Teaching a Holistic, Harmonious and Internal Motivational Concept of Excellence to Promote Olympic Ideals, Health and Well-Being for All

Abstract

Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.

Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents

“…Declining interest and participation in physical education (PE) classes is a major problem in adolescence, especially in girls [ 4 ]. PE is an important subject that might help to enhance engagement in general PA during the day; to provide the possibility of developing; self-concept as well as eudaimonia-based well-being; and to acquire the knowledge, skills, motivation and habits to be active outside school hours and in later life [ 5 ]. According to self-determination theory (SDT) [ 6 , 7 ], the quality of motivation is an important agent related to the behavioural, emotional and cognitive outcomes of PE [ 8 , 9 ].…”

Olympic Education Of University Students Based On Anthropic Educational Technologies

“…It should be noted that in addition to the knowledge of the ideals and values of Olympism and the Olympic Movement, the formation of sports culture of the individual involves learning the basics of physical culture and a healthy lifestyle by young people; obtaining an optimal level of psychophysical form; using the experience in sport activities for achieving life and professional goals, as well as the formation of generally accepted value orientations (Papaioannou, 2017).…”

Physical Education Teachers’ Perspectives in a Changing World: From Future Studies to New Physical Culture

“…The author insists on the need to focus on the promotion of Olympic ideals, such as excellence, friendship, and respect [Papaioannou, 2017]. Despite the renewal of ideas about a person in the context of using the potential of scientific and technological progress in everyday human practices, the author defends, the need to broadcast the Olympic ideals in physical culture at all times.…”