Relevant bibliographies by topics / Olympics programs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Olympics programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Olympics programs"

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Farrell, Robin J., Peter R. E. Crocker, Meghan H. McDonough, and Whitney A. Sedgwick. "The Driving Force: Motivation in Special Olympians." Adapted Physical Activity Quarterly 21, no. 2 (April 2004): 153–66. http://dx.doi.org/10.1123/apaq.21.2.153.

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Special Olympics programs provide competitive sport opportunities for athletes with intellectual disabilities. This study investigated athletes’ perceptions of motivation in Special Olympics. Using Self-Determination Theory (SDT) as a guiding framework to explore athletes’ experiences, 38 Special Olympians (21 males and 17 females) from British Columbia, Canada were interviewed. The data suggested that factors that enhanced autonomy, competence, and relatedness were linked to the participants’ motivation in Special Olympics programs. These factors included positive feedback, choice, learning skills, demonstrating ability, friendships, social approval, and fun. Social support from significant others was a key factor related to participation motivation. There was also evidence for the motivating aspects of extrinsic rewards. Motivation was undermined primarily by conflicts with coaches and teammates.
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Ritchie, J. R. B. "Turning 16 Days into 16 Years Through Olympic Legacies." Event Management 6, no. 3 (March 1, 2000): 155–65. http://dx.doi.org/10.3727/096020197390239.

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The hosting of mega-events such as the Olympic Games provides a short period of intense excitement for residents and enhances the long-term awareness of the host destination in tourism markets. However, unless the event is carefully and strategically planned with destination and community development in mind, it can be difficult to justify the large investments required. This article focuses on two examples (the 1988 Calgary Winter Olympics, and the Salt Lake City 2002 Games) in an attempt to demonstrate how “legacy planning” can help ensure that the hosting of a short-term mega-event such as the Olympics can contribute to the development and consolidation of facilities and programs that will benefit destination residents for many years.
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Arbour-Nicitopoulos, Kelly P., Natasha Bruno, Krystn Orr, Roxy O’Rourke, Virginia Wright, Rebecca Renwick, Kirsten Bobbie, and James Noronha. "Quality of Participation Experiences in Special Olympics Sports Programs." Adapted Physical Activity Quarterly 39, no. 1 (January 1, 2022): 17–36. http://dx.doi.org/10.1123/apaq.2021-0033.

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This cross-sectional study examined experiential elements facilitating quality sport experiences for youth (ages 12–24 years) in Special Olympics, and the associated influences of sport program and sociodemographic characteristics. A total of 451 athletes involved in the 2019 Special Olympics Youth Games completed a survey assessing elements of quality participation (autonomy, belongingness, challenge, engagement, mastery, and meaning). The t tests investigated whether athletes with intellectual and developmental disabilities rated elements differently across Traditional and Unified Sport programs. Regression analyses explored whether sport program and sociodemographic characteristics were predictors of these elements. Youth reported high mean scores across the elements, with no significant differences between athletes with intellectual and developmental disabilities in Traditional or Unified Sport. Athletes with no reported disability rated higher autonomy than those who reported disability (p = .01). Women tended to report greater engagement in sport than men (p = .07). Findings provide theoretical and practical insights into quality sport participation among youth in Special Olympics.
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Draheim, Christopher C., Daniel P. Williams, and Jeffrey A. McCubbin. "Cardiovascular Disease Risk Factor Differences between Special Olympians and Non-Special Olympians." Adapted Physical Activity Quarterly 20, no. 2 (April 2003): 118–33. http://dx.doi.org/10.1123/apaq.20.2.118.

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The purpose of the study is to determine whether cardiovascular disease risk factor differences exist between Active Special Olympians, Inactive Non-Special Olympians, and Active Non-Special Olympians. Resting blood pressure, total and abdominal body fat, fasting cholesterol profiles, and fasting insulin were measured in 145 (72 women, 73 men) adults with mild mental retardation. Active Special Olympians (n = 45) possessed lower diastolic blood pressures, body fat percentages, abdominal fat, triglycerides, and insulin than Inactive Non-Special Olympians (n = 38) and possessed lower body fat percentages than Active Non-Special Olympians (n = 62). Active Non-Special Olympians possessed lower triglycerides and insulin than Inactive Non-Special Olympians. Future prospective trials are needed to determine whether Special Olympics participation may be one effective component of community-based physical activity programs aimed at reducing cardiovascular disease risk.
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Ribeiro, Tiago, Abel Correia, and João Marôco. "Exploring the Games’ Intangible Legacy on Individuals: A Longitudinal Study of Teacher’s Community." Social Sciences 10, no. 10 (September 27, 2021): 359. http://dx.doi.org/10.3390/socsci10100359.

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Hosting the Olympics is subject to socio-educational outcomes, which can represent intangible and peripheral assets for host communities. The current study explores the Games’ intangible legacy on teachers’ attitudes at different points in time. Data were collected among teachers who attended the Rio 2016 Education Program at three different stages: 2016 (n = 611), 2017 (n = 451), and 2020 (n = 286). A longitudinal trend study was designed using multivariate analysis of variance MANOVA tests and latent growth modelling. Results show that the teachers’ perceptions of Olympic knowledge had a significant growth rate, while skills development and network/social exchange do not show significant changes over the time periods. Longitudinal findings suggest the continuity of the Olympic education programs as the basis for strengthening the Olympic intellect and social capital formation.
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Rubio, Katia. "OLYMPIC EDUCATION." International Journal for Innovation Education and Research 1, no. 4 (December 31, 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 model. The aim of this study was to present the Olympic Education program developed by the São Paulo Secretary of Education for teachers working in the public school network of São Paulo. This course conducted over the years 2012 and 2013 relied on the participation of 250 teachers, mostly involved with Student Olympics, competition involving public schools of São Paulo.
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Conatser, Phillip, Keith Naugle, Mark Tillman, and Christine Stopka. "Athletic Trainers' Beliefs Toward Working With Special Olympics Athletes." Journal of Athletic Training 44, no. 3 (May 1, 2009): 279–85. http://dx.doi.org/10.4085/1062-6050-44.3.279.

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Abstract Context: Certified athletic trainers (ATs) are often the first health care providers to treat injured athletes. However, few researchers have studied ATs' beliefs concerning working with Special Olympics athletes. Objectives: To examine ATs' beliefs toward working with Special Olympics athletes by using the theory of planned behavior model and to examine the influence of moderator variables. Design: Cross-sectional survey. Setting: Athletic Trainers' Beliefs Toward Special Olympics Athletes survey instruments were mailed to 147 directors of Commission on Accreditation of Allied Health Education Programs–accredited athletic training education programs (ATEPDs) in 43 states and 120 cities. Patients or Other Participants: One hundred twenty ATEPDs (44 women, 76 men). Main Outcome Measure(s): We used stepwise multiple regression analysis to determine whether attitude toward the behavior, subjective norm, and perceived behavioral control predicted intention and to determine which moderator variables predicted attitude toward the behavior, subjective norm, and perceived behavioral control. Pearson product moment correlations were used to determine ATEPDs' beliefs about how competent they felt working with Special Olympics athletes and whether they were currently working with these athletes. Results: We found that subjective norm, attitude toward the behavior, and perceived behavioral control predicted intention (R = 0.697, R2 = 0.486, F3,112 = 35.3, P < .001) and that intention predicted ATEPDs' actual behaviors (R = 0.503, R2 = 0.253, F1,118 = 39.995, P < .001). Moderator variables that predicted attitude toward the behavior included more years of experience working with Special Olympics athletes, completion of 1 or more courses in adapted physical activity, ATEPDs' competence, completion of 1 or more special education courses, and sex (R = 0.589, R2 = 0.347, F5,111 = 11.780, P < .001). Moderator variables that predicted subjective norm included more experience working with Special Olympics athletes and more Special Olympics certifications (R = 0.472, R2 = 0.222, F2,112 = 16.009, P < .001). Moderator variables that predicted perceived behavioral control included ATEPDs' competence, more years of experience working with Special Olympics athletes, and a higher educational degree (R = 0.642, R2 = 0.412, F4,113 = 19.793, P < .001). Conclusions: Certified athletic trainers had favorable attitudes about the behavior beliefs toward working with Special Olympics athletes; however, their subjective norm, perceived behavioral control, and intention beliefs were unfavorable. The ATEPDs reported they did not feel competent to work with Special Olympics athletes.
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Irmita, Luthfia Ulva, Mia Hilda Amanda, Badrus Syamsi, and Anton Wardaya. "IMPLEMENTASI KURIKULUM NASIONAL, INTERNASIONAL, DAN PEMINATAN (OLIMPIADE, PENELITIAN, DAN PROFESIONAL) DI SMA WARDAYA." JURNAL EDUSCIENCE 9, no. 2 (August 1, 2022): 324–35. http://dx.doi.org/10.36987/jes.v9i2.2719.

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This study aims to describe and analyze the implementation of the national, international (cambridge) curriculum and specializations (olympics, research, and professionals) at SMA Wardaya. This study uses a qualitative descriptive analysis method. Data collection techniques using triangulation techniques, namely through document studies, interviews, and observations. The research instrument used was a list of interview questions, observation sheets, and student response. The data obtained were then analyzed using an interactive data pattern, including data reduction, data presentation, and drawing conclusions.The results showed that the implementation of national, international and specialization curricula (olympics, research and professionals) at SMA Wardaya could improve the quality of education at SMA Wardaya. This can be seen from the planning, implementation and evaluation of curriculum programs carried out by school principals, representatives of the curriculum, teachers and students are classified as good. In addition, based on questionnaires and observations on the implementation of learning, it also shows that 100% of teachers implement the learning process in accordance with the national, international and specialization curricula (Olympic, research and professional) curricula. The results of the questionnaire on student responses to the implementation of an integrated curriculum of national, international, and specialization (olympic, research, and professional) curriculum at SMA Wardaya showed 75, 60 % of students responded well. Students become more motivated in learning and can develop their skills.
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Utomo, Dwi Priyo, Aci Maria Jehaut Putri, and Teguh Santoso. "Student’s Critical Thinking Ability to Solve Problems HOTS in Regular, Acceleration, and Olympics Class Programs." Jurnal Didaktik Matematika 9, no. 1 (April 30, 2022): 125–35. http://dx.doi.org/10.24815/jdm.v9i1.23242.

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Critical thinking skills are one of the main objectives of learning Mathematics. HOTS questions are needed so that students are familiar with international standard questions. This study aims to describe the mathematical critical thinking skills of students in the Regular, Accelerated, and Olympic class. Qualitative descriptive research approach with case study design. The subjects of this study were three students who came from different class programs. The research instruments used were tests and interviews. Data analysis used the following procedures: reduction data, data presentation, and conclusion drawing. The results showed that the Regular class students had 'low' critical thinking skills. Regular students are still confused about understanding the main idea of the problem, so the strategies used are not appropriate. Acceleration class students have 'good' critical thinking skills. Accelerated students can answer questions briefly and concisely, less thorough in drawing final conclusions. Olympiad class students have 'very good' critical thinking skills. Student answers are complete and clear. Olympiad class students understand the main purpose and objectives of the questions so that they lead to correct procedures and calculations.
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Вельтищев and Vitaliy Weltishev. "3D-Olympics And Computer Design Competition in Technical Universities Programs." Geometry & Graphics 3, no. 2 (June 10, 2015): 52–59. http://dx.doi.org/10.12737/12169.

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The author shares his experience of training 3D geometric design competition for technical objects using modern of CAD-systems. It proposed the idea of development of creative abilities of students in the process of learning the basics of geometric modeling by incorporating elements of the structure of the training methods of self-development. It is noted that the principle of competition among the students in the group, encourages the pursuit of the study of modern packages and the acquisition of new skills. Created aimed at the development of creative abilities formation technique Olympiad learning objectives based on the real experience of designing in engineering offices and proposed a new form of training for a competition at the expense of an additional self-study students. As the experience of the first 3D-competitions, the task of a typical section of the course of the IG does not attract active and creative students who want to learn to work at a high level and modern packages. Systematic preparation for the 3D-competition is a necessary and very useful tool to stimulate and self-study of the subject as "Fundamentals of geometric modeling." This subject is not in the programs of universities, but it is indispensable. The tasks of the Olympiad are encouraged to include practical design solutions, both in the solid state, and in surface modeling. In more complex tasks with surface modeling is particularly interesting to students. They seek to independently study the theoretical and practical side of the work in computer-aided design packages, so the competition celebrated its significant activity. In tasks you are offered the use of standard methods of practical surface modeling to create the technical and design form the projections and conceptual sketches. The article gives examples of practical solutions, which can be seen a high level of theoretical and practical training of participants in 3D geometric design competition, there is speed of execution of tasks and the ability to solve professional design solutions.
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Dissertations / Theses on the topic "Olympics programs"

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Thorn, Sandra Anne. "Olympism Education:Teaching and learning Olympism in a New Zealand secondary physical education programme." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4537.

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As a physical education teacher educator and Olympic educator I have become conscious that many physical education teachers have heard of Olympism, but are confused about what it encompasses. Furthermore they are challenged to understand how to teach Olympism in their physical education programmes. The potential of the educative and social value of Olympism is, as yet, unfulfilled. My study is about the content knowledge teachers require for teaching Olympism, the successful pedagogies they use, and the meanings that students derive from putting Olympism into action within, and outside of, the gymnasium. My qualitative case study uses teacher and student interviews, and observations to gather data as it follows the teaching and learning of Olympism in the Year 9 physical education programme of a New Zealand secondary school. In my attempt to understand what teachers need to know and do to make Olympism a reality in physical education programmes I have drawn on aspects of Shulman‟s (1987) seminal framework of teacher knowledge, to understand the content knowledge needed for teaching Olympism, the pedagogical content knowledge required, and the knowledge of students and their characteristics as they learn about Olympism. My findings reveal that teachers require various forms of content knowledge to teach Olympism, such as knowledge of students and their needs, a clear definition of Olympism for the setting, Olympism as a personal life-stance, ethical situations in games, and a holistic physical education curriculum. Pedagogies that the teachers used were found to be the transformation of Olympism into manageable concepts for teaching, the use of experiential and social teaching models in games contexts, and the extensive use of questioning and discussion strategies to develop critical thinking. Evidence shows the range of the students‟ learning, and the development of deeper meanings of Olympism. The students regarded the teacher as a role model of Olympism, and varied in their ability to transfer Olympism understandings into their wider lives. My detailed account of how teachers understand and teach Olympism, and the extent to which students apply their knowledge in class and beyond, offers a practical example of what Olympic education can look like when it has Olympism at its core. Such teaching I have named Olympism education.
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Witczuk, Julia Judyta. "Monitoring program and assessment of coyote predation for Olympic marmots." Connect to this title online, 2007. http://etd.lib.umt.edu/theses/available/etd-07252007-161147/.

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Cuschieri, Marie-Therese. "An evaluation of the evolution and development of Olympic Solidarity, 1980-2012." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14566.

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According to the Olympic Charter, “the aim of Olympic Solidarity is to organise assistance to National Olympic Committees, in particular those which have the greatest need”. For the last five decades funding from the sale of Broadcasting Rights for the Olympic Games, allocated to the National Olympic Committees, has been channelled through Olympic Solidarity as a means of promoting development. The aim of this research was therefore to evaluate the extent to which this redistributive claim is evidenced through an analysis of the distribution of the Olympic Solidarity funding, and an insight into the life histories of people involved in the process of allocating grant aid for Olympic Solidarity's World Programme funding.
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Alexander, Melissa Grace Fraser. "Social skills and sports (S³) program : developing the social skills of young adult Special Olympics athletes." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.

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MALLET, CECILE. "Radiometrie multifrequence en ondes millimetriques. Application au programme olympus." Paris 7, 1991. http://www.theses.fr/1991PA077058.

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Le programme europeen olympus pour l'etude de la propagation en ondes millimetriques sur le trajet terre-satellite, utilise notamment deux balises embarquees a bord du satellite olympus et dont les frequences d'emission sont 20 ghz et 30 ghz. Le travail presente porte sur l'usage de mesures radiometriques pour l'etalonnage de ces balises a mieux que 0. 1 db. Pour ce faire on analyse le probleme sous son angle theorique, a savoir quelle est la qualite d'un processus d'inversion fonde sur une regression multineaire des temperatures radiometriques. Deux approches sont successivement envisagees. Un modele atmospherique simplifie permet d'inverser directement l'equation de transfert radiatif. L'interet d'un dispositif radiometrique multifrequence est ainsi mis en evidence et les caracteristiques principales de l'appareil sont precisees. L'etude de donnees simulees permet d'affiner les resultats, differents algorithmes d'inversion sont compares et testes. L'efficacite des algorithmes d'inversion bases sur des mesures radiometriques est ainsi confirmee, tout en soulignant l'influence de l'erreur instrumentale sur la precision finale. Une precision de 0. 1 db sur l'affaiblissement atmospherique necessite en effet une mesure de la temperature apparente du ciel avec une precision inferieure a 2 k. Une etude theorique, puis pratique, du fonctionnement de l'appareil a ensuite permis la mise au point des procedures d'etalonnage du radiometre necessaires pour atteindre l'objectif final de precision
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Martinson, Robert J. S. M. Massachusetts Institute of Technology. "A real options analysis of Olympic Village development : how design flexibility adds value." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54860.

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Thesis (S.M.)--Massachusetts Institute of Technology, Program in Real Estate Development in Conjunction with the Center for Real Estate, 2009.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 72-79).
This thesis applies past research on real options - a right, but not an obligation to take some action on a real asset in the future - to a very specific type of real estate development related to Olympic Village development. The Olympics have been previously criticized for the excessive cost of preparation for the 16 or 17 day event. Chicago, if selected to host the 2016 Summer Games, could be faced with many of the same challenges of past cities. The purpose of this thesis is not to provide the final answer to whether a developer should implement design flexibility into a project like the Chicago Olympic Village, but rather provide a tool for which to analyze the project and areas of uncertainty. Real Options Analysis (ROA) is presented as a set of specific steps that correlate with more commonly used methods of real estate valuation. In order to determine the optimal sources for flexibility, qualitative research identifies challenges and uncertainties of Olympic Village development. This data is reviewed, analyzed and used to illustrate potential sources of flexibility for further analysis. ROA introduces the use of Monte Carlo simulation to better forecast the range of expected outputs and then integrates flexibility at various decision points of the project. The results of this model should allow decision makers for a project to choose the most desired path based on the goals and requirements of the project. It is observed, based on the assumptions used for this analysis, that flexibility "in" and "on" the project does create additional value, however this additional value is partially offset by the cost of the flexibility, if applicable.
(cont.) The results also illustrate the benefits of mitigating the downside risk of a project with the use of a real option. The process could provide alternate results with the use of other assumptions. The analysis of the hypothetical case study also investigates the relationship of two individual real options applied to a project simultaneously. It is determined, through results analysis, that the effect of a real option "on" and a real option "in" are virtually cumulative in achieving additional value for each type of option.
by Robert J. Martinson.
S.M.
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Wang, Xuetao. "Olympiad delegation registration system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2551.

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The purpose of this project is to design, build and implement a web application system for the Olympiad delegation registration. All the pages and user registration information will be stored in a PostgreSQL database and retrieved by JAVA Servlet and JDBC (JAVA Database Connectivity). The main purpose of this project is to provide an easy-to-register and web-base communication evironment for the National Olympic Committes (NOC) and the Organizing Committee for the Olympic Games (OCOG).
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Johnson-Freeman, Gina. "The construction and validation of two profiles to predict success in the Special Olympics Unified Sports Softball Program /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768850750406.

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Manuel, Shonta. "Changes in Beliefs about Aggression in Baton Rouge Youth Peace Olympics Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5372.

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Youth violence in the Baton Rouge inner-city area continues to create heightened concerns for the communities as well as the financial and healthcare systems. Even though violence prevention programs are in place in the area, no decline has been recorded in those who are being affected by violence. Due to lack of research in this field, a need for a sound research study exists to understand how Youth Peace Olympics (YPO) community-based program may be related to changes in attitudes about aggression and violence. A correlational cross-sectional research design was used to evaluate participants' beliefs about aggression, measured using the Normative Beliefs about Aggression instrument by the organization at the beginning and end of the summer program, in addition to secondary data that was provided to me (n=50). Social cognitive theory and the social development model were used as the theoretical framework for the study. Results showed a statistically significant decrease in retaliation approval of aggression scores (pretest M = 2.24, posttest M = 1.91; t[49] = 4.07, p =.000) and marginal statistically significant decrease in general approval of aggression scores (pretest M = 1.48, posttest M = 1.31; t[49] = 1.96, p = .055). Age, gender, and ethnicity were not found to be related to pretest attitudes or pretest/posttest changes in attitudes regarding retaliation approval or general approval of aggression at statistically significant levels. The potential for positive social change is to provide researchers and community-level stakeholders with preliminary program evaluation data related to attitudes about aggression/violence approval.
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Hwang, Bo-Ra. "A meta-narrative review of Olympic education and its implications for realist evaluation of programmes for Tokyo 2020." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36242.

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This thesis has sought to examine the conceptualisation(s) of the field of Olympic education identified in the English language literature, and to evaluate the planning of Olympic education in practice, specifically in relation to the preparation of Olympic education programmes and systems for the Tokyo 2020 Olympics and Paralympics. When Pierre de Coubertin introduced the modern Olympic Games, one of the ideas for the revival of the Games was to educate young people through sport. Despite Coubertin s educational philosophy, the Olympic Games have long failed to represent ideals of fair play, equal opportunity, and international harmony but being replaced by bribery, corruption, commercialism, drug use and gender discrimination instead. The IOC has strengthened the roles and mission of the Olympic bodies in particular relation to the promotion of Olympic values and Olympism through the implementation of Olympic education. As a policy aim for the Olympic Movement, the development of Olympic education programmes has become a key goal for the IOC and thus host cities/nations. Providing a concept of Olympic and Paralympic education programmes in preparation for staging the Olympic Games is a compulsory requirement for host cities and nations. However, in spite of the IOC s recent explicit and intended commitment to the development of Olympic education policies in practice, explanation of Olympic education as a concept and a set of practices is imprecise and relatively underdeveloped in the Olympic related area. In addition, there is a lack of understanding of how universal values and concepts of Olympic education are perceived and communicated in culturally diverse contexts. The thesis is divided into two related parts, which seeks to provide two fundamental contributions to knowledge in this field. Part One is focused on a meta-narrative review of the English language literature on Olympic education. The methodology of a meta-narrative review is an extension of the systematic review process and facilitates the identification of the contribution of research traditions to the phenomena under review, in this case the conceptualisation and operationalisation of Olympic education. Through the process of meta-narrative review, six research traditions were identified: educational philosophy; critical sociology; curriculum development; education psychology; development of evaluation measures; and policy analysis and evaluation. II The results of the review identified how Olympic education has been conceptualised with various unfolding storylines in different research traditions, and this analysis subsequently provided the basis for the second key element of the study in the form of templates against which to evaluate the Olympic education programmes and systems associated with Tokyo 2020. Part Two employs a case study approach and is focused on the analysis of six cases using a realist evaluation methodology, employing analytic logic models and analysis of Context-Mechanism-Outcome (CMO) configurations. This facilitates the development of explicit and/or implicit causal claims about changes brought about by Japanese Olympic education programmes. The research has also contributed to developing a critical review of Olympic education programmes in a culturally specific, non-western context. Provision of Olympic education, within the context of national legislation requiring its introduction into the school curriculum developed by various stakeholders, represents a unique and culturally specific context for its study. Not only its education system, but also the cultural and historical values embedded within Japanese Olympic education programmes derive from the Japanese understanding of Olympism and universal Olympic values based on the Japanese values such as harmony, in particular applied in the effort in the recovery from national disasters, moral values learned from Judo and physical education, and Japanese ways of expressing hospitality. Thus, this case study of Tokyo 2020 acts as an exemplar in the diffusing of ways of developing and delivering the benefits of Olympic education programmes in culturally specific context.
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Books on the topic "Olympics programs"

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08 Ao yun guan zhan zhi nan. Xiamen Shi: Lu jiang chu ban she, 2008.

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08 Ao yun guan zhan zhi nan. Xiamen Shi: Lu jiang chu ban she, 2008.

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Brazil) Fórum de Desenvolvimento do Esporte Olímpico no Brasil (3rd 2009 Natal. Olimpismo e educação olímpica no Brasil. Porto Alegre, RS: UFRGS Editora, 2009.

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Guang yao huan yu: Di 29 jie Ao yun huo ju chuan di cheng shi quan shu. 2nd ed. Beijing Shi: Zhong guo cheng shi chu ban she, 2008.

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Organōtikē Epitropē Olympiakōn Agōnōn Athēna 2004, ed. Episēmo anamnēstiko programma: Hē giortē, hē historia, hoi olympiades, ta athlēmata, to programma = Official souvenir programme : the celebration, the history, the olympiads, the sports, the schedule. Athēna: Diethneis Athlētikes Ekdoseis, 2004.

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Atlanta Committee for the Olympic Games. The games of the XXVI Olympiad: Closing ceremony program = Les Jeux de la XXVIe Olympiade : programme de la ceremonie de cloture. Atlanta, GA: ACOG, 1996.

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Games, Atlanta Committee for the Olympic. The Games of the XXVI Olympiad: Opening ceremony program, 19 July 1996 = Les jeux de la XXVIe Olympiade : programme de la ceremonie d'ouverture, 19 Juillet 1996. Atlanta, Ga: Atlanta Committee for the Olympic Games, 1996.

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Rubio, Katia. Os estudos olímpicos e o olimpismo nos cenários brasileiro e internacional: Olympic studies and olympism in the Brazilian and the international scenarios. Porto Alegre: EdiPUCRS, 2011.

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Niao chao, 2008: Zhongguo xin wen she de Ao yun ji yi = NEST 2008 : China news service : memory of olympics. Beijing: Dong fang chu ban she, 2009.

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Nauchno-prakticheskai͡a konferent͡sii͡a "Fizicheskai͡a kulʹtura i olimpiĭskoe dvizhenie Urala" (2nd 1993? Permʹ, Russia). 2-i͡a Nauchno-prakticheskai͡a konferent͡sii͡a "Fizicheskai͡a kulʹtura i olimpiĭskoe dvizhenie Urala": Materialy konferent͡sii. Permʹ: [s.n.], 1993.

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Book chapters on the topic "Olympics programs"

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Gronau, Hans-Dietrich, Hanns-Heinrich Langmann, and Dierk Schleicher. "Programme." In 50th IMO - 50 Years of International Mathematical Olympiads, 27–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14565-0_4.

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Wagg, Stephen. "The Contemporary Olympic Games — Commercial Juggernaut or the Price of Progress?" In The London Olympics of 2012, 1–13. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137326348_1.

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Witherspoon, Kevin B. "Repression of Protest and the Image of Progress (Mexico City 1968)." In Surveilling and Securing the Olympics, 110–25. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137290694_5.

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Karamichas, John. "The Environmental Issue: Opposing Modernity and Progress." In The Olympic Games and the Environment, 32–50. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137297471_3.

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Donnelly, Michele K. "Gratuitous gendering, gender equality, and the Olympic programme." In Gender Equality and the Olympic Programme, 131–38. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002741-6.

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Xia, Yameng. "Personal Experience of Social Progress." In An Oral History of the Special Olympics in China Volume 2, 83–131. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5128-4_3.

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Donnelly, Michele K. "Mixed-gender relay and team events and gender equality." In Gender Equality and the Olympic Programme, 105–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002741-5.

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Donnelly, Michele K. "A qualitative analysis of gender inequalities and the Olympic programme." In Gender Equality and the Olympic Programme, 53–85. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002741-3.

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Donnelly, Michele K. "A quantitative analysis of gender inequalities and the Olympic programme." In Gender Equality and the Olympic Programme, 22–52. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002741-2.

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Donnelly, Michele K. "Introduction." In Gender Equality and the Olympic Programme, 1–21. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002741-1.

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Conference papers on the topic "Olympics programs"

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Djobova, Stefka, and Ivelina Kirilova. "EMPOWERMENT OF PERSONS WITH INTELLECTUAL DISABILITIES THROUGH INVOLVEMENT IN SPECIAL OLYMPICS BULGARIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/100.

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ABSTRACT Special Olympics is the world’s largest sports organization for children and adults with intellectual disabilities. It was established to provide year-round sports training and competition opportunities in a variety of Olympic-type sports. Nowadays, it is a global movement of devoted people gathered to create a new world of inclusion where every single person is accepted and welcomed, regardless of ability or disability. In Bulgaria, the Special Olympics program started in 1994 and since then is constantly advocating for access to sports for the disadvantaged groups in our society. The aim of this study is to reveal the power of sport in the transformation of the lives of persons with intellectual disabilities involved in the Special Olympics program in Bulgaria. Single-case research design was applied for examining changes in outcome variables in a researched target group. For the truly recapture of the researched individuals, we made use of narrative in terms of “live stories”. The grounded theory of this study is empowerment, as defined by the United Nations Social Development Network. The transformative power of sports has a positive influence on personal and sport-specific competencies, relatedness, expansion of opportunities, and autonomy. Involvement in Special Olympics contributes to personal development and inspires a sense of belonging. Training and competition involvement are increasing opportunities and experiences that lead to the empowerment of a single person with an intellectual disability.
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"Programme." In 15th Asian Physics Olympiad. WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814689120_0004.

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Paes-Marques, Braulio. "Sports, the Olympic Movement and the Olympic Programme." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc1.04.

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Keldibekova, A. O., and Ch Tokurov. "Programs of the school of Olympic reserve and elective courses as elements competence-based model of learning olympiad mathematics." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-11-2018-11.

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Haiachi, Marcelo de Castro, Tamires Nunes dos Santos, Augusto César Alves dos Santos, João Pedro Bonarparte Tavares, and Ailton Fernando Santana de Oliveira. "Pandemic challenges for sports programs and projects for people with disabilities: Healthy routine challenge program." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.11.

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Sukharkova, Marina. "THE OLYMPIC VOLUNTEER PROGRAM IN CHINA." In Россия и Китай: история и перспективы сотрудничества. Благовещенск: Благовещенский государственный педагогический университет, 2021. http://dx.doi.org/10.48344/bspu.2021.10.16.029.

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Haiachi, Marcelo de Castro, Erik Bueno de Ávila, Vinícius Denardin Cardoso, Sarah Cristina Montes Canuto, Roberta Santos Kumakura, Ailton Fernando Santana de Oliveira, and Leonardo José Mataruna-Dos-Santos. "Military rehabilitation programs and Paralympic Movement." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc1.06.

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Kirst, Flavio Valdir, and Otavio Guimaraes Tavares da Silva. "Olympic Education in the Games Rio 2016: Transforma Program." In Journal of Human Sport and Exercise - 2018 - Rio 2016 Olympic Games First Anniversary Special Edition. Universidad de Alicante, 2018. http://dx.doi.org/10.14198/jhse.2018.13.proc1.08.

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Nunes, Rita Amaral. "Values and education: The Olympic education program in Portugal." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.09.

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Scarton, Alessandra, Gabriel Merlin, Tiago Da Costa, Nelson Todt, and Ricardo Saldanha. "Olympic Values Inventory (IVO): Validation of an instrument for social sports programs." In Journal of Human Sport and Exercise - 2019 - Rio 2016 Olympic Games Second Anniversary Special Edition. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc3.10.

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Reports on the topic "Olympics programs"

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Wilson, Jack M. Support for Training Program United States Physics Team for the International Physics Olympiad. Fort Belvoir, VA: Defense Technical Information Center, November 1989. http://dx.doi.org/10.21236/ada215227.

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Ramm-Granberg, Tynan, F. Rocchio, Catharine Copass, Rachel Brunner, and Eric Nelsen. Revised vegetation classification for Mount Rainier, North Cascades, and Olympic national parks: Project summary report. National Park Service, February 2021. http://dx.doi.org/10.36967/nrr-2284511.

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Field crews recently collected more than 10 years of classification and mapping data in support of the North Coast and Cascades Inventory and Monitoring Network (NCCN) vegetation maps of Mount Rainier (MORA), Olympic (OLYM), and North Cascades (NOCA) National Parks. Synthesis and analysis of these 6000+ plots by Washington Natural Heritage Program (WNHP) and Institute for Natural Resources (INR) staff built on the foundation provided by the earlier classification work of Crawford et al. (2009). These analyses provided support for most of the provisional plant associations in Crawford et al. (2009), while also revealing previously undescribed vegetation types that were not represented in the United States National Vegetation Classification (USNVC). Both provisional and undescribed types have since been submitted to the USNVC by WNHP staff through a peer-reviewed process. NCCN plots were combined with statewide forest and wetland plot data from the US Forest Service (USFS) and other sources to create a comprehensive data set for Washington. Analyses incorporated Cluster Analysis, Nonmetric Multidimensional Scaling (NMS), Multi-Response Permutation Procedure (MRPP), and Indicator Species Analysis (ISA) to identify, vet, and describe USNVC group, alliance, and association distinctions. The resulting revised classification contains 321 plant associations in 99 alliances. A total of 54 upland associations were moved through the peer review process and are now part of the USNVC. Of those, 45 were provisional or preliminary types from Crawford et al. (2009), with 9 additional new associations that were originally identified by INR. WNHP also revised the concepts of 34 associations, wrote descriptions for 2 existing associations, eliminated/archived 2 associations, and created 4 new upland alliances. Finally, WNHP created 27 new wetland alliances and revised or clarified an additional 21 as part of this project (not all of those occur in the parks). This report and accompanying vegetation descriptions, keys and synoptic and environmental tables (all products available from the NPS Data Store project reference: https://irma.nps.gov/DataStore/Reference/Profile/2279907) present the fruit of these combined efforts: a comprehensive, up-to-date vegetation classification for the three major national parks of Washington State.
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Hermeston, Mark W. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-99-Olympia-Grand Coulee No. 1. Office of Scientific and Technical Information (OSTI), August 2002. http://dx.doi.org/10.2172/824745.

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Martin, Mark A. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-23) - Schultz - Raver and Olympia – Grand Coulee. Office of Scientific and Technical Information (OSTI), August 2001. http://dx.doi.org/10.2172/824079.

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Jahn, Oden W. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-128 - Olympia-Satsop #3 [Mile 1-6]). Office of Scientific and Technical Information (OSTI), March 2003. http://dx.doi.org/10.2172/824181.

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Hermeston, Mark W. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-95) Chehalis-Olympia No.l and Chehalis-Centralia No. 2. Office of Scientific and Technical Information (OSTI), July 2002. http://dx.doi.org/10.2172/824738.

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Corriveau, L., J. F. Montreuil, O. Blein, E. Potter, M. Ansari, J. Craven, R. Enkin, et al. Metasomatic iron and alkali calcic (MIAC) system frameworks: a TGI-6 task force to help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329093.

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Australia's and China's resources (e.g. Olympic Dam Cu-U-Au-Ag and Bayan Obo REE deposits) highlight how discovery and mining of iron oxide copper-gold (IOCG), iron oxide±apatite (IOA) and affiliated primary critical metal deposits in metasomatic iron and alkali-calcic (MIAC) mineral systems can secure a long-term supply of critical metals for Canada and its partners. In Canada, MIAC systems comprise a wide range of undeveloped primary critical metal deposits (e.g. NWT NICO Au-Co-Bi-Cu and Québec HREE-rich Josette deposits). Underexplored settings are parts of metallogenic belts that extend into Australia and the USA. Some settings, such as the Camsell River district explored by the Dene First Nations in the NWT, have infrastructures and 100s of km of historic drill cores. Yet vocabularies for mapping MIAC systems are scanty. Ability to identify metasomatic vectors to ore is fledging. Deposit models based on host rock types, structural controls or metal associations underpin the identification of MIAC-affinities, assessment of systems' full mineral potential and development of robust mineral exploration strategies. This workshop presentation reviews public geoscience research and tools developed by the Targeted Geoscience Initiative to establish the MIAC frameworks of prospective Canadian settings and global mining districts and help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. The knowledge also supports fundamental research, environmental baseline assessment and societal decisions. It fulfills objectives of the Canadian Mineral and Metal Plan and the Critical Mineral Mapping Initiative among others. The GSC-led MIAC research team comprises members of the academic, private and public sectors from Canada, Australia, Europe, USA, China and Dene First Nations. The team's novel alteration mapping protocols, geological, mineralogical, geochemical and geophysical framework tools, and holistic mineral systems and petrophysics models mitigate and solve some of the exploration and geosciences challenges posed by the intricacies of MIAC systems. The group pioneers the use of discriminant alteration diagrams and barcodes, the assembly of a vocab for mapping and core logging, and the provision of field short courses, atlas, photo collections and system-scale field, geochemical, rock physical properties and geophysical datasets are in progress to synthesize shared signatures of Canadian settings and global MIAC mining districts. Research on a metamorphosed MIAC system and metamorphic phase equilibria modelling of alteration facies will provide a foundation for framework mapping and exploration of high-grade metamorphic terranes where surface and near surface resources are still to be discovered and mined as are those of non-metamorphosed MIAC systems.
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