20 th Century Developments

, 1909, s Military DrillTherapeutic DrillPTPE The Model CourseSyllabusesMoving and Growing and Planning the Programme Boer War st World War nd World War InstructorTrainerEducator

 From instructional to child-centred  What – drill etc  Who – learnt / taught  When – dates  Where – playground, purpose built etc  Why – effects of war etc

 Instructional to child-centred philosophy  1950s now - teachers became accountable  Poverty welfare state  Class system opportunity for all  Facilities – playground purpose built  Teachers – class teachers graduate PE  Effects of war  Class sizes  National Curriculum  Initiatives, eg Top Sport, Sports Colleges  International sport

 In groups, do a presentation on each syllabus:  Elementary Drill  The Model Course  Early Syllabuses –  The Syllabus – 1919  Syllabus PT – 1933  Moving + Growing / Planning the programme

 Improving general health of the body rather than towards muscular development.  The drills were done outside whenever possible to allow for fresh air and deep breathing.  The movements were done to command so the pupils learn the power of quick and correct response, and this involves concentration and quickness of thought, alertness of action, and effort of will. .

FITNESS FOR ARMY DISCIPLINE BUILD MEN OUT OF BOYS (LIKE IN PUBLIC SCHOOLS) 1870 – TAUGHT BY NON-COMMISSIONED OFFICERS 1890S – TAUGHT BY QUALIFIED CLASS TEACHERS WHY?  1870-Board Schools (state schools) set up by Forster Ed. Act. No longer parish responsibility  Compulsory education for aged 5-10years, increased to 12 years 1899  Lack of space, esp. In towns  1870 – military drill  1890s – Swedish drill  1900 – games were considered an alternative to Swedish drill

WHY?WHAT?  During Boer war the large army found it hard to defeat the small mobile Boers guerrilla fighters  Swedish drill blamed  Claimed working classes were unhealthy + unfit + not prepared properly to fight  War Office (not education dept) produced this  Fitness, weapons, discipline, military drill, exercies, breathing  Command-response, eg, ‘attention’, march etc  All group response, ranks  Taught by NCOs  Step backwards in progression, gave subject lower status  Large numbers  Social deprivation

 School medical service 1908 wanted to improve health of the poor  1909 – teachers had to be trained  Exercise in open air, suitable clothing  Large classes, poor facilities  –tables of exercise followed  1909 – 71 tables  Formal, ranks, marching, free standing exercises, group responses, some choice for teachers

WHY?WHAT?  Therapeutic effects – breathing, circulation, posture  Obedience, discipline, enjoyment  Alertness, decision making, mind over body  1909 – Swedish exercises + military drill, with some enjoyment  Dancing, simple games  Danish + rhythmic swinging exercises

WHY?WHAT?  WW1 – many lives lost  Flu – many lives lost  Enjoyment + play for under 7s  Therapeutic for over 7s  Child centred, broad  Free standing exercises + positions  Games for under 7s  Games, dancing, free movement, general exercises  More freedom for pupils + teachers, less formal

WHY?  1930s – Industrial Depression – many unemployed  2 syllabuses – under + over 11s  Fitness  Therapeutic  Physique  Holistic – develop mind + body  Skills + posture  Outdoor lessons for health

WHAT?HOW?  Athletics, gymnastics, games  Skills eg cartwheels, also use of apparatus  Group work – independence + variety  Built on play  Direct style  Group work + tasks  Special clothes/kit  5 x 20min lessons a week recommended  Facilities – gymnasia  Still had tables for planning

WHY?  Following the 2 nd World War ( ) teachers were looking for new ‘educational’ ways of teaching.  During the war exciting frame apparatus had been used in assault courses for soldiers and schools adapted these.  Creativity + movement patterns  With the post-war building programme, all primary schools had hall with fixed apparatus and so children were able to produce skilled sequences on the floor and also complex apparatus patterns. Also had to provide playing fields.  School leaving age = 15  Replace the under 11 section of 1933 Syllabus

WHAT?HOW?  Physical, social, cognitive  Variety  Enjoyment + satisfaction  Increased involvement  Agility exercises, gymnastics, dance, games, swimming, movement to music  Child centred + enjoyment  Progressive  Teachers guided, not directed  Problem solving, creativity, exploratory, discovery  Individual interpretation + ‘open’ tasks  apparatus

 Task 21 pg 63  Sharpen up your exam technique pg 64 in pairs  Complete for homework