Transcript Devel of PE - Public Schools

AS MOD 2
SOCIO-CULTURAL AND HISTORICAL EFFECTS ON
PARTICIPATION IN PHYSICAL ACTIVITY AND THEIR
INFLUENCE ON PERFORMANCE
THE DEVELOPMENT OF PHYSICAL EDUCATION
PUBLIC SCHOOL EDUCATION
19TH Century Public Schools
Public Schools were est well before any State Schools
The original 9 were:
Eton
Harrow
Rugby
Charterhouse
St Paul’s
Winchester
Merchant Taylor’s
Westminster
Shrewsbury
Question.) What was special about these schools?
They were
- Very Prestigious
- Catered for the Upper Classes only
- SONS of Rich Industrialists ONLY!!
- Social standing and affluence
During the 19th Century
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- Emergence of MIDDLE CLASSES (new wealth and desire to emulate U Classes)
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- The Middle Classes weren’t welcome at est GENTRY SCHOOLS
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n
- Built their own e.g
Marlborough
g
Clifton
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h
- These were called PROPRIETARY SCHOOLS
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In 4 groups
1.) Aims of Public Schools and Eton Wall game
2.) Characteristics
3.) Physical Activities
4.) Technical development of games
Present back using mime and narration only!
Social Control
- Major feature of early organisation of PS games was that the boys
ORGANISED the activities THEMSELVES (self government)
- This gave the boys organisational skills which they would use later on in life
- The boys set up GAMES COMMITTEES
- This HIERARCHICAL structure allowed the PREFECTS to organise the
younger boys and could be seen as a form of SOCIAL CONTROL
Question.) SOCIAL CONTROL=
Process whereby society seeks to ensure
conformity to the dominant norms and
values of that society
- Initially, Masters had little to do with organisation, later BLUES recruited as
valuable members of staff helping schools achieve victories on the field of play
Question.) What are BLUES?
Sport performers from Oxford or Cambridge Unis who were awarded a
“COLOUR” for representing the Uni team. BLUES often returned to their old
schools to assist in coaching of SPORTS ACTIVITIES
- As the games cult grew and sports success increased, HEADMASTERS
used this success to impress future PARENTS
- Fixtures were reported in the press and the SPORTS DAY became a public
relations exercise to the OLD BOYS, PARENTS and GOVERNORS
- Headmasters supported the increasing use of sport by EMPLOYING blues,
providing FACILITIES, TIME and FUNDS (similar to today)
Question.) In Pairs, make a list of MORAL QUALITIES you believe you are
learned through TEAM GAMES
- Moral qualities began to be assigned to team games in 19th C PSs
- In 19th C society, gov wanted boys’ activities more closely supervised and
orderly
- This coincided with the CIVILIZING and DISCIPLINING of the working
classes
- Middle and Upper classes also needed to display higher MORAL qualities (Why?)
- Head of Rugby School (THOMAS ARNOLD) encouraged team games for moral
qualities, he believed in games for the purpose they served
- He believed games delivered the moral qualities of:
Teamwork
Loyalty
Courage
Bravery
Decision-making
Gentlemanly Conduct
- The individ was not as important as the team, winning should be sought in a
sporting manner
- ATHLETICISM in PS was a movement devoted to combination of
PHYSIVAL ENDEAVOUR with MORAL INTEGRITY
- It ran parallel to MUSCULAR CHRISTIANLTY, AMATEURSIM and
OLYMPISM
- These were the LEGACY of British sport where we play down the
importance of winning and stress that how you take part is more important
MORAL ENDEAVOUR
ACTIVITIES
MORAL INTEGRITY
Appreciation of health
and fitness
Rugby
Sportsmanship
Toughen up an
indulgent society
Football
Teamwork
Competitive in a
competitive society
Cricket
Honour/loyalty
Combat tendency to
over study
Racquets
Leadership/response
to leadership
The high status held
by the elite games
player
MUSCULAR CHRISTIANITY
- Evangelical movement started in 19th C by Charles Kingsley
- Combined CHRISTIAN and CHIVALRIC ideals of manliness
- Healthy BODIES were needed alongside healthy MINDS to serve GOD
- Muscular Christians only supported RATIONAL ACTIVITIES (governed by
RULES and CODES OF BEHAVIOUR)
ATHLETICISM
MUSCULAR CHRISTIANLTY
Manliness/physical robustness
Working for a team/loyalty to the
cause
Pursuit of physical
endeavour/effort/striving
Conforming to the rules/principle of
fair play
Accepting the discipline of ruleregulated activity
Playing honourably more important
than winning
Moral integrity
Use of ‘God-given’ abilities
Performance dedicated to God
Question.) What has been the legacy of the 19th C Public Schools?
- We still believe in
Teaching team games for character building
Learning how to be competitive
Competitive fixtures afternoon
House systems
Traditions of excellence
Question.) What were the effects of Public Schools on the development of sport?
- Village games brought to schools
- Played regularly in free time
- Individ school rules linked to unique architectural features of the schools
- House competitions
-Codified rules
- Inter-school fixtures
- Blues at teachers
Question.) What were the effects of PS’s on the devel of sport and the
spread of athleticism into society
- “OLD BOYS” as they left school took on various positions as:
- OFFICERS in the military: spread games to the troops
- EMPLOYERS: spread games to their employees via factory teams and
provision of time and facilities
- CLERGY: spread games to their parishioners such as Sunday school teams
- TEACHERS: to pupils
- ENGINEERS/DIPLOMATS: spreading games across the BRITISH EMPIRE
Question.) What effects did Universities have on the development of sport?
- A MELTING POT to the individ school rules
- Rules codified
- Technical developments made to sports
- Improved standards of performance
- New activities developed