Revision essentials
12th June
Plan your Revision timetable
Revision environment
20 minute chunks
Vary the practice
Revision strategies
Read your notesNotes on your NotesChunk cardsKeywordsQuestion PracticeTop up ReadingWriting practice
Historical StudyHistorical Study
Setting the SceneSport reflects the
Society in which it is played
Sports are as old as time !
• “SPORT” is young
• PE is a modern phenomenon1939 syllabus“sport = high organisation and highly sophisticated
Sports development
• Sports are developmental
• They come from :• CONQUEST e.g. Colonialisation
OR
SOCIAL HIERARCHY e.g.gentry
Get your dates right
• 1600’s
• 1700’s
• 1800’s
• 1900’s
• 2000’s
• C17th
• C18th
• C19th
• C20th
• C21st
• Pre – Indus
• Pre –into industrial
• Indus
• Post indus
The Historical Development of Sport
Ancient Origins1) POPULAR RECREATION C15 - 17th
2) PUBLIC SCHOOL C18-19th
3) RATIONALISATION& INDUSTRIALISATION C19th
4) 20th CENTURYDEVELOPMENTS (PE) C20th
Revision Chunks
Popular Recreation Athleticism Rational Recreation Development of P.E.
Overview of sport before 1800’s
Festival games and the role of the church, court and peasant
- Popular recreations 2-3 examples- characteristics of games (x8)- characteristics of society (x8)- difference between gentry and
peasant sport (Real tennis v mob football)
- Patronage of church/local gentry
Popular Recreations• Ashbourne Game• Haxey Hood Game• Stamford Bull Running• Robert Dover’s Games• Hallaton Bottle Game• The Derby Game• Alnwick Game• Lutterworth Mob Hockey• St Columb hurling
Pre 1800- characteristics
• P• L• U• C• I
• C• R• O• W
reocalisedncodedruelndustrial
ourtly/Popularuralccasionalager
Athleticism Sport as a means of social control within the C19th Public schools
- Public school games 2-3 examples
- characteristics of games (x8)
- characteristics of school society (x8)
- Muscular Christianity and the Rec Ethic
- Tom Brown’s School days
Public School Case studies
• Eton Wall Game• Rugby Football• Harrow Football• Winchester Football• Cricket• Fives (Rugby/Eton/Winchester)• Hare & Hounds
Public School- characteristics• A• T• H• L• E• T• I• C• I• S• M
ll Round - Body & Mindemperamentealthohesion/competitionnstrument of Educationportsmanshipuscular Christianityeadershipndeavoureamworkntegrity
Phases of Development of Sport in Public Schools
Boys as undisciplined - animals
Mob Games
Field Sports
Folk Games
Cricket - acceptable team game
Improvised Country Pursuits
Boys in control
Phase 1 - The Barabarians Turn of C19th
Phases of Development of Sport in Public Schools
Reforms of Dr Arnold 1828 - 1842
Games as a medium of social
control
Technical development
Regular Inter House competitions
Link - Christian Gentlemen &
Manliness
Tom Brown’s School Days
Phase 2 - Arnoldian 1830 - 1860
Phases of Development of Sport in Public Schools
Athleticism - the “Cult”
Regular Inter - school fixtures
“Oxbridge” as the melting pot
Spread of Middle Class Schools
Excellent facilities
Values of Athleticism
Impact on Society
Phase 3 - The Cult & Philistine Copies - 1860 +
Rational SportImpact of changes in society; industrial, transport and urban
- characteristics of Rational games (x8)- characteristics of Rational society (x8) - case studies (football/tennis/athletics)- spectatorism = professionals =commercialism
This confusion led to the most important meeting in footballs development held at the Free Masons Tavern in London.
Actually took 6 meetings to eventually agree on a common set of rulesThis was not an easy process and their was much debate and votes which at on meting led to a splinter group led bay the Black heath Club leaving to form the Rugby Football Union
A National set of Rules
• Quickly spread across the country
• Facilitated by an advanced industrial society
• Also began to exported around the British Empire and via trade links
Rationalisation of Sport
• Codification and administration of sport
• Codification = The creation and maintenance of rules
• After the Industrial Revolution most people lived and worked in urban areas and the influence of the rural elements from the popular recreation era steadily declined. Modern Sport is also urban sport
Societal change that led to RATIONAL RECREATION
Societal determinants• Urbanisation large population requiring
recreative space & entertainment
• Industrialisation factory system and machine time
• Work Conditions gradual increase in free time, Saturday 1/2 day, 10 hour Act,
Early Closing Movement.
• Economics capitalism and patronage, works teams - professional clubs
The move towards Rational Recreation
Societal Change
PRE INDUSTRIAL Feudal (gentlemen-peasant) feudalism rural cottage industry free time church constraints horse drawn word of mouth
POST INDUSTRIAL Gentlemen - middle class
- workers capitalism urban manufacturing coal/iron machine time church support railways popular press
The move towards Rational Recreation Sports Change
POP SPORT localised rural cruel/violent courtly-popular ritual occasional limited coding wagering
RATIONAL SPORT local-regional-national rural - urban channeled aggression gentry-middle-working moral regular formal codification gambling curtailed
The spread of the Games Ethic
- Oxbridge melting pot
- Cambridge Football Rules
- Role of the ‘Blues’ and Varsity matches
- Spread of the ‘Games ethic’
- Sport followed the flag
- De Coubertin and international sport
Oxbridge Melting Pots• The Universities of Cambridge and
Oxford played an important role in the development of sport
• They were the first place where compromise rules were developed.
• They also developed regular fixtures - Varsity matches
• Blues became important role models & teachers
Diffusion of Sport through the Empire
• C• A• T
olonial
rmy
eachers
atronsniversityndustryhurchlubsdministration
P U I C C A
The need for more regular fixtures led to the formation
of the Football League in 1888
The first twelve clubs were Accrington Stanley, Aston Villa, Blackburn Rovers, Bolton Wanderers, Burnley, Derby County, Everton, Notts County, Preston North End, Stoke City, West Bromwich Albion, Wolverhampton Wanderers.
These were all from the Midlands and North West, all professional and all dominated by working class players
Major Games and the Working Classes
“Games return to the people” 1) Why were elementary children given drill instead of games?
2) Why did factory owners promote football & cricket for their workers?
3) Why is league football played on a Saturday afternoon?
4) Why has professional Sunday cricket only recently become legalised
5) Why didn’t working class girls play football?
6) What has “Broken Time” got to do with rugby and the lower
classes?
7) What effect did the growth of the railways have on the spread of
major games?
8) What was the Church’s attitude to sport?
9) Why are English batsmen still encouraged to “walk” if they think
they’re out?
20th Century developments
•Spectatorism•Professionalism•commercialisation•Influence of the media
Cheap rail excursions meant that the seaside and the countryside came within reach of many ordinary
working people for the fist time.
The development of PE Development of PE in state schools (Elementary) during C20thEuropean influences
(Swedish/German/De Coubertin)- Forster Education Act- Adoption of German Gymnastics/McClaren - Increasing influence of Ling/Osterberg- Boer War – Model Course Military PT- ‘Tug of War’- Military/Education/Medical- 1933 last syllabus/WW II influence
Development of PE in Elementary Schools
Key developments C19th - European Roots Ling and Guth Muths
1870 - Forster Education Act Made education compulsory for all
children 5 - 13 1902 - Model Course
Compulsory military training in schools required to lay the foundations of military spirit in the nation.
Key developments 1904 - Education Board Syllabus
An attempt to reduce the military influence
1909 - Syllabus of Physical Training Written by Medical Board - emphasis on
therapeutic gymnastics
1919 - Syllabus Reflecting horrors of Great War - introduced
recreational & morale boosting activities
Development of PE in Elementary Schools
Key developments 1933 - Syllabus of Physical Training
Last Board of education syllabus split into 2 sections 5 - 11 years and 11- 14 years
1944 - Education Act Made secondary education was available to all
children - rebuild of schools after “ Blitz”
1952 - Moving & Growing Ministry of Education advisory PE publicationfollowed by PLANNING THE PROGRAME (1954)
Development of PE in Elementary Schools
History - Example
During the 19th Century Oxford and Cambridge Universities acted as “melting pots” in terms of the historical development of sport.
Using examples, explain the role these universities played in the development of sport
(6 marks)
June 2000
History - Answer Students had come from different schools Had interest/enthusiasm for sport but difficult to
play each other Need for compromise rules Different school members write up
/rationalisation/codification of rules Example - Cambridge rules of football Graduates took games into society -
football/rugby/ athletics Varsity games led to increase in interest/standards
example - Boat race/rugby/ athletic meets/cricket