SOCIO-CULTURAL STUDIES
RELATING TO PARTICIPATION
IN PHYSICAL ACTIVITY.
Sport and physical activity as a reflection of
the culture in which it exists.
AS PHYSICAL EDUCATION G451
NAME:
,
TUTOR GROUP:
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1
Learning objectives
At the end of this booklet (with reference to the UK) you
should be able to:
Notes Learned
Demonstrate knowledge and understanding of:
Surviving ethnic sports and games in the UK (e.g.
Highland Games.
Describe the characteristics of surviving ethnic
sports and reasons for continued existence and
popularity (including festival; local; traditional;
isolation; social; tourism; annual/occasional;
retention of ethnic identity.
Explain the role of 19th-century public schools in
promoting and organising sports and games.
Explain the relatively recent move from the
traditional amateur approach to a more
professional approach with reference to mass
participation.
Sporting excellence; organisation and
administration; government support) in sport.
2
 Sport and culture
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 Society
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 Culture
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 Ethnic identity
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Read the section on Lewes fire festival and note the characteristics. Task 1 Notes:
Characteristics of Ethnic games:
Characteristics of mob football:
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Surviving Ethnic games notes
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Characteristics
of surviving
games
1. Above you have identified the reasons for the survival of the ethnic games.
2. For each characteristic explain why it has survived.
Identified
reason for
survival
Rowdy
Explained reason for festival survival
Usually associated with alcohol and a form of celebration, therefore
enjoyable.
5
Using the origins of recreation below match up four of your
favourite festivals.
Mistletoe
Religion/fun kissing supposed to bring fertility.
RELIGION- PAGEN
SURVIVAL
MILITARY
RECREATION
Why have festivals suffered and been criticised over the years?
Read the passage on page 233.
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Robert Dover Cotswold Games
Exam tip:
Try and think what society was like, and think how sport/ recreation were. This will give you the foundation of
popular recreation.
Note that there were two elements to society, the rich and the poor. Notice how there is very little
mention of women at this stage.
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Table task
1. Name three multi event festivals and one single sport occasion that could be
classed as a surviving ethnic sport.
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2. Identify three characteristics of surviving ethnic sports in the UK.
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3. Identify four reasons for some festivals not standing the test of time.
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4. Why is Lewes festival different from Robert Dover’s Cotswold games?
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5. How was society changing during the developments of the 19th century? Write
this on the next page.
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The role of the Nineteenth century public school
Based on sport reflecting society, we need to know and understand the role that the public
school had on the changing face of sport.
19th Century (1800-1900) was a time of change.
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 Public baths
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 Rural to Urban
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 Reduction in working hours
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 RSPCA
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 Transport links
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Main features of Public school life and the development sports.
 Money
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 Academic staff assisted games
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 Professional coaches
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 Free time
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You can imagine if you were a boarding child as most where, that you would have a great
deal of time to play and develop your skills at the new forms of sports being created.
. Having the opportunity,
provision and esteem was one of
the main reasons sports
developed so quickly in public
schools. For example Eton,
Harrow, Rugby.
 Space
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 House system
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 Rationalisation
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 Thomas Arnold
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Dr Thomas Arnold was the Head of Rugby School and was
disgusted at the behaviour of the boys who attended. As
society was rowdy and sports involved cruelty to animals and
gambling, so the boys brought these pass times to public
school. Other activities involved poaching, drinking,
trespassing to hunt, swimming in Farmers Rivers, fighting and
betting on horses and dogs. Thomas Arnold saw it as his
mission to transform the moral standing of the children. Arnold
encouraged the boys to be physically active on the school
grounds to highlight the more moral features of teamwork, selfdiscipline, loyalty and courage. The game of cricket was well
established and was seen as showing the right moral code
that Arnold wished to encourage.
The 6th form boys were encouraged to take responsibility for
organising the house teams. Prefects would be in control
forming games committees and inter-school competitions.
Initially inter-school fixtures were not feasible as two schools
didn’t have the same set of rules. This is still evident today
with some local sports, e.g., stool ball. “It is my belief that evil
will develop from idleness and disregard for each other,
through organised games these boys can learn many values
and lesson of life. One must do all he can to develop their
moral standing through positive recreation.”
Notes
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Development of character in public schools
Public
Schools
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A meeting between a new teacher and Tom Brown observing a
football match between rugby school and Eton.
Master: (awkwardly) “Now Mr Brown what kind of game is this?”
Tom: (showing no interest) “Football Sir.”
Master: “No, this is not the football I’ve seen in the villages at home.”
Tom: (a little annoyed) “Yes sir this is football but we’ve changed the game to suit a higher level of
skill”.
Master: (flustered) “What do you mean? The game played was rough and hard, yes, but it showed
courage and aggression, true character building”.
Tom: “Yes sir but with rules, such as lines and posts, uniforms and numbers we can play just as
hard but with skill”.
(A ball is hacked through and a first year dives on the ball and kicks it away, saving a certain goal.)
Tom: (focused on the game)“Well done Billy good effort. He’s a new boy sir.”
Master: “He showed such bravery and courage to dive for the ball.”
(Tom shakes his head and rolls his eyes.)
(The ball is kicked through the goal by a player from Rugby school (Tom’s team) and the team rush
to praise the player.)
Tom: “Great show boys, keep it up. Only 3 min to go and we have beaten Eton for the second year
in a row”.
Master: So you play boys from other schools, why not just play together?”
Tom: “Oh we do sir in house matches, to practice. But then we made the rules the same so other
schools could get a thrashing. That way we can see who the best is truly. It makes us work
together at beating the other schools.”
Master: “Oh I see, like team spirit”. (The whistle blows and Rugby school win the match, players
join and shake hands).
Master: “I say those boys are showing real sportsmanship to go and shake the others hands.
(Nudging him with his elbow). I suppose that’s the Rugby way as well, hey tom”.
Tom shakes his head while turning away.
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Public school technical developments of games
Public Schools
technical
developments
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The promotion of English sports and games
Can you identify the link between all of these sports? Note the reasons why.
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National Governing Bodies
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Activity: re-read through all of the material on pages 236-238 and the work you have done
in the booklet on promoting and organising sports and games. Place words or phrases into
revision lists.
What helped
to promote the
games?
How were the
games
organised?
How did expublic school
boys help
spread team
games?
What colleges
were involved
in the
development
of sports and
games?
Complete the acronym that summarises the reasons for the development of public school
sports.
P Pro coaches
H
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Exam question
(6)
During the 19th century Oxford and Cambridge Universities acted as ‘melting
pots’ in terms of the historical development of sport.
Using examples explain what is meant by melting pot and identify how this
development spread around the world.
Exam question
(5)
Thomas Arnold and other headmasters decided to change the emphasis of
recreation.
Using examples explain what values Arnold sort to encourage and identify
where they are still evident today.
Exam question
(5)
Mob football is a clear example of popular recreation.
Explain how public school development of sports could have changed mob
football.
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Amateur and Professional
Victorian and Modern day
Explain the relatively recent move from the traditional amateur approach
to a more professional approach (with reference to mass participation;
sporting excellence; organisation and administration; government support)
in sport.
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Professional or Amateur?
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Professional or Amateur?
For a level one answer you might have to identify the differences between
professional and amateur?
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To show an understanding of the development of amateur and professional you will
need to show how the two concepts of amateur and professionalism have evolved.
Characteristics of Victorian professionals
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Characteristics of Victorian amateurs
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An amateur approach to sport- Using
unreliable, inconsistent and erratic methods.
A professional approach to sport – Using
more reliable, serious and consistent
methods.
Gentleman amateur – Wealthy upper
middle class individuals who excelled at
games.
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Cricket match between BHASVIC and Varndean Wed 13th Sept 1804
Rules for Gentleman amateurs:
All to be called gentleman or Sir
Names to appear appropriately in the programme, e.g.,
D Morris Esq. for gentlemen and D Morris.
Ensure no gentleman travels with a non-gentleman
No gentleman shall have to eat with a working class professional
Gentleman will not have to change in the same area as working
class professionals.
Working class professionals will do all bowling and running,
where gentleman amateurs will display themselves through fine
batting.
Characteristics of modern professionals
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Characteristics of modern amateurs
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Q What are the advantages and disadvantages of professionalism in modern day?
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Examples of Advantages
E.G Role models as a positive =
Kelly Holmes
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Disadvantages
E.G Cost of playing or supporting
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Organisation and Administration of Sport in the UK
NGB
DCMS
FA/RFU/AAA
Sports Minster
Sport England
All other funding
for sports
Uk Sports
Olympic success
DFEE
Sports Wales
Sports
Scotland
Schools Sports
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Changing face of Amateur sport
Mass participation.
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Sporting excellence
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Organisation and admin of sport
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THE ORGANISATION & ADMINISTRATION OF SPORT IN THE UK
What do National Governing Bodies do and how long have they been around?
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What does the Department for Culture, Media and Sport (DCMA) do in relation to sport?
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How have government ministers traditionally supported or not supported sport?
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How has this changed in recent years?
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Will it be in time for 2012?
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Table task
1) The name game. In threes with one scoring try and recall
as many of the characteristics of surviving games as you
can. Take it in turns until the other person stutters or pauses.
You then win. The winner stays on and plays the next
opponent.
2) Complete the acronyms
PHASTIME and TOPVIC
Explain one of these to the person next to you. They then
explain the other to you. Ensure that you are happy with
their answer, if not, add in the extra detail.
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3) During the 19th century Oxford and Cambridge Universities acted as
‘melting pots’ in terms of the historical development of sport.
Using examples explain what is meant by melting pot and identify how this
development spread around the world. What evidence is there of
sportsmanship in today’s sports.
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