1. AS MOD 2 SOCIO-CULTURAL AND HISTORICAL EFFECTS ON PARTICIPATION IN PHYSICAL ACTIVITY AND THEIR INFLUENCE ON PERFORMANCE THE DEVELOPMENT OF PHYSICAL EDUCATION PUBLIC SCHOOL EDUCATION

2. 19 TH Century Public Schools Public Schools were est well before any State Schools The original 9 were: Eton Harrow Rugby Charterhouse St Paul’s Winchester Merchant Taylor’s Westminster Shrewsbury Question.) What was special about these schools?

3. They were- Very Prestigious - Catered for the Upper Classes only - SONS of Rich Industrialists ONLY!! - Social standing and affluence During theDuring the During the 19 th Century - Emergence of MIDDLE CLASSES (new wealth and desire to emulate U Classes) - The Middle Classes weren’t welcome at est GENTRY SCHOOLS - Built their own e.gMarlborough Clifton - These were called PROPRIETARY SCHOOLS

4. In 4 groups1.) Aims of Public Schools and Eton Wall game 2.) Characteristics 3.) Physical Activities 4.) Technical development of games Present back using mime and narration only! Social Control - Major feature of early organisation of PS games was that the boys ORGANISED the activities THEMSELVES (self government) - This gave the boys organisational skills which they would use later on in life - The boys set up GAMES COMMITTEES - This HIERARCHICAL structure allowed the PREFECTS to organise the younger boys and could be seen as a form of SOCIAL CONTROL Question.) SOCIAL CONTROL=Process whereby society seeks to ensure conformity to the dominant norms and values of that society

5. - Initially, Masters had little to do with organisation, later BLUES recruited as valuable members of staff helping schools achieve victories on the field of play Question.) What are BLUES? Sport performers from Oxford or Cambridge Unis who were awarded a “COLOUR” for representing the Uni team. BLUES often returned to their old schools to assist in coaching of SPORTS ACTIVITIES - As the games cult grew and sports success increased, HEADMASTERS used this success to impress future PARENTS - Fixtures were reported in the press and the SPORTS DAY became a public relations exercise to the OLD BOYS, PARENTS and GOVERNORS - Headmasters supported the increasing use of sport by EMPLOYING blues, providing FACILITIES, TIME and FUNDS (similar to today) Question.) In Pairs, make a list of MORAL QUALITIES you believe you are learned through TEAM GAMES

6. - Moral qualities began to be assigned to team games in 19 th C PSs - In 19 th C society, gov wanted boys’ activities more closely supervised and orderly - This coincided with the CIVILIZING and DISCIPLINING of the working classes - Middle and Upper classes also needed to display higher MORAL qualities (Why?) - Head of Rugby School (THOMAS ARNOLD) encouraged team games for moral qualities, he believed in games for the purpose they served - He believed games delivered the moral qualities of: Teamwork Loyalty Courage Bravery Decision-making Gentlemanly Conduct - The individ was not as important as the team, winning should be sought in a sporting manner

7. - ATHLETICISM in PS was a movement devoted to combination of PHYSIVAL ENDEAVOUR with MORAL INTEGRITY - It ran parallel to MUSCULAR CHRISTIANLTY, AMATEURSIM and OLYMPISM - These were the LEGACY of British sport where we play down the importance of winning and stress that how you take part is more important MORAL ENDEAVOURACTIVITIESMORAL INTEGRITY Appreciation of health and fitness RugbySportsmanship Toughen up an indulgent society FootballTeamwork Competitive in a competitive society CricketHonour/loyalty Combat tendency to over study RacquetsLeadership/response to leadership The high status held by the elite games player

8. MUSCULAR CHRISTIANITY - Evangelical movement started in 19 th C by Charles Kingsley - Combined CHRISTIAN and CHIVALRIC ideals of manliness - Healthy BODIES were needed alongside healthy MINDS to serve GOD - Muscular Christians only supported RATIONAL ACTIVITIES (governed by RULES and CODES OF BEHAVIOUR) ATHLETICISMMUSCULAR CHRISTIANLTY Manliness/physical robustnessWorking for a team/loyalty to the cause Pursuit of physical endeavour/effort/striving Conforming to the rules/principle of fair play Accepting the discipline of rule- regulated activity Playing honourably more important than winning Moral integrityUse of ‘God-given’ abilities Performance dedicated to God

9. Question.) What has been the legacy of the 19 th C Public Schools? - We still believe inTeaching team games for character building Learning how to be competitive Competitive fixtures afternoon House systems Traditions of excellence Question.) What were the effects of Public Schools on the development of sport? - Village games brought to schools - Played regularly in free time - Individ school rules linked to unique architectural features of the schools - House competitions -Codified rules - Inter-school fixtures - Blues at teachers

10. Question.) What were the effects of PS’s on the devel of sport and the spread of athleticism into society - “OLD BOYS” as they left school took on various positions as: - OFFICERS in the military: spread games to the troops - EMPLOYERS: spread games to their employees via factory teams and provision of time and facilities - CLERGY: spread games to their parishioners such as Sunday school teams - TEACHERS: to pupils - ENGINEERS/DIPLOMATS: spreading games across the BRITISH EMPIRE

11. Question.) What effects did Universities have on the development of sport? - A MELTING POT to the individ school rules - Rules codified - Technical developments made to sports - Improved standards of performance - New activities developed