Abstract
Hosting the Olympics is subject to socio-educational outcomes, which can represent intangible and peripheral assets for host communities. The current study explores the Games’ intangible legacy on teachers’ attitudes at different points in time. Data were collected among teachers who attended the Rio 2016 Education Program at three different stages: 2016 (n = 611), 2017 (n = 451), and 2020 (n = 286). A longitudinal trend study was designed using multivariate analysis of variance MANOVA tests and latent growth modelling. Results show that the teachers’ perceptions of Olympic knowledge had a significant growth rate, while skills development and network/social exchange do not show significant changes over the time periods. Longitudinal findings suggest the continuity of the Olympic education programs as the basis for strengthening the Olympic intellect and social capital formation.
Highlights
The results revealed a positive and significant mean difference for Olympic knowledge [F(2,2686) = 3.21, p = 0.000], a marginally significant difference in skills development [F(1,2686) = 3.02, p = 0.052], and a non-significant mean difference for the experience networks factor [F(2,2686) = 1.90, p = 0.151]
We explore teacher attitudes over time, considering the educational variables as a part of the Games’ intangible legacy
This study highlights the changes in teacher attitudes in different stages of the legacy process
Summary
The education programs and their pedagogical tools tend to appear in the years leading up to hosting the Olympic Games (Teetzel 2012) and are mainly promoted by the local organizing committees. Several years before the London Olympics, the LOC offered a plethora of activities, classroom ideas, and resources for teachers through the “Get Set” education program. The Rio 2016 organizing committee provided key resources such as an education toolkit, online courses, and a digital platform for teacher training through the “Transforma” program. These programs reinforce the role of Olympism as an educational concept that seeks to value good examples, social responsibility, and respect for universal ethical principles (IOC 2015). Blending sport with culture and education, Olympism draws from divergent approaches that are altered according to the pedagogical orientations and cultural contexts of each host country (Binder and Naul 2017)
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