Engagement Patterns of Different Social Groups in Physical Activity and Sport Questions

Q1.

Friends of a similar age and background are known as a: A

Peer group

B

Partner group

C

Support group

D

Pressure group (Total 1 mark)

Q2.

Which one of the following activities would be least suitable for an 11 year old?

A

Cross country running

B

Swimming

C

Circuit training

D

Weight training (Total 1 mark)

Q3.

In which one of the following do female sports performers tend to have an advantage over male sports performers?

A

Flexibility

B

Strength

C

Speed

D

Power (Total 1 mark)

Q4.

Which one of the following user groups is least likely to receive reduced prices at sports facilities?

A

Senior citizens

B

Shift workers

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C

Disabled people

D

Unemployed people (Total 1 mark)

Q5.

Friends of a similar age and background are known as: A

Peer group

B

Pressure group

C

Pair group

D

Support group (Total 1 mark)

Q6.

People are individuals with different needs.

Explain how culture may affect an individual’s participation in physical activity.

(Total 2 marks)

Q7.

The graph shows the percentage of adults in 2012 who met the expected physical activity rates set by the Government.

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68% of women between the ages of 16 and 24 years achieved the expected physical activity rate.

Suggest three factors that may be preventing other women from meeting the expected physical activity rate.

(Total 3 marks)

Q8.

The influence of a family, as a social group, can affect levels of participation. (i)

Explain, using an example, how a family could have a positive influence and help to increase participation.

(2)

(ii)

Explain, using a different example, how a family could have a negative influence and cause a decrease in participation.

(2) (Total 4 marks)

Q9.

Describe two different ways parents could help to improve a sportsperson’ performance.

(Total 4 marks)

Q10.

Name two social groups and explain how they may influence a young person’s decision to participate in physical activity.

(Total 4 marks)

Q11.

Role models can greatly influence the levels of both performance and participation. (i)

Explain, using an example, how a role model could help to improve the level of performance in a sport or activity.

(3)

(ii)

Explain, using an example, how a role model could help to improve the level of participation in a sport or activity.

(3) (Total 6 marks)

Q12. (a)

What is meant by a ‘role model’?

(2)

(b)

Explain how a role model could have had an effect on a gymnast's level of participation or performance.

(4) (Total 6 marks)

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Q13.

Aisha is currently studying for her GCSEs. Her school report has been sent home to her parents and highlights that her PE teacher is worried about her lack of interest in taking part in physical activity inside and outside of school. Her parents are also disappointed as they have regularly encouraged her to join a sports club.

Identify potential factors that could have caused Aisha’s lack of interest in sport, justifying your choices.

(Total 9 marks)

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Mark schemes Q1.

Peer group [1]

Q2.

Weight training [1]

Q3.

Flexibility [1]

Q4.

Shift workers [1]

Q5.

Peer group [1]

Q6.

[AO1 = 2] Award one mark for each of the following points up to a maximum of two marks Kit •

Some religions do not allow women to wear certain items of sports kit (1)

•

This may prevent participation in certain physical activities e.g. swimming (1)

Role •

Some countries see a woman’s role as in the home (1)

•

This may limit their leisure time (1)

Traditions •

The traditions of a particular country or region or religion (1)

•

May increase participation in physical activity or sport e.g. cricket in India or curling in Scotland (1)

Accept any other suitable response.

[2]

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Q7.

[AO2 = 3] Award one mark for each of the following points up to a maximum of three marks.

• • • • • • • • •

Attitudes formed due to poor experiences in female lessons (1) Lack of female role models (1) Accessibility (to facilities / clubs / activities / clubs) less for girls (1) Media coverage tends to focus on male dominated sports (1) Sexism / stereotyping / expectations (1) Culture / religion / religious festivals means women have to remain covered (1) Family commitments / stereotypical female role (1) Less familiar with some activities / lack of exposure to certain activities for girls (1) Uninspiring PE lessons for girls (1)

Accept any other suitable suggestion of a barrier that may be preventing women from meeting the suggested physical activity rate. Answers must relate to physical activity rates of women.

Max 3 marks

[3]

Q8. (i)

Award two marks for a correct response. Award one mark for identifying how family can influence to increase the level of participation and one further mark for a suitable example of this taking place.

Examples include: •

a family member such as a parent could help with transport / this would enable you to get to sporting events, training etc.

•

a family member could provide financial help / this would enable you to pay for equipment, training etc Accept the above plus any other suitable examples.

2

(ii)

Award two marks for a correct response. Award one mark for identifying how family can influence to decrease the level of participation and one further mark for a suitable example of this taking place.

Examples include: •

a family member such as a parent could be reluctant to provide PE kit or equipment / this would make it difficult for a child to participate

•

a family member may have had a poor experience in PE when they were at school / this might lead to them discouraging them from participating fully Accept the above plus any other suitable examples.

2

[4]

Q9.

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[AO1 = 2

AO2 = 2]

Award one mark for each of the following points up to a maximum of four marks.

• •

(AO1) Encouraging a sportsperson to attend more training sessions (1) (AO2) To improve fitness level (1)

• •

(AO1) Training alongside a sportsperson (AO2) To motivate them to continue until the end of their training sessions

• •

(AO1) Providing transport to training (1) (AO2) Increase the number of training sessions a sportsperson can take part in (1)

• •

(AO1) Providing finance for specialist equipment or clothing or footwear or coaching (1) (AO1) To improve efficiency and speed of their running (1)

• •

(AO1) Providing a healthy diet (1) (AO2) Which would provide them with the energy to run faster (1)

Accept any other suitable response.

[4]

Q10.

[AO1 = 2

AO2 = 2]

Award one mark for each of the following points up to a maximum of four marks AO1 (Sub-max 2 marks) •

Peer group or friends (1)

•

Family (1)

•

Gender (1)

•

Ethnicity (1)

AO2 (Sub-max 2 marks) •

(Peer group or friends) − If friends take part in an activity it is likely that you will as well to maintain contact with them or to share a common interest (1)

•

(Family) − Will encourage participation due to the support they offer either financially in the form of equipment, coaching or by providing transport or moral support (1)

•

(Family) − May also be role models in that children follow other family members into the sports that they do (1)

•

(Gender) − Some activities are stereotypically male or female (or equivalent ‘girls play netball’) (1)

•

(Ethnicity) − Due to cultural or religious beliefs, some people are stereotypically drawn towards certain activities (1)

Accept any other suitable response.

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[4]

Q11. (i)

Award up to three marks for a correct response. Award one mark for the example of the role model improving performance and up to two more marks for the explained example.

Examples include: •

a top level rugby player such as Jonny Wilkinson / can demonstrate good skills within a game / these can be observed or even recorded/ and a performer can copy them Accept the above plus any other suitable examples.

3

(ii)

Award up to three marks for a correct response. Award one mark for the example of the role model improving participation and up to two more marks for the explained example.

Examples include: •

a top level soccer player such as Wayne Rooney / can be playing a game at a top level / the rewards in terms of financial gain etc./ would encourage other people to take part as well Accept the above plus any other suitable examples.

3

[6]

Q12. (a)

[AO1 = 2] Award one mark for each of the following points up to a maximum of two marks •

A role model is somebody who other people aspire to, or are motivated or inspired to be like (1)

•

Who they look up to or idolise (1)

•

Who sets an example for others to follow (1)

Accept any other suitable response.

2

(b)

[AO2 = 4] Award one mark for each of the following points up to a maximum of four marks Participation •

By watching the role model perform the gymnast is more motivated or inspired (1)

•

To train more or compete in more competition (1) Page 8 of 11

•

May take up the sport (1)

Performance •

Role model’s success may have encouraged the gymnast to train harder (1)

•

To achieve a similar standard (1)

•

Because they enjoyed watching their performance may have copied their technique (1)

Accept any other suitable response.

4

[6]

Q13.

[AO1 = 1 Level

3

2

1

AO2 = 2

AO3 = 5]

Marks

Description

7–9

Knowledge of factors affecting participation is accurate and generally well detailed. Application to Aisha is mostly appropriate, clear and effective. Justification is thorough, reaching valid and well-reasoned conclusions for the majority of factors. The answer is generally clear, coherent and focused, with appropriate use of terminology throughout.

4–6

Knowledge of factors affecting participation is evident but is more detailed for some factors more than others. There is some appropriate and effective application to Aisha, although not always presented with clarity. Any justification is clear but reaches valid and well-reasoned conclusions for some factors more than others. The answer lacks coherence in places, although terminology is used appropriately on occasions.

1–3

Knowledge of factors affecting participation is limited.

Application to Aisha is either absent or inappropriate.

Justification is poorly focused or absent with few or no reasoned conclusions. The answer as a whole lacks clarity and has inaccuracies. Terminology is either absent or inappropriately used.

0

No relevant content.

Possible content may include: AO1 – Knowledge of factors, e.g.

• Negative attitudes • Education • Lack of role models • Lack of media coverage • Sexism / stereotyping AO2 – Application to Aisha (do not credit any response linked to a lack of family Page 9 of 11

support), e.g.

• She may have developed a negative attitude due to bad experiences in school • She may not be inspired by role models in the sports she could take part in • She may not be motivated due to a lack of media coverage of female performers • She may be suffering from sexist comments from her peers/ worry about stereotyping AO3 – Justification of choices, e.g.

• (Attitudes) Perhaps Aisha’s friends also have a negative attitude and she is merely copying them • (Attitudes) The attitude of the PE teacher towards Aisha may be negative within lessons which has caused her to feel negative about taking part • (Education) The curriculum and choice of PE opportunities available at the school may not suit Aisha, e.g. she may prefer more aesthetic activities not offered at that school • (Education) The facilities available may be poor and she does not feel inspired to take part • (Role models) Aisha may be completely unaware of female role models that exist in the sports being covered and therefore does not feel inspired by them • (Role models) There simply is a lack of female role models who receive appropriate coverage to inspire girls like Aisha • (Media coverage) It is a fact that men’s sport receives more coverage than women’s so Aisha is not exposed to or inspired by women’s elite sport • (Sexism) Aisha may well have heard sexist viewpoints expressed by classmates about girls taking part / getting sweaty / muddy • (Stereotyping) Aisha may well have been influenced by media stereotyping of ‘what women should look like’ • (Familiarity) If a reasoned justification is included, e.g. perhaps Aisha’s previous school did not offer her the same activities as she is now being offered and she is not familiar with them, therefore anxious • (Socio-economic reasons) If a reasoned justification is included, e.g. perhaps Aisha is worried about burdening her family with financial costs for equipment / sports clothing Credit other suitable responses relevant to the question.

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Examiner reports Q6.

This question was well answered by most students. In gaining full marks, the majority of students referred to the restrictions of dress, times of worship or the perceived role of women in a culture, and the resulting prevention or limitations to participation.

Q8. (i) (ii) Candidates did not always use different examples and therefore lost marks.

Q9.

Most students gained marks for identifying that the parents could train with a sportsperson, provide transport to clubs or training, give them encouragement, provide healthy meals or buy them equipment. Students who then gained the second mark often stated that this would encourage a sportsperson to train harder so they were more likely to be successful in the 5 mile run.

Where students struggled with the second mark was with the provision of kit / shoes or healthier meals, where the link was more often related to a sportsperson feeling better or their weight, and these were not developed into a link to their performance.

Q11. (i) (ii) Answers were often repetitive with candidates failing to distinguish between level of performance and participation.

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