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Descrição
FlashCards por Josh Toplis, atualizado more than 1 year ago
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Criado por Josh Toplis
aproximadamente 9 anos atrás
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| Questão | Responda |
| Play is? | safe no serious or end product spontaneous fun healthy enthusiastic socialising self initiated and voluntary intrinsic reward |
| Benefits of play? | development of social skills healthy enjoyment fun physical development |
| Recreation is? | activities carried on in leisure, usually voluntary |
| What is physical recreation? | is where the activity requires the individual to expand a reasonable amount of energy |
| Characteristics? | free time voluntary social self fulfillment no pressure intrinsic |
| Benefits to the individual? | fitter social life enjoyment relieve stress become healthier develop skills cognitive |
| To society | More physically fit happier so more productive workforce crime reduction economic benefits employment |
| Leisure is? | life enhancing choice free time benefits the individual and society creative involvement |
| objectives of leisure to individual? | helps to relax and unwind opportunity to socialise improves health and fitness develop physical skills improve confidence |
| To society? | encourage conformity civilise society encourage social and racial mixing |
| Factors that affect growth and leisure time? | reduction in working hours advances in technology greater public provision of facilities increase disposable income increased mobility increased life expectancy high unemployment |
| Sport is? | competitive tactical and strategic mostly extrinsic serious skillful rules highly structured |
| Reasons for increase in participation in OAA? | Appreciation of environment widely accessible and cheap socialising ease of access individual challenging |
| requirements of OAA | rules scoring system judges and officials governing body extrinsic |
| What are the 3 sectors? | public-moorways private-David lyods voluntary- sports clubs |
| Public sector characteristics? | run by local authority provides the needs for the local economy not for profit facilities arent as good as private can be pay as you go best value |
| way local authorities may help to increase participation? | creating links between clubs and LA facilities promotion of activities ensuring staff have good leadership skills making active provision for minority groups involving parents and children together |
| Goals? | Mass participation improve health enhanced opportunities for all work with voluntary and private sectors through sport development officers |
| What is best value? | is a key government policy that requires local authorities and any other related organisations to consider the best value for money they can provide as well as considering the values of the experiences they offer |
| features of best value policy | public sector forced to account more for the use of local taxes consider best value for money use of private sector methods to achieve e.g. better facilities find out what local people want and expect measure success review expectations |
| public sector increasing participation for low socio-economic groups | advertising reduce cost taster session more inner city facilities sessions ran at suitable times |
| Private sector characteristics? | privately owned by companies profit based membership managed by owners and their employees high quality facilities target wealthier member of society |
| Voluntary sector characteristics | run by members not just run by volunteers financed by members of society, fundraising about how money is raised runs on profit loss about what you do with the money |
| Voluntary sector goals? | provide for grass roots tries to increase participation and equal opportunities improve performance levels in their sport meet up with people with similar interest |
| Disability sport problems? | many sports are unavailable access is a problem travelling unsuitable facilities staff at facilities not always fully trained insufficient competitions |
| Cycle of depression? | disabled viewed as victims with no control over circumstance ability compared to able bodied opportunity lack of chance to participate provision- few facilities/clubs/courses esteem- need to improve own self worth |
| How can this be improved? | increase self help/belief ability judged against similar others society support improved provision and opportunities |
| What is objective risk? | outside our control |
| subjective danger? | within our control |
| What is real risk? | it is avoidable danger from the environment e.g. avalanche |
| What is perceived risk? | where there is a sense of danger even though there are safety measures in place to prevent danger |
| Examples of outdoor activities in the city? | canoeing, sailing, windsurfing dry ski slope indoor climbing walls |
| Stereotyping means? | a standardised image or concept shared by members where certain behavior traits are associated with particular individuals or groups. Usually involves negative images |
| Prejudice? | an opinion especially unfavourable ones based on inadequate facts, displaying intolerance or dislike of people due to race, religion, gender or culture |
| Discrimination? | To make a distinction, to give an unfair treatment when prejudice attitude is acted upon |
| Inclusiveness? | recognises diversity of needs and does not necessarily mean integration |
| Equal opportunity? | The principle and practice of providing all people with the same chance to participate |
| Advantages for inclusive sport? | Increase mutual understanding recognises equality reflection of integrated society many techniques available to promote positive involvement |
| Disadvantages? | chance of bullying limited access to specialised resources difficult for teachers to cope with the situation reinforces differences as against similarities |
| Advantages in segregated sport? | teachers are able to focus on disabled participants all participant have something in common more likely to have specialised resources levels of excellence more easily achieved individual needs more easily created individual needs more catted for |
| Disadvantage? | over protection of disabled- no preparation for society emphasise differences less socialising with able bodied over simplification of disability- assuming all disability's are the same |
| What are some adapted sport? | wheelchair basketball and rugby wheelchair marathons waterpolo blind football seated volleyball amputee football |
| How to increase sport participation? | specialist coaching raising awareness of LA and NGB improvement in facility design raised profile or Paralympics more events |
| Intrinsic barriers for participation for women? | sport seen as male preserve administrations administrations/NBG male dominated and resistant to change some sports considered unsuitable no role models/less rewards/lower status few events with equality |
| extrinsic? | socialisation into role Family commitment school tradition lack of media coverage sponsorship |
| Practical? | lack of transport/financial support lack of child care unfriendly (male) environment lack of promotional material poor timing of activities lack of flexible pricing policies lack of sport codes to choose from |
| School? | resistance to compulsory nature of P.E more success where activities geared towards accepted female roles lack of preparation for continuity outside of school |
| Media? | less media coverage than males male dominated environment sexist comments common women presented as physically inferior women sport presented as less interesting sport promotion male dominated |
| How to counteract gender effects? | provide equal access ensure good quality coaching promote achievements realise importance of sponsorship develop accessibility to competitions provide access to scientific support improve talent identification programmes adopt women as target groups |
| Reasons why female participation is increasing? | Better publicity more activities available health and fitness shared home responsibilities encouragement creches more free time more fashionable greater disposable income greater mobility more opportunities improvement in child care school promoting healthy lifestyle womens only sessions indoor/non contact |
| How NGB increase participation? | advertising in campaigns specific policies targeting minority groups target funding at grass root level make facilities more accessible/affordable and attractive more minority coaches concentrate resources in inner city lower admission change attitudes/ raise awareness/ use of role models |
| What are the social class variations which can affect sports participation? | Income- cost of participation/ facilities/ equipment/ travel Social status- dominant middle class culture in sports centres Unemployment- monetary low esteem Education- knowledge of benefits to health fitness and exercise Norms/ values passed from previous generation cycle of poverty Lack of role models/ leadership |
| Which sports are considered classless? | football and cricket |
| Reasons for low participation rates amongst ethnic minorities? | Racial discrimination Not encouraged/ actively discouraged by parents/ peers Low status/ priority given to sport Conflict with religious customs/ observance/ dress code Lack of role models/ fewer coaches |
| Discrimination in sport? | Lack of black managers/ coaches/ selectors/ administration Presumptions made about intelligence ability Privileged white culture holding onto its advantages Opposition to black involvement/ lack necessary experience |
| Examples of racism in sport? | Stacking- keep minorities from decision making positions Attitudes- biased opinion of others Labeling- teachers expectation of ethnic groups Centrally- ethnic groups away from central positions Racist attacks- physical and/or verbal Channeling- teachers directing ethnic groups into specific sport |
| Policies to overcome racism? | Supportive clubs rather than enforcing clubs Good publicity to attract/ inform Ease of access Use of role models- persuasion from significant others Appointment of ethnic sports development officers Campaigns to eliminate racism Media coverage/promotion |
| 1750- pre industrial age? | idea of popular recreation |
| What is popular recreation? | Local and traditional occasional/ spontaneous Few (unwritten) rules Physical force rather than skill Violent Participant rather than spectating simple equipment and facilities |
| 1850-1900? | Better recreational facilities due to health benefits |
| 1910/50? | Changes to the importance of sport Needed for a fitter society The status of women in society increased Equality in society seen as more important |
| Characteristics of public school? | upper classes Fee paying Hierarchical structure single sex Boarders Bullying Riotous behavior |
| Why do we think that school boys were encouraged to play sports? | Occupy boy's free time/ riotous behavior/ inappropriate activities Discipline/ social control Preparing boys for roles in society/ leadership Develop athleticism among boys To develop sportsmanship/ fair play Promote teamwork Develop muscular Christianity |
| What is Athleticism? | a movement that began in public schools that was devoted to the combination of physical en-devour with moral integrity |
| Muscular Christianity? | combining the christian and chivalry ideas of manliness. It included the belief that healthy bodies were needed alongside healthy minds in order to serve god |
| Rational recreation? | the idea that 19th century middle class reforms hoped to impose on the urban working class of their day. Believed in leisure activities should be controlled |
| Characteristics of rational recreation? | Regular particiation Complex written rules- highly structured Spectating and participating Skill based not force based Regionally and nationally based Use of complex facilities Exclusivity: Middle class and upper class kept working class away from sport WC better/ fitter than MC Exclusions to club membership only for amateur Exception football rise of professionalism |
| Syllabus in 1902? | Lack of fitness- Boer war Gain social control Based on drill - model course regimented- marched and extensive in unison Military instructions pretend weapons Free standing in playgrounds form of obedience training |
| 1904? | More pupils from both sexes at a time Improved fitness and posture- therapeutic Allowed for variety of venues No apparatus needed Use command approach for discipline Developed alertness, decision making |
| 1919? | For younger children: half of each lesson for free movement games and dancing responsibility with class teacher freedom, discovery and initiative encouraged For older children: still based on therapeutic exercises direct command of whole class reflection of society- working class knew their place |
| 1933? | Still largely therapeutic use of gymnastics, games and play recognised Focus on skill development Group work different levels Early decentralization what to teach outdoor activities encouraged |
| Effects of world war 2? | All static exercises ended Use of rope/ apparatus introduced Emphasis on individual development Value of PE as moralizing Many new facilities built Sense of idealism- no more wars Helped break down class and sex barriers |
| 1953? | Discovery learning Apparatus used swimming and dance included child inspired games- decision making Benefits of fresh air and freedom individual differences acknowledged child centred |
| Aims of the national curriculum? | Achieve physical competence in a range of activities Become skilled Gain knowledge of the body in action Become a critical performer Learn competitiveness, plan, perform and evaluate Discover life long learning |
| Objectives of the national curriculum? | Provide equal opportunities for all pupils Promote physical activity Promote a healthy active lifestyle Promote attitudes to others and the environment |
| Roles encouraged through the NC? | Official Leader Coach spectator Choreographer Organisor Critical performer |
| What are the 3 areas of activity for Key stage 1? | Games Gymnastics Dance |
| Explanation? | Learning development of simple skills and movement sequences individually and with a partner |
| Key stage 2 areas of activity? | Games Gymnastics Dance Athletics Adventurous activities Swimming |
| Explanation? | Improvement in motor skills and co ordination, more complex movement sequences understand the effects of exercise Plan and evaluate performance sustain energetic activity |
| Areas of activity in Key stage 3? | Games and one of the other six areas of activity Two half units must include gymnastics or dance |
| Explanation? | Refine motor skills, learn rules and tactics, learn more complex movements learn how to prepare for and recover from activities |
| Areas of activity in Key stage 4? | Games and one other area pupils undertake different roles, performer, official and coach |
| Explanation? | Begin to formulate preparation programmes |
| Assessment in P.E advantages? | differentiates ability provides motivation creates healthy competition clear objectives& goals for students to reach improves quality of teaching gives recognition to good teachers |
| Disadvantages of P.E assessment? | Affects confidence subjective Doesnt include all sport could de-motivate too much time on testing& not participating Not every child can achieve highest grade Too much pressure |
| What are the 5 strands of assessment? | Developing physical and mental capacity skill development Making and applying decisions Healthy active lifestyle Evaluation and feedback |
| Factors influencing provision in schools? | Amount of time available Resources available- gym/pools/fields Availability of dual facilities Enthusiasm/ knowledge of teachers Emphasis placed by schools on particular sports Available finance for sport and P.E |
| Key features of the top programme? | Resource cards child friendly equipment quality training for teachers and deliverers |
| What young people do they work with? | young disabled people teenage girls gifted and talented athletes Tackling social exclusion within primary schools through playground development |
| Main aims of the TOP programme? | Developing young people's physical and social development improving young people's wider learning skills, such as confidence and managing their emotions Increasing young people's understanding of their health and well being |
| Description of the Tots programme? (18 months to 3 years) | uses physical activity to develop communication and language techniques, coordination, cooperation and social skills |
| Top start? (3-5 years) | Focused on developing basic movement and ball skills. Designed to encourage the full integration of children with disabilities |
| TOP play? (4-9 years) | Offers this age group the chance to develop their core physical and movement skills |
| Primary TOP programme supported by sainsbury active kids? (7-11 years) | As well as developing skills in a range of sports for young people, provide an enhanced set of resources and training for teachers |
| Top link? (14-16 years) | Encourages this age group in secondary schools to organise and manage sport or dance festivals in local primary schools |
| Top sports ability? (all age groups) | Focuses on the integration of disabled and non disabled young people through a variety of sporting challenges |
| What areas do creating a sporting habitat for life & new youth sports strategy address? | Building a lasting legacy of competitive sport in schools improving links between schools and community sports clubs working with the sports governing bodies, focusing on youth investing in facilities communities and the voluntary sector |
| What are the benefits of this? | Improve health and fitness for the younger generations Help them recognize the importance of health and fitness so they can carry it on into later life long commitment Easy access ad they aim to implement their ideas in the local area Joining school schemes with sporting opportunities means that everyone has the chance to join and it is easy to get involved Can help develop skills that they may be needed later on in life such as teamwork |
| Main aims of sportivate? | Is to transition 14 to 16 year olds from sports lessons into club sport to reduce the drop out in sport participation at 16 |
| Objectives of the programme? | Creating more opportunities for the growth and deployment of coaches increased use of leisure centers Generating close links to clubs to drive more participants to take part To tackle obesity provide settings for skills |
| What are the core values of sports leaders? | To develop leadership Develop skills for life Providing a stepping stone for employment - offering qualification to get started Encouraging volunteering in communities reduce youth crime support more active , healthier communities |
| Awards available? | The junior sports leaders award- helps to develop s young persons skills in organsing activities Community sports leader award- for 16 and over The higher sports leader award- help unique people to lead specific community groups such as the elderly Basic expedition leader award- builds the ability to organise safe expeditions and overnight camps |
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