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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.  
  • 20.  
  • 21. Task.
    • Complete the time line from the previous week.
  • 22. 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!!
  • 23. 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:
  • 24. 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.
  • 25. 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.
  • 26. That’s it!!
    • Good luck, revise hard.
    Do this…. And not be one of these.