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ORIGINS OF ATHLETICISM GAMES IN THE ENGLISH PUBLIC SCHOOLS, 1800 - 1880 (SPORT, HISTORY).

机译:1800-1880年(英语,英语)的体育运动起源于英国的公立学校。

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摘要

The purpose of this study was to discover how and why organized games emerged and developed, and how and why games-playing, and thus athleticism, was so readily diffused throughout the English public (private) schools, in the nineteenth century. Explanations were sought as to why a belief in the educational value of games and sports become such a widely held and lasting belief.; Four groups of schools were identified from among the public schools. A sample of three "independent, non-local, fee-paying predominantly boarding schools for the upper and middle classes" were selected from each group.; Previous explanations of this development have stressed either "social control" and the importance of headmasters in establishing policies of compulsion, or the importance of the students themselves in fostering games.; This study emphasizes the fact that lasting educational change is typified by agreement and positive acceptance by all parties involved. Researchers have named this process "mutual adaptation." In the English public schools, governors, parents, headmasters, staff, students and alumni all had an interest in the policies and programs that were adopted at their schools. "Mutual adaptation" offers a more elegant explanation of the interactions between these groups, which led to the lasting development of games as a vital part of these schools' curricula.; Organized games began in the Great public schools. Cricket, rowing and football (rugby and soccer) were organized initially through the ingenuity and enthusiasm of the older boys in this group of schools. These young men then took their love of games to the universities. As graduates, many of them returned to teach in the growing caucus of public schools. Their interest in and enthusiasm for games was embraced by headmasters, parents, staff and alumni, and influenced succeeding generations of students.; Athleticism, (and later "over-athleticism,") was only possible because all interested parties agreed on the values of organized games. They agreed that playing games helped produce upright, honest, Christian, English gentlemen; and this was the primary purpose of a public school education.
机译:这项研究的目的是发现有组织的游戏如何以及为什么产生和发展,以及如何和为什么在19世纪整个英国的公立(私立)学校中如此容易地传播玩游戏以及运动能力。有人要求解释为什么对游戏和体育教育价值的信念成为如此广泛和持久的信念。从公立学校中确定了四类学校。从每组中选出三个“以独立,非本地,收费为主的上层和中层寄宿学校”的样本。以前对这种发展的解释要么强调“社会控制”,要么强调校长在制定强迫政策方面的重要性,要么强调学生自己在培养游戏方面的重要性。这项研究强调了这样一个事实,即持久的教育变革以参与各方的同意和积极接受为代表。研究人员将此过程称为“相互适应”。在英国的公立学校中,州长,家长,校长,教职员工,学生和校友都对学校采用的政策和计划感兴趣。 “相互适应”对这些群体之间的相互作用提供了更为优雅的解释,从而促使游戏的持久发展成为这些学校课程的重要组成部分。大型公立学校开始组织游戏。最初,通过这组学校中年龄较大的男孩的聪明才智和热情组织了板球,赛艇和橄榄球(橄榄球和足球)。然后这些年轻人将对游戏的热爱带到了大学。作为毕业生,他们中的许多人回到越来越多的公立学校任教。校长,父母,教职员工和校友对他们对游戏的兴趣和热情受到了欢迎,并影响了后代的学生。运动性运动(以及后来的“过度运动性”)之所以成为可能,是因为所有感兴趣的团体都同意有组织游戏的价值。他们一致认为玩游戏有助于培养正直,诚实,基督教,英语的绅士。这是公立学校教育的主要目的。

著录项

  • 作者单位

    Stanford University.;

  • 授予单位 Stanford University.;
  • 学科 Education Physical.
  • 学位 Ph.D.
  • 年度 1984
  • 页码 433 p.
  • 总页数 433
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 O4-4;
  • 关键词

  • 入库时间 2022-08-17 11:51:13

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