HISTORY OF PHYSICAL EDUCATION

(JOSE P. AMORIN)
LESSON 1
STATUS OF PHYSICAL EDUCATION IN PRIMITIVE SOCIETY

Primitive Society- A term used to refer both to the earliest societies and to recent examples
with simple technology.

A. Character of Primitive Society

• Similar social, political, and educational institutional existed between our remote ancestor
and those of the contemporary savage.
a. All education is a by-product of the daily activities of the religious and social
experiences.
b. Physical perfection is the only feature in primitive life that is comparable or superior to
civilized men.

C. Factors making for Physical Perfections

1. The Mild Labor

a. Manufacture of bows, arrows, spears, knives and utensils

b. The chipping of flints and stones

c. The carrying of burdens

d. The constructions of boats

Result

(1) A strong body in all parts are developed

(2) An accurate eye
(3) A steady hand

2. The Search for Food

a. Climbs trees for fruits and nuts

b. Hunts in the forest for roots and berries

c. Seeks the beds of rivers and the sea

d. Stand his games in the forest or in the plain, matching his wits, strength, and endurance

with that of animals.

Result

(a) His method of acquiring food tends to develop a body of superior quality.

3. Dancing
 A. to evoke the goodwill and the help of the deities and devotion- a religious activity

1. Pantomime

2. The war and celebration dance

3. The exercising of spirits

4. The initiation dance by medicine men or wizard to heal the sick

B. Steps taken from nature

1. The walk of the bear

2. The swaying of the palm

3. The writhing of the snakes

4. The Games

a. Racing

b. Wrestling and boxing

c. Throwing target with weapons or stones

d. Swimming

e. Ball playing

f. Fencing

5. Outdoor life

D. Civilization bring needs for organized Physical Education

1. The influence of machine

a. Food delivered at home

b. Indoor life

c. Men do not believe in evil nowadays

d. All people are busy in offices, factories and elsewhere

LESSON 2
THE STATUS OF PHYSICAL EDUCATION IN THE ANCIENT ORIENTAL COUNTRIES
CHINA- One of the oldest civilizations in the world.

A. People- Industrious, frugal, decile and peaceful

B. Policy- Adopted policy of isolation
1. Barriers
a. Himalaya Mountain
b. The Great Wall of China

-Laws were also passed to keep invaders out the country. It lacked the motivating factor
to be physically strong because there was no fear of aggression.

C. Universal Education- Made almost impossible due to the difficulty of writing

D. Schools (Private)
1. Boys of the upper class paid tuition
2. Girls are not educated
3. Aim- To teach the pupils about the Sacred book of Confucius
Confucius- was a Chinese philosopher and politician. He is also the great teacher at that
time. The philosophy of Confucius, also known as Confucianism, emphasized personal
and governmental morality, correctness of social relationships, justice, kindness, and
sincerity.

E. Physical Education-
1. No fear of foreign invasion and no ambition to conquer neighbors
2. Repression of individuality is exactly opposed to Physical Education
3. Concerned with the intellectual excellence.
4. A sedentary life was much favored by their concern with memorizing the teaching of
Confucius.
5. Military training
6. The popular dances were the skill dances, such as Split-Feather Dance and Battle Dance
7. Kung Fu/KungFu- is a series of medical exercises practices in China 2600 B.C
8. Kite Flying- is a traditional sports game.
9. Sports- Wrestling, jujitsu, polo, tag-of-war and water games.

*China is concerned only by their intellectual excellence and they neglect physical
activities*
I. INDIA

A. Civilization- Dominant race (Indo-European-Hindu)

1. Land of religious and mystic philosophers
2. Dominant teaching- Hinduism
Hinduism- is the oldest religion in the world. It is Indian religion and dharma, or way of
Life.
 3. Theory- Reduces the multiplicity of things in the universe to unity known as Brahman.
Brahman- is the first god in the Hindu.
B. Physical Education
1. Pastime
a. Throwing balls, dice, tumbling, chariot race, marbles, riding elephants, plowing
contest, horse riding, swordsmanship, boxing and dancing.
2. Yoga- A great contribution of India to physical Education is Yoga which is composed of
exercises in posture and regulated breathing. Although this is a religious activity in India.

*Physical education is strongly influenced by their religious belief. They focus on

spiritual needs, not the needs of the body and worldly things.*

II. EGYPTIANS, ASSYRIANS, BABYLONIANS AND HEBREWS

Physical Activities
Bow and arrow, battle axe, mace lance and shield, marching, running and jumping.

*They believed that the strong drive to Physical Education and Sports would provide to
them a strong and powerful military army.*

IV. PERSIA- Kinsman of the Medes

A. People- Predominant ethnic group of Persia. The Persian people are united by their
language, which belongs to the Indo-Iranian group of the Indo- European language family.

Characteristics: Rugged, industrious, serious, religious, and progressive people

B. Persian Education
1. Primarily Moral and Physical
a. Taught to shoot the bow
b. To ride
c. To speak the truth
2. Education began at home
a. Mother demanded obedience
b. Mother demanded the truth
c. Instructed the teaching of Persian Prophet

Zoroaster- also called Zarathustra, was an ancient Persian prophet who founded the
first world religion - Zoroastrianism.
Zoroastrianism or Mazdayasna- is one of the world's oldest continuously practiced
religions. It is a multi-tendency faith centered on a
dualistic cosmology of good and evil.
3. Ahura Mazda- is the creator and highest deity of Zoroastrianism. God of light, truth,
beauty and goodness.
4. Ahriman- Lord of darkness, disease and sorrow.
C. Physical Education
A. Different Trainings of Persian boys (7-15 years old)
1. Exercise with other boys in running, slinging, shooting the bow and throwing the
javelins.
2. At 7-14 instruction in riding began and practices jumping on and off while in full
gallop.
3. Participates in hunt and made to endure the heat.
4. Forced marches day after day.
5. To cross streams without wetting their weapons.
6. To eat little food-one meal in 2 days.
7. To support themselves by foraging.
8. To stalk and kill wild animals like lions and antelope.
B. When not oh hunt
1. Regular training in archery, riding and athletic sports.
2. Manufacture weapons, shields and traps.
3. Agricultural work.
C. This training continued from 15-20 years old
D. From 20-30 training for active military service was continued.

*Their main objective was building an empire through military aggression. A strong
army Persian army meant a healthy and physically fit army.*
LESSON 3
THE STATUS OF PHYSICAL EDUCATION IN THE ANCIENT GREECE
Early Period and the Homeric Age

A. Greek Civilization
• First people in Europe to attain a high degree of civilization
• Prime enterprise and colonization
• High knowledge in education
• Powerful in combat and in armed forces

B. Contribution to Civilization
• Literature
• Architecture
• Arts
• Government

C. Physical Education in Greece

• Military
• Sports
• Health
• Entertainment

D. Aegean Age or the Bronze Age

• Heinrich Schliemann- was a German businessman and a pioneer in the field of archaeology. He
was an advocate of the historicity of places mentioned in the works of Homer and an
archaeological excavator of Hisarlik, now presumed to be the site of Troy, along with the
Mycenaean sites Mycenae and Tiryns.
• Sir Arthur John Evans- British archaeologist who excavated the ruins of the ancient city
of Knossos in Crete and uncovered evidence of a sophisticated Bronze Age civilization, which he
named Minoan.

E. Greeks of the Homeric Age (1000 B.C.-750 B.C.)

• Mixture of tall fair-haired immigrants who came to Greece from the north and
native Aegean’s.
• Homeric Poems by Homer which are epic poems that depicts how Homeric lived
in this age.
1. How Homeric’s lived as revealed to the poems
- Lived simple and rustic life
- Wealth consisted in flocks and herds
 - Labor was honored
- Manufacture of weapons and tools from gold, silver, iron, tin, lead and copper
- Few laws existed
- Women were honored
- Each community had its King and nobility

• The Iliad and Odyssey also shoed Physical Education or Activities and Sports
Performed by the Greeks in the Homeric Age.
1. Iliad
- The Trojan Wars
- Story of the Homeric Greeks against the Trojans
- Agamemnon- Commander of Greeks against the Achilles
- Achilles revenged and killed Hector

*The Iliad, provides a unique insight into both Greek history and the formation of a
Greek identity. The setting of the poem, the Trojan War, captured the imaginations
of the Greek people and became the basis for a new history of a common people
brought together by the war.*

2. Odyssey
- The story of the adventure of Odysseus from Troy to his home Ithaca
Penelope, Odysseus wife is swarmed by wealthy and strong suitors as Odysseus is
gone and is assumed dead. The suitors fight for the hand of Penelope for marriage.
The suitors compete by throwing weights and javelin. When Odysseus came back,
he defeated everyone in the throws and no one dared to box, wrestle, run and
jump with him.

* The Odyssey is such a timeless story not only for its terrifying monsters, rip-
roaring action scenes, and wealth of information on Mediterranean geography
and legends but also because it involves the irresistible plot line of a worthy hero
trying desperately to get back to his city, his family, and his throne*.

F. Funeral Game (Physical Education/Sports described in Iliad)

• During funerals there are games or sports that are held
• This is also portrayed in the poem Iliad to the funeral of Patroclus were other
characters compete.

1. Chariot race- Test for manly strength and skill held in funerals, sacrifices to Gods
and for entertainment.
Prizes
- Woman skilled in fine handiwork and tripod
- A six-year-old mare
- A large bright Calderon
 - Two talents of gold
- A two-handled cup
2. Boxing- is a way of honoring the dead as portrayed by Homer. Greeks believed
that Theseus (mythical king) invented the boxing. Boxing was played by two men
naked, sat down, facing each other and exchanges blow and beat each other to
death. As time passed by sitting changed into standing stance and boxers wear
gloves with spikes.
Prizes
- Winner- A sturdy Mule
- Loser- Two-handled cup
3. Wrestling- To win a match, a wrestler had to score three points. A point was
awarded when one of the opponents touched the ground with his hips, back or
shoulder.
Prizes
- A tripod valued at 12 oxen
- A woman skilled in all kinds of work valued at 4 oxen.
4. Foot race/running- Racing by running bare footed.
- Silver mixing bowl
- Ox
- Half talent of Gold

G. Greek Gods
• Zeus- Supreme God
• Apollo- God of light and truth
• Ares- God of war
• Hermes- messenger and God of commerce
• Poseidon- God of the sea
• Hephaestus- God of fire
• Hera- wife of Zeus
• Athena- God of wisdom
• Artemis- God of the hunting, wild nature and chastity.
• Aphrodite- God of love and beauty
• Demeter- God of harvest
• Hestia- God of the earth

H. Olympic Council
These 12 goddesses reside in Olympus
1. In their honor temples were erected
2. Festivals were celebrated

I. Dancing in the Homeric Age

1. Participated in by all Greeks from earliest time
II. PHYSICAL EDUCATION IN SPARTA

A. The Brilliant Age

1. The 5th and 4th Century, B.C.

a. They had democratic government

b. Public Education

c. Considerable wealth and property

d. Orators

e. Sculptors

f. Architects

g. Legislators

h. Dramatics

2. The Greeks excelled all people in the extent of national participation in gymnastics.

B. Sparta – Patriotic and war like people. Every free born Spartan gave his life to the State.

1. At birth – physical examination

a. If strong – reared it

b. If deficient – exposed to die

2. From birth to 7 – trained and reared by his mother

a. Her aim – to give the child a well-disciplined character and hardy, ragged

constitution.

b. Lessons learned – Obedience, respect for elder, bravery, resourcefulness, self-restraint,

and endurance of pain and comfort.

C. Spartan Physical and Moral Training

1. Moral and Physical Training – same end in view; differed slightly in methods.

2. At 7 – child goes to barracks, his school & home

a. Daily Activities

1) Free play

2) Throwing the javelin and weights

3) Jumping

4) Wrestling
 5) Hiking and running

6) Swimming

3. At 12 – closer supervision of training begun

a. Daily Exercise

b. Compelled to secure food for the mass

1) By theft – to teach craftiness and courage

c. Taught never to complain

d. Moral training emphasized at 12

e. Self-subordinate

f. Laconic answer but accurate

g. Their captains (at 20) is himself punished if he is unfair in giving punishment

4. At 20 – Training soldier

a. Ready for war

5. At 30 – Compelled to marry to produce children

6. At 60 – Remained in the service of the city

7. Girls – Same physical training of that for boys, - running, etc.

a. Aim – to develop robust healthy mothers for sturdy children

b. Beauty strength and social position better than that of the Athenian

8. Labor and Commerce and Handicraft – despised by them

a. Lycurgus, originator of all-important Spartan institutions made the coins of great pieces
idea to hampered commerce.

9. Helots – did the labor; conquered neighbors and reduced them to selfdom

10. Spartan System

a. Aray, best in the world

b. Sacrificed personal liberty, individualism, home life, and piece.

D. Dancing in Sparta

1. Kinds

a. Gymnastics – Bibasic, consisted of springing from the ground and striking the

feet behind
 b. Festive – Boys and Girls

c. Military – Pyrrhike , originated in Sparta. Danced by naked youth armed with sword and
shield, - charge, retreat, trust parry – all to the tune of the flute.

*Physical Education was practiced to develop strong and powerful army, The spartans
were subservient to the state and required to help defend it against enemies. Women
as well as men were required to be in physical condition. Only the strong and vigorous
babies were allowed to live in this military state.*

PHYSICAL EDUCATION IN ATHENS

A. At Home and at school

1. At birth Father decides fate of child – to be reared or exposed.

2. At 7 under charge of Mother and Nurses

a. Learned to obey and respect the elders and stories of heroes and gods.

b. They had balls, hoops, rings, carts, and jack-stones and played hide and seek
and other games.

c. Aim of Athenian education – To fit the boys for social, political, military, and
religious life in Athens.

d. Three main studies

1) Gymnastic

2) Grammar

3) Music

e. Palaestra – school of gymnastic, meaning a wrestling ground

1) Location – by the river bank

2) Room for dressing and undressing

3) Room for oiling body

4) Sand room with conveniences of sprinkling sand on the body

5) Quarters for bathing

6) Rooms for recreation

7) Hallow square – middle open court for jumping, boxing, and

wrestling
 8) Javelin and discus – outside building

9) Palestrae – private, profit, but regulated by the government

10) Festival of Heroes – an exhibition of boy’s gymnastics

3. At 10 – Musical education began – lyre and song

4. At 18 – the youth leaves the palestrae and goes to the gymnastic for recreation

a. Didascalia – Grammar school, where the 3 R’s are taught

1) Memorized Iliad and Odyssey

2) Practiced orator

3) Moral lessons

4) Instruction in citizenship

b. He becomes a man and was enrolled as a cadet. Took the Athenian oath.

1) Military training – 2 years

2) Peace time – cultural training

B. The Gymnasia – Established

1. Plato at the Academy maintained by the State

2. Aristotle of the Lyceum

a. Palaestra – the hallow square building in a gymnasium

b. Apodyterium – the undressing room

1) Colonnade – connects different room

c. The oil room – oiled the body from apodyterium

d. Strigil – a scrapper used to remove the oil, perspiration, and dust

C. The Athenian woman

1. Status – Semi-seclusion

a. No education – reared by the mothers and nurses in the duties of the

housewife

b. Behind Sparta in educational and social position of woman

V. The Pan-Hellenic Games

A. The Olympic Games

1. Festival of the deities in dances, songs, and games

a. Panathenaea – in honor of Athena

b. The Dionysia – in honor of Dionysus

c. Eleusinian – in honor of Demeter

2. The four Pan-Hellenic Festivals

a. The Olympic in Ellis, a sacred spot for religious ceremonies and athletic
contests.

1) 776 B.C. – First celebration in Olympia

2) Thereafter, every four (4) years

3) Abolished by Roman Emperor Theodosius in 394 B.C.

4) The Games prerequisites – Manage by

a) Physical examination

b) Must be Greek

c) Never committed to crime

d) Take an oath

e) At least 10 months training before games and the last month must

have been spent in Olympia

5) Events

a) Foot races

1. Stade – one length of the stadium, about 200 yards

2. Diaulus – double the distance (400 yards)

3. Delichos – from 3 to 24 times the stade

4. Boy – “1/2 the distance for the men” flate

5. Trials – 4 men in a heat

b) The Pentathlon (5 events)

1. Running

2. Jumping

3. Throwing the javelin

4. Wrestling
 5. Discus

c) Broad jump and hop, stop, and jump

d) Javelin – 8 to 10 feet long, music accompanied the throws

e) Wrestling – the most effective exercise for all round development.

Three falls to make victory

f) Boxing – Greeks securely wrapped fingers, knuckles, wrist, and

forearms with thongs of rawhide

g) Pankration – combination of boxing and wrestling – added to Olympic

Games in the 7th century

h) Horse racing with chariots and with jockeys – 7th century

i) Contests for heralds, trumpetors, later added

6) Rewards

a. Crown of white olive branches

b. Palm branch

c. Honored in banquets in Olympia

d. Journey home was a triumphal procession

e. Sculptors curved his figure in stones

f. Poets wrote odes commemorating his achievements

7) The training of the contestants

a. Spartans, first winner

b. Athenians, later – under scientific trainers in the palestra, then in the gymnasia

by former victora

B. Other Pan – Hellenic Festival

1. The Pythian Games in honor of Apollo of Delphi – in the third year after every Olympic
meet.

a. Contest in flute, lyre and in musical composition

b. Reward – crown of bay leaves plucked from a sacred valley

2. The Nemean Games hold in Argolis in honor of Zeus every second summer

a. Events – same as in Olympia

 b. Reward – a crown of fresh parsley

3. The Isthmian Games in honor of Poseidon given on Isthaus of Corith in the spring of

every second year.

Reward wreath of dry parsley leaves

C. Decline of the Games

1. When was 2nd century B.C.?

2. Why

a. The conquering Romans did not enjoy them

b. Professionals started

c. Corruption and bribery

D. Dancing and Ball games

1. From simple to complex

a. Pyrrhic dance

b. Dionysian or Bacchic dance

2. Games – As Physical Education and Recreation

a. Hockey – originated in Greece

Theories of Prominent Men

A. Opinions of Doctors and Philosopher

1. Socrates

a. Every citizen must keep himself in good condition ready to serve his state at a moment’s
notice.

b. Gave mistake may often be traced to bad health.

2. Plato

a. Advocate physical training for its educational and military values, but deplores every
tendency towards professionalism and competitions amusing an audience.

b. Gymnastic and music should receive careful attention in childhood and continue
through life.

c. The good soul improves the body, not that the good body improves the soul.

3. Plutarch – the biographer and historian

 a. The exercise of the body must not be neglected, but children be sent to schools od
gymnastics.

b. For the foundation of a vigorous old age is a good constitution of the body in the
childhood.

4. Euripides – Rebukes the nation for worshipping the athletes for their victories.

5. Aristotle – The education of the body must proceed that of the intellect.

6. Hippocrates and Galen

a. Advised their patients to take exercises in the gymnasia as a means of recovering from
ills and weaknesses.

b. “He is the best physician who is best teacher of gymnastics” – Galen

c. “Friction; so long – continued that it is decreased; so moderate that it is rounded.”

B. Summary – The Greek military educational and religious system promote and strove for the physical
perfection of its people.

The gods alone rival the athletes as subjects for the Greek sculptors; these athletes are
subject of sculptors, of painters, of designers. The true Greek gymnastics discourage professionalism,
brutality, and excitement, and encourage complete development of the individual, fair play and
nationwide physical education for aesthetic as well as utilitarian reasons. High ideals and noble objectives
characterized the golden Age of Greek gymnastic.

* Athenians believed in the development of the total individual in all life’s aspect. Physical Education
was for physical perfection with emphasis on beauty of physiques.*
LESSON 4

PHYSICAL EDUCATION AMONG THE ROMANS

I. Early Period

A. Physical and Moral Education

1. People – Gathered near the famous 7 hills on the banks of the fiber

a. Industrious

b. Frugal

c. Serious

d. Practical

e. Stern

f. Reverential

g. Patriotic

h. Determined to transmit their ideals to their children

i. Father – controls family

j. Matron – reared the children, honored, respected as give more freedom than the Greek

woman, excepting the Spartans

2. Duties

a. To serve the nation

b. To rear robust children with main ideals

c. To give moral and physical training

3. The Roman Child

a. Trained by father

(1) To produce strength, ability, endurance, skills in the use of sword, spear, javelin and horse

man ship

(2) Swimming, wrestling, boxing, running and jumping

4. The Twelve Table- The Twelve Tables (aka Law of the Twelve Tables) was a set of laws inscribed

on 12 bronze tablets created in ancient Rome in 451 and 450 BCE. They were the
 beginning of a new approach to laws where they would be passed by government

and written down so that all citizens might be treated equally before them.

a. Summed up the social, political, and religious causes and ideals of Rome and made them

laws to the land

b. Became the basis of literary and moral instruction

B. The Campus Martius

1. Field – Dedicated to the god war mars, was the training camp and parade ground for soldiers

2. Resort – Playground for young man not in the service of the country

3. Games Played – Swimming and games, boxing, running, jumping and wrestling

4. Four Social Classes

a. PATRICIANS- were the wealthy upper class, who owned land and held political power.

b. PLEBIANS- were the working class without substantial wealth.

c. FREEDMEN- A freedman or freedwoman is a formerly enslaved person who has been

released from slavery.

d. SLAVES- Unskilled slaves, or those sentenced to slavery as punishment, worked on

farms, in mines, and at mills. Slaves were considered property under Roman law

and had no legal personhood. ... Over time, however, slaves gained increased

legal protection, including the right to file complaints against their masters.

5. BAD EFFECTS OF THE CONQUEST

a. Wealth displaced poverty

b. Luxury habits took the place of simple living

c. Thousands of slaves send back by the armies, degraded labor

d. To prolonged campaigns tended to develop a professional standing army rather than

citizen army

6. GOOD EFFECTS OF THE CONQUEST

a. A need for schools

b. Ability to swim was considered essential to every roman

THE CIRCUS- It was a large open-air venue used for public events in the ancient

Roman Empire.
1. Its Description

a. 2,000 feet long and 600 feet wide

b. Can occupy about 200,000 audiences

c. Primarily used for horse and Chariot Racing

d. It’s also an area for Marketing and Gambling

e. SPINA – The brick wall in the middle of the circus where the chariot race

2. CHARIOT RACE

a. 4 horses to chariot

b. 8 chariots to host

c. Seven laps from 2 – 4 miles

d. NO fouls, all kinds of tricks were encouraged

3. GLADIATORIAL COMBAT

a. Slaves and Ruffians trained to fought their opponents

b. Arena often flooded and naval battles were staged

c. CAPUA – The training grounds for the gladiators

(1) Description – A square field enclosed by building which contained trainers,

quarters, kitchen, mess hall, property room, sleeping room and guard house

(2) This field was used for exercises and combats

d. The Gladiator and the Race driver

(1) If the slaves won the battle, he will finally gain his freedom

(2) If free, the received substantial reward in cash

4. THE THERMAE – Complex rooms designed for public bathing, relaxation and social

activity

a. In early times, the romans were content with sponge bath usually cold, or plunge

in the river for the hygiene and disciplinary purpose

b. The increase in wealth, the government built 700 government or public baths

c. DIOCLETIAN – Can accommodate 1,600 bathers at once

d. CARACALLA – Can accommodate about 3,200 bathers

e. Bathing privileges – free to all, but at times less than a cent fee was charged
 f. Its Description

(1) Separate apartments for men and women

(2) Undressing room near the entrance

(3) Pegs to hang clothes on the wall and slaves present to care for them

g. The PALAESTRA – Field open to sky incorporated in the thermae

h. The UNCTORIUM – The room where the body might be oiled

i. The FRIGIDARIUM – The cold bath with peel and basins

j. The TEPIDARIUM – A very warm room where perspiration might be induced

k. The CALDARIUM – The hottest room in most of the baths

j. The SUDATORIUM – Where the water was probably for steaming the body

THE GREEK ROMAN GYMNASTIC

a. BAD EFFECTS ON THE ROMAN CONQUEST THE GREECE

(1) Professionalism was encouraged

(2) The more brutal came the most popular

(3) Money was given as prizes that led to corruption and bribery

(4) Game ceased to have connection in general education

(5) The moral values from friendly competition were lost

C. DANCING AND BALL GAMES

a. Religious and Military Dance in public

- Participated by the sons and proudest family of Rome.

b. The Pyrrhichios or Pyrrhike dance ("Pyrrhic dance"; Ancient Greek: was the best known

war dance of the Greeks. It was probably of Dorian origin and practiced at first solely

as a training for war. According to ancient sources, it was an armed dance.

c. Pantomimic Dancing

- A lyrical dance that needs some gestures and actions.

*Roman sports were influenced by the Greeks, but they added their own emphasis.
Chariot racing and gladiator fights were held at large sporting events. Individuals or teams of
men would fight animals or each other to death. The Roman Games were big occasions, usually
paid for by the emperor, making them popular with the people. The gladiator fights were
extremely violent and were normally done by slaves and prisoners.*
LESSON 5
Physical Education in the Dark Ages

I. Dark Ages

• After the fall of Rome until 900 A.D

• It belongs to period of European History called “The Middle Ages” or “Medieval Period”
• A time during which civilization undergoes a decline
• It brings images of war, destruction and death

II. Physical Education during Dark Ages

I. Physical Contribution of the Teutonic Barbarians

A. The Decline of Rome

1. Fall of the Roman Empire in the West, 476 A.D

2. Causes of the decline of Rome

a) Depopulation

It causes by the invasions of the barbarians. Barbarians is an ancient tribe that is not belonging to one of
the great civilizations.

b) Economic Ruin and Slave system which exterminated free labor

Even as Rome was under attack from outside forces, it was also crumbling from within thanks to a
severe financial crisis. Constant wars and overspending had significantly lightened imperial coffers, and
oppressive taxation and inflation had widened the gap between rich and poor. In the hope of avoiding
the taxman, many members of the wealthy classes had even fled to the countryside and set up
independent fiefdoms. At the same time, the empire was rocked by a labor deficit. Rome’s economy
depended on slaves to till its fields and work as craftsmen, and its military might had traditionally
provided a fresh influx of conquered peoples to put to work.

c) Few marriage, Low birth rate and Less of manpower

Being the Roman emperor had always been a particularly dangerous job, but during the tumultuous
second and third centuries it nearly became a death sentence. Civil war thrust the empire into chaos,
and more than 20 men took the throne in the span of only 75 years, usually after the murder of their
predecessor.

d) Extravagance

Spending of too much money on their tools and weapons during the war in the fall of the Roman Empire

e) Pauperism
Roman Empire became poor because they spent a lot of money to buy their tools and weapon to
prepare them to the war between the Barbarians.

f) Moral and Physical Decay

The fall of the Roman Empire is one of the most written subjects in western civilization. It has been said
that there are more than 220 different theories formulated on why the Roman Empire fell, but
throughout the centuries no consensus has emerged about what was or were the leading causes of this
terrible downfall. In the past, contemporary, or late Western historians, spoke about the influences of
Moral Decay on this decline, the issue of declining virtue amongst Roman men and leaders. Historians
today reject this theory. They will claim semi “scientific” explanations which imply lead poisoning or
environmental degradation might be the main cause of this catastrophic event. This is somewhat to be
expected. Historians will not dare to deviate from something they cannot prove by archaeology.

B. The significance of the Invasion

a) Literature and Learning ceases to advance

The middle ages saw the beginnings of a rebirth in literature. Paper was a rarity, with vellum, made
from calf’s skin, and parchment, made from lamb’s skin were the media of choice for writing. Students
learning to write used wooden tablets covered in green or black wax.

b) Roads and bridges were neglected

Roman roads and bridges were very important for the romans. For them, roads did much more than
simply serve transport functions; they were a means of putting the stamp of the authority of Rome
across a new territory and then maintaining that territory. A road to a Roman was like a map is to us.

All the roads of the Roman Empire were built by the Roman military. There was nobody else who could
do it. So, the Roman military employed specialists within the Roman units to actually do the work.

c) Centralized Government

The prevailing system of government in the Middle Ages was feudalism. Though the actual term
“feudalism” was not used during the Middle Ages, what we now recognize as a feudalist system of
government was in control in Medieval Europe. Feudalism was a way for the Kings and upper nobility to
keep control over the serfs and peasants.

Relationship in feudalism is between the Lord, the Vassal and the Peasant.

Lord – The most important player in a feudal system. The Lord is the ruling monarch who has

complete control over all the land in the country.

 Vassal – Vassals included anyone who was not a monarch and not a peasant who was granted

by the King or another Vassal. In exchange for the land the Vassals were granted, they

either had to pay money, rent out their land, provide military service, or perform other

various duties to show loyalty to the monarch.

Peasant – The vast majority of the feudalist government system in the Middle Ages in Europe

were made up of peasants. They were three types of peasant: Slaves, who could be the

bought and sold, Serfs, who had no rights politically, and Freeman may have been

artisans who worked in or owned a store.

d) All great achievements were endangered

The negative view of the so-called “Dark Ages” became popular largely because most of the written
records of the time had a strong Rome-centric basis. While it’s true that such innovations as Roman
concrete were lost, and the literacy rate was not as high in the Early Middle Ages as in ancient Rome,
the idea of the so-called “Dark Ages” came from Renaissance scholars like Petrarch, who viewed ancient
Greece and Rome as the pinnacle of human achievement. Accordingly, they dismissed the era that
followed as a dark and chaotic time in which no great leaders emerged, no scientific accomplishments
were made and no great art was produced.

Theodosius abolished the Olympian Games 394 A.C. because they were Pagan in their influence

The Roman Emperor Theodosius reaffirmed his determination to outlaw the worship of pagan gods by
completely prohibiting paganism, and in doing so, abolishing the Olympic Games.

The Olympic Games have always been intertwined with politics and religion. They are thought to have
started in the 8th BCE on a site at Olympia, which was used for worshipping Zeus. With the growing
competition amongst the Greek city states at this time, came a desire to claim supremacy and thus each
sent their most physically fit representative to complete. The Greeks considered the winners to have
been championed by the gods, thereby continuing the tradition of worshipping Zeus, the supreme god,
on the site. Moreover, the Games were held during a festival dedicated to Zeus and considerable
sacrifices-some accounts say 100 oxen-were made.

*Physical Education has no place in their curriculum their leisure time spent in drinking, gambling
carousals, and riots but they have sports such as: Archery, Golf, Game ball, Hammer throw, Jousting,
Quarterstaff, Shanty, Skittles, Stoopball and Wrestling.*