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Journal articles on the topic 'Olympic Values Education Programme'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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1

Ribeiro-Silva, Elsa, Mariana Amaral-da-Cunha, and Paula Batista. "Educating Teachers for Sustainability and Social Justice: A Service-Learning Project in Physical Education Initial Teacher Education." Education Sciences 13, no. 12 (2023): 1173. http://dx.doi.org/10.3390/educsci13121173.

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The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, and social awareness. The pedagogical project reported in this study was built with the underpinnings of the SL and active learning methodologies and aimed to describe and analyse the experience built on the principles of SL for Society within the theme of Olympics values. This study too

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2

Madan, Murat, and Müfide Yoruç Çotuk. "The Long-Term Impact of the Youth Olympic Games Culture and Education Program on Turkish Athletes." Journal of Sport and Health Research 16, no. 3 (2024): 503–22. https://doi.org/10.58727/jshr.103022.

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Since 2010, the International Olympic Committee (IOC) has been organizing the Youth Olympic Games (YOG), a recent addition to the Olympic family, designed for talented athletes aged 15 to 18. These games not only encompass competitive events but also include cultural and educational Programmes. The primary objective of this study is to explore the long-term educational, social, and cultural impacts of the YOG on Turkish athletes. A total of 11 Turkish athletes (comprising 4 Olympic athletes, 4 elite level athletes, and 3 retired athletes) were selected through purposive and snowball sampling f

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Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.

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This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theor

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Ponciano Nuñez, Pedro Danilo, Juan Diego Blas Fernández, and Claudio Manolo Castro Hernández. "Evaluación institucional de la eficiencia de un programa social de educación olímpica (Institutional evaluation of the efficiency of a social Olympic education program)." Retos 51 (October 11, 2023): 408–18. http://dx.doi.org/10.47197/retos.v51.100604.

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El uso de programas para la enseñanza de valores sociales por medio del deporte se ha ido popularizando los últimos años. Sin embargo, se ha reportado evidencia limitada sobre la programación implementada por organizaciones gubernamentales en Centro América. El propósito de nuestro estudio se centró en analizar el estado de implementación de un programa de mentoría impartido por atletas para centros educativos escolares en Guatemala. Los objetivos de la investigación se lograron mediante un enfoque cuantitativo y la participación de 70 participantes involucrados en el programa. Los resultados

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Mudondo, Dr Eng Tafadzwa, Phillis Tena, Prof Wenceslaus Mudyanadzo, and Tafadzwa Nyamande. "Strengthening the Capacity for Developing Employability and Entrepreneurial Skills for Intellectually Disabled Learners through Curriculum Reform in Zimbabwe; Evidence from the Skills Development Programme Developed by Harare Polytechnic in Partnership with Special Olympics Zimbabwe." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 112–36. http://dx.doi.org/10.47772/ijriss.2024.801010.

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The study provided a framework of developing employ ability and entrepreneurial skills through curriculum reform for intellectual disability[ID] learners in Zimbabwe. The research was a collaboration between two partners, Harare Polytechnic and Special Olympics Zimbabwe, through a Memorandum of Understanding, to tackle the challenges of stigma and skills development for intellectual disabled learners in Zimbabwe. Special Olympics Zimbabwe carried a qualitative assessment of potential skills that could be done by ID learners from the total list of skills offered by Harare Polytechnic and 22 lea

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Brownell, Susan. "Beijing's Olympic Education Programme: Re-Thinking Suzhi Education, Re-Imagining an International China." China Quarterly 197 (March 2009): 44–63. http://dx.doi.org/10.1017/s0305741009000034.

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AbstractStarting in 2005, the largest “Olympic education” programme ever implemented by an Olympic host country was carried out in schools in Beijing and across China. By looking at the ways in which the policies for this programme were created and implemented, this article challenges the common perception that there was a “master plan” surrounding all aspects of the Beijing Olympics that was imposed by the party-state from the top down with the singular goal of promoting nationalist and communist ideology. It makes the point that by contrast with the suzhi (“quality”) education that preceded

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Mika, Magdalena. "Pedagogical Values of Olympic Education." Studies in Sport Humanities 20 (December 20, 2016): 21–26. http://dx.doi.org/10.5604/01.3001.0012.6486.

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Olympic education is currently perceived as one of the most eff ective forms of upbringing, which is why it should be included in modern pedagogy. It is important because of the values of Olympism and education through sport. When speaking of Olympic education, its origins and precursor should be studied as well. It is worth knowing that it was Pierre de Coubertin’s philosophical and pedagogical concept that played the key role in the development of Olympic education in the world. The values of Olympism, including equality, fraternity, collaboration, friendship, respect, solidarity and strivin

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Rubio, Katia. "OLYMPIC EDUCATION." International Journal for Innovation Education and Research 1, no. 4 (2013): 109–20. http://dx.doi.org/10.31686/ijier.vol1.iss4.130.

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The educational nature of sport was in the foundation of the Olympic Movement since its inception. Understood as a pedagogical tool, sport was seen by Pierre de Coubertin as a possibility of celebration among people, a way to promote peace and development. In this sense, the Olympic Games are considered the public face of this pedagogical effort, and the understanding of Olympic education promotes values and knowledge on the sports universe and all its symbolic acquis. This argument triggers Olympic education programs by countries and cities involved in sport competitions based on the Olympic

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Chen, Shushu, and Ian Henry. "Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region." European Physical Education Review 25, no. 1 (2017): 254–72. http://dx.doi.org/10.1177/1356336x17721437.

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During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this origin

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Kostrikova, Kateryna. "INNOVATIVE APPROACHES TO IMPLEMENTING OLYMPIC VALUES IN PRIMARY SCHOOL." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3K(188) (March 21, 2025): 357–61. https://doi.org/10.31392/udu-nc.series15.2025.03k(188).86.

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The article explores the integration of Olympic values into primary education as a means of fostering a healthy lifestyle, moral and social qualities in students. The research focuses on the organizational and pedagogical conditions necessary for the effective implementation of Olympic principles in the primary school curriculum. The study analyzes modern educational technologies, including gamification, augmented and virtual reality, STEAM methods, and digital resources, which contribute to a deeper understanding of Olympic ideals. The findings indicate that the incorporation of these technol

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Grandi, Bruno. "130 YEARS OF FIG: LETTER FROM FIG PRESIDENT PROF. BRUNO GRANDI." Science of Gymnastics Journal 3, no. 3 (2011): 3–4. https://doi.org/10.52165/sgj.3.3.3-4.

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Dear Friends of Gymnastics, On the 23rd of July, 2011, the international gymnastics community has celebrated the 130th anniversary of the FIG creation. It all started in 1881, in Liege, Belgium. The founder was a humanist, a visionary man, whose ideal was to bring people together around solidarity, tolerance and well-being, around the gymnastics principles.This man, Nicolas Cupérus, dreamed of gymnastics for all, men or women, from all backgrounds or generations; he knew being active was the only way to long term well-being, and that without well-being no culture or personal development would

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Sazonova, S. L., and P. V. Surkova. "Socio-psychological training - as a means of forming olympic values among the younger generation." Scientific and educational basics in physical culture and sports, no. 1 (September 26, 2021): 19–23. http://dx.doi.org/10.57006/2782-3245-2021-1-1-19-23.

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Today, the educational space presents a variety of forms and methods of Olympic education (holding exhibitions on Olympic topics, Olympic festivals, «round tables» to discuss Olympic problems with the participation of schoolchildren, meetings and master classes with famous athletes, holding lectures, talks and seminars on Olympic topics with students).However, it is worth noting that the main goal of Olympic education is not only educational, the end result should be the transition of Olympic values into personal ones.

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Kelmendi, Diellza, Besa Hvziu, and Fitim Arifi. "Olympism and role of Olympic Values in Sport." Journal of Anthropology of Sport and Physical Education 8, no. 2 (2024): 13–17. http://dx.doi.org/10.26773/jaspe.240403.

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The Olympic Movement is one of the most amazing phenomena in the history of mankind. Olympism and the Olympic Movement strongly promote ethics, values, education, excellence, fair play and cultural understanding among people. Olympic games represent the largest sports festival in the world where the athletes get an opportunity to meet and compete with athletes form all over the world. Only a small number of people in the world become Olympians, but every person can enjoy the benefits of being physically active. Blending sport with culture and education, Olympism seek to create a way of life ba

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Šukys, Saulius, and Daiva Majauskien. "Effects of an Integrated Olympic Education Program on Adolescent Athletes' Values and Sport Behavior." Social Behavior and Personality: an international journal 42, no. 5 (2014): 811–21. http://dx.doi.org/10.2224/sbp.2014.42.5.811.

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We examined the effect of an integrated program of Olympic education on adolescent athletes' Olympic values and their behavior in sport. Participants were 747 adolescent athletes (482 boys and 265 girls aged between 13 and 18 years) attending Lithuanian schools implementing (n = 430) or not implementing (n = 317) an integrated Olympic education program. Participants completed questionnaires about Olympic values and prosocial and antisocial behavior in sport. Results showed that adolescent athletes from schools not implementing an Olympic education program scored lower than athletes from school

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Kharchenko-Baranetckaiia, L., and K. Kostrikova. "Formation of Olympic values in younger schoolchildren within the educational process in institutions of general secondary education in Ukraine." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(162) (March 30, 2023): 417–21. http://dx.doi.org/10.31392/npu-nc.series15.2023.3k(162).88.

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The terms "Olympic education" and "Olympism" cover a variety of educational initiatives aimed at children and youth in general secondary education. The article presents a critical analysis of these initiatives, as well as a review of the relevant secondary literature, including a small but significant number of studies that develop a genuine critique of Olympic education and Olympism. The history of the Olympic movement is partially revealed and identified with the development of the educational space surrounding idealistic Olympic education, with an emphasis on the generally undeniable value

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Dugan, Omur, Elif Bozyiğit, and Ian Henry. "Developing an Instrument to Evaluate the OLI Olympic Education Program in Turkey: Case Study of Implementation." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (2017): 23–33. http://dx.doi.org/10.18844/prosoc.v4i5.2669.

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The goal of the ‘Olympic Movement’ is to contribute to building a peaceful and better world by educating youth through sport practices with Olympism and its values. To contribute to the Olympic Movement; Culture and Olympic Education Commission of Turkish NOC, has prepared an interactive Olympic education project called “OLI” since 2009, which reached 3 million students. It is very important to develop a means to analyze if the Olympic education program OLI fullfills its aims. Therefore the research question of this study is “What are the principal aims of the OLI program and how can we develo

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Shcherbashyn, Y. S. "Olympic education in the process of forming humanistic values in school students." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(159) (January 30, 2023): 146–50. http://dx.doi.org/10.31392/npu-nc.series15.2023.1(159).35.

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This article analyzes the importance of the Olympic education in the system of formation of humanistic values among the younger generation. Olympic education is considered as an innovative educational technology, which provides a complex effect on the formation of personality in the spiritual and the physical plane. This technology conforms to the national education development strategy in Ukraine contributes to the improvement of the system of education of children and youth on the basis of universal values, it promotes the physical, moral and spiritual development of the younger generation,

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Binder, Deanna L. "Olympic values education: evolution of a pedagogy." Educational Review 64, no. 3 (2012): 275–302. http://dx.doi.org/10.1080/00131911.2012.676539.

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Park, Sungjoo, and Dayoun Lim. "Applicability of Olympic Values in Sustainable Development." Sustainability 14, no. 10 (2022): 5921. http://dx.doi.org/10.3390/su14105921.

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Sustainable development (SD) refers to development that can meet present needs, without compromising the ability of future generations to meet theirs. For global citizens to acquire and understand SD-related knowledge and cultivate the ability to apply and practice the principles of sustainability, Education for Sustainable Development (ESD) is essential. This study examines how ESD can be promoted through the Olympic Value Education Program (OVEP)—an initiative by the International Olympic Committee (IOC) for spreading the Olympic spirit. It draws inferences for addressing the shortcomings of

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N.Y. Melnikova, V.I. Stolyarov, M.V. Koreneva, and V.V.Melnikov. "RELEVANT TASKS OF OLYMPIC EDUCATION IN THE MODERN OLYMPIC MOVEMENT." Scientific News of Academy of Physical Education and Sport 3, no. 4 (2021): 15–20. http://dx.doi.org/10.28942/ssj.v3i4.374.

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This article is devoted to the relevant tasks of Olympic education in the modern Olympic Movement. The set of complex social and pedagogical problems, such as a complete rejection of the humanistic ideals of Pierre de Coubertin in his concept of Olympism, unfair competitions, the decline in youth interest in the Olympic Games and others, as well as the ways to promote Olympic values have been presented in the article.

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Somphong, Suriyan. "A Study of Guideline and Teaching for The Olympic Education in Thailand." Journal of Innovation in Educational and Cultural Research 2, no. 2 (2021): 60–66. http://dx.doi.org/10.46843/jiecr.v2i2.34.

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The purposes of this study were to study the guidelines and teaching for the Olympic education that were to instil conscience of Olympic values. The 30 samples in this study were purposively sampled method. They were the experts from the National Olympic Committees of Thailand and Ministry of Education. The instruments were semi-structured interview developed by the researcher. The qualities of the instruments were verified by measuring the construct validity, calculating the index of congruence under the considerations of the experts, and determining the reliability with Cronbach’s method, re

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Dugan, Omur. "Teaching Olympism: European Olympic Committees Mobile Quiz Application." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (2017): 34–40. http://dx.doi.org/10.18844/prosoc.v4i5.2670.

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The European Olympic Committee is a non-governmental not-for-profit organization whose objective is to propagate the fundamental principles of Olympism at European level.Olympism refers to the philosophy of the Olympic Games. Olympism seeks to create a way of life by blending sport with culture, education and international co-operation. It is based on the joy of effort, the educational value of good example, social responsibility and respect for universal fundamental ethical principles. The goal of the Olympism is to contribute to building a peaceful and better world by educating youth through

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Limarenko, Natalia, and Valentina Ermolova. "Formation of pedagogical principles of Olympic education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(192) (May 24, 2025): 93–96. https://doi.org/10.31392/udu-nc.series15.2025.05(192).20.

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The article is aimed at forming the pedagogical foundations of Olympic education in preschool education institutions, which is an important aspect for the development of children not only physical activity, but also values associated with the Olympic movement, such as the spirit of friendship, mutual respect and the desire for self-improvement. The main aspects of this process are considered, namely, the education of values associated with the Olympic spirit in children: respect for the opponent, honesty, justice, friendship, tolerance and team spirit. Attention is paid to the importance of in

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Theodorakis, Yannis, Konstantinos Georgiadis, and Mary Hassandra. "Evolution of the Olympic Movement: Adapting to Contemporary Global Challenges." Social Sciences 13, no. 7 (2024): 326. http://dx.doi.org/10.3390/socsci13070326.

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This paper explores the diverse impact of the Olympic Movement on society, emphasizing core values like ‘excellence’, ‘friendship’, and ‘respect’. Traditionally, the Olympic Movement actively promotes global sport through initiatives such as Olympic education programs, instilling moral dimensions, cultural values, and essential life skills. Recent Olympic Games are scrutinized for their organizers’ focus on safety, pandemic management, environmental sustainability, and gender equality. This paper addresses crucial policy options, spanning human rights, social inclusion through sport, and the p

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Šarkauskienė, Asta. "THE DEVELOPMENT OF PUPILS’ OLYMPIC VALUES: KNOWLEDGE, SKILLS, ATTITUDES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 401. http://dx.doi.org/10.17770/sie2020vol6.5073.

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Objective: The aim of this study was to investigate the knowledge, skills, and attitudes of 5th grade pupils regarding Olympic values. Methods: A qualitative study using the survey method was conducted from January until March, 2019. The participants of this study were 416 fifth grade pupils (49.0 % girls), ranging from 11 to 12 years old, from seven randomly selected general education schools in Klaipeda County (Lithuania). The questionnaire design was considered suitable for discovering the range of knowledge, skills and attitudes about Olympic values. The survey was created and pilot tested

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Okun, Daria, Svitlana Stadnyk, Larysa Taran, Vladyslav Rozhkov, Maksym Mishyn, and Lubov Karpets. "Olympic education as an object of scientific analysis based on international scientometric databases Scopus and Web of Science." Слобожанський науково-спортивний вісник 28, no. 3 (2024): 131–47. http://dx.doi.org/10.15391/snsv.2024-3.005.

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Background and Study Aim. Studying the history of the Olympic movement, one can be convinced that the ideals and values that underlie the Olympic Games of Ancient Greece are relevant today. A mandatory requirement for any country hosting the Olympic Games is the introduction of Olympic education. There is a scientific interest in a comprehensive and objective consideration and study of Olympic education, taking into account all the strengths and weaknesses, achievements and problems, weaknesses and shortcomings, which determines the relevance of this study. The purpose of the article is to sys

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Putra, Jeki Purnama, Puji Astuti, Krisno Giovanni, Oki Candra, and Resty Gustiawati. "Olympic Movement Based Pencak Silat Training Model Block and Random Methods." Jurnal Moderasi Olahraga 5, no. 1 (2025): 22–37. https://doi.org/10.53863/mor.v5i1.1536.

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The crisis in value education in sport is increasingly evident, with many athletes prioritizing winning over the application of Olympic values. The paradigm shift from merely pursuing “sporting results” to “growing social impact” is the basis for understanding the importance of sport as a means of social development and improving the quality of life of the community. This research offers a new approach by integrating an Olympic Movement-based pencak silat training model, so that fighters/athletes gain a more comprehensive understanding of Olympic Movement values. This study used an experimenta

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Begidova, Tamara P., and Natalya A. Budanova. "Formation of tolerance among rural youth to persons with disabilities based on Olympic values (on the example of the Special Olympics movement)." Tambov University Review. Series: Humanities, no. 6 (2022): 1545–51. http://dx.doi.org/10.20310/1810-0201-2022-27-6-1545-1551.

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The difficulties that arise in the formation of tolerant relationships among the rural youth and people with disabilities on the basis of the municipality of the village of Ermolovka and the House of Culture of the Liskinsky district of the Voronezh region are analyzed. The purpose of the study: the formation of respectful relationships between the rural youth, namely to persons with disabilities and the identification of effective forms of work by means of physical culture and sports with the use of Olympic values. Research objectives: 1) provide information to the younger generation of the v

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Kowalska, Jolanta E. "THE IMPORTANCE OF OLYMPIC EDUCATION IN „EDUCATION OF TOMORROW”." HUMANITAS Pedagogika i Psychologia 2(30) (December 31, 2024): 55–64. https://doi.org/10.5604/01.3001.0055.0295.

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The article attempts to present sport and Olympism as an educational potential, focused not only on achieving intended sporting goals but primarily on addressing contemporary educational needs - „education of tomorrow,” as a support for educational efforts undertaken by parents, teachers, and sports coaches. By demonstrating the strength of this relationship, and often its ambiguity, the discussion is based on three keywords: perspective, criterion, and context. In education through sport, particular value is attributed to Pierre de Coubertin’s five principles of Olympism and the fundamental v

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Varnier, Thaise Ramos, Otávio Tavares, and Wagner Dos Santos. "Humanised soccer as a pedagogical project for teaching values in school." Revista Brasileira de Educação Física e Esporte 33, no. 2 (2019): 217–25. http://dx.doi.org/10.11606/1807-5509201900020217.

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A review of the academic debate concerning teaching values through physical education provides thoughts to consider regarding the educational potential of sport to promote the attitudinal dimension, with Olympic education as a reference. In addition to this trajectory, we attempt to understand the following question: How are studies pedagogically valuable for the pedagogical practices of physical education, with sportsas their content? The aim of this paper is to analyse pedagogical practices in the school environment, directed towards teaching values through sports, specifically soccer, by ph

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Varnier, Thaise Ramos, Otávio Tavares, and Wagner Dos Santos. "Humanised soccer as a pedagogical project for teaching values in school." Revista Brasileira de Educação Física e Esporte 33, no. 2 (2019): 217–25. http://dx.doi.org/10.11606/issn.1981-4690.v33i2p217-225.

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A review of the academic debate concerning teaching values through physical education provides thoughts to consider regarding the educational potential of sport to promote the attitudinal dimension, with Olympic education as a reference. In addition to this trajectory, we attempt to understand the following question: How are studies pedagogically valuable for the pedagogical practices of physical education, with sportsas their content? The aim of this paper is to analyse pedagogical practices in the school environment, directed towards teaching values through sports, specifically soccer, by ph

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TOLIKA, MARIA, Dimitrios Karapiperis, Athanasios Tsirikas, and Vassilios Verykios. "Social participation through sports and Olympic values: Discourse analysis through innovative teaching techniques." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 18, no. 2 (2022): 7–17. http://dx.doi.org/10.12681/jode.29736.

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Nowadays, the world is experiencing an intense and prolonged socio-economic crisis, which has been enhanced by the health crisis due to coronavirus. These crises had also a huge effect on the educational system. The academic world had to adjust rapidly and shift its teaching methods and tools to the demands of remote learning. These new circumstances are even more challenging in educational programs and courses that promote pluralism and include students from all over the world. In this paper, we study the opinions of the students at the Master Degree Program with the title "Olympic Studies, O

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MOMOT, O. "EDUCATION OF PERSONALITY OF FUTURE TEACHER BY MEANS OF OLYMPISM." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 178–82. http://dx.doi.org/10.33989/2075-146x.2017.20.209805.

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In the article education of personality of future teacher is described by means of olympism as vital philosophy, that glorifies and unites in harmonious unit the internalss of body, will and mind. Combining sport with a culture and education, olympism aims to create such way of life, that would be based on the gladnesses obtained through effort, educational values of kind example and respect of universal ethic principles.The plan of work of the Poltava regional branch of the Olympic academy of Ukraine is shown. A separation is the guide- book of distribution of olympic, healthy ideas. One of d

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Sukys, Saulius, Daiva Majauskiene, and Audrone Dumciene. "The effects of a three-year integrated Olympic education programme on adolescents’ prosocial behaviours." European Journal of Sport Science 17, no. 3 (2016): 335–42. http://dx.doi.org/10.1080/17461391.2016.1254280.

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Jorquera García, José Luis, Alejandro Leiva Arcas, Juan Manuel Molina Morote, and Antonio Sánchez Pato. "Proyecto educativo Olimpízate: objetivos, metodología y actividades para enseñar olimpismo en los centros de educación secundaria (Olimpízate, an educational project: objectives, methodology and activities to teach Olympism in secondary schools)." Retos, no. 33 (September 15, 2017): 286–92. http://dx.doi.org/10.47197/retos.v0i33.52205.

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Nuestra actual forma de practicar y entender el deporte, en cuanto a valores asociados se refiere, ha sido fijada principalmente por el Movimiento Olímpico. El Comité Olímpico Internacional reconoce tres valores fundamentales que definen el Olimpismo moderno: excelencia, amistad y respeto. Olimpízate es una iniciativa interdisciplinar, a la que se han adherido todos los departamentos didácticos de un centro de enseñanza secundaria, con el ánimo de incidir, desde diversas perspectivas, en la adquisición y proyección de los valores olímpicos. Los materiales se han presentado como una forma de pr

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Галан, Ярослав, and Ольга Бешлей. "ASSESSMENT OF THE LEVEL OF READINESS OF TEACHING STAFF TO IMPLEMENT INNOVATIVE FORMS OF OLYMPIC EDUCATION." Молодий вчений, no. 10 (98) (October 31, 2021): 125–30. http://dx.doi.org/10.32839/2304-5809/2021-10-98-29.

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National-patriotic education of children and schoolchildren remains relevant today. Scholars claim that the formation of universal, humanistic spiritual and moral values is greatly influenced by the ideals of Olympism. With the help of Olympic education, it is possible to form the patriotic consciousness of modern children, in particular schoolchildren. In addition, Olympic education fulfils a number of tasks aimed at educating children and schoolchildren, namely their awareness of patriotic values, cultural and historical past of Ukraine, gaining patriotic experience, fostering a sense of res

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Kirakosyan, Lyusyena. "Educational Legacy of the Rio 2016 Games: Lessons for Youth Engagement." Societies 10, no. 2 (2020): 39. http://dx.doi.org/10.3390/soc10020039.

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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 i

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Garcia, Beatriz. "The Olympic Movement and Cultural Policy: Historical Challenges and Ways Forward." Journal of Olympic Studies 3, no. 2 (2022): 44–65. http://dx.doi.org/10.5406/26396025.3.2.04.

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Abstract Since its inception, the Olympic Movement has had a strong culture mandate, with “sport, culture and education” being presented as the essential pillars of Olympism in the Olympic Charter. Dedicated cultural programs—now called the Cultural Olympiad—have been a compulsory requirement at the Olympic Games since 1912; artists have always been welcome contributors to the Olympic narrative, and cultural values have informed the development of Olympic rituals from the outset. Despite this, John J. MacAloon and others have noted the lack of a coherent cultural policy framework within the mo

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Pic Aguilar, Miguel. "El programa olímpico en Río 2016 a debate [Olympic Programme in Rio 2016 under Debate]." Apunts Educación Física y Deportes, no. 132 (April 1, 2018): 7–21. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2018/1).132.01.

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Bratova, Maria. "The Olympic Values in Sports Activities and Distance Learning in Sports at School." Vocational Education 23, no. 4 (2021): 407–15. http://dx.doi.org/10.53656/voc21-4.8olim.

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The Olympic values are the sports' spiritual power, which is incomprehensible and secret to many people, but can make sense of time, restore dignity and change the athlete's personality. “The important thing in the Olympic Games is not the triumph but the struggle, the essential thing is not to have conquered but to have fought well”, says the French educator and historian known as the father of the modern Olympic Games, Charles Pierre de Frédy, Baron de Coubertin. The noble spirit of this idea hides power and can become an ideal for anyone who wants to change himself/herself and the world aro

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Seo, JaeChul, and JungSuk Seo. "Toward Critical Pedagogies for Olympic Education: A Comprehensive Approach to Understanding and Teaching Olympic Values in the Korean Context." Journal of Korean Society of Sport Policy 16, no. 1 (2018): 123–41. http://dx.doi.org/10.52427/kssp.16.1.8.

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Dovalil, Josef, and Antonín Rychtecký. "Budoucnost olympismu?" Studia sportiva 4, no. 1 (2010): 59–70. http://dx.doi.org/10.5817/sts2010-1-8.

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The article briefl y reminds the original ideas of Pierre de Coubertin; they helped him to create a certain conception of Olympism (the unity of sport, education and culture) which became the ground of Olympic Movement and organization of Olympic Games in the New Era. Olympism is nowadays extended in the whole world and being accepted as a basic philosophy of modern sport. It contributes signifi cantly to enhance as constituting a full-value component of culture. Th e authors present some symptom of modern often very pragmatic sport and the reasons of the changes in it. Th ey indicate the nece

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Girginov, Vassil. "Has the London 2012 Olympic Inspire programme inspired a generation? A realist view." European Physical Education Review 22, no. 4 (2016): 490–505. http://dx.doi.org/10.1177/1356336x15623169.

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Kayıran, Derya, and Birsen Bağçeci. "Needs Analysis on Values Education Programme for Preschool Students." Journal of Education and Training Studies 6, no. 10 (2018): 69. http://dx.doi.org/10.11114/jets.v6i10.3538.

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In recent years, there is a big debate among researchers, teachers and decision makers about what to include in early childhood values education in preschools in Turkey. The aim of the current study is to make a need analysis for values education programme for preschoolers. This study was conducted with 200 preschool teachers in one of urban cities of Turkey –Kahramanmaraş- during 2016-2017 Spring semester. A values checklist is created for the current study by making use of Turkish Ministry of Education’s ‘Values Education Prescript’. The values checklist is a 5-Likert type scale coded as: No

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Peixoto Pino, Lucía. "Proyecto interdisciplinar, «escuela: comunidad olímpica» (Interdisciplinary project, «School: Olympic community»)." Retos, no. 25 (March 6, 2015): 140–43. http://dx.doi.org/10.47197/retos.v0i25.34499.

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«La escuela: comunidad olímpica» es un proyecto interdisciplinar llevado a cabo en un colegio público de Galicia coincidiendo con los Juegos Olímpicos de Londres 2012. omando como punto de partida los valores olímpicos que el COI establece en su programa «enseñando en valores» elaboramos una serie de materiales didácticos relacionados con las diferentes áreas curriculares para poder transmitir de una manera vivencial el verdadero valor del deporte y el olimpismo. Es por ello que todas las conmemoraciones y actividades complementarias giraron en torno al mismo hilo conductor, poniendo como broc

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Sekot, Aleš. "Fair Play in the Perspective of Contemporary Sport." Sport Science Review 20, no. 5-6 (2011): 175–89. http://dx.doi.org/10.2478/v10237-011-0071-2.

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Fair Play in the Perspective of Contemporary Sport Sport as a socio-cultural phenomenon of modern times is often portrayed as a renaissance of the Olympic ideals. Today, however, we can see that sports in many cases contributes to the emancipation process, particularly in developing countries, offers opportunities for strengthening national identity and fosters respect for state symbols. A wider context of applying the principle of fair play in sports has its indisputable philosophical and ethical dimensions. The first expresses the widening gap between high performance sports and recreational

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Strachová, Milena, and Aleš Sekot. "Olympic VERSUS SOKOL MOVEMENT." Studia sportiva 16, no. 2 (2023): 195–203. http://dx.doi.org/10.5817/sts2022-2-20.

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Contemporary sport in all its many-sided forms and levels is in the first line determined by global dynamic developmment of consumerist society oriented to economic prseperity, top performance, personal success, social admiration, unique uncomparable experience. The many sided world of sport is strongly reflected just now the pravailing etos of global drift, as well by the local cultural development of given sociaty. An essayistic comparasion of olympics as the reflection of top level of global sport on one side and and value etos of Sokol movement of other side, is specific contribution to th

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Vrzhesnevvskiy, I., I. Zaharchuk, A. Vrzhesnevska, and T. Rakitina. "Ancient tradition of physical improvement: impulses for determining the priorities of modern education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(153) (August 30, 2022): 25–30. http://dx.doi.org/10.31392/npu-nc.series15.2022.8(153).06.

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The idea of the all-round harmonious development of individuals being the basis of effective education has been around since ancient times. The article explores a practical understanding of the transhistorical meanings of the phenomenon of Olympism and ideals and values related to this term through an excursion into antiquity and the analysis of the realities of modern education. The work aims to determine the potential of the ideal of an individual’s all-round harmonious development in the problematic area of modern education. To meet this purpose, we used a systemic and sociocultural a

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Dos Santos, Sérgio Luiz Carlos, and Adriana Emiko Murakami. "OLYMPIC JUDO CHAMPION ATHLETES: MOTIVATIONAL ASPECTS OF TRAINING." Revista Multidisciplinar do Nordeste Mineiro 2, no. 01 (2025): 1–14. https://doi.org/10.61164/rmnm.v2i01.3503.

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Abstract The objectives of this work are to identify the motivational factors in Women's Judo athletes train for long term period until they finally become high level in Judo in Brazilian Team. The work employed closed-ended rating values questionnaires Brazilian Olympic Judo team members, (Subject women 20) 41 in total were evaluated. Three professionals’ experts of renowned and proven experience in judo competitions validated the questionnaires. The results showed a list of numerous indicators which have been classified and prioritized as: outcome motivation, coping with adversity, peak unde

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Н.Л., Пономарёв. "ИСТОРИЧЕСКОЕ РАЗВИТИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В КОНТЕКСТЕ ХРИСТИАНСКОЙ КУЛЬТУРЫ". Scientific and Theological Bulletin of the Perm Theological Seminary, № 2(3) (18 червня 2021): 138–42. http://dx.doi.org/10.48622/permds.2021.3.1.019.

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В статье представлена попытка рассмотреть исторический ход развития физической культуры на согласованность с христианскими ценностями от Древних Олимпийских игр до современности. The article presents an attempt to cover the historical course of physical education development to figure out its consistency with Christian values from the Ancient Olympic Games to the present.

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