Post-industrial Britain

what was the industrial revolution?

A period when machines and new technology rapidly changed how goods were produced, moving from small farms and homes to large factories. It led to big changes in society and daily life. 

How did class affect sport in post industrial Britain?

• Middle class formed and were sent to public schools to copy the upper class. (middle class were the factory owners) 

• The first rugby teams were rooted in middle class values 

• professional players were considered inferior to gentlemen amateurs in terms of social class. 

• Amateurs had better roles e.g. batting in cricket and used separate entrances and changing rooms. 

• Working class got weekends off so sought sporting entertainment. 

• Professionalism was frowned upon as payment would lead to corruption and destruction of moral Christian values. 

• Lots of factories had their own football clubs (e.g. hammers - west ham) - football was evolved from mob football and made less aggressive as factory owners needed their workers to not get injured.

How did gender affect sport in post industrial Britain?

• During mid 1800s women of all classes were dependent on men 

• In 1870 society began to change and allowed women in schools. 

• Cricket, hockey and lax were taught at girls schools 

• Osterberg founded the first women's PE college in London but male dominated society refused to take women's sport seriously until well into 1900s 

• Women still experiencing inequality, but fighting against it.  

• Women still expected to provide a family for her husband.  

How did law and order affect sport in post industrial Britain?

• Football crowds were rowdy and patriarchal 

• Veiled professionalism began as being paid was frowned upon 

• Teams broke away from Rugby Football union and formed the Northern Union. Players suspected of appearing in Northern Union would receive a lifetime ban from RFU. 

• Police force were introduced.  

How did transport affect sport in post industrial Britain?

• The spread of railways allowed the possibility of reliable and convenient travel.

• Leagues and cups were able to happen.

• Fixtures between schools began. 

• Canals were developed to help factories.  

How did cost affect sport in post industrial Britain?

• Professionals are able to earn money but are inferior to "amateurs" 

• Players on rugby teams had to ask for compensatory payment of missing out on Saturday morning wages due to missing it to play games, they were denied. 

• Many clubs could not sustain financial outlay and disbanded 

How did education affect sport in post industrial Britain?

• As literacy rate improved, the working classes began to understand written rules and read news items about their teams. 

• Public schools for upper/middle class males from 1850.  

• Girls also went to school in 1870s, which increased the population with an education. 

• State education was introduced, in 1870, meaning it was accessible for all.  

How did time affect sport in post industrial Britain?

• Working class gained rights and the weekend was created. This caused the working classes to seek sporting entertainment.

• Public schools increased the amount of time they were spending on sport and increased its popularity 

what does codified mean?

the introduction of rules and regulations.

what were some main generic changes for sport in post industrial Britain?

• Clearer distinction between work and leisure time. 

• Growing sport opportunities for the lower class but the upper class still had access to more (time, money and education) 

• The notion of 'professionalism' grew in some sports.  

• Sports became 'codified' and this mostly occurred within public schools. 

• Within the introduction of state education, PE = participation, particularly in women. 

• Factory owners discouraged mob games, but encouraged codified sports as they needed a healthy work force.

what type of people attended public boarding schools between 1800-1900, and what were the schools like?

• middle and upper class boys

• traditionally they were: Eton, Harrow and Rugby

• they had lots of money from tuition fees and had good facilities

• they were organised into house systems

• they were heavily involved in the promotion of sport

what is the ‘cult of athlectism’?

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

• Athleticism: developing physical endeavour (effort) and moral integrity (honourable, truthful and showing good sportsmanship) through sport.  

what were the 5 ethics and values promoted in public school sport?

• Leadership  

• Fair play  

• Teamwork 

• Courage  

• Respect  

what is the impact of the cult of athleticism? (3 for each)

Impact of the 'Cult':

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

• Developed leagues (e.g. house systems created).

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

Impact of Athleticism: 

• Encouraged effort over winning.  

• Encouraged the development of codified sport (with rules and national governing bodies - NGBs). 

• Encouraged to play with fair play and sportsmanship. 

 

Why were the 19^th century public schools so influential in promoting and organising sports? (6 things)

• Influence of head teachers on sports: they were all respected and influential, therefore society followed their ideas; Thomas Arnold.  

• Time on sport: boarding; believed games were valuable for moral character and health. 

• Rules: students developed rules, structure and NGBs for sports (codified). 

• Money: facilities, equipment and coaching. 

• House structure with fixtures and competitions: in every sport and extra-curricular activity; competitive. 

• Ex pupils promoted games and their ethics: formation of old boys networks – spread sport in their many different roles after school. 

How did the ‘old boys network’ promote sport? (7 factors)

• University: I.e. Oxbridge – these places became a 'melting pot' of sports from schools.  

• Army officers: spread sports internationally. 

• Parents: influenced their children by sending their children usually by sending them to the same schools as them. 

• Teachers: promoting the importance of sport and teaching others their sport/game. 

• Priest/Clergy: joined the church, forming parish teams. Joined missionaries travelling internationally. 

• Industrialists: became factory owners, keen to start work sports teams.  

• Community leaders: I.e. Politician establishing funding. Some held government roles (PE). 

what did the ‘old boys’ refer to?

ex public school students

What are NGBs and what are their importance in post industrial Britain?

• NGB stands for National Governing Bodies.

• NGBs regulate, organise, and develop specific sports in the UK.

• They emerged in post-industrial Britain to standardise rules across regions.

• Public schools influenced their formation by spreading organised team games into society.

• They created structured competitions like leagues and championships.

• They promoted amateur values to encourage fair play and discipline.

• They set safety standards for equipment, facilities, rules, and officiating.

• They expanded mass participation as sport grew among the working class.