Roles & Responsibilities of the Team Manager
Effective Team
Management
Section Content
1. Introduction
2. Roles & Responsibilities
3. Communication & Relationships
4. Logistics & Operational Management
5. Sample supporting documentation
6. References & additional sources of information
7. Where next? Team Managers CPD
Section 1
Introduction
Welcome to Effective Team Management. This resource accompanies three workshops that support the Team Manager Development Pathway for sport in Wales. Its purpose is to provide a useful reference for anyone in the role of team manager, regardless of your sport, the level of team performance or the length of time you have spent in your role.
The three workshops in the series provide additional learning opportunities for those involved in supervising teams locally; overseeing overnight stays in the UK and abroad and managing groups during major national and international events. They provide a forum for new or existing Managers to network with their peers, explore and share best practice relating to the role, reflect on their current competencies and identify areas for improvement.
Section 7 of this document outlines the recommended development pathway and continual professional development relevant to the role.
Workshop 1 Workshop 2 Workshop 3
Section 2
Roles & Responsibilities
The Team Manager
What is a team?
“It’s easy to get good players. Getting’ ‘em to play together, that’s the hard part.”
Casey Stengel
Mark Sanborn, an expert on teams, outlines the characteristics of a team as…
…being composed of a highly communicative group of people
…having members with different backgrounds, skills and abilities, so that it can pool these things to be effective.
…having a shared sense of mission and clearly identified goals so they know what they are trying to achieve and are able to measure success
High performing teams don’t compete with each other for recognition, but focus their efforts in pulling together to contend with people and situations outside the team. They enjoy being with each other and appreciate diversity. Teams don't spontaneously develop without effective leadership; the best leaders appreciate individual differences and play a key role in guiding, teaching, encourage, and organising the team to fulfil their full potential.
The Team Manager's Role
The sports team manager is a catalyst, causing things to happen for other people and stimulating the development of the team through nurturing a climate of trust, respect and shared ownership. To achieve this, the team manager will take on a number of different roles which may include some or all of the following:
• Planner
• Organiser
• Administrator
• Co-ordinator
• Negotiator
• Communicator
• Liaison officer
• Friend
• Financial manager
• First aider
• Health and safety co-ordinator
• Motivator
• Guardian of the code of conduct
• Ambassador for your team or organisation
Although this may at first seem a daunting prospect, it is likely that you will have all played these roles at some point in other aspects of your life so can draw on these experiences.
Not only is the manager's role critical, but it is likely to change over time in order to keep meeting the needs of the team and each of its members. Managing the nervous excitement of young players is a very different proposition to managing the expectations of elite performers. Equally, managing an inexperienced support team is a world away from working with a team that has ‘been there’ and ‘done that’. As the management team and performers grow and mature, you may find that they need less of your direct involvement.
Effective team managers…
…have highly developed interpersonal skills and an understanding of what motivates people to commit and perform
…recognize the importance of balancing tasks (getting the job done) and people - ensuring that team members are focussed on their performance
…are willing to listen and have the ability to communicate effectively - a preference for listening and understanding is better than one of controlling and talking
…commit themselves to the team, and do not give up when the going gets rough, or success is slow to come
…are consistent in their quality of performance and their dealings with others
…’walk their talk’ and are role models for desirable team behaviour
…are able to deal with problem team members
…exhibit patience and tolerance and make decisions without prejudice
…have the necessary physical fitness, mental toughness and emotional stability to be able to deal with the demands of the role
…are aware of their and other people’s limitations and have this covered
…love sport!
…have a well developed sense of humour!
Your Responsibilities
“The Team Manager is responsible for everything around the field of play – not on it!”
Craig Hunter - British Swimming Olympic Team Manager 1998-2006
The responsibilities of the sports team manager1 are many and varied and include the following:
• Providing a safe environment
• Encouraging and promoting fair play
• Being sympathetic to the needs and concerns of team members, particularly those who may need additional support
• Supporting and liaising with other key ‘players’
• Liaising with external organisations
• Being knowledgeable about your sport and the rules of competition
• Providing effective and timely communication to all relevant organisations and individuals
Be aware that your roles and responsibilities may be different during the competitive season to the build up period.
Take Action - CPD
Meet up with an experienced team manager at your club and find out what they do.
You could even arrange to observe shadow or assist them during an event.
Contact your Governing Body of Sport or your local Sports Development Unit for help on who to contact.
1 Appendix 1_Sample Job Description
What you need to Know
Below is a list of other things you’ll need to know. Most of these areas will be covered to some extent in this resource or as part of the Team Manager Workshops, however there will be other issues that will form part of your continuing professional development and will require you to attend further training.
• The reasons people participate in and drop out of sport
• Fair Play
• How to support and motivate your team within agreed parameters
• Safeguarding children and vulnerable groups
• Health and Safety issues
• The rules and regulations of your Sport
• How to administer First Aid
• What to do in the event of a serious incident or emergency
• Yours and other key ‘players’ roles and responsibilities
To be effective in all these areas you need some key skills2, many of which you will already have and some which you may need to acquire as part of your continual professional development.
Knowledge of your Sport
You do not need to be an expert in your sport but a certain amount of knowledge would be useful in helping you to…
…appreciate the specific safety issues relating to your sport
…understand the physical, mental and emotional demands of the sport on team members
…understand the demands of the sport on team coaches and officials
…understand the specific roles and responsibilities of others, particularly the team coach
…understand competition and tournament rules, regulations and procedures as these may vary depending on the level of competition
…get to grips with the jargon in your sport
…gain confidence and credibility and respect from others
Take Action - CPD
Improve your knowledge of your sport by:
Reading the governing body rules for your sport
Keeping up to date with any changes in the rules and regulations
Arranging to watch a training session or maybe join in
Arranging to watch a professional team play your sport
Spending a day with your National Governing body of Sport
2 Appendix 2_ Sample Person Specification
Fair Play - Chwarae Teg
If sport is run well and the people involved in it act fairly and consistently it can contribute to the development of an individual in many positive ways. Fair play applies to everyone involved in sport i.e. players, officials, coaches, team managers, parents and spectators. Your sport will no doubt have its own code of good practice, code of conduct or code of ethics3 outlining core principles. These recommend and encourage appropriate behaviour but are only really effective if they are made available to all involved.
sports coach UK have produced a comprehensive pamphlet outlining a suggested code of practice which identifies the following key areas for coaches. The principles highlighted in this document identify best practice guidelines which could be equally applicable to everyone actively involved in any sporting activity. To make it more relevant you may want to consider developing a version tailored specifically for the needs of your organisation:
• Rights – respect and champion the rights of every individual to participate in sport
• Relationships – develop a relationship with athletes (and others) that is based on openness, honesty, mutual trust and respect
• Responsibilities: personal standards – demonstrate proper personal behaviour and conduct at all times
• Responsibilities: professional standards - to maximise benefits and minimise the risks to athletes, attain a high level of competence through qualifications, and a commitment to ongoing training, that ensures safe and correct practice
Fair Play means
• Promoting the spirit of the game and fair play at all times
• Treating others with respect
• Respecting other people’s property and equipment
• Treating all people equally and consistently, regardless of race, religion, sex, age or ability
• Behaving appropriately and consistently and acting as a role model for your peers and performers
• Being an ambassador for your team and sport and sometimes your country!
Take Action - CPD
Check your clubs or governing body’s code of good practice
Is it up to date?
Is everyone – players, coaches, parents, officials, spectators aware of it?
What happens when someone fails to meet the code?
Work with your team to explore their values to achieve a ‘buy in’ from everyone.
3 Appendix 3_ Code of Good Practice
Safeguarding Children
“Abuse is not just physical it can be aimed to affect the mind and emotions, innuendo and silence can hurt too. Being safe is an enabler, not a restrictor. Life is for living.”
Diana Lamplugh OBE (Director of Suzy Lamplugh Trust)
As a sports team manager you are often in a position to develop close relationships with the young people you work with, in fact you may be asked to combine your role of Team Manager with that of welfare officer for your club or sports organisation. These young people may consequently trust and feel able to confide in you. It is therefore important that you are aware of your organisation’s good practice guidelines relating to working with children and in sport to ensure you are acting in a safe and appropriate manner. You must be approachable and remain neutral as it could be one of your support team that is implicated in a disclosure.
A child is defined as any young person under the age of 18 years. Child abuse is generally categorised into four main types; Physical, Sexual, Emotional and Neglect.
Physical
In sport, physical abuse may occur when the nature and intensity of training exceeds the capacity of the child’s immature and growing body. Examples include a child pushed beyond reasonable limits in a training session; a young athlete being introduced to drugs to enhance their performance; a physically immature young person being given a weight training programme; giving alcohol to under-aged athletes as part of team celebrations.
To help you gain a better understanding of the stages in a child’s physical development look into your governing body’s Long Term Athlete Development (LTAD) guidelines or sports coach UK’s workshop on the topic.
Sexual
In a sports context activities which involve physical contact e.g. supporting or guiding children, have the potential to create situations where sexual abuse may go unnoticed. Abusive situations may also occur if adults in authority misuse their power over the young people for which they are responsible. Examples include using sexually explicit language in front of young people and taking inappropriate photographs of children. Showing pornography or inappropriate photographs to young people has also been used to ‘groom’ children for serious abuse. Parents may also be ‘groomed’ to gain private access to a young person for sexual purposes.
There are simple guidelines which if followed can help avoid uncompromising situations. Try to avoid circumstances where you are alone with a child and ensure all contact is appropriate. Follow your governing body’s guidelines for working with young people and remember it is perfectly acceptable to support a child if the activity requires it, in fact if a failure to assist could be deemed neglectful.
Emotional
Emotional abuse in sport could include situations where parents or coaches subject children to constant criticism, sarcasm, bullying or unrealistic pressure to perform. Examples include a parent shouting abuse at their child from the side lines; a coach ridiculing a performer for having a bad game; a team manager allowing the team to isolate a member of the team that missed a shot.
It is important that the child’s needs are put before the adult’s aspirations and that performance goals are aligned with the LTAD model. Each individual responds to pressure in different ways, however very few can tolerate or rise above constant taunting and negative feedback. Positive reinforcement and shared goals provide a happier, healthier environment for the child’s emotional and sporting development.
Bullying is a serious issue and can be verbal, written or physical and involve adults as well as other young people. Bullying is defined as “deliberately hurtful behaviour, usually repeated over a period of time, where it is difficult for those being bullied to defend themselves.”
Examples include name calling, sarcasm and racist taunts; stealing or hiding personal items; ‘initiation ceremonies’4 that are meant to ridicule, rather than welcome and ‘kangaroo courts’ where issues are dealt with inappropriately. Bullying of any kind should be dealt with quickly to prevent unnecessary distress to the victim.
Neglect
Neglect within a sports context might occur if a coach or manager fails to ensure that the children in their care are safe or exposes them to undue extremes of temperature or an unreasonable risk of injury. Examples include a coach running a session outdoors in freezing temperatures without adequate clothing and equipment; a child being sent to a day training camp with nothing to eat or drink.
Planning, preparation and a focus on the child can help avoid the potential for neglect. For example, a simple reminder to parents of their responsibilities in providing adequate clothing and refreshments in advance of an event; the provision of spare and appropriate kit and equipment; an understanding of your own limitations within your role and an appreciation of the duty of care required all contribute to a safer environment.
A few examples of typical signs of abuse
• a sudden change in a child or vulnerable person’s behaviour
• unexplained bruising or injuries
• a child using sexually explicit language or actions
• a child or vulnerable person discloses information to you
If you have concerns
• stay calm and never rush into actions that may be inappropriate – ensure the child or vulnerable person is safe and feels safe
• listen to the child or vulnerable person
• show and tell them that you are taking what they say seriously
• reassure them and stress that he/she is not to blame
• keep questioning to a minimum and be careful not to put words into their mouth
• be honest and avoid making promises you cannot keep; explain that you will have to tell someone else to help with the situation
• make a note of what they have said as soon as possible after the event5
• involve parents, carers, or guardians where appropriate
• maintain confidentiality – only tell others if it will help protect the child or vulnerable person
• never take sole responsibility – consult someone else (the designated welfare officer at your club or organisation) so you can begin to protect the child or vulnerable person and gain support for yourself
• follow the guidelines or procedures laid down by your organisation (e.g. Governing Body of sport, Local Authority or County Sports Partnership)
Talk to the parents or carers as something may have happened e.g. bereavement or divorce within the family which has caused a change in behaviour. However, if your concerns relate to sexual abuse or violence, action needs to be taken promptly and talking to parents may place the child under greater risk. In these cases consult the designated person within your organisation, who will be better placed to decide the next course of action. If they aren’t available or your concerns relate to them you must contact Social Services or the Police so the situation can be investigated.
In all circumstances the following principles provide a foundation for best practice when working with children.
• The welfare of the child or vulnerable person is paramount and should be the first consideration
• All individuals regardless of age, gender, racial origin, religious belief, sexual identity or disability have the right to enjoy sport free from all forms of abuse or sexual exploitation
• Everyone in sport has a responsibility for the welfare of children, young people and vulnerable people taking part
• We all have a responsibility to maintain confidentiality in all cases involving protecting the child or vulnerable person in line with current legislation and our organisations best practice guidelines and procedures
• It is not your responsibility to decide whether or not a child is being abused, but it is your responsibility to act if you have any concerns by discussing it confidentially with your organisation’s child welfare officer, Social Services or the Police
This section offers a brief overview of what action to take if you have concerns about a young person. However you are advised to attend further workshops, or seek more information from the organisations listed in section 8 of this resource or your NGB.
Take Action - CPD
Attend a Safeguarding workshop
Ensure you and your colleagues have had an appropriate Criminal Records Bureau, or Independent Safeguarding Authority check
4Appendix 4_ from Making the team: – changing the initiation ceremony
5Appendix 5_sample Child protection incident form
With acknowledgement to sports coach UK Safeguarding & protecting children
Safeguarding Children with Disabilities and Vulnerable Groups3.12.08
5/1/09
Team Manager’s need to recognise that some children and people have additional vulnerabilities because they may:
• lack a wide network of friends who support and protect them
• have significant communication differences
• be subject to the prejudices and/or misconceptions of others e.g. about their ‘attractiveness’ to potential abusers
• require personal intimate care, which may make it difficult for them to know what is acceptable and unacceptable in relation to appropriate physical contact
• have a reduced capacity to resist either verbally or physically
• be used to being told what to do – and not given choices
• not be believed
• depend on the abuser for their involvement in sport or for their basic needs
• lack access to peers to discover what is acceptable behaviour
• have medical needs that are mis-used to explain abuse
Children and vulnerable people may also be less valued than their peers and poor care may be observed and tolerated by others. Examples of this include not speaking directly to the child or person, failure to offer choices, the use of derogatory language and not respecting the individual’s privacy and dignity.
Reducing the potential for vulnerability
Bearing in mind that children and vulnerable people can be disadvantaged by these and other experiences, it is important for all those that work with them to be extra vigilant in creating a safe culture by:
• Finding ways of understanding and communicating with all children and vulnerable people
• Ensuring best practice at all times in physical and health care – make sure the person’s health needs are known, recorded and sufficient people understand how to respond if required
• Building relationships with parents and carers and including the families of players in club activities
• Discussing with parents and carers any physical care that is required and how this can be achieved
• Carefully observing changes in mood, appearance and behaviour and discussing those concerns with families, carers or the designated person if suspicions or concerns are significantly aroused about the care of the person Guidelines1/09
• Acknowledging that disabled children and vulnerable people may be additionally at risk and that vigilance is essential
• Implementation of a club code of conduct for adults and children
• Providing the child or vulnerable person with every opportunity to make informed choices and respecting those choices
Remember, advice and guidance is available from families and specialist agencies e.g. Education, Health, Social Services, Disability Organisations, Voluntary and community groups. Always ask if you need help to provide appropriate safeguarding or advice with supporting a child or vulnerable person’s participation.
With acknowledgement to British Judo Association and British Canoe Union
First Aid
“Take some time to learn first aid and CPR. It saves lives, and it works.”
Bobby Sherman
First aid is the immediate and temporary care or treatment given to someone when they are injured or become ill. This is usually administered at the scene of the accident or incident as soon as it occurs, before emergency medical assistance arrives.
Sport has inherent risks and injuries may occur for a variety of reasons including overuse, poor physical preparation, and direct impact to name just a few. It would be sensible for you to have a basic understanding of first aid so you know what to do in the event of an accident or medical incident. First aid courses range from 1 to 4 days and are supplied by organisations such as the Red Cross and St John Ambulance, or other specialist first aid providers. Look for ones with a Health and Safety Executive (HSE) approved centre number as these will be registered to deliver first aid in the workplace. You may be lucky enough to find a sports first aid course, which should include scenarios more applicable to the sporting environment; check your governing body’s recommendations before you decide, but whichever route you choose look for the following areas to be covered:
• Health and Safety (first aid) regulations
• Personal safety and hygiene
• Managing an incident*
• Action in an emergency - priorities of first aid
• Treatment of an unconscious casualty
• Cardio pulmonary resuscitation (CPR)
• Bleeding*
• Burns*
• Bone and soft tissue injuries*
• Head injuries*
• Medical emergencies e.g. seizures, hypoglycaemia, asthma
*ideally using practical scenarios and focussing on incidents and accidents most likely to occur within your sporting environment
Remember all courses need to be updated in accordance with the qualification criteria so you remain competent and follow the relevant first aid protocols. Even then it is important to know your limitations. As a first aider your aims are simple, but very important; these are often summarised as the 3 P’s
• PRESERVE life - e.g. administer CPR or stem a major bleed
• PREVENT the injury from worsening – e.g. administer first aid – only move the casualty if absolutely necessary
• PROMOTE recovery – e.g. check for other injuries and keep the casualty comfortable. Call the emergency services for specialist help
A training course is just part of the process; there are other things you can do to prepare before an accident occurs.
• Have a first aid or sports injury kit available and know how to use it
• Ensure accident report forms are available
• Check the availability of first aiders during training and competitions
• The facility you are using may have their own first aid cover, but don’t assume that they will administer to you – check arrangements and agree areas of responsibility in advance
• Ensure physiotherapists, doctors and medical support staff communicate with each other, yourself and the coach to ensure the athletes are safe
• Obtain medical information6 on all team members including:
o Allergies to food, drugs
o Medical conditions e.g. diabetes, asthma
o Medication administered
o Emergency contact details
o Previous injuries
All accidents, whether during training or at a competition must be recorded.6
First aid & Sports Injury Kits
There is no mandatory list of contents for first aid boxes. Deciding what to include should be based on an assessment of your specific first aid needs. Once your assessment has been carried out, you can decide what first aid equipment should be provided. The minimum requirement is a suitably stocked first aid box however your assessment may indicate that additional materials and equipment are required such as petroleum jelly, adhesive tape, and a cold pack, that may prove useful in preventing an injury worsening, or in minimising the discomfort of a minor injury. These additional items are more accurately described as sports injury or medical equipment and are often stored separately in a sports injury or medical bag. The HSE recommend that in general, tablets and medication should not be kept in the first aid box.
Contents & Application - First Aid Kit & Sports Injury Bag
|First Aid Kit |Sports Injury Bag |Suggested Application |
|HSE suggested minimum requirements | | |
| | | |
|General guidance on first aid leaflet, e.g. HSE | |Guidance for first aider |
|leaflet Basic advice on first aid at work | | |
| | | |
|20 individually wrapped sterile adhesive |Individually wrapped sterile adhesive dressings in |Dress simple cuts |
|dressings (assorted sizes) |assorted sizes – waterproof if activity is water based| |
| | | |
|2 sterile eye pads |Sterile eye pads |Cover injuries to eyes |
|4 individually wrapped triangular bandages |Individually wrapped triangular bandages (preferably |Multiple uses – but generally for supporting injured|
|(preferably sterile) |sterile) |limbs |
| | | |
|6 safety pins |Safety pins or Adhesive tape – non allergic e.g. |Secure the ends of dressings |
| |Micropore | |
| | | |
|6 medium-sized (approximately 12 cm x 12 cm) |Medium individually wrapped sterile un-medicated wound|Apply to smaller wounds to stem bleeding |
|individually wrapped sterile un-medicated wound |dressings | |
|dressings | | |
| | | |
|2 large (approximately 18 cm x 18 cm) sterile |Large individually wrapped sterile un-medicated wound |Apply to larger wounds to stem bleeding |
|individually wrapped un-medicated wound |dressings | |
|dressings | | |
| | | |
|1 pair of disposable gloves |Disposable gloves |Protect against cross infection when administering |
| | |first aid |
| | | |
| |Adhesive sutures e.g. Steristrip |Approximate edges of wound |
| |Non fluffy dressings e.g. Menolin |Dressing abrasions or minor burns |
| |Blister dressings e.g. Compede |Apply to blisters |
| |Petroleum Jelly |Protect against chaffing |
| |Antiseptic cream e.g. Savlon |Apply to minor cuts/abrasions |
| |Scissors – blunt ended |Cut dressings |
| |High factor sun block |Performers should have their own, but it is worth |
| | |carrying a spare to apply in hot environments |
| | | |
| |Calamine lotion |Soothe skin irritations |
| |Sanitary towels/tampons |Spare supply for female performers |
| |Cold pack |Apply to soft tissue injuries |
| |Rehydration sachets |Used to replace fluids in cases of dehydration |
| | |caused by sickness or diarrhoea |
| | | |
| |Individually wrapped moist wipes |Clean small wounds |
| |Face shield |Protect against cross infection when administering |
| | |resuscitation |
| | | |
| |Elastic bandage e.g. Tubigrip |Apply as a compression bandage to soft tissue |
| | |injuries |
All of the contents in this list are currently permissible under Doping Control however check as regulations are subject to change
The HSE recommends that you should not keep tablets or medicines in the first-aid box
With acknowledgement to Swim Wales and the HSE
Remember to safely dispose of any items that have passed their expiry date. Where sterile items have no dates, you are advised to check with the manufacturers to find out how long they can be kept. Replenishment of non-sterile items without dates is a matter for your judgement, based on whether they are fit for purpose. Whenever you use any items from your kits ensure they are replaced as soon as possible as you never know when they could be needed.
The most important piece of equipment is you and your ability to administer first aid competently. No amount of equipment can compensate for a lack of up to date knowledge and training. For comprehensive information about first aid, access the HSE website at .uk/firstaid.
Take Action
Undertake an assessment of your first aid needs to ensure you have the appropriate equipment
Check your first aid or sports injury kit - are all items in date?
Ensure at least you and another member of your team have attended an appropriate first aid training course so they have the confidence and competence to deal appropriately with any injuries and illnesses within your group.
Consider numbers and ratios in case of accidents – who will travel with the injured child and who will stay with the team?
6Appendix 6_ sample Club medical consent form for junior members
7Appendix 7_ sample Accident report form
Section 3
Communication & Relationships
"The way we communicate with others and with ourselves ultimately determines the quality of our lives."
Anthony Robbins, author and development coach
Effective Communication
In your role of Team Manager you will need to communicate effectively with a number of key people including team members, the team coach, officials, administrators, parents/guardians, other managers, the media and others.
Effective communication is a two way process; it’s about giving and receiving information. This sounds simple, but is not always easy because we all have different thinking and presentation preferences. Research undertaken by the psychologist Albert Mehrabian relating to face to face communication concluded that over 90% of information is conveyed non-verbally i.e. without words. The impact of your gestures, expressions, signals and the tone, pitch, volume and speed of your voice can be more powerful than the words you use, so you need to be aware of the impact your body language can have on the interaction.
It takes only a few seconds to form an impression which means we are often being ‘judged’ by those we meet even before we have opened our mouths! This doesn’t mean that the words we use are unimportant, merely that effective communication requires congruence i.e. if what we say, how we say it and how we behave are aligned we are more likely to get the desired outcome.
As communication is a two way process we only have control over part of the interaction. Whether or not a person is ‘receiving’ what we intended depends on a variety of factors, some of which are out of our control. It helps if we know something about the person or people we are trying to communicate with, particularly if we want to influence them. So let’s start by looking at some of the reasons people participate in and give up sport.
To play or not to play?
Sport isn’t just about winning; in fact people take part for a variety of different reasons. Having an understanding of players’ motives for participating will enable you to support them more productively. Consider your own reasons for getting involved in your chosen sport; are they the same now as they were when you first started? The likelihood is they will have changed over time as you have matured, developed different personal interests and acquired various demands on your time. The following list reflects some typical reasons for participation:
• To socialise and make friends
• For pleasure and to have fun
• To achieve personal goals
• For the challenge of competing against others
• To get or keep fit
• To improve confidence and self esteem
• To increase mobility or improve health
• To develop new skills
• To gain recognition from others
• To be with friends and family
• To win!
However even the keenest sports person can fall out of love with their sport and may decide to give up. A good Team Manager will also want to know the reasons for this too, so here is a selection:
• Don’t enjoy it anymore
• Bored with the sport
• Injury or illness
• Lack of achievement
• Expectations were too high
• Found a new interest or pastime
• Only did it because a friend, partner or parent pushed them into it
• Pressure of work
• Not important anymore
As well as knowing the reasons for player participation it may also be useful to find out the parent or guardian’s motives. Adults can sometimes place unreasonable demands on their children, based on their aspirations rather than focussing on the child’s needs. This can have a detrimental effect on the young person’s self esteem and confidence and can result in poor performance, or the desire to give up sport completely! It falls to the Team Manager to negotiate with parents, coaches and players to help balance and align goals so that success can be measured by more than just winning.
Successful Relationships
“The formula for achieving a successful relationship is simple: you should treat all disasters as if they were trivialities but never treat a triviality as if it were a disaster”
Quentin Crisp, English Author
A team can be defined as being two or more individuals joining together for increased benefit. Whilst sports people tend to be very competitive they also need to be supportive of the people that form part of their squad or team. Successful relationships are created when each person celebrates the other’s personal successes and supports each other when things aren’t going so well.
The Team Manager needs to lead by example by demonstrating effective communication and nurturing positive relationships with others. For relationships to be successful it is important to recognise that each individual who makes up the partnership or team is a person in their own right; people may need space to be themselves, as well as part of a team or group. Every person is unique with their own specific personality, needs and aspirations. These differences can lead to conflict if not managed properly so the Team Manager would be wise to get to know the strengths and personal preferences of each member of the team in order to manage the diversities within the group and get the best from everyone.
Understanding personality types and how individuals are likely to react under pressure will help you to consider their intentions, rather than just judging them on their behaviour. Profiling tools are available and may be useful when working with teams at major events where expectations and pressures are high. Alternatively, just taking time to get to know what’s really important to your team members will be enormously beneficial to developing positive relationships.
Take Action - CPD
Consider your reasons for being involved in your sport and undertaking the role of team manager.
Find out why what keeps your team members involved and what is most important to them about participating in their chosen sport.
Communicating Effectively with Others
As part of your role as Team Manager you will be expected to liaise with a number of different people. These will include Team members, parents or guardians, team coaches, sports centre staff, club officials, teachers, other managers, governing body representatives, sports development officers, the media and more.
One of the most important aspects of effective communication is listening. This isn’t easy, partly because we talk at a rate of around 125 words a minute, yet have the ability to listen at a rate of 400 words a minute. This can mean that we are too far ahead of the person who is talking and as a consequence can get distracted. Our minds can wander and we either end up thinking of something else, or something that’s said may trigger a connection in our brains that makes us think of information we’d like to share. At this point we are ‘waiting to interrupt’ rather than listening!
Getting it right
• Make sure you are in an environment with few or no distractions
• Gain the listener’s attention before you start
• Gain and maintain eye contact – but avoid staring!
• Make sure you allow enough time to discuss everything you need – don’t rush through things
• Make sure the information you give and the methods you use are appropriate for the listener
• Avoid jargon and be sensitive to language which may offend
• Consider the pitch, tone, volume and speed of your voice
• Be aware of the messages you convey with your body language i.e. gestures, facial expressions – remember a picture paints a 1,000 words.
• Check the listener understands what you are saying and give them the chance to ask questions
• Listen carefully to the responses you get and don’t interrupt
• Ask questions and summarise what you’ve heard to make sure you have understood
Using the telephone
The telephone will be one of your main methods of communication. The vast majority of people in the UK own a mobile phone, which makes us contactable most of the time. The list relating to effective communication earlier in this section still applies, even the importance of your body language, for example you can ‘hear’ a smile on the phone. Below are some other tips for making the most from this type of communication.
• Use the phone when cheap rates apply
• Consider what you want to say beforehand
• If your call is important you may need to follow it up in writing with a letter or email to confirm information
• Pre-load all the important contact numbers your mobile phone directory before your event
• Consider acceptable ways to end a call to bring the conversation to a close e.g. Thanks for spending time discussing this; It’s been good to talk with you
• If you receive a call that you are unprepared for, ask the caller if you can ring them back at a mutually convenient time
• Leave an alternative contact number on your answer phone message so they can call you back
• Don’t phone if you are angry or frustrated – compose yourself before you make the call
• Log the calls your make and receive for future reference, particularly if you can claim them back as expenses 8
Using Text messaging
Using text messaging to communicate with your team members, or for players to contact home can be easier and less expensive than making phone calls. However be mindful of their limitations; in certain circumstances a telephone call or face to face conversation may be best. Consider the following to make your texting more efficient:
• Group texts to split your responsibility with other members of the management team so you each have a group of athletes to focus on
• Pre-load all the important contact numbers in your mobile phone directory before your event
8Appendix 8_Telephone log sheet
Communicating in writing
Much of your communication with others will be achieved face to face; however there will also be occasions when you will need to communicate equally effectively in writing e.g. emails, letters or reports. Written communication is a quick and cost effective method of reaching a large number of people and has the added benefit of being a permanent record of the message you’ve conveyed.
Tips for using email
E-mail can be sent without a lot of reflection... when you send an e-mail there will be a copy on your computer, the network backup tape, etc. It's frequently harder to get rid of an e-mail than a written document.”
Michael Overly
• Check and respond to emails once a day only, or you could end up doing little else
• Discipline yourself to deal with each email once by reading and then deleting, forwarding, replying or filing
• Use the flagging system on your email programme to prioritise those you can’t deal with immediately
• Avoid jargon, abbreviations and ‘text’ language as this can be confusing and may make your message less effective
• Use the ‘Reply to all’ button with caution – do you want everyone listed to see your response?
• Never respond when you are frustrated or angry
• Read it through before you send it
• When you write an email treat it as a postcard that could be read by anyone
Tips for writing letters9
• Make it interesting and easy to read
• Keep it simple - avoid jargon and abbreviations as these can be confusing and may make your message less effective
• Write with empathy – try to give them information from their perspective
• Personalise it
• Avoid too much formality
Tips for writing reports
• Be clear about what’s expected of you and what you want to convey
• Check if the organisation has a standard reporting format for you to use
• Produce a rough outline
• Research thoroughly and stick to the facts or the important information
• Use bullet points to pull out key points
• Use headings and numbered sections for ease of reference
• Add appendices for accompanying information
• Use diagrams and charts to create an impact
• Remember to introduce, provide information and summarise
• Check for accuracy e.g. spelling and have someone else proof-read it
• Meet your deadline
9Appendix 9_Sample letters
Communicating with the Team Coach
There may be times where you have played the role of Team Manager and coach yourself. However, particularly as you get involved with performance teams it is more likely that individuals will be ‘recruited’ to play specialist roles and, other than your team members, it is the coach with whom you will probably have most contact. You may even find yourself being used as a sounding board for the coach, especially in non technical matters. Adapting to the different styles and personalities of the coaches you work with has been cited as one of the most challenging parts of the role. Getting to know the team coach and how they prefer to work will be a process of trial and error; find time to develop your personal relationship during training sessions and create opportunities to keep each other informed.
It is essential that you both understand and appreciate each other’s roles and responsibilities to allow you to support each other and work productively for the benefit of the team. It is impossible to print a definitive list of roles here as this depends on variables such as the club, the sport, the resources available and the performance level and age of the team. Others include the competency of each individual, the amount of control and responsibility they want and the allocation of difficult to define tasks. You can see how time spent confirming who does what may be very worthwhile.
When developing a sound working relationship it is crucial to agree boundaries and working arrangements as soon as is practical. Keep in mind that you have a common aim; to support the team in achieving their goals. A job description and person specification for each role may help define parameters; however the relationship will only be productive and harmonious if both parties are committed to making it work. Regular meetings, agreed responsibilities, clear channels of communication, shared values, an athlete-centred focus and mutual respect go a long way to making this happen.
Communicating with Team Members
These individuals rank alongside the coach as the people with whom you will have most contact. Effective communication with this group is crucial – remember they are the reason you’re there! Maintaining a performer-centred focus will give you clarity in every role and responsibility you undertake. The following tips may help you be more effective in managing your team.
• Be clear about what you want to say and how you will say it – write it down so you don’t forget important issues
• Set out clear parameters for the behaviour and conduct you expect from your team – the use of a code of conduct 3 may help
• Make sure you have the attention of everyone before you start – an initial announcement followed by silence can have a powerful effect on getting the group’s focus
• Take notes and distribute these to those that can’t be there so everyone gets the same message
• Use the KISS principle – Keep It Short & Simple!
• Never assume everyone understands – if your communication is successful you’ll know by the response you get. Observe reactions, ask questions and provide information in writing and via demonstration if possible
• Summarise key points and circulate these in writing
• Be patient and treat people as individuals – remember you are part of the communication process so if someone isn’t clear about what you mean it may be that you are not explaining it in the best way for them!
• Encourage and support
• Listen – it’s one of the most important skills you’ll ever develop
Communicating with Disabled Sports People
You may find yourself working with team members that have a disability, or even managing a team of disabled athletes. It would be a mistake to categorise disabled people as one entity, every person is an individual, with their own specific needs and abilities and their own way of referring to themselves and their disability. Remember you are dealing with a person who just happens to have a disability so treat them with respect. There are general points of good practice that you can follow to make the exchange more effective, particularly when interacting with people who have specific impairments that may affect their ability give and receive information.
• Establish the best and most appropriate means of communication for the individual as every person will have different needs
• Ask the athlete, or their carer if you need help with establishing the best method of communication
• Be patient – with yourself as well as others
• LISTEN!
When communicating with wheelchair users:
• Respect their personal space
• Address the person, not the person accompanying them
• Position yourself in a position comfortable to you both
• Ensure the light (including the sun) is behind the person you are talking with
When communicating with a person with a hearing impairment
• Face the person
• Avoid shouting
• Avoid chewing or covering your mouth
• Use gestures, signals or signs
• Ensure your face is lit
• If communication is difficult try writing it down
• Be patient
• Let people know what others have said to keep them involved
• Speak to the person, not the interpreter
• If the person uses sign language, learn some simple signs (the Royal National Institute for the Deaf RNIB will be able to provide more information)
• Check for understanding
• Use visual clues to support language
When communicating with people with a visual impairment
• Address the person by name as you approach them
• Tell the person you are leaving before you go
• Use touch, but ask first
• Use key words and avoid unnecessary jargon
• Be logical and sequential when presenting information
• Be aware of environmental factors which can influence how you communicate e.g. light, noise
• Consider other methods of communication such as audio tapes, large print, Braille
• If they use a computer, ask what format they would like documents in
• Be aware that voice software on mobile phones for visually impaired users may not be able to read common abbreviations used in text messages, so to avoid confusion spell out words completely
When communicating with people with a learning disability
• Speak with the individual first, if that is difficult ask the parent or carer
• Assess level of understanding
• Treat people by their age, not apparent level of ability
• Use simple, straightforward language, without being patronising
• Use demonstrations
• If necessary, repeat what you’ve said
• If appropriate, ask the person to repeat the key points to ensure that they have understood you correctly
When communicating with people who have difficulties with language
• Be patient
• Don’t rush them
• Avoid finishing their sentences
• Ensure you’ve understood what has been said before proceeding
• If in doubt, ask people to repeat what they’ve said or write it down
These are just some basic guidelines; you are advised to attend the Working with Disabled People or Coaching Disabled Performers workshops from sports coach UK or contact the Federation of Disability Sport Wales (FDSW) to learn more.
With acknowledgement to sports coach UK Working with Disabled Sportspeople
Take Action – CPD
Attend a sports coach UK Working with Disabled Sports People or Coaching Disabled Performers Workshop
Observe and assist with a disability sport group or someone with special needs
Contact the Federation of Disability Sport Wales (FDSW) to find out how they can help
Communicating with Parents/Guardians
The Team Manager is often the main point of contact with parents and guardians of young performers or vulnerable people. This allows athletes and their coach to focus on their specific roles on the ‘field of play’. As one Team Manager expressed succinctly “a coach shouldn’t have to deal with parents, that’s my role. The coach needs to be focussed on getting the best performance from each athlete so our team performs to the best of its ability.”
Remember parents and guardians play a significant role in supporting and financing a players’ development and can have considerable influence over their child, or person in their care. They also have a great deal of knowledge and experience of dealing with the athlete as a person, so can make a valuable contribution to helping you understand them better. However, parent pressure should not be a factor in influencing coaching decisions. Sometimes, coaches may make unpopular player selections, for the good of the team, which could be in conflict with parents’ views. Athletes and parents may wish to challenge this and you have a role in supporting the coaches’ decision and offering an objective perspective to the athlete, who may come to you for consolation, advice and support, or the parent who may want to express their disappointment or frustration.
Many coaches and Team Managers still work on a voluntary basis; a high proportion will have initially taken on these roles as a result of their child or partners involvement in the sport. There are high profile examples of coaches, who train their children or partners to performance or elite level and also act in a club, regional or national coaching capacity. This has its benefits and drawbacks and organisations may wish to consider the wisdom of having too much ‘family’ involvement across the whole management team for fear of accusations relating to fair treatment of all, allegations of favouritism or making difficult decisions relating to family members.
As the Team Manager often has less day to day contact with some of the team outside of events perhaps it should fall to them to be the person that ensures impartiality within the team structure.
Of course, any communication needs to be undertaken sensitively and with respect. Providing regular team updates, opportunities for discussion, clear and agreed objectives and a team code of conduct can help to clarify channels of communication and appropriate behaviour and prevent disputes.
Your Role in Motivating the Team
You have an important role and the power to create a stimulating and motivating environment for your team away from the area of play. This will allow the coach and players to focus on performing to their full potential when on the field of play. Here is a list of tips to help you assist the team coach in motivating your team.
1. Provide opportunities for performers to get to know each other and promote the value of the group
2. Find ways to make people feel they are an important part of the team
• Be motivated and a good role model
• People (children in particular) will behave more responsibly if they have clear parameters
• Objectives and rules work better if they are agreed, rather than imposed, so whenever possible and appropriate, ask the team members to come up with the rules and goals
• Acknowledge achievements and be positive, praising effort, good behaviour and performance in front of others
• Give corrective feedback in a respectful manner and be careful not to communicate in a way that is likely to embarrass individuals in front of others
• Never comment on personalities, concentrate on behaviour – catch them doing something good and tell them!
• Clarify plans and ensure your team is aware of what’s going on
• Ensure you are aware of the roles and responsibilities of other members of the team so you can assist each other
• Be consistent in your behaviour towards your team members
• Encourage a supportive environment within the team
• Understand that each team member will require different things from you; you need to adapt to their needs to ensure the overall team objectives are met
• Understand that a motivated team member without clear goals and direction can be as much of a liability as a de-motivated one
• Help the coach to provide a common understanding of what you are both trying to achieve and what contribution the team are making to this
• You will sometimes get things wrong – own up to it! Never pass the buck for your mistakes
Remember that each individual needs to feel proud to be part of the team. If performers reach this state of mind they will gain a high level of group morale, enjoy what they do and work harder to achieve more.
Disputes
It is inevitable that disputes ranging from minor differences of opinion, to fundamental disparities in values, will arise. These can be detrimental to the dynamics of the team and affect individual and team performance. The role of the Team Manager is to handle such disagreements constructively, ensuring that the team remains focused on achieving its goal. The manager may be called upon to act as a mediator, when conflict cannot be resolved by team members. Sometimes a team does not have the internal resources to deal with a member who is uncooperative; in these cases a manager must be able to problem-solve, establish consensus, mediate and ‘coach’ out solutions when necessary.
The ability to stand back from any disagreements and look at things objectively will enable you to deal with issues consistently and fairly and help individuals resolve their issues. Differences are healthy within a team; your role is to encourage the team to embrace its diversity and resolve conflict for the good of the team.
Breaking News to the Team
Giving people bad news is never easy as it often leaves a lasting impression on the messenger and recipient. There may also be a concern about your ability to cope with the person’s emotional reaction to the news and this can cause anxiety and a reluctance to deal with the situation. Giving information to a group can be difficult; however breaking news to each individual in turn can result in information ‘leaking out’ in a less than sensitive manner before you have had the opportunity to speak to everyone. It also takes a lot of emotional energy so you need to weigh up the pros and cons of each approach.
The following provides some guidance on what to do if you have to deliver information to your team.
Be Prepared
• Discover the triggers that would cause each member of your team to pack up and go home from an event
• Regardless of what you do you cannot make bad news into good news
• Be clear about your objectives and know the facts
• Try to think of the questions that might be asked and how you will respond to them
• Ensure you have sufficient time and space away from distractions and interruptions
• Decide who needs to know
• Avoid ‘Chinese whispers’ by getting the message to the right people in a timely manner
• Decide how many people you will talk to e.g. do you wish to break the news of a team member’s illness to the whole group?
• Good news is something that you are likely to want to share with everyone
• Have a plan of action
Breaking news – Good and Bad!
• Prepare the recipient for what you have to say by telling them that you have some bad/good news and who it involves.
• Take your time and don’t be pressured or tempted into blurting out the news. Empathise e.g. “this must be very hard for you,” but not, “I know how you feel,” - you don’t!
• Find out what the person already knows and thinks is likely to happen e.g. if someone was ill at home when you left, find out what the person understands of the illness; or if there has been an accident or a team member is ill
• Tell the truth; be sensitive but don’t be tempted to soften the reality to decrease the hurt, or give false hopes
• If you are asked a question for which you don’t know the answer, say so, don’t guess
• Present your information slowly and sensitively and don’t be afraid of silent moments while the recipient takes time to digest the news; let them speak first in their own time
• Check that the person understands what you are saying and answer questions directly and honestly. Emotional outbursts such as anger or tears or even stunned silence are likely.
• Be prepared for any reaction as each individual will take bad and good news differently, depending on a variety of factors such as the situation, their relationship with the people involved, their current state of mind, their own personal coping mechanisms. Your role is to listen and acknowledge that these feelings are justified
• Use touch if appropriate e.g. a hand on the person’s arm or an arm around their shoulder may help to comfort them, particularly if it’s bad news; a high five may be a good way of expressing your pleasure and sharing their success
• Stay calm and try not to get angry or upset, as this is unlikely to help improve the situation
Have a plan for what happens next
• Before you have the conversation take time to think about what the person might want to do after receiving the news
• Make some decisions about some feasible courses of action so you are able to talk to them about the possibilities and what they would like to do next; e.g. stay at the event; return home as soon as possible; discuss shortening the stay with other key people
• It is also appropriate to involve them in the decision about how to tell the other team members
Liaising with the Media
The press can be a valuable ally if you develop a positive relationship with them. It’s worthwhile establishing links with a local media contact to help raise your club’s profile and share good news stories. Follow your governing body or club guidelines when dealing with the media and always respect the confidentiality of information about your performers. Get into a habit of producing regular news releases and send them to all media contacts e.g. the local press, radio and television. The sad fact is that the majority of news releases will never reach the pages of a newspaper and even those that do may have had half the copy cut by an editor’s pen. With this in mind there are some rules you can follow to give your news release a better chance of getting into the public domain.
Producing a news release10
• Identify deadlines for getting information to them in good time
• Be mindful of what you say and how you present information
• Confirm the context in which your information will be printed
• Press releases should be written using double spacing and be no more than 2 pages in length
• Keep sentences short and to the point
• Put a contact name and number at the foot of the release in case the editor wants to follow up
• Use reporter style - read a few stories in your local paper to get an idea of how their articles are written
Give them what they want!
• Produce ‘news’ stories not advertising - human interest stories are best
• Make it clear, concise, accurate and up to date
• Have a headline; it’s your first chance to make an impression
• Avoid abbreviations and jargon
• The first paragraph should summarise your story as editors cut from the bottom up!
• Answer the key questions – Who? What? When? Where? Why? How?
Using Photographs
• Follow your governing body guidelines on taking and using photographs of young performers
• Keep a stock of relevant up to date photographs which you can access quickly to attach to your press releases
Ask your athletes to complete a short biography or profile11 in advance of the competitive season or event. That way when the media requests information about your athletes, you’re already prepared and won’t need to distract performers from the job at hand.
Take Action – CPD
Attend Media Relations training
Find out what your club or NGB’s advice is on dealing with the Media in a variety of situations
10appendix 10_ news release template
11appendix 11_ Athlete Profiles
Section 4
Logistics & Operational Management
“A good plan is like a road map: it shows the final destination and usually the best way to get there.”
H. Stanley Judd
Planning & Preparation
To be an effective Team Manager you need know your teams’ goals and plan how you will organise your time and workload throughout the season in order to help them achieve these. There are some jobs for which you will be directly responsible and others in which you will play a supporting role. Knowing what these are, who you can call on for help and when you will do them, will give you a head start. A little time spent planning leaves less to chance and ensures that everyone can concentrate on their performance, rather than worrying about potential disasters.
Tips for working efficiently
• Make a list of your goals & targets
• Identify your support team and their availability
• Identify the tasks you need to perform
• Prioritise your workload
• Group particular tasks together to save you time and money e.g. make all phone calls at a particular time
• Pace yourself - do one task at a time
• Be realistic about what you can do in the time allocated
• Prepare for meetings in advance - set your agenda
• Be disciplined and aware
Duty of care
“Do your duty and a little more and the future will take care of itself.”
Andrew Carnegie, Scottish born American philanthropist
Team Managers have a specific duty of care to team members by virtue of the relationship they share with them and the responsibilities that make up their role. A duty of care may be imposed by common law or statute, by contract or by an individual’s acceptance and does therefore not require an explicit contract. Liability for the legal duty of care would only arise when it can be demonstrated that the risk was foreseeable but no action was taken to manage it. The moral duty of care concerns the responsibility for the safety and welfare of people under your control; to determine if a breach has occurred, the civil law of negligence would be applied.
Negligence is a type of civil wrong, although the concept is sometimes also used in criminal law. Negligence is not the same as carelessness, because someone might be exercising as much care as they are capable of, yet still fall below the level of competence expected of their role or level of expertise. It can be generally defined as conduct that is culpable because it falls short of what a reasonable person would do to protect another individual from a foreseeable risk of harm.
Sport has inherent risks; accidents can, and do happen; even the most thorough risk assessment cannot possibly predict every eventuality. If you carry out your role to the level of your training and expertise a charge of negligence is unlikely. The following questions may help you meet your duty of care and avoid a claim of negligence.
• Are the manager and staff qualified, competent and authorised to run the activity/event at that level?
• Is appropriate and adequate supervision being provided – staff, performer ratios?
• Are all reasonable steps being taken to ensure the safety of the environment and equipment?
• Have the players/performers and staff been taught about the need for safety and warned against foolhardiness in a manner appropriate to their age, intelligence and experience?
• Have the players/performers and staff been systematically prepared for the activities being undertaken, including the provision and use of any necessary kit and equipment?
• Are the activity and the manner in which it is carried out compatible with regular and approved best practice?
• Have the parents or guardians of any under 18 year old players/performers signed an appropriate consent form?
• Has a comprehensive risk assessment been undertaken, documented with appropriate action taken and communicated to all concerned?
• Are managers and coaches aware of any special needs within the group and are they taking appropriate action to cater for these?
• Are all procedures carried out following national governing body and other relevant organisational guidelines?
• Are incidents12 and accidents handled promptly and recorded following national governing body and other relevant organisational guidelines?
• Are record and registers kept and up to date e.g. attendance registers, contact details, medical information.
Contingency Plans
Of course problems can still occur even with the best laid plans so it’s helpful to have a plan B and maybe even a plan C! A contingency plan gives you a back-up strategy for dealing with a situation that hasn’t gone as expected as you will have already considered potential ‘what if’ scenarios and weighed up possible solutions in advance.
Tales of the unexpected!
Here are some things that you can do to minimise the potential for ‘unexpected’ issues and help resolve problems more effectively should they arise.
• Ensure that sound procedures are in place before you leave home
▪ Risk assessment
▪ Operating procedures
▪ Emergency action or crisis management plan13
• Record the details of a home contact/s who will be accessible at all times
• Identify ‘what if’ situations and solutions in advance
• Ensure adequate numbers of support staff
• Ensure all staff understand and are clear about their roles and responsibilities
• Plan and brief staff and performers/players on each phase of the competition/event
• Ensure all staff are working to the same contingency plan
• Keep spare cash and a credit card available
• Plan for specific medical situations relevant to your sport or hazards identified in your risk assessment
• Ensure spare kit and equipment are available
• Re-confirm all entries, bookings and reservations
• Build a relationship with your local contact as soon as possible
• Keep calm and focus on finding solutions
Remember, a flexible attitude and the ability to adapt to your environment are essential qualities of a good Team Manager.
12appendix 12_ Sample incident report form with acknowledgements to British Gymnastics
13appendix 13_ Swim Wales Crisis Management Plan
Record keeping
Keeping comprehensive, well organised and up to date records will make your role a lot easier to manage and enable you, or any other relevant person, to reference information whenever necessary.
The following tips will help you organise your paperwork more efficiently:
• Produce a record sheet that will enable you to collect and record all the data you need from team members such as name, date of birth, emergency contact details
• Make all your facility bookings in advance and keep records of details
• Take simple minutes at team meetings to record any action agreed, who is involved and the deadline for completion
• Use a calendar or chart to help identify the jobs you need to do and the length of time required to complete them e.g. closing dates for entries
• Keep a portfolio of press cuttings and press releases
• Keep copies of all correspondence (letters, faxes and email) and file in a logical order so that anyone can access the information if required
• Keep copies of all forms that relate to parental permission e.g. consent forms
• Keep a record of verbal communication with others e.g. a telephone log
• Record all accidents and incidents that are reported and keep on file for future reference
• Keep copies of the team medical details and special dietary requirements, including who to contact in the event of an emergency
• Record your plans and devise contingencies so that even if someone has to temporarily fill in for you they are clear about what to do next
• Create an electronic record for sharing with others or for planning for future events
• Use a reflective log/diary of events to help you analyse what you did well and areas for improvement
• Back your records up using an alternative format
Kit & Equipment
The quality and availability of the clothing and equipment you use can have a significant impact on the performance of the athlete. You may be asked for your opinion on the design of the team kit; in which case consideration should be given to the…
…practicalities of the sport
…comfort of the wearer
…competitive environment
…duration of the event
…climate in which your team will be competing
…sponsorship commitments
The following points may help with your preparation:
• What do you need – essentials and desirables?
• How, when and to whom will you issue it?
• How will you record distribution?
• What will the team wear to compete and to travel?
• What sizes do you need?
• How many sets of kit or pieces of equipment are required?
• What about spares?
• How long will it take to get replacements?
A poor provision can have psychological as well as physical affects, after all who wants to be seen in substandard kit! A little time and effort organising team kit and equipment well in advance of the competitive season or event will pay dividends in the long run.
Assessing & Managing Risks
The Management of Health and Safety Regulations 1999 require employers manage risks within the workplace. A risk assessment can therefore be defined as the conscious process applied to the identification of hazards, the evaluation of the associated risks and the implementation of a series of control measures to minimise the risks highlighted.
The 3 types of risk assessment are:
• Generic – covers a general assessment of risks in a particular sport e.g. rugby
• Specific – an assessment of safety issues relating to a particular activity e.g. netball at a specific club/venue
• Dynamic – relating to an ongoing assessment of safety e.g. environment and equipment, before, during and after an activity or competition. This type is achieved through continuous observation and is not normally recorded.
A Hazard is defined as being anything which has the potential to cause harm; whereas a Risk relates to the likelihood of someone being harmed by the hazard. The Health and Safety Executive (HSE) has produced a document outlining the 5 steps to risk assessment which can be found on their website .uk/risk/index.htm along with other useful information about risk management. A summary of the steps involved in this process is shown below with an example risk assessment14.
The management of any facilities you use should have undertaken their own assessment of risk; obtain a copy of this in advance and build this into your own checking process.
Step 1
Identify the hazards
These could be caused by the activity, location or persons involved. Check for hazards by:
▪ walking around the playing or training area
▪ involving others - asking coaches, players and volunteers what they think
▪ contacting your National Governing Body of Sport
▪ calling the Workplace Health Connect Advice line or visiting their website
▪ following manufacturers’ instructions and guidelines
Step 2
Decide who might be harmed and how
Make a judgement about who may be hurt, how this could occur and how the hazard could cause harm and remember:
▪ some players will have particular needs
▪ to include volunteers, spectators etc
▪ if you share your training area think about how your activity affects others
Step 3
Evaluate the risks and decide on precautions
List what is already in place to reduce the likelihood of harm or make it less serious and decide whether these measures are adequate or if more should be done. Reduce risks ‘so far as is reasonably practicable’ by comparing what you are already doing with good practice and listing the differences.
Step 4
Record your findings and implement them
Record the results of your assessment and take action accordingly. Prioritise and deal with the hazards that are high risk and have serious consequences first.
Step 5
Review your assessment and update if necessary
This should be completed with other members of your team whenever there are any changes in your playing environment or an accident occurs. Consider planning an annual review and ensure amendments are made where necessary.
Take Action – CPD
Check copies of your existing risk assessments
Undertake a risk assessment with the other members of your team
14Appendix 14_ Risk assessment template
Dealing with Serious Incidents and Emergencies
Serious incidents and emergencies are thankfully infrequent occurrences; however it is vital to have an emergency action or crisis management plan should the unthinkable occur. In the event of a serious incident or emergency it is important that you remain calm and follow a pre-arranged course of action as it is likely that your colleagues and performers will look to you to take control of the situation. A checklist15 will help you remember what action to take and who to notify should an emergency occur. You can personalise it by completing the relevant details for your organisation during the planning process.
If an incident does occur one of your first jobs will be to assess the situation and establish the nature and extent of the emergency as quickly as possible and check for further danger. Once you are sure you are safe, ensure the rest of your team are not at risk.
It is worth remembering that it may be you that is directly involved in the incident or emergency so a contingency plan should be established and a suitable ‘second’ and possibly a ‘third’ person nominated in advance who could effectively take the lead if you were incapacitated.
One of your next jobs is to establish the names of any casualties and get immediate medical attention for them if required. A casualty’s condition should be monitored at all times, in case their condition deteriorates. If possible ensure the casualty is accompanied to hospital, particularly if they are under 18 years of age and that the rest of the group are kept together. It is also worth monitoring the condition and morale of rest of the group as they may be affected by the incident, even if not directly involved.
Effective communication with the key members of your team will help you manage the situation more efficiently and prevent misinformation being spread. Everyone needs to be clear about their roles and responsibilities and be working to the emergency procedures that you have planned in advance.
Keep a record of all details of the incident/accident. This should include nature, date and time of incident, location of incident, names of casualties and witnesses; details of injuries, names of others involved, action taken so far and action to be taken.
Inform the person who has been allocated as the emergency contact within your organisation, as depending on the nature and extent of the incident they may need to notify insurers and solicitors and prepare a statement for the media.
Appropriate contact numbers should be accessible at all times during the activity or event. It may be necessary to contact the police, social services or other emergency or support services. Your emergency action document should contain key names and telephone numbers of key people within your organisation as well as local contacts within the country or location you are competing.
Your NGB may already have an emergency action plan and will be able to assist you in the development of your own. Appendix 13 Swim Wales Crisis Management Plan gives an example of the standard document used for all swimming events abroad and at major competitions in UK.
Take Action – CPD
Have a plan of action if you are injured or ill
Share your ‘crisis plan’ and paperwork with every member of your management team
15appendix 15_Serious incident & Emergency Checklist with acknowledgements to D C Leisure
Supporting the performers continual educational development
"It's not how much training you do that counts, it is how much learning you get that matters."
Colin Rose
Within sport there is still a need to look after a child's education and create a learning environment both on and off the pitch. In fact, educational welfare is a vital component to the overall development of the athlete regardless of age. Even when compulsory education comes to an end at the age of 16, many elite performers will look towards Further or Higher Education, even if only to provide a safety net if they fall short of achieving their sporting ambitions. Academic studies and examination timetables need to be built around their sports training.
In the case of public exams for example players may need to sit them in a foreign country under examination conditions, at a set time; or rush back to take them at their own schools or colleges.
Some sports organisations, for example the Football Association, have had an Educational Welfare Officer (EWO) working at many clubs for some time. They liaise with schools and parents to make sure that their academy players are not neglecting their work and help to resolve any problems as soon as possible.
Generally the role of an EWO or Performance Lifestyle Advisor (PLA) is to act as an ‘enforcer’ and a liaison between schools, parents and other agencies. Traditionally these may include social services, Local Education Authorities and the police. They are there to advise parents about their legal responsibilities and to make sure children get an education up to the age of 16. They can also help families receive benefits such as financial help with school meals, transport and clothing; help to arrange alternative education for pupils who are excluded from school or who have other needs; are involved in regulating child employment and advising on child protection issues.
Issues relating to the educational needs of team members need to be carefully considered and planned in advance as part of the athletes training and competitive programme. The performer must have the support of their families and the team to help them balance the demands of their sporting and educational development without any unnecessary stress. The Team Manager will play an important role in liaising with others to ensure this happens in a manner appropriate to each performer.
Specifically Team Managers can help by…
• knowing which team members are coming up to exams and being aware of exam dates and study commitments
• knowing how the pressure of exams affects each individual member of the team
• ensuring team members are allocated revision or school work time should this be required
• being up to date with child protection issues
• liaising with their EWO (if they have one) to ensure the educational needs of their team are met
• supporting the performers’ continuing educational development at home and abroad
Drugs and Anti Doping
“Life is too short. Be 100% yourself. Be 100% natural. Be 100% drug-free.”
Sarah Storey (nee Bailey), Paralympic Swimmer/Cyclist and Paralympic Gold Medallist
Drugs and other substances are being used by some sports people to unfairly enhance their performance. Anti doping is the bid to eliminate performance enhancing substances in order to ‘achieve integrity and fairness in sport’.
UK Sport is the country’s national anti-doping organisation responsible for implementing and managing the UK's anti-doping policy. This involves the co-ordination of around 7,500 tests across more than 40 sports in the UK. The results of their testing programme are published quarterly and made available on their website .uk. UK Sport also provides services and resources to help performers and their teams to make informed decisions about ‘competing drug free.’
There are times when it may be necessary for an athlete to take prescribed medication; in these cases the performer should check with their doctor to see if the drug is permitted under competition rules. If it is not permissible, their GP may be able to discuss available alternatives. If this is not possible they need to complete The Therapeutic Use Exemption (TUE) application process. This gives your athletes a method of gaining ‘approval to use a prescribed prohibitive substance or method for the treatment of a legitimate medical condition’. If you manage high performance teams, your athletes are likely to be eligible for testing at home or abroad and you may need to support them with this process, particularly if they lack experience in this area. Your governing body will be able to confirm which level of competition requires testing in your sport.
If one of your athletes is pulled for doping control during an event make sure you have decided in advance who will accompany them. It’s good practice for all team management staff to have a good knowledge of the testing process in order to support performers.
Direct your athletes to 100percentme.co.uk to access comprehensive information and advice about drug-free sport in the UK.
With acknowledgment to 100percentme.co.uk
Looking After Yourself – Performing under pressure
"Life is the movie you see through your own eyes. It makes little difference what's happening out there; it’s how you take it that counts."
Denis Waitley: High-performance achievement expert
The Team Manager’s job can be a lonely one; you need to deal effectively with a variety of issues off the field of play and absorb all the pressure that this may bring without passing any of the stress onto the rest of the team. Within a multi-sports environment you will be part of a larger team, alongside other Team Managers from different sports who may be experiencing the same issues as yourself. Networking with your peers from other sports may help to share the load and manage potentially stressful situations.
Getting the right perspective
• Be well prepared – plan and prioritise your workload
• Manage the teams’ and your own expectations – this will start before you leave for the competition
• Know what you need to de-stress or relax and build in some ‘me time’ to accommodate this
• Develop and practice effective coping strategies before you go e.g. sleeping in noisy, well lit environments
• Identify your own warning signs and trigger points and decide how you’ll deal with these should they arise
• Remember, you can’t control the uncontrollable, so focus on the things you can manage
• Keep a positive mental attitude and focus on solutions
• Ultimately, even if things get you down for the good of the team you have to ‘get over it and get on with it!’
In summary - An effective Team Manager at any sporting event…
• organises a team training/briefing day prior to the event
• collects athlete media profiles in advance
• attends training on how to deal with the media
• explores as many ‘what if’ scenarios as possible to consider contingency plans
• clearly identifies the management team’s roles and responsibilities and the lines of demarcation
• adopts a ‘can do’ attitude at all times
• manages the team’s expectations
• briefs the team on cultural differences in advance
• is flexible enough to consider all options to get to a solution
• remembers they can’t control the ‘uncontrollable’ and focuses on things within their sphere of influence
• arranges meeting times and places as soon as they arrive at the event
• encourages team spirit across sports
• identifies the key contacts at the event and works with them to get things done
• puts their performers first in any decisions they make
• plans activities for team members when their competition schedule is over
• pre-loads all important contact numbers on all team mobile phones issued for the event
• knows the doping procedures and decides in advance who will accompany an athlete who is pulled for doping control
• understands the rules and regulations of their sport inside out
Section 5
Sample Supporting Documentation
Appendices
|No. |Title & Source |Section |
|1 |Team Manager Job Description |2 |
|2 |Team Manager Person Specification |2 |
|3 |Code of good practice - Based on Cheshire Youth Games Code of Conduct |2 |
|4 |Excerpt from Marking the team: inside the world of sport initiations and hazing - Changing the initiation |2 |
| |ceremony | |
|5 |Child protection incident form – Based on British Gymnastics form |2 |
|6 |Club medical consent form for junior members – Adapted from Swim Wales form |2 |
|7 |Accident report form – Based on British Gymnastics form |2 |
|8 |Telephone log sheet |3 |
|9 |Sample letters & forms |3 |
| |Welcome to new season | |
| |Fees information | |
| |Parental responsibility | |
| |Consent form | |
| |Selection letter | |
| |Tour guidelines | |
| |Thank you letter | |
|10 |News Release Template |3 |
|11 |Sample athlete PR & media profile form – provided by Commonwealth Games Council for Wales |3 |
|12 |Incident report form – acknowledgements to British Gymnastics form |4 |
|13 |Swim Wales Crisis Management Plan |4 |
|14 |Risk assessment template |4 |
|15 |Serious incident & emergency checklist – acknowledgements to D C Leisure |4 |
Section 6
References and Additional Sources of Information
How Managers Can Work To Build Better Work Teams - LEADERSHIP
Robert Bacal, M.A.
Talk Language Allan Pease & Alan Garner ISBN 0-9593658-1-8
Sports Medicine Eugene Sherry, Des Boker
Physiology for Sportspeople Peter Bursztyb, Peter G. Jack
Advanced PE for Edexcel Frank Galligan et al
Acclimatisation & Performance Advice – compiled from data from Olympic Conditioning and Acclimatisation Camp 2003
Making the Team: Inside the World of Sport Initiations and Hazing (2004) edited by Jay Johnson and Margery Holman published by Canadian Scholars’ Press
sports coach UK resources & workshops
Working with disabled sports people workshop and resource
Safeguarding & protecting children and the accompanying resource Protecting Children: A guide for sportspeople
Managing Coaching within Long Term Athlete Development
Working with Disabled Sports People
Coaching Disabled Performers
Safe and Sound leaflet (with Childline, the NSPCC and Sport England)
NSPCC Helpline 0808 800 5000 .uk
Offer help for adults who are concerned that a child has been abused and counselling for adults and children who have been abused.
Child Protection in Sport Unit 0116 234 7278 email: cpsu@.uk
Child Protection in Sport Unit Wales
NSPCC Cymru/Wales
Capital Tower
Greyfriars Road
Cardiff, CF10 3AG
Telephone 029 20 267000
Facsimile: 029 20 223628
Email: cpsuwales@.uk
Website: .uk
Federation of Disability Sport Wales
Welsh Institute of Sport
Sophia Gardens
Cardiff
CF11 9SW
Telephone: 0845 846 0021
Facsimile: (029) 20 665 781
Email: office@.uk
Website:
Other useful websites
.uk
.uk
.uk
.uk/risk
.uk
.uk
podcasts - managing travel fatigue Dr Sleep podcasts
Recommended Reading
Safe Sport Away – ASA and NSPCC 2001 ISBN 0-900052-35-X
Coachwise sports coach UK Code of Conduct
The rules of your sport from the relevant Governing Body of Sport
HSE 5 steps to Risk Assessment .uk/risk/index.htm
HSE Basic advice on first aid at work
Section 7
Where Next?
"A person who graduated yesterday and stops studying today is uneducated tomorrow."
(Origin unknown)
Team Manager Development Pathway
Continual Professional Development (CPD)
Below are other areas of training to keep you on track with your continual professional development. These have been divided into 3 sections to make it easier for you to add to your portfolio of knowledge and skills as your role develops. However, your specific needs may require you to attend them in a different sequence that is more relevant for you.
Your National Governing Body may ask you to also attend further CPD relevant to the sport
-----------------------
Foundations of Effective Team Management
Effective Management of Teams Overnight & Overseas
Effective Management of Teams at Major Events
Continual Professional Development
Attend workshop
1
CPD
Manage National Team
Completed CPD
3
Attend workshop
3
Manage regional /district team
Completed CPD
2
Attend workshop
2
Manage Club Team
Completed CPD
1
Observe & assist at club level
Observe & assist regional/district manager
Observe & assist National Manager
CPD 3
Information Technology – computer skills e.g. Word, Excel, PowerPoint, Internet and email access
Nutrition in Sport
Performing under Pressure
Media Relations
CPD 1
First Aid
Safeguarding & Protecting Children
Risk Assessment
Writing Reports and Completing Forms
Disability Equality
Vulnerable Adults
100% Me
CPD 2
Managing the Budget
Conflict Resolution
Injury Prevention & Management
Time Management
Presentation Skills/Public Speaking
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