the ocr pe specification says you must be able...

A2 Physical Education Unit G453 2015 2016 Historical Studies

1

POPULAR RECREATION, RATIONAL RECREATION & PUBLIC SCHOOLS

PACK 1 (Reference pages 1-49)

The OCR PE specification says you must be able to… ;

1. DESCRIBE and compare the characteristics of Popular Recreation, Rational Recreation and 19th Century Public Schools.

2. EXPLAIN and compare social and cultural factors that influenced the nature and development of Popular and Rational Recreations.

3. DESCRIBE the varying opportunities for participation for gender and class during the popular recreation and rational recreation eras.

4. EXPLAIN the impact of popular recreation, rational recreation and public schools on contemporary participation and performance today. 5. UNDERSTAND the three stages of development in the public schools, the

delayed development of girls’ involvement and the influence of ex-public schoolboys on the spread of games across Britain

OVERVIEW OF HISTORICAL STUDIES Pre-Industrial


2

Pre Lesson Preparation 1 Read pages 1-7. Identify and explain each of the 10 highlighted key phrases in the space below. Try NOT to copy and to write each explanation IN YOUR OWN WORDS.


3

Pre Lesson Preparation 2 Outline below (in your own words) the ‘background development’ table shown on pages 4&5.


4

Additional notes


5

POPULAR RECREATION (1700-1800’s) Read the extract below and answer the questions that follow….. In 18th Century England sports and pastimes (popular recreation) reflected the life and times of the people at that time. The activities were colourful and lively and revolved around a strict class system – lower class (peasants) and upper class (gentry). The gentry and the peasants had their own separate pastimes, but would sometimes take part together, albeit in very different roles. For example in bare-knuckle fighting the peasant would fight whereas the lord would be his patron (manager) and provide food and lodgings for him whilst arranging and betting on his fights. Life was tough for the peasants in 18th century England, society was harsh and cruel! With no hospitals, literacy or transport, means of communication and very little money due to low wages, life expectancy was around 30 years. Working hours were long and jobs involved mainly hard manual labour on the land. Hangings and floggings were common place and one of the few pleasures in the life of the peasant was recreational activities. However free time to pursue such pastimes was limited and only came in the form of Holy days (a day off with religious meaning) which were scheduled around the church and seasonal time when there was less work to be done on the land (E.g. Shrove Tuesday & Easter Sunday). On these days the whole village would come out and celebrate in a festival type, social occasion. Additionally the 18th Century drinking house was central to village life, it was the place to do business, find work, receive wages, talk politics, gamble, play games and socialise. This pub was often a hotel and a stopping station for stage coaches to rest horses. Above all it was a focus for recreational activities. The landlord would host blood sports and prize fighting, he would provide prizes to stimulate interest and promote profit, and he was the promoter and the bookmaker all in one. Wagering was an attractive part of the activities. For the peasant a chance to go from ‘rags to riches’ and for the gentry a chance to show off their wealth! Many sports clubs in later years used the pub as their base or their club house (e.g. Bat & Ball Inn in Hampshire – the home of English cricket). Q1. What were the three main functions of the 18th century ‘drinking house’? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Q2. What was a Holy day and what would happen? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………


6

Q3. Why was life so harsh for peasants in the 18th Century? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………....... Q4. What was the purpose of wagering for each class? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Q5. Describe the role of the patron. Do we still have patrons? If so, in what capacity? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………………

VARYING OPPORTUNITIES FOR PARTICIPATION

Opportunity, provision & esteem were in effect even back in 18th century England! ‘In their variety of sports and recreations no nation excels the English. The nobility and gentry have their horse races, hunting, coursing, fishing, hawking, cock fighting, guns for birding, (real or royal) tennis, bowling, billiards, stage plays, dancing and all sorts of musical instruments. The lower-class peasants have handball, football, skittles, stoolball, cudgels, bear baiting, bull baiting, bow and arrow, leaping, wrestling, pitching the barrel and ringing the bells.’

1. What 2 key factors affected opportunities for participation in pre-industrial Britain?


7

2. Highlight which words/phrases best describe activities of the upper class and which

best describe the lower class in another. SIMPLE RULE-BASED SOPHISTICATED OCCUPATIONAL

UNWRITTEN RULES LOCAL DISTANT ACCESSIBLE

EXPENSIVE VIOLENT UNCIVILIZED DRESS CODE

ETIQUETTE PATRONAGE

3. How would the pastimes available for upper class women compare to those available to lower class women in popular recreation times.

The role and attitude of the CHURCH Popular recreation pastimes have been interfered with by the church since medieval times. Use your book to complete the sentences below. Summarize the church’s influence between Henry VIII (1509) and the Victorian era (1901).

Henry VIII (a keen sportsman) had no desire to change social

or sporting habits.

Oliver Cromwell (1649) was a supporter of…

During the Hanoverian era (18th Century) the church…

The church, during the regency period (1790-1830)…

The Victorian era saw the establishment of…

In pre-industrial Britain activities and pastimes can be described using certain characteristics. They can be remembered using the acronym LOWCROCUS.


8

CHARACTERISTICS OF POPULAR RECREATION PASTIMES

L O W C R O C U S

SOCIAL AND CULTURAL FACTORS INFLUENCING POPULAR RECREATION PASTIMES

Characteristics of Popular

Recreation & the Cultural Factors that influenced

their development

____________________

____________________

____________________

____________________ ____________________

___________________

____________________

____________________

____________________

Life as a peasant was tough. Sports and pastimes reflected this. Life expectancy was around 30 years!

The harshness of their lives reflected society at that time. The inn was

central to the life of a peasant and many landlords hosted animal baiting and organised primitive sports events for which they would provide prizes

in the hope of boosting profit.


9

A typical exam question might ask how these Social and Cultural Factors impact today…..


10

Pre Lesson Preparation 3 Make your own notes using the 7 green headings on pages 24-27 – below.


11

Additional notes


12

RATIONAL RECREATION (1800 – 1900)

The first half of the 19th century

1. What does “machine age” refer to? ………………………………………………………………………………………………… ………………………………………………………………………………………………... ………………………………………………………………………………………………… ………………………………………………………………………………………………... 2. What did the emergence of the Industrial Revolution see? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………... 3. Why were thousands of agricultural workers persuaded to migrate to the cities and

towns? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………... 4. What happened to the towns and cities as these people migrated? What did this

lead to? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………... 5. What led to the energy and time being eroded? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………...

6. Other factors were also bringing changes, what were these. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………...


13

Moving into the 2nd half of the 19th century… Adapt the diagram from page 23 into a way that works for you… KEY factors that affected the development of sport and physical activities in the 2nd half of the century; Improved living conditions for the working class (Industrial Patronage, space & time & facilities)

Middle class emergence (Acceptance)


14

Transport Revolution Changing views of the church Amateurism and Professionalism The Class system (Removal of exclusion clause) Women in Victorian Britain


15

In summary - during the FIRST HALF OF THE CENTURY the working class lost A SHIRT. Identify and explain….

A

S

H

I

R

T

In summary - during the SECOND HALF OF THE CENTURY the working class gained PANTS. Identify and explain….

P A N T S


16

A typical exam question might ask how these Social and Cultural Factors impact today…..


17

In post-industrial Britain activities and pastimes can be described using certain characteristics. They can be remembered using the acronym RURACERPAF CHARACTERISTICS OF RATIONAL RECREATION PASTIMES

R U R A C E R P A F These characteristics were influenced by the societal and cultural factors of that time, record each of these BELOW the characteristic it applies to.

Characteristics of Rational

Recreation & the cultural factors that influenced

their development

____________________ ____________________

___________________

___________________ ___________________ ___________________

____________________

____________________

____________________

During the 1800’s the industrial revolution spread

throughout Britain. The industrial revolution

took more than a century to unfold and is sometimes referred to as the start of

the ‘machine age’.


18

Typical exam questions may ask you to compare popular and rational recreation…

Directly compare the characteristics of Rational Recreation to those of Popular Recreation in the table below. Choose the easier options!

Characteristics Popular Recreation Rational Recreation

Directly compare the social/cultural features of Rational Recreation to those of Popular Recreation in the table below. Choose the easier options!

Social and Cultural Features Pre-industrial Britain Post-industrial Britain


19

Pre Lesson Preparation 4 Read pages 44-45 ‘The development of Athleticism at Charterhouse School’. Outline the background and summarize each stage in your own words;


20

Additional notes


21

PUBLIC SCHOOLS & the impact of their development on physical activity and young people (late 18th/early 19th Century) IDENTIFY the 9 characteristics of Public schools using the acronym GBB FENCES to help you remember them..

G B B F E N C E S Match up the description with the characteristic in the table below. Characteristic Description Spartan Lots of regional variations of games were taken on and

changed by individual schools Gentry They had huge amounts of energy and enthusiasm which

they channeled into the games Non-local Tough elements of school life were thought to prepare

the boys for competitive sport and adult life Controlled by trustees

Those who paid money to attend the school were influential people who had a say in how the school was run. Their money was used to develop facilities e.g. swimming baths

Fee-paying Large gifts of money were received from the aristocracy / gentry to build more facilities and employ more staff

Endowed Influential families bringing status and money into the school. Had some say in the activities pursued

Boarding People keen for the school to be seen to be doing well hence wanted to invest in sporting success

Boys Living at the school meant lots of free time after lessons to play games

Which one is missing?


22

A typical exam question might ask how these characteristics continue to impact on physical activity and young people today…


23

The Clarendon Report Explain the nature and purpose of the Clarendon report. Nature

What was it?

How was it carried out?

When was it carried out? Purpose

Why was it commissioned by Queen Victoria? The effects of the Civilizing process in the Public Schools. The schools were _____________________ in their own right, often with their own rules and __________________. However they did not exist in _____________________, they reflected and possibly ________________ social change, particularly in terms of ______________ and _____________________. By the mid 1800’s the __________ was successfully reducing ____________ to animals, the _____________ were reducing the number of mob games and bare fist fights due to the changing tastes and manners in society. The public schools made similar progress as their ___________________ wanted to be seen to be aware of and in support of such changes in society. They wanted their schools to be more _______________ and less _________, sometimes known as the ___________________ _______________.


24

Stage 1 – Boy Culture, Bullying & Brutality – 1790-1824 Technical Developments

Social Relationships

Values

Nature of Games

Status of Games

Reason for transition to stage 2…

Impact on today…


25

Stage 2 - Dr. Thomas Arnold & Social Control - 1828-1842 Technical Developments


Values

Nature of Games

Status of Games

Reason for transition to stage 3…

Impact on today…


26

Stage 3 - ‘Cult’ of Athleticism - 1842-1914 Technical Developments


Values

Nature of Games

Status of Games

Impact on today…


27

Ex public schoolboy’s influence What did the boys become once they left school/university and how did these jobs affect sports and pastimes?

1. 2. 3. 4. 5. 6. Girls in Public Schools

Why was there a significant delay in the development of opportunities for upper and middle class girls at this time? 1. 2. 3.

4.

5.

Which ladies pioneered for the development of girls sport?


28

PPQs – Popular Recreation

Jan 2013 June 2011 Feb 2010 5m Question

Compare the characteristics of pop rec with those of rat rec.

Explain how 2 late 19th century

social and cultural factors continue to influence sport and

recreation today.

5m Question

Contrast pre-industrial social and cultural factors relating

to pop rec with post-industrial factors relating to rat rec.

5m Question

Explain how social and cultural characteristics influenced the

characteristics of popular recreation in pre-industrial Britain.

State how one factor continues to

impact today.

PPQs – Rational Recreation

June 2012 5m Question

Explain how the industrial revolution initially restricted

opportunities for the lower class to take part in pre-industrial pastimes.

For a specific sport, explain one way in which working

class participation increased by the end of the 19th century

PPQs – Public Schools

June 2014 Jan 2012 Feb 2010 June 2012 4m Question

Describe how

social relationships were reflected in sports

and games in stage 3. Give two

reasons for the changes in these between stage 2

and 3.

5m Question

Describe Stage 1 of the public schools and give 1 reason for the transition to stage 2

4m Question

Explain the impact of fee-paying, non-local and boarding on the

development of games in the 19th century public

schools.

How does one of these continue to impact

today?

5m Question

Describe the impact of Doctor Thomas Arnold’s reforms on

Rugby School.

Describe 1 way in which his influences continue in some

schools today.

the ocr pe specification says you must be able...

Documents