Meanings of competing: The multiple understandings of the championship experience among elementary school students

Abstract

Olympism is a philosophy of life idealized by Pierre de Coubertin, whose principle was the search for values through sport. From the Coubertin’s vision, the Olympic Education was structured and could be applied to disseminate such values, whose role is to enable the student to construct their conscience as an autonomous instance of reflection and, the sport, potentiates the discussion of values and exercises human relationships. This paper aims to describe what are the best and worst moments by students after a competition. Twenty-four students (7 to 11 years old), both sexes, members of the dodgeball team of a public school. Results: Best moments: 54,16% related to the team's victory, 41,66% to personal success and 4.1% to moments with friends. Worst moments: 29.16% related to defeat, 37.5% to personal failures, 20.83% to personal perceptions, 8.3% to a wrong referee’s choice and, to 4.16%, there was no worse time. It is concluded that, although this Olympic Education proposal enhance ethical conduct and the development of values, victory/defeat still emerge as the main concerns of the team. This leads to the search for other strategies to renew possible social representations about the competition and sport in general. References 1 Binder DL. Teaching olympism in schools: Olympic education as a focus on values education: university lectures on the olympics [internet]. Bellaterra: Centre d’Estudis OlA­mpics (UAB). International Chair in Olympism (IOC‐UAB), 2010 [acesso 01 abr. 2017. DisponA­vel em: http://olympicstudies.uab.es/2010/docs/binder_eng.pdf. 2 Brownell S, Parry J. Olympic values and ethics in contemporary society. Chair Holder Ghent University: Annick Willem; 2012. 3 Chatziefstathiou D. Olympic education and beyond: Olympism and value legacies from the olympic and paralympic games. Educational Review. 2012; 64(3): 385-400. 4 Kidd B. The legacy of Pierre de Coubertin. Vancouver, BC: Olympic Academy of Canada; 1985. 5 Muller N. Olympic education: University lecture on the Olympics [internet]. Barcelona: Centre d’Estudis Olimpics (UAB). International Chair in Olympism (IOC-UAB). 2004 [acesso 01 abr. 2017]. DisponA­vel em: http://olympicstudies.uab.es/lectures/web/pdf/muller.pdf. 6 Naul R. Olympic education. Aachen: Meyer & Meyer Verlag; 2008. 7 Perez CR, Zimmermann MA, Quintilio NK, Marconi JR. Olympic education: Reports of a Brazilian reality. Journal of Sport Science and Physical Education. Bulletin; 2016; 70: 73-79. 8 Perez CR, Rubio K. The understanding of olympic values by brazilian olympic athetes. International Journal of Humanities Social Sciences and Education. 2014; 1(12): 37-43. 9 Futada FM. EducaA§A£o olA­mpica: Conceito e modelos. In: Rubio K. (Ed.). EducaA§A£o olA­mpica e responsabilidade social. SA£o Paulo: Casa do PsicA³logo; 2007. 10 IOC. Olympic Agenda: 20+20 recommendations. Lausanne: IOC; 2014 [acesso 01 mai. 2019]. DisponA­vel em: https://stillmed.olympic.org/Documents/Olympic_Agenda_2020/Olympic_Agenda_2020-20-20_Recommendations-ENG.pdf. 11 IOC. Olympic values and education program. Lausanne: IOC; 2017 [acesso 01 mai. 2019]. DisponA­vel em: https://www.olympic.org/olympic-values-and-education-program. 12 Kung H. Uma A©tica global para a polA­tica e a economia mundiais. PetrA³polis, RJ: Vozes; 1999. 13 Parry, J. Olympism at the beginning and end of the twentieth century – immutable values and principles and outdated factors. 28th Young Participants Session. Ancient Olympia: International Olympic Academy; 1988. p. 81‑94. 14 Rubio K. Olympic education: a teaching proposal for public schools of SA£o Paulo. International Journal for Innovation Education and Research. 2013; 1(4): 109-120. 15 Santos MF. DicionAirio de filosofia e ciAancias culturais. SA£o Paulo: Logos, 1964. 16 Abbagnano N. DicionAirio de Filosofia. SA£o Paulo: Martins Fontes; 2007. 17 Japiassu H, Marcondes D. DicionAirio bAisico de filosofia. Rio de Janeiro: Jorge Zahar Editor; 2001. Jodelet D. (Ed.). Les reprA©sentations sociales. Paris: PUF; 1989. p. 31-61. 19 Alves-Mazotti AJ. RepresentaA§Aµes sociais: Aspectos teA³ricos e aplicaA§Aµes A educaA§A£o. Revista MAoltiplas Leituras. 2008; 1(1): 18-43. 20 Rubio, K. O imaginAirio da derrota no esporte contemporA¢neo. Psicologia & Sociedade, v. 18, n. 1, 2006.