Olympic Education Program Research Articles

Improving the psychophysiological condition of secondary school learners through the Olympic education program during the Covid-19 pandemic

The article aims to evaluate the impact of the proposed "Olympic Education" program on the physical and psycho-emotional state of middle school children. Materials and methods. We conducted research in Chernivtsi specialized schools, and 34 children aged 13-14 participated in the experiments. We tested effectiveness experimentally. A group of 16 boys and 18 girls were involved in the extracurricular activities based on the proposed program. Results. The results of the transformative experiment proved that implementation of the innovative program contributed to a significant increase in the indicators referring to the physical and psycho-emotional state of children aged 13-14. Using a large arsenal of mobile games and online activities contributed to probable changes (р<0.05; р<0.001) in the indicators characterizing the respiratory system, particularly the breath retention time on inhalation and exhalation increased in both groups. Implementing the Olympic education program contributed to a probable (p<0.05; p<0.001) improvement of the vast majority of volitional qualities in both groups. Conclusions. The results obtained during the pedagogical experiment testify to the effectiveness of the innovative Olympic education program in improving the physical and psycho-emotional state of secondary school children. Key words: Olympic Education, Covid-19, online learning, secondary school learners, Physical Education, psychophysiological condition.

The business of Olympic education: interactions between the state, schools, teachers, academics, and external providers in Chinese public schools

ABSTRACT The Olympics is one of the world’s biggest marketing platforms and, as such, presents the private sector with a vast range of advertising opportunities. One new area of opportunity is school-based Olympic education. While previous studies have revealed some of the marketing strategies used by Olympic sponsors in Olympic education, there is still a lack of understanding about how advertising tactics are employed by private sector players in Chinese Olympic education. In this article, we draw on a critical ethnographic research project conducted within two primary schools in Beijing to examine how and why private sector actors extend ‘market logic’ into schools through Olympic education programmes in 2022. We use the Foucauldian-inspired concept of technologies of consumption [Miller & Rose. (1997). Mobilizing the consumer: Assembling the subject of consumption. Theory, Culture and Society, 14(1), 1–36. https://doi.org/10.1177%2F026327697014001001] to demonstrate three technologies that private companies used to market their brand through Olympic education: provision of winter sports equipment and initiatives; collaborating with ‘experts’; and, hidden support from ‘star’ teachers. We argue that these technologies enabled private sector organisations and actors to promote their products and brands in schools under the umbrella of Olympic education, and attempt to shape students, teachers, and schools as consumers. We also argue that the ‘master key’ used by these businesses to access public education in China was aligned with the needs of government, the formation of mutually beneficial relationships with authorities, academics, and schools, as well as the covert involvement of teachers. We conclude by considering ethical and political issues that arise as external Olympic education providers profit from their relationships with children, teachers, and schools.

Olympic education: a critical ethnography of two Chinese primary schools

ABSTRACT The implementation of Olympic education in schools is a requirement for any host country of the Olympic Games, including the 2022 Olympic and Paralympic Winter Games in China. However, there are no strict requirements for host countries in terms of what their Olympic education programme should look like or how they must be implemented. Rather, each country is left to develop their own version of Olympic education. In the context of the recent 2022 Olympic and Paralympic Winter Games in China, we draw on a four-month critical ethnographic research project that explored the implementation of Olympic education programmes in two primary schools in Beijing, China. Utilising Foucault’s notion of governmentality, we demonstrate how three key technologies of government were employed by schools to perform in and through Olympic education: technologies of discipline that governed students to be ideal representatives for their school; technologies of filtering whereby certain students were selected to gain “glory for their school”; and, technologies of sign systems that helped create a unique and visual identity for the schools. These technologies were used to govern schools to perform their own unique “brand” of Olympic education and achieve their governmental ambition to promote themselves within the broader, competitive Chinese public education marketplace.

The Impact of the 2008 Beijing Olympic Games on China and the Olympic Movement: The Legacy

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.

The Olympic Games’ impact on the development of teachers: the case of Rio 2016 Official Olympic Education Programme

ABSTRACT The Rio 2016 Official Olympic Education Programme (ROEP), called Transforma, began in 2013 and was one of the actions to take the Olympic Games into schools and promote new education-based opportunities. The current study examines its effects by exploring the Olympic Games’ impact on the development of skills, knowledge, and experiences of teachers. Data were collected through an online questionnaire (n = 702) with physical education teachers who attended the Transforma Programme. The results of a structural equation model indicate that the educational impact measured through experiences, knowledge, and skills-development contributed positively to the human development of teachers as well as to their knowledge about teaching Olympism. These findings provide event managers with useful insights on the role of teachers in their Olympic programmes, as well as ways to engage them in a wide range of initiatives both inside and outside the school context.

Ефективність впровадження програми олімпійської освіти у формуванні поведінкових рис учнів початкової школи

У статті висвітлено актуальність проблеми формування культури здоров’я та здорового способу життя учнів початкової школи закладів середньої освіти. За рахунок процесу інтеграції програми олімпійської освіти в заклади середньої освіти будуватиметься за допомогою крос-курікулярної технології, яка передбачає, що кожен урок – це окремий блок, який має чітко визначену структуру. Діяльність учителя зводитиметься не до ре- трансляції знань, а до створення компетентнісного освітнього середовища для пошуку й відкриттів. Розглянута програма олімпійської освіти, яка є передумовою для того, щоб молодь долучилася до спорту, спричинивши зростання здорового способу життя, позитивного впливу на формування цінностей та особистість. Із метою виявлення ефективності програми з використанням олімпійських цінностей у процесі роботи з учнями закладів середньої освіти міста Херсона проведено комплексну діагностику сформованості поведінкових рис цінностей дітей за допомогою методики «Олімпійський опитувальник» Р. Телама, метод семантичного диференціалу В. Ф. Петренко. Важливою особливістю інтеграції олімпійських цінностей в освітній процес школярів є заохо- чення чіткого й послідовного послання на те, наскільки спорт є важливою частиною культури, що має величезний виховний вплив. Доведено, що з упровадженням у заклади середньої освіти програми олімпійської освіти діти та молодь розуміють, що довговічність, яка зумовлена спортом, висвітлює інші цілі життя й допомагає знайти свій власний шлях у суспільстві. Олімпійський спорт, олімпійська освіта, концепція спортивних занять та виховання особистості в культурі олімпійських цінностей підкреслює значення загальних людських цінностей. Глобальний орієнтир в олімпійській освіті – виховання молодої людини з осмисленням гуманістичних ідеалів, здорового способу життя, позитивного мислення, цінності олімпізму та віри в майбутнє.

Educational Legacy of the Rio 2016 Games: Lessons for Youth Engagement

The promise of the Rio 2016 Games was to influence the entire population of Brazil, but the major impact was expected to be on children and the youth. The development of youth education programs promoting Olympic and Paralympic values was one of the main commitments that organizers made in 2009 to host the 2016 Olympic and Paralympic Games. This article draws on the available literature on Olympic and Paralympic education and youth engagement and examines several of such programs previously implemented in such host cities as Beijing, Vancouver, and London. The purpose was to explore the ways in which implementing such educational legacy programs by the Rio 2016 and other sporting mega-event organizers can inspire and sustain youth engagement. The inductive thematic analysis was applied in the close examination of the content, strategies, and outcomes of the Rio 2016 Olympic and Paralympic education program. The results suggest that to leave an enduring youth legacy, policymakers, future mega-event organizers, and educators need to understand it as a continued endeavor beyond the hosting period and embed the related educational efforts into broader educational and youth-focused structures. This article also outlines lessons for youth engagement that can be drawn from Rio’s and other host cities’ Olympic and Paralympic education practices.

The Youth Olympic Games as an arena for Olympic education: An evaluation of the school program, “Dream Day”

The promotion of Olympic education through Olympic events has received increased attention among researchers. The aim of this paper is to evaluate the Youth Olympic Games (YOG) as an arena for Olympic education based on the perceptions of the pupils participating in the school programme “Dream Day” during the YOG 2016 in Lillehammer, a former Olympic city in Norway. Didactical principles for Olympic education (Naul, 2008) are adopted as an analytical framework. This is a qualitative case study using interviews, observations and personal essays of participating pupils as the main sources. Based on the findings in this paper, we argue that the YOG have significant potential as an arena for Olympic education. However, this potential is not yet utilized, and the following implications for future practices are presented. First, the International Olympic Committee (IOC) needs to put more effort into the implementation of Olympic education programmes. Second, the implementation of Olympic education programmes should be a collaboration between different groups and disciplines, including youth representatives. Third, corroborating Naul’s (2008), the pupils’ socio-cultural backgrounds have to be taken into account in order to meet the needs of the participating youth. Finally, the Olympic education programme should have a long-term perspective where the Games are used to increase the educational effect.

The Attitude towards Olympism Values of Pupils in Schools Implementing and Not Implementing Integrated Olympic Education

Research backround and hypothesis. The research focuses on school pupils’ attitudes towards Olympism values and Olympic education. We hypothesised that in schools implementing integrated Olympic education programme, pupils more associated human values with Olympism than pupils in schools where this education programme was not implemented.Research aim was to ascertain the attitude towards Olympism values of pupils in schools implementing and not implementing integrated Olympic education.Research methods. The sample included 2335 (1095 males and 1240 females) young adolescents between the ages of 13 and 18 years. Pupils’ attitudes towards Olympism values were determined using the Olympic Questionnaire (Telama et al., 2002).Research results. Research results revealed statistically significant differences towards human values of Olympism (p < 0.001) and social virtues of Olympism (p < 0.001) of pupils depending on applied Olympic education programme in schools.Discussion and conclusions. Our study revealed that pupils at schools implementing Integrated Olympic Education Programme more often emphasized the importance of human and social values of Olympism compared to pupils from schools not implementing this programme. The similar differences were found when assessing the results separately for girls. Research results did not reveal differences among 13–14-year-old pupils. However, the differences were established comparing the data of older pupils. Older pupils in schools with integrated Olympic education programme more emphasized the social virtues of Olympism and the human values of Olympism.Keywords: Olympism, attitudes towards values, Olympic education.

Developing an Instrument to Evaluate the OLI Olympic Education Program in Turkey: Case Study of Implementation

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

Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region

During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this original qualitative research was undertaken to explore local schools’ experiences of involvement with the programme in a non-hosting region, Leicestershire. The paper advocates the use of programme-theory-driven evaluations (in particular a realist evaluation approach) to assess programme implementation. The results provide explanations of how and why case study schools engage more effectively or less effectively with the programme. The results identify the missing links in the programme theory, highlighting the significance of contextual factors at individual school levels, and arguing for the adoption of tailored strategies for effective programme implementation.

The effects of a three-year integrated Olympic education programme on adolescents’ prosocial behaviours

The concept of Olympic education and its use of moral education to shape the development of personality have received insufficient empirical support. The aim of this study was to examine the effects of an integrated Olympic education programme on the development of prosocial behaviour in adolescents. A natural experimental research design was applied in this study. The pre-test sample included 411 adolescents (aged 13–14) who were randomly selected from schools that had begun to apply an integrated Olympic education programme, along with 430 adolescents from schools without an Olympic education programme. The post-test sample included 381 students from schools implementing the Olympic education programme and 402 students from schools without an Olympic education programme. The revised prosocial tendencies measure was administered to the participants at pre- and post-test time points to assess changes in prosocial behaviour and specifically on six types of prosocial behaviour: public, anonymous, dire, emotional, compliant, and altruistic. The analyses showed significant improvements in prosocial behaviour in adolescents from schools that had implemented an integrated Olympic education programme. Changes in prosocial behaviour following the implementation of an integrated Olympic education programme were observed for the compliant, altruistic, and dire types of prosocial behaviour. In conclusion, these findings suggest that an integrated Olympic education programme effectively encourages prosocial behaviour in adolescents. This study expands our understanding of the efficiency of implementing an Olympic education programme in schools. We suggest that future research should investigate the behavioural changes in students of different ages from perspective of both teachers and students.

Effects of an Integrated Olympic Education Program on Adolescent Athletes' Values and Sport Behavior

We examined the effect of an integrated program of Olympic education on adolescent athletes' Olympic values and their behavior in sport. Participants were 747 adolescent athletes (482 boys and 265 girls aged between 13 and 18 years) attending Lithuanian schools implementing (n = 430) or not implementing (n = 317) an integrated Olympic education program. Participants completed questionnaires about Olympic values and prosocial and antisocial behavior in sport. Results showed that adolescent athletes from schools not implementing an Olympic education program scored lower than athletes from schools where this program was implemented, on human values of Olympism, social virtues of Olympism, individual pursuit of excellence, and prosocial behavior in sport.

OLYMPIC EDUCATION

The educational nature of sport was in the foundation of the Olympic Movement since its inception. Understood as a pedagogical tool, sport was seen by Pierre de Coubertin as a possibility of celebration among people, a way to promote peace and development. In this sense, the Olympic Games are considered the public face of this pedagogical effort, and the understanding of Olympic education promotes values and knowledge on the sports universe and all its symbolic acquis. This argument triggers Olympic education programs by countries and cities involved in sport competitions based on the Olympic model. The aim of this study was to present the Olympic Education program developed by the São Paulo Secretary of Education for teachers working in the public school network of São Paulo. This course conducted over the years 2012 and 2013 relied on the participation of 250 teachers, mostly involved with Student Olympics, competition involving public schools of São Paulo.

Educating Copacabana: a critical analysis of the “Second Half”, an Olympic education program of Rio 2016

The Second Half Program (SHP) is an educational sports program running in Brazil. It began in 2003 and was one of the Olympic educational proposals described in the Rio 2016 Olympics bid. Using sport as a tool, the SHP aims to deliver moral education and to promote citizenship in order to counteract “social exclusion” and “social vulnerability”. Our analysis of official SHP documents and interviews with key actors in several SHPs reveals that the SHP illustrates the view that merely participating in sport will instill moral and Olympic values. Thus, although it represents a clear advance in government sports education policies, both its organizational methods and the lack of a clear pedagogy seem to limit the scope of the SHP to sports teaching. It thus fails to reach the broader scope that should be approached in an Olympic educational program.

Olympic values education: evolution of a pedagogy

Guided by the twentieth century hermeneutic idea that application co-determines understanding, this paper explores the conversations between theory and application that evolved during the implementation of three Olympic-related curriculum projects. Each of these projects was informed by specific fields of then-current educational theory, and offered understandings and insights that were applied in the next project. These understandings guided the development of the toolkit for the Olympic Values Education Program (OVEP) of the International Olympic Committee. The author suggests that the collective insights from this ongoing curriculum development process have the potential to provide a theoretical foundation for a pedagogy of Olympic values education. Roland Naul, another Olympic scholar, describes the approach to Olympic education that evolved from this process as a “lifeworld” orientation, in which the Olympic ideals act as a motivation for learning activities in all aspects of life, integrated with active participation in sport and physical activity. Questions that are addressed during the discussions of the various projects include: What current educational theory will best support the flexible delivery of Olympic-related activities in support of school-based learning outcomes? How do children and youth learn positive behaviours and values, and what teaching methodologies support this learning? Do the Olympic values have relevance in cultural contexts other than the ones based on Euro-American traditions? Are they, as the Olympic Movement professes, universal? Are the methodologies proposed for teaching values in Euro-American contexts appropriate in other cultural contexts? How can international Olympic education and fair play initiatives represent global cultural perspectives?

Optimizing Olympic education: a comprehensive approach to understanding and teaching the philosophy of Olympism

Through an examination and clarification of the philosophy of Olympism, this paper analyses the appropriateness of using Olympism as a mechanism of teaching values and intercultural respect through sport to students. From a review of the literature on Olympism, three themes emerged as common to most conceptions: 1) fairness, 2) equality, and 3) ethical behaviour. These three components of Olympism are analysed in turn to show that each one has had problematic associations throughout its application in sport. Consequently, when educators employ Olympic education programmes that focus on the philosophy of Olympism as a means of teaching ethics and values in sport, they are advised to avoid perpetuating the belief that all aspects of the Olympic Games are going to be equitable, fair, and ethical; instead they are cautioned to introduce and engage in discussions with students about Olympism and the Olympic values in more critical and nuanced ways.

Inspiring a generation? Young people's views on the Olympic Games’ legacy

British Journal of School NursingVol. 7, No. 6 ResearchInspiring a generation? Young people's views on the Olympic Games’ legacyRichard CottonRichard CottonSearch for more papers by this authorRichard CottonPublished Online:16 Aug 2013https://doi.org/10.12968/bjsn.2012.7.6.296AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References BBC (2007) Olympic budget rises to £9.3bn. http://news.bbc.co.uk/1/hi/6453575.stm (accessed 18 May 2012) Google ScholarBBC (2012) Media giant Walt Disney to ban junk food ads. www. bbc.co.uk/news/world-us-canada-18336478 (accessed 8 June 2012) Google ScholarBocarro J, Kanters MA, Casper J, Forrester S (2008) School physical education, extracurricular sports, and lifelong active living. 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Constructivist pedagogies for Olympism education

Olympism as a philosophical concept has been highly contested and challenged for its relevancy in a contemporary world. Some scholars argue that Olympism is simply a relic of the modern age and has little educative and/or social legitimacy. Others argue that despite the criticism and its contested nature it remains one of the most coherent and systematised ethical explanations of sport to have emerged. This article argues that Olympism does have educative and social worth if the conception of the concept is contextualised, coherently structured and located within physical education. In arguing for Olympism and its educative value, the article clearly distances itself from the dominant forms of Olympic education programmes across the globe and highlights that the various forms of this have negligible pedagogical worth and seem to propagate the Olympic ideal as an unproblematic good. Instead, this article supports Olympism education within a physical education context with particular reference to the New Zealand curriculum. By drawing on a synthesised constructivist pedagogical framework it is argued that Olympism provides opportunities to explore individual meaning-making, develop virtuous behaviours, examine the educative and social nature of sport, understand the humanist positioning of Olympism and foster a critical tradition. By utilising pedagogies commensurate with constructivism, it is argued that students will have opportunities to holistically critique physical activity, sport and Olympism and in so doing develop a critical consciousness that will encourage them to take social actions against injustices, inequalities, rampant consumerism and non-ethical and non-virtuous behaviours. The authors conclude their argument by acknowledging the complexity of the task and highlight the importance of bridging the praxis nexus.

The Legacy of the Olympic Peace Education of the 1964 Tokyo Olympic Games in Japan

Olympic education in Japan began for the 1964 Tokyo Olympic Games and was the first Olympic education programme in the world. The Olympic Games were an appropriate event for postwar Japan to revive and to declare the rebirth of Japan as a peace-loving country to the world. Before the Games, Olympic education was developed as part of school curriculum for Japanese students from elementary to the high school. Schools organised their education for their own school. In the later Olympic Games of the 1972 Sapporo and 1998 Nagano Winter Olympics, Olympic education and peace education were tied together through their Olympic education programmes. However, after the conclusion of each edition of the Olympic Games, Olympics education expectedly tapered off in Japan. Although the Japanese national curriculum for the theories of physical education course was revised to include international sporting events such as the Olympic Games and World Cup Soccer and to address anti-doping education, much work remains to be done on Olympic Education in Japan.