2. Learning Outcomes
• By the end of the unit you should be able
to:
– Explain the concept of mass participation
– Develop an understanding of the constraints
on participation
– Identify the role of the Sport for All Campaign
– Build knowledge and understanding of
reformative policies
– Appreciate factors in designing models for the
development of the long term athlete
3. The Concept of Mass Participation
Task:
In your own words explain what you think is
meant by the term Mass Participation
4. The Concept of Mass
Participation
To encourage as many people as
possible to take up active lifestyles by
breaking down barriers/constraints that
prevent participation
5. Benefits of mass participation
Task:
Can you identify any benefits of mass
participation?
Wrighty’s top tip!
Think about intrinsic/extrinsic benefits
6. Benefits of mass participation
Task:
Can you identify any benefits of mass
participation?
Intrinsic: Extrinsic:
Promotes mental and physical • Helps people achieve healthier
health lifestyles
• creates safer communities
Relieves stress/aggression
• promotes positive behaviour and
Promotes increased self esteem confidence
Positive use of free time • improves educational attainment
• helps build social networks within
communities
• reaches out to and engages with
disaffected and hard to reach
people
7. Lifetime Sports
Task:
2. Give a brief explanation of lifetime sports
3. Name four possible lifetime sports
1. A life time sport is one Four examples of
that can be pursued lifetime sports include:
throughout life. They • Golf
are self paced with an • Cricket
emphasis on low
energy, fun and • Badminton
enjoyment • Fitness
8. Is there a focus on lifetime
sports in schools?
How can lifetime sports
be accommodated in
schools?
9. Sport England’s participation
segments
Segment Approx % of UK Description
population
Sporty types 20 Those who participate in sport and are
keen to continue
Mild enthusiasts 16 Those who participate in sport but could
do more
On The subs bench 44 Those who do not currently participate
but could be persuaded if it was made
easy enough
Couch potatoes 20 Those who do not participate and who
don't want to. Have a negative attitude to
sport – often established at an early age
10. What factors might inhibit a
person from participating in
physical activity?
11. Basic requirements for
accessing an active lifestyle
• Fitness – a basic level of physical fitness
• Ability – the skills required to participate in sport and
recreation
• Resources – access to kit and equipment
• Time – leisure time away from the demands of work
and other duties
12. Constraints on mass
participation
• Opportunity – do people have the chance to play?
• Provision – where can people play?
• Esteem – how will people feel when they play?
O + P + E = Discrimination
13. Discrimination in sport and
recreation arises from
socio-cultural variables
• There are five main areas of discrimination: gender,
race, age, ability and socio-economic background.
• The three elements in sport that are affected by
discrimination are: provision, opportunity and esteem.
• Stereotypical views have an important influence in
sport affecting access and selection.
• Stereotyping in sport often leads to myths and self-
fulfilling prophecy.
15. Constraints on mass
participation - discrimination
Discrimination:
Unfair treatment (to an
individual or group)
which results in their
access to sport and
recreation being
inhibited.
16. Task: Using the text book define
the following terms
• Opportunity
• Provision
• Esteem
17. Stereotypes and sporting Myths
Task: Using examples and without
the use of your text books, define
the term Stereotype
18. ‘White Men Can’t Jump’
This is NBA and
Portland
Trailblazers’
Ruby Fernandez
who will be
competing in the
Slam Dunk
contest
http://www.youtube.co
19. ‘Black Men Can’t Swim’
This is Cullen Jones American Freestyle
swimmer and Olympic Champion
http://www.youtube.com/watch?v=sVZrne7X5ww
20. Self –fulfilling prophecies
This is a state where people believe a
stereotypical view and take on the
appointed characteristics.
•Conforming to stereotypes
•Displaying Characteristics
•Choosing sports associated
21. Peer Pressure
Task:
In pairs suggest
examples of where
peer pressure can
have a negative
impact on sport
and participation.
22. Geographical Factors
• Where a person lives.
• Distance to facilities
and natural resources
• Different provision for
those living in the city
compared to those
living in the
countryside
These can all affect the opportunity of access to sport
and recreation
23. Educational Factors
• Type of school
• Type of PE
experience
• School Facilities
• Current
government policy
extends opening of
schools
24. Reformative Policies
A reformative policy is a strategy or
initiative put in place to bring about
change. In terms of sport, this means to
encourage people into physical activity
Sport England has devised a number of
Reformative policies in a bid to
increase participation in sport and
recreation
25. Sport England – Reformative
policies
Task:
Research the key aims
of the following Sport
England Reformative
policies:
– Making England Active
– Multi Sport Hubs
– Active Places
– Active People Survey
27. Leadership and Volunteering
• Performers in sport require coaches and administrators to organise,
officiate and lead their sport. Sport England recognises that if it wants
to promote participation it must also encourage more people into
leadership and volunteering.
• Currently around 1.2 million individuals regularly coach sport in the
UK (1 in 50 of the UK population) and there are 6 million sports
volunteers actively involved in the UK. It is important to remember,
however, that the large majority of coaching in the UK is carried out by
non-qualified unpaid part-time volunteers.
• There are a number of schemes that have been developed in an
attempt to encourage more people into sports leadership and
volunteering:
28. Leadership and Volunteering
• Sport Leaders Awards – these are overseen
by the organisation Sport Leaders UK. The
awards are primarily aimed at school and
college students.
• Step into Sport is a joint initiative delivered
by the Youth Sport Trust, Sport England and
Sports Leaders UK. It provides opportunities
for young people aged 14–19 to get involved
in leadership and volunteering in sport.
29. Local Schemes
Many local authority
leisure departments
and sports clubs have
developed their own
programmes aimed at
promoting
participation.
e.g.
– Ironing services to
encourage women
– Ageing well sessions
– GP referral schemes
These are either
included in the price or
heavily subsidised
31. County and School Partnerships
• 45 County Sports Partnerships
• Develop and streamline a localised
network of clubs, coaches, volunteers
and competitions
• 400 School Sports Partnerships
• Provide focus for delivery of PESSCL
project
Task: Check out the Sport England website link on the blog for
partnerships in your area
32. Technical Developments and
Cultural Trends
Task:
In pairs discuss
possible new technical
developments and
cultural trends that
could positively
influence a person’s
choice in taking up
physical activity
33. London 2012
Private Gyms
Adrenaline Sports
Fashion Media Technology
34. ‘Sport For All’
• Sport for all Campaign was set up in 1972 to
highlight the value of sport and promote the idea
that sport should be available to all.
• Initially set up to provide more facilities and
opportunities to access sport.
• Campaign has diversified to focus on target
groups
• Campaigns such as
– ‘50 and All to Play For’ (older people)
– ‘What’s your Sport?’ (women)
35. Task
• Research the following:
– Women’s Sports Foundation (WSF)
– English Federation of Disability Sport
– Football Against Racism in Europe (FARE)
36. Long-term athlete development
LTAD programme attempts to create
clear pathways in sport by:
1. Promoting Pathways that introduce
people into sport
2. Promoting pathways that allow people
progression in that sport
39. FUNdamentals
• To teach fundamental
movement and motor
skills
• Boys 6-9 years
• Girls 6-8 years
• FUN
40. Learning to Train
• Major stage
• Further skill
development
• Boys 9-12 years
• Girls 8-11 years
• 80% skill training
• 20% competitive
games
41. Training to Train
• Based on fitness
• Building aerobic
capacity, develop
speed and strength
• Further sport specific
skill training
• Boys 12-16 years
• Girls11-15 years
42. Training to Compete
• Optimise fitness
levels appropriate to
their sport
• Develop position
specific skills
• Develop overall
competitive
performance
43. Training to Win
• Final Stage
• Working towards
podium performance
• Maximise fitness
• Tactical and decision
making
• Males 19+
• Females18+
44. Retirement and Active for Life
• Move from one sport to another sport
• Competitive to recreational
• Highly competitive to lifelong
competition (age groups)
• Retiring from competitive sport and
moving to volunteer roles
45. Balyi and Hamilton (2004)
Two models for stages in LTAD
Early Specialisation
Late Specialisation
Task: Can you suggest any sports that
would fall into either category?
46. • Early Specialisation • Late Specialisation
– Gymnastics – Athletics
– Swimming – Team games
– Figure Skating – Combat Sports
– Diving – Rowing
– Table tennis
Require early Training should not
specialised training commence before
the age of ten
