Transcript CHAPTER 11 OVERVIEW - Home

Institutional influences on equity
and sports participation
Topics
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Community and school sport
page 359
Sport in the community
page 359
Sport in schools
page 360
School and community influence on sports’ popularity
page 369
Sports rules and regulations
page 371
Religious institutions
page 372
Community and school sport
Page 359
Community and school sport
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Figueroa’s institutional level examines how effective institutions
within the community are at providing opportunities to access
sport and physical recreation pursuits.
Two major areas:
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Community sporting
associations
Educational institutions
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Schools
Sport in the community
Page 359
Sport in the community
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Approximately 4.4 million Australians aged over 15 participate in
activities organised through sporting associations
Closely
knit social
network
Attract
new
families
Parent &
Volunteers
involved
Role
Models
Builds
community
spirit
Sporting
Clubs
Sense of
belonging
Personal reflection
Is your family involved
in a local sports club or
association?
Community sporting facilities
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Types of facilities in communities will vary
Factors which will impact are:
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Location
Physical environment
Community traditions
This will impact on opportunities available
Successful individuals within a community can increase:
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Government funding
Participation rates
Personal reflection
What sports facilities are
available in your community?
Do you use them?
Sport in schools
Page 360
Sport in schools
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Schools are a powerful socialising agent
where essential personal and social skills
are developed
Sport is compulsory for all Yr 8&9 students
in Qld
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120 minutes each week
Many attitudes towards physical activity
are influenced by experiences at school
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Types of sports played
School sporting culture
School facilities
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Quantity and quality of facilities will vary from school to school
Many schools utilise community facilities to increase access to a
wider range of activities
Schools can provide venues
for community organisations
to conduct their competitions.
Integration
If money was available,
what sporting facilities
would you like to see
developed in your
school?
School traditions
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Sport can be a major factor to develop school pride and status
Prestige associated with being a member of the “first” team
Inequitable recognition and status of sports within a school
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Reinforces the marginalisation of other sports
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School cultures require:
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Winning culture
Staff members with a passion for that sport
Success
Integration
List the sports in which
your school is known for its
sporting excellence.
What effect has the school’s
success in these sports had
on your participation?
School and community influence on sports’
popularity
Page 369
School and community influence on sports’ popularity
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Some of the most popular school sports do not achieve high
levels of participation amongst school leavers
Percentage of 5–14 year olds and
main sports participated in, by gender
Percentage of 15+ year olds and main
physical activities participated in, by gender
School and community influences continued
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Why the discrepancies?
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Access to facilities
Lack of suitable competition format/structure
Media promotes a product that is more “TV friendly”
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Indoor volleyball versus beach volleyball
Player burnout
Athletes choosing a different sport
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Financial benefits
Sports rules and regulations
Page 371
Sport rules and regulations
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An agreed set of principles, policies and
standards of conduct which govern a sport or
physical activity.
Rules and regulations often set by a
governing body.
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These are often steeped in tradition.
Can become inflexible.
Equity and access issues can arise:
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Clothing
Costs
Religious beliefs
Conditions for participating
Personal reflection
Do any rules at your school deter
particular individuals or groups
from participating in sport?
Religious institutions
Page 372
Religious institutions
Australia is a multicultural
society
All religions encourage
physical activity
Understanding various
religious beliefs and culture
Decrease ignorance
Increase opportunities for all
Australians
Now that you have finished ...
Answers
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a Outline how schools provide opportunities for participation in
physical activity.
Compulsory HPE in year 8 (Key Learning Area)
120 minutes of physical activity each week (Smart Moves)
School sport
 Social sport
 Interschool sport
State-wide competitions:
 Vicki Wilson Cup—Netball
 Bill Turner Cup—Football
 Broncos Cup—Rugby League
Representative sport
Elective subjects in school curriculum
 Senior physical education
 Recreational practices
 Junior health and physical education
b Referring to relevant levels of Figueroa’s framework, explain why different
schools will provide different sport and physical activity opportunities.
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Cultural
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Structural
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Government funding
Institutional
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School traditions
Successful sports
Facilities available
Location
Interpersonal
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Teachers
Past students
Student population
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a Explain how school traditions can cause some sports to become
dominant at the expense of others.
For many schools, sport plays a large role in developing and sustaining a school
culture and pride. Schools that have a successful sporting history often promote
their sporting achievements to future students and their parents, as well as to
current and former students. Schools use their web pages to outline their successful
sporting history. A culture of winning and competing at the highest level is extremely
marketable.
Coaches will often use “tradition” as a motivating factor to exhort their students to
achieve excellence. Students can gain prestige by being a member of the “first
team”. Students from many schools have their sporting representative honours
embroidered upon their school blazers.
Equitable recognition amongst all sports within a school environment is rare.
Individuals can become frustrated by the promotion of specific sports over others
within a school culture. Students involved in non dominant sports can often feel
ostracised, perceiving that certain individuals playing dominant sports receive
special treatment. Resentment to the perception of special treatment given to the
sports stars of the dominant teams, real or not, can see participation numbers in
other sports decrease as recognition is not always equitable.
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a Continued.
Marginal sports in schools will remain marginal, whilst the recognition and promotion of its
achievements is consumed by the dominant sports. One plausible reason for this could
simply be which teachers are at the school and how much effort they put into promoting
their sport. A school with one passionate teacher can create a culture of success for their
sport. Two teachers with the same drive for their sport can create more support for their
sport. Teachers can raise the school profile by developing a squad of players and
creating opportunities to participate in this sport.
The impetus creating a new culture is the dedication and commitment from the school
leaders, or in this case, the teacher. Some initial success is achieved and this creates
more motivation for everyone to become involved. From here, the sport’s credibility gains
momentum and can become a significant part of the school. There is often a correlation
between the student population of a school and the opportunities that exist. More
students results in the need for more teachers and consequently, a greater number of
teachers with passions for differing sports broadens opportunities for student
participation.
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b What strategies can schools put in place to provide more equitable
recognition of all sports?
School parades:
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Select different teams each week to provide details about their
competition results
Newsletters:
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Regular competitive and social updates from all sports:
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Competition status
Player profile
Achievements
Benefits
Captains for each school sport to promote their sport
A greater diversity of visiting coaches/regional directors
Open school days highlighting various sports played
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c Do you believe that schools should have to recognise all sports
equally? Why?
AGREE
• There is value in all sports
• Participation is a worthy achievement
• Each sport requires dedication and
the pursuit of excellence should be
recognised
• Recognition for achievement can
increase an individual’s self esteem
DISAGREE
• Promotion of excellence in sports
which are culturally valued
• Better use of teaching/coaching staff
to develop consistent approach across
wider year levels which will ensure
further chances of success
• Marketing purposes to attract future
talented students and potential
sponsors
3 Referring to Figures 11.10 and 11.11,
consider the discrepancies in participation
rates in netball and rugby league between
children (aged 5–14) and adults (15 years
and older).
Discuss the factors in the cultural, structural
and institutional level of Figueroa’s
framework that might have led to these
discrepancies.
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Discuss the factors in the cultural, structural and institutional level of
Figueroa’s framework that might have led to these discrepancies
Culturally both sports have a strong support base and are valued by
parents, hence the high participation rates as juniors.
Both sports reflect stereotypical views as gender-based sports
compared to gender-neutral sports such as swimming, tennis,
basketball and athletics.
Structurally, both sports have strong support through government
funding for developing juniors.
Institutional level: both sports have strong facility bases due to
significant junior numbers.
There are limited opportunities to continue sport into adulthood as a fulltime career; as a result, sports which have maintained or increased
their numbers can be performed individually and at any time suitable to
the individual.
Institutional: Both sports would have high levels of parental involvement
as coaches/administrators (not reflected in tables).
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a Which has had the greatest effect on your personal sports participation—
community or school sport? Explain why.
Answers will vary.
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b Which should cater for the grassroots level of sports participation—community or
school sport? What extra support is required to ensure success?
The school has greater flexibility to ensure that a broad range of sports
and physical activities can be delivered.
 Minimal cost to students
 Schools have funding provided to purchase suitable equipment for a
range of sports:
 Gross body activities
 Ball games
 Racquet sports
 Teachers have knowledge to impart basic skills to all students
To increase success the following would help:
 Funding for more equipment (general and specialist)
 Professional development for teachers
 Regional and community sport associations coordinating expo days
to promote their sports / activities
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b Which should cater for the grassroots level of sports participation—community
or school sport? What extra support is required to ensure success?
Community sport has potential to cater for a greater number of students due to:
 Increased support network base
 Parents
 Community members
 Local teams (F.R.E.D.)
 Facilities
 Larger space available
 Promote family involvement
 Provides excellent opportunity for “free time”
 Create pathways for future participation
 Representative and professional level
Future success
 Community involvement
 Subsidise costs for families
 Government funding for facilities and equipment
5 Every student from Year 1 to Year 12 should
participate in compulsory physical activity.
Develop a SWOT (strengths, weaknesses,
opportunities and threats) analysis for this
statement to determine whether compulsory
participation would cause long-term
participation rates to rise and obesity levels
to decrease.
5 Compulsory physical activity
Strengths
Increased activity levels
Develop lifelong practices
Opportunities to develop life skills
School system has flexibility for sport
Staff with expertise to supervise and implement
Weaknesses
Some teachers do not value sport as highly as
others, hence lead to possible negative
experiences
Crowded curriculum especially in high school
years
Different priorities for education in senior school
years
Compulsory
physical activity
for years 1-12
Threats
Costs associated with sport
Curriculum requirements which has already seen
some schools remove opportunities for students in
years 11 and 12
Individual needs and values will differ
Contrasting sporting values from influential role
models
Opportunities
Positive experiences could lead students to
continue sport in community structures
Use influence of peers in high school to participate
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Provide three reasons why religious and cultural beliefs should be
considered when developing policies for sports participation.
Australia is a multicultural society
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Almost 25% of Australians born overseas
More than 40% of Australians have at least one parent born
overseas
Approximately 16% of Australians speak another language
Demonstrates respect for individuals’ beliefs, values and
customs
Increase opportunities for greater participation by scheduling
activities that cater for religious beliefs
Improve cultural tolerance and understanding through
participating in sport.
Image credits
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Slide 1, Photolibrary/Hufton & Crow
Slide 4, Newspix/Mark Evans
Slide 9, Fairfax/Dallas Kilponen
Slide 10, Newspix/Andrew Ritchie
Slide 12, Newspix/Mark Evans
Slide 18, iStock Photo/Heidi van der Westhuizen
Slide 19, Getty Images/Dean Purcell
Slide 21, AAP Image