PAST PAPER QUESTIONS
Public schools and development of organised sport
Jun 01 Qu 2
(b)
From the mid 19th century onwards the public schools played an important role in the
development of rational games within society
(i)
What was the role played by the ‘old boys’ of the public schools? (4 marks)
(ii)
Those attending Public Schools generally came from the middle and upper
classes. How might this have affected the control of sport during the first half of the 20th
century?
(3 marks)
Jan 03 Qu 2
The development of a number of sports was greatly influenced by public schools during the
late 19th century.
(a)
State three changes made to sports by the public schools.
(3 marks)
(b)
Athleticism and Muscular Christianity were associated with sport during this period.
Explain what is meant by these terms.
(3 marks)
(c)
How did the ex-pupils of public schools open up sport to the wider community?
(3 marks)
Jan 04 Qu 3
From the middle of the 19th Century, modern sports have gained in popularity.
(a)
The development of modern sport began in the English public schools.
(i)
Describe how sport was developed by the English public schools. (4 marks)
(ii)
What were the reasons for these developments?
(5 marks)
Jun 04 Qu 1
(a)
One of the aims of public and state school education, since the 19th century, has been
to help to prepare young adults for later life.
(i)
What were the characteristics of the 19th century English public schools?
(3 marks)
(ii)
Boys at public schools participated in team games. How were team games
used to help prepare the boys to become leaders in society
(4 marks)
Jan 05 Qu 2
Since the 19th century the UK has developed from an industrialised and urban society to a
knowledge-based and service-based economy
(a)
Modern sports are partly a result of changes that occurred in the 19th century.
(i)
How did English public schools influence the technical development of games?
(3 marks)
(ii)
How did sport spread from the English public schools in the late 19th century
(3 marks)
Jun 05 Qu 1
(b)
Many games developed in 19th century public schools as a result of the boys interest
in sporting activities and as a means of control behaviour.
(i)
What was the role of the sixth form in the development and rationalization of
games?
(2 marks)
(ii)
How did public schools use team games such as cricket as a form of social control?
(4 marks)
(c)
Explain the reasons why the upper/middle classes became the controllers and
administrators of sport in the late 19th century
(3 marks)
PAST PAPER QUESTIONS
Jun 05 Qu 3
(c)
How did 19th century public schools develop sporting excellence?
(4 marks)
Jan 06 Qu 3
(b)
How did the 19th century public schools and universities influence the development
of games and their spread into wider society?
(4 marks)
Jun 06 Qu 1
(b)
Many games developed in 19th century public schools as a result of the boys'
interest in sporting activities and as a means to control behaviour.
(i)
What was the role of the sixth form in the development and rationalisation of
games?
(2 marks)
(ii)
How did public schools use team games such as cricket as a form of social
control?
(4 marks)
Jun 06 Qu 3
(c)
How did 19th century public schools develop sporting excellence? (4 marks)
Jan 07 Qu 1
British society experienced many changes in the 19th and 20th centuries, resulting in the need
for people to develop and adapt their skills and roles.
(c)
(i)
What were the characteristics of public and state schools in the 19th
century
(4 marks)
Jan 07 Qu 2
(c)
Public schools in the 19th century left a tradition of game sin British schools.
How did the public schools in the 19th century bring about the technical and moral
development of games such as football?
(5 marks)
Jun 07 Qu 1
Physical activity has always been a high priority in schools in the UK
(a)
Physical activity in public schools in the 19th century involved the playing of games
such as rugby football. These games were encouraged as they helped the boys develop the
cult of athleticism
(i)
What do you understand by the term athleticism? Explain the social and
physical benefits hat could be gained by the boys through playing these types of games.
(4 marks)
(ii)
Public school boys excelled at the games that they played. Why did the
headmasters of these schools encourage the boys to participate in and excel at these games?
(3 marks)
Jun 07 Qu 2
(b)
The development of National Governing Bodies was a significant feature of 19th
century sport.
Why did National Governing Bodies such as the Football Association, emerge during this
period?
(3 marks)
PAST PAPER QUESTIONS
June 08 Qu 1
(b)
During the 19th century, children in the state school system and public school system
had
very different experiences.
(ii)
Explain how the team games played in the public schools reflected and
prepared the boys for the lifestyle of the middle and upper classes. (4 marks)
Jan 09 Qu 3
Sporting activities can reflect the changes experienced within a society.
(a)
What were the characteristics of popular recreation, such as mob football, and how
did these activities reflect pre-industrial society in the United Kingdom? (4 marks)
(b)
What technical developments did the 19th century English public schools make to the
way in which games were played?
(4 marks)
Factors affecting rationalisation of sport
Jan 02 Qu 3
(c)
During the period 1860 to 1900 many sports became more developed and organised.
What social, economic and/or political changes helped to bring this about? (3 marks)
Jun 02 Qu 3
Association football and rugby union developed from versions of pre-Industrial mob games
played in rural areas of Britain.
(b)
By the start of the 20th century association football had become a popular sport
among working class populations in urban areas. Account for the decline of mob
games and their replacement by this modern form of sport.
(5 marks)
Jan 03 Qu 4
During the 19th and early 20th centuries, very clear distinctions were maintained between
social classes in terms of their participation in sport and physical activity.
(b)
Between 1860 and 1900, many national governing bodies for sport were formed in
England. Explain why these governing bodies were formed.
(3 marks)
Jun 03 Qu 2
(b)
During the late 1800s, modern sports replaced traditional mob games. What social
and economic changes accounted for this development
(6 marks)
Jun 03 Qu 3
(b)
Many National Governing Bodies of sport were set up in England during the period
between the late 1800s and early 1900s. Why was it necessary to form these
governing bodies and why did some of them prevent professionals from competing in
their sport?
(5 marks)
Jan 04 Qu 2
At the beginning of the 20th Century, the extent and nature of a person’s participation in sport
were influenced by their social class and gender.
PAST PAPER QUESTIONS
(b)
Discuss the reasons why people from the working class had fewer opportunities to
participate than those from the upper and middle classes.
(4 marks)
Jan 04 Qu 3
(b)
During the late 19th Century church organisations promoted sport among their local
communities. What was their purpose for doing this and how was it achieved?
(3 marks)
Jun 04 Qu 2
Many sports have undergone dramatic changes since the middle of the 19th century.
(b)
What social factors caused mob games to develop into their rational form? (5 marks)
Jan 05 Qu 4
(b)
How and why did the Church promote physical recreation activities in the late 19th
century?
(4 marks)
Jun 06 Qu 1
Sport has played an important role in society for many years.
(a)
The United Kingdom is considered to be the birthplace of modern sport.
What features of British society in the 19th century allowed sport to develop to its
modern form?
(4 marks)
Jan 07 Qu 3
(c)
Since the 19th century, how and why did the Church develop leisure opportunities for
the British public?
(4 marks)
Jan 08 Qu 1
(d)
Physical recreation is an activity that takes place during leisure time.
What factors led to an increase in leisure opportunities for the working class during
the 19th century?
(4
marks)
Jan 09 Qu 4
(b)
During the 20th century, the benefits of physical recreation began to be recognised
within the state school system.
Give reasons for this development and explain how it was implemented. (3 marks)
June 09 Qu 2
(e)
Mob football was an example of popular recreation in the early 19th century. What
social
factors caused mob games to develop into their rational form?
(4 marks)
Early 20th century history of physical activity in state schools
Jan 01 Qu 4
The developments in Physical Education in state schools over the last 100 years have resulted
from changes in educational philosophy and society in general.
(a)
(i)
What were the significant differences and similarities between the 1902 and
PAST PAPER QUESTIONS
(b)
the 1909 syllabuses?
(3 marks)
(i)
What were the main arguments used to promote these changes in syllabuses
and would any of these arguments be relevant today?
(4
marks)
There were significant differences in the provision made for physical activity in state
and public schools of that period.
(i)
Explain those differences in terms of the social class divisions of the day.
(4 marks)
Jun 01 Qu 1
The role of exercise in promoting good health has been recognised for many years
(a)
The link between exercise and health has frequently influenced the development of
PE syllabuses.
(i)
What were the significant developments between the 1904 and 1919
syllabuses?
(4 marks)
(ii)
What were the major factors that influenced these developments? (4 marks)
Jan 02 Qu 3
The nature and extent of a person’s participation in sport or physical activity may be
influenced by their social class.
(a)
In the late 1800s public schools focused on and developed team sports, whilst
elementary schools incorporated exercises based on military drill into the curriculum
(i)
Comment on the differences between the two types of school in terms of
provision for and delivery of physical activity.
(3 marks)
(ii)
What personal characteristics were the two types of school trying to develop?
(3
marks)
Jan 03 Qu 1
(c)
The physical activities offered by state elementary schools changed during the first
half of the 20th century. Describe and explain these changes.
(7
marks)
Jun 03 Qu 1
(b)
During the late 19th century, participation in physical activity within schools was very
much determined by social class.
With reference to physical activities experienced, contrast the ways in which the
upper /middle and working classes were prepared for life after school.
(5
marks)
Jan 04 Qu 4
(d)
There have been many developments in state school PE since 1900. Identify the
similarities and differences in terms of objectives and delivery between the early state
school (1904-1918) PT syllabuses and the current National Curriculum for Physical
education.
(6 marks)
PAST PAPER QUESTIONS
Jun 04 Qu 1
(a)
Rather than play team games, children in Elementary State Schools carried out
military drill.
(iii)
How did military drill prepare the working classes for their role in society?
(3 marks)
Jan 05 Qu 3
The UK has experienced a number of wars, which have affected the philosophy and provision
of physical activity in schools and society.
(a)
As a consequence of the Boer War, the Model Course (1902-1904) was introduced
into state elementary schools.
What were the objectives and characteristics of the Model Course?
(4 marks)
(b)
Syllabuses of Physical Training replaced the Model Course.
What were the main differences between the early syllabuses (1904-1909) and the
final syllabus in 1933 in terms of content and delivery?
(4 marks)
June 05 Qu 2
(c)
(ii)
Why was military drill considered suitable for working class children in state
schools at the beginning of the 20th century?
(4 marks)
Jun 06 Qu 2
Physical Education and Outdoor Education are considered worthwhile experiences for
children and young adults.
(a)
Physical Education programmes in schools may include gymnastics, as this is thought
to be an important activity within the National Curriculum for Physical Education.
(ii)
Gymnastics has been taught in many different forms since the 19th century.
Each form has been associated with a change in educational thinking. Explain
how and why gymnastics has developed to meet the changing ideas in
education since the 19th century.
(4
marks)
June 06 Qu 2
(b)
(ii)
Why was military drill considered suitable for working class children in
state schools at the beginning of the 20th century?
(4 marks)
Jan 07 Qu 1
British society experienced many changes in the 19th and 20th centuries, resulting in the need
for people to develop and adapt their skills and roles.
(ii)
Military drill was one of the first forms of physical activity to be included in
state schools. What were the aims and characteristics of military drill?
(5
marks)
Jun 07 Qu 3
(b)
In 1904, the government introduced the Syllabuses of Physical Training which all
state schools had to follow.
Why did the government introduce the Syllabuses of Physical Training and what
changes occurred between the early syllabus of 1904 and the syllabus of 1933?
(4marks)
PAST PAPER QUESTIONS
June 08 Qu 1
(b)
During the 19th century, children in the state school system and public school system
had very different experiences.
(i)
Military drill and Swedish gymnastics were taught in state schools in the
19th century.
What were the similarities between military drill and Swedish gymnastics
in terms of content and methods of delivery?
(3
marks)
Jan 08 Qu 4
Physical Education has developed since the 19th century in terms of subject content and styles
of teaching.
(a)
(i)
What were the objectives of teaching military drill in the 19th century?
(3
marks)
(ii)
How did the role of the Physical education teacher change, from teaching
drill style gymnastics to teaching educational gymnastics from the Moving and
growing programme of the 1950s?
(4 marks)
(iii)
What is meant by the term therapeutic and how has it been incorporated
within school physical education programmes since the 19th century?
(3
marks)
Jan 09 Qu 2
(b)
Improving health and fitness has always been an important concept in physical
education programmes.
Apart from health and fitness, what were the other objectives of military drill in the
19th century?
(2 marks)
June 09 Qu 1
(c)
Outline the development of games within the public and state school systems since
the 19th century.
(4
marks)
June 09 Qu 4
The UK has experienced many social changes which have affected the philosophy and
provision of physical activity in schools.
(a)
As a consequence of the Boer War, the Model course (1902-1904) was introduced
into state elementary schools.
(i)
What were the objectives of the Model Course?
(2 marks)
(ii)
What were the characteristics of the Model course?
(3 marks)
June 09 Qu 4
(b)
Syllabuses of Physical Training replaced the Model course.
What were the main differences between the early syllabuses (1904-1909 and the
final syllabus in 1933 in terms of content and delivery?
(4 marks)
PAST PAPER QUESTIONS
Public schools and development of organised sport
Jun 01 Qu 2
(b)
From the mid 19th century onwards the public schools played an important role in the
development of rational games within society
(i)
What was the role played by the ‘old boys’ of the public schools? (4 marks)
(ii)
Those attending Public Schools generally came from the middle and upper
classes. How might this have affected the control of sport during the first half
of the 20th century?
(3 marks)
b) (i) 4 marks for 4 of:
1 Old boys took their love of organised sport to university;
2 Many returned to schools to spread the philosophy of athleticism/games/to coach;
3 Ex-Oxbridge sportsmen/ex public school boys were prominent in the setting up of the
governing bodies of sport clubs/leagues/rules;
4 Public school/Oxbridge educated curates took the cult of athleticism/rational sport into
working class parishes;
5 Public school/Oxbridge educated sons of industrialists used principles of
athleticism/rational sport to improve morale/loyalty with the work force;
6 Military officers spread to troops/colonies.
(ii) 3 marks for 3 of:
1 Many sports became seen to be the preserve of the middle classes/more opportunity;
2 Some sports had rules banning certain sections of the community/amateurism;
3 Other sports/clubs made themselves exclusive through selection committees;
or by cost of joining;
4 The middle classes ran many of the national governing bodies of sport/controlled sport;
5 Middle or upper class sports valued at the expense of working class sports.
Jan 03 Qu 2
The development of a number of sports was greatly influenced by public schools during the
late 19th century.
(a)
State three changes made to sports by the public schools.
(3 marks)
(b)
Athleticism and Muscular Christianity were associated with sport during this
period. Explain what is meant by these terms.
(3 marks)
(c)
How did the ex-pupils of public schools open up sport to the wider community?
(3 marks)
Qu 2
(a) 3 marks for three from:
1 Rationalised;
2 Introduction of rules/fairness;
3 Limits/boundaries to time/space/structural;
4 Restrictions for player behaviour/conduct/less violent/more civilised;
5 Development of equipment/kit;
6 Codification of rules. 3 marks
PAST PAPER QUESTIONS
(b) Sub max 2 marks:
Athleticism (physical values)
1 Manliness/physical/robustness
2 Pursuit of physical endeavour;/effort/striving;
3 Appreciating the value of healthy exercise/fitness;
4 Accepting the discipline of rule-regulated activity;
5 Accepting the discipline of physical preparation;
6 Moral integrity.
Sub max 2 marks:
Muscular christianity (ethical values)
7 Working for a team/team work/putting team first/team spirit/loyalty to the cause;
8 Conforming to the rules/authority/principle of fair play/sportsmanship;
9 Playing honourably more important that winning;
10 Use of ‘God-given’ abilities;
11 Performance dedicated to God.
Must cover both concepts for 3 max 3 marks
(c) Max 3 for three of:
1 Through Civil Service/foreign/diplomatic service/british
Empire/colonies/churches/ Sunday schools/Boys Brigade/YMCA/Armed
Forces; 1 mark for any agency
2 Setting up of clubs/teams by factory owners for working class;
3 Provision of facilities/grounds by above/urban authorities/public open space;
4 Reduction in working hours/provision of specific time for sport;
5 All through philanthropy/concern for the welfare of the poor;
6 Working as teacher/master in preparatory school.
NB: Max 1 mark for a/or list of unqualified agencies 3 marks
Jan 04 Qu 3
From the middle of the 19th Century, modern sports have gained in popularity.
(a)
The development of modern sport began in the English public schools.
(i)
Describe how sport was developed by the English public schools. (4 marks)
(ii)
What were the reasons for these developments?
(5 marks)
Qu 3
(a) (i)
Football/rowing
1.
original versions from villages;
2.
played regularly/in leisure time;
3.
older boys in charge/self governing;
4.
developed rules/rationalisation;
5.
equal numbers on teams/devised limited space/introduced boundaries;
6.
inter-house/inter-school;
7.
improved equipment/kit/technological developments/coaching;
(4 marks)
(a) (ii)
1.
social control/occupy boys free time/safety;
2.
preparing boys for roles in society;
3.
develop athleticism among boys/physical endeavour and moral integrity;
PAST PAPER QUESTIONS
4.
5.
6.
7.
8.
9.
adherence to letter and spirit of sport/sportsmanship/fair play;
promote team building/loyalty;
develop leadership;
develop muscular Christianity;
promote self-discipline/self control;
character building;
(5 marks)
Jun 04 Qu 1
(a)
One of the aims of public and state school education, since the 19th century, has been
to help to prepare young adults for later life.
(i)
What were the characteristics of the 19th century English public schools?
(3 marks)
(ii)
Boys at public schools participated in team games. How were team games
used to help prepare the boys to become leaders in society
(4 marks)
Qu 1
(a) (i)
1. Upper Class/gentry;
2. Fee-paying;
3. Rural/not local;
4. Boarding;
5. Boys;
6. Spartan/fagging;
7. Strict discipline;
8. Endowed/trustees;
max 3
(ii)
1. Run by older boys/sixth formers/organising own events;
2. Teamwork/loyalty;
3. Captain/leadership;
4. Physical/hard work/fitness;
5. Tactics/decision-making;
6. Competitive in competitive society;
7. Self-discipline/work under pressure;
8. Testing courage and bravery;
9. Lead by example;
10. Sportsmanship;
max 4
Jan 05 Qu 2
Since the 19th century the UK has developed from an industrialised and urban society to a
knowledge-based and service-based economy
(a)
Modern sports are partly a result of changes that occurred in the 19th century.
(i)
How did English public schools influence the technical development of
games?
(3 marks)
(ii)
How did sport spread from the English public schools in the late 19th century
(3 marks)
PAST PAPER QUESTIONS
Qu 2
(a)
(i)
1
boys brought activities from villages and schools;
2
played regularly in free time;
3
devised initial rules/individual schools versions;
4
(this allowed) inter House competitions;
5
later adopted standardised rules;
6
(this allowed) inter-school competitions;
7
structural changes boundaries/time limits/numbers on
teams/strategies/roles/skills/ techniques/kit;
8
Leadership/captain roles/games elite.
(do not credit fair play)
(ii)
1.
2.
3.
4.
5.
6.
7.
8.
9.
(3 marks)
British Empire/colonising other cultures/exporting British traditions;
Officers;
Teachers to schools/blues/colours;
Clergy through church;
Employers through employees;
Establishing the modern sport club structure/regional/national;
Creating National Governing bodies/administration structures;
Ex public school boys high status/jobs/influential/government;
University
3 marks
(do not credit old boys on their own/armed forces)
Jun 05 Qu 1/Jun 06 Qu 1
(b)
Many games developed in 19th century public schools as a result of the boys interest
in sporting activities and as a means of control behaviour.
(i)
What was the role of the sixth form in the development and rationalization of
games?
(2 marks)
(ii)
How did public schools use team games such as cricket as a form of social
control?
(4 marks)
(c)
Explain the reasons why the upper/middle classes became the controllers and
administrators of sport in the late 19th century
(3 marks)
(b) (i)
1. Sixth form given responsibility for organising/officiating games/interschool fixtures;
2. Initially little involvement by the masters/later acted as authority for
masters;
3. Devised (individual school) rules/technical development of games;
4. Developed sports committees e.g. Harrow Philathletic;
5. Became games elite/earned respect and status/Captain of a team had high
status/leadership skills/sixth formers as role models;
6. Given responsibility of younger boys/fagging system/social control/stop
brutality/bullying.
2 marks
PAST PAPER QUESTIONS
(ii)
1. Positive use of leisure time/alternative to poaching/trespassing/counter
bad behaviour;
2. Could be played on school grounds;
3. Obeying rules developed a code of conduct/gentlemanly behaviour/fair
play;
4. Loyalty to team/teamwork/team game etc;
5. Smaller boys (fags) helped in practice/feel involved/team ethics/idea of
service;
6. Junior teachers acted as players and coaches (due to nature of cricket);
7. Headmasters allowed boys to play respectable games;
8. Inter school fixtures brought the boys together/those who didn’t play could
watch and support (must qualify effect of fixtures to credit);
9. Respect for Captain/leadership;
10. Character building/self discipline;
11. Sixth Form/older boys given authority/fagging system.
4 marks
(must use team games to credit)
(c)
1. Went to public schools/well educated;
2. Had high social status/ powerful following industrial revolution/political
clout/wealthy (do not credit money unless qualified);
3. Ex public schoolboys/girls set up original clubs/governing bodies;
4. Had a lot of leisure time to fill/ Working classes did not have a lot of leisure
time.;
5. Were used to being leaders/developed leadership skills/would be leaders in
society;
6. Wanted to control leisure of working classes/gave sport a moral focus;
7. Working classes did not have the power/skills to be administrators/not
educated;
3 marks
Jun 05 Qu 3/June 06 Qu3
(c)
How did 19th century public schools develop sporting excellence?
(4 marks)
(c)
1.
Boys able to play regularly/use of leisure time;
2.
Develop skills;
3.
Sporting talent could participate together/created a school elite;
4.
Extensive/better facilities/grounds/equipment;
5.
Coaching standards developed/masters began to become involved/Oxbridge Blues;
6.
Competitive opportunities via house/inter-school;
7.
Prestige of winning led to serious training/employment of professional coaches in
some instances;
8.
Encouragement by headmasters/time given to sport;
9.
Sport thought to promote athleticism.
4 marks
Jan 07 Qu 1
British society experienced many changes in the 19th and 20th centuries, resulting in the need
for people to develop and adapt their skills and roles.
(c)
(i)
What were the characteristics of public and state schools in the 19th
PAST PAPER QUESTIONS
century
(4 marks)
(c) (i) Sub max 3 per section:
State
1. Day/local;
2. Free to go/after small initial charge;
3. Mixed ages/sexes;
4. Poor cramped facilities/few facilities;
5. For the working classes;
6. Gave a basic education the in the 3 R.s and the 4th R . Religion;
7. Physical activity included military drill/forms of gymnastics/physical training.
Public
8. Boarding/residential/rural/non local
9. Single sex/boys
10. Fee paying/elitist/run by trustees
11. Middle upper class
12. Sophisticated facilities/larger grounds
13. Spartan/fagging/strict discipline system 4 marks
(ii) 5 marks for 5 of: Sub max 4 marks
Characteristics
1. Free standing/no equipment/large numbers/small space;
2. Standing in regimented rows/unison/class response;
3. Taught by NCOs;
4. Adult exercises for children/took no account for children.s needs;
5. Static/no creativity/no skill development;
6. Marching/weapon familiarity;
7. Mixed ages/sexes.
8. Instructional/didactic/no inter-action/command style
Jan 07 Qu 2
(c)
Public schools in the 19th century left a tradition of games in British schools.
How did the public schools in the 19th century bring about the technical and moral
development of games such as football?
(5 marks)
c) 5 marks Sub max 4 per section
Technical Moral
1. Lots of time/regular play
2. Developed rules
3. Developed structure e.g. time/boundaries/number of players/officials/coaches
4. Division of labour e.g. attack/defence
5. Equipment changes/goal posts/kits
6. Competition/house/later school
7. Code of behaviour/etiquette
8. Sportsmanship/fairplay
9. Leadership/response to leadership
10. Win and lose with honour
11. Respect for opponents
12. Athleticism/physical endeavour with moral integrity
13. Teamwork/cooperation
PAST PAPER QUESTIONS
(Must make link to credit answer)
5 marks
Jun 07 Qu 1
Physical activity has always been a high priority in schools in the UK
(a)
Physical activity in public schools in the 19th century involved the playing of games
such as rugby football. These games were encouraged as they helped the boys
develop the cult of athleticism
(i)
What do you understand by the term athleticism? Explain the social and
physical benefits that could be gained by the boys through playing these types
of games.
(4 marks)
(ii)
Public school boys excelled at the games that they played. Why did the
headmasters of these schools encourage the boys to participate in and excel at
these games?
(3 marks)
Qu 1.
(a) (i) 4 marks for 4 of:
1.
Physical endeavour with moral integrity (sub max 1 mark)
3 marks for 3 of :
Physical
2. Energetic/hard physical
work/strength/ develop
fitness/ robust /
health/manliness
3. Physical contact game/take
knocks/ bravery
4. Break from study
5. Catharsis/ stress relief
Social
6. Teamwork/ co-operation/ team
more important than individual
7. Abiding by rules/fairplay/
sportsmanship
8. Win with honour/lose with
dignity/ Respect opponents
9. Test of temperament/coping
with pressure
10. Leadership
(ii) 3 marks for 3 of:
1.Social control/ kept large numbers of boys occupied / in acceptable
activities/ away from drinking – gambling/encouraged rational games
not mob;
2.
Prestige of the school/ compete against other schools for pupils/ impress
parents/ governors/ fixture results reported by media / use of sports days;
3.
Rational sport promoted middle class values / respect for rules –
authority/sportsmanship/fairplay/preparing for future
roles/leadership/character building/teamwork;
4.
Health/fitness;
5.
(Government report ‘Clarendon’) stressed the educational value of team
games;
6.
Competitive nature of British society / learn how to win and lose with
honour;
7.
Muscular Christianity/Christian values.
(need to qualify win to credit mark)
PAST PAPER QUESTIONS
Jun 07 Qu 2
(b)
The development of National Governing Bodies was a significant feature of 19th
century sport.
Why did National Governing Bodies such as the Football Association, emerge during
this period?
(3 marks)
(b)
3 marks for 3 of:
1.
2.
3.
4.
5.
6.
Sports such as football became more popular / lots of clubs – people
playing;
Needed an administrative organisation/organising authority/control of
sport;
To oversee rules/standardise/codify;
Organise competitions;
Eligibility – amateur – professional;
Interest/passion of/ old boys network.
June 08 Qu 1
(b)
During the 19th century, children in the state school system and public school system
had very different experiences.
(ii)
Explain how the team games played in the public schools reflected and
prepared the boys for the lifestyle of the middle and upper classes. (4 marks)
(ii)
4 marks for 4 of:
1. Recreational activity/had a lot of leisure time so need for recreation activities/leisured
class
2. Required expensive facilities/equipment/had a lot of money so could afford
3. Leadership roles eg captain/prepared for life as leaders later in life/giving orders/high
status jobs/confidence
4. Encouraged decision making/organising skills/factory owners/clergy/doctors/officers etc
5. Understanding team spirit/team morale/communication
6. Gentlemanly conduct/displayed through etiquette/codes of
conduct/sportsmanship/fairplay/moral integrity
7. Character building/bravery/courage/loyalty/self discipline/control temperament
Jan 09 Qu 3
Sporting activities can reflect the changes experienced within a society.
(a)
What were the characteristics of popular recreation, such as mob football, and how
did these activities reflect pre-industrial society in the United Kingdom? (4 marks)
(b)
What technical developments did the 19th century English public schools make to the
way in which games were played?
(4 marks)
3 (a)
5 marks for 5 of.
(sub max 3, don't need to make a direct link)
PAST PAPER QUESTIONS
Characteristics
1. Played occasionally
2. Few rules
3.
4.
5.
6.
7.
8.
9.
(b)
Reflection of society
10. Little free time
11. Uneducated so no written
rules
Violent/injuries
12. Harsh lifestyles
Male
13. Little money
Low structure/unlimited time and 14. Little transport/mobility
numbers of participants/few
across country boundaries
Limited facilities/equipment
needed
Working classes
Force rather than skill
Local
4 marks for 4 of:
1. Developed rules
2. Skills
3. Strategic/tactics
4. Kit to distinguish teams
5. Division of labour/e.g. attack defence/leadership/captain
6. Boundaries e.g. pitches
7. Facility/equipment developed
8. Competition - house/inter school
Factors affecting rationalisation of sport
Jan 02 Qu 3
(c)
During the period 1860 to 1900 many sports became more developed and organised.
What social, economic and/or political changes helped to bring this about? (3 marks)
(c) 3 marks for 3 from:
1 Need to control the sports in terms of who played/maintain amateur ethos in the face of
increasing commercialism/professionalism/middle class control;
2 Increase in the number of teams/domestic fixtures/competitions/leagues;
3 Need to agree rules/regulations on nation-wide basis/NGBs;
4 Acceptance of sports as morally worthwhile activity;
5 Improved transportation/railways;
6 Development of international matches/competitions;
7 Developments born out of concern for poor/welfare of workers/philanthropy/demand
from unions of workers rights;
8 Animal sports/mob games were banned/draw away from base activities;
9 Lack of space in urban areas;
10 Social control/disciplined work force/civilising/good for morale.
Mark to a maximum of 3 marks
PAST PAPER QUESTIONS
Jun 02 Qu 3
Association football and rugby union developed from versions of pre-Industrial mob games
played in rural areas of Britain.
(b)
By the start of the 20th century association football had become a popular sport
among working class populations in urban areas. Account for the decline of mob
games and their replacement by this modern form of sport.
(5 marks)
(b) 5 max for 5 of:
Promotion of modern football
1 ex-public school boys set up teams via the factory/church in which working class could
participate;
2 industrial capitalist ethic/commercialisation of association football provided the basis for
professional teams/players;
3 majority encouraged to become spectators at matches/use of increased disposable
income;
4 improvements in transport/railways allowed for more widespread fixtures between teams;
5 TUC/trade unions secured shorter working week/lobbied for works facilities;
6 promotion of football among the population via the media of the day.
Decline of traditional mob games
7 industrial work regime reduced the number of festivals/days on which mob football was
played/opportunities to play mob games reduced;
8 development of urban areas destroyed traditional village rivalries
9 mob games were based on such rivalries;
10 urban areas initially lacked the open spaces required for mob games;
11 industrialisation resulted in a clear division between work and leisure time/particular
times of the week became associated with leisure time;
12 laws/changes in culture made rowdy, violent behaviour associated with mob games
unacceptable/civilising process reduced the levels of violence that would be tolerated.
Jan 03 Qu 4
During the 19th and early 20th centuries, very clear distinctions were maintained between
social classes in terms of their participation in sport and physical activity.
(b)
Between 1860 and 1900, many national governing bodies for sport were formed in
England. Explain why these governing bodies were formed.
(3 marks)
(b) 3 marks for three from:
1 Devise revisions of games from public schools;
2 Increased number of clubs/fixtures required more uniform rules to be
established/administered/administrative;
3 Greater mobility/more widespread competition/due to improvements in transport also
required codified rules;
4 Rise in competition/need to oversee developed/devised/set up competitions/tournaments;
5 Greater need to vet competitors/teams/clubs in an attempt to maintain amateur code;
6 Desire by middle/upper class to control sport/administer. 3 marks
Jun 03 Qu 3
(b)
Many National Governing Bodies of sport were set up in England during the period
between the late 1800s and early 1900s. Why was it necessary to form these
PAST PAPER QUESTIONS
governing bodies and why did some of them prevent professionals from competing in
their sport?
(5 marks)
(b) Formation
1. Increase in number of fixtures/competitions;
2. more widespread playing of sport required nationally agreed rule
structure/regulations;
3. different versions developed by different schools;
4. to set up competitions/leagues;
5. deal with professionalism/commercialism.
Prevention
6. Desire to maintain control of sport;
7. preservation of amateur ideals;
8. maintain exclusivity of sport/not mix with lower classes;
9. did not like losing to professionals.
5 marks
Jan 04 Qu 2
At the beginning of the 20th Century, the extent and nature of a person’s participation in sport
were influenced by their social class and gender.
(b)
Discuss the reasons why people from the working class had fewer opportunities to
participate than those from the upper and middle classes.
(4 marks)
b)
1. Lack of leisure/free time;
2. Lack of money/resources/diet/health/facilities;
3. Restrictive membership schemes/regulations;
4. Amateur regulations;
5. Limited demand for professionals in sport;
6. Traditional working class (animal/cruel) sports frowned upon/considered
uncivilised/banned;
7. Encouraged to become spectators;
(4 marks)
Jan 04 Qu 3
(b)
During the late 19th Century church organisations promoted sport among their local
communities. What was their purpose for doing this and how was it achieved?
(3 marks)
Jan 09 Qu 4
(b)
During the 20th century, the benefits of physical recreation began to be recognised
within the state school system.
Give reasons for this development and explain how it was implemented. (3 marks)
(b)
3 marks for 3 of.
Reasons
1. Working class won right to
recreation
2. Health benefits/morale boosting
3. Increasing leisure time needed to
Implemented
8. 1944 Education Act/LEA had to
provide recreational facilities/
education reform
9. Facilities in schools improving
PAST PAPER QUESTIONS
4.
5.
6.
7.
be filled
Form of social control
WWII - recognised rehabilitation
effects of recreation
Legacy of public schools/state
schools begin to copy public
schools
Raising of school leaving age needed to have more variety of
activities
10. Policy in schools improving
11. Teams/clubs/extra curricula
12. Recreation focus in National
Curriculum
13. Options programmes in the 1970s
14. Dual use/use of community
facilities
15. Policies such as PESSCLS
June 09 Qu 2
(e)
Mob football was an example of popular recreation in the early 19th century. What
social factors caused mob games to develop into their rational form?
(4 marks)
(e) 4 marks for 4 of:
1. Church encouraged rational recreation
2. Wanted a more civilised/disciplined workforce
3. Traditional rowdy pastimes not popular with middle/upper classes/banned
by legislation / want values attached to sport
4. Effect of public school/university education e.g. regularity of
play[devised rules]
5. Industrialisation led to urbanisation/a lack of space (therefore mob games
not suitable) / loss of traditional rural activities
6. But working classes need to be occupied/social control
7. Transport/particularly railways allowed more fixtures further afield.
8. New wealth as a result/commercialisation/facilities being built for its
purpose
Early 20th century history of physical activity in state schools
Jan 01 Qu 4
The developments in Physical Education in state schools over the last 100 years have resulted
from changes in educational philosophy and society in general.
(a)
(i)
What were the significant differences and similarities between the 1902 and
the 1909 syllabuses?
(3 marks)
(a) (i) 3 marks for 3 of: (Max 2 per section)
(differences)
1 1902 drill based;
2 1902 had specific military objective/taken by NCOs;
3 1909 based on therapeutic/Swedish gymnastics;
4 1909 introduced organised games along side the gym
(similarities)
5 both teacher directed
6 based on highly prescriptive syllabuses;
7 both purported to improve fitness
PAST PAPER QUESTIONS
(ii)
What were the main arguments used to promote these changes in syllabuses
and would any of these arguments be relevant today?
(4
marks)
(arguments)
(iii)
1 general revolt against bringing military objectives into schools;
(iv)
2 increasing concerns over the welfare/fitness of children;
(v)
3 1902 did not cater for different ages or sexes/adult orientated;
(vi)
4 recognition of need to have educational focus;
(vii) 5 resulting in physical training becoming the responsibility of the medical
department/Board of Education.
(today)
(viii) 6 health/fitness of young people still a matter of concern;
(ix)
7 resulting in HRE in NC/PE/school;
(x)
8 modern NC caters for all/equality of opportunity/child centred;
(xi)
9 government once again proscribed syllabus content.
Jun 01 Qu 1
The role of exercise in promoting good health has been recognised for many years
(a)
The link between exercise and health has frequently influenced the development of
PE syllabuses.
(i)
What were the significant developments between the 1904 and 1919
syllabuses?
(4 marks)
(i)
4 marks for 4 of:
1 More therapeutic approach/health/fitness/strenuous/active;
2 Less free standing exercises/reduction in formal nature of lessons/use of
equipment;
3 Division in work between older and younger children;
4 More opportunities for free movement for (younger) children;
5 Some introduction of games for younger children/teamwork/interaction;
6 Older children still had exercise/ unison work;
ii
Still focus on control/discipline.
(ii)
What were the major factors that influenced these developments? (4 marks)
4 marks for 4 of:
1 Control moved to the Medical Department of the Board of Education/away from military
preparation;
2 Reflected social concerns over health of the working class;
3 But continuing perception that older children still needed discipline;
4 Obedient work force/military;
5 An understanding of the value of play and fun for children;
6 1st World War convalescence showed value of exercise/games;
7 Physical training compulsory part of teacher training;
8 Increasing influence of women PE teachers.
Jan 02 Qu 3
The nature and extent of a person’s participation in sport or physical activity may be
influenced by their social class.
PAST PAPER QUESTIONS
(b)
In the late 1800s public schools focused on and developed team sports, whilst
elementary schools incorporated exercises based on military drill into the curriculum
(j)
Comment on the differences between the two types of school in terms of
provision for and delivery of physical activity.
(3 marks)
a) (i) Candidates must make reference to provision and delivery for max. mark
Provision (2 mark max.)
Public Schools State Schools
1a Possessed/could afford specialised facilities/equipment
1b Had little space/little funds available
2a Regularly set aside large amounts of time to play sport
2b Devoted far less time for drill
3a Employed specialist coaches for the sports
3b Class teacher or an NCO led drill session
(only credit reference to coaches/teachers, 3ab or 4ab, once)
Delivery ( 2 mark max.)
Public Schools State Schools
4a Interaction - activity specific Employed specialist coaches/blues/old boys to
coach sports
4b Relied upon class teacher/command style/ex-NCOs to lead drill
5a Coaches had autonomy/made own decisions about how to coach sports
5b Drill exercises were part of a syllabus
6a Schools encouraged boys (senior boys/prefects) to develop sport/help organise
team/matches
6b The pupils had no input into the drill activities they undertook
Mark to a maximum of 3 marks
(ii)
What personal characteristics were the two types of school trying to develop?
(3 marks)
(ii) Team Sports (max. 2)
1 Helped to foster loyalty to team/sub-ordination of individual for good of the team;
2 Develop self-discipline/adherence to rules/fair play/athleticism/muscular Christianity;
3 Develop leadership skills/character training;
4 Develop sport specific skills;
Drill (max. 2)
5 Health/Fitness;
6 Take orders/be subservient to authority/develop obedience;
7 Preparation for armed forces/war.
Mark to a maximum of 3 marks
Jan 03 Qu 1
(c)
The physical activities offered by state elementary schools changed during the first
half of the 20th century. Describe and explain these changes.
(7 marks)
(c) No specific dates required, but developments must be chronologically correct.
Description – Sub max 4 marks
1 (1870) initially (free standing military) drill for boys only;
2 Taught by NCOs;
3 Girls included later/compulsory for all children;
PAST PAPER QUESTIONS
4 (1890) Swedish drill/gymnastics included;
5 Teachers began to take over the exercise sessions;
6 (1902) focus more on military drill/Swedish drill replaced;
7 Taught from a syllabus/centralised approach;
8 (1904) Reinstatement of Swedish system/therapeutic approach;
9 Recognition of the different ages/sex of children;
10 (1909) Further therapeutic approach/incorporation of games/Danish rhythmic
swinging
11 (1919/post WW1) Recognition of recreational/reduction in formality;
12 (1933) Introduction of group work/first steps towards decentralisation;
13 (1944/post WW2) Child centred approach/emphasis on skill learning/dance/use of
apparatus/facilities/school gyms;
14 (1952/1954) Moving & Growing/planning the programme freedom of
movement/individualised/decentralised approach.
Explanation – Sub max 4 marks
(1870-1902)
15 Improve fitness/health;
16 Preparation for military service/work/labour/effect of Boer War;
17 Instil/develop discipline/accept role in society;
18 Easy to administer/teach/deliver;
19 Cheap/required little space.
(1904-1919)
20 Improve health and physique/physical development/knowledge of exercise/European
influences;
21 Medical basis/form of preventative medicine/rehabilitation of
WW1soldiers/recuperation;
22 Increase enjoyment/fun;
23 Allow more scope for teacher to use own initiative;
24 Control passed to Education Board;
25 Impact of female PE teachers;
(1933-1952)
26 Encourage interaction between pupils/pupil teacher;
27 Develop creativity/initiative among pupils/discovery style;
28 Further scope for teacher initiative/creativity;
29 Further development of specialist PE teacher training/Wing/Loughborough/Carnegie;
30 Influence of Dance Movement educationalists/Labern.
7 marks
Jun 03 Qu 1
(b)
During the late 19th century, participation in physical activity within schools was very
much determined by social class.
With reference to physical activities experienced, contrast the ways in which the
upper /middle and working classes were prepared for life after school.
(5 marks)
1
2
3
4
5
Opportunities for team games/suitable egs;
to develop Muscular Christianity/Athleticism;
to instil values for life/activity for its own sake/fair play/team work/loyalty;
to develop specific sport skills for further participation in games;
to be played during the extensive amounts of leisure time likely to be
available;
PAST PAPER QUESTIONS
6
7
development of leadership skills/preparation for leadership roles/suitable egs;
character training.
Elementary schools (working class) (max 3 from this section)
8 Provided with drill/therapeutic gymnastics;
9 to develop basic fitness/health;
10 to develop obedience/not to question authority/social control;
11 for preparation for workforce/military service;
12 limited amount of leisure time likely to be available.
5 marks
Jan 04 Qu 4
(d)
There have been many developments in state school PE since 1900. Identify the
similarities and differences in terms of objectives and delivery between the early state
school (1904-1918) PT syllabuses and the current National Curriculum for Physical
education.
(6 marks)
Similarities
1. Both centralised;
2. Both concerned with health promotion;
3. Both compulsory;
4. Both preparation for life after school;
sub max 4 marks
Prior to WWI
5. Limited curriculum breadth;
6. Little differentiation between sexes/ages;
7. Command style/drill;
8. No concern for individual/class response;
9. No interaction between pupils
10. Obedience training/accepting orders;
11. Preparation for role in workforce
Today
12. Different key stages for different ages;
13. Child centred/individual development;
14. Interaction encouraged;
15. Recreational/preparation for leisure;
16. Develops independent thinking/problem-solving/observation and analysis;
(6 marks)
Jun 04 Qu 1
(a)
Rather than play team games, children in Elementary State Schools carried out
military drill.
(iii)
How did military drill prepare the working classes for their role in society?
(3 marks)
(iii)
1. Improve fitness/health;
2. Discipline/obedience;
3. Pretend weapons;
4. Working as unit;
5. Employees need to obey employer;
PAST PAPER QUESTIONS
6. Preparation for role as soldier/work;
max 3
Jan 08 Qu 4
Physical Education has developed since the 19th century in terms of subject content and styles
of teaching.
(a)
(iii)
What is meant by the term therapeutic and how has it been incorporated
within school physical education programmes since the 19th century?
(3
marks)
(iii) 1. Therapeutic means to improve health or equiv.;
2. Via Swedish gymnastics;
3. Syllabuses of Physical Training;
4. Education Gymnastics;
5. National curriculum;
6. Health related fitness;
7. Awareness of a need for a healthy lifestyle;
8. Examination syllabuses.
June 09 Qu 1
(c)
Outline the development of games within the public and state school systems since
the 19th century.
(4
marks)
(c)
(need distinction between schools)
Sub max 3 marks
Public schools
1. Began in public/private, schools
2. Developed technically (rules/boundaries/kit/strategic/rational)
3. Developed morally/values (fair play/sportsmanship/loyalty/character building)
4. Team games / cricket/rugby/football
5. Individual games /. rackets/fives
6. Boys in charge / self government / inter house / inter school fixtures
Sub max 3 marks
State schools
7. Delayed/later - slower start in state/elementary schools
8. Developed gradually/small playground games first
9. Due to lack of facilities/space - fields/ lack of recreational need for working
classes
10. Local education authorities had to provide recreational facilities (1944)
11. Part of physical education programmes / national curriculum
12. Part of extra curricula programmes / inter school competitions
13. Present day roles of performer/coach/official etc
14. Critical performer/appreciation/knowledge/observation - analysis