The relationship between the world of play and the world of physical education was one of the main issues of 19th century. On the eve of 1896, gymnastics was considered to be the education that developed the physical capacities of men. The historical picture of this period shows gymnastics and modern sports as being institutionalized and very much isolated from each other. Gymnastics was an older issue, originating from Germany; it was oriented to the general population, and had a strong educational and military objective. Modern sports, on the contrary, were a more recent issue, originating from England; it was oriented to the elite, and had primarily recreational and competitive objectives. However, in 1896 the two issues began to converge.
After the foundation of the Greek state in 1833, gymnastics were introduced in the curriculum twice a week. At about the same time, the first Greek book on gymnastics was published. At that time, gymnastics were closely connected to both the physical and the moral education of the youth. According to G. Pagon, a Greek pedagogue and an enthusiastic supporter of gymnastics, the introduction of gymnastics in education aimed at the mental and moral development of the youth. It was supposed to be training for the confrontation of moral and material obstacles and for the surpassing of difficulties and problems. This orientation rendered gymnastics useful for the social integration of the individuals. Through the development of the athletic spirit, young people learned to obey the rules; they also learned the values of discipline and competition, two notions closely connected with modern social formation. Athletic competitions has been used in order to strengthen the national feeling through companionship and participation in the same events, obedience to the same rules and recognition of the same authorities. Gymnastics and athletic competitions were also means of controlling the free time of youth.