements of sport. Today’s officials should be developing competencies related to dispute resolution, conflict management, psychological resilience, and other sport-specific related areas. Such efforts would empower officials to play an active role in creating safer environments for not only themselves, but also for all other participants. Equally important is the development of a culture which promotes continuous (or lifelong) learning and professional development, as is the notion of linking demonstrated skill competencies (e.g., minimum fitness standards) and not just seniority or prior experience to officiating at higher levels.

4. Create educational programs for all sport participants, as well as competition-related arbitrator and ambassador programs .

""
Photo by Jeffrey F. Lin on Unsplash.

Some organizations have attempted to reduce the incidence of confrontations between officials, athletes, coaches, and spectators through the introduction of educational programs, as well as competition arbitrators and ambassadors.Woelfel, 2018, May. Educational programming in the form of parental seminars and poster programs are very common, but in the absence of formal program evaluations, it is difficult to understand their efficacy. However, there is every reason to believe that their effectiveness would be improved when used in conjunction with competition-related arbitrator and ambassador programs.

While the officials in sport are tasked with adjudicating the within-competition rules, individuals with prior experience as officials or even dedicated knowledgeable volunteers can be assigned as arbitrators to resolve administrative disputes (e.g., player eligibility) or as ambassadors to resolve spectator behaviour issues. The bounds of an arbitrator’s duties may differ between sports and hence, would need to be defined and made known to all participants prior to the beginning of a competition. The same is true for the role of an ambassador, but their presence would extend beyond the bounds of the competition playing area. Their effectiveness is facilitated by the wearing of easily identifiable colour-coded and/or labelled shirts and having a constant presence at the competition site. Importantly, these roles contribute to the creation of a safer environment for sport officials by reducing both the nature and frequency of potentially confrontational interactions between officials and other sport participants.

In Practice:
Creating a Supportive Environment

""
Photo by Adrià Crehuet Cano on Unsplash.

Five key strategies for a supportive officiating environment are identified in this chapter.

What other ideas might create a safer, more equitable, diverse and inclusive culture for sport officials in your community?

5. Adopt zero tolerance policies and corresponding sanctions for all forms of verbal and physical harassment.

Common sense tells us that rules, fines, and other forms of penalties in and of themselves are insufficient to deter some from lobbing threats of verbal or physical violence at officials. Therefore, these alone will not protect or keep officials safe. However, when used in combination with the other strategies  outlined above, they should be viewed as an essential part of the overall strategy to keep officials safe.

Conclusion

It will take time and a solid short term commitment from everyone within sport to commit to making sport safer in the long term for officials by actively working to change the culture of sport. This will not be simple or comfortable work. Cultural change is not easily effected but creating a culture that is more inclusive and equitable for officials is the key. It is easiest to begin by modifying the environment one step at a time. Each of the strategies outlined in this chapter should be viewed as just that – a single step – that when introduced in combination with all of the others will lead to cumulative cultural change.

 

""
Photo by Ross Bonander on Unsplash.

 

A study by Shawn Eckford on “An Analysis of Minor Hockey Officials and Perceived Organizational Support” examined the extent to which minor hockey officials perceive organizational support (POS) from the minor hockey system, and compared POS among minor hockey officials according to demographics. He surveyed a total of 261 minor hockey officials using the Survey of Perceived Organizational Support (SPOS). His results indicated significant differences according to minor hockey officials’ experience, certification level and extra-role performance. The thesis discusses his finding and makes recommendations as to how administrators can better support these officials.

Future Research

One area for future research is the exploration of implicit cultural biases (e.g. racism, toxic masculinity, homophobia) in sport through the lens of intersectionality. As Cooper and colleagues (2020) note “inequities, inequalities, and discrimination” are barriers to developing an inclusive, welcoming sports environment.  

Key Terms 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=285#h5p-46

Suggested Assignments

  1. How inclusive are sports organizations? Choose two (2) or three (3) sports and compare their policies (e.g. guidelines) as well as their practices (e.g. programs, regulations) related to an inclusive sports environment.
  2. How would you change a toxic sport culture? Select a sport your feel has a toxic culture (e.g. unwelcoming, discriminatory). Explain why you feel it is toxic and identify its main toxic elements. Develop a plan to address them.
  3. Educational Approaches to an Inclusive Officiating Environment
    Option 1: Design a program to educate all sports participants to reduce/eliminate confrontations between athletes, coaches, spectators, and officials. How would you determine if your program is effective?
    Option 2: Identify an educational program you think works well to create a positive, safe officiating environment. Describe the program and explain why you think it works.

 Image Descriptions

Figure 16.1 This figure demonstrates why female basketball referees leave the game. At the top of this branching scenario are uncivil behaviours on and off the court. There are four sub-branches beneath this. First is a lack of mutual respect from male counterparts, which is split further into a lack of regard for emotions and feelings by colleagues and supervisors and repetitive, low-intensity, ambiguous violations of respect. The second sub-branch is the perceived inequality of policies, which holds a lateral connection to the first branch. The third sub-branch is a lack of role modelling and mentoring, which branches further into feelings of defenselessness and vulnerability. Gendered abuse is the fourth branch, which has a lateral connection to the third. All four of these branches and sub-branches lead to a perceived lack of community, ultimately causing female referees to leave the game. [return to text]

  Sources

Be Soccer. (2018). VAR World Cup status released. Retrieved October 29, 2021, from https://www.besoccer.com/new/var-world-cup-stats-released-488227

Brewer, J. (2021, February 22). Our sports need a healthier version of masculinity and men need to create it. The Washington Post. Retrieved October 26, 2021, from https://www.washingtonpost.com/sports/2021/02/22/toxic-masculinity-sports-sexism-don-mcpherson/

Cooper, J. N., Newton, A. C., Klein, M., & Jolly, S. (2020). A call for culturally responsive transformational leadership in college sport: An anti-ism approach for achieving equity and inclusion. Frontiers in Sociology, 5, 1-17. DOI: 10.3389/fsoc.2020.00065

Cuskelly, G., & Hoye, R. (2013). Sports officials’ intention to continue. Sport Management Review, 16(4), 451–464. https://doi.org/10.1016/j.smr.2013.01.003

Dehghansai, N., Lemez, S., Wattie, N., Pinder, R. A., & Baker, J. (2020). Understanding the development of elite parasport athletes using a constraint-led approach: Considerations for coaches and practitioners. Frontiers in Psychology, 11, 502981–502981. https://doi.org/10.3389/fpsyg.2020.502981

Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500-507. DOI: 10.1037/0021-9010.71.3.500

Fasting, K. (2015). Assessing the sociology of sport: On sexual harassment research and policy. International Review for the Sociology of Sport, 50(4-5), 437–441. https://doi.org/10.1177/1012690214554272

Fink, J. S. (2016). Hiding in plain sight: The embedded nature of sexism in sport. Journal of Sport Management, 30(1), 1-7. https://doi.org/10.1123/jsm.2015-0278

Leslie, J. P. (1998). The Evangeline league’s man in the blue serge suit: Trials and tribulations. Louisiana History, 39(2), 167–188.

Livingston, L. A., & Forbes, S. L. (2016). Factors contributing to the retention of Canadian amateur sport officials: Motivations, perceived organizational support, and resilience. International Journal of Sports Science & Coaching, 11(3), 342–355. https://doi.org/10.1177/1747954116644061

Livingston, L. A., & Forbes, S. L. (2017). “Just bounce right back up and dust yourself off.”: Participation motivations, resilience, and perceived organizational support amongst amateur baseball umpires. Baseball Research Journal, 46(2), 91-101.

Livingston, L. A., Forbes, S. L., Wattie, N., & Cunningham, I. (2020). Sport officiating: Recruitment, development, and retention. Taylor & Francis Group.

Mano, B. (2018, September). Afterthought. Referee Magazine, 43(9), 4.

Mano, B. (2019, February). See that “train” a coming. Referee Magazine, 44(2), 4.

Parrish, G. (2017, July 28). Adidas shamefully gave LaVar Ball the power to remove a woman from her job. CBS Sports. Retrieved October 27, 2021, from https://www.cbssports.com/college-basketball/news/adidas-shamefully-gave-lavar-ball-the-power-to-remove-a-woman-from-her-job/

Schaeperkoetter, C. C. (2017).  Basketball officiating as a gendered arena: An autoethnography. Sport Management Review, 20(1), 128-141. https://doi.org/10.1016/j.smr.2016.05.001

Tietz, S.L. (2018, April). Crisis: In these contentious times, how do officials’ handle difficult situations?. Referee Magazine, 43(4), 22-27.

Tingle, J. K., Warner, S., & Sartore-Baldwin, M. L. (2014). The experience of former women officials and the impact on the sporting community. Sex Roles, 71(1), 7-20. https://doi.org/10.1007/s11199-014-0366-8

Voigt, D. Q. (1970). America’s manufactured villain-the baseball umpire. Journal of Popular Culture, 4(1), 1–21. https://doi.org/10.1111/j.0022-3840.1970.0401_1.x

Woelfel, R. (2018, April). Replay. Referee Magazine, 43(4), 34-37.

Woelfel, R. (2018, May). Money ball. Referee Magazine, 43(5), 58-63.

Woelfel, R. (2020, September). Harassment halt. Referee Magazine, 45(9), 38-41.

Part 8: Safe Sport and Calls to Action

VIII

Photo by KD on Unsplash.

One resounding theme throughout this reader that all the authors have communicated in their own unique way is that safe sport requires effort from a variety of stakeholders at every level of the sports system. Now that a universal body has been formed to implement the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS), what happens next? In the final chapter of this reader, Gretchen Kerr, PhD, from the Faculty of Kinesiology and Physical Education at the University of Toronto writes about what needs to happen in order for the UCCMS to be realized. Finally, an epilogue written by Michele Donnelly, PhD, from the Faculty of Sport Management at Brock University offers a summary of where we currently stand in this movement, and an important perspective on what steps need to be taken next to put these words into action. 

Realizing the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS)

17

Gretchen Kerr

Themes

Maltreatment
Universal Code of Conduct
Athletes’ Voice

Learning Objectives

When you have completed this chapter, you will be able to:

LO1 Identify three precipitating factors to the development of the UCCMS;
LO2 Identify the research evidence used to inform the development of the UCCMS;
LO3 Identify the ways in which athletes’ voices informed the development of the UCCMS; and
LO4 Identify the next steps in realizing the UCCMS.

Overview

As a result of growing public awareness and research evidence regarding athlete maltreatment, the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) has been developed. The UCCMS was informed by research evidence highlighting athletes’ experiences of maltreatment, including, psychological, physical, sexual harm and neglect. While the UCCMS identifies prohibited conduct, it represents only a first step in the safe sport journey. Next steps include the need for independent complaint and adjudication mechanisms, and extending the notion of safe sport beyond the prevention of harms to include optimization of the sport experience.

Key Dates

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=298#h5p-47

What is the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS)?

The Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) is a set of rules around behaviour for all Canadian stakeholders and participants in sport to follow. Written by national sport organizations (NSOs), multisport service organizations (MSOs), and Canadian Olympic and Paralympic Sport Institute (COPSI) Network members in 2019, it identifies prohibited conduct or those behaviours that will not be accepted within the sport context. By identifying standards, expectations and guidelines for behaviours in the sport context, the UCCMS can support those in sport by providing a structure to follow when addressing ethical dilemmas, including the reporting of a violation.

The UCCMS also serves to communicate the key values and commitments of sport to both internal and external audiences. In this case, the UCCMS was grounded in the Physical Activity and Sport ActPhysical Activity and Sport Act, 2003. which reads as follows:

“The Government of Canada’s policy regarding sport is founded on the highest ethical standards and values, including […] the treatment of all persons with fairness and respect, the full and fair participation of all persons in sport and the fair, equitable, transparent and timely resolution of disputes in sport”.4 (1).

Counterpoint:
Reaching the World Stage Safely

Is it possible for athletes to reach the world sport stage without experiences of maltreatment?

 

""
Photo by planet_fox on PixaBay.

Athlete A” Directed Bonni Cohen and Jon Shenk, released June 24, 2020.

This documentary follows the reportings of Athlete A, identified as gymnast Maggie Nichols, and the journey of exposing the abuse by USA Gymnastics doctor Larry Nassar. The film illuminates the case as an example of maltreatment that existed within high-performance sports and was an exposé of the actions following this abuse and survival of numerous Olympic athletes.

Why Was the UCCMS Developed?

The need for a universal code of conduct was called for, in part, due to the occurrence and widespread awareness of cases of athlete abuses both in Canada and abroad. While recognizing that athlete abuses have always occurred in sport, media coverage and public awareness of these experiences heightened in the latter half of the 2010 decade. The Barry Bennell case in U.K. football, the Jerry Sandusky case at Penn State University, USA (football), Larry Nassar in USA Gymnastics, Bertrand Charest (Alpine Skiing) and Matt Bell (Swimming) in Canada, are a few of many examples of high-profile cases of sexual abuse of athletes.

The heightened media attention on sexual abuse of athletes, in particular, was inevitably influenced by the MeToo Movement and the establishment of the hashtag #MeToo in 2017 which prompted individuals from around the world to publicly share their experiences of sexual violence. Although both men and women reported sexual exploitation by those in positions of power and authority, most of the voices came from girls and women. In addition to highlighting the prevalence of women’s experiences of sexual violence experiences, the hashtag #MeToo gave women a place to find validation and support.

Paralleling this heightened media attention was a growing body of research evidence regarding the harms experienced by athletes, including sexual, psychological, physical abuses, neglect, bullying and discrimination. Between 2010 and 2019, three national prevalence studies of athlete maltreatment were conducted in the U.K.,Alexander et al., 2011. Belgium and the Netherlands,Vertommen et al., 2016. and in Canada.Kerr et al., 2019.

Despite the different samples of athletes, levels of sport engagement, and measurement tools, all three studies indicated that psychological harms were most frequently reported by athletes. Psychological harms can be categorized into verbal behaviours (e.g., demeaning, threatening, degrading comments), physical behaviours (e.g., throwing objects in anger without striking an athlete), and the active denial of attention and support (e.g., refusing to coach an athlete after a sub-par performance).Stirling & Kerr, 2008. The Canadian prevalence study was one of the first to include an assessment of neglect, or the omission of care, with national team athletes reporting experiences of neglect on a repeated basis. Neglect is distinguished from the denial of attention and support in psychological abuse as neglect involves a lack of attention to the physical and psychological needs of an athlete, whereas psychological abuse is an act of commission or an active behaviour to withdraw attention and support.

""
Photo by HubertPhotographer on PixaBay.

The growing body of research evidence shows that despite the primary focus on sexual abuse by the media, psychological harms are far more commonly experienced by athletes. Moreover, consistent with the findings in the child abuse literature, emerging data in sport suggests that psychologically abusive experiences can have serious and deleterious effects for athletes’ mental health and well-being. For example, Willson et al. (2021) reported that retired women athletes from aesthetic sport experienced body dysmorphia, eating disorders, lowered self-esteem, and difficulties developing trust in relationships, as a result of the psychologically abusive behaviours of body shaming in their high-performance training. Similarly, Parent et al. (2021) reported that amongst French-Canadian youth athletes between the ages of 14 and 17 years, psychological violence and neglect as (well as sexual violence) were independently related to lower self-esteem, higher psychological distress and PTSD symptoms. These findings suggest the need to broaden the lens on maltreatment to include and extend beyond sexual forms of harm in recognition of the potentially harmful long-term effects of psychological abuse and neglect.

In the News:
Harassment in Artistic Swimming

New allegations of abuse have grounded Canada’s artistic swimming team” by Gretchen Kerr & Erin Willson, The Conversation, November 1, 2020.

 

""
Photo by lawrav on PixaBay.

In the fall of 2020, the Montreal training centre for Canada’s artistic swimming team was temporarily shut down after allegations of abuse and harassment arose from its athletes. In this article, Kerr & Willson explain the controversy and situate it within the broader context of the abuse faced by female athletes within esthetic sports like artistic swimming.Kerr & Willson, 2020.

In Canada, the Former Federal Minister of Science and Sport, Kirsty Duncan (served from January 2018 until November 2019), was instrumental in the development of the UCCMS, stating that “a systemic culture shift is required to eliminate maltreatment, including sexual, emotional, and physical abuse, neglect, harassment, bullying, exploitation and discrimination”.Canadian Heritage, 2019. The development of the UCCMS was part of this systemic cultural shift.

Why Now?

Societal norms and expectations are constantly changing. What was okay in homes, schools, workplaces, and relationships in the past is not necessarily okay now and sport must be held to the same standards. For organized sport to thrive, it must align its practices to be consistent with other domains in which people, including young people, live, work, learn, and develop. For example, views about how to develop and nurture children and youth now recognize the extraordinary potentialities of young people that adults carry responsibilities to nurture.

Approaches to parenting and education have shifted from parent or teacher-centred, using command and control methods, to child and student-centred methods, using more democratic and humanistic methods. These changes in approaches are reflected in the increased attention to diverse ways of learning, eliminating punishment strategies in favour of positive discipline, and decision-making driven by the unique needs of the child. In addition to the shift to more democratic ways of interacting with youth, the MeToo Movement highlighted the ways in which power should and should not be used, thus providing clarity about, and raising the bar for, expected conduct within relationships of unequal power.

The increased attention to equity, diversity, and inclusion in society broadly, have also heightened the need for a cultural shift within sport. The Truth and Reconciliation Commission in Canada, the Black Lives Matter movement that has reached across the globe, and recognition of mental health challenges across diverse populations, are some of many examples of societal shifts that will permeate and call for action in sport.

In sum, sport cannot afford to be autonomous or disconnected from the norms and expectations that characterize broader society. Using child/youth-centred approaches, command and control coaching methods must give way to democratic styles in which power is shared with athletes in age and stage-appropriate ways; punitive strategies must be replaced with guidance, explanation and positive reinforcement and; safe, inclusive, and welcoming sport environments must become the highest priority.

Video 17.1 Gretchen Kerr: Why Safe Sport Now?

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=298#oembed-5

 

In Practice:
Safe Sport Experiences for Youth

Photo by Alliance Football Club on Unsplash.

When engaging in sport as a participant, volunteer, coach, or administrator, look for behaviours that would not be deemed as acceptable in other youth-oriented endeavours such as in the classroom or other learning environments. How might sport leaders consider the following questions when providing safe sport experiences to youth?

  1. Do the athletes have opportunities to contribute to their sport experience, decisions that affect them, or to develop life skills?
  2. What are the potential implications of the sport experience you are engaging in or observing?
  3. How might the implications of the sports experience you are engaging in impact young participants?
  4. How might you alter your own or others’ behaviours to create a safer, more positive, and inclusive experience?

The Evidence-Base for the Development of the UCCMS

Research evidence that informed the development of the UCCMS included the following:

1. Prevalence studies

Prevalence studies indicated that the code of conduct needed to address and extend beyond sexual harms to include psychological and physical harms, and neglect. The Canadian prevalence study of maltreatment experiences of national team membersWilson et al., 2021. indicated the following experiences, which are noted in Table 17.1 below.

Table 17.1 Summary of Canadian Prevalence Study of National Team Member Maltreatment Experiences
Types of Harms Reportedly Experienced on a Repeated Basis Current National Team Members Retired National Team Members
(within last 10 years)
Psychological 17% 23%
Neglect 15% 22%
Sexual 4% 7%
Physical 3% 5%

Note: Sample included 1,001 athletes, including 764 current and 237 retired athletes.
The mean age of participants was 27.7 years (SD = 9.09): 25.5 years (SD = 8.16) for current and 34.4 years (SD =8.57) for retired athletes.
Of the respondents, 61.5% identified as females, 38.4% identified as males, and 0.1% identified as other. Participants self-identified as racialized (9.7%), having a disability (11.6%), Indigenous (1.6%), and LGBTQ2I+ (7.3%).
Respondents represented 64 sports. The sports with the highest participation rates were gymnastics (5.5%), volleyball (5.4%), athletics (4.4%), swimming (3.8%), rowing (3.3%), rugby (3.5%), hockey (3.4%), and freestyle skiing (3.8%).

2. Normalization or Acceptance

The normalization or acceptance of psychologically harmful behaviours in the sport context has been well-documented.e.g., Jacobs, 2017; Stafford et al., 2015; Stirling & Kerr, 2008; 2009. Psychologically violent behaviours include:

Numerous authors have written about the widespread acceptance of these behaviours in sport as methods of athlete development in spite of the prohibition of such behaviours in other youth-populated settings such as schools and in spite of the fact that these practices run contrary to the vast body of evidence on effective learning and child development methods.

Interestingly, the normalization of psychologically harmful methods was the most contentious and highly debated aspect in the process of developing the UCCMS. When a draft of the UCCMS was circulated for feedback amongst sport stakeholders (e.g., sport administrators, coaches, athletes, sport science staff), many argued against the inclusion of these psychologically related behaviours, citing their importance for athlete development and mental toughness.

Video 17.2 Gretchen Kerr: Athletes’ Fear of Repercussions

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=298#oembed-6

3. Research Findings

Research findings highlight the reluctance of athletes to disclose and/or report their experiences of harm. When Canadian National Team athletes were asked: “If you experienced abuse, harassment, bullying, or hazing, did you tell anyone?”, only 56% of current athletes and 52% of retired athletes responded “Yes.” Further, when these athletes were asked “If you experienced abuse, harassment, bullying or hazing, did you submit a formal report/complaint of your experience(s)?”, only 15% of current athletes and 13% of retired athletes responded “Yes.” The participating athletes cited reasons for not reporting including fear of negative repercussions for their athletic career, deliberate attempts to stay silent, normalization, lack of awareness of where to go with their concerns, absence of a confidential place to take their concerns, and lack of confidence that anything would be done about the harms they experienced.

Figure 17.1 Reasons for not Reporting

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=298#h5p-48

[Image description]

4. High-Profile Cases

Finally, to address the findings in high-profile cases, that other adults in positions of trust and authority knew about the occurrence of athlete maltreatment and failed to act upon this knowledge, the UCCMS was written to promote a collective responsibility. This means that all adults in the sport context have a duty to look out for the wellbeing of athletes, regardless of their age, and a duty to report when they notice inappropriate activity. Abuse often begins with small, inappropriate behaviour that if not addressed immediately will tend to escalate into more abusive situations.Canadian Centre for Child Protection, n.d. Thus, intervening early in this way is critical. In addition to the legal duty to report child maltreatment, sexual and physical abuse, the UCCMS includes a duty to report concerns of inappropriate conduct. Reporting inappropriate conduct is important to ensure proper action is taken, expectations are re-established, and inappropriate behaviour doesn’t escalate into more severe violations. For example, if an adult loses their temper with an athlete and yells or throws an object once, this may be inappropriate but not abusive. But, rather than excusing the behaviour because it’s a “one-off”, it’s important to address the problematic nature of the behaviour and reinforce expected conduct so this behaviour is not viewed as acceptable and therefore may be reproduced.

Video 17.3 Gretchen Kerr: Studying Athletes’ Willingness to Report Incidents

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=298#oembed-7

In the News:
Athletes Demand Independent Body

“Heil, top Canadian athletes call on federal government to address gaps in safe sport system” by Zack Smart, CBC, July 2, 2021.

 

""
Photo by leezathomas009 on PixaBay.

In July 2021, some of Canada’s top athletes including Jennifer Heil, Tessa Virtue, and Alex Bilodeau penned a letter to Heritage Minister Steven Guilbeault, demanding greater actions be taken to establish a singular system benefitting victims of sports-related abuse in Canada. They called for an independent body to review allegations, rather than leaving decisions up to sport organizations themselves. This letter is one of many moves calling upon federal authorities to put their recent safe sport solutions into practice.Smart, 2021.

Incorporation of Athletes’ Voices

A key element of the development of the UCCMS was the incorporation of athletes’ voices throughout the process. The Canadian prevalence study was conducted in partnership with AthletesCAN, (please see Chapter 2 for more about the athlete perspective on safe sport) and as a result, athletes contributed to the development of the survey questions, the recruitment of survey respondents, and the dissemination of findings. They held their own Safe Sport Summit to share and discuss the findings of the prevalence study in advance of the National Safe Sport Summit held in Ottawa in 2019. AthletesCAN representatives made a powerful presentation at the National Safe Sport Summit at which time they identified a number of consensus statements and recommendations; they received a standing ovation for their presentation.

One of the most controversial aspects of the UCCMS was the prohibition of sexual relations between athletes of any age and their coaches. While acknowledging that sexual relations between a coach and an adult athlete did not constitute a criminal offence, the athletes argued strongly and successfully that the power imbalance between a coach and athlete, even if both are adults, is so influential that it essentially negates the ability of the athlete to freely provide informed consent to a sexual relation.

Athletes were also instrumental in insisting that the same code of conduct exist regardless of sport, sport type, or sport-specific differences. These arguments were made in response to attempts by some to maintain flexibility and autonomy in making decisions about what constituted prohibited behaviours on the basis of sport-specific differences. For example, concerns were expressed by some sport administrators and coaches that because touching was involved in some sports and not in others, one set of rules could not apply broadly across all sports. Similarly, while body contact is permitted in sports such as ice hockey, it is not permitted in other settings such as on a pool deck, and, as a result, some were concerned about whether a generalizable code of conduct was feasible.

In response, the athletes insisted that it was possible – and necessary – to have a common set of prohibited behaviours regardless of sport type, and that any sport-specific differences would be accounted for in the complaint management process. Without such a harmonized approach, the athletes argued that athletes would continue to be vulnerable to experiences of harm, emphasizing that it is the autonomy of sport organizations that enables the acceptance of harmful behaviours that are prohibited in other youth-populated domains. The athletes won the day on this important argument.

Finally, the athletes argued strongly for a complaint mechanism that existed independently from their sport organization. They called for a confidential, arms-length organization to receive and address complaints regarding maltreatment. They attributed their lack of willingness to report concerns about maltreatment to the existing conflicts of interest inherent in having the sport organization receive and address concerns.

Next Steps in Realizing the UCCMS

Figure 17.2 Steps to Realize the UCCMS

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=298#h5p-49

[Image description]

1. Streamline the Independent Reporting and Complaint Processes

In July 2021, Canadian Heritage announced the establishment of independent reporting and complaint processes through the Sport Dispute Resolution Centre of Canada (SDRCC), a body formed in 2000 to offer tools to prevent and, when necessary, resolve conflicts. Although details are pending at the time of this writing, there are promising opportunities for sport participants to have access to transparent, confidential, and independent complaint processes. It will be the responsibility of the SDRCC to oversee and implement the UCCMS and to build upon the UCCMS by adding content pertaining to the reporting, complaint, and investigative processes, sanctions, and a potential public registry of sanctioned individuals. It will be essential that the SDRCC continue to engage athletes’ voices in the building of the reporting and complaint processes, and discussions about a public registry of sanctioned offenders.

2. Ensure Infusion of the UCCMS Throughout the Sport System, at All Levels

At the present time, the adoption of the UCCMS is required by National Sport Organizations (NSOs) only. Although some NSOs intend to require or encourage adoption of the UCCMS through their provincial/territorial counterparts, there is presently no guarantee that the UCCMS will be implemented at provincial/territorial, regional or local sport levels, thus potentially leaving non-national level athletes vulnerable. The adoption of the UCCMS will need to be infused through the sport system, from grassroots to high-performance sport, so all athletes regardless of type or level of sport, or geographical location in the country, are assured of the same access to complaint mechanisms.

3. Counter Forms of Resistance

With every cultural shift, some resistance can be expected. Next steps in the Safe Sport journey will inevitably involve some resistance and push-back including beliefs that change is not needed or possible, or that previous ways of behaving (“the old ways”) are better for athletic performance outcomes. To counter these forms of resistance, models of cultural change should be considered.Scott & Jaffe, 1988. One of the ways to do this is to move beyond prohibited conduct by setting expected standards and helping people reach them. Additionally, it is imperative to address the bystanders and enablers that further entrench this resistance.

4. Shift the Focus from Prevention of Harm to Optimization of Experiences

Finally, the notion of safe sport should be expanded beyond preventing and addressing harms to methods of promoting safe, fulfilling, positive, and welcoming sport experiences. In accordance with the Government of Canada’s Physical Activity and Sport Act, optimizing sport experiences are characterized by such aspects as enjoyment, sense of achievement, inclusion, positive relationships, optimal physical health, a strong sense of self, and the development of life skills.

Importantly, the prevention of harm does not necessarily lead to optimal sport experiences, however, the reverse is true. If we focus our efforts as concerned parents, teammates, spectators and sport leaders on optimizing sport experiences, then safe sport becomes a natural by-product.

Video 17.4 Gretchen Kerr: The Duty to Report Concerns in Sport

Video provided by Brock University Centre for Sport Capacity. Used with permission. [Transcript]

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/safesport/?p=298#oembed-8

Conclusion

The UCCMS constitutes an important piece of the puzzle in preventing and addressing maltreatment in sport. Adopting a pan-Canadian approach to identifying prohibited conduct that is generalizable across sports represents significant progress. However, the UCCMS is only a first step. In addition to identifying and broadly disseminating processes regarding reporting and complaint management, significant attention is needed to determine appropriate sanctions for UCCMS violations, and a public registry of offenders. Athletes will need to be engaged in the determination of these next steps.

We mustn’t stop at identifying prohibited conduct; instead, we need to articulate what safe, healthy, positive and inclusive sport experiences look like. Future directions will include education and training to develop leaders with the competencies required to establish sport environments in which such positive and inclusive experiences are possible. Future directions will also include researchers providing the evidence that successful athletics performance outcomes are possible – and perhaps even more probable – with safe, healthy and inclusive sport.

 

Self-Reflection

  1. Reflect on a time when you were participating in sport and the behaviours of another person made you feel badly about yourself. What were the circumstances? What was said or done? How else might the other person have behaved that would not have negatively impacted your self-respect?
  2. Reflect on a time when you and your team members lost an important game or performed poorly. How did the coach respond? How did the coach’s response make you feel? Can you think of times when the coach handled the situation well and when the coach did not handle the situation well? What were the differences in what was said or done? How did you feel in each situation?
  3. Reflect on a time when you were leading others in a sport endeavour. Are there things you said or did that in hindsight you would do differently in the future? What would you do differently and why? How will you know if your behaviour had its intended effects?

 

Key Terms 

 

An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://ecampusontario.pressbooks.pub/safesport/?p=298#h5p-50

 

  Further Research

With the recent implementation of the UCCMS at the national level of sport, it will be important to research the effects of the UCCMS. How have sport organizations implemented and communicated the UCCMS to their stakeholders? How has the UCCMS affected the disclosure and reporting rates of maltreatment? How will national sport organizations influence the adoption of the UCCMS at lower levels of sport? Will the adoption of the UCCMS influence stakeholders’ awareness of maltreatment and prohibited conduct?

How will education and training on the UCCMS be developed and disseminated, and will these be effective for behaviour change?

Suggested Assignments

  1. Building a Safe, Positive, Inclusive Sport Environment: What could you do as a sport leader to influence the sport culture to be safe, more positive and inclusive? How could you bring others along in this culture shift?
  2. Incorporating Athletes’ Voices in Promoting Safe Sport: How might you engage athletes, their input and recommendations, in the design, delivery, and evaluation of sport programmes?
  3. Compare and Contrast: Outline an approach to sport design and delivery that illustrates a prevention of harm approach. Outline an approach that illustrates an approach characterized by safety, inclusion and well-being. What are the differences and similarities between these approaches?

 Image Descriptions

Figure 17.1 This interactive feature demonstrates six different reasons for not reporting experiences of harm. They include fear of negative repercussions for their athletic career, deliberate attempts to stay silent, normalization, a lack of confidence that anything would be done about the harms they experienced, absence of a confidential place to take their concerns, and a lack of awarenessof where to go with their concerns. [return to text]

Figure 17.2 This figure demonstrates the four next steps in realizing the UCCMS. Step 1 is to streamline the independent reporting and complaint process. The Sport Dispute Resolution Centre of Canada (SDRCC) will have to oversee and implement the UCCMS by adding content pertaining to the reporting, complaint & investigative processes, sanctions, and a potential public registry of sanctioned individuals. Step 2 is to ensure infusion of the UCCMS throughout the sport system, at all levels. The UCCMS will need to be adopted at all levels of the sport system, from grass-roots to high-performance sport. Step 3 is to counter forms of resistance. Resistance will need to be countered by encouraging cultural change via setting expected standards, and by addressing bystanders and enablers who entrench this resistance. Step 4 is to shift the focus from prevention of harm to optimization of experiences. Finally, a focus needs to be made on optimizing sport experiences, which are characterized by such aspects as enjoyment, sense of achievement, inclusion, positive relationships, optimal physical health, a strong sense of self, and the development of life skills. [return to text]

  Sources

Alexander, K., Stafford, A., & Lewis, R. (2011). The experiences of children participating in organized sport in the UK. London: NSPCC.

AthletesCAN. (n.d.). Consensus statements. Retrieved November 10, 2021, from https://athletescan.com/en/athlete-zone/representation/safe-sport/consensus-statements

Canadian Heritage. (2019, May 21). Safe sport: Gender equity announcement. Retrieved November 10, 2021, from https://www.canada.ca/en/canadian-heritage/news/2019/05/safe-sport-g-ender-equity-announcement.html

Canadian Heritage. (2021, July 6). Minister Guilbeault announces new independent safe sport mechanism. Government of Canada. Retrieved November 10, 2021, from https://www.canada.ca/en/canadian-heritage/news/2021/07/minister-guilbeault-announces-new-independent-safe-sport-mechanism.html

Canadian Centre for Child Protection. (n.d.). Programs & initiatives: Commit to kids. Retrieved November 10, 2021, from https://www.protectchildren.ca/en/programs-and-initiatives/commit-to-kids/

Jacobs, F., Smits, F., & Knoppers, A. (2017). ‘You don’t realize what you see!’: The institutional context of emotional abuse in elite youth sport. Sport in Society, 20(1), 126–143. https://doi.org/10.1080/17430437.2015.1124567

Kerr, G., & Willson, E. (2020, November 1). New allegations of abuse have grounded Canada’s artistic swimming team. The Conversation. Retrieved November 10, 2021, from https://theconversation.com/new-allegations-of-abuse-have-grounded-canadas-artistic-swimming-team-148407

Kerr, G., Willson, E., & Stirling, A. (2019). Prevalence of maltreatment among current and former national team athletes. University of Toronto. 1-51. https://athletescan.com/sites/default/files/images/prevalence_of_maltreatment_reporteng.pdf

Physical Activity and Sport Act, SC 2003, c 2.  https://laws-lois.justice.gc.ca/eng/acts/p-13.4/20030702/P1TT3xt3.html

Parent, S., Vaillancourt-Morel, M.-P., & Gillard, A., (2021). Interpersonal violence (IV) in sport and mental health outcomes in teenagers. Journal of Sport and Social Issues. https://doi.org/10.1177/01937235211043652

Scott, C. D., & Jaffe, D. T. (1988). Survive and thrive in times of change. Training and Development Journal, 42(4), p.25.

Smart, Z. (2021, July 2). Heil, top Canadian athletes call on federal government to address gaps in safe sport system. CBC Sports. Retrieved November 10, 2021, from https://www.cbc.ca/sports/olympics/summer/jennifer-heil-canadian-olympians-paralympians-open-letter-1.6088744

Stafford, A., Alexander, K., & Fry, D. (2015). ‘There was something that wasn’t right because that was the only place I ever got treated like that’: Children and young people’s experiences of emotional harm in sport. Childhood (Copenhagen, Denmark), 22(1), 121–137. https://doi.org/10.1177/0907568213505625

Stirling, A. E. (2009). Definition and constituents of maltreatment in sport: Establishing a conceptual framework for research practitioners. British Journal of Sports Medicine, 43(14), 1091–1099. https://doi.org/10.1136/bjsm.2008.051433

Stirling, A. E., & Kerr, G. A. (2008). Defining and categorizing emotional abuse in sport. European Journal of Sport Science, 8(4), 173–181. https://doi.org/10.1080/17461390802086281

Stirling, A. E., & Kerr, G. A. (2009). Abused athletes’ perceptions of the coach-athlete relationship. Sport in Society, 12(2), 227-239. https://doi-org.myaccess.library.utoronto.ca/10.1080/17430430802591019

Vertommen, T., Schipper-van Veldhoven, N., Wouters, K., Kampen, J. K., Brackenridge, C. H., Rhind, D. J. ., Neels, K., & Van Den Eede, F. (2016). Interpersonal violence against children in sport in the Netherlands and Belgium. Child Abuse & Neglect, 51, 223–236. https://doi.org/10.1016/j.chiabu.2015.10.006

Willson, E., & Kerr, G. (2021). Body shaming as a form of emotional abuse in sport. International Journal of Sport and Exercise Psychology, 1–19. https://doi.org/10.1080/1612197X.2021.1979079

Willson, E., Kerr, G., Stirling, A., & Buono, S. (2021). Prevalence of maltreatment among Canadian National Team athletes. Journal of Interpersonal Violence, 1–23. https://doi.org/10.1177/08862605211045096

Epilogue

18

Michele K. Donnelly

 

Photo by Philippe Oursel on Unsplash.

During the women’s modern pentathlon competition at the Tokyo 2020 Summer Olympic Games (held in August 2021), cameras captured a German coach punching a horse after it refused to jump for one of her athletes. The response was immediate; the coach was sent home from the Games, the governing body (Union Internationale de Pentathlon Moderne – UIPM) promised a full review, and headlines around the world condemned the coach’s actions. Following the Games, the UIPM announced that the show jumping event – one of the five events that comprise modern pentathlon – would be replaced. In January 2022, a working group has been convened to make recommendations to the UIPM about what event should replace show jumping so that horses are no longer part of the modern pentathlon. Imagine if physical abuse of human athletes had such immediate repercussions in sport?

I have intentionally oversimplified the modern pentathlon story; the horse punch was likely the final act that forced the UIPM to make long needed changes to the composition of modern pentathlon. And, there are a number of other factors – including the sport’s consistently poor viewership numbers during the Games – that have surely had a greater influence on the UIPM’s decision to replace show jumping. However, the point remains: For years, we have heard stories about physical, emotional, and sexual abuse in sport, very often perpetrated against athletes by those in positions of power over them. Why have these stories not warranted the same outrage or lead to meaningful change in the world of sport? Whatever your current role – in and outside of sport – this edited book should serve as a call to action. It can no longer be acceptable to sacrifice human beings to an opportunistic, unhealthy, and exclusive culture of sport.

Photo by Bastien Plu on Unsplash.

The development and implementation of the Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS) is an important and necessary step toward safe sport in Canada. Perhaps its most significant contribution is a more complete understanding of maltreatment. That is, an understanding of maltreatment in sport that extends beyond, while still including, sexual abuse and harassment.

Sport cannot be accessible, inclusive, and safe, if it is an environment in which maltreatment is permitted. Section 2.2 of the UCCMS identifies multiple forms of maltreatment: psychological maltreatment; physical maltreatment; sexual maltreatment; neglect; maltreatment related to grooming; maltreatment related to process; and maltreatment related to reporting; and details the various types of actions or behaviours that are included in each form.

This more holistic, thorough, and complete understanding of maltreatment is informed by the existing research about abuse in sport (research conducted by authors of chapters in this volume, such as Donnelly, Kerr, Kidd, and Willson). The UCCMS establishes standards for the conduct of all persons involved in sport, and addresses areas that continue to be unacknowledged in other national systems.

For example, the U.S. Center for SafeSport claims to be focused on ending all forms of abuse in sport, but currently only accepts reports about sexual abuse within the U.S. Olympic and Paralympic movements. Sexual abuse is the least common – though the most publicized – form of abuse in sport. Even with this limited focus, the Center has been so overwhelmed with reports about sexual abuse that there is no way they would be able to handle reporting of other forms of abuse/maltreatment. This emphasizes both the significant contribution of the UCCMS, as well as the related challenges.

The primary contributions of the UCCMS are:

  1. a more thorough, encompassing commitment to safe sport in Canada; and  
  2. commitment that is informed by evidence about the variety of experiences that lead to people leaving sport.

Further, the UCCMS explicitly acknowledges that athletes’ different identities and backgrounds influence the ways they are treated and their experiences in sport. A recent study led by Mike Hartill and Bettina Rulofs, titled “Child Abuse in Sport: European Statistics” (2021) adopted a similar understanding of maltreatment in sport.

According to Hartill, “The attention in this area has been very much focused for a long time on sexual abuse and violence. I am not saying that is wrong but clearly we need to incorporate more forms when we are researching or making policy. The study highlights the different forms of abuse and the different prevalence rates – all of which are alarming.”Berkeley, 2021. For example, 65% of the 10,302 survey respondents reported they had experienced psychological violence as a child in sport. There is much work to be done to make sport safe globally.

Reading chapters in this edited book is one action you can take to develop your awareness of safe sport or, more accurately, the current limitations to safe sport in Canada. Learning about the history of safe sport policies, and the role of athletes in the development of those policies gives you a sense of the Canadian context. The larger context of sport is detailed in the discussion of autonomy, governance, and human rights. Returning to a focus on Canada, you can explore elements of the legal and cultural implications of safe sport, and learn about the experiences of coaches, officials, and a National Sport Organization. Recognizing, and working to change, the full picture of maltreatment in sport, including discrimination and racism, is a daunting task. How will you use what you have learned to contribute to safe sport?  

 

Photo by Colleen Patterson.

Future Research

Future editions of this volume would benefit from the inclusion of additional perspectives about safe sport, which are listed below. How can you contribute to research that would help to highlight these perspectives about safe sport?

  • Indigenous perspectives;
  • Settler responses to the sport-focused calls to action from the Truth and Reconciliation Commission;
  • Youth perspectives; and
  • The perspectives of parents and guardians.

  Sources

Berkeley, G. (November 27, 2021). Psychological violence against children most common type of abuse in sport, new study reveals. Inside the Games. Retrieved January 27, 2021, from https://www.insidethegames.biz/articles/1116017/psychological-violence-against-child

Canadian Safe Sport Program. (n.d.). Sport Information Resource Centre: Universal Code of Conduct to Prevent and Address Maltreatment in Sport (UCCMS), 5(1), 1-16. https://sirc.ca/wp-content/uploads/2020/01/UCCMS-v5.1-FINAL-Eng.pdf

Hartill, M., Rulofs, B., Lang, M., Vertommen, T., Allroggen, M., Cirera, E., Diketmueller, R., Kampen, J., Kohl, A., Martin, M., Nanu, I., Neeten, M., Sage, D., & Stativa, E. (2021). CASES: Child abuse in sport: European Statistics – Project Report. Ormskirk, UK: Edge Hill University.

Glossary

1