SPORT IN THE ANCIENT WORLD AND OUR EUROPEAN HERITAGE

1
SPORT IN THE ANCIENT WORLD AND OUR EUROPEAN
HERITAGE
2
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

3
HOMERIC ERA (prehistoric time to 776 B.C.)

• Homers Iliaddescribes the funeral games in
  honor of Patroclus
• Homers Odysseyincludes the story of Odysseus on
  the island of the Phaeacians
• Aristocratic sportswarrior skills displayed in
  sports by noblemen
• Individual events only
• Informal
• Spontaneous
• Only amateurs

4

• Events
• Chariot racing Boxing
• Wrestling Javelin
• Foot racing Discus
• Development of the Greek Ideal
• Man of Actionsports skills and military prowess
• Man of Wisdomdevelopment of mind and
  philosophical abilities
• Emulated the Greek gods who were believed to have
  superior intellect and physical capabilities

5
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 gymnasticsto bear
  healthy children
• Boys
• Raised at home until age seven and trained by
  mothers

6

• Between ages 7-20 males stayed in barracks
  training for military were in companies of 64
  boys with one leader and later in four 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
  time9,000 Spartans to 250,000 captives
• In the early years, the Olympic Games were
  dominated by the Spartans (46 of 81 victories)

7
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

8

• Boys
• Raised at home until seven, but sometimes went
  with father to the gymnasiums
• If could afford formal education
• Palaestraplace for physical training, sometimes
  called a wrestling school (the teacher was called
  a paidotribe)
• Didascaleumplace for intellectual training,
  sometimes call a music school

9

• Males could become citizens at 18 years
• Between ages 18-20 males were subject to military
  service (always had to be ready for war)
• Citizensphysical work-outs and intellectual
  (philosophical) discussions at the
  state-furnished gymnasiums

10
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

11

• Professionalism and specialization in athletics
  (citizens became spectators instead of
  participants) athletes sold their services to
  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

12
HELLENISTIC PERIOD(323 B.C. to 146 B.C.)

• Under Alexander the Greatall Greek city-states
  united
• Diffused Greek culture throughout his empire

13
Olympic Sites

• http//minbar.cs.dartmouth.edu/greecom/olympics/
• www.perseus.tufts.edu/Olympics/
• http//sunsite.tus.ac.jp/olympics/classical/other_
  festivals.html

14
PAN-HELLENIC 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.

15
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 competitionman against man for
  superiority, not for records

16
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
• Winners received odes cash pensions statues
  triumphal processions at city-states

17
COMPETITOR REGULATIONS

• Required to be 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

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EVENTS

• Footraceshow started turning post
• Stadethe length of the stadium or about 200
  meters (776 B.C.)
• Diaulos2 stades (724 B.C.)
• Dolichos24 stades (724 B.C.)
• Wrestlingstanding with the winner throwing his
  opponent to the ground twice before being thrown
  twice (708 B.C.)

19
PENTATHLONAll-around Athlete (708 B.C.)

• Race of 1 or 2 stades
• Javelin8-10 feet to test both distance and form
  (with leather thong)
• Long jump using halteres
• Discususing 1-foot diameter and 4-5 pound stone
  thrown from a fixed position
• Wrestlingalways the deciding event

20
OTHER EVENTS

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

21

• 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.

22
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.

23
ROMAN REPUBLIC (_at_500 B.C. to 27 B.C.)

• Freedoms for people under aristocratic oligarchy
  more democratic
• Moral and military trainingsuperior to
  intellectual attainment
• Goal was to become a citizen-soldier
• Campus Martius and military campstraining for
  military (run jump swim javelin fencing
  archery riding marching)
• Ages 17 to 47could be drafted for war
• When not training or fighting, males and many
  females were spectators at festivals

24
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)
• Professional athletes and gladiators competed for
  lucrative prizes
• Gladiatorial contests were staged for spectator
  entertainment with political overtones

25
ROMAN EMPIRE (27 B.C. to 476 A.D.)

• Chariot racesthe more brutal, the more popular
  (usually 7 laps for a 3-mile event) took place
  at the circuses (Circus Maximus260,000 capacity)
• Thermae or bathescontrast baths with minimal
  exercise (except for the training of professional
  athletes and gladiators) cultural centers
  dining areas

26
MIDDLE AGES (11th to 16th centuries, especially
1250-1350)

• Chivalrymoral and social code for noblemen (to
  serve God, lord, and lady)
• Feudalismprotection and government
• Manoralismeconomics
• Knightly training
• Until 7 yearstraining at home
• 7-14 years (page)under the lady of another
  castle for general training
• 14-21 years (squire)under the direction of the
  lord of the castle for physical training
• 21 yearscould become a knight

27
MIDDLE AGES (11th to 16th centuries especially
1250-1350)

• Activities of the squire
• Attend his lord as a valet and bodyguard
• Served his meals
• Assisted him in battle
• Cleaned his armor
• Learned knightly arts of riding swimming
  archery climbing jousting tourneying
  wrestling fencing courtly manners
• Learned responsibilities of knighthood

28
MIDDLE AGES (11th to 16th centuries especially
1250-1350)

• Tournamentsfavorite amusements of the people
• Joustcombat between two armed horsemen with
  blunt weapons
• Grand tourney or meleesimilarities to war with
  many men fighting with real weapons
• Crusadesinterrelationship between the physical
  and spiritual (1095-1200s)

29
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

30
REFORMATION (15OOs)

• Protestant sects relegated physical education to
  an inferior position and endeavored to curb
  worldly pleasures (religious fervor)
• Martin Luther and John Calvin were leaders in
  this movement
• Exercise was okay for healthin order to serve
  God better
• Protestant work ethic affected America

31
TIMELINE

• Middle Ages Enlightenment
• lt-------------------------------gt
  Reformation
• lt------Dark Ages------------------------------gtlt--
  -------------------------gtlt-------------
• 476lt-------gt1095lt----------gt1200slt----------
  -1400---------gt1600lt-------1700s
• Crusades Renaissance

32
THE ENLIGHTENMENT (1700s)

• John Locke
• Knightly activities for British gentlemen
• "A sound mind in a sound body" in 1693 in Some
  Thoughts Concerning Education

33
EDUCATIONAL NATURALISM (1700s)

• Jean-Jacques Rousseau
• Wrote Emile as a philosophical model
• Stressed "everything according to nature"
• Training of the body preceded formal intellectual
  trainingbest if both could develop together
  naturally
• Stressed recreational, vigorous activity for
  children (natural activities)
• Readiness was the key concept

34
GERMAN GYMNASTICS

• Johann BasedowPhilanthropinum1774
• Based on naturalistic principles from Rousseau
• Program1 hour in morning 2 hours in afternoon
  2 hours of manual labor
• Fencing dancing riding vaultingBasedow
• Running jumping throwing wrestlingSimon
• Johann Friedrich Simonfirst physical education
  teacher

35
GERMAN GYMNASTICS

• C.G. Salzmann (teacher at Philanthropinum)
  Schnepfenthal Institute1785
• Patterned after the Philanthropinum and
  naturalism
• Programdaily for 3 hours
• Natural activitiesrun jump
• Greek-type activitieswrestling throwing
• Knightly activitiesswimming climbing
• Military exercisesmarching swordsmanship
• Manual laborcarpentry gardening

36
GERMAN GYMNASTICS

• Johann Friedrich GutsMuths1786-1835
• Gymnastics for the Young1792
• foundation for physical education
• Games1796105 games classified with skills

37
GERMAN GYMNASTICS

• Friedrich Ludwig Jahn
• Physical education was a means, not an endthe
  hope of German freedom lay in the development of
  strong, sturdy, fearless youthnational
  regeneration
• Half-holiday excursions in natural settingsbased
  on GutMuths ideas
• 1810Turnplatz (outdoor exercising ground) with
  vaulting bucks parallel bars climbing ladders
  and ropes balance beams running track
  wrestling ring

38
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
• 1819illegal
• 1840legal
• 1848illegal (underground)

39
ADOLPH SPIESSGERMAN SCHOOL GYMNASTICS (late
1840s)

• Stressed the essentially of physical education
  within education
• Exercise hall required
• Trained instructorsestablished a normal school
  to train them
• One class period per day
• Grades givenphysical education was equal to
  other subjects
• Adapted to age levels
• For both boys and girls

40
ADOLPH SPIESSFOUNDER 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

41
SWEDISH GYMNASTICS

• Per Henrik Lingfounder of Swedish gymnastics
• Four areas of gymnastics
• Militarynational preparedness
• Medicaltherapeutic healing
• Pedagogicaleducational (methodology stressed)
• Aestheticsexpression of feelings
• 1814Royal Gymnastics Central Institute
• Established by the government for military
  purposes with Ling as director

42
SWEDISH GYMNASTICS

• Programused to achieve an already established
  objective
• Posture correctingrigidly held positions
• Movement on command into positions (no freedom of
  movement)
• Apparatusstall bars vaulting boxes climbing
  poles and ropes oblique ropes Swedish boom

43
SWEDISH SCHOOL GYMNASTICS

• Hjalmar LingDirector of the educational segment
  of the RGCI in 1840s
• Developed Swedish school gymnasticsbased on Per
  Henrik Ling's principles
• Program
• Day's orderprogressive, precise execution of
  movements on command (for 11 body parts)
• Adapted to age and ability levels
• Adapted to both sexes
• Adapted apparatus to children

44
DANISH GYMNASTICS FRANZ NACHTEGALL

• 1799Established his private gymnasium based on
  the ideas of GutsMuths
• 1804Director of the Military Gymnastic
  Institutegovernment financed and the first
  normal school for physical education
• Danish gymnasticsrequired in the schools in the
  1820s
• Program
• Danish gymnasticsbased on ideas from Germany,
  Sweden, and England
• For boys and girlsin the schools

45
DANISH GYMNASTICSFRANZ NACHTEGALL

• Formalized exercise on command with no individual
  expression allowed
• Themenationalism
• 1809Gymnastics in secondary schools
• 1814Required for elementary boys
• 1828Required for all boys (girls in the 1900s)
• Equipmentrope ladders climbing masts and poles
  balance beams vaulting horse (like GutsMuths)

46
ENGLISH SPORTS

• English sports movement in the public schoolsfor
  upper-class boys
• Students worked toward (and were) the highest
  ideal of British sportsmanship
• Influenced amateur sport worldwide and especially
  in America
• The best sportsman makes the best citizen

47
ENGLISH SPORTS

• Sports
• Rugby
• Association football
• Cricket
• Track and field
• Rowing
• Muscular Christianityteaching values through
  sports

48
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

49
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
• Belief in playing the game for the game's
  saketrying to do one's best
• Believed to teach socialization skills,
  leadership, loyalty, cooperation, sportsmanship,
  self-discipline, and initiative

50
ENGLISH SPORTS IN THE UNIVERSITIES

• Believed in informal, casual, and non-intense
  sports involvementplaying at their games
• Usually students played several sports (exception
  was rowing)
• No paid coacheshad undergraduate captains
• No faculty involvement and support
• Purchased own equipment paid own travel
• Football and hockey paid for the upkeep of fields
  for other sports
• Winning the blue was very prestigious
  (Oxford-dark blue and Cambridge-light blue)

51
BRITISH AMATEUR SPORTS IDEAL

• Sports for sports sakeimpeded commercialism
• Upper-class snobbishness toward competing against
  those who might violate the amateur tradition
• No one could do his best in academics without the
  qualities of mind and social interaction coming
  from sports

52

• 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 games sake,
  transcend the usual emptiness of such slogans,
  gather an almost mystical significance, and
  become the rallying cries of British sportsmen.