Opportunities for Participation Development of physical education and policies to increase participation Chapter 12

History of Sport and P.E. Sport reflects society When society was cruel When women’s position in society became accepted, As society becomes more technological so was sport so did their position in sport so does sport

Changes in society Pre-industrial society ( ) Industrialisation ( ) Post-industrial ( ) Advanced technology ( ) before

A Time Line 1750 – pre- industrial - class dominated 2000 – advanced technology - high disposable income - media-based commercialism industrialisation - rise of middle classes 1910/50 – Post industrial - World wars - role of women and spectating

Pre-industrial society Two classes Rich landowners – Poor farmers – Lack of T.I.M.E. power working the land festivals, fetes and seasonal holidays Idea of popular recreation

Characteristics of popular recreation – mob football Local and Occasional / Few (unwritten) Physical force rather than rather than spectating equipment and facilities traditional spontaneous rules skill Violent Participation Simple

Development of sports in public schools Boarding; Basic; spartan; Elitist - Boys only - Games for rural; non-local tough; bullying (fagging) upper classes only Fee-paying (scholars) discipline, control

Public School life Ruled by boys – Bullying Leisure – Initially mob games; Used for Development of no teacher control Riotous behaviour of younger boys hunting, gambling, drinking later more organised social control inter-house and inter-school fixtures

Public school sports Association football Rugby Fencing Athletics Rowing Cricket All team games All provide ‘manly competition All played within ‘civilised’ code

Public school sport created interest in sport Schools promoted from Developed ideas of Athleticism specific forms of sport general pre-industrial sports fair play rule structures playing etiquette

Athleticism Fanatical devotion to sport – producing: Physicality/endeavour Team spirit Group loyalty Character-building Self-disciplining

Spread of athleticism University influences Armed forces & clerics to workforce Teachers to Army officers and diplomats to Old boys network clubs; NGB’s to soldiers and communities Industrialists and landowners schools British Empire Improving communications and transport aided spread

Games - promoted morality and discipline through Sportsmanship / fair play Team work Loyalty Status for sixth formers Social order Athleticism Self- discipline

Codification Systematic definition of rules of the and rules of Allows for competition Based on ex-public school boys at Led to activity behaviour on equal level universities National Governing Body formation

Question How did the 19th century public schools and universities influence the development of games and their spread into wider society? (5 marks)

Answer Schools - Rules/numbers/boundaries/facilities; competitions; training/coaching; skills/tactics; leadership/captain; Kit/equipment; ethics/athleticism/muscular Christianity; Universities - codification; more variety; higher standards; Society - factory/church teams; provided facilities; officers to troops; British Empire – over the world; Old boys network; clubs/NGBs; teachers to schools;

Spread of rational recreation Codification Emergence of local/national/ international competition Emergence of local/national/ international organisation

Victorian era – industrial revolution Changes to society WC replacing ‘crafts’ Poor working conditions – 12 hours per day, 6 days per week – Sundays - Limits to leisure – moved to towns (jobs) Urbanisation Factories church T.I.M.E.

Improving WC conditions Problems of More free time for WC – Increased wages – urban squalor; health and hygiene Factory reform acts reduced working hours, half-day Saturday, early closing on Wednesday, bank holidays more disposable income

Rise of a middle class People below aristocracy Made money during industrialisation – Wanted society based on Led the way in reforming but above working classes factory owners, local government, doctors merit education, local government, welfare of the poor, etc

Characteristics of rational recreation Regular Complex written rules – not force-based Developed by based Use of complex participation highly structured Spectating and participating Skill-based UC/MC Regionally and nationally equipment and facilities

Exclusivity MC/UC WC MC Exclusions to Only for Exception – kept WC away from sports Segregation of classes better (fitter) than club membership ‘amateurs’ Gentleman amateur football – rise of professionalism

Social changes leading to rationalisation of sport Pre-industrialPost-industrial Seasons dictated leisure Limited communication Rural lifestyle Two class system Uncivilised Leisure time dictated by working hours Improved communication Urbanised lifestyle Development of MC Increased civilisation

Question At the beginning of the 20th Century, the extent and nature of a person’s participation in sport were influenced by their social class and gender. Describe the differences in the sports played and the roles undertaken by the upper/middle classesand the working classes. Illustrate your answer with examples.(5 marks)

Answer Upper/middle class - Amateur sports; Require facilities/resources/equipment; Leadership rules/captains; E.g. rowing, rugby, tennis, cricket, field sports; Control of sport/NGBs/agents/sponsors/patronage; Working classes - Professionalism; Eg football, boxing, jockey, cricket, rugby league; Subservient/subordinate role; Eg ground staff/maintain/carry equipment; Spectating role;

State school education schools from Education act –schools built if thought it necessary –small, –free –leaving age decided by school board – Board churches no space or recreational facilities for poor 10 in London education compulsory for all 5-10 year olds school leaving age up to 12

Elementary school sport Lack of for Boer War Gain Based on –regimented - – –pretend –free-standing –form of fitness social control drill – model course marched and exercised in unison Military instructors weapons in playgrounds obedience training

Development of gymnastics Swedish system; More Improved Allowed for No Used approach for Developed scientific principles pupils (both sexes) at a time fitness and posture - therapeutic variety of venues apparatus needed commanddiscipline alertness, decision-making, skill

Social consequences of 1st World War Status/role of women increased Changing view of children Demand for a more equal society Concerns over lack of fitness of soldiers Anti- militaristic feelings

1919 syllabus Younger children Older children –half of each lesson for free movement –games and dancing –responsibility with class teacher –freedom, discovery and initiative encouraged –still based on therapeutic exercises –direct command of whole class –reflection of society - working classes knew their place

1933 syllabus Still largely Use of Focus on at different levels Early of what to teach encouraged therapeutic gymnastics, games and play recognised skill development Group work decentralisation Outdoor activities

Effects of World War II All exercises ended Use of introduced Emphasis on Value of PE as a influence Many Sense of idealism - Helped break down static ropes/apparatus individual development moralising new facilities built no more wars class and sex barriers

moving and growing learning - fun/play used work and included Child inspired games - Benefits of acknowledged Discovery Apparatus Group/partner Swimming dance decision-making fresh air and freedom Individual differences Child-centred

Question Why was military drill considered suitable for working class children in state schools at the beginning of the 20th century? (4 marks)

Answer (i) (Command obey style of teaching) developed obedience/discipline; Working classes expected to know their place in society/unquestioning; Military style exercises suitable for preparation for war/familiarity with weapons/for work; Fitness/health – working classes in poor physical health; Would make them better troops/more productive workers; Catered for large numbers/all ages in a small space/cheap as no equipment needed; Working classes considered as not needing recreation activities as had little leisure time

National Curriculum for Physical Education - Aims Achieve In Become Gain knowledge of Become Learn Discover physical competence a range of activities skilled body in action ‘critical performer’ competitiveness Plan, perform, evaluate ‘lifelong learning’

National Curriculum P.E. - objectives Provide for all pupils Promote Promote a Promote to others and the environment equal opportunities physical activity healthy lifestyle positive attitudes

NCPE Activities Games Gymnastics Dance Athletics Adventurous activities Swimming

Key stage 1 – years 1 and 2 Three areas of activity Learning development of and ; individually and with partner Games Gymnastics Dance simple skills movement sequences

Key stage 2 – years 3-6 Six areas of activity Improvement in ; movement sequences; understand ; plan and evaluate performance; sustain Games Gymnastics Dance Athletics Adventurous activities Swimming motor skills and co-ordination more complex effects of exercise energetic activity

Key stage 3 – years 7-9 Areas of activity – Refine ; learn ; learn movements; learn how to from activities Games and one of the other six areas in each year Two half units – must include gymnastics or dance motor skillsrules and tactics more complex to prepare for and recover

Key stage 4 – years 10 and 11 Areas of activity – Pupils undertake different roles – Begin to formulate Games and one other area performer/official/coach preparation programmes

Factors influencing provision in schools Available finance for sport and P.E Emphasis placed by schools on particular sports Enthusiasm/ knowledge of teachers Availability of dual use facilities Resources available – gyms/pools/ fields Amount of time available

Factors affecting pupils experience and performance - choice Factors affecting pupils experience and performance Amount of time spent on P.E. Value placed on sport by own particular school Availability of resources/ facilities Availability of extra-curricular programme Availability of funds for P.E. Experience/ attitudes of teachers Range of activities on offer

Question The teaching and assessment of Physical Education in state schools today is determined by the National Curriculum. (i)How does the delivery of the curriculum vary throughout the four stages?(3 marks) (ii)Give three areas of assessment that PE teachers are required to complete while following the National Curriculum for Physical Education.(3 marks)

Answer (i)KS 1 – Gym/Dance/Games – limited range; no choice offered/compulsory; KS 1&2 – development of individual skills in isolation; focus on basic/simple skills; KS 3&4 – wider range of activities offered; choice of activity offered/specialisation; development of skill in competitive situation; focus on more complex/advanced skills opportunities to develop other roles than performing/coach/official (3 marks) (ii) Level of performance; planning; evaluation/analysis of movement; improving own/others performance; knowledge/understanding of fitness/health related/safety.

Role of Government 1986 and 1988 Education acts limited of P.E. teachers and schools in how P.E. was National Curriculum’s system gives on content and greatly reduced Method of delivery is still up to freedom conducted centralised less choice teacher independence individual teachers

Current Government Policies for PE in Schools Belief that pupils should: Plan Perform Evaluate

Government promotes physical activity and healthy lifestyles Promote activities that develop fitness Encourage physical activity Encourage good posture Educate on matters of personal hygiene

The Government believes PE develops positive attitudes To cope with both success and failure Sportsmanship To respect others To motivate to continue and improve performance Fair play To respect the environment

Current Government policies Sports Colleges School Sport Co-ordinators Physical Education and School Sport Club Links strategy (SSCo) (PESSCLs)

Developing school-club links Aim – PE/school sport improves: minimum of 2 hours high quality PE and school sport Attendance/commitment/concentration Fitness/health Potential for success at international level

Sports colleges Part of specialists school programme by end of 2007 Deliver Government’s Provide facilities/expertise for 400 ‘Plan for Sport’ for pupils and community

Sports Colleges Increased funding Govt grant and lottery funding Additional staffing Enhanced facilities UKSI network centres Community clubs Community schools Feeder primary schools Inputs and outputs of specialist sports colleges

School sport co-ordinators by 2007 Work with groups of at Sports College to improve P.E. and school sport 3200 primary schools Partnership Development Manager (PDM) Primary Link Teacher (PLT)

School Sport Partnerships - aims Develop Develop opportunities for Increase participation in Provide opportunities in Raise of pupils strategic plan links between schools – especially at KS 2 and 3 extra-curricular sport community sport leadership, officiating and coaching for all standards

School Sport Partnership PDM SSCo PLT

The P.E. and School Sport Links Strategy (PESSCLS) Part of Aim is for high quality Minimum high quality sport and P.E. each week – moving towards school sport co-ordinators partnership P.E. and sport 2 hours 4 hours

Active Sports Co-ordinated by Active schools – Active communities – Active sports – World Class England – Sport England foundation remove barriers to participation link participation to excellence four funding programmes

Active Sports programme Funded mainly through Regionalised via Linked into other programmes – Lottery Local Authorities National Junior Sports Programme, Sportsmark, Coaching for teachers

The active sports programme Active Schools World Class Active sports Active Communities Participating Excelling

Sports Leaders UK Provides and to become involved with local community sport Part of - Sports Leaders Awards – opportunity motivation Step into Sport Initiative £7 million Junior 14-16, Community 16+, Higher and Basic Expedition

Sports Leaders UK – core values Developing – organisational, motivational and communication skills Developing – reach potential Provide stepping stone to Encouraging Reducing Supporting more active, healthier leadership skills for life employment volunteering youth crime communities

TOP Programme and Youth Sports Trust Mission – support education and development of children through PE and school sport Promote best quality TOP programmes provide teaching, coaching and facilities Resource cards, Child-friendly equipment, Quality training for teachers and deliverers, Tackles social exclusion, Supporting gifted and talented individuals

NGBs and WSPs for every NGB Lets Sport England measure success of Value for money - Whole Sport Plan stay, start, succeed funding

Sport England Aim – Increase and sustain participation levels Through formal sports and informal activities Based only on Through a community sport provision ‘delivery system’ Regionalised

Youth Sports Trust children Programme and E.g School age equipment provision TOP programme Teacher training

Question Government policy has become increasingly focussed on improving the link between school physical education departments and sports clubs within the community. Why is the government adopting this approach? Identify recent initiatives that have been developed to achieve this objective.(3 marks)

Answer Increase level of sport / performance / spot talent early on/participation pyramid Increase medal haul Get more involved in sport/positive attitudes fostered by sport/use of leisure time Increase in co-ordinated government policies Health and fitness of population Sports colleges/School Sport Coordinators/Physical Education School Sports Club Links Strategy (PESSCLS)/Active Mark/ SportsmarkActive programme/TOP’s programme