Paper 3: Emergence & Evolution of modern sport

Question 1

What is the memory hook for emergence and evolution of modern sport?

Answer 1

CLEGITT 
Class
Law and Order
Education 
Gender 
Income 
Time 
Transport

Question 2

Two classes in pre-industrial Britain (1800)

Answer 2

Upper and lower class

Question 3

Pre-Industrial. Differences between class: Education / Literacy

Answer 3

Lower class - Illiterate. simples / unwritten rules. E.g. Mob Football.
Upper class - Literate. Complex rules. E.g. Real tennis

Question 4

Pre-Industrial. Differences between class: Gender

Answer 4

Lower class - Women were weaker sex - non violent activities. E.g Smock Race
Upper class - Women were weaker sex - ladylike activities.E.g. Artery

Question 5

Pre-Industrial. Differences between class: Income

Answer 5

Lower class - No money, simple/natural activities

Upper class - More money, better facilities and equipment. E.g. Real tennis

Question 6

Pre-Industrial. Differences between class: Time

Answer 6

Lower class - Working long hours, occasional participation. E.g. Mob football / holy days.
Upper class - Lots of free time. Regular participation E.g. Fox hunting / Real tennis.

Question 7

Pre-Industrial. Differences between class: Transport

Answer 7

Lower class - travel by foot. Activities were local. E.g Mob football.
Upper class - Horse and cart. Activities less local. E.g. Real tennis in market towns.

Question 8

Pre-industrial Britain (1800): Class and roles in Cricket

Answer 8

Lower class - fielders and bowlers

Upper class - Batsmen

Question 9

Post-industrial Britain (1850): Class

Answer 9

Middle class emerged

Question 10

Post-industrial Britain (1850): Law and Order

Answer 10

Sports less cruel and less violent

Question 11

Post-industrial Britain (1850): Education

Answer 11

Written / codified rules

Question 12

Post-industrial Britain (1850): Gender

Answer 12

Male dominated but lawn tennis for women

Question 13

Post-industrial Britain (1850): Income

Answer 13

Income was still poor in early 1850s but income improved towards the 1900’s.

Question 14

Post-industrial Britain (1850): Time

Answer 14

No free time in the early 1850s, workers were slaves to the factories. More free time emerged towards the 1900s to include Saturday half days for sport.
Working hours went from 72 hour working week to 52 hours towards the 1900s.

Question 15

Post-industrial Britain (1850): Transport

Answer 15

Formation of railways - standardised rule books E.g. FA. Regional, national and international competition.

Question 16

Define Amateurism

Answer 16

The views and principles of a person who engages in an activity for pleasure rather than financial gain. Usually upper class

Question 17

Define Professionalism

Answer 17

The views and principles of a person who engages in activity for financial gain. Usually working class

Question 18

Gentleman amateur

Answer 18

E.g. Rugby Union 
Upper / middle class
Wealthy 
A lot of free time 
No desire to train or improve performance
High morality - fairplay / sportsmanship

Question 19

Working class professional

Answer 19

E.g. Rugby League
Working class
Poor
Little free time due to long working hours
Committed to training and perform as well as possible
Low morality - winning was all important, open to bribes and would cheat to win.

Question 20

Influence of public schools: The promotion and organisation of sport and games

Answer 20

Public schools were highly influential in the development and organisation of sport
Mid 1800s - sport became an important part of education of public school boys.
Sixth form prefects gained valuable organisation/leadership experience - played key roles in NGBs
Team games developed leadership qualities

Question 21

Influence of public schools: Promotion of ethics through sports and games

Answer 21

Public schools reforms led by Thomas Arnold promoting regular sport which provides exercise and healthy competition.
Sixth form prefects key organisers of inter-house sport
Emphasis on high morality as the key value of playing sport (taking part more important than winning)
‘Muscular Christianity’ developed - linking sport to being a Christian gentleman.

Question 22

Influence of public schools: The ‘cult’ of athleticism

Answer 22

Physical endeavour (trying hard) and moral integrity (fair play/sportsmanship) 
Upper class / middle class sport was reflected in a positive moral quality.

Question 23

Influence of public schools: The spread and export of games and games ethics.

Answer 23

Industrialist/factory owners - set up teams and gave times to play competitive sport nationally and internationally.
Clergy - developed church teams or became missionaries and took sport abroad.
Officers British army - spread sport throughout empire.
Politicians / diplomats - travelled and took sport with them.
NGBs - formed, establishing leagues and competitions.