Socio-Cultural and Historical Effects on Participation in Physical Activity and their influence on Performance
PUBLIC SCHOOLS AND THE DEVELOPMENT OF SPORT
January 2013
Why were the boys in English public schools encouraged to play sport? (4)
June 2012
Sport has remained a major recreational activity in the UK since the 19th Century. The majority of sports were rationalized in the 19th Century. What is meant by the term rational recreation (3)
Why were the majority of sports rationalized in the 19th Century (3)
January, 2010
Early forms of modern sports were primarily developed by men for men. It is only since
the start of the 20th century that women have become more actively involved in sport.
How did 19th century public schools contribute to the technical development of
‘rational recreation’? (3 marks)
How did 19th century public schools and universities help to spread of rational
recreation into wider society? (3 marks)
January, 2009
Sporting activities can reflect the changes experienced within a society.
(a) What were the characteristics of popular recreation, such as mob football, and how did these activities reflect pre-industrial society in the United Kingdom? (4 marks)
(b) What technical developments did the 19th century English public schools make to the way in which games were played? (4 marks)
(c) Account for the delay in the opportunities for the working class to be able to play games such as lawn tennis. (4 marks)
January, 2008
(c) Physical recreation is an activity that takes place during leisure time.
What factors led to an increase in leisure opportunities for the working class during the 19th century? (4 marks)
Sport has remained a major recreational activity in the United Kingdom since the 19th century.
(a) Sports were rationalised in the 19th century English public schools.
i)What is meant by the term rational recreation? (2 mark)
ii)Why were the majority of sports rationalised in the 19th century? (4 marks)
(iii) What aspects of character building did the public schools hope to develop when encouraging the boys to participate in sporting activities? (4 marks)
b) The 19th century public schools provided the children of the middle and upper social classes with the opportunity to participate in a variety of sports that were not available to the working class.
Suggest reasons why social class can still be a determining factor in the number and type of sporting activities in which an individual might become involved. (4 marks)
January 2007
British Society experienced many changes in the 19th and 20th centuries, resulting in
the need for people to develop and adapt their skills and roles.
1 (c) (i) What were the characteristics of public and state schools in the 19th century?
(4 marks)
Games are popular recreational and sporting activities.
2 (b) (i) Mob football was a game played in the 19th century. What were the
characteristics of mob games? (4 marks)
(ii) Mob games are no longer played regularly in the United Kingdom. What
social factors caused the decline of mob games in the 19th century?
(3 marks)
2 (c) Public schools in the 19th century left a tradition of games in British schools.
How did the Public schools in the 19th century bring about the technical and
moral development of games such as football? (5 marks)
3 (ii) Figure 2 depicts a football match between England and Scotland at the Oval in 1875 as an early example of rational recreation.
Using the information provided in Figure 2 as a guide, describe the
characteristics of rational recreation. (4 marks)
January 2006
3(b) How did the 19th century public schools and universities influence the
development of games and their spread into wider society? (4 marks)
3(c) Why was participation in sport by the working class delayed compared with
participation by the middle and upper classes in the 19th century? (3 marks)
3(d) Provision of leisure facilities, such as parks and baths, began during the Victorian era and continues today with local authorities. Why were such facilities provided? (4 marks)
June 2005
1 (b) Many games developed in 19th century public schools as a result of the boys’ interest in sporting activities and as a means to control behaviour.
(i) What was the role of the sixth form in the development and rationalisation of games? (2 marks)
(ii) How did public schools use team games such as cricket as a form of social control? (4 marks)
(c) Explain the reasons why the upper/middle classes became the controllers and administrators of sport in the late 19th century. (3 marks)
3 (c) How did 19th century public schools develop sporting excellence? (4 marks)
January 2005
2. Since the 19th century the United Kingdom has developed from an industrialised and urban society to a knowledge-based and service-based economy.
(a) Modern sports are partly a result of changes that occurred in the 19th century.
(i) How did English public schools influence the technical development of games? (3 marks)
(ii) How did sport spread from the English public schools in the late 19th century? (3 marks)
4 Attitudes towards sporting activities have changed since the 19th century.
(a) Concern over the nature of the leisure activities of the working class became a priority for the middle classes, who sought to rationalise sport.
What were the characteristics of rational recreation? (3 marks)
(b) How and why did the Church promote physical recreation activities in the late 19th century? (4 marks)
June 2004
1 (a) One of the aims of public and state school education, since the 19th century, has been to help to prepare young adults for later life.
(i) What were the characteristics of the 19th century English public schools? (3 marks)
(ii) Boys at public schools participated in team games. How were team games used to help prepare the boys to become leaders in society? (4 marks)
2 Many sports have undergone dramatic changes since the middle of the 19th century.
(a) Mob football was an example of popular recreation. What were the characteristics of mob games? (3 marks)
(b) What social factors caused mob games to develop in to their rational form? (5 marks)
January 2004
2 At the beginning of the 20th Century, the extent and nature of a person’s participation in sport were influenced by their social class and gender.
(a) Describe the differences in the sports played and the roles undertaken by the upper/middle classes and the working class. Illustrate your answer with examples. (5 marks)
(b) Discuss the reasons why people from the working class had fewer opportunities to participate than those from the upper and middle classes. (4 marks)
3 From the middle of the 19th Century, modern sports have gained in popularity.
(a) The development of modern sport began in the English public schools.
(i) Describe how sport was developed by the English public schools. (4 marks)
(ii) What were the reasons for these developments? (5 marks)
(b) During the late 19th Century church organisations promoted sport among their local communities. What was their purpose for doing this and how was it achieved? (3 marks)
June 2003
1 (b) During the late 19th century, participation in physical activity within schools was very much determined by social class. With reference to physical activities experienced, contrast the ways in which the upper/middle and working classes were prepared for life after school. (5 marks)
2 (b) During the late 1800s, modern sports replaced traditional mob games. What social and economic changes accounted for this development? (6 marks)
3 (b) Many National Governing Bodies of sport were set up in England during the period between the late 1800s and early 1900s. Why was it necessary to form these governing bodies and why did some of them prevent professionals from competing in their sport? (5 marks)
January 2003
2 The development of a number of sports was greatly influenced by public schools during the late 19th century.
(a) State three changes made to sports by public schools. (3 marks)
(b) Athleticism and Muscular Christianity were associated with sport during this period. Explain what is meant by these terms. (3 marks)
(c) How did ex-pupils of public schools open up sport to the wider community? (3 marks)
June 2002
3 Association football and rugby union developed from versions of pre-Industrial mob games played in rural areas of Britain.
(a) With reference to public schools in the second half of the 19th century, describe and explain the changes that led to the development of rational recreation from mob games.(4 marks)
(b) By the start of the 20th century association football had become a popular sport among working class populations in urban areas. Account for the decline of mob games and their replacement by this modern form of sport. (5 marks)
January 2002
3 The nature and extent of a person’s participation in sport or physical activity may be influenced by their social class.
(a) In the late 1800s public schools focused on and developed team sports, whilst elementary schools incorporated exercises based on military drill into the curriculum.
(i) Comment on the differences between the two types of school in terms of the provision for and delivery of physical activity. (3 marks)
(ii) What personal characteristics were the two types of school trying to develop?
(3 marks)
(b) During the late 1800s the working classes gained more opportunities to become involved in team sports. Using examples, explain how this was achieved. (3 marks)
(c) During the period 1860 to 1900 many sports became more developed and organised. Whatsocial, economic and/or political changes helped to bring this about? (3 marks)
June 2001
January 2001
STATE SCHOOL PHYSICAL EDUCATION
JUNE, 2011
6 There have been many developments in state school Physical Education since
1900.
Identify the similarities and differences between the state school (1904–1918) Syllabuses of Physical Training and the current 'National Curriculum for Physical Education'. (5 marks)
June, 2009
Military drill was one of the first forms of physical activity to be included in state
schools in the early 20th century. What were the characteristics and purposes of
military drill ?
January, 2009
Improving health and fitness has always been an important concept in physical education programmes.
Apart from health and fitness, what were the other objectives of military drill in the 19th century? (2 marks)
January, 2008
(b) Participation rates vary for different sections of the population.
(i) Why have females participated less than males in recreational and sporting
activities since the 19th century? (3 marks)
4) Physical Education has developed since the 19th century in terms of subject content and styles of teaching.
(a) (i) What were the objectives of teaching military drill in the 19th century? (3 marks)
(ii) How did the role of the Physical Education teacher change, from teaching drill style gymnastics to teaching educational gymnastics from the Moving and Growing programme of the 1950s? (4 marks)
(iii) What is meant by the term therapeutic and how has it been incorporated within school physical education programmes since the 19th century? (3 marks)
January 2007
1 (b) Using Figure 1 and your knowledge of the programme ‘Moving & Growing’,
outline the similarities and differences between this programme and the concept of
Play. (4 marks)
1 (ii) Military drill was one of the first forms of physical activity to be included in
state schools. What were the aims and characteristics of military drill?
(5 marks)
January 2006
2(e) Discuss whether the current National Curriculum for Physical Education improves the health of children to a greater degree than the early Syllabuses of Physical Training (1904–1933). (5 marks)
June 2005
2 (c) Historically, social class was an important factor in determining participation in physical activity.
(i) Why did working class women traditionally have the least opportunities to participate in physical recreation? (3 marks)
(ii) Why was military drill considered suitable for working class children in state schools at the beginning of the 20th century? (4 marks)
January 2005
3 The United Kingdom has experienced a number of wars, which have affected the philosophy and provision of physical activity in schools and society.
(a) As a consequence of the Boer War the Model Course (1902–1904) was introduced into state elementary schools.
What were the objectives and characteristics of the Model Course? (4 marks)
(b) Syllabuses of Physical Training replaced the Model Course.
What were the main differences between the early syllabuses (1904–1909) and the final syllabus in 1933 in terms of content and delivery? (4 marks)
(c) Explain how and why recreational opportunities for women improved following the First World War (1914–1918). (3 marks)
June 2004
1 Rather than play team games, children in Elementary State Schools carried out military drill.
(iii) How did military drill prepare the working classes for their role in society? (3 marks)
4 (b) During the 20th century, key changes occurred in the content and style of teaching of physical education programmes in state schools.
(i) Describe the content and teaching style of the programme Moving and Growing [1952]. (4 marks)
(ii) How did this reflect the changing attitude towards children? (2 marks)
January 2004
4 (d) There have been many developments in state school Physical Education since 1900. Identify the similarities and differences in terms of objectives and delivery between early state school (1904–1918) PT syllabuses and the current National Curriculum for Physical Education. (6 marks)
June 2003
1 (b) During the late 19th century, participation in physical activity within schools was very much determined by social class.
With reference to physical activities experienced, contrast the ways in which the upper/middle and working classes were prepared for life after school. (5 marks)
January 2003
1 (c) The physical activities offered by state elementary schools changed during the first half of the 20th century. Describe and explain these changes. (7 marks)
June 2002
2 (e) What factors caused the increase in physical recreation in Britain during the inter-war period (1918 to 1939)? (4 marks)
4 The Butler Education Act (1944) was introduced in order to help build a better future for children. In terms of Physical Education, it represented a shift in emphasis from “posture” to “movement”.
(a) What were the main features of the “movement” approach to Physical Education in state schools of the 1940s and 1950s? (3 marks)
January 2002
3 The nature and extent of a person’s participation in sport or physical activity may be influenced by their social class.
(a) In the late 1800s public schools focused on and developed team sports, whilst elementary schools incorporated exercises based on military drill into the curriculum.
(i) Comment on the differences between the two types of school in terms of the provision for and delivery of physical activity. (3 marks)
(ii) What personal characteristics were the two types of school trying to develop?
(3 marks)
(b) During the late 1800s the working classes gained more opportunities to become involved in team sports. Using examples, explain how this was achieved. (3 marks)