PPQs sport and society paper 1

• identify the barriers to participation for the disadvantaged and suggest possible solutions to overcome them

  AO1

  barriers to participation include a lack of disposable income, lack of facilities, a lack of specialist equipment, location, emotional well-being

  AO2

  the table shows that unemployed people participate in less physical activity then people in full time employment in England, suggesting that socio-economic disadvantages area a barrier to participation. For example, being unemployed means that people wont have the money to spend on gym membership or on sports equipment. sports equipment is expensive, even to buy trainers to go running. some people who are unemployed may live in a poorer neighbourhood that doesn't have many sports facilities. As a result, people cannot afford to travel to an area with facilities. People who are unemployed may have a low self-esteem and might not want to participate in sport/socialise with positive people as a result of it.

  AO3

  leisure centres could offer discounted rates during the daytime for people who are unemployed or disadvantaged to get them doing more physical activity. they could offer family discount rates to make participation rates to make participation more appealing and affordable. there could be an initiative to find volunteers to run free classes for people who cant afford to go on ones you have to pay for in order to get people participating more. This could even be youth clubs offering opportunities for participation in deprived areas. clubs could offer sponsorship deals for talented performers from disadvantaged backgrounds so that they have the opportunity to progress to elite level. local businesses could sponsor local clubs in disadvantaged areas by providing kit and equipment. it means that people can play sport and that there is exposure for local businesses so it is mutually beneficial. communities could embrace the power of sport. there was a boost in participation amongst the unemployed in 2012 which could have been on the back of London Olympics. unemployed people at home in the day may have watched more sport and been inspired by it. sports organisations could introduce initiatives to promote the power of sport as a way to boost emotional well-being and to get people feeling more positive in themselves.
• pre industrial mob football


  simple limited rules

  rural in countryside

  violent

  lower class

  male dominated

  no pitch as minimal equipment and facilities available

  occasional on holy days because no other time to play sport

  locally based as poor transport/communication
• pre industrial real tennis

  organised/complex written rules

  courtly played by upper class

  not violent

  played often

  specialist equipment and facilities

  not local as transport available
• athletics as a popular recreation activity in pre-industrial Britain.


  took the form of an activity called foot racing, which basically consisted of footmen competiting as messengers by the upper class for their speed of movement across open land. The foot racers were allowed to compete against one another, with the gentry wagering on how man miles they could cover in a specified time period. success in athletics meant increased social status for gentleman so the upper class acted as patrons of the lower-class runners by setting up races and providing prize money for success. Early athletics in pre industrial Britain also took the form of a festival occasion, with individuals organising rural, community festivals containing athletic events, including running, hurdles and football. Prizes were awarded by upper class patrons for successful participants.
• wenlock Olympic games

  driving force behind the wenlock Olympic games was Penny Brookes. who was inspired to create such an event because of his work as a doctor and surgeon Wenlock.

  first wenlock Olympic games in 1850 where mixture of athletics and traditional country sports. pageantry and celebration were important parts of games from the start. band lead to progression of flag bearers, officials and competitors as they marched to the event.

  Penny brookes and wenlock Olympic society campaigned for physical education to be on the school curriculum and promoted the benefits of sport and exercise nationally. Baron de Coubertin visited the Olympian society in 1890, which has a special festival in his honour. De Coubertin was inspired by Brookes and wen on to establish the IOC and reform the modern Olympic games.
• social and cultural factors which influence the characteristics of popular recreation

  limited transport or communication - local

  uneducated - simple rules/limited organisation

  harsh society - violent/cruel

  seasonal time/holy days - occasional

  before industrial revolution - centred on villages/rural ares

  two class society - upper and lower class based on a feudal system
• explain how during the 19th century, ex-public school boys influenced the development of sport in the UK and around the world

  old boys network led to codification/rules and regulations/clubs

  establishment of governing bodies led to regular competitions.

  industrialists/ developed factory teams

  clergy developed church clubs/teams

  officers used sport with armed services

  teachers/some impact implied eg taught sport
• how did 19th century public schools contribute to the technical development of rational recreation


  rules/facilities

  inter house competitions

  training/coaching

  division between players and spectators

  kit/equipment
• how did 19th century public schools and universities help to spread rational recreation into wider society


  unis has lots of different styles of games/new sports

  codification/rules standardised

  provided facilities

  clubs/NGBs formed

  factory/church teams

  competitions/internationals
• Explain how the leisure opportunities for the working class improved during the 19th century in terms of provision

  increased time available as/factory reform acts/shorter working hours/Saturday half day/bank holidays

  more money increased wages/access to professional sport

  factory owners established clubs/facilities

  churchs established clubs/ facilities

  better communication links/ trains easier to visit matches/events

  new sports developed/codified

  NGBs established/formation of leagues and cup competitions

  increased media coverage/newspapers greater awareness

  increased opportunity for spectatorism
• influence of church

  church promoted sport as it encouraged social control such as improved behaviour through civilised activities, diverting people away from socially acceptable activities such as drinking and gambling.

  church facilities such as halls provided venues for improving the morality of the working classes

  sport was seen as a good way of promoting Christian values. the development of the YMCA promoted the healthy body and healthy mind link. the clergy viewed sport as a good way to increase church attendance and help swell their congregations.

  approval and active involvement of the clergy gave encouragement for the working classes to participate in rationalised sporting clubs and organised competitions
• development of sport in Britain and its spread through the British Empire by public school bots and university old boys


  as teachers they developed teams and taught traditional sporting values in schools throughout the empire

  as factory owners they set up teams and gave workers time off to play competitive sport

  as clergy they developed church teams

  as officers in the british army they used sport with the armed services and spread sport throughout the empire

  as diplomats they travelled world and took sport with them

  they formed NGBs which codified sports established leagues and competitions
• characteristics of rational recreation

  played regularly/free time

  complex written rules

  highly structured/ over seen by NGBs

  technological aspects such as ball/ goal posts/ equipment

  moral values/etiquette/ code of conduct

  spectator development

  teams are wearing kit
• explain the social factors that contributed to the emergence of mass spectator sport in the 19th century


  Reduction in working hours/better wages which allowed increased time to attend matches

  improvements in transport which allowed easier access to events

  improved communication/media/ better literacy so more people could read which allowed promotion of events

  creation of governing bodies/ development of rational recreation which allowed organised competitions/codification

  urbanisation which caused loss of mob games and growth of cities and large population close together

  creation of teams from church and factories which allowed local opportunity for spectators

  commercialisation which caused opportunities to develop professional teams
• explain the post impact of amateur and professionals on the 19th century and modern day sports

  professionalism - earning money from sport

  19th century sport became a business

  train full time

  so standards improve

  as winning is critical/win ethic

  encourages better spectacle for spectators

  Olympic games do now accept some professionals eg basketball

  today all social classes can participate in either amateur or professional

  ethics still evident in amateur or professional sports today

  NGBs formed

  today injection of money/commercialisation allows NGBs to invest in grass roots

  Today amateur and professional codes blurred due to shared characteristics
• why were the majority of sports rationalised in the 19th century


  society became more civilised/acts of parliment banned activities like mob football

  upper/middle class controlled society

  industrialisation - need for disciplined work force/factory teams

  role of church with church teams

  lack of space meant no room for popular recreation

  transport and communication developed
• explain how middle classed supported the developments in sport during the 19th century

  development of rules/codification via public schools/unis/NGBs

  development of competitions via public schools/NGBs/factory/church teams

  development of facilities via factory owners/church/public schools/unis

  development of morals/values/olympism/sportsmanship

  provided more leisure time/ Wednesday half day
• explain the factors that led to the emergence of NGBs such as the football association, during the 19th

  century

  old boys/ public school boys - left schools/universities and wanted to continue to continue playing their sports.

  middle classes - wanted control/moral force in society tended to from clubs and NGB

  clubs developed - needed an overriding organisation to organise competitions

  need for codification of rules - to establish nationally recognised set of rules for rational recreation

  Amateur and professional - development of professional codes led to increased number of NGBs
• Describe the factors that led to the growth and development of athletics from the mid-19th century to the current day

  Early walking/running races

  often linked to holidays/ much Wenlock Olympian society

  often involving wagering

  olympianism/athleticism/etiquette

  development of grand prix events/diamond league
• account for the development of female players since the 19th century


  equal opportunities

  middle class women playing

  fully clothed

  in own gardens

  early opportunities to play in private clubs

  increased female role models

  early professional circuit
• suggest why there has been a recent surge in female football

  equal opportunities

  increased media coverage

  more female role models

  school PE programmes

  Support/encouragement from FA

  more clubs/opportunities

  more funding to increased participation

  increased free time.
• describe the factors that led to the growth and development of lawn tennis from the mid 19th century to the current day.


  invented/played by middle class

  use of specialist equipment

  standardised rules

  played by men and women

  public provision

  professionalism/media
• suggest reasons why there was a delay in opportunities for the working class to be able to play games such as lawn tennis

  didn't have enough time/ worked long hours

  couldn't afford equipment

  initially amateur development

  excluded from clubs

  lack of public provision

  did not have the same middle class etiquette
• explain how lawn tennis helped the emancipation of women in the late 19th century

  women able to be involved in non violent games

  acceptable by middle classes

  men and women played together

  removed some stereotypes

  women able to join clubs

  played in girls schools

  fully clothed

  in privacy/walled gardens

  social rather than sporting occasion
• suggest reasons for the decline of mob games and their replacement by this modern form of sport (football)

  ex public schoolboys set up teams via factories/church in which working class could participate

  commercialisation of football provided the basis for professional teams

  majority encouraged to become spectators

  improvements in transport meant more widespread fixtures

  shorter working week

  promotion of football among population via media

  development of urban areas destroyed traditional village rivalries on which mob games were based

  changes in culture made violent behaviour associated with mob games unacceptable.
• identify the social, economic and the political changes that helped many sports become developed and organised during the 1860-1900

  need to control sports - maintain amateur ethos in the face of increasing commercialisation/ middle class control

  increased number of teams/ competitions

  need to agree rules/ form NGBs

  improved transportation

  development of international matches

  mob games banned

  lack of space in urban areas

  social control/civilising/good for morale

  acceptance of sport as morally worthwhile activity
• explain how very clear distinctions were maintained between social classes during the 19th century and early 20th centuries in terms of their participation in sport and physical activity.


  membership rules of clubs devised to exclude working class

  use of amateur regulations for competitions in order to prevent professional from competing

  restricted access to facilities

  distinction made between gentlemen and players

  membership fees kept high to exclude working class

  encouraged to spectate
• suggest how the role of working class women changed between the late 19th century (1890) and the middle of the 20th century (1950) and how this affected their participation in recreational and sporting activities.

  role change

  -womens right/ get the vote/ more political say

  -WW1 status increased/ did mens jobs and proved worth

  -got more education via state schools

  -more freedom

  
  

  supporting opportunities

  -still very restricted compared to middle classes and men

  -but more provision of PE/clubs became available

  -more competitive opportunities

  -achievements of women athletes/role models
• Suggest why many NGBs such as the FA were established in the 19th century

  sports were becoming more popular

  more and more clubs were being formed

  a nationally recognised set of rules was needed to make fair competition

  sports needed administrative structure to organise competitions

  old boys wanted to continue participation

  working class established own control
• suggest why female athletics was quite slow to embrace equality of opportunity

  men deemed athletics too strenuous for women

  no women athletes in early Olympics

  maintained distinction between male and female events eg no marathon event for them until 1984

  2012 Olympics - women in every event
• suggest reasons why opportunities for female elite performers are still restricted in many sports when compared with male performers

  stereotypical image of feminine activities not wanting to appear aggressive

  physical health concerns about participation

  emphasis on cosmetic fitness rather than competitive sport

  limited media coverage/role models

  less funding via sponsorship allows progression/lower prize money

  limited legislation to ensure equal opportunities

  male domincated organisations
• what is social change using an example from sport


  significant changes in social behaviour and cultural values over time, leading to long term effects. for example "kick 4 life" using football to bring about social change in deprived areas.
• society


  an organised group of people associated for some specific purpose or with a shared common interest
• socialisation


  a lifelong process where members of a society learn its norms, values, ideas and roles.

  or

  the learning of cultural values in society
• example of a primary agent of socialisation


  immediate family
• using examples what is social stratification


  society divided into different levels

  based on characteristics such as wealth/status/class
• distinguish between social control and social issues

  social control - regulating peoples thoughts/feelings/appearance/behaviour

  social issues - problems affecting people within society
• describe the main concepts within social action theory


  theory says that individuals interact within society

  individuals/society/sport can change

  eg change sport to match social needs

  eg develop equality within sport
• Inequality


  the unfair situation where resources or opportunities are distributed unevenly within a society
• equal opportunities


  the right to access the same opportunities, where people are treated fairly, regardless of factors such as race, age, sex, disability