💪 Product Related Training

The Inclusion Check In 

An Inclusion Check-In is a simple but powerful tool that helps clubs and schools reflect on where they are in their inclusion journey. It provides a snapshot of current practices, highlights strengths, and identifies opportunities for improvement. Within the Sport4All program, the Check-In is an important first step that guides meaningful conversations and helps shape the development of an Inclusion Action Plan. By using the Check-In, clubs and schools can better understand their starting point and set realistic, achievable goals for creating more inclusive environments. A video and guide are provided in the links below to support you in using this tool effectively.

• Sample School Check-in Report – Click Here to View 

• Sample Club Check-in Report – Click Here to View 

• Click to see all the Sport4All Club Check in Module Questions 

• Click to see all the Sport4All School Check in Module Questions  

• Click to see a Comparison between the Two Modules 

The Debrief 

The purpose of a Check-In debrief with a club or school is to create a space for open discussion about their Inclusion Check-In results and what those results mean in practice. It allows inclusion coaches to guide conversations that highlight strengths, explore areas for improvement, and identify priorities for action. The debrief ensures the process isn’t just about collecting information but about building understanding, ownership, and commitment to change. By talking through the findings together, clubs and schools are better equipped to shape an Inclusion Action Plan that reflects their unique context and sets them on a clear path towards greater inclusion. 

• Debrief Training Video – Click to View 

 

Debriefing a Club or School Post Inclusion Check-In 

 

Introduction to Debrief Session 

Thank you for wanting to do the inclusion Check-in 

The reason for our meeting is to show you through the report, answer any questions and talk through next steps 

• How did you find the survey? 

• Why did you feel it was important for you to-do this for your club or school? 

• Do you have many students/people with disability at your club or school currently? 

• Can you share with me how you involve your members/students with disability in sport at the moment? 

The Report 

• Before we go through the report, do you feel you answered the questions to reflect yourself or your whole club/school and staffs view? 

• Have you had a chance to read through there port? 

• If yes, how do you feel about the results? 

 

 

UNIVERSAL FEEDBACK APPROACH — FOR INCLUSION COACHES 

 

Purpose: 

To help Inclusion Coaches give consistent, encouraging feedback regardless of the club’s score profile or starting point. 

Inclusive Environment 

Focus Areas: Sport participation • Environmental accessibility • Communication 

Result Type	Example Language	Framing Approach
Detracting	“You’ve identified that inclusion in your club’s environment is still developing. That’s a great insight, and exactly where real progress starts. Even one small change, like checking with members what makes the venue easier to navigate or feel more welcoming, can shift this space quickly.”	Start with appreciation → Acknowledge reality → Offer small, achievable actions.
Developing	“Your results show some inclusive foundations are already in place, which is excellent. A great next step could be to make those efforts visible, for example, updating your website with accessibility info or featuring diverse imagery.”	Reinforce current strengths → Suggest visibility & next-layer improvements.
Trending Affirming / Affirming	“It’s clear that inclusion is part of how your club already operates. You might now look at ways to share that success, perhaps mentoring other clubs or hosting an inclusive event to celebrate your progress.”	Celebrate success → Encourage leadership and role-modelling.

 

Interpersonal Relationships 

Focus Areas: Personal communication • Role involvement • Having a voice 

Result Type	Example Language	Framing Approach
Detracting	“It sounds like confidence in communicating with people with disability is still growing in your club, which is really common. Training and practice will make that more natural. The fact you’ve recognised it shows strong self-awareness.”	Normalize challenges → Encourage confidence building → Provide a next step (e.g., module).
Developing	“There’s a clear willingness to include, and you’re starting to give members with disability a voice. Consider formalising that by inviting feedback regularly or involving someone with lived experience in decisions.”	Recognize intent → Suggest structure & consistency.
Trending Affirming / Affirming	“Your club is modelling inclusive communication and leadership, that’s a real strength. Sharing your story with others could have a ripple effect across your sport.”	Acknowledge maturity → Encourage advocacy & mentoring.

 

Community Participation 

Focus Areas: Community perception • Social involvement • School linkages 

Result Type	Example Language	Framing Approach
Detracting	“You’re at the exciting stage of starting to connect inclusion within your wider community. One step, like partnering with a local school or disability service for a ‘come and try’ day, can build momentum fast.”	Reframe low results as opportunity → Suggest one visible win.
Developing	“You’ve started making connections beyond your club, that’s excellent groundwork. Keeping that visible through regular events or partnerships will keep inclusion on the community radar.”	Reinforce progress → Suggest consistency.
Trending Affirming / Affirming	“Your community clearly recognises your commitment to inclusion. You might now focus on storytelling, sharing how inclusion benefits everyone.”	Celebrate success → Promote storytelling.

 

Culture 

Focus Areas: Empathy • Fairness • Accountability • Curiosity • Trust • Openness • Respect 

Result Type	Example Language	Framing Approach
Detracting	“Your results show that your club’s culture is still forming around inclusion. That’s completely normal, culture shifts take time. The most powerful change often starts with leaders modelling inclusive behaviours every day.”	Acknowledge that culture takes time → Encourage visible leadership.
Developing	“Your club is already showing curiosity and fairness, which are key ingredients of inclusive culture. Keep building on that by checking in regularly with members and celebrating small wins.”	Highlight key values → Encourage consistency.
Trending Affirming / Affirming	“Your club’s inclusive culture is becoming part of its identity,  that’s a huge achievement. You might now consider how to embed this long term, such as through an inclusion statement or mentoring another club.”	Recognize maturity → Suggest legacy-building.

 

Overall Feedback Template (for coach notes or meetings) 

Acknowledge the effort:
“Thanks for taking the time to complete the Inclusion Check-In, that step alone shows leadership and a real commitment to making your club more welcoming.” 

Reflect the result neutrally:
“Your scores show that you’re [insert level, e.g. ‘starting to build your inclusion foundation’ / ‘already showing strong inclusion behaviours’].” 

Call in, not out:
“Every club’s journey looks different, and the fact that you’ve taken this first step means you’re already part of the change.” 

Offer direction:
“If you’re looking for a place to start, the [specific Sport4All module] would give you practical ideas that fit where your club is right now.” 

End on empowerment:
“Small actions add up, and I’d love to check back in a few months to celebrate your next win.” 

 

Tone Tips for Coaches 

• Start with curiosity, not correction.
  (“Tell me more about how you approached that” rather than “That’s not inclusive.”) 

• Use “you’re already…” or “you’ve started to…” to show momentum. 

• Translate barriers into opportunities.
  (“That’s a great area to focus on next” instead of “That’s missing.”) 

• Share lived examples from other clubs when possible to inspire, not compare. 

• Always pair feedback with an action.

  
  

 

Summarise and call to action  

• How did you find going through all of the different sections?  

• Have you found this process motivating or demotivating to do more about inclusion in your school? (this is not meant to be overwhelming)  

• The report is designed to highlight a pathway to improvement  

• All of my suggestions today and those in the report don’t have to be done tomorrow.  

• It will take time and buy in from all your member/committee/colleagues  

Next Steps  

Do you feel like it would be beneficial for your fellow staff members to also do this survey?  

If so, I can open it up as a group assessment and this can be a great way to get others to learn how important this is and help drive the change.  

Introduce the online learning modules.  

They are short, include videos, downloadable resources, templates and checklists that are all designed and delivered by people with disability.  

Working through these is the perfect first step in improving in some of the areas we spoke about today and you can complete them in your own time, there are no time  

I will send you a link to the online learning to share with your staff members and (also set up the group assessment if they want to)  

•  Do you have any other questions or anything I can support you with?  

• Thanks a lot for your time and your commitment to becoming more inclusive for students with disability at your school. 

• Time Commitment 

 

Understanding The Online Learning Modules 

The online LMS modules are an essential learning resource within the Sport4All program, designed to build knowledge and confidence around inclusion. These modules provide flexible, self-paced training that covers key concepts, practical strategies, and real-world examples to support inclusion coaches, clubs, and schools. By completing the modules, participants not only gain valuable insights but also develop the skills needed to put inclusion into action. They form a core part of the learning journey, ensuring everyone involved has a strong foundation to build from. A video and guide are provided in the links below to help you navigate and get the most out of the modules. 

Click for The Online Club Module Explained 

Click for The Online Modules Explained – Comparison 

Click for The Online Schools Module Explained 

Delivering The Modules in Person 

As an Inclusion Coach, one of your key responsibilities is to deliver Sport4All modules directly to clubs, schools, councils, and community partners. This goes beyond simply presenting content – it’s about creating an engaging, supportive, and practical learning experience. 

What It Involves 

• Preparation – reviewing the module content in advance, tailoring your approach to the audience (e.g., school staff vs. community club volunteers), and ensuring any resources or equipment are ready. 

• Facilitation, not just presentation – guiding participants through the material, encouraging discussion, answering questions, and creating a safe space for learning. 

• Real-life examples – drawing on stories, case studies, or personal experiences to help participants understand how inclusion can be applied in their setting. 

• Interactive activities – running group discussions, exercises, or role-play elements where appropriate to reinforce key concepts. 

• Adapting on the spot – reading the room, adjusting your pace, and making sure everyone is engaged and supported. 

• Follow-up – pointing participants towards additional resources, SharePoint materials, or their Inclusion Coach contact for ongoing support. 

The Goal 

Delivering modules in person is about bringing the Sport4All philosophy to life. It allows participants to connect with you directly, ask questions in real time, and walk away with the confidence and tools to make their sport or school environment more inclusive. 

 

Click to View a Video Simulation – How To Deliver The Sport4All Modules 

 

The Action Plan 

 

Introduction 

An Inclusion Action Plan is a practical tool that helps clubs and schools identify, plan, and implement steps to make their environments more welcoming and accessible for people of all abilities. Within the Sport4All program, it acts as a roadmap for change, turning the values of inclusion into clear actions that can be measured and celebrated. The plan supports each organisation to focus on what works best in their setting, while aligning with the broader goals of Sport4All. By using an Inclusion Action Plan, clubs and schools can build momentum, track progress, and create lasting cultural change. A video and guide are provided in the links below to walk you through the process in more detail. 

• Action Plan Training Video 

How detailed Should an action plan be 

When an Inclusion Action Plan is Too Light 

• Characteristics: 

• Vague goals like “be more inclusive” without concrete steps. 

• Few or no measurable outcomes. 

• Actions that don’t go beyond compliance (e.g., a policy statement only). 

• Minimal involvement from staff, volunteers, or participants. 

• Impact: 

• Little real change occurs—clubs and schools continue “business as usual.” 

• Staff and volunteers may see it as a box-ticking exercise, which reduces credibility. 

• Missed opportunity to create genuine cultural shift or increase participation. 

• Communities who need inclusion most feel unseen, which can damage trust. 

 

When an Inclusion Action Plan is Too Heavy 

Characteristics: 

• Long, complex documents with unrealistic timelines. 

• Too many actions, creating pressure to “do everything at once.” 

• Excessive reporting or administrative requirements. 

• High expectations without adequate resourcing, training, or support. 

Impact: 

• Staff and volunteers feel overwhelmed, leading to burnout or disengagement. 

• Core club/school functions may suffer if too much time is pulled into admin. 

• Risk of failure to deliver on commitments, damaging reputation and momentum. 

• Inclusion is seen as a burden rather than a shared value. 

 

Striking the Right Balance 

An effective IAP should be: 

• Focused: 3–5 priority areas that matter most to the community. 

• Practical: Actions that can be achieved with existing resources (with some stretch). 

• Measurable: Clear, simple outcomes (e.g., number of inclusive programs trialled, percentage of staff trained). 

• Supportive: Builds confidence and skills of staff and volunteers rather than adding pressure. 

 

Why Balance Matters for Change 

• A light plan doesn’t shift culture—change is too slow or invisible. 

• A heavy plan risks failure and disengagement—change collapses under the weight of unrealistic demands. 

• The right-sized plan creates achievable wins that build momentum, helping clubs, schools, staff, and volunteers see progress, feel capable, and stay motivated to embed inclusion long-term. 

 

The Inclusion Check Out 

The Inclusion Check-Out is a follow-up tool that allows clubs and schools to revisit their Inclusion Check-In after participating in the Sport4All program. It helps measure progress by showing where positive changes have been made and where further opportunities for growth remain. By comparing results from the Check-In and Check-Out, organisations can see how their efforts have shifted the needle towards greater inclusion and celebrate the achievements along the way. Within the Sport4All program, the Check-Out provides valuable feedback, reinforces commitment, and supports ongoing improvement. A video and guide are provided in the links below to help you understand and use this tool effectively. 

• How To Undertake a Check Out Video (Coming Soon) 

• How To Undertake a Check Out Guide (Coming Soon)