Paper 3 - Sport and Society Flashcards
Key points about pre-industrial Britain
- People lived in rural areas
- Society was split, in a class from birth (lower class = peasants, upper class = gentry or aristocracy)
- Society dominated by men (women seen as ‘weaker sex’)
- No police force (society very uncivilised)
- Work long hours (based in seasonal time due to working in farms)
Key points about post 1850 industrial Britain
- Migration to towns and cities (now live in urban areas)
- Industrial Revolution meant lots of factories built
- 3 classes in society (emergence of middle class, factory owners)
- Police force was established in 1829 so society was more civilised
- 1870 Education Act provided state education for all people
- Change from seasonal time to machine time (work in accordance with machines)
- Trains and railway established (traditional ‘sea side’ holidays started)
Key points about 20th century Britain
- Period of rapid change (more urbanisation and advances in communication and technology towards later end of the century)
- Still class divide (not as regimented)
- WW1 (1914-18) and WW2 (1939-45) stopped all sport
- Growing opportunity for women in sport
- Rapid increase in spectators (more watch sport then actually do it)
- School had to deliver PE in the curriculum
- Gradual increase in leisure time and disposable income
- Public and private transport more readily available (car ownership widespread by end of century)
Key points about 21st century Britain
- Sport is a big money, business and global product
- Class still affects individuals but less obviously
- Increased ethical issues in sport (drugs, hooliganism and match fixing)
- PE is compulsory in school and opportunities for qualifications (GCSE and A Level)
- Sport science seen as own discipline (very popular)
- Increased free time and flexible hours (work from home)
- Quick transport and communication making the world ‘smaller’
- Freedom of movement for athletes across the world
Fill in table about key events of each stage
Bamboo paper
What is Pre-Industrial Britain?
Preindustrial Britain was rural so sports and pastimes were rural. People lived in villages that were located near to rivers and most people worked on farms. Before the industrial revolution, a time before they were machines and tools to perform tasks en masse.
What sports were played by each class during pre-industrial Britain?
LC - mob football / throwing at cocks / smock racing / shin kicking / bare knuckle boxing / prize boxing
UC - real tennis / archery / fox hunting
Both - cricket
What does CLEGITT stand for?
Class
Law & order
Education
Gender
Income
Time
Transport
CLEGITT (class) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
There were two classes :
Lower class (peasants) = worked on the land
Upper-class (gentry/aristocracy) = very wealthy landowners
IMPACT ON SPORT
The social class you were born in to influence the type of sport or activities you were involved in.
CLEGITT (law & order) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Very little law and order so society was uncivilised and there was no police force to enforce any order.
IMPACT ON SPORT
Sports and activities were cruel and violent, lower class would be involved in violent sports, such as bare-knuckle fighting and animal baiting.
CLEGITT (education) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Widespread illiteracy meant motorsport, had simple and unwritten rules. Illiteracy means having little or no education and unable to read or write.
IMPACT ON SPORT
Lower class were most likely uneducated and illiterate, so the rules were simple and unsophisticated. For example, mob football. The upper class could read and write, meaning they can read and understand more sophisticated activities, for example real tennis.
CLEGITT (gender) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Society was male dominated so sports were male dominated. Women were seen as weaker sex, so activities had to be less strenuous and dangerous.
IMPACT ON SPORT
Lower class women had a few rights in society, they were involved in smoke races during village fairs. Upper-class women may be involved in sports such as archery.
CLEGITT (income) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Lower class people were poor and had little money as made money working on the land. Upper-class people had more money available as made money due to owning land.
IMPACT ON SPORT
Lower class sports were simple and natural without specialist equipment. Upper-class people could afford equipment, clothing and facilities to play sport (e.g. real tennis).
CLEGITT (time) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Lower class people worked on land so didn’t have a lot of time, whereas upper-class people were wealthy landowners who didn’t work.
IMPACT ON SPORT
Lower class people only participated on occasions (e.g. holy days or feast days). Upper-class people had plenty of time to participate in any sport they wanted to.
CLEGITT (transport) : pre-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Lower class people travelled by foot, whereas upper-class people had access to horse, and carriage is so could travel further.
IMPACT ON SPORT
Lower class sport was played locally, whereas upper-class sport was played regionally as they could travel to stately homes of families to play in their facilities (limited as lack of roads).
Pre-industrial Britain : characteristics of gentry sport and peasant sport
GENTRY
civilised, sophisticated, complex rules, regular, specialist, regional
PEASANT
cruel/violent, simple unwritten rules, occasional/annual, simple, natural, local
Pre-industrial Britain : explain the case study of real tennis
Played by the gentry
Skillful and sophisticated game
complex rules
played with expensive equipment and then purpose-built facilities (Hampton Court Palace)
regular as lots of free time
potential to travel regionally (play with other families)
Pre-industrial Britain : explain the case study of mob football
Played by the peasants (hoards of young men)
consisted of villages coming together and kicking a ball across the entire villages (miles of terrain covered) only stopped when score a goal.
Incredibly violent (villagers tried to force ball into enemies village’
Very few rules
ball made of pigs bladder
lasts hours days etc
played occasionally (annual holidays)
Explain the industrial revolution (1850-1900)
- Towns and cities developed based on industry (Sheffield - steel, Manchester - cotton, Stoke -
pottery) - Migration of people to towns and cities known as urbanisation (upper class invest in industries to
make more money / lower class move to look for better paid work) - Growth of cities, which meant lack of free, open space
- Problems for public health, due to overcrowding in low quality housing and insanitary conditions
(breeding ground for diseases) - Long factory shifts for low paid hours, with a clear distinction between work time and leisure time
- Sunday was a day off but was regarded as a day of rest, linked with the requirements of the
church
What was the impact on participation in sport? (Post Industrial Revolution)
Upper class = still had more time and opportunity to play sport
Lower/working class = still worked long hours for little pay (666)
What does Emancipation?
It is a movement which aims at ensuring freedom
of self-fulfilment and self-development for women, as well as equal access to domestic and community resources.
CLEGITT (class) : post-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Emergence of the middle class: Who were professionals, factory owners + managers but didnt own big estates and weren’t born into aristocracy
IMPACT ON SPORT
More time + money to be involved in sports activities. Many went to public school and were influential in the development of rules and National Governing Bodies (NCBs)
CLEGITT (law & order) : post-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Police force and the RSPCA were introduced
More defined laws + sense of order developed
IMPACT ON SPORT
Affected type of activities done, especially for working class.
Lower class: decline in blood sports (mob games, bare knuckle fights, etc)
Upper class: held on to sports like fox hunting. Law makers from upper/middle class so supported sports they did
CLEGITT (education) : post-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
The Education Act (1870), (Forster’s) was the beginning of the national system of state education
Working class had little interest in education as perceived to have little relevance. Also child labour still common (families wants kids to work to earn money)
IMPACT ON SPORT
Education became more accessible to the lower classes so understood more sophisticated rules in sport was more widespread = more people involved in sport
CLEGITT (gender) : post-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Women were expected to marry and have children (financially dependent on husbands).
Late 1800’s status of women changed (female educational pioneers emerged who campaigned to bring equal rights for women. The spearheads of the women’s movement were equality in education, voting and owning properties
IMPACT ON SPORT
Women were encouraged to be more involved in Sport and PE in school. Lawn tennis helped the emancipation of women. (played by middle class women). Provided opportunity for women to be athletic in a non-violent game. Played in privacy of gardens with no specialised clothes. Women also did things like cycling.
CLEGITT (income) : post-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
Lower/working class = lack of disposable income
Upper class = incredibly wealthy
IMPACT ON SPORT
Large factories -> owners would pay for an annual excursion for the workers (e.g. to the seaside), increase in swimming
Factory owners later provided broken-time payments for workers to take time off to play sport, alongside workers being able to afford to spectate (increase in spectators)
CLEGITT (time) : post-industrial Britain (impact on society and sport)
IMPACT OF SOCIETY
The growth of factories and machinery within factories meant that working hours were long (72 hours a week) and pay was poor. By end of century (average week = 56 hours)
IMPACT OF SPORT
Little time and energy for workers to participate in sport
Increase in participation as more energy and time
Saturday half days: Short period of time for sport to take place -> lower class still had less time than upper class
CLEGITT (transport) : post-industrial Britain (impact on society and sport)
IMPACT ON SOCIETY
The development of railways and improved roads to travel around the country. Fixtures around country + spectators visit venues around country As team, travel further for games (agreed rules needed). Railway had significant impact on regularity + locality of sport.
Other transport = bikes
IMPACT ON SPORT
Horse racing take place more regularly. Cricket teams able to tour country to play(William Clark’s All England XI)
Leagues and cups were developed in Football
Factories context
- The factory owners, who once did all they could to prevent their workers playing sport
- Working conditions imported when factory owners realised the impact sport had on workers
(healthy workforce = more productive workers) - Saturday half day introduced
- Factory owners encouraged the formation of work teams
What’s the difference between amateurs and professionals?
Amateurs:
A person who competes in sports but does not receive monetary reward for
participating.
Came from people from the upper class – they did not need to be paid to play sport
‘gentleman amateurs’.
Professionals:
A person who competes in sport (e.g., cricket, football and rugby) and earns income
by participating.
Came from the working class - they could not afford to take time off to play sport
‘working class amateurs’.
Received broken-time payments = payments to compensate missing work to play.
Amateurs and professionals examples
- In cricket, amateurs and professionals often played in the same team. However, social distinction was preserved through: Separate changing rooms, working class made to clean kit and boots.
Sporting example: The Marylebone Cricket Club (MCC) hired professionals for bowling
and fielding so the gentlemen could practice their batting.
Explain the context of public schools
They were called ‘public’ because people attended from all around the country.
Middle- and upper-class boys attended public boarding schools.
They were exclusive (private) because of the travel and tuition fees involved.
In these public schools during 19th century sports/activities developed and became forerunners of sports we know today with rules, facilities and organised ways of playing.
Heavily involved in the organisation and promotion of sports.
Examples of these ancient schools include : Eton - Football, Harrow - Cricket and Rugby - Rugby
Explain Mid 19th Century Public Schools
Sport became an important element in public schools.
Dr Thomas Arnold, headmaster at Rugby school wanted his pupils to group as moral Christian Gentleman.
He promoted the link between sport and Christianity – muscular Christianity (meaning healthy body and mind).
Reduced violent behaviour and stopped bullying due to the fagging system being revised.
Promoted regular sports, which provided exercise and encouraged healthy competition.
What are the 4 important categories in regards to public schools
Promotion and organisation of sports and games
Promotion of ethics through sport and games
The ‘cult’ of athleticism (meaning, nature and impact)
The spread and export of games and the games ethics
Public Schools : Promotion and organisation of sports and games
WHAT did they have?
Time - boarders had time to play regularly
Money - fee paying, afford specialist facilities, equipment, clothing and coaches e.g. cricket coaches
Space - to build facilities (rural) e.g. pitches
WHO did they have?
Headmasters such as Dr Thomas Arnold
House captains and ex public school boys as game masters
HOW did they organise?
Promoted sport via inter-house and inter-school fixtures, increasing competition (leagues)
Structured games and written/codified rules
Could travel to inter-school fixtures
Public Schools : Promotion of ethics through sport and games
Ethics - ‘principles or rules that govern behaviour’
Headmasters encouraged sports due to the belief that they would build character and I still values such as :
Leadership - house captain giving a team talk and a role model for the younger boys in football
Courage - making a tackle against an older boy in rugby
Sportsmanship - helping a player that is down on the floor
Endeavour - trying hard to score a goal until the very last minute
Teamwork - working together to make a tackle in football or batting with a partner in cricket
Respect - accepting decisions of the referee
Public Schools : The ‘cult’ of athleticism
Cult - referred to the obsession/growing craze of playing sport
Athleticism - developing physical endeavour and moral integrity through sport
Impact of Athleticism
Encouraged effort over winning
Encouraged the development of codified sport
Encouraged to play with fair play and sportsmanship
Impact of Cult
Large amounts of time devoted to sport in schools to develop it
Developed leagues (e.g. house system created)
Ex-schoolboys spread the cult (through old boys network)
Public Schools : The spread and export of games and the games ethics
Many ex-public schoolboys set up National Governing Bodies (NGBs) that oversee many UK sports today such as the FA and RFU
Spread sport within Britain and abroad via TOP VIC
Developed leagues and competitions
Public Schools : Ex Public School Boys (TOP VIC)
T : Teachers - Promoting the importance of sport and teaching others their sport/games
O : Army Officers - Spreads sports internationally and increasing the morale and fitness of their soldiers (football/cricket/ abroad to British Empire)
P : Parents - Influence their children by sending them to the same schools
V : Vicars/Priests - Joined the church, forming parish teams. Joined missionaries travelling internationally
I : Industrialists - Factory owners, keen to start sports teams at work
C : Community Leaders/Politicians - Establishing local sports clubs and government roles (PE)
Public School Boys
Each boy had a version of a particular sport
The boys put their ideas together in a ‘melting pot’ and standardised the rules to games so all boys played the same written rules
This developed the sport and the nature of games, making them less violent in most cases.
CLEGITT (class) : 20th Century Britain (impact on society and sport)
Class divisions became more vague
Still a three class society, which dictated activities
Movement between social classes
Upper-class = hunting, rowing, shooting
Middle-class = rugby union, golf
Lower-class = association football, rugby league, boxing
