541914
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Mind Map by sophielee0909, updated more than 1 year ago
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Created by sophielee0909
almost 11 years ago
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A2 PE History-Nineteenth-century public schools
- CHARACTERISTICS OF PUBLIC SCHOOLS & impacts
- BOYS-Great energy &
enthusiasm to be channeled
into games
- BOARDING- time available to play games
- EXPANDING-houses created-
became the hub of games
- NON-LOCAL- great
variety of regional games
adopted & adapted by
individual schools
- SPARTAN- harsh
treatment & living
conditions prepared boys
for competitive sport &
adult life
- CONTROLLED BY
TRUSTEES- trustees- influential
people keen to promote the
school- invest in sporting
success
- ENDOWED- well endowed schools- recieved
large gifts of money/property- could build
facilities & empoly assistant masters & coaching
professionals
- FEE-PAYING- fees to develop
facilities e.g gymnasia,swimming
baths, courts. fee-payers were
influential pupils & less restricted
than scholars
- GENTRY-influential families
brought status & monay +
influenced the types of
activities brought into the
schools
- BOYS-Great energy &
enthusiasm to be channeled
into games
- The Clarendon Report-1864
- Queen Victoria commisioned-
complaints about finances, buildings
& management of Eton College.
- 19th century ofsted-
concluded that each
school had high status of
games compared with
academic work.
- Queen Victoria commisioned-
complaints about finances, buildings
& management of Eton College.
- 3 developmental stages of Athleticism
- was a reflection of changes in society
- caused social change in terms of sport & recreation
- by mid 19th-century-
- RSPCA successfully
reducing cruelty to animals
- Police & changing
tastes & manners-
reduced no of bare fist
fights
- headmasters keen to be
seen as enlightened- wanted
schools to be more refined &
cultured & less wild- part of
civilising process
- RSPCA successfully
reducing cruelty to animals
- Technical developments,
Social relationships, Values
linked to sport & games in each
stage
- was a reflection of changes in society
- Stage 1-(1790-1824)
Boy culture, Bullying &
Brutality
- confrontational behaviour-
absence of police force.
- recreational activities
organised by boys for
enjoyment & to relieve
boredom
- Simple, natural facilities, limited
local rules & simple equipment
- unplanned & informal-
limited organisation
- masters had no
influence/interest outside of
the classroom
- boys took part in trespassing,
truancy, poaching & fighting-
control lost- bullying &
brutality- poor relationships
- boys took part in trespassing,
truancy, poaching & fighting-
control lost- bullying &
brutality- poor relationships
- masters had no
influence/interest outside of
the classroom
- unplanned & informal-
limited organisation
- Simple, natural facilities, limited
local rules & simple equipment
- recreational activities
organised by boys for
enjoyment & to relieve
boredom
- Public school
expansion &
melting pot
- expansion of house
system & need for more
social control (order,
stability & good
behaviour)
- games ranged from child like to
barbaric- fierce mob games
developed- reflection of society
- Cricket was already
codified- play by both
classes- immediately
adopted by schools- fox
hunting adapted to hare &
hounds
- expansion of house
system & need for more
social control (order,
stability & good
behaviour)
- confrontational behaviour-
absence of police force.
- Stage
2-(1828-1842)- Dr
Thomas Arnold &
Social Control
- Games reformed
alongside schools-
transition from pop rec
to rat rec
- RSPCA, railways
- Schools & games grew in
status- societal
reforms.-more orderly
- games more organised &
growth of the house system
- more regular inter house games-
more structured- specialist kit,
equipment & facilities
- Improving relationships
& restrictions on bullying
& brutality
- games used to achieve social
control- Dr Thomas Arnold
(behaviour, punishments, sixth
form, curriculum, muscular
christianity)
- made chapel key- delve christian message-new moral code- better suited to civilised society
- more trusting & sympathetic sixth form relationship- raised
status of sixth form- role models- link between masters & boys
- status, regularity &
organisation of games
increased
- inter house cricket &
football kept them out
of trouble & tired
them out.
- Muscular Christianity- play
for the glory of god & not
extrinsic values.
- made chapel key- delve christian message-new moral code- better suited to civilised society
- games used to achieve social
control- Dr Thomas Arnold
(behaviour, punishments, sixth
form, curriculum, muscular
christianity)
- Improving relationships
& restrictions on bullying
& brutality
- more regular inter house games-
more structured- specialist kit,
equipment & facilities
- games more organised &
growth of the house system
- Schools & games grew in
status- societal
reforms.-more orderly
- RSPCA, railways
- Games reformed
alongside schools-
transition from pop rec
to rat rec
- Stage 3-
(1842-1914)- Cult
of Athleticism
- games became rationalised and
respectable- had high status-
inter-house & sports days
- games played obsessively and
were often compulsory each
day- part of curriculum- schools
prided on sporting prowess
- highly organised and codified-
NGB's established
- fully technically developed kit &
specialist facilities- skill rather
than force & specialist coaching
- specialist facilities
constructed & schools
acquired more space.
- more friendly between boys
& masters- less bullying
- games played in order to
develop character- physical
endeavour and moral integrity
- second melting pot-
universities-standardised game
- oxbridge graduates
returning as assistant
masters-as a result of
sporting prowess.
- oxbridge graduates
returning as assistant
masters-as a result of
sporting prowess.
- second melting pot-
universities-standardised game
- games played in order to
develop character- physical
endeavour and moral integrity
- more friendly between boys
& masters- less bullying
- specialist facilities
constructed & schools
acquired more space.
- fully technically developed kit &
specialist facilities- skill rather
than force & specialist coaching
- highly organised and codified-
NGB's established
- games played obsessively and
were often compulsory each
day- part of curriculum- schools
prided on sporting prowess
- games became rationalised and
respectable- had high status-
inter-house & sports days
- Girls schools athleticism.-delay in development
- traditional role of women- lack of education
- anxiety over wearing of revealing clothing for sport
- status of women in
society- mainly focussed on
music, dancing & posture-
inappropriate to be
competitive & exuberant
- medical concerns- strenuous
activity could prevent child bearing & due to physical inferiority
- fewer prominent
personalities to match
Dr Thomas Arnold
- traditional role of women- lack of education
- Impact of public schools
- Stage 1-young people could develop
independence and self-sufficiency.
negative- bullying & severe
punishment
- Stage 2- more controlled &
less violent/spontaneous.
more regular & in school
grounds. more inter-house
competitions. house system
still around today
- games used to
establish social
control- Dr Thomas
Arnold-Rugby school-
better behaviour-
punishments, trust &
respect.
- games used to
establish social
control- Dr Thomas
Arnold-Rugby school-
better behaviour-
punishments, trust &
respect.
- Stage 3- organisation
increased-codification- regular fixtures-
NGB formation by old boys,
encouraged by headmaster,
time,space & expertise available, uni
melting pot & standardisation of rules.
- character development- PIES- Physical- increased skill &
health, Intellectual- organisational,administration,
management, Emotional-independence & teamwork, Social-
loyalty, friendships, old boys societies established. Fair play,
value of exercise, all-rounders, competitive experiences.
Now- pe still focusses on development of whole child, still
helps with preparing for competitive society, old boys
societies still exist.
- character development- PIES- Physical- increased skill &
health, Intellectual- organisational,administration,
management, Emotional-independence & teamwork, Social-
loyalty, friendships, old boys societies established. Fair play,
value of exercise, all-rounders, competitive experiences.
Now- pe still focusses on development of whole child, still
helps with preparing for competitive society, old boys
societies still exist.
- Stage 1-young people could develop
independence and self-sufficiency.
negative- bullying & severe
punishment
- Sports through the stages of public schools
- Bathing & swimming-
1-informal, natural facilities.
2-regular, regulated, for
hygiene and safety, part of
healthy lifestyle. 3- technical
development, specialist
facilities, teachers
- Athletics- 1-Informal running &
exploring countryside, hare &
hounds & steeplechase more
formal. 3-Steeple-chase & cross
country- annual sports days.(exeter college)
- Football- 1- mob games & first melting
pot form home. 2-more formalised rules
& inter house competitions. 3- FA &
RFU- rules & competitions
- Cricket- 2-transferred directly to public schools-
non-violent, rules & upper-class involvement.
2-mass inter-house participation. 3-technical
development-coaching, inter-school fixtures-MCC.
- Tennis- 1-informal hand & ball games against walls-fives. 2-fives
courts built, rackets & squash more formal alternatives. 3-fives
continued recreationally, rackets more formal. lawn tennis had low
status-popular in girls public schools.
- Bathing & swimming-
1-informal, natural facilities.
2-regular, regulated, for
hygiene and safety, part of
healthy lifestyle. 3- technical
development, specialist
facilities, teachers
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