INTERNATIONAL OLYMPIC ACADEMY 10Th JOINT

INTERNATIONAL OLYMPIC ACADEMY

10th JOINT INTERNATIONAL SESSION FOR PRESIDENTS OR DIRECTORS OF NATIONAL OLYMPIC ACADEMIES AND OFFICIALS OF NATIONAL OLYMPIC COMMITTEES

12-19 MAY 2010

PROCEEDINGS

ANCIENT OLYMPIA

10thDoa003s020.indd 3 4/15/11 2:47:25 PM Commemorative seal of the Session

Published by the International Olympic Academy and the International Olympic Committee

2011

International Olympic Academy 52, Dimitrios Vikelas Avenue 152 33 Halandri – Athens GREECE Tel.: +30 210 6878809-13, +30 210 6878888 Fax: +30 210 6878840 E-mail: [email protected] Website: www.ioa.org.gr

Editor: Prof. Konstantinos Georgiadis, IOA Honorary Dean

Photographs: IOA Photographic Archives

Production: Livani Publishing Organization

ISBN: 978-960-14-2350-0

10thDoa003s020.indd 4 4/15/11 2:47:25 PM INTERNATIONAL OLYMPIC ACADEMY

10th JOINT INTERNATIONAL SESSION FOR PRESIDENTS OR DIRECTORS OF NATIONAL OLYMPIC ACADEMIES AND OFFICIALS OF NATIONAL OLYMPIC COMMITTEES

SPECIAL SUBJECT:

NEW CHALLENGES IN THE COLLABORATION AMONG THE IOC, THE IOA, THE NOCs AND THE NOAs

ANCIENT OLYMPIA

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EphOria Of ThE iNTErNaTiONal OlympiC aCadEmy (2010)

president Isidoros KOUVELOS Vice-president Christos CHATzIATHANASSIOU members Lambis NIKOLAOU (IOC Member – ex officio member) Spyros KAPRALOS (HΟC President – ex officio member) Emmanuel KATSIADAKIS (HOC Secretary General – ex officio member) Michalis FISSETzIDIS Panagiotis KONDOS Leonidas VAROUXIS honorary president † Juan Antonio SAMARANCH honorary Vice-president Nikolaos YALOURIS honorary dean Konstantinos GEORGIADIS director Dionyssis GANGAS advisor on education issues Stephen MILLER

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president Spyridon CAPRALOS 1st Vice-president Pavlos KANELLAKIS 2nd Vice-president Athanassios VASSILIADIS Secretary general Emmanuel KATSIADAKIS Treasurer Antonios NIKOLOPOULOS deputy Secretary general Dimitrios CHATzIMIHALIS deputy Treasurer Michail FYSSETzIDIS iOC member Charalambos NIKOLAOU members Stylianos AGGELOUDIS Georgios VASSILAKOPOULOS Ioannis VASSILIADIS Georgios YEROLYMPOS Georgios GLAROS Dimitrios DIATHESSOPOULOS Spyridon zANNIAS Athanassios KANELLOPOULOS Ioannis KARRAS Vassilios KATSORAS Emmanuel KOLYMPADIS Panagiotis KONTOS Isidoros KOUVELOS Konstantinos KOURKOUTAS Georgios LENOS Sophia MPEKATOROU Vasilios POLYMEROS Stylianos PROSALIKAS Ioannis SGOUROS Vassilios SEVASTIS Petros SYNADINOS Thomas TIMAMOPOULOS Pericles TRIKALIOTIS Antonios TSAMESSIDIS Christos CHATzIATHANASSIOU

10thDoa003s020.indd 8 4/15/11 2:47:25 PM iOC COmmiSSiON fOr CUlTUrE aNd OlympiC EdUCaTiON (2010)

Chairman Charalambos W. ΝIKOLAOU (GRE) members Vittorio ADORNI (ITA) Haya AL HUSSEIN (UAE) Beatrice ALLEN (GAM) Franco ASCANI (ITA) Valeriy BORzOV (UKR) Helen BROWNLEE (AUS) Danilo CARERA DROUET (ECU) Philip CRAVEN, MBE (GBR) Iván DIBÓS (PER) Conrado DURÁNTEz (ESP) Jean DURRY (FRA) Hicham EL GUERROUJ (MAR) Golda EL-KHOURY (LIB) Manuel ESTIARTE (ESP) Timothy Tsun Ting FOK (CHN) Konstantinos GEORGIADIS (GRE) Nat IUNDRAPANA (THA) Kipchoge KEINO (KEN) Isidoros KOUVELOS (GRE) Karl LENNARTz (GER) Vladimir LISIN (RUS) Marc MAES (BEL) Admire MASENDA (zIM) Alicia MASONI de MOREA (ARG) Samih MOUDALLAL (SYR) Norbert MÜLLER (GER) Mohamed MzALI (TUN) Francis Were NYANGWESO (UGA) Enrico PRANDI (ITA) Sam RAMSAMY (RSA) Thomas P. ROSANDICH (USA) Mounir SABET (EGY) Melitόn SANCHEz RIVAS (PAN) Klaus SCHORMANN (GER) Antun VRDOLJAK (CRO) Ching-Kuo WU (TPE) honorary member zhenliang HE (CHN) director in charge Thomas SITHOLE (zIM)

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CONTENTS

Foreword by the Honorary Dean of the International Olympic Academy, Prof. Konstantinos GEORGIADIS ...... 17

Opening Ceremony of the 10th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs Ancient Olympia, 13th May 2010

Opening address “National Olympic Academies – National Olympic Committees, Parallel paths, intertwined paths”, by the President of the International Olympic Academy, Isidoros KOUVELOS...... 23

Works of the 10th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs

Lectures

The National Olympic Committee: Its role and position at the dawn of the 21st century Ioannis PAPADOGIANNAKIS (GRE)...... 31

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The place and role of Olympism in higher education Antonín Rychtecký (cze)...... 45

Expansion of the cooperation among Olympic Solidarity, NOCs & NOAs Nicole GIRARD-SAVOY (IOC)...... 60

Olympic Charter: The institutional framework for the development of Olympic education and the role of the National Olympic Academies as a tool of the IOC towards this direction Alexandre Miguel MESTRE (POR)...... 65

How to spread and develop joint international programs about Olympic Education: Cultural and communication problems Henry TANDAU (TAN)...... 82

The use of art for the development of Olympic education: Passing the visual torch Dr Thomas P. Rosandich (USA)...... 95

The position of the athlete in the social structure of Ancient Greece Prof. Mark GOLDEN (CAN)...... 105

Short presentations by the participants

Olympic education within the cooperation with the Armenian NOC Prof. Vahram ARAKELYAN, Prof. Anahit HARUTYUNYAN and Prof. Harutyun BABAYAN (ARM)...... 117

Argentine Olympic Academy Report 2009-2010 Prof. Silvia DALOTTO (ARG)...... 119

Belgian Olympic Committee – Belgian Olympic Academy Thierry DELEUZE (BEL)...... 128

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Croatian Olympic Academy Danira Bilic (CRO)...... 130

Egyptian Olympic Committee Mohie Eldin MOHAMED (EGY)...... 133

Estonian Olympic Academy in 2009/2010 Reele Remmelkoor (EST)...... 136

Danish Olympic Committee – Danish Olympic Academy Susan ROULUND and Nina BUNDGAARD (DEN)...... 139

National Olympic Academy of Finland Petri Haapanen (FIN)...... 143

From memories of sport to the history of sport: The French National Olympic Academy Mémos Programme Dr Yohan BLONDEL (FRA)...... 145

IV Continental Seminar for National Olympic Academies. Guatemala 2009 Report Dr Fernando Beltranena Valladares (GUA)...... 148

Abstract of the activities of the Iraqi Olympic Academy 2009 Dr Abdul RAZZAK AL-TAIE (IRQ)...... 152

Report of the National Olympic Academy of the Kyrgyz Republic on fulfilled tasks for the year 2009 Kulbarchyn MambetalievA and Aizat Motukeeva (kgz)...... 155

Lithuanian Olympic Academy trends in developing Olympic ideas Assoc. Prof. Dr Egle Kemeryte-Riaubiene and Prof. Povilas Karoblis (ltu)....157

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Status Report: The National Olympic Academy, Olympic Council of Malaysia Dr Siew Eng TAN (MAS)...... 160

Sudan Olympic Committee / Sudan Olympic Academy Dr Safe Eldain Merghani (SUD)...... 165

Leveraging the Vancouver 2010 Olympic Winter Games to engage teachers and students in the Canadian Olympic School Program David Bedford and Lisa Wallace (CAN)...... 167

NZOC/NZOA Olympic Education Strategic Plan 2009-2012 Elspeth McMILLAN (NZL)...... 171

Polish Olympic Academy initiatives and activities in the years 2006-2010 Prof. Halina ZDEBSKA (POL)...... 174

National Olympic Academy of Portugal activities, 2009 Dr Silvio RAFAEL and Sandro LUCIO (POR)...... 177

Olympism and Youth. Indonesia NOC Tubagus Lukman DJAJADIKUSUMA (INA)...... 181

15 Years of Slovenian Olympic Academy – Great progress on Olympic education and collaboration with NOC Committees Ales Solar (SLO)...... 189

Introduction to the National Olympic Academy (NOA) of the Chinese Taipei Olympic Committee (CTOC) Dr Lily Chou (TPE)...... 193

The National Olympic Academy of Togo Charles PANOU (TOG)...... 201

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National Olympic Academy and National Olympic Committee: Ukrainian experience Laryssa DOTSENKO (UKR)...... 205

Zimbabwe Olympic Academy Eugenia Chidhakwa (ZIM)...... 209

Algerian Olympic Committee – National Olympic Academy Zaher BENSOLTANE (ALG)...... 211

Towards a National Olympic Academy Dr Hussain Haleem (MDV)...... 217

The National Olympic Academy of Greece Isidoros KOUVELOS (GRE)...... 220

Conclusions of the discussion groups...... 223

Closing Ceremony of the 10th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs Ancient Olympia, 17th May 2010

Address on behalf of the participants of the Session, by Dr Silvio RAFAEL (POR)...... 253

Address on behalf of the lecturers of the Session, by Alexandre Miguel MESTRE (POR)...... 255

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Address and Closing of the works of the Session by the President of the International Olympic Academy, Isidoros KOUVELOS...... 260

List of participants...... 263

10thDoa003s020.indd 16 4/15/11 2:47:26 PM FOREWORD

For the 10th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs (12-19 Μay 2010) we chose the subject: “New challenges in the collaboration among the IOC, the IOA, the NOCs and the NOAs” in order to assess the long-term relationship between the institutions and explore the way in which their relations are structured and to what extent it would be possible to establish a code of guidelines with the view to improving cooperation among Olympic institutions. The Session was attended by 107 representatives (66 men and 41 women) of 86 National Olympic Academies and Committees and 7 lecturers. Nicole Girard- Savoy represented the IOC highlighting Olympic Solidarity’s remarkable work. Yannis Papadogiannakis (GRE), former Vice-President of the HOC and chef de mission at 4 Olympic Games, spoke about the role of the National Olympic Committee and the challenges to which it shall need to respond in the future. Professor Antonίn Rychtecký (CZE), an old friend of the IOA and one of the best known officials of National Olympic Academies, talked about the role of tertiary education using the example of his country as a base. Alexandre Mestre (POR) and Henry Tandau (TAN), researchers and students of the IOA’s postgraduate programs, presented their views on the development of Olympic education programs, the first from the legal viewpoint and, more specifically, within the framework of the Olympic Charter and the second with reference to communication problems that hinder the efforts to develop joint programs. Dr Thomas P. Rosandich (USA), as a specialist of the relation between art and sport, delivered an outstanding lecture on the subject: “The use of art for the development of Olympic Education: Passing the visual torch”. Professor Mark Golden (CAN)

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expounded his views regarding the role of sport in the social evolution of citizens in Ancient Greece by means of a short presentation of the conclusions of his research from his published book on that same subject. The number of presentations by National Olympic Academies was also impressive. The Session’s report contains 28 presentations which present in detail the rich and amazing activities of National Olympic Academies in their countries. In the conclusions of the working groups, NOA officials proposed the establishment of guidelines for the cooperation between the NOAs and the NOCs. Once again they brought back the issue of including the President of the National Olympic Academy in the Plenary of the NOC. Moreover, NOAs should create a logo that identifies with and serves the objectives of the NOC. The IOA for its part should promote the most active NOAs as an example. National Olympic Academies for their part should develop and promote their educational programs through the NOCs which in turn should give material and moral support to all relevant efforts. Examples of activities like “Olympism goes to school”, the educational material developed by the NOA of Indonesia for their NOC, which promotes it among schools, were presented during the Session. Similar programs are being implemented in The Netherlands like “Mission Olympic”, a cooperation project between the national school sport and the NOC, and in Estonia the “School Olympic Games”. In their conclusions participants proposed changes to the Olympic Charter in order to make it compulsory for all NOCs to create a National Olympic Academy. Furthermore, participants felt that conditions are now ripe for a broader cooperation, at all levels, between the IOC and the IOA. This cooperation is now necessary, more than ever before, because of the global economic crisis. This topic was presented by the President of the IOA Isidoros Kouvelos to the IOC’s Commission for Culture and Olympic Education on 9 December 2010 in Durban, South Africa and it was decided that it would be discussed with IOC President Dr Jacques Rogge. In Durban Commission members referred extensively to the IOA’s contribution to the Olympic Movement and thanked its President Isidoros Kouvelos for its exceptional work in the last fifty years.

10thDoa003s020.indd 18 4/15/11 2:47:26 PM FORΕWΟRD

Once again, we wish to express our gratitude and warm thanks to all those who support our efforts. In particular, our thanks go to the staff and the members of the Ephoria of the IOA, the HOC and the IOC.

Prof. Konstantinos GEORGIADIS IOA Honorary Dean

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An c i e n t Ol y m p i a , 13th Ma y 2010

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Commemorative photo at the main stairs with the participants of the Session along with the postgraduate students from IOAthe Master’s degree Programme. 4/15/11 2:47:43 PM Opening address “National Olympic Academies – National Olympic Committees, Parallel paths, intertwined paths”, by the President of the International Olympic Academy, Isidoros KOUVELOS

Dear friends and participants of this 10th Joint Session of National Olympic Academies and National Olympic Committees, it’s a pleasure to welcome you to Ancient Olympia and the International Olympic Academy, at an extremely difficult period for Greece and the international community. We are all aware of the important role played by National Olympic Committees and National Olympic Academies. In particular, the National Olympic Academies should play a very important role in their respective countries, not only for the education of the youth but also for the education of sports officials. Our annual meeting, here at the Academy, aims at strengthening an international network of exchange of information and views on the pedagogical orientation we should all follow in order to tackle the problems that the international sports movement faces today. We all know what these problems are, especially those that are predominant: the political and economic exploitation of the sports product, doping, the distortion of the meaning of competition, as well as the inadequate education of young people in the values of Olympism. If we add to these problems, the world economic crisis and, more generally, the crisis of humanistic values, we have one additional reason to review and redefine the roles that we all have, through the administration of sports and what we offer to society but, above all, through education since it is education that lays the foundations that will allow us to bring about major changes in our daily life.

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We have to admit though that the seeds of education take a lot of time before they bear fruit. This is why, quite often, societies prefer to choose the easier solution. They prefer to opt for more direct means of propagating behavior models and rules among youth and, in general, among athletes and young people. But this is the mistake for which we all have to pay, in all areas. The world Olympic and sports family has the duty to persist, to further and support Olympic education. Education takes time before it bears fruit. However, the changes that will take place, eventually, in societies underpinned by a sound education system will be so important that they will lead to the creation of a healthy structure governed by stable rules and humanistic values. The International Olympic Committee, through its Charter, entrusts to National Olympic Committees the mission of propagating the principles of Olympism in each country. This is a very distinct and extremely important mission. Each National Olympic Committee, in order to comply with its obligations, cooperates directly or, to be more realistic I should say must cooperate with the National Olympic Academy of each country that forms, or to be more realistic once again, I should say must form an integral part of the NOC’s structure. Even when a National Academy operates outside the IOC’s legal and organizational framework, close cooperation and mutual recognition of the two institutions are a prerequisite for the attainment of their common goal which is the propagation of Olympism in the whole world. From this rostrum, we have often heard that National Olympic Academies should be independent and self-governing because of the very important cultural value of their mission. Allow me here to take a stand since my role of President of the International Olympic Academy, the umbrella institution for the individual activities of the NOAs, is extremely sensitive and delicate. The two words we often hear in this hall, “independence” and “autonomy” might lead to erroneous interpreta- tions. It is obvious that National Olympic Academies must diligently preserve their independence in order to contribute, in the most efficient way, to the free movement of ideas and opinions and thus facilitate the propagation of the Olympic

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Reading of Pierre de Coubertin’s writings at the Coubertin grove.

Laying of wreath at the Pierre de Coubertin stele by the Session’s lecturers Nicole Girard-Savoy and Ioannis Papadogiannakis.

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principles, a task that a technocratic organization like the NOC cannot easily perform nowadays. Such independence, however, should not be confused with the concept of autonomy in the case of a National Olympic Academy, a concept that can easily be misconstrued, thus leading to the total separation of the Olympic Academy from the NOC. And, in order to be more realistic, for a third time, I would say that this would not be compatible with the objectives and principles of the Olympic Movement. Admittedly, without the independent forum provided by each National Olympic Academy, the ideas of Olympism would shrink and often lose their meaning, sacrificed on the altar of opportunism. It is, however, also certain that without the NOC’s and the IOC’s organizational and financial support to the National Academy, the role of this educational institution would be reduced and run the risk of losing its real purpose. For all the above reasons, we should all seek to create an appropriate climate that will enable all National Olympic Academies to find a “modus vivendi” where it does not already exist, a way of coexisting with the NOCs, that will make them stronger and help them protect their independent voice, as well as survive in the vast structure of the Olympic Movement. Dear friends, the Olympic ideals represent today, more than ever before probably, a pedagogical orientation for world youth that shapes the thinking, the intellectual process and behavior of the young people on this planet. To achieve this objective, the International Olympic Committee, the International Olympic Academy, National Olympic Academies and National Olympic Committees must coordinate their action and work together with the view to promoting and preserving these pedagogical values. These ideas, however, are not enough on their own. As the author Nikos Kazantzakis once said, “there are no ideas – there are only men who carry ideas – and these ideas rise to the level of the man who carries them”. I want to close this opening address with this phrase and encourage you to reflect once again on what we want our life to be and our role and duty towards young people and young athletes. If we can really do something for them, let us do it with generosity since, any way, our life too is God’s gift to all of us.

10thDoa021s081.indd 26 4/15/11 2:47:46 PM Laying of wreath at the Carl Diem and Ioannis Ketseas monument by the NOAs’ representatives (from left to right): Silvio Rafael (POR), Keiko Wada (JPN), Antonίn Rychtecký (CZE).

Participants in front of the temple of Hera during their guided visit at the archaeological site of Ancient Olympia.

10thDoa021s081.indd 27 4/15/11 2:47:49 PM Participants ready to run at the ancient stadium.

Photo in front of the temple of Zeus.

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Lectures

- The opinions of the lecturers do not necessarily reflect those of the International Olympic Academy. - Out of respect for multiculturalism and diversity of scientific research, we do not intervene in every lecturer’s personal way of presenting his/ her bibliography and footnotes.

10thDoa021s081.indd 29 4/15/11 2:47:52 PM During the opening ceremony of the Session in the conference hall. On the panel (from left to right): the IOA Director Dionyssis Gangas, the IOA President Isidoros Kouvelos and the IOA Honorary Dean Konstantinos Georgiadis.

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Ioannis PAPADOGIANNAKIS (GRE) Lawyer Former HOC Vice-President Chef de Mission of the Olympic team (1988, 1992, 2000, 2004)

First of all, I wish to thank the President of the IOA, Mr Isidoros Kouvelos and the Director, Mr Dionyssis Gangas for their honoring invitation to speak as a lecturer at this Session. I share with both of them a sincere, enduring friendship and sports cooperation.

From the works of the Session in the amphitheatre.

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From the presentation of Dr Thomas Rosandich’s lecture.

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The subject was a “challenge” for me and should maybe be the topic of a one-day meeting for I believe that the problems and challenges facing the Olympic Movement are many, just as there are many opposite views on where Olympism and its principles are heading today, in the 21st century. Looking briefly back to the last century, we see that since the ’70s and especially during the ’80s, the World Sports Movement has gone through a major crisis. The first problem is related to the escalation of violence inside and outside competition venues. “Hooliganism” has become the plague of football matches both inside and outside the stadiums placing world sports authorities in a difficult position. The second problem is doping that was quite often encouraged by the governments of the then Eastern bloc. Alongside these two problems, we have witnessed terrorist attacks during the Olympic Games (Munich Olympic Village in 1972 – Atlanta Olympic Park in 1996) and, during the Cold War, the boycotting of the Olympics by the USA and the former Soviet Union and their allies (Moscow 1976 – Los Angeles 1980). To answer the question “What is the NOCs’ role in the 21st century”, one should take into account not only the conditions that prevail today worldwide but also those that will follow. On the one hand, there are major scientific and technological breakthroughs that contribute to the propagation and development of sport, but on the other you have a financial crisis, an institutional crisis, a value crisis and scandals that come to light even within the IOC in connection to briberies accepted by its members during the voting for the 2002 Winter Olympic Games. The crisis continues to exist within the Olympic Movement as the problems of the past century persist, with an additional factor, commercialization, which has invaded all levels of sport and the Olympic Movement and makes the situation even worse. As crises occur, their handling depends on the administration and leadership of each NOC, which determines the levels of its authenticity. Dealing with a crisis requires leadership skills. When times are difficult, we all feel the temptation to compromise or forget our principles. However, the Olympic principles that have been handed down are not negotiable and should not disappear as the result of excessive commercialization. NOCs and above all the IOC, have the duty to be something more than the managers of the Olympic Idea. They have the duty to be its trustees.

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The NOCs’ mission is set out in the Olympic Charter (Rule 31, art. 2.1), according to which their mission is to develop and protect the Olympic Move- ment in their respective countries. The following paragraphs of this article detail the areas on which they should focus their activities. Their first obligation is to propagate the fundamental principles of Olympism and contribute to their diffusion through educational programs. The precise definition of Olympism cannot be found in the best known international dictionaries, nor is it contained in the Olympic Charter. Moreover, Coubertin himself refrained from giving a definition and it seems that the term was coined and appeared from 1909 onwards as a set of values. These values are not clearly defined, but they are the basic values of ancient Greek philosophers who believed that young people should exercise in order to have a healthy body and should also cultivate their ethical and spiritual values in order to attain perfection. This standpoint is based on five elements: a) Unity of mind and body, b) Development of abilities, c) Impartiality, d) Fair play, e) Peace. It is therefore obvious that today the philosophy of Olympism pursues pedagogical and educational objectives and does not influence only those who participate in the Olympic Games but also millions of people who watch them on their television sets.

The NOC and Olympic Education

In this century, the era of innocence for sport has irrevocably ended and this is why we should understand that Olympic education is the primary element of the Olympic Movement and its quintessence. Having established that, I believe that the NOCs should intensify their efforts of promoting Olympic education, which should be developed in two directions: the first involves theoretical consideration of the philosophy, sociology and psychology of Olympism, with the view to enhancing its values. The second refers to the educational process as such that will initiate young people to the values of the Olympic Movement. This can be achieved in the following ways:

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a) Through the athletes, who have competed or won at the Olympic Games. Great athletes fascinate people with their fame and glory and they may become role models for youth. The popularity and prestige which athletes enjoy at national and international level should be built on as they represent Olympism’s best ambassadors. b) Through sports organizations and, in particular, through their country’s national federations and associations that can promote the spirit of sport and the principles of “fair play” and combat violence and drug use propen- sity. c) Propagating Olympic education through the media by highlighting the great moments of the Olympic Games and interviews with their stars that focus on the human interest angle of their personal stories. d) Finally, NOCs can propagate Olympism and its principles, especially in countries that have organized Olympic Games, through the volunteers. The Olympic Movement has the largest participation of volunteers than any other organization and with proper training by NOCs they can become the best heralds of Olympism.

The hovering question in the sports-loving world today is the following: Does sport build ethical persons or should we build ethical persons who will become involved in sport. The answer is that by spreading Olympic education we can build ethical persons.

The autonomy of NOCs and political interventions

It is very important to protect and ensure the autonomy of NOCs. Each NOC is an independent legal entity and should not fall prey to political exploitation or be dependent on political authority. Unquestionably, NOCs should work to maintain harmonious cooperation with their government and appropriate government bodies (Rule 31, §5). Quite often governments intervene in the operation of sports institutions to an extent that violates the autonomy of sports associations or federa-

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tions, and even of the NOC, either through financial support by means of regular or special grants, or through legislative provisions. Such intervention becomes easier when government support leads to financial dependence. NOCs should therefore organize their relationship with the government in a way that ensures that the support they receive does not turn into subordination and dependence. The fact that the European Parliament has been dealing with this problem since 2009 shows how serious it is; the “WHITE PAPER ON SPORT”, sets out the guidelines that will create the future framework of the European Policy for Sport, taking into account the specific nature of sport and respectful of its autonomy and self-governing status. (Μ. Μavromatis, 9th Congress of Sports Administration – The Olympic Movement in society, 2008). Moreover, history teaches us that politics have always been present in the development of the Olympic Movement, since its inception and participate in all the facets of social life, including sports. Politics and Sport must live together and establish a general framework of mutual respect. (J. A. Samaranch, p.88). If NOCs realize that there are political interventions that abolish the autonomy of the Olympic Movement in their country, or that the principles of the Olympic Charter are not respected, they should immediately notify the IOC and ask for its help.

The obligations of NOCs and financial resources

The NOCs have the exclusive powers for the representation of their country at the Olympic Games and world competitions and must participate in the Games of the Olympiad by sending athletes (Rule 31, § 3). This means that they also have the obligation to develop Olympic preparation programs to enable their athletes, if they cannot win a medal, to participate in a fitting manner. The problem of the athletes’ preparation in those difficult economic conditions is extremely complex. Already since the beginning of the last decade, it has become clear that there will be cut-downs in government grants in the future and several governments have communicated their views and encouraged their National Federations and NOCs to seek new sources of financing for sport. In return, they propose concluding agree-

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ments with private sponsors. The Greek government, in the context of its austerity program, has already reduced by 20% the Federations budget for 2010. In my opinion, the end of government grants, for NOCs in particular, will be a serious blow to sport’s promotion and development. What’s more, under difficult economic conditions, even the most traditional national sponsors (Banks, Foundations, Enter- prises, etc.) are reluctant. For the National Sponsorships “experiment” to succeed, NOCs will have to ask their governments to introduce by law significant tax reliefs, equal to the amounts offered to provide some kind of incentive to sports sponsors. I also believe that NOCs should re-assess their sports need in order to reduce expenses by developing a National Sports Plan with priorities and new objectives. This can be achieved by ranking the sports that each NOC will support for Olympic preparation. Specialized studies by sports experts will be needed to establish which sports people like best combined with the country’s sports tradition and citizens’ physical and psychological condition. Let me give you the example of Greece, a country with a population of 11 million that finances from the state budget 32 Federations of Olympic Sports (28 summer and 4 winter sports) and approximately 20 Federations of non-Olympic Sports. This cannot go on under the present conditions. It is an enormous waste! Each NOC should therefore select, based on strict criteria, the sports to be financed for Olympic preparation among those that have a strong chance of doing well at the Olym- pics. This choice should be reasoned and based on documented research. Sports that will not be selected could be developed by means of private sponsors’ funds. If their athletes achieve good performances these sports could then be funded by the State Budget or join the NOCs Olympic Preparation Program. In this way, promising sports will obtain larger amounts while the development of the other sports will continue to be encouraged.

Olympic preparation programs

As already mentioned, NOCs have exclusive powers for the representation of their respective countries at the Olympic Games. This means an additional responsi-

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bility for the good appearance of their athletes. Until the Seoul Games (1988), there was no limit to the number of entries. However, faced with the problem of gigantism as new sports were added to the Olympic program, the IOC decided that from the Barcelona Games (1992) onward the umber of competitors should not exceed 10,000. This is still the case today, apart from a few exceptions. To ensure that this maximum number will not be exceeded, the IOC in cooperation with the IFs concerned establishes every four years, qualification criteria and limits that are different for each (Individual-team) sport wishing to ensure participation of athletes from all continents, as well as top level performances. Moreover, in order to help developing countries that are represented by less than 6 athletes, the IOC may decide to offer a small number of 1 or 2 places in each sport. This could also be the case for countries whose athletes failed to meet the IOC’s criteria. The aim of this decision is to allow all countries to participate symbolically and propagate the world spirit of Olympism. Under these new conditions, the NOC of a country that does not have top performance sport and wishes to be represented at the Olympic Games even by one athlete should present the relevant request to the IOC that will decide following consultation with the International Federation concerned and the Organizing Committee of the Olympic Games. The above clearly show that NOCs must develop programs for the Olympic Preparation of their athletes. The working-out of this program should start right after the closing of the Olympic Games, setting as time horizon the opening of the next celebration of the Games. The program should also establish, from the very beginning, the selection criteria and limits for the athletes and teams whose Olympic preparation will be supported, depending on the NOC’s objectives each time. This is an objective system that ensures transparency and prevents any political or other interference. During a first stage, based on the criteria, the athletes of the “pre-Olympic team” will be selected by means of this system. It would, however, be useful for each NOC to set up a special Olympic Preparation Commission whose members would remain, for the whole four-year period, in close contact with the Federa- tions and the athletes to help them solve any problems and guide them. I think it would be a good idea to mention the five main areas on which the Olympic Preparation Program should focus in my view:

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1. The legal framework that governs sports, which should also include incentives for athletes of all levels. 2. The planning of the sports programs of the country’s federations. This planning should include: a) the training schedule (in the country and abroad), b) the competition schedule (for qualifications – goals), c) scientific support (ergometrics, sports medicine, physiotherapy, psychology, etc.). 3. Planning control and monitoring by the NOC. 4. Assistance and support by state bodies (mainly the Ministries of Εducation, Defence, Health, Labour, etc). 5. Financing of programs from the state budget. It should be noted here that the IOC does not give NOCs any financial for their Olympic preparation. However, as we will see further on, direct financial assistance can be provided to elite athletes through Olympic Solidarity.

At this point, it is worth noting that the Hellenic Olympic Committee deve loped in 1986 for the first time an Olympic Preparation Program for the Olympic Games with limits and criteria for the athletes that would be taking part in the Seoul 1988 Olympics. These criteria were accepted by all Federations when they were submitted to them; however, during the plenary meeting (30-08-1988) that would finalize the list of athletes to be entered for the Games, a number of Federation representatives expressed reservations when it became apparent that well-known athletes would be excluded from the Games because they failed to meet the criteria and limits. In the end, by an overwhelming majority (23–2), the Plenary of the Hellenic Olympic Committee decided to respect the criteria. As could be expected, after the announcement of the Olympic Team from which some famous names were missing, there was a general outcry against the decision on the part of the athletes that had been excluded and their Federations. Moreover, there were also some unexpected political reactions. The aunt of an excluded sailing athlete, who was Deputy Minister of Education, resigned after denouncing the Hellenic Olympic Committee and demanded the athlete’s Inclu- sion in the Olympic Team.

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Despite strong reactions and unbearable pressure the Committee did not change its decision and so the criteria and Olympic Preparation Programs were established in this way and are regularly readjusted. These programs proved to be extremely useful. Greece, from a single medal in the 1988 Olympic Games, reaped 16 medals in 2004 and has achieved excellent results in all sports at international level. For history, let me mention that the excluded athlete who was 18 at the time won three Olympic medals at the next Olympiads, is still competing today and represents a shining example for our youth, a model of sports ethics and fair play and offers huge services to sports education.

The IOC’s financial support to NOCs

NOCs can, under certain conditions, obtain financial support from the IOC through the Olympic Solidarity Commission. This Commission, in accordance with Rule 8 of the Olympic Charter, is responsible for the management and redistribution of the share the television rights from the broadcasting of the Summer and Winter Olympic Games, which belongs to the NOCs and represents 6%. The Commission is chaired by the President of the IOC and it develops programs for technical, educational and financial assistance. These programs are numerous and varied and their aim is to promote the development of sport from grass root to top performance level throughout the world, by helping athletes in each country. NOCs have the right to use all these programs that enable them to implement their activities and draw upon the financial benefits resulting from the celebration of the Olympic Games in order to develop and support sport in their countries. Today, there are 21 programs that cover 4 main areas of action: Athletes, Coaches, NOC Management, Special issues. These programs help developing countries in particular and those facing financial difficulties in the last stage of their athletes’ preparation for the Olympic Games.

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1. Athletes: • preparation in training centers and participation in qualifying competitions, • individual scholarships for participation in the Olympic Games, • identification of new talents at national level. The athlete is the central figure of the Olympic Games. 2. Coaches: The coach’s role for the athletes’ preparation is pivotal. The object of these programs is to offer coaches the possibility to acquire the necessary technical knowledge with the help of specialized programs such as: • Technical courses at national and regional level for all sports; • Scholarships on sports science subjects in academic establishments and training in specific sports; • Development of the national coaching structure with the support of a foreign coach who will train national coaches, training programs, etc. NOCs can use and benefit from programs of: • Administration assistance, technological and IT support and electronic communication, marketing • Sports administration for NOC officials • Further education of their country's sports administrators.

Finally, NOCs are given the opportunity to draw upon Olympic Solidarity's programs concerning the Environment, Women for Culture and Education, Sports Medicine, Sports for All, etc.

NOCs – The problem of doping and violence

As mentioned already, the problem of doping and violence originated in the previous century. Unfortunately, despite the efforts that were made in this first decade far from diminishing they are steadily increasing. Doping, in particular, is the scourge of modern sport. Doping cases have not dropped. Random, out-of-competition controls, as well as those performed during

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the Olympic Games show in fact that their number is rising. Some theoreticians report that the IOC and the NOCs, despite the Olympic Charter’s strict provision (Rule 31, §2.6), did not realize from the start, the magnitude of the problem; they reacted with laxity and leniency and failed to arrive at a precise definition of Doping. This view is partly correct for it is true that the IOC for the first time in 1987 (94th Session) encouraged governments to apply the general legislative measures on combating drug and adopt specific laws for doping. Until then, the use of banned substances and methods was only punishable by disciplinary sanctions, as it was considered to be just a sports offence. Very few countries, including Greece (1975), considered this to be a criminal offence as well, entailing harsh sanctions against user athletes and even harsher for traffickers and pushers. I was among the first who affirmed that doping is also a criminal offence as it harms: a) the athlete’s health, b) sport’s social and cultural role and c) the authenticity of the sports result (cf. IOC 1986). Closing this subject, I believe that doping is the outcome of sport’s commercialization, which has permeated the Olympic Move- ment. The gold bars and the astronomical bonuses handed out at the different Grand Prix, drive athletes to the use of banned substances. Furthermore, the commercial contracts that top athletes are allowed to sign with different sponsor companies of the Olympic Games for their products’ promotion, in addition to acting as an incentive for greater efforts, are also an incentive for higher profits, which will also lead to the use of banned substances. In this way, one of the fundamental principles of the Olympic Movement, the principle of “fair play”, is abolished. I am not a pessimist, but I am worried about these very close contacts with huge financial interests. Violence is a phenomenon, which exists since man was born and remains through time a major component of human life, in all its manifestations, that is growing periodically. Sport, which is closely linked to social life, could not prevent the “arrival” of violence in its domain, all the more so since competition is one of the elements of sport. We are talking about the violence that breaks out inside and outside sports venues, often with tragic results as people lose their lives or are seriously

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wounded and facilities extensively damaged. Violence incidents were originally limited to football matches, but as time went on and the phenomenon became stronger, these incidents also occurred during the meetings of other team events. As the number of these incidents was growing after the Heysel tragedy (1985), European governments were compelled to sign the “European Convention on violence at sports events” (1986). Furthermore, in 1997, the European Union included in its program for combating criminality the amount of 600 million euros for the period 2007-2013. At the same time, the Council of Europe adopted a Code of Sports Ethics. All the above measures, combined with Rule 31, paragraph 2.5 of the Olympic Charter, do not appear able to control this social phenomenon that is steadily expanding. In this area, NOCs are invited to take action in order to support the ideological framework of Olympism. This should be an educational action for this lasting phenomenon has shown that repression measures alone are not enough. Sports education and Olympic philosophy must become part of school educational programs. This will lead to prevention that is far better than repression.

NOC marketing and the commercialization of Olympism

There is no doubt that in the days of Juan Antonio Samaranch’s presidency (1980-2000), the Olympic Movement achieved financial independence, mainly through the exploitation of TV rights and marketing activities under the TOP program. At the same time, however, the number of athletes was growing as new sports were added, which had interest only for a limited number of sports fans. This led to the gigantism of the Olympic Games and to the considerable expansion of their program. The IOC became aware of the problem and decided to remove a number of sports but added others. The risk of commercialization was very much present and it was important to achieve a delicate balance, in the marketing sector, in particular, to prevent the selling off of the Olympic Idea and Symbols (Olympic Emblem, Olympic Flame, etc.) in return for financial profits.

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NOCs can improve their finances by offering, with caution, their emblem to National Sponsors, in accordance with the Olympic Charter. Sport today becomes identified with business activity. Each sector sustains the other. Owners of big teams, athletes’ and coaches’ managers, fan clubs, etc., are involved in these transactions. The commercialization of sport is linked to the globalization of the economy and the domination of multinationals to the detriment of the real values of Olympism. I believe that the NOCs, through their representatives who are IOC members, should sound the alarm because if this situation persists sport will become the image of capital and capital the image of sport. However, one of the IOC’s powerful figures, R. Pound, affirms that without commercialization and because of the enormous cost of staging the Olympic Games, no government would be able to meet the expenses of such a huge and costly event.

Epilogue

It is quite possible, to quote Michael Paine, the IOC’s Marketing Director, that “the Olympic Games have avoided disaster and became the best known fran- chise brand. The answer though comes from the past, from Pierre de Coubertin himself: ‘My friends and I have not worked to give you the Olympic Games so that they will be turned into a museum object or a subject for the movies (there was no TV at the time), nor so that commercial or political interest should take them over’”. I leave it to you to draw the conclusions.

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Antonίn Rychtecký (cze) Charles University, Prague, Czech Republic Czech Olympic Academy

Interpreting the place and role of Olympism in higher education is a necessary and pertinent issue. The close relationship between the Olympic Movement and universities dates back as far as 1894. The fact that the IOC was established at Sorbonne University –the “temple of science” as Pierre de Coubertin called it– contributed to this, as did Coubertin himself. The development of sport as well as the importance and social impact of the Olympic Games later prompted interest among individual researchers and teams of scholars at universities. The general interest among universities in Olympism and the Olympic Games in the 1980s intensified their direct and indirect cooperation with the Olympic Movement, both in terms of education and research (c.f. Morgas, 2006). Another mediator in this process comprised the activities of the IOC and the IOA as well as the establishment of a new Olympic Museum, which has been illustrating the connection between Olympism, sport and culture since 1993 whilst also developing and supporting the concept of education and research projects at universities. Nonetheless, the educational and research leanings of universities, as well as the forms in which they cooperate with national Olympic Movements and the themes that have been dealt with, often differ. National specificity is important in this regard. Consequently, the starting point for our report is the Czech Republic, which makes no claims to represent the general situation.

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Why is Olympism taught and researched at universities in the Czech Republic?

• It is the Olympic Movement’s mission to cooperate with the academic community; • The development of the Olympic Movement and the Olympic Games cannot do without academic reflections on their social impact; • Apart from other things, the implementation of Olympic values in university curricula programmes has also been caused by a crisis in general concepts of education, which students find too theoretical, formal and verbose; • The autonomy of the Olympic Movement and universities, as well as their economic security and the coordination and harmonisation of research and education are basic preconditions for their effective cooperation; • Physical education and sports at primary and secondary schools as well as at universities should not only comprise sports training but should also have an Olympic and humanist dimension; • The Olympic Movement needs experts and specialists. Universities can offer and arrange training for them along with academic research and a specialist service; • For the time being, we cannot be entirely satisfied with the role of primary and secondary schools as well as universities in disseminating the Olympic idea and Olympic culture.

Implementing Olympism in the education programmes of Czech universities and faculties

Olympism, is a set of principles, ideas, visions and challenges. Coubertin described it in not only completely systematic terms as a philosophy of life with the principles of a cult of effort, eurhythmics and a love of exercise but also as a

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state of mind (c.f. Naul, 2009). Consequently, as far back as the end of the 19th century, in his philosophical, psychological and educational musings, Coubertin already understood that sport and exercise were becoming important actors in culture as well as a means of educating and communicating across different civilisations. Besides the original ideas of Pierre de Coubertin, Olympism is enriched by other ideas and objectives in the Olympic Charter. These comprise reflections on the development of the Olympic Movement, sport and culture as well as their mutual relationships (c.f. Georgiadis, 2003). Nonetheless, they also include reflections on applying the results of academic research. As we shall illustrate below, two different approaches have been pursued in incorporating Olympism into curricula at Czech universities for training experts in physical education and sports. At other universities and faculties, the implementation of Olympism is not yet systematic, and is influenced by specialists operating in the fields of philosophy, sociology, ethics, aesthetics, etc.

a) Implementing Olympic themes in social science curriculum subjects for training physical education specialists

Wherever Olympism cannot be applied as a separate study subject, Olympic themes are chosen and taught according to the graduates’ future work. They are primarily taught in social and sports subjects, but are also developed in courses for sports disciplines in both bachelors and masters’ studies. As future teachers, trainers, instructors, etc., physical education students learn basic Olympic knowledge, skills and competences for their future activity in several study subjects.

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Table 1. Implementing Olympic themes in curriculum subjects at physical education faculties in the Czech Republic

Man and the World Olympic Themes, Knowledge, Academic – General Themes Skills and Competences of Disciplines and Students Study Subjects The coexistence • knowing the importance of sport philosophy, sports of people coming as a means of bringing people philosophy, ethics, together; together; • understanding the sports psychology respecting ethical Olympic Games as a means of principles mutual understanding, friendship, solidarity and honest competition Human behaviour, understanding and assessing the ethics, philosophy, national minorities, importance of the Olympic Charter, sports philosophy, foreigners the role of Olympic ideals in sports psychology, respecting people of different nations, sports education races and cultures, rejecting any kind of discrimination Building a peaceful • applying youth education through philosophy, and better world sports, observing Olympic principles, sociology, sports and setting a personal example; sciences, sports • knowing the importance of ekecheiria activities in historical and contemporary reflections Personal safety, realising and distinguishing the differ- sports sociology, violence in society, ences between polite encouragement sports psychology, socially undesirable for sports teams and various forms legislation, the law behaviour of direct or transferred aggression at in sport sports matches (football, hockey) International and knowing and distinguishing sports management, national institutions governmental and non-governmental law, sports sociology and organisations international and national Olympic organisations, as well as the international and national sports federations

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Man and Society – Olympic Themes, Knowledge, Academic General Themes Skills and Competences Disciplines and of Students Study Subjects Basic human rights understanding sport as a human legislation and the and citizens’ obliga- right, knowing the International law in sport, ethics, tions Charter of Physical Education sports philosophy, and Sport as well as the European sports sociology Charter of Sport and examples of their application Getting to know • valuing the Olympic Movement sports philosophy, people and sport as a means of knowing and sports sociology, understanding other people; sports psychology, • the Olympic Games as a meeting of young people from all over the world Self-knowledge • understanding Olympism as a state sports psychology, of mind and self-knowledge through sports philosophy sport, joy in efforts made; • forming positive attitudes to sport Interpersonal • managing to perceive manifesta- ethics, sports relationships tions of intolerance in people’s psychology, behaviour, unfair and fair behaviour sociology, sports in life and in sport; • managing to sociology shape a situation for the development of fair-play behaviour Interpersonal • recognizes the importance of active participation communication sport and sports “competitions” and in sports competi- overcome oneself in human commu- tions, Olympic nication; • managing to prepare days and festivals and organise sports competitions in for young people, schools and in clubs in accordance sports management with Olympic principles

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Human solidarity knowing and being able to explain Olympic Charter, the role and importance of the sports history. ethics Olympic and Paralympic Games Values system knowing and being able to interpret sports history, and evaluate the main Olympic sports philosophy, values and the principles of their axiology internalization Human activity, Olympic Themes, Knowledge, Academic Work, Leisure Skills and Competences Disciplines and Time of Students Study Subjects Leisure time and understanding and evaluating sport sports philosophy, the use of this time as one of the most mass forms sports education, of leisure-time activities, identifying biomedicine sport as a means of educating the young, health and delinquency prevention An active lifestyle appreciating and understanding sports philosophy, Olympism as an active life philosophy ethics, sports and style with sport and exercise education, sports playing an important role, adopting a sociology positive attitude to its development Forms and • understanding and valuing sport aesthetics, sports manifestations as one of the forms of physical philosophy, cultural of culture in society culture; • multiculturalism anthropology, artistic competitions: literature, music, drama Culture, art and Being able to describe and explain aesthetics, sports sport the relationship between Olympism, philosophy, cultural sport, culture and art, the principle anthropology, of kalokagathia, knowing important artistic competitions: works of art as a cultural legacy literature, art, music and drama

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History Olympic Themes, Knowledge, Academic Skills and Competences Disciplines and of Students Study Subjects Antiquity understanding ancient Olympic sports history, sport and games in traditions, understanding the purpose sports philosophy, antiquity and mission of the ancient Olympic aesthetics Games, appreciating the importance of antiquity in modern Olympism The origin of inter- • knowing the founder of the modern sports history, national sport and Olympic Games, Olympic symbolism; philosophy, sports the Olympic Games, • understanding the importance philosophy, sports Pierre de Coubertin and mission of the Olympic Games, management Olympic institutions and organisations Man and Health Olympic Themes, Knowledge, Academic Skills and Competences Disciplines and of Students Study Subjects The preventive • understanding and being able to biomedicine, health importance of explain the health importance of active physical education, exercise and sport exercise and sport; • being able to sports physiology, shape a situation for overcoming sports sociology oneself, the importance of interpersonal competition Addictive drugs, knowing the detrimental nature of biomedicine, health health, doping stimulants, prohibited means of perfor- physical education, mance enhancement in sport, under- sports physiology, standing the destructive significance of hygiene, ethics, doping in personal self-development sports psychology Doping and preven- understanding the essence of the fight biomedicine, tive anti-doping and campaign against doping in sport, biochemistry, measures the causes for the fight against its sports physiology, misuse, knowing the main principles hygiene, ethics, of preventive anti-doping measures sports psychology

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Physical Education Olympic Themes, Knowledge, Academic and Sport Skills and Competences Disciplines and of Students Study Subjects Olympic Charter, valuing the importance of Olympic sports philosophy, Olympic ideals, ideas, their reaching beyond sport, sports sociology, Olympic ceremo- fair competition even in extreme situ- sports psychology, nials, symbols ations in games and contests, nature nature conservation, conservation in sport, assistance for health physical the handicapped, etc. education

b) Olympism as a separate instructional and educational subject in the curriculum

Universities together with the Czech Olympic Academy are jointly taking part in formulating the content of the curriculum for Olympic education at primary and secondary schools (c.f. Rychtecký & Dovalil, 2009). Apart from this, private and public universities and sports faculties are also creating their own implied “Olympic” subjects, which they offer their students in a obligatory or elective form in bachelor’s, master’s and doctoral studies. The most frequent names given to the most elective subjects taught at the sports and educational faculties of universities in the Czech Republic are Olympism and Olympic Education. Their content is based on the themes in the table, but it is taught in a condensed form. A common and unifying basis for an “Olympism” curriculum at universities is the textbook “Olympism” compiled by a team of authors from universities as well as specialists and experts from the Olympic Movement. It was published in 2004 with the support of the Czech Olympic Committee and contains the following chapters: Sport; Pierre de Coubertin, Philosophy of Olympism, Relations of Sport, Olympism and Culture; Antique Inspirations; Olympic Symbols and Ceremonies; Olympic Movement; Brief History of the Olympic Movement; Olympic Games; Czech Olympic Movement; Financing of the Olympic Movement; Sport for All in the Olympic Movement; Women and Sport in the Olympic Movement; the Ecological Dimension in Olympism; Olympism and Arts; Sport and Olympism in

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the Examination of Time; Future of Olympism; Olympic Education; Education in Sport. The textbook is used by university students as well as by experts and interested persons in the Olympic Movement in the Czech Republic.

Olympism as a subject of research at Czech universities

An analysis of contemporary Olympism indicates that its declaratory and concise expression in the Olympic Charter does not provide a sufficiently vivid picture or answers to questions such as “what exactly is Olympism?” This brevity, due to the nature of the Charter, currently also poses a challenge for this unique social phenomenon to be more comprehensively analysed and interpreted in the broader context of social, sports and natural sciences at universities. Moreover, the mission of the IOC and IOA, NOCs and NOAs (also cited at the 13th Olympic Congress in Copenhagen last year) is to develop, protect and spread the principles of Olympism and Olympic values in physical education and sports programmes at schools and universities.

Olympism in the context of academic research

Culture and Arts

Sport Social Science Science

Natural Science

Fig. 1: Olympism and the Olympic Movement in the system of academic disciplines

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Olympism transcends sport, both as a set of preferred values and within a cultural framework. In many cases it advocates sport (c.f. Parry, 1998; Jegorov, 2001). Consequently, incorporating Olympic themes into university research projects in social and sports sciences is of crucial significance, both for the academic and the subsequent education activities of universities. In the next section we shall recall selected methodological problems and stereotypes, which sometimes appear in basic and applied research on Olympism and the Olympic Games and are transferred to education activities.

Philosophy, Sports Philosophy and Olympism

In historical and contemporary reflections, philosophy devotes itself to the anthropological and aretological characteristics of sports competitions as well as the socio-political, religious, aesthetic and symbolic attributes of Olympism and the Olympic Games. The general goal is to create a consistent philosophy for the “Olympic ideal”. The aretological and anthropological dimensions of the Olympic Games are linked to the values of the body and mind as well as the limits of educational values in sport. Stereotypes in the philosophical interpretation of the Olympic Games and the Olympic Movement include the fact that their transcendent wholes are underestimated. The Olympic Games contain virtues and a further distinction of the attributes of perfection, glory, goodness, heroism, grace, etc. Some of these are particularly important because they involve crucial issues concerning human consciousness and existence. Olympism and the Olympic Games are no exception in this respect (c.f. Eyler, 1981). Besides philosophy and sports philosophy, Olympism is also examined by other philosophical disciplines and sub-disciplines, i.e. the philosophy of art, comparative philosophy, ontology, phenomenology, the philosophy of gender, axiology, etc. (First World Olympic Congress of Philosophy, Athens, 2004).

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Sociology, Sports Sociology and Olympism

In sociology and the sociology of sport, the following questions are posed in an analytical (sometimes not sufficiently defined) context and relationship to sport and Olympism:

• what is so specific in the Olympic Movement, which has been systematically extending its influence for more than a century despite counterarguments that Olympism is “running out of steam”? • how has sport and Olympism changed over time and in the wider social context? • what is the public image of sport, the Olympic Games and the Olympic Movement, etc.

Without answers to these and other questions, any examinations of sport and Olympism will be reductive and restrictive in terms of their insights in sociological descriptions of modern societies (c.f. Pawłucki, 2009).

Psychology, Sports Psychology and Olympism

Research in sports psychology interprets the Olympic ideals, which facilitate an overlap of personal excellence and the development of performance (c.f. Cross & Jones, 2007; Gould, Collins, Lauer& Chung, 2006). Coubertin’s concept of Olympism as a “state of mind” is nothing other than an emotional, personality and intra-individual overlap and means of overcoming oneself, as expressed in the motto “Citius, Altius, Fortius”. It comprises the most important component of an individual’s motivation structure for sport and performance. Consequently, Coubertin’s cult of effort is always more important than external motivations – the stimulation of performance through external incentives. Therefore, competition in the spirit of Olympism primarily has a self-reconciling and self-improving significance while achieving maximum individual performance (c.f. Shields &

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Bredemeier, 1995; Müller, 2000). Sports psychology seeks adequate answers to the following frequently asked questions:

• “how can one bridge the gap between Olympic ideals and the application of contemporary methods of operation used in sports training for youths?” (incentives, inappropriate awards). • “does sport always have a positive impact on personal development?”

It is apparent, however, that motivation which emphasises “victory at all costs” may have a negative influence on the behaviour of sports people, and can lead to bribery or cheating (c.f. Miller & Kerr, 2002).

Education, Sports Education and Olympism

Coubertin understood sport as an educational instrument – a school of moral chivalry, purity and physical force. The content, aim and outcome of this education comprise attitudes and internalised Olympic values. Current concepts of Olympic education have been updated through systematic research, just like the Olympism and Olympic education textbooks. Research in education and sports education has also raised other questions:

• how, and by which means and methods, is it possible for an individual as a subject of education to identify with Olympic values through sport? • has contemporary sport lost its former values for young people?

Doubt is sometimes cast on sport as an edifying instrument with the assertions that “the development of qualities and skills is not always linked to participation in sport”. This is true because merely participating in sport does not automatically impact upon the personal development of a subject. Nevertheless, sport without ideals can increase one’s tolerance of cheating, both in terms of one’s competitors and the person’s themselves (c.f. Gould, Collins, Lauer & Chung, 2006).

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Ethics, Olympism and the Olympic Games

Fair play and respect for one’s competitors develop through active participation in sport and are a precondition for free competition without discrimination (Olympic Charter, 2004). The Olympic Movement aspires to also spread these values beyond the realm of sport (c.f. Dziubiński, 2008). “Sport is and should remain a forum where everyone has a chance to actively participate and develop in it. Consequently, sport is a human right, but it is not possible to separate it from the rest of the world”. (c.f. Rogge, 2004).

Culture, art and Olympism

The original Greek ideal of “Kalokagathia” became the model and moderator for the personal development of sports people. The stereotype in looking at the reality of the Olympic Movement is that in our traditional education we are strongly influenced by rational thinking adapted to the one truth. The Cartesian ideal of the one truth only was the foundation stone of modern science and has been particularly successful in natural sciences. Sometimes, however, this ideal fails in the demanding and critical situations and problems of the Olympic Move- ment. Art, however, offers a grasp of reality which cannot be provided by modern rationalism. In the critical and difficult reality of their context, which is not focused on the one truth only, they can describe a given situation more precisely than science. Culture in Olympism and sport, however, does not mean abandoning rationalism and Europe’s cultural heritage.

Conclusions

• The IOC and NOCs should systematically support research in universities focused on Olympism, the Olympic Movement and the Olympic Games. The 13th Olympic Congress in Copenhagen last year confirmed the importance

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and prospects of cooperation between the Olympic family and educational institutions. • In cooperation with NOAs and OSCs, universities should focus part of their research and educational capacities on current issues concerning the Olympic Movement. • Olympism, the principles, values, and relationship of Olympism to sport and culture should be an integral part of professional training for future teachers, coaches, managers, etc. • The results of research activities in Olympism should be subsequently a predicate of education programmes and systematically developed in university concepts of Olympic education programmes. They may be applied as a separate educational subject or as a set of selected Olympic themes included in the content of education for social science and sports subjects. • Cooperation between Olympic institutions and universities is beneficial, not only for the development of a deeper and more comprehensive interpretation of Olympism in historical and contemporary reflections but also for the development of sports and social sciences as well as for sport itself and its relationship with culture. Today, without the ideas and principles of Olympism, it is not possible to assess sport in its complex and rapid development or to assess the evolution of society in the 20th and 21st centuries. • The master’s programme on Olympic Studies entitled “Olympic Studies, Olympic Education, Organisation and Management of Olympic Events”, which opened in 2009 at the University of Peloponnése (c.f. Dimopoulos, 2009), has been inspirational and beneficial whilst also increasing the professionalism of specialists in the Olympic Movement.

List of references

Cross, J. A. & Jones, M. I. (2007). Sport Psychology and Olympism: How research on learning transferable life skills through sport can help the Olympic ideal become a reality. Sport & Exercise Psychology Review Vol 3 (1) 11-18.

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Dimopoulos, K. A. (2009). The Master’s Programme on Olympic Studies: “Olympic studies, Olympic Education, Organization and Management of Olympic Events”, the University of Peloponnése, Ancient Olympia, Greece. Dovalil, J. et al. (2004). Olympismus. Praha: Olympia 220 p. Dziubiński, Z. (2008). Olympism in the Context of Modernity. Research yearbook, medsportpress, 14, (2), 2008, 115-124. Eyler, M. H. (1981).“The Right Stuff”. In IOA Proceedings. 1981, pp. 159-168. First World Olympic Congress of Philosophy on the topic of: Philosophy, Competition and Good Life. (Αthens-Spetses, June 27th-July 4th, 2004). Georgiadis, K. (2003). Olympic Revival. The Revival of the Olympic Games in Modern Times. Athens. Gould, D., Collins, K., Lauer, L. & Chung, Y. (2006). Coaching life skills: A working model. Sport & Exercise Psychology Review, 2, 4-12. Miller, P. S. & Kerr, G. A. (2002). Conceptualizing excellence: Past, present and future. Journal of Applied Psychology, 14, 140-153. Morgas, M. (2006). Academic institutions and the Olympic Movement [online article]. Barcelona: Centre d’Estudis Olίmpics UAB. http://olympicstudies.uab.es/pdf/ wp106_eng.pdf Müller, N. (Ed.). (2000). Olympism: Selected writings – Pierre de Coubertin. Lausanne: IOC. Naul, R. (2008) Olympic Education. Oxford: Mayer & Mayer, 189 p. Pawłucki, A. (2009). Sport as olympic modernism. Studies in physical culture and tourism. 16, No. 2, 2009; 147-153. Parry, J. (1998). Physical Education as Olympic Education. European Physical Education. Review Volume 4 (2), 153-167. Parry, J. (203). Olympism for the 21st Century. Universitat Autònoma de Barcelona: Centre d’Estudis Olίmpics: 7p. Shields, D. L. L. & Bredemeier, B, J. L. (1995). Character development and physical activity. Champaign, IL: Human Kinetics. Rogge, J. (2004). Jacques Rogge IOC and UNAIDS Join Forces to Engage Sport Commu- nity in Fight Against Aids. IOC Press Release, 1st June. Rychtecký, A. & Dovalil, J. (2009). The concept of Olympic education in the Czech school. In: 9th International Session for Directors of National Olympic Academies. Olympia: IOA, 2009, 158-164.

10thDoa021s081.indd 59 4/15/11 2:48:00 PM Expansion of the Cooperation among Olympic Solidarity, NOCs & NOAs

Nicole GIRARD-SAVOY (IOC) Section Manager, IOC Olympic Solidarity

Overview

• IOC / OS Mission / Structure / Strategies • OS / NOCs - NOAs Current situation – Olympic Values Programmes • Expansion of cooperation between OS / NOCs-NOAs Trends & Considerations • Q & A

Mission

Olympism is a philosophy of life, which places sport at the service of humankind. Olympism

VISION OLYMPIC Committed MOVEMENT to build a better world through sport MISSION OLYMPIC Educate youth through sport MOVEMENT • Lead and support the Olympic Movement MISSION • Ensure the regular celebration of the Olympic Games IOC • Promote Olympism in society

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The aim of Olympic Solidarity is to organise assistance to NOCs, in particular those which have the greatest need of it. This assistance takes the form of programmes elaborated jointly by the IOC/OS and the NOCs, with the technical assistance of IFs, if necessary.

Rule no 5 Olympic Charter OS programmes contribute to help NOCs fulfil their responsibilities towards the Olympic Movement.

Structure

IOC Commissions Partnerships Strategic tools

IOC Recognised organisations / UN Events / Global policy agencies, WHO, etc. Programmes    OS World programmes: Collaboration with IOC OLYMPIC OS alignement with IOC enable NOCs to translate SOLIDARITY Commissions and IOC policy IOC policies at national departments levels

OS World Programmes – Strategies

Athletes

Coaches

NOC Management

Promotion of Olympic Values

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OS POV – what’s available in 2009-2012?

IOC World Regional NOC Initiatives Other Conferences Seminars

Sports  Courses, scholarships, IOC Medicine 2011 internships, initiatives publications in sport medicine

Sport &   Initiatives linking sport Environment 2009 & 2011 (IOC) & environment (e.g. campaigns)

Women &   Development of action Sport 2012 (IOC) plans, campaigns, research, specific training

Sport for All  Festivals / events, Olympic 2010 & 2011 campaigns, target: Day specific groups, e.g. elderly, schools

IOA IOA young participants & directors sessions

Culture &  Creation/support to IOC Education 2010 & 2012 NOAs, Olympic contests: education programmes literature, (e.g. schools, clubs), photo sport & culture activities, graphy, research, publications singing, art.

NOC Legacy archives, museums, libraries, research, training, publications

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Evolution – OS Culture and Education

30 25 20 Number of NOCs 2001-04 15

10 Number of NOCs 5 2005-08 0 Number of NOCs AFRICA 2009-12 AMERICA ASIA EUROPE OCEANIA

Quadrennial 2001-4 2005-08 2009-12 Number 64 80 62 (to date) of NOCs

Cooperation: Some trends / considerations

NOCs need to establish an efficient structure in order to be able to fulfill their obligations as per the Olympic Charter.

• NOCs are a heterogeneous community – From a dozen to more than 400 affiliated members – From elected office-bearers volunteers to full-time paid elected leaders – From 0 to more than 400 employees – From budget completely provided by OS to diversified budget of several millions USD – From an objective of simply participating to the OG to an objective of winning gold medals or top-rank in medal tally

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Experiences worldwide: • NOC mission / priorities • Structure and resources • Need for technical expertise • NOCs as partners vs leading body • NOCs’ role at local/community level • Data base Sharing information & experiences / lessons learnt / road to success • IOC Programmes (OD, YOG, OVEP) • IOC Olympic Congress • Thinking medium / long term, development strategic / action plans, implement sustainable programmes, evaluation / follow-up and measure impact

Cooperation: Points of reflection / sharing

• On what basis, NOCs choose to get involved? • What barriers & challenges? • How are actions integrated within NOCs and what structure/strategy in place (if any)? • What has worked well and what have been the benefits (e.g. community level)? • How can we best help NOCs in this area and encourage longer term thinking?

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Alexandre Miguel MESTRE (POR) Sports Lawyer NOA of Portugal Board Member

Introduction

The title of my contribution is exactly as requested of me by the International Olympic Academy (IOA). However, the methodology adopted and the contents of this paper may disappoint my hosts as I am not going to focus solely on the role of the National Olympic Academies (NOAs). Let me give the reasons for the approach I have adopted: it is my view that Olympic education is a complex process and that therefore, given the current text of the Olympic Charter, the institutional framework of a NOA is very dependent on the institutional architecture and intersection between the International Olympic Committee (IOC), the National Olympic Committees (NOCs) and the IOA. Hence, I am of the opinion that any analysis must necessarily be holistic or transversal, and less sectorial. This paper can accordingly be broken down into two separate steps: once I have demonstrated the fundamental importance of the Olympic Charter (OC), I will identify and give a necessarily brief analysis of its main provisions that are expressly or tacitly related to Olympic education, in either material or, above all, institutional

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terms. Finally, and given the lacunae identified, I will take the liberty to suggest a new treatment of Olympic education in the OC by proposing some changes in its current text with the intention to facilitate the Olympic education chain.

The Olympic Charter: definition and status

In the Introduction to the OC its form and purpose is immediately made apparent: it is the codification of the Fundamental Principles of Olympism, Rules and Bye-laws adopted by the IOC. It governs the organization, action and operation of the Olympic Movement and sets forth the conditions for the celebration of the Olympic Games. In the Introduction, the scope of the OC is also set forth, by referring to the three main purposes which, in essence, the OC aims to serve: (a) A basic instrument of a constitutional nature, which governs and recalls the Fundamental Principles and essential values of Olympism; (b) The statutes for the IOC; (c) The definition of the “main reciprocal rights and obligations of the three main constituents of the Olympic Movement, namely the IOC, IFs (International Federations) and the NOCs, as well as the Organizing Committees for the Olympic Games” (OCOGs). In legal terms, the Olympic Charter is just a document approved by corporate body under Swiss private law (IOC). However, “in the eyes of” the IOC as well as of the whole Olympic Movement the OC amounts to a fully-fledged international treaty, with a universal legal nature, which is not a result of its legal nature, but arises rather by virtue of a moral authority, of an extra-legal element, that is, the social, economic and sporting magnitude of the Olympic Games. Only this context can explain and express a general acceptance of the legal primacy of the OC by States, international organizations and different courts.1 It follows from all of the above that despite being an atypical legal instrument, the OC has a unique, universal, inspiring and powerful nature. Hence, all

1. For a comprehensive analysis of the status and content of the Olympic Charter, cf. Alexandre Miguel Mestre, The Law of the Olympic Games, The Hague, Cambridge University Press & TMC Asser Press, 2009, pp. 9-20.

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provided or silent in the text of the OC reveals what the IOC considers or not to be important for the Olympic Movement. That is the case of the existent and omitted provisions regarding Olympic education.

“Olympic education” at the Olympic Charter: an overview of the relevant provisions

Olympic education is enshrined in the OC either explicitly or implicitly. The relevant Principles and Rules are identified and analyzed below.

First Fundamental Principle of Olympism: 1. Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy of effort, the educational value of good example and respect for universal fundamental ethical principles. (Emphasis added)

Rule 1 (Composition and General Organisation of the Olympic Movement) 1. Under the supreme authority of the International Olympic Committee, the Olympic Movement encompasses organisations, athletes and other persons who agree to be guided by the Olympic Charter. 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. (Emphasis added).

It follows from these provisions2 that the first priority of the Olympic Movement is much more than the periodic holding of the Olympic Games. The objective is clear: i.e. to contribute to World Peace. Olympic values are what the Olympic Movement has to offer in order to achieve this objective. Sport is the essential

2. The Fundamental Principles were introduced at the 1979 version of the OC. One of the aims of the Olympic movement was already to educate young people through sport.

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vehicle. The education of young people is the essential means. This is what Olympic education is3. Using the analogy of a major construction project, the IOC is both the architect and the entity that awards the contract for the works, and there are many organisations to which these contracts are awarded. According to the Tender Programme and the Works Specifications stipulated by the IOC, the works are carried out by the said organisations under the supervision of the IOC. The works, which must take place on a daily basis, are sports activity, which must be undertaken by all of the contractors. The cement, without which there can be no construction, is Olympic Education.

Rule 2 (Mission and Role of the IOC) (...) The IOC’s role is: 1. to encourage and support the promotion of ethics in sport as well as education of youth through sport and to dedicate its efforts to ensuring that, in sport, the spirit of fair play prevails and violence is banned; (...) 13. to encourage and support a responsible concern for environmental issues, to promote sustainable development in sport and to require that the Olympic Games are held accordingly; (...) 15. to encourage and support initiatives blending sport with culture and education; 16. to encourage and support the activities of the International Olympic Academy (“IOA”) and other institutions which dedicate themselves to Olympic education. (Emphasis added)

3. This is just a subjective interpretation. Unfortunately, the OC does not define the concept of Olympic education. In defence of the specificity of all things Olympic, we consider that the OC could go further, i.e. by defining what Olympic education is and what its distinguishing features are. This is because, for example, there is education via sport in non-Olympic sports. Moreover, even outside of sport, education is commonly linked with culture and youth and it makes sense that the preferred targets of educational processes are young people, because their character and personality are in the process of formation. There would certainly be more ethics in business or politics if those involved received an ethical education. It is therefore necessary to clarify the following: are we dealing here with something that Olympism disseminates or with something, which is received from outside and is included in the OC?

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This is a rule with legal value, not a merely programmatic one, because it gives the IOC specific duties in the field of education4. In fact, it recognizes a right of Olympic education with a legal value, which turns that right into an obligation, in casu an obligation of the IOC. Rather than directly governing that obligation, the rule governs the role of the IOC in the context of that obligation. In other words, this rule gives some discretionary power to the IOC: there is an IOC obligation as to result –to encourage and support– not an obligation of means. In our opinion, to encourage and support implies a generic mandate of action that is required from the IOC, which is ensured by necessary positive actions. It is expected that the IOC adopts its own actions and simultaneously encourages, enables, stimulates, and authorizes activities from third parties. In fact, what the OC seems to ask the IOC is to promote (Olympic) education through (Olympic) sport and to promote the activities carried out by academic institutions in the pursuit of their Olympic education goals. The single academic institution which merits an express reference in the provision under analysis is the IOA, an institution that has emerged as a way to compensate IOC’s lack of time to devote to Olympic education5 so that it fulfills “delegated” competences which originally belonged to the IOC. Contrary to the past, the legislator does not mention the IOA’s mission6. The provision under analysis also mentions the NOA. Inspired by the work of the IOA7, there are hundreds of NOAs around the world which undertake Olympic

4. The first time the word education appeared in an Olympic regulation was in 1933. In the document entitled The IOC and the Modern Olympic Games, physical education was mentioned. 5. At the IOC Session in Athens in 1961, Avery Brundage said he expected the newly founded Academy to make decisive efforts to overcome the difficulties the Olympic movement had to face. The unexpected development of the Olympic Games did not leave enough time for the IOC to work equally for all Olympic principles. The gap was to be closed by the Olympic Academy, cf. Norbert Müller. One Hundred Years of Olympic Congresses 1894-1994, Special Edition for Participants in the Centennial Olympic Congress, Paris/ August/September 1994, p. 146. 6. The 1966 Olympic Regulations have introduced a reference to the IOA, describing its objectives as follows:(...) to create an international cultural centre at Olympia, site of the ancient Games where the high ideals of amateur competitive sport were first conceived and realized, and to study and to promote the social, educational, aesthetical, ethical and spiritual values of the Olympic Movement.. 7. Cf. Nikos Filaretos, National Olympic Academies, International Olympic Academy: 9th International Session for Presidents or Directors of National Olympic Academies and Officials of National Olympic Committees, 12-19 May 2008, Ancient Olympia, Greece, 12-19 May 2008.

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education initiatives within their own educational jurisdictions8, complementing9 the IOA activities. However, we must reflect on the following reality: neither the IOA nor the NOA are subject to an express reference in documents that govern or describe the Olympic Movement, which immediately casts doubt on their institutional role and recognition as well as on their level of subjection to the rights and obligations that these documents provide. Here are some examples of those documents: the IOC Code of Ethics, which applies to Olympic parties; one publication of the IOC Olympic Museum10, which describes the role of the Olympic Family in the framework of Education and Culture Through Sport; a factsheet about the Olympic Movement11 elaborated by the IOC; a publication of the International Olympic Truce Centre12; the IOC Guide on Sport, Environment and Sustainable Development. This reality can be seen either as the motive or the consequence of the main problem faced nowadays in Olympic education: as emphasized by Kostas Georgiadis13, Honorary Dean of the IOA, and by Conrado Duraʹntez, President of the Spanish Olympic Academy14: there are still many more NOCs than NOAs;

8. Cf. Deanna Binder, The Legacy of the Olympic Games for Education, 1984-2000: A Paper presented to the 2002 IOC Symposium on the Legacy of the Olympic Games, Lausanne, Switzerland, November 2002, p. 8. 9. Cf. K. Toohey and A.J. Veal, The Olympic Games. A Social Science Perspective, 2nd Edition, London, Cabi, 2007, p. 55. 10. The Olympic Movement, 2nd edition, 2007. 11. Factsheet: The Olympic Movement Update – January 2006. 12. In a report made by DEMOS – Athens (Rachel Briggs, Helen McCarthy and Alexis Zorbas) to the Inter- national Olympic Truce Centre, a Figure with the “Institutional setting of the world of sport” makes no reference to the IOA or to the NOA – Cf. 16 Days: The role of the Olympic Truce in the toolkit for peace, London, International Olympic Truce Centre, 2004, p. 64. 13. Cf. National Olympic Academies, International Olympic Academy: 9th International Session for Presi- dents or Directors of National Olympic Academies and Officials of National Olympic Committees, 12-19 May 2008, Ancient Olympia, Greece, 12-19 May 2008, pp. 1-3. 14. (...) we find ourselves in the disproportionate situation of having 205 officially recognized NOCs, but only 137 NOAs with a large percentage of these being purely nominal and not engaged in any regular or ongoing activity, contrary to what should be the case. (...) we consider that the task of Olympic education lies fundamentally and almost exclusively with the NOCs (...) We cannot but admit that the NOCs, excessively centered on preparing their athletes for participation in the Olympic Games, have delegated their Olympic

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several of the NOAs are not always very active or independent. Having made this clear diagnosis, Kostas Georgiadis puts forward a solution: today, more than ever before, the International Olympic Committee is called upon to support the work of the International Olympic Academy and thereby of National Olympic Academies. We can not agree more. Indeed, if one looks at the above mentioned Rule 2 of the Olympic Charter, we find that the leading role that is given to the IOC is not the organization of the Olympic Games, and, of course, this hierarchy of priorities is also shed in the NOC, namely the case of the British Olympic Association, which is explained by Jim Parry15. Note on the word used by Kostas Georgiadis –support– which is precisely the one provided by the OC. The question seems not to be limited to financial support, moreover because it has been in existence through Olympic Solidarity, as the author points out in his other article, and as is demonstrated by the Director of the IOC International Cooperation and Development Department Ganda Sithole16. In fact, mainly in Africa, besides the lack of financial and substantial resources, support is also needed to fight ordinary problems such as lack of facilities, lack of teachers, lack of materials for education and teaching17. Therefore, other kind of support is urgently needed. As far as we are concerned, that support could be the reinforcement of the IOA status within the OC, which would probably overcome its current lack of recognition by other relevant stakeholders in the framework of Olympic education.

dissemination and education functions to the NOAs, hence the importance of the NOAs’ work, as the proper functioning of an NOA, with the necessary support of its NOC, implies that it can, as the specific educational driving force, promote and encourage all or part of the rich cultural areas of Olympism, cf. “Olympic Acad- emies: official school of Olympic Education”, 6th World Forum on Sport, Education and Culture: Sport and Education for the new generation, IOC – International Cooperation and Development Department, Busan, 25 to 27 September 2008. 15. Cf. Olympic education in practice, A paper prepared for the Centre d’Estudis Olίmpics (CEO), Universitat Autònoma de Barcelona (UAB), November 2003, p.3. 16. Cf. the endeavors of the IOC for the promotion of Olympic Education Programmes in developing countries, Proceedings of the 8th Joint International Session for Presidents or Directors of National Olympic Academies and officials of National Olympic Committees, 23-30 May 2006, Ancient Olympia, International Olympic Academy, pp. 43-44. 17. Cf. Roland Naul, Olympic Education, Oxford, Meyer & Meyer Sport, 2008, p. 83.

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The expression educational institutions which dedicate themselves to Olympic education18 is broad enough to include public and private institutions, governmental organizations dedicated to education, national or international. It is possible to fit here, therefore, institutions ranging from schools to the IOC Olympic Studies Centre; the Institutes of Higher Education and Olympic Study Centres across the world; the IPCC (International Pierre de Coubertin Committee)19; the International Olympic Truce Foundation and the International Olympic Truce Centre; or the UNESCO20. We believe that what is essentially the scope of the CIO is to encourage and support not only through financial resources but also by means of infrastructures –creation or lending of infrastructures, namely for research centres– or by the provision of services. The support can be also given through granting of honorific recognition for the objectives of general interest pursued by the IOA and the remaining institutions devoted to Olympic education. A broader interpretation of the word support will lead to defend a stronger role of the IOC, that is, a support that goes through direct actions of intervention, including the dictation of organizational, structural and regulatory aspects of the academic institutions at stake, i.e. mechanisms of ordinance and interventionism, something that does not seem to be the real intention of the legislator and of the bodies concerned. So far as the environment is concerned, it is noteworthy that contrary to the current version the original version of paragraph 13 referred to the essential role of education in the promotion of the defence of the environment in the context of sport in general and the Olympic Games in particular21. Only via education is it possible to create an overall awareness of the need to preserve the environment, i.e. in the context of major sport events, particularly the Olympic Games.

18. In the section dedicated to Pseudo Amateurs of the 1956 Olympic Regulations one can find a reference to educational institutions. 19. Cf. paragraph 6 of the Le Havre Congress Final Declaration (1997). 20. Cf. the Preamble and Rules 2.3; 3.3; 10.1; 10.2; and 10.3 of the International Charter of Physical Education and Sport. 21. The text of the former Rule 2 (13) stated as follows: (...) the IOC sees that the Olympic Games are held in conditions which demonstrate a responsible concern for environmental issues and encourages the Olympic Movement to demonstrate a responsible concern in its activities and educates all those connected with the Olympic Movement as to the importance of sustainable development (Emphasis added).

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The values shared between the area of the environment and sport could be the starting point for this educational project which is a duty of all of us. The IOC has not only included the environment in the Olympic Charter but has also produced information22 and held regional conferences and seminars. We believe, however, that the legislator that is, the IOC members in the framework of the IOC Session should have even opted for a more comprehensive formulation to give the greatest possible effect to a residual expression. One should bear in mind that there are some other and relevant institutions that are not, by nature, educational, but perform a significant educational role in the context of sport. We refer, for example, to organizations like the European Union23, the Council of Europe24, the IPC (International Paralympic Committee)25, WADA (World Anti-doping Agency)26, ICMG (The International Mediterranean Games Committee)27, Panathlon International28 and FISU (The International University Sports Federation)29. Moreover, there are increasing public and private institutions, which are not devoted to education and sport, but with which cooperation can be developed, namely at the level of sponsorship, patronage, concessions facilities, etc, as recent NOA experiences have demonstrated, particularly in France30 and in the USA31.

22. Cf., inter alia, the Manual on Sport and the Environment (1997) and Le Mouvement Olympique et l’environment (1997) and Guide on Sport, Environment and Sustainable Development (2006). 23. Cf. Article 165 TFEU. 24. Cf. Articles 1(ii); 3 (2); 5; and 11 of the European Sports Charter; cf. the definition of fair-play provided in the Code of Sport Ethics; cf. Article 6 of the Council of Europe No. 135 Anti-Doping Convention. 25. Cf. Chapters 1.1 and 2.4 of the IPC Bye-laws. 26. Cf. World Anti-doping Code, namely its Fundamental Rationale and the Articles 10.10.1; 18.1; 18.2; 18.4; 19.1; 20.1.9; 20.2.8; 20.3.11; 20.4.9; 20.6.7 and 20.7.6. 27. Cf. Charte du CIJM: Principes Fondamentaux – 2; 3; and 9. 28. Cf. Article 2 (c); (e); and (h) of the Panathlon International’s Bye-Laws. 29. Cf. Article 2 of the Statutes of FISU. Pursuant to Article 138 of the same statutes, the Committee for the Study of University Sport (CESU) – is one of the FISU Permanent Committees. 30. Cf. André Leclercq, “Postface: Culture sportive et education olympique”, in Les valeurs de l’Olympisme. Un modèle éducatif en débat, Edited by Michaël Αttali, Jean Saint-Martin, Simon Leveque, Lucien Brunetti and Jean Bizet, L’Harmattan, 2009, p. 268. 31. Cf. Jeff Howard, “La creation d’une Académie olympique aux États-Unis”, in Marketing des organizations sportives: construire les réseaux et les relations, Edited by Alain Ferrand, Scott McCartthy and Thierry Zintz, Brussels, Éditions De Boeck Université, 2009, p. 181. The NOA is one of the main constituents of

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Also noteworthy is the rules’ view, with which I agree, that education is not and cannot be a wholly isolated phenomenon. Education always involves syner- gies, namely with young people, culture32 and Olympism. That approach explains why the IOC is endowed with the Commission for Culture and Olympic Educa- tion, which resulted from the merger between the Commission for the Olympic Education and the Commission for the Olympic Culture, in 2000, under the then great reform undertaken in the IOC. Notwithstanding the fact that this amalgamation or consolidation into a single Commission merger aimed to add efforts to achieve greater accomplishments33, and, at least theoretically, of trying to solve the contradictions behind the traditional “Olympic sport, culture and education”34, the truth is that some consider that the Commission’s action still has a relatively low impact35, hold doubts as to its function- ality and have reservations about joining the educational and cultural agendas.36 Contrary to the option in the past37, this Commission is not explicitly mentioned in the OC, which leads us to conclude that this commission is not included among the groups of the most important ones38.

USOC; it is at the center and interacts with USOC, IOC, regular participants, athletes and the general public – cf. p. 187. 32. The symbiosis between education and culture within the Olympic domain was evidenced in Rule 25 of the 1954 Olympic Regulations by the inclusion of the expression cultural education in the context of the NOC missions. 33. Cf. Juan Antonio Samaranch, Memorias Olίmpicas, Barcelona, Planeta Singular, 2002, p. 131. 34. Cf. Beatriz Garcia, “One hundred years of cultural programming within the Olympic Games (1912- 2012): origins, evolution and projections”, in International Journal of Cultural Policy, Vol. 14, No. 4, November 2008, pp. 374-375. 35. Cf. Paulo David, Human rights in youth sport: a critical review of children’s rights in competitive sports, London, Routledge, 2005, p. 254. 36. Cf. Beatriz Garcίa, Towards a Cultural Policy for Great Events – Local and Global Issues in the Definition of the Olympic Games Cultural Programme: Lessons from the Sydney Olympic Arts Festivals 1997-2000, PhD Thesis, November 2002, pp. 46-51. 37. The Commission for the International Olympic Academy was expressly recognized in the IOC Regulation of 1975 as well as the 1979 and 1980 (Provisional edition) versions of the Olympic Charter, by being in the first place of the IOC Commissions’ list, which demonstrated its “leadership”. Additionally, its aims were expressly indicated: to assist the Ephoria set up by the Hellenic Olympic Committee in the choice of its programme and speakers, and to promote the Olympic ideal. It also ensures that reports from the Academy which receive the patronage of the IOC are presented to the IOC. 38. Aunque, como acaba de decirse, no hay un numerus clausus de comisiones del COI, la Carta Olίmpica

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Rule 5 (Olympic Solidarity) The aim of Olympic Solidarity is: (...) 6. to collaborate with organisations and entities pursuing such objectives, particularly through Olympic education and the propagation of sport. (Emphasis added)

Once again, the contours of Olympic education take priority, as a cement for working out the IOC, in casu the operation of the mechanism of Olympic Solidarity. Contrary to past versions of the OC (from 1991 to 199639), no mention is made in this rule to the interplay between the Olympic Solidarity and the IOC Commissions, namely the one which deals with Olympic education.

Rule 27 (Mission and Role of the IFs within the Olympic Movement) (...) 1.3 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 (Emphasis added)

Since the 1996 edition of the Olympic Charter (the then Rule 30, paragraph 1.3), the third mission allocated to the IF is Olympic education.

Rule 28 (Mission and Role of the NOCs) (...). 2. The NOCs’ role is: 2.1 to promote the fundamental principles and values of Olympism in their

contiene algunas previsiones respecto de las mάs importantes, cf. Carmen Chinchilla Marίn:”, Los Juegos Olίmpicos: La elecciόn de la sede y otras cuestiones jurίdicas, Madrid, Civitas, 2009, p. 130. 39. In 1991, the Bye-law to Rule 8 stated as follows: The objectives of the programmes established by Olympic Solidarity are to contribute to: (...) 5. Collaborating with the various IOC Commissions, particularly with the Commission for the International Olympic Academy, the Medical Commission, the Sport for All Commission and the Commission for the Olympic Programme, as well as with the organizations and entities pursuing such objectives, particularly through Olympic education and propagation of sport. (Emphasis added)

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countries, in particular, in the fields of sport and education, by promoting Olympic educational programmes in all levels of schools, sports and physical education institutions and universities, as well as by encouraging the creation of institutions dedicated to Olympic education, such as National Olympic Academies, Olympic Museums and other programmes, including cultural, related to the Olympic Movement.

Like the IOC, the primary mission of the NOC goes beyond competitive sport per se. This approach started in 1954, when the Rule 25 of the IOC Regulations clearly underlined that the NOC are patriotic organisations not for pecuniary profit, devoted to the promotion and encouragement of the physical, moral and cultural education of the youth of the nation, for the development of character, good health and good citizenship (Olympic education). Several subsequent regulations in the decades of 50 and 60 added that National Olympic Committees should encourage the development of Olympic spirit among the youth of their countries. They should promote a program of education for the public and the press on the philosophy of amateurism. There is a tendency to concentrate too much on performance and new records and not enough on the social, educational, aesthetic, ethical and spiritual values of amateur sports. (Emphasis added) Once again the legislator opts for demanding encouragement and not for mandatory or compulsory actions. This time the word support is even absent. Therefore, an NOC seems not to be formally obliged to create a NOA. Moreover, no sanction is provided for NOC’s lack of initiative in this context. The same applies to Olympic Museums and/or cultural programmes.

Rule 10 (The Olympic motto) The Olympic motto “Citius – Altius – Fortius” 40 expresses the aspiration of the Olympic Movement.

40. This motto, introduced in 1981, was adopted by Pierre de Coubertin in 1894.

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Since 1966, the OC devotes a specific rule for the Olympic motto which means faster, higher and stronger. The source of the motto was the famous Dominican priest Henri Didon, a friend of Pierre de Coubertin, prominent educator and an enthusiast promoter of school sports in France at the end of the nineteenth century41, who sustained that the values which must be complied with in life are frequently learnt from sport.42

Bye-law to Rules 7-14 1. Legal Protection: 1.1 The IOC may take all appropriate steps to obtain the legal protection for itself, on both a national and international basis, of the rights over the Olympic Games and over any Olympic property. 1.2 Each NOC is responsible to the IOC for the observance, in its country, of Rules 7-14 and BLR 7-14. It shall take steps to prohibit any use of any Olympic properties which would be contrary to such Rules or their Bye-laws. It shall also endeavour to obtain, for the benefit of the IOC, protection of the Olympic properties of the IOC. (Emphasis added)

There can be no doubt that the IOC and NOC obligation to fight against ambush marketing can be based on a preventive approach, since it creates awareness among the public and potential offenders of the penalties for contravening the laws which protect the brand. Such awareness necessarily involves education, namely Olympic education, by which it can be taught what the Olympic symbols, terminology and images are and how they may be used.

Bye-law to Rule 49 1. It is an objective of the Olympic Movement that, through its contents,

41. Cf. IOC Regulations of 1966. 42. Cf. Michaela Lochmann, “Les fondaments pédagogiques de la devise olympique “citius, altius, forties, in Coubertin et l’Olympisme. Questions pour l’avenir, p. 95 and Fékrou Kidanè, “The structure of Olympic Movement”, in World Olympians Association: What an Olympian should know – An Olympian is an Olym- pian forever... , WOA, 2003, p. 24.

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the media coverage of the Olympic Games should spread and promote the principles and values of Olympism.

The content of this provision claims for two different steps of Olympic education: firstly, media officials should have courses of Olympic education before covering the Olympic Games; secondly they must promote Olympic education for the spectators and readers.

Suggestions for improving Olympic Education through changes in the text of the Olympic Charter

Bearing the Olympic education framework supra described, in particular the current problems faced by the IOA and the NOA, we shall now make some modest suggestions of changes that could be included in the OC in order to recognise the role of Olympic education in an integrated and coherent manner. It would be definitely incorrect and unfair to state that the OC does not give priority and importance to Olympic education. In this context, the suggestions I am going to make do not fill in any supposed lacuna in the OC, or amount to any break with the current version43. However, since it can in fact be concluded, as we did earlier, that Olympic Education is the cement of Olympism, we think that it is imperative to search for some alterations to the OC in order to give greater recognition to Olympic education, particularly with regard to its institutional framework. I am not unaware that some of these suggestions are no more than a sugges- tion for the IOC Session to reduce to writing some ideas that have already been implemented in practice. In any event, the legal and extra-legal importance of the Olympic Charter demonstrated in the first part of this text lead us to the inevitable conclusion that in the Olympic field one symbolic rule can be as important as one substantive legal provision. This is why it can make all the difference whether

43. Last updated on the 11th of February 2010.

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something is, or is not, included in the Olympic Charter. It makes indeed a difference whether the appearance of something in a rule is merely inferred or is clearly stipulated.44

In the light of the above, I make the following suggestions45: 1. To seek, as far as possible, to increase the specificity of the definition of the concepts that are intrinsic to the Olympic phenomenon, such as Olympism, Olympic Spirit, Olympic Ideal and Olympic Education46 – otherwise these concepts may be understood as a mere transposition to the context of the Olympic Games of concepts that are extrinsic to sport, such as tolerance, respect, ethics, non-discrimination, or as an adaptation to the context of the Olympic Games of concepts that are common to all sports phenomena and are not exclusive to Olympism, such as sporting spirit, fair-play or education through sport. Furthermore: This clarification could even strengthen the specificity of sport in general and of Olympism in particular, in the context

44. A paradigmatic case occurred in 1981, in the framework of the famous 11th Olympic Congress of Baden- Baden. M. V. Raña, in his capacity of President of both the ACNO and the Mexican Olympic Committee (...) proposed that the IOC institutionalised the association of the NOCs (ACNO) in the IOC Charter and transfer financial and technical responsibility for Olympic Solidarity to the organization over which he presided. This proposal was obviously not a mere whim. The aim was to include an express reference in the Olympic Charter to an existing organisation, not only with a view to the recognition or configuration of its institutional importance but above all with a view to the inclusion of a provision, which would enable the said organisation to receive (more) funds from Olympic Solidarity. Cf. Norbert Müller, One Hundred Years of Olympic Congresses 1894-1994, Special Edition for Participants in the Centennial Olympic Congress, Paris/August/ September 1994, p. 179. 45. Cf. also the recommendations issued for the XIII Olympic Congress by Sergio Camargo, from the Guatemalan Olympic Committee. Among several other recommendations put forward to help promote the development of Olympic Values, we underline the following: (i) A specific rule concerning the International Olympic Academy, its aims and objectives, as well as it fields of action, should be included in chapter 1 of the Charter and would constitute the legal support for its functioning; (ii) A rule should be included in Chapter 4 of the Olympic Charter, making it obligatory for all National Olympic Committees to have a National Olympic Academy as a permanent body and ensuring that all its objectives and aims for which it is established are fulfilled; (iii) The establishment of the Olympic Academy should also be made an obligatory requisite for an NOC to participate in the Olympic Games, Continental and Regional Games. 46. Cf. Opinion of the Economic and Social Committee on the Proposal for a Decision of the European Parliament and of the Council establishing the European Year of Education through Sport 2004, SOC/092, Brussels, 24th April 2002, CES 516/2002 FR/MEV/nm.

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of judicial decisions, in the knowledge that the Olympic spirit influenced a recent decision of the Court of Arbitration for Sport in Lausanne47 and that sports ethics influenced a recent judgment of the EU Court of Justice, which was based on an anti-doping rule adopted by the IOC;48 2. To expressly identify the IOA and the NOA as parts of the Olympic Move- ment. I consider that as Olympic education is the cement of Olympism, it would make sense for the IOA and the NOA to be considered one of the main parts of the Olympic Movement as is already the case of the IOC, the NOC and the IF. If this is not acceptable, a new solution should at least be adopted, which differs from the current position in which the IOA and the NOA are only part of the Olympic Movement when they are recognised by the IOC. Such recognition has already been granted to dozens of organisations, many of which have only a tenuous connection with Olympism; 3. To include the IOC Educational and Cultural Commission within the Permanent IOC Commissions that are expressly identified in the OC49, thus giving it the status it deserves –and that was recognised in past OC’s editions– and sending a message both within the IOC and externally as to the substantive and inherently institutional importance of Olympic education. This solution could, as it were, put the Olympic academies “on the map”. Symbolism matters and if the OC does not make the point, it will be more difficult to change the status quo that is marked by an absence of references to the Olympic Academies in the Bylaws and Regulations of many organisations involved in education through sport and even in Olympic education. This omission has evident practical consequences e.g. the level of the involvement of the Olympic Academies in inter-institutional co-operation mechanisms is either non-existent or insufficient;

47. Cf. CAS 2008/A11622 FC Schalke 04 v. FIFA; CAS 2008/A/1623 SV Werder Bremen v./FIFA; CAS 20081A/1624 FC Barcelona v. FIFA; Decision reached 6 August 2008, Causa Sport 4/2008, p. 388). 48. Cf. Judgment of the Court of 18 July 2006, Meca-Medina, Case C-519/04 P, ECR 2006, p. I-6991. 49. Currently, the IOC has 26 Commissions. The Bye-law to Rule 21 of the Olympic Charter makes express reference just to the following: the IOC Athletes’ Commission; the IOC Ethics Commission; the IOC Nomina- tions Commission; the Olympic Solidarity Commission; the Evaluation Commissions for Candidate Cities; the Olympic Games Coordination Commissions, the IOC Medical Commission.

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4. To reintroduce at the OC an explicit reference to the educational aspects related to environment protection; 5. To make the consideration of Olympic Education Programmes to be developed by the OCOG50 as an obligatory criterion for the selection of a city as the organiser of the Summer Olympic Games, the Winter Olympic Games and the Youth Olympic Games; 6. To take into consideration the pedagogical features of the candidates in the rationale for being an IOC member and for including a sport, discipline or event in the Programme of the Olympic Games.

50. One must remember the following text included in the “Information for cities which desire to stage the Olympic Games” (1957): The following requirements have to be met by the Organising Committee: The Olympic Games are a great festival of the youth of the world and the social, educational, aesthetic, ethical and spiritual values as well as the athletic features must be emphasized. Cf. also Chistina Ting Kwak, “An Olympic Education. From Athletic Colonization to International Harmony”, in Pathways: Critiques and Discourse in Olympic Research. Ninth International Symposium for Olympic Research, Edited by Robert K. Barney, Michael K. Heine, Kevin B. Wamsley and Gordon H. Macdonald, Bejing, International Centre for Olympic Studies, August 5-7, 2008, p. 527 as well as a recent position of the IOC President, Jacques Rogge: Universities have often partnered the Organising Committees for the Olympic Games (OCOGs) by offering numerous volunteers from among their students, helping to train the OCOG staff and offering the use of their sports facilities. They have thus played an important role in the success enjoyed by the Games, “Preface by the President of the International Olympic Committee Jacques Rogge”, Olympic Studies Reader Vol. 1, Edited by Hai Ren, Lamartine Dacosta, Ana Miragaya and Niu Jing.

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Henry TANDAU (TAN) President, NOA of Tanzania

Introduction

From its inception, the Modern Olympic Movement has fused education with sport and culture to improve both the body and mind. Pierre de Coubertin, the father of the Modern Olympic Games, crafted a vision of universal education through Olympism, spreading such ideals as discipline, focus, vision, commitment and persistence. The Olympic Charter (OC) is the codification of the Fundamental Prin- ciples of Olympism, Rules and Bye-Laws adopted by the International Olympic Committee (IOC). It governs the organisation, action and operation of the Olympic Movement and sets forth the conditions for the celebration of the Olympic Games. In essence, the Olympic Charter serves three main purposes (IOC, 2007):

a) The Olympic Charter, as a basic instrument of a constitutional nature, sets forth and recalls the Fundamental Principles and essential values of Olympism; b) The Olympic Charter also serves as statutes for the International Olympic Committee;

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c) In addition, the Olympic Charter defines the main reciprocal rights and obligations of the three main constituents of the Olympic Movement, namely the International Olympic Committee, the International Federations and the National Olympic Committees, as well as the Organising Committees for the Olympic Games, all of which are required to comply with the Olympic Charter. (IOC, 2007, p. 9).

Fundamental to the understanding of Olympism is its emphasis on an educational mandate. In fact, the “Olympic idea cannot be understood without an understanding of its educational mission” (Gessman, 1992:33). This educational mandate is outlined in several of the Fundamental Principles of the Olympic Charter (Binder, 2005). The Olympic Charter (2007) states simply the relationship between Olympic philosophy, ethics and education:

Fundamental Principle 1 (p. 11): 1. Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy of effort, the educational value of good example and respect for universal fundamental ethical principles.

Fundamental Principle 2 (p. 11): 2. The goal of Olympism is to place sport at the service of the harmonious development of man, with a view to promoting a peaceful society concerned with the preservation of human dignity.

This is a values education mandate. Some of the specific positive values referred to in these principles include a 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 (here described

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as preservation of human dignity). The principles, while somewhat awkward in their English wording, also include direction for an Olympic pedagogy. That is, the fundamental principles seem to suggest components of a possible teaching and learning strategy. Note the references to such strategies as “blending sport with culture and education”, setting “good examples”, and encouraging participation in sport as an educational situation in which these values can be developed (Binder, 2005).

National Olympic Committees

Chapter 4 of the Olympic Charter deals with National Olympic Committees, stating very clearly important duties of NOCs with regard to Olympic education (IOC, 2007, p. 61):

Mission and Role of the NOCs: 1. The mission of the NOCs is to develop, promote and protect the Olympic Movement in their respective countries, in accordance with the Olympic Charter (IOC, 2007).

2. The NOCs’ role is: 2.1 to promote the fundamental principles and values of Olympism in their countries, in particular, in the fields of sport and education, by promoting Olympic educational Programmes in all levels of schools, sports and physical education institutions and Universities, as well as by encouraging the creation of institutions dedicated to Olympic education, such as National Olympic Academies, Olympic Museums and other programmes, including cultural, related to the Olympic Movement (IOC, 2007); 2.2 to ensure the observance of the Olympic Charter in their countries (IOC, 2007);

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National Olympic Academies

National Olympic Academies are an integral part of the International Olympic Academy and the Olympic Movement (Georgiadis, 2008). Georgiadis further elaborates that, once the IOA had begun its activities, a number of important and substantial issues related to its operation and linked to the attainment of its goals came to light. It became obvious that the IOA needed support of other organizations in order to respond to the educational requirements of the Olympic Movement. “...attending lectures during the IOA’s sessions was not considered sufficient to make participants aware of the academy’s mission and their own contribution to it. The selection of the participants, their preliminary training, their stay at the International Olympic Academy and the need to draw upon their knowledge and experience, led to the creation of National centres for Olympic studies in other countries”. Georgiadis goes on to explain that, participants in the IOA sessions and Seminars now had a point of reference in their own respective countries around which they could rally in order to develop their Olympic education activities in cooperation with the IOA. Georgiadis notes that, in the discussion groups at the IOA’s sessions, the idea of a “National Olympic Academy” is considered “as a “popular topic”1. In the same observation Georgiadis further recounts that, as many Olympic Commit- tees do not comply with their educational obligations in a consistent manner, participants at the sessions have demanded the creation of National Olympic Academies (NOAs) to allow those who attend the sessions of the IOA once they return to their country to become involved in their core activities and operate as the ambassadors of Olympism in their homeland. Today, 32 years after the establishment of the first National Olympic Academies, the aim of each Olympic Academy is, through Olympic Education programs, to cultivate and disseminate the Olympic Ideal, study and apply the universal education and social principles of the Olympic Movement, in confor-

1. Report of the 16th Session of the IOA, Athens 1977, p. 24.

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mity with the Olympic Charter, within the national and cultural boundaries of each National Olympic Committee, in cooperation with the IOA and the IOC. These aims are achieved by NOAs by the means of programs which they develop themselves in collaboration with the NOC and other sports and educational entities in their country. National Olympic Academies are the IOA’s extensions and operate as trans- mitters and receivers for the promotion of the Olympic Charter’s ideals through the national Olympic education programs. Each national Olympic Academy must also encourage the practice of sport among all social and age groups and promote the idea of sport as a fundamental human right. Georgiadis elaborates that “national Olympic Academies operate within the framework of their respective National Olympic Committees and their aims are in harmony with those of the NOCs”. The NOAs are the educational institutions of the NOCs. Even when there are differences in their structure and mode of operation, they must always be placed under the patronage of the NOC, within the framework of a single Olympic Move- ment. It would be very difficult today to define a single system for the operation of NOAs as there are huge administrative, cultural and political differences from country to country. The goal of education –of Olympism– may be summarized in a quote from 2000 by the then IOC President Juan Antonio Samaranch: “Every act of support for the Olympic Movement promotes peace, friendship and solidarity throughout the world”. The field of Olympic education has been studied in-depth by numerous international scholars. They have endeavoured to analyze the core of Olympic education so as to avoid the concept of Olympic education being regarded merely as a pool of all highly social and moral values. It is more or less commonly agreed that the idea of Olympic education first and foremost encompasses the long-ranging striving for individual achievement with due respect to the principles of fair play and an increase in a better transnational mutual understanding by supporting processes of intercultural learning.

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In the course of the last decades some scholars have successfully endeavoured to spread the main ideas of Olympic education. The main target groups have been students and pupils. At the International Olympic Academy in Olympia, as well as at conferences organized by various National Olympic Committees, Olympic Academies, and institutes of learning, students are offered the possibility of examining basic ideas of Olympic education. Frequently the students bring their experience and knowledge back to their home universities in order to integrate them into classes or tutorials. Without doubt this is a fruitful way to disseminate the central values of Olympic education. According to Binder, Olympic education in its broadest sense encompasses the workshops and leadership training of Olympic Solidarity, the research and scholarly study of sport historians and sociologists, the public relations efforts of the International Olympic Committee (IOC), its sponsors and its affiliates, as well as the school curricula, handbooks and projects of Olympic Games organizing committees, National Olympic Committees (NOCs) and National Olympic Acad- emies (NOAs). It also encompasses a large variety of initiatives for children and youth2 (Binder D., 1995).

International Olympic Academy

The International Olympic Academy functions as a multicultural interdisciplinary centre that aims at studying, enriching and promoting Olympism. The foundation of such an institution was inspired by the ancient Gymnasium, which shaped the Olympic Ideal by harmoniously cultivating body, will and mind. On the eve of the 21st century, the centennial anniversary of the revival of the Olympic Games coincides with the global scale changes that are affecting every aspect of human thought and activity.

2. This is in the introductory note Binder wrote in a paper presented to the centre for Olympic Studies titled: Challenges and Models for Successful Olympic Education Initiatives at the Grassroots Level. Olympic Perspectives, p. 245.

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We, our cultures and our civilisations have already entered a greater transitional period in which the images of the world that we were used to taking for granted are being altered. The interrelated scientific, technological, economic, political and social developments that characterise the course of humanity towards the third millennium are influencing each and every idea, norm and institution of our international community. This dynamic wave is also opening up new forms of dialogue for the future of Olympism. Moreover, as can be seen through the study of its age-long history, the Olympic Ideal has always been conceived and formed according to the wider conditions prevailing during different periods in time. The birth, the prosperity, the decline and the revival of the Olympic Games have all been the reflection of the wider cultural conditions that shaped each era. The speculations and potentials still evolving out of the Olympic Movement are naturally arising in the realisation process of such an Ideal. “Olympism”, in the words of Pierre de Coubertin, “is not a system, it is a state of mind. It can permeate a wide variety of modes of expression and no single race or era can claim to have the monopoly of it”. The International Olympic Academy provides a unique opportunity for students, academics, athletes, artists and officials from all over the world to exchange ideas and share this “state of mind” in Ancient Olympia. The wide variety of educational sessions, academic programmes and in depth research studies that are offered, all aim towards serving the vision of the International Olympic Academy for the new century: to explore and enhance the contribution of Olympism to humanity.

The mission of the IOA is: • To function as an International Academic Centre for Olympic Studies, Education and Research; • To act as an International Forum for free expression and exchange of ideas among the Olympic Family, intellectuals, scientists, athletes, sport administrators, educators, artists and the youth of the world; • To bring together people from all over the world, in a spirit of friendship and cooperation;

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• To motivate people to use the experiences and knowledge gained in the IOA productively, in promoting the Olympic Ideals in their respective countries; • To serve and promote the Ideals and principles of the Olympic Movement; • To cooperate with and assist the National Olympic Academies and any other institutions devoted to Olympic Education; • To further explore and enhance the contribution of Olympism to humanity.

Educational Programmes of the International Olympic Academy: • International Session for Young Participants; • International Post Graduate Seminar on Olympic Studies; • Joint International Session for Directors of NOAs, Members and Staff of NOCs and IFs; • Joint International Session for Educationists and Staff of Higher Institutes of Physical Education; • International Session for Sports Journalists; • Special Sessions for institutions related with Olympism: National Olympic Committees, National Olympic Academies, International Sport Federations, Sport Medical Societies, Unions of Coaches, Referees, Sports Administra- tors, etc.; • Special Sessions for Institutions indirectly related with Olympism (CISM, Teachers, etc.) aiming to promote the Olympic Ideal; • Educational visits of groups from various institutions (Universities, Graduate schools, schools, Sports Clubs); • Visits of Researchers of Olympic subjects; • Conferences on Sports.

All the IOA Sessions are held in Ancient Olympia and participants are accom- modated in the guestrooms located on the Academy grounds. The IOA has three official languages: English, French and Greek. Partici- pants must be fluent in at least one in order to participate in the educational programmes.

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The Joint Session for Presidents or Directors of NOAs and Officials of NOCs, is perhaps the most important of all the sessions for the success of almost all the other sessions. This biannual Session aims to bring together Senior Administrators from Organizations engaged in creating Olympic Education programmes and involved in educational and social activities aiming to promote the Olympic Movement. The IOA’s role is to coordinate and assist the NOAs in their work, and this Session provides a Forum for the exchange of ideas and educational programmes and the presentation of the activities of the NOAs and NOCs in different countries. Communication and the working culture of the NOCs and NOAs is of paramount importance in the success of these sessions. The choice of participants, preparation and commitment of the participants is key to the realization of the intended objective. This year’s session is the tenth in the series, as such there is need to reflect on the organization and management of these Joint sessions so as to improve the quality of the sessions and to realise the intended goal, that of developing and spreading Olympic Education. Communication is an important factor in the success of any humankind under- taking. Several factors contribute either positively or negatively on communication, such as timeline, language, clarity, accuracy, medium, feedback or response and ability to follow instruction, the working culture or policy of an organization in relation to communication issues. This paper sets out to present the problems encountered in the quest of organizing such sessions, specifically focusing on cultural and communication problems.

Methodology

The literature review method was the primary method used in developing this paper, published and unpublished sources have been used. Correspondence between the IOA and NOAs and NOCs, Past Session presentations and Conclusions

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were also reviewed. Personal experience from attending a number of sessions of IOA, discussions with the students of the IOA Master’s degree Programme (2009 / 2010) have all been taken into consideration.

Findings and Discussion

• Quite often there has been confusion between delegates of NOAs and NOCs to the extent that the IOA has had to request NOAs and NOCs to clearly state whether a delegate is a member of a NOA or NOC. Sometimes delegates who are not involved in the Education functions of the NOAs or NOCs have been sent. • Quite a number of delegates are sent to Olympia without prior preparation, as to what to expect and what is expected of them. With some countries there is a turn-over every year, where the policy is to award the trip to members of the NOC in turns, so there is no continuity; this has forced the IOA to insist that the President / Director of NOAs must attend the Directors and the joint sessions. • Non-adherence to Final Enrolment date: “We have noticed in the past that many NOAs or NOCs do not submit their application forms in due time. We hereby would like to bring to your attention that no application submitted after the expiry date will be considered”. • Language: “Participants must have an excellent knowledge of either English or French, since they are expected to take active part in the discussion groups which follow the lectures. This is the quintessence of the IOA’s activities, i.e., to get people from all over the world to know and contact each other. It has been repeatedly noticed in the past that quite a few participants cannot understand or speak either English or French and consequently, they are unable to participate fully in the discussion groups. Therefore, all NOCs and NOAs are kindly requested to avoid sending over delegates who do not speak fluently at least one of the above two languages”. • Working relationship between NOAs and NOCs is another challenge that features prominently in the conclusions of the group discussions of the sessions, especially as relates to accessibility to information and financial support.

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This problem is more pronounced in countries which rely solely on Olympic Solidarity funding; rarely are any Olympic Education activities undertaken, for want of funding. In most other NOCs, NOAs exist only on paper and no activities take place apart from attending the sessions here in Olympia. • In the conclusions of English Speaking Group 5, during the 9th International Session For Directors of National Olympic Academies (1-8 June 2007), Ibrahim Abazid, et al. considered the challenges, difficulties and solutions to implementing Olympic Education Program and concluded that there are three key challenges that needed to be addressed. They named these as: relationship between NOA and NOC, communication and financial difficulties.

Conclusion

We observe from the above that there are communication problems within the key players involved in the development and dissemination of international Joint sessions on Olympic Education, namely, the IOC (through OS), the IOA, the NOCs and NOAs. The gap is more pronounced between NOCs and NOAs. This communication problem is both in terms of availability and timeline as well as response or feedback. This is a result of poor working relationships between NOCs and NOAs; the main cause has been attributed to non-information sharing by the NOCs, even in instances where NOAs are directly under the NOC. NOAs are hardly made aware of the funding opportunities from Olympic Solidarity, even the funds provided to NOCs under “Other Activities” are hardly communicated to NOAs, and the quadrennial plans which offer a number of opportunities are unknown to most NOA officials. It is also noted that in some cases, the NOAs are only on paper, or spring up when it is time for a trip to Olympia; no initiatives are taken to organize and spread Olympic education in the respective country. The young participants who are sent to Olympia are not chosen on merit since there are no Olympic Educa- tion activities, in some countries.

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Officials not involved in Olympic Education, have been sent to these sessions, while being fully aware that they will not involve themselves in the dissemination of Olympic Education when they go back to their countries, NOCs should work together with NOAs to select the best candidates based on merit to attend such sessions. A system should be developed to ensure that those who attend these sessions have the knowledge, motivation and commitment to embark on creation and spreading of Olympic Education. A working Guideline should be developed to ensure a smooth working relationship between the key players in the development and spread of Olympic Education, namely: the IOC (through Olympic Solidarity), the IOA, the NOCs and the NOAs. This document should be made available to all and on the IOC and IOA websites.

References

Binder, D.L. (2005). Challenges and Models for successful Olympic Education Initia- tives at Grassroots Level. Paper presented during Forum organized by the Centre for Olympic Studies – Olympic Perspectives. Binder, D. L. (2007).Teaching Values: An Olympic Education Toolkit. International Olympic Committee, 2007 Binder, D. L. (2005). Teaching Olympism in Schools: Olympic Education as a focus on Values Education. University of Barcelona – Olympic Studies Centre. Georgiadis, K. (2008). “National Olympic Academies”. International Olympic Academy. 9th Joint International Session for Presidents or Directors of National Olympic Acade mies and Officials of National Olympic Committees 12th-19th May 2008; Conclusions. International Olympic Academy – circular Ref. No.: 1376 / KG /st Athens, 8th December 2009. International Olympic Academy. 8th International Session for Directors of National Olympic Academies 18th-25th April 2005; Conclusions. International Olympic Academy. 8th Joint International Session for Presidents or Direc- tors of National Olympic Academies and Officials of National Olympic Committees 23-30 May 2006; Conclusions.

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International Olympic Academy. 9th International Session for Directors of National Olympic Academies 1st-8th June 2007; Conclusions. International Olympic Academy. 9th Joint International Session for Presidents or Direc- tors of National Olympic Academies and Officials of National Olympic Committees 12th-19th May 2008; Conclusions. IOA Website. www.ioa.org.gr IOC. (2007). Olympic Charter. Lausanne, Switzerland.

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Dr Thomas P. Rosandich (USA) President and CEO of the United States Sports Academy

“The Olympic Games are not just ordinary world championships but a four-yearly festival of universal youth, ‘the spring of mankind,’... multiple ambitions in all forms... To the ancient Greeks, the Olympics were as much a matter of art as athleticism”. Baron Pierre de Coubertin, Founder of the Modern Olympic Games

Since the beginning of the Olympic Games, sport and art have been partners in communicating Olympic values, and this powerful educational partnership continues today. Defined in the 1800s by its founder, Baron Pierre de Coubertin, the purpose of the Modern Olympics is to promote the physical, psychological, and peaceful cultural improvement of man and nations through sport. More effectively than any other vehicle, Olympic art brings the spirit of the Games to the masses in line with the democratic principles of Olympism. Only a few select athletes can experience the thrill of participating in Olympic sports. However, everyone can enjoy and be inspired by viewing Olympic art. Looking ahead to challenges facing National Olympic Committees, art emerges as a powerful tool for the education of future generations in Olympism. The recent IOC publication of the book Olympic Posters is a great resource for teaching Olympism. Posters offer a quick history lesson because dates, places,

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art styles, and often sports stars are clearly shown. Olympic Games promotion is focused on the youth market, and posters are an effective tool because they are within most young people’s budgets and are popular displays in young people’s rooms. As IOC President Jacques Rogge says, “If we don’t adapt to the changes of youth, we are lost”. It might seem unlikely that a simple paper item like a poster would be significant in a fast-paced technological age, however, it is because posters are not fleeting that they retain their teaching edge. You cannot turn them off, and their batteries do not run out. A poster on your wall is a message that keeps on educating. If a picture is worth a thousand words, an appealing Olympic poster’s symbolic message in the person of an exciting athlete is worth a thousand lectures about building character. The posters chosen for discussion here have been selected for their ability to communicate specific milestones in Olympic history or shifts in world culture, and these qualities make them particularly useful as educational tools. The first official Olympic poster was not printed until 1912. Program covers from prior Games were later printed as posters and contain valuable educational information on early Olympic practices. The Official Report cover for the first Olympics of the modern era, the 1896 Athens Games, is a symbolic portrayal of the connection of Ancient Games to Modern. A manifestation of Coubertin’s vision, the Modern Olympic Games were a vehicle for peace and democracy and strictly amateur. The image now printed as the official poster for the 1900 Paris Games is a poster originally designed for the Paris World Exhibition. Even though 22 nations participated in those Games, because of the concurrent schedule, some athletes were unaware that they were competing in the Olympics. The poster featuring a woman fencer is fitting, as it advertises the first Games in which women athletes were allowed. Golf was the first Olympic event won by a woman. The 1904 Olympics became another Games upstaged, this time by the St. Louis World Fair. US President Theodore Roosevelt changed the host city from Chicago to St. Louis to ensure that the Games would be held along with the Loui- siana Purchase Exhibition. Noting the events’ famously festive mood, one reporter dubbed the event “a fair where there are also sports”. Because many people still

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considered St. Louis the dangerous “Wild West”, attendance from those outside the United States was minimal. Of the 554 athletes, 432 were Americans. The 1908 Games were held in London. Rome had been scheduled to host the fourth Olympic Games, but a volcanic eruption of Mount Vesuvius changed the site to London. Rome would not host the Games until 1960. In 1908, the London Games were attended by 23 nations and 2,000 athletes and were the first Olympics in which the top three finishers earned medals. Several other firsts occurred here. The Olympic motto was coined: “It’s the participation that counts, not the winning”. Figure skating became an Olympic sport. The first medals were awarded for works of art inspired by sport in the fields of architecture, literature, music, painting, and sculpture. Depicted on the program cover, Shepherd’s Bush stadium played a part in another first. The official 26-mile, 385-yard marathon length was adopted so that athletes starting at the stadium would finish for easy royal viewing in front of the Royal Box. The 1912 Stockholm Games produced the first planned and executed official Olympic poster. The main job of these early posters was to announce and advertise the Games. The poster was printed in 16 nations and shipped to 30 different countries for display. The partial nudity of the athlete portrayed, a nod to Ancient Olympic Games, caused international controversy. The flag sequence, representing the march of the nations, was an issue of dispute. Over 3,800 athletes from 28 nations participated in those Games, including the first entry by Japan. For the first time, competitors came from all five parts of the world later symbolized in the five Olympic Rings first shown at the 1920 Games. When Sweden refused to hold boxing, the IOC issued a rule limiting the powers of local organizing committees and took control of events selection. The 1920 Antwerp Games were the first Olympics after World War I. Athletes from Germany, Austria, Bulgaria, and Turkey were excluded. At those Games, the Olympic Oath, a solemn promise made by one athlete who represents all competitors, was reinstated from the Ancient Games. The Olympic Flag was adopted with its five-colored interlocking rings symbolizing fraternity among nations and the five participating continents. At those Games, hockey was first included, paving the way for future Winter Olympics.

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Paris, home of Olympic founder Baron Pierre de Coubertin, hosted its second Games in 1924. This was Coubertin’s last Olympics as President of the IOC. A new Olympic motto, Citius, Altius, Fortius (Faster, Higher, Stronger) was used for the first time. In 1928 in Amsterdam, Holland’s Prince Hendrik opened the largest Games to date in a newly-built, 40,000-spectator stadium that established a 400-meter running track. Prince Hendrik introduced a giant results board, now standard for all international competitions. The Dutch also introduced the Olympic Flame, which now burns throughout each Olympiad. Women were allowed to compete in track and field events for the first time. For the first time since World War I, Germany was allowed back in the Games. The 1928 poster, the rarest of all Olympic posters, sells for approximately 18,000 US Dollars, and is the first to feature the Olympic Rings that have appeared on official posters ever since. The streamlined Deco design of the poster marked the shift from ancient to modern styles and reflects a machine age obsession with speed. This poster does not display specific dates for the Games. Posters no longer needed to provide schedules for an isolated public. Telegraph, radio and then television could relay the news much faster. The 1936 Games originally were to be hosted by Barcelona, but the IOC changed this since Spain was on the brink of civil war. In newly selected Berlin, Adolf Hitler opened the Games in a highly politicized atmosphere, a trend that would continue throughout the century. At the 1912 Stockholm Games, Baron Pierre de Coubertin had said, “great people have received the Torch... and have thereby undertaken to preserve and... quicken its precious Flame”. The flame symbol was reconfigured as a Torch Relay at the 1936 Berlin Games, and the relay has preceded all Olympic Summer Games since. The 1936 opening ceremonies featured a release of pigeons, a symbol of peace, which has endured as a standard feature at the Games. Closed circuit television, that would eventually transform the Modern Olympic Games, was introduced for the first time. Jesse Owens, a sprinter from Ohio State, won four gold medals, tied the world record in the 100 meters, set world records in the 200 meters and long jump, and anchored the 400-meter relay. Owens, an African American and top athlete, symbolized the spirit of Olympism, upsetting the political myth of Aryan supremacy, and manifesting Coubertin’s vision of equality.

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Although Olympic Games, scheduled for Berlin, Tokyo, and Madrid respec- tively, were not held in 1916, 1940, and 1944 due to World Wars, the Olympic history of those years is preserved in art. Cristόbal Gabarrόn’s sculpture, “The Atlanta Star”, 26 pillars of painted Balboa steel installed at the centennial 1996 Atlanta Olympic Games, depicts the political, social, and athletic aspects of the 100 years of Games, including those cancelled due to war. “The Atlanta Star”, commissioned by the United States Sports Academy, honors the dark war years, as well as the many freer, happier years of the Games. In 1948, the Olympic Games returned to London. Britain’s King George VI opened the Games with a great ceremony at Wembley Stadium. Athletes from 59 nations were housed in military barracks throughout the country. China sent a team to the Summer Games for the last time until its return in 1984. However, there would be representation from Taiwan in the interim. Once again, Germany and Japan were required to sit home. In a great media breakthrough, over 250 broadcasters aired the Games in more than 40 languages. Those were the last Games at which medals were awarded for works of art inspired by sport. The 1948 London Olympic poster shows the British Museum’s Townley Discobolus statue and, the Big Ben clock, set to the Games’ start time of 4 o’clock. Both are icons of the city and the cultural ties to the Games. In 1952, Helsinki hosted the largest Olympiad to date with 69 nations and nearly 5,000 athletes participating. A new state-of-the-art facility was constructed, including a beautiful Olympic Village. Germany and Japan once again entered the Games. The Soviet Union entered its first Olympics. The poster from the cancelled 1940 Finnish Games featuring Finnish runner Paavo Nurmi was revised to suit the 1952 Games. Melbourne’s 1956 Olympics were the first held in the Southern Hemisphere, however, the Olympic equestrian events were held in Stockholm, because an Australian government regulation banned animals from entering the country. The Stockholm Equestrian Games featured 158 athletes from 29 nations. Two official posters advertising the two parts of the Games display different dates to compensate for the difference in seasons between hemispheres. The 1960 Rome Games integrated historic architecture with modern facilities.

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The 1960 Games were the largest Olympiad to date with 83 nations and nearly 5,500 athletes and featured the first Paralympics. Heralding a new media era, the Games were televised worldwide. Television revenue has escalated at a stag- gering pace ever since. In 1960, CBS paid 394,000 USD for television rights. NBC is now paying 5.7 billion USD to broadcast the Olympics in the US from 2000 to 2012. In the Rome Games, the first sign of doping was seen when cyclist Knud Enemark Jenson of Denmark died from a drug overdose. Politics surfaced when South Africa was expelled from the Olympic movement until 1992 for its racist apartheid policy. The Rome poster depicts a wolf suckling Romulus and Remus atop a Classical column, a modern Olympic poster tribute to the history, culture, and art of Rome. In 1964, Tokyo was the world’s largest city and the first Asian city to host the Games. Tokyo boasted modern hotels and arenas. The Japanese won every architectural award for sport facilities. Japan’s national sport, judo, was designated an official Olympic event. The Tokyo poster was the first Olympic photography poster, showcasing Japan’s advances in photography and printing. The models featured were multi-racial members of the US Air Force, reflecting the 1960s Civil Rights movement in the Games’ message. The 1968 Mexico City Olympics were the first Games to be held in North America outside the United States. The Games were the first held at high alti- tude (7,573 feet above sea level) and staged in the gigantic 150,000 seat Aztec Stadium. For the first time, more than 100 nations (112) participated. The 1968 Mexico poster was designed to evoke the fabric patterns of the Huichole Indians, an example of how Olympic posters can educate others about host cultures. The 1972 Munich Games, “The Happy Olympics”, contradicted its nickname when racism, boycotts and terrorism erupted. The 1972 Munich Games had turned tragic when the Black September terrorist group killed 11 Israeli athletes held captive in the Olympic Village. A funeral ceremony was held at the stadium the following day, but the Games continued. The poor performance of the US at those Games became an impetus for the formation of the United States Sports Academy. The Munich poster shows the Olympiaturm, a communication tower signifying advances in technology and a modernization of Olympic images.

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Canada was awarded the 1976 Montreal Games in a selection process marked by a bidding war between the Soviet Union and the United States. Those and the following two Games were marked by boycotts, Montreal with 21 African nations protesting New Zealand’s participation in an earlier rugby competition against South Africa. Taiwan was refused entry into the Games under their chosen name, Republic of China. The poster prominently displayed the Olympic Rings only, a simple design that is indicative of the logo-like corporate designs that would dominate today’s posters. The Soviet Union was awarded the 1980 Moscow Games, however, the Games were boycotted by the United States and some 62 other nations, including Japan and the Federal Republic of Germany. In spite of these conflicts, the Moscow Games saw 33 world records broken. The poster continues the trend toward simple, stylized design images. In 1984, President Ronald Reagan opened the Los Angeles Games to a record 141 nations and more than 7,000 athletes. The Games were boycotted by the Soviet Union and 16 other countries. The two Irelands competed as one; the two Koreas considered doing the same; and the People’s Republic of China entered the Games for the first time. The winning bid for the Games did not come from a national, state, or local government. It was put together by a free enterprise system headed by Peter Ueberroth. Such a process had not been undertaken since 1896. The 1984 poster’s five stars symbolizing high goals are cut from photographs of cultural US images and are repeated to indicate multiple competitors and speed. The year 1988 marked the first Paralympic Games to take place at the same venue as the Olympics. The Seoul Olympic facilities were built from scratch and every competition site boasted an exceptional cleanliness. Nineteen world and seven Olympic records were broken. Despite the success, Seoul will always be known as “The Doping Olympics”. Three winners in weight lifting and a Cana- dian sprinter, Ben Johnson, were stripped of gold medals for testing positive for steroids. The 1988 groundbreaking poster signifies the dawning of the computer age, now a major factor in the development of Olympic education. The poster image expresses harmony between tradition and technological advancement.

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Barcelona put on a gold medal show in 1992 by recapturing the splendor of the historic maritime city. They removed urban factories to build the Olympic Village with parks and shops, and minimized pollution in the Mediterranean Sea. A record 172 nations participated in the first Games since 1972 without a boycott. Soviet Republics entered the Games as the Unified Team and dominated competitions with 112 medals. South Africa was welcomed back after the 1991 moratorium on apartheid. The poster heralds the future of technology in Games media with its brand-like logo. Now the key means of communicating facts about the Games are television and online news. In 1996, Atlanta hosted the Centennial Olympics. As in the 1984 Los Angeles Olympiad, the Games were won by a bid entered by enterprising businessmen, led by Billy Payne. A record 197 nations committed to participate, including North Korea’s first entry. There were 10,788 athletes that vied for gold metals. The entire face of Atlanta was changed by the construction of such venues as the Centennial Olympic Stadium and the Olympic Park. The Olympic Village ultimately became residential housing for Georgia State University and Georgia Tech University. The Centennial Olympic Stadium for track and field events was converted into Turner Field baseball stadium for the Atlanta Braves. Centennial Olympic Park is still in use. The 2000 Sydney Games marked the second time the Summer Games were held in the Southern Hemisphere, the first being Melbourne in 1956. The Austra- lian poster shows a shadowy Sydney Opera House topped by leaping Aboriginal symbols indicative of heightened worldwide respect for first nation cultures. The 2004 Athens Games, the “Internet Olympics”, was the first time major broadcasters were allowed to serve video coverage over the worldwide web. IOC President Dr Jacques Rogge described these Games as the “unforgettable, dream Games”. The motto was “Welcome Home”, reflecting the first time since 1896 that the Olympics were held in Greece. A simple olive branch in blue and white on the poster symbolizes the Greek countryside and the country’s historic involvement with the Games. In 2008 Beijing, 11,028 athletes from 204 nations competed. The Games were a source of national pride for the Chinese, and offered hope for long-term

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reforms in environmental policy. The official poster was designed by students from about 266 colleges and universities in China. The upcoming 2012 Games in London has yet to reveal an official poster, but the logo, designed by the designer of the 1996 official poster, Primo Angeli, continues in the modern tradition of streamlined corporate design. The five boroughs of London are stylized to form the numbers 2012. Also useful for Olympic education, the Winter Olympic posters are in many ways just as, if not more visually breathtaking than those of the Summer Games. The 1984 Winter Games in Sarajevo were branded the “Friendly Games”, and did not hint at the fighting that would tear Yugoslavia apart eight years later. The 1994 Lillehammer Games in Norway marked the first and only time to date that the Olympic Games were staged two years apart, as the IOC chose to move the Winter and Summer Games to separate four year schedules. Hometown star speed skater Johann Olav Koss won the 1,500, 5,000 and 10,000 setting world records in all of them. His extraordinary gift of all his winnings to Olympic Aid sparked a flood of $18 million in donations over 10 days. Though the Bosnian War raged as the Games took place, Bosnia and Herzegovina’s four-man bobsled team consisted of one Croatian, two Bosnians, and a Serbian – another example of the Olympic code’s contributions to peace. As the Games evolve, so does the poster art used to promote them. The 2010 Vancouver Winter Olympics poster, with its fresh, vibrant colors and contemporary design, is an example of how Olympic posters are an opportunity to appeal to youth and a chance for the host culture to influence young people of the world. The Sochi 2014 logo is an even better example. The Sochi logo takes this one step further by being the first logo to feature a Games’ website (Sochi.ru). It aims to advertise the Games and to entice the people of the world to look further for information, thus leading people to a vast online directory of Olympic history and philosophy. The power to represent the identity and principles of an event is imparted intentionally by the artists in their choice of symbolic images as well as coin- cidentally by events when historic milestones happen at specific Games. The three pillars of the Olympic Movement are sport, culture, and the environment.

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Olympic art educates the viewer in Olympic values by telling the story of its times in artistic shorthand and continuing to echo the concepts shaping the event in the public’s collective mind ever after.

Works consulted

McGeachy, A. (1996, July 22). Images that Captivate. Sports Illustrated, pp. 34-36. Official Website of the Beijing 2008 Olympic Games. (2008). Retrieved from, http://en.beijing2008.cn/education/curriculum/index.shtml OlympicMuseum.de (2010). Retrieved from, http://olympicmuseum.de/quickview/all_poster.htm Olympic Museum. (2007). Olympic Games Posters. Retrieved from, http://www.turin2006.com/Documents/Reports/EN/en_report_776.pdf Rosandich, T. P. (1996). The Atlanta Star. Daphne, AL: United States Sports Academy.

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Prof. Mark GOLDEN (CAN) Professor of Classics, University of Winnipeg

Socrates was famous for questions rather than answers. Even his one recorded intervention in Athenian politics was accomplished without a speech or a state- ment. Socrates was one of five men who were ordered by the Thirty Tyrants to detain Leon of Salamis. The others complied and Leon was arrested and killed, but Socrates simply went home. He was likely saved from death only by the democratic restoration soon after. We should therefore pay all the more attention to what Socrates said on another occasion when his life was on the line, at the end of his trial for corrupting the youth of Athens (among other offences). Found guilty as charged, Socrates faced the death penalty, but had the opportunity of proposing an alternative sentence. He opted (or so Plato says) for the greatest honour the Athenian community could bestow: What is a fitting penalty for a poor man who is your benefactor and who needs leisure time for advising you? Nothing is more fitting than free meals for the rest of his life. And he deserves this more than a victor in the two-horse or four-horse chariot race at the Olympic Games. He makes you seem happy, but I make you really happy. And in any case he does not need free meals and I do. This piece of provocation tells us all we need to know about the status of an Olympic victor in classical Athens, and indeed everywhere in the Greek world and at all times. Such a man stood at the furthest extreme from a convicted criminal, from a poor and eccentric criminal in particular. So it was that the

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wealthy and powerful –kings, tyrants, members of the aristocratic elite– spent enormous sums to raise and buy and race their horses and chariots at Olympia and to pay poets such as Simonides, Bacchylides and Pindar to sing their praises and to commission statues from the leading sculptors of the day. As for athletic victors at Olympia, they earned the same honours Socrates says were given to Athenian equestrians, a lifetime of free meals in the Prytaneion, and also (like them) front-row seats at festivals and even (though this is uncertain) a generous cash bonus; at Sparta, they fought at the side of the kings. Victories at the other panhellenic games were similarly rewarded at Athens. And while those gained at local festivals might be less prestigious, they were far from negligible nonetheless: likewise commemorated in song and the occasions for statues, they were enumerated in numbing detail in ever-longer inscriptions from all over the Greek world up until the end of antiquity. Only political power surpassed success at Greek competitive festivals as a basis for prestige in ancient Greece. And just as the politically powerful believed such success legitimated and enhanced their position, athletic excellence could amount to a claim to political power in itself. Of course, not every athlete was successful and none won every time out. Was there a social cachet in participation itself? Pindar writes of three wrestlers who were defeated at the Pythian Games at Delphi in the mid fifth century: “They ran home to their mothers/They slunk through the back alleys, separately and furtively/painfully stung by their loss”. This may remind us of Reece Bobby in Talladega Nights: “If you’re not first, you’re last”. There is no credit here for merely taking part. But then Pindar’s main concern is to flatter Aristomenes, for whose glory he writes, and stressing the height to which the wrestler’s win has elevated him serves that strategy. Some later inscriptions present athletes as having competed worthily, notably, conspicuously, in a manner worthy of victory, at important festivals – but not actually winning. At the same time, Christians and gladiators, men (and women) on the margins of ancient society or mired in its lower depths, seek to represent themselves as athletes. There is nothing like this evidence earlier and it may be viewed as a sign of a change in attitude, of a new regard for athletic competition itself and for those who practised it.

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But we should be cautious about this conclusion: athletic activity was always informed by an elite ethos, even in democratic Athens. The competitive program comprised contests of strength, speed and skill essentially unchanged from those which engaged Homer’s elite heroes. It was inherited from a milieu in which individual excellence mattered more than cooperation in a group; though tribal competitions involving team events (a boatrace, perhaps a tug-of-war) were a feature of local festivals like Athens’ Panathenaea, they were restricted to citizens alone and never became part of the great panhellenic festivals. It’s worth adding that most other events reserved for Athenians at the Panathenaea involved horses and that the festival, celebrated though it was in a radical democracy, featured more horse- and chariot-races than athletic contests. These were of course available only to the rich; and this is probably true, though to a lesser extent, for such team events as the tribal torch races. It is likely that these elite overtones always made competitive activity something to be proud of and display. Here’s an example: The fourth-century BCE orator and politician Aeschines was sensitive about his family background. Demosthenes, his rival, liked to depict Aeschines’ father as a lowly schoolmaster, his mother as the devotee of an outlandish cult, his brother as “a painter of alabaster boxes and tambourines”. Aeschines’ own account admits his father’s poverty, but claims that he had competed as an athlete in his youth. Similarly, his brother is said to spend his free time in the gymnasium. And Aeschines himself lards his speeches with references to the lifestyle choices of the rich and famous, athletics prominent among them, and with suggestions that he too partakes of such pastimes. These links with athletics are clearly meant to establish Aeschines’ credentials as a member of the elite. He repays Demosthenes in the same coin, denying that his supporters include those who exercise along with him. “He hasn’t spent his time hunting wild boars or cultivating bodily vigour, but in hunting down men of property”. It is left to Plutarch, centuries later, to mount a defence: Demosthenes’ guardians defrauded him of his father’s estate – he was therefore too poor to indulge in athletic activities – and he was besides sickly. Certainly ancient athletes made no effort to conceal their activities, readily identifiable as they were from their heavy musculature (there were no weight classes for boxers, wrestlers and pancratiasts,

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and they gorged themselves on meat to bulk up), their close-cropped hair (wrestlers and pancratiasts didn’t want to give their rivals a grip), their bodily vigour. (Aeschines says that this allowed Athenians to recognize those who exercised even if they didn’t visit the gymnasium themselves.) In later antiquity too, athletes flaunted their status, younger ones sporting the cirrus, the topknot which distin- guished them from more experienced competitors. We may say, then, that competitive success brought both esteem and more tangible rewards and that athletic activity and its trappings were socially respect- able and worth showing off. Athletics could thus enhance the social status of even the elite. Did sport also allow many Greeks of more humble origins to improve their social standing? Here we cannot be so certain. Plutarch offers the following account of the origins and early career of Eumenes, later secretary to King Philip II of Macedonia and ruler of Cappadocia.

Duris says that the father of Eumenes of Cardia was a poor man who worked as a wagoner in the Thracian Chersonese; nevertheless, Eumenes got a liberal education in literature and athletics. While he was still a boy (Duris goes on), Philip visited and took the time to watch Cardian youths practicing the pankration and boys wrestling. Eumenes was so successful a wrestler and so clearly intelligent and brave that Philip, pleased, had him join his retinue. But I find those who say that Eumenes was favoured by Philip on account of friendship with his father to be more plausible.

Two versions. As so often, we cannot say which (if either) is true. It is clear that Duris, a younger fourth-century contemporary of Eumenes, thought it unusual for a poor wagoner’s son to get training in athletics, but that he did not regard this as impossible, and that athletic ability, even among boys, could plausibly catch the eye of a king and lead on to fortune. Yet, Plutarch (writing perhaps four hundred years later) is not convinced. This divergence of opinion neatly mirrors modern debates on the class back- grounds of ancient Greek athletes. Learned and lively books by E.N. Gardiner and H.A. Harris popularized the view that archaic Greek sport was marked by

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the love of competition for its own sake. The great panhellenic festivals were the crowning glories of this spirit of amateurism because their well-born winners were satisfied with a wreath as a reward; prizes of value and the predominance of lower-class professionals who wanted to win them were later developments, causes of corruption and symptoms of decline. But this picture was “conceived by partisans of the nineteenth-century Anglo-American amateur movement”. Gardiner, Harris and the many who followed them supplied ancient precedent to legitimize, consciously or not, the ideology of the modern Olympic movement, committed from the outset to restricting competition to a leisured elite. We now realize that there were no amateurs in antiquity. The decline of the ideology of amateurism has thus made it easier to recognize the role that money and other material benefits always played in Greek athletics. But another element of the world conjured up by Gardiner and Harris –the early monopoly of aristocrats and their displacement by poorer competitors– remains controversial. David Young has pressed the case for the involvement of poorer athletes from the earliest days of organized festival competition in Greece, pointing to a cook, a goatherd and a cowherd among early Olympians. Unfortunately, our information on these athletes usually dates from many years after their deaths, and is seldom self-explanatory. Was Coroebus, the first Olympic victor, a cook or a cult functionary involved in sacrifice? Is the designation influenced by its source, himself a cook in a work of fiction, Athenaeus’ Deipnosophistae? Certainly the humble but unnamed Olympic victor in one of the many anecdotes designed to show Diogenes’ disdain for convention is invented for the sake of a pun: he is said to be “tending sheep” (probata nemonta) so that the Cynic philosopher can jeer at his quick transition from Olympia to Nemea. And the anecdote about Glaucus of Carystus, recognized as a pugilistic prodigy when he beat a ploughshare back into shape with his bare hands, is another story too good to be true. (A very similar tale is told of the discovery of the baseball slugger Jimmy Foxx; this time it can be proved to be a fabrication.) It is significant that Aristotle (perhaps writing as a contemporary) notes that one such Olympic champion, a fishmonger, was exceptional. We may also wonder how poorer athletes could afford the time and expense of training and traveling to competitions; these were greatest at Olympia, not only

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distant and hard to reach but requiring athletes to spend thirty days on the site before competition began. Cities might honour victory and even recruit champions – one likely explanation for the fact that Crotoniates won twelve of twenty- seven Olympic stadion races for men between 588 and 484 and once made up the first seven finishers. But they were less willing to subsidize competitors before their success. Though it is often said that Greek cities began to support athletes in the early Hellenistic period, the evidence usually referred to in fact reveals the initiative of private individuals and there is no reason to think that the athlete in question is poor. We cannot gauge the extent of such private subsidies. In one instance, from Egypt, the athletes whose training is supported may be slaves – poor enough, but also outside the usual ambit of Greek festival competition. Young argues that poorer boys might win local events –natural ability would count for most at this age– and use their earnings to finance careers. This view has won adherents, Nick Fisher among them. It is true that Athens’ Panathenaea offered substantial prizes for athletic victors who were boys or ageneioi, “beard- less youths”, perhaps the equivalent of $50,000 today for the boys’ stadion race. Yet few local games can have been as generous as the Panathenaea, itself on offer only every four years; other prizes we know of were paltry by comparison. About 300 BCE, a coach approached the city council of Ephesus for funds to help a young athlete train and make a festival trip. The boy had already won at least one victory – and yet, it seems, had not earned enough to compete abroad without help. Furthermore, local games with valuable prizes attracted entrants from afar. If we are to judge from the findspots of Panathenaic amphoras, many were won by outsiders. In fact, attracting them might be a priority, important enough for an ex-archon to seek the emperor Septimius Severus’ assistance when athletes passed by the Panhellenia at Athens in the early third century of our era. Visiting victors included boys too: an inscription from the early second century BCE lists more foreign boys among champions at the Panathenaea than native Athenians. Among local competitors, better-off boys could afford more food and the private trainers Pindar praises. As for public trainers, paidotribai, the Athenian ephebate in which they played an important part is attested only from the later

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fourth century and may not have included the thetes, the poor majority of the population; its Hellenistic descendant was an unequivocally exclusive institution. Young has certainly established the possibility of poorer athletes taking part in archaic and classical competition, but we cannot say that their involvement in any significant numbers was probable. And in fact, though we know the names of quite a few Athenian athletes –Don Kyle’s catalogue lists 116 as certain or possible– there is none whose career follows the trajectory he lays out. The proportion of elite and other athletes at later periods is beyond our reach and likely to remain so. We know of many athletes whose careers were studded with distinctions – multiple citizenships, magistracies, priesthoods, service on embassies. Do these testify to their origins among the elite for which such honours were usually reserved? Or are they the consequences of victory? We can rarely be sure. There can be no question about the elite status of those who joined athletic victories to success in equestrian competition (such as Sosibius, a major figure at the Egyptian court and Aratus, the Achaean leader of the late third century BCE). Family connections often offer a clue. The wrestler Hermesianax, whose father and uncle contributed towards building a wall at Colophon about 300 BCE, must have come from a family with means. A series of inscriptions permits us to trace the progress of L. Septimius Flavianus Flavillianus of Oenoanda. This appears to follow the model put forward by Young: he enjoyed significant success at local festivals and went on to win five panhellenic crowns before returning home for the Meleagria in the early third century of our era. But in fact his was no rags to riches tale: his father was a regional official, his aunt – an aristocrat who proudly carved her family lineage onto her tomb. An important but puzzling piece of evidence is Artemidorus’ discussion of dreams in which a mother gives birth to an eagle. In a poor family, this portends a son who will rise in the ranks to command a military camp; among the rich, an emperor. A third boy, from the moderate or middling class, will become a famous athlete. What does Artemidorus intend by metrios here? Clearly not the top stratum of the population of the Roman Empire. H.W. Pleket understands the term to include the most successful artisans and intellectuals, doctors and lawyers, as well as members of local councils who did not hold high office. However, it

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is possible that the group he has in mind extends as high as the “curial order”, the local elites of the many small and medium-size cities of the Roman east, who had not yet produced claimants to the imperial throne in Artemidorus’ day, the late second century of our era. Almost all the known victors in the Meleagria at Balboura in Asia Minor in the mid second century of our era belonged to such prominent local families. So too at Oenoanda, where “the social status of the local participants was high”. So too at Aphrodisias, Aezani, throughtout Lycia, among the winners at the Plataean Eleutheria. Nor were these well-born athletes runners or pentathletes only, as has sometimes been suggested, shunning the dangerous and disfiguring combat events. It is pancratiasts who make up far and away the largest number of identifiable xystarchs, the leaders of athletes’ associations in the imperial period. Were there no athletes from outside the elite? Certain there were. We may adduce third- and second-century victors in local contests at Sicyon, who make up a group quite distinct form the wealthy citizens who contributed to fund- raising campaigns. Among individuals, we may point to an Olympic champion in pankration in the early second century of our era, whose cognomen, Domesticus, hints at servile origin for his family, and an Egyptian boxer and priest of an athletic guild, nicknamed “the dummy”, who was illiterate. Phorystas of Tanagra, victo- rious herald at an unspecified “noble contest of Zeus” in the mid-third century of our era, triumphed elsewhere with his “winged feet”. Like Nigel Crowther, I accept that such heralds (and trumpeters too) were likely to be of lower status than other competitors at panhellenic festivals. Unlike him, however, I regard the reference to “winged feet” as a reference to speaking without stopping for breath, not to athletic competition: we can’t count Phorystas. A fragment of Plutarch speaks of a certain Nicandas, a Boeotian contemporary and a shoemaker who had nevertheless spent some time at palaestrae. But there is nothing to say that he used whatever he learned there in festival competition. Examples there are, then, of athletes from humble origins. But there are not so many that we can talk (as Don Kyle does) of the “democratization” of the Olympics. On the contrary, it is best to accept the conclusion of Pleket, the most thorough investigator of the social status of Greek athletes in later antiquity: “From

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Pindar’s time until Roman Imperial times members of the upper class were never absent in sport (neither in the running events nor in the body-contact sports)”. And indeed, though victors were eager to claim distinctions of every kind, as first of their city or among Ionians to win an event, or first of all competitors to win in three age classes, or twice on one day, none advertises himself as the first of his family or social class. If ancient athletes did rise in social status through their success in competition, they weren’t eager for their contemporaries to find out. As a result, they are hidden from us as well.

Bibliography

Bartels, J. (2004) “Zwischen Adelsprivileg und Massenphänomen. Sport und griechische Gesellschaft”, in Bartels et al., eds, Sportschau. Antike Athleten in Aktion (Bonn) 7-17. Fisher, N. (1998) “Gymnasia and the democratic values of leisure” in P. Cartledge et al., eds, Kosmos. Essays in Order, Conflict and Community in Classical Athens (Cambridge) 84-104. Gardiner, E.N. (1910) Greek Athletic Sports and Festivals (London). Golden, M. (2008). Greek Sport and Social Status (Austin). Harris, H.A. (1964) Greek Athletes and Athletics (London). Hubbard, T. (2008) “Contemporary sport sociology and ancient Greek athletics”, Leisure Studies 27: 379-93. Kyle, D.G. (1987) Athletics in Ancient Athens (Leiden). Kyle, D.G. (1997) “The first 100 Olympiads: a process of decline or democratization?”, Nikephoros 10: 53-75. Mann, C. (2001) Athlet und Polis im archaischen und frühklassischen Griechenland (Göttingen). Pleket, H.W. (2001) “Zur Soziologie des antiken Sports”, Nikephoros 14: 157-212. Pritchard, D. (2003) “Athletics, education and participation in classical Athens”, in D.J. Phillips and Pritchard, eds, Sport and Festival in the Ancient Greek World (Swansea) 293-349. Young, D.C. (1984) The Olympic Myth of Greek Amateur Athletics (Chicago).

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10thDoa082s176.indd 115 4/15/11 2:48:20 PM The NOAs’ and NOCs’ representatives are presenting their Olympic education activities during the past year and their scheduled ones for the following.

10thDoa082s176.indd 116 4/15/11 2:48:34 PM OLYMPIC EDUCATION WITHIN THE COOPERATION WITH THE ARMENIAN NOC

Prof. Vahram ARAKELYAN (ARM) President, NOA of Armenia Prof. Anahit HARUTYUNYAN (ARM) Vice-President, NOA of Armenia Prof. Harutyun BABAYAN (ARM)1 Dean, NOA of Armenia

Modern methods of Olympic Education received ample scientific and methodological support especially in the last decade in the Republic of Armenia. Various aspects of this process take their rightful place in the educational programs of physical culture starting with preschools, sport schools, and secondary up to high schools. The structure of Olympic Education is a new area of knowledge creation which proceeds with vigor, attracting teachers, lecturers from various institutes and schools of the Republic of Armenia, in particular those who in different years have taken part in international seminars of the IOA. Anyone who wants to can be involved in the process of Olympic education as a “free format” independent of age, profession, religion and nationality. The priority is to promote the Olympic ideas and the involvement of the masses in the process of the Olympic movement. Olympic Education in Armenia is implemented in two completely independent areas such as general education and special education. The task of general education areas is the proliferation of Olympic movement

1. The paper was presented by Prof. Harutyun Babayan.

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history from its origin to our times studying the correlations between Olympic Solidarity, the IOC, the IOA, the Armenian NOC, the Armenian NOA as well as the principles and ideas, and everything about the famous figures of Olympic Movement. Special Olympic direction is included in the educational programs of preschools, schools and high schools. In the educational programs of secondary schools and high schools special attention is paid to Olympic ideas agitation and Olympic education. Special attention is paid to the Armenian schools on the eve of the 21st century. Together the Armenian NOC and the Armenian NOA organize seminars in which teachers and coaches from Yerevan schools and sport schools, as well as from other districts of the Republic of Armenia, participate. Under the sponsorship of the Olympic Solidarity and the IOC, the Armenian NOA and the Armenian NOC every year are publishing seminar materials. A two-part educational collection on Olympic education for children aged 6-9 and 10-15 was published and affirmed as a theoretical material on physical culture; “Physical Education” book was published and distributed to 1200 secondary schools in Armenia, “Olympism and Olympic Movement” manual for students of Physical Education institutes. Τhe school Olympiad under the name “Olympic experts” occupied a special place. The Armenian NOC and Arm. NOA, together with Sport and Science Ministry, have conducted an educational Olympic Week since 2000, which includes a different sport, national, cultural mass events not violating the Olympic charter. Pan-Armenian Games, Europe and World Cup are organized in Armenia, opening and closing ceremonies, sport holidays, which not only unite but also educate the different segments of society. Olympic champions, veterans of sport, coaches, sport journalists and others contribute to this process. A yearly competition of drawing on Olympic themes is organized by the Arme- nian NOC and the Armenian NOA in the process of Olympic Education. The process of Olympic Education is held under the sponsorship of the IOC in which all the world nations participate.

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Prof. Silvia DALOTTO (ARG) Member of the National Olympic Academy of Argentina

The ideological aspect of the Olympic Movement is the philosophy of Olympism that it is a balance among the qualities of body, will and spirit, combining sport with culture and education. To keep the purity of the Olympic ideals, Mr Coubertin proposed the creation of an International Olympic Academy. This idea became a reality after his death in 1937. This proposal of having an institution to maintain in all its purity the Olympic ideals, was extended to all the National Olympic Commit- tees and later on the National Olympic Academies spread out all around the world. Argentina was one of the pioneers creating its National Academy in March 19th 1982 and the first President was Mr Alberto Echeverria. The main purpose of the Argentine Olympic Academy (AOA), is to study the philosophy of Olympism and its values. The Academy is part of the Argentine Olympic Committee. Juan Carlos Uriburu was the successor of the President Echeverrίa and Mr Mario Moccia is the actual President of the Academy. One of the most important missions of the Argentine Olympic Academy is to prepare and select young delegates to attend the sessions of the International Olympic Academy.

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Our report 2009-2010

• The XXVII Argentine Olympic Academy’s Session, which was attended like every year by 40 young participants from all across the country, was held from the 26th to the 30th of October 2009. • The XXVIII Argentine Olympic Academy’s Session will be held from the 4th until the 8th of October 2010. • Col Jorge Monge attended the Session of Directors in Olympia in 2009. • Juan Amoretti and Analίa Tula attended the session for young participants at the International Olympic Academy in 2009 and Juan de Arma and Martina Bartolucci will do so in 2010. • Prof. Daniel de la Cueva attended the Post-graduate Seminar in 2009 in Olympia. • Dr Nestor Tenca attended the Panamerican Seminar for National Olympic Academies in 2009. • Prof. Laura Coria and Prof. Juan de Arma are still teaching the subject Olympism at the School of Sports Journalism in Buenos Aires. • Prof. Silvia Dalotto was the main lecturer at the Olympism Seminary in the University of Lomas de Zamora. • In 2009, we organized 5 courses in Sports Administration in the following cities: San Salvador de Jujuy, Ushuaia, Rosario, Buenos Aires and Mendoza. The lecturers were Prof. Laura Coria, Prof. Daniel de la Cueva, Prof. Eduardo Fernandez and Prof. Silvia Dalotto. • In 2010, these courses will be held in the cities of: Comodoro Rivadavia, Concordia, Mar del Plata and Carlos Paz. • With the support of the Argentine Olympic Academy, the Argentine Olympic Academy Participant’s Association, organized in September 2009 the 5th Seminar in Olympism in the city of San Salvador de Jujuy (Jujuy Province). At the same time they presented an exhibition of the Olympic Museum. • Between the 11th and 13th of September the 6th Seminar in Olympism will be held in the city of Corrientes. • In January 2009 Mr Julio Cassanello attended the Master in Olympic Sports Organizations while in October 2009 Mr Christian Atance did it too.

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• Laura Coria and Andrea Martinez Funes are attending the MEMOS program during the period 2009-2010. • In the last month the Argentine Olympic Academy made a historical step forward to teach the Olympism and its values: • April 21st, the Argentine Olympic Committee signed with the Province of Entre Rios, from where José Zubiaur one of the IOC founders was born, an agreement, to start teaching Olympism in the schools. The teachers of Physical Education will start attending the courses in August 2010, to implement the activities at the schools in March 2011. • April 27th, the Argentine Olympic Academy created the 1st Session for people between 35 and 65 years old.

As a conclusion, we can assure that the constant work of our Academy after 27 years since it was founded, has made our people realize the Olympic Movement is essentially an educational one, and one of the main activities of a National Olympic Committee should be around educational programmes.

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OLYMPIC EDUCATION ACTIVITIES AROUND THE WORLD

Canada

Denmark

Estonia

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Denmark

Indonesia

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Lithuania

New Zealand

Malaysia

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Slovenia Guatemala

New Zealand

Romania

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Zimbabwe

Ukraine

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Romania Slovenia

Ukraine

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10thDoa082s176.indd 127 4/15/11 2:48:38 PM BELGIAN OLYMPIC COMMITTEE BELGIAN OLYMPIC ACADEMY

Thierry DELEUZE (BEL) Member of the National Olympic Academy of Belgium

Since 2008, the Belgian Olympic Academy has evolved and adopted a formula until then unknown in the world of Olympism. On Thursday, 17 April 2008, a training course in sports management, unique in its kind, was officially launched by the Catholic University of Louvain, the University of Ghent and the Belgian Olympic Committee after the signing of a 4-year cooperation agreement by the rectors of the two universities and the President of the BOC. The Catholic University of Louvain, the University of Ghent and the Belgian Olympic Committee are proposing, since October 2008, a new training program for sports officials: the inter-university degree in the management of sports organizations – Belgian Olympic Academy. The three partners are combining their academic know-how and their sports management talents in order to propose a high level training program with the view to enhancing the quality of management of sports organizations by adopting a novel approach that will propose modern learning techniques to sports managers with respect to leadership and managerial skills. Olympic values are the mainstay of this training program. The universities and the BOC are working together in order to ensure that sports officials by their attitude will protect the athlete’s integrity and the fundamental values of sport. To attend this training program, participants (45 persons at most) who will be

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carefully selected, must hold a graduate university degree and be multilingual: national and international professors and experts have lectured in French, Dutch and English. Courses are held in the two universities and in the facilities of the BOC. The training program proposed by the two universities and the BOC ended with a study visit to the headquarters of the International Olympic Committee in Lausanne. Encouraged by the success of this first cooperation, a new edition of the Belgian Olympic Academy will begin in September 2010. We believe that this new, innovative concept of the Olympic Academy represents a major contribution to Belgian sport by allowing us to improve significantly the professional training of top performance athletes by educating sports officials in the management of sports organizations.

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Danira Bilic (CRO) Manager, Olympic Promotion Committee of the NOA of Croatia

The Croatian Olympic Academy (COA) was founded by the decision of the Croa- tian Olympic Committee’s Council, at its session held on June 27, 1996, in accordance with the provisions of the Olympic Charter of the International Olympic Committee, that is, in accordance with the responsibilities of national Olympic Committees in the encouragement of the creation and care of the institutions dedicated to the realization of the fundamental principles of Olympism. The COA is managed by the administrative council which consists of five members. Along- side the Office of the Director, the Academy is governed by two committees, the Committee for the training and professional development of sport personnel and the Committee for the promotion of Olympic inheritance, the Olympic movement and scientific achievements in sport. Since its foundation, the COA has been the carrier of various Olympic education programs in Croatia. The COA has 5 employees, including its director, and annually realizes more than 50 programs which are predominantly focused on different aspects of the Olympic education. Most of these programs deal with the education and training of professional sport personnel. The COA is a verified institution for education of adults and annually we educate several hundred sports trainers. These programs are realized in cooperation with national sports federations and other educational institutions, as well as with international sports associations. Although the COA is formally an independent legal entity, we cooperate very closely with the Croatian Olympic Committee, particularly in the realization of

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the program entitled Olympic Solidarity. Another program that we are realizing with the Croatian Olympic Committee and that we are particularly proud of is the celebration of the Olympic Day on June 23. This year, the COA is the main carrier of all activities related to the above celebration. It may appear that sport in Croatia is very popular and developed. However, compared to most European Union countries and several world countries, a relatively small number of Croatian children practice sport. The available data show that only about 20% of the total number of young people below 19 years of age practice sport on a regular basis. Therefore, the COA’s first mission needs to be the encouragement and creation of conditions for the involvement of a much larger number of children in sporting activities, as well as developing interest in practicing sport among the youth in the spirit of fundamental principles and values of Olympism. This should be done by organizing educational and promotional activities throughout Croatia on the benefits of practicing sport. Furthermore, our children learn very little or do not learn at all about the Olympic movement, its history and values in elementary and secondary schools. In creating images of sport and its values, children are left to the public media, which emphasize sport results and winning medals as the most prominent value of sport. In Croatia, the potential of sport as a means for education and upbringing of young people is still underused and very few people are able to understand and accept sport not as a means for achieving sport results by the selected capable elite, but as a means for achieving results related to educational and life ideals of a large number of young people. Social, anthropological, sociological, and many other values that children can and should adopt through sport are almost immea- surable. Only a few are able to achieve excellent sports results, but sport is not intended only for them. The task of the COA is to act in this area – children and young people who are unable to achieve excellent sport results must be enabled to continue practicing sport. The COA deals with other numerous areas of Olympic education which can be summarized under several specific programs that are being realized or are going to be realized: 1) the implementation of professional training and the organization of professional training courses for sport personnel; 2) the promotion of

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cultural aspects of sport by organizing annual sport competitions for primary and secondary school students and by organizing exhibitions on the topic of sport and the Olympic movement in painting, sculpture, film and video art, photography, music, literature etc; 3) the organization of annual seminars and workshops for students of sport and physical education on the Olympic movement; 4) the implementation of Olympism into physical education curriculum in schools and universities; 5) the publication of educational materials about Olympism for teachers and professors; 6) the organization of seminars and workshops about Olympism, the Olympic idea and the Olympic values for sport journalists; 7) the creation of websites etc. In the future we wish to establish closer and more specific cooperation with other national Olympic academies, especially with the International Olympic Academy. We believe that such cooperation would be extremely beneficial for all participants, especially in the exchange of experience, with the aim of creating and realizing new programs of the Olympic education at the regional level.

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Mohie Eldin MOHAMED (EGY) Director of the NOC Olympic Solidarity Department

I’m very much pleased and grateful to have such an opportunity to introduce my brief report with regard to our NOC and our NOA. I wish to begin this short presentation by thanking Mr Isidoros Kouvelos, IOA president, for his kind invitation to address this audience of colleagues and friends who are involved in the fascinating process of propagating Olympism. Education is an important principle to spread the Olympism. All the key figures of Olympism put great emphasis on education. Pierre de Coubertin, the founder of the modern Olympic movement and an inspired educator, focused on the importance of education and said: “In my opinion the future of civilization rests at this moment neither on political nor economic bases. It depends solely on the direction which will be given to education”; “...we believe that Olympism may be a school of moral nobility and purity as well as of physical education and energy”. The current IOC President Rogge also said definitively: “The Olympic Move- ment is by nature an educational movement at the service of the youth”. The current Olympic charter also emphasizes its educational values in its state- ment on Olympism: “Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education,Olympism seeks to create a way of life based on the joy of effort, the educational value of good example and respect for universal fundamental ethical principles”.

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Egyptian Olympic Committee

The EOC has created a new strategy for spreading Olympism in Egypt, its actions are described bellow:

• Cultural programs for Egyptian delegations, who participate in the various sport courses by holding seminars for the Egyptian delegation individuals, who participate in the Olympic games in order to give them information about the Olympic movement and its values, in addition to information about Egypt’s history in the Olympic movement. • Implementing study courses at the EOA by inserting a subject of Olympism in all study courses. • Adding Olympism as a subject in all EOA programmes for employees in the sport field who are interested in the Olympic movement, on condition that the Academy implements a protocol with sport education faculties, the Ministry of Education, the National Council for Sport and the Ministry of Information to attract students to these courses. • Initiating an educational book about Olympism in primary school for children aged 6-9. • Implementing a program for Sport Physical Faculties by inserting a study subject about Olympism in the study years for students of sport physical faculties. And inserting a study subject about Olympism for high studies in physical faculties.

Egyptian Olympic Academy

The EOA is considered the oldest academy in the Middle East and Africa, since it was founded in 1978; our main philosophy is to promote the fundamental principles of Olympism, through educational programs designed by the best sport experts in Egypt, everyone in his field. Our overall mission: to promote and disseminate Olympism, Olympic Ideals and Olympic education.

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The main common factor in all programs is Olympism, used as an interdisciplinary approach (from 8 to 12 hours in each program); our programmes are as follows:

• Sports coaching, Physical Fitness planner, Personal trainer, Swimming instructor, Life saving, Sports first aid, Disability/special needs training. • Psychological preparation and mental training for athletes; Sports recreation and sports for older ages (sports for all); Sports management. • Sports marketing; Sports injuries and rehabilitation; Sports massage. • Sports criticism and mass media.

In addition, the participants in each programme visit the Olympic museum as a practical study in Olympism.

Overview of the targeted sectors of the EOA: • NOC, Sport Federations, Sport Clubs, Youth Centers, Universities sector. • Schools, Military Forces and Schools, Police Forces and Academies. • Sport Medicine, Special Needs Federation, General Sport Federation for Corporations. • I will explain the objectives and activities for both EOC and EOA in a PowerPoint presentation.

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10thDoa082s176.indd 135 4/15/11 2:48:39 PM Estonian Olympic Academy in 2009/2010

Reele Remmelkoor (EST) Director of the National Olympic Academy of Estonia

Introduction

The Republic of Estonia is a country in the Baltic Region of Northern Europe. With a population of only 1.34 million, Estonia is one of the least-populous members of the European Union. The Estonian Olympic Academy was founded in 1989. From December 2009, after 20 years of working as a structural unit of the Estonian Olympic Committee, the Estonian Olympic Academy became a juridically independent organisation.

Educational activities of the Estonian Olympic Academy in 2009/2010

In 2009 and 2010 the Estonian Olympic Academy (EOA) continued with traditional activities, as projects “School Olympic Games” and “Fair Play” for schoolchildren; lectures at the University of Tartu for students; scientific conference “What did the Vancouver Olympic Games 2010 teach” for sportsmen and coaches with the aim of analysing the training and performance of Estonian Olympic athletes. As in every Olympic year, the Estonian Olympic Academy published the “Olympic Guidebook IV” for the members of the Estonian Olympic team. Besides these traditional activities, some new projects were held out in 2009 and 2010: project “Olympic Values Education” for elaborating new Olympic

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education materials – new video “School Olympic Games” and new website: www.olympiaharidus.eu (supported by Olympic Solidarity); projects of integration “Together in learning and sporting” for teachers and “Our Sports Heroes” for elaborating new pop-up exhibition with cooperation of Estonian and Russian schoolchildren (supported by the Estonian Integration Foundation). Οn the occasion of the 20th anniversary of the EOA the International Conference “Historical Experiences and Current Trends in Olympic Education” was held and the new annual scholarship named Atko Viru was established to inspire young scientists in the field of sports sciences.

Project of the School Olympic Games

School Olympic Games is an educational, encouraging and useful sports party that unites students, teachers and parents, and follows the principles of the Olympic Charter in its mentality, essence and rituals. The aim of School Olympic Games is to introduce the Olympic idea and popularize sports by making sports life in schools more colourful. At the same time, School Olympic Games is not a national event in which only the best that have been selected in previous competitions can participate. If that were the case, the main goal of School Olympic Games –bringing the Olympic Games to every student– would be unachievable. According to the School Olympic Games idea proposed by the Estonian Olympic Academy, it is not simply sports competitions that are held under the Olympic flag. A very important aspect of School Olympic Games is the relevance of the Olympic education period that precedes the competitions and during which, in different subject classes, children are given a different knowledge about the idea and history of the Olympic Movement and have a chance to use this know ledge in different contests. Naturally, no School Olympic Games programme can be complete without a Sports Festival that observes the Olympic traditions and is structured in a similar way to the real Olympic Games. The exact programme of the sports events can be determined by each school according to their capabilities, but the program should include several exciting and different subjects, which

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would attract children with various abilities and interests to engage in pleasant activities in the form of sports competitions. We are very proud to note that children with special mental needs and disabled children are also included into several School Olympic Games. As the organising of the School Olympic Games is basically based on the huge voluntary work of teachers, the Estonian Olympic Academy has organised annual contests for the projects of the School Olympic Games. The best projects have been supported by the EOA with educational materials (handbooks, pop-up exhibitions, videos, free special diplomas etc), with the know-how (annual courses for teachers, headmasters and sports administrators) as well with financial support (up to10,000 EEK, approximately 639.12 EUR per school).

Conclusions

The idea of the School Olympic Games has been accepted successfully among Estonian teachers. With the School Olympic Games, many schools have found a new, exciting, educational and progressive tradition – a wonderful opportunity to bring young people away from computer games and towards athletic activities. During the six years of the project of the Estonian Olympic Academy, 174 School Olympic Games have been organised in all counties of Estonia. The next 18 School Olympic Games will be organised in May, June and September 2010. The School Olympic Games have given possibility to have a real Olympic feeling for more than 60,000 pupils in Estonia.

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10thDoa082s176.indd 138 4/15/11 2:48:39 PM Danish Olympic Committee – Danish Olympic Academy

Susan Roulund (DEN) NOC Board Member, NOA President Nina Bundgaard (DEN) NOC Educational Adviser

The Danish presentation took national events held in connection with the IOC 121st Session & XIII Congress 1st-9th October 2009, in Copenhagen as their starting point. Among other things, in connection with the hosting, the Danish Olympic Academy had arranged:

• Olympic Youth Bazaar, October 3rd 2009; • Danish Olympic Academy Session, October 5th 2009.

Both events took place in the Bella Center and therefore they took part in framing the IOC Congress.

Olympic Youth Bazaar, October 3rd 2009

• A series of workshops with the common theme of attracting youth to sports. Several of the NOC's member federations displayed various initiatives and invited participants to discuss the theme and took part in various sports activities.

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• Participants: Young sports leaders from 20 national sports federations • Number of participants: 500 - 600

A lot of federations had a booth at the bazaar. The criteria were that the federation had made an exceptional effort to make sport for youths appealing. For instance, consisting of developing special forms of organisations or special ways to play the sports (UVX volley, PC games combined with orienteering, bicycle simulator, education etc.) A couple of examples of the activities of the day: • To bring healthy food into focus, the Danish Olympic Committee takes part in the initiative “St΄vnesnacks” (Round Robin goodies). At competitions children and young people can buy a box of freshly cut fruits at a low price. A lot of fruits were eaten at the Youth Bazaar. • It was possible to try different sport activities. Several IOC Congress participants visited the exhibits during the day. At the picture you see the IOC Member Sergej Bubka playing table tennis. • Word Battle – young people in a duel of their positions on sports (Fight Night). • The Danish Crown prince Frederik also visited the Youth Bazaar. The Crown prince was elected as an IOC Member the week after.

Danish Olympic Academy Session, October 5th 2009

The National Session was organized by the NOC and Sports Confederation of Denmark and the Danish Olympic Academy. The Session focused on discussions linking the global discussions about the five main themes of the IOC Congress with the national level of sports in Denmark. Participants: Sports students from Danish Universities and sports high schools, trainers and leaders from the national sports federations. Number of participants: 250 The five main themes were set up in parallel sessions. Each participant was

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equipped with his or her own foldable chair and could join the session they found most interesting at the given moment. In this way the setup reflected Danish population’s way of using sport in Denmark. Each theme was set up with both a presentation from a leading Danish scien- tist in the given topic and time to discuss the theme.

• The athletes DOA-theme: Women and elite sport. A presentation and discussion of women’s participation in elite sport. • The Olympic games DOA-theme: Olympic values – an Olympic paradox? A presentation and discussion of some of the Olympic paradoxes. Fx. IOC wants Olympic Games to be the places where the elite compete. On the other hand they also want it to be for everybody and every country. • The structure of the Olympic movement DOA-theme: Democracy in elite sport? A presentation and discussion of whether the selection of the board seats in the “sport organs” are done in a democratic way. • Olympism and youth DOA-theme: What motivates the athletes? – Why is Olympic Games interesting? A presentation and discussion about why Olympic Games is such a magnet for the athletes. • The digital revolution DOA-theme: Challenges and opportunities for IOC in regard to communication. A presentation and discussion about the present media-set-up – and the future opportunities using cell phones, computers etc.

Danish Olympic Committee homepage – the club

NOA Board Member, NOA President Susan Roulund mentioned the Danish model for clubs and referred to this link on the homepage of the Danish Olympic

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Committee: http://old.dif.dk/DIFUK/Forside/About%20DIF/The%20organisa- tion%20of%20DIF.aspx Please, note that the homepage of the Danish Olympic Committee is renewed, but the link is still active. This is why it is called old.dif.dk.

Education

The Danish Olympic Committee is responsible for the education of trainers and leaders in Denmark, not the Danish Olympic Academy in itself. The Danish Olympic Committee works together with the individual national sports federations on developing trainer – as well as leader education in the respective sports federations.

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10thDoa082s176.indd 142 4/15/11 2:48:39 PM National Olympic Academy of Finland

Petri Haapanen (FIN) President of the National Olympic Academy of Finland

The Finnish Olympic Academy acts as an expert group of the Finnish Olympic Committee in the field of Olympic education. The Finnish Olympic Academy was founded in 1987. According to the IOC the task of national Olympic Academies is to “preserve and promote the ethical, cultural and educational values of the Olympic Move- ment”. The yearly Sessions of the Finnish Olympic Academy bring together local decision-makers, officials, teachers, coaches, representatives of sports organisations, athletes and students. Our new ways of working are first Olympic Day Program for teams of Sport and second be part of the Youth Olympic Teams Program in Finland. The Finnish Olympic Academy promotes International Olympic Education also by sending Finnish participants to the sessions of the International Olympic Academy. Ever since 1995 the Finnish Olympic Academy has worked in close co-operation with teachers and pupils of elementary schools. The principles of our school system are similar to Olympic Values. The purpose of this project is to let children learn the meaning of fair play, community spirit and tolerance and their practical applications in everyday life personally – by themselves and by their own actions, supported by their teachers, parents and coaches. Olympic Education is not a separate phenomenon. We have our own Olympic Education material Citius- Altius-Fortius, a “handbook” for teachers. The material provides information for teachers and pupils on the Ancient Olympic Games and history of the modern

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Olympic Games and the Olympic Movement, on the Olympic idea, philosophy, symbols, ceremonies and Olympic heroes. After many years of basic work, the Finnish Olympic Academy has recently been able to launch large-scale school projects, which aim to introduce Olympic issues and ideas in the classrooms of Finnish schools. Turin 2006 Project, the first of its kind, involved 25,000 pupils in 165 schools. The Olympic Path 2007 project, featuring subjects of Olympic history on the occasion of the Centenary year of the Finnish Olympic Committee, was attended by 35,000 pupils in 256 schools. The last one, Beijing 2008 project, involved 27,000 pupils in 166 schools. Our main target for this year is Vancouver 2010 –a project for schools and preschools. It was done in co-operation with the Board of Education, the Finnish Paralympic Committee and the ministry of Education. The label of the Board of Education was highly significant. We spread Olympic spirit and values for 48,000 children in 350 schools and preschools. Vancouver 2010 project was supported by Olympic Solidarity. As an evaluation for this project, we have the answers from the 203 teachers who took part, from 137 new schools.

• How successful your project was: o 34% said excellent and 62% Good • Which age group our Education material is suitable for: o 63% for ages 5 - 15 • How long your project lasted: o one day 31%, o 2-3 days 14%, o 4-5 days 33%, o over 5 days 22% • 78 % will organize an Olympic project in the future.

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10thDoa082s176.indd 144 4/15/11 2:48:39 PM From memories of sport to the history of sport: The French National Olympic Academy Mémos Programme

Dr Yohan BLONDEL (FRA)1 ANOF Board Member Responsible for research

The MéMoS programme is a tool designed to help safeguard the memory of sport, set up in 2006 by the French National Olympic Academy, or ANOF (Académie Nationale Olympique Française). Its primary mission is to identify and gather together the archive collections belonging to nationally approved federations and other sporting groups that have not been entrusted with a public service mandate, as well as those established by other associations, clubs and persons or bodies active in the world of French and international sporting activities. The launch of this sports memories programme was prompted by the realisation that, despite the enormous cultural significance of the sports movement in France, there was as yet no concerted policy for the conservation of this important heritage. The aim of the MéMoS programme is therefore to provide a way of conserving the French sporting heritage, in all its various forms, so that at a later date this memory can in fact become the history of the sports movement. The French National Olympic Academy was thus responsible for the initiative that resulted in the signing of a partnership agreement, on December 15, 2006, between the French Ministry for Culture and Communication, the French Ministry for Youth Affairs, Sport and Community Associations, and the French National Olympic and Sports Committee (CNOSF). The four signatories went on to found

1. The paper was presented by Laurence Munoz, Member of the French Olympic Academy.

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the French National World of Sport Archive Centre (Pôle National des Archives du Monde Sportif), or PNAMS. What is the role of each of the signatories? The French Ministry for Culture and Communication is making available areas for conserving and consulting the sports archives, as well as resources for researching, enhancing and publishing such material. Early in 2009, the Minister for Culture and Commu- nication informed all the decentralised archive centres (region, department, commune) of the programme to conserve the world of sport archives, thus ensuring that the whole French archive network was involved in this conservation campaign. The ministry for Health and Sport is providing funding for creating and running the PNAMS, in accordance with the provisions of an agreement signed with the ANOF, which is responsible for the Centre as a whole. Thus, the ANOF is in charge of communicating with the whole sports movement, with a view to raising awareness of the need to conserve this heritage. It is organising the various stages of finding and preparing archive collections and then coordinating activities to promote this heritage, as well as representing all who deposit archives at the Centre. Finally, the CNOSF provides the PNAMS with technical support and contributes to its general development. As described in the 2006 agreement, a scientific committee, consisting of representatives of the four signatories to the agreement and other experts, has been established. This committee gives its opinion concerning the acquisition of collections suggested by the entries commission, decides the archival activities to be undertaken, and determines the activities to be implemented with respect to making the best use of the heritage thus conserved. The entries commission is also composed of representatives of the four signatories and examines the specifications of archives that have been assembled. Sport is first and foremost something that involves men and women, all of whom have their own memories and experiences, which is why the MéMoS project goes beyond mere paper documents, to encompass oral and audio- visual archives concerning some of the great names in the world of French sport. The purpose of this collection is to make available to all sports-lovers, be they

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researchers or laymen, a collection of testimonials from people who play, or have played, key roles in the development of sport in France. In June 2008, the ANOF decided to publish a methodological guide describing its activities, so that others could benefit from its expertise. Its aim is to raise awareness and help others who are active in the world of sport to conserve their archives. 2,500 copies of the guide were printed and an English version made available, so that it could be circulated to all major players in the sports world, both in France and throughout the world. Similarly, to raise awareness in the various sporting federations, the PNAMS’ partners, in conjunction with the IOC, has set up a programme to help the national “advisory archive” network with classifying, sorting and discarding items from their archives prior to transferring them to the PNAMS or other national archive centres. Lastly, this programme for conserving world of sport archives is intended as a free tool for researchers. Thus, in accordance with article 15 of the partnership agreement, universities are encouraged to take part in the scientific activities intended to exploit and promote the conserved data sources. In December 2009, the ANOF set up a research committee to coordinate university activities with those of the PNAMS, thus ensuring the continued study of the Olympic movement, the Olympic Games and the French sports movement as a whole.

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10thDoa082s176.indd 147 4/15/11 2:48:39 PM IV Continental Seminar for National Olympic Academies Guatemala 2009 Report

Dr Fernando Beltranena Valladares (GUA) Director of the Guatemalan Olympic Academy

Many people were involved in the organization. Regarding the development of the seminar, it started on Sunday, September 06, with the welcome to international lecturers, and participants at “La Aurora” Airport, beginning early in the morning and ending late at night. The Schedule started on September 7, with the Opening Ceremony at 8:30 hours, and it was held in the “Bristol Plus” Room, at the “Princess Reforma” Hotel, where the event was held, having also the attendance of the Members of the Executive Committee of the Guatemalan Olympic Committee and Members of the Guatemalan Olympic Academy. Subjects on Schedule were:

• From Ancient Olympic Games to 2010 Youth Olympic Games. Dr Fernando Beltranena V. – Guatemala. • From Pierre de Coubertin to Singapore 2010. Dr Conrado Duraʹntez – España. • The mission of the Youth Olympic Games in the ethic evolution of Society. Inga. Marίa del Carmen de Garcίa – Guatemala. • Reflections on the First Youth Olympic Games. Sr. Juan Zanassi – Guatemala. • National Olympic Academies and National Olympic Committees in the Youth Olympic Games. Dr Fernando Beltranena V. – Guatemala.

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• Doping in the Youth Olympic Games? A challenge for a clean start. Dr Carlos Hermes B. – Guatemala. • Practice of Fair Play in Youth. Sr. Carlos Luna Longo – Guatemala. • Sports in Culture and Youth. Lic. Carlos Hernaʹndez – Guatemala. • Olympic Philosophy, what is it and what does it represent in society? Dr Conrado Duraʹntez – España. • How can the Youth Olympic Games encourage and enrich the Young athletes? Inga. Marίa del Carmen de Garcίa – Guatemala.

Also, there were several workshops, discussion groups and a cultural activity in Antigua Guatemala, called “Cultural Language”. At the end of the activity, participants made a final presentation about the subjects debated by the discussion groups, where the main subject was: Learn to learn, learn to do, learn to be and learn to be together. On Friday, September 11, lecturers and participants returned to their countries. The seminar had the attendance of three (3) international lecturers and four (4) national lecturers. The seminar had the attendance of 31 countries of the continent, which were: Antillas Holandesas, Argentina, Aruba, Barbados, Bolivia, Brasil, Canada, Chile, Colombia, Costa Rica, Cuba, Dominica, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haitί, Honduras, Mexico, Panama, Paraguay, Peruʹ, Puerto Rico, Repuʹblica Dominicana, Saint Kitts and Nevis, Santa Lucίa, Trinidad y Tobago, Uruguay and Venezuela. The objectives we established and achieved for the IV Continental Seminar of Olympic Academies were:

• That all Olympic Academies attending the seminar got informed and recognized their responsibility in the preparation of the contingent of athletes in their own countries that will attend the Youth Olympic Games Singapore 2010. • Stimulate the search of the best ways to disseminate Olympic education

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to all staff involved in the preparation of athletes and that should include, additionally, the families of the participants. • That all National Olympic Academies in the continent live the Olympic spirit of competition and that they never give up in the fight for teaching the Olympic values, especially excellence, respect and friendship.

At the end of the Seminar, the attendees were asked to fill in a questionnaire, in order to have a better perception about National Olympic Academies regarding the First Youth Olympic Games, and, in short, the answers were as follows:

• They totally agree that the Youth Olympic Games are a significant initiative of the Olympic Movement and that the establishment of the Youth Olympic Games, as an institution of the Olympic Movement, will contribute to the spreading of Olympism. • Some of them agree and others disagree about the fact that Youth Olympic Games will be a promoter for sports evolution and that Youth Olympic Games will create the necessary pre-conditions to solve problems in the Olympic Movement. • They totally agree that the Olympic Movement related to the Youth Olympic Games, instead of promoting competition in sports, it will have to show more interest in spreading the educational values of Olympism and, consequently, it will have to show sensibility and interest in Young athlete’s rights. • Additionally, they totally agree that the International Olympic Academy can reach an important work through the special organization of sessions at the Youth Olympic Games, which will be aimed to spread the educational values of Olympism. • They totally agree that through National Olympic Committees and National Olympic Academies, as well as national sports federations, the Olympic Movement will have to develop special sports and educational programs for the Youth Olympic Games, in order to establish them and reinforce them as an institution in the future.

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• They agree that, in the Youth Olympic Games, athletes will be the ambassadors for spreading Olympic ideals in their countries and that the attendance of youth athletes in such sporting and cultural events will create the pre-conditions to get more Young people involved in sports. • And they totally agree that the experience athletes will obtain through the Youth Olympic Games, will be very important for them and that, as future champions, they will be able to compete according to fair play and the Olympic Ideal.

We would like to thank the Executive Committee and their confidence, and we are, as always, ready to divulge, disseminate and defend the philosophy of the Olympic Movement, convinced that the Olympism is a philosophy of life that will make all of us involved in the Olympic Movement, better persons, just as the Youth Olympic Games pursues, with excellence, respect and friendship.

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10thDoa082s176.indd 151 4/15/11 2:48:39 PM Abstract of the activities of THE Iraqi Olympic Academy 2009

Dr Abdul RAZZAK AL-TAIE (IRQ) President of the National Olympic Academy of Iraq

I would like to start my presentation today with a quick glance on the civilizations of Mesopotamia and the history of sport in ancient Iraq. This template shows the cuneiform writing in Mesopotamia. This is the statue of Hammurabi the greatest man in history, who put the first laws in mankind history. This statue represents Ishtar, the goddess of beauty in the Babylonian civilization. The gate of Ishtar through which religious procession used to march. This is the first Sumerian Queen Sameramees. This is the most ancient musical instrument, the Sumerian Harp. We will move now to Iraq in the Islamic civilization. This is Al-Mustansiryia School, the most famous school and the first of its kind in the whole world, which was built by the Abbasid caliphs in the golden area of Baghdad. This is Al-Malwia Minaret, a magnificent piece of architecture by the Abbassies too. Iraq also embraces number of holly shrines, such as the holy shrine of Imam Hussein (peace be upon him), the grandson of Prophet Mohammed. And the holy shrine of Imam Abo Haneefa Al-Numan, a holly religious scholar in Islam. Iraqi texture isn’t confined to Islamic sites only, it also has Christian features, like the monastery of Saint Meti. Iraq is made of a wide range of religions and communities, who used to live peacefully in its territory. The following sculpture will show you the god of Lama in a boxing position. It might be the god of boxing in the ancient times. This sculpture represents two wrestlers holding one another. This is an Akkadian cylinder stamp. It shows a

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kind of fight between Gilgamesh and Khumbaba. A scene from Ur represents a war cart during wartime with four wheels and two horses led by a man, behind him there is a soldier carrying a spear and ready to attack. There is a valuable historic template showing a man about to kick a ball with his left foot, 1900 BC, which means that Iraqis are the first who played football long before the Chinese. We will move now to Iraqi contemporary sport. This is Akram Fahmi, the godfather of Iraqi sport. King Faisal the second awarding winner. This is the first bronze medal awarded to an Iraqi weightlifter, in Rome in the 1960s. The Iraqi football team when they won the Arab cup in Kuwait 1964. This is Al-Deek and Kramer before their famous match. Jamouly, the famous Iraqi footballer. Amo Baba, the godfather of the Iraqi football game. Our sport fights terrorism in modern Iraq. Our sport has been inflected with a number of tragedies, first of which is the kidnapping of the president of the Iraqi Olympic Committee, Mr Ahmed Al-Hajia. Iraqi sport has lost a number of prominent figures like, Dr Amer Jaber, Hassan Abd Bahrria, and Jamal Abdul Kareem. It also suffered the loss of the Tae-kwon-do team, who have fallen martyrs in the hands of terrorists while they were on their way to participate in one of the international championships. In Iraq, a number of sport festivals were held, among which was Halabcha first festival in 2004. During it, several sport activities were carried out. When Iraqi football team won the Asian championship, the Iraqi government built a monument to honour this team and its achievement. The Iraqi Olympic Academy was established on 27th of January 2008. This diagram shows the structure of our academy and its various departments. This is our headquarter. Our academy established a number of training courses in various fields, such us a training course in administration which was held in association with the solidarity organization, a training course in administration for the presidents and secretary generals of sport clubs and a training course in administration for national teams’ coaches. Moreover, we attended a number of international sessions and meetings, like the international session for presidents or directors of national Olympic academies held by the IOA and the international meeting held by the international association for international Olympic academies. Our academy participated in other sport activities, for example the selection of young

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players for the Arab football team. It held a number of workshops, like the Iraqi Athletic strategy. Our academy organized various activities, such as the Olympic day run and the celebration of the Olympic week during which we opened the first exhibition for sport book. It also held a training course for coaches who train young and youth players, a training course to qualify Olympic staff for players of Physical Training College and youth between 25-35 years old, two training courses to develop English language skills for sport union representatives, and a training course for football coaches who train young players. Our academy held the first scientific conference for the Olympic academy during which we opened the second exhibition for the sport book. The Olympic museum of the Iraqi Olympic Academy hosted the children’s painting festival in association with the International Medical Association. Our Academy held a folkloric dancing festival to celebrate the first singing of Dr Dhya Al-Munsha’s book. It also held a two-day symposium under the title “after the Olympiads of Beijing, where will Iraqi sport be?”. Our academy signed a protocol of cooperation with the Iranian Olympic Academy. It held a number of press conferences to tackle obstacles faced by Iraqi sport. Our academy consists of a number of departments, among which is the Iraqi Olympic museum which was opened by the Iraqi Minister of youth and sport. Finally, our academy celebrated Baghdad day by organizing different sport activities.

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10thDoa082s176.indd 154 4/15/11 2:48:39 PM Report of the National Olympic Academy of the Kyrgyz Republic on fulfilled TASKS for THE year 2009

Kulbarchyn Mambetalieva (kgz) Director of the National Olympic Academy of the Kyrgyz Republic Aizat Motukeeva (kgz)1 Head of Department of the National Olympic Academy of the Kyrgyz Republic

The National Olympic Academy of the Kyrgyz Republic has fulfilled the following tasks for the year 2009:

• Together with the National Olympic Committee (NOC) of our country, with the assistance of the International Olympic Committee (IOC) and Asia Olympic Council within the program “Olympic Solidarity”, it has issued the workbook for students of institutes of higher and secondary education “Olympic games: traditions, values, facts”. This workbook was acknowl- edged by the Ministry of Education and Science of our country, and more than 8 hours of learning sessions were given for the material explained in this book. • Together with the NOC within the frames of the International Issyk-Kul Sport Games the projects of humanitarian education by means of sport were developed. The representatives of our country, Russia, People’s Republic of China, Kazakhstan, Uzbekistan, Tajikistan, Turkmenia, and other countries, have taken part in these sport games conducted during 10

1. The report was presented by Aizat Motukeeva.

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years. It is not necessary to show the high sport results there, the aim is the development of universal human relations in the spirit of Olympism. During the holding of the Olympic Forum by the National Olympic Committee of Central Asia Countries at the Issyk-Kul the representatives of the IOC, Asia Olympic Council, and a list of NOCs from Asia including Kazakhstan, Uzbeki- stan, Turkmenia, and Tajikistan visited these games in 2008. • Together with the NOC the project of spiritual and humanitarian education of sportsmen was developed. Within the frames of this work, the regulation of awarding of some sportsmen for morality and ethic behavior, not depending on their place in competition is implemented. • 8 works, elucidating the different aspects of the Olympic Movement with the help of NOC, were published. • Traditional types of works such as lecturing, holding of quizzes and meeting with sportsmen - Olympians etc. are conducted in cooperation with the NOC.

Thus, the National Olympic Academy concentrates its attention on spiritual, moral, and humanitarian education of children and youth, as well as the propagation of ideas and values of the Olympic Movement and Olympism.

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10thDoa082s176.indd 156 4/15/11 2:48:40 PM LITHUANIAN OLYMPIC ACADEMY TRENDS ΙN DEVELOPING OLYMPIC IDEAS

Assoc. Prof. Dr Egle Kemeryte-Riaubiene (ltu)1 Member of the National Olympic Academy of Lithuania Prof. Povilas Karoblis (ltu) President of the National Olympic Academy of Lithuania

Olympic education means developing the Olympic consciousness and creating the basics for Olympic culture in relation with the real life situations and fundamental problems of every nation and the whole world. Olympic education of schoolchildren is a priority in LOA activities. Physical education and sport is an important part of Olympic education in developing students’ physical and mental powers, through training and the Olympic culture, through knowledge of the Olympic sport and its humanistic ideals and values. But we still have problems in this area because young peoples’ attitude to physical education is declarative. Physical activity at schools is abandoned and there is a lack of methodology in how to make lessons more interesting and of course – lack of motivation (teachers and pupils). Sport loses its status in the common culture: sport becomes the place of business, medicine and technology experimentation. There is a need to seek for new forms of education which correspond to the interests of young people at school, and the development of innovative, non-traditional forms of education would make the learning process at school more attractive and Olympic Education is one of the innovative education forms. Olympic education helps us to create the basics of Olympic culture and to relate it to real life situations.

1. The paper was presented by Assoc. Prof. Dr Egle Kemeryte-Riaubiene.

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Consider this situation: the four institutions –Ministry of Education and Science of the Republic of Lithuania, Department of Physical Education and Sports under the Government of the Republic of Lithuania, the Lithuanian National Olympic Committee, the Lithuanian Olympic Academy– by mutual consent signed and implemented the program “Children and Youth Olympic Education in Lithuanian schools” until the year 2010. The aim of the project was to transmit humanistic Olympic ideals and culture for children and youth, develop their spiritual values and dispositions, form harmonious, creative and free persons. The LOA promotes a number of events (seminars, symposiums, conferences), related with Olympic education of schoolchildren, and it organizes the contests of “The sportiest school”, “Sport and environment”, “Citius, altius, fortus”. Educators are involved in this process too. They were participating in the workshop to increase their competency in organizing and moderating events on Olympic topics at schools. Various ideas were provided for them, on how to create an interest and involve younger schoolchildren, as well as the older ones. The LOA works together with the Educators development centre and has prepared the book “Guidelines for Olympic education” for teachers and schoolchildren. The book presents Olympic tasks, tests, practical training sheets, cross- words on Olympic topics. Developing pedagogues’ competence in Olympism. Aiming to develop pedagogues’ competence, the LOA organizes three conferences on actual issues for children and youth Olympic education in schools per year with the participation of over 300 teachers, head teachers, sport club representatives. Publishing. Publications, important for Olympic education and sports history, were published – “Sport Scientists of Lithuania and their Works” (Prof. K. Miškinis), “Olympic Lithuania in years 1918-2008” (President of LNOC A. Poviliūnas) “Presidents of international and Lithuanian Olympic committees” as well as other publications promoted by the Lithuanian Olympic Academy. In cooperation with Lithuanian Sports Scientific Council, Lithuanian Physical Education Academy and Vilnius Pedagogical University, Lithuanian Olympic Academy has published a journal “Sporto mokslas” [“Sports Science”] for 15 years already.

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Olympic education in universities and in sport science. The very important task of the Olympic Academy is to explain to young people the humanistic ideals of Olympism and its values, and help them to apply this knowledge in their everyday reality. Students’ and teachers’ Olympics Games are organised. These Olympic Games, have an interesting program of opening and closing ceremonies and bring a new Olympic spirit in student life. The LOA was one of the organizers of the scientific conference “Forms of non-formal physical education in universities”. President of Lithuanian National Olympic Committee awarded the best universities with the flags of LNOC for dissemination of Olympic education ideas.

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10thDoa082s176.indd 159 4/15/11 2:48:40 PM Status Report: The National Olympic Academy, Olympic Council of Malaysia

Dr Siew Eng TAN (MAS) Director ot the National Olympic Academy of Malaysia

Introduction

A review of the governance and current activities of the Malaysia National Olympic Academy was done in 2009 after the retirement of the former director of the academy. It was felt that the NOA should be the educational and training arm of the OCM and play an active role in human resource development and in providing consultancy services to the National Sports Associations in sports management and development. The following initiatives and suggestions were put forward and accepted by the Board Members of the Olympic Council of Malaysia in December 2009. Thereafter, a strategic plan for the NOA was drawn up comprising the following aspects as the main guidelines in the implementation of its plans and programmes.

Vision

To be a centre of excellence for sports education, training and human resource development in accordance with the ideals and aspirations of the Olympic movement and the values of Olympism.

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Mission

To develop and nurture knowledgeable, skilled and ethical human resources for sports and the Olympic community through quality sports education and training. To develop, manage, organize, coordinate and monitor programmes and activities as well as provide resources, expertise and opportunities for individuals and sports organization to grow, develop and enhance themselves.

Aims

To design, develop, manage, coordinate and monitor sports education and training programmes of the Olympic Council of Malaysia. To provide opportunities for personal and organizational growth, development and enhancement in sports management and related disciplines for members of the Olympic community and its associates.

Objectives

1. To design curriculum for sports education and training programmes to meet current and future needs of OCM and its members. 2. To conduct and manage the core courses in sports management, sports leadership, sports science and Olympism for members of OCM. 3. To conduct, manage, coordinate and monitor the elective training courses for OCM and its members both professionals and volunteers. 4. To assist the OCM secretariat in the organization of seminars, conferences, conventions, exhibitions and related activities. 5. To conduct HRD programmes to develop skilled personnel for OCM and its member organizations. 6. To organize programmes to promote the Olympic movement, values and ideals.

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7. To coordinate and monitor the seasonal training programmes for officials, contingent managers and volunteers. 8. To provide consultancy services in sports education and training. 9. To network with other NOC Academies to widen and enhance its services. 10. To establish links with tertiary educational institutions and professional bodies to resource for expertise and also to validate and accreditate its courses.

Programmes conducted since 2009 and planned for 2010 and targets:

Core Training Course Target 2010 2009 Sport Management February-October Completed in Advanced Sports 1 course with 4 2010 November 2009 Management Course sessions (has started on 28th (ASMC) February) Basic Sports 25 -28th March 2010 Administration Course 3 courses June 2010 (BSAC) September 2010 Sports Leadership 25-29th January Olympisim and Young 1 course 2010 Leaders (Completed) Sports, Education December 2009 & Culture (OVEP) 1 course September 2010 (Completed)

Elective and Target 2010 2009 Seasonal Courses Training of trainers 1 course May 2010 Completed 1 Course (TROT) in December 2009 Human Resource 1 course June 2010 Development For OCM secretariat Has completed the curriculum

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Seminars, Conferences, Conventions, Exhibitions

Rapporteurs for the OCM 5 YEAR Strategic Plan seminar.

Director of OCM Academy

Qualifications: • Degree with Education background; • Sports background – Player at state level and above or official at national meetings; • Experience in training & facilitating would be an advantage; • Experience in sports management would be an advantage; • High proficiency in English and Malay.

Role: • Manager of Educational and Skill Training Programmes; • Curriculum & Programme Designer/Developer; • Coordinator of Technical Training Programmes; • Organiser of Sports Clinics, Workshops & Seminars; • Facilitator in Training Programmes; • Representative of OCM in International Seminars, etc.; • Consultant in Sports Education & Training Methodology.

Tasks: • To manage all the programmes and activities of the OCM academy; • To organize sports clinics, workshops and seminars; • To coordinate the technical training programmes of standing committees; • To design and develop educational and skill training programmes for OCM and its members; • To conduct training programmes; • To present papers on sports education and training in international seminars, conference, etc.;

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• To provide consultancy services in sports education and skill training to OCM members and the sports community; • To promote the Olympic movement and values to society; • To provide consultancy services in sports education and human resource training; • To present papers and represent OCM in seminars, conventions and conferences; • To network and establish links with educational and training institutions and the Academies of other NOCs to source for and exchange expertise and resources; • To establish links with institutions of higher learning to accreditate the programmes of the Academy; • To develop and manage the resource centre of OCM.

Conclusion

It is hoped that with these recent initiatives, which are fully supported by the Olympic Council of Malaysia, the NOA would indeed be the national and regional centre for sports education, training and human resource development as stated in its vision and mission statements.

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Dr Safe Eldain Merghani (SUD) Treasurer of the Sudan Olympic Committee President of the Sudan Olympic Academy Board of Directors

The Sudan National Olympic Academy has held so many events and activities between December 2009 and April 2010. The most important of those events were: training session of OlympAfrica directors in Africa with the participation of 14 countries, honored by his Excellency, the vice president of our respective country; in addition to that, two clinics for Basketball and Softball were held between 15-22 April, besides Daimler cup and Olympic Child Day. More than 17 events have been held by the Sudan National Olympic Academy, but the most important are:

• Preparation of our candidates to take part in the IOA 2010 activities; • Courses; • Seminars; • 7 workshops; • Clinics.

Moreover, I have to mention that all the commissions of our NOC have been working very hard to take our official body to the peak; also I would like to draw your attention to the fact that: we, in the Sudan National Olympic Academy, have been exerting a lot of efforts to promote the Olympic values in our society, and as you know Sudan is a big country with different cultures, tribes and languages so, we highly co-operate with our national Olympic committee to achieve the fore-mentioned goal.

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Our NOA was founded in 1993, and since then it has achieved a lot of its objectives. Last but not least, I would like to introduce to you General Abdel Aal Mahmoud, the Assistant of our NOC President.

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10thDoa082s176.indd 166 4/15/11 2:48:40 PM Leveraging the Vancouver 2010 Olympic Winter Games to Engage Teachers and Students in the Canadian Olympic School Program

David Bedford (CAN) Executive Director, Marketing and Communication, NOC of Canada Lisa Wallace (CAN)1 Manager, Education and Community Relations NOC of Canada

Since being re-launched in 2007, the Canadian Olympic School Program (COSP) has grown dramatically, culminating with great success in February 2010, the month our country played host to the Vancouver 2010 Olympic Winter Games. Strategic growth and program shifts were made to maximize student and teacher experience during this very influential moment in Canadian sporting history. To create an unforgettable Vancouver 2010 Olympic Winter Games experience for Canadian students, the Canadian Olympic School Program leveraged the use of the Olympic Torch Relay and the Paint the Town Red campaign, a national campaign to promote support of our Canadian Olympic Team. By focusing on Olympic values, the magic of the Olympic Torch Relay and the strength, spirit and national pride generated through our Paint the Town Red Campaign, the Canadian Olympic School Program has left a lasting legacy in the minds of approximately 1.19 million Canadian students, teachers, administrators and parents.

1. The paper was presented by Lisa Wallace.

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COSP Background

Since 1988, COSP has provided Canadian teachers with Olympic-themed educational resources. It is the Canadian Olympic Committee’s focal education program, which reaches students between grades 2 and 12 (aged 7-17). Acces- sible online at www.olympicschool.ca and www.ecoleolympique.ca, COSP is filled with free values-based lesson plans, polls, contests, games and interactive components. The Canadian Olympic School Program experienced 57% growth in its membership between June 2007 and September 2009. In shifting from a knowledge based learning approach to a values based, applied approach, COSP fostered student connection between their actions and immediate environment to the Olympic Games and the values that govern them. The Canadian Olympic School Program’s key components include Olympian Values stories and cross curricular Project Packs. At the elementary school level, the COSP curriculum teaches students the Olympic values of fairness, excellence, leadership, respect, physical activity and sustainability through stories from famous Canadian Olympians such as Gaétan Boucher, Kristi Richards, Beckie Scott, and Nathalie Lambert. Each lesson comes in three different reading levels: Bronze (grade 2-3), Silver (grade 4-5) and Gold (grade 6-7). At the secondary school level, students are engaged through applied learning Project Packs which will require them to use acquired skills and theory in hands on ways to solve real-life Olympic problems. Between September 2009 and the end of the Olympic Games in February 2010, the Canadian Olympic School Program experienced an additional 307% growth, for a total program growth of 364% since it’s redesign in 2007. This growth was highly attributed to the success and relevance of the Olympic Torch Relay School Kit and the Paint the Town Red School Kit.

Olympic Torch Relay School Kit

The Vancouver 2010 Olympic Torch Relay was the longest torch relay within a given country in the history of the Olympic Flame. This Olympic Torch Relay was

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certain to engage our nation as it travelled within a 1-hour drive of 90% of the Canadian population. As the Canadian Olympic School Program’s title sponsor, the Royal Bank of Canada (RBC), also co-presented the Vancouver 2010 Olympic Torch relay, COSP realized a unique opportunity to develop Olympic Torch themed lesson plans. These lesson plans engaged Canadian schools for the year leading up to the Vancouver 2010 Olympic Winter Games and during the 106 days of the Olympic Torch Relay. Language arts, social studies, math, financial literacy, science and physical activity lesson plans were developed for students in Kindergarten to grade 12 (aged 5-17). The lessons created authentic learning experiences, encouraging students to make connections to the magic and positive symbolism of the Olympic Torch Relay. A national contest was held to encourage students to ‘create a better Canada’ by submitting class, team or club pledges to improve their communities via environmental, cultural and healthy, active living initiatives. Winning submis- sions were awarded the opportunity to carry Olympic Flame as a school team. Team torch relay spots, comprised of a team of twenty students and teachers, were awarded to sixteen schools nationwide.

Paint the Town Red School Kit

The Paint The Town Red (PTTR) campaign was an invitation for all Canadians to join together, show their patriotism by wearing red and cheer the Canadian Olympic Team on to victory at the Vancouver 2010 Olympic Winter Games. While only 200 athletes were a part of the Canadian Olympic Team, this campaign ensured every Canadian felt they had a place on the team. The PTTR campaign was received with outstanding sponsor, media and community support generated over 540 million impressions. Creating a school based resource linked to this national phenomenon was a natural opportunity for the Canadian Olympic School Program. The Paint the Town Red School Kit provided teachers and students various tools to help them demonstrate their support for Canada’s Olympians and to

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follow the 2010 Olympic action as a class, grade or school. This resource aided in creating an unforgettable Olympic experience for teachers and students. PRRT School Kit resources helped schools host an Olympic winter sports day, and assisted teachers to create their own “Let’s Go Canada” classroom bulletin board, that followed daily results and “personal fan cards” to follow their favorite Olympians. A strong values based component was included in following the excitement of the Olympic Winter Games through a daily writing journal entitled “My 2010 Podium Pages”. These podium pages made for a memorable keepsake in which student goals, dreams, thoughts and feelings about the Olympic Games were recorded.

Conclusion

It is evident that fundamental shifts made in 2007 created a foundation for the success and participation of teachers and students in the Canadian Olympic School Program during the Vancouver 2010 Olympic Winter Games. Leveraging the Olympic Torch Relay and the Paint the Town Red campaign ignited our schools and in turn, created an unprecedented lasting legacy in the hearts and minds of students and teachers across Canada.

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10thDoa082s176.indd 170 4/15/11 2:48:40 PM NZOC/NZOA Olympic Education Strategic Plan 2009-2012

Elspeth McMILLAN (NZL) Olympic Educator, National Olympic Academy of New Zealand

In 2009 the NZOC and NZOA agreed to work collaboratively on a joint Olympic Education Strategic Plan. In June 2009 I was employed as the Olympic Educator to work with both organisations to help develop and implement this plan. The New Zealand Olympic Education Key Outcome is:

Inspiration Through Education

More youngsters will know about and feel inspired by the Olympic Games, the Olympic Movement and our education programmes. The main foci are: To promote the ideals and values of the Olympic Movement by:

• Developing a fully integrated education plan, delivered through a variety of mediums and targeting all young New Zealanders; • Educating through programmes that develop the body, mind and character of our youth; • Using Games campaigns to provide inspiration for our education programmes; • Using our Olympic Museum and Study Centre to celebrate our past and challenge our future;

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• Ensuring our Olympians’ achievements are recognised and recorded, and their stories of success, failure and struggle are maximised for the benefit of our youth.

OSP and Interactive resources

Olympism is currently part of the New Zealand Health and Physical Education curriculum but has relevance across the whole curriculum. The New Zealand Olympic Academy, in conjunction with the New Zealand Olympic Committee, is focusing on the next generation of school children to promote the Olympic Values and the balanced development of the mind, body and character in a relevant, inspiring and engaging way via the technology and media of this generation, inside the classroom and out. We so often see examples of the body, mind and character being completely out of balance, leading to negative impacts on the individual and society. It is through the harmonious integration of sport, culture and education that the desired balance can be achieved. As part of our strategic thinking around the Olympism goal we have developed a Framework concept called “my360”. “my360” is, a focused campaign to put Olympism into the language, tone, channels, and medium of our next generation of youth (ages 8 to 18) such that it has a continuous influence on them as individuals, their families, their school and the wider community. The branding looked at the youth market and what appeals to Generation Y. This generation is about “the youness in you” or how the campaign relates to “me”. The aim is to connect not only the physical aspect of a young person’s development but also the mental and social aspects. “my” relates to the “my” generation; my personal development and, my connection with others and society. “360” relates to the balanced development of body mind and character. We do hope that this brief outline has assisted you in understanding “my360”, which can be manifested in multiple ways:

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• A “framework” for thinking and developing resource content and methods of engagement about Olympic Values in a balanced way for both teachers and students; • A brand that is “saleable” to sponsors; • A “Brand Label” that relates to Generation Y youth; • A “way of life” that drives success and leadership in our society.

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10thDoa082s176.indd 173 4/15/11 2:48:40 PM Polish Olympic Academy initiatives and activities in the years 2006-2010

Prof. Halina ZDEBSKA (POL) Member of the National Olympic Academy of Poland

Polish Olympic Academy (POA) was founded in 1984 as the social authority of the Polish Olympic Committee. Its first meeting was held in Warsaw on the 65th anniversary of establishment of the Polish Olympic Committee. The Polish Academy consists of groups of scholars, journalists and activists. It has currently 35 members. The main task of the Polish Academy is to promote research on olympism, organizing of conferences, preparing of publications, exhibitions, initiating co-operation in the country and abroad with the sports associations and the regional centers of the Olympians. POA co-organize competitions in the field of literature and art (“Olympic Laurels”). Olympic Laurels, established in 1967, is a special prize of the Polish Olympic Committee and the Ministry of Culture. It is granted for outstanding artistic achievement of the Olympic themes in architecture, various fields of literature, visual arts (painting, graphics, sculpture), music film and photography. So far it has awarded 79 gold, silver and bronze Olympic Laurels (in the form of a medal). Representatives of the Academy are also involved in the meetings of the committee to award the medal Kalos Kagathos. Kalos Kagathos medal has been awarded since 1985, including prominent athletes, who after or during their sporting careers have also been very successful outside sports. The head of Award Committee is the Rector of the Jagiellonian University. Members of the Committee

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are: representatives of the Jagiellonian University, delegates of the Polish Olympic Committee, representatives of the Editorial Review of sports (Przegla˛d Sportowy)

and Polish Olympic Academy. The medal name is an abbreviation for the Greek term “kalos kai agathos”. This term is synonymous of the body efficiency achieved through exercise and the benefits of character, virtue, generosity, and moderation. So far 56 medals Kalos Kagathos, have been awarded. The Academy is also the initiator of competitions on the doctoral and master dissertations in Olympic themes. POA cooperates with Polish universities in the field of education of sports promoters. It publishes its own magazine “Olympic Almanac”. The Polish Olympic Academy also participates in Olympic education. It initiated a public debate about the mission of the Olympic movement, its current status, perspectives and possible risks. Conferences, sessions and publications have always occupied a special place in the work of the Academy. In this way the Polish Olympic Academy has become a major place of public debate in Poland enhancing the confrontation of views and creating an intellectual image of the Olympic movement. In the last year the Academy paid special attention to the promotion and popularization of winter sports in Poland and the Winter Olympics of 2010. Several meetings were devoted to these issues and in the course of one of them the book “Olympic Winter Games 1924-2006”, whose author is Zbigniew Porada, was promoted. This book is the first Polish position devoted solely to the Winter Olympic Games. It shows the origins and history of these Games. It also includes a complete set of results covering the period 1924-2006, and profiles of the greatest athletes competing in these Olympics. There is also a list of all the countries participating in the Winter Olympics, together with their most important achievements. The book also includes detailed assessment of the achievements of Polish sportsmen as well as a list of all the Polish players competing in the Winter Olympics. This book was awarded the Silver Olympic Laurel. The Polish Olympic Academy endorses, in conjunction with the Museum of Sport and Tourism and the academies of Physical Education, cyclic educational conferences.

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The Polish Olympic Academy creates historical memory. This purpose is served by “All Souls’ Day of Olympic Games”, i.e. poetry meetings dedicated to the memory of deceased Olympians and the Olympic movement activists. It perpetuates the memory of important events connected with the Olympic Movement and contributes to Warsaw and Krakow exhibition of sport exlibris. The Academy was also an organizer and a participant in discussions on aggression in sport, the fight against doping and the threats to the Olympic ideas. Chaired by a member of the Academy, Jerzy Nowocień, the team operates with increased international educational cooperation. The Academy has assured the continuity of its work. Since 1996 the Young Circle has been activated. It brings together the young researchers of various specialties, activists and journalists, all of whom went through the sessions of the International Olympic Academy in Olympia and work in the field of Olympic education. The Young Circle members participate as observers in all meetings of the Polish Olympic Academy, as well as conducting their own autonomous activities. The fact that in recent years more than 20 people from the Youth Circle received doctorate degrees is noteworthy.

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10thDoa082s176.indd 176 4/15/11 2:48:40 PM National Olympic Academy of Portugal activities, 2009

Dr Silvio RAFAEL (POR) President of the National Olympic Academy of Portugal Sandro LUCIO (POR) Member of the National Olympic Academy of Portugal

In the context of its 23 years of existence, the year 2009 will remain for a long time as a landmark in the history of the NOA of Portugal. Considering the Program of Activities established for the last year, three moments were of greater importance for the magnitude of consequences they had in the re-enforcement of the prestige of our NOA, both in the national and international points of view:

• the 2nd Games of the Portuguese Speaking Countries; • the celebration of our NOC’s centenary; • the decisive steps towards the creation of an Olympic Academy of the Portuguese Speaking Countries.

The 2nd Games of the Portuguese Speaking Countries

During the 1st Games of the Portuguese Speaking Countries, held in Macao in 2006, it was decided that the second edition of these games would take place in Portugal, in 2009. The second edition had the participation of close to 900 athletes, from 12 countries or territories of Portuguese language or with Portu- guese cultural tradition. Following its own proposal to the COJOL (organizing

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committee), the NOA was accorded a major role in the co-ordination of the volunteers department. Our academy has been in charge of:

• the selection of 300 volunteers for the games; • the Olympic education of all the 300 volunteers; • the general co-ordination of volunteer work during the games; • the report on the volunteer work to the COJOL.

Selection

In collaboration with the National Sports Institute, the Olympic academy had the specific task of selecting the 300 volunteers who would be working with the organizing committee of the games. They were mainly high school and university students, but among them we could find also former athletes, teachers or simply those who love to be a volunteer, regardless of any earlier connection with sports or Olympism. The selection process has not been particularly difficult, because unfortunately there has not been a high number of candidates. Twenty-six of them were members of the NOA, including members of the board, such as its own secretary general, Luίs Costa, leading the volunteers department.

Education

Education was one of the most important tasks NOA had in the co-operation with the organizing committee of the games, for it gave the opportunity to enhance the dissemination of Olympic values among our youngsters considering the universe of volunteers. The educational process took place on a basis of several sessions during the weeks preceding the opening ceremony. The educational program included topics such as Olympic history, Olympic values, Olympic Charter, Para- lympics, the Portuguese language and culture in the world, sport in Portuguese speaking countries.

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Co-ordination

According to the agreement celebrated between COJOL and NOA, it was our duty to co-ordinate the work of the volunteers in the different fields of administration, competition, logistics, medical support, publications etc. The co-ordination work has been ensured by high-ranked NOA members, involving one general coordinator and four area coordinators.

Report

The final report of the Volunteer Department, included in the global report of the games, emphasized the unquestionable relevance of the volunteers’ work for the success of the games. It has been underlined that these games would have been impossible to organize without the volunteers. And their level of performance has been mainly due to the NOA educational program, in both technical and cultural slopes.

The celebration of our NOC’s centenary

2009 was the year for the celebration of Portugal’s NOC centenary. The program of celebration included an exhibition created by our NOA, representing the first century of Olympism in Portugal. For this purpose, 113 objects were displayed, thanks to the co-operation of several institutions and individuals, who have lent a huge number of pieces. The exhibition has been opened for three weeks in October, receiving more than five thousand visitors. In the context of this celebration, the NOA decided to publish a bilingual edition (French and Portuguese) of the press article Pierre de Coubertin published in 1894, on the eve of the Paris Congress, which re-established the Olympic Games, in their modern shape.

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The steps towards the creation of an Olympic Academy of the Portuguese Speaking Countries

A goal pursued since long ago, an Olympic Academy of the Portuguese Speaking Countries has been converted from a mirage to an effective project on its course. With the presence in Lisbon of the presidents of NOAs of several Portuguese speaking countries or presidents of NOCs where an NOA lacks, a meeting was possible involving them all, which resulted in a final declaration with the proposal for the creation of a common Olympic Academy for all the Portuguese speaking countries, in the sphere of the Portuguese Speaking Countries Olympic Commit- tees Association (ACOLOP). A final decision is now expected from this international Olympic organization, currently under the presidency of Alex Wong, from Macao. The document has been signed by representatives of NOCs or NOAs from Angola, Brazil, Cabo Verde, Mozambique, Portugal and Sa~o Tomé e Prίncipe. In accordance with the aims established by the Olympic Charter for the Olympic academies and the main objectives of ACOLOP, the Olympic Academy of the Portuguese Speaking Countries will seek to disseminate the Olympic Ideals in the countries and territories represented in ACOLOP, to implement events joining sports with culture and education in initiatives involving two or more NOAs of Portuguese speaking countries and to support IOA projects and programs of Olympic education. In a brief conclusion, 2009 gave our NOA the opportunity to deepen its commitment in what concerns the Olympic Ideals and Olympic education. An opportunity our NOA did not neglect.

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Tubagus Lukman DJAJADIKUSUMA (INA) Member of the Culture and Olympic Education Commission

Indonesia

• Largest Archipelago : > 13,000 islands • Infrastructure : 60% limited infrastructure • Population : 237,512,355 (July 2008 est) • Age structure :

0-14 years : 28.4% (male 34,343,198 / female 33,175,135) 15-64 years : 65.7% (male 78,330,830 / female 77,812,339) 65 years and over : 5.8% (male 6,151,305 / female 7,699,548)

Background

• Sharp decline in physical activity and an increased rate of obesity; • Sports youth participation decline; • Teenage high sport dropout rate; • Young people’s expectations are different; • Need to listen to the youth; • The current format of sports must meet the expectations of young people;

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• They must promote physical activity and competition, and highlight the personal and societal benefits that it can bring.

Topics of study

• Moving towards an active society. • Is competitive sport still appealing? • Youth sport events.

Moving towards an active society

• What are the reasons for the decline in physical activity and sport participation in young people? • What measures can be addressed to reverse this trend? • What does physical activity mean to young people? • How can young people be encouraged to participate in sport and physical activity? • Does sporting competition amongst young people help them to resist the ills and temptations that are endemic in today’s society?

Is competitive sport still appealing?

• What is the appeal of competitive sport? • Are clubs and federations able to attract and keep young people in competitive sport? How to achieve that? • Is there an effective administrative framework in place to support the involvement of young people in competitive sport? • Which sports are currently most appealing to young people and why? • How can the Olympic Movement best foster competitive sport for all?

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Youth sport events

• What motivates young people to watch and participate in sporting events? • Through competition, what measures must be taken to respect the physical, mental and social development of a young person? • How will the Youth Olympic Games and World Championships develop and mature in the future? • Should the Olympic Movement create and organize events for young people, whether sports-related or not? If so, how?

What happened?

• The reality of our ever advancing technological society is that all of us, including our children, are becoming less active, increasingly spending their education and leisure time sitting in class rooms or in front of the television or computer.

What is happening?

• Growing health problems are rapidly declining enjoyment and happiness and increasing national debt. • The fact is that human activity, sport and exercise are natural requirements for a full and healthy life, both for physical and mental health.

Moving towards an Active Society

There are many causes for this problem including: • Lack of sporting facilities; • Poor resourcing of sports within the school system; • Difficulties in communication and access to individuals living in remote areas;

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• An ever increasing demand on children’s time to study; • Poor role models from parents and the community in general; • General misunderstanding of the important role of sport and exercise on the body’s health and well-being.

Preventive Health vs Clinic

• In the past decade increasing funds have been spent on Medical Costs. • This can be overcome by encouraging people to live with: • Healthy Lifestyle (Sports, Exercise, Nutrition); • Balanced Lifestyle (Olympism: balanced education, work, sport, leisure, exercise, family and culture).

Smart Programs

• The Indonesian First Lady has initiated an innovative program of education and interaction with Indonesian children located in many regions throughout the vast territory of Indonesia. • The “Smart House” program has as its aim that every house in Indonesia has adequate learning and playing facilities for the children. This aim is extended to all children throughout Indonesia and innovative technologies such as Smart Cars and Smart Boats are used to interact, educate and bring necessary resources to children located in the most remote islands and villages. • This program can serve as an example to the Olympic Movement in spreading the message of Olympism throughout the world using innovative and diverse approaches such as Smart Cars and Smart Boats which have natural appeal to the youth.

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Why Competitive Sport is not appealing

• Losing its appeal to the young because it is very difficult to qualify for the Youth Olympics. • Dominated by the advanced and developed countries. • Core Olympic Sports not getting enough Media and Broadcasting Coverage compared to Football and Basketball. • Children naturally gravitate towards team sports which they can play with their friends such as basketball, football, handball, volleyball, water polo, etc. • More team sports need to be included in youth sports events including the Youth Olympics.

Bali Asian Beach Games 2008

• Last year Indonesia hosted the first Asian Beach Games on the beautiful shores of Bali and included many popular fun sports enjoyed by youth such as beach football, beach volleyball as well as surfing and dragon boat racing. • The Bali Beach Games included an interesting mix of culture, dance and sport on the lovely beaches of Bali and were truly a sporting/cultural festival for all to enjoy. • It introduced new beach sports. • Such an approach needs to be considered in the future hosting of sporting events, especially for the young.

Sport for All

• The Olympic Movement needs to position itself towards the “Sport for All” direction and away from elite “competitive sports”. • The population at large sees the Olympic Movement principally as a 4-year event called the Olympic Games where 11,000 of the world’s best athletes compete over a 2-week period.

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• However, the Olympic Movement is much more than this and we need to be placing far greater emphasis on a “Sport for All” approach for the nearly 7 billion inhabitants of planet Earth.

Olympic Solidarity

• Need to balance funding for Youth Development; • Need to fund more for Sports for All activities; • Less focus on Elite Athletes.

Development in Indonesia

• Olympic Solidarity funded a Sport for All program to develop exercise videos and associated written materials for Indonesian elementary school children from 7 to 14 years of age. Available at www.olympic.or.id • This program will be disseminated through our Ministry of Education System. • It is our hope that this program will aid the physical development of millions of Indonesian school children over many years. • Over the past years we also have introduced Sports to School Program: Foot- ball School League, Volleyball etc. However, much more work in this area is needed.

Talent development

• Too many of us spend our scarce resources trying to identify the one in a million athletes who will win a gold medal at the next Olympics. • The focus should be on enhancing the physical standards and activity levels of all our citizens and from this universal elevation the champions will naturally emerge.

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• The new message of Olympism should be one of universal talent development for all, not selective talent identification of a few.

Youth Sports Event

• The upcoming Youth Olympic Games (YOG) is an innovative and exciting development for the Olympic Movement. • Some Regional Youth Games have also been initiated (AYOG). • The YOG will involve only 3,600 athletes. This figure needs to be increased for future YOG to increase participation. • Innovative modifications to sports events such as mixed sex events, and events involving a combination of different NOCs competing on the same team alongside each other, which will be a feature of the Youth Olympic Games, should aid to help co-operation and interaction between athletes from various countries. • Increased preparation time for these modifications may be useful. • We have only just begun in this area of youth sports events and the need for more multi-event regional games at the elementary school level is absolutely vital and for these events to have a sports festival appeal. • All NOCs should follow these examples and organize National Youth Games. • Indonesia will introduce this national youth event to its General Assembly 2010 and 2011 is the commencement target date for this annual event. • All IFs should follow suit to adjust its age grouping regulations to accommodate the pathway to the Youth National-Regional-Olympic Games.

Other Programs

•UN Global Sports Fund Camps involve groups of 10-14 year-old children in a variety of sports and educational activities in various countries, a good model to be extended by the Olympic Movement.

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• Indonesia will launch the Asia Sports for Development Camp and Games in Maluku 2010 (Peace Through Sports) involving how to train, educate and involve the youth to organize, officiate, coach and participate in sport events natural to the region (Boxing, Athletic and Water Sports).

Final remarks

• As this Congress considers the important question of “The Olympic Movement in Society” there is no greater consideration than “Olympism and Youth”. • The youth are our future, we will listen to them and fulfill their needs and requirements. • Need to develop the best fit Youth Program. • Much work needs to be done to enhance the understanding of a balanced lifestyle. • With a greater emphasis on Sport for All activities and an effort to enhance participation in those events and activities that youth find appealing. • Needs government support.

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10thDoa177s250.indd 188 4/18/11 2:06:52 PM 15 Years of Slovenian Olympic Academy – great progress on Olympic education and collaboration with NOC committees

Ales Solar (SLO) Program Manager of the NOC of Slovenia – Association of Sports Federations Slovenian Olympic Academy

The Slovenian Olympic Academy (SOA) is a body inside the NOC of Slovenia. All the activities on the field of Olympic education, Olympic history, fair play and Olympic movement are planned and performed jointly by the NOC and the NOA. This year SOA prepared a global program of Olympic education and promotion of Olympic values. Different activities of the program are planned for top youth and adult athletes, for children and recreational athletes. Special stress will be on education for tutors and mentors of our Olympic Educational Program. For that purpose we prepared a special program for receiving official diploma. In Slovenia every individual who wants to work in the field of sport, must have by Law appropriate education on sport or qualification. All participants of educational program for tutors and mentors will receive an official diploma after a successful exam. The program has become now a part of the regular NOC of Slovenia activities. So it is now a strategic plan to incorporate our Olympic educational program into all our programs and activities. For example, this program was part of the global NOC preparations of the Slovenian delegation for the Olympic Winter Games Vancouver 2010. Via this program all the athletes and other members of the Olympic delegation attended a short workshop on the Olympic Values and the Olympic history.

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More importantly, the Olympic education program would also be offered to the disabled, paralympians and the children with special needs. Through the program we will present the Olympic values, the Olympic Movement, and the Olympic history to athletes, coaches, parents and also to others who are not involved in sport in any way. So we will use mass media to present and to stimulate enthusiasm about the Olympic Movement, about the Olympic values and to bring those ideas and ideals into the normal lives of many people, families and communities.

The NOC and NOA of Slovenia Olympic Education program for top youth and adult athletes

Educated tutors and coaches and a prepared platform of documents will serve our purpose of carrying out the Olympic education for athletes. In this activity the NOC and the NOA will educate top athletes during the preparation for the Olympic Games, Youth Olympic Games, and the European Youth Olympic Festivals, the World and EU championships and other different events. Besides that we will prepare educational activities for coaches, officials and athletes in their clubs during regular trainings. Before every event, we will prepare a special educational workshop and other activities. Our lecturers and tutors will present the Olympic values, the Olympic history and the Olympic Movement, fair play etc. for athletes, coaches and officials. Our aim is to educate specific persons about Olympism and about being an athlete who respects the Olympic values, who respect the history and the achievements of the Olympic Movement.

The NOC and NOA Olympic Education program for children and youth in sport for all programs and for the school program

All activities start in childhood and we won’t miss that important period. So our educational program has been planned also for the children in kindergar-

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tens and schools. It is planned that the Olympic education be a part of regular school curriculum and other official programs. Besides that we will prepare activities outside the regular educational program of schools and kindergartens. Those activities will be special events where children will be able to participate in different sports and educational activities. Before starting every event we will perform a protocol for presenting the Olympic symbols, during sports activities we will organize an Olympic quiz; finally, we will present fair play awards for those excelling in fair play and Olympic values. All the children will receive a special diploma and award. Besides an Olympic education there will also be actual first serious contact of those participating with sport disciplines. And their first contact should be the best contact and the best feeling possible.

The NOC Olympic Education program for adult in sport for all programs

The Olympic values are very important for sport, but the idea of the Olympic Movement is supposed to reach every person and should be a part of their life. To perform in excellent way, to be tolerant and respectful toward others is, besides building friendship, very important for sport and for regular life. It is our duty to act in the way of peace. It is a privilege that the Olympic movement gathers all those values. So the NOC of Slovenia is attempting to present those values in the best possible way to different specific groups. For that purpose we use sports events and sport activities for the adults and include Olympic education besides recreational competitions. We stimulate the general public to perform their sports competitions following the Olympic idea by displaying the Olympic motto “citius- altius-fortius” encouraging them to respect each other, make friendships and try to contribute for a better world. During the events, competitions and different activities, we will prepare Olympic educational contests, that will be realized by tutors who will use a platform of documents and contents.

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Promotional activities for the NOC Olympic Education program in media for athletes, parents, coaches and general public

With the experience from different programs, we expect that some of the athletes and target groups would be able to participate directly in Olympic education. But our aim is that this program and contents would reach many people in Slovenia. Through the program we would like to present the Olympic values, the Olympic Movement, and the Olympic history to athletes, coaches, parents and to other who are not involved in sport in any way. So we will use mass media to present and to stimulate enthusiasm about the Olympic Movement, about the Olympic values and to bring those ideas and ideals into the normal lives of many people, families and communities. The Olympic educational program is not the only activity of Slovenian Olympic Academy. Our program is planned also for the field of history and sport museum, fair play activities for ambassadors of sport, fair play and tolerance. The celebration of the 15th anniversary of Slovenian Olympic Academy will be prepared for 15th October 2010 as that is also the Day of establishment of NOC of Slovenia – Association of Sports Federations. For this special Day, we will prepare celebration, different activities and opening of Olympic Exhibition, which will be also supported by Olympic Solidarity.

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10thDoa177s250.indd 192 4/18/11 2:06:52 PM Introduction to the National Olympic Academy (NOA) of the Chinese Taipei Olympic Committee (CTOC)

Dr Lily Chou (TPE) Member of the National Olympic Academy of Chinese Taipei

Preface

Olympic education in Taiwan is promoted mostly through holding of sessions of the National Olympic Academy once a year. In 1977, Mr Tang Ming-Hsin, the Chief of Programming Section of Chinese Taipei Olympic Committee, drafted a plan for establishing the “National Olympic Academy”. The first session of the “National Olympic Academy” took place at Sun Moon Lake of Nan-Tou County on January 19th to February 3rd of 1978, thus opening the historic page of Olympic education in Taiwan. 68 people participated in the session (52 males and 16 females). Dr Nikolaos Nissiotis was invited as the chief lecturer. He was the President of the International Olympic Academy (IOA) and also a philosophy professor in Athens University. He gave lectures on 3 topics, namely, “Philosophy and Olympic Activities”, “Coubertin and Modern Olympic Games” and “The Contributions of International Olympic Academy (IOA)”.

Profile of past Sessions of National Olympic Academy hosted by the Chinese Taipei Olympic Committee

Since 1978, the Chinese Taipei Olympic Committee has hosted the sessions of the National Olympic Academy once a year, continuously for 23 years. All circles

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of society think highly of the sessions, lasting 4-6 days each. The growing number of participants in each session, for the past 23 years, as shown in the list below, explains how well the sessions are organized. Doubtlessly, the Chinese Taipei Olympic Committee is very successful in the conduction of sessions of National Olympic Academy.

Name Time Participants Sun Moon Lake Teachers’ Hostel 67.01.29~67.02.03 68 Chientan Youth Activity Center 67.12.28~68.01.02 93 Chientan Youth Activity Center 68.12.28~69.01.02 95 National Taiwan Sport University 96.11.2~96.11.5 142 Mingshin University of Science 97.11.21~97.11.24 69 & Technology Yu Da University 98.6.24~98.6.27 150

General functions of CTOC National Olympic Academy

Ever since the first session of the National Olympic Academy in 1978, the NOA has been the main institute from which young representatives were selected to attend International Olympic Academy (IOA). Young people in Taiwan aged below 35, who wish to attend the sessions of the International Olympic Academy in Greece, have to attend the sessions of National Olympic Academy as a prerequiste. Applicants have to write a Chinese report on what he/she has learned from the session and an autobiography in English. What he/she has in the first test learned from sessions of NOA represents 50%, the Chinese report 25%, and status of attendance to the seminar and English autobiography 25%. 10 candidates are selected as the result of the first test. These 10 candidates will be tested further on oral test in English (40%), in Chinese (30%) and sports achievement (30%). Candidates also have to pass

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the foreign language command test given by the language center, the results of which will decide the final 5 representatives. Usually, a person assigned from the Physical Education Department of Ministry of Education assumes the leader of Chinese Taipei Delegation while attending the sessions of the IOA. The number of participants to IOA sessions from countries all over the world has increased year by year. Despite the fact that the International Olympic Academy (IOA) receives financial support from Olympic Solidarity Fund, the fund available is hardly enough to meet the needs of the ever-increasing number of participants. For the time being, only one male and one female participant from each country or region are now allowed to attend the session of the International Olympic Academy.

Curriculum arranged for the Sessions of CTOC National Olympic Academy

The CTOC follows the way of the International Olympic Academy in the arrange- ment of the curriculum for the sessions of the National Olympic Academy. The main topic of the session is the same as that which will be adopted by the next IOA session. Experts on Olympics are invited to lecture. Participants are divided into Chinese and English groups when taking on topic discussions. The CTOC also arranges different kinds of sports activities for participants to take part in. In the evening, there are also social evenings and movie showing for the participants’ entertainment. In general, the NOA session is an epitome of IOA session. Participants are living in the Olympic environment. What they see and listen to are all about Olympics during the 4 to 6 day session. CTOC has organized NOA sessions in 7 different counties in Taiwan such as Taipei, Kaohsiung, Nantou, Pingtung, etc. Reports are published at the end of each session. Let’s take the 23rd NOA session for example. The main topic of the session was “Principles of Olympics”. The special topic was “Olympic Celebration: Retrospection of Sydney Olympic Games “. The curriculum of the seminar was as follows:

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The 23rd Session of the Chinese Talpel Olympic Academy Program

December 5, 2000 (Tuesday) 17:00~17:50 Sport events 18:00 18:50 Dinner 07:30~13:00 Preparatory work ~ 19:00 20:30 Olympic films 13:30~15:00 Registration ~ Place: Sport Administration Building (1st Floor) 20, Chu-Lun St. Taipei December 7, 2000 (Thursday) 07:30 08:30 Breakfast 15:00~15:50 Opening ceremony and Welcome ~ Reception 09:00~09:30 Report on participation in Sydney Olympic Games by Ms Yuh-Fang Lee, 16:00~16:50 Subject: Olympic Movement for All Speaker: Dr Thomas Ta-Chou Huang, Coordinator-Liaison, CTOC President of the Chinese Taipei 09:30~09:50 Discussion Olympic Committee 10:00~10:50 Road to Olympic Games by Mr Huang Chih-hsiung, 17:00~17:50 Depart for National College of Physical Education Ms Liu Pi-yu, Ms Lin Yi-chun 11:00 13:30 Subject: Olympic and doping control 18:00~18:50 Dinner ~ Speaker: Dr Chen Sheng-kai 19:00~20:30 Preparatory meeting 11:30~11:50 Discussion December 6, 2000 (Wednesday) 12:00~13:00 Lunch 14:00 14:30 Report on observing the Sydney 07:30~08:30 Breakfast ~ Olympic Games by Mr Peter Te-chi 09:00~10:20 Subject: Retrospect and Outllok of the Olympic Games vis-a-vis Sydney Chan, Deputy Secretary General, Olympic Games 2000 CTOC Speaker: Mr Joey Renert 14:30~14:50 Discussion 15:00 17:50 Sport events or dress rehearsal 10:20~10:50 Discussion ~ of social events 11:00~11:50 Subject: History and Basic ideal of Olympics 18:00~18:50 Dinner Speaker: Prof. Ming-hsin Tang, 19:00~20:30 Social events Secretary General of CTOC December 8, 2000 (Friday) 07:30 08:30 Breakfast 12:00~13:00 Lunch ~ 09:00 09:50 Report on participation in Youth 14:00~14:30 Subject: Introduction to Paralympic ~ Games Camp of Syndey Games Speaker: Mr Lai Fu-huan, Deputy by Chung Yi-lin adn Wel Chih-chieh Chairman of National Council 10:00~10:50 Group discussion on Physical Fitness and Sports Chinese Group: Director Mr Peter Te-chi Chan 14:30~14:50 Discussion English Group: 15:00~15:30 Subject: Experience in covering Sydney Olympic Games Director Mr Yao Yuan-chao Speaker: Ms Chou Liech-li 11:00~11:50 Closing ceremony and awarding of diploma 15:30~15:50 Discussion 12:00 13:00 Lunch 16:00~16:50 Report on Participation in IOA Session ~ by participants Miss Hsieh Mei-ming, etc. 14:00 Departure

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Participants’ findings

Why do participants insistently want to attend IOA sessions? Most of them think it’s a good opportunity to benefit from IOA’s instruction. Not only can they go to Greece, the original site of ancient Olympics but they could travel at government’s expense as well. It’s a rare chance and a challenge in one’s lifetime. Therefore the competition for the participation is fierce. Part of the students prepare for the entering exam as if they are preparing for a national civic exam. For example, some students draw a picture shown below which contains topics and questions from previous exams so that they could memorize them easily. They read from the picture as many times a day as possible in an attempt to pass the entering exam.

A picture of thinking mind: from a participant of NOA

Students are very nervous during the interview. After entering the exam room, they will meet 3 senior examiners waiting in the room. They are asked to sit down and introduce him/herself first.

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Then they have to answer the examiner’s questions regarding Olympics. It would be better if the examinee could answer the questions in English. Seeing the picture as shown above, an examiner was very interested in it and asked the examinee: Can you explain to me the meaning of this colorful drawing? The examinee answered as much as he could in order to receive more points on the oral exam. Then there is the Chinese interview. Another 3 examiners are present and ask questions exclusively on Olympics. For example: What is the spirit of the Olympics? What is the value of the Olympics? These questions are almost about the whole knowledge of both ancient and modern Olympics. It’s of course impossible that their answers would satisfy the examiners.

The Chinese Olympic Committee takes part in all the events of the IOA

There are 12 committees in CTOC, such as the Education Committee, Interna- tional Sports Exchange Committee, Sports Science Committee, etc. They are responsible for promoting all kinds of Olympic activities. Headed by Mr Tang Ming-hsin, former Secretary General of CTOC. The Education Committee is mainly responsible for organizing sessions of NOA. In addition, it meets from time to time to discuss the most important issues on Olympics and recommends qualified candidates to attend sessions of IOA and Olympic sessions in other different countries. Please refer to the Statistics below on important IOA sessions the CTOC has attended regularly.

Name Time Participants Male Female

IOA session for Young 1969-2009 164 109 55 Participants International Session 1977-1990 12 12 0 for Educators of Physical Education

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Name Time Participants Male Female International Session 1978-1991 14 9 5 for Officials of NFs International Session 1986-1990 2 2 0 for Presidents of Higher Institutes of Physical Education International Session 1986-1990 3 3 0 for Presidents or Directors of NOAs International Session for 1992-2009 11 8 3 Presidents or Secretary General of NOCs and Officials of NOCs International Session 1993-2006 9 7 2 for Educators & Officials of Higher Institutes of Physical Education

USA NOA session 1979-1988 33 25 8

Canada NOA session 1987 1 0 1

Japan NOA session 1998 1 1 0

Korea NOA session 1990 3 1 2

Malaysia NOA session 2000-2009 14 8 6

Singapore NOA session 2001-2009 4 1 3 International Seminar 2005-2009 5 2 3 on Olympic Studies for Postgraduate Students

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Conclusion and Prospect

In summary, the fact that the CTOC stages its own NOA sessions, which have enjoyed wide support from the people and mass media, in Taiwan, is based on successful experience inherited from the IOA in holding sessions. Each NOA session’s main topic is similar to that of the IOA session held in the same year. Activities in NOA session include topic discussion, sports competition and social evening. The main purpose of NOA session is to publicize the Olympic spirit. The secondary purpose is to choose young candidates to attend IOA sessions, which provide them with a rare chance to visit the site of the ancient Olympic Games at CTOC’s expense. For this reason, students’ struggling for participation in IOA sessions has become a fiercely competitive event. The popularity of IOA sessions can be proved by the interesting chart prepared by a student for the interview. We also notice that participants attending IOA sessions come from different kinds of profession, such as doctor, lawyer, police officer other than students. Most of the college students who had passed the hard test and attended IOA sessions in Greece were the students par excellence in their school studies. After having graduated from college, they would mostly go abroad and finish a doctor’s degree, finally coming back to Taiwan to devote themselves to sports development. The Chinese Taipei Olympic Academy is proud of bringing up many talented Taiwaness people credited with international vision in sports. The CTOC will continue organizing IOA sessions in future. We hope experts on Olympics from all countries will give us their support and advice, with which I believe that our NOA session will forge ahead with more achievement in prompting the Olympic movement. Welcome to Taiwan and we wish everybody good health and happiness.

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10thDoa177s250.indd 200 4/18/11 2:06:53 PM THE NATIONAL OLYMPIC ACADEMY OF TOGO

Charles PANOU (TOG) Director of the National Olympic Academy of TOGO

Introduction

We are very happy to participate in the 10th Session of the IOA and we hope that when we leave, we will be taking with us a lot of information and knowledge that will help us to carry out adequately our new mission as Director of the National Olympic Academy of Togo. On 27th June 2009, the National Olympic Committee of Togo renewed its Steering Committee and a new president, General Poutoyi Nabede, was elected on the basis of a very ambitious action program. This change in the composition of the Executive Committee occurred at a time when sport in Togo was going through one of the most serious crises in its history, a crisis whose repercussions spread beyond our country’s borders. It was under these circumstances that I was appointed, on 15th January 2010, in charge of the Togolese NOA. This nomina- tion was a challenge for me given the importance of the educational work in Olympic values and sports ethics that is being promoted in the Togolese sporting community. We intend to take up this challenge, finding inspiration in Olympic education and with the support of the IOA.

Our presentation will focus on two areas: • Activities undertaken by the NOA and the NOC in previous years. • Objectives and priorities for the years to come.

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Activities undertaken by the NOA and the NOC in previous years

The Togolese National Olympic Committee was established in 1963 and has known until now four presidents: Godfried Ekué 1963-1977; Anani Matthia 1977-1995; Zoumaro Gnofame 1995-2009; and Poutoyi Nabede from 27th June 2009 until today. The Togolese NOA was established in 1994 and its activities merge with the traditional activities of the TNOC’s Executive Committee. These activities are generally initiated and financed by Olympic Solidarity. Apart from the preparation and participation in the Olympic Games and the different training courses offered to national federations and funded by Olympic Solidarity, we can also mention the following activities in which the Togolese NOA is involved.

• The Olympic Day of 23rd June, is celebrated each year during the month of June; it basically consists of foot races for different categories, children, juniors, seniors, third age and people with disabilities. Other sports activities are also organized such as handball, basketball and volleyball, with sports equipment distributed to participating teams. These sports activities are usually combined with culture through the demonstration of traditional dances of the localities where the Olympic day is celebrated because we need to mention that the Olympic race is organized each year simultaneously in two different localities of the country. A drawing contest is also organized for pupils. • Earth’s Day is also celebrated every year, on the first weekend of June with awareness-raising actions to address environmental problems: main- tenance and cleaning of the immediate area around the headquarters of national federations, stadiums and sports grounds by installing permanent trash cans, planting of trees. • Since the year 2000, the TNOC organizes every year a seminar on sport and culture with the view to associating sport with learning a trade. For example, theoretical and practical courses on sport are combined with workshops for manufacturing sports equipment (nets, balls), handbags, etc. So, these are the activities promoted by the Togolese NOA during these past years.

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Objectives and priorities for the years to come

The growing importance of sport and the fame it brings to its leaders have aroused many people’s greed and they may become sports officials, sometimes in national federations, without having the necessary experience or knowledge for taking up the responsibilities of the post to which they were elected. What’s more, elections are often held by buying consciences and votes. Without looking too far, these were the primary causes of the successive crises that have pervaded sport in our country these last years. The new Togolese National Olympic Committee and its NOA must therefore strive, following the recommendation of the reviver of the Olympic Games, Baron Pierre de Coubertin, in 1894 and I quote: «enhance and strengthen sports in order to ensure their independence and duration and enable them to better fulfil the educational role that is theirs in our modern world.» It is precisely this educational role that is missing in Togolese sport and for this reason we have selected the following objectives and priorities:

• Select NOA members on the basis of their qualifications and their ability to become involved in propagating Olympic education and sport ethics. • Put together an Olympic education program aimed at all population groups, focusing primarily on school sport and sport for all. • Associate the media fully in the NOA’s educational activity by means of debates, lectures and articles in the written press, radio or television. • Raise awareness of the problems of Olympism among the public in general and target groups: pupils, students, academics, professors, athletes, referees, officials, doctors, journalists, intellectuals, artists, etc. • Put into practice the teachings and directives of the IOA regarding the work of National Academies and draw inspiration from the experience and achievements of existing National Academies. • Cooperate with other national institutions, in particular higher education institutions on subjects related to sport and the Olympic Movement, enhance the intellectual impact of the National Academy and assure its reputation among the public;

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• Create before the end of this Olympiad a centre for the promotion of Olympism, under the name of OLYMPAFRICA and a national museum of sport.

These are the primary objectives and priorities of the Togo NOA.

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10thDoa177s250.indd 204 4/18/11 2:06:53 PM NATIONAL OLYMPIC ACADEMY AND NATIONAL OLYMPIC COMMITTEE: UKRAINIAN EXPERIENCE

Laryssa DOTSENKO (UKR) Scientific Secretary of the National Olympic Academy of Ukraine

Ukraine is a young independent state. It is only 19 now. Ukraine is the second largest country in Eastern Europe: its area is 603,628 km2, and population a bit over of 45 mln people. It is bordered by the Russian Federation to the east; Belarus to the north; Poland, Slovakia, and Hungary to the west; Romania and Moldova to the southwest; and the Black Sea and Sea of Azov to the south. The capital is 3-mln Kyiv, aged more than 15 centuries. Our NOC is 20 this year and so will be our OAU next year. The relations between our two organizations are based on friendly fruitful cooperation and mutual understanding. Both organizations are young, ambitious as everyone is at such age and full of striving to reach the targets of successful development of Olympic education in Ukraine. The close contacts of the NOC and NOA are necessary for planning, coordination of joint efforts with their further implementation. For the Olympic Academy of Ukraine the 2009 became the year of realization of already existing projects and initiation of new ones. Insemination of children and youth with the Olympic ideals and values, active involvement of former Olympians and sports veterans in this process, has become one of the main directions in the Academy activities. The OAU jointly with the NOC took an active part in the program of preparation to the 1st Youth Olympic Games in Singapore: selection of a Ukrainian twin-school for a school in Singapore (School 78 from Kyiv); participation of a

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young journalist, Andrew Petrunya, in a program “Friends of Olympiad” in a Singapore camp “Young journalist”, complex program on Olympic education for participants in the Youth Olympic Games in Singapore, methodical seminar- training “Schoolchildren and Olympism” for directors of secondary schools (on a basis of Gymnasia “Potential” in Kyiv), preparation and distribution of informa- tive illustrative printed materials including a book for children “The 1st Youth Olympic Games. Singapore 2010”, etc. With the initiative of the OAU the Ministry of Ukraine on Education and Science included a special course of “Fundamentals of Olympic knowledge” into school curricular as an optional discipline for pupils of 5-12, classes at secondary schools. The Academy jointly with the NOC conducted contest such as:

• A literature contest “Olympic sports and literature 2009”; • Best sports photo; • Best scientific research work on the Olympic Movement”.

The works of the literature contest winners were forwarded to the IOC. There is a good tradition for the NOC and the Academy to stage jointly All- Ukrainian Olympic Day, All-Ukrainian Olympic Lesson and Olympic Week in Ukraine every year. As a rule their programs include various contests, quizzes, games for the participants of the events. All these activities are directed to improve social humanization, popularize healthy life style, broaden children world outlook, help to form morality of young generation. On a request of the NOC for “Olympic Lesson 2009” the Academy prepared an “Olympic Lesson” special kit including an Olympic Diary, a book for children “XXI Winter Olympic Games. Vancouver 2010”, and a book for teachers “Olympic education at secondary school” complemented with 15 scripts of Olympic Lessons. Also a unified electronic book “Olympic travels containing information on the history of ancient Olympic Games, revival of modern Olympics, Olympic ideas, Olympic symbols and ceremonies, Olympic sports and Olympic movement in Ukraine” was created. Publication activities are of special interest of the OAU. Owing to the financial support of the IOC and NOC it has become possible to issue 4-volume edition

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devoted to O. Butovsky – the first IOC Executive Board member and friend of Pierre de Coubertin; the Encyclopedia of Olympic Sports in questions and answers; 2-volume handbook “Olympic Sports”. The work of the NOC of Ukraine on Olympic education development was highly appreciated by the IOC President Dr. J. Rogge – the NOC of Ukraine was awarded a special sign from the IOC at the Olympic Congress in Copenhagen. The Academy jointly with the NOC conducted the annual All-Ukrainian Foreign Languages Olympiad “Student and Olympic Sport” for physical education university students – the event which becomes more and more popular within the university family especially because of the NOC patronage and active participation of the NOC top officials. The students dealing with Olympic studies have opportunities to report about the results of their researches at many scientific events, such as:

• International scientific conference “Young sports science of Ukraine” in the city of Lviv; • International scientific practical conference “Sport, spirit and humanism in the contemporary world” in the city of Lviv; • International scientific practical conference of young scientists in the city of Kyiv.

It was the financial support of the NOC of Ukraine that made it possible last year to develop contact at the international level:

• 13th Olympic Congress (Copenhagen, Denmark); • XIII International Scientific Congress “Modern sport and Sport for All” (Almaaty, Kazakhstan); • International scientific congress on actual problems of physical education” (Belgorod, Russia); • IOA II Seminar for Olympic Medalists (Olympia, Greece); • IOA 10th Session for Directors of NOAs (Olympia, Greece); • IOA 49th Session for Young Participants (Olympia, Greece);

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• IOA 17th International Seminar on Olympic Studies for Postgraduate Students (Olympia, Greece).

Besides, the year 2009 brought a unique opportunity to OAU member Ms Alona Zaroniants to take part in the Program of Postgraduate Studies with the title “Olympic Studies, Olympic Education, Organization and Management of Olympic Events” held jointly by the International Olympic Academy and the University of Peloponnese (Greece). Thus, it is clear that solid partnership between the NOC and Olympic Academy could facilitate Olympic education development in the country. The shared goal, the shared vision of a perspective and mutual efforts gave us a chance to get success in this activity. This year we are celebrating the 80th anniversary of foundation of the National University of Ukraine on Physical Education and Sports. In commemoration of this date there will be held the XIV International Scien- tific Congress “Olympic Sports and Sport for All” in Kyiv, Ukraine on October 5-8, 2010 under the aegis of the International Olympic Committee, ICSSPE, International Association of Physical Education and Sports Universities, and the leading state establishments of Ukraine. At the Congress there are scheduled to discuss actual issues in various problems on theory and methods of Olympic and professional sports, children-youth and women sports, Sport for All, Olympic Education and also recreation, physical rehabilitation, sports medicine and adaptive physical culture. The Congress is supposed to gather over 500 scientists and practitioners in physical education and sports from 50 countries from all over the world. We would be happy to invite you all to come to Kyiv.

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10thDoa177s250.indd 208 4/18/11 2:06:53 PM ZIMBABWE OLYMPIC ACADEMY

Eugenia Chidhakwa (ZIM) Director of the National Olympic Academy of Zimbabwe

Zimbabwe Olympic Academy

• An arm of Zimbabwe Olympic Committee (ZOC); • The Academy was established in 2002; • Draws its ideals, aims and values from International Olympic Academy (IOA) and ZOC; • Its mandate is to promote the spread of Olympism and provide Olympic Education in Zimbabwe; • To encourage and be involved in research and produce materials; • To attend and make presentations at conferences and other suitable platforms; • Ensure the positive impact of the above on the totality of human kind in Zimbabwe.

Zimbabwe Olympic Academy strategies

• Create strategic partnerships with key stakeholders e.g. Sport related Organisa- tions, Educational Institutions, Media, NGOs etc; • Create and empower a network of volunteers; • Ensure visibility of the Academy and favourable positioning of Olympism within the society through use of Media, Literature and existing events/activities;

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• Develop an outreach programme; • Ensure sustainable education and public awareness at all levels by conducting research.

Activities undertaken by ZOA

• Olympic museum and exhibitions; • HIV/AIDS outreach programme together with other stakeholder’s e.g. Youth Engage and National Aids Council. After having attended a regional forum in Zambia, we are now working towards establishment of a working structure with Churches United against HIV/AIDS (CUAHA); • Forums – a significant one was for Sports Writers Association of Zimbabwe (SWAZ) which targeted journalists from all media houses in the country; • Train the Trainers workshop to mobilize volunteers; • Presentations at different platforms including sport gatherings, tournaments and cultural and arts platforms; • Youth Education through schools and the media.

Challenges

In terms of the day to day running of the Zimbabwe Olympic Academy (ZOA) and the Zimbabwe Olympic Committee, there are no real challenges as the two bodies work hand in hand. ZOA is recognized and gets full support from the NOC.

Resources

• Mobilizing adequate resources in order to carry out Olympic Education; • Mobilizing volunteers in order to help in the spread of Olympism.

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Zaher BENSOLTANE (ALG) Member of the NOA and NOC of Algeria

Introduction

In compliance with the Olympic Charter and as regards the International Olympic Academy, our mission is to promote the values of sport and Olympism. The gigantic development of all sports in the last decades and the public’s fascination not only for the spectacle offered by games and sports but also, for the practice of physical activities has considerably increased people’s awareness of the primary objectives of the National Olympic Academy which should not be limited simply to the preparation of sports teams for the games but should focus mainly on the propagation of the Olympic ideal as an additional educational resource for the training of efficient, competent, open and tolerant citizens of the world. The scope and importance of such a task require the contribution of educationists, sports administrators and all the people involved in education and sports for the young and the not so young; in this sense, our Academy should operate as a national forum for free expression and exchange among the members of the Olympic family, intellectuals, scientists, athletes, teachers and artists. The core objective of our Academy should be to safeguard the Olympic spirit and to study the means for embedding the sociological and educational principles of Olympism within the national sports and cultural environment.

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A National Olympic Academy is mostly run by academics who may be members of different committees.

Objectives and Mission

Develop and spread the idea of Olympism Olympism is much more than sport; it is also a state of mind, a philosophy based on a specific sporting concept that allows sport, through its practice and dissemination, to play an important role in the fulfillment of individuals and the development of humankind.

Enhance the concept of sport and fair play Fair play encompasses the concepts of friendship and respect for the others; it is a way of thinking, not simply a behavior. It includes fighting against cheating, the art of using trickery whilst observing the rules, combating doping and violence (both physical and verbal), exploitation, inequality of opportunities, excessive commercialization and corruption.

Ensuring acceptance of diversity and the idea of tolerance Build solidarity, convert it into fraternity, share the common drive for peace, tolerance and team spirit by respecting the diversity of cultural and regional origin, combat discrimination on grounds or race, gender, religion and economic situation.

Prevent and fight against ethical improprieties Learn to live together, observing the rules, self-discipline and honesty and cultivate tolerance for different cultures and beliefs.

Participate in the promotion of sports activities at the service of culture Place sport at the service of a culture of peace by means of sporting and cultural or artistic activities with the view to developing among young genera-

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tions the values of citizenship and the sense of responsibility, in conformity with a charter based on respect.

Encourage the protection of the environment Sustainable development is one of the essential factors of the process leading to a culture of peace. There are many correlations between the Olympic Move- ment and the environment.

Recovering and preserving the archives of the sports movement and the memory of our leaders National sport represents a valuable legacy of human experience, a legacy that must be enhanced, preserved and disseminated.

The resources

Publish a charter of sports ethics This charter that will be adopted by public authorities will focus on defining fair play in its broadest sense, providing it with a solid ethical context capable of resisting the many pressures of modern society.

• Adoption of a sports code for a sport without violence and for fair play. • Participate in the training of sports administrators. • Generalize Olympic work (sport for all). • Participate in the training of coaches. • Hold seminars, workshops and day meetings at the Academy.

Seminars or study days targeted at administrators, journalists, teachers, doctors, judges, referees, etc. The chosen themes may include: • Olympism and education;

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• Olympism and society; • Olympism and civilization; • The contribution of Olympism to world peace; • Olympism and the pursuit of performance; • Olympism and sports abuses.

Publish and disseminate the proceedings of seminars

Issue publications related to Olympism

Celebrate annually the anniversary of the National Olympic Academy • Devote one day each year to this anniversary

Organize a youth Olympic camp annually This is a gathering of young people who have some sort of sports or cultural activity and who are actively involved in their school’s life: These meetings will mainly focus on:

• Various sports activities; • Cultural activities; • A series of debates and discussions on sport, peace, non-violence and the environment; • Special sessions for educators; • Cultural visits.

This whole organization allows participants to become initiated in Olympism and its ideals and enrich their knowledge about Olympism through dynamic interaction with others. These meetings will allow us to create a network of “Young Olympians” in order to prepare them to integrate the associations’ structure of national sport. At the end of these meetings, participants will receive a diploma and a commemorative medal while Laureates, as a form of encouragement, will be sent

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to the Sessions for Young Participants organized by the International Olympic Academy.

Launch a “school, sport and Olympism” operation This initiative that will be launched in cooperation with the Ministry of National Education and the Ministry of Youth and Sports will promote the values of sport, Olympism and school at national level.

• This operation will be based on three pillars: • individual values; • values to be developed in relation to others; • values that reflect collective and social life.

This operation will involve the pupils of a primary school class throughout the country who will be asked to present, at the level of each wilaya, a project focusing on value-based behaviors by means of athletic, literary or artistic contests, as well as posters. It should be noted that in 2007, in cooperation with the Ministry of National Education, a chapter on the propagation of Olympic values in primary and secondary education was included as part of the development of textbooks.

Launch an operation on preserving the “memory of the Algerian sports world” This operation will involve the recovery and preservation of the sports legacy. The Academy will work with the Ministry of Youth and Sports and the National Archives Center.

Launch the Review of the National Olympic Academy

Establish a prize for research on the Academy

Participation in the International Book Fair of Algiers • Present and promote the Olympic Movement.

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Develop relations with public authorities, governmental and non-governmental organizations Education for a culture of peace through sport is a priority action, which emphasizes the need for close cooperation among public authorities, governmental and non-governmental organizations, the International Olympic Academy in particular, who work in the field of sport, peace or human rights, both at local and at national and international level. All women and men should take concerted and decisive action in order to ensure the prevalence of the educational dimension and the ethical values of sport. The protection of the values of sport should not only rely on legislative and regulatory measures but, above all, on extensive and ongoing educational action.

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10thDoa177s250.indd 216 4/18/11 2:06:54 PM TOWARDS A NATIONAL OLYMPIC ACADEMY

Dr Hussain Haleem (MDV) Vice-President of the NOC of Maldives Member of the National Sport Council

Maldives Olympic Committee (MOC) was established in 1983 and the task of running the MOC was given to Mr Mohamed Zahir Naseer. The first president of the MOC was appointed by the then President of Maldives. Since there was no executive committee or a vice-president, the president of the MOC had unlimited power at his disposal. Mr Mohamed Zahir Naseer spearheaded the MOC and sports within the Maldives for over two decades. He succeeded to an extent and several positive changes were brought about to Maldivian sports. Development of coaches and officials were initiated leading to the development of many great athletes by Maldivian standards, in sports such as soccer, volleyball, basketball among others. He worked tirelessly for the development of sports twenty-four hours, seven days a week. His presidency ended in mid 2009. Maldives witnessed several changes from the year 2000 onwards. The most significant change was within the political system. The shift from a single party “democratic” system to multiple parties system resulted in radical changes in every walk of life. For the first time in 30 years the Maldives witnessed a new government. Consequently, the landscape of sports was altered. All the national sport associations’ constitutions were revised and free elections took place. The MOC went through the same changes and on 11th July 2009, under the watchful eye

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of the IOC, the MOC held its first election in line with the Olympic Charter. A president and an executive committee were elected. The former president of the MOC, Mr Zahir Naseer, was designated “Honorary President” for his valuable services. The current executive board is focused on the development of sports to help enhance, develop and sustain sports within the Maldives. In this regard and as per the IOC Charter, the MOC established several commissions for media, anti-doping, ethics and culture and education among others. The athletes’ commission will be added in the near future. The purpose of these commissions is to help develop and fine-tune the MOC tasks and allow all involved in the sports sector to take initiative in the development of sports. The story of the National Olympic Academy (NOA) also looks promising. In the past we have had an NOA for namesake. There was neither clear mandate nor a person to lead. However at present, the MOC are in the process of developing a “proper” National Olympic Academy (NOA). According to the IOC charter, the educational values of sports need to be included within the sports sub-culture. As such, the MOC also places paramount value in trans- mitting the Olympic values of “Olympism” within the minds of the Maldivian youths. A discussion on how to best “fit” the NOA within the Maldivian context has taken place. While there are several methods championed by several countries, running the NOA as an independent body as a department within the NOC has been somewhat analyzed by our NOC. In the context of the Maldivian sports, the most appropriate way to locate the NOA is within the NOC, in particular tasking the culture and education commission to run the NOA. The culture and education commission is chaired by an NOC executive committee member, with other selected personnel from the community as its members. Hence, the president of the NOA will be the chairman of culture and education commission and its directors would be appointed from the commission as well as from the sporting community. The IOA has given the MOC several opportunities to educate potential direc-

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tors by offering IOA youth camps and seminars. The timely seminar for presidents and directors that was held at IOA at Olympia from 12-19 May 2010 was very helpful in placing the NOA within the Maldivian sporting landscape. The MOC takes the responsibility to develop an NOA in line with the IOA mandates and in accordance with the IOC charter.

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10thDoa177s250.indd 219 4/18/11 2:06:54 PM THE NATIONAL OLYMPIC ACADEMY OF GREECE

Isidoros Kouvelos (gre) President of the International Olympic Academy President of the National Olympic Academy of Greece

Dear friends, Allow me for a few minutes to exchange the hat of the President of the Inter- national Olympic Academy for another, smaller one but just as honourable. It is a great honour for me, in my capacity as the President of the Hellenic Olympic Academy, to be able to announce today to you first the start of its activities. The Hellenic Olympic Academy begins its work in a very difficult period for our country; despite these difficulties, however, it has set for itself high objectives, with special emphasis on the children and young people of our country, by proposing Olympic education programs for all ages. Aware of the dire economic situation we are presently facing, we did not ask the state to finance these programs but looked for other resources coming mostly from the private sector. The dissemination of Olympic education in Greece, the development and implementation of the educational and social principles of the Olympic Move- ment, fair play, the combat against doping and violence in sport and raising young peoples awareness of environmental protection, represent the first goals of our activity. Our web page, which will be available as from June 19th, will be the main tool of our work. Through this web page, we will be able to communicate with a broad audience, in Greece and abroad.

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Our Academy has chosen as its symbol and mascot the bird of knowledge and wisdom, the owl. We have put glasses on it and named it “Academos”, a name that easily reflects the substance and purpose of our institution. In addition to the mascot, we felt that we should also create a message, a motto that conveys optimism, which could be easily accepted and would strengthen children’s resolve to achieving high objectives. The motto that we chose for this purpose is “Reaching high” and will accompany everything we do. Our already planned activities will begin next month, on 1st June, with the 1st Scientific Meeting whose purpose will be to inform the sports community as well as society as a whole about the 1st Youth Olympic Games Singapore 2010. During that one-day meeting, guest speakers will cover a broad range of topics dealing with the nature and cultural dimension which the IOC wishes to give to these Games. The 2nd activity of the National Olympic Academy that will also be launched in June and will be completed in September is a reforestation project in different areas in Greece with the participation of all the schools of our country. This action will begin on 5/06 from Ancient Olympia in the facilities of the IOA thus celebrating World Environment Day. It will continue on 23/06 with the reforestation of the area of the Marathon start in celebration of the Olympic Day, then on 16/09 in Halkidiki celebrating the World Ozone Protection Day and finally on 21/09 in Crete to celebrate World Car Free Day. The goal of this action is to give the opportunity to schoolchildren throughout Greece to plant new trees in areas close to where they live and bring their sports message and place it on a branch of the tree with the aim of reaching high. Our next planned activity involves an Olympic education school programme focused on controlling violence in sport. The programme will begin in the school year 2010-1011 and will be delivered, during a first stage, to physical education teachers and primary school pupils from 60 schools in Greece and will then be extended to all schools in the country. Yet another programme focusing on Olympic education will start during that same school year and will be implemented in the same way.

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Its core activity will be to inform primary and secondary education students on the destructive effects of the use of banned substances in sport. We are convinced that the phenomenon of “doped” athletes can be eliminated only by providing appropriate and thorough information to pupils – athletes from a very early age. The actions of the Hellenic Olympic Academy do not stop here, however. For the academic year 2010-2011 we are planning to organize a training conference for Sports Organization and Management Executives as well as the 1st School Sports Congress. It is important to note at this point that at a time of extremely difficult financial conditions for Greece, the Academy has managed to find alternative sources of financing for its operation, relying on targeted sponsoring programmes and grants from Olympic Solidarity. With the certainty that next year from this same podium, I shall be able to present to you in detail the activities of the Hellenic Olympic Academy, I want to thank you for your attention and pass on to you “Academos” motto “Reaching high”!!

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The 7 Εnglish-speaking discussion groups and the 2 French- speaking ones were asked to select the subjects and questions to discuss on during the works of the Session. The conclusions derived are being published here in the form they were presented during the closing ceremony of the Session.

10thDoa177s250.indd 223 4/18/11 2:06:54 PM Discussion groups.

10thDoa177s250.indd 224 4/18/11 2:06:57 PM English-speaking discussion group 1

Question 1 How can we improve NOA-NOC relations and organization?

As there are many differences between the organizations of NOAs in different countries, we cannot suggest a rule as to how they are organized. The capacity, needs and resources available vary from country to country as do the programs and priorities of each NOA. The following suggestions are recommended so as to increase NOA-NOC relations:

• Develop a document of understanding between the NOA and NOC, commit- ting to individual responsibilities and program accountabilities. • Incorporate the leader of the NOA in the board or a member of the general assembly or a member of a commission, within the decision makers in the NOC executive structure. • Develop an NOA logo, identity and mandate aligning with that of the NOC. • IOA should collect cases of best practices of NOA organizations and share them online with NOAs via discussion boards, website requests and at sessions in Olympia. • Offer detailed cases of NOA-NOC organizational structure and best practices that could be presented at the IOA joint sessions. Various presentations of successful organizations and NOA-NOC collaboration can be outlined.

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Question 2 How can NOAs utilize athletes and Olympians to increase their status?

Olympic hopefuls and Olympians are reputable, respected personalities in our countries and can help NOAs improve their relations with NOCs due to the following:

• Attract media, sponsor and the general public’s attention to NOA programs. • Utilize athletes to promote programs and attract new partnerships and promotion. • Align with the world Olympians association, sport institutes and utilize athletes within a given country to maximize athlete involvement in the promotion of Olympism. • Provide Olympians with valuable programs and avenues to give back to their communities through valuable programs. • Through the IOA’s leadership, at the medallists’ session, provide leadership opportunities for athletes upon return home to their NOA.

Question 3 How can we increase the capacity of NOAs?

Each NOA should work consistently to increase its capacity. Every NOA is encouraged to utilize all available resources for better and efficient performance. The following activities are recommended to increase the capacity of the NOA:

• Apply for financial support with existing programs and have a sound financial and development plan in place; • Identify best practices and mirror them in their respective countries; • Share your best practices with other NOAs; • Develop an agreement with your NOC for technical support and advice; • Commit to the education of key leaders in NOAs who are in management

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and leadership positions through the Advanced Sport Management Courses (ASMC) and other sport management course; • Utilize media outlets to promote programs and goodwill of NOA work; • Use internet to build awareness of the NOA via educational games and engaging activities. This visibility will open opportunities for sponsorship; • Create NOA programs that are inclusive of athletes, coaches, officials, sponsors and judges; • Leverage Olympic Education programs of the NOA with sponsors and sponsor products; • Implement legacy plans for discussion groups and post-Academy information sharing; • Cooperate with regional and continental NOAs to develop common programs; • Develop special IOA sessions for sponsors and specialty groups within NOA activities; • Encourage participants to present conclusions of the IOA session and best practices to their NOC, NOA board, to sport federations and media.

English-speaking discussion group 2

Topics for Discussion • What structure best advances a good working relationship between the NOA and the NOC?

• How can NOAs influence the sporting landscape?

• What are the common challenges that NOAs face in promoting Olympism and how may we address these issues collectively?

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English-speaking discussion group 3

Question 1 Why is it important to have a NOA?

To protect Olympism and Olympic Education.

Question 2 Should the NOA be independent or dependent on the NOC?

ADVANTAGES of being independent: • develop creativity and think/do things out of the box; • prepare programs independently with the cooperaton of the NOC; • recognition of the NOA by the NOC, because of getting independent (example: Estonia); • free to make own decisions; • the NOA’s should be able to raise funds by themselves; • free to attract potential sponsors; • work according to the NOA’s mandate (to protect).

DISADVANTAGES of being independent: • The NOA isn’t such a strong brand as NOC; • possibilty to lose involvement from NOC in content and financial support.

ADVANTAGES of being dependent: • financial resources; • sponsorship;

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• contacts and knowledge; • quick decisions.

DISADVANTAGES of being dependent: • stay “in the box”; • limited focus on education and youth; • lower on the priority list; • restriction working within the NOC framework.

Conclusion

Small countries (in terms of population) can start of being dependent and as the NOA develops and grows, the NOA can take advantage of being independent.

Question 3 What is important for the NOA wishing to collaborate with the NOC?

Develope a guideline for collaboration NOA / NOC: • NOA should have rules and regulations; • NOC should respect the laws and regulations of NOA; • NOA should provide the NOC with educational materials; • NOC should support the activities of the NOA; • NOC should give financial support to NOA;

Note: NOA and NOC should work “hand in hand”.

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Question 4 What are the best practices of collaboration between NOC and NOA in our group? • “Olympism goes to school”: NOA provides materials for the NOC to go to schools (Indonesia); • “Mission Olympic”: National schoolsport final in collaboration with NOC and CocaCola (Netherlands); • “School Olympic Games”: NOA created a project, NOC supported with diplomas and books (Estonia).

Note: The best examples of good collaboration between NOC and NOA are based on personal contacts.

English-speaking discussion group 4

Discussion topic: New Challenges in the Collaboration among IOC, IOA, NOCs and NOAs

Although the available time for our discussion was very short (less than 3 hours) and given the diversity of languages and ideas among our group members, we were able to come up with some conclusions. By listening to each one in the group we realized how differently sport is structured in each country. We all agreed that education and relations are important and that NOCs and NOAs have to work together to find relations that will give education direction. “The future of civilization rests at this moment neither on political nor on economic bases. It depends solely on the direction which will be given to education”. Pierre de Coubertin

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This is the very reason why we are here all together. Our common objective is to disseminate Olympism and conduct Olympic Education. But how can we make guidelines for a structure of Olympic Education in different countries? First, the group members outlined the circumstances of their NOA and NOC.

• Do NOA and NOC collaborate effectively and is the collaboration sufficient? • Does NOC support NOA financially? • Should NOA be incorporated into NOC, or should it be independent of NOC?

Knowing that the structure of sport is so different from country to country, our discussion was focused on how NOCs and NOAs should be related. We found there is not one right way. We pointed out some questions for reflection:

• Which is the right way? • What is the best practice? • What is the ideal situation?

But who is to reflect these questions? NOCs? IOC? OS? IOA? Could they work together? Could a special commission from them, give ideas to countries that need help for developing national sport relations/strucure? Whatever the answers are to the above questions, we believe that NOAs should exist along with NOCs in every country. As important elements for each NOA to fulfill their purpose, we have found these are some of the NOAs’ needs:

• communication; • organization; • financial support;

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• education/learning; • relationships; • volunteers.

To obtain action to meet the above needs, we suggest that the following approaches could be taken into consideration:

• Institutional interventions to focus on possibilities. i.e. Process Consultants for these interventions could be financed by OS funds. • NOC Commission for Culture and Education to coordinate NOAs work. One of the executive board members could chair the commission. • IOC should review the Olympic Charter on certain points related to the Olympic Education: a) Making it obligatory for all NOCs to have NOAs; b) Specify IOA and NOAs as main parts of the Olympic Movement, as is already the case with the IOC and the IFs. • The IOA should make every possible effort to develop its relations not only with the NOAs but with the NOCs, through a continued communication, which could help NOCs identify and explore fresh ideas on Olympic Educa- tion. • Organizing independent sessions by the IOA for NOC’s decision-making of its peers to attend meetings at the International Olympic Academy. • Last but not least, the role of IOC’s Continental Associations (i.e. ANOCA, EOC, OCA, ONOC, PASO) must not be lost sight of, in the NOCs and NOAs Olympic Education activities.

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English-speaking discussion group 5

Question 1 How can the working relationship of the IOC and the IOA be improved?

• The two institutions at this point in time should meet to review the current working relationship taking into consideration the current situation of the economic crisis facing Greece. This will provide all stakeholders an ideal opportunity to restructure the current existing situation clearing the way for a better and improved relationship. Such improvements can include the following:

• More integration/collaboration between the IOC and IOA in order to have a better working relationship; • Creation of standards/materials for multi-jurisdictional use by NOCs and NOAs; • Sharing of best practices.

• Based on the current situation, the IOA depends on the funding received by the Greek Government. Reviewing the current relationship can lead to other sources of funding to assist the operations of the IOA. The IOC surely can use its influence in assisting in that regard. One can quickly note with such a relationship, the IOC can use its influence to secure additional sponsorship which can go towards funding IOA activities. The IOC can also induce some of its sponsors should the IOA agree to the use of its facilities for the hosting of some activities.

Question 2 How to improve the relationship between the NOCs and NOAs?

We need to make the point that our group is made up of members, whose NOCs and NOAs have a close working relationship and as such found it quite interesting

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dealing with this topic. It was clearly established that where NOAs are integrated into NOCs there is less conflict and as such much more is/can be achieved. That said the following were identified as ways the relationship between the two bodies can be improved.

• The NOCs and NOAs need to meet with the view of arriving at some terms and references on the organisational structure of both bodies. Such terms and references will surely get rid of some common problems and can only offer both organisations additional support for their activities. • For improved communication and a better working relationship to develop, we recommend that in cases where the two organisations are separate and apart from each other, the NOCs and the NOAs should provide an opportunity for a member from each other’s board to sit in at each other’s meetings and be an active member of each other’s Board of Directors. • If for whatever reason the two bodies cannot agree to what is being proposed in number two, it is recommended that they should meet on a quarterly basis to have talks on mutual cooperation.

English-speaking discussion group 6

Briefly

Each country has its own needs, but we should have the same basic guidelines. We are one big Olympic Family. We must use that kind of practical concept which is easy to take part. At every level and every program.

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Question 1 Do we expect to have possibilities to get equal situation in every Academy?

Develop a clear vision for NOAs: • What are your objectives for Olympic Education; • Teach Olympic Education to officials for your own NOCs and your Academy members; • Prepare Olympic Education material in your own country; • Contact neighbour countries; • Educate volunteers to educate teachers; • Outline criteria for the participants of IOA Sessions; What are the benefits for NOA, NOC and IOA from these sessions? • Determine how you will evaluate your work.

• Technical support from IOA. • We should have a Communication Strategy. • Information should go straight to the NOAs.

Question 2 How can we have better collaboration among the IOC, the IOA, the NOCs and the NOAs?

• Take the first step yourself.

• Targets for NOCs and NOAs: • Find the way to work together; • We need support from our NOCs, e.g. some full-time person to do Acad- emy’s work.

• Try to have an impact structure in your country. • Sometimes it’s difficult to put Olympic Education into school curriculum,

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but try to find the way to do it, because both Olympic and school values are similar; • Target the right persons to make that co-operation.

• Do more with less money. • The Government will give us money so they will control what we are doing. We must show them that we are doing a good work. • No matter the size, no matter the money, find your own way to do Olympic Education in your own country. “Our great value is the people” (Silvio Rafael).

English-speaking discussion group 7

Key Issue

If the IOA is aware of the challenges and issues that exist between the various organizations, why are the issues not being addressed/discussed, especially at such forums as this session? When it comes to promoting Olympism and Olympic Education the following questions will need to be answered.

Question 1 Function: what do NOCs and NOAs do?

Question 2 Roles and Responsibilities: who does What? (Governance/Management)

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Question 3 Operational: how do NOCs and NOAs do it?

Issue: There is evidence of dysfunction between OCs and OAs at both the international and national level. There is also evidence of people having multiple roles in both organizations, which they may have held for a long time. This can create issues of succession, gate-keeping and loss of institutional knowledge when they finally step aside. There is a perception that the mission of the IOC (and therefore the NOCs) is to stage the Olympic Games every 4 years rather than to promote Olympism throughout the world and to lead the Olympic Movement, as stated in the Olympic Charter. Recommendation: A clear blueprint is needed to define the governance, structure, responsibilities and inter-relationship between the IOA, IOC, NOAs and NOCs.

Issue: The NOCs and NOAs need to translate the mission of the IOC and IOA into their own cultures but they need guidance on how to do this. Recommendation: In relation to promoting Olympism and Olympic Educa- tion a clear and concrete definition of the mission and objectives for NOCs and NOAs is needed together with guidelines as to how to deliver this. These can then be interpreted and adapted by individual NOCs and NOAs to suit their individual cultural needs. At a minimum there should be an agreed legal relationship between NOC/NOA, where IOA can put forward guidelines/suggestions.

Issue: Many nations do not have the human and financial resources to establish or successfully operate NOAs. It is very difficult to get established and develop programmes from scratch. Recommendation: Best practice of NOCs and NOAs need to be pro-actively shared and the IOC and IOA should facilitate this through databases, archives and discussion forums via their websites so that NOAs can easily interact with each other, seek advice, discuss successful techniques and methods of achieving objectives. Recommendation: The IOA should define key areas of focus and set minimum

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standards for NOAs to strive for. For example, Olympic Education; promotional activities of cultural aspects of sport; publications; annual seminars for students; integration of Olympism into education system. The Presidents and Directors Sessions should include a clear goal and focus on what NOAs need to achieve.

Issue: The IOC is putting more emphasis on the promotion of Olympic Values – e.g. First Youth Olympic Games. Where does the IOA and NOA fit in this and do they? Recommendation: The IOA and NOA need to be expressly identified as part of the Olympic Movement (Mr Alexandre Mestre). Issue: To ensure that we connect, especially with the youth of today, we need to use the language, tone and technology that are relevant and motivating to them. Recommendation: There needs to be debate around how we can use modern technology, such as internet and social networking to best promote Olympism.

Issue: Issues have been highlighted around communication and gatekeeping between IOC (OS), IOA and NOCs and NOAs Recommendation: Need to ensure that regular communication occurs from the IOC (OS) and IOA with both NOCs and NOAs

IOC Strong...... Weak ...... IOA OS

NOA NOC

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Conclusion

Three key questions and associated issues were identified to be addressed, with recommendations as to how the challenges in the collaboration among the IOC, the IOA, the NOCs and the NOAs could be overcome.

French-speaking discussion group 1

The new challenges to the cooperation between the IOC, the IOA, the NOCs and the NOAs

Question 1 What are the respective responsibilities of NOCs and NOAs for the promotion of Olympic values?

If the question of the respective responsibilities of each party arises it is probably in order to better determine what each should undertake to do and where their mission ends. NOCs and NOAs both contribute to achieving the Charter’s objective of promoting Olympic values. Against this common background, NOCs should acknowledge the fact that an institution like the Olympic Academy is the ideal instrument for realizing this ambition; they should therefore encourage the creation of NOAs and make available all necessary resources to allow them to fulfill their mission. For their part, NOAs should realize that they only exist through the NOCs. This situation should therefore lead to balanced institutional relations, task sharing and the promotion of a collective ideal. This balance should rest on good communication. And this will be in fact the purpose of our second question. When NOCs entrust the promotion of Olympic values to the NOAs, they should also be responsible for the development of activities, projects and plans, listen

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carefully to what they have to say, work closely with them, which is essential for their common future. NOAs can also contribute constructive critical insight in order to raise the NOCs awareness of the need to ensure the respect and perpetuity of the Olympic values and ideals.

Question 2 Isn’t communication a challenge to be taken up for improved cooperation between the IOA and the IOC, NOCs and NOAs?

Communication seems to be the mainstay of the harmonious cooperation between NOCs and NOAs, as well as between the IOC and the IOA. For the latter, information is conveyed smoothly and there do not appear to be any major problems of a technical nature. At national level, certain NOCs apparently do not forward information to their NOAs. This is not due to any technical problems, since communication through e-mail functions properly in most cases. It might be due to a lack of consideration or to inadequate knowledge of the NOA’s concerns. The withholding of information is detrimental to the Academy, as it cannot benefit from all the input that would be useful for its operation. The NOA should actively look for information and the NOC should make sure that it is provided to it. Effective communication needs both a transmitter and a receiver; it cannot work in only one direction. For example, the IOA should systematically forward information both to NOCs and to NOAs and a regular updating of their files should be carried out. It is important that officials get to know one another and share views. This sharing of a common ambition that binds the two institutions together towards a common goal becomes easier when the people who work in the two institutions operate as a communication channel. If the two entities observe and respect their status and role, this will certainly contribute to improved communication. The NOC must take into consideration the fact that the NOA is an instrument it can use and the NOA should be aware that its role is to implement the NOC’s policy.

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Therefore both the NOCs and the NOAs, instead of simply tolerating the other’s presence, should learn to work together for a common cause. Much more than just cohabitation, we are talking about real collaboration. Good communication should also recognize and enhance the Academy’s work. The NOC should not disregard the NOA’s work or omit to include in the training sessions the real actors of Olympic promotion. These actors will be able to contribute operational added-value. The NOC should not dictate, in an authoritarian manner, the work to be undertaken by the NOA. In order to ensure this communication, NOAs should follow the NOCs lead and strive for the best possible relationship by observing and respecting their status and role. By their exemplary work, the thoroughness and quality of their project design and implementation, NOAs can convince the NOC of the validity of their action and win their trust thus facilitating communication. Mutual recognition is a driver for better communication. The appropriate time and place should be sought for the two parties to get to know one another. The fact that they share the same facilities does certainly contribute to this. Sharing of best practices should be encouraged among NOAs.

Question 3 How to ensure lasting resources for the NOA?

NOAs are dependent on the NOCs. They do not have their own legal status. For their existence and operation they need resources. Although their daily operation is often covered by the current NOC budget, their projects depend on the availability of grants and the allocation of funds. Without having any assurance that they can keep up or have the resources for funding their projects, NOAs live in a constant state of uncertainty. One of the means to ensure steady funding, a responsibility that belongs to the NOAs, is to draw up an action plan. The projects will thus be ranked over a time schedule covering several years, which will allow potential financing sources to appreciate the overall mid-term goals and, in particular, to plan their

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expenditure. This will strengthen the project through time and also ensure it legitimacy. NOCs can for example appreciate the scope of the actions to be implemented and commit funds accordingly. In turn, they can also present these educational commitments to the ministries in order to obtain a larger subsidy. Resources are not only financial; NOCs and NOAs should also rethink the nature of the aids. Being able to use a facility, staff, or equipment is another indirect source of funding, much more lasting that a subsidy as such. Having a facility at its disposal for example will allow the NOA to operate without additional expenses and to welcome groups or organizations and exchange views with them. The NOA should not expect everything from the NOC. Its duty is also to organize activities that can generate income, such as fund-raising among economic operators (concerts, lotto, fairs, local products sales, “boutique” sales, publications and, depending on the size of the facilities, dances). It should encourage, as much as possible, cooperation with fund-raising institutions. School sports associations for example can give substantial support to the project’s continuity. Such funds sometimes offer openings to new partnerships for the NOC itself. Depending on the conditions, even though state funding is being cut down, one should know how to benefit from legal provisions that support the eligibility of Olympic projects through taxes and levies. Training of officials in how to look for sources of financing could be an objective of the NOC for the benefit of the NOAs. Otherwise, NOCs could make their expertise available to give the NOA better guarantees for obtaining financing. Good governance, i.e. political and technical guidance in preparing these files requires knowhow and will determine, to a large extent, the success of the operations.

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French-speaking discussion group 2

Question 1 How to develop the activities, capabilities and prerogatives of NOAs?

• We propose that NOAs should draw up their internal rules that will be presented to NOCs for adoption and will thus make it possible to have a regulatory framework that adequately summarizes the duties, powers and prerogatives of the NOA: the NOA makes proposals that it will implement and the NOC makes the decisions and approves of the NOA’s proposals. • Efforts should be made to ensure that the NOAs will have their own funds that will be managed by the NOCs. In this way, they will be able to organize their activities, in the best possible way. • NOAs should develop a quadrennial action plan that will be presented to their NOC’s Steering Committee for approval.

Additional proposals for strengthening the role of the NOAs: • The programs that are related to Olympic education and training in sports management should be run by the NOA and this should apply, in particular, to Olympic Solidarity programs on these two subjects. • The programs of the IOA intended for NOCs should be managed by the NOAs. • NOA s should have their own space within the premises of the NOC with support staff (at least an administrative coordinator). • The NOA should be responsible for the NOC’s library. • It is recommended to hold an annual, one-day session of the Olympic Academy during a first stage. • It is important to include in the NOCs’ statutes a clear reference to the educational objectives of the NOA. • Create a corpus of Young Olympians (volunteers) who will receive a short training in sports management that will prepare them to integrate the national associations system. At the end of these meetings, participants will obtain a

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diploma and a medal. The laureates will be given encouragement by attending the different sessions for young participants organized by the IOA. • The creation of a continental association of National Olympic Academies that will operate as a branch of the IOC, the ACNO and the IOA. It should ensure a more effective use of the programs of these international institutions.

Question 2 What would be the best means of improving relations between NOAs, NOCs, the IOA and the IOC?

We recommend that: • NOAs should operate as an institution that reflects on different issues, makes proposals and implements the NOC’s decisions. • The role of NOAs should be mentioned in the IOC’s Olympic Charter. • The IOC should grant more resources to the IOA in order to enhance Olympic education programs. • Olympic Solidarity should create an assistance program for the development of Olympic education aimed at NOAs • The IOC should devote more resources to Olympic education and the dissemination of Olympic values.

Question 3 How can relations between NOCs and public authorities improve within the framework of Olympic education?

By creating a bridge between relevant ministries and NOCs for the diffusion of Olympic education through school and university curricula.

• By involving the Ministry of National Education in the dissemination of Olympic values in cooperation with the NOCs.

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• By jointly developing educational resources, such as Olympic education textbooks, training guides, etc.

These tools will help create a new synergy between the NOC and public authorities.

• By organizing Olympic holiday camps together with the NCOs and public authorities. • By strengthening relations between civic education and Olympic education through the common values that they defend and which are very similar.

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Discussion groups during their works.

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Participants working out during their free time.

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10thDoa177s250.indd 250 4/18/11 2:07:09 PM Closing Ceremony of the 10th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs

An c i e n t Ol y m p i a , 17th Ma y 2010

10thDoa251s292.indd 251 4/15/11 2:43:15 PM The President of the NOA of Lithuania Povilas Petras Karoplis is awarding the highest honorary distinction of the NOC of Lithuania to Prof. Konstantinos Georgiadis for his contribution to the Olympic Movement.

10thDoa251s292.indd 252 4/15/11 2:43:18 PM ADDRESS on behalf of the participants of the Session, by Dr Silvio RAFAEL (POR)

Dear Mr President of the IOA, Mr Isidoros Kouvelos, Dear Mr Director of the IOA, Prof. Dionyssis Gangas, Dear Mr Honorary Dean, Prof. Kostas Georgiadis, Dear Lecturers, Dear friends and colleagues, First of all, it is a great honour for me to be here on the behalf of all of you in this 10th Joint International Session for Presidents or Directors of National Olympic Academies. 19 years have already passed since I was here for the first time as a young participant, and since then several times as a Director. You might ask me, aren’t you tired of coming back again? No. Olympia and specially the IOA have an attraction and a perfume that you cannot find anywhere. Here you can feel the presence of the Ancient Olympic Games as if we are talking about a 4th dimension. We almost can feel the presence of that entire people athletes-coaches- priests-the crowd etc. During this week we have learnt so many things, we have visited the archaeological site and the Museum of ancient Olympia. But in the end of the week what is the essence of our presence? What have we really gained? If it was possible, if we could reduce all this week to a single word, what will it be? It will be certainly FRIENDSHIP – AMITIÉ

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Les amitiés qui sont nées ici traverseront le temps. J’espère qu’un jour, quand je vai rencontrer l’un de vous en quelque parte du monde je pourrai dire. Comment allez-vous mon ami? Dans cet amphithéâtre nous avons suivi des brillants conférenciers qui nous ont donne leur vision de l’Olympisme. Nous les remercions profondément. Je suis sure que l’esprit de Pierre de Freddy Baron de Coubertin ne sera pas perdu et trouvera en chacun de nous un messager militant et convaincant.

Now In the name of all the participants I want to thank the International Olympic Academy, especially in the person of its President, Mr Isidoros Kouvelos, our Director, Dionyssis Gangas, and our good friend the honorary, Dean Prof. Kostas Georgiadis, for all these good times that we have spent here despite the controversial times the IOA is passing through. This Academy continues to be the main lighthouse of a turbulent Olympic sea. Thank you too, to all the staff of the Academy, secretariat, library, technical department, the gentle ladies from the translation and of course the members of the Red Cross. Finally my dear friends, I want to wish you all a safe return home. I hope to see you again somewhere, some time in the future.

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10thDoa251s292.indd 254 4/15/11 2:43:18 PM ADDRESS on behalf of the lecturers of the Session, by Alexandre Miguel MESTRE (POR)

Dear IOA President, Mr Isidoros Kouvelos; Dear IOA Director, Mr Dionyssis Gangas; Dear IOA Dean, Mr Kostas Georgiadis; Dear IOA members of the Secretariat and rest of the staff; Dear colleagues and friends from the NOCs and the NOAs; On behalf of the lecturers, I would like to start by expressing again our gratitude for your kind, honorable and challenging invitation to come here to the birthplace of Olympism and present a lecture. Having said this, please allow me to present a brief overview of the lectures. Firstly, it must be stressed that despite the difference in the content of the topics as well as the academic, professional, geographical and life background of the lecturers, there was a symptomatic convergence: all agreed on the decisive role of Olympic Education. For example, Mr Papadogiannakis considered Olympic Education as the “primary element of the Olympic Movement and its quintessence”; Mrs Nicole Girard-Savoy defended that the “Mission of Olympic Movement” is to “Educate through Sport”; I have defined Olympic Education as the “cement” of the Olympic Movement. Secondly, it is interesting to remark that despite the fact that technology was not on the title of any of the lectures, it was indeed present. Dr Thomas Rosandich reminded us that the “groundbreaking poster [of the 1988 Seoul Olympic Games] signifies the dawning of the computer age, now a major factor in the development of Olympic education. The poster image expresses harmony

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between tradition and technological advancement”. Subsequently, and keeping on citing Dr Rosandich, in Barcelona 1992, “the poster heralds the future of technology in Games media with its brank-like logo”; the 2004 Athens Games were “the Internet Olympics”. The propagation of Olympic education through the media was also focused by Mr Papadogiannakis and in my own presentation. Last but not least, among other several and practical proposals, Mr Henry Tandau defended the creation of a “working guideline” in order to “ensure a smooth working relationship between the key players in the development and spread of Olympic education” and he is of the opinion that “this document should be made available to all and on the IOC and IOA websites”. A third point that I would like to underline is the following: almost all the lecturers invoked the increasing “commercialization” that is involved in the Modern Olympic Games, that is, the relevance of money. Interestingly, Prof. Mark Golden demonstrated that money was already an issue in Greek athletics: “athletic activity was always informed by an elite ethos, even in democratic Athens”; “the decline of the ideology of amateurism has thus made it easier to recognize the role that money and other material benefits always played in Greek athletics”; “poorer athletes”, that is, athletes with “humble origins” had great difficulties to afford the time and expense of training and travel to competitions” and “these were greatest at Olympia”. Another message passed by some lecturers concerned the need for a clear conceptualization. On the one hand, as Prof. Rychteckyʹ pointed out, “apart from other things, the implementation of Olympic values in university curricula programmes have also been caused by a crisis in general concepts of education, which students find too theoretical, formal and verbose”. On the other hand, and once again referring to Prof. Rychteckyʹ ’s lecture, “the Olympic Charter does not provide a sufficiently vivid picture or answers to questions such as “what exactly is Olympism?”. That is one of the reasons that has led me to suggest in my presentation seeking, as far as possible, to increase the specificity of the definition of the concepts that are intrinsic to the Olympic phenomenon, such as Olympism, Olympic spirit, Olympic Ideal and even Olympic Education.

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Finally, I would like to underline that lecturers have also demonstrated the essential role of the Olympic Charter – as mentioned by Mr Tandau, the “basis of everything” related to the Olympic Movement, “the reason” of initiatives such as this Joint Session. According to Prof. Rychteckyʹ , “besides the original ideas of Pierre de Coubertin, Olympism is enriched by other objectives in the Olympic Charter”. In this context, Mrs Savoy has analyzed the relevant rule of the Olympic Charter that frames the Olympic Solidarity and underlined that “NOCs need to establish an efficient structure in order to be able to fulfill their obligations as per the Olympic Charter”. In the same premise, Mr Papadogiannakis, based great part of his intervention on the letter and spirit of specific provisions of the Olympic Charter, namely to describe and analyze the obligations of NOCs and Financial resources; the IOC’s financial support to NOCs and the problem of doping and violence – in this regard, it is important to recall one of his conclusions: the combination of Rule 31, paragraph 2.5 of the Olympic Charter with other rules enacted by the EU and the Council of Europe “do not appear able to control this social phenomenon, that is steadily expanding”. We should reflect on this, taking into account that, as stated by Mr Isidoros Kouvelos in his Opening Speech, doping and violence are among the “predominant” problems “that the international sports movement faces today”. Hence, they must be tackled. Another problem underlined by our President is “the inadequate education of young people in the values of Olympism”. After all, in the words of the IOC President, Mr Jacques Rogge, quoted by Dr Rosandich, in his lecture, “If we don’t adapt to the changes of youth, we are lost”. Solutions can be simple. In my presentation I have recommended a few simple changes in the text of the Olympic Charter –both in material and institutional terms– that might be useful to “put the Olympic Education on the map” with the dignity and relevance that it deserves. Another simple solution was identified by Dr Rosandich: In his words, looking ahead to challenges facing National Olympic Committees, art emerges as a powerful tool for education of future generations in Olympism”. Further to

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Prof. Rychteckyʹ , “the philosophy of art” is one tool of examining Olympism and consequently must integrate the academic research in the field. In this context, it was with great satisfaction that we had the opportunity to hear by a specialist like Dr Rosandich about “the recent IOC publication of the book Olympic Posters” and its valuable contribution as a great resource for teaching Olympism”. Before finishing, I would like, on behalf of all the lecturers, to thank all of you for the questions you have raised, which created intense and fruitful debate, a true learning experience for us. There can be no doubt: in Olympia we do learn a lot with each other, not only here at this fantastic amphitheatre but also in other contexts and scenarios, such as the library, the working groups, the archeological site and the museum, the sports facilities, the cafeteria, and, we must admit, also drinking in a downtown café or dancing at the Zorbas Bar. Thank you very much and see you soon.

The IOA President Isidoros Kouvelos is receiving a present on behalf of the Chinese Taipei Olympic Committee during the closing ceremony.

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Τhe IOA Director Dionyssis Gangas is receiving his participation diploma by the IOA President Isidoros Kouvelos.

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10thDoa251s292.indd 259 4/15/11 2:43:23 PM ADDRESS AND CLOSING of the works of the Session by the President of the International Olympic Academy, Isidoros KOUVELOS

Dear participants and friends, With the conclusion of the works of the 10th Joint International Session for Presidents or Directors of National Olympic Academies and Officials of National Olympic Committees, I would like to express my gratitude for your presence in the International Olympic Academy and my conviction regarding our future cooperation for the propagation of the Olympic Education and the management of crisis and challenges in the sports’ world and the Olympic Movement. The National Olympic Academies and the National Olympic Committees constitute the two pillars for the cultivation and the dissemination of the Olympic Ideal in cooperation with the International Olympic Academy and the Interna- tional Olympic Committee. As Henry Tandau aptly mentioned in this room, you are “the key players in the development and spread of Olympic Education” and we must have a common perception and try to reinforce the communication for the realization of Olympic Educational and Training Programmes all around the world. We all have to realize that in order to achieve this goal the broader Olympic Family has to be constantly prepared. The role of the National Olympic Commit- tees is significant for the work of the National Olympic Academies. The differences in their structure and operation should not affect, but, on the contrary, they should strengthen the common goal mentioned before. Dear friends, I believe that the sacredness of Ancient Olympia where we

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are and the humanistic ideas of the Olympic Movement are the ones that will reinforce the coherence for the future course of the National Olympic Academies and the National Olympic Committees. In an era dominated by individualism and cruel economic and social competition, one could say that the topics that we discussed in this Session could probably be considered by some as a utopia. However, your presence here and the interest you all showed through your presentations and the conclusions of the discussion groups prove the opposite. Due to my necessary absence, I didn’t have the opportunity to attend the presentations of the 26 National Olympic Academies. Nevertheless, my colleagues informed me that there is a constant and unceasing effort of continuous activities by the Olympic Academies that prove that there is will, intention and vision. The contemporary societies desperately need ideas and people with vision. Let us keep a vivid memory of the beauty of the landscape and of the ideas of Ancient Olympia and let’s join our forces for the achievement of the common goals. Where there is no track, let’s trace it together as we walk. Because otherwise “it is not only for what we do that we are held responsible, but also for what we do not do”, according to the famous words of the French dramatist Moliere. Dear friends, I would like to thank you all personally, both the exceptional lecturers as well as the participants for your contribution to this session. I wish you all a safe trip back home and I reassure you that, as IOA President, I will always unconditionally support your work.

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10thDoa251s292.indd 263 4/15/11 2:43:23 PM 10thDoa251s292.indd 264 4/15/11 2:43:23 PM EPHORIA OF THE INTERNATIONAL OLYMPIC ACADEMY

Mr Isidoros KOUVELOS International Olympic Academy IOA President, ICMG Secretary General, 52, Dim. Vikelas Str. NOA President, President of the Hellenic 152 33 Halandri – Athens Equestrian Federation, Member of the IOC GREECE Commission for Culture & Olympic Education E-mail: [email protected]

Prof. Konstantinos GEORGIADIS International Olympic Academy IOA Honorary Dean, Vice Rector of the 52, Dim. Vikelas Str. University of Peloponnese, 152 33 Halandri – Athens Member of the IOC Commission of Culture GREECE & Olympic Education E-mail: [email protected]

Mr Dionyssis GANGAS International Olympic Academy IOA Director, 52, Dim. Vikelas Str. Assistant Professor in International 152 33 Halandri – Athens Humanitarian Law at Panteion University GREECE of Athens E-mail: [email protected]

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LECTURERS

Mrs Nicole GIRARD-SAVOY (IOC) Olympic Solidarity Section Manager of the IOC Villa Mon-Repos 1 Olympic Solidarity C.P. 1374 CH-1005 Lausanne SWITZERLAND E-mail: [email protected]

Prof. Mark GOLDEN (CAN) University of Winnipeg Professor of Classics, CANADA University of Winnipeg E-mail: [email protected]

Mr Alexandre MESTRE (POR) Rua Braancamp, 12 R/C DTO Sports Lawyer, 1250-050, Lisboa NOA of Portugal Board Member PORTUGAL E-mail: [email protected] [email protected]

Mr Ioannis PAPADOGIANNAKIS (GRE) 13 Gorgiou Str. Lawyer, Ex HOC Vice-President, Chef de 11636, Athens Mission of the Greek Delegation in the GREECE Olympic Games (1988, 1992, 2000 2004)

Dr Thomas P. ROSANDICH (USA) United States Sports Academy President and CEO, United States Sports One Academy Drive Academy, Member of the IOC Commission Daphne, Alabama 36526 USA of Culture & Olympic Education E-mail: [email protected]

Mr Henry TANDAU (TAN) National Housing Corporation President, NOA of Tanzania Third Floor # 2, Mwinyijuma Road, Mwanayamala P.O.Box 2182 Dar-Es-Salaam United Republic of Tanzania E-mail: [email protected] [email protected]

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Mr Antonίn RYCHTECKY (CZE) Czech Olympic Academy President, NOA of Czech Republic Bene ovska 6, 101 00 Praha 10 Czech Republic E-mail: [email protected]

PARTICIPANTS

ALGERIA

Mr Zaher BENSOLTANE Case Postale 460, Ben Aknoun NOC Member Alger 16306 NOA Director ALGERIA E-mail: [email protected] [email protected]

ARGENTINA

Prof. Silvia DALOTTO Juncal 1662 NOA Member Buenos Aires, CP 1062 Argentina E-mail: [email protected]

ARMENIA

Mr Harutyun BABAYAN Aleck Manukian II NOA Dean Yerevan 375070 ARMENIA E-mail: [email protected]

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ARUBA

Mr Eric FARRO NOC of Aruba NOA Member Complejo Deportivo Guillermo Trinidad Oranjestad, ARUBA E-mail: [email protected]

BELARUS

Mr Victar NAUNYKA Pobediteley aven. 105-432, Minsk, 220020 NOA Director BELARUS E-mail: [email protected] [email protected]

BELGIUM

Mr Thierry DELEUZE Avenue de Bouchout, 9 NOA Member 1020 Bruxelles Belgium E-mail: [email protected] [email protected]

BENIN

Mr V. Julién MINAVOA 03 B.P. 2767, Cotonou NOA Director REPUBLIC OF BENIN E-mail: [email protected]

BRAZIL

Mrs Luisa PARENTE RIBEIRO Avenida das Americas 899, Barra da Tijuca de CARVALHO 22631000, Rio de Janeiro NOA Secretary General BRAZIL E-mail: [email protected] [email protected]

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BURUNDI

Mr Anselme HATUNGIMIGABO B. P. 6247, Bujumbura NOC Secretary General BURUNDI E-mail: [email protected]

CANADA

Mr David BEDFORD Canadian Olympic Committee NOC Executive Director, 21 St. Clair Avenue East, Suite 900, Toronto, Ontario Marketing & Communication CANADA M4T 1L9 E-mail: [email protected]

Ms Lisa WALLACE Canadian Olympic Committee NOC Manager, 21 St. Clair Avenue East, Suite 900, Toronto, Ontario Education & Community Relations CANADA M4T 1L9 E-mail: [email protected]

CENTRAL AFRICA

Prof. Dr Clement-Anicet GUIYAMA B.P. 1541, Bangui MASSOGO CENTRAL AFRICAN REPUBLIC NOA President E-mail: [email protected]

Colonel Yhon Loutomo KOTOKÉ B.P. 1541, Bangui NOC Vice-President CENTRAL AFRICAN REPUBLIC E-mail: [email protected]

CHAD

Mr Job N’djerayan NGARGUINAM Cost Stade IMO B.P.4383 NOA President N’Djamena CHAD E-mail: [email protected] [email protected]

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CHILE

Mr Jaime AGLIATI VALENZUELA Av. Ramon Cruz 1176 NOA President Nunoa Santiago CHILE E-mail: [email protected]

COMORES

Mr Hassani Mohamed B. P. 1025 MOHAMED ABOUDOU Moroni NOA Director COMORES E-mail: [email protected]

COOK ISLANDS

Sir Geoffrey HENRY KBE P.O.Box 569 NOC President Rarotonga, Cook Islands E-mail: [email protected] [email protected]

COSTA RICA

Mrs Teresita ANCHIA P.O.Box 81-2200, Coronado NOC / NOA Member San Jose COSTA RICA E-mail: [email protected] [email protected]

CROATIA

Ms Danira BILIC Trg Kresimira Cosica 11 Manager, Olympic Promotion 10 000 Zagreb Committee of NOA CROATIA E-mail: [email protected]

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CYPRUS

Mr Sophoklis CHARALAMBIDES 21 Amfipoleos St. P.O.Box 23931, CY-1687, Nicosia NOA President CYPRUS E-mail: [email protected] [email protected]

CZECH REPUBLIC

Mr Josef DOVALIL Benesovska 6, 101 00 NOC Vice-President Praha 10 CZECH REPUBLIC E-mail: [email protected] [email protected]

DENMARK

Ms Susan ROULUND Idraettens Hus, Brondby Stadion 20 NOC Board Member / DK 2605, Brøndby NOA Director DENMARK E-mail: [email protected]

Ms Nina BUNDGAARD Idraettens Hus, Brondby Stadion 20 NOC Educational Advisor DK 2605, Brøndby DENMARK E-mail: [email protected]

ECUADOR

Mrs Gloria VINUEZA de CUESTA Plaza Olimpica, Explanada del Estadio Modelo NOC Member Avda. De las Americas P.O.Box 09-01-4567 ECUADOR E-mail: [email protected] [email protected]

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EGYPT

Mr Mohie Eldin MOHAMED El Estade Elbahry Str., Nasr City, B.P. 2055 Director of Olympic Solidarity Dept. Cairo of the NOC EGYPT E-mail: [email protected]

EL SALVADOR

Mr Oscar PINEDA 45 Av. Sur No 512, Col. Flor Blanca, NOA Member San Salvador El Salvador, C.A. E-mail: [email protected]

ESTONIA

Mrs Reele REMMELKOOR Jakobi 5-112, 51014 Tartu NOA Director ESTONIA E-mail: [email protected] [email protected]

FINLAND

Mr Petri HAAPANEN Radiokatu 20, Fin-00240 NOA President Helsinki FINLAND E-mail: [email protected]

FRANCE

Ms Laurence MUNOZ Maison du Sport Francais NOA Member 1, Avenue Pierre de Coubertin, FR-75640 Paris Cedex 13 FRANCE E-mail: [email protected] [email protected]

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GREAT BRITAIN

Mr Andy HIBBERT 60 Charlotte street NOA Member London W1T 2NU GREAT BRITAIN E-mail: [email protected] [email protected]

GREECE

George SYMPOURAS Amarillidos 34 Str. NOA Member 154 52 P. Psichiko GREECE E-mail: [email protected]

GUATEMALA

Dr Fernando BELTRANENA VALLADARES Palacio de los Deportes, 3er. Nivel NOA Director 24 Calle 9-31, Zona 5, Ciudad de Guatemala GUATEMALA E-mail: [email protected]

Mrs Patricia GODOY Palacio de los Deportes, 3er. Nivel NOC/NOA Member 24 Calle 9-31, Zona 5, Ciudad de Guatemala GUATEMALA E-mail: [email protected]

HUNGARY

Ms Maria JAKABHAZY-MEZO 1146 Budapest Istvanmezei Ut 1-3 Secretary General of NOA HUNGARY E-mail: [email protected] [email protected]

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INDONESIA

Mr Tubagus Lukman DJAJADIKUSUMA Gedunk Direksi Gelora Bung Karno Member of Culture Jalan Pintu I Senayan, Jakarta 10270, Indonesia & Olympic Education Commission E-mail: [email protected] [email protected] [email protected]

Mrs Neneng NUROSI NURASJATI Gedunk Direksi Gelora Bung Karno NOC Member Jalan Pintu I Senayan, Jakarta 10270, Indonesia E-mail: [email protected] [email protected]

ISLAMIC REPUBLIC OF IRAN

Mr Mohammed AZIZI 44, 12th Str., Gandhi Avenue, Tehran Director of the International Relations 1517833813 Dept., NOC ISLAMIC REPUBLIC OF IRAN E-mail: [email protected]

IRAQ

Dr Abdul RAZZAK AL-TAIE NOA of Iraq NOA President P.O.Box Al Dhobat 19530 Baghdad IRAQ E-mail: [email protected] E-mail: [email protected]

IVORY COAST

Mr Lucien KOUAKOU 08 B.P. 1212, Abidjan 08 NOC Secretary General / NOA Director IVORY COAST E-mail: [email protected]

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JAPAN

Ms Keiko WADA 2-9-10-3F Shibuya, Shibuya-Ku NOA General Director Tokyo, 150-0002 JAPAN E-mail: [email protected] [email protected]

KENYA

Mr James M. CHACHA Olympic House NOA President / Kenya Road, Upper Hill NOC Dep. Secretary General P.O.Box 46888, 00100, G.P.O. Nairobi KENYA E-mail: [email protected] [email protected]

KYRGYZSTAN

Ms Kulbarchyn MAMBETALIEVA 40, Togolok–Moldo Str., NOA Director Bishkek 720001 KYRGYZSTAN E-mail: [email protected]

Ms Aizat MOTUKEEVA 40, Togolok–Moldo Str., NOA Head of Department Bishkek 720001 KYRGYZSTAN E-mail: [email protected]

LATVIA

Ms Biruta LUIKA Brivibas gatve 333 NOA Vice President LV-1006, Riga LATVIA E-mail: [email protected] [email protected]

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LEBANON

Mr Kamil KHOURY P. O. Box 23, Beirut, Hazmieh NOA Member LEBANON E-mail: [email protected]

LESOTHO

Mr Phelane PHOMANE P. O. Box 756, Kingsway LS-Maseru 100 NOA Assistant Director LESOTHO E-mail: [email protected]

LIBYAN JAMAHIRIYA

Dr Haffed GRITLY Tripoli Sports City, Goorji Tripoli NOA Director P.O. Box 81021 LEBANON E-mail: [email protected]

LITHUANIA

Prof. Povilas Petras KAROBLIS P/d 1208, 01007 Vilnius ACP NOA President LITHUANIA E-mail: [email protected]

Prof. Dr Egle KEMERYTE-BIAUBIENE P/d 1208, 01007 Vilnius ACP NOA Member LITHUANIA E-mail: [email protected]

MALAYSIA

Dr Siew Eng TAN Olympic Council of Malaysia NOA Director Mezanine Floor, Wisma OCM Hang Jebat Road, 50150 Kuala Lumpur MALAYSIA E-mail: [email protected] [email protected]

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MALDIVES

Dr Hussain HALEEM Maldives Olympic Committee NOC Vice-President/Chairman, 2nd Floor, Youth & Sports Development Centre, Culture & Education Commission Abadahufaa Magu Male 2005, MALDIVES E-mail: [email protected] [email protected]

MALI

Ms Aminata Maiga KEITA Comite National Olympique et Sportif du Mali NOA President Cité Ministerielle Villa No1, B.P. 88, Bamako Mali E-mail: [email protected] [email protected]

MAURITIUS

Mr Diraj Dev GOONEADRY 2nd Floor, Labourdonnais Court NOA Member St. George Str., Port-Louis MAURITIUS E-mail: [email protected]

MEXICO

Mr Constantino GONZALEZ ALCOCER Av. Desierto de los Leones 5139-3, Col. Tetelpan NOA Director C.P. 01700 A Obregόn Mexico D.F. MEXICO E-mail: [email protected]

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REPUBLIC OF MOLDOVA

Mr Valentin CHICU Rue Puskin 11 NOC Member 2012 Chisinau, REPUBLIC OF MOLDOVA E-mail: [email protected]

Mr Veaceslav MANOLACHI A. Doga 22 NOA Director 2024 Chisinau, REPUBLIC OF MOLDOVA E-mail: [email protected] [email protected]

Ms Nadejda GORI A. Doga 22 NOA Member 2024 Chisinau, REPUBLIC OF MOLDOVA E-mail: [email protected]

MONGOLIA

Mr Renchin GANBAATAR Olympic House, Chinggis Avenue, ULN 210648 NOA Member MONGOLIA E-mail: [email protected] [email protected] ganbaa[email protected]

NETHERLANDS

Mrs Fabienne VAN LEEUWEN Olympisch Stadion 21 NOA Olympic Education Manager 1076 DE Amsterdam NETHERLANDS E-mail: [email protected]

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Mr Guido KLOMP P.O.Box 302 NOC Member 6800 AH Arnhem, Director Marketing and Communication Netherlands E-mail: [email protected]

NEPAL

Mr Upendra K. NEUPANE P.O.Box 11455 NOA President Bansbari Maharajgunj Kathmandu NEPAL E-mail: [email protected] [email protected]

NETHERLANDS ANTILLES

Mr Imro van WILGEN P.O.Box 3495, Laufferstraat z/n, Willemstad, NOC Secretary General Curacao N.A. NETHERLANDS ANTILLES E-mail: [email protected]

NEW ZEALAND

Ms Elspeth McMILLAN P.O. Box 643 NOA Olympic Educator Wellington 6140 NEW ZEALAND E-mail: [email protected]

NORWAY

Ms Tove PAULE NIF 0840, Oslo NOC President / NOA President NORWAY E-mail: [email protected]

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Ms Anja Rynning VEUM NIF 0840, Oslo Manager of the Development Dept. NORWAY E-mail: [email protected]

PARAGUAY

Mr Pedro Arturo PICCARDO Medallistas Olimpicos No.1 NOA Vice-President Nu Guazu, Luque PARAGUAY E-mail: [email protected] academiaolimpica- [email protected] [email protected]

PERU

Mr Fernando CAILLAUX Cesar Vallejo No 290, C.P. 14, Lima NOA Director PERU E-mail: [email protected] [email protected]

Ms Maggie MARTINELLI Cesar Vallejo No 290, C.P. 14, Lima NOC Director PERU E-mail: [email protected] [email protected]

POLAND

Prof. Halina ZDEBSKA Wybrzeze Gdynskie 4, 01531, Warszawa NOA Member POLAND E-mail: [email protected] [email protected]

Dr Anna BODASINSKA Wybrzeze Gdynskie 4, 01531, Warszawa NOA Member POLAND E-mail: [email protected] [email protected]

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PORTUGAL

Dr Silvio RAFAEL Rua Braancamp, 12 R/C DTO NOA President 1250-050, Lisboa PORTUGAL E-mail: [email protected] [email protected]

Mr Sandro LUCIO Rua Braancamp, 12 R/C DTO NOA Member 1250-050, Lisboa PORTUGAL E-mail: [email protected] [email protected]

PUERTO RICO

Mr Pedro J. CORDOVA Casa Olimpica, Avenida Ponce de Leon NOA President Parada 1, Apartado 9020008, PR-San Juan 00902-0008 PUERTO RICO E-mail: [email protected]

ROMANIA

Ms Elena VLAS 155 Calea Victoriei, Bl. D1, Tronson 5 NOA Director 3rd Floor, Sector 1 010073 Bucarest ROMANIA E-mail: [email protected] [email protected]

Mr Vasile GROZAV 155 Calea Victoriei, Bl. D1, Tronson 5 NOA Secretary 3rd Floor, Sector 1 010073 Bucarest ROMANIA E-mail: [email protected] [email protected]

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RUSSIA

Mr Sergey SEYRANOV 25/15, kv.114 President of the Moscow Regional NOA Shchyolkovskoye shosse Moscow RUSSIA E-mail: [email protected]

Mr Sultan AHMETOV 161, Budennogo Str., Krasnodar Vice-President of the South Russian NOA RUSSIA E-mail: [email protected]

RWANDA

Mr Innocent GATETE CNO et Sportif de Rwanda NOA President Stade National Amahoro de Remera B.P. 2684, Kigali RWANDA E-mail: [email protected] [email protected]

ST. KITTS AND NEVIS

Mrs Emileta WARNER-PAUL P.O.Box 953, Olympic House NOA Member No 18 Taylors Range, Basseterre ST KITTS & NEVIS E-mail: [email protected] [email protected]

ST. LUCIA

Mr Alfred EMMANUEL P.O.Box CP 6023, Barnard HILL NOA President LC Castries ST. LUCIA E-mail: [email protected]

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ST. VINCENT & THE GRENADINES

Ms Nicha BRANKER P.O.Box 1644 NOA Member Kingstown ST. VINCENT & THE GRENADINES E-mail: [email protected]

SAUDI ARABIA

Mr Mohammed Ibrahim ALSANIEA P.O.Box 6040 NOC Member Prince Faisal Fahd Olympic Committee Riyadh 11442 SAUDI ARABIA E-mail: [email protected]

SEYCHELLES

Mrs Militna MARIE P.O.Box 584, Victoria NOA Member Mahe SEYCHELLES E-mail: [email protected]

Mrs Tracey HETIMIER P.O.Box 584, Victoria NOC Member Mahe SEYCHELLES E-mail: [email protected]

SLOVAKIA

Mr Igor MACHAJDIK Kukucinova 26, 83808, Bratislava NOA Member SLOVAKIA E-mail: [email protected] [email protected]

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SLOVENIA

Mr Ales SOLAR Celovska 25 NOA Project Manager 1000, Ljubljana SLOVENIA E-mail: [email protected] [email protected]

SRI LANKA

Mr Maxwall DE SILVA ‘Olympic House’ NOC Secretary General / NOA Director 100/9F, Independence Avenue Colombo 07 SRI LANKA E-mail: [email protected]

SUDAN

Mr Safe El Dain MERGANI MOHAMMED P.O.Box 1938, Baladia Street NOA Chairman Khartoum SUDAN E-mail: [email protected] [email protected]

Gen. Abdel Al Mahmoud IBRAHIM P.O.Box 1938, Baladia Street Assistant of the NOC President Khartoum SUDAN E-mail: [email protected] [email protected]

SWAZILAND

Ms Makhosazana MADONDO P. O. Box 835 Mbabane H100 NOA Member SWAZILAND E-mail: [email protected] [email protected]

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SYRIA

Mr Ibrahim ABAZID P.O.Box 967, Damascos NOC & NOA Board Member SYRIA E-mail: [email protected] [email protected] [email protected]

CHINESE TAIPEI

Dr Li-Le CHOU 3F, No 20, Chu-Lun Str. NOA Member TAIPEI, TAIWAN 104 E-mail: [email protected] [email protected]

TAJIKISTAN

Ms Lidiya GUBANOVA 2/2, app.23 Shamsi Str., Dushanbe, NOA Member / Head of NOA Educ. Dept. TAJIKISTAN E-mail: [email protected]

Mr Anvar BABADZHANOV 11/8 app. 42 Alisher Navoi Str., NOA Member / Head of NOC Educ. Dept. Dushanbe, TAJIKISTAN E-mail: [email protected]

TANZANIA

Ms Irene MWASANGA P.O.Box 2182, Dar-Es-Salaam NOA Member TANZANIA E-mail: [email protected] [email protected] [email protected]

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TOGO

Mr Charles PANOU B. P. 1320, Angle Avenue, Duisburg Rue des NOA Director Nimes Lome Togo E-mail: [email protected] [email protected]

TRINIDAD & TOBAGO

Mr Wendell LABASTIDE P.O.Box 529 NOA Assistant Director Port of Spain TRINIDAD, WEST INDIES E-mail: [email protected] [email protected]

TUNISIA

Mr Ridha LAYOUNI Centre Culturel et Sportif de la Jeunesse NOA President Avenue Othman Ibn Affane El Menzah 6 2091 Tunis TUNISIA E-mail: [email protected] [email protected]

TURKEY

Ms Ayse TURKSOY Olympic House, Atakoy 4, Kisim Sonu, Istanbul NOC Member TURKEY E-mail: [email protected] [email protected]

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UKRAINE

Mr Iurii PAVLENKO 1 Fizkuktury Str., 03680 Kyiv-150 NOA Member UKRAINE E-mail: [email protected] [email protected] [email protected]

Mrs Laryssa DOTSENKO 1 Fizkuktury Str., 03680 Kyiv-150 NOA Scientific Secretary UKRAINE E-mail: [email protected]

Ms Tatyana MUKALO 1 Fizkuktury Str., 03680 Kyiv-150 NOC Participant UKRAINE E-mail: [email protected]

URUGUAY

Mr Oscar JURI Canelones 1044, Montevideo NOA Director URUGUAY E-mail: [email protected] [email protected]

USA

Ms Jill ZELDIN USOC NOC Member 1 Olympic Plaza Colorado Springs, CO 80909 USA E-mail: [email protected]

ZAMBIA

Mr Charles CHENDA P.O. Box RW 51189 NOA Director Lusaka ZAMBIA E-mail: [email protected]

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ZIMBABWE

Ms Eugenia CHIDHAKWA 11324 Zengeza 4 NOA Director Chitungwiza ZIMBABWE E-mail: [email protected]

INTERNET

Mr Theo BREUERS (NED) Digital Broadcast 1, GmbH Vaalser Strasse 540 D – 52074 Aachen, GERMANY E-mail: [email protected]

Mr Dorre BREUERS (NED) Digital Broadcast 1, GmbH Vaalser Strasse 540 D – 52074 Aachen, GERMANY E-mail: [email protected]

IOA PREMISES DIRECTOR

Mr Babis GIANNARAS International Olympic Academy 270 65 Ancient Olympia GREECE

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IOA ADMINISTRATIVE STAFF

Ms Alexandra KARAISKOU International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

Ms Marilena KATSADORAKI International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

Ms Stella TACHTARA International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

Ms Roula VATHI International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

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LIBRARY

Mr Themis LAINIS International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

IOA ARCHAELOGIST

Ms Vasiliki TZACHRISTA International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

IOA TECHNICAL DEPARTMENT

Mr Evangelos FRIGGIS International Olympic Academy Electrician 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

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Mr Panagiotis GIANNARAS International Olympic Academy Technical support & internet 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

Mr Konstantinos KARADIMAS International Olympic Academy Operator of the photocopying machine 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

Mr Themis VLACHOS International Olympic Academy Electrician 27065 Ancient Olympia GREECE E-mail: [email protected]

HELLENIC RED CROSS

Mr Nikolas GIATRAS 103, Syntagmatarchou Zisi Str. First aid staff Patras GREECE

Mr Vasilis GEORGILAS 69, Mpoukaouri Str. First aid volunteer 26 225, Patras GREECE E-mail: [email protected]

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Mr Dimitris MPARTATILAS 11-13 Str. Manoliasis Str. First aid volunteer 26223, Patras GREECE E-mail: [email protected]

Ms Konstantina MYRODIA 32 Tagmatarchou Z. Nurse 26 330, Patras GREECE E-mail: [email protected]

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