SPORT IN THE ANCIENT WORLD AND OUR EUROPEAN HERITAGE: SPORT IN THE ANCIENT WORLD AND OUR EUROPEAN HERITAGE


EARLY CULTURES: EARLY CULTURES Egypt Warriors trained Dancing was valued in religion China Only the military class valued physical development India Yoga, a system of meditation and regulated breathing


HOMERIC ERA (prehistoric time to 776 B.C.): HOMERIC ERA (prehistoric time to 776 B.C.) Homer’s Iliad — describes the funeral games in honor of Patroclus Homer’s Odyssey — includes the story of Odysseus on the island of the Phaeacians Aristocratic sports — warrior skills displayed in sports by noblemen Individual events only Informal Spontaneous Only amateurs


Slide4: Events Chariot racing Boxing Wrestling Javelin Foot racing Discus Development of the Greek Ideal Man of Action — sports skills and military prowess and Man of Wisdom — development of mind and philosophical abilities Emulated the Greek gods who were believed to have superior intellect and physical capabilities


SPARTAN ERA (776 B.C. to 371 B.C.): SPARTAN ERA (776 B.C. to 371 B.C.) Early years they had freedoms and cultural activities Man of Action later took over with an emphasis on military supremacy State controlled life and education Girls were trained at home in gymnastics — to bear healthy children Boys Raised at home until age seven and trained by mothers


Slide6: Between ages 7-20 males stayed in barracks training for military; were in companies of 64 boys with one leader and later in 4 companies or a troop; discipline was severe Between ages 20-30 males were in the military At 30 years, males became citizens and married Between ages 30-50, males trained boys in barracks Narrow-minded society (conquering) until at one time — 9,000 Spartans to 250,000 captives In the early years, the Olympic Games were dominated by the Spartans (46 of 81 victories)


EARLY ATHENIAN ERA(776 B.C. to 480 B.C.): EARLY ATHENIAN ERA (776 B.C. to 480 B.C.) Developed into a liberal, progressive, and democratic city-state Greek Ideal of the unity of the Man of Action and the Man of Wisdom Athenian education Moral (character) training at home for both girls and boys Girls at home got no intellectual and practically no physical training


Slide8: Boys Raised at home until seven, but sometimes went with fathers to the gymnasiums If could afford formal education Palaestra — place for physical training, sometimes called a wrestling school (the teacher was called a paidotribe) Didascaleum — place for intellectual training, sometimes called a music school


Slide9: Males became citizens at 18 years Between ages 18-20 males were subject to military service (always had to be ready for war) Citizens — physical work-outs and intellectual (philosophical) discussions at the state-furnished gymnasiums


LATE ATHENIAN ERA (480 B.C. to 404 B.C.): LATE ATHENIAN ERA (480 B.C. to 404 B.C.) Military successes in the Persian Wars led to freedoms, individualism, and self-confidence “Golden Age” (443 B.C. to 429 B.C.) —cultural explosion as Man of Wisdom was stressed and Man of Action ignored Loss of interest in physical development Intellectualism Decline of Athenian military interest and involvement (no longer soldiers) Replacement of citizens by mercenaries


HELLENISTIC PERIOD(323 B.C. to 146 B.C.): HELLENISTIC PERIOD (323 B.C. to 146 B.C.) Under Alexander the Great — all Greek city-states united Diffused Greek culture throughout his empire


Olympic Information : Olympic Information www.perseus.tufts.edu/Olympics/ http://www.museum.upenn.edu/new/olympics/olympicorigins.shtml


PANHELLENIC FESTIVALS: PANHELLENIC FESTIVALS Greek Athletic (Crown) Festivals Festival Place Honored Wreath Interval Founded Olympic Olympia Zeus olive 4 776 B.C. Pythian Delphi Apollo bay 4 582 B.C. Isthmian Isthmia Poseidon pine 2 582 B.C. Nemean Nemea Zeus wild celery 2 573 B.C.


IDEALS DEPICTED THROUGH GREEK ATHLETICS: IDEALS DEPICTED THROUGH GREEK ATHLETICS Appreciation of the aesthetics of beauty of movement Beautiful body matched with beautiful deeds Respect for courage and endurance Reverence for the gods Emphasized honor, modesty, and fair play Opposed one-sided development Love of competition — man against man for superiority, not for records


OLYMPIC GAMES (776 B.C. to about 400 A.D.) : OLYMPIC GAMES (776 B.C. to about 400 A.D.) Held every four years in honor of Zeus and the Olympic Council of gods Cultural interaction between city-states Competitors and spectators (up to 40,000) were guaranteed safe passage (truce) through warring city-states No women at Olympic Games except for those who were in charge of the sacrifices Olive wreath for each winner


COMPETITOR REGULATIONS: COMPETITOR REGULATIONS Required to be a Greek citizen Could be from any social class Required to train 10 months Required to train the last month at Olympia under the supervision of judges Pledged an oath of fair play Competed in the nude


EVENTS: EVENTS Footraces — how started; turning post Stade — the length of the stadium or about 200 meters (776 B.C.) Diaulos — 2 stades (724 B.C.) Dolichos — 24 stades (724 B.C.) Wrestling — standing; the winner must throw his opponent to the ground three times before being thrown three times (708 B.C.)


PENTATHLON—All-around athlete (708 B.C.): PENTATHLON—All-around athlete (708 B.C.) Race of 1 or 2 stades Javelin — 8-10 feet to test both distance and form (with leather thong) Long jump using halteres Discus — using 1-foot diameter and 4-5 pound stone thrown from a fixed position Wrestling — always the deciding event


OTHER EVENTS: OTHER EVENTS Boxing — with leather thongs on hands (688 B.C.) Confined blows to the head No weight classifications Loser had to give up Chariot racing — (680 B.C.) — 12 laps around 500-meter hippodrome Horse racing (648 B.C.) — (1-6 laps) Pancratium — combination of boxing and wrestling (loser had to give up) (648 B.C.) Boys’ events (632 B.C.) Races in armor (580 B.C.)


Slide20: Professionalism and specialization in athletics (citizens became spectators instead of participants) Athletes sold their services to city-states and winners received cash, pensions, statues, and triumphal processions at city-states Gymnasiums became pleasure resorts and places for philosophical discussions instead of activity-filled centers; the only ones who trained physically were the professional athletes


Slide21: Ending the Games: “The conquest of the Greeks by the Romans had a bad influence on the Pan-Hellenic Games. Unable to value gymnastics as a means of attaining beauty, symmetry of body, grace, complete development and harmony of body and soul, the conquerors hastened the decay of the games which had already begun under the Later Greeks. Professionalism was encouraged, the more brutal and exciting sports came to be and bribery followed. The games ceased to have any connection with general education; the moral values to be derived from friendly competitions disappeared.”


HERAEAN GAMES: HERAEAN GAMES “Every fourth year there is woven for Hera a robe by the Sixteen women, and the same also hold games called Heraea. The games consist of footraces for maidens. These are not all of the same age. The first to run are the youngest; after them come the next in age, and last to run are the oldest of the maidens. They run in the following way: their hair hangs down, a tunic reaches to a little above the knee and they bare the right shoulder as far as the breast. These too have the Olympic stadium reserved for their games, but the course of the stadium is shortened for them by about one-sixth of its length. To the winning maidens they give crowns of olive and a portion of the cow sacrificed to Hera. They may also dedicate statues with their names inscribed upon them.”


ROMAN REPUBLIC (@500 B.C. to 27 B.C.): ROMAN REPUBLIC (@500 B.C. to 27 B.C.) Freedoms for people under aristocratic oligarchy; more democratic Moral and military training — superior to intellectual attainment Goal was to become a citizen-soldier Campus Martius and military camps —training for military (running; jumping; swimming; javelin; fencing; archery; riding; marching) Ages 17-47 — could be drafted for war When not training or fighting, males and many females were spectators at festivals


ROMAN EMPIRE (27 B.C. to 476 A.D.): ROMAN EMPIRE (27 B.C. to 476 A.D.) Loss of individual freedoms; lessened emphasis on military prowess; hired mercenaries after Romans had established the Empire; accompanied by a decay of morals Games and festivals (maybe as frequently as 250 days of the year) Staged for spectator entertainment with political overtones Professional athletes and gladiators competed for lucrative prizes


ROMAN EMPIRE (27 B.C. to 476 A.D.): ROMAN EMPIRE (27 B.C. to 476 A.D.) Chariot races — usually 7 laps for a 3-mile event; the more brutal, the more popular; took place at the circuses; the Circus Maximus had a capacity of 260,000 people Thermae or bathes — contrast baths with minimal exercise (except for the training of professional athletes and gladiators); cultural centers; dining areas


MIDDLE AGES (11th to 16th centuries, especially 1250-1350): MIDDLE AGES (11th to 16th centuries, especially 1250-1350) Chivalry — moral and social code for noblemen (to serve God, lord, and lady) Feudalism — protection and government Manoralism — economics Knightly training Until 7 years — training at home Page (7-14 years) — under the lady of another castle for general training Squire (14-21 years) — under the direction of the knight or lord for physical training 21 years — could become a knight


MIDDLE AGES (11th to 16th centuries especially 1250-1350): MIDDLE AGES (11th to 16th centuries especially 1250-1350) Activities of the squire Attended the knight or lord of the castle as a valet and bodyguard Served his meals Assisted him in battle Cleaned his armor Learned knightly arts of riding; swimming; archery; climbing; jousting; wrestling; fencing; courtly manners Learned responsibilities of knighthood


MIDDLE AGES (11th to 16th centuries especially 1250-1350): MIDDLE AGES (11th to 16th centuries especially 1250-1350) Tournaments — favorite amusements of the people Joust — combat between two armed horsemen with blunt weapons Grand tourney or melee —similarities to war with many men fighting with real weapons Crusades — interrelationship between the physical and spiritual (1095-1200s)


RENAISSANCE (1400-1600): RENAISSANCE (1400-1600) Artists again depicted the human body as a revelation of beauty Health stressed to overcome epidemics Embraced the classical ideal of “a sound mind in a sound body”


REFORMATION (15OOs): REFORMATION (15OOs) Protestant sects relegated physical education to an inferior position and endeavored to curb worldly pleasures Martin Luther and John Calvin were leaders in this movement Exercise was okay for health — in order to serve God better Protestant work ethic affected the United States


TIMELINE: TIMELINE Middle Ages Enlightenment Reformation 10951200s1600<-------1700s Crusades Renaissance


THE ENLIGHTENMENT (1700s): THE ENLIGHTENMENT (1700s) John Locke Knightly activities for British gentlemen “A sound mind in a sound body” in 1693 in Some Thoughts Concerning Education


EDUCATIONAL NATURALISM (1700s): EDUCATIONAL NATURALISM (1700s) Jean-Jacques Rousseau Wrote Emile as a philosophical model Stressed “everything according to nature” Training of the body preceded formal intellectual training — best if both could develop together naturally Stressed recreational, vigorous activity for children (natural activities) Readiness was the key concept


GERMAN GYMNASTICS: GERMAN GYMNASTICS Johann Basedow — Philanthropinum — 1774 Based on naturalistic principles from Rousseau Program — 1 hour in morning; 2 hours in afternoon; 2 hours of manual labor Fencing; dancing; riding; vaulting —Basedow Running; jumping; throwing; wrestling — Simon Johann Friedrich Simon — first physical education teacher


GERMAN GYMNASTICS: GERMAN GYMNASTICS C.G. Salzmann (teacher at Philanthropinum) Schnepfenthal Institute—1785 Patterned after the Philanthropinum and naturalism Program — daily for 3 hours Natural activities — running; jumping Greek-type activities — wrestling; throwing Knightly activities — swimming; climbing Military exercises — marching; swordsmanship Manual labor — carpentry; gardening


GERMAN GYMNASTICS: GERMAN GYMNASTICS Johann Friedrich GutsMuths — 1786-1835 Gymnastics for the Young — 1792 — foundation for physical education Games — 1796 — 105 games classified with skills


GERMAN GYMNASTICS: GERMAN GYMNASTICS Friedrich Ludwig Jahn Half-holiday excursions in natural settings — based on GutMuths’ ideas 1810 — Turnplatz (outdoor exercising ground) with vaulting bucks; parallel bars; climbing ladders and ropes; balance beams; running track; wrestling ring Physical education was a means, not an end — the hope of German freedom lay in the development of strong, sturdy, fearless youth — national regeneration


GERMAN GYMNASTICS: GERMAN GYMNASTICS Common uniform to make all social classes equal (gray canvas smock and trousers) Working classes and lower middle classes predominately Initially open only in July and August; later open year round Individualized under Jahn Vorturners trained younger boys 1819 — illegal (underground) 1840 — legal 1848 — illegal (underground)


ADOLPH SPIESS—GERMAN SCHOOL GYMNASTICS (late 1840s): ADOLPH SPIESS—GERMAN SCHOOL GYMNASTICS (late 1840s) Stressed the essentially of physical education within schools Required exercise hall Trained instructors — established a normal school to train them Offered one class period per day Made physical education equal to other subjects by giving grades Adapted to age levels Provided for boys and girls


ADOLPH SPIESS—FOUNDER OF GERMAN SCHOOL GYMNASTICS (late 1840s): ADOLPH SPIESS—FOUNDER OF GERMAN SCHOOL GYMNASTICS (late 1840s) Program Free exercise with music Marching with music and stressed discipline Little formalism in sports, games, and dancing Manual of gymnastics for schools


SWEDISH GYMNASTICS: SWEDISH GYMNASTICS Per Henrik Ling — founder of Swedish gymnastics 1814 — Royal Gymnastics Central Institute — established by the government for military purposes with Ling as director Four areas of gymnastics Military — national preparedness Medical — therapeutic healing Pedagogical — educational Aesthetics — expression of feelings


SWEDISH GYMNASTICS: SWEDISH GYMNASTICS Program — used to achieve an already established objective Posture correcting — rigidly held positions Movement on command into positions (no freedom of movement) Apparatus — stall bars; vaulting boxes; climbing poles and ropes; oblique ropes; Swedish boom


SWEDISH GYMNASTICS: SWEDISH GYMNASTICS Hjalmar Ling — leader for the educational segment of the RGCI in 1840s Developed Swedish school gymnastics — based on Per Henrik Ling's principles Program Day's order — progressive, precise execution of movements on command (for 11 body parts) Adapted to age and ability levels Adapted to both sexes Adapted apparatus to children


DANISH GYMNASTICS —FRANZ NACHTEGALL: DANISH GYMNASTICS —FRANZ NACHTEGALL 1799 — Established his private gymnasium based on the ideas of GutsMuths 1804 — Director of the Military Gymnastic Institute—government financed and the first normal school for physical education Theme — nationalism Formalized exercise on command with no individual expression allowed Equipment — rope ladders; climbing masts and poles; balance beams; vaulting horse (like GutsMuths)


ENGLISH SPORTS: ENGLISH SPORTS English sports movement in the public schools — for upper-class boys Students worked toward (and were) the highest ideal of British sportsmanship Influenced amateur sport worldwide and especially in the United States The best sportsman makes the best citizen Sports included rugby, association football, cricket, track and field, and rowing


ATTITUDES TOWARD SPORTS HELD BY STUDENTS IN THE PUBLIC SCHOOLS: ATTITUDES TOWARD SPORTS HELD BY STUDENTS IN THE PUBLIC SCHOOLS A "public-school" type boy was more a product of sports and games than of books and scholastic training Physical fitness was not valued; instead, if one engages in sports, he will be fit; sports are just a part of life Sport were played by those less specialized, therefore, the level of expertise will be lower Skills are seldom practiced because sports skills will be learned by playing


ATTITUDES TOWARD SPORTS HELD BY STUDENTS IN THE PUBLIC SCHOOLS: ATTITUDES TOWARD SPORTS HELD BY STUDENTS IN THE PUBLIC SCHOOLS Sports were mostly played between the houses with few spectators, although sometimes interschool matches were held. Masters, out of school loyalty, acted as coaches. Upper-class males believed in “playing the game for the game's sake.” Sports were believed to teach socialization skills, leadership, loyalty, cooperation, sportsmanship, self-discipline, and initiative.


ENGLISH SPORTS IN THE UNIVERSITIES : ENGLISH SPORTS IN THE UNIVERSITIES Believed in informal, casual, and non-intense sports involvement — playing at their games Usually students played several sports (exception was rowing) No paid coaches — undergraduate captains No faculty involvement and support Purchased own equipment; paid own travel Association football and (field) hockey paid for the upkeep of fields for other sports Winning the “blue” was very prestigious (Oxford-dark blue and Cambridge-light blue)


BRITISH AMATEUR SPORTS IDEAL: BRITISH AMATEUR SPORTS IDEAL Learning moral values such as sportsmanship and teamwork, through sports Upper-class snobbishness toward competing against those who might violate the amateur tradition Develop muscular Christianity


Slide50: “Since games are regarded in Great Britain as essentially play rather than work, the line between the amateur, the man who plays at his games, and the professional, the man who works at sport for financial profit, is strictly drawn in most branches of athletics, nominally drawn in all. The whole force of public-school and university opinion tends to keep this distinction constantly charged with meaning. Very few people depend upon school, college, or university sport for their livelihood, and those who are thus dependent are regarded not as leaders, but as employees. No person depends upon victory for his living. These facts, supplementing the traditions of the public schools, stimulate a conscious effort to prevent the commercialization of school and university sport and of amateur sport in general. Thus, the phrases, ‘play the game’ and ‘to play the game for the game’s sake,’ transcend the usual emptiness of such slogans, gather an almost mystical significance, and become the rallying cries of British sportsmen.”