Revision
20 Mark Question
Drill, Physical Training and Physical Education in State Schools
LEARNING OBJECTIVES:
Candidates should be able to consider both the reasons for the change from one approach, the next and the effects of each change both then and now and identify differences between each of the following and what occurs in State Schools today.
The 1902 Model Course
• Describe objectives, content and methodology;
• Explain reasons for implementation; role of Colonel Malcolm Fox;
• Explain reasons for rapid replacement (need for healthy lifestyle for urban working class young people).
The 1933 Syllabus of Physical Training
• Describe objectives, content, methodology, reputation,
• Explain reasons for replacement.
The 1950s – Moving and Growing (1952) and Planning the Programme (1954)
• Describe objectives, content and methodology;
• Explain the influence of WW2 on the use of apparatus and the building of gymnasia leading to increased involvement in and effectiveness of physical activity for young people.
The 1970s and 80s (The National Curriculum)
• Explain the impact of industrial action on opportunity and provision for young people to participate in physical activity in state schools as part of a lifelong involvement in a balanced, active and healthy lifestyle impact on extra-curricular activities
• Describe the aims of the National Curriculum for Physical Education.
• Evaluate critically the impact on Physical Education in state schools.
Plan...
Revision Videos
1902 Model Course
The Model Course (1902)
- Strong emphasis placed on authority and discipline
- Removed the teaching of Games and Gymnastics
Timetable Restrictions
1933 Syllabus of PT
What factors influence PE/Sport Provision in Modern State Schools?
Lack of Funding / Resources
Objectives
- Fitness (of the Working Class for military service/war)
- Training in handling weapons and combat
- Discipline for the working class - obedience
- Preparation for their lives in employment and the armed forces.
Quality of Staffing
Quality of Facilities
?
School - Club Links
1950's Syllabus
Influences
- Imposed as a result of Britain's poor performance in the BOER WAR (South Africa)
- Produced and imposed by COLONEL MALCOLM FOX of the War Office (not education department)
1970s & 1980s
National Curriculum
Methodology
- Taught by Non-Commissioned Officers (NCOs)
- Command-response (e.g. 'Attention', 'Stand at ease', 'About turn', etc)
- Group responses / no individuality
- In ranks and in large numbers
The Impact of the National Curriculum...
Content
- Military drill / marching / stood in military-style rows
- Static exercises, e.g. arm raises, in unison,
- Weapon training (staves)
- Deep breathing
- Repetitive and required no apparatus
"It is important therefore that the short time claimed for physical training should be devoted wholly to useful exercises. No part of that time should be wasted on what is merely spectacular or entertaining, but every exercise should have its peculiar purpose and value in a complete system framed to develop all parts of the body"
The National Curriculum (1988)
National Curriculum for PE
Syllabuses of Physical Training
Model course of physical training 1902
- Physical Education can be taught through a range of physical activities:
- Games;
- Athletic Activities;
- Swimming;
- Gymnastics;
- Dance;
- Outdoor and Adventurous Activities;
- Exercise Activities.
- A broad and a balanced curriculum is encouraged - mixture of team and individual sports as well as competitive and non-competitive
What does this quote imply about the nature and priorities associated with the 1902 Model Course?
- Physical Education - Compulsory core subject to be taught from age 5 to 16 years.
- Divided into 'Key Stages' for different ages developing knowledge, skills and understanding in a variety of practical areas.
- Framework used by all state schools to ensure that teaching and learning is balanced and consistent.
- Attainment measured by National Curriculum Levels called 'Attainment Targets'.
- The Model Course was replaced by the Syllabuses of Physical Training (PT) in 1904, 1909, 1919 and 1933.
- Each syllabus sought to stress the physical and educative effects of sporting activities (detailed & high quality syllabuses.)
- NCOs were no longer used and basic class teachers lacked experience and training.
- Government produced a highly prescriptive centralised syllabus that teachers could follow easily.
- Facilities were still limited and obedience was still important.
- Style of teaching was still similar to drill but without military content.
Extra-curricular Sport
- Can be either recreational or competitive based
- Provision differs between different schools. Can be based on availability, facilities, time pressure, availability of staff, etc.
- Factors that have affected the drop in competitive school sport in the 1980s:
- Teacher strikes (based on contractual hours) reduced 'good will'.
- Financial pressures on schools' of running fixtures.
- The competing leisure and employment opportunities for teenagers
1926 - The HADOW REPORT identified the need to differentiate between ages for physical training.
Influence of Dr George Newman - Last syllabus under his direction
1930s - Industrial Depression & rise in working class unemployment (no state benefits were yet available)
AIMS:
- Develop a range of psycho-motor skills
- Maintain and increase physical mobility and flexibility, stamina and strength
- Develop understanding and appreciation for a range of physical activities
- Develop positive values and attitudes like sportsmanship, competition and abiding by the rules
- Help children acquire self-esteem and confidence through the acquisition of skills, knowledge and values
- Develop an understanding of the importance of exercise in maintaining a healthy lifestyle
Highlight the Key Aims and Outcomes of the National Curriculum for PE..
The demise of the the 1902 Model Course:
The 1902 Model Course only lasted two years before being replaced.
Why do you think this was the case?
- Because it was imposed from the War Office rather than the Education Department
- Cruel, not child-centered and viewed as having no educational values
- Military Drill, with its command style, was soon considered unsuitable for young children
- Educationalists demanded a healthier approach linked to good posture and therapeutic exercises with children being allowed to play rather than being treated like little soldiers
- Teachers objected to NCOs in schools and wanted PHYSICAL TRAINING to be their responsibility
- Dr GEORGE NEWMAN - Chief Medical Officer within the Board of Education. Interested in the health-giving/therapeutic effects of exercise.
Syllabus of Physical Training (1933)
List five key words or phrases that describe....
Advantages of a centralised system:
- Provides uniformity of experience
- Coordinated system
- Funded by the government
Disadvantages of a centralised system:
- Can be rigid and inflexible
- May not cater for different local needs
As for a decentralised system:
- Can be difficult to monitor the system effectively
- Allows for the initiatives of individuals such as teachers
- Watershed between syllabuses of the past and the Physical Education of the future
- The syllabus had one section for the under elevens and one for the over elevens
- A detailed, high quality and highly respected respected syllabus
National Curriculum 1988
National government wanted to take more control of education, setting new national standards of attainment, implementing a greater range of activities and making schools & teachers accountable (Ofsted inspections) - Education Reform Acts 1986 and 1988.
Centralised vs Decentralised
1. The 1902 Model Course
2. The 1933 Syllabus of Physical Training
Content
- Athletics, gymnastics and games skills
- Group work
- Set out in a series of 'tables' from which teachers planned their lessons
Objectives
- Physical fitness
- Therapeutic benefits
- Good physique
- Good posture
- Development of mind and body (holistic aims)
- Elementary School Drill
- 1902 Model Course
- 1933 Syllabus of Physical Training
- 1950s - Moving and Growing & Planning the Programme
- 1988 onwards - National Curriculum
Part 2:
1 Mark - Can you think what would have changed in terms of an objective by 1933?
Compare the advantages and disadvantages of a centralised and a decentralised system...
Compare the aims and outcomes of
Public School sport and physical training in
Board Schools in the 1870s...
Discuss the emotional and physical effects of these two approaches...
How does this provision compare to modern
day society?
Methodology
- Still direct style for the majority of the lesson/centralised
- Some decentralised parts of the lesson
- Group work/ task throughout
- Encouragement of special clothing/kit
- Five 20-minute lessons a week recommended
- Used many schools' newly built gymnasia but mostly in playgrounds
- Outdoor lessons recommended for health benefits
- Some specialist PE teachers
Impact of Industrial Action by Teachers in State Schools...
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Part 1:
4 Marks - Identify four reasons why the 1902 Model Course was replaced?
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- Reduced opportunity and provision.
- Extra-Curricular activities severely restricted or stopped.
- Participation reduced in schools.
- Participation shifted to community clubs.
- Frustration / disappointment from both children and teachers.
- Negative press for teachers.
Why was the 1933 Syllabus of Physical Training replaced?
'The ultimate test of which every system of physical training should be judged [is] to be found in the posture and general carriage of the children"
- Although the syllabus had (and still has) a great reputation it was replaced in the early 1950s
- Times and thinking were changing and a more holistic approach to the physical education of young children was sought
- There was a desire to use fewer prescriptive 'tables' of exercises for teachers to go through and more creativity
- By the 1950s there were more female teachers who wanted a different movement style approach to physical activity
- Post-war there were many new purpose-built gymnasia for gymnastics activity.
1933 Syllabus of Physical Training
Dr Newman stated that good nourishment, effective medical inspection and treatment and hygienic surroundings were all necessary for good health as well as 'a comprehensive system of physical training... for normal healthy development of the body [and] for the correction of inherent or acquired defects.
Background Information....
Background Information
The Decentralised Years (1944 to 1988)
Swedish Gymnastics
Moving & Growing & Planning the Programme
- In 1866, the army rejected 38% of recruits on physical grounds.
- Pre-1870 the education of the poor was responsibility of the parish and therefore inconsistent.
- BOARD SCHOOLS (state schools) established after the FORSTER EDUCATION ACT 1870.
- Compulsory education for children aged between 5 and 10 years.
- 1899 - School leaving age raised to 12.
- Restricted space for play and physical exercise.
- Many schools in industrial towns had no playing facilities.
Elementary School Drill
- Post World War II
- Need for 'thinking' soldiers, and the subsequent perceived need for 'thinking' children.
- Destruction of schools led to extensive post-war rebuilding lead to an expansion of facilities
- BUTLER EDUCATION ACT 1944
- Aimed to ensure equality of educational opportunity.
- Required local authorities to provide playing fields for all schools.
- School leaving age raised to 15 in 1947.
- Experiment with OPEN TASKS (problem-solving) for children with disabilities
- PE teachers were fully trained
- Decentralised system meant there was more freedom for teachers to display initiative and flair to cater for local needs and interests
- However, could be viewed as negative due to teachers not being fully accountable, choosing own activities and not providing balance of activities
- Extra-curricular activities dependent upon school and the teachers.
- 1980s - Industrial action / strikes over contractual hours and lack of incentives led to reduction of 'good will' in teachers.
- System of freestanding exercise created by Ling Association.
- Exercised the body systematically called 'callisthenics'
- Produced by the Education Department as a guideline for Primary Schools.
- Teachers were not specifically trained in Physical Education so needed guidance when planning and delivering PE.
- Movement approach as advocated by RUDOLF LABAN (movement to music, dance and creativity) complimented by exploratory work, problem solving, creativity and skill-based work.
The End of the Nineteenth Century
German Gymnastics
Content
- 1870 - Military drill. War Office exercises. Regimented / static. 'Dummy' weapons. Mixed ages. Passive.
- 1890s - Swedish drill
- 1900 - Board of Education stated that games were a suitable alternative to swedish drill
- Taught by Charles Beck (1798-1866) in the USA.
- Emphasised the use of apparatus for vaulting and strengthening
- Influenced by military and public school gymnastics
Objectives
- Fitness for army recruits
- Discipline & obedience
- Social control
- To do for working class children what games was doing for public school boys
Methodology
- Authoritarian / Command Response
- Taught by ARMY NON-COMMISSIONED OFFICERS (NCOs) in 1870s
- Taught by qualified class teachers in 1890s
- No education content. Adult orientated exercises.
How did that differ to state school physical activity at the same time?
What were the characteristics of Public School Sport at the end of the 19th Century?
Moving and Growing (1952) & Planning the Programme (1954)
?
- Led to an overall expansion of physical activities in schools
- Publications issued by the Ministry of Education
- Developed due to changes in educational thinking which led to more child-centred approach
Military Drill
Strict and repetitive training in procedures of movements, as for ceremonial parades or the use of weapons
Physical Training
Objectives
- Physical, social and cognitive development.
- Variety of experiences.
- Enjoyment.
- Personal satisfaction / sense of achievement.
- Increased involvement for all.
Training of the physical body as distinguished from the mind and spirit
Physical Education
The instilling of skills, knowledge and values through the medium of physical activity
Content
- Switch from Physical Training to Physical Education.
- Agility exercises (obstacle training from the army) gymnastics & dance (movement), swimming and games skills.
- Theme or sequence work.
- Movement to music.
- Apparatus work.
- Circuit training, weight training and outward bound activities
- Greater number of female PE teachers influenced more dance / movement style activities
- Less prescriptive activities ('tables') encouraged more innovative teaching.
- Exploratory, creative, individual and fun.
Methodology
- Child-centred and enjoyment orientated.
- Heuristic (or guided) approach to learning.
- Progressive
- More specialised PE teachers
- Teacher guidance rather than direction.
- Problem solving / creative / exploratory / discovery
- Individual interpretation of tasks / decentralisation
- Using full apparatus (cave, ropes, bars, boxes, mats, etc)
- Weekly lessons
The Model Course
1902
20th Century Developments in State Schools
Moving and Growing (1952)
&
Planning the Programme (1954)
Where did the activity take place?
Why was the system introduced?
How was it being taught?
How & Why did we get from this:
How & Why did the approach change?
What was the main aim or purpose?
Who was doing the teaching & learning?
When was it introduced?
to this:
then this:
The National Curriculum for PE
(1970s & 80s)
Syllabus of Physical Training
1933
Plan...
then modern day PE & Sport!