Olympism, physical education and critical pedagogy

Abstract

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.

Fair Play in Physical Education and Beyond

“…Unfortunately, sport today is undergoing a crisis of values. With fouling now so fashionable, in the last twenty years, vicious and rule-breaking behavior has become something not just visible and tolerated, but in fact, something to be shown off [34]. Thus, that which is attractive, spectacular, and easy is destroying sport, while being honest and playing by the rules of the game has recently become neither simple nor easy, especially since the stakes of victory mean not only glory and medals but also, maybe above all, increasing financial benefits.…”

Influencias Olímpicas Modernas: Olimpismo Para El Desarrollo Y Paz en Guatemala

“…Para ello, Guatemala cuenta con estructuras organizacionales y legales para posicionar la EF, y el deporte como una alternativa realista para integrar dentro de ellas el concepto del Olimpismo. También, esto es respaldado por los expertos al recomendar que esta filosofía de preferencia debe integrarse por medio de la EF (Culpan 2018). Además, para ello será necesario formar personal capacitado dentro de las instituciones con habilidades intelectuales y prácticas, que permita formar nuevos modelos de rol para las futuras generaciones y que puedan innovar fuera de los modelos pedagógicos tradicionales de la EF y el deporte.…”

Coeducación y deportes colectivos. La participación de las alumnas en entredicho (Coeducation and team sports. Girls’ participation in question)

“…Estos tres ejemplos son solo una nimia representación de las posibilidades de convertir el deporte en un instrumento educativo, de la necesidad de convertir el deporte en un contexto equitativo (Culpan, 2019). Así, dan buena prueba de la necesidad de seguir desarrollando actuaciones de carácter transformador que desafíen la opresión (Lather, 1992) y, para el caso que nos ocupa, que pongan al descubierto las estructuras que impiden una participación de calidad en EF y, especialmente, enmarcadas en una praxis feminista (MacDonald, 2002).…”