Prevention of Injury (OCR GCSE Physical Education (PE)): Revision Note

Exam code: J587

Emma Mulhern

Written by: Emma Mulhern

Reviewed by: Ruth Brindle

Updated on

Risk & prevention of injury in physical activity

In order to prevent injury during training there are several factors that should be considered:

  • Personal protective equipment is designed to reduce the risk of injury.

  • Different sports use different types depending on the level of contact and physical risk

    • For example in cricket, a batter typically wears a helmet, leg pads, guards and gloves in case a fast-moving ball strikes them

    • Other examples are shin guards, gum shields, buoyancy aids, head guards and knee pads

  • Appropriate clothing and footwear should be worn at all times

    • Clothing should allow for the full range of motion required

    • Be appropriately sized, tied and attached

      • For example wearing the correct size footwear helps to prevent blisters, provides ankle support and cushioning

    • Jewellery should be removed, hair tied back and laces tied

    • Incorrect clothing and footwear can cause injury to the performer or an opponent

      • For example runners have spikes for grip and performance, but the length of the spikes are monitored as they can cause injury to others

  • Training or activity intensity should provide an appropriate level of competition so that it is challenging but manageable

    • For example competitions are made safe and fair by the use of weight, age and gender categories or handicap systems

  • Any training techniques should be used correctly

    • E.g. when lifting heavy weights spotters should be present and the lifter's back should be kept straight

    • Poor technique, in lifting and throwing for example, can put too much strain on related muscles

  • A warm up routine should be completed at the start of a training session to increase the blood flow going to the working muscles, increasing temperature and flexibility

  • Cooling down effectively helps maintain an elevated breathing rate and heart rate

    • This provides continued blood flow and increased oxygen to the active muscles, which helps with the removal of lactic acid

Identifying potential hazards in sport settings

  • Most sports facilities will have a risk assessment process but there are many hazards that need to be considered in various sports settings:

Facility

Potential hazards

Sports halls and fitness centres

  • Obstructed fire exits, locked doors and windows

  • Rough wall surfaces or wall mounted fittings that could catch clothing or skin

  • Poorly lit sports areas

  • Dirty, wet, damaged or uneven flooring

  • Equipment, bags and clothing left in the way causing trip hazards

  • Poorly maintained or damaged equipment

  • Lack of coaching and supervision can result in poor technique and irresponsible behaviour

Playing field

  • Poorly maintained or uneven ground E.g. hidden dips, holes or mounds

  • Badly maintained, unsecured or unsafe equipment, such as goal posts, nets and benches

  • Litter and debris, including cans, glass or stones

  • Animal droppings

Artificial outdoor areas (e.g. Astroturf or 3G pitches)

  • Wrinkled, bald, or damaged surface can cause tripping or other injury

  • Poorly maintained or damaged equipment

  • Insufficient run-out space from playing boundary

  • Litter and debris, including cans, glass or stones

  • Animal droppings

Swimming pool

  • Slippery, wet or cracked tiled surfaces can cause a slip or cut feet

  • Lack of, or inattentive lifeguards can reduce safety and encourage irresponsible behaviour

  • Dirty, or poor quality water with unsafe levels of pool chemicals

  • Lack of depth signage

  • Deep water, or shallow areas that could cause a diving injury

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Emma Mulhern

Author: Emma Mulhern

Expertise: Content Writer

Emma is currently Head of Physical Education at her school, with over 14 years’ experience in education, specialising in GCSE and A-level teaching across multiple exam boards. Alongside her teaching, she has worked as an examiner at both GCSE and A-level, giving her a detailed understanding of assessment criteria and what students need to succeed. This insight enables her to support students in mastering key content and exam technique, helping them maximise their potential and achieve outstanding results.

Ruth Brindle

Reviewer: Ruth Brindle

Expertise: Biology Content Creator

Ruth graduated from Sheffield University with a degree in Biology and went on to teach Science in London whilst also completing an MA in innovation in Education. With 10 years of teaching experience across the 3 key science disciplines, Ruth decided to set up a tutoring business to support students in her local area. Ruth has worked with several exam boards and loves to use her experience to produce educational materials which make the mark schemes accessible to all students.