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

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

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

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

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

6. How did we go from Pop. To Rat.? Melting pots – their effects Melting pots – their effects Societal change – time line Societal change – time line Class divides Class divides IR – (various Acts passed) IR – (various Acts passed) Reasons to participate???? Reasons to participate???? THE GREAT UNWASHED – describe… p167 – Gentleman Amateur…. 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. 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 Using examples, explain the role these universities played in the development of sport (6 marks)

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

11. University and the “Old boys network” Pub sch -> Uni -> society Pub sch -> Uni -> society Codes were written by the controlling middle classes to maintain their standards of play- “mob” element removed 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 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! 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 For working class Not compulsory until education act 1870 Not compulsory until education act 1870 Education and discipline Education and discipline Produce people fit for work and for doing as they were told by social ‘superiors’ Produce people fit for work and for doing as they were told by social ‘superiors’ Large numbers – small space Large numbers – small space Late 1800’s – Swedish Gymnastics – but soon replaced. Late 1800’s – Swedish Gymnastics – but soon replaced.

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

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

16. 1950’s Objectives - Why Objectives - Why Content - What Content - What Methodology- How Methodology- How Key really is child centred – P171 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. Fill in handout on the three stages of State School Education. Use key words and use these guidelines to assist. Use key words and use these guidelines to assist. Why was It brought in? Why was It brought in? Why was it replaced? Why was it replaced? Did it increase participation? Did it increase participation?