Opportunities for participation

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Unit 1.3

• Opportunities for participation

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Concepts and Definitions

• From Play to Sport

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Characteristics and Objectives

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

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PLAY - characteristics
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Play - objectives

• Children

• Adults

• Test boundaries
• Experience risk within safe limits
• Socialisation
• Promotes independence
• Develops respect
• Allows social interaction

• Escape reality
• To be childlike
• Creativity and fantasy

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Leisure

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

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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

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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

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Outdoor and Adventurous Activites

• Popularity increased in last 70 years
• Government support
• More availability

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Characteristics

• Outdoor Recreation

• Adventure Activities

• Activity done in natural environment woods,
  lakes
• Not all outdoor recreation is adventure

• Same environment
• Element of challenge and risk
• All adventure activities considered outdoor
  recreation

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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

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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

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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

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objectives

• Outdoor rec/education

• Adventure activities

• Learn to appreciate natural environment
• Active leisure, lifetime sport
• Experience beyond normal routine
• Escape from mundane

• Excitement, thrill, fear
• Self-reliance
• Self awareness/discovery
• Leadership
• Team work
• Trust

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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

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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

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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."

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Sport

• Institutionalised

• Intrinsic/Extrinsic

• Fixed competitive structures leagues, cups-
  overseen by governing body
• Standardised rules set by governing body
• Rules enforced by officials
• Strategies for play, training, positions,
  equipment
• Codes of conduct

• Why people play
• Intrinsic internal factors enjoyment,
  satisfaction
• Extrinsic external medals, prizes, money,
  trophies, praise
• Most people motivated by a combination of the two

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Categories of sport

• Based on National curriculum activities and
  distinctive characteristic

• Games sub divisions

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

• Dance - aesthetic
• Games - outwitting opponents
• Gymnastics - replication
• Swimming and Water Safety
• Athletic Activities maximising speed or
  distance
• Outdoor and Adventurous challenge and risk

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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?

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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.

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How PE, Sport and Recreation overlap
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Physical activity continuum

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

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Benefits of Physical activity
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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

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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?

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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

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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

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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

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How good is each sector at providing sport for
allPrivate Sector

• Advantages

• Disadvantages

• React quickly to demand
• Meet individual needs
• Restrict membership so facility is rarely
  over-crowded

• Costs high
• Restrictions long waiting lists exclusive
• Discrimination rules to prevent some people
  joining
• Sport may suffer thought only for certain types
  of people tennis middle class

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Voluntary Sector

• Advantages

• Disadvantages

• 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

• 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

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Public Sector

• Advantages

• Disadvantages

• Required to act in the public good
• Resources allocated for this purpose
• Not driven by profit motive

• 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

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Best Value improving the public sector

• 1980s 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 4Cs

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4 Cs

• 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.

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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

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SPORT ENGLAND

• Developing community sport and increasing
  participation nationwide
• Major Policy National Framework for Sport
• Key Partners NGBs, 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

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Exam Questions

• Jan 09 4c Mark Scheme
• Jan 08 4c Mark Scheme
• June 07 2c Mark Scheme

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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

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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

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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

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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

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Popular Rec Rational Rec

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

• Occasional Feast Days
• Few rules
• Violent
• Force rather than skill
• Participation
• Lower Class
• Local
• Limited structure

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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
  its place?

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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 its 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 todays sports were created between 1860
  and 1890
• Rational Recreation was the name given to this
  new form of organised and regulated sport.

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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

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State School Education 1870 - 1940

• Public Schools

• State Schools

• Aims
• Develop leaders of society
• Characteristics
• Upper/Middle class
• Hierarchichal
• Prefects
• Single Sex
• Physical Activities
• Team Games

• Aims
• Education for the masses
• Disciplined and obedient workforce
• Morals
• Characteristics
• Small, cramped spaces
• Local and Free of charge
• Mixed Sex

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Developments in State School Physical Education

• Drill boys only NCOs
• 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

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The Model Course 1902

• Military Drill
• Command-Obey
• NCOs
• Sticks as dummy weapons

• WHY?
• Health/Fitness
• Instil develop discipline/accept role
• Easy to implement
• Military service
• Cheap
• Little space required

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1904-1919

• Why?
• Improve health/physical development
• Medical basis preventative measure
• Rehabilitation after WW1
• Increase enjoyment
• Teacher uses more initiative
• Control to Education board
• Female PE teachers

• How?
• 1904 Swedish system reinstated therapeutic
• Age/sex differences noted
• 1909 games introduced
• 1919 post WW1 importance of recreation

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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

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POST WW2 Key words

• Moving and Growing
• Planning the Programme
• Child Centred
• Exploratory
• Discovery
• Obstacle
• Movement
• Recreative

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1902 Return to military following Boer War 1904 Syllabus moved away from military towards therapeutic. 1909 1909 Syllabus became Physical Training 1919 Syllabus moved from PT to PE with educational principles 1933 World War 2 saw a lead towards Moving Growing 1954 1956 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 etcthen 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 skills Through vaults in 3s Supported jumps vaults in 2s 3s exploring different alternatives.
Applied work With dumb-bells attention swing updownx2 swing upthrough 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 hoops Forward roll along mattress Through vault in 3s Handstanding in pairs Game hand tennis 2 teams Apparatus work. Twisting turning on frame apparatus, boxes benches. Changing round to new apparatus.
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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.

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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 its 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.

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Developing school-club links

• Social inclusion is the driving force behind
  the governments 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

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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

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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

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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

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Who suffers from the barriers to participation?

• Women
• Ethnic Minorities
• Disabled
• Lower socio-economic groups

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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
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Research

• Teenage girls Sport England 2006

• Muslim women Womens Sport Foundation 2006

• Perceived lack of interest of friends
• Family uninterested
• Concerns over weight and appearance
• Lack of self-confidence
• Lack of information about staying invovled

• Negative experiences in schools
• Mixed groups lack of single sex groups
• Problems with dress code
• Lack of positive role models

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Solutions to Low Participation

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

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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.

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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.
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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

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

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

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Key Words Key questions
Inclusiveness all people should have their needs
abilities and aspirations recognized, understood
and met within a supportive environment
Integration able bodied and disabled taking
part together in the same activity
Segregated Activity People with disabilities
participating separately from able bodied.
Which Sports can disabled athletes be integrated
with able bodied athletes? How can sports be
adapted to enable disabled athletes to
participate?
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Adapted Sports
Tennis wheelchair users are allowed to let the
ball bounce twice before playing it. Wheelchair
basketball two pushes and one bounce replaces
bouncing whilst travelling / dribbling Swimming
some technique rules can be more flexible for
some classifications and visually impaired people
may need a tap on the head to let them know
theyre nearing the end of the lane.
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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 wholl be involved - Make
access to and within facilities more manageable
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Disability Sport England
Role - Promote participation in sport for people
with all forms of disability

• Aims
• provide opportunities
• promote the benefits
• support organizations providing opportunities
• educate
• enhance image, awareness and understanding
• encourage development

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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.

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Exam Questions

• Jan 09 3d Mark Scheme
• June 08 2cd Mark Scheme
• June 08 3b
• Jan 08 3b Mark Scheme