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From the Model Course to PE
as we know it.
To know the key
features/characteristics of PE
throughout the different stages of its
To know who/what was responsible for
Background. (pg 57)
• In 1866 the Army rejected around 380 out of
every 1000 recruits on physical health
• 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.
Board Schools (1870-1901)
Small playground, no playing field.
Key objectives of drill, fitness,discipline,
Taught by Army NCO’s in 1870’s.
Taught by teachers in1890’s
Key influences: european gymnastics
teachers: Guts Muths etc.
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
In summary Drill aimed to;
Training in the use of a gun
Early Syllabus of Physical
Training (PT). 1904 + 1909
Revision of 1902 model course.
Still similar but a kinder approach adopted by
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
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
Therapeutic work for over 7’s.
Why is it different?
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?
Read/use pages 57-60
Using your drawing skills and
Draw a time line showing the features
of each style of PE
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?
1933 the last syllabus produced by Dr
1933, emphasis on skill and posture.
A detailed respected syllabus
Newman stated that good nourishment,
hygiene and physical training was
required for normal healthy
Moving and Growing 1952
1944 Act required schools to provide
School leaving age increased to 15
A problem solving approach was
introduced into PE
Educational dance, influenced a more
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
Complete the time line from the
Within a group of 6 act out the different
stages of the development of PE.
Think about bringing your time line to life!!
Explain why state elementary school children
in 1902 did not play Cricket or other team
games, as part of their school Physical
training programme. 
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 marks – 3 max from either section.
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.
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.
Good luck, revise hard.
And not be one of