historical studies. popular recreation characteristicscharacteristics occasional,occasional,...

Historical StudiesHistorical Studies

POPULAR RECREATION POPULAR RECREATION

• CHARACTERISTICSCHARACTERISTICS• occasional,occasional,• violent, violent, • occupational,occupational,• wagering, wagering, • courtly, courtly, • popular, popular, • local, local, • rural, rural, • ritual / festival, ritual / festival, • uncoded.uncoded.

•

POPULAR RECREATION POPULAR RECREATION

• SOCIAL SETTINGSOCIAL SETTING• feudal, limited feudal, limited

travel, markets. travel, markets. harsh laws, harsh laws, cottage industry, cottage industry, sacred or sacred or profane, little profane, little written.written.

.

PUBLIC SCHOOL LINKSPUBLIC SCHOOL LINKS• DEVELOPMENTSDEVELOPMENTS• championships, expertise, girl schools, old championships, expertise, girl schools, old

students, moral integrity, physical endeavour, students, moral integrity, physical endeavour, oxbridge melting pot, written rules.oxbridge melting pot, written rules.

• School gymnasticsSchool gymnastics• Thomas Arnold’s houseThomas Arnold’s house

RATIONAL RECREATIONRATIONAL RECREATION• CHARACTERISTICSCHARACTERISTICS• respectable, ritual, regulations, respectable, ritual, regulations,

regulated, written rules, regulated, written rules, regular, roles, referees, regular, roles, referees, regionalised, recreational.regionalised, recreational.

• Fox huntFox hunt• gymnasticsgymnastics• outdoor pursuit - climbingoutdoor pursuit - climbing

RATIONAL RECREATIONRATIONAL RECREATION

• SOCIAL SETTINGSOCIAL SETTING• feudal, limited feudal, limited

travel, markets. travel, markets. harsh laws, harsh laws, cottage industry, cottage industry, sacred or sacred or profane, little profane, little writtenwritten

SOCIAL INFLUENCES IN AN SOCIAL INFLUENCES IN AN INDUSTRIAL SOCIETYINDUSTRIAL SOCIETY

• SOCIAL CLASS AND SPORTSOCIAL CLASS AND SPORT• The gentry had already achieved The gentry had already achieved

a full sports programme with a full sports programme with their preferred activities and their preferred activities and plentiful leisure time. plentiful leisure time.

• The emerging urban middle The emerging urban middle classes took these gentry sports classes took these gentry sports and reorganised them according and reorganised them according to amateur codes which excluded to amateur codes which excluded financial rewards. financial rewards.

• The industrial working classes The industrial working classes had little time for sport, but had little time for sport, but when it was rationalised and when it was rationalised and seen to be a vehicle for social seen to be a vehicle for social conditioning.conditioning.

• Social Christians and Social Christians and industrialists encouraged the industrialists encouraged the development of organised sport development of organised sport for the workers, who largely for the workers, who largely existed in urban poverty, see existed in urban poverty, see picture 759.picture 759.

• There was considerable delay There was considerable delay before women had the same before women had the same opportunities.opportunities.


• WORK AND FREE-TIMEWORK AND FREE-TIME• The cottage industry had been a family affair where the The cottage industry had been a family affair where the

timing of when to work was dictated by the amount to be timing of when to work was dictated by the amount to be done. done.

• Factory developments meant that the human element was Factory developments meant that the human element was controlled by machinery, as shutting off the machines controlled by machinery, as shutting off the machines meant loss of production. meant loss of production.

• Factory work time started with a 72 hour week over six Factory work time started with a 72 hour week over six days, with Sunday a day of rest stipulated by days, with Sunday a day of rest stipulated by sabbatharianism. sabbatharianism.

• This meant that the workers had no free time unless they This meant that the workers had no free time unless they were unemployed and then they had no money. were unemployed and then they had no money.

• The Saturday half day and the Early Closing Movement gave The Saturday half day and the Early Closing Movement gave workers time for organised sport. workers time for organised sport.

• Women were paid a quarter of what men got for the same Women were paid a quarter of what men got for the same work, and therefore did not have the union strength to work, and therefore did not have the union strength to obtain the Saturday half day. obtain the Saturday half day.

• Benevolent employers built sports facilities for their Benevolent employers built sports facilities for their workers.workers.


• URBANISATION AND LEISUREURBANISATION AND LEISURE• As towns grew, particularly the industrial towns, the As towns grew, particularly the industrial towns, the

countryside became farther away and so urban countryside became farther away and so urban leisure facilities became a social necessity. leisure facilities became a social necessity.

• Arboretums were initially built for the middle classes, Arboretums were initially built for the middle classes, but gradually public parks were also opened for but gradually public parks were also opened for walking in and later for sports. walking in and later for sports.

• The centres of older cities were rebuilt removing the The centres of older cities were rebuilt removing the slums and building shopping and business centres. slums and building shopping and business centres.

• With back-to-back housing near the factories and With back-to-back housing near the factories and mills, entrepreneurs realised that professional mills, entrepreneurs realised that professional football clubs would bring in a lot of revenue from football clubs would bring in a lot of revenue from the gate money, these were built near the town the gate money, these were built near the town centres. centres.

• The pollution to the rivers running through the The pollution to the rivers running through the industrial towns, destroyed fishing opportunities for industrial towns, destroyed fishing opportunities for the working classes.the working classes.


• CHURCH AND SPORTCHURCH AND SPORT• Major changes occurred in the Major changes occurred in the

Church’s attitude to sport in the Church’s attitude to sport in the late 19th century. late 19th century.

• Muscular Christianity led to a Muscular Christianity led to a large number of church clubs.large number of church clubs.

• Y.M.C.A.- a major influence on Y.M.C.A.- a major influence on sport for young clerks.sport for young clerks.


• COMMUNICATIONS AND TRAVELCOMMUNICATIONS AND TRAVEL• The use of the stagecoach opened The use of the stagecoach opened

up sport for the gentry, but meant up sport for the gentry, but meant that the lower classes were that the lower classes were limited to local holidays and limited to local holidays and sports. sports.

• With the coming of the railways, With the coming of the railways, the middle classes gained access the middle classes gained access to the seaside and were able to to the seaside and were able to travel to neighbouring towns for travel to neighbouring towns for sport. sport.

• The lower classes could not afford The lower classes could not afford to go by rail regularly, nor did to go by rail regularly, nor did they have the time and so the they have the time and so the excursion trip became the annual excursion trip became the annual seaside visit for the lower classes. seaside visit for the lower classes.

• The roads deteriorated during the The roads deteriorated during the popularisation of the railways.popularisation of the railways.

• But with the advent of middle But with the advent of middle class cycle touring, the roads class cycle touring, the roads were improved.were improved.

KNOWLEDGE AND KNOWLEDGE AND UNDERSTANDING UNDERSTANDING REQUIREMENTSREQUIREMENTS

• Brief outline of origins and early Brief outline of origins and early development of these activities.development of these activities.

• Key associations with popular recreation Key associations with popular recreation characteristics.characteristics.

• Relevant pre-industrial social setting for Relevant pre-industrial social setting for these activities.these activities.

• Points where public school links exist.Points where public school links exist.• Relevance of schools as a social setting.Relevance of schools as a social setting.• Key developmental associations with Key developmental associations with

rational recreation characteristics.rational recreation characteristics.• Relevant post-industrial social setting for Relevant post-industrial social setting for

these activities.these activities.

POPULAR RECREATION - POPULAR RECREATION - INDIVIDUAL ACTIVITIESINDIVIDUAL ACTIVITIES

• EARLY ATHLETICSEARLY ATHLETICS• Pedestrians.Pedestrians.• Professional walkers Professional walkers

in the 18th and 19th in the 18th and 19th Centuries.Centuries.

• Long distance times Long distance times challenges. (for challenges. (for example, Capt Barclay example, Capt Barclay 1000 miles in 1000 1000 miles in 1000 hours)hours)

• Amateurs competed Amateurs competed against professionals.against professionals.

• Evidence of corrupt Evidence of corrupt practices.practices.


• ATHLETICS - EARLY ATHLETICS - EARLY FIELD EVENTSFIELD EVENTS

• Highland games.Highland games.• Famous for strong men Famous for strong men

events (for example, events (for example, caber, putting the caber, putting the stone, hammer).stone, hammer).

• Very nationalistic, Very nationalistic, ethnic festivals.ethnic festivals.

• Tests of strength based Tests of strength based on occupational need, on occupational need, social status and social status and preparation for war.preparation for war.


• CHARACTERISTICHARACTERISTICSCS


• SOCIAL SETTINGSOCIAL SETTING


• EARLY FESTIVALSEARLY FESTIVALS• Wakes, annual Wakes, annual

dedication of church.dedication of church.• Ethnic, local, social Ethnic, local, social

festival held as a ritual festival held as a ritual occasion.occasion.

• Smock race for women Smock race for women typical of running typical of running events for prizes and events for prizes and courtship.courtship.

• Parallel men’s events, Parallel men’s events, and wrestling and and wrestling and games.games.

• Dover Games Dover Games (Cotswolds most (Cotswolds most famous festival).famous festival).

BATHING and SWIMMINGBATHING and SWIMMING

• CLEANLINESSCLEANLINESS• As there was no tapped water, As there was no tapped water,

the river was used.the river was used.• It was healthy for citizens and It was healthy for citizens and

prevented illness and absence prevented illness and absence from work.from work.

• RECREATIONRECREATION• Free time was limited, but if the Free time was limited, but if the

weather was good, bathing in the weather was good, bathing in the rivers was popular.rivers was popular.

• It depended on the water being It depended on the water being clean.clean.

• SPORTSPORT• More free time meant more More free time meant more

swimming time, and higher swimming time, and higher standards of swimming and standards of swimming and diving.diving.

• SURVIVALSURVIVAL• The river was a most dangerous The river was a most dangerous

place, particularly during floods.place, particularly during floods.• Children, workers and sportsmen Children, workers and sportsmen

need to learn to swim.need to learn to swim.


• WATERFRONT ACTSWATERFRONT ACTS• RIVER TOWNSRIVER TOWNS• defence, occupation, communication, defence, occupation, communication,

food, cleanliness.food, cleanliness.• FISHINGFISHING• Much depends on free time and wealth Much depends on free time and wealth

of fishermen.of fishermen.• Gentry had land, time, transport and Gentry had land, time, transport and

wealth for game fishing.wealth for game fishing.• Peasantry limited to town water.Peasantry limited to town water.• BOATINGBOATING• Dual use of boating and shooting skills Dual use of boating and shooting skills

led to pleasure boating with gigs for led to pleasure boating with gigs for hire.hire.

• SAILINGSAILING• Occupational and recreative skills Occupational and recreative skills

essential.essential.• Mainly on estuaries and sheltered bays.Mainly on estuaries and sheltered bays.• RIVER BANKSRIVER BANKS• Water meadows central for recreation.Water meadows central for recreation.• Flooding prevented crops and building.Flooding prevented crops and building.• Games , horse racing, prize fighting and Games , horse racing, prize fighting and

athletic festivals held annually.athletic festivals held annually.

ROWINGROWING

• BOATINGBOATING• Developed into two main Developed into two main

features; recreative boating features; recreative boating was possible for people to was possible for people to hire gigs and row themselves hire gigs and row themselves or be rowed.or be rowed.

• Ferries, on the other hand Ferries, on the other hand were water taxis, particularly were water taxis, particularly on the Thames to carry people on the Thames to carry people across or along the river.across or along the river.

• DOGGETT COAT AND BADGEDOGGETT COAT AND BADGE• This was an annual This was an annual

competition between competition between watermen in the final year of watermen in the final year of their apprenticeship.their apprenticeship.

• It was held on the 1st of It was held on the 1st of August from 1714 and still August from 1714 and still exists today.exists today.

POPULAR RECREATION - POPULAR RECREATION - GAMESGAMES

• CHARACTERISTICHARACTERISTICSCS


• SOCIAL SETTINGSOCIAL SETTING


• INVASION GAMESINVASION GAMES• Mob football, hurling and Mob football, hurling and

mob hockey were only mob hockey were only some of the primitive and some of the primitive and violent invasion games violent invasion games played at Shrovetide. played at Shrovetide.

• It was often a street game, It was often a street game, part of an old statute part of an old statute allowing the lower classes allowing the lower classes to let off steam, once a to let off steam, once a year. year.

• It can still be seen at It can still be seen at Ashbourne, Derbyshire, Ashbourne, Derbyshire, and the Haxey Hood Game and the Haxey Hood Game and Hurling and the and Hurling and the Hallaton Bottle Game are Hallaton Bottle Game are variations of it.variations of it.


• TARGET and STRIKING TARGET and STRIKING GAMESGAMES

• This group of games included This group of games included primitive versions of cricket, primitive versions of cricket, rounders, bowls, skittles and rounders, bowls, skittles and quoits and the Scottish quoits and the Scottish games of golf and curling. games of golf and curling.

• Cricket was the most popular Cricket was the most popular English game because it English game because it allowed gentry and peasantry allowed gentry and peasantry to play a team game in to play a team game in harmony. harmony.

• It first developed in the South It first developed in the South Downs, where Kent was the Downs, where Kent was the first great county team and first great county team and Hambledon the most famous Hambledon the most famous village team in the 18th village team in the 18th century. century.

• Developments led to the Developments led to the M.C.C. playing at Lords.M.C.C. playing at Lords.


• COURT GAMESCOURT GAMES• The most famous court game was The most famous court game was

Real Tennis. Started in France, it Real Tennis. Started in France, it came to England during the Tudor came to England during the Tudor Dynasty and was restricted to the Dynasty and was restricted to the upper class for several hundred upper class for several hundred years. years.

• There are a number of features There are a number of features which reflect the exclusive group which reflect the exclusive group who play it. who play it.

• Special facilities and equipment, Special facilities and equipment, complex rules of play and etiquette, complex rules of play and etiquette, and laws limiting play to the and laws limiting play to the nobility. nobility.

• The parallel game for the poor was The parallel game for the poor was rackets where any wall, but rackets where any wall, but particularly the church or public particularly the church or public house, allowed men to play a house, allowed men to play a handball game or use rackets. handball game or use rackets.

• We first find rackets in print in We first find rackets in print in Pickwick Papers, where Pickwick Pickwick Papers, where Pickwick finds himself in debtor’s prison at finds himself in debtor’s prison at Fleet and the game is played by Fleet and the game is played by the inmates.the inmates.

PUBLIC SCHOOL ATHLETICISM

CHARACTERISTICS of the PUBLIC SCHOOL SYSTEM

CHARACTERISTICS of the CHARACTERISTICS of the PUBLIC SCHOOL SYSTEMPUBLIC SCHOOL SYSTEM

• INFLUENCE OF INFLUENCE OF BOARDINGBOARDING

INFLUENCE OF NON-INFLUENCE OF NON-LOCALLOCAL

TECHNICAL AND SOCIAL TECHNICAL AND SOCIAL DEVELOPMENTDEVELOPMENT

• STAGE 1 - INITIAL BOYS STAGE 1 - INITIAL BOYS DEVELOPMENTSDEVELOPMENTS

• Cricket started, but with Cricket started, but with established rules. established rules.

• Mob Football, differed in each Mob Football, differed in each school :school :

• Eton, Field and Wall Game,Eton, Field and Wall Game,• Rugby, handling game,Rugby, handling game,• Harrow and Charterhouse, Harrow and Charterhouse,

dribbling game. dribbling game. • Local conditions determined Local conditions determined

structure. structure. • Rackets and Fives : Rackets and Fives : • Started on walls of the Old Started on walls of the Old

School at Harrow,School at Harrow,• Fives stared at Eton, Rugby Fives stared at Eton, Rugby

and Winchester,and Winchester,• Courts different in each case.Courts different in each case.


• STAGE 2 - IMPACT OF LIBERAL STAGE 2 - IMPACT OF LIBERAL HEADMASTERSHEADMASTERS

• Dr Thomas Arnold and others Dr Thomas Arnold and others enacted reforms to produce enacted reforms to produce responsible Christian Gentlemen. responsible Christian Gentlemen.

• With concept of Godliness and With concept of Godliness and Manliness (1820’s - 1850’s) : Manliness (1820’s - 1850’s) :

• Broader curriculum.Broader curriculum.• Reduced flogging.Reduced flogging.• Playground control by Sixth Form.Playground control by Sixth Form.• Exclusion of field sports and Exclusion of field sports and

poaching. poaching. • Games encouraged as a vehicle of Games encouraged as a vehicle of

social control :social control :• Regular play.Regular play.• Written rules.Written rules.• Codes of honour and loyalty to Codes of honour and loyalty to

school established.school established.• Expansion leading to House Expansion leading to House

System and House competitions System and House competitions being established.being established.


• STAGE 3 - FULL EXPRESSION STAGE 3 - FULL EXPRESSION OF ATHLETICISMOF ATHLETICISM

• Physical Endeavour and Moral Physical Endeavour and Moral Integrity : central features of Integrity : central features of sport in public schools as part of sport in public schools as part of Muscular Christianity. Muscular Christianity.

• Support from Heads in gentry Support from Heads in gentry and middle class schools. and middle class schools.

• Assistant masters as Oxbridge Assistant masters as Oxbridge blues taught and played games. blues taught and played games.

• Wide programme of athletics, Wide programme of athletics, swimming, gymnastics and swimming, gymnastics and games. games.

• Organised interschool fixtures Organised interschool fixtures as Public School Championships. as Public School Championships.

• Old Boys took cult of athleticism Old Boys took cult of athleticism into society and encouraged into society and encouraged working class rational sport.working class rational sport.

• Figure 736 shows the annual Figure 736 shows the annual Eton v Harrow cricket match at Eton v Harrow cricket match at Lords.Lords.


• VALUES LINKED VALUES LINKED WITH WITH ATHLETICISMATHLETICISM

• PHYSICALPHYSICAL


• VALUES LINKED VALUES LINKED WITH WITH ATHLETICISMATHLETICISM

• TEMPERAMENTTEMPERAMENT


• TYPES OF SCHOOLTYPES OF SCHOOL• Clarendon / Gentry Schools Clarendon / Gentry Schools • Ladies Academies, Girls High Ladies Academies, Girls High

Schools Schools • Proprietary / Middle Class Colleges Proprietary / Middle Class Colleges • Boys Grammar Schools Boys Grammar Schools • Denominational Schools Denominational Schools • Girls Grammar Schools Girls Grammar Schools • Private Schools.Private Schools.

IDENTIFY KEY INDIVIDUAL IDENTIFY KEY INDIVIDUAL ACTIVITIES with TOM ACTIVITIES with TOM

BROWN’S SCHOOLDAYSBROWN’S SCHOOLDAYS• ATHLETICS - HARE AND ATHLETICS - HARE AND

HOUNDSHOUNDS• The senior boys were The senior boys were

going for the Barby Run. going for the Barby Run. Tom and his friends Tom and his friends decide to run too, but decide to run too, but without permission. without permission.

• The hares were set off and The hares were set off and the pack followed with the pack followed with Tom and Co. behind. Tom and Co. behind.

• Tom and friends got lost Tom and friends got lost and returned very late, and returned very late, bedraggled. bedraggled.

• The Head told them off for The Head told them off for breaking the rules, but breaking the rules, but did not flog them because did not flog them because they had shown courage.they had shown courage.

ATHLETICS - SPORTS DAY AT ATHLETICS - SPORTS DAY AT RUGBY SCHOOLRUGBY SCHOOL

• Sports day was the result Sports day was the result of the school valuing of the school valuing athleticism. athleticism.

• On that day, the head On that day, the head showed parents his showed parents his school at its athletic school at its athletic best. best.

• Boys supported their Boys supported their house, and witnessed house, and witnessed physical endeavour, physical endeavour, comradeship, and moral comradeship, and moral integrity.integrity.

• The steeplechase was The steeplechase was brought onto the school brought onto the school field for sports day.field for sports day.

SWIMMING - POACHINGSWIMMING - POACHING• The boys loved to go The boys loved to go

swimming and there swimming and there were several different were several different bathing places. bathing places.

• They also liked fishing, They also liked fishing, but were only allowed on but were only allowed on one bank. one bank.

• The bailiff caught Tom The bailiff caught Tom poaching and took him poaching and took him to Dr Arnold. to Dr Arnold.

• Tom admitted his guilt, Tom admitted his guilt, but asked that East’s rod but asked that East’s rod should not be taken. should not be taken.

• The bailiff agreed, but The bailiff agreed, but Tom was flogged by the Tom was flogged by the Head next morning.Head next morning.

SWIMMING - BATHING AND SWIMMING - BATHING AND SWIMMINGSWIMMING

• RUGBY SCHOOL: the RUGBY SCHOOL: the river Avon was used, river Avon was used, Tom Brown includes Tom Brown includes an explanation of an explanation of bathing places to suit bathing places to suit ability of swimmers. ability of swimmers. Water was rented by Water was rented by Arnold.Arnold.

• HARROW SCHOOL: HARROW SCHOOL: the pool known as the the pool known as the ‘duck puddle’ ‘duck puddle’ developed from a developed from a natural facility to an natural facility to an advanced provision advanced provision for swimming.for swimming.

ROWINGROWING

• The phrase ‘wetbob’ and ‘drybob’ reflected The phrase ‘wetbob’ and ‘drybob’ reflected the division of athletic focus into rowing the division of athletic focus into rowing and games.and games.

• Most major public schools were near to Most major public schools were near to rivers. rivers.

• The availability of boats to hire developed The availability of boats to hire developed into school rowing clubs. into school rowing clubs.

• The most important feature of a rowing The most important feature of a rowing eight was team effort, and this was eight was team effort, and this was extended to the House and School. extended to the House and School.

• Linked with this development was the Linked with this development was the importance of being able to swim.importance of being able to swim.

IDENTIFY KEY PUBLIC IDENTIFY KEY PUBLIC SCHOOL GAMES with TOM SCHOOL GAMES with TOM BROWN’S SCHOOLDAYSBROWN’S SCHOOLDAYS

• Remember that this is fiction. Remember that this is fiction. • It is what Thomas Hughes felt about his It is what Thomas Hughes felt about his

schooldays at Rugby under the headship schooldays at Rugby under the headship of Dr Thomas Arnold. of Dr Thomas Arnold.

• It is thought that Tom Brown was in fact It is thought that Tom Brown was in fact representing Thomas Hughes’ representing Thomas Hughes’ adventures while at school. adventures while at school.

• Hughes had a great respect for Dr. Hughes had a great respect for Dr. Arnold, but believed much more strongly Arnold, but believed much more strongly in the value of sport as a character in the value of sport as a character building experience as he belonged to a building experience as he belonged to a group of Muscular Christiansgroup of Muscular Christians

FOOTBALLFOOTBALL

• It was the day of the It was the day of the football match on Big football match on Big Side. Side.

• Tom told East he had Tom told East he had played the game with played the game with village lads, but East village lads, but East said Rugby played real said Rugby played real football. football.

• East was playing and East was playing and was injured. When the was injured. When the ball came towards ball came towards goal, Tom raced on goal, Tom raced on and dived on it. Big and dived on it. Big Brook asked if he was Brook asked if he was hurt and then said that hurt and then said that he was made of the he was made of the right stuff.right stuff.

RUGBYRUGBY

• Only Rugby among the Clarendon Schools Only Rugby among the Clarendon Schools played a handling / tackling game of played a handling / tackling game of football.football.

• Eton, Harrow and others played a Eton, Harrow and others played a dribbling (foot) game. dribbling (foot) game.

• Perhaps it was because ‘Web-Ellis picked Perhaps it was because ‘Web-Ellis picked up the ball and ran with it’.up the ball and ran with it’.

• More likely, it was the quality of the More likely, it was the quality of the playing field. playing field.

• The first written rules for both Rugger and The first written rules for both Rugger and Soccer, were written at the schools.Soccer, were written at the schools.

CRICKETCRICKET

• The game of Cricket had rules of play The game of Cricket had rules of play before the expansion of the game in the before the expansion of the game in the public schools.public schools.

• As an organised game, it was more readily As an organised game, it was more readily acceptable to school authorities.acceptable to school authorities.

• The time available to play and practice, The time available to play and practice, the quality of the playing fields and the the quality of the playing fields and the availability of teachers and professionals availability of teachers and professionals to coach led to very high standards in the to coach led to very high standards in the schools.schools.

THE CRICKET MATCHTHE CRICKET MATCH• Tom eventually reached the Tom eventually reached the

Sixth Form and was made Sixth Form and was made Captain of Cricket. The Captain of Cricket. The final match was against the final match was against the M.C.C. It was a good M.C.C. It was a good match, but Tom put Arthur match, but Tom put Arthur in earlier than normally. in earlier than normally.

• A young master suggested A young master suggested that Tom had risked the that Tom had risked the match by doing this, but match by doing this, but Tom said that the result Tom said that the result mattered little, but Arthur mattered little, but Arthur would remember this all would remember this all his life. Tom also his life. Tom also suggested that cricket was suggested that cricket was more than a game, that it more than a game, that it was an institution. Arthur was an institution. Arthur thought it was life itself.thought it was life itself.

COURT GAMESCOURT GAMES

• The development of informal partner games The development of informal partner games was common to most public schools.was common to most public schools.

• FIVESFIVES• Fives Courts were built against the walls of Fives Courts were built against the walls of

Eton and Rugby Schools, and this was Eton and Rugby Schools, and this was copied by other schools.copied by other schools.

• RACQUETSRACQUETS• Harrow was the first to play and develop this Harrow was the first to play and develop this

game, and this was copied by others.game, and this was copied by others.• REAL TENNISREAL TENNIS• It is thought that only Eton had a Real It is thought that only Eton had a Real

Tennis courtTennis court

GIRLS SCHOOLSGIRLS SCHOOLS

• Girls schools looked to Girls schools looked to be less ‘muscular’ and be less ‘muscular’ and chose games less chose games less popular with boys popular with boys schools.schools.

• Hockey and Lacrosse Hockey and Lacrosse were played in the were played in the winter and Lawn winter and Lawn Tennis in the summer.Tennis in the summer.

• See figure 744 of See figure 744 of Lacrosse at St Lacrosse at St Leonard’s School.Leonard’s School.

RATIONAL RECREATION - RATIONAL RECREATION - INDIVIDUAL ACTIVITIESINDIVIDUAL ACTIVITIES

• ATHLETICSATHLETICS• RATIONAL RATIONAL

SPORTSPORT

ATHLETICSATHLETICS

• SPORTS FESTIVALSSPORTS FESTIVALS• Sports Festivals Sports Festivals

became dominated by became dominated by athletics with some athletics with some equestrianism and equestrianism and some cycling. some cycling.

• Athletics was run by Athletics was run by the A.A.A. with the A.A.A. with amateur amateur Championships and Championships and Athletic Sports in Athletic Sports in most towns at least most towns at least once a year.once a year.


• SWIMMING - SWIMMING - DEVELOPMENT OF BATHS DEVELOPMENT OF BATHS FACILITIESFACILITIES

• 1840s Acts to clean up the 1840s Acts to clean up the industrial working classes.industrial working classes.

• Interest free loans form Interest free loans form Government.Government.

• Industrial towns built Industrial towns built penny baths, on condition penny baths, on condition that workers only paid one that workers only paid one penny for use.penny for use.

• Separate men’s and Separate men’s and women’s facilities.women’s facilities.

• Swimming and Polo started Swimming and Polo started with clubs formed.with clubs formed.

• Middle class baths Middle class baths alongside but more alongside but more expensive.expensive.

SOCIAL SETTING IN POST-SOCIAL SETTING IN POST-INDUSTRIAL BRITAININDUSTRIAL BRITAIN

DEVELOPMENT OF DEVELOPMENT OF BATHINGBATHING

• SPAS – SEASIDE SPAS – SEASIDE – PUBLIC BATHS– PUBLIC BATHS

THE REGATTA AND ROWINGTHE REGATTA AND ROWING

• Aquatics became very Aquatics became very respectable. respectable.

• Rowing is controlled by the Rowing is controlled by the A.R.A. and is exclusive to A.R.A. and is exclusive to the upper / middle classes.the upper / middle classes.

• Swimming was now run by Swimming was now run by the A.S.A. and had its own the A.S.A. and had its own amateur championships. It amateur championships. It has developed from the Spa has developed from the Spa Movement and the Public Movement and the Public Baths which were built to Baths which were built to clean up the working clean up the working classes. classes.

• Sailing became very Sailing became very popular among the most popular among the most wealthy members of wealthy members of Victorian society, headed by Victorian society, headed by the Americas Cup. the Americas Cup.

• Canoeing, (John MacGregor) Canoeing, (John MacGregor) was popular on most rivers was popular on most rivers

RATIONAL RECREATION - RATIONAL RECREATION - GAMESGAMES

THE SOCIAL SETTING in THE SOCIAL SETTING in POST-INDUSTRIAL BRITAINPOST-INDUSTRIAL BRITAIN

INVASION GAMES - INVASION GAMES - RUGBYRUGBY

• The R.F.U. was The R.F.U. was established in established in 1871 and 1871 and separated from separated from the association the association game. game.

• Strictly amateur, Strictly amateur, northern clubs northern clubs split to establish split to establish a professional a professional rugby league.rugby league.

INVASION GAMES - INVASION GAMES - SOCCERSOCCER

• The F.A. was The F.A. was established in established in 1863 and the F.A. 1863 and the F.A. Cup as a national Cup as a national competition. competition.

• This was dominated This was dominated by Old Boys teams, by Old Boys teams, until professional until professional northern clubs northern clubs made it the Peoples’ made it the Peoples’ Game Game

INVASION GAMES - INVASION GAMES - HOCKEYHOCKEY

• Mob hockey was Mob hockey was re-organised by re-organised by cricket clubs in cricket clubs in the Thames valley the Thames valley who wanted a to who wanted a to play a winter play a winter game. game.

• Girls high schools Girls high schools played hockey, played hockey, hence women hence women playing playing

TARGET GAMES - TARGET GAMES - CRICKETCRICKET

• Cricket became the national game Cricket became the national game of England. of England.

• Rules were revised by the M.C.C. Rules were revised by the M.C.C. and the County Championships and the County Championships established. established.

• Test matches were held regularly, Test matches were held regularly, with Australia and South Africa with Australia and South Africa the main opponents. the main opponents.

• Amateurs improved to rival the Amateurs improved to rival the professional players professional players

COURT GAMES - LAWN COURT GAMES - LAWN TENNISTENNIS

• The middle classes The middle classes developed Lawn Tennis developed Lawn Tennis as an alternative to real as an alternative to real tennis. It was initially tennis. It was initially played in gardens, but played in gardens, but if these were too small, if these were too small, private clubs were private clubs were formed. formed.

• Women played because Women played because of the privacy.of the privacy.

• Wimbledon became the Wimbledon became the championship centre.championship centre.


• SOCIAL CLASS AND SPORTSOCIAL CLASS AND SPORT• The gentry had already achieved a The gentry had already achieved a

full sports programme with their full sports programme with their preferred activities and plentiful preferred activities and plentiful leisure time. leisure time.

• The emerging urban middle The emerging urban middle classes took these gentry sports classes took these gentry sports and reorganised them according and reorganised them according to amateur codes which excluded to amateur codes which excluded financial rewards. financial rewards.

• The industrial working classes The industrial working classes had little time for sport, but when had little time for sport, but when it was rationalised and seen to be it was rationalised and seen to be a vehicle for social conditioning.a vehicle for social conditioning.

• Social Christians and Social Christians and industrialists encouraged the industrialists encouraged the development of organised sport development of organised sport for the workers, who largely for the workers, who largely existed in urban poverty, see existed in urban poverty, see picture 759.picture 759.

• There was considerable delay There was considerable delay before women had the same before women had the same opportunities.opportunities.


• WORK AND FREE-TIMEWORK AND FREE-TIME• The cottage industry had been a family affair where the The cottage industry had been a family affair where the

timing of when to work was dictated by the amount to be timing of when to work was dictated by the amount to be done. done.

• Factory developments meant that the human element was Factory developments meant that the human element was controlled by machinery, as shutting off the machines meant controlled by machinery, as shutting off the machines meant loss of production. loss of production.

• Factory work time started with a 72 hour week over six days, Factory work time started with a 72 hour week over six days, with Sunday a day of rest stipulated by sabbatharianism. with Sunday a day of rest stipulated by sabbatharianism.

• This meant that the workers had no free time unless they This meant that the workers had no free time unless they were unemployed and then they had no money. were unemployed and then they had no money.

• The Saturday half day and the Early Closing Movement gave The Saturday half day and the Early Closing Movement gave workers time for organised sport. workers time for organised sport.

• Women were paid a quarter of what men got for the same Women were paid a quarter of what men got for the same work, and therefore did not have the union strength to work, and therefore did not have the union strength to obtain the Saturday half day. obtain the Saturday half day.

• Benevolent employers built sports facilities for their Benevolent employers built sports facilities for their workers.workers.


• URBANISATION AND LEISUREURBANISATION AND LEISURE• As towns grew, particularly the industrial towns, the As towns grew, particularly the industrial towns, the

countryside became farther away and so urban leisure countryside became farther away and so urban leisure facilities became a social necessity. facilities became a social necessity.

• Arboretums were initially built for the middle classes, Arboretums were initially built for the middle classes, but gradually public parks were also opened for walking but gradually public parks were also opened for walking in and later for sports. in and later for sports.

• The centres of older cities were rebuilt removing the The centres of older cities were rebuilt removing the slums and building shopping and business centres. slums and building shopping and business centres.

• With back-to-back housing near the factories and mills, With back-to-back housing near the factories and mills, entrepreneurs realised that professional football clubs entrepreneurs realised that professional football clubs would bring in a lot of revenue from the gate money, would bring in a lot of revenue from the gate money, these were built near the town centres. these were built near the town centres.

• The pollution to the rivers running through the The pollution to the rivers running through the industrial towns, destroyed fishing opportunities for the industrial towns, destroyed fishing opportunities for the working classes.working classes.


• CHURCH AND SPORTCHURCH AND SPORT• Major changes occurred in the Major changes occurred in the

Church’s attitude to sport in the Church’s attitude to sport in the late 19th century. late 19th century.

• Muscular Christianity led to a large Muscular Christianity led to a large number of church clubs.number of church clubs.

• Y.M.C.A.- a major influence on Y.M.C.A.- a major influence on sport for young clerks.sport for young clerks.


• COMMUNICATIONS AND TRAVELCOMMUNICATIONS AND TRAVEL• The use of the stagecoach opened up The use of the stagecoach opened up

sport for the gentry, but meant that the sport for the gentry, but meant that the lower classes were limited to local lower classes were limited to local holidays and sports. holidays and sports.

• With the coming of the railways, the With the coming of the railways, the middle classes gained access to the middle classes gained access to the seaside and were able to travel to seaside and were able to travel to neighbouring towns for sport. neighbouring towns for sport.

• The lower classes could not afford to go The lower classes could not afford to go by rail regularly, nor did they have the by rail regularly, nor did they have the time and so the excursion trip became time and so the excursion trip became the annual seaside visit for the lower the annual seaside visit for the lower classes. classes.

• The roads deteriorated during the The roads deteriorated during the popularisation of the railways.popularisation of the railways.

• But with the advent of middle class cycle But with the advent of middle class cycle touring, the roads were improved.touring, the roads were improved.

• And gradually, the gentry and the lower And gradually, the gentry and the lower classes with their second-hand bikes, classes with their second-hand bikes, managed to travel to the countryside by managed to travel to the countryside by cycle. cycle.

• Literacy was very limited until printing, Literacy was very limited until printing, the popular press and the pocket editions the popular press and the pocket editions became available and compulsory became available and compulsory education led to a literate working class. education led to a literate working class.

• It was as a result of these changes that It was as a result of these changes that the sporting press was born.the sporting press was born.

DEVELOPMENT OF DEVELOPMENT OF OUTDOOR ADVENTUROUS OUTDOOR ADVENTUROUS

ACTIVITIESACTIVITIES• THE MOUNTAIN THE MOUNTAIN

EXPERIENCE - EXPERIENCE - MOUNTAIN ACTSMOUNTAIN ACTS

• Mystery of the mountains.Mystery of the mountains.• Occupational use by Occupational use by

shepherds who became shepherds who became guides.guides.

• Alpinists visited (the Alps) Alpinists visited (the Alps) to reach the top, to reach the top, preferably in the snow.preferably in the snow.

• Botanists climbing in Botanists climbing in difficult places for rare difficult places for rare plants.plants.

• Rock Climbers, Rock Climbers, attempting the most attempting the most difficult routes. The Lake difficult routes. The Lake District, Highlands and District, Highlands and North Wales opened up.North Wales opened up.


ACTIVITIESACTIVITIES• WINTER EXCITEMENT WINTER EXCITEMENT

– WINTER ACTS– WINTER ACTS• Ice Fairs : held on Ice Fairs : held on

frozen rivers during frozen rivers during winter as festival winter as festival occasions.occasions.

• Speed Skating : very Speed Skating : very popular in Holland and popular in Holland and on the Fens of on the Fens of England.England.

• Became Became professionalised.professionalised.


ACTIVITIESACTIVITIES• WINTER WINTER

EXCITEMENT – EXCITEMENT – WINTER ACTSWINTER ACTS

• Figure Skating : Figure Skating : started on the started on the Serpentine in Hyde Serpentine in Hyde Park (London) once Park (London) once skates had edges.skates had edges.

• Skiing : Nordic Skiing : Nordic skiing is very old, but skiing is very old, but the English started the English started Alpine skiing.Alpine skiing.


ACTIVITIESACTIVITIES• CYCLINGCYCLING• BONE SHAKERBONE SHAKER• A pretend horse.A pretend horse.• Young gentlemen showing off.Young gentlemen showing off.• A gimmick only.A gimmick only.• DEVELOPMENTSDEVELOPMENTS• Gentry preferred horses until Queen Victoria’s Gentry preferred horses until Queen Victoria’s

daughters started a craze.daughters started a craze.• Middle class men in towns formed clubs which Middle class men in towns formed clubs which

excluded women initially.excluded women initially.• Too expensive for lower classes until second-hand Too expensive for lower classes until second-hand

trade started.trade started.


ACTIVITIESACTIVITIES• CYCLINGCYCLING• PENNY FARTHINGPENNY FARTHING• Large wheel for speed.Large wheel for speed.• Too dangerous for women Too dangerous for women

and old people.and old people.• Tricycle was an Tricycle was an

alternative.alternative.• Used for racing on the Used for racing on the

roads and on the track..roads and on the track..• ROVER SAFETYROVER SAFETY• Cog and chain ended need Cog and chain ended need

for large wheel.for large wheel.• Safer for women and Safer for women and

elderly.elderly.• Not as fast until gears Not as fast until gears

invented.invented.

ELEMENTARY SCHOOLS - ELEMENTARY SCHOOLS - DRILL, P.T. AND P.E.DRILL, P.T. AND P.E.

• THE MODEL COURSE AND THE MODEL COURSE AND MILITARY DRILL. 1902. MILITARY DRILL. 1902.

• The Boer War went badly for The Boer War went badly for Britain and school P.T. was Britain and school P.T. was blamed. blamed.

• The War Office imposed a syllabus The War Office imposed a syllabus on all elementary schools with on all elementary schools with soldiers doing the instruction. soldiers doing the instruction.

• It was designed to increase It was designed to increase ‘fitness to fight’ :‘fitness to fight’ :

• to improve discipline,to improve discipline,• to help children to withstand to help children to withstand

hardship,hardship,• to become familiar with military to become familiar with military

weapons. weapons. • The content was set exercises by The content was set exercises by

numbers and included marching numbers and included marching and drill with staves, acting as and drill with staves, acting as rifles. rifles.

• Boys and girls were involved and Boys and girls were involved and the teaching method was by direct the teaching method was by direct commands Army style.commands Army style.


• PHYSICAL TRAINING SWEDISH PHYSICAL TRAINING SWEDISH STYLESTYLE

• Within two years the Model Within two years the Model Course was thrown out and Course was thrown out and replaced by a Ministry syllabus replaced by a Ministry syllabus based on Swedish lines and based on Swedish lines and taught by teachers. taught by teachers.

• The objectives now hinged on The objectives now hinged on sound educational principles of sound educational principles of the day and a careful observation the day and a careful observation of scientific principles. of scientific principles.

• The exercises were systematic The exercises were systematic and consisted of tables related and consisted of tables related to different parts of the body. to different parts of the body.

• The first syllabus of this type was The first syllabus of this type was in 1904, with new syllabuses in 1904, with new syllabuses issued in 1909 and 1919. issued in 1909 and 1919.

• The teaching method was still The teaching method was still formal teaching set class formal teaching set class exercises in large groups in a exercises in large groups in a hall / outsidehall / outside


• THE 1933 SYLLABUSTHE 1933 SYLLABUS• In the 1919 Syllabus, the In the 1919 Syllabus, the

enlightened step of encouraging enlightened step of encouraging play activities for children play activities for children under seven was introduced. under seven was introduced.

• The 1933 syllabus retained this The 1933 syllabus retained this and added more games and play and added more games and play activities for older children. activities for older children.

• The major change which was The major change which was made was the introduction of made was the introduction of gymnastic skill in addition to gymnastic skill in addition to the physical exercises of earlier the physical exercises of earlier syllabuses. syllabuses.

• Lots of moves like cartwheels Lots of moves like cartwheels and rolls were introduced as and rolls were introduced as well as the use of apparatus well as the use of apparatus where it was available. where it was available.

• In addition to class activities, In addition to class activities, children were taught to work in children were taught to work in group corners, giving them group corners, giving them more independence and varietymore independence and variety

P.E. in the 1950’sP.E. in the 1950’s• ELEMENTARY SCHOOLS - ELEMENTARY SCHOOLS -

DRILL, P.T. AND P.E.DRILL, P.T. AND P.E.• MOVING AND GROWING MOVING AND GROWING

AND PLANNING THE AND PLANNING THE PROGRAMME.PROGRAMME.

• Following the 2nd World Following the 2nd World War (1939-45) teachers War (1939-45) teachers were looking for new were looking for new ‘educational’ ways of ‘educational’ ways of teaching. teaching.

• During the war exciting During the war exciting frame apparatus had been frame apparatus had been used in assault courses for used in assault courses for soldiers and schools soldiers and schools adapted these. adapted these.

• There was also a desire for There was also a desire for children to be creative and children to be creative and invent their own movement invent their own movement patterns.patterns.

ELEMENTARY SCHOOLS - ELEMENTARY SCHOOLS - DRILL, P.T. AND P.EDRILL, P.T. AND P.E

• .THE SOCIAL SETTING.THE SOCIAL SETTING

historical studies. popular recreation characteristicscharacteristics occasional,occasional,...

Documents

little written slide

cottage industry

social influences

little time

social christians

social conditioning

written rules

limited travel