AS PE Lifelong Involvement
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AS PE Lifelong Involvement

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AS PE Lifelong Involvement AS PE Lifelong Involvement Presentation Transcript

  • AS Physical Education Lifelong Involvement
  • Learning Outcomes • By the end of the unit you should be able to: – Explain the concept of mass participation – Develop an understanding of the constraints on participation – Identify the role of the Sport for All Campaign – Build knowledge and understanding of reformative policies – Appreciate factors in designing models for the development of the long term athlete
  • The Concept of Mass Participation Task: In your own words explain what you think is meant by the term Mass Participation
  • The Concept of Mass Participation To encourage as many people as possible to take up active lifestyles by breaking down barriers/constraints that prevent participation
  • Benefits of mass participation Task: Can you identify any benefits of mass participation? Wrighty’s top tip! Think about intrinsic/extrinsic benefits
  • Benefits of mass participation Task: Can you identify any benefits of mass participation? Intrinsic: Promotes mental and physical health Relieves stress/aggression Promotes increased self esteem Positive use of free time Extrinsic: • Helps people achieve healthier lifestyles • creates safer communities • promotes positive behaviour and confidence • improves educational attainment • helps build social networks within communities • reaches out to and engages with disaffected and hard to reach people
  • Lifetime Sports Task: 1. Give a brief explanation of lifetime sports 2. Name four possible lifetime sports 1. A life time sport is one that can be pursued throughout life. They are self paced with an emphasis on low energy, fun and enjoyment Four examples of lifetime sports include: • Golf • Cricket • Badminton • Fitness
  • Is there a focus on lifetime sports in schools? How can lifetime sports be accommodated in schools?
  • Sport England’s participation segments Segment Approx % of UK population Description Sporty types 20 Those who participate in sport and are keen to continue Mild enthusiasts 16 Those who participate in sport but could do more On The subs bench 44 Those who do not currently participate but could be persuaded if it was made easy enough Couch potatoes 20 Those who do not participate and who don't want to. Have a negative attitude to sport – often established at an early age
  • What factors might inhibit a person from participating in physical activity?
  • Basic requirements for accessing an active lifestyle • Fitness – a basic level of physical fitness • Ability – the skills required to participate in sport and recreation • Resources – access to kit and equipment • Time – leisure time away from the demands of work and other duties
  • Constraints on mass participation • Opportunity – do people have the chance to play? • Provision – where can people play? • Esteem – how will people feel when they play? O + P + E = Discrimination
  • Discrimination in sport and recreation arises from socio-cultural variables • There are five main areas of discrimination: gender, race, age, ability and socio-economic background. • The three elements in sport that are affected by discrimination are: provision, opportunity and esteem. • Stereotypical views have an important influence in sport affecting access and selection. • Stereotyping in sport often leads to myths and selffulfilling prophecy.
  • Task: Define the term discrimination
  • Constraints on mass participation - discrimination Discrimination: Unfair treatment (to an individual or group) which results in their access to sport and recreation being inhibited.
  • Task: Using the text book define the following terms • Opportunity • Provision • Esteem
  • Stereotypes and sporting Myths Task: Using examples and without the use of your text books, define the term Stereotype
  • ‘White Men Can’t Jump’ This is NBA and Portland Trailblazers’ Ruby Fernandez who will be competing in the Slam Dunk contest http://www.youtube.co
  • ‘Black Men Can’t Swim’ This is Cullen Jones American Freestyle swimmer and Olympic Champion http://www.youtube.com/watch?v=sVZrne7X5ww
  • Self –fulfilling prophecies This is a state where people believe a stereotypical view and take on the appointed characteristics. •Conforming to stereotypes •Displaying Characteristics •Choosing sports associated
  • Peer Pressure Task: In pairs suggest examples of where peer pressure can have a negative impact on sport and participation.
  • Geographical Factors • Where a person lives. • Distance to facilities and natural resources • Different provision for those living in the city compared to those living in the countryside These can all affect the opportunity of access to sport and recreation
  • Educational Factors • Type of school • Type of PE experience • School Facilities • Current government policy extends opening of schools
  • Reformative Policies A reformative policy is a strategy or initiative put in place to bring about change. In terms of sport, this means to encourage people into physical activity Sport England has devised a number of Reformative policies in a bid to increase participation in sport and recreation
  • Sport England – Reformative policies Task: Research the key aims of the following Sport England Reformative policies: – – – – Making England Active Multi Sport Hubs Active Places Active People Survey
  • Reformative Policies Task: Which reformative policies do you think would work best with which target groups.
  • Leadership and Volunteering • Performers in sport require coaches and administrators to organise, officiate and lead their sport. Sport England recognises that if it wants to promote participation it must also encourage more people into leadership and volunteering. • Currently around 1.2 million individuals regularly coach sport in the UK (1 in 50 of the UK population) and there are 6 million sports volunteers actively involved in the UK. It is important to remember, however, that the large majority of coaching in the UK is carried out by non-qualified unpaid part-time volunteers. • There are a number of schemes that have been developed in an attempt to encourage more people into sports leadership and volunteering:
  • Leadership and Volunteering • Sport Leaders Awards – these are overseen by the organisation Sport Leaders UK. The awards are primarily aimed at school and college students. • Step into Sport is a joint initiative delivered by the Youth Sport Trust, Sport England and Sports Leaders UK. It provides opportunities for young people aged 14–19 to get involved in leadership and volunteering in sport.
  • Local Schemes Many local authority leisure departments and sports clubs have developed their own programmes aimed at promoting participation. e.g. – Ironing services to encourage women – Ageing well sessions – GP referral schemes These are either included in the price or heavily subsidised
  • Sport England’s Sports Network
  • County and School Partnerships • 45 County Sports Partnerships • Develop and streamline a localised network of clubs, coaches, volunteers and competitions • 400 School Sports Partnerships • Provide focus for delivery of PESSCL project Task: Check out the Sport England website link on the blog for partnerships in your area
  • Technical Developments and Cultural Trends Task: In pairs discuss possible new technical developments and cultural trends that could positively influence a person’s choice in taking up physical activity
  • London 2012 Private Gyms Adrenaline Sports Fashion Media Technology
  • ‘Sport For All’ • Sport for all Campaign was set up in 1972 to highlight the value of sport and promote the idea that sport should be available to all. • Initially set up to provide more facilities and opportunities to access sport. • Campaign has diversified to focus on target groups • Campaigns such as – ‘50 and All to Play For’ (older people) – ‘What’s your Sport?’ (women)
  • Task • Research the following: – Women’s Sports Foundation (WSF) – English Federation of Disability Sport – Football Against Racism in Europe (FARE)
  • Long-term athlete development LTAD programme attempts to create clear pathways in sport by: 1. Promoting Pathways that introduce people into sport 2. Promoting pathways that allow people progression in that sport
  • Long-term athlete development The basic LTAD programme identifies six key stages:
  • FUNdamentals • To teach fundamental movement and motor skills • Boys 6-9 years • Girls 6-8 years • FUN
  • Learning to Train • Major stage • Further skill development • Boys 9-12 years • Girls 8-11 years • 80% skill training • 20% competitive games
  • Training to Train • Based on fitness • Building aerobic capacity, develop speed and strength • Further sport specific skill training • Boys 12-16 years • Girls11-15 years
  • Training to Compete • Optimise fitness levels appropriate to their sport • Develop position specific skills • Develop overall competitive performance
  • Training to Win • Final Stage • Working towards podium performance • Maximise fitness • Tactical and decision making • Males 19+ • Females18+
  • Retirement and Active for Life • Move from one sport to another sport • Competitive to recreational • Highly competitive to lifelong competition (age groups) • Retiring from competitive sport and moving to volunteer roles
  • Balyi and Hamilton (2004) Two models for stages in LTAD Early Specialisation Late Specialisation Task: Can you suggest any sports that would fall into either category?
  • • Early Specialisation – – – – – Gymnastics Swimming Figure Skating Diving Table tennis Require early specialised training • Late Specialisation – – – – Athletics Team games Combat Sports Rowing Training should not commence before the age of ten