6.1 Emergence and Evolution of Modern Sport Flashcards
What is the definition of social?
Our community, in this context
What is the definition of cultural?
The set of beliefs and customs that leads us to behave in a particular way within out community
What is mob football?
It was a game with very few rules which was played only occasionally in, or between, villages/ There were football/rugby-type games.
When was mob football played?
At the time of celebration and festivity
What was the aim of mob football?
Both groups of villagers tried to force a ball into the centre of the ‘enemy’ village at alternatively they would play across different parts of town, centred at a market place or town square
What was the one rule of mob football?
No murder or manslaughter
What are the 4 ideas surrounding the origins of mob football?
1 The game originated in Britain around the 3rd century as a celebration over the defeated Romans.
2 The game was played with the severed head of a vanquished Danish prince.
3 The game may have been a pagan ritual in which the ball, representing the sun, had to be conquered and driven around the field, ensuring a good harvest.
4 The early rugby being played in teams between married men and bachelors
How does cock fighting work?
There was a 14-foot square put with an 8-inch high fence. The cockerel was tied to a stake and you would have to pay to throw sticks or stones at it, from 20 feet. If you knocked the bird over and picked up the stick before the bord picked itself up, you could claim the bird as your own and charge others to throw at it.
Was cock fighting upper class or lower class and why/
Cock fighting was generally an upper class sport and was probably the reason why it survived so long/ There was a great deal of gambling involved in these cruel spectacles.
What is the definition of the social class?
A group defined by their status within a community or population. The class that a person may belong to is defined by economic success, as well as family background, who yours friends are and education level. Social class, in Britain, is typically made up of upper, middle and lower class.
In pre-industrial Britain, how was social class divided?
1 Upper class - aristocracy or gentry who were hereditary landowners.
2 Lower/peasant class - peasants who worked manually, mainly on the land.
What kind of activities did the peasant classes do in pre-industrial Britain?
Mob football, dog fighting and prize fighting. There activities were simple, often violent and had few rules.
What kind of activities did the upper classes do in pre-industrial Britain?
Real tennis and fox hunting. These activities were more sophisticated and had complex sets of rules or required money with which to participate. The upper-class gentry had the money, education and means of transport to help them to develop these sophisticated activities.
What is the definition of pedestrianism?
A form of 19th century competitive walking
What activity in Pre-industrial Britain would both classes have roles in and how?
In pedestrianism, the lower classes would compete in running or walking races and the upper class would be the patrons, kind of sponsors for the lower-class participants. These activities were often linked to the occupation of the peasant classes, namely labouring or serving the upper classes
What is ‘running footmen’ from pre-industrial Britain/
These ‘running footmen’ would be employed to ensure that the carriages were not overturned on the rough carriage tracks. The aristocrats would put wagers on their footmen beating others in races. By the end of the 18th century, these races became more widespread and thus the activity of pedestrianism was developed.
How did both social classes from pre-industrial Britain take part in cricket?
During pre-industrial Britain, cricket was often associated with public houses. For example, the famous Hambledon Cricket Club based at the Bat and Ball Inn in Hampshire during the mid-to-late 18th century. The different roles reflected the status of the participants with the terms ‘gentlemen’ (gentry amateurs) and ‘players’ (lower class professionals.
What is the definition of amateur?
A person who competes in sports activities but does not receive monetary reward for participating
What is the definition of professional?
A person who competes in sports activities and earns an income by participating.
In pre-industrial Britain, how were women perceived?
Women were very much seen as the ‘weaker’ sex and therefore activities had to suit this view and not be too strenuous or dangerous. Those women in the peasant classes had few rights in society and all women had few choices in the activities that they could acceptably be involved in.
In pre-industrial Britain, what kind of activities were women allowed to take part in?
During country fairs or wakes, peasant women might get involved in a ‘smock race’. This was a race that attracted the prize of a smock (a basic dress). Upper-class women might be involved in activities such as archery
During pre-industrial Britain, what was the law and order like?
It had little in the way of formal law and order and this shaped the types of activities that were undertaken. The peasant classes would be more involved in violent activities, such as bare-knuckled fighting and animal baiting, reflecting the lack of order in activities and cruelty to animals in blood sports. Mob football had few rules, which again reflected the lack of law and order in society at this time.
How did the education and literacy of pre-industrial Britain impact the activities at the time?
The upper classes were could read and write could read and understand the rules of more sophisticated activities like real tennis, whereas the peasant class were involved with activities that were simple with few rules, such as mob football.
How did the availability of time for the lower class in Pre-industrial Britain impact the activities at the time?
Lower-class peasants worked very long and exhausting hours labouring on the land. There was little appetite for physical activities because of the exhaustion from work. Therefore, many activities were often confined to festivals or holy day fairs or those that were based in or around local public houses, such as drinking contests or bare-knuckled fighting.
How did the availability of the upper class in pre-industrial Britain impact the activities at the time.?
The upper classes had more time on their hands and could therefore be involved in activities that were longer lasting. Fox hunting, for example, was a popular activity for the upper classes.
How did the availability of money for the upper class impact the activities partaken during pre-industrial Britain?
The upper class had much more time and money available so had more opportunities for involvement. They could afford horses, equipment and appropriate clothing for sports such as hunting. Activities like real or royal tennis were played by the aristocracy, using expensive equipment and facilities. This upper class participated in activities that were very popular with those who owned the land and the aristocracy; these were exclusive activities for the upper classes because they had the land and the money.
What was the class system like in pre-industrial Britain?
Upper class/Lower class.
The social class you belonged in to in pre-industrial Britain depended on your birth. This affected the sports and activities it was acceptable to play and be involved in.
What sports and activities did the working class participate in in pre-industrial Britian?
Working-class played pastimes such as mob football, dog fighting and prize fighting. These sports were violent and has very few rules.
What sports and activities did the upper class participate in in pre-industrial Britain?
Upper-class played pastimes such as real tennis and fox hunting. These activities were sophisticated and has complex sets of rules.
How was gender viewed in pre-industrial Britain and how did this affect sport at the time?
Women participated in very different activities to men. Activities were shaped by the expected behaviour of women and they were seen as the weaker sex and therefore activities couldn’t be dangerous or strenuous.
What activities were lower-class women allowed to participate in in pre-industrial Britain?
smock races which is when they run to win a dress
What activities were upper class women allowed in participate in in pre-industrial Britain?
activities such as archery
What was law and order like in pre-industrial Britain and how did this affect sport?
Britain, at this stage, had little in the way of a formal law and order system and this was seen in the activities that were undertaken. Lower-class would play unruly activities such as mob football and bare-knuckled fighting. Upper class sports such as real tennis would contain rules that were observed and abided by.
What was the type and availability of transport like in pre-industrial Britain and how did this affect sport?
Mainly horse and cart were used pre 1850 but most of the population had to walk if they wanted to get somewhere. Roads were in an appalling state and this prevented people from leaving their home villages. Upper-class people had more opportunities to travel further in their horse and carts to get to sporting events.
What was the availability of money like in pre-industrial Britain and how did this affect sport?
The upper-class had more money available to them so had more opportunities for involvement. They could afford horses, equipment and appropriate clothing. This was required in real tennis. The lower class couldn’t afford such luxuries and had to play sports like bare-knuckle fighting where no special clothing or equipment was required.
What was availability of time like in pre-industrial Britain and how did this affect sport?
Lower-class people had to work constantly and therefore could only play pastimes on holy days that they were given holidays on. The upper class had more time on their hands and could be involved in activities that were longer lasting like fox hunting.
What was education and literacy like in pre-industrial Britain and how did this affect sport?
The upper-class were educated and literate. However, lower-classes were not at all educated properly. This meant the upper-classes could play games with strict written rules such as cock fighting which they gambled on whereas lower-class couldn’t understand rules books and had to play unruly games such as bare-knuckle fighting,
What is the definition of public school?
A place of education of old standing which the sons of gentlemen traditionally attended in large numbers and continue to attend from 8-18 years of age.
How did social class change in relation to post-industrial Britain?
During the 19th century, society in Britain had much stronger social class divisions and these helped to shape the sports and pastimes in post-industrial Britain. At this time, there became an identifiable middle class - those that were professionals, factory owners and managers, who did not own big estates and were not born into aristocracy. The middle classes had increasingly more time and money to be involved in sports activities. The middle class were very important in developing sport - many went to public schools and were influential in developing rules and governing bodies of sport activities such as football and rugby.
How was amateurism and professionalism evident in cricket during post-industrial Britain?
To be am amateur was to not need to be paid to play and, therefore, this status suited the upper classes and eventually the middle classes. In cricket, where amateurs and professions often played in the same team, social distinction was preserved through the use of different changing rooms and requiring the lower-class professionals to bowl and to clean the kit.
How was amateurism and professionalism evident in rugby during post-industrial Britain?
In rugby, professionalism was probably the most controversial. The growth of socially mixed northern teams led to broken-time payments, where working men were compensated for missing work in order to play. These payments were against the amateur principles of playing for the sake of the game and not for monetary gain, held by the upper class. These tensions and north-couth rivalries led to rugby splitting into 2 codes, which later became known as rugby league and rugby union.
What was the role of women in the 19th century?
It was very restricted by their place in society and its conventions and the very limited opportunities. Women were expected to marry and have children, and be financially dependent on their husbands. Therefore, many looked at education for women as frivolous and pointless.
What was education like for girls in the 19th century?
Schooling for girls was more limited than for boys. Women rarely had careers and most professions refused entry to women. Women were allowed to become teachers, but teaching was a low-status job at that time and was badly paid.
What happened to the status of women in the late 19th century?
The assumption that women should marry was compromised due to a shortage of men because of the high mortality rate for boys compared to girls, the large numbers of males serving in the armed forces abroad and the fact that men were more likely than women to emigrate. The limitations of schooling for women were identifies by the Taunton Royal Commission Report on secondary education in 1868. Following this, a series of female educational pioneers emerged, therefore encouraging women to be more involved in sport.
How did law and order change due to post-industrial Britain?
The development of more defined laws and sense of order affected the types of activities that were undertaken, especially for the working class. Changes in laws led to the decline of blood sports such as animal baiting and cock fighting. The upper classes, however, held on to their sports - deemed by some as being just as cruel - such as fox hunting. The law makers were the middle and upper classes and so it was in their interest to support the sports that they held so dear.
What was the education system like in post-industrial Britain?
A national system of education came late in Britain mainly because of the social, economic and religious climate of the century. The upper class had little interest in wanting the cultural development of the working classes. The effects of the revolutions in Europe reinforced and hardened the need to keep the masses under control and less powerful and therefore less educated. The vast majority of the working class had very little interest in education because it was perceived to be of little relevance.
How did the education of post-industrial Britain link to sport at the time?
The links between education, literacy and sport are that sports deemed to be more sophisticated, requiring more cognitive processing and an understanding of the rules, tended to be for the upper and now new middle classes. The lower classes were still much more engaged with activities associated with the public houses and wagering on horse racing.
What was the Education Act of 1870 and what is its relevance?
It was the beginning of the modern system of education in England. This gave rise to a national system of state education. The Act required the establishment of elementary schools nationwide. These were not to replace or duplicate what already existed but to supplement those already run by the churches, private individuals and guilds.
How and when the education become free?
Elementary education became effectively free with the passing of the 1891 Education Act.
What did the Education Act of 1891 allow to happen?
Education was becoming much more accessible to the lower classes and therefore the understanding of more sophisticated rules in sport was much more widespread and more people, other than the upper and new middle classes, were becoming involved in sport.
What did factory owners realise about sport in post-Industrial Britain?
The factory owners, who once did all they could to prevent their poorly paid workers playing sports, now realised that sport could keep their workers healthy and loyal. Many employers encouraged the formation of works teams.
During post-industrial Britain, what was introduced to provide a period of time to enable sport to take place?
The growth of factories and machinery within the factories meant that working hours were long and pay was poor. A 72-hour week was not uncommon for a worker at that time so there was little time and energy for sport. The Saturday half-day was given to workers so they had more time for sport and leisure. Sports clubs started to develop.
How did the seaside holiday develop in post-Industrial Britain?
The factory owners recognised that a happier, more contented workforce would be more effective as workers and therefore encouraged the development of sports clubs. In larger factories, the owners would pay for an annual excursion for the workers, such as trips to the seaside.
By 1965, what was the availability of time like for workers?
A 40-45 hour working week was typical. By the end of the 20th century, an average working week was 37-40 hours. This reduction makes it so much easier to be involved in sport. The law today states that holidays should be at least 4 weeks per annum.
How did the availability of transport change post-industrial Britain?
It was the development of roads, the bicycle, the railways and eventually the motorcar that enabled good communication and travel. The railways in particular were very important in the development of seaside resorts, and, in sport, allowed fixtures to be played and spectators to be able to visit venues around the country.
What was the influence of public schools during post-industrial Britain?
The middle classes were very important in developing sport - many went to public schools and were influential in developing rules and governing bodies of sports activities. They were called public because those that attended did not necessarily come from that area. These schools were exclusive because of the travel and tuition fees involved. In these schools, some of the activities and sports developed and the activities that were popular become forerunners of the sports that we know today, with rules, facilities and organised ways of playing.
What was the prefect-fagging system in public schools?
Parents of public school boys were concerned about the treatment of their boys who, under the prefect-fagging system, which was a cruel exploitation of younger boys being used as servants for the older boys, were experiencing brutality and bullying.
What did Thomas Arnold do about the prefect-fagging system in public schools?
He wanted his pupils to grow up as moral Christian gentlemen so he revised the system and promoted more regulated sports, which provided exercise and encouraged healthy competition.
What is the definition of athleticism?
A combination of physical endeavour, or trying hard, and moral integrity, or being honourable, truthful and showing good sportsmanship
What ideas did Thomas Arnold introduce to public schools?
Arnold developed the house system, which was influential in the formation of competitive sports teams.
He instigated prefects, who organised sports.
He helped to develop the idea of muscular Christianity, which linked sport with being a Christian gentleman. Arnold was therefore important in establishing a link between sports and games and moral and ethical character. This concept of the development of character through sport is often referred to as the cult of athleticism.
What developments took place in the 20th century in the UK? (6)
1 There was a massive development of scientific and technological innovation.
2 Many societies became hugely rich, but wealth was still unequally shared.
3 There was considerable growth of cities (urbanisation).
4 Communications technology made great advances. This allowed ideas to spread rapidly and sports and pastimes to become more globalised.
5 There was more time for leisure, less time spent on work, and therefore more participated in sport.
6 Stress due to wars and terrorism, the undermining of traditional values and the rapid pace of life took a great toll on people’s general health and well-being.
How were the rules of sports developed in the 20th century?
By 1900, fields of play were enclosed and boundaries made more formal, games were timetabled, and there were written codes of conduct.
Spectators now had to pay to watch.
Boxing competitors fought each other with gloves on, without biting or kicking each other.
Some players of team sports had started to wear numbers on their backs to assist the spectator in identification and there was a fixed number of players per side in most team sports.
When were sports events held in the 20th century?
Sports events were held on Saturdays rather than on festival days.
In the 20th century, were football and rugby players paid or not?
Clubs could afford to pay players because soccer and rugby had become something that people watched as well as played.
In the 20th century, what was introduced which added an extra excitement to matches?
Cup and league competitions involved town and area rivalries.
What happened when soccer played on after the outbreak of war in 1914?
The reputation of professional sport went downhill among the middle classes, who saw these events as too common and too associated with gambling and drinking.
What happened to spectators during the aftermath of war in the 20th century?
In the aftermath of war, spectator sport reached new heights of popularity. The crowds were mostly well-behaved and opposing supporters showed little hostility to each other. This led to the view that sport was a symbol of orderliness and good nature of the British working class - particular significant as this post-war time of political and social unrest at home and abroad.
Due to the war in the 20th century, what happened to the employment of people and how did this affect sport?
Unemployed and unskilled workers were not well represented because of the cost of spectating. Consequently, as unemployment rocketed in parts of Britain during the inter-war depression, professional sport suffered; some clubs in the hardest-hit industrial regions went bankrupt. Working-class women were excluded from professional sport by the constraints of time and money.
In the 20th century, who went to the professional soccer and rugby games?
Crowds at professional soccer and rugby league games became overwhelmingly male-dominated and showed a shared sense of community and class - predominantly working class. Professional sport was mostly watched by male skilled workers, with only a few women and the middle classes.
Wat are the modern-day social grades? (6)
A - higher managerial, administrative or professional
B - Intermediate managerial, administrative or professional
C1 - Supervisory or clerical and junior managerial, administrative or professional
C2 - Skilled manual workers
D - semi and unskilled manual workers
E - Casual or lowest grade workers, pensioners and others who depend on the state for their income
What does the 1944 Education Act state?
It shall be the duty of the local education authority for every area, so far as their powers extend, to continue towards the spiritual, mental and physical developments of the community.
What does the 1988 Education Reform Act state?
Promotes the spiritual, moral, cultural, mental and physical developments of pupils at the school and of society.
Before the introduction of comprehensive schools (1965), what was the state education system in England made up of?
1 Grammar schools
2 secondary modern schools
3 secondary technical schools
What was the availability of time, money and space for sport like in the 20th century?
With the gradual increase in leisure time and money, men played sport as well as watched and the towns of Britain offered opportunities in many difference sports, from water polo in the public baths to pigeon races from allotments, and quoits in fields behind pubs. The availability of money was also a key factor, and darts, dominoes and billiards flourished inside pubs and clubs, Space was a key requirement of sport but it was at a premium and the land was that available was heavily used.
What was transport like in the 20th century?
During the 20th century, transport (public and private) began to be much more available to everyone. This enabled an increase in numbers able to travel to participate and spectate. This had the effect of sport being much more accessible to most people in Britain.
During the late 1940s, what happened with transport in regard to sport?
Sport as a spectacle was encouraged by growing radio coverage. Football, rugby, cricket and boxing all attracted huge crowds. There were also large crowds at the 1948 Olympics, which London stepped in to host with the hope that the Games would rejuvenate tourism and the economy. The Games were an organised success and even made a profit, the last Olympics to do so until 1984. With the Empire being dissolved, international competitions like the Olympics began to matter more as a ‘shop window’ for the host city and country. The conquest of Everest in 1953 was possible because of the growing availability of international travel.
What were the social classes like in the 20th century?
The pub was the centre of the sporting activity for working class men. There were professionals in team sports such as rugby, football and cricket and there was still development of the sports press. Most sports still took place in a drinking environment. In horse racing and boxing, the upper and middle classes put up the money and the lower classes took part. Gambling was still an essential part of sport. In team sports, working and middle classes would compete side by side. Working men and women had less free time for sport than the upper and middle classes. Teams and spectators were able to travel widely around the country at attend sporting events and these were held on Saturdays instead of holy days.
What was gender like in the 20th century?
Crowds at professional football and rugby games became overwhelmingly male dominated and showed a sense of community. Professional sport was mainly watched by male skilled workers.
Women were excluded from professional sport by the constraints of both time and money.
What was law and order like in the 20th century?
Fields of play became in enclosed boundaries and games became more formal and timetabled. These were written codes of conduct in sports such as rugby and football. Most cruel sports has disappeared. Boxers now had to wear gloves and they weren’t allowed to bite or kick. Although, football hooliganism became increasingly popular and the police had to spend much of their time controlling it.
What was the type and availability of transport like in the 20th century?
Both public and private transport became more readily available to everyone. This enabled an increase in numbers able to travel to participate in sport as well as to spectate. Football, rugby, cricket and boxing all attracted huge crowds. There were also large crowds at the London Olympics 1948, which London stepped in to host with the hope that they would rejuvenate tourism and their economy. Plan travel was also on the rise, which allowed teams to enter midweek European football competitions like the EUFA Champions League.
What was the availability of money like the in 20th century?
Darts, dominoes and billiards flourished inside pubs and clubs. Sports teams were building purpose built facilities such as training grounds and stadiums that suited their sport and their requirements as a club., e.g. The Crystal Palace National Sports Centre.
What was the availability of time like in the 20th century?
There was a gradual increase of leisure time and men played sport as well as watched and the town offered more opportunities to play sport from water polo in public baths to pigeon races in allotments and even quoits in fields behind pubs.
What was education and literacy like in the 20th century?
Physical development - a crucial component of the emergence of modern sport - was a feature of the ground breaking piece of educational legislation. The most important piece of legislation of the 20th century was the Education Act 1944, which replaced all previous legislation. The same principle was reiterated in the Education Reform Act 1988, which started the need for a broadly based curriculum. Before the introduction of comprehensive schools (1965), the state education system in England was made up of grammar schools, secondary modern schools and secondary technical schools.
