1
Q
Describe features of Pedestrianism in Pre Industrial Britain.
A
- Foot race/ race running or walking
- Simple - Cheap/ simple activity
- Footmen - Gentry employed footmen as messengers
- Wagering - Widespread wagering/ betting
- Patron - Lower class runners patronised by gentry
- Festival occasions/ popular spectacles/exciting contest / big occasions/ occasional special events/ large venues and huge crows associated with prize fighting and horse racing
- Money - A way for a peasant to become rich, occupation for lower class professionals, prize money for winners/fame/status/occupational
- Amateurs - Amateurs also raced as a challenge
- Novelty - Many novelty races
- Corruption - Became corrupt/match fixing/cheating
- Rules - Rules established by organisers
2
Q
Give 3 forms of athletics in nineteenth century Public Schools.
A
- Hare and Hounds/Paper chase
- Steeple chase
- Sports Day
3
Q
Describe features of Athletics as a rational recreation
A
- Exclusivity - Middle class keen to separate themselves from the working class / keen to stay exclusive/ Amateurs Athletics Club formed by ex university amateurs clubs formed.
- Corruption - Evidence of corruption
- Non corruption - Middle classes keep to dissociate modern athletics from corruption of professional pedestrianism
- Exclusion clause - Exclusion clause imposed- no mechanics, skilled workers or labourer to join. AAC enforced exclusion clause.
- Money - Lower class competed for money
- Middle class - Competed for intrinsic rewards to test themselves
- Upper class- keen to re create public school ethics gentlemen amateurs formed their own clubs
4
Q
Describe Mob football as a popular recreation
A
- Local - Village v Village, community based
- Simple/Unwritten Rules - Simple rules, local rules, based on the word of mouth simple, natural
- Violent - Uncivilised, regular deaths not skills based
- Occasional - Often annual on festival days or holy days
- Played by lower class males a way to show manliness
- Rural - Occasional in towns
- Often restricted - illegal, curtailed
- Wagering - betting on the outcome
5
Q
Describe association football as a rational recreation.
A
- Regional/National/International
- Rule based Governing Body rules
- Respectable, civilised/skilful/skill not force/tactics
- Regular, leagues, cups, competitions
- Gentlemen amateur teams e.g. Factory workers
- Working class professionals
- Urban/purpose built stadium
- Playing positions use of officials kit
6
Q
Explain the emergence of association football from mob football
A
- Factory System, regular working times
- Reduction in working week ½ day Saturday early closing movement
- Skill manual labour first to gain ½ Saturday day
- Pro football a comparatively good job
- Workers had more money enough to pay the Saturday gate money
- Broken time payments (lead to professionalism
- Limited space/ loss of space means not enough space for all to play
- Specialist facilities developed most town built football grounds
- Potential business opportunities in running clubs appealed to middle classes
- Large numbers of people in one place needed something to do captive audience
- Trains/trams/buses allowed for easy travel to away games or national fixtures
- Allowed for regular fixtures
- Facilitated development of spectatorism
- Lead to need for standardised rules/ formation of national governing bodies
- Lead to development of leagues and cups and competitions
7
Q
Outline the features of Pre Industrial Cricket
A
- Rural - Rural village game
- Kit - No special kit
- Equipment - Special equipment, two stumps, club shaped bat
- Space - not set boundaries, played in fields, played in meadows
- Rules - Early rules articles of agreements rules locally adapted
- Scoring - Scoring by notching on wood
- Bat and ball - Game developed at Bat and Ball Inn Hampshire
- Fixtures - Early county games , matches often arranged on special feast days and holy days
- Wagering
- MCC - Marylebone Cricket Club founded in 1788 employed professionals as coaches and players and MCC became governing body of cricket
- Class - Upper and lower class played together upper class employed lower class and lower class make up the number and are needed for their skill.
8
Q
Explain how social changes influenced the development of rationalised cricket.
A
- Influence of new middle class increased respectability / changed attitude
- Business administrative ability of educated class influenced rules and structure
- Literacy and media increased popularity
- More free time increased regularity and spectatorism
- Improved transport and communication the rail ways spread
- The railways allowed touring team to become famous
- Spread of public school ethos increased sportsmanship/skilfulness
- Increased law and order lead to a reduction of gambling
- Class based nature of Britain resulted in amateur/professional divide in cricket unpaid gentlemen amateurs and paid working class professionals.
9
Q
How did the development of railways help the growth of association football?
A
- Teams - Teams could travel further in shorter time/ more distant away fixtures possible
- Supporters could travel to watch their team and supporters clubs grew
- Competitions - leagues cups fixtures and competitions developed. Regular and regional competitions
- Rules - Rules standardised the FA Formed in 1863) teams had to play to the same rules
- Social - The train journey became a popular enjoyable social occasion
10
Q
Define Real Tennis
A
An exclusive, elitist, pre-industrial game or tennis played by royalty and nobles
11
Q
What was Fives or Tennis
A
Those not eligible to play real tennis would copy their social superiors and play their own versions against church or pub walls.
12
Q
What was lawn tennis
A
It was played occasionally in boys’ public schools as a summer social game in the gardens of the houses, but it lacked the status of the major team games.
13
Q
What was Racquets
A
It originated in Fleet Prison, London, and ended up being played by upper class public school and university men.
14
Q
Describe swimming as a popular recreation
A
- swam in rivers
- chivalric code to learn how to swim
- swam in rivers at publics schools, e.g. duck pond @ harrow
- occasional, only did it in summer/warm weather
- both for recreation health/cleanliness
- races held at wakes, fairs and festivals
15
Q
Describe swimming as a rational recreation
A
- wash house act = 1846, public washing facilities in major cities
- water cure = immersion in water had therapeutic effects
- urbanisation = public baths stopped spread of disease
- ASA (1884)
- gentry moved to the seaside due to transport
16
Q
Describe cricket as a rational recreation
A
- William Clarke XI = entrepreneur, employed professionals, played teams up to 22 players, toured, took adv. of transport - large crowds
- country cricket, took over from touring sides, e.g. surrey, kent
- W.G. Grace shamateur, dominated the game itself, ‘fans came to see me play’, £50 per game, £120,000 over entire cricket career
- Ashes = 1882 first game, burnt bail
17
Q
Describe real tennis as a popular recreation
A
- UC exclusivity, e.g. Henry VIII played it
- LC copied it with much simpler versions
- Wagering to show off status
- facilities needed = expensive court, enclosed walls on all sides
- regular because of lots of free time for UC pop rec males
- Men only because unladylike for women
- complex, written rules
18
Q
Describe lawn tennis as a rational recreation
A
- MC invention / hedged gardens
- working class excluded
- emancipation of women, helps overcome stereotype
- social, courting, mix of sex
- rejected by public schools
- written rules
19
Q
Describe how stage 1 affected swimming
A
- Popular Recreation- Informal bathing in natural facilities was organised by the boys
- Adopted- Bought to school by boys who had previously learnt to swim at home
- Recreation/Survival- Headmasters desperate to keep boys safe. Motivation for popular rec
- Competition- Informal competitions organised by the boys
20
Q
Describe how stage 2 affected swimming
A
- Rationalisation- Swimming became more regular and had a defined structure
- Therapeutic- Swimming is considered to be beneficial and important for a HAL
- Lessons- Swimming lessons became evident in some schools to keep boys safe
- Competition- Inter-house/school competitions began within the school
21
Q
Describe how stage 3 affected swimming
A
- Technical- development of specialist facilities developed swimming further
- Attendants- swimming attendants hired to keep boys safe. Specialist teachers employed
- Competition- Official swimming galas appeared as well as inter-school competitions
- Ducker- The duck pond at Harrow School
- Facilities- Purpose built pools increase prestige of schools
- Status- swimming was given a relatively low status compared to rugby etc
22
Q
Give 3 19C factors affecting swimming today
A
size/Overcrowding- Most towns today have a wide range of facilities including leisure pools
• Hygiene/Washing- No impact on today as we have bathrooms in our houses
• Pollution- Less of an impact today. Blue flagged beaches show which are clean
• Disease- Swimming used to combat obesity crisis. Spas used for stress relief
• Safety- All children should learn how to swim as part of the NC
• Class- Should not affect opportunity however not all schools have access to a pool
• Local Amenity- Some towns have prestigious facilities so people travel there to access them
23
Q
Give 2 barriers to participation in swimming today
A
- The nature of the activity as some people might want a more social sport
- Esteem as limited confidence due to body image
- Limited media coverage doesn’t provide enough role models
- Cultural factors such as low levels of Asian females participating
- Risk and pollution associated with seas and rivers
- Facilities for disabled people
24
Q
Describe how stage 1 affected football
A
- Boys brought different versions of mob football from home- first melting pot
- boys organised their own informal versions
25
Describe how stage 2 affected football
- More formalised football rules for schools
| - interhouse competitions
26
Describe how stage 3 affected football
Full technical development: FA, rules, equipment. Colours, caps, captains and inter-school fixtures introduced
27
Give one variation of football in public schools
Rugby football
Harrow football
Cloisters Game
Wall Game
28
Describe the influence of ex public school boys on football
- Formed the FA
- Formed regular fixtures and leagues
- Development of professionalism
- Broken time payments
- split into rugby and football as the rfu refused to allow professionalism
29
Describe football today
- mass participation
- Cheap and simple
- Well paid careers
- Men and women can play
- Spectatorism
- Merch makes money
- less street football
- Smaller gardens less suitable
- Selling of land for housing
- Technology influence
- Highly organised
30
Describe how stage 1 affected tennis
Informal hand and ball games against suitable available walls and buildings. Referred to as fives or tennis as real tennis opposed to lawn tennis hadn’t been invented yet.
31
Describe how stage 2 affected tennis
Some fives courts were built although five was still an informal activity. The game of racquets was developing as a more formal alternative.
32
Describe how stage 3 affected tennis
Fives continued as a recreational game. Racquets was a more formal game and had a higher status. Lawn tennis had a competitively low status in boy’s schools, but was very popular as a summer game in girl’s schools.
33
Describe women's participation in tennis
* Women could play in privacy i.e. not in public view
* Tennis was adopted by girls schools
* It became a social as well as competitive game
* Provided the opportunity to be athletic
* Women could stay lady-like
* No special kit was required initially
* The notion of a healthy lifestyle was agreeable
* Wimbledon champions became role models e.g. Lotti Dodd
34
Describe tennis today
• Mostly focused in clubs, although school links are still important
• Tennis is still a predominantly middle class sport
• 3 million people are involved in tennis
• Equal opportunity for male and female
• Better equipment- improved performance
• Technology such as
o Astroturf
o Titanium racquets
o Ball machines
• LTA and other schemes to increase participation
• Indoor court introduction
• Regionalisation of LTA
• Increased media coverage
• Retractable roof of Wimbledon Centre Court
• Free/heavily subsidised use of community courts
• Inspiration form role models such as Andy Murray
• Equal pay for men and women at Wimbledon
35
What are the barriers to participation in tennis
* Quality of free facilities
* Restricted access to free courts
* Summer game so limited time available at school
* Unpredictable British weather
* Specialist coaches are needed
* Difficult game compared to others
* Computer alternatives to the real thing
36
Describe how stage 1 affected cricket
Cricket was transferred directly into the public schools due to its non-violent nature, rule structure and upper class involvement in society
37
Describe how stage 2 affected cricket
Cricket encouraged with massive inter-house participation
38
Describe how stage 3 affected cricket
Continual technical developments such as professional coaching, ‘colours’, caps and inter-school fixtures
39
Describe barriers to participation of cricket today
* Cricket is a summer game so there is limited time available to play the sport within schools due to the nature of the school terms (very short summer term).
* Cricket time also conflicts with public examinations thus shortening the time available further
* Kolpak ruling means that less money might be spent on coaching and developing young, home-grown players
* English weather may make conditions unsuitable to play cricket outside even in summertime
* Expensive equipment e.g. pads
* Lack of knowledge by teachers
* Lack of role models
A2 OCR PE
flashcards
Decks in class (21)
# Cards
-
HS- Popular and Rational Recreation22
-
HS- Case Studies39
-
HS- Syllabuses20
-
SP- Personality19
-
SP- Attitude18
-
SP- Attribution11
-
SP- Aggression14
-
SP- Group Dynamics15
-
SP- Leadership38
-
SP- Social facilitation and Inhibition11
-
SP- Goal Setting, Self-confidence28
-
SP- Attentional Control20
-
SP- Emotional Control38
-
EP- Energy Concepts and Systems51
-
EP- Recovery Process25
-
EP- Periodisation and Principles of Training11
-
EP- Aerobic Capacity/ VO2 Max29
-
EP- Strength39
-
EP- Flexibility30
-
EP- Body composition41
-
EP- Ergogenic Aids59
