3.

1 Sport and Society

Version 2

© OCR 2020
Specification overview

© OCR 2020
Suggested 2 year overview
Based on 4 x 70min lessons a week

Lesson 1 and 2 Lesson 3 Lesson 4

Component 1: Component 2: Component 3: Socio-
Physiological Psychological factors cultural Issues
factors Component 4: EAPI
Year 1  Applied anatomy and  Skill acquisition  Sport and society
Physiology  Mock EAPI
 Exercise physiology

Year 2  Biomechanics  Sports psychology  Contemporary issues in

physical activity and sport
 Formally assessed EAPI

© OCR 2020
SOW key
Suggested delivery:
1 lesson a week over 2 years. Year 1: Sport and Society, Year 2: Contemporary issues in
physical activity and sport.
Resources:
• OCR A Level PE (Year 1 and Year 2) (
https://www.hoddereducation.co.uk/subjects/sport-pe/products/16-18/ocr-a-level-pe-(year-
1-and-year-2
), Hodder Education, Sarah Powell, John Honeybourne – endorsed by OCR
• The Ever Learner Student Revision resource: https://theeverlearner.com/ (not endorsed
by OCR).

© OCR 2020
 Week 1
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
1 Emergence How social and cultural factors shaped - Intro overview of the unit, - Whiteboards; make notes on any Homework: Buy
and the characteristics of, and participation including providing of the unit topics you have prior folder, dividers,
Evolution of in, sports and pastimes in pre- specification for students and knowledge in pen, lined paper
Modern industrial Britain (pre- 1850s) unit workbook - Starter: Picture collage of pre- and highlighters
Sport - PowerPoint and teacher-led industrial Britain. In pairs, describe
content for final note taking (L) characteristics? How might this S+C: Read
- Set scene of pre-industrial affect sport? pages 220-224
Britain in general, and then in - Further develop after videos (E2; textbook (L; E4;
terms of sport using pictures E4) E5; E6; E9; E10)
and videos (London 2012 *S+C: discuss relationship
opening ceremony video first between work vs. leisure and
10mins). Use these as a compare to how this has changed
discussion point (E4) nowadays
- Case studies; Mob football; - Whiteboards: Identify the sport/
Pedestrianism; Animal Baiting activity. Describe it.
(e.g. Cock Fighting, Fox S+C: Type of activity? Who would
Hunting); Cricket; Real Tennis; participate?
Country Fairs - Plenary: Describe the nature of
pre-industrial life in Britain and
explain using examples how this
may have affected sport and
pastime activities (4)
(L; E1)

© OCR 2020
 Pre-Industrial Britain characteristics
http://www.YouTube.com/watch?v=4As0e4de-rI From 13:40-18:40

Task: Mindmap characteristics of life in pre-industrial Britain. Prompt students

to think about different social and cultural factors

• Rural countryside
• Society was split, decided from birth:
 Lower class = Peasants (worked manually in agricultural work)
 Upper Class = Aristocracy (hereditary titles) and Gentry (land-owners and upper
members of religion)

• Women seen as the ‘weaker sex’ and had fewer rights in society
• Minimal law and order
• Only the upper class were educated and literate
• Limited transport; horse and cart for upper class on under-
developed roads
• Religion was strongly followed; ‘Holy days’ were people’s holidays
© OCR 2020
 Mob Football • Mass game with few rules and equipment
https://www.YouTube.com/watc • Earliest form of football and rugby
h?v=5uV1zrZFzZo • Violent (un-Christian)
• Lower-class peasant males

Animal Baiting, Hunting, and Lower Class: Bare knuckle fighting, dog fighting
Fighting Upper Class: Cock Fighting, Fox Hunting
• Excessive gambling
• No laws to limit violence or animal cruelty

Real Tennis • First form of tennis originating in France

https://www.YouTube.com/watc
h?v=Od9s1u3LJI4
https://www.YouTube.com/watc
h?v=ui2n5KbKzuk
• Very complicated rules; only understood by
the educated
• Large elaborate venue
• Long-lasting game
Upper class only

© OCR 2020
 Week 2
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
2 Emergence How social and cultural factors - PowerPoint and teacher- - Starter: remaining sport case S+C: Research
and shaped the characteristics of, and led content for final note studies from pre-industrial own practical
Evolution of participation in, sports and taking (L); focus on first four Britain (L; E4) sport in the
Modern pastimes in pre-industrial Britain: factors - Students discuss in pairs context of pre-
- social class (inc. amateur ideas for how the social and industrial
Sport
and pro) cultural factors apply in pre- Britain and find
- gender industrial Britain (E1; E2; E4) famous
- law and order (BV2) *S+C: apply each factor to examples of its
sporting examples origins (L; E4;
*S+C: how has British Law E5; E6; E9;
changed? Why? Evaluate E10)
(BV1; BV2; BV3; BV4)
- Exam question: Using
examples, explain two ways in
which social class influenced
the characteristics of sports
and pastimes in pre-industrial
Britain (4) (peer assessed) (L;
E4; E7; E10)

© OCR 2020
 Cricket • Often associated with local Public Houses (pubs)
• Plenty of space for cricket ovals due to rural land
• Although mostly upper class, different roles allowed lower
class to play, but reflected their status:
 gentry amateurs: batted, which reflected their position as the
privileged class
 lower class professionals: took the labouring role of bowling
Pedestrianism • Competitive race walking
https://www.YouTube.c • Came from the occupation of footmen, who ran alongside
om/watch?v=3CgvArx1 the horse + cart to ensure it didn’t overturn on rough roads
fZk • Upper class would bet on their own footman
• Participated by all classes, but different roles
E.g. working class = participated,
upper class = ‘patrons’ (agents and sponsors to those competing)

Holy Day Fair/Wake • Range of events that brought the whole village together
• On religious holidays, as this was the only free time for the
working class
• Separate events for women e.g. Smock race, archery for upper
class
• Based around Public Houses (pubs)
• Other activities included: Drinking contests, catching pigs,
throwing competitions, bare knuckle fighting, animal baiting etc.
© OCR 2020
How do social and cultural factors shape the characteristics of, and
participation in, sports and pastimes in pre industrial Britain??

Gender
Social Class Law and
Order
Social and Cultural
Factors:
Education Type/Availability
and Literacy Pre-Industrial of Transport

Availability Availability
of Time of Money

Task: Students to annotate with initial ideas of how these factors apply to pre-industrial
Britain (AO1) and back up with sporting examples (AO2) where possible
© OCR 2020
 Social class
Clear two split class system: upper (Gentry and Aristocracy) and
lower class (Peasants). Decided from birth.

In terms of sport...
• Different classes took part in different activities
• Or, different classes had different
roles/positions
• Social class affected access to sports (time, money,
education, transport etc.)

• The nature of some activities reflected the class

(e.g. simple, violent, limited rules for working class)

© OCR 2020
 Gender
Lack of gender equality in society. Women where seen as the weaker sex
with much lower rights in society. Expectation to fulfil traditional role in the
household; cooking, cleaning, raising children.

In terms of sport...
• Lower participation in women
• Different genders took part in different activities
Why??

• Sports that were not aggressive/competitive

• .... that didn’t require strength (women were the weaker sex)
• ... Could take part in ‘modest’ clothing
• Women had less time (looking after the family)
© OCR 2020
 Law and order
Minimal law and order in society. Lack of Police Force to enforce laws

In terms of sport...
• Many sports had limited rules and
regulations
• Rules were localised
• Nothing was illegal, including gambling and animal cruelty

© OCR 2020
 Week 3
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
3 Emergence How social and cultural factors - PowerPoint and teacher- - Starter: Whiteboard quiz Homework:
and shaped the characteristics of, and led content for final note - Students discuss in pairs Create a poster
Evolution participation in, sports and taking (L); focus on last ideas of definition , and how on a chosen
of Modern pastimes in pre-industrial Britain: three factors each factor might apply to pre- sport which
- education/literacy industrial Britain (E1; E2; E4) analyses the
Sport - availability of time *S+C: apply each factor to social and
- availability of money sporting examples cultural factors
- type and availability of - Complete table of 3x sport within pre-
transport case studies against the industrial
different social and cultural Britain (S+C;
factors (E4; E9) L; E5; E6; E8;
(S+C: Additional sport case E10)
study on more abstract
activity)
- Exam question: Discuss the
social and cultural factors
affecting mob football in pre-
industrial Britain (5) (peer
assessed) (L; E4; E7; E10)

© OCR 2020
 Education and literacy
Only upper class boys were educated and literate (can read and write).
Working class and females were generally illiterate.

In terms of sport...
• Working class could only play simple sports
with limited rules
• Working class had unwritten rules
Upper class = opposite

© OCR 2020
 Availability of time
Lower class worked long hours; 75hrs a week.
Upper class had lots of free time.

In terms of sport...
• Lower-class had no time to participate due to
long working hours
• Lower-class = no energy after long working Upper class =
opposite
hours
• Could only participate on bank holidays which
there were few of
• Short activities
© OCR 2020
Availability of money
Lower class lived off the land. Upper class had
disposable income.

In terms of sport...
• Upper class could afford sport requiring expensive
equipment and specialised facilities, or
transport to get there
Lower class = opposite = natural facilities +
equipment
© OCR 2020
 Availability and type of transport
Horse and cart for upper class but poor road conditions.
Walking for lower class.

In terms of sport...
Upper class
• Lower class had to play locally = opposite
• Lower class sports couldn’t have leagues/cups
• Lower class sports didn’t have standardised rules

• Many upper class built sports facilities at home to

avoid travelling on poor roads
• Transport formed the basis of some sports
© OCR 2020
 Task…
Select three contrasting case study sports and pastimes to
analyse and fill out the table:

Pre-Industrial Sports and Pastimes

Mob Football
Social Class ‘Working class because
of the limited rules,
violent nature and simple
form of the game,
particularly in terms of
equipment’
Gender
Law and Order

Education
Time
Money
Transport

© OCR 2020
 Week 4
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
4 Emergenc How social and cultural factors - Set scene of post- - Picture collage of post- Homework:
e and shaped the characteristics of, and industrial Britain in general, industrial Britain. In pairs, Define
Evolution participation in, sport in post 1850 and then in terms of sport describe characteristics? How ‘amateur’ and
of Modern industrial Britain: (videos e.g. London 2012 might this affect sport? ‘professional’
*Industrial Revolution: opening ceremony) - Further develop after videos (S+C; L; E5;
Sport
- Discuss the industrial (E2; E4) E6; E8; E10)
revolution, including the *S+C: consider what the aim
influence of religion, of sport was in this time
changing work conditions, period? S+C: Read
relationship between work - Plenary: Whiteboard quiz (O; textbook pages
vs. leisure (including E1) 225-229 (L;
formation of works teams) E4; E5; E6;
and education E9; E10)
- Describe examples of
post- industrial sport,
including; Football, Rugby
Union, Rugby League,
cricket, Animal Baiting
Sports (e.g. fox hunting vs.
cock fighting), Horse
Racing

© OCR 2020
 Post-Industrial Britain
https://www.YouTube.com/watch?v=x9BdVHCuNPs
information on post- industrial Britain

Task: Mindmap characteristics of life in post-industrial Britain. Prompt

students to think about different social and cultural factors

• 1850 - 1900 = Industrial Revolution

• Urbanisation = Growth of cities, which meant lack of free, open
space
• Physically demanding factory work with long, low paid hours i.e. Mining,
weaving, factory work 6 days a week

• Introduction of the middle class = factory owners

• Railways developed rapidly
• Women still experiencing inequality, but fighting against it
• Introduction of Police Force meant increasingly defined law and
order
• Public Schools for upper/middle class males. Late 19th century
© OCR 2020
State Education introduced (education for all)
 Sport in Post-Industrial Britain
• Clearer distinction between work and leisure time
• Growing sport opportunities for the lower classes but the
upper class still had access to more (time, money, education)
• The notion of ‘Professionalism’ grew in some sports
• Sports became ‘Codified’, and this mostly occurred within
Public Schools
*introduction of rules and regulations*
• With the introduction of state education came PE = increased
participation, particularly in women
• Factory owners discouraged mob games, but encouraged
codified sports = need a healthy workforce!
© OCR 2020
Task… Compare the characteristics of sport
pre- to post- industrial Britain
Task: Students to fill in the gaps for the comparison points of pre-
industrial sport to post-industrial sport

© OCR 2020
Animal Baiting, • Animal baiting for the working class declined with changes in law
Hunting and • However upper class pursuits, were protected e.g. Shooting, Fox hunting
Fighting
• Fighting was codified into boxing
• Horse racing grew in popularity

Association • Codified in Public schools from mob games into association football
Football • Works teams in factories e.g. Thames Iron Works (which later became West
Ham)
• Spectatorism through improved transport
Cricket • Continued class split in roles
• Professionalism in the lower class bowlers, whilst the upper class played as
‘gentlemanly’ amateur batters
• Social division further preserved e.g. separate changing rooms, lower class
cleaned the kit...
• Improved transport saw England's first tour to Australia in 1861 (later named
the Ashes)
Rugby • Codified in Public schools from mob games to create Rugby Union
• Professionalism introduced up North using ‘broken time payments’ for the
working class, who had to miss a Saturday working day to play fixtures
• Southerners believed it was against amateur traditions of the sport
• Caused the split into two codes in 1895 to create Rugby Leag ue

© OCR 2020
 Week 5
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
5 Emergence How social and cultural factors - PowerPoint and teacher- - Starter: whiteboard quiz Homework:
and shaped the characteristics of, and led content for final note recap of social and cultural Research and
Evolution participation in, sport in post 1850 taking (L) values related to pre-industrial read about
of Modern industrial Britain: - In three’s, each given a Public schools
- social class (amateurism and social/cultural factor to work (S+C; L; E5;
Sport
professionalism) with. Initial ideas of describing E6; E8; E10)
- gender/changing status of that factor in post-industrial
women Britain onto whiteboard. Read S+C: Research
- law and order (BV2) relevant section between ‘Education Act
- education/literacy pp.225-229 and develop notes (1870), and the
- availability of time/changing (L; O; E1; E2; E4) ‘Taunton Royal
work conditions *S+C: Add sporting examples Commission
- availability of money - Each three to feedback to Report on
- transport notably the railways the group, developed and Secondary
clarified further through Education
teacher questioning (O) (1868) (L; E3;
- Plenary: Kahootquiz- E4; E5; E6;
https://play.kahoot.it/#/k/7eb9e E10)
3de-dc0f-438c-8b56-8bbabaa
890bc

(L; E4; E7; E10)

© OCR 2020
 How do social and cultural factors shape the characteristics of, and
participation in, sports in post-industrial Britain?

Gender
Social (changing status
Law and
of women)
Class (amateurism Order
vs. professionalism)

Social and Cultural

Factors:
Education Availability of
and Post- Industrial Transport
Literacy (notably railways)

Availability of Time Availability

(changing working of Money
conditions)

Task: Students to annotate with initial ideas of how these factors apply to post-
industrial Britain (AO1) and back up with sporting examples (AO2) where possible
© OCR 2020
 Social and Factor in Post-Industrial
Cultural Society
Factor
Social Class Social class divisions more
prominent. Introduction of
middle class which were factory
owners
Gender Women expected to ‘run a
family’ and be ‘ladylike’, which
conflicted with sport
participation. Towards late
1800’s = growing equality in
education, work and voting
Law and Order Development of the Police
force and therefore more
defined laws, and a sense of
order in society. RSPCA formed
Laws were created by
upper/middle class
Effect on Sport
• Different classes played different sports
• Some sports, different classes had different roles
• Lower class sometimes Professionals,
middle/upper class always Amateurs
• Saturday half day + factory teams increased
participation of working class
• However, working class still had a lot less access
to sport (time, money, etc.)
• Gradual increase in women participating (started
with PE in late 19th century)
• However, still lower participation in females
compared to males
• Decline of ‘violent’ sports/ animal baiting
• Controlled gambling
• Limited changes in cruel activities for the upper
class as they were the law makers
• Codification of sports brought rules and
regulations
© OCR 2020
 Social and Factor in Post-Industrial
Cultural Society
Factor
Education and Upper class boys tended to
Literacy attend 19th century Public
Schools (private education).
State education came into
place for working class (male
and female) in 1870
Availability of Average working week now
Time 57hours/6 days. Factory
owners viewed sport as a
way to keep workers healthy
and loyal = work teams.
Saturday half day enabled
sport to take place.
Transport Railways developed first,
along with some water based
transport, and generally
improved quality of roads
Effect on Sport
• Increased access to a range of sports for the
working class, as education improved
understanding
• Resulted in an increase in participation
• Growing participation for lower class due to
slightly reduced working hours
• Also meant more energy to participate
• Saturday half day for factory sports teams
increased participation
• However, still had less time for sport
compared to upper-class
• Possibility for national/some international
away fixtures
• Regular fixtures through leagues/cups
• Increased opportunities to play different sports
(e.g. travel to facilities)
• Also helped develop standardised rules
© OCR 2020
Social and Factor in Post-Industrial
Cultural Society
Factor
Availability of Working conditions were still
Money poor, with little pay and no paid
holiday for the working class.
However, some sports started to
offer professional contracts.
Effect on Sport
• Working class still lacked disposable income =
couldn’t access certain sports (equipment, facilities,
etc.)
• Professionalism increased access for working
class

• Amateur: Taking part for the love of the game, and for no monetary reward.
Traditional ‘gentlemanly’ approach. E.g. upper-class playing batter in cricket
• Professional: Taking part to be paid. Made winning more important, and
increased the competitiveness. E.g. lower-class playing bowler in cricket

Plenary…
https://play.kahoot.it/#/k/7eb9e3de-dc0f-438c-8b56-8bbabaa890bc
© OCR 2020
 Week 6
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
6 Emergence - Complete standardised - Feedback on Progress -Standardised Assessment Homework: Re-
and assessment 1 and have an Assessment 2 (S+C; E4) 1: 20marker smaller mark sit of test for
Evolution understanding of basic exam questions (in the style of any students
of Modern technique section A and B). Complete in who require
exam conditions, and peer improvement
Sport
assess (L; E4; E7; E10) (E4; E5; E6)
- Make notes on own work as
to where improvements could
be made (S+C; E4; E5; E6)

Suggested Standardised Assessment:

1. Define ‘codification’ in relation to sport (1)
2. Identify the 7 social and cultural factors (1)
3. Define the terms ‘gentry’ and aristocracy (2)
4. Identify one way in which transport improved opportunities to participate in sport in post 1850 industrial Britain (1)
5. Using examples, describe two ways in which social class influenced the characteristics of sports and pastimes in
pre-industrial Britain (4)
6. Define professionalism (1)
7. Using practical examples, explain how transport and education affected the opportunities to participate in sport in
pre-industrial Britain (5)
8. Compare the characteristics of pre-industrial sports and pastimes with sport played in post-industrial Britain (5)

© OCR 2020
 Week 7
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
7 Emergence How social and cultural factors - Videos of ‘Harrow: A very - Starter: Individual whiteboard Homework:
and shaped the characteristics of, and British school (YouTube) quiz (S+C; L) Research and
Evolution participation in, sport in post 1850 - PowerPoint and teacher- - Questioning and discussion bring in photos
of Modern industrial Britain: led content for final note on videos; describe and video links
- influence of public schools: taking (L) characteristics of public showing
Sport
on the promotion and schools? Why were they development of
organisation of sports and influential in developing sport? your sport in
games, promotion of ethics (E2; E4) the 20th century
through sports and games, - Exam Question: Explain how (S+C; E3; E4;
the ‘cult’ of athleticism – the ‘cult of athleticism’ in 19th E5; E6; E10)
meaning, nature and impact, Century Public Schools
the spread and export of impacted on the development S+C: additional
games and the games ethic of sport (6) (L; E4; E7; E10) exam
questions from
past papers (L;
E3; E4; E5;
E6; E10)

© OCR 2020
 19 Century Public Schools
th

• 1800-1900: middle and upper class boys attended public

boarding schools
Eton, Harrow, Rugby
• These schools had lots of money from tuition fees and good
facilities, were all male and were organised into house
systems (i.e. Gryffindor vs. Slytherin)
• Heavily involved in the organisation and promotion of sports

What was Public school like in the 19th century?

https://www.YouTube.com/watch?v=jYNYlML_bZE
https://www.YouTube.com/watch?v=VbAYq7HwV1Q © OCR 2020
 The ‘Cult’ of Athleticism
 ‘Cult’: referred to the obsession/growing craze of playing sport
 Athleticism: developing physical endeavour (effort) and moral
integrity (honourable, truthful and showing good sportsmanship) through sport

Ethics and Values promoted in Public School Sport

Leadership, fair play, teamwork, courage, respect

Task: What do these ethics and values look like in sporting examples?
Courage = make a tackle against an older boy at school

© OCR 2020
 Impact of the Cult of Athleticism on
Sport

Impact of Athleticism…
• Encouraged effort over winning
• Encouraged the development of codified sport;
- With rules and NGB’s (National Governing Bodies)

• Encouraged to play with fair play and sportsmanship

Impact of the ‘cult’…

• Large amounts of time devoted to sport in schools in order to
develop it
• Developed leagues (e.g. house system created)
• Ex-School boys spread the ‘cult’ (through old boys network)
© OCR 2020
 Influence of Public
School Head Teachers
- They were well respected and
influential, therefore society
Time on Sport followed their ideas Rules
- Boarding - Students
- Believed games were developed rules,
valuable structure and NGBs
moral character and Health for sports (codified)

Why were 19th Century Public

Schools so influential in promoting
and organising sports?

Money Ex pupils promoted

- Facilities, equipment,
coaching
House structure with
fixtures and comps
- In every sport and extra-
curricular activity
- Competitive
games and their ethics
- Formation of old boys
networks = spread sport in
their many different roles after
school
© OCR 2020
 Old Boys’ Network:
Ex Public School Pupils
University Community
i.e. ‘Oxbridge’ - These
places became a ‘melting
Leaders
pot’ of sports from schools i.e. Politician. Establishing
funding. Some held
Government roles (PE)

Parent Priest/Clergy
Influenced their children Joined the church,
usually by sending them to forming parish teams.
the same schools Joined missionaries
Army Officer travelling internationally Industrialists
Spread sports
Became factory owners,
internationally
keen to start work sports
Teacher teams
Promoting the importance of
sport and teaching others
their sport/games

© OCR 2020
 Week 8
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
8 Emergence How social factors shaped the - Set scene of 20th century - Starter: Share photos and Homework:
and characteristics of, and participation Britain in general (e.g. time videos found with three other revise all
Evolution in, sport in 20th century Britain: of war, women in society, members of the class, and current content
- class (amateurism and Education Act 1944 and describe to them what you’ve (S+C; L; E3;
of Modern
professionalism) intro of PE, big sporting learnt (O; E1; E3; E4; E10) E4; E5; E6;
Sport - gender/changing role and events, technology and - Questioning recap on social E10)
status of women TV), and then in terms of and cultural factors
- law and order (BV2) sport (videos) *S+C: How do you think these S+C: textbook
- education - PowerPoint and teacher- have changed in the 20th questions on
- availability of time led content for final note century? Effect on, and pp.236-237 as
- availability of money taking (L) examples in, sport? (O; E4) revision (L; E3;
- transport - Read overview of sport case E4; E5; E6;
study developments and E10)
choose examples to relate to
social and cultural factors (L;
E4)

© OCR 2020
 20th Century Britain (1900s)
Society
• Developments in scientific discovery
and technological advancements;
notably in medicine, communications
and transport
• Improvements in working conditions
saw an increase in everyone's leisure
time and disposable income
• However, other stresses including
war and terrorism hit society
• Physical Education became available
for all
• Law and Order was fully apparent in
society, including moving towards
gender equality
Sport
• Spectatorism grew (particularly
in working class men), and the
money from this facilitated
professionalism further
• Sport an important tool for
morale for troops in the war
• Growth and development of
international sporting events
• Introduction of Public Sporting
facilities
• PE made compulsory by the
government to teach in all
schools
© OCR 2020
 Social and Factor in 20th Century Society
Cultural Factor
Social Class Social class divisions became
more vague, however still
influenced sport choices and
opportunities. Professionalism
grew in many sports, but
amateur traditions remained in
some; this split the classes.
Gender 1900’s onwards moved
towards gender equality in
society, including education,
work, property and the right to
vote. Some sports resisted
females participating i.e. golf
Law and Order Fully established laws and a
sense of order in both society
and sport
Effect on Sport
• Different sports participated by different classes
• Professionalism continued to generally be
associated with working class
• Upper/middle class still had more access to
wider variety of sports due to time and money
• Middle class even more opportunities through
grammar school
• Creation of Public facilities created greater
equity in sport
• Continued increase in women participating
• But still less overall participation than men
• Many women's sports lacked professionalism
(lack of spectatorship of women's sport,
therefore no money to fund it)
• Still no effect on ‘cruel’ activities for the upper
class
• Sports now fully codified, with minor rule
changes made to reduce any remaining
violence
© OCR 2020
 Social and Factor in 20th Century
Cultural Factor Society
Education and The Education Act of 1944
Literacy made PE compulsory and
extra-curricula sport important
in all schools. Introduction of
Grammar Schools (11+
academic test to enter)
Availability of Further improved working
Time conditions saw a dramatic
decrease in the average hours
of working week to 40hrs and
the introduction of paid holiday
= more leisure time for the
working class
Transport Transport, both Public and
Private, became available to
everyone, which made sport
much more accessible to
people. Cars, buses,
airplanes, trains, bikes etc.
Effect on Sport
• Increased participation in sport; due to growth
of compulsory PE and School Sport
• Grammar schools had accessibility to a wide
variety of sports (particularly expensive sports)
• Increased leisure time meant increased
participation in working class
• Increased leisure time meant spectatorship
• Less working hours meant more energy to
participate
• More and paid holiday meant increased time to
participate
• Increase in participation as it increased
accessibility to all sports
• Increase in competitive fixtures, leagues and
competitions
• Increase in the international events
• Increase in spectatorism, as people could travel
widely (including internationally)
© OCR 2020
 Social and Factor in 20th Effect on Sport
Cultural Factor Century Society

Availability of Further improved • Increased disposable income increased participation in

Money working conditions working class
saw the introduction • Increased disposable income increased spectatorship
of paid holiday, and in working class
better pay = more • Money still differentiated access to certain activities
disposable income • Introduction of public sports facilities created greater
for the working class equity
• Professionalism continued/grew for the working class

Suggested Plenary Quiz

1. Give two ways that social class affected sport in 20th century Britain (2)
2. What new system was introduced in education and how did this affect sport
opportunities (2)
3. What developments were made in terms of transport? (1)
4. Give two ways that transport developments affected sport in 20th century Britain (2)
5. What was the average working week in 20th century? (1)
6. Give two ways that time developments affected sport in 20th century Britain (2)
7. What did women not receive equality in terms of in sport in 20th century? (1)
8. Give a reason why the working class were able to participate in sport more, related
to money (1)
© OCR 2020
 Week 9
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
9 Emergence Revision of pre-, post- and 20th - Circulate room supporting - Starter: Using practical Homework:
and century sport in Britain students while they are on examples, discuss how social Complete 2 x
Evolution written tasks class affected participation in case study
of Modern - PowerPoint and teacher- sport in the 20th century (5) sports
led content for final note (L; E4; E7; E10) timelines (S+C;
Sport
taking (L) - Table grid with each L; E3; E4; E5;
social/cultural factor cross- E6; E10)
referenced with each time
period. Describe for each.
Without notes, then paired
discussion, then notes to fill in
gaps (S+C; L; E2; E4)
- Students to choose 2 x case
study sports and create a
timeline for each one related
to the social and cultural
factors affecting its
development. Must include
famous examples, and one
of the sports must be the
activity they will also be
practically assessed in (L;
E3; E4; E7; E9)

© OCR 2020
 Revision task…
• In pairs, fill out create a timeline table for each social and cultural factors
• Only check notes when you’ve filled everything out as best you can…

Education
Effect on sport?
Pre-Industrial Not everyone was educated, which affected peoples
(up to 1850’s) ability to understand and play certain sports.
Generally meant the uneducated working class
participated in simple sports with limited rules,
whereas the educated upper class played
sophisticated sports with complex rules.
Sporting Example
e.g. upper class played real tennis
with complex rules and scoring
systems, whereas lower class
played mob football which was
simple and had minimal rules

Post-Industrial
(1850-1900)

20th Century
(1901-2000)

© OCR 2020
 Revision task…
• Pick two sport case studies (one to be the sport you want to complete verbal coursework on)
• Assess the key social and cultural factors affecting your sport at each
time period (analyse at least two)

Sport Case Study on Football

Influential Social and Describe Effect?
Cultural Factors?
Pre-Industrial - Social class - Considered a working class sport because it was
(up to 1850’s) violent in nature, had a basic set up in terms of
equipment, and the rules were simple and minimal
as the working class were illiterate

- Availability of time - Mob football only happened occasionally because

the working class worked long hours and had very
limited leisure time; generally dictated by holy
holidays

Post-Industrial
20th Century
© OCR 2020
 Week 10
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
10 Extended - Understand how to effectively - Show students how to - Paired marking of two Homework:
Response structure a 10marker response structure a 10marker example 10markers using the Research and
Questions using PEE (Point, response using the marking grids, and feedback bring in photos
Explain/Evaluate, Example), structure of Point, (S+C; L; E1; E2; E4; BV5) and video links
and be able to apply the Explain/Evaluate, Example - “Explain how social and showing
assessment criteria marking (PEE) cultural factors in Post- development of
grid - Explain marking grids Industrial Britain shaped the your sport in
- Be able to apply this to a plan, - PowerPoint and teacher- characteristics of, and the 21st
and full write up example led content for final note participation in sport in society. century (S+C;
taking (L) Evaluate the impact that the E3; E4; E5;
‘Cult of Athleticism’ had on E6; E10)
sport (10marks)”: 5minutes
plan, 20minute write up in
exam conditions (L; E4; E7;
E8; E9; E10)
- Peer assess using colour
coded underlining technique
and provide verbal and written
feedback (to be also assessed
by teacher) (L; O; E4; E9)

© OCR 2020
 Marking Criteria
1. Definitions and basic knowledge (AO1)
2. Practical sporting/famous examples
which should be related to the point
being made (AO2)
3. Evaluation (pros and cons) or Analysis (why)
(AO3)
4. Technical language i.e. keywords
5. Written communication; planned
logical structure with intro, paragraphs,
and only relevant knowledge discussed

© OCR 2020
 10 Marker…
Explain how social and cultural factors in Post-
Industrial Britain shaped the characteristics of,
and participation in sport in society.
Evaluate the impact that the ‘Cult of Athleticism’
had on sport (10 marks)
Point Explain/ Example
Evaluate

© OCR 2020
 10 Mark Response
Explain how social and cultural factors in Post-Industrial Britain shaped the
characteristics of, and participation in sport in society.
Evaluate the impact that the ‘Cult of Athleticism’ had on sport (10 marks)

1) Point: use keyword/technical language (AO1)

2) Explain/ Evaluate: explain the point / give reason
why/ evaluate if asked (AO3)
3) Example: give a practical example (AO2)

In post-industrial Britain there were 7 Social and Cultural Factors affecting society and sport. The first
of these was social class. Depending on your social class, you were likely to play different
sports or take different roles within a sport. This was because of the different access in terms
of money, time and education. For example, real tennis was for upper class gentry whereas
cricket saw both classes play together, however the working class played as a bowler whereas
the upper class would play batter.
© OCR 2020
 Week 11
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
11 Emergence How contemporary factors are - Set scene of 21st century - Starter: Mind map the 7 Homework:
and shaping the characteristics of, and Britain in general (media, social and cultural factors. Activity in
Evolution participation in, sport in the 21st technology, transport, Give two factors for each textbook
of Modern century: globalisation, sport as a social factor in the 20th pp.243:
- class (amateurism and business etc.), and then century. Extension: Further ‘Discuss the
Sport
professionalism) in terms of sport add a sporting example to pros and cons
- gender/changing role and - PowerPoint and teacher- each (O; E1; E2; E4) of applying the
status of women led content for final note - Paired discussion and Equality Act to
- law and order (BV2) taking (L) feedback on sport in 21st female
century Britain/ own participation in
experiences in relation to: sport’ (S+C;
- Class E3; E4; E5;
- Gender (particularly E6; E10)
women) *S+C: why is
their participation more S+C: Read
affected by class? pp.238-243 and
- Law and Order complete
(O; E1; E2; E4) suggested
- Exam Question. Discuss the activities in
concept that sexism and blue (L; E3;
discrimination still occurs in E4; E5; E6;
sport (4) (L; E4; E7; E10) E10)

© OCR 2020
 21 Century Britain (2000s)
st

• Class system less pronounced then ever. Social

mobility now means class isn’t decided from birth
• Technology is ever growing, and the media is a
huge influence on many aspects of 21st century life
• Sport is now a multimillion pound business
• In terms of law, there are now specific sports
legislation to cover ‘sport-related legal issues

© OCR 2020
 How do social and cultural factors shape the characteristics of, and
participation in, sports in 21st Century Britain??

Gender
Social (changing status
Law and
of women)
Class (amateurism Order
vs. professionalism)

Social and Cultural

Factors:
Education and Availability of
Literacy Post- Industrial Transport
(notably railways)

Availability of Time Availability

(changing working of Money
conditions)

Task: Students to annotate with initial ideas of how these factors apply to 21 st century
Britain (AO1) and back up with sporting examples (AO2) where possible
© OCR 2020
 Social and Factor in 21st Century
Cultural Factor Society
Social Class Social class divisions are much
less defined in society, and
there is more fluidity for people
to move up and down classes,
rather than it being decided
from birth
Gender Issues such as discrimination
and sexism in sport are
increasingly challenged,
particularly using role models in
the media to do so
Law and Order Law and order continues to
grow, and peoples knowledge
of their legal rights has also
increased. Law now more
applicable to problems in sport
Effect on Sport
• Although much less defined, sports are still
associated with certain classes
• Some sports are still affected by access e.g.
expense and social elitism in clubs
• Broad spread of classes are now professional
• Social mobility can be achieved through sport
• Increased women’s participation
• Still not as high as male participation
• Women now participate in ‘men’s’ sports,
however gendering of activities is common
• Some sports have equal prize money/wages,
however most don’t
• Professional contracts and wider roles in sport
increasingly taken by females, including in media
• Sport-specific legislations created
• Growing amount of ‘negligence’ claims in sport
Increased legal action on violence in sport (e.g.
banning orders for hooligan spectators)
• Racial and gender equality laws are reducing
discrimination in sport
• Increased legal focus on match fixing
© OCR 2020
 Week 12
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
12 Emergence How contemporary factors are - PowerPoint and teacher- - Starter: Split debate on Homework:
and shaping the characteristics of, and led content for final note homework task; half of What is
Evolution participation in, sport in the 21st taking (L) classroom for, other half globalisation of
of Modern century: against application of Equality sport? Define
- education Act in sport (O; E1; E2; E4; and give
Sport - availability of time E8; BV1; BV3; BV4) examples
- availability of money - Paired discussion and notes (S+C; E3; E4;
- transport considering what they know E5; E6; E10)
about sport in 21st century
Britain/ own experiences in S+C: Read pp.
consideration to the effects of: 244-246 and
- Education complete
- Availability of time and activities in
money blue (L; E3;
- Transport E4; E5; E6;
(O; E1; E2; E4) E10)
- Students to complete table
grids from lesson 8 with each
social/cultural factor cross-
referenced with each time
period, and 2 x case study
sports timelines, adding the
21st century development.
Must include famous
examples (L; E3; E4; E7; E9)

© OCR 2020
 Pros and cons of applying the ‘Equality Act’ in Sport
For (pros)
• Equal opportunities = fair
• Increase female participation
• Increase female role models in the
media = inspire others
• Challenge stereotypes in sport
Against (cons)
• Takes money away from male
sports
• Going to take years to catch up with
men's sport
• Is it/could it ever actual work?
• Still got gendering of activities
• Not a sport-specific legislation e.g.
media coverage, female presenters
etc.
© OCR 2020
 Social and Factor in 21st Century
Cultural Factor Society
Education and Still Public and Grammar
Literacy Schools available. PE
continues to be a compulsory
part of the curriculum. Exams
are sat at GCSE and A-Level,
with increasing opportunities
Availability of Technological advancements
Time further free peoples time up. A
lot of workplaces now have
more flexibility in working hours
Effect on Sport
• Compulsory PE as part of the national curriculum
• Inter- and intra- school sport opportunities
• PE and Sport qualifications have increased in
variety and availability (GCSE, A-level, BTEC,
Sports Science degree, Sports therapy degree,
etc.)
• Fee paying schools still offer wider sporting
opportunity
• Even more leisure time, which increases
participation
© OCR 2020
 Social and Factor in 21st Century
Cultural Factor Society
Availability of Global recession has affected •
Money the amount of disposable
income people have • Some sports have declined in participation
Transport Most people now own a car
within their household. Public
transport is widely available.
Cheap air-fairs have
increased in availability
Effect on Sport
Less money being spent on sport = slightly
less participation for some
more than others (cost)
• Decreased amount of people spectating
sports (particularly working class)
• Increase in participation as it increased
accessibility to all sports
• Regular fixtures, leagues and competitions
• Increase/regular in the international events
• Increase in spectatorism, as people could
travel widely (including internationally)
© OCR 2020
 Week 13
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
13 MOCK WEEK - Paper created from past MOCK EXAM:
exam questions (S+C; L; N; E4; E5; E6; E7;
E8; E9; E10)

Suggested Mock Paper:

1. Define ‘rationalisation’, and identify where this process occurred (1)
2. Define professionalism and describe it’s early application to sport in post-industrial Britain (2)
3. Identify three ethics promoted in sports and games in 19th century public schools (1)
4. Describe how the changing nature of the social factor of gender has impacted sport throughout the history of
Britain, referring to the four time periods (4)
5. Explain how the ‘cult of athleticism’ in 19th Century Public Schools impacted on the development of sport (4)
6. Using examples. Describe two ways in which social class influenced the characteristics of sports and pastimes in
pre-industrial Britain [4]
7. Discuss the social and cultural factors in the 20 th century (4)

© OCR 2020
 Week 14
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
14 Emergence How contemporary factors are - PowerPoint and teacher- - Starter: Compare the Homework:
and shaping the characteristics of, and led content for final note characteristics of pre-industrial complete
Evolution participation in, sport in the 21st taking (L) sports and pastimes with sport practice
of Modern century: played in nineteenth century questions in
- globalisation of sport (media schools [5] textbook on
Sport
coverage, freedom of - Define freedom of movement pp.251 (S+C;
movement for performers, and its effects on sort, and E4; E5; E6;
greater exposure of people to define golden triangle E7; E10)
sport) - Students evaluate the golden
triangle; group feedback (O;
E1; E4)
- Research famous practical
examples showing the
globalisation of sport (L; E3;
E4)
*S+C: Blue activity on pp.247
- Evaluate the impact of the
globalisation
-Exam question: Evaluate the
effect of media coverage on
sport (6). S+C: add famous
examples (L; E3; E4; E7; E9)

© OCR 2020
 Globalisation
• Creation of sport into a worldwide business
• Required worldwide media coverage and freedom of
movement of participants and spectators

* Globalisation has created a greater exposure of people to sport =

can be viewed anywhere at any time*

Freedom of Movement = International laws that allow

athletes and spectators to move between countries for
professional sport

© OCR 2020
 Athletes can ‘train’ abroad
(e.g. altitude, warm weather
training)
Athletes can ‘work’
abroad Allows teams to tour
(e.g. many premier league (e.g. football teams tour
football teams have non-British USA pre-season
players)
Freedom of
Movement:
Can increase the fan Effect on Sport
base of a team Allows spectators to
internationally travel abroad and
(e.g. Manchester United fans watch fixtures
everywhere in the world!) Allows regular (e.g. the Olympics)
international fixtures
(e.g midweek European fixtures in
the UEFA champions league)

© OCR 2020
Characteristics of globalised sport?
Provide a famous example of each of these
features

1. Extensive worldwide media coverage on multiple

platforms
2. Freedom of movement of players
3. Regular international fixtures
4. Sport as a worldwide business/market that generates
income
5. Teams and spectators can travel to compete at home
and abroad © OCR 2020
 Evaluate the effect of media coverage on sport
Positives (+)
• Media increases commercialism/golden
triangle, meaning more money is available to
sport
• Increases participation
• Sport from around the world can now be
viewed anywhere at any time
• Increase in standards of play because it’s
allowed professionalism in sport
• Players able to earn high salaries
• Increased spectatorism through watching at
home
• Creation of role models
• Increased profile of minority sports
• Increased technology, meaning fairer results
• •
Created new rules/versions of sports = exciting
to watch
• •
Educate/ inform about sport
Negatives (-)
• Media demands control of sports/performers
• Can cause deviant behaviour e.g. drug taking
• More people spectating rather than
participating
• Loss of privacy for sports stars
• Media highlights issues during and outside
the game which reflect badly on the sport
• Biased towards male/able-bodied sport
• Negative role modelling that young athletes
may copy
• New rules and versions go against tradition
• Altered timings can impact performance of
elite athletes
Increased officiating technology has slowed
the game
Negative sponsors i.e. alcohol
© OCR 2020
 Week 15
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
15 Global The modern Olympic Games: - Introduction to the history - Starter: Explain ways in Homework:
sporting - background and aims (1896) of the Olympics (pictures, which freedom of movement Research task
events (BV1; BV2; BV3; BV4; BV5) discussion), followed by for performers has influenced on any famous
notes on its backgrounds sport in the 21st century (4 examples of
and the main Olympic marks) (L; E4; E7; E10) Olympic games
organisations - Individual whiteboards; prior that have been
- PowerPoint and teacher- knowledge on structure and used for
led content for final note function characteristics of the political
taking (L) Olympics (L; E3; E4; E7) statements
*S+C: Reading task on the (S+C; E3; E4;
roles of the BOA and IOC E5; E6; E10;
(textbook) (L) BV1; BV2;
- Read and annotate the BV4)
Olympic and Paralympic
Values. Discuss as a group (L;
O; E1; E2; BV1; BV2; BV3;
BV4; BV5)
- Chose one Olympic and one
Paralympic sport, and
research how the main values
are exemplified in these.
Feedback examples (O; E1;
E3; E4)

© OCR 2020
 Background of the Modern Olympic
Games
• Pierre De Coubertin founded the modern
Olympics, taking inspiration from:
• The ancient Olympics
• Much Wenlock Games (multi sport event)
• 19th Century Public Schools after he visited Rugby
• Set up the IOC (International Olympic Committee)
in 1894 in Paris who still organise the games
today
• Modern Olympics started 1896 in Athens, Greece © OCR 2020
Aims of the Modern Olympic Games
Task: On whiteboards- what do you think the aims and objectives of
the modern Olympics are?

- Develop equality
- Unite people / create international friendships
- Develop respect
- Teach fair play / sportsmanship
- Develop peace
- Educate
- Promote development of physical and moral qualities
© OCR 2020
 Key Olympic Organisations
IOC (International Olympic
Committee)
• Oversee the organisation of
the Olympics i.e. rules, event
timetable, etc.
• Selects host city
• Manages commercialisation of
the games
BOA (British Olympic
Association)
• Select team GB
• Liaise with other elite sport
organisations i.e. UK Sport, IOC
• Completed Olympic bid to host
• Allocate sponsors to athletes
• Prepares and supports team GB
i.e. training camps, workshops etc.
© OCR 2020
 Week 16
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
16 Global The modern Olympic Games: - Provide images and - Starter: Group quiz (how Homework:
sporting - political exploitation of the videos regarding the many values can you Research the
events Olympic Games Olympics remember?) (O; E1; E2) Munich 1972
1. Berlin 1936, Third Reich - https://www.YouTube.c - Famous images from the games and
Ideology om/watch?v=gNKlxcqL Olympic shared around the how this was
2. Mexico City 1968 ‘Black KcM room and videos; in three’s also politically
Power’ demonstration discuss prior knowledge about exploited (S+C;
(BV1; BV2; BV3; BV4; BV5) - https://www.YouTube.c them. Verbal feedback as a E3; E4; E5;
om/watch?v=1inifMJ0x group (O; E1; E2; E4) E6; E10; BV1;
io *S+C: define what it means to BV2; BV4)
use the Olympics as a ‘political
- https://www.YouTube.c tool’ S+C: Evaluate;
om/watch?v=QCNkW2 - Plenary: Describe how the should they
kNcjw Olympics of 1936 were used have allowed
as a political tool? (3) (L; E3; the Olympics to
- https://www.YouTube.c E4; E7; E9) proceed?
om/watch?v=t4LvwXY Should
mt3Q countries be
allowed to
compete,
- Define key terms: shop whatever their
window effect, propaganda, situation? (E4;
political exploitation BV1; BV3;
- PowerPoint and teacher- BV5)
led content for final note
taking (L)
© OCR 2020
 Olympics as a ‘Political Tool’

Utilising the international event to make a political

point. Done because of the extensive global publicity
of the games

* This is despite De Coubertin’s aims and the IOC’s

work to stop this from occurring*

Task: Famous examples of Olympics which were used as a political

tool?

© OCR 2020
 Berlin (1936): Third Reich Ideology
https://www.YouTube.com/watch?v=gNKlxcqLKcM

https://www.YouTube.com/watch?v=1inifMJ0xio
Political Exploitation = promote an ideology

• Prior to WW2 and used by Hitler to make himself known worldwide

through propaganda (biased info that influences people towards a
certain cause)
• Used to promote Aryan as the superior race (blonde hair, blue eyes and white ethnicity)
• Used to show efficiency of Germany under Nazi control e.g. completing stadium on time,
big Olympic village etc.

• German athletes trained full time prior to the games = better chance of
winning medals
• Lutz Lang (torch bearer) was intended to show their superiority as a
race
• African-American athlete Jesse Owens won 100m Gold medal; Hitler
wouldn’t place medals on his neck or shake his hand
© OCR 2020
 Mexico City (1968): ‘Black Power’
demonstration
https://www.YouTube.com/watch?v=QCNkW2kNcjw Political Exploitation = raise awareness of
https://www.YouTube.com/watch?v=t4LvwXYmt3Q discrimination (racial inequality)

• Countries threatened to boycott (not participate) the games if

South Africa were allowed to attend (the apartheid)
• African American athletes (Tommy Smith and John Carlos) used
200m medal ceremony to protest about lack of civil rights in the
USA
• Protest known as black power salute
• Athletes wore glove/ raised hand to symbolise black power; wore
black socks to represent black poverty and black scarfs to
represent lynching
• Peter Norman (Australian- 2nd place) wore a human rights badge © OCR 2020
 Week 17
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
17 Global The modern Olympic Games: - Video on the background - Starter: Homework on Homework:
sporting - political exploitation of the behind the Moscow 1980 Munich games as a discussion Complete
events Olympic Games Olympics and the history of point in pairs, then debate for everlearner 17
1. Munich 1972 Palestinian the cold war, and snippets and against going ahead with and 18, and
terrorism of newspaper articles from these Olympics (O; E1; E2; quiz (S+C; L;
2. Moscow 1980 boycott lead by different points of view E4; BV1; BV3; BV4) E4; E5; E6;
USA - https://www.YouTube.co *S+C: Can sport ever be fully E7; E8; E10)
3. Los Angeles 1984 boycott by m/watch?v=Gmwrn9G4k separated from politics?
Soviet Union Hc - Individually: Evaluate for and S+C: Research
(BV1; BV2; BV3; BV4; BV5) against boycotting the more recent
- https://www.YouTube.co
m/watch?v=Rij7qef0_3I Moscow Olympics. Discussion case study
as a group afterwards (L; O; uses of the
- PowerPoint and teacher- E1; E2; E4; BV1; BV4; BV5) Olympics as a
led content for final note - Read and annotate Daily Political Tool
taking (L) Mail article on Los Angles (L; E4; E5; E6;
1984 boycott: E7; E8; E10)
http://news.bbc.co.uk/onthisda
y/hi/dates/stories/may/8/newsi
d_2518000/2518931.stm
(L; E4; BV1; BV3; BV4;
BV5)
- Create a revision timeline of
all the key Olympic dates and
descriptions (L)

© OCR 2020
Munich (1972): Palestinian terrorism
Political Exploitation = generate media coverage of terrorism

• A day before the games, 8 members of the Black September group

(Palestinian terrorist organisation) stormed the Olympic village and seized 11
members of the Israeli team
• They requested the release of 234 Palestinians that were being held in Israel
• Attempts to rescue the hostages failed, and they were all murdered along with 5
of the terrorists. This was mostly the result of a botched police capture attempt
(Machine gun fire and a grenade which blew up a helicopter)
• IOC however, decided to continue with the games, only postponing the opening
ceremony by a day = controversial at the time
• Led to the development of the anti-terrorism movement

© OCR 2020
 Moscow (1980): Boycott led by the USA

https://www.YouTube.com/watch?v=Gmwrn9G4kHc
2:40mins Political Exploitation =
https://www.YouTube.com/watch?v=Rij7qef0_3I Boycotts in protest of actions / beliefs/ regimes

• Moscow was part of the Soviet Union (Communist federation

occupying northern Asia and part of Eastern Europe)
• Just prior to hosting the games, Soviet Union forces invaded
Afghanistan = created conflict that lasted 10 years
• Jimmy Carter (US president at the time) suggested a boycott of the
games if Soviet troupes didn’t withdraw
• Led to 65 countries not attending
• Despite this, some athletes went against their governments, and
competed anyway under the Olympic flag
• Led to the creation of the ‘Liberty Bell Classic’ event for the non-
attendees to compete in
© OCR 2020
 Los Angeles (1984): Boycott by the Soviet Union

Political Exploitation = Boycotts in protest at actions / regimes

• Olympics were in financial difficulty (Montreal (1976) ended up in debt). IOC

therefore reluctantly accepted commercialisation
• 12 weeks before, the Soviet Union announced their
boycott along with 14 other Eastern bloc countries
• They believed the USA would use the commercialisation
to promote ‘anti-Soviet propaganda’
• In response to the boycott of their 1980 Games- ‘tit for tat’
• The boycotters organised the ‘friendship games’
© OCR 2020
 Evaluate: Should sport and
Task… politics be linked?

Pros…
• Sport could help build bridges
between nations
• Sport can be used to benefit a
country (i.e. economically,
bringing a country together, etc.)
• Sport can be used to support
positive political agendas/ create
awareness
• These protests can initiate
positive changes
Cons…
• Disregards De Coubertin's
Olympic Values
• Can promote negative political
agendas
• Dangerous e.g. terrorism
• Can cause conflicts between
countries
• Takes away from sport being
its own entity e.g. boycotts
© OCR 2020
 Week 18
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
18 Global Hosting global sporting events: - Define 4 categories - Starter: Label timeline of the Homework:
sporting - positive and negative impacts - Use statistics, data, media 5 political Olympics studied, Read pp.260-
events on the host country/city of items and case studies to with dates. Short description of 265 to
hosting a global sporting event encourage wider thinking what happened at each: what consolidate
(such as the Olympic Games - PowerPoint and teacher- was the political issue and lesson content
or FIFA World Cup) led content for final note how was it expressed? (L; O; (S+C; L; E5;
1. sporting taking (L) N; E1; E4) E6; E8; E10)
2. social - Class discussion: pros and
3. economic cons of hosting London 2012
4. political (O; E1; E3; E4; BV1; BV5)
- In pairs, further discussion
after giving the four categories
of pros and cons; sort out the
points already have into
categories, and expand with
new ones (O; E1; E2; E4)
- Info cards circulated with
statistics, media articles, case
studies etc. to elicit wider
knowledge points (L; E4)
-Using famous examples,
evaluate the effects hosting a
global event such as the
Olympics can have on the
sport (4) (L; E3; E4; E7; E9)

© OCR 2020
 Global Sporting Event
Any sporting competition (multi or single sport) that
takes place at an international level

Characteristics?
Elite level performance. Highly spectated. Commercialised
(media and sponsors). World-class facilities. Positive
sporting values. Sometimes show political agendas.
Patriotism. Deviance commonly occurs

Can you name any examples?

Olympics; Paralympics; FIFA World Cup; Rugby Union World © OCR 2020

Cup; Commonwealth games; Tour De France

 Sporting
Social

Evaluate the effects

of hosting a global
sporting event?
(pros and cons)

Economic Political

Task: Students to annotate with initial ideas of the pros and cons of hosting a
global sporting event in each of the four categories.

© OCR 2020
Sporting Positive and negative effects on the sport involved in the event
Pros
• Increased funding
• Development of world-class facilities
• Improve awareness of sport (which
may include minority sports)
• Increase participation (elite role
models inspiring others)
• Increased success for the host city
(home advantage)
• Helps develop excellence in sport
through improved
structure/pathways
Cons
• Wasted facilities after the event
• Disproportionate funding; Minority
sports can suffer
• Decline in participation after the
event (temporary affect)
• If unsuccessfully hosted, can have a
negative effect on the profile of the
sport
• Too much pressure on athletes to
succeed
• Any deviance/scandals will have a
negative affect on the sport
© OCR 2020
 Week 19
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
19 Global Hosting global sporting events: - Videos and media content - Starter: Exam question; AS Homework:
sporting - positive and negative impacts on two case studies: SAMs Q3c (L; E3; E4; E7; Complete unit
events on the host country/city of Olympics games and the E9) round up
hosting a global sporting event FIFA World Cup - Using the four categories, in questions on
(such as the Olympic Games - PowerPoint and teacher- pairs students to apply to pp.267 (S+C;
or FIFA World Cup) led content for final note hosting a) Olympic Games L; E5; E6; E7;
1. sporting taking (L) and b) FIFA World cup, using E8; E10)
2. social famous examples/data.
3. economic Research using internet (L; S+C: 10marker
- political E2; E3; E4) on evaluating
- Unit round-up: pp.266-267 hosting a big
smaller mark questions (L; sporting event
E4; E7) (L; E4; E5; E6;
E7; E8; E10)

© OCR 2020
 Social Positive and negative effects on the society where the event is held

Pros
• Gives a sense of identity or
pride in their country and
brings people together =
nation building
• Develops patriotism
• issues
Appeasement (satisfy, fulfil,
gratify) = people enjoy the
experience
• Money through tourism =
can be spent on the local
community
Cons
• People may be displaced/disrupted
by the development required
• During the event, local prices may
increase
• Focus and investment given to the
event rather than long term local
• The benefits may not be relevant or
felt by the majority of local people
• Positive effects may be short-lived
and leave other problems behind
• May cause resentment in other
areas/countries
© OCR 2020
Economic Positive and negative effects financially to the country
hosting the event
Pros
• Increased income to the host
country (sponsors + tourism)
• Creation of jobs
• Possible increases in trade and
exporting = commercial benefits
• Improved infra-structure e.g.
transport
• Increased investment in local public
facilities
• Can raise the status of the country
on the global stage = ‘shop window’
effect, as only the positive parts of
the country are shown through the
media= more trade and tourism
Cons
• Bidding for the event is
expensive, and if it’s not won,
then no money coming back in
• Might lead to debt or financial
strain
• Increase in taxes to local people
to fund the event
• Many jobs created are temporary
• If events/participants are linked
to failure or deviant behaviour,
then sponsors can be
negatively affected
© OCR 2020
 Positive and negative effects on the government of the
Political host country
Pros
• Symbolic- successful host can make
a government appear successful
• Employment opportunities may
improve government popularity
(votes)
• Can bring unity to the country and a
sense of purpose which is good for
the government = nation building
• Can raise the status of the country
on the global stage = ‘shop window’
effect, as only the positive parts of
the country are shown through the
media
Cons
• Financial cost of hosting may make the
political party unpopular
• Increased threat of terrorism/security risks
• If the host nation doesn’t perform well, it
may lower national esteem
• Negative environmental impacts e.g. litter
can decrease popularity of a political party
• If the legacy of the event is poor (e.g.
facility use, participation rates) could reflect
badly as public money poorly spent
• Political protests can look badly on the
country
© OCR 2020
 Week 20
WEEK TOPIC OBJECTIVES TEACHING AFL/ STRETCH
NO METHODS /CONTENT STUDENT ACTIVITY AND
CHALLENGE
20 MOCK WEEK - Paper created from past MOCK EXAM:
exam questions (S+C; L; N; E4; E5; E6; E7;
E8; E9; E10)

Suggested Mock Paper:

1. Define ‘codification’, and identify where this process occurred [2]
2. Where were the Olympics of 1980 hosted and what political exploitation took place? [3]
3. Identify the two components that led to the globalisation of sport [1]
4. Define the shop window effect [1]
5. Identify 3 of the old boys network outlets, and describe how each promotes sport beyond 19th century Public
Schools [3]
6. Explain ways in which freedom of movement for performers has influenced sport in the 21st century [4]
7. Explain how the ‘cult of athleticism’ in 19th Century Public Schools impacted on the development of sport [4]
8. Describe how the Olympics of 1936 were used as a political tool? [3]
9. Describe how social class has impacted sport in pre-industrial Britain [4]
10. Evaluate the social impacts of hosting a global sporting event [5]
11. Identify two aims of the modern Olympics [2]
12. Outline the background to the start of the modern Olympic Games [3]
13. Evaluate the impact of media coverage in sport, using sporting examples in your answer [6]
© OCR 2020
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