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Unit 1.3
Opportunities for participation

Concepts and Definitions
From Play to Sport

Characteristics and Objectives
Play
Leisure and Recreation
Active leisure
Outdoor and Adventurous activities
Sport
Physical Education

PLAY - characteristics

Play - objectives
Children
Adults
Test boundaries
Experience risk within safe limits
Socialisation
Promotes independence
Develops respect
Allows social interaction
Escape reality
To be childlike
Creativity and fantasy

Leisure
Used to be for privileged few – now essential for normal life
Done during FREE TIME
CHOICE
RELAXATION
ENJOYMENT

Recreation – “active positive and beneficial” – similar to leisure +
Refresh mind and body
Recuperate
“re-create” – be creative – participate in activities for self-fulfilment
Physical Recreation does all that through physical activity

Active Leisure
Physical recreation normally linked to sport
Sport – competitive – not everyone wants competition
Everyone does need physical activity for health benefits
Active Leisure – physically active in leisure time – jogging, swimming, aerobics walking
“Lifetime sports”

Outdoor and Adventurous Activites
Popularity increased in last 70 years
Government support
More availability

Characteristics
Outdoor Recreation
Activity done in natural environment – woods, lakes
Not all outdoor recreation is adventure
Adventure Activities
Same environment
Element of challenge and risk
All adventure activities considered outdoor recreation

Outdoor and Adventure education
Using natural environment as classroom
Children experience danger and risk in controlled manner
Benefits
Appreciate natural environment
Skills – map reading etc..
Team work
leadership

Challenge and Risk
Difference between outdoor and adventure lies in the concept of challenge and risk
Adventure activities have an element of perceived or actual risk
Perceived risk – dependent on skills and experience and actions they take
Actual Risk – real danger – real risk – cannot be eliminated no matter how skilful

Risk
Risk relates to predictability
If risk is predictable it is avoidable – danger is subjective – linked to knowledge and expertise
At other end of scale a situation can be so unpredictable that danger is real and objective
Mortlock – experience – risk continuum page 131

objectives
Outdoor rec/education
Learn to appreciate natural environment
Active leisure, lifetime sport
Experience beyond normal routine
Escape from mundane
Adventure activities
Excitement, thrill, fear
Self-reliance
Self awareness/discovery
Leadership
Team work
Trust

Urban adventure
Cost may prevent those from cities experiencing outdoor and adventurous activity
Overcome by using parks, canals, climbing walls
Free running has developed to use features in the city to experience the thrill of outdoor education

Sport
Major part of modern life – “new religion”
Sport England – 5 million people gave 1 billion hours to sport on a voluntary basis
Billion pound industry

Defining Sport
Coakley defines Sport as….
"Sports are institutionalized competitive activities that involve rigorous physical exertion or the use of relatively complex physical skills by participants motivated by internal and external rewards."

Sport
Institutionalised
Intrinsic/Extrinsic
Fixed competitive structures – leagues, cups- overseen by governing body
Standardised rules – set by governing body
Rules enforced by officials
Strategies for play, training, positions, equipment
Codes of conduct
Why people play
Intrinsic – internal factors – enjoyment, satisfaction
Extrinsic – external – medals, prizes, money, trophies, praise
Most people motivated by a combination of the two

Categories of sport
Based on National curriculum activities – and distinctive characteristic
Games – sub divisions
Invasion - Football
Striking and Field - Cricket
Combat - Judo
Target - Golf
Net sports - Tennis
Dance - aesthetic
Games - outwitting opponents
Gymnastics - replication
Swimming and Water Safety
Athletic Activities – maximising speed or distance
Outdoor and Adventurous – challenge and risk

A sport is….
Competitive
Selective by ability and excellence
Serious – commitment needed
Requires physical endeavour
Organised
Involves “sportsmanship” – codes of conduct – fair play – morals
Is Darts a Sport?

Physical Education - characteristics
“learning through the physical”
Formal body of knowledge with an educational philosophy
Learnt through experience of physical activity
Learning fundamental physical/motor skills
Learning rules, tactics and etiquette of a range of activities.
A means of developing positive social and personal values such as teamwork and cooperation.
To develop the ability to appreciate the quality of movement
To understand Health-Related Fitness
To develop a lifelong love and engagement with exercise, physical activity and sport.

How PE, Sport and Recreation overlap

Physical activity continuum
Level of organisation
Play Leisure Physical Rec/Active Leisure Outdoor PE Sport
Least organised most organised
Competition
Play Leisure Outdoor Physical Rec/Active Leisure PE Sport
Least competitive most competitive

Benefits of Physical activity

Exam Questions
January 09 2aMark scheme
June 08 1Mark Scheme
June 08 2abcMark scheme
June 08 4Mark Scheme
Jan 08 1abMark Scheme
June 07 3aMark Scheme

Leisure Provision
Physical Activity has major benefits to society in terms of health and the reduction of anti-social behaviour.
Provided by three sectors
Public
Private
Voluntary
What are the characteristics and goals of each?

Public Sector
Provided from taxation – local or national
Or through other forms of government or public support – e.g lottery.
Local authorities have responsibility for building and maintaining recreation facilities
Provided for the public good
Some user groups are subsidised

Private Sector
Commercial companies
Run for profit
Growing sector – many employment opportunities
Rapid expansion in last 20 years
High quality
Higher cost for membership
Exclusive

Inequality of opportunity – advantages and disadvantages of each sector
Government keen to see more people physically active for 3 reasons
Improved health – less burden on the NHS
Reduce crime and anti-social behaviour by engaging people in purposeful physical activity
Enhance community esteem and cohesion
3 sectors because – one sector alone cannot achieve all this
Inequality because..
Some local areas poorly provided
Individuals lack resources
Not everyone aware of the benefits
Social exclusion or discrimination

How good is each sector at providing “sport for all”Private Sector
Advantages
Disadvantages
React quickly to demand
Meet individual needs
Restrict membership – so facility is rarely over-crowded
Costs high
Restrictions – long waiting lists – exclusive
Discrimination – rules to prevent some people joining
Sport may suffer – thought only for certain types of people – tennis – middle class

Voluntary Sector
Advantages
Just needs enthusiasm
Huge range of activities
Exist for the benefit of the people
Voluntary efforts keep costs low
Lots of financial support from government
Sponsors often keen to help
Disadvantages
Unplanned and relatively uncontrolled – relies on goodwill
No equal opps remit
Continuity not guaranteed – relies on voluntary enthusiasm
No guarantee of financial support
Can still be socially exclusive

Public Sector
Advantages
Required to act in the public good
Resources allocated for this purpose
Not driven by profit motive
Disadvantages
Funds often limited – may not be enough
Local authorities in economically disadvantaged areas may have less to spend
Less financial freedom to borrow money to invest in facilities for the future

“Best Value” – improving the public sector
1980’s introduced Compulsory Competitive Tendering (CCT) – Local authorities had to invite private companies to tender for the provision of local services. The best bid won the right to provide the leisure services for that area.
Replaced in 2000 with “Best Value”
Government policy aimed to improve local government services – including leisure and recreation – system operates around best value performance indicators – leisure services departments are inspected regularly and judged against criteria known as the 4C’s

4 C’s
Challenge – are councils doing as well as they can, compared to the best councils
Consult – do they ask local communities what they think
Compare – do they compare performance with other councils and the private and voluntary sector
Compete – have they demonstrated that they are managing the services in the best way possible.

The role of National Government
Department for Culture, Media and Sport
“playground to podium”
Sport England – one of the National sports Councils – primarily concerned with
Increased participation
UK Sport – development of elite performers

SPORT ENGLAND
Developing community sport and increasing participation nationwide
Major Policy – National Framework for Sport
Key Partners – NGB’s, Sport Equity Alliance, National Sport foundation to address inequality for some groups
Liase with – Youth Sport Trust and UK Sport to create structure from first experience to elite performance
Achieves objectives through local initiatives putting into practice national framework
Locally works with councils, schools and clubs
Allocates funding from taxation and the lottery to achieve objectives
Provides advice to local and national providers
Conducts research in levels of participation to find out why individuals participate or not
Works with other government agencies to promote wider social policies for community health and well-being

Exam Questions
Jan 09 4cMark Scheme
Jan 08 4cMark Scheme
June 07 2cMark Scheme

National Curriculum PE and School Sport
PE is defined as ..
“a formalised body of knowledge and experience taught within educational establishments”
Relatively new subject – 100 years
Developed from two different strands
Public Schools (upper and middle class) – emphasised team games
State Elementary – health and fitness bias

Public School Sports (1800 -1870)
Upper Class
Bullying common
Large amounts of leisure time
Hunting, Gambling and drinking
Younger boys used as servants – “fagging”
Played games – “mob sports”
Considered violent by head-teachers
Some saw potential for games if controlled to channel boys energy
Thomas Arnold (Rugby School) used games as a form of “social control”
The importance of Leadership was emphasised – senior boys organised the matches
Schools began to play each other and became more important
Masters recognised the potential for more than just improving discipline
Promoted games, brought back old boys to coach – standards of play improved as did facilities and equipment.
Success on playing field a good way of promoting school

Fair Play
Games played with a strict code of conduct
Seen as a way of instilling moral qualities
Leadership, Discipline, Integrity, Loyalty, Bravery and Decision making.
Games played for the team not the individual
Ultimately the idea that games developed both the physical and moral side of an individual was given the term “Athleticism” – “physical endeavour with moral integrity”
This vision was used by De Coubertin when he created the modern olympic games in 1896

Codification
Games grew in popularity
More schools played each other
Schoolboys took games to university
Need to agree a common set of rules
Groups set up to settle disputes fore-runners of Governing bodies

Popular Rec Rational Rec
Regular Participation
Complex rules
Highly structured
Spectator based and participation
Refined skills rather than force
Middle/upper class development
Regional/national
Sophisticated equipment
Occasional – Feast Days
Few rules
Violent
Force rather than skill
Participation
Lower Class
Local
Limited structure

Rational Recreation 1850 - 1890
As games developed in public schools society was changing
Industrial revolution brought people to towns from the countryside – urbanisation
This led to..
Changed work patterns
Less space – cramped terraced housing
Move from seasonal time to machine time
12 hour days six days a week – little leisure time
These all contributed to the decline of popular recreation but why did rational recreation take it’s place?

Rational Recreation – the middle class
Industrial revolution also created the new “middle class”
People who had profited from industrialisation.
Factory owners, Doctors, clergymen.
Wanted their children to experience the same sort of education as the upper classes.
Created own version of public schools
With team games and it’s values central to these schools
They wanted to pass these on to wider society because of the physical and moral benefits associated with team sports.
Factory owners created teams and facilities as did churches to encourage working people to participate.
They improved working conditions and gradually the standard of living of the working class improved. They had more money and with the advent of half-day Wednesday and Saturday more leisure time.
They hoped this would lead to a fitter and more moral society.
Most of today’s sports were created between 1860 and 1890
Rational Recreation was the name given to this new form of organised and regulated sport.

Social changes – that helped the development of rational recreation
Pre-industrial
Seasonal Time
Limited Transport
Illiteracy
Harsh Rural Lifestyle
Feudal System
Agricultural
Uncivilized
Lack of technology
Post-industrial
Machine Time
Improved transport
Business/Admin Skills
More civilized
Middle Class
Industrial
Increased law and order
Technological advancement

State School Education 1870 - 1940
Public Schools
State Schools
Aims
Develop leaders of society
Characteristics
Upper/Middle class
Hierarchichal
Prefects
Single Sex
Physical Activities
Team Games
Aims
Education for the masses
Disciplined and obedient workforce
Morals
Characteristics
Small, cramped spaces
Local and Free of charge
Mixed Sex

Developments in State School Physical Education
Drill – boys only NCO’s
Girls later
1890 – Swedish Gym
Focus on therapeutic benefits
Teachers begin to takeover
WHY?
Health/Fitness
Instil develop discipline/accept role
Easy to implement
Military service
Cheap
Little space required

The Model Course 1902
Military Drill
Command-Obey
NCO’s
Sticks as dummy weapons
WHY?
Health/Fitness
Instil develop discipline/accept role
Easy to implement
Military service
Cheap
Little space required

1904-1919
Why?
Improve health/physical development
Medical basis – preventative measure
Rehabilitation after WW1
Increase enjoyment
Teacher uses more initiative
Control to Education board
Female PE teachers
How?
1904 Swedish system reinstated – therapeutic
Age/sex differences noted
1909 – games introduced
1919 – post WW1 importance of recreation

1933 -1952
What?
1933 Introduce group work
Moves towards decentralisation
1944/post WW2 Child centred approach
emphasis on skill
Apparatus/gyms
1952/1954 moving and growing/planning the programme - individualised
Why?
Encourage interaction between teachers and pupils
Develop creativity
Discovery style
Teacher initiative
PE teaching developed further
Influence of Dance movement - Laban

POST WW2 – Key words
Moving and Growing
Planning the Programme
Child Centred
Exploratory
Discovery
Obstacle
Movement
Recreative

National Curriculum
Education Reform Act 1988 introduced a National Curriculum with the aim of raising standards by centralising the decisions regarding what is taught in schools and making schools more accountable for their performance.
Since 1988 the National Curriculum has been revised several times most recently in 2008 when schools again were given more say over what they include in their curriculum.

New Secondary Curriculum
The latest version of the National Curriculum gives greater freedom to schools to decide what to include depending on the needs and interests of it’s pupils. All schools have a common goal to develop
Successful learners
Confident Individuals
Responsible Citizens
Every subject including Physical Education should be aspiring to achieve these goals. How this is achieved is down to individual schools.

Developing school-club links
“Social inclusion” is the driving force behind the government’s policy for Sport and physical activity.
Numerous documents have been published to outline how the government plans to use sport and physical activity in the fight against social exclusion.
A sporting future for all – 2001
Game Plan 2002 - 2 main objectives –
increased participation
Improved success at international level

High Quality Physical Education and School Sport
The better students experience of Sport and Physical activity at school the more likely they are to continue into adult life.
To achieve high quality the government has implemented a number of strategies
Sports Colleges – now over 400 – receive additional funding to promote good practice in their own and partner schools.
Youth Sport Trust is the lead body for Sports Colleges and is charged with helping them to deliver the PE and Sport Strategy for Young People (PESSYP) in partnership with Sport England

Exam questions
Jan 09 2bcdMark Scheme
Jan 09 3abc
June 08 1Mark scheme
June 08 3a
Jan 08 1bcMark Scheme
Jan 08 3a
Jan 08 4a
Jun 07 1 Mark Scheme

Equal opportunities
Sport and physical activity are of benefit to individuals and society.
Equality of opportunity means that all individuals have the same chance to participate
Inequality of opportunity exists for some groups of people because of a number of barriers
Lack of opportunity
Lack of personal resources
Discrimination - stereotyping
Self-discrimination
Group or peer pressure

Who suffers from the barriers to participation?
Women
Ethnic Minorities
Disabled
Lower socio-economic groups

Gender - Reasons for lower participation of Women
- Domestic Role
- Social Stereotyping
- Sport traditionally established and controlled by men
- Less media coverage
- Less money / power
- Sexism – the belief that one sex is inferior to the other
- Inequalities in sporting opportunities
- Role models

Research
Teenage girls – Sport England 2006
Muslim women – Womens Sport Foundation 2006
Perceived lack of interest of friends
Family uninterested
Concerns over weight and appearance
Lack of self-confidence
Lack of information about staying invovled
Negative experiences in schools
Mixed groups – lack of single sex groups
Problems with dress code
Lack of positive role models

Solutions to Low Participation
Equal Opportunities - Suffragettes –Right to Vote – 1917 Sex Discrimination Act (1975)
Organisations - Women’s Sport Foundation
More Facilities for women
Better Links between Schools and Clubs
Increased Media Coverage
Health Related Activities in schools – broader curriculum

Ethnic Groups
Group of people who share common origins
Cultural, religious, racial or linguistic.
Sport England research revealed differing levels of participation by different ethnic groups.
Certain minority ethnic groups are under represented.

Reasons for Low Participation
- Home and family responsibilities
- Lack of money
- Work / study demands
- Religious beliefs
- NEGATIVE EXPERIENCES
Racism – a set of ideas or beliefs based on the assumption that some races have distinct characteristics that make them more superior to others.

Solutions to the lower participation rates from ethnic minority groups
Sport Policies – Sporting Equals/CRE
Information
Clubs
Sports leaders / development officers
Media Coverage – role models
Campaigns to eliminate racism

Disability
Understand the effect of disability on opportunities for participation and the role of Disability for Sport England
Disability – a term used when an impairment adversely affects performance
Physical
Sensory
Mental

Categories of Disabled Athletes
Amputee Includes athletes who have at least one major joint in a limb missing,
Cerebral palsy A disorder of movement and posture due to damage to an area, or areas, of the brain that control and coordinate muscle tone, reflexes, posture and movement..
Intellectual disability Substantial limitation in intellectual functioning (an IQ of 70 or below), and two or more of the following: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work and have acquired their condition before age 18.

Categories of Disabled Athletes
Les autres 'the others'. A term used to describe athletes with a range of conditions which result in locomotive disorders - such as dwarfism - that don't fit into other classifications.
Vision impaired Any condition which interferes with 'normal' vision.
Wheelchair At least a 10% loss of function of their lower limbs, e.g. traumatic paraplegia and quadriplegia, spina bifida, poliomyelitis, amputees, cerebral palsy and all non ambulant les autres athletes.

Disabled people are more likely to participate in some sports than others.
Which sports are these?
Why are disabled people more likely to participate in them?
Horse riding
Swimming
Sports that tend to organize events specifically for people with disabilities

Key Words Key questions
Inclusiveness –all people should have their needs abilities and aspirations recognized, understood and met within a supportive environment
Integration – able bodied and disabled taking part together in the same activity
Segregated Activity – People with disabilities participating separately from able bodied.
Which Sports can disabled athletes be integrated with able bodied athletes?
How can sports be adapted to enable disabled athletes to participate?

Adapted Sports
Tennis – wheelchair users are allowed to let the ball bounce twice before playing it.
Wheelchair basketball – two pushes and one bounce replaces bouncing whilst travelling / dribbling
Swimming – some technique rules can be more flexible for some classifications and visually impaired people may need a tap on the head to let them know they’re nearing the end of the lane.

How can opportunities for people with disabilities be improved?
- Raise awareness amongst the disabled about opportunities already available
- Raising awareness amongst the general public about disability issues
- Specialist training programmes for staff who’ll be involved
- Make access to and within facilities more manageable

Disability Sport England
Role - Promote participation in sport for people with all forms of disability
Aims:
provide opportunities
promote the benefits
support organizations providing opportunities
educate
enhance image, awareness and understanding
encourage development

Socio-economic Groups
Generally individuals from the lower socio-economic groups have poorer health and mortality rates therefore the benefits of physical activity are particularly important to this group. They are very likely to suffer from social exclusion as they have less power, less disposable income etc.
To help increase their levels of participation the following factors play an important role.
Attitudes – they can afford sports. Need to change attitudes of other classes to the lower class – see them as equals
Awareness – lower classes need to be taught how to be physically active – be provided with facilities and knowledge of what they can do
Adaptation and modification – adapt rules /prices of clubs etc to enable less fortunate to play sports
School PE – integration of different classes within PE at schools – schools target disadvantaged
Access – facilities – clubs – can different classes play together?
Funding – government investment programmes to help lower classes afford sports – provide more ‘free’ provision.

Exam Questions
Jan 09 3dMark Scheme
June 08 2cdMark Scheme
June 08 3b
Jan 08 3bMark Scheme

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