This document discusses cultural influences on sport participation at three levels: The cultural level examines how shared beliefs about issues like gender, race and socioeconomic status can influence access and equity in sport. The interpersonal level investigates how relationships with family, peers, teachers and coaches affect an individual's participation. Family income, commitments and attitudes can impact an individual's sports choices and involvement. Australia's sporting culture was heavily influenced by early British settlers who brought their popular games and beliefs about sport being a manly pursuit.

1. Cultural Level
• This level is concerned with shared assumptions, beliefs and values about
issues such as gender or race and socioeconomic status and how these issues
might affect access and equity in sport.
• It requires critical analysis of cultural norms and values and examines how
diversity is recognised and treated. These cultural norms restrict or influence
perceptions and actions about involvement in sport.
• Some issues involved include the globalisation of sport, role of politics ins
port as well as the impact of race and ethnicity on participation.

2. Cultural Influences
• Australia’s sporting culture is heavily influenced by our
history as a former British colony. Early settlers from
Britain and Ireland brought with them attitudes and
beliefs about sport, and they also brought with them the
games that were popular in Britain.
• In the 19th
century, sport was perceived as a manly
pursuit.
• Schoolmasters viewed games as a way to distract pupils
from youthful experimentation and rebellion against
school authority – do we still use this today?

3. Interpersonal Level
• Is used to investigate the relationships that affect an
individual’s participation and access to sport and physical
activity.
• These include our parents, peers, siblings, teachers, coaches
and sporting role models
• The family is the earliest and most significant influence on an
individual’s attitude towards sport.
• It is common for parents to have pre-conceived ideas about the
type of sport that is best suited for their children.
• What values and opinions do your parents have about sport? How
has this affected your sports participation?
• Where do you think your parents get their pre-conceived ideas
about sport from?

4. • The family income and work commitments of both
parents are important determinants that affect whether
sport is played in the family and the type of sport chosen.
• The financial costs of participation also influence
decisions about whether to participate in school and club
sport.
• This is the one reason why the government is
investigating ways to help families pay for children’s
sport by offering tax rebates to cover part of families’
sport expenses.
• Time is another reason given for not participating in
sport.

5. • How do siblings play a role in deciding what sport you
play?
• Why do larger families have a greater involvement rate in
sport?
• List barriers to sports participation n single-parent
families.
• How do peers help you decide what sport you play?
• How do teachers play a role in the participation of sports?
• How do coaches play a role in the participation of sports?
• How do role models play a role in the participation of
sports?

6. • How do siblings play a role in deciding what sport you
play?
• Why do larger families have a greater involvement rate in
sport?
• List barriers to sports participation n single-parent
families.
• How do peers help you decide what sport you play?
• How do teachers play a role in the participation of sports?
• How do coaches play a role in the participation of sports?
• How do role models play a role in the participation of
sports?