ELENI SOT. GKLEGKLE
Teacher of Physical Education, MSc
PHYSICAL EDUCATION AS A TOOL FOR
PROMOTING
THE OLYMPIC IDEALS
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Aim of the research
The aim of the present research was to explore the
relationship between PE and the promotion of Olympic
Ideals in primary schools.
More precisely, this study tried to capture the way, according
to which PE at schools can provide opportunities to the
students on one hand to understand the educative and
social value of sports and on the other to acknowledge the
Olympic spirit and the Ideals of Olympism.
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Research questions
Which are the perceptions of teachers of PE in the primary and secondary schools of Greece concerning the importance and significance of sport education?
How do they perceive the relation between PE and Olympic Ideals?
Which are the practices they use to promote the Olympic Ideals and Values through PE in their school?
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Values of Olympism
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Objectives of PE at schools
Developing the knowledge
Understanding the contribution of physical
activity to the enhancement of well-being
Developing motor skills via the movement
Understanding those values and attitudes that can
contribute to the enhancement of self-esteem,
and self-confidence
Obtaining knowledge with regard to the cultural and
social factors
Developing interpersonal skills and attitudes
Taking part in the creation of a healthy community
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Skills that students can develop through the
sport education at school
Physical Skills
Self management
and competitive
skills
Communicative skills
Social and Co-operative skills
Problem-Solving skills
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Examples of Olympic educational programs
in Greece
As Constantinides (2003) mentions, the lesson of Olympic education started being taught in the Greek schools in January 2001, inspired by the Olympic Games being held in Athens, in 2004.
The ultimate objective of the program was the so-called Open School, which invited all the stakeholders to take part in the activities implemented and all the events.
Constantinides (2003, p. 216) argues that “Olympic Education is a pedagogic program in the frame of which values, acquired knowledge, experiences and dexterities are promoted.
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The objectives of Olympic Education
Program (OEP)
To teach students the history of the Olympic Games.
To ensure both the values and the principles of sports were
taught to students.
To inform the students about the importance of the Olympic Games for their own country
and in general.
To make students aware of the concept and the important role
of volunteerism, which is a crucial factor ensuring the
success of the Olympic Games.
To help students develop skills, which are associated with the
control of behavior.
To allow students realize the significance of the exercise in
their health.
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Olympic education programs in other
countries
A similar program was implemented in Singapore between 14 and 26 August 2010. All the activities of the program were based on five themes of Olympism: a) development of skills,
b) healthy lifestyle, c) well-being, d) expression and e) social responsibility.
In the same year, the Indian Olympic Committee developed the Olympic Values Education Program (OVEP), which aimed at encouraging young students to participate in sports and
learn the Olympic values.
The largest program concerning Olympic Education around the world was implemented in China, in 2008. The program had two aims: a) to bring the Olympic Values to
schoolchildren and b) to break down borders and making friends
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Methodology
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Quantitative method was used in this research
The appropriate instrument was the Structured questionnaire
The questions were both close and open ended
The questionnaire consisted of three sections.
Out of a total of 108 teachers of PE in the primary and
secondary schools of the city of Kalamata, Greece.
The research was conducted between October 2012 –
December 2012.
PE at school……………
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Contributes to the enhancement of self-esteem, and self-
confidence of the students and encourage students to take active
part in community activities.
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Helps students to develop self-management skills and to
learn and acquire knowledge about health care
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Helps students to learn how the values, the actions and
the attitudes of the other people affect their own well-being
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Encourages students to express their feelings, opinions, needs and
ideas through the development of interpersonal skills and to
understand and acknowledge their responsibilities within the
community they live in
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Percentage of teachers who think that school promotes
the Olympic Ideals through physical education.
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Percentage of teachers who promote physical
activities outside school.
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Percentage of teachers who promote activities
that link
physical education with the spirit of Olympism.
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Suggestions about what should be done so as PE at school is
able to promote the Olympic Ideals to the students
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The participation of the parents and the local community in the design and implementation of physical activities. The teachers indicated
the need of cooperation between all the stakeholders, so as the PE to become a means of enhancement of the concept of
Olympism and the promotion of the Olympic Ideals to all students.
Reform of the strict and non-flexible curriculum, so as teachers have the ability to
take initiatives, which will on one hand encourage the participation of all
stakeholders in the physical activities organized by the school and on the other
promote the Olympic Education and help the students to learn, understand and acknowledge the Olympic Ideals.
Discussion
All the respondents claimed that PE at school is very important because it helps
students to:
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Acquire physical skills.
Understand the contribution of physical activity to the enhancement of their well-being.
Enhance self-esteem, and self-confidence of the students.
Develop interpersonal skills and attitudes.
Develop self-management skills.
Learn and acquire knowledge about health care.
Obtain information about the various cultural and social factors that affect the participation of a person in physical activities.
Cultivate relationships with other students and their classmates.
Respect the Other.
Express their feelings, their opinions, needs and ideas through the development of interpersonal skills.
Discussion
However, the majority of the teachers that took part in the research claimed that PE at
their school does not:
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Encourage students to take active part in community activities.
Encourage students to take part in the creation of a healthy community.
Help students to learn how the values, the actions and the attitudes of the other people affect their own well-being.
Help students identify how their actions, attitudes, and behaviours affect the behaviour, the well-being and the attitudes of the other people.
Contribute to the cultivation of relationships between students the members of the wider community.
Help students to understand and acknowledge their responsibilities within the community they live in.
Encourage students to take initiatives, to take part in collective actions and to make changes so as to develop a healthy community.
How teachers of physical education in the primary and
secondary schools of Greece perceive the relation between
physical education and Olympic Ideals?
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All teachers have a common perception regarding the concept of Olympism and what constitutes the Olympic Ideals. Excellence, friendship, peace, respect were the Values of Olympism they mentioned, which coincides with the literature review
Nevertheless, the lack of a relationship between the school and the community, as well as the non-flexible and strict curriculum and the teacher-centered teaching model in the Greek bureaucratic education system are the problems identified by the teachers.
These problems are linked to the lack of promotion of activities that enhance the relationship between school and community and promotes the link between PE and the Olympic Ideals.
Which are the practices that the teachers of physical education
in the primary and secondary schools of Greece uses, so as to
promote the Olympic Ideals and Values through physical
education in their school
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The school does not promote physical activities which link PE with the Olympic Ideals. In addition, teachers do not promote physical activities outside school.
the research indicated that the creation of small groups within the classroom and the implementation of competition of various sports at the end of the school year are the two
practices adopted by the teachers
the teachers suggest that: a) there should be a review and reform of the curriculum, so as to be more flexible and give the teachers the ability to implement practices and take initiatives and b) the
school should cooperate more with the local community.
Conclusions
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The analysis indicated that teachers have problems stemming from the strict curriculum that does not allow them to take initiatives regarding the promotion of Olympic Ideals through physical activities at school.
Another problem that results in this is the lack of cooperation between school and local community.
Therefore, this research stresses the importance of: a) the closer cooperation of the school with the community and all the stakeholders and b) the fact that PE teachers should be more encouraged in organizing physical activities in the school and outside the curriculum, that will further promote the Olympic Spirit and the Olympic Education.
It should be mentioned that all teachers should bear in mind that “influenced by the ancient Greeks, the Fundamental Principles of Olympism portrayed on the Olympic Charter reflect this significance of the respect for balance in the human character between aspects of mind, body and spirit, an understanding of the joy found in effort, an emphasis on peaceful behaviour and respect for others”
Thank you for attention!
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