Role Models: Influence on Participation and Behaviour

OCR

GCSE

Candidates must analyse the psychological mechanisms by which role models influence observer behaviour, specifically referencing Bandura's Social Learning Theory and the processes of attention, retention, motor reproduction, and motivation. Responses should evaluate the dual nature of this influence, distinguishing between positive impacts on participation rates and skill acquisition, and negative impacts such as the normalization of deviant behaviour or aggression. Assessment requires the application of these concepts to specific sporting contexts, linking the status and media coverage of the model to the likelihood of imitation by the observer.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Role Models: Influence on Participation and Behaviour

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks for identifying the mechanism of influence: observation and imitation of elite performers (Social Learning Theory context).
Credit application of role model theory to specific under-represented groups (e.g., female role models increasing participation among girls).
Responses must distinguish between impact on participation (uptake/frequency) and behaviour (sportsmanship/deviance).
For AO3, candidates must evaluate the consequences of negative role models, such as the normalisation of aggression or performance-enhancing drug use.
Award marks for explicit links between high-profile success (e.g., Paralympics) and increased participation among specific demographic groups (disability).
Credit analysis of negative role models causing a decline in participation or an increase in unsporting behaviour (e.g., arguing with officials, drug taking).
Responses must identify the 'trend' effect: how elite success creates a temporary spike in grassroots uptake (e.g., the 'Wimbledon effect').
Credit application of knowledge regarding how media coverage and commercialisation amplify the reach and influence of role models.

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have identified a role model; now explain the specific mechanism (e.g., media coverage) that allows them to influence others."
"Differentiate clearly between 'gamesmanship' (bending rules) and 'sportsmanship' (fair play) when discussing behaviour."
"Link the impact of the role model directly to the demographic they represent (e.g., Paralympians inspiring disabled participants)."
"Evaluate the long-term effect of negative role models on the sport's reputation, not just the individual's career."
"You have identified a role model, but you must explain the specific mechanism of their influence on participation rates."
"Good use of a specific example. Now contrast this with a negative role model to evaluate the overall impact on the sport's reputation."
"You listed behaviours; to improve, categorize them explicitly as 'sportsmanship' or 'gamesmanship' using specification terminology."
"Link the role model's impact directly to a target group (e.g., women, ethnic minorities) rather than generalizing to the whole population."

Marking Points

Key points examiners look for in your answers

Award marks for identifying the mechanism of influence: observation and imitation of elite performers (Social Learning Theory context).
Credit application of role model theory to specific under-represented groups (e.g., female role models increasing participation among girls).
Responses must distinguish between impact on participation (uptake/frequency) and behaviour (sportsmanship/deviance).
For AO3, candidates must evaluate the consequences of negative role models, such as the normalisation of aggression or performance-enhancing drug use.
Award marks for explicit links between high-profile success (e.g., Paralympics) and increased participation among specific demographic groups (disability).
Credit analysis of negative role models causing a decline in participation or an increase in unsporting behaviour (e.g., arguing with officials, drug taking).
Responses must identify the 'trend' effect: how elite success creates a temporary spike in grassroots uptake (e.g., the 'Wimbledon effect').
Credit application of knowledge regarding how media coverage and commercialisation amplify the reach and influence of role models.

Examiner Tips

Expert advice for maximising your marks

💡When discussing participation, explicitly link the role model's profile (gender/disability) to the target group they inspire.
💡In 'evaluate' questions, juxtapose the benefits of high-profile role models against the pressures of public scrutiny.
💡Ensure examples of 'bad behaviour' are linked to specific outcomes, such as the decline of spectatorship or loss of sponsorship.
💡When discussing participation, specifically name the social group affected (e.g., 'female footballers' rather than just 'people').
💡Ensure 'behaviour' answers distinguish between etiquette (conventions) and sportsmanship (fair play).
💡In 6-mark responses, contrast positive and negative influences to demonstrate the evaluation skills required for Level 3.

Common Mistakes

Pitfalls to avoid in your exam answers

Focusing exclusively on positive impacts while neglecting how negative role models decrease participation or encourage deviance.
Failing to link the role model's influence to specific social groups (e.g., ethnicity, gender, disability).
Using colloquial terms like 'cheating' instead of specification terminology such as 'gamesmanship' or 'deviance'.
Confusing 'role models' with 'sponsorship' or financial support.
Providing generic examples of 'good players' without linking them to specific impacts on behaviour or participation trends.
Ignoring the negative aspects of role models (e.g., normalizing gamesmanship) and focusing solely on inspiration.

Study Guide Available

Comprehensive revision notes & examples

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Key Terminology

Essential terms to know

Social Learning Theory (Bandura) and Observational Learning

Impact on Participation (The 'Wiggins Effect' and target groups)

Impact on Behaviour (Sportsmanship, Etiquette vs. Deviance, Aggression)

Vicarious Reinforcement and Motivation

Social Learning Theory (Bandura) and Observational Learning

Impact on Participation Rates (Gender, Ethnicity, Disability)

Differentiation between Positive Emulation and Negative Deviance

Likely Command Words

How questions on this topic are typically asked

Describe

Explain

Discuss

Evaluate

Identify

Analyse

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