1.11 What does a human rights-based approach look like in practice?

Adopting a human rights-based approach requires organisations to change how they look at their responsibilities towards, and their relationship with, people. Let’s use an example to show the impact of using a human rights-based approach.

Providing athletes with water during training and matches is very important for their physical welfare. The following animation illustrates in really simple terms the difference between taking a human rights-based approach rather than a needs-based or charitable approach to this situation.

The water story and human rights

Click through the slides in this animation, which contrasts the effect of a coach providing water to an athlete to meet their ‘need’ with the athlete having a right to have water. What is your main learning from this story?

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We want to tell you a story about Suki’s need for – or right to water.

Let’s see how a right to water can make a big difference to everyone’s mindset – and the power dynamics between Suki, a young tennis player, and Maria, the coach, during a training session on a hot day.

Suki and Maria are standing outside in the sun. Suki is sweating. Suki says: It’s really hot. I’m thirsty, I need a bottle of water. Maria has several bottles of water in front of her. Suki is handed a water bottle by Maria. Suki says: Oh, thank you! I’m really grateful. I needed that!

Who has the power here? Maria says: I do ... and points her finger towards herself as Suki looks on surprised. Exactly, so this is not equitable.

Maria is being charitable because she feels sorry for Suki. Maria has made a judgement that Suki needs or deserves the water.

But now imagine it is tomorrow – another training session on a hot day. Suki has been playing tennis and is sweating and thirsty.

Suki comes up and stands in front of Maria. Suki says: I’m thirsty, I need water. Maria stands with her arms folded, looking at Suki.

Maria says: No, today I’m going to give this water to someone else who I think deserves it more.

Suki is still sweating and looks surprised by what Maria has said. Suki, who grimaces, says: Oh…

This charitable response to needs is not always fair or sustainable. Suki walks away looking downbeat.

However, if Maria recognises that Suki has a right to water, then as the duty bearer, she has an obligation to provide this. Maria puts her hand on her chin in a thinking pose.

Suki is still sweating and thirsty and looks very tired. And Suki, as a rights holder, can claim this anytime, regardless of how loudly she speaks.

Regardless of how good a tennis player she is. Or how deserving of water coach Maria perceives her to be.

Suki is now looking fit and happy, and skilfully playing tennis. Maria hands a bottle of water to Suki, who looks pleased.

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Comment

Typically, water is seen as something the athlete may need. It’s something that a coach can decide to provide, when – in their view – it is required. Unless it is offered, the athlete needs to ask the coach for it, and hope it is given to them. This puts all the power in the hands of the coach.

With a human rights-based approach, everyone understands that access to water is the athlete’s absolute right. The coach has a duty to be proactive in providing it, for example, by always having water available. It is not a gift or favour. The power dynamics are very different. By taking a human rights-based approach, the athlete is much more empowered.

Adopting this kind of approach is particularly important when you think about children. The different power dynamics between children and adults that arise when you adopt a human rights-based approach makes children more aware of their right to be safe and feel more able to speak up if they are concerned about something. This can reduce opportunities for grooming and abuse and will help safeguard children.

Embedding a culture across your organisation that is based on respecting the rights of everyone will reduce risks and make everyone safer in sport.

1.10 Safeguarding principles: what is a human rights-based approach?

1.12 How do you apply a human rights-based approach in a sport setting?