Physical Training and PE in the 1950s

1. Physical Training and PE in the 1950s How did Physical Training change from 1904 to 1952? How did Physical Education develop in the 1950s? What Influence did World War 2 have on these developments?

2. Early Physical Training (1904-1919) 1904-1919 Replaced the Model course in 1904. • Government produced a prescriptive syllabus that could be delivered by teachers with no experience of physical training • Therapeutic effects of exercise- respiration, circulation and posture • Dr George Newman was appointed Chief Medical officer within board of education • Created tables of exercise for teachers to follow (1904 syllabus had 109 /1909 syllabus had only 71) • Obedience still important but enjoyment and decision making started to appear • 1904- Still used command teaching style but had a kinder approach with elements of choice • 1909- More Swedish in character, recreational aspects with dance steps and simple games

3. Physical Training (1919-1933) • Huge losses of life during world war 1 and post-war flu epidemic • 1919 syllabus was more child-centred in its approach • Dr George Newman still influential • insisting that PT was not to blame for lack of fitness of working class • Stressed benefits of recreational activities for the rehabilitation of injured soldiers • Main objectives of 1919 syllabus... • Under 7s focus on play and enjoyment • 7 and over- therapeutic work • Exercises similar to 1909 with special section of games for the under 7s • Recommended that at least half the lesson was spent on ‘general activity exercises’ • Including small game and dancing • Teachers given more freedom to deliver lesson in a less formal way

4. Late Physical Training (1933-1952) Industrial depression of the 1930s left many working class unemployed and living in poverty 1933 syllabus • Highly respected syllabus • More varied in its aims • Introduced another group over under 11s and 11 and over • Based upon Hadow report of 1926 suggesting greater need for differentiation between ages groups • Last syllabus published under Dr George Newman • Still had exercise tables which teachers used to plan their own lessons • Emphasis still on physical fitness, therapeutics, good posture and physique. • Holistic development a key aspect- body and mind • Children were encouraged to use imagination and develop skills • Increased interaction between teacher and pupil • Special clothing worn during the lesson

5. Development of PE in the 1950’s • The 1944 Butler Education act aimed to ensure equality of educational opportunity • Raised school leaving age to 15 • Local authorities required to provide playing fields for schools • PE in the 1950s aimed to • Develop physical, social and cognitive skills • Provide a variety of experiences in an enjoyable atmosphere • Increase involvement for everyone at their own level of ability Moving and growing (1952) • Published in 1952 by the education department as a guide for primary schools as their teachers weren’t specifically trained • Physical education rather than physical training meant the development of... • Exploratory work • Problem solving • Creativity • Skill-based work • Greater focus on sporting facilities for working class recreation activities- change in philosophy

6. Influence of the second world war Development of PE in the 1950’s coincided with an extensive post war rebuilding programme • Many schools were destroyed during second world war • Expansion in newly built facilities to deliver a more varied physical education programme • New apparatus bought in to schools was direct result of commando style training • Troops needed a more mobile style of fighting and ability to solve problems • The educational value of this type of activity was recognised • Different types of teaching style began to emerge to develop children in a positive way • Rudolf Laban influenced PE development in the 1950’s with his work. • Specialist teachers with child-centred approach • Influential in the creation of ‘Moving and growing’ (1952)