Mar 11, 2013 - Management for Physical-Activity Programs, Journal of Physical Education, .... to assist in the event ofan emergency .... versity of Florida.
Journal of Physical Education, Recreation & Dance
ISSN: 0730-3084 (Print) 2168-3816 (Online) Journal homepage: http://www.tandfonline.com/loi/ujrd20
Crisis Management for Physical-Activity Programs Daniel Connaughton , John O. Spengler & Gregg Bennett To cite this article: Daniel Connaughton , John O. Spengler & Gregg Bennett (2001) Crisis Management for Physical-Activity Programs, Journal of Physical Education, Recreation & Dance, 72:7, 27-29, DOI: 10.1080/07303084.2001.10605783 To link to this article: http://dx.doi.org/10.1080/07303084.2001.10605783
Published online: 11 Mar 2013.
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Crisis Management for Physical-Activity Programs DANIEL CONNAUGHTON
child in physical education class suddenly collapses and stops breathing. Someone phones in a bomb threat at a high school football game. A set of bleachers collapses during a basketball game. The short- and long-term outcomes of each ofthese crises will depend greatly on whether a plan exists to handle such events. Sport and recreation managers, physical educators, coaches, fitness instructors, and others involved in providing physical activity must not only try to prevent crises, but also plan for them. A common mistake that many such individuals make is thinking that they will know exactly what to do in the event of a crisis. In an emergency situation, however, they often have no specific plan of action, and their staff may not know how to react properly, quickly, and calmly. Having an established crisis-management plan (CMP) that is understood and regularly practiced by all staff members could prove invaluable in the event of an actual crisis. Since it is impossible to conduct a physical-activity program that is 100 percent risk free, all programs should have an appropriate CMP covering a wide range of potential crises. Most crises have certain characteristics in common. For example, they often give rise to allegations that tell only part of the story and stimulate negative impressions about the organization. Additionally, they are almost always disruptive to the organization. The mission of the organization is usually placed on hold until the crisis is resolved. Finally, a crisis is usually unexpected, which places the organization in a reactionary mode. Therefore, it is important that an organization develop a CMP to prepare for
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JOHN O. SPENGLER such events. The purpose of this article is to inform physical-activity providers about the various strategies involved in crisis management.
Developing a CrisisManagement Plan The primary goal of crisis-management planning is to develop comprehensive, written contingency plans that are based on existing resources and operational capabilities and that will enable staff members to deal with crises effectively (Connaughton, 2001). CMPs cannot be copied from an appendix in a book or from plans developed by other organizations; they must be specifically tailored for individual programs. Each program has unique factors that must be considered, including, but not limited to, the nature and location of the program, its participants and staff, the local emergency medical services (EMS) response time, and the facilities and equipment involved. Despite the uniqueness of each program, several basic components should form the foundation of all CMPs. The initial step in developing a CMP is to formulate a planning team that will carry out the process. The team's primary task is to identify the possible crises that might arise in the organization. There are several methods of identifying potential risks. These methods include consulting with outside experts, reviewing industry trends, and studying accident/injury report forms. The locations where past incidents occurred, the nature of these incidents, and how they were handled will be valuable information in developing a CMP. Initially, it is necessary to consider all situations in which there is potential for crises to occur, from
GREGG BENNETT
minor injuries to major catastrophes. The next step is to develop an action plan for crisis response for each major category of hazard that may confront the organization. The nature and severity of specific emergencies that threaten an organization must be considered. In developing a plan, it is often best to begin by hypothesizing the worst scenarios and circumstances and then the best possible outcomes. Several crucial components should be considered when developing CMPs. First, personnel issues should be addressed. The action plan should identify, by job title, those employees who will handle the crisis. The specific responsibilities of each such employee must be carefully outlined in a simple and very clear format. It is recommended (and often required by law) that certain employees be CPR- and/ or first-aid-certified. First and foremost, all employees should be instructed to make sure that the scene of a crisis is safe before attempting to provide any personal assistance. The CMP should address facility issues as well. For example, all of the following should be clearly identified: the location of emergency exits and shelters; gas, power, and water shutoff valves; alarm systems; back-up power systems; and main electrical panels. The plan should also identify locations for meeting EMS personnel and describe evacuation procedures. Emergency equipment (e.g., fire-fighting equipment, first-aid kits, automated external defibrillators, backboards) should be inventoried, and the plan should say where the equipment is stored and who will have access to it. Communication issues should be addressed next. The planning team 27
should identity outside experts who address the media and to make cer- and should be conducted on a reguwill work side-by-side with the organi- tain that all personnel know that only lar basis (Appenzeller & Seidler, 1998). zation in a crisis. Management should this spokesperson is allowed to talk to The American Heart Association and also designate who will make emer- the media. Finally, it should be deter- the American College of Sports Medigency phone calls and in what order; mined when the CMP itself will be cine (199H) state that emergency action plans should be practiced at least however, the entire staff should be evaluated and modified. As you are addressing the above once every three months, and more trained as to where and how to make emergency communications. The ex- components, you should solicit input often if there are changes in staff. act location of telephones and other from various organizational levels Documentation of these CMP rehearscommunication devices must be speci- (e.g., managers, front-line staff) as well als should be meticulously maintained. fied, and emergency phone numbers as from relevant outside agencies (e.g., Many administrators use standardized must be clearly posted. The following local EMS, fire and police depart- forms or videotapes as evidence that procedures for making an emergency ments, legal counsel, crisis-manage- rehearsals have been performed. phone call should be part of staff train- ment consultants, the organization's ing (American Red Cross, 1997): insurance companv). These agencies Post-Crisis Management 1. Dial the correct emergency num- should also be included in the testing, All crises should be carefully docuber. The n umbel' is 9-1-1 in many com- analysis, and rehearsal of the CMP. mented with appropriate incident/ munities. Dial "0" (the operator) if For example, EMS providers can pre- injury report forms that have been the correct number is not known. dict average response time to a facility approved by the organization's legal 2. Stay calm and provide the dis- and assist in identifying strategic meet- counsel. Staff members should be very patcher with the necessary informa- ing locations. It is usually recommend- familiar with these forms and the polition. Most will ask the following: the ed that an employee meet EMS per- cies and procedures surrounding their exact location and address (include sonnel at an obvious, general location use. For example, it is typically respecifics such as nearby intersections, in the facility and then direct them to quired that these forms be brought to landmarks, building name, floor and the specific emergencv location. the administration's attention withroom number); the telephone numin 24 hours of an incident. These reber from which the call is originating; Testing the Plan ports must be carefully retained for at the nature of the crisis; how many Once initial action plans are devel- least the length of the given states' people are involved; the condition of oped, they should be analyzed and statutes oflimitations (Clement, 1998). the victim (s); and, what help is being evaluated by a crisis manager and/ or Once the crisis is over, an evaluaprovided. committee. The organization should tion must be conducted in a timely 3. Do not hang up the phone until also simulate crisis events as a means fashion. Several issues should be conthe operator/dispatcher states that they of evaluation. After evaluation, the sidered, including why the crisis ochave all of the necessary information. CMP should be modified accordingly. curred, how it was handled, and Post-crisis issues must also be ad- A final draft should then be devel- whether it could have been prevented. dressed. It should be determined who oped and circulated to all affected An overall evaluation will assist in idenwill meet with staff (and when) for parties. Depending on the size and tifying Haws in the CMP and lead to debriefing after the crisis. Documen- nature ofthe organization, all employ- improvements. Updating and revising tation of the facts about the crisis ees should be provided with a written a CMP is an ongoing process. must be made, and an appropriate copy or access to a copy. Organizations should also train desindividual should be designated for Additionally, all staff should be ignated spokespersons to work with this task beforehand. This person trained in the CMP at the beginning the news media during and after a should know how to complete the nec- of their employment and periodically crisis situation. Typically, one spokesessary forms and to whom they should thereafter. Students and certain pro- person should be designated in order be sent. Policies for filing reports gram participants can also be trained to provide a single face with which should be established, and follow-up to assist in the event of an emergency both the media and the public may procedures should be addressed. (e.g., ensure that EMS or certain ad- become familiar. This strategy can also Management must also determine ministrators have been notified; re- minimize miscommunication. which parties to contact in the wake of trieve first-aid supplies) or, at the very The CMP should identity the peran emergency (e.g., injured partici- least, to behave in a manner that does sons who decide what information is pants, parents, law enforcement, in- not impede the CMP. In a school or released and the individual who speaks surance companies), how contact is to recreation setting, certain aspects of for the organization and releases mabe made (e.g., phone calls, visits to the CMP should be practiced with each terials to the media. It should also those injured), and the timing of this new class or group. supply contact information for the Both announced and unannounc- members of the media who should be contact. It is also important to have a pre-assigned spokesperson who can ed practice of the CMP is necessarv notified in the even t of a crisis. Other 28
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details that should be addressed include where press conferences can be held, which phone lines the media can use to call in, where media personnel can park, and what support staff is available to deal with the media. Preparations for a timely, accurate, and appropriate response must begin at the first sign of a potential crisis involving your organization, whether before or after exposure in the media. Media personnel often expect and demand an immediate response from organizations in such situations. A decision should be made in advance on whether a news conference and/ or press release would be an appropriate means of conveying information to the media and the public during a crisis. The means of internal communication that will be used if the crisis affects employees and participants should also be determined. The main switchboard or operator should be informed as to where to refer phone calls pertaining to the crisis (Grey, 1997). When a crisis situation arises, staff members should be informed at the earliest possible stage. Plan to give employees and administrators frequent updates regarding the situation. Again, staff members should be given clear instructions on handling the media and telephone calls concerning the crisis. They should also be told that they might be called upon to perform special duties related to the crisis. Files should be set up to store all materials related to the incident. Newspaper and television reports should be scanned daily for related stories; if necessary, television coverage regarding the crisis should be videotaped. Related material (e.g., statements, letters, memos) should be filed in chronological order with a written outline of events for possible later use as a fact sheet or historical data.
Conclusion Sport and recreation managers, physical educators, coaches, fitness instructors, and other physical-activity providers need to establish a CMP before their next potential crisis becomes a September 2001 • JOPERD • Vol. 72 No. 7
reality. Once a plan is developed, it should be regularly practiced, evaluated, and modified. Developing and maintaining an appropriate CMP is an important proactive measure that can lessen the negative consequences of a crisis if one should occur.
Useful CMP Resources Bonanno, D., & Dougherty, N. (Eds.). (1998). Safety Notebook, 3(1). Reston, VA: American Association for Active Lifestyles and Fitness. Heaney, M., & Michela, B. (Eds.). (1995). Safe schools:A handbook for practitioners. Reston, VA: NASSP/DynCorp. Kibble, D. G. (1998). Safety and disaster management in schools and colleges: A training manual. London: David Fulton.
References American Heart Association/American College of Sports Medicine. (1998). Scientific statement: Recommendations for cardiovascular screening, staffing, and emergency policies. Circulation, 97, 2283-2293. American Red Cross. (1997). Sport safety training handbook. St. Louis, MO: Mosby Lifeline. Appenzeller, H., & Seidler, T. L. (1998). Emergency action plan: Expecting the unexpected. In H. Appenzeller (Ed.), Risk management in sport: Issues and strategies (pp. 297-309). Durham, NC: Carolina Academic Press. Clement, A. (1998). Law in sport and physical activity (2nd ed.). Aurora, OH: Sport and Law Press. Connaughton, D. P. (2001). Crisis management. In D.]. Cotten.]. T. Wolohan, & T.]. Wilde (Eds.), Law for recreation and sport managers (2nd ed., pp. 317327). Dubuque, IA: Kendall/Hunt. Grey, L. (1997). University of Florida communications crisis plan. Gainesville, FL: Office of News and Public Affairs, University of Florida.
Daniel Connaughton and Gregg Bennett are assistantprofessors in the Department of Exercise and SportSciences, and John O. Spengler is an assistant professor in the Departmentof Recreation, Parks, and Tourism, at the University of Florida, Gainesville, FL 32671.
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Conclusion Presenting fitness in the form of a health-club unit provides students with a link between physical education and the "real world." This link motivates them to engage in the learning process because it is personal, allowing them to work with equipment on an individual basis and encouraging a safe environment in which to explore lesson content. Motivating middle school students requires meeting them at their interest level and making the learning purposeful. After all, it's all about them!
References Ennis, C. (1999). Scholar lecture: Canaries in the coal mine: Responding to disengaged students in physical education [Abstract]. Research Quarterly for Exercise and Sport, 70(1) (Suppl.), A73-74. Pangrazi, R. P., & Darst, P. W. (1997). Dynamic physical education for secondary school students (3rd ed.). Boston: Allyn & Bacon. Thornton, K. (1998). Laying the ground work for lifetime participation in middle school physical education: Implementing the findings from the Surgeon General's report [Abstract]. Research Quarterly for Exercise and Sport, 69(1) (Suppl.), A73.
Suggested Readings Corbin, C. B., & Lindsey, R. (1997). Concepts of fitness and wellness (2nd ed.). Dubuque, IA: WCB/McGraw-Hill. Pangrazi, R. P. (1998). Dynamic physical education for elementary school children (12th ed.). Boston: Allyn & Bacon. Ward, P., Doutis, P., & Evans, S. (1999). Lesson, conclusions and implications of the Saber-Tooth Project. Journal of Teaching in Physical Education, 18, 455-463.
Dierdra Bycura is a physical education teacherat Red Mountain High School in the Mesa Public School district, Mesa, AZ85203. Paul W Darst is a professor in the Department of Exercise Science and Physical Education at Arizona State University, Tempe, AZ 85287.
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