Олимпизм и олимпийское образование: история, современность, будущее

Contemporary environmental challenges significantly impact the Olympic legacy, necessitating adaptations and sustainable policies. Climate change, manifested through rising global temperatures, reduced natural snowfall, and increased frequency of extreme weather events, affects both the organization of competitions and the viability of traditional host locations. The development of infrastructure required for the Games contributes to habitat degradation, deforestation, and biodiversity loss. Air and water pollution, exacerbated by Olympic activities, along with massive waste generation, pose additional challenges, particularly in host cities with underdeveloped waste management systems. Intensive consumption of natural resources, such as water and construction materials, further worsens issues in ecologically vulnerable regions. Social and ecological inequalities also arise, including the displacement of local communities and the uneven distribution of environmental and economic costs. To mitigate these effects, it is essential to integrate sustainability principles through the use of existing infrastructure, adoption of strict environmental standards, and implementation of carbon footprint reduction policies. Promoting ecological education and innovative solutions can transform the Olympic Games into a model of best practices for sustainable global events. The modern visions promoted by National Olympic Committees (NOCs) reflect a growing commitment to organizing environmentally friendly Olympic Games, integrated into global sustainability strategies. These initiatives prioritize reducing the ecological impact of sporting events, aligning with international objectives for environmental protection and climate change mitigation. Measures adopted include the use of existing infrastructure or temporary facilities to minimize habitat degradation and resource consumption. Sustainable planning involves transitioning to renewable energy sources for powering venues, reducing carbon emissions through green transportation, and efficiently managing waste through recycling and reuse. Additionally, NOCs promote environmental education among athletes, officials, and the public, emphasizing the Games' role as a platform for global awareness. Circular economy principles are incorporated into organizational processes, while collaborations with private and public sector partners support the implementation of innovative, eco-friendly technologies. These modern visions, reflected in initiatives such as the International Olympic Committee's Agenda 2020+5, reinforce the commitment to transforming the Olympic Games into a model of environmental leadership, contributing to a sustainable legacy for the long term. Ensuring global ecological standards within the Olympic Movement requires the adoption and promotion of strategic and multidimensional actions with a long-term impact on global sustainability. Key identified measures: ✓ Development of sustainable infrastructure Designing and utilizing facilities that adhere to ecological principles, such as reducing energy consumption, using recyclable materials, and constructing venues with minimal impact on ecosystems. ✓ Reducing the carbon footprint Introducing eco-friendly transportation for delegations and spectators, utilizing renewable energy across all Olympic facilities, and offsetting emissions through ecological restoration projects and reforestation initiatives. ✓ Efficient waste management Implementing advanced waste collection and recycling systems, reducing single-use materials, and promoting the circular economy at every stage of event organization. ✓ Environmental education and awareness Conducting awareness campaigns for athletes, spectators, and host communities on the environmental impact of actions, while integrating sustainability as a core value of the Olympic Movement. ✓ Adopting international environmental standards Aligning Olympic strategies with the United Nations Sustainable Development Goals (SDGs) and international climate agreements, such as the Paris Agreement. ✓ Continuous monitoring and evaluation Establishing a transparent system for reporting environmental performance and implementing audit mechanisms to ensure compliance with established standards. Through these actions, the Olympic Movement can position itself as a global leader in promoting sustainability, reinforcing its role as a model of ecological best practices, and actively contributing to environmental protection. Olympic education serves as a strategic tool for promoting ecological sustainability within the Olympic Games, aiming to encourage behavioral and cultural changes necessary for environmental protection. This educational dimension, embedded in the values of Olympism, facilitates awareness of human activities' impact on ecosystems and promotes the adoption of sustainable practices in the long term. Educational initiatives include programs targeted at athletes, organizers, spectators, and host communities, focusing on topics such as reducing carbon footprints, conserving natural resources, and managing waste. Awareness campaigns surrounding the Olympic Games leverage digital platforms, workshops, seminars, and partnerships with educational institutions to amplify ecological messages. A central aspect is integrating concepts of circular economy and environmental responsibility into sporting and organizational activities, emphasizing sustainability across all stages, from planning to implementation. Additionally, Olympic educational programs aim to create a lasting legacy by fostering generations aware of their role in protecting the environment. Through initiatives such as Agenda 2020+5, Olympic education becomes a cornerstone of transforming the Olympic Games into a model for sustainable events, contributing to global environmental goals and reinforcing the role of Olympism as a promoter of sustainable development. Contemporary environmental challenges represent a significant threat to the Olympic legacy, influencing both the organization of the Olympic Games and their impact on the environment, economy, and the global community. Climate change, pollution, habitat degradation, and the intense consumption of resources put pressure on host regions, and addressing these issues requires an integrated and sustainable approach. However, by implementing rigorous ecological policies, utilizing innovative technologies, and adopting a sustainable organizational model, the Olympic movement can become a leader in promoting environmental responsibility. Initiatives such as using existing infrastructure, reducing carbon emissions, and environmental education are essential for transforming the Olympic Games into a global example of best practices. In conclusion, to ensure a positive Olympic legacy in the long term, organizers must address these environmental challenges with a strong commitment to sustainability. This approach can contribute not only to protecting the environment but also to strengthening the role of the Olympic Games as a global platform for positive ecological change.

Kazakhstan makes a significant contribution to the development of physical culture and sports in the Olympic games and as such, there is an urgent direction to study the prospects for the development of the educational services market and conduct research on consumers of educational services. The purpose of our study was to study and analyze the activities for the organization and implementation of work, related to the massive introduction of the ideas of Olympism and Olympic education in the daily life of both Kazakhstani specialists in the field of physical culture and sports, and the entire sports community. The study collected data through a survey involving 347 respondents working in the field of physical culture and sports in the Republic of Kazakhstan. Data was analyzed using percentages and content analysis. From the study, it was concluded that Olympic movement and Olympic education make the younger generation much smarter, more humane, more aesthetic and more tolerant. Keywords: Education; Olympic; physical culture ; sports; Olympic movement.

Background and Study Aim. Studying the history of the Olympic movement, one can be convinced that the ideals and values that underlie the Olympic Games of Ancient Greece are relevant today. A mandatory requirement for any country hosting the Olympic Games is the introduction of Olympic education. There is a scientific interest in a comprehensive and objective consideration and study of Olympic education, taking into account all the strengths and weaknesses, achievements and problems, weaknesses and shortcomings, which determines the relevance of this study. The purpose of the article is to systematize modern scientific ideas about Olympic education based on an analytical analysis of the resources of the international scientometric databases Scopus and Web of Science. Material and Methods. to systematize modern scientific ideas about Olympic education, 4,435 sources in the scientometric databases Scopus and Web of Science were analyzed. Bibliometric methods of information processing in the context of Olympic education were used. For this, the VOSviewer program, version 1.6.18, was used: the method of keyword analysis and direct citation analysis with the construction of bibliometric maps, visualization of cluster density, weights – citations. Results. As of 21.02.2024, 4,435 sources were found in the scientometric databases Scopus and Web of Science for the keyword "olympic education". The most popular categories of publications by quantitative indicator, authors, journals, countries that have the largest number of publications on the studied problem of Olympic education were determined. The largest cluster of keywords in the scientometric database Scopus is "education", and in Web of Science - the cluster "Olympic games". The constructed bibliometric maps made it possible to systematize modern scientific ideas about Olympic education and determine the most popular areas of research in the study of the problem under study: features of Olympic education programs in individual countries of the world; Olympic education of schoolchildren and students; educational potential of Olympic education; Olympic education management and marketing strategies; legacy of Olympic education. Conclusions. A fairly large number of works devoted to Olympic education have been identified. The largest number of works on scientometric bases relate to the following research areas: Sport Sciences, Social Sciences, Health Professions, Arts and Humanities, Business, Management and Accounting, Education Educational Research and other subject area. Most of the authors represent countries such as the USA, England, China, Canada, Spain, Australia, Germany, Portugal, Brazil and Japan. The conducted analysis allowed us to provide a comprehensive analysis of the problem and identify a number of unresolved scientific issues in Olympic education: search for new approaches to the development, implementation and evaluation of Olympic education programs; development of effective strategies for the implementation of Olympic education; search for innovations and technologies in the field of Olympic education; study of modern media tools for the development of the Olympic movement as a whole, etc.

Другий етап розвитку сучасного олімпійського руху відповідно до авторської комплексно-фактологічної періодизації

The goal of the ‘Olympic Movement’ is to contribute to building a peaceful and better world by educating youth through sport practices with Olympism and its values. To contribute to the Olympic Movement; Culture and Olympic Education Commission of Turkish NOC, has prepared an interactive Olympic education project called “OLI” since 2009, which reached 3 million students. It is very important to develop a means to analyze if the Olympic education program OLI fullfills its aims. Therefore the research question of this study is “What are the principal aims of the OLI program and how can we develop an evaluation procedure to assess the extent to which these aims are achieved?” A sample group was a class of students (n=33) who participated in the OLI education. The methodology of the study included developing the survey from the context of education given to evaluate the program. Before and after case study was conducted to the students. The questions developed were related to knowledge about the modern Olympic Games and knowledge of attitudes associated with, Olympic values and Olympism. According to the results of the survey; the OLI project increased the knowledge about Modern Olympic Games and the knowledge of attitudes associated with, Olympic values and Olympism. The importance of the study was that; even though there is a wide range of approaches to Olympic education programs, there is indeed no detailed evaluation methods. With this study; an approach which is short, sharp, feasible and something which can be used relatively easy to implement was developed.
 Keywords: Olympic education; olympic movement; olympism; primary education

The purpose of the study is to enhance the process of Olympic education by utilizing an algorithm for the formation of knowledge about the Olympic movement among older preschool children. Research methods and organization. Literature analysis on the selected topic; analysis of official documents; pedagogical experiments; pedagogical observations of the educational and upbringing process, as well as the play activities of older preschoolers and their parents aimed at evaluating the effectiveness of the developed program; testing; and methods of mathematical statistics were employed. The developed program for forming notions about the Olympic movement among older preschoolers was tested at the Municipal Autonomous Preschool Educational Institution "Child Development Center," kindergarten No. 167 "Rodnichok" in Khabarovsk over a period of 8 months, from October 2023 to May 2024. The experimental program was built on a combination of various methods and forms of activities with children. It included: theoretical classes dedicated to Olympic themes; presentations on outstanding athletes; a 'virtual museum' that allows for an exploration of the history of the ancient Olympic Games; musical sessions that unveil the world of music and songs that resonated during home Olympiads; drawing classes to reinforce knowledge about the symbols of the Olympics; as well as video screenings demonstrating the grandeur of the Olympic Games; 'Olympic lessons' with the involvement of students from FESAPC, quizzes, physical education activities, and a theatrical celebration titled 'Mini Olympic Games.' All topics within the Olympic block were distributed across the months and included in the thematic plan. Research results and conclusions. After conducting the experiment, a positive trend in the change of knowledge levels among older preschoolers regarding the Olympic movement was observed. Weak knowledge ('low level') was demonstrated by 5% of the children, 'average level' was identified in 35%, and 'high level' was found in 60% of preschoolers. The results obtained allow for a conclusion about the effectiveness of the implemented program, as evidenced by the significant increase in children's knowledge on the proposed topics, and it also heightened the interest of preschoolers and their parents in physical culture activities.

Medals, Rings, and Olympic Dreams: A Review Essay of Antonio Sotomayor and Cesar R. Torres, eds., <i>Olimpismo</i>

The article highlights data on Olympism, the Olympic principles and the role of Olympic education as a pedagogical process through all forms of systematic education and planning for gaining knowledge about the Olympic Games and the Olympic movement in general. The issues of revival of the ideas of Olympism, the problems of modern sports (the rules of fair play and sport ethics) have been addressed. Objective. Formation of knowledge about the Olympic Games and the Olympic Movement in students. Methods. Analysis of modern scientific and methodical literature. Results. The authors point to the importance of the Olympic education priorities, suggesting that it should be introduced as a compulsory subject in curricula and programs of educational institutions that train specialists in this field. The Olympic education, as a subject, adheres to its initial principles, instills humanism, honest rivalry, respect for fans, judges, and forms knowledge about the sources of the Olym­pism. At the end of XX century. the International Olympic Committee decided to admit professional athletes to the Olympic Games. This led to some departure from the main Olympic principle, "The main thing is participation but the victory", and the Games became the object of implementing various business plans of large companies. In such a complex world for young people, it is important to be able to achieve their goal without being tempted to bring temporary victories, to remain honest and just, to adhere to the principles of humanism, based on respecting others and oneself.

The article highlights data on Olympism, the Olympic principles and the role of Olympic education as a pedagogical process through all forms of systematic education and planning for gaining knowledge about the Olympic Games and the Olympic movement in general. The issues of revival of the ideas of Olympism, the problems of modern sports (the rules of fair play and sport ethics) have been addressed. Objective. Formation of knowledge about the Olympic Games and the Olympic Movement in students. Methods. Analysis of modern scientific and methodical literature. Results. The authors point to the importance of the Olympic education priorities, suggesting that it should be introduced as a compulsory subject in curricula and programs of educational institutions that train specialists in this field. The Olympic education, as a subject, adheres to its initial principles, instills humanism, honest rivalry, respect for fans, judges, and forms knowledge about the sources of the Olym­pism. At the end of XX century. the International Olympic Committee decided to admit professional athletes to the Olympic Games. This led to some departure from the main Olympic principle, "The main thing is participation but the victory", and the Games became the object of implementing various business plans of large companies. In such a complex world for young people, it is important to be able to achieve their goal without being tempted to bring temporary victories, to remain honest and just, to adhere to the principles of humanism, based on respecting others and oneself.

The article provides brief theoretical analysis of the concept of ‘Olympic education’, which generally has two main approaches. The first views Olympic education in a very broad sense, which includes physical education. The second view point is a very narrow understanding of Olympic education as the knowledge about the Olympic Games and the Olympic Movement. In this study we view Olympic education as a factor of personal development and as a kind of education, which includes certain knowledge, skills, and moral values of the Olympic culture. The article presents the results of the first stage of the survey conducted among 432 secondary school students of the 5 th and the 6 th grades [1] . Younger adolescents’ socialization and tolerance level were estimated with the help of M.I. Rozhkov’s methods and the questionnaire ‘Index of Tolerance’ (by G.U. Soldatova and coauthors). As the result of the survey more than a half of the respondents showed above average level of socialization. Although a very small number of respondents have below average level of socialization, students with the average level of socialization amounted to more than a third of the respondents. Regarding the tolerance the vast majority of students showed the average level. The number of students with the level of tolerance above average is not significant. The level of ethnic tolerance is particularly low. We conclude that there are grounds for advancing and proving the hypothesis of the positive influence of Olympic education on socialization and tolerance among young adolescents. [1] Translator’s note: In the Russian secondary school education system the 5 th and the 6 th grades approximately correspond to the age of 11-13.

This paper aims to explore the impact of the 2008 Beijing Olympic Games on Chinese sport and Chinese society as well as the international Olympic Movement and Games. It asks three questions: What have been the purported impacts of the Beijing Games on China’s sport culture and practice? Did the 2008 Beijing Games contribute to the development of the Olympic movement? What, if any, social progress has been achieved through the Beijing Games? In answer to the first question, the paper explores how the Games sought to bring Olympic ideals and spirit to China and the Chinese sports authority used the Games to popularize Olympic ideals within the country. Olympic education programmes played an important role in spreading and popularizing Olympic knowledge and culture during the Beijing Games as well as during the post-Beijing Olympics era. The Games also provided a platform for the development of a volunteer programme which gave direct support to the hosting of the Beijing Games, but also developed a voluntary workforce which has continued to serve China’s social and cultural development. In answer to the second question, China used the opportunity to help the world to understand China, its history, its people, its cultures, and its ambition, and future direction. China’s promotion of an Olympic slogan and the three themes: One World and One Dream, the Green Olympics, and the Technological Olympics and Humanistic Olympics took the Olympic Movement and the Games to foster an intercultural Olympism, of ‘One World’ a twenty-first century phenomenon. Thirdly, the Games reflected economic and cultural changes since the 1980s when China opened its door to the outside world. However, the Games did not bring changes to the political system or to social structures in Chinese society. Nevertheless, it did give China the confidence to join the international sports community and gain rich experience to host the 2022 Winter Olympic Games in Beijing. Beijing, therefore, will become the first city to have hosted Summer and Winter Games in Olympic history, but the hosting of the 2022 Games will take place with China having grown in confidence and strength since the 2008 Games. The country is sufficiently confident to stage a successful Games despite the context of dealing with the Covid pandemic, the diplomatic boycott instigated by the USA, the objections of the sporting world to the treatment of the Chinese tennis star, Peng Shuai, and the environmental problems resulting from having to manufacture artificial snow.

From 1908 to 2012: continuity and change in London Olympic narratives

“Pathways to Olympic Values Education” documents four decades of academic research, curriculum development and practical application in the field of Olympic education. The sequence begins in 1984 with the development of materials for the Calgary 1988 Olympic Winter Games and ends in the current version (2016) of the IOC’s Olympic Values Education Programme (OVEP). History often deals with events—dates and personalities. This paper tracks the evolution of ideas—of a theoretical orientation to Olympic education from the perspective of a curriculum specialist, and based on results and insights arising from a sequence of Olympic-related educational initiatives. Olympic education, as a global phenomenon—i.e., one of those “visions around the world” as quoted in the title for the International Society for the History of Physical Education and Sport (ISHPES) Congress on the History of Sport in Munster, July 18–21—and contextualized within the fields of sport and physical education, must be seen against multiple social, political and economic backgrounds. This paper limits its exploration to the evolution of Olympic values education as an extension of the late 19th century Euro-American “Olympic Games” project, but concludes with insights into the ways that Olympic values education can be and is adapted and re-contextualized for other cultural situations.

This paper explores the diverse impact of the Olympic Movement on society, emphasizing core values like ‘excellence’, ‘friendship’, and ‘respect’. Traditionally, the Olympic Movement actively promotes global sport through initiatives such as Olympic education programs, instilling moral dimensions, cultural values, and essential life skills. Recent Olympic Games are scrutinized for their organizers’ focus on safety, pandemic management, environmental sustainability, and gender equality. This paper addresses crucial policy options, spanning human rights, social inclusion through sport, and the pervasive issue of inactivity affecting public health. Noteworthy successes in leveraging sports for refugees and combating substance use disorders are discussed, alongside joint efforts by the World Health Organization and the International Olympic Committee, to combat inactivity and promote health through sports. Exploration of gender equality in the Olympic Movement recognizes challenges and suggests actions, including increasing female participation and addressing sexual harassment. The intersection of sports, climate change, and environmental responsibility is examined, with a focus on the ambitious ‘climate-positive’ goals of the Paris 2024 Olympics. However, since most of the IOC actions are rather symbolic and not substantial, many organizations are called upon to take active initiatives. Actionable recommendations urge countries to prioritize physical activity policies, organize exercise programs, and collaborate across sectors for health and environmental sustainability. The Olympic Games should focus on promoting mass sports participation, fostering positive attitudes, enhancing public health through sports, education, peace, and societal values, advocating for a holistic approach that champions ethical values, and promoting Olympic education to build a better world through sports.

This article examines the educational significance of olympism as a means of interrelation and interaction of sports, culture and education. Sports-related education, namely olympic education, certainly plays an important role in the education of humanistic moral values, where participants of the olympic games will be motivational examples. To date, the actual problems of the education system and upbringing of children and students have been clearly identified.&nbsp; The purpose of pedagogical activity on olympic education is to form knowledge about the Olympic games and the olympic movement among children and youth, skills and abilities that ensure the realization of olympic ideals and values, focusing on high achievements in sports, on appropriate physical fitness, which will allow to correctly assess and fully use the humanistic potential of sports and physical culture, as well as to prevent inhumane manifestations in sports. The main purpose of the article is the formation of cognitive activity and improvement of the quality of knowledge on olympism during the period of pedagogical activity on familiarization with olympism. The article presents the experience of implementing the ideas of olympism at the M.Utemisov West Kazakhstan University.