Participation in physical activity and sport
This topic explores the engagement patterns of different social groups in physical activity and sport in the UK, including current participation trends, factors affecting participation, and strategies to promote participation.
Topic Overview
This topic explores the factors that influence participation in physical activity and sport, including social, cultural, and economic factors. You'll learn about barriers to participation (e.g., gender, age, disability, ethnicity, socio-economic status) and strategies to overcome them. It also covers the role of national governing bodies, Sport England, and initiatives like 'This Girl Can' to increase participation.
Understanding participation is crucial because it links to health, fitness, and well-being. The UK government and sporting organisations aim to increase participation rates, especially among under-represented groups. This topic also ties into wider issues like social inclusion, equality, and the benefits of an active lifestyle.
In the OCR GCSE PE exam, you'll need to apply your knowledge to real-world examples. You might be asked to evaluate strategies to increase participation or explain how certain groups face barriers. This topic is part of the 'Socio-cultural influences' section, which also covers commercialisation and ethical issues.
Key Concepts
Core ideas you must understand for this topic
- →Barriers to participation: factors that prevent or limit involvement, such as lack of time, money, facilities, or confidence. These can be personal, social, or environmental.
- →Strategies to increase participation: initiatives like 'School Games', 'Sport England's 'Active Lives' survey, and targeted campaigns (e.g., 'This Girl Can', 'Disability Sport Wales').
- →Target groups: under-represented groups include women, ethnic minorities, disabled people, lower socio-economic groups, and older adults. Each faces unique barriers.
- →Role of organisations: Sport England (increases grassroots participation), UK Sport (focuses on elite success), and National Governing Bodies (e.g., FA, RFU) develop their sports.
- →Government policy: the 'School Sport and Activity Action Plan' and 'Sporting Future' strategy aim to create a more active nation.
What You Need to Demonstrate
Key skills and knowledge for this topic
- Knowledge of current participation trends in the UK using sources like Sport England, NGBs, and DCMS
- Understanding of participation patterns across different social groups and activities
- Identification of factors affecting participation: age, gender, ethnicity, religion/culture, family, education, time/work commitments, cost/disposable income, disability, opportunity/access, discrimination, environment/climate, media coverage, and role models
- Understanding of strategies to improve participation: promotion, provision, and access
- Ability to apply practical examples from physical activity and sport to participation issues
Marking Points
Key points examiners look for in your answers
- Knowledge of current participation trends in the UK using sources like Sport England, NGBs, and DCMS
- Understanding of participation patterns across different social groups and activities
- Identification of factors affecting participation: age, gender, ethnicity, religion/culture, family, education, time/work commitments, cost/disposable income, disability, opportunity/access, discrimination, environment/climate, media coverage, and role models
- Understanding of strategies to improve participation: promotion, provision, and access
- Ability to apply practical examples from physical activity and sport to participation issues
Examiner Tips
Expert advice for maximising your marks
- 💡Ensure you can link theoretical factors (e.g., cost, role models) to specific practical examples in sport
- 💡Be prepared to interpret data regarding participation trends from different social groups
- 💡Understand the distinction between the three strategies: promotion, provision, and access
- 💡Use specific examples: When discussing strategies, name real initiatives like 'This Girl Can' or 'Parkrun'. This shows deeper knowledge and gets higher marks.
- 💡Link to benefits: Always connect participation to health, social, or mental benefits. For example, 'Increasing participation reduces obesity and improves social skills.'
- 💡Evaluate critically: Don't just list barriers—explain why they exist and how effective strategies are. For instance, 'While free gym sessions help, they may not address lack of confidence.'
Common Mistakes
Pitfalls to avoid in your exam answers
- Misconception: 'Only elite athletes benefit from sport.' Correction: Regular participation improves physical and mental health for everyone, regardless of ability.
- Misconception: 'Barriers are only financial.' Correction: Barriers can also be cultural (e.g., religious dress codes), psychological (e.g., fear of judgement), or practical (e.g., lack of transport).
- Misconception: 'Participation rates are the same for all groups.' Correction: Data shows significant gaps; for example, women and girls participate less than men, and disabled people face more barriers.
Frequently Asked Questions
Common questions students ask about this topic
Before You Start
Prior knowledge that will help with this topic
- •Health, fitness, and well-being: understanding the benefits of physical activity helps explain why participation matters.
- •Socio-cultural influences: basic knowledge of how society affects sport (e.g., gender roles, media) provides context.
Likely Command Words
How questions on this topic are typically asked
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