Section 3: Sport And Society Flashcards

1
Q

What are the social benefits of increasing participation in sport?

A

Happier, more positive outlook on life that makes you more approachable to others
Improved confidence/ self-esteem in the company of others
Improved communication skills
Form friendships with people with similar interests

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2
Q

What are the fitness benefits of regular participation in physical activity of sport?

A
Improved posture
Improved flexibility 
Improved cardiovascular fitness 
Improved reaction time
Improved speed/power
Improved body composition 
Improved muscular strength
Improved agility/balance
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3
Q

Explain the differences between the gentleman amateur and working-class professional and the impact these had on their participation during this time.

A
  • wealth, gentleman amateur had more money so had access to more activities to participate in/ working class professional did not
  • time, gentleman amateur had more free time so had the opportunity to participate in more activity/ working class professional had longer working hours
  • commitment, gentleman amateur didn’t have the desire to improve performance so wouldn’t train/ working class professional committed to do well so trained
  • morality, gentleman amateur had higher morality so participation had greater emphasis on taking part and fair play/ working class professional had lower morality and participation was win at all costs
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4
Q

What are the characteristics of life in pre-industrial Britain?

A
  • communications and transport were limited
  • illiteracy: lower classes uneducated with little ability to read or write
  • cruel or violent lower classes
  • upper class lived in comfort and luxury
  • limited free time for as work based on land
  • free time dictated by agricultural calendar and lower class worked very long hours
  • class divisions clearly existed (2-tier)
  • people lived in rural areas
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5
Q

What are the characteristics of popular recreation in pre-industrial times?

A
  • occasional and restricted to annual breaks in the agriculture calendar
  • local and specific to each community
  • used natural resources available e.g. open land for mob games
  • rules were basic and applied to specific communities
  • aggressive and male-dominated
  • wagers placed by upper classes
  • some activities were functional e.g. footmen
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6
Q

Define mob football

A

an unruly form of football played by the lower classes

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7
Q

Define real tennis

A

upper-class activity of the time, with strict rules and moral code

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8
Q

Why was mob football banned?

A
  • violent + unruly in nature
  • led to injury + death in extreme cases
  • led to damage of property
  • involved gambling/wagering
  • linked to alcohol consumption
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9
Q

Name the characteristics of real tennis

A
  • courtly and royal
  • played by upper class males
  • complex rules
  • played to a high moral code
  • played on a regular basis
  • expensive, purpose-built buildings
  • specialist equipment e.g. racquets
  • non-local
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10
Q

What is rational recreation?

A

in the 19th century, these were sports pastimes for lower classes designed by the middle classes to be well ordered, organised and controlled

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11
Q

Who was Dr William Penny Brookes?

A

the founder of the Wenlock Olympian Games in 1850 and campaigned for PE to be on the school curriculum

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12
Q

What did the Wenlock Olympian games entail?

A

mixture of athletics, quoits, football, cricket, running + hurdles.

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13
Q

Define the industrial revolution

A

occurred during the mid-18th to mid-19th centuries and marked a change in Britain from a feudal, rural society into an industrialised, machine based, capitalist society, controlled by a powerful urban middle class

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14
Q

State the initial effects of the industrial revolution in the first half of the 19th century

A
  • migration of the lower classes into urban areas
  • lack of leisure time
  • lack of income
  • poor health and hygiene
  • loss of rights
  • lack of public provision
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15
Q

State the effects of the industrial revolution in the second half of the 19th century

A

-improved health and hygiene e.g. public baths
-gradual increase in waged and more time for sport e.g. Saturday half-days
-development of new middle class e.g. now sport played to a high moral code, strict rules, leagues and competitions
-influence of ex-public schoolboys
-values of athleticism spread to lower class
-industrial patronage e.g. factory owners becoming
patrons of sport and setting up factory teams
-improvements in transport and communications e.g. via development of roads and steam trains
-became cheaper to travel

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16
Q

Define urbanisation

A

large numbers of people migrating/moving from rural areas into towns and cities, seeking regular work in factories

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17
Q

What are the key features of urbanisation that contributed to the development of sport?

A
  • lack of space
  • large working-class populations, needed entertainment
  • loss of traditional sports, mob games banned
  • change in working conditions
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18
Q

State the key ways in which the development of the railways contributed to the development of sport

A
  • movement of teams/spectators
  • improved access to different parts of the country
  • cheaper train travel
  • improved access to the countryside
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19
Q

Define social control

A

social control is the way in which people’s thoughts, feelings, appearance and behaviour are regulated in social systems

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20
Q

What is codification?

A

the gradual organisation and defining of the rules

21
Q

How did the middle class support sporting developments during the 19th century?

A
  • codification
  • competitions
  • public provision
  • increased leisure time
  • move to ‘professionalism’
22
Q

What are the ways that sport spread through the British Empire?

A
  • teachers
  • factory owners
  • clergy
  • officers in the British army
  • diplomats
  • formed NGBs
23
Q

Why did NGBs develop in England?

A
  • sport increased in popularity
  • more teams and clubs forming
  • more national and international fixtures
  • leagues and competitions required
  • requirement of nationally agreed rules + codification
  • maintenance of control of sport among upper/middle classes
24
Q

Define public provision

A

local council provision of facilities for the masses to participate in

25
Q

Name the characteristics of rational recreation

A
  • respectability
  • regionally and regularly played
  • strict rules and codification
  • referees/officials
  • purpose-built facilities
  • skill/tactics based
  • fair play
26
Q

What is the amateur and professional code

A

amateur code stresses that sport is played purely for the sake of it.
professional code places more emphasis of winning.

27
Q

Define the term amateur

A

a person who plays sport for the love of it and receives no financial gain

28
Q

Define a professional

A

a person who plays sport for financial gain

29
Q

What are the values of amateurism?

A
  • ‘manliness’, robustness, striving and physical endeavour
  • appreciating the value of health and fitness
  • appreciating the value of rule-regulated activity
  • high moral integrity
30
Q

What are the characteristics of a gentleman amateur?

A
  • respected member of society (public school background)
  • social elite, wealth and time for sport
  • training frowned upon
  • participation of sport was character-building
  • natural talents used to play a range of sports
  • played to a high moral code
31
Q

Give examples of playing sport to a high moral code

A
  • immediate acceptance of the rules and refereeing decisions
  • showing restraint in victory
  • referee deemed unnecessary
32
Q

State the positive effects of amateurism

A
  • elite sport dominated by upper and middle classes
  • amateurs held higher status than professionals
  • adhered to code of ethics
  • belonging to the social elite so could afford to play in free time
  • participation more important than winning
  • played to clearly set rules
  • ‘all-rounder’ viewed with high regard
  • elite performers of the 19th century
  • admiration by the new middle classes
33
Q

What are the key features of early 20th century amateurs?

A
  • high status
  • controllers of sport
  • top performers
  • highly moral
34
Q

Key features of modern day amateurs

A
  • lower status than professionals
  • some high-level performers still not professional e.g. gymnasts
  • blurring of amateurism and professionalism
  • top level performance open to all
  • some receive finance for training expenses etc, e.g. national lottery
35
Q

Positives of modern day amateurism

A
  • codes of amateurism still present e.g. fair play and sportsmanship
  • amateurism viewed positively and promoted e.g. fair play awards in football, shaking hands, Olympic ideal based on amateurism principles
  • sports maintained amateurism e.g. calling ref ‘sir’
36
Q

Give the factors responsible for the growth of modern day professionalism

A
  • all classes can compete
  • people respected for their talents and efforts in reaching the top
  • high rewards for professionals
  • more time to train so higher standards than amateurs
  • increase in financial rewards through celeb status, more media coverage + investment in sport
  • positive role models act as motivators
  • more money invested into sports
  • more spectators due to easier travel
37
Q

Give reasons for the growth of Association Football

A
  • urbanisation= gave captive audience and facilities built
  • increased leisure/free time
  • more disposable income
  • improved transport= development of trains
  • increased professionalism= broken time payments increased opportunity for professional jobs
  • social class links= more respectability given by middle classes
  • increased organisation= ex-public boys set up FA in 1863
38
Q

What socio-cultural factors led to an increase in women’s football?

A
  • equal opportunities, sec discrimination act passed
  • increased media coverage
  • more female role models
  • more provision via school PE programmes
  • increased approval by FA
  • more clubs forming
  • increased participation via more funding
  • more free time
39
Q

What are the key features of lawn tennis as it developed in the industrial/post-industrial era?

A
  • middle-class intervention
  • played by middle class
  • organised by middle class
  • use of specialist equipment
  • use of standardised rules
  • played by males and females
  • public provision
40
Q

Define the open era

A

when professional tennis players where allowed to compete alongside amateurs and earn money

41
Q

What is media?

A

an organised means of communication by which large numbers of different people can be reached quickly

42
Q

Define the golden triangle

A

refers to the relationship between sport, business and media

43
Q

Identify the aims of the Wenlock Olympic Games

A
  • form Olympian class
  • promote moral improvements
  • promote physical improvements
  • promote intellectual improvements
  • targeted at people in the town and neighbourhood or Wenlock
44
Q

What are the benefits of sponsorship to companies investing large amounts of money into sport?

A
  • increase in publicity/media coverage=increased sales/profit
  • linking the company to an elite athlete=adds value to a brand and creates an association with a healthy image
  • decreases tax paid by the company=due to tax relief afforded on money donated as sponsorship
  • company provided with tickets=helps build relationships with customer and client
45
Q

Define society

A

an organised group of people associated for a specific purpose or with shared common interests

46
Q

Define socialisation

A

a lifelong purpose where members of a society learn its norms, values, ideas, practices and roles in order to take their place in society

47
Q

Define primary socialisation

A

socialisation during early childhood through influence of immediate family

48
Q

Give examples of the national partners Sport England work with

A
  • Activity Alliance
  • Sporting Equals
  • Women in Sport
  • StreetGames
49
Q

Define the main concepts of social action theory

A
  • considers how sport can impact a society
  • society is created by social interaction
  • by interacting with others, people create organisations e.g. schools/clubs/campaign groups
  • these organisations influence a society
  • interactions lead to change in the social processes that exist