3.1 Sociology Flashcards

Question

# Pre-industrial Britian characteristics of sport in pre-industrial britian | SLOWCROPS

Answer 1

* Simple/natural * Local * Occasional * Wagering * Cruel/violent * Rural * Occupational * People - male dominated * Simple rules | SLOWCROPS

Answer 2

**Upper class (aristocracy)** * had *money available* to spend on leisure activity which were costly * took part in more civilised activities such as real tennis which had more *sophisticated rules and organised rules* **Lower class (working class)** * had to *work long* hours to live, limited their ability to take part in regular activity * played infrequent games such as mob football which involved large crowds

Answer 3

* Sport were mostly **reserved for men** due to their violent nature and perception **women were weaker** * reflected womens role in society whihc they had limited responsibility such as stay at home * **Lower class women** take part in events such as smock races during local holidays * **Upper class women** could take part in more *sophisticated* like archery, bat and ball sports

Answer 4

* it as **limited** during this time and that reflected in sports * sports (like mob football) were **very violent and resulted in destruction of property** as the large scale game passed through local villages * **Upper class avoided violent sports** as percieved themselves above them

Answer 5

* level of education of population directly influenced what type of sports they could take part in **Lower class** * largely uneducated which reflected in large scale illiteracy * most activities had limited written rules and they were unorgansied with no fixed schedule **Upper class** * public school educated and highly literate so produced rules and codes for activities they took part in * helped them organise activities and keep them more sophisticated

Answer 6

**Lower class** * working conditions were harsh for them * largely employed in manual labour and due to tiredness sport was mostly avoided * long hours so recreation events were infrequent * occuring during holy days or festivals when lower classes had time of work * local due to lack of time available to trvael for physical activity **Upper class** * more leisure time * took part in more physical activity and events which lasted a long time or required travelling

Answer 7

* the amount of money that individuals from the 2 classes directly influenced the activites they could take part in **Lower class** * **limited disposable income** * physcial activity was **infrequent** and used **natural resources** available * their sports was waged upon **Upper class** * **more money** to spend on equipment for sporting use * **wagering** become a part of sport to place bets using their dispobale income * able to **use land that they owned** which made it easier to take part in sport

Answer 8

* transport was mainly in the form of **horse and carts** and it was **difficult to make long journeys** * popular recreation developed locally among **lower class as had little access to transport** * influenced devleopment of local variations of sports as people developed their own sports * **Upper class had more access to transpport** but *still limited due to poor road conditions. *

Answer 9

* participants divided into 2 distinct groups based of their social class **Professionals** * lower class competed in sports as professionals as needed to be paid to cover expenses in taking part * **opportunities to compete were limited** by amateurs and only the best had opportunity to do so * poor, little free time due to long hours, committed to train and perform well, low morality **Amateurs** * upper and middle class as they **could afford to compete without needing payments** * set up many competitions which excluded professionals and they **set up clubs which required membership** fees to be paid * often took part as spectators to place bets on professionals * wealthy, lots of free time, no desire to train, high morality ## Footnote * lower class - working * middle class - land/facotry owner * upper class - aristocracy

Answer 10

* opportunities for women to take part **improved at the end of the 19th century** * opportunities **still very limited** and only present in certain sports **didnt require much physical exertion** * Lawn tennis had much opportunity for women but still expected to play 'lady like' wearing long clothes and in a modest manner

Answer 11

* **Early 19th century** - Britian was characterised by expectations that women should marry, have children and be financially dependent on their husbands, few opportunities to participate due to lack of free time, dispoable income and stereotypes * **Late 19th century** - slow changes in women status, as campaigners fought for equal rights to study, work and eventually vote, poitive impact on women rigths to increase involvement

Answer 12

1. Viewed as important activity in the emancipation of women helping them overcome suppression and negative stereotypes 2. game that could be played in the seclusion and privacy of their own gardens 3. minimum-exercise activity dressed in a modest way, bodies fully covered by high necked and logn sleeved dresses as lawn tennis was viwed as not too vigorous, expected not to sweat as seen as unladlylike 4. played both by males and females of social gatherings, improving their health at the same time

Answer 13

* society become **more lawful** and reflected in the **development of rules in sports** * **law mostly affected the lower class** as middle and upper class were the ones creating law (not acceptable to destroy property while taking part in sport) * **Police force introduced in London in 1829**, followed by metropolitan police act which improved public law and hugely impacted animal baiting and violent sports

Answer 14

* education was initially limited to the middle and upper class **Lower class** * 2 key acts increased the opportunity for the lower class to recieve education: **education act 1870 and 1891** * increase the education provisions for all and **literacy / general education increased** for lower classes * effect of this was an increased ability of the **lower classes to understand and develop rules** for sports they played

Answer 15

**Lower class** * saw an **increase in their working hours** due to the industrial revolution * working class were largely employed in factories where working **conditions were poor** and hours were long (12 hours a day, 6 days a week) * eventually given **half day on saturday, factory team sports set up** and workers allowed to take **annual holidays** ## Footnote middle class factory owners saw the benefits of allowing their workers to be physcially active

Answer 16

**Lower class** * **increase in wages** due to industrial revolution increased amount of money for working class people * **greater disposable income** to spend on sporting pursuits **Middle class** * mainly benefited during this period as they **owned the factories** and had the spending power to take part in physcial activity in their free time **Upper class** * **very wealthy**, so could afford costs associated with sport participation

Answer 17

* revolutions impact on technology paved the way for **expansion of railways** (metals created stronger and faster) also allowed transport to access more leisure activities * **steam trains** meant performers could travel to play fixtures * **sport fixtures become more regular** (cups and leagues) * spectators from **all classes** now able to follow their sport teams

Answer 18

* schools attended by the middle and upper clases which required fees to be paid in order to attend * sport wasnt popular orginally as it was seen as a waste of time * fagging = younger boys act as servants for the older boys ## Footnote Examples: * cricket * football * eton wall game * rugby * fives * hares and hounds

Answer 19

* introduced sports and promoted regular participation to develop athleticism wwithin the boys and as a mean of social control * removed the fagging system * introduced sport organisers

Answer 20

* expensive * boarding * boys only * upper and middle class only * harsh/strict environment

Answer 21

* 'cult' of athleticism * promotion/organisation of sports * promotion of ethics/values * spread and export of games

Answer 22

* Athleticism - combination of physical endeavour and moral integrity * introduction of regular regulated sport helped students develop physcial attributes and internal values * students boarded at these schools so had plenty of free time to train and compete

Answer 23

* promotion of sport allowed social control for the unruly behaviour * filling students free time with extensive games ensure they were occupied and given little opportunuity to misbehave and so they were tired for the night

Answer 24

* ethic gave students opportunities to develop certain qualities to be fine ethical young gentlemen * qualities included: fairness, integrity, respect, responsibility (all traits can be fostered within sport)

Answer 25

* when boys left school most of them went to **oxbridge or high level jobs**. * these boys **shared the games and the christian values** they learnt at public schools leading to **widespread exports of games** * In universities was where most sports were firmly **established with set of rues and a national governing body** ## Footnote 1. boys leaving to go university 2. boys take their sports with them 3. cant all play different versions so sports become 'codified' 4. creating national governing bodies 5. new rules/sports ca be overseen and governed with everyone using the same rules

Answer 26

* Teachers - assist master sough after if you got an oxbridge 'blue' * Industrilas - spread value of athleticism within their workfoce * Parents - influence them to send to their old school * Community members - set up and establish clubs * Army officers - spreading british games abroad, increasing morale and fitness in soldiers * Vicars/Priests - spreading british games abroad, formation of youth games

Answer 27

* specialsit facilities developed to play sports * beginning of professional coaches * inter-house / schoole fixtures * role modelling ( young students look up to older students as players * standardised rules and formation of national governing bodies

Answer 28

**Lower class**: * the pub was often involved (darts) but main sports were football and rugby * professionalism - even more working class men made living from sport * massively represented as spectators due to the cost of attending fixutres **Middle class**: * had more time to participate and increase funds for watching and playing * expierenced sport in school and now intergrating with lower to participate * had money available to spectate a whole host of sports **Upper class**: * sport become a business for them as made money of the teams * still funded lower class, amateurs continued to participate incertain sports * had money and time available and use din ventures acroos the globe ## Footnote * divide between classes was present but more blurred * true intergration of classe in sport * clubs afford to pay players due to revenue generated * loss of jobs due to great depression led to lots of teams going bankrupt

Answer 29

* global economic depression meant high unemployment in Britian means professioanl sport suffered * even skilled orkers didnt show uncritical loyalt to their local teams, pciking and choosing what to spend their limited wages on * number of clubs in industrial region hit hardest - jobs lostm income reduce

Answer 30

* **participation of women in physcial activity darastically fallen since 1900** with working class exlcuded from professionals sports due to constraints of time and money * crowds were **predominately male** and shared a sense of community/class, professional male skilled workers with only few women and middle class watched sports * Women from upp and middle class could compete professionally due to more time and money so female athletes comepting in 1900 olympics * still **maintained view of lower female strengnth / physciality, increasing number of female role models and increase prize money for women throughout the century **

Answer 31

* by 1900 fields of play were enclosed and **boundaries more formal, timetabled games and written codes of conduct** (created through the NGBs) * Players wear numbers on backs, fixed number of players per team, spectators pay to watch and games on saturdays (not sundays) * most cruel sports had disappeared apart from fox hunting and shooting by the gentry

Answer 32

* 1944 education act: stated that schools are not just to develop students academically but that they must also be developed physcially (1988 education reform act, spiritually/morally etc...) state education was made up of 3 schools: * **Grammar school** (more academic/GCE) * **Secondary modern school** (4 year course, 5th year GCE) * **Secondary technical school** (teach to serve industry) * PE was taught in most schools

Answer 33

* all included PE in their curriculam * grammar schools emulated public school provision of sport * inter-house and school games, comeptitive sport games * extra-curricular sports team were ran by all schools

Answer 34

* more time available due to more realisitic working hours * shorter week days, half day on saturday, no wokr on sunday and paid holiday

Answer 35

* more money available due to better paid jobs * now paid athletes to compete due to greater revenue generated from the clubs

Answer 36

all available space was used for sport * Pubs - darts, dominos, billards * Grass - football, rugby * Public baths - water polo * allotments - pigeons race

Answer 37

* different modes of transport available to everyone as the revolution continued from the 19th centruy ( public and private transport) * live games more accesible to fans * growth of international transport (air travel) enabled sport to develop globally | cars, bikes, planes, coaches .....

Answer 38

* still class divisions in the UK but more fluid than ever * streeotyped that modern footballers are often less educated (working class) looking for fame * social mobility is achievable through sports * prospect of fame and fortune in professional sport is promoted via social media, creates role models for young people * some sports still associated wth specific classes(equestrian = upper class) due to expenses

Answer 39

the changes in wealth, education and occupation through a persons life

Answer 40

* more males participate than females * sport still considered 'unfeminine' by some, reinforcing male dominance in participation and media coverage * less media coverage for women than males stereotyped sports: male - football, rugby, cricket female - dance, gymnastics

Answer 41

* participation rates are on the rise * more media coverage for females in sport * more females present on sport showings * more females role models

Answer 42

**Track and field athletics**: * 2000 - hmmaer throw introduced into olympics programme for women bringing men and women events closer * 2010 - new global competition strucutre headed with huge media interest and helathy incomes for both male and female atheltes via prize money and sponsorships **Association football**: * 2004 - BBC broadcast womens FA cup final to audience over 2 million * 2008-2012 - FA launched 4 year stratergy for womens football inclduing central contraccts for 20 england players * 2011 - launch of women super league * 2012 - team GB womens team successfully competed at olympic games, creat interest in the game **Lawn tennis**: * 2007 - equality in prize money at 4 grand slam majors was achieved when wimbledon paid both champions £700,000 * 2015 - more than 2500 femail elite players competed for over $100 million in 55 WTA events and 4 majors

Answer 43

* more sophisticated and specific sport laws created * clamped down on misuse of drugs, match fixing and contractual disputes (athlete passports) * fighting discrimination against gender/race/diability/secuality/age/religion ## Footnote example of specific sport law: - 'duty of care' of a sports coach - neglience from referees in rugby union - illegal mannourvers from jockeys, leading to others falling - on and off the field conduct/aggression

Answer 44

* physical education is compulsory in primary, secondary, college and universitites * more pople studying sport telated topics at universitites and therefore more people finding work in sport

Answer 45

* curriculum * type of school * competition * extra-curricular club * qualifications * rnage of sport * school-club links * knowledge * negative expierence

Answer 46

* 21st century britian is far more advanced technologically than it ever was * flexible working conditons mean more time available increasing participation

Answer 47

* more people are financially better off in the 21st century * participation has suffered downturns since 2012 * the recession influenced the amount of money spent on sports

Answer 48

* still has strong public transport links (train, bus, coach, planes, cars) * most housholds now onw a car, so can travel to sport events * international mobility ha sbeen enhanced through wider access to air travel

Answer 49

* **Robert Dover games** (also kown as Cotswold Olimpick Games) organised in Gloucestershire * established a **multi-event competition** (stick fighting, animal races, gymnastic event, throwing event and shin kicking) * become an annual event 1612, held on friday after spring bank holiday and become popular

Answer 50

* **Wenlock Olympian Games** (Dr Penny Brookes, Shropshire) * **multi-event competition** including - game compeititons, athletics, cross country and quoit competitions * Dr Brookes established the games to demonstarte moral/physcial and intellectula imporvements using sports as a vehicle

Answer 51

* **Education** (inclusion of PE in school curriculum-public schools, in 1850 campaigned for this to happen) * Also tried to influence schools on the things that they offered within sport * **Promoted the benefits of sports** - athletecism and games ethic * 1890 met with Baron Pierre De Coubertin to watch and discuess the Wenlock Olympian games

Answer 52

* 1890 he started to look to re-introduce the olympian games, formed international olympic committe in 1894 and in 1896 he managed to re-establish the concept of the olympic games in Athens * he was interested with PE and sport in Britian and legacy of Thomas Arnold at the rugby schools and concept of sport/athletecism in school boys * considered games to be the vehicle to promote courage and manly young men who would take leading roles in society | Founded the Olympic games in 1896

Answer 53

* during time of Wenlock games and Brookes, public schools were developing their sports at rugby school / eton * Wenlock olympian games were for ex public school boys in society and Brookes as aproduct for the public school system

Answer 54

* key figure - Pierre De Coubertin * countries that participated: Western Europe, Australia, USA and Chile * competed in a mulit-event competition against eachother ## Footnote - tennis where they competed with each other in an event called mixed tennis - Lauceston Elliot was a hero in first olypic games as champion of one armed weight lifting - strictly only for amateurs and men, women werent allowed in the stadiums

Answer 55

* excellence * respect * friendship

Answer 56

* excellence * respect * friendship * courage * determination * inspiration * equality

Answer 57

* development of equality / reduction in discrimination * bringing people together / uniting them in a spirit of goodwill * developing respect * teaching fair play / sportsmanship * developing peace / harmony * education young people through sport * promoting development of physical and moral qualities

Answer 58

* created by congress in Paris in 1894 * owns all rights to the olympic symbol and games themselves * world body that administers the olympic movement * headquaters in Switzerland * members are appointed and responsible for selecting host cities

Answer 59

* Doctor Sir Ludwig Guttmann worked with soldiers with spinal injuries, hurt in thw war using sport as a means of motion for getting better * hled first wheelchair game at hospital in Stoke Mandeville at the same time as Londons games in 1948 * first official olympic-style game for athletes with a disability were organised in Rome in 1960 * Toronto 1976 other disbaility groups were added with other sports

Answer 60

* determination * courage * equality * inspiration

3.1 Sociology Flashcards

sports and society (85 cards)