Topic 5: The factors leading to the emergence and devlopment of modern day sports Flashcards
What are the characteritics of mob activties/ popular recreation for the peasants?
Holy days/festivals Few rules and tactics Limited structure and organisation/no officials Participation rather than spectator sport Violent/physical force/no skill Lower classes/male Localised/villages Limited equipment/facilities
Characteritics of mob activties/ popular recreation for the gentry
Gambling Sophisticated More leisure time Rules and Tactics Facilities Equipment More streuctured and civilised activties
Describe the characteritics of mob football
Violence Peasants- Therfore representing teh feudla system of social classes Unwritten rules Natural facilities. Occasional Religous Men only
Describe teh characteristics of real tennis
Refined Game Skill based Upper class Civilised Non violent Complex rules Specilised facilities Frequent Men and Women International
What are teh characteristics for popular recreation for the Gentry
Gambling Sophisticated More leisure tie Rules Tactics Facilities Equipment
Festival games: When and what was it based upon?
Time for sport was limited to holy days in the middle ages
MOst games revolved around the religious festivals adn agricultural practices
Fetsival games in May: Whitsun
Who provided space
The church provided the sapce and time to play games and the games were often patronised by teh local gentry offering prizes and rewards
Boxing
Early fightin had not wrtten rules. There were no wight divisions or roudn limits, no referees. t was extremly violent
Blood sports
The sports were watched by both classes and also was wagered upon by both social classes
What was the peasants lifestly like between 1200 - 185 (medievl briatein)
Limited leisure time
Plenty of free space
Chruch holidays adn sundasy were days of leisure
Localised and traditioanl games
What is teh middle class adn what was tehir life like during teh Tuor and Stuart period 1485-1714
Consisting of skilled workers
Hunting was a popula sports (all classes)
Folk games in villages
Puritanims
Define puritnaims
Agaist gambling or wagering
What was life like during teh Hanoverian period 1714-1790?
All classes have some leisure time Pressure for sundasy to be a day of rest Large amoutn fo social disorder Codification began to develop e.g tennis and cricket
What were teh three social revolutions in teh early 19th centruy
The agrarian revolution
The INdustrial revolution
The urban Revolution
Outline teh agrarain revolution
Involved the gradual movemnt of workers fromt he countryside to the larger towns. Thsi was casued by:
The enclosure act by whch large plots of land were fenced in
Thsi created hardhsp for peasant farmers
The social costs were bad as poor farm labourers were useess, poor famers lost land, and the workign classes were often force to industrial urban area to find work
This was due to teh introduction of new farm machienry
Outline teh industrial revolution
Machienry was devlped and introduced into a factroy setting
Peasants moved to towns to work in factories
Factory work pay were cmmision based
Workers have limited freee time
There was a lack of space avalibale for sport.
Upper class did more complex games due to more mney and tehy were literate
Saint monday were a day of leisure
Defien saint monday
A day of leisure for workers, pay day was on Saturday and they had spare money for Modnay
Outline teh Urban REvolution
There was a significant increase in population, as industral adn cmmercially well placed towns grew in size
As a conseuqence of teh enclosure aci, many redundant famers adn farm labourers moved to industrialised towns and soon o be cities in order for work
Characteristics of teh industrial revolution
migration of the lower classes into urban areas — loss of space and overcrowding
• lack of time — shift from seasonal to machine work, leading to 12-hour days
• lack of income — low wages and poverty
• poor health — poor working and living conditions, lack of hygiene and little energy to play
• loss of rights — restrictions placed on mob games (e.g. mob football) and blood sports by
changes in criminal laws
What was teh agrarian revolution caused by
The emergence of a gentry clss
The encolusre of the countryside
The grwth fo teh methodist movemnt
The gradual increased significance of respectability in early victorian society
The gradual mechanisatoon of tenant farms
The effect fo early industrialisation on rational recreation
Limited space for pre industrial games to take place
Transport from towns to teh country was poor which deterred people from different countries to participate
Long working hours in factories decreased leisure time
Low wages low disposiable income for particpation in sport
Workers too tired for leisure actvity
12 hours workign day means that t was dark before and after work.
Machines began to control the amount of time spent at work
Oly sundays spent away from work
The effect of teh urban revolution on sport
Meant large populations movign into cities and towns where tehrre was a lac fo space fr recreation
Poor trasnport from towns to rural areas and lack of disposiable income meant that people couol not partica or travel for sport
Longer worker hours made oppurtunities for leisure difficult
What declined after teh industrial revolution
The influence of teh rural element fromt eh popualr recreatio era (social disorder violence, alcohol, church holidays) steadily declined after teh industrial revolution. Making way for a new era rational recreation.
How was sport caracteritised in the post industrial era
BY teh devlopment of codification
Improved conditions of work: The effect of industrialisation on teh devlopmetn fo rational recreation
Saturday half day allowed afternon sport
Shrter wrking week
Early closing movemnt by shop workers
Communcation: The sporting press was established
Transport: Better trasnport means more fixtures
Technology
Characteritics of popular recreation
Regulated National Universal COdified Urban Festival Respectable Regular Regulatd
The effect of education on rational sports
More people became more literate therfore rules adn tactics coudl be implemented which lead to less violent behaviour
The effect of trasnport systems on sport
Lead ot more fixtures being played outside of local area therfore more popel could participate in sportq
Pre industrial Britain characteristics
Rural countryside Soceity split into two social classes Women seen as weaker sex Miinmal law and order Only upper class educated Limited transport Religion strongly followed
Mob characteristics
Mass game with few rules adn equipment
Violent
Lower class
Animal baiting, hunting and fighting charcateritics
Lower class:
Upper class
Excessive gambling
No laws to limit violence or animal cruelty
Cricket characteritics
Plenty of spce dor cricket due to rural land Mostly upper class, different roles allowed lower class to play, but reflected their status: Gentry ameaturs: Batted which reflected their positions as priveldged class Lower class professionals: Took labourign role of bowling
Holy day characteristics
Range of events bringing whole village together.
Only free tiime for working class
seperate events for women including archery
Pubs
Name some social and cultural factors affectign partcipation in sport Pre industrial
Social class Gender Law and order Educationa dn literacy Availability of itme Avalibaility of money Type of transport
Social
Different classes took part in different activities and had different roles
Socail calss affected access to sports
The nature of some actvities reflected teh class
Gender
Lower participation for woemn
Different genders took part in different actvities
Sports that were nit aggresive or didnt require strength for women
Law and order
Many sports had limited rulesand regulaiton and rules were laclised
Nothing was illegeal
Education adn literacy
Workign calss could only play simple sports with limited rules Workign class had unwritten rules
Availiability of time
Lower-class had no time to participate due to long working hours
Lower-class = no energy after long working hours
Could only participate on bank holidays which there were few of
Short activities
Availibaility of moeny
Upper class could afford sport requiring expensive equipment and specialised facilities, or transport to get there
Avaibility and type of transport
Lower class had to play locally
Lower class sports couldn’t have leagues/cups
Lower class sports didn’t have standardised rules
Many upper class built sports facilities at home to avoid travelling on poor roads
Transport formed the basis of some sports
What were sports like pre industrial
Unlimited playing area Unwritten rules Violent Occasional Simple LOcal
What were sports like after teh industrial revolution
Specific pitches Specialised sport quipemtn Less violent Travel to fixtures Some coaching More rules due to education
Name all of teh periods
Meieval briatin
The tudor and stuart period
Hanoverian period
Chracteritics of public schools
Fee paying institutiosn for teh gentry
The fees helpd pay for teh devlopemnt of facilities
Rural locations and student boared
Sine sex
Free tie outside of lessons
Spartan and flogging
Endowed
Controlled by board of trustees
Dvided internally into boarding houses whihc becasme hub of games
These gaes reflected home ives of the bodys.
Againt sport(early 1800)
1800 onwards: sports encourged as a form of controlling boys in spare time
Thomas Arnold
Wanted studentsto be mora gentlema therfore promote reguated sports in order to control boys
Developed house system: where prefects organise and devlop sport for themselves and uner 16s
Created link between sports adn moral adn ethics
Atheleticism: Combination of physical endeavour and mral integrity.
Define muscular christianity
Healthy body and healthy mind to serve fod
What did public school boys do to mob games
Took the mob games of workign classes adn gave them ruls: fixed numbers, kicking only, time imits- this is aso known as rtional recreation
What are the three stges in public schools
Bullying and brutality
Dr Thomas Arnold and social control
Athleticism
Characteritics of stage one of
culture of brutal blood sports
All recrreational actvities organised by teh boys
Masters ruled with a rod in classroom adn didnt care what boys did outside of class
Melting pot
Imposed discipline by masters and hooligan behaviour was norm
Thsi era was instituationalised popular recreation
Characteritcis of stage 2
Thomas arnold wanted ot produce christain gentlemen and to prech good moral bhviour.
Muscualr christianity
Combination of godliness and mnliness.
DR thomas arnold characteritics: How he brought about muscular chirsitianity
Used games as a ay to stablish socail control on boys
More trusting relaitonsips with teh sixth form
Master took roles as mentors
Games kept boys out of troube
The growth of teh house system in pubic schools ecnouraged team work amongst boarding houses
There was regular pay on an inter house basis
Technical devlopments increased orgnisaton, strcutrue and regularity of play
Melting pot
Public school boys move onto eitehr oxford or cambrdige
Take the sports tehy devloped with them
Cannot organise leagues, fixtures tournamens with so mnay different rules so sports codified.
Indivual scoo rules ere put into melting pot and the best adn appropriate rules were selcted. Lead to devlpment of fotball rugby, tennis etc d teh establishemtn of the national governing bodies
These can the overse and govern spors
Link of public schools with the industrial revolution
Sports codified by upper classes, so they put in ameature ideal into sport (no payment, respect, fair pay)
NGBs set up an run by upper classes- ameatuer ideals
top or limit teh working lcasses access t sport to protect them and keep them for themselves.
However, industrail revolution, changes this attite, schooling for all (better educated society, emancipation of women (more tright dn access to sport and education), work teams, church teams and better tranpsort etc
Stage three: Athletisicm characteritics
Mellowed buildings (more aesthetically welcoming) rther than harsh school building
Magnificnei fields to play games on
The wearing of caps
Theawarding of shools to wrothy people
Rues were ffollwed, fair play and sporsmanship
Links to muscuar chirstianity
Roles of team games in preparing public schoo boys for leadership
Captains in sport then captaisn in inudtry Making descions Ledaing by exmaple Testing temperman Testing courage and braveyr Organisational exepriences through committees Teamwork Loyalty to a team
hat were the older childrens role in public schools
To order the oyunger chilrdren around, tech tehm repect etc howver this ead to bullying
What were teh activties duign teh public schools in 19th centruy
Mob games
What happned before Thomas Arnold took action
Bullying Gambling Poaching Hunting Tresspassing Therfore putting bad reputation on schools and upper calss people
How ot improve social control
Via rational recreation
Defien rational recreation
Giving mob games rule and regulaiton
Regular
Giving people roles adn responsibilitys
Makign these sports and games respectabel due to upper class playing them
Regional due ot trasnport avalibailty to upper class poeple
How did public schools improve
Atheltisicism reached cult proportions Increased master involvemnt Cristian gentlemen Srucured inter hours Moral integrity adn sportmanship
What are activties sucha s Eton, Charterhouse and Rugby teach teh public shcool boys`
Discipline Follow rules Courage Fair play Honour Integrity Competiive
Codification
Universal rules to allow tournament,cups and leagues to be orgnised. Also sets up national governing bodies e.g FA, RFU, ECB (ex public shcool boys) wehn making rules for sports.
Influence of the english of public schools: HOw do sports pread from upper class to working class to around the world
What ex public school students did after univesity
Army: Officers, not soldiers (As officer travel the world, they would take their sports taht they learned form university, they woudl teach tehm sports to improve theri discipline and fairplay just as teh were taught from school. Popel forom different countires copied teh sports)
Chruch: These woud set up sundy school teams to make tehm more fit and lead to muscualr chirstianity (atheletiscim)
Teachers: Teach sports to next generation
Industry: Going to set up works teams,leagues. Give workers physical fitness
Improve efficnecy of workers
Politicians: Provide facilities
Social reformers: Introduction of public baths and parks more space for sport.
1/2 days saturdays more time for actvities.
Codification: Universal rules, leagues, cups
National governing bodies: Leagues, cups and strcuture
Pathway
mob games – rational recreation – university – codification – NGB
One of teh bigges timpacts of publi schools
Modern olympics Based on publi schoos idea of sports such as: Sportmanshp and fair play Athletcisicm: Phsycial endeavour and mora integrity Codes of conduct Taking part more improtant than winning No prize moeny-amaeuers only Self discipline Naturlal ablity: No drugs
What led ot muscualr chirstiantiy
It was arnolds reforms, with their emphasis on sport fair play and teh system of allocating repornsibility to boys that led the public schoool system owards the muscualr chirstianity ethos
How did the codification of sport emerge
Organised sports first began to appear in public schools- at first they were disporved by teahcers. Howver as teh games became more devoped it was recognised that educational objectves adn morality could be passed on through participation in sport. Organised and stcrured sport therfore beacme a feature of ll public schools. The main sports played initially were football adn cricket. These activties were physicaly demandnign and relieed on cooporation adn leadership which were more desirbale
How did codification emerge
Codification ivolved teh cretona dn maintanenance of a set of national rules. The devoping transport system emant that tems and individuals could now travel out f local ara dn copete internationally. Thsi highlighted th problems with local version of gemaesa dn local rules. Regular play and written codes, devloped within public schools, evolved as senior boys continued wih sports at univetisty, and conitnung to econurage atheletisicm in their old school an in aeteru sport
In most cases, each sport were appointe a national governing bod hich standaridesed teh rules adn organistaion of sports. These NGBS then beagn to devlop more fixtures and competitions
Characterisics of amateurism
No financail gain regualtion
Funding and sponsorship were allowed for teh achievemnt of success
How did sport slowly imrpvoe during urbanisation adn indutrialsation
The 1847 fctories act reduced working hours to 10 hours, slightly more time for leisure actives tehrfore encourging growth of fctory teams
Leanring becqame more avaiabel for poorest people, hecne
How did sports imrpove in the mid ninteenth ceutry
Health adn hygiene improved
More time for sport owing to teh factory acts adn satudray half day
Developemt of new middle cass chaged ways of behving and playing sport- it became ore acceptable and respectable
Influece of ex plubic shchool boys via, industry and church
Vlues of athletsicim
Industriak patronage led to provisin for recreation and spor- factroy teams were set up
Improved trasport
Cheaper trasnport
Urban industrial factors that influecned teh devlopemnt of rational recreation
The masses needed entairting
Lack of spcace avalibefacotries
Factory owners set up teams and provided facilities
Wages gradually increased
More free time avaiabel e.g staurday afternoons
Devlopemnt of railways
Th trasnport revolution
Railways increasd participation oppurtunities adn spread interest in sport
FAster trains means pooepl travel furtehr giving more time for sports mathches
Soectators follow their teams to away matches adn regular fixtures devloped
The influence of teh church
Sunday school teams encouraged social control thorugh civilised activties.
Imprvoemnt fo morality
Muscualr christainaity
How ninteenth cenutry english schools adn public shoo old boys infleudnce teh spread of rtional recreation around the globe
Set up NGB: Codification, standarideised rules for different sports, set up competiions
As indeustarialists, provide faaiclities set up work teams
As missionaries ofteh church: Encouraged spot, spread it on their travels aroudn teh world.
As officers: Toook part in sporte and spred it through =out teh engish empire
Reasons for th fortion fo NGBS
more teasm/clubs were forming
More fixtures wre required for teams to compete in
Rules/codification for different sport requried
Mintaiannence of th metrue ideal/control fo spot among teh middle upper classes was desired
Purpose of NGB
Increase grass root priticpation Developelite performers Organise strcued competiotins Set rules adn regukations Devlop and train coahces Attract sponsoprhsip set up whole psort plan
Whole sport plan
Includes: how to devlop grass root How to produce mroe elite athelets How and who to win medals at future championships years plan
Three reasons for teh establishment of teh national governign body in teh latter half of teh 19th century
Transport The railway network allowed travel across a wider geographical area therefore requiring agreed formal structure. This allowed towns to compete against other towns. (2) Education The increased literacy rates enabled a wider population to understand a common set of written rules (2) Urbanisation The decrease in available space led to the need for a common set of dimensions for areas of play and to accommodate spectators (2) Law and order The government legislation reduced the amount of acceptable violence and led to the need for safety considerations in physical activities (2) Oxbridge melting pot Oxbridge students, who were ex public school boys, brought public school games together with different rules requiring common codification (2) Factory teams The growth of factories and “free time” led to the need for common competition regulations (2) Press Popularised sporting events. Newspapers could print reports, leagues and fixtures from national sports fuelling the need for NGB’s to administer their sport through formalisation of rules and regulations (2)
Explain the effects of the Industrial Revolution on recreational activities.
Urbanisation led to limited space for
recreation and play therefore leading to
defining specific playing spaces e.g. size of
pitch.
● Transport enabled people to travel and
play so a common sets of rules were
needed.
● Oxford / Cambridge melting pot of the
rules of local games
● Industrialisation led to a need for an
educated work force which helped the
recording of rules
● Regular working hours increased the
chance of regular fixtures and leagues
● As transport links developed inter town /
city rivalries grew
● More laws were introduced to regulate
urbanised society which were mirrored in
sport.
● Workers needed a release from industrial
hardship so sought recreational pursuits /
rise in ‘spectatorism’ on a weekly basis so
led to Saturday afternoon being given over
to leisure / sport.
● Factory owners keen to support ‘works
teams’ through providing financial backing
and space.
● Technological advancements gave rise to
specialist kit/equipment
Advanategs of competing for corporation rather than geographically based teams
Higher investments from corporations/high wages for players Enhancement of product design for corporations which raises standards Supporters associate with image as opposed to geographical location Supporters can follow top level sport even if it is not in close proximity to where they live Increased financial support Supporters can follow performers rather than teams Develops player loyalty Global events attract a wider audience/sports spread across world increases popularity and profile Increased investments from TV and sponsorship/bigger prizes Attracts the best performers Best coaches/training facilities/venues Prize money increases Venues e.g. Etihad constructed to hold more supporters and provide more entertainment
Outline two advantages and two disadvantages of competitors performing for
corporations rather than countries.
Allows teams to recruit top performers irrespective of nationality so raises standards/larger gene pool Removes nationalism and allows spectators to follow any team Sponsorship can come from any company with no national ties Potential for performers to earn large reward / salary Performers can switch or move from team to team Traditional divisions between countries can be set aside / ignored Disadvantages Performers and teams have no national identity that binds them together other financial/personal glory Fans lack the passion seen when supporting their club/national team Corporations dictate to team otherwise withdraw funding Corporations ‘faceless’ no affinity with fans Competitors not solely tied to corporation / hold national flags on winning podiums / national anthems played Corporations may have a negative image – Red Bull
How has the parlympics helped disabled athlete
Emphasize athletics achievments of the participants rather than their disability
Outline how parasport devloped
Sport was importnat for reeductaion and rehabilitaion of people with a disbality, particularly after a traumatic event, teaching independence and raising motivation and morales
How has sport for teh disabled improved
Providing more oppurtunites for success e.g paralympics
Increased investemnt in disabled sport
Proviing trasnprt to facilities, improvment in access
Improved tehnology e.g prosthetics
Inreased media coverage
more role models o reale adn inspire to
setting up more clubs for teh disabled
Educating peple on myths and sterotypes of diabled people adn challengin gnegative attitudes
Desinging atvities for teh diabled
Specalisst organistional suc as teh EFDS to suppor adn coordiante the delvopment of sporign oppurtunities
increased number of specialist coahces
Social acceptance of diabled athletes
Rise in game provisions- invictus games
Disabled pt 2
Social Acceptance of disabled athletes as sports performers – equal
with able-bodied
• Rise in games provisions – Olympic Movement/Invictus Games
• Increased media coverage/support
• Legislation to limit discrimination
• Greater social acceptance of disabled individuals as equals
• Increased technology enables participation – prosthetics
• Rise in funding from NGBs enable full time disabled athletes
• Other associated bodies/groups - The English Federation of
Disability Sport/National Disability Sport Organisations
• Diversity in sports –blind football/deaf
• Role models – David Weir/T.G-Thompson/
• 11 million people in Uk now have a disability – not uncommon
• Performances across a range of sports / disciplines with world
records continually broken/closer to able bodied
• NGBs obliged to promote opportunities/social equality
• Athletes have to undergo testing to prove their disability
• Major championships are still split into able bodied / disabled e.g.
Olympics – Paralympics
• Some examples where disabled/able bodied have competed with
and against each other
Barriers of particpation of women in sport
Too many sports are still considered male only
- Women are often not allowed to compete with men, even in snooker, where physical factors are not relevant
- Poor media coverage
- Less sponsorship
- Less prize money
- Fewer role models
Name some barriers to partipaiton for disabed people
- negative self-image/lack of confidence
- relatively low income levels; costs of participation such as membership fees and transport costs etc.
- lack of access in and around facilities, e.g. facility front desk is too high for disabled individuals to communicate with, doorways are too narrow, ramps do not exist within areas of a facility
- lack of organised programmes
- low levels of media coverage/few role models to aspire to; leads to a lack of information available
- lack of specialist coaches/specialist clubs/competitions to access; lack of adapted/accessible equipment
- myths/stereotypes about the capabilities of disabled people; lower societal expectations; safety concerns — disability participation has traditionally been considered dangerous
Names some barriers of partipcaiton to women
Sterotypes: Sports only for men such as weaker phsyically, less skilled, less competive, less interretsd
Insecurities
Class
Age
Race
Disability
Provision such as facilities an finnclial aid
Esteem: status adn media coverage
Equal oppurtunity: Partcipate, ecel, choice and career
How has sport for women improved
There are more sportign oppurtunities for women suhch as soccer adn boxing
Ldies soccer increasing inpopulaiton as not met with prejudice anymore
Work of specialist agencies for women sport: These agencies aim ro promotsport to target groups adnd to edcate about hese target groups, in order to break down barriers to particaption and progression in sport.
WSF aims to promote spor and mtivte women into participation through best practice
What limits partipation for women
oppurtunity: Lack of time adn childcare: Have ess leisure time han men due to sterotype of taking care of children adn housework
Lack of moeny: Due to gender pay gaps women earn ess moeny than men therfore cnnot pay for club membership or equipment
Lack of trasnport: particularly for women with youn g children and disabled and livign in rural areas.
Perosnal safety: People couldbe subect to racism. Poepl with disabilities become target for bullying
Lack of access to facilities: Often sports halls priroties men who can choose when tehy can use teh sport facilities, hwoever women have to settlewit less coveninent imes. Partcualry limites to girls with disabiities
Funding: Woemns sports less funded than mens and ess attraction of sponsorships
Parent and adult influences: Negaive comments form coach adn parents
Esteem: Lack of self confidence and body confiedence adn lack of media coverage and role models
Provison: Faciltiesa dn financial aid
Esteemm: Media coverge and social status
Socail adn cultural barrier rto sport for women
The mae dominated culture of sport: Traditioanlly it was seen s a sprot for men
Attitudes and prejucdice about sexuality: Women fear tht they would be seen as too masculine. Homophobia
Attitudes and preejudices about disabiliy: Women sufering form diability re more likey to not partipate thnan without. Multiple reasons physiclly innaccessable facilities, coaching staff who do not knw how to adpat teaching, lack of role models
Ethiniccty: racism
SExual harrassment
