Managing risk

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A graphic with the words. Minimising risks. Below this is a semi-circular scale with low on the left-hand side coloured in green and high on the right-hand side coloured in red. The needle on the scale is point just above low and within the green segment. To the left-hand side of the scale is a female skiing instructor. To the right-hand side of the scale is a young female skier.

In the first part of this course, we identified three risks that were present in a youth ski training camp. One of the identified risks was sleeping in overcrowded dormitories with minimal adult supervision.

Good safeguarding practice means assessing and managing this risk by making sure that every athlete or player has safe and clean living conditions.

But how can this be achieved?

Managing the risk of neglect

For each question, read the text about ‘Action to manage risk’ and ‘Why it prevents harm’.

The text has a missing word(s).

Select the correct word(s) from the options underneath.

There are three questions to be completed.

a. 

sporting ability


b. 

communication


c. 

accomodation


The correct answer is c.

a. 

athletes or players contract


b. 

code of conduct


c. 

application form


The correct answer is b.

a. 

health and safety


b. 

athlete or player behaviour


c. 

training


The correct answer is a.

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An illustration of a young runner jumping over three hurdles. Next to the first hurdle it says. One. Identifying risks. The second hurdle says. Two. Assessing how serious each risk is. The third hurdle says. Three. Putting in place actions to manage risks.

What does the risk management process look like?

Preventing harm from abuse or neglect is a step-like process, as illustrated in the diagram above.

This process seems very straightforward. However, it will be influenced by your experiences, beliefs and values.

This influence is explained further in the next section.

Welcome to Part 2

How do beliefs and values influence your approach to safeguarding?