Greece Chapter 3 Mechikoff, R.A., A History and Philosophy of Sport and Physical Education, Fifth Edition © 2009, The McGraw-Hill Companies, Inc.

 Greeks developed much of the Western world’s belief about the body and physical education Likely with Judaic and Phoenician influences  Two metaphysical systems in Greece Naturalistic: man’s nature is both spiritual and corporeal (physical)  Achieving balance is desired  Emphasized physical and intellectual education

 Opposing views (cont.) Anti-naturalistic: man’s nature created by mind  Mind held in higher esteem than body  Physical education not necessary  View of physical education: result of a specific metaphysical position  Both views held the mind in high esteem Differed on importance of the body Naturalistic view far more popular

 Dualism Explanation of human existence based upon both metaphysical and theological beliefs Socrates and Plato Has profound implications for physical education Separates human existence into two parts, mind and body.

 Dualism (cont.) Elevates mind over body—regulates the corporeal to an inferior status Reality and truth revealed through the mind, not the body  Mind and ideas are eternal, the body decays  Most dualists believe it is essential to develop the intellectual ability over the physical Philosophy was the highest pursuit in Ancient Greece

 Dualism (cont.) Body is enemy of the mind Deceives as to what is real  Only in death is the mind truly free of the body  Potentially damaging for view of physical education

 Initially seems that he doesn’t support it (Phaedo)  Later supports ideal education as harmony of mind (music) and body (gymnastics)  Does harmonious imply equality?

 Emphasized existence as humans—welfare of the individual is most important Body was important  One’s purpose in the universe was to work out his destiny  Plato was not a humanist Emphasized mind more than the body

 Greek gods thought of as ideal humans Anthropomorphic Depicted as having magnificent bodies (Zeus, Apollo, Athena, etc.)  Greeks wanted to resemble their gods Sought to train and develop the body

 Ideals that resonated with every Greek  Greeks were most like the gods when striving and competing for excellence  The Greek ideal was the excellent scholar-athlete-soldier  Homer’s Iliad and Odyssey Epic poems depicting arete and agon in action

Herakles, wearing a cloak made from the skin of the Nemean lion

 Arete is possible only while individual is striving Those who think they have attained it have lost it Have passed into hubris (excessive pride)  Arete includes virtue, skill, prowess, pride, excellence, valor, and nobility (Stephen Miller)

 Arete was not limited to athletes Bestowed on public servants, poets, philosophers, and soldiers

 Agon: Homer referenced as a meeting place where athletic events were held  Expanded from athletic competitions Included competitions in music, poetry, public speaking and other events  Evolved into the term agonistic (competitive)  Became associated with the process (agony) of preparing for competition of any kind

 Historical foundations Birth of Olympic Games (776 B.C.) Funeral Games honored the deceased and pleased the Gods Climate in Greece allowed for physical activity year round

 Romantic view: Rise and fall approach Glory years in fifth and sixth centuries Declined with Roman conquest and Christianity  Traditional View Sport evolved from games described by Homer

 Modern sport historians Many are “nontraditionalists” Sport grew out of Greek contact with surrounding civilizations

 Greece composed of city-states Not politically unified  Athens and Sparta most famous  Had highly contrasting cultures  Athens: center of culture and learning  Sparta: military power with warrior- citizens

 Sparta Obsessed with the military Education was domain of the state State’s purpose was to produce soldiers Physical education was taken very seriously Educated Spartans were physically fit, good soldiers

 Physical education had prominent place  Education of mind and body was essential  Athenians were educated by their families  Beliefs were similar to our health clubs and personal trainers today

 Spartan women Participated in gymnastics and rigorous physical fitness and sports programs Common belief was that physical fitness and training were for both sexes Spartan women competed in foot races and other sports

 Athenian women did not participate to extent of Spartan women  Euripides (426 B.C.): “A Spartan girl could not be chaste if she wanted…They share the same race track and palaestra—a situation I find insufferable”  Married women were forbidden under pain of death from attending Olympic Games

 Held own athletic contests to honor wife of Zeus (Hera) Included foot races Used same stadium at Olympia Took place after the Olympic Games Same judges (Hellanodikai) as the Olympic Games

 First recorded evidence of the Olympic Games: 776 B.C.  Olympic Games occurred every fourth year (Olympiad)  Games may have originated in the hundreds of festivals, mostly religious, held over the years  Athletic contests were a major activity in festivals across Greece; a number of stadiums survive

LocationNameHonored god Victory wreath OlympiaOlympic Games ZeusOlive DelphiPythian Games ApolloLaurel CorinthIsthmian Games PoseidonPine NemeaNemean Games ZeusCelery

Race in Armor

 Elaborate statues and other art forms erected Celebrated military triumphs as well as athletic success  Greeks believed victory (athletics, military, etc.) was ordained by the gods  Olympia was a sacred location where victory was rewarded  Cheating occurred at Olympic Games as well as other athletic festivals in Greek world Financial and material gain by victory in the Games

 Only males were permitted to compete and watch  Married women were not allowed to attend, on pain of death; virgins could attend  Women who represented the priestess Demeter could view the Games Showed the relationship between the ancient Games and theology  Women who owned a horse and chariot could enter the competition—but not watch it Daughter of Spartan king was victorious in fourth century B.C.

 By 472 B.C. games were five days long Half competitive events, half religious events  Also had non-athletic competition Competitions in arts, philosophy, poetry, music  Spirit of the games: originally religious Gave way to attitude of celebrity City states lured Olympians to their city by wealth and material possessions

 Olympic champions became heroic Closest thing to a god as mortal can become. Given special privileges and could make vast sums of money by continuing to win. Received a lifetime pension

Bronze statue, gift of the winner of the Chariot race at the Pythian Games

 Greeks believed in developing mind & body Olympics: pinnacle of this achievement  Plato, Aristotle and other famous philosophers gathered at Olympia  Theodosius I, II: Christian Roman emperors Outlawed pagan cults in A.D. 393 Ordered destruction of pagan temples (including temple at Olympia) in A.D. 435 Most Games tied to pagan activities ceased  Unknown if continued in some areas for a while