Identifying the field of Olympic education: a meta-narrative review

Abstract

ABSTRACT Research questions In the literature, discussions of the concept and operationalisation of Olympic education are relatively imprecise. This study employs an innovative, meta-narrative review approach to identify how key issues are differentially conceptualised across different research traditions and methodologies, thus contributing to the development of normative and heuristic accounts of Olympic education policies and practices. Research method A meta-narrative review of the English language literature on Olympic education was conducted employing a systematic review process, of planning (identifying appropriate keywords and electronic databases), searching, and selecting (on declared criteria) sources for inclusion in the analysis. A total of 42 articles were identified as relevant and subjected to mapping, appraisal and synthesis. Results The analysis identified eight research traditions: 1) educational philosophy, 2) critical sociology, 3) critical pedagogical theories, 4) curriculum development, 5) educational psychology, 6) development of evaluation measures, 7) policy analysis, and 8) evaluating programme implementation. Synthesis of findings of the research traditions identified three key themes: universality issues; critical analysis and understanding of learning content; and analysis of effectiveness of Olympic education. Implications This study presents an innovative application of meta-narrative review in identifying and analysing a complex, heterogeneous field of study. It identifies the structure of Olympic education in terms of the disciplines, research traditions, methodologies, and key issues within, or absent from, the literature. Thus, the study enhances the development, application, and evaluation of Olympic education policies and practices.