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