[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M717MD8YTXKB352KPS6AX6HT":3,"skill-same:01M717MD8YTXKB352KPS6AX6HT":72},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":23,"publishedAt":41,"linkOnly":42,"markdownContent":43,"markdownBody":44,"frontMatter":45,"refName":49,"commitSha":50,"skillDirectory":51,"forksCount":52,"repositoryHtmlUrl":53,"repositoryHomepageUrl":6,"ownerHtmlUrl":54,"ownerBlogUrl":55,"ownerDescription":56,"updatedAt":57,"install":58,"resources":71},"01M717MD8YTXKB352KPS6AX6HT","physical-education-referral-coordination",null,"Refer school pupils and sports teams onward and coordinate with other professionals and services.\nTRIGGERS - Use when a PE teacher needs a referral & coordination for school pupils and sports teams in school sports facilities and playing fields.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fphysical-education-referral-coordination\u002FSKILL.md",[18],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000039","教师与教育","PROFESSION","适用职业",[24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40],"coordination","physical","physical education referral coordination","education","referral","sports","fields","services","with","school","teacher","when","use","teams","triggers","for","coordinate","2026-11-10 10:12:30",false,"---\nname: physical-education-referral-coordination\ndescription: |\n  Refer school pupils and sports teams onward and coordinate with other professionals and services.\n  TRIGGERS - Use when a PE teacher needs a referral & coordination for school pupils and sports teams in school sports facilities and playing fields.\ncategory: Physical Education\nlicense: MIT\nversion: 1.0\n---\n# Referral & Coordination — Physical Education\n\nRefer school pupils and sports teams onward and coordinate with other professionals and services. The deliverable is a referral pack and a coordination log with responses tracked.\nThis skill is written for a PE teacher working with school pupils and sports teams in school sports facilities and playing fields.\n\n## When to use\n- You are a PE teacher preparing, delivering or reviewing this part of your work in school sports facilities and playing fields.\n- You need a defensible, repeatable approach that produces a referral pack and a coordination log with responses tracked.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Aerobic fitness | the ability to sustain activity using oxygen |\n| Fixture | a scheduled match against another school or team |\n| Inclusion | adapting activities so everyone can participate meaningfully |\n\n## Workflow\n1. **Step 1** - Confirm the referral is appropriate: what school pupils and sports teams need that sits outside the PE teacher scope in school sports facilities and playing fields\n2. **Step 2** - Prepare the referral from lesson plans — relevant history, current status, the specific question being asked\n3. **Step 3** - With consent, send the referral and log who received it and when; chase non-responses on a set schedule\n4. **Step 4** - Share incoming findings back into the main record so the plan and participation rates stay joined up\n5. **Step 5** - Close the loop with school pupils and sports teams: explain what happens next, who owns it, and what to do if things worsen — mindful of injuries from poor supervision\n\n## Profession-Specific Components\n| Component | Details for Physical Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; risk assessments; fixture records; assessment data |\n| Core tools & equipment | fitness testing equipment; sports equipment; video analysis tools; facility booking systems |\n| People involved | school pupils and sports teams; the PE teacher; colleagues and other services in school sports facilities and playing fields |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in school sports facilities and playing fields] | **Objective:** [What this must achieve] | **Audience:** [school pupils and sports teams and other stakeholders]\n\nThe finished output is a referral pack and a coordination log with responses tracked, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against participation rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in school sports facilities and playing fields.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| participation rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| fitness progress | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| injury rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment completion | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: injuries from poor supervision.\n- Never let this happen: unsafe equipment.\n- Never let this happen: exclusion of less confident pupils.\n- Work only within the competence and authority of a PE teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to school sports facilities and playing fields's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA PE teacher in school sports facilities and playing fields applies this workflow for school pupils and sports teams: they open\nlesson plans, work through the five steps using fitness testing equipment, and close by recording\nthe outcome against participation rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Referral & Coordination — Physical Education\n\nRefer school pupils and sports teams onward and coordinate with other professionals and services. The deliverable is a referral pack and a coordination log with responses tracked.\nThis skill is written for a PE teacher working with school pupils and sports teams in school sports facilities and playing fields.\n\n## When to use\n- You are a PE teacher preparing, delivering or reviewing this part of your work in school sports facilities and playing fields.\n- You need a defensible, repeatable approach that produces a referral pack and a coordination log with responses tracked.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Aerobic fitness | the ability to sustain activity using oxygen |\n| Fixture | a scheduled match against another school or team |\n| Inclusion | adapting activities so everyone can participate meaningfully |\n\n## Workflow\n1. **Step 1** - Confirm the referral is appropriate: what school pupils and sports teams need that sits outside the PE teacher scope in school sports facilities and playing fields\n2. **Step 2** - Prepare the referral from lesson plans — relevant history, current status, the specific question being asked\n3. **Step 3** - With consent, send the referral and log who received it and when; chase non-responses on a set schedule\n4. **Step 4** - Share incoming findings back into the main record so the plan and participation rates stay joined up\n5. **Step 5** - Close the loop with school pupils and sports teams: explain what happens next, who owns it, and what to do if things worsen — mindful of injuries from poor supervision\n\n## Profession-Specific Components\n| Component | Details for Physical Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; risk assessments; fixture records; assessment data |\n| Core tools & equipment | fitness testing equipment; sports equipment; video analysis tools; facility booking systems |\n| People involved | school pupils and sports teams; the PE teacher; colleagues and other services in school sports facilities and playing fields |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in school sports facilities and playing fields] | **Objective:** [What this must achieve] | **Audience:** [school pupils and sports teams and other stakeholders]\n\nThe finished output is a referral pack and a coordination log with responses tracked, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against participation rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in school sports facilities and playing fields.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| participation rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| fitness progress | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| injury rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment completion | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: injuries from poor supervision.\n- Never let this happen: unsafe equipment.\n- Never let this happen: exclusion of less confident pupils.\n- Work only within the competence and authority of a PE teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to school sports facilities and playing fields's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA PE teacher in school sports facilities and playing fields applies this workflow for school pupils and sports teams: they open\nlesson plans, work through the five steps using fitness testing equipment, and close by recording\nthe outcome against participation rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":46,"category":47,"description":48},1,"Physical Education","Refer school pupils and sports teams onward and coordinate with other professionals and services.\nTRIGGERS - Use when a PE teacher needs a referral & coordination for school pupils and sports teams in school sports facilities and playing fields.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fphysical-education-referral-coordination",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. 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Use when a youth worker needs a troubleshooting & problem solving for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-troubleshooting-guide\u002FSKILL.md",[],[80,81,82,83,84,85,39,86,87,88,35,89,36,90,38,91,92,93],"youth work troubleshooting guide","work","troubleshooting","troubleshooting guide","guide","problem solving","outreach","settings","common","people","worker","diagnose","problem","communities",{"skillNo":95,"name":96,"nameZh":6,"description":97,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":98,"categories":99,"keywords":100,"publishedAt":41},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - Use when a youth worker needs a tools & equipment checklist for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-tools-equipment-checklist\u002FSKILL.md",[],[101,81,102,103,35,89,36,104,90,38,105,39,93,106,86,87],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":108,"name":109,"nameZh":6,"description":110,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":111,"categories":112,"keywords":113,"publishedAt":41},"01M71E7NX1BMFEFBH01KCRJDEP","youth-work-supplies-procurement","Specify, source and manage the supplies and materials used in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a supplies & procurement for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-supplies-procurement\u002FSKILL.md",[],[114,115,81,116,117,86,87,89,36,90,38,118,119,39,93,35],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":121,"name":122,"nameZh":6,"description":123,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":124,"categories":125,"keywords":131,"publishedAt":41},"01M71E7JVFP6P96GAT2VT9JY0D","youth-work-stakeholder-presentation","Present youth worker findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a youth worker needs a stakeholder presentation for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-stakeholder-presentation\u002FSKILL.md",[126],{"categoryNo":127,"categoryName":128,"taxonomyType":129,"taxonomyTypeDesc":130},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[132,81,133,134,39,135,93,38,136,86,87,35,89,36,90],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":138,"name":139,"nameZh":6,"description":140,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":141,"categories":142,"keywords":143,"publishedAt":41},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[144,145,146,81,147,87,84,148,86,35,89,36,90,38,39,149,150,93],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":152,"name":153,"nameZh":6,"description":154,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":155,"categories":156,"keywords":160,"publishedAt":41},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[157],{"categoryNo":158,"categoryName":159,"taxonomyType":129,"taxonomyTypeDesc":130},"01JBSEEDCAT000000000000015","视觉设计",[81,161,162,163,39,38,90,164,165,93,87,86,89,36,35],"service","plan","youth work service plan","design","as"]