The characteristics and functions of key concepts and how they create the…

The idea

Key concepts such as sport, physical education, school sport, physical recreation and play each have characteristics that distinguish them, and functions explaining why people take part. Characteristics include the level of organisation, rules, structure and whether the activity is done for its own sake or an external goal. Functions include health, education, social interaction, enjoyment and preparation for performance. These concepts form the base of the sporting development continuum because participation can move from informal play and physical recreation through school sport towards elite sport, and can also move back. A learner must match a described activity to the correct concept.

What earns the marks

• Identifies the defining characteristics of a named concept, such as organisation, rules, or structure.
• States a function of the concept, such as health, education, social interaction, enjoyment or preparation for performance.
• Distinguishes between concepts, for example play and physical recreation, or sport and school sport, using at least one clear criterion.
• Explains how the concept supports movement along the sporting development continuum, such as from recreational participation to competitive sport.
• Applies the concept to a realistic example, naming the participants and the setting.

Common mistakes and how to put them right

• Confusing play with physical recreation.

  Put it right by noting that play is often spontaneous and child-led, while physical recreation is organised activity chosen for enjoyment and refreshment.

• Treating physical education and school sport as identical.

  Put it right by separating the curriculum subject with learning aims from the extracurricular competitive provision.

• Assuming the continuum only moves upwards to elite sport.

  Put it right by recognising that participants can move between stages, drop out or return at any point.

• Giving a function without a characteristic, or the reverse.

  Put it right by pairing one characteristic with one function in the same answer.

Exam tips

• Read the whole question before choosing an option, and cross out options that describe a different concept from the one named in the stem.
• Check whether the question asks for a characteristic or a function, because these are different and the wrong one will be a distractor.
• Use the continuum as a mental map: place the activity in the stem at a stage, then test each option against that stage.