Game of codes Timeline and recent developments related to Education

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Presentations text content in Game of codes Timeline and recent developments related to Education

Slide1

Game of codes

Timeline and recent developments related to Education

T-Do ED meeting in Malta

Elina Kivinukk, Estonian Anti-Doping Agency

September 3, 2018

Slide2

In the previous episodes (in Dublin):

Brainstorming groups for different parts of the standard (ISE)

Part One: Introduction, Code Provisions and Definitions

Part Two: Standards for Education

Part Three: Roles and Responsibilities

Part Four: Annex A – Curriculum; Annex B – Methods

Slide3

Way forward, 12 topics for ISE:

clean sport culture concept;

prevention as an umbrella term for anti-doping;

clarification of roles and responsibilities, including the non-signatories in public sector;

emphasis on networking and collaboration to reduce over-education in some target groups and ensure appropriate education for key target groups;

raising the role of education and gradually increase the target groups for education;

action plan for ISE implementation with tools and activities;

mentoring program for low level ADOs with high – followed by assessment of both mentor and mentee

increased focus on athlete support personnel

quality assurance process for education activities;

quality and effectiveness indicators for assessing education activities;

resources for education – human, material, financial;

use the good

practise

examples from leading NADOs, e.g. UKAD for Curriculum Framework

Slide4

Follow-up from Dublin meeting:

It was agreed that a written consultation process will be carried out after the meeting and more elaborate proposals will be submitted to WADA in due course.

As a result, a lengthy working paper was developed, 28 pages

Slide5

In the meantime in the world anti-doping code

Slide6

CoE comments for the first Draft of Code related to the Education

The Council of Europe propose to considerably

expand the current article on Education and introduce new concepts and definitions

which will also be described in detail in the International Standard for Education.

In addition the Code and relevant standards

should detail the roles and responsibilities of Signatories as well as should foresee proportionate consequences if anti-doping education is not being implemented.

In the time available since the Code Review process was announced, the Council of Europe carried out substantial consultations on education, but comprehensive comments will be provided as part of its

response to the 2nd phase of the

consultation.

Slide7

CoE comments for the first Draft of Code related to the Education:

B) The Council of Europe propose

to revise the roles and responsibilities of signatories

in the field of education and reflect at least the following:

NOC/NPC responsibility to inform athletes and Athlete Support Personnel of the anti-doping rules for the Games at which they intend to participate;

International Federations responsibility to ensure appropriate information and education program for any athlete joining an international-registered testing pool and require National Federations to conduct clean sport education

programs

NOC/NPC responsibility to actively support clean sport education and require National Federations to conduct

clean sport education programs;NADO responsibility to coordinate the clean sport education system for their country, working in collaboration with other signatories, National Federations, Governments and professional associations, as well as to ensure an appropriate information and education program is in place for any athlete joining a national-registered testing pool;responsibility of all signatories to have an anti-doping/clean sport point of contact to support effective collaboration

Slide8

CoE comments for the first Draft of Code related to the Education:

ARTICLE 19 RESEARCH

The Council of Europe considers that the

Article 19 needs revision and refocus

, especially in connection with the new approach that will be introduced through the International Standard for Education and respective changes in the Article 18. In respect of the Research the Council of Europe will provide comprehensive comments as part of its response to the 2nd phase of the consultation.

Slide9

CoE comments for the first Draft of Code related to the Education:

PURPOSE, SCOPE AND ORGANISATION OF THE WORLD ANTI-DOPING PROGRAM AND THE CODE

FUNDAMENTAL RATIONALE

The Council of Europe proposes to revise the introduction of the Code and consider reflecting that the main purpose of WADC should be serving as the basis for clean sport culture through prevention, bearing in mind that:

a) prevention consists inter-connectedly of education, deterrence, detection and enforcement;

b) culture is created by using language that focuses on positive outcomes (rather than fight against doping)

The Code ideally would follow a more logical approach to doping prevention – one that mirrors the interventions that would be taken when implementing an effective anti-doping

programme

.Across the anti-doping system, a language shift from anti-doping to clean sport could be considered to better support the culture we are trying to develop and the values we seek to instil.

Slide10

From the Code drafting team:

Slide11

Health as a General Rationale of the Code:

Code Drafting Team:

Emphasis on Health as a Rationale for the Code –

A recent decision of the European Court of Human Rights relied on public health as a primary basis for upholding the whereabouts requirements of the Code. As suggested by a number of stakeholders, health has been moved to the top of the list of rationales for the Code and is specifically mentioned in the sentence following that list.

Slide12

Comment from the Code Drafting Team:

There are four areas where no attempt at Code revision was made pending receipt of recommendations from active working groups: Data Privacy (Article 14.6);

Education (Article 18)

; WADA Governance and Mechanisms for Monitoring WADA’s Performance; and appropriate references to The Anti-Doping Charter of Athletes’ Rights. Stakeholder comments on these subjects have been referred to an applicable working group for their consideration. The expectation is that these areas will be addressed as may be appropriate in the Second Draft of the 2021 Code.

Slide13

Comments from NADOs following the First Consultation Phase

Comments from 24 NADOs all over the world:

Norway, Spain, Denmark, Slovakia, Belgium-FR, Ireland, Switzerland, Austria, Germany, United Kingdom, Chile, Canada, Belgium-Flanders, New Zealand, Croatia, France, Colombia, Russia, Estonia, Netherlands, Japan, Finland, Uruguay, Sweden

Comments provided by Netherlands were pre-coordinated with the NADO, athletes, ministry and the National Olympic Committee.

From UKAD two different groups commented: stakeholders and the NADO.

Comments from

iNADO

and the Council of Europe

Slide14

From the Code related to Education, main findings

Fundamental rationale focusing on prevention and education

, more recognition on education (proposed by

iNADO

, Council of Europe, EADA, NADA Austria)

The definition of education needs to be reviewed

(NADA Austria, NADA), should be expanded to other ADRVs or promote positive values (SADA), wording for the definition was also proposed by Antidoping Denmark.

Education as a mandatory sanction, especially for low-level athletes (proposed by Sport New Zealand, Versus Law Corporation, World Rugby, NADA, NADO Flanders) and for minors (AEPSAD) and related to health risk substances (

AthletesCAN).Different approach is needed for different levels of athletes (Antidoping Switzerland, NADO Flanders, iNADO, Sport New Zealand, Council of Europe, AthletesCAN, M.-T. Nguyen)

Slide15

Related to the new International Standard

on Education

(ISE):

Education could be addressed more generally in the Code, while more details stated in ISE (NADA, NADA Austria); ISE needs to provide core requirements, but not so demanding (

iNADO

)

Coordination of the anti-doping educational programs should be detailed in ISE (RUSADA)ISE does not seem to bring additional benefits, but provide the dangerous “one size fits all” approach (Antidoping Switzerland)

Slide16

Comments on the roles and responsibilities of different signatories/stakeholders

Roles and responsibilities of different signatories/stakeholders

have been generally addressed by Council of Europe and Russian Ministry, in addition:

International Federations should have the main responsibility in providing the education from junior to senior level (UKAD Stakeholders)

NADOs’ role is important (RUSADA)

Education should be mandatory before the Major event (UKAD Stakeholders, UKAD)

Governments should have the right to identify priorities, such as investigation or educational programs (Russian Ministry)

It should be athlete’s responsibility to be educated (World Rugby)

Compliance with the ISE should be closely followed (NADA Austria), IFs should monitor National Federations (EADA)Special target groups should be educated, such as athlete support personnel (UKAD), medical support personnel (IPC). DCOs’ education should be harmonized (Norwegian Olympic and Paralympic Committee and Confederation of Sports)

Slide17

Comments/Other ideas related to the education:

Evaluation is crucial (NADA Austria), annual statistics on education should be gathered (EADA)

Definition of “ineligibility” should be explained (IPC)

Athletes should have the right to education (referring to the Charter by

AthletesWADA

)

Cases involving recreational and health risk substances should be separated from anti-doping rule violations (Antidoping Denmark), also mandatory educational programs are suggested on these (UKAD)

More education needed on contaminated products, supplements and meat contamination

Educational tools should be more accessible to the athletes with impairments

Slide18

Tasks for T-Do ED for this meeting:

Proposals to be submitted on the Code Consultation Phase 2 (Sept 14, 2018)

Proposals to be submitted on the ISE Phase 1 (Sept 14, 2018)

Slide19

12 topics for ISE:

clean sport culture concept;

prevention as an umbrella term for anti-doping;

clarification of roles and responsibilities, including the non-signatories in public sector;

emphasis on networking and collaboration to reduce over-education in some target groups and ensure appropriate education for key target groups;

raising the role of education and gradually increase the target groups for education;

action plan for ISE implementation with tools and activities;

mentoring program for low level ADOs with high – followed by assessment of both mentor and mentee

increased focus on athlete support personnelquality assurance process for education activities;quality and effectiveness indicators for assessing education activities;

resources for education – human, material, financial;use the good practise examples from leading NADOs, e.g. UKAD for Curriculum Framework

Slide20

Input to be submitted on the Code Consultation Phase 2

Topic (of the 12)

Discussion so far

Clean sport culture concept

CoE

has submitted its general support, Code Drafting Team has addressed; is this enough?

Prevention as an umbrella term for anti-doping

CoE

has submitted its general support, Code Drafting Team has not addressed; do we need a

a stronger way forward?Clarification of roles and responsibilitiesHas been addressed in several comments from Signatories

???

Slide21

Input to be submitted on the ISE Consultation Phase 1

Topic (1-6)

Focuses

clean sport culture concept;

prevention as an umbrella term for anti-doping;

clarification of roles and responsibilities, including the non-signatories in public sector;

emphasis on networking and collaboration to reduce over-education in some target groups and ensure appropriate education for key target groups;

raising the role of education and gradually increase the target groups for education;

action plan for ISE implementation with tools and activities;

Slide22

Input to be submitted on the ISE Consultation Phase 1

Topic (7-12)

Focuses

mentoring program for low level ADOs with high – followed by assessment of both mentor and mentee

increased focus on athlete support personnel

quality assurance process for education activities;

quality and effectiveness indicators for assessing education activities;

resources for education – human, material, financial;

use the good

practise

examples from leading NADOs


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