H555-03 Sport and Society by Ullswater Community College

Physical Education (A level) Sport and Society C Jones Please note that you may see slight differences between this paper and the original.

Duration: Not set

Candidates answer on the Question paper. OCR supplied materials: Additional resources may be supplied with this paper. Other materials required: • Pencil • Ruler (cm/mm)

INSTRUCTIONS TO CANDIDATES • • • • • •

Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters. Use black ink. HB pencil may be used for graphs and diagrams only. Answer all the questions, unless your teacher tells you otherwise. Read each question carefully. Make sure you know what you have to do before starting your answer. Where space is provided below the question, please write your answer there. You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate number, centre number and question number(s).

INFORMATION FOR CANDIDATES • The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and Geography a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in which Spelling, punctuation and grammar and the use of specialist terminology is assessed. • The number of marks is given in brackets [ ] at the end of each question or part question. • The total number of marks for this paper is 143. • The total number of marks may take into account some 'either/or' question choices.

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Answer all the questions.

The first modern Olympic Games were in Athens in 1896. i.

Describe the background to the modern Olympic Games.

[3] ii.

Describe the early aims and philosophy of the modern Olympic movement.

[3]

How did Public Schools help to promote and organise sports and games in the nineteenth century?

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[5]

Describe benefits to UK society of London having hosted the Olympic Games in 2012.

[5]

Discuss the commercialisation of the Olympic Games post-1984 (Los Angeles). Explain how the Olympic Games can bring about nation building.

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[10]

Nineteenth century public schools went through three developmental stages of athleticism. Describe stage two when Dr Thomas Arnold was head of Rugby School. Give one reason for athleticism in girls’ public schools developing more slowly than in boys’ public schools during stage three. [5] © OCR 2017. You may photocopy this page.

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6(a).

Explain possible conclusions which could be drawn about sports participation in the 21st Century from the statistics below. 

 

According to Sport England, in 2015 15.6 million adults now play sport at least once a week. That’s 1.6 million more than in 2005/6. However, most adults (58%) still do not play sport. Just over 1.9 million people played football once a week during 2012–13, a drop from the figure of almost 2.2 million for 2011–12. The England and Wales census in 2011 showed the percentage of the population aged 65 and over was the highest seen in any census - at 16.4%.

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[6]

(b).

How might hosting a major sporting event have negative social effects on the host city or country?

[4]

Explain how effectively UK Sport and the National Institutes develop excellence in sport in the UK. What does the approach of these organisations tell us about contemporary social factors which influence sport?

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[10] If you require additional space to complete an answer please use this page. The question number(s) must be clearly shown.

8(a).

Explain how the ‘cult of athleticism’ in 19th Century public schools impacted on the development of sport.

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[6]

(b).

Using examples, describe two ways in which social class influenced the characteristics of sports and pastimes in pre-industrial Britain.

[4]

Describe two positive sporting impacts which hosting a global sporting event could have on a country.

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[2]

10(a).

Describe five social factors that affected the characteristics of pre-industrial sport.

[5]

(b).

Explain how public schools influenced sport in post 1850 industrial Britain.

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[5]

(c).

Using each statement below, analyse the impact on society of hosting a global event such as the 2012 London Olympics.     

Before the 2012 Olympics, a local London housing estate was demolished for the event with the displacement of 425 tenants, along with two traveler sites. Late in 2012 post Olympics - Cycling has shown the most significant rise in participation, with 200,000 more people riding compared to the last annual figures. Since the 2012 Olympics and Paralympics, more disabled people are taking part in sport at least once a week. In 2013, the number of people participating in sport at least once a week fell by 200,000 since the 2012 Olympics, according to Sport England. There are now about 1.4 million more people playing sport in 2015 in the UK than when London won the Olympic bid in 2005.

[5]

(d).

Using practical examples, discuss how social class affected participation in sport in the 20th century.

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[5]

11.

To what extent is aggression in sport due to social and cultural influences, or a result of the psychological approaches of individual sports performers?

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[10] If you require additional space to complete an answer please use this page. The question number(s) must be clearly shown.

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12(a) .

Fig. 6.1 shows the proportion of journeys taken by different forms of transport by the British population in 1952 and 2012. ÂŠ OCR 2017. You may photocopy this page.

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Year

Percentage (%) of journeys taken by: Bus/coach

Car

Rail

Plane

1952

0.1

2012

1.1

Fig. 6.1 Source: British Government https:/www.gov.uk/government/uploads/system/uploads/attachment_data/file/482670/tsgb0101.xl s Using Fig. 6.1 and your own knowledge, analyse how changes in transport have affected sport between the 20th century and today.

[6]

(b).

Using examples, outline ways in which law and order and legislation affects 21st century sport.

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[5]

(c).

Describe how the Industrial Revolution affected working class participation in sport in post 1850 Britain.

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(d).

Discuss potential political benefits and drawbacks of hosting global sporting events.

[4]

13.

Throughout sporting history there have been debates about whether sports should remain amateur or become professional. Discuss, using examples, the arguments for and against amateur sports becoming professional between post 1850 industrial Britain and today.

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[10]

14(a).

Using practical examples, explain how transport and education affected the opportunities to participate in sport in pre-industrial Britain.

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[5] ii.

Identify one way in which transport improved opportunities to participate in sport in post 1850 industrial Britain.

[1]

(b).

Fig. 3b shows the weekly working hours of three men who had the same job but at three different periods of history. Name Working hours Jim

40 hours

William

75 hours

John

57 hours Fig. 3b

Plot the names of each of the three men on the timeline to show at what period of history they would have been working.

ii.

Using Fig. 3b, explain how the different working hours affected an individualâ&#x20AC;&#x2122;s opportunity to participate in sport.

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[3]

(c).

Evaluate the effect of media coverage on sport in the 21st century.

[5]

(d).

Identify two aims of the modern Olympic Games.

[2] ii.

Outline the background to the start of the modern Olympic Games.

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[3]

END OF QUESTION paper

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Mark scheme Mark Question

Answer/Indicative content

Guidance s

Do not accept

1. reasonable spellings of De Coubertin

De Coubertin on own without context

De Coubertin attended these games=X / Ancient Greece

3. shorter versions of DWPBs name e.g. Dr Brookes

3 marks for 3 from:

1. idea of De Coubertin / De Coubertin was founder 2. (Influenced or inspired by) Ancient Olympic Games 3. (Influenced or inspired by) Cotswold (Olympic) Games or (Robert) Dover Games 4. (De Coubertin visited or was influenced or inspired by) (Much) Wenlock (Olympian) Games / Dr William Penny Brookes invited De Coubertin to Much Wenlock / shared vision of De Coubertin and Penny Brookes 5. (influenced or inspired by) Public Schools/ De Coubertin visited Rugby School or the Public Schools

4. 5. 3

Examiner’s Comments

The first modern Olympic Games were in Athens in 1896. Describe the background to the modern Olympic Games.



This question differentiated well, resulting in a good spread of marks.



All mark scheme points regularly achieved.



Candidates needed to ensure that they answered this and the next question in order, rather than mixing up their knowledge and compromising marks for either.

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Do not accept

Accept 1. no professionals 2. 3. 4.

3 marks for 3 from:



i i

1. amateurism / taking part ‘for the love of it’ / taking part without financial gain 2. taking part (was considered to be) more important than winning 3. peace / tolerance / unity / friendship / understanding between nations /bring people together 4. fair play / sportsmanship / moral integrity 5. appreciation of physical endeavour (effort) or physical prowess (skill) /’ joy from effort’ 6. to remove or reduce prejudice or discrimination / to increase respect or equality 7. character development / educating young people / linking sport with education or culture 8. balance between mind and body 9. role modelling / showing a good example

5. 6. gender equality

7. 8. 9. 3

Examiner’s Comments

Describe the early aims and philosophy of the modern Olympic movement.



A fairly equal spread of



As in 3c(i), candidates

marks from 0-3 here.

needed to ensure that they stuck to aims and philosophy here, rather than returning to background in previous question.

 Total

5 marks for 5 from:

Accept 1.

Space or facilities on own

Coaches or coaching on own / more coaches

(facilities / space) money for or due to specialist facilities or space for expansion / lot of space for pitches

(coaching) due to specialist or professional coaches / coaching by academic staff or by

(support / character development) due to support of or encouragement by (head)

assistant teachers / Oxbridge ‘blues’ on staff

teachers or housemasters / belief that sports and games were valuable or developed

character / to instil values 4.

(time) (plenty of) time for play or practice / compulsory or regular or daily participation / games on sports afternoons

(inter-house) via house system / via inter house games

(inter-school) via inter-school matches or fixtures or competitions / (annual athletics)

(rules / NGBs) by codification or developing rules / by structuring games / (helping)

sports days

foundation of NGBs

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Do not accept

3. Belief that games developed teamwork Created in ExamBuilder

or loyalty or other named value / s / belief that they increased (social) control

(role models) via role models or high status performers (who inspired younger boys) / Sixth formers ran teams

Spread via ex-pupils who: promoted games back at home or at university / spread games around world or to British Empire or colonies /

Spread via ex-pupils who became: teachers / industrialists / politicians / army officers /parents / vicars / missionaries / influential community members

Time on own /boarding on own

4. 5. 6. 7. 8.Games or teams organised by the boys themselves

Ex-pupils on own

Examiner’s Comments How did Public Schools help to promote and organise sports and games in the nineteenth century. Candidates responded well to this question and (encouragingly and in the main) stayed on target by focusing purely on promotion and organisation, rather than other aspects of nineteenth century public school life that re-take candidates might have come across in their A2 Historical Studies work. Approximately 18% of candidates scored a max here and well over half scoring three or more. All of the mark scheme points were equally regularly awarded. Total

5 marks for 5 from:

(Stratford) regeneration or renewal or upgraded amenities for (deprived) area / (increased) sense of community or social integration in local area

(facilities) legacy of world class or specialist facilities / upgrading of (existing) facilities

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Do not accept

1. ‘reurbanisation ’ of wornCreated in ExamBuilder

down area=BOD / housing (from Olympic village)

(participation) increased participation (in sport and physical activity) / more balanced active and healthy lifestyles / improved health or fitness

(infrastructure) new or improved infrastructure / new or better communications or

(economy) good for economy / business or profit (from tourism) / new businesses created

(employment) employment opportunities / job creation / skill development (for local

(disability) greater respect for disability sport /reduced discrimination or stereotyping

(SW / NB) shop window effect / showcasing of UK or London / world saw (best of) UK /

(pride) national pride or patriotism

transport network / upgraded stations or airports

people)

2. Named world class facility e.g. Olympic Stadium / velodrome

nation building / increased prestige or status or image or esteem of UK

New or more facilities Legacy on own

3. Less sedentary lifestyles

More classes

4. better road or rail network

Improve d or upgrade health service

5. Tourists spent Tourism money=BO on own D 6. 7. 8. other showcased areas e.g. Weymouth 9.

Examiner’s Comments

Describe benefits to UK society of London having hosted the Olympic Games in 2012. This was answered very well with all aspects of the mark scheme regularly accessed more than 70% of candidates scored 3–5 marks. Total

5 BOD slightly inaccurate date+venue

(e)* Levels of Response 4

Level 3 (8 — 10 marks) A comprehensive answer:

links- and consider this when

At L3 responses are likely to include:

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awarding level and mark

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 



detailed knowledge & understanding effective analysis / critical evaluation and / or discussion / explanation / development clear and consistent practical application of knowledge accurate use of technical and specialist vocabulary high standard of written communication



detailed discussion of commercialisation of Olympic Games detailed explanation of how Olympic games can be a vehicle for Nation Building satisfactory balance between both parts of question

Examiner’s Comments

This extended answer, needed candidates to discuss the commercialisation of the Olympic Games since 1984 (with background discussion being credit worthy), and to explain how the Olympic Games can be a vehicle for nation building. In addition to the generic criteria referenced in the introduction to this report, a balance between the two elements of the question was one indicator of a level three (8-10 mark) response. Other key characteristics of high level two and level three

Level 2 (5 - 7 marks) A competent answer:   



responses were the detail offered and variety of knowledge points

satisfactory knowledge & understanding At L2 responses are likely to analysis / critical include: evaluation and / or discussion /  satisfactory discussion explanation / of commercialisation of development Olympic Games attempted with some  satisfactory explanation success of how Olympic Games some success in can be a vehicle for practical application of Nation Building knowledge  an attempt at balance technical and between both parts of specialist vocabulary question used with some accuracy written communication generally fluent with few errors

made, along with associated developmental points. The most common points offered in response to the first part of the question were naming Peter Ueberroth (though often being unsure of his role), and an awareness of the impact of sponsorship with examples such as Coca-cola or MacDonald’s. In terms of background discussion, the most commonly offered knowledge was of the financial disaster linked with the Montreal Olympic Games of 1976. In response to the second part of the question, points 14-18 were offered equally frequently. A noticeably greater number of responses were in level one rather than in level three. A common weakness when answering this question was a ‘tailing off’ of

Level 1 (1 - 4 marks) A limited answer:  



basic knowledge & understanding little or no attempt to analyse / critically evaluate and / or discuss / explain / develop little or no attempt at practical application of knowledge;

answers (possibly evidence of poor time management), lack of sufficient

At L1 responses are likely to include:

content, and a predominant focus on listing legacy benefits (such as improved transport, infrastructure or



basic discussion of commercialisation of Olympic Games basic explanation of how Olympic Games can be a vehicle for Nation Building

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housing), rather than visiting a more varied spread of possible mark scheme points.

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

technical and specialist vocabulary used with limited success written communication lacks fluency and there will be errors, some of which may be intrusive



limited or no success at addressing / balancing both parts of question

[0 marks] No response or no response worthy of credit.

Indicative content: Candidate responses are likely to include: (relevant responses not listed should be acknowledged) Numbered points = knowledge / understanding Bullet points = likely to be dev of knowledge Commercialisation of the Olympic Games (OG) – discussion

Los Angeles (1984) the turning point or start of commercialisation / LA the first highly

Peter Ueberroth

commercialised OG

o o o 3.

responsible for commercialisation of the OG (private) companies invested in or built the major facilities since commercialisation, facilities have been more spectacular or equivalent

The Olympic Partner (TOP) programme / OG became attractive to or involved sponsors

o o

companies as (official) sponsors or suppliers they bought the right to display Olympic logo

e.g. Coca-Cola / Visa/ McDonald’s/ Panasonic/ UPS/ Kodak or other suitable example



(some) opposition to ‘unhealthy’ sponsors

OG commercialised due to TV / impact of media

o o o 5.

impact of golden triangle TV (or radio) companies paid for coverage rights commercialism linked to growing (global) TV audience

(Many argue that) commercialism has ‘saved’ or improved the OG

o o

commercialism now the norm ‘win ethic’ now the norm

e.g. accept suitable example such as temptation to cheat or drug taking

BUT (some argue that) commercialism has negatively changed the OG or that there are disadvantages to commercialism

o 7.

undermines traditional aims or philosophy of OG

Countries or cities now see or acknowledge commercial or economic value in hosting OG

o o

OG can make profit for or raise companies’ profile reference to credit crunch or financial issues leading up to an OG

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Background discussion

(pre 1970s / 1980s) OG amateur / professionalism frowned upon

most athletes had full time jobs and trained in spare time / athletes had no or very limited funding

e.g. trust funds for UK athletes

‘Athletes’ from some countries were better funded or supported than others / difference or unfairness between some countries and others e.g. USA – scholarship system e.g. Eastern bloc’ – state funded / sports schools

10. (to realistically compete) athletes needed to train or commit full time

11. Transition from amateurism to professionalism associated with scandal / was troubled

evidence of ‘shamateurism’ or fake amateurism

12. The Montreal Games (1976) a financial disaster

host countries under great financial pressure before commercialisation / host countries shied away from hosting / hosting needed to be made ‘attractive’

13. IOC against commercialisation of Games at first

after Montreal Olympics the IOC allowed more commercial involvement / IOC

IOC decisions increasingly linked to funding

accepted need for commercialism

The Olympic Games (OG) as a vehicle for Nation Building – explanation

14. Countries promoted or showcased or publicised / increased national pride or prestige or status or image or patriotism

o o

(especially) for host country e.g. China or other suitable example (or) for country of (successful visiting) athletes e.g. Ethiopia or other suitable example

15. Shop-window effect

the world sees (the best of) a nation

16. OG can be used as a ‘political tool’ / sport and politics linked e.g. Munich OG / Berlin 1936 (Hitler and Jesse Owens) or other examples

o o

sporting success can reflect political success or power increased political stability or popularity possible through sport

17. Legacy benefits / economic benefits e.g. facilities or housing or infrastructure or other suitable legacy benefits e.g. tourism / more jobs or other suitable economic benefits

18. Feel good factor or appeasement or unity for host nation or home supporters e.g. London 2012 or other suitable example

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19. (In China the) government controls and funds (much of) sport / China has centralised system

20. Some countries (can) hide behind OG success / create a false picture

21. Beijing Olympics (2008) -‘coming out party’ for China / opportunity for China to show its (alleged) changing (more open) system or (alleged) political reform / chance to show that Communism works / to show China’s emergence as a world power

o o

opportunity for China to show its economic status opportunity for China to conceal human rights issues

22. London 2012 - success of organisation

success of Team GB

Total

5 marks for 5 of: Description of public schools – stage two (sub max 4)

1. (transition)

(Transition from ) popular recreation to rational recreation

2. (expansion)

School expansion or curriculum expansion / sport and an academic curriculum

3. (overall reform)

Time of reform or new ‘moral code’ / values established or example of values / character building increasingly civilised / more orderly / better behaviour / less barbaric (punishments)

4. (reflection)

Reflection of changes in society

5. (Muscular Christianity)

Muscular Christianity or godliness and manliness or chapel as ‘centre’ of school or sporting success glorify God

6. (responsibility)

Responsibility given to sixth form or sixth form became link between masters and younger boys or sixth form as ‘police force’ / older boys as role models / 6th form organised games

Sub max 4 for description of stage two

Improved relationships or more trust / 7. (relationships) respect or less bullying / brutality / teachers have pastoral role / more involved 8. (house system)

House system developed / expanded or Inter-house games

9. (social control)

(Games used to establish) social control or more discipline or kept them busy / occupied

10. (regularity)

Games or sports more regular

11. (technical dev / status)

Games or sports more organised / structured / sophisticated or specialist / technical equipment / facilities / or (some) purpose built facilities

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12. (status)

Status of games grew or games became central to public school life

(one reason for slower development of athleticism in girls’ public schools) Sub max one mark for:

13. (social inferiority)

notion of keeping women ‘in their place’ or the traditional role of women in society or (perceived) lower status of women in society or belief that girls did not need / deserve the same opportunities as boys

14. (physical inferiority)

(perceived) physical inferiority of women or belief that physical activity was harmful / dangerous for women / (perception) of danger to pregnancy

belief that it was inappropriate / unladylike for women to be athletic / competitive or concern 15. (unladylike) over wearing revealing clothing / socially unacceptable 16. (alternatives)

Girls’ schools concentrated on other things or girls’ schools concentrated on music / dancing / posture.

17. (role models / reformers)

There were no / fewer women role models or there were fewer leading women reformers / heads in girls’ schools (than in boys’ schools)

Sub max 1 for slower development of athleticism in girls’ public schools

Examiner’s Comments

Many candidates described stage two of athleticism well and gave a good description of the reforms that characterised this stage. Again, some candidates did not answer the second part of the question but those that did gave a good reason for

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athleticism in girls’ public schools developing more slowly. Total

Six marks from:

     

(fact) although participation increased, the majority do not participate therefore, strategies have worked but still not good enough strategies are therefore not sufficiently targeted or do not encourage active lifestyles (fact) 0.3 million fewer people played football in 12 / 13 than the previous year strategies to participate are not working with football participation strategies might be affected by poor weather or by lack of facilities or the selling off of playing fields or less money available from government / local authorities to maintain or

6 (AO3 )

Conclusion must be derived from each fact point for a second mark to be scored.

develop facilities

   

(fact) more people 65+ than ever before therefore strategies should be directed more at 65+ strategies could include more appropriate activities to be available for the 65+ failure of the government or sporting organisations to build on Olympic legacy (post 2012)

Four marks from:

      

people may be displaced / disrupted by the development required for the period of the event, prices of things may increase locally more focus could be given to the event than to longer term local issues investment / interest in other social projects may be reduced or lost

4 (AO1 )

the benefits may not be relevant or felt by the majority of local people positive effects may be short-lived and leave other problems behind hosting an event may cause resentment in other areas / countries

Total

10 At Level 3 responses are likely to

Level 3 (8–10 marks)

include:

    

detailed knowledge and excellent understanding (AO1)



well-argued, independent opinion and judgements which are well supported by relevant practical examples (AO2)

both UK Sport and the

detailed analysis and critical evaluation (AO3)

National Institutes



very accurate use of technical and specialist vocabulary there is a well-developed line of reasoning which is clear and logically structured. The

x 3, Level 2 (5–7 marks)

 

developed points



relevant practical

AO2

examples or case studies

x 3,

of elite athletes

good knowledge and clear understanding (AO1)

AO3

developing excellence

independent opinions and judgements will be present but may not always be supported by

x 4)

throughout the response



relevant practical examples (AO2)

  

detailed analysis of each main role with well-

(AO1

information presented is relevant and substantiated.

detailed knowledge of

excellent awareness of

good analysis and critical evaluation (AO3)

the extent to which these

generally accurate use of technical and specialist vocabulary

organisations are effective

there is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by some evidence.



detailed explanation of the approach of these organisations and

Level 1 (1–4 marks)

contemporary social

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factors which influence

 

sport

satisfactory knowledge and understanding (AO1) occasional opinion and judgement but often unsupported by relevant practical examples



covered well in this level.

(AO2)

  

AO1, AO2 and AO3 all

limited evidence of analysis and critical evaluation (AO3) technical and specialist vocabulary used with limited success

At Level 2 responses are likely to

the information is basic and communicated in an unstructured way. The information is

include:

supported by limited evidence and the relationship to the evidence may not be clear.

 (0 marks) No response or no response worthy of credit.

good knowledge of both UK Sport and the National Institutes

(Explain how effectively UK Sport and the National Institutes develop excellence in sport in the UK.)



good analysis of each main role with mostly well

(UK sport)

-developed points

 1.

examples of elite athletes

World class programme

o o

UK Sport’s annual investment of around £100 million annually, with many more involved at the Performance Foundation level and supported by

developing excellence



The Programme works by ensuring that athletes get the world class support – delivered through their sport’s national governing body – that they need at every

good awareness of the extent to which these

the Home Country Sports Councils.

some relevant practical

organisations are effective



some explanation of the

stage of their development.

approach of these

Podium - supporting athletes with realistic medal winning capabilities at the next

organisations and

Olympic / Paralympic Games (i.e. a maximum of four years away from the

contemporary social

podium)

factors which influence

Podium Potential – these are athletes whose performances suggest that they have realistic medal winning capabilities at the subsequent Olympic and

sport



maximum of 3 marks to be awarded for AO1 and 3

Paralympic Games (i.e. a maximum of eight years away from the podium)

marks for AO2; some 2.

o o

AO3 required for top of

Performance pathway

the PHC involves athlete profiling, junior to senior transition, retention / attrition rates of athletes in the pathway, confirmation processes and the effectiveness

At Level 1 responses are likely to

of the development curriculum the athlete receives

include:



UK Sport Talent ID Programme

o o o

this level.

a benchmarking process called the Performance Health Check (PHC)

satisfactory knowledge of either UK Sport or the

to develop the talents of identified athletes

National Institutes

for the Olympics or Paralympics



supports with science / medicine / technology

satisfactory analysis of each main role with some

developed points

Development of elite coaches

 5.

examples of elite athletes

Physiological elements of performance are developed such as fitness and skills training

developing excellence

programmes or lifestyle advice

o o

a few relevant practical

development / adaptation of body systems due to training



little or no awareness of the extent to which these

links to training methods developing fitness / energy systems

organisations are effective 6.

Psychological preparation of elite athletes is developed such as developing coaching skills

o o



little or no explanation of the approach of these

in sports psychology development of mental training skills / improvement of focus / concentration.

organisations and

links to raising confidence / aptitude levels via attribution / motivational

contemporary social

techniques / appropriate goal setting

factors which influence sport some inaccurate information.

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

maximum of 3 marks to be awarded for AO1 with no

(National Institutes)

application.

UK Sport’s organisations to promote and develop science, medicine and technology

Maximum of 3 marks to be awarded for AO1.

The National Institutes work with coaches and Performance Directors to help improve the

Maximum of 3 marks to be awarded

performance of their athletes

for AO2.

o o 9.

to optimise training programmes, maximise performance in competition and

Maximum of 4 marks to be awarded

improve health and availability to train

for AO3.

Physiological elements of performance are developed

o o o

medical support for injuries and illness with elite athletes examination and rehabilitation programmes for elite athletes strength and conditioning coaches

10. Psychological preparation of elite athletes are developed by performance psychology

focuses on enhancing sport performance by helping athletes and coaches develop the mental skills

(What does the approach of these organisations tell us about contemporary social factors which influence sport?)

11. Organisations can only operate within financial parameters

o o

how effective the organisation often depends on the resources that are spent the facilities / equipment resources can help positive outcomes

12. Performers often have to be sports professionals to succeed

professionalisation of certain sports e.g. athletics / swimming

13. Organisations often reflect class-based aspirations or performers in certain sports dominated by certain classes

o o o

middle classes dominate certain sports lower classes attracted to some professional sports only parents of middle classes or well off performers can afford the transport and time to attend activities related to these organisations

14. Gender representation reflects society’s view of sport

more male representation

15. Coaches / personnel reflect global sport

coaches / support staff from a variety of different cultures

Total

Six marks from:

 8

(athleticism) encouraged physical endeavour or wanting to be more proficient or trying hard.

 

6 (AO2

helped to develop structure / rules to sports or developed moral integrity.

)

development or instigation of national governing bodies or sports organisation much more formalised / rationalised



development of competitions or leagues or competitive structure developed.

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 

helped to develop fair play or sportsmanship Oxbridge or the universities became a ‘melting pot ‘for games or different games were taken to Oxbridge where they became standardised



ex-public schoolboys spread (team) games or rational recreations (throughout the world)/as … teachers / army officers / parents / priests / vicars

 

/ industrialists / community members and leaders large amounts of time devoted to team games / games often compulsory each day / games afternoons / inter-school / inter-house (helped to develop sport)



technical developments or specialist facilities developed as a result of athleticism

Four marks from:

      

different classes took part in different activities (AO1) e.g. lower class play mob football; upper class / gentry play real tennis (AO2) different classes may have different roles in games / pastimes (AO1) e.g. (AO2) social class influenced access to sports and pastimes, due to money, free time, etc…(AO1) e.g. (AO2)

4 (2 x

Award maximum of 2 AO1 marks for influence.

AO1, 2x AO2)

Award maximum of 2 AO2 marks for relevant examples.

nature of some activities reflected the class of people who played them / they were aimed at (AO1)



e.g. mob football violent, unruly (AO2)

Total

Two marks from:



can raise the status / standing of the country (on the world / global stage) / ‘shop window’ effect

       

can lead to an increase in funding for sport 2

possible increases in trade or exporting of goods / services

(AO2

might lead to debt or financial strain can increase participation in sport(s) / elite may inspire others

)

Description required - do not accept single word answers.

gives the populace a sense of identity or pride in their country helps to develop sports talent / develops excellence in sport leads to development of facilities or world-class facilities available for all can be used to raise awareness of health / fitness

Total

Five marks from:

    1 0

class – with different classes involved in different activities or in different roles gender – different activities / roles law and order affected the type of activity and the way it was played education / literacy – some activities involved more complex rules and therefore required an educated player



availability of time – for some / peasant classes too much work time negated ability to play

5 (AO1 )

Look for descriptions rather than merely identifications. Do not accept one word answers.

or some had more free time than others



money – this enabled the playing of activities demanding more equipment / facilities /



transport – this enables some to be able to travel to facilities or to be able to participate

membership

against others.

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Five marks from:

       

the schools promoted sports and games as being important Public School Headmasters / Arnold were well-respected and influential people contributed to the development of competitions / school fixtures / inter-house competitions contributed to the development of rules / rationalisation contributed to the development of facilities helped to promote sport

5 (AO2

promotion of ethics through sports developed the ‘cult’ of athleticism for fair play / moral integrity

)

link between sport and Christianity / Muscular Christianity helped to develop how sport was played



influenced the spread and export of sports and games / influence of the Old Boys in promoting sports.



links developed between sport and health helped to promote sport.

(before the 2012 Olympics, a local London housing estate was demolished for the event with the displacement of 425 tenants, along with two Traveller sites.)

Analysis points could include:

    

there can be an (immediate) negative effect on the local community impact is different for different groups of people e.g. the travellers and local residents moved on the positive side, other local residents may have improved facilities now which may contribute at a local level to some of the increases in participation

(late in 2012 post Olympics - Cycling has shown the most significant rise in participation, with 200,000 more people riding compared to the last annual figures.)

Analysis points could include:



the Olympics can result in high participation rates for sports that have been nationally



however if effects are so dependent on media exposure of the activity they may not last –

successful or have had a high level of media coverage.



5 (AO3

e.g. will uptake of cycling be sustained? may lead to less participation in other activities which did not get promoted (as much)

)

through the Olympics

(since the 2012 Olympics and Paralympics, more disabled people are taking part in sport at least once a week.)

Analysis points could include:

   

those with disabilities can be inspired / encouraged to take part in sport some specific societal groups see a more positive impact than others 2012 Paralympics has a better / greater legacy than the Olympics? some sports / events capture the public imagination more than others

(in 2013, the number of people participating in sport at least once a week fell by 200,000 since the 2012 Olympics, according to Sport England.)

Analysis points could include:



recent participation figures have fallen therefore raise in participation is not sustainable

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

it is hard to link cause and effect – hence different stats from different sources (and at



regular participation is different to one-off or occasional participation

slightly different times)

(there are now about 1.4 million more people playing sport in 2015 in the UK than when London won the Olympic bid in 2005.)

Analysis points could include:

 

more people now participate in sport but can we know this is as a result of the Olympics? some effects may take some time to be seen – e.g. 2013 numbers taking part had fallen but now is up not a like-for-like comparison – population has changed



are the people who most need to participate doing so? Who has the impact reached?

Five marks from:

    

sport was divided by social class (AO1) e.g. rowing / tennis (AO2) amateurism dominated by middle class (AO1) e.g. rugby union (AO2) professionalism associated with working class (AO1) e.g. football (AO2) more time for middle classes to participate / less for working class (AO1) e.g. golf (AO2) more money for middle classes to participate / less for working class (AO1) e.g. skiing (AO2)



5 (AO1 x 3,

Must use examples.

AO2 x 2)

middle / upper social classes associated with public / grammar schools (AO1) e.g. dominate school competitions (in some sports) (AO2)



greater equity (late 20th century) (AO1) e.g. municipal sports facilities (AO2).

Total

Answer

Guidance

Level 3 (8-10 marks)  



At Level 3 responses are detailed knowledge & likely to include: understanding (AO1) clear and consistent  a range of factors are practical application of explored in relation to knowledge & both social and understanding (AO2) cultural influences and effective analysis / psychological evaluation and / or approaches discussion / explanation  clear judgments are / development (AO3) made about the accurate use of influence of the technical and specialist different factors vocabulary  AO1, AO2 and AO3 there is a wellall covered well in this developed line of level. reasoning which is clear and logically structured. The information is

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10 (AO1 x 3, AO2 x 3, AO3



Accept violence as



Look for practical

aggression.

examples as development points.

x 4)

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relevant and substantiated. Level 2 (5–7 marks)  



satisfactory knowledge & understanding (AO1) some success in practical application of knowledge (AO2) analysis / evaluation and / or discussion / explanation / development attempted with some success (AO3) technical and specialist vocabulary used with some accuracy there is a line of reasoning presented with some structure. The information presented is in the most part relevant and supported by some evidence.

Level 1 (1–4 marks)  



basic knowledge & understanding (AO1) little or no attempt at practical application of knowledge (AO2) little or no attempt to analyse / evaluate and / or discuss / explain / develop (AO3) technical and specialist vocabulary used with limited success the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.

At Level 2 responses are likely to include: 



factors relating to both social and cultural influences and psychological approaches are explored, but one may be in more detail than the other some judgment is made about the influence of the factors, reflected in the ‘imbalance’ of the answer maximum of 3 marks to be awarded for AO1 and 3 marks for AO2; some AO3 required for top of this level.

At Level 1 responses are likely to include: 



some knowledge and understanding shown; answer is mostly descriptive answer lacks balance with either social and cultural or psychological factors being predominant little if any evidence of judgment about the extent to which social and cultural and psychological factors influence aggression maximum of 3 marks to be awarded for AO1 with no application.

(0 marks) No response or no response worthy of credit.

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Indicative content

(Social and cultural influences on sport)

   2.

   

society has violence

examples of violent crime opposite view - society does not accept violence laws to protect players as well as citizens.

society accepts that (some) violence is expected in sport.

it is recognised as part of the game examples of violence e.g. in rugby / ice hockey / football etc. emergence and evolution of some sports is based on violence / aggression opposite view - society expects sport to be free of violence - channelled aggression a feature.

   4.

  5.

society has big expectation of success

competition is a feature rewards are for those who win commercial interests dominate so pressure to be successful.

rules allow contact because society demands a spectacle

examples of rules in sport opposite view - rules to combat violence e.g. no contact / fouls etc.

violence / aggression is learned from others / social learning or violence is copied from significant others / role models



opposite view - participants can choose not to copy others.

(Approach of participants)

 

the need / desire to win / be successful

examples of violence used to achieve success opposite view - Most can keep a lid on their desire to win.

participants trained / coached to use violence to achieve success



opposite view - coaches have high ethical standards / do not accept violent play.

violence / aggression is a natural behaviour or a trait so is inevitable



opposite view - participants can control their aggressive tendencies.

competition or importance of winning can raise arousal in participants and this makes violence inevitable



opposite view - arousal can be controlled by most participants.

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10. violence / aggression can become the norm in a sport or participants can use violence to retaliate or use violence because others do



most sports violence is not the norm or it is a rare occurrence.

 Total

Five marks from:

Analysis of table data (sub max 3):

1 2

1. (Car increase)

Car journeys has increased from 27 to 83 % / is three times more popular than in 1952 / has become the most important form of transport compared to other modes.

2. (Air increase)

Air travel is ten times more popular – from 0.1% to 1.1%

For analysis of the table, figures

3. (Rail decline)

Rail travel was not very important in either the 20th or 21st century – only 17 and 9% respectively

receive marks.

4. (Bus decline)

Bus travel was the most common form of transport (42% in 1952) but is now one of the rarest types of journey (5%)

Sub max 3 for inferences use of data from table

indicating change must be given to

Accept other valid inferences from the table data.

6 (6 x

Transport changes and their effects on sport (sub max 3):

AO3)

5. (participation)

Increased participation due to increased private car ownership

6.(Spectatorship)

Increased spectatorship due to increased private car ownership

7. (Flexibility /scheduling)

Increased flexibility of playing sport due to increased car ownership

8. (Activity levels)

Reduced activity levels as more journeys taken by car rather than walking

9. (International sport)

Increased opportunity for international sport due to cheap air travel

10. (Rail fares)

Increased rail fares may limit participation

Credit use of data only when describes change. Quoting individual figures is too vague.

Sub max 3 for points from own knowledge

Points must state effects on sport to receive credit. ‘More people own cars in the 21st century’ = too vague

Five marks from:

1. (Legislation)

Legislation has become more complicated /more involved in sport

2. (Negligence)

Increased cases of negligence

3. (E.g.)

Rugby referee being sued for poor control of the scrum

4. (Litigation)

Referees / players / coaches are more likely to be sued

5. (E.g.)

Eva Carneiro suing Jose Mourinho for sexual discrimination

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Credit other valid examples.

Sub max 3 if no examples given

(AO2 )

Sub max 4 if one example given

Sub max 5 if two or more examples given

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6. (CAS)

Increased number of appeals to Court of Arbitration for Sport

7. (E.g.)

Russian Olympic ban appeal 2016

8. (Criminal)

Increased criminal prosecutions against sports people for violent conduct on the field

9. (E.g.)

Duncan Ferguson jailed for on-field assault

10. (E.g.)

Spectator banning orders for violent behaviour

11. (Matchfixing)

Increased police attention to match fixing / illegal betting has made it easier to detect

12. (Discrimination)

Racial and gender equality laws have reduced discrimination

13. (E.g.)

Golf club membership rules cannot discriminate based on gender

Five marks from:

1. (Urbanisation) Urbanisation reduced space to play sport

2. (Hours)

72-hour week left little time to participate in sport

3. (Health)

Poor hygiene /disease / injury limited participation

4. (Income)

Low wages meant lack of disposable income to participate

5. (Saturday half Saturday half day increased opportunity for day) participation

Points must describe effect on 5 (AO2

working class participation to gain credit.

)

6. (Factory owners)

Factory Owners set up teams to increase participation

7. (Reduced hours)

56-hour week increased time and energy to participate.

‘People had low wages’ = too vague.

Emergence of middle class gave them 8. (Middle class) increased wealth to participate in greater range of sport 9. (Seaside excursions)

Seaside excursions increased participation in swimming / bathing

Four marks from:

Benefits (sub max 3)

1. (Govt. credit) d

Political leaders / ruling party can gain credit for success

2. (Pride / unity) Create national pride and unity 3. (Shop window)

Shop window effect for the country’s culture and political system

4. (Trade)

May attract more investment and trade if successful

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5. (Employment)

Employment pledges / increases may improve government popularity

Drawbacks (sub max 3)

6. (Cost)

Cost of hosting event may be politically unpopular

7. (Failure)

Failure may reduce national self-esteem / productivity

8. (Protest)

Political protest might undermine event / embarrass government

9. (Terrorism)

Increased threat of terrorism / security risk

10. (Environment damage)

Negative environmental impacts reduce popularity of ruling party

11. (Legacy)

Lack of legacy may make government unpopular

Total

Level 3 (8–10 marks)

 

At Level 3 responses are likely to include:

detailed knowledge and excellent understanding (AO1) well-argued, independent opinion and judgements which are well supported by relevant



practical examples (AO2)

  

detailed knowledge of the differences between

detailed analysis and critical evaluation (AO3)

amateur and professional

very accurate use of technical and specialist vocabulary

sport

there is a well-developed line of reasoning which is clear and logically structured. The



information presented is relevant and substantiated.

relevant practical examples or case studies of sports that have professionalized and how the sport was affected

Level 2 (5–7 marks)



for and against

(AO1 1 3

    

good knowledge and clear understanding (AO1)

x 3,

independent opinions and judgements will be present but may not always be supported by

AO2

relevant practical examples (AO2)

x 3,

good analysis and critical evaluation (AO3)

AO3

generally accurate use of technical and specialist vocabulary

x 4)

there is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by some evidence.

well balanced arguments

professionalisation



balanced coverage of both historical and contemporary issues with professional and amateur sport



likely to be a clear conclusion or summary of the relative merits of

Level 1 (1–4 marks)

professionalization

 



satisfactory knowledge and understanding (AO1)

AO1, AO2 and AO3 all covered well in this level.

occasional opinion and judgement but often unsupported by relevant practical examples (AO2)

  

At Level 2 responses are likely to

limited evidence of analysis and critical evaluation (AO3)

include:

technical and specialist vocabulary used with limited success the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.



good knowledge of the different characteristics of

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amateur and professional (0 marks) No response or no response worthy of credit.

sport.

 1.

some relevant practical examples of sports that

(Background - class) Upper classes / gentry originally valued amateur sport (AO1) ‒classes separated in e.g. cricket, athletics, swimming (AO1)

have gone from amateur to professional



(Background) Public schools promoted amateur ethos (AO1)

fairly well balanced

‒cult of athleticism (AO1)

arguments for and against

‒muscular Christianity (AO1)

professionalisation

‒sport played to develop teamwork, leadership, courage, fair play,



some coverage of both historical and

character (AO1)

contemporary issues regarding amateur and professional sport 3.



(Characteristics) Amateur sport is unpaid (AO1)

maximum of 3 marks to be

‒played for its own sake (AO1)

awarded for AO1 and 3

‒participation ethic / not win at all costs (AO1)

marks for

‒sportsmanship emphasised (AO1)



AO2; some AO3 evaluation required for top

of this level.

(Characteristics) Professional sport is paid (AO1) ‒win at all costs / Lombardian ethic (AO1)

At Level 1 responses are likely to

‒opportunity for financial gain (AO1)

include:



Arguments for remaining an amateur sport

basic knowledge of the difference between

amateur and professional

(Values) Preserve traditional amateur values (AO3)

sport

‒maintain fair play / sportsmanship (AO1) ‒counter-culture/participation ethic / not win at all costs (AO1)



limited analysis of the factors involved in staying

amateur or becoming

(Olympic Ideals) Maintain Olympic Ideals (AO3) ‒Excellence, determination, courage, friendship, respect (AO1)

professional



examples of amateur and

Maintain independence of sport from media / commercial influences (AO3) ‒but commercial interests can still grow over time e.g. Olympics (AO3)

few relevant practical

professional sports



likely to be imbalance between arguments for

Arguments for becoming a professional sport / to not remain amateur

and against 6.

professionalisation

(Class) Improved opportunity for working classes (AO3)



‒E.g. pedestrianism (AO2)

between historical and

‒rags to riches (AO1)

contemporary examples

‒social mobility through sport (AO3)

may be imbalance



maximum of 3 marks to be awarded for AO1

(Standards) Increased standards of professional sport (AO3) ‒E.g. Rugby Union professionals are stronger, fitter and game is higher

descriptions of amateur and professional sport

impact (AO2)

with no application or 8.

evaluation.

(Training time) Performers can take time off to train (AO3) ‒broken time payments (AO2) ‒E.g. factory teams such as Arsenal, (originally Royal Arsenal, a munitions company in Woolwich) in Industrial Revolution (AO2)

Maximum of 3 marks to be awarded for AO1. Maximum of 3 marks to be awarded for AO2. Maximum of 4 marks to be

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awarded for AO3.

(Media coverage) Media coverage increases as standards improve (AO3) ‒e.g. women’s netball on Sky sports (AO2)

Accept negatives and positives for a given point e.g. ‘professional sport

10. (Revenue) Increase revenue / sponsorship benefits sport and athletes (AO3) ‒E.g. wage increases in football, Premiership TV deals (AO2)

enables social mobility for lower classes / amateur sport does not enable social mobility for lower

Arguments against becoming professional sport

classes. 11. Undermines amateur ethos / original sporting values (AO3) ‒win at all costs / Lombardian ethic (AO1) E.g. Rugby code split in 1895 between professional league and amateur union (AO2)

12. Commercial pressures / opportunities lead to deviant behaviour (AO3) E.g. Lance Armstrong drug taking in cycling (AO2)

13. Commoditisation reduces control of sport by the sport itself (AO3) E.g., television match schedules in football (AO2)

14. Commoditisation can make sport unequal as larger clubs dominate (AO3) E.g. Real Madrid, Barcelona in football (AO2)

15. Game may become less entertaining as player fitness / strength improves (AO3) E.g. Rugby Union calls for reduced team sizes (AO2)

Total

10 Do not accept:

Five marks from:

anything relating to spectators Transport (sub max 4)

1. Lack of transport limited opportunities for the lower class/ Upper class had transport and therefore

Must have two examples to gain 5

more opportunity

marks.

….e.g. lower class only able to walk to events/ upper class had horse and carriage

(Lower class)

2. They couldn't travel far so games were local

If only one example 5

1 4

….eg mob football people could only play teams nearby a

submax 4 marks.

(3 x AO1

i 3. They couldn't travel far so there were not enough teams to set up a league or cups

No practical examples = no marks

2x AO2)

….eg mob football was usually just played between local villages

4. As people didn't travel far there were no standard rules so games did not spread Points 2, 3 and 4 allow opposites if …. e.g. mob football had different rules in every area therefore teams could not play each other

reference to upper class

5. Transport became the basis for some sports ….eg walking became pedestrianism/ riding became horse racing

6. Upper class built their own facilities at home to avoid having to travel (on poor quality roads)

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….e.g. they built their own real tennis courts

Education

(Lower class)

7. They couldn't read or understand the rules which reduced opportunity ….eg. they couldn't read the rules of real tennis therefore could not play 8. Lack of education meant sport was often cruel/violent, so people didn’t play ….e.g mob football only rule was no murder therefore injuries were common

Points 7 and 8 allow opposites if reference to upper class Examiner’s Comments

Most learners were able to show a good level of knowledge in this section of the paper. However, examination technique was a restricting factor for many, particularly on the longer answer questions where answers were often repetitive. Higher level responses demonstrated good knowledge of the media and the Olympics.

Most learners addressed both aspects of the question however, answers were often repetitive, giving the same point of the mark scheme for both social classes. Lots of learners gave correct facts related to transport and education but they did not link their answer to ‘opportunity’, and the lack of sporting examples often limited their ability to gain credit. Learners often wrote on additional sheets of paper and struggled to be succinct in their response. Do not accept: anything relating to spectators

One mark from: i i

1. People could travel to play other teams or other sports or away fixtures or international fixtures 2. Sport/fixtures became more regular/ leagues were formed

1 (AO1)

3. The variety of sports increased the opportunities

Mark 1st attempt only

4. Sport spread/ became globalised Examiner’s Comments

Most learners answered well; those

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who did not gain the mark often had not made links to participation. Do not accept:

Names need to be in this order to achieve the mark. They do not have to be a precise spot on the timeline 1 b

but within the banded areas.

(AO1) Examiner’s Comments

Most learners answered correctly. The most common error was to reverse William and John. Three marks from: 1800s/William. Sub max 2

1. Very long hours so no (free) time to play. 2. Very long hours so little energy/too tired to play.

Must make reference to the worker’s

3. Few holidays/bank holidays so little recreation time.

name, date or hours worked to award mark

1900s/John Sub max 2

i i

5. Reduced length of working day / (57 hour) week, so more time to play. 6. Less work meant more energy to play.

Examiner’s Comments 3 (AO2)

7. Sport became more regular as working hours reduced

Where learners applied their answer to the names and dates provided

8. (impact of) Half day Saturday/half day Wednesday/ early closing movement meant more time to

they achieved full marks and showed

play/ more competitions

an excellent level of understanding.

(leagues/cups).

Some learners showed a good understanding of the socio-cultural

2000s/Jim Sub max 2

factors but did not answer with reference to the given table.

9. More leisure time to participate 10. Less working hours means people have more energy to participate 11. More holiday time allows for increased participation. Five marks from:

Positive effects of media coverage: Sub max 4 for positives

Pt 7 Celebrities = BOD

1. Media increases commercialism (created the golden triangle)/ more money is available to sport (to improve facilities)

Examiner’s Comments 2. Media increases participation. c 3. Sport is now globalised/ sports from around the world can now be viewed anywhere at any time

Most learners answered well, higher

(AO3)

level learners were able to provide a range of positive and negative impacts. Learners at the lower grade

4. Increase in standards of play/ professionalism has been enabled.

levels tended to provide answers that were repetitive and simply

5. Professional sports players able to earn high salaries.

described the types of media 6. Increase in spectatorism/ people who can't watch live can watch at home

available.

7. Creation of role models

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8. Increased profile of minority/women’s /disability sport/cultural games.

9. Increased technology / fairer results / retrospective discipline

10. Improved rules or versions of sports / exciting to watch

11. Educate/ inform about sport(s)

Negative effects of media coverage: Sub max 4 for negatives

12. Media demands control of sports/ sports performers

13. High stakes can cause deviant behaviour e.g: cheating, match fixing, drug taking. 14. ‘Armchair athletes,’ more people spectate rather than participate.

15. Loss of privacy for sports stars.

16. Media can sensationalise/highlight issues outside of the game which then reflect badly on the sport (e.g. players having affairs/tax evasion)

17. Biased towards popular/male/able bodied sport

18. Highlights bad behaviour/ negative issues (during the game)

19. Negative role modelling / young athletes copy deviant behaviour

20. New rules and versions go against the traditional values of sport

21. Altered timings can impact on performance of elite athletes.

22. Increased officiating technology has slowed the game Do not accept:

Pt 7 do not accept single examples of physical and moral qualities

Two marks from:

1. Reduced discrimination/ develop equality Mark first 2 aims only

2. Unite/ bring people together / friendship/ spread goodwill d

3. Develop respect

(2x

4. Teach fair play/ sportsmanship

Examiner’s Comments

AO1)

5. Develop peace/ harmony

A number of learners showed good

6. Educate people through sport 7. Promote development of physical and moral qualities (e.g. excellence, courage, determination,

recall knowledge; however it was evident this was an area of the

inspiration)

syllabus that many had not covered in detail. The question specified ‘two reasons,’ therefore only the first two answers given were worthy of credit. Some learners provided multiple answers which required additional

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answer space but they need to be made aware that where a number is specified for the response only that number will be considered for credit. Three marks from:

1. Idea of De Coubertin / De Coubertin was founder

Examinerâ&#x20AC;&#x2122;s Comments

2. (he was Influenced or inspired by) Ancient Olympic Games 3. (he was Influenced or inspired by) Cotswold (Olympic) Games or (Robert) Dover Games i i

4. (he was influenced or inspired by) (Much) Wenlock (Olympian) Games / Dr William Penny Brookes invited De Coubertin to Much Wenlock 5. Which he (Brookes) established to develop moral, physical and intellectual improvement using

A number of learners answered this 3

question very effectively; however,

(AO1)

weaker responses simply repeated the answer to the previous question

sport as the vehicle

and did not recall accurate names,

6. (he was influenced or inspired by) Public Schools/ De Coubertin visited Rugby School or the Public

places or dates.

Schools 7. IOC was formed in 1894 in Paris 8. 1896 first Modern Olympic Games held in Athens

Total

ÂŠ OCR 2017. You may photocopy this page.

Page 49 of 49

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