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Building Brighter Futures Together
Student Book
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Sport Studies
Student Book Carl Attwood, Helen Bray, Amie Brooks & Kim Nkonde
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This print and digital student book covers all the units for the Cambridge National in Sport Studies (J829) Level 1 / Level 2, redeveloped for first teach from September 2022. With an easy-to-follow visual layout and accessible language, this practical course companion will make your learning both enjoyable and meaningful.
CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2
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A practical, activity-based textbook to develop knowledge and skills, and apply your learning.
Sport Studies
9781009119740 Attwood, Bray, Brooks & Nkonde Cam Nats Sport Studies Student Book CVR C M Y K
Sport Studies
CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2
CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2
Our resources use practical and proven approaches to teaching and learning, designed by teachers to support every student to succeed and develop skills for life.
Digital Access 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 M Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2
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Sports Studies Student Book
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Carl Attwood, Helen Bray, Amie Brooks & Kim Nkonde
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 23846 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781009119740 © Cambridge University Press 2022
First published 2022
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This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in Italy by L.E.G.O S.p.A.
A catalogue record for this publication is available from the British Library ISBN 978-1-00911974-0 Paperback with Digital Access (2 Years) ISBN 978-1-00911339-7 Digital Student Book (2 Years) ISBN 978-1-00911338-0 1 Year site license
Additional resources for this publication at www.cambridge.org/9781009119740
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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
The teaching content of this resource is endorsed by OCR for use with specification OCR Level 1/Level 2 Cambridge National in Sport Studies (J829). All references to assessment, including assessment preparation and practice questions of any format/style, are the publisher’s interpretation of the specification and are not endorsed by OCR. This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments. Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification. OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website. NOTICE TO TEACHERS IN THE UK
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Contents
Contents Unit R186: Sport and the media 165 TA1:
he different sources of media T that cover sport 167
TA2:
Positive effects of the media in sport 178
TA3:
Negative effects of the media in sport 195
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Acknowledgements 4 Introduction 5 How to use this book 6 Support for you 8 Unit R184: Contemporary issues in sport 9 TA1:
I ssues which affect participation in sport 11
TA2:
The role of sport in promoting values 34
TA3:
he implications of hosting a major T sporting event for a city or country 58
TA4:
he role national governing T bodies (NGBs) play in the development of their sport 75
TA5:
The use of technology in sport
TA1:
rovision for different types of P outdoor and adventurous activities in the UK 210
TA2:
quipment, clothing and safety E aspects of participating in outdoor and adventurous activities 219
TA3:
lan for and be able to participate in P an outdoor and adventurous activity 232
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Unit R187: Increasing awareness of outdoor and adventurous activities 208
Unit R185: Performance and leadership in sports activities 100 TA1:
Key components of performance 102
TA2:
pplying practice methods to support A improvement in a sporting activity 117
TA3:
rganising and planning a sports O activity session 128
TA4:
Leading a sports activity session
TA5:
eviewing your own performance R in planning and leading a sports activity session 156
TA4:
valuate participation in an outdoor E and adventurous activity 246
Glossary 250 Index 257
144
3 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Acknowledgements
Acknowledgements
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The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Cover Image: OSTILL/Getty Images
Thanks to the following for permission to reproduce images:
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Vm/GI; Construction Photography/Avalon/GI; Klaus Vedfelt/GI; VW Pics/GI; Jan Kruger/GI; Richard Heathcote/GI; Hannah Foslien/GI; Pool/GI; Julian Finney/GI; AFP Contributor/GI; Richard Heathcote/GI; Michael Dodge/GI; Lintao Zhang/GI; Clive Brunskill/GI; Handout/GI; AFP/GI; Adrian Dennis/GI; PA Images/Alamy; View Pictures/GI; Oli Scarff/GI; Alexandre Loureiro/GI; Buda Mendes/GI; Tim De Waele/GI; Alex Broadway/GI; Rob Newell CameraSport/GI; Anne-Christine Poujoulat/GI; AndreyPopov/GI; Getty Images/GI; EyesWideOpen/GI; The Washington Post/GI; Odd Andersen/GI; SolStock/GI; Mike Harrington/GI; Clive Brunskill/GI; Brandon Malone/GI; Jamie Schwaberow/GI; John W. McDonough/GI; Rob Tringali/GI; Stu Forster/GI; Yoshimasa Nakano/GI; Ben Hoskins - ECB/ECB via GI; Phil Walter/GI; Mark Metcalfe/GI; Christof Koepsel/GI; Chip Somodevilla/GI; Mohd Rasfan/GI; Marta Iwanek/GI; Thomas F. Starke/GI; Valery Sharifulin/GI; Anthony Asael/Art In All Of Us/GI; Christof Koepsel/GI; Mark Thompson/GI; Visionhaus/GI; Shaun Curry/GI; Chesnot/GI; Chris J Ratcliffe/GI; Jeff Overs/GI; Joe Maher/GI; Robbie Jay Barratt - AMA/GI; Jack Thomas/GI; SOPA Images/GI; Friedemann Vogel/GI; Karwai Tang/GI; Gareth CopleyICC/GI; Richard Baker/GI; Charlie Crowhurst/GI; Jeff Spicer/BFC/GI; Justin Setterfield/GI; Alex Davidson - RFU/GI; Laurence Griffiths/GI; Michael Steele/GI; Kevin Light/GI; Peter Cade/GI; Richard Drury/GI; Vernonwiley/GI; Tobias Titz/GI; Westend61/GI; SolStock/GI; Sam Mellish/GI; Sean Justice/GI; Daniel Milchev/GI; Cavan Images/GI; Xulio Villarino/GI; Tonywestphoto/GI; Holde Schneider/GI; Cavan Images/GI; Rawpixel/GI; Justin Paget/GI; LeoPatrizi/GI; Nathan Stirk/GI; Matthew Williams-Ellis/GI; Layne Kennedy/ GI; Cavan Images/GI; Mikroman6/GI; Hans Neleman/GI; Nick David/GI; FatCamera/GI. Key GI-Getty Images
4 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Introduction
About your Sport Studies Cambridge National course and qualification
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The world of sports is fast-moving and varied: it includes careers directly related to exercise and physical activity, but also the health and media sectors. You might want to work as a sport performer or a leader of outdoor and adventurous activities, as a journalist covering sports or for an organisation promoting youth participation in your favourite sport. Whatever you choose, you will benefit from understanding contemporary issues in sport, learning about sports performance and leadership, understanding the relationship between sport and the media and learning about outdoor and adventurous activities. During your course, you will also develop skills in research, leadership, planning and evaluating programmes, creating presentations and reports, as well as learning important information about leading a healthy lifestyle.
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How you will be assessed
You have to complete three units – two mandatory units and one optional unit from a choice of two.
Mandatory units: •
R184 Contemporary issues in sport. You will take a written exam for this unit. The exam lasts for 1 hour 15 minutes, and is worth 70 marks. The exam is set and marked by OCR.
•
R185 Performance and leadership in sports activities. You will be given an assignment to complete for this unit, which is worth 60 marks. This set assignment contains three to five practical tasks.
Optional units: •
R186 Sport and the media. You will be given an assignment to complete for this unit, which is worth 60 marks. This set assignment contains three to five practical tasks.
•
R187 Increasing awareness of outdoor and adventurous activities. You will be given an assignment to complete for this unit, which is worth 60 marks. This set assignment contains three to five practical tasks. 5
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
How to use this book
How to use this book Throughout this book, you will notice lots of different features that will help your learning. These are explained below.
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These features at the start of each unit give you guidance on the topic area, what you will learn and how you will be assessed.
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Thought-provoking questions at the start of units and topics will get you thinking about the subject.
This section gives you information about what content is covered in the topic.
Case studies based on real-life situations put key concepts and practices into context. The accompanying questions check your understanding and challenge you to take your learning further.
6 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
How to use this book
Key words are highlighted in the text and explained fully in the glossary, often using examples, to ensure you fully understand key terminology.
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Practical activities that you can do on your own give you the opportunity to practise important skills and techniques, and to prepare for your assessments. The examples provided in the Let’s Get Practical sections are not exhaustive and are provided as an aid to teaching.
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Over to you! activities let you apply your knowledge and think more deeply about your course.
These question boxes give you regular opportunities to test your knowledge so that you feel ready for your exam or assessment.
Stretch activities and questions give you the opportunity to try more challenging questions and to extend your knowledge.
Summary sections help you review your learning, to check you understand key concepts and can apply your learning. They also show you where to look back for more information if you need to read it again.
7 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Support for you
Support for you Our resources in this series are designed to work together to help you with your Cambridge National course.
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Your Student Book is where you will find the core information you need. This will help you with your knowledge and understanding of the subject. Information is arranged by unit and then by topic area, so you can easily find what you’re looking for. Questions and activities will help you to apply your knowledge and understanding and to develop practical skills. You can assess your progress with the Test Your Knowledge questions. When you’ve completed the quiz, check your answers in the digital edition.
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Your Revision Guide and Workbook supports you with the externally assessed unit of your course. The exam preparation section offers advice to help you get ready for this assessment. The revision guide section provides concise outlines of the core knowledge you need. Each page focuses on a small piece of learning to help you break your revision up into manageable chunks. The workbook section brings your revision and learning together with practice questions. Digital quizzes help you to understand the language used in your assessment and to check your knowledge and understanding of key concepts.
The Teacher’s Resource is a rich bank of ideas to help your teacher create engaging lessons to meet the needs of your class. It contains PowerPoint slides, activity and delivery ideas, worksheets and audio-visual material, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment.
8 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Contemporary issues in sport
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R184
Let’s get started
The image shows a number of different groups of people exercising in a park. Using the picture to help you, see how many groups of people you can identify that take part in sport within the UK and across the world. For example, two groups you might identify could be children and parents.
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
What will you learn in this unit?
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In this unit, you will start to understand the various issues that can affect sporting participation for a number of different user groups. You will learn about the various ways these user groups are encouraged to participate in sport. You will gain an understanding of how important it is that everyone has an opportunity to participate in sporting activities, allowing the promotion of positive values. You will be made aware of the benefits and potential drawbacks of a city or country hosting a major sporting event. You will begin to understand the role that national governing bodies (NGBs) play in the development of sport and how technology has impacted upon sport, its participants and its spectators. In this unit you will learn about:
issues which affect participation in sport TA1
•
the role of sport in promoting values TA2
•
the implications of hosting a major sporting event for a city or country TA3
•
the role national governing bodies (NGBs) play in the development of their sport TA4
•
the use of technology in sport TA5.
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How you will be assessed
This unit will be assessed by a 1-hour and 15-minute written exam that is worth 40% of your overall mark. In the exam, you will be expected to show that you understand this unit by answering questions that require you to analyse and evaluate your understanding of the topic in a number of sporting settings.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA1
Issues which affect participation in sport
TA1
Issues which affect participation in sport 1
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Let’s get started
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There are many different types of user groups that participate in sport. Using these pictures of basketball and wheelchair racing, can you identify some of the user groups that take part in sport? What groups are you part of? Have these changed throughout your life so far?
Figures 1.1 and 1.2: Specific user groups participating in sport
What will you learn? •
The different user groups who participate in sport.
•
The possible barriers that can affect people’s participation in sport.
•
The possible solutions to the barriers affecting people’s participation in sport.
•
The positive and negative impacts on the popularity of sport in the UK.
•
The growth of emerging and new sports in the UK.
11 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
1.1 User groups The different user groups who participate in sport Different genders Unemployed/ economically disadvantaged people
Retired people/ people over 60
Some user groups that participate in sport
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Parents (singles or couples)
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People who work
People from different ethnic groups
Families with children
People with disabilities
Carers
Teenagers
People with family commitments
Young children
Figure 1.3: Some user groups that participate in sport
A person will be part of one or more user groups and these user groups may change throughout their life. For example, if a teenager who plays sport has an accident and can no longer walk but still plays sport, they become part of the people with disabilities user group.
12 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA1
Issues which affect participation in sport
Gender
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Gender identity is how a person feels and who they know themselves to be. There are more than two genders, although in relation to society and various cultures it is broadly related to being male or female. Other possible examples of gender include transgender and gender neutral. The idea of gender being just male and female is seen throughout sport. Sports such as football, tennis, rugby and golf do not usually allow males to play against females at adult level, or even play together in mixed teams (other than mixed doubles in tennis, for example). The International Olympic Committee (IOC) only allowed transgender athletes to participate in the Olympic Games in 2004.
People from different ethnic groups
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An ethnic group is a group of people who share a similar cultural background, such as language, beliefs and ancestry (your family members from previous generations). Religious beliefs may influence things like the way people dress or when and how they are able to participate in sport. During the 2012 Olympics in London, the Iranian women’s football team was disqualified by FIFA, football’s world governing body, because the team showed up for the qualifying match wearing headscarves. At the time, this was considered a safety concern and against FIFA’s dress code. This ban on headscarves has since been removed by FIFA.
Retired people and people over 60
A person can retire from their job at any age they wish, but most commonly people retire at the age at which they can start receiving their state pension. There are plans to raise the state pension age to 68 in the future. Retired people have more free time as they do not work, but they may have less disposable income because they are not earning money from work. Due to the possibilities of health problems at this age, sports such as walking football have recently become more popular for this user group. This is because these sports are low-impact (put less strain on the body), so they are less of a health or injury risk.
13 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
Families with children
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Having children can create time pressures on parents that affect their participation in sport. The time that they spend raising and caring for their children could limit their sports participation, especially if they also cannot access childcare. However, parents and children alike could influence each other to participate in sport. A parent taking their children to an ice-skating class might decide to become involved in the sport themselves, or a child may watch their parents playing netball or football and decide that they would like to try the sport.
Carers
Carers are adults or children who look after elderly relatives, parents, siblings or other people they have responsibility for. For these people, involvement in sport can be used as a break from their responsibilities and can give them time to relax. Carers could also find opportunities whilst they are attending a sports club or activity with the person they are caring for. For example, they could become a sighted guide running with a sight-impaired person who is participating in a running event.
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People with family commitments
A family commitment is an agreement that you will do something to help your family, such as shopping for an elderly relative. For a parent, a family commitment could be taking their young son or daughter to their weekly gymnastics training. Over to you!
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How would you explain the term user group to a group of primary school children? Write a young child-friendly version of what a user group is, using examples and pictures. Use the glossary for help if needed.
Young children and teenagers
Legally, anyone under the age of 18 is a child. However, you might hear people describing a young child as someone up to the end of primary school (around 11 years old), whereas a teenager is someone aged 13 or over. Sometimes people think of a teenager as anyone who is of secondary school age. 14 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA1
Issues which affect participation in sport
Young children and teenagers who are at school or college may take part in sport at school or in their free time. They usually have to rely on their parents to take them to and from practice or sporting events. Otherwise, they are restricted to the sports that are within walking or cycling distance. This will obviously limit the sports that they can play. For example, a busy parent may not be able to take their daughter to play rugby if the nearest girls’ rugby club is a 40-minute drive away.
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People with disabilities
A person with a disability is defined as someone who has a long-term physical or mental impairment that has a negative effect on their ability to carry out normal day-to-day activities, such as sport. Some physical disabilities may be obvious to other people, such as when someone uses a wheelchair, but there are many types of disability that cannot be easily seen. For example, some people are deaf or have mental disabilities. Someone’s disability might have an impact on their relationships with other people, their hearing or their ability to think, learn and communicate.
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People with disabilities may have a reduced or limited access to sports, as there might be fewer sports clubs for them to join. How many football teams are in your area? Now think about how many football teams there are in your local area for people with sight impairments. It is likely that there will be far fewer, if any.
Parents (single or couples)
Parents usually have lots of commitments and pressures relating to their families and their jobs, but many take the opportunity to exercise with their children. As well as spending time together, it allows parents to set a good example for their children by showing the importance of an active healthy lifestyle.
People who work
Sometimes, people who work need to find different ways to exercise to make sure that they can fit it around the hours they work. Many people exercise before or after work, or they may walk or cycle to work. Some big companies have onsite gyms or exercise classes, or they may offer discounted gym memberships. People who work are also likely to have more money to spend on exercising than people who do not have a job. 15
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
Unemployed or economically disadvantaged people Some people do not have jobs (unemployed). Other people are economically disadvantaged, which means that although they have a job, they do not earn enough to meet basic needs such as buying the food and clothing that they need. These people may qualify for help from the government in the form of benefits.
Over to you!
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There are a number of schemes around the country that offer people discounted sports memberships if they do not have enough money. An example of this is the Sheffield Saver Plus Card, which gives some people up to a 30% discount on sports classes and memberships. However, some activities are much cheaper to participate in, such as walking and jogging. 2
Create a mind map. In the centre, explain what a user group is, then add all the user groups that have been discussed in this section around the outside. Give examples of sporting activities they might participate in.
2
Write an explanation of how each user group in your mind map relates to you, your family and your friends.
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1
1.2 Possible barriers Let’s get started
2
Work with a partner (a friend or a parent/carer) to create a table like Table 1.1 and fill it in. Try to include as many sports and activities as you can. Use the example to help you.
Table 1.1: Why I do or do not take part in some sporting activities Sports/activities I have taken part in
What helped me to take part in these sports/activities?
Sports/activities I would like to take part in
What has stopped me from taking part in these sports/activities so far?
Dance
My mum loves dance and enjoys taking me to classes and performances.
Skiing
It is too expensive for my family to pay for the classes and equipment.
16 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA1
Issues which affect participation in sport
Possible barriers which affect participation in sport Lack of disposable income Lack of balanced media coverage of gender and ethnicity
Lack of positive family role models or family support
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Employment and unemployment
Possible barriers to participation in sport
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Family commitments
Lack of transport
Lack of appropriate activity provision
Lack of awareness of appropriate activity provision
Lack of positive sporting role models
Figure 1.4: Possible barriers to participation in sport
Many of the possible barriers to sports participation identified in Figure 1.4 are common to most or even all user groups.
Employment and unemployment
People who work (employed) often have work commitments which can reduce the time available to take part in sport. If someone does not work (unemployed), they will have more free time but could struggle to afford the costs of participation, such as gym membership or a mountain bike. 17 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
Family commitments If you have to spend time helping your family, you may not have enough time to participate in sport. For example, if you were asked to regularly collect a younger family member from school, it could stop you from joining an after-school sports club.
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Lack of disposable income Disposable income is the money that you have left after paying bills for essential things such as food and housing. Some people might not be able to afford to participate in a sports activity. For example, buying or hiring skiing equipment is usually very expensive, on top of the expense of lessons and cost of travel to the nearest ski slope. This means that some groups of people will not be able to take part in skiing due to a lack of disposable income.
Lack of transport
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If you do not have access to transport to get to where the sport takes place, you will not be able to participate. You will only have access to sports within walking or cycling distance of where you live. This will limit the number of sports that you can take up. Think of the sports clubs near you or the ones you participate in – could you walk to them?
Lack of positive sporting role models
A role model can be a local sports coach, a family member or a famous athlete. They are someone who other people look up to and want to be like. If a certain user group does not have many positive role models, they will have no one to inspire them to participate in sport. For example, there are not many hijab-wearing women in sport who can act as role models, and this can have an impact on young Muslim girls joining sport. However, one example of such a role model is Zahra Lari, who was the first figure skater from the UAE to compete internationally and the first hijab-wearing competitor in the world. Judges at a competition in 2012 deducted a point because she was wearing a hijab, which they said was an ‘outfit violation’, so she successfully campaigned for a change to the regulations.
18 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA1
Issues which affect participation in sport
Test your knowledge
1
A family contains Mum, Dad and two children at primary school. Dad works part-time and Mum works full-time. Identify two possible barriers that might prevent the parents from regular participation in sport.
2
Identify the possible barriers to sports participation of a recently unemployed single parent with two children.
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1
Lack of positive family role models or family support
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Older family members often set an example to younger members of the family. If there aren’t any sporting role models within the family, then someone might not become involved in sport. A child often becomes involved in a sport that one of their parents enjoys or takes part in. For example, if a child sees their parent going out for a run, dressed in cycling clothing or participating in dance, then the child is more than likely to think that these activities are normal and interesting and to become involved in them.
Lack of appropriate activity provision
Activity provision means the sporting activities that are available in your area. If a sporting activity is not available for a particular user group, then that user group cannot take part. For example, if a person who uses a wheelchair wanted to play basketball, they would need appropriate facilities and coaching. A parent might want their child to participate in squash or water polo just like they did as a child, but if there are no clubs in the local area it would be more difficult for the child to take part in that activity.
Lack of awareness of appropriate activity provision Awareness relates to how knowledgeable a specific user group is about things that are available to them. If someone does not know what activities are available in their local area, then they will not know where they can participate. For example, if a swimming or archery club only advertises itself on social media, then people who do not or cannot access social media (such as some older people) will not be aware of that club. 19
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
The lack of equal coverage of gender and ethnicity in the media
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The media plays a huge part in encouraging user groups to participate. However, a negative portrayal (showing something in a bad way) by the media can have serious negative effects. Negative portrayals within the media affecting gender and ethnicity is mainly caused by the following problems.
Stereotypical images of gender and ethnicity
Figure 1.5: The 2021 Vitality Netball Super League Season Opener between Surrey Storm and Saracens Mavericks
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When certain genders and ethnicities are stereotyped by being shown only performing in specific sports, this could potentially limit the sporting choices for people within those user groups. For example, if a girl mainly sees images of females participating in netball, then this will increase the likelihood of them playing netball instead of trying other sports that they may enjoy more. Equally, boys may see netball as a ‘girls’ sport’ and so may not want to play it.
The amount of media coverage
User groups that gain less media coverage in a sport are less likely to take part in that sport. An example of this was the traditional media showing more men than women playing football. In recent years, the media coverage of women’s football has dramatically increased, causing female participation in football to rise throughout the UK.
The gender and ethnicity imbalance within sports punditry The role of the sports pundit or commentator has traditionally been dominated by white men. This imbalance is finally being changed across a variety of sports. For example, in men’s football, it is now common for women to present and commentate on games.
20 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA1
Issues which affect participation in sport
Table 1.2: The different user groups and some of the possible barriers to sports participation Possible barriers to sports participation
Gender
Lack of positive sporting role models, lack of awareness, stereotypical images within sport, lack of media coverage.
Different ethnicities
Religious beliefs, lack of role models, fear of discrimination (treating someone unfairly because of who they are), lack of awareness, language barrier (for example, inability to speak English), lack of media coverage.
Retired people/people over 60
Lack of self-esteem or confidence, family commitments, lack of fitness, work commitments if still working, lack of transport, not being able to afford the cost of participation.
Families with children Carers People with family commitments Young children/teenagers People with disabilities
Parents (single or couples) People who work
Childcare costs, family commitments, limited childcare, lack of time, transport issues if they only have one car. Caring commitments, lack of time, unsuitable timing of activities. Family commitments, lack of time.
Lack of role models, lack of awareness, lack of transport, poor body image or lack of confidence. Lack of specialised transport, fewer role models, lack of specific disability sessions, lack of confidence or self-esteem, lack of access to specialised equipment and facilities. Childcare costs, family commitments, limited childcare, lack of time, lack of transport. Work commitments, unsuitable timing of activities, lack of time.
Lack of disposable income, lack of transport (may not own a car or have money for transport), cost of equipment.
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Unemployed/economically disadvantaged people
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User group
Case study
Elite athletes and their barriers to sports participation
Amy Williams MBE is a former British skeleton racer and Olympic gold medalist. She was born in Cambridge and attended the University of Bath (the site of the UK’s only bobsleigh and skeleton push-start track). Her father was a university professor and her mother was a midwife.
Figure 1.6: Amy Williams had to overcome barriers to succeed in her sport
21 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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Continued LeBron James is one of the greatest ever basketball players. His mother was 16 years old when he was born and she raised him on her own whilst trying to find work. Check your understanding
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Both of these athletes have overcome numerous barriers for them to participate in their sport. Name four or more potential barriers of sports participation.
2
Give two different barriers for both athletes that could have affected their participation in sport.
3
Explain how each of the barriers you identified in Question 2 could have affected their participation in sport.
Figure 1.7: LeBron James had to overcome different barriers to succeed in his sport
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1
1.3 Possible barrier solutions Let’s get started
3
Think of someone you know who is retired or is over the age of 60. What barriers might make it difficult for this person to take part in sport? What could be done to help encourage them, and retired people or people over the age of 60 in general, to participate in sport?
You have looked at the potential barriers that can reduce the chances of people taking part in sport. Now you will learn about possible solutions to these barriers that can help increase participation rates for all user groups.
22 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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Possible solutions to the barriers which affect participation in sport Increased provision
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If the provision (amount of available sporting opportunities) is increased for a certain user group, it will be easier for them to access that sport and participation rates should increase. Here are some methods of increasing provision.
Appropriate programmes, sessions and activities
Having the right session in the right place can increase participation rates for specific user groups. For example, the introduction of specific disability skiing and snowboarding sessions at a ski centre would increase the participation of local people with disabilities in these sports.
Appropriate times for different user groups
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If a gym created an exercise session in the evenings, local people who work during the day would be more likely to attend.
Promotion strategies
The use of targeted promotion
Targeted promotion focuses on specific user groups instead of everyone. The aim is to increase awareness and sports participation for one specific user group. For example, a local children’s rugby team wishing to increase their number of players of certain ages could provide leaflets to their local primary school focusing on certain year groups only.
Role models
Promoting specific role models can encourage people from their user group to take up their sport or activity. An example would be a sports centre using posters of female athletes to promote women’s exercise sessions.
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Initiatives
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An initiative is an action or programme, like a sports campaign, that aims to have an impact and make a difference. This Girl Can is an example of an initiative started by Sport England to get more girls taking part in sport. Initiatives can also include local sports clubs offering incentives for performers (such as gifts like a t-shirt or ball for attending a rugby summer holiday club) and taster sessions (offering a session or class for free or at a reduced price).
Figure 1.8: Prince Harry attending the This Girl Can initiative, which promotes female participation in sport
Increased and appropriate transport
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Increasing transport links and making appropriate transport available for specific user groups can increase participation rates because it is easier for people to get to the sporting activity. For example, a specialist sports club could campaign to raise money to buy a wheelchair-friendly minibus to transport participants to and from their classes and matches, which could increase participation for that specific user group.
Appropriate facilities and equipment
Increasing the facilities and equipment that are available for specific user groups will help to increase participation levels and overcome potential barriers. For example, if a leisure centre invests in a hoist to allow people with movement difficulties to enter the pool more easily or purchases a variety of equipment for sight-impaired participants, such as footballs with bells inside, then this will allow more user groups to participate in activities at the leisure centre.
Improved access to facilities
A leisure centre offering specific access to facilities helps to overcome certain barriers for various user groups. For example, the leisure centre could provide ramps and wide doorways for easy wheelchair access and swimming pools with mechanical floors, which allow the depth of the pool to be changed to suit the ability of the swimmers.
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Appropriate pricing
Test your knowledge
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For several user groups, a lack of disposable income (money) can be a barrier to sports participation. This can be overcome through concessions (reduced prices for groups such as children, students, retired people and those who are unemployed), as well as through taster sessions and free or reduced-price equipment. Some leisure centres also have loyalty card schemes, which give people a discount on sessions depending on the number of sessions they attend, such as attending four sessions to get one free. 2
Aki is a ten-year-old boy who lives in a remote part of the countryside with his unemployed single father. Identify the different sporting user groups that Aki and his father belong to.
2
Identify one potential participation barrier for Aki and one for his father.
3
Explain a possible solution for each of the barriers you have identified.
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1
Table 1.3: The different user groups and some common solutions to overcome the possible barriers to sports participation User group
Provision
Promotion
Transport and access
Pricing
Gender
Gender-specific sessions
Gender-specific role models
Subsidised transport Reduced-price sessions
People from different A range of sports ethnic groups that appeal to all
Targeted promotions Subsidised transport specifically aimed at minority ethnic groups
User group concessions
Retired people or people over the age of 60
Specific user group activities, such as senior-only sessions and walking football
Targeted promotion using older role models
Free public transport User group for retired people concession
Families with children and people with family commitments
Provision of parent/ child sessions and family sessions, and appropriate timing of sessions, such as during the day whilst children are at school
Initiatives aimed at families and making suitable activities available
Provide transport or subsidise family travel.
Child concessions, free children’s places and family discounts
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Table 1.3: Continued Provision
Promotion
Transport and access
Carers
Appropriate timing of sessions, such as after-school sessions that begin a little later or where younger siblings can attend
Targeted promotions Subsidised transport specifically aimed at carers
Young children
Taster session to Targeted promotion introduce children to using positive child role models a new sport
Teenagers
Appropriate afterschool session times
Incentives or rewards Subsidised transport for continued involvement, possibly through social media or a smartphone app
People with disabilities
Specific activities suitable for the user group, such as specific sporting sessions for hearingimpaired people
Targeted promotion using positive role models with disabilities
Pricing Concessions and a carers’ discount
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User group
Subsidised transport
Provision of specialised transport, such as buses with wheelchair access
Free or cost-effective sessions
User group concession
User group concessions and reduced-price equipment
Parents (single or couples)
Provision of family sessions
Targeted promotion Subsidised using role models transport for parents that demonstrate and children the balance between raising children and sporting participation
User group concession
People who work
Appropriate timing of after-work sessions
Targeted promotion using appropriate role models
Appropriate public transport timetable for use after working hours
Subsidised sporting or fitness memberships through work schemes
People who are unemployed or economically disadvantaged
Increased variety of subsidised sessions
Initiatives that are specific to the user group, such as sporting activities linked to job fairs
Subsidised transport
User group concession
26 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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Over to you!
3
Think of a sport that you would like to participate in. What possible barriers could make it difficult for you to take part in this sport? Try to list at least three.
2
Now use the information in Table 1.3 to think of possible solutions that would make it easier for you to participate.
Stretch
1
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1
Select two famous sporting role models who have inspired you in some way. Research both of them to find out about their childhood and their life growing up to help you answer the following questions.
State the user groups that they have been part of during their life. For example, the tennis champion Serena Williams was a child and then a teenager and is now a parent.
b
Explain the barriers that each of your role models have faced during different periods of their lives. For example, what barriers did they face as a child, as a teenager and during their professional career?
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a
c
Compare and contrast the barriers and highlight any common themes between your two role models.
d
Analyse what the possible solutions could be for those common barriers.
e
Now analyse your own life and sporting performances, highlighting your user group, the barriers you have faced when performing in sport and the ways you overcame these barriers.
1.4 Factors which can positively and negatively impact upon the popularity of sport in the UK Sport plays a vital role within most cultures across the world and the UK is no different. Participation in sports and physical activities plays a crucial role in maintaining the physical and mental health of the nation.
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Positive and negative impacts on the popularity of sports in the UK The number of people participating Sport England continually collects and evaluates data relating to people’s sports participation in England.
27.5%
Active An average of 150+ minutes a week
11.6%
60.9%
11.6% of adults (5.3 million) were fairly active but didn’t reach an average of 150 minutes a week
60.9% of adults (27.8 million) did an average of 150 minutes or more a week
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27.5% of adults (12.5 million) did less than an average of 30 minutes a week
Fairly active An average of 30–149 minutes a week
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Less active Less than an average of 30 minutes a week
Figure 1.9: The key headline figures for adults from the Active Lives Surveys, May 2020 to May 2021, carried out by Sport England (Source: Sport England website)
Less active Less than 30 minutes a day
31.3%
32.4% of children (2.3 million) were less active
Fairly active An average of 30− 59 minutes a day
Active An average of 60+ minutes a day
23.8%
44.9%
23% of children (1.7 million) were fairly active
44.6% of children (3.2 million) were active
Figure 1.10: The latest key headline figures for children from the Active Lives Surveys, academic year 2020-21, carried out by Sport England (Source: Sport England website)
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Walking was the most popular adult activity, with 24 million people partaking, an increase in 3.6 million on the previous year, with team sports played by 1.4 million partaking, a decrease of 1.4 million on the previous year mainly due to the Covid-19 pandemic. Walking is so popular because it is the most accessible activity for the majority of the population because it does not require any equipment or skill to take part and it can be done anywhere free of charge.
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The more people who participate within a sport, the more popular that sport becomes. Football is a perfect example of this, with the world governing body for football, FIFA, stating that over 240 million people regularly play football worldwide, with nearly 5 million officials worldwide at the last count. This has contributed to football being the most-watched sport in the world.
The provision of facilities
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If there are more facilities in an area for a particular sport then more people will be able to participate, increasing the popularity of that sport. Football is extremely popular in the UK, in part due to the large number of grass pitches that can be used. On the other hand, the UK’s only bobsleigh and skeleton push-start track is at Bath University, which obviously limits participation in those sports to people who live nearby or can travel there easily (see Section 1.2, Case study). This reduces the popularity of these sports.
Environment and climate
The UK has a good climate for rugby, which can be played in sun, rain and even snow, and this fact increases the popularity of the sport. However, the popularity of sports from the Winter Olympics, such as skiing and snowboarding, is limited due to the terrain and comparatively low snowfall in much of the UK. Often, the only way to take part in these sports is to go abroad or visit an artificial ski slope, which limits participation and therefore popularity.
Live spectator opportunities
The number of opportunities to watch a sport live, in person or particularly from home, impacts on the popularity and the participation rates of that sport. Sports such as netball, basketball, rugby and football have large numbers of professional and semi-professional teams, increasing the opportunity for spectators to view these sports live in the 29 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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stadium or venue. This opportunity to view these sports live in person allows spectators to be immersed in the atmosphere and the sport, increasing its popularity even further. Over to you!
4
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Choose a sport. Discuss with a partner, a friend or a family member the possible factors that might impact on the popularity of that sport.
The amount and range of media coverage
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The more media coverage a sport receives, the more popular it will become, which increases participation rates. This coverage can include newspapers, television or social media. Terrestrial (BBC/ITV) and subscription channels (Sky Sports/BT Sport) and a number of 24/7 sports channels make viewing sport very easy. The more popular sports, such as football, gain more media coverage, which makes them even more popular.
High-level success of individuals and teams
Figure 1.11: When was the last time you saw gymnastics on If an individual or team is successful, TV? It was probably during the last Olympic Games. then that particular sport gains popularity. This is because more people become aware of the sport and are inspired to take part in it due to the success they have seen. For example, British cyclists have had tremendous success at recent Olympic Games, prompting many people to take up cycling.
Positive role models in a sport
A role model is a person who others look up to. These people can increase the popularity of their sport and inspire people to take part. For example, Olympic gold medal-winning cyclists Dame Laura Kenny
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and Sir Chris Hoy, and Mark Cavendish’s success in the difficult Tour de France cycling race, have inspired many people to begin cycling.
Social acceptability
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A specific user group or sport can lack role models, which can negatively impact on a sport’s popularity. There is a long-running debate within sport about whether or not certain user groups (such as women, various ethnic groups and people with disabilities) lack a range of positive role models.
The history of a sport within a country and cultural trends determine whether that sport is socially acceptable or not. Social acceptability (how acceptable a sport or activity is seen to be by people within a country) has an impact on the popularity of a sport. For example, some people do not like boxing as they see it as violent. In the UK, traditional team games such as rugby union and netball are socially acceptable because they encourage people of all ages to play together and are non-violent. This social acceptability has a positive impact on these sports’ popularity and participation levels. 3
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Test your knowledge
1
There are a number of factors that influence the popularity of handball within the UK, such as social acceptability. Research handball if you are not familiar with it. a
Name two factors other than social acceptability that could impact on the popularity of handball in the UK.
b
Describe how these factors could impact negatively on the popularity of handball within the UK.
1.5 Emerging and new sports Netball, rounders, table tennis, golf and tennis are seen as traditional sports within the UK. This is because they have long histories and many people play them. Emerging sports are new sports that are growing in popularity and participation rates in a particular country or area.
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The growth of emerging and new sports in the UK Current emerging sports New sports in the UK that you might have heard of already include: •
footgolf
•
ultimate frisbee
•
walking football
•
kabaddi.
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Two very new emerging sports in the UK are padel and pickleball: Padel is a racket sport like tennis and is played mainly in doubles on a court that is one-third of a tennis court. It was incorporated into the Lawn Tennis Association (LTA) in 2019. There are more than 89 000 active padel players across the UK and the numbers are increasing.
•
Pickleball combines elements of badminton, tennis and table tennis. It can be played indoors or outside on a badminton-sized court in singles or doubles play.
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•
Figure 1.12: Padel is a racket sport where the surrounding walls can be used as a playing surface
The development of and opportunities to participate in emerging sports The speed at which emerging sports develop in terms of popularity and participation levels within the UK depends on many factors that have already been discussed in this section. There are fewer opportunities to participate in an emerging sport than in more well-established traditional sports. This is because there are fewer teams to join and fewer facilities to use. For example, there are only about 150 padel courts in the UK.
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Stretch
2
Select an emerging sport, such as footgolf, ultimate frisbee, handball, walking football, kabaddi, pickleball or padel. Imagine you have been put in charge of that emerging sport in the UK. Research your chosen emerging sport. Find out any key facts, its rules, its participation rates and other places in the world where it is played.
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Analyse the possible barriers to participation in your emerging sport in the UK and how you could overcome them to increase participation rates in the UK.
Review your learning Test your knowledge
4
What are some emerging sports in the UK?
2
What are some differences between an emerging sport and a traditional sport such as badminton?
3
What are some factors that would help increase the participation levels of padel or any other emerging sport?
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1
What have you learnt?
See section
•
The different user groups who participate in sport.
1.1
•
The possible barriers that can affect people’s participation in sport.
1.2
•
The possible solutions to the barriers affecting people’s participation in sport.
1.3
•
The positive and negative impacts on the popularity of sport in the UK.
1.4
•
The growth of emerging and new sports in the UK.
1.5
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The role of sport in promoting values 1
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Let’s get started
Figure 1.13: Rory Mcllroy and Sergio Garcia demonstrating team spirit during the Ryder Cup in Paris
Team spirit is a value that you can gain through taking part in sport. Think about your own sporting experiences, inside or outside school. Other than physical sporting skills, what other skills did you learn?
What will you learn? •
The values that can be promoted through sport.
•
The Olympic and Paralympic movement.
•
The initiatives, campaigns and events that can be used to promote sporting values.
•
The importance of etiquette and sporting behaviour shown by performers and spectators.
•
The use of performance-enhancing drugs (PEDs) in sport.
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2.1 Sporting values Let’s get started
2
Playing sport at any level can help you to develop as a person – for example, it could improve your cooperation skills. Can you think of any other ways that sport has developed or could develop you?
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Have you ever played sport with or against someone from a different country or culture? How do you think this experience helped you to develop tolerance and respect? Sports participation can have many physical and mental benefits (for example, increased flexibility and reduced stress). It can also allow you to gain many positive values that you will rely on in the rest of your life.
Values that can be promoted through sport
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National pride
Tolerance and respect
Citizenship
Sporting values Excellence
Inclusion
Team spirit
Fair play
Figure 1.14: The different sporting values that can be promoted through participation in sport
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Team spirit Team spirit relates to performers supporting and encouraging team members and working together to reach a collective goal. Feelings of pride in and loyalty to the team are developed when members work together to achieve the best outcome for the team.
Fair play
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For example, in Figure 1.13 you saw one golfer congratulating a teammate for his performance in the Ryder Cup. This is a team competition where golfers from all over Europe play as a team against a team of golfers from the USA.
Fair play is behaviour that is fair, honest and does not take advantage of opponents or the situation. It is behaviour that follows the rules of the sport and demonstrates respect for all competitors. Examples of fair play are not punching below the belt in boxing and not taking performance-enhancing drugs in any sport.
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Citizenship
Sport allows people to act as good citizens, demonstrating the values of fairness, respect and equality. Citizenship relates to how people create community links and community spirit through getting involved in local sports clubs and teams. An example of citizenship is a professional team helping out in their local area. Fans Supporting Foodbanks uses football clubs and their fans to tackle food poverty in the UK, which helps to build community spirit. Professional football teams such as Liverpool, and Brighton and Hove Albion, have been actively involved with this organisation. Similarly, the actions of individual high-profile sports stars have also promoted citizenship, such as footballer Marcus Rashford helping to tackle issues such as child poverty and hunger in the UK.
Tolerance and respect
Performers often develop an understanding of different countries and cultures by playing with or against people from those countries and cultures.
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These experiences can help a performer become more open-minded and respectful towards people whose opinions and experiences may differ from theirs. This sporting value encompasses two terms: tolerance and respect. It is best to state these terms together when describing this sporting value.
Over to you!
1
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An international sporting example of sport promoting tolerance and respect is the Olympic Games. At the Tokyo 2020 Olympic Games, 11 656 performers from 206 countries and a range of different cultures came together to participate in sport.
Discuss the meaning of team spirit and fair play with a partner, a friend or a family member. Use specific sporting examples throughout your discussion and try to include examples where you have experienced team spirit and fair play in sport.
Inclusion
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Inclusion refers to the fact that all social groups must have equal opportunities to participate in sport. If one group has more opportunities than another, then that sport is not fully inclusive. In 2019, Sport England released its annual ‘Diversity in Sport’ report. This report showed that women now accounted for 40 % of board members (senior people) in Sport England and in UK Sport-funded organisations, which is a dramatic increase. The same inclusivity was not found in areas such as ethnicity and disability. BAME (Black, Asian and minority ethnic) board members accounted for just 5.2 % of board members, while only 5 % of board members considered themselves to have a disability. Sport England is now focused on ensuring inclusion for all by helping to increase the number of BAME board members and board members with disabilities in all sports.
National pride
National sporting teams can help create a sense of pride within their country. Supporting your national team or squad in a sport creates national pride by uniting the country behind their players. A tremendous sporting example of where the people from England supported an English team was during the 2020 European Championships, which were played during the summer of 2021 due to the Covid-19 pandemic. 37
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The whole of England got behind the England team and flags could be seen on many buildings and cars throughout the country.
Excellence
Test your knowledge
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Excellence relates to performers putting in maximum effort and striving to be the best that they can be in their sporting activity. Excellence can be seen in sport at all levels, from the elite (for example, the Cricket World Cup) to grassroots level (for example, a 12-year-old representing their school in a cricket match). 1
1
Name all of the values promoted through sporting participation.
2
Name any of the sporting values you have experienced while participating in sport.
3
Name the sport that you were playing when you experienced these values and describe how it made you feel.
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2.2 The Olympic and Paralympic movement Let’s get started
3
How many Olympic sports can you name from A to Z? Start with A for archery and see how far through the alphabet you can get. Is it possible to name a sport or activity for each letter of the alphabet? Tip: Remember that athletics has lots of different events, such as javelin.
The Olympic Games (for performers without disabilities) and the Paralympic Games (for performers with disabilities) are the biggest and most complex sporting events in the world. The Tokyo 2020 Olympic Games included 339 events covering 33 different sports. The Games were massive: 11 656 athletes from 207 different nations competed. The Olympic and Paralympic Games are held together every four years in a designated city. The location of the Games changes every four years and very rarely returns to a previous host city.
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The Olympic and Paralympic Games The Olympic creed The Olympic creed is a statement created by the founder of the modern Olympic Games, Baron Pierre de Coubertin. This message appears on the scoreboard at all modern Olympic Games.
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‘The most important thing is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered, but to have fought well.’
Pierre De Coubertin
This message is designed to inspire athletes and spectators alike. It emphasises that sport and life are very similar in many ways: you will have struggles, but life and sport are both about how you respond to those struggles. Always aim to try your best in all situations in sport and in life.
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The Olympic symbol
The Olympic symbol is made up of five interlocking rings. These rings represent the closeness (union) of the five continents of the world and the coming together of athletes from across the globe at the Olympic Games.
Figure 1.15: The Olympic symbol of five interlocking rings
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The Olympic and Paralympic values The Olympic Games has three specific values and the Paralympic Games has four. These are slightly different to the sporting values already discussed in this section, but they have the same aim of creating a positive sporting experience for everyone.
•
Excellence: The important thing is not winning but taking part, making progress and enjoying the healthy combination of body, will and mind. This means always trying to be the best that you can be, such as achieving a personal best in the high jump.
The Olympic values
Friendship
Respect
Figure 1.16: The Olympic values
Friendship: Athletes make friends from different countries and cultures while taking part in the Olympic Games. For example, two Olympic high jumpers, Qatar’s Mutaz Essa Barshim and Italy’s Gianmarco Tamberi, became friends through competing with one another over the years. After tying as winners in the Tokyo 2020 Olympic Games, they asked to share the gold medal, and when officials agreed they became the first joint winners in over 100 years. Friendship is the heart of the Olympic movement, encouraging us to see sport as an instrument for building mutual understanding between individuals all over the world.
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•
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The Olympic values
Excellence
•
Respect: This is about having respect not only for ourselves and our bodies, but also for rules and regulations, for sport in general and for the environment. For example, Olympic athletes shake hands with their opponents before and after events at the Olympic Games and congratulate opponents for their achievements even when they have been beaten.
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The Paralympic values Courage
Inspiration
The Paralympic values
Determination
Determination: Paralympic athletes demonstrate a strength of character that combines mental toughness, physical ability and outstanding agility. Equality This often produces sporting performances that redefine the boundaries of possibility. Figure 1.17: The Paralympic values For example, Orazio Fagone competed in three Winter Olympic Games as a short-track speed skater, but after a motorcycle accident he had to have one of his legs amputated; nine years later, he competed in the Turin 2006 Winter Paralympic Games in sledge hockey.
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•
Courage: Paralympic athletes, through their performances, showcase what can be achieved when testing your body to its limits. For example, a Paralympic diver must keep their nerve after a number of poor dives and go on to sucessfully execute a dive that is their personal best.
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•
•
Inspiration: When athletes maximise their abilities, this can inspire others to be active and participate in sport. For example, champion swimmer Ellie Robinson is a role model and athlete ambassador for ParalympicsGB’s Impossible To Ignore campaign.
•
Equality: The Paralympics celebrates diversity and shows that difference is a strength. Paralympians challenge stereotypes, transform attitudes and break down social barriers and discrimination towards people with disabilities. For example, the Paralympic Games use different classifications to minimise the impact of impairment on performance, to ensure that all performers have the best chance of success.
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Test your knowledge
2
Using sporting examples, describe what the Olympic Creed means to you.
2
Courage is one of the Paralympic values and excellence is one of the Olympic values. Can you name the other ones?
3
Choose one of the values you identified in part b and explain how you could demonstrate this value in a sport of your choice.
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1
2.3 Sporting values initiatives and campaigns Let’s get started
4
How many of the sporting values that can be promoted through sport can you remember, such as team spirit? (Do not confuse these values with the Olympic and Paralympic values.) Can you think of any campaigns or advertisements on TV or social media that have been used to promote these sporting values?
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Tip: Remember that Figure 1.14 outlined some of the different sporting values that can be promoted through participation in sport.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA2
The role of sport in promoting values
Initiatives, campaigns and events which promote sporting values
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A sporting initiative is the first step taken to solve a barrier or issue within sport and to promote the sporting values. A sporting campaign uses the media and advertisements to help address this barrier or issue. For example, initiatives and campaigns can be used to promote fair play or to help stop racism in sport. Sporting initiatives and campaigns can take place at a local level (in the area closest to you), a regional level (in a larger section of the country) and a national level (covering the whole country).
Local
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Sporting initiatives and campaigns at a local level are aimed at improving sporting opportunities and promoting sporting values within a particular town or city. An example of this is the Doorstep Sport initiative, which aims to provide accessible and affordable sporting opportunities to young people between the ages of 14 and 25 who live in deprived areas. It allows sporting values such as inclusion, team spirit and fair play to be promoted.
Regional
Regional sporting initiatives and campaigns have similar aims to local ones, but on a bigger scale. They focus on larger areas, such as a whole county. For example, in 2020 and 2021, Stay Active campaigns in Yorkshire and Cambridgeshire were just two of hundreds happening all over the country. Their aim was to get as many people physically active as possible so that they gained the health benefits of this, and also to promote the sporting values of inclusion and citizenship. These campaigns used social media, local television adverts, posters, and free and reduced-price sporting events within the community to help get their message across.
National National initiatives and campaigns are aimed at the whole country and involve huge amounts of funding from the government and sporting organisations such as Sport England. 43 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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Contemporary issues in sport
Like more local initiatives, the aims of these initiatives and campaigns are to address barriers and issues that have arisen in sport and to promote the seven sporting values. For example, Sport England’s initiatives and campaigns include: Join the Movement, a National Lottery-funded campaign designed to help the UK to get active during the Covid-19 restrictions in 2020 and 2021
•
We are Undefeatable, which is designed to inspire and support people in England with long-term health conditions to become more physically active
Figure 1.18: One example of an influential role model in sport is Marcus Rashford, who campaigned to end child food poverty in England by ensuring that every child gets at least one meal a day
This Girl Can, a nationwide campaign to get women and girls moving, regardless of their shape, size and ability.
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Table 1.4: Examples of initiatives and campaigns in sport Sport
Initiative(s)
Aim(s)
Football
No Room for Racism, Kick It Out, and Show Racism the Red Card
To stop racism and promote inclusion, tolerance and respect
Rugby
Rugby Against Racism To stop racism and promote inclusion, tolerance and respect
Cricket
Chance to Shine
To ensure that cricket is played in state schools and bring cricket to inner-city areas, making cricket inclusive to all while trying to develop cricketing excellence and raise the standards of the sport
Football
Football for Hope (international initiative)
To use football to improve the lives and prospects of young people in over 80 countries around the world, helping thousands of communities and hundreds of thousands of people
Football
Gameplan for Growth
To double participation in and the fanbase of women’s and girls’ football across the UK (the campaign began in 2017 and it achieved this aim in 2020)
Tennis
Tennis for Kids campaign
To inspire children to take part in tennis by providing thousands of free lessons and making tennis inclusive to all (between 2015 and 2020, the campaign inspired 100 000 children to pick up a racket and play tennis)
44 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
TA2
The role of sport in promoting values
Over to you!
2
There are many different campaigns and initiatives within sport in the UK and across the world. Research two different sporting initiatives or campaigns that are not listed in Table 1.4.
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Name the sport (where relevant), the aims of the campaign or initiative, the sporting values it promotes and the successes of the campaign or initiative. Stretch
Write a report to critically evaluate the two sporting campaigns you researched in the previous activity. Within your report: •
state both campaigns or initiatives and their aims
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describe what the campaigns have done for their sports so far, using some statistics if possible to provide evidence for their success
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analyse which campaign has had the greatest impact.
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What else do these campaigns need to do in order to have even more of an effect? Highlight another issue within this sport that you think needs dealing with and explain why it is an issue within the sport.
2.4 The importance of etiquette and sporting behaviour Let’s get started
5
Think about all the sports you have been involved in, as a player or spectator, either watching on TV or watching or playing in person. Create a list of all the positive and negative behaviours you have seen or been involved in within sport.
45 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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Contemporary issues in sport
The importance of etiquette and sporting behaviour of performers The reasons for observing etiquette and sporting behaviour
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Sports performers at all levels have a responsibility to behave in a certain way, following the rules and demonstrating the behaviours that are expected within that sport.
Sporting etiquette refers to following the unwritten rules regarding player behaviour. It is important for performers to follow sporting etiquette and demonstrate positive behaviour within all sports in order to: respect the sport and its participants
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keep the sport’s traditions
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reinforce positive sporting values
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demonstrate fair play
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ensure the safety of themselves and other performers
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act as a positive role model for children and other participants.
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Sporting examples of etiquette include: •
performers at the Wimbledon Tennis Championships being expected to leave the court together at the end of the match
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kicking the ball out of play in football when a player is injured and the ball being returned to the team that kicked it out
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admitting that the ball touched your bat in cricket or admitting that the ball or shuttlecock was out of play in tennis and badminton
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remaining quiet during goalball while play is in progress, allowing the players to hear the bells in the ball.
Sportsmanship
Sportsmanship means playing within the letter and spirit of the sport. This should be encouraged throughout all sports instead of gamesmanship, where people bend the rules to gain an advantage.
46 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
