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Swedish Gymnastics and the Model Course

Explore the origins of state school education in Sweden, the introduction of Swedish gymnastics, and the subsequent development of the Model Course. Discover the historical background, characteristics, and impact on working-class education.

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Swedish Gymnastics and the Model Course

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  1. Swedish Gymnastics and the Model Course How did State School Education begin? What was Swedish Gymnastics? What was the Model Course?

  2. History and Characteristics History • Prior to 1870 the working classes had no formal education • Education act was introduced in in 1870 making it compulsory for all children to attend state school • Not popular as children could no longer work and vital income would be lost • Purpose was to educate working class and keep the children away from unsafe factory work • Employers wanted a more disciplined and educated work force • Basic skills of reading, writing and arithmetic • Religious education also important to instil moral values which middle class saw as being important • Working classes would be factory workers obeying orders from their employers • Emphasis place on discipline and obedience rather than leadership and decision making Characteristics • Free of charge • Built in local areas • Day schools • Catered for both sexes • Limited space • No recreational activities • Restrictions on activities offered

  3. Timeline of State school development

  4. Swedish Gymnastics (1870-1902) Swedish gymnastics formed the basis of physical activity in state school education • Board of Education chose it over German as it needed no gymnastic equipment • Based on therapeutic principles- • Curative practices to maintain health • Scientific knowledge of the body • Free standing and free flowing • Taught in instructional style • However the heavy losses suffered by Britain during the Boer war (1899-1902) was blamed on Swedish gymnastics not being rigorous enough- physically or mentally

  5. The Model Course (1902-1904) Replaced Swedish gymnastic in 1902 • Aimed to • improve health and fitness of working class for military service • give training in the use of weapons • develop obedience and discipline in preparation for work and war • Non Commissioned Officers (NCOs) delivered military drill exercises taken from war office • Command style authoritarian teaching, Instructions such as ‘attention’ completed in unison

  6. The Model Course (1902-1904) Issues • Military needs became more important than educational theory • Education took a step backwards (innovation replaced by conformity) • Everyone taught together (sexes and ages) • Children treated as soldiers • Dull, repetitive and cheap (only equipment was for weapon training) • Lowered status of physical activity The Model Course only lasted 2 years as it had no educational focus, didn’t cater for children’s needs and wasn’t that successful in improving health and fitness

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