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  • 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. 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. 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. 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. Cont.  In summary Drill aimed to;  Provide discipline  Improve fitness  Training in the use of a gun
  • 6. Massed drill in the school yard 1902
  • 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. 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. 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. 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. 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. 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. The 1933 syllabus- playground games.
  • 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. Ovaltine advert for 1933 syllabus.
  • 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. 1950’s apparatus lesson in the playground.
  • 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. Task.  Complete the time line from the previous week.
  • 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. 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. 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. 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. Do this…. That’s it!!  Good luck, revise hard. And not be one of these.