As primitive society developed, the clan community, a new form of social organization, emerged. The development of productive forces and the expansion of labor experience led to the complication of education in general and physical education in particular.

Education, like labor, was collective in nature. This helped primitive people to fight hard with nature for their existence, to overcome the harsh hardships of life. Along with farming, cattle breeding and crafts, the military organization of the tribal community began to play an increasingly important role. Physical education in these conditions served the function of training not only for labor activities, but also for military service. The rudiments of military education appeared. So, from an early age Australian aboriginal children practiced archery, throwing various objects, went hunting and fishing together with adults. The primitive Australians were familiar with a variety of games and entertainment. Boomerang throwing and inter-tribal ball games were practiced.

The ethnographer M.M. Miklukho-Maklai, who lived for a long time among the Papuans of New Guinea, describes their games involving running, throwing, archery, jumping, various dance movements. The primitive peoples of the Americas (Indians, Eskimos, etc.) preferred games involving throwing a ball at a target, running long distances, and lifting stones. The primitive tribes of Africa taught children, adolescents and young men stick fencing, wrestling, games with running and jumping, archery, exercises with swinging on vines followed by jumping. The Bushmen tribes were noted for their speed and unique endurance. Men’s games were competitive and their dances were athletic in character.

Rites of initiation (from Latin initiano – the fulfillment of sacraments). The primitive peoples had peculiar ceremonies with pedagogical orientation – initiation (dedications) during the transition from one age group to another, during admission to a clan or tribe, etc. The young people were prepared for initiation by the clan or tribe elders. The purpose of the rite was to accept the young man into the society of full members of the clan if he met certain requirements. Preparing for initiation, the young men trained hard, practiced hardening, observed strict discipline, and took part in hunting. During initiation, subjects had to demonstrate their skills in physical exercises and games (running, jumping, javelin throwing, various types of wrestling).

There were significant differences in the upbringing of boys and girls in the tribal society. Boys and boys played hunting and war games, staged chases and ambushes. Girls and young women engaged in games, dances and exercises reflecting the everyday life and work of women.

Physical exercises and games became an important means of educating the younger generation. Physical education was increasingly prominent in life. It was closely connected with work and life, accessible to all members of the family. Physical culture with elements of physical exercises was the most important part of the general culture of the ancient man.

In the late matriarchal period, physical education of young people was carried out in the process of games of competitive nature, and the games, as a rule, reflected the specific lifestyle of these or those tribes. For example, “Teca” was a widespread game on the Polynesian islands, the main element of which was throwing a spear, dart, or pole at a distance and accuracy. Underwater wrestling was very popular among Polynesians. Its essence was to hold an opponent under water until he recognized himself defeated. The game of ball, made of leather and stuffed with wool, was widespread among the Australians. Depending on the conditions of the game, the ball was thrown and caught with the hands or kicked to see who would get farther.

Among American Indians in the late matriarchy period the game with a rubber ball, somewhat reminiscent of modern soccer, was popular.

Some sources contain information that various styles of swimming similar to crawl and breaststroke, elements of gymnastic exercises on the crossbar, games resembling modern field hockey, and discus throwing exercises were known in the tribal society.

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The appearance of primitive games and physical exercises, according to the data of archaeological and ethnographic sciences, refers to the first early period of primitive society. In the scientific literature, it is generally accepted that the time of evolution of the most ancient “man of skill” (homo habilis) to the later “man of reason” (homo sapiens) takes several million years in the history of mankind.

Scientists call this period of human formation and society the period of anthroposociogenesis (from the Greek word “anthropos” – human, “genesis” – formation, origin). It came to an end about 30-40 thousand years ago, when the human race was replaced by the Greek term anthroposociogenesis. It was completed about 30-40 thousand years ago, when the forming humans (primates) and the forming society (fore-society) were replaced by homo sapiens (reasonable man) with his physical type close to the modern one, and the formed human society. It is characterized by the development of sound knowledge and a logical way of thinking, the formation of certain norms of behavior, the emergence of totemism, magic, and elements of art. This is the second period of primitive society within the boundaries of 40-12 thousand years B.C. It was then that the technology and economy of the human collective became significantly more complex and a new form of human organization emerged: the primitive clan community.

It is noteworthy that during this period games and primitive physical exercises become an independent kind of human activity.

Biological, cult and labor theories. The problem of the origin of games and physical exercise has long been of interest to scientists in many countries. They approached it in different ways. Some explained the origin of games and physical exercises from cultic and biological positions. Others considered the origin and initial development of physical education in close connection with the labor activity of primitive people.

At the end of the 19th and beginning of the 20th centuries, some scientists – Bücher and Gross (Germany), Spencer (England), Letourneau (France) – argued that labor processes emerged from animal games, without making a distinction between animal and human games. They said that man, like the animal, plays because he has an excess of strength. According to them, in the life of society “play is older than labor,” and “labor is the child of play.

These views of scientists of the late nineteenth century are closely intertwined with the statements of some modern philosophers, sociologists and historians. For example, the German historian K. Diem believed that all physical exercises and games have “cult and animal-like origins”. W. Kerbs (FRG), B. Gillette (France) hold a similar opinion.

However, the labor theory, whose representatives include F. Engels, V.G. Plekhanov, M.O. Kosven, N.I. Ponomarev and a number of other scientists, acquired a greater number of followers.

Ф. Engels, in his work “The Role of Labor in the Process of Turning Monkeys into Men,” wrote that “labor created man himself. It was in the process and as a result of labor, and in the first place hunting, man acquired the necessary skills and abilities in running, jumping, throwing, climbing, developed physical strength, endurance, agility, intelligence.

An important role was also played by the evolution of the ancient man’s consciousness, his spiritual world. Hunting and other vital occupations required specific and sophisticated skills. Not infrequently before going to hunt, a man depicted on a rock or on the ground the animal to be hunted and struck or shot at it with a bow. Performing a particular ritual, the man at the same time tempered the will, developed the accuracy of the eye and accuracy of the hand, acquired the skills necessary in the actual hunt.

The development of thinking, consciousness of the primitive man was a subjective prerequisite for the emergence of physical education in society.

With the appearance of religious cults, elements of physical exercises were often connected with various rituals. So cult dances, dances and games appeared. However, the appearance of physical exercises, games and dancing movements as actions derived from labor belongs to the pre-Religious period of human history.

The geographical environment and climatic conditions in which the primitive people lived played an important role in the origin of these or those kinds of physical exercises and games. Skis have been used by peoples of the North since ancient times for work and everyday life. Tribes that lived on the banks of water bodies adapted to their environment by practicing swimming and rowing, and in winter they rode skates made of long tubular animal bones on ice. Nomadic tribes living in the steppes taught their children to ride from an early age. In the process of improving tools and weapons, under the influence of new forms of economy and as the consciousness of primitive people developed, new physical exercises and games appeared. In the ancestral society, they almost entirely reproduced elementary labor movements and were naturalistic in nature.

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The development of productive forces associated with the development of metals, the division of labor between farmers and pastoralists, and the emergence of private property led to the decay of the tribal system. Military chiefs and clan aristocracy began to pay more attention to military and physical education in their environment. In the words of F. Engels, war and preparation for war were given the character of regular functions of people’s life.

Physical education became increasingly military in orientation. Social life was concentrated in the “men’s houses” which had youth houses. These forms of tribal organization were created with educational purposes. Much attention was paid to the military and physical training of youth. The so-called “secret unions” included all men of the tribe and clan. The transition from one age group to another was still accompanied by initiations. As the clan system was dissolving, the role of the secret unions gradually changed. They turned into religious communities protecting the interests of clan and tribal nobility.

The educational value of men’s houses and youth houses gradually decreased. The emergence of military and clannish aristocracy, its provision with better weapons, as well as the availability of more free time for the nobility and their neglect of physical labor led to the division of physical education along class and class lines. The nobility strengthened its authority and power with various military-physical training and victories in competitions.

Ordinary members of the tribe and clan were gradually excluded from participation in public life, physical exercises and games. Their destiny became hard physical labor and service to the aristocracy. Under these conditions, the relationship of physical education to labor was lost to an increasing extent.

During the dissolution of the tribal system and the formation of the first class slave-owning formation physical exercises and games as a means of military physical training of the aristocracy were increasingly conducted in the form of public public public contests. In the area of the Aegean Sea on the island of Crete and on the eastern coast of the Peloponnese in the city of Mycenae, excavations have revealed images of various games, exercises, and contests.

In the epic poems “The Iliad” and “The Odyssey” by Homer, the competitions of the Greek tribal aristocracy in running, wrestling, fistfighting, javelin and discus throwing, archery and chariot races related to the 7th-9th centuries B.C. are described in detail. Ancient Germans, inhabitants of Oceania and Indian tribes (Aztecs, Incas and Maya) developed physical exercises and games in the same direction during the collapse of kinship relations. The Maya had a popular team game with a rubber ball. Its essence is that one team tried to throw the ball into a ring on the wall (pillar), and the other – to protect this ring. In Ancient Peru, physical education extended mainly to that part of the youth who later joined the military estate.

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