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The student activity locator is mandatory for all school excursions. In the event of an emergency the department is aware of any school children in the area and can pass this information to emergency services. In some situations this may mean the excursion is contacted and given a set time limit to leave the area of concern after which they will be forced into 'lockdown' and would have to remain were they where until such time as the threat has passed - something I didn't realise and hadn't ever really thought about!

Erin Huguenin, Group 3

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This is a useful resource for advice on Health and Safety Risk Management from Education QLD - I used their Risk Assessment template for A2.

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This is a useful resource for advice on Health and Safety Risk Management from Education QLD - I used their Risk Assessment template for A2.

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Risk Management processes and resources for schools and workplaces.

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The WA Department of Education has a plethora of policies and I think the 'Excursions in Public Schools Policy and Procedures' is a good document to be guided by when planning excursions of any kind. I think we as prospective teachers have to think about every eventuality! The document can be downloaded from this link below

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The WA Department of Education has a plethora of policies and I think the 'Excursions in Public Schools Policy and Procedures' is a good document to be guided by when planning excursions of any kind. I think we as prospective teachers have to think about every eventuality! The document can be downloaded from this link below

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Cat Bassett, Group 3

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charges; community; confidential declaration; consent; contractor; department; drugs; duty; duty of care; education; emergency; excursion; excursions; excursions off school site activities; external provider; information and consent form; insurance; interstate excursions; intrastate excursions; internet and excursions; parent; parents; principal; private excursions; public liability insurance; qualified supervisor; record; records; risk; school; schools; site; supervising team; supervision; supervisor; teacher; teacher-in-charge; teaching; tobacco; training; transport; travel; venue; visit; visits; wittenoom;education and training;duty of care for students;policy;teachers;principals

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Excursions in Public Schools Policy and Procedures - Policies - The Department of Education

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Public School excursions are undertaken to further students' learning and social skills development outside their normal school environment. Activities conducted outside the relatively protective environment of the school site involve greater risk. Therefore particular attention must be given to the safety and welfare of all excursion participants.

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There are three types of risk, the ones that were caused by instructor, caused by a student, and finally hazards technical in nature. Common hazards are: fractures of upper and lower limbs, dislocations, contusions, tendonitis, muscle tear and cuts. Curiously, boys experience such injuries more frequently than girls.
(PDF) Problems of safety and risk in physical education. Available from: https://www.researchgate.net/publication/282670482_Problems_of_safety_and_risk_in_physical_education[accessed Sep 03 2018].

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https://www.education.vic.gov.au/school/principals/spag/safety/Pages/staffing.aspx

This is a great resource when planning for school excursions

Clare Slater Learning Group 06

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I always think about road safety when I think about schools and kids and I guess this is relevant for the assignment too....

Stella Brown - group 6

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Children - Staying safe - NSW Centre for Road Safety

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These safety guidelines from NSW give examples of risk assessment and also information on health risks such as asthma and sports injuries

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The Sport safety guidelines contain specific information across a wide range of sport and physical activities. Schools wishing to offer activities NOT addressed in the Sport safety guidelines (and not a banned activity) will need to use the Principal Endorsed Activity risk assessment tool that is managed by Department of Education, Health and Safety Unit.

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PHYSICAL & EMOTIONAL SAFETY IS A PRECONDITION FOR LEARNING IN H&PE

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PHYSICAL & EMOTIONAL SAFETY IS A PRECONDITION FOR LEARNING IN H&PE

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Students learn best in an environment that is physically and emotionally
safe. In health and physical education, we often think of the need to keep our students physically safe. We have them checking to ensure their shoes are laced, hair is tied, and jewellery is removed. There is physically an inherent risk, and we want to do as much as we can to reduce it.

As educators we need to keep in mind that students learning is occurring in a public space where others can see them explore, learn, succeed, and make mistakes, and because of this, students emotionally safety should be top of mind as well. Student's also discuss health topics that may be personal, and have implications for their personal health and well-being, so creating an inclusive and emotionally safe environment is critical.

Teachers need to provide a physically and emotionally safe environment for learning by emphasizing the importance of safety in physical activity, treating students with respect at all times, being sensitive to individual differences, following all board safety guidelines, and providing an inclusive learning environment that recognizes and respects the diversity of all students and accommodates individual strengths, needs, and interests.

A recent video from Ophea shares how some teachers in Ontario are bringing these concepts to life. Check it out!

Is your learning environment physically and emotionally safe? Ask yourself these reflection questions from the Ontario Health and Physical Education curriculum, 2015.

Self-check Questions:

Is instruction designed to ensure a positive experience in a safe, inclusive, and
supportive environment for all students?

Are all school board safety and equity guidelines being followed?

Are intentional steps being taken by educators and students to build skills for
healthy relationships and ensure that bullying and harassment are prevented, or
addressed if and when they occur, in the change room, the gym, outdoors, and in
all learning spaces?

Are activities being modified or adapted as required to ensure that all students
are included?

Is exercise presented as a positive and healthy experience rather than being used
as punishment?

Does the program ensure maximum participation for all by avoiding activities
in which students may be eliminated from play, and thereby deprived of
opportunities to participate, practise, and improve?

Are teams designated in ways that are inclusive and fair, avoiding potentially
insensitive methods of selection (e.g., having teams chosen by student captains)?

Are students' diverse backgrounds taken into account when health topics are
introduced, to ensure that discussions have personal relevance and that topics
are addressed with sensitivity?

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Physical & emotional safety is a precondition for learning in H&PE

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Students learn best in an environment that is physically and emotionally safe. In health and physical education, we often think of the need to keep our students physically safe. We have them checking to ensure their shoes are laced, hair is tied, and jewellery is removed.

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Making sure to take emotional health into consideration when teaching PE

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Making sure to take emotional health into consideration when teaching PE

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Walking to and from school safety tips.  Group 1

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Walking to and from school safety tips.  Group 1

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As the scenario could include walking to and from the lesson I thought I would look into walking tips and road safety.  This link is more focussed on children who walk independently, but could form a safety check/ reminder before leaving the school grounds.

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Advice on teaching your children to be safe pedestrians.

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I have been looking into water safety and education in schools and came across an Education Program that is run in NSW by Newcastle City Council across 50 Primary Schools yearly. The program has lifeguards come and speak to students about water safety, what they should be mindful of in different situations (ie:beach/pool/open water) and what to do if they get into trouble. Although PE lessons involving water would be carefully monitored it is important that students are aware of dangers and equipped with necessary skills for water safety in life. Please see the link below about the program (the tab on the right allows access to water safety tips, games and activity sheets)

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Each year Lifeguards deliver Newcastle City Council's unique Water Safety Education Program to over 13,000 primary school children across the Newcastle local government area (LGA).

Over the course of eight weeks, lifeguards visit over 50 schools to deliver key messages about safety and drowning prevention. The program seeks to interactively educate children about water safety and covers water safety at the beach, at the pool and around open bodies of water such as rivers, lakes and dams.

By actively engaging children and empowering them with the knowledge to keep them safe, we hope to prevent child drownings, accidents and minimise children getting into dangerous situations. Both beach and pool lifeguards present the program at local schools during winter, in an attempt to ensure the safety of their patrons leading into the City's popular spring and summer swimming seasons.

The Water Safety Education Program is free to schools in the Newcastle LGA, however is open to requests from alternative centres and schools outside of the LGA.

Celebrating 50 years!

It's 50 years since beach inspectors John Young and Kevin Mongan launched our Water Safety Education Program. The program originally focussed exclusively on beach safety, with Council lifeguards teaching school children about safe surf practices and correct beach behaviour.

View our 50 years of water safety video below.

Please contact Council's Swimming Centre Services Coordinator on 02 4974 5010 for information and bookings.

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Each year Lifeguards deliver Newcastle City Council's unique Water Safety Education Program to over 13,000 primary school children across the Newcastle local government area (LGA). Over the course of eight weeks, lifeguards visit over 50 schools to deliver key messages about safety and drowning prevention.

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'outdoor safety' - to ensure students have access to drinking water/their water bottles during an outdoor lesson so they are able to keep hydrated.

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Just an extension of the hydration and safety element in PE, i'd be checking the radar for UV levels, and it its high making sure hats are worn at all times, students take regular breaks in the shade, and drink extra water.  i'd probably be monitoring the water intake (perhaps even with a tick-list) or trying to do a visual check that all were drinking adequately.  it gets really hot in Vic and my kids (primary school) are still expected to go out and exercise .... i'd almost have a policy for reduced activities for days over say 36 degrees? i guess its about common sense plus policy and being mindful of individual needs.  some kids just naturally get hotter and need more rest and more water on steaming days and i'd be attentive of that and not regarding all the students as one mass of needs. sunburn a huge concern too. i know at my sons' school it is a signed permission slip to re-apply sunscreen as some families supply their own non-toxic brands and dont want their children applying Coles sunscreen for example.  so the teacher would have to bring sunscreen for the group to re-apply (as it can be sweated off/ wiped off) but those students using their own would brands would need to bring their own in on those very hot days.

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General Physical Exercise Safety ideas in here

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General Physical Exercise Safety ideas in here

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Regular physical activity is vital for good physical, social and emotional health. While there is a risk of injury with any type of physical activity, the benefits of staying active far outweigh the risks.

You can reduce your risk of exercise injury by:

wearing the right shoes

using the correct equipment

drinking lots of water

warming up and stretching properly.

Exercise safety advice

You can obtain information and advice about exercise safety from your doctor, a sports medicine doctor, physiotherapist or an exercise physiologist - or see a sporting association about correct sporting technique and equipment.

Guidelines for exercise safety

Some guidelines for general exercise safety include:

Use pre-exercise screening to identify whether you are at a higher risk of experiencing a health problem during physical activity. This is a filter or 'safety net' to help decide if the potential benefits of exercise outweigh the risks for you. Ensure you read through pre-exercise self-screening tool before you embark on a physical activity or exercise program.

When deciding if any exercise is safe, you need to consider the technique used as well as your individual condition, such as injury history and fitness level.

Be guided by a qualified fitness instructor. If you have a pre-existing injury or medical condition, consult a sports medicine doctor, exercise physiologist or physiotherapist.

There are many changes during pregnancy, such as changes in body shape and size, that pose potential risk of increased injury. It is essential that all pregnant women discuss their exercise plans with their doctor, as each pregnancy is different.

Be aware that increasing the speed of any exercise can increase the risk of injury.

Avoid or modify any exercise that causes you pain or discomfort. Don't ignore your body's signals of fatigue, discomfort and pain.

Cross-train with other sports and exercises to reduce the risk of over training.

Make sure you have at least one recovery day, preferably two, every week.

Remember that injuries need rest - trying to 'work through' the pain will cause more damage to soft muscle tissue and delay healing.

When to stop exercising immediately

Stop exercising and seek medical help if you experience symptoms such as:

discomfort or pain

chest pain or other pain that could indicate a heart attack, including pain in the neck and jaw, pain travelling down the arm or pain between the shoulder blades

extreme breathlessness

a very rapid or irregular heartbeat during exercise.

Exercises that could be harmful

Some exercises that involve fast or repetitive twisting, or long-lasting or held movements are best avoided because they can cause damage to bones and muscles. When deciding if any exercise is safe, you need to consider the technique and the load, as well as your personal circumstances, such as any previous injuries and your fitness level.

Bouncing while stretching

It is mistakenly believed that 'bouncing' as you stretch (ballistic stretching) helps muscles to stretch further. Sudden overstretching stimulates the stretch reflex causing the muscles to contract even tighter in an attempt to prevent injury. Bouncing is counterproductive as it can cause small tears to the muscle tissue, which are experienced as muscle soreness or tenderness.

Instead of 'bouncing, try:

concentrating on slow, sustained stretches

holding the stretch for 10 to 20 seconds

once the muscle feels comfortable, gently increasing the stretch and then holding again.

Standing toe-touches

Avoid standing toe-touches altogether. Bending down to touch the toes, with straight legs, can overstretch the lower back muscles and hamstrings, and stress the vertebrae, discs and muscles of the lower back and hamstrings. Adding a twisting movement to the toe-touch can cause damage to the joints.

Alternative stretches for the abdominal muscles or the lower back muscles and hamstrings include:

Stretch the hamstrings and lower back muscles by placing one foot on a low bench or chair, with both legs slightly bent so as not to stress the knee joints and, keeping your back straight, gently reach forward with your arms.

An alternative hamstring stretch involves lying on your back with both knees bent. Straighten one leg by lifting it towards the ceiling, keeping the knee slightly bent. Support this leg by clasping both hands behind the knee. Hold. Repeat for the other leg. You should feel the stretch on the back thigh of the straight leg.

For an alternative lower-back stretch, sit cross-legged on the floor then slowly lean forward, keeping your back straight while reaching your arms out to the floor. Hold.

Deep (full) squat

Full squats push the knee joint past 90 degrees. Whether they are done with or without weights (a barbell or a weight held across the shoulders or in the hands) this can strain the ligaments, cartilage and muscle of the knee joint and lower back, and create problems with the tracking (movement) of the kneecap.

Alternative suggestions include:

Perform half-squats instead (45-degree bend of the knee).

Use a mirror to check when your knee joint is at 90 degrees. You could also ask someone else to watch you or seek instruction from a qualified fitness professional.

Sit-ups

Two common but potentially harmful variations of the sit-up include anchoring the feet (where your training partner holds your feet) or keeping the legs straight along the floor. The hands are held behind the head or neck, and the upper body lifted. These types of sit-ups strain the lower back and tend to target the muscles of the hips and thighs rather than the abdomen. Avoid this style of sit-up altogether.

Instead, perform abdominal curls. Lie on your back with your knees bent, feet flat on the floor and arms folded across your chest or alongside your body. Breathe out and curl your ribcage towards your pelvis.

Double leg raises

Avoid double leg raises. This exercise involves lying on your back and raising both legs at the same time. This places enormous stress on the lower back. Another potentially harmful variation is to lie on your stomach and lift both legs at the same time. An alternative is to perform the exercise one leg at a time, making sure your hips remain stable throughout the movement. Keep the other leg bent, with your foot on the ground.

Behind the neck press

The 'behind the neck press' or 'lat pulldown behind the neck' should be avoided, especially if you have been told you have instability in the front of your shoulder.

Stretching and exercise safety

Stretching, warming up and cooling down were previously thought to aid injury prevention during exercise. However, there is not a lot of evidence that these activities are effective in reducing exercise injury risk.

There is some evidence that warming up and cooling down might help to reduce muscle soreness after exercise, even if they don't prevent injuries. Careful stretching can be included as part of your overall warm-up and cool-down routine. Some people also find psychological benefits in stretching and warming up to put them in the right frame of mind for exercise or to help them relax after exercise.

Warming up and exercise safety

As the name suggests, your warm-up (five to 10 minutes) should gradually warm your muscles and body temperature. The type of activity done in the warm-up should include the major muscle groups that will be used in your sporting activity.

Your warm-up could begin with a low intensity activity such as brisk walking or jogging. Stretching should be performed once the muscles have been warmed, as the stretching of cold muscles is less effective. It is also important to stretch after activity to assist recovery.

Cooling down and exercise safety

In the last five minutes of exercise, slow down gradually to a light jog or brisk walk, then finish off with five to 10 minutes of stretching (emphasise the major muscle groups you have used during your activity). This helps to reduce muscle soreness and stiffness.

Water consumption and exercise safety

You can lose around one and a half litres of fluid for every hour of exercise. One of the first symptoms of dehydration is fatigue, which causes a significant drop in sporting performance. It may also cause you to experience cramps, heat stress and heat stroke. Suggestions include:

Avoid starting exercise dehydrated. Drink plenty of fluids for several hours prior to exercise.

If you are well hydrated you should be able to pass a good volume of clear urine in the hour before exercise.

Drink at least 500 ml (2 cups) an hour before exercise.

Drink at least 150 ml every 15 minutes during exercise.

During exercise take advantage of all breaks in play to have a drink.

After exercise, drink more to ensure you are fully rehydrated.

Exercise safety in hot weather

Exercising in hot weather puts additional strain on your body. Heat-related illnesses such as heatstroke and sunstroke occur when your body can't keep itself cool. Sweating isn't enough on its own to cool your body.

Symptoms of heat-related illness can include: Suggestions to avoid heat-related illnesses include:

Drink plenty of water before, during and after exercise.

Wear lightweight, light-coloured, loose-fitting clothes.

Protect yourself from the sun with clothing such as long-sleeved tops, full-length trousers, a hat and sunglasses or an umbrella.

Exercise in the cooler parts of the day - preferably before dawn or after sunset.

Reduce your exercise intensity. Take frequent breaks and drink water or other fluids every 15 to 20 minutes, even if you don't feel thirsty. If you have clear, pale urine, you are probably drinking enough fluids.

Don't drink alcohol, tea or coffee before or after exercising, as these beverages promote fluid loss.

If you have travelled to a hotter climate, remember that it may take about 10 days of exercising before you fully acclimatise.

Exercise safety in cold weather

In cold weather, muscles are more susceptible to injuries. Safety suggestions include:

Wear appropriate warm clothing. Multiple layers of clothing trap more body heat than one bulky layer.

Devote more time to warming up and stretching before exercising and make sure you do a thorough cool-down.

Keep up your fluid intake, since cold weather prompts fluid loss.

Don't forget sun protection - it is possible to be sunburnt even in cold weather, especially at high altitudes or on clear days.

Exercise safety and your equipment

Most sports and exercises rely on some type of equipment, such as shoes, bicycles or racquets. Protective equipment - such as mouthguards, shin pads and helmets - can significantly reduce the risk of injury by absorbing the impact of falls or collisions. Safety suggestions include:

If your sporting equipment is handheld, make sure you are using the right grip - for example, holding a tennis racquet the wrong way can increase your risk of tennis elbow (tendonitis).

Make sure your equipment is appropriate to your sport or activity and your size and age.

Wear appropriate shoes for your sport and replace them before they wear out.

Wear protective equipment during training, not just for competition and games.

Check equipment regularly and replace if worn out. If you are unsure how to maintain or check your equipment, consult with your coach or sporting association.

Injuries can also be caused by incorrect form or technique. Consult your gym instructor, coach, sporting association, exercise physiologist or physiotherapist for instruction on how to improve your sporting technique.

Where to get help

Your doctor

Sports medicine doctor

Physiotherapist

Sports association

Exercise physiologist

Things to remember

Training too hard or fast is a common cause of sports-related injuries.

Consult with your gym instructor, coach, sporting association, exercise physiologist or physiotherapist for instruction on how to exercise safely.

Potentially harmful exercises include bouncing while stretching, standing toe-touches, full squats, straight-legged sit-ups and double leg raises.

Wear appropriate protective gear and make sure your sporting equipment (including shoes) is well maintained.

Stop exercise immediately if you are injured and seek medical advice before starting exercise again.

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Regular physical activity is vital for good physical, social and emotional health. While there is a risk of injury with any type of physical activity, the benefits of staying active far outweigh the risks. You can reduce your risk of exercise injury by: wearing the right shoes using the correct equipment drinking lots of water warming up and stretching properly.

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Physical Education/Health Education

OUT-of-Class Safety Handbook

List of Physical Activity Safety Checklists

This section contains the physical activity safety checklists that have been provided to inform students and parents of the safety concerns and/or standards to consider when selecting and participating in physical activity. While they are intended to be used specifically for OUT-of-class physical activities as part of Grades 9–12 PE/HE courses, they can also apply to physical activity participation in general. The intent is not to restrict student participation but rather to assist them in the process of identifying inherent or potential risks, recommending strategies/safest practices to manage these risks, and to minimize the possibility of injury during participation.

NOTE: A template has been provided to assist in the development of safety checklists for additional activities not included in this inventory.
MS-Word Version ( 43 KB) PDF Version ( 35 KB)

OUT-of-Class Safety Handbook: A Resource for Grades 9 to 12 Physical Education/Health Education

Physical Activity Safety Checklists

The following physical activity safety checklists are available for download as PDF files .

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Physical Education/Health Education | Manitoba Education

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List of Physical Activity Safety Checklists This section contains the physical activity safety checklists that have been provided to inform students and parents of the safety concerns and/or standards to consider when selecting and participating in physical activity.

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Victorian Policy and resources on risk assessment in PE

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Victorian Policy and resources on risk assessment in PE

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On this page

Purpose of this policy

To ensure that students undertake physical education and sporting activities safely.

Policy

Principals and teachers must ensure that the Department's specific requirements and guidelines are met and that:

relevant references and sporting associations are referred to so that the correct safety precautions are followed

standard precautions and safety measures minimise any potential risk to students

all items of equipment are safe, regularly inspected, repaired and maintained

records of inspections, maintenance and repairs are kept at the school

teachers have the recommended qualifications and experience for: sport education (see: Suitable courses) and supervising and teaching specialist areas such as high jump or gymnastics

hazards and risks are identified and controlled following risk management processes (see: Risk Management inRelated policies)

supervising teachers have first aid training.

Activity precautions

This table describes additional precautionary safety measures for a number of activities.

Activity

Recommendation

Basketball / Netball

Safety markings

Note: Suppliers of basketball rings and backboards are required to place large labels warning about the dangers of improper use or installation of their products. It is illegal in Victoria for basketball/netball rings (stationery or portable) and backboards that do not comply with these regulations to be supplied.

Schools must ensure that appropriate safety warnings are permanently marked on new and existing backboards. The safety marking - WARNING: SWINGING ON THE RING MAY CAUSE SERIOUS INJURY OR DEATH - must be clearly legible, in upper case, and in characters not less than 10mm in height. See:Trade Practices Regulation (Consumer Product Safety Standard) (Basketball Rings and Backboards) 2005 for information on safety warning requirements.

New backboards carry the following permanent warning symbol.

If required new stickers are available to be purchased. For further information contact the Department's Occupational Health and Safety Advisory Service on 1300 074 715 or email safety@edumail.vic.gov.au.

Important:

Principals should ensure that basketball towers, backboards and rings are inspected quarterly using the Workplace Inspection Checklist (xlsx - 2.45mb). Details of inspections and maintenance need to be recorded and retained at the school.

Outdoor Soccer

Anyone using moveable soccer goals in schools must be supervised when using the goals and not be permitted to hang or swing from them at any time.

Injuries and deaths caused by soccer goals have occurred due to the following:
- instability
- goals becoming unanchored
- goals with inadequate anchoring
- inappropriate or ineffective installation
- inappropriate use, such as swinging on goalposts or cross bars.

Important: As of 31 December 2010 the supply of moveable soccer goals weighing more than 28kg must comply with Playing field equipment - Soccer Goals - Safety aspects - AS4866.1-2007. A key requirement of the standard is to ensure that moveable soccer goals have permanent labelling and informing of the dangers of improper use or goals installation. Information on the standard see: Product Safety Australia.

Indoor Soccer/Futsal

All playing surfaces must be:
- smooth and flat
- free of obstructions and loose objects.
Note: The use of a wooden surface is recommended. Concrete or bitumen must be avoided.

A venue with multiple courts must ensure nets divide each playing area. Nets must only hang to the floor surface. Any excess netting lying on the floor is a hazard to players.

The immediate surrounds of the court perimeter must have a space well clear of any roofing supports or obstacles including equipment, seating and spectators.

The space between the walls and the boundary must be sufficient (at least 1 metre) to ensure the safe movements of players and referees. Walls are not permitted to be used as boundaries.

Spectators and reserve players must be positioned at a safe distance from the field of play.

Students are to wear appropriate footwear such as sports shoes with non-marking soles.

Students must be made aware of the rules regarding dangerous play, such as no slide tackling, tackling from behind, shoulder charging, tripping and playing of the player, not the ball.

Goal structures must be checked for stability prior to each game. If goals are unstable, they must be firmly anchored to the wall or floor. Goals should consist of light weight material enabling easy transportation to reduce any risk of injury. Also nets should be used whenever possible.

Important: Principals are required to ensure that indoor soccer goals are incorporated into the school's regular facilities and equipment inspections and that appropriate maintenance is undertaken are required. Details of inspections and maintenance need to be recorded and retained at the school.

Martial arts

A martial arts instructor must:

be accredited with either the:

National Coaching Accreditation Scheme (NCAS) or such other Accreditation Programs administered by the Australian Sports Commission recognised National Sporting Organisations (NSO's), or

National Martial Arts Instructors Accreditation Scheme (NMAS), administered by the Martial Arts Industry Association (MAIA)

carry public liability and professional indemnity insurance.

No te: Where school facilities are to be used by community groups or individuals who will be providing martial arts instruction, school councils may wish to draw their attention to the above instructor requirements.

Rugby Union/Rugby League

When included within the school's program, the school must provide parents/guardians with information on the potential risks of the activity and more particularly as to the feature of these games i.e. scrums.
Definition: Scrums are formed by players who are designated forwards binding together in three rows. The scrum then engages with the opposition team so that the players heads are interlocked with those of the other side's front row.
Note: Scrums occur more often, and are of greater importance, in union than in league. In league, scrums do not occur in primary school and may occur in 13 man aside games in secondary school.

Parents/guardians may choose to withhold permission for their children to participate.

A subjective assessment of all players needs to occur to determine if they have the physique to play in any position and more particularly where scrums are part of the game. If there is any doubt concerning the appropriateness of students' physiques, a player must not be permitted to play in a scrum.

All players must wear mouth guards. It is encouraged that all players wear Standards Australia approved head gear and shoulder pads as well as chest pads for female players. Shoulder pads/protective gear worn must have the International Rugby Board (IRB) Approved Mark (for Rugby Union) or approved by the Australian Rugby League (for Rugby League).

Appropriate padding must be used on goal posts.

Example: The Australian Rugby Union TryRugby program introduces new players to the game through a series of age-specific modified rugby games in a controlled environment i.e. no tackling for ages under 6 and 7 years. Each game-style of the Under Six 6 to Under Twelve Tryrugby Kids Pathway has a developmental skills focus which takes into account the chronological age of the child and their capacity for safe and achievable rugby skill acquisition.

For more information see:

Interschool sports

Interschool sport must be organised as an excursion and must be approved by the principal.

See: Excursions and Activities and Transporting Students in Related policies

If a small group of students represents the school at a sporting event:

the principal should arrange for a teacher to accompany and supervise the students

the supervising teacher must be at the venue to supervise the students as they arrive

if arrangements cannot be made for a staff member to accompany the students:
- the excursion cannot go ahead as an official school activity
- parents/guardians may make private arrangements to take their children to the event and supervise them while they are in attendance.

Weight training

Primary students are not to do weight training and weight lifting.

Secondary students may do weight training if a qualified teacher with specialised knowledge in this field supervises them.

Equipment precautions

This table describes precautionary safety measures for some equipment.

Equipment

Recommendation

Baseball, softball, cricket

When a hard ball is used, male students should wear a genital protector (box). Additionally, for all students:

catchers should wear:
- a body protector
- shin protectors
- face mask
- throat protector

batters should:
- wear a double eared helmet when a hard ball is used
- remain on when the batter is running between bases.

wicket keepers should:
- wear a helmet and face mask when a hard ball is used.

Note:

Students should not be permitted to throw the bat after hitting the ball, e.g. when playing T-ball.

Students on the Ôbench' must be kept well away from bases and base lines.

High jump

High jumping should only be permitted where teachers or instructors are experienced in high jump instruction or have appropriate qualifications.

Use:
- foam practice-bars or round fibreglass bars
- block mats. As the mat thickness required will depend on the weight of the jumper, the height being attempted and the surface the landing mat is on, manufacturers should be consulted about the relevant specifications
- gym mats to surround block mats.

Do not use triangular aluminium bars.

Note: The Fosbury Flop technique can be used if the teacher or instructor is experienced in this technique and the students have developed the necessary preliminary skills, for the run-up, take-off, flight and landing phases of the jump.

Mouthguards

Advise parents and students of the benefits of mouthguards and take reasonable steps to ensure that students wear them when involved in physical activities, particularly when:

competing in contact sports such as football (all codes), basketball, hockey, lacrosse, martial arts

participating in formal training sessions.

There are three types of mouthguards:

individually fitted mouthguard - available from a dentist and is custom made. This mouthguard provides maximum protection.

semi-adaptable mouthguard - sold over the counter and is adaptable in the mouth after warming

standard mouthguard - sold ready-made over the counter.

Mouthguards should fit properly and have sufficient retention to prevent dislodgement by an impacting force. Mouthguards can be made to allow for missing and erupting teeth, and to fit over orthodontic wires. An ill-fitting mouthguard has the potential to cause injury. A mouthguard that has to be held in place by clenching the teeth is unsatisfactory. Yearly replacement may be needed for younger students to allow for growth and development.

See: Frequently Asked Questions - Mouthguards at Australian Dental Association in Other resources

Starting devices

Starting gun caps are not to be used.

Note: JEX caps, is not an approved explosive for use in the State of Victoria. Any existing Jex Caps should be removed and disposed of appropriately. A Health and Safety Hazard Alert (pdf - 352.23kb) has been issued which outlines the recall process.

There are a number of alternative starting devices suitable for use, including:

air-driven horns (including rechargeable with a pump)

starting clap board

whistle

electronic starting pistol or electronic beeper with flash

portable PA with beeper.

Note: Aerosol air horns eliminate the chemical hazard from starting caps. However, compressed gases in aerosol cans can expand if shaken and explode when exposed to direct heat (e.g. exposure to direct sunlight for extended periods of time during sports events). Manufacturer's instructions should be understood and followed.

Hearing Protection

Hazardous noise levels are a risk for most alternative starting devices. Therefore the starter must wear hearing protection with a sound level conversion (SLC) 80 rating of not less than 25 db

A.Bystanders (not competitors) must be kept as least 5 metres away from the starter if not wearing hearing protection.

Accredited Starters

Licenced starting pistols, which use a metal encased charge, should only be used in schools or at school events under controlled conditions by an accredited, licenced starter. An accredited starter is one who holds a current firearms licence and who has attended and completed an accredited course recognised by Athletics Victoria or Little Athletics Victoria.

Further information or advice contact the OHS Advisory Service on 1300 074 715

Gymnastics

This table describes specific precautionary safety measures for gymnastics.

Safety measure

Recomendations

Preparation

Recommended activities

Gymnastics Victoria advises that for schools the following activities are:

Recommended

acrobatics

basic tumbling

hand apparatus

circuits-fitness and skill development

group performances

non-inverted vaulting activities

aerobics.

Not Recommended

bridges

headstands

hock swings

neck rotations

sideways landings from a height

excessive deep knee bends

wheelbarrows

inverted spring activities

excessive weight-bearing on wrists.

Match gymnastic activities to the students age and ability. All activities require adequate preparation and instruction to ensure students are physically ready to perform skills including:

appropriate lead up

prerequisite developmental skill progressions and drills.

Equipment

All gymnastic equipment and apparatus used:

must be suitable for the requirements of the activity and the age and ability of the students

must be safely set up and prepared appropriately for the activity for which it is being used

should include:
- safe matting around all equipment at all times
- crash mats (where the program activities require them) and floor mats to the side and behind the crash mat area
- a suitable cover over the springs of a mini-trampoline.

Trampolines

Trampoline sports must only be allowed:

under the strict supervision of:
- teachers and other approved adults, both of whom have completed an accredited coaches' course approved by Gymnastics Australia
- at least four trained spotters' guarding each side of the trampoline.

Supervisors of trampoline sports must:

check the trampoline before each use for safety 9such as springs, bed, frame and frame pads) and ensure a minimum ceiling height of 5m with at least 2.5m clear of walls on all sides

never allow students or any equipment under the trampoline

check that students are wearing appropriate clothing including socks/gym shoes for safety and hygiene

only permit students to climb, never jump onto and down, from the trampoline.

teach and use safety measures including:
- the appropriate progression of learning skills
- the risks of performing for long periods or at excessive heights
- the importance of having only one performer on the trampoline at any one time.

Mini Trampolines

Mini-trampoline should have a suitable cover over the springs so that the springs are not exposed.

Schools may take students on excursions to gymnasiums with specialist instructors who have the technical knowledge and skills to instruct the students.

However the teachers still has the overall responsibility for the safety and welfare of the students.

Suitable courses

Recommended courses are:

the Department's PHASE coaching courses offered through the Australian Council for Health, Physical Education and Recreation (ACHPER) (a membership login is required) appropriate for teachers and others who assist in instruction

coaching certificates offered through the National Coaching Accreditation Scheme

an accredited coaches course such as provided by Gymnastics Australia.

See: Other resources

Related policies

Related legislation

Vocational Education and Training Accreditation Act 1990

Other resources

For further information and advice on:

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Last Update: 04 May 2018

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On this page To ensure that students undertake physical education and sporting activities safely.