Olympic education and beyond: Olympism and value legacies from the Olympic and Paralympic Games

Chatziefstathiou, D.

doi:10.1080/00131911.2012.696094

Cited by 32 publications

(49 citation statements)

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“…As various research studies conducted in secondary schools indicate, it is in schools in which an Olympic educational program has been implemented that pupils more willingly talk about Olympic values and present such attitudes in everyday situations [90,91]. This need has been confirmed by many researchers [25,37,47,70,[92][93][94][95][96][97][98].…”

Section: Discussionmentioning

confidence: 96%

Fair Play in Physical Education and Beyond

Bronikowska

Korcz²,

Pluta

et al. 2019

Sustainability

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The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.

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Section: Discussionmentioning

confidence: 96%

Fair Play in Physical Education and Beyond

Bronikowska

Korcz²,

Pluta

et al. 2019

Sustainability

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“…The use of education and youth by the IOC (more so than the IPC) has come under significant academic scrutiny (e.g., Chatziefstathiou, 2012;Coburn & McCafferty, 2016;Lenskyj, 2012). Chatziefstathiou…”

Section: Uk Policy and Education Spacementioning

confidence: 99%

Inspiring a generation: an examination of stakeholder relations in the context of London 2012 Olympics and Paralympics educational programmes

Postlethwaite

Kohe

Molnár

2018

Managing Sport and Leisure

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“…In this way, the goal of Olympism is to put sport at the service of the harmonious development of man, encouraging a peaceful society concerned with human dignity. For Chatziefstathiou 3 , Olympism and its spheres are not static and closed of values, but a flexible philosophy of life and adaptable to various contexts. This can be seen in the changing concerns that the Olympic Movement demands over time by looking at issues such as social and corporate responsibility and sustainability.…”

Section: Introductionmentioning

confidence: 99%

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

Quintilio¹,

Marconi²,

Souza³

2018

OLP

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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. SIGNIFICADOS DE COMPETIR: OS MÚLTIPLOS ENTENDIMENTOS DA EXPERIÊNCIA NO CAMPEONATO ENTRE ALUNOS DO ENSINO FUNDAMENTALResumo -Olimpismo é uma filosofia de vida idealizada por Pierre de Coubertin, cujo princípio era a busca de valores através do esporte. A partir da visão de Coubertin, a Educação Olímpica foi estruturada e poderia ser aplicada para disseminar tais valores, cujo papel é capacitar o aluno a construir sua consciência como instância autônoma de reflexão e, o esporte, potencializar a discussão de valores e exercitar relações humanas. . Este artigo tem como objetivo descrever quais são os melhores e piores momentos dos estudantes após uma competição. Vinte e quatro alunos (7 a 11 anos), ambos os sexos, integrantes da equipe de queimada de uma escola pública. Resultados: Melhores momentos: 54,16% relacionados à vitória da equipe, 41,66% ao sucesso pessoal e 4,1% a momentos com amigos. Piores momentos: 29,16% relacionados a derrota, 37,5% a falhas pessoais, 20,83% a percepções pessoais, 8,3% à escolha de um árbitro errado e, a 4,16%, não houve pior momento. Conclui-se que, embora esta proposta de Educação Olímpica aumente a conduta ética e o desenvolvimento de valores, a vitória / derrota ainda emergem como as principais preocupações da equipe. Isso leva à busca de outras estratégias para renovar possíveis representações sociais sobre a competição e o esporte em geral.Palavras-chave: Educação Olímpica; representações sociais; valores; esporte; competição. SIGNIFICADOS DE COMPETIR: LA COMPRENSIÓN MÚLTIPLE DE LA EXPERIENCIA DEL CAMPEONATO ENTRE LOS ESTUDIANTES DE ESCUELA PRIMARIAResumen -El olimpismo es una filosofía de vida idealizada por Pierre de Coubertin, cuyo principio era la búsqueda de valores a través del deporte. Desde la visión de Coubertin, la Educación Olímpica se estructuró y se...

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Olympic education and beyond: Olympism and value legacies from the Olympic and Paralympic Games

Cited by 32 publications

References 9 publications

Fair Play in Physical Education and Beyond

Fair Play in Physical Education and Beyond

Inspiring a generation: an examination of stakeholder relations in the context of London 2012 Olympics and Paralympics educational programmes

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

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