Unit 1.3
Opportunities for participation
Concepts and Definitions
• From Play to Sport
Characteristics and Objectives
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Play
Leisure and Recreation
Active leisure
Outdoor and Adventurous activities
Sport
Physical Education
PLAY - characteristics
Fun
Fantasy world
Characteristics
of Play
Spontaneous
No strict
structure
Although fun can
be serious
Intrinsic Value
Rules Changeable
and negotiated
Play - objectives
Children
Adults
• Test boundaries
• Experience risk within safe
limits
• Socialisation
• Promotes independence
• Develops respect
• Allows social interaction
• Escape reality
• To be childlike
• Creativity and fantasy
Leisure
• Used to be for privileged few – now essential
for normal life
• Done during FREE TIME
• CHOICE
• RELAXATION
• ENJOYMENT
Recreation – “active positive and
beneficial” – similar to leisure +
• Refresh mind and body
• Recuperate
• “re-create” – be creative – participate in
activities for self-fulfilment
• Physical Recreation does all that through
physical activity
Active Leisure
• Physical recreation normally
linked to sport
• Sport – competitive – not
everyone wants
competition
• Everyone does need
physical activity for health
benefits
• Active Leisure – physically
active in leisure time –
jogging, swimming, aerobics
walking
• “Lifetime sports”
Outdoor and Adventurous Activites
• Popularity
increased in last 70
years
• Government
support
• More availability
Characteristics
Outdoor Recreation
• Activity done in natural
environment – woods, lakes
• Not all outdoor recreation is
adventure
Adventure Activities
• Same environment
• Element of challenge and
risk
• All adventure activities
considered outdoor
recreation
Outdoor and Adventure education
• Using natural environment as
classroom
• Children experience danger
and risk in controlled manner
• Benefits
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Appreciate natural environment
Skills – map reading etc..
Team work
leadership
Challenge and Risk
• Difference between outdoor
and adventure lies in the
concept of challenge and
risk
• Adventure activities have an
element of perceived or
actual risk
• Perceived risk – dependent
on skills and experience and
actions they take
• Actual Risk – real danger –
real risk – cannot be
eliminated no matter how
skilful
Risk
• Risk relates to
predictability
• If risk is predictable it is
avoidable – danger is
subjective – linked to
knowledge and expertise
• At other end of scale a
situation can be so
unpredictable that danger
is real and objective
• Mortlock – experience –
risk continuum page 131
objectives
Outdoor rec/education
• Learn to appreciate natural
environment
• Active leisure, lifetime sport
• Experience beyond normal
routine
• Escape from mundane
Adventure activities
• Excitement, thrill, fear
• Self-reliance
• Self awareness/discovery
• Leadership
• Team work
• Trust
Urban adventure
• Cost may prevent those
from cities experiencing
outdoor and adventurous
activity
• Overcome by using parks,
canals, climbing walls
• Free running has
developed to use
features in the city to
experience the thrill of
outdoor education
Sport
• Major part of
modern life – “new
religion”
• Sport England – 5
million people gave
1 billion hours to
sport on a
voluntary basis
• Billion pound
industry
Defining Sport
• Coakley defines Sport as….
• "Sports are institutionalized competitive
activities that involve rigorous physical
exertion or the use of relatively complex
physical skills by participants motivated by
internal and external rewards."
Sport
Institutionalised
• Fixed competitive structures
– leagues, cups- overseen
by governing body
• Standardised rules – set by
governing body
• Rules enforced by officials
• Strategies for play, training,
positions, equipment
• Codes of conduct
Intrinsic/Extrinsic
• Why people play
• Intrinsic – internal factors –
enjoyment, satisfaction
• Extrinsic – external –
medals, prizes, money,
trophies, praise
• Most people motivated by a
combination of the two
Categories of sport
Based on National curriculum
activities – and distinctive
characteristic
• Dance - aesthetic
• Games - outwitting
opponents
• Gymnastics - replication
• Swimming and Water Safety
• Athletic Activities –
maximising speed or
distance
• Outdoor and Adventurous –
challenge and risk
Games – sub divisions
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Invasion - Football
Striking and Field - Cricket
Combat - Judo
Target - Golf
Net sports - Tennis
A sport is….
• Competitive
• Selective by ability and
excellence
• Serious – commitment needed
• Requires physical endeavour
• Organised
• Involves “sportsmanship” –
codes of conduct – fair play –
morals
• Is Darts a Sport?
Develop sense
of fair play
Show
perseverance
Fulfil
potential
challenge
Release tension
Objectives
of Sport
Work with
others
Health
Learn to accept
rules
Self esteem
socialisation
Prevent antisocial behaviour
Create a
healthier
nation
Feelgood
factor
Benefits
to
society
Improve
international
relations
Economic
benefits
Bring country
together
Over commercial –
win at all costs
Media – more
spectators than
players
Media – has too
much influence – can
change nature of
game
Sport
related
problems
Bad behaviour can
influence youth
Hooliganism
Drug abuse
Physical Education - characteristics
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“learning through the physical”
Formal body of knowledge with an educational philosophy
Learnt through experience of physical activity
Learning fundamental physical/motor skills
Learning rules, tactics and etiquette of a range of activities.
A means of developing positive social and personal values
such as teamwork and cooperation.
• To develop the ability to appreciate the quality of
movement
• To understand Health-Related Fitness
• To develop a lifelong love and engagement with exercise,
physical activity and sport.
How PE, Sport and Recreation overlap
PE – learning how
to serve in tennis
Recreation –
playing tennis
at lunch time
Sport – playing
for the school
tennis
tournament
Physical activity continuum
• Level of organisation
Play Leisure Physical Rec/Active Leisure
Least organised
Outdoor PE Sport
most organised
• Competition
Play Leisure Outdoor Physical Rec/Active Leisure PE Sport
Least competitive
most competitive
Benefits of Physical activity
Stress reduction
Learn about natural
environment
Team working skills
To
individuals
Improved fitness
and health
Develop social
relationships
Self-fulfilment
Make friends
challenge
Improved health of
the nation – reduce
burden on NHS
Reduce anti-social
behaviour
Shop window effect – high
level performers enhance
reputation of country
Economic benefits
Benefits
to
society
Personal development –
role models in society
Exam Questions
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January 09 2a
June 08 1
June 08 2abc
June 08 4
Jan 08 1ab
June 07 3a
Mark scheme
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Leisure Provision
• Physical Activity has major benefits to society
in terms of health and the reduction of antisocial behaviour.
• Provided by three sectors
• Public
• Private
• Voluntary
• What are the characteristics and goals of
each?
Public Sector
• Provided from taxation – local
or national
• Or through other forms of
government or public support –
e.g lottery.
• Local authorities have
responsibility for building and
maintaining recreation facilities
• Provided for the public good
• Some user groups are
subsidised
Joint and dual use –
often partners with
schools
Funded by taxation and
lottery
Day to day
management may be
by private company –
DC leisure
Characteristics
of public
sector
Run for the good of the
community
Subsidised for less well off
Facilities aim to break
even not to make profit
Aim to encourage
under-represented
groups
Pay for entry and use
Private Sector
• Commercial companies
• Run for profit
• Growing sector – many
employment opportunities
• Rapid expansion in last 20 years
• High quality
• Higher cost for membership
• Exclusive
Profit motive
No public service
remit
High quality
Characteristics
of private
sector
Cater for more
well-off members
of society
Higher admission
prices
Covers whole range of
sport and leisure activity
Not-for-profit
Players pay to play through
match fees and subs
Surplus funds used to
improve facilities or
services for members
Will hold fund raisers
Characteristics
of voluntary
sector
Support roles filled by
volunteers
Receive grant aid from
lottery, Sport England and
Governing Bodies
Inequality of opportunity – advantages and
disadvantages of each sector
• Government keen to see
more people physically
active for 3 reasons
• Improved health – less
burden on the NHS
• Reduce crime and antisocial behaviour by
engaging people in
purposeful physical activity
• Enhance community esteem
and cohesion
• 3 sectors because – one
sector alone cannot achieve
all this
• Inequality because..
• Some local areas poorly
provided
• Individuals lack resources
• Not everyone aware of the
benefits
• Social exclusion or
discrimination
How good is each sector at providing “sport for all”
Private Sector
Advantages
• React quickly to demand
• Meet individual needs
• Restrict membership – so
facility is rarely overcrowded
Disadvantages
• Costs high
• Restrictions – long waiting
lists – exclusive
• Discrimination – rules to
prevent some people
joining
• Sport may suffer – thought
only for certain types of
people – tennis – middle
class
Voluntary Sector
Advantages
• Just needs enthusiasm
• Huge range of activities
• Exist for the benefit of the
people
• Voluntary efforts keep costs
low
• Lots of financial support
from government
• Sponsors often keen to help
Disadvantages
• Unplanned and relatively
uncontrolled – relies on
goodwill
• No equal opps remit
• Continuity not guaranteed –
relies on voluntary
enthusiasm
• No guarantee of financial
support
• Can still be socially exclusive
Public Sector
Advantages
• Required to act in the public
good
• Resources allocated for this
purpose
• Not driven by profit motive
Disadvantages
• Funds often limited – may
not be enough
• Local authorities in
economically disadvantaged
areas may have less to
spend
• Less financial freedom to
borrow money to invest in
facilities for the future
“Best Value” – improving the public sector
• 1980’s introduced Compulsory Competitive
Tendering (CCT) – Local authorities had to invite
private companies to tender for the provision of
local services. The best bid won the right to
provide the leisure services for that area.
• Replaced in 2000 with “Best Value”
• Government policy aimed to improve local
government services – including leisure and
recreation – system operates around best value
performance indicators – leisure services
departments are inspected regularly and judged
against criteria known as the 4C’s
4 C’s
• Challenge – are councils doing as well as they
can, compared to the best councils
• Consult – do they ask local communities what
they think
• Compare – do they compare performance
with other councils and the private and
voluntary sector
• Compete – have they demonstrated that they
are managing the services in the best way
possible.
Private Sector
Local/Public Sector
Small- medium size
Multi-sport
Specialist
Outdoor Facilities
Profit
Dual use
High Quality
Social provision
Recreation – Who
manages what?
Nat. government
Voluntary Sector
Clubs – amateur
Department of Culture, Media and
Sport (DCMS)
Facilities – owned, leased, rented
Recreational Policy
Provision for self +wider society
Social Provision
Sport England Lottery
The role of National Government
• Department for Culture, Media and Sport
• “playground to podium”
• Sport England – one of the National sports
Councils – primarily concerned with
• Increased participation
• UK Sport – development of elite performers
SPORT ENGLAND
• Developing community sport and increasing participation
nationwide
• Major Policy – National Framework for Sport
• Key Partners – NGB’s, Sport Equity Alliance, National Sport
foundation to address inequality for some groups
• Liase with – Youth Sport Trust and UK Sport to create structure from
first experience to elite performance
• Achieves objectives through local initiatives putting into practice
national framework
• Locally works with councils, schools and clubs
• Allocates funding from taxation and the lottery to achieve
objectives
• Provides advice to local and national providers
• Conducts research in levels of participation to find out why
individuals participate or not
• Works with other government agencies to promote wider social
policies for community health and well-being
Exam Questions
• Jan 09 4c
• Jan 08 4c
• June 07 2c
Mark Scheme
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Mark Scheme
National Curriculum PE and School
Sport
• PE is defined as ..
• “a formalised body of knowledge and experience
taught within educational establishments”
• Relatively new subject – 100 years
• Developed from two different strands
• Public Schools (upper and middle class) –
emphasised team games
• State Elementary – health and fitness bias
Public School Sports (1800 -1870)
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Upper Class
Bullying common
Large amounts of leisure time
Hunting, Gambling and drinking
Younger boys used as servants – “fagging”
Played games – “mob sports”
Considered violent by head-teachers
Some saw potential for games if controlled to channel boys energy
Thomas Arnold (Rugby School) used games as a form of “social control”
The importance of Leadership was emphasised – senior boys organised
the matches
Schools began to play each other and became more important
Masters recognised the potential for more than just improving discipline
Promoted games, brought back old boys to coach – standards of play
improved as did facilities and equipment.
Success on playing field a good way of promoting school
Fair Play
• Games played with a strict code of conduct
• Seen as a way of instilling moral qualities
• Leadership, Discipline, Integrity, Loyalty,
Bravery and Decision making.
• Games played for the team not the
individual
• Ultimately the idea that games developed
both the physical and moral side of an
individual was given the term “Athleticism”
– “physical endeavour with moral integrity”
• This vision was used by De Coubertin when
he created the modern olympic games in
1896
Codification
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Games grew in popularity
More schools played each other
Schoolboys took games to university
Need to agree a common set of rules
Groups set up to settle disputes fore-runners
of Governing bodies
Popular Rec
•Occasional – Feast Days
•Few rules
•Violent
•Force rather than skill
•Participation
•Lower Class
•Local
•Limited structure
Rational Rec
•Regular Participation
•Complex rules
•Highly structured
•Spectator based and
participation
•Refined skills rather than
force
•Middle/upper class
development
•Regional/national
•Sophisticated equipment
Rational Recreation 1850 - 1890
• As games developed in public schools
society was changing
• Industrial revolution brought people
to towns from the countryside –
urbanisation
• This led to..
• Changed work patterns
• Less space – cramped terraced
housing
• Move from seasonal time to machine
time
• 12 hour days six days a week – little
leisure time
• These all contributed to the decline of
popular recreation but why did
rational recreation take it’s place?
Rational Recreation – the middle class
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Industrial revolution also created the new “middle class”
People who had profited from industrialisation.
Factory owners, Doctors, clergymen.
Wanted their children to experience the same sort of education as
the upper classes.
Created own version of public schools
With team games and it’s values central to these schools
They wanted to pass these on to wider society because of the
physical and moral benefits associated with team sports.
Factory owners created teams and facilities as did churches to
encourage working people to participate.
They improved working conditions and gradually the standard of
living of the working class improved. They had more money and
with the advent of half-day Wednesday and Saturday more leisure
time.
They hoped this would lead to a fitter and more moral society.
Most of today’s sports were created between 1860 and 1890
Rational Recreation was the name given to this new form of
organised and regulated sport.
Social changes – that helped the development
of rational recreation
•Pre-industrial
•Seasonal Time
•Limited Transport
•Illiteracy
•Harsh Rural Lifestyle
•Feudal System
•Agricultural
•Uncivilized
•Lack of technology
•Post-industrial
•Machine Time
•Improved transport
•Business/Admin Skills
•More civilized
•Middle Class
•Industrial
•Increased law and order
•Technological advancement
State School Education 1870 - 1940
Public Schools
• Aims
– Develop leaders of society
• Characteristics
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Upper/Middle class
Hierarchichal
Prefects
Single Sex
• Physical Activities
– Team Games
State Schools
• Aims
• Education for the masses
• Disciplined and obedient
workforce
• Morals
• Characteristics
• Small, cramped spaces
• Local and Free of charge
• Mixed Sex
Developments in State School Physical
Education
Drill – boys only NCO’s
• Girls later
• 1890 – Swedish Gym
• Focus on therapeutic
benefits
• Teachers begin to
takeover
• WHY?
• Health/Fitness
• Instil develop
discipline/accept role
• Easy to implement
• Military service
• Cheap
• Little space required
The Model Course 1902
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Military Drill
Command-Obey
NCO’s
Sticks as dummy
weapons
• WHY?
• Health/Fitness
• Instil develop
discipline/accept role
• Easy to implement
• Military service
• Cheap
• Little space required
1904-1919
• How?
• 1904 Swedish system
reinstated – therapeutic
• Age/sex differences noted
• 1909 – games introduced
• 1919 – post WW1
importance of recreation
• Why?
• Improve health/physical
development
• Medical basis –
preventative measure
• Rehabilitation after WW1
• Increase enjoyment
• Teacher uses more initiative
• Control to Education board
• Female PE teachers
1933
• What?
• 1933 Introduce group work
• Moves towards
decentralisation
• 1944/post WW2 Child
centred approach
• emphasis on skill
• Apparatus/gyms
• 1952/1954 moving and
growing/planning the
programme - individualised
-1952
• Why?
• Encourage interaction
between teachers and
pupils
• Develop creativity
• Discovery style
• Teacher initiative
• PE teaching developed
further
• Influence of Dance
movement - Laban
POST WW2 – Key words
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Moving and Growing
Planning the Programme
Child Centred
Exploratory
Discovery
Obstacle
Movement
Recreative
1902
Return to military
following Boer War
1904 Syllabus moved
away from military
towards therapeutic.
1909
1909 Syllabus became Physical
Training
1919 Syllabus moved from PT
to PE with educational
principles
1933
World War 2 saw a lead towards
Moving + Growing
1954
1956 – new programme
Introduction
Right marker; fall in;
stand at ease; attention;
right turn; march; halt;
about turn; march; halt;
left turn; stand at ease
Fall in in 2 lines; attention;
right turn; quick march; about
turn etc…then free gymnastic
running; halt; gymnastic
skipping; halt; stand at ease
Free running; signal – 1 large
ring; free running; signal 4
rings; free running; 4 lines
Running + leaping;
change speed; change
direction; change shape;
twisting + turning
Arms +
trunk
Attention; arms bend;
up; bend; forward; bend;
side; bend; down; stand
at ease
Attention; arms bend +
stretch; x2; down; swing
forward; up + down; with leg
lunges – up + down; halt;
stand at ease
In lines – elbow circling ; arms
swing forwards+ backwards;
cross leg sitting knee to ear;
lateral reach + twisting; stand
+ touch ground; lying-hip
turning
Pulling + pushing –
pairs; obstinate calf;
knee boxing; chinese
boxing; pushing +
pulling; tug-o-war; arm
lock wrestling; crouch
tug-o-war
Body + legs
Attention; double knee
bend; onto hands- down;
leg stretches; arms bend
+ stretch; x2; knees
bend; up; stand at ease
Attention; feet astride; trunk
forward – bend; swing up with
arms raised; down + up; swing
sideways; bend sideways with
arms raised; halt; stand at
ease
Running – statues; farmers
seeking rabbits; rabbits hopping
+ crouch hopping; alternately
still on signal
Body curling +
stretching; forwards +
backwards; lying
alternatives; sitting
alternatives; kneeling
alternatives; standing +
twisting
Applied
work
Attention; astride with
cross; forward, up, bend
down; x2; at ease
Jumping astride x2; with arms
raising; halt; stand at ease
Class activity skills
Through vaults in 3s
Supported jumps +
vaults in 2s + 3s
exploring different
alternatives.
With dumb-bells;
attention; swing
up+downx2; swing
up+through x2; halt;
stand at ease; halt; right
turn; quick march back
to class
Catherine Wheel; 1st line arm
raised; ready; cartwheel;
stand; 2nd line etc; return;
deep breathing; arms raising
on breathing; walk in lines back
to class
Corner activities –
Frog jump into hoops
Forward roll along mattress
Through vault in 3s
Handstanding in pairs
Game hand tennis – 2 teams
Apparatus work. Twisting
+ turning on frame
apparatus, boxes +
benches. Changing round
to new apparatus.
National Curriculum
• Education Reform Act 1988 introduced a
National Curriculum with the aim of raising
standards by centralising the decisions
regarding what is taught in schools and
making schools more accountable for their
performance.
• Since 1988 the National Curriculum has been
revised several times most recently in 2008
when schools again were given more say over
what they include in their curriculum.
New Secondary Curriculum
• The latest version of the National Curriculum
gives greater freedom to schools to decide what
to include depending on the needs and interests
of it’s pupils. All schools have a common goal to
develop
• Successful learners
• Confident Individuals
• Responsible Citizens
• Every subject including Physical Education should
be aspiring to achieve these goals. How this is
achieved is down to individual schools.
Developing school-club links
• “Social inclusion” is the driving force behind
the government’s policy for Sport and physical
activity.
• Numerous documents have been published to
outline how the government plans to use
sport and physical activity in the fight against
social exclusion.
• A sporting future for all – 2001
• Game Plan 2002 - 2 main objectives –
– increased participation
– Improved success at international level
High Quality Physical Education and School Sport
• The better students experience of Sport and Physical
activity at school the more likely they are to continue
into adult life.
• To achieve high quality the government has
implemented a number of strategies
• Sports Colleges – now over 400 – receive additional
funding to promote good practice in their own and
partner schools.
• Youth Sport Trust is the lead body for Sports Colleges
and is charged with helping them to deliver the PE and
Sport Strategy for Young People (PESSYP) in partnership
with Sport England
Exam questions
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Jan 09 2bcd
Jan 09 3abc
June 08 1
June 08 3a
Jan 08 1bc
Jan 08 3a
Jan 08 4a
Jun 07 1
Mark Scheme
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Equal opportunities
• Sport and physical activity are of benefit to
individuals and society.
• Equality of opportunity means that all individuals
have the same chance to participate
• Inequality of opportunity exists for some groups
of people because of a number of barriers
• Lack of opportunity
• Lack of personal resources
• Discrimination - stereotyping
• Self-discrimination
• Group or peer pressure
Who suffers from the barriers to
participation?
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Women
Ethnic Minorities
Disabled
Lower socio-economic groups
Gender - Reasons for lower
participation of Women
- Domestic Role
- Social Stereotyping
- Sport traditionally established and controlled by men
- Less media coverage
- Less money / power
- Sexism – the belief that one sex is inferior to the other
- Inequalities in sporting opportunities
- Role models
Research
Teenage girls – Sport England
2006
Muslim women – Womens Sport
Foundation 2006
• Perceived lack of interest of
friends
• Family uninterested
• Concerns over weight and
appearance
• Lack of self-confidence
• Lack of information about
staying invovled
• Negative experiences in
schools
• Mixed groups – lack of
single sex groups
• Problems with dress code
• Lack of positive role models
Solutions to Low Participation
• Equal
Opportunities - Suffragettes –Right to Vote
– 1917 Sex Discrimination Act (1975)
•Organisations - Women’s Sport Foundation
•More Facilities for women
•Better Links between Schools and Clubs
•Increased Media Coverage
•Health Related Activities in schools – broader
curriculum
Ethnic Groups
• Group of people who share common origins
• Cultural, religious, racial or linguistic.
• Sport England research revealed differing
levels of participation by different ethnic
groups.
• Certain minority ethnic groups are under
represented.
Reasons for Low Participation
- Home and family responsibilities
- Lack of money
- Work / study demands
- Religious beliefs
- NEGATIVE EXPERIENCES
Racism – a set of ideas or beliefs based on the assumption that some
races have distinct characteristics that make them more superior to
others.
Solutions to the lower participation rates
from ethnic minority groups
• Sport Policies – Sporting Equals/CRE
• Information
• Clubs
• Sports leaders / development officers
• Media Coverage – role models
• Campaigns to eliminate racism
Disability
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Understand the effect of disability on opportunities for participation
and the role of Disability for Sport England
Disability – a term used when an impairment adversely affects
performance
Physical
Sensory
Mental
Categories of Disabled Athletes
Amputee Includes athletes who have at least one major
joint in a limb missing,
Cerebral palsy A disorder of movement and posture due to
damage to an area, or areas, of the brain that control and
coordinate muscle tone, reflexes, posture and movement..
Intellectual disability Substantial limitation in intellectual
functioning (an IQ of 70 or below), and two or more of the
following: communication, self-care, home living, social
skills, community use, self-direction, health and safety,
functional academics, leisure and work and have acquired
their condition before age 18.
Categories of Disabled Athletes
Les autres 'the others'. A term used to describe
athletes with a range of conditions which result in
locomotive disorders - such as dwarfism - that
don't fit into other classifications.
Vision impaired Any condition which interferes
with 'normal' vision.
Wheelchair At least a 10% loss of function of their
lower limbs, e.g. traumatic paraplegia and
quadriplegia, spina bifida, poliomyelitis, amputees,
cerebral palsy and all non ambulant les autres
athletes.
Disabled people are more likely to participate in
some sports than others.
• Which sports are these?
• Why are disabled people more likely to participate in them?
• Horse riding
• Swimming
• Sports that tend to organize events specifically for people with
disabilities
Key Words Key questions
Inclusiveness –all people should have their needs abilities and
aspirations recognized, understood and met within a supportive
environment
Integration – able bodied and disabled taking part
together in the same activity
Segregated Activity – People with disabilities
participating separately from able bodied.
Which Sports can disabled athletes be integrated with able
bodied athletes?
How can sports be adapted to enable disabled athletes to
participate?
Adapted Sports
Tennis – wheelchair users are allowed to let the ball bounce twice
before playing it.
Wheelchair basketball – two pushes and one bounce replaces
bouncing whilst travelling / dribbling
Swimming – some technique rules can be more flexible for some
classifications and visually impaired people may need a tap on the head
to let them know they’re nearing the end of the lane.
How can opportunities for people
with disabilities be improved?
- Raise awareness amongst the disabled about opportunities
already available
- Raising awareness amongst the general public about
disability issues
- Specialist training programmes for staff who’ll be involved
- Make access to and within facilities more manageable
Disability Sport England
Role - Promote participation in sport for people with all forms of
disability
Aims:
• provide opportunities
• promote the benefits
• support organizations providing opportunities
• educate
• enhance image, awareness and understanding
• encourage development
Socio-economic Groups
• Generally individuals from the lower socio-economic groups have poorer
health and mortality rates therefore the benefits of physical activity are
particularly important to this group. They are very likely to suffer from
social exclusion as they have less power, less disposable income etc.
• To help increase their levels of participation the following factors play an
important role.
• Attitudes – they can afford sports. Need to change attitudes of other
classes to the lower class – see them as equals
• Awareness – lower classes need to be taught how to be physically active –
be provided with facilities and knowledge of what they can do
• Adaptation and modification – adapt rules /prices of clubs etc to enable less
fortunate to play sports
• School PE – integration of different classes within PE at schools – schools
target disadvantaged
• Access – facilities – clubs – can different classes play together?
• Funding – government investment programmes to help lower classes afford
sports – provide more ‘free’ provision.
Exam Questions
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Jan 09 3d
June 08 2cd
June 08 3b
Jan 08 3b
Mark Scheme
Mark Scheme
Mark Scheme