Conceptualising L’Space Olympique: Tokyo 2020 Olympic education in thought, production and action

Abstract

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Governing Olympic education: Technologies of policy announcements and outsourcing

“…Olympic education has an important role to play for China as a host country. It first implemented Olympic education in schools in 2002 to support its bid for the 2008 Beijing Olympics (Brownell, 2009; Naul et al, 2017; Wang and Masumoto, 2009). The International Olympic Committee (IOC) requires bidding cities to organise and distribute ‘inspiring Olympic and Paralympic education programmes to schools and colleges throughout the Host Country’ (IOC, 2016: 46).…”

“…The International Olympic Committee (IOC) requires bidding cities to organise and distribute ‘inspiring Olympic and Paralympic education programmes to schools and colleges throughout the Host Country’ (IOC, 2016: 46). Olympic education is the most commonly used term when describing these programmes and Olympism-based activities (Naul et al, 2017), while it is broadly defined as any educational activities that are hosted during the Olympic period in China (Liu, 2012). For the 2008 Beijing Olympics, the Chinese government delivered numerous plans, such as the Olympic Education Action Plan for Beijing Schools (see Brownell, 2009; Wang and Masumoto, 2009), as well as a range of activities in schools, such as learning Olympic-related facts and hosting mini-Olympics (for a critique of these forms of Olympic education, see Lenskyj, 2012).…”

“…These diverse stakeholders included the state government, private companies, corporations, individuals, and Olympic system organisations. Meanwhile, scholars also showed the diverse stakeholders in Olympic education in different contexts, such as the UK (Postlethwaite et al, 2018) and Japan (Kohe et al, 2021). Similarly, in research focused on China, Brownell (2009) and Liu (2012) demonstrated that Olympic education activities were initiated by the state government, private sector, academics and individuals.…”

“…(First author's field notes, 17/12/2018) This ethnographic moment reveals the complex involvement of a diverse array of organisations in Olympic education in China. As Kohe et al (2021) remind us, the delivery of an Olympic education programme is complicated and requires connections between institutions at international, national and local levels. Despite these complexities, as a research topic, Olympic education, continues to be rather limited and constrained, both in terms of quantity of scholarly literature (Hwang and Henry, 2021;Lenskyj, 2012), and a tendency for researchers to mostly focus their attention on the 'effectiveness' of Olympic education programmes (Hwang and Henry, 2021) or outlining elements of different activities in schools (Chen and Henry, 2017).…”

The Use Of Information Technologies In Fitness Activities Under The Covid-19 Restrictions

“…When the authors place physical culture and sports in a modern social context, they often talk about the influence of politics, the marginalization of society (Bailey, 2018). Even in contemporary writings, the theme of the information society is being replaced by the need to implement "Olympic education" (Kohe et al, 2021). Moreover, some authors seek to expand this social phenomenon to the maximum number of forms and types of physical activity of the population (Ribeiro et al, 2020).…”