1. Emergence of Modern Day Sport

2. Public School Influence
Contents
Pre-Industrial Britain Mob Games and Blood Sports Characteristics of Popular recreation Views of Popular Recreation Industrial Revolution Initial impact of IR Long term impact of IR Rationalisation of Games Characteristics of Rational Recreation Popular Recreation V Rational Recreation Female Sports in the 19th Century
Public School Influence
Stage 1- “Boy Culture”
Stage 2- Dr Thomas Arnold and Social Control
Stage 3- Cult of Athleticism
Clarendon Commission
The Melting Pot
“Old Boys” effect
Emergence of other types of school

3. Pre-Industrial Britain
Pre-industrial recreation reflected the society, life and time in which it existed.
Everything was underpinned by the strict class system.
Sometimes they took part in different activities
Mob football for the peasants and real tennis for the upper class
Sometimes had different roles within the same activity
Bare fist fighter was lower class, while his patron was upper class.

4. Popular Recreation Mob Games Played by the working class Violent
No written rules so no fixed numbers, time limits or boundaries
Irregular matches- Played during public holidays
Associated with Gambling and Alcoholism
Blood Sports
Bear Baiting- Trained fighting Dogs would set upon a bear until it was killed
Cock Fighting- Two Roosters set upon each other in a ring- Spectators gambled on the outcome
Bare Knuckle Fighting- Two working class men would fight without gloves. Upper class would be a Patron (Manager)

5. Characteristics of Popular Recreation
Occasional- Limited free time
Local- Limited transport
No Written Rules- Illiteracy within working class
Rural- Took place in villages
Immoral- Wagering and Alcoholism
Violent- Reflecting harsh nature of society

6. Views of Popular Recreation
Peasants
Limited to sports that were cheap, natural and required little equipment
Used sport to get away from harsh working lifestyle
Wanted to go from ‘rags to riches’ through wagering or professional sport.
Aristocrats
Weren’t limited by opportunity, provision or esteem
Hunting and real tennis
Would par-take in some peasant recreation but disagreed with the unruly behaviour of mob sports.
Women were less restricted by gender- real tennis.
Church
Used popular recreation to keep people attending church events and bring people away from the pub.
Hosted physical activity on ‘holy days’
‘leisure opportunities should restore people for work’
Was against unruly behaviour of mob games
Landowners
Many popular recreations involved trespassing on private land
This caused damage and inconvenience to land owners

7. Industrial Revolution
The revolution...
Shift Happens...
The factory workers needed somewhere to live, so low-cost overcrowded terraced housing was built next to the factories.
This meant that there weren’t enough jobs on farms and in the countryside anymore
Mechanisation meant that machines could do the work previously done by peasant workers, faster and more efficiently.
The rural farm workers moved into towns and cities in search of new jobs to provide for their families.
At the same time technological advances mean that factories were being created in towns and cities.
The factory workers worked extremely long hours (only Sundays off a week), and were given very little money for their work.

8. Initial Impact of Industrial Revolution
Characteristic
Impact
Less open land
Urban areas formed with Cities develop and growing / No space to take part in recreation / Rural land was enclosed by farmer to decrease trespassing
Long working hours in factories
12 Hour days meant lack of time for recreation / 6 Days per week and Sundays were for church / Too tired due to manual nature of their jobs
Low Wages
Working class couldn’t afford to take part in activities / Women and Children used as cheap labour
Poor Living Conditions
Effected Health due to Poor Sanitation / Lack of Food and clean water / Lack of space

9. Long term Impact of Industrial Revolution
Emergence of Middle class encouraged positive change…
1847 Factory Act- Restricted working hours giving more time for recreation
Saturday half days- Shop Keepers and factory owners began to see value of keeping employees happy and healthy
Victorian ethos- Men encouraged to behave “like a gentlemen”- Led to the development of Muscular Christianity
Other Factors…
Transport- Infrastructure developed (Railways) to enable fixtures to be played in other towns
Communication- Sporting press became more available- developing Spectatorism and interest in sport
Technology- Development of specialist sporting clothing and equipment

10. Rationalisation of games
Changes from Popular recreation to Modern day…
Many activities have survived at both an aristocratic and a popular level, but many have been curtailed (restricted) or reformed.
There is no longer the clean separation between upper and lower class
Among the upper class sports coursing is banned in this country, hunting is now legally restricted and shooting is strictly controlled.
Popular recreations such as baiting have been made illegal
Festivals are more respectable
Archery has become a codified target sport
Mob football only survived in rural areas which escaped the impact of reform.

11. Characteristics of Rational recreation
Regular
1847 Factory act gave people more leisure time to participate.
National
Improved transportation (railways)meant teams could travel to games.
Universal
Written and accepted rules were used across the country.
Urban
Movement from rural areas to cities and towns due to job opportunities.
Festival
Increasingly large spectator events, Church and Factory organization.
Regulated
Accepted rules and conditions which are controlled by officials
Respectable
Spectators attended events with no violence or bad behavior. More accepted within society.

12. Popular Recreation Vs Rational Recreation
Occasional
Regular
Ritual
Universal
Uncodified
Codified
Local
National
Rural
Urban
Violent
Respectable
Fetes or Fairs
Festival
Wagering
Regulated

13. Female Sport in the 19th Century
Historically a male pastime (links to war)
Middle class did not expect wives to work- could participate if it was private and genteel (croquet, lawn tennis and golf)
Working class women did not have time, money or provision until end of 19th Century
Victorian attitudes excluded females from rational sport on the grounds that:
Too manly, could endanger childbirth, Victorian fashion was restrictive, couldn’t display bodies, couldn’t be competitive or sweat

14. Public School Influence
Characteristics of Public Schools…
Boys- lots of energy and enthusiasm to be channelled into games.
Controlled by Trustees –
Influential people, keen to promote the school, therefore invested in sporting success.
Sons of Gentry- influential families bought status and money, they influenced the sorts of activities bought into the school.
Non-local – boys bought their local folk games to the school to be adopted and adapted. ‘Melting pot’
Fee-paying – controlled by trustees, could afford better facilities
Boarding- time available, this was increasingly spent on games.
Endowed- received large gifts of money which could be invested into facilities.
Expanding – numbers of public schools increased throughout nineteenth century as middle class set up their own schools.
Spartan – harsh treatment and living conditions, were meant to prepare boys for later life.

15. Stage one- Boy culture, bullying and brutality - 1790-1824
Masters rules ‘with an iron rod’ in the classroom, but had little interest in what the boys got up to outside
All recreational activities were organised by the boys for their own enjoyment- to relieve boredom
Lots of mischief- trespass, truancy, fighting, poaching, ‘hooligan behaviour’
Bullying and “Fagging”
Social control was lost (within schools and society)
Boys bought their folk games from home creating a melting pot.
‘institutionalised popular recreation’ - games varied from childlike (marbles, hoops, spinning tops) to barbaric (mob football, bare knuckle fights)

16. Stage Two 1828-1842- Dr Thomas Arnold and social control
This was a time of change in schools and society- stage one behaviour was becoming increasingly out of place, Dr Thomas Arnold used sport to regain social control at Rugby school- a message that spread to other public schools.
How did Dr Thomas Arnold regain social control?
Improved relationship with sixth form
Encouraged them to be role models
Gave them increased responsibility
House system
It became an honour to compete for your house
Games became a massive part of school life
Aimed to produce Christian gentlemen
Godliness and manliness
Play sport for the ‘glory of God’ – Fair play
Became a mentor/student relationship
Improved curriculum

17. Stage Three Cult of Athleticism
Athleticism was originally defined as ‘a muscular Christian view of manliness reflecting physical endeavour and moral integrity’
‘the exultation and disproportionate regard for games, which often resulted in the denigration of academic work and anti-intellectualism’
Improved quality of facilities
Increased quantity of purpose built facilities e.g. squash courts
Compulsory games
House participation
Belief in character building value of games
Belief in health and fitness
Head master support
Role models from sixth form
Specialist coaching from professional coaches or house masters

18. Lead to the Establishment of the Public Schools Act of 1868
Clarendon Commission
Royal Commission established in 1861 to investigate the 9 leading public schools
Following complaints in regards to management of Eton school.
Provided a detailed representation of Private school life…
Institutionalised bullying (Fagging)
Abuse of charitable donations
Dominance of Classics- No Maths or Science were being taught
Focused on improving Physical, Intellectual and Social well-being
Value given to using recreational activities in the correct way
Lead to the Establishment of the Public Schools Act of 1868

19. The Melting Pot Oxbridge Melting Pot
Charterhouse
“Dribbling game”
Eton
“Wall Game”
Rugby
“Handling Game”
Different activities were played differently at each public school- local conditions determined these differences. The boys left their public schools to go to University at either Oxford or Cambridge This is where a combination of different ideas were put together to create a new set of rules – Melting Pot (Oxbridge) Eventually a set of agreed rules allowed them to play inter- varsity matches They were awarded with ‘blues’ (sporting colours) for representation.
FA established in 1863
RFU established in 1870

20. Creation of Elite Clubs Teachers and Headmasters
“Old Boys” effect
Creation of Elite Clubs
High levels of Sportsmanship which new clubs copied
Estates
Providing land for recreational purposes
Industrialists
Owners of factories and the teams associated with them. Saw the importance of a healthy workforce
Army (officers)
Spread ideas across the empire (Globalisation)
International Sporting fixtures
Members of the clergy
Set up the Boy brigade to spread idea of Muscular Christianity
(YMCA establishment)
NGBs
Rules formalised (Codification)
Enforcing Sportsmanship
Developing “Grass roots”
Teachers and Headmasters
Took the established rules back to their schools which were copied by the newly emerging middle class and later the comprehensive schools

21. Emergence of other types of school
Middle Class Schools
Girls Schools
Industrial middle class wanted same rights to public school education
Weren’t allowed into the Clarendon Schools so created their own public schools
Built in attractive spa towns and other wealthy areas
Connected by railway system
Some upper class women graduated from Oxbridge and created boarding schools for girls
Girls high schools opened up in every town
Girls took part in Callisthenics (aerobic type activity) and later hockey and lacrosse
Stereotypes prevented them playing male dominated sports.

22. Corporations
Bodies that are set up to perform a function. Can relate to business, government, the local council or sport. In Britain most corporations were arrived at by ‘historical accident’

23. Influence of Corporations
Many teams now linked to corporations or even owned by them
Teams become dependant upon the financial investment
Athletes become more accountable to a sponsor than they do their team
Sponsors may demand the presence of performers on competing in certain events.
Many athletes earn more through Sponsorship so feel obliged to do as requested
TV companies exert control through the broadcasting of events.
Changes to when events happen to suit larger target audiences
Changes to the rules of sports or structure of competitions