OLYMPISM: OLYMPISM: EDUCATION AND 2012EDUCATION AND 2012

The second of a series of three Gresham lectures, in the run-up to the London Olympic Games 2012, that will consider the ethical and political values of

the Olympic Movement, and their educational application.

Prof Dr Jim ParryProf Dr Jim ParryCharles University in PragueCharles University in Prague

'Olympic' - the Olympic Games, 'Olympic' - the Olympic Games, ancient or modern.ancient or modern.

a two-week festival of sporta two-week festival of sport

held once in every four years held once in every four years

between elite athletes representing their between elite athletes representing their countries or city-statescountries or city-states

in inter-communal competition.in inter-communal competition.

'Olympiad''Olympiad'

a four-year period, during which a Games a four-year period, during which a Games may or may not be held.may or may not be held.

so: the London Games are properly so: the London Games are properly referred to not as the XXX Games (since referred to not as the XXX Games (since there have been only twenty-seven, three there have been only twenty-seven, three having been cancelled due to World Wars) having been cancelled due to World Wars) but as the Games of the XXX Olympiad.but as the Games of the XXX Olympiad.

'Olympism''Olympism'

not just the elite athlete, but everyonenot just the elite athlete, but everyone

not just a short truce period, but the not just a short truce period, but the whole of lifewhole of life

not just competition and winning, but also not just competition and winning, but also the values of participation and co-the values of participation and co-operationoperation

not just sport as an activity, but also as a not just sport as an activity, but also as a formative and developmental influenceformative and developmental influence

'Olympism''Olympism'

a universal social philosophy which a universal social philosophy which emphasises the role of sport:emphasises the role of sport:

in world developmentin world development

international understandinginternational understanding

peaceful co-existencepeaceful co-existence

social and moral education.social and moral education.

THE OLYMPIC CHARTER - OMTHE OLYMPIC CHARTER - OMhttp://www.olympic.org/Documents/olympic_charter_en.pdf

The section on the Olympic Movement (p. 13)

declares:

“The goal of the Olympic Movement is to contribute to building a peaceful and better world by educating youth through sport practised in accordance with Olympism and its values.”

THE OLYMPIC CHARTER - IOCTHE OLYMPIC CHARTER - IOC

The section on the IOC (p. 14) begins:

“The mission of the IOC is to promote Olympism throughout the world and to lead the Olympic Movement.”

THE OLYMPIC CHARTER - IFsTHE OLYMPIC CHARTER - IFs

The section on the IFs acknowledges their role in regulating and developing sport, and then declares their responsibility to:

“contribute to the achievement of the goals set out in the Olympic Charter, in particular by way of the spread of Olympism and Olympic education

Rhetoric and RealityRhetoric and Reality

So the official rhetoric is at pains to prioritise So the official rhetoric is at pains to prioritise and emphasise the ethical and educational and emphasise the ethical and educational basis of the Olympic Movement, and exhorts basis of the Olympic Movement, and exhorts all responsible authorities to take practical all responsible authorities to take practical steps to realise its vision and missionsteps to realise its vision and mission.

Our question:

How successful has London 2012 been in developing Olympic Education in the UK?

Concept of SportConcept of Sport

• physical (effort)physical (effort)not chessnot chess

• contest (‘contract to contest’ - competition contest (‘contract to contest’ - competition not mountaineeringnot mountaineering and and

excellence)excellence)

• rule-governed (fair play, equality and justice)rule-governed (fair play, equality and justice)not field sportsnot field sports

• institutionalised (‘lawful authority’)institutionalised (‘lawful authority’)not hula-hoopingnot hula-hooping

• shared values and commitments (respect)shared values and commitments (respect)

Concept of SportConcept of Sport

De Coubertin distinguished:De Coubertin distinguished:

World ChampionshipWorld Championship vs Olympic Sport vs Olympic Sport

SportSport

Fair Fair vs Temple vs Temple

(Agora, Market-place)(Agora, Market-place)

He said: you can’t have it both ways!He said: you can’t have it both ways!

Ethical CompetitionEthical Competition

Examples:Examples:

1. Why public panics about sportsdope?1. Why public panics about sportsdope?

2. Gambling - the new doping?

3. Amateurism - the idea that extrinsic goals are liable to deflect us from our ethical trajectory.

EducationEducation

'giving information about' or 'instruction in' 'giving information about' or 'instruction in' some specificssome specifics

‘giving advice about’ (e.g. anti-doping)

In contrast to a more general idea of education which sees it as the development of personal attributes and qualities.

Olympic EducationOlympic Education

'giving information about' the structure of the 'giving information about' the structure of the Olympic Movement, and some of its idealsOlympic Movement, and some of its ideals

‘‘giving instruction in’ how to conduct oneself as giving instruction in’ how to conduct oneself as a volunteera volunteer

‘giving advice about’ how to prepare for post-how to prepare for post-competition work and lifecompetition work and life

Possibilities for ActionPossibilities for Action

The example of others:The example of others:

Sydney 2000 – an excellent websiteSydney 2000 – an excellent website

Athens 2004 – national curriculum +

3,000 new PE teachers

Beijing 2008 – a complete revision of themoral education curriculum

IOC – the OVEP project

Possibilities for ActionPossibilities for Action

GBR in the past:GBR in the past:

A National Olympic Academy (cp. IOA)A National Olympic Academy (cp. IOA)

An Education CommitteeAn Education Committee

Engage with PE profession and curriculumEngage with PE profession and curriculum

Work with DfEWork with DfE

Develop Olympic Study/Research Network

Connect with ‘Culture’

Olympic Education in 2012Olympic Education in 2012

Structural Issue: LOCOG and BOAStructural Issue: LOCOG and BOA

‘‘Get Set’ websiteGet Set’ website

PodiumPodium

InspireInspire

Olympic Study Centre at LoughboroughOlympic Study Centre at Loughborough

(co-administered by the BOA)

2012 Legacy2012 Legacy

‘‘Legacy’ is code for urban infrastructural Legacy’ is code for urban infrastructural changechange

‘Sports legacy’ is often code for sports infrastructure – sometimes means increased sports participation

But what about an ‘Olympic’ legacy?

2012 - an ‘Olympic’ legacy?

AAn ‘Olympic’ legacy would mean:

Re-conceptualising and re-vitalising PE

Re-engineering the role of PE and sport in schools and communities

Reconsidering the role of PE, sport and other practical and cultural pursuits in the life of a pupil

Re-focussing and re-theorising possibilities for moral education

Olympism and PE teachersOlympism and PE teachers

(a)(a) to further their traditional concern for the whole to further their traditional concern for the whole child whilst working at the levels both of activity child whilst working at the levels both of activity and of ideasand of ideas

(b)(b) to show coherence between approaches to to show coherence between approaches to practical and theoretical work practical and theoretical work

(c)(c) to explore in upper years ideas implicit in work to explore in upper years ideas implicit in work in lower years in lower years