On this page
- Play for the enjoyment.
- Be a good sport, deliberate violence or bad language should never be used towards opponents, coaches, referees or umpires.
- Work hard for your team mates as well as for yourself.
- Treat all team mates and opponents with respect.
- Play by the rules.
- Cooperate with team mates, opponents and game officials.
- Control your behaviour on and off the field.
- Learn to value honest effort, skilled performance and improvement.
- Behave in a manner that respects the rights of others regardless of mediums of communication used for example digital mediums such as twitter, facebook, emails and texts.
- Respect and abide by officials decisions.
For teachers, coaches, instructors and leaders
- Encourage students to develop basic skills in a variety of sports and avoid over specialisation in one particular sport or playing position.
- Ensure that efforts for both skill improvement and good sporting behaviour are acknowledged.
- Provide equal encouragement to girls and boys to participate, acquire skills and develop confidence.
- Recognise and cater for groups with special needs.
- Set a good example for your players.
- All good coaches should ensure that they are fully aware of the expectations and practices of the site in which they are coaching.
- Encourage and create opportunities to develop individual skills.
- Teach a wide range of team skills and sound sportsmanship based on sound coaching principles.
- Make clear the site's expectations regarding courtesies, punctuality, behaviour and dress standards.
- Ensure that the sport, playing conditions, equipment and facilities are safe and appropriate to the age group and the skill development level of the players involved.
- Encourage the team captain to build their leadership skills and to model responsible behaviour.
- Teach your player to be friendly and respectful towards officials and opponents.
- Give all interested students a chance to participate in trainings and games.
- Remove from the field of play any player whose behaviour is not acceptable.
- Keep your own knowledge of coaching and the developments of the game up to date.
- Avoid any hint of criticism against the umpire or referee of a match.
- Ensure the consequences of inappropriate behaviour are clearly understood.
- Distribute a copy of the codes of behaviour to teachers, coaches, players, parents, spectators and officials to ensure that all involved understand their authority and responsibility for fair play.
- Ensure proper supervision is provided at all times.
- Encourage the participation by your child(ren).
- Provide a model of good sporting spirit for your child to copy.
- Be courteous and respectful in your communications with players, team officials, game officials and sports administrators.
- Encourage honest effort, skilled performance and team loyalty.
- Make any new parents feel welcome on all occasions.
- Do not interfere with the conduct of any events.
- Make your presence and support as positive as possible.
- When visiting another school, respect the host school's premise and rules.
- Demonstrate appropriate social behaviour by avoiding offensive language, aggressive behaviour, harassing players, teachers, coaches and officials.
- Remember the children play for fun and enjoyment. Don't let your behaviour detract from their enjoyment and never ridicule or yell at them for making mistakes or losing a competition.
- Let game officials conduct events without interference.
- Support skilled performances and team play with generous applause and congratulate all participants on their performance regardless of the game's outcome.
- Demonstrate respect for opposing players and their supporters.
- Never ridicule a player for making a mistake.
- Respect the officials decisions.
- Encourage players to play in accordance with the rules and the officials decisions.
No person shall act towards or speak to any other person in a manner, or engage in any other conduct which threatens, disparages, vilifies, or insults another person (the person vilified) on any basis, including but not limited to a person's race, religion, colour, descent, or national or ethnic origin, special ability/disability or sexual orientation, preference or identity.