1. Institutional influences on equity and sports participation

2. Topics Community and school sport page 359
Sport in the community page 359
Sport in schools page 360
School and community influence on sports’ popularity page 369
Sports rules and regulations page 371
Religious institutions page 372

3. Community and school sport
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chapter overview
Community and school sport
Page 359

4. Community and school sport
Figueroa’s institutional level examines how effective institutions within the community are at providing opportunities to access sport and physical recreation pursuits.
Two major areas:
Community sporting associations
Educational institutions
Schools

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chapter overview
Sport in the community
Page 359

6. Sport in the community
Approximately 4.4 million Australians aged over 15 participate in activities organised through sporting associations
Sporting Clubs
Builds community spirit
Role Models
Closely knit social network
Attract new families
Parent & Volunteers involved
Sense of belonging
Personal reflection
Is your family involved in a local sports club or association?

7. Community sporting facilities
Types of facilities in communities will vary
Factors which will impact are:
Location
Physical environment
Community traditions
This will impact on opportunities available
Successful individuals within a community can increase:
Government funding
Participation rates
Personal reflection
What sports facilities are available in your community? Do you use them?

8. Sport in schools
Page 360

9. Sport in schools
Schools are a powerful socialising agent where essential personal and social skills are developed
Sport is compulsory for all Yr 8&9 students in Qld
120 minutes each week
Many attitudes towards physical activity are influenced by experiences at school
Types of sports played
School sporting culture

10. School facilities
Quantity and quality of facilities will vary from school to school
Many schools utilise community facilities to increase access to a wider range of activities
Schools can provide venues for community organisations to conduct their competitions.
Integration
If money was available, what sporting facilities would you like to see developed in your school?

11. School traditions
Sport can be a major factor to develop school pride and status
Prestige associated with being a member of the “first” team
Inequitable recognition and status of sports within a school
Reinforces the marginalisation of other sports

12. School cultures require:
Winning culture
Staff members with a passion for that sport
Success
Integration
List the sports in which your school is known for its sporting excellence.
What effect has the school’s success in these sports had on your participation?

13. School and community influence on sports’ popularity
Page 369

14. School and community influence on sports’ popularity
Some of the most popular school sports do not achieve high levels of participation amongst school leavers
Percentage of 5–14 year olds and main sports participated in, by gender
Percentage of 15+ year olds and main physical activities participated in, by gender

15. School and community influences continued
Why the discrepancies?
Access to facilities
Lack of suitable competition format/structure
Media promotes a product that is more “TV friendly”
Indoor volleyball versus beach volleyball
Player burnout
Athletes choosing a different sport
Financial benefits

16. Sports rules and regulations
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chapter overview
Sports rules and regulations
Page 371

17. Sport rules and regulations
An agreed set of principles, policies and standards of conduct which govern a sport or physical activity.
Rules and regulations often set by a governing body.
These are often steeped in tradition.
Can become inflexible.
Equity and access issues can arise:
Clothing
Costs
Religious beliefs
Conditions for participating

18. Personal reflection
Do any rules at your school deter particular individuals or groups from participating in sport?

19. Religious institutions
Page 372

20. Religious institutions
Australia is a multicultural society
Understanding various religious beliefs and culture
All religions encourage physical activity
Decrease ignorance
Increase opportunities for all Australians

21. Now that you have finished ...
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Now that you have finished ...
Answers

22. 1 a Outline how schools provide opportunities for participation in physical activity.
Compulsory HPE in year 8 (Key Learning Area)
120 minutes of physical activity each week (Smart Moves)
School sport
Social sport
Interschool sport
State-wide competitions:
Vicki Wilson Cup—Netball
Bill Turner Cup—Football
Broncos Cup—Rugby League
Representative sport
Elective subjects in school curriculum
Senior physical education
Recreational practices
Junior health and physical education

23. Cultural Structural Institutional Interpersonal School traditions
1 b Referring to relevant levels of Figueroa’s framework, explain why different schools will provide different sport and physical activity opportunities.
Cultural
School traditions
Successful sports
Structural
Government funding
Institutional
Facilities available
Location
Interpersonal
Teachers
Past students
Student population

24. 2 a Explain how school traditions can cause some sports to become dominant at the expense of others.
For many schools, sport plays a large role in developing and sustaining a school culture and pride. Schools that have a successful sporting history often promote their sporting achievements to future students and their parents, as well as to current and former students. Schools use their web pages to outline their successful sporting history. A culture of winning and competing at the highest level is extremely marketable.
Coaches will often use “tradition” as a motivating factor to exhort their students to achieve excellence. Students can gain prestige by being a member of the “first team”. Students from many schools have their sporting representative honours embroidered upon their school blazers.
Equitable recognition amongst all sports within a school environment is rare. Individuals can become frustrated by the promotion of specific sports over others within a school culture. Students involved in non dominant sports can often feel ostracised, perceiving that certain individuals playing dominant sports receive special treatment. Resentment to the perception of special treatment given to the sports stars of the dominant teams, real or not, can see participation numbers in other sports decrease as recognition is not always equitable.

25. 2 a Continued.
Marginal sports in schools will remain marginal, whilst the recognition and promotion of its achievements is consumed by the dominant sports. One plausible reason for this could simply be which teachers are at the school and how much effort they put into promoting their sport. A school with one passionate teacher can create a culture of success for their sport. Two teachers with the same drive for their sport can create more support for their sport. Teachers can raise the school profile by developing a squad of players and creating opportunities to participate in this sport.
The impetus creating a new culture is the dedication and commitment from the school leaders, or in this case, the teacher. Some initial success is achieved and this creates more motivation for everyone to become involved. From here, the sport’s credibility gains momentum and can become a significant part of the school. There is often a correlation between the student population of a school and the opportunities that exist. More students results in the need for more teachers and consequently, a greater number of teachers with passions for differing sports broadens opportunities for student participation.

26. Captains for each school sport to promote their sport
2 b What strategies can schools put in place to provide more equitable recognition of all sports?
School parades:
Select different teams each week to provide details about their competition results
Newsletters:
Regular competitive and social updates from all sports:
Competition status
Player profile
Achievements
Benefits
Captains for each school sport to promote their sport
A greater diversity of visiting coaches/regional directors
Open school days highlighting various sports played

27. 2 c Do you believe that schools should have to recognise all sports equally? Why?
AGREE
DISAGREE
There is value in all sports
Participation is a worthy achievement
Each sport requires dedication and the pursuit of excellence should be recognised
Recognition for achievement can increase an individual’s self esteem
Promotion of excellence in sports which are culturally valued
Better use of teaching/coaching staff to develop consistent approach across wider year levels which will ensure further chances of success
Marketing purposes to attract future talented students and potential sponsors

28. 3. Referring to Figures 11. 10 and 11
3 Referring to Figures and 11.11, consider the discrepancies in participation rates in netball and rugby league between children (aged 5–14) and adults (15 years and older). Discuss the factors in the cultural, structural and institutional level of Figueroa’s framework that might have led to these discrepancies.

29. 3 Discuss the factors in the cultural, structural and institutional level of Figueroa’s framework that might have led to these discrepancies
Culturally both sports have a strong support base and are valued by parents, hence the high participation rates as juniors.
Both sports reflect stereotypical views as gender-based sports compared to gender-neutral sports such as swimming, tennis, basketball and athletics.
Structurally, both sports have strong support through government funding for developing juniors.
Institutional level: both sports have strong facility bases due to significant junior numbers.
There are limited opportunities to continue sport into adulthood as a full-time career; as a result, sports which have maintained or increased their numbers can be performed individually and at any time suitable to the individual.
Institutional: Both sports would have high levels of parental involvement as coaches/administrators (not reflected in tables).

30. 4 a Which has had the greatest effect on your personal sports participation—community or school sport? Explain why.
Answers will vary.

31. Minimal cost to students
4 b Which should cater for the grassroots level of sports participation—community or school sport? What extra support is required to ensure success?
The school has greater flexibility to ensure that a broad range of sports and physical activities can be delivered.
Minimal cost to students
Schools have funding provided to purchase suitable equipment for a range of sports:
Gross body activities
Ball games
Racquet sports
Teachers have knowledge to impart basic skills to all students
To increase success the following would help:
Funding for more equipment (general and specialist)
Professional development for teachers
Regional and community sport associations coordinating expo days to promote their sports / activities

32. Increased support network base Parents Community members
4 b Which should cater for the grassroots level of sports participation—community or school sport? What extra support is required to ensure success?
Community sport has potential to cater for a greater number of students due to:
Increased support network base
Parents
Community members
Local teams (F.R.E.D.)
Facilities
Larger space available
Promote family involvement
Provides excellent opportunity for “free time”
Create pathways for future participation
Representative and professional level
Future success
Community involvement
Subsidise costs for families
Government funding for facilities and equipment

33. 5 Every student from Year 1 to Year 12 should participate in compulsory physical activity. Develop a SWOT (strengths, weaknesses, opportunities and threats) analysis for this statement to determine whether compulsory participation would cause long-term participation rates to rise and obesity levels to decrease.

34. 5 Compulsory physical activity
Compulsory physical activity for years 1-12
Strengths
Increased activity levels
Develop lifelong practices
Opportunities to develop life skills
School system has flexibility for sport
Staff with expertise to supervise and implement
Weaknesses
Some teachers do not value sport as highly as others, hence lead to possible negative experiences
Crowded curriculum especially in high school years
Different priorities for education in senior school years
Threats
Costs associated with sport
Curriculum requirements which has already seen some schools remove opportunities for students in years 11 and 12
Individual needs and values will differ
Contrasting sporting values from influential role models
Opportunities
Positive experiences could lead students to continue sport in community structures
Use influence of peers in high school to participate

35. Australia is a multicultural society
6 Provide three reasons why religious and cultural beliefs should be considered when developing policies for sports participation.
Australia is a multicultural society
Almost 25% of Australians born overseas
More than 40% of Australians have at least one parent born overseas
Approximately 16% of Australians speak another language
Demonstrates respect for individuals’ beliefs, values and customs
Increase opportunities for greater participation by scheduling activities that cater for religious beliefs
Improve cultural tolerance and understanding through participating in sport.

36. Image credits Slide 1, Photolibrary/Hufton & Crow
Slide 4, Newspix/Mark Evans
Slide 9, Fairfax/Dallas Kilponen
Slide 10, Newspix/Andrew Ritchie
Slide 12, Newspix/Mark Evans
Slide 18, iStock Photo/Heidi van der Westhuizen
Slide 19, Getty Images/Dean Purcell
Slide 21, AAP Image