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1. Unit 1.3
Opportunities for participation

2. Concepts and Definitions
• From Play to Sport

3. Characteristics and Objectives
• Play
• Leisure and Recreation
• Active leisure
• Outdoor and Adventurous activities
• Sport
• Physical Education

4. PLAY - characteristics
Fun Spontaneous
Fantasy world
Characteristics No strict
of Play structure
Although fun can
be serious
Rules Changeable
Intrinsic Value and negotiated

5. Play - objectives
Children Adults
• Test boundaries • Escape reality
• Experience risk within safe • To be childlike
limits • Creativity and fantasy
• Socialisation
• Promotes independence
• Develops respect
• Allows social interaction

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

7. 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

8. 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”

9. Outdoor and Adventurous Activites
• Popularity
increased in last 70
years
• Government
support
• More availability

10. Characteristics
Outdoor Recreation Adventure Activities
• Activity done in natural • Same environment
environment – woods, lakes • Element of challenge and
• Not all outdoor recreation is risk
adventure • All adventure activities
considered outdoor
recreation

11. 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

12. 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

13. 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

14. objectives
Outdoor rec/education Adventure activities
• Learn to appreciate natural • Excitement, thrill, fear
environment • Self-reliance
• Active leisure, lifetime sport • Self awareness/discovery
• Experience beyond normal • Leadership
routine • Team work
• Escape from mundane • Trust

15. 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

16. 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

17. 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."

18. Sport
Institutionalised Intrinsic/Extrinsic
• Fixed competitive structures
– leagues, cups- overseen • Why people play
by governing body • Intrinsic – internal factors –
• Standardised rules – set by enjoyment, satisfaction
governing body
• Rules enforced by officials • Extrinsic – external –
• Strategies for play, training, medals, prizes, money,
positions, equipment trophies, praise
• Codes of conduct • Most people motivated by a
combination of the two

19. Categories of sport
Based on National curriculum
activities – and distinctive Games – sub divisions
characteristic
• Dance - aesthetic • Invasion - Football
• Games - outwitting • Striking and Field - Cricket
opponents • Combat - Judo
• Gymnastics - replication • Target - Golf
• Swimming and Water Safety • Net sports - Tennis
• Athletic Activities –
maximising speed or
distance
• Outdoor and Adventurous –
challenge and risk

20. 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?

21. Fulfil
Develop sense potential challenge
of fair play
Show Release tension
perseverance
Objectives
of Sport
Work with
others
Health
Learn to accept
Self esteem
rules

22. socialisation
Prevent anti-
Create a social behaviour
healthier
nation
Benefits
to
Economic
Feelgood society benefits
factor
Improve
Bring country
international
together
relations

23. Over commercial –
win at all costs
Media – more Media – has too
spectators than much influence – can
players change nature of
game
Sport
related
problems
Bad behaviour can
Hooliganism
influence youth
Drug abuse

24. 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.

25. How PE, Sport and Recreation overlap
PE – learning how
to serve in tennis
Sport – playing
Recreation –
for the school
playing tennis
tennis
at lunch time
tournament

26. 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

27. Benefits of Physical activity
Stress reduction
Learn about natural Improved fitness
environment and health
To Develop social
Team working skills
individuals relationships
Self-fulfilment
Make friends
challenge

28. Improved health of
the nation – reduce
burden on NHS
Reduce anti-social
Economic benefits
behaviour
Benefits
to
society
Shop window effect – high
level performers enhance Personal development –
reputation of country role models in society

29. 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

30. 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?

31. 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

32. Joint and dual use –
Funded by taxation and Facilities aim to break
often partners with
lottery even not to make profit
schools
Day to day
Characteristics Aim to encourage
management may be
of public under-represented
by private company –
sector groups
DC leisure
Run for the good of the
community
Subsidised for less well off Pay for entry and use

33. 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

34. Profit motive
No public service High quality
remit
Characteristics
of private
sector
Cater for more
well-off members Higher admission
of society prices

35. Covers whole range of
Not-for-profit
sport and leisure activity
Players pay to play through
match fees and subs
Characteristics
of voluntary
sector
Surplus funds used to
improve facilities or
services for members Support roles filled by
volunteers
Receive grant aid from
Will hold fund raisers lottery, Sport England and
Governing Bodies

36. Inequality of opportunity – advantages and
disadvantages of each sector
• Government keen to see • Inequality because..
more people physically • Some local areas poorly
active for 3 reasons provided
• Improved health – less • Individuals lack resources
burden on the NHS • Not everyone aware of the
• Reduce crime and anti- benefits
social behaviour by • Social exclusion or
engaging people in discrimination
purposeful physical activity
• Enhance community esteem
and cohesion
• 3 sectors because – one
sector alone cannot achieve
all this

37. How good is each sector at providing “sport for all”
Private Sector
Advantages Disadvantages
• React quickly to demand • Costs high
• Meet individual needs • Restrictions – long waiting
• Restrict membership – so lists – exclusive
facility is rarely over- • Discrimination – rules to
crowded prevent some people
joining
• Sport may suffer – thought
only for certain types of
people – tennis – middle
class

38. Voluntary Sector
Advantages Disadvantages
• Just needs enthusiasm • Unplanned and relatively
• Huge range of activities uncontrolled – relies on
goodwill
• Exist for the benefit of the • No equal opps remit
people
• Continuity not guaranteed –
• Voluntary efforts keep costs relies on voluntary
low enthusiasm
• Lots of financial support • No guarantee of financial
from government support
• Sponsors often keen to help • Can still be socially exclusive

39. Public Sector
Advantages Disadvantages
• Required to act in the public • Funds often limited – may
good not be enough
• Resources allocated for this • Local authorities in
purpose economically disadvantaged
• Not driven by profit motive areas may have less to
spend
• Less financial freedom to
borrow money to invest in
facilities for the future

40. “Best Value” – improving the public sector
• 1980’s 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 4C’s

41. 4 C’s
• 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.

42. Private Sector Local/Public Sector
Small- medium size Multi-sport
Specialist Outdoor Facilities
Profit Dual use
High Quality Social provision
Recreation – Who
manages what?
Nat. government
Voluntary Sector Department of Culture, Media and
Clubs – amateur Sport (DCMS)
Facilities – owned, leased, rented Recreational Policy
Provision for self +wider society Social Provision
Sport England Lottery

43. 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

44. SPORT ENGLAND
• Developing community sport and increasing participation
nationwide
• Major Policy – National Framework for Sport
• Key Partners – NGB’s, 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

45. Exam Questions
• Jan 09 4c Mark Scheme
• Jan 08 4c Mark Scheme
• June 07 2c Mark Scheme

46. 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

47. 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

48. 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

49. 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

50. Popular Rec Rational Rec
•Regular Participation
•Occasional – Feast Days
•Complex rules
•Few rules
•Highly structured
•Violent •Spectator based and
•Force rather than skill participation
•Participation •Refined skills rather than
•Lower Class force
•Middle/upper class
•Local development
•Limited structure •Regional/national
•Sophisticated equipment

51. 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 it’s place?

52. 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 it’s 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 today’s sports were created between 1860 and 1890
• Rational Recreation was the name given to this new form of
organised and regulated sport.

53. Social changes – that helped the development
of rational recreation
•Pre-industrial •Post-industrial
•Seasonal Time •Machine Time
•Limited Transport •Improved transport
•Illiteracy •Business/Admin Skills
•Harsh Rural Lifestyle •More civilized
•Feudal System •Middle Class
•Agricultural •Industrial
•Uncivilized •Increased law and order
•Lack of technology •Technological advancement

54. State School Education 1870 - 1940
Public Schools State Schools
• Aims • Aims
– Develop leaders of society • Education for the masses
• Characteristics • Disciplined and obedient
– Upper/Middle class workforce
– Hierarchichal • Morals
– Prefects • Characteristics
– Single Sex • Small, cramped spaces
• Physical Activities • Local and Free of charge
– Team Games • Mixed Sex

56. Developments in State School Physical
Education
Drill – boys only NCO’s • WHY?
• Girls later • Health/Fitness
• 1890 – Swedish Gym • Instil develop
• Focus on therapeutic discipline/accept role
benefits • Easy to implement
• Teachers begin to • Military service
takeover • Cheap
• Little space required

58. The Model Course 1902
• Military Drill • WHY?
• Command-Obey • Health/Fitness
• NCO’s • Instil develop
• Sticks as dummy discipline/accept role
weapons • Easy to implement
• Military service
• Cheap
• Little space required

60. 1904-1919
• Why?
• How?
• Improve health/physical
• 1904 Swedish system
development
reinstated – therapeutic
• Age/sex differences noted • Medical basis –
preventative measure
• 1909 – games introduced
• Rehabilitation after WW1
• 1919 – post WW1
• Increase enjoyment
importance of recreation
• Teacher uses more initiative
• Control to Education board
• Female PE teachers

61. • What? 1933 -1952 • Why?
• 1933 Introduce group work • Encourage interaction
• Moves towards between teachers and
decentralisation pupils
• 1944/post WW2 Child • Develop creativity
centred approach • Discovery style
• emphasis on skill • Teacher initiative
• Apparatus/gyms • PE teaching developed
• 1952/1954 moving and further
growing/planning the • Influence of Dance
programme - individualised movement - Laban

62. POST WW2 – Key words
• Moving and Growing
• Planning the Programme
• Child Centred
• Exploratory
• Discovery
• Obstacle
• Movement
• Recreative

63. 1902 1909 1933 1954
Return to military 1909 Syllabus became Physical World War 2 saw a lead towards 1956 – new programme
following Boer War Training Moving + Growing
1904 Syllabus moved 1919 Syllabus moved from PT
away from military to PE with educational
towards therapeutic. principles
Introduction Right marker; fall in; Fall in in 2 lines; attention; Free running; signal – 1 large Running + leaping;
stand at ease; attention; right turn; quick march; about ring; free running; signal 4 change speed; change
right turn; march; halt; turn etc…then free gymnastic rings; free running; 4 lines direction; change shape;
about turn; march; halt; running; halt; gymnastic twisting + turning
left turn; stand at ease skipping; halt; stand at ease
Arms + Attention; arms bend; Attention; arms bend + In lines – elbow circling ; arms Pulling + pushing –
trunk up; bend; forward; bend; stretch; x2; down; swing swing forwards+ backwards; pairs; obstinate calf;
side; bend; down; stand forward; up + down; with leg cross leg sitting knee to ear; knee boxing; chinese
at ease lunges – up + down; halt; lateral reach + twisting; stand boxing; pushing +
stand at ease + touch ground; lying-hip pulling; tug-o-war; arm
turning lock wrestling; crouch
tug-o-war
Body + legs Attention; double knee Attention; feet astride; trunk Running – statues; farmers Body curling +
bend; onto hands- down; forward – bend; swing up with seeking rabbits; rabbits hopping stretching; forwards +
leg stretches; arms bend arms raised; down + up; swing + crouch hopping; alternately backwards; lying
+ stretch; x2; knees sideways; bend sideways with still on signal alternatives; sitting
bend; up; stand at ease arms raised; halt; stand at alternatives; kneeling
ease alternatives; standing +
twisting
Applied Attention; astride with Jumping astride x2; with arms Class activity skills Supported jumps +
work cross; forward, up, bend raising; halt; stand at ease Through vaults in 3s vaults in 2s + 3s
down; x2; at ease exploring different
alternatives.
With dumb-bells; Catherine Wheel; 1st line arm Corner activities – Apparatus work. Twisting
attention; swing raised; ready; cartwheel; Frog jump into hoops + turning on frame
up+downx2; swing stand; 2nd line etc; return; Forward roll along mattress apparatus, boxes +
up+through x2; halt; deep breathing; arms raising benches. Changing round
stand at ease; halt; right on breathing; walk in lines back Through vault in 3s to new apparatus.
turn; quick march back to class Handstanding in pairs
to class Game hand tennis – 2 teams

64. 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.

65. 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 it’s 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.

66. Developing school-club links
• “Social inclusion” is the driving force behind
the government’s 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

67. 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

68. 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

69. 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

70. Who suffers from the barriers to
participation?
• Women
• Ethnic Minorities
• Disabled
• Lower socio-economic groups

71. 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

72. Research
Teenage girls – Sport England Muslim women – Womens Sport
2006 Foundation 2006
• Perceived lack of interest of • Negative experiences in
friends schools
• Family uninterested • Mixed groups – lack of
• Concerns over weight and single sex groups
appearance • Problems with dress code
• Lack of self-confidence • Lack of positive role models
• Lack of information about
staying invovled

73. Solutions to Low Participation
• EqualOpportunities - Suffragettes –Right to Vote
– 1917 Sex Discrimination Act (1975)
•Organisations - Women’s Sport Foundation
•More Facilities for women
•Better Links between Schools and Clubs
•Increased Media Coverage
•Health Related Activities in schools – broader
curriculum

74. 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.

75. 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.

76. 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

77. 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

78. 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.

79. 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.

80. 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

81. 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?

82. 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 they’re nearing the end of the lane.

83. 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 who’ll be involved
- Make access to and within facilities more manageable

84. 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

85. 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.

86. Exam Questions
• Jan 09 3d Mark Scheme
• June 08 2cd Mark Scheme
• June 08 3b
• Jan 08 3b Mark Scheme