出版社：Japan Society of Physical Education, Health and Sport Sciences
摘要：To understand the physical education sufficiently in a certain period or nation, it is essential that we make a study of the physical education in the light of the cultural and social conditions of the time and place. From this standpoint, we searched for the physical education in Renaissance Italy. Generally speaking, the physical education of Italy in Renaissance reflects the characteristics of Renaissance. Its remarkable features are as follows: 1. Transitional and aristocratic feature. The life of aristocratic and wealthy classes was the main theme of many educational theorists. Physical proficiency (skill in sports, games, dances and other activities) was desired in the life at the courts. Castiglione's "II Cortegiano" was a prominent example. 2. Individualistic feature. Physical proficiency in Renaissance Italy was the means of satisfaction of individualistic and egoistic desires for expression of one's abilities, fames and prestige. 3. All-sided man (homo universals). The aim of physical education in Renaissance Italy was a all-sided man (homo universals). Homo universals was the ideal of education in this period, and it was a revival of Grecian ideas. 4. Sports in Urban life. Many popular sports and dances were played in Festivals in many big cities. At Florence, for example, the tournament was the most splendid and attractive event. 5. Sports in rural life. In many rural communities in Renaissance Italy, we find cheerful and happy life of the people through many sports, dances and other activities. 6. In urban and rural life, sports, dances and other physical performances were recreation for both players and spectators.
其他摘要：To understand the physical education sufficiently in a certain period or nation, it is essential that we make a study of the physical education in the light of the cultural and social conditions of the time and place. From this standpoint, we searched for the physical education in Renaissance Italy. Generally speaking, the physical education of Italy in Renaissance reflects the characteristics of Renaissance. Its remarkable features are as follows: 1. Transitional and aristocratic feature. The life of aristocratic and wealthy classes was the main theme of many educational theorists. Physical proficiency (skill in sports, games, dances and other activities) was desired in the life at the courts. Castiglione's "II Cortegiano" was a prominent example. 2. Individualistic feature. Physical proficiency in Renaissance Italy was the means of satisfaction of individualistic and egoistic desires for expression of one's abilities, fames and prestige. 3. All-sided man (homo universals). The aim of physical education in Renaissance Italy was a all-sided man (homo universals). Homo universals was the ideal of education in this period, and it was a revival of Grecian ideas. 4. Sports in Urban life. Many popular sports and dances were played in Festivals in many big cities. At Florence, for example, the tournament was the most splendid and attractive event. 5. Sports in rural life. In many rural communities in Renaissance Italy, we find cheerful and happy life of the people through many sports, dances and other activities. 6. In urban and rural life, sports, dances and other physical performances were recreation for both players and spectators.
