Chapter 10: Promoting physical activity participation

Chapter 10: Promoting physical activity participation

10.1 Physical activity participation

Introduction: Discuss the supports and barriers to physical activity participation in school and the community: • social groups such as peers • cost • access • role models • school. – Ask the students to identify how social groups have affected their own participation. – Ask the students to contribute examples from their own school and local area.

PRACTICE QUESTION ANSWERS

Q1. Outline the effect it is likely to have on you if your peer group regularly participate in physical activity. – Peers who are active and involved in physical activity will have a positive effect on your participation. – Peers who participate will have a positive attitude towards physical activity. – Peers will be more likely to support and encourage your participation. Q2. Outline how cost can be a barrier to participation and what can be done about it. – Prevents some groups from participating e.g. working class, unemployed, retired. – Lower rates for unemployed people and pensioners during off-peak times. – Deals for families e.g. family memberships. – Subsidised by local government e.g. council run leisure centres. Q3. Access to facilities can affect participation in physical activity. Outline two solutions to this problem. – People with disabilities need ramps, automatic doors, suitable changing facilities. – Opening times need to accommodate shift workers. – Mothers/fathers need baby-changing and crèche facilities. – Public transport needs to be available. Q4. Explain what a role model is and how role models can have a positive influence on participation.

A role model is someone who other people follow and aspire to emulate e.g. Brian

O’Driscol. Role models: – motivate people to get involved and try to emulate their success – set a high standard of performance and influence trends – shape attitudes towards physical activity by showing it can be enjoyable and exciting – raise interest in an activity through increased media coverage – set an example by playing fairly and demonstrating good sportsmanship. Q5. Describe three barriers to participation in school and three ways schools can support participation.

Barriers: – Old or damaged facilities may discourage students from taking part. – A lack of facilities will prevent participation. – A negative attitude from staff towards extra-curricular activities will reduce opportunities. – A lack of funding will result in a lack of equipment. – A lack of trained PE specialists teaching PE will reduce the quality and breadth of the curriculum.

PRACTICE QUESTION ANSWERS (continued)

PRACTICE QUESTION ANSWERS

Supports: – A broad and balanced PE curriculum can help develop physical competence and confidence. – A wide range of extra-curricular activities encourages participation (competitive and recreational). – Staff with a positive attitude and a range of expertise will increase participation in an attitudes towards physical activity. – Having access to well-maintained facilities means more activities can be offered e.g. a swimming pool on-site. – School trips and rewards can spark interest e.g. ice rinks or dry ski slopes. – Developing links with outside clubs helps provide additional opportunities and facilitate lifelong participation. Q6. Explain how the attitude of teaching and non-teaching staff towards physical activity in schools can affect participation in sport. – A positive attitude from staff will encourage participation. – A greater range of activities will be provided.

Explain the impact of facilities, coaching and the environment on participation: – Facilities, especially location, cost and access. – Coaching: availability of good-quality coaching from across a diverse section of society. – Environment and climate: can influence ability to train (i.e. pollution or extreme weather) and the activities available (e.g. skiing).

TASK 10.2 ANSWER

Copy and complete the table with three factors that affect the participation in school and the community.

School

Attitude of staff

Peers

Facilities

Community

Family Access

Facilities/role models/coaching

Q1. If your local sports facilities are outside of town, old or run down, how might this affect participation levels? – Access will be difficult e.g. lack of public transport. – Poor facilities present risks which discourage people from participating. – The range of activities will be limited. Q2. Describe two ways to increase the number of qualified coaches available in an area. – Offer coaching courses for free or low cost through the Local Sports Partnership. – National governing bodies can provide coaching and training for coaches. Q3. Describe three ways that the environment in which you live can affect participation in physical activity. – Pollution or extreme climate can make participation difficult. – The natural environment may present opportunities for some activities e.g. mountains with snow for skiing, sea for surfing. – A mild dry climate encourages participation in outdoor activities.

Case study: Discuss the case study on Bode Miller (USA skier). – Show a video of Bode racing on YouTube (see PowerPoint). – Identify the supports and barriers to participation that he faced.

CASE STUDY QUESTION ANSWERS

Q1. Bode Miller had to overcome many challenges and barriers to participation growing up. Identify these barriers and explain how they affect participation in physical activity. – Homeschooling may have limited his access to a broad range of physical activities through a lack of school-based facilities for curricular and extra-curricular activities. – He had a lack of facilities at home e.g. warm water to shower after physical activity. – He lived in an isolated area (forest) without peers to engage in physical activity with. – His parents divorced, reducing his family support network. Q2. Identify the supports Bode may have benefited from that ultimately increased his chances of participating in ski racing. – Access, environment and climate: he had easy access to mountains and snow to participate in skiing. – Cost: he received a scholarship to a ski racing academy which helped with the cost of the activity.

10.2 Methods of collecting data about physical activity participation

Introduction: Discuss the methods of collecting physical activity data that the students in the class have access to or have used in the past including: – pedometers e.g. Fitbit – physical activity diary – GPS watches e.g. Garmin – heart rate monitor e.g. Polar – apps e.g. MyFitnessPal.

PRACTICE QUESTION ANSWERS

There is a wide variety of methods available to collect physical activity data. Each method has its unique benefits. Outline one benefit and one potential drawback of: (a) pedometers: measures steps taken per day but does not measure intensity (b) a training diary: detailed data can be recorded but it is time consuming and reliant on motivation (c) satellite tracking devices: detailed data is recorded including time, distance and intensity but they are expensive and require an additional device to download/upload the data to (d) a heart-rate monitor: provides real-time information on intensity and training zones but are expensive and require a chest belt to be worn (e) apps: track a range of information from diet to physical activity quantities and intensity but often require additional technology such as a GPS device or else the data may have to be inputted manually.

10.3 Physical activity promotion

Introduction: Start this section with task 10.3 (group work). This will allow the students to explore the policies together and discuss their merits. – Allow the students to conduct research on the internet (on their phones) if this is compatible with the school’s acceptable usage policy. – The answers provided by the groups should cover most of the key areas of the ‘Get

Ireland Active’ plan. The teacher can lead the discussion on any areas not covered.

Outline the goals of the National Sports Policy 2018–2027. – This is a key policy for students to understand. – Cover the key areas: participation, excellence and capacity. – Use task 10.4 as a means to engage students in a discussion on the policy.

TASK 10.4 ANSWERS

Examine the role of the National Sports Policy in promoting improvements in physical activity. • Which goals are most likely to lead to improved participation levels? – Participation as it aims to ensure at least half of the population are active across all groups, including women and children. – Capacity as it aims to increase facilities and workforce in the area of physical activity. • Which groups does it intend to target most? – Women – Children – Sedentary people. • Identify two ways it intends to improve the capacity for higher levels of participation. – Increase facilities – Increase workforce in the area of physical activity provision – Better governance of sporting bodies – Improved gender balance in positions of power.

Explain the Local Sports Partnership (LSP). – Outline the main objectives and target groups of the Local Sports Partnership. – Task 10.5 can be completed in class or as homework depending on your acceptable usage policy on phones for research.

PRACTICE QUESTION ANSWERS

Q1. Select one national policy that targets physical activity participation and outline: (a) the goals of the policy (b) the groups it will target (c) two strategies it will use to meet its goals.

National Sports Policy 2018–2027 – Goals: increase participation, excellence, capacity – Groups: sedentary people, children, women, high-performance sportspeople, volunteers, sports sector workforce – Strategies: increase social involvement in sport e.g. coaches and volunteers; increase the number of NGBs and LSPs signed up to the code of governance; improve the facilities and workforce capacity in the sports sector; improve the gender balance on boards of publicly funded organisations. Q2. Increasing physical activity among the sedentary population is most effectively tackled at a local level. Explain how local sports partnerships (LSPs) contribute to the national targets including: (a) targeting increased participation among key groups in society – Sport Inclusion Disability Programmes, women in sport programmes, inner-city development programmes, community sports development officers, programmes such as Couch to 5k and Fit for Life, targeting sedentary people. (b) how LSPs could contribute to one of the eight key areas of ‘Get Ireland Active’. – Implementation through partnership could be a key area for LSP’s as they have partnerships with a range of organisations at local level including schools and clubs.

10.4 Examining the role of national governing bodies (NGBs)

Introduction: Discuss the role of NGBs at local, national and international level with the class.

Outline the key aims of NGBs: – Implement rules for fair competition. – Increase participation across all groups. – Educate and support coaches. – Identify and support talent. – Oversee competition.

TASK 10.6 SAMPLE ANSWER (FAI)

Research a governing body of your choice. Find out the following information: • What is their main function (what they do for their sport)? – Promote and develop participation, coaching, officiating and volunteering in football. • Do they have an equal opportunities policy? – Yes. They launched an intercultural opportunities plan in 2007. • How do they promote participation in their sport? – Soccer skills camps throughout the country; supporting clubs; soccer development officers; Homeskills initiative; Football For All initiative. • Do they have support for clubs? – Yes. They have a Club Mark initiative. • Do they have national teams and compete in international competitions? – Yes. There are men’s, women’s and underage teams.

TASK 10.7 (Group work) SAMPLE ANSWER (GAA)

Examine the role of the national governing body in one selected physical activity. Consider how the activity is provided for at: – local level: through an extensive network of clubs based in every parish. These clubs provide for participation at all levels, encourage volunteering and are embedded in the community e.g. fundraising and charity work. – national level: intercounty squads that train and compete in national leagues and cup competitions. – international level: the international rules series allows players the opportunity to compete for their country.

10.5 Physical activity promotion and adherence

Introduction: Explain what is meant by physical activity promotion and adherence. – Ask the students to come up with ways of increasing promotion of, and adherence to, physical activity participation.

Discuss the qualities of a role model. – Ask the students to identify someone who they aspire to be like and why. What qualities do they possess?

TASK 10.8 (Group work)

Design a physical activity promotion and adherence tip sheet for a specific target group. – Promotion should highlight the positives such as fun and enjoyment, physical and mental health benefits, social benefits. – Adherence should encourage the target group to stick with it, for example exercise with friends and the chance to participate in a variety of activities. Break it into manageable amounts such as 15 minute blocks if time is tight; make a plan and keep a diary; share your experiences by using technology such as a smart watch and link it to an app such as Strava in order to compare with others and challenge others.

PRACTICE QUESTION ANSWERS

Q1. Choose a role model you look up to and identify the qualities you admire in them? – Leadership/lead by example – Honesty/fair play – High standard of performance/innovator/trendsetter – Inspirational – Accessible – Active in the community. Q2. Describe three ways of increasing participation and adherence in one physical activity. – Promotion: posters, videos, social media, role models, taster sessions, advertising, live broadcasts or highlights. – Adherence: rewards, praise, enjoyment, participation with social groups, education (benefits), set goals, monitoring progress, gradual increase in time and intensity, routine, suitable environment. Q3. Explain the role of a national governing body (NGB) at: – a) local level: to increase participation, employ development officers, develop facilities and ensure access for all. – b) national level: to develop and implement polices, train and employ coaches and officials, raise awareness and change attitudes e.g. racism, establish the rules and organise competitions. – c) international level: to dentify and develop talent, host competitions, select teams, provide a pathway to excellence from local to international, provide funding and support to sportspeople through the sports council, anti-doping and athlete education, access to the National Sports Campus.

10.6 Pathways to excellence in physical activity

Introduction: Explain the participation pyramid by relating it to examples: – Foundation: a child learning a skill for the first time such as catching a ball. – Participation: a teenager participating at school or in a local club. – Performance: a young person training and competing regularly for the their club or school. – Excellence: a person reaching a high level such as selection for a county team, provincial squad or national squad.

Discuss: Ask the students to identify ways of strengthening the pathway between school and community-based participation. – Prompt them by discussing school-club links in your own area.

Explain the role of Sport Ireland in supporting excellence through: – performance planning – the carding scheme – Sport Ireland Institute Link to the Apply it example: David Gillick.

Discuss the effectiveness of our provision for excellence. – A talk/recording from a local high-level sportsperson on the support they receive and what they feel is lacking would be a useful tool to engage the students in this area.

TASK 10.9

Analyse the current provision and support for excellence in one physical activity. – Sample answer provided in the student textbook.

PRACTICE QUESTION ANSWERS

Q1. Explain three ways that the pathway between school and community- based physical activity provision could be enhanced. – School-club links: developing links with outside clubs helps to provide additional opportunities and ensures participation when young people leave school. – Taster sessions: students have a chance to try community-based activities to encourage participation. – Special offers: free trial club membership for students. – Shared facilities: clubs having access to school facilities. – Information and promotion: clubs using school noticeboards to advertise; talking at assembly; running an event in the school. Q2. Outline briefly the three key components that underpin the provision for sporting excellence in Ireland. – Performance planning is used to invest in high performance through the national governing bodies of sport. – The International Carding Scheme provides support for elite sportspeople. – Sport Ireland Institute drives excellence through the delivery of world class services such as sports science and sports medicine. Q3. Investigate how the provision for excellence could be enhanced. – Increased funding of high-performance sport – Exploring alternative funding opportunities such as corporate investment – Narrowing the range of sports supported based on medal potential – Moving to a funding model based on four-year Olympic cycles. – Increasing co-operation with Northern Ireland and universities to help retain talent – Better governance of NGBs – adopting the governance code, training on best practice.