Transcript Devel of PE - State Schools

AS MOD 2
SOCIO-CULTURAL AND HISTORICAL EFFECTS ON
PARTICIPATION IN PHYSICAL ACTIVITY AND THEIR
INFLUENCE ON PERFORMANCE
THE DEVELOPMENT OF PHYSICAL EDUCATION
STATE SCHOOL EDUCATION
DATES
DEVELOPMENTS IN STATE SCHOOLING
Pre 1870
No Formal state education – some patchy church provision
1870
Foster Education Act – foundations of state education laid
PHYSICAL ACTIVITIES
Drill training/Swedish gymnastics
1899-1902 Boer War
Military drill (via Model Course)
1902-04
The Model Course
War Office exercises
1904/1909/ CENTRALISED gov control of phys activities in state sch
1919
Early syllabuses of Phys Training
1933
Last centralised Syllabus of Physical Training
Content more varied
1944
Butler Education Act
More of an educational focus
1952
Influence of CHILD CENTERED learning in Primary Schools
MOVING and GROWING –
Publication for Primary Schools
1988
Education Reform Act National Curriculum introduced
Wider range of activities to be
taught with attainment levels
(CHILD CENTERED – Basing a programme of study around a child’s physical, cognitive, social
and emotional needs)
- Prior to 1870, working classes had no formal education other than that provided by
some parishes
- 1870 introduction of Education Act, compulsory for ALL children to a STATE SCHOOL
- Met with MIXED FEELINGS – working classes not happy as children would no longer be
working and they would lose vital income
AIMS
- Provide education for working classes
- A better lifestyle, keeping young children away from unsafe factory work
and employers required a more DISCIPLINED and EDUCATED workforce
- Working classes needed to acquire basic skills (3 R’s) – reading
- writing
- arithmetic
- Instilled MORAL values as Church attendances were falling
- As working classes were the ‘workers’, obeying command from employers,
discipline and obeying commands were important values for them RATHER
than LEADERSHIP and DECISION-MAKING skills being promoted by
public schools for MIDDLE and UPPER classes
CHARACTERISTICS
- Small, cramped spaces with no recreational facilities imposed
restrictions on activities they could offer
- Philosophy that working classes would have no need of recreation
- Schools built in LOCAL areas
- Day schools
- Catered for both boys and girls
- Most age groups taught together
- Free of charge
PHYSICAL ACTIVITIES
Swedish Gymnastics – formed basis of early state school phys activity
- Based on THERAPEUTIC principles and scientific knowledge of body
- Free standing and free flowing
- Taught in INSTRUCTIONAL style
Following Boer War (1899-1902), British losses blamed on Swedish Gymnastics not being
physically or mentally rigorous
Needed to increase HEALTH and FITNESS of WORKING CLASSES and impose
DISCIPLINE
1902-1904, Swedish Gymnastics replaced by MODEL COURSE (Military Drill exercises)
Taught by low ranking NCO’s who were unpopular with teachers
Children taught in COMMAND-OBEY style
Exercises were mainly:
free standing
static
use of sticks as dummy weapons
In 2 groups
Group 1 presentation on “Background to the Model Course” and
its “Influences”
Group 2 presentation on “Objectives, content and methodology
of the Model Course”
Q.) Why would the command-obey style be considered suitable for state school children?
Working classes deemed as lacking discipline, not as intelligent, not as morally
equipped and not as fit
Q.) Why did the Model Course only last 2 years?
It had no educational focus, did not cater for children’s needs and was questionable in
its intention of improving the health and fitness of children. The exercises were
static and dull!
SYLLABUSES OF PHYSICAL TRAINING
WHY?
Gov needed to stress importance of physical and educative effects of
sporting activities
NCO’s no longer used in schools
Gov needed a prescriptive syllabus that a teacher could follow easily
PROBLEM?
Radical changes to content could not change over night
Schools still had limited facilities and working classes still required to be
obedient
Changes would happen gradually over a number of years
In 3 Groups
Group 1 presentation on similarities and differences between
1902 and 1904 syllabuses
Group 2 presentation on similarities and differences between
1904 and 1919 syllabuses
Group 3 presentation on similarities and differences between
1919 and 1933 syllabuses
LAST SYLLABUS 1933
Children encouraged to use imagination and emphasis on development of skills
Growing interaction between teachers and pupils
INFLUENCE OF THE WORLD WARS
WWI
Growing appreciation of value of recreational activities in boosting morale of
troops
WWII
- Growing influence of female teachers as males enlisted
- Apparatus in schools was as a direct result of commando training
- The value of these activities and styles of teaching emerged to develop
children’s PHYSICAL, MENTAL, SOCIAL, and EMOTIONAL needs (as seen
in Moving and Growing publication)
MOVING AND GROWING