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AQA GCSE PE requires you to understand how participation in sport and physical activity varies across different social groups. The specification identifies five key groups: gender, race/religion/culture, age, family/friends/peers, and disability. For each group, you need to know the typical engagement patterns and be able to link the factors from Lesson 1 to explain why those patterns exist.
Engagement patterns describe the trends in how different groups participate in sport. They cover:
Understanding engagement patterns is important because it helps sports organisations, governments and schools design targeted programmes to increase participation among under-represented groups.
Gender is one of the most significant factors affecting participation patterns in the UK.
| Pattern | Explanation |
|---|---|
| Males participate more than females overall | Linked to historical stereotyping, less media coverage of women's sport, fewer role models |
| Females drop out of sport more in teenage years | Body image concerns, lack of female-friendly provision, peer pressure |
| Some sports remain heavily gendered | Rugby and football seen as "male"; netball and gymnastics seen as "female" |
| The gap is narrowing | Initiatives like This Girl Can, more women's sport on TV, equal prize money campaigns |
Factors linked to gender: sexism/stereotyping, role models, media coverage, attitudes, culture.
Exam Tip: A very common exam question is: "Explain why participation rates differ between males and females." Always link the factors (from Lesson 1) to the social group — do not just describe the pattern.
Participation patterns vary across ethnic and religious groups. Research consistently shows that people from Black, Asian and minority ethnic (BAME) backgrounds in the UK have lower overall participation rates in sport, although this varies significantly by specific group and activity.
| Pattern | Explanation |
|---|---|
| Lower overall participation among some BAME groups | Cultural expectations, religious dress requirements, fewer role models |
| Some activities are more popular in certain communities | Cricket is popular in South Asian communities; athletics in Black British communities |
| Religious observances may conflict with training/competition schedules | Fasting during Ramadan, prayer times, Sabbath observance |
| Modest dress requirements may create barriers | Standard sportswear may not meet religious dress codes |
Factors linked to race/religion/culture: culture/religion, role models, accessibility, familiarity, stereotyping.
Participation patterns change significantly across different age groups.
| Age Group | Typical Pattern |
|---|---|
| Children (5–11) | High participation through school PE and after-school clubs |
| Teenagers (12–18) | Participation drops, especially among girls; influenced by peer pressure, exams |
| Young adults (19–30) | Many maintain participation through sport clubs and gym memberships |
| Middle-aged (31–60) | Participation often declines due to work and family commitments |
| Older adults (60+) | Lowest participation; affected by health, mobility, confidence |
Factors linked to age: leisure time, family commitments, accessibility, adaptability/inclusiveness, attitudes, familiarity.
Exam Tip: When discussing age and participation, avoid sweeping generalisations. Not all older adults are inactive — many are very active. The key is to explain the trends and the reasons behind them.
The people closest to us have a powerful influence on our participation in sport.
| Influence | Positive Effect | Negative Effect |
|---|---|---|
| Family | Parents who are active tend to raise active children; families can provide transport, funding and encouragement | Inactive parents may not encourage sport; family commitments reduce time |
| Friends/peers | Friends who play sport encourage participation; sport provides social opportunities | Peer pressure may discourage participation ("sport isn't cool"); bullying in PE |
| Peer pressure in teens | Can push teenagers towards team sports and fitness | Can push teenagers away from sport, especially if they lack confidence |
Factors linked to family/friends/peers: attitudes, role models, familiarity, leisure time, family commitments.
graph TD
A[Family, Friends & Peers] --> B[Positive Influence]
A --> C[Negative Influence]
B --> D[Active parents inspire children]
B --> E[Friends encourage participation]
B --> F[Social benefits of team sport]
C --> G[Inactive family = no encouragement]
C --> H[Peer pressure against sport]
C --> I[Family commitments reduce time]
style A fill:#bbdefb,stroke:#1565c0
style B fill:#c8e6c9,stroke:#2e7d32
style C fill:#ffcdd2,stroke:#c62828
People with disabilities face some of the greatest barriers to participation in sport and physical activity.
| Barrier | Detail |
|---|---|
| Physical accessibility | Many facilities lack ramps, lifts, adapted changing rooms or specialist equipment |
| Lack of adapted provision | Fewer clubs, sessions and competitions available for disabled athletes |
| Transport | Getting to facilities can be difficult, especially in rural areas |
| Cost | Specialist equipment and one-to-one coaching can be expensive |
| Attitudes and stereotyping | Assumptions about what disabled people "can" or "cannot" do limit opportunities |
| Lack of role models | Disabled athletes receive less media coverage, reducing inspiration |
| Confidence | Previous negative experiences may discourage participation |
Factors linked to disability: accessibility, adaptability/inclusiveness, role models, media coverage, attitudes, disposable income.
Exam Tip: Questions about disability and participation often carry higher marks because they require detailed, sensitive answers. Always focus on the barriers and solutions rather than the disability itself.
A key AQA exam skill is the ability to link the factors from Lesson 1 to specific social groups. The table below summarises the most important connections:
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