btec first sport unit 16 - pearson education · 1 btec first sport unit 16 the provision of sport...

I’ve always wanted to have a career in sport and I’ve now got a part-time job at a local sports centre. I see first-hand some of the local sports initiatives used to get more people involved in sport. Some of them are great and get people involved who I don’t think would have got into sports otherwise. I hope to be able to work on those kinds of initiatives when I finish my course.

Callum, 16-year-old Sports student

In this unit you will:

A investigate types of sport and active leisure provision

B know about the organisations responsible for the development of sport and active leisure

C explore the success of local sports development initiatives.

Learning aimsAssessment: This unit will be assessed through a series of assignments set by your teacher/tutor.

Have you ever wondered who is involved in the development of sport, not just in your region but nationally?

2012 was a great year for sport in Britain. Olympic and Paralympic fever gripped the nation and captured the imagination. As a result, participation in a range of sports and active leisure increased. Understanding what facilities are available and which organisations are involved goes some way to explaining how sports and active leisure continues to grow after the Olympics and Paralympics. Each organisation has a specific role to play and they all help to increase participation.

These organisations also create a range of projects and programmes locally and nationally. Some focus on one sport alone, from beginners to world-class level, while others concentrate on specific groups – for example, disability sport. Others can be more general and cover a wide range of sports and activities. Finding out about these will give you a better understanding of how sport and active leisure are developed.

Introduction

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UnIt 16 The Provision of Sport and Active Leisure

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the Provision of Sport and Active Leisure

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This table shows what you must do in order to achieve a Pass, Merit or Distinction grade, and where you can find activities to help you.Assessment Zone

BTEC

Opportunity to practise English skills Opportunity to practise mathematical skillsEnglish Maths

Assessment criteria

Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction

Learning aim A: Investigate types of sport and active leisure provision

1A.1

Outline a selected local voluntary, public and private sector opportunity for participation in each of two different sport and active leisure activities.

2A.P1

Describe a selected local voluntary, public and private sector opportunity for participation in each of three different sport and active leisure activities.See Assessment activity 16.1

2A.M1

Compare local provision for three different sport and active leisure activities, identifying areas for improvement in provision.See Assessment activity 16.1

2A.D1

Evaluate local and national provision for a selected sport, suggesting ways in which they could be improved. See Assessment activity 16.1

1A.2

Outline two national sports provision initiatives for a selected sport.

2A.P2

Describe three national sports provision initiatives for two selected sports.See Assessment activity 16.1

2A.M2

Compare national sports provision initiatives for two selected sports, identifying areas for improvement in provision.See Assessment activity 16.1

Learning aim B: Know about the organisations responsible for the development of sport and active leisure

1B.3

Outline the roles of one local and one national organisation involved in the development of sport and active leisure.

2B.P3

Explain the roles of one local and one national organisation involved in the development of sport and active leisure.See Assessment activity 16.2

2B.M2

Compare the roles of one local and one national organisation involved in the development of sport and active leisure.See Assessment activity 16.2

2B.D2

Analyse the roles of one local and one national organisation involved in the development of sport and active leisure, recommending areas for future development.See Assessment activity 16.2

Learning aim C: Explore the success of local sports development initiatives

1C.4

Outline one local sports development initiative, identifying successes.

2C.P4

Describe one local sports development initiative, including successes and areas for improvement.See Assessment activity 16.3

2C.M4

Explain the successes and areas for improvement of one local sports development initiative, making recommendations for future improvement.See Assessment activity 16.3

2C.D3

Justify recommendations for future improvement for one local sports development initiative.See Assessment activity 16.3

1A.1 2A.P1 2A.M1 English2A.D1

English1A.2 English2A.P2 English2A.M2

1B.3 2B.P3 2B.M3 2B.D2

Maths1C.4 Maths2C.P4 Maths2C.M4 2C.D3

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UnIt 16 The Provision of Sport and Active Leisure

How you will be assessedThe unit will be assessed by a series of internally assessed tasks. You will be expected to show an understanding of the range of sport and active leisure provision nationally, and the variety of organisations responsible for the development of sport and active leisure. You should also have an understanding of local and national initiatives used to promote and develop activities. The tasks will use relevant scenarios from local and national provision, and schemes used to promote sport and active leisure. For example, you might be asked to imagine that you work as a sports development officer who has been asked to investigate how successful a local sport initiative has been.

Your assessment could take the form of:

• informative materials, such as posters or leaflets

• practical investigations

• presentations

• case studies.

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Assessment Zone Unit 16

]Activities people undertake as part of an active and healthy lifestyleSport can be devised into two sub-categories:

• team sports

• individual sports.

Team sports are played by a group of people. They include football, netball, hockey and rugby. Individual sports are played by one person alone and include golf, athletics, boccia and swimming.

IntroductionPeople take part in a wide variety of sport and active leisure pursuits. Think of the range of sports covered at the Olympics and Paralympics. At the London Olympics in 2012 athletes competed in 26 Olympic, and 21 Paralympic sports. In this topic we will look at the types of activities people undertake as part of an active and healthy lifestyle.

How many sport and active leisure pursuits have you taken part in either at school, college or as a hobby or when on holiday? Make a list and compare this with others in your group.

Getting started

Boccia – a sport played by wheelchair athletes with cerebral palsy and other related locomotor conditions. Red or blue leather balls are thrown as close as possible to a white target ball.

Key term

Sports and active leisure can also be divided into other categories, as Table 16.1 shows.

Table 16.1 Other categories of sports and active leisure

Category Examples

Net games • Badminton

• Tennis

• Volleyball

Martial arts sports • Karate

• Taekwondo

• Judo

Non-contact sports • Golf

• Tennis

Striking and fielding sports • Cricket

• Rounders

Disability sports • Boccia

• Wheelchair rugby

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Types of sport and active leisure

Category Examples

Outdoor activities • Canoeing

• Mountain biking

Fitness activities (general or specific)

• Going to the gym (general)

• Zumba (specific)

• Circuit training (specific)

Movement activities • Gymnastics

• Dance

Create a class list of the different types of activities you have taken part in. Which ones are the most and least popular, and why? What activities are not on offer locally that people in your class would like to try? What are your reasons for taking part in the activities listed?

From the list you made, create a map of where these activities are offered. For example, are they at sports clubs, school or leisure centres? What facilities are not on offer locally?

Activity 16.1 Activities in your local area

Team activities can help build team work skills.

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The Provision of Sport and Active Leisure UNIT 16

IntroductionSport and active leisure can be offered by and supported through a range of different types of provision. There are three different types of providers involved in the development and provision of sport and active leisure:

• voluntary sector

• public sector

• private sector.

Inclusive sports encourage participation in groups.

Using a sport of your choice, think about the different types of places where you can take part in that sport. What can you do locally if you are a beginner? What could you access nationally if you were an elite performer?

Getting started

Voluntary sector – includes organisations that exist for their members and users, not focused on making a profit.

Public sector – funded by the government and/or local authorities.

Private sector – includes companies whose aim is to make money, but who also often help to fund sport.

Inclusive – something that allows all people to take part.

Key terms

] Voluntary sectorThe voluntary sector exists for the development of sports and activities, and for those who participate in sport and active leisure. The types of provision involved can include local sports clubs, which offer a cheaper way to take part in sport and active leisure than private clubs and facilities. The clubs and organisations in the voluntary sector operate for the good of the sport and active leisure provided, not to make a profit.

Voluntary clubs are also often involved in fund-raising activities to help support them. This supplements their income and pays towards the club’s outgoings. The majority of people involved in the voluntary sector are volunteers. Examples of voluntary sector provision include:

• sports-specific clubs – for example, cricket, athletics or netball

• clubs for specific groups – for example, inclusive sports clubs for people with disabilities.

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Sport and active leisure provision

Local sports centres are a great place to participate in sport activities.

Private golf clubs require a membership.

]Private sectorPrivate sector organisations primarily aim to make a profit. They can range from local businesses to national brands. They will often be marketed as exclusive facilities or clubs and will offer the newest, highest-quality products.

A local example of a private company could be a private health and fitness club. These companies will offer the latest facilities and equipment. Members of the public might pay joining fees and monthly membership fees to use these clubs. Other local private clubs include golf clubs and tennis clubs.

A national example of a private company could be a premiership football club. Some of these clubs have been floated on the stock exchange and are focused not just on winning competitions and trophies, but also on making money. Large football clubs make a lot of money through ticket sales and merchandise, such as branded shirts and sports kit or books, DVDs and so on. They can also use their brand to sell other services – for example, credit cards, soccer schools and satellite TV stations.

NGBs – national governing bodies are the organisations that govern each sport, at all levels of that sport.

Key term

Choose a sport of your choice and find out which NGB is responsible for it. What are the aims and objectives of the NGB?

Activity 16.2 NGBs

]Public sectorThe public sector covers a range of different types of sports and active leisure providers and organisations.

A good example of public sector providers of sport and active leisure are facilities run by local authorities – for example, local sports centres. These can offer indoor and outdoor sports and activities.

County sports partnerships, like local authority sports and leisure facilities, receive their money from the National Sports Council, who in turn receive their funding from central government. Sports’ national governing bodies (NGBs) also fall into that category- for example, the Rugby Football Union and the Lawn Tennis Association. Neither county sports partnerships or NGBs necessarily provide facilities, but they are involved in the development or sports and active leisure both locally and nationally.

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By participating in NGB initiatives, youngsters can be encouraged to develop their skills to a national level.

Table 16.2 Initiatives run by NGBs

Initiative NGB responsible

Aimed at Details

Big Splash British Swimming

All ages This tries to encourage people to take up and enjoy swimming. The scheme includes various offers and events to encourage people to swim.

Just Play Initiatives

Football Association (FA)

All ages This is based on the principle of a kick-around. It is an informal, low-cost way to play football. Participants just turn up and play.

Mini Tennis Lawn Tennis Association (LTA)

3–10-year-olds

This is a mini version of tennis, with small courts and equipment. The aim is to increase participation and develop tennis skills in children.

High 5 Netball

England Netball

9–11-year-olds

This aims to get young people involved in netball by having fun and socialising with other young people. It also helps to improve the skills of those playing netball through the scheme.

Sportshall Athletics

UK Athletics (UKA)

Primary and secondary school aged children

This aims to increase participation in athletics by using adapted activities and fun competitions, which help to develop basic athletic skills.

]National sports provision initiativesInitiatives are plans, activities or programmes that are used to help promote sport and active leisure. These can be at club, local or national level. The national governing bodies (NGBs) for sports use initiatives. These promote their sport and encourage people to get involved. Table 16.2 shows some examples.

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Sport and active leisure provisionA.2toPIC

1 Identify one example of a voluntary, public and private sector provider of sport and active leisure.

2 What different types of clubs would be involved in the voluntary sector?

3 Where do public sector providers get their funding?

4 What is the difference between the public and private sectors?

Just checking

You have been appointed as a College Sports Maker. You have been asked to produce a range of factsheets that can be used to identify sport and active leisure provision.

1 Produce three factsheets to explain what sport provision is on offer locally. Each factsheet should reference a sport. Make sure you include examples for the voluntary, public and private sectors.

2 For two of the sports, compare the initiatives used to increase provision nationally.

3 For one of the sports, evaluate what is happening locally and nationally.

Assessment activity 16.1 English 2A.P1 | 2A.P2 | 2A.M1 | 2A.M2 | 2A.D1

Tips• Task 1: For each of the sports you will need to make suggestions of how the provision could be improved.

Are there any gaps in provision? You will also need to include information about how the provision differs for these sports or what similarities there may be.

• Task 2: What are the similarities and differences? How successful are these initiatives? Has provision and access improved? What else could be improved to increase provision? It would be good to include examples from both sports.

• Task 3: Think about the following questions. Are national initiatives happening locally and are they successful? What could be improved and how? Are there any successful projects happening locally that could improve provision nationally?

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Change4Life encourages healthier lifestyles.

] Local organisationsLocal authority sports development departmentsLocal authority sports development departments have a variety of roles and differ from place to place. Most are involved in the development of opportunities for people to take part in sport and active leisure. This could include:

• development of sports clubs links, sports clubs and coaching

• safeguarding of young people and vulnerable adults who participate in sport

• development of links with local schools, clubs and national organisations

• funding advice

• facility management (for some).

IntroductionSport and active leisure provision depends on the involvement of a range of organisations from local organisations, focused on participation and grass-roots activities, to national organisations that develop initiatives at all levels. Their key aims are to increase participation and to promote sport and active leisure.

How many local sports organisations can you name, and what do they do?

Getting started

School Sports PartnershipsSchool Sports Partnerships were developed to improve participation in sport across primary and secondary schools. This involved the development of ‘hubs’, where secondary schools link with primary schools to develop activities for all pupils.

School Games OrganisersSchool Games Organisers have been employed to support the delivery of the School Games programme and to complement Change4Life sports clubs across schools to increase physical activity among the least active. Both these initiatives share the focus of:

• encouraging as many schools and young people as possible to take part

• ensuring young people have access to appropriate coaching

• offering signposting for elite-level learners so that they are directed to what will help them excel

• ensuring provision for young people with disabilities.

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Organisations responsible for the development of sport and active leisure

NGBs support club development, including local athletics clubs.

County Sports PartnershipsCounty Sports Partnerships are another local organisation responsible for the development of sport and active leisure at local level. There are 49 county sports partnerships across England. They work with a variety of partners to develop sport and active leisure opportunities. These include local schools, colleges and universities, sports clubs, NGBs, NHS Trusts and local authorities. Sport England invests in the County Sports Partnerships to ensure they deliver policy locally – for example, the Olympic legacy programmes of Sports Makers and Sportivate. County Sports Partnerships also link local needs and national policy. Their key focus is to encourage, enhance and sustain sports and active leisure participation.

]National organisationsThere is a range of organisations involved in the development of sports and active leisure nationally. The following are some examples.

National governing bodies (NGBs)National governing bodies (NGBs) for sport are responsible for the development of their sport at all levels from foundation to elite level. They are also responsible for:

• the rules and regulations for their sports

• developing coaches and officials

• supporting club development

• supporting all participants including elite performers and their development, health, safety, safeguarding and anti-doping.

NGBs take the lead in developing strategic plans to increase performance and participation.

CoNTINuED

Youth Sports TrustYouth Sports Trust is a charity that aims to give young people high-quality opportunities to take part in sport and physical education. The Trust works with a range of partners including schools, government, NGBs and County Sports Partnerships to ensure young people have access to quality sporting opportunities.

Using the internet, find out more about your County Sports Partnership. What does it do to develop sport and active leisure in your county, and who does it work with?

Take it further

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CoNTINuED

Sport EnglandSport England is focused on increasing participation in sport and active leisure at all levels of performance and all social groups. It aims to:

• create opportunities for participation for young people

• provide facilities

• develop talent

• help more people participate in sport and active leisure.

Sport England also invests money from the National Lottery and central government in clubs, projects and NGBs to help them meet their aims.

The Sport and Recreation AllianceThe Sport and Recreation Alliance was previously known as the Central Council of Physical Recreation (CCPR) and is an umbrella organisation that represents all NGBs. Its role is to speak on behalf of NGBs and provide services for training and governance.

The Forestry CommissionThe Forestry Commission helps to protect, conserve and develop forests across Britain. It gives visitors access to pathways, walks, trails, bridleways and cycle routes where people of all ages can enjoy active leisure.

The Scout Association and Girlguiding UKThe Scout Association and Girlguiding UK are voluntary organisations that run activities for young people. They are run by volunteers and give young people the opportunity to take part in a range of activities, including the promotion of outdoor activities through the network of National Scout Activity Centres across the UK.

Find another national organisation responsible for the development of sport and active leisure.

• What is its role and who does it work with?

• What are its aims and the types of projects it is involved with?

• Are there any similarities between its aims and role, and those of the organisations above?

Activity 16.3 National organisations in sport

• Sport England is responsible for the development of sport in England, including the distribution of funding. It works closely with NGBs.

• Sports Makers is a programme to recruit and train community sports volunteers over the age of 16.

• Sportivate is a lottery-funded scheme to help 14–25-year-olds to access sport and leisure activities.

Did you know?

Did you ever participate in sporting activities organised by the Scout Association or Girlguiding UK?

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WorkSpace

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]Mary HollowaySports Development OfficerI work as a Sports Development Officer for the local County Sports Partnership. I love my job as it is very practical and I get to work with a lot of different people every day. I help to provide opportunities for anyone in the community to take part in sport and active leisure.

As part of my job, I work with a range of groups in the local community, such as women, young people and people with disabilities, to devise activities to encourage participation. I then help with the promotion and delivery of these activities.

I work with other partners locally and nationally who are involved in the development of sport and active leisure. These partners include national governing bodies for sport, the NHS, Youth Sports Trust and so on.

I work with local schools to plan, deliver, promote and manage sporting opportunities for pupils. I also work with local sports clubs and advise about funding opportunities and safeguarding practices. As with the schools, I help to deliver, promote and manage sporting opportunities.

As part of my role, I also evaluate and monitor projects. I have to work within specific guidelines – for example, equal opportunities, health and safety, child protection. There’s a lot to think about, but that’s what makes it so interesting!

Think about it1 What other types of sports

development officers have you identified as part of this unit?

2 How do their roles vary?

3 What types of initiatives are they involved in?

4 What skills does a sports development officer need and how do they help to make initiatives successful?

Easy Cricket is also known as Quick Cricket.

]RolesPromoting and developing behavioural changeAll organisations involved in the development of sports and active leisure deal directly or indirectly with promoting and developing behavioural change. For example, Change4Life is a campaign that encourages young people to become active in sports and active leisure, and change their habits for life.

Promoting mass participationThe role of some NGBs is to encourage participation of people of all ages and abilities in order to help promote their sport. Easy Cricket is an initiative from the England and Wales Cricket Board (ECB) and is an example of an NGB scheme to encourage mass participation in a sport. Easy Cricket is a fun and informal way of playing cricket that involves minimal equipment and is accessible to all.

IntroductionThe organisations discussed in the last section have many similarities. Some of their roles have shared values and aims, so many of the organisations work in partnership to help meet their objectives.

What is the role of your local County Sports Partnership?

Getting started

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The roles of organisations responsible for the development of sport and active leisure

Great Britain’s handball team in action.

GrassrootsGrassroots is the foundation stage of any sport. This can be aimed at people who have not played before or are beginners, and age does not matter. The role of each NGB is to develop all participants regardless of ability. An example of one of these initiatives is British Cycling’s 2012 grassroots women’s racing programme, which supports participants in developing their skills in cycling.

Elite performanceElite performance is the highest level of every sport. One of the roles of every NGB is to develop elite athletes and organise national teams or competitors. This can involve the development of elite facilities, support networks and division of funding. NGBs will have targets linked to success at international level, and these can affect what future funding will be given. For example, some sports that failed to meet their 2012 Olympic targets had their funding cut from Sport England. UK Sport removed funding for the GB Handball team after finishing last in their groups at the 2012 Olympic Games.

Promoting and extending use of facilitiesThose who run sports and active leisure facilities also have a role to promote their facilities and to extend the use of them to encourage greater participation. This can be done by:

• extending hours

• developing new schemes

• working in partnership with private organisations that run activities on their behalf. CoNTINuED

What do your local sports and leisure facilities do to promote and extend the use of their facilities?

Take it further

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CoNTINuED

Supporting the sports development processNGBs support and implement sports-specific development. The sports development continuum has four key stages, which are:

1 foundation – development of the basic skills required for sport, e.g. catching, striking and throwing

2 participation – recreational-level involvement in sport and active leisure

3 performance – those who participate in leagues and higher-level competition

4 excellence – elite performance, e.g. those in national squads or professional clubs.

Figure 16.1 A key role for NGBs is to develop all parts of the continuum.

Activecommunities

Activesports

Foundation

Worldclass

Participating Performing Excelling

Other organisations are also involved in supporting and implementing the sports development process:

• Sport England – Part of Sport England’s role is developing behavioural change. This means it promotes the long-term health benefits of sports, and wants to develop the idea of sport as a healthy habit for life. Sport England – along with County Sports Partnerships – also aims to increase community sports development by helping to develop and promote mass participation at a local level.

• Local authority sports development departments may be involved in facility development. Part of their role may be to promote and extend the use of facilities.

• The role of the English Federation of Disability Sports (EFDS) is to encourage people with disabilities to be active in sport for life and to take a lead in the strategic development of disability sport in England. The EFDS works with NGBs in an advisory role to help them make their sports more inclusive for disabled people. The EFDS also works with a range of other partners, including Sport England and the County Sports Partnership, to encourage greater participation in sport and active leisure by people with disabilities.

• UK Sport’s role is to work with elite performers to develop Olympic and Paralympic potential. It has a World Class Performance Programme where it works with NGBs

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The closing ceremony of the 2012 Olympic games. Planning for Rio 2016 began almost as soon as the 2012 Olympic games finished.

to develop elite performers and elite coaching. It also has talent identification programmes for performers and a support network to help these athletes fulfil their potential, including lifestyle and coaching support.

UK Sport began to plan for Rio 2016 in 2012, planning £335 million of investment in the development of Britain’s Olympic and Paralympic athletes.

This organisation also plays a driving role in campaigning to bring major sporting events to the UK. It invests approximately £4 million per year to try to attract European and international events. These will not only help to promote sporting success, but will contribute to the UK’s economy.

UK Sport works with a range of sporting bodies, including NGBs, the International Olympic Committee (IOC) and the International Paralympic Committee (IPC), to help build positive working relationships. This helps to ensure that all parties work effectively together.

1 Why do you think UK Sport started planning for Rio so soon after the previous Olympics and Paralympics?

2 What major sporting events can you think of that take place in the UK?

3 How do you think working with other sporting bodies will help UK Sport?

Case study

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]Areas for future developmentNew initiativesAn example of drivers for future change and new initiatives is the 2012 Olympic and Paralympic legacy. A range of organisations are involved in this. One example is the Sport England initiative: Places People Play.

• Places: Improve the facilities and access that people have to those facilities. This includes the development of new and existing facilities as well as protecting playing fields that might otherwise be sold for building properties on.

• People: Inspire people to make sport happen. Sport England has two initiatives as part of this section. Sports Makers are a network of volunteers who are trained to organise and lead activities at grassroots level, and help increase participation. Club Leaders are focused on the effective running of local sports clubs and networks, which will again aid increase in participation and help to secure the future of local sports clubs.

• Play: Improve opportunities for everyone to get involved in sports participation at all levels. Sportivate is an example of this.

Another new initiative is Keep the Promise, a campaign launched in July 2013 by the Sported Foundation – a major UK charity set up in 2008 after the bid for the London 2012 Olympic Games. Committed to changing the lives of disadvantaged young people through grassroots sports, the aim of Keep the Promise is to raise £1 million towards sport development in the UK, by urging large organisations and businesses, as well as the general public, to donate. The money raised will go towards creating opportunities for young people to play sport with experienced mentors. The Sported Foundation supports over 2,500 grassroots sports clubs and projects throughout the UK, and has a network of 250 volunteer mentors.

IntroductionPeople working in sport constantly need to adapt to new developments, changes in funding and the effects of the wider world. In this section, you will learn about areas for future development, responses to changes in funding, changes in priority and specific target groups.

Can you think of any new sports initiatives? How are they similar to or different from initiatives that have been done before?

Getting started

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Areas for future development of sport

CoNTINuED

The Change4Life campaign is an initiative developed by the Department of Health in 2009, which is now managed by Public Health England. It was devised as a strategy to address the rise in obesity. Its key purpose is to help people eat well, move more, be healthier and live longer. It aims to develop healthy lifestyles, to encourage activity and to reduce health issues associated with obesity – for example, diabetes.

Many organisations have been involved in the Change4Life initiative including the sports aspects. The Change4Life Sports Club is managed by the Youth Sport Trust. It is aimed at encouraging less active children to take part in regular activity and helping them to overcome barriers to participation that they may face.

At primary level the clubs are divided into five categories:

1 adventure: canoeing, cycling, orienteering, rowing, sailing

2 creative: cheerleading, dance, diving, gymnastics, skipping, swimming, trampolining

3 target: archery, boccia, bowls, fencing, goalball, golf

4 combat: boxing, fencing, judo, taekwondo, wrestling

5 flight: cricket, handball, rounders, softball, ultimate frisbee, volleyball.

The Secondary Clubs are sport-specific and are focused on increasing participation. The sports included are badminton, boccia, fencing, handball, table tennis, volleyball and wheelchair basketball.

According to the Youth Sports Trust, there were approximately 7,500 clubs set up by September 2012 and they have a target of 13,500 by 2015.

1 How do these clubs help encourage young people to take part in sport?

2 What are the health benefits of sports participation?

3 Why are these types of initiative so important?

Case study

Change4Life encourages activity to reduce health issues associated with obesity.

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CoNTINuED

Responses to change in fundingFuture initiatives from NGBs will also be developed as a result of planning and the funding they receive. NGBs need to submit Whole Sport Plans for 2013–2017 to Sport England in order to receive this funding. Sport England will invest £493 million in 46 sports, using money they receive from the National Lottery and the government. The range of projects and the resources that NGBs can develop will depend on the amount of funding and will impact on the future development of their sport.

Changes in priorityInitiatives can result in a change in the priority of a sport or scheme, and therefore how much funding an organisation receives. An example of changes in priority is the government’s approach to school sport. The funding for School Sports Partnerships was reduced and in part replaced by a greater focus on primary school sports. In March 2013 the government, in association with County Sports Partnerships, committed £150 million a year for the development of primary school sports.

From 2013, primary schools will enjoy the benefits of increased sport funding.

Specific target groupsDevelopments and strategies used to increase specific sports provision and participation constantly change in order to meet different targets and deal with different issues. Future development can include new initiatives – for example, Active Colleges funding via Sport England has seen the appointment of College Sports Makers to improve sporting opportunities for the non-sporty and semi-sporty in colleges across England.

The British economy has been in recession in recent years and this has affected the funding of a range of public sector organisations. The government is trying to save money while at the same time grow the economy.

What do you think will happen to public sector funding for sport and how might this affect the development of sport and active leisure in the future?

Discussion point

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You have been asked to produce a presentation that can be used in schools and colleges entitled ‘The Future of Sport’.

1 Analyse the role of one local and one national organisation involved in the development of sport and active leisure. What do both organisations do and how do they do it? You will need to consider the similarities and differences in their roles. Do they share any common aims? Do they work in partnership or could they in the future? If so, how?

2 Make reasonable suggestions about how their roles and future initiatives may change. Give reasons why.

Assessment activity 16.2 2B.P3 | 2B.M3 | 2B.D2

Tips• Task 1: Give examples to back up your answer and make a note of all of the sources of information you have

used.

• Task 2: Think about the following questions. What future developments could they be involved in? How might both organisations change in the future? What will influence future initiatives and what could they be or include? What benefits could they bring to participation?

• Prepare a set of eye-catching presentation slides.

• Think about the order that you want to present things, and the key points for each slide.

• Practise giving your presentation – this might be to your friends, parents or even to a family pet!

• Find out from your teacher how long your presentation should be (for example, 5 minutes).

Another example of development for specific target groups is Sport England’s investment of funds in inclusive sport. It supports the development of disability sports clubs and projects to help more people with disabilities take part in regular sporting activity. This initiative not only helps to maintain the Paralympic legacy, but is also an example of development focused on specific groups.

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Yoga classes for the over 50s are becoming very popular.

] InitiativesLocal initiatives can take many forms and involve a range of organisations. The initiatives can include things like:

• taster sessions at local sports clubs

• inclusive sports clubs run by County Sports Partnerships

• health walks organised by local authority sports development departments.

Each initiative should have a clear purpose and will have a specific target group that it is trying to engage in sport and active leisure. Some examples of specific initiatives with clear target groups are:

• local sports centre courses for the over-50s

• a sports club set up by a local authority sports development unit for people with disabilities

• a multi-skills summer camp for 8–10-year-olds run by the County Sports Partnership.

IntroductionMany local sports providers are involved in the promotion of sport and active leisure. They develop initiatives to help promote activities and increase participation.Can you find a local

sports initiative aimed at increasing participation in sport? Who is it aimed at and who is responsible for it?

Getting started

23 BTEC First Sport

C.1toPIC

Local sport and active leisure development initiatives

Table 16.3 Examples of initiative aims

Aim How this could be done

To increase participation Put on taster sessions for specific sports or clubs.

To increase grassroots provision

Involve partnerships with schools and local clubs where the club coaches deliver activities in school.

To develop elite performers

Form development squads, giving talented athletes opportunity to access elite coaching.

To address social problems

Develop street games to engage specific young people who may be involved in anti-social behaviour, to help reduce crime.

Any aim used for an initiative should include a detailed picture of what is required. Each aim should be SMART:

• Specific – be specific about what you are trying to achieve

•Measurable – ensure you are able to measure whether you have been successful, eg. using data

•Achievable – it must be possible for you to achieve your aim

• Realistic – ensure your aim is one that can be achieved by taking any barriers into account, eg. the availability of time or resources

• Time-bound – there should be a timescale in which your aim will be achieved.

] Target groupsTarget groups are people in society who have limited participation in sport and active leisure. This can be for a variety of reasons, but knowing who these people are and the barriers they face to participation will help initiatives target specific, appropriate activities for them.

]Aims of initiativesAny initiative should have a clear aim or purpose. There needs to be a goal and all parties involved must know what has to be achieved.

Local sports and active leisure initiatives will have a variety of aims. Table 16.3 gives some examples.

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Also, if you can identify barriers to participation, you can address them and increase the chances of those people participating in sport. Each group can have potential barriers, some of which are unique to them and some which apply to lots of groups. The following are some examples of target groups and the potential barriers they could face.

Parents caring for young childrenChildcare can be a costly and sensitive potential barrier. Childcare costs on top of fees for clubs or activities can make participation in sport expensive. Some facilities and initiatives offer childcare or include the price of childcare to encourage parents to participate. As well as the cost, the level of facilities available are important. For example, if parents think that the quality of baby-changing facilities and crèches are not good enough, they will not want to use them.

Older peopleAs we get older, the potential for our health becoming a barrier increases. It is important to make sure that older people have access to the types of activities that they may find more interesting or manageable. Cost could also be a barrier for those who have retired and have less money to spend.

Black and minority ethnic groups (BMEs)Muslim women are an example of an underrepresented group in sport. There are cultural and religious beliefs about clothing and associating with men that can create a barrier to their participation. Some initiatives are therefore women-only and allow women to wear the hijab or cover up as required.

Figure 16.2 Examples of target groups. What barriers can you think of that these groups may face?

Older peopleTargetgroups

People withdisabilities

Young people fromrural areas

Parents caring foryoung children

Black and minorityethnic groups (BMEs)

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Local sport and active leisure development initiativesC.1toPIC

Wheelchair rugby.

People with disabilitiesThere may not be a specific club for the sport people wish to play locally – for example, wheelchair rugby. This may mean they have to travel to a club further away, which may in turn present additional barriers, such as access to transport and cost.

Young people from rural areasYoung people in rural areas may have to travel to take part in sports and active leisure. Their barriers may include access to transport to get to and from facilities, especially if there are no public transport services directly to and from clubs and facilities. There could also be the financial barrier of cost of transport in addition to paying to take part in the sport.

For your class, devise a list of potential barriers to participation that you face. Discuss as a group why these are barriers and how they might affect your participation in sport.

As a group, come up with some reasonable solutions to overcome these barriers. Could these help other participants too?

Activity 16.4 Barriers to participation

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] Success of initiativesThere are some key features that help you to identify if an initiative has been successful.

Meeting aims and objectivesUsing the SMART acronym is a good starting point to see if an initiative has been successful. What was the aim of the project – for example, has participation for the target groups increased? Has engagement improved? In order to answer these questions you can use direct feedback collected from participants.

Areas for improvementFor each initiative, there will always be things that could have been better, targets that may not have been met or unforeseen issues that arose. Key questions to ask about the initiative to help identify areas for improvement could include:

• What have the participants said?

• Why did people not participate in the initiative? Were there barriers?

• Were targets met? If not, why not? What could be improved?

• Is the initiative sustainable? (Will it work long term?)

• How could the initiative be further improved to target other groups or engage more participation?

• Was the initiative inclusive? If not, how could inclusivity be improved for the future?

To identify what you could improve, you could ask your participants directly by requesting informal feedback at the end of each session, or by giving them a more detailed survey to complete after the initiative has been in action for a longer time.

Recommendations for future improvementsWhen making recommendations, you need to make sure that they are reasonable suggestions for action that are achievable and realistic.

You would need to:

• review the initiative

• summarise the key aspects that were not met or could be improved, and why

• identify how they could be improved and the impact this would have

• work out who would be responsible for the action and what the time frame would be

• give any recommendations for short-term action and long-term development that you can think of.

27 BTEC First Sport

Local sport and active leisure development initiativesC.1toPIC

1 What does the acronym SMART stand for?

2 Why is it important to have a SMART aim or goal for any initiative?

3 What methods could you use to gain feedback from the participants of any initiative?

4 Why is it important to get their feedback?

5 What two things should all recommendations be, and why?

Just checking

David is a Sports Development Officer working for a County Sports Partnership. He has been asked to develop opportunities for young people with disabilities to get involved in a range of different sport and active leisure pursuits.

David worked in partnership with a local college to develop a day of activities for young people with disabilities across the county to come and participate in. The activities included boccia, new age kurling and goalball. The students at the local college helped to lead each activity on the day and worked with David to invite young people from Special Educational Needs (SEN) schools as well as other local schools. The day was deemed a success as over 70 young people attended and took part in the activities, some for the very first time.

1 What would the aim of this type of initiative be?

2 What would the potential barriers to participation be?

3 How could they be overcome?

4 Are there any other partners David could be working with, and why would they be able to help?

5 If you had to recommend any future improvements, what would they be?

Case study

You have been appointed as a Sports Development Officer at a County Sports Partnership.

Review a local sports development initiative highlighting its strengths and recommend developments that could be applied to future initiatives.

Assessment activity 16.3 Maths 2C.P4 | 2C.M4 | 2C.D3

Tips• You could begin by giving an overview of the aims of the initiative and its target audience.

•Using examples from the initiative, you will need to explain the successes of the project.

•What could have been improved about the project and why?

• You will also need to make some recommendations about the initiative. If the initiative was going to be carried out again elsewhere, what could be improved? How could this be done? What would the benefits be of improving the project? The recommendations need to be reasonable and practical, and you need to justify why they would be suitable.

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29 BTEC First Sport

GlossaryBBoccia – a sport played by wheelchair athletes with

cerebral palsy and other related locomotor conditions. Red or blue leather balls are thrown as close as they can to a white target ball.

IInclusive – something that allows all people to take part.

NNGBs – national governing bodies are the organisations

that govern each sport, at all levels of that sport.

PPrivate sector – includes companies whose aim is to make

money, but who also often help to fund sport.Public sector – funded by the government and/or local

authorities.

VVoluntary sector – includes organisations that exist for

their members and users, not focused on making a profit.

AcknowledgementsThe publisher would like to thank the following for their kind permission to reproduce their photographs:

(Key: b-bottom; c-centre; l-left; r-right; t-top)

unit 16 Alamy Images: Wildscape (13); Peter Noyce (21); Ian Canham (8/t); Daniel Swee (9); Carlo Bollo (7/b); ALAN EDWARDS (15/b). Change4Life. Corbis: Marc Atkins (16); Leo Mason (26). DK Images: John Garrett (12); Guy Drayton (23/b). Pearson Education Ltd: Miguel Dominguez (2). Rex Features: APA- PictureDesk GmbH (18). Shutterstock.com: Samuel Borges (1); Justasc (8/b); eurobanks (14). Veer/Corbis: yekophotostudio (4, 5, 7, 11, 15, 19, 23); iodrakon (3); avava (6)

Cover images: Front: Getty Images: OJO Images / Paul Bradbury

All other images © Pearson Education

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

Published by Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE.

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Text copyright © Pearson Education Limited 2013.Typeset by Phoenix Photosetting, Chatham, Kent, UKOriginal illustrations © Pearson Education Limited 2013Illustrated by Vicky Woodgate, Phoenix Photosetting and Oxford Designers and IllustratorsPicture research by Harriet Merry and Caitlin Swain

The rights of Julie Haines to be identified as author of this work have been asserted by her in accordance with the Copyright, Designs and Patents Act 1988.

First published 2013.

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