As we continue to explore the historical and cultural roots of sport and PE in the UK, we will begin to look at the role which public schools and universities had in developing the sports we take part in today.
For next lesson you will need to prepare a short piece of writing detailing key events and highlighting the importance of the education system in creating and further rationalising sport.
You will need to consider:-
i) The development of sport and PE in universities with particular reference to the 'melting pot' and further rationalisation which took place after the Industrial revolution
ii) How this was taken into the British Empire and the effect this had on global sport and competition.
iii) How was sport 'Exported'?
iii) How was the concept of 'Fair Play' introduced
iv) The impact of 'Muscular Christianity' and the 'Cult of Athleticism' on promoting christian beliefs of 'Fair Play' and 'loyalty'.
If you need any help, put your comments directly onto this site and I will get back to you with suggestions and ideas - you can even answer your friends questions!
14 comments:
If you have any useful web-sites you found this morning please post them and direct your frinds to good sources of information....
hey sir, its ivan. I cant seem to find anything on the sport having to be 'exported'? could you point me in the right direction please?
i wrote this for the second bullet point about the empire, in that case could you give me some pointers on what to talk about the empire's impact as this seems to be what i cannot understand.
thanks sir!
p.s this is your best idea yet!!
Development of PE - by Ivan Colomer Martinez
Many young people where having to make the transition from the schoolboy’s days to the hard working life of a University. Many different kids all came from very different schools, where in each individual one; they might have each known variations a sport. This made playing the sports very difficult because every different team had different laws to implement. As an attempt to try and standardize sport, in some case the referee before the particular match would lay down some general laws. It usually followed the pattern of the home team setting the first half rules, and the visiting team would set the second half rules. So it was from this point that the Oxford and Cambridge decided that standardisation was needed. Along with the Rugby Football Association and The Football Association, they decided to take boys from all the major public schools, sit them in a room, and develop a set of universal rules for the game. This was known as the “melting pot”. What was more is that former pupils that had finished university already were called back and were told to teach PE themselves – the pupils becoming the master really!
The British Empire found it particularly necessary to spread the word of PE through the colonies it had. They thought that along with religion, PE had a major priority and stance in the world. Like what had happened in university, they would send people to spread the word (like Christianity at the time). These people were called Clergymen or Missionaries. There job would quite simply be spread the work and teaching in the colonies about sport “along side the gospel”. Within the military too they tried to spread Sport. What they tried to do was to organise inter military games mainly to increase morale but it was also tried to include the involvement of locals from the lands they were occupying.
In Victorian England, Sport was not seen as a “sporting competition”, and neither was it necessary to win, in fact winning was an aim to be despised. On top of this, many people found it as an insult or ‘improper ‘conduct to be praised or recognized. It was important for people to take part in the sport than any other thing.
The idea of ‘Fair Play’ meant to have equal chances for both sides which would combine with respect for the rules and a ‘gentleman’s’ approach to “friendly rivalries” between the opponents. The most important aim that had to be put across was that sport had one simple aim: “to provide one with enjoyment, fun and pleasure.” It was important that people realised that work was very separate to leisure. At the time it was believed that professionalism was the way that sport would stop becoming “play”, but turning it into work and destroying the whole reason for the existence of sport.
Muscular Christianity had a big impact on the Victorian Society at a time when religion was beginning to be doubted. It was a term that highlighted but also celebrated the association between physical strength and resiliency, religious certainty and the thinking of that no matter how hard it is going the struggle against all odds will always come out on top which many Victorian Males at the time found very appealing. It was people like Thomas Arnold that helped the ideology of Muscular Christianity grow, and people were responding to it. The strong morals he promoted and the desire for healthy activity and strong bodies on a playing field helped people to realise what sport was all about. As a consequence public schools in particular were the centre of attention regarding this ideology and from here it spread and built a sort of barrier to repel any sort of threats against religion and national prestige.
Is the term 'export' basically the diffusion of sport through europe and the empire?
James, you are exactly right.
This links in with Ivan's point that sport was exported in a range of ways...see above comments
The term 'export' refers to the way in which sport was carried through the empire and europe.
These will include:-
The church
Missionaries
The military
Teachers etc.
I hope this gives you a starting point for your research
Ivan, this is excellent. You raise a lot of intersting points and you have extended your answers by incorporating theories linked with 'colonisation' which is fundamentally how the Empire grew.
I would have liked you to have explained with more detail how Thomas Arnold influenced 'Muscular Christianity' at Rugby school and also its link with the 'Cult of Athleticism'. You could have used the example of 'Brook' from Tom Brown's school days to help with your answer - not only was he a good athlete but combined with strong moral fibre he became the perfect role model for the younger pupils.
It is important you get into the habit of refencing your sources of information.
Overall an interesting and informative piece which you can use as part of your revision for the end of unit test in a couple of weeks time. Well done.
develpment of p.e. - Key events and the importance of the education system in rationalising sport. By Elly
Before the rationalisation of sport was introduced each school had their own set of rules and variations of different sports; because of this, it made it hard to have competitions between two different teams. This meant that rules needed to be applied so that sports could become competitive. Before any universal rules came in, it was known that if you were playing at home, your rules would be played in the first half of the game. If you were playing an away game your rules were played the second half of the game. This meant that it was a fair game; however it wasn’t very efficient for the players. This is when Oxford and Cambridge start the ‘melting pot.’ The ‘melting pot’ was when public school boys were put together and were told a new set of rules, these rules then led to being universally recognised. To get these rules better known they would need to be passed around all universities and schools. The boys from the ‘melting pot’ would take their newly learnt rules to their universities, they would then come back to their public school as a master and pass on their knowledge and teach the new school boys the new rules. This meant that they would be reinforcing sporting values and traditions.
The exportation of sport and its new rules were taken to the far corners of the British Empire. It was done through:
• The Clergy, or Missionaries, would either be working or teaching in the colonies of the empire and would teach sports. We know that at this time, the church played a major role in everyone’s lifestyle, because of this sport was taught alongside and with the church.
• The Military service, which used sport as a part of training. They would also use the organising of inter-unit sport to help teach morals, again sticking close to the church and their beliefs.
The concept of ‘fair play’ gradually developed as a standard reference for ‘morally right and good behaviour in competitions.’ This meant that even though the sport is there for leisure and enjoyment it is important that the games must be fair and give equal opportunity to everyone playing. *
In private schools in the nineteenth century, sports were part of the school curriculum because of their ‘character building’ techniques. It was important in team sports like rugby or cricket that ‘manly’ characteristics like loyalty, physical toughness and self reliance were taught. This cult of athleticism became very popular within schools and by around 1880 it was seen as ‘normal’ to be doing sports at least 3 times a week. Training in schools was seen as a way of disciplining children, mainly boys. The athletic emphasis became the base to muscular Christianity, which meant it was the duty of English men to help with the civilisation of, what were perceived as, ‘less fortunate’ races.
* im not sure if i have enough information on fair play. But hopefully this is a good start?
Development of Physical Education:-Joshua Lynch
In the early 19th century, before the industrial revolution PE was not a popular activity in most public schools. Although children did play sports, these sports were often irrational and the rules tended to vary from school to school.
During the industrial revolution the development of rationalised sport took place in the path between public schools and university. As sport began to become more popular matches were organised between schools and universities, however there were problems with this due to the variation in rules played by different schools, it was because of this that games were played by ’agreement’, with one set of rules played for the first half of the game and another set for the second half.
‘Oxbridge universities’ which consisted of Oxford and Cambridge two of the most established universities in Britain used something called a ‘melting pot’ in order to develop sport even more across the country. The ‘melting pot’ is a metaphor used to describe the method by which these universities took boys from schools across the country; each bring a different set of rules with them in order to devise standard sets of rules for sports such as football and rugby.
Sport was exported through the British empire and Europe in different ways. One way sport diffused was through missionaries, these were people who were sent across the country to teach sport in the same way everywhere so that everyone would be encouraged to play sport under the same rules no matter where they lived. The military also used sport as a way of training as it can increase fitness levels as well as helping the men to cooperate better and form close friendships. This played a part in exporting sport into Europe as the military would be based in several countries across Europe and they would play sport to keep up morale within the group.
‘Fair play’ was introduced in order to make sure that sport was enjoyable for everyone involved. This concept gives everyone an equal opportunity whilst at the same time avoids injury and dispute amongst players. Rules are a crucial part in making sure a sport is played fairly and referees have been included in sport to make sure that rules are followed and the game is played fairly.
Muscular Christianity was the idea that students could use sport to develop moral values both in and out of school. Thomas Arnold, a head teacher at rugby public school used Muscular Christianity as a way of building a rational environment for the students attending his school. He encouraged sport in the school to for unity amongst students and strong, respectable students were seen as a role model to younger students which provided moral guidance to others around the school.
Development of PE by James
Pre rationalisation of sport, public schools each had there own variation of different sports. When the boys made the transition from public schools to university, each boy had different rules so games were hard to play. Usually, in an attempt to standardise the game, the referee would allow one half to be played with the home sides’ set of rules and let the second half be played with the away teams rules. However, this situation was far from ideal as the players were left confused and competitive matches were hard to organise. After a while, Oxbridge (Oxford and Cambridge) decided to begin to rationalise sport. They agreed on the method of the “melting pot”, where the universities would take boys from every public school and teach them a set of universal rules for sports. Once they had finished their education, the boys would go return to their public schools as masters and pass on the rules they had learnt onto the younger generations. As this cycle continued to grow, it allowed the games to develop and eventually turn into sports with proper organisations running them.
Sport was exported through the British Empire in different ways. As the British Empire spread throughout the world, it brought religion (Christianity) with it. This meant that members of the church would travel out and teach the religion to the new inhabitants. These members of the church were called missionaries. They believed sport had a high priority and their objective was to teach people sports, across the empire, “along side the gospel”. Also, the military helped “export” sport. The military would use sport as a training method as well as organising inter-military games which were designed to boost morale. They would also try and involve the locals from the lands they were occupying as a peace keeper.
The belief of fair play originated from Victorian England where sport was not competitive. It was the belief that winning was not only insignificant; it was perhaps even something to be loathed. The idea was to provide players with fun, enjoyment, and pleasure while providing both sides with equal chances along with a total respect for the rules of the game.
The overriding principle was the clear definition between work and leisure. It was believed that professionalism would turn a game that was 'play' into work, thus destroying its very reason for existing.
Muscular Christianity shared the beliefs of which fair play originated from. A main idea was that students could use sport to develop moral values both in and out of school, which would continue to serve well in later life, which was crucial to the attainment of fair play. People like Thomas Arnold, who helped the ideology of Muscular Christianity grow by implementing the belief into the boys at a time were religion was beginning to be questioned. The belief that physical activity and sports, in particular team sports, developed character and fostered patriotism. This bode well with the young Christians males at the time where sport was used to promote religion as a structure of everyday life.
In other words, sports taught their own high ethic, and that ethic could and should be a Christian one.
development of p.e. - Key events and the importance of the education system in rationalising sport. By Joe
In the early 19th century before the industrial revolution, physical education was by far a popular activity in public schools. It lacked any real guidance or togetherness.
This is why development of rules and the expansion of sport worldwide increased the popularity of sport dramatically. Simple rules such as 11 players on each team in football were introduced into all sport and games. This encouraged sport too become more competitive and to be played in a wider range of environments rather than just in universities. The “melting pot” effect was what encouraged the development of these rules, and sport in general. Public school boys would find out new rules and teach them when they became older and recognised. They would pass on their knowledge to amalgamate the information between everyone so that everywhere you go everyone would be keeping to the same laws and boundaries within sport and games. From there ability could be recognised as because everyone was playing the same game certain people would stick out, like it is today with young people getting spotted and taken in to train at a higher level; Sunday league, county level and national level.
The exportation of sport and its re-established style was taken into the British empire by two ways:
1.The Missionaries would either be working or teaching in the colonies of the empire and would teach sports. At the time of the industrial revolution the church and religion was a major factor in everyone’s lifestyle, because of this sport was taught alongside and within the church.
2. The Military service, which used sport as a part of training would also use the organising of inter-unit sport to improve morale, again sticking close to the church and their beliefs.
The concept of fair play was introduced after the industrial revolution to stop violence, cheating, unprofessional behaviour and unsporting behaviour. To the aristocrat, winning was not only unimportant, it was perhaps even something to be despised. The result of the game was much less important than the taking part in the game was the message that was hoped to get across.
The English sociologists Dunning and Sheard summarised the principles behind this amateur code in their book: A sociological study of the development of rugby, which was published in 1979. They stated the following:
The game is played as an end in itself, participated in simply for the joy of taking part. Attitudes which involve going for victory at all costs are totally despised.
Self-control and above all the control of one's feelings whether one wins or loses.
The idea of "Fair Play", i.e. The equal chances of both sides, combined with a total respect for the rules of the game, and a knightly approach of "friendly rivalry" between the opponents.
Muscular Christianity, which is the practice and opinion of those Christians who believe that it is a part of religious duty to maintain a vigorous condition of the body, and who therefore approve of athletic sports and exercises as conductive to good health, good morals, and right feelings in religious matters played a big part in promoting issues such as “fair play” and “loyalty”.In universities physical strength, resiliency, loyalty and fair play were encouraged and taught as the right way to go about playing sport. This cult style, “cult of athleticism” became the way of sport and increased the popularity and amount sport was played.
P.s do we have a school match tommorow? cheers
Before the rationalisation of sport and physical education became a part of modern sport, every school and university around the country had their own very different regulations and laws to each leisure activity they did. This would have been a problem for matches against different schools and universities. So a figure like a modern referee would have had to talk to each team to set down a few rules to try and make the game/match as fair competition as possible. Oxford and Cambridge universities realised the best way to move forward in the issues about rules and regulations was to standardise one set of rules that was to be used by all. The term “Melting Pot” is the universities getting a array of boys from many of the major public schools to help develop the rules that would now be used worldwide.
The spread of sport from the British Empire is of major importance to modern day competitions such as the Fifa World Cup etc. The Empire was a vast area during the industrial revolution including North America, much of Indonesia, many countries in the Central and Western areas of Africa and some of Asia. As there would have been British Clergy members and Missionaries in the Empire’s colonies, teaching sports and playing them as a leisurely activity. Religion was of course a major part of the vast majority of the British population during the time and the Church and also teachers living in the Empire would have been very keen to teach sports to the colonies as they did back home in Britain, therefore the laws/names etc of sports such as football and rugby, that had originally been confined to the British Coast now was becoming a worldwide phenomenon.
The term “fair play” during the industrial revolution was a sporting competition in which it was the right thing to recognise respect for both the laws of the game and the opposition. The competition was for all competitors to enjoy themselves, to have fun and socialise. The phase “its not about winning its about taking part that counts” which is a popular saying even now, may have been first said during this time. During the time Muscular Christianity was that also of major importance during the Victorian Era as religion was beginning to be less believed than ever before. It was Thomas Arnold who greatly believed in Muscular Christianity would look for athletes that not only had physical strength, power and determination, but that the best role models had loyalty, kindness and the willingness to help others if they needed or asked for it. Arnold also encouraged training as a regular activity to both discipline misbehaving students and to increase overall physical and mental health which became very popular in nineteenth century public school culture.
Before the rationalization of sport was introduced, when children came from schools far and wide each individual had a very different view on the laws of sport. Each school had taught groups of different children an array of ways to interpret sports. Something had to be done to settle this dispute as sport was becoming more and more demanding. Competitions were held between schools and universities but were not very efficient at all as still both teams had differtnet rules which meant each half of the game was played according to the different schools rules. This greatly affected the team’s triumphs.
‘Oxbridge universities’ consisted of two of the most established universities
in Great Britain, Oxford and Cambridge. They began to use the ‘melting pot’. This was a term used to portray the fact that things were finally coming together. It meant that public school boys were brought together and taught a new set of rules. These rules stood out a fair amount from the rest which therefore meant they eventually spread until they were recognized universally. It bought together a firm set of rules for sports such as football and rugby.
It was thought necessary to export sport across the British empires as it was believed to have a lot of importance in the way of keeping strong morals. A way in which these new rules were broadcasted far and wide was due to the handy work carried out by the missionaries and clergymen. The missionaries traveled to many a place to teach and familiarise oblivious countries with these new rules and encourage everyone that no matter whey they lived these rules should be stuck to. The missionaries also played a part in exporting new sports rules. Military games were organized to increase fitness and polish morals but most importantly they involved the locals in sports.
Fair play was later introduced. It taught competitors to practice being morally right and having good behavior in competitions. The reason for fair play was so that every game played was full of enjoyment and fun. It meant that injury and dispute was decreased and the game was overall more pleasurable. Rules play a crucial part in how fairly a game is played this is why it is so important to follow the rules that have been laid down. Umpires and referees were also introduced to abolish unfairness.
Muscular Christianity was the idea that students could use sport to develop moral values both in and out of school. Thomas Arnold has a great impact on this. Being a head teacher at a public school which practices the sport of rugby meant that he taught young boys Muscular Christianity and encouraged them to be strong, respectable students so they could make good role models to younger students which provided moral guidance to others around the school. He was the one person who’s strong morals helped people to realise what sport was all about
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