5.1 Emergence of Modern Sport Flashcards
What were the characteristics of popular recreation?
- Played occasionally at festivals such as holydays.
- Few, simple, unwritten rules (not just ‘no rules’).
- Violent, injuries, damage to property.
- Males wagering and alcohol.
- Low structure, unlimited time, numbers of participants and few boundaries (not just‘unstructured’).
- Limited facilities and equipment needed.
- For the working classes.
- Brute force rather than skill.
- Local i.e. village versus village.
How did the activities reflect pre-industrial society in the
United Kingdom?
Reflection on society, figure 16.2 hunting as a sport
* For the educated rural upper class.
* With agreed conduct.
* And plenty of free time to pursue.
Figure 16.5 Mob football
* Uneducated so no written rules.
* Reflected harsh lifestyles and uncivilised society.
* Limited time to pursue.
What is meant by the term social control?
The establishment of order, stability and good behaviour in society.
Describe and explain the effect that the industrial revolution had on sport after 1800.
Time:
* There were very long working hours for 7 days per week.
* Introduction of the 1⁄2 day on Saturdays and holidays led to the development of set leisure time.
Space:
* Initially there was no space for sport.
* Urbanisation meant that lots of people were available for teams.
* And as spectators.
* Purpose-built facilities were developed.
* The working population moved to spectating rather than participation.
Travel:
* Travel became available to all.
* This led to problems over rules, there was then a need for national rules.
Education:
* Education became compulsory.
* There was a development of PE.
* Along with literacy (and the expansion of the media).
Holidays:
* There was less influence of the church.
* Holidays becoming industrial holidays.
* Factory teams were set up and organised.
* There was a reduction in the level of violence.
* With animal sports (bear baiting, dog fights, cock fights) banned.
* Equipment was more accessible.
Define the terms ‘Gentleman Amateurs’ and ‘Playing Professionals’.
The ‘Gentlemen Amateurs’ were members of the middle and upper classes, usually products of the English public school system,
and who nominally claimed expenses when they played games such as cricket.
* The ‘Playing Professionals’ were deemed to be working-class wage-earners and were paid wages by their county clubs or fees by
match organisers.
Discuss the sporting opportunities available to females in the 19th century.
- Sport had evolved from violent activities undertaken by males in connection with the need to prepare for war, such as stave and fist
fighting. - Working class women did not have the time, money or provision for sport.
- Middle class women had leisure time and chose to play as long as activities were private and genteel such as lawn tennis, croquet
and golf.
How were games used by Thomas Arnold (figure 16.16 page 178) as a means of social control in Rugby School?
Arnold believed in and encouraged ‘muscular Christianity’ or the belief in having a strong, robust, hearty soul with a strong, fit body.
* His aim was to produce Christian gentleman (a combination of godliness and manliness).
* Games provided the means of introducing a moral code of fair play.
* Aimed to reduce bullying and lawlessness.
* Athleticism combined physical effort and moral integrity or playing hard but with sportsmanship.
* Arnold established a more trusting and sympathetic relationship with his sixth form.
* Whilst his masters gradually adopted the status of sixth form with increased the powers of discipline, and in return required them
to be positive role models.
* Arnold introduced the ‘House system’ which became the focus of boys personal, social, recreational and sporting existence.
* Games taught the boys how to work as a team and developed leadership characteristics.
* The ‘House System’ ultimately set an environment of healthy games competitions and cohesive attitudes.
What is meant by the term ‘melting pot’ in connection with 19th century public school athleticism?
- Widespread influence of public school athleticism on sport in society.
- By virtue of the fact that pupils from many different public schools met at the Oxbridge universities.
- And spread the message of public school activity.
- Implication that a healthy mind in a healthy body was valuable.
- Link made between physical endeavour and moral integrity/muscular Christianity.
- The notion of fair play as being part of general life as well sport.
- All these things were discussed and brought to fruition by the ex-pupils.
Modern sports are partly a result of changes that occurred in the 19th century. How did English public schools
influence the technical development of games?
- Boys brought activities from villages and schools.
- Played regularly in free time.
- Devised initial rules which were individual schools versions.
- This allowed inter House competitions.
- Later adopted standardised rules.
- This allowed inter-school competitions.
- Structural changes such as boundaries, time limits, numbers on teams, strategies, roles, skills, techniques and kit.
- Developed skills of leadership, captain roles and the games’ elite.
What was impact of the sporting press on sports’ partipication and spectatorship in the 19th century?
- Technical innovations in printing and the telegraph system eased the way for a rapid expansion in newspaper production and a
classless readership. - During the 19th century there was a huge increase in sports journalism.
- For example, the Sporting Times was devoted chiefly to sport, and in particular to horse racing.
- At the same time, NGBs were founded, plus a sporting calendar.
- Sports journalism was the first form of media coverage showcasing sports events, results and betting odds.
- There was popular coverage for horse racing, pampering to upper and middle classes pursuits.
- The sports column offered free publicity and results coverage for the developing NGBs, clubs and leagues.
- Stimulating an increase on sports’ participation and spectatorship as more results and stories from lower class sports, such as
football, were included within the sports column.
Using sporting examples, explain the view that many teams and athletes are now influenced by corporations.
- Some teams are now owned by corporations, for example New York Red Bulls.
- Some teams are now named as the corporation name itself, for example Ferrari.
- Athletes are more accountable to the sponsor that the team in some cases.
- Athletes are getting paid as much by their sponsors as by their professional sporting contracts in some cases.
- For example Andy Murray has a four-year kit deal with Under Armour worth £15m in 2016.
- TV corporations dictate which day and times sporting event takes place, for example Sky Monday to Friday night football.
- TV corporations dictate when the commercial breaks take place.
- Athletes’ kits are plastered with different sponsors’ names, for example Tour de France cyclists.
- Corporations pay vast sums for naming rights for stadiums.
