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A level study sets > pe - social/cultural > Flashcards

pe - social/cultural Flashcards

1
Q

Social

A

The community that someone is in

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2
Q

Cultural

A

Set of beliefs and customs that leads us to behave in a particular way with our community

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3
Q

Social class - Pre-industrial Britain

A

Lower Class - Peasants:
- Worked manually mainly on the land
- Activities such as mob football, dog fighting, cock fighting and bare knuckle fighting
- Often cruel and violent, had little to no rules

Upper class - Gentry:
- Aristocracy (rulers) were hereditary land owners
- Activities included real tennis and fox hunting
- Activities were more sophisticated with complex rules
- Participation required money

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4
Q

Pedestrianism and Cricket - Pre-industrial Britain

A

Pedestrianism: Peasants would compete in the races and the gentry would act as patrons (sponsor) they would bet on the results

Cricket: Gentry would employ peasants who were good at cricket as gardeners so they could play for their cricket team. Upper class were known as gentlemen and lower class as players. Professionals just fielded and they were not allowed to bat

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5
Q

Time - Pre-industrial Britain

A

Peasants:
- Worked long, exhausting hours
- Often too tired to participate in physical activities
- Many activities only happened once a year e.g. festivals
- Most activities involved drinking competitions/throwing
- Simple and no real rules

Gentry:
- Much more spare time - activities longer-lasting
-They could last all day long

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6
Q

Money - Pre-industrial Britain

A

Peasants:
- Couldn’t afford specialist equipment
- Couldn’t take part in exclusive sports
- Couldn’t afford to leave their communities
- Loss of animals/crops would be devastating

Gentry:
- Could afford horses/specialist clothing - hunting
- Real tennis was played indoors in stately homes
- Uses expensive/specialist equipment

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7
Q

Transport - Pre-industrial Britain

A

Peasants:
- Roads in terrible conditions
- Had to rely on walking
- Often couldn’t leave their immediate villages
- Led to different villages having different rules

Gentry:
- Could travel further via horse and carriage
- Could get to different facilities
- Able to buy facilities within their own lands

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8
Q

Law and Order - Pre-industrial Britain

A

Peasants:
- Took part in violent/cruel activities
- Mob football only stopped murder and man slaughter
- There was no police at the time

Gentry:
- Interested in keeping up appearances
- Would only take part in respectful activities

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9
Q

Education - Pre-industrial Britain

A

Peasants:
- Uneducated and illiterate
- Activities had to be simple
- Often no rules - couldn’t be written down/ understood

Gentry:
- Educated and literate
- They could read and understand sophisticated rules

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10
Q

Gender - Pre-industrial Britain

A

Peasant women:
- Seen as the weaker sex
- Activities could not be dangerous/strenuous
- Very few rights/choices in society
- Smock races

Gentry women:
- Participated in different activities to men
- Few rights in society
- May be involved in archery

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11
Q

Social class - Post-industrial Britain

A

Working Class:
- Worked long hours in factories/mines
- Little wealth/status
- No disposable income

Middle-Class:
- Factory managers
- Didn’t own big estates
- Many had more time/money
- Educated ones were a threat to the upper class

Upper-Class:
- Hereditary land owners
- had disposable income
- All educated

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12
Q

Broken time payments - Post-industrial Britain

A

Given payments to play as professionals to make up for lost money for not being at work

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13
Q

Time- Post-industrial Britain

A
  • Factory owners didn’t want workers playing sport due to money loss for injury etc.
  • Soon realised it has healthy and encouraged teamwork
  • Working hours were still long so they had little energy to play sport
  • 1880s onwards, Saturday half day
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14
Q

Money - Post-industrial Britain

A
  • Working class still paid poorly, could not afford to participate in much sport
  • Broken time payments and professionalism encouraged people to take part
  • Middle/upper class could afford to play
  • Factory owners realised that a happy workforce is a more productive workforce
  • Larger factories would pay for an annual trip for the workers e.g. to the beach so that they were able to take part in more activities
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15
Q

Transport - Post-industrial Britain

A
  • Canals/roads made it easier for people to travel much greater distances
  • Invention of the bicycle meant more travel
  • Trams were very important as they allowed people to travel all over the country and Scotland/Wales so fixtures and matches could be played all over and spectators could go with them
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16
Q

Women - Post-industrial Britain

A

Start of 19th century:
- Restricted by their roles (housewives)
- Dependant on husband - need to marry
- Many thought education was pointless
- Most professions refused entry for women

End of the 19th century:
- Women could not be expected to marry, shortage often due to the war
- Series of female education pioneers
- Led to a wide movement of women’s rights, work and voting this led to more taking part in PE in school

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17
Q

Education (working class) - Post-industrial Britain

A
  • Most had little interest in education
  • Child labour was common but most parent didn’t want their children to go to school because it would reduce their income as children often worked
  • Uneducated people did not get complex rules
  • Education act 1870: Beginning of the national system of state education. It required new elementary schools nationwide (usually run by churches)
  • Since this, more people got involved in sport as they could understand more complex rules
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18
Q

Education (upper class) - Post-industrial Britain

A
  • Had little interest in educating the peasants, they wanted to remain in power
  • Revolutions across Europe hardened the need to control the working class
  • Middle/upper class when to public (private) schools

19th century public schools:
- Exclusive to the sons of the gentry
- Strict boarding schools - lots of rules
- Housing system (pastoral care) in houses
- High fees, academic staff, good facilities
- Boys brought their local games and rules
- One set of rules were clarified
- Lots of time and space to play (large grounds)
- Very strict and bullying
- High tuition fees
- Fagging system

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19
Q

Fagging system

A

Cruel exploitation of younger boys who were used as servants for the older boys, often bullied and many parents complained about this behaviour

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20
Q

Cult of athleticism

A

Idea of ‘muscular christianity’ linked sport with being a Christian gentleman. Established a link between sport and moral ethic character. Combination of physical endeavour or trying hard and more integrity, being an honourable sportsman

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21
Q

Law and order - Post-industrial Britain

A

Working class:
- More defined rules effected their activities
- Led to a decline in blood sports e.g. fighting as well as mob football. They were not ‘acceptable’
- Began to play against others - more educated

Upper class:
- They were the law makers so they could keep the sports they enjoyed such as hunting
- Although some of these were deemed as cruel and the working class had no say
- Still a power divide, upper class dictated how the working class lived their lives

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22
Q

Change in the 20th century

A
  • Science and technology innovations
  • Societies became richer
  • Growth in cities (urbanisation)
  • More leisure time/less work
  • Sport included in national curriculum
  • Stress due to wars and terriorism
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23
Q

Social class

A
  • Still influenced society
  • Divisions were more vague
  • Those who watched football were mostly well behaved
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24
Q

Time 20th century

A
  • People gradually had more time
  • Weekly features (Saturday 3pm) creation of leagues
  • Water polo and pigeon racing now played/watched
    Little space in cities so sports fields were used lots
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25
Q

Money 20th century

A
  • Increased in all social classes - more opportunities
  • Everyone began to play/spectate in sport
  • During war years, this money disappeared
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26
Q

Transport 20th century

A
  • War invented motor bikes, cars and planes
  • Mass increase in public/private transport - available to almost everyone
  • Increase in participation and spectators
  • World cups/Olympic Games involved international travel - brought tourism and money
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27
Q

Gender

A
  • Sport still entered around the pub
  • Sport - male dominated
  • Spectatorism increased
  • Middle class women played sport for leisure
  • Women excluded from professional sport in the first half of the century until 1960s onwards

Spectatorism: Practice of being an on-looker at sports games (forepeople spectating than participating)

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28
Q

Education 20th century

A

Grammer schools:
- Selective students from public schools 11+
- Academically gifted
- Catered for those going beyond O-levels/GCEs

Secondary modern schools:
- 4 year course
- Led to ‘school leaving certificate’
- After pupils went straight into work
- Extra year was introduced for 5th year

Secondary technical schools:
- Less popular alternative
- Those failing 11+ could gain a place here
- Courses developed skills e.g. woodwork/mechanics

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29
Q

Law 20th century

A
  • Most cruel sports banned (urbanisation)
  • Exceptions: Fox hunting/shooting (upper class)
  • Formal written rules for fair play
  • Boxers now wore gloves/banned biting
  • Large crowds were respectful/well behaved until 1970
  • 1960s - drug use became widely used especially USSR

Hooliganism: Disruptive/unlawful behaviour e.g. rioting, bullying and vandalism in connection with crowds

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30
Q

Social class 21st century

A
  • Still impacted participation rates in sport but much less obviously than before
  • Social mobility could be achieved through sport
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31
Q

Time 21st century

A
  • Technological advances and more flexible working conditions, people had more time for sport
  • 5 day working week is now common, people could engage with sports at weekends
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32
Q

Money 21st century

A
  • Most people are better off
  • Gym memberships increased - more affordable
  • Global recession early 2000s effected people’s disposable income - less spent on sport
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33
Q

Transport 21st century

A
  • Availability increased massively
  • Households had at least one car
  • People willing to travel to play/spectate
  • Increased cheap air fares - more abroad travel
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34
Q

Gender 21st century

A
  • More men than women involved in sport
  • Some still regarded sport as ‘unfeminine’
  • Certain activities associated with one gender
  • More women involved in physical exercise particularly in health fitness and gym
  • Participation in team sports grew massively
  • Women’s large events became more televised
  • Fewer instances of open discrimination in sport
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35
Q

Education 21st century

A
  • Examinations/qualifications in PE increased e.g. GCSE, A-level, Cambridge nationals, degrees
  • Gave young people opportunities to study PE
  • 88% of pupils attended comprehensive schools
  • 7% private schools
  • 4% grammer schools
  • 1/3 Britain Rio medalists attended private schools
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36
Q

Law 21st century

A
  • Officials have duty of care to player’s safety
  • All seater stadiums
  • Violence was likely legally followed up
  • Football banning orders to prevent trouble from attending games or travelling abroad
  • Players protected by legal contracts
  • Stricter laws/more severe sanctions

Hillsbrough: Pens overfilled, tickets were not checked, the barriers broke and people fell forwards leading to 97 spectators dying

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37
Q

Equality 21st century

A
  • Laws to prevent discrimination based on race/gender
  • Right for transgenders 2004
  • Private members clubs could not longer ban women
  • Discrimination legislation covering race, gender, disability, age, sexual orientation and religion 2010 equality laws
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38
Q

Bosman ruling

A

Players allowed to leave club at the end of their contract without paying a transfer fee

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39
Q

Match-fixing

A

Act of playing/officiating match with intention of achieving a pre-determined result

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40
Q

Doping

A

Use of banned athletic performance enhancing drugs in athletic competition

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41
Q

Olympics origin

A
  • 3000 years ago - Ancient Greece
  • 776BC
  • Reason for starting them was unknown
  • Olympiad - 4 year gap between games
  • First of modern era - Athens 1896
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42
Q

Aims/Values of olympics

A

Aims:
- Provide healthy competition and avoid politics with emphasis on taking part instead of winning
- Promote development, physical and moral qualities to create international goodwill and educate young people

3 Values:
- Preserve human dignity
- Develop harmony
- Encourage effort

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43
Q

British Olympic Association (BOA)

A
  • Role - prepare best of British athletes for the summer and winter games
  • Responsible for campaigning Olympic values in UK
  • Privately funded
  • Headquarters - London
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44
Q

International Olympic Committee (IOC)

A
  • Role - Supervise, support and monitor organisation of games to ensure they run smoothly
  • Guardian of Olympic games
  • Responsible for selecting host city
  • Owns all right of olympics symbol and name
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45
Q

Olympic Creed

A

Important thing in life is not the triumph but the fight, the essential thing is not to have won but to have fought well

46
Q

Paralympics and values

A

Developed when sports competition was organised for WW2 British veterans with spinal cord issues 1948, 162 countries participate in Olympics but only 22 in Paralympics. First official games 1960

4 Values:
- Determination
- Courage
- Equality
-Inspiration

47
Q

Berlin 1936

A

Third Reich Ideology:
- Used the games as Nazi propaganda
- To his embarrassment a group of African Americans won 13 medals including Jesse Owens
- Hitler refused to present his medals

48
Q

Mexico City 1968

A

‘Black Power’Ideology:
- AmericansTommy Smith and John Carlos
- Raised black gloves against racism in USA
- They were suspended from games and expelled from Olympic village

49
Q

Munich 1972

A

Palestinian Terrorism:
- 8 terrorists broke into an Isreal athletes room
- Killed 2/held 9 hostage for 24 hours
- Hostages and one police man were killed during shootout

50
Q

Moscow 1980

A

Boycotted by USA:
- More than 60 invited nations did not take part
- Protest was against the cost country military invasion of Afghanistan

51
Q

Los Angeles 1984

A

Boycotted by Soviet Union:
- Reason given for USSR’s absence was over fear over lack of security for their athletes by hosts
- Real reason is unknown
- 16 other (mainly communist) nations joined boycott

52
Q

Sporting impact on hosting global sporting events

A

Positives:
- New/upgraded facilities
- Increase income/sponsorship
- Increase funding for sport
- Raises sport profile - more participation
- Can focus on minority sports

Negatives:
- General participation trend can decline
- Sports deviance highlighted in media
- New facilities left to ruin
- Lesser known sports can suffer

53
Q

Social impact on hosting global sporting events

A

Positives:
- Use of facilities by local communities
- Improved transport systems around venues
- More money - Tourism/national trade
- Accommodation built for event can later be used as hosting for the locals

Negatives:
- Some areas will see no improvement
- Rural areas will likely not get the same benefit as the host city gets
- Local inhabitants may have to vacate for new venues

54
Q

Economic impact on hosting global sporting events

A

Positives:
- Commercial benefits related to goods sold in area of event and send of event goods
- Increased tourism and event related finances
- Benefit to employment/long term jobs
- Jobs created through building facilities

Negatives:
- Bidding to host can be expensive
- Long term jobs may be exaggerated
- Events can cause huge economic loses
- If events/participation re linked to failure and the loss of revenue

55
Q

Political impact on hosting global sporting events

A

Positives:
- Can bring unity and purpose to country
- Country/city can be used as a ‘shop window’ for its culture and commerce
- Individual parties and leaders may gain credit and therefore more support

Negative:
- Protests by athletes or spectators
- Negative environmental impact
- Responsible for things going wrong
- If host nations perform poorly it can reflect badly on the country

56
Q

Violence

A

Intense physical force directed towards harming another person or group to cause injury or death to them

57
Q

Causes of violence

A

Win at all costs: Lambardian effect, can lead to violence because it’s highly competitive, win no matter what it demands

Deindividualisation: Loose sense of being an individual. They may ‘become the group’ some coaches play on this. Team obligation over individual responsibilities to encourage violent behaviour to unsettle opponents

Threatened by events: Performers become aggressive some sports attract this by their nature e.g. rugby/NFL

‘Representatives’: Protective of then or countries, have rivalries which results in violence between both fans/performers

Arousal: High levels of competition causes significant arousal it can heighten emotions which can lead to violent behaviour

Rivalries: Between groups can lead to violence, people act as agents for their groups to protect/dominate

Role models: Fans copy behaviour of others especially if they are significant others

Media: Reports of negative sport behaviour reinforcing rivalries that already exist, increasing media to include organised sport supporter fights

Alcohol/drugs: Can effect behaviour

Sport and society: Norms/values run through both but are different in each, resulting in violence, sports reflects societies you are in

Perception of officiating: Frustration can be cause, fans or performers, if they feel like they’re unfairly treated leading to violent acts to release frustration. If goals are booked, people can become aggressive

58
Q

Ethics and Deviance

A

Ethics: System of rules that groups and society is judged on. Rules that dictate individuals conduct.

Deviance: Any behaviour which goes against societies general norms and value, this can include breaking the law or being violent towards others

59
Q

Causes of devient behaviour

A
  • Pressure/stress of golden triangle
  • Fame and popularity
  • Drive to win, player’s mentality
  • Country’s reputation and politics
  • How socially excepted the behaviour is
  • No respect
  • Lack of punishment
  • Jealously
  • Threats from agency
60
Q

Drug definition

A

Drug: Substance which psychological effect when ingested or otherwise introduced to body

Performance enhancing drugs: Substances used to improve performances which artificially enhances personal characteristics

61
Q

Why athletes take PEDs

A
  • Avoid or recover
  • Mask/hide an injury
  • Able to play for longer
  • Natural ability not good enough
  • Better results = Better sponsors
  • Meet expectations
  • Financial rewards
  • Fame and popularity
  • Drive to win
  • Lengthen sporting career
62
Q

Anabolic steroids

A

Most commonly used drugs, allowing athletes to train harder for longer increases power/strength, helps develop muscle mass, speeds up recovery

+ Stimulate muscle tissue to grow
+ Mimic effect of testosterone can remain in body from weeks-years
- Heart disease could be fatal
- High blood pressure/Aggressive behaviour
- Bone/tendon/ligament weakness
- Severe liver disorder

63
Q

Beta blockers

A

Usually come in tablets, prescription only, slow down HR, calming effect, blocks action of hormones such as adrenaline

+ Reduce anxiety/muscle tremor
+ Calming effect/maintain control
+ Increases chance of winning
- Lack of adrenaline, no fight or flight
- Slower HR
- Low blood pressure/sleep disturbance

64
Q

Stimulants

A

+ Increase alertness
+ Excite nervous system
+ Increases confidence in ability
+ Work harder for longer
+ Improve reactions
- Stroke/high blood pressure/heart failure
- Liver/brain damage
- Addiction/insomnia
- Depressed without them
- Burst through pain barrier

65
Q

Diuretics

A

+ Increase amount of water passed out the body
+ Used to lose body weight
+ Masking agent
+ Flushes out traces of other substances
- Dehydration
- Muscle weakness/cramps
- Heart/kidney failure
- Loss of sodium/potassium salts
- Dizzyness/nausea

66
Q

Peptide Hormones

A

Found naturally in body, increase muscle growth, increased red blood cell count

EPO: Increase blood cell production, therefore O2 delivery to muscles
- Hand/foot growth
- Heart failure
- Arthritis/diabetes

HGH: Increases muscle mass and therefore strength/power athletes. It causes
- Increased blood viscosity
- Clots/strokes
- Increases risk of heart attack

67
Q

Narcotic Anagelistics

A

+ Relieve pain
+ Dampen effect of pain stimuli
- Nausea/sickness
- Depression
- Become reliant on them
- Addiction
- Could become more injured

68
Q

Blood doping

A
  • More red blood cells = more haemoglobin = more O2
  • 2 pints of blood are removed several weeks before completion and is kept for 2 days at low temperature
  • Then injected back into the body
69
Q

Doping side effects

A
  • Allergic reactions
  • Increased blood viscosity leads to clots
  • Increase heart attack risk
  • Pulmonary embolism
  • Infections/risk of blood bourne diseases
  • Risk of wrong blood back into the body
70
Q

Legal substances

A

Vitamins, minerals, sports drinks, energy, carbs, powders, gels, creatine, protein

Legal:
- Freely available on internet
- Questionable/conflicting research
- Questioned safety use in high quantity
- Long term effects, little is known
- Is it still in the bounds of fair play

71
Q

WADA

A
  • Independent body formed by IOC 1999
  • Responsible for framework of anti-doping agencies
  • Promotes doping/drug research
72
Q

Impacts of commercialisation on performers

A

+ Increased wages/prize money
+ Increased availability of professional contracts
+ Performers always in public eye

  • Increased pressure to win
  • Increased deviant behaviour
  • Treated as commodities
  • Sponsors can become too demanding
  • Minority performers may miss out
  • Sportsmanship based on marketability not success
73
Q

Impacts of commercialisation on spectators

A

+ Higher playing standards - more excitement
+ Improves stadium/facilities
+ More opportunities to watch sport 24/7 coverage
+ Increased funding for technology
+ Extra entertainment e.g. cheerleading

  • Increased costs to watch sport
  • Increased interruptions/adverts
  • More tickets allocated to organisations not fans
  • Changes in kick off time
  • Expensive merchandise
  • Disagreements in what is advertised
74
Q

Impacts of commercialisation on society

A

+ Generates income, economic benefits
+ Sporting success = ‘feel good factor’
+ Participation rates^ - more exposure

  • Corruption/violence
  • Linked to win at all costs
  • Over-focus on elite, minority miss out
75
Q

Impacts of commercialisation on sports

A

+ Improved facilities/equipment/coaches
+ More technology to make decisions
+ More role models
+ Increased spectatorism
+ Increased number of events

  • Become over reliant on money
  • Money goes to popular sports only
  • Losing control of ticket allocations
  • Location of events may be effected
76
Q

Factors leading to commercialisation

A
  • Growing public/spectator interest
  • More media interest
  • Professionalism
  • Advertising
  • Sponsorship
77
Q

Examples of commercialisation

A
  • Stadium/arena/grounds
  • Sponsor competition
  • Player endorsements
  • TV programmes
  • Sponsored equipment
78
Q

UK Sport

A
  • Focus aimed at developing and implementing strategies to increase sporting excellence
  • Invests and distributes national lottery funding for elite performer development to maximise performance in the olympics
  • Provides funding for NGBs which enable them to operate a world class performance pathway programme
  • Funds athletes directly by athlete performance award (covers sporting and living costs for elite athletes)
  • Provides funding for national institute of sport
79
Q

Athlete performance award

A
  • Ordinary living/personal sporting costs
  • Threshold of 65,000 (if they earn over this they do not get it)
  • Means tested
  • APD determined by the level of performance the athlete has achieved and their potential for the future
80
Q

World Class Performance Pathway

A

Podium: Supports athletes with realistic chance of winning a medal at the next (para) olympics. Max of 4 years away from the medal

Podium Potential: Supports athletes with realistic chance of winning a medal the the (para) olympics. Max of 8 years away from the medal

Talent level: Identifies athletes with potential to progress up the pathway. The future programme of British athletes is an example of financial support (17-20)

81
Q

From talent identification to elite performance

A
  1. identifying potential talent
  2. Providing support to the potential talent to help them progress
  3. The world class performance pathway programme
82
Q

National institute of sport

A
  • Lifestyle support - personal support to create a unique environment necessary for success. Minimise concerns and conflict while helping time management, budgeting media training and sponsorship development
  • Aims to cut the drop out rate of elite athletes
  • Technology - EIS has performance innovation team to ensure athletes have the best equipment and tech e.g., science, medicine and equipment
  • For class facilities and performance environments e.g, velodrome Manchester
  • Word class coaching to optimise training programmes and maximise performance
  • Sports science to evaluate and monitor impacts .g., nutrition, psychology and performance analysis
  • Medical - Sports medicine, strength and conditioning, physiotherapy
83
Q

Talent identification

A

Phase 1: Physical skills test
- Includes sprints, jumps, aerobic fitness and strength tests - sport specific

Phase 2-3: Suitability/Preparation
- Physical and mental screening, performance, lifestyle workshops and physiological assessments

Phase 4: Confirmation phase
- Athletes train over 6-12 months. Athletes are assessed and the rate of their progress is recorded to judge suitability for elite sport

84
Q

Why use talent identification

A
  • Chances of them producing medalists are improved and increased
  • All potential performers can be screened fairly and be compared
  • Performers can be directed to sports which are most suited to them
  • The development process can be accelerated e.g., due to gained talent
  • Co-ordination approach between organisations e.g., NGBs, EIS, Uk sport
85
Q

Key features of Talent ID

A

T - Testing facilities of a high standard
A - Analysis of performance is carried out using comprehensive data
L - Links between organisations ensures a co-ordinated approach
E - Equal opportunities for all
N - National development squads are in place to direct development
T - Trainers - high quality coaching is used

86
Q

Role of schools in elite sporting success

A
  • Strong PE programme (and role models) for all pupils (national curriculum) national average 1 hour
  • Advanced A level and apprenticeships in sporting excellence
  • Private schools provide increasing opportunities for competition as well as expert coaches and facilities. Higher level of expertise, funding and time
  • PE and sporting qualifications, GCSE, Cambridge nationals and A level
  • Strong links with clubs and close to professional clubs
  • Wide range of extra curricula clubs that include competitive teams and matches
87
Q

Role of clubs in elite sporting success

A
  • Nurture and encourage talent through fixtures, leagues, tournaments and other experiences e.g. tours, professional guests etc.
  • NGBs are linked to the performance pathway, fund elite programmes and fund investment
  • Clubs provide specialist coaching/physiotherapy/support and training
  • Gives concessions to provide younger performers e.g., kit and transport
88
Q

Role of universities in elite sporting success

A
  • Sports science
  • Scholarships and bursaries (membership for teams/gyms etc.)
  • Specialist and high quality facilities
  • Specialist and world class coaching
  • Integrated competition and study
  • Institutes - some universities host national sporting competitions
  • High level of competition
89
Q

Advanced apprenticeships in sport excellence (AASE)

A
  • Provide structured training and development route across number of sports
  • Chance to excel in sport on a world stage
  • To be eligible - they must be professional, full time athlete
  • Designed to measure ability to plan, apply and evaluate their development
  • Tactical, metal and physical aspects of their sport
  • Addresses issues such as lifestyle/career development/communication and health and safety
90
Q

Pros and Cons of modern technology in sport

A

Pros:
- Makes sport fairer
- Increased reliability and justification of decisions
- Increases jobs in sport
- Improves performance
- Safety (e.g., helmets)
- Technique improvements
- Improved facilities
- Review rules/laws
- Player analysis

Cons:
- Minority sports do not get it
- Reduces decision making power of officials
- Boredom of all involved
- Interrupts game for spectators
- Diminished responsibility
- Can be unreliable and not work
- People become less engaged
- Too focused on statistics
- Takes more time
- Not available to all
- Expensive
- Becomes outdated quickly

91
Q

Benefits of modern technology

A
  • Full potential spotting (bone density)
  • Health screening (vitamin intake)
  • Prosthetic - no/lost limbs
  • Wheelchairs - slanted back rugby
  • Access to buildings/facilities (ramps)
  • Rehabilitation centres
  • Stimulated competitive surfaces (4G)
  • Improved artificial surfaces
  • Artificial lighting
  • Unlimited access (24hr gyms)
  • Equipment development (golf clubs)
  • Footwear design (more flexible)
  • Hypoxic chamber (altitude training)
  • Precision hydration (lucozade sport)
  • Psychological lab testing
  • Running gait analysis (force plates)
  • Heart rate/GPS monitor
92
Q

Drawbacks of modern technology

A
  • Cost of equipment - leads to inequalities (2000 road bike)
  • Developing countries - equipment/facilities prohibited
  • Range of alternatives to sport, reduces due to PC, consoles and VAR etc.
93
Q

Prosthetic

A

Artificial device that substitutes a defective part of the body e.g., arm/leg e.g., Jonnie Peacock

94
Q

Hypoxic chamber

A

Sealed room that stimulates high altitude e.g., forces more red blood cell production

95
Q

Precision hydration

A

Monitoring radium loss during sweating - leading to more effective replacements of essential body salts

96
Q

Technology advantages on fair outcomes

A
  • Reduces human error
  • Video replay (VAR TMO)
  • Shot clock (basketball)
  • Third umpire cricket (more angles)
  • Hawk-eye tracks ball in tennis
  • Goal line technology in football
  • Detection of doping
  • Observations of foul play
  • Use of timing (uniform/fair)
97
Q

Technology disadvantages on fair outcomes

A
  • Officials feel pressure (media)
  • Media highlights officials errors
  • Genetics tech (alter genes)
  • PED detecting can’t keep up
  • Access is limited to certain minority countries and sports
98
Q

Technology advantages on enjoyment of sport

A
  • Increased entertainment, spectators are able to watch it on repeat
  • Giant screens (all action seen)
  • Multiple camera angles
99
Q

Technology disadvantages on enjoyment of sport

A
  • Analysed by pundits that show negatives, bias?
  • Constant interruptions, stops the flow of the game
  • Can reduce attendance, has a knock on effect at every level of sport
100
Q

Gene Therapy

A

To use genes and genetic elements to treat human diseases

101
Q

Implications of Violence

A
  • Media images of fans involved in hooliganism (particularly in parents with children)
  • Measures introduced negatively effected law abiding fans who were banned from travelling - all fans were stopped
  • At club level, teams were banned from competition, Liverpool were banned for 6 years for violent clashes with fans prior to the Euros
  • Hooliganism and further reaching affects with increasing costs of security, before during and after the game, means more finance for clubs
102
Q

Strategies to prevent violence (by a coach)

A
  • Substitute a player
  • Punish aggressive behaviour
  • increase peer pressure
  • Educate performer/reinforce the use of assertive behaviour
  • Provide positive role models
  • Promote assertion, not aggression
  • Highlight responsibilities to the team
103
Q

Strategies to prevent violence (NGBs)

A
  • Support match officials by using technology (SMO/TMO) to clarify rules regarding dangerous play
  • Promoting players with good records as positive role models
  • Taking retrospective (after) action to punish offences
  • Deduct points for repeat offences
  • The use of sin bins or bookings
  • Introduce education campaigns or rewards linked to fair play e.g., the FA’s respect campaign
  • Change of roles to reduce the chance of violence - tackle and ruck laws in rugby
104
Q

Strategies being used to combat crowd violence

A
  • Banning/controlling alcohol sales
  • Improve use of police intelligence
  • Tougher deterrent e.g. banning individuals from travelling
  • Use of CCTV to identify/eject/arrest under the football speculator act 1989 and the ‘football disorder act 2010’
  • Building all seater stadiums and have family zones with a more civilised atmosphere
  • Encourages responsible media coverage prior to game and instead use of social media to encourage building of bridges and friendships
105
Q

Gambling key terms

A

Match fixing - When a game/sports competition is played to completely or partially pre determine a result. (when a player purposely underperforms)

Bribery - Practice of offering money to gain a dishonest advantage over the game

Illegal sports betting - Placing a bet with an unregistered bookie often has links to match fixing and organised crime

106
Q

When in the past was gambling evident

A
  • Gambling or wagering has been a feature for centuries
  • Ancient Olympic athletes were often accused of excepting bribed to lose
  • Evidence of gambling in Roman times
  • 19th century wages - closely associated with pedestrianism
107
Q

Why does sport attract gambling

A
  • Because the outcome of events is meant to be unpredictable with an element of chance
  • People find it exciting to watch a game or event they have betted on
  • There is always an element of chance in sport
108
Q

Modern day gambling

A
  • 21st century gambling in sport has become a big business
  • Gambling in sport now operates on a global scale (online gambling)
  • Online gambling is the fastest growing method of sports gambling globally
  • Sport is promoted to encourage betting companies to avoid sponsorship by alcohol etc.
  • Now possible to gamble on all aspects of the game (results, individual performance, number of faults, bookings, points scored)
  • Betting is a part of British culture e.g., The national lottery
  • Team kits are sponsored by betting companies e.g., sky bets
  • Gambling is closely associated with sport organisations and is ingrained in our cultures
  • Match fixing and bribery however corrupts people’s view
109
Q

How bad is gambling

A
  • Sports trader 2019 analyses data
  • 435-625 billion a year is spent on betting in the UK
  • 70% has been estimated to come from trading in association with football
  • FA investigated new rules regarding betting on football and related matters
  • Players/managers/club employees etc. are forbidden to gamble
110
Q

Research on gambling

A
  • Many people have lost millions on gambling
  • Pro footballers re 3x as likely to have a gambling addiction
  • Confidential questionnaires from 120 pro footballers
  • PPF showed 61% of sportsmen classes as ‘problems gamblers’ compared to 1.9% of general population
111
Q

Spot fixing

A
  • Specific aspect of competition is illegally predetermined
  • Punters bet on specific events happening at a certain time
  • E.g., wide or no ball at a particular time in a cricket match
  • E.g., Boxing going down at a certain time in the round
  • E.g., snooker predetermining the exact score throughout the game
112
Q

Match fixing, bribery and illegal sports betting

A
  • Can place a bet from anywhere
  • Originally operated in Asia, spreading worldwide
  • This is an example of negative globalisation
  • Connection with crimes and officials
  • Gambling commission investigated 50 cases of match fixing/illegal betting on British sporing events
  • Snooker accounted for most match fixing allegations in 2011
  • South African cricket admitted to taking 68,000 from bookie for providing them with match information
  • Jockey’s banned from betting on horse racing but trainers can back their own horses to win but not lose

A level study sets (42 decks)

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