From the Model Course to PE
as we know it.
   To know the key
    features/characteristics of PE
    throughout the diffe...
Background. (pg 57)
•   In 1866 the Army rejected around 380 out of
    every 1000 recruits on physical health
    grounds...
Board Schools (1870-1901)
   Restricted space.
   Small playground, no playing field.
   Key objectives of drill, fitne...
1902 The Model Course.
   Drill imposed as a result of Britain’s poor
    performance in the Boer War.
   Imposed by Col...
Cont.
   In summary Drill aimed to;
   Provide discipline
    Improve fitness
   Training in the use of a gun
Massed drill in the school yard
1902
Early Syllabus of Physical
Training (PT). 1904 + 1909
   Revision of 1902 model course.
   Still similar but a kinder ap...
1919 Syllabus
   Followed on from the 1914-18 war
   Syllabus was progressive, more child centred
   Dr George Newman s...
1919 Syllabus
   About half the lessons were now on
    general activity exercises, movement
    including small games an...
Task.
   Read/use pages 57-60
   Using your drawing skills and
    imagination.
   Draw a time line showing the feature...
1930’s
   A time of industrial depression, many
    working class men were unemployed
   1930’s were something of a wate...
1930’s
   1933 the last syllabus produced by Dr
    George Newman
   1933, emphasis on skill and posture.
    A detailed...
The 1933 syllabus- playground
games.
1933 Syllabus
   Athletics, gym and games skills were a
    feature along with group work
   Group work was a central pa...
Ovaltine
advert for
1933
syllabus.
Moving and Growing 1952
   1944 Act required schools to provide
    playing fields.
   School leaving age increased to 1...
1950’s apparatus lesson in the
playground.
Movement and Growing
   An experiment in Halifax with disabled
    children encouraged a problem solving
    approach to ...
Task.
   Complete the time line from the
    previous week.
Lesson 3.

   Within a group of 6 act out the different
    stages of the development of PE.
   Think about bringing you...
Exam questions:
   Explain why state elementary school children
    in 1902 did not play Cricket or other team
    games,...
In the the 1950’s Physical Education in State Elementary schools
       changed, following the publication of Moving and g...
Teaching methods.
   7. (child centred) child centred approach/ emphasis
    on what children could do rather than what t...
Do this….

That’s it!!
   Good luck, revise hard.




                 And not be one of
                 these.
PEShare.co.uk Shared Resource
PEShare.co.uk Shared Resource
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PEShare.co.uk Shared Resource

  1. 1. From the Model Course to PE as we know it.  To know the key features/characteristics of PE throughout the different stages of its development.  To know who/what was responsible for its development.
  2. 2. Background. (pg 57) • In 1866 the Army rejected around 380 out of every 1000 recruits on physical health grounds. • Board Schools (state not boarding) were established after 1870 • School became compulsory for children between ages of five and ten. By 1899 school leaving age was 12 years old.
  3. 3. Board Schools (1870-1901)  Restricted space.  Small playground, no playing field.  Key objectives of drill, fitness,discipline,  Taught by Army NCO’s in 1870’s.  Taught by teachers in1890’s  Very authoritarian  Key influences: european gymnastics teachers: Guts Muths etc.
  4. 4. 1902 The Model Course.  Drill imposed as a result of Britain’s poor performance in the Boer War.  Imposed by Colonel Fox.  Drill also trained the children how to stand to attention and march like soldiers  Girls and boys instructed together  Children treated as soldiers  Large numbers could work in a small space
  5. 5. Cont.  In summary Drill aimed to;  Provide discipline  Improve fitness  Training in the use of a gun
  6. 6. Massed drill in the school yard 1902
  7. 7. Early Syllabus of Physical Training (PT). 1904 + 1909  Revision of 1902 model course.  Still similar but a kinder approach adopted by teachers.  School medical service established in board of education in 1908.  Dr George Newman was the key influence as chief medical officer.  He was interested in health and therapeutic effects of exercise.  A compromise between military drill and Swedish exercises.
  8. 8. 1919 Syllabus  Followed on from the 1914-18 war  Syllabus was progressive, more child centred  Dr George Newman still influential, he stressed the benefit of recreational activities to rehabilitate injured soldiers  Enjoyment and play for under 7’s simple games introduced.  Therapeutic work for over 7’s.  Why is it different?
  9. 9. 1919 Syllabus  About half the lessons were now on general activity exercises, movement including small games and dancing.  Teachers had more freedom, in general things were becoming less formal.  The Fisher Education act 1918 promoted holiday, school camps and school playing fields. Why?
  10. 10. Task.  Read/use pages 57-60  Using your drawing skills and imagination.  Draw a time line showing the features of each style of PE
  11. 11. 1930’s  A time of industrial depression, many working class men were unemployed  1930’s were something of a watershed between the syllabus used in the past and the PE of the future  1933 Syllabus identified the need for different activities for different groups  One section for under 11’s one for over 11’s  How does this relate to today’s education?
  12. 12. 1930’s  1933 the last syllabus produced by Dr George Newman  1933, emphasis on skill and posture. A detailed respected syllabus  Newman stated that good nourishment, hygiene and physical training was required for normal healthy development.
  13. 13. The 1933 syllabus- playground games.
  14. 14. 1933 Syllabus  Athletics, gym and games skills were a feature along with group work  Group work was a central part of the lessons  5x20 minute lessons recommended
  15. 15. Ovaltine advert for 1933 syllabus.
  16. 16. Moving and Growing 1952  1944 Act required schools to provide playing fields.  School leaving age increased to 15  A problem solving approach was introduced into PE  Educational dance, influenced a more creative approach
  17. 17. 1950’s apparatus lesson in the playground.
  18. 18. Movement and Growing  An experiment in Halifax with disabled children encouraged a problem solving approach to PE  Lessons became more enjoyable,increased involvement, teachers provided guidance rather than direction  Much apparatus work, bars, boxes, ropes etc.  Children gained much individual satisfaction
  19. 19. Task.  Complete the time line from the previous week.
  20. 20. Lesson 3.  Within a group of 6 act out the different stages of the development of PE.  Think about bringing your time line to life!!
  21. 21. Exam questions:  Explain why state elementary school children in 1902 did not play Cricket or other team games, as part of their school Physical training programme. [4]  Answers:
  22. 22. In the the 1950’s Physical Education in State Elementary schools changed, following the publication of Moving and growing (1952) and the planning programme (1954).  Identify the objectives of the 1950’s approach. Describe how a lesson based on the 1950’s syllabus would have been taught. [5].  Answer:  5 marks – 3 max from either section.  Objectives:  1. (physical) learn physical skills/body management/ gymnastics/ dance/ games/ swimming skills.  2. (social) learn social skills/ co-operation/ working together.  3. (cognitive) Learn cognitive skills.  4. (enjoyment) Enjoyment/ satisfaction/ feeling of achievement.  5. (involvement) to get everyone involved/taking part.  6. (variety) to give a varied programme/ varied lessons.
  23. 23. Teaching methods.  7. (child centred) child centred approach/ emphasis on what children could do rather than what they could not do/ starting from their own experience.  8. (problem solving) problem solving/ discovery/ exploration/ creating sequences/ individual interpretation of tasks.  9. (apparatus) apparatus used/ gymnastic equipment/ ropes, bars, boxes etc.  10. (decentralised) decentralised/ teacher as educator rather than instructor/ not everyone doing the same thing at the same time.
  24. 24. Do this…. That’s it!!  Good luck, revise hard. And not be one of these.

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