570956-3.1-sport-and-society.pptx

© OCR 2022
3.1 Sport and Society
Version 2

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Specification overview

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Suggested 2 year overview
Based on 4 x 70min lessons a week
Lesson 1 and 2 Lesson 3 Lesson 4
Component 1:
Physiological
factors
Component 2:
Psychological factors
Component 3: Socio-
cultural Issues
Component 4: EAPI
Year 1  Applied anatomy and
Physiology
 Exercise physiology
 Skill acquisition  Sport and society
 Mock EAPI
Year 2  Biomechanics  Sports psychology  Contemporary issues in
physical activity and sport
 Formally assessed EAPI

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SOW key
Suggested delivery:
1 lesson a week over 2 years. Year 1: Sport and Society, Year 2: Contemporary issues in
physical activity and sport.
Resources:
• OCR A Level PE (Year 1 and Year 2) (https://www.hoddereducation.co.uk/subjects/sport-
pe/products/16-18/ocr-a-level-pe-(year-1-and-year-2), Hodder Education, Sarah Powell,
John Honeybourne – endorsed by OCR
• The Ever Learner Student Revision resource: https://theeverlearner.com/ (not endorsed
by OCR).

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Week 1
WEEK
NO
TOPIC OBJECTIVES TEACHING
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
1 Emergence
and
Evolution of
Modern
Sport
How social and cultural factors shaped
the characteristics of, and participation
in, sports and pastimes in pre-
industrial Britain (pre- 1850s)
- Intro overview of the unit,
including providing
specification for students and
unit workbook
- PowerPoint and teacher-led
content for final note taking (L)
- Set scene of pre-industrial
Britain in general, and then in
terms of sport using pictures
and videos (London 2012
opening ceremony video first
10mins). Use these as a
discussion point (E4)
- Case studies; Mob football;
Pedestrianism; Animal Baiting
(e.g. Cock Fighting, Fox
Hunting); Cricket; Real Tennis;
Country Fairs
- Whiteboards; make notes on any
of the unit topics you have prior
knowledge in
- Starter: Picture collage of pre-
industrial Britain. In pairs,
describe characteristics? How
might this affect sport?
- Further develop after videos (E2;
E4)
*S+C: discuss relationship
between work vs. leisure and
compare to how this has changed
nowadays
- Whiteboards: Identify the sport/
activity. Describe it.
S+C: Type of activity? Who would
participate?
- Plenary: Describe the nature of
pre-industrial life in Britain and
explain using examples how this
may have affected sport and
pastime activities (4)
(L; E1)
Homework: Buy
folder, dividers,
pen, lined paper
and highlighters
S+C: Read
pages 220-224
textbook (L; E4;
E5; E6; E9; E10)

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Pre-Industrial Britain characteristics
• Rural countryside
• Society was split, decided from birth:
 Lower class = Peasants (worked manually in agricultural work)
 Upper Class = Aristocracy (hereditary titles) and Gentry (land-owners and
upper members of religion)
• Women seen as the ‘weaker sex’ and had fewer rights in
society
• Minimal law and order
• Only the upper class were educated and literate
• Limited transport; horse and cart for upper class on under-
developed roads
• Religion was strongly followed; ‘Holy days’ were people’s
holidays
http://www.YouTube.com/watch?v=4As0e4de-rI From 13:40-18:40
Task: Mindmap characteristics of life in pre-industrial Britain. Prompt students
to think about different social and cultural factors

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Mob Football
https://www.YouTube.com/watc
h?v=5uV1zrZFzZo
• Mass game with few rules and equipment
• Earliest form of football and rugby
• Violent (un-Christian)
• Lower-class peasant males
Animal Baiting, Hunting, and
Fighting
Lower Class: Bare knuckle fighting, dog fighting
Upper Class: Cock Fighting, Fox Hunting
• Excessive gambling
• No laws to limit violence or animal cruelty
Real Tennis
h?v=Od9s1u3LJI4
h?v=ui2n5KbKzuk
• First form of tennis originating in France
• Very complicated rules; only understood by
the educated
• Large elaborate venue
• Long-lasting game
Upper class only

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Week 2
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
2 Emergence
and
Evolution of
Modern
Sport
How social and cultural factors
shaped the characteristics of, and
participation in, sports and
pastimes in pre-industrial Britain:
- social class (inc. amateur
and pro)
- gender
- law and order (BV2)
- PowerPoint and teacher-
led content for final note
taking (L); focus on first four
factors
- Starter: remaining sport case
studies from pre-industrial
Britain (L; E4)
- Students discuss in pairs
ideas for how the social and
cultural factors apply in pre-
industrial Britain (E1; E2; E4)
*S+C: apply each factor to
sporting examples
*S+C: how has British Law
changed? Why? Evaluate
(BV1; BV2; BV3; BV4)
- Exam question: Using
examples, explain two ways in
which social class influenced
the characteristics of sports
and pastimes in pre-industrial
Britain (4) (peer assessed) (L;
E4; E7; E10)
S+C: Research
own practical
sport in the
context of pre-
industrial
Britain and find
famous
examples of its
origins (L; E4;
E5; E6; E9;
E10)

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Cricket • Often associated with local Public Houses (pubs)
• Plenty of space for cricket ovals due to rural land
• Although mostly upper class, different roles allowed lower
class to play, but reflected their status:
 gentry amateurs: batted, which reflected their position as the privileged
class
 lower class professionals: took the labouring role of bowling
Pedestrianism
https://www.YouTube.c
om/watch?v=3CgvArx1
fZk
• Competitive race walking
• Came from the occupation of footmen, who ran alongside
the horse + cart to ensure it didn’t overturn on rough roads
• Upper class would bet on their own footman
• Participated by all classes, but different roles
E.g. working class = participated,
upper class = ‘patrons’ (agents and sponsors to those competing)
Holy Day Fair/Wake • Range of events that brought the whole village together
• On religious holidays, as this was the only free time for the
working class
• Separate events for women e.g. Smock race, archery for upper
class
• Based around Public Houses (pubs)
• Other activities included: Drinking contests, catching pigs,
throwing competitions, bare knuckle fighting, animal baiting etc.

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Social and Cultural
Factors:
Pre-Industrial
Social Class
Type/Availability
of Transport
Availability
of Money
Availability
of Time
Law and
Order
Gender
Education
and Literacy
How do social and cultural factors shape the characteristics of, and
participation in, sports and pastimes in pre industrial Britain??
Task: Students to annotate with initial ideas of how these factors apply to pre-industrial
Britain (AO1) and back up with sporting examples (AO2) where possible

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Social class
Clear two split class system: upper (Gentry and Aristocracy) and
lower class (Peasants). Decided from birth.
In terms of sport...
• Different classes took part in different activities
• Or, different classes had different
roles/positions
• Social class affected access to sports (time, money,
education, transport etc.)
• The nature of some activities reflected the class
(e.g. simple, violent, limited rules for working class)

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Gender
Lack of gender equality in society. Women where seen as the weaker
sex with much lower rights in society. Expectation to fulfil traditional
role in the household; cooking, cleaning, raising children.
• Lower participation in women
• Different genders took part in different activities
Why??
• Sports that were not aggressive/competitive
• .... that didn’t require strength (women were the weaker sex)
• ... Could take part in ‘modest’ clothing
• Women had less time (looking after the family)

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Law and order
Minimal law and order in society. Lack of Police Force to enforce laws
• Many sports had limited rules and
regulations
• Rules were localised
• Nothing was illegal, including gambling and animal cruelty

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Week 3
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
3 Emergence
and
Evolution
of Modern
Sport
participation in, sports and
pastimes in pre-industrial Britain:
- education/literacy
- availability of time
- availability of money
- type and availability of
transport
taking (L); focus on last
three factors
- Starter: Whiteboard quiz
- Students discuss in pairs
ideas of definition , and how
each factor might apply to pre-
industrial Britain (E1; E2; E4)
*S+C: apply each factor to
sporting examples
- Complete table of 3x sport
case studies against the
different social and cultural
factors (E4; E9)
(S+C: Additional sport case
study on more abstract
activity)
- Exam question: Discuss the
social and cultural factors
affecting mob football in pre-
industrial Britain (5) (peer
assessed) (L; E4; E7; E10)
Homework:
Create a poster
on a chosen
sport which
analyses the
social and
cultural factors
within pre-
industrial
Britain (S+C;
L; E5; E6; E8;
E10)

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Education and literacy
Only upper class boys were educated and literate (can read and write).
Working class and females were generally illiterate.
• Working class could only play simple sports
with limited rules
• Working class had unwritten rules
Upper class = opposite

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Availability of time
Lower class worked long hours; 75hrs a
week. Upper class had lots of free time.
• Lower-class had no time to participate
due to long working hours
• Lower-class = no energy after long
working hours
• Could only participate on bank holidays
which there were few of
• Short activities
Upper class =
opposite

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Availability of money
Lower class lived off the land. Upper class had
disposable income.
• Upper class could afford sport requiring
expensive equipment and specialised
facilities, or transport to get there
Lower class = opposite = natural facilities +
equipment

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Availability and type of transport
Horse and cart for upper class but poor road conditions.
Walking for lower class.
• Lower class had to play locally
• Lower class sports couldn’t have leagues/cups
• Lower class sports didn’t have standardised rules
• Many upper class built sports facilities at home to
avoid travelling on poor roads
• Transport formed the basis of some sports
Upper class
= opposite

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Task…
Select three contrasting case study sports and
pastimes to analyse and fill out the table:
Pre-Industrial Sports and Pastimes
Mob Football
Social Class ‘Working class because
of the limited rules,
violent nature and simple
form of the game,
particularly in terms of
equipment’
Gender
Law and Order
Education
Time
Money
Transport

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Week 4
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
4 Emergenc
e and
Evolution
of Modern
Sport
participation in, sport in post 1850
industrial Britain:
*Industrial Revolution:
- Set scene of post-
industrial Britain in general,
and then in terms of sport
(videos e.g. London 2012
opening ceremony)
- Discuss the industrial
revolution, including the
influence of religion,
changing work conditions,
relationship between work
vs. leisure (including
formation of works teams)
and education
- Describe examples of
post- industrial sport,
including; Football, Rugby
Union, Rugby League,
cricket, Animal Baiting
Sports (e.g. fox hunting vs.
cock fighting), Horse
Racing
- Picture collage of post-
industrial Britain. In pairs,
describe characteristics? How
might this affect sport?
- Further develop after videos
(E2; E4)
*S+C: consider what the aim
of sport was in this time
period?
- Plenary: Whiteboard quiz (O;
E1)
Homework:
Define
‘amateur’ and
‘professional’
(S+C; L; E5;
E6; E8; E10)
S+C: Read
textbook pages
225-229 (L;
E4; E5; E6;
E9; E10)

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Post-Industrial Britain
• 1850 - 1900 = Industrial Revolution
• Urbanisation = Growth of cities, which meant lack of free,
open space
• Physically demanding factory work with long, low paid hours i.e.
Mining, weaving, factory work 6 days a week
• Introduction of the middle class = factory owners
• Railways developed rapidly
• Women still experiencing inequality, but fighting against it
• Introduction of Police Force meant increasingly defined law
and order
• Public Schools for upper/middle class males. Late 19th
century State Education introduced (education for all)
Task: Mindmap characteristics of life in post-industrial Britain. Prompt
students to think about different social and cultural factors
https://www.YouTube.com/watch?v=x9BdVHCuNPs
information on post- industrial Britain

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Sport in Post-Industrial Britain
• Clearer distinction between work and leisure time
• Growing sport opportunities for the lower classes but
the upper class still had access to more (time, money,
education)
• The notion of ‘Professionalism’ grew in some sports
• Sports became ‘Codified’, and this mostly occurred
within Public Schools
*introduction of rules and regulations*
• With the introduction of state education came PE =
increased participation, particularly in women
• Factory owners discouraged mob games, but
encouraged codified sports = need a healthy workforce!

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Task… Compare the characteristics of sport
pre- to post- industrial Britain
Task: Students to fill in the gaps for the comparison points of pre-
industrial sport to post-industrial sport

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Animal Baiting,
Hunting and
Fighting
• Animal baiting for the working class declined with changes in law
• However upper class pursuits, were protected e.g. Shooting, Fox hunting
• Fighting was codified into boxing
• Horse racing grew in popularity
Association
Football
• Codified in Public schools from mob games into association football
• Works teams in factories e.g. Thames Iron Works (which later became West
Ham)
• Spectatorism through improved transport
Cricket • Continued class split in roles
• Professionalism in the lower class bowlers, whilst the upper class played as
‘gentlemanly’ amateur batters
• Social division further preserved e.g. separate changing rooms, lower class
cleaned the kit...
• Improved transport saw England's first tour to Australia in 1861 (later named
the Ashes)
Rugby • Codified in Public schools from mob games to create Rugby Union
• Professionalism introduced up North using ‘broken time payments’ for the
working class, who had to miss a Saturday working day to play fixtures
• Southerners believed it was against amateur traditions of the sport
• Caused the split into two codes in 1895 to create Rugby League

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Week 5
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
5 Emergence
and
Evolution
of Modern
Sport
industrial Britain:
- social class (amateurism and
professionalism)
- gender/changing status of
women
- education/literacy
- availability of time/changing
work conditions
- transport notably the railways
taking (L)
- Starter: whiteboard quiz
recap of social and cultural
values related to pre-industrial
- In three’s, each given a
social/cultural factor to work
with. Initial ideas of describing
that factor in post-industrial
Britain onto whiteboard. Read
relevant section between
pp.225-229 and develop notes
(L; O; E1; E2; E4)
*S+C: Add sporting examples
- Each three to feedback to the
group, developed and clarified
further through teacher
questioning (O)
- Plenary: Kahootquiz-
https://play.kahoot.it/#/k/7eb9e
3de-dc0f-438c-8b56-
8bbabaa890bc
(L; E4; E7; E10)
Homework:
Research and
read about
Public schools
(S+C; L; E5;
E6; E8; E10)
S+C: Research
‘Education Act
(1870), and the
‘Taunton Royal
Commission
Report on
Secondary
Education
(1868) (L; E3;
E4; E5; E6;
E10)

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Social and Cultural
Factors:
Post- Industrial
Social
Class (amateurism
vs. professionalism)
Availability of
Transport
(notably railways)
Availability
of Money
Availability of Time
(changing working
conditions)
Law and
Order
Gender
(changing status
of women)
Education
and
Literacy
How do social and cultural factors shape the characteristics
of, and participation in, sports in post-industrial Britain?
Task: Students to annotate with initial ideas of how these factors apply to post-
industrial Britain (AO1) and back up with sporting examples (AO2) where
possible

© OCR 2022
Social and
Cultural
Factor
Factor in Post-Industrial
Society
Effect on Sport
Social Class Social class divisions more
prominent. Introduction of
middle class which were factory
owners
• Different classes played different sports
• Some sports, different classes had different roles
• Lower class sometimes Professionals,
middle/upper class always Amateurs
• Saturday half day + factory teams increased
participation of working class
• However, working class still had a lot less access
to sport (time, money, etc.)
Gender Women expected to ‘run a
family’ and be ‘ladylike’, which
conflicted with sport
participation. Towards late
1800’s = growing equality in
education, work and voting
• Gradual increase in women participating (started
with PE in late 19th century)
• However, still lower participation in females
compared to males
Law and Order Development of the Police
force and therefore more
defined laws, and a sense of
order in society. RSPCA formed
Laws were created by
upper/middle class
• Decline of ‘violent’ sports/ animal baiting
• Controlled gambling
• Limited changes in cruel activities for the upper
class as they were the law makers
• Codification of sports brought rules and
regulations

© OCR 2022
Social and
Cultural
Factor
Society
Effect on Sport
Education and
Literacy
Upper class boys tended to
attend 19th century Public
Schools (private education).
State education came into
place for working class (male
and female) in 1870
• Increased access to a range of sports for the
working class, as education improved
understanding
• Resulted in an increase in participation
Availability of
Time
Average working week now
57hours/6 days. Factory
owners viewed sport as a
way to keep workers healthy
and loyal = work teams.
Saturday half day enabled
sport to take place.
• Growing participation for lower class due to
slightly reduced working hours
• Also meant more energy to participate
• Saturday half day for factory sports teams
increased participation
• However, still had less time for sport
compared to upper-class
Transport Railways developed first,
along with some water based
transport, and generally
improved quality of roads
• Possibility for national/some international
away fixtures
• Regular fixtures through leagues/cups
• Increased opportunities to play different sports
(e.g. travel to facilities)
• Also helped develop standardised rules

© OCR 2022
Social and
Cultural
Factor
Society
Effect on Sport
Availability of
Money
Working conditions were still poor,
with little pay and no paid holiday
for the working class. However,
some sports started to offer
professional contracts.
• Working class still lacked disposable income =
couldn’t access certain sports (equipment, facilities,
etc.)
• Professionalism increased access for working class
Plenary…
https://play.kahoot.it/#/k/7eb9e3de-dc0f-438c-8b56-8bbabaa890bc
• Amateur: Taking part for the love of the game, and for no monetary reward.
Traditional ‘gentlemanly’ approach. E.g. upper-class playing batter in cricket
• Professional: Taking part to be paid. Made winning more important, and
increased the competitiveness. E.g. lower-class playing bowler in cricket

© OCR 2022
Week 6
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
6 Emergence
and
Evolution
of Modern
Sport
- Complete standardised
assessment 1 and have an
understanding of basic exam
technique
- Feedback on Progress
Assessment 2 (S+C; E4)
-Standardised Assessment
1: 20marker smaller mark
questions (in the style of
section A and B). Complete in
exam conditions, and peer
assess (L; E4; E7; E10)
- Make notes on own work as
to where improvements could
be made (S+C; E4; E5; E6)
Homework: Re-
sit of test for
any students
who require
improvement
(E4; E5; E6)
Suggested Standardised Assessment:
1. Define ‘codification’ in relation to sport (1)
2. Identify the 7 social and cultural factors (1)
3. Define the terms ‘gentry’ and aristocracy (2)
4. Identify one way in which transport improved opportunities to participate in sport in post 1850 industrial Britain (1)
5. Using examples, describe two ways in which social class influenced the characteristics of sports and pastimes in
pre-industrial Britain (4)
6. Define professionalism (1)
7. Using practical examples, explain how transport and education affected the opportunities to participate in sport in
pre-industrial Britain (5)
8. Compare the characteristics of pre-industrial sports and pastimes with sport played in post-industrial Britain (5)

© OCR 2022
Week 7
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
7 Emergence
and
Evolution
of Modern
Sport
industrial Britain:
- influence of public schools:
on the promotion and
organisation of sports and
games, promotion of ethics
through sports and games,
the ‘cult’ of athleticism –
meaning, nature and impact,
the spread and export of
games and the games ethic
- Videos of ‘Harrow: A very
British school (YouTube)
taking (L)
- Starter: Individual whiteboard
quiz (S+C; L)
- Questioning and discussion
on videos; describe
characteristics of public
schools? Why were they
influential in developing sport?
(E2; E4)
- Exam Question: Explain how
the ‘cult of athleticism’ in 19th
Century Public Schools
impacted on the development
of sport (6) (L; E4; E7; E10)
Homework:
Research and
bring in photos
and video links
showing
development of
your sport in
the 20th century
(S+C; E3; E4;
E5; E6; E10)
S+C: additional
exam
questions from
past papers (L;
E3; E4; E5;
E6; E10)

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• 1800-1900: middle and upper class boys attended public
boarding schools
Eton, Harrow, Rugby
• These schools had lots of money from tuition fees and
good facilities, were all male and were organised into
house systems (i.e. Gryffindor vs. Slytherin)
• Heavily involved in the organisation and promotion of
sports
What was Public school like in the 19th century?
https://www.YouTube.com/watch?v=jYNYlML_bZE
https://www.YouTube.com/watch?v=VbAYq7HwV1Q
19th Century Public Schools

© OCR 2022
The ‘Cult’ of Athleticism
 ‘Cult’: referred to the obsession/growing craze of playing sport
 Athleticism: developing physical endeavour (effort) and moral
integrity (honourable, truthful and showing good sportsmanship) through sport
Ethics and Values promoted in Public School Sport
Leadership, fair play, teamwork, courage, respect
Task: What do these ethics and values look like in sporting examples?
Courage = make a tackle against an older boy at school

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Impact of the Cult of Athleticism on
Sport
Impact of Athleticism…
• Encouraged effort over winning
• Encouraged the development of codified sport;
- With rules and NGB’s (National Governing Bodies)
• Encouraged to play with fair play and sportsmanship
Impact of the ‘cult’…
• Large amounts of time devoted to sport in schools in order to
develop it
• Developed leagues (e.g. house system created)
• Ex-School boys spread the ‘cult’ (through old boys network)

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Why were 19th Century Public
Schools so influential in promoting
and organising sports?
Ex pupils promoted
games and their ethics
- Formation of old boys
networks = spread sport in
their many different roles after
school
House structure with
fixtures and comps
- In every sport and extra-
curricular activity
- Competitive
Influence of Public
School Head Teachers
- They were well respected and
influential, therefore society
followed their ideas
Money
- Facilities, equipment,
coaching
Rules
- Students
developed rules,
structure and NGBs
for sports (codified)
Time on Sport
- Boarding
- Believed games were
valuable
moral character and Health

© OCR 2022
Old Boys’Network:
Ex Public School Pupils
University
i.e. ‘Oxbridge’ - These
places became a ‘melting
pot’ of sports from schools
Army Officer
Spread sports
internationally
Parent
Influenced their children
usually by sending them to
the same schools
Teacher
Promoting the importance
of sport and teaching others
their sport/games
Priest/Clergy
Joined the church,
forming parish teams.
Joined missionaries
travelling internationally
Community
Leaders
i.e. Politician. Establishing
funding. Some held
Government roles (PE)
Industrialists
Became factory owners,
keen to start work sports
teams

© OCR 2022
Week 8
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
8 Emergence
and
Evolution
of Modern
Sport
How social factors shaped the
characteristics of, and participation
in, sport in 20th century Britain:
- class (amateurism and
professionalism)
- gender/changing role and
status of women
- education
- transport
- Set scene of 20th century
Britain in general (e.g. time
of war, women in society,
Education Act 1944 and
intro of PE, big sporting
events, technology and
TV), and then in terms of
sport (videos)
taking (L)
- Starter: Share photos and
videos found with three other
members of the class, and
describe to them what you’ve
learnt (O; E1; E3; E4; E10)
- Questioning recap on social
and cultural factors
*S+C: How do you think these
have changed in the 20th
century? Effect on, and
examples in, sport? (O; E4)
- Read overview of sport case
study developments and
choose examples to relate to
social and cultural factors (L;
E4)
Homework:
revise all
current content
(S+C; L; E3;
E4; E5; E6;
E10)
S+C: textbook
questions on
pp.236-237 as
revision (L; E3;
E4; E5; E6;
E10)

© OCR 2022
20th Century Britain (1900s)
Society
• Developments in scientific discovery
and technological advancements;
notably in medicine,
communications and transport
• Improvements in working conditions
saw an increase in everyone's
leisure time and disposable income
• However, other stresses including
war and terrorism hit society
• Physical Education became
available for all
• Law and Order was fully apparent in
society, including moving towards
gender equality
Sport
• Spectatorism grew
(particularly in working class
men), and the money from
this facilitated professionalism
further
• Sport an important tool for
morale for troops in the war
• Growth and development of
international sporting events
• Introduction of Public Sporting
facilities
• PE made compulsory by the
government to teach in all
schools

© OCR 2022
Social and
Cultural Factor
Factor in 20th Century Society Effect on Sport
Social Class Social class divisions became
more vague, however still
influenced sport choices and
opportunities. Professionalism
grew in many sports, but
amateur traditions remained in
some; this split the classes.
• Different sports participated by different classes
• Professionalism continued to generally be
associated with working class
• Upper/middle class still had more access to
wider variety of sports due to time and money
• Middle class even more opportunities through
grammar school
• Creation of Public facilities created greater
equity in sport
Gender 1900’s onwards moved
towards gender equality in
society, including education,
work, property and the right to
vote. Some sports resisted
females participating i.e. golf
• Continued increase in women participating
• But still less overall participation than men
• Many women's sports lacked professionalism
(lack of spectatorship of women's sport,
therefore no money to fund it)
Law and Order Fully established laws and a
sense of order in both society
and sport
• Still no effect on ‘cruel’ activities for the upper
class
• Sports now fully codified, with minor rule
changes made to reduce any remaining
violence

© OCR 2022
Social and
Cultural Factor
Factor in 20th Century
Society
Effect on Sport
Education and
Literacy
The Education Act of 1944
made PE compulsory and
extra-curricula sport important
in all schools. Introduction of
Grammar Schools (11+
academic test to enter)
• Increased participation in sport; due to growth
of compulsory PE and School Sport
• Grammar schools had accessibility to a wide
variety of sports (particularly expensive sports)
Availability of
Time
Further improved working
conditions saw a dramatic
decrease in the average hours
of working week to 40hrs and
the introduction of paid holiday
= more leisure time for the
working class
• Increased leisure time meant increased
participation in working class
• Increased leisure time meant spectatorship
• Less working hours meant more energy to
participate
• More and paid holiday meant increased time to
participate
Transport Transport, both Public and
Private, became available to
everyone, which made sport
much more accessible to
people. Cars, buses,
airplanes, trains, bikes etc.
• Increase in participation as it increased
accessibility to all sports
• Increase in competitive fixtures, leagues and
competitions
• Increase in the international events
• Increase in spectatorism, as people could travel
widely (including internationally)

© OCR 2022
Social and
Cultural Factor
Factor in 20th
Century Society
Effect on Sport
Availability of
Money
Further improved
working conditions
saw the introduction
of paid holiday, and
better pay = more
disposable income
for the working class
• Increased disposable income increased participation in
working class
• Increased disposable income increased spectatorship
in working class
• Money still differentiated access to certain activities
• Introduction of public sports facilities created greater
equity
• Professionalism continued/grew for the working class
Suggested Plenary Quiz
1. Give two ways that social class affected sport in 20th century Britain (2)
2. What new system was introduced in education and how did this affect sport
opportunities (2)
3. What developments were made in terms of transport? (1)
4. Give two ways that transport developments affected sport in 20th century Britain (2)
5. What was the average working week in 20th century? (1)
6. Give two ways that time developments affected sport in 20th century Britain (2)
7. What did women not receive equality in terms of in sport in 20th century? (1)
8. Give a reason why the working class were able to participate in sport more, related
to money (1)

© OCR 2022
Week 9
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
9 Emergence
and
Evolution
of Modern
Sport
Revision of pre-, post- and 20th
century sport in Britain
- Circulate room supporting
students while they are on
written tasks
taking (L)
- Starter: Using practical
examples, discuss how social
class affected participation in
sport in the 20th century (5)
(L; E4; E7; E10)
- Table grid with each
social/cultural factor cross-
referenced with each time
period. Describe for each.
Without notes, then paired
discussion, then notes to fill in
gaps (S+C; L; E2; E4)
- Students to choose 2 x case
study sports and create a
timeline for each one related
to the social and cultural
factors affecting its
development. Must include
famous examples, and one of
the sports must be the activity
they will also be practically
assessed in (L; E3; E4; E7;
E9)
Homework:
Complete 2 x
case study
sports timelines
(S+C; L; E3;
E4; E5; E6;
E10)

© OCR 2022
Revision task…
• In pairs, fill out create a timeline table for each social and cultural factors
• Only check notes when you’ve filled everything out as best you can…
Education
Effect on sport? Sporting Example
Pre-Industrial
(up to 1850’s)
Not everyone was educated, which affected peoples
ability to understand and play certain sports. Generally
meant the uneducated working class participated in
simple sports with limited rules, whereas the educated
upper class played sophisticated sports with complex
rules.
e.g. upper class played real tennis
with complex rules and scoring
systems, whereas lower class
played mob football which was
simple and had minimal rules
Post-Industrial
(1850-1900)
20th Century
(1901-2000)

© OCR 2022
Revision task…
• Pick two sport case studies (one to be the sport you want to complete verbal coursework on)
• Assess the key social and cultural factors affecting your sport at
each time period (analyse at least two)
Sport Case Study on Football
Influential Social and
Cultural Factors?
Describe Effect?
Pre-Industrial
(up to 1850’s)
- Social class
- Availability of time
- Considered a working class sport because it was
violent in nature, had a basic set up in terms of
equipment, and the rules were simple and minimal
as the working class were illiterate
- Mob football only happened occasionally because
the working class worked long hours and had very
limited leisure time; generally dictated by holy
holidays
Post-Industrial
20th Century

© OCR 2022
Week 10
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
10 Extended
Response
Questions
- Understand how to effectively
structure a 10marker response
using PEE (Point,
Explain/Evaluate, Example),
and be able to apply the
assessment criteria marking
grid
- Be able to apply this to a plan,
and full write up example
- Show students how to
structure a 10marker
response using the
structure of Point,
Explain/Evaluate, Example
(PEE)
- Explain marking grids
taking (L)
- Paired marking of two
example 10markers using the
marking grids, and feedback
(S+C; L; E1; E2; E4; BV5)
- “Explain how social and
cultural factors in Post-
Industrial Britain shaped the
characteristics of, and
participation in sport in society.
Evaluate the impact that the
‘Cult of Athleticism’ had on
sport (10marks)”: 5minutes
plan, 20minute write up in
exam conditions (L; E4; E7;
E8; E9; E10)
- Peer assess using colour
coded underlining technique
and provide verbal and written
feedback (to be also assessed
by teacher) (L; O; E4; E9)
Homework:
Research and
bring in photos
and video links
showing
development of
your sport in
the 21st
century (S+C;
E3; E4; E5;
E6; E10)

© OCR 2022
Marking Criteria
1. Definitions and basic knowledge (AO1)
2. Practical sporting/famous examples
which should be related to the point
being made (AO2)
3. Evaluation (pros and cons) or Analysis
(why) (AO3)
4. Technical language i.e. keywords
5. Written communication; planned
logical structure with intro, paragraphs,
and only relevant knowledge discussed

© OCR 2022
10 Marker…
Explain how social and cultural factors in Post-
Industrial Britain shaped the characteristics of,
and participation in sport in society.
Evaluate the impact that the ‘Cult of Athleticism’
had on sport (10 marks)
Point Explain/
Evaluate
Example

© OCR 2022
10 Mark Response
1) Point: use keyword/technical language (AO1)
2) Explain/ Evaluate: explain the point / give
reason why/ evaluate if asked (AO3)
3) Example: give a practical example (AO2)
In post-industrial Britain there were 7 Social and Cultural Factors affecting society and sport. The first
of these was social class. Depending on your social class, you were likely to play different
sports or take different roles within a sport. This was because of the different access in terms
of money, time and education. For example, real tennis was for upper class gentry whereas
cricket saw both classes play together, however the working class played as a bowler whereas
the upper class would play batter.
Explain how social and cultural factors in Post-Industrial Britain shaped the
characteristics of, and participation in sport in society.
Evaluate the impact that the ‘Cult of Athleticism’ had on sport (10 marks)

© OCR 2022
Week 11
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
11 Emergence
and
Evolution
of Modern
Sport
How contemporary factors are
shaping the characteristics of, and
participation in, sport in the 21st
century:
- class (amateurism and
professionalism)
- gender/changing role and
status of women
- Set scene of 21st century
Britain in general (media,
technology, transport,
globalisation, sport as a
business etc.), and then
in terms of sport
taking (L)
- Starter: Mind map the 7 social
and cultural factors. Give two
factors for each social factor in
the 20th century. Extension:
Further add a sporting example
to each (O; E1; E2; E4)
- Paired discussion and
feedback on sport in 21st
century Britain/ own
experiences in relation to:
- Class
- Gender (particularly
women) *S+C: why is
their participation more
affected by class?
- Law and Order
(O; E1; E2; E4)
- Exam Question. Discuss the
concept that sexism and
discrimination still occurs in
sport (4) (L; E4; E7; E10)
Homework:
Activity in
textbook
pp.243:
‘Discuss the
pros and cons
of applying the
Equality Act to
female
participation in
sport’ (S+C;
E3; E4; E5; E6;
E10)
S+C: Read
pp.238-243 and
complete
suggested
activities in
blue (L; E3;
E4; E5; E6;
E10)

© OCR 2022
21st Century Britain (2000s)
• Class system less pronounced then ever. Social
mobility now means class isn’t decided from birth
• Technology is ever growing, and the media is a
huge influence on many aspects of 21st century life
• Sport is now a multimillion pound business
• In terms of law, there are now specific sports
legislation to cover ‘sport-related legal issues

© OCR 2022
Social and Cultural
Factors:
Post- Industrial
Social
Class (amateurism
vs. professionalism)
Availability of
Transport
(notably railways)
Availability
of Money
Availability of Time
(changing working
conditions)
Law and
Order
Gender
(changing status
of women)
Education and
Literacy
How do social and cultural factors shape the characteristics
of, and participation in, sports in 21st Century Britain??
Task: Students to annotate with initial ideas of how these factors apply to 21st century
Britain (AO1) and back up with sporting examples (AO2) where possible

© OCR 2022
Social and
Cultural Factor
Factor in 21st Century
Society
Effect on Sport
Social Class Social class divisions are much
less defined in society, and
there is more fluidity for people
to move up and down classes,
rather than it being decided
from birth
• Although much less defined, sports are still
associated with certain classes
• Some sports are still affected by access e.g.
expense and social elitism in clubs
• Broad spread of classes are now professional
• Social mobility can be achieved through sport
Gender Issues such as discrimination
and sexism in sport are
increasingly challenged,
particularly using role models in
the media to do so
• Increased women’s participation
• Still not as high as male participation
• Women now participate in ‘men’s’ sports,
however gendering of activities is common
• Some sports have equal prize money/wages,
however most don’t
• Professional contracts and wider roles in sport
increasingly taken by females, including in media
Law and Order Law and order continues to
grow, and peoples knowledge
of their legal rights has also
increased. Law now more
applicable to problems in sport
• Sport-specific legislations created
• Growing amount of ‘negligence’ claims in sport
Increased legal action on violence in sport (e.g.
banning orders for hooligan spectators)
• Racial and gender equality laws are reducing
discrimination in sport
• Increased legal focus on match fixing

© OCR 2022
Week 12
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
12 Emergence
and
Evolution
of Modern
Sport
century:
- education
- transport
taking (L)
- Starter: Split debate on
homework task; half of
classroom for, other half
against application of Equality
Act in sport (O; E1; E2; E4;
E8; BV1; BV3; BV4)
- Paired discussion and notes
considering what they know
about sport in 21st century
Britain/ own experiences in
consideration to the effects of:
- Education
- Availability of time and
money
- Transport
(O; E1; E2; E4)
- Students to complete table
grids from lesson 8 with each
social/cultural factor cross-
referenced with each time
period, and 2 x case study
sports timelines, adding the
21st century development.
Must include famous
examples (L; E3; E4; E7; E9)
Homework:
What is
globalisation of
sport? Define
and give
examples
(S+C; E3; E4;
E5; E6; E10)
S+C: Read pp.
244-246 and
complete
activities in
blue (L; E3;
E4; E5; E6;
E10)

© OCR 2022
Pros and cons of applying the
‘Equality Act’ in Sport
For (pros) Against (cons)
• Equal opportunities = fair
• Increase female participation
• Increase female role models in the
media = inspire others
• Challenge stereotypes in sport
• Takes money away from male
sports
• Going to take years to catch up with
men's sport
• Is it/could it ever actual work?
• Still got gendering of activities
• Not a sport-specific legislation e.g.
media coverage, female presenters
etc.

© OCR 2022
Social and
Cultural Factor
Society
Effect on Sport
Education and
Literacy
Still Public and Grammar
Schools available. PE
continues to be a compulsory
part of the curriculum. Exams
are sat at GCSE and A-Level,
with increasing opportunities
• Compulsory PE as part of the national curriculum
• Inter- and intra- school sport opportunities
• PE and Sport qualifications have increased in
variety and availability (GCSE, A-level, BTEC,
Sports Science degree, Sports therapy degree,
etc.)
• Fee paying schools still offer wider sporting
opportunity
Availability of
Time
Technological advancements
further free peoples time up. A
lot of workplaces now have
more flexibility in working hours
• Even more leisure time, which increases
participation

© OCR 2022
Social and
Cultural Factor
Society
Effect on Sport
Availability of
Money
Global recession has affected
the amount of disposable
income people have
• Less money being spent on sport = slightly
less participation for some
• Some sports have declined in participation
more than others (cost)
• Decreased amount of people spectating
sports (particularly working class)
Transport Most people now own a car
within their household. Public
transport is widely available.
Cheap air-fairs have
increased in availability
• Increase in participation as it increased
accessibility to all sports
• Regular fixtures, leagues and competitions
• Increase/regular in the international events
• Increase in spectatorism, as people could
travel widely (including internationally)

© OCR 2022
Week 13
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
13 MOCK WEEK - Paper created from past
exam questions
MOCK EXAM:
(S+C; L; N; E4; E5; E6; E7;
E8; E9; E10)
Suggested Mock Paper:
1. Define ‘rationalisation’, and identify where this process occurred (1)
2. Define professionalism and describe it’s early application to sport in post-industrial Britain (2)
3. Identify three ethics promoted in sports and games in 19th century public schools (1)
4. Describe how the changing nature of the social factor of gender has impacted sport throughout the history of Britain,
referring to the four time periods (4)
5. Explain how the ‘cult of athleticism’ in 19th Century Public Schools impacted on the development of sport (4)
6. Using examples. Describe two ways in which social class influenced the characteristics of sports and pastimes in
pre-industrial Britain [4]
7. Discuss the social and cultural factors in the 20th century (4)

© OCR 2022
Week 14
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
14 Emergence
and
Evolution
of Modern
Sport
century:
- globalisation of sport (media
coverage, freedom of
movement for performers,
greater exposure of people to
sport)
taking (L)
- Starter: Compare the
characteristics of pre-industrial
sports and pastimes with sport
played in nineteenth century
schools [5]
- Define freedom of movement
and its effects on sort, and
define golden triangle
- Students evaluate the golden
triangle; group feedback (O;
E1; E4)
- Research famous practical
examples showing the
globalisation of sport (L; E3;
E4)
*S+C: Blue activity on pp.247
- Evaluate the impact of the
globalisation
-Exam question: Evaluate the
effect of media coverage on
sport (6). S+C: add famous
examples (L; E3; E4; E7; E9)
Homework:
complete
practice
questions in
textbook on
pp.251 (S+C;
E4; E5; E6;
E7; E10)

© OCR 2022
Globalisation
• Creation of sport into a worldwide business
• Required worldwide media coverage and freedom of
movement of participants and spectators
* Globalisation has created a greater exposure of people to sport =
can be viewed anywhere at any time*
Freedom of Movement = International laws that allow
athletes and spectators to move between countries for
professional sport

© OCR 2022
Freedom of
Movement:
Effect on Sport
Athletes can ‘train’ abroad
(e.g. altitude, warm weather
training)
Athletes can ‘work’
abroad
(e.g. many premier league
football teams have non-British
players)
Allows spectators to
travel abroad and
watch fixtures
(e.g. the Olympics)
Allows regular
international fixtures
(e.g midweek European fixtures in
the UEFA champions league)
Can increase the fan
base of a team
internationally
(e.g. Manchester United fans
everywhere in the world!)
Allows teams to tour
(e.g. football teams tour
USA pre-season

© OCR 2022
Characteristics of globalised sport?
Provide a famous example of each of these
features
1. Extensive worldwide media coverage on multiple
platforms
2. Freedom of movement of players
3. Regular international fixtures
4. Sport as a worldwide business/market that generates
income
5. Teams and spectators can travel to compete at home
and abroad

© OCR 2022
Evaluate the effect of media coverage on sport
Positives (+)
• Media increases commercialism/golden
triangle, meaning more money is available to
sport
• Increases participation
• Sport from around the world can now be
viewed anywhere at any time
• Increase in standards of play because it’s
allowed professionalism in sport
• Players able to earn high salaries
• Increased spectatorism through watching at
home
• Creation of role models
• Increased profile of minority sports
• Increased technology, meaning fairer results
• Created new rules/versions of sports = exciting
to watch
• Educate/ inform about sport
Negatives (-)
• Media demands control of sports/performers
• Can cause deviant behaviour e.g. drug taking
• More people spectating rather than
participating
• Loss of privacy for sports stars
• Media highlights issues during and outside
the game which reflect badly on the sport
• Biased towards male/able-bodied sport
• Negative role modelling that young athletes
may copy
• New rules and versions go against tradition
• Altered timings can impact performance of
elite athletes
• Increased officiating technology has slowed
the game
• Negative sponsors i.e. alcohol

© OCR 2022
Week 15
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
15 Global
sporting
events
The modern Olympic Games:
- background and aims (1896)
(BV1; BV2; BV3; BV4; BV5)
- Introduction to the history
of the Olympics (pictures,
discussion), followed by
notes on its backgrounds
and the main Olympic
organisations
taking (L)
- Starter: Explain ways in
which freedom of movement
for performers has influenced
sport in the 21st century (4
marks) (L; E4; E7; E10)
- Individual whiteboards; prior
knowledge on structure and
function characteristics of the
Olympics (L; E3; E4; E7)
*S+C: Reading task on the
roles of the BOA and IOC
(textbook) (L)
- Read and annotate the
Olympic and Paralympic
Values. Discuss as a group (L;
O; E1; E2; BV1; BV2; BV3;
BV4; BV5)
- Chose one Olympic and one
Paralympic sport, and
research how the main values
are exemplified in these.
Feedback examples (O; E1;
E3; E4)
Homework:
Research task
on any famous
examples of
Olympic games
that have been
used for
political
statements
(S+C; E3; E4;
E5; E6; E10;
BV1; BV2;
BV4)

© OCR 2022
Background of the Modern
Olympic Games
• Pierre De Coubertin founded the modern Olympics,
taking inspiration from:
• The ancient Olympics
• Much Wenlock Games (multi sport event)
• 19th Century Public Schools after he visited Rugby
• Set up the IOC (International Olympic Committee) in
1894 in Paris who still organise the games today
• Modern Olympics started 1896 in Athens, Greece

© OCR 2022
Aims of the Modern Olympic
Games
- Develop equality
- Unite people / create international friendships
- Develop respect
- Teach fair play / sportsmanship
- Develop peace
- Educate
- Promote development of physical and moral qualities
Task: On whiteboards- what do you think the aims and objectives of
the modern Olympics are?

© OCR 2022
Key Olympic Organisations
IOC (International Olympic
Committee)
• Oversee the organisation of
the Olympics i.e. rules, event
timetable, etc.
• Selects host city
• Manages commercialisation of
the games
BOA (British Olympic
Association)
• Select team GB
• Liaise with other elite sport
organisations i.e. UK Sport, IOC
• Completed Olympic bid to host
• Allocate sponsors to athletes
• Prepares and supports team GB
i.e. training camps, workshops etc.

© OCR 2022
Week 16
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
16 Global
sporting
events
- political exploitation of the
Olympic Games
1. Berlin 1936, Third Reich
Ideology
2. Mexico City 1968 ‘Black
Power’ demonstration
- Provide images and
videos regarding the
Olympics
- https://www.YouTube.c
om/watch?v=gNKlxcqL
KcM
om/watch?v=1inifMJ0x
io
om/watch?v=QCNkW2
kNcjw
om/watch?v=t4LvwXY
mt3Q
- Define key terms: shop
window effect, propaganda,
political exploitation
taking (L)
- Starter: Group quiz (how
many values can you
remember?) (O; E1; E2)
- Famous images from the
Olympic shared around the
room and videos; in three’s
discuss prior knowledge about
them. Verbal feedback as a
group (O; E1; E2; E4)
*S+C: define what it means to
use the Olympics as a ‘political
tool’
- Plenary: Describe how the
Olympics of 1936 were used
as a political tool? (3) (L; E3;
E4; E7; E9)
Homework:
Research the
Munich 1972
games and
how this was
also politically
exploited (S+C;
E3; E4; E5;
E6; E10; BV1;
BV2; BV4)
S+C: Evaluate;
should they
have allowed
the Olympics to
proceed?
Should
countries be
allowed to
compete,
whatever their
situation? (E4;
BV1; BV3;
BV5)

© OCR 2022
Olympics as a ‘Political Tool’
Utilising the international event to make a
political point. Done because of the extensive
global publicity of the games
* This is despite De Coubertin’s aims and the
IOC’s work to stop this from occurring*
Task: Famous examples of Olympics which were used as a
political tool?

© OCR 2022
Berlin (1936): Third Reich Ideology
• Prior to WW2 and used by Hitler to make himself known worldwide
through propaganda (biased info that influences people towards a
certain cause)
• Used to promote Aryan as the superior race (blonde hair, blue eyes and white ethnicity)
• Used to show efficiency of Germany under Nazi control e.g. completing stadium on time, big
Olympic village etc.
• German athletes trained full time prior to the games = better chance of
winning medals
• Lutz Lang (torch bearer) was intended to show their superiority as a
race
• African-American athlete Jesse Owens won 100m Gold medal; Hitler
wouldn’t place medals on his neck or shake his hand
Political Exploitation = promote an ideology
https://www.YouTube.com/watch?v=gNKlxcqLKcM
https://www.YouTube.com/watch?v=1inifMJ0xio

© OCR 2022
Mexico City (1968): ‘Black Power’
demonstration
• Countries threatened to boycott (not participate) the games if
South Africa were allowed to attend (the apartheid)
• African American athletes (Tommie Smith and John Carlos)
used 200m medal ceremony to protest about lack of civil rights
in the USA
• Protest known as black power salute
• Athletes wore glove/ raised hand to symbolise black power;
wore black socks to represent black poverty and black scarfs
to represent lynching
• Peter Norman (Australian- 2nd place) wore a human rights
badge
https://www.YouTube.com/watch?v=QCNkW2kNcjw
https://www.YouTube.com/watch?v=t4LvwXYmt3Q
Political Exploitation = raise awareness of
discrimination (racial inequality)

© OCR 2022
Week 17
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
17 Global
sporting
events
- political exploitation of the
Olympic Games
1. Munich 1972 Palestinian
terrorism
2. Moscow 1980 boycott lead by
USA
3. Los Angeles 1984 boycott by
Soviet Union
- Video on the background
behind the Moscow 1980
Olympics and the history of
the cold war, and snippets
of newspaper articles from
different points of view
- https://www.YouTube.co
m/watch?v=Gmwrn9G4k
Hc
- https://www.YouTube.co
m/watch?v=Rij7qef0_3I
taking (L)
- Starter: Homework on
Munich games as a discussion
point in pairs, then debate for
and against going ahead with
these Olympics (O; E1; E2;
E4; BV1; BV3; BV4)
*S+C: Can sport ever be fully
separated from politics?
- Individually: Evaluate for and
against boycotting the Moscow
Olympics. Discussion as a
group afterwards (L; O; E1;
E2; E4; BV1; BV4; BV5)
- Read and annotate Daily
Mail article on Los Angles
1984 boycott:
http://news.bbc.co.uk/onthisda
y/hi/dates/stories/may/8/newsi
d_2518000/2518931.stm (L;
E4; BV1; BV3; BV4; BV5)
- Create a revision timeline of
all the key Olympic dates and
descriptions (L)
Homework:
Complete
everlearner 17
and 18, and
quiz (S+C; L;
E4; E5; E6;
E7; E8; E10)
S+C: Research
more recent
case study
uses of the
Olympics as a
Political Tool
(L; E4; E5; E6;
E7; E8; E10)

© OCR 2022
Munich (1972): Palestinian
terrorism
• A day before the games, 8 members of the Black September group
(Palestinian terrorist organisation) stormed the Olympic village and seized 11
members of the Israeli team
• They requested the release of 234 Palestinians that were being held in Israel
• Attempts to rescue the hostages failed, and they were all murdered along with 5
of the terrorists. This was mostly the result of a botched police capture attempt
(Machine gun fire and a grenade which blew up a helicopter)
• IOC however, decided to continue with the games, only postponing the opening
ceremony by a day = controversial at the time
• Led to the development of the anti-terrorism movement
Political Exploitation = generate media coverage of terrorism

© OCR 2022
Moscow (1980): Boycott led by
the USA
• Moscow was part of the Soviet Union (Communist federation
occupying northern Asia and part of Eastern Europe)
• Just prior to hosting the games, Soviet Union forces invaded
Afghanistan = created conflict that lasted 10 years
• Jimmy Carter (US president at the time) suggested a boycott of
the games if Soviet troupes didn’t withdraw
• Led to 65 countries not attending
• Despite this, some athletes went against their governments, and
competed anyway under the Olympic flag
• Led to the creation of the ‘Liberty Bell Classic’ event for the non-
attendees to compete in
Political Exploitation =
Boycotts in protest of actions / beliefs/ regimes
https://www.YouTube.com/watch?v=Gmwrn9G4kHc
2:40mins
https://www.YouTube.com/watch?v=Rij7qef0_3I

© OCR 2022
Los Angeles (1984): Boycott by
the Soviet Union
• Olympics were in financial difficulty (Montreal (1976) ended up in debt).
IOC therefore reluctantly accepted commercialisation
• 12 weeks before, the Soviet Union announced their
boycott along with 14 other Eastern bloc countries
• They believed the USA would use the commercialisation
to promote ‘anti-Soviet propaganda’
• In response to the boycott of their 1980 Games- ‘tit for
tat’
• The boycotters organised the ‘friendship games’
Political Exploitation = Boycotts in protest at actions / regimes

© OCR 2022
Task…
Pros…
• Sport could help build bridges
between nations
• Sport can be used to benefit a
country (i.e. economically,
bringing a country together, etc.)
• Sport can be used to support
positive political agendas/ create
awareness
• These protests can initiate
positive changes
Cons…
• Disregards De Coubertin's
Olympic Values
• Can promote negative political
agendas
• Dangerous e.g. terrorism
• Can cause conflicts between
countries
• Takes away from sport being
its own entity e.g. boycotts
Evaluate: Should sport and
politics be linked?

© OCR 2022
Week 18
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
18 Global
sporting
events
Hosting global sporting events:
- positive and negative impacts
on the host country/city of
hosting a global sporting event
(such as the Olympic Games
or FIFA World Cup)
1. sporting
2. social
3. economic
4. political
- Define 4 categories
- Use statistics, data, media
items and case studies to
encourage wider thinking
taking (L)
- Starter: Label timeline of the
5 political Olympics studied,
with dates. Short description of
what happened at each: what
was the political issue and how
was it expressed? (L; O; N;
E1; E4)
- Class discussion: pros and
cons of hosting London 2012
(O; E1; E3; E4; BV1; BV5)
- In pairs, further discussion
after giving the four categories
of pros and cons; sort out the
points already have into
categories, and expand with
new ones (O; E1; E2; E4)
- Info cards circulated with
statistics, media articles, case
studies etc. to elicit wider
knowledge points (L; E4)
-Using famous examples,
evaluate the effects hosting a
global event such as the
Olympics can have on the
sport (4) (L; E3; E4; E7; E9)
Homework:
Read pp.260-
265 to
consolidate
lesson content
(S+C; L; E5;
E6; E8; E10)

© OCR 2022
Global Sporting Event
Any sporting competition (multi or single sport) that
takes place at an international level
Characteristics?
Elite level performance. Highly spectated.
Commercialised (media and sponsors). World-class
facilities. Positive sporting values. Sometimes show
political agendas. Patriotism. Deviance commonly occurs
Can you name any examples?
Olympics; Paralympics; FIFA World Cup; Rugby Union
World Cup; Commonwealth games; Tour De France

© OCR 2022
Evaluate the effects
of hosting a global
sporting event?
(pros and cons)
Social
Political
Sporting
Economic
Task: Students to annotate with initial ideas of the pros and cons of hosting a
global sporting event in each of the four categories.

© OCR 2022
Sporting
Pros
• Increased funding
• Development of world-class facilities
• Improve awareness of sport (which
may include minority sports)
• Increase participation (elite role
models inspiring others)
• Increased success for the host city
(home advantage)
• Helps develop excellence in sport
through improved
structure/pathways
Cons
• Wasted facilities after the event
• Disproportionate funding; Minority
sports can suffer
• Decline in participation after the
event (temporary affect)
• If unsuccessfully hosted, can have a
negative effect on the profile of the
sport
• Too much pressure on athletes to
succeed
• Any deviance/scandals will have a
negative affect on the sport
Positive and negative effects on the sport involved in the event

© OCR 2022
Week 19
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
19 Global
sporting
events
Hosting global sporting events:
- positive and negative impacts
on the host country/city of
hosting a global sporting event
(such as the Olympic Games
or FIFA World Cup)
1. sporting
2. social
3. economic
- political
- Videos and media content
on two case studies:
Olympics games and the
FIFA World Cup
taking (L)
- Starter: Exam question; AS
SAMs Q3c (L; E3; E4; E7; E9)
- Using the four categories, in
pairs students to apply to
hosting a) Olympic Games
and b) FIFA World cup, using
famous examples/data.
Research using internet (L;
E2; E3; E4)
- Unit round-up: pp.266-267
smaller mark questions (L; E4;
E7)
Homework:
Complete unit
round up
questions on
pp.267 (S+C;
L; E5; E6; E7;
E8; E10)
S+C: 10marker
on evaluating
hosting a big
sporting event
(L; E4; E5; E6;
E7; E8; E10)

© OCR 2022
Social
Pros
• Gives a sense of identity or pride
in their country and brings people
together = nation building
• Develops patriotism
• Appeasement (satisfy, fulfil,
gratify) = people enjoy the
experience
• Money through tourism = can be
spent on the local community
Cons
• People may be
displaced/disrupted by the
development required
• During the event, local prices may
increase
• Focus and investment given to the
event rather than long term local
issues
• The benefits may not be relevant
or felt by the majority of local
people
• Positive effects may be short-lived
and leave other problems behind
• May cause resentment in other
areas/countries
Positive and negative effects on the society where the event is held

© OCR 2022
Economic
Pros
• Increased income to the host
country (sponsors + tourism)
• Creation of jobs
• Possible increases in trade and
exporting = commercial benefits
• Improved infra-structure e.g.
transport
• Increased investment in local
public facilities
• Can raise the status of the
country on the global stage =
‘shop window’ effect, as only the
positive parts of the country are
shown through the media= more
trade and tourism
Cons
• Bidding for the event is expensive,
and if it’s not won, then no money
coming back in
• Might lead to debt or financial
strain
• Increase in taxes to local people to
fund the event
• Many jobs created are temporary
• If events/participants are linked to
failure or deviant behaviour, then
sponsors can be negatively
affected
Positive and negative effects financially to the country
hosting the event

© OCR 2022
Political
Pros
• Symbolic- successful host can
make a government appear
successful
• Employment opportunities may
improve government popularity
(votes)
• Can bring unity to the country
and a sense of purpose which is
good for the government = nation
building
• Can raise the status of the
country on the global stage =
‘shop window’ effect, as only the
positive parts of the country are
shown through the media
Cons
• Financial cost of hosting may make the
political party unpopular
• Increased threat of terrorism/security risks
• If the host nation doesn’t perform well, it
may lower national esteem
• Negative environmental impacts e.g. litter
can decrease popularity of a political party
• If the legacy of the event is poor (e.g.
facility use, participation rates) could reflect
badly as public money poorly spent
• Political protests can look badly on the
country
Positive and negative effects on the government of the
host country

© OCR 2022
Week 20
WEEK
NO
METHODS /CONTENT
AFL/
STUDENT ACTIVITY
STRETCH
AND
CHALLENGE
20 MOCK WEEK - Paper created from past
exam questions
MOCK EXAM:
(S+C; L; N; E4; E5; E6; E7;
E8; E9; E10)
Suggested Mock Paper:
1. Define ‘codification’, and identify where this process occurred [2]
2. Where were the Olympics of 1980 hosted and what political exploitation took place? [3]
3. Identify the two components that led to the globalisation of sport [1]
4. Define the shop window effect [1]
5. Identify 3 of the old boys network outlets, and describe how each promotes sport beyond 19th century Public
Schools [3]
6. Explain ways in which freedom of movement for performers has influenced sport in the 21st century [4]
7. Explain how the ‘cult of athleticism’ in 19th Century Public Schools impacted on the development of sport [4]
8. Describe how the Olympics of 1936 were used as a political tool? [3]
9. Describe how social class has impacted sport in pre-industrial Britain [4]
10. Evaluate the social impacts of hosting a global sporting event [5]
11. Identify two aims of the modern Olympics [2]
12. Outline the background to the start of the modern Olympic Games [3]
13. Evaluate the impact of media coverage in sport, using sporting examples in your answer [6]

© OCR 2022
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