St Johns PE Revision Course AQA AS PED 1

1. St Johns PE Revision CourseAQA AS PED 1 Session 1c Opportunities for participation Historical Factors

2. 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

3. Public Schools & Sport Went from despised mob games to revered team sports Within 50 years What? Why? How?

4. Mob Football - Characteristics • Violent, Drunken • Male • No specialisation • Local - rules, character • Force, strength not skill • Lacked structure – pitch, spectators, players

5. Mob Football - Decline • Middle class values - civilising • Church • Authority crack down • Urbanisation • Public School effect • Lack of control over time - work

6. Development of Rational Games in Public Schools Playing mob football & field sports Status & authority given to Sixth Form Development of internal rules/laws ‘Game Rules’ moral/ethical rules based on Christianity Development of loyalty to House Development house matches Acceptance of common rules between visiting schools and teams Development inter-school matches Skills, Tactic Development Coaching –Professionals, Blues Development of time/facilities Jan07Q2 Ans

7. 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

8. 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!

9. 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

10. Public Schools 1800 – 1890 General Themes Physical Endeavour Moral integrity Athleticism Revival of Greek ideals Reflection of religious revival/interest during period Jan03Q2 Ans

11. Public Schools 1800 – 1890 Into Society WHY? Old Boys University Colonial Service Church Business Army Works Teams Church Teams “Bit of Britain” All ranks teams

12. Factors Affecting Development of Rational Recreation/Sport in Society Class Economic Rational Recreation Jun04Q2 Social Organisational

13. Rational Rec – Social Factors Gentleman Amateur Middle Class Urbanisation W. Class Moral Reform Class Public Schools? Muscular Christianity YMCA Church Social Sunday School Boys Clubs

14. Rational Rec – Economic factors Trade Unions Leisure Time A Right? Work Discipline Industrial Reform Public Schools? Media Economic Travel

15. Rational Rec – Organisational Factors Organisational Stringent Admin Competitive Structure NGB Codification Public Schools? Regularisation Rules Code of Conduct Match Days Seasons June05Q1

16. Development of Rational Recreation/Sport in Society Leisure Time Gentleman Amateur Trade Unions Middle Class Industrial Reform W. Class Moral Reform Class Urbanisation Work Discipline Social Economic Muscular Christianity RR Media Travel Church YMCA Organisational Stringent Admin Codification Sunday School Boys Clubs Regularisation

17. Jan05Q3 PE Change 1900 – 1980’s Main Themes

18. Curriculum – Government Control 2000 1900’s NC – Content govt. directed. Method OFSTED Content & method govt directed & control Content – some govt control, method - teacher Govt advice on jun. content & method. Secondary – PE Colls Teacher control 1970’s 1930’s 1950’s

19. 1900 – 1910 Drill v Gym What 1902 - Model Course: Militaristic, drill, imposed. 1909 PT – Swedish gymnasticsfor health & development. Games - an extra. Objections to both concepts – argument & debate How? Highly directed - tables of exercises, command style Little/no requirement for equipment NCO/Teacher in command Free standing – classroom, school yard

20. 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

21. Characteristics and Objectives of Drill Characteristics State laid down tables of exercises Marching (pretend weapons) and free standing Regimented use of commands Former NCO’s Command style teaching regimented ranks Objectives Instil discipline and obedience Improve fitness for military activity Preparation for subservient life

22. 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 Jan05Q3 Ans

23. 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

24. 1930 – 1960 PT to PE 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 What? 1933 Syllabus - Two parts (11-/11+) More group work. Less whole class Recreative sport 1952 - (Primary) Moving & Growing, Planning the Programme Movement approach

25. PE – 1930s – 1960s PT - PE Why 2nd WW Reconstruction - better future for children 1944 Education Act - Compulsoryprovision Training of PE with other teachers - status Child centred learning Emphasis on skill learning Welfare state decline in medical, therapeutic aim Recreation-morale

26. 1960’s - 1980’s PE to …….? 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 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.

27. 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

28. 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’ Ans June03Q4