1. Development of State School Physical Education

2. The Forester Education Act 1870
Prior to 1870, the education of the masses had
been the responsibility of the parish & were very
inconsistent.
This act was a great milestone in social welfare.
Its main principles were to:
Provide efficient schools everywhere in the Uk.
There would be compulsory provision where proven needed.

3. Characteristics of state school PE
Experiences of children at state schools were very different from those of their gentry counterparts.
Small buildings with little space.
No or little recreational facilities/equipment.
Content reflected society at that time.

4. 1870 Type of activity Characteristics Reasons Problems Military Drill
War office exercises
Dummy weapons
Static/free standing
Regimented
Command style
Working class children not required to think/class respond no interaction
To train working classes for:
Military preparation
Discipline & obedience
Fitness
No educational content.
Adult exercises for children

8. 1890 Type of activity Characteristics Reasons Problems Swedish drill
Including
gymnastics
Led by teachers
Free standing
Based on scientific principles of the time by P.H Ling ‘farther of gymnastics’
Suitable for state schools because it was:
Cheap
Little space
Promotes health & fitness
Military preparation
Discipline/social control
Blamed for lack of fitness in Boer War ( )

11. 1902-1904 Type of activity Characteristics Reasons Problems
Model Course devised by
Colonel Fox of the war office
The same as military drill.
Drill & physical training.
No recreational element.
Commands issued by non-commissioned officers (NCOs).
Due to poor showing in the Boer War.
Did not take children’s needs & physical and mental development into account.
NCO’s reduced the status of the subject as it was not taught by qualified teachers.

12. Board of Education established a syllabus of physical training in 1904
Type of activity
Characteristics
Reasons
Problems
Reinstatement of Swedish gymnastics
First Syllabus of P.T. Board of Education
Therapeutic approach
Recognised different ages/sexes
Improve health
Physical Dev.
Medical basis
Dev. of games
Compulsory/centralised based.
Non-trained teachers.
Rehabilitation of soldiers
Value of recreation, fun & enjoyment.
Centralised, not allowing flexibility in content.

13. First World War
Nationalism revealed itself during the war. Public schoolmen with their ideals of service were enthusiastic about the conflict. It was gloried like a football match and the football match between British & German soldiers at Christmas 1914 set the tone for how sport was to be used during war time. Football grounds were used for recruiting troops & local leagues had to stop. Following the war there were hopes of a moral equal society due to massive loss of life sustained from all echelons of society.

14. World War II
Had the following influences on PE: 1. Mobile fighting developed to train troops differently using obstacles, problem solving, assault courses led to apparatus in primary schools 2. A lot of facilities were bombed, initially a lack of facilities but led to re-building better facilities. 3. Men were at war, women took on their responsibilities in society. More physical roles.

15. Butler Education Act 1944
Planned to reform education in Britain. Aimed to remove special privileges & ensure equality of opportunity for all.
PE teachers were given the same status as other teachers.
All schools were to be provided recreational facilities according to student numbers.

16. 1950s-1988 Type of activity Characteristics Reasons Problems
Moving & Growing, Planning the programme
For Primary schools
Obstacle training from army using apparatus
Movement training from Centres of Dance.
Exploratory
Creative
Individual
Fun
Major games
Result in changes in educational thinking.
Child-centered approach
Teacher autonomy/initiative
Decentralised approach
Properly trained teachers.
Govt. wanting more control.
Need for more teacher accountability.
Replaced by the National Curriculum.