3. Strategies used in the education of gambling harms in sports ensuring its value is continuous and long lasting Gambling harm is ‘a big issue in sport’ (Participant 4) and that there is need for education ‘across all sports (not just focusing on the ‘’limelight’’ sports)’ (Participant 7). The main emerging theme is ‘safer gambling messages’ with respondents noting that ‘clear and concise messages’ (Participant 5), which are ‘tailored to fit the audience’ (Participant 7) are crucial and that organisations should partner with unions to ensure ‘excellent messaging’ (Participant 8). Moreover, educational programmes on ‘various issues from financial wellbeing to safer gambling/gambling harms’ (Participant 4), with information delivered ‘via speakers/guests to the club’ (Participant 8) and through ‘experiential learning’ (Participant 3) are believed to be the most effective strategies which can be used in the education of gambling harms. Participant 4 also expressed the need for ‘constant interaction from the youngest groups in academies all the way up to the first team as well as with coaching staff and other staff at club’ . In terms of how often and for how long sports organisations should be interacting with safer gambling education, most participants believe there is a need for multiple sessions a year, ‘a minimum of 2/3 sessions’ (Participant 4) and it should be ‘1 hour or less for educational sessions’ (Participant 8). Participant 2 voiced that safer gambling education should not be just ‘a tick box’ , it should be embedded in the culture of a club. The views on the role of digital content in providing continuous safer gambling education was investigated and every single participant believes that digital content plays an important role in delivering the message through online resources. Participant 1 indicated that players should have access to digital content to ‘access information quickly on laws/rules of their sport on gambling’ and Participant 7 emphasised the need for ‘an online library free of resources’ as players would not look online for content if isn’t instantly available to them. Resources could also cover ‘red flags’ , ‘what to do (player/staff) if it’s you who has a challenge’ and ‘what to do (player or staff) to help a teammate ’ (Participant 8) as well as ‘3-6-minute videos’ (Participant 6). It is believed that digital content is not only helpful as an ongoing touchpoint, but as an additional support tool, it can also be beneficial for players to get help in a confident manner because ‘If someone does need help/support they likely will not reach out for help if they feel penalty or job loss will follow’ (Participant 7). However, some participants feel like face-to-face sessions are ‘more engaging and interactive’ (Participant 4) and digital content may be ‘less impactful than in-person sessions’ (Participant 6). Page 15
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