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PE Paper 3 > sport and society: emergence and evolution of modern sport > Flashcards

sport and society: emergence and evolution of modern sport Flashcards

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1
Q

list the socio-cultural factors of britain

CAATLEG

A

C- class (social class)
A- availability of time
A- availability of money
T- type and availability of transport
L- law and order
E- education and literacy
G- gender

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2
Q

describe the socio-cultural factor ‘class’ of pre-industrial britain (pre - 1850s)

CAATLEG

A

C - Feudal society (2 classes) :
- upper (gentry): lived in luxury, literate and had leisure time
- lower (peasants): illiterate, long working hours, cruel & violent existance

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3
Q

describe the socio-cultural factor ‘availibility of time’ of pre-industrial britain (pre - 1850s)

A

A - agricultural calendar and long working hours so lower class had very little free time, whereas upper class had extensive free time

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4
Q

describe the socio-cultural factor ‘availibility of money’ of pre-industrial Britain (pre- 1850s)

A

A - the lower class were extremely poor and the upper class were rich

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5
Q

describe the socio-cultural factor ‘transport’ of pre-industrial Britain (pre- 1850s)

A

T - limited transport/ communications so limited trnasport for lower class- mainly on foot, upper class carried by horses and carriages

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6
Q

describe the socio-cultural factor ‘law and order’ of pre-industrial Britain (pre- 1850s)

A

L - no police force/ uncivilised/ harsh society

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7
Q

describe the socio-cultural factor ‘education’ of pre-industrial Britain (pre-1850s)

A

E - lower class was illiterate, upper class were literate as they attended public schools

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8
Q

describe the socio-cultural factor ‘gender’ of pre-industrial Britain (pre-1850s)

A

G- society was male dominated

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9
Q

Explain the characteristics of ‘ class’ for popular recreation of pre industrial britain (1850s)

CAATLEG

A

C - classes had different sports
- e.g. lower = mob football/ upper = real tennis (cricket could be played by both)
- had different roles within same activity e.g. bare fist fighter was lower class, while his patron/ sponsor was upper

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10
Q

Explain the characteristics of ‘availibility of time’ for popular recreation of pre industrial britain (pre - 1850s)

A

A - lower class had little time for recreation so lead to occasional/ annual events like festivals/ holy days whereas upper class would play more regularly

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11
Q

Explain the characteristics of ‘availibility of money’ for popular recreation of pre industrial britain (pre - 1850s)

A
  • games were simple/ naural whereas upper class required equipment/ courts
  • wagering/ gambling = upper class to show status, lower class to go from ‘rags to riches’
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12
Q

Explain the characteristics of ‘transport’ for popular recreation of pre industrial britain (pre - 1850s)

A
  • localised games within small communities with localised rules spread by word of mouth with local variations whereas upper class could play with standardised rules
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13
Q

Explain the characteristics of ‘law & order’ for popular recreation in pre-industrial Britain

A

lower played violent and cruel games e.g. baiting and blood sports, whereas upper played real tennis which was more civilised

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14
Q

Explain the characteristics of ‘eductaion’ for popular recreation in pre-industrial Britain

A
  • lower = rules were simple and unwritten
  • upper = sophisticated sports with complex written rules
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15
Q

Explain the characteristics of ‘gender’ for popular recreation in pre-industrial Britain

A
  • for both = games were only played by men and were violent, whereas women has a traditional role, lower status in society so inferior to men
  • lower class women might ‘smock race’ at a country fair
  • upper class women could horse ride, dance, compete in archery as they were not strenuous activities
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16
Q

describe the socio-cultural factor ‘class’ for post-industrial Britain

A
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17
Q

describe the socio-cultural factor ‘availibility of time’ for post-industrial Britain

A
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18
Q

describe the socio-cultural factor ‘availibility of money’ for post-industrial Britain

A
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19
Q

describe the socio-cultural factor ‘transport’ for post-industrial Britain

A
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20
Q

describe the socio-cultural factor ‘law & order’ for post-industrial Britain

A
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21
Q

describe the socio-cultural factor ‘education’ for post-industrial Britain

A
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22
Q

describe the socio-cultural factor ‘gender’ for post-industrial Britain

A
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23
Q

explain the socio-cultural factor ‘class’ for post-industrial britain

A
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24
Q

explain the socio-cultural factor ‘availibility of time’ for post-industrial britain

A
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25
explain the socio-cultural factor 'availibility of money' for post-industrial britain
26
explain the socio-cultural factor 'transport' for post-industrial britain
27
explain the socio-cultural factor 'law & order' for post-industrial britain
28
explain the socio-cultural factor 'education' for post-industrial britain
29
explain the socio-cultural factor 'gender' for post-industrial britain
30
define amateur
a person who plays sport for the love of it and recieves no financial gain
31
define prefessional
a person who plays sport for financial gain
32
what are the characteristics of amaterurism
- participation is more important than winning - socially acceptable behaviour e.g. morals/ abide by rules - fair play & sportsmanship important - discourages deviant behaviour e.g. cheating/ match fixing as not tempted by extrinsic rewards
33
what are characteristics of amateurism in the 19th century
- amateur upper class - 'gentleman amateurs' - social elite - amateurs held a higher status than professionals - adhered to code of ethics - tended to be an 'all rounder' viewed with high regard - elite performers of 19th century - manliness/ high moral integrity - excluded/ restricted professionals to avoid deviant behaviour e.g. athletics had an exlusion clause - controlled by NGBs/ selected teams/ restricted access to clubs
34
what are the charactersitics of amateurism in the eirly 20th century
- held high status in society - controllers of sport = upper & middle class contolled sport & excluded working class from 'amateur sports' - top performers = more likely to be upper and middle class - highly moral = had money and free time to play for love of it, emphasised fair play and sportsmanship
35
what are the characteristics of amateurism today
- 'open' championships - amateurs can still compete against professionals, just not win the money e.g. golf - less liklihood of exclusions as society became egalitarian (equal and achievement based merit) - some amateurs now recieve finance to pay for training expenses e.g. national lottery/ sports aid money - amateur sport can act as a platform for professional sport e.g. boxing, golf
36
what are the characteristics of preofessionalism
- earning money from sport - improved standards - encourages spectator sport because better spectacle for spectators - pressure to win encourages deviant behaviour e.g. cheating/ match fixing - winning is critical
37
what are characteristics of professionalism in the 19th century
- sport became a business = amateurs paid for professionals to play - upper class were patrons/ working class = professionals - broken time payments from upper class to allow working class to allow working class to play and miss work but not be financially worse - developed employment - hired based on ability in certain sport
38
what are the characteristics on professionalism in the 20th century
- increased commercialism of sport - maximum wage was abolished
39
what are the charactersitics of professionalism today
- professionals train full time - prefessionals can still be financially supported e.g. sponsorship/ sports aid - professionals have contracts/ seen as commodity/ contractual obligations - high rewards through media and sponsorship e.g. football and tennis - celebrity status - media coverage and investment have led to increases in financial reward e.g. gold, tennis, football - positive rolemodels acts as motivators - more spectators attend matches at professional sporting events
40
describe how today all classes can participate in either amateur or professional
- social class is no longer a barrier - moral codes still evident in amateur and professional sports today - shaking hands - code of conduct still present: calling ref 'sir' in rugby - today injection of money/ commercialisation - TV rights etc. allows NGBs to invest in grass roots/ economic benefit to country/ sports benefits/ country benefits - today amateur and professional shared characteristics = difficult to distinguish between amateur and professional
41
what did industrilaists influence on the spread of sport in relation to ex-public school boys
factory owners set up teams for their wokrers to encourage the development of characters. e.g. Arsenal is a gun making factory in Woolwich
42
what do vicars influence on the spread of sport in relation to ex-public school boys
boys went to the church and set up teams to encourage the boys to come to church e.g. Manchetser City (rev. Connell)
43
what does the army influence on the spread of sport in relation to ex-public school boys
boys travelled the British Empire taking the games with them. Passed the game to the lower ranking soldiers and other countries e.g. Australia - play cricket and rugby
44
what do parents influence on the spread of sport in relation to ex-public school boys
encouraged their boys to play the games they had played
45
what do teachers influence on the spread of sport in relation to ex-public school boys
some went on to teach and encouraged students to play to develop their character
46
what does community clubs influence on the spread of sport in relation to ex-public school boys
boys set up clubs in the community to play
47
what do governing bodies influence on the spread of sport in relation to ex-public school boys
bpys went on to set up governing bodies to establish standardised rules for the games thye played e.g. FA 1863
48
what did oxbridge blues influence the spread of sport in relation to ex-public school boys
the boys who had left to go to Oxford and Caimbrudge Uni went back to thier schools and became role models to the younger boys
49
what is the cult of athleticism meaning
an obsession with the combination of physical endeavour and moral integrity
50
what is the impact and nature of the 'cult of athleticism'
the belief that character development happens through sport where the students learnt to try hard and be truthful
51
describe the characteristics of the sports that where organised and promoted from the public schools
- were boarding schools had a lot of free time to play regularly & this meant standards were high - played with ane thos of sportsmanship and fairplay - were able to afford specialist equipment and facilities - employed professional coaches e.g. in cricket - encouraged teachers to support to and coach house teams - encouraged others to join in - played prestigious matches against teams such as MCC (cricket)
52
describe and explain the good qualities for boys that public schools promoted
- physical endeavour: trying hard to score a goal in football to the very last minute of the game - leadership: being the captain of the sports team would have to lead the other boys - courage: to make a tackle against an older boy in rugby or to go into bat last when the score is close - moral integrity: helping a player up wjo you fouled or playing by the rules in a game of football - teamwork: playing for your house/ school enabled you to work with others in cricket - loyalty: allegiance to your school/ house/ cricket team/ pride to play for your house at cricket - respect: accepting the decisions of the referee/ mutual regard for the opposition/ teammates
53
describe the socio-cultural factor 'class' for 20th century britain
54
describe the socio-cultural factor 'availibility of time' for 20th century britain
55
describe the socio-cultural factor 'availibility of money' for 20th century britain
56
describe the socio-cultural factor 'transport' for 20th century britain
57
describe the socio-cultural factor 'law & order' for 20th century britain
58
describe the socio-cultural factor 'education' for 20th century britain
59
describe the socio-cultural factor 'gender' for 20th century britain
60
explain the socio-cultural factor 'class' for 20th century britain
61
explain the socio-cultural factor 'availibility of time' for 20th century britain
62
explain the socio-cultural factor 'availibility of money' for 20th century britain
63
explain the socio-cultural factor 'transport' for 20th century britain
64
explain the socio-cultural factor 'law & order' for 20th century britain
65
explain the socio-cultural factor 'education' for 20th century britain
66
explain the socio-cultural factor 'gender' for 20th century britain
67
define globalisation
a process that involves sports as a worldwide busiess and features corpoate brands, media coverage and freedom of movement of players, officials and spectators
68
what does globalisation cause
- worldwide media coverage - greater exposure of people to sport - freedom of movement of players and supporters
69
how does globalisation effect media coverage
- worldwide media coverage on multiple platforms - increased audiences (paralympics/ world cup football, Wimbledon) - sports as a worldwide marketplace/ business (replica premier league football shirts old in Aisa, NBA shirts sold in the UK) - increased technology and social media = sports available 24/7 all over the world - commercialisation of sport - increased revenue for merchendise sales in new foreign markets - scheduling - changed kick off times to increase media viewers e.g. 7:45 kick off for football - sport format - changed the structure of sport to increase media appeal e.g. rugby 7s - rule changes - NGB altered rules e.g. no offside in hockey - international fixtures - increased numbers - player income increased due to prize money/ sponsorship - player status- global superstars e.g. David Beckham - officiating technology - fair outcomes and entertainment e.g. TMO/ hawkeye
70
how does globalisation effect exposure of people to sport
- sports comps taken to new markets e.g. F1 in Abu Dhabi - global tours and comps (pre-season/ world cups) - Olympics and World cup moved to different continent e.g. 2022 Qatar World Cup - international fixtures of a regular basis
71
how does globalisatin effect freedom of movement of players
- allows performers to cross continents in lots of different sports - performers casn move to different countires for training - successful sports/ clubs/ teams tour other 'markets' e.g. premier league teams touring USA in pre-season - can increase the potential fan base of successful sports/ clubs/ teams/ performers as they are known internationally - quicker/ easier travel makes comps more flexible/ possibl - coaches from a variety of different cultures - incresed participation by ethnic minorities in sports - reduced participation by home grown players e.g. football
72
describe the socio-cultural factor 'class' for 21st century britain
73
describe the socio-cultural factor 'availbility of time' for 21st century britain
74
describe the socio-cultural factor 'availibility of money' for 21st century britain
75
describe the socio-cultural factor 'transport' for 21st century britain
76
describe the socio-cultural factor 'law & order' for 21st century britain
77
describe the socio-cultural factor 'education' for 21st century britain
78
describe the socio-cultural factor 'gender' for 21st century britain
79
explain the socio-cultural factor 'class' for 21st century britain
80
explain the socio-cultural factor 'availibility of time' for 21st century britain
81
explain the socio-cultural factor 'availbility of money' for 21st century britain
82
explain the socio-cultural factor 'transport' for 21st century britain
83
explain the socio-cultural factor 'law & order' for 21st century britain
84
explain the socio-cultural factor 'education' for 21st century britain
85
explain the socio-cultural factor 'gender' for 21st century britain

PE Paper 3 (8 decks)

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