The information and learning modules below are designed to help you weave in child safeguarding practices when working with tamariki and rangatahi. It can support:  

• coaches and instructors  

• everyone that leads, teaches and inspires children and young people.  

It’s designed for people working at all levels, from volunteers at local clubs to staff at national organisations. 

Learning about and applying child safeguarding practices will ensure:  

• people in coaching and instructing roles feel adequately prepared and informed so they can provide a safer environment and experience for children, young people and adults — including themselves 

• parents and caregivers are fully informed, know what’s expected from them, and can feel confident that their children will be well looked after 

• children and young people are kept safer and have positive experiences. 

As a coach or instructor, think about the needs of the children and young people to provide an environment that builds trust and safety. Where there is trust, tamariki and rangatahi can: 

• develop healthy relationships with adults, their teammates and friends, and build connections within their communities 

• talk and express themselves without fear of getting into trouble 

• feel respected, valued and supported for who they are 

• feel supported to enjoy the activity, have fun and learn what is important to them 

• be confident to experiment and make mistakes, and be able to reach their potential 

• reach out if they are having a tough time and know they will be taken seriously. 

Building healthy and respectful relationships should ensure that everyone has a good experience: the tamariki and rangatahi, their parents, caregivers and whānau, and the coaches and instructors.  

As a coach or instructor, get a good understanding of how children and young people get the most out of playing sport and taking part in activities. Look at what motivates them and the different abilities they have. This will help make a safer and fun environment for everyone. 

Understanding what motivates children and young people goes a long way to building a safe, positive and fun environment for them and the adults involved. 

Having fun, participating, and doing things they love is a big motivation for children and young people. So is being with and making new friends and learning new skills.  

Every child and young person is different. Understanding their learning and developmental needs creates an environment where they can do their best and thrive. It also makes it much easier for coaches and instructors. 

A child or young person’s age, maturity and background will determine how much they can take in when they get instructions, their physical capability and capacity, and the interactions they have with friends and teammates. 

A child can’t always do everything their peers can do so it is a good idea to focus on the individual’s progress and to support them to enjoy their experience. 

At the start of the season or before an activity, the coach or instructor should organise a team or group meeting. Include tamariki and rangatahi, their parents, caregivers and whānau. 

By doing this, the meeting should: 

• build connections and relationships within the team and wider community 

• identify shared values and expectations 

• allow children, young people and parents and caregivers to have a voice and be heard. 

It will ensure: 

• there is a greater understanding of the people in the team, including their situations and needs 

• everyone creates the team culture, which increases the likelihood it will be collectively upheld, not just by the coach or instructor 

• everyone knows right from the beginning about what’s expected from them 

• children, young people and their caregivers have the chance to decide if it’s for them and whether to participate or not. 

Start with introductions 

Allow enough time at the start for everyone (including coach and instructors) to introduce themselves, explain why they are there, and to share what’s important to them. 

Have a team discussion 

Coaches and instructors can discuss: 

• logistics for the season or activity 

• any questions there may be, and get the team to solve issues or problems together 

• what motivates children and young people as well as setting expectations around children and young people’s different abilities, for example, their age or development  

• safeguarding and the importance of keeping everyone safe. Show everyone the club or organisation’s child safeguarding and protection policies, procedures and guidance. 

Create a team values or code of conduct  

It’s important to get feedback and ideas from the children and young people first. Guide everyone to agree on what’s important to them. Ask questions and write down the answers. Ask questions like: 

• What does a safe and successful team, and season or activity look and sound like? 

• What behaviour creates that safety and success? 

• What behaviour has a negative effect on the safety and success of the team, especially for the children and young people? 

• How should we deal with team issues, like bad or unsafe behaviour? What are the consequences? 

Use the answers to write up the values and behaviours expected by everyone. Get agreement. 

Share the team values 

Create a document and share with the team. Use it as a tool for you and them to refer to if needed. 

Close the meeting 

Finish the meeting by explaining that everyone has equal value within the team and, if they have any concerns, it is safe to raise them. 

It’s important to also provide a safe experience when coaching young high-performance athletes by weaving in child safeguarding practices.  

Coaches, parents and caregivers, and sporting organisations are responsible for safeguarding these athletes, and understanding the unique demands and pressures they are under. Without safeguards in place, these children are at a heightened risk of being abused or harmed. 

The risks increase for young high-performance athletes when: 

• coaches or caregivers require or allow unsafe or excessive training that’s beyond a young athlete’s abilities or their age and stage 

• a power imbalance is used as a method of control 

• results and/or financial gain are prioritised over the wellbeing of the young athlete. 

This can lead to: 

• a higher injury rate 

• dangerous physical changes including from developing eating disorders or unnatural muscle growth from doping and unsafe training programmes 

• greater opportunities for abuse to occur 

• bullying, intimidation, violence or neglect 

• long-term physical and psychological damage. 

It’s critical to put the young athlete’s safety and wellbeing at the heart of coaching and development. As children and young people enter a high-performance environment, they may not understand if the programme or the behaviour of others is normal and whether it will lead to harm or abuse. It is the responsibility of all adults in this child or young person’s life to protect them from any type of harm or abuse.