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1.1.2a – Key influences that impact on sustained involvement in physical activity Learning objectives -To understand the influences on choice of physical.

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Presentation on theme: "1.1.2a – Key influences that impact on sustained involvement in physical activity Learning objectives -To understand the influences on choice of physical."— Presentation transcript:

1 1.1.2a – Key influences that impact on sustained involvement in physical activity Learning objectives -To understand the influences on choice of physical activity and sport in young people. -To describe relevant examples of each of the factors below: 1.People 2.Image 3.Cultural factors 4.Resources 5.Health and Well Being 6.Socio-economic

2 Name as many influencing factors that will impact on our decision to take part in sport?

3 Key influences on physical activity opportunities There are many influences on an individual to become involved in sport. The 6 influences categories are: 1.People 2.Image 3.Cultural factors 4.Resources 5.Health and Well Being 6.Socio-economic

4 1. People Family Children often take part in the same activities as their parents. They will usually receive financial support to continue it too. (costs many include kit, subscription and travel costs). THINK: What PEOPLE influence us when deciding what sports to participate in?

5 Peers Peers are individuals of the same age (your friends). It is much easier to succeed in an activity when you have the encouragement and support of your friends.

6 Role models There are many role models in sport and these can be a strong deciding factor in what sport we choose. The greater the media coverage of these performers the more we aspire to be like them. Who is a role model in sport? And why?

7 2. Image Sales of equipment and clothing can be influenced by seasonal tournaments. i.e. During Wimbledon lots of people buy tennis rackets Fashion Some brands of sports equipment are very fashionable. Role models and popular teams have a huge influence on what we buy. i.e. Football shirts, NIKE trainers

8 Media Coverage Sport using a variety of media outlets to promote and report to a wide audience. This can influence our choice of physical activity. e.g. London Marathon Many competitors are inspired to run the London Marathon after watching it on T.V.

9 3. Cultural Factors Age: Age can put limits on what sport an individual may take up. Depending on the size of the club they may have a team at each age group. (i.e. U8s, U10s) Some competitive events have an age restriction. i.e. To run the London Marathon you must be 18.

10 Cultural Influences Age: Age can put limits on what sport an individual may take up. Depending on the size of the club they may have a team at each age group. Young people have a wide variety of opportunity to access sports clubs and teams. Schools encourage mass participation during PE lesson and extend to after school clubs

11 Disability: Sport is encouraged to all regardless of disability. They often compete against similar groups or can be mixed with able-bodied. Most facilities cater for disabled access. Oscar Pistorius is a double leg amputee but competes in able bodied races. Some people have claimed he has an unfair advantage over others due to his gastrocnemius not becoming fatigued.

12 Gender: Males and females are both encouraged to take part in sport. Some sports still have more opportunities for either girls or boys. i.e. A boy who loves netball may struggle to find a team.

13 Womens cricket and football are taken less seriously than mens. It also receives less media coverage than mens sport. Is that fair?

14 Race: Taking up a sport or activity may be influenced by ethnic background. i.e. Cricket is very popular among Asian countries Why are there are less black tennis players/golfers than footballers?

15 4. Resources Availability: Some facilities for sport are not financially or practically possible to have. i.e. a climbing wall. Access: Where the access for a facility is good there is generally more participants. Good transport links and parking means more people can access the club easily.

16 Location: Naturally the location of activities are important. Outdoor pursuits centres are common in Wales where there is a big outdoor space. i.e. National park. Time: The amount of free time will determine how much involvement an individual can devote to a sport.

17 5. Health and Wellbeing Illness and health problems will restrict the amount of participation possible. People with asthma may be limited to certain activities or to a low intensity of exercise.

18 6. Socio-economic Socio-economic status: The amount of money people earn and their occupation will influence what sport they choose to participate in. Lower paid people tend to not be able to afford sports that require expensive equipment. i.e. Cricket, Golf and Tennis

19 Cost: All activities have an associated cost. i.e. The hire of facilities, lessons, equipment & footwear. If people cannot afford the equipment or fees then this will affect their involvement.

20 ACTIVITY: Name at least 4 activities in each box. Less than £50 to take part in: Between £50- £150 to do: Over £300 to participate in:

21 Exam Question Practice: 1. Chloe is a good all-round sports performer and could represent her school in many different sports. Evaluate the potential influence of different factors on Chloes choice of physical activities. (6 marks)

22 Exam Question Marks Scheme Cultural: Age – is Chloe old enough to take part in the activity? eg some distance running events Disability – does Chloe have any disability that might prevent her from taking part in some activities? Gender – is the activity available for a girl? Race – does Chloes race/culture/religion restrict the activities she is able to take part in? eg dress Image: Fashion – is the activity, and any associated resources (clothing, equipment) fashionable? Media coverage – does the activity get media coverage? People: Family – are Chloes family involved/not involved in the activity (playing, coaching)? Will Chloe be introduced to the activity by her family? Peers – are Chloes peers involved/not involved in the activity? Role models – does the activity have positive/influential role models? Resources: Access – can Chloe get transport to the activity? Availability – does Chloe have the resources to take part in the activity, can she get them? eg equipment Location – do the resources exist locally? Socio-economic: Cost – can Chloe afford to take part? eg membership, equipment Status – is the activity seen as appropriate? eg polo or football


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