BHASVIC
2013-14
SOCIO-CULTURAL STUDIES
RELATING TO PARTICIPATION IN
PHYSICAL ACTIVITY.
AS PHYSICAL EDUCATION G451
NAME:
,
TUTOR GROUP:
,
1
Section C
Socio-Cultural Studies relating to participation in physical activity
This section focuses on physical activity as an intrinsically valuable and necessary
experience in contemporary society. Candidates will develop their knowledge and
understanding of the role of physical activity and its impact on young people developing
a balanced, active and healthy lifestyle.
A knowledge and understanding of the socio-cultural factors that have an impact on
regular participation and the achievement of excellence in physical activity will enable
candidates to appreciate the opportunities and pathways available for involvement in
physical activity.
The application of the knowledge gained will enable candidates to evaluate critically the
socio-cultural factors that relate to lifelong participation in physical activity as part of a
balanced, active and healthy lifestyle.
Physical activity
Participation in physical activity
Candidates should be able to demonstrate knowledge and understanding of:
• Physical
activity as an umbrella term (which might
include physical and outdoor recreation, physical
and outdoor education and/or sport);
• the meaning of the terms: exercise;
healthy/balanced lifestyles; lifetime sport/life-long
physical activity;
•the benefits of regular participation in physical
activity;
•factors contributing to increasingly sedentary
lifestyles;
•recommendations in terms of frequency, intensity
and type of physical activity so as to
develop, and sustain, a balanced, active and
healthy lifestyle;
• possible barriers to regular participation in
physical activity by young people.
Physical recreation
outdoor recreation
Candidates should be able to demonstrate knowledge and understanding of:
•physical recreation (definitions; characteristics; benefits);
• Outdoor recreation as an aspect of physical recreation in
the natural environment
(characteristics; benefits).
Physical education
outdoor education
Candidates should be able to demonstrate knowledge and understanding of:
2
•Physical Education
• Outdoor education
(definitions; characteristics; benefits);
as part of Physical Education in the natural (or semi-natural)
environment (definitions; characteristics; benefits; adventure; risk (real vs. perceived)
and safety; constraints on widespread regular participation by young people).
Sport
.
Candidates should be able to demonstrate knowledge and understanding of:
•sport (definitions; characteristics; benefits);
• The terms: physical prowess, physical endeavour,
sportsmanship, gamesmanship,
deviance.
Sport and culture – sport and physical activity as a reflection of the culture in which it
exists
The United Kingdom
(UK)
Candidates should be able to demonstrate knowledge and understanding of:
•
surviving ethnic sports and games in the UK (e.g. Highland Games);
describe the characteristics of surviving ethnic sports and reasons for continued
existence and popularity (including festival; local; traditional; isolation; social; tourism;
annual/occasional; retention of ethnic identity);
•explain the role of 19th-century public schools in promoting and organising sports and
games;
• explain the relatively recent move from the traditional amateur approach to a more
professional approach (with reference to mass participation; sporting excellence;
organisation and administration; government support) in sport.
The United States of America
(USA)
Candidates should be able to:
•describe characteristics of
•explain the nature of sport
the USA (young, capitalist nation; relatively large population);
in the USA (win ethic; commercialism; vehicle for achieving
‘the American Dream’);
• analyse the game of American football (origins, nature of game including violence,
commercialism).
Australia
(AUS)
Candidates should be able to:
•describe
characteristics of Australia (young nation; sparsely populated; colonial
influence and immigration);
•explain the nature of sport in Australia (social and cultural reasons for sport being a high
status national pre-occupation);
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• analyse
the game of Australian rules football (origins; factors that shaped its
development, including commercialism and impact of media).
Contemporary sporting issues that have an impact upon young people’s aspirations and
their regular participation in physical activity in the UK
Funding of physical activity
.
Candidates should be able to:
• demonstrate
knowledge and understanding of public funding; private funding; voluntary
funding (including the National Lottery).
Bodies influencing and promoting participation in physical activity as part of a balanced,
active and healthy lifestyle; the promotion of health, fitness and wellbeing and/or sporting
excellence:
Candidates should be able to:
•demonstrate
•demonstrate
knowledge and understanding of UK Sport;
knowledge and understanding of the United Kingdom Sports Institute
(UKSI) and devolved National Institutes of Sport;
•demonstrate knowledge and understanding of home country organisations (Sport
England, Sports Council Northern Ireland, sport Scotland, Sports Council for Wales);
•demonstrate knowledge and understanding of current government and national
governing body initiatives;
• evaluate critically initiatives that have an impact on young people’s aspirations and their
regular participation in physical activity in the UK.
Excellence and participation in the UK
.
Candidates should be able to:
•explain
sports development (the sports development pyramid; continuum from mass
participation to sporting excellence);
•explain opportunity, provision and esteem (with reference to both participation in
physical activity and the achievement of sporting excellence);
•evaluate critically social and cultural factors that affect participation in physical activity
and the achievement of sporting excellence by young people, the elderly, people with
disabilities, women and ethnic minority groups;
• describe possible measures to increase participation in physical activity and
achievement of sporting excellence.
Performance enhancing products
.
Candidates should be able to:
•explain the reasons for the use of drugs in sport;
•describe the consequences of the use of drugs in
sport (with particular reference to
health, wellbeing and role modelling for young people);
•describe possible solutions to the problem of the use of drugs in sport;
4
• explain
the impact on performance(s) in sport of modern technological products (with
reference to particular products and activities).
Sport, sponsorship and the media
.
Candidates should be able to:
•explain the roles of the media (informing; educating; entertaining; advertising);
•evaluate critically the impact of the media on sport (with particular reference to
its role in
promoting balanced, active and healthy lifestyles and lifelong involvement in physical
activity);• explain the relationship between sport, sponsorship and the media (‘golden
triangle’).
Violence in sport
.
Candidates should be able to:
•demonstrate knowledge and understanding
• describe possible causes and solutions.
of violence in sport (players and spectators);
The Olympic Games
.
Candidates should be able to:
•demonstrate
knowledge and understanding of the background (vision of de Coubertin);
principles; aims and philosophy of the modern Olympic movement; summer and winter
format; International Olympic Committee (IOC) and British Olympic Association (BOA);
•explain the commercialisation of the Olympics: pre- and post-1984 (Los Angeles);
•describe the opportunities and implications for sport and society in the UK arising from
2012; (impact of being a host nation on sport and society; benefits and drawbacks
including potential for increasing participation and promoting healthy lifestyles
particularly among young people);
• explain how the Olympic Games is a vehicle for nation building, eg. China; the ‘Shop
Window’ effect; government control and funding of sport; sport as a political tool.
5
Socio-cultural Studies relating
to participation in physical
activity.
Once you have completed the booklet ensure you have notes and you
have learned the sections below. This is the minimum requirement for the
exam.
Learning objectives
At the end of this booklet you should be able to:
Notes Learned
Understand physical activity as an umbrella term (which
might include physical and outdoor recreation, physical
and outdoor education and/or sport)
the meaning of the terms: exercise; healthy/balanced
lifestyles; lifetime sport/life-long physical activity
the benefits of regular participation in physical
activity;
and factors contributing to increasingly sedentary
lifestyles
recommendations in terms of frequency, intensity
and type of physical activity so as to develop, and sustain,
a balanced, active and healthy lifestyle
possible barriers to regular participation in physical
activity by young people
Physical recreation (definitions; characteristics;
benefits) outdoor recreation as an aspect of physical
recreation in the natural
environment (characteristics;
benefits).
Physical Education (definitions; characteristics;
benefits);
6
Physical activity is widely accepted as being beneficial to health. However, only 37% of
men and 25% of women in the UK take part to the recommended level of physical activity.
Let’s start by sorting out some of the meaning to the terms related to physical activity.
Task 1
Understand Physical activity
Think of as many different examples of physical activity as you can.
 __________________________________________
 __________________________________________
 __________________________________________
 __________________________________________
 __________________________________________
 __________________________________________
In pairs try and think of as many types of physical activity.
 _________________________
 _________________________
 _________________________
 _________________________
 _________________________
 ________________________
 ________________________
 ________________________
Now we have looked at some examples what do we think would be a definition of
physical activity?
DEFINITION:
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8
Benefits of Physical activity
9
UNDERSTAND TERMS REGARDING PHYSICAL ACTIVITY .
Now investigate and define these related topics:
 Exercise_____________________________________________
____________________________________________________
____________________________________________________
 Examples
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
 Healthy Balanced lifestyle_______________________________
____________________________________________________
____________________________________________________
Use the boxes to list the components of a healthy balanced lifestyle.
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Lifelong Physical activity.
Now investigate and define these related topics:
 Lifelong Physical activity______________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
 Examples
1. _____________________
2. ____________________
3. _____________________
 Lifetime sports______________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
 Examples
1. ___________________
2.
3. ___________________
4. ___________________
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Exam Question
(4 marks)
Explain the characteristics of lifelong physical activity and lifetime sports
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______
Peer marking notes:
What’s good?
Suggest improvements?
Examiner’s Tip – when reading a question BEFORE you write your
answer, you must firstly IDENTIFY the COMMAND VERB (what
they’re asking you to do – in this case critically evaluate), the
SUBJECT (looking at what / topic – look at bones here) and the
SUBJECT QUALIFIER (specifically what you MUST include – answer
boundaries).
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Physical Recreation
Who is taking part in recreation? Can you explain what characteristics tell you
that?
Use page 217 and 218
Define Physical recreation : _______________________________________
______________________________________________________________
Identify the characteristics of Physical recreation:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Note: Physical recreation encompasses lifetime sports as recreations can be
badminton, or golf. It’s the nature that changes it from sport to recreation.
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Choose five benefits of taking part in physical recreation from the list of words below.
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
 ____________________________________________
Enjoyment, risky, physical benefits, stressful, mental benefits, money, meet
people, fame, relaxation, put on weight, solitude.
Exam Question
(4 marks)
Explain the characteristics and benefits of physical recreation.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
_______________________________________________
________________________________________________
________________________________________________
________________________________________________
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________________________________________________
________________________________________________
Peer marking notes:
What’s good?
Suggest improvements?
Examiner’s Tip – when reading a question BEFORE
you write your answer, you must firstly IDENTIFY the
COMMAND VERB (what they’re asking you to do –
in this case critically evaluate), the SUBJECT
(looking at what / topic – look at bones here) and
the SUBJECT QUALIFIER (specifically what you
MUST include – answer boundaries).
15
Outdoor recreation
Circle the activities that are taking part as part of outdoor recreation.
What is the difference between outdoor recreation and physical recreation?
*__________________________________________________________________
__________________________________________________________________*
Characteristics:

_________________________________________________________

_________________________________________________________

_________________________________________________________
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Identify the main benefits of outdoor recreation:
__________________________________________________________________
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__________________________________________________________________
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SPORTS
Definition: Sport is, ______________________________________
______________________________________________________
______________________________________________________
______________________________________________________
List as many examples of sport as you can?
_____________ __________________ ______________ _____________
_____________ __________________ ______________ _____________
_____________ __________________ ______________ _____________
 Characteristics of Sport
______________________________________________________________________
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Take a look at the pictures on the next page and decide if they are taking
part in sport or not?
In analysing these activities in might help to consider the following.
Tradition, do we call this a sport in this country?
Vigorous activity, does it involve real excretion?
Competition, is there an element of competition?
Administration, does the activity have and follow a NGB?
Behaviour, do the players show skill, commitment and fair play?
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The more often the activity fits into the sports criteria the more likely it is classified as a
sport and not anything else.
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There are certain terms that are associated with sport that you need to know and
understand.
Physical prowess______________________________________________
_________________________________________________________
_________________________________________________________
Example______________________________________
Physical endeavour______________________________________________
____________________________________________________________
______________________________________________________________
Example____________________________
Sportsmanship___________________________________________________
______________________________________________________________
______________________________________________________________
Example____________________________
Gamesmanship__________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Sportsmanship vs. Gamesmanship
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Simon says
“Gamesmanship is
part of the game so
we might as well get
as good at it as we
can”
Simon says
“sportsmanship is an
out of date ideal that
no one lives by
anymore so let’s not
worry about ‘shaking
hands’”.
In groups discuss the possible effects of sportsmanship and gamesmanship.
Outline the main arguments for and against using specific examples. Conclude
with answering if gamesmanship is cheating?
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Physical Education
What is physical education?_____________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Characteristics
of Physical
education
What are the benefits of Physical education?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Physical Education




What is the difference between sports and physical education?
Is there an advantage to competitive sports?
Discuss in group the advantage of a balanced curriculum.
Identify if your schools P.E programme was balanced.
Make notes on these four points.
Physical Education
Debate- should we teach Physical education or Sports?
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Outdoor Education
What is a definition of outdoor education?
 ___________________________________________________________
___________________________________________________________
___________________________________________________________
Who takes part in outdoor education?
 __________________________________________
__________________________________________
__________________________________________
When do people take part in outdoor education?
 __________________________________________
__________________________________________
__________________________________________
Where can people take part in outdoor education? Be specific.
 __________________________________________
__________________________________________
__________________________________________
__________________________________________




What are the potential benefits of taking part in outdoor education?
Draw on your own experiences.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Perceived risk vs. Real risk in outdoor education
Look at the activities below and put them in order of risk. Put them in number order with
1 being the most risky.
REAL RISK
Perceived Risk In your own words write down what perceived risk and real
risk are.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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RESTRICTIONS ON PARTICIPATION IN OUTDOOR EDUCATION.
You are a P.E teacher and you have been asked to take the students away on an
adventure weekend.
Below list the things you need to do to make the activity happen.





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THURSDAY, JUNE 16TH, 2005. THE LYME BAY CANOEI NG TRAGED Y.
Some of the most spectacular reefs in the UK are found in Lyme Bay, just off the Devon Coast but the deaths of four
schoolchildren in the Lyme Bay canoeing tragedy in March 1993 will be remembered for a very long time by many people,
not only family and friends, since their outcome changed the outdoor activity community and served as the first precedent in
the
British
jurisprudence
for
corporate
manslaughter.
The canoeing tragedy itself was the result of a series of errors and circumstances, which the Devon County Council report
states “quite simply, should not have happened.” This report goes on to say that “the immediate cause of the tragedy was,
however, the lamentable failure of the St Alban’s Centre to organise and supervise the canoeing activity, to employ suitable
staff and to have prepared and operated sensible and pre-determined procedures when difficulties arose.” The successful
prosecution of the parent company, OLL and the managing director, Peter Kite, was based around these issues.
The canoeing party set out from the Cob in Lyme Regis at about 10 a.m. on March 22nd 1993. The party of 8 pupils and
their teacher were accompanied by two instructors from the St Alban’s Centre. The intention of the trip was to cross to
Charmouth and return to Lyme Regis by lunchtime. Almost as soon as the trip got underway, the teacher experienced
difficulties, and whilst one instructor attended to him, the other instructor rafted the pupils together. The raft rapidly dr ifted
away from the teacher and instructor, and lost sight of them. The pupils were wearing life jackets, the instructors bouyancy
aids.
No
flares
were
carried,
and
the
pupils
did
not
have
spray
decks.
As the raft of kayaks drifted away form the coast, the wave height increased, and gradually, one by one, the kayaks were
swamped until all nine individuals were in the water. Although the group had been due back for lunch at 12 noon, the
emergency services were not asked to help until 15:30. The teacher and one instructor had remained in their kayaks, and
were rescued by the inshore lifeboat at 17:31. The rest of the group were picked up by rescue helicopter between 17:40 and
18:40.
The events that surrounded and led to the loss of these four young people re-invigorated the campaign to better regulate
the safety of outdoor activity providers, particularly those providing activities for school children. In addition, an investigation
and review of coast guard procedures were undertaken, as the trial judge considered that the actions taken by HM
coastguard on the day in question demonstrated “oversight” with regard to the search and rescue operation.
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Factors contributing to increasingly sedentary lifestyle

___________________________________________________________

___________________________________________________________



___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________
___________________________________________________________
Possible Barriers
O
P
E
28
Barriers to physical activities
Explain giving examples what is meant by;
Opportunity_____________________________________________________
______________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
Provision_______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Esteem________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Recommendations of Intensity and type of physical activity.
The British heart foundation and the dept of health make some recommendations
regarding the amount of activity you should be taking part in to develop a
Balanced Active Healthy Lifestyle.
Current levels are: _______________________________________
_______________________________________
Adults: Frequency _______________
Intensity
________________
Time
________________
Type
________________
__________________
__________________
__________________
__________________
Children :
__________________
__________________
__________________
__________________
F
I
T
T
________________
________________
________________
________________
Are you doing enough?
_____________
_____________
_____________
________________
________________
________________
Key term: Physical activity has the potential to reduce CHD, osteoporosis, high
blood pressure.
Can increase, co-ordination, strength, flexibility, balance.
30
POSSIBLE BENEFITS TO PHYSICAL ACTIVITY
Analyse the benefits of participation in physical activity
10
Exam tip; Make bullet point notes of key areas and think of examples before you start to write.
1. Identify the command word ____________________________
2. Identify the subject area ____________________________
3. Identify the subject qualifier ____________________________
Notes
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(10marks)
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Developing ‘higher order’ thinking and writing skills
First - read the exam question very carefully. This requires you to identify the command word, the subject and exactly what is being
examined about the subject. Then - (if required by the command word) set off on the road to critical evaluation
Identify
Brainstorm
Describe
Explain
for
Give reasons
Write….develop
Think of points that relate directly Develop key points by saying why
to the exam question
and how they are significant to
the
question
Explain
significance
List or ‘spider diagram’ your
Give examples and evidence to
points/
support your points
ideas
Start here
Discuss Analyse Critically
evaluate
Think of alternatives Develop
further
Critically reflect
on what you have written
Complete key points or
paragraphs
with alternative evidence / a
different
view
Development of a critical argument for an essay
End Here
32
The aim here is to take a key idea and to develop it into something more critically evaluative by adding
examples, evidence, explanations and alternative views where relevant.
1. Know &
understand
2. Apply
Key Idea
Example/evidence
3. Evaluate & synthesise
Explanation
Development/critical evaluation
What’s good or bad? What have others
said? What do you think? Why?
How can a game of
badminton be
recreation and a run be
a sport?
What role does
sportsmanship still play
in sport today?
33
1. Know &
understand
2. Apply
Key Idea
Example/evidence
3. Evaluate & synthesise
Explanation
Development/critical evaluation
What’s good or bad? What have others
said? What do you think? Why?
Possible barriers
A run can be a
sport
34
The aim here is to take a key idea and to develop it into something more critically evaluative by adding
examples, evidence, explanations and alternative views where relevant
1. Know &
understand
2. Apply
Key Idea
Example/evidence
3. Evaluate & synthesise
Explanation
Development/critical evaluation What’s
good or bad? What have others
said? What do you think? Why?
Football can be
recreation
Outdoor education is
too much hastle
35
Glossary of terms
Term
Explanation
Sportsmanship
Sport
Fair play
An organised, competitive and skilful physical activity
requiring commitment and fair play e.g. playing
seriously for a local, regional or national team
Verbally abusing, taunting or intimidating an opponent
(eg in cricket)
Imagined hazard (related to the natural environment)
that gives a sense of adventure and opportunities for
personal challenge/development
Benefits to do with self e.g. improved self esteem
Anything that gets the body moving and the heart
pumping harder than at rest. Also an umbrella term
Benefits to do with the body e.g. potential to reduce
the risk of disease or improve cardio-vascular fitness
The learning of physical, personal, preparatory and
qualitative values through formal physical activity in
schools
Effort
Skill
Physical activities that are pursued for different
reasons and benefits at a relatively unsophisticated
level
Young people learning in and about the natural
environment. Part of PE involving risk/safety
Having the chance to take part e.g. having enough time
Physical recreation in the natural environment e.g. a
country walk Natural environment
e.g. mountains, rivers, hills and lakes
Enjoyable, health-enhancing movement sustained
throughout life e.g. yoga
Day to day life that has equilibrium, quality and
wellness (including some of:
exercise, nutritious diet, injury and illness prevention,
rest/sleep,
hobbies/social, personal hygiene, ‘free’ time, control of
stress and pressure, good relationships
Pushing the rules to the limit to get an unfair advantage
Planned or structured physical activity requiring
physical effort aimed at improving health and fitness
Having self belief or confidence
Seriously breaking the rules and norms (of sport)
Factors that stop people taking part
Excitement that can be experienced through Outdoor
Recreation or Outdoor Education
Sledging
Perceived risk
Personal benefits
Physical Activity
Physical benefits
Physical Education
Physical endeavour
Physical prowess
Physical Recreation
Outdoor Education
Opportunity
Outdoor Recreation
‘The Great Outdoors’
Life-long physical activity
Healthy balanced lifestyles
Gamesmanship
Exercise/ physical exercise
Esteem
Deviance
Barriers to participation
Adventure
36
Table task
Opportunity Provision Esteem
CONFIDENCE
SOCIO-ECONOMIC STATUS
FAMILY
SPACE
FRIENDSHIP GROUP
SPORTS CENTRE
TRANSPORT
SENSE OF WORTH
TIME
Benefits of Physical activity
Physical Mental Social
Avoidance of risk of coronary heart disease
Development of self esteem
Creation of friendship group, social interaction.
Healthy growth of musculoskeletal and cardiorespiratory system.
Reduction of obesity
Reduction in financial burden on health system
Increase in confidence
Reduction of growth plate injuries (dependant on age)
Sense of achievement
Sense of belonging
Increase in cognitive function development.
37
Socio cultural Extension Questions
Physical Activity and Culture
1.
(i)
What is meant by each of the following:
sportsmanship
gamesmanship
perceived risk?
........................................................................................................................
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(ii)
Identify three components of a healthy balanced lifestyle.
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[4]
Examiners Comments
Most candidates scored 2 or 3 out of 4 marks here. Gamesmanship was often
inaccurately explained as breaking the rules and perceived risk was poorly understood.
Identification of three components of a healthy balanced lifestyle was well done –
especially by those who gave a little more detail to ensure accuracy eg sufficient rest, a
healthy diet, positive relationships rather than the vague: rest, diet, relationships.
2.
(i)
Identify some of the values or benefits to be gained from a positive
Physical Education experience.
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.........................................................................................................................
.........................................................................................................................
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[4]
38
(ii)
Why would the Olympic Games be classified as sport rather than as physical
recreation?
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.........................................................................................................................
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[4]
Examiners Comments
(ii)
Once again, weaker candidates were vague rather than specific in their
responses, writing things such as ‘physical recreation happens whenever, wherever, is
not organised, and is not competitive (fail) If, however, they had written ‘Physical
recreation happens in the person’s free time, in a place decided by agreement.
They would have scored a maximum of 4 marks. Just a few extra, relevant words often
add sufficient clarity to gain marks. Candidates who strayed into the benefits of physical
recreation in their answer to this question (e.g. stress relief/improved body shape etc.)
did not gain any credit.
3.
The figure below shows a variety of outdoor education activities.
Hill
Walking
Canoeing
Outdoor
Education
Abseiling
Orienteering
(i)
What can young people gain from outdoor education?
.........................................................................................................................
.........................................................................................................................
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[4]
39
(ii)
Not all school children have the opportunity to experience regular or varied
outdoor education. Give reasons for this.
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[4]
Examiners Comments
(i)
With examples outdoor education activities clearly identified in the question, the
mistake that some candidates make in thinking that activities that simply occur ‘outside’
are ‘outdoor education’ was happily avoided.
(ii) ‘Lack of staff’ or ‘no access to facilities’ when written alone were VAGUE and so did
not gain credit. Reference needed to be made to lack of specialist staff, or distance from
natural or appropriate facilities.
4.
Ethnic sports such as the Highland Games continue to survive in the UK.
Explain the reasons for the continued existence and popularity of surviving ethnic
sports today.
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[5]
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[5]
Examiners Comments
This popular area of the specification was examined at a higher level than in the
past with candidates needing to explain rather than simply identify or describe
reasons. Thus a list of points such as tradition, isolation, festival, local could not gain
marks. Point 4 (social) and 8 (tourism) were easily accessed by most with 2 or 3 marks
of 5 being the most frequent score here.
5.
Sports and games were hugely popular in nineteenth century Public Schools.
Explain how nineteenth century Public Schools helped to promote and organise sports
and games.
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[5]
This question was generally well answered, especially by candidates who
carefully noted the number of marks available and offered that number of separate,
concise discussion points. Weaker candidates too often simply ‘told a story’ describing
life in nineteenth century Public Schools while failing to link their knowledge to the exact
question.
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