The Coach's Whiteboard V3

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THE COACH’ S WHITEBOARD

Level 1 on-line Youth & Senior Coaching Course

NAME:
CLUB:
PHONE:
OVERVIEW: ‘THE COACH’S WHITEBOARD’
To complement your online learning, you are required to complete this
workbook at various intervals throughout the course. This workbook is called
‘The Coach’s Whiteboard’ and serves as your personalised game plan for
becoming an Australian Football coach.
‘The Coach’s Whiteboard’ aims to capture your ideas and action points
in a tangible resource to accompany you on your learning journey. It also
acts as a reference tool to help you complete the other requirements of
the accreditation program. To successfully complete the accreditation, you
will need to hand in your completed copy of ‘The Coach’s Whiteboard’ for
sign-off at the end of the one day coaching workshop.
The Coach’s Whiteboard may be used for mentoring purposes and for self-
reflection and development. It is also required for some of the activities at
the one day coaching workshop and for assessment for your accreditation.
So be as specific as you can and always include action items for your
development areas.
YOU WILL BE REQUIRED TO COMPLETE ACTIVITIES IN THE COACH’S
WHITEBOARD AS YOU PROGRESS THROUGH THE ONLINE COURSE.
Please print a copy now.

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ACTIVITY 1

DEVELOPING YOUR COACHING PHILOSOPHY


PART 1: SOME FUNDAMENTAL QUESTIONS
What are your reasons for coaching?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

What do you believe and value about the coaching process?


__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Why do you believe your players are participating in the game?


__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

How does your team/club wish to be perceived in the league?


__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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PART 2: FIRST STEPS IN WRITING OUT YOUR COACHING PHILOSOPHY
Write down one or two sentences under each heading which describes your
approach to each of the topics listed. You might be guided by question
such as: What does this area of coaching mean to you? How would you
approach this area? What behaviour would you demonstrate – how would
others observing see you?
Your coaching role
(What are the main on and off field roles you will be carrying out?)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Coaching style
__________________________________________________________________________
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__________________________________________________________________________

Communication style
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Role of assistant coaches


__________________________________________________________________________
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Fitness
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Player discipline
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__________________________________________________________________________

Developing club culture


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Team selection
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Development of game plan and team rules


__________________________________________________________________________
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Player responsibility
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Relationship with umpires


__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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ACTIVITY 2

YOUR COACHING STYLE


As you have seen, there are distinct categories of coaching styles.
There is however no one perfect style that leads to coaching success.
Understanding your own preferred style and its strengths and weaknesses is
important in developing a successful coaching program.
In general, what is your preferred coaching style?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Taking into account the age and characteristics of your team and your
own personality, how do you believe you will adapt your style to coaching
the team?
__________________________________________________________________________
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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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ACTIVITY 3

YOU AND THE UMPIRES


(Your role in determining the match day environment)
Complete the following assessment that will provide a guide as to your
behavior towards umpires.
Your answers to these questions will give you an indication of how you
behave toward umpires.
As a coach, you are an influential role model and your players will more
often than not emulate your behaviour.
You may wish to consider your responses to these questions in light of the AFL
Coaches’ Code of Conduct. Do your responses align with the major thrust of
the Coaches’ Code?
You may wish to make changes to your attitude towards umpires and make
changes to your behaviour.

1. KNOWLEDGE OF THE LAWS


YES NO
Do you read the law book?
Do you encourage your players to read the laws book?
Are you familiar with the ‘spirit of the laws’?
Do you discuss the ‘spirit of the laws’ with your players?
Do you invite umpires to training to assist in developing
a better understanding of the laws?
Do you raise your concerns with the umpires’ coach?
Do you actively teach and encourage players to
play within the laws?

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2. AT THE MATCH YES NO
Are umpires made welcome by your club?
Do you seek input as to how your club looks after umpires?
Does your club appoint someone to look after umpires?
Does your club provide escorts for the umpires leaving the
ground at half-time and after the match?
Do you welcome the umpires when they visit your rooms
before the match?

3. DURING THE MATCH YES NO


Do you shout at the umpires?
Do you shout comments about decisions in earshot of your
players or the umpires?
Do you refer to the umpires when you address your players?
Do you refer to the umpires so they can hear you during your
address to the players?
Do you permit your players to dispute decisions or
back-chat umpires?

4. AFTER THE MATCH YES NO


Does your club look after the umpires after the match?
Do you discuss the match with the umpires?
Do you tend to ignore the umpires after the match?
Do you encourage your players to talk to the umpires socially?

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ACTIVITY 4

GAME SENSE AND DECISION-MAKING TRAINING


Game sense is an approach to coaching that uses games as the focus of
the training session.
Using the following template, design a game which you would use for
practicing a specific element of the game. Be prepared to introduce and
demonstrate your practice game to other participants at the facilitated one
day coaching workshop.

GAME SENSE PRACTICE ACTIVITY


Name of game:
__________________________________________________________________________

Themes: What are the elements of play you are developing by using this game?
__________________________________________________________________________
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__________________________________________________________________________

Equipment:
__________________________________________________________________________
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Key player roles:


__________________________________________________________________________
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Main rules/instructions:
1._________________________________________________________________________
__________________________________________________________________________
2._________________________________________________________________________
__________________________________________________________________________
3._________________________________________________________________________
__________________________________________________________________________
4._________________________________________________________________________
__________________________________________________________________________

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Activity diagram

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Initial facilitation questions
(For the coach to ask players to develop their game sense activity)

1._________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2._________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3._________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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ACTIVITY 5

RISK MANAGEMENT
PART 1: A COACH’S LEGAL RESPONSIBILITY.
Read the article below explaining a coach’s duty of care to their players
and answer the questions following the article

COACHING: A LEGAL (& SAFETY) RESPONSIBILITY


By accepting a coaching position, you have made a legal commitment to
your players and their safety. You have:
• Indicated you possess coaching and other related skills.
• Indicated you will maintain your skills at a level equivalent to the skills of
other competent coaches in your field.
Some injury in sport is inevitable, and although coaches have a legal
responsibility for the safety of their players, it should not assume such
intimidating proportions that they give coaching away, or unduly restrict
programs to the point where players’ needs are not being met.

LEGAL REQUIREMENTS
Negligence
Negligence is the failure to take reasonable precautions to avoid
reasonably foreseeable injury to persons or property. In the coaching
environment, negligence will arise where:
1. The coach has a duty of care to an athlete;
2. The coach breaches that duty of care by doing or failing to do
something which would reasonably have been foreseen to put the
athlete at risk of loss;
3. The breach (i.e. act or omission of the coach) ultimately causes
harm or damage to the athlete; and
4. The harm or damage suffered by the athlete is financial and/or
physical in nature.

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1. Duty of care
A coach will have a duty of care to any athlete that he or she is coaching
and this duty of care will exist at training sessions, during matches and on
other occasions where a coach would be reasonably expected to provide
such care to an athlete.
2. Breach
In determining whether a coach has breached his or her duty of care, a
court will consider whether the coach has done, or failed to do, something
that a reasonable and prudent coach would have done to prevent harm to
an athlete (ie has the coach provided an appropriate standard of care).
A reasonable and prudent coach provides a standard of care based on
what should be known about the sport and/or the injury. Ignorance is no
excuse. Most legal cases involving sports injuries arise not because a coach
was careless, but because they failed to act in accordance with what
knowledge they had or should have had.
A coach will not be in breach of their duty of care if they:
• take all necessary precautions to prevent reasonably foreseeable injuries
from occurring;
• avoid doing, or failing to do, anything that could reasonably cause injury;
• respond to and treat injuries appropriately when they occur; and
• ensure the treatment provided prevents further injury.
3. Causation
The act or omission by a coach must be the main cause of the harm or
damage experienced by an athlete (i.e. had the act or omission not
occurred, no harm or damage would have been suffered). This requirement
protects the coach from liability where an unlikely chain of events ends in an
unforeseeable injury. In practice this means that a coach will generally not
be responsible for events that occur outside of training and competition.
4. Harm or damage
A court will only find that negligence occurred if actual physical or financial
harm is suffered by the athlete. Such harm may include medical bills and/or
loss of earnings arising from the athlete’s injury.

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PROVIDING THE REQUIRED STANDARD OF CARE IN PRACTICE
In addition to applying that careful parent test, (i.e. the way you would act
with your own child), carrying out the following steps will assist you to be a
competent, reasonable and prudent coach and minimise the risk of having
a successful claim of negligence brought against you.
Provide a safe environment
Facilities and equipment must be safe for both the users and the others
involved in the competition. Adverse weather conditions must also be taken
into consideration during competition and practice sessions.
Activities must be adequately planned
Impaired learning ability and injury may be the result of unplanned
practice sessions. Using the appropriate progressions in teaching a new skill,
especially potentially dangerous skills, is imperative.
Players must be evaluated for injury and capacity
Players with an injury or incapacity should not be expected to perform any
potentially harmful activity. No players should ever be forced to take part
in any activity that they do not wish to. Individual differences must be taken
into account.
Young players should not be mismatched
Young players should be matched not only according to age, but also height,
weight and maturity. Skill levels and experience should also be considered.

Safe and proper equipment should be provided


Existing codes and standards for equipment should be met and all
equipment should be kept in good order. It should always be adequately
repaired so that it is safe to use at all times.
Players must be warned of the inherent risks of the sport
The inherent risks of any sport can only be legally accepted by the
participants if they know, understand and appreciate those risks. In some
situations even such a warning may not be enough: for example, where
young people are involved in a school supervised activity.
Activities must be closely supervised
Adequate supervision is necessary to ensure the practice environment is
as safe as possible. Each sport will have its own specific requirements in
this regard.

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Coaches should know first aid
Coaches should have knowledge of basic emergency procedures and
keep that knowledge up to date. Coaches should know STOP (Stop, Talk,
Observe, Prevent further injury) and RICER Rest, Ice, Compression, Elevation
and Referral) procedures for managing injuries. Coaches should have a
written emergency plan and ensure that appropriate medical assistance
is available. At the very least, coaches should ensure that nothing is done
which could aggravate any injury.
Develop clear, written rules for training and general conduct
Many injuries are the result of fooling around in change rooms and training
venues. Clear written rules should be developed for general conduct and
behaviour in such situations.
Coaches should keep adequate records
Adequate records are useful aids to planning and are essential in all
cases of injury. Record cards should be kept on all players, including
relevant general and medical information and progress reports.
Accidents reports (not diagnoses) should be made as soon as possible
after each injury occurs.

EXERCISE:
Having read the article on Coach’s Legal Responsibilities, answer the
following questions.
What is duty of care and how does it relate to coaching? Explain below.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

What is ‘negligence’ and can you give examples in a coaching context?


Explain below.
__________________________________________________________________________
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__________________________________________________________________________
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What is the legal standard applied to determine whether or not a person with
a duty of care has been negligent?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________

Reflecting on your own coaching behaviours - would you pass this test?
__________________________________________________________________________
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A coach will be judged not by what they know, but by what they should
have known.

PART 2: A COACH’S CHECK LIST FOR A SAFER PLAYING ENVIRONMENT.


Read the following scenario and make a note of what the club officials and
the coach took into account to ensure that the game was played in a safe
environment for spectators, officials and players.

On arrival at the ground the coach noted that the temperature had
cooled down significantly and climatic conditions were ideal for play.
He checked that the goal posts were padded and secure and that the
ground surface was free of obstructions.
On checking the change rooms he was pleased to note that the
emergency phone numbers were prominently listed in both rooms. The
boundary area and fencing were safe and the ambulance access
to the ground was clear. He was delighted when the qualified first aid
provider arrived especially after the first aider told him her stocked first kit
was readily accessible.
After the President told the coach that the surrounding conditions
including the creek at the back of the ground had been assessed he
returned to the change rooms. The coach had a player safety mindset
and diligently checked the player’s protective gear. He ensured that
the physical preparation and warm up was conducted thoroughly by
the fitness staff and assistant coaches.
Even though the coach sensed a volatile game he believed that he
would have control over the team, officials and spectators. At the end
of the game he supervised an adequate warm down.

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Check the items that you noticed in this scenario off on
the following checklist.
For the safety and well-being of all participants, spectators and officials,
coaches are to ensure that:
1. Goal posts are padded and secure, the ground surface (including
the cricket pitch area) and change rooms are to a satisfactory
standard, and lines are clearly marked with the boundary line at least
three (3) metres from the fence. Ground surface is free of holes and
sprinkler heads are properly covered.
2. The boundary area and fencing are safe and ambulance access to
the arena is clear.
3. An emergency telephone is available and emergency numbers are
prominently listed.
4. Climatic conditions are safe for play.
5. An accredited trainer or qualified first aid provider is present and a
stocked first aid kit is accessible.
6. You have the ability to sense a volatile situation out on the ground
and have control over your team, officials and spectators.
7. You are “player safety” aware regarding appropriate protective
equipment such as mouthguards, helmets (where appropriate) and
other protective equipment.
8. Surrounding conditions such as major roadways, gullies, water
(dams, creeks, rivers), are assessed.
9. At junior level, players of same size and maturity are matched up.
10. Players complete adequate preparation.

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ACTIVITY 6

PLANNING A PRACTICE SESSION


With the knowledge of your players, coaching principles, planning and
training principles, use the following template to plan a specific training
session for your youth or senior team. This plan is to be submitted by the
coach prior to your practical assessment.

YOUTH AND SENIOR PRACTICE SESSION OUTLINE

Coach’s name:
__________________________________________________________________________

Age group:
__________________________________________________________________________

Club:
__________________________________________________________________________

WARM UP

Generally includes activities to increase body temperature, stretching, ball


handling and movement specific activities: 15 to 20 minutes
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FOOTBALL FITNESS/CONDITIONING

Generally activities designed to improve, enhance and/or maintain


football specific conditioning. Can incorporate drills involving balls:
15 minutes (SENIORS ONLY)
__________________________________________________________________________
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SKILL DRILL/SKILL LEARNING

Generally reinforces skills taught or tactics introduced or can include


introduction of new skills/concepts to players: 15 minutes
Coaching points:____________________ Diagram:
____________________________________
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EXTENDED DRILL/GAME:

Generally drills designed to extend skill level to game situation and


relevance: 15-20 minutes
Coaching points:____________________ Diagram:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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GAME PLAN DRILL

Generally use drills that reinforce the method or pattern of play the team
should adopt: 15 minutes
Coaching points:____________________ Diagram:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

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WARM DOWN
____________________________________ Diagram:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

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ACTIVITY 7

DEVELOPING YOUR GAME PLAN


This exercise will assist you to begin building your game plan.
What are the keys to your game plan and style of play?
Write them in the spaces under the following headings.
1. Your team has the ball
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2. The opposition has the ball


__________________________________________________________________________
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3. The ball is in dispute (stoppages)


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Team set up – starting points at centre bounces

Illustrate on the field diagram below your team’s starting line-up and exact
positions you want your players to take up at the centre bounces. Provide a
brief explanation for their positioning

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What is your basic centre bounce set up? Is it the same for around the
ground ball ups?

CENTRE BOUNCE

AROUND THE GROUND

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Kick-ins after a behind
Your team has possession: What are your preferred strategies when kicking
in? List or diagram two options.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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Opposition has possession: What are your preferred strategies when
defending against kick-ins? List or diagram two options.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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ACTIVITY 8

MATCH DAY PLANNING & ROUTINE


Construct a time line to reflect how you would prepare your team for
the game.
For example, you might want to allow 90 minutes for all elements of
preparation for a game which is scheduled for 2.00pm, so you would start
with arrival at the ground by 12.30pm and set up your time line to allow for
events such as team or line meetings, individual player preparation,
pre-match warm up, pre-game address, and anything else you believe is
an important part of your planning and routine for the day.
Time event

(e.g. 12.30pm - Arrival at ground)


(e.g. 2.00pm - Game starts)

TIME EVENT
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Use of breaks
Effective use of quarter time, three quarter time and half time breaks are
important aspects of game day coaching. List some of the key things you
need to consider to ensure these breaks are used productively.
Quarter time/three quarter time
(Consider the timing for the breaks in your competition and plan accordingly)
__________________________________________________________________________
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Half time
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ACTIVITY 9

POSITIVE COACHING ENVIRONMENT


In the following scenario Mark is talking with Andrew, a new player to the
club. Outline the aspects of the conversation which indicate that rapport is
by being developed in this relationship.
“Hi Andrew, you have been at the club a couple of weeks now and
we have had numerous chats about your role and your progressions as
a player. How do you think you are traveling? Andrew responds while
Mark actively listens. I am sorry to hear of your mother’s health. I will
ensure that the welfare committee follows up on those issues”.
The conversation between Andrew and Mark continues:
“Andrew what are your thoughts about the progress you have made
with respect to your role in the team”? Andrew responds while mark
actively listens. A discussion occurs between Mark and Andrew with
Mark constantly asking open ended questions to tease out what
Andrew understands about his role. Mark constantly reinforces and
expands on the observations that Andrew is suggesting. Finally mark
provides feedback on the direction the coaching group would want
Andrew to proceed to further enhance his progress.
Reflect on this conversation and identify as many aspects of the
conversation as you can which you believe indicate that rapport is by being
developed in this relationship.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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AFL COACHES’ CODE OF CONDUCT

I ___________________________________________________________________________________
of _________________________________________________________ Postcode ______________
hereby commit, to the best of my ability, to uphold the AFL Coaches’ Code of Conduct.
I understand that as an integral component of my accreditation, I must maintain a standard of behaviour and conduct in the
best interests of the game and the players/staff in my care.

In representing myself in an honest manner, and without bringing the coaching profession or the Game into disrepute, I will
endeavour to uphold the following to the best of my ability:

1. I will respect the rights, dignity and worth of all individuals within the context of my involvement in Australian Football, by
refraining from any discriminatory practices including, but not limited to, discrimination on the basis of race, religion, gender,
ethnic background, special ability/disability or sexual orientation, preference or identity.

2. I will abide by and teach the AFL Laws of the Game and the Rules of my Club and League/Association.

3. I will be reasonable in the demands I make on the time commitments of the players in my care, having due consideration for
their health and well-being.

4. I will be supportive at all times and I will refrain from any form of personal or physical abuse or unnecessary physical contact
with the players in my care.

5. I will have due consideration for varying maturity and ability levels of my players when designing practice schedules, practice
activities and involvement in competition.

6. Where I am responsible for players in the 5-18 year old age group, I will strive to ensure that all players gain equal playing
time. I will avoid overplaying the talented players aiming to maximise participation, learning and enjoyment for all players
regardless of ability.

7. I will stress and monitor safety always.


8. In recognising the significance of injury and sickness, I will seek and follow the physician’s advice concerning the return of injured or ill
players to training.

9. I will endeavour to keep informed regarding sound principles of coaching and skill development, and of factors relating to
the welfare of my players.

10. I will at all times display and teach appropriate sporting behaviour, ensuring that players understand and practise fair play.

11. I will display and foster respect for umpires, opponents, coaches, administrators, other officials, parents and spectators.

12. I will ensure that players are involved in a positive environment where skill learning and development are priorities are not
overshadowed by a desire to win.

13. I reject the use of performance enhancing substances in sport and will abide by the guidelines set forth in the AFL Anti-
Doping and Illicit Drugs policies.

I agree to the following terms:

1. I agree to abide by the AFL Coaches’ Code of Conduct.

2. I acknowledge that the AFL, or a body affiliated with the AFL, may take disciplinary action against me if I breach the code of
conduct. I understand that the AFL, or a body affiliated with the AFL, is required to implement a complaints handling procedure
in accordance with the principles of natural justice, in the event of an allegation against me.

3. I acknowledge that disciplinary action against me may include


de-registration from the AFL National Coaching Accreditation Scheme.

Note: This “Coaches’ Code of Conduct” is to be signed and conformed to as part of the accreditation requirements of the AFL.
Coaches should be aware that, in addition to this Code, they may be obliged to sign a further Code of Conduct/Ethics with their
Club and/or League.

SIGNATURE: DATE: ___________


WITNESS SIGNATURE: DATE: ___________
(TO BE SIGNED BY CLUB PRESIDENT, AFL AUSKICK DISTRICT MANAGER OR SCHOOL PRINCIPAL – WHICHEVER APPLIES)

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