Physical Ecudation, Historical studies

• • Popular recreation:
  • Local: Limited transport communications
  • Unwritten rules/simple: Illetracy, no NGB's only played locally
  • Courtly popular: Pre industrial britian was predominantly a two class socity, based on the feudal system
  • Irregular (occasional): Free time for recreation on Holy days and annual holidays
• • Cruel Violent: Reflecting the harshness of eithteenth century and rural life
  • Rural: Before the industrial revolution, Britian was agricultural
  • Occupational: Work often became the basis for sport
  • Wagering: A chance to go from rags to riches or too show off
  • Simple: Lack of technolighy, purpose-bily facilities

• Eighteenth Centry (1700-1800)
• Associated with lower class's ie.peasents.
• It reflects the socity, life and time in which it wxisted.
• Diffent class's rarley shared activities apart from **** fighting ect. And when upper class's where patrons to sports or wagerd
• Class and gender where vital factors for affecting opportunities for participation (affected by Oppotunity, provision, esteem)
• Activites for upper class's were often sophisticated, expensive for lower class's however for lower class's activities were often simple, accesable and inexpensive
• Church: The puritian ethic gave way to the work ethioc whereby leisure pursuits were acceptable pnly in that they restored people for work.
• 18th Century life: Tough, pub was centre of village life, badger baiting/ bare knuckle fights, Landlords often provided prizes and primitive equipment, sports used pubs as base
• Direct link= festivals,illegally staged fist fights, blood sports, e.g. Cricket was designed as for all class's and the ECB stress's it is till that way

• New middle class became dominant
• Rural peasents had migrated to towns finding work in factories
• Industrial revolutions. agrarian and urban revolutions
• Massive changes to farming resulting in less jobs

First half of the 19thC

• Emergence of a poewfull, wealthy middle class
• Industrialists employed large workfources
• Rural jobs became harder to find as the use of new agriculture machinery became more extensive
• Cities were overcrowded, with rented unhygenic rooms
• Poor living conditions, regular work patterns and excessie work hours took hold as peoples space, energy and time were eroded.
• A new culture of respect and new surrounding sore games adapting and now festivals
• New culture of respect and moderatione ie.RSPCA
• Railway

• Fair play: Public School influence
• Amateurisim: Class structure/ spectatorism
• Control of gambling: Increased law and order
• Exclusive/elitist: Social class and gender discrimination

• Purpose-built facilities: Technological advancment
• Urban/ suburban: The revolutions
• Codification/administration: Buisness and administration: Business and adminstration skills/ ex-public school boys
• Regular: Increased free time and improved transport
• Regional/ national:improved
• Respectable: middle class influence

The second half of the 19th century

• Improved oppotunity and provision, dur to reform and improvement and inc. freedom
• Earnings improved, work hours were reduced
• Industrialists wanted as healthy work fource so offerd social, sporting recreation
• Annual excersion trips to the sea side
• Codified games such as rugby football came from Ox
• Municipal parks and urban swimminig baths for lower class's.
• Improved transport and communictaions were the greatest causes of changes to sport.
• Increased chance to take part and watch
• Able to take people further
• Therefore standardised set of regulations and rules
• Class determined income, housing, lifestyle and sporting oppotunities
• Saturday half day and early closing movement.
• Parliment wanted to reduce working hours especially in shops
• Between 1870-1890 most workers have been given their half day of freedom on saturday afternoon
• 1890's a paid weeks holiday was common

Clarnedon report: To enquire into the nature and application of the endowments,funds and revenue belonging to or recieved by the colleges

• Boarding:Time available which was increasingly spent playing games
• Expanding: As numbers increased houses were wjich became the hub of games
• Endowed: Well endowed schools that recieved large gofts of money or property could build facilities and employ more assistant masters and coaching professionals
• Non-local: A great varity of regional games were adopted and adapted by individual skills
• Gentry: influential families brought status and money and influenced the tyoes of activities brought into schools.
• Boys: Great energy and enthusiasm to be channeld into games
• Spartan:Harsh treatment and living conditions prepared boys for the rigours and competitive sport of adult life
• Controlled by trustees: Trustees were influential people keen to promote the school, so keen to incest in sporting success.

• Schools were institions in their own right
• Public schools reflected changes that were happening in socity
• By mid 19th Centry the RSPCA was succefully reducing cruelty, police and changing manners and tastes reduced bare fist fights
• Headmasters were keen to be seen as enlightend,
• Stage one (early 19th C)= Boy culture,bullying,brutality
• Stage two (Mid 19th C)= Dr. Arnold, social control
• Stage three (late 19thC)= Atheltecisim. spread of team games

• Brutal, to such extremes as blood sports and bare fist fighting
• "Boy culture" reflected coonfrontational behaviour of the french and American revolutions
• Absence of plice fource ment unrest was delt with by the army
• Recreational activities organised by boys for pure enjoyment and to relieve boredom
• Masters beat children and couldnt give a toss outside lessons
• Increasing number of upper class boys enrolled in preparatory schoold bringing theor customs
• "Melting pot" = Varity of areas were mixed and moulded into schoolboy games that were to become future traditions
• Expansion of house system and more social control
• Games and sports would ultimatly provide the medium for social control
• Instutional popular recreation, with activites ranging from childlike(hoops) to barbaric(Bare knuckle fights)
• Cricket, the rural game already codified and played by both classes was immidatly adopted by the schoold while fox hunting was adapted to hare and hounds

• Time of change both in socity and at large in english public schools.
• Transport and communications were dramatically developing.
• freedom and wild escapades of stage one became more and more out of place.
• Dr Thomas Arnold: Headmaster of rugby, become obsessed by the immortality and sinfulness of boys and was determined to reform them
• Arnold used games as a vehicle for establishing social control
• Used church to establish a moral code (muscular christianity)
• More trusting and sympathetic relationship with sixthformers to become role models
• Masters gradually adopted roles of mentor and guide
• Games of interhouse/interhouse cricket kept boys out of troubleas they were snet to bed exhauseted.
• Muscular chritianity is a combination of godliness and manliness
• Games were reformed along with the schools in whicg they existed
• Schools and their games grew in status as they opend themselves to reforms
• Growth of house systems
• restrictions on bullying on brutality
• games to achieve social control

• Magnificent games feilds were symbols of athleticism- the combination of physical endevour with moral integrity.
• Specialist facilities such squash courts.
• Land was bought and schools re-located purpously to aquire more spce for team games
• Games no a longer a vehicle for social control but as a vehicle for developing the character or the boys who played them.
• The second melting pot was begining to operate ie. the mixing of games and traditions from a varity of schools and universitys,
• The impact of games- playing oxbridge graduates returnuing to their schools as assistant masters was important

Ex public school boys became:

• Teachers: Often at school they studied at
• Industrialits: Keen to spread the values of athleticism to their workfource
• Parents: Influencing their own children, often sending them to their old school
• Community leaders/ politicians: Perhaps in local government or donating money to the town
• Community members: Establishing, running and playing for locaql sports clubs
• Army officers: Increasing the morale and fitness of their soliders taking british games abroad
• Vicars/priests: Supporting their parishners in the formation of youth clubs and parish teams

Football