RATIONAL RECREATION

1. RATIONAL RECREATION Post 1850’s -> Sports Evolution

2. Rational Rec • What does this mean to you? • 2 minutes to jot down key words about rational recreation • Maybe think about what we have looked at in previous lesson • One word/phase from each to rest of class

3. Rationalisation - key words • Codification • Gentlemen & Players • Amateur Ideal • Organisational strictness • Regularity • Imperialism • Exported Games ethic • Broken Time Payments • Social Control

4. The move towards rational recreation POPULAR SPORT RATIONAL SPORT Local-Regional-National localised Rural-Urban Rural Cruel/Violent Channeled Aggression Courtly/Popular Gentry-Middle-Working Ritual Moral Occasional Regular Limited Coding Formal Codification Wagering Gambling Curtailed

5. TASK • Copy out table at top of page 169. • What are the key words that come out of it and why. • Discuss in groups.

6. How did we go from Pop. To Rat.? • Melting pots – their effects • Societal change – time line • Class divides • IR – (various Acts passed) • Reasons to participate???? • THE GREAT UNWASHED – describe… p167 – Gentleman Amateur….

7. UNIVERSITY • During the 19th Century Oxford and Cambridge Universities acted as “melting pots” in terms of the historical development of sport. • Using examples, explain the role these universities played in the development of sport (6 marks)

8. History - Answer • Students had come from different schools • Had interest/enthusiasm for sport but difficult to play each other • Need for compromise rules • Different school members write up /rationalisation/codification of rules • Example - Cambridge rules of football • Graduates took games into society - football/rugby/ athletics Varsity games led to increase in interest/standards • example - Boat race/rugby/ athletic meets/cricket

11. University and the “Old boys network” • Pub sch -> Uni -> society • Codes were written by the controlling middle classes to maintain their standards of play- “mob” element removed • Pub sch rules were by agreement – inter sch match difficult • For a truly National range of sports to flourish, some standardisation of both rules and playing area was necessary • Many came from OXBRIDGE!

12. University and the “Old boys network” • The Football Association (1863) and the Rugby Football Union (1871) and their respective rules emerged largely from discussions and developments at these two universities. • NGB’s formed to oversee their sport, Old boys involved • The University boat race together with corresponding fixtures in Athletics, Cricket, Football and Rugby formed major features of the British sporting calendar – links to today? BLUES!

13. STATE SCHOOL EDUCATION – BACKGROUND • For working class • Not compulsory until education act 1870 • Education and discipline • Produce people fit for work and for doing as they were told by social ‘superiors’ • Large numbers – small space • Late 1800’s – Swedish Gymnastics – but soon replaced.

14. 1902 – THE MODEL COURSE • Objectives – why • Methodology – How • Content – what • Development – WAR – 1919 SYLLABUS

15. THE 1933 SYLLABUS • Syllabus of Physical Training / Education • Lack of work • U11’s and over 11’s • Gymnasiums bulit • Fresh air and KIT! • P.T. not P.E

16. 1950’s • Objectives - Why • Content - What • Methodology- How • Key really is child centred – P171

17. In 1902 The command was to march and we did press ups too In 1933 Posture, fun, skills in groups – And we called it P.E In1954 We thought for ourselves and we rolled on the floor

18. Homework • Fill in handout on the three stages of State School Education. • Use key words and use these guidelines to assist. • Why was It brought in? • Why was it replaced? • Did it increase participation?