Emergence and evolution of modern sport
Sport in Pre-industrial Britain
Sports before 1800
Pedestrianism
Mob football – rowdy + dangerous
Cheese rolling
“Real tennis” - refined due to complex rule structure
Cricket
Cotswold Olympics – multi-events in Gloucestershire
Sociocultural factors:
Social class = Agrarian society. 2 class system (feudal system). Opposite experiences
Gender = Masculine pursuits. Women participated in smock racing and cricket.
Transport = Very limited. Localised sports. Unique versions in different localities.
Law and order = No police. Some sports banned due to local control
Money = Cheap but sports like real tennis and cricket were exclusive
Time = Agricultural calendar. Holidays (festival + religious days) spent playing sport
Education = Illiterate so simple and unwritten rules. Wealthy boys went to school e.g.
Eton + Harrow
Sport in Post-1850 Industrial Britain:
The industrial revolution had a major impact on all levels of society:
· Huge growth of people in the middle class.
· 2 class -> 3 class
· Increase in wealth (for some)
· Urbanisation (movement of people from agricultural to urban city landscapes)
· Move to industrial economy (from agrarian)
Social class:
· Increased middle class led to amateur/professional
· Middle class = amateur
· Rugby split – league and union
· Exclusion clause
Gender:
· Decreased opportunity for women even as time progresses
· Victorian ethics - notion of the Victorian lady
· Femininity in sport - sport not seen as a feminine behaviour
· Tennis came as a sport that women could play (Lottie Dod)
Growth of Public schools
Law + Order:
· Police force
· Illegalisation of traditional schools – banned certain sports
· Civilising process
· Loss of rights for the working class to take part in their traditional pursuits
Transport:
· Growth of rail
, · Regular fixtures across the nation
· National fixtures e.g. FA Cup, Ashes. Intercontinental cricket
Money:
· Wages low (w/c)
· Increased wages at the end of the 19th century
· Cost of access decreasing (e.g. a ticket)
· 1p baths – washing, cleaning, laundry
· Football stadia being built increasing growth in attendance, accessibility, popularisation
Education:
· Increase in Philistine schools (e.g. Cheltham)
· New urban MC
· State education compulsory 1870
· Codification and writing of rules to formularise how the game is played
· Mass media
Time
· Machine time – 12-hour days, 6 days a week
· Factory acts that made it illegal to work excess time
· Day trips (seaside)
· Wednesday + Saturday closed early
· Saturday is where we get our sporting Saturday from (1pm start in cricket)
Influence of Public schools
'Private' schools
1800 - 1899 = ancient. Educating the aristocracy. E.g. Eton, Harrow, Rugby, Charter
Thomas Arnold was the headmaster of rugby school.
They had facilities. There were natural facilities in rural land. Large open spaces. Lots of space
for expansion.
Coaching - They had a coaching model and allowed working class professionals into
the school to coach. Oxbridge blues became prolific and educated in their sport and
came back to teach it.
Character development - Bravery, leadership, teamwork, loyalty. Team games.
Rugby was a high status game because it developed the character that was sought
after at the time.
Time - they boarded so had lots of time
House system - House fixtures, Inter-school fixtures
Rules - National governing bodies set rules to make the matches fair
Role models - promoted 6th formers to take responsibility and be a role model.
Where did they go?
Army officers
Teachers (coaches)
Factory owners = West ham United, Arsenal
Politicians
Vicars (clergymen) = church teams (Aston villa)
Spread of notion of sport (Athleticism)
Cult of Athleticism = combination of physical endeavour and moral integrity
, Sport in the 20th century:
1900 - 1999
A period of time when the Victorian, middle class image of sport was merged with more
modern constructs and the growth of technology.
Sport retained as part of the British calendar. Move to mass entertainment. Masculine
identity. Increased commercialisation. Role of the Olympics (1896).
Social and Cultural factors
Time
More leisure time.
Structured sport.
Weekends available to play sport.
Working class hours decreased to 40 hours per week. More time for sport, playing and
spectating.
Less work, increased energy to play.
Sports played regularly on Saturdays and alternative days such as Sundays and
midweek.
Money
Upper and middle class had more income for expensive sports e.g. horse-riding
Expensive membership fees for private facilities e.g. golf clubs
Increased income of the working class towards the end of the 20 th century = increased
participation and spectatorism
Public facilities provide equality for sports
Professionalism grew for the working class
Excess disposable income – money spent on TV deals from 1992, gambling increased.
Education
Compulsory.
PE for all.
Drill -> PT -> PE
In public/private schools pe for the middle/upper class had high status. Expansion of
interschool fixtures and compulsory games afternoons. Better facilities/coaches/more
time for sport.
Increased participation in sport
Law + Order
Hooliganism.
Policing at events as spectatorism grew.
Terrorism of attacks
Corruption in sport – drugs, match fixing, corrupt police
Impact of WW1 and WW2. Sport used as a tool to appease the social unrest in society
Gender
Male identity.
Gradual increase in participation for women.
Many sports are still resistant.
"Sport" "Women's sport"
Class
Traditional identity.
Sport in Pre-industrial Britain
Sports before 1800
Pedestrianism
Mob football – rowdy + dangerous
Cheese rolling
“Real tennis” - refined due to complex rule structure
Cricket
Cotswold Olympics – multi-events in Gloucestershire
Sociocultural factors:
Social class = Agrarian society. 2 class system (feudal system). Opposite experiences
Gender = Masculine pursuits. Women participated in smock racing and cricket.
Transport = Very limited. Localised sports. Unique versions in different localities.
Law and order = No police. Some sports banned due to local control
Money = Cheap but sports like real tennis and cricket were exclusive
Time = Agricultural calendar. Holidays (festival + religious days) spent playing sport
Education = Illiterate so simple and unwritten rules. Wealthy boys went to school e.g.
Eton + Harrow
Sport in Post-1850 Industrial Britain:
The industrial revolution had a major impact on all levels of society:
· Huge growth of people in the middle class.
· 2 class -> 3 class
· Increase in wealth (for some)
· Urbanisation (movement of people from agricultural to urban city landscapes)
· Move to industrial economy (from agrarian)
Social class:
· Increased middle class led to amateur/professional
· Middle class = amateur
· Rugby split – league and union
· Exclusion clause
Gender:
· Decreased opportunity for women even as time progresses
· Victorian ethics - notion of the Victorian lady
· Femininity in sport - sport not seen as a feminine behaviour
· Tennis came as a sport that women could play (Lottie Dod)
Growth of Public schools
Law + Order:
· Police force
· Illegalisation of traditional schools – banned certain sports
· Civilising process
· Loss of rights for the working class to take part in their traditional pursuits
Transport:
· Growth of rail
, · Regular fixtures across the nation
· National fixtures e.g. FA Cup, Ashes. Intercontinental cricket
Money:
· Wages low (w/c)
· Increased wages at the end of the 19th century
· Cost of access decreasing (e.g. a ticket)
· 1p baths – washing, cleaning, laundry
· Football stadia being built increasing growth in attendance, accessibility, popularisation
Education:
· Increase in Philistine schools (e.g. Cheltham)
· New urban MC
· State education compulsory 1870
· Codification and writing of rules to formularise how the game is played
· Mass media
Time
· Machine time – 12-hour days, 6 days a week
· Factory acts that made it illegal to work excess time
· Day trips (seaside)
· Wednesday + Saturday closed early
· Saturday is where we get our sporting Saturday from (1pm start in cricket)
Influence of Public schools
'Private' schools
1800 - 1899 = ancient. Educating the aristocracy. E.g. Eton, Harrow, Rugby, Charter
Thomas Arnold was the headmaster of rugby school.
They had facilities. There were natural facilities in rural land. Large open spaces. Lots of space
for expansion.
Coaching - They had a coaching model and allowed working class professionals into
the school to coach. Oxbridge blues became prolific and educated in their sport and
came back to teach it.
Character development - Bravery, leadership, teamwork, loyalty. Team games.
Rugby was a high status game because it developed the character that was sought
after at the time.
Time - they boarded so had lots of time
House system - House fixtures, Inter-school fixtures
Rules - National governing bodies set rules to make the matches fair
Role models - promoted 6th formers to take responsibility and be a role model.
Where did they go?
Army officers
Teachers (coaches)
Factory owners = West ham United, Arsenal
Politicians
Vicars (clergymen) = church teams (Aston villa)
Spread of notion of sport (Athleticism)
Cult of Athleticism = combination of physical endeavour and moral integrity
, Sport in the 20th century:
1900 - 1999
A period of time when the Victorian, middle class image of sport was merged with more
modern constructs and the growth of technology.
Sport retained as part of the British calendar. Move to mass entertainment. Masculine
identity. Increased commercialisation. Role of the Olympics (1896).
Social and Cultural factors
Time
More leisure time.
Structured sport.
Weekends available to play sport.
Working class hours decreased to 40 hours per week. More time for sport, playing and
spectating.
Less work, increased energy to play.
Sports played regularly on Saturdays and alternative days such as Sundays and
midweek.
Money
Upper and middle class had more income for expensive sports e.g. horse-riding
Expensive membership fees for private facilities e.g. golf clubs
Increased income of the working class towards the end of the 20 th century = increased
participation and spectatorism
Public facilities provide equality for sports
Professionalism grew for the working class
Excess disposable income – money spent on TV deals from 1992, gambling increased.
Education
Compulsory.
PE for all.
Drill -> PT -> PE
In public/private schools pe for the middle/upper class had high status. Expansion of
interschool fixtures and compulsory games afternoons. Better facilities/coaches/more
time for sport.
Increased participation in sport
Law + Order
Hooliganism.
Policing at events as spectatorism grew.
Terrorism of attacks
Corruption in sport – drugs, match fixing, corrupt police
Impact of WW1 and WW2. Sport used as a tool to appease the social unrest in society
Gender
Male identity.
Gradual increase in participation for women.
Many sports are still resistant.
"Sport" "Women's sport"
Class
Traditional identity.
