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A Level Sport > Unit 3 (LO2) > Flashcards

Unit 3 (LO2) Flashcards

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Sports Trivia flashcards
1
Q

What are the 4 Sports development continuums in order?

A
  • Foundation
  • Participation
  • Performance
  • Elite / Excellence
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2
Q

Foundation level key components:

A
  • A beginner, novice or someone newly starting a sport.
  • Looking to develop and improve the fundamental or basic skills of a sport. This is the grassroots stage of sport and there is an introduction to the sport.
  • Ensuring the emphasis is on fun, enjoyable activities.
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3
Q

Foundation level components In Action:

A
  • Learning the fundamental skills - running, jumping, striking a ball, catching a ball etc. During the process of learning, skills are broken down into Parts.
  • Use of demonstrations (Visual Guidance).
  • May use supportive aids or equipment in the learning of the skill.
  • Lots of encouragement and praise would be used by the coach or teacher.
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4
Q

Participation level key components:

A
  • Understand how to and able to get involved in the sport.
  • This might be part of a school or local club team.
  • There is still a large element of enjoyment in the taking part - the motivation.
  • Fewer errors would be evident in the activity and skill production.
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5
Q

Participation level components In Action:

A
  • Developing more technical skills within the sport. Using Sport specific drills and activities.
  • Participating in more structure or conditioned practices.
  • Can understand and engage with instructions (Verbal Guidance).
  • There is still and need for and benefit of encouragement from coach or teacher.
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6
Q

Performance level key components:

A
  • A move up in skill level and recognition of performance quality.
  • Opportunities to improve sporting ability (train with higher quality players). Reflects a selection of quality; county, regional, youth academy representation.
  • Regular training sessions to continue development.
  • A more structured and competitive environment.
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7
Q

Performance level components In Action:

A
  • Refining of skills for improved performance. Development of tactical awareness and effective use.
  • Analysis of performance levels further develops outcomes and quality of skill production.
  • Analysis can focus on own performance or opponents strengths and weaknesses.
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8
Q

Elite level key components:

A
  • Development of performance and skill production excellence. Minimal errors, very high consistency of outcome.
  • At a national or international level, potentially or likely to be main job/employment*.
    Playing at county representative level.
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9
Q

Elite level components In Action:

A
  • Specific skill development.
  • Critical analysis of performance.
  • Use of video and performance analysis to inform outcome enhancement.
  • Specialist coaches used to optimise performance (strength & conditioning, sports psychologists).
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10
Q

Describe the participation stage of the sport’s development continuum.

A
  1. School, amateur or club team involvement
  2. Extra-curriculum (after school club)
  3. Recreational involvement
  4. For health and fitness
  5. Take part for friendship/social reasons
  6. Do it as a hobby
  7. Take part for fun/enjoyment
  8. Done in their leisure time
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11
Q

Give two characteristics of an individual currently performing at the excellence level of the sport development continuum and describe the support needed for someone to perform at that level.

A

Characteristics
1. High levels of commitment/dedication of performer
2. Engages in activities which are highly organised
3. High levels of skill and fitness level playing at national level

Support needed to achieve excellence
1. Have access to sports science support
2. Use of modern technology design and availability
3. Gave access to high quality coaching
4. Financial support/sponsorship to buy equipment and entry fees.
5. NGB influence and support

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12
Q

Discuss the possible factors which can affect participation in physical activity by people with disabilities.

A
  1. Ability level of ability or disability (what you are able to do)
  2. Transport whether or not you can drive or transport to venues.
  3. Lack of Paralympic role models / limited coverage or advertisement.
  4. Absence of specialist coaches who are qualified
  5. Self esteem
    6 society barriers
  6. Lack of clubs / teams and absence of volunteers for the limited competitions
  7. Facilities/equipments ( ramps for wheelchairs)(cost for specialised equipment)
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13
Q

Suggest 4 potential health benefits of regular physical activity.

A
  1. A reduction in body fat / reduce obesity
  2. Healthy body weigh / prevent overweight
  3. Healthier joints / prevent osteoarthritis
  4. Improved muscular strength/health
  5. Improved respiratory health
  6. Increase life expectancy / limits long term illnesses
  7. Improved cardiovascular health
  8. Improved psychological health (mental health)
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14
Q

Identify three different sports development roles and describe how each one can be important in the delivery of sports development.

A
  1. Make sports enjoyable
  2. Encourages all ages and ability / target groups to participate
  3. Ensure fairness and respect values
  4. Encourage lifelong participation
  5. Develop community sport
  6. Be a good role model / inspirational
  7. Organise competitions
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15
Q

How each stage can progress from one to the other?

A

Foundation:
Look at joining a local club or team or joining in with school extra-curricular clubs.
Participation:

Performer may be scouted or attend a trial to represent an academy or a regional, county or district team.

Performance:
May be enrolled on a Talent ID programme, scouted for better teams, move up the academy into the first team.

Elite:
Support from NGB’s (and possibly UK Sport) and sponsors to ensure access to high quality facilities, coaching etc.

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16
Q

How do you answer an 8 mark question on Sports development continuum?

A

Three/Four small paragraphs and in each paragraph you must:

IDENTIFY the stage of the sports development continuum that the paragraph will be discussing.

EXPLAIN some characteristics of a performer at that stage of sports development using examples.

EXPLAIN how a performer will look to move up from this stage using examples.

17
Q

Sports Development Roles -
Coaches and Sports Leaders

A

● Planner, organiser, manager;
● developer of sports skills and tactics, demonstrator of skills and tactics;
● motivator of participants, role model for participants, adviser and friend to participants,
● health and safety (e.g. first aid trained, undertake risk assessments, employ developmentally appropriate training methods),
● duty of care and safeguarding of participants,
● equality of opportunity, health and fitness of participants,
● ensuring the continuous progression of participants,
● promoting sportsmanship and fair play, coaching of rules and regulations of the sport.

18
Q

Sports Development Roles -
Sports Development Officers

A

● Coordinating, delivering and promoting relevant activities, classes and events, often within a specific community or to targeted group;
● employing, training, supporting, developing and managing coaches and volunteer staff;
● raising public awareness of health and fitness issues and promoting participation in sport;
● working in partnership with schools, clubs and NGBs to encourage participation in sport;
● developing a range of partnerships with organisations and initiatives focused on health education, criminal justice and community regeneration.

19
Q

Sports Development Roles -
Sports Officials

A

● They are the umpire, judge, referee, starters;
● they timekeep, organise and check facilities and equipment;
● promote health and fitness;
● interpret and apply the rules of the sport, control players, promote fair play and respect, ensure health and safety, use technology, communicate effectively.

20
Q

What are the Target Groups?

A
  • Male and Female
  • Female
  • Disabled people
  • Different ethnic groups and cultures
  • Different age groups
21
Q

If sports development is targeted at both groups from an early age, what benefits can it have:

A
  • Increased activity levels & physical fitness
  • An outlet for aggression and physicality
  • Increased levels of self-confidence and self-control
  • Help with social development and to work in teams
  • Increased productivity levels at work
22
Q

Barriers that affect woman include:

A
  • Admission prices
  • Limited opening times
  • no friend(s) to participate with
  • Lack of childcare (however, those
    participating cite children as one of the
    main reasons to take part)
  • Lack of time, with sport not being a
    priority
  • Poor quality facilities for changing,
    childcare and refreshments.
23
Q

Initiatives to help increase Disabled People participation rates:

A
  • Places People Play programme - designed to ensure it caters for disable people.
  • Inclusive Sport programme - improve support to give to other organisations to increase participation rates.
  • Supporting NGB’s with funding to deliver disabled focused sports programmes.
24
Q

What Campaign wishes to increase the participation of the BME community?

A

Different ethnic groups and cultures are given more access opportunities to sport by the Sporting Equals Campaign, which resulted in investments into black and minority ethnic (BME) communities

25
Q

Initiatives that focus on the participation of 0-10 year olds?

A

Young children 0-10 yo area priority for the government via Department for Education.
- PE and Sports Premium is to develop sport in primary schools (to improve quality through financial support).
The Schools Games initiative has also been devised to help improve the competition sporting opportunities available for non-disabled and disabled athletes alike.

26
Q

How is the 11-15 year olds group affected resulting in a decline of participation?

A

The influence on participation in sport for children and adolescents aged 11-15 years is different from that of previous generations. This age group is affected by:
- The strong influence of technology on their everyday lives.
- Sport not being as prominent and effectively promoted as it could be.
- A shift towards health and fitness activities for looking and feeling good, which is now happening at an earlier age.

27
Q

How are young adults 16-24 motivated to play sports?

A

Young adults, 16-24 yo, are motivated to play sport for a number of different purposes. These can be broadly categorised as:
- Enjoyment - Keeping fit - Socialising
- Weight Loss
Some barriers are due to lack of opportunity and work commitments.

28
Q

Physically inactive people may be encouraged to participate more by introducing a range of measures. Some include:

A
  • Offering a range of activities not necessarily seen as being sports activities EG dance, yoga, outdoor activities…
  • Involving young people in the recruitment of project coordinators
  • For older people, including a social aspect as a central part of an activity
  • For those with childcare responsibilities, mostly impacting women by providing childcare facilities
  • Black and minority ethnic participants are likely to respond to activities which are family-orientated
  • Disabled people require a range of opportunities to help increase their motivation to participate
  • Disadvantaged communities are likely to be helped by a project coordinator who can help build trust in the community and in turn help increase motivation.
29
Q

Why and how are the 50+ and retired age range motivated to participate?

A

Motivation for doing sport includes:
● Enjoyment
● Keeping fit
● Socialising
● Weight loss (for younger members of
this category)

Barriers to motivate:
- Health issues
- Injury
- Disabilities
- Lack of
opportunity
- cost

50-plus people tend to have average levels of participation; the younger end of this category struggle to participate due to other commitments.
Retired people tend to be relatively inactive, and this is often governed by their health; they are not as health conscious as younger generations.

30
Q

How do you structure an 8 marker?

A

P oint - (What)
E xplain - (why)
E xample
A nalyse - (How/Impact/pros and cons)
L ink back to the question

31
Q

3 government bodies and 3 main roles:

A

DCMs
- bidding
- funding
- hosting

DFE
-Education
-Playing fields
-Curriculum

DFH
-Science
-Couch 5k
-work with other bodies

32
Q

5 Sports development roles

A
  • Coach
  • Sports leader
  • Official
  • Sports development officer
  • Pe teacher
33
Q

2012 Legacy - Sport and healthy living factors:

A
  • DFE investment in primary schools sports (£100,000,000)
  • Investment in long term health in the nation —> effort In sport legacy
  • £1 million invested Kk school games programme. —> multiple investors
  • 60 minutes of exercise per day to tackle childhood obesity
34
Q

2012 Legacy - Regeneration factors:

A
  • Olympic stadium reused for West Ham United
  • £6.5 billion of transport investment supported development across London
  • Westfield shopping mall supplied 10,000 job opportunities
  • Urban regeneration has taken place in East London during the last decade
35
Q

2012 Legacy - Economic growth factors:

A
  • 70,000 jobs for unemployed Londoners
  • Enhance reputation of large scale projects
  • Eco benefit for overall growth in UK, the economy gained £28.41 billion
  • £9.9 million won in international trade from Olympics (Import + Export)
36
Q

2012 Legacy - Communities factors:

A
  • Disability awareness training
  • DCMS volunteering (using them for other events turning it into job opportunities)
  • £6.5 billion to transport which stayed for everyday use
  • London 2012 festival supported public smaller businesses which profited £4.4 million
37
Q

Describe the barriers for Asian women to participate. Discuss reasons why their participation may have increased.

A

Barriers
-Unable to communicate /language barrier.
- Lack of role models / lack of specific advertising
- Cultural restrictions (Clothing)

Reasons participation has increased.
- Greater success of women’s team (Women’s Lionesses)
- Greater funding for BME sports; Sporting equals campaign
- Sports development campaigns aimed at women (This girl can)

A Level Sport (7 decks)

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