Today, we begin presenting the promised material. From these discussions, all the considerations regarding the questionnaire submitted to us emerge with clear fluidity, as formulated by Dr. Enrique Pichon Rivière. At his express request, we clarify that our interviewee approaches the subject based on his personal research in this field, in addition to consulting these authors: Freud, G. H. Mead, Buytendijk, and Huizinga.
"I understand," Dr. Pichon Rivière responds, "that before discussing sport, we must focus on another subject: play. Specifically, its structure and function."
"Agreed, then let’s define 'play'."
"We can assert that play is as old as culture itself, for the simple reason that it presupposes human society. Animals, on the other hand, have not waited for humans to teach them how to play. It seems that civilization has not added any essential characteristics to the function of play or its deeper significance."
"What function do you attribute to play in the animal world?"
"Clearly, play is more than a merely physiological phenomenon, as it always holds a social meaning. In play, something beyond the instinct for self-preservation comes into play, giving it a sense of vital occupation. Two fundamental aspects characterize play: it is either a struggle for something or a representation of something."
"Alright, then give us a concrete definition."
"Notice that the previous discussion has paved the way for a definition. Play is a free activity, though it takes place within defined time and space limits determined by absolutely mandatory rules. These rules must, at the same time, be freely accepted. This activity has an end in itself and is accompanied by a feeling of tension and joy. Additionally—and this is important—in play, one has the awareness of being in a different state than in ordinary life."
"Can it be said that this definition encompasses what we call games, meaning games of strength, skill, calculation, chance, exhibitions, and representations?"
"Indeed. However, to clarify, I do not wish to overvalue the functions of play in the sphere of cultural life. A particular culture includes certain characteristics that shape its games. In other words, some aspects of culture may first emerge in the form of play. In a sense, culture is initially 'played.' Another connection between culture and play can be found in the highest levels of social play, where it appears as the organized performance of a group or community—or two opposing groups."
"To what extent does individual play impact culture?"
"When an individual plays alone, the contribution to culture is minimal. I previously stated that all the nuances that define play—playing together, competing, presenting and exhibiting, challenging, and boasting, with all their limiting rules—are also found in the animal world. Thus, competition and exhibition acquire specific cultural forms."
"You spoke of tension in play—what did you mean?"
"In play, there is tension and uncertainty. Observe that a constant question arises: will the game work out or not? Even when someone plays solitaire, solves crossword puzzles, or assembles jigsaw puzzles, this condition is present. However, in games played between rivals in competition, this tension or uncertainty about the outcome intensifies to a maximum degree, although it is followed by relaxation. This desire to emerge victorious can sometimes threaten the lighthearted nature of the game itself."
"I think now is the time to ask whether the presence or absence of spectators influences the game."
"This is undoubtedly very important. In games of chance, the tension we mentioned is only minimally transmitted to the spectator. Take, for example, dice games, which must be considered culturally sterile because they contribute nothing to the spirit or life. But in a game where competition requires skill, ability, and strength, the tension gripping the spectators is even greater. Even a chess match can captivate its audience. Finally, let us agree that physical, moral, or spiritual values can elevate play to a certain cultural level. The more a game enhances the life of an individual or, more importantly, a group, the higher it rises on that cultural plane."
"What is at stake when we play?"
"You've hit upon a phrase that captures the essence of play: in play, something is at stake. But that 'something' is often misunderstood. It is not the material outcome of the game, such as placing the ball in the goal or the basket. The ideal is for the game to go well, for it to work out. That success brings a special satisfaction to both player and spectator. And with spectators present, this pleasurable feeling increases. For instance, someone who completes a solitaire game enjoys it more if someone else is watching. Thus, it is essential for the player to be able to take pride in their successful game in front of others. That is why the concept of winning is closely linked to play."
"But what does 'winning' mean? What is won?"
"Winning means proving oneself superior to another at the end of a game. However, this kind of superiority tends to transform into a broader superiority of character, leading us to another conclusion: more than winning the game, one gains honor and prestige. Honor and prestige that benefit not only the victor but also the group they belong to. And this brings us to a concept of great importance: success in the game can significantly transfer from the individual to the group. So much so that beyond the primary requirement of defeating the opponent, another question arises: has the victory truly increased the power of the individual and the group they represent?"
"In summary, doctor, play is a free, separate, and regulated activity."
"Indeed. It is free because a player cannot be forced without the game losing its nature; separate because it is confined within predetermined limits; and regulated because it follows conventions that temporarily establish an appropriate set of rules."
"Now, let’s distinguish between 'play' and 'sport'."
"I believe we have already done so, but we can summarize it in this framework: play can be classified into competitive play, games of chance, imitation, and vertigo-inducing play. Competitive play includes athletics, wrestling, boxing, football, chess, etc.; games of chance include children’s counting games, roulette, betting, lotteries, etc.; imitation play includes masks, costumes, and, generally, theater; finally, vertigo-inducing play includes swings, mountaineering, carousels, skiing, etc."
"This brings us to one of our proposed topics: football."
"Let’s dive into it, as I promised. In our country, football, regarded as the most popular sport, deserves attention it has never received and from an angle that may seem unfamiliar to many. If the practice of sport is undertaken spontaneously, to give it proper direction, a socio-psychological study of it is essential. Sport is not only important for youth development; it has become a common means of existence, capable of exerting a decisive influence on human relationships. Football, needless to say, is not only significant for the hundreds of thousands who play it but also for the far larger number of spectators and fans surrounding it. We will address football in due course, but first, let me tell you that as early as 1903, an article was published in the U.S. titled The Psychology of Football, precisely to answer a question that remains relevant: why is football the sport that attracts the most spectators, and why do so many varied conflicts arise within it?"
Enrique Pichon Rivière
(From "Psychology of Everyday Life," 1966/67)