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pattern is a trend in who takes part, how often they take part, and which activities they choose.","mcqOptions":[{"text":"engagement pattern","correct":true,"explanation":"An engagement pattern describes an observable trend in participation, including who participates, how regularly they participate and the activities they select."},{"text":"performance pathway","correct":false,"explanation":"A performance pathway describes how participants progress towards higher levels of sport. The correct term is engagement pattern, which identifies trends in participation choices and frequency."},{"text":"participation barrier","correct":false,"explanation":"A participation barrier is something that prevents or discourages involvement. The correct term is engagement pattern because the definition concerns trends in who participates and how."},{"text":"sporting stereotype","correct":false,"explanation":"A sporting stereotype is a generalised assumption about a social group. The correct term is engagement pattern, which describes a trend rather than a fixed belief."}]},{"id":"2b3c5264-0336-40f3-8afc-f5670feb0d28","cardType":"basic","points":1,"front":"Why are engagement patterns not the same as stereotypes?","back":"Patterns show trends, not fixed rules.","mcqOptions":[{"text":"Patterns show trends, not fixed rules.","correct":true,"explanation":"Engagement patterns summarise broad tendencies across social groups, but individuals may behave differently. They therefore show trends rather than making fixed claims about everyone."},{"text":"Patterns show fixed rules, not trends.","correct":false,"explanation":"Treating patterns as rules confuses statistical trends with stereotypes. The correct distinction is that patterns show general trends, not fixed rules applying to every individual."},{"text":"Patterns concern individuals, not social groups.","correct":false,"explanation":"Patterns can relate to social groups as well as individuals, so group focus is not the distinction. Patterns show trends, whereas stereotypes present assumptions as fixed rules."},{"text":"Patterns are opinions, while stereotypes are facts.","correct":false,"explanation":"Engagement patterns may be supported by participation data, but stereotypes are not automatically factual. The key distinction is that patterns indicate trends rather than fixed rules."}]},{"id":"d80aea9a-61da-4029-aded-20794cb770b6","cardType":"basic","points":1,"front":"A family values football, so a child joins a club. Which factor is encouraging participation?","back":"Attitudes.","mcqOptions":[{"text":"Attitudes.","correct":true,"explanation":"The family’s positive values and beliefs about football create encouraging attitudes, making the child more likely to join a club and participate."},{"text":"Accessibility.","correct":false,"explanation":"Accessibility concerns whether an activity is affordable, reachable and available. Here, the family’s positive values about football show that attitudes are encouraging participation."},{"text":"Media coverage.","correct":false,"explanation":"Media coverage can raise awareness and shape sporting choices, but no media influence appears here. The child is encouraged by the family’s attitudes towards football."},{"text":"Stereotyping.","correct":false,"explanation":"Stereotyping involves generalised assumptions about particular groups and often creates barriers. Here, positive family attitudes towards football are encouraging the child’s participation."}]},{"id":"cd1ab109-2fdd-4b8a-ac75-51bb2b10fc73","cardType":"basic","points":2,"front":"How can a successful female footballer affect girls’ participation?","back":"She can act as a role model, encouraging girls to try football.","mcqOptions":[{"text":"She can act as a role model, encouraging girls to try football.","correct":true,"explanation":"A successful female footballer provides someone girls can identify with and aspire to emulate, challenging stereotypes and encouraging them to participate in football."},{"text":"She can reinforce a gender stereotype, discouraging girls from trying football.","correct":false,"explanation":"A successful female player is more likely to challenge gender stereotypes than reinforce them. By acting as a role model, she can encourage girls to try football."},{"text":"She can reduce the cost of access, allowing girls to afford football.","correct":false,"explanation":"A performer cannot directly make facilities cheaper merely through sporting success. Her relevant influence is as a role model who inspires girls to try football."},{"text":"She can improve the school facilities, giving girls somewhere to play football.","correct":false,"explanation":"A footballer’s success does not itself create school facilities. She can instead act as a role model, increasing girls’ motivation and confidence to try football."}]},{"id":"5f62fa7b-e425-44d3-b844-995a6f09dfb6","cardType":"cloze","points":null,"front":"[ ] means how easy it is to reach, afford and use facilities, clubs and activities.","back":"Accessibility means how easy it is to reach, afford and use facilities, clubs and activities.","mcqOptions":[{"text":"Accessibility","correct":true,"explanation":"Accessibility concerns whether people can practically reach, afford and use sporting opportunities, including suitable facilities, clubs, sessions and activities."},{"text":"Acceptability","correct":false,"explanation":"Acceptability concerns whether something is regarded as suitable or appropriate, not whether it can be reached and afforded. The correct term for practical ease of use is accessibility."},{"text":"Availability","correct":false,"explanation":"Availability only concerns whether an opportunity exists and does not fully cover cost, travel or ease of use. The broader term defined here is accessibility."},{"text":"Affordability","correct":false,"explanation":"Affordability refers specifically to whether costs can be met, overlooking location and practical use. Accessibility includes reaching, affording and using facilities and activities."}]},{"id":"9edab50e-26b7-41ba-87b1-bbc7128c909f","cardType":"basic","points":1,"front":"A sport is shown more often on TV, online and social media. What participation effect can this have?","back":"It can raise awareness.","mcqOptions":[{"text":"It can raise awareness.","correct":true,"explanation":"More frequent exposure through television, online platforms and social media makes people more conscious of the sport, so media coverage can raise awareness."},{"text":"It can reduce awareness.","correct":false,"explanation":"Greater media coverage typically makes a sport more visible rather than less visible. It can raise awareness, which may encourage more people to consider participating."},{"text":"It can improve accessibility.","correct":false,"explanation":"Media exposure may increase interest, but it does not automatically make facilities easier to reach, afford or use. Its direct participation effect is to raise awareness."},{"text":"It can reduce participation costs.","correct":false,"explanation":"Showing a sport more frequently does not guarantee lower fees or equipment costs. The direct effect of increased media coverage is that it can raise awareness."}]},{"id":"87426684-7ddc-4a00-9862-88fc80858a9c","cardType":"basic","points":1,"front":"A pupil avoids rugby after hearing "rugby is for boys". Which barrier is shown?","back":"Stereotyping.","mcqOptions":[{"text":"Stereotyping.","correct":true,"explanation":"The claim that rugby is for boys applies a fixed gender assumption to the sport. This stereotyping discourages the pupil from participating."},{"text":"Accessibility.","correct":false,"explanation":"Accessibility barriers involve cost, location, availability or practical use of facilities. Here, a gender-based generalisation discourages participation, so the barrier is stereotyping."},{"text":"Lack of role models.","correct":false,"explanation":"A lack of role models may discourage participation, but none is described here. The phrase about rugby being for boys is a clear example of stereotyping."},{"text":"Limited media coverage.","correct":false,"explanation":"Limited media coverage can reduce awareness, but the pupil has instead heard a fixed gender assumption. The barrier shown is therefore stereotyping."}]},{"id":"45154c8e-d6c7-485e-8226-db0a1ee7b3c7","cardType":"basic","points":1,"front":"What access change may help more girls take part in football at school?","back":"Provide a girls’ team or inclusive training.","mcqOptions":[{"text":"Provide a girls’ team or inclusive training.","correct":true,"explanation":"A girls’ team or inclusive training creates a suitable and welcoming opportunity to participate, improving access for girls who might otherwise feel excluded."},{"text":"Provide a boys’ team or exclusive training.","correct":false,"explanation":"Restricting football to boys would reduce rather than improve girls’ access. A girls’ team or inclusive training would provide girls with a suitable participation opportunity."},{"text":"Provide a running club instead of football.","correct":false,"explanation":"Removing organised football would eliminate an opportunity and make participation harder. Schools can improve access by providing a girls’ team or inclusive training."},{"text":"Provide an elite trial or advanced training.","correct":false,"explanation":"Requiring advanced experience creates an additional entry barrier for beginners. A girls’ team or inclusive training would make school football more accessible and welcoming."}]},{"id":"c772fd43-c182-4847-a166-46fac5281cfe","cardType":"basic","points":1,"front":"Someone joins a sport already popular in their family or community. Which factor is at work?","back":"Culture and familiarity.","mcqOptions":[{"text":"Culture and familiarity.","correct":true,"explanation":"Family and community traditions make certain activities feel familiar, accepted and accessible, so culture and familiarity can strongly shape a person’s choice of sport."},{"text":"Media influence.","correct":false,"explanation":"Media influence involves publicity, role models and sports coverage rather than established family or community preferences. The factor described is culture and familiarity."},{"text":"Age and life stage.","correct":false,"explanation":"Age can affect ability, independence and available time, but it does not explain following a sport popular within a family or community. The factor is culture and familiarity."},{"text":"Disability and accessibility.","correct":false,"explanation":"Disability and accessibility concern physical, sensory or organisational barriers to participation. Joining an activity established in someone’s family or community reflects culture and familiarity."}]},{"id":"236c1a8f-f0bf-4851-aee5-a918cdb02b41","cardType":"basic","points":1,"front":"During fasting, a performer has less energy for training. Which factor is affecting participation?","back":"Religion or religious festivals.","mcqOptions":[{"text":"Religion or religious festivals.","correct":true,"explanation":"Fasting is associated with religious observance and can temporarily reduce energy levels or affect training schedules, so religion or religious festivals influence participation here."},{"text":"Family or caring commitments.","correct":false,"explanation":"Family commitments can restrict time for participation, but they do not explain reduced energy caused by fasting. The relevant factor is religion or religious festivals."},{"text":"Income or financial circumstances.","correct":false,"explanation":"Financial circumstances affect costs such as fees, travel and equipment, not the physiological effects of fasting. The relevant factor is religion or religious festivals."},{"text":"Media coverage or publicity.","correct":false,"explanation":"Media coverage can influence awareness and sporting preferences, but it does not cause fasting-related energy changes. The factor affecting participation is religion or religious festivals."}]},{"id":"3b71ea64-85e5-4b7c-bc27-c7339f859238","cardType":"basic","points":1,"front":"What club adaptation can reduce clashes with religious commitments?","back":"Offer flexible training times.","mcqOptions":[{"text":"Offer flexible training times.","correct":true,"explanation":"Flexible scheduling lets participants train around worship, fasting, festivals and other religious commitments, reducing timing conflicts without requiring them to miss sessions entirely."},{"text":"Offer discounted membership fees.","correct":false,"explanation":"Lower fees address financial barriers but do not prevent training from overlapping with worship or festivals. Clubs should offer flexible training times to reduce religious scheduling clashes."},{"text":"Offer specialist training equipment.","correct":false,"explanation":"Specialist equipment may improve accessibility or performance, but it does not resolve a conflict between training and religious observance. Flexible training times address that conflict directly."},{"text":"Offer more intensive training sessions.","correct":false,"explanation":"More intensive sessions change the physical demands of training rather than its timing. Offering flexible training times allows religious commitments and participation to be accommodated."}]},{"id":"7d8dbb32-3df7-4952-9a1c-d587be45cab7","cardType":"basic","points":1,"front":"What session format may make swimming more culturally inclusive?","back":"Single-sex sessions.","mcqOptions":[{"text":"Single-sex sessions.","correct":true,"explanation":"Single-sex sessions can accommodate participants whose cultural or religious expectations make mixed-sex swimming uncomfortable or unacceptable, thereby making the activity more inclusive."},{"text":"Mixed-sex sessions.","correct":false,"explanation":"Mixed-sex provision may create a cultural or religious barrier for some participants rather than remove it. Single-sex sessions can make swimming more culturally inclusive."},{"text":"Longer swimming sessions.","correct":false,"explanation":"Longer sessions increase the time commitment and do not address cultural expectations about swimming alongside another sex. Single-sex sessions are the appropriate adaptation."},{"text":"Competitive swimming galas.","correct":false,"explanation":"Competitive events change the purpose and pressure of participation but do not accommodate cultural expectations about mixed-sex activity. Single-sex sessions provide the relevant adaptation."}]},{"id":"cd552096-887f-4ed3-addb-20707da165bf","cardType":"basic","points":2,"front":"How can education raise participation in unfamiliar sports?","back":"It teaches rules, benefits and opportunities.","mcqOptions":[{"text":"It teaches rules, benefits and opportunities.","correct":true,"explanation":"Learning how unfamiliar sports work, why they are beneficial and where they can be played reduces uncertainty and helps people find suitable opportunities to participate."},{"text":"It removes all costs, travel and equipment needs.","correct":false,"explanation":"Education can provide knowledge, but it cannot eliminate every financial, transport or equipment barrier. It raises participation by teaching rules, benefits and opportunities."},{"text":"It replaces coaching, practice and competition.","correct":false,"explanation":"Education supports rather than replaces practical experiences such as coaching and practice. Its key contribution is teaching the rules, benefits and opportunities associated with unfamiliar sports."},{"text":"It limits choice, publicity and club access.","correct":false,"explanation":"Restricting choice and access would discourage participation rather than increase it. Education helps by teaching the rules, benefits and opportunities available in unfamiliar sports."}]},{"id":"553abef0-46ab-410c-be51-a690b47fba68","cardType":"basic","points":1,"front":"Which age group may rely on parents or carers for transport and fees?","back":"Children.","mcqOptions":[{"text":"Children.","correct":true,"explanation":"Children often lack independent income and cannot drive, so they may depend on parents or carers to pay fees and provide transport to activities."},{"text":"Adults.","correct":false,"explanation":"Adults are generally more financially and practically independent, although other commitments may restrict them. Children are the group most likely to rely on carers for fees and transport."},{"text":"Middle-aged people.","correct":false,"explanation":"Middle-aged people may face work or childcare pressures, but they do not usually depend on parents for transport and payment. This dependence is most associated with children."},{"text":"Pensioners.","correct":false,"explanation":"Pensioners may experience transport or cost barriers, but they are not normally dependent on parents or carers because of their age. The intended group is children."}]},{"id":"dd36adf8-7a64-40e8-af31-1d07978a40a6","cardType":"cloze","points":null,"front":"Teenagers may be strongly influenced by [ ], [ ] and school workload.","back":"Teenagers may be strongly influenced by friends/peers, body confidence and school workload.","mcqOptions":[{"text":"Teenagers may be strongly influenced by friends/peers, body confidence and school workload.","correct":true,"explanation":"Peer approval can shape teenagers’ activity choices, while concerns about appearance or ability can affect willingness to participate. Both pressures operate alongside school workload."},{"text":"Teenagers may be strongly influenced by retirement, body confidence and school workload.","correct":false,"explanation":"Retirement is associated with older adults, not teenagers. Teenagers are more characteristically influenced by friends/peers and body confidence, alongside the demands of schoolwork."},{"text":"Teenagers may be strongly influenced by friends/peers, pension income and school workload.","correct":false,"explanation":"Pension income is relevant to retired people rather than teenagers. The two characteristic influences required here are friends/peers and body confidence, in addition to school workload."},{"text":"Teenagers may be strongly influenced by free daytime, pension income and school workload.","correct":false,"explanation":"Free daytime and pension income are factors associated with retirement, not typical teenage participation patterns. Teenagers are strongly influenced by friends/peers and body confidence."}]},{"id":"ccda662d-5174-4cff-91b5-bfda4f164981","cardType":"basic","points":2,"front":"Why can work and childcare reduce adult participation?","back":"They reduce available leisure time.","mcqOptions":[{"text":"They reduce available leisure time.","correct":true,"explanation":"Employment and caring for children occupy hours that might otherwise be used for exercise, so adults can have less leisure time available for participation."},{"text":"They reduce membership and equipment costs.","correct":false,"explanation":"Work may provide income, but childcare usually creates additional expenses rather than reducing sporting costs. Together, these commitments mainly reduce available leisure time."},{"text":"They improve access to specialist facilities.","correct":false,"explanation":"Neither responsibility necessarily improves access to sports venues, and childcare can make travel harder. Their main effect is to reduce the leisure time available for participation."},{"text":"They increase available leisure time.","correct":false,"explanation":"Work and childcare usually occupy free time rather than create it. They can therefore reduce the available leisure time adults have for physical activity."}]},{"id":"22ea5adf-61b8-4f19-9101-d1689a3bd9aa","cardType":"basic","points":1,"front":"Walking football is suitable for some older adults because it is what type of activity?","back":"A lower-impact or adapted activity.","mcqOptions":[{"text":"A lower-impact or adapted activity.","correct":true,"explanation":"Walking football reduces strenuous movement and prohibits running, lowering stress on joints and making participation more manageable for some older adults."},{"text":"A high-impact or strenuous activity.","correct":false,"explanation":"High-impact, strenuous exercise places greater demands on joints and fitness, which may discourage some older adults. Walking football is suitable because it is lower-impact or adapted."},{"text":"A full-contact or collision activity.","correct":false,"explanation":"Confusing walking football with contact sports overlooks how its rules reduce physical demands and collision risks. It is a lower-impact or adapted activity."},{"text":"A fast-paced or intensive activity.","correct":false,"explanation":"A fast-paced, intensive activity would require greater speed and stamina. Walking football instead supports some older adults by providing lower-impact or adapted participation."}]},{"id":"775785a7-cede-4efd-be15-89522c2125d4","cardType":"cloze","points":null,"front":"Peers are people of a similar [ ] or [ ], such as classmates or teammates.","back":"Peers are people of a similar age or status, such as classmates or teammates.","mcqOptions":[{"text":"Peers are people of a similar age or status, such as classmates or teammates.","correct":true,"explanation":"Peers belong to a comparable age group or hold a similar social position, so classmates and teammates are common examples of peer relationships."},{"text":"Peers are people of a similar height or status, such as classmates or teammates.","correct":false,"explanation":"Physical height does not define a peer group, even though peers may coincidentally be similar in height. Peers are people of a similar age or status."},{"text":"Peers are people of a similar age or fitness, such as classmates or teammates.","correct":false,"explanation":"Fitness levels can vary greatly among classmates and teammates, so fitness is not a defining feature. Peers share a similar age or status."},{"text":"Peers are people of a similar height or fitness, such as classmates or teammates.","correct":false,"explanation":"This confuses shared physical characteristics with social relationships. People are considered peers because they have a similar age or status, not necessarily similar height or fitness."}]},{"id":"d53352a7-7f7b-48a4-9513-3e176c84d095","cardType":"basic","points":2,"front":"Why can friends joining the same badminton club increase participation?","back":"It makes the activity less intimidating.","mcqOptions":[{"text":"It makes the activity less intimidating.","correct":true,"explanation":"Joining alongside friends provides reassurance and social support, reducing anxiety about entering an unfamiliar club and making participation feel less intimidating."},{"text":"It makes the activity more intimidating.","correct":false,"explanation":"This reverses the effect of peer support. Familiar friends usually reduce anxiety about joining a new club, making the activity less intimidating."},{"text":"It makes the activity more expensive.","correct":false,"explanation":"Friends joining does not normally change fees or equipment costs. Their influence increases participation by providing support and making the activity less intimidating."},{"text":"It makes the activity less accessible.","correct":false,"explanation":"Accessibility concerns facilities, transport and opportunities rather than whether friends attend. Friends can increase participation because their presence makes the activity less intimidating."}]},{"id":"6e5e72f3-0e89-4df2-818e-bb397d3afb30","cardType":"basic","points":1,"front":"A wheelchair user cannot reach a sports hall because of stairs. Which factor is the barrier?","back":"Accessibility.","mcqOptions":[{"text":"Accessibility.","correct":true,"explanation":"Accessibility concerns whether performers can reach and use facilities. Stairs prevent the wheelchair user from entering the sports hall, creating an accessibility barrier."},{"text":"Adaptability.","correct":false,"explanation":"Adaptability concerns modifying activities, rules or equipment for performers. Here, the problem is physically reaching the venue, so the barrier is accessibility."},{"text":"Inclusiveness.","correct":false,"explanation":"Inclusiveness concerns whether performers feel welcomed, respected and involved. Stairs are a physical obstacle to entering the facility, making accessibility the relevant factor."},{"text":"Affordability.","correct":false,"explanation":"Affordability relates to financial costs such as fees, equipment or travel. The stairs create a physical access problem, so the barrier is accessibility."}]},{"id":"1a58a913-3b63-4b72-808d-749d73caaaa3","cardType":"basic","points":1,"front":"Wheelchair basketball changes rules or equipment to suit performers. Which factor is this?","back":"Adaptability.","mcqOptions":[{"text":"Adaptability.","correct":true,"explanation":"Adaptability means adjusting rules, activities or equipment so performers with different needs can participate, as occurs in wheelchair basketball."},{"text":"Accessibility.","correct":false,"explanation":"Accessibility concerns whether facilities and opportunities can be reached or used. Changing rules or equipment to suit performers demonstrates adaptability instead."},{"text":"Inclusiveness.","correct":false,"explanation":"Inclusiveness is about ensuring performers feel welcomed, respected and meaningfully involved. The specific modification of rules or equipment is an example of adaptability."},{"text":"Affordability.","correct":false,"explanation":"Affordability relates to whether participation costs can be met. Altering rules or equipment to meet performers’ needs demonstrates adaptability, not affordability."}]},{"id":"cc002a92-80d6-4021-a3c6-6240a24a228e","cardType":"basic","points":2,"front":"How does inclusiveness support disabled performers?","back":"They feel welcomed, respected and meaningfully involved.","mcqOptions":[{"text":"They feel welcomed, respected and meaningfully involved.","correct":true,"explanation":"Inclusiveness ensures disabled performers are valued as full participants rather than merely accommodated, helping them feel welcomed, respected and meaningfully involved."},{"text":"They feel separated, supervised and passively included.","correct":false,"explanation":"Separating performers or limiting them to passive involvement does not create genuine inclusion. Inclusiveness means they feel welcomed, respected and meaningfully involved."},{"text":"They feel judged, restricted and socially isolated.","correct":false,"explanation":"Judgement, restriction and isolation are forms of exclusion that can discourage participation. Inclusiveness instead helps disabled performers feel welcomed, respected and meaningfully involved."},{"text":"They feel tolerated, overlooked and minimally involved.","correct":false,"explanation":"Simply tolerating performers or giving them little involvement falls short of genuine inclusion. They should feel welcomed, respected and meaningfully involved."}]},{"id":"92a16dcd-4a55-477d-9ceb-4e7b12053ed4","cardType":"cloze","points":null,"front":"For disabled performers, specialist equipment or travel may be [ ], making this a [ ] barrier.","back":"For disabled performers, specialist equipment or travel may be expensive, making this a socio-economic barrier.","mcqOptions":[{"text":"For disabled performers, specialist equipment or travel may be expensive, making this a socio-economic barrier.","correct":true,"explanation":"Specialist equipment and suitable transport can create substantial costs. Because the barrier depends on financial resources and economic circumstances, it is socio-economic."},{"text":"For disabled performers, specialist equipment or travel may be expensive, making this a cultural barrier.","correct":false,"explanation":"Calling an expense cultural confuses financial barriers with beliefs and traditions. High equipment or travel costs create a socio-economic barrier."},{"text":"For disabled performers, specialist equipment or travel may be free, making this a socio-economic barrier.","correct":false,"explanation":"Free equipment or travel would remove or reduce a financial obstacle rather than create one. These items can be expensive, producing a socio-economic barrier."},{"text":"For disabled performers, specialist equipment or travel may be unavailable, making this a social barrier.","correct":false,"explanation":"This misclassifies a cost-based example as a social issue. The intended barrier is that equipment or travel may be expensive, making it socio-economic."}]}]}],"examCountdown":{"examDate":"2027-05-13","paperLabel":"Paper 1"},"heading":"Engagement patterns of different social groups in physical activity and sport","title":"Engagement patterns of different social groups in physical activity and sport Flashcards","topbar":{"backHref":"/gcse/physical-education/aqa/flashcards"},"topicSidebar":"$L39"}]}],"topicId":"87c481b0-1b3d-5622-af18-a207b05ead85","walled":"$L3a"}],"$L3b","$L3c"]