How did Dr Thomas Arnold change the public schools?

Dr Thomas Arnold was headmaster of Rugby School from 1828 until his death in 1842. Arnold reformed discipline through prefects and used games to channel the boys' energy.

How did the public schools organise games?

The schools built pitches, created house competitions and made games compulsory. Prefects and captains ran the teams, and fixtures were played against other schools.

How did the public schools help to codify sports?

Each school developed its own written rules for games such as football. Old boys at Cambridge agreed a common set, the Cambridge Rules of 1848.

How did public school sport promote ethics?

Games were used to teach fair play, loyalty, courage and teamwork. Boys learned to lead, to obey and to accept defeat with dignity.

OCR A-Level Physical Education H555

Skeletal and Muscular Systems

Topic overview Shoulder, elbow and wrist joints and muscles Hip, knee and ankle joints and muscles Planes of movement, muscle roles and contractions Analysing movement in sporting actions Motor units and muscle fibre types

The Cardiovascular System

Topic overview Heart rate, stroke volume and cardiac output at rest The cardiac cycle and conduction system Cardiac responses to exercise and recovery The vascular shunt mechanism Venous return and heart rate regulation

The Respiratory System

Topic overview Breathing frequency, tidal volume and minute ventilation Mechanics of breathing at rest and in exercise Regulation of breathing Gas exchange at the alveoli and the muscles

Energy for Exercise

Topic overview ATP and coupled reactions The ATP-PC system The glycolytic system The aerobic system The energy continuum and intermittent exercise EPOC and the recovery process

Environmental Effects on Body Systems

Topic overview Altitude and oxygen delivery Acclimatisation and timing arrival at altitude Exercise in the heat and cardiovascular drift

Diet, Nutrition and Ergogenic Aids

Topic overview Components of a balanced diet Energy balance, meals and hydration Anabolic steroids, EPO and HGH Blood doping, intermittent hypoxic training and cooling aids Carbohydrate loading and supplements

Aerobic Training

Topic overview VO₂max and the factors that affect it Testing aerobic capacity Continuous training, HIIT and target heart rates Adaptations to aerobic training

Strength and Flexibility Training

Topic overview Types of strength and strength testing Strength training methods Adaptations to strength training Types of flexibility and flexibility testing Flexibility training methods and adaptations

Periodisation of Training

Topic overview Macrocycles, mesocycles and microcycles Training phases and tapering Planning a personal health and fitness programme

Training and Lifestyle Diseases

Topic overview Atherosclerosis and coronary heart disease Heart attack and stroke Asthma and COPD

Injury Prevention and Rehabilitation

Topic overview Acute and chronic injuries Risk factors, warm-up and cool-down SALTAPS, PRICE and concussion Fractures, joint injuries and muscle damage Treatments for sporting injuries

Biomechanical Principles and Levers

Topic overview Newton's laws and force calculations Forces and free body diagrams Centre of mass and stability Levers and mechanical advantage Limb kinematics, force plates and wind tunnels

Linear and Angular Motion

Topic overview Linear motion, distance and displacement Speed, velocity and acceleration Graphs of linear motion Angular motion and the axes of rotation Moment of inertia and conservation of angular momentum

Fluid Mechanics and Projectile Motion

Topic overview Air resistance and drag Factors affecting projectile distance Forces on a projectile and flight paths Bernoulli's principle and lift Spin and the Magnus effect

Skill Classification, Practice and Transfer

Topic overview Classifying skills by difficulty, environment and pacing Classifying skills by muscular involvement, continuity and organisation Whole, part, whole-part-whole and progressive part practice Massed, distributed, fixed and varied practice Transfer of learning between skills

Theories and Stages of Learning

Topic overview Operant conditioning Cognitive theory and insight learning Bandura's observational learning Fitts and Posner's stages of learning

Guidance and Feedback

Topic overview Verbal and visual guidance Manual and mechanical guidance Intrinsic, extrinsic, positive and negative feedback Knowledge of performance and knowledge of results

Memory Models

Topic overview Atkinson and Shiffrin's multi-store model Selective attention Craik and Lockhart's levels of processing

Personality and Attitudes

Topic overview Trait theory of personality Social learning and interactionist perspectives Attitudes and the triadic model Persuasive communication and cognitive dissonance

Motivation and Arousal

Topic overview Intrinsic and extrinsic motivation Rewards and motivation in coaching Arousal and drive theory Inverted-U and catastrophe theories

Anxiety

Topic overview State and trait anxiety Somatic and cognitive anxiety The zone of optimal functioning

Aggression

Topic overview Aggression and assertion Instinct and social learning theories of aggression Frustration-aggression and aggressive cue hypotheses

Social Facilitation and Group Dynamics

Topic overview Social facilitation and inhibition Evaluation apprehension and reducing social inhibition Groups and Tuckman's stages of development Steiner's model, the Ringelmann effect and social loafing

Goal Setting

Topic overview Outcome, performance and process goals How goal setting improves performance The SMART principle

Attribution

Topic overview Weiner's model: locus of causality and stability Controllability, self-serving bias and attribution retraining Learned helplessness and mastery orientation

Confidence and Self-Efficacy

Topic overview Sports confidence, self-efficacy and self-esteem Vealey's model of sports confidence Bandura's four sources of self-efficacy Building confidence in performers

Leadership

Topic overview Effective, emergent and prescribed leaders Autocratic, democratic and laissez-faire styles Trait, social learning and interactionist theories of leadership Chelladurai's multi-dimensional model

Stress Management

Topic overview Stress and stressors in sport Self-talk, thought stopping and rational thinking Mental rehearsal, imagery, goal setting and mindfulness Relaxation, biofeedback, centring and breathing control

Sport in Pre-Industrial and Industrial Britain

Topic overview Popular recreation in pre-industrial Britain Urbanisation, rational recreation and the railways Amateurism and professionalism in Victorian sport Public schools and the cult of athleticism

Sport in the 20th and 21st Centuries

Topic overview Amateurism and professionalism in the 20th century Social change and sport in 20th-century Britain Class, gender and access in 21st-century sport The globalisation of sport

The Olympic Games and Global Sporting Events

Topic overview Coubertin and the aims of the modern Olympics Berlin 1936 and Mexico City 1968 Munich 1972 and the Cold War boycotts Hosting a global sporting event

Drugs in Sport

Topic overview Legal supplements and illegal doping Why elite performers dope Consequences of doping for society, sport and performers Strategies against doping

Violence and Gambling in Sport

Topic overview Causes of player and spectator violence Implications of violence in sport Preventing violence among players and spectators Match fixing, bribery and illegal betting

Commercialisation and the Media

Topic overview What drives the commercialisation of sport Impacts of commercialisation Television, radio, press and internet coverage Positive and negative effects of the media Sport as a commodity and the golden triangle

Routes to Sporting Excellence

Topic overview From talent identification to elite performance Schools, clubs and universities in elite success UK Sport and the national institutes Drop-out from elite programmes

Modern Technology in Sport

Topic overview Technology and elite performance Technology and general participation Technology and fair outcomes Technology and entertainment

Sport in Pre-Industrial and Industrial Britain

Public schools and the cult of athleticism

3 things to know
Component 03

Overview

The Victorian public schools, Dr Thomas Arnold and reform, codification, muscular Christianity, the games ethic and the cult of athleticism, old boys, Oxford and Cambridge, the British Empire and the governing bodies.

What you need to know

Answer each one before you reveal it.

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Evaluation

Evaluate the impact of the public schools on the development of modern sport.

Key term

What were the Victorian public schools?

Key term

What were games like in the public schools before reform?

Questions from this subtopic

Each one with the model answer underneath.

1
What were the Victorian public schools?
Model answer
Public schools were fee-paying boarding schools for the sons of the upper and middle classes. Eton, Harrow and Rugby are well-known examples.
2
What were games like in the public schools before reform?
Model answer
Boys brought the games of their home villages, such as mob football, to school. Early games were unruly, violent and run by the boys themselves.
3
How did Dr Thomas Arnold change the public schools?
Model answer
Dr Thomas Arnold was headmaster of Rugby School from 1828 until his death in 1842. Arnold reformed discipline through prefects and used games to channel the boys' energy.
4
How did the public schools organise games?
Model answer
The schools built pitches, created house competitions and made games compulsory. Prefects and captains ran the teams, and fixtures were played against other schools.
5
How did the public schools help to codify sports?
Model answer
Each school developed its own written rules for games such as football. Old boys at Cambridge agreed a common set, the Cambridge Rules of 1848.
6
How did public school sport promote ethics?
Model answer
Games were used to teach fair play, loyalty, courage and teamwork. Boys learned to lead, to obey and to accept defeat with dignity.

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Skeletal and Muscular Systems

The Cardiovascular System

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Energy for Exercise

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ADoping can damage health and add to healthcare costs.

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