1. Team Sports & Social Responsibility
12531 & 12550
7 Credits

2. Team Sport Requirements
Demonstrate the physical skills associated
with a chosen team sport; examine and experience
roles in a team sport; demonstrate responsible
practices in a competitive team sport situation;
review the personal participation experience in a
competitive team sport situation; and investigate
the participation opportunities that exist in the local
community for a chosen team sport.

3. Social Responsibility Requirements
People credited with this unit standard are
able to: explain what is meant by social
responsibility in physical activity, and
demonstrate social responsibility in physical
activity.

4. Discriminatory Practices
Accessibility
Age
Ability Level
Availability
Barriers to
Participation
Gender
Weight/size
Special Abilities
Socio-Economic
Culture

5. Barriers to Participation
Age:
Age could be use as a discriminatory practice by a person not being allowing to play because they were too old or too young.
Gender:
Used through the limitations of sport based on gender. E.g.: not allowed to play netball because you are a boy.

6. Barriers Cont Socio-Economic
Used through the limitations of cost or certain makeup's of teams.
Some people may not be allowed to play because they cannot afford to.
Some people may not be allowed to play because they hail from certain areas.

7. Barriers Cont
Special Abilities Some people may be disadvantaged because they are too good at a certain task or because they have a disability.

8. Social responsibility is:
A person’s ability to be a good example and to care for the needs of others.
There are different levels of social responsibility, ranging from basically irresponsible and selfish behaviour to highly responsible and selfless behaviour.

9. Social Responsibility can be seen through:
People’s respect for the rights of others
The offer to help or include others
The ability to show initiative
Personal effort

10. Levels of Hellison’s model:
Level 1 Irresponsibility
Disrupts group activity or distract others.
Abuses others
Cheats
Denies personal responsibilities.
Prevents others from participating
Blames others
Level 2 Inconsistent
Involved some of the time.
Minimal Respect and consideration for others.
Unfair at times.
Does not interfere with the teachers right to teach.
Tends to lose focus without teacher supervision.

11. Levels of Hellison’s model:
Level 3 Self-controlled
Takes part as directed but shows little effort to contribute independently.
Can control behaviour to not interfere with others.
Is self-organised.
Minimal respect and consideration for the rules
Participates without getting fully involved
Level 4 Socially Aware
Fully involved and active but can dominate the activity.
Could involve others in the group more and/or could encourage others more
Plays by the rules
Self motivated, can work independently without supervision
Could be more sensitive to needs of others

12. Levels of Hellison’s model:
Level 5 Socially Responsible
Makes sure all players in the group have equal opportunity to be involved
Praises own group members efforts or success
Acknowledges other groups’ skills or efforts
Sensitive to the needs of others
Actively encourages others.
Willingly helps others.
Proactively applies fair play/honest rules
Happily accepts others as part of the group

13. Fair Play
The concept that was initially promoted by the Hillary Commission to stamp out foul play and poor sportsmanship.
The fair-play motto is:
“PLAY HARD BUT PLAY FAIR”

14. What is Fair Play? Maintaining your dignity whether or not you
are winning, Respecting the opposition, the
officials and the rules and Staying calm no
matter what happens

15. The five Ideals 1. Respect the rules
2. Respect the officials and their decisions
3. Respect your opponent/s
4. Give everybody an equal chance to participate
5. Maintain your self-control at all times