Studied by 7 people
why did sport emerge in britain
helped prepare the population prepare for war
hunt for food
improve the ability to work
celebrations/festivals
how many classes are there in pre industrial britain
2- it is a feudal system
what were the 2 classes in pre industrial britain
upper and lower class
who were the upper class in pre industrial britain
aristocracy or gentry who were hereditary landowner
who were the lower class in pre industrial britain
peasants who worked manually mostly on the land
what sports did the upper class play in preindustrial times
real tennis, fox hunting, pedestrianism as patrons (sponsors), cricket as batters (amatuers)
what sports did the lower class play in preindustrial times
mob football, bare-knuckle fighting, cock fighting, pedestrianism as competitors, cricket as bowlers (professionals)
what was mob football
it was a mass game with few rules and equipment. it was the earliest form of football and rugby and very violent
what was real tennis
the first form of tennis originating in France. it had very complicated rules, only understood by the educated. it has a large elaborate venue and was a long-lasting game
what was pedestrianism
competitive race walking
upper class bet on the lower class who competed
what is cockfighting
a very violent activity involving animal cruelty where two cocks would fight to death, both classes were involved as substantial wagering on the outcome
gender in the preindustrial times
women were seen as the weaker sex and were not allowed to do activities that were to dangerous, lack of opportunity.
what sports did women play in the preindustrial times
both classes participated in dancing and horse riding
upper class competed in hawking and archery, lower class women competed in smocking
law and order in the preindustrial times
no formal police force enabled blood sports and violent activities as they were deemed socially acceptable
education and literacy in the preindustrial times
upper class educated and literate, participate in sophisticated sports with complex rules
lower class were uneducated and illiterate, and activities no complex or formal written rule
availability of time in the preindustrial times
lower class worked very long hours on the land, limiting physical activity participation so activities were short in time and generally took place on holy days
upper class had an abundance of time so activities generally lasted longer
availability of money in the preindustrial times
upper class had more money so could afford necessary equipment eg. horses, clothing and activities often exclusive to owing the land
transport in the preindustrial times
roads were limited and poor quality, working-class activities were local, upper class could travel some distance by horse and carriage
industrial revolution
1750 - 1850
social class in post industrial times
stronger class division, development of the middle class (professionals, factory workers, managers), more time and money some went to public schools,
what sports do the upper class play in the post-industrial times
fox hunting, association football, cricket, rugby
what sports do the middle class play in the post-industrial times
what sports do the lower class play in the post-industrial times
gender in the post-industrial times
women still had limited opportunities, inequalities as still expected to marry and reproduce.
careers and schooling were limited by many teachers.
middle-class women began to play lawn tennis as it was more graceful, a social affair
education and literacy in the post-industrial times
upper class had access to fee-paying public schools
working class had little interest in education and child labour was common practice, families didn’t want to give up earning for education, education was more accessible, social mobility and improved literacy
education laws in post-industrial times
Forster Act (1870) required the establishment of ‘elementary’ schools
1891 Education Act saw education become free more accessible, early forms of PE was introduced
law and order in the post-industrial times
introduction of a formal police force, society more civilised, less violent, RSPCA restricted previously popular blood sports, cruelty act to animals passed animal baiting and cock fighting
availability of time in the post industrial times
at the beginning long working hours- 72 hrs by the end of the century working hours dropped to 56 hrs due to factory acts
saturday half day- to play sports- emergence of seaside exercsions
availability of money in post industrial times
poor wages, wages often substituted for housing/keep
wages improved in later half of century- money to spectate/travel
transport in the post-industrial times
the huge development of railways, third-class tickets (cheap and accessible), development of Saturday fixtures and seaside excursions emerged, spectatorship
amateurism
not paid to play, suited the upper and middle classes, ideals are honest, hard work, respect
professionalism
payment for playing sports (broken time payments) which was against the strong ideals of amateurism held by the upper-class
examples of amateurism and professionalism
rugby- disagreements led to the split into rugby union and rugby league (1895)
cricket- dressing room divided working class professionals were expected to clean kit and had to change in separate rooms
golf- had separate amateur and professional competitions
features of public schools pre-industrial times
tough, prefect system, boarding, fagging, all boys, strong religious values
characteristics of public schools
prestigious establishments, boarding, elitist, single-sex, hierarchal systems
aims of public schools
educate future leaders of society
develop leadership skills
promote behaviour of befitting gentleman
boys were taught respect for social order through education
how did public schools promote and organise sports and games
house matches, kit was introduced, officials used, rules were codified, inter-school fixtures, schools employed coach
public schools- the spread of sport
1) formalise rules (school specific rules created via int)
2) agree rules (university was a ‘melting pot’ of rules)
3) spreading the rules (old boys network)
what is the old boys network when referring to public schools
university, army officers, parents, teachers, priest/clergy, industrialists, community leaders
how do public schools promote ethics through sports and games
Dr Thomas Arnold- the Headmaster of Rugby School, promoted more regulated sports- exercise and healthy competition
what ethics do public schools promote
teamwork, loyalty, courage, physical strength, decision making, mutual respect, sportsmanship
what is the cult of athleticism
cult- growing obsession of playing sport
athleticism- developing physical endeavour and moral intergrity theough sport
what is the impact of the cult of athleticism on sport
athleticism- encourage effort over winning, encourage fair play, develop codified sport
cult- develop leagues, ex-school boys spread the cult
what is muscular christianity
belief in patriotic duty, discipline, self sacrifice,
social class in the 20th century
amateur/professional split until the late century, football now lower class game, rugby union and cricket were middle class games, Olympic games were upper and middle class
availability of time in the 20th century
increased time available for most people, weekends dedicated to sport for many
availability of money in the 20th century
increase in disposable income, sport as a fashion/lifestyle, most people can afford to participate, some sports remain exclusive
law and order in the 20th century
police force grew and developed across the country
RSPCA banned most cruel sports,
rules became stricter eg. no biting
football stadia became all seated
increased CCTV
banned alcohol
hooliganism is a large threat
gender in the 20th century
traditional views of males and females at the start, WW2 resulted in many women adopting roles previously performed by men, very few female professionalss
transport in the 20th century
public and private transport became more accessible for everyone, more travel to spectate and play in sports, cars became easy and cheap to travel, air travel enabled international fixtures and spectating
education in the 20th century
Butler Act 1944- schools now focus on physical development, PE on the curriculum for all schools, school sports competitions are dominated by upper classes who attend private schools, greater access to facilities and coaching
education in the 21st century
compulsory education with exams, access to PE lessons, courses and clubs
social class in the 21st century
more fluid and less pronounced class system, some sports are still associated with certain classes eg. golf (upper), football (working), participation rates greater from higher socioeconomic groups
gender in the 21st century
increased equality, introduction of additional Olympic events, still a residue of Victorian traditions, ‘double shift’ (women work and do most housework), high female drop-out rate, overall participation increase
law and order in the 21st century
sport as social control
sport used for appeasemnet
decrease hooliganism
threat of terrorism
banning orders
drug laws
alcohol bans
legal action can be taken
law and order in the 21st century (4 main areas)
safety
equality
deviance
discrimination
law and order in the 21st century (safety)
officials and coaches have a ‘duty of care’ to ensure the safety of the performers, event organisers have a responsibility to ensure a ‘duty of care’ to ensure the safety of spectators and performers
law and order in the 21st century (equality )
sport has become more equal, private clubs unable to discriminate against members based on gender
law and order in the 21st century (equality pros and cons)
pros= equal opportunities, increased female participants and role models, challenges stereotypes
cons= takes money from male sports, not sport-specific legislation, time consuming process
law and order in the 21st century (deviance)
more laws in place to prevent many forms of deviance eg. violence, gambling, illegal ergogenic aids
law and order in the 21st century (deviance examples)
Team Russia banned from the Olympics 2016, Juventus FC found guilty of bribing officials in 2006
law and order in the 21st century (discrimination examples)
Chelsea fans were banned for racist abuse on Metro in Paris in 2016, Lazio fans were banned by UEFA in 2014 for fascist chanting
availability of time in the 21st century
more time available, more options competing with their time, spare time spent on other activities
availability of money in the 21st century
increased disposable income in western world to be spent on gyms, health clubs ect,
transport in the 21st century
low cost flights
private transport easily accessible
what is amateurism
a person who does not get paid to play sport and plays for the love of the game
what is professionalism
a person who is paid a salary for playing and its their job
arguments to remain amateur
values- preserves traditional values, fair play and sportsmanship
olympic ideals- excellence, determination, courage, friendship and respect
maintain independence of sport from the media and commercial influences
arguments for sport becoming professional
class- improved opportunity for working class
standards- increased standards of professional sport
training time- performers can take time off to train
media- coverage increases as standards improve
revenue- increased sponsorship leads to increased revenue which benefits the sports and the athletes
arguments against becoming professional
undermines amateur ethos and original sporting values
commercial pressures can lead to deviant behaviour
commoditisation can reduce control of sport by the sport itself
makes sports unequal
games become less entertaining as ability improves
changes to social class of amateurs and professionals
preindustrial times- amateurs were upper class and professionals were lower class, upper class didn’t need extra money
21st century- professionals can come from any social class- sport is now classless
ancient olympics
held in olympia in Greece (8th Century BC)
when was the IOC formed
1894 in Paris
who established the modern olympics
Baron Pierre De Coubertin
when were the modern olympics established
1896
what influenced the modern olympic games
Cotswold Games
Dover Games smaller sports competitions
Dr Penny Brookes who established the Much Wenlock Games to develop moral, physical and intellectual improvements, public school
the aims of the olympic games
develops physical and moral qualities, spreads olympic principles across the world and creates international goodwill, brings together athletes in a four-yearly festival, educate young people through sport
the olympic values
friendship, respect, excellence, determination, inspiration, courage, equality
what years were the Berlin Olympic games
1936
Berlin 1936 olympics
hitler used games as propaganda showcased Nazi supremacy and the power of the Third Reich, the German team had trained full time but Lutz Lang was beaten by Jesse Owens. Owens won 4 gold medals, Hitler refused to present Owens with medal
what year did the Olympics take place in Mexico City
1968
Mexico City 1968
Black Power Salute during 200m medal ceremony due to racial inequality by Tommie Smith (gold) and John Carlos (bronze)
what did the black power salute symbolise
black shoes no socks- black poverty in the US
right glove (Smith) represented black power
left glove (Carlos) represented black unity in america
what year did the Munich olympics take place
1972
Munich 1972 olympics
8 Palestine militants took 11 Israeli athletes hostage, making a political request to release 234 Palestinians being imprisoned in Israel a rescue attempt followed by failed as all athletes and 5 militants were killed. Olympics continued and olympic flags flown at half mast
what year did the Moscow olympic take place
1980
Moscow 1980 olympics
USA led boycott due to USSR invasion of Afghanistan, British hockey, fencing and equestrian teams boycotted, 6000 competitors took part,compared to 10,000 expected
what year did the LA Olympics take place
1984
LA 1984 olympics
after the terror of 1972 and the financial disaster of 1976, LA was the only bid for the games, Russia boycotted in return for 1980, and games were heavily commercialised to make financial gain
London 2012
record viewing figures as 90% of UK pop watched at least 15 minutes of coverage, closing ceremony was watched by 26.3 million people
pre industrial
pre 1750
what is the shop window effect
showcase a country/political system
impacts of the shop window effect
boost national pride, create/enhance national identity, improve morale, appease nation, create political links, increase FDI, promote ruling political party
sporting factors of the Olympic games (positives)
raises the profile of the sport, new facilities, focus on minority sports, increased funding for elite athletes, money to athletes (sponsors)
sporting factors of the Olympic games (negatives)
short-term benefits, ineffective use of facilities and elite focus, smaller non-global sports may suffer, deviance, loss of funding if performance is poor
economic factors of the Olympic games (positives)
income- tourism, job creation, commercial benefits, income tax increases following increased profits
economic factors of the Olympic games (negatives)
bidding is expensive if fails, the event can be costly (Montreal 32 billion debt paid off in 2006), employment benefits may be only short term, loss of sponsors/funding after poor results, money not invested in key services eg. NHS
social factors of the Olympic games (positives)
money can support local community, national pride (nation building), legacy of facilities, improved transport network, better accommodation, gentrification
social factors of the Olympic games (negatives)
effects not felt outside host city, disruption and displacement of locals, crime can increase, short-term investment
political factors of the Olympic games (positives)
gain votes, unity (political difference forgotten), shop window effect, justifies political systems (eg. Nazi)
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Flashcard (38)