Engagement Patterns: Factors Influencing Participation in Sport

OCR

GCSE

Analyse the sociological stratification of sport participation across protected characteristics, specifically gender, ethnicity, disability, and socio-economic status. Evaluate the impact of tangible barriers (cost, access, provision) and intangible barriers (discrimination, lack of role models, stereotyping) on engagement rates within the UK. Critique the efficacy of national and local intervention strategies, such as Sport England initiatives and National Governing Body (NGB) policies, designed to increase mass participation and address inequality within the sporting infrastructure.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Engagement Patterns: Factors Influencing Participation in Sport

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks for precise identification of barriers specific to the target group (e.g., lack of role models for ethnic minorities, accessibility for disabled participants).
Credit responses that link 'commercialisation' and 'media' to participation rates via the Golden Triangle mechanism.
Candidates must apply knowledge of promotion, provision, and access as strategies to increase participation.
For AO3, credit the interpretation of data trends regarding participation rates among different demographics.
Award marks for precise identification of barriers: lack of time, disposable income, transport, role models, or provision.
Credit application of specific promotion strategies (e.g., 'This Girl Can', 'Change4Life') to relevant target groups.
Responses must distinguish between 'discrimination' and 'stereotyping' when discussing gender or ethnicity issues.
In extended responses (6 marks), award AO3 for evaluating the effectiveness of commercialisation or media coverage in overcoming participation barriers.

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have identified the barrier correctly. To improve, explain the specific mechanism by which this reduces participation."
"Avoid generic statements like 'it is hard'. Use specific terminology such as 'lack of provision' or 'stereotyping'."
"Your evaluation of the initiative is descriptive. Analyse *why* it was successful or what limitations remains."
"Link your point about media coverage directly to the concept of role models and their influence on specific user groups."
"You have identified the barrier correctly (AO1). To improve, explain *how* this specifically reduces participation for this user group (AO2)."
"Avoid generic terms like 'money'. Use specific terminology such as 'disposable income' or 'socio-economic status'."
"Your evaluation of the initiative is descriptive. Analyse the *effectiveness* of the strategy in overcoming the stated barrier."
"Link the lack of role models directly to media coverage and commercialisation to access higher mark bands."

Marking Points

Key points examiners look for in your answers

Award marks for precise identification of barriers specific to the target group (e.g., lack of role models for ethnic minorities, accessibility for disabled participants).
Credit responses that link 'commercialisation' and 'media' to participation rates via the Golden Triangle mechanism.
Candidates must apply knowledge of promotion, provision, and access as strategies to increase participation.
For AO3, credit the interpretation of data trends regarding participation rates among different demographics.
Award marks for precise identification of barriers: lack of time, disposable income, transport, role models, or provision.
Credit application of specific promotion strategies (e.g., 'This Girl Can', 'Change4Life') to relevant target groups.
Responses must distinguish between 'discrimination' and 'stereotyping' when discussing gender or ethnicity issues.
In extended responses (6 marks), award AO3 for evaluating the effectiveness of commercialisation or media coverage in overcoming participation barriers.

Examiner Tips

Expert advice for maximising your marks

💡When discussing 'disability', distinguish between physical barriers (access/facilities) and logistical barriers (transport/cost).
💡In 'Discuss' questions, ensure you evaluate the effectiveness of current initiatives (e.g., 'This Girl Can') rather than just describing them.
💡Memorise specific examples of National Governing Body (NGB) strategies to support AO2 application marks.
💡When discussing disability, explicitly reference 'adapted equipment', 'access', or 'classification' rather than general difficulty.
💡For 6-mark questions, structure the response: Identify the factor (AO1), apply to the sport/group (AO2), and evaluate the impact on participation (AO3).
💡Memorise specific promotion initiatives (e.g., Sport England) to support answers regarding solutions to low participation.

Common Mistakes

Pitfalls to avoid in your exam answers

Generalising barriers without linking to a specific social group (e.g., stating 'lack of money' without referencing socio-economic status).
Confusing 'discrimination' with 'stereotyping' in the context of gender or ethnicity.
Listing generic barriers (e.g., 'lazy') rather than structural or social factors (e.g., 'lack of disposable income' or 'family commitments').
Citing generic barriers (e.g., 'lazy') rather than specific socio-cultural factors (e.g., 'lack of confidence' or 'cultural norms').
Confusing the 'Age' user group with physical capability rather than opportunity/provision (e.g., stating 'too old to run' instead of 'lack of masters leagues').
Failing to provide a specific practical example when the question demands application (AO2), resulting in a cap at AO1 marks.

Study Guide Available

Comprehensive revision notes & examples

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Key Terminology

Essential terms to know

Social Stratification and Target Groups (Gender, Ethnicity, Disability, Age)

Barriers to Participation (Opportunity, Provision, Esteem)

Commercialisation and Media Representation as Determinants

Intervention Strategies and Policy (Sport England, NGBs)

Social Group Stratification (Gender, Race, Disability, Class)

Barriers to Participation (Opportunity, Provision, Esteem)

Commercialisation and Media Influence on Equity

Intervention Strategies and National Governing Bodies

Likely Command Words

How questions on this topic are typically asked

Identify

Describe

Explain

Discuss

Analyse

Evaluate

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