Key characteristics of physical recreation: | . Free time that can be spent actively or passively
. Fun, enjoyable, informed, winning not important, flexible rules |
Functions of physical recreation to the individual: | . Develop self confidence
. Stress reduction occurs
. Develop skills
. Social skills improve
. Enjoyment is gained |
Functions of physical recreation to society: | . Increase in health and fitness leading to less strain on NHS
. More individuals from different social communities interact leading to social integration
. Economic benefits when people use facilities or buy equipment |
Key characteristics of sport: | . During leisure time
. More serious/competitive
. Highly structured - set rules
. Specialist equipment
. Strategies and tactics
. High skill levels |
Functions of sport to the individual: | . Develop self confidence
. Stress reduction occurs
. Develop skills
. Social skills improve
. Enjoyment is gained |
Functions of sport to society: | . Increase in health and fitness leading to less strain on NHS
. More individuals from different social communities interact leading to social integration
. Economic benefits when people use facilities or buy equipment |
Key characteristics of physical education: | . Compulsory
. Formally taught lessons
. 4 key stages as part of National Curriculum from ages 5-16
. Begins at primary school ‘foundation level’
. Teachers in charge and deliver lessons
. Lessons are pre-planned; highly structured
. During school time |
Functions of physical education to the individual: | . Development of health and fitness, positive attitudes, healthy lifestyles
. Provides opportunities for increased participation in a variety of activities
. Developing and improving a range of physical skills and competencies
. Development of social skills
. Develop problem solving skills
. Develop self analysis skills |
Functions of physical education to society: | . Increase in health and fitness leading to less strain on NHS
. More individuals from different social communities interact leading to social integration (different sport cultures)
. Economic benefits when people use facilities or buy equipment
. Recreation and hobbies which keeps people out of trouble |
What is outdoor education? | Activities which take place in the natural environment and utilise nature/geographical resources such as mountains, rivers and lakes |
What does LEADS stand for? | . Leadership skills
. Excitement/adrenaline rush
. Appreciation of natural environment
. Decision making
. Social skills/ self esteem |
What are the objectives of outdoor and adventure activities? | . Awareness of safety perceived risk
. Knowledge of respect for natural environment
. Self discovery/ self esteem
. Leadership skills
. Social/communication skills
. Teamwork |
What personal factors are required to be an elite performer? | . Resilience
. Confidence
. Motivation
. Communication
. Commitment
. Determination
. High level of fitness
. High skill level
. Goal orientated
. Ability to accept constructive criticism |
What social and cultural factors can influence progression, especially in early development? | . Support and encouragement from friends
. Emotional support from family
. Financial support from family
. Equal opportunities
. Role models
. Acceptance of the sport/role in society
. Equality and anti-discriminatory practices
. Local clubs available
. Access to competition
. Socio-economic status |
| To develop high performance sport in the UK |
What is UK sport responsible for? | . Distribute national lottery and exchequer funding - to organisations and NGB’s to maximise performance in Olympic and Paralympic games
. World Class Programme - funding Olympic and Paralympic medal potential
. Athlete Personal Award - direct funding to athletes to remove barriers to performance such as to cover costs of training, accommodation and transport
. Distribute funding to national institutes of sport - eg. the English Institute of Sport (EIS) received a 59.7 million pound grant over 4 years leading to the Rio games
. Personal LIfestyle Advice - mentors and supports athletes on lifestyle choices
. World Class Standards - promoting highest sporting ethics and anti-doping |
How does the National Institute of Sport help develop elite performers? | . Responsible for delivering high class support services - training facilities, medical and nutritional advice, biomechanical, scientific and technological advice
. There are 4 UK sports institutes: - English Institute of Sport, Scottish Institute of Sport, Sports Institute of Northern Ireland and the Welsh Institute for Sport
. All are supported by UK Sport and aim to help elite athletes win medals on the world stage |
What is the English Institute of Sport? | . ‘The team behind the team’ - Vision: to be the leading provider of performance impacting sports science and medicine in the world
. Owned wholly by UK Sport
. Nationwide network of world class support services aimed at developing the talents of elite athletes
. Offers services to NGB’s in return for payment (6.1 million in 2012)
. EIS practitioners gave nearly 1 million hours to over 1,100 athletes on the road to Rio |
What is the world class programme? | . Operated by the EIS - ‘winning more Olympic and Paralympic medals through Performance Lifestyle Support
. Manages a talent identification and development programme through partnership between a dedicated Performance Solutions team, NGB’s and UK Sport
. The identifying and developing talent involves 4 phases: Phase 1 (Talent ID), Phase 2/3 (Talent Suitability), Phase 4 (Talent Confirmation and Olympic/Paralympic development) |
What is Talent Identification? | The testing of physiological and psychological parameters that help determine the likelihood of sporting success |
How is Talent Identification done? | . Physiological - fitness testing
. Anthropometry - physical characteristics
. Psychological - questionnaires and interviews
. Hereditary factors
. Social factors
. Performance potential |
| . Discover your talent
. Power2Podium |
What role do organisations such as the English Institute of Sport play in the development of elite performers? 4 marks | . Provides a network of centres for elite performer development
. Free of charge to performers/elite performers/financial support/training grants
. Nationally organised
. Regionally/locally delivered
. General facilities for sports science/sports medicine/nutrition
. Fitness training facilities
. Access to coaching advice
. Athlete career education
. Each facility specialises in particular sports
. Distributes funding
. Talent identification programmes |
How do NGB’s support the development of elite athletes? | . Ensure equality
. Increase opportunities and participation
. Promote positive role models
. Target under-represented groups
. Invest in facilities
. Identify talent through scouting systems
. Provide coaching awards and pathway
. Provide competition and tournaments
. Provide financial support to athletes
. Ensure a Whole Sport Plan is in place |
What is a Whole Sport Plan? | . 4 year plan
. How they intend to achieve their objectives
. How they nurture young talent
. Plans to increase participation
. The initiatives and how successfully they meet their sport plan determines the funding offer
. In 2006 Sport England invested £64,045,589 |
What is the support for talent development? | . Coordinated approach between NGB's, UK Sport, and National Institutes of Sport
. Screening and testing of most potential performers
. Athletes identified as having specific qualities can be directed into sports |
| . Girls4Gold
. Pitch2Podium
. Tall and Talented
. Fighting chance
. Paralympic Potential |
What are the problems with talent identification? | . Many focus on physiological data that will favour early developers
. Assess current performance that will favour those who have had early opportunities - miss late bloomers
. Limited physiological assessments
. Limited assessment of the ability to learn
. Testing/screening many athletes is expensive
. Does not guarantee success |
What is the World Class Performance Pathway? | . Directed by UK Sport and focused on success on the world stage
. The performance pathway offer expert coaching, leadership, support services and financial help
. There are distinct levels of support depending on how close the athlete is to winning medals: World Class Podium - next Olympics (max 4 yrs) World Class Podium Potential - 4-6yrs from medals Performance Foundations/Talent - Talent ID confirmation of performers who have the potential to progress to the next two levels
|
What is the Gold Event Series? | UK Sport bid and host major national and international events to prepare athletes. Gold events series focuses on:
. Support for high performing British athletes
. Creating high profile sporting opportunities
. Providing economic opportunities for communities UK Sport will invest 40 million £ to host major sporting events from 2013-23 |
Discuss the advantages and disadvantages of introducing structured talent identification programmes to support the development of elite performers? 5 marks | ADV:
. All potential performers will be screened
. Athletes directed to suitable sports
. Athletes with potential highlighted
. Can produce medallists on world stage
. Coordination between organisations DISADV:
. May miss late developers
. Expensive
. Large number need to be tested
. Does not guarantee success
. Limited psychological testing
. Limited testing of potential to learn |
Explain how UK Sport attempts to fulfil its aim of developing world class performers? 3 marks | . Cooperation with NGB's, National Institutes of Sport
. Provide centres of excellence/UKSI/English Institute of Sport
. World Class Performance Pathway
. World Class Podium/World Class Performance - support realistic medal prospects
. World Class development/potential - supports talent performers of the future just below medal prospects |
| . Someone who participates in sport for the love of it and not for financial gain
. It links to the concept of athleticism involving moral integrity and trying your best |
What is gentleman amateur? | . Developed in the 19th century
. By 'gentleman' of the upper and later middle class - they had enough wealth not to play for money
. They adhered not only to the rules but also a strict ethical code
. Sportsmanship featured heavily - it was better to lose honourably than to win by cheating
. Fair play and immediate acceptance of decisions and rules - encouraged socially accepted behaviours
. Participation in sport was more important than winning - it was character building
. Gentleman amateurs had high status (pros came from lower status) and were known as the 'elite performers'
. Practicing/training was considered as bad as cheating - it meant you valued winning more than taking part
. Pros were thought to have an unfair advantage over those who participated as a hobby |
What are examples of fair play? |
. Shaking hands after a game
. Clapping a batsman in/out in cricket
. Kicking a ball out of play in football to allow for treatment of an injured player
. Fair play awards are handed out
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