• Ideology of equality of opportunities is a mirage that masks

inequality in society.

• In Canada, a little bit of both exists – are

social mobilities
and some of opport
inequality
• Action: Does social class matter to being physically active?

____________________________________________________
_______________________

Module 5, Part 2

Objectives
● To explain differences between income and social class.
● To understand social mobility.
● To understand physical activity disparities by income and
social class in Canada.
● To understand types of physical activity participation by
social class.
● To identify barriers to physical activity among low
income/social class populations.
● To explain strategies that aim to provide equitable
opportunities to be active.

Social Mobility
• Action: Does social class matter to being physically active?
• yes. Social classes do nothave equal opport.
unde"differentparticipation
rates
activities
I have distincttypes of physical
that
they participate
in
Participation in Physical Activity and the Upper Class
1) Social exclusivity: encouraging only a small number
of acceptable participants
 o Private clubs with expensive membership fees and strict
requirements.
o Emphasizes the idea that wealthy and influential people
deserve special places to play sport.

2) Conspicuous consumption:
means of
showing physicalactivity
using seen
o Personal trainers, sport coaches (e.g., golf pro).
o Expensive sporting equipment.
alwaysgetterthe heart,
greate
3) Control over time: flexibility in work hours.
• Have flexibility to go yachting, skiing, golfing, etc. where they
can take time away from work.

4) Sport and physical activity as purely “leisured” activity.

• Aesthetic and/or expensive team sports.
• e.g., gymnastics, figure skating, archery, hockey, lacrosse.
• These characteristics work to support class differences and the
ideology that the upper class are special.

Participation in Physical Activity and the Middle Class

1) Team sports – cheaper, higher number of players.
• Basketball, volleyball.
• Schools, community-based.

2) Structured leisure:
• Sport and exercise are regulated around work times.
• Creates demand for weekend, evening, and summer leisure,
and early-bird fitness.
 3) Home-based physical activity:
• CV/strength training machines.

Participation in Physical Activity and the Lower Class

1) Physical activity related to job. a in job
their

2) Reject workplace fitness programs. -working

daysodort use
physicallya
fee
programs/equip
fitness
-

3) Prole sports. ment

• Avoided by the upper class and therefore associated with the
working class (proletariat).
• Incorporate violence, physical strength, and daring.
• ex. boxing, wrestling, weightlifting

4) Team sports (like middle class).

• Difference: foural vs. informal team sports
↓
organized nec/pick up not
-

organized
w/no cast
sports
requiring morrey
5) Watch pseudosports: nonlegitimate or contrived/made-up
activities for audience entertainment.
• Many emphasize strength, power, and/or violence.
• Wrestling (WWE), eSports.

and
ex. NBA plays came
from lower class now
plays
NBA moved up to class. How would desc
in upper you
social
be their
mobility?
I
integration
____________________________________________________
_______________________
Module 5, Part 3

Objectives
● To explain differences between income and social class.
● To understand social mobility.
● To understand physical activity disparities by income and
social class in Canada.
● To understand types of physical activity participation by social
class.
● To identify barriers to physical activity among low
income/social class populations.
● To explain strategies that aim to provide equitable
opportunities to be active.

Physical Activity and Low Income/Social Class

• Why lower social class focus?
• leastactive createmore equitable opportun.
that
ities are
appropriately
tailored
Barriers
• PA guidelines assume everyone has the time, resources
to be active (but
and opportunities we do not

• e.g., Costs à enroll, equipment, membership, travel, etc.

Barriers
• Costs.
• Work schedule of parent(s) – less time to be active with
children and/or transport them (8 – 12 hours).
safety
-

• Daily needs of food, shelter, and clothing.

•

• Low income neighbourhood schools: