Historical Studies in Physical
Education
Athleticism in Public Schools
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How the cult of athleticism in
public schools influenced the
development of sport.
Sport played more regularly
Sport played by sons of gentry
Sport developed codified rule structure
The number of sports increased
Sport said to build character as well as physical
benefits
Headmasters actively encouraged sport
Masters began to teach and also join in games
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Professional coaches were employed to improve
sporting standards
Some pupils went on to Oxford/Cambridge and
gained ‘blues’ for representing their university at
sport
These ‘blues’ often returned to their public schools
as teachers and passed on their knowledge of
sport/games to boys
The universities created a melting pot influence on
sport in society
Some university graduates joined the army and
spread sport at home and overseas
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Some became priests and passed their
knowledge on to their parishioners
 Some became industrialists and encouraged
sporting activity throughout the work force
 Old boys’ teams were formed
 Private sports clubs formed
 Some became politicians and improved
sporting provision
 This system of infiltration was known as the
‘old boy’s network’
Key Words
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The Melting Pot –
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Old boy’s network -
Comparison of the dominant
values given to athleticism in
public schools and those of
today
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Promoting vigorous habits
 Professional Sport – extreme fitness, striving to be
the best, aiming to constantly improve.
 PE – compulsory, health promoting, active
participation as opposed to sedentary lifestyle.
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Preventing Anti-social behaviour
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Professional Sport – cheating/drug taking,
punishments/fines/bans/suspensions can
deter these problems.
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PE – provides skills and interests to use in
later life, form of social control/channels
energy, moral values stressed (rules and
teamwork)
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Avoiding over study:
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Professional Sport – high specialisation, ie,
in one sport or activity.
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PE – relief from academic studies, variety
of activities taught and more theoretical
content coming in (GCSE, A Level and
Degree level study in sport and PE).
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Status of games over work:
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Professional Sport – games are work and
main source of income.
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PE – less time on curriculum, extra
curricular has declined, has become an
exam subject in an attempt to gain status.
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Why is this the case?
The extent to which the
concept of athleticism still
exists today.
Cultural Influences – media, all society
involved not just the elite, social standards
lowered and changed, material values in
society and school sport given lower status.
 PE – part of education, institutional values,
national rules upheld and code of schools
upheld.
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Staff Control – trained PE teachers, PE
dept, PE syllabus and PE code.
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OFSTED – visits from inspectors, head/staff
influence and some heads are more
ambitious than others.
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Influence of contemporary sport –
professional game, poor quality of
refereeing in school sport, rewards can
lower standards, WHY?
Historical Studies in Physical
Education
Rational Recreation in Urban
Industrial Society
The three most important
aspects of the development of
sports were:
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The codification of rules.
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The emergence of national/international
competition.
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The emergence of national/international
organisations.
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Think of some examples!
Codification
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This is the systematic definition of rules for
conduct of sport. It encompasses both the
scoring system and the rules which cover
the behaviour and conduct of participants.
 The rules operate at all levels – local,
regional, national and international.
National Organisations
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These were formed in the mid to late
nineteen century as a result of the influence
of public schools in portraying sport as
morally worthwhile and as a result of the
new urban/industrialised society demanding
organised leisure time.
Rational and respectable
sport:
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Pre-industrial
Few if any rules,
which were locally set.
No referees.
Infrequent and
irregular.
CAN YOU THINK
OF ANY MORE?
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Contemporary
 Highly structured rules to
ensure fair play.
 Referees
 International and national
governing bodies.
 Amateur and professional.
 CAN YOU THINK OF
SOME MORE?
Characteristics of Rational
Recreation.
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Leagues and championships
Governing bodies
Accepted
Respectable
Recreational
Played by all classes
Regular
Defined Roles
Officials used
Codified Rules
Homework
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To research the industrial revolution and
how it affected sport and leisure time.