The factors leading to the emergence and development of modern day sport The socio-cultural factors that influenced the rationalisation of sport in the post-industrial era: The role of public schools and the Oxbridge melting pot The role played by Thomas Arnold The influence of the Clarendon commission Government legislation The development of factory teams The growth of the sporting press Establishment of the early National Governing Bodies (NGBs)

What are the characteristics of Public Schools? Boys- lots of energy and enthusiasm to be channelled into games. Controlled by Trustees – Influential people, keen to promote the school, therefore invested in sporting success. Sons of Gentry- influential families bought status and money, they influenced the sorts of activities bought into the school. Non-local – boys bought their local folk games to the school to be adopted and adapted. ‘Melting pot’ Fee-paying – controlled by trustees, could afford better facilities Boarding- time available, this was increasingly spent on games. Endowed- received large gifts of money which could be invested into facilities. Spartan – harsh treatment and living conditions, were meant to prepare boys for later life. Expanding – numbers of public schools increased throughout nineteenth century as middle class set up their own schools.

Stage one- Boy culture, bullying and brutality - 1790-1824 Masters rules ‘with an iron rod’ in the classroom, but had little interest in what the boys got up to outside All recreational activities were organised by the boys for their own enjoyment- to relieve boredom Lots of mischief- trespass, truancy, fighting, poaching, ‘hooligan behaviour’ Bullying and fagging Social control was lost (within schools and society) Boys bought their folk games from home creating a melting pot. ‘institutionalised popular recreation’ - games varied from childlike (marbles, hoops, spinning tops) to barbaric (mob football, bare knuckle fights)

Stage Two 1828-1842- Dr Thomas Arnold and social control This was a time of change in schools and society- stage one behaviour was becoming increasingly out of place, Dr Thomas Arnold used sport to regain social control at Rugby school- a message that spread to other public schools. How did Dr Thomas Arnold regain social control? Improved relationship with sixth form Encouraged them to be role models Gave them increased responsibility House system It became an honour to compete for your house Games became a massive part of school life Aimed to produce Christian gentlemen Godliness and manliness Play sport for the ‘glory of God’ – Fair play Became a mentor/student relationship Improved curriculum

Stage Three Cult of Athleticism Athleticism was originally defined as ‘a muscular Christian view of manliness reflecting physical endeavour and moral integrity’ ‘the exultation and disproportionate regard for games, which often resulted in the denigration of academic work and anti-intellectualism’ Improved quality of facilities Increased quantity of purpose built facilities e.g. squash courts Compulsory games House participation Belief in character building value of games Belief in health and fitness Head master support Role models from sixth form Specialist coaching from professional coaches or house masters

Clarendon Commission

Activity development and Oxbridge ‘melting pot’ Different activities were played differently at each public school- local conditions determined these differences. The boys left their public schools to go to University at either Oxford or Cambridge This is where a combination of different ideas were put together to create a new set of rules – Melting Pot Eventually a set of agreed rules allowed them to play inter-varsity matches They were awarded with ‘blues’ (sporting colours) for representation.

Oxbridge Melting Pot Charterhouse it was a dribbling game Eton it was a field and wall game Rugby it was a handling game Codification Universal Oxbridge Melting Pot Inter-varsity matches Influential members of society Rugby RFU created in 1870 Football FA created in 1863 National Governing Bodies

How did the ‘old boys’ spread the message after university? Teachers and Headmaster -took the new standardised rules back to their schools -comprehensive schools, and girls school modelled themselves on this Creation of elite clubs -high levels of sportsmanship -other clubs based themselves on this Members of clergy/ vicars Set up Boys Brigade Spread ideas of muscular Christianity YMCA Estates Providing land for recreation Army (officers) Spread ideas across empire Globalisation International matches (cricket and Rugby) Industrialists Owners of factories Factory teams Importance of health and fitness in workers e.g. Arsenal How did the ‘old boys’ spread the message after university? NGBS Formalising rules of sport Enforcing sportsmanship Develop sport from grassroots level

Middle class schools Girls schools Industrial middle class wanted same rights to public school education Weren’t allowed into the Clarendon Schools so created their own public schools Built in attractive spa towns and other wealthy areas Connected by railway system Girls schools Some upper class women graduated from Oxbridge and created boarding schools for girls Girls high schools opened up in every town Girls took part in Callisthenics (aerobic type activity) and later hockey and lacrosse Stereotypes prevented them playing male dominated sports.

National Governing Bodies Set up clubs for children and adults Leagues and competitions Teaches sportsmanship and fair play – increasingly challenging due to media coverage Wrote the rules on amateurism and professionalism Amateurism meant no financial gain Twentieth Century Amateurism included justification for legitimate expenses e.g. travel costs Amateurism included time lost from work as an expense Amateurism allowed sponsorship and funding to help achieve excellence