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Rugby League

Version 2.1

Forms part of HLS-PR-012: Curriculum Activity Risk Management at http://education.qld.qed.gov.au/strategic/eppr/health/hlspr012/. The particular features of this activity are to be considered as part of the general responsibilities of principals, teachers or other leaders outlined in that procedure.

Scope

The requirements of this Schedule apply to the teaching of Rugby League skills, team training and competition matches conducted by schools

Where the rules and procedures of a Rugby League competition impose additional or more stringent requirements than are listed below, then those competition rules and procedures take precedence and must not be set aside.

Nature of hazards

As part of the process of self-regulation, all persons engaging in the activity should identify and manage additional hazards not mentioned here.

Hazards that may be encountered in rugby league include:

equipment (e.g. goal posts, corner posts)
body contact
behaviour of spectators at competitions

Level of risk

The categorisation of these conditions is subjective and offered as a starting point for risk management planning. The actual degree of risk is best ascertained by persons with intimate local knowledge.

Participation in rugby league involves high risk (level 3).

Minimum supervision

If an adult other than a registered teacher is engaged for instruction, a registered teacher should be present to take overall responsibility.

One adult present should have knowledge of, and an ability to perform, first aid procedures. Minimum requirements; Senior First Aid (e.g. QAS, St. John's Ambulance) or the equivalent.

During competition, a qualified first aid officer/sports trainer should be located in an accessible position to the field(s) of play to provide immediate first aid assistance. There must be phone access to call an ambulance if required

Qualifications

The qualifications listed in this section are minimums for each type of situation. Leaders are encouraged to seek training to raise their qualification level above the minimum listed.

The leader should be:

a registered teacher with competence (demonstrated ability) in the teaching of Rugby League
an adult who has the appropriate coaching qualifications from the Australian Rugby League, if a teacher with demonstrated ability is not available. Those qualifications are:
- for players 12 years & under - Modified Games Coach
- for players 13 years & over - International Games Coach
and familiar with the Australian Rugby League SafePlay Code.

Competition games should be controlled by competent coaches and officials. The minimum requirements are:

a registered teacher with competence (demonstrated ability) in refereeing the game of Rugby League
a qualified referee with Level 1 International (Schools) accreditation for 13 years and over matches
a qualified referee with Level 1 Modified (Schools) accreditation for 12 years and under matches.

A referee who is currently a student of a participating school should not be appointed to referee a game in which his/her school is playing, unless no other referee is available and there is agreement by officials of both teams for that to occur.

In competition games, where touch judges are not provided by the Referees' Association, each school should endeavour to provide a competent touch judge (such as an older student or parent).

Minimum equipment

A first aid kit should be available at all venues where lessons and competitions are conducted.

Hazard reduction

The activity should include:

appropriate warm-up and warm-down activities
instruction in rules, safety procedures and prerequisite skills before students play the game
instruction in the Australian Rugby League SafePlay Code (new window)
progressive and sequential skill development
a structured training and coaching program and selection criteria for teams
training specific to player position

Rules for the games of mini and mod league should be used for the specified age-groups.
The activity should include modified games that match the skill and fitness levels of students.

Teachers should select students on the basis of ability and suitability for the position(s) they are to play (for example, students with long thin necks should not play in the front or second rows of the scrum).

The playing area should be level, grassed and free from obstacles and loose objects.

A minimum space of five metres should surround each field.

Goal posts should be padded.

Corner flags and other markers should be made of non-injurious material.

Player equipment, including footwear and other protective items, should comply with age and standard levels appropriate to the laws of the game.

Correctly fitted mouthguards should be worn for playing and practising.

All boots should be made of safe materials, provide protection for the feet, and have non-slip soles.

Boots should be inspected before each match. Boots with loose, sharp-edged or excessively worn studs and sharp-edged soles should not be worn.

Teachers should identify students who may be suffering an existing injury. If there is reason to believe that a student is injured, the teacher should seek first aid treatment.

Procedures should be established for the management of any student receiving an injury to the head.

Open cuts and abrasions should be treated immediately. If bleeding cannot be controlled completely, the player should not be allowed to return to the field of play. All clothing, equipment and surfaces contaminated by blood should be treated as potentially infectious.

Students should not return to playing after injury until it is clear that the injury has been managed. If there is any doubt, the student should not play until medically cleared.

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