Search results for: olympic-education

Olympic Education

Author : Roland Naul
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Olympic Education is not only a text book for students and teachers in physical and sport education but also for course instructors and coaches in children`s youth sport programmes, as well as for executives in sports federations. It answers the question, what the term "Olympic" really means in the broader context of the Olympic Games movement and as a global purpose and new challenge for a balanced physical, social and moral education. Olympic Education has a traditional vision and an important future mission that is relevant for all children and youths, in schools as well as in sport clubs. In five parts and fifteen chapters, the book shows why the Olympic ideals are a modern challenge not only for a new physical and sport education but also for the development of essential life skills for today. It introduces pedagogical and didactical fundamentals for an Olympic education, in order to bring motor abilities, social behaviour and moral actions in sports and everyday life back together again - in the mind, learning and actions of children and youths, but also of grown-ups in the social settings where young people live.

Olympism Olympic Education and Learning Legacies

Author : Dikaia Chatziefstathiou
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This book is largely a collection of the papers presented at the symposium Olympism, Olympic Education and Learning Legacies, organised by the Comité Internationale Pierre de Coubertin (CIPC). It was held during the London 2012 Olympic and Paralympic Games at Canterbury Christ Church University in Kent, United Kingdom. The symposium drew together presenters and audience members from twenty-five nations on four continents to discuss current and future challenges of education and the Olympic Movement. While most books on the Olympics focus on economic issues or on aspects related to the management of the Games (such as legacies and impacts), this book remains faithful to Coubertin’s original vision about youth, sport and education. Olympism as a philosophical and educational idea is analysed in particular detail. Coubertin’s thoughts play a central role in many of the contributions of leading academics in the field, while historical perspectives unveil new insights. Young researchers are given a platform to publish their own accounts in interpreting the Olympics. The different insights of the book have something to offer to anyone with an interest in sport, education, and the Olympic Movement, either as a student, teacher, academic, athlete, coach or spectator.

Olympic Education history theory practice

Author : Roland Naul
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This anthology is dedicated as a commemorative book for Antonin Rychtecky on behalf of his 75th birthday in 2020. It compiles the proceedings of the 4th Willbald Gebhardt Olympic Symposium held at Charles University of Prague (Czech Republic). In five sections, ten papers of the symposium are published. Section One deals with the history of Olympic education development in Europe and North America (Binder and Naul). Section Two documents the support of the IOC Olympic Study Centre and Lausanne Olympic Museum for Olympic education (Puig, Chevalley). The Third section reflects the development of Olympic education in the Czech Republic (Skoda, Rychtecky). Section Four gives two examples of how Olympic education developed and became supported in accordance with preparation of Olympic Games in Japan (Tokyo, Obayashi) and France (Paris, Monnin). Finally, section Five includes two national studies regarding how Olympic ideals helped to change culture and society in Africa and South America (Zimbabwe and Colombia) written by Clemencia Anaya Maya and Mayamba Sitali.

Olympic Day in the Schools

Author : United States Olympic Committee. Educational Council
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Olympic Education

Author : Mark Devitt
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While corporations enact marketing campaigns, the International Olympic Committee has penetrated the school system and actively promotes Olympic education in schools bringing with it its own public pedagogy and a corporate agenda. What is the goal of Olympic education? What motivates Organizing Committees to create educational materials? How have the Olympics become a part of the Canadian classroom, and what is its educational value? This paper examines the origins of Olympic education and explore how the Olympics have entered the classroom.

The Youth Olympic Games as an Arena for Olympic Education

Author : Svein Erik Nordhagen
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The promotion of Olympic education through Olympic events has received increased attention among researchers.The aim of this paper is to evaluate the Youth Olympic Games (YOG) as an arena for Olympic education based on the perceptions of the pupils participating in the school programme "Dream Day" during the YOG 2016 in Lillehammer, a former Olympic city in Norway.

American Physical Education Review

Author :
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Includes the proceedings of the association's annual convention.

The Olympic Education Kit

Author :
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Olympic Education Centre

Author :
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Olympism and Olympic Education

Author : Michael Krüger
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Bearing in mind the history of modern Olympic Games and the apparently growing gap between ideals of its fundamental principles, and the reality, the author firstly explains in a historical perspective what Olympism really means, and how its understanding has changed during the last century. The process of renewing Olympism can only succeed by remembering and reassuring its roots in history, ethics, and education. Secondly, he discusses three perspectives of Olympic education, as crucial elements of modern education as a whole.

The Relevance of Olympic Education in Today s Societies Countries and School Programmes

Author : Gudrun Doll-Tepper
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Academic literature on Olympic education is available in many countries, highlighting the history, concepts, teaching approaches, and many other aspects of this issue. Some authors have identified close links to physical education, whereas other authors of publications about physical education have not mentioned Olympic education at all. This paper begins by outlining key terms in the discussion, and also suggests that the competitive elements usually associated with Olympism might discourage some educators from including Olympic education into their curricula. The paper presents as well selected contributions of the International Olympic Committee to Olympic education and makes recommendations and highlights current initiatives that advance Olympism beyond competition. These initiatives include the IOC's "Olympism in Action" programmes that focus on issues such as "development through sport", "sport for all", "women and sport" and "sport and the environment". Other recommendations and suggestions include considering Whitehead's (2010) concept of "physical literacy" in the context of Olympic education, and encouraging improved communication and cooperation between various institutions and organisations such as schools, universities, National Olympic Committees, National Olympic Academies, the International Olympic Academy, Bid and Host Cities, Youth Olympic Games and hosts of conferences on physical education and sport. Finally, in order to help promote the full potential of Olympic education, this paper recommends reinforcing the role of the IOC Olympic Studies Centre and continuing the analysis of strengths and weaknesses found in current networks of organisations and institutes.

Olympic Education II

Author :
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The purpose of this textbook is to help teachers to promote and spread Olympism in schools, in sport and in life. Complementing the information contained in its first edition, this textbook connects school's subjects (mathematics, geography, languages, arts, biology...) with Olympism.

Journal of Physical Education Recreation Dance

Author :
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Olympic Education Policy in Practice

Author : Bo Ra Hwnag
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As a policy aim for the Olympic Movement, the development of Olympic education programmes remains a key goal for the IOC as well as for host cities and nations staging the Olympic Games. Tokyo, the capital city of Japan, is set to host the 2020 Olympic Games. This is the second time that Tokyo is to host the Summer Olympic Games, first held in 1964. Since the announcement of the success of Tokyo's bid for the hosting the 2020 Olympic Games in 2014, various stakeholders have been highly active in defining a range of Olympic sports policy and research initiatives to be pursued as part of preparation for staging the Games. For the promotion of Olympic education for the Tokyo 2020 Games, a number of Olympic education initiatives have been developed and implemented across Japan by different levels of stakeholders in the Japanese Olympic system. This report examined how Olympic education programmes for Tokyo 2020 have been developed and delivered in a Japanese specific context, applying realist policy analysis and concluded with the conceptualisation of the phenomenon in terms of policy communities and the evaluation of policy networks involved in the delivery of Olympic education policy.

Olympic Education and Youth Olympic Games

Author : Jim Parry
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This paper examines the Youth Olympic Games (YOG) from the educational point of view - and in particular through a consideration of the culture and education programme at the Summer YOG Singapore 2010. It is based on an analysis of the development of the idea of the YOG, and on contemporary information and reports.

The Worldwide Development of Olympic Education

Author : Silvan James Parry
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Olympic Review

Author :
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A Notable Endeavor

Author : Wenshuai Mao
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This study investigated the nature and significance of Beijing's Olympic education initiative from its inception seven years before the 2008 Olympic Games to 2015, seven years after the conclusion of the great festival. As exploratory research, this study is the first to cover this academic topic. In 2001, commensurate with Beijing's award of the 2008 Olympic Summer Games, a non-governmental grassroots team initiated an Olympic Education and Olympic Spirit initiative in a small sample of Beijing's primary and secondary schools. The team was led by a Canadian-trained professor, Dongguang Pei. In 2005, impressed with Pei's and his team's initiative, and following the International Olympic Committee's guidelines for host cities mounting Olympic Education initiatives, the Chinese government endorsed and supported an Olympic Education Legacy initiative called the Olympic Action Plan. The Chinese government's support of disseminating Olympic knowledge to 400 million Chinese youth nationwide presented Chinese schools, the IOC, and the world with a model for a comprehensive, vigorous, and what some have judged a highly successful public and private school Olympic education program. Compared with the unique Olympic education program presented throughout the seven year period before and during the 2008 Olympic Games, in the seven years following (2008-2015), the carefully and energetically-built program of Olympic Education deteriorated badly. The Chinese government abandoned its leadership and enterprise in sustaining Olympic Education. Based on the investigation sample, Olympic education activities in the program's model schools deteriorated abruptly after 2008. Funding, Olympic Education teacher training, and international school partner associations ceased. On-site observation and interviews resulted in the finding that Yangfangdian Central Primary school, the pioneer school of Beijing's Olympic education, remained the only model school which retained Olympic education activity after the iii 2008 Games. During the post-Games period, Beijing's Olympic education was replaced by new government approaches to education. This study needs to be understood within China's unique social, educational and political climate. On the one hand, a centralized political system ensured that Olympic education be implemented under extremely powerful organizational orders. These orders guaranteed not only financial and human resources support, but also the climate for Olympic education to expand extremely quickly through multiple administrative levels. On the other hand, and correspondingly, the disappearance of Olympic education after the Games was, most certainly, due chiefly to the government's withdrawal of initiative and support. It is a justifiable conclusion that the Chinese centralized system, though enabling the program at its outset and early development periods, in the end rapidly constrained the entire initiative.

A History and Philosophy of Sport and Physical Education

Author : Robert A. Mechikoff
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Olympic Education as a Tool for Development and Sustainability

Author : Konstantinos Georgiadis
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