post-industrial (1850-1900) Flashcards
social class (amateurism & professionalism
•Upper & lower classes still existed.
•rise of middle class (professionals, factory owners).
how social class shaped sport and pastimes
•Amateurism and professionalism associated with class.
•Amateurs were middle or upper class; they took part for the love of the sport and to test themselves, a more acceptable ethos at the time.
•Working classes still little time to participate, however, professionalism where existed was associated with the working class.
•Professionalism placed more emphasis on winning and financial gain and was a less acceptable sporting ethos.
gender characteristics
Society still male dominated but changing towards end of 19°
century
how gender shaped sport and pastimes
Middle class women were restricted by Victorian ethics (moral respectability and domesticity) which dictated their behaviour; lawn
ated tennis gave them some freedom to be athletic. Working class women had little opportunity to participate in sport. Towards the end of the
60
19th century, high male morality rate due to work conditions and wars,
9th male emigration, plus pioneers for female equality meant the role of Women moved away from just being a housewife and mother as they were needed in other roles in life, and this included schooling and involvement in sport and physical activity.
Availability of time and money
- upper and middle-classes wealthy and ample leisure time.
- working class typically had less leisure time and disposable income.
- changing conditions: shorter working week, Saturday half day.
- clearer distinction between work and leisure time.
- change of middle-class attitude to leisure.
- Numerous Factory Acts improved working conditions
- public park
- slight wage increases for working class
How availability of time and money shaped sport and pastimes
- upper and middle- classes more sporting opportunities for. ‘country sport’ fora upper classes. Golf, tennis for middle class plus football, rugby, athletics as means to test their character as ‘gentlemen amateur’.
- working classes less opportunities. Start of list industrial period long hours and discouragement from leisure and sporting pursuits by factory owners meant a decline in sporting participation from pre-industrial Britain.
- later in the post- industrial era, factory owners began to see benefits of leisure and sport - healthier, happy workforce more productive. Work teams/ organised seaside excursions.
- increase in number and access to public parks led to an increase in sporting participation.
- working class could also now afford limited leisure eg gate money to watch local football team.
Type and availability of transport
- huge development of railways network
How type and a availability of transport shaped sport and pastimes
The railways meant for sport:
- teams could travel further afield to play matches
- spectators could travel to watch
- agreed rules were needed (codification)
-leagues, cups and competitions were established
- Regional, national and finally international competitions were possible
- recreational trips were possible to the seaside/fly fishing in the Scottish highlands.
- horse racing become even more popular.
Law and order
- more civilised society
- police force established in London 1829 and became more widespread.
- RSPCA formed
How law and order shaped sports and pastimes
- society more ordered with violence less tolerated. Sports and games more controlled with less wagering - which reflected this.
- decline of mob games for more rationalised, codified games. Set, equal player numbers, sport specific clothing etc. Boxing gloves became mandatory when the Marquis of Queensbury rules were drafted in 1865.
- blood sports such as dog fighting banned however fox hunting (a sport enjoyed by upper class) still allowed.
education/ literacy
•Pre 1800s ruling class had little interest in providing education for the working classes in order to keep them subjugated.
•Working classes little interest in education as children could work increasing household income.
• More civilised and benevolent Victorian society looked to alter this.
•The 1870 Forster Act and 1891 Education Act led to compulsory education and a greater level of literacy:
• Fee paying schools long existed for higher class boys and later girls.
how education/literacy shaped sport and pastimes
•Working classes more able to process complex thoughts so could understand, enjoy and become involved in (performers and spectators) complex sports - participation rates rose towards the end of the era.
•Increased literacy led to rise of sporting press.
•Increased literacy another reason codified written rules became necessary, useful and so universal for all sports.
background of public schools
•Many sons of the upper and middle-class went to exclusive and expensive public schools (they were
called public because the children who went to them did not necessarily come from that area and boarded at the school)
•At the beginning of the 194 century, sport was not a major feature of public schools Due to boys being essentially left to their devices after academic lessons, a great deal of disorder existed
•bullying, children taking part in hunting, shooting etc. and the fagging system i.e. younger boys being used as servants by the older ones
•Thomas Arnold, famed Headmaster of rugby school was instrumental in reform and initially sport after school was a way to occupy the boys and keep them out of trouble
•However, it developed into a method of what was described as ‘muscularly Christianity’ or linking sport
(muscularity) to being a Christian gentleman
the public schools helped to grow and organise games as they:
•The concept of ‘Houses” were set up into which boys were placed, and from this regular House matches took place - staff became involved - House masters
•Public schools had a lot of money from the fees paid by the boys’ parents to attend - so could pay for
good facilities, equipment, coaches
• They boarded so had a great deal of spare time together - so could play and practice a lot
• Played prestigious matches against teams such as MCC (cricket)
• Both these factors made sport more significant so raised the standard
• Because boys did not all come from the local area also meant rules had to be standardised to allow competition to take place
• Had regular inter-house and then inter-school matches - again adding to the organisation of sport and the standardising of rules
the meaning nature and impact of the ‘cult’ of atheisticism
Because of the popularity of sport especially team games, the ‘cult of athleticism’ developed in public schools Meaning: the craze for playing team games
Nature: to play with physical endeavour (effort) and moral integrity (sportsmanship) - Encouraged effort over winning and to play with fair play and sportsmanship
Significantly, sportsmanship remained a fundamental ingredient of British sport up to the mid twentieth century.
