Reece & Walk (2006:preface) link their chapters to the LLUK (Lifelong Learning UK) Professional Standards. Having just googled that I find the LLUK is out of date as of 2011 and that LSIS ((ref: http://www.excellencegateway.org.uk/node/61) - probably not the right way to reference but I can sort that for my essay!!
"LSIS is the Standards Setting Organisation for the lifelong learning sector, responsible for developing, maintaining and updating fourteen suites of National Occupational Standards (NOS) which were inherited upon the closure of LLUK"
Clearly there is some development going on right now too. How confusing!
Anyway in my judgement there are always professional standards to maintain in any job or profession and round the world we humans are quite good at coming up with long documents to quantify those!
Found it ...
A guide to using the new overarching Professional Standards
For Teachers, Tutors and Trainers in the Further Education Sector in England
by the LLUK ... so clearly this is indeed the latest one (see link above)
There are health and safety legislation for all things that we humans do. In coaching outdoor activities there is something called Adventure Activity Licencing Authority (AALA) which now comes under the guidelines of the Health and Safety Executive (HSE). There is much talk about abolishing AALA, but professionals in the field of outdoor activities are fully aware that it is so important to learn from mistakes that have happened in the field and make changes to risk assessments as necessary. I think anyone in the field of teaching outdoor activities such as climbing, canoeing, skiing, mountain biking etc get very used to the importance of making risk assessment judgements dynamically, as well as relying on the more generic and site specific risk assessments. In this industry the environment and the nature of the activities is constantly changing. This is something I know quite a lot about having had to perform these assessments when running an outdoor centre. The ability to make risk assessments is important and also to accept that there are benefits to taking risks, but people need to know what the risks are so they can take responsibility (and not sue us). On the HSE website (http://www.hse.gov.uk/services/education/index.htm) it states that "a sensible approach to risk management is essential."
In coaching I issue a Safety Brief at the start of any session and then add to this if the environment changes or something new comes up. All learners are made aware of generic safety issues and sign things to say they understand the risks. The benefits to learners in taking calculated risks can out weigh the possible outcome. As teachers we need to control what we can without preventing the learning and it may well be learner specific. We need to be inclusive and that might mean being creative with our activities to include disabled learners or dyslexic learners ad so on. The Open University has written a clear and concise piece on just this subject which can be found here