This document discusses factors that influence participation in physical activity. It identifies key demographic, social, and environmental influences including individual attitudes, childhood experiences, adolescence, adulthood, older age, gender, socioeconomic class, ethnicity, parents, schools/workplaces, peers, media, and physical environment. Across all age groups, these personal and external factors shape attitudes towards physical activity and opportunities to participate.
Attitudes To Children - Children’s Commissioner – Dr John Angusihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
Athletic programs in the high school are very important. They can help students develop good quality skills that they can use throughout their lives. Some school have trouble with funding, by including a participation fee, I believe this can help the schools be able to afford the athletic programs and to get the supplies they need. An athletic program is an integral part of a youths high school experience.
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
Attitudes To Children - Children’s Commissioner – Dr John Angusihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
Athletic programs in the high school are very important. They can help students develop good quality skills that they can use throughout their lives. Some school have trouble with funding, by including a participation fee, I believe this can help the schools be able to afford the athletic programs and to get the supplies they need. An athletic program is an integral part of a youths high school experience.
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
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For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
3. What are the influences?
• Individual attitudes
• Childhood (5-12 years)
• Adolescence (12-18
years)
• Adulthood
• Older adults
• Gender
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Socioeconomic class
Ethnicity
Parents
Schools/workplaces
Peers
The media
Physical environment
4. Individual Attitudes
• As you grow up you go
through different
phases of development.
– Different commitments
– Developing identity
– Influenced by different
groups and ideas
– Attitude
• All of these things will
shape a persons
attitude towards PA
5. Childhood
• Children experiment
with PA in the forms of
play, modified games
and competitive
activities
• They learn the basic
skills required to be
successful in future PA
pursuits.
6. Adolescence
• Experiences for boys and
girls differ greatly at this
state of development
• Both groups experience
intense physical
development, as well as
identity and personality
• The experiences gained
during adolescence can
shape PA attitudes and
behaviours
7. Adults
• PA for adults is based
on priorities and
motivations, and a
result of lifestyle and
experiences gained
during adolescence.
• Opportunities are based
on time available,
money, study and the
influence of peer
groups
8. Older Adults
• Time available greatly
increases
• However, money,
health, peer groups and
mobility are factors that
will limit or increase
participation in PA
9. Gender
• Historically, females had
less access and fewer
opportunities to
participate in PA
• Often they were not
encouraged to be active
by family, schools or the
community
10. Gender
• Social attitudes have
changed gradually, and
females are encouraged
to participate in most
forms of PA
• Coverage of women’s
sports in the media has
helped to provide role
models and
opportunities for goal
setting and aspirations.
11. Socioeconomic Class
• Opportunities and
access to PA are often
dictated by available
money, time, facilities
and equipment.
• Concider sports such as
snow-sports, sailing and
other motorised water
sports, polo and other
horse-based sports.
12. Ethnicity
• Australia is a multicultural
society with an eclectic
mix of ethnic groups.
• A person’s access to
activities and the variety
of activities available
often differ according to
the country the person
lives in or where they’re
from.
13. Parents
• Parents are a major
influence on children's
attitudes to PA
• They can encourage
participation by showing
interest
• Parental support is critical
(money, transport,
coaching, role-models)
• Research tells us that if a
parent is physically active,
the child is more likely to
be active as well.
14. School/Workplaces
• Schools provide
meaningful PE and Sport
programs
• 7-10 students are
mandated to participate
in at least 100-minutes of
PE and 100-minutes of
Sport per week
• Primary age students are
required to participate in
at least 3-hours per week
15. School/Workplaces
• Employers recognise the
benefits of having a
healthy workforce
• The are consistently
developing new strategies
to get they employees
more physically active:
– Providing gym
memberships
– Bike racks
– Showers at work
16. Peers
• Your friends (usually have
the same interested and
of a similar age)
• A peer group’s favorable
attitude towards
participation in PA will
have a strong influence
on individual members of
the group
• Negative attitudes are
equally as powerful
17. The Media
• The media plays a
significant role in
influencing people to
participate in PA in
various forms:
– Exposure of activities
(sport, comps, venues)
– Promoting role models
– Promoting lifestyle
campaigns
– Encouraging greater
female participation
18. Physical Environment
• Research has shown that
the characteristics of a
neighborhood can influence
a person’s participation in
PA
• Access to facilities
• Proximity to facilities
• Safety of facilities and
nearby surroundings
• Environmental changes
(speed-zones, street lights,
speed-humps, footpath and
bike-path/road separation)