Increasing participation Flashcards
Outline two objectives of teaching military drill in schools in the early 20th century(1902–
1904).
Improve discipline / obedience / equiv;
Familiarity with weapons;
Preparation for work / war;
What changes occurred in Physical Education in state schools following World War II
(1939–1945), and prior to the National Curriculum, to encourage a more movement-based
approach?
Educational gymnastics / discovery / problemsolving / creativity / child-centred /
Heuristic learning / dance / group work;
Moving and growing / planning the programme;
Rebuilding of facilities with apparatus / equipment/playing fields;
Greater range of activities;
De-centralised / greater teacher decisions / flexibility of content and / or delivery
style;
Specialised (PE) teachers;
Currently, a national governing body for a sport produces a Whole Sport Plan. How does this
benefit a sport?
Grass roots to elite / equiv
Increases participation / members / clubs
Funding to that sport depends on success of plan;
Increase resources / funding for that sport; From Sport England (UK Sport)
Helps deliver Start, Stay, Succeed / Grow, Sustain, Excel / Places People Play
Increase number volunteers / qualified coaches;
Partnerships with PESSCL / PESSYP / CCDP/CSP
Shared ‘best practice’
Measureable / increased performance at elite level / more medals / KPIs / talent ID
Suggest other solutions that NGBs could use to overcome discrimination and to increase
participation in physical activity.
More minority sport development officers (SDOs) / employment opportunities;
More minority coaches;
Concentrate resources in inner city / socially disadvantaged areas;
Make activities more available / attractive / classes for specific groups;
Charge / lower admission / membership cost / taster days;
Change attitudes / raise awareness / use of role models.
What were the characteristics of physical education in state schools in the post-World War II
period before the introduction of the National Curriculum?
Recognition of different ages;
Link between mind and body / physical & mental benefits;
Use of group work;
Decentralised lesson / more freedom for teachers / (PE) teachers trained / qualified;
Teacher relate to individuals / interaction / less command style / more discovery /
child-centered / Freedom of Movement;
More enjoyable / fun.
Identify the similarities and differences between the state school (1904-1918) Syllabuses of
Physical Training and the current ‘National Curriculum for Physical Education’.
Similarities – Both centralised / directed / told what to teach; Both concerned with health promotion. Accept therapeutic. Both compulsory; Both preparation for life after school. Sub max 2 marks
Differences –
Early syllabus:
Limited curriculum breadth / choice;
Little / no differentiation between sexes / ages;
Command style / drilled / freestanding / Swedish gymnastics;
Obedience training / accepting orders;
Preparation for role in factory / army;
No concern for individual / class response / unison;
No interaction between pupils.
How does the ‘Youth Sports Trust’ help to develop Physical Education and school sport
opportunities?
Support Sports Colleges / School sport partnerships;
TOPS Programmes;
Junior Athlete Education Programme / Gifted and Talented / IXcel;
Work (with NGBs) to increase opportunities for competition.
Training of new coaches / Recruit into Coaching;
Develop new clubs at schools with NGBs / Change 4 Life.
‘Open up’ schools’ facilities to local community; ‘Open up’ schools’ facilities to local community.
Identify some of the initiatives that Sport England has developed in order to achieve its
objectives of “Grow, Sustain, Excel”.
Sports Colleges / School Sport coordinators(SSCo) / Competition Managers / FESCOs / PDMs / PLTs / Sport development officers / PESS / Gifted and Talented; Sportsmark / Activemark / Clubmark / Sports partnership mark; Active Sports / schools / communities programme / Activ8; Sport Action Zones; PESSCLS / school-club links / PESSYP / SSP (School Sport Partnerships) / 5×60 / E3; TOPS; Best Value; Step into Sport; Sporting equals; Sport unlimited; Sport England Small Grants Programme; Sustainable Facilities; Innovation Fund; Recruit into Coaching; Playground to podium; Free swimming programme / FSCMP; Whole sport plans Women’s Cycling Network Beacon Clubs Street Games Sporting Champions RAMP.
The UK Government, through the Department for Culture, Media and Sport, funds Sport
England to promote and invest in grassroots and community sport.
What are the three key aims of Sport England?
Grow, Sustain, Excel or
Start, Stay, Succeed.
Why has the UK Government become increasingly involved in developing specific policies
to encourage participation in sport?
Sport seen as important part of society / people expect it / popular political vote;
Improves health / fitness of the population / concerns over obesity / prevention
better than cure / prevents strain on NHS;
Helps prevent crime / social control;
Increase medal winners / national pride / feel good factor / standard of elite / talent ID;
Creates employment / gives people life skills;
Contributes to education policies;
Part of system of government’s joined up policies;
Wanting more control of sport / how money is spent / revenue from sport;
Social-cultural policies / integration of society / equal opportunities / regeneration;
2012 Olympics.
How can schools and community sports clubs work together to increase participation in physical
activity?
Publicise / advertise / notice boards;
Increase links between the two / visits / liaison / school–club links / personnel / coaches;
Dual use / sharing facilities;
Local / Government policy / eg PESSCLS / sports colleges / sport development officers /
SSCOs;
Offer discounts / membership / subsidised use of facilities / youth sections;
Offer (increased) range of activities / roles / extra curricular activities;
Come and try days / taster sessions / holiday scheme;
Increased awareness of health and fitness issues.
Explain how school provision can influence future participation in physical activities.
Amount of curriculum time / variety of activities;
Extra-curricular activities / clubs / teams;
School tradition / teachers’ influences;
Location – rural / urban;
Facilities / resources / etc;
Different roles / critical performer / leadership / officiating / coaching;
School-club links / PESSCLs / PESSYP / SSCo’s / PLT / dual use facilities;
National Curriculum;
Gifted and talented;
Health / fitness benefits recognised;
Lifelong learning / lifetime sports / active lifestyle.
Why has the government in the United Kingdom (UK) become increasingly involved in
developing specific policies to encourage participation in sport?
Sport seen as important part of society / people expect it / popular political vote;
Wanting more control of sport / how money is spent / revenue / taxes from sport;
Contributes to education policies;
Increased (psychological) health / fitness / obesity;
Effects on productivity / reduces demand on NHS;
Social control / reduced crime;
Employment opportunity;
Increase numbers of medal winners / patriotism / National pride / feel good factor / positive
society;
Inclusiveness / reduce social exclusion / equal opportunities.
Name three ‘policies’ that Sport England has developed to encourage increased participation in
sport.
Support Government’s 5 hour public service agreement / 5 x 60 in Wales;
Active Programme / Active schools / Active communities / Active sports / World class;
National Junior Sport Programme (Tops programme – Top Tots / Top Play / Top Sport / Top
Skill);
Sports Colleges / PESSCL / PESSYP / School Sport Co-ordinators / PESS / FESCO / Sports
ambassadors;
Activemark / Sportsmark / clubmark;
Coaching for Teachers;
Sport Action Zones / Area Action Plans;
Sports Development Officers;
Development fund (to target specific groups such as women);
Plan / develop sport facilities according to need of a local area;
Grow sustain excel / Stay, Start, Succeed / More people, more places, more medals;
Playground to podium / step into sport.
In what ways are the characteristics of physical education and those of sport
different?
Sport:
Sport is competitive / sport primarily seeks winners and losers / extrinsic rewards;
Sport may not have educational objective / is elitist;
Sport does / may not lead to improvement / learning;
Sport is serious / commitment / training;
Sport is voluntary / in your own time / choice.
PE:
PE develops (motor / psycho-motor) skills;
PE involves learning other things;
PE develops morals / ethics / fair play;
PE health / social / life-long learning / child-centred;
PE is compulsory.
