Full article on why Safe Third Space Activities Matter, and definition of third spaces. Link to Article

This statement should be read prior to each sporting contest. If unable due to announcement limitations or equipment should be visible. Having student-athletes read the statement draws more attention to the reading. Example

This policy should outline the procedures of game day contests should the report of hate speech b reported. The creation and revision of this policy is a Tier 3 implementation. Example of Hate Speech Policy

Some of our populations do not feel comfortable in reporting concerns during the event or identifying themselves for fear of retaliation. Having an anonymous form can help build capacity for reporting unwanted events. Example of Reporting Form

Used when repair needs to occur within schools, teams, communities. If instances occur between two schools, deploying Restorative Justice Practices can benefit both teams to repair and rebuild relationships.

Link to Progressive Discipline Example

Referred to when discussing student-athlete responsibilities, or after something occurs to refer to policy/agreements. All stakeholders have access to what they are accountable for. Example of Comprehensive Handbook

Adherence, reference to and dissemination of VPA policies informs stakeholders of state wide governance. Amendments or creation of policies is a Tier 3 Strategy. Link to Policies

Reproducible for: programs, signage in building, websites, emails. Informing audience.

Reference for decision making. Link to Poster

Schools can create a sportsmanship committee to provide feedback to the VPA sportsmanship committee. School Site representatives can also be a part of the VPA Sportsmanship Committee.

Create signs for fields or gyms from a sign company. Yard signs with stakes work great for field sports and have a visual impact when arriving to the field. Example: No singling out of players by name or number, Be positive.

Create goals for your athletic program's vision and ensure that all parties understand their roles in progressing towards those goals. Discuss expectations for fan behavior and provide resources or education/webinars should they want more information. Set the expectation for your fans. Parent/Guardian pledges/contracts available online.

Designating fan sections is an important game day manageement tool. Clearly noting with signage or personnel where spectators can go is important to keep fan sections separate. Also give consideration if fans are seated behind team benches.

Get creative with your students. Brainstorm themes together for the crowd section. Many beach themes were observed during the winter season.

Create a student-fan section committee that meets with an advisor or administrator prior to games to discuss themes, chants, cheers, expectations. Building a relationship with the students in this committee can be beneficial during games and addressing concerns that arise.

Providing a welcome email or a designated person to calmly and politely greet teams and fans sets the welcoming tone to a game day experience.

Identify opportunities to educate your team about their opponents if their community or make up may be different than yours. Provide resources, opportunities to ask questions, connect with members of that community in order for your team to understand their opponents.

Having standing meetings with your teams to discuss how the season is going and checking in with your student-athletes is a great opportunity to continue to build relationships with them and address any concerns you may have.

This newsletter is sent every Friday at 8am. Within this newsletter there are opportunities for professional development, resources and updates from the VPA.

Create surveys for your student-athletes to allow them to provide you with feedback on how their season is going, concerns they may have, and providing an outlet for student-driven decision making.

Athletic Trainers and other athletic health providers are in a trusted position with student-athletes. Creating a relationship with them will create a connection to you should something arise with a student. Research shows that ATs may catch warning signs or behaviors from student-athletes who may be experiencing mental health concerns.

Create and share your safety plan for practices and games for stakeholders. Much like a school safety plan, this should address all scenarios and have an updates list of contacts and numbers. Coaches should have a copy of this handy and able to refer to.

NFHS offers marketing materials for their #benchbadbehavior campaign. This is radio advertisements, posters and videos

Game day management may benefit from training around responses to behavior. If this, then that type of list that make sense for your school. "If an official stops the game to remove a fan, then you should ensure they are escorted from the premises." Running through possible scenarios with suggested action is like practicing a fire drill, everyone will be on the same page.

Roping off the perimeter of the court, or utilizing other physical barriers like signage can give a visual boundaries for fans. This can be a safety attribute to keep fans away from being in the proximity of teams.

Facts, Setting, and Specific information regarding the incident)

“At last night's game, our (team/sport/level) coach requested I go to the locker room after the game. He told me one of the (other team, specific when possible) players had reported to him that one of the (our team players) had made a racially charged comment to one of your players (identified specific player). The student-athlete whom the comment was directed toward did not respond but his teammate who overheard it approached one of our asst. coaches after the game and let us know, that he heard the comment and that we should be aware. Our asst. coach relayed the info to our head coach who brought me into the fold and we addressed the team before they left the locker room last night.”

(Investigation and Actionable Steps)

“The offending player reached out to me last night and took ownership of the action. I just met with the player and the coaches and facilitated a healthy conversation where it was clear the kid said something inappropriate, took ownership, and accepted, without hesitation, our disciplinary action.”

(Outcomes and Collaboration)

“I would like you to be aware of the following:

1. Your player (who was targeted) should not have had to endure that while playing a game. He was the victim of hate speech on a playing field at (home site). He handled it with grace and composure which is unfortunately likely the result of experiencing this throughout his young life.

2. Your player (who advocated for the targeted player) has our deepest respect for standing up for his teammate reporting the issue to our coaches and doing so in a respectful manner.

3. Our player (the offender) has had his captaincy taken away and has been suspended from playing in games.

4. We await any further action that your player or (visiting school) would like to pursue.

The game was otherwise very fun. I was saddened to learn after the game that this incident occurred. Our most sincere apologies go to your player, his family, your team, your school, and your community.”

Proactive vs. Reaction Measures here

Having similar or same expectations for fans throughout the conference or state will create continuity of expectations

Clear end of game protocols, designated exits, officials escort, ample supervision, calming music, deescalation strategies. Exiting strategies can help fans keep distance from one another during escalated times.

• Use a formal sign-in and sign-out system

• Have proper equipment

• Establish travel/transportation rules

• Always take a head count

• Implement a buddy system

• Make sure you can see all youth

• Be aware of physical contact rules, and beyond a high five, let player initiate

• Be intentional in your language

• Be aware of your tone of voice

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Email your additional best practice with description to: lthomas@vpaonline.org