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History of the Olympics Shows That Olympic Sports Unifying Sport with Culture and Education, Have Been Seeking to Create a Lifes

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History of the Olympics Shows That Olympic Sports Unifying Sport with Culture and Education, Have Been Seeking to Create a Lifes UNIVERSITY OF PELOPONNESE FACULTY OF HUMAN MOVEMENT AND QUALITY OF LIFE SCIENCES DEPARTMENT OF SPORTS ORGANIZATION AND MANAGEMENT MASTER’S THESIS “OLYMPIC STUDIES, OLYMPIC EDUCATION, ORGANIZATION AND MANAGEMENT OF OLYMPIC EVENTS” Olympic education in Lithuanian universities Ramūnė Motiejūnaitė Supervisor: Konstantinos Mountakis Emeritus Professor Sparta, March, 2016 UNIVERSITY OF PELOPONNESE FACULTY OF HUMAN MOVEMENT AND QUALITY OF LIFE SCIENCES DEPARTMENT OF SPORTS ORGANIZATION AND MANAGEMENT MASTER’S THESIS “OLYMPIC STUDIES, OLYMPIC EDUCATION, ORGANIZATION AND MANAGEMENT OF OLYMPIC EVENTS” OLYMPIC EDUCATION IN LITHUANIAN UNIVERSITIES Ramūnė Motiejūnaitė Supervisor: Kostas Mountakis st It was approved by the Advisory Committee on the 21 of March 2016 Konstantinos Mountakis Konstantinos Georgiadis Dionissios Gangas Emeritus Professor Professor Professor Sparta, March, 2016 Ramūnė Motiejūnaitė Master’s Degree Holder of University of Peloponnese Copyright © Motiejūnaitė Ramūnė, 2016 All rights reserved. CONTENTS CHAPTER I ....................................................................................................... 9 INTRODUCTION................................................................................................ 9 CHAPTER II ...................................................................................................... 13 LITERATURE REVIEW..................................................................................... 13 2.1. SPORT – A SOCIAL PHENOMENON....................................................... 13 2.1.1. Sport as a phenomenon of the culture of the society.................................. 18 2.1.2. Sports and arts............................................................................................. 20 2.2. VALUES AND SPORTS............................................................................. 22 2.2.1. Values fostered through sport activities...................................................... 25 2.2.2. Moral values common for sport activities.................................................. 29 2.3. OLYMPISM AND ITS NOTION................................................................ 32 2.3.1. Assumptions about the implementation of Olympism............................... 37 2.3.2. Implementation of Olympism in Lithuania................................................ 46 2.3.2.1. The project „Olympic education of children and students“.................... 51 2.3.2.2. Problems of Olympic Movement in the schools..................................... 54 2.4. IMPLEMENTATION OF OLYMPISM IN LITHUANIA UNIVERSITIES.................................................................................................. 55 CHAPTER III .................................................................................................... 59 RESEARCH METHODOLOGY……………………………………….……… 59 Introduction………………………………………………………….…………. 59 3.1. RESEARCH PLANNING............................................................................. 60 3.2. SURVEY METHODS................................................................................... 61 3.2.1. Questionnaire survey................................................................................ 61 CHAPTER IV .................................................................................................... 63 4.1. STATISTICAL ANALYSIS......................................................................... 63 5 4.2. ANALYSIS OF THE DATA................................................................... 63 4.2.1. Students’ knowledge related to the Olympic Movement............................ 63 4.2.2. Students’ attitude toward values of Olimpizm........................................... 68 4.2.3. Students’ attitude towards noble and honorable sports struggle................. 71 CHAPTER V ..................................................................................................... 77 DESCUSSION – CONSLUSIONS...................................................................... 77 Recommendations................................................................................................ 79 REFERENCES..................................................................................................... 81 APPENDIX.......................................................................................................... 89 6 LIST OF TABLES Table 1. M. Lee ir M. Cockman (1995) exclusive sports performance values 24 The expanded didactic matrix for integrated Olympic education Table 2. 44 (R. Naul, 2008) ................................................................................... Number of the interviewed students of the higher education Table 3. 60 schools................................................................................................. Table 4. Students' knowledge about the Olympic Games ................................ 64 Table 5. Students expressed opinion about the Olympic Games ..................... 65 Students described differences between the modern and ancient Table 6. 66 Olympic Games .................................................................................. The results of the factor analysis of students ‘opinion on Olympic Table 7. 69 values .................................................................................................. The inter – correlation among the factors determining values of Table 8. 70 Olympism ........................................................................................... Students view to honorable, noble sport struggle expressed in Table 9. 95 percentage .......................................................................................... 7 LIST OF DRAWINGS Students view to honorable, noble sport struggle expressed in Drawing 1. 72 percentage ........................................................................................... Different physical activity involved students the opinion to a noble Drawing 2. 74 game .................................................................................................... Students with Olympism and without the opinion to the beautiful Drawing 3. 75 game ..................................................................................................... LUES students view to honorable, noble sport struggle expressed in Drawing 4. 96 percentage ............................................................................................ KU students view to honorable, noble sport struggle expressed in Drawing 5. 96 percentage ........................................................................................... SU students view to honorable, noble sport struggle expressed in Drawing 6. 97 percentage ........................................................................................... VU students view to honorable, noble sport struggle expressed in Drawing 7. 97 percentage ........................................................................................... MRU students view to honorable, noble sport struggle expressed in Drawing 8. 98 percentage ........................................................................................... VGTU students view to honorable, noble sport struggle expressed in Drawing 9. 98 percentage ........................................................................................... ASU students view to honorable, noble sport struggle expressed in Drawing 10. 99 percentage ........................................................................................... UB students view to honorable, noble sport struggle expressed in Drawing 11. 99 percentage ........................................................................................... ISM students view to honorable, noble sport struggle expressed in Drawing 12. 100 percentage ........................................................................................... KTU students view to honorable, noble sport struggle expressed in Drawing 13. 100 percentage ........................................................................................... LAMT students view to honorable, noble sport struggle expressed in Drawing 14. 101 percentage ....................................................................................... LSU students view to honorable, noble sport struggle expressed in Drawing 15. 101 percentage ........................................................................................... LUHS students view to honorable, noble sport struggle expressed in Drawing 16. 102 percentage ........................................................................................... VAA students view to honorable, noble sport struggle expressed in Drawing 17. 102 percentage ........................................................................................... IBS students view to honorable, noble sport struggle expressed in Drawing 18. 103 percentage ........................................................................................... VMU Students view to honorable, noble sport struggle expressed in Drawing 19. 103 percentage ........................................................................................... 8 CHAPTER I INTRODUCTION History of the Olympics shows that Olympic sports unifying sport with culture and education, have been seeking to create a lifestyle based on taking a delight in every effort, the educational power of a good example as well as holding in respect global ethics. The Olympic sports have always impacted and are still impacting upon the development
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