Pre/Post industrial revision

What were the primary social changes that defined the post-1850 industrial period in sport?

The period was marked by urbanisation, the growth of the middle class, and the rationalisation and codification of sports.

How did the rise of the middle class impact sport in post-industrial Britain?

The middle class became key organisers of sport, encouraging codified games to ensure a healthy and disciplined workforce.

How did the Cruelty to Animals Act (1835) affect sports participation?

It led to the decline and eventual ban of many violent blood sports, contributing to the 'civilising process' of society.

What role did the Factory Acts play in increasing sports participation?

These acts reduced working hours, increasing leisure time and allowing workers to participate in sports.

How did the 1870 Education Act influence participation?

It established a national framework for education, leading to compulsory Physical Education for children.

What were the traditional Victorian stereotypes regarding women in sport?

Women were perceived as the 'weaker sex' and participation was often restricted to 'lady-like' activities.

Which sports were considered appropriate for upper-class women in the post-industrial era?

Activities like archery and lawn tennis were common as they could be played in modest dress.

How did education reform eventually improve sporting opportunities for girls?

Private girls' schools began introducing team games like hockey and lacrosse after the 1868 Taunton Commission.

What characterised Stage 1 (Boy Culture) of public school sport development?

This stage was defined by bullying and brutality, with pupil-driven violent mob games.

What was the focus of Stage 2 (Social Control) in public schools?

Sport was used as a tool for character building and moral reform, influenced by Dr Thomas Arnold.

What defined Stage 3 (Athleticism) in public schools?

Sport became a daily obsession characterized by highly organised team games and standardised rules.

Define the 'Cult of Athleticism' as it appeared in 19th-century public schools.

It was a principle that combined physical endeavour with moral integrity, emphasizing values like fair play.

What character traits were developed through the Cult of Athleticism?

Bravery, leadership, honesty, discipline, and teamwork were seen as vital for creating leaders.

Who were the 'Old Boys' in the context of sporting history?

They were former pupils of public schools who spread games and values into their adult lives.

Name three roles Old Boys took on to spread sport.

Army Officers, Clergy/Priests, and Industrialists.

How did the development of railways impact competitive sport?

Railways allowed teams and spectators to travel quickly, making national fixtures and leagues possible.

What was the 'Train starts Play' concept?

It refers to the railway's role in regularising sports fixtures and linking travel with leisure.

Why was working-class participation initially limited during the mid-19th century?

Workers faced long hours, low wages, and overcrowding, limiting their ability to participate in sports.

How did 'Industrial Patronage' benefit working-class sport?

Factory owners provided facilities and funding for work-based teams, promoting a healthy workforce.

What is the difference between a 'Gentleman Amateur' and a working-class 'Professional'?

A Gentleman Amateur played for love of the game, while a Professional was paid to play.

What are the six socio-cultural factors that affected pre-industrial sport?

1. Social Class 2. Gender 3. Law and Order 4. Education and Literacy 5. Availability of time and money 6. Type and availability of transport.

How did Education and Literacy impact the rules of sports?

The Upper Class were literate and could develop complex, written rules for sports like Real Tennis; the Lower Class were uneducated and illiterate, meaning their games had simple, unwritten rules passed down by word of mouth.

What was the impact of limited Transport on the Lower Class?

Lower Class activities remained localised, often played within a single village or against a neighbouring village due to poor transport and the need to walk.

How did the availability of Time differ between classes?

The Lower Class worked long agricultural hours and only had time for sport on occasional holy days or festivals; the Upper Class had significant free time for activities.

Why were certain sports exclusive to the Upper Class regarding Money?

The Upper Class had the wealth to build purpose-built facilities and afford expensive equipment for activities like Fox Hunting.

What were the typical Gender expectations for women in sport?

Women were perceived as the 'weaker sex,' with participation severely restricted; Upper Class women engaged in 'lady-like' activities, while Lower Class women participated in local fairs.

How did the state of Law and Order shape pre-industrial activities?

Little formal law and order meant many activities were cruel, violent, and unregulated, such as bare-knuckle boxing and animal baiting.

What are the primary characteristics of Mob Football?

Mob Football was extremely violent, had no fixed rules (other than 'no murder or manslaughter'), used natural boundaries, and was played by large groups of the Lower Class.

When and where was Mob Football typically played?

It was played between local villages or in towns on holy days and feast days.

Why did Mob Football have no written rules?

Rules were informal and set by local custom due to the predominant participation of the illiterate Lower Class.

Why was Mob Football eventually frowned upon or banned by authorities?

It caused unruly behaviour, property damage, and often led to rioting and nuisance to local landowners.

Define 'Wagering' in pre-industrial sport.

Wagering (gambling) was a central feature of most activities, used by the Lower Class to potentially go from 'rags to riches' and by the Upper Class to show off their wealth.