Post-industrial Britain

characteristics of post-industrial sport

purpose-built facilities

urban/suburban

regular

regional/national/international

fair play

elitist

control of wagering

codification

amateurism/professionalism

describe the changing influence of class on sport in post-industrial Britain

middle class developed comprised of factory owners

lower class farmers moved from countryside to cities to work in factories

lc lost space, health, time, rights + influence

upper/middle class continued to play cricket with lower class + professionalism/amateurism began to develop

lower class had to take time off work to play but were still paid (professionals)

was against principles of amateur sport (upper/middle class played only for love of game

uc/mc frowned upon anyone being paid - led to splitting rugby into league + union + there were separate golf tournaments for pros + amateurs

describe the influence of gender on sport in post-industrial Britain

women expected to have/look after children, marry into wealth/depend on husband financially + not exert themselves (still seen as weaker sex)

towards end of century status of women changed:

shortage of men due to dying in army so less expectation for women to marry

began to fight for rights to study/vote/work

women were able to play lawn tennis doubles with their husbands as gardens had high hedges so they were able to show skin

describe the influence of law + order on sport in post-industrial Britain

societal reform occurred

mc wanted to be gentlemanly, civil + respectful

church wanted to reduce violence + encourage respect for holy days

cruelty to animals act/invention of RSPCA in 1824 (bear baiting/dog fighting banned)

uc/mc made laws so fox hunting etc. remained

metropolitan police force formed in 1829 (controlled wagering)

describe the influence of education on sport in post-industrial Britain

upper class weren’t interested in educating poor as it gave them control over them

lower class weren’t interested in being educated as they needed to work (had limited education from church)

so lower class were usually spectators as they couldn’t understand rules

Forster education act in 1870 introduced state education for lower class

by end of century lc could understand complex games

describe the influence of time on sport in post-industrial Britain

lc could be employed in factories from 5 years old

72 hour working week was common

Queen Victoria introduced Saturday half-day + Wednesday early closing

factory owners saw increased productivity so began 40-45 hour week with paid holidays + excursions

factories started sports teams e.g. Sheffield Wednesday originally steelworks (Wed due to early closing), Arsenal originally cannons/armoury (Gunners)

lc had more time + energy for sport

describe the influence of money on sport in post-industrial Britain

uc still had most so could afford equipment/facilities

mc had less than uc but much more than lc

lc had little disposable income so mostly played football, rugby league etc.

describe the influence of transport on sport in post-industrial Britain

development of train

increased opportunity for playing + spectating

games became more regular establish leagues/cups/competitions

standardised rules between different places

middle class took bikes on train to reach countryside

uc put horse on train leading to development of Grand National

describe stage one of public schools

1790-1824

brutal society mirrored by boys in public schools

boys had lots of free time + spent it getting drunk, fighting, stealing

teachers were only interested in academics + not sport

boys arranged their own recreational activities

melting pot - boys brought different rules from different villages so merged them

describe stage 2 of public schools

1828-1842

Dr Thomas Arnold (headmaster of Rugby) established sixth form of older boys

became school’s own police force

arranged inter-house games for boys

sport was made compulsory for all boys to tire them out to prevent fighting

Muscular Christianity (play sport for the glory of God)

describe stage 3 of public schools

1843-1914

headmasters valued team games + formal sport curriculum introduced

new facilities constructed

train allowed inter-school games

NGBs founded

boys left public schools + went to uni (usually Oxford/Cambridge) - second melting pot

ex-public school boys spread sporting values around British Empire

what were Oxbridge Blues

public school boys who went on to play sport for Oxford/Cambridge

often were employed at public schools after uni as masters of sport

they increased technical level + competition standard at public schools

what jobs did ex-public school boys usually have + how did this help spread sporting values

teacher - taught games they learnt

army officers - played games in other countries in empire

politicians - argued for right for sport

vicar - created parish teams

industrialist - factory teams

community member - played games in village/town

define athleticism

combination of physical endeavour + moral integrity

values of athleticism (11)

abiding by the rules

teamwork

honesty

loyalty

etiquette

trust

integrity

courage

intelligence

sportsmanship

morals