PE Through Time

1902 Model Course

Background- This course was dveloped because our military became more important than education due to the poor bore war performance. The course itself was dull, repetitive but cheap and housed large number in a small space this then lower the status of the subject. The chilren were taught by NCO's .

Objectives- 1. Fitness- for the millitary service and war. 2. Training in handling weapons. 3. Disipline for the working class( this was needed in the state schools to keep them under control)

Methodology- 1. Command-responses; 'Attention!''stand at ease''marching about turn!'  2. Group response, no individuality. 3. In ranks.

Content- 1. Military drill/marching 2. Static exercises e.g arm raises 3. Weapon training 4. Deep breathing.  The drill  and marching was based fro the pre-model course which was the sweddish drill.

Why Replaced? 1. Cause of its militaristics nature 2. Profiiency with guns no longer necessary 3. 'Taught' by army officers who didnt understand or cater for children. 4. Was no longer appropriate for children to be treated like soliders.

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1933 Syllabus


1. Physical Fitness 2. Acquring skills 3. Physique development/ Improving physique 4. development of correct psoture 5. Development of mind and body.


1. Mainly centralise/teacher directed- command style 2. Group work and more co-operative 3. 5x20 mins lessons per week 4. Still in playgrounds- some limited specialist equipment 5. Some specialist PE teachers- still lots untrained. 6. Wearing kit for lessons


1. Agility exercises gymnastics, dance and games skills 2. Theme/sequence work 3. Movement to music 4. Apparatus work

Why Replaced?-

1.Post war or 1950's were more idealistic times. A more child centered approach 2. in 1950 there was the welfare state system which leads to improved standard of living 3. more creative approach needed 4. desire to develop cognitive/social skills or to develop problem solving.

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1950's Moving and Growing


1.Physical, social and cognitive development 2. Variety of experinces 3.Enjoyment 4. Personal statisfactio/ sense of achievment 5. Involvement for all.


1. Child centred and enjoyment orrientated 2. progressive 3. More specialised PE teachers 4. teacher guidence rather than direction 5. Problem solving/creative/exploratory/discovery 6. Indivdual interpretation of tasks/decentralised 7. Using full apparatus


1. Agility exercises gymnastics, dance and games skills 2. Theme/ sequence work 3. Movement to music 4. Apparatus work

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1950's Moving and Growing

why todays NC is better?-

1. Specific amount of time avaliable e.e government targets 2 hours of PE

2. More specialised PE teachers

3.  A balanced PE experience as broader range of skills developed e.g social and cognitive skills

4. Variety leads to life long participation/healthy lifestyles

Why is NC not better?-

1. Burden of admi/record keeping so restricts time for ceative planning

2. Inadequate support- Especially for non- specialist teachers in primary schools

3. Some schools still offer unbalanced programme for example no dance .

4. It can constrain ot reduce creativity of teachers

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1970's/1980's/ National Curriculum

Impact of industrial action by teachers in state schools(70/80's)-

1. Reduced opportunity and provision 2. Extra-curricular activities serverly restricted or stopped 3. Fewer non-specialist staff helping out 4. Particiption reduced in schools and shifted to community clubs 5. Frustration/disappointment for both children and teachers 6. Negative press for teachers.

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1970's/1980's/ National Curriculum

The National Curriculum of Physical Education-

1988, the first National Curriculum was published. PE is one of 5 subjects which all pupils must pursure for age 5-16 years.

1. Enable pupils to enjoy and suceed in variety of activties

2. Gain and develop a wide range of skills

3. Develop pupils cognitive skills by thinking about what they are doing and why

4. Getting pupils to reflect on their own and others learning

5. Allowing pupils to discover what they enjoy and how to reamin involved  beyond school

6. Allowing pupils to make informed choices about

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