sport + society

Question 1

Define feudal system

Answer 1

A type of social and political system in which landholders provide land to tenants in exchange for their loyalty and service

Question 2

Define popular recreation

Answer 2

Sport and leisure activities that were common among people of Britain before the Industrial Revolution

Question 3

Define patron

Answer 3

A person who gives financial or other support to a person, organisation or cause

Question 4

Identify the socio-cultural factors/ characteristics of Pre-industrial Britain

Answer 4

•largely rural society
•largely agricultural society
•limited communication/ transport
•illiteracy
•cruel/ violent
•limited free time
•two tier society (lower and upper)

Question 5

Link the characteristics of Pre-industrial Britain to popular recreation activities of the time

Answer 5

Land was used for crops and post-harvest provided a natural space to play; a period of free time would follow the months of labour. Peasants worked for long hours and had limited time to pursue leisure activities.

Question 6

Link popular recreation characteristics to what class participated in the activity

Answer 6

Mob football (working class):
•occasional - festivals/ holy days
•played locally - transport
•used natural resources available
•basic rules - illiteracy
•rules set locally - communication
•aggressive, mainly males - cruel/ violent
•upper class watch and bet

Athletics (servants):
•compete to be a messenger
•upper class bet
•upper class with fastest servant have increased status
•upper class set up races, provide prize money - patrons

Real tennis (upper class):
•better facilities
•not violent
•more rules
•more time
•transport

Question 7

Define rational recreation

Answer 7

Sports that were designed by the middle classes for the lower classes to be well-ordered and more organised

Question 8

Identify the characteristics of rational recreation

Answer 8

•respectful
•regionally, nationally, regularly played
•codification
•skills/ tactics based
•referees/ officials
•purpose built facilities

Question 9

Describe the introduction and structure of the Wenlock Olympic Games

Answer 9

•formed by Dr William Penny Brookes
•competition set up to promote a moral, physical and intellectual improvement to sport
•1896 - first international Olympic Games in Athens

Question 10

Define urbanisation

Answer 10

Migration from rural to towns/ cities

Question 11

Describe the socio-cultural factors of Britain in the late 19th century

Answer 11

•health and hygiene improved - less disease, more energy for sport
•gradual increase in wages and free time - more time, spare money for sport
•development of the middle class - self-made people who took business opportunities in industrialised Britain, made sport more respectable and high moral code, strict rules, leagues/comps, provided facilities and parks, time off work
•values of athleticism - moral code - work best of your ability - spread to lower classes
•industrial patronage - factory sport teams etc
•transport and communication improvements - papers, roads, trains
•cheaper to travel - participate and spectate

Question 12

Explain how the key features of urbanisation contributed to the development of sport during the late 19th century

Answer 12

•lack of space - no mob football - facilities made
•large working class population:
-more participation - more sports and facilities
-needed entertainment - more spectating
•loss of traditional sports - made new sports (codified)
•change in working conditions - free time, money - afford to watch or participate

Question 13

Explain how the improvement of the railway system’s influenced the development of sport in the late 19th century

Answer 13

•movement of teams/spectators - nation wide fixtures - regular
•access different parts of the country - leagues
•cheaper train travel - working class follow teams and heroes home and away
•improved access to countryside - rambling/walking

Question 14

Define philanthropists

Answer 14

Empathy and concern for working class

Question 15

Define codification

Answer 15

Development of strict rules

Question 16

Explain how the emergence of the middle class impacted on the development of rational recreation

Answer 16

•codification - the development of strict rules as public school and university old boys formed many national governing bodies of sport
•competitions - the development of leagues and competitions via middle class involvement in public schools/universities/clubs/NGBs/factory teams/church teams
•public provision - the development of public facilities via middle class ‘philanthropists’, factory owners, the church, the passing of government acts in their role as local politicians
•increased leisure time - as middle class factory owners, they gradually gave their workers more leisure time which allowed more time to watch sport or to participate in sport
•move to ‘professionalism’ - the middle class helped in the development of early commercial/professional sport

Question 17

Explain how the development of sport spread through the British Empire

Answer 17

An important part of the British Empire where school boys and university boys, they spread sport through the British Empire in many ways:
•As teachers: they developed teams and taught traditional sporting values in schools throughout the Empire.
•As industrialists/ factory owners: they set up teams and gave workers time off to play competitive sport nationally and internationally.
• As clergy: they developed church teams or became missionaries and took sport abroad which was good for social control and morality.
•As officers in the British army: they used sport with the armed services and spread sport throughout the empire.
• As diplomats: they travelled the world and took sport with them, for example, football and cricket. They formed the national governing bodies of sport which codified sports and established leagues and competitions which spread internationally as well as nationally.

Question 18

Analyse what impact improved communications had on the development of sport

Answer 18

• improved education - higher literacy - improved reading/writing
•newspapers developed - increased knowledge and awareness of sport e.g. fixtures and results printed
•led to role models due to reading about their favourite players scoring etc
•the church - created Sunday school teams, fixtures - facilities for parishioners to play in, development of YMCA - health body/healthy mind link, encouraged social control - improve behaviour, promote Christian values - clergy come into contact with wider community

Question 19

Explain the factors that led to the emergence of national governing bodies during the 19th century. What impact did NGB’s have on the development of rational sport?

Answer 19

•sport became more popular - more participation
•more teams
•more national and international fixtures organised
•leagues/comps required for teams to compete in
•codification/single set rules required for fairness
•to control professionalism and early commercialisation of sport
•public provision:
-poor living conditions, disease, pollution - industrialisation
-developed public baths - 1846
-2nd half of 19th century - more provision
-1st and 2nd class bath house facilities to reflect social class
-plunge baths developed - swim/ recreational use
-involvement in positive physical activity - social control of working class
-kept them away from drinking and violence
-workers became healthier = greater productivity

Question 20

Define amateur

Answer 20

Participating in sport for the love of the game rather than for monetary gain

Question 21

Define professional

Answer 21

A sporting activity that is engaged in for financial gain or as a means of a livelihood

Question 22

Describe the characteristics of 19th century amateurism

Answer 22

•manliness - physical endeavour
•appreciating value of health and fitness
•appreciating value of rule regulated activity
•high moral integrity - sponsorship/ fair play

Question 23

Compare the characteristics of the 19th century ‘Gentleman Amateur’ and the ‘working class professional’

Answer 23

Gentleman amateur:
•upper/middle class
•wealthy
•lots of free time
•high mortality - emphasis on taking part
•didn’t get paid

Working Class professional:
•working class
•poor
•little free time - long working hours
•low morals - winning was all that was important - open to bribes/would cheat to win
•broken time payments - established to compensate for loss of earnings whilst working classes were playing sports, led to professionalism in association football and rugby league

Question 24

Explain the positive impacts of a 19th century gentleman amateur

Answer 24

•elite sport run by and dominated by upper and middle classes - high status in sport and society
•code of amateurism - based on playing sport to clearly set rules - put in place by middle and upper classes
•code of ethics - moral values
•belonging to the social elite - wealth and free time meant could play for fun rather than money
•participation in sport - more important than winning, character building, god given abilities, no training (professionalism frowned upon)
•all-rounder

Question 25

Why were the working classes restricted from participating in amateur sport?

Answer 25

•clear class division •middle/upper classes controlled sport •working classes couldn’t afford the cost/time of taking part •amateurism is an upper/middle class ethic •membership restrictions from clubs/exclusion clauses (rowing) •lack of public provision/state school provision

Question 26

Explain the positive impacts of a 19th century working class professional on sport development

Answer 26

•has to be paid for time off work when representing factory team •early professionals paid according to results so standard of performance increased due to dedicated training •professionals larger wage than normal working class •development of professionalism, commercialisation and media coverage •earning money from sport seen as an avenue of social mobility - created determination to succeed

Question 27

Compare the characteristics of the 19th and 20th century gentleman amateur with the modern day amateur

Answer 27

20th century: high status, controllers of sport, top performers, highly moral modern day amateurs: lower status - professionals have increased status, high level performers not necessarily professional (gymnastics/boxing), less likelihood of exclusion - more equal, can receive finance through sponsorship, train, can be from any class

Question 28

Explain the positives of modern day amateurism

Answer 28

•codes of amateurism still evident in British sport e.g. via fair play and sportsmanship •viewed positively and promoted e.g. fair play awards in football, shake hands prior to and end of contests •sports like Rugby Union maintained amateurism till late into 20th century and still have codes of conduct based on such principles e.g. calling the ref ‘Sir’

Question 29

Explain how professionalism has changed now in modern day sport

Answer 29

•high levels of skill •high status •all classes •more time to train - full time •commercialism - media coverage, investment •can be from any social class •more respect for their talents •higher profile/ media coverge/role models •professionals used to just be working class who had a lower status •social class not as big a barrier to participation •society values materialism more today

Question 30

Changing role of women in football

Answer 30

•early sports (football) male dominated •growth in female football during WW1 (1914-18) - status of women improved as they did male jobs •1921 - 150 teams, mainly in north + midlands •1930s depression - interest declined •1969 WFA formed •2002 - most popular sport for women

Question 31

Factors leading to increase women’s participation in football

Answer 31

•equal opportunities •increased media coverage •more female role models •more provision •increased approval/encouragement from FA •more clubs forming •increased funding •increased free time due to decrease in traditional domestic role

Question 32

Factors leading to increased women’s participation as officials in football

Answer 32

•limited number of officials at end of 20th century •slower progress than performer participation •recently more done by FA - 'women’s referee development pathway’ •now an increased number of female officials in football

Question 33

Development of tennis

Answer 33

•upper classes played real tennis - still played today - limited number of courts/ players •lawn tennis - middle class invention suited to suburban housing + gardens with lawns •lower classes excluded - presence of walls + hedges •middle classes formed exclusive clubs; working classes played in public parks •rules/society accepted participation of women

Question 34

Factors leading to tennis increase female participation

Answer 34

•invented alternative to real tennis - allowed separation •played in suburban gardens •middle class orgarised own private/exclusive clubs •middle class could afford to buy own equipment •Tennis ‘kit’ contained a rule book - Standardised game - Same rules everywhere •Tennis allowed respectable mixing - good ‘social game' - both sexes could play •eventually spread to working class through provision in public parks

Question 35

Emergence of elite female tennis players in modern day sport

Answer 35

•tennis - one Sport when women regarded = to men •women's tennis association had professional circult in late 20th century - women played in ‘open’ events + organised their own tournaments •Billie Jean king - 1st female athlete to earn £100,000 a year - 1971 •1980 - 250 women played professionally •Martina Nauratilova - 1st to win $1 in a year (1982), 2013 - Serena williams won $12 mil •2007 - equal prize money for men + women at US open and Wimbledon •Now - lots of female role models, large sponsorship deals, world-wide media coverage of women's elite tennis tournaments

Question 36

Development of athletics

Answer 36

•purpose built tracks + facilities in most major cities by mid 19th century •walking + running races over set distances on race course •increased spectators •wagering •Still class division •upper/middle class ran for enjoyment •lower class ran for money - 'Professionals’ •’exclusion clause’ - separate working class from professionals •1866 - amateur athletics club formed by public School boys + uni men - brought respectability, emphasising endeavour, fair play, courage and no wagering •1880 - amateur athletics association withdrew exclusion clause and opened up sport to everyone •seen unladylike, not an appropriate dress code •not allowed in olympics till Amsterdam 1928 •not allowed to do over 800m - 'too strenuous’ •20th century - 'trust funds' - appearance money + prize money •Now, no trust funds - payments go directly to athlete or agents •any 21st century - lAAF Set up major comps with lots of money for athletes •large Spectator numbers ensure athletes can generate healthy incomes via prize money + sponsorship deals with large multinationals (Nike + addidas).

Question 37

Explain the links/relationship between each part of the golden triangle

Answer 37

-The media was sport to gain viewer + readers -sports use media to attract businesses who are willing to sponsor them -Business/sponsors use the media to advertise products + Services

Question 38

Define commercialisation

Answer 38

The process of attempting to gain money through an activity e.g. Sport

Question 39

Define sponsorship

Answer 39

When a company pays for their products to be publicly displayed or advertised, usually as an attempt to increase the sales of their goods

Question 40

Define merchandising

Answer 40

The practice in which the brand or image from one ‘product’ is used to sell another e.g. professional sports teams/performers promote various products

Question 41

Define globalisation

Answer 41

The process whereby nations are increasingly being linked together + people are becoming more interdependent via improvements in communication + travel

Question 42

Describe the characteristics of commercial sport

Answer 42

-professional sport - high quality/high skill level -Sponsorship + business -entertainment -contracts - e.g. involving sales of merch + tv rights -athletes as commodities - athletes become role models -wide media coverage

Question 43

Explain why commercial sport is attractive to sponsors/businesses

Answer 43

-increased sales/commercial benefits/ increased profits/increased publicity -increased brand awareness/adds value to brand -give an association with excellence at the highest levels of sport -creates an association with the healthy image of sport -gives an opportunity to link to corporate hospitality -Sponsorship can decrease the companies taxes -improve company morale/employees feel linked to the success of sport -improved media coverage from brand name displayed in sports

Question 44

Evaluate the impact commercialisation has had on the performer

Answer 44

-receive high incomes for sports participation - allow full time training + competition -paid for successful results - makes winning important -can be under pressure to perform when injured -must specialise in the sport to compete - serious training, dedication + self-sacrifice -effectively entertainers -controlled by the sponsor - suffer from lack of privacy

Question 45

Evaluate the impact commercialisation has had on the sport

Answer 45

-rules have been changed to speed up action + prevent spectator boredom -breaks are provided in play so sponsors can advertise their products + services -competition formats have changed -sports played by women receive less coverage - negatively impacts participation + funding -increase use of tech has lead to more personal experience for spectators e.g. stump cam in cricket

Question 46

Define media

Answer 46

An organised means of communication by which large numbers of different people can be reached quickly

Question 47

Define golden triangle

Answer 47

Refers to the relationship between sport, business + media

Question 48

Define social media

Answer 48

Online apps + websites which allow users to interact by sharing content + taking part in social networking

Question 49

Explain society

Answer 49

A group of people who share a common interest. Success in sport on a global scale is often viewed as an important measure of status of a society/nation in the world. E.g. lionesses winning World Cup, London Olympics 2012, rider cup, ashes series

Question 50

Define socialisation

Answer 50

Process where society learn values and roles to take their place in society

Question 51

Explain primary socialisation

Answer 51

Early childhood - immediate family, teach basic values + accepted behaviour patterns e.g. playing football in the park or a bike ride. •’play’ - interaction skills are learned •learn to share/morality •improve physical skills/coordination •improve social skills/communication/how to make friends •improved environmental awareness/safety •increase creativity/decision making

Question 52

Explain secondary socialisation

Answer 52

Later years, family less involved, school exert influence e.g. teachers in school, coaches, sports played by peers •improved health + fitness •improved physical skills/competencies •improve social skills - cooperation/teamwork/taking responsibility for own actions

Question 53

Explain gender socialisation

Answer 53

Learn behaviours + attitudes historically considered appropriate for a given sex via friends, family, school, media

Question 54

Explain social control

Answer 54

The way in which people’s thoughts, feelings, appearance + behaviour are regulated in social systems. •society made up of institutions - family most basic unit (schools, church, jobs) •institutions work together for benefit of society - to ensure socialisation into society, maintaining order + social control •however, various social processes can act as constraints, potentially limiting opportunities to become involved in sport Women: •historically - male dominated •mild forms of social control exist - what is deemed to be gender appropriate behaviour •male partner/husband •media •peers •lack of free time •lack of disposable income

Question 55

Describe social change

Answer 55

‘An alternation in the social order of society’ •occurs when institutions re-adjust to meet new needs of groups in society (women, ethnic minorities etc) 1) crèche’s at leisure centres - minimise stress of childcare responsibilities 2) women only sessions in swimming pools 3) this girl can - campaign to try and change the view of women’s participation in sport 4) cricket for change - free cricket coaching in deprived areas

Question 56

Describe social issues

Answer 56

‘Problems that may affect people within a society’ •social inequality •causes of inequality linked to sport: -lack of money/cost of participation -lack of confidence/self esteem -lack of role models -stereotypes/myths on capabilities

Question 57

Define social structures

Answer 57

Organised pattern of social relationships + institutions that make up society; class is common structure in the UK

Question 58

Describe social stratification

Answer 58

‘Social inequality dividing society into different levels based on status/wealth/biological ability’ •the dominant group controls the more subordinate groups •the dominant group controls the major social institutions: education, policies, media etc •white, male, middle class, able bodied •subordinate groups -> disabled, low socio-economic class, ethnic groups, females •young people -> low income backgrounds, lower health, can’t afford equipment, state school vs private/public schools

Question 59

Define infographics

Answer 59

A graphic visual representation of information, data or knowledge intended to present information quickly and clearly.

Question 60

Define disability

Answer 60

A term used when impairment adversely affects performance.

Question 61

Define integration

Answer 61

Able-bodied and disabled people taking part in the same activity at the same time (e.g. London Marathon).

Question 62

Define segregation

Answer 62

People with disabilities participating separately among themselves, e.g. in the Paralympics.

Question 63

Barriers (disability) to participation

Answer 63

•negative self image or lack of confidence •low income •lack of access into + around facilities •lack of organised programmes •lack of media coverage/ role models •lack of specialist coaches/ clubs/ comps/ accessible equipment •myths/stereotypes about capabilities + safety concerns

Question 64

Solutions (disability) to participation

Answer 64

•more opportunities •more investment •improve access •improve technology •increased media coverage + role models •more specialist coaches + clubs •educate on myths/stereotypes •specific activities designed •specialist organisations to help development

Question 65

Define race

Answer 65

The physical characteristics of an individual.

Question 66

define racism

Answer 66

a set of beliefs or ideas based on the assumption that races have distinct hereditary characteristics that give some other race intrinsic superiority over others; it may lead to physical or verbal abuse.

Question 67

Define ethnic groups

Answer 67

people who have racial, religious or linguistic traits in common.

Question 67

Define stacking

Answer 67

The disproportionate concentration of ethnic minorities in certain positions in a sports team, which tends to be based on the stereotype that they are more valuable for their physicality than their decision-making and communication qualities.

Question 68

Define Rooney rule

Answer 68

Requires National Football teams in the USA to interview minority candidates for head coaching and senior football operation jobs.

Question 69

Solutions (ethnicity) on participation

Answer 69

•train more ethnic minority coaches, teachers •ensuring single-sex provision •punish racist abuse •provision in PE programme appropriate for all ethnic preferences •campaigns against racism •kick it out -> challenge discrimination + campaign for change

Question 70

Define channeling

Answer 70

Ethnic minorities may be pushed into certain sports and even certain positions within a team, based on assumptions about them.

Question 71

barriers to ethnic groups

Answer 71

•conflict with religious/cultural observances •a higher value placed on education as opposed to sporting participation •fear of racism/racist abuse, prejudice, discrimination •fewer role models to aspire to •fear of rejection/low levels of self-esteem •stereotyping/attempting to channel ethnic minorities into certain sports and away from others •language barriers may exist for some ethnic minority groups

Question 73

define gender

Answer 73

the biological aspect of a person either male or female

Question 75

define sexism

Answer 75

the belief that one sec is inferior to the other - usually women

Question 76

Barriers to disadvantaged

Answer 76

•can’t afford equipment/facilities •sports carry middle class values •lack of experience •lack of leadership •lower self esteem/exclusion •stereotypes/unwelcome in certain clubs •working hours/shifts

Question 77

solutions to the disadvantaged

Answer 77

•hiring equipment •building facilities •training leaders from inner cities •employ SDOs •flexible opening hours to cater for shift work

Question 78

solutions to gender barriers

Answer 78

•indroduce/enforce laws which make sex discrimination unlawful in many spheres of life •encourage greater social acceptance of women having jobs/careers with more disposable income giving increased financial independence •encourage shared domestic/childcare responsibilities, creating more leisure time for women to devote to sport •increased media coverage of women’s sport •increased sponsorship attracted to women’s sport •providing education to reject the stereotypical myths •providing more opportunities for women to join sports clubs •by making changing rooms/sports facilities as clean and attractive as possible

Question 79

barriers to females

Answer 79

•stereotypical myths are still evident in society •there is still less media coverage for women’s sport compared to men’s •there are fewer positive role models in sport for other women to aspire •fewer sponsorship opportunities/opportunities to become full-time sports performers •negative impact of school PE programmes •lack of fitness,low levels of self-confidence, body image issues •lack of leisure time due to work, traditional childcare and/or domestic responsibilities •lack of disposable income •channeling women into certain sports”female appropriate” sports •fewer leagues/competitions/clubs available for women to go to