RATIONAL RECREATIONRATIONAL RECREATION

Post 1850’s -> Sports EvolutionPost 1850’s -> Sports Evolution

Rational RecRational Rec

What does this mean to you?What does this mean to you?2 minutes to jot down key words about 2 minutes to jot down key words about

rational recreationrational recreationMaybe think about what we have looked at Maybe think about what we have looked at

in previous lessonin previous lessonOne word/phase from each to rest of classOne word/phase from each to rest of class

Rationalisation - key wordsRationalisation - key words

CodificationCodification Gentlemen & PlayersGentlemen & Players Amateur IdealAmateur Ideal Organisational strictnessOrganisational strictness RegularityRegularity ImperialismImperialism Exported Games ethicExported Games ethic Broken Time PaymentsBroken Time Payments Social ControlSocial Control

The move towards rational recreation

POPULAR SPORT RATIONAL SPORT

localised

Rural

Cruel/Violent

Courtly/Popular

Ritual

Occasional

Limited Coding

Wagering

Local-Regional-National

Rural-Urban

Channeled Aggression

Gentry-Middle-Working

Moral

Regular

Formal Codification

Gambling Curtailed

TASKTASK

Copy out table at top of page 169.Copy out table at top of page 169.

What are the key words that come out of it What are the key words that come out of it and why.and why.

Discuss in groups.Discuss in groups.

How did we go from Pop. To Rat.?How did we go from Pop. To Rat.?

Melting pots – their effectsMelting pots – their effectsSocietal change – time lineSocietal change – time lineClass dividesClass divides IR – (various Acts passed)IR – (various Acts passed)Reasons to participate????Reasons to participate????

THE GREAT UNWASHED – describe… THE GREAT UNWASHED – describe… p167 – Gentleman Amateur….p167 – Gentleman Amateur….

UNIVERSITYUNIVERSITY

During the 19th Century Oxford and During the 19th Century Oxford and Cambridge Universities acted as “Cambridge Universities acted as “melting melting pots”pots” in terms of the historical in terms of the historical development of sport.development of sport.

Using examples, explain the role these Using examples, explain the role these universities played in the development of universities played in the development of sportsport

(6 marks)(6 marks)

History - AnswerHistory - Answer

Students had come from Students had come from differentdifferent schools schools Had interest/enthusiasm for sport but Had interest/enthusiasm for sport but

difficult to play each otherdifficult to play each other Need for compromise rulesNeed for compromise rules Different school members write up Different school members write up

/rationalisation/codification of rules/rationalisation/codification of rules Example - Cambridge rules of footballExample - Cambridge rules of football Graduates took games into society - Graduates took games into society -

football/rugby/ athletics Varsity games led football/rugby/ athletics Varsity games led to increase in interest/standardsto increase in interest/standards

example - Boat race/rugby/ athletic example - Boat race/rugby/ athletic meets/cricketmeets/cricket

University and theUniversity and the “Old boys network” “Old boys network”

Pub sch -> Uni -> societyPub sch -> Uni -> society Codes were written by the controlling middle Codes were written by the controlling middle

classes to maintain their standards of play- classes to maintain their standards of play- “mob” element removed“mob” element removed

Pub sch rules were by agreement – inter sch Pub sch rules were by agreement – inter sch match difficultmatch difficult

For a truly National range of sports to flourish, some standardisation of both rules and playing area was necessary

Many came from OXBRIDGE!Many came from OXBRIDGE!

University and theUniversity and the “Old boys network” “Old boys network”

The Football Association (1863) and the Rugby Football Union (1871) and their respective rules emerged largely from discussions and developments at these two universities.

NGB’s formed to oversee their sport, Old boys involved

The University boat race together with corresponding fixtures in Athletics, Cricket, Football and Rugby formed major features of the British sporting calendar – links to today? BLUES!

STATE SCHOOL EDUCATION – STATE SCHOOL EDUCATION – BACKGROUNDBACKGROUND

For working classFor working classNot compulsory until education act 1870Not compulsory until education act 1870Education and disciplineEducation and disciplineProduce people fit for work and for doing Produce people fit for work and for doing

as they were told by social ‘superiors’as they were told by social ‘superiors’Large numbers – small spaceLarge numbers – small spaceLate 1800’s – Swedish Gymnastics – but Late 1800’s – Swedish Gymnastics – but

soon replaced.soon replaced.

1902 – THE MODEL COURSE1902 – THE MODEL COURSE

Objectives – whyObjectives – why

Methodology – HowMethodology – How

Content – whatContent – what

Development – WAR – 1919 SYLLABUSDevelopment – WAR – 1919 SYLLABUS

THE 1933 SYLLABUSTHE 1933 SYLLABUS

Syllabus of Physical Training / EducationSyllabus of Physical Training / EducationLack of workLack of workU11’s and over 11’sU11’s and over 11’sGymnasiums bulitGymnasiums bulitFresh air and KIT!Fresh air and KIT!P.T. not P.EP.T. not P.E

1950’s1950’s

Objectives - WhyObjectives - Why

Content - WhatContent - What

Methodology- HowMethodology- How

Key really is child centred – P171Key really is child centred – P171

In 1902

The command was to march and we did press ups

too

In 1933Posture, fun, skills in groups –

And we called it P.E

In1954

We thought for ourselves and we

rolled on the floor

HomeworkHomework

Fill in handout on the three stages of State Fill in handout on the three stages of State School Education.School Education.

Use key words and use these guidelines Use key words and use these guidelines to assist.to assist.

Why was It brought in?Why was It brought in?Why was it replaced?Why was it replaced?Did it increase participation?Did it increase participation?