St Johns PE Revision Course AQA AS PED 1 Session 1c Opportunities for participation Historical Factors.

St Johns PE Revision CourseAQA AS PED 1

Session 1cOpportunities for participation

Historical Factors

Historical, social and cultural factors

• Public School and emergence of rational recreation - games

• Public Schools & the concept of fair play• Development of physical activity in state

schools from military drill to movement• Developments in state provision and increase

in participation

Public Schools & Sport

Went from despised mob games to revered team sports

Within 50 years

What? How? Why?

• Violent, Drunken

• Male

• No specialisation

• Local - rules, character

• Force, strength not skill

• Lacked structure – pitch, spectators, players

Mob Football - Characteristics

• Middle class values - civilising

• Church

• Authority crack down

• Urbanisation

• Public School effect

• Lack of control over time - work

Mob Football - Decline

Acceptance ofcommon rules between

visiting schools and teams

Status & authority given to

Sixth Form

Developmentof loyaltyto House

Developmentinter-school

matches

Skills, Tactic DevelopmentCoaching –Professionals,

Blues

‘Game Rules’moral/ethical rules

based on Christianity

Developmenthouse matches

Development of time/facilities

Development ofinternal

rules/laws

Playing mob football& field sports

Development of Rational Games in Public Schools

Jan07Q2

Ans

Public Schools 1800 - 1850Intolerance - Tolerance

Places for the ruling class, harsh environment, often uncontrolled

Power of the boys - emphasis on physical prowess

Futile attempts to ban mob football

Arnold – Headmaster – Evangelical Christian

Christian ‘gentlemen’ – Muscular Christianity

Cricket, rowing were established but different versions of mob football

Public Schools 1850- 1880Tolerance – Enthusiasm

Use boys enthusiasm for sport to gain social control

Give VI form status in return for support – control through rules/respect

VI Form – sporting ‘heroes’ – developed rules/ etiquette – athleticism - amateurism

Team games for character training, group loyalty

Inter House – Inter School - competitiveness

Develop prowess – time, facilities, coaching!

Public Schools 1800 – 1890 General Themes

Occupation of free time - social control – sixth form

Development of social cohesion - group loyalty

Method of character development –religious connections

Cult status within schools – intellectualism suffering

Victorian values – service

Public Schools 1800 – 1890 General Themes

Athleticism

Moral integrity

Physical Endeavour

Revival of Greek ideals Reflection of religious revival/interest during period

Jan03Q2

Ans

Old Boys University

ChurchBusiness ArmyColonial Service

Works Teams

Church Teams

“Bit of Britain”

All ranks teams

WHY?

Public Schools 1800 – 1890 Into Society

Factors Affecting Development of Rational Recreation/Sport in Society

RationalRecreation

Social Organisational

EconomicClass

Jun04Q2

Rational Rec – Social Factors

SocialChurch

Class

YMCA

Sunday School

Muscular Christianity

Boys Clubs

W. Class Moral Reform

Gentleman

Amateur

Middle Class

Urbanisation

Public Schools?

Rational Rec – Economic factors

Economic

Industrial Reform

Trade Unions Leisure Time

A Right?

Work Discipline

Media

Travel

Public Schools?

Rational Rec – Organisational Factors

Organisational

Codification

Stringent Admin

RegularisationRules

Code of ConductSeasonsMatch Days

NGBCompetitive Structure

Public Schools?

June05Q1

Development of Rational Recreation/Sport in Society

RR

Social

Organisational

Economic

Church

Class

YMCA

Sunday School

Muscular Christianity

Boys Clubs

W. Class Moral Reform

Gentleman

AmateurMiddle Class

Urbanisation

Industrial Reform

Trade UnionsLeisure Time

Work Discipline

Media

Travel

Codification Stringent Admin

Regularisation

PE Change 1900 – 1980’s Main ThemesTime

1900 - 10

1910

1930

1930 1950

1950-70

Content Facilities Teaching Methods

Cultural values

Militaristic School room

Whole class, Command

ControlDiscipline

TherapeuticLittle skill

School Hall/Yard

Whole classTeacherSome group wk

Health, discipline, some social

SkillPhys developEarly mov’nt

GymSport Field

More pupilcontrol

Inc focus on personal develop

Educational RecreationMovement

Sp HallCommunity

Child centredDiscovery. Learn through physical

IndividualSocial good

Militaristic

TherapeuticLittle skill

SkillPhys developEarly mov’nt

Educational RecreationMovement

School room

School Hall/Yard

GymSport Field

Sp HallCommunity

Whole class, Command

Whole classTeacherSome group wk

More pupilcontrol

Child centredDiscovery. Learn through physical

ControlDiscipline

Health, discipline, some social

Inc focus on personal develop

IndividualSocial good

Jan05Q3

Curriculum – Government Control

1900’s

1930’s1950’s

1970’s

2000

Content & method govt directed & control

Content – some govt control, method - teacher

Govt advice on jun. content & method. Secondary – PE Colls

Teacher control

NC – Content govt. directed. Method OFSTED

What

1902 - Model Course: Militaristic, drill, imposed.

1909 PT – Swedish gymnasticsfor health & development. Games - an extra.

Objections to both concepts – argument & debate

1900 – 1910 Drill v Gym

How?

Highly directed - tables of exercises, command style

Little/no requirement for equipment

NCO/Teacher in command

Free standing – classroom, school yard

1900 – 1910 Drill v Gym

Why?

Boer War - fitness of recruits

Dislike of militarism for children

Concern for physical condition of the poor

Influence of Swedish System and training of women teachers.

Dullness of syllabus

Contrast with provision for rich

Facilities

Jan02Q3

Ans

Characteristics and Objectives of Drill

ObjectivesInstil discipline and obedienceImprove fitness for military activityPreparation for subservient life

CharacteristicsState laid down tables of exercisesMarching (pretend weapons) and free standingRegimented use of commandsFormer NCO’sCommand style teaching regimented ranks

1910 – 1930 Gym to PT

What

1919 Syllabus - Formal exercises, play, games, dance & rhythm.

More formal for older children.

Facilties for PT -Not compulsory

How

Less control from teachers

More initiatives from teachers

Discipline still paramount

Holiday/school camps

Jan05Q3Ans

1910 – 1930 Gym to PT

Why?

Shock -1st W W+ fitness of recruits

Improved position of women - replacing men, training

Organised labour movements - anti-militaristic feeling

Foreign influence - Montessori, Children - not little adults

Increased pressure for games

1930 – 1960 PT to PE

What?

1933 Syllabus - Two parts (11-/11+)

More group work. Less whole class

Recreative sport

1952 - (Primary) Moving & Growing, Planning the Programme

Movement approach

How?

1930s - Some free activity, imagination - motion stories

Less teacher control

Time recommendations -

Elementary - each day

Secondary - 3 x lesson

1950s No set lesson plans

Schemes of work from teachers

PE – 1930s – 1960s PT - PE

Why

2nd WW Reconstruction - better future for children

1944 Education Act - Compulsory provision

Training of PE with other teachers - status

Child centred learning

Emphasis on skill learningWelfare state decline in medical, therapeutic aimRecreation-morale

1960’s - 1980’s PE to …….?

What

Junior Schools – decline in formal games

Secondary schools -PE to Phys. Recreation

Debate - width v depth. competition v co-operation

Health concerns - HRF again! expansion of games, development of circuit tr.

How

Developing affluence – rebuilding, new facilities

Selling of playing fields

Movement based work

Cooperative games

Examinations

Control moved to teachers, schools, advisors

Still traditional approaches

1960- 1980’s PE to ….?

Why?

Divide between skill & expression

PE to Physical Recreation

Outdoor education

Lack of a central directive - No consensus on syllabus

Mood of personal freedom in 70’s

Few specialist in primary schools

National Curriculum – Why?

Developed between 1986-92

Games - athleticism - linked to the background of govt ministers?

Control of the curriculum

Worries over provision/cost

No requirement on time

Increasing specialisation & tech development

Fears about international elite performances – ‘Raising the Game’ June03Q4Ans