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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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SA 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
Sport Studies
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Duncan Jagger
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Revision Guide and Workbook
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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First published 2022
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ISBN 978-1-009-11977-1 Revision Guide and Workbook with Digital Access (2 Years) ISBN 978-1-009-11342-7 Digital Revision Guide and Workbook (2 Years) ISBN 978-1-009-11343-4 Digital Revision Guide and Workbook (1 Year Site Licence) Additional resources for this publication at www.cambridge.org/9781009119771
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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 Preparing for the exam Your Revision Guide and Workbook
4
Planning your revision
5
Revision techniques
7
Getting ready for the exam
9
What to expect in the exam
10
Revision checklist
16
Revision Guide
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Unit R184: Contemporary issues in sport TA1:
Issues which affect participation in sport
19
TA2:
The role of sport in promoting values
27
TA3:
he implications of hosting a major sporting event for a T city or country
38
he role national governing bodies (NGBs) play in the T development of their sport
48
The use of technology in sport
55
TA4: TA5:
Workbook TA2 TA3
64
The role of sport in promoting values
72
he implications of hosting a major sporting event for a T city or country
86
he role national governing bodies (NGBs) play in the T development of their sport
99
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TA4
Issues which affect participation in sport
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TA1
TA5
The use of technology in sport
106
Glossary
Key terms
117
Command words
119
Answers
Answers to Practise it! activities
120
Answers to Workbook questions
131
Acknowledgments 149
3 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Preparing for the exam Your Revision Guide and Workbook This Revision Guide will support you in preparing for the exam for Unit R184 Contemporary issues in sport. This is the externally assessed unit of your Sport Studies J829 course. The Revision Guide contains two types of pages as shown below: •
Revision pages help you revise the content you need to know.
•
Workbook pages with practice exam-style questions to help you prepare for your exam.
Practise it
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activities to help you, test your knowledge and practise your skills for the exam.
Use these page references to move easily between the linked Revision Guide and Workbook pages.
What you need to know summarises key things you need to know for the topic.
Revision summary
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Activities
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provides the key points you need to remember.
help you revise topics, test your knowledge and practise questions.
Workbook pages match the Revision Guide pages.
Practise short answer and longer answer questions to help you prepare for the exam.
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Write your answers in the spaces provided. Some of these answers have been started for you.
Preparing for the exam
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Planning your revision Countdown to the exam Revision planner checklists are a good way for you to plan and structure your revision. They also allow you to make sure you have covered everything you need to cover.
Revision planner checklist Time before Things to do the exam Draw up a revision timetable so that you know how much time you have to get through everything.
•
Use the Revision checklist on page 18 to work out which topics you need to cover.
•
Use the topic area headings and bullets to organise your notes and to make sure you’ve covered everything in the specification.
•
Don’t do too much in one day – a couple of hours of good-quality work in a day is better than trying to cram.
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Work out which of the topic areas you still find difficult and plan when you’ll cover them.
•
You may be able to discuss tricky topics with your teacher or class colleagues.
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4−6 weeks
•
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6−8 weeks
As you get to grips with some of the knowledge you need, you can ‘tick off’ the topic areas that have been worrying you.
•
Make the most of the revision sessions you’re offered in class. Don’t skip them!
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•
1 week
•
Make a daily plan to revise those few topic areas you’re not confident about and look back at your revision cards (see ‘Revision techniques’ section below) if you’ve made some.
Day before
•
Try not to cram today – get some exercise and relax in the afternoon.
•
Make sure you know what time and where the exam is, and put all your things out (pencils, pens, calculator, bus pass, water) ready for the next day.
•
Get a good night’s sleep!
Revise it! Using the example above, create your own revision planner checklist. Identify areas that you are not so confident about and think of ways to tackle these.
Preparing for the exam
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Revision tips
Plan your revision
Choose the methods Make a list of all the key that work for you dates from when you For example: • use highlighters for key words and phrases
start your revision up to the exam date.
• make note cards
Don’t cram! Plan to space your revision out so that you don’t try to do everything at once!
Take breaks
• use mnemonics made up of the first letters of words (for example, use ‘UPS’ to remember ‘User groups’, ‘Possible barriers’ and ‘Solutions to barriers’).
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Plan regular breaks during your revision. Go for a short walk or get some fresh air. It will make you more focused when you do revise!
Identify your strengths and weaknesses
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Complete the ‘Revision checklist’ at the end of each chapter and identify areas that you feel less confident about. Give yourself additional time to revise these areas.
Lear n ever ythi ng!
Stay healthy!
Exercise, fresh air, good food and staying hydrated will all help you to revise.
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Questions can be asked about any area of the specification. It is easier to answer a question if you have revised everything.
Practis e! Practising exam-style questions will help you get to grips with the question types, as well as the time pressure and the format of the exam.
Att end revi sion clas ses !
Use mind maps!
Don’t skip revision classes – it can really help to revise with your friends as well as by yourself.
Mind maps are great for connecting ideas and memorising information more quickly and easily. Preparing for the exam
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Revision techniques Flash cards/revision cards These are useful for summarising content, key word definitions and important facts. Use colours to make certain things stand out – for example, you could use different colours for advantages and disadvantages or for key words. You can test yourself using these revision cards.
Mind maps
Paralympic values • • • •
Courage Determination Inspiration Equality
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These are a really useful visual summary of information and you can put them on the wall. They allow you to show links between ideas and concepts. You can start by adding the topic to the centre of the diagram and then add the sub-topics around that and a summary of the information. These values are different to the sporting values. Make sure that you learn these.
The Olympic and Paralympic Movement
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You Can
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The text for the Olympic Creed was taken from a speech given at the London 1908 games.
Olympic values • • •
Excellence Friendship Respect
This design represented the 5 continents of that time, rather than the 7 continents that make up the modern world
The 5 colours – blue, yellow, black, green and red – represented the colours of the flags of all nations at that time The Olympic rings are really recognisable. These are known as the Olympic symbol. The five interlocking rings represent the closeness between the 5 continents.
The Creed “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 taught well.”
Revise it! Using the Olympic Games example above, create a mind map of your own about a different sport event. Preparing for the exam
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Highlighting Making notes and highlighting key areas to go back to is a good way of working out what you know and don’t know. You can then use these notes as you come to your final revision. You can use different colours to highlight different factors or different types of information. For example, you could highlight any key sports terminology in yellow.
Summaries
Mnemonics
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On the revision pages of this book, you’ll find summaries of key ideas and themes. Use these to help you summarise the key points you’ll need to remember to answer questions on those topics. For example, you need to know factors affecting participation in sport. You can make a summary of these yourself – and if you think through these points in the exam, you are more likely to remember them.
A mnemonic is another useful way of remembering key facts by using the first letter of each of the parts to make up a memorable phrase. For example, you could use ROORR to remember the types of scheduling for major sporting events: ‘Regular’, ‘One-Off’ and ‘Regular and Recurring’.
Quizzes
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Many people enjoy quizzes and creating, and sharing quizzes with your friends and class is a great way to remember facts and concepts. You could suggest to your teacher that, in pairs, you create a quiz of ten questions each week and go through the questions with another pair, swapping your answers. This is also a good way for you to check your knowledge. Make a note of the topic areas where you didn’t know the answers and add these to your revision list.
Practice questions
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Doing past papers and practice exam questions is an essential part of your revision. It prepares you for answering different types of exam questions and allows you to become familiar with the wording of the questions used by OCR. You should also use the mark scheme. This will help you understand how to get full marks for each question. It is helpful to highlight key words in exam questions so you’re clear what the question is asking before you answer it.
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Preparing for the exam
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Getting ready for the exam Use the revision checklist and all your revision material to make sure you are as prepared as possible. Practise plenty of exam questions and quick quizzes.
In the exam
Get plenty of sleep Make sure you get a good night’s sleep the night before the exam. Don’t stay up late cramming as you need time to switch off and relax before going to bed.
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Give yourself time to complete the whole paper and check through it for mistakes. Most importantly, try to stay calm and relaxed. Remember, this is your time to show off what you know!
Keep hydrated but don’t drink too much
Eat a good, healthy meal
It’s important that you stay hydrated, but don’t overdo it or you’ll be running to the toilet. Exams can make you a bit nervous too, which means you might need to go to the toilet a bit more frequently. Water is best.
Have a nutritious, healthy meal that you enjoy the night before the exam and a filling breakfast on the day of the exam to give you a boost ready for your exam.
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Getting ready for the exam
Make sure you have all the things you need
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Get everything ready the night before, including all writing equipment, a calculator if you need one (and are allowed one), a water bottle, tissues if you have a sniff, and any identification you might need (candidate number if you have been given one).
Arrive in plenty of time
Know when and where the exam is. Get there at least 15 minutes before it starts. If your exam is in an unfamiliar part of the school and away from where you normally study, you might have to leave home a bit earlier. Don’t be distracted on the way!
Preparing for the exam
Set your alarm If your exam is in the morning, set an alarm or two so you have plenty of time to get to the exam. If you’re still worried about oversleeping, ask a friend or someone in your family to make sure you’re up.
Don’t be tempted to do too much cramming Too much last-minute cramming can scramble your brain! You might find that being relaxed will help you recall the facts you need rather than attempting last-minute cramming, but you might also want to revise the key facts before setting off for the exam.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
What to expect in the exam As part of your qualification in Sport Studies you will take an exam that is worth 40% of your marks. It is important that from the beginning you start to think about the exam and the skills you’ll need to get the best possible grade. Answering exam questions is a skill. Like any other skill, it can be learnt, practised and improved. The following is an outline of what to expect in the exam, the types of questions and what the paper looks like. You need to answer all the questions.
Types of questions to expect in the exam Exam questions can be asked about any area of the specification, which means that you have to learn everything!
Question type
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The exam paper will contain three types of question: Description
Multiple-choice question (MCQ) Short-answer question Long-answer question
• A question with four answer options. • Worth 1 mark.
• A question usually requiring a one-word answer or a simple sentence. • Worth 1–4 marks. • An open-response question where you are expected to do a piece of extended writing. • Worth up to 8 marks. • These questions allow you to be assessed on the quality of your written communication.
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Understanding the language of the exam
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The command word is the key term that tells you how to answer the question. It is essential to know what the different command words mean and what they ask you to do. It is easy to confuse the words and provide too much information, not enough information or the wrong information. The following tables will help you understand what each command word is asking you to do.
Command words that ask you to get creative Command word
OCR definition
How you should approach it
Create
• Produce a visual solution to a problem (for example, a mind map, flow chart or visualisation).
Show your answer in a visual way. You might want to use a mind map, a flow chart or a diagram. Think about the best way to show the required information.
Draw
• Produce a picture or diagram.
Create a picture or diagram to show the relevant information.
Command words that ask you to do your maths Command Word
OCR definition
How you should approach it
Calculate
• Get a numerical answer showing how it has been worked out.
Do your maths. Give the final answer but make sure you show how you got there.
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Preparing for the exam
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Command words that ask you to choose the correct answer Command word
OCR definition
How you should approach it
Choose
• Select an answer from options given.
Pick the option that you think is correct.
Circle
• Select an answer from options given.
Draw a circle around the right answer.
Identify
• Select an answer from options given. • Recognise, name or provide factors or features.
Either choose the correct answer from those given or write the name, factors or features that are asked for.
Command words that ask you to add to something OCR definition
How you should approach it
Annotate
• Add information, for example, to a table, diagram or graph until it is final. • Add all the needed or appropriate parts.
Add short notes to the table, diagram or graph to say what each part is.
Complete
• Add all the needed or appropriate parts. • Add information, for example, to a table, diagram or graph until it is final.
Add the information that is missing. Often you will need to give just one word as an answer, but sometimes you may need to write more. You may need to finish drawing a diagram or graph.
Fill in
• Add all the needed or appropriate parts. • Add information, for example, to a table, diagram or graph until it is final.
Add the information that is missing. Often you will need to give just one word as an answer, but sometimes you may need to write more.
Label
• Add information, for example, to a table, diagram or graph until it is final. • Add all the necessary or appropriate parts.
This often refers to a diagram or a picture. Add words or short phrases to say what each part is. You could add arrows next to your label that point to the right part of the diagram or graph.
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Command word
Command words that ask you to give the main points Command word
How you should approach it
• Give a short account, summary or description.
Write about the main points. Don’t write lots of detailed information.
• Give factors or features. • Give short, factual answers.
Give a short answer that names factors or features of something. Sometimes you will be asked to give a certain number of factors or features.
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Outline
OCR definition
State
Command words that ask you to be factual Command word
OCR definition
How you should approach it
Describe
• Give an account including all the relevant characteristics, qualities or events. • Give a detailed account of.
This is the ‘what’. Write about what something is.
Explain
• Give reasons for and/or causes of. • Use words or phrases such as ‘because’, ‘therefore’ or ‘this means that’ in answers.
This is the ‘how’ and the ‘why’. Write about how something happens or works and why it does.
Preparing for the exam
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Command words that ask you to give an opinion OCR definition
How you should approach it
Analyse
• Separate or break down information into parts and identify its characteristics or elements. • Explain the pros and cons of a topic or argument and make reasoned comments. • Explain the impacts of actions using a logical chain of reasoning.
This term wants you to write about the details. Write about each part in turn, giving key information and saying what is positive or negative about it.
Compare and contrast
• Give an account of the similarities and differences between two or more items or situations.
‘Compare’ means to say what is the same about two (or more) things. ‘Contrast’ means to say what is different about two (or more) things.
Discuss
• Present, analyse and evaluate relevant points (for example, for/against an argument).
Write about something in detail, including its strengths and weaknesses. Say what you think about each side of the argument. You don’t need to take a side.
Evaluate
• Make a reasoned qualitative judgement considering different factors and using available knowledge/experience.
Write down the arguments for and against something, then give your opinion about which is the strongest argument.
Justify
• Give good reasons for offering an opinion Write what you think would be the best option or reaching a conclusion. and say why you think this. Give evidence to support your answer.
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Command word
Practise it!
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Now go to www.cambridge.org/go/ and complete the practice questions on understanding the exam command words.
Common exam mistakes Why it matters!
Solutions
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Common mistakes
• Answer every question. • Write something – you may pick up a few marks, which can add up to make the difference between grades. • Use your general knowledge. • State the obvious. • Think ‘What would my teacher say to that?’
Not attempting a question
You won’t get any marks for a blank answer.
Not answering the question that is asked
You won’t get any marks • Know what the command words are looking for. for writing about another • RTQ – read the question. topic or for answering the • ATQ – answer the question. wrong command word.
Not providing enough points to achieve the marks
You won’t gain full marks if you haven’t expanded on your answer.
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• Look at the number of marks next to the question. 1 mark = one point; 2 marks = two points, 3 marks = three points, etc. • Consider whether the question requires further explanation or discussion.
Preparing for the exam
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Answering long-answer questions Planning your answer It is helpful to plan your answer for 8-mark questions to help you organise your thoughts. You don’t need to take too long. A spider diagram will help you get your answer in the right order and make sure you don’t forget anything. For example: Legacy of new sporting facilities
Greater interest in a wide range of sports
Possible negative media coverage
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Increase in traffic, litter and noise
Impacts on the host country
Raising the profile of the host nation
New facilities not used after the event
Event costs more to host than revenue generated
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Improved national morale
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Revise it!
Create a spider diagram plan like the one above for the following question: ‘Discuss the potential positive and negative aspects of hosting a major sporting event.’
(8 marks)
Tip: You could refer to pages 38–47 of the Revision Guide to help you.
Preparing for the exam
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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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Make sure you know how long you have got.
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The exam paper
Write your first name and last name clearly in the boxes.
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Ensure that you write clear, structured answers so that you can get maximum marks.
Preparing for the exam
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The number of marks indicates the number of values to match to a definition. In this case, four need to be matched.
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The question is asking you to draw four lines to match. Be sure to draw four matching lines to get full marks.
Highlight or underline key words in the question. Here you need to give intrinsic factors.
Preparing for the exam
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Revision checklist Topic Area
What you should know
Topic Area 1:
1.1 User groups
Issues which affect participation in sport
•
User groups who participate in sport
•
People with disabilities
1.2 Possible barriers Barriers to participation in sport 1
•
Barriers to participation in sport 2
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•
1.3 Possible barrier solutions •
Solutions to barriers affecting participation
1.4 Factors which can positively and negatively impact upon the popularity of sport in the UK •
Factors affecting the popularity of sport
1.5 Emerging/new sports in the UK
The growth of new and emerging sports 1
•
The growth of new and emerging sports 2
2.1 Sport values
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Topic Area 2:
•
The role of sport in promoting values
•
Sporting values 1
•
Sporting values 2
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2.2 The Olympic and Paralympic movement •
The Olympic movement
•
The Paralympic movement
2.3 Sporting values initiatives and campaigns •
Sporting initiatives and campaigns
2.4 The importance of etiquette and sporting behaviour
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•
The importance of performer etiquette
•
The importance of spectator etiquette
Revision checklist
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
2.5 The use of performance-enhancing drugs (PEDs) in sport
Topic Area 3:
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Why people use PEDs in sport
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Reasons why PEDs shouldn’t be used
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The role of WADA – drugs testing
•
The role of WADA – education
3.1 The features of a major sporting event
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The implications • The features of a major sporting event 1 of hosting a major sporting event for a • The features of a major sporting event 2 city or country 3.2 Positive and negative pre-event aspects of hosting a major sporting event •
Positives and negatives before hosting 1
•
Positives and negatives before hosting 2
3.3 Potential positive and negative aspects of hosting a major sporting event Economic and sporting benefits of hosting
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•
Social benefits of hosting
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Drawbacks of hosting 1
•
Drawbacks of hosting 2
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•
Topic Area 4:
The role national governing bodies (NGBs) play in the development of their sport
Revision checklist
•
Positive aspects after the sporting event
•
Negative aspects after the sporting event
4.1 National governing bodies (NGBs)
•
NGBs – promoting participation
•
NGBs – working with partners to promote participation
•
NGBs – developing coaches and officials
•
NGBs – organising competitions
•
NGBs – providing rules, discipline and support
•
NGBs – developing policies and initiatives
•
NGBs – receiving and distributing funding
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
5.1 The role of technology in sport
The use of technology in sport
•
Technology enhancing performance – wearable technology
•
Technology enhancing performance – other methods 1
•
Technology enhancing performance – other methods 2
•
Technology increasing participants’ safety
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Technology improving fair play and officiating
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Technology improving decision-making
•
Technology enhancing spectatorship 1
•
Technology enhancing spectatorship 2
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Topic Area 5:
5.2 Positive and negative effects of the use of technology in sport Positive and negative effects of technology
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•
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Revision checklist
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
User groups who participate in sport
see p. 64
What you need to know •
The different user groups who participate in physical activity or sport.
•
The different needs and issues that affect participation.
We place people into groups so that we can discuss and try to solve any problems with their different needs. People are grouped by the things that they have in common, like their beliefs, economic situation or family commitments. It is important to know what these user groups are and how they all differ.
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The different user groups Gender
People from different ethnic groups
Retired people and people over 60
Families with children
Carers
People with family commitments
Young children
Teenagers
People with disabilities
Parents (single or couples)
People who work
Unemployed or economically disadvantaged
Gender
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You will need to know the needs of and differences between all these user groups. Some of these groups are described in more detail below.
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Somebody’s gender identity is who they know themselves to be. Traditionally people are grouped into two genders (male and female), but this is not an accurate reflection of the world. Transgender athletes have only been allowed to participate in the Olympic Games since 2004. Sports such as football have male and female teams, who don’t play together or compete against each other.
Retired or over 60s Retired and older people often have more time as they do not work, but they are also more likely to have physical difficulties. Many older people still enjoy sports such as running, but activities for this group are often low-impact, such as bowls, aqua aerobics and Nordic walking, or adapted from traditional sports, such as walking football/netball.
Practise it!
Remember it!
1
•
Needs can be very specific to a user group and only apply to those people.
•
Most people are in more than one group. For example, somebody might be a single parent from a minority ethnic group who works.
2
Describe two needs of young children when they are taking part in sports. (2 marks) Explain why unemployed people might have specific needs when taking part in sports. (2 marks)
Revision Guide
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
People with disabilities
see p. 65
What you need to know •
People with disabilities often face extra challenges when accessing sport.
•
There is a wide range of disabilities that are not always visible or obvious.
A person with a disability is 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.
Wheelchair sports
It is important to understand that people with disabilities don’t have only physical disabilities or are wheelchair users. Examples of disabilities include:
Sportspeople who use wheelchairs usually have the same needs as sportspeople who are not wheelchair users. Existing facilities rarely need to be adapted, other than allowing access with a lift or a ramp.
•
hearing impairment
•
neurological conditions
•
learning disabilities.
Common mistakes
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Different types of disabilities
Wheelchair sports are popular around the world. At the Tokyo 2020 Paralympic Games, athletes in wheelchairs competed in events such as athletics, basketball, fencing, boccia, shooting and table tennis.
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A common error when answering questions about people with disabilities is to assume that all disabilities that affect participation in sport are physical, or that they all require a wheelchair. Another is the assumption that all people with disabilities have the same lifelong aim to take part in the Paralympics. You need to know that not all people with disabilities share the same dream, and many use sport purely as a means of socialising.
Practise it!
Remember it!
1
•
If sports facilities adapt their access and equipment, more people with disabilities will be able to take part in sport.
•
People with disabilities aren’t always wheelchair users and their disabilities won’t always be visible.
2
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Identify four needs of people with disabilities participating in sport.
(4 marks)
Identify sports that can be adapted for people with the following disabilities and give an example of each adaptation. (4 marks) •
Visual impairment
•
Learning disabilities
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Barriers to participation in sport 1
see p. 66
What you need to know •
Some people can’t access sporting activities in the same way that others can.
•
There is a wide range of reasons why people find it difficult to participate in sport.
Barriers for different user groups Example of a barrier
Gender
Media portrayal of gender stereotypes in sports. This can lead to people lacking confidence to participate.
Different ethnic groups
A lack of relevant role models in some activities. This might lead to low participation in these sports.
Retired or over 60 Families with children Carers
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User group
A lack of appropriate activities. This could make people in this demographic (group) feel too worried to join a session at a gym. The cost of taking part in sporting activities. This can be too high if paying for every member of a large family to participate. The inability to leave alone the people who they care for. This might make it hard or even impossible for carers to make it to timetabled activities.
People with family commitments Lack of sessions at a suitable time to fit in around a person’s commitments to their elderly parents.
Teenagers
Lack of transport. The children probably need to be taken to activities by a parent or guardian so have to go when the adult is available. Lack of activities that appeal to teenagers, and some gyms don’t allow under-16s to attend without an adult.
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Young children
Small range of activities on offer. This could be because of a lack of specialist facilities or accessibility issues.
Parents (single/couples)
A lack of crèche/nursery provision at the gym. This would mean that single parents would struggle to find time to participate.
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People with disabilities
People who work
Lack of time. Sessions and opening times may also be incompatible with their working hours.
Unemployed or economically disadvantaged people
Lack of disposable income. They may not be able to afford to pay for classes, travel to the venue, or sports clothing and equipment.
Revise it!
Remember it!
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Create a table showing the barriers that affect participation and write an example next to each one.
•
Different user groups have different barriers preventing them from participating in sporting activities.
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Write the barriers on individual sticky notes. Pick one up at random and give an example of how this barrier affects a user group.
•
Just as everyone belongs to more than one user group, they may also face several barriers to participation.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Barriers to participation in sport 2
see p. 67
What you need to know •
The barriers that affect participation in sport and physical activity.
•
Some of the barriers are very complex and not easy to solve.
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The lack of equal coverage in the media in terms of gender
In the UK, women’s sport receives just 7% of the total sports media coverage. This makes it more difficult for women and girls to find positive role models, especially in sports that are traditionally considered to be ‘male’, such as rugby, where the media broadcast mostly men’s competitions. This may mean that women don’t continue participating in sport once they leave full-time education.
Other barriers to participation
Wanting to be like a sporting hero or role model can make someone more likely to participate in sport. Not having somebody like you as a role model in a sport might make you think that it’s not an acceptable sport for somebody in your user group. For example, a lack of ethnic minority role models in sports like skiing and rowing can lead people in this user group to not participate in these sports.
Employment (having a job) could mean that you have less time available to commit to a sport. On the other hand, unemployment (not having a job) could mean that you have a lack of disposable income (money that is available to spend on leisure time after bills, etc., have been paid).
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Lack of positive role models
A lack of appropriate activity provision is a common barrier, especially for younger and older age groups, and for people with disabilities.
Practise it!
Remember it!
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The lack of equal media coverage has an impact on many different user groups.
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A lack of role models can prevent people from participating in sports.
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It can be very difficult to overcome some barriers to participation.
2
22
Identify four ways that a sport of your choice could be made more accessible for (4 marks) wheelchair users. State one barrier that might affect participation in sport for each of the following user groups: teenagers (2 marks) and women (gender).
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Solutions to barriers affecting participation
see p. 68
What you need to know •
How to overcome barriers to participation for a range of user groups.
•
The different solutions and how they apply to different user groups.
The barriers that prevent people from participating in sport are often complex and difficult to solve. Finding solutions to barriers to help everybody take part is a key aim of sports organisations.
Promotional strategies This advert is an example of a targeted promotion aimed at teenagers. The poster advertises the opening of a new gym, focusing on the discount for teenagers.
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Best Fitness Gym
OPENING SOON!
Special offer this month only! Teenagers go free! Plus discounted membership for 13–19 year olds: £19 per month – includes swimming
Other promotional strategies include: •
using role models (e.g. using a photo of the England women’s football team in an advert to attract more girls to a local football club)
•
initiatives (e.g. the Youth Sport Trust ‘Young Ambassador’ programme to get more young people involved in sport as volunteers).
Visit bestfitnessgym123.uk.com
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Offering sessions to meet users’ needs Sporting facilities may: •
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open 24 hours a day to allow more people to access the facilities
•
offer classes and activities at a range of times to appeal to everybody
•
offer online classes that are accessed at the gym or at home.
Practise it!
Remember it!
1
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Solutions to barriers can often be simple – try not to overthink the problem!
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Appropriate pricing will help sports to appeal to most user groups.
•
Make sure that you remember some examples of initiatives for getting users involved in sport.
2 3
Identify one barrier that could prevent young children from participating (1 mark) in sport. Describe two solutions to the barrier (2 marks) you identified in Question 1. Identify one example of using role models to attract people into a (1 mark) particular sport.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Factors affecting the popularity of sport
see p. 69
What you need to know •
Positive and negative reasons for sport being popular.
•
How a range of different factors influence the popularity of a sport.
Some reasons for a sport’s popularity in the UK are straightforward, such as because a sport has traditionally been played in the UK. Other reasons are more complicated and link to people’s individual beliefs or ideals.
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Positive and negative impacts on popularity Example of a positive or negative impact
Number of people participating
The more people take part in a sport, the more popular it will become. Reasons for this may include, for example, media coverage, British successes in the Olympic Games and Tour de France, and the ease/low cost of getting involved in cycling.
Provision of facilities/ appropriate climate
People are more likely to participate in and watch sport if they can access facilities close to where they live. For example, only people who can easily reach mountains, e.g. in Scotland, can regularly take part in winter sports in real conditions in the UK.
Live spectator opportunities
Living near a rugby stadium where a professional team play could lead a person to participate because they see and are inspired by the professional players.
Amount and range of media coverage
The more a sport is in the media or in the news, the more likely it is that people will want to play it. Men’s football gets more coverage than other sports, whereas some sports, such as boccia or lacrosse, get little or no TV coverage.
Level of success (individuals or teams)
The success of individual sportspeople can lead to an increase in popularity. For example, when Scottish player Andy Murray won the 2013 Wimbledon Tennis Championships more people in the UK started playing tennis.
Number and range of role models
When Team GB won a gold medal in women’s hockey at the Rio 2016 Olympic Games, the players became role models overnight and the number of people playing hockey in the UK increased.
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Social acceptability
Boxing has not always been socially acceptable because some people think it is violent and because of boxers’ injuries. If protective equipment like padded headgear is used to make the sport safer, it could become more socially acceptable. Horse racing is another example of a sport that is often classed as being socially unacceptable in the UK.
Practise it!
Remember it!
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Sports that are often on television will be the most popular.
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Positive role models will lead to increased participation, especially among younger user groups.
2
24
Identify two examples of how the environment or climate can impact on the participation (2 marks) levels of a sport. Describe one example of a specific sport that is not seen as socially (1 mark) acceptable.
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The growth of new and emerging sports 1
see p. 70
What you need to know •
Examples of new and emerging sports in the UK.
•
The opportunities to participate in new and emerging sports.
New and emerging sports haven’t been well-known in the past in a country or area, but are now becoming more popular and increasing in participation rates.
Examples of new and emerging sports Reasons for handball’s growing popularity include the following.
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There are many new and emerging sports in the UK, such as: footgolf, obstacle course races, ultimate frisbee, padel, futsal and handball.
Making them more accessible
Provide suitable and affordable facilities and clubs for people to try out the sport.
•
Train coaches and officials.
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Advertise and promote the sport, increase media coverage and use role models.
•
Offer the sport in schools, either as part of PE or as an extra-curricular club.
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Adapt the activity for different user groups, such as making it wheelchair-accessible.
It is an Olympic sport so it receives media attention.
•
It can be played without specialist equipment (e.g. using smaller footballs or volleyballs).
•
It can be played by all ages and abilities.
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It allows players to use skills found in other sports, such as passing.
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Players feel more involved because smaller team and pitch sizes mean that they are more likely to have contact with the ball compared to sports like football.
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•
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Handball in the UK
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Handball is becoming more popular in the UK, although the GB handball teams have not yet been successful in international competitions. The sport’s national governing body (NGB) is British Handball. There are competitive handball leagues for children, women and men.
Revise it!
Remember it!
Add to your knowledge of handball by using the internet to find out:
•
An emerging sport might have been around for a long time but is only now becoming popular.
•
New/emerging sports in one country/ region might be established or traditional elsewhere.
•
Opportunities to participate are limited, but will improve as more people become involved.
•
the number of participants in the UK
•
where you can play it (locations)
•
why it is becoming popular.
Make a mind map to summarise what you now know about handball.
Revision Guide
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The growth of new and emerging sports 2
see p. 71
What you need to know •
Examples of new and emerging sports in the UK.
•
The opportunities to participate in new and emerging sports.
Footgolf Footgolf combines football and golf. Players kick a football into a cup or hole in as few kicks as possible.
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It can be played by all ages and abilities.
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It has an NGB (UK FootGolf Association) and a World Cup.
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About 30 000 people play footgolf in the UK every week, with more than 200 affiliated footgolf courses, some of which are adapted from traditional golf courses.
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It is cheaper to play than golf and doesn’t require golf clubs.
Padel
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Ultimate frisbee
Padel is a racket sport like tennis and is played mainly in doubles on a court that is one-third the size of a tennis court.
•
•
It was incorporated into the Lawn Tennis Association (LTA) in 2019.
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It doesn’t involve expensive equipment and is easy to learn for all ages and abilities.
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There are more than 89 000 active padel players across the UK and this number is increasing.
•
The number of clubs is growing, but it is easy to set up a game with enough people and space.
There are only around 65 padel clubs in the UK, so not everyone can access it easily.
•
The NGB, UK Ultimate, arranges leagues and tournaments.
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•
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Ultimate frisbee is a non-contact sport played by two teams of seven on a large rectangular pitch, outside or in a hall, with no referee.
Practise it!
Remember it!
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New and emerging sports become more popular if many user groups can play or take part.
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New and emerging sports compete with established sports for people’s time.
•
Opportunities to try new and emerging sports are limited in many areas of the country.
2
26
Explain why ultimate frisbee has become more popular in the (2 marks) UK in recent years. Outline three reasons why schools might decide to offer footgolf as (3 marks) a part of their PE classes.
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Sporting values 1
see p. 72
What you need to know •
How a range of values can be promoted through sport.
•
Examples of team spirit, fair play, and tolerance and respect in sport.
As well as fitness and skill, sports performers need to live up to certain values and behave in certain ways to be successful. Performers and fans can also apply these values to everyday life.
Tolerance and respect
This means supporting fellow team or squad members and working together to reach a common goal.
This is treated as one value, not two separate ones. It relates to how sport can unite people and generate a better understanding of other cultures.
For example, the British and Irish Lions rugby team comes together every four years. Players are selected from different clubs and countries, however, when they play as the Lions against other countries’ teams, the players work together and support each other to try to defeat the opposition.
During the 2020 European men’s Football Championship, three black England football players, including Marcus Rashford, were racially abused online after missing penalties in the final against Italy. Other England players spoke out, saying that there is no place for racism in football and society. Some fans showed their tolerance and respect for the players by covering a defaced mural of Marcus Rashford in Manchester with flowers, poems and positive messages.
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Team spirit
Fair play
This is when performers follow the rules and sporting etiquette, and do not cheat.
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For example, if a tennis player is ready to serve and their opponent is using time to collect their towel when they should be ready to receive the ball, the opponent might not be demonstrating fair play.
Revise it!
Remember it!
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•
Fair play means that competitors play their sport correctly and respect its traditions and spirit.
•
Tolerance and respect means the way that sport has the power to teach fans and participants about other people and cultures.
•
Go to the Stonewall website and read their ‘Make Sport Everyone’s Game’ toolkit. Note down a list of improvements to your sports club to make it more inclusive for LGBTQ+ participants. In pairs, pick a sport and give examples of how the values discussed on this page are shown in it. For example, how many ways to show fair play can you think of?
Revision Guide
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Sporting values 2
see p. 74
What you need to know •
How a range of values can be promoted through sport.
•
Examples of inclusion, citizenship, national pride and excellence in sport.
Inclusion
Citizenship and national pride
Sport has the power to make everybody feel included. For example:
Citizenship means creating community sports links. For example, the world heavyweight champion boxer Anthony Joshua invested money into his childhood boxing club in north London. He often visits the club to help out and to inspire young people in boxing.
‘This Girl Can’ is a campaign that aims to encourage women and girls, whatever their abilities and backgrounds, to get active.
•
Stonewall is an LGBTQ+ rights organisation that developed a toolkit called Make Sport Everyone’s Game, to help sports clubs be welcoming of everyone.
•
The England and Wales Cricket Board (ECB) published an action plan in 2019 to increase participation in women’s and girls’ cricket and create career pathways to help women become professional cricketers. They also launched The Hundred, a cricket competition where men and women compete on the same platform.
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Excellence
National pride means creating a feeling of togetherness in the country from everyone supporting an athlete or national team. For example, when the cyclist Geraint Thomas took part in the Tour de France in 2018, there was lots of support for him in his home country of Wales. Even people who knew nothing about cycling made flags and banners and supported, which brought people together.
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...means performers striving to be the best that they can be in their chosen activity.
...is not always measured by success and failure or winning and losing.
Excellence in sport...
...can be an athlete’s good performance compared with their previous achievements.
...involves developing skills like mental resilience as well as physical skills.
Practise it!
Remember it!
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Inclusion means that anyone should be able to participate. To make sports inclusive, there must be equal opportunities for all user groups.
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National pride can influence the mood of an entire country. It is usually a very positive and unifying experience, making people happy and boosting the economy.
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State two reasons why it is important that participants in sport demonstrate (2 marks) positive values. Identify two examples where team spirit has been shown in sport. (2 marks) Give one example of how spectators can (1 mark) show tolerance and respect.
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The Olympic movement
see p. 75
What you need to know •
The Olympic creed and values, and examples of how these can be applied in sport.
•
What the Olympic symbol represents.
Many countries come together for the Olympic Games, which promotes friendly competition. Its principles are represented by the Olympic creed, values and symbol (which is also known as the Olympic rings).
Olympic values Remember these three values and examples of them being demonstrated in sport:
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The Olympic creed ‘The most important thing in life is not the triumph, but the fight; the essential thing is not to have won, but to have fought well.’
This was first spoken by Pierre De Coubertin, the founder of the International Olympic Committee (IOC) and of the modern Olympic Games, in 1908.
The Olympic symbol
Pierre De Coubertin created the Olympic symbol in 1913.
•
Each ring represents the five continents that produce Olympic athletes: Africa, the Americas, Asia, Europe, and Oceania.
•
The rings interlock to demonstrate the closeness of the continents.
Somebody doing the best that they can in sport and in life.
Friendship
Using sport to develop understanding between nations and cultures for athletes, spectators and citizens.
Respect
Respecting the rules, the officials, the opposition, each nation and oneself.
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Excellence
•
The different colours on a white background represent the fact that the Olympic values are universal, because the colours are used in many of the world’s national flags.
Practise it!
Remember it!
1 2
Identify two Olympic values. (2 marks) Identify which one of the following statements is an accurate reflection (1 mark) of the Olympic creed.
•
The Olympic creed outlines the morals of the Olympic Games and emphasises the importance of hard work and effort to overcome challenges.
a
It is most important to have won, not to have played well.
•
b
The most important thing is not winning, but the way you played.
The interlocking rings in the Olympic symbol show the closeness and good relationship between the five continents and their athletes.
Revision Guide
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The Paralympic movement
see p. 76
What you need to know •
The Paralympic values and how they are different to the Olympic values.
•
Examples of the Paralympic values being demonstrated.
There are four Paralympic values, and they reflect the different challenges faced by Paralympic athletes.
The Paralympic values Explanation
Courage
Overcoming difficulties to compete in their event. Paralympic athletes rise above their circumstances to show what they are capable of.
Determination
Having the strength to overcome barriers to train and compete at the highest level. Paralympic athletes push themselves to their limits to achieve their aim.
Inspiration
Being a positive role model to others, by taking part or by achieving success. Other people appreciate the hurdles that a Paralympic athlete has overcome to get to this level of competition or to the start line at their event.
Equality
Celebrating diversity and showing that difference is a strength. Paralympic athletes help to challenge stereotypes, transform attitudes and fight discrimination towards people with disabilities.
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Value
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An example of Paralympic values
Team GB swimmer Ellie Simmonds has won five gold medals at three Olympic Games (Beijing 2008, London 2012 and Rio 2016).
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Simmonds competed in the S6 classification for athletes with major limb impairment, cerebral palsy, loss of limbs and dwarfism.
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•
•
•
Ellie uses her fame and platform to campaign to improve sporting facilities and opportunities for disabled people in the UK.
She displays the Paralympic values of inspiration and equality because she acts as a role model for young people with disabilities. She is the patron of the Dwarf Sports Association UK, has an MBE and is a Girlguiding leader.
Practise it!
Remember it!
1 2
•
The Paralympic values are different to the Olympic values.
•
They are courage, determination, inspiration and equality.
3
30
State the four Paralympic values. (4 marks) Explain what the Paralympic (2 marks) value of equality means. Explain one example of a Paralympic athlete demonstrating one or more of the Paralympic values. (2 marks)
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
Sporting initiatives and campaigns
see p. 77
What you need to know •
Organisations create initiatives and campaigns to promote certain sporting values.
•
Examples of current initiatives that promote sporting values and encourage participation.
Initiatives and campaigns are ideas and activities designed to solve barriers to participation and promote sporting values. They can take place at a local level, a regional level and a national level.
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Initiatives and campaigns and the values they promote Initiative/campaign
Values promoted Details
Football Association: We Only Do Positive
Tolerance and respect, fair play and inclusion
• • •
Sport England: This Girl Can
• •
Excellence and inclusion
•
Key aim: get girls and women of all sizes, abilities and backgrounds to take part in sport. Key focus: inclusion, engagement and building confidence. Key aims: increase the number and diversity of people enjoying swimming regularly and create a world-leading talent system for all swimming disciplines.
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Swim England: Towards a Nation Swimming
Inclusion
Part of the FA’s Respect campaign, which was designed to address behavioural problems in football. Key message: children play and learn better when they receive positive encouragement. Key aim: create a respectful environment between officials, parents, coaches and players.
England Cricket Board: Chance to Shine and Chance to Shine Street
Inclusion and team spirit
Sport Relief
Citizenship
•
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• • •
Chance to Shine aims to make cricket available to all children. Chance to Shine Street is targeted at inner-city areas, encouraging a form of low-cost street cricket called tapeball. Sport Relief and Red Nose Day is an annual fundraising event which occurs every March. Celebrities and the public take on challenges such as running multiple marathons or swimming the length of the River Thames.
Practise it!
Remember it!
1
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Campaigns and initiatives promote sporting values and encourage people to participate in sport.
•
Many campaigns will cover other values as well as the ones listed. Give clear reasons why you think a campaign or initiative promotes a value.
2
3
Name one initiative or campaign and identify the value that (2 marks) it promotes. Describe two of the values promoted by the FA’s We Only Do (2 marks) Positive campaign. Identify two aims of Swim England’s ‘Towards a Nation Swimming’. (2 marks)
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The importance of performer etiquette
see p. 78
What you need to know •
Why good etiquette and positive sporting behaviour are important.
•
The difference between sportsmanship and gamesmanship and the importance of following the rules.
Sport is more enjoyable to play and watch when everybody follows the rules and demonstrates positive sporting behaviour. This leads to a better experience and a safer environment for all.
Why is good etiquette and sporting behaviour important? It sets a positive example and allows sportspeople to be role models for others.
•
It protects and improves the reputation of the sport.
•
It keeps performers and their opponents safe.
•
It makes the game or event more enjoyable for performers and for spectators.
•
It promotes the values of tolerance and respect, and of fair play, and ensures that the result is fair.
Examples of etiquette
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•
The losing team or athlete applauding and shaking hands with the winning team or athlete.
•
Rugby players remaining silent when an opponent is kicking for goal.
•
A tennis player admitting that a ball was out.
•
Applauding a new cricket batter onto the pitch.
Sportsmanship means playing fairly by the rules. Gamesmanship means bending the rules to gain an advantage. Examples of sportsmanship include:
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Sportsmanship and gamesmanship
•
helping an opponent back to their feet after they lose their footing in a boxing match
•
clapping the other team’s goal.
Examples of gamesmanship include: •
faking a foul or injury
•
time-wasting in a timed match such as hockey
•
trying to put off an opponent from shooting in basketball by verbally intimidating them.
Practise it!
Remember it!
1
•
Showing good etiquette and sporting behaviour is not a rule, but it is an essential part of making sport competitive, fun and safe for performers.
•
Sportsmanship means following the rules and the spirit of sport. Gamesmanship means bending the rules to gain an advantage.
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State two reasons why sports performers should follow good (2 marks) sporting etiquette. State the difference between sportsmanship (2 marks) and gamesmanship. Identify one example of sportsmanship and one example (2 marks) of gamesmanship.
Revision Guide
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
The importance of spectator etiquette
see p. 79
What you need to know •
Appropriate etiquette and behaviour for spectators at sporting events.
•
The behaviour of spectators can have an impact on everyone’s enjoyment.
Spectators have a part to play to ensure that other spectators and players enjoy the sport in an appropriate way. Teams may face fines and sanctions if their spectators behave badly.
Good spectator etiquette
Why is etiquette important?
Being quiet when a tennis player is about to serve.
Good spectator etiquette:
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Showing tolerance and respect for other countries and cultures by respecting the national anthems of both teams.
Allows the game to flow, which is better for players and spectators
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•
Remaining in their seat during a cricket match and not getting in a batter’s line of vision.
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Respecting the decisions of referees and officials, even when they disagree with them.
Provides good role models for younger supporters
Helps keep players and spectators safe Shows respect for players
Shows respect for other spectators
Bad spectator etiquette
Booing the national anthem of another team or positive gestures by players (e.g. helping an opponent back to their feet).
•
Invading the pitch when their team scores a last-minute winning goal, risking players’ safety.
•
Shouting abuse at a referee when they don’t agree with an on-field decision.
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For example, at the final of the European men’s Football Championship between England and Italy in 2021, hundreds of England fans came to Wembley Stadium without tickets. These fans pushed past security guards, police officers and other fans to get into the ground illegally.
Practise it!
Remember it!
1
Identify two reasons why it is important for supporters to show positive behaviour and good etiquette. (2 marks)
•
The behaviour of spectators can have a positive or negative impact on their team’s performance.
2
State two examples of how supporters might behave inappropriately during a (2 marks) sporting performance.
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Sometimes it is appropriate for spectators to be quiet. At other times, it’s okay for them to be loud and enthusiastic.
3
Is this statement true or false? A fan running onto the pitch to celebrate their team winning is showing (1 mark) good spectator etiquette.
•
Poor spectator behaviour can risk everyone’s safety and can lead to their team being fined or punished.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
