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Revision

Revision. 1800 -. LO – to identify and demonstrate knowledge and understanding of the development of sport from 1800 to the present day. Starter. 12 marks 12 minutes Re-cap of last week’s revision (History of Sport Overview from Ancient Olympic Games to modern day Britain).

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Revision

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  1. Revision 1800 -

  2. LO – to identify and demonstrate knowledge and understanding of the development of sport from 1800 to the present day.

  3. Starter • 12 marks • 12 minutes • Re-cap of last week’s revision (History of Sport Overview from Ancient Olympic Games to modern day Britain).

  4. Combat and war games, country pursuits, blood sports, water sports and early regattas, wakes and fairs, mob games, shrove Tuesday activities, cricket and pub games, real tennis, early court games, early outdoor pursuits • Occasional, ritual, festival, cruel and violent, communal, occupational, rural and local, wagering, popular, limited codification • Tournaments and chivalry, puritan constraints, church restoration, feudalism, agriculture industry, changing church, poor literacy • 2000BC Egypt, 776BC-394AD Olympia, survival, sacrificial, military, non-female, swimming, wrestling, running

  5. Plenary • 12 marks • 12 minutes • Recap of todays lesson

  6. Individual activities, aquatic, athletic, gymnastic, games, court, striking games, combats, archery, fencing, boxing, outdoor pursuits, boating, climbing, cycling, water sports • Rational, regular, respectable, players, spectators, playing roles, officials, rules, letter and spirit of the game, character building, skills and tactics, codification • Social revolutions, industrial, urban, urban middle classes, industry, constraints on females, commercialisation, communications and travel, improving work patterns

  7. Before 1902 • Church was responsible for education, unless you had money • Quality and access varied • Majority uneducated • 1870 attempt to create a state system, though only recommendations • 1880 – all children aged 5-10 must attend school • 1899 – leaving age increased to 12 • Little playing field space • Swedish/German gym and drill

  8. 1902 Model Course • Focus on fitness, familiarity with weapons and discipline • Military instructors delivered • No educational aspect • Very commanding • Boer war (1899-1902) failures due to health of the nation

  9. 1904 Syllabus • Identification of health and education • 109 exercise tables drawn up for teachers and instructors to lead • Allowed for poor facilities, no equipment and large numbers in the class • 3 x 20 minute lessons held a week

  10. 1909 Syllabus • More concern for welfare of children and working class families • Exercise tables cut to 71, as more emphasis on games • Starting to move away from military style training

  11. 1919 Syllabus • More freedom and individual interpretation rather than government/army prescription • Time set aside for dance/games in every lesson • Older pupils remained with therapeutic activities • WW1 influence, women taking men’s place, social and economic upheaval

  12. 1933 Syllabus • Best syllabus to date • More game play • Introduced group work • Therapeutic aspects also continued • More choice and decisions left to teachers and pupils • Separate syllabus for Primary and Secondary

  13. 1944 Education Act • Equal emphasis on access to PE and education • Grammar schools to be free though selective (11+ exam), secondary modern was the alternative • 11 yr olds leave primary and start grammar/secondary • New schools built to cope with more pupils • Leaving age 15 yrs • Better PE formed for older pupils • Assault course equipment (ladders, ropes, benches etc), modern dance/gym • Skills more important, meaning more enjoyment and games based activities • Specific PE colleges opened, PE teachers given same prestige as other subjects

  14. 1988 Education Reform Act • Reinforced position of PE in schools – compulsory subject (foundation) • All state schools under NCPE • Key stages introduced • Variations across the country as not all the same facilities/equipment/opportunities

  15. National CurriculumPhysical Education • GCSE PE • BTEC PE • A Level PE • Sports Leaders • Junior Referee/umpire • Junior Leader

  16. FACT!! 50% of all British Olympic medal winners over the last 50 years have come from the private education sector, which constitutes only 7% of the total British population!!

  17. School Sports • Friendly and competition-based fixtures • Representation of the school • Certain sports (NGB’s) run competitions Can you name some? • Inter-house/form competitions • On average, only 5% of pupils are involved in competitive sport at school Why is this?

  18. School Sport - today • Sports Colleges mean more provision • School Competition Manager – Mr Gower • Sports Coach’s – Mrs Broughton, Kia, Girls FA Coach • Major concern for the Government is the decline of sport post-16

  19. Current & Future policies • School sport suffered because: • LA’s selling off playing fields • Growth of alternative sports outside of education • Increasing difficulty to train teachers in qualifications and specialist subjects • Reduction in timetable • Reduction in budget

  20. Current & Future Policies • 1997 New Labour initiative for promotion of School Sport • Sports Colleges • Sports Partnerships • County Partnerships • Accredited awards – GCSE, BTEC, AS Level, SLUK • PESSCL’s initiative

  21. Current policies PESSCL • £500 million hand out in 2002 • Again in 2004 • 85% participating in at least 2 hrs PE and School Sport a week by 2008 Sporting Future for All • 2000, Labour emphasis • 5 visions: sport in education (SSP’s etc), sport in community, sporting excellence, modernisation and implementation • National Framework for Sport superseded

  22. Game Plan • Set up in 2002 (UK government) 2020 vision • Increase participation of population (70%) 5x 30mins week • Success at international competitions • 10% increase in sport = 6000 deaths prevented, saving £500 million • Talent ID

  23. Talent ID • Explain the concept of talent identification (5 marks) • Describe two methods of talent identification in the UK (4 marks) • Explain why closed-loop sports are best suited to talent identification (3 marks) • How is elite sport in the UK funded? (3 marks)

  24. Exam question • Outline the main values and characteristics associated with public school athleticism (5 mark)

  25. Answer • All round body and body/holistic approach • Health/fitness/endurance/stamina • Leadership/responsibility/teamwork • Discipline • Integrity/honour/pride/sportsmanship/fair play/rules/participation • Muscular Christianity • Control • Confined to school grounds

  26. Exam Question • Compare the similarities and differences between the 1902 model course and the 1944 Education Act (6 marks)

  27. Answers • Similarities • Sport used as a means of social control • Increase health of the nation • Post significant war • Pupils had to attend school • Differences • Three main components – fitness, familiarity with weapons, discipline • Directly prescribed • More choice • Different activities

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