LESSON 1LESSON 1OVERVIEW OF THE OVERVIEW OF THE

SPECIFICATIONSPECIFICATION

THEORY PAPER……THEORY PAPER……

• INTRODUCTION TO SPORTS HISTORYINTRODUCTION TO SPORTS HISTORY• UNIT G453 (PAPER 2 HOUR AND 30 MINUTES)UNIT G453 (PAPER 2 HOUR AND 30 MINUTES)• The question paper has BEEN SPLIT UP INTO The question paper has BEEN SPLIT UP INTO

THREE SECTIONS; one question on Historical THREE SECTIONS; one question on Historical Studies in Physical Education, Sports Studies in Physical Education, Sports Psychology and Physiology, each question is Psychology and Physiology, each question is divided into a number of parts.divided into a number of parts.

• THE OVERALL PAPER IS OUT OF 105 MARKS, THE OVERALL PAPER IS OUT OF 105 MARKS, EACH SECTION IS WORTH 35 MARKS – THE EACH SECTION IS WORTH 35 MARKS – THE LAST QUESTION IS AN EXTENDED QUESTION – LAST QUESTION IS AN EXTENDED QUESTION – SOMETIMES WORTH 20 MARKS! – IT ALLOWS SOMETIMES WORTH 20 MARKS! – IT ALLOWS YOU TO PULL ON ALL APECTS OF THE YOU TO PULL ON ALL APECTS OF THE COURSE AND TO ANSWER INDEPTH.COURSE AND TO ANSWER INDEPTH.

EXPECTATIONS……..EXPECTATIONS……..

• FILE ORGANISATION – MAIN FILE ORGANISATION – MAIN FOUR SECTIONS AND THEN SUB-FOUR SECTIONS AND THEN SUB-DIVIDED INTO 24 LESSONS. DIVIDED INTO 24 LESSONS. HOMEWORK AND MARKING. HOMEWORK AND MARKING. GENERAL EXPECTATIONS – THE GENERAL EXPECTATIONS – THE ULTIMATE AIM! A*ULTIMATE AIM! A*

• HISTORY OF SPORT WILL BE HISTORY OF SPORT WILL BE STUDIED WITHIN FOUR AREAS:STUDIED WITHIN FOUR AREAS:

• (HANDOUT SUMMARY OF TIME (HANDOUT SUMMARY OF TIME LINES AND IMPORTANT LINES AND IMPORTANT SIGNIFICANT DATES)SIGNIFICANT DATES)

• POPULAR RECREATION – BEFORE 1800s POPULAR RECREATION – BEFORE 1800s (Pre-Industrial)–(Pre-Industrial)– Focuses on pre- Focuses on pre-industrial sports and past times. In this industrial sports and past times. In this section it is important that you know section it is important that you know the characteristics of popular the characteristics of popular recreations and the cultural factors recreations and the cultural factors that that influenced their that that influenced their development. For example, activities development. For example, activities associated with pre-industrial wakes, associated with pre-industrial wakes, fairs and markets.fairs and markets.

• RATIONAL RECREATION IN AN URBAN RATIONAL RECREATION IN AN URBAN INDUSTRIAL SOCIETYINDUSTRIAL SOCIETY

• (Civilized and organised sports and pastimes (Civilized and organised sports and pastimes of post-industrial Britain.) – Late 1800s to of post-industrial Britain.) – Late 1800s to early 1900s. Emergence of comparatively early 1900s. Emergence of comparatively sophisticated and civilised post-industrial sophisticated and civilised post-industrial activities. The impact of the Industrial activities. The impact of the Industrial Revolution, which shaped late 19 cent. British Revolution, which shaped late 19 cent. British sport. Also, the emergence of the middle sport. Also, the emergence of the middle class, for whom many of the rational sports class, for whom many of the rational sports were developed. Students must be aware of were developed. Students must be aware of the cultural factors that influenced their the cultural factors that influenced their development.development.

• NINETEENTH-CENURY PUBLIC SCHOOL NINETEENTH-CENURY PUBLIC SCHOOL DEVELOPMENTS OF ATHLETICISM – DEVELOPMENTS OF ATHLETICISM – 1800 TO EARLY1800 TO EARLY 1900s – English public 1900s – English public schools, such as Rugby, Eaton and schools, such as Rugby, Eaton and Charterhouse. This section focuses on Charterhouse. This section focuses on the nature of sports, pastimes, and the nature of sports, pastimes, and particularly team games. Initially they particularly team games. Initially they were riotous and Spartan institutions. were riotous and Spartan institutions. However, by the 1870s they had However, by the 1870s they had become highly respected institutions become highly respected institutions were team games played a very were team games played a very important part.important part.

• THE DEVELOPMENT OF DRILL, PHYSICAL THE DEVELOPMENT OF DRILL, PHYSICAL TRAINING AND PHYSICAL EDUCATION IN TRAINING AND PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS – LOOKS AT ELEMENTARY SCHOOLS – LOOKS AT DEVELOPMENTS IN 20 CENT. STATE DEVELOPMENTS IN 20 CENT. STATE ELEMENTARY (PRIMARY) SCHOOLS.ELEMENTARY (PRIMARY) SCHOOLS.

• The objectives, contents and ways of The objectives, contents and ways of teaching military drill, therapeutic drill, teaching military drill, therapeutic drill, physical training and physical education in physical training and physical education in relation to changing attitudes and the relation to changing attitudes and the impact of war. (state education began in impact of war. (state education began in Britain following the Foster Education Act Britain following the Foster Education Act 1870)1870)

• LOOK AT HISTORICAL LANDMARKS LOOK AT HISTORICAL LANDMARKS THAT HAD IMPACT ON SPORTTHAT HAD IMPACT ON SPORT

• Explain class structure in pre-Explain class structure in pre-industrial and post –industrial societyindustrial and post –industrial society

• Pre – 2 class society- Pre – 2 class society- nobility/aristocracy/gentry/upper/cournobility/aristocracy/gentry/upper/courtly and peasants/lowertly and peasants/lower

• Post – upperPost – upper• Upper middle/middle/lower middleUpper middle/middle/lower middle• Working classWorking class

WHAT WAS IT LIKE PRE WHAT WAS IT LIKE PRE INDUSTRIALINDUSTRIAL

• HARSH LIVING CONDITIONSHARSH LIVING CONDITIONS

• TRAVEL WAS LIMITEDTRAVEL WAS LIMITED

• WHAT ELSE?WHAT ELSE?

HOMEWORKHOMEWORK

• DO TASK ONE ON P7DO TASK ONE ON P7

• DRAW THE CLASS ATTENTION TO DRAW THE CLASS ATTENTION TO THE TIME LINE AND CONGREGATION THE TIME LINE AND CONGREGATION OF INFLUENTIAL CHANGES TOWARDS OF INFLUENTIAL CHANGES TOWARDS THE END OF THE 19CTHE END OF THE 19C

USEFUL TERMS:USEFUL TERMS:

• NOBILITY- NOBLE IN CHARACTER, NOBILITY- NOBLE IN CHARACTER, MIIND,BIRTH OR RANK – CLASS OF NOBLESMIIND,BIRTH OR RANK – CLASS OF NOBLES

• ARISTOCRACY- GOVERNMENT BY THE ARISTOCRACY- GOVERNMENT BY THE BEST OR MOST OUTSTANDING CITIZENS – BEST OR MOST OUTSTANDING CITIZENS – THE BEST RERESENTATIVES – PERTAINING THE BEST RERESENTATIVES – PERTAINING TO OR ATTACHED TO ARISTOCRACY – TO OR ATTACHED TO ARISTOCRACY – GRAND STYLISH WITH DISTINGUISHED GRAND STYLISH WITH DISTINGUISHED BEARING AND MANNERSBEARING AND MANNERS

• GENTRY – PEOPLE NEXT BELOW THE GENTRY – PEOPLE NEXT BELOW THE NOBILITY IN POSITION AND BIRTHNOBILITY IN POSITION AND BIRTH

• COURTLY – POLISHED, REFINED IN COURTLY – POLISHED, REFINED IN MANNERS – CONVENTIONAL TRADITION OF MANNERS – CONVENTIONAL TRADITION OF KNIGHTLY LOVE PLUS ETIQUETTE.KNIGHTLY LOVE PLUS ETIQUETTE.

• FEUDAL SYSTEM – EUROPEAN FORM OF FEUDAL SYSTEM – EUROPEAN FORM OF GOVERNMENT BASED ON RELATION OF GOVERNMENT BASED ON RELATION OF VASSAL AND SUPERIOR ARISING FROM VASSAL AND SUPERIOR ARISING FROM HOLDINGS OF LANDS HOLDINGS OF LANDS