ࡱ>  ` bjbjss 4&y%VVV8VXYZ"*Z*Z*Z[[[3555555$ThY"^[["^"^Y*Z*ZnZfZfZf"^*Z*Z3Zf"^3ZfZfjo*ZzY 0 V`>+2w0]JZ\bvZdZ[[Zf\3][[[YYe[[["^"^"^"^AvHDvH CoachSmart: Managing the Environment Module Outline: Late Childhood/Early Teenage (Learn) Module 4 of 4 modules in the Programme Management learning area of the Coach Development Framework Module Number: LC/ETP406 Aim/Overview Statement One of the most important roles of the coach is to provide the athlete with a safe environment in which to train and compete. There is a risk of injury in most sports, some more so than others, but with careful planning, these risks can be minimised. This module emphasises that sport injuries are caused by a number of factors, and that a combined strategic approach, rather than a single preventive action or strategy enhances the safety of the athletes. Learning Outcomes: The coach will be able to: Gather information that could impact on his/her athletes safety and demonstrate how they are able to use this information to prevent injury. (Screening Forms) Demonstrate that he/she maintains a safe sporting environment for his/her athletes including risk assessment and management processes (for this stage of development, warm-up and cool-down strategies are included). Demonstrate he/she knows and uses current best practice in dealing with soft tissue injuries. Demonstrate he/she has an understanding of injuries and medical conditions that can be common to Late Childhood/Early Teenage (Learn) athletes. Demonstrate he/she has a clear understanding of the implications of medicines in sport. Demonstrate he/she has an emergency plan in case of serious injury or medical incident. Delivery Notes This module can be delivered within a training session (critical friend), or in a workshop context. Coaches who have completed CoachSmart modules from other communities will have already completed some learning outcomes for this module and therefore learning requirements for these outcomes do not need to be repeated unless the updating of specific skills is required by the NSO. Learning Activities See Appendix 1 for some sample learning activities. NSOs can adapt these to suit their sport or create their own learning activities. In delivering this module, learning activities should be selected so that all learning outcomes listed above are met. Assessment NSOs will determine the assessment approaches based on the needs of their coaches. Available Resources Note the ACC resources can also be ordered free by ringing 0800 THINKSAFE (0800 844 657) and quoting the ACC number next to the product. Allow a week for delivery. Available off the web  HYPERLINK "http://www.acc.co.nz/sportsmart" www.acc.co.nz/sportsmart (resources link): ACC SportSmart 10-point Action Plan (Coaches Kit) ACC 523* ACC SportSmart 10-point Action Plan (Educational resource) ACC 524* ACC Managing your Sports Injury - ACC 615 ACC Common Injuries available only off the website ACC Sideline Concussion Check ACC 1409 And also: Sideline Management of Strains and Sprains (CD) ACC 1427A ACC Smart Tips  HYPERLINK "http://www.acc.co.nz/smarttips" www.acc.co.nz/smarttips Asthma Management for the Coach (www.smnz.co.nz) New Zealand Sports Drug Agency (www.nzsda.co.nz) *ACC will train National Sporting Organisations nominated personnel in the presentation of the ACC 10 point action plan. Conditions will apply. Please contact ACC at  HYPERLINK "http://www.acc.co.nz" thinksafe@acc.co.nz Other Helpful Resources SPARC (2004), Sport Safety Module (pgs. 23-26), in Getting Started in Coaching, Wellington, NZ: SPARC. SPARC, (2003), Sport Safety Module, (pgs 69-80), In The Principles of Sports Coaching, Level 1, Wellington, NZ: SPARC. SPARC (2003), Sport Safety Module, (pgs 59-70), In Principles of Sports Coaching, Level 2, Wellington, NZ: SPARC. Gerrard, D. (1999), The Young Athlete, Wellington, NZ: Sport Medicine New Zealand (Currently available from SMNZ at  HYPERLINK "mailto:smnzat@xtra.co.nz" smnzat@xtra.co.nz but will be available online at www.smnz.co.nz) NZRFU (2001), Rugby Smart (DVD), Wellington, NZ (also on  HYPERLINK "http://www.acc.co.nz" www.acc.co.nz) . NZRFU, Coaching for U8-U10 Rugby, Wellington, NZ: NZRFU. NZRFU, Coaching for U12-U13 Rugby, Wellington, NZ: NZRFU. SPARC, Outdoor Activities Guidelines for Leaders, Wellington, NZ: SPARC,  HYPERLINK "http://www.sparc.org.nz/ education/outdoor-activities-guidelines-for-leaders" http://www.sparc.org.nz/ education/outdoor-activities-guidelines-for-leaders (SPARC materials available at  HYPERLINK "http://www.sparc.org.nz/sport/coaching/overview" www.sparc.org.nz/sport/coaching/overview unless otherwise specified.) Appendix 1 - Sample Learning Activities These learning activities illustrate possible ideas for helping coaches to meet the learning outcomes of this module. Activities should be modified to meet the needs of the particular sport or group of coaches. All activities should ensure coaches learn about an athlete-centred approach through coaching practice. Coaches have different learning preferences and activities should reflect the various learning styles. Learning activities can be individual, small group or whole group activities. Some could be adapted for a self directed learning approach. Some activities could be applied in coaching practice, demonstrated within a training environment or provided within a workshop. If delivered in a workshop or seminar situation, learning activities should be embedded in a practical context. If the module is delivered concurrently to groups of coaches who are coaching in different coaching communities, the delivery should cater for coaches using small group work or resources that relate to the participants preferred coaching community. If individual coaches coach more than one community, they should be given access to the relevant resources. Delivery and assessment (if relevant) should cover all learning outcomes. Activity A Research and Report or Critical Friend Discussion (covers learning outcomes 2 and 4) Resources: ACC SportSmart 10-Point Action Plan for Injury Prevention ACC 523 and 524 The Young Athlete Using the above resources and their own research on common sports and overuse injuries in 9 16 year old athletes, coaches devise a plan to deal with the following case study. Case Study You coach a 15-year-old female athlete. This athlete plays several sports and achieves highly in all of them. She plays (in winter) netball, rugby, canoe polo and winter trains for athletics. Her sports commitments are currently 11 12 hours per week. Netball Mon 3.30-4.30pm Wed 5.30-6.30pm Sat pm 40 mins Rugby Tues 4-5pm Thurs 4-5pm Sun pm 80 mins Canoe Polo Wed after 7pm (1hr) Athletics Mon 5-6pm Thurs 6-7.30pm Sun 10-12am (weights) (circuits) (track & technique) This athlete plays centre/wing attack in netball, is a utility back in rugby and is a promising sprinter/hurdler in athletics. This athlete is in year 11 at secondary school and will be sitting NCEA Level 1 later on in the year. She expects to do very well at school. Currently, she has no injuries but has been complaining of sore shins. Her general health is excellent. You also find out that she walks the dog every evening and she attends a high impact aerobic class three times a week at the local gym. She is also very concerned with how she looks. To complete this learning activity, coaches should choose one of the following options: Option one List points on the questions below and discuss these with your critical friend. How would you manage this athlete? How would you handle the sore shins? What are some other common injury or medical concerns that could affect this athlete? How might the concerns affect the performance of the athlete? What processes do you have in place within your own coaching environment that would allow you to identify and then minimise the risk of serious injury for one of your athlete in a similar situation? Option two Complete a written report that includes strategies and management processes to deal with this case study and helps prevent this athlete (and potentially any of your athletes) suffering ill health or getting seriously injured. Your report should cover: How you would manage this athlete. How you would handle the sore shins. Other common injury or medical concerns that could affect this athlete. How the concerns might affect the performance of the athlete. The processes you have in place within your own coaching environment that would allow you to identify and then minimise the risk of serious injury for one of your athlete in a similar situation. Activity B Group Discussion and Practical Exercises (covers learning outcomes 1 and 2) Resource: ACC SportSmart 10-point Action Plan for Preventing Injuries ACC 523 Part 1: Coaches become familiar with the ACC SportSmart 10-Point Action Plan for Preventing Injuries before attending a workshop. (Or this could be done as part of the workshop.) Part 2: The facilitator then leads a brainstorming session on the following two questions: What information should coaches know about their athletes and why do coaches need to know this information? Some examples could be: (facilitator to draw out) DOB Contact details Next of kin details Emergency contact number Health issues Any disabilities Injury history What other information do coaches need to know about the wider lives of their athletes to ensure they have a safe sporting environment? Some examples could be: (facilitator to draw out) Other commitments sporting study cultural work family Athletes expectations & goals Travel arrangements to practices/competition Nutrition The facilitator puts the groups ideas on a whiteboard and generates a group discussion. There will be no wrong answers, however some will be more appropriate depending on the sport. From this discussion each coach designs a screening form that is appropriate to their sport and themselves within their own coaching environment. The coaches use this (or a similar form) to collect information on their athletes. Part 3: The facilitator leads a discussion on how the coaches could develop and implement a plan to minimise injury to an athlete in regard to the personal information that would be received from the completed screening forms. Coaches develop and implement their own plan. Activity C: Group or Critical Friend Discussion (both case studies must be completed to cover learning outcome 5) Resources: ACC Sideline Concussion Check ACC 1409 ACC SportSmart 10-Point Action Plan for Injury Prevention (Screening section located in ACC 523) ACC SportSmart 10-Point Action Plan for Injury Prevention (Injury Reporting section located in ACC 523) At a workshop coaches participate in a presentation of the ACC SportSmart 10-Point Action Plan for Injury Prevention by a qualified presenter. This includes the Sideline Concussion Check, Athlete Screening and Injury Reporting. After the presentation, coaches are divided into groups of 3 or 4. Each group reads the case studies, discusses the implications and solutions to this scenario and relates them to their own athletes and/or team/group environment. Coaches are given 5-10 minutes to discuss each case study and come up with a solution. Each group reports back to the whole workshop. The facilitator writes the main messages on a white board. Alternatively, the coach may attend the presentation and then discuss the case studies with his/her critical friend and relate the situation to his/her own coaching. Case Study One: During the pre-game warm-up an athlete asks you for a disprin as they have a headache. Headache is the leading predictor of concussion. Part 1: Based on the information in the presentation, is it possible the athlete is concussed? Gives reasons for your opinion. Disprin thins the blood. Your athlete is about to play a game for a contact sport. Should you give them a disprin? Part 2: How would you as a coach deal with this situation? Key Points to think about: Was there a previous injury? Is there a chance of injury in the forthcoming game? Is this part of your role as a coach? Part 3: Report back to the full group and discuss, or discuss with a critical friend. Case Study Two: From the information you gathered on your athletes (screening form) you discover that one of your athletes is an insulin dependant diabetic. This athlete is quite capable of administering his/her own medication. The athlete often comes straight to training after school. Part 1: Based on the information received in the presentation should this athlete be allowed to play competitive sport? Give reasons for your answer What are the implications of the athlete coming straight from school to training? (Consider medication, food and any other factors that may impact on this situation). Part 2: Now that you are aware of an insulin dependant diabetic athlete, what risk management processes and strategies would you put into place to keep this athlete safe? (Ensure that your answers are practical and would be useful to you in your own coaching environment). Part 3: Report back to the full group and discuss, or discuss with a critical friend. Activity D: Group or Critical Friend Discussion (covers learning outcomes 2) Resource: Sport safety module, (pgs 59-70), In Principles of Sports Coaching, Level 2. At a workshop have the group participate in a presentation based on the Sports Safety Module from the Principles of Coaching, Level 2 by a qualified presenter. After the presentation, coaches are divided into groups of 3 or 4. Coaches read the scenario below, discuss the implications and possible solutions and relate these to their own athletes and/or team/group environment. Groups are given 5-10 minutes to discuss and come up with a solution. Each group reports back to the whole workshop. Alternatively the coach may attend the presentation and then discuss the scenario with his/her critical friend and relate the situation to his/her own coaching. Case Study: In your coaching group you have an athlete who is partially sighted. This athlete is physically very gifted and is a very valued member of the group. What procedures will you need to put in place to ensure the sporting environment is safe for this athlete in your sport? You will need to cover: The physical environment Rules and equipment The other athletes The partially sighted athlete Parents/onlookers Any other factors that you believe are important Coaches could also develop this case study for a hard of hearing athlete. Activity E Workshop (covers learning outcome 2) Resource: Principles of Sport Coaching Level 2 (Sport Safety module) 1) Coaches read pages 59-70 of the above resource before attending this workshop. The objective is to identify potential hazards and risks in relation to a selected sport and then describe the processes to minimize the risks to athlete health and well-being. 2) Facilitators organise a discussion of this topic for 5-10minutes. 3) Facilitators then put participants into groups of 2-4 people. Each group: Identifies at least FIVE hazards or risks for their specific sport Outlines at least one strategy or procedure for managing each identified hazard or risk. 4) Facilitators then draw up the following headings on a white board and add each groups thoughts. Hazards and RisksStrategies or Procedures Activity F: Workshop (covers learning outcomes 3 and 6) Part 1 Resource: Sideline Management of Strains and Sprains (CD) ACC1427A Coaches watch the Sideline Management of Strains and Sprains CD (available from ACC). Coaches are then put into groups and practise what they have learned from the video clips in dealing with soft tissue injuries. This is a practical session and allows the coach to develop skills in first aid treatment of soft tissue injuries. Part 2 Resource: Sport safety module, (pgs 59-80), In Principles of Sports Coaching, Level 2. A qualified facilitator presents to the full group the RAMs section from the Sport Safety Module as above. After the presentation coaches: discuss a procedure for dealing with any emergencies develop a plan that is useful to them, in their coaching practice, at their usual practice venue, that includes specific detail on: The location of an accessible phone (or outlining a policy that ensures having a charged cell phone available (with pre- entered emergency numbers)). The address of the practice venue and the location of exits (i.e., is the gate for ambulance access kept locked? If so where is the key?) First aid equipment location. Any other emergency information relevant to his/her sport. Activity G: Individual Research and Written Plan (covers learning outcome 6) Part 1: Make a detailed map/plan of your usual training venue. On this map mark all exits, locked gates, phones, first aid kits and anything else you think you may need to know about your training venue in relation to safety and emergency procedures. Part 2: Make a detailed emergency plan for you to use in the eventuality of an emergency at one of your training sessions. This should also include a risk assessment and management strategy. Get this plan signed off by your critical friend or your National Sporting Organisation. Activity H: Workshop (covers all outcomes) Resources: ACC SportSmart 10-point action plan for Injury prevention (Coaches Kit) ACC 523 The young athlete ACC Asthma Management for the Coach ACC Sideline Concussion Check ACC 1409 New Zealand Sports Drug Agency website Before attending the workshop coaches will need to have read The Young Athlete by Dr D Gerrard, completed their own research on asthma management for the coach, acquired some resources from the NZSDA and have read the ACCs Sideline Concussion Check. At the workshop coaches participate in a presentation of the ACC SportSmart 10-Point Action Plan for Injury Prevention, by a qualified presenter. After the presentation, coaches are divided into groups of 3 or 4. Each group receives one case study (see samples below). Coaches should read it, discuss the implications and solutions and relate the case study to their own athletes and/or team/group environment. Groups are given 5-10 minutes to discuss and come up with a solution. Each group reports back to the whole workshop. Facilitators of the workshop need to ensure the selection of case studies cover all learning outcomes within a single workshop or alternatively hold two workshops covering off half the learning outcomes at each workshop. This can include what coaches learn through the reporting back and discussion of solutions and issues that arise. Case Study One (covers learning outcome 1) You have given all your late childhood/early teenage athletes screening forms to fill out. So far you have only received 5 back. On the grapevine you have heard back that the athletes do not want to fill these forms out as they do not understand some of the questions on the form and also they dont know why the coach has to know all this stuff. They may feel that filling in the forms honestly will exclude them from playing. In relation to injury prevention and safety, why is the information on screening forms important? What can you do to ensure you gain this information from your athletes? Case Study Two (covers learning outcome 2) You have an athlete who sprained his/her ankle quite severely two weeks ago. The athlete has turned up at practice along with their parent and has categorically stated that the injury is fine and that he/she is ready to compete this Saturday. On further investigation you discover that the athletes grandparents are travelling from another province specifically to watch their grandchild compete. This athlete has not yet had a clearance from the medical professional who has been managing the injury, however they appear to be running quite freely. What steps do you as the coach take to manage this situation? Case Study Three (covers learning outcome 4) You are coach of the U18 rep team and your athletes are competing in their first representative match. All the pre-game procedures, such as team talk, warm-up and hydration have gone according to plan and you feel that your athletes are well prepared for this game. Fifteen minutes into the game there is a nasty collision between two of your own players. One athlete has lost a tooth and the other athlete has a nasty swelling on his/her head where he/she connected with the other player. This athlete appears a little disorientated. What steps do you as the coach take to manage this situation? Case Study Four (covers learning outcomes 4 and 5) In the group that you coach you have four athletes that are on medication for asthma. You have been made aware of this after the screening forms have been filled in. Are there any special considerations that need to be made for these athletes? What do you as a coach need to know about the management of asthma? Identify two other common medications that some Late Childhood/Early Teenage athletes use. Discuss implications (in relation to your sport) for athletes who use the identified medications. Case Study Five (covers learning outcome 6) At training, one of your Late Childhood/Early Teenage athletes is seriously injured and will need to be evacuated by ambulance. You did not know where the key is to unlock the vehicle access gate and, in addition, your cell phone is flat. Devise a plan that can be easily implemented to avoid this type of medical emergency situation. Each coach in the group should ensure that this plan could be adapted to work for their training environment. This plan should take into account both the safety of the injured athlete and the safety of other athletes. Case Study Six (covers learning outcome 3) An athlete aged 14 years sprained his/her ankle before coming to training. The advice that was given was to keep moving the ankle so it would not seize up and to put warm compresses on the ankle to ease the pain. Discuss whether or not this advice was correct and the reasons behind your answer. Develop a management plan for the care of a selected acute soft tissue injury. Case Study Seven (covers learning outcomes 4 and 5) In the group that you coach you have an athlete who is on medication for diabetes. You have been made aware of this after the screening forms have been filled in. Are there any special considerations that need to be made for this athlete? What do you as a coach need to know about the management of diabetes? Identify two other common medications that some Late Childhood/Early Teenage athletes use. Discuss implications, in relation to your sport and your coaching situation, for athletes who use the identified medications. Activity I - Self-learning Multi-Choice Questionnaire (covers all learning outcomes) Resource: Own Research (on line/ journals/books) Part 1: Each coach will need to do his/her own research to be able to answer this multi choice questionnaire. (This questionnaire could be adapted for online learning). For all answers select the best answer(s). This may not necessarily be only one answer. Part 2: Coaches should list the resources they used to answer the questionnaire. Questionnaire: 1. When designing a screening/player profile form to provide you with information regarding your athlete which following point is the most important to be included? (a) Next of kin details ( (b) Athletes medical history ( (c) Athletes injury history ( (d) Athletes other sport commitments ( (e) All of the above ( 2. Athletes of the same size and ability are grouped together because (a) They will be the same age ( (b) It makes it easier for the coach ( (c) It reduces the risk of injury ( (d) They will probably be friends ( (e) They will be able to use the same size equipment ( 3. Warming-up prepares the body for physical activity. It also helps improve performance and reduce the risk of injury. When designing a warm-up for your athletes what following components should not be included? (a) Aerobic exercises 5 10 minutes ( (b) Stretching dynamic ( (c) Stretching static ( (d) Fun Games ( (e) Sport specific exercises ( 4. Cooling down and stretching after playing sport may reduce the risk of injuries happening. It may also help to promote flexibility. What are the most important components of a good cool down? (select as many as are appropriate) (a) Final speed work ( (b) Easy aerobic exercise ( (c) Stretching dynamic ( (d) Stretching static ( (e) Recovery strategies ( 5. Many common sporting injuries occur in soft tissue. Which of the following are not soft tissue injuries? (a) Muscle strain ( (b) Broken bone ( (c) Ligament sprain ( (d) Bruising ( (e) Bleeding nose ( (f) Concussion ( 6. Soft tissue injuries e.g. sprained ankle or pulled hamstring are the most common injuries that occur in sport. Taking the correct steps to treat these injuries when they occur, R.I.C.E. can significantly minimize the damage. The R in R.I.C.E. stands for rest what steps would you take to ensure you follow this principle. (a) Remove athlete from activity immediately ( (b) Rest athlete for 5 minutes and then allow return to activity ( (c) Put the injured athlete in a less active position and allow them to continue ( (d) Tell them to toughen up and get on with the game ( 7. The I in R.I.C.E. stands for ice how would you best apply ice (choose as many answers as appropriate) (a) Apply ice to the injured area as soon as possible ( (b) Wait 1 hour after injury before applying ice ( (c) Apply ice directly to the skin over the injured area ( (d) Wrap ice in a damp towel before applying ( (e) Apply for 20 minutes every 2 hours for first 48hrs after injury ( 8. The C in R.I.C.E. stands for compression. What are the main reasons you would apply compression to a soft tissue injury? (a) Firm bandaging helps to reduce bleeding and swelling ( (b) Firm bandaging makes the athlete feel more secure ( (c) Firm bandaging allows the athlete to continue playing ( 9. The E in R.I.C.E. stands for elevation. Choose which following actions will most benefit this principle. (a) Elevation helps to stop the bleeding and reduce the swelling ( (b) Raise the injured area on a pillow for comfort and support ( (c) Keep the injured area raised as much as possible ( (d) All of the above ( 10. Often it is necessary to seek medical advice. When would this be indicated? (a) If you are AT ALL worried about the injury ( (b) If the pain or swelling gets worse ( (c) If the pain or swelling has not reduced significantly within 48 hours ( (d) All of the above ( 11. For the first 72 hours after injury there are some H.A.R.M.-ful factors to avoid. These factors can slow down or even prevent healing. Which of the following should not be used when treating a soft tissue injury during the first 72 hours? (a) Elevation ( (b) Massage ( (c) Compression ( (d) Rest ( (e) Ice ( 12. The reason you apply R.I.C.E.D and avoid H.A.R.M.-ful factors is (a) To try different methods of treating soft tissue injuries ( (b) To give your athlete the best possible chance of recovering from their soft tissue injury. ( (c) Following the correct methods of sideline management of strains and sprains helps with further diagnosis of the injury ( (d) Speeds up recovery and ensures athlete returns to the playing field in the soonest possible time ( 13. To enable you to deal with an emergency, it is important that you develop a plan to help you cope with this happening. As a coach you should have a plan should an emergency arise. This plan should include (select all the appropriate answers) (a) Location of emergency access ( (b) Where are the keys to all locked emergency exits? ( (c) Have access to a well-stocked first aid kit ( (d) Know where the phone is and emergency phone numbers( (e) Have a list of all athletes next of kin details ( (f) Have access to toilet facilities ( One of your most important responsibilities as a coach is to ensure the physical, emotional and cultural safety of your athletes. Which of the following should be checked regularly. (Select as many answers as you think appropriate). Athletes (a) Athletes are fit and free from pre-existing injury/illness ( (b) Athletes have been rehabilitated completely after injury before returning to training/competition ( (c) Athletes are wearing fashionable sportswear ( (d) Athletes have warmed up before training/competition and cooled down at the end of the session? ( (e) Athletes are properly supervised during training and competition? ( (f) Has the athlete played this/or any sport previously? ( Equipment is: (a) Checked immediately before use to ensure it is safe? ( (b) Appropriate for the activity? ( (c) A suitable size for young athletes to use? ( (d) Regularly maintained and replaced when unsafe to use? ( (e) Automatically expected to last for manufacturers specified length of time? ( (f) Not checked because young athletes do not damage equipment ( Environment & Activity Surface is (a) Free from obstructions ( (b) Safe with regard to weather and conditions ( (c) Regularly checked for health and safety requirements ( (d) Adequately lit ( 15. A coach should always be assessing risk and have strategies in place to manage any identified risks. Which following two statements are not aspects of risk management? (a) Take into account that injuries usually occur when athletes are fatigued ( (b) Ensure all training activities are appropriate for the ability and stages of growth and development of your athletes ( (c) Take into account that young athletes like to play in the some teams as their best friends ( (d) Ensure that all athletes adhere to the rules of the sport, the principle of fair play and all safety practices associated with your sport ( (e) Ensure the equipment used is the most expensive and therefore the best on the market ( Part 3: When the questionnaire has been completed each coach develops CoachSmart strategies and processes to minimise risk and avoid injuries that will be useful in their own coaching and discusses these and answers to the questionnaire with a critical friend. Activity J: Sport First Aid Course (covers learning outcomes 1, 2, 3 and 4) Resource: SFAC Course (run by Red Cross) Coaches attend a Sports First Aid Course (SFAC). The contact for this is 0800 RED CROSS) This Sports First Aid Course is an eight-hour course and has been developed by Sports Medicine NZ in conjunction with ACC and SPARC specifically for coaches, managers and parents. Red Cross offers this course nationally. This course also includes a CPR component, which must be renewed every two years to keep SFAC current. A prior discussion with the course provider should help ensure the practical component is specific to your sport.     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