Transcript Drill, Physical Training and Physical Education in State

Drill, Physical Training and Physical
Education in State Schools
Section Overview
Introduction
• You need to know how and why the approach to and teaching
of physical skills and activities changed during the 20th century
Introduction
• For each stage you need to identify;
– What was the main aim, e.g. drill, training or educating?
– Who was doing the teaching and learning (with reference
to class, gender, qualifications)
– When was it introduced (dates must be known!)
– Where the activity took place, e.g. in the street,
playground, gymnasia?
– Why the system was introduced, e.g. effects of war,
particular individuals?
– How it was being taught
Understanding and Explaining Reasons for Change Over Time
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Changes in Educational Philosophy from instructional (1902) to child-centred
(1950’s) and a choice within the National Curriculum today
Changes from the idealism of the 50’s to increased accountability of teachers
today
Changes of standards of living from early poverty to a welfare system where
government is responsible for assuring basic health and education
Social change from a strict class system to opportunity for all
Changes in provision from a playground to purpose built facilities and availability
of equipment
Changes of teacher training from general class teachers to specialist PE
professionals today
Changes due to the effects of war
Reduction in class sizes over time
Changes in the needs of society (from military readiness to combating obesity)
The impact of the National Curriculum and awareness of sporting inivitives (SSCO’s
etc.)
Analysing Each Stage
• For each stage, the main focus should be on
the following:
– Objectives: Aims or Intentions of a lesson or
syllabus
– Content: The subject matter or activities taught in
the lesson
– Methodology: The teaching style used for
delivery, such as command or problem solving
1902 Model Course
Drill, Physical Training and Physical
Education in State Schools
The Model Course 1902
Candidates should be able to:
• describe objectives; content and
methodology;
• explain reasons for implementation of the
1902 Model Course and the role of Colonel
Malcolm Fox;
• explain reasons for its rapid replacement (the
need for improved health among urban,
working class young people).
Background Information:
Elementary School Drill (Pre Model Course)
• In 1866 the Army rejected around 380 out of every 1000
recruits on physical health grounds
• Board Schools (state) were established after 1870 (Forster
Education Act)
• Board schools were often built to look like churches and had
only small playgrounds and no playing fields
• School became compulsory for children between ages of five
and ten, in 1899 leaving age was risen to 12
• There was restrict place for play and physical exercise
• Many schools in industrial towns had no playing facilities
• Lack of equipment other than staves (Sticks) for dummy
weapons
Background Information:
Elementary School Drill (Pre Model Course)
• Influences:
– The work of European gymnastics teachers (Guts Muths and Jahn (Germany)
and Ling (Sweden) as well as A. Maclaren (Britain)
• Objectives:
– Fitness for Army recruits
– Discipline
– To do for working class children what games was doing for public school boys
• Content:
– 1870: Military drill
– 1890’s: Swedish drill
– 1900: Board of Education: games a suitable alternative to Swedish drill
• Methodology:
– Authoritarian/Command response
– Taught by army non-commissioned officers (NCOs) in 1870’s
– Taught by qualified teachers in 1890’s
Board Schools
Background Information
The Model Course
• Military needs became more powerful than educational theory
• Swedish drill, innovation and a therapeutic (health giving) approach
abandoned
• This was condemned by supporters of the Swedish system
• Girls and boys instructed together
• Failed to cater for different ages and/or gender
• Children treated as soldiers
• Taught by NCOs (Or teachers trained by NCOs)
• Dull and repetitive, but cheap
• Large number in a small space
• Set against backdrop of poor diets, bad housing and social deprivation
• Lowered the status of the subject
Background Information
The Model Course
• Influences
– Imposed as a result of Britain’s poor performance in the
Boer War (S. Africa)
– Produced and imposed by Colonel Malcolm Fox or the
War Office (not Education Dept.)
The Model Course
The Model Course
• Objectives:
– Fitness (for military service/war)
– Training in handling of weapons
– Discipline for the working class
• Content:
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Military drill/marching
Static exercises, e.g. arm raises
Weapon training
Deep breathing
• Methodology
– Command-response: ‘Attention!’ ‘Stand at ease’ ‘Marching, About
turn!’
– Group response, no individuality
– In Ranks
The Quick Replacement of the Model Course
• It had been imposed by the war office, not educational
specialist
• Military drill with its command style was soon considered
unsuitable for young children
• Educationalist demanded a healthier approach linked to good
posture and therapeutic exercises, not being treated as little
soldiers
• A medical doctor called Dr George Newman got involved
• Teachers objected to NCOs in schools and wanted Physical
Training to be their responsibility
Move to Physical Training and Dr George Newman
Physical Training
• This was a term used between 1880 and
1950 to describe a form of physical
activity that consisted of Swedish
gymnastics and drill
Dr George Newman
• Chief medical officers for the Board of
Education.
• Interested in the health giving,
therapeutic effects of exercise
• Fought off accusations that PT was to
blame for lack of working class fitness
• Stressed recreational activities for the
rehab of injured solders
Can we describe/explain/analyse…
Candidates should be able to:
• describe objectives; content and
methodology;
• explain reasons for implementation of the
1902 Model Course and the role of Colonel
Malcolm Fox;
• explain reasons for its rapid replacement (the
need for improved health among urban,
working class young people).