St Johns PE Revision Course AQA AS PHED 1

1. St Johns PE Revision CourseAQA AS PHED 1 Session 1b Opportunities for participation Provision and Barriers

2. Providing for active leisure – who does what? • Characteristics and goals of the public, private and voluntary sectors • Advantages and disadvantages of each • Concept of ‘best value’ in the public sector • The role of schools

3. Recreation – Who Provides? Compulsory Tendering Best Value, PFI Private Sector Local Authority Who Provides? Taxes Policies Sport Eng Q3 Voluntary Sector National Government

4. Public Sector Public Good Paid from taxation Lottery Social provision - disadvantaged Subsidised Use Multi-Sport – Leisure Centres Pools Outdoor sport facilities Parks Adventure playgrounds Skateboard parks Dual use sports halls Local Authority Leisure Plans Development/Refurbishment of facilities Targeting under represented groups Community Health

5. Private Sector Small – medium size facilities Specialist areas – squash, health & fitness Profit driven – high value services High quality – high cost Cherry pick – leave large high cost to public sector No public service committment

6. Voluntary Sector Not for profit Provision for members + social responsibility remit Volunteer organisers 5 million people, 1 billion hours Clubs – some very exclusive Facilities – owned, leased, rented Players pay to pay Annual subscription Funded by bar/social club, fund raising Lottery/Local Authority grant aided Sport Clubs – all sports! Ramblers, Environmental groups Cycling clubs, jogging clubs

7. Best Value Designed to drive up the quality of provision in the public sector and use money more efficiently • 1980 - Compulsory Competitive Tendering Tendering against private sector • 2000 – Best Value Challenge, Consult, Compare, Compete Both strategies have resulted in improvement in public services Q4

8. Advantages - Disadvantages • Costs of joining are relatively high • Restriction on numbers will mean that some people are unable to join • Social exclusivity or actual discrimination against certain groups • A sport may suffer from exclusivity image • React quickly to meet a demand • Can meet individual needs • Can restrict membership

9. Advantages - Disadvantages • Unplanned and relatively uncontrolled • No equal opportunities remit • Continuity cannot be guaranteed • Financial support from national and local bodies cannot be guaranteed • It can still be socially exclusive • Huge range of activities at all levels • People with enthusiasm and drive can provide the opportunity • Costs are very low so rarely an economic disincentive • Financial support from local and national government, and local business sponsorship

10. Advantages - Disadvantages • Funds limited by national and local tax policies • L. Authorities in disadvantaged areas have less money to spend • L. Authorities cannot borrow money so easily to invest in facilities for the future • This sector must act in the public good for the local community - must provide physical recreation facilities • Resources allocated from local and national taxation • No need to make a commercial profit –can make loss if in the public or community interest

11. Participation - the role of schools • Characteristics of each Nat Curric Key Stage • Objectives of each NC Key Stage • What schools provide and the impact on pupils’ experiences • Development of school club links – PESSCLS, Whole Sport plans • School Sports Co-ordinator, Sports Colleges • Active Sports • Sports Leaders UK • TOPS programme • Benefits to individuals, community and government

12. PE – National Curriculum Aims Physical confidence, skilfullness and competence Opportunities to be creative, competitive and challenged Perform in a range of activities Positive attitudes towards active, healthy lifestyles..knowledge of the body in action Opportunities for all Plan, Perform and Evaluate actions – ‘critical performer’ Discover aptitudes, abilities and preferences, choices about lifelong physical activity. Jan07Q2 Ans

13. NC Structure • Key Stages 1-4 (Y0-2, Y3-6, Y7-9, Y10-11) • Content areas – Games, athletic activities, swim, gymnastics, dance, outdoor & adventure • Theoretical and Practical elements • Progression from general > specialised • Areas of Assessment • End of KS Levels – statements – Levels 1-8 + Exceptional achievement

14. PE NC- Structure - March 2009 • KS1 – dance, games, gym • KS2 – dance, games, gym + 2 from swim, athletic, outdoor/adventure • KS3 – 4 from games, gym, dance, athletic, adventure/outdoor or life saving/swimming, fitness and health • KS4 – 2 from the above

15. Role of the Government • Department of Culture, Media and Sport “from the playground to the podium” • National Sports Councils/Sport England – advise, invest in and promote community sport • Exchequer or Lottery funding • Sport pathways – community sport, sport clubs, coaching/officiating, volunteers, facilities

16. Effects on School Provision • 2001 “The Government’s Plan for Sport” lead to “Game Plan” • Major increase in participation – health benefits, reduction in crime, increased social inclsuion • Improved international success – ‘feel good’ • Grass roots focus on under-represented groups • NGB - PESSCL, Whole Sport Plans, Active Sports • Schools - TOPS programme, Sports Leaders UK, Sports Colleges, School Sport Coordinators

17. Using the power of sport to improve the lives of young people. Aim - deliver high quality PE and sport to all young people, regardless of ability. Top Tots (18m – 3y), Top Start (3-5) Top Play (4-9), Top Sports (7-11), Top Link (14-16), Top Sportsability (Disabled)

18. PESSCL enhance the take-up of sport opportunities by 5-16 year olds. “By 2008 - 85% of school children to spend a min of 2hrs/week PE and school sport within and beyond the curriculum” 5 hour offer YST - Schools Specialist Sports Colleges - PE and sport at the centre of the curriculum. 480 2008. Raise attainment in the school and local hub School Sport Partnerships (SSPs) are groups of schools working together – primary & secondary. Partnership Dev Manager > School Sports Co-ordinators

19. STEP ON (11-14) In PE introduced to sports leadership and volunteering, learn how to plan and manage their own sports season. STEP IN (14 -16) Through volunteering learn to manage and support school-based sporting events. STEP OUT (16-19 ) Move from school to community-based volunteering. Leadership Academies (14-19) provide the opportunity to refine and develop volunteering skills and experiences.

20. School Sport College - Objectives Whole school improvement - overall personal development & wellbeing of all learners to raise standards and achievement Develop an enhanced, inclusive curriculum & e-c programme that maximises participation in PE and Sport Community (Secondary ) work with partner secondary schools to provide high quality learning opportunities and standards in PE and Sport Raise school standards of attainment in PE and Sport through high quality teaching and learning Community (wider inc business /employer partners ) to develop sport opportunities , promoting participation and achievement in Physical Activity and Community Sport. Community (Primary) develop high quality teaching and learning in partner primary schools, maximising resources & sharing of good practice.

21. Active Sports now superseded by Whole Sport Plans (2009) School Aged Children 16+ Community Sport Elite Performers Active Schools Active Communities World Class Programme Youth Sports Trust Sport England UK Sport/ NIS English NGBs - Whole Sport Plans British NGB – One Stop Plans Planning for grass roots to elite level NGBs able to direct own funding Measured against Key Performance Indicators

22. The sporting relay race Sport England Increasing participation: Community sport Children and Young People: School/Club Links School/Community links FE /community links Sustaining Participation: Player pathways Competitive club sport Volunteering Coaching/ officiating • Youth Sport Trust • Raising standards in PE and School Sport • Increasing the quality and quantity of PE and school sport • Opportunities for young leaders and volunteers • Supporting talent and competition • UK Sport • World Class Performance • Olympic and Paralympic Success • Drug Free Sport • World Class events • International sporting relations Key Partners NGBs, Local Clubs, Schools, Further Education, Higher Education and Local Authorities

23. Sports Leaders UK To create an army of volunteers for sport (and other activities) from young people aged 9-19 Level 1 - Level 3

24. Barriers to participation & solutions • Equal opportunity, discrimination, stereotyping, inclusiveness, prejudice - examples from sport • Target groups: Disability Socio-economic class Ethnic group Gender • Solutions to overcome discrimination in sport to raise participation.

25. Barriers to Participation - Exam Focus Barrier to Participation What Easy marks Action Hard marks Why Harder marks June05Q2 Ans

26. Opportunity Stereotype Barriers to Particpation Esteem Provision

27. Glossary – you need to know these

28. Opportunities Sports Equity Alliance made up of:- Sporting Equals Women’s Sports Foundation English Federation of Disability Sport Sport Equity Targets – NGBs. Local Authorities National Database of where to participate

29. Barriers to Participation - Disability Work Professional, Coach, Administrator Opps? PE Separate? Integrated? Legal right Public provision Private restriction? Opportunity Sport Social expectations Role model Stereotype Participation Range of choice Barriers Stereotype, Opportunity, Esteem, Provision Elite-Performer Respected for performance or for overcoming disability Esteem Provision Acceptance < > Respect Media Coverage? Finance Facilities Training Coaching

30. Disability Sport - Types Integrated – with able-bodied Adapted – version of standard type Wheelchair basketball, rugby, volleyball Wheelchair marathons Blind football, bowls Separate – own activities Adapted or Designed Q7Jan03 Ans

31. Inclusion spectrum • Inclusive – everyone included • Modified – changes to rules/ equipment to include disabled people • Parallel – same activity, but approach differs according to disability • Included – specially adapted activities • Separate – disabled people practice/ prepare in isolation 28-52

32. Disability Sport England – Disability Sport Events Creates opportunities for participation in sport for people with all disabilities, at all levels (mostly grass roots) Develops profile classification system Charity responsible for selecting, preparing, entering, funding and managing Britain' s teams at the Paralympic Games and Paralympic Winter Games Parasport - Disability Sport Institute

33. British Paralympic Association • BPA is umbrella body • Co-ordinates arrangements for British disabled athletes to compete internationally • Organises special Olympic Games for disabled (Paralympics) • Members include: DSE, National Disability Sports Organisations, Scottish Association for the Disabled, GB Wheelchair BBA 28-52

34. National body responsible for developing sport for disabled people in England. Work closely with the five National Disability Sports Organisations British Amputees and Les Autres Sports Association British Blind Sport WheelPower-British Wheelchair Sport Mencap Sport UK Deaf Sport Advisory body on sports disability to LA recreation departments, education departments, schools and NGBs

35. Overcoming the barriers - Disability Terminology Differently-abled? Those with a disability NGB Sport England Disability Knowledge Type (physical mental), degree Equity targets Sport provision Integrated Separate Adapted NC – equal opportunities Technological research The law Disability politics, activists Disabled Sports Associations - BDSA Media & broad-casting guidelines Access & employment law Local Authorities Local Govt access policies

36. Ethnicity and Ethnic differences • Proportion of ethnic minorities in sport does not reflect proportions within society • On average fewer ethnic minorities participate in most sports • However in certain sports participation is at a greater level than should be expected • Lack of black coaches/ selectors/ managers/ administrators • Presumptions made about intellectual ability • ‘Privileged white culture’ holding onto advantages • Opposition to black involvement/lack necessary experience 26-50

37. Barriers to Participation - Racism Work Performer but Coach, Administrator Opps? PE Teacher expectations - Genetics Performance due to genetic superiority? Legal right Public provision Private restriction? Opportunity Sport Social expectations Role model Stereotype Participation Range of choice Stacking, Centrality Barriers Stereotype, Opportunity, Esteem, Provision Elite-Performer Respected for performance But genetic? Esteem Acceptance < > Respect Provision Media Type of Coverage Recognition-Status Role models – push pull scenario Finance Equal reward Prize, Pay, Appearance money Facilities Training Coaching Q2Jan04 Ans

38. Sporting Equals Works to develop policy and practice to promote racial equality in sport Sport for Communities Project, providing grants to increase participation in sport by ethnic minorities, migrants and refugees Developing a Standard for Local Authority Sport and Leisure Services; “Promoting Racial Equality Through Sport”

39. Overcoming the barrier of racism Individual sport initiatives e.g. “Kick racism out of Football” Sport Equity (targets) Sport England NGB NC – equal opportunities Research & education Ethnic sport organisations The law Media & broad-casting guidelines Local Authorities Anti-discrimination legislation Local Govt anti-discrimination policies

40. Barriers for women • History - traditional attitudes of sport’s ‘manliness’, male preserve • More sports for males/some ban women/unfriendly • More role models - predominantly male coaches • Discrimination against women - adverse publicity • Some NGBs slow to mix • Lack of transport/financial support/child care/time/partner support • Lack of promotional materials • Poor timing of activities • Racism - ethnic minorities may face cultural barriers • Disabled women may face further barriers 27-51

41. Women’s own attitudes • Lack of self-confidence • Lack of motivation • ‘Myth’ of developing masculinity • Alleged unsuitability to competitive sport • Lack of positive self-image • Many women prefer group activities, many female activities are individual 27-51

42. Media coverage and stereotyping • Less coverage than males, sport promotion male-dominated • Sexist comments common • Women presented as physically inferior, weaker than men • Women’s sport presented as less interesting • Women porttrayed as passive and non-competitive; men expected to compete and achieve • Sports derived from competitive and violent activities - considered masculine • Girls PE based on posture and grace - socially acceptable 27-51

43. WSF Improve, increase and promote opportunities for women and girls in sport and physical activity Campaign for change through raising awareness and influencing policy The Foundation’s achievements include: Women into Coaching - free training for women in sports coaching and leadership Women in Sport Magazine, resource packs and guides for schools and clubs Providing women with information about funding

44. Barriers to Participation - Sexism PE Girl’s games, Different PE activities Work Performer, Coach, Administrator Mothers Social expectation Time Childcare Legal right Public provision Private restriction Stereotype Sport Male dominion Non-feminine Opportunity Barriers Stereotype, Opportunity, Esteem, Provision Participation Range of choice Custom – female appropriate Elite-Performer Sexuality Respected for performance/ appearance? Esteem Acceptance < > Respect Provision Equal reward Prize, Pay, Appearance money Finance Media Amount coverage Type of Coverage Recognition-Status Media, society, role models Facilities Training Coaching

45. Traditional class discrimination in sport • Sport was used by upper classes as a form of social control • Sports divided on a class basis, excluding working classes from aristocratic sports • Upper classes with the necessary time and money for sporting pursuits • Control of physical resources by upper classes who also limited level of involvement of working classes 25-49

46. Barriers to Participation - Class Upper Class Leisure as right Gifted amateur Had time & money Exclusive Working Class Family poverty Earn the right to leisure Excluded Wealth differential Opportunities to participate restricted by: Cost of equipment, travel, membership Social Darwinism Born to rule Fixed place within society Middle Class Salaried Control over time Had money Control of leisure/sport Exclusive rules Socio-Economic Historical Ideological Social Exclusivity Restrictive membership policies Private clubs; Reluctance to cross social barriers Egalitarian Equal work – equal pay Equality of opportunity Meritocracy

47. Overcoming the socio-economic barrier Whole Sport Plans Sport Equity Targets Discrimination issues Sport England NGB Local Authorities Resource issues Public provision Sport Aid CCT Best Value Government – urban & social regeneration

48. Barriers to Participation - Exam Focus Barrier to Participation What Easy marks Action Hard marks Why Harder marks June05Q2 Ans