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Most injuries and incidents in community sessions are not caused by the game itself, but by things nobody checked: a wet floor, a loose tile, a throwing zone next to the entrance, a bench in the running path. A risk assessment is simply the habit of noticing these things before participants do. In this lesson you will learn a simple, step-by-step method designed for non-formal, community-based settings – no specialist training required.
01What is a risk assessment?
A risk assessment is a structured way of answering three questions before a session: What could go wrong? How likely and how serious is it? What will I do to reduce it? In professional sport this is often done by specialists. In youth work and community sport, it is usually the facilitator’s job. The I-PLAY curriculum asks facilitators to be able to conduct a basic risk assessment for both outdoor and indoor sessions.
02Step by step
- 1Know your group. How many participants? What ages? Are there people with disabilities, health conditions, limited mobility or limited experience? Are there language needs that could affect safety instructions? Plan adaptations in advance rather than improvising.
- 2Inspect the space. Walk the whole area before participants arrive. Look at the surface, boundaries, obstacles, exits, lighting and access for wheelchairs or other mobility aids.
- 3Check the equipment. Inspect every item for sharp edges, cracks, splinters, weight hazards and stability. A wooden bat, a heavy disc or a stack of tiles needs clear safety boundaries. Have a first-aid kit ready.
- 4Identify hazards and rate them. For each hazard, ask how likely it is to cause harm and how serious that harm would be. Focus your energy on the risks that are both likely and serious.
- 5Decide on control measures. Remove the hazard if you can; if not, reduce it (move the activity, mark a safe zone, change the equipment, adapt the rule).
- 6Plan for emergencies. Know where the first-aid kit is, who can give first aid, how to call emergency services and where the nearest exit or meeting point is.
- 7Review during and after the session. Conditions change: rain starts, the group gets tired, more people arrive. Adjust dynamically, and note what you would change next time.
03Indoor and outdoor: different risks
| Setting | Typical hazards | Possible control measures |
|---|---|---|
| Indoor (gym, hall, classroom) | Slippery floors, walls and corners close to play areas, furniture, poor ventilation, limited space for throwing games | Clear and mark the play area, keep a safe buffer from walls, use softer or lighter objects, plan throwing direction away from doors |
| Outdoor (park, square, school yard) | Uneven or wet ground, glass or litter, traffic, sun and heat, cold, passers-by walking through, distance from toilets and water | Inspect and clean the ground, mark boundaries clearly, choose shaded areas, plan water breaks, assign someone to watch the perimeter at public events |
04Pre-session safety checklist
| Check | Done? |
|---|---|
| The space is accessible for all participants (entrances, surface, toilets) | ☐ |
| Boundaries and safe zones (e.g. throwing or waiting zones) are clearly marked | ☐ |
| Obstacles, litter and hazards have been removed or marked | ☐ |
| All equipment has been checked for sharp edges, weight and stability | ☐ |
| Adaptive aids (e.g. brighter balls, lighter bats) are ready and integrated without singling anyone out | ☐ |
| A first-aid kit is present and someone knows how to use it | ☐ |
| Emergency contacts and the nearest exit or meeting point are known | ☐ |
| Specific needs of participants are known and adaptations are planned | ☐ |
| Written photo/video consent has been collected (parental consent for under-18s) | ☐ |
| Water, shade or heating are available as needed | ☐ |
05Shared responsibility
A guiding question of this module asks where a facilitator’s responsibility begins and ends, and who else shares it. You are responsible for planning and running a safe session, but you are not alone: the hosting organisation, venue managers, accompanying persons, parents or guardians and the participants themselves all have a role. Involve them. Briefing an accompanying person, agreeing with the venue who checks the space, or asking participants to report hazards they notice all spread responsibility in a healthy way.
- ✓A basic risk assessment asks: what could go wrong, how likely and serious is it, and what will I do about it?
- ✓Follow the steps: know your group, inspect the space, check equipment, rate hazards, plan controls and emergencies, review.
- ✓Indoor and outdoor sessions carry different hazards; adapt your checks to the setting.
- ✓Safety is a shared responsibility – involve the venue, accompanying persons and participants.
- 1Which hazard in your usual space have you stopped noticing because you see it every day?