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HISTORICAL DEVELOPMENT OF SPORT. Recap : Medieval era. Activities were occasional due to limited time and energy simple in nature and orally passed down through generations f unctional first particularly for hunting and defence p articipated in during feasts and festivals
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Recap : Medieval era Activities were • occasional due to limited time and energy • simple in nature and orally passed down through generations • functional first particularly for hunting and defence • participated in during feasts and festivals • mainly local in nature due to lack of mobility
Popular games and recreations of pre-industrial Britain • Real Tennis – confined to gentry and privileged due to cost of equipment and facilities.
Popular games and recreations of pre-industrial Britain • Football – a winter activity played especially at new year and Shrove Tuesday. Little rules apart from distinct teams and goals. Injury and damage to property a regular occurrence
Popular games and recreations of pre-industrial Britain • Cricket – originated in southern England primarily as a pastime for shepherds. The game allowed both peasants and gentry to participate together usually estates played one another. Rules published early on which is unique to sport in this time.
19th Century Athleticism and the role of the public school. • Public schools -fee paying schools • attended by the upper classes. • Pupils would board at these schools. • Facilities were basic and life was brutal. • Discipline was maintained by flogging and bullying and fagging were common.
19th Century Athleticism and the role of the public school. The barbarian phase. • Boys would have brought recreations they had taken part in at home to the school e.g. mob games which were spontaneous and violent. • Animal sports were also popular e.g. hunting, cock fighting. • Many of the sports had associations with gambling and drinking. • Schools tried to limit the boys participation leading to more conflict between staff and pupils. • Cricket was readily accepted as it had been codified, was non violent and seen as suitable for gentry.
19th Century Athleticism and the role of the public school. • The Arnoldian / athleticism phase • House system lead to formation of early sports teams • Prefects would organise games • Bounds established so games confined to school grounds • Muscular Christianity where it is thought that there is a close link between Christianity and sportsmanship • Philosophy of character – where you developed character through participating in sport. • Boys were allowed to play sports every day. However they were still isolated due to lack of travel and different rules. Games evolved to suit the grounds of the school e.g. eaton wall game
19th Century Athleticism and the role of the public school. The games cult and philistine copies • Due to the industrial revolution there was a new affluent class resulting in a need for more private education. • An increase in public schools. • These were called ‘philistine schools’ as opposed to the ‘barbarian schools’ which were the original private schools. • Teachers who had worked in the original schools carried ideas to these new schools. • The Clarendon Commission investigated the management and programmes of 9 great public schools. It found that schools instilled character in pupils many of whom went on to be influential leaders in all walks of life and that team games was the main developer of character at these schools.
19th Century Athleticism and the role of the public school. The impact of athleticism on society • COLONIAL – boys left school and took posts helping administer and govern the Empire’s colonies. They took their sport with them initially playing each other then introducing the sports to the population. • ARMY – another popular career was as commissioned officers. Again they took sports to the armed services to fill their own boredom and to instil moral value in the working class soldiers • PATRONAGE – supporting sporting events by buying trophies or giving land for pitches • UNIVERSITY – they gave them time to pursue and refine sports. Since the men came from different schools with different rules for the same games compromise had to be reached.
19th Century Athleticism and the role of the public school. • INDUSTRY – boys went from school to their father’s factories where they took their sports. • CHURCH – careers in the church were popular because their education had had a religious background Muscular Christianity promoted sport as a way for teaching morals and virtues. • CLUBS – many old boys formed their own clubs so they could continue to play sport on leaving school • Administration – when they could no longer play men formed and developed governing bodies for their sports to administer rules etc.
HOMEWORK QUESTIONS 1. Explain how public schools in the 19th century used sport and games as a means of social control. (4) 2. Give reasons for the importance of combat sports in pre industrial society. (4) 3. Outline the main characteristics of festival games in the UK before 1800. (5) 4. In pre-industrial Britain, peasant sports were described as ‘occasional and rural’. (i) Explain when and where peasant sports would take place. (3) (ii) Outline four other main characteristics of peasant sports in pre-industrial Britain. (4) 5. Explain how public schools, at the beginning of the 19th century, adapted festival games in order to make them an essential element in the training of a gentleman. (5)
