PES6255 Chap.12 Ethics, Safeguarding and Professional Conduct
Ethics, Safeguarding and Professional Conduct
The block the course puts first
Ethical issues in coaching and management head the published content list, and the suggested teaching activities for that block are lectures, case discussion and role play, which tells you what kind of knowledge is expected. Nobody is asked to recite a code.
The skill is making a defensible decision where two obligations point in different directions and being able to say afterwards why they were weighted as they were. The chapter maps obligation in four layers, from law and institutional policy, through the organisation's own codes and procedures, to what a competent practitioner would do, to the person in front of you and their consent, dignity and safety.
Silence in an outer layer is not permission in the inner one, and most hard cases in sport occur exactly where an outer layer is silent.
Safeguarding as a system rather than a statement
The assignment brief itself offers safeguarding as a candidate topic, pairing an international story about abuse in a sport with a local question about how athlete protection and welfare guidelines are implemented here.
That pairing models the difference between an ethical topic and an ethical analysis, because a published policy and an implemented one are different objects and only the second protects anybody.
A working system has five components that can be checked without inside access: a named person who receives concerns, a route that does not run through the person a concern might be about, a record so that patterns across time are visible, a standard covering the conditions of contact with young athletes, and training that reaches volunteers rather than only employed staff.
Integrity and the independent route
A second ethical field runs through the course: integrity in competition and administration, covering the handling of results, the awarding of events, declarations of interest and the treatment of people who raise concerns.
It connects to the governance material, because an organisation without an independent complaints route has the same weakness in both domains.
In each case the person with the concern has nowhere to take it except to the people it concerns, and in sport that is aggravated by monopoly structure, where a participant cannot simply take their membership elsewhere.
The rules that govern your own submission
Both assessment tasks are themselves governed.
The University maintains a policy on academic honesty, responsibility and integrity that students are expected to read, both tasks are submitted through the plagiarism checking service inside the course site, both require APA 7th referencing, and the group task requires the complete interview transcript as an appendix outside the word count.
Three conduct questions recur: consent, since agreeing to talk is not agreeing to be named, recorded or quoted, and each should be asked separately; the transcript, which will contain names and opinions about third parties and therefore needs agreeing in advance; and the use of generative tools, where the Course Outline prints two options and marks neither, so the applicable one has to be confirmed.
What this chapter covers
- 01
Four layers of obligation, and what silence in an outer layer means
- 02
Safeguarding as a checkable system with five components
- 03
Policy against practice, and how to tell which a source describes
- 04
Questions to ask when an organisation answers a different question
- 05
Integrity, monopoly structure and the independent complaints route
- 06
Consent asked separately for talking, recording, naming and quoting
- 07
Transcripts, referencing and the two published options on generative tools
Decide what to do with material an interviewee asks you to withhold
- 3Name the two obligations in tension.
- 3Show what resolves the tension.
- 3State the decision, including what goes in the report.
Key terms
- Duty of Care
- The obligation to act to protect somebody who may be at risk, which binds in the inner layer of obligation even where an organisation's own policy is silent.
- Reporting Route
- The published path by which a concern reaches somebody able to act on it, independent when it does not run through the person a concern might be about.
- Informed Consent
- Agreement given separately for each thing asked, since consent to be interviewed is not consent to be recorded, named or quoted.
- Academic Honesty
- The University's published expectation that all academic work is carried out honestly and in good faith, set out in its policy on honesty, responsibility and integrity.
Ethics, Safeguarding and Professional Conduct FAQ
How do I tell whether an organisation has a safeguarding system or only a policy?
Ask about four checkable things rather than about values: who receives a concern and how they are contacted, what happens if the concern is about that person, whether anything is recorded so a pattern can be seen, and how many of the adults working with juniors completed training last year. An organisation that answers all four has a system.
One that answers the first and not the second has a route that closes in exactly the case it is most needed, which is a finding you can state without accusing anybody.
What conduct rules apply to the assessment itself?
Both tasks are submitted through the plagiarism checking service inside the course site and both require APA 7th referencing, the group report needs the complete interview transcript as an appendix excluded from the word count, and the University maintains a policy on academic honesty, responsibility and integrity that students are expected to read.
On generative tools the Course Outline prints two options, one permitting use with instructions and one not permitting it at all, and neither is marked in the published document, so confirm which applies to this offering and keep whatever acknowledgement the brief requires.
Assessment move
Before your group's first interview, write the consent sentence you will say out loud, covering what the recording is for, who will read the transcript, and how the interviewee can withdraw something afterwards. It takes twenty seconds in the room, it is the difference between a transcript you can attach and one you cannot, and it is the part of the group task most often improvised.
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