Coach Workbook (Fillable) NCCP Make Ethical Decisions 2023

k
NCCP Make
Ethical Decisions
Coach Workbook
PARTNERS IN
COACH
EDUCATION
The National Coaching Certification Program is

a collaborative program of the Government of
Canada, provincial/territorial governments,
national/provincial/territorial sport organizations,
and the Coaching Association of Canada.
The programs of this organization are funded
in part by the Government of Canada.
© This document is copyrighted by the Coaching Association of Canada (2020) and its licensors. All rights reserved. Printed in Canada.
NCCP Make Ethical Decisions: Coach Workbook
Table of contents
Acknowledgements.....................................................................................................................1
1 The National Coaching Certification Program...................................................................2

1.1 The NCCP 1–3–5–7 definition ........................................................................................3
1.2 NCCP core competencies...............................................................................................4
1.3 Learning outcomes..........................................................................................................5
1.4 Purpose of the document................................................................................................5
1.5 Overall context
................................................................................................................6 1.6 Workbook
topics..............................................................................................................6
2 Ethical, legal and value-based decisions...........................................................................7

2.1 Defining ethics.................................................................................................................7
2.2 Ethical dilemmas.............................................................................................................8
2.3 Factors affecting the decision-making process ...............................................................9
2.4 Legal implications......................................................................................................... 10
2.5 Further exploration of ethics and values ...................................................................... 13
2.6 Liability of the coach..................................................................................................... 14
2.7 Notes............................................................................................................................ 16
3 Our case study .................................................................................................................. 17
4 The ethical decision-making process ............................................................................. 18

4.1 The process ................................................................................................................. 18
4.2 Notes............................................................................................................................ 19
5 Make a decision................................................................................................................. 20
5.1 Establish facts and assess issues and implications..................................................... 20
5.2 Notes............................................................................................................................ 29
6 Application......................................................................................................................... 30
6.1 Apply the process......................................................................................................... 30
6.2 Notes............................................................................................................................ 34
7 Conclusion......................................................................................................................... 35
7.1 Self-assessment........................................................................................................... 35
7.2 Action Card .................................................................................................................. 36
7.3 Notes............................................................................................................................ 37
2023 © Coaching Association of Canada

Appendices ...............................................................................................................................
38 Appendix A: NCCP Code of Ethics
..................................................................................... 38 Appendix B: Other perspectives
and tools.......................................................................... 40 Appendix C: Case
studies................................................................................................... 43
References ................................................................................................................................ 47
Acknowledgements
Instructional Designers
Keely Siegle
Kristopher Tharris
Contributors
Adam Sollitt
Barry Morrison
Claudia Gagnon
Garry Wheeler
Jason Sjostrom
Jennifer Misurelli
Kate Kloos
Kellen Bondy
Kevin Bowie
Lynn Boudreau
Peter Niedre
Shelley Coolidge
Yolande Usher
The legal content, scenarios and references to Canadian and provincial laws were reviewed by
the international law firm Gowling WLG.
Production
Elite Communication, translation services
Norm Reid, production design
Paul Whittingham, production design
Plum Copy, copyediting services
The Collection, Use, and Disclosure of Personal Information
The Coaching Association of Canada collects your NCCP qualifications and personal
information and shares that with all NCCP partners, according to the privacy policy detailed
online at www.coach.ca. By participating in the NCCP, you are consenting to your information
being gathered and shared as detailed in the privacy policy. If you have any questions or would
like to abstain from participating in the NCCP, please contact coach@coach.ca.

1 The National Coaching Certification Program

Welcome to the National Coaching Certification Program (NCCP) Make Ethical Decisions. This
module’s goal is to support coaches in making ethical decisions in their day-to-day practice as a
coach.
This module is part of the NCCP, a national training and certification program offered in over 65
sports in Canada. More than 2 million coaches and sport leaders have taken part in training,
education and certification activities offered by the NCCP, since its inception in 1974. The NCCP
is a collaborative program of the Government of Canada, provincial/territorial governments,
national/provincial/territorial sport organizations, and the Coaching Association of Canada.
Participants will receive NCCP credit. They can track their progress in The Locker, the NCCP
database that supports the efforts of all coaches involved in coach education in Canada.
Page 2 2023 © Coaching Association of Canada
1.1 The NCCP 1–3–5–7 definition

(NCCP) across all sports, contexts,
provinces and territories
1
One National program:
3
Three streams, based on age and stage
of athlete Community Sport Competition Instruction
development:
National Coaching Certification Program
Five core
competencies woven Valuing Leading
into all NCCP training:
Critical Interacting
Problem
thinking
solving
5
Seven NCCP Plan
outcomes on
a practice
which coaches are
evaluated within Support the
the competitive
experience
Make
ethical decisions
Provide
support to
athletes in
7 training
education program: program
Manage a sport
Analyze program
performance
competency based Design a sport
2023 © Coaching Association of Canada Page 3

1.2 NCCP core competencies
Valuing Leading
Problem Critical Interacting
solving thinking
As you progress through this module, you’ll work on developing 5 core competencies. Those
competencies will help you become more effective and have a more meaningful impact on
athletes’ experiences. The competencies are problem-solving, valuing, critical thinking, leading
and interacting.
At several points in the module, you’ll participate in activities that involve reflecting on and
assessing your learning on these 5 competencies. These are important activities, because you
indicate in them how you’ll apply and model the 5 core competencies in your athletes’ training.
Here are just some of the ways these competencies come into play in Make Ethical Decisions:
Problem-solving
• Apply a formal, 6-step, decision-making process.

• Find a solution to a complex situation that involves a moral dilemma.
Valuing
• Differentiate between situations with legal and ethical implications.
• Understand the rationale for the NCCP Code of Ethics and the principles on which it’s
based.
• Refer to the NCCP Code of Ethics when making a decision.
• Appreciate the hierarchy of values in a moral dilemma.
Critical thinking
• Evaluate options for decision or action, factoring in the decision-making process followed
and the possible consequences of the decision or action.
• Use the information provided in this workbook to compare current knowledge, skills and
attitudes.
• Appreciate how the NCCP Code of Ethics might influence future decisions.
Leading
• Make decisions that influence others.

• Assume responsibility for the decision-making process and for the resulting actions that
come with being a leader.
• Implement an action plan to carry out a decision.
Interacting
• Exchange ideas and interact with other coaches.
• Explain to other coaches the rationale for a decision.
1.3 Learning outcomes

The NCCP distinguishes between training and certification. The NCCP Make Ethical Decisions
module is a cornerstone of the NCCP. To become certified in this and other coaching contexts,
you must be evaluated, and you must provide evidence in the evaluation that you meet certain
criteria.
The learning outcomes listed below reflect the evidence and criteria that apply to this module.
The learning activities in this module will prepare you to:
Decide
facts of the
Establish the situation
or ethical options and
issues consequences
Evaluate the
options Choose the
whether the best option
Implement
situation Identify your decision
involves legal
1.4 Purpose of the document

This Coach Workbook is your record of what you learned in the NCCP Make Ethical Decisions
module. We recommend that you save your workbook and consult it regularly to ensure
continuous improvement of your coaching skills. This workbook is supported by reference
material developed to deepen your knowledge of key coaching topics.

1.5 Overall context

This module is one of many offered in the National Coaching Certification Program (NCCP).
For more information on the NCCP and the modules it offers, visit the Coaching Association of
Canada’s website at www.coach.ca.
NCCP multi-sport training is delivered via on-demand eLearning through the Locker and via
in-class and online formats through your Provincial/Territorial Coaching Representative (PTCR).
Continue your multi-sport coach development by registering for 1 of the following:
• NCCP Coaching Athletes with a Disability (eLearning)
• NCCP Creating a Positive Sport Environment (eLearning)
• NCCP Leading Drug-free Sport (eLearning)
• NCCP Managing Conflict (PTCR)
• NCCP Making Head Way (eLearning)
• Mental Health in Sport (eLearning)
1.6 Workbook topics

There are 5 topics in this Coach Workbook:
• Ethical, legal and value-based decisions

• Our case study
• Ethical decision-making
• Make a decision
• Application

2 Ethical, legal and value-based decisions
2.1 Defining ethics
2.1.1 Key ideas
Morals Ethics Laws

Morals: A set of deeply held, personal values that are based on beliefs that guide our thoughts
and actions. We refer to our values in evaluating our choices and those of other individuals.
Ethics: A series of principles (written or unwritten) describing right and wrong. The principles are
agreed upon either explicitly or implicitly, by members participating in a group (example: codes
of conduct or a religion).
Laws: A series of written principles that must be legally followed. Breaking these laws have real
consequences that may affect an individual’s entire life.
Where do the rules of sports fall in this continuum?

decision-making
2.2 Ethical dilemmas Ethical NCCP Make Ethical Decisions: Coach

Workbook
Certain ethical situations may generate strong feelings or doubts because there seems to be
more than one reasonable solution. Sometimes, making a decision even involves sacrificing
NCCP Code of Ethics

1 value for another. When there are 2 potential “right” solutions, such situations are called
ethical dilemmas — a conflict between values we wish to maintain.
Here are some examples of ethical dilemmas:

Purpose of the NCCP Code of Ethics
• Team rules versus parental rights and authority. A team has a standing policy of curfew
The National Coaching Certification Program™ (NCCP) Code of Ethics provides ethical standards that
being set at 10 pm at away competitions. All parents sign off on this and other policies at
reflect the core values of the coaching profession in Canada, and guides sport coaches to make balanced
the beginning of the year. One parent, who often travels with the team, routinely lets his
decisions to achieve personal, participant and team goals. The NCCP Code of Ethics applies to every coach
son stay up past this hour.
in Canada—from the first-time coach to the head coach of a national team. The NCCP Code of Ethics is
used to guide the conduct in sport that stipulate acceptable and non-acceptable behaviours and associated
• Team rules versus winning the competition. A club has a strict policy of no swearing
repercussions.
when on clubhouse grounds. The pre-established penalty for such speech is a one
competition, automatic suspension. The day before the championship competition, the
leading athlete has a temper tantrum during practice and mouths off using foul language
to another athlete on the team.
Core principles and ethical standards of behaviour • Do-no-harm principle
versus athlete’s will or rights to play. An athlete has been Coaches value Leadership and
Professionalism, Health and Safety, and Respect and Integrity. For each of experiencing chronic knee pain
because of a growth spurt. The athlete is begging you to these core principles, there are associated
ethical standards of in-person and on-line behaviour expected of be allowed to play in a key competition,
and the parents support this athlete’s eagerness every NCCP coach and NCCP Coach Developer in
Canada, whether on or off the field.
to play.
2.2.1 NCCP Code of Ethics
123
Leadership and Health Respect
professionalism and safety and integrity
This principle considers the This principle considers the This principle considers
inherent power and authority mental, emotional, physical respect and integrity, which are
that a Coach holds. health and safety of the rights of all participants.
all participants.
1
“Participants” include but are not limited to athletes, opponents, parents, other coaches, volunteers, administrators, officials and medical/IST See
Appendix A for the complete NCCP Code of Ethics.
irrespective of race, ancestry, place of origin, colour, religion, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status,
family status, or physical or mental ability (Source of inclusivity statement: Canadian Centre for Ethics in Sport (CCES).
Page 8 2023 © Coaching Association of Canada Version 6.1 • November 2019
2.3 Factors affecting the decision-making process

The decisions we make may be affected by various influences. We aren’t always fully aware of
those influences. They fall under 2 categories: internal and external.
Internal influences: Those that are intrinsically linked to the person making the decision.
External influences: The organizational, societal or environmental influences that impact the
person making the decision.
Personal Circumstances
Previous Experience Personal Values

situation
Past experience with a similar
Results, positive or negative, Family education
issue
of previous decisions in similar Academic training
Religion and beliefs Level of action
Age and level of maturity Ambitions and plans
Factors linked to culture or Internal Influences Reputation
Employment
ethnicity Relations with others
Economic and Political
Decision-making
Organizational,
Aspects Gravity of Situation

Institutional, and Social Aspects
External Influences
Economic or financial Individuals directly a cial bodies, individuals,
impact of decision ected communities
Number of individuals Relevant standards or
Potential impact on
directly a ected social conventions
political or human rights
Urgency of decision Relations and links with o NCCP Code of Ethics

2.4 Legal implications

Does the situation have legal implications?
Once the facts have been clearly established, the next step consists of determining whether the
situation has legal implications. Two useful questions to ask yourself at this stage are:
• Has anyone been harmed by the action or decision of another individual, and if so, in
what way?
• Does the action or the situation contravene an existing law?

What is the issue? Is it legal or ethical?
There is no right or wrong answer, because legal and ethical issues aren’t necessarily mutually
exclusive. A significant number of a coach’s legal responsibilities are based on societal ethics,
namely doing what is right from a moral point of view. As an example, while preventing the
sexual abuse of an athlete is a coach’s legal duty, a coach is also expected, from an ethical
perspective, to provide a safe environment to the athletes they coach.
Genuine legal-ethical conflicts (where a law imposes requirements that a code of ethics doesn’t)
are uncommon in most contexts.
Situations that have legal implications
• Actions that are criminal or quasi-criminal¹ (example: theft, sexual assault,

possession of narcotics).
• Actions or information indicating there are reasonable grounds to believe that a child
may need protection.
• Actions that are discriminatory (any action that is contrary to the Canadian Charter of
Rights and Freedoms, the Canadian Human Rights Act, or any provincial or territorial
human rights legislation).
• Actions that constitute harassment — Harassment is a form of discrimination and

is contrary to human rights laws. In its extreme form, harassment may be a criminal
offence.
• Actions, even those that aren’t intentional, that could constitute negligence, as it’s
legally defined.
¹Quasi-criminal: A non-criminal offence that carries a penalty similar to that of a criminal

offence. Compared to criminal offences, non-criminal offences are subject to less complex court
procedures. These offences aren’t classified as criminal, because they’re not based on breaking
the Criminal Code or the Controlled Drugs and Substances Act, but consist of breaches of
Regulatory or Administrative Law.

Actions to take in situations that have legal implications
The NCCP Code of Ethics outlines 3 principles, with supporting standards of behaviour, to
help guide ethical practice and decision-making in coaching- and program-related situations.
Your legal responsibilities as a coach may be specific to a particular situation or time, or the
jurisdiction where you are coaching. The NCCP Code of Ethics, including its principles and
ethical standards of behaviour, guides coaches as part of their responsibilities to assume a
duty to report.
Everyone has a duty to report known or suspected child abuse and neglect under Canadian
child welfare laws. Persons who perform duties with respect to children and youth, including
coaches, have an added responsibility to report. Known or suspected child abuse and neglect
should be reported to the local children’s aid society, who may involve the police and other com
munity agencies. If you believe the child is in immediate danger, you should call the police.
In relation to adults, a crime or suspected crime should be reported directly to the police, as well
as to the corresponding sport organization authorities (examples: local, provincial, or national
sport organization) or sport-identified independent third party organization, where appropriate.
When a coach is confronted by a legal situation such as those described previously, the coach
should respond according to the flowchart in sub-section 2.4.1.
NCCP Make Ethical Decisions: Coach
Workbook
2.4.1 Steps in a legal situation
2.5 Further exploration of ethics and values

Ethical decision-making
As discussed previously, certain ethical situations may generate strong feelings or doubts
because there seems to be more than 1 reasonable solution. Sometimes, making a decision
even involves sacrificing 1 value for another. When there are 2 potential “right” solutions, such
situations are referred to as ethical dilemmas — a conflict between values we wish to
maintain.
Prioritizing principles and values
When someone is faced with an ethical dilemma and is forced to choose between 2 values, that
person’s most deeply held beliefs normally dictate the course of action.
If you’re faced with an ethical or moral dilemma as a coach, you can resolve the dilemma by
asking yourself these questions:
• What does the NCCP Code of Ethics suggest in this type of situation? Which criterion do
you consider the most important?
• Is there another value in which you strongly believe and that you’d seek to maintain at all
costs? If so, which is it?
Do-no-harm principle
Even though it’s a sensitive issue to suggest ranking your values, the NCCP considers that it’s
a coach’s duty above all to ensure that their decisions and their actions don’t harm athletes,
physically or otherwise. The challenge in ethical decision-making is to determine which
value you’ll maintain in your course of action.
Validating your decision
Setting aside the priority given to athletes’ physical safety and health, this last set of questions
may help you validate your chosen option as just and reasonable:
• Would you make this decision in all similar cases?
• If you feel you can’t apply your decision to all similar cases, what might be a reasonable
and justifiable exception? And, in which circumstances? What makes you think that an
exception might be justified in this case, but not in other situations?
• Is the decision consistent with decisions you’ve made in similar situations in the past that
have had positive outcomes?
Going through this last series of questions should give you confidence that you’ve made the
best possible decision under the circumstances. Answering these questions also gives you
sound explanations of your decision.

2.6 Liability of the coach

Negligence: actions or behaviour that fall below a reasonable standard of care.
Liability: responsibility for the consequences of negligent actions or behaviour.
More than ever before, coaches must be aware of the risks and responsibilities, particularly
legal ones, which they assume when they coach. No matter their certification, experience,
employment or volunteer status, sport discipline, or location of residence, all coaches are legally
obligated to provide a safe environment for athletes, at all times.
To understand this obligation more fully, coaches must understand some key legal principles,
including negligence and liability, as well as concepts and techniques related to risk
management. With this knowledge, coaches can determine the applicable standard of care,
assess their own coaching situation for risks, and establish appropriate measures to manage
these risks.
Negligence
Negligence is a term with precise legal meaning. The term relates to standards of behaviour that
the law expects. Understanding the law of negligence is an essential first step in learning how to
provide a safe environment for athletes.
In general terms, negligence refers to a behaviour or action that falls below a “reasonable
standard of care.” The law in Canada demands that we behave in a particular way so that others
who might be affected by our actions aren’t exposed to an unreasonable risk of harm. Coaches
are expected to meet an “objective” standard of behaviour. As adults and as coaches, we are all
credited with the same general intelligence and sensibility, and as such the law expects each of
us to behave in a reasonable fashion in similar situations.
The law doesn’t expect coaches to be perfect in their behaviour. Rather, the law expects
coaches to be reasonable and to act as other reasonable coaches would in the same
circumstances. Therefore, negligence is the failure to exercise the care that an ordinary,
reasonably prudent coach would exercise in the circumstances.
It’s widely accepted that many sport activities involve a certain amount of risk. And, that such
risk is knowable, foreseeable, acceptable and may even be desirable, depending on the sport.
What is unacceptable in sport is behaviour that puts athletes at unreasonable risk or in danger.
A coach’s conduct is negligent when all 4 of the following occur:
• A duty of care exists (such as what exists between a coach and an athlete, where the
coach is placed in a position of power and trust).
• That duty imposes a standard of care, which may be found under the common law or
may be imposed under legislation, that the coach doesn’t meet.
• An athlete or some other person experiences harm.
• The failure to meet the standard of care can be shown to have caused or substantially
contributed to the harm.

• A coach must go beyond duty of care when there are reasonable grounds to suspect that
an athlete is, or may be, an abuse victim and in need of protection. In such cases, a coach
has the additional duty to report and the duty to act. This requires that the coach take
immediate steps, which include reporting the situation to the proper authorities.
For the coach, the standard of care is the most important of the above elements. The standard
of care is what the coach should do in each situation. It’s difficult to precisely define standard of
care, because the inherent risk of the surrounding circumstances influence the standard of care.
Thus, the duty to act responsibly remains constant, but the specific behaviour required to fulfil
that duty changes with the circumstances.
Determining what the standard of care is in any given circumstance involves looking to
4 sources:
• Written standards – These are government regulations, equipment standards, rules for a
sport or facility, rules from a sport governing body, coaching standards and codes of
conduct, and other internal risk-management policies and procedures.
• Unwritten standards – These are norms or conventions that might not be written down.
They’re nonetheless known, accepted, and followed in a sport, an organization or a
facility.
• Case law – These are court decisions about similar situations. Where the circumstances
are the same or similar, judges must apply legal principles in the same or similar ways.
Earlier decisions of the court are a guide, or precedent, for future decisions where the
facts are similar.
• Common sense – This means simply doing what feels right or avoiding doing what feels
wrong. Common sense is the sum of a person’s knowledge and experience. Trusting
one’s common sense is a good practice.
The responsible and prudent coach is familiar with written policies that govern coaches, is
aware of unwritten norms and practices, knows something of the case law as it applies to
coaches, and has learned to trust intuitive judgment and common sense.
Liability
A coach’s negligence may be established when all 4 conditions are met of negligence’s legal
definition. What follows next is the question of liability. While negligence refers to conduct,
liability refers to responsibility for the consequences of negligent conduct. Responsibility may lie
with the coach who was negligent or with another person or entity.
For example, an insurance policy transfers the financial liability for negligence to an insurance
company. A valid waiver of liability agreement might eliminate liability entirely. An injured athlete
may be partially responsible for personal injuries and may share liability with the negligent
coach. And a sport organization may be liable for the negligent actions of its coach who is either
an employee or a volunteer. Vicarious liability is a doctrine that imposes liability on an employer
for employee wrongdoings.
However, vicarious liability doesn’t serve to entirely eliminate the coach’s own personal liability,
particularly when the wrongdoing isn’t connected to the coach’s duties or scope of employment.
Accordingly, the organization and the coach may share liability for the coach’s negligent actions.
It’s expected that the coach will at all times be proactive in helping manage liability.

Negligence isn’t the only action or behaviour that might trigger liability. Liability can also refer
to responsibility for the consequences of conduct, which fail to meet a predetermined legal
standard, other than the standard of care in a situation where negligence occurs. Liability can
arise when a law is broken or a contract is breached. The prudent coach avoids these types of
liability by obeying laws and complying with contractual agreements.
An understanding of the legal meaning of negligence answers the coach’s question: How does
the law expect me to behave? The follow-up question is: How can I be sure that my behaviour
will meet this expectation? The answer to this question lies in risk management.
2.7 Notes
3 Our case study

Refer to Appendix C. As a group, refer to the scenario “Social media and mental health” that
you’ll use to explore the ethical decision-making process.
4 The ethical decision-making process
4.1 The process
Decide
facts of the
Establish the situation
involves legal or
ethical issues
Evaluate the Implement your

options Choose the best
decision
option
Identify
options and
The 6 steps in the consequences
process are:
whether the situation
1. Establish the facts in a situation.
• Determine what has happened (or is happening) and who is involved. Be sure to
investigate all sides of the story.
2. Decide whether the situation involves legal or ethical issues.
• Illegal conduct is always unethical; yet some actions or behaviours may be

unethical even though they are legal. Your course of action will depend on the
situation and any legal implications.
3. Identify your options.
• Think of several decisions to make and actions to take. Create a continuum of

conservative options to liberal ones. In addition, come up with possible positive
and negative consequences for each option.
4. Evaluate your options.
• Use the NCCP Code of Ethics to assess each option. Which one best meets the
Code’s core principles? Keep in mind that the means must be just to be used to
achieve the desired outcome.

5. Choose the best option.
• When making a decision, sometimes you may have to prioritize one value over
another. Whatever your course of action, be sure to follow the do-no-harm
principle, which states —it’s a coach’s duty above all to ensure that the decision
made or action taken doesn’t harm athletes, physically or otherwise.
6. Implement your decision.

• This step involves a great deal of critical thinking. Consider the following
questions:
◦ What are the concrete steps you’re going to take and who needs to be
informed?
◦ Can you handle the situation on your own or should you engage support?
◦ How will you address the individuals involved in the unethical conduct? ◦
What happens if your chosen plan doesn’t work?
Note: The process applies to situations that don’t require an emergency response by the coach.
In crucial and urgent situations (example: an injury) your duty is to manage the situation and
protect the individuals concerned.
General tips about ethical decision-making
When in doubt or faced with an ethical dilemma, think about

1 the do-no-harm principle.
Never second-guess yourself on decisions made with integrity, 2
intelligence, thoroughness, reflection, and based on accepted
values, core principles and expected standards of behaviour.
Make sure you’re clear about your coaching values and that you 3
can talk about them in a way that is clear, simple and easily
understood by everyone.
Cross-reference your coaching values and principles with the

4 NCCP Code of Ethics.
Pay attention to what is important to kids as you establish your
5 ethical
standards. 4.2 Notes

5 Make a decision
5.1 Establish facts and assess issues and implications
5.1.1 The facts
At this stage, ask yourself the following questions:
• What has happened or what is happening?

• When and where did certain events occur?
• Who is (or might be) involved in or concerned by the situation?
• What do the involved parties have to say about the situation? (example: What are all
sides of the story?)
Though you’ll determine the facts from the case study as a large group, you may choose to
record those facts for your own reference as well.

5.1.2 The issue
Does the situation have legal implications?
Once the facts have been clearly established, the next step consists of determining whether the
situation has legal implications. At this stage, ask yourself the following 2 questions:
• Has anyone been harmed by another individual’s action or decision, and if so, in what
way?
• Does the action or the situation contravene an existing law?

For more information, refer to 2.4.1 Steps in a legal situation.
Does the situation have ethical implications?
The NCCP Code of Ethics in Appendix A is a guide you can use at various stages of the ethical
decision-making process. The Code specifies the standards of behaviour that coaches are
expected to demonstrate in certain areas (example: coaching responsibility or interacting with
integrity).
Answer the questions, in the following table, as they relate to the case study. These questions
are based on the NCCP Code of Ethics, and they’ll help you identify possible ethical issues.

Key questions to ask when identifying ethical issues in sport

Principles Is there a potential Is this Why is this
of the NCCP issue with… question question
Code of relevant in this relevant?
Ethics situation?
(Yes or no?)
Leadership Abuse of authority? Yes □ No □

and
Professionali
sm
Ensuring every Yes □ No □
participant’s
well-being is a
priority?
Confidentiality Yes □ No □
or privacy?
Health and Vulnerability of Yes □ No □

Safety participants?
Health and safety Yes □ No □

of participants?
Supervision of Yes □ No □
participants (including
the Rule of
Two)?
Respect and Equitable Yes □ No □

Integrity opportunities for all
participants,
including fair play?
Inclusivity? Yes □ No □
Demonstrating honesty Yes □ No □

or respect for
participants, coaches,
and officials?
What is the issue? Is it legal or ethical?

5.1.3 The options
When considering what course of action to take, start by asking yourself: What could I do in
this situation? Think of a variety of options. Keep in mind that even if you opt to not take
action, then that in itself is a decision you’ve made. Think of your options as a continuum
with doing nothing as the least demanding option. Next, consider the other extreme of the
continuum: What is the most comprehensive or liberal action you might take? Then,
identify several intermediate options. Don’t rule out anything at this stage, even if it seems an
unlikely choice.
Continuum of options for decision or action

Continuum of options for decision or action
Do nothing Intermediate options Most comprehensive action or
decision
As you consider the consequences (positive or negative) for each option, ask yourself:
What might happen if?
• What might happen if I choose not to make any decision or not take action?
• What might happen if my position was favourable to the situation, question or issue at
hand?
• What might happen if my position was unfavourable to the situation, question or issue at
hand?

Determine a minimum of 5 possible decisions or actions to take, and identify positive and
negative consequences for each option.
Options Possible consequences
Option 1: Do nothing POSITIVE
NEGATIVE
Option 2: POSITIVE
NEGATIVE
Option 3: POSITIVE
NEGATIVE
Option 4: POSITIVE
NEGATIVE
Option 5: POSITIVE
NEGATIVE

While sharing options with the larger group, if someone mentions an option you didn’t think of,
record it here:
Additional option POSITIVE
NEGATIVE
Additional option POSITIVE
NEGATIVE

5.1.4 Evaluate the options
Making an ethical decision requires a final reflection on which decision is best, given the
circumstances. Coaches’ decisions should reflect a fair balance between outcomes
sought and the means used to achieve them. Such a decision is:
• The “right thing to do” regarding the duties and responsibilities of the person making the
decision
• Made “the right way”
• Consistent with the core principles and behaviours outlined in the NCCP Code of Ethics
In the table, record your 3 strongest options and evaluate each option against the standards of
behaviours from the NCCP Code of Ethics:
Yes = my option meets this standard of behaviour
No = my option doesn’t uphold this standard of behaviour
n/a = this standard doesn’t apply to the situation
Table to evaluate options

Principles of the NCCP My option 1 My option 2 My option 3
Code of Ethics
Leadership and
Professionalism
Health and Safety
Respect and Integrity
Total number of
Yes responses
Select the 3 strongest options and evaluate them against the NCCP Code of Ethics. See
Appendix A.

5.1.5 Choose the best option
Based on your evaluation, select the option you consider to be the best one. Record the
decision below.
Was it difficult to make this decision?

What did you feel when faced with the decision?
What resources do you have available to support you through this process?
The rationale
What convinced you to select your “best” option? Write the answer in 1 sentence.

5.1.6 Implement the decision
Consider the following 6 steps as you put together your action plan.
Choose your path.
1
Exactly what are you going to do? Carefully plan the steps you'll take.
Think about what might happen.
2
Consider the likely outcomes of the decision and how any consequences will be managed.
Identify who needs to know.

3
Consider who needs to be informed of or involved in implementing the action plan or decision.
Observe the Rule of Two.

4
When approaching people to discuss what you saw (or what was shared with you), you're providing them with
an opportunity to respond and do the right thing. Be sure to always observe the Rule of Two.
Inform, don't threaten.

5
Inform the individual of the logical consequences that can happen if a situation is not resolved. Hopefully,
threatening the person with more extreme consequences is an unnecessary plan B.
Think of what you might do next, if the chosen path of action doesn't work.
6
If your original decision or plan of action is ine ective, think carefully about what to do next. Inform the
individual that now you must follow up with plan B. Consider who should be contacted and what level of
authority you should now involve in this situation.

5.2 Notes
6 Application
6.1 Apply the process

6.1.1. The situation
Describe the situation you’ll use to apply the process.
6.1.2 The facts
Determine the facts of the situation.

6.1.3 The issue
Are there legal implications? If yes, what will you do?

Principles of Is there a potential issue with … Is this question relevant
the NCCP in this situation?
Code of (Yes or no?)
Ethics
Leadership Abuse of authority? Yes □ No □
and
Professionalis
m Ensuring every participant’s Yes □ No □
well-being is a priority?
Confidentiality or privacy? Yes □ No □
Health and Vulnerability of participants? Yes □ No □

Safety
Health and safety of participants? Yes □ No □
Supervision of participants Yes □ No □

(including the Rule of Two)?
Respect and Equitable opportunities for all Yes □ No □

Integrity participants, including fair play?
Inclusivity? Yes □ No □
Demonstrating honesty or respect Yes □ No □

for participants, coaches, and
officials?
What is the issue?

6.1.4 The options
Determine a minimum of 5 possible decisions or actions to take, and identify positive and
negative consequences for each option.
Option 1: Do nothing POSITIVE
NEGATIVE
Option 2: POSITIVE
NEGATIVE
Option 3: POSITIVE
NEGATIVE
Option 4: POSITIVE
NEGATIVE
Option 5: POSITIVE
NEGATIVE

6.1.5 Evaluate the options
In the table, record your 3 strongest options and evaluate each option against the standards of
behaviours from the NCCP code of ethics:
Yes = my option meets this standard of behaviour
No = my option doesn’t uphold this standard of behaviour
n/a = this standard doesn’t apply to the situation
Table to evaluate options

Principles of the NCCP My option 1 My option 2 My option 3
Code of Ethics
Leadership and
Professionalism
Health and Safety
Respect and Integrity
Total number of
Yes responses
6.1.6 Choose the best option
Based on your evaluation, what is the best option?
Does the option follow the do-no-harm principle? In other words, does it maintain
athletes’ physical, emotional and psychological safety?

Would you make the same decision in similar situations?
6.2 Notes
Self-assessment
7 Conclusion 7.1 NCCP Make Ethical Decisions: Coach
Workbook
This self-assessment is an opportunity for you to reflect on your current coaching practices.
The items listed below are the tasks that an Evaluator will be looking for you to successfully
complete during assignments and observations. The assessment will help you identify areas of
strength and areas for improvement.
For each statement presented below, place a check mark in the column that best represents
whether you achieve the statement (never, sometimes, often, always).
Date: _____________________
I am able to… Never Sometimes Often Always
Establish the facts in a

situation
Decide whether the
situation involves legal or
ethical issues
Identify my options and

possible consequences
Evaluate my options
Choose the best option
Implement my decision

7.2 Action Card
Action Card
Date: Location:
I will start...
I will stop...
I will continue...
Important: After you have completed this module, you can access the NCCP Make
Ethical Decisions online evaluation free through the Locker (https://thelocker.coach.
ca/onlinelearning#MED-E). Successful completion of the evaluation is necessary for
coach certification in any NCCP program.
Notes
Stay connected within the

coaching community in Canada!
Coaching For coaching tips and more
information about coaching
contacts modules, visit the Coaching
Association of Canada website,
and follow us on social media.
@CAC_ACE @coach.ca
coach.ca
www.coach.ca @CAC_ACE

Appendix A: NCCP Code of Ethics
NCCP Code of Ethics

Purpose of the NCCP Code of Ethics
The National Coaching Certification Program™ (NCCP) Code of Ethics provides ethical standards that reflect
the core values of the coaching profession in Canada, and guides sport coaches to make balanced decisions
to achieve personal, participant and team goals.
Core principles and ethical standards of behaviour

Coaches value Leadership and Professionalism, Health and Safety, and Respect and Integrity. For each of
these core principles, there are associated ethical standards of in-person and on-line behaviour expected of
every NCCP coach and NCCP Coach Developer in Canada, whether on or off the field.
123
Leadership and Health Respect
professionalism and safety and integrity
This principle considers the This principle considers the This principle considers
inherent power and authority mental, emotional, physical respect and integrity, which are
that a Coach holds. health and safety of the rights of all participants.
all participants.1
1
“Participants” include but are not limited to athletes, opponents, parents, other coaches, volunteers, administrators, officials and medical/IST
irrespective of race, ancestry, place of origin, colour, religion, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital
status, family status, or physical or mental ability (Source of inclusivity statement: Canadian Centre for Ethics in Sport (CCES).
V 6.2 – October 2022

NCCP Code of Ethics
Leadership and professionalism

1
This principle considers the inherent power and authority that a coach holds.
Ethical standards of behaviour

Understand the authority that comes with your position and make decisions that are in the best interest
of all participants
Share your knowledge and experience openly
Maintain the athlete-centered approach to coaching so that every participant’s well being is a
priority Be a positive role model
Maintain confidentiality and privacy of participants’ personal information
Health and safety

2
This principle considers the mental, emotional, physical health and safety of all participants.

Recognize and minimize vulnerable situations to ensure the safety of participants
Prioritize a holistic approach when planning and delivering training and competition
Advocate for, and ensure appropriate supervision of participants, including the Rule of Two Participate in
education and training to stay current on practices to ensure the continued safety of your participants
Understand the scope of your role and skills and call upon others with specialized skills when needed to
support your participants
Respect and integrity

3
This principle considers respect and integrity, which are the rights of all participants.

Provide equitable opportunity and access for all
Establish a respectful and inclusive sport environment where all participants can raise questions or
concerns Obey the rules and participate honestly and respectfully
Be open, transparent and accountable for your actions
Maintain objectivity when interacting with all participants
Contact
Questions related to the NCCP Code of Ethics design may
Rule of Two be directed to the Chief Operating Officer at the Coaching
Association of Canada. Send an email to coach@coach.ca or
call 613-235-5000 ext. 1.
The Rule of Two is a leading practice to ensure a safe sport
environment for all. The goal of the Rule of Two is to ensure all For complaints related to Registered Coaches or Chartered
interactions and communications are open, observable, and Professional Coaches, refer to the Coaching Association of
justifiable. The purpose is to protect participants and coaches. Canada’s Code of Conduct.
When following the Rule of Two, two responsible adults (a coach,
parent, or screened volunteer) are present with a participant. There
may be exceptions in emergency situations. Check with your sport
organization as to how the Rule of Two is enforced.
V 6.2 – October 2022

Appendix B: Other perspectives and

tools
The Coaching Association of Canada (CAC) Responsible Coaching Movement consists of
3 pillars:
1. Rule of Two
• Work as a team: A coach should have another coach or screened adult (parent
or volunteer) present when interacting with participants.
• Remain open to the public: Have a training environment that ensures all
situations are open, observable and justifiable.
• Plan transportation: Have at least two adults present when traveling with a
participant(s), and refer to your club travel policy.
• Be sensible: Be considerate of the gender of the participant(s) when selecting
coaches or volunteers.
• Transparent communication: Ensure that all communications are sent to the
group and/or include parents or guardian, without one-to-one messaging. • For
further learning, take the Understanding the Rule of Two eLearning module (Free!
Visit https://thelocker.coach.ca/onlinelearning#URT-E)
2. Background screening
• Screening includes comprehensive job postings, visible policies and processes,
criminal record checks, interviews, and reference checks.
3. Ethics training
• Ensures coaches have the knowledge, confidence and skills needed to
effectively manage challenging situations
• Training modules include NCCP Make Ethical Decisions, CAC’s Safe Sport
eLearning module, and CAC’s Support Through Sport Series.
Learn more by visiting the Responsible Coaching Movement website at

coach.ca/responsible-coaching-movement
Canadian Centre for Child Protection

“Commit to Kids” is a program of, and is registered in Canada as a trademark of, the Canadian
Centre for Child Protection. The trademark is reproduced with permission.

Commit to Kids, a program of the Canadian Centre for Child Protection, is a step-by-step
plan to mitigate the risk of sexual abuse from happening within sport and other child-serving
organizations.
The program has two components:

1. eLearning module: Commit to Kids for Coaches
The Commit to Kids for Coaches online training empowers coaches with practical information to
help them enhance child and youth safety in sport. It highlights the importance of understanding
boundaries, sexual misconduct, and reporting inappropriate behaviour.
This eLearning module addresses:

• child sexual abuse
• the grooming process
• handling disclosures of child sexual abuse
• the impact of child sexual abuse
• creating a Child Protection Code of Conduct
• policies and procedures to use to protect children
Upon successful completion, users receive a certificate of completion and 3 NCCP PD points
toward maintenance of certification.
Visit https://protectchildren.ca/onlinetraining for information and to register for this 2.5 hour
eLearning module.
2. Commit to Kids Program Kit & Policies and Procedures Workbook:

This resource helps organizations highlight strengths and gaps in their policies, manage risks,
create a child protection code of conduct, review hiring, supervising, and monitoring practices,
and establish reporting procedures for misconduct and sexual abuse concerns.
It includes templates and worksheets to help apply child/youth safety policies in a pragmatic
way, in an effort to reduce barriers toward implementation.
Visit https://protectchildren.ca/en/order/products/commit-to-kids/ to order the Commit to Kids

Program Kit.
The Respect in Sport Activity Leader/Coach Program educates coaches on issues of bullying,
abuse, harassment and discrimination. Coaches leave the training with the skills to recognize,
understand the impacts of, and respond to these issues in a safe and healthy manner.
Program elements include:

• Power dynamics
• Legal responsibility and “duty of care”

• Hazing
• Physical development
• Preventing bullying, abuse, harassment and discrimination (BAHD)
• Mental health outcomes due to BAHD behaviours
• Concussion and injury management
• Positive emotions
Learn more by visiting the Respect in Sport web page at

www.respectgroupinc.com/respect-in-sport and clicking on the activity leaders button.
NCCP Creating a Positive Sport Environment

Participant-centered coaching strategies are an effective way to establish a safe and inclusive
sport culture. By placing participants at the centre of the coaching process, coaches can
promote growth and athletic development, foster creativity and learning, and protect participants
from harm.
After completing this module, you will be able to:
• Describe the characteristics and benefits of participant-centered coaching
• Explain the types of harm that may occur when a coach misuses their power and how to
respond to suspicions or knowledge of maltreatment
• Use positive coaching strategies to create a positive sport environment, enhance safety,
and improve learning and performance
Coaches who are maintaining their NCCP Certification will earn 5 NCCP PD points upon
completion of this module.
This eLearning module will take approximately 40 – 50 minutes to complete. You may complete
the module in multiple sittings. Once you have completed NCCP Creating a Positive Sport
Environment, the module will appear in your coach transcript in the Locker.
To access the eLearning module, visit https://thelocker.coach.ca/onlinelearning#CPSE-E.

Mental Health in Sport

Mental health impacts the quality of life and performance of both sport participants and coaches.
The Coaching Association of Canada’s Mental Health in Sport eLearning module was developed
to educate coaches about mental health to empower them to effectively play a role in supporting
the well-being of the participants in their sport program, while also supporting their own mental
health.
Sport is linked to a range of positive outcomes, including improved mental health and well
being. Coaches have a great deal of influence over participants’ mental health.
After completing the Mental Health in Sport eLearning module, you’ll be able
to: • Describe the foundations of mental health
• Recognize and understand your role in promoting coach and participant well-being •
Understand the importance of self-care
Coaches who are maintaining their NCCP trained or certified status will receive 1 Professional
Development (PD) point upon completing this module.
This eLearning module will take approximately 45 to 60 minutes to complete. It’s available free
of charge in the Locker. To access this eLearning module, visit
https://thelocker.coach.ca/onlinelearning#MHIS-E.
Kids Help Phone
Kids Help Phone is Canada’s only 24/7 national service offering professional counselling,
information, referrals and volunteer-led text-based support for young people. Kids Help Phone’s
free, anonymous services are available in both English and French. Tools and resources
available through the service include a phone line, Live Chat and app, and a website with tip
sheets and articles containing practical content to help young people being coached. Learn
more about the services Kids Help Phone offers at http://kidshelpphone.ca/our-services/ .
Need help now? Call a Counsellor: 1-800-668-6868

Text CONNECT to 686868

Appendix C: Case studies

Social media and mental health
A participant displays concerning behaviours but asks the coach not to tell anyone. The coach
must decide how to respond.
Over the past few weeks head coach Ryan has noticed Nabeela, age 16, has been acting
differently in practices. She has been absent more than usual, has distanced herself from her
teammates, and has generally appeared less enthusiastic and engaged in training.
A couple teammates approach Ryan and show him multiple screenshots from Nabeela’s social
media accounts. Ryan notices that Nabeela’s posts have involved quotes about feeling
hopeless, photos encouraging restricting food and staying thin, and stories about struggling
friendships and relationships. She recently liked a post that involved behaviours related to self
harm, which prompted her teammates to come forward. The teammates explain that no one has
felt comfortable approaching Nabeela about the posts. They ask Ryan if he would be willing to
talk to her.
Ryan takes Nabeela aside after practice to ask how she’s doing. She admits she hasn’t been
sleeping well, confesses that she’s been eating a lot less than usual, and hasn’t felt like herself
for weeks.
Nabeela asks Ryan not to tell anyone, especially her parents, as they wouldn’t understand. She
insists, “I’ll be fine.”
How should Ryan respond to this situation?

To play or not to play

A young athlete mentions a possible knee injury to the coach.
Jaime is head coach of her sport organization. Recently, she has noticed that 1 of the athletes,
13year-old Taylor, has been favouring his left knee during practice. Jaime asks Taylor if the
knee has been causing problems. Taylor admits that it hurts a bit, but he’ll be ready for the
championships that are scheduled in a few days. Taylor is a talented athlete and is on the
provincial coach’s list of potential new recruits.
Jaime’s concern led her to bring up the situation with Taylor’s parents. They say that they are
aware of the situation and have called their family doctor. The physician was away, but during a
telephone conversation, the doctor told them not to worry as “this is normal for growing children”
and “there shouldn’t be any risk.” However, Jaime spoke to a friend who is a sport physician
who strongly suggested that Jaime proceed with caution and that the athlete consult a specialist
as soon as possible.
Club policy dictates that it’s the coach who ultimately decides whether an athlete will take part
in a competition. Another policy dictates that an injured athlete can’t compete until the coach
has written confirmation, from a medical doctor, declaring that the athlete is fit to return. Taylor’s
parents are both members of the organization’s board of directors and know these policies.
One hour before the competition begins, the parents approach Jaime. They repeat what their
family doctor has said, and guarantee that first thing tomorrow morning, Jaime will have the
required letter confirming that Taylor is fit to compete. The parents insist that Taylor must
compete, because the provincial team coach has made a 2-hour trip to see him and this
opportunity may not come around again. They also tell Jaime that she needs to respect Taylor’s
desire to compete. The parents walk away with Taylor towards the registration table.

A questionable relationship
A senior coach and a trainer are in a relationship. The trainer has misdiagnosed a couple of
athletes and the assistant coach is concerned.
Kai has started working as a coach at a prominent club in a medium-sized town. As this is a
university town, athletes at the club are of university age. The senior coach, Oliver, has worked
at the club for just over 10 years. He is well liked and respected, and has a successful winning
record.
One afternoon, Kai is filling out paperwork and sees 2 athletes who are visibly upset. One of
them had been to specialist Dr. Chang to have the doctor check out her ankle, which she twisted
4 weeks ago. Cara-Lee, the team trainer who joined the club in the past year, had assessed the
injury and said the athlete was fine to play. But, Dr. Chang didn’t feel the injury was completely
healed. Dr. Chang told the athlete that if she continues to play, she could do permanent damage
to the ankle. This isn’t the first time Kai has heard a situation like this involving Cara-Lee. A few
months ago, Cara-Lee cleared an athlete who had a concussion, saying the person was fine to
continue with the day’s practice. This action went against the club’s concussion protocol and no
one said anything.
Kai approaches Oliver and raises a few concerns about Cara-Lee’s inappropriate work
performance, asking why it has gone unnoticed. Oliver replies that Cara-Lee has been a trainer
at the club for approximately a year, and he has never noticed any incompetence and has full
confidence in her ability to do her job.
A few weeks later the entire team, coaches and trainers are invited to Oliver’s 50th birthday
party. At the party, Kai notices Oliver and Cara-Lee kissing in the backyard. The club has a strict
policy about workplace relationships and makes each employee sign a behavioural agreement
before they start. Kai doesn’t want Oliver to get in trouble and decides to speak to him about it
the following week.
On Monday, Kai speaks to Oliver. Kai mentions what he saw and again brings up the issue of
Cara-Lee’s performance at work. Oliver gets upset. He tells Kai to mind his own business and
that there’s nothing going on. That evening, however, Kai spots Oliver and Cara-Lee leaving
work together in the same car. How should Kai respond to the situation?

Travel time
A young athlete needs a ride to a game and only you (the coach) is available.
You’ve coached the 10-and-under team in your community for the last 5 years. This year, there’s
an athlete whose family recently immigrated to Canada. Both parents have jobs involving shift
work; they’re often unable to drive the athlete to practice. At the start of the season, this athlete
was very shy. Over the last few weeks you’ve seen her come out of her shell and it’s exciting
that she has started to make friends on the team.
Knowing the family’s work situation, you’ve asked other parents if they would help with
transportation. The field is a 20-minute drive from the athlete’s house, which is too far for a child
of that age to walk alone. The other parents gladly agreed to help and devised a schedule.
Tonight is game night. The other parent, who is scheduled to pick up the athlete, calls to tell
you there has been a family emergency. With that ride no longer available to bring the athlete
to the game, you call the athlete’s mother and ask if there’s any way she or her husband can
get their child to the game. She tells you they’re both working tonight and asks if you’d be able
to pick up the athlete as their house is on your way to the field. You’re travelling by yourself to
the game, which means it would be just you and the athlete in the car. You know how important
the game is to the athlete and don’t want her to miss out, but the club has a rule-of-two policy
that coaches must follow. The mother feels guilty that she can’t be there herself and says she is
comfortable with you taking her child to the game.
What should you do?

Should she share a room?

An athlete’s parents don’t want her sharing a room with a particular teammate and they request
the room assignments be changed.
Mona and Xander are the head and assistant coach of a young women’s team. The 16 and 17
year-old athletes come from a variety of backgrounds. Mona and Xander have worked hard to
create a culture of respect. They believe what matters is how you play the game.
One of the athletes, Emma, naturally embodies Mona and Xander’s philosophy. Emma is
friendly and always has an encouraging word for her teammates. Two years ago, Emma came
out as a lesbian to the coach and players on the team. Emma leaned on the team for support,
particularly Xander, who also came out as gay to his coach and teammates when he was
around Emma’s age.
In a couple of weeks’ time, the team is going to the National Championships. The athletes are
so excited and can barely contain themselves. Yesterday, Mona announced the room
assignments. Emma, Ari and Blake were assigned to share a room (one person on each bed,
the third on a cot). Although they go to different schools, the young women have been friends for
a couple of years now. They work well together and are among the team’s strongest athletes.
The next day, Blake’s parents approach the coaches to request that Blake switch rooms. They
are concerned with the room assignments and would prefer Blake to be in a different room.
Obviously, they understand that room sharing is more economical and don’t want to overstretch
their budget. They are happy to pay for their daughter to have her own room. Blake’s mother
owns a car dealership in town and the family could easily afford to pay for the extra room.
Xander says that Blake hasn’t expressed any concern about sharing a room with Emma, and
Xander voices concern over how this might make Emma feel. Blake’s father replies, that they
just think Blake would get a better night’s sleep in a different room.
How should Mona and Xander handle this situation?
References
Canadian Professional Coaches Association. Code of Ethics, Ottawa, 1993.
Canadian Sport for Life. Long-Term Athlete Development Resource Paper v2. Available at
www.canadiansportforlife.ca
Malloy, D. C., Ross, S., & Zakus, D. H. Sport Ethics: Concepts and Cases in Sport and
Recreation. Thompson Educational Publishing. 2000. ISBN 155077107.
Parachute. Guidelines for Return to Play after a Concussion. Available at

www.parachutecanada.org
Tomlinson, P., Strachan, D. Power and Ethics in Coaching, Coaching Association of Canada,
1996.
P
A
R
T
N
E
Promote a safe
R
S
V
E
R
and inclusive
S
I
O
N
sport experience
Visit coach.ca/CPSE to learn
more!
Mental
Health in
Sport
Promoting coach and participant well-being
Explore the foundations of mental health

and learn to support the well-being of
participants and coaches through this
free eLearning.
Learn more at coach.ca/MHIS

Visit coach.ca, the resource and information hub for coaches in Canada.
Check your coaching transcript in the Locker, access valuable e-learning
coaching modules, and get practical coaching tips that you can use today
from the Coaching Association of Canada.

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k

The National Coaching Certification Program is

1 The National Coaching Certification Program...................................................................2

2 Ethical, legal and value-based decisions...........................................................................7

3 Our case study .................................................................................................................. 17

4 The ethical decision-making process ............................................................................. 18

2023 © Coaching Association of Canada

The Collection, Use, and Disclosure of Personal Information

2023 © Coaching Association of Canada

1 The National Coaching Certification Program

1.1 The NCCP 1–3–5–7 definition

2023 © Coaching Association of Canada Page 3

1.2 NCCP core competencies

• Apply a formal, 6-step, decision-making process.

Page 4 2023 © Coaching Association of Canada

• Explain to other coaches the rationale for a decision.

1.3 Learning outcomes

The learning activities in this module will prepare you to:

1.4 Purpose of the document

2023 © Coaching Association of Canada Page 5

1.5 Overall context

• NCCP Coaching Athletes with a Disability (eLearning)

• NCCP Creating a Positive Sport Environment (eLearning)

• NCCP Leading Drug-free Sport (eLearning)

• NCCP Managing Conflict (PTCR)

• NCCP Making Head Way (eLearning)

• Mental Health in Sport (eLearning)

1.6 Workbook topics

• Ethical, legal and value-based decisions

Page 6 2023 © Coaching Association of Canada

2 Ethical, legal and value-based decisions

2.1 Defining ethics

2.1.1 Key ideas

Morals Ethics Laws

Where do the rules of sports fall in this continuum?

2.2 Ethical dilemmas Ethical NCCP Make Ethical Decisions: Coach

NCCP Code of Ethics

Here are some examples of ethical dilemmas:

2.2.1 NCCP Code of Ethics

Page 8 2023 © Coaching Association of Canada Version 6.1 • November 2019

NCCP Make Ethical Decisions: Coach Workbook

2.3 Factors affecting the decision-making process

Previous Experience Personal Values

Economic and Political

Aspects Gravity of Situation

2023 © Coaching Association of Canada Page 9

2.4 Legal implications

• Does the action or the situation contravene an existing law?

• Actions that are criminal or quasi-criminal¹ (example: theft, sexual assault,

• Actions that constitute harassment — Harassment is a form of discrimination and

¹Quasi-criminal: A non-criminal offence that carries a penalty similar to that of a criminal

Page 10 2023 © Coaching Association of Canada

Actions to take in situations that have legal implications

2.5 Further exploration of ethics and values

Prioritizing principles and values

Validating your decision

• Would you make this decision in all similar cases?

2023 © Coaching Association of Canada Page 13

2.6 Liability of the coach

A coach’s conduct is negligent when all 4 of the following occur: