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Understanding why people participate in physical activity — and why they do not — is a core part of AQA GCSE PE Paper 2. The specification identifies twelve key factors that influence participation in sport and physical activity. You need to know every one of them, be able to explain how each works, and give sporting examples for each.
Physical activity contributes to physical, emotional and social health. Governments, national governing bodies (NGBs) and charities all invest in increasing participation because of the proven benefits:
| Area of Health | Benefit of Participation |
|---|---|
| Physical | Reduces risk of heart disease, obesity, type 2 diabetes |
| Emotional | Releases serotonin, reduces stress, improves self-esteem |
| Social | Builds friendships, teaches cooperation and teamwork |
Despite these benefits, participation levels in the UK remain uneven across different social groups. The twelve factors below help to explain why.
A person's attitude towards sport and physical activity is shaped by their experiences, beliefs and values. Someone who had negative experiences of PE at school may have a lifelong reluctance to take part. Equally, someone who was encouraged and praised during childhood is more likely to remain active.
Exam Tip: When a question asks about attitudes, always explain how the attitude was formed (e.g. early experiences, media portrayal) and how it affects behaviour (e.g. avoidance or engagement).
A role model is someone a person admires and wants to imitate. In sport, role models can inspire people to take up activities, especially when the role model shares characteristics with the individual (e.g. gender, ethnicity, background).
| Positive Effect | Negative Effect |
|---|---|
| Inspires young people to try a sport | Lack of role models from a certain group reduces participation in that group |
| Encourages dedication and fair play | A role model who cheats or behaves badly can damage the sport's image |
For example, the success of the Lionesses in women's football has been credited with a significant increase in girls' football participation across England.
Accessibility refers to how easy it is for a person to reach and use sporting facilities. This includes:
If facilities are difficult to access, participation drops, particularly among older people, those with disabilities, and those on lower incomes.
The amount and type of media coverage a sport receives directly affects participation levels. Sports that are heavily televised — such as football, tennis during Wimbledon, or athletics during the Olympics — tend to see spikes in participation following major events (often called the "inspiration effect").
Conversely, sports that receive little media coverage struggle to attract new participants because people simply do not know about them. Women's sport has historically received far less coverage than men's sport, which has contributed to lower female participation rates.
Sexism is discrimination based on a person's sex. Stereotyping is making assumptions about an individual based on the group they belong to. In sport, sexism and stereotyping create significant barriers:
Exam Tip: AQA frequently asks about how stereotyping affects participation. Use specific examples — e.g. the perception that dance is "for girls" discourages boys from participating, even though dance develops strength, flexibility and coordination.
A person's cultural background and religious beliefs can influence their participation in sport:
Many NGBs and sports organisations have responded by offering single-sex sessions, adapted kit rules and flexible scheduling to be more inclusive.
People with family commitments — particularly parents of young children and carers — often struggle to find time for sport and physical activity. The demands of childcare, household tasks and supporting elderly relatives leave little leisure time.
This factor disproportionately affects women, who still tend to take on a larger share of caring responsibilities in the UK.
Leisure time is time free from work, education and other obligations. People with less leisure time have fewer opportunities to participate in sport. This is affected by:
People are more likely to participate in activities they are familiar with. If someone has never been exposed to a particular sport — perhaps because it was not offered at school or in their local area — they are unlikely to take it up later.
Schools play a crucial role here: a broad and varied PE curriculum exposes young people to a wide range of activities, increasing the chance they will find something they enjoy and continue into adulthood.
Education affects participation in two main ways:
There is a well-documented link between higher levels of education and higher rates of physical activity participation.
Socio-economic status refers to a person's position in society based on income, education and occupation. Disposable income is the money left after essential bills have been paid.
| Higher Socio-Economic Status | Lower Socio-Economic Status |
|---|---|
| Can afford gym memberships, equipment, coaching | May struggle to afford participation costs |
| More likely to live near good facilities | May live in areas with fewer sporting facilities |
| More likely to have had positive PE experiences | May have attended schools with limited PE provision |
| Greater access to private clubs and activities | Reliant on free or subsidised provision |
Sports like golf, sailing and equestrianism have traditionally been associated with higher socio-economic groups, while football and running are more accessible because they require minimal equipment.
Adaptability refers to how well a sport can be modified to suit different needs. Inclusiveness is how welcoming a sport or facility is to all people, regardless of ability, age, gender or background.
Sports that are highly adaptable tend to have higher participation rates among diverse groups. For example:
Exam Tip: When discussing inclusiveness, give specific examples of adapted sports or inclusive policies. This shows the examiner that you have a thorough understanding of the topic.
| Factor | Key Point |
|---|---|
| Attitudes | Positive/negative experiences shape willingness to participate |
| Role models | Inspiring figures encourage participation in their sport |
| Accessibility | Ease of reaching and using facilities |
| Media coverage | Televised sports see participation spikes |
| Sexism/stereotyping | Gender assumptions create barriers |
| Culture/religion | Dress codes, observances and expectations affect involvement |
| Family commitments | Caring responsibilities reduce available time |
| Leisure time | Less free time means fewer opportunities |
| Familiarity | People choose activities they know |
| Education | Knowledge and school provision both matter |
| Socio-economic/disposable income | Money affects access to equipment, facilities and coaching |
| Adaptability/inclusiveness | Modified sports widen participation |
Exam Tip: In extended-answer questions about participation, try to link two or more factors together. For example: "A person from a low socio-economic background (disposable income) who lives in a rural area (accessibility) and has never been introduced to the sport at school (familiarity/education) faces multiple barriers to participation." This demonstrates higher-level thinking and earns more marks.