From the Model Course to PE as we know it. To know the key

features/characteristics of PE throughout the different stages of its development.

To know who/what was responsible for its development.

Background. (pg 57)• In 1866 the Army rejected around 380 out of

every 1000 recruits on physical health grounds.

• Board Schools (state not boarding) were established after 1870

• School became compulsory for children between ages of five and ten. By 1899 school leaving age was 12 years old.

Board Schools (1870-1901) Restricted space. Small playground, no playing field. Key objectives of drill, fitness,discipline, Taught by Army NCO’s in 1870’s. Taught by teachers in1890’s Very authoritarian Key influences: european gymnastics

teachers: Guts Muths etc.

1902 The Model Course. Drill imposed as a result of Britain’s poor

performance in the Boer War. Imposed by Colonel Fox. Drill also trained the children how to stand to

attention and march like soldiers Girls and boys instructed together Children treated as soldiers Large numbers could work in a small space

Cont. In summary Drill aimed to; Provide discipline Improve fitness Training in the use of a gun

Massed drill in the school yard 1902

Early Syllabus of Physical Training (PT). 1904 + 1909 Revision of 1902 model course. Still similar but a kinder approach adopted by

teachers. School medical service established in board of

education in 1908. Dr George Newman was the key influence

as chief medical officer. He was interested in health and therapeutic

effects of exercise. A compromise between military drill and

Swedish exercises.

1919 Syllabus Followed on from the 1914-18 war Syllabus was progressive, more child centred Dr George Newman still influential, he

stressed the benefit of recreational activities to rehabilitate injured soldiers

Enjoyment and play for under 7’s simple games introduced.

Therapeutic work for over 7’s. Why is it different?

1919 Syllabus About half the lessons were now on

general activity exercises, movement including small games and dancing.

Teachers had more freedom, in general things were becoming less formal.

The Fisher Education act 1918 promoted holiday, school camps and school playing fields. Why?

Task. Read/use pages 57-60 Using your drawing skills and

imagination. Draw a time line showing the features

of each style of PE

1930’s A time of industrial depression, many

working class men were unemployed 1930’s were something of a watershed

between the syllabus used in the past and the PE of the future

1933 Syllabus identified the need for different activities for different groups

One section for under 11’s one for over 11’s How does this relate to today’s education?

1930’s 1933 the last syllabus produced by Dr

George Newman 1933, emphasis on skill and posture.

A detailed respected syllabus Newman stated that good nourishment,

hygiene and physical training was required for normal healthy development.

The 1933 syllabus- playground games.

1933 Syllabus Athletics, gym and games skills were a

feature along with group work Group work was a central part of

the lessons 5x20 minute lessons recommended

Ovaltine advert for 1933 syllabus.

Moving and Growing 1952 1944 Act required schools to provide

playing fields. School leaving age increased to 15 A problem solving approach was

introduced into PE Educational dance, influenced a more

creative approach

1950’s apparatus lesson in the playground.

Movement and Growing An experiment in Halifax with disabled

children encouraged a problem solving approach to PE

Lessons became more enjoyable,increased involvement, teachers provided guidance rather than direction

Much apparatus work, bars, boxes, ropes etc. Children gained much individual satisfaction

Task. Complete the time line from the

previous week.

Lesson 3.

Within a group of 6 act out the different stages of the development of PE.

Think about bringing your time line to life!!

Exam questions: Explain why state elementary school children

in 1902 did not play Cricket or other team games, as part of their school Physical training programme. [4]

Answers:

In the the 1950’s Physical Education in State Elementary schools changed, following the publication of Moving and growing (1952) and the planning programme (1954).

Identify the objectives of the 1950’s approach. Describe how a lesson based on the 1950’s syllabus would have been taught. [5].

Answer: 5 marks – 3 max from either section. Objectives: 1. (physical) learn physical skills/body management/ gymnastics/

dance/ games/ swimming skills. 2. (social) learn social skills/ co-operation/ working together. 3. (cognitive) Learn cognitive skills. 4. (enjoyment) Enjoyment/ satisfaction/ feeling of achievement. 5. (involvement) to get everyone involved/taking part. 6. (variety) to give a varied programme/ varied lessons.

Teaching methods.

7. (child centred) child centred approach/ emphasis on what children could do rather than what they could not do/ starting from their own experience.

8. (problem solving) problem solving/ discovery/ exploration/ creating sequences/ individual interpretation of tasks.

9. (apparatus) apparatus used/ gymnastic equipment/ ropes, bars, boxes etc.

10. (decentralised) decentralised/ teacher as educator rather than instructor/ not everyone doing the same thing at the same time.

That’s it!! Good luck, revise hard.

Do this….

And not be one of these.