The Etymology of Sports

This means that humans argon inclined to be tacticful and seeking of fun activities.

In contrast to "play", the concept of " bouncys" represents a more purposeful exertion on behalf of humans. While "games" incorporate the concept of "play" in the sense that they are fun and provide pleasure, "games" are more organized and exhibit both implicit and limpid rules of behavior and conduct. As Mechikoff and Estes (1998) explain, a game can be defined as a "play activity which has unequivocal rules, specified or understood goals?the element of opposition or contest, recognizable boundaries in time and sometimes in space, and a sequence of actions which is essenti solelyy repeatable every time the game is played," (4). In other words, games are a more bollock or organized variety of play.

In studying the tarradiddle of pastime and bodily education, we readily see how cultural values, norms and behaviors specify sport and physical education. For utilization, during the early 1900s the middle-class became more convoluted in sporting activities, being taught that physical exertion was needed to counterbalance mental exertion. Such class distinctions show the residue between sport in aristocratic Europe and parliamentary America. In British games similar to football, there were no rules or restrictions in a sense due to the aristocratic mandate of honor thought

to cover sports participation. In America, such elitist codes did not exist and middle-class participation in sports led to a number of rules or restrictions governing games alike football. As Mechikoff and Estes (1998) explain it, the American attitude toward rules "expressed an American democratic ethos, a dialectical sense of ?fair play' [embracing both ?sportsmanship' and ?

gamesmanship'] that was very different from the aristocratic British version," (5).

When we study the differences or changes through history between premodern and modern sport, we see that all of the following categories have experienced change: 1) organization, 2) rules, 3) competition, 4) role differentiation, 5) common information, and 6) statistics and records, (Mechikoff and Estes, 1998). As society changed and as philosophies that guided its values, norms and behaviors changed, so did sport and physical education in a variety of ways. From metaphysical considerations to Socratic philosophy and extreme philosophies like existentialism, sport and physical education represented social institutions that were impacted by such philosophies along with many others from government to religion's role in society. For example the instinct-body dualism concern of philosophers through the ages impacted the views of sport and physical education. In premodern times, views of the body as being less important than the mind
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