State schools

Pre-industrial Post-Industrial

Eighteenth Century Nineteenth Century Twentieth Century

Popular Recreation

1700 1800 1900 2000

Public School developments - Athleticism

Rational Recreation

What do we need to know?

1870 Boer War1899 - 1902

WWI1914 - 1918

WWII1939 - 1945

• School drill at end of C19• Impact of Boer War– Establishment of 1902 Model Course– Early Syllabuses of Physical Training

• Effects of WW1 and adoption of 1919 and 1933 Syllabuses• Effects of WWII– 1950s: Moving and Growing & Planning

The Programme

Drill

P.T.

P.E.

• Almost 40% of army recruits rejected as too unfit in 1866

• Forster Education Act establishes board schools (state schools)– School compulsory from 5-10

• 1899 leaving age raised to 12

• Board schools – very little space for games

• How?– Authoritarian– Command and

Response

• Why?– Fitness for the

army– Discipline

• To replicate the effect of games in public schools

• Where?– Limited

space/facilities

• Who?– Army NCO’s (Non-commissioned officers,

1870’s)– Qualified class teachers from 1890’s

• What?– 1870’s, military Drill– 1890’s Swedish Drill– 1900’s – Games seen as an alternative to Swedish Drill

“Officers prepared for battle on the playing fields of Eton..while their troops prepared with military drill in school playgrounds.”

Who Where Why What How

• Background– Poor performance in Boer War (Proposed by Colonel Fox from the War

Office)– Military needs now outweighed educational principles

• “It is important that the short time claimed for physical training should be wholly devoted to useful exercises. No part of that time should be wasted on what is merely spectacular or entertaining.” (Model Course of Physical Training 1902)

• Syllabus contained Military drill, Exercises, weapon training and deep breathing• Known as ‘The Model Course’• Taught by NCO’s or teachers they had trained• Dull, Repetitive and Cheap• Small spaces (playgrounds) but large numbers• Designed to promote fitness for military service, Training in weapons handling and

discipline/obedience.• Children treated as soldiers

D iscipline

R esponse

I L L

Why?

Military Fitness

Discipline and Obedience

Health

… “the way to civilize the ‘street arabs’ & hooligans

was to drill them into habits of instant obedience…”

• Huge loss of life– World War 1– Post-War flu epidemic

• Drill was blamed for lack of fitness of working class

• Fisher Education Act 1918 promoted holiday and school camps, playing fields and school swimming pools.

• The 1st Child centred approach• Much broader content than any

earlier syllabus– However, some teachers stayed with

the old ways

• Exercises and positions were the same as 1909 syllabus– Now referred to as Physical Training (P.T.)

• However, much more games– Almost half the lesson on ‘free movement’, including

games and dancing.• Much more informal– More freedom for teachers and pupils

• Still no trained P.T. teachers

• Set against depression of 1930’s– Many working classes unemployed

• A massive development from the syllabus of the past– Much more progression towards Physical

Education of the Future. Different sections for different age groups.

• The last syllabus under George Newman. – Convergence of Athletics, gymnastics,

games skills and group work. – Also stated good nourishment, effective

medical inspection and hygiene were essential for the development of the child

• The syllabus was designed to work on– Therapeutic results– Good posture– Holistic aims

• Development of mind and body– Good physique

• Still direct teaching style for most– Although some decentralised parts to the lesson

• Often done in the new school’s gymnasia• Outdoor lessons recommended for health benefits• Encouraged to wear correct kit.

Who Where Why What How

• Background– Education Act 1944 required playing fields for

all schools– School leaving age raised to 15

• Lots of expansion in Physical Activity in schools

• Influences– WW2 needed thinking soldiers, and this developed into the

need for thinking children• Modern dance employed as creative approach• Problem solving approach recommended in many schools

• Contained – agility exercise,

gymnastics, dance, games and swimming

• Teachers– Guided rather

than directed• Lots of discovery

centred tasks– Child could

interpret the tasks for themselves

• Designed to develop– Physical, social and cognitive skills– Enjoyment

• Facilities– Post war re-building period meant lots of new facilities– Used full apparatus, ropes, bars, boxes, mats etc.