HS- Case Studies Flashcards
1
Q
Describe features of Pedestrianism in Pre Industrial Britain.
A
- Foot race/ race running or walking
- Simple - Cheap/ simple activity
- Footmen - Gentry employed footmen as messengers
- Wagering - Widespread wagering/ betting
- Patron - Lower class runners patronised by gentry
- Festival occasions/ popular spectacles/exciting contest / big occasions/ occasional special events/ large venues and huge crows associated with prize fighting and horse racing
- Money - A way for a peasant to become rich, occupation for lower class professionals, prize money for winners/fame/status/occupational
- Amateurs - Amateurs also raced as a challenge
- Novelty - Many novelty races
- Corruption - Became corrupt/match fixing/cheating
- Rules - Rules established by organisers
2
Q
Give 3 forms of athletics in nineteenth century Public Schools.
A
- Hare and Hounds/Paper chase
- Steeple chase
- Sports Day
3
Q
Describe features of Athletics as a rational recreation
A
- Exclusivity - Middle class keen to separate themselves from the working class / keen to stay exclusive/ Amateurs Athletics Club formed by ex university amateurs clubs formed.
- Corruption - Evidence of corruption
- Non corruption - Middle classes keep to dissociate modern athletics from corruption of professional pedestrianism
- Exclusion clause - Exclusion clause imposed- no mechanics, skilled workers or labourer to join. AAC enforced exclusion clause.
- Money - Lower class competed for money
- Middle class - Competed for intrinsic rewards to test themselves
- Upper class- keen to re create public school ethics gentlemen amateurs formed their own clubs
4
Q
Describe Mob football as a popular recreation
A
- Local - Village v Village, community based
- Simple/Unwritten Rules - Simple rules, local rules, based on the word of mouth simple, natural
- Violent - Uncivilised, regular deaths not skills based
- Occasional - Often annual on festival days or holy days
- Played by lower class males a way to show manliness
- Rural - Occasional in towns
- Often restricted - illegal, curtailed
- Wagering - betting on the outcome
5
Q
Describe association football as a rational recreation.
A
- Regional/National/International
- Rule based Governing Body rules
- Respectable, civilised/skilful/skill not force/tactics
- Regular, leagues, cups, competitions
- Gentlemen amateur teams e.g. Factory workers
- Working class professionals
- Urban/purpose built stadium
- Playing positions use of officials kit
6
Q
Explain the emergence of association football from mob football
A
- Factory System, regular working times
- Reduction in working week ½ day Saturday early closing movement
- Skill manual labour first to gain ½ Saturday day
- Pro football a comparatively good job
- Workers had more money enough to pay the Saturday gate money
- Broken time payments (lead to professionalism
- Limited space/ loss of space means not enough space for all to play
- Specialist facilities developed most town built football grounds
- Potential business opportunities in running clubs appealed to middle classes
- Large numbers of people in one place needed something to do captive audience
- Trains/trams/buses allowed for easy travel to away games or national fixtures
- Allowed for regular fixtures
- Facilitated development of spectatorism
- Lead to need for standardised rules/ formation of national governing bodies
- Lead to development of leagues and cups and competitions
7
Q
Outline the features of Pre Industrial Cricket
A
- Rural - Rural village game
- Kit - No special kit
- Equipment - Special equipment, two stumps, club shaped bat
- Space - not set boundaries, played in fields, played in meadows
- Rules - Early rules articles of agreements rules locally adapted
- Scoring - Scoring by notching on wood
- Bat and ball - Game developed at Bat and Ball Inn Hampshire
- Fixtures - Early county games , matches often arranged on special feast days and holy days
- Wagering
- MCC - Marylebone Cricket Club founded in 1788 employed professionals as coaches and players and MCC became governing body of cricket
- Class - Upper and lower class played together upper class employed lower class and lower class make up the number and are needed for their skill.
8
Q
Explain how social changes influenced the development of rationalised cricket.
A
- Influence of new middle class increased respectability / changed attitude
- Business administrative ability of educated class influenced rules and structure
- Literacy and media increased popularity
- More free time increased regularity and spectatorism
- Improved transport and communication the rail ways spread
- The railways allowed touring team to become famous
- Spread of public school ethos increased sportsmanship/skilfulness
- Increased law and order lead to a reduction of gambling
- Class based nature of Britain resulted in amateur/professional divide in cricket unpaid gentlemen amateurs and paid working class professionals.
9
Q
How did the development of railways help the growth of association football?
A
- Teams - Teams could travel further in shorter time/ more distant away fixtures possible
- Supporters could travel to watch their team and supporters clubs grew
- Competitions - leagues cups fixtures and competitions developed. Regular and regional competitions
- Rules - Rules standardised the FA Formed in 1863) teams had to play to the same rules
- Social - The train journey became a popular enjoyable social occasion
10
Q
Define Real Tennis
A
An exclusive, elitist, pre-industrial game or tennis played by royalty and nobles
11
Q
What was Fives or Tennis
A
Those not eligible to play real tennis would copy their social superiors and play their own versions against church or pub walls.
12
Q
What was lawn tennis
A
It was played occasionally in boys’ public schools as a summer social game in the gardens of the houses, but it lacked the status of the major team games.
13
Q
What was Racquets
A
It originated in Fleet Prison, London, and ended up being played by upper class public school and university men.
14
Q
Describe swimming as a popular recreation
A
- swam in rivers
- chivalric code to learn how to swim
- swam in rivers at publics schools, e.g. duck pond @ harrow
- occasional, only did it in summer/warm weather
- both for recreation health/cleanliness
- races held at wakes, fairs and festivals
15
Q
Describe swimming as a rational recreation
A
- wash house act = 1846, public washing facilities in major cities
- water cure = immersion in water had therapeutic effects
- urbanisation = public baths stopped spread of disease
- ASA (1884)
- gentry moved to the seaside due to transport
