SCHOOL SPORT AND COMPETITION
FROM "PLAY UP AND PLAY THE GAME" TO "WIN AT ALL COSTS"
Organized sport in American schools has its origin in the athleticism movement that developed in private schools for boys in Britain (called Public Schools) in the mid- to late 19th century. During this time period a system of institutionalized games became associated with the philosophy of muscular Christianity, characterized by a belief in God, country, playing by rules and playing fairly, and accepting amateurism as the highest form of sport. The idea that participation in sport “build character” was the basis of this philosophy. Teachers were put in charge of sports teams and participation became compulsory. Since these activities were school sponsored, they were, by definition, of educational value.
The muscular Christianity movement was exported to the British Empire as the graduates of the Public School system took up administrative and teaching positions in the colonies. Schools were set up for the sons of the local elites in British colonial possessions, and organized sports were practised in these schools in much the same way as in Britain. Sport became central to the education of the sons of American elites in a similar manner, since in the mid-nineteenth century private schools following the British model were developed in the East Coast region of the United States.
The British “play up and play the game” mentality may have been the initial philosophy behind playing sport in America, but during the late 19th and early 20th century this philosophy became modified, and winning became more important. Social historian Donald Mrozek (1983) has traced the origins of this “victory philosophy” in sport to the spirit of social efficiency, the idea that individuals could work together like the parts of a machine to produce a positive social environment. Contemporary business and educational leaders in America enthusiastically accepted this philosophy. Victory in sport was seen as “the greatest of all manifestations of social efficiency” and was used by the political leaders of the time such as T. Roosevelt as a metaphor for victory by the nation in a broader political context. Sports, particularly “American” team sports such as baseball and football, gave the opportunity for action, and as a result of action, success and victory. Winning in sport became an “invented tradition” of America, symbolizing moral superiority and national dominance.
This winning philosophy quickly became part of organized sport at American universities, as the unique system of American intercollegiate athletics developed. During the first two decades of 20th century universities began to hire professional coaches whose job was to help the sports teams win games. This system of intercollegiate athletics is much the same today then, although now the financial stakes for the universities are much higher.
The winning philosophy also became part of a system of high school sports organized along the same lines as college, but until recently without the high financial stakes. Sport became an essential part of the expansion of American secondary education to meet the great influx of immigrants during the early 20th century. In America almost everyone comes from somewhere else, so the need to develop a sense of community, i.e. to invent the idea of being “American”, was an important educational goal. Sport became a valuable consensual ritual in American schools, a ritual which created a sense of solidarity and community, and it still performs this function today. There is nothing like winning sporting events to bring the school together and develop community pride. The town can collectively celebrate the success of the high school sports teams, and through that success all community members can think of themselves as “winners”.
Reference:
Perspectives, Vol. 1: School Sport and Competition, Oxford: Meyer & Meyer Sport, 2000. Article (p. 115-129): School Sports in America: the Production of “Winners” and “Losers” written by Prof. Dr. C. Roger Rees from Department of Health Sciences, Physical Education and Human Performance Science, Adelphi University, Garden City, NY 11530, USA
Listening comprehension
Extreme Sports
Questions:
1. Why are these sports called extreme sports?
2. What is a common feature of extreme sports?
3. Why do people enjoy extreme sports?
4. What extreme sports are considered popular?
5. What does BASE jumping involve?
6. Why is BASE jumping more dangerous than skydiving?
7. What every-day situations may be as dangerous as the extreme sports are?