The 1950s – Moving and Growing and Planning the Programme

Drill, Physical Training and Physical Education in State Schools

The 1950s – Moving and Growing and

Planning the Programme

• • Candidates should be able to: describe objectives; content and methodology (young people as independent decision-makers who should be encouraged to solve problems); explain the influence of World War II on the use of apparatus and the building of gymnasia, leading to increased involvement in, and effectiveness of, physical activity for young people.

Overview – 1950’s Syllabi

• There are two syllabi dates we must be clear on:

1) Moving and Growing (1952) 2) Planning the Programme (1954)

Background Information

• • • • • • The Butler Education Act (1944( aimed to ensure equality of educational opportunity It also required authorities to provide playing fields for all schools School leaving ages was raised to 15 These syllabi should be viewed in the context of overall expansion of physical activities in school Intended to replace the under 11’s section of the 1933 syllabus The extensive post WW2 re-building programme lead to expansion of facilities

Influences

• • • • WW2 required ‘thinking’ Soldiers and perceived need for ‘thinking’ children Assault course obstacle equipment influences apparatus design Modern educational Dance methods influences the creative/movement approach An experiment in Halifax with disabled children encouraged a problem solving approach to PE

1952 and 1954 Syllabi Moving and Growing / Planning the Programme

• Objectives: – Physical, social and cognitive development – Variety of experiences – Enjoyment – Personal satisfaction/sense of achievement – Increased involvement for all • Content – Agility exercises, gymnastics, dance and games skills – Theme/sequence work – – Movement to music Apparatus work • Methodology: – – – – – – – Child centred and enjoyment orientated Progressive More specialised PE teachers Teacher guidance rather than direction Problem solving/creative/exploratory/dis covery Individual interpretation of tasks/decentralised Using full apparatus, e.g. cave, ropes, bars, boxes, mats

1952

and

1954

1952

and

1954

1952

and

1954

Can we describe/explain/analyse…

• • Candidates should be able to: describe objectives; content and methodology (young people as independent decision-makers who should be encouraged to solve problems); explain the influence of World War II on the use of apparatus and the building of gymnasia, leading to increased involvement in, and effectiveness of, physical activity for young people.