A2 PE History-Nineteenth-century public schools

CHARACTERISTICS OF PUBLIC SCHOOLS & impacts
1. BOYS-Great energy & enthusiasm to be channeled into games
2. BOARDING- time available to play games
3. EXPANDING-houses created- became the hub of games
4. NON-LOCAL- great variety of regional games adopted & adapted by individual schools
5. SPARTAN- harsh treatment & living conditions prepared boys for competitive sport & adult life
6. CONTROLLED BY TRUSTEES- trustees- influential people keen to promote the school- invest in sporting success
7. ENDOWED- well endowed schools- recieved large gifts of money/property- could build facilities & empoly assistant masters & coaching professionals
8. FEE-PAYING- fees to develop facilities e.g gymnasia,swimming baths, courts. fee-payers were influential pupils & less restricted than scholars
9. GENTRY-influential families brought status & monay + influenced the types of activities brought into the schools
The Clarendon Report-1864
1. Queen Victoria commisioned- complaints about finances, buildings & management of Eton College.
2. 19th century ofsted- concluded that each school had high status of games compared with academic work.
3 developmental stages of Athleticism
1. was a reflection of changes in society
2. caused social change in terms of sport & recreation
3. by mid 19th-century-
  1. RSPCA successfully reducing cruelty to animals
  2. Police & changing tastes & manners- reduced no of bare fist fights
  3. headmasters keen to be seen as enlightened- wanted schools to be more refined & cultured & less wild- part of civilising process
4. Technical developments, Social relationships, Values linked to sport & games in each stage
Stage 1-(1790-1824) Boy culture, Bullying & Brutality
1. confrontational behaviour- absence of police force.
  1. recreational activities organised by boys for enjoyment & to relieve boredom
    1. Simple, natural facilities, limited local rules & simple equipment
      1. 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
2. Public school expansion & melting pot
  1. expansion of house system & need for more social control (order, stability & good behaviour)
  2. games ranged from child like to barbaric- fierce mob games developed- reflection of society
  3. Cricket was already codified- play by both classes- immediately adopted by schools- fox hunting adapted to hare & hounds
Stage 2-(1828-1842)- Dr Thomas Arnold & Social Control
1. Games reformed alongside schools- transition from pop rec to rat rec
  1. RSPCA, railways
    1. Schools & games grew in status- societal reforms.-more orderly
      1. 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.
Stage 3- (1842-1914)- Cult of Athleticism
1. games became rationalised and respectable- had high status- inter-house & sports days
  1. games played obsessively and were often compulsory each day- part of curriculum- schools prided on sporting prowess
    1. highly organised and codified- NGB's established
      1. 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.
Girls schools athleticism.-delay in development
1. traditional role of women- lack of education
2. anxiety over wearing of revealing clothing for sport
3. status of women in society- mainly focussed on music, dancing & posture- inappropriate to be competitive & exuberant
4. medical concerns- strenuous activity could prevent child bearing & due to physical inferiority
5. fewer prominent personalities to match Dr Thomas Arnold
Impact of public schools
1. Stage 1-young people could develop independence and self-sufficiency. negative- bullying & severe punishment
2. Stage 2- more controlled & less violent/spontaneous. more regular & in school grounds. more inter-house competitions. house system still around today
  1. games used to establish social control- Dr Thomas Arnold-Rugby school- better behaviour- punishments, trust & respect.
3. 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.
  1. 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.
Sports through the stages of public schools
1. Bathing & swimming- 1-informal, natural facilities. 2-regular, regulated, for hygiene and safety, part of healthy lifestyle. 3- technical development, specialist facilities, teachers
2. Athletics- 1-Informal running & exploring countryside, hare & hounds & steeplechase more formal. 3-Steeple-chase & cross country- annual sports days.(exeter college)
3. Football- 1- mob games & first melting pot form home. 2-more formalised rules & inter house competitions. 3- FA & RFU- rules & competitions
4. 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.
5. 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.

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A2 PE History-Nineteenth-century public schools

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