In The I in Team, Erin C. Tarver argues that fandom ‘is a primary means of creating and reinforcing individual and community identities for Americans today’ and submits fandom to a critical eye...

This article considers the social construction of mental toughness in line with prevailing social attitudes towards success and dominance in elite sport. Critical attention is drawn to the research literature which has sought to conceptualise mental toughness and the idealistic rhetoric and metaphor with which it has done so. The concept of mental toughness currently reflects an elitist ideal, constructed along the lines of the romantic narrative of the ‘Hollywood hero’ athlete. In contrast, the mental and moral virtues which should (...) form the basis of mental toughness are often neglected when an athlete ‘fails’. Currently, mental toughness exists as a characteristic used to describe successful athletes and is only applied in hindsight. Finally, we recommend that the morally problematic association of mental toughness (within the media, society, and the research community) with ultimate success needs to be removed in order to rescue the concept from the elitist discourses which currently surround and suffocate it. (shrink)

A common argument for the social value of sport is that athletes serve as heroes who inspire people – especially young people – to strive for excellence. This argument has been questioned by sport philosophers at a variety of levels. Not only do athletes seem unsuited to be heroes or role models in the conventional sense, it is unclear more generally what the social and educational value of athletic excellence could be. In this essay, I construct an argument for the (...) social and educational value of sport built upon the relationship between athletes, heroes, and the song culture that celebrated them in ancient Greece. On this model, athletes are neither heroes nor role models in the conventional sense. Rather, athletes, athletics, and the poets who extolled them were part of a cultural conspiracy to celebrate and inspire virtue by connecting a community with its heroic past. Festivals such as the Olympic Games, but also local events such as funeral games, educated and unified communities by cultivating an aesthetic appreciation for virtue and by inspiring youth to strive for it. Ancient athletes were not heroes, rather they re-enacted heroic struggles, thereby experiencing heroic virtues, and inspiring both artists and spectators to bond with the higher ideals implied by their shared belief in divine ancestry. In this way, athletes, athletics, and the media that celebrated them played important social and educational roles. Insofar as modern sport performs a similar service, its association with heroism and with moral education may ultimately be justified. (shrink)

In this article, I will examine a difficult subject in competitive sports: loss and defeat. Defeat is painful because we do not enter into competitive games to be defeated, although defeat is a strong possible outcome of the game, especially among more or less equal contestants. If losing a game is an existential condition that lies ahead of every athlete and team, even the best ones, why is defeat difficult to accept, especially in modern times in contrast to ancient times? (...) I will explore recent studies and ideas on sacrifice, especially those of Bataille, and discuss Heidegger’s notion of being-toward-death within the context of defeat in sports. Every defeat presupposes a form of sacrifice, understood in the loose sense, and every sacrifice presupposes a certain disposition toward death. Not only is defeat an inevitable condition in sport-making, but it is intrinsically linked to regimes of victory. Nietzsche acknowledges this intrinsic connection between defeat and victory. I will detour into this are.. (shrink)

In this article I argue both that an understanding of sport’s general character as competitive play can help us to read Homer more insightfully and that this reading can boomerang back to us to further illuminate the sport as competitive play thesis. My overall method is that of (Rawlsian) reflective equilibrium. The three sections of Homer that I examine are the Phaiacian games in Book 8 of the ‘Odyssey’, the Patroclos games in Book 23 of the ‘Iliad’, and the Penelope (...) games in Books 21–22 of the ‘Odyssey’. (shrink)