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Sports that girls traditionally don't play are coming more and more popular as extra curricular activities such as football and rugby. Sport England states that football as a leisure activity is one of the fastest growing sports among girls.
This is good for the pe national curriculum a schools introduce these invasion games at ks3 this means if girls are already participating in invasion sports outside of schools they are more likely going to want to participate in lessons that these sports will come up in. Girls will then have more choice when it comes to taking GCSEs as they have more sports that they enjoy

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The national curriculum aims to develop the confidence and interest of individuals to get involved in exercise, sports and activities out of school in later life however 18 percent of respondents (13% male 22% female) were not frequently participating in sport or physical activity during ncpe (smith et al). This suggests students are dropping out of pe when it is a essential part of their curriculum meaning P.e is developing confidence, interest in individuals particularly among females
Gender equality

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Invasion sports seem to be a route cause in p.e for both sexes as they are highly invasive and people are becoming very wary about playing these types of sports. Smith et al states that there is persistent inequalities In participation between both sexes within invasion games. This can impact the penc because invasion games are a massive part of the curriculum for ks3 upwards. If participation is lacking within invasion sports. Nobody is overcoming the fear of playing them and nobody likes to come out of the comfort zone and try something new

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(Sport England, 2003)

stated that from the age 13- 14 that's the peak period of involvement in PE and the effects this has on the national curriculum is that at key stage 4 has more different range of activities to offer.

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Kb Physical activities in ncpe varied massively in years 10 and 11 according to gender, social class, the school attended and if the individual studied gcse pe. Variations could suggest opportunities are not equal for young people (Smith et al) this does not relate to the national curriculums objective for key stage 3+4 to take part in further outdoor ed and range of activities as it seems class, gender is restricting this causing no equal opportunities for all.

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Kb Physical activities in ncpe varied massively in years 10 and 11 according to gender, social class, the school attended and if the individual studied gcse pe. Variations could suggest opportunities are not equal for young people (Smith et al) this does not relate to the national curriculums objective for key stage 3+4 to take part in further outdoor ed and range of activities as it seems class, gender is restricting this causing no equal opportunities for all.

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Schools are now putting on various different sporting activities for students to take part in. However, traditional sports like football and rugby are still offered. Smith et al stated that males were more likely to choose football than other sports such as badminton, basketball, athletics and tennis. In the PE national curriculum team and individual sports are intrduced in a wide variety. However males are still going back too play football. This means that people are not experiencing a widevariety  of sports which could affect other pupils in the class that want to try other sports and aren't naturally good at traditional sports such as football and rugby

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Partcipation within females p.e lessons drops between the ages of KS3 and KS4 this is because of female personality and female body image. Smith et al states that higher proportions of males participate frequently in NCPE compared to females in the same school. The curriculum then becomes impacted this is bcause participation rates are dropping in sports within the female population of the school and they are or maintaining the healthy active lifestyle that the NCPE is wanting them to maintain at KS4

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Invasion games, racket sports and athletics are the most common sports played in PE (Smith et al., 2007) These are better at KS4 as a game can be set up and they can play straight away

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Belanger et al (2009) suggested that light to moderate activities thatcan  be done alone were the most sustainable among youth.

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it continues to be widely assumed that beyond 13-14 years of age the peak period for involvement in PE and participation begins to decline such that by the age of 16 many young are avoiding PE lesson at all cost

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18 percent of respondents (13% male 22% female) were or frequently participating in sport or physical activity during ncpe.
Gender equality

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These differences in PE provision for as well as take up by girl and boy are said to harden as young people move through the secondary age years toward the minimum school leaving age.

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Physical activities in ncpe varied massively in years 10 and 11 according to gender, social class, the school attended and if the individual studied gcse pe. Variations could suggest opportunities are not equal for young people

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Lifestyle activities have not only experienced the must substantial increases in participation among young people but also has the most regular participants as well as the greatest likelihood of tracking into adulthood

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A feature in trends in participation has shifted towards active recreation and lifestyle activities. It has shifted towards more individual and recreational activities.

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susso

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Among other things, Smith's 2006 study cast doubt on the widely held assumption that by the time they reach the latter years of compulsory schooling young people have begun to disengage in substantial numbers from school PE

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Alongside increases in levels and rates of participation over time, there has also been a broadening and diversification of participation.

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Strong or weak participation in PE can be determined by such variables such as; age, social class, gender, influence of friends, existence of suitable facilities and family socialisation.

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largely dominated by competitive team-based sports which tend to be gender stereotyped (Smith et.al, 2007) limits the options young people have to take up sports in the future as they may be put off (carrying on a healthy, active lifestyle). If a girl wants to play football she may not want to as men may think that girls can't play football