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 Iliad describes the funeral games in
  honor of Patroclus
• Homers 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

4

• 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

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 gymnastics to
  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 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)

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 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

9

• 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

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

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

12
Olympic Information

• www.perseus.tufts.edu/Olympics/
• http//www.museum.upenn.edu/new/olympics/olympicor
  igins.shtml

13
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.

14
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

15
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

16
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

17
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.)

18
PENTATHLONAll-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

19
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.)

20

• 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

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 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

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)
• Staged for spectator entertainment with political
  overtones
• Professional athletes and gladiators competed for
  lucrative prizes

25
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

26
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

27
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

28
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)

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
• 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

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
  training best if both could develop together
  naturally
• Stressed recreational, vigorous activity for
  children (natural activities)
• Readiness was the key concept

34
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

35
GERMAN GYMNASTICS

• C.G. Salzmann (teacher at Philanthropinum)
  Schnepfenthal Institute1785
• 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

36
GERMAN GYMNASTICS

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

37
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

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

39
ADOLPH SPIESSGERMAN 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

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 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

42
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

43
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

44
DANISH GYMNASTICS FRANZ NACHTEGALL

• 1799 Established his private gymnasium based on
  the ideas of GutsMuths
• 1804 Director of the Military Gymnastic
  Institutegovernment 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)

45
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

46
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

47
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.

48
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)

49
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

50

• 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.