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Stepping Stones

Equality for sports development
by

Julia Ladbrooke

on 20 April 2017

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Transcript of Stepping Stones

Stepping Stones
Equality strategy in Sports Development

Pre-session Reading
Equality Act 2010
Chapters 1 and 2
Protected characteristics Prohibited Conduct
Learning Outcomes
Raise awareness of the legislative framework
Explore individual and organisational responsibilities
Contextualise equality and diversity in community Sport
Equality in Sport or Sport as a tool to achieve equality?
Consider public sector responsibility (sport!)


Equality act - an overview
strengthened and harmonised provision
Introduced the protected characteristics
Applies to employment and service delivery
public authorities have an additional responsibility
What does the law protect us against?
Direct discrimination
Indirect discrimination
Failure to make reasonable adjustments
Discrimination by perception
Discrimination by association
Harassment
Victimisation
Focus Organisation
Collins, M (2003)
Sport and Social Exclusion. Routledge:London
Chapter 6-9
Protected Characteristics
Age
Disability
Gender
Gender Reassignment
Marriage and civil partnership
Pregnancy and Maternity
Race
Religion or Belief
Sexual orientation
Positive Action or Positive Discrimination?
A bursary fund for people from under-represented groups to complete a coaching course
A female only exercise class
Giving someone with a disability a coaching job interview even if they do not meet the qualification requirements
Running a coaching course which is only open to people from LGBT communities
General provision implemented in 2010
Allows voluntary use of initiatives to tackle under-representation
Action taken must be a proportionate means of achieving a legitimate aim
Equality and Diversity Policy: http://sitem.herts.ac.uk/secreg/upr/EQ03.htm Policy to Promote Dignity and Respect: Preventing and Dealing with Harassment and Bullying (plus Appendix 1, Complaints Procedure – Harassment and Bullying): http://sitem.herts.ac.uk/secreg/upr/EQ01.htm
Carers’ Network
LGBT Staff Network
Harassment & Bullying Advisers’ Network
Stonewall Workplace Equality Index - ranked 226th
Athena SWAN Bronze award

Equality @ UH
Min Rodriguez-Davies
Head of Equality
m.rodriguez-davies@herts.ac.uk

Government Equalities Office
http://www.homeoffice.gov.uk/equalities/equality-government/
Equality & Human Rights Commission
http://www.equalityhumanrights.com/
Equality Challenge Unit
http://www.ecu.ac.uk/
Acas (Advisory, Conciliation and Arbitration Service)
http://www.acas.org.uk
University & College Union (UCU)
http://www.ucu.org.uk
Unison
http://www.unison.org.uk/equality/


Further Information/Resources
Developments towards change within sporting bodies
Partnership working with external bodies for advice and support
Youth Councils/forums
Race Equality action groups
Inclusion advisory groups
Diverse range of board members
Women's and girls sub groups
Disability forums

all with a genuine voice?..........
creation of further opportunities or just to 'tick a box'?........
Allowing a double arm amputee referee to enter the promotion pathway even though it requires experience of assistant refereeing which he is unable to acquire.
Giving discounted gym membership to a person because they are in a wheelchair
Asking a colleague to speak on the radio about racism in Rugby who is from a BME background
chatham house rule
confidentiality

WORKSHOP
References
Public Sector Equality Duty
Eliminate discrimination, harassment and Victimisation
Advance equality of opportunity
Foster good relations
High Profile Equality Cases
Take your selected case, make notes on the case and any thoughts or grey areas, be prepared to feedback.
- what type of discrimination was this?
- what measures could we consider when organising sport to protect people against this?
the 'governance code'
https://www.sportengland.org/about-us/governance/a-code-for-sports-governance/
The code has three tiers and will apply to any organisation seeking funding from us or UK Sport, regardless of size and sector, including national governing bodies of sport, clubs, charities and local authorities.

The code is proportionate, expecting the highest standards of good governance from organisations requesting the largest public investments, including:

Increased skills and diversity in decision making, with a target of at least 30 per cent gender diversity on boards
Greater transparency, for example publishing more information on the structure, strategy and financial position of the organisation
Constitutional arrangements that give boards the prime role in decision making.

Sport England, 2015
Assessment Thoughts
TASK
- are there any elements of your project that link to equality?
eg. Goals for Girls is an example of 'positive action'

- does your project say its 'inclusive'? is it?

- project may be indirectly discriminating against certain characteristics by ignorance of the way it is organsied

- your project may tackle inequality really well, why and how is this so good?
workshop task
Using sporting equals website, identify one aspect of the service they offer. Consider how this may benefit a National Governing Body of your choice with their sporting offer. You can look at the NGB as a whole or think about one of their projects in particular.

Consider the strategic aims of both organisations: are there any partnership working opportunities here?

Use You Tube to explore some of Sporting Equals work to date.

Locate a relevant journal article that highlights some key equality points generally or in relation to sport if available.

It is also possible for students to sign up as a sporting equals volunteer in your area - definitely consider!



Some starting points below;
Full transcript