Summary
Summary - Paper 1 - Factors affecting participation in sport
- Institution
- AQA
In-depth summary of Sport and Society (Unit 3 for paper 1), full specification notes and examples and exam techniques.
[Show more]
1 review
By: gadamspape • 1 year ago
Content preview
Topic 3 – Sport and Society: Pre-Industrial Britain (Pre-1780)Characteristics of pre- Characteristics of popular Social Class: Two tier system
industrial Britain (pre recreation (pre 1780s):
1780s): Eg Mob Football was the main Upper class (Gentry):
1) Communication and form of popular recreation as well - Those with money
transport were limited: as blood sports - Owned large amounts of land
- People tended to live - Did not partake in manual labor
in the same village / - Occasional - Took part in rational recreation (e.g.,
town their whole life, - Local / rural real tennis)
with little movement - Limited coding
- Violent/unruly Lower Class (Peasants):
2) There was a - Wagering - Those with little money
widespread of - Functional - Lived in poverty in cramped poor
illiteracy: conditions
- Lower classes were Characteristics of rational - Took part in popular recreation (e.g.,
uneducated and could recreation (pre 1780s): mob football)
not read and write Eg Real tennis was the main form
- Each village would of rational recreation
play very different Mob football vs Real tennis:
games - Organised
- The rules were simple - Code of conduct Mob football:
due to the lack of - Promoted fair play - The game had no skill development
literacy skills and no rules and was brutal in nature
- Exclusive for the upper
having to have brief - Only lower class would take part
class
conversations - Games were very occasional usually
- Played in urban
environments only being played on religious
3) Class divisions existed holidays when the lower class had
- Played in specific facilities
(based on the feudal time off work
system): - Wagering
- The participants risked injuries and
- The lower-class Other recreation in the 1780s: loss of income due to time off work
peasants worked on The Haxey hood: - They were large scale games often
the land of the upper - Was violent // occurred in played by local village
class Real tennis:
rural areas // limited free
- Lower class were poor time - A game for the upper class
vs the upper class - Had Limited rules - It required expensive equipment
were educated and - It required access to appropriate
- Occasional – happened 1
lived in relative luxury facilities
time a year
- Lots of betting and drinking It was considered sophisticated
4) Life was cruel and
- No access for the lower class
violent for the lower
Pedestrianism: A form of - It had a set of written rules
classes:
competitive running/walking - Participants were expected to
5) Limited free time: involving feasts of endurance compete in a fair manner
- Dictated by the church - the gentry would wager on - Participants were expected to
holy day) and the how many miles are understand the rules and play within
seasons footman could cover in a them
specific amount of time
6) People lived in the - The Gentry gains increase
countryside social status if they win
- The footmen were hired
servants competing as
messengers by the upper
class for speed of movement
across land
,Topic 3 – Sport and Society: Industrial and Post-Industrial (1780-1900)
Industrial revolution (1780s- 1900s): Social Class: Three tier system Status of Amateur and
- The industrial change in agriculture, 3 tiers: professional:
meant that there were less farmers 1) Gentry - Upper class: amateurs
needed due to the invention of factories 2) Middle class - Lower class: professionals
- The peasant no longer needed to work 3) Working class
- The living and working conditions: - Professionals were
dirty, overcrowded, dangerous in The industrial revolution marked banned from playing in
factories a change in Britain from feudal some competitions while
- Huge mass movement of people from rural into industrial machine- high membership fees
rural to urban areas based capitalist society controlled kept clubs exclusive to
by a power urban middle class.
upper class
1) Lack of space
Characteristics of sport:
- Migration of lower classes to urban
- Regular Changing role of women in
areas to work in factories led to
- Played by each of the sport:
overcrowding and lack of space
classes - Women had less
2) Lack of leisure time - Governing bodies were in opportunity to
- Factory owners were keen to maximise place participate as forward
profits - Positions and officiating perceived as being
- Factory hours were 12hrs a day, 6 days were implemented masculine and physical
a week (Sunday considered a rest day) - The use of rules - Rational recreation
- The factory bell dictated time and work - Reputable characterized by rules
patterns - Fixtures and leagues were and skill was seen as
developed more socially acceptable
3) Lack of income / poor health by females
- Low wages led to poverty and very
little disposable income for any leisure Example 1: Lawn Tennis Example 2: Association football
pursuits - Created by the middle - Came from mob football
- Pollution and poor working conditions class in 1874 as an as he rules became
contributed to poor health amongst alternative to real tennis standardized
working class - Not very popular with - Became popular with
o Led to many people being sick schoolboys due to lack of teams, fixtures and
to participate in any activity physical challenge competitions being set up
beyond work - Provided greater - Allowed factory workers
opportunity for women to to compete for money
4) Loss of rights take part in sport
- New laws banned mob football and
blood sports
o They were stopped due to Example 3: Wenlock Olympic games
damage to property and A example of change from popular recreation to rational recreation:
excessive violence - used to promote moral, physical, and intellectual
- Blood sports were banned in public improvements
spaces due to their cruelty - Prizes awarded by upper class patrons for successful
o They used dogs and chicken to participants
fight instead of bears - Vent were both local and drew people from around the country
- Events: athletics, football, cricket etc.
5) Lack of public provision - Rules were written (indicates development of literacy)
- Cities were densely populated with ** 1st Wenlock games = 1850 By Dr William Penny Brookes
cheap, crammed houses for the ** Dr William created a society called Wenlock Olympian Society
working class, near their lace of work ** He campaigned for P to be implemented into school curriculums
- No leisure facilities were built for any ** The Wenlock games inspired Baron Pierre de Coubertin to start the
form of recreation international Olympic games
, Public Schools: Muscular Christianity: Christian values instilled
= Public schools were harsh and cruel places through sports + exercise
- Bullying was rife and pupils controlled their own Values:
schools teamwork
loyalty
Example: Rugby School fair play
- Thomas Arnold, the headmaster, 1828 sportsmanship
- Common activities that took place: guns, wagering, taking part is more important than winning
drinking/smoking, bullying.
o These were banned to create a Christian Athleticism: doing things in the correct way (healthy
gentleman society body + healthy mind)
Values:
Games were introduced to have a rationality and promote Manliness
the values of athleticism and muscular Christianity Endeavour
To do ones best
- Games with a purpose and rules (social control) Gamesmanship
- Prefects to act as role models Physical games encouraged as they required a range of
- House system it to instill pride and competition physical strengths and qualities
- Uniforms to instill order
- Referees to officiate fair play
Melting Pot: Social benefits of participation:
- Teamwork
- Oxford and Cambridge became a - Abiding by rules
melting pot of ideas and rules from - Win with honour / lose with dignity
different schools - Leadership
- The students involved games and began
to standardize rules to make games with Physical benefits of participation:
common - Development of physical fitness through hard work
- Stress relief
- Codification = creation of strict rules - Physical challenge – bravery
- ‘Varsity matches’ were created between
the universities which drove this early
codification Creation of NGBS:
- Oxford and Cambridge students with
the driving force behind the creation of - Codification of rules ensured fair competition for all
NGBs (national governing bodies) - More clubs were being formed
- National fixtures were organized
- Leagues and competitions needed officiating
Popular recreation rational recreation was - The need to maintain the amateur ideal
standardised and codified so all people could - maintenance of power for upper / middle class is to deal
play with the threat of professionalism
- Rules
- Time bound Characteristics of rational recreation (1780-1900):
- Equipment - Respectability – It was nonviolent and emphasis on fair play
- Kit - Regularly played nationally and internationally.
- Division of labour - Codification – strict and complex rules were written down by
- Officials NGBs
- Competitions - Referees were present to officiate
- Purpose built facilities - specially constructed grounds,
Led to the creation of NGBs which were pitches, and tracks (accessible to people)
created by Old public school boys so that they - Tactics and skills – Players had specific roles and trained to
could continue to play sport in an organised improve their techniques
structured way
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller keiraboucher. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for £10.49. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
52510 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy revision notes and other study material for 14 years now