PE - History - Flashcards in A Level and IB Physical Education

characteristics of popular recreation

natural // local // simple or unwritten rules // cruel or violent // occasional // courtly or popular // rural // occupational // wagering

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effects on skill and health for the upper class of bathing and swimming in popular recreation

likely to increase skill and health

2 of 100

effects on skill and health for the upper class of athletics in popular recreation

pedestrianism required skill and would need and increase physical fitness and thus health

3 of 100

effects on skill and health for the upper class of football in popular recreation

involvement is unlikely and so there is no impact

4 of 100

effects on skill and health for the upper class of cricket in popular recreation

outside and active during summer months so a skillful game with potential to improve health

5 of 100

effects on skill and health for the upper class of real tennis in popular recreation

a skillfull potentially health enhancing game for the elite

6 of 100

effects on skill and health for the lower class of bathing and swimming in popular recreation

key functional role for hygiene and likely to increase skill and health

7 of 100

effects on skill and health for the lower class of athletics in popular recreation

pedestrianism required skill and would need/increase physical fitness

8 of 100

effects on skill and health for the lower class of football in popular recreation

mob football was forceful rather than skillful. could be harmful with severe injuries and fatalities

9 of 100

effects on skill and health for the lower class of cricket in popular recreation

outside and active during summer months so a skillful game with potential to improve health

10 of 100

activities for the upper class in pre-industrial britain were ....

sophisticated / expensive / rule based/ dress code and etiquette / distant due to travel opportunities

11 of 100

activities for the lowerclass in pre-industrial britain were ....

simple / accessible and inexpensive / simple and unwritten rules / violent and uncivilised / linked with occupation / local

12 of 100

characteristics of rational recreation

purpose-built facilities / fair play/ amateurism or professionalism / control of gambling / urban or suburban / exclusive or elitist / regular / respectable / codified and administrated / regional , national and international

13 of 100

social features of pre-industrial britain

seasonal time / limited transport and communication / illiteracy / harsh rural lifestyle / 2 class society / uncivilised due to lack of policing system / lack of tchnology

14 of 100

social features of post industrial britain

machine time / improved transport and communication / business and administration skills / civilised lifestyle / emergence of the middle class / industrial / increased law and order / technological advancements

15 of 100

view of the church in the nedieval period and puritanism

church opposed many popular sports / the puritans were against the spontaneity and freedom of traditional sports and pasttimes / believed that only the prayerfull, sober andquiet people would be saved

16 of 100

view of the church from the 1700 to 1850 and protestanism

in the 1700s churches provided feast days and community gatherings / in 1800s they criticised drunke excess and violence of popular recreation / resulted in decline in participation

17 of 100

view of the church in the 1850s evanngelism and social christianity

by mid 19th cent newly ordinated ex school boys started to promote sport in their parishes / the YMCA encouraged participation in rational sport

18 of 100

effects on skill and health for the upper class of bathing and swimming in rational recreation

increased skill and health for middle class as they took to and developed rational swimming in urban baths

19 of 100

effects on skill and health for the upper class of athletics in rational recreation

opportunitites to increase skill and health as governing bodies were formed

20 of 100

effects on skill and health for the upper class of football in rational recreation

amateur involvement often in exclusive teams

21 of 100

effects on skill and health for the upper class of cricket in rational recreation

skillful with potential to increase health as a summer outdoor active game

22 of 100

effects on skill and health for the upper class of lawn tennis in rational recreation

skillful and potentially health enhancing for middle class with new opportunities for women

23 of 100

effects on skill and health for the lower class of bathing and swimming in rational recreation

initially functional to combat urban disease - penny baths

24 of 100

effects on skill and health for the lower class of athletics in rational recreation

opportunitites to increase skill and health as governing bodies were formed

25 of 100

effects on skill and health for the lower class of football in rational recreation

mainly as spectators so no physical health or skill development / opportunities for a few very skillful players to become proffessional

26 of 100

effects on skill and health for the lower class of cricketin rational recreation

skillful with potential to increase health as a summer outdoor active game

27 of 100

effects on skill and health for the lower class of lawn tennis on rational recreation

limited access for lower class until club and park provision developed

28 of 100

characteristic of 19th cent public schools

boarding / expanding / non-local / spartan / controlled by trustees / endowed / fee-paying / gentry / boys

29 of 100

what was the chlarendon report and what did it find

examined all aspects of the 9 leading public schools after complaints / published in 1864 / the status of games in all schools was extremily high

30 of 100

nature of the games in stage 1 of 19th cent public schools

institutionalised popular recreation a reflection of society activites were childlike and barbaric

31 of 100

status of the games in stage 1 of 19th cent public schools

no official rank, position or status for sports and games / informal games were important to boys but ignored by teachers

32 of 100

organisation of games in stage 1 of 19th cent public schools

activites were organised by and for the boys themselves with no master involvement outside the classroom / unplanned informal and limited levels of organisation

33 of 100

technical development in stage 1 of 19th cent public schools

simple / naturally occurring facilities / local rules / simple equipment

34 of 100

social relationships in stage 1 of 19 cent public schools

widespread bullying and brutality with distrust and poor relationships

35 of 100

values in stage 1 of 19th cent public schools

every man for himself / survival of the fittest

36 of 100

nature of the games in stage 2 of 19th cent public schools

games reformed along with schools where they existed / transition from popular recreation to rational recreation

37 of 100

status of the games in stage 2 of 19th cent public schools

both schools and the games grew in status

38 of 100

organisation of games in stage 2 of 19th cent public schools

schools and games became more organised especially with the growth of the house system

39 of 100

technical development in stage 2 of 19th cent public schools

more regular play on inter-house basis / games became more structured with specialist kit , equipment and facilities

40 of 100

social relationships in stage 2 of 19 cent public schools

improving relationships and restrictions on bullying and brutality

41 of 100

values in stage 2 of 19th cent public schools

games used to achieve social control

42 of 100

nature of the games in stage 3 of 19th cent public schools

games rationalized and respectable

43 of 100

status of the games in stage 3 of 19th cent public schools

played obsessively at cult proportion by many boys and master / often compulsory each day

44 of 100

organisation of games in stage 3 of 19th cent public schools

highly organised and fully codified when NGBs were being established

45 of 100

technical development in stage 3 of 19th cent public schools

fully technically developed with kit and specialist facilities / skill rather than force / specialist coaches in some sports

46 of 100

social relationships in stage 3 of 19 cent public schools

more friendly between boys and masters and less bullying

47 of 100

values in stage 3 of 19th cent public schools

games played for the development of character (loyalty , honest , teamwork)

48 of 100

ex public schoolboys became ...

teachers / parents / politicians / community members / army officers / vicars

49 of 100

what was stage 1 bathing and swimming

informal bathing in natural facilities during summer months (mainly for recreation)

50 of 100

what was stage 2 bathing and swimming

more regular and regulated bathing for hygiene, safety and recreation / increasingly thought to be beneficial for a healthy lifestyle

51 of 100

what was stage 3 bathing and swimming

increased technical development with changing huts , diving boards / purpose built facilities and competitions / swimming masters for teaching and safety

52 of 100

what was stage 1 athletics

informal running and exploring the countryside lead to tresspassing

53 of 100

what was stage 2 athletics

trespass restricted or banned but hare ad hound and steeple chase continued on a formal basis

54 of 100

what was stage 3 athletics

steeple chase and cross country running / annual sports days as major sporting and social occasions

55 of 100

what was stage 1 football

mob games and the first melting pot of activites from home towns

56 of 100

what was stage 2 football

more formalised football rules for individual schools / inter house competition

57 of 100

what was stage 3 football

formal football association (FA) rules

58 of 100

what was stage 1 cricket

transfered directly into schools due to its non violent nature, rules and upper class nature

59 of 100

what was stage 2 cricket

cricket encouraged with massive inter-house participation

60 of 100

what was stage 3 cricket

continued technical development such a proffessional coaching

61 of 100

what was stage 1 tennis

informal hand and ball games against availible walls and buildings referred to as fives

62 of 100

what was stage 2 tennis

some fives courts built though fives still and informal activity / game of racquets developing as more formal alternative

63 of 100

what was stage 3 tennis

fives continued as recreational game / racquets a more formal game of higher status / lawn tennis low status in boys schools but higher status in girls schools

64 of 100

bathing and swimming as popular recreation

bathing for pleasure in summer / rivers provided food , a place to wash and travel / learning to swim was necessary / ability to swim was part of the chivalric code /

65 of 100

bathing and swimming as rational recreation

public baths helped stop spread of disease / rivers became polluted so couldnt be used / only upper class could afford bathrooms / wash house act 1864 let local authorities apply for grant to build washing facilities / first & second class facilities

66 of 100

swimming today

pool technology (hoists) / mother and baby classes / health clubs and spas / success of 2012 olympics inspired / embarassment on body image / religion and culture restict particiaption

67 of 100

athletics as popular recreation

drinking and play closely associated / organisation was0 basic / unwritten rules passed on by mouth / opportunity for men to test strength and virgility / peasant women would also race / prizes were practical e.g. cloths or food /

68 of 100

athletics as rational recreation

urbanisation led to end of rural fairs lower classes used running as a source of income / exploitation was widespread / first purpose built track was in the late 1830s /

69 of 100

athletics today

jogging and running is cheap / technology developments / sports hall athletics in winter / lottery funding means it can be a career / negative image due to drug scandals / some field events are not cool

70 of 100

football as popular recreation

often tragic / rowdy and violent and locally coded / played in village streets / damaged villages / high levels of wagering on outcome / lower class only

71 of 100

values associated with football in 19th cent public schools

teamwork / loyalty / courage/ commitment / discipline / henesty/ trust

72 of 100

football as rational recreation

simple and affordable / improved transport and communication meant could travel / made heroes among the working class

73 of 100

football today

national game / high participation and spectators / boom sport for women / played in schools / technology development / elite performers earn a lot / football camps and academies / reputation of poor behaviour

74 of 100

cricket as popular recreation

social classes played together but got ready in different changing rooms / employed estate workers as gardeners / widespread wagering

75 of 100

cricket as rational recreation

william clarke XI took cricket from localised to sport to national success / made touring proffessional sides that toured england and got a lot of crowds

76 of 100

cricket today

8000 cricket clubs in england / summer game in state schools / adapted games for disabilities / technology development / twenty20 game

77 of 100

tennis as popular recreation

real or royal tennis originated in france / exclusive elitist game for upper class / complex rules and high level of skills /

78 of 100

what is fives

ancient and informal in origin / popular in public schools / played in free time

79 of 100

what is racquets

first played informally but in 1850 2 standardised courts were built at harrow / had high social status / the game became more sophisticated

80 of 100

tennis as rational recreation

lawn tennis invented by middle class walter clopton / he sold the game in a box with poles, pegs, a net, 4 bats etc/ played on an hourglass shaped court / bought by upper class and middle class families

81 of 100

tennis as a vehicle for the emancipation of women

helped dispell negative stereotypes / part of family recreation / women could particpate in a mildly stenuous game / werent expected to exel / could be played by both sexes together /

82 of 100

tennis today

technology / still a middle class game / incresing indoor courts / media coverage / summer game / difficult / computer alternatives eg wii

83 of 100

why was the model course of 1902 quickly replaced

military drills were soon deemed unsuitable for children / did not cater for different ages / boring dull and repetative / no individuality or group work

84 of 100

why was the 1933 sylabus replaced in the 1950s

more holistic or child centred approach thought necessary / more variety needed e.g. gymnastics and dance / better provision of equipment /

85 of 100

objectives of the model course 1902

fitness for military and war / training in handling weapons / discipline for the working class

86 of 100

content of the model course 1902

military drills and marching / static exercises / weapon training / deep breathing

87 of 100

methodology of the model course 1902

command - response / whole group response / no individuality / in ranks

88 of 100

background of the model course 1902

backward step in educaiton / military needs / girls ad boys instructed together / dull and repetative

89 of 100

objective of the syllabus of physical training 1933

physical fitness / therapeutic benefits/ good physique / good posture / development of mid and body

90 of 100

content of the syllabus of physical training 1933

athletics/ gymnastics / games skills / group wor

91 of 100

methodology of the syllabus of physical training 1933

still direct and centralised / group work / encouragement of kit / five 2o minute lessons a week / outdoor lessons recomended / some specialiset pe teachers

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backgrounf of the syllabus of physical training 1933

industrial depression left many unemployed/ seperated ages - under elevens and over elevens

93 of 100

objectives of moving and growing and planning the programme in 1952 and 1954

physical social and cognitive development / variety of experiences / enjoyment / personal satisfaction / increased involvement

94 of 100

content of moving and growing and planning the programme in 1952 and 1954

agility exercises / dance / theme work / movement to music / apparatus work

95 of 100

methodology of moving and growing and planning the programme in 1952 and 1954

child centred / progressive / more specialised pe teachers / teacher guidance rather than direciton / problem solving / individual interpretation

96 of 100

background of moving and growing and planning the programme in 1952 and 1954

bulter education act of 1944 ensured equality of edcation / school leaving age raised to 15

97 of 100

impact of industrial action by teacher in state schools in the 70s and 80s

reduced opportunity and provision / extra-curriclura activities reduced / participation shifted to clubs / negative press of teachers

98 of 100

positive impacts of the national curriculum

higher standards / broad and balanced pe experience / easy trnsfer between schools / provides support for teachers especially non specialist / increased likelyhood of life long participation

99 of 100

negative impacts of the national curriculum

large amounts of paperwork / reduce creativity of teacher as they fel condtrained / pressure on schools with facilites / schools dtill offer and unbalanced programme / demanding on teachers who lack support

100 of 100

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PE - History

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