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AS Revision

AS Revision. History. Elementary School Drill PT + PE. Stages Characteristics Model Course Early Syllabuses Late Syllabuses Post 1944 . Social Reform. Conditioning. Militarism. Therapeutic. Limited facilities.

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AS Revision

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  1. AS Revision History

  2. Elementary School Drill PT + PE Stages Characteristics Model Course Early Syllabuses Late Syllabuses Post 1944 Social Reform Conditioning Militarism Therapeutic Limited facilities

  3. Elementary School Developments from Drill to Physical Education • + the 1902 Model Course • + the Model Course • Early Syllabus developments • Physical • The First World War + the • The Syllabus • The Emergence of • Effects of 2nd World War - • Expansion into the Military drill Boer war 1904-1909 Training 1919 Syllabus 1933 Physical Education Moving and Growing 1960s

  4. PE changes in (State) Elementary (primary) Schools 1870-1960 Technical Military Therapeutic Skill-based Educational values Physical Personal Social

  5. PE changes in (State) Elementary (primary) Schools 1870-1960 Provision School room Hall / yard Gymnasium/playing field Teaching method Command style Training – class activities Child-centred/ discovery

  6. Typical Questions Early forms of modern sports were primarily developed by men for men. (a) (i) How did the 19th century public schools influence the technical development of rational recreation? (3 marks) (a)(ii) How did these public schools and the Universities help the spread of rational recreation into wider society? (3 marks)

  7. Answer (a) (i) • Rules/numbers/boundaries/facilities; • Inter-house/intra-school competitions/matches; • Training/coaching; • Skills/tactics; • Leadership/captain; • Kit; • Introduction of officials; • Division between players and spectators; max 3 marks

  8. Answer  (a) (ii) • Universities as ‘melting pots’/lots of different types/styles of game/new sports; • Codification/rules standardised; • Factory/church teams; • Provided facilities; • Officers to troops; • British Empire – over the world/missionaries/diplomats/military/clerics; • Old boys network; • Clubs/NGBs formed; • Teachers to schools; • Competitions/fixtures/leagues/internationals;

  9. Typical Questions The way sports are played and the structure of physical education lessons has changed over time. (a) Figure 5 shows a football match between England and Scotland at the Oval in 1875 as an early example of rational recreation. Figure 5 Using the information provided in Figure 5 as a guide, outline the characteristics of rational recreation. (4 marks)

  10. Answer • Played regularly/ free time / middle & upper classes/boys in school; • Complex, written rules/highly structured/administrative/levels of competition; • Teams are wearing kit/division of labour/positional roles/ strategies/tactics/rules; • Technical aspects such as ball/goal posts; • Skills based; • Moral values/etiquette/code of conduct; • Sophisticated facilities/equipment; • Spectator development; • Officials; • Urban development;

  11. Typical Question (a) Military drill was one of the first forms of physical activity to be included in state schools in the early 20th century. What were the characteristics and purposes of military drill? (4 marks) (b) The provision for physical activity in UK schools has changed over time. What were the characteristics of physical education in state schools in the post-World War 11 period before the introduction of the National Curriculum? (4 marks)

  12. Answer (a) •  Free standing/no equipment/large numbers/small space; • Standing in regimented rows/unison/class response; • Taught by NCOs; • Adult exercises for children/took no account for children’s needs; • Static/no creativity/no skill development; • Marching/weapon familiarity; • Mixed ages/sexes; • Instructional/didactic/no inter-action/command style; • To develop fitness/health; • Preparation for work/war; • Obedience/discipline; 4 marks

  13. Answer (b) 1953 had: • Moving and growing/planning the programme • More variety/ gymnastic and games skills; • Element of play; • Better facilities / equipment; • Recognition of different ages; • Link between mind and body /physical & mental benefits; • Use of group work; • Decentralised lesson/more freedom for teachers/ teachers trained; • Teacher relate to individuals/ interaction / less command style; • More enjoyable;

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