Sadili Oval Sports Academy: Sport Policy

The purpose of this sport policy for Sadili Oval Sports Academy is to assist in the provision of quality sport experiences for young people. It will encourage the provision of safe, enjoyable and accountable environments for everyone involved in Sports. Dr. Liz Odera, Executive Director and Head Professional, Sadili Oval Sports Academy


Over the years there have been progressive changes in the governance and structure of Sadili Oval Sports Academy and the development of a Sport Policy fits in ideally with the current nature of sports

The key stakeholders in Sadili Oval Sports AcademyÕs Sports Policy and their roles

- The Board of Sadili Oval Sports Academy – approval of the Sport Policy

- Affiliate Sports Organizations, Clubs and Schools – assist in the development of the draft policy; implement the Sport policy in their organizations.

- Sports Coaches – integral in the acceptance of the modifying of rules and procedures and changing the culture of the sport

- Sports Officials –the development of and able to implement, rules for the sport and sign a code of conduct

- Athletes – the participants who will benefit from the implementation of the policy and follow a code of conduct

- Parents of Athletes- the critical supporters of the Athletes who need to be informed and involved in the policy and its development

- Members of the Sports for Social Change Network and Sport and Development Platform, Country Government and Ministry of Youth and Sport administrators who are the direct link for all information pertaining to the policy

- Ministry of Education and the Director of City Education – provision of linkages to School Sports events and programs.

Sport Policy for Sadili Oval Sports Academy


Sadili Oval Sports Academy believes that Sports provides the foundation for a unique life-skills and sporting experience through to a variety of programs and experiences within the comprehensive Sports Academy structure. We believe that sports gives people an opportunity to get an education, while also breaking economic, religious, social and cultural barriers.

There has to be a holistic developmental approach at all levels of the sport involving young people, coaches, technical officials, administrators and anyone else connected to Sports. This must be coupled with leadership development at all levels, in order to create positive change in our communities.

As providers of sport, we must be familiar with, and put into practice, procedures to ensure young people have a positive experience in our chosen sports. The health and welfare of Athletes must be central to all objectives, which include providing:

This policy contains guiding principles to assist in achieving the objectives. They are provided in the following key areas:

1. Getting Young People Involved for the Long-term
2. Working Towards Constantly Improving Athlete Development and Pathways
3. Forming Links

4. Quality Coaching of Athletes

5. Making Sports Safe

Getting Young People Involved for the Long-Term

2.1 Sadili recognizes that Sport assists in preventing lifestyle diseases and we are therefor committed to promoting physical, psychological and social well-being.

2.2 Sadili wishes to provide a variety of experiences in sport that provides enjoyment and social involvement, and encourages development of individual potential.

2.3 Understanding of what young people look for in sport helps Sadili Oval provide positive experiences that encourage young people to remain active participants throughout their lives.

2.4 Sadili Oval provides an opportunity for our community members to develop physical, social and emotional abilities.  We know that many skills and abilities can be transferred to non-athletic careers and sport influences social factors such as community pride, discipline, identity, and leisure.

2.5 Sadili Oval seeks to ensure that marginalization does not occur on the basis of disability, ethnicity, gender and sexuality, geographical location, Indigenous background, social class and socio-economic status, within our premises.

2.6 Recognizing the difficulties from the perspective of young people, and the restrictions they have on being involved, allows sports such as Sport to meet the challenge of all young people having the fundamental right to be involved in sport.   Meeting legal obligations related to equity of opportunity must also be considered.

2.7  Strategies for Getting Young People Involved

2.7.1 Attracting young people – develop promotion, publicity programs that appeal to young people

2.7.2 Ability – ensure equal opportunity for all; emphasize participation, fun, have a go

2.7.3 Body Shape – encourage participation by young people of all shapes, sizes

2.7.4 Disability  – look for options of how people with disabilities might be able to participate

2.7.5 Ethnicity – ensure there is no discrimination against any ethnic groups, that there are no barriers to participation and that all are encouraged to participate actively in sports.

2.7.6 Gender, Sexuality and Equity of Opportunity  – we recognize gender equity; and ensure that young females and males can have their own classes, while providing the option for females to compete in male classes, targeting young females as well as young males.

2.7.7 African Opportunity  – Sadili offers a chance for participation from youth around Africa

2.7.8 Socio-economic Status – it is our goal to provide an opportunity to young people from poor communities with an opportunity to realize their dreams through sports

2.8 Strategies for Long-term Involvement

2.8.1 Ongoing participation – develop strategies to retain young people in the programs

2.8.2 Providing options – provide equal opportunity; differing levels of competition, emphasizing participation over winning

2.8.3 Motivation to keep involved  – provide good first experience; options to participate at desired level; create sense of feeling wanted, etc

3 Pathways Through Physical Growth and Maturation

3.1 Physical activity is essential for the normal growth and development of a child.  However, we know that there are potentially harmful effects for young athletes through the impact of intense training.  This can adversely affect the dynamics and timing of growth and physical maturation. Sadili constantly assesses when children are ready for more intense training and competition.

3.2 Growth is a complicated process because parts of the body mature at different rates, and periods of growth vary considerably between individuals.  This differential growth of various body parts has a major influence on the performance of motor skills.

3.3 Maturation is the genetically programmed series of changes leading to maturity. Tissues and systems mature at different rates and although every child passes through all the stages of maturation in the same order, there is great variation in developmental rates and the length of time taken to pass from an initial stage to a final stage.  Chronological age is of limited value in determining levels of maturity for children.

3.4 Years 8 to 20 are a time of tremendous development for young people on all levels - physically, psychologically, emotionally and socially.   Planning for the progressive development of sports skills in young people requires consideration of

3.5 It is the responsibility of those involved with juniors to manage the experiences available to them so that activities and challenges are offered in a planned and sequential manner.

3.6 Strategies for Sport Pathways

3.6.1 Overall pathway  – outline activities for various age classes, very easy, easy, moderate, hard courses; differing levels of education and training, etc

3.6.2 Programs for Talented Athletes – develop Talent Identification and Development programs

3.6.3 Programs for Competitive Juniors  – maintain School/Club/International/Travelling squads and conduct training programs and camps

3.6.4 Programs for Broader Development  – introduce juniors to coaching, officiating, and administration

3.7 Strategies for Physical Growth and Maturation

3.7.1 Accommodating Physical Growth and Maturation – Training/Practice – discourage excessive training; encourage optimum training regimes, injury prevention,

3.7.2 Accommodating Physical Growth and Maturation – Competition – discourage competing at levels well above the standard applicable to age, excessive competition, too many hard events; encourage post event recovery programs

4.0 Quality Coaching

4.1 Understanding the learning process and the developmental stages are necessary for quality junior Sport experiences.  Young people have preferences for how they like to learn and their preferences might change depending on the type of task and their prior experiences.

4.2 Some might like to watch, listen and experiment and others may like to try an activity first and refine their learning through feedback. Young people typically learn more than one thing at a time.  In the process of learning physical skills, young people also learn what behavior is expected of them, how to work with others, and what they are good at. 

4.3 Recognizing that learning is multi-dimensional is important.  It highlights the complexity of acquiring skills and how broader social aspects of life impact on young people as they learn physical skills. 

4.4 People in leadership roles in Sport should plan for each session and the season ahead.  Planning should address not only what is presented, but also how it will be presented to optimize learning, safety and enjoyment.

 young people

 parents and care givers

 teachers

 coaches

 officials (course planners, controllers, etc)

 administrators

 volunteers

4.6 These people are an important resource in junior Sport because they provide the necessary infrastructure for its delivery.  They also determine the social atmosphere of Sport.  The importance of their contribution cannot be underestimated because of the close relationship between the quality of leadership found in Sport and the quality of the experience for young people.

4.7 Strategies for Quality Coaching

4.7.1 Planning – have plans for coaching programs to meet at levels of need,

4.7.2 Coaching Sports Skills  – have people with appropriate skills to be coaches; develop rapport with young people, have simple processes,

4.7.3 Role Model – coaches should set a good example and teach fair play, cooperation, self-control, self-confidence,

4.8 Stakeholder Community

4.8.1 Young People – encourage Code of Conduct, fair play, team spirit, cooperation, volunteerism

4.8.2 Parents and guardians  – encourage participation of parents and guardians to be involved and to observe Code of Conduct

4.8.3 School Teachers – provide material to teachers and encourage them to obtain qualifications; recognize qualifications through accreditation, etc

4.8.4 Coaches - encourage Code of Conduct

4.8.5 Communication - provide praise and positive feedback,

4.8.6 Setting an Example – adults need to have a high standard of behavior,

4.8.7 Developing a Coaching Philosophy – coaches must have respect for athletes

4.8.8 Officials - encourage Code of Conduct, observance of rules and guidelines

4.8.9 Administrators - encourage Code of Conduct

4.8.10 Management - understand the needs of young people,

4.8.11 Working with Volunteers – good communication, recognize contribution of volunteers

4.8.12 Training Personnel – provide effective training for personnel

4.8.13 Leadership Succession – as best as can be done, plan for leadership succession

4.8.14 Volunteers - encourage Code of Behavior, opportunities to improve/increase skills

5 Forming Links

5.1 Consultation and co-operation are essential for effective and efficient participation. Sadili continuously seeks to engage partners from around the world in the form of organisations, volunteers, individuals and others, to help realize our goals.

5.2 A number of agencies have responsibilities for organizing, conducting and supporting Sport including Sport associations and clubs, schools, commercial and nonprofit providers, government (local, state and federal), and non-government agencies. Sadili commits to working closely with them in shaping the future lives of youth in sports.

6 3.4 All of partners in Sport and their cooperation and goodwill is vital to the successful survival of Sadili Oval Sports Academy.  Consultation and cooperation provide many benefits including

5.4 Strategies for Forming Links

5.4.1 Avoiding Gaps and Overlaps  – create links to the schools network and clubs; have competitions scheduled that promote school and club programs

5.4.2 Achieving Consistency – maintain good links with other stakeholders

5.4.3 Sharing Resources – encourage cooperation in regards to sharing resources

5.4.4 Building Links – look for opportunities to form links with others working with young people

6 Making Sport Safe for Young People and within the Laws of Kenya

6.1 Sadili Oval Sports Academy takes care not not expose young people to risk in any aspect of providing the sports experience.  This is especially important that participants spend a lot of time alone in competition areas.  Moreover, while serious accidents seldom happen, the competition areas have potential to be dangerous for young people, so officials especially course planners need to take special care with planning courses for juniors. 

6.2 Areas of concern for which advice, training and procedures (written where possible) should be in place include:

6.3 Sadili is aware of the relevant legal issues in order to protect the welfare of young people and put safeguards in place.  By doing this they will be protecting both junior members and the organisation.

The legislation relevant to the safety and welfare of participants in junior sport covers

6.4 All of this legislation emphasizes the serious obligations undertaken by any person or organization taking responsibility for the care and/or coaching of children. The community and the courts have a high expectation that officers of organizations and members of management committees are ware of their legal obligations and taking steps to ensure compliance.  Sport Australia Operational Manual

6.5 Strategies for Making Sport Safe

6.5.1 Competition Venues and Courses  – ensure course planning considers potential hazards, course lengths and navigational difficulty should be appropriate for age and experience,

6.5.2 Training and Preparing for Competitions – ensure training exercises are well planned and potential hazards are avoided, teach pre-competition exercises to minimise/avoid injuries,

6.5.3 Infectious Diseases – provide information on how to avoid infectious diseases, eg hepatitis,

6.5.4 Medical Conditions – discourage participation when ill, within the constraints of privacy, encourage notification of significant illnesses,

6.5.5 Drugs  – actively discourage smoking, under age drinking of alcohol, binge drinking by those over legal limit, forbid alcohol at training camps, squad activities,

6.5.6 Dealing with Emergencies  – encourage having first aid kids and qualified providers at all activities; procedures for dealing with emergencies such as missing people.

6.6 Strategies for Meeting Legal Obligations

6.6.1 Discrimination, Sexual Harassment and Child Protection – ensure mechanisms for meeting member protection, especially child protection policies are in place and observed

6.6.2 Drugs in Sport  – ensure that there exists procedures for drug education and expertise from obtaining advice on drugs

6.6.3 Risk and Safety Management - recognizing and acknowledging managersÕ responsibility and accountability for providing a safe and healthy workplace for their employees;

6.6.4     Compliance - ensuring compliance with the organizationÕs duty of care obligations in regard to workplace health and safety

6.6.5 Teamwork - maintain an environment based on co-operation and trust

6.6.6 Privacy – ensure privacy obligations are met when dealing with al individuals.