Socio-Cultural and Historical Effects on Participation in Physical Activity
and their influence on Performance
PUBLIC SCHOOLS AND THE DEVELOPMENT OF SPORT
January 2013
Why were the boys in English public schools encouraged to play sport? (4)
June 2012
Sport has remained a major recreational activity in the UK since the 19 th Century.
The majority of sports were rationalized in the 19th Century. What is meant by
the term rational recreation (3)
A. Played regularly/often/fixtures/ leagues/regionally/nationally-based
B. Written/complex rules/codification
C. Standards of behaviour/etiquette/ civilised/fair play/sportsmanship
D. Highly structured/set times/number of players/boundaries/officials/kit/ equipment
E. Skill based/refined/complex/tactics developed
F. Spectators as well as participants
Why were the majority of sports rationalized in the 19th Century (3)
A. Society becoming more civilised/ better mannered/less violent/Acts of Parliament
banned activities – mob football
B. Upper/middle classes controlled society/social control (of working classes)
C. Industrialisation – need for disciplined workforce/factory teams
D. Era of social reform/philanthropists
E. Role of church/Protestant work ethic/ church teams/boys clubs
F. Lack of space meant no room for popular recreations/urbanisation
G. Administration needed as more clubs/national governing bodies/ ‘melting pot’
H. Transport and communication developed
January, 2010
Early forms of modern sports were primarily developed by men for men. It is only since
the start of the 20th century that women have become more actively involved in sport.
How did 19th century public schools contribute to the technical development of
‘rational recreation’? (3 marks)
3 marks for 3 of:
A. Rules/numbers/boundaries/facilities
B. Inter-house/intra-school competitions/matches
C. Training/coaching
D. Skills/tactics/positions
E. Leadership/captain
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F. Kit/equipment
G. Introduction of officials
H. Division between players and spectators
How did 19th century public schools and universities help to spread of rational
recreation into wider society? (3 marks)
3 marks for 3 of:
A. Universities as ‘melting pots’/lots of different types/styles of game/new
sports
B. Codification/rules standardised
C. Provided facilities
D. Factory/church teams
E. Officers to troops
F. British Empire – over the world/missionaries/diplomats/military/clerics
G. Old boys network
H. Clubs/NGBs formed
I. Teachers to schools
J. Competitions/fixtures/leagues/internationals
January, 2009
Sporting activities can reflect the changes experienced within a society.
(a) What were the characteristics of popular recreation, such as mob football,
and how did these activities reflect pre-industrial society in the United Kingdom?
(4 marks)
Characteristics
1. Played occasionally/festivals/ holydays
2. Few/simple/unwritten rules (not just ‘no rules’)
3. Violent/injuries/damage to property
4. Male/wagering/alcohol
5. Low structure/unlimited time and numbers of participants/few boundaries (not just
‘unstructured’)
6. Limited facilities/equipment needed
7. Working classes
8. Force rather than skill
9. Local/village V village
Reflection on soceity
10. Little free time
11. Uneducated so no written rules
12. Harsh lifestyles/society uncivilised
13. Little money
14. Little transport/mobility across country/rural & agricultural/space
15. Reflected division between social classes
(b) What technical developments did the 19th century English public schools
make to the way in which games were played? (4 marks)
1. Developed rules/written/codification
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2. Skills
3. Strategic/tactics
4. Kit to distinguish teams
5. Division of labour/eg attack defence/leadership/captain
6. Boundaries eg pitches
7. Facility/equipment developed
8. Competition – house/inter school
9. Officials/coaches
(c) Account for the delay in the opportunities for the working class to be able to
play games such as lawn tennis. (4 marks)
1. Didn’t have enough time/worked long hours
2. Lack of disposable income/couldn’t afford – equipment/no garden (not
just space)
3. Was not included in state school system until the 20th century
4. Initially amateur development/middle and upper classes
5. Excluded from clubs/local authorities/discrimination by middle class
6. Lack of public provision/local authority
7. Did not have same middle class values/dress codes/etiquette
January, 2008
(c) Physical recreation is an activity that takes place during leisure time.
What factors led to an increase in leisure opportunities for the working class
during the 19th century? (4 marks)
1. Saturday half day;
2. Early closing Wednesday;
3. Bank holidays;
4. Factory Acts/reduction in working hours;
5. More public provision e.g. parks/baths;
6. Increase in transport especially railways;
7. Access to seaside/countryside;
8. Development in spectator facilities;
9. Developments in education/media informed the working classes of sport – leisure;
10. More disposable income enabled working classes to e.g. afford equipment;
11. Middle classes encouraged working classes in rational recreation / factory
teams / patronage / seaside excursions
4 marks
Sport has remained a major recreational activity in the United Kingdom since the
19th century.
(a) Sports were rationalised in the 19th century English public schools.
i)What is meant by the term rational recreation? (2 mark)
1. (Played) regularly/often;
2. (Rules) – written/complex/sophisticated;
3. (Behaviour) – etiquette/codes of behaviour/civilised/fair play/
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sportsmanship;
4. (Highly Structured) – set times/number of players/boundaries;
5. (Skill) – refined/complex/developed. 2 marks
ii)Why were the majority of sports rationalised in the 19th century? (4 marks)
1. Society becoming more civilised/manners/less violent;
2. Middle class were in control of society’s values/social control of working
classes;
3. Industrialisation – need for disciplined workforce;
4. Era of social reform/philanthropists;
5. Mass of population needed entertaining;
6. Lack of space meant no room for old popular recreations;
7. Administration needed as more clubs/national governing bodies.
4 marks
(iii) What aspects of character building did the public schools hope to develop
when encouraging the boys to participate in sporting activities? (4 marks)
1. Loyalty;
2. Teamwork/cooperation/trust;
3. Leadership/response to leadership;
4. Courage/bravery;
5. Self discipline;
6. Decision making/strategic/tactical;
7. Win and lose with honour. 4 marks
b) The 19th century public schools provided the children of the middle and upper
social classes with the opportunity to participate in a variety of sports that were
not available to the working class.
Suggest reasons why social class can still be a determining factor in the number
and type of sporting activities in which an individual might become involved. (4
marks)
1. Money to afford equipment/facilities;
2. Type of schooling – curriculum offered e.g. private/state;
3. Parental interests;
4. Amount of leisure time;
5. Cultural values e.g. high culture – low culture/working class/middle class;
6. Access to clubs;
7. Whether likely to have a controlling position/administration etc.
4 marks
January 2007
British Society experienced many changes in the 19th and 20th centuries,
resulting in the need for people to develop and adapt their skills and roles.
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1 (c) (i) What were the characteristics of public and state schools in the 19th
century?
(4 marks)
State
1. Day/local;
2. Free to go/after small initial charge;
3. Mixed ages/sexes;
4. Poor cramped facilities/few facilities;
5. For the working classes;
6. Gave a basic education the in the 3 R.s and the 4th R . Religion;
7. Physical activity included military drill/forms of gymnastics/physical training.
Public
8. Boarding/residential/rural/non local
9. Single sex/boys
10. Fee paying/elitist/run by trustees
11. Middle upper class
12. Sophisticated facilities/larger grounds
13. Spartan/fagging/strict discipline system
Games are popular recreational and sporting activities.
2 (b) (i) Mob football was a game played in the 19th century. What were the
characteristics of mob games? (4 marks)
4 marks for 4 of:
1. Local;
2. Unstructured in terms of boundaries/number of players/time/kit/no
spectators/participation based/disorganised;
3. Rules were few/simple/unwritten (do not credit no rules);
4. Male;
5. Working class;
6. Violent/many injuries/alcohol fuelled;
7. Limited equipment/cheap;
8. Initially rural/ later some urban adaptation/village rivalries;
9. Played occasionally/holy/feast days;
10. Force not skill.
(ii) Mob games are no longer played regularly in the United Kingdom. What
social factors caused the decline of mob games in the 19th century?
(3 marks)
3 marks for 3 of:
1. Banned by authorities/unpopular with middle class/churches/violent/
disorderly/damage to properties/land;
2. Lack of space in urban areas/no space;
3. Need for disciplined workforce/time off work due to injuries/no time/losing
holy days/increased working hours/machine led/lack of free time;
4. Rationalising/civilising of society ongoing process;
5. Middle class encouraged rational forms of recreation/factory/church teams;
6. Developed in public schools.
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2 (c) Public schools in the 19th century left a tradition of games in British schools.
How did the Public schools in the 19th century bring about the technical and
moral development of games such as football? (5 marks)
Technical
1. Lots of time/regular play
2. Developed rules
3. Developed structure e.g.
time/boundaries/number of
players/officials/coaches
4. Division of labour e.g.
attack/defence
5. Equipment changes/goal posts/kits
6. Competition/house/later school
Moral
7. Code of behaviour/etiquette
8. Sportsmanship/fairplay
9. Leadership/response to leadership
10. Win and lose with honour
11. Respect for opponents
12. Athleticism/physical endeavour
with moral integrity
13. Teamwork/cooperation
3 (ii) Figure 2 depicts a football match between England and Scotland at the
Oval in 1875 as an early example of rational recreation.
Using the information provided in Figure 2 as a guide, describe the
characteristics of rational recreation. (4 marks)
1. Resources . access to money/facilities/effective coaching/transport/clubs/
disposable income;
2. Social status/middle classes more likely to participate/unemployment issues;
3. Peers/friends/family . influence of (positive or negative);
4. Cultural / religious/race issues/holy days/dress codes or
equiv/centrality/stacking;
5. Leisure time - amount of;
6. Previous experience / Past enjoyment or not of PE /previous success in
sport/ private schools;
7. Age / old / young . require explanation
8. Gender e.g. women may have less access to resources / men more likely to
participate;
9. Disability . less access or increasing opportunities;
10. Discrimination . require explanation;
11. Media coverage/societies image/role models/health awareness.
January 2006
3(b) How did the 19th century public schools and universities influence the
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development of games and their spread into wider society? (4 marks)
4 marks for 4: max 3 per section
DEVELOPMENT OF GAMES
1. Developed rules/boundaries/playing
numbers/facilities
2. Competitions/House/inter-school
3. Training/coaching
4. Skills/tactics / strategies
5. Leadership/captain
6. Kit to define teams
7.Ethics/morals/muscular/Christianity/athleticism
Must relate to Universities or beyond to credit
8. Acted as melting pots
9. Codification
10. More variety
11. Higher standards
SPREAD INTO SOCEITY
12. Factory /church teams
13. Provided facilities
employers/church
14. Officers to troops
15. British Empire . across the
world/diplomats/politicians
16. Old Boys/ Old Girls
network
17. Clubs/governing bodies
18. Teachers to schools
3(c) Why was participation in sport by the working class delayed compared with
participation by the middle and upper classes in the 19th century? (3 marks)
(c) 3 marks for 3 of:
1. Little leisure time/had to wait for leisure time e.g. Wednesday half day/little
disposable income;
2. No facilities of their own/little public provision;
3. Traditional activities lost in urban areas (eg mob football)/legislation/banning;
4. Lack of space for mass of population;
5. No schooling until 1870/then only drill/no sport or recreation focus;
6. Poor health of population/little energy;
7. NGBs/administration was controlled by upper/middle classes. 3 marks
3(d) Provision of leisure facilities, such as parks and baths, began during the
Victorian era and continues today with local authorities. Why were such facilities
provided? (4 marks)
(d) 4 marks for 4 of:
1. Health/hygiene of population;
2. Morale of population/socialising;
3. Civilising of society/middle class values;
4. Social control/temperance movement/lower crime rate;
5. Prestige of local council/area;
6. Philanthropy/social justice/concern for lot of working classes;
7. Expectations of community;
8. Economic benefits/employment; (Present day)
9. Part of wider social policy. 4 marks
June 2005
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1 (b) Many games developed in 19th century public schools as a result of the
boys’ interest in sporting activities and as a means to control behaviour.
(i) What was the role of the sixth form in the development and rationalisation of
games? (2 marks)
(b) (i) 1. Sixth form given responsibility for organising/officiating games/interschool fixtures;
2. Initially little involvement by the masters/later acted as authority for masters;
3. Devised (individual school) rules/technical development of games;
4. Developed sports committees e.g. Harrow Philathletic;
5. Became games elite/earned respect and status/Captain of a team had high
status/leadership skills/sixth formers as role models;
6. Given responsibility of younger boys/fagging system/social control/stop
brutality/bullying. 2 marks
(ii) How did public schools use team games such as cricket as a form of social
control? (4 marks)
(ii) 1. Positive use of leisure time/alternative to poaching/trespassing/counter bad
behaviour;
2. Could be played on school grounds;
3. Obeying rules developed a code of conduct/gentlemanly behaviour/fair play;
4. Loyalty to team/teamwork/team game equiv;
5. Smaller boys (fags) helped in practice/feel involved/team ethics/idea of
service;
6. Junior teachers acted as players and coaches (due to nature of cricket);
7. Headmasters allowed boys to play respectable games;
8. Inter school fixtures brought the boys together/those who didn.t play could
watch and support (must qualify effect of fixtures to credit);
9. Respect for Captain/leadership;
10. Character building/self discipline;
11. Sixth Form/older boys given authority/fagging system.
(Must use team games to credit) 4 marks
(c) Explain the reasons why the upper/middle classes became the controllers and
administrators of sport in the late 19th century. (3 marks)
(c) 1. Went to public schools/well educated;
2. Had high social status/ powerful following industrial revolution/political
clout/wealthy (do not credit money unless qualified);
3. Ex public schoolboys/girls set up original clubs/governing bodies;
4. Had a lot of leisure time to fill/ Working class did not have a lot of leisure time;
5. Were used to being leaders/developed leadership skills/would be leaders in
society;
6. Wanted to control leisure of working class/gave sport a moral focus;
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7. Working class did not have the power/skills to be administrators/not educated.
3 marks
3 (c) How did 19th century public schools develop sporting excellence? (4 marks)
(c) 4 marks for 4 of:
1. Boys able to play regularly/use of leisure time;
2. Develop skills;
3. Sporting talent could participate together/created a school elite;
4. Extensive/better facilities/grounds/equipment;
5. Coaching standards developed/masters began to become involved/Oxbridge
Blues;
6. Competitive opportunities via house/inter-school;
7. Prestige of winning led to serious training/employment of professional
coaches in some instances;
8. Encouragement by headmasters/time given to sport;
9. Sport thought to promote athleticism.
4 marks
January 2005
2. Since the 19th century the United Kingdom has developed from an
industrialised and urban society to a knowledge-based and service-based
economy.
(a) Modern sports are partly a result of changes that occurred in the 19th century.
(i) How did English public schools influence the technical development of
games? (3 marks)
2 (a) (i) 3 marks for 3 of:
1 Boys brought activities from villages and schools;
2 Played regularly in free time;
3 Devised initial rules/individual schools versions;
4 (This allowed) inter House competitions;
5 Later adopted standardised rules;
6 (This allowed) inter-school competitions;
7 Structural changes boundaries/time limits/numbers on
teams/strategies/roles/skills/techniques/kit;
8 Leadership/captain roles/games elite. 3 marks
(Do not credit fair play)
(ii) How did sport spread from the English public schools in the late 19th century?
(3 marks)
(ii) 3 marks for 3 of:
1. British Empire/colonising other cultures/exporting British traditions;
2. Officers;
3. Teachers to schools/blues/colours;
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4. Clergy through church;
5. Employers through employees;
6. Establishing the modern sport club structure/regional/national;
7. Creating National Governing bodies/administration structures;
8. Ex public school boys high status/jobs/influential/government;
9. University. 3 marks
(Do not credit old boys/armed forces on their own)
4 Attitudes towards sporting activities have changed since the 19th century.
(a) Concern over the nature of the leisure activities of the working class became
a priority for the middle classes, who sought to rationalise sport.
What were the characteristics of rational recreation? (3 marks)
4 (a) 3 marks for 3 of
1. Played regularly
2. (Complex) written rules/highly structured/administrative/levels of competition;
3. Refined skills;
4. Strategies/tactics;
5. Moral values/etiquette/code of conduct;
6. Sophisticated facilities/equipment. 3 marks
(b) How and why did the Church promote physical recreation activities in the late
19th century? (4 marks)
(b) 4 marks for 4 of: max. 3 per section
June 2004
1 (a) One of the aims of public and state school education, since the 19th
century, has been to help to prepare young adults for later life.
(i) What were the characteristics of the 19th century English public schools? (3
marks)
1 (a) (i) 3 marks for 3 of:
1. Gentry/upper class/middle class;
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2.
3.
4.
5.
6.
7.
8.
Fee paying/exclusive/elitist;
Rural/non local/not many of them;
Residential/boarding;
Single sex/all boys/all girls;
Spartan/fagging system/bullying;
Strict discipline;
Endowed/trustees. 3 marks
(ii) Boys at public schools participated in team games. How were team games
used to help prepare the boys to become leaders in society? (4 marks)
(ii) (4 marks for 4 of):
1. Organising their own sport events/organising experience/sport committees/
in charge of young boys/ran by sixth formers;
2. Teamwork/raising team morale/create loyalty in a team;
3. Captain/captain in sport/learn to give orders/respect for leadership;
4. Physical hard work/fitness/health/strength to lead;
5. Devising tactics/strategies to overcome problems/decision making;
6. Competitive to exist in competitive society;
7. Prepare them to behave well under pressure/test temperament/self discipline;
8. Test courage and bravery;
9. Leading by example;
10. Expectations of high moral standards/sportsmanship/fairplay. 4 marks
2 Many sports have undergone dramatic changes since the middle of the 19th
century.
(a) Mob football was an example of popular recreation. What were the
characteristics of mob games? (3 marks)
2 (a) 3 marks for 3 of:
1. Occasional/holy days/festival days/alcohol related/rowdiness/unruly/property
destroyed;
2. Few, simple/unwritten rules; (Do not credit no rules)
3. Limited structure and organisation/unlimited number of players/no division of
labour/no time limits/no officials;
4. Participation rather than spectator sport/most people took part;
5. Physical force rather than skill/violent/injuries;
6. Lower class development/male/peasants;
7. Localised/variations/rival villages;
8. Limited equipment/facilities. 3 marks
(b) What social factors caused mob games to develop in to their rational form? (5
marks)
(b) 5 marks for 5 of:
1. Middle/upper class effected this/factory teams/army teams/colonial;
2. Effect of public school/university education/regularity of play;
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3. Devised rules;
4. Devised amateur code/amateurism/gave values to sport;
5. Traditional rowdy pastimes not popular with middle/upper classes;
6. Wanted a more civilised/disciplined workforce/banned by legislation;
7. Industrialisation led to urbanisation/a lack of space (therefore mob games not
suitable);
8. Mass of population need for entertainment/more media coverage;
(Do not credit TV)
9. Transport/particularly railways allowed more fixtures;
10. New wealth as a result/commercialisation/facilities being built for its purpose;
11. Sport becoming a business/agents/promoters/formation of governing bodies;
12. More leisure time/Saturday half day/early closing Wednesday;
13. More disposable income/spectator sport suitable/gate receipts;
14. Professional sport/players paid to play. 5 marks
January 2004
2 At the beginning of the 20th Century, the extent and nature of a person’s
participation in sport were influenced by their social class and gender.
(a) Describe the differences in the sports played and the roles undertaken by the
upper/middle classes and the working class. Illustrate your answer with
examples. (5 marks)
2 (a) Upper/middle class sub max 4 marks
1 Amateur sports;
2 Sports requiring facilities/resources/equipment; (accept reverse)
3 Undertook leadership role/captain;
4 e.g. rowing, rugby (union), tennis, cricket/field sports/examples;
5 Control of sport/NGBs/agents/sponsors/patrons.
Working classes sub max 4 marks
6 Sports offering professionalism;
7 e.g. soccer, boxing, jockey (horse racing), cricket/rugby league;
8 Undertook subservient/subordinate role;
9 e.g. ground staff, maintain/carry equipment;
10 Spectating role.
5 marks
(b) Discuss the reasons why people from the working class had fewer
opportunities to participate than those from the upper and middle classes. (4
marks)
(b) 1 Lack of leisure/free time;
2 Lack of money/resources/diet/health/facilities;
3 Restrictive membership schemes/regulations;
4 Amateur regulations;
5 Limited demand for professionals in sport;
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6 Traditional working class sports (such as fighting contests between animals)
were frowned upon by middle class/considered uncivilised/banned/made illegal;
7 Limited space in urban areas for traditional sports (such as mob games);
8 Encouraged to become spectators. 4 marks
3 From the middle of the 19th Century, modern sports have gained in popularity.
(a) The development of modern sport began in the English public schools.
(i) Describe how sport was developed by the English public schools. (4 marks)
3 (a) (i) 1 Original versions from villages;
2 Played regularly/leisure time;
3 Older boys in charge/self government;
4 Developed rules/rationalisation;
5 Create equal numbers on teams/devise limited space/introduced boundaries;
6 Inter-house/inter-school;
7 Improved equipment/kit/technological developments/coaching 4 marks
(ii) What were the reasons for these developments? (5 marks)
(ii) 1 Social control/occupy the boys free time/safety;
2 Preparing boys for roles in society;
3 Develop athleticism among the boys/physical endeavour moral integrity;
4 Adherence to letter and spirit of sport/sportsmanship/fair play;
5 Promote team building/loyalty;
6 Develop leadership;
7 Develop Muscular Christianity;
8 Promote self-discipline/self control;
9 Character building. 5 marks
(b) During the late 19th Century church organisations promoted sport among
their local communities. What was their purpose for doing this and how was it
achieved? (3 marks)
(b) How Sub max 2 marks
1 Organised teams/clubs/associations/competitions;
2 Pitches/playing fields on church grounds/clubhouse/church hall;
3 Muscular Christianity;
4 Ex-public schoolboys entering the church as ministers.
Why Sub max 2 marks
3 To instil middle class values/to promote Christian values;
4 To divert from less socially acceptable activities/drinking/gambling/social
control/health;
5 To recruit into church organisations/swell congregation; 3 marks
June 2003
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1 (b) During the late 19th century, participation in physical activity within schools
was very much determined by social class. With reference to physical activities
experienced, contrast the ways in which the upper/middle and working classes
were prepared for life after school. (5 marks)
(b) Public schools (upper/middle class) (max 3 from this section)
1 Opportunities for team games/suitable egs;
2 To develop Muscular Christianity/Athleticism;
3 To instil values for life/activity for its own sake/fair play/team work/loyalty;
4 To develop specific sport skills for further participation in games;
5 To be played during the extensive amounts of leisure time likely to be available;
6 Development of leadership skills/preparation for leadership roles/suitable eg’s;
7 Character training.
Elementary schools (working class) (max 3 from this section)
8 Provided with drill/therapeutic gymnastics;
9 To develop basic fitness/health;
10 To develop obedience/not to question authority/social control;
11 For preparation for workforce/military service;
12 Limited amount of leisure time likely to be available. (5 marks)
2 (b) During the late 1800s, modern sports replaced traditional mob games. What
social and economic changes accounted for this development? (6 marks)
(b) Social
1. Traditional games were considered too violent/lacked sufficient rules to control
behaviour;
2. Such activities might lead to social disorder;
3. Activities linked to gambling/drunkenness/vices;
4. Church attitudes/conflict with Christian values/morals;
5. Modern sports promoted more socially accepted/worthwhile characteristics;
6. Impact of urbanisation/loss of village rivalries/traditions;
7. Role of ex-public schoolboys in communities in setting up teams/clubs linked
to church/factory/military;
8. Sport used as a form of social control/promote ‘civilised’ values/muscular
Christianity/athleticism.
Economic
9. Traditional games might lead to injury to workforce/reduced productivity;
10 Damage to property;
11. Restrictions on space/limited opportunities/possibilities in urban areas;
12. Access to animals reduced in urban areas;
13. Reduced time available due to industrialisation/factory system/regime;
14. Transport encouraged spread of modern game;
15. Enclosure/mechanisation of agriculture restricted opportunities.
Sub max 3 from each section
(6 marks)
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3 (b) Many National Governing Bodies of sport were set up in England during the
period between the late 1800s and early 1900s. Why was it necessary to form
these governing bodies and why did some of them prevent professionals from
competing in their sport? (5 marks)
(b) Formation
1. Increase in number of fixtures/competitions;
2. More widespread playing of sport required nationally agreed rule
structure/regulations;
3. Different versions developed by different schools;
4. To set up competitions/leagues;
5. Deal with professionalism/commercialism.
Prevention
6. Desire to maintain control of sport;
7. Preservation of amateur ideals;
8. Maintain exclusivity of sport/not mix with lower classes;
9. Did not like losing to professionals. (5 marks)
January 2003
2 The development of a number of sports was greatly influenced by public
schools during the late 19th century.
(a) State three changes made to sports by public schools. (3 marks)
(a) 3 marks for three from:
1 Rationalised;
2 Introduction of rules/fairness;
3 Limits/boundaries to time/space/structural;
4 Restrictions for player behaviour/conduct/less violent/more civilised;
5 Development of equipment/kit;
6 Codification of rules. 3 marks
(b) Athleticism and Muscular Christianity were associated with sport during
this period. Explain what is meant by these terms. (3 marks)
(b) Sub max 2 marks:
Athleticism (physical values)
1 Manliness/physical/robustness
2 Pursuit of physical endeavour;/effort/striving;
3 Appreciating the value of healthy exercise/fitness;
4 Accepting the discipline of rule-regulated activity;
5 Accepting the discipline of physical preparation;
6 Moral integrity.
Sub max 2 marks:
Muscular christianity (ethical values)
7 Working for a team/team work/putting team first/team spirit/loyalty to the cause;
8 Conforming to the rules/authority/principle of fair play/sportsmanship;
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9 Playing honourably more important that winning;
10 Use of ‘God-given’ abilities;
11 Performance dedicated to God.
Must cover both concepts for 3 max 3 marks
(c) How did ex-pupils of public schools open up sport to the wider community? (3
marks)
(c) Max 3 for three of:
1 Through Civil Service/foreign/diplomatic service/british
Empire/colonies/churches/ Sunday schools/Boys Brigade/YMCA/Armed
Forces; 1 mark for any agency
2 Setting up of clubs/teams by factory owners for working class;
3 Provision of facilities/grounds by above/urban authorities/public open space;
4 Reduction in working hours/provision of specific time for sport;
5 All through philanthropy/concern for the welfare of the poor;
6 Working as teacher/master in preparatory school.
NB: Max 1 mark for a/or list of unqualified agencies 3 marks
June 2002
3 Association football and rugby union developed from versions of pre-Industrial
mob games played in rural areas of Britain.
(a) With reference to public schools in the second half of the 19th century,
describe and explain the changes that led to the development of rational
recreation from mob games. (4 marks)
3 (a) Description 4 max for 4 of:
1 introduction of/changes in rules governing numbers of players, playing area,
scoring system;
2 development of rules governing player behaviour/reduced levels of violent
conduct/fairplay;
3 development of specialist equipment/kit/facilities/time/regular play/specialist
coaches;
4 moves towards codification of games;
5 regular inter-school fixtures/setting up of NGBs.
Explanation 3 max
6 incorporation of games into school ethos as a means of social control;
7 use of games to promote Christian philosophies/teaching/muscular Christianity;
8 development of Athleticism/ideals associated with manliness;
9 development of team work/loyalty/leadership.
(b) By the start of the 20th century association football had become a popular
sport among working class populations in urban areas. Account for the decline of
mob games and their replacement by this modern form of sport. (5 marks)
16
(b) 5 max for 5 of:
Promotion of modern football
1 ex-public school boys set up teams via the factory/church in which working
class could participate;
2 industrial capitalist ethic/commercialisation of association football provided the
basis for professional teams/players;
3 majority encouraged to become spectators at matches/use of increased
disposable income;
4 improvements in transport/railways allowed for more widespread fixtures
between teams;
5 TUC/trade unions secured shorter working week/lobbied for works facilities;
6 promotion of football among the population via the media of the day.
Decline of traditional mob games
7 industrial work regime reduced the number of festivals/days on which mob
football was played/opportunities to play mob games reduced;
8 development of urban areas destroyed traditional village rivalries
9 mob games were based on such rivalries;
10 urban areas initially lacked the open spaces required for mob games;
11 industrialisation resulted in a clear division between work and leisure
time/particular times of the week became associated with leisure time;
12 laws/changes in culture made rowdy, violent behaviour associated with mob
games unacceptable/civilising process reduced the levels of violence that would
be tolerated.
January 2002
3 The nature and extent of a person’s participation in sport or physical activity
may be influenced by their social class.
(a) In the late 1800s public schools focused on and developed team sports,
whilst elementary schools incorporated exercises based on military drill into the
curriculum.
(i) Comment on the differences between the two types of school in terms of the
provision for and delivery of physical activity. (3 marks)
3 (a) (i) Candidates must make reference to provision and delivery for max. mark
Provision (2 mark max.)
17
(ii) What personal characteristics were the two types of school trying to develop?
(3 marks)
(ii) Team Sports (max. 2)
1 Helped to foster loyalty to team/sub-ordination of individual for good of the
team;
2 Develop self-discipline/adherence to rules/fair play/athleticism/ Muscular
Christianity;
3 Develop leadership skills/character training;
4 Develop sport specific skills;
Drill (max. 2)
5 Health/Fitness;
6 Take orders/be subservient to authority/develop obedience;
7 Preparation for armed forces/war.
Mark to a maximum of 3 marks
(b) During the late 1800s the working classes gained more opportunities to
become involved in team sports. Using examples, explain how this was
achieved. (3 marks)
(b) Each institution identified must be accompanied by an example in order to
gain maximum marks
1 Industrialists/Factory owners/employer;
2 e.g. works teams in soccer ;
3 Church/Clergy;
4 e.g Sunday school teams/YMCA/Boys Brigade;
5 Armed Forces;
6 e.g. regimental teams/competitions/tournaments;
7 More time off work/Saturday afternoons to watch/spectate;
8 Increase in disposable income that could be spent following sport;
9 Provision of parks/space within which to play sport;
10 Pub team.
Max 2 for examples
Mark to a maximum of 3 marks
(c) During the period 1860 to 1900 many sports became more developed and
organised. Whatsocial, economic and/or political changes helped to bring this
about? (3 marks)
18
(c) 3 marks for 3 from:
1 Need to control the sports in terms of who played/maintain amateur ethos in
the face of increasing commercialism/professionalism/middle class control;
2 Increase in the number of teams/domestic fixtures/competitions/leagues;
3 Need to agree rules/regulations on nation-wide basis/NGBs;
4 Acceptance of sports as morally worthwhile activity;
5 Improved transportation/railways;
6 Development of international matches/competitions;
7 Developments born out of concern for poor/welfare of
workers/philanthropy/demand from unions of workers rights;
8 Animal sports/mob games were banned/draw away from base activities;
9 Lack of space in urban areas;
10 Social control/disciplined work force/civilising/good for morale.
Mark to a maximum of 3 marks
June 2001
January 2001
STATE SCHOOL PHYSICAL EDUCATION
JUNE, 2011
6 There have been many developments in state school Physical Education since
1900.
Identify the similarities and differences between the state school (1904–1918)
Syllabuses of Physical Training and the current 'National Curriculum for Physical
Education'. (5 marks)
19
JUNE, 2009
Military drill was one of the first forms of physical activity to be included in state
schools in the early 20th century. What were the characteristics and purposes of
military drill ?
1. Free standing/no equipment/large numbers/small space
2. Standing in regimented rows/unison/class response
3. Taught by NCOs/ex-army
4. Adult exercises for children/took no account for children’s needs
5. Static/no creativity/no skill development
6. Marching/weapon familiarity/pretend weapons
7. Mixed ages/sexes
8. Instructional/didactic/no interaction/command style
9. To develop fitness/health
10. Preparation for work/war
11. Obedience/discipline
20
January, 2009
Improving health and fitness has always been an important concept in physical
education programmes.
Apart from health and fitness, what were the other objectives of military drill in
the 19th century? (2 marks)
1. Discipline
2. Obedience
3. Preparation for work/war (allow fit for war/not just health and fitness)
4. Familiarity with weapons
January, 2008
(b) Participation rates vary for different sections of the population.
(i) Why have females participated less than males in recreational and sporting
activities since the 19th century? (3 marks)
1. Less socially acceptable/Victorian stereotype slow to change/femininity;
2. Less leisure time/more domestic role/less personal money;
3. Less opportunity/less clubs/less activities available;
4. Less media coverage/less role models;
5. Females tended to be less competitive/less aggressive than males.
3 marks
4) Physical Education has developed since the 19th century in terms of subject
content and styles of teaching.
(a) (i) What were the objectives of teaching military drill in the 19th century? (3
marks)
1. Health and fitness of working classes;
2. Discipline and obedience;
3. Familiarity with weapons;
4. Preparation for work/war. 4 marks
(ii) How did the role of the Physical Education teacher change, from teaching drill
style gymnastics to teaching educational gymnastics from the Moving and
Growing programme of the 1950s? (4 marks)
1. Use to follow a set syllabus;
2. Used not to be trained/specialist;
3. Used to use instructional style of teaching;
4. Little interaction with children;
5. Now plans own work;
6. Now has to be qualified;
7. Now more guidance;
8. Now more interaction. 4 marks
21
(iii) What is meant by the term therapeutic and how has it been incorporated
within school physical education programmes since the 19th century? (3 marks)
1. Therapeutic means to improve health or equiv.;
2. Via Swedish gymnastics;
3. Syllabuses of Physical Training;
4. Education Gymnastics;
5. National curriculum;
6. Health related fitness;
7. Awareness of a need for a healthy lifestyle;
8. Examination syllabuses. 4 marks
January 2007
1 (b) Using Figure 1 and your knowledge of the programme ‘Moving & Growing’,
outline the similarities and differences between this programme and the concept
of Play. (4 marks)
Similarities
1. Intrinsic/fun/enjoyment
2. Learning through movement
3. Interaction with other children
4. Problem solving/creative/decision
making/cognitive development
5. Negotiation with
others/communication/social
development
6. Freedom of movement/free space
Differences
7. Teacher guiding the task/adult
authority/children told what to do
8. Formal educational objective
9. Less choice/less spontaneous/
compulsory/lesson (accept reverse)
10. Kit/uniform
1 (ii) Military drill was one of the first forms of physical activity to be included in
state schools. What were the aims and characteristics of military drill?
(5 marks)
Characteristics
1. Free standing/no equipment/large numbers/small space;
2. Standing in regimented rows/unison/class response;
3. Taught by NCOs;
4. Adult exercises for children/took no account for children.s needs;
5. Static/no creativity/no skill development;
6. Marching/weapon familiarity;
7. Mixed ages/sexes.
22
8. Instructional/didactic/no inter-action/command style
Aims
9. To develop fitness/health
10. Preparation for work/war
11. Familiarity with weapons
12. Obedience/discipline
January 2006
2(e) Discuss whether the current National Curriculum for Physical Education
improves the health of children to a greater degree than the early Syllabuses of
Physical Training (1904–1933). (5 marks)
FOR (NATIONAL CURRICULUM)
AGAINST (NATIONAL
CURRICULUM)
1. Strong focus on raising awareness
of healthy lifestyle/knowledge of body
used to devise PE programmes/Health
Related Education/cognitive
development
2. More range/choice of activities
3. Better equipment /facilities=
(enables fitness/health development)
4. Links made with community sport
clubs=later life
5. Fitness can extend beyond just
school life
6. Fitness related activities/weight
training/aerobics
7. Focus on skills not just fitness
8. Observation/analysis = less actual
physical activity?
9. Schools struggle to give
appropriate/enough time on timetable
(Syllabuses)
10. Therapeutic effects/physical
training/sole focus on body
11. Static drill therefore not good for
health
12. But became more active (must
justify drill for/against)
Similarities:
13. Both compulsory/centralised;
14. Both have aims to develop health/fitness
marks
5
June 2005
2 (c) Historically, social class was an important factor in determining participation
in physical activity.
(i) Why did working class women traditionally have the least opportunities to
participate in physical recreation? (3 marks)
(c) (i) 3 marks for 3 of:
1. Less leisure time;
2. Due to work and domestic role;
3. Less money/less disposable income/less money for private membership of
clubs;
23
4. Stereotype/sport not for women/sport for males/damage to women.s health;
5. Less availability of private facilities;
6. Had to wait for public provision of facilities. 3 marks
(ii) Why was military drill considered suitable for working class children in state
schools at the beginning of the 20th century? (4 marks)
(ii) 4 marks for 4 of:
1. (Command obey style of teaching) developed obedience/discipline;
2 Working class expected to know their place in society/unquestioning;
3. Military style exercises suitable for preparation for war/familiarity with
weapons/for work;
4. Fitness/health. Working class in poor physical health;
5. Would make them better troops/more productive workers;
6. Catered for large numbers/all ages in a small space/cheap as no equipment
needed;
7. Working class considered as not needing recreation activities as had little
leisure time.
4 marks
January 2005
3 The United Kingdom has experienced a number of wars, which have affected
the philosophy and provision of physical activity in schools and society.
(a) As a consequence of the Boer War the Model Course (1902–1904) was
introduced into state elementary schools.
What were the objectives and characteristics of the Model Course? (4 marks)
4 marks for 4 of: Sub max 3 per section
Objectives
1. Improve fitness of working class
2. Improve military preparedness/familiarity with weapons
3. Improve discipline/obedience/for work/war
Sub max 3 per section
Characteristics
4. Military drill/regimented straight lines
5. Exercises taken from War Office/adult exercises for children/didactic/no
freedom for teachers or children
6. Static/freestanding/no apparatus/dummy weapons
7. Instruction given by NCOs/drill sergeants
8. Uniform class response/command style
4 marks
24
(b) Syllabuses of Physical Training replaced the Model Course.
What were the main differences between the early syllabuses (1904–1909) and
the final syllabus in 1933 in terms of content and delivery? (4 marks)
CONTENT
1. More variety/recognition of
gymnastic and games skills
2. Element of play
3. Better facilities such as playing
fields
and gymnasiums
4. Recognition of ages (under 11 & over
11)
5. Link between mind and body
DELIVERY
6. Introduction of group work
7. Decentralised lesson
8. Teacher beginning to relate to
individual / individual response
9.More freedom for teachers /
teachers trained
(c) Explain how and why recreational opportunities for women improved
following the First World War (1914–1918). (3 marks)
(c) 3 marks for 3 of:
1. Beginning to shed the traditional domestic role/removing of stereotypes;
2. Took on jobs during the war/gained respect;
3. More sports becoming acceptable for women;
4. Increasing leisure provision in society/more facilities/clubs;
5. More freedom generally /gained the vote/more independence/fashion/labour
saving gadgets;
6. More high profile competitions beginning to highlight the potential of women;
7. Media coverage = role models=stimulated participation. 3 marks
June 2004
1 Rather than play team games, children in Elementary State Schools carried out
military drill.
(iii) How did military drill prepare the working classes for their role in society? (3
marks)
(iii) 3 marks for 3 of:
1. Improve health/fitness/did not improve fitness/hard physical exercise;
2. Learned to take orders/obedience/discipline;
3. Familiarity with weapons/staves and sticks;
4. Not needed to think or use initiative/working in unison;
5. Employees need to obey employer;
6. Military role as a soldier/foot troops/preparation for work role. 3 marks
25
4 (b) During the 20th century, key changes occurred in the content and style of
teaching of physical education programmes in state schools.
(i) Describe the content and teaching style of the programme Moving and
Growing [1952]. (4 marks)
CONTENT
TEACHING STYLE
1. Free movement;
2. Dance/educational
gymnastics;
3. Expressive/creative;
4. Apparatus;
5. Active/energetic/use
of space;
6. Educational focus.
7. Heuristic/guidance/discovery/
observational role/less didactic /
problem solving;
8. Interaction between teacher and
pupil;
9. Work with individuals rather than
class response/decentralised
style/group work;
10. Teachers devise own work.
(ii) How did this reflect the changing attitude towards children? (2 marks)
(ii) 2 marks for 2 of:
1. Become more child centered;
2. Children.s physical/intellectual/social/emotional needs taken into account;
3. More of an educational focus rather than instruction/individual development;
4. Children encouraged to be creative/expressive/decision making/thinking;
5. More .fun. focus. 2 marks
January 2004
4 (d) There have been many developments in state school Physical Education
since 1900. Identify the similarities and differences in terms of objectives and
delivery between early state school (1904–1918) PT syllabuses and the current
National Curriculum for Physical Education. (6 marks)
(d) Similarities Sub max 4 marks
1 Both centralised/guidelines from central authority/government;
2 Both concerned with health promotion;
3 Both compulsory part of curriculum;
4 Both preparing for life after school.
Differences Sub max 4 marks
June 2003
1 (b) During the late 19th century, participation in physical activity within schools
was very much determined by social class.
With reference to physical activities experienced, contrast the ways in which the
upper/middle and working classes were prepared for life after school. (5 marks)
26
(b) Public schools (upper/middle class) (max 3 from this section)
1 Opportunities for team games/suitable egs;
2 To develop Muscular Christianity/Athleticism;
3 To instil values for life/activity for its own sake/fair play/team work/loyalty;
4 To develop specific sport skills for further participation in games;
5 To be played during the extensive amounts of leisure time likely to be available;
6 Development of leadership skills/preparation for leadership roles/suitable eg’s;
7 Character training.
Elementary schools (working class) (max 3 from this section)
8 Provided with drill/therapeutic gymnastics;
9 To develop basic fitness/health;
10 To develop obedience/not to question authority/social control;
11 For preparation for workforce/military service;
12 Limited amount of leisure time likely to be available. (5 marks)
January 2003
1 (c) The physical activities offered by state elementary schools changed during
the first half of the 20th century. Describe and explain these changes. (7 marks)
(c) No specific dates required, but developments must be chronologically correct.
Description – Sub max 4 marks
1 (1870) initially (free standing military) drill for boys only;
2 Taught by NCOs;
3 Girls included later/compulsory for all children;
4 (1890) Swedish drill/gymnastics included;
5 Teachers began to take over the exercise sessions;
6 (1902) focus more on military drill/Swedish drill replaced;
7 Taught from a syllabus/centralised approach;
8 (1904) Reinstatement of Swedish system/therapeutic approach;
9 Recognition of the different ages/sex of children;
10 (1909) Further therapeutic approach/incorporation of games/Danish rhythmic
swinging
11 (1919/post WW1) Recognition of recreational/reduction in formality;
12 (1933) Introduction of group work/first steps towards decentralisation;
13 (1944/post WW2) Child centred approach/emphasis on skill
learning/dance/use of apparatus/facilities/school gyms;
14 (1952/1954) Moving & Growing/planning the programme freedom of
movement/individualised/decentralised approach.
Explanation – Sub max 4 marks
(1870-1902)
15 Improve fitness/health;
16 Preparation for military service/work/labour/effect of Boer War;
17 Instil/develop discipline/accept role in society;
18 Easy to administer/teach/deliver;
27
19 Cheap/required little space.
(1904-1919)
20 Improve health and physique/physical development/knowledge of
exercise/European influences;
21 Medical basis/form of preventative medicine/rehabilitation of
WW1soldiers/recuperation;
22 Increase enjoyment/fun;
23 Allow more scope for teacher to use own initiative;
24 Control passed to Education Board;
25 Impact of female PE teachers;
(1933-1952)
26 Encourage interaction between pupils/pupil teacher;
27 Develop creativity/initiative among pupils/discovery style;
28 Further scope for teacher initiative/creativity;
29 Further development of specialist PE teacher
training/Wing/Loughborough/Carnegie;
30 Influence of Dance Movement educationalists/Labern.
7 marks
June 2002
2 (e) What factors caused the increase in physical recreation in Britain during the
inter-war period (1918 to 1939)? (4 marks)
4 The Butler Education Act (1944) was introduced in order to help build a better
future for children. In terms of Physical Education, it represented a shift in
emphasis from “posture” to “movement”.
(a) What were the main features of the “movement” approach to Physical
Education in state schools of the 1940s and 1950s? (3 marks)
January 2002
3 The nature and extent of a person’s participation in sport or physical activity
may be influenced by their social class.
(a) In the late 1800s public schools focused on and developed team sports,
whilst elementary schools incorporated exercises based on military drill into the
curriculum.
(i) Comment on the differences between the two types of school in terms of the
provision for and delivery of physical activity. (3 marks)
(ii) What personal characteristics were the two types of school trying to develop?
(3 marks)
28
(b) During the late 1800s the working classes gained more opportunities to
become involved in team sports. Using examples, explain how this was
achieved. (3 marks)
(c) During the period 1860 to 1900 many sports became more developed and
organised. What social, economic and/or political changes helped to bring this
about? (3 marks)
June 2001
January 2001
29
CONCEPTS AND DEFINITIONS
January 2007
1 (a) One of the aims of the National Curriculum for Physical Education is to
develop a child’s ability to become a critical performer.
(i) What is meant by the term critical performer? (2 marks)
1. Appreciation/judgement;
2. Knowledge/understanding of performance;
3. Informed spectator;
4. Observation/analysis/evaluation.
(ii) According to the National Curriculum for Physical Education, what other
roles are children required to adopt within their physical education lessons?
(3 marks)
1. Performer;
2. Choreographer;
3. Captain/leader;
4. Response to leadership;
5. Team member;
6. Manager/administrator;
7. Official/referee/umpire;
8. Coach/teacher/assessor/observation & analysis;
9. Informed spectator.
2d) In today’s society, how can schools and community sports clubs work
together to increase the level of participation in sporting and recreational
activities? (4 marks)
1. Increase links between the two/visits/liaison personnel/coaches/dual use/sharing
facilities;
2. Observe government policy/e.g. PESSCLS/sports colleges/sport development
officers;
3. Offer discounts/membership/subsidised used of facilities;
4. Offer range of participation/competitive/recreational/social/extracurricular
clubs/trips/holidays/sports camps/increased competitions;
5. Come and try days/taster sessions;
6. Publicise/advertise/notice boards.
7. Increased awareness of health and fitness issues
30
3
Many factors can influence an individual’s participation in sporting and
recreational
activities.
(a) (i) What is meant by the term mass participation? (2 marks)
1. The community to take part/sport activities/suggest large amounts of
people;
2. Requires discrimination to be reduced/eliminated;
3. Suggests a social policy/government . agencies involved.
4. Grass roots level;
(ii) Identify and explain the factors that can influence an individual’s
participation in sporting and recreational activities. (4 marks)
1. Resources . access to money/facilities/effective coaching/transport/clubs/
disposable income;
2. Social status/middle classes more likely to participate/unemployment issues;
3. Peers/friends/family . influence of (positive or negative);
4. Cultural / religious/race issues/holy days/dress codes or
equiv/centrality/stacking;
5. Leisure time - amount of;
6. Previous experience / Past enjoyment or not of PE /previous success in
sport/ private schools;
7. Age / old / young . require explanation
8. Gender e.g. women may have less access to resources / men more likely to
participate;
9. Disability . less access or increasing opportunities;
10. Discrimination . require explanation;
11. Media coverage/societies image/role models/health awaren
(iii) What would be the benefits to the individual and to society of increasing the
number of people participating in sporting and recreational activities?
(5 marks)
1. Health /fitness/less obesity/physical or mental/less strain on NHS;
2. Social control/occupy peoples leisure time/channel energies positively/crime
prevention/keep them off the streets;
3. Economic benefits / employment/neighbourhood regeneration;
4. Success at international level / more medals/national pride;
5. Inclusiveness / reduce social exclusion /integration of community;
6. Give people success / sense of achievement / pride in self;
7. Friendships/social skills/teamwork
(b) Current provision for leisure may be provided by the voluntary, public or
private
sector. What are the characteristics of the private and voluntary sectors?
(3 marks)
Private e.g. private fitness centre
31
1. Privately owned registered
companies
2. Trading on normal
profit/loss/self financed
3. Managed by owners and their
employees
4. Exclusive/Better facilities
5. higher membership fees
Voluntary.
6. Business operations owned by
members
7. Possibly on trust/charity basis:
trading on normal profit/loss/break
even
8. Managed by members
committees/often unpaid/volunteers
9. Financed by members subs/match
fees/fund raising/sponsorship
4 (b) Football is an example of a sporting and recreational activity.
(i) Explain why an activity such as football may be classified under two of the
following headings:
- physical education
- physical recreation
- sport. (4 marks)
Physical education
1. Lessons at school/compulsory
2. Games a category on national
curriculum / all Key Stages 14
3. Formal teaching & learning /
of skills / tactics
4. Assessment/attainment
5. encouraged to adopt other
roles e.g. officiating
6. Key values such as leadership
Physical Recreation
7. Voluntary / choice
8. in free time
9. Outcome /result not important
10. Motive for fun /
intrinsic/some extrinsic
11. Social
12. Some level of organisation /
modified rules
Sport
13. Serious outcome/winning
important /highly competitive
14. Motive extrinsic /
32
professional/earn an income
15. Organisational stringency / highly
structured rules
16. Officials enforce rules
17. Commitment/sacrifice/dedication
18. Specialise/skill level
January 2006
1a) How could skiing on a dry ski slope meet the requirements of: physical
recreation and sport ? (4 marks)
4 marks for 4 of (3 max per section)
RECREATION
SPORT
1. Can be done in free
time/holidays/leisure time
2. Voluntary/choice
3. Intrinsic motivation/fun/enjoyment
4. Non serious end
product/noncompetitive
5. Active/energetic/healthy/mental
benefit
6. Sporadic participation/ski & pay
7. Races/competitions/officials/rules
8. Training/physically demanding
9. Coaching
10. Club membership/team squad
11. Serious end product
(winning/improvement)
12. Regular participation
4 Marks
2 The health of the population has caused concern for the government, resulting
in changes to the teaching of physical education.
(a) Suggest reasons why children in the United Kingdom are thought to be less
healthy than previous generations. (3 marks)
3 marks for 3 of:
1. More sedentary living/less active children;
2. Transport rather than walking;
3. Diet/more food consumption/obesity;
4. Safety concerns/children do not play outside as much/risk associated with
sport;
5. TV/computers/peer pressure;
6. Less PE on the curriculum/some PE now more academic than practical. 3 marks
(b) Why should the Government wish to increase participation in active
recreation?
(3 marks)
3 marks of 3 of:
1. Health/physical/mental/cost to NHS;
2. Improve community integration/pride in community;
3. Sport seen to have benefits for lowering crime rates/social control;
4. Can help people gain employment;
33
5. Individuals acquire skills/practical and personal/social;
6. Makes people better/more effective citizens.
7. Get more to elite level. 3 marks
2(d) The Government requires schools to provide all of their students with a
minimum number of hours of physical education each week. This target is met by
only a third of secondary schools.
Why might some schools fail to make this provision for their students? (3 marks)
3 marks for 3 of:
1. 2 hours not compulsory/only guidelines;
2. Timetable restrictions;
3. PE not considered as important as academic work;
4. Extra curricula relies on goodwill of teachers;
5. Insufficient specialist physical education teachers;
6. Lack of facilities/equipment/access to facilities/budget restrictions. 3 marks
3(a) Using Figure 2, explain the terms foundation and participation and outline
how people can become involved at these levels. (3 marks)
(a) 3 marks for 3 of:
1 mark for each of:
1. Foundation . introduction to basic sport skills/beginning;
2. Participation - exercising leisure option/choice/participate regularly;
1 mark for 1 of:
3. Foundation . physical education/mini games/tumbletots;
4. Participation . extra curricula/clubs/grass roots. 3 marks
4(a) (i) Young children often engage in play and physical activity. Using Figure 3,
state the benefits of play for young children. (3 marks)
3 marks for 3 of:
1. Physical /health / fitness;
2. Social skills/interaction/communication/negotiation/friendships/accepting
rules;
3. Emotional/cope with winning . losing/pressures;
4. Acquiring skills/motor/perceptual;
5. Autonomy/independence/decision making;
6. Creativity/expressive/imaginative/learning about real life;
7. Fun/intrinsic enjoyment. 3 marks
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4(b) Discrimination is one possible reason for the decline in female participation.
What is meant by the term discrimination ? (2 marks)
2 marks for 2 of:
1. To make a distinction/difference between people;
2. Usually based on prejudice/negative stereotype/unfair;
3. An action/verbal/physical attack;
4. Can be overt/law/membership clause;
5. Based on sex/race/age/disability/ability/class;
6. Discrimination can be positive to encourage/equality. 2 marks
June 2004
1 (b) Today, schools help to prepare young adults to use their leisure time
effectively.
(i) How do schools achieve this objective through physical education and extracurricular sport? (5 marks)
(b) (i) 5 marks for 5 of:
1. Physical education compulsory/everyone can experience it/extra curricula;
2. Acquire a range of skills/sports;
3. Hopefully find an activity they enjoy/continue with later life;
4. National Curriculum encourages other roles in sport/coaching/officiating/
knowledge of wide range;
5. Enables them to be healthy when they leave school/HRF/awareness of
healthy lifestyle;
6. (Sport offered via extra curricula) activities/clubs/trips/teams/practices/
matches;
7. Social benefits/etiquette/knowing how to behave in a club;
8. Links with community sport clubs encouraged;
9. Standards of performance extended/more competitive emphasis;
Encourage self-discipline/commitment/dedication/training/hard work/positive
attitude outside curriculum lessons. 5 marks
(ii) What roles, other than “performer”, does the National Curriculum for Physical
Education encourage children to develop? (3 marks)
(ii) 3 marks for 3 of:
1. Critical performer/self improved; [skill based]
2. Observation/evaluation others/spectator;
3. Helping others/coaching;
4. Choreographer/planning/creative; [strategy based]
5. Role of official/referee/timekeeper/scorers;
6. Leadership/captain/develop organisational skills. [people based]
(Do not credit sportsmanship/etiquette) 3 marks
2 Games are now a compulsory part of the National Curriculum for Physical
Education.
35
(d) Using a named example of a game, explain how the objectives of physical
education are met in terms of developing:
activity specific skills and knowledge and values (4 marks)
(d) 4 marks for 4 of:
(1 mark for each section; max 3 if one area not covered)
3 Physical activity can be subdivided into the categories of play, physical
recreation and sport.
(a) Play has been defined as “an activity from which you get immediate pleasure
without ulterior motive”.
(i) Using an example, explain this definition. (2 marks)
3 (a) (i) 2 marks:
Fun/enjoyment (linked to pleasure);
1. Intrinsic value/non serious (linked to ulterior motive);
2. No predetermined value outside of activity/no tangible rewards (link to ulterior
motive)
(NB: Only credit if they link to definition to example) 2 marks
(ii) State two ways in which sport differs from play. (2 marks)
(ii) 2 marks for 2 of:
1. Extrinsic rewards/serious end product;
2. Competitive/contesting/combative/winning is important;
3. Commitment/effort/training/develop skills;
4. Emotional highs and lows/anxiety/pressure/extremes of emotion;
5. Highly structured (time/boundaries/rules/equipment);
6. (Externally imposed) rules/officials/strategies;
7. Less freedom of choice /moral obligation (e.g. coach, parents, spectators,
team players).
(NB: or reverse if coming from a .play. angle). 2 marks
(b) Physical recreation can be the adult equivalent of play.
(i) What are the benefits of physical recreation for individuals? (3 marks)
(b) (i) 3 marks for 3 of:
36
1. Health/fitness
2. Release of stress/escape/catharsis;
3. Enjoyment/emotional response/psychological homeostasis/recreating self;
4. Development of skills/achievement/fulfilment/self esteem;
5. Socialising/friendships/community spirit;
6. Choice/leisure option/opportunity to follow interest;
7. Socialisation/learning cultural values/way to behave. 3 marks
(ii) Outdoor adventurous activities can be either recreational or competitive.
Explain this statement, using suitable examples. (4 marks)
(ii) 4 marks for 4 of . max 3 per section:
(c) Our choice of physical recreational activities can be determined by the
opportunities and provision within our society.
(i) Provision for recreation may be provided by the voluntary, public or private
sector. What are the characteristics of public provision in contrast to private? (4
marks)
37
4 Society’s attitude
towards children’s
physical, cognitive and emotional needs have changed dramatically since the
late 19th century.
(a) Explain how participation in physical activities helps to develop children’s
physical, cognitive and emotional needs. (4 marks)
(c) Physical Education is a compulsory aspect of schooling in the United
Kingdom.
(i) How has the introduction of the National Curriculum improved physical
education in schools? (3 marks)
(c) (i) 1. Centralised/uniform experience;
2. Wide range of activities;
3. Guidelines for teachers/counters poor teaching;
38
4. Accountability of teachers;
5. Clear aims/planning/assessment criteria/makes testing easier;
6. Preparation for other sport roles e.g. officiating/choreographer etc;
7. Same status as other subjects. 3 marks
(ii) How could a teacher following the National Curriculum for Physical Education
inject an element of play into a physical education lesson?
(2 marks)
(ii) 2 marks for 2 of:
1. Make up rules/change/modify rules/boundaries;
2. Choice of equipment/partner/activity;
3. Adapt full sided games/mini games/make targets easier i.e. larger;
4. Reduce pressure to win/motivate to participate/fun/enjoyment element;
5. Giving them more independence/decision making/autonomy/ officiating
themselves. 2 marks
The government’s neighbourhood regeneration scheme helps to finance the
development of sport and leisure opportunities in deprived areas.
(d) How does this help the individual and the local community? (3 marks)
(d) 3 marks for 3 of:
1. Health [physical and mental]/fitness/reduce health costs;
2. Less crime/social control/off the streets;
3. Lower long term unemployment/job creation;
4. Qualifications/sense of achievement/individual.s potential/self esteem/develop
life skills;
5. Community identity/collective effort/integration/bringing community
together/social friendships;
6. Economic impact/sport and leisure big business/infrastructure. 3 marks
January 2004
1 Games are one of the areas of activity taught as part of the National Curriculum
for Physical
Education, and are frequently offered to pupils through extra-curricular clubs.
(a) Identify three sub-categories of game activities and give an appropriate
example from each sub category. (3 marks)
1 (a) 1 Striking and fielding/innings;
2 Combat/fighting;
3 Net/wall and rebounding;
4 Invasion;
5 Target
2 marks for three groups
1 mark for two groups
1 mark for any example 3 marks
39
(b) How does the teaching of game activities differ between Key Stages 1 or 2
(primary school) and Key Stages 3 or 4 (secondary school)? (3 marks)
(c)
Grea
ter
avail
abilit
y of leisure time is one factor that has led to an increase in the take up of sport
and physical activity among the general population. What other factors have
contributed to increased participation? (3 marks)
(c) 1 Flexible working patterns;
2 Better access transport;
3 More facilities/better/wider range of facilities;
4 Influence of PE/preparation for leisure through PE/extra curricular activities;
5 Increased affordability/more disposable income;
6 Promotion of activities through media/fashion/trends/role models;
7 Health awareness;
8 Opportunities to meet people. 3 marks
(e) In what ways, other than at school, are young people able to participate in
sport and physical activity? (2 marks)
(e) 1 Through community based clubs/scouts and guide/YMCA, Cadet Corp,
equiv;
2 Run by local authorities/public sector/local authority play schemes;
3 Run by local clubs/voluntary sector/taster courses;
4 Informal play at leisure centres/recreational;
5 Adopting other roles like officiating/scorer;
6 Parents who are members of private clubs. 2 marks
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3 (c) The organisation and management of local authority sports facilities has
changed over the last decade. Why has this been necessary and how has it been
achieved? (6 marks)
(c) How Sub max 5 marks
1 Facilities owned by local authorities but run/managed by private companies;
2 Public Private Initiative (PPI);
3 Provision of wider/narrower range of services/activities;
4 Increase in price/fewer discounts/greater emphasis on commercialism;
5 Development of membership schemes;
6 Facilities hired out to non-sport users, e.g. computer fairs/dog shows/craft fairs;
7 Compulsory Competitive Tendering/CCT/bidding process;
8 Best Value.
Why Sub max 5 marks
9 Meet local needs/expectations/mother and baby/demands of the
community/more wanting to take part;
10 In order to be more accountable/poor management;
11 Increase efficiency/effectiveness/increase the quality/raise/increase
standards;
12 Competitive ethos/run professionally/profit making/breaking even;
13 Follows central government policy;
14 Local Authorities run out of money/lack of funding. 6 marks
4 The National Curriculum for Physical Education provides pupils with the
opportunity for personal development through a wide range of activities.
(a) Contrast the nature of the sport problem between gymnastic and athletic
activities. (2 marks)
4 (a) Gymnastic Activities
1 To reproduce the best qualitative movements in relation to set
criteria/movement
replication/subjective assessment/judges opinions.
Athletic Activities
2 To produce the best quantitative performance in relation to a simple physical
measurement/fastest time/longest distance/greatest height/weight/objective
assessment 2 marks
(b) Physical Education and school sport aims to develop every pupil, regardless
of ability.
(i) How might a talented performer be helped to develop? (3 marks)
(b) (i) 1 Through specialisation/focus on an activity;
2 Through extra-curricular clubs/teams;
3 Through pyramid of competition/representative teams/talent development
programmes/put in for trials;
4 through GCSE/AS/A level courses/knowledge of sports disciplines;
5 Mentoring programmes (Sports Colleges);
6 Develop school/club links/use external coaches;
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7 Teacher attitude/colours/philosophy;
8 (Lottery) funding/scholarships/gifted and talented; 3 marks
9 Streaming.
(ii) How might a less skilled performer be encouraged to participate? (3 marks)
(ii) 1 Allow individual to discover talent;
2 Through exposure to a wide range of activities;
3 Through experience of a wide range of roles;
4 e.g. coach, official;
5 Streaming;
6 More fun/less serious/positive experiences;
7 Structured games/activity/modified/adapted games;
8 Awards/certificates. 3 marks
(c) Why do school Physical Education programmes promote the benefits of a
healthy lifestyle? (4 marks)
(c) 1 Increased concern over physical condition/health of young people;
2 To reduce obesity;
3 Due to poor diet;
4 Lack of exercise/post school gap/value of sport after school;
5 Due to greater range of passive leisure pursuits, e.g. computer/video
games/TV;
6 It is a requirement of the National Curriculum;
7 Understand links between health and exercise 4 marks
June 2003
1 (a) Many people take part in physical recreation as a form of leisure activity.
(i) Define the term leisure. (2 marks)
1 (a) (i) 1 Time away from/left over/after obligations/necessities such as
work/education;
2 During which activities can be freely/voluntarily entered into/choice;
3 For the purpose of relaxation/enjoyment/fun. (2 marks)
(ii) What do you understand by the term physical recreation? Comment on its
benefit to individuals. (4 marks)
(ii) 1 Physical Recreation – active/exercise/physically strenuous activity;
2 Undertaken during leisure time;
3 Provides opportunities for self-fulfilment/fun/enjoyment/intrinsic reward/improve
skill;
4 Helps to maintain physical health/fitness;
5 Helps to develop interpersonal/social skills;
6 Escape from reality/pressures/stress/mental health/re-create.
42
(any 4 for 4 marks)
(c) Outdoor and adventurous activities are one area of activity within the National
Curriculum for Physical Education.
(i) Using an example of an activity, identify three educational objectives that
outdoor and adventurous activities can provide for pupils. (3 marks)
(c) (i) 1. Provide achievement for those not succeeding in other activity groups;
2. Avoids direct competition between/against others;
3. Provides a wider range of experiences;
4. Provides a different kind of challenge/element of risk provided by environment;
5. Provides opportunity to discover potential/reach personal limits;
6. Development of leadership;
7. Development of working with others/trust/team building;
8. Development of problem solving/decision making;
9. Develops appreciation/knowledge/understanding of environment;
10. Develops confidence/self-reliance/overcoming fear/survival
skills/map/compass reading skills;
11. Cross curricular link with other subjects eg Geography.
(nb use of an appropriate example required for maximum marks) (3 marks)
(ii) Why do some people prefer to participate in outdoor and adventurous pursuits
as their main leisure activity? (4 marks)
(c) (ii) 1. Escape from urban life/routine/explore countryside;
2. Seek challenge/risk/thrill/(adrenaline) rush;
3. Influence of PE programme/have developed necessary skills;
4. Influence of media/fashion/role models/youth culture;
5. Away from rules, regulations and strict structure/not competitive;
6. Seek independence/own decisions/self-paced. (4 marks)
2 (a) Competitive sport can be broadly categorised into athletic, game and
gymnastic activities.
(i) State how the winner is determined in each category. (3 marks)
2 (a) (i) 1. Athletic – Winner decided by quantitative measure of fastest
time/furthest distance/greatest height/heaviest weight;
2. Game - Winner decided by greatest number of points to symbolise territorial
dominance;
3. Gymnastic – Winner decided by greatest number of points awarded for best
qualitative movements/movement replication/degree of difficulty as judged
against set criteria/judges opinion. (3 marks)
(ii) Contrast the level of tactical knowledge and technical ability required in
gymnastic and game activities. (4 marks)
43
3
Figu
re 1
shows the development stages of a young sports person.
Excellence
Performance
Participation
Foundation
(a) (i) What do you understand by the terms foundation and participation? (2
marks)
3 (a) (i) 1. Foundation – first introduction to an activity/beginners/basic skills/first
learning of an activity;
2. Participation – regular involvement at a basic level of
skill/commitment/choice.
(2 marks)
44
(ii) In what ways can young people enter sport at these two levels? (3 marks)
(ii) Foundation
1. Introduced to activity through school-based PE;
2. Taster sessions run by local club/local authority;
3. Introduced by parents/friends/peers to sport centres/clubs.
Participation
4. Extra-curricular school club/team/school fixtures/tournaments;
5. (Youth section) local club/local leagues/tournaments;
6. Recreational/pick up games in the park/own leisure time.
(3 marks)
4 (a) The teaching and assessment of Physical Education in state schools today
is determined by the National Curriculum.
(i) How does the delivery of the curriculum vary throughout the four key stages?
(3 marks)
4 (a) (i) 1. KS 1 – Gym/Dance/Games – limited range; (credit only if they name all
three)
2. No choice offered/compulsory;
3. KS 1&2 – development of individual skills in isolation;
4. Focus on basic/simple skills;
5. KS 3&4 – wider range of activities offered;
6. Choice of activity offered/specialisation;
7. Development of skill in competitive situation;
8. Focus on more complex/advanced skills
9. Opportunities to develop secondary roles other than
performing/coach/official/etc. (3 marks)
(ii) Give three areas of assessment that Physical Education teachers are
required to complete while following the National Curriculum for Physical
Education.(3 marks)
(a) (ii) 1. Level of performance;
2. Planning;
3. Evaluation/Analysis of movement;
4. Improving own/others performance;
5. Knowledge/understanding of fitness/health related/safety. (3 marks)
(c) Outside of school, young people can participate in sport and physical
recreation using both public and private sector facilities.
(i) Explain the terms public and private sectors. (2 marks)
(c) (i) 1. Public – open to all/subsidised service/social need/policy/run by local
authorities;
2. Private – exclusive/ability to pay/make a profit/commercial business.
(2 marks)
45
(ii) How and why has the relationship between these two sectors changed in
recent times? (3 marks)
(c) (ii) 1. Public sector forced to account more for the use of local taxes;
2. Need to improve efficiency of provision/resources/funds;
3. Use of private sector methods to achieve the above;
4. Use of policies of CCT/Best Value;
5. Brief/basic explanation of CCT/Best Value;
6. Hence partnerships developed between the two sectors/working together.
(3 marks)
January 2003
1 Sport and Physical Education can be experienced through a wide range of
activities.
(a) Sports are a common type of physical activity used in school-based Physical
Education programmes.
(i) State three characteristics of sport. (3 marks)
any 3 for 3 marks
1 Competitive/involves competition
2 Objective to win/create/prove ascendancy;
3 Well defined rule structure governing;
4 How winner is decided, spatial boundaries, time, number of players, player
behaviour; (one mark for one or more)
5 Institutionalised/organisational stringency/officials/NGB/clubs
6 Can involve extrinsic rewards/equiv.
7 Performance of physical skills/equiv 3 marks
(ii) Apart from games, identify all other areas of activity within the National
Curriculum for Physical Education. (3 marks)
1 Dance activities; (mark first five only)
2 Swimming;
3 Outdoor/adventurous activities/outdoor pursuits;
NB: No credit for specific activities
4 Athletics (athletic activities);
5 Gymnastics (gymnastic activities). 3 marks
(b) Physical Education in schools helps to prepare children for active leisure.
(i) Explain the term active leisure. (2 marks)
2 marks for two from:
1 Use of free time, time away from work/obligations/necessities;
2 To indulge in physically demanding activities/strenuous/involves
46
exercise/physical recreation;
3 Entered into voluntarily/selected/chosen by individual 2 marks
(ii) How might Physical Education programmes attempt to prepare children for
active leisure? (3 marks)
3 marks for three from:
1 Encourage an active lifestyle after leaving school/at school;
2 Shows benefits of physical activity/health/social;
3 Provides experience of a wide range of activities;
4 Ability to make choices on leaving school;
5 Socialises children into sport to enable them to join clubs/develop school-club
link/at and
after leaving school/etiquette;
6 Develops the activity/sport specific skills to enable them to continue their
interest in
physical activity after school/after leaving school.
NB: Do not credit extra curricular activity references, unless qualified, 3 marks
2 (d) Today, increasing participation in physical activity within a community is
considered a positive act. How do the reasons for increasing participation differ
between local authorities and voluntary clubs? (4 marks)
Local Authority (public sector) sub max 2 from:
1 Individual/personal benefit/well being;
2 Social health/community benefits/offset crime/community spirit;
3 Driven by governmental policies/directives/targets/neighbourhood renewal;
4 Commercial interests (CCT)/(PPP)
5 Provides services expected by the public.
Voluntary club sub max 2 from:
6 Increase membership;
7 Increase playing base;
8 As a means of developing talent, succeeding in competition;
9 Increase fund raising ability/attract lottery funding. 4 marks
(e) National sports organisations, such as Sport England, have devised schemes
to introduce children to sport and to develop their talents. Using examples,
explain how such schemes help to achieve these aims. (5 marks)
(e) 1 Sport England Programmes include: TOP Play, Sport, Club/Active
Schools/Active
Communities/Sportsmark(Gold)/World Programmes Class/sports
academics/NGBs/Youth Sports Trust
Max 1 mark for relevant example
47
Four marks for four from:
2 Provide equipment;
3 Provide guidance/information/SDOs/co-ordination;
4 Provide training for coaches/teachers. NB: Not facilities
5 Adapted sports to suit children’s ability/physique. Any named scheme or
adapted version of sport eg. Short tennis, kwik cricket, tag rugby;
4 Via smaller sided/smaller pitches/smaller and lighter equipment/ rules for
specific age groups;
5 Devised award schemes;
6 Taster session/promotions/campaigns/use of ‘stars’/advertising/merchandising;
7 Organising competitions/tournaments/events.
8 Talent identification programmes/ centre of excellence/ sports academies;
9 Coaching structure/ award schemes for coaches.
N.B Credit Sports Academies only once either as an eg or method.
Max 4 marks from 4
5 marks
3 (d) The development of swimming facilities has become a recent priority for
Sport England. What might be the reasons for Sport England’s focus on
swimming provision? (3 marks)
3 marks for three from:
1 Poor/declining standard of existing facilities;
2 Insufficient level/number of existing pools/popular activity/high demand/wide
appeal;
3 Importance of swimming as a survival activity/water safety;
4 Part of National Curriculum;
5 Desire to develop excellence in swimming/high profile of the UK Commonwealth
team;
6 Increased opportunity for women in swimming;
7 Considered a good way to keep fit/healthy;
8 Fall off in participation rates, 3 marks
(e) Competitive sport can be analysed using the components shown in Figure 2
below.
Explain the terms structural and strategic. (2 marks)
2 marks, one for each:
Structural
The nature of the sport problem/what you are allowed to do/not to
do/rules/regulations/objectives/aims.
Strategic
Planning and decision making aspects/tactics. 2 marks
48
(ii) State the differences between the structural and strategic aspects of
competitive swimming and basketball. (4 marks)
STRUCTURAL
SWIMMING
1. Athletic
2. Simple Rules
3. No direct contact
4. Winner judged by time over
distance
STRATEGIC
SWIMMING
1. Little strategy required
2. Judging only when to turn /
increase pace
3. Pace determined in advance
by training
STRUCTURAL
BASKETBALL
1. Invasion game
2. Complex rules
3. Indirect contact
4. Winner judged by territorial
domination.
STRATEGIC
BASKETBALL
1. Highly tactical
2. Set plays / game plays /
positional plays
3. highly reliance on individual /
instant decision making
4 (b) Between1860 and 1900, many national governing bodies for sport were
formed in England. Explain why these governing bodies were formed. (3 marks)
3 marks for three from:
1 Devise revisions of games from public schools;
2 Increased number of clubs/fixtures required more uniform rules to be
established/administered/administrative;
3 Greater mobility/more widespread competition/due to improvements in
transport also required codified rules;
4 Rise in competition/need to oversee developed/devised/set up
competitions/tournaments;
5 Greater need to vet competitors/teams/clubs in an attempt to maintain amateur
code;
6 Desire by middle/upper class to control sport/administer. 3 marks
June 2002
2 In recent times there has been substantial growth in the numbers of people
taking part in outdoor and adventurous activities.
(a) Briefly explain the difference between outdoor recreation and outdoor
education. (2 marks)
2 (a) 2 marks for 2 of:
49
1 outdoor recreation – participation in outdoor pursuits or named adventure
activities or within the natural environment during an individual’s own free time or
voluntarily;
2 outdoor education – participation in outdoor pursuits/adventure activities within
the natural environment in order to develop educational
values/learning/obligatory.
(b) What factors may account for the increase in the popularity of adventurous
activities? (4 marks)
(b) 4 marks for 4 of:
1 increase in disposable income/increased affordability of equipment/cheaper
equipment;
2 increase in leisure time;
3 increased accessibility to adventure environments/ease of/cheaper transport;
4 increase in media attention devoted to such activities;
5 fashion/trends among youth culture/thrill seeking/escapism;
6 technological advances in equipment/man-made facilities;
7 increase in tourism facilities to accommodate participants/growth in adventure
tourism;
8 available in schools/opportunities given in schools/ eg school ski trip;
9 historical factors.
(c) For what reasons have outdoor and adventurous activities been included in
the National Curriculum for Physical Education (NCPE)? (4 marks)
(c) 4 max for 4 of:
1 adventure activities considered as useful in developing personal and social
characteristics/character training role;
2 social - specific characteristics of working with others/teamwork;
3 personal - leadership/self reliance/problem solving;
4 used as a vehicle for experiential learning;
5 links can be made with other studies/geography/biology fieldwork/appreciation
of the natural environment can be developed;
6 informs/prepares for pursuit of adventure/outdoor activities post school/later in
life;
7 not competitive against others.
(d) Why might some schools be unable to offer certain adventurous activities to
its pupils? (4 marks)
(d) 4 marks for 4 of:
1 insufficient finance/resources/equipment;
2 access to environment/distance from suitable areas/travel/transport/inner city
location;
3 lack of suitably qualified staff/unable to access training/unable to fund
training/ration of staff to pupils;
50
4 closure of LEA centres/withdrawal of LEA subsidies;
5 issue of charging pupils;
6 safety concerns/poor image/effect of media in creating high profile tragedies.
4 (b) Gymnastics and athletics are two types of activity that can be taken by
pupils during Key Stage 3 of the National Curriculum for Physical Education
(NCPE). With reference to trampolining (gymnastic activity) and long jump
(athletic activity) contrast the structural and technical demands they place on
the performer. (4 marks)
(c) Physical Education at Key Stage 4 includes programmes of study in a wide
range of activities, which allows pupils to take various roles.
(i) Give two types of activity (other than gymnastic and athletic activities) and
two roles (other than performer) that could be adopted by a pupil at Key Stage
4. (2 marks)
(c) (i) 1 mark max for any 2 from:
1 games/game activities/reference to any game type/sub group eg invasion;
2 outdoor/adventurous activities;
3 dance activities;
4 swimming activities/water safety;
1 mark max for any 2 from:
5 coach/observer;
6 choreographer/planning;
7 leader/organiser/captain;
8 official/referee/time keeper/equiv.
(ii) Why is it important to offer a degree of choice to pupils during their last years
of compulsory education? (2 marks)
(ii) 2 max for 2 of :
1 preparation for active leisure after leaving school;
51
2 entry into other roles in sport/activity other than performer/active participant in
wider community/employment in sport;
3 help individual to discover/develop talents;
4 help to maintain interest motivation in PE;
5 preparation for assessment in GCSE PE/AS/A Level/specialist degree
qualification.
January 2002
1 Physical recreation includes a variety of activities and attracts a wide range of
people. These activities may be non-competitive or competitive.
(a) Competitive sport can be categorised into athletic, gymnastic and game
activities. Reorganise all of the games shown in Table 1 below under the
following headings; fighting, striking & fielding, invasion and net. (4 marks)
1 (a) 1 mark for each correct group under the correct heading as long as there is
a minimum of two
games per group
No marks for any groupings containing incorrect games.
(d) Outdoor and adventurous activities have become increasingly popular during
the last 20 years. Explain why some people prefer these activities to team
games. (4 marks)
(d) 4 marks for 4 from:
1 Adventure activities present risks/challenges that are in stark contrast to
‘normal’ life/offer excitement/thrills (in response to danger/fear);
2 Adventure activities focus on opportunities to develop self-reliance/selfdependence to overcome/face up to challenge/fear/danger;
3 Adventure activities do not involve winning or losing/competition against others
(unless organised into a sport)/rules/officials do not play a part in the successful
outcome of overcoming the challenge;
4 Each expedition present situations that are unique due the variability of
environment/terrain/weather;
5 Adventure activities rely on individual ability to make decisions/require great
flexibility of thought and deed;
6 Desire to experience the natural environment (aesthetic)/escape urban.
Mark to a maximum of 4 marks
2 (d) The National Curriculum for Physical Education (NCPE) has made physical
activity compulsory for children aged 5–16 attending state schools. Discuss the
advantages and limitations of this requirement. (4 marks)
52
(d) 3 marks max per section:
Advantages (Max. 3)
1 All pupils have the opportunity to engage in physical activity/health & fitness
benefits;
2 Wide range/balance of activities allows pupils to develop aptitudes/abilities in
activities that suits them best/preparation for active leisure;
3 Prescribed/centralised approach encourages uniformity of experience/all
children follow the same programme of study regardless of where they go to
school;
4 Attainment targets are established/agreed on a national basis/all pupils work
towards the same standards;
5 Not performance based/a range of roles can be taken (coach, choreographer,
official).
Limitations/disadvantages (Max 3)
6 Pupils who do not enjoy physical activity or who wish to withdraw because they
feel they lack proficiency still have to participate;
7 Prescribed approach does not allow for teachers/schools to capitalise on
specialist expertise/facilities/encourage teachers to use initiative/be creative;
8 Not all schools have access to the range of facilities/or are able to allocate
funds / resources that are required to deliver the whole curriculum;
9 Limited time/choice restrictions;
10 Lack of depth through wide range available.
Mark to a maximum of 4 marks
(e) Some schools have chosen to specialise in sport or physical education. Why
might a school pursue excellence in sport or PE and what initiatives have been
developed to support this approach? (4 marks)
(e) Max 3 marks per section:
Reasons (3 max)
1 Raise funds/improve facilities at the school/coaching;
2 Used to aid marketing of school;
3 Raises local profile/enhances status;
4 Extends the curriculum;
5 Raises level of achievement across all curriculum areas/increases examination
success;
6 Helps to achieve excellence in sport/individual/school/club.
Initiatives (3 max)
7 Sports College status/and/or explanation;
8 Sportsmark/Sportsmark Gold awards/and/or explanation;
9 Active Schools/Activemark/Activemark Gold;
10 Awards for All;
11 Top Play/Top Sport;
12 Sporting Ambassadors/Sporting Champions;
13 School sports co-ordinators;
14 Sports Academies/Cove;
15 NGB link.
Mark to a maximum of 4 marks
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4 Today people can select from a wide variety of activities to occupy their leisure
time. (a) During leisure time many people choose to play sports.
(i) State the major differences between play and sport. (3 marks)
(ii) Many leisure activities can be classed as physical recreation. How does
physical recreation differ from other types of leisure pursuits? Explain its
importance to individuals and society. (4 marks)
(ii) Distinction must be made for maximum marks and refer to individuals and society
1 Physical recreation involves physical activity/exertion/physical movement/use
of one’s physical capabilities/capacities/requires some degree of fitness (e.g.
cycling, swimming, rambling etc.);
2 Whereas other leisure pursuits are sedentary (e.g computer games, cinema
going, restaurants etc.);
Individual importance
3 Helps to maintain physical health/fitness of the individual;
4 Helps to maintain/develop mental health/feeling of well-being/relief from
stress/relax/enjoyment;
5 Encourages the individual to develop inter-personal/social skills;
6 Provides challenge/sense of achievement/develops self-esteem;
Societal importance
7 It helps to reduce the cost of health care/improves the ‘health of the
nation’/reduces economic burden caused by ill health e.g lost days from work;
8 Encourages social interaction/brings people together/can be a focus for
developing community spirit;
9 Reduces anti-social behaviour/channels energy away from crime and
delinquency.
Mark to a maximum of 4 marks
(b) Facilities for physical recreation and sport within a locality are provided by a
combination of private, public and voluntary sectors.
(i) What is the main objective of each sector? Give an example of each type of
provision to illustrate your answer. (4 marks)
54
(b) (i) 4 marks for 4 from:
1 Private – concerned with profit-making/commercial potential of sport/physical
recreation/exclusivity;
2 e.g. health club/gym/golf driving range/snooker hall/equiv;
3 Public – concerned with social need/social policy/sport & leisure a right/Sport 4
All;
4 e.g. leisure centres/swimming pools/parks/equiv;
5 Voluntary – concerned with increasing membership/grass roots/develop their
interest;
6 e.g rugby club/cricket club/equiv.
1 mark for each objective and 1 further mark for a correct and appropriate
example
Mark to a maximum of 4 marks
(ii) How has the organisation and management of public sector facilities changed
in recent years? (4 marks)
(ii) 4 marks for 4 from:
1 Public/local authority built/owned facilities - now being run by private
management companies;
2 Compulsory Competitive Tendering (CCT) legislation/bidding process;
3 To make local authorities more economically accountable/improve efficiency/
reduce wastage;
4 Public/Private partnerships developed in the planning/building of new facilities;
5 Attraction of sponsors to help fund capital projects;
6 ‘Best Value’;
7 Encourages the liaison between different sectors of provision;
8 Effects on staff/working practices;
9 Effects on users. (points 8 & 9 must be qualified not just ‘more’)
Mark to a maximum of 4 marks.
June 2001
January 2001
BARRIERS TO PARTICIPATION
January 2008
(ii) Why have opportunities to participate in recreational and sporting activities
improved for people with disabilities in recent decades? (4 marks)
1. Improved social awareness of potential of disabled/higher expectations;
2. Role models have inspired individuals;
55
3. More clubs available;
4. Adaptations have increased range of sports;
5. More coaching opportunities;
6. Campaigns e.g. Sport England/Disability Sport England/Government e.g.
Disability Acts;
7. NGB’s have to have equity plans/government policies;
8. More media coverage of disability sport. 4 marks
b) The 19th century public schools provided the children of the middle and upper
social classes with the opportunity to participate in a variety of sports that were
not available to the working class.
Suggest reasons why social class can still be a determining factor in the number
and type of sporting activities in which an individual might become involved. (4
marks)
1. Money to afford equipment/facilities;
2. Type of schooling – curriculum offered e.g. private/state;
3. Parental interests;
4. Amount of leisure time;
5. Cultural values e.g. high culture – low culture/working class/middle class;
6. Access to clubs;
7. Whether likely to have a controlling position/administration etc.
4 marks
January 2007
3 (c) Since the 19th century, how and why did the Church develop leisure
opportunities for the British public? (4 marks)
4 marks for 4 of:
Why
1. Social control / occupy peoples time in acceptable activities
2. Wanted to improve morals of working classes
3. Improve health
4. Tried to make church attractive / recruitment
5. Encouraged rational /civilised Activities
How
6. Allowed Sunday school clubs / teams e.g. Everton
7. Boys Brigade / Scouts / Guides
8. Provided facilities e.g. church halls / fields
9. YMCA developed volleyball and basketball
10. Encouraged link between Christianity . military . physical / muscular Christianity
11. Clergy / vicars etc took an active role
12. Services put on for ramblers/ cyclists
The opportunity for sporting and recreational activities has varied since the 19th
century.
4 (a) (i) Why were many National Governing Bodies, such as the Football
Association, established in the 19th century? (2 marks)
56
2 marks for 2 of:
1. Sports were becoming more popular/lots of people participating;
2. More and more clubs were being formed;
3. A nationally recognised set of rules was needed/to make competition
fair/codification;
4. Sports needed organising/administrative structure/to organise
leagues/competitions;
5. Old boys wanting to continue participation/maintain amateur tradition;
6. Working class establishing own control.
B (ii) Explain the social and cultural factors that have led to an increase in the
opportunities for women to participate in activities such as football. (4 marks)
4 marks for 4 of:
1. Equal opportunities/more sports generally being made available/women have
fought for the right to participate/Sex Discrimination Act/war effort;
2. Media coverage increased;
3. Therefore increase in role models/more female coaches/PE teachers;
4. School PE curriculum/extracurricular programmes encouraged opportunities;
5. FA/more clubs/more approving/actively encouraging/opening up of traditional
men only clubs to include female teams/more male coaches for female teams;
6. More participation = more money for the game;
7. Reduce stereotypes/socially acceptable e.g. football not a medical threat to female
anatomy;
8. More leisure time/more income
(iii) What are the benefits and possible problems associated with having a high
proportion of ethnic minority groups participating in football in the United
Kingdom? (4 marks)
4 marks for 4 of (max 3 per section):
Benefits
1. Opportunity for upward social mobility/way out/escape/earn money;
2. Role models / encourages younger performers/pride/self esteem;
3. Inner city schemes to control youth/social control/keep off streets/give skills
traditional British game/integration into mainstream culture;
4. Increased talent pool.
Problems
5. Reaffirm stereotypes/cultural clash/increases racism/separation
6. Reaffirms expectation that the route out is through sport and not educational
attainment;
7. Can lead to channelling / labelling / stacking by teachers . coach
January 2006
1(b) Dry ski slopes are an example of an urban adaptation of an outdoor and
adventurous activity.
(i) Give two other examples of outdoor and adventurous activities and state
how one of these could be adapted within an urban environment. (3 marks)
57
ACTIVITY (sub max 2 marks)
1. Climbing/abseiling/mountaineering
2. Orienteering
3. Canoeing/rafting pools/boating
pools/canals/resevoir
4. Windsurfing/Sailing
5. Mountain biking
6. Para-gliding/hang-gliding
3 marks
ADAPTATION (max 1 mark)
7. Climbing Wall
8. Park/school grounds
9. Swimming pools / boating pools /
canals / reservoir
10.Reservoir / gravel pits
11. Country parks / parks / indoor
track
(ii) Outdoor and adventurous activities have been adapted for people with
disabilities. What factors have allowed these developments to occur?
(3 marks)
3 marks for 3 of:
1. Equal opportunities/opening up sports for all sections of society/legislation;
2. Developments in technology/inventions;
3. More knowledge of disabilities/coaching/sport science;
4. Higher expectations of people with disabilities/high level competition;
5. Appreciation of benefits of these activities to everyone;
6. Special school programmes/special centres set up for people with disabilities;
7. Sport England/NGB/DSE. (only credit if qualified) 3 marks
1(c) Participation in outdoor and adventurous activities in the natural environment
involves an element of risk. What is the difference between ‘real’ and ‘perceived’
risk ? (3 marks)
3 marks for 3 of: 2 max per section
Real risk
1. Risk from the natural environment/avalanche etc/increases with skill level;
2. Should be avoided at all costs;
3. Poses risk of injury or death;
4. Can be planned for/plan a route/fitness/equiv.
Perceived risk
5. Sense of danger that participant gets/they think there.s a risk;
6. Can provide the excitement but everything is under control e.g. a harness;
7. Encouraged by leader for the learning experiences it offers;
8. Importance of developing risk assessments. 3 marks
1(d) What factors have led to the increased popularity of outdoor and
adventurous activities since the beginning of the 20th century? (5 marks)
5 marks for 5 of:
1. Escape from urban environments/appreciation of countryside;
2. Increased access by transport to isolated parts of country/railways/later cars;
3. Media interest/better advertising/role models e.g. Bonnington;
58
4. Fashion/youth culture;
5. Put into school PE programmes/extra curricular/trips;
6. Growth in organisations/Youth hostel/ PGL/schemes/organisations/D of
E/national parks;
7. More sedentary lifestyles/need for adrenalin rush/vertigo/excitement/danger;
8. More affordable/disposable income/hiring of equipment;
9. Wider range of sports/technology/safety;
10. Urban/disabled adaptations.
11. Does not have to be competitive/individual/no rules/overcoming the
environment. 5 marks
2(c) What are the potential barriers to participation in active recreation for
individuals from ethnic minority groups? (4 marks)
4 marks for 4 of:
1. Background can affect values/e.g. lower value given to sport/more emphasis on
academic
subjects;
2. Can be affected by parental preferences;
3. Female participation lower in ethnic minority groups/patriarchal societies;
4. Discrimination may prevent access to clubs/racism;
5. Lack of information getting to these groups who do not already participate;
6. Preferred/traditional cultural activities may not be offered/religious codes;
7. Lack of media coverage/lack of role models;
(not channelling/labelling/money/facilities etc) 4 marks
3(e) During the past decade there has been an increase in membership of
private fitness clubs. What are the advantages and disadvantages of this for the
general population? (4 marks)
ADVANTAGES
DISADVANTAGES
1. More choice
2. Better quality facilities/sport
& social
3. Elitist/feel special/personal trainer
4. More opportunity to keep fit and
healthy
5. Competitive market = deals for
6. More costly
7. Some may not be able to
afford/exclusive/elitist
8. .Get out. for local
authorities/government
9. Public services could suffer
Customers
4a(ii) How do schools help to increase the interest and participation of girls in
physical activities? (2 marks)
2 marks for 2 of:
1. Carry out/develop (specific) policies/Girls in sport YST;
2. Increase range of activities/offer non-traditional female activities/offer activities
such as aerobics/yoga/Pilates;
59
3. Increase extra curricula;
4. Link with clubs;
5. Recreational focus not just competitive;
6. Varied classes of mixed PE/co-educational and single sex;
7. Break down stereotypes/improve publicity of opportunities/notice
boards/relaxed kit.
2 marks
4(c) How might women experience discrimination in recreational and sporting
activities? (3 marks)
3 marks for 3 of:
1. Less clubs/facilities/activities/competitions;
2. Less funding/sponsorship/financial reward;
3. Less access to positions of decision
making/coaching/employment/clubs/activities;
4. Less media coverage/less role models to inspire;
5. Stereotyping/social expectations/members don.t want them there.
6. Verbal/sexual harassment/abuse. 3 marks
(d) What are the advantages and disadvantages for females competing in the
same competitions as men in sports such as cricket and golf ? (3 marks)
ADVANTAGES
DISADVANTAGES
1. Status/equality/opportunities/raise
awareness/expectations
2. Equal funding/reward
money/sponsorship
3. Equal/higher media coverage/role
models
4. Could help/combat/reduce
counter discrimination in wider
society
5. Physical disadvantage/ hit ball
harder/unfair characteristics
6. Less women may be able to
participate/break through
7. = less role models in reality
8. If they fail seem to prove/original
view/stereotype/lose status/esteem
9. Experience discrimination/abuse
June 2004
2 (c) Decisions regarding provision and opportunity in sport are made by
influential individuals and organisations.
(i) Why has there been increasing provision of football for girls in the United
Kingdom? (3 marks)
3 marks for 3 of:
1. Now socially acceptable/perceptions changed;
2. Perception that men/FA banned it as an activity in 19th century;
3. Equality of opportunity/equal rights/Sex Discrimination Act;
4. Popular with females/fastest growing sport in UK/more teams/increased media
60
coverage;
5. Technically non-contact game/indirect contact;
6. Suitable for primary/secondary schools/co-education classes/National
Curriculum;
7. Facilities and resources already in place/cheap to implement;
8. More played at higher level/increasing role models;
9. National league for women in UK;
10. Sport development officers/NGBs/Equity policies/funding (must be
qualified)/more
female coaches. 3 marks
(ii) Why are there still comparatively few coaches and managers from ethnic
minority groups in the professional game of football in the United Kingdom? (3
marks)
3 marks for 3 of:
1. Discrimination by selectors/boards/committees/employers/chairman;
2. (Stereotyping) valued for physical skills rather than cognitive and decision
making;
3. Not being in game long enough;
4. Lack of role models;
5. Perception of self/fear of discrimination/reason inhibit application/self-fulfilling
prophecy. 3 marks
3 (ii) Many organisations promote equal opportunities in sport. What is the role of
the Women’s Sports Foundation in this respect? (3 marks)
3 marks for 3 of:
1. Information: educating/advising on key issues/providing access to
research/commissioning further research/participation figures/trends/raise media
awareness/quality of media coverage;
2. Lobbying Parliament/Sport England creating and promoting .best practice.;
3. Campaigns/influencing change/The Brighton Declaration on Women in
sport/From Brighton to Windhoek;
4. Initiatives e.g. WSF Women . Get So Go, A Sport Leadership Access
Programme/Women into High Performance Coaching/Young Elite Sportswomen.s
Seminars;
5. Magazine .Women in Sport..
(Do not accept funding/facilities) 3 marks
4 The government’s neighbourhood regeneration scheme helps to finance the
development of sport and leisure opportunities in deprived areas.
(d) How does this help the individual and the local community? (3 marks)
3 marks for 3 of:
1. Health [physical and mental]/fitness/reduce health costs;
2. Less crime/social control/off the streets;
3. Lower long term unemployment/job creation;
61
4. Qualifications/sense of achievement/individual.s potential/self esteem/develop
life
skills;
5. Community identity/collective effort/integration/bringing community
together/social friendships;
6. Economic impact/sport and leisure big business/infrastructure. 3 marks
January 2004
1 (d) Why is it that girls have a tendency to drop out of sport and physical activity
in greater numbers than boys? (3 marks)
1 Lack of role models;
2 Perception that sport is not for females/stereotyping/society’s perception;
3 Not encouraged by peers/parents/family;
4 Fewer clubs/teams/facilities/opportunities available;
5 Sport/physical activity fails to meet aspirations of girls/women/body
image/muscular;
6 Lack/nature of media coverage/images. 3 marks
f) What are the advantages and disadvantages to a performer with a disability
taking part in an integrated sports programme? (4 marks)
Advantages
1 Helps to break down stereotypes about the disabled/do not feel left
out/different/inclusion;
2 Improves awareness about the disabled among the able bodied/non disabled;
3 Provides the disabled with challenge;
4 May improve self-esteem among the disabled if they experience success;
5 Would have wider access to coaches/facilities/equipment
Sub max 3 marks
Disadvantages
6 Possibility of unfair competition/too hard/not adapted;
7 Risk of reduced self-esteem among the disabled if they experience failure;
8 May interfere with specialisation in adapted activity/development of excellence in
adapted sport;
9 Incompatibility in terms of equipment/safety concerns/risk of injury;
10 Resentment from non-disabled/non-disabled being held back. Sub max 3 marks
(Only credit self esteem once unless qualified) 4 marks
2 At the beginning of the 20th Century, the extent and nature of a person’s
participation in sport were influenced by their social class and gender.
(c) Why were women discouraged from taking part in many competitive sports at
the beginning of the 20th Century? (3 marks)
1 Sexual discrimination by men;
2 Based on gender stereotyping/don’t compete with male role;
3 Women considered as weaker sex/deemed unable to take part in strenuous
activity/physiological reasons;
62
4 It was believed that strenuous activity might interfere with women’s fertility;
5 Women required to take care of children/home;
6 Women thought not to possess the need/drive/motivation to take part in
sport/psychological reasons. 3 marks
(d) Today, some groups in society are less involved in sport and physical activity
than others. Give three reasons for the lower participation rates among some
ethnic minority groups. (3 marks)
1 Racial discrimination;
2 Not encouraged/actively discouraged by parents/peers;
3 Low status/priority given to sport;
4 Conflict with religious customs/religious observance/dress code;
5 Lack of role models/fewer coaches. 3 marks
(e) Why does the government promote sport within socially and economically
deprived areas? (3 marks)
1 Raise community spirit/develop sense of community/pride/togetherness;
2 Offset crime/anti-social behaviour;
3 Provide aspirations/jobs/acquire new skills/life skills;
4 Improve infrastructure/improve facilities/encourage regeneration/national
strategy;
5 For neighbourhood renewal/social inclusion/increase equal opportunities;
6 To increase participation/health;
7 To widen the base of talent identification/talent spotting;
8 To increase government popularity. 3 marks
June 2003
2 (c) Today, social and economic conditions can restrict opportunities to
participate in sport. How and why is Sport England supporting participation
projects in deprived areas? (5 marks)
How
(c) 1. Community action initiatives/’Active Communities’programme;
2. Funding/allocation of Lottery money;
3. To help provide/develop/improve facilities;
4. To pay for work of development officers/coaches;
5. Training of sports leaders/coaches;
6. Setting up of clubs/schemes/local initiatives/NGB Schemes Sub max 3 marks
Why
7. Because it can be much more difficult for organisations in these areas to raise
funds for capital project than it is in relatively prosperous areas;
8. To help achieve regeneration;
9. To help achieve social inclusion;
10. Contribute to closing the gap in the provision of sports facilities between derived
areas and other areas;
11. Help raise levels of participation;
63
12. Value to health/promote active lifestyles;
13. Educational outcomes/development of personal/social skills;
14. Community safety and cohesion/reduce crime;
15. Sport England making its contribution to the Government’s social agenda;
16. Discover/develop potential elite performers/link to specific sport schemes.
Sub max 3 marks
(5 marks)
3 (c) Historically, women have faced barriers when attempting to participate in
sport or physical activity.
(i) What factors have been responsible for the advancement in opportunities for
women in sport and physical activity since the end of the Second World War? (4
marks)
1. Recognition of the need for greater equality of opportunity/equality
legislation;
2. Following roles played by women to support war effort;
3. Health/fitness/recreation considered a right for all;
4. Increase in leisure time/improvement in child care facilities;
5. Increase in disposable income/independence;
6. Influence of school PE encouraging/exposing to activities;
7. Development of women specific/appropriate/only activities/more
alternatives;
8. Creation of more clubs/opening up of more clubs;
9. Development of role models/media/body image/fashion;
10. Womens right movements/feminism/WSF. (4 marks)
(ii) What social and economic barriers do women still face today? (4 marks)
General point about sexual discrimination;
Social
2. Sport not included under sex discrimination act;
3. Gender role/psycho-social needs/stereotyping;
4. Appropriate/inappropriate activity/physiological stereotyping/myths;
5. Sport as a male preserve/keep women out.
Economic
5. Lower income;
6. Less time;
7. Less resources/lower funding/fewer facilities.
8. Effects of lack of media coverage/role models. (4 marks)
4 (b) The National Curriculum for Physical Education is designed to provide
equal opportunity for all pupils in schools.
(i) How might ethnic background affect a child’s participation in a school-based
physical activity? (4 marks)
1. Overt racial discrimination abuse/harassment/from other pupils;
2. Lack of parental support/encouragement/unable to stay after school-based
64
physical activity/sport not considered supportive;
3. Cultural/religious observance restrictions/fasting/reduces opportunities;
4. Covert racial discrimination/not selected/denied opportunity
5. Pushed towards certain activities by teachers/coaches/stereotyping/stacking;
6. Lack of local facilities due to economic/social deprivation;
7. Lack of role models in particular sports/self-fulfilling prophecy/pulled
towards some sports. (4 marks
(ii) How can children with disabilities be encouraged to take part within a schoolbased physical activity? (3 marks)
1. Improve physical access to facilities;
2 Adapt sports to meet special needs;
3. Develop clubs/teams/regular competition;
4. Promotion/campaigns/role models/inclusive policies/SE/NCPE;
5 Employment/training of specialist teachers/coaches;
6 Integration/ segregation approach linked to any points above (3 marks)
January 2003
3 Figure 1 shows the increase in the number of women participating in sport and
physical activity over the last 100 years.
(a) What factors have been responsible for the growth in women’s sport during
the period shown in Figure 1? (4 marks)
4 marks for any four from:
1 More time available for women due to reduced demand to perform domestic
chores;
2 Greater financial independence for women;
3 More provision, facilities, clubs for women;
4 Wider range of activities available for women;
5 Improved child care facilities, crèches, more sensitive provision/ women only
classes;
6 Change in social relationships, erosion of earlier sexual stereotypes, new role
models/ due to
World War I/ II;
7 Equality legislation, rise in women’s rights/ women’s liberation
movement/contraceptive pill;
8 Campaigns, promotion, WSF, Sport England;
9 Diversity/equality in Physical Education programmes;
10 Role models/due to increased media coverage in women’s sport;
11 Women took control and developed their own sports. 4 marks
(b) In the past, women lacked opportunities to become involved in sport owing to
sexual discrimination. Describe two ways in which sexual discrimination may still
occur today. (2 marks)
65
2 max for two of the following
1 Rules/regulations/preventing women/girls playing with/against men;
2 Limited membership rights of clubs/membership restrictions/men only section;
3 Sexual harassment/verbal abuse discourages participation;
4 Sexual stereotyping channelling girls/women into female appropriate sports;
5 Overlooked for top sport jobs/coaching/ management/ administration;
6 School-based PE programmes limiting activities available for girls;
7 Less tournament earnings eg Wimbledon/ lack of media coverage/ denigration of
media.
2 marks
(c) Swimming is a popular form of physical recreation for many women. Identify
three characteristics that make it a preferred activity for women. (3 marks)
3 marks for three from:
1 No physical contact;
2 Can be pursued non-competitively/ self paced;
3 Considered a suitable/appropriate activity to develop fitness/toning/equiv;
4 Can be pursued in an all female environment;
5 No requirement to join a club/team/individual activity;
6 Family friendly/can do with children;
7 Flexible time opportunities. 3 marks
4 During the 19th and early 20th centuries, very clear distinctions were
maintained between social classes in terms of their participation in sport and
physical activity.
(a) With reference to sporting activities, explain how such distinctions were
maintained. (3 marks)
3 marks for three from:
1 Membership rules of clubs devised to exclude working class/exclusive to ‘old
boys’;
2 Use of Amateur regulations for competitions in order to prevent ‘professionals’,
from competing;
3 Role specialisation within sport/lower classes performed supporting/specific
roles with the sport;
4 Restricted access to facilities/club house/weekday matches;
5 Distinction made between ‘Gentlemen’ and ‘Players’/professionals and amateur/
high class gentlemen/working classes (need both);
6 E.g. from Cricket, Golf, Rowing, Tennis/ Rugby criteria, (Union/League)linked to
any relevant criteria, Boxing, Athletics;
7 Membership fees kept high to exclude working class/insufficient leisure
time/money/resources/facilities;
8 Encouraged to spectate. 3 marks
In the UK, a person’s participation in sport and physical activity may be
influenced by a variety of social factors.
(c) How might a person’s ethnic background influence their participation in
physical activity? (4 marks)
66
4 marks for four from:
1 Ethnic stereotyping may discourage away from some sports and encourage
towards others’; (Suitable examples accepted)
2 Some ethnic groups are dominant in areas that lack sports facilities;
3 Some values/practices associated with sports may conflict with religious
observances;
4 Racial discrimination/abuse/threat. of/may deter participation;
5 Development of sporting ability not seen as important s development of other
aspects of
life, such as education, career/work, family/religious duties:
6 Few role models in some sports/role models only exist in a limited number of
sports;
7 Perception/belief of cultural aspects/traditions/peer pressure/low self
esteem/inferiority/fear of
being rejected/not accepted;
8 Ethnic groups set up/ start their own/different clubs/leagues. 4 marks
(d) Disability Sport England has a responsibility to promote participation in sport
for people with all forms of disability.
(i) Physical disability is one major category; state two other categories of
disability. (2 marks)
two marks for two from:
1 Sensory impairment/blind/deaf;
2 Mental /learning difficulties;
3 Cerebral Palsy;
4 Transplant patients. 2 marks
(ii) Some sports have been adapted to meet the requirements of people with
particular disabilities. In order to retain the nature of sport, what factors need to
be considered? (3 marks)
three marks for three from:
1 Adaptations are based on the physical abilities of people to engage in physical
activity/ability to move/execute skills;
2 Which results in the modification of equipment;
3 Modification of rules;
4 Modification of environment;
5 Consideration of safety;
6 To suit the disability, but retain the distinctive nature of the sport/ maintain
challenge/
competitiveness
1 mark for one of more unqualified reference to modifications (2 – 5) 3 marks
(iii) Apart from adaptations, in what other ways can the participation of people
with disabilities be increased? (3 marks)
three marks for three from:
1 Improving physical access to/within sports facilities/special times/sessions for
disability;
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2 Setting up clubs/teams/competitions;
3 Training of coaches/provision of specialist coaching;
4 Use of campaigns/promotion/paralympians/Special Olympians to inspire/role
models/media.
5 Increased awareness of needs/abilities in specialised training/courses/PE
Programmes.
NB: Any unqualified list, max 1 mark 3 marks
June 2002
1 Cricket was one of the first team games to be accepted by girls’ public schools
and the first women’s club was founded in 1887.
Table 1 shows cricket participation among males and females in England
between October 1997 and September 1998.
(a) Account for the reduction in girls’ participation in cricket from primary to
secondary school. (3 marks)
(b) What reasons, other than a school’s PE programme, might explain the
increase in boys’ cricket participation from primary to secondary school? (3
marks)
(c) Some sport organisations and sports clubs in Britain have been charged with
breaking the Sex Discrimination Act (1975).
(i) State the main principle behind the Sex Discrimination Act. Outline two
different ways in which a sport organisation or club could be guilty of sexual
discrimination. (3 marks)
(ii) Competitive cricket among adult participants is commonly separated into male
and female teams. Comment on the legality of this segregation and explain why it
is usually accepted. (3 marks)
(d) Attitudes towards women participating in sport and physical recreation
became more positive during the latter half of the 20th century.
(i) What social and economic changes contributed to this more positive attitude?
(3 marks)
(ii) What are the reasons for the continuing promotion of women’s sport? (3
marks)
3 (c) Historically participation in rugby union has been dominated by the upper
and middle classes. Why was this a common feature of some sports? (3 marks)
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(d) Association football is a very popular competitive activity participated in by
young UK Asian males, yet few have become professional players. What factors
may have prevented UK Asian players from becoming professional footballers?
(3 marks)
(e) Outline initiatives that have been devised and implemented to promote wider
participation in sport by people from ethnic minority communities. (3 marks)
4 (d) Inclusion is encouraged in schools today. This means that Physical
Education programmes have to cater for increasing numbers of children with
special needs/disabilities. State what you understand by the term inclusion, and
give two different types of special needs/ disabilities. (3 marks)
(e) The inclusion of people with special needs/disabilities within Physical
Education and sport can be achieved through different approaches. How does
the approach of integration differ from that of segregation, and what problems
may occur with either approach? (4 marks)
January 2002
1 (b) Games such as boxing and rugby have lower levels of participation by
women compared to rounders and tennis. With reference to historical
influences and current socio-cultural factors explain why this is the case. (5
marks)
(c) Over the last 20 years women’s participation in conditioning activities such as
aerobics has grown. Account for this growth. (5 marks)
2 Opportunities to participate in sport can be affected by racism.
(a) With reference to sport or physical activity, explain the term racial
discrimination and comment on its legality. (3 marks)
(b) Describe three different types of racial discrimination that people may face
when participating in sport. (3 marks)
(c) Particular sports have high participation rates among people from certain
ethnic groups. Using examples from sport or physical activity explain why this
occurs. (4 marks)
3 (d) Early professional sportsmen often came from working class backgrounds
and many sports developed regulations preventing professionals from competing
in recognised events.
(i) Give two reasons why such regulations were devised. (2 marks)
(ii) Does social class affect participation in sport and physical activity today?
Justify your answer. (4 marks)
4 (c) Improving physical access within sports facilities is one method of
encouraging use by people with disabilities. What other initiatives need to be
employed to increase participation for these user groups? (3 marks)
June 2001
January 2001
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