Sport and Society - Emergence of modern sport

Background

Pre industrial revolution recreational activities were split between the peasants and gentry. The peasants took part in recreational activities at annual festivals, fairs and holidays (Christmas). The church at the time was opposed to many sports and pastimes. The gentleman needed to be both sporting and cultural in gentry’ circles. These sporting activities included: hunting, real tennis and dancing.

By the 17th Century mob games and baiting had become pastime activities (as long as church attendance continued. In the 18th Century the church provided feast days and spaces for gatherings, cricket, horse racing and bare-fist fighting (Broughton rules in 1743) were popular and became attractions for SPECTATORS and the early beginning of COMMERCIALISATION.

During the 19th Century, society, education, sports and games dramatically changed. Society was founded on Christianity and a Protestant work ethic. Work standards and hours began to improve for the working classes, and with the industrial revolution came the improvement in transport links and the further development of sport. Also with the creation of the British Empire came the development of Sport across the world.

Characteristics of popular recreation

Case Study: Mob ball

Mob ball was a popular recreation game. Variations in this game involved kicking and throwing a ball in English pre-industrial society. Mob football was little more than massive brawls involving brute force between hoards of young men.

Gentry, government and local authorities have frowned on mob games because they caused:

Damage to property
Injury to young men/making them unfit for work/army training
Disrespect for to Sabbath
Social unrest (riots)

Shove Tuesday became a traditional day for mob games, seen as an opportunity for fun and excitement before the seriousness of Lent.

Emergence of modern sport: 19th Century Public Schools

These schools were controlled by a group of trustees and were not privately owned. The main characteristics of these schools were; boarding allowing more time for recreational activities; they brought boys from a variety of regions and therefore regionalised games; the harsh treatment and living conditions prepared boys for rigorous competition (Spartan).

Dr Thomas Arnold (Head of Rugby School 1828-1842)

Dr Thomas Arnold is regarded as the man who reformed the English public school system. Dr Arnold’s aim was to preach good moral behaviour. This was part of Muscular Christianity movement, with the belief in a healthy mind, soul and fit body.

Arnold reformed public schools by changing the behaviour of the boys, developing the role of Sixth formers and creating the importance of healthy minds and bodies. The use of games organised by the sixth formers established social control, it created positive role models and leadership opportunities.

House system

This is the predecessor of the creation of leagues and codification of games. Arnold’s house system became the focus of boy’s personal, social, recreational and sporting existence. The house system allowed healthy competition, a sense of belonging and cohesive attitudes.

As Public Schools developed in popularity so did the funding and the development of magnificent games fields, uniforms and rules. Interschool competitions brought about the symbols of athleticism. Athleticism reached cult proportions with schools having compulsory games for the development of character.

Athleticism – the combination of physical effort and moral integrity (sportsmanship)

These students then went onto University taking the ‘games ethic’ with them; well rounded character, impeccable manners and enviable personal qualities. Having led a team on the games field, it was assumed that he could lead a regiment on the battlefield. These students would also bring the rules and conventions from a variety of schools to begin to formalise agreed rules more centrally.

The speed of athleticism development was much slower in girl’s public schools due to:

Traditional role of women (education – seen as a threat to the behavioural norms of society)
Anxiety - over wearing of slightly revealing clothing for physical exercise.
It was not considered necessary to give girls the same opportunities as boys.
Unladylike – it was thought inappropriate for women to be competitive or lively
Medical concerns – strenuous physical activity would complicate/prohibit child bearing

Technical developments: Amateurism to professional

By the late 19th Century Sports Days had become a major social occasion and a symbol of a more modern age. Sports days represented a more technical era and a developing interest in skilfulness over brute force. These sports days were highly organised with elaborate programmes.

Football became more codified and central part of not just public schools but also society. The upper classes saw it as a respectable activity that showed courage and determination.

Association Football

Following the formation of the Football Association (FA), Soccer became both an amateur game for gentlemen and a professional game for the ‘people’ (Working Class)
It soon became clear, that football was a regular spectator attraction rather than an annual festival occasion
Therefore, due to players becoming unable to agree time off work, the FA reluctantly accepted professionalism

Similarly Cricket In the 1870’s developed from touring XI’s to county cricket s as a spectator attraction – while county communities needed and respected professionals, they kept them firmly in their social place e.g. the Players v Gentleman or Pro’s v Amateurs, they even had different eating arrangements and did not even travel to matches together or share a changing room.

The development of drill, physical training and physical education in elementary schools

Background:

The army was rejecting over a third of recruits on physical grounds by the late 19th Century. Little space or facilities in industrial towns or emphasis in state schools. Drill was introduced to improve fitness for army recruits, discipline and to attempt to do for working –class children what games was doing for the public school boys.

Quick Check

Pre-industrial revolution recreational activities were split between peasants and gentry. Peasants took part in recreational activities at annual festivals and fairs. The gentry participated in rural activities such as hunting and real tennis
Mob games and baiting were the past times of the peasants.
By 19th Century work standards improved, transport links were developed and the creation of the British Empire brought about the development of Sport World wide
Dr Thomas Arnold is regarded as the Head teacher at Rugby School that reformed the English Public School System. The system was based on the belief of a healthy mind, soul and body.
The Muscular Christianity movement changed the boys behaviour and developed the role of the Sixth formers. The use of games organised by Sixth Formers established social control, positive role models and leadership opportunities.
With the spread of sport across the country and world, came highly organised events and codification.

Emergence of modern sport

Introduction