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Understanding why people participate in physical activity — and why they do not — is a core part of Edexcel GCSE PE (1PE0) Component 2: Health and Performance. The Edexcel specification uses the GASED framework to categorise the key factors that affect participation: Gender, Age, Socio-economic, Ethnicity and Disability. Beyond GASED, you must also understand additional factors including family, education, time, cost, environment, media and role models.
The GASED framework is the backbone of the Edexcel approach to participation factors. Each letter represents a category of influence on who takes part in sport and physical activity.
graph TD
A["GASED Framework"] --> G["G — Gender"]
A --> Ag["A — Age"]
A --> S["S — Socio-economic"]
A --> E["E — Ethnicity"]
A --> D["D — Disability"]
style A fill:#1565c0,color:#fff
style G fill:#bbdefb,stroke:#1565c0
style Ag fill:#bbdefb,stroke:#1565c0
style S fill:#bbdefb,stroke:#1565c0
style E fill:#bbdefb,stroke:#1565c0
style D fill:#bbdefb,stroke:#1565c0
Exam Tip: The GASED acronym is not explicitly printed in the specification, but it is widely used by Edexcel examiners and textbooks. Learn it — it ensures you cover all five social groups in extended-response questions.
Gender is one of the most significant factors affecting participation 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 more during teenage years | Body image concerns, peer pressure, lack of female-friendly provision |
| Some sports remain heavily gendered | Rugby and boxing seen as "male"; netball and gymnastics seen as "female" |
| The gender gap is narrowing | Initiatives like This Girl Can, increased media coverage of women's sport, Lionesses' success |
How gender affects participation:
Exam Tip: When discussing gender, always use specific examples. Mentioning the Lionesses, the Women's Super League, or This Girl Can demonstrates current awareness and scores higher marks.
Participation patterns change significantly across age groups.
| Age Group | Typical Pattern |
|---|---|
| Children (5–11) | High participation through school PE and clubs; play-based activity |
| Teenagers (12–18) | Participation begins to drop, especially among girls; academic pressure increases |
| Young adults (19–30) | Some maintain activity through university/social sport; others drop off after leaving school |
| Middle-aged (31–60) | Work and family commitments reduce available time; health motivation increases |
| Older adults (60+) | Reduced mobility, fear of injury, health conditions; but walking, swimming and bowls remain popular |
Key points for the exam:
Socio-economic status refers to a person's position in society based on income, education and occupation.
| Higher Socio-Economic Status | Lower Socio-Economic Status |
|---|---|
| Can afford gym memberships, coaching, equipment | May struggle to afford participation costs |
| More likely to live near quality facilities | May live in areas with fewer sporting facilities |
| Greater access to private clubs | Reliant on free or subsidised provision |
| More likely to have had positive PE experiences at school | Schools may have had limited PE funding |
Cost is a major barrier. Equipment, travel, membership fees and coaching all cost money. Sports like golf, sailing and equestrianism are traditionally associated with higher socio-economic groups, while football and running are more accessible because they require minimal equipment.
Disposable income — the money left after essential bills — directly affects the ability to participate. Someone working multiple low-paid jobs has less time and less money for sport.
Participation patterns vary across ethnic groups in the UK.
| Pattern | Explanation |
|---|---|
| Some ethnic groups have lower overall participation | Cultural barriers, fewer role models from their background, experiences of discrimination |
| Certain sports are more popular in specific communities | Cricket in South Asian communities; athletics in Black British communities |
| Religious dress requirements may conflict with sportswear | Standard kit may not meet modesty requirements |
| Language barriers can restrict access | Coaching, club information and safeguarding policies may not be available in all languages |
Strategies to address ethnic barriers:
People with disabilities face some of the most significant barriers to participation.
| Barrier Type | Examples |
|---|---|
| Physical | Inaccessible facilities (no ramps, narrow doorways), lack of adapted equipment |
| Attitudinal | Assumptions about what disabled people can/cannot do; pity rather than encouragement |
| Financial | Specialist equipment and transport costs are often higher |
| Provision | Fewer disabled-specific clubs, coaches and competitions |
Adapted sports help increase participation:
The Paralympic Games have been instrumental in changing public attitudes and inspiring disabled people to take up sport.
The Edexcel specification also requires knowledge of broader factors:
| Factor | How It Affects Participation |
|---|---|
| Family | Parental encouragement, family sporting traditions, and parental attitudes strongly influence childhood participation |
| Education | Quality of school PE, breadth of sports offered, and teachers' enthusiasm all affect lifelong habits |
| Time | Work, family and study commitments reduce available leisure time |
| Cost | Equipment, memberships, travel and coaching all create financial barriers |
| Environment | Weather, geography (rural vs urban), and local facility quality all matter |
| Media | Sports with high TV coverage see participation spikes (the "inspiration effect") |
| Role models | Visible, relatable role models encourage people to try a sport |
graph LR
subgraph "GASED Factors"
G["Gender"]
A["Age"]
S["Socio-economic"]
E["Ethnicity"]
D["Disability"]
end
subgraph "Additional Factors"
F["Family"]
Ed["Education"]
T["Time"]
C["Cost"]
En["Environment"]
M["Media"]
R["Role Models"]
end
G --> P["Participation<br/>Level"]
A --> P
S --> P
E --> P
D --> P
F --> P
Ed --> P
T --> P
C --> P
En --> P
M --> P
R --> P
style P fill:#27ae60,color:#fff
Exam Tip: In a 9-mark extended response on participation, use GASED as your planning framework. Discuss at least three factors from GASED plus one additional factor, and always link each factor to a specific sporting example. This ensures breadth and depth, which is essential for reaching Level 3 (7–9 marks).
| GASED Factor | Key Barrier | Example Strategy to Overcome It |
|---|---|---|
| Gender | Stereotyping and lack of female role models | This Girl Can campaign; more women's sport on TV |
| Age | Reduced mobility in older adults; dropout in teens | Walking football; age-appropriate sessions |
| Socio-economic | Cost of equipment, travel and memberships | Free community sessions; subsidised equipment |
| Ethnicity | Cultural/religious barriers; lack of diverse role models | Single-sex sessions; flexible scheduling |
| Disability | Inaccessible facilities; lack of adapted provision | Wheelchair basketball; boccia; Paralympic visibility |