Emergence And Evolution Of Sport

Question 1

Social Class:

Describe characteristics and give sporting examples of pre-industrial upper class.

Answer 1

Description :
• Aristocracy or gentry who were were hereditary landowners

Examples of sport:
• Real tennis and fox hunting- sophisticated activities with complex rules which required money to participate.
• Pedestrianism: upper class were sponsors of lower class competitors.
• Cricket- played as ‘gentleman’ amateurs

Question 2

Social Class:

Describe characteristics of pre-industrial lower class and give example of sports.

Answer 2

Description:
• Peasants who worked manually, mainly on the land.

Sporting examples:
• Mob football, dog fighting, prize fighting- simple activities, often violent, with few rules.
• Pedestrianism- were competitors who raced.
• Cricket, played as professionals.

Question 3

Gender:

Describe perception of women during pre-industrial women.

Answer 3

• Participated in very different activities to men.
• Women were seen as the ‘weaker’ sex.
• Activities women participated in were not ‘too strenuous’ or ‘dangerous’.

Question 4

Gender: (pre-industrial Britain)

Give examples of the different sports upper class and lower class women room part in.

Answer 4

Upper class examples:
• Would take part in archery

Lower class examples:
• During country fairs, women were allowed to take part in ‘smock races’.

Question 5

Law and order: (pre-industrial Britain)

Describe influence of law and order on upper and lower class sports.

Answer 5

There was little law and order reflected in activities understated in both upper class and lower class sports.

Question 6

Law and order: (pre-industrial Britain)

Give sporting examples of the influence of law and order on lower class sports.

Answer 6

• Involved bare-knuckle fighting or animal baiting, reflecting lack of order and animal cruelty.
• Games like mob football had few rules, showing lack of law and order in society at this time.

Question 7

Education: (pre-industrial Britain)

Describe the influence of education of upper class sport.

Answer 7

• Upper class were educated and literate.

* They could read, write and understand written rules of sophisticated activities like real tennis

Question 8

Education: (pre-industrial Britain)

Describe the influence of education on lower class sport.

Answer 8

• Lower class were uneducated and illiterate.

* They could understand simple activities with few rules, like mob football.

Question 9

Availability of time: (pre-industrial Britain)

Describe the influence of availability of time on upper class.

Answer 9

• Upper class had more for leisure activities and could be involved in longer-lasting activities e.g. fox hunting

Question 10

Availability of time: (pre-industrial Britain)

Describe the impact of availability of time on lower class sports.

Answer 10

• Lower class worked exhausting hours, so had little time or energy for physical activities.
• The few activities they participated in were confined to festivals or holy day fairs, based around pubs e.g. bare-knuckle fighting.

Question 11

Availability of money: (pre-industrial Britain)

Describe impact of money on upper class sports.

Answer 11

• Upper class had more money, therefore more opportunities to be involved in physical activity of their choice.
• Could afford horses, clothing and equipment e.g. hunting, real tennis.
• Had specialist facilities e.g. real tennis courts.

Question 12

Availability of money: (pre-industrial Britain)

Describe impact of money on lower class.

Answer 12

• Lower class had no spare money to spend on physical activities.

Question 13

Type and transport available: (pre-industrial Britain)

Describe the impact of transport on upper class.

Answer 13

• Had more opportunity to travel further by horse and carriage, but this was often limited by the state of roads.
• Could access facilities such as real tennis courts, some gentry would even build the facility within the ground of their stately homes.

Question 14

Type and transport available: (pre-industrial Britain)

Describe impact of transport on lower class.

Answer 14

• Roads were in a poor state, preventing people from leaving their village. This influenced the simple, local, unwritten rules varying from village to village.

Question 15

Types and transport available: (pre-industrial Britain)

Describe impact of transport on both upper and lower class.

Answer 15

• Activities were local, transport was generally horse and cart or walking.

Question 16

Social class : (post 1850 industrial Britain)

Describe changes to social class post 1850.

Answer 16

• Middle class was introduced, which included professionals, factory owners and managers who did not own big estates and were not born into aristocracy.
• Many members of middle class went to public schools.

Question 17

Amateurism and professionalism: ( post 1850 industrial Britain)

Describe differences between amateurs and professionals.

Answer 17

Amateurs:
• upper class players who were not payed (viewed payment as vulgar)

Professionals:
• lower class players who were payed to compete.
• despite playing on same teams as amateurs, pros had different changing rooms and would clean kit.
• often payed to miss a day’s work to play.

Question 18

Amateurs and professionals: (post 1850 industrial Britain)

Provide examples of amateur and professional sports.

Answer 18

• Cricket- professionals often bowled and cleaned kit.
• Soccer and football- payments to professionals caused tensions within sport and aggravated amateur players, this led to splitting of rugby into two codes in 1895: league and union.
• Golf- before 1861 there were separate Open championships for amateurs and professionals as the pros did not fit in with the gentlemanly image

Question 19

Gender: (post 1850 industrial Britain)

Describe the role of women post industrial Britain)

Answer 19

• Women were expected to marry, have children and be financially dependant on their husbands.
• Many people regarded education for women as being pointless.
• Schooling for girls was limited, compared to boys.
• Late 1800s, status of women began to change- shortage of men due to high mortality rates and a large number serving in the armed forces, suppressing assumptions that women had to marry.
• Limitations on schooling for girls was identified by Taunton Royal Commission Report 1868, fought for equal rights- had encouraging effect on women becoming more involved in sports.