post industrial Flashcards
what were the three social classes?
- lower
- middle (earnt = professionals, factory owners, managers) + influential w/ rules + teams being formed = more time + money to play sport
- upper
describe professionalism + amateurism
- lower class individuals that were paid to take part/ had opportunities to compete in sport = paid to cover their expenses (only the best)
- upper class didn’t want them to earn a wage = thought they should play for the ‘love of the game’
- broken payments = compensated for missing work so paid to play
- upper class = amateurism (lots of time to play) - didn’t get paid as they already had lots of money
describe law + order in post ind britain
- no longer acceptable to destroy property in sport
- law mostly affected lower class = made by upper + middle class
- less violent sports
- less animal cruelty = got rid of animal baiting + cock/dog fighting = fox hunting not banned cus laws made by upper class
describe the availability of time in post ind britain
industrial revolution = increase in working hours for working class = 70 hrs/week (couldn't tell when days were over or not) - working class largely employed in factories = poor conditions + long hours
factory owners started realising/respecting the fact that if workers were more physically active/fitter/healthier = better productivity
–> given 1/2 day on saturday = factory sports teams
+ annual holidays = more leisure time
describe availability of money in post ind britain
- increased wages = increased disposable income for LC
- development of cheaper transport links + paid holidays
- more gambling + public houses (alcohol)
- LC had lack of education to understand the value of money
describe transport in post ind britain
- development of locomotion + railways:
- travel further for fixtures
- get players outside of local areas from other teams
- CODIFICATION rules became more generalised/regulated = communication
Railways:
- horses could race more often as they didn’t have to walk between horse racing fixtures
- english horses could compete against scottish horses
- racecourses opened up stations nearby
- opens up to more spectators + increased participation
describe education in post ind britain
- LC didn’t get see the value in education = money was more important from child labour
- UC had more access to education = didn’t wan LC to receive one
The Forster Act of 1870 gave rise to national system of state education = elementary schools formed but didn’t replace private schools or church run schools –> became free w/ the 1891 Education Act
education more accessible to lower class = able to understand more sophisticated rules
describe gender + changing status of women in psot ind britain
- women now played lawn tennis = long dresses + expected to play in a lady-like fashion
- expected to marry + have children = financially dependant on children (education pointless)
- schooling + access to education/careers limited
- teachers but low paying, not respected jobs
- shortage of men (war) = more rights for women
describe amateurism
- upper class (lots of time to play)
-
what was the influence of public schools on the development of sport?
- middle school went here = influential as made rules + governed sports
- exclusive to upper class = males (travel + tuition fees)
- Thomas Arnold (headmaster @ Rugby School) students grow up as moral Christian Gentlemen = introduced muscular christianity = revised fagging system + regulated sports into curriculum = created moral + ethical character while providing healthy exercise + competition = CULT OF ATHLETICISM
- fairplay, respect, teamwork etc..
describe the cult of athleticism
an obsession with the combination of physical endeavour, or trying hard + moral integrity or being honourable, truthful + showing good sportsmanship
describe how former public school boys exported and spread sports
from the public schools at home and abroad.
- The boys taking the games to university (and standardised the rules)/ became
teachers and took the games to other schools - The boys codifying the rules/ forming national governing bodies
- Some of the boys became missionaries/clergy and took the games abroad/spread
within their parish - Some of the boys joined the army/became officers and took the games
abroad/around the Empire. - The boys set up clubs/leagues in their towns/local communities/world wide/ taught
games to their children - They set up factory teams and leagues/ became industrialists and introduced
games to workforce. - Became community leaders/politicians and set up local teams/acts of parliament
describe some of the qualities + examples that boys would’ve developed through sport
- Leadership = e.g. Being the captain of the sports team would develop leadership skills or the captain
of the team would have to lead the other boys - Courage = e.g. To make a tackle against an older boy in rugby or to go into bat last when the score
is close - Sportsmanship/ fair play/honesty / (moral) integrity = e.g. helping a player up who you fouled or playing by the rules in a game of rugby
football - (Physical) endeavour = e.g. trying hard to score a goal in football to the very last minute of the game
- Team work = e.g. playing for your house/school enabled you to work with others in cricket
- Loyalty/ honourable = e.g. allegiance to your school/house cricket team/ pride to play for your school/house at
cricket - Respect = e.g. Accepting the decisions of the referee/ mutual regard for the opposition/ team mates
