20 th Century Developments. 19021904, 1909, 191919331950s Military DrillTherapeutic DrillPTPE The Model CourseSyllabusesMoving and Growing and Planning.

20th Century Developments

1902 1904, 1909, 1919

1933 1950s

Military Drill Therapeutic Drill

PT PE

The Model Course

Syllabuses Moving and Growing and Planning the Programme

Boer War 1899-1902

1st World War 1914-18

2nd World War 1939-45

Instructor Trainer Educator

From instructional to child-centred What – drill etc Who – learnt / taught When – dates Where – playground, purpose built etc Why – effects of war etc

Instructional to child-centred philosophy 1950s now - teachers became

accountable Poverty welfare state Class system opportunity for all Facilities – playground purpose built Teachers – class teachers graduate

PE Effects of war Class sizes National Curriculum Initiatives, eg Top Sport, Sports Colleges International sport

In groups, do a presentation on each syllabus:

Elementary Drill The Model Course Early Syllabuses – 1904 + 1909 The Syllabus – 1919 Syllabus PT – 1933 Moving + Growing / Planning the

programme

Improving general health of the body rather than towards muscular  development.

The drills were done outside whenever possible to allow  for fresh air and deep breathing.

The movements were done to command so  the pupils learn the power of quick and correct response, and this involves concentration and quickness of thought,  alertness of action, and effort of will.

.

FITNESS FOR ARMYDISCIPLINEBUILD MEN OUT OF BOYS (LIKE IN PUBLIC SCHOOLS)

1870 – TAUGHT BY NON-COMMISSIONED OFFICERS1890S – TAUGHT BY QUALIFIED CLASS TEACHERS

WHY?

1870-Board Schools (state schools) set up by Forster Ed. Act. No longer parish responsibility

Compulsory education for aged 5-10years, increased to 12 years 1899

Lack of space, esp. In towns

1870 – military drill 1890s – Swedish drill 1900 – games were

considered an alternative to Swedish drill

WHY? WHAT?

During Boer war the large army found it hard to defeat the small mobile Boers guerrilla fighters

Swedish drill blamed Claimed working

classes were unhealthy + unfit + not prepared properly to fight

War Office (not education dept) produced this

Fitness, weapons, discipline, military drill, exercies, breathing

Command-response, eg, ‘attention’, march etc

All group response, ranks Taught by NCOs Step backwards in

progression, gave subject lower status

Large numbers Social deprivation

School medical service 1908 wanted to improve health of the poor

1909 – teachers had to be trained

Exercise in open air, suitable clothing

Large classes, poor facilities

1904-109 –tables of exercise followed

1909 – 71 tables Formal, ranks, marching,

free standing exercises, group responses, some choice for teachers

WHY? WHAT?

Therapeutic effects – breathing, circulation, posture

Obedience, discipline, enjoyment

Alertness, decision making, mind over body

1909 – Swedish exercises + military drill, with some enjoyment

Dancing, simple games

Danish + rhythmic swinging exercises

WHY? WHAT?

WW1 – many lives lost

Flu – many lives lost Enjoyment + play for

under 7s Therapeutic for over

7s

Child centred, broad Free standing

exercises + positions Games for under 7s Games, dancing, free

movement, general exercises

More freedom for pupils + teachers, less formal

WHY?

1930s – Industrial Depression – many unemployed

2 syllabuses – under + over 11s

Fitness Therapeutic Physique Holistic – develop mind +

body Skills + posture Outdoor lessons for health

WHAT? HOW?

Athletics, gymnastics, games

Skills eg cartwheels, also use of apparatus

Group work – independence + variety

Built on play

Direct style Group work + tasks Special clothes/kit 5 x 20min lessons a

week recommended Facilities – gymnasia Still had tables for

planning

WHY?

Following the 2nd World War (1939-45) teachers were looking for new ‘educational’ ways of teaching.

During the war exciting frame apparatus had been used in assault courses for soldiers and schools adapted these.

Creativity + movement patterns With the post-war building

programme, all primary schools had hall with fixed apparatus and so children were able to produce skilled sequences on the floor and also complex apparatus patterns. Also had to provide playing fields.

School leaving age = 15 Replace the under 11 section of

1933 Syllabus

WHAT? HOW?

Physical, social, cognitive Variety Enjoyment + satisfaction Increased involvement

Agility exercises, gymnastics, dance, games, swimming, movement to music

Child centred + enjoyment

Progressive Teachers guided, not

directed Problem solving,

creativity, exploratory, discovery

Individual interpretation + ‘open’ tasks

apparatus

1970’s Recreational Approach

1988 National Curriculum

Task 21 pg 63 Sharpen up your exam technique pg 64

in pairs Complete for homework