Cambridge Nationals Sport Studies Digital Teacher's Resource

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Sport Studies

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Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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SA Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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INTRODUCTION Sport Studies: Teacher’s Resource

Introduction About the authors Carl Attwood (Student Book and Teacher’s Resource)

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Carl obtained a BSc Hons degree in Physical Education from Leeds Beckett University followed by a PGCE at Sheffield Hallam University. He has worked in secondary education for the last 17 years, teaching students of all ages, with a specific focus on Key Stages 4 and 5. Carl is an extremely passionate teacher of Physical Education and loves nothing more than inspiring his students to improve their sporting skills, while fostering a lifelong love of sport and exercise. Carl has been a senior examiner for over 15 years working all over the UK and internationally. He has created numerous teaching and learning materials and delivered a number of training sessions to new and experienced examiners/teachers over the last 15 years. Throughout his teaching and the creation of learning materials he has stayed true to his belief that lessons and materials need to be engaging, enjoyable, age-appropriate and relatable to the target audience if they are to be effective.

Helen Bray (Student Book and Teacher’s Resource)

Helen is a practising teacher at a large successful school and 6th form in Cornwall, leading and teaching academic Physical Education across Key Stages 4 and 5. She has been working for OCR for over 10 years as an external moderator, scrutiniser and reviewer, and she has written and reviewed a number of resources for both the Cambridge Nationals and Technicals. She was previously involved in the writing of the Level 3 Cambridge Technicals textbook. She also delivers workshops and student revision sessions for Hodder.

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Amie Brooks (Student Book and Teacher’s Resource)

Amie is an experienced teacher of Physical Education who has taught OCR courses for many years. She specialises in Sports Studies and Cambridge Technical Sport and Physical activity, and also works as an examiner. Amie has a background in rugby and keen interest across a range of sports, in addition to being a prominent leader across her county for school sport and girls’ sport projects. Most importantly, Amie is a passionate and dedicated teacher of Physical Education and an advocate for lifelong participation.

Duncan Jagger (Revision Guide and Workbook) Duncan is a faculty head of Health and Wellbeing at a rural school on the edge of the Scottish Highlands, having previously worked as a Physical Education teacher and Head of Department in a range of schools across England since 2001. He has been working for OCR for over 15 years as an external moderator; as an examiner for A-Level, Cambridge Nationals and Cambridge Technicals; and has worked as an author and reviewer for several units on the Cambridge Technical Level 3 in Sport and Physical Activity. Duncan is a passionate teacher and leader of physical education, with a keen interest in outdoor learning and mountain biking, in which he leads a number of successful programmes for young people. He worked for two years as a Lead Officer for Physical Education in the north of Scotland before settling into his current post where he continues to make Physical Education stand out as a valued and loved subject.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Sport Studies: Teacher’s Resource

Kim Nkonde (Student Book and Teacher’s Resource)

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Kim has been teaching for 12 years and is Assistant Director of Teaching and Learning: Physical Education. She is currently in charge of the Cambridge National Sport Studies at her school, managing and delivering the course. She has been an approved examiner for the R051 paper since 2019, and has recently been involved in the redevelopment of the new Sport Studies specification for 2022. She is also an AQA exam marker for A Level PE.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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INTRODUCTION Sport Studies: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher’s Resource, a Student Book and a combined Revision Guide and Workbook.

While all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

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The Student Book covers all of the units in the specification and is where students will find the core information they need. This will help them with their knowledge and understanding of the subject. Information is arranged by unit and then by topic area, so they can easily find what they are looking for. Questions and activities will help students to apply knowledge and understanding and to develop practical skills. Test your knowledge questions can be used to assess progress. Answers for these questions are in the digital version of the Student Book. The Student Book has been endorsed

by OCR.

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The Revision Guide and Workbook supports unit R184: Contemporary issues in sport, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The Revision Guide section provides concise outlines of the core knowledge covered in the specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the Workbook section bring revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

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This Teacher’s Resource covers all of the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, audio-visual material, activities and delivery ideas, which can be personalised for your lessons.

Digital quizzes help test understanding and unlock the language used in assessment. Although we would recommend using the accompanying Student Book, it is not essential. We also encourage you to download and customise the presentations, worksheets and teaching ideas. The Teacher’s Resource has been endorsed by OCR.

There is more information on getting the best from these resources in the How to use this series document.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Sport Studies: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 Sport Studies Teacher’s Resource

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OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 Sport Studies qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification.

It has been written to support teachers of all levels of expertise and follows the tried-and-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

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We recognise the diversity in vocational classrooms and understand that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, while we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files.

In this resource you will find:      

delivery plans (editable Microsoft Word) teaching notes (non-editable PDFs and editable Microsoft Word) presentations (editable PowerPoint slides) worksheets and worksheet answers (editable Microsoft Word) audio-visual material (online only, not editable) digital quizzes (online only, not editable).

Using the delivery plan

A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the non-examined assessment (non-examined units). Lessons are assumed to be 60-minutes long unless otherwise stated.

The delivery plans can be edited – rather than a ‘scheme of work’, they are meant for you to use as a set of ideas for delivery.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Sport Studies: Teacher’s Resource

Using the teaching notes The teaching notes are full of activities and teaching ideas to help you follow the Engage–Teach–Apply –Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations and audio-visual material. At the end of the notes for each unit, there are suggested review activities. Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic.

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 Student-friendly introductions to the unit and/or topic.

 Engaging and stimulating guidance and activities that activate/build on prior learning and introduce new information in varied ways.  Teacher-mediated activities that develop knowledge and understanding.

Apply

 Student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval.  Assessment-style practice tasks.

Review

 Mid-point and end-of-unit checks on students’ progress and understanding.

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 Recap of the topic and/or unit. These are often discussions or quiz-style activities.

Approximate timings are given for each of these activities so that you can mix and match them to incorporate into your own lesson plans and timetables.

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Presentations (PowerPoint slides)

For each unit we have provided a presentation that can be used at the start of the unit to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress.

There are also separate presentations for each of the topic areas within the unit, covering the learning content in more depth.

All of the presentations can be used front of class or shared directly with students and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint Notes view.

Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Sport Studies: Teacher’s Resource

Worksheets and answers There are a number of editable worksheets for each of the topic areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (in separate files).

Worksheets are often used in the ‘Apply’ stage and are suitable for independent, paired or group work.

Using the digital quizzes

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Straightforward digital quizzes for front-of-class use help students to check knowledge and understanding and crucially to understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit – for example, at the start of the unit or a topic area to highlight prior knowledge or at mid- or end-of-unit review points.

The quizzes have a different focus depending on the unit.

Mandatory examined unit:

 Quiz 1: A 10-question quiz that focuses on the command words used in the exam.

(This is also available for independent use within the Cambridge National Level 1/Level 2 Sport Studies Revision Guide and Workbook.)

 Quiz 2: A 10-question quiz that again focuses on the command words, but this time in the context of Sport Studies.

(This is also available for independent use within the Cambridge National Level 1/Level 2 Sport Studies Revision Guide and Workbook.)  Quiz 3: A 10-question quiz that focuses on the key terminology and concepts covered in the mandatory examined unit for Sport Studies.

Mandatory non-examined assessed units:

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

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Using the audio-visual material

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The video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thought-provoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/topic area notes.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

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R184: Unit overview About this unit It is often said that sport mirrors society, with the issues that have an impact on society also having an impact on sport. Sport can be a force for good at a local, national and international level, allowing people from different backgrounds and cultures to be brought together towards a common goal or interest.

In this unit, students will learn about a range of topical and contemporary issues in sport. They will cover participation levels and barriers to participation, promotion of values and ethical behaviour, the role of high-profile sporting events, the role of national governing bodies and how technology is used within sport.

 48 GLH

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This is the mandatory examined unit. While this resource is intended to fully cover the specification, sometimes subsections will not be covered in full solely in this Teacher’s Resource. Where that is the case, the Student Book can be referred to provide comprehensive coverage, and we provide support for the teacher to guide discussions and responses to cover each subsection where relevant.  70 marks (80 UMS)

Reference Topic area TA1

Issues which affect participation in sport

TA2

The role of sport in promoting values

TA3

The implications of hosting a major sporting event for a city or country

TA4

The role national governing bodies (NGBs) play in the development of their sport

TA5

The use of technology in sport

Essential knowledge for non-specialist teachers

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The Sport Studies Student Book includes information on all the main topics for the unit. We also recommend the following sources of additional information: Source

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TA1 Promotion www.thisgirlcan.co.uk strategies to increase participation

Notes The initiative’s website details its history and what is currently being done to help girls and women to participate in all sports.

TA1 Sporting participation levels in the UK

www.sportengland.org/know-your-audience/ data/active-lives

The Sport England website provides participation numbers for a large number of sports within the UK, for adults and children, and shows trends over a number of years.

TA2 Sport values

www.uksport.gov.uk/news/2019/09/20/copy-of-ukThe UK Sport website details how sport-sets-out-exciting-blueprint-for-the-future-of-elite- they and Sport England plan to sport improve the diversity of sports boards.

TA2 The use of PEDs and related sanctions in sport

www.ukad.org.uk/sanctions

TA3 Positive and negative aspects of hosting a major sporting event

www.economicshelp.org/blog/4909/economics/advant This website provides detail and ages-of-hosting-a-major-event/ gives real-life examples relating to the benefits and drawbacks of hosting a major sporting event.

The UKAD website provides a list of examples of sanctions for the use of PEDs in a variety of sports.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

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Source

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TA3 Bidding and hosting a major sporting event (Olympic Games)

https://thesportjournal.org/article/the-benefits-ofbidding-and-hosting-the-olympic-games-are-difficultto-justify-due-to-the-overall-costs/ https://olympics.com/ioc/future-host-election

This journal article explains the benefits and possible drawbacks of hosting an event like the Olympic Games. It gives a number of statistics throughout the article.

TA4 NGBs

www.sportandrecreation.org.uk/pages/nationalgoverning-bodies

This website provides links to the majority of NGBs in the UK.

TA4 NGBs

www.sportengland.org/how-we-can-help/nationalgoverning-bodies

The Sport England website provides information on how sports are classified and ‘recognised’.

TA4 NGBs

www.englandathletics.org

This website is an example of an NGB website, detailing their upcoming events and initiatives.

TA5 Technology in sport (Hawk-Eye)

www.hawkeyeinnovations.com/about

Key terms

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Topic

The Hawk-Eye website explains how the technology is used in a number of sports, not just in cricket (which is where it began).

These words and phrases will be used often during the course of the unit:  activity provision  disability  ethnic group

 participation  role model

 stereotype  user group

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Activities and resources within the teaching notes and the topic area PowerPoint presentations will help students to understand these words, phrases and definitions. All content is covered within the Sport Studies Student Book.

Opportunities for synoptic learning

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This unit allows students to gain underpinning knowledge and understanding relevant to the qualification and sector.

The NEA units draw on and strengthen this learning, with students applying their learning in a practical, skills-based way. The synoptic grids at the end of the NEA units show these synoptic links.

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R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

R184: Teaching notes Introducing the unit Engage  Issues facing sport Discuss with the class the questions on slide 2 and ask students to either come to the front and write responses on the board or use sticky notes and attach them to the board. These notes will provide a focal point for class discussion. What are the most common issues or problems given? They might include performance-enhancing drugs, racism, sexism, too much focus on money and so on. Ask: ‘Has anything ever stopped you from, or reduced your own chances of, taking part in a sport?’

Unit overview PPT slide 2 10 mins

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 Can sport be used to change attitudes? Use slide 3 to introduce the idea. Organise students Unit overview into pairs. Assign each pair either issue A (racism) or issue B (gender stereotypes). Each pair PPT slide 3 discusses how sport can help with their given issue in society and then reports back for a class 10 mins discussion on both issues.  Support: Reveal the photographs on slide 3 to provide some context.  Challenge: Pairs give sporting examples during their feedback to the class.

Unit overview PPT slide 4 20 mins

 Key words and phrases Introduce the key terminology for the unit, asking students to research each of the words or phrases on slides 5 and 6. Student research feeds into class discussion before you reveal the definitions by clicking.  Support: Provide a definition and ask students to state which term it is for.  Challenge: Can students give a sporting example for each word or phrase?

Unit overview PPT slides 5 and 6 20 mins

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Apply

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 What’s in this unit? Show slide 4 and ask students what they think they already know about the items in the diagram. What do they want to find out more about? Play some or all of the following videos: Muslim girls breaking down barriers in sport, exciting specialist sports, the impact of sporting role models and how technology can improve performance. Individually or in pairs, students choose one of the topic areas on slide 4 and research five more key facts to share with the class.

 Matching key words and phrases Close Slide 5 and ask students to complete the introductory worksheet to check they understand the unit’s key terminology.

Introductory worksheet 10 mins

 Primary school memories Return to the topics introduced in the Engage activities by asking what could impact positively/negatively on a primary-school pupil taking part in sport.

Ask students in pairs to think about their primary-school days and what sports they and their friends took part in. Why did they take part in these sports rather than others?  Support: Prompt with some common primary-school sports (e.g. football or rounders).  Challenge: Would they use the same reasoning now they are older? Why? Why not?

20 mins

Review  Quiz challenge Use slide 7 to show the students the topics that will be covered in this unit.

As you teach the unit, you will ask them to write two quiz questions for each topic (10 in total), which they will test on a partner at the end of the unit. They can copy the table from the slide.

Unit overview PPT slide 7 5 mins

 Key terminology Check that students are confident about the meaning of the key terms and phrases. Use flashcards or a simple game of class bingo, where students select three of the seven key terms shown on slides 5 and 6. Read out key terms randomly. The winner is the first student to have all three of their key words read aloud and shouts ‘Bingo!’.

Unit overview PPT slides 5 and 6 10 mins

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R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

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TA1 Issues which affect participation in sport Learning intention Several issues affect sporting participation both positively and negatively for different user groups.

Throughout this topic area, students will become aware of the various user groups and the possible barriers to sports participation that they may face. By the end of the unit, students will also understand what impacts on the popularity of different sports, and the various new sports that are emerging in the UK.

Key terms These words and phrases will be used often during this topic area.

The amount and types of sporting activities that are available.

Disability

A long-term physical or mental impairment that has a substantial and negative effect on a person’s ability to carry out normal day-to-day activities.

Emerging sports

New sports that are becoming popular and seeing a rise in participation rates in a particular country or area.

Ethnic group

A group of people who share a culture, which could include their language, ancestry and beliefs.

Participation

Taking part in an event or activity, such as a sport.

Stereotype

A generalised idea or belief about what a particular group of people is like.

Subsidising

A government or other authority paying part of the cost of something.

User group

A category of people participating in sport, such as teenagers or people with disabilities.

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Activity provision

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Activities and resources throughout the Teacher’s Resource will help students to understand these words and phrases, and contextual definitions are included in the Sport Studies Student Book glossary.

Common misconceptions

How to elicit

How to overcome

When answering questions about possible barriers which affect participation in sport, students sometimes forget to include the phrase ‘lack of’ when referring to income, transport and role models.

Ask students how transport, income and role models can have a positive impact and can help people participate in sport. A lack of those aspects can be a potential barrier.

Reinforce through classwork and exam preparation (past paper questions).

Confusing the different user groups.

Students sometimes incorrectly link certain solutions to perceived barriers with the wrong user group.

Use class and pair discussions relating to the possible barriers for various user groups.

Reinforce throughout classwork and class discussion. Link the various solutions to certain user groups and explain why they would help this particular group.

Not knowing what an emerging sport is. Students sometimes think of emerging sports as those they do not know a lot about or have not played themselves, rather than sports that are new to the UK.

Ask students without any prior knowledge what an emerging sport might be for them specifically. This will prompt a class discussion that will hopefully show that mainstream sports such as netball and rounders are not emerging sports within the UK.

Ask students to research new sports around the world and then focus on which ones are arriving in the UK. Ask them to research participation numbers within the last year and the number of facilities available to play those particular sports. (NB: emerging sports may not appear on the OCR list of approved activities.)

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Misconception

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R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

TA1.1 User groups and TA1.2 Possible barriers Engage  Different user groups in sport In pairs, students discuss all the sports that they or their family members have participated in. As a whole class, discuss the different user groups shown in the diagram. Can they put themselves and their family members into user groups?  Barriers to sports participation Allocate each student a user group, which they write in the middle of a piece of A4 paper. Around it, they write the possible barriers to taking part in sport that these people might face. Then they swap their piece of paper with someone else’s and add to the other student’s notes. Throughout the session, they can add more barriers to their piece of paper as they think of them.

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 Issues affecting participation in sport Put students into groups of four or so and ask them to discuss all the sports that they or their family members have participated in or would have liked to have participated in. As a group, can they come up with any things that might have helped them take part or prevented them from taking part?  Support: Have they taken part in the sports pictured on slide 3? Why? Why not?  Challenge: Can they identify common themes in the things that have helped them take part or prevented them from participating in sport?  Barriers to participation in sport As a class, how many barriers to participation in sport can students think of in two minutes? Write them on the whiteboard. Then reveal the barriers from the specification by clicking on slide 4. Are both lists the same?  Barriers and user groups Ask students to create a table with two columns, headed ‘User group’ and ‘Potential barriers to participating in sport’. For each user group listed on slide 3, can they think of at least two potential barriers to participation in sport?  Support: Help students get started by providing an example on the whiteboard. For example, ‘working people’ may not have much spare time to take part in sporting activities.  Challenge: Can students highlight which user groups might have the greater number of barriers? Can they explain why this might be the case?

Apply

10 mins

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Teach

PPT 1 slide 2 15 mins

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 What are their barriers? Show students a photograph of a non-white woman in a wheelchair.

What barriers to participation do they think she might face? Show them a photo of a white middle-aged man (nobody famous or recognisable). Ask what barriers he faces to access sport.

Add details that students cannot see, such as ‘he has a prosthetic leg’, ‘he has lost his job’ or ‘he cares for his chronically ill wife’. Discuss the possible impact on him and his access to sport.  Possible barriers affecting sporting role models Split the class into groups of three to five and give each group a different sporting role model. You could give them a few facts about each person’s life (such as Cristiano Ronaldo’s economically deprived childhood).

Students discuss the potential barriers to this person’s participation in sport.  Support: Provide more detailed context or allow students to do their own research.  Challenge: Can students identify barriers before and after the person’s sporting career?

PPT 1 slide 3 15 mins

PPT 1 slide 4 10 mins PPT 1 slide 3 20 mins

20 mins

20 mins

Mid-point review

 Last person standing! In groups of four or so, one person states a user group, the next person names a different user group and so on until a person in the group repeats or cannot name another. That person is ‘out’ and the game restarts until one person is left.  Word association In pairs, student A states a user group and student B has 5–10 seconds to give a potential barrier that members of that group might have encountered. If the barrier is correct, then student B wins a point and continues to answer the question until they get it wrong, when they must name a user group for student A.

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PPT 1 slide 6 10 mins 10 mins

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R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

TA1.3 Possible barrier solutions Engage 10 mins

 Reducing barriers to participation Students read the scenarios on Worksheet 1, identify the barriers and try to think of ways to overcome the barriers they identify.

Worksheet 1 10 mins

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 Recapping barriers to sports participation Group students into pairs. Give each pair a card with a short case study about potential users, e.g. Saira is a full-time mum to three children under five; Rob is 16 and used to be a keen gymnast but now his parents expect him to work every weekend in their shop. In pairs, students identify as many solutions as they can for their case study. Each pair then takes turns feeding back to the class.  Support: If needed, this recap can be done as a whole class discussion.  Challenge: Can the group think of further solutions?

Teach

20 mins

 Real-life solutions Visit a local sports centre or club or look at its website. What does it do to encourage participation and overcome possible barriers? Encourage students to look at its opening hours, the class/session types and times, sessions for specific user groups (such as women), discounts for user groups (such as retired people) and so on. As a class, discuss how these might encourage people to participate.

20 mins

Apply

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 Possible solutions Tell the group about Tomas, a 25-year-old wheelchair user who is a busy website designer and lives in a remote part of the countryside. Students work in pairs to decide what sporting user groups Tomas belongs to, and to identify two potential barriers to participation for Tomas. Can they explain a possible solution for each of the barriers they have identified?  Support: Help students by giving them the user groups listed in the specification.  Challenge: Students create their own scenarios about specific users and suggest potential barriers they might face along with possible solutions.

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 Linking user groups, possible barriers and solutions Students work in groups of four to identify times when they have encountered a barrier to their own sporting participation.

How did they/could they have overcome it?  Support: If students cannot think of personal examples, they can use friends or family.  Challenge: Students identify common solutions for their group’s barriers and feed back to the class.  Leisure centre action plan Each student imagines they are managing a leisure centre.

Their employers have asked them to find ways of increasing the sports participation of a specific user group. Ask students to use the possible solutions listed in the specification to come up with an action plan of how they are going to tackle this problem, and to write this down on Worksheet 2. The choice of user group and sport can be teacher- or student-led.  Support: Suggest a user group (such as over-60s) and ask what might encourage them to use the facilities. For example, offering a lower subscription rate to pensioners, or having classes aimed at older people (e.g. ‘sit and be fit’).  Challenge: Students design a poster or a post on Facebook, Twitter, TikTok or Instagram to publicise their idea.

20 mins

Worksheet 2 20 mins

Mid-point review  Whole-class solutions Either write on the board or state a potential barrier to participation in sport. Give students 20 seconds to come up with a possible solution and write it on a piece of paper. Ask students to show their answers. Continue the task with different barriers.  Solutions scenario Give students the following scenario: ‘You work for a sports centre and have to bid for some funding to encourage people with disabilities to take part in more sport and physical activities. How would you use the money to improve their access?’

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10 mins

10 mins

3

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R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

TA1.4 Factors which can positively and negatively impact upon the popularity of sport in the UK Engage 10 mins

 Class favourites Ask every student to list the three sports that they participate in the most.

Collate all students’ answers in a tally chart to show which sports are the most popular to take part in. Working in pairs, students then pick out two sports and explain why they think one is more popular than the other in their local area.  Support: Ask: ‘Where do you participate in these sports? How easy is it to take part?’  Challenge: Ask students to think of several sports that are not listed on the board and identify possible reasons why no one in the class participates in those sports.

10 mins

PL E

 Football vs wheelchair basketball Ask ‘Which is more popular and why? Why do more people participate in football than wheelchair basketball?’, then give students two minutes to come up with as many reasons as possible. Discuss reasons as a class.  Support: Use prompts such as ‘equipment required’, ‘number of coaches’ and so on.  Challenge: Ask: ‘Why might two different sports have very different participation levels?’

Teach

Apply

M

 Topic introduction Discuss what the term ‘popularity’ means and link it to sport.

Ask students which sports they think are most popular in their local area. Why do they think this? Do they think different sports and activities are popular with different user groups?  Research task In pairs, students research sporting participation rates in the UK. Can they identify any themes? For example, what sports are most popular among young people or women? Which factors do they think have most influence on participation in these sports?  Support: Ask whether there is a link between the most popular sports and how often they are shown on television, how well the national team does and the number of role models.  Challenge: What do students think would be the difference between the most participated-in sports in the UK compared to other countries? Can they provide any explanations as to why they think this?

20 mins

20 mins

5 mins

 Local council campaign Say that the local council wants to boost sports participation and is asking for ideas to encourage people to take part in different sports. Ask students to draft a Facebook or Instagram post in response to the local council campaign. The post must identify their chosen sport, current participation rates (locally or across the country) and ideas to increase participation rates using the factors already discussed to help.  Support: Ask: ‘What might make you want to take part in a new sport?’  Challenge: Students include the benefits of participating in their post.

20 mins

SA

 I don’t want to In pairs, one student names a sport and the other gives as many reasons (linked to the factors already identified) as possible why they do not want to take part in it.

For example: ‘skiing’ and ‘it’s cold, it’s expensive, I’d have to travel too far, it can be dangerous, it’s limited to the winter’. Students reverse roles and pick a different sport. Who can come up with the most reasons?

Mid-point review

 Pinball review Resources required: tennis ball. Name a sport. Throw the tennis ball to a student at random, who says whether the sport is popular in the UK or not. They throw the ball to another person, who catches it and names a factor that makes the sport popular or unpopular. They throw the ball to someone else, who names a sport to start the game again.

10 mins

10 mins  Personal review Ask students to write down as many of the factors and sporting examples that have been covered in this topic as they can. They compare their answers with a partner’s.

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4

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CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

TA1.5 Emerging/new sports in the UK Engage 10 mins

10 mins

PL E

 Boarding pass lesson entry Give each student a slip of paper made to look like a boarding pass. Before sitting down, each student must list all the factors they can remember that positively and negatively impact upon the popularity of sport in the UK, and write these factors on their pass.  Articulate Divide the group into pairs. In each pair, one student is the Speaker and the other is the Listener. The Speaker faces the board and describes one of the factors listed on the board. The Listener faces away from the board and attempts to guess the factor from the Speaker’s description. When they get it right, the Speaker describes the next factor. If the Listener cannot guess the factor, they swap roles.  Support: The Speaker gives some sporting examples to provide context.  Challenge: Both students in the pair face away from the board and the Speaker selects their own factor from memory.

Teach

20 mins

 Introduction to emerging sports Introduce students to some examples, such as footgolf, ultimate frisbee, handball, walking football, kabaddi, padel, roundnet and pickleball.

Show students some videos of these sports (such as the footgolf British Open, handball at the Olympics and kabaddi) so they can see them being played.

20 mins

Apply

M

 Defining ‘emerging’ Students write down what they think ‘emerging’ means in relation to sports, then compare and contrast their definition with two or three other students’.

Discuss these definitions as a class to come up with a class definition and compare it to the correct definition: ‘New sports that are becoming popular and seeing a rise in participation rates in a particular country or area’.  Support: Ask: ‘Is football an emerging sport? Why not?’  Challenge: Encourage students to think of examples of emerging sports in the UK.

20 mins

 Represent an emerging sport Each student selects an emerging sport and writes a letter to their local MP to try to encourage them to support their sport in the area. They must describe the sport and give some suggestions about how to increase participation levels.  Support: Students write a Tweet instead, focusing on the core benefits of the sport.  Challenge: Students provide a cost analysis for their ideas in their letter (including how much it would cost to hire a venue, hire a coach and advertise the sport).

20 mins

SA

 Local emerging sports Provide students with a list of emerging sports and display photos of these sports on the board. In pairs, students discuss the opportunities that they have to participate in these sports.  Support: Ask: ‘What sports can you play locally? What makes it easy to take part?’  Challenge: Ask students to compare and contrast their chosen sport with a sport that is very popular in their area. Can they explain any reasons for the differences in popularity?

Mid-point review

 Exit card Before leaving, students complete their exit card (Worksheet 3) by writing a text message to a friend or family member. They must explain what an emerging sport is, give examples in the UK, explain why these sports are emerging and give some reasons why they would like to take part in a specified emerging sport. Collect exit cards for review.  Review questions Ask students the following questions to check their understanding of the lesson and review learning: ‘How many emerging sports in the UK can you name?’, ‘What makes handball an emerging sport compared with a more traditional sport like basketball?’ and ‘Can you explain three methods that a named emerging sport could use to increase participation levels?’

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Worksheet 3 10 mins

10 mins

5

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CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

R184: Suggested delivery plan

TA Topic area reference TA1–5

Introduction to unit

Topic section reference ALL

PL E

This unit has 48 Guided Learning Hours, with 1 hour 15 minutes set aside for the exam. This is a suggestion for delivery, covering 38 60-minute lessons.

The remaining 8 hours and 45 minutes should be used for revision purposes to ensure that students are prepared for their exam.

Suggested coverage

 Issues facing various sports

No. of Supporting resources lessons 1

Unit overview PPT slides 2–7 (cn_sportstud_1ed_tr_r184_overview.pptx) Introductory worksheet and answers

5

PPT 1 slides 2–3, 4 and 6 (cn_sportstud_1ed_tr_r184_TA1.pptx) Worksheet 1 and answers Worksheet 2 and answers

 Sport and society

 Key words and phrases for the unit Issues which affect participation in sport

1.1 1.2

 Different user groups who participate in sport

TA1

Issues which affect participation in sport

1.3

 Possible solutions to the barriers which affect participation in sport

3

TA1

Issues which affect participation in sport

1.4

 Positive and negative impacts on the popularity of sport in the UK

2

TA1

Issues which affect participation in sport

1.5

 The growth of emerging/new sports in the UK

1

Worksheet 3 and answers

TA2

The role of sport in promoting values

2.1

 Values which can be promoted through sport

2

Worksheet 4 and answers

TA2

The role of sport in promoting values

2.2

 Olympic and Paralympic creed, symbol and values

2

PPT 2 slides 2–4 (cn_sportstud_1ed_tr_r184_TA2.pptx)

TA2

The role of sport in promoting values

2.3

 Local, national and regional initiatives, campaigns and events which promote sporting values

1

TA2

The role of sport in promoting values

2.4

 The importance of etiquette and sporting behaviour of performers

1

M

 Possible barriers which affect participation in sport

SA

TA1

Worksheet 5 and answers

 The importance of etiquette and sporting behaviour of spectators

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

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1

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

TA Topic area reference

Topic section reference

Suggested coverage

No. of Supporting resources lessons

TA2

The role of sport in promoting values

2.5

 The reasons why sports performers use PEDs  The reasons why sports performers should not use PEDs  The role of WADA in eradicating the use of PEDs  Sanctions to prevent the use of PEDs  Educational strategies to prevent the use of PEDs  Impact of the use of PEDs on sport

5

TA3

The implications of hosting a major sporting event for a city or country

3.1

 The types and scheduling of major sporting events

3

PPT 3 slides 2–6 (cn_sportstud_1ed_tr_r184_TA3.pptx) Worksheet 7 and answers

TA3

The implications of hosting a major sporting event for a city or country

3.2

2

Worksheet 8 and answers

TA3

The implications of hosting a major sporting event for a city or country

3.3

 During the event: positive aspects/benefits and negative aspects/drawbacks  After the event (immediate and long term): positive aspects/benefits and negative aspects/drawbacks

2

Worksheet 9 and answers Video montage 1

TA4

The role national governing bodies (NGBs) play in the development of their sport

4.1

 What NGBs do for their sport

3

PPT 4 slides 2–6 (cn_sportstud_1ed_tr_r184_TA4.pptx) Worksheets 10–12 and answers

TA5

The use of technology in sport

5.1

2

PPT 5 slides 2–3 (cn_sportstud_1ed_tr_r184_TA5.pptx) Worksheet 13 and answers

PL E

 The nature of the participants and spectators

Bidding for the event Development of infrastructure and transport Financial and commercial investment and support Potential for increased employment Local/national objections

SA

M

    

PPT 2 slides 5–6 (cn_sportstud_1ed_tr_r184_TA2.pptx) Worksheet 6 and answers

 To enhance performance  To increase the safety of participants  To increase fair play and increase the accuracy of officiating  To enhance spectatorship

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

2

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT Sport Studies: Teacher’s Resource

TA Topic area reference

Topic section reference

Suggested coverage

No. of Supporting resources lessons

The use of technology in sport

5.2

 Positive and negative effects of technology on sport  Positive and negative effects of technology on spectator experience

2

TA1–5

ALL

ALL

 Reviewing the unit

1

PPT 5 slides 4–5 (cn_sportstud_1ed_tr_r184_TA5.pptx) Worksheets 14–15 and answers

PL E

TA5

Digital quiz

SA

M

 Digital quiz

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3

R184 CONTEMPORARY ISSUES IN SPORT

CAMBRIDGE NATIONALS

R064 Enterprise & marketing concepts

Introductory worksheet: Match the key words and phrases Match each key term to the definition that matches it best.

Definitions

Disability

A well-known person, family member or friend whom others look up to and try to be like by copying their behaviour.

Subsidised

Taking part in an event or activity such as a sport.

A long term physical or mental impairment that has a substantial and negative effect on a person’s ability to carry out normal day-to-day activities.

Role model

A generalised idea or belief about what a particular group of people is like.

SA

M

Activity provision

Ethnic group

PL E

Key terms

When part of the cost of something is paid for by someone else, making it cheaper.

Participation

A group of people who share a culture, which could include their language, ancestry and beliefs.

Stereotype

The amount and types of sporting activities that are available.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1–5

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT R064 Enterprise & marketing concepts

Worksheet 1: Reducing barriers to participation For the scenarios below, identify:  the possible user group(s) that the person belongs to  the possible barrier(s) to their participation in their preferred sporting activity  anything that could help them participate in sport.

Scenario 1: Jadon ‘I love playing football, but I wish there was a team near me to join.’

PL E

User group(s):

Possible barrier(s):

SA M

What could help him to play football?

Scenario 2: Kate

‘I love to exercise and I’d like to join a running club, but it is too expensive as I am retired and I don’t have much money.’

User group(s):

Possible barrier(s):

What could help her to join a running club?

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1.3

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT R064 Enterprise & marketing concepts

Worksheet 2: Leisure centre action plan You are the manager of a leisure centre. Your employers have asked you to find ways of increasing the sports participation of one specific user group of your choice.

Create an action plan for how you are going to increase the participation of your user group.

Sport(s)

Action plan

PL E

User group

1.

SA

2.

M

Describe three ways you will start to increase the participation of your user group in your chosen sport(s).

3.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1.3

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R184 CONTEMPORARY ISSUES IN SPORT R064 Enterprise & marketing concepts

Worksheet 3: Emerging sports exit card Before leaving today’s lesson, you must complete the exit card.

Write a text message to a friend or family member to:  explain what an emerging sport is  give examples of emerging sports played in the UK  explain why these sports are ‘emerging’ and becoming more popular  give reasons why you would like to take part in one of the emerging sports you listed.

SA

M

PL E

Try to use as few words as possible while still covering all the points!

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1.5

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R184 CONTEMPORARY ISSUES IN SPORT

CAMBRIDGE NATIONALS

R064 Enterprise & marketing concepts

Introductory worksheet answers: Match the key words and phrases Match each key term to the definition that matches it best.

Definitions

Disability

A well-known person, family member or friend whom others look up to and try to be like by copying their behaviour.

Subsidised

Taking part in an event or activity such as a sport.

A long term physical or mental impairment that has a substantial and negative effect on a person’s ability to carry out normal day-to-day activities.

Role model

Activity provision

Participation

When part of the cost of something is paid for by someone else, making it cheaper.

SA

Stereotype

A generalised idea or belief about what a particular group of people is like.

M

Ethnic group

PL E

Key terms

A group of people who share a culture, which could include their language, ancestry and beliefs.

The amount and types of sporting activities that are available.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1–5

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT R064 Enterprise & marketing concepts

Worksheet 1 answers: Reducing barriers to participation For the scenarios below, identify:  their possible user group(s) that the person belongs to  the possible barrier(s) to their participation in their preferred sporting activity  anything that could help them participate in sport.

Scenario 1: Jadon

PL E

‘I love playing football, but I wish there was a team near me to join.’

User group(s): Children

Possible barrier(s): Lack of appropriate activity provision in local area.

What could help him to play football? Increased provision in his area, e.g. a youth football club being set up.

SA M

Scenario 2: Kate

‘I love to exercise and I’d like to join a running club, but it is too expensive as I am retired and I don’t have much money.’

User group(s): Over 60s/retired

Possible barrier(s): Lack of disposable income.

What could help her to join a running club? Subsidised provision. Enabling access to free running sessions e.g. Parkrun. Starting a voluntary group of runners.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1.3

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT R064 Enterprise & marketing concepts

Worksheet 2 answers: Leisure centre action plan You are the manager of a leisure centre. Your employers have asked you to find ways of increasing the sports participation of one specific user group of your choice.

Create an action plan for how you are going to increase the participation of your user group.

Here is an example action plan.

User group People with disabilities.

Sport(s)

Action plan

PL E

Wheelchair sports including basketball, rugby and tennis.

Describe three ways you will start to increase the participation of your user group in your chosen sport(s).

1. Increase provision

Increase the number of wheelchair sessions offered at the leisure centre.

Ensure that wheelchair sessions are scheduled at different times during the day and week.

Scheduling sessions at different times throughout the week, including weekends, will allow more people to attend, which will increase the sporting participation of the target user group.

2. Use targeted promotional strategies

M

Focusing promotional strategies on the target user group will improve those users’ awareness of the wheelchair sports sessions that are available.

Use posters around the community advertising the sessions, as well as leaflets in local shops and through household letterboxes to increase awareness.

3. Improve facilities/equipment and access into the leisure centre for wheelchair users

SA

Invest in a number of sports wheelchairs for various sports that the target user group can use during the session. This will increase participation, because some wheelchair users may not have access to expensive specialised sports wheelchairs.

Ensure that the whole leisure centre is wheelchair-friendly, including ramps for outside access, wide doors, lifts and sufficient wheelchair user changing areas, including showers.

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1.3

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R184 CONTEMPORARY ISSUES IN SPORT R064 Enterprise & marketing concepts

Worksheet 3 answers: Emerging sports exit card Before leaving today’s lesson, you must complete the exit card.

Write a text message to a friend or family member to:  explain what an emerging sport is  give examples of emerging sports played in the UK  explain why these sports are ‘emerging’ and becoming more popular  give reasons why you would like to take part in one of the emerging sports you listed.

Try to use as few words as possible while still covering all the points!

PL E

Here is an example answer.

Hi Uncle Tony, you asked me the other day about emerging sports. They are new

sports whose popularity and participation rates in a particular country or area are growing. Examples in the UK are footgolf, ultimate frisbee, handball, walking football, kabaddi, padel and pickleball. Emerging sports grow in popularity

because people like to try new sports, for example after watching the handball in the Olympics. I’d like to try pickleball because I want to see how it combines my

favourite sports: badminton, table tennis and tennis. Would you like to come with

SA

M

me? Love, Ash

Cambridge National Level 1/Level 2 in Sport Studies – Attwood, Bray, Brooks, Jagger, Nkonde © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R184 TA 1.5

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

R184: Contemporary issues in sport

SA M

Unit overview and review

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

1

R 1 8 4 C o n te m p or ar y issu e s in sp o r t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Let’s get started: Issues facing sport 1. What are the issues and problems facing various sports?

PL E

2. Why do you personally take part in certain sports?

3. What has made it difficult for you to take part in certain sports?

Let’s get started

Changing attitudes

What’s in this unit?

Key words and phrases

Quiz challenge

SA M

Starter activity to get students thinking about: • what makes some sports more popular than others (e.g. access, availability of teams and pitches and so on) • some of the issues that might have affected their participation in sport.

This can be used as a springboard to a class discussion.

Reasons why students participate in sport could include the following: because they enjoy it, they are good at it, it’s good exercise, they play with their friends, they like winning, their sport is accessible (e.g. does not require expensive equipment). If students need more support, provide some of these reasons as prompts. For example, ask students which is their preferred sport and why that is. Then ask why they don’t take part in certain sports. For more of a challenge, after the class has explored their own motivations, widen the discussion to cover their community, different user groups and other communities. For example, people living in the southwest of the UK might take part in sailing or swimming but skiing is less accessible to them because of their geographical location and perhaps the cost and availability of equipment.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

2

R 1 8 4 C o n te m p or ar y issu e s in sp o r t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Can sport be used to change attitudes in society?

Let’s get started

Issue B Gender stereotyping in sport What are stereotypical ‘women’s sports’?

Challenge Has the problem in sport got better? How can sport help with these issues in society? Explain your answers.

PL E

Issue A Racism in sport Can you think of a specific thing that a sport has done to combat racism?

Changing attitudes

What’s in this unit?

Key words and phrases

Quiz challenge

SA M

As a group, discuss the question relating to each issue.

Assign each pair of students either issue A (racism) or issue B (gender stereotypes).

Each pair discusses how sport can help with their given issue in society, using specific examples, and then reports back for a class discussion on both issues and the possible barriers that can affect some people’s participation in sport. Prompt students to consider whether the issue has got better in sport within recent years and how sport can help with these issues in wider society.

For students who need more support, reveal the photographs on the slide and talk through what they can see and how they think this might affect people’s attitudes.

For more of a challenge, ask each pair of students to research relevant examples, such as sports or events where racism has been an issue (such as the 2020 Men’s European Football Championships) or sports where women or men have had to overcome stereotypes, such as participating in sports that are often associated with the opposite sex.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

3

R 1 8 4 C o n te m p or ar y issu e s in sp o r t: U n it o ve r vie w

CAMBRIDGE NATIONALS

What’s in this unit?

TA1 Issues which affect participation in sport

In this unit you will think about:

TA5 The use of technology in sport

exciting new sports you might not know much about (TA1 and TA4)

Contemporary issues in sport

the impact of sporting role models such as Marcus Rashford (TA2)

TA4 The role national governing bodies (NGBs) play in the development of their sport

how technology can improve sporting performances (TA5).

Let’s get started

TA2 The role of sport in promoting values

PL E

performers breaking down barriers in sport (TA1)

Changing attitudes

What’s in this unit?

Key words and phrases

TA3 The implications of hosting a major sporting event for a city or country

Quiz challenge

SA M

This slide gives students an understanding of the topics that will be covered within this unit. Show the video clips and discuss each of the topic areas. Ask students what they think they already know about the topic areas in the diagram. Their answers will show where they have gaps in their knowledge or areas where they need more support.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

4

R 1 8 4 C o n te m p or ar y issu e s in sp o r t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Key words and phrases

The amount and types of sporting activities that are available.

Let’s get started

Participation

User group

Disability

PL E

Activity provision

Taking part in an event or activity, such as a sport.

Changing attitudes

A category of people participating in sport, such as teenagers or people with disabilities.

What’s in this unit?

A long-term physical or mental impairment that has a substantial and negative effect on a person’s ability to carry out normal day-to-day activities.

Key words and phrases

Quiz challenge

SA M

This slide can be used to introduce some of the key terms used in this unit. Revisit it later to ensure that students fully understand the important terms that are used in this unit.

Spend more time on this slide if students need more support to fully understand the key words and phrases, and how they relate to sport. Some were covered in the introductory PowerPoint so ask questions to check if students remember the definitions.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

5

R 1 8 4 C o n te m p or ar y issu e s in sp o r t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Key words and phrases Ethnic group

A well-known person, family member or friend whom others look up to and try to be like by copying their behaviour.

People who share similar cultures, such as language, ancestry and beliefs

Let’s get started

Stereotype

PL E

Role model

Changing attitudes

A generalised idea or belief about what a particular group of people is like.

What’s in this unit?

Key words and phrases

Quiz challenge

SA M

This slide can be used to introduce some of the key terms used in this unit. Revisit it later to ensure that students fully understand the important terms that are used in this unit.

Spend more time on this slide if students need more support to fully understand the key words and phrases, and how they relate to sport. Some were covered in the introductory PowerPoint so ask questions to check if students remember the definitions.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R 1 8 4 C o n te m p or ar y issu e s in sp o r t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Quiz challenge Topic area

Quiz question 1

Quiz question 2

PL E

TA1 Issues which affect participation in sport TA2 The role of sport in promoting values TA3 The implications of hosting a major sporting event for a city or country

TA4 The role national governing bodies (NGBs) play in the development of their sport TA5 The use of technology in sport

Let’s get started

Changing attitudes

What’s in this unit?

Key words and phrases

Quiz challenge

SA M

Introduce the topic areas and explain that students will write two quiz questions for each topic as they work through the unit. They will write 10 questions in total. They will test these questions on a partner at the end of the unit. They can copy the table from the slide. Students who need more support can work in pairs, or write questions that require only a true/false or yes/no answer. For a challenge, students can write three quiz questions per topic area, or make them multiple choice.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

What you will learn: • User groups • Possible barriers • Possible barrier solutions

PL E

TA1: Issues which affect participation in sport

• Factors which can positively and negatively impact upon the popularity of sport in the UK • Emerging/new sports in the UK

SA M

Use the image (a number of different generations exercising together) to stimulate some discussions of what this topic area might be about. Students discuss what a user group is and identify as many groups as possible in the picture.

Support: Students describe the people in the picture (e.g. male, female, young, older) and then other user groups they might belong to (e.g. parents, teenagers, children, people with disabilities etc.).

Challenge: Students try to identify any other user groups they can think of.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

1

R184, TA1

CAMBRIDGE NATIONALS

Let’s get started: Different user groups in sport What sports have you and your family participated in?

People of different genders

Economically disadvantaged people

Use the spider diagram to identify which user groups you and your family are part of now or have been part of in the past.

People of different ethnicities

Retired people/ people over 60

PL E

People who work

You may belong to more than one group, even when participating in the same sport.

Parents (single or couple)

User groups in sport

People with disabilities

Carers

Teenagers

Let’s get started

Issues affecting participation in sport

Barriers to participation in sport

Families with children

People with family commitments

Key words and phrases

Last person standing!

SA M

This activity will familiarise students with the different user groups listed in the specification, which are all included in the spider diagram. In pairs, students discuss the question, then link themselves/their family members to the different user groups.

Support: In pairs, students discuss which of these user groups they belong to. They could also be given the names of some sports stars (male and female, from different ethnic and economic backgrounds, and of different ages) to place in different user groups.

Challenge: Can students think of any other user groups? They could also start to consider the implications of belonging to more than one user group.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

2

R184, TA1

CAMBRIDGE NATIONALS

Issues affecting participation in sport What sports have you or your family members taken part in or would like to take part in?

PL E

How easy would it be for you to participate in the sports shown in these photographs?

What has helped or made it difficult for you or your family members to participate in sport?

Challenge Can you identify any common themes or reasons that have helped or stopped you from participating in a sport?

Let’s get started

Issues affecting participation in sport

Barriers to participation in sport

Key words and phrases

Last person standing!

SA M

The first question, about the variety of sports that have been played, will stimulate group discussion, which will be essential during this TA. It could also expand the students’ knowledge of different sports.

The question on the sticky note can be used to stimulate ideas about barriers to participation. Encourage students to think about location, cost, number of teams available and so on. Skeleton has been used as an example because, in 2021, there is only one place where this sport can be performed in the UK, whereas netball can be played almost anywhere.

The second question is intended to get students talking about potential barriers to their own sports participation: cost, location, time and so on.

Support: Discuss the photos. What might stop people taking part in these sports?

Suggest some other sports that might present barriers to participating for some people, e.g. basketball, cycling, rowing, skiing.

Challenge: Discuss any common themes in the things that have helped students take part or prevented them from participating in sport. Then discuss different experiences. Why might some sporting activities present barriers for some people but not others?

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

3

R184, TA1

CAMBRIDGE NATIONALS

Barriers to participation in sport

Let’s get started

Unemployment

Lack of transport

Family commitments

PL E

Employment

Lack of disposable income

Lack of positive sporting or family role models

Lack of positive family support

Lack of appropriate activity provision

Lack of awareness of activity provision

Lack of media coverage of relevant performers (e.g. gender/ethnicity)

Issues affecting participation in sport

Barriers to participation in sport

Key words and phrases

Last person standing!

SA M

How many barriers to participation in sport can students think of in two minutes?

Write them on the whiteboard. Then reveal the barriers on the slide. Are both lists the same?

If students need more support, give them more time or provide some specific examples, e.g. by asking: ‘Why don’t you take part in it?’ or ‘Think about a single parent who has two jobs and doesn’t have a car. What might be the barriers to them going swimming every morning?’

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

4

R184, TA1

CAMBRIDGE NATIONALS

Key words and phrases Stereotype

The amount and types of sporting activities that are available.

A generalised idea or belief about what a particular group of people is like.

Let’s get started

User group

Disability

Ethnic group

PL E

Activity provision

Issues affecting participation in sport

A category of people participating in sport, such as teenagers or people with disabilities.

Barriers to participation in sport

A long-term physical or mental impairment that has a substantial and negative effect on a person’s ability to carry out normal day-to-day activities.

A group of people who share a culture, which could include their language, ancestry and beliefs.

Key words and phrases

Last person standing!

SA M

Use this slide to introduce key terms. Revisit it to ensure that students fully understand the important terms that will be used a lot within this TA.

Spend more time on this slide if students need more support to fully understand the key words and phrases, and how they relate to sport.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

5

R184, TA1

CAMBRIDGE NATIONALS

Last person standing!

• Everyone stands up.

• One person names a user group.

PL E

• The next person names a different user group.

• Keep going until someone cannot name a new user group. That person loses a point.

• The game begins again, starting with a different person. When someone loses all three points, they are out and sit down.

• The game continues until only one person is left standing!

Let’s get started

Issues affecting participation in sport

Barriers to participation in sport

Key words and phrases

Last person standing!

SA M

This plenary game can be played in groups of any size, from two students up to a full class, depending on your preferences. It is an engaging task that will help students retain information about user groups through repetition.

Support: Allow students to work together in pairs, or to work individually in smaller groups instead of as a whole class.

Challenge: This game can be extended to include possible sports that each stated user group might play or barriers they might face. For example, the first person names a user group, the next person names a sport that the user group could participate in and the next person states a potential barrier which might prevent the user group from participating in that sport.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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