This is a self-assessment tool for sports organisations to evaluate their commitment and capacity to work in school settings to increase physical activity among all young people. Working systematically through the questions in this tool will help your organisation to establish its current standing, to decide on its future priorities and to set out a route map for reaching its goals. The self assessment exercise should be led by senior members of your sports organisation with responsibility for young people and community outreach and should consult with all relevant areas of your organisation. The self-assessment tool was developed by the partners of the EU Erasmus+-supported Active School Communities project, BG BeActive (lead), Youth Sport Trust, International Sport and Culture Association, Hungarian School Sport Federation, DGI, South Lanarkshire Leisure and Culture, Sport and Citizenship, UISP, Sports Union of Slovenia and Willibald Gebhardt Institute. It supports the NowWeMOVE campaign and #BeActive event European School Sport Day, established by HSSF and scaled up by partners including ISCA and BG BeActive.

1. ASC – SELF ASSESSMENT TOOL 1
SELF ASSESSMENT TOOL
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WGI-Newsletter3·Mai2012
Newsletter
Number 3 · May 2012
WILLIBALD GEBHARDT
INSTITUTE
Revitalizing Health & Physical Education Through Community Based Networking
wsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1
positive and white
logo

2. ASC – SELF ASSESSMENT TOOL 2
This is a self-assessment tool for sports organisations to evaluate their
commitment and capacity to work in school settings to increase physical
activity in all young people
Working systematically through the questions in this tool will help your
organisation to establish its current standing, to decide on its future
priorities and to set out a route map for reaching its goals
The self assessment exercise should be led by senior members of your
sports organisation with responsibility for young people and community
outreach and should consult with all relevant areas of your organisation
It is designed to be an easy to use tool that produces practical outcomes
to improve the quality of your work in school settings
SELF ASSESSMENT TOOL

3. ASC – SELF ASSESSMENT TOOL 3
What do we already do to support
increased physical activity in schools?
Use this self review tool to establish your current position and to plan for improvements:
What would we like to do to improve
physical activity in schools?
What do we need to do to make
this happen?
CURRENT SITUATION OVERALL AIM HOW TO DO THIS
SELF ASSESSMENT TOOL

4. ASC – SELF ASSESSMENT TOOL 4
Discuss the self assessment tool at a Board
meeting and achieve Board approval
Discuss as an organisation the results,
challenges and solutions
Make an action plan for the next steps
Follow examples of best practice at the end
of the self assessment tool
If you don’t understand individual terms or
elements, please access the accompanying
glossary.
Include the self assessment process as an
objective in your Strategic Plan
Assessment should be based on evidence,
not just assurances
Select an individual in your organisation to
take responsibility for organisation wide
consultation during the process
1 5
6
7
8
2
4
3
HOW TO USE THIS SELF ASSESSMENT TOOL

5. ASC – SELF ASSESSMENT TOOL 5
EXISTING SET UP
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
What formal links do you currently
have with local schools?
List all formal links with local
schools. Include specific contacts and
describe activities.
2
What informal links do you currently
have with local schools that could be
made more formal?
List all links with school governors,
school staff or influential parents.
3
Do you have a contact who has
access to information about local
schools?
Find a contact at the local
government level who can give you
details of all local schools.
4
Do you have a designated lead
person for school links?
Work out the best person in your
organisation for this job. Consider
capacity, expertise and commitment.
5
How well trained and qualified
are your coaches for working in a
school setting with all young people,
including the least active?
Ensure that your coaches receive
training in working with young
people with Special Educational
Needs and Disabilities.
6
How well resourced are you for
working with the full range of young
people?
Ensure you have access to the right
equipment and appropriate sports
formats. Consult with national Sport
Federations for additional guidance.
CLICK TO VIEW
CASE STUDY 1
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

6. ASC – SELF ASSESSMENT TOOL 6
LOCAL AND NATIONAL CONDITIONS
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
Are your workforce knowledgeable
about local and national regulations?
Ensure that all of your professionals
and volunteers are provided with
up to date information regarding
regulations and laws.
2
Do you have an education
programme to ensure that all
members are confident and up to
date in their knowledge?
Appoint a key individual who is
responsible for developing and
delivering training to professionals
and volunteers.
3
Do you have a clear code of conduct
for all professionals and volunteers
who work in a school setting with
young people?
Appoint a key individual who is
responsible for checking that the
code of conduct is understood and
adhered to by all professionals and
volunteers.
4
Do you have a designated, senior
member of staff who is able to deal
quickly and effectively with concerns
raised by adults or young people?
Ensure everyone knows who this
person is. Ensure that this person is
well trained and equipped to carry
out this role.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

7. ASC – SELF ASSESSMENT TOOL 7
INCREASING ENGAGEMENT IN PHYSICAL ACTIVITY CLICK TO VIEW
CASE STUDY 2
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
What do you already do to widen the
appeal of your sports club to ‘non
sporty’ or less active young people?
Highlight existing sessions and
competitions that cater for these
groups.
2
How are you going to change your
traditional offer to make it more
attractive to less active young
people?
These young people tend to be
attracted to a more inclusive, less
competitive environment that
encourage and reward participation
and enjoyment over building skills
and winning competitions.
3
What support is available locally
or nationally from your sports
federations to help you achieve this?
Find special sports formats, activities
and coaching qualifications provided
by your national sports federation or
other sporting organisations.
4
What steps have you taken to ensure
that you provide a safe and secure
environment and culture for all
young people?
Ensure that you have a lead
individual for safeguarding and
welfare. Check you comply with
all national and local regulations
regarding health, safety and welfare.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

8. ASC – SELF ASSESSMENT TOOL 8
PROVIDING A ROUTE FROM SCHOOL TO CLUB
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
What steps are you taking to
encourage ‘non sporty’ or less active
young people to try your activity
beyond the school environment?
Many of these young people will
feel less capable and less confident.
Ensure the right extra support is put
in place.
2
How will you ensure that these
young people continue to participate
at your club and are integrated into
the mainstream?
Support will need to continue
if you are to avoid a drop off in
participation.
3
Do you have sufficient coaches and
volunteers who are trained to work
with this group?
Ensure you identify gaps in expertise
and seek out additional training and
support where needed.
4
How are you making new parents
and carers feel welcome and
supported in your club?
Plan specific activities, events,
mentors or competitions for new
parents.
5
How will you ensure that your
partner school feels confident in
encouraging their pupils to attend
your club?
Arrange visits, events or activities
to showcase your club to partner
schools.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

9. ASC – SELF ASSESSMENT TOOL 9
INCLUSION CLICK TO VIEW
CASE STUDY 3
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
Are your coaches able to identify and
support young people with Special
Educational Needs and Disabilities?
The best sources of guidance
are schools, parents and most
importantly, the young people
themselves.
2
Do you provide an environment
that is welcoming, inclusive, safe,
challenging and enjoyable for all
young people, regardless of gender,
sexuality, ethnicity, religion or ability?
Provide awareness training to your
coaches and volunteers. Build links
with national and local organisations
who can support you in making your
club more inclusive.
3
Do your coaches have the
competence and confidence to
develop and deliver activities that
are fully inclusive?
Provide specific training in inclusive
sport to relevant staff.
4
How does your club remove some
of the barriers to participation
experienced by Special Educational
Needs and Disabilities young people?
Ensure you take appropriate steps
and adhere to local and national
regulations to address your club’s
physical and social environment
to make it more accessible and
inclusive.
5
What provision do you make for
Special Educational Needs and
Disabilities young people who are
talented in your activity or sport?
You may have the expertise in house,
but if not, build links to other expert
organisations who support talented
young people with disabilities.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

10. ASC – SELF ASSESSMENT TOOL 10
IDENTIFYING AND SUPPORTING TALENT
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
How do you identify potentially
talented young people, including
those with little formal coaching?
Make sure your coaches have a good
understanding of the characteristics
of a talented young athlete.
2
Do you have a clear pathway from
school to club and beyond for
talented young people?
Support will need to continue
if you are to avoid a drop off in
participation.
3
How will you work with your partner
schools to ensure that the wider
needs of the young person are at the
heart of your work?
Be aware of the difference between
talent development and talent
stealing! Be aware of the social and
academic needs of the young person.
4
How good are your coaches at
identifying and supporting talented
young people with disabilities?
Ensure you take appropriate steps
and adhere to local and national
regulations to address your club’s
physical and social environment
to make it more accessible and
inclusive.
5
What provision do you make for
Special Educational Needs and
Disabilities young people who are
talented in your activity or sport?
You may have the expertise in house,
but if not, build links to other expert
organisations who support talented
young people with disabilities.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

11. ASC – SELF ASSESSMENT TOOL 11
A HIGH QUALITY WORKFORCE CLICK TO VIEW
CASE STUDY 4
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
How confident and competent
are your staff in delivering non-
traditional forms of activity?
Use existing expertise you have ‘in
house’ that could be spread more
widely and identify what support
is offered by your national sports
federation.
2
How confident and competent are
your staff in working with a more
diverse audience of young people,
including the least active?
Build links with local partners with
expertise in working with ‘hard to
reach’ young people.
3
How confident and competent are
your staff in working with Special
Educational Needs and Disabilities
young people?
Utilise in-house expertise you
already have and supplement it with
support on offer from local disability
sports organisations.
4
Does your club have a development
plan for growing and improving
the skills and expertise of your
professional and volunteer staff?
Appoint a key individual as
designated lead for coach
development. Ensure training
available to all staff, including new
volunteers.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

12. ASC – SELF ASSESSMENT TOOL 12
ENGAGING VOLUNTEERS
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
What volunteering opportunities
exist for young people, parents and
carers at your club?
Make sure you promote these
opportunities widely to ensure
maximum take up.
2
How do you train and mentor new
volunteers? How do you train your
mentors?
Ensure your organisation has a plan
for recruiting volunteers, providing
them with new skills and supporting
their development.
3
How do you work with your partner
schools to increase volunteering
opportunities for young people?
Ensure you maximise the
opportunities for young people to
develop their employability and
leadership skills in order to have
a longer term impact on their
wellbeing.
4
How can you build leadership
opportunities for young people into
your own physical activity offer?
the skills and expertise of your
professional and volunteer staff?
Ensure you take every opportunity
for your physical activity sessions
to engage young people in decision
making, planning and delivery.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

13. ASC – SELF ASSESSMENT TOOL 13
BEFORE APPROACHING A SCHOOL
QUESTION GUIDANCE NOTES RATING 0-10 NOTES
1
Do you have a written policy for
working in school settings?
Ensure your policy is up to date
and that there a clear strategy for
checking that all staff adhere to it.
2
Do you have a named, senior
individual who leads on school
partnerships?
Ensure that this member of staff has
early contact with school leaders.
3
Do you have a policy for inclusion? Ensure your policy is up to date
and that there a clear strategy for
checking that all staff adhere to it.
4
Are you able to clearly communicate
the benefits of the programme for all
young people in the school, including
the least active?
Ensure you provide appropriate
awareness training for all
professionals and volunteers.
For all of the questions on the following pages, use your discussions to rate your current
position on a scale from 0-10, with 0 being very poor to 10 being very strong.

14. ASC – SELF ASSESSMENT TOOL 14
A CHECKLIST FOR SPORTS ORGANISATIONS
Do you have:
Board approval1
A designated lead person2
An agreed action plan3
Confirmed partner school/s 4
Appropriately trained staff, including working with young disabled people5
An offer for children/young people6
A safeguarding policy7
A pathway to offer from school to club8
Identified volunteering opportunities9