1. 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)

2. 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.

3. 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)

4. 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

5. 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

6. Clarendon Commission

7. 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.

8. 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

9. 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

10. 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.

11. 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