What social and cultural factors shape participation and the experience of sport in the twenty-first century?
The factors affecting the emergence of elite performers, the social and cultural factors and barriers to participation for under-represented groups, and strategies to promote equal opportunities in sport.
A focused answer to AQA A-Level PE sport and society on twenty-first century sport, covering the emergence of elite performers, social and cultural barriers to participation for under-represented groups and strategies to promote equal opportunities.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
AQA wants you to explain the factors that influence the emergence of elite performers, identify the social and cultural barriers that limit participation for under-represented groups, and evaluate strategies and initiatives that promote equal opportunities and raise participation.
The emergence of elite performers
The path from beginner to elite performer depends on several interacting factors.
National governing bodies and agencies build talent identification and development pathways to channel promising performers towards the elite level. These programmes screen for physical attributes (somatotype, speed, power) and game intelligence, then provide structured coaching, competition and sports science support, often funded by lottery and UK Sport money targeted at medal-potential sports. A useful framework AQA accepts is the progression from foundation (basic movement skills in childhood), through participation (regular recreational involvement) and performance (club and representative competition), to excellence (elite international level). Barriers can block an athlete at any stage, so the factors that produce an elite performer overlap directly with the factors that limit participation more widely, which links this section to the barriers below.
Barriers to participation
Several groups are under-represented in sport, including women, ethnic minorities, disabled people, and people from lower socio-economic groups.
For example, women have historically faced lower media coverage, fewer professional opportunities, lower prize money and stereotyping that certain sports are unfeminine. Disabled people may face inaccessible facilities, a lack of suitable provision and adapted equipment, transport difficulties and low confidence. Ethnic minorities can encounter discrimination, stereotyping that channels them into particular sports (sometimes called stacking) and a lack of representation in coaching and administration. Lower socio-economic groups are most affected by cost, a lack of local facilities and limited leisure time. Recognising that these barriers overlap but differ between groups is exactly the distinction examiners look for.
Promoting equal opportunities
Strategies to widen participation aim to remove these barriers:
- Equal opportunity policies and the Equality Act that outlaw discrimination.
- Targeted funding and initiatives from agencies such as Sport England and national governing bodies aimed at under-represented groups.
- Visible role models to raise aspiration and challenge stereotypes.
- Inclusive and accessible provision, including disability sport, single-sex sessions and affordable, local facilities.
- Positive media coverage to raise the profile and esteem of under-represented groups.
Exam-style practice questions
Practice questions written in the style of AQA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
AQA 20206 marksEvaluate the strategies used to increase participation in sport among under-represented groups in the twenty-first century. (Section C extended answer)Show worked answer →
AO1/AO2/AO3. Identify under-represented groups (women, ethnic minorities, disabled people, lower socio-economic groups) and the barriers each faces (cost, access, stereotyping, discrimination, low self-esteem, lack of role models, lack of time). Then evaluate strategies, pairing each with the barrier it tackles: equal opportunity policies and the Equality Act (tackle discrimination), targeted Sport England and governing-body funding and campaigns such as participation drives for women (tackle cost and access), visible role models and positive media coverage (tackle low esteem and stereotyping), and inclusive, accessible, affordable local provision and disability-specific sport (tackle access). A top-band answer judges effectiveness, noting that some barriers (deep-rooted cultural attitudes) are harder to shift than practical ones, and that strategies work best in combination. Reward the explicit barrier-to-strategy pairing plus a justified judgement.
AQA 20184 marksExplain the personal and socio-economic factors that affect whether a talented young athlete emerges as an elite performer.Show worked answer →
AO1/AO2. Personal factors: natural ability and a suitable somatotype for the sport, plus motivation, dedication and the right psychological make-up to sustain years of training. Socio-economic factors: family income to afford equipment, club fees and travel, access to high-quality coaching and facilities, and the time and parental support to train, all of which favour wealthier performers and can prevent talented but poorer athletes from progressing. A strong answer links the two, for example noting that natural ability cannot develop without the socio-economic means to access provision. Reward at least one developed personal and one developed socio-economic factor, applied rather than just listed.
Related dot points
- The characteristics of pre-industrial and post-industrial popular recreation and rational recreation, the impact of the industrial and agricultural revolutions, the role of public schools and the church, and the development of sport from the late nineteenth century to the post-1950 era.
A focused answer to AQA A-Level PE sport and society on the emergence of modern sport, covering pre-industrial popular recreation, the impact of industrialisation, rational recreation, the role of public schools and the development of sport into the modern era.
- The relationship between sport, sponsorship and the media (the golden triangle), the positive and negative effects of commercialisation on sport, performers, officials, audiences and sponsors, and the influence of the media on sport.
A focused answer to AQA A-Level PE sport and society on the commercialisation of sport, covering the golden triangle of sport, sponsorship and the media, and the positive and negative effects of commercialisation on the stakeholders in sport.
- The development of elite performers from foundation to elite level, the role of schools, clubs and national institutes of sport, talent identification and development programmes, and the support services for elite performers.
A focused answer to AQA A-Level PE sport and society on the development of elite performers, covering the progression from foundation to elite level, the roles of schools, clubs and institutes of sport, talent identification and the support services for performers.
- The characteristics, benefits and objectives of the concepts of physical recreation, sport, physical education and outdoor and adventurous activities, and the relationship between them.
A focused answer to AQA A-Level PE sport and society on the concepts of physical activity, covering physical recreation, sport, physical education and outdoor and adventurous activities, their characteristics, benefits and relationships.
Sources & how we know this
- AQA A-level Physical Education (7582) specification — AQA (2016)