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

Characteristics of Play

Fun Spontaneous

No strict structure

Rules Changeable and negotiatedIntrinsic Value

Although fun can be serious

Fantasy world

Play - objectivesChildren

• Test boundaries• Experience risk within safe

limits• Socialisation• Promotes independence• Develops respect• Allows social interaction

Adults

• 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."

SportInstitutionalised

• 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

Intrinsic/Extrinsic

• 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 sportBased on National curriculum activities – and distinctive characteristic

• Dance - aesthetic• Games - outwitting

opponents• Gymnastics - replication• Swimming and Water Safety• Athletic Activities –

maximising speed or distance

• Outdoor and Adventurous – challenge and risk

Games – sub divisions

• Invasion - Football• Striking and Field - Cricket• Combat - Judo• Target - Golf• Net sports - Tennis

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?

Objectives of Sport

Fulfil potentialchallenge

Release tension

Health

Self esteemLearn to accept rules

Work with others

Show perseverance

Develop sense of fair play

Benefits to society

socialisationPrevent anti-social

behaviour

Economic benefits

Bring country togetherImprove international relations

Feelgood factor

Create a healthier nation

Sport related problems

Over commercial – win at all costs

Media – has too much influence – can change nature

of game

Hooliganism

Drug abuse

Bad behaviour can influence youth

Media – more spectators than players

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.

PE – learning how to serve in tennis

Sport – playing for the school

tennis tournament

Recreation – playing tennis at lunch time

How PE, Sport and Recreation overlap

Physical activity continuum

• Level of organisationPlay Leisure Physical Rec/Active Leisure Outdoor PE SportLeast organised most organised

• CompetitionPlay Leisure Outdoor Physical Rec/Active Leisure PE Sport

Least competitive most competitive

Benefits of Physical activity

To individuals

Stress reductionImproved fitness and

health

Develop social relationships

Make friendschallenge

Self-fulfilment

Team working skills

Learn about natural environment

Benefits to society

Improved health of the nation – reduce burden on NHS

Economic benefits

Personal development – role models in society

Shop window effect – high level performers enhance reputation of

country

Reduce anti-social behaviour

Exam Questions

• January 09 2a Mark scheme• June 08 1 Mark Scheme• June 08 2abc Mark scheme• June 08 4 Mark Scheme• Jan 08 1ab Mark Scheme• June 07 3a Mark 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

Characteristics of public sector

Funded by taxation and lotteryFacilities aim to break even not to

make profit

Aim to encourage under-represented groups

Pay for entry and useSubsidised for less well off

Run for the good of the community

Day to day management may be by private company – DC

leisure

Joint and dual use – often partners with schools

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

Characteristics of private sector

Profit motive

High quality

Higher admission pricesCater for more well-off

members of society

No public service remit

Characteristics of voluntary sector

Not-for-profit

Players pay to play through match fees and subs

Support roles filled by volunteers

Receive grant aid from lottery, Sport England and Governing BodiesWill hold fund raisers

Surplus funds used to improve facilities or services for members

Covers whole range of sport and leisure activity

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• React quickly to demand• Meet individual needs• Restrict membership – so

facility is rarely over-crowded

Disadvantages• 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.

Private SectorSmall- medium size

SpecialistProfit

High Quality Local/Public SectorMulti-sport

Outdoor FacilitiesDual use

Social provision

Voluntary SectorClubs – amateur

Facilities – owned, leased, rentedProvision for self +wider society

Nat. governmentDepartment of

Culture, Media and Sport (DCMS)

Recreational PolicySocial ProvisionSport England

Lottery

Recreation – Who manages what?

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 4c Mark Scheme• Jan 08 4c Mark Scheme• June 07 2c Mark 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•Occasional – Feast Days•Few rules•Violent•Force rather than skill•Participation•Lower Class•Local•Limited structure

•Regular Participation•Complex rules•Highly structured•Spectator based and participation•Refined skills rather than force•Middle/upper class development•Regional/national•Sophisticated equipment

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 - 1940Public Schools

• Aims– Develop leaders of society

• Characteristics– Upper/Middle class– Hierarchichal– Prefects– Single Sex

• Physical Activities– Team Games

State Schools

• 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• How?• 1904 Swedish system

reinstated – therapeutic• Age/sex differences noted• 1909 – games introduced• 1919 – post WW1

importance of recreation

• 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

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

1902 Return to military following Boer War 1904 Syllabus moved away from military towards therapeutic.

19091909 Syllabus became Physical Training1919 Syllabus moved from PT to PE with educational principles

1933World War 2 saw a lead towards Moving + Growing

19541956 – new programme

Introduction Right marker; fall in; stand at ease; attention; right turn; march; halt; about turn; march; halt; left turn; stand at ease

Fall in in 2 lines; attention; right turn; quick march; about turn etc…then free gymnastic running; halt; gymnastic skipping; halt; stand at ease

Free running; signal – 1 large ring; free running; signal 4 rings; free running; 4 lines

Running + leaping; change speed; change direction; change shape; twisting + turning

Arms + trunk

Attention; arms bend; up; bend; forward; bend; side; bend; down; stand at ease

Attention; arms bend + stretch; x2; down; swing forward; up + down; with leg lunges – up + down; halt; stand at ease

In lines – elbow circling ; arms swing forwards+ backwards; cross leg sitting knee to ear; lateral reach + twisting; stand + touch ground; lying-hip turning

Pulling + pushing – pairs; obstinate calf; knee boxing; chinese boxing; pushing + pulling; tug-o-war; arm lock wrestling; crouch tug-o-war

Body + legs Attention; double knee bend; onto hands- down; leg stretches; arms bend + stretch; x2; knees bend; up; stand at ease

Attention; feet astride; trunk forward – bend; swing up with arms raised; down + up; swing sideways; bend sideways with arms raised; halt; stand at ease

Running – statues; farmers seeking rabbits; rabbits hopping + crouch hopping; alternately still on signal

Body curling + stretching; forwards + backwards; lying alternatives; sitting alternatives; kneeling alternatives; standing + twisting

Applied work

Attention; astride with cross; forward, up, bend down; x2; at ease

Jumping astride x2; with arms raising; halt; stand at ease

Class activity skillsThrough vaults in 3s

Supported jumps + vaults in 2s + 3s exploring different alternatives.

With dumb-bells; attention; swing up+downx2; swing up+through x2; halt; stand at ease; halt; right turn; quick march back to class

Catherine Wheel; 1st line arm raised; ready; cartwheel; stand; 2nd line etc; return; deep breathing; arms raising on breathing; walk in lines back to class

Corner activities – Frog jump into hoopsForward roll along mattressThrough vault in 3sHandstanding in pairsGame hand tennis – 2 teams

Apparatus work. Twisting + turning on frame apparatus, boxes + benches. Changing round to new apparatus.

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 2bcd Mark Scheme• Jan 09 3abc• June 08 1 Mark scheme• June 08 3a• Jan 08 1bc Mark 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

• Perceived lack of interest of friends

• Family uninterested• Concerns over weight and

appearance• Lack of self-confidence• Lack of information about

staying invovled

Muslim women – Womens Sport Foundation 2006

• 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

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.

Categories of Disabled Athletes

• Horse riding

• Swimming

• Sports that tend to organize events specifically for people with disabilities

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?

Key Words Key questionsInclusiveness –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?

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.

Adapted Sports

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

Aims:

• provide opportunities

• promote the benefits

• support organizations providing opportunities

• educate

• enhance image, awareness and understanding

• encourage development

Disability Sport England

Role - Promote participation in sport for people with all forms of disability

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 3d Mark Scheme• June 08 2cd

Mark Scheme• June 08 3b• Jan 08 3b Mark Scheme