Pre + post industrial

social class - pre industrial

• Lower class activities were more local whilst upper classed activities tended to be more dispersed

• Lower class activities were violent whilst upper class had good etiquette

gender - pre industrial

• Women were seen as the weaker sex - traditional roles

• Low participation of women in sport

• Different genders took part in different activities

• Women had less time to play sports

• Women had to wear modest clothing

law and order - pre industrial

• Many sports had limited rules and regulations

• Rules were localised

• Nothing was illegal

education and literacy - pre industrial

• Working class had unwritten rules whilst upper class could only play simple sports with limited rules

time - pre industrial

• Lower-class had no time to participate due to long working hours

• Lower class = no energy after long working hours

• Could only participate on bank holidays which there were few of

money - pre industrial

• Upper class could afford sport requiring expensive equipment and specialised facilities, or transport to get there

• Lower class = opposite = natural facilities + equipment

type / availability of transport - pre industrial

• Horse and cart for upper class but poor road conditions

• Lower class had to play locally

• Lower class sports couldn't have leagues/cups

mob football

• Mass games with fewer rules and equipment

• Earliest form of football and rugby

• Violent

• Lower class peasant males

Animal baiting , hunting and fighting

Lower class - bare knuckle , dog fighting

Upper class - cock fighting, fox hunting

• Excessive gambling

• No laws to limit violence or animal cruelty.

Real tennis

• First form of tennis originating in France

• Very complicated rules ; only understood by the educated

• Large elaborate venue

Cricket

• Often associated with local public houses

• Space for cricket ovals due to rural land

• Mostly upper class, different positions for lower class e.g. upper class batted, lower classes bowled.

Pedestrianism

• Competitive race walking

• Came from occupation of footmen, who ran alongside the horse + cart to ensure it didn’t overturn

• Upper class would bet on their footmen

• Participated by all classes, but different roles.

Holy day fair/wake

• Range of events that brought the whole village together

• On religious holidays , as this was the only free time for working class

• Separate events for women e.g. smock racing + archery.

social class post industrial

• middle class was formed and sent children to public schools

• middle class owned factories

• professional players considered inferior to gentleman amateurs

• professionalism frowned upon due to corruption of christian values

gender post industrial

• mid 1800s women were dependant on men

• 1870 society began to change and women were allowed in schools + played cricket, hockey and lacrosse

• osterberg founded first womens pe college

• refused to take womens sport seriously

law and order post industrial

• teams broke from rugby union due to rules + formed northern union

• more rules and police force introduced

type / availability of transport post industrial

• spread of railways allowed reliable and convenient travel

• school fixtures began

• more sports available to lower classes

availability of money post industrial

• professionals are able to earn money but seen as lower than amateurs

• players on rugby teams had to ask for compensation payments from missing saturday morning for matches but were denied

availability of time post industrial

• working class ained rights + weekend created

• saturday afternoon off so more leisure time

• public schools increased amount of time spent on sport - pe was mandatory in schools rom 1873

education and literacy post industrial

• literacy began to improve so working class could understand written rules

• girls also began to go to schools which increased population with an education

19th century public schools

• middle and upper class boys attended public boarding schools. E.g. Eton, Harrow, Rugby

• These schools had lots of money form tuition fees and good facilities, all male and were organised into house systems.

• Heavily involved in the organisation and promotion of sports.

impact of 19th century public schools on sport

mpact of athleticism:

• Encouraged effort over winning

• Encouraged the development of codified sport - with rules

• Encouraged to play with fair play and sportsmanship

 

Impact of the cult :

• Large amounts of time devoted to sport in schools in order to develop it.

• Developed leagues e.g. inter house competitions

• Ex school boys spread the cult ( through the old boys network)

The cult of athleticism

• Cult referred to the obsession / growing craze of playing sport

• Athleticism = developing physical endeavour and moral integrity through sport

ethics and values of public schools

• Leadership

• Fair play

• Courage

• Respect

• Teamwork

why were they so influential on sport

• head teachers - e.g. Thomas Arnold

• rules

• ex pupils promoted games and ethics

• house fixtures with competitions

• time on sport - boarding

• money - facilities

old boys network factors for growth if sport

• universities -”melting pot “ of sports

• army officers - spread sports internationally

• parent - influenced children by sending them to same schools

• teacher - promoted sport

• priest / clergy - joined parish

• community leaders

• industrialists- keen for workers to play sports

national governing bodies

Created clear, universal rules → allowed national competitions, leagues and fair play.

Codification - Helped remove local variations so sport could spread beyond its birthplace.

Leagues, cups, fixtures encouraged regular participation and growth of spectatorship.