sports & society

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)

1. safety

2. equality

3. deviance

4. 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)