Acta Universitatis Carolinae Kinanthropologica (AUC Kinanthropologica) is an international peer reviewed journal for the publication of research outcomes in the humanities, the social sciences and the natural sciences, as applied to kinathropology. It is a multidisciplinary journal accepting only original unpublished articles in English in the various sub-disciplines and related fields of kinanthropology, such as Anthropology, Anthropomotorics, Sports Pedagogy, Sociology of Sport, Philosophy of Sport, History of Sport, Physiology of Sport And Exercise, Physical Education, Applied Physical Education, Physiotherapy, Human Biomechanics, Psychology of Sport, Sports Training and Coaching, Sport Management, etc. The journal also welcomes interdisciplinary articles. The journal also includes reports of relevant activities and reviews of relevant publications.
The journal is abstracted and indexed by CNKI, DOAJ, EBSCO, ERIH PLUS, SPOLIT, SPORTDiscus, and Ulrichsweb.
AUC KINANTHROPOLOGICA, Vol 54 No 2 (2018), 79–95
The Youth Olympic Games as an arena for Olympic education: An evaluation of the school program, “Dream Day”
Svein Erik Nordhagen, Halvor Fauske
DOI: https://doi.org/10.14712/23366052.2018.7
zveřejněno: 22. 11. 2018
Abstract
The promotion of Olympic education through Olympic events has received increased attention among researchers. The aim of this paper is to evaluate the Youth Olympic Games (YOG) as an arena for Olympic education based on the perceptions of the pupils participating in the school programme “Dream Day” during the YOG 2016 in Lillehammer, a former Olympic city in Norway. Didactical principles for Olympic education (Naul, 2008) are adopted as an analytical framework. This is a qualitative case study using interviews, observations and personal essays of participating pupils as the main sources. Based on the findings in this paper, we argue that the YOG have significant potential as an arena for Olympic education. However, this potential is not yet utilized, and the following implications for future practices are presented. First, the International Olympic Committee (IOC) needs to put more effort into the implementation of Olympic education programmes. Second, the implementation of Olympic education programmes should be a collaboration between different groups and disciplines, including youth representatives. Third, corroborating Naul’s (2008), the pupils’ socio-cultural backgrounds have to be taken into account in order to meet the needs of the participating youth. Finally, the Olympic education programme should have a long-term perspective where the Games are used to increase the educational effect.
klíčová slova: Olympic education; sports participation; intervention programme; local youth; demonstration effect; festival effect
reference (38)
1. Binder, D. L. (2007). Teaching values – An Olympic education toolkit. Lausanne: International Olympic Committee.
2. Binder, D. L. (2012). Olympic values education: Evolution of a pedagogy. Educational Review, 64(3), 275–302. CrossRef
3. Binder, D., Aplin, N., & Miang, T.-K. S. (2017). Singapore: Olympic education inspired by the Youth Olympic Games. In: R. Naul, D. Binder, A. Rychtecky, & I. Culpan (Eds.), Olympic education: An international review (pp. 253–264). Abingdon: Routledge. CrossRef
4. Chalip, L. (2006). Towards social leverage of sport events. Journal of Sport & Tourism, 11(2), 109–127. CrossRef
5. Chatziefstathiou, D. (2013). Olympism: A learning philosophy for physical education and youth sport. In: K. Armour (Ed.), Sport Pedagogy: An introduction for teaching and coaching. Abingdon: Routledge, pp. 90–101.
6. Chatziefstathiou, D., & Henry, I. (2008). Olympism, governmentality and technologies of power. In: R. K. Barney, M. K. Heine, K. B. Wamsley, & G. H. MacDonald (Eds.), Pathways: Critiques and discourse in Olympic Research (pp. 320–337). London, Ontario: International Centre for Olympic Studies.
7. Coalter, F. (2007). London Olympics 2012: The catalyst that inspires people to lead more active lives? Perspectives in Public Health, 127(3), 109–110.
8. Culpan, I., & McBain, S. (2012). Constructivist pedagogies for Olympism education. Asia-Pacific Journal of Health, Sport and Physical Education, 3(2), 95–108. CrossRef
9. David, P. (2004). Human rights in youth sport: A critical review of children's rights in competitive sport. Abingdon: Routledge.
10. Gessmann, R. (2004). Olympisches Menschenbild und schulische Sportdidaktik. In: Nationales Olympisches Komitee fur Deutschland (Ed.), Olympische Erziehung – eine Herausforderung an Sportpädagogik und Schulsport (pp. 131–153). Sankt Augustin: Academia.
11. IOC (2007). Minutes 119th Session Guatemala [Unpublished material]. Received from the Olympic Study Centre, Lausanne.
12. IOC (2015a). The Youth Olympic Games event manual [Unpublished material]. Received from the LYOGOC.
13. IOC (2015b). Olympic Charter. Retrieved 9 January 2018, from http://www.olympic.org/olympic-charter/documents-reports-studies-publications.
14. Kohe, G. Z., & Chatziefstathiou, D. (2017). London 2012: Olympic education in the United Kingdom. In: R. Naul, D. Binder, A. Rychtecky, & I. Culpan (Eds.), Olympic education: An international review (pp. 60–72). Abingdon: Routledge.
15. Krieger, J. (2012). The Youth Olympic Games from the athlete's perspective. In: J. Forsyth & M. K. Heine (Eds.), Problems, possibilities, promising practices: Critical dialogues on the Olympic and Paralympic Games (pp. 41–44). London, Ontario: International Centre for Olympic Studies. PubMed
16. Leng, H. K., Kuo, T. Y., Baysa-Pee, G., & Tay, J. (2012). Make me proud! Singapore 2010 Youth Olympic Games and its effect on national pride of young Singaporeans. International Review for the Sociology of Sport, 49(6), 745–760. CrossRef
17. Lenskyj, H. J. (2008). Olympic industry resistance: Challenging Olympic power and propaganda. New York: State of New York Press.
18. Lenskyj, H. J. (2012). Olympic education and Olympism: Still colonizing children's minds. Educational Review, 64(3), 265–274. Maass, S. (2007). The Olympic values. Olympic Review, 63, 28–33.
19. Makris, A., & Georgiadis, K. (2017). Olympic education in Greece during the Athens 2004 Olympic Games. In: R. Naul, D. Binder, A. Rychtecky, & I. Culpan (Eds.), Olympic education: An international review (pp. 47–59). Abingdon: Routledge.
20. Muller, N. (2004). Olympic Education. The Sports Journal, 7(1), 1–9. http://thesportjournal.org/article/olympic-education.
21. Naul, R. (2008). Olympic education. Oxford: Meyer and Meyer Verlag. PubMed
22. Naul, R., Binder, D., & Rychtecky, A. (2017). Olympic education: An international review. New York: Taylor & Francis. CrossRef
23. Norwegian Directorate for Education and Training (2015). Curriculum in Physical Education. Retrieved 10 May 2017, from http://data.udir.no/kl06/KRO1-04.pdf.
24. NOVA (2016). Ungdata 2016: Nasjonale resultater [Youth data 2016: National results]. Retrieved 10 May 2017, from http://www.hioa.no/Om-HiOA/Senter-for-velferds-og-arbeidslivsforskning/NOVA/Publikasjonar/Rapporter/2016/Ungdata-2016.-Nasjonale-resultater.
25. OCG (2013). Samarbeidsavtale om Drommedagen [Cooperation agreement on Dream Day]. Received from the OCG.
26. Parry, J. (2012). Olympic education and the Youth Olympic Games. Acta Universitatis Carolinae, Kinanthropologica, 48(1), 90–98.
27. Pound, R. (2008). The future of the Olympic Movement: Promised land or train wreck. In: R. K. Barney, M. K. Heine, K. B. Wamsley, & G. H. MacDonald (Eds.), Pathways: Critiques and discourse in Olympic research (pp. 1–18). London, ON: University of Western Ontario.
28. Ritchie, J. (2000). Turning 16 days into 16 years through Olympic legacies. Event Management, 6(3), 155–165.
29. Schnitzer, M., Walde, J., Scheiber, S., Nagiller, R., & Tappeiner, G. (2018). Do the Youth Olympic Games promote Olympism? Analysing a mission (im)possible from a local youth perspective. European Journal of Sport Science, 1–9. Retrieved 24 April 2018, from https://www.tandfonline.com/doi/full/10.1080/17461391.2018.1458906. CrossRef
30. Segrave, J. O. (2000). The (Neo) modern Olympic games: The revolutions in Europe and the resurgence of universalism. International Review for the Sociology of Sport, 35(3), 268–281. CrossRef
31. Smith, A., & Fox, T. (2007). From "Event-led" to "event-themed" regeneration: The 2002 Commonwealth Games legacy programme. Urban Studies, 44(5–6), 1125–1143. CrossRef
32. Statistics Norway (2018). Completion rates of pupils in upper secondary education. Retrieved 3 June 2018, from https://www.ssb.no/en/utdanning/statistikker/vgogjen.
33. Wamsley, K. (2004). Laying Olympism to rest. In: J. Bale & M. K. Christensen (Eds.), Post-Olympism (pp. 231–242). New York: Berg.
34. Wassong, S. (2006). Olympic education: Fundamentals, success and failures. In: N. B. Crowther, R. K. Barney, & M. K. Heine (Eds.), Cultural imperialism in action critiques in the global Olympic Trust (pp. 220–229). London, ON: University of Western Ontario.
35. Weed, M. (2010). The potential of the demonstration effect to grow and sustain participation in sport. London: Sport England.
36. Weed, M., Coren, E., Fiore, J., Mansfield, L., Wellard, I., Chatziefstathiou, D., & Dowse, S. (2009). A systematic review of the evidence base for developing a physical activity and health legacy from the London 2012 Olympic and Paralympic Games. Canterbury: Department of
37. Weed, M., Coren, E., Fiore, J., Wellard, I., Mansfield, L., Chatziefstathiou, D., & Dowse, S. (2012). Developing a physical activity legacy from the London 2012 Olympic and Paralympic Games: A policy-led systematic review. Perspectives in Public Health, 132(2), 75–80. CrossRef PubMed
38. Yin, R. K. (2014). Case study research: Design and methods (5th Ed.). London: Sage publications.
The Youth Olympic Games as an arena for Olympic education: An evaluation of the school program, “Dream Day” is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
vychází: 2 x ročně
cena tištěného čísla: 190 Kč
ISSN: 1212-1428
E-ISSN: 2336-6052
