Revision essentials
 12th June
 Plan your Revision timetable
 Revision environment
 20 minute chunks
 Vary the practice
Revision strategies
 Read your notes
 Notes on your Notes
 Chunk cards
 Keywords
 Question Practice
 Top up Reading
 Writing practice
Historical Study
Setting the Scene
Sport reflects the Society in
which it is played
Sports are as old as
time !
• “SPORT” is young
• PE is a modern phenomenon
1939 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
• C17th • Pre – Indus
• 1700’s
• 1800’s
• C18th • Pre –into
industrial
• C19th • Indus
• 1900’s
• C20th • Post indus
• 2000’s
• C21st
The Historical Development of Sport
Ancient Origins
1) POPULAR RECREATION
C15 - 17th
2) PUBLIC SCHOOL
C18-19th
3) RATIONALISATION
& INDUSTRIALISATION
C19th
4) 20th CENTURY
DEVELOPMENTS (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
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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
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P
L
U
C
I
re
ocalised
ncoded
ruel
ndustrial
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C
R
O
W
ourtly/Popular
ural
ccasional
ager
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
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Eton Wall Game
Rugby Football
Harrow Football
Winchester Football
Cricket
Fives (Rugby/Eton/Winchester)
Hare & Hounds
Public School- characteristics
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A
T
H
L
E
T
I
C
I
S
M
ll Round - Body & Mind
emperament
ealth
ohesion/competition
nstrument of Education
portsmanship
uscular Christianity
eadership
ndeavour
eamwork
ntegrity
Phases of Development of Sport in Public
Schools
Phase 1 - The Barabarians
Turn of C19th
 Boys as undisciplined - animals
 Mob Games
 Field Sports
 Folk Games
 Cricket - acceptable team game
 Improvised Country Pursuits
 Boys in control
Phases of Development of Sport in Public
Schools
Phase 2 - Arnoldian
1830 - 1860
 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
Phases of Development of Sport in Public
Schools
Phase 3 - The Cult & Philistine Copies
- 1860 +
 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
Rational Sport
Impact 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 rules
This 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
• Work Conditions
• Economics
factory system and machine time
gradual increase in free time,
Saturday 1/2 day, 10 hour Act,
Early Closing Movement.
capitalism and patronage, works
teams - professional clubs
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 olonial
• A rmy
• T eachers
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P
U
I
C
C
A
atrons
niversity
ndustry
hurch
lubs
dministration
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 C20th
European 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.
Development of PE in
Elementary Schools
Key developments
 1904 - Education Board Syllabus
influence
An attempt to reduce the military
 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 publication
followed by PLANNING THE PROGRAME (1954)
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