Sport as a whole in Britain is perceived as a positive influence, this has been true for decades from the FIFA World Cup win in 1966 to the recent success of the London 2012 Olympics. The importance of the subject is clear to see with the amount of governing bodies and funding that is put into sport, for example, Youth Sport Trust and Sport England. Using Sport England as an example, the organisation currently focuses on encouraging a sporting habit for life. From 2012 they will be investing over £1 billion of National Lottery and Treasury funding until 2017. The amount of funding clearly shows how highly sport is valued by the government.
Teaching sport not only practically but also theoretically, in my opinion, is crucial to the role that the government is trying to achieve in promoting sport to young people throughout Britain. A great deal of people perceive sport to be a 'doss' subject where learners play sport and obtain level two and upwards qualifications with minimum effort, whereas infact there is a lot more to sport than people give the subject credit for. For example, modules that are taught as part of a course can include sport in society, organising events and coaching pedagogy. These modules whilst incorporating them with practical sport, provide the learner with a great all round knowledge of the subject, as well as the opportunity to achieve additional qualifications that other courses do not offer, such as first aid, safeguarding and coaching badges. Therefore, sport as a subject, in my opinion, offers learners much more once they have finished their qualification, than many subjects can.
Sport in schools is referred to as PE, the former government gave schools funding of £162 million a year to promote PE in schools, this money was used to buy new equipment or even fund trips for students. The aim of this funding was to increase the number of 8-16 years old participating in sport. By 2008 participation rose from 25% to 85%. The increase in participation is phenomenal, and no doubt due to the funding that was 'ring-fenced' for this purpose in schools.
I am placed in an educational institution where its location is central to a number of towns, villages and cities, therefore it attracts a wide variety of learners from many different backgrounds. The key way in which my learners are diverse is their background, religion and race. As of November 2004, there were 272,230 white British persons in the institutions catchment area, and 12,298 ethnic minority persons. Although this data is now severely out of date, new figures supplied by The Guardian, May 2011 state that 89.07% are now white British, and 6.56% are ethnic minorities. However, I have found that the groups of learners I teach have a higher ratio of ethnic minorities to white British persons. Within the ethnic minorities there are different races and religions. Collectively as a group, all learners come from different backgrounds; this gives the group as a whole a very diverse feel to it which I can use to my advantage as a teacher.
As a teacher it is important to spread the word of equality and diversity and I must show this in my teaching practice, If not, learners could become disgruntled and disillusioned at certain ways of teaching as they are not seen as promoting equality or fairness. There are aspects of my teaching where this can happen, for example, when I am planning lessons and resources, be sure to use diverse content such as pictures, videos, audio and names etc from different ethnic backgrounds.
Due to the catchment area’s high unemployment rate, there can be cases where learners can not accesses needed resources outside of the institutions opening hours. The BTEC course requires students to produce word-processed assignments, they are given timetabled time to work on these assignments in computer rooms, but with the required workload it may entail work at home. Underprivileged families with unemployment...