London 2012

Kohe, Geoffery Z.; Chatziefstathiou, D.

doi:10.4324/9780203131510-9

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…The third line of criticism disapproves of the uncritical approach of the Olympic education programs, which was already mentioned above [5,10,13]. Teetzel, among other scholars, argued against the Olympic education model that did not stimulate critical thinking [5].…”

Section: Criticism Of the Olympic And Paralympic Education Programsmentioning

confidence: 99%

“…Some argued that effective value-oriented sport education programs should include activities other than sports, such as arts, games, role plays, and simulations, to offer situations of moral conflict and thus opportunities for children to develop their abilities in moral reasoning from various points of view [4]. Others pointed out that beyond teaching Olympic values during physical education (PE) classes, many social issues, such as health, environmental, and intercultural awareness, are already part of the school curricula, and including them in the Olympic education programs encourages a critical attitude toward contemporary issues and promotes positive attitudes [10,13].…”

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confidence: 99%

“…Several studies have argued against an uncritical approach to Olympic education [5,13,14]. More specifically, Teetzel rightly pointed out that teaching only positive elements of Olympism and the Olympic Games is inaccurate, as they fail to fully consider the difficult and contentious aspects of fairness, equality, and ethical behavior associated with the Olympic and Paralympic Games [5].…”

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confidence: 99%

“…The IOC faces a series of problems and accusations, such as promoting a "winning-at-any-cost" mentality, exploiting athletes, fostering national rivalries, and failing to stop cheating and corruption within the Olympic Movement itself, among other issues [5,12]. Thus, including these issues in classroom discussions of the Olympic Games can encourage students to think critically about what actions are admirable or dishonorable in sport [5,13].…”

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confidence: 99%

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

Kirakosyan

2020

Societies

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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.

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Section: Criticism Of the Olympic And Paralympic Education Programsmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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

Kirakosyan

2020

Societies

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“…by Culpan and McBain, 2012; Culpan and Wigmore, 2010; Kohe, 2014; Lenskyj, 2012; and Teetzel, 2012) are examples of emergent support. Kohe (2014), in lamenting the absence of criticality in Olympic matters, suggests that efforts to develop Olympic education materials that focus on ‘critique’ are rare, and instead they generally promote the positive benefits of sport and physical activity within a context of agreeable sporting ideals. Lenskyj (2012) claims that despite Olympic matters falling under the auspices of moral and civic education there is very little evidence of critical thinking and analysis.…”

Section: Critical Pedagogy and Olympismmentioning

confidence: 99%

Olympism, physical education and critical pedagogy

Culpan

2018

European Physical Education Review

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This article sets out to present a new imagery for capturing the power and potential of Olympism in attempting to educate the next generation of sport consumers and decision makers. It is hoped that the new imagery can make a contribution on how to moderate and regulate the rampant commodification of sport. This new imagery begins with the need for physical educators to open their minds and instigate a critical orientation to thinking about sport and Olympic matters. It is argued that doing this might help in the creation of new possibilities and visions for Olympism and sport and allow us to confront some of the disagreeable contemporary concerns in sport that scholars have identified. The new imagery for Olympism is based on the development of a critical pedagogy that draws on the works of Apple, Freire and Kincheloe, and is re-contextualised for school physical education and sports programmes. It is concluded that decisions, behaviours and actions that are made at present actually propagate many of the policies that will be made tomorrow. It is argued that a critical pedagogy for Olympism is needed to address the many current disagreeable aspects of sport.

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

et al. 2020

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This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it. The Olympic Games' impact on the development of teachers: the case of Rio 2016 Official Olympic Education ProgrammeThe 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 educationbased 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.

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London 2012

Cited by 7 publications

References 1 publication

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

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

Olympism, physical education and critical pedagogy

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

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