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A Level PE > 3.2 Industrial and post-industrial > Flashcards

3.2 Industrial and post-industrial Flashcards

1
Q

What is rational recreation?

A

in the 19th century, these were sports pastimes for lower classes designed by the middle classes to be well ordered, organised and controlled

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2
Q

Who was Dr William Penny Brookes?

A

the founder of the Wenlock Olympian Games in 1850 and campaigned for PE to be on the school curriculum

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3
Q

What did the Wenlock Olympian games entail?

A

mixture of athletics, quoits, football, cricket, running + hurdles.

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4
Q

Define the industrial revolution

A

occurred during the mid-18th to mid-19th centuries and marked a change in Britain from a feudal, rural society into an industrialised, machine based, capitalist society, controlled by a powerful urban middle class

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5
Q

How did the industrial revolution change the way people led their lives?

A

more of the population being concentrated in towns and cities and working in factories instead of living in the countryside and working off the land

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6
Q

State the initial effects of the industrial revolution in the first half of the 19th century

A
  • migration of the lower classes into urban areas: loss of space to play mob games
  • lack of leisure time: long 12 hour days, sabbath was day of rest
  • lack of income: low wages and poverty, little spare income for leisure
  • poor health and hygiene: poor working + living conditions meant little energy to play sport
  • loss of rights: restrictions placed on mob games
  • lack of public provision: no access to private facilities or equipment for lower classes
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7
Q

State the effects of the industrial revolution in the second half of the 19th century

A

-improved health and hygiene e.g. public baths
-gradual increase in waged and more time for sport e.g. Saturday half-days
-development of new middle class e.g. now sport played to a high moral code, strict rules, leagues and competitions
-influence of ex-public schoolboys
-values of athleticism spread to lower class
-industrial patronage e.g. factory owners becoming
patrons of sport and setting up factory teams
-improvements in transport and communications e.g. via development of roads and steam trains
-became cheaper to travel

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8
Q

Define urbanisation

A

large numbers of people migrating/moving from rural areas into towns and cities, seeking regular work in factories

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9
Q

What are the key features of urbanisation that contributed to the development of sport?

A
  • lack of space: development of purpose-built facilities
  • large working-class populations: needed entertainment so mass spectator numbers
  • loss of traditional sports: mob games banned so need for new sports to emerge
  • change in working conditions: as conditions improved, sport participation went up
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10
Q

Define athleticism

A

physical endeavour with moral integrity i.e. always trying hard and working at the best of your ability but taking part in the spirit of fair play

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11
Q

Define industrial patronage`

A

factory teams were set up by factory owners as a way of decreasing absenteeism (staying away from work) and encouraging loyalty in the workforce

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12
Q

State the key ways in which the development of the railways contributed to the development of sport

A
  • movement of teams/spectators: railways + steam trains meant faster + further travel, lead to nationwide fixtures
  • improved access to different parts of the country: leagues could be formed with teams across the country
  • cheaper train travel: working class followed their teams + sporting heroes home and away
  • improved access to the countryside: activities like rambling became popular as rural areas were reachable
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13
Q

What ways did improved literacy/communications positively influence the development of rational recreation?

A
  • increased knowledge and awareness of sport via specialist newspapers
  • e.g. when fixtures were taking place
  • e.g. what the results were
  • increasing knowledge of sporting heroes/role models in the newspapers they could read
  • rules could be developed as more sections of society could understand them
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14
Q

Define social control

A

social control is the way in which people’s thoughts, feelings, appearance and behaviour are regulated in social systems

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15
Q

Why did the Church promote sport?

A
  • it encouraged social control: through civilised activities and diverted people away from gambling and drinking
  • church facilities provided venues for improving the morality of working classes
  • ex- public schoolboys promoted muscular Christianity (involved churchmen attempting to eradicate working-class behaviour like drinking and gambling and replace with healthier pursuits)
  • it was viewed as a good way of promoting Christian values, development of YMCA promoted healthy body/healthy mind link.
  • clergy saw it a good way to increase church attendance
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16
Q

State the characteristics of rational recreation

A
  • respectability: sport was non-violent, emphasis on fair play/sportsmanship
  • purpose-built facilities
  • regional/national/regular play: sport was competitive, with winner + losers decided by competitions played regionally, nationally and internationally
  • stringent administration and codification: strict and codified rules written down by NGBs
  • referees/officials: to enforce newly developed rules
  • skills/tactics based: players had positional roles in which they became ‘specialist’
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17
Q

Define muscular christianity

A

a Christian movement that emerged in the mid-nineteenth century England and was characterised by a belief in manliness, the moral and physical beauty of athleticism, teamwork, discipline and self-sacrifice

18
Q

How did the church provide more opportunities for sporting involvement?

A
  • approval and active involvement in the clergy gave encouragement for working classes to participate in rationalised sporting activities
  • Church organised teams, set up clubs and organised competitions
  • Church facilities provided facilities to play sport in their halls and on playing fields
19
Q

How did the middle class support sporting developments during the 19th century?

A
  • codification: the development of strict rules, ex-public school boys formed NGBs and controlled sport.
  • competitions: leagues + competitions set up via middle-class involvement in public schools/unis/clubs/NGBs/factory teams/church teams
  • public provision: public facilities were developed by middle- class philanthropists, factory owners and the Church; middle class members could pass government acts in their role as local politicians
  • increased leisure time: middle-class factory owners gradually gave workers more leisure time e.g. Saturday half-day
  • move to ‘professionalism’: middle class helped in the development of early commercial/professional sport
20
Q

How did the middle class help the development of early commercial/professional sport?

A

examples include: acting as agents, promoters in athletics, factory owners setting up factory teams and paying broken time payments in football

21
Q

Define philanthropists

A

kind, generous, middle-class individuals who had a social conscience and were keen to try to provide a better life for the working classes

22
Q

What are the ways that sport spread through the British Empire?

A
  • teachers: developed teams and taught traditional sporting values
  • factory owners: set up teams and gave time off to play competitive sport
  • clergy: developed church teams or became missionaries and took sport abroad
  • officers in the British army: used sport with the armed services + spread sport throughout the empire
  • diplomats: travelled the world + took sport with them
  • formed NGBs: codified sports and established leagues + competitions, eventually spread internationally
23
Q

Define public provision

A

local council provision of facilities for the masses to participate in

24
Q

Give reasons why local authorities in the 19th century started to provide recreational and sporting activities for their local communities

A
  • a way of social control to avoid gambling and drinking behaviours from the working class and encourage middle class values
  • to improve health and fitness/personal hygiene of the working class
  • via civic responsibility in times of social responsibility/philanthropy
  • improve productivity of the workforce
  • to gain prestige for the local area
25
Q

Give examples of increased public provision in the second half of the nineteenth century

A
  • public bath houses with first second class facilities to reflect social class of visitor
  • plunge baths for swimming/recreational use
26
Q

Why did NGBs develop in England?

A
  • sport increased in popularity
  • more teams and clubs forming
  • more national and international fixtures
  • leagues and competitions required
  • requirement of nationally agreed rules + codification
  • maintenance of control of sport among upper/middle classes
27
Q

Define the term amateur

A

a person who plays sport for the love of it and receives no financial gain

28
Q

Define a professional

A

a person who plays sport for financial gain

29
Q

What are the values of amateurism?

A
  • ‘manliness’, robustness, striving and physical endeavour
  • appreciating the value of health and fitness
  • appreciating the value of rule-regulated activity
  • high moral integrity
30
Q

What are the characteristics of a gentleman amateur?

A
  • respected member of society (public school background)
  • social elite, wealth and time for sport
  • training frowned upon
  • participation of sport was character-building
  • natural talents used to play a range of sports
  • played to a high moral code
31
Q

Give examples of playing sport to a high moral code

A
  • immediate acceptance of the rules and refereeing decisions
  • showing restraint in victory
  • referee deemed unnecessary
32
Q

State the positive effects of amateurism

A
  • elite sport dominated by upper and middle classes
  • amateurs held higher status than professionals
  • adhered to code of ethics
  • belonging to the social elite so could afford to play in free time
  • participation more important than winning
  • played to clearly set rules
  • ‘all-rounder’ viewed with high regard
  • elite performers of the 19th century
  • admiration by the new middle classes
33
Q

What is the amateur and professional code?

A

amateur code stresses that sport is played purely for the sake of it.
professional code places more emphasis of winning.

34
Q

Explain the differences between the gentleman amateur and working-class professional and the impact these had on their participation during this time.

A
  • wealth, gentleman amateur had more money so had access to more activities to participate in/ working class professional did not
  • time, gentleman amateur had more free time so had the opportunity to participate in more activity/ working class professional had longer working hours
  • commitment, gentleman amateur didn’t have the desire to improve performance so wouldn’t train/ working class professional committed to do well so trained
  • morality, gentleman amateur had higher morality so participation had greater emphasis on taking part and fair play/ working class professional had lower morality and participation was win at all costs
35
Q

State the characteristics of a working-class professional

A
  • low status
  • little free time due to long working hours
  • perceived as corruptible as controlled by money e.g. take a bribe to lose a game on purpose
  • received financial gain
  • training was specialised, committed to train
  • emphasis on winning (low morality)
  • foul play and gamesmanship used to try to gain an advantage + increasing winning chances
  • challenging refereeing decisions became common
36
Q

Give the positive impacts of nineteenth-century professionalism on sport development

A
  • broken time payments emerged so working classes could play sport and receive payments for doing so
  • early professionals for walking + running were paid according to results so performance standards improved (from dedicated training)
  • working class played sport for financial gain
  • earning money from sport was seen as an avenue of social mobility/ increased social status
  • increased social status from sport led to a determination to succeed
  • professionalism slowly developed at the end of the 19th century (e.g. factory employment was sometimes based off talent in a particular sport)
37
Q

Identify the aims of the Wenlock Olympic Games

A
  • form Olympian class
  • promote moral improvements
  • promote physical improvements
  • promote intellectual improvements
  • targeted at people in the town and neighbourhood or Wenlock
38
Q

State the key features of early 20th century amateurs

A
  • high status: in sport and society
  • controllers of sport: middle + upper classes controlled sport, excluding working classes from ‘amateur sports’ (e.g. through money)
  • top performers: more likely top performers were middle or upper class
  • highly moral: had enough income and leisure time to play sport for the love of it and not receive financial gain, emphasised fair play and sportsmanship
39
Q

State the key features of modern day amateurs

A
  • lower status than professionals
  • some high-level performers still not professional e.g. gymnasts
  • blurring of amateurism and professionalism
  • top level performance open to all
  • some receive finance for training expenses etc, e.g. national lottery
40
Q

State the positives of modern day amateurism

A
  • codes of amateurism still present e.g. fair play and sportsmanship
  • amateurism viewed positively and promoted e.g. fair play awards in football, shaking hands, Olympic ideal based on amateurism principles
  • sports maintained amateurism e.g. calling ref ‘sir’
41
Q

Give the factors responsible for the growth of modern day professionalism

A
  • all classes can compete
  • people respected for their talents and efforts in reaching the top
  • high rewards for professionals
  • more time to train so higher standards than amateurs
  • increase in financial rewards through celeb status, more media coverage + investment in sport
  • positive role models act as motivators
  • more money invested into sports so they can operate + survive commercially
  • more spectators due to easier travel

A Level PE (31 decks)

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