Activity Case Studies Pop Rec Period

8/2/2019 Activity Case Studies Pop Rec Period

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Historical Studies in Physical Education and SportHistorical Studies in Physical Education and Sport

Our times and our attitudes, our games and our sports are shaped by Our times and our attitudes, our games and our sports are shaped by the past.the past.

The Development of The Develop

ment of Popular RecreationPop

ular Recreation in the U.K in the U.K

Popular recreation focuses on the pre-industrial sports and pastimesPopular recreation focuses on the pre-industrial sports and pastimes

particularly of the lower class. Pre industrial (before 1800) popular recreationparticularly of the lower class. Pre industrial (before 1800) popular recreationreflected the society life and time in which it existed.reflected the society life and time in which it existed.

Recreational activities were colourful and lively and supported by a strict classRecreational activities were colourful and lively and supported by a strict class

system.system.

• Real tennis – AristocracyReal tennis – Aristocracy• Mob football – PeasantsMob football – Peasants

• Cock fighting – Mix of the aboveCock fighting – Mix of the above



Popular RecreationPopular Recreation continuedcontinued………….………….

• The 1800’s ‘drinking house’ was central to village life; the focus for leisureThe 1800’s ‘drinking house’ was central to village life; the focus for leisureactivities (barbaric or not) for the community. Examples of activities include:activities (barbaric or not) for the community. Examples of activities include:

- Badger baitingBadger baiting - Billiards- Billiards- Skittles- Skittles

- Dog fightingDog fighting - Quoits- Quoits

- Prize fightingPrize fighting - Bowls- Bowls

The landlord was the promoter of ‘sports’, responsibilities included:The landlord was the promoter of ‘sports’, responsibilities included:- Arranging the matches Arranging the matches

- Providing prize moneyProviding prize money

- Book keepingBook keeping

For example:For example: Hambledon Cricket ClubHambledon Cricket ClubBat and Ball InnBat and Ball Inn

HampshireHampshire



Popular RecreationPopular RecreationMore examples…………More examples…………

Country Pursuits (field sports)ountry Pursuits (field sports)

- Huntingunting

- Coursing (chasing hares by trained dogs for wager)oursing (chasing hares by trained dogs for wager)

- Shootinghooting

Hunting grew from the search for food and developed into a status symbolunting grew from the search for food and developed into a status symbol

for landowners. Game Laws ensured the sole right to kil l game only toor landowners. Game Laws ensured the sole right to kil l game only to

the upper class (causing lasting hostil ity in rural areas).he upper class (causing lasting hostil ity in rural areas).

Militaristic Combat activit iesil itaristic Combat activit ies

- ArcheryArchery

- Sparring (early from of boxing)Sparring (early from of boxing)

- FencingencingGrew from the need to de fend and attack. The functional role of therew from the need to de fend and attack. The functional role of the

activit ies (l isted above) was removed with the availabil ity of guns didctivit ies (l isted above) was removed with the availabil ity of guns did

these skil ls develop into recreational and competitive sports in theirhese skil ls develop into recreational and competitive sports in their

own right.wn right.



Characteristics and Cultural Factors of Popular RecreationCharacteristics and Cultural Factors of Popular Recreation

The unsophisticated (even uncivilised) sports and pastimes of common peopleThe unsophisticated (even uncivilised) sports and pastimes of common people

were occasional rather than regular:were occasional rather than regular:

WHY?WHY?

Peasants had little free time for sports and pastimesPeasants had little free time for sports and pastimes

Some sports developed from the occupation of participants e.g. competitiveSome sports developed from the occupation of participants e.g. competitive

rowing, which grew from work of ferrymen taking passengers across therowing, which grew from work of ferrymen taking passengers across theRiver Thames.River Thames.

Key Feature of most Popular Recreation was wagering or betting o the outcomeKey Feature of most Popular Recreation was wagering or betting o the outcome



Characteristics of Popular RecreationCharacteristics of Popular Recreation

(and cultural factors that influenced their development)(and cultural factors that influenced their development)

Natural/simple: Lack of technology, purpose built facilities and money for theNatural/simple: Lack of technology, purpose built facilities and money for themasses.masses.

Local: Limited transport and communicationsLocal: Limited transport and communications

Simple unwritten rules: Illiteracy, no national governing bodies, only playedSimple unwritten rules: Illiteracy, no national governing bodies, only played

locallylocally

Cruel/violent: Reflecting the harshness of eighteenth-century rural lifeCruel/violent: Reflecting the harshness of eighteenth-century rural life

Occasional: Free time for recreationOccasional: Free time for recreation

Courtly/popular: Pre-industrial Britain was predominantly a two-class societyCourtly/popular: Pre-industrial Britain was predominantly a two-class society

Rural: Before the Industrial Revolution, Britain was agricultural and ruralRural: Before the Industrial Revolution, Britain was agricultural and rural

Occupational: Work often became the basis of playOccupational: Work often became the basis of play

Wagering: A chance to go from rags to richesWagering: A chance to go from rags to riches



The Development of Sports FestivalsThe Development of Sports Festivals

IntroductionIntroduction• Sports Festivals are examples of community activities developedSports Festivals are examples of community activities developed

over the yearsover the years

• Wide range of popular sports & games prior to modern sports wereWide range of popular sports & games prior to modern sports were

the foundation for today’s rationalised athleticsthe foundation for today’s rationalised athletics• Examples – Hiring Fairs and Village WakesExamples – Hiring Fairs and Village Wakes

• Wakes originated from the time of paganism and were a greatWakes originated from the time of paganism and were a great

social occasionsocial occasion

• Fairs were opportunities for men to test their strength and virilityFairs were opportunities for men to test their strength and virility

and included all kinds of excess e.g. drinking, blood sports andand included all kinds of excess e.g. drinking, blood sports andpromiscuitypromiscuity




PedestrianismPedestrianism• Obvious forerunner to AthleticsObvious forerunner to Athletics

• Seen as enhancement for gentlemen’s social statusSeen as enhancement for gentlemen’s social status

• Some races attracting purses of up to 1000 guineas for athletes of Some races attracting purses of up to 1000 guineas for athletes of all backgroundsall backgrounds

• Pioneered by Scottish landowner, Robert Barclay AllardicePioneered by Scottish landowner, Robert Barclay Allardice• 1809 – Crowd of c.10,000 for 1000 miles walk in 1000 consecutive1809 – Crowd of c.10,000 for 1000 miles walk in 1000 consecutive

hourshours

• Gambling became central to PedestrianismGambling became central to Pedestrianism

• People in poverty could wager their way to survivalPeople in poverty could wager their way to survival

• Trickery included – Professional athletes using false names and raceTrickery included – Professional athletes using false names and racefixingfixing




Task:ask:

What traditional festivals exist inhat traditional festivals exist in

your area today and what do theyour area today and what do theyinvolve?nvolve?



Popular Recreation - BathingPopular Recreation - Bathing

As well as natural playground, rivers provided: As well as natural playground, rivers provided:

- A ready supply of food A ready supply of food- A means of transport A means of transport

- Place to washPlace to wash

With work, play and the river so inter-related, learning to swim forWith work, play and the river so inter-related, learning to swim forsafety also become a necessity.safety also become a necessity.

Link: bathing, recreation, survival and healthLink: bathing, recreation, survival and health

The English aristocracy of the Middle Ages considered the ability toThe English aristocracy of the Middle Ages considered the ability toswim as part of their chivalric code.swim as part of their chivalric code.

Chivalric code = gentlemanly behaviour associated with the nobility orChivalric code = gentlemanly behaviour associated with the nobility oraristocracy.aristocracy.



Popular Recreation - BathingPopular Recreation - Bathing continued…….continued…….

Aristocrats would sometimes sponsor outstanding lower class Aristocrats would sometimes sponsor outstanding lower class

swimmers to represent them in wager races (link; popularswimmers to represent them in wager races (link; popularrecreation characteristic – wagering).recreation characteristic – wagering).

Key EventKey Event

Charles II established a series of fashionable swimming contests on theCharles II established a series of fashionable swimming contests on the

Thames and the 1Thames and the 1stst open air swimming bath was built in Londonopen air swimming bath was built in London1784.1784.



Popular Recreation - RowingPopular Recreation - Rowing

Rowing: Functional activity for warfare, fishing and travelRowing: Functional activity for warfare, fishing and travel

In the days when there were few bridges across the River ThamesIn the days when there were few bridges across the River Thames

ferrymen were in demand. The wealthy employed watermen.ferrymen were in demand. The wealthy employed watermen.

Watermen: men who earned their living on or about boats.Watermen: men who earned their living on or about boats.

Key Qu: To what extent does early rowing fit with the characteristics of Key Qu: To what extent does early rowing fit with the characteristics of

popular recreation?popular recreation?

It was neither cruel nor violent, did not lack rules and was notIt was neither cruel nor violent, did not lack rules and was notunorganised. However, it was of local importance and it is perhapsunorganised. However, it was of local importance and it is perhaps

the best example of an occupation that became a recreation.the best example of an occupation that became a recreation.



Games in Popular Recreation - CricketGames in Popular Recreation - Cricket

Social classes played together reflecting the feudal/class structure of Social classes played together reflecting the feudal/class structure of

the village.the village.Patrons (similar to modern day sponsor or agent) employed estatePatrons (similar to modern day sponsor or agent) employed estate

workers as gardeners and gamekeepers primarily for theirworkers as gardeners and gamekeepers primarily for their

cricketing talents. Early clubs emerged from these rural villagecricketing talents. Early clubs emerged from these rural village

sides.sides.

There are three main aspects of the story of early cricketThere are three main aspects of the story of early cricket

1.1. The Bat and Ball InnThe Bat and Ball Inn

A pub in Hambledon, nicknamed ‘the cradle’ of cricket as it was where A pub in Hambledon, nicknamed ‘the cradle’ of cricket as it was where

the game was encouraged and developed from 1750. Largethe game was encouraged and developed from 1750. Largecrowds of up to 2,000 spectators watched and wagered on thecrowds of up to 2,000 spectators watched and wagered on the

outcome of matches.outcome of matches.



Games in Popular Recreation – CricketGames in Popular Recreation – Cricket continued…………continued…………

2. Martlebone Cricket Club2. Martlebone Cricket Club

Gentlemen who developed the laws of cricket in 1774 formed theGentlemen who developed the laws of cricket in 1774 formed the

While Conduit Club, which became Marylebone Cricket Club (MCC)While Conduit Club, which became Marylebone Cricket Club (MCC)

in 1788. The rise of MCC forced the decline of Hambledon. Playersin 1788. The rise of MCC forced the decline of Hambledon. Players

were now employed by MCC as coaches and players. MCC becamewere now employed by MCC as coaches and players. MCC became

the main club in England and took on the role of the governingthe main club in England and took on the role of the governing

body.body.

3. The William Clarke XI (professional touring side, attracting huge3. The William Clarke XI (professional touring side, attracting huge

crowds taking on teams of 22 opponents)crowds taking on teams of 22 opponents)

William Clarke developed cricket from a fragmented localised sport to aWilliam Clarke developed cricket from a fragmented localised sport to anational success.national success.



Games in Popular Recreation – CricketGames in Popular Recreation – Cricketcontinued…………….continued…………….

Cricket was a popular recreation because: it attracted widespreadCricket was a popular recreation because: it attracted widespread

wagering played by both ale and female predominantly ruralwagering played by both ale and female predominantly ruralassociated with feasts and festival days. Rules could be locallyassociated with feasts and festival days. Rules could be locally

adapted.adapted.

On the other hand:On the other hand:

- It was predominantly non-violentIt was predominantly non-violent- It had an early rule structureIt had an early rule structure

- National touring sides from 1840’sNational touring sides from 1840’s

* Task: you should assess the extent to when early cricket fits the* Task: you should assess the extent to when early cricket fits theaccepted model of popular recreation.accepted model of popular recreation.



Games in Popular Recreation - Real TennisGames in Popular Recreation - Real Tennis

Real (or royal tennis) originated in France became popular in Britain in theReal (or royal tennis) originated in France became popular in Britain in the

1400’s.1400’s.

An exclusive game for kings, nobles and merchants who played on purpose built An exclusive game for kings, nobles and merchants who played on purpose built

highly sophisticated courts (varied in size and shape). The game had complexhighly sophisticated courts (varied in size and shape). The game had complex

rules and required high levels of skill. Those not eligible to play real tennisrules and required high levels of skill. Those not eligible to play real tennis

would copy their social superiors and play their own versions (tennis, fives,would copy their social superiors and play their own versions (tennis, fives,

racquets) against church or pub walls.racquets) against church or pub walls.

RacquetsRacquets

Originated in Fleet Prison, London and ended up being played by upper-classOriginated in Fleet Prison, London and ended up being played by upper-class

public school and university students. Prison inmates were not hardenedpublic school and university students. Prison inmates were not hardenedcriminals but debtors and often gentlemen of high social standings so theycriminals but debtors and often gentlemen of high social standings so they

were allowed to exercise in the prison yard.were allowed to exercise in the prison yard.



Games in Popular Recreation – Mob FootballGames in Popular Recreation – Mob Football

Mob Football e.g. Ashbourne GameMob Football e.g. Ashbourne Game

A variety of games involving kicking and throwing a ball were regular A variety of games involving kicking and throwing a ball were regular

features of English pre-industrial society. Mob football recognised asfeatures of English pre-industrial society. Mob football recognised aslittle more than massive brawls involving brute force betweenlittle more than massive brawls involving brute force between

hoards of young men.hoards of young men.

Throughout history kings, government and local authorities haveThroughout history kings, government and local authorities have

frowned on mob games because they caused:frowned on mob games because they caused:- Damage to propertyDamage to property

- Injury to young men/making them unfit for army trainingInjury to young men/making them unfit for army training

- Disrespect for to SabbathDisrespect for to Sabbath

- Social unrest (riots)Social unrest (riots)

Shove Tuesday became a traditional day for mob games, seen as anShove Tuesday became a traditional day for mob games, seen as anopportunity for fun and excitement before the seriousness of Lent.opportunity for fun and excitement before the seriousness of Lent.

Task: If you were watching an ancient Shrove Tuesday game of mobTask: If you were watching an ancient Shrove Tuesday game of mobfootball, what characteristics of the game would you expect to see?football, what characteristics of the game would you expect to see?



Mob FootballMob Football Continued………….Continued………….

Mob Games can be recognised by their lack of:Mob Games can be recognised by their lack of:

- Set rulesSet rules

Set PitchSet Pitch

Specific boundariesSpecific boundaries

- Set positionSet position Ref/UmpireRef/Umpire RegularityRegularity

- Skilfulness (lack of skill mainly displays of force + violence)Skilfulness (lack of skill mainly displays of force + violence)

Task: How did mob football reflect pre-industrial Britain?Task: How did mob football reflect pre-industrial Britain?



1919thth Century Public School Developments of Century Public School Developments of

Athleticism Athleticism

Public Schools – controlled by a group of trustees and not privatelyPublic Schools – controlled by a group of trustees and not privatelyownedowned

Characteristics of 19Characteristics of 19thth Century Public SchoolsCentury Public Schools

• Boarding – Time available increasingly spent on gamesBoarding – Time available increasingly spent on games

• Expanding – As numbers increased, houses were formedExpanding – As numbers increased, houses were formed

• Non-local – Regional games adopted and adapted by individualNon-local – Regional games adopted and adapted by individualschoolsschools

•Spartan – Harsh treatment and living conditions prepared boys forSpartan – Harsh treatment and living conditions prepared boys forrigorous competitionrigorous competition

• Controlled by Trustees – Influential people investing in andControlled by Trustees – Influential people investing in andpromoting the school towards sporting successpromoting the school towards sporting success





• Endowed – Well endowed schools in receipt of money or propertyEndowed – Well endowed schools in receipt of money or propertyfor improved facilities and coaching professionalsfor improved facilities and coaching professionals

• Fee-paying – Influential pupils contributing towards facilitiesFee-paying – Influential pupils contributing towards facilitiesdevelopmentdevelopment

• Gentry – Influential families bringing money and influenceGentry – Influential families bringing money and influence

• Boys – Great energy and enthusiasm channelled into gamesBoys – Great energy and enthusiasm channelled into games





Task:ask:

Make the comparisons between theake the comparisons between the

characteristics of Boys Boardingharacteristics of Boys BoardingSchools in the modern institution?chools in the modern institution?



Technical and Social DevelopmentsTechnical and Social DevelopmentsStage 1 – Bullying and Brutality 1790-1828Stage 1 – Bullying and Brutality 1790-1828

At this time: English society contrasted the high culture (regency At this time: English society contrasted the high culture (regency

period) with the low culture (blood sports and bare knuckleperiod) with the low culture (blood sports and bare knucklefighting). Both ends of the spectrum were mirrored in the publicfighting). Both ends of the spectrum were mirrored in the publicschools. A time of ‘boy culture’ phases of chaos if things didn’t goschools. A time of ‘boy culture’ phases of chaos if things didn’t gotheir way.their way.

All recreational activities were organised by the boys for pure All recreational activities were organised by the boys for pure

enjoyment and to relieve the boredom of academic work. Howeverenjoyment and to relieve the boredom of academic work. Howeverwith increasing numbers of upper-class boys enrolling from a varietywith increasing numbers of upper-class boys enrolling from a varietyof different preparatory schools, bringing with them customs andof different preparatory schools, bringing with them customs andrecreations from all over the country.recreations from all over the country.

These different customs and traditions mixed and moulded intoThese different customs and traditions mixed and moulded intoschoolboy games and future traditions. Games ad sports was seenschoolboy games and future traditions. Games ad sports was seenas a medium for social control, instilling order, stability and goodas a medium for social control, instilling order, stability and goodbehaviour through sportsmanship. However, this was not alwaysbehaviour through sportsmanship. However, this was not alwaysthe case, there was no master involvement outside the classroom.the case, there was no master involvement outside the classroom.



Technical and Social DevelopmentsTechnical and Social DevelopmentsStage 1 – Bullying and Brutality 1790-1828Stage 1 – Bullying and Brutality 1790-1828

continued………….continued………….

This era was one of ‘institutionalised’ poplar recreation and activitiesThis era was one of ‘institutionalised’ poplar recreation and activitiesranging from childlike to barbaric. Hoops and marbles took placeranging from childlike to barbaric. Hoops and marbles took place

alongside bare knuckle fights and mob football. Eton andalongside bare knuckle fights and mob football. Eton and

Charterhouse were birthplaces of unique and ferocious mob footballCharterhouse were birthplaces of unique and ferocious mob football

games.games.

Cricket, the rural game already organised and played by both classesCricket, the rural game already organised and played by both classes

in society was immediately adopted by the schools because of it’sin society was immediately adopted by the schools because of it’s

inclusion ethic.inclusion ethic.



Technical and Social DevelopmentsTechnical and Social DevelopmentsStage Two (1828 – 1842)Stage Two (1828 – 1842)

Dr Thomas Arnold and social controlDr Thomas Arnold and social control A Time of change, both in society (reform and social control) and at A Time of change, both in society (reform and social control) and at

large and in the English public schools.large and in the English public schools.

- Parliament and criminal laws were changing (e.g banning cruelty to- Parliament and criminal laws were changing (e.g banning cruelty to

animals)animals)

- Transport and communication improving- Transport and communication improving- With life and society becoming more orderly, the freedom and wildWith life and society becoming more orderly, the freedom and wild

escapades of Stage 1 became more and more out of place.escapades of Stage 1 became more and more out of place.



Dr Thomas ArnoldDr Thomas Arnold

(Head of Rugby School from 1828 – 1842)(Head of Rugby School from 1828 – 1842)Regarded as a man who reformed the English public school system atRegarded as a man who reformed the English public school system at

a time when it was out of control.a time when it was out of control. Dr Thomas Arnold (initiated) and other liberal headmasters (copied)Dr Thomas Arnold (initiated) and other liberal headmasters (copied)

reformed the public schools by:reformed the public schools by:

• Changing the behaviour of boysChanging the behaviour of boys

• Changing the severity of punishments by mastersChanging the severity of punishments by masters• Role of sixth formRole of sixth form

• Academic curriculum Academic curriculum

Main Aim: preach good moral behaviour. This was part of muscularMain Aim: preach good moral behaviour. This was part of muscular

Christianity or the belief in having a strong, robust, hearty soul with aChristianity or the belief in having a strong, robust, hearty soul with astrong, fit body.strong, fit body.



Stage 2Stage 2 ………….. continued………….. continued

It was fine to play sport and to play hard but always for the glory of It was fine to play sport and to play hard but always for the glory of

God – not for its own sake or for any extrinsic values.God – not for its own sake or for any extrinsic values.

• Arnold used games as a vehicle for establishing social control. Arnold used games as a vehicle for establishing social control.

• Arnold also established a more trusting and sympathetic relationship Arnold also established a more trusting and sympathetic relationship

with sixth form while his masters gradually adopted status of sixthwith sixth form while his masters gradually adopted status of sixth

form increased the powers of discipline and in return required themform increased the powers of discipline and in return required themto positive role models.to positive role models.

• Sixth form = link between masters and boysSixth form = link between masters and boys

• Growth of the house systemGrowth of the house system

House SystemHouse System

The House system became the focus of boys personal, social, recreational andThe House system became the focus of boys personal, social, recreational andsporting existence. The House System ultimately set an environment of sporting existence. The House System ultimately set an environment of

healthy competition and cohesive attitudes.healthy competition and cohesive attitudes.



Technical and Social DevelopmentsTechnical and Social DevelopmentsStage 3 – Athleticism + the ‘Cult’ (1842 – 1914)Stage 3 – Athleticism + the ‘Cult’ (1842 – 1914)

Public school is of mellowed building magnificent games fields, colours,Public school is of mellowed building magnificent games fields, colours,caps, cricketers = All symbols of athleticismcaps, cricketers = All symbols of athleticism

Athleticism: The combination of physical effort and moral integrity or Athleticism: The combination of physical effort and moral integrity or

playing hard but with sportsmanship.playing hard but with sportsmanship.

Athleticism reached cult proportions: a craze or obsession of playing Athleticism reached cult proportions: a craze or obsession of playingteam games. Compulsory games for the development of characterteam games. Compulsory games for the development of character

became compulsory at Clifton and at Uppingham. At grammarbecame compulsory at Clifton and at Uppingham. At grammar

schools games were central to school life.schools games were central to school life.

Voluntary free time activities (not yet as part of the curriculum) Voluntary free time activities (not yet as part of the curriculum)included:included:

*Rowing *Football *Cricket *Various racquet games*Rowing *Football *Cricket *Various racquet games



Stage 3 –Stage 3 – ContinuedContinued………………

On leaving university, these young men would go into adult life takingOn leaving university, these young men would go into adult life taking

the ‘games ethic’ with them.the ‘games ethic’ with them.

Task: Consider what some academics have said about the emergenceTask: Consider what some academics have said about the emergence

of athleticism in this stage.of athleticism in this stage.

The ex-public school boy was expected to have a well roundedThe ex-public school boy was expected to have a well roundedcharacter, impeccable manners and enviable personal qualities.character, impeccable manners and enviable personal qualities.

Having led a team on the games field, it was assumed that he couldHaving led a team on the games field, it was assumed that he could

lead a regiment on the battlefield.lead a regiment on the battlefield.

1850 onwards: Games were purposefully deliberately assimilated into1850 onwards: Games were purposefully deliberately assimilated intothe formal curriculum of the public school.the formal curriculum of the public school.





Technical and Social DevelopmentsTechnical and Social Developments

Stage 3 – Athleticism + the ‘Cult’ (1842 – 1914)Stage 3 – Athleticism + the ‘Cult’ (1842 – 1914)

Examples of great pioneers of and for physical education in the mid toExamples of great pioneers of and for physical education in the mid tolate 19late 19thth century are:century are:

- Frances Mary BluesFrances Mary Blues

- Dorothea BealeDorothea Beale

-Madame Bergman OsterbergMadame Bergman Osterberg

Task: In which of the three stages of development would you place theTask: In which of the three stages of development would you place the

following (some fit in more than 1 stage)following (some fit in more than 1 stage)

* Muscular Christianity* Muscular Christianity * House System* House System *Mob Activities*Mob Activities

*Values*Values * Hooligans* Hooligans

*Social Control*Social Control * Character development* Character development

* Dr Thomas Arnold* Dr Thomas Arnold * Recreation* Recreation



Technical developments: the emergence of structured andTechnical developments: the emergence of structured and

organised popular recreational activities and theirorganised popular recreational activities and their

development into recognised sportsdevelopment into recognised sports

Swimming: (beginning of the 19Swimming: (beginning of the 19thth

century) - bathing in public schoolscentury) - bathing in public schoolswas spontaneous, unorganised and centred around natural facilitieswas spontaneous, unorganised and centred around natural facilities(rivers and ponds). Boys had swum in the open at home and(rivers and ponds). Boys had swum in the open at home andbrought this culture to school. However there was no master inputbrought this culture to school. However there was no master inputor supervision.or supervision.

As the century progressed, athleticism developed. Swimming became As the century progressed, athleticism developed. Swimming becamemore structured and regulated with natural facilities such as Duck more structured and regulated with natural facilities such as Duck Puddle at Harrow being transformed into major bathing facilityPuddle at Harrow being transformed into major bathing facilityequipped with changing huts, diving boards, and with swimmingequipped with changing huts, diving boards, and with swimminginstructors and arranged competitive events.instructors and arranged competitive events.

Increasingly headmasters regarded swimming as a necessary athletic,Increasingly headmasters regarded swimming as a necessary athletic,also believing that water immersion was therapeutic.also believing that water immersion was therapeutic.






Rowing: viewed as a vehicle for the promotion to set desirable valuesRowing: viewed as a vehicle for the promotion to set desirable values

into school boys. The adoption of rowing by Eton, Shrewsbury,into school boys. The adoption of rowing by Eton, Shrewsbury,

Westminster, Oxford and Cambridge dates from 1800. OtherWestminster, Oxford and Cambridge dates from 1800. Other

schools that had river access soon followed.schools that had river access soon followed.

The first inter-school race was between Westminster and Eton and theThe first inter-school race was between Westminster and Eton and the

University Boat Race was first rowed at Henley in 1829University Boat Race was first rowed at Henley in 1829

Fear of drowning caused the sport to become more formalised fromFear of drowning caused the sport to become more formalised fromthe 1840’s and participants were required to pass swimming tests.the 1840’s and participants were required to pass swimming tests.







Athletics: Eighteenth-century public school boys took the sports of their Athletics: Eighteenth-century public school boys took the sports of theirlocal village wakes and fairs back to school. Predominantly playedlocal village wakes and fairs back to school. Predominantly played

for fun and to relieve the boredom of school life.for fun and to relieve the boredom of school life.

By the 1870’s athletic sports day had become both a major socialBy the 1870’s athletic sports day had become both a major social

occasion and a symbol of a more modern age.occasion and a symbol of a more modern age.

School sports day represented an era of technical development, moreSchool sports day represented an era of technical development, more

friendly social relationships between boys and masters, and afriendly social relationships between boys and masters, and a

developing interest in skilfulness over brute force.developing interest in skilfulness over brute force.

Sports Day were highly organised with elaborate programmes, pressSports Day were highly organised with elaborate programmes, press

coverage, large numbers of spectators and military band.coverage, large numbers of spectators and military band.






Football: earliest days of public school history, impromptu, naturalFootball: earliest days of public school history, impromptu, natural

forms of football were played. Boys brought games from homeforms of football were played. Boys brought games from home

which developed into school games.which developed into school games.

During the second phase of public school development, with rebellionDuring the second phase of public school development, with rebellionalmost over and fighting on the decline, football became the placealmost over and fighting on the decline, football became the place

to settle disputes and to show courage and determination. Ironicallyto settle disputes and to show courage and determination. Ironically

football helped the social class that had traditionally tried to kill it off football helped the social class that had traditionally tried to kill it off

and for the 1and for the 1stst time in British History it became respectable.time in British History it became respectable.

By the 1860’s, transport and communication had greatly improved;By the 1860’s, transport and communication had greatly improved;

more contests could be organised, however there weremore contests could be organised, however there were

disagreements in inter-school matches as each school had differentdisagreements in inter-school matches as each school had different

rules.rules.

h l d l h f d dT h i l d l t th f t t d d






Cricket: popular rural game by the mid 1700’s, cricket was soonCricket: popular rural game by the mid 1700’s, cricket was soon

adopted b the public schools. Headmasters were happy to acceptadopted b the public schools. Headmasters were happy to acceptthe game as its standardised rules, lack of violence and involvementthe game as its standardised rules, lack of violence and involvementby the gentry made it respectable. I also occupied boys and keptby the gentry made it respectable. I also occupied boys and keptthem out of mischief.them out of mischief.

During the 1850’s and 60’s, cricket grew with William Clarke XI touringDuring the 1850’s and 60’s, cricket grew with William Clarke XI touringthe country to entertain and inspire.the country to entertain and inspire.

Cricket in public schools was now associated with:Cricket in public schools was now associated with:

- Regularity as inter house and school gameRegularity as inter house and school game

- Compulsory participationCompulsory participation- Grand social occasionsGrand social occasions

- The belief that it instilled a range of character building qualities.The belief that it instilled a range of character building qualities.



Technical developments continued…Technical developments continued…

Court and Racquet Games: Fives – was hugely popular in the publicCourt and Racquet Games: Fives – was hugely popular in the public

schools but failed to become a national game of any standing. Thisschools but failed to become a national game of any standing. Thiswas because:was because:

- It had a tradition of being played as a recreational game in freeIt had a tradition of being played as a recreational game in freetimetime

- Different versions of the gameDifferent versions of the game

- Limited scope for developing characterLimited scope for developing character- The more sophisticated game of racquets was already established.The more sophisticated game of racquets was already established.

Racquets and Squash: at first played informally by school boys.Racquets and Squash: at first played informally by school boys.Ironically attaining a high social status in public schools, far beyondIronically attaining a high social status in public schools, far beyond

its beginnings in a prison. By 1850 two standardised courts wereits beginnings in a prison. By 1850 two standardised courts werebuilt at Harrow.built at Harrow.

Many argue that racquets led to the invention of the more compactMany argue that racquets led to the invention of the more compactand less expensive game of squashand less expensive game of squash



Technical developments continued…Technical developments continued…

Lawn Tennis: invented by and for the middle classes as a socialLawn Tennis: invented by and for the middle classes as a social

experience. It also became a vehicle for the emancipation (freedomexperience. It also became a vehicle for the emancipation (freedomfrom restrictions) of women. It is not surprising that it was notfrom restrictions) of women. It is not surprising that it was notwelcomed by the boys’ public schools at a time when manliness andwelcomed by the boys’ public schools at a time when manliness andcourage were all important.courage were all important.

Why did the boys’ public schools reject lawn tennis?Why did the boys’ public schools reject lawn tennis?- Courts took up comparatively large space for the number of boys itCourts took up comparatively large space for the number of boys itoccupiedoccupied

- Did not require the courage or physicality of football or cricketDid not require the courage or physicality of football or cricket

- Could not rival the contemporary status of cricket or footballCould not rival the contemporary status of cricket or football

- Had a rep of being ‘pat ball’ and suitable only for girlsHad a rep of being ‘pat ball’ and suitable only for girls- As a new invention it was treated with some suspicion As a new invention it was treated with some suspicion



Rational Recreation in an Urban Industrial SocietyRational Recreation in an Urban Industrial Society

Characteristics of Rational RecreationCharacteristics of Rational Recreation

• Regional national/internationalRegional national/international

• Codification, administrationCodification, administration

• Respectable, fair playRespectable, fair play• RegularRegular

• Exclusive/ElitistExclusive/Elitist

• Urban/Sub-UrbanUrban/Sub-Urban

• Control of GamblingControl of Gambling

• Purpose Built FacilitiesPurpose Built Facilities




Characteristics of Popular RecreationCharacteristics of Popular Recreation

• LocalLocal

• Simple, unwritten rulesSimple, unwritten rules

• Cruel/ViolentCruel/Violent

• OccasionalOccasional• Courtly/PopularCourtly/Popular

• RuralRural

• WageringWagering

• Natural/SimpleNatural/Simple




Task:ask:

Aim to identify 3 addit ional changes which have occurredim to identify 3 addit ional changes which have occurred

over the last few yearsver the last few years



Urban Industrial Factors which influenced theUrban Industrial Factors which influenced the

development of Rational Sportdevelopment of Rational Sport

• Industrial Revolution – Changes in working conditionsIndustrial Revolution – Changes in working conditions

• Urban Revolution – Changes in living conditionsUrban Revolution – Changes in living conditions

• Increased free timeIncreased free time

• The Railways – Excursions and trips, following your own team andThe Railways – Excursions and trips, following your own team and

going to the countrysidegoing to the countryside• Changing Role of Women – Tennis used as a vehicle forChanging Role of Women – Tennis used as a vehicle for

emancipation for middle classemancipation for middle class

• Middle Class Emergence – Changes in attitudes, tastes manners andMiddle Class Emergence – Changes in attitudes, tastes manners andexpectationsexpectations





• Changing Working Conditions – Improved over timeChanging Working Conditions – Improved over time

• Paid Holidays for Working Class – By end of century; benevolence of Paid Holidays for Working Class – By end of century; benevolence of

employers; provision of factory facilitiesemployers; provision of factory facilities

• Saturday Half DaySaturday Half Day• Agrarian Revolution – Changes in Agricultural Methods Agrarian Revolution – Changes in Agricultural Methods





Individual Activities Included:Individual Activities Included:

• SwimmingSwimming

• Athletics Athletics• GymnasticsGymnastics

Games Activities Included:Games Activities Included:

• FootballFootball

• CricketCricket

• TennisTennis



The Rationalisation of Bathing and Swimming inThe Rationalisation of Bathing and Swimming in

Post – Industrial CommunitiesPost – Industrial Communities

• The emergence of sport for the masses, particularly spectator sport,The emergence of sport for the masses, particularly spectator sport,excursion trips and paid holidays were hard wonexcursion trips and paid holidays were hard won

• In early 19In early 19thth century, rural peasants migrated to towns and cities incentury, rural peasants migrated to towns and cities insearch of regular work, with sport or recreation being last thing onsearch of regular work, with sport or recreation being last thing onminds of industrial working classminds of industrial working class

Things looking up…Things looking up…

• Factory Acts improved working conditions; kind factory ownersFactory Acts improved working conditions; kind factory ownersbegan to look after their staff to increase loyalty and morale in thebegan to look after their staff to increase loyalty and morale in theworkplace.workplace.

• By 1890, workers had won their Saturday Half DayBy 1890, workers had won their Saturday Half Day





Swimming as a rationalised activity had several threads whichSwimming as a rationalised activity had several threads which

consisted of:consisted of:

• The Water Cure and Regency Spa MovementThe Water Cure and Regency Spa Movement• Victorian Sea Bathing Victorian Sea Bathing

• 1919thth Century Public Baths for the middle and working classesCentury Public Baths for the middle and working classes





• The Water Cure was otherwise known as the therapeutic effect of The Water Cure was otherwise known as the therapeutic effect of immersion in water, which existed in inland spa’s such as Bath andimmersion in water, which existed in inland spa’s such as Bath andCheltenhamCheltenham

• During the Victorian era, beaches were designated as sociallyDuring the Victorian era, beaches were designated as sociallyexclusive and bathing machines were towed to the water givingexclusive and bathing machines were towed to the water giving

bathers some privacybathers some privacy• By the 1870’s, the new rail network brought the working class toBy the 1870’s, the new rail network brought the working class to

the seaside who copied activities of their social superiorsthe seaside who copied activities of their social superiors

• Swimming became fashionable for the middle and amateur classSwimming became fashionable for the middle and amateur classwith competitive events being organisedwith competitive events being organised





• 1818thth and 19and 19thth century industrialisation and urbanisation led tocentury industrialisation and urbanisation led to

overcrowding and diseaseovercrowding and disease

• In 1846, central government attempted to improve this with it’sIn 1846, central government attempted to improve this with it’s

wash house actswash house acts

• This was whereby loans were offered to major towns if they builtThis was whereby loans were offered to major towns if they built

public bathspublic baths



The Emergence of Track and Field Activities as aThe Emergence of Track and Field Activities as a

new form of Urban Festivalnew form of Urban Festival

• Due to the steady urbanisation of England, rural fairs came to anDue to the steady urbanisation of England, rural fairs came to anend followed by professional athletics being established in bigend followed by professional athletics being established in bigindustrial citiesindustrial cities

• The Amateur Athletics Association (AAA) was established in 1880The Amateur Athletics Association (AAA) was established in 1880which helped increase working class involvement in sportswhich helped increase working class involvement in sports

• The organisation was responsible for opening up the sport to allThe organisation was responsible for opening up the sport to alllevels of society without compromising it’s imagelevels of society without compromising it’s image



The Emergence of Track and Field Activities as aThe Emergence of Track and Field Activities as a

new form of Urban Festivalnew form of Urban Festival

The Modern Olympic MovementThe Modern Olympic Movement

• A French aristocrat named Baron Pierre de Coubertin who was A French aristocrat named Baron Pierre de Coubertin who wasinspired by sport started the Olympic Games in 1896, with his aiminspired by sport started the Olympic Games in 1896, with his aimto foster athleticism and friendship between nationsto foster athleticism and friendship between nations

• However, by the time the games came to London in 1908, all hisHowever, by the time the games came to London in 1908, all hisideas had largely been crushedideas had largely been crushed

• This conflict was captured in the film ‘Chariots of Fire’ (1981). ThisThis conflict was captured in the film ‘Chariots of Fire’ (1981). Thisfollows the preparations and Olympic fortunes of two Britishfollows the preparations and Olympic fortunes of two Britishathletes in the Paris Games of 1924athletes in the Paris Games of 1924



The Rationalisation of GamesThe Rationalisation of Games

Association Football Association Football

• Following the formation of the Football Association (FA), SoccerFollowing the formation of the Football Association (FA), Soccerbecame both an amateur game for gentlemen and a professionalbecame both an amateur game for gentlemen and a professionalgame for the ‘people’ (Working Class)game for the ‘people’ (Working Class)

• It soon became clear, that football was a regular spectatorIt soon became clear, that football was a regular spectatorattraction rather than an annual festival occasionattraction rather than an annual festival occasion

• Therefore, due to players becoming unable to agree time off work,Therefore, due to players becoming unable to agree time off work,the FA reluctantly accepted professionalismthe FA reluctantly accepted professionalism




CricketCricket

• In the 1870’s, county cricket took over from the touring XI’s as aIn the 1870’s, county cricket took over from the touring XI’s as aspectator attraction – while county communities needed andspectator attraction – while county communities needed andrespected professionals, they kept them firmly in their social placerespected professionals, they kept them firmly in their social place

• E.G – They had different names, Pro v’s Amateur. They even hadE.G – They had different names, Pro v’s Amateur. They even haddifferent eating arrangements and did not even travel to matchesdifferent eating arrangements and did not even travel to matchestogether or share a changing roomtogether or share a changing room




Lawn TennisLawn Tennis

• The Middle Classes were excluded from real tennis so they lookedThe Middle Classes were excluded from real tennis so they lookedfor their own alternativefor their own alternative

• The game was perfect for upper middle class suburban gardensThe game was perfect for upper middle class suburban gardens

• The working class were excluded and had to wait for publicThe working class were excluded and had to wait for publicprovision, which delayed their participationprovision, which delayed their participation

It’s role in the emancipation of women…It’s role in the emancipation of women…

• Lawn tennis helped remove stereotypes of Victorian times, asLawn tennis helped remove stereotypes of Victorian times, aswomen could participate on their own or with men and wearingwomen could participate on their own or with men and wearingwhatever they wantedwhatever they wanted




Task:ask:

Explain some changes which have occurred in one o f thesexplain some changes which have occurred in one of these

games since the turn of the 19ames since the turn of the 19 thh centurycentury

The development of drill physical training and physicalThe development of drill physical training and physical



The development of drill, physical training and physicalThe development of drill, physical training and physical

education in elementary schoolseducation in elementary schoolsEnd of the 19End of the 19thth centurycentury

Background informationBackground information

- In 1886, the army rejected 380 out of each 1000 recruits on physical- In 1886, the army rejected 380 out of each 1000 recruits on physicalgrounds.grounds.

- Board schools (state schools) established by the Foster EducationBoard schools (state schools) established by the Foster Education Act 1870, previously the education of the poor had been a parish Act 1870, previously the education of the poor had been a parishresponsibility.responsibility.

- Restricted space for play and physical exerciseRestricted space for play and physical exercise

- Many schools in industrial towns had no playing facilities.Many schools in industrial towns had no playing facilities.

Elementary school drillElementary school drill

Objectives:Objectives:

- Fitness for army recruitsFitness for army recruits

- DisciplineDiscipline- To do for working-class children what games was doing for publicTo do for working-class children what games was doing for public

school boysschool boys




education in elementary schoolseducation in elementary schools continued………..continued………..

ContentContent

- 1870 = military drill1870 = military drill

- 1890’s = Swedish drill1890’s = Swedish drill

- 1900 = the Bored of Education stated that games were a suitable1900 = the Bored of Education stated that games were a suitable

alternative to Swedish drillalternative to Swedish drill

MethodologyMethodology

- Authoritarian / Command response, taught by army non-- Authoritarian / Command response, taught by army non-

commissioned officers (NCO’s) in 1870’s. By the 1890’s taught bycommissioned officers (NCO’s) in 1870’s. By the 1890’s taught by

qualified teachers.qualified teachers.





education in elementary schoolseducation in elementary schools continued………….continued………….

The Model Course 1902The Model Course 1902

Background InformationBackground Information

- Military needs became more powerful than educational theory.Military needs became more powerful than educational theory.

- Girls and boys instructed together: failed to cater for age or genderGirls and boys instructed together: failed to cater for age or gender

- Children treated as soldiersChildren treated as soldiers

- Taught by NCO’s or teachers who had been trained by themTaught by NCO’s or teachers who had been trained by them- Dull + repetitive contentDull + repetitive content

- Set against the backdrop of poor diets, bad housing and otherSet against the backdrop of poor diets, bad housing and other

forms of social deprivation.forms of social deprivation.

All of the above contributed to the lowered the status ofl l of the above contributed to the lowered the status of

the subject.he subject.






The Model Course 1902The Model Course 1902

Mil itary based content was imposed as a result of Britain’si l i tary based content was imposed as a result of Britain’s

poor performance in the Boer Waroor performance in the Boer War

Objectives:Objectives: Content:Content:

- Fitness (for military service)Fitness (for military service) Military drillMilitary drill

- Training in handing weaponsTraining in handing weapons ExercisesExercises

- DisciplineDiscipline Weapon trainingWeapon training

Methodology:Methodology:

- Command – response (‘Attention’, ‘Stand at ease’, Marching etc)Command – response (‘Attention’, ‘Stand at ease’, Marching etc)

- Group response/ no individualityGroup response/ no individuality

- In ranksIn ranks






Early Syllabuses of Physical Training (PT) 1904 and 1909Early Syllabuses of Physical Training (PT) 1904 and 1909

Background Information:Background Information:

- Revisions of the 1902 model courseRevisions of the 1902 model course

- School medical service was established which identified theSchool medical service was established which identified the

necessity of raising the general standard of physical health amongnecessity of raising the general standard of physical health amongthe children of the poor.the children of the poor.

- Emphasis on exercise in the open air and the use of suitableEmphasis on exercise in the open air and the use of suitable

clothingclothing

- 1909 – local authorities required to train teachers to deliver the1909 – local authorities required to train teachers to deliver the

syllabusessyllabuses- Still large numbers and poor facilitiesStill large numbers and poor facilities

Early Syllabuses of Physical Training (PT) 1904 and 1909Early

Syllabuses of Physical Training (PT) 1904 and 1909



Early Syllabuses of Physical Training (PT) 1904 and 1909Early Syllabuses of Physical Training (PT) 1904 and 1909continued………….continued………….


- Obedience and DisciplineObedience and Discipline

- EnjoymentEnjoyment

- Alertness, decision-making, control of mind over body Alertness, decision-making, control of mind over body

- 1909 – therapeutic effects of exercise (with emphasis on1909 – therapeutic effects of exercise (with emphasis on

respiration, circulation and posture)respiration, circulation and posture)

Content:Content:

- Recreative aspects to relive dullness, tedium and monotony of Recreative aspects to relive dullness, tedium and monotony of

former lessonformer lesson

- Introduction of dancing steps and simple gamesIntroduction of dancing steps and simple games

- Inclusion of Danish and rhythmic swinging exercisesInclusion of Danish and rhythmic swinging exercises

l

ll b f h l ( ) 90 d 909



Early Syllabuses of Physical Training (PT) 1904 and 1909Early Syllabuses of Physical Training (PT) 1904 and 1909continued………….continued………….


- Still formalStill formal

- Still in ranks with marchingStill in ranks with marching

- Still unison response to commandsStill unison response to commands

- A kinder approach by teachers A kinder approach by teachers

- Some freedom of choice for teachersSome freedom of choice for teachers






The Syllabus 1919The Syllabus 1919


- Set against huge loss of life in WW1 and in post-war flu epidemic- Set against huge loss of life in WW1 and in post-war flu epidemic

- The syllabus was progressive in terms its broader content and child-- The syllabus was progressive in terms its broader content and child-

centred approach.centred approach.

Important Note: The Fisher Education Act 1918 promoted holiday andImportant Note: The Fisher Education Act 1918 promoted holiday and

school camps, school playing fields and school swimming baths.school camps, school playing fields and school swimming baths.

Objectives:Objectives:- Enjoyment and play for the under 7’sEnjoyment and play for the under 7’s

- Therapeutic work for the over 7’sTherapeutic work for the over 7’s

Th 1919 S ll bTh 1919 S ll b



The 1919 SyllabusThe 1919 Syllabus continued……….continued……….

Content:Content:

- Exercises and ‘positions’ same s 1909Exercises and ‘positions’ same s 1909

- Special section for games for the under 7’sSpecial section for games for the under 7’s

- Not less than half the lesson on ‘general activity exercises’ – activeNot less than half the lesson on ‘general activity exercises’ – active

free movement, including small games and dancingfree movement, including small games and dancing

1919 syllabus – the first ‘child centred’ syllabus, but some teachers1919 syllabus – the first ‘child centred’ syllabus, but some teachers

stayed with their old ways.stayed with their old ways.


- More freedom for teachers ad pupilsMore freedom for teachers ad pupils

- Less formalityLess formality

Syllabus of Physical training 1933Syllabus of Physical training 1933



Syllabus of Physical training 1933Syllabus of Physical training 1933(the last syllabus to be published under George Newman’s direction)(the last syllabus to be published under George Newman’s direction)


The industrial depression of the 1930’s left many of the working classThe industrial depression of the 1930’s left many of the working classunemployedunemployed

This syllabus- had one section for the under 11’s and one for the oveThis syllabus- had one section for the under 11’s and one for the ove11’s11’s

Influences:Influences:- The Hadow Report 1926 identified the need to differentiate between- The Hadow Report 1926 identified the need to differentiate between

ages for physical training.ages for physical training.

- A detailed, high quality and highly respected syllabus A detailed, high quality and highly respected syllabus

- Newman stated that good nourishment, effective medical inspectionNewman stated that good nourishment, effective medical inspection

and treatment and hygienic surroundings were all necessary for aand treatment and hygienic surroundings were all necessary for agood health as well as a comprehensive system of physicalgood health as well as a comprehensive system of physicaltraining…..for the normal development of the body.training…..for the normal development of the body.






- Physical fitness - Therapeutic results - Good PhysiquePhysical fitness - Therapeutic results - Good Physique

- Good posture - Development of mind and body (holistic aims)Good posture - Development of mind and body (holistic aims)

Content:Content:

- Athletics Athletics - Gymnastic and games skills- Gymnastic and games skills - Group work - Group work


- Still direct style for the majority of the lessonStill direct style for the majority of the lesson- Group work/tasks throughoutGroup work/tasks throughout

- Encouragement for special clothing/kitEncouragement for special clothing/kit

- 5 x 20 minute lesson a week recommended5 x 20 minute lesson a week recommended

- Outdoor lessons recommended for health benefitsOutdoor lessons recommended for health benefits

- Some decentralised parts to the lessonSome decentralised parts to the lesson

Decentralised = the teacher acts as the guide, with children working at their ownDecentralised = the teacher acts as the guide, with children working at their ownpace answering tasks in an individual waypace answering tasks in an individual way

Revision QuestionsRevision Questions



Revision QuestionsRevision Questions

1.1. What is meant by the words objectives, content andWhat is meant by the words objectives, content and

methodology?methodology?2.2. Compare the content of the 1902 model course with that of theCompare the content of the 1902 model course with that of the

moving and planning the programme.moving and planning the programme.

3.3. Wit which syllabuses would you associate the following words orWit which syllabuses would you associate the following words orphrases? (Some maybe linked to more than one syllabus)phrases? (Some maybe linked to more than one syllabus)

Child-centredChild-centred Army NCO’s Army NCO’s

Boer WarBoer War Army assault apparatus Army assault apparatus

Dr George NewmanDr George Newman Play for the under 7’sPlay for the under 7’s

TherapeuticTherapeutic Butler Education ActButler Education Act

Note: Dr George Newman role was overseeing the publication of theNote: Dr George Newman role was overseeing the publication of thethree Board Education syllabuses between 1909 and 1933three Board Education syllabuses between 1909 and 1933

Physical Education and Modern TrendsPhysical Education and Modern Trends




Moving and Growing and Planning the Programmeoving and Growing and Planning the Programme

• The (Butler) Education Act 1944 aimed to ensure equality of The (Butler) Education Act 1944 aimed to ensure equality of educational opportunity and to provide playing fields for all schoolseducational opportunity and to provide playing fields for all schools

• The Second World War required ‘thinking soldiers’ which influencedThe Second World War required ‘thinking soldiers’ which influencedthe need for ‘thinking children’. Assault course obstacle equipment,the need for ‘thinking children’. Assault course obstacle equipment,influenced apparatus design as well as encouraging individualinfluenced apparatus design as well as encouraging individualinterpretation of interpretation of open tasksopen tasks

Background:Background:

- The Butler Education Act 1944 aimed to ensure equality of The Butler Education Act 1944 aimed to ensure equality of

education of educational opportunity.education of educational opportunity.

- Local authorities were required to provide playing fields for alLocal authorities were required to provide playing fields for al

schools.schools.- School leaving age was raised to 15 yearsSchool leaving age was raised to 15 years




This influenced the problem solving approach…This influenced the problem solving approach…

1.1. Moving & Growing (1952)Moving & Growing (1952)

2.2. Planning the Programme (1954)Planning the Programme (1954)

Influences:Influences:

- The 2The 2ndnd World War, required thinking soldiers and the subsequentWorld War, required thinking soldiers and the subsequentperceived need for increasingly thinking children.perceived need for increasingly thinking children.

- Assault course obstacle equipment, influenced apparatus design Assault course obstacle equipment, influenced apparatus design

- Modern educational dance methods influenced theModern educational dance methods influenced the

creative/movement approachcreative/movement approach- Introduction of problem solving approach to learning (open tasks)Introduction of problem solving approach to learning (open tasks)

Also… The extensive post war rebuilding programme lead to an Also… The extensive post war rebuilding programme lead to anexpansion of facilitiesexpansion of facilities




ObjectivesObjectives

• Physical, Social and Cognitive SkillsPhysical, Social and Cognitive Skills

• Variety of experiences Variety of experiences

• Enjoyment and Personal SatisfactionEnjoyment and Personal Satisfaction

MethodologyMethodology

• Child centred and enjoyment orientatedChild centred and enjoyment orientated

• ProgressiveProgressive

• Teacher guidance rather than directionTeacher guidance rather than direction

ContentContent

• Agility exercises Agility exercises

• SwimmingSwimming

• Movement to MusicMovement to Music

Documents

Activity Case Studies Pop Rec Period