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A PROJECT OF THE INTERNATIONAL OLYMPIC COMMITTEE, , . WWW.OLYMPIC.ORG TEACHING VALUESVALUES AN OLYYMPICMPIC EDUCATIONEDUCATION TOOLKITTOOLKIT

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E Edward KENSINGTON, Sheila HALL, UniversityofCommerceandBusiness, Yangsheng GUO(PhD), Nigeria UniversityofLagos, FASAN, Clement O. Charmaine CROOKS, Anne CHEV Education, Olympic Culture& Commissionfor IOC Helen BROWNLEE, Photos: Cover Photo: Design: MS Ma MartinLutherKingFoundation, Committee, Olympic International CBC.ca, BritishOlympic Association, GamesOrganisingCommittee(BOCOG), Olympic For Permission tousepreviouslypublishedorcopyrightedmaterials Author/Editor: ofthistoolkit: theircontributionstothepreparation individualsfor Committeewishestothankthefollowing Olympic The International ACKNOWLEDGEMENTS A PROJECTOFTHEINTERNATIONAL OLYMPIC COMMITTEE,LAUSANNE,SWITZERLAND ISBN: Committee. Olympic totheInternational acknowledgement isgiven purposes and full non-commercialeducational bereproducedin whole orinpartprovidedtheintendeduseisfor may Contents ofthispublication Committee Olympic International 2007, © Copyright NOC ofUganda. NOCof Thailand, NOCofSenegal, NOCofthePhilippines, NOCoftheNetherlands, NOCofMadagascar, NOCofIran, Britain, Great IOC UnitedKingdom UnitedKingdom ofPhysicalEducation, Association Margaret TALBOT, Switzerland Committee, Olympic International Tommy SITHOLE, Jan P Switzerland IOCPhoto Archives, Khanh NGUYEN, Roland NA (CEO)Universitat Centred’EstudisOlympics Autònoma deBarcelona(UAB), Miquel deMORAGAS, andSportEducation, ofOlympic Foundation Ioanna MASTORA, T NOLYMPIC AN Commission f A 978-92-9149-108-7 UA INTOOLKIT DUCATION TERSON, gazine, O,GtyIae,AP utnAcie,SO,TRC OO,NreinSiFdrto,NCo noa O fAtga O fBriaFs,NOCof NOCofBurkinaFaso, NOCof Antigua, NOCof Angola, SkiFederation, Norwegian BOCOG, TOROC, SLOC, Hulton Archives, AFP, GettyImages, IOC, T EACHING VALUES ouchline UL, LE,ItrainlOypcCmite Switzerland Committee, Olympic International ALLEY, Emil Getty Images Getty Images Willibald GebhardtInstitute&UniversityofDuisburg-Essen, Ol enaL IDR(h) nvriyo let, Universityof , BINDER(PhD), Deanna L. rts lmi onain UnitedKingdom Foundation, British Olympic mi rc onain USAToday. ympic TruceFoundation, arIsiueo r,Dsg ei,Canada Design&Media, y CarrInstituteof Art, or Culture& lmin Canada Olympian, Interna tional Ol Olympic Education Olympic ympic Committee, Switzerland ECIGVALUES TEACHING 3

CONTENTS AND FOREWORD D R

O TA B L E O F W E R

O CONTENTS F

D N A

S T

N FOREWORD: , PRESIDENT, INTERNATIONAL OLYMPIC COMMITTEE ...... 07 E T

N FOREWORD: HE ZHENLIANG, CHAIRMAN, IOC COMMISSION FOR CULTURE AND OLYMPIC EDUCATION ...... 08 O C SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION...... 09 WELCOME TO THIS TOOLKIT!...... 10 FUNDAMENTAL PRINCIPLES OF THE OLYMPIC MOVEMENT...... 12 THE EDUCATIONAL VALUES OF ...... 13 OLYMPIC EDUCATION – TEACHING APPROACHES ...... 14 EDUCATIONAL REALITIES AND OPPORTUNITIES ...... 16 OLYMPIC EDUCATION AROUND THE WORLD ...... 17 THE CHALLENGE ...... 20 FOR MEMBERS OF THE OLYMPIC FAMILY...... 20 FOR COACHES, SPORT AND YOUTH CLUB LEADERS...... 22 FOR EDUCATIONAL AUTHORITIES AND ADMINISTRATORS ...... 22 FOR TEACHERS AND INSTRUCTORS...... 23 SECTION 2 CELEBRATING THE VALUES THROUGH SYMBOL AND CEREMONY ...... 25 BACKGROUND INFORMATION ...... 26 LINKED BY THE RINGS: THE OLYMPIC SYMBOL ...... 29 FLYING THE ...... 31 MAKING PROMISES: THE OLYMPIC OATHS...... 33 FASTER, HIGHER, STRONGER ...... 34 IGNITING THE SPIRIT: THE ...... 36 SYMBOLS OF PEACE ...... 38 REPRESENTING THE SPIRIT: ’ POSTERS ...... 39 ATHLETICS AND ART IN ANCIENT GREECE ...... 41 ONE WORLD: ONE DREAM – BEIJING 2008 ...... 42 SECTION 3 SHARING THE VALUES THROUGH SPORT AND THE OLYMPIC GAMES ...... 45 BACKGROUND INFORMATION ...... 46 THE OLYMPIC WORLD...... 47 HOST CITIES FOR THE OLYMPIC GAMES ...... 48 BIGGER AND BIGGER: THE PROGRAMMES ...... 50 BREAKING THROUGH BARRIERS: WOMEN IN THE OLYMPIC GAMES ...... 52 BODY, WILL AND MIND: PARALYMPIC ATHLETES ...... 54 WELCOMING THE WORLD: ORGANISING AN OLYMPIC GAMES ...... 56 TAKING CARE OF YOUR GUESTS: THE OLYMPIC VILLAGE ...... 58

4 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT D R O W E R O F

D N A

S T

PROTECTING THE ENVIRONMENT ...... 60 N E T

DEFINING YOUR IDENTITY: LOGOS AND ...... 62 N

SOLVING YOUR PROBLEMS: OLYMPIC CHALLENGES ...... 63 O C THE LONG ROAD TO VICTORY: AN ATHLETE’S STORY (DAN JANSEN, USA) ...... 64 SECTION 4 THE FIVE EDUCATIONAL VALUES ...... 65 BACKGROUND INFORMATION ...... 66 INTERPRETING THE FUNDAMENTAL PRINCIPLES ...... 68 VALUES POSTER PROJECT ...... 70

A: JOY OF EFFORT ...... 71 LIVING THE JOY! ...... 72 RUN FOR JOY: (, ) ...... 72 STANDING TALL: CECILIA TAIT (, PERU) ...... 72 PARALYMPIANS IN ACTION! ...... 73 GOOD MOVES ...... 74 PICK A SPORT ...... 76 BODY AND IMAGE: YOUR FITNESS PLAN ...... 78 ROOTS AND RITES: THE CULTURE OF SPORT ...... 79 ATHLETIC EVENTS IN ANCIENT GREECE: YOU TRY IT ...... 81

B: FAIR PLAY ...... 82 LIVING FAIR PLAY! ...... 83 FAIR PLAY ON THE BOBSLED RUN: EUGENIO MONTI (BOBSLED, ) ...... 83 THANKS FOR THE SKI POLE! BJØRNAR HÅKENSMOEN (CROSS-COUNTRY , ) ...... 83 FAIR PLAY ON THE HIGH SEAS: LAWRENCE LEMIEUX (YACHTING, CANADA) ...... 84 LOOKS LIKE, SOUNDS LIKE, SMELLS LIKE, TASTES LIKE, FEELS LIKE ...... 86 WHAT IS FAIR PLAY? ...... 87 INVENT A FAIR PLAY GAME ...... 88 THE GOLDEN RULE ...... 89 FAIR PLAY PROJECT FAIR ...... 90

C: RESPECT FOR OTHERS ...... 91 LIVING RESPECT! ...... 92 BLACK AND WHITE AT THE OLYMPIC GAMES – FRIENDS FOREVER: LUTZ LONG (GERMANY) AND (USA)...... 92 “I HAVE A DREAM” – MARTIN LUTHER KING ...... 93 PEACE BEGINS WITH ME ...... 94 HUMAN RIGHTS: THE ALPHABET FOR RESPECT AND ACCEPTANCE ...... 95

TEACHING VALUES 5 MY RIGHTS = MY RESPONSIBILITIES ...... 96

D HUMAN RIGHTS ROLE PLAYS ...... 97 R

O TIME OUT! ...... 98 W

E HAPPY DAYS ...... 100 R O F

D D: PURSUIT OF EXCELLENCE ...... 101 N

A LIVING EXCELLENCE! ...... 102

S

T MEET ’S FEMALE ATHLETE OF THE CENTURY: DENG YAPING (TABLE , CHINA) ...... 102 N

E “FOOTBALL IS MY LIFE”: ROGER MILLA (FOOTBALL/SOCCER, CAMEROON) ...... 103 T

N A TALE OF TWO ATHLETES: LIZ HARTEL AND JUBILEE (EQUESTRIAN, DENMARK) ...... 104 O

C DO YOU KNOW HOW TO DREAM? ...... 105 DOING MY BEST ...... 106 ANGELS OR DEMONS: MAKING DIFFICULT CHOICES ...... 108 YOU ARE A CHAMPION! ...... 109 WORDS OF INSPIRATION ...... 110 “I’LL FINISH THE RACE”: JOHN AKHWARI (MARATHON, TANZANIA) ...... 111

E: BALANCE BETWEEN BODY, WILL AND MIND ...... 112 PLANNING FOR BALANCE IN THE LEARNING ENVIRONMENT ...... 113 LIVING THE BALANCE ...... 114 GRACE UNDER PRESSURE: (, USA) ...... 114 “WHEN THE WILL TAKES OVER”: SHUN FUJIMOTO (, JAPAN) ...... 116 LEARN THROUGH ACTIVITY ...... 117 BODY, MIND AND SPIRIT IN ANCIENT GREECE ...... 118 WINNING AND LOSING: WHAT’S IMPORTANT? ...... 119 WISE WORDS ...... 120 MANY CULTURES, MANY LEARNERS, MANY INTELLIGENCES ...... 122 SECTION 5 IMPLEMENTATION TOOLS ...... 123 PRESENTATION SLIDES ...... 124 OLYMPIC DAY OR WEEK IN THE SCHOOL OR COMMUNITY ...... 126 OLYMPIC DAY/WEEK CERTIFICATE ...... 127 CREATING A “SPIRIT OF OLYMPISM” CULTURE IN YOUR SCHOOL OR COMMUNITY ...... 128 “SPIRIT OF OLYMPISM” INFORMATION HANDOUT ...... 129 LETTER FOR PARENTS ...... 130 ACTIVITY LEADER/COACH COMMITMENT ...... 131 PARENT COMMITMENT ...... 132 PARTICIPANT COMMITMENT ...... 133 “SPIRIT OF OLYMPISM” AWARD ...... 134

6 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT D R

FOREWORD BY: O W E R

JACQUES ROGGE O F INTERNATIONAL OLYMPIC COMMITTEE PRESIDENT JACQUES ROGGE SETS OUT THE OLYMPIC D

MOVEMENT’S VISION OF INTRODUCING YOUNG PEOPLE TO THE EDUCATIONAL VALUES OF OLYMPISM. N A

S T N E T N

ur world today is in need of O C peace, tolerance and Obrotherhood. By blending sport with culture and education, the Olympic values can deliver these to us. Sport is more than just competition. It is a state of mind. The challenge of the Olympic Movement is to educate and encourage young people to practise sport, and to teach them values. Sport helps people, especially young people, to escape daily concern, to respect each other and to learn that rules exist and how important it is to respect them. Sport also brings hope, pride, a sense of identity and health, thus shaping the body and mind. This is precisely what the International Olympic Committee, with the support of the ISM company, is striving to encourage and promote through its Olympic Values Education: using Olympic sport traditions and values as the context for teaching life values and skills. With Teaching Values: An Olympic Education Toolkit, we intend to introduce young people all over the world to the values of respect for self and others, fair play, excellence, joy in effort and the balance of body, mind and will. We will thus be moving forward by making the teaching of universal ethical values a priority, and by promoting physical education and sport and its benefits to society in general. Ultimately, this is something that affects us all because the Olympic Movement of tomorrow is in the hands of the young people of today. Our hope is if the young people can learn to respect each other on the field of play, they may transfer this sentiment to other elements of their daily lives.

TEACHING VALUES 7 D R

O FOREWORD BY: W E R

O HE ZHENLIANG F HE ZHENLIANG, THE CHAIRMAN OF THE IOC COMMISSION FOR CULTURE AND OLYMPIC EDUCATION, WRITES D

N THAT, BY PROMOTING THE VALUES OF OLYMPISM, WE CAN CREATE A MORE HARMONIOUS WORLD. A

S T N E T N

O he renovator of the Olympic C Games, , wrote T that “Olympism seeks the harmonious development of the body and the mental capacities, but also that of the cultural and artistic values of man in order to improve his understanding and feeling of friendship towards the union of sport, art and culture”. In today’s world marked with fast economic and social development, but also with conflicts, the Olympic Movement and all its stakeholders have to think about how to ensure that sport remains attractive to children and young people in our society, which is increasingly interested in leisure- driven entertainment. By designing Teaching Values: An Olympic Education Toolkit, the International Olympic Committee (IOC) is promoting the role of sport in strengthening friendly ties and mutual respect among peoples and in particular the youth. Through their teachers and educators, coaches or sports club leaders, the young people of the world will not only learn more about Olympic history and its symbols, but they will also discover the power and strength of the Olympic values such as friendship, respect and excellence. I would like to take this opportunity to express my thanks to Deanna L. Binder, and to all those who gave their time and passion, for their contribution to developing this toolkit. Thanks also to the ISM company for supporting the IOC in its pursuit of excellence through its educational role. By inspiring a “spirit of Olympism Culture”, let us hope that Teaching Values: An Olympic Education Toolkit can contribute, with its own means, to building a world of harmony.

8 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O

INTRODUCTION TO I T A C

OLYMPIC VALUES U D E

EDUCATION S E U L A V

C I P M Y L O

O T

N O I T C U D O R T N I

1

N O I T C E S

WELCOME TO THIS TOOLKIT!...... 10 Above 2006: “OUR WORLD TODAY Jacques Rogge, the IS IN NEED OF PEACE, FUNDAMENTAL PRINCIPLES OF THE OLYMPIC MOVEMENT...... 12 President of the IOC, TOLERANCE AND speaks during the BROTHERHOOD. THE EDUCATIONAL VALUES OF OLYMPISM...... 13 Opening Ceremony of THE VALUES OF THE the Winter Games. OLYMPIC GAMES CAN OLYMPIC EDUCATION – TEACHING APPROACHES...... 14 DELIVER THESE TO US.” Proven Practices for Teaching Values...... 14 (JACQUES ROGGE, PRESIDENT, Pathways to Participation...... 15 INTERNATIONAL OLYMPIC COMMITTEE, TURIN 2006) EDUCATIONAL REALITIES AND OPPORTUNITIES...... 16

OLYMPIC EDUCATION AROUND THE WORLD...... 17

THE CHALLENGES...... 20 For Members of the Olympic Family...... 20 For Coaches, Sport and Youth Club Leaders...... 22 For Educational Authorities and Administrators...... 22 For Teachers and Instructors...... 23

TEACHING VALUES 9 N O

I WELCOME T A C

U TO THIS TOOLKIT! TEACHING VALUES: AN OLYMPIC EDUCATION TOOLKIT INCLUDES BACKGROUND INFORMATION AND A VARIETY OF D

E LEARNING ACTIVITIES TO HELP PROMOTE THE EDUCATIONAL VALUES OF OLYMPISM.

S E U L A V

hen nations join the These principles incorporate a set of Below “Imagining a is designed to help members of the C I

P Olympic Movement and values that the International Olympic better world” drawing by Olympic Family to fulfil this responsibility. Bournas Voahangimalala M W send athletes to compete in Committee refers to as “the educational In the Toolkit, Olympic-related Y Olympic Games, they agree to a shared values of Olympism” (see p. 13). National Olivia Rajaoferison, information provides a context for values- L set of values called “Fundamental Olympic Committees agree to promote Madagascar. based teaching and learning opportunities. O Principles” (see the ). these values in their countries. This Toolkit The focus is on HOW to teach and learn O

T the educational values of Olympism, not on the Olympic facts and information. N

O Since the Toolkit is designed for learners I

T from 8 to 18 years, often with English as

C a second language, there are activities for

U a variety of different age levels and D reading abilities. Teachers and youth group O

R leaders are encouraged to adapt and

T rework activities so that they are N I appropriate for their learners.

1 In a world where obesity is a major concern, and where children in deprived N communities need hope and a sense of O

I achievement, physical activity and sport T have an important role to play. The C symbols and ceremonies, sports and E cultural events of the Olympic Games are S inspiring and motivational. They provide a relevant context for learning and teaching activities. The educational methods of Teaching Values: An Olympic Education Toolkit are based on current educational theory about multicultural, intercultural and multiple- intelligence approaches to learning and teaching. These methods are supported by the following Principles of Learning: Learning is an active and not a passive activity. Learning processes include writing activities, discussion or debate, creative activities, e.g., art, drama or music, and physical movement through activities like sport, dance and physical education. People learn in different ways. Some people learn best by reading; some learn best by listening; some learn best by creating things or moving around. The activities in this Toolkit offer a variety of approaches. Learning is both an individual and a cooperative activity. Some people work best independently. In order to learn and practice cooperation, however, people need to work together. Thus, the Toolkit offers many activities for people to work together.

10 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O I T A C U D E

S E U L A V

C I P M Y L O

O T

N O I T C U D O R T N I

1

N O I T C E S

Stimulating the imagination of learners is There are tangible heritages such as Above 2005: “IT IS IMAGINATION another educational method used in buildings, monuments, historical sites, London 2012 THAT OPENS OUR EYES Teaching Values. All athletes know the works of art, objects, books, etc. There are Chairman and former TO WORLDS BEYOND power of the imagination in helping them also intangible heritages such as Olympian Lord OUR EXPERIENCE – to accomplish a result or . Positive and languages, films, music, scientific (GBR) ENABLING US TO CREATE, CARE FOR creative use of the imagination can also knowledge, customs, arts and crafts. talks to children at an OTHERS, AND help young people to develop new Rituals, sport movements and techniques East London primary ENVISION SOCIAL attitudes, new ways of thinking about are part of the intangible heritage. school about the CHANGE.”2 themselves and others, and then to Sport – Sport is understood to mean all Olympic Games. (MAXINE GREENE, EDUCATOR explore different ways of behaving. forms of physical activity that contribute to AND CURRICULUM SPECIALIST) physical fitness, mental well-being and DEFINING social interaction. These activities include TERMINOLOGY play; recreational, casual, organised or In this Toolkit, a number of words recur competitive sport; and indigenous sport or which are worth defining for the purposes games (UNESCO 2004). of educators and their learners.1 Culture – Culture is everything that Value – A value is what is considered allows people to situate themselves in important in life; what makes life worth relation to the world, society and also the living. A value is also something that helps heritage which is passed on to them 1 Definitions from Educational Services of the Olympic people decide what is right or wrong in (values, behaviour, arts, artifacts, Museum, Lausanne. 2 Greene, M. (1995). Releasing the imagination: Essays moral terms. knowledge, belief systems, stories and on education, the arts, and social change. San Heritage – Heritage is a form of legacy. myths, etc.). Francisco: Jossey-Bass Inc. (book jacket).

TEACHING VALUES 11 N O

I FUNDAMENTAL PRINCIPLES T A C

U OF THE OLYMPIC D E

S MOVEMENT E

U THE “FUNDAMENTAL PRINCIPLES” APPEAR AT THE BEGINNING OF THE OLYMPIC CHARTER. L A V

C I P M Y L O FUNDAMENTAL PRINCIPLES O T #1 Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will N

O and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy of effort, the I

T educational value of good example and respect for universal fundamental ethical principles.

C #2 The goal of Olympism is to place sport at the service of the harmonious development of man, with a

U view to promoting a peaceful society concerned with the preservation of human dignity. D #3 The Olympic Movement is the concerted, organised, universal and permanent action, carried out under the supreme O

R authority of the IOC, of all individuals and entities who are inspired by the values of Olympism.

T It covers the five . It reaches its peak with the bringing together of the world’s athletes at the great sports festival, the N I Olympic Games. Its symbol is five interlaced rings.

1 #4 The practice of sport is a human right. Every individual must have the possibility of practising sport, without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play. The N organisation, administration and management of sport must be controlled by independent sports organisations. O

I #5 Any form of discrimination with regard to a country or a person on grounds of race, religion, politics, gender or otherwise is T incompatible with belonging to the Olympic Movement. C #6 Belonging to the Olympic Movement requires compliance with the Olympic Charter and recognition by the IOC. E See Learning Activity, Section 4, Fundamental Principles – Interpretation, p. 68. S

Left 1996: The Opening Ceremony at the Olympic Stadium in Atlanta, Georgia, celebrates the ancient origins of the Games.

12 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O

EDUCATIONAL VALUES I T A C

OF OLYMPISM U D

FIVE EDUCATIONAL VALUES HAVE BEEN HIGHLIGHTED FOR THIS TOOLKIT. THESE VALUES COME FROM THE E FUNDAMENTAL PRINCIPLES, AND HAVE BEEN WORDED IN A WAY THAT SEEMS RELEVANT FOR EDUCATIONAL PURPOSES. THEY INCORPORATE THE THREE DOMAINS OF LEARNING: COGNITIVE (INTELLECTUAL), AFFECTIVE S (SOCIAL/EMOTIONAL) AND KINESTHETIC (PHYSICAL). E U L A V

C I P

Left A father lifts his M A. JOY OF EFFORT son to stick heart- Y Young people develop and practise L shaped cards on a O

physical, behavioural and intellectual banner during a public

skills by challenging themselves and O

promotion event for T

each other in physical activities, “Welcome the Olympic movement, games and sport. N

Games; use civilised O I

B. FAIR PLAY behaviour; create a T Fair play is a sports concept, but it is new atmosphere”, C applied worldwide today in many aimed at encouraging U the development of D

different ways. Learning fair play O

behaviour in sport can lead to the positive behaviours by R development and reinforcement of Beijing’s 15 million T N citizens. I

fair play behaviour in the community

and in life. 1

N C. RESPECT FOR O

OTHERS I When young people who live in a T multicultural world learn to accept C and respect diversity and practise E personal peaceful behaviour, they S promote peace and international understanding.

D. PURSUIT OF EXCELLENCE A focus on excellence can help young people to make positive, healthy choices, and strive to become the best that they can be in whatever they do.

E. BALANCE BETWEEN BODY, WILL AND MIND Learning takes place in the whole body, not just in the mind, and physical literacy and learning through movement contributes to the development of both moral and intellectual learning. This concept became the foundation of Pierre de Coubertin’s interest in a revival of the Olympic Games.

Teaching suggestions and practical activities have been included for each of the five values in Section 4: “The Five Educational Values”.

TEACHING VALUES 13 N O I OLYMPIC EDUCATION T A C

U TEACHING D E

S

E APPROACHES U

L THIS TOOLKIT PROVIDES MATERIALS TO HELP ADULTS IN TEACHING ROLES (TEACHERS, COACHES, SPORT CLUB

A LEADERS, STAFF OF NOCS AND NATIONAL OLYMPIC ACADEMIES) TO ENHANCE THE PHYSICAL AND MORAL V DEVELOPMENT OF THE CHILDREN AND YOUTH IN THEIR CARE. C I P M Y L O

O

T lympic Education means OLYMPIC EDUCATION

N different things to different

O people. The chart on the right I O T shows the variety of programmes that are Academic Research, CDs and TV “Education Through Olympic Museums, C included under the banner of Olympic Courses and Programmes on the Olympism” Halls of Fame & Art U & Culture Exhibitions

D Education. Seminars in Olympic Games and Integrated & Life-

O These programmes have different Universities & Olympic Sport Oriented Values-

R objectives and different audiences. There Olympic Studies Teaching Marketing and T Promotion

N is, however, a great deal of overlap. Centres Olympic Day Activities, Programmes for I

Teaching Values: An Olympic Education Olympic Festivals Children & Young Programmes of 1

Toolkit is an “education through Programmes of and Competitions in people Supporters Olympic Sponsors & Supporters N Olympism” approach. National and Schools and

O International Olympic Communities Education and Youth I Programs of Olympic T PROVEN PRACTICES Academies and Below Atlanta 1996: 3 Games Organising

C FOR TEACHING VALUES National Olympic High Performance Children form the Committees E Using Discussion: Discussion or Committees Training & Physical Olympic Rings and a

S conversation is a key learning strategy for Educ. from within dove of peace during the values development. Successful Information Books, the framework of Olympic and Sport Opening Ceremony of discussions require a teacher or Textbooks, Videos, Olympic values Youth Camps the 1996 Olympic Games “facilitator” who ensures balanced in Atlanta, Georgia.

14 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O H I is T

d t A an or

y C ce cs d An , G i n e U ien at a Mo cie o

e g D Sc em im , de nt ra t y r G p E h g n at nt, lo c re hy o u e S M e n ltu ce

m h E re tec ms re

u U as e, le stu b L Me nc ro dy a A ist t p r V

d o sp C I Sport/ P Language Arts M Y

Physical Education L Writing, reading, O Individual, team, Olympic Games/

listening, O

Pathway Three – Olympic Theme T adapted, cooperative, Olympic values

discussing, Week or Month N

Many of these activities will effectively O competitive, school, I

poems, stories support an Olympic Theme Week or Month T

club, community C in which a variety of classrooms s, U E rt n participate. An Olympic Theme Week or D ng A ig s O A lis ne e , Month would open and close with

i s R S h F D er , ceremonies and would include a e A & t s T L c s ic os lag a o p f , competitive physical activity sport and N n n us , , ic I

s s gu d M re es u games experience. a tu ch m 1 ge ic or s, P , t ral ls u Pathway Four – Excellence Through N da , m e e re c Sport and Physical Education for O m n I ptu da ul Young and Gifted Athletes T sc

Enhance sports education and physical C

education programmes with activities that E

help students understand and practise the S educational values. participation, and “weaves” the thoughts of PATHWAYS TO Above This graphic Pathway Five – For Post-Secondary different learners into a coherent pattern. PARTICIPATION demonstrates the Students and Workshop Participants The goal is to help students to develop The material in Teaching Values: An variety of subjects (e.g. Teachers, Youth Group Leaders) speaking and listening skills and support a Olympic Education Toolkit can be within the curriculum Use this Toolkit as a course in “Olympic point of view with evidence and approached through a variety of different that can be referenced Education: A Values-Based Approach”. thoughtfulness. pathways. to Olympism. For example, in an Olympic Studies Centre Using Dilemmas: Dilemmas introduce a course in Olympic Education could be learners to the complex challenge of Pathway One – Education Through offered to Faculty of Education and making ethical decisions when there are Olympism – An Integrated and Cross- Faculty of Physical Education/Kinesiology competing goals, and every decision has Curricular Approach students. consequences. Doing nothing is also a Some classroom teachers use a thematic or choice with consequences. project-based teaching approach, and Although different countries have different Using Role Plays: Role playing offers the develop their learning outcomes by histories, traditions and moral codes of opportunity to step “into the shoes” of integrating activities from a variety of conduct, many global values are shared or someone else, and make the subject areas. An Olympic theme with its have been mingled and modified by experiences described in writing come potential references to history, modernisation and globalisation. The alive through dramatisation. mathematics, science, language studies, Olympic Movement has created Successful role playing includes physical education, health and life studies is opportunities for promoting these shared preparation beforehand and discussion an ideal theme for this kind of integration. values. Teaching Values: An Educational afterward. Toolkit is designed in a way that Using Small Groups: Using small groups Pathway Two – Teacher-Centred encourages teachers and youth group helps learners to share ideas, develop Classrooms leaders to adapt the various activities in skills and focus on teamwork. For systems which are more teacher- order to meet the expectations of their Successful small-group work depends on centred, or which follow a prescribed programmes and the particular needs of clear instructions about the tasks, making textbook and workbook plans, the reading their learners. time available and encouraging and writing activities may be reworked and imaginative and effective presentation of reorganised for specific age levels. For 3 Adapted from International Red Cross. 2001. the small group conclusions and insights teachers with very large classes, small Exploring Humanitarian Law: Methodology Guide, to the larger group. group work may be desirable. Geneva: International Red Cross, pp. 21-44.

TEACHING VALUES 15 N O

I EDUCATIONAL REALITIES T A C

U AND OPPORTUNITIES D

E TEACHERS AND YOUTH GROUP LEADERS IN DIFFERENT PARTS OF THE WORLD ARE WORKING WITHIN VASTLY DIFFERENT POLITICAL, RELIGIOUS AND EDUCATIONAL SYSTEMS, AND WITHIN CURRICULAR AND ECONOMIC S CONSTRAINTS AND RESTRAINTS. E U L A V

C I P

M “IT IS CLEAR THAT, Language – Translation of a document Philosophy – The educational ideas of

Y BY EMPHASISING THE from the original language in which it was the Olympic Movement are grounded L IMPORTANCE OF written to another language is always an originally in European philosophy and O MULTICULTURALISM, imperfect process, because translation is a educational traditions. Although these O WE ARE NOT REJECTING T filtered communication between an author, ideas seem to resonate in the two UNIVERSAL VALUES. a translator and a reader or listener. Ideas hundred nations that belong to the N QUITE THE CONTRARY,

O easily expressed in one language are Olympic Family, there are many I MUTUAL RESPECT T sometimes not so easy to express in differences among their philosophical

C BETWEEN CULTURES another language. For example, the French and educational systems. Therefore,

U AND MUTUALLY phrase, esprit du sport does not mean receiving acceptance for the values-based D ADOPTING THE BEST quite the same thing as the English phrase teaching and learning strategies used in O ELEMENTS OF THESE IS,

R fair play. In Chinese, where language is this manual may be a challenge in some

T IN MY OPINION, ONE OF presented through thousands of different nations. For example, in faith-based

N THE UNIVERSAL I symbolic characters rather than through educational communities, the challenge VALUES. THE OLYMPIC 1 an alphabet, translation from a Euro- for Olympic educators and youth group MOVEMENT IS A GOOD American literal language is a difficult and leaders will be to identify the ways that N EXAMPLE OF THIS.” complex process. Olympic educators from Olympic values education can support

O (ZHENLIANG HE, IOC MEMBER I different continents have reviewed the Below Angola 2001: existing educational priorities, and to

T AND CHAIRMAN OF THE IOC materials in this Toolkit in an attempt to Local children getting adapt and use the various activities in COMMISSION FOR CULTURE C find the best words and phrases to involved in the fun of ways that are appropriate for the realities

E AND OLYMPIC EDUCATION) express the ideas of Olympism. an Olympic Day. of local belief systems and situations. S Educational systems – Teaching Values: An Olympic Education Toolkit is a 4 Reagan, T. (2000). Non-Western Educational Traditions: Alternative Approaches to Educational Thought and Practice. Mahwah, NJ: Lawrence Erlbaum Associates. global education initiative. However, priorities, programmes and administrations differ in the many educational systems of the world. Schools have different teacher- student relationships and different expectations from parents, students, education authorities and community members. They have different class sizes and infrastructures for teaching and learning. In many African communities, for example, there is a much greater emphasis on the informal educational systems rather than on formal schooling, on oral as compared with written communication, and on the role of the family and community.4 Examinations – Systems such as those of China, with its five thousand year- old system based on meritocracy, or Greece, with its echoes on its ancient, classical past, emphasise memorisation and written exams. These are challenges for Olympic educators in many educational systems. In addition to this Toolkit, the authors hope to be able to provide Internet and CD support in the future in order to provide assessment formats in the cognitive domain.

16 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O

OLYMPIC EDUCATION I T A C

AROUND THE WORLD U D

THE WORK OF THESE NATIONAL OLYMPIC COMMITTEES SHOWS HOW THE IDEAS AND VALUES OF OLYMPISM CAN BE E TAUGHT TO CHILDREN AND YOUNG PEOPLE IN DIFFERENT COUNTRIES. S E U L A V

C I P 5

ALGERIA M ALGERIA – Historically, the project of the Y establishment of the NOA of Algeria was ACTIVITIES 2004/2005 L O borne from the will of the NOC to create O

an institution which would be capable of Activity under the title: Olympic Races T taking charge of the Olympic Education Target Group: Pupils of the 5th and 6th grade of N

programmes in Algeria... There was a primary schools O I

need for carrying the ideals and values of Concept and implementation of 2000 participation T

Olympism beyond a domain which had cards C always been dedicated to sports practice. Distribution of the participation cards to the schools U Established on the 25th February 2002 Distribution of T-shirts, hats and balloons to the D O

the NOA of Algeria is constituted by a participating pupils and schools R

Director, a Coordinator a “Pedagogy and T N Planning” Department, and an Activity “Sport and Fair Play” I

“Organisation and Communication” Target group: Students of high schools and colleges Above 1 Department. The programmes that are Action’s objective: To raise public awareness The Algerian Olympic described below have similar intentions. through games and questions Committee logo. N O

Concept and implementation of a leaflet in 5000 I OTHER EXAMPLES OF copies T

OLYMPIC EDUCATION C

PROGRAMMES E Activity “Sports and ill children” S GUATEMALA6 Target group: Children and teenagers who are Olympic festival – During three days, the hospital patients Guatemalan Olympic Academy and the Action’s objective: To raise awareness and comfort Guatemala Olympic Committee organise an through sport annual Olympic festival including different Distribution of leaflets “Games and Questions” on the Right activities: sponsor’s show, sport exhibitions, occasion of the Olympic Games The Guatemalan conferences and workshops on topics Olympic Committee logo. related to Olympism, as well as a painting and drawing contest entitled “Draw your ALGERIA – ACTION PLAN FOR 2006 sport and name it” aimed at all age groups. The activity, held annually, aims to dissem- inate Olympic principles and promote all ACTIVITY TARGET GROUP PERIOD sports, relating them to art and culture. Cine Forum – The Olympic Academy of Guatemala holds, periodically, a series of “Sport and Fair Play” Students of colleges and January, February, March, April, Cine Forum in different educational To raise awareness high schools May, June 2006 institutions throughout the country, in order through games and questions to make Olympic Philosophy known through an interactive educational program. National Literary Olympic Young people from April-June 2006 Approximately 150 students aged between competition on the subject : 18 to 21 years old 12 and 18 are divided into several groups “Sport without doping: to watch a movie related to Olympism The champions do not cheat” and discuss the values or anti-values identified in the movie. National Session Sports educators, coaches of October 2006 “School and Olympism” the EPS or school leaders 5 The information on Algeria was adapted from the web site of the International Olympic Academy. 6 The information on the activities of the National National Arts Competition People of art and culture June 2006 Olympic Academy of Guatemala was received from the “Works of Olympic Olympic Studies Center of the Autonomous University of as part of the data collected for a inspiration” project sponsored by the IOC.

TEACHING VALUES 17 N O I T A C U D E

S E U L A V

C I P

M Right reverted back to

Y the classic Cassioli L design. In 1988, the O Olympic Games O

T reverse featured a soaring N

O dove of peace with a I

T laurel branch in its

C beak. Barcelona in

U 1992 used only a large D Games emblem on the O R T N I

1

N O I T C E S

ALBANIA7 Above Philippines NEW ZEALAND Olympic week in schools 1998: Competitors New Zealand’s active National Olympic Educational programmes organised by the celebrate on the Academy works closely with the country’s National Olympic Committee and Academy podium after an Ministry of Education. Learning outcomes of Albania in collaboration with the Ministry Olympic Day run. related to the values of Olympism appear of Education, the Regional Directorate of throughout the New Zealand Health and Education, and the University of Sport, are Left The Albanian Physical Education Curriculum. aimed to increase familiarisation with the Olympic Committee The national Olympic committees of Olympic ideals and sport for a better life. logo. countries such as New Zealand, Australia, The initiative involves the organisation of , Germany, and Canada, an Olympic Week every two years in each promote Olympic education through school of Albania, from elementary to excellent web sites and special Olympic gymnasium (high level). For one week, Education promotional programs for schools. various activities are organised by the They also produce educational materials for schools including class activities in all teachers prior to each Olympic Games. Many curriculum subjects, art contests, a national Olympic committees organise 7 The information on the activities of the National Olympic Academy of Albania was sporting contest during the last day of the received from the Olympic Studies Center of the Autonomous University of Barcelona as Olympic Day activities – youth runs, art week and an Olympic quiz. part of the data collected for a project sponsored by the IOC. contests and youth leadership seminars.

18 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O I T A C U D E

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“THROUGH THEIR LEARNING Above Antigua 1992: IN HEALTH AND PHYSICAL The Olympic Rings are EDUCATION, STUDENTS WILL recognised worldwide. DEVELOP A POSITIVE AND RESPONSIBLE ATTITUDE TO Right New Zealand THEIR OWN PHYSICAL, Olympic Committee MENTAL AND EMOTIONAL, logo. SOCIAL, AND SPIRITUAL WELL BEING… RESPECT FOR THE RIGHTS OF OTHER PEOPLE… CARE AND CONCERN FOR OTHER PEOPLE IN THEIR COMMUNITY AND FOR THE ENVIRONMENT… [AND] A SENSE OF SOCIAL JUSTICE”8

8 New Zealand Ministry of Education.1999. Health and Physical Education in the New Zealand Curriculum, p.34.

TEACHING VALUES 19 N O

I THE CHALLENGES T

A THE OBJECTIVES OF PIERRE DE COUBERTIN’S ORIGINAL OLYMPIC MOVEMENT FORM THE BASIS OF THE

C FUNDAMENTAL PRINCIPLES OF THE OLYMPIC CHARTER. THE CHALLENGE NOW IS FOR MEMBERS

U OF THE OLYMPIC FAMILY TO PROMOTE THESE VALUES. D E

S E U L A

V henever the Olympic flag is FOR MEMBERS OF THE

raised during the Opening OLYMPIC FAMILY C I

P W Ceremony of an Olympic As a member of the Olympic Family you

M Games, the world celebrates the ideas of represent the Olympic Movement. Whether

Y the founder of the modern Olympic you are an IOC member, an Olympian, a L Movement, Pierre de Coubertin Games organiser, or a sponsor, you stand O (1863-1937). His objectives were for the values and principles of Olympism. O

T educational. He believed that young Imagine yourself as the guest of honour people needed to train their bodies as at the Opening Ceremony of an Olympic N

O well as their minds. He wanted the Day Games in a school or community. I

T schools in his country to include Hundreds of excited young people wait for

C compulsory organised sports in their you to declare the ‘Olympic Day Games’

U programmes. He thought that his ideas officially open. They have learned about D would receive good publicity if he Olympic history, other participating nations O

R organised an international sporting event and the values of the Olympic Movement. In

T based on the heritage of the ancient keeping with the belief that the Olympic N I Olympic Games of Greece. Games are more than another sports event,

1 In 1894, Pierre de Coubertin invited students have produced their own torches colleagues and friends to a Congress. At and posters, and are looking forward to a N the Congress he introduced a plan to day of sport and cultural activities. They will O

I revive the Olympic Games. The be challenged to practise fair play, accept T committee to plan these Games was individual differences and be the best that C called the International Olympic they can be. This is Olympism in action! E Committee. These educational values of Olympism do S His objectives are summed up in the not emerge automatically from active “Aims of the Olympic Movement” participation in sport. They have to be taught. which appear in the original Olympic As a member of the Olympic Family, you Charter. are in a unique position to share and The Olympic Charter has been revised promote this Toolkit. Because of your many times. It guides the work of the participation a child may be inspired to International Olympic Movement. Pierre become a future Olympian, or a champion de Coubertin’s “Aims” are now called for human rights in sport and in life. You “Fundamental Principles.” will have made a difference in a child’s life.

THE AIMS OF THE OLYMPIC MOVEMENT (1894)

To promote the development of those physical and moral qualities which are the basis of sport To educate young people through sport in a spirit of better understanding between each other, and of friendship, thereby helping to build a better and more peaceful world To spread the Olympic principles throughout the world, thereby creating international goodwill To bring together athletes of the world in the great four-yearly sports festival, the Olympic Games

20 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT N O I T A C U D E

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N O I T C E S

Above 1896: Athens, Greece, hosted the first Olympic Games. Here you can see the activity in the white marbled Panathinaiko Stadium before a hurdles event.

Right Seoul 1988: A match between India and Pakistan. Mohinder P. Singh (IND) tries to evade Tahir Zaman (PAK) and Muhammad Qamar I. (PAK).

Left Pierre de Coubertin and his invitation to the Congress of 1894.

TEACHING VALUES 21 FOR COACHES, SPORT Sometimes fierce competition and the Below began 100 years ago as a 19th century

N AND YOUTH CLUB pressure to win in both school and 1991: IOC member European educational reform project of O

I LEADERS community sports can be a deterrent to Anton Geesink starts Pierre de Coubertin. Today they are the T Jacques Rogge, President of the the realisation of Olympic values like fair an Olympic Day Run in “largest spatiotemporal concentration of A 10

C International Olympic Committee made the play. Nevertheless, coaches all over the the Netherlands. Dr. attention in human history.”

U following statement about sport and the world are in a unique position to teach the Geesink won a The general of the educational

D Olympic Movement: values of Olympism. One of the most medal in at the values of Olympism seems to act positively E “The unique strength of the Olympic effective ways for young athletes to learn Olympic Games, as a “transnational space” – a place S Movement lies in its capacity to enthuse a about fair play, for example, is to provide 1964. where the symbols and ceremonies, values E

U dream in successive young generations: an opportunity for them to discuss the and principles of the Olympic Movement L The examples of the champions implications and consequences of their Right 1998: A are worked out, worked through, adapted A

V motivates young people. behaviour. When coaches give their players Japanese girl wearing and re-invented within the context of local

The dream to participate in the Games an opportunity to explore value conflicts an outfit embroidered knowledge and local and national cultural C I 11

P will lead them to sport. Through sport, and to discuss their feelings, beliefs and with the Olympic rings traditions. MacAloon suggests that “there

M they will benefit from an educational tool. behaviour, values education has begun. and the Nagano

Y Sport will help their bodies and minds In older groups the discussion may mascots, the L Sport will teach them to respect the rules. focus on violence and substance abuse, ‘Snowlets’. The O Sport will teach them to respect their while in younger groups the discussion Snowlets (Sukki, O

T opponents. may focus more on playing by the rules, Nokki, Lekki and Sport will allow them to integrate with equal opportunity and fair play. Tsukki) are four owls, N

O society, and develop social skills. Stories and examples in this Toolkit can a bird which I

T Sport will give them an identity. be a basis for discussion. An Olympic represents “the

C Sport will bring them joy and pride. values education initiative, which brings wisdom of the woods”

U Sport will improve their health.” 9 school and community clubs together in in many countries. D Most sports and youth club leaders would an integrated approach, provides a unified O

R accept these statements, and would and consistent message to young people

T probably believe that fair play, respect for about appropriate values and behaviour. N I the rules, respect for opponents, positive

1 social skills, and healthy behaviour are FOR EDUCATIONAL

values that can be developed through active AUTHORITIES AND N participation in sport and physical activity. ADMINISTRATORS O

I However, these outcomes are not the result The events of the modern Olympic Games T of participation in sport alone; these have broad international appeal and a C desirable behaviours have to be taught. world-wide television audience. They E S

22 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT

“NO ONE IS BORN HATING ANOTHER PERSON BECAUSE OF THE COLOUR OF HIS SKIN,

OR HIS BACKGROUND, OR HIS RELIGION. PEOPLE MUST LEARN TO HATE, AND IF N

THEY CAN LEARN TO HATE, THEY CAN BE TAUGHT TO LOVE, FOR LOVE COMES MORE O I

NATURALLY TO THE HUMAN HEART THAN ITS OPPOSITE.” (NELSON MANDELA) T A C

is no such thing as ‘the Olympic Games,’ education with sport and culture in the Below Nelson American traditions, is also consistent with U there are many thousands of Olympic service of peace. Mandela, the the active living goals of the World Health D E Games.” 12 inspirational former Organisation (WHO) and UNESCO (the What does this mean for you as FOR TEACHERS AND President of the United Nations Education, Scientific and S E

authorities within your national education INSTRUCTORS Republic of South Cultural Organisation). These organisations U systems? Teaching Values: An Olympic Inspiring the moral and physical . are concerned about the growing problem L A

Education Toolkit is designed to convert development of children and youth through of obesity in young people in economically V

Olympic stories, traditions and history into participation in sport and physical activity developed countries – a problem C I

curriculum-based learning activities. is the goal of the Olympic Movement. This compounded by the lack of physical P

Children and youth learn best by being goal, although based originally on Euro- activity and the increase in sedentary M enthusiastically engaged. Learning Y activities based on the educational values L O of Olympism provide a useful context for O

locally produced interpretations, insights, T representations and activities. These N

learnings seem to reaffirm the required O I

learning outcomes of school-based T curricula. South African teachers, for C example, integrate the concept of ubuntu U – an ancient sub-Saharan word meaning D O

[more or less] “I am what I am because of R who we all are” – with the Olympic T N societal values of universality and I

13 humanity. 1 Therefore, exercises and stories based on Olympic themes provide a natural N O motivation for values-based teaching I activities in a variety of subject areas. They T will help young people to explore the C traditions of their own national and cultural E communities. They will support the goal of S sport as well as the goal of education in schools to improve the moral and physical development of their participants and students. A programme based on the values of Olympism can help to transcend and also celebrate difference by focusing on the common aspirations that we all have for the well-being of our children. We want them to be physically active and healthy; we want them to play fair; we want them to respect others; and we want them to become the best that they can be. The activities in this Toolkit can inspire imagination and hope by blending

9 Rogge, J. (2001). Editorial: Towards greater universality. Olympic Review, August-September 2001. www.olympic.org/upload/news/olympic_review/review_ 200219124038_UK.pdf 10 MacAloon, J. (1996). Humanism as a political necessity? Reflections on the pathos of anthropological science in Olympic contexts. Quest, 48(1), 67-81, p. 75. 11 Binder, D. 2002. Olympic odyssey: Facilitating an International Olympic Education Project. Unpublished Doctoral Dissertation. : University of Alberta, p. 203. With thanks to Noel Gough (2000) for the concept of “transnational spaces.” 12 MacAloon, J. Ibid. p. 76. 13 Binder, 2000. Be a champion in life: An international teacher’s handbook. Athens: Foundation of Olympic and Sport Education.

TEACHING VALUES 23 lifestyles. It is a goal that also resonates in contribute to the development of learning Right Two young

N economically developing countries, where outcomes in many different subject areas. runners, one from Iran O

I competition for limited access to higher Government curriculum requirements (2005) and one from T education through written exams is fierce, often leave little room for additional Senegal (1997) A

C and children are forced to achieve programmes or for use of optional learning embrace the challenge

U academically at the cost of their health. materials. Therefore, Teaching Values: An of sport during an

D Perhaps your school does not have the Olympic Education Toolkit is organised to Olympic Day Run. E facilities or the curriculum time for allow flexible use. S physical education. Perhaps you do not Educators may choose information or Below Thailand 2005: E

U have qualified people to instruct in activities from the Toolkit to support or Young people L physical education. Pierre de Coubertin enrich their existing programmes. celebrate during an A

V met this same situation over 100 years Educators may choose to use the entire Olympic Day Run.

ago when he was trying to reform the Toolkit as a course in Olympic education. C I

P education system of . He Educators may come together within a

M complained that young people were “being school to plan an Olympic Day or Olympic

Y stuffed with knowledge … [and] … turned Week. Integrating the activities of the L into walking dictionaries.”14 He suggested Toolkit across a variety of subject areas O that young people develop positive values offers a school the opportunity to work O

T like fair play, respect for others, and the together, and to begin and end the desire to challenge their abilities by Olympic theme with special symbols and N

O actively applying them in real situations – ceremonies that will enhance the learning I

T and specifically in sport and games. experiences. (For a description of how to

C Educational research today supports De plan an Olympic Day or Olympic Week see

U Coubertin’s conviction that participation in Section 5, p. 126.) D sport and physical activity contributes to a Inspire the dreams of learners with O

R healthy lifestyle, effective learning and the Olympic stories of triumph and tragedy.

T development of positive values. Inspire international understanding and N I Furthermore, the educational values of the peace with the messages, magic and

1 Olympic Movement – joy of effort in sport mystery of the and and physical activity, fair play, respect for ceremonies. N others, striving for excellence, and balance Inspire the humanity of learners by O

I between body, will and mind – have teaching the Olympic values. T relevance and application far beyond the 14 Quoted in Mueller, N. (Ed.). (2000). Pierre de C context of sport. Activities which focus on Coubertin: Olympism – Selected Writings. Lausanne: E the development of these values can International Olympic Committee S

24 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

CELEBRATING THE VALUES N O M E

THROUGH SYMBOL R E C

AND CEREMONY D N A

L O B M Y S

H G U O R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

BACKGROUND INFORMATION...... 26 Above Turin 2006: “…WHERE DOES THE The spectacular ABSTRACT CONCEPTION LINKED BY THE RINGS: THE OLYMPIC SYMBOL...... 29 Opening Ceremony in OF OLYMPIC IDEOLOGY Turin continued the AS A MOVEMENT FOR FLYING THE FLAG...... 31 tradition of every PEACE AND Summer and Winter INTERNATIONAL MAKING PROMISES: THE ...... 33 Games. UNDERSTANDING TAKE ON HUMAN FLESH FASTER, HIGHER, STRONGER...... 34 AND BLOOD?… THE ANSWER IS IN THE IGNITING THE SPIRIT: THE OLYMPIC FLAME...... 36 CEREMONIES…” (JOHN MACALOON)1 SYMBOLS OF PEACE...... 38

REPRESENTING THE SPIRIT: OLYMPIC GAMES’ POSTERS...... 39 1 MacAloon, J. (1996). Olympic ceremonies as a setting ATHLETICS AND ART IN ANCIENT GREECE...... 41 for intercultural exchange, in De Moragas, M., MacAloon, J., and Llinés, M. (Eds.). Olympic Ceremonies: Historical Continuity and Cultural Exchange. Lausanne: International ONE WORLD: ONE DREAM – BEIJING 2008...... 42 Olympic Committee, pp. 29-43.

TEACHING VALUES 25 Y

N BACKGROUND O M E

R INFORMATION E THE OLYMPIC GAMES LIVE IN THE IMAGINATION THROUGH THEIR SYMBOLS AND TRADITIONS. THIS SECTION C INTRODUCES THEM AND SHOWS HOW THEY CAN BE USED TO PROMOTE THE VALUES OF OLYMPISM. D N A

L O B

M ierre de Coubertin (1863-1937), OLYMPIC MESSAGE Y the founder of the modern S Olympic Games, understood the “THE MOST IMPORTANT H P importance of emotion and imagination as THING IN THE OLYMPIC G

U educational tools. He integrated sports GAMES IS NOT TO WIN

O with culture in the organisation of the BUT TO TAKE PART... R Olympic Games. He created symbols and JUST AS THE MOST H

T encouraged ceremonies, music, and IMPORTANT THING IN

S pageantry. These artistic and cultural LIFE IS NOT THE

E experiences make the Olympics different TRIUMPH, BUT THE U from other sporting events and provide a STRUGGLE.” L

A basis for values education activities in a V

variety of curriculum areas – including These words are displayed on the main

E sport and physical education. scoreboard at every modern Olympic H Games. Pierre de Coubertin borrowed T OLYMPIC RINGS them from a speech that he heard in G AND FLAG 1908. N I

T The most widely recognised symbol of the

A Olympic Games is the five interlocking OLYMPIC FLAME AND R rings. The colours are blue, black, red, TORCH B

E yellow and green. They are laced The Olympic flame symbolises the striving L together to show the universality of for perfection and the struggle for victory; E Olympism. it also represents peace and friendship. C At least one of these five colours The tradition of the modern Olympic torch 2

(including the white background) appears began in 1936 at the Games and

N in the flag of every competing nation. The has since remained as an Olympic

O rings are often said to represent the five custom. The torch is lit by the sun at I parts of the world involved in the Olympic Ancient Olympia, Greece and then passed T Games: , , , Africa and from runner to runner in a relay to the host C

E the . city. There it is used to a flame in a

S The Olympic flag has the five coloured cauldron at the Olympic Stadium during rings on a white background and was first the Opening Ceremony. The flame burns hoisted over an Olympic stadium in 1920 throughout the Games and is extinguished during the Games. At each at the Closing Ceremony. Olympic Games the flag is brought into the stadium during the Opening Ceremony OPENING CEREMONY Above Turin 2006: and raised on a flagpole. It must fly in the The Opening Ceremony is the first public Stefania Belmondo stadium during the whole of the Olympic event of the Olympic Games and is (ITA), the last torch Games. primarily the responsibility of the host bearer during the The lowering of the flag at the Closing city’s Organising Committee. The order Opening Ceremony. Ceremony signals the end of the Games. of the ceremony is stipulated by the The mayor of the host city of the Games Olympic Charter (see box, right). Right Athens 2004: then passes the Olympic flag to the mayor Raising the flag of the next host city of the Games. OLYMPIC ANTHEM during the Opening The music was written by Greek composer Ceremony. OLYMPIC MOTTO Spyros Samaras and the words were added The Olympic motto is CITIUS, ALTIUS, by Greek poet in 1896. It FORTIUS which is for FASTER, was adopted by the IOC in 1958. The HIGHER, STRONGER. The motto was Olympic anthem is played at the Opening created in 1891 by Father Henri Didon, a and Closing Ceremonies of all Olympic friend of Pierre de Coubertin, and adopted Games and during all official International by the IOC in 1894. Olympic Committee ceremonies.

26 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y N O M E R E C

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N O Above The first I OPENING CEREMONY T Olympic Flag. This flag ORDER OF EVENTS: C

was prepared under E

Baron Pierre de S Parade of Nations – Greece first, Coubertin’s orders, and host city last, others in alphabetical order. was displayed during Speeches by the President of the the Pan-Egyptian Organising Committee and the Games, Alexandria, President of the International Egypt in 1914. You can Olympic Committee. see the words Head of State of the host country “Alexandrie 5 Avril officially declares the Games 1914” on the flag. “open.” Olympic flag is raised as the Right Olympic anthem is played. 1994: Violinists in a Olympic torch is used to light the sleigh, a Norwegian Olympic flame. tradition, at the Doves are released as a symbol Opening Ceremony. of peace. Olympic oath is taken by an athlete and an official. Cultural entertainment is provided by the Organising Committee of the host city.

TEACHING VALUES 27 Y CLOSING CEREMONY

N ORDER OF EVENTS: O

M Olympic athletes are not E separated into national teams as R

E they enter the stadium, to

C symbolise the unity and

D friendship of the Games.

N Three are raised to the A

national anthems – Greece, host L country and next host country. O Olympic flag passed to the Mayor B of the next host city. M

Y President of the International S

Olympic Committee pronounces

H the Games closed:

G “I declare the Games of the

U (current) Olympiad closed, and O in accordance with tradition, I R call upon the youth of the H

T world to assemble four years

S from now at (the site of the E next Olympics), to celebrate U

L with us there the Games of the

A (next) Olympiad.” V

ATHLETES’ OATH branch that was cut with a gold-handled Above Nagano 1998: Olympic flame is extinguished. E knife from a wild tree. The Kenji Ogiwara (JPN) Olympic flag is lowered as the H “IN THE NAME OF ALL believed that the vitality of the sacred tree taking the athlete’s T Olympic anthem is played. COMPETITORS, I was transmitted to the recipient through oath. Cultural entertainment by the G PROMISE THAT WE WILL the branch. Organising Committee of the host N I TAKE PART IN THESE T At the modern Olympic Games, Olympic Below Athens 2004: city.

A OLYMPIC GAMES, are presented to the first, second (L-R) R RESPECTING AND and third place athletes. A is (GRE), Francoise B ABIDING BY THE RULES E presented for first place, for Mbango Etone (CMR), L WHICH GOVERN THEM, second and for third. The host and E IN THE TRUE SPIRIT city is responsible for designing the (RUS) celebrate on C OF SPORTSMANSHIP, medals within the guidelines set by the the podium after

2 COMMITTING IOC. The national anthem of the first place the women’s triple 2 OURSELVES TO A 2 Note: Athens presented olive wreaths to all medal

N winner is played as each medallist’s jump. SPORT WITHOUT winners, thus honouring the tradition of the

O national flag is raised. .

I DOPING AND WITHOUT

T DRUGS, FOR THE

C GLORY OF SPORT AND E THE HONOUR OF S OUR TEAMS.” During the Opening Ceremony, an athlete from the host country comes to the platform and reads the Oath on behalf of all athletes. Then an official or a judge reads a similar oath on behalf of the judges and officials. The Olympic oath was first used at the 1920 Olympic Games in Antwerp.

CLOSING CEREMONY The Closing Ceremony signals the official end of the Olympic Games and is usually shorter and simpler than the Opening Ceremony. The sequence of events was formalised in 1956 (see box, above right).

THE MEDAL CEREMONY At the ancient Olympic Games, only the first place winners received awards – a simple wreath made from an olive tree

28 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

LINKED BY THE RINGS: N O M E

THE OLYMPIC R E C

SYMBOL D N

USE THIS ACTIVITY TO INTRODUCE THE IDEA OF SYMBOLS. USE THE OLYMPIC SYMBOL AS A WAY A

OF INTRODUCING THE VALUES OF THE OLYMPIC MOVEMENT. L O B M Y S

H G U O R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

BEFORE YOU READ – Above The Olympic READING FOR DISCUSSION QUESTIONS TO ASK Rings. Look at the five rings. They are joined Pierre de Coubertin, the founder of Have you seen the Olympic Rings before? together like a chain. You will see them the Olympic Games designed this Where? What do they look like? What do everywhere on TV during an Olympic symbol 100 years ago. you think they mean? Games. These five rings are the symbol of Do you think it is a good symbol for the Olympic Games in all of the world. The the Olympic Games? colours of the top three rings are blue, Why or why not? black and red (going from the left-hand Symbols and colours mean different side to the right-hand side). The bottom things in different cultures. rings are yellow and green. One of these What does BLACK mean (symbolise)? colours is found in the flag of every What does WHITE mean? country in the world. What does RED mean? Some people say that the five rings • in an Asian culture represent friendship among the people on • in a European culture the five large continents of the world. What • in an African culture do you say?

TEACHING VALUES 29 Y

N ACTIVITY SHEET O M E R

E CHECKLIST C

D

N 1 2 3

A ACTIVITY 1

L Colour the Olympic rings below. Make up your own symbol for an Olympic Make a study of other national and

O Day in your school or community. international symbols. Find them in ACTIVITY 2

B Draw it in the space above the Olympic newspapers or magazines. For example,

M rings. what does a red cross or a red crescent ACTIVITY 3 Y Describe your symbol and what it means. mean? What do these symbols represent? S

H G U O R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

30 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

FLYING THE FLAG N O

USE THIS ACTIVITY TO INTRODUCE THE IDEA OF FLAGS AS SYMBOLS. HELP LEARNERS TO COMPARE AND CONTRAST M

THE PURPOSES OF NATIONAL FLAGS AND OF THE OLYMPIC FLAG. NATIONAL FLAGS SUPPORT NATIONAL PRIDE. THE E

OLYMPIC FLAG REPRESENTS INTERNATIONAL UNITY THROUGH SPORT AND THE OLYMPIC VALUES. R E C

D N A

L

“THE EIGHT OF US HAD O THE EXTRAORDINARY B HONOUR OF CARRYING M Y

THE FLAG INTO THE S

STADIUM AND SEE IT H

BEING RAISED FOR G

THE DURATION OF THE U OLYMPIC GAMES. I O WAS HONOURED TO BE R H

PICKED AS THE ONE T

REPRESENTING THE S ENVIRONMENT… IT E U

WAS AN EMOTIONAL L

AND HUMBLING A V EXPERIENCE.” (JACQUES COUSTEAU)3 E H T BEFORE YOU READ – G QUESTIONS TO ASK N I

Have you seen the Olympic flag flying T

anywhere? Where? What does it look like? A R B

READING 1 During the Olympic Games the Olympic Above metre flag for him. E When all the athletes have marched into flag is flown wherever other flags are 2002: Eight world “That’s completely against everything I L the Olympic stadium during an Olympic flown in the Olympic city. The flag heroes/heroines carry in stand for. I want to be able to do it E C Games Opening Ceremony, it gets very symbolises that the city is now living the Olympic flag during myself,” said Sullivan. 2

quiet. Then from one end of the stadium under the Olympic spirit. During the the Opening Ceremony. With one billion viewers expected to

eight people dressed in white enter the Closing Ceremony, the flag is lowered watch the Closing Ceremony, Sullivan said N

stadium. Each of them is holding an edge and given to the mayor of the city that is Below Turin 2006: At the the symbolism of taking the flag was O of the Olympic flag. Holding the flag tight the host of the next Olympic Games. Closing Ceremony, the important. I T between them, they move around the Olympic flag was passed “There are many people with disabilities C

Olympic track. They stop at the flag pole, READING 2 to Sam Sullivan, the who have e-mailed me and said this is E 4

attach the flag and then begin to raise the Flag Waving From a Wheelchair Mayor of , really quite a profound moment for them S Olympic flag. A huge choir sings the Sam Sullivan, the mayor of Vancouver, Canada, host city for the as well as for me and other people with Olympic anthem. It is a very emotional lives his life in a wheelchair and has 2010 Winter Games. disabilities in Canada,” said Sullivan. moment for the athletes and spectators in minimal hand movement. He said he didn’t To solve Sullivan’s problem, engineers the stadium. want someone waving the nearly five- and volunteers in Vancouver designed a three-angled flag-holder to mount on the armrest of his wheelchair. It had to be designed for a number of scenarios. “That’s one big flag. If the wind takes it, do I end up on my face or falling off the edge of the stage?” Sullivan said. When IOC President Jacques Rogge handed him the flag, Sullivan moved his motorised wheelchair back and forth, to get the flag to wave.

3 O’Sullivan, M. Environment a key theme at Olympics. Voice of American News, February 10, 2002. Sourced online: http://greennature.com/article835.html., June 25, 2006. 4 Excerpted from CBC News. (2006). “Vancouver mayor to wave Olympic flag from his wheelchair. Online: http://www.cbc.ca/story/canada/national/2006/02/24/v ancouver-mayor060224.html. Sourced July 31, 2006.

TEACHING VALUES 31 Y

N ACTIVITY SHEET O M E R

E CHECKLIST C

D

N 1 2 3

A ACTIVITY 1

L The people who are carrying the flag in TALK IN GROUPS TO THINK ABOUT

O the picture below are all people who have Why do nations have flags? If the Olympic Games came to your city ACTIVITY 2

B made the world a better place to live in. Why does the Olympic Movement have a and country, whom would you pick to be

M Five of these “flag bearers” represented flag? the eight flag bearers for the Olympic ACTIVITY 3 Y the five main regions of the world. The flag? S other three represented the three pillars of Why would you pick each of these people? ACTIVITY 4 H the Olympic Movement: sport, culture and G

U environment. Use the internet or ask your ACTIVITY 5

O teachers/elders what each of the following R leaders has achieved and why they were H

T chosen.

S Archbishop Desmond Tutu – Africa

E John Glenn – the Americas U Lech Walesa – Europe L

A Cathy Freeman – Oceania V

Kazuyoshi Funaki – Asia

E Jean-Claude Killy (France) represented H “Sports” T Steven Spielberg (USA) represented G “Culture” N I

T Jacques Cousteau (France) represented

A the “Environment” R B E L E C

2

N O I T C E S 4 Design and draw a flag for a special event in your community or for your school, or draw the flag of your country. Then explain the symbols and images you have used on your flag.

5 Design an apparatus for a wheelchair that will help someone with a disability to wave a big flag.

32 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

MAKING PROMISES: N O M E

THE OLYMPIC OATHS R E THE ATHLETES’ OATH IS A RITUAL DURING THE OPENING CEREMONY. USE THIS ACTIVITY TO EXPLORE THE C PROBLEMS OF CHEATING IN SPORT IN BOTH ANCIENT AND MODERN TIMES. D N A

L O B

“IN THE NAME OF ALL M Y

COMPETITORS, I S

PROMISE THAT WE H

WILL TAKE PART IN G

THESE OLYMPIC U GAMES, RESPECTING O AND ABIDING BY THE R H T

RULES WHICH GOVERN

THEM, COMMITTING S OURSELVES TO A E U

SPORT WITHOUT L

DOPING AND WITHOUT A V DRUGS, IN THE TRUE SPIRIT OF E H

SPORTSMANSHIP, FOR T

THE GLORY OF SPORT G

AND THE HONOUR OF N I

OUR TEAMS.” T (MODERN OLYMPIC OATH, A R

OLYMPIC CHARTER, 2003) B E L E C

2

N O I T C

READING These fines were used to build small Above Cheaters in the Did you keep your promise? E

Cheating and Punishment in Ancient statues of called “Zanes.” For ancient Olympic How did you feel about keeping or S Olympia hundreds of years other athletes walked Games were punished breaking your promise? How would you punish a cheater in a past these statues as they marched into by having to pay for a Why did you feel this way? sporting event in your community? the stadium. small statue of Zeus, If you cheated during a sports The Ancient Greeks had a very unusual The statues were a good reminder of bearing their name. competition, would you like your way of punishing athletes who cheated. the consequences of cheating. Some of school or community to put your They had to pay for a statue that had their the bases of these statues can be seen name on a statue that would stand in names and their families’ names on it. today at ancient Olympia. The names of the front of the school? Everybody walked past these statues on the cheaters are still there for everybody to Why or why not? their way to the stadium. How see – 3,000 years later. How would your parents feel? embarrassing! What are appropriate punishments for The ancient Olympic Games of Greece FOR DISCUSSION your classmates if they cheat? were organised with many rules and What kind of actions break the rules Do you think this is an effective rituals – just like our Games. They were in Olympic sports competitions. ‘consequence’ for cheating? sacred to the Greek god Zeus. Athletes, What happens to the people who What is the punishment for cheaters their fathers and brothers, and officials break the rules? in sports today? promised to obey the rules at a ceremony Describe a ceremony in your culture Do these punishments prevent in front of the temple of Zeus before the or tradition in which people make people from cheating? Games began. promises or oaths. Why do people Why or why not? However, there were sometimes make promises like this? What measures would you suggest in cheaters. As a penalty for cheating the Have you ever made a promise to order to prevent cheating and athlete and his city had to pay a large fine. someone? violence in a sports competition?

TEACHING VALUES 33 Y

N FASTER, HIGHER O M E

R STRONGER E MOTTOS AND MESSAGES HIGHLIGHT IMPORTANT VALUES. USE THE OLYMPIC MOTTO AND MESSAGE AS C MODELS FOR DEVELOPING OTHER MOTTOS OR SAYINGS TO REPRESENT THE OLYMPIC VALUES. D N A

L O B

M itius, Altius, Fortius are Y Latin words. They mean S “faster, higher, stronger”. H C

G In many Olympic sports, the athlete that is

U the fastest, the highest or the strongest

O wins the gold medal. R There are some Olympic sports that use H

T a judging system to decide who wins the

S gold medal. Gymnastics, and figure

E skating are three examples. These sports U are judged by a panel of judges. They look L

A for things like spectacular moves, body V

control, artistic style and difficulty of

E movements or combinations of movements. H T FOR DISCUSSION G Can judges or officials cheat? How? N I

T Why would they cheat? What are the

A consequences of their cheating? R

B “THE MOST IMPORTANT E

L THING IN THE OLYMPIC

E GAMES IS NOT TO WIN C

BUT TO TAKE PART,

2 JUST AS THE MOST IMPORTANT THING IN N LIFE IS NOT THE O

I TRIUMPH BUT THE

T STRUGGLE. THE

C ESSENTIAL THING IS

E NOT TO HAVE

S CONQUERED BUT TO HAVE FOUGHT WELL.”

FOR DISCUSSION This message appears on the scoreboard at every Olympic Games. Explain what you think it means in your own words. Top Atlanta 1996: Do you agree with this message? Miroslav Simek and Why or why not? Jiri Rohan (CZE) in the Not all athletes or their coaches agree Canoe/Kayak Slalom. with this message. They will cheat in order to win. What are some of the Above Athens 2004: ways that athletes cheat? Why do Rhythmic gymnasts in they cheat? training. How does cheating harm other athletes? How does cheating harm Right 1980: the athlete who has cheated? Men’s Gymnastics, Rings Final. Gold medallist Alexander Dityatin (URS) shows the strength required in this discipline.

34 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

ACTIVITY SHEET N O M E R

CHECKLIST E C D

1 2 3 N

ACTIVITY 1 A

Make posters using the Olympic motto or Write inspirational messages for yourself Write a motto or message for a sport that L

message – or use your own words for the or your friends. you like. ACTIVITY 2 O message. B

ACTIVITY 3 M Y S H G U O R H T S E U L A V E H T G N I T A R B E L E C 2 N O I T C E S

TEACHING VALUES 35 Y

N IGNITING THE SPIRIT: O M E

R THE OLYMPIC FL AME E FIRE, FLAMES, TORCHES AND CANDLES HAVE A SPECIAL ROLE IN HUMAN CEREMONIES – INCLUDING THE ANCIENT C AND MODERN OLYMPIC GAMES. D N A

L O B M Y S

H G U O R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C

E READING organising a modern Olympic Above Olympia 1991:

S Every Olympic Games has a special Games want to use symbols and The lighting of the torch that travels on a long journey from ceremonies from the ancient Olympic flame in Ancient the ruins of the site of the ancient Olympic Games? Olympia for the start of Games to the host city of the modern What special events in your the torch relay of the Olympic Games. The torch lighting community use special flames or fires? 1992 Winter ceremony takes place in front of the For example, when do you use Games. ruined columns of the temple of Hera in special candles? ancient Olympia. The flame is lit by Or build ceremonial fires? Right Nagano 1998: the heat of the sun reflecting off a mirror Why do you think fire and light are so The Olympic torch has into the oil in a big cauldron. A torch is lit important in ceremonies? the shape of a from the flaming oil, and begins its traditional Japanese journey to light the Olympic spirit in other “THE ATHENS torch. The Olympic parts of the world. This journey is called a OLYMPICS WILL BE rings on the upper part “torch relay”. MEANINGFUL of the torch depict EVEN THOUGH I crystallised . The CANNOT PARTICIPATE handle is wrapped FOR DISCUSSION AS AN ATHLETE, SINCE Notice the women in the photo. They are I CAN PARTICIPATE IN with yellow thread, the actresses playing the role of Ancient Greek THE OLYMPIC TORCH colour of royalty. priestesses. The high priestess reflects the RELAY ALL OVER light of the sun from a mirror into the oil in THE WORLD.” the large bowl or cauldron. (CATHY FREEMAN, OLYMPIC Why do you think people who are MEDALLIST, 2000)

36 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

ACTIVITY SHEET N O M E R E C

D

1 N Far left Sydney 2000: A

Carry out a research project on the Andrew Bondini (AUS) L

ceremonies of the ancient Olympic Games. carries the torch. O

Bondini was honoured B

as a torch bearer for M his role as a soldier Y S during the Australian H peacekeeping mission 2 G

in East Timor. U

Design an Olympic torch for a special O ceremony in your school or community. Left Sydney 2000: R H

Explain the symbolism of your design. Cathy Freeman (AUS), T

400m Olympic S

medallist, the E Olympic cauldron U L

during the Opening A V

Ceremony.

3 E

Imagine a special fire or light that H T symbolises friendship and peace. Draw a picture of what you see in your G N I

imagination. T A R B E L E C

4 2

Go to the following web site where the

Olympic Games torches are pictured: N

http://www.olympic.org/uk/games/torino/to O rch_relay/full_story_uk.asp?id=1562. I T Investigate what each one symbolises. C E S 5 Plan a torch relay for a special event in your community that promotes peace and friendship between communities or schools.

CHECKLIST

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

TEACHING VALUES 37 Y

N SYMBOLS OF PEACE O

M EXPLORE SYMBOLS THAT PROMOTE THE OLYMPIC VALUES OF INTERNATIONAL PEACE AND UNITY. E R E C

D N A

L O B M

Y Left The symbol of S “PEACEMAKING the Olympic Truce REQUIRES TOOLS THAT H Foundation, Athens,

G CAN GIVE THE PARTIES

U Greece. A dove with OPPORTUNITIES TO

O an olive branch in its STEP BACK FROM THE R mouth is a symbol of FRAY. WHILE LIMITED H

T peace. IN DURATION AND

S SCOPE, THE OLYMPIC

E Below 1984: TRUCE CAN OFFER A U Opening Ceremony. NEUTRAL POINT OF L

A During a terrible civil CONSENSUS, A V

war in the former WINDOW OF TIME TO

E Yugoslavia, this OPEN A DIALOGUE, A H Olympic Stadium was PAUSE TO PROVIDE T badly damaged, and RELIEF TO A SUFFER- G converted into a ING POPULATION.” N I

T cemetery. This (KOFI A. ANNAN. FORMER

A photo reminds us that SECRETARY-GENERAL OF THE R it is not easy to UNITED NATIONS)5 B

E sustain the Olympic L values of peace and E harmony. C

2

READING torch, ignited at the site of the

N The Olympic Truce ancient Games in Olympia, has been

O In ancient times, a truce was declared before passed from person to person in a I every Olympic Games. This truce allowed national or international Olympic T 5 Annan, K. (2003). “United Nations and Olympic athletes and spectators to travel in safety. Torch Relay. The Olympic flame C Truce.” Athens: International Olympic Truce Centre and

E Today, the Olympic Truce Foundation and the represents the spirit of friendship. United Nations Information Centre. p. 5.

S International Olympic Committee asks An Olympic Village provides housing people who are fighting to stop fighting while for most athletes, their coaches and athletes from the entire family of nations personnel. In the Olympic Village meet under the flame of the Olympic torch. athletes sleep, eat, shop and have fun This action is supported by the United together. They become a family. Nations. The Athens Games in 2004 During the Closing Ceremony, all of promoted the truce and its values around the the athletes enter the stadium world during the 2004 Olympic Torch Relay. together, showing the unity of sport under the Olympic flag. OTHER SYMBOLS OF PEACE FOR DISCUSSION The five Olympic rings symbolise a Interpret the “truce” symbol above. chain that links all of the continents What birds represent peace in your of the world. culture? During a Games, the flags of all the What other symbols of peace exist in participating nations fly in the your cultural tradition? Olympic stadium. What kinds of behaviour cause conflict Doves, ancient symbols of peace, are among people in your school or released during the ceremonies to community? What actions are taken bring their message of peace to the to reduce the conflict? What actions nations of the world. do you think could be taken? Ever since 1936, an Olympic Explain your suggestions.

38 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

REPRESENTING THE SPIRIT: N O M E

OLYMPIC GAMES’ R E C

POSTERS D N

POSTERS CONVEY MESSAGES THROUGH WORDS, PICTURES AND/OR SYMBOLS. USE A STUDY OF OLYMPIC A

POSTERS TO INTRODUCE LEARNERS TO DIFFERENT WAYS TO REPRESENT LOCAL HERITAGE AND L THE VALUES OF THE OLYMPIC MOVEMENT. O B M Y S

H G

Left 1960: The and was found by a female wolf. U

Official Poster of the Nursed by the she-wolf, the twins were O 1960 Summer Games. later adopted by a shepherd and named R H

Romulus and Remus. According to T

tradition, the adult Romulus and Remus S

founded the city of Roma in 753 BCE, on E the site where they were discovered by the U L

she-wolf. Later, in a quarrel for leadership, A V

Romulus killed Remus and became

sole ruler of Rome. E The image of the she-wolf and the H T twins is based on the sculpture of the Lupa Capitolina (Capito’line Wolf), dating G N I

from the 6th Century BC. The original T

sculpture had been damaged during A Antiquity and was restored during the R B

Renaissance. The twins we see today date E from this period. The sculpture has L become a well-known symbol of the E C city of Rome. 2

The Column: the Athlete and the N

Crowd: The scene represented is of an O athlete crowning himself with his right I T hand while holding a palm leaf of victory in C

his left. While he himself is nude, those E

surrounding him are toga-clad. Several S other athletes are also wearing crowns, a symbol of victory.

The Text: The text on the poster uses the writing of ancient Rome for its numbers (Roman numerals) rather than Arabic numbers (which are the way that numbers are now written in Euro-Western writing). These “Roman numerals” reinforce the “antique” identity of the Rome 1960 Games. The text reads “Games of the XVII READING THE IMAGE6 The Wolf feeding Romulus Olympiad, Roma, 25.VIII – 11.IX”; and, on Context: When the city of Rome, Italy, and Remus: The she-wolf and twins the capital, “Roma MCMLX”. received the right to host the 1960 represent the popular myth of the Olympic Games, it made a decision to founding of Rome. Legend has it that the FOR DISCUSSION highlight the rich history of the city. The twin boys were the offspring of the Roman What Olympic values are represented poster shows the upper part of a column, god of war, Mars, and the nephews of the in this poster? known as a capital, decorated with human King of Alba Longa. figures. At the top a she-wolf can be seen, The king, fearing a challenge for the 6 and Studies Centre. (2003). “Olympic Games Posters.” Online: feeding two infants. Text, dates and the crown, set the twins afloat in a basket on http://multimedia.olympic.org/pdf/en_report_776.pdf. Olympic rings complete the picture. the Tiber River, which later floated ashore Sourced July 25, 2006.

TEACHING VALUES 39 Y

N ACTIVITY SHEET O M E R

E CHECKLIST C

D

N 1 2 3

A ACTIVITY 1

L Write the numbers from 1 to 10 in Roman Analyse the 1988 Winter Games Imagine the Olympic Games were to be

O numerals. Interpret the numbers from the poster below. Identify the elements of hosted by your community (or a nearby ACTIVITY 2

B poster of the 1967 Games in Rome. Write Olympic symbols/values and local city). Design an Olympic Games poster.

M these dates in the number symbols from heritage. Can you find the maple leaf What elements would you find it important ACTIVITY 3 Y other language traditions. (symbol of Canada), a snowflake, the “Cs” to include and why? Note: All Olympic S for Calgary, and cowboy boots? Canada posters feature the rings and aspects of H has two national languages. What are importance to the host city. G

U they? Can you see the Rocky Mountains

O behind the city skyline? R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

40 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT Y

ATHLETICS AND ART N O M E

IN ANCIENT GREECE R E PHYSICAL TRAINING AND SPORTS COMPETITIONS WERE AN IMPORTANT PART OF THE EDUCATION OF GREEK BOYS C IN ANCIENT TIMES. THE ART WORK ON POTTERY FROM THESE TIMES OFTEN SHOWS ATHLETES IN ACTION. USE THE PHOTOS BELOW TO HELP LEARNERS LEARN ABOUT THE ATHLETIC ACTIVITIES OF THE ANCIENT GREEK CIVILISATION. D THEN HELP THEM EXPLORE NON-OLYMPIC ATHLETIC TRADITIONS IN THEIR OWN CULTURES. N A

L O B M Y S

H G U O R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

READING FOR DISCUSSION Above Artefacts from THINGS TO DO The ancient Greek people wrote wonderful Look at the pictures above. Greece show events of Use the encyclopaedia or the internet poetry, plays and stories. What events are being shown? the ancient Olympic (http://www.perseus.tufts.edu/ They also had beautiful architecture, What else can you learn about life in Games. Olympics/sports.html) to help you to sculpture and art. You can learn a lot Ancient Greece from these photos? find and interpret other sports images about their athletic traditions from Compare and contrast the ancient on Greek pottery. Write a report on their sculptures and paintings on athletic events of Greece and the one of the sports. pottery. modern athletics of Olympic sports. Find out more about pottery-making in Ancient Greece or in your region.

TEACHING VALUES 41 Y

N ONE WORLD: ONE DREAM O

M 7 E

R BEIJING 2008 E HELP YOUNG PEOPLE TO EXPLORE THE UNIVERSAL AND CHINESE SYMBOLS IN THE IMAGES ON THIS PAGE. C

D N A

L O

B THE

M Every emblem of the Olympics tells a Y story. The Beijing 2008 Olympic Games S emblem “Chinese Seal, Dancing Beijing” H (right) is filled with Beijing’s hospitality and G

U hopes, and carries the city’s commitment

O to the world. R H T

S E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

THE SLOGAN OF THE BEIJING 2008 OLYMPIC GAMES “One World One Dream” fully reflects the essence and the universal values of the Olympic spirit – Unity, Friendship, Progress, Harmony, Participation and Dream. It expresses the common wishes of people all over the world, inspired by the Olympic ideals, to strive for a bright future for Mankind.

42 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT …“ˇØ˛–Œ…˝…—˛Stan dard Pictograms of Mascots 3 Y N O M

…“ˇØ˛–Œ…˝…—˛Stan dard Pictograms of Mascots 3 E R E C

D N A

L O B THE OFFICIAL MASCOTS M

OF THE BEIJING 2008 Y S OLYMPIC GAMES Like the five Olympic Rings from which they H draw their colour and inspiration, the G U

(right) will serve as Official Mascots of the O

Beijing 2008 Olympic Games, carrying a R message of friendship and peace – and H T blessings from China – to children all over S the world. E U L A V

E H T

G N I T A R B E L E C

2

N O I T C E S

Above The Beijing Olympic Cultural Festival Symbol; the Environmental Symbol of the Beijing Olympic Games – the “Green Games”; the Volunteer Symbol of the Beijing Olympic Games.

7 Beijing 2008. Web Site. “Image and Look: One World, One Dream. Online: http://en.beijing2008.com/62/67/column211716762.sh tml.Sourced 3 July, 2006.

TEACHING VALUES 43 …“ˇØ˛–Œ…˝…—˛Stan dard Pictograms of Mascots 3 Y

N ACTIVITY SHEET O M E R E CHECKLIST C

D N

A 1 2 3

ACTIVITY 1 L READING FOR DISCUSSION THINGS TO DO O A seal is a stamp that acts as the What do each of the mascots stand Carry out a research project on the ACTIVITY 2 B signature of a person or organisation. The for? Check out the Beijing 2008 writing system of the Chinese M

Y official emblem of Beijing 2008 entitled web site: http://en.beijing2008.com/ language. Learn the Chinese ACTIVITY 3 S “Chinese Seal-Dancing Beijing” cleverly 70/68/column211716870.shtml. characters – for peace, joy, sport, fair H combines the Chinese seal and the art of Invite a person from an Asian tradition play, excellence, welcome. G calligraphy with sporting features, or community to help you to interpret Make and fly a kite that represents a U

O transforming the elements into a human the symbols, shapes and colours. special bird in your culture.

R figure running forward and embracing For example red, the national colour H triumph. The figure resembles the Chinese of the People’s Republic of China, T character “Jing”, which stands for the stands for celebration. S

E name of the host city and represents a How does each of these symbols U particularly significant Chinese style. The celebrate the values of the L

A artwork embodies the following messages: Olympic Movement? V Chinese culture E the colour of red China H T

Beijing welcomes friends from all over

G the world to challenge the extreme, N I achieve perfection and promote T the Olympic motto of “Citius, Altius, A

R Fortius” (Faster, Higher, Stronger). B E L E C

2

N O I T C E S

Left Beijing 2005: Kite- flying is a very popular hobby in China and the kites are often modelled after birds.

Above The Fuwa Nini represents a swallow, which is a messenger of spring and happiness in Chinese culture and is seen as a symbol of good fortune.

44 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S

SHARING THE VALUES E M A G THROUGH SPORT C I

1 P

AND THE GAMES M Y L O

E H T

D N A

T R O P S

H G U O R H T

S E U L A V

E H T

G N I R A H S

3

N O I

BACKGROUND INFORMATION...... 46 Above Salt Lake City “THE GOAL OF T

The Olympic World...... 47 2002: Silver medallist OLYMPISM IS TO PLACE C

Host Cities for the Olympic Games...... 48 Sven Hanawald (GER) EVERYWHERE SPORT E Bigger and Bigger: The Olympic Sports Programmes...... 50 (left) congratulates AT THE SERVICE OF THE S gold medallist Simon HARMONIOUS BREAKING THROUGH BARRIERS: Ammann (SWI) after DEVELOPMENT OF MAN, WOMEN IN THE OLYMPIC GAMES...... 52 the men’s 90m ski WITH A VIEW TO jumping event. ENCOURAGING THE BODY, WILL AND MIND: PARALYMPIC ATHLETES...... 54 ESTABLISHMENT OF A PEACEFUL SOCIETY WELCOMING THE WORLD: CONCERNED WITH THE ORGANISING AN OLYMPIC GAMES...... 56 PRESERVATION OF HUMAN DIGNITY.” TAKING CARE OF YOUR GUESTS: THE OLYMPIC VILLAGE...... 58 (INTERNATIONAL OLYMPIC COMMITTEE, OLYMPIC PROTECTING THE ENVIRONMENT...... 60 CHARTER)

DEFINING YOUR IDENTITY: LOGOS AND MASCOTS...... 62

SOLVING YOUR PROBLEMS: OLYMPIC CHALLENGES...... 63 1 For more information on the Olympic Movement go to the web site of the International Olympic Committee. THE LONG ROAD TO VICTORY: Educational materials are available online at: AN ATHLETE’S STORY (Dan Jansen, USA)...... 64 http://multimedia.olympic.org/pdf/en_report_670.pdf

TEACHING VALUES 45 S

E BACKGROUND M A G INFORMATION C I

P THE OLYMPIC MOVEMENT IS A NETWORK OF ORGANISATIONS, OLYMPIC GAMES ORGANISING

M COMMITTEES, CORPORATIONS AND INDIVIDUALS WHO ARE COMMITTED TO SPORT AND/OR TO THE

Y IDEAS AND VALUES THAT ARE THE FOUNDATION OF OLYMPISM. L O

E H T

D

N THE INTERNATIONAL these countries has a National Olympic Below Uganda 2004: Games under the supervision of the A OLYMPIC COMMITTEE Committee. The National Olympic An Olympic Day International Paralympic Committee. T (IOC) Committee in each country is responsible Festival dance R

O The International Olympic Committee for the national team, and for the performance in THE INTERNATIONAL

P supervises the organisation of each promotion and encouragement of the Uganda demonstrates SPORTS FEDERATIONS S

Olympic Games, and coordinates the values of the Olympic Movement within its the worldwide spread (IF)

H Olympic-related activities of Olympic sport, boundaries. of the Olympic The rules and procedures of Olympic G culture and education. The members of Movement. sports competitions have to be the same U the IOC are influential individuals who have THE ORGANISING for every athlete competing in the sport, O

R made contributions in sport. These people COMMITTEES FOR THE no matter what country they come from.

H act as the IOC’s representatives in their OLYMPIC GAMES (OCOGS) Therefore, each sport is governed by the T respective countries. And the winner is…! These are exciting rules of an International Sports Federation. S They are not representatives of words for cities which have won the vote There are 28 summer sports International E

U national governments in the IOC. for the right to be the host for an Olympic Federations, and 7 winter sports federations. L Sometimes an IOC member has to Games. What this means is that they will The IFs are responsible for overseeing the A

V represent the IOC in more than one be inviting the whole world to come to technical aspects and management of

E country. Some IOC members represent their city. The first thing that each city their sport at the Olympic Games. They

H athletes, and some IOC members come does then is to create an Organising also establish the eligibility criteria for the T

from international sports federations. The Committee, a steadily growing group of competitions of the Games, in accordance

G members meet once a year at the IOC experts and volunteers who will spend the with the Olympic Charter, and join the IOC N I Session. Currently there are 114 IOC next six or seven years planning the in the fight against doping in sport. R members, 23 honorary members and 2 Games, constructing the facilities, A

H honour members. The current President organising the sports and cultural events, COMMISSIONS

S is Jacques Rogge. securing and getting the city ready to The IOC has established working groups,

welcome thousands of athletes, spectators called Commissions, which study certain 3 THE NATIONAL OLYMPIC and media – and finding the funding to specific subjects, advise the President and

N COMMITTEES (NOC) pay for it all. This same Organising make recommendations to the Executive O

I Over 200 countries send athletes to march Committee also has the responsibility for Board of the IOC. Some of these

T behind their flags during the Opening organising the , which Commissions are: Athletes, Culture and

C Ceremony of the Olympic Games. Each of take place 10 days after the Olympic Olympic Education, Marketing, Ethics,

E International Relations, Radio and

S Television, Women in Sport and Sport and the Environment.

OLYMPIC SPONSORS The Olympic Movement receives most of its funding from sales of the rights to broadcast the Olympic Games to media companies. However, it also enjoys the support of several multinational corporations under the TOP (The Olympic partner programme) sponsors’ programme. All but a small fraction of the money collected is distributed back into sport through NOCs, OCOGs and IFs.

FOR DISCUSSION Why do you think the Olympic Games and the Olympic Movement appeal to so many different countries and cultures around the world?

46 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S E M A G

C I P M Y

THE OLYMPIC WORLD L O THROUGH THE WORK OF THE NATIONAL OLYMPIC COMMITTEES IN EACH OF THESE COUNTRIES, E

THE UNIVERSALITY OF SPORT AND THE VALUES OF OLYMPISM ARE AFFIRMED. H T AFRICA Sierra Leone (SLE) Peru (PER) Pakistan (PAK) (ISR) D

Algeria (ALG) Somalia (SOM) Puerto Rico (PUR) Palestine (PLE) Italy (ITA) N A

Angola (ANG) South Africa (RSA) Saint Kitts and People’s Republic of China Latvia (LAT) Benin (BEN) Sudan (SUD) Nevis (SKN) (CHN) Liechtenstein (LIE) T R

Botswana (BOT) Swaziland (SWZ) Saint Lucia (LCA) Philippines (PHI) Lithuania (LTU) O Burkina Faso (BUR) Togo (TOG) Saint Vincent and the Qatar (QAT) Luxembourg (LUX) P S Burundi (BDI) Tunisia (TUN) Grenadines (VIN) Saudi Arabia (KSA) Malta (MLT) H

Cameroon (CMR) Uganda (UGA) Suriname (SUR) Singapore (SIN) (MON) G

Cape Verde (CPV) United Republic of Tanzania Trinidad and Tobago (TRI) Sri Lanka (SRI) Montenegro (MNE) U O

Central African Republic (TAN) of America Syrian Arab Republic (SYR) Netherlands (NED) R

(CAF) Zambia (ZAM) (USA) Tajikistan (TJK) Norway (NOR) H T Chad (CHA) Zimbabwe (ZIM) Uruguay (URU) Thailand (THA) (POL) S

Comoros (COM) Venezuela (VEN) Timor-Leste (TLS) Portugal (POR) E Congo (CGO) AMERICA Virgin Islands (ISV) Turkmenistan (TKM) Republic of Moldova (MDA) U L

Côte d’Ivoire (CIV) Antigua and Barbuda (ANT) United Arab Emirates (UAE) Romania (ROU) A V Democratic Republic of the Argentina (ARG) ASIA Uzbekistan (UZB) Russian Federation (RUS) E

Congo (COD) Aruba (ARU) Afghanistan (AFG) Vietnam (VIE) San Marino (SMR) H T

Djibouti (DJI) Bahamas (BAH) Bahrain (BRN) Yemen (YEM) Serbia (SRB)

Egypt (EGY) Barbados (BAR) Bangladesh (BAN) Slovakia (SVK) G N Equatorial Guinea (GEQ) Belize (BIZ) Bhutan (BHU) EUROPE Slovenia (SLO) I R

Eritrea (ERI) Bermuda (BER) Brunei Darussalam (BRU) Albania (ALB) Spain (ESP) A (ETH) Bolivia (BOL) Cambodia (CAM) Andorra (AND) (SWE) H S Gabon (GAB) (BRA) Chinese Taipei (TPE) Armenia (ARM) Switzerland (SWZ) 3

Gambia (GAM) British Virgin Islands (IVB) Democratic People’s (AUT) Turkey (TUR)

Ghana (GHA) Canada (CAN) Republic of Korea (PRK) Azerbaijan (AZE) Ukraine (UKR) N O

Guinea (GUI) Cayman Islands (CAY) Hong-Kong (HKG) Belarus (BLR) I

Guinea-Bissau (GBS) Chile (CHI) India (IND) (BEL) OCEANIA T Kenya (KEN) Colombia (COL) Indonesia (INA) Bosnia and Herzegovina (BIH) American Samoa (ASA) C E

Lesotho (LES) Costa Rica (CRC) Iraq (IRQ) Bulgaria (BUL) Australia (AUS) S Liberia (LBR) (CUB) Islamic Republic of Iran (IRI) Croatia (CRO) Cook Islands (COK) Libyan Arab Jamahiriya (LBA) Dominica (DMA) Japan (JPN) Cyprus (CYP) Federated States of Madagascar (MAD) Dominican Republic (DOM) Jordan (JOR) Czech Republic (CZE) Micronesia (FSM) Malawi (MAW) Ecuador (ECU) Kazakhstan (KAZ) Denmark (DEN) Fiji (FIJ) Mali (MLI) El Salvador (ESA) Korea (KOR) Estonia (EST) Guam (GUM) Mauritania (MTN) Grenada (GRN) Kuwait (KUW) (FIN) Kiribati (KIR) Mauritius (MRI) Guatemala (GUA) Kyrgyzstan (KGZ) Former Yugoslav Republic of Marshall Islands (MHL) Morocco (MAR) Guyana (GUY) Lao People’s Democratic Macedonia (MKD) Nauru (NRU) Mozambique (MOZ) Haiti (HAI) Republic (LAO) France (FRA) New Zealand (NZL) Namibia (NAM) Honduras (HON) Lebanon (LIB) Georgia (GEO) Palau (PLW) Niger (NIG) Jamaica (JAM) Malaysia (MAS) Germany (GER) Papua New Guinea (PNG) Nigeria (NGR) (MEX) Maldives (MDV) Great Britain (GBR) Samoa (SAM) Rwanda (RWA) Netherlands Antilles (AHO) Mongolia (MGL) Greece (GRE) Solomon Islands (SOL) Sao Tome and Principe (STP) Nicaragua (NCA) Myanmar (MYA) (HUN) Tonga (TGA) Senegal (SEN) Panama (PAN) Nepal (NEP) Iceland (ISL) Tuvalu (TUV) Seychelles (SEY) Paraguay (PAR) Oman (OMA) Ireland (IRL) Vanuatu (VAN)

TEACHING VALUES 47 S

E HOST CITIES FOR THE M A G OLYMPIC GAMES C I

P AFTER A DETAILED EVALUATION OF THE CANDIDATE CITIES, THE INTERNATIONAL OLYMPIC COMMITTEE SESSION

M AWARDS A CITY THE RIGHT TO ORGANISE AN EDITION OF THE OLYMPIC GAMES OR THE OLYMPIC WINTER GAMES IN

Y ITS COUNTRY. L O

E H T

D

N There are two kinds of Olympic Games: READING Below

A HOST CITIES OF THE Summer Games and Winter Games. Winter In countries in the northern part of the 1924: An 11-year-old

T OLYMPIC GAMES Games include the sports that take place world, people competed in sports on snow Sonja Henie (NOR) R

O on snow or . Each type of Games is and ice. They wanted these sports shows the poise and WINTER GAMES P held every four years. included in the Olympic programme. In grace that would see

S Date City 1924 a winter sports week was held in her win three figure

H BEFORE YOU READ – Chamonix, France. The International skating gold medals at 1924 Chamonix, France G QUESTIONS TO ASK Olympic Committee supported this event. It future Winter Olympic 1928 Saint Moritz, Switzerland U What kinds of cities do you think could was a very big success and the IOC then Games. 1932 Lake Placid, USA O

R host a ? A Winter agreed to name the Chamonix 1936 Garmisch Partenkirchen,

H Games? Could a city near you be a host? competitions as the first Winter Games. Bottom Chamonix Germany T Since then the Winter Games have taken 1924: at 1948 Saint Moritz, Switzerland S place every four years – at first in the the first ever Olympic 1952 , Norway E HOST CITIES OF THE

U same year as the Summer Games. Now Winter Games. 1956 Cortina d’Ampezzo, Italy OLYMPIC GAMES L there is a two-year difference between the 1960 Squaw Valley, USA A

V Summer and Winter Games. 1964 , Austria

SUMMER GAMES

E Date City 1968 , France

H 1972 , Japan T

1896 Athens, Greece 1976 Innsbruck, Austria

G 1900 , France 1980 Lake Placid, USA N I 1904 Saint Louis, USA 1984 Sarajevo, Yugoslavia R 1908 London, Great Britain 1988 Calgary, Canada A

H 1912 , Sweden 1992 Albertville, France

S 1916* not held because of war 1994 Lillehammer, Norway

1920 Antwerp, Belgium 1998 Nagano, Japan 3 1924 Paris, France 2002 Salt Lake City, USA

N 1928 , Netherlands 2006 Turin, Italy O

I 1932 , USA 2010 Vancouver, Canada

T 1936 Berlin, Germany 2014 ,

C 1940* not held because of war

E 1944* not held because of war

S 1948 London, Great Britain 1952 , Finland 1956 , Australia and Stockholm, Sweden (equestrian events) 1960 Rome, Italy 1964 Tokyo, Japan 1968 , Mexico 1972 , Germany 1976 , Canada 1980 Moscow, USSR 1984 Los Angeles, USA 1988 Seoul, Korea 1992 Barcelona, Spain 1996 Atlanta, USA 2000 Sydney, Australia 2004 Athens, Greece 2008 Beijing, China 2012 London, Great Britain

48 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S ACTIVITY SHEET E M A G

C CHECKLIST I P M Y

1 2 3 L ACTIVITY 1 O Plan a cultural study on one Olympic Plan a World Fair. Have individuals or small Create a chart comparing the different E

nation from each . Topics for groups study one country from each Olympic Games. Topics could include: ACTIVITY 2 H T

study would include: geography, history, continent. Present the information as a numbers of countries that competed, political and religious systems, sporting “World Fair” with displays on each country numbers of participants, number of media, ACTIVITY 3 D traditions, foods and festivals. and cultural presentations by learners. sports programme and famous athletes. N A

T R O P S

H

HOST CITIES OF THE OLYMPIC GAMES G U O R H T

S E U L A V

E H T

G N I R A H S

3

N O I T C E S

WINTER GAMES SUMMER GAMES

TEACHING VALUES 49 S E BIGGER AND BIGGER: THE M A G OLYMPIC SPORTS C I P M

Y PROGRAMMES L

O THE NUMBER OF SPORTS ON THE PROGRAMME FOR THE OLYMPIC GAMES CONTINUES TO GROW. FOR A SPORT TO BE MADE AN OLYMPIC SPORT IT HAS TO BE GOVERNED BY AN INTERNATIONAL FEDERATION RECOGNISED BY THE E INTERNATIONAL OLYMPIC COMMITTEE. H T

D N A

T R O

P SPORTS S

PROGRAMME FOR

H BEIJING 2008,

G CHINA U O

R Aquatics – Diving,

H Synchronised Swimming, T S Athletics/ E

U – Running, race-walking, hurdles, L steeplechase, marathon, relays, A

V , high jump, ,

E pole , discus, put,

H javelin, decathlon (men) / T

heptathlon (women)

G N I R A

H

S Canoe/Kayak – Slalom, Flat Water

Cycling – Road, Mountain Bike, 3 Track, BMX

N Equestrian – , Jumping, O

I

T

C Football

E Gymnastics – Artistic, Rhythmic, S Trampoline READING In Athens in 1896, 241 athletes from 14 Hockey countries competed in 9 sports. In Athens Judo in 2004, over 10,000 athletes from 201 – cross-country countries competed in 28 sports. “To be running, swimming, fencing, included in the programme of the summer equestrian, shooting Olympic Games, an Olympic sport must be widely practised by men in at least 75 countries and on four continents, and by Shooting women in at least 40 countries and on three continents” (Olympic Charter). FOR DISCUSSION Tennis Which of these sports are popular in your country? What sports do you Volleyball – , play in your country that are similar to Volleyball (indoor) or based on these sports? Weightlifting Which traditional sports are popular – Freestyle, Greco-Roman in your country that are not Olympic sports?

50 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S E M A G

C I P M Y READING L O Winter sports like skating and skiing are E

popular in the parts of our world where H T

cold winter temperatures turn water into

ice and rain into snow. Sliding, gliding D

and jumping on slippery or snowy hills N A on skis, on skates or on seats with runners under them are great fun for T R

children and adults in countries that have O

cold winters. “Only sports widely P S

practised in at least 25 countries and on

three continents may be included in the H programme of the Olympic Winter G Games” (Olympic Charter). U O R

SUGGESTED ACTIVITY H T Most of these sports require equipment and sometimes advanced technology. S E

Carry out a research project on the U technical requirements for Olympic level L A

competition in one of these sports. V

E H

SPORTS T

PROGRAMME FOR G

THE 2010 WINTER N I

GAMES IN R

VANCOUVER A H

Biathlon – (cross-country skiing plus S

target shooting) women and men 3 Bobsled – two-man and four-man;

two-woman N O

Cross Country Skiing – women I

and men T

Curling – women and men C

Ice Hockey – women and men E

Above Albertville 1992: – (single and double; women S Women’s 4x5km cross compete in singles) country skiing relay. Figure Skating – (singles for men and women, pairs, ice dance) Left Turin 2006: Sasha – (aerials and Cohen (USA) performs moguls) women and men in the women’s figure – women and men skating. Short Track Speed Skating – women and men Far left, top Sydney – women and men 2000: Cuba (red) – (downhill, slalom, defeat Russia (green) giant slalom, super-G, combined) to win the gold medal women and men in the women’s Ski Jumping – men volleyball. – (ski jumping plus a cross country ski race) men Far left, bottom Snowboard – (parallel giant slalom, Sydney 2000: Simon half-pipe, snowboard cross) women Whitfield (CAN) after and men his triathlon victory.

TEACHING VALUES 51 S E BREAKING THROUGH M A G WOMEN IN THE

C BARRIERS: I

P 2 M

Y OLYMPIC GAMES L O

SINCE THE FIRST OF THE MODERN OLYMPIC GAMES, IDEAS HAVE SLOWLY CHANGED ABOUT WOMEN AND SPORT.

E WOMEN IN MANY PLACES HAVE INSISTED ON THEIR RIGHTS TO PARTICIPATE IN SPORT AND PHYSICAL ACTIVITY.

H THESE ARE SOME GREAT STORIES ABOUT FEMALE OLYMPIC CHAMPIONS. T

D N A

T R O

P “ANY FORM OF S DISCRIMINATION WITH H REGARD TO A COUNTRY G OR A PERSON ON U

O GROUNDS OF RACE,

R RELIGION, POLITICS, H GENDER OR T OTHERWISE IS S

E INCOMPATIBLE WITH U BELONGING TO THE L

A OLYMPIC MOVEMENT.” V (OLYMPIC CHARTER, 2004. E FUNDAMENTAL PRINCIPLE #5,) H T

G N I

R Left Salt Lake City A 2002: (L-R) Hayley H

S Wickenheiser (CAN)

and her team-mates 3 Geraldine Heaney and

N Colleen Sostorics O

I celebrate their victory

T against the United

C States in the women’s

E final. S

our years after the first Olympic Games of the modern era in FAthens, women took part in their first Olympic Games, in Paris in 1900. Despite the opposition of Pierre de Coubertin, 22 women out of a total of 997 athletes competed in five sports: tennis, sailing, croquet, equestrian and . Since the female participation has greatly increased. Today nearly 40 per cent of the athletes who compete in an Olympic Games are women. The IOC has continually added women’s events to the Olympic programme. Since 1991, all new sports wishing to be included on the Olympic programme must include women’s events.

2 Adapted from International Olympic Committee Factsheet, “Women in the Olympic Movement,” Updated, December 2005, p. 1.

52 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT

1 Barcelona 1992: Yael 3 5 1 Arad (ISR) celebrates S winning a E in the women’s judo. M A G 2 Los Angeles 1984: C Nawal El Moutawakel I P (MAR) became the first M

African woman to win Y an Olympic gold L O medal. E H T

3 Sydney 2000:

Marathoner Tegla D

Loroupe (KEN) N A YAEL ARAD – ISRAEL – – – competed in the JUDO KENYA – MARATHON ETHIOPIA – MARATHON 10,000m, inspiring T R

When Yael Arad, 29, won a judo silver Loroupe is a 4’11” (1m53) marathon Fatuma Roba, a policewoman from many female runners O medal in the 1992 Olympics, she became runner who became the first African woman Ethiopia, became the first African woman in Kenya. P S the first Israeli to win an . In to win a world marathon. In 1994 she won to win an Olympic marathon. At the 1996

Israel, she trained with the coach of the the marathon. Loroupe, 23, Olympic Games in Atlanta, Roba finished 4 Atlanta 1996: Ghada H men’s team because she had trouble was encouraged to run in Kenya by her the race with a time of two hours, Choua’a (SYR) on her G finding training partners. mother and sister, although her father twenty-six minutes and five seconds way to winning Syria’s U O

disapproved. She competed in the (2:26:05). She was a full two minutes first ever gold medal. R

2 10,000m at the Atlanta Olympic Games in faster than the second place finisher, H T 1996 to give herself a rest from . of Russia, who had 5 Atlanta 1996: Fatima Although she did not win a medal her won the 1992 gold medal. Roba (ETH) won the S E

successes have inspired many women to women’s marathon – U become world-class runners in Kenya. FOR DISCUSSION the first female from L A

There are many reasons why it is Africa to do so. V

hard for young women to become E 4 Olympic champions in a sport. H T

Discuss some of these reasons.

In the past, it was thought that women G N were not able to run the long distance I of a marathon race. The Olympic R A

Games did not have a marathon for H

women until 1984. S

NAWAL EL MOUTAWAKEL (USA) became the world’s first female 3 – MOROCCO – HURDLES gold medallist in the marathon. Today,

Nawal El Moutawakel was the first woman women as well as men compete in N O

from Africa to win a gold medal. In the Los marathon races. Why do you think I

Angeles 1984 Olympic Games she people thought that women could not T stunned the world by winning the 400 endure a marathon run? C metre hurdles. Her talent as a hurdler was Does your community or country E recognised by the track coaches of Iowa GHADA CHOUA’A – SYRIA support the participation of women S State University where she went to study – HEPTATHLON and girls in physical activity? Why or in 1983. It took her only a year to reach Ghada Choua’a won the gold medal in the why not? Do you think girls should the top of the podium. She became a heptathlon at the 1996 Olympic Games in participate and compete in sport and heroine in Morocco and since then she Atlanta. Her gold medal was the first ever physical activity? Why or why not? has been active in support of the won by Syria. She also won the heptathlon Interview a female athlete in your development of sport among women in gold medal at the 1995 World community. Why is sport important to Morocco and around the world. She also Championships. Some people say that the her? What barriers has she had to lends her fame and motivation to a variety woman who wins the heptathlon is the overcome? How did she overcome of humanitarian efforts. She is the best all-round female athlete in the world. these barriers? What special founding member and president of the assistance did she need? Moroccan Association of Sport and Development and sits as a member of the National Olympic Committee of Morocco. In 2006 she was one of eight women who carried in the Olympic flag during the opening ceremonies of the 2006 Turin Olympic Winter Games. Her legacy and leadership inspire women, not only in Africa, but around the world.

TEACHING VALUES 53 S E BODY, WILL AND MIND: M A G PAR ALYMPIC C I P M

Y ATHLETES L

O IN THE CENTRE OF THE OLYMPIC MUSEUM IN LAUSANNE, SWITZERLAND IS THE DISPLAY FOR THE ATHLETES OF THE PARALYMPIC MOVEMENT. IT INCLUDES EQUIPMENT USED BY COMPETITORS IN , AND PHOTOS E OF PARALYMPIC ATHLETES IN COMPETITION. THE LABEL ON THIS EXHIBIT SAYS: “BODY, MIND, SPIRIT” – A PHRASE H

T THAT SEEMS TO SUMMARISE THE INCREDIBLE ACCOMPLISHMENTS OF THESE COURAGEOUS ATHLETES.

D N A

T R O

P Left (top) Ljiljana he Paralympic Games are elite S

Ljubisic (CAN) (right), sports events for athletes from

H discus gold medallist different disability groups. They

G T in the Barcelona clearly emphasise, however, the U Paralympic Games participants’ athletic achievements, not O

R 1992. She began to their disability. From the 2012 Games

H lose her sight when onwards, the host city chosen for future T she was just 18 Olympic Games will be obliged to host the S months old after she Paralympic Games as well. E

U was given the wrong L medication. A series of FOR DISCUSSION A

V corneal transplants The motto of the International

E have not been able to Paralympic Committee is “Spirit in

H keep her from going Motion”. Do you think this is a good T

blind. motto? Why?

G Explain the meaning of each of the N I Left (bottom) Sydney following quotations in your own R 2000: Beatrice Hess words. A

H (FRA) (left) dominated

S in the pool at the “YOU CAN TAKE LIFE

Sydney Paralympics. TWO WAYS. YOU CAN 3 Here she celebrates SIT INSIDE FOUR

N with Maria Teresa WALLS, STICK YOUR O

I Perales (SPA). Hess, HEAD IN THE SAND,

T who suffers a mild AND HOPE IT WILL ALL

C form of cerebral palsy, GO AWAY, OR YOU CAN

E now has a total of 19 GET YOUR BOXING

S gold medals for GLOVES ON, PUT YOUR . DUKES UP, AND TAKE LIFE ON THE BEST WAY YOU KNOW HOW.” (LJILJANA LJUBISIC)

“IT IS ALL ABOUT DISCOVERY. MY DISCOVERY IS THAT SWIMMING OPENED THE DOOR TO EVERYTHING: FIRST, IT GAVE ME FREEDOM, THEN A PLACE IN SOCIETY.” (BEATRICE HESS)

Why are Paralympic athletes an inspiration to us all?

54 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S ACTIVITY SHEET E M A G C CHECKLIST I P M Y

1 L ACTIVITY 1 O Carry out a research project on the way E

that Paralympic athletes compete in one of ACTIVITY 2 H the sports listed in the box below. T D

Topics could include: N types of disabilities A special equipment T R

training methods O

famous athletes. P S H G

EVENTS U O

Summer Games – Athens 2004 R

Archery H Athletics T Bocia S E

Cycling U Equestrian L A

Football 5-a-side V

Football 7-a-side E

Goalball H Judo T

Powerlifting G N Sailing I Shooting R A

Swimming H

Table Tennis S Volleyball 3

Wheelchair Fencing N O

Wheelchair Rugby I

Wheelchair Tennis T

Top Athens 2004: (L-R) C

Winter Games – Turin 2006 (AUS), E

Alpine Skiing Eliza Stankovic (AUS), S Ice Tanni Grey-Thompson (GBR) and Chantal Wheelchair Petitclerc (CAN) compete in the T53 800m exhibition race at the Olympic Games.

Middle Athens Paralympic Games 2004: David Hall of Australia plays a backhand during the final of the Men’s Open 2 tennis gold medal match. Invite a person with a disability to come to your class to discuss the challenges they Bottom Salt Lake City have, and to suggest ways to make life Paralympic Games easier for people with disabilities. 2002: Alpine Skiing.

TEACHING VALUES 55 S

E WELCOMING THE WORLD: M A G HOSTING THE C I P

M OLYMPIC GAMES Y L

O HOST CITIES TAKE ON A HUGE ORGANISATIONAL AND FINANCIAL RESPONSIBILITY WHEN THEY AGREE TO HOST AN OLYMPIC GAMES. E H T

D N A

T Left Vancouver, British R TASKS OF THE O Columbia, Canada

P 2003: People celebrate ORGANISING S

the announcement COMMITTEE FOR AN 4 H that Vancouver has OLYMPIC GAMES G won the right to host U the 2010 Olympic To choose and, if necessary, O

R Winter Games. Fifteen build the required sports

H thousand people facilities, competition venues, T gathered in the stadiums and training halls S stadium to hear the To arrange for the required E

U International Olympic equipment L READING READING Committee make the To pay attention to A

V Let the Games begin! Vancouver wins London beats Paris to 2012 Games announcement. environmental and sustainability

3

E 2010 6 July, 2005 – The 2012 Olympic Games issues

H 2 July, 2003 – Vancouver’s winning bid for will be held in London, the International Below London 2006: To give equal treatment to every T

the 2010 Olympic and Paralympic Winter Olympic Committee has announced. One year after winning sport on the program and

G Games was announced this morning to London won a two-way fight with Paris the right to host the ensure that competitions are N I cheering crowds dressed in a sea of red by 54 votes to 50 at the IOC meeting in 2012 Olympic Games, held according to the rules of R and white… When IOC President Jacques Singapore, after bids from Moscow, New then London Mayor the International Sports A

H Rogge made the announcement, GM Place York and were eliminated. Ken Livingstone (L), Federations (IFs)

S erupted in a roar – streamers fell from the Prime Minister Tony Blair called the win then British Prime To provide accommodation for

ceiling and the crowd of thousands “a momentous day” for Britain. Minister Tony Blair and the athletes, their support group, 3 jumped to their feet in excitement, waving Tessa Jowell, then and the officials

N Canadian flags and white towels. The FOR DISCUSSION Secretary of State for To organise medical services O

I cheering continued for several minutes. What are the emotions of the people Media, Culture and To solve transport problems

T in the picture below? Sport, celebrate with To meet the requirements of the

C FOR DISCUSSION Now that they have won the Games, citizens and climb mass media in order to offer the

E What are the emotions of the people what are some of the things that the aboard the 2012 public the best possible

S that you see in the picture above. city of London has to do to plan and double-decker touring information on the Games Why do you think so many people are prepare for the Olympic Games in bus. To organise cultural and feeling this way? What Olympic values 2012? Do you think this is a difficult educational programmes that are demonstrated in this story? job? Why? are an essential element of the celebration of the Olympic Games To ensure that no political demonstration or meeting is held in the Olympic City or its surroundings To write the Games Report on the celebration of the Games in the two official languages (English and French) and distribute it within two years after the end of the Games

3 Vancouver Board of Trade. “The Spirit of Vancouver, 24 July, 2006. Online: http://www.boardoftrade.com/sov_page.asp?pageID=938. Sourced 24 July, 2006. 4 Adapted from the International Olympic Committee: 2004. Pamphlet on the Olympic Movement. Online: http://multimedia.olympic.org/pdf/en_report_670.pdf Sourced 5 July, 2006.

56 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S ACTIVITY SHEET E M A G

C CHECKLIST I P M Y

1 2 3 L ACTIVITY 1 O Pretend that your community wants to Write a letter to a government official Make a plan for the event that you want to E

host a special event. Decide on your event. explaining why you think your community host in your school or community. Your ACTIVITY 2 H T

Make a list of the activities that will take should be able to host this event. How will plan should include: purpose, proposed place during your event. it help the community? activities, facilities needed, equipment ACTIVITY 3 D

needed, people needed, money needed, N A benefit to the community. T R O P S

H G U O R H T

S E U L A V

E H T

G N I R A H S

3

N O I T C E S

TEACHING VALUES 57 S

E TA K I N G CA R E O F YO U R M A G GUESTS: THE OLYMPIC C I P

M VILLAGE Y L

O AN IMPORTANT PART OF EVERY OLYMPIC GAMES IS THE OLYMPIC VILLAGE. IT PROVIDES ATHLETES WITH A PLACE TO EAT, SLEEP AND RELAX AND BRINGS ALL THE COMPETING NATIONS TOGETHER. E H T

D N A

T BEFORE YOU READ – where people from all countries sit side by Below Sydney 2000: Games, what kinds of things would R

O QUESTIONS TO ASK side. In addition to food and places to Flags of the Olympic be important to you in order for you

P What needs do people have who live in a sleep, the Olympic Village also provides a nations fly over the to feel comfortable and safe? How S

village? What special needs do athletes have? marketplace where athletes can shop for Athletes' Village in would you make friends with people

H things they need, and entertainment for Sydney. Over 10,000 from other countries? Would it be G READING the times when they are not competing. athletes and 5,000 easy to make friends? Why or why U Play Together, Live Together: Imagine it! There are no borders officials from 200 not? What would you want to eat? O 5

R The Olympic Village between countries, no barriers separating nations were The International Olympic Committee

H It is true that Olympic athletes need people, except for language. People from accommodated at the says that having an Olympic Village T stadiums in which to compete. But they different countries that may even be at village during the helps to build a better and more S also need places to sleep and eat and relax. war live, eat and play together. Games. peaceful world. What are some E

U That’s what the Olympic Village is for. reasons why they would say this? L In the Olympic Village, each country has FOR DISCUSSION A

V its own living space, but there are If you were an Olympic athlete living 5 Canadian Olympic Association. 1996. The Olympic

E common eating and recreation areas in the Olympic Village during the Truce: Days of Peace for Children. Ottawa: COC, p. 36. H T

G N I R A H S

3

N O I T C E S

58 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S ACTIVITY SHEET E M A G

C CHECKLIST I P M Y

1 2 3 L ACTIVITY 1 O TO THINK ABOUT Draw a plan for your village. You will need Create a model of your village. Or use the E

How will you take care of the guests who houses, a place to eat, medical facilities plan below and decide where you will put ACTIVITY 2 H T

will attend the event that you are planning and entertainment facilities. all the different services and needs that in your community? Where will you feed the Olympic athletes have. ACTIVITY 3 D them? What will you feed them? Where N A will they sleep? What kind of entertainment will you have for them? T R O P S

H G U O R H T

S E U L A V

E H T

G N I R A H S

3

N O I T C E S

TEACHING VALUES 59 S

E PROTECTING M A G THE ENVIRONMENT C I

P THE INTERNATIONAL OLYMPIC COMMITTEE HAS IDENTIFIED ENVIRONMENTAL ISSUES AND SUSTAINABILITY AS

M PRIORITIES, AND INSTRUCTS OLYMPIC ORGANISING COMMITTEES TO IDENTIFY WAYS TO PROTECT AND

Y ENHANCE THE ENVIRONMENT WHEN THEY PLAN AND PREPARE FOR AN OLYMPIC GAMES. L O

E H T

D

N “[THE IOC’S ROLE IS:] A TO ENCOURAGE AND T

R SUPPORT A

O RESPONSIBLE P CONCERN FOR S ENVIRONMENTAL H ISSUES, TO PROMOTE G

U SUSTAINABLE

O DEVELOPMENT IN

R SPORT AND TO REQUIRE H

T THAT THE OLYMPIC

S GAMES ARE HELD

E ACCORDINGLY” U (OLYMPIC CHARTER) L A V

E BEFORE YOU READ –

H QUESTIONS TO ASK T

What is the meaning of the word

G “environment?” Why does the environment N I need to be protected? R A

H READING

S Bobsled: An Environmental

Challenge 3 In the bobsled races, two and four-man

N teams fly down a mile-long, ice-covered O

I course in an aerodynamic sled at speeds

T of as much as 90mph. The team with the

C fastest combined time after two runs gets surfaces and from the air conditioning in Above Salt Lake City area to create a huge new urban park,

E the gold. The 1,500-metre track is quite the Hamar Olympic Hall was recycled to 2002: Switzerland’s and a home for the Olympic stadium and

S steep, is made with artificial ice and has heat other areas in the venue. four-man other Olympic facilities. This park also very sensitive timing equipment. The Environmental protection information was team begin their run. protects the habitat of the rare Golden building of these tracks down a printed on the Games’ tickets by the Bobsleigh courses Bell frog. mountainside is very expensive, and Organising Committee. create a number of Turin 2006 – Awareness of Climate requires many difficult environmental Nagano 1998 – Protecting Endangered environmental Change – The HECTOR Programme – The decisions. Species – Gifu Butterfly – The forest at challenges. Olympic and Paralympic Winter Games are Happon’one was the location of the finish events closely related to the stability of OLYMPIC CITIES AS of the men’s downhill ski race. It is also a climatic conditions and the availability of ROLE MODELS breeding ground for the rare Gifu butterfly. cold weather accompanied by snow. These Olympic cities now make many different Over 300 people, including Olympic are the real “raw materials” for the sports plans to protect the environment and volunteers and local junior high school competitions. For this reason climate promote sustainability. These are some students helped transplant the miyama’aoi protection was considered a priority of the examples. Use them to think about what grass on which the butterfly feeds. The environment policy of the Turin Olympic you will need to do to protect the local junior high school students also Winter Games Organising Committee environment and promote sustainability in transplanted miyama’aoi grass into the ski (TOROC). The HECTOR (HEritage Climate your community. jump area in order to encourage Gifu TORino) Programme created awareness butterflies to lay their eggs there. of the problem of climate change and Lillehammer 1994 – The First “Green Sydney 2000 – Enhancing the Urban compensated for the emission of Games” – Conserving Energy, Educating Environment – Millennium Parklands – greenhouse gases produced during the the Public – Excess heat coming off ice Sydney cleaned up an old industrial period of the Olympic event.

60 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S ACTIVITY SHEET E M A G

C CHECKLIST I P M Y

1 2 3 L ACTIVITY 1 O TALK IN GROUPS TO THINK ABOUT What environmental impacts will the event E

What does “sustainability” mean? There are often arguments between have that you are planning for your ACTIVITY 2 H T

Compare and contrast the people who want to protect endangered community? Consider waste management,

environmental challenges of the animal and plant species and sensitive disturbing natural habitat, use of water ACTIVITY 3 D

Summer and the Winter Games. habitat, and people who want to use the and electricity and special needs. N A How are they the same? land for other reasons. Think about an How are they different? environmental concern in your country. T R

What are the main points made by people O

on both sides of the issue? P S

Left Burkina Faso H 2004: Caring for the G Environment – U O

An NOC Reforestation R

Camp. H T

S E U L A V

E H T

G N I R A H S

3

N O I T C E S

TEACHING VALUES 61 S

E DEFINING YOUR IDENTIT Y M A G LOGOS AND MASCOTS C I

P USE A STUDY OF LOGOS AND MASCOTS TO INTRODUCE LEARNERS TO THE WAY THAT DIFFERENT OLYMPIC CITIES USE MASCOTS, LOGOS AND OLYMPIC TORCH DESIGNS TO REPRESENT THE SPECIAL SYMBOLS AND TRADITIONS OF M

Y THEIR CULTURE AND CITY. THIS STUDY WILL ADD TO AN UNDERSTANDING OF CULTURAL DIFFERENCE. L O

E H T

D N A

T R O P S

H G U O

R Lillehammer 1994

H The emblem features

T 6 the aurora borealis S (Northern lights), the E

U five Olympic rings, L snow and the A

V title “Lillehammer

E ‘94”. It was inspired by

H contact with nature, T

the sky and snow. G N I Mexico City 1968 R The emblem combines A

H the five Olympic rings

S and the year of the

Games. It is drawn in 3 the style of the patterns N C R on pottery and tapestry O

I of the Huichole Indians

T of Mexico.

C READING 1 – LOGOS, THINGS TO DO

E EMBLEMS, SYMBOLS You have been assigned the task of Turin 2006 The S The word “logo” means an emblem or a designing a logo or emblem for the mascots of the Games. symbol that defines the identity of an event that you are planning for your “Neve” (left) is a Olympic Games host city and Organising community. gentle, kind and Committee. It is used as the visual 1 Draw and explain your design. elegant snowball; identifier of the event. Two examples from 2 Study the designs of the logos “Gliz” is a lively, playful Olympic Games on two different and emblems of other Olympic ice cube. They continents are shown here. One was a Games. complement each Winter Games and one was a Summer You have been assigned the task of other and personify the Games. designing a for the event that very essence of winter you are planning for your community. sports. They are the READING 2 – MASCOTS 1 Draw and explain your choice of symbol of a young Often a host city for an Olympic Games mascot. generation that is full will choose an animal that has special 2 Study the mascots of other Olympic of life and energy. symbolism for the region as its mascot. Games. Moscow, USSR, 1980 had a bear (); Research the symbolism of the Seoul 1988 The Sarajevo, Yugoslavia, 1984 had a wolf mascot. mascot, “Hodori”, (Vuchko); Calgary, Canada, 1988 had polar Make a study of the transition of 6 The aurora borealis is a natural phenomenon that portrays the friendly bears (Hidy and Howdy). Sometimes the mascots from animals to cartoon occurs in countries (like Norway) of the far north and side of a tiger, which is south. During the display the “northern lights” move in mascot is an animated or cartoon animals to cartoon humanised curtains of colour across the sky. They represent power, present in many character. figures. tension and dramatic spectacle. Korean legends.

62 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S

SOLVING YOUR E M A G PROBLEMS OLYMPIC C I P

CHALLENGES M Y L

LIKE EVERY ORGANISATION, THE INTERNATIONAL OLYMPIC MOVEMENT HAS HAD ITS SHARE OF PROBLEMS. SOME OF O THESE CHALLENGES ARISE BECAUSE OF THE OLYMPIC GAMES’ PRESTIGE AND POPULARITY. THESE PROBLEMS SOMETIMES AFFECT THE CREDIBILITY OF THE ORGANISATION BECAUSE THEY INCLUDE ACTIONS THAT ARE IN E OPPOSITION TO THE VALUES OF THE OLYMPIC MOVEMENT. USE THIS ACTIVITY AS A PLACE TO DISCUSS H T THE CHALLENGES THAT HAVE FACED THE OLYMPIC MOVEMENT IN ITS 100-YEAR HISTORY. D N A

T R O P

“THE OLYMPIC MOVEMENT HAS SURVIVED MANY CRISES IN ITS MORE THAN 107 YEARS OF S HISTORY: IT SURVIVED THE INTERRUPTION OF GAMES DURING TWO WORLD WARS; IT SUR- H

VIVED BOYCOTTS; IT SURVIVED THE TRAGEDY IN MUNICH; IT SURVIVED DOPING SCANDALS; G

IT SURVIVED ITS OWN CORRUPTION. EACH TIME THE IOC TOOK CORRECTIVE ACTION. WE U

SHOULD, HOWEVER, AVOID ANY COMPLACENCY.” O (JACQUES ROGGE, PRESIDENT, INTERNATIONAL OLYMPIC COMMITTEE, 2004. OLYMPIC REVIEW) R H T FOR DISCUSSION opposition to the Olympic values? Below Salt Lake City An investigation by the IOC uncovered Identify the value conflict for the Olympic Why do athletes use illegal substances? 2002: Military a number of examples of inappropriate S E

Movement in each of the following Investigate the procedures used personnel inspect behaviour by IOC members. A number U situations. to test athletes for illegal substances. vehicles before of them resigned or were expelled. L A

[The Olympic Movement] “survived What are the penalties? allowing them to enter How was this behaviour by IOC V

the interruption of Games [The Olympic Movement] “survived the athlete’s village. members in opposition to the Olympic E

during two World Wars.” its own corruption.” In Salt Lake This is just one of the values? H T

In 1916, 1940 and 1944 the Olympic City prior to the 2002 Winter Games many safety What problems or challenges will you

Games were not held because of war it was discovered that a number of precautions that are have as you plan and organise your G N in Europe. IOC members had accepted favours now in place at the community event? Do you think there I How is this in opposition to the values in return for voting for Salt Lake City Olympic Games. will be opposition? From whom? R A

of the Olympic Movement? during the bidding process. How will you handle this conflict? H

[The Olympic Movement] “survived S

boycotts.” What is a boycott? 3 Investigate the reasons for the

boycotts of the Olympic Games by N O

certain nations, e.g. in Montreal I

1976, Moscow 1980 and Los T

Angeles 1984. How would you feel if C

you were an athlete who was E

expected to win a medal at the S Olympic Games, and because your country decided to boycott the Games, you could not participate? [The Olympic Movement] “survived the tragedy in Munich.” What happened at the 1972 Munich Olympic Games? What was the IOC’s response? The consequence of this event is that the IOC and Organising Committees have to spend a lot of money and pay very close attention to the security of participants at an Olympic Games. Investigate the complex procedures for Olympic Games security. [The Olympic Movement] “survived doping scandals.” What is doping? What kinds of substances are illegal? Why are they illegal? Why is doping in

TEACHING VALUES 63 S

E THE LONG ROAD TO VICTORY: M A G AN ATHLETE’S STORY C I

P IN ANCIENT TIMES, AS TODAY, TO BE AN OLYMPIC ATHLETE WAS A SUPREME HONOUR. ANCIENT OLYMPIC CHAMPIONS

M WERE LOOKED AFTER BY THEIR FELLOW TOWNSFOLK FOR THE REST OF THEIR LIVES. ATHLETES TODAY WHO WIN

Y MEDALS ARE ALSO HONOURED AND CELEBRATED IN THEIR COUNTRIES. TODAY, NEARLY 100,000 OLYMPIANS (ATHLETES L WHO HAVE COMPETED IN THE OLYMPIC GAMES) SPREAD THE SPIRIT OF OLYMPISM AROUND THE WORLD. O

E H T

D N A

T R O P S

H G U O R H T

S E U L A V

E H T

G N I R A H S

3

N O I T

C BEFORE YOU READ – suffering from leukaemia and died just Above Albertville place. A decade of disappointment

E QUESTIONS TO ASK minutes before race time. In his final 1992: Dan Jansen suddenly was erased as Jansen took first S What qualities do you think people need to conversation with her, he promised to win (USA) was expected to place and set a new world record. During have to successfully achieve their goals? in her honour. But instead Jansen fell. Not win a gold medal in the victory lap, he picked up his daughter What happens when they fail? just once, but in both races. He left the men’s 500m speed and carried her around the ice. Calgary empty-handed. Four years later skating. He eventually They had named her Jane, in honour of READING Jansen was again favoured to win, this finished fourth. his late sister. The perfect ending to a The Long Road to Victory: Dan time in Albertville. But after a disappointing story that has become an inspiration to Jansen7 performance, he again left without athletes around the world. Of all the Olympic stories that teach us a medal. about perseverance, very few are as In 1994, Jansen prepared for his fourth FOR DISCUSSION memorable as that of Dan Jansen. Most Olympic Games, in Lillehammer, Norway. Explain why you think Dan Jansen speed-skating victories are decided by a He knew it would be his last chance and persevered in his journey to win an margin of 1/100th of a second. This hoped he could put his past behind him Olympic medal. victory took over a decade. once and for all. But on his first race, to What aspects of the values of The world first met Jansen at the 1984 the horror of everyone watching, Jansen Olympism do his actions represent? Games in Sarajevo, Yugoslavia, when the slipped yet again during the 500m and relatively unknown American placed an finished 8th. Only one race remained. The 7 Adapted from International Olympic Committee Web impressive 4th in the 500m race. In last of his career. Site. “Celebrate Humanity 2002: Dan Jansen.” Online at Calgary in 1988, he was favoured to win Four days after that unfortunate fall, the http://www.olympic.org/uk/passion/humanity/jansen_uk. asp. Sourced 5 July, 2006. (Small wording changes the 500m and 1,000m races. But fate had starting gun sounded for the start of the facilitate understanding for non-native English-speaking other plans. Jansen’s sister had been 1,000m. And everything magically fell into readers.)

64 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

THE FIVE EDUCATIONAL I P M Y

VALUES 0F OLYMPISM L O

Fair Play on the Bobsled Run: Eugenio Monti (Bobsled, Italy)....83 F O

Thanks for the Ski Pole! Bjørnar Håkensmoen (Cross-Country Skiing, Norway)...... 83 S E

Fair Play on the High Seas: U

Lawrence Lemieux (Yachting, Canada)...... 84 L Looks Like, Sounds Like, A V

Smells Like, Tastes Like, Feels Like...... 86 L

What is Fair Play? ...... 87 A

Invent A Fair Play Game ...... 88 N O The Golden Rule ...... 89 I T

Fair Play Project Fair ...... 90 A C

C: RESPECT FOR OTHERS ...... 91 U Living Respect! ...... 92 D E Black and White at the Olympic Games – Friends Forever: E

Luz Long (Germany) and Jesse Owens (USA) ...... 92 V I

“I Have A Dream” – Martin Luther King ...... 93 F

Peace Begins With Me ...... 94 E

Human Rights: The Alphabet for Respect and Acceptance ... 95 H T

My Rights = My Responsibilities ...... 96

Human Rights Role Plays ...... 97 4

Time Out! ...... 98 N Happy Days ...... 100 O I

D: PURSUIT OF EXCELLENCE ...... 101 T Living Excellence! ...... 102 C E Meet China’s Female Athlete of the Century: S Deng Yaping (Table Tennis, China)...... 102 “Football is My Life”: Roger Milla (Football/Soccer, Cameroon)...... 103 A Tale of Two Athletes: Liz Hartel and Jubilee (Equestrian, Denmark)...... 104 Do You Know How to Dream? ...... 105 Doing My Best ...... 106 Angels or Demons: Making Difficult Choices ...... 108 You Are A Champion! ...... 109 Words of Inspiration ...... 110 “I’ll Finish the Race”: John Akhwari (Marathon, Tanzania) ...... 111

E: BALANCE BETWEEN BODY, WILL AND MIND ...... 112 Planning for Balance in the Learning Environment ...... 113 BACKGROUND INFORMATION ...... 66 Living the Balance ...... 114 INTERPRETING THE FUNDAMENTAL PRINCIPLES ...... 68 Grace Under Pressure: VALUES POSTER PROJECT ...... 70 Michelle Kwan (Figure Skating, USA)...... 114 “When the Will Takes Over”: A: JOY OF EFFORT ...... 71 Shun Fujimoto (Gymnastics, Japan)...... 116 Living the Joy! ...... 72 Learn Through Activity ...... 117 “Run For Joy”: Kipchoge Keino (Marathon, Kenya) ...... 72 Body, Mind and Spirit in Ancient Greece ...... 118 Standing Tall: Cecilia Tait (Volleyball, Peru) ...... 72 Winning and Losing: What’s Important ...... 119 Paralympians in Action! ...... 73 Wise Words ...... 120 Good Moves ...... 74 Many Cultures, Many Learners, Many Intelligences ...... 122 Pick a Sport ...... 76 Body and Image: Your Fitness Plan ...... 78 Above Left Children’s Roots and Rites: The Culture of Sport ...... 79 International Drawing Athletic Events in Ancient Greece: You Try It ...... 81 Competition 1985: Artist – Barbu Elena B: FAIR PLAY ...... 82 (12 years old), from Living Fair Play! ...... 83 Romania.

TEACHING VALUES 65 M S

I BACKGROUND P M Y

L INFORMATION O THE FOCUS OF THIS TOOLKIT IS ON HOW TO TEACH THE EDUCATIONAL VALUES OF OLYMPISM. THIS F SECTION OFFERS TEACHING ACTIVITIES IN EACH OF THE FIVE VALUE AREAS. EMBEDDED IN THESE O

ACTIVITIES ARE EDUCATIONAL STRATEGIES TO HELP YOUNG PEOPLE TO DEVELOP AND PRACTISE

S POSITIVE ATTITUDES AND TYPES OF BEHAVIOUR. E U L A V

L A N O I T A

C Olympic Museum

U Lausanne, Switzerland: D Museum Workshop for E Children – Dressing up E

V like the Ancient Greeks. I

F Look at those hairstyles!

E H T

4

N O I T C E S

66 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S I P M Y L O

F O

S E U L A V

L A

f behaviour like fair play, respect and Greeks presented the ethical dilemmas of “ATTACHING SENSE AND MEANING N O striving for excellence are desirable, their lives. These dilemmas and problems TO NEW LEARNING CAN OCCUR ONLY I IF THE LEARNER HAS ADEQUATE TIME T I and are the heart of the Olympic are not so very different from the A

spirit, then young people need opportunities dilemmas and problems that people TO PROCESS AND REPROCESS IT. C

to “rehearse” these types of behaviour. throughout the world experience today. THIS CONTINUING REPROCESSING IS U The activities in this section have been With respect to teaching values, we can CALLED REHEARSAL AND IS A D E designed to provide opportunities for learn from the methods of the Ancient CRITICAL COMPONENT IN THE TRANSFERENCE OF INFORMATION E “rehearsal.” Developed for learners of Greeks. Our experience in Olympic sport V I

different age levels, they will also be useful tells us that lists of rules and general FROM WORKING MEMORY TO F

in English as a Second Language (ESL) principles will not ensure correct LONG-TERM STORAGE... THERE IS E

programmes. Since reading levels vary behaviour. The teaching methods in this ALMOST NO LONG-TERM RETENTION H T

among young people in different parts of Toolkit highlight storytelling, dialogue, [OF INFORMATION OR OF A SKILL]

the world, the activities have not been drama, poetry, music and dance which WITHOUT REHEARSAL.” 4

labelled for particular ages or grades. were also important ways of N Teachers and instructors will know best communicating community values in the (SOUSA, D. (2003). HOW THE GIFTED BRAIN LEARNS. O how to use or adapt the learning materials. culture of classical Greece. THOUSAND OAKS, CA: CORWIN PRESS, INC., P. 27-28.) I Educators may choose information or T activities from the Toolkit to support or C E enrich their existing programmes. They may Ancient Olympia: S also choose to use the entire Toolkit as a The archway leading course in Olympic education. to the stadium. Integrating the activities of the Toolkit across a variety of subject or topic areas offers a school or sports club the opportunity to culminate the programme in an “Olympic Day” celebration in which the whole school or community could participate. (For a description of how to plan an Olympic Day see Section Five, p. 126.) Greek ethical thought helps us to understand the philosophy that guides the modern Olympic Movement, and also to be able to draw parallels with the ethical teachings of other cultures. The Olympic Games, and other Greek festivals, featured not only athletic competitions, but also drama, poetry and music competitions. Each festival was dedicated to one of the great gods or goddesses of the Ancient Greek religion. For example, the festival at Olympia was dedicated to Zeus; the one at to Apollo; the one in Ephesus to Aphrodite. Through the festivals the Greeks reinforced their cultural identity and the principles of their ethical life. In their athletic competitions they celebrated the human body and the thrill of sports competition. In their epic and lyric poetry they expressed their emotions and idealised their heroes. In their drama the

TEACHING VALUES 67 M S

I INTERPRETING THE P M Y

L FUNDAMENTAL O

F

O PRINCIPLES

S USE THE EXERCISES IN THIS ACTIVITY TO HELP LEARNERS UNDERSTAND THE MEANING OF THE MAIN IDEAS IN THE E

U FUNDAMENTAL PRINCIPLES. [REFER TO “FUNDAMENTAL PRINCIPLES,” P. 12] L A V

L A N O I BEFORE YOU READ example” by their behaviour? in Fundamental Principle #4. In order T

A Principles are ideas, values, types of Why or why not? to be friends with someone you have

C behaviour and ways of doing things that are The practice of sport is a human to understand them.

U important to a people or a culture. What right. Every individual must have • Can you be friends with people D values and types of behaviour are important the possibility of practising sport, who are different from yourself? E to your family and your community? Write without discrimination of any kind... How do these friendships develop? E

V three of these values or types of behaviour, What is a human right? Do you How does participating in sport I • •

F and then discuss your list with other people agree that sport is a human right? help people to understand other

E in a small group or with your class. Why or why not? people? H • In some places certain people are • How and where do Olympic T

Vocabulary: principles, philosophy, not allowed to or are not able to athletes develop an understanding

4 exalting, will, universal, ethical, participate in sport. What kinds of of people from other countries?

human right, discrimination, mutual, barriers exist to participation? Athletes who show fair play follow N fair play, solidarity, symbol, interlaced What are some other human Below Athens 2004: the rules of the sport. But the “spirit O • I rights? Who decides whether North (AUS) (left) of fair play” means acting in ways T GROUP ACTIVITY these activities are human rights? congratulates Mariano that go beyond just following the rules. C Here are some of the main ideas from the Write a charter of human rights for Gonzalez (ARG) after How do athletes show the “spirit of

E • • Fundamental Principles. Write answers for the people in your community, Argentina’s victory fair play” in a sport or during a S the questions and then discuss. your club or your school. during the 2004 game? Olympism is a philosophy of life... Mutual understanding and Olympic football • How do you show fair play in your What ideas or values are important in friendship are two important ideas tournament. daily life? your philosophy of life? Pierre de Coubertin, the founder of the modern Olympic Games, said that participation in sport helps young people to develop a balance between body, will and mind. • How do you develop the abilities of your body? Why should you develop these abilities? • How do you develop the abilities of your mind? Why should you develop these abilities? • Developing your will means that you strive to do your best in spite of difficulties. How do Olympic athletes show that they have a strong will? Name some athletes, heroes or heroines in your country that have shown a strong will. Tell their stories. Other important words in Fundamental Principle #1 are: joy, effort, good example and ethical principles. • Name some athletes that you know who have these qualities? How do they show these qualities? • Should athletes set a “good

68 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ACTIVITY SHEET I P M Y L O

CHECKLIST F O

1 2 3 S ACTIVITY 1 E

Write the principles in your own words. Develop a set of fundamental principles or Create posters or murals that represent U

ideals for your own school or organisation. the ideals of the Olympic Movement, or of ACTIVITY 2 L the principles of your school or A V

organisation. ACTIVITY 3 L A N O I T A C U D E

E V I F

E H T

4

N O I T C E S

TEACHING VALUES 69 M S

I VA L U E S POSTER P M Y

L PROJECT O FIVE EDUCATIONAL VALUES THAT RELATE TO PERSONAL OR INDIVIDUAL ATTITUDES AND BEHAVIOUR HAVE BEEN F IDENTIFIED FOR THE PURPOSES OF THIS TOOLKIT. THESE VALUES ARE DESCRIBED BELOW. O

S E U L A V

L

A SUGGESTED ACTIVITY A. JOY OF EFFORT N Interpret the values by discussing O I Young people develop and practise physical, behavioural and intellectual skills by challenging themselves and people or actions that represent or T

A each other in physical activities, movement, games and sport. illustrate each value.

C Interpret the values by making

U B. FAIR PLAY posters to communicate or illustrate D Fair play is a sports concept, but it is applied worldwide today in many different ways. Learning fair play behaviour their meaning. E in sport can lead to the development and reinforcement of fair play behaviour in the community and in life. Write an essay on the topic: E

V “The Olympic Values in My Life.” I C. RESPECT FOR OTHERS F

E When young people who live in a multicultural world learn to accept and respect diversity, and practise personal

H peaceful behaviour, they promote peace and international understanding. T

4 D. PURSUIT OF EXCELLENCE

A focus on excellence can help young people to make positive, healthy choices, and strive to become the best N that they can be in whatever they do. O I

T E. BALANCE BETWEEN BODY, WILL AND MIND C Learning takes place in the whole body, not just in the mind, and physical literacy and learning through Below Thailand 2005: E movement contribute to the development of both moral and intellectual learning. Dancing for joy at an S Olympic Day Run.

70 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

A: JOY OF EFFORT I P YOUNG PEOPLE DEVELOP AND PRACTISE PHYSICAL, BEHAVIOURAL AND INTELLECTUAL SKILLS BY CHALLENGING M

THEMSELVES AND EACH OTHER IN PHYSICAL ACTIVITIES, MOVEMENT, GAMES AND SPORT. Y L O

F O

S E U L A V

L

“OLYMPIC EDUCATION… Below Circle of a “IF CHILDREN DO NOT “EVERY HUMAN BEING A

IS GROUNDED IN Physically Active Life.1 HAVE A CERTAIN HAS A FUNDAMENTAL N O SPORT OR PHYSICAL DEGREE OF RIGHT TO ACCESS TO I EDUCATION AND LINKED SPONTANEITY OR PHYSICAL EDUCATION T A

WITH VALUES TASTE FOR EXERCISE, AND SPORT, WHICH ARE C

DEVELOPMENT. BOTH IN OTHER WORDS IF ESSENTIAL FOR THE U ASPECTS HELP TO THEY ARE FORCED, FULL DEVELOPMENT OF D E DEVELOP CHARACTER THEY WILL SURELY HIS/HER PERSONALITY. E

AND MAKE SOCIETY A HAVE BAD MEMORIES THE FREEDOM TO V I

BETTER PLACE.” OF THE EXPERIENCE, A DEVELOP PHYSICAL, F

(GESSMAN, R., (2004), FEELING OF RANCOUR INTELLECTUAL AND E

OLYMPISCHES AND A DISLIKE FOR MORAL POWERS H T

MENSCHENBILD AND THE VERY SPORT THAT THROUGH PHYSICAL

SCHULISCHE SPORTDIDAKTIK, ONE WOULD LIKE EDUCATION AND SPORT 4

IN GESSMAN, THEM TO ENJOY.” MUST BE GUARANTEED N R. OLYMPISCHE ERZIEHUNG. (PIERRE DE COUBERTIN, IN BOTH WITHIN THE O

SANKT AUGUSTIN: ACADEMIA MÜLLER, N. (ED.). (2000). PIERRE EDUCATIONAL SYSTEM I VERLAG, PP. 16, TRANS. DE COUBERTIN: OLYMPISM, AND IN OTHER ASPECTS T BY D. BINDER) SELECTED WRITINGS. OF SOCIAL LIFE…” C LAUSANNE, SWITZERLAND: (UNESCO CHARTER OF E S INTERNATIONAL OLYMPIC PHYSICAL EDUCATION AND CHILDREN AND COMMITTEE, P.74). SPORT, 1978) PHYSICAL ACTIVITY Young children are naturally active. As Organised Sport they grow older they are less likely to CIRCLE OF be active. The most dramatic drops in A PHYSICALLY and Podium Performance activity occur in the teen years, ACTIVE LIFE1 especially among girls and young women. Young people need to be motivated with a variety of inspirational methods and activities, and clear evidence of progress. Children grow at different rates at different ages, and experience periods of awkwardness during growth spurts. Sports activities need to be adapted so that they are appropriate for the age, abilities and skill-level of learners. Although it is never too late to learn motor skills, many, if not most, of the skills used in adult sport and recreation are learned early in life. Physical and sports education programmes should be given priority in school curricula Recreation School Sports and community life. and Lifelong and Physical Include music where appropriate. Music Participation Education stimulates activity and lightens the spirit. Connect school physical education programmes with sport clubs and community-based programmes and facilities. 1 Adapted from Robertson, S. (Ed.). (2005). Canadian Sport For Life: Long-Term Athlete Development. Canadian Sport Centres, p. 15.

TEACHING VALUES 71 M S

I LIVING THE JOY! P THESE STORIES CELEBRATE THE OLYMPIC ACHIEVEMENTS OF REMARKABLE ATHLETES. USE THEM TO HELP M LEARNERS IDENTIFY THE QUALITIES THAT CHARACTERISE PEOPLE WHO HAVE A PASSION FOR SPORT. Y L O

F O

S E

U BEFORE YOU READ – passion to a new generation of Kenyan Below Munich 1972: training 800 girls, but more needed

L QUESTIONS TO ASK athletes. Keino is now an IOC member and 3,000m Steeplechase attention, so she sought government A Have you ever met someone famous or an accomplished educationist. winner Kipchoge Keino funding. It wasn’t forthcoming. That’s V

L read about a famous athlete? Why is she or (KEN). when Tait decided to run for office.

A he famous? What did they have to do to FOR DISCUSSION She joined the [political campaign] of

N become so successful? These athletes What personal qualities and values Bottom Cecilia Tait populist candidate Alejandro Toledo in 2000, O I demonstrate not only “joy” but also “dignity,” does Kipchoge Keino have that (PER) receives the IOC and was elected by a huge popular vote. T

A a respect for themselves and for others. helped him to become a great athlete? 2003 “Women & Sport While in office, Tait gave birth to her second

C How did Keino live these values in his Trophy” from IOC daughter. “I worked till the day she was

U READING daily life – before and after he won President Jacques born,” she beams.“The advantage of sports!” D Run for Joy: Kipchoge Keino – Kenya gold medals at the Olympic Games? Rogge and IOC Tait’s mission in the Congress, where E High in the hills of Kenya, a young villager Member Ivan Dibos she is one of 20 women among 120 E

V herded livestock. He also followed his READING (PER). congresistas, is to extend that advantage to I 2 F father’s example and began to train as a Standing Tall: Cecilia Tait – Peru everyone. She worked to raise the Youth

E long-distance runner. The hills of Kenya She was raised in a one-room shack in Sports Director to a cabinet position, and

H prepared him well for high altitude the informal settlements outside Lima. has pushed for physical education teachers T

competition. By the mid-, Hezekiah There was no electricity or plumbing, but in all elementary schools. Her goal is to

4 Kipchoge (Kip) Keino was a policeman, but there was a makeshift volleyball court just “change the vision of people in poverty.

he was also leading a “revolution” in outside the door. That was lucky for Cecilia Sports build character, hope, dignity.” N Kenyan sport by winning races and setting Tait, who by the age of 14 was “too tall for O I records. In 1968 at the Mexico City a girl,” almost 6 feet (1m80). FOR DISCUSSION T Olympic Games he had a good chance to A standout [volleyball] spiker, she Why do you think Cecilia Tait says that C win. Since Mexico City is high above sea borrowed her brother’s shoes to try out for “sport builds character, hope, dignity”? E level, the air is much thinner. Many a club team. From there, she made the What other life activities help to build S athletes had a hard time breathing. Kip national team, but mostly to carry balls character, hope and dignity? Keino and the other runners from Kenya and fetch water – until a right-handed What activities in your life offer you had no problem. They had grown up and attacker sprained an ankle during a match hope and dignity? trained in their country’s highlands. with the , and the coach yelled On the day of the 10,000m Keino was to Tait, “Hey, you!” He didn’t know her 2 Shorr, V. 2004. “Peru: Standing Tall”. Ms. Magazine, Summer 2004. Online: suffering from very bad stomach pains. He name and she was left-handed, but Tait http://www.msmagazine.com/summer2004/peruceciliat had a gall bladder infection. Although he delivered such a bravura performance – ate.asp. Sourced, 12 July, 2006. was on track with the leaders, the pain “all adrenaline,” she recalls – that Peru was too great. He doubled up and fell onto won. A new “Zurda de Oro,” Golden Lefty, the infield – and was disqualified for was launched. Tait was 16. leaving the track. Did he give up and go She then played professionally, in Japan, home? No way! Four days later he won a Italy and Brazil. But in 1988, at the age of silver medal in the 5,000m and then a 26, she returned to lead the Peruvian team gold medal in the 1,500m. to Seoul for the Olympics. Peru was In the next Olympics in Munich, wracked by civil war at the time, but as their Germany in 1972, still passionate about team moved forward, all factions put down running, he decided to try steeplechase. their guns to watch the Games. The country Now steeplechase is a 3,000m obstacle was united for the first time in a decade. race. Runners go up and over hurdles, run Peru lost the gold, but won the silver, through water-filled ditches and around and Tait became a national hero...The obstacles. Keino was already 28 years old, Presidential candidate Mario Vargas Llosa and had not run very many steeplechase tried to lure her into politics, but she was races. In spite of his age and inexperience more interested in playing sports. Then he won the gold medal. Another, and she hurt her knee: “My childhood diet was younger Kenyan won the silver. insufficient to build a really strong body.” Keino continued his passion for sport She went to Germany for surgery…She and the welfare of his country. He and his returned [to Peru] in 1996, and with her wife Phyllis had seven children and own money set up a volleyball programme opened a home for orphaned children. for girls, marching through the slums, As President of Kenya’s National Olympic calling out, “Anyone who wants to change Committee he was able to pass on his her life, come here!” She was soon

72 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

PARALYMPIANS I P M Y

IN ACTION! L O ON THIS PAGE ARE PHOTOS OF PARALYMPIC ATHLETES IN COMPETITION. HELP LEARNERS TO IDENTIFY EACH EVENT AND THEN ASK THEM TO PREPARE A SET OF QUESTIONS THEY HAVE ABOUT HOW THE EVENT IS ORGANISED. THEN F O

INVITE A PARALYMPIC ATHLETE OR OFFICIAL TO COME TO YOUR FACILITY TO ANSWER THE QUESTIONS. S E U L A V

L

FOR DISCUSSION A

What qualities and values of the N O Paralympic Movement do these I T

athletes represent? A

How do their actions help other people C

who are living with a disability? U D E SUGGESTED ACTIVITY E

Find out about the technology that V I

makes it possible for these athletes to F

compete in sport. E

Design and construct a piece of H T

equipment to help someone in your

school or community who has a 4

disability. N O Clockwise from top I left Sydney Paralympic T Games 2000: Paul C E Schelte (USA) shoots S during the Men’s Wheelchair Basketball.

Athens Paralympic Games 2004: Bin Hou of China wins the gold medal in the F42 High Jump.

Greg Smith of Australia celebrates after winning the Mens 5000m T52 during the 2000 Sydney Paralympic Games.

Martin Braxenthaler of Germany celebrates at the finish line of the Men's Slalom – Sitting at the Turin 2006 .

TEACHING VALUES 73 M S

I GOOD MOVES P USE THIS ACTIVITY TO HELP LEARNERS TO IDENTIFY THEIR PREFERENCES FOR PARTICIPATION M IN PHYSICAL ACTIVITY OR SPORT. Y L O

F O

S E

U Write the name of two physical activities that you like to do beside each of the sentences below. They can be the same activity. L A

V I like activities that I can do alone.

L

A ...... N O I

T I like activities that I can do with other people. A

C ...... U D E

I like activities that I can do indoors. E V I ...... F

E

H I like activities that I can do outside. T

4 ......

N I like activities that help me to relax. O I

T ...... C E I like activities that I can do at home. S

......

I like activities that I can do at school.

......

I like activities that I can do which are not expensive.

......

I like activities that are quiet.

......

I like activities in which I can co-operate with other people.

......

I like activities in which I can compete against other people.

......

I like activities with music.

......

I like activities that are noisy.

......

74 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ACTIVITY SHEET I P M Y L O

F O

1 S E

Turn the “Good Moves” exercise into a U game. Work on this activity with another L student. Follow the instructions below: A V

L

Write each sentence on a small slip A

of paper. N O I T

Put your slips of paper in a jar (or hat A

or box). Then pick out two of the C

sentences. U D E Make a list of all of the activities that E

you can think of that fit the V I

description of the sentence. Use this F

sheet. E H T

Create a special display on the wall of

all of the activities you have 4

suggested. You could use pictures or N drawings to illustrate the “Physical O Activities” wall. I T

Pick one activity and do it together. C E Then tell the others how you liked S their activity.

TEACHING VALUES 75 M S

I PICK A SPORT P USE THESE ACTIVITIES TO HELP LEARNERS THINK ABOUT DIFFERENT SPORTS. M Y L O

F O

S E

U FILL IN THE BLANKS L

A Complete the sentences below by writing the correct sports words from the list on the right. archery V

L modern pentathlon

A skiing

N Two sports that need ice are ...... and ...... volleyball O I Two sports that take place on a snowy hillside are ...... and ...... wrestling T

A basketball

C Four sports that are played with a ball are ...... , ...... , gymnastics

U rowing

D ...... and ...... hockey E equestrian

E Three sports that use boats are ...... , ...... and ......

V athletics I

F Two sports where horses are also athletes are ...... and ...... table tennis

E shooting Three sports where athletes shoot at a target are ...... , ...... and H boxing T ...... luge

4 skating

Running, jumping and throwing are ...... events. sailing N O A sport where athletes do twists and turns on bars and rings is ...... I T Two Olympic sports involving person-to-person combat are ...... and ...... football C E S

Left The pictograms of the Beijing 2008 Olympic Games integrate the charm of inscriptions on bones and bronze objects in ancient China with simple modern graphics.

76 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ACTIVITY SHEET I P M Y L O

CHECKLIST F O

1 5 6 S ACTIVITY 1 E

Draw a pictogram of two sports that are In the space below draw and colour Compare and contrast the artistic U played in your country that are not pictograms of sports that you would like techniques and heritage used in the sports ACTIVITY 2 L Olympic sports. to try. pictograms from Beijing and Turin. A V

ACTIVITY 3 L A

ACTIVITY 4 N O I T

ACTIVITY 5 A

2 C ACTIVITY 6 U Make a list of your country’s most popular D E sports and traditional games. Note the E

ones that are ball sports, boating sports, V I target sports, etc. F

E H T

4

N O

3 I

Pick a sport that you would like to T participate in. Interview an athlete in that C E sport. Find out how you would get started. S 4 Identify the sports that are represented in Below The beautiful the pictograms to the right. sport pictograms from Turin 2006. Sport Position luge ...... abcde cross country ...... ...... skeleton ...... alpine skiing ...... bobsled ...... freestyle ...... ice hockey ...... fghij ski jumping ...... short track ...... biathlon ...... curling ...... figure skating ...... Nordic combined ...... speed skating ...... kl mno

TEACHING VALUES 77 M

S BODY AND IMAGE: I P M

Y YOUR FITNESS PL AN L O

USE THIS ACTIVITY TO HELP LEARNERS UNDERSTAND THE COMPONENTS OF PHYSICAL FITNESS, AND F BEGIN TO PLAN FOR THEIR OWN FITNESS GOALS. O

S E U L A V

L BEFORE YOU READ –

A QUESTIONS TO ASK THIS ACTIVITY WILL IMPROVE MY:

N Our bodies are made to move. What do A B C D E FUN! O I you think this means? Are you physically T

A fit? How do you know? If I swim every day, I will improve my C

U READING If I walk every day, I will improve my D E Components of Physical Fitness If I skip with a rope every day, I will improve my E V I

F Heart and Lung Endurance – The heart If I throw a ball every day, I will improve my

E and lungs are muscles. They work much

H better as a system when they get lots of If I play basketball every day, I will improve my T

exercise. They will be able to pump more

4 oxygen to all of the other parts of my body If I play volleyball every day, I will improve my

when they are in “good shape.” When the N heart and lungs work well other parts of If I ...... every day, I will improve my O I the body work better. T Muscle Strength – Muscle strength is If I ...... every day, I will improve my C how hard or far I can move my body or an E object (e.g. kicking a ball, or jumping). S Muscle Endurance – Muscle endurance A Heart and Lung Strength D Flexibility is how long I can repeatedly move my B Muscle Strength E Body Composition body or an object. C Muscle Endurance F Fun Flexibility – Flexibility is how well I can stretch, bend and twist the different muscles and joints in my body. Left Lake Placid 2005: Body Composition – Body composition Lea Ann Parsley, a is what my body is made of. The fat part member of the USA includes tissue underneath my skin, in my Olympic Skeleton muscles and around my organs. I need Team, warms up some fat for energy, to keep my body before doing her warm and to protect my organs. Too much training runs. or too little fat can make it difficult for me to do physical activities and can lead to health problems. Fun – Laughter is good medicine. Chemicals produced by my body during times of laughter, joy and physical activity can make me feel happier, reduce my tension and help me stay healthy.

SUGGESTED ACTIVITY Read the sentences in the box. Complete them by putting a check in the boxes that best complete the statement. Then add two of your own favourite activities and put a check mark in the boxes that complete the sentences. Then put a check in the fun box beside the sentences that have activities that you think are fun.

78 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ROOTS AND RITES: THE I 3 P M

CULTURE OF SPORT Y L O IN THIS ACTIVITY LEARNERS ARE INVITED TO LEAVE THE OLYMPIC STADIUM AND DISCOVER TRADITIONAL SPORTS FROM THE MANY DIFFERENT CULTURAL HERITAGES OF THE WORLD. MANY OF THESE SPORTS ARE STILL PRACTISED. F O

S E U L A V

BEFORE YOU READ – instruments. Everyone sings and waits L

QUESTIONS TO ASK for a chance to jump into the roda. In a A

What sports in your country had their roda, cartwheels, handstands, head spins, N O beginnings in the early history of your hand-spins, hand-springs, jumps and flips I T

country? Who played these sports? When are common moves. There is no A

did they play these sports? What scorekeeper, and once the game gets into C

equipment did they use? How were the a flow, the players go through a series of U winners picked? How were the winners explosive dance moves. Unlike a D E rewarded? sport such as boxing, capoeira does not E

focus on hurting or injuring an opponent. V I

READING Instead capoeira is about mastering F

Running, jumping, throwing and wrestling skills, making sure moves are precise E

are four activities that have always existed and stylised, and experiencing the music H T

in every human society. Before being in the roda.

termed “sporting”, certain movements had – Sumo is a Japanese style of 4

– and perhaps still have – a meaning wrestling and Japan's national sport. It N that was linked to identity, ritual, war, originated in ancient times as a O politics or religion. performance to entertain the Shinto gods. I Humans needing to defend themselves Many rituals with religious background are T in the face of aggression from other still followed today. The basic rules of C E humans or from animal predators made sumo are simple: The wrestler who S movements such as fleeing or fighting either first touches the floor with universal. They appear in every society and something else than his sole or leaves the have developed into rites, games, ring before his opponent, loses. The fights rituals as well as sport. The need to be themselves usually last only a few seconds strong, and if possible, the strongest, in and in rare cases up to one minute or the face of the predator or the enemy has longer. Most elite wrestlers are highly always been of greatest importance. Many trained athletes and between 20 to 35 means of ensuring victory have been years old. Besides working out, the developed, such as physical aids, wrestlers eat large amounts of food and weapons, plant-based stimulants and go to bed right after eating in order to gain magic rituals. mass. The wrestlers live in special sumo stables where the rules are very EXAMPLES OF strict, especially for lower ranked TRADITIONAL SPORTS wrestlers. – Wushu is a martial art from Nadaam – The Nadaam festival, or eriyn China – “wu” means war and “shu” means gurvan nadaam, is the biggest festival of art. Hundreds of different practices have the year for Mongolians. Usually occurring existed during its long history, but some of in July, it runs for three days in all parts of the many different movement sequences, Above Mongolia the country and highlights the greatest as well as the fundamental principles of 2005: Young Chinese athletes in horse racing, archery, and good health, combat and public Mongolian horsemen wrestling, Mongolia’s most popular sports. demonstrations of one’s skills and art, are in a race during the Women participate in all but the common to them all. Naadam festival on wrestling category. Polynesian Traditional Sports – the grassland of Capoeira – Capoeira is an Afro-Brazilian Traditional sports activities that are still Gegental Steppe in martial art invented by African slaves in practised in Polynesia include spear China’s Inner Brazil centuries ago. It combines dance, throwing (teka), canoe races, wrestling, Mongolia region. The acrobatics and music with fighting boxing (motora’a), archery and . champion horse and techniques. Players form a roda (circle). Information Online: rider win a minivan, 3 Adapted from Chevalley, A. and Bouverat, M. 2005. Other participants stand on the edge of http://www.tahitiguide.com/@en- and the second place Finding the Roots of Sport: Origins, Rites, Identities. the circle and take turns playing us/3/52/605/article.asp wins a motorcycle. Lausanne: International Olympic Committee.

TEACHING VALUES 79 M S

I ACTIVITY SHEET P M Y L O

CHECKLIST F O

S 1 ACTIVITY 1 E

U Learn more about a traditional sport of the

L world. Some examples are given on this ACTIVITY 2 A and the previous page. Answer the V

L following questions in your study:

A Where is the sport practised?

N What are the historical roots of the O I sport? T

A What are the events or skills required

C in the sport?

U Who participates in the sport? D What special equipment, technology E or playing areas are required for the E

V sport? I

F What are the rewards for the

E winners?

H What special ceremonies or rituals T

accompany the sports competitions?

4 What are the differences between the

way the sport is played today and the N way it was played in the past? O I Left Nanjing, Jiangsu T Province, China’s C National Games 2005: E Wushu – Women’s free S 2 fight. Learn the moves and skills to compete in Below Two sumo the sport you studied. Then put on a wrestlers battle for display of traditional sports with your supremacy in Japan’s fellow learners. national sport.

[IOC]

80 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ATHLETICS EVENTS IN I P M Y

ANCIENT GREECE: L O

F

YOU TRY IT O

USE THIS ACTIVITY TO ENCOURAGE LEARNERS TO TRY OUT DIFFERENT SPORTS ACTIVITIES, AND TO S PRESENT THE IDEA THAT DIFFERENT CULTURES HAVE DIFFERENT ATHLETIC AND SPORTS E U

ACTIVITIES AND DIFFERENT ATHLETIC TRADITIONS. L A V

L A N O ry out some of the sports of the around your school or community. Prepare Below Athens 2004: THROWING – SPEAR I T

ancient Olympic Games. Since for your run by running shorter distances (JAP) THROW AND DISCUS A

T there was also a Games for regularly. Remember that in a longer run (right) leads the pack In Ancient Greece, spear (javelin) and C women and girls held a year after each you must pace yourself. Seek guidance during the women’s discus throwing were needed by U official Olympic Games, girls are invited from a coach before starting a running marathon as they run warriors in battle. In fact, many of the D E and encouraged to participate. programme. past a statue depicting sports came from skills needed by soldiers E

Does your country or community have the ancient Greek in war. V I

RUNNING – FOOT RACES a special running event? You try it. soldier who ran 42km Under the guidance of an adult, you can F

Ancient Greeks measured distance by to deliver news of a try a spear throw by using a javelin. E stades. A stade was approximately 200m. JUMPING – LONG JUMP victorious battle. Compare your throws using different body H T

In a race of 2 stades, runners ran one In Ancient Greece, athletes competed in a positions, throwing from a standing and stade, turned around and ran back to the standing long jump using hand-held from a running start. 4 starting line. You try it by measuring out a weights to help them increase their Use any ball, ring, large stone or discus N distance about 50m. This is far enough for distance. You try it by holding a weight in for a discus throw. Use different throwing O young people. The marathon is named each hand. Swing your arms as you jump and standing positions and compare your I after the site of a famous Greek battle. A onto a or sand pit. Compare the results. T soldier ran 42km from the battlefield to distance you can jump with different arm Does your country have a traditional C E Athens to bring the news of victory. He techniques and with and without weights. throwing skill? S died as he told his story. You try a Does your country have a special You try it – under the guidance of marathon by organising a 1-2 km run jumping event? You try it. an adult.

TEACHING VALUES 81 M S

I B: FAIR PLAY P FAIR PLAY IS A SPORTS CONCEPT, BUT IT IS APPLIED WORLDWIDE TODAY IN MANY DIFFERENT WAYS. LEARNING FAIR M PLAY BEHAVIOUR IN SPORT CAN LEAD TO THE DEVELOPMENT AND REINFORCEMENT OF FAIR PLAY BEHAVIOUR IN Y

L THE COMMUNITY AND IN LIFE. FAIR PLAY IS NOT CAUGHT; IT HAS TO BE TAUGHT. O

F O

S E U

L “FAIR PLAY IS A HUMAN RIGHTS ISSUE. IT IS THROUGH EDUCATION THAT EACH AND A

V EVERY ONE OF US… MAY ACQUIRE WIDER AWARENESS OF UNIVERSAL HUMAN RIGHTS”

L (KOICHIRO MATSURA, DIRECTOR GENERAL OF UNESCO. HUMAN RIGHTS AND THE NEED TO KNOW. UNESCO, JANUARY 2001). A

N raditionally, fair play was a systems of Euro-American culture, fair play Below Athens 2004: A variety of educational contexts.5 O I sports-related concept that has received global recognition as a basic fair play flag is Children have a strong sense of what is T

A T emphasised playing by the rules. principle of human rights. displayed before the fair. Therefore, fair play can be taught in

C Referees and officials interpreted and Fair play does not happen automatically Group F match primary classes as well as in higher age

U enforced the rules through penalties and when children and young people between Germany and groups. The activities that follow reflect D punishments. Today fair play has a participate in team or group activities. In Mexico during the this wide range of application. E meaning beyond sport and beyond just fact, research from many countries 2004 Olympic football E

V following the rules. This “spirit of fair play” supports the concern that some tournament. I

F is hard to define, but is easy to identify competitive sports activities actually 4 Bredemeier, B. J., Shields, David, L., Weiss, Maureen E through specific types of fair play behaviour contribute to unfair behaviour – cheating, R., Cooper, Bruce A.B. (1986). The relationship of sport

H 4 (e.g. shaking hands at the end of the substance abuse and aggression. Fair involvement with children’s moral reasoning and T

game). The concept became so popular that play – in sport or in any other context – aggression tendencies. Journal of Sport Psychology,

4 almost every country has developed an has to be taught, and because it is an idea 8(4), 304-318. 5 Bredemeier, B. J. & Shields, D. (1995). Character equivalent in its own language. While fair that children seem to grasp readily, N development and physical activity. Champaign, IL: play was originally grounded in the value teaching fair play is a useful concept in a Human Kinetics. O I T C E S

82 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

LIVING FAIR PL AY I P STORIES ABOUT FAIR PLAY ACTIONS OF OTHER PEOPLE INSPIRE US ALL. LEARNERS CAN TELL OR WRITE THEIR OWN FAIR PLAY STORIES AFTER READING OR HEARING THE STORIES BELOW. M Y L O

F O

S E U L A V

L A N O I T A C U D E

E V I F

E H T

4

N O I T C E S BEFORE YOU READ Britain. They had lost a bolt that held the Above Innsbruck very important to your chances of Think about a time when someone did runner to their sled. Without that bolt, they 1964: Bobsleigh Italia I winning a medal. Is this fair? Why or something for you that they did not have could not participate in the race. What was with Eugenio Monti why not? What other sports require to do – when they went out of their way to to be done? (ITA) and Sergio expensive and up-to-date equipment? help you. How did you feel? Why is an Without giving it any second thought, Siorpaes (ITA) on action like this called “fair play?” Monti lent the pair the bolt from his own board. READING sled. Nash and Dixon raced down the Thanks for the Ski Pole!7 READING track to capture the gold medal. Monti had CANADIANS THANK NORWEGIAN COACH Fair Play on the Bobsled Run6 to settle for third place. For his act of FOR SARA RENNER SKI POLE DURING Eugenio Monti made Olympic fair play generosity he was awarded a special fair RACE (Canadian Press, February 16, history in the town of Innsbruck, Austria, play medal by UNESCO. 2006: 06 AM) during the Winter Games of 1964. Monti Monti was determined to carry on with The kudos keeps coming for the of Italy was one of the world’s best his dream of winning an Olympic gold Norwegian ski coach who lent Canadian bobsledders. A bobsled is a fibreglass medal. So, although he was 40 years of cross-country skier Sara Renner a pole cocoon on runners that slides at 150km age, he trained again for the Winter when hers snapped during [a cross- per hour down an icy track on a Games of 1968. His skills and years of country ski race at the Turin Olympic mountainside. It is built for either two or experience were finally rewarded. He won Games]. four riders. The job of the driver and the gold medals in both the two-man and the Renner sent Bjørnar Håkensmoen a other riders is to try to keep the sled four-man bobsled races. bottle of wine. Cross Country Canada has balanced and stable during their wild ride passed on its appreciation. And Norway’s around the twisting corners of the FOR DISCUSSION Chef de Mission can also expect a letter of track, and to cross the finish line in Why do you think Monti lent the thanks from the Canadian Olympic the fastest time. other team his bolt, when it could Committee. Thanks to the borrowed pole, Monti had already won a mean that he might lose the gold Renner and team-mate Beckie Scott went in the four-man bobsled. He really wanted medal – his dream for years? on to win the silver medal. to win an Olympic gold medal in the two- Would everybody act this way? Why “It was reflex,” Håkensmoen said… man bobsled. As he waited with his or why not? partner at the top of the bobsled run for What seemed to be more important 6 Bobsled is a winter sport that is enjoyed in countries that have cold winters. Children in his turn, he realised there was great to Monti than winning? these countries slide down slippery, snow-covered hillsides on sleds. In the Olympic bobsled competitions, these sleds look like cocoons on runners. The bobsled course is a confusion near the bobsled of his main Bobsledding is one of those sports in curving track of pure ice. rivals, Robin Dixon and Tony Nash of Great which the quality of your equipment is 7 Canadian Press, 16 February, 2006: 06 AM.

TEACHING VALUES 83 “I didn’t have to think. Our policy of the Left Turin 2006: Sarah

M Norwegian team, and my policy, is that we Renner (CAN) S

I should help each other. We should competes during the

P compete on the same ground. Everybody Women’s Cross

M should have two skis and two poles.” Country 10km. Y

L For Håkensmoen, lending Renner a

O spare pole was a simple act. To others, it’s

F an example of the Olympic spirit that Below Left Norwegian O sometimes gets lost in the quest for ski coach Bjørnar S medals. Håkensmoen. E U

L FOR DISCUSSION A What seemed to be more important V

L to the Norwegian coach than winning

A an Olympic medal?

N The Norwegian team finished fourth O I in the race – with no medal. Is it fair T

A to help another team if they will beat

C you out of a medal? U

D READING E Fair Play on the High Seas E

V It was Saturday, 24 September, 1988. I

F Lawrence Lemieux, a Canadian, was in

E second place in his small yacht during the

H Olympic competitions of the Seoul Olympic T Games. The race was taking place in

4 confusing high winds and rough waves off the coast of Korea. These were conditions N that Larry knew well. He was an O I experienced rough water sailor. He was T almost in a position to challenge the C leader for the gold medal. E Suddenly, out of the corner of his eye S he saw an empty boat in the waves. A man was in the cold near the empty boat and waving his arms. An unexpected wave had flipped him out of his boat. Without hesitation, Lemieux veered from the course to come up beside the drowning sailor. He pulled the man from the water. Then he headed his yacht toward shore to get help. After the rescue, Lawrence re-entered the race, but he finished well behind the leaders. In the true spirit of Olympic competition, Lawrence gave up his chance to win the race in order to assist a fellow competitor. In recognition of his action, the International Olympic Committee presented Lawrence with a special Olympic award. Lemieux was both happy and surprised when the media fussed over what he says any sailor would have done. Said Lemieux, “The first rule of sailing is, if you see somebody in trouble, you help him.”

FOR DISCUSSION What is the similarity between the Norwegian coach’s ideas and Lemieux’s ideas about winning. Do you agree with them? Why or why not?

84 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ACTIVITY SHEET I P M Y L

CHECKLIST O F O

1 S ACTIVITY 1 E

Create a conversation that you think might U have taken place between Monti and ACTIVITY 2 L Nash. Then role play it. A V

Tell this story as if you were Tony Nash or ACTIVITY 3 L

Robin Dixon. What do you think they would A say? ACTIVITY 4 N O I T A C U D E

2 E V I

Write the ski story as if you were a TV F

reporter watching the events of this race. E

Write the story as if you were the H Norwegian girl that Sarah beat for a T medal. 4 N O I T C E

3 S Write the high seas story as if you were a TV or radio reporter watching the events of this race. Write or tell fair play stories from your club, school or community. Then pretend that you are reporters and either record a radio or TV interview playing the roles of the people in the story, or you could actually interview the people in a real life fair play story from your club, school or community.

4 TO TALK ABOUT These are stories of fair play in individual sports. Often fair play issues erupt in team sports like football or ice hockey. Explore the reasons why team sports have more fair play issues. How do sports organisations try to control these situations? Are their efforts successful? Why or why not? Debate the following topic: “The losers always win the fair play trophy.”

TEACHING VALUES 85 M S

I LOOKS LIKE, SOUNDS LIKE, P M Y

L SMELLS LIKE, TASTES LIKE O

USE THIS ACTIVITY TO HELP LEARNERS EXPERIENCE FAIR PLAY FROM THE PERSPECTIVE OF THE FIVE SENSES AND F THEN HELP THEM TO CREATE FAIR PLAY POSTERS OR MOBILES. O

S E U L A V

L 1 Review the five senses. FAIR PLAY A

N 2Discuss how a well-known concept O I such as love is represented or evoked looks like T

A through the use of examples from the five

C senses (hearts, chocolates, flowers,

U pictures, etc.) D E 3Explore some ideas of how an ideal like E

V fair play could be represented or evoked I

F through the use of examples from the five

E senses. Use the spaces here to write your

H ideas. T

4 4Invite learners to work with a partner or sounds like

by themselves to create a poster N representing fair play through the different O I senses. A connection should be made to T each of the senses in each poster. C E 5Encourage learners to interpret their fair S play ideas by sharing their posters with a partner or a small group. These posters then can be mounted on the wall for future reference and affirmation. smells like 6Turn this activity into an activity where learners build mobiles.

tastes like

feels like

86 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT

8 M S

WHAT IS FAIR PL AY? I P

USE THIS ACTIVITY TO HELP LEARNERS EXPLORE THE MEANING OF FAIR PLAY, AND TO IDENTIFY EXAMPLES M

OF FAIR AND UNFAIR PLAY. Y L O

F O

S E U L A V

“FAIR PLAY MEANS THAT THESE ARE EXAMPLES THESE ARE EXAMPLES L

I RESPECT MY OF UNFAIR PLAY OF FAIR PLAY A TEAM-MATES AND N O MY OPPONENTS. I T

SOMETIMES IT’S A

HARDER TO PLAY FAIR.” F P C (FROM A 14 YEAR-OLD U STUDENT) D E

E

“I TRY TO PLAY FAIR, V I

THAT IS TO FOLLOW THE F

RULES. BUT IN A GAME E

THAT WE REALLY WANT H T

TO WIN, WE SOMETIMES

HAVE TO COMMIT A 4

TACTICAL FOUL.” N (FROM A 14 YEAR-OLD O FOOTBALL PLAYER) A L I T

“ FAIR PLAY DOES C E NOT ONLY MEAN S ADHERENCE TO WRITTEN RULES: RATHER IT DESCRIBES THE RIGHT ATTITUDES OF SPORTSMEN AND SPORTSWOMEN AND THE RIGHT SPIRIT IN WHICH THEY CONDUCT THEMSELVES...” (INTERNATIONAL FAIR PLAY I A CHARTER)

FOR DISCUSSION Do you agree with each of these statements? Why or why not? What do you think is the meaning of fair play? Discuss some situations in which it is difficult to follow the spirit of fair play.

SUGGESTED ACTIVITY: Write examples of fair play down the right hand side of the word. Write examples of unfair play down the left hand side. R Y

8 Adapted from Luther and Hotz, 1998 Erziehung zu mehr Fairplay: Anregungen zum socialen Lernen – im Sport, aber nicht nur dort! Bern, Germany: Verlag Paul Haupt, pp. 29 & 31.

TEACHING VALUES 87 M S

I INVENT A P M Y

L FAIR PLAY GAME O MAKE FAIR PLAY BEHAVIOUR A PRIORITY FOR ALL PARTICIPANTS IN YOUR SPORTS CLUBS AND SCHOOLS. F USE FAIR PLAY GAMES TO HELP LEARNERS TO FOCUS ON FAIR PLAY AS AN OBJECTIVE. O

S E U L A V

L 1 Younger learners could make up a procedures, choosing a card from another group of four learners.

A game, set up a code of rules and identify envelope C. For games #5 from

N some “punishments” if the rules are envelope C, eight learners will be 6 Learners could then teach their O I broken. cooperating to reach an objective games to other groups. Offer a prize T

A during the game; for #6 a group of to the game that is voted “best game”

C 2 Older learners could work with another four learners will be competing with by the learners.

U person or with a group to make up D different kinds of games using different E kinds of equipment. E

V #1 COOPERATE #2 COMPETE I

F Materials: balls of different sizes, bean With one other person With one other person

E bags, scoops and whiffle balls, hula

H hoops, skipping ropes, benches, other Make up a game in which you send a ball Make up a game in which you roll a ball. T

small sports equipment; For the younger high into the air. Make up a game in which you use a scoop

4 children – provide a collection of different Make up a striking game using the wall and and a whiffle ball.

types of sport equipment. Ask each group a big ball. Make up a game in which the equipment N to pick one item and make up a game Can you think of a game using a badminton moves, but you stay in one place. Choose O I and the rules. racket, a badminton shuttle and a dustbin? any equipment. T

C PROCEDURE E 1 Make up and photocopy cards for each S of the “make-up-a-game” tasks below.

2 Put #1 & #2 in one envelope (A); put #3 and #4 in another envelope (B); #3 COOPERATE #4 COMPETE put #5 and #6 in a third envelope (C). As a pair with two other people (4 people) With a partner against two other people

3 Learners will start in pairs. Each pair Make up a game using two bean bags. Make up a catching game. You choose the will pick a “make-up-a-game” card How can you use a ball, the air and the floor equipment. from the A envelope. Each pair in a game? Make up a game in which you and the ball chooses one of the instructions on How could you keep a ball in the air without keeping moving towards a goal line. their game card and plays the game touching the ground? Make up a tag game in which players have that they make up. Note that half of to trade teams. the cards ask the learners to cooperate as they play their game; the other half asks them to compete against each other.

4 Each pair of learners will join up with another pair of learners. Each group #5 COMPETE #6 GET EVERYBODY of four learners then picks a “make- With a group of four people against another INVOLVED up-a-game” card from envelope B, group of four people and follows one of the instructions on Make up a game using a ball and a target in their card to make up a game. Again, Make up a game in which you use skipping which each person makes a prediction for note that half of the cards ask the ropes. her/his own score. learners to cooperate as they play Make up a game in which you throw bean Make up a game in which everybody rolls a their game; the other half asks them bags. What can you use as a target? hula hoop. to compete against each other. Make up a game using a ball and two benches. Play a group game using two utility balls.

5 Each group of four learners then joins with another group of four learners, and follows the same

88 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

THE I 9 P M Y

GOLDEN RULE L O ALMOST EVERY CULTURE HAS “A GOLDEN RULE.” HELP LEARNERS TO EXPLORE THE VARIOUS WAYS THAT DIFFERENT CULTURES AND DIFFERENT LANGUAGES COMMUNICATE THE SAME MESSAGE ABOUT FAIR PLAY BEHAVIOUR. F O

S E U L A V

READING BUDDHIST QUOTATION: FOR DISCUSSION L

THE BUDDHA SAID, What is the common idea in each of A

NORTH AMERICAN these quotations? N O INDIAN QUOTATION “ACCORDING TO THE What do these “golden rules” have to I T

SEED THAT IS SOWN, do with fair play? A

“MIGHTY SPIRIT, SO IS THE FRUIT YOU Write a golden rule for your club or C

STAND BY ME SO THAT REAP classroom? Make posters that U I DO NOT JUDGE THE DOER OF GOOD represent these different cultural D E ANOTHER MAN WILL GATHER GOOD ideas. E

BEFORE I HAVE RESULTS Below Athens 2004: V I

WALKED FOR TWO THE DOER OF EVIL Brazil shakes the F

WEEKS IN HIS REAPS EVIL RESULTS hands of Team USA E

MOCCASINS.” IF YOU PLANT A GOOD after their 3-2 victory H T

(SIOUX NATION PRAYER) SEED WELL in the women's indoor 9 Adapted from Binder, D. 2000. Be A Champion in THEN YOU WILL ENJOY Volleyball quarter-final 4 Life. Athens: Foundation for Olympic and Sport THE GOOD FRUITS.” match.

Education, p. 102. N CHRISTIAN QUOTATION O I

“DO UNTO OTHERS AS T YOU WOULD HAVE C E THEM DO UNTO YOU.” S (HOLY BIBLE, MATTHEW 7:12)

ISLAMIC QUOTATION

“NOT ONE OF YOU IS A BELIEVER IF YOU DON’T WISH FOR YOUR BROTHER THE SAME THINGS THAT YOU WISH FOR YOURSELF.” (HOLY PROPHET MUHAMMAD)

AFRICAN QUOTATION

“A PERSON IS A PER- SON BECAUSE OF ANOTHER PERSON.”

CHINESE QUOTATION

“WHAT YOU DO NOT WANT DONE TO YOURSELF, DO NOT DO UNTO OTHERS.” (CONFUCIUS – KONG ZI)

TEACHING VALUES 89 M S

I FAIR PL AY P M Y

L PROJECT FAIR O

BECOME A “FAIR PLAY SCHOOL” AND USE THESE ACTIVITIES AS PART OF A SCHOOL-WIDE FAIR PLAY THEME. F O

S E U L

A LANGUAGE ARTS classroom, playground hallway Fill the gymnasium with student- V

L Tell a story about a time – any time – and away from school activities. made fair play codes and posters on

A when you wanted to say, “That’s not fair play themes.

N fair.” Perhaps you were with your MUSIC Develop a fair play recognition system O I family. Perhaps you were with your Compose and perform a “rap” song Below Athens 2004: and mount student photographs with T

A friends. Perhaps you were playing a about fair play. Rowers from stories about weekly or monthly

C sport or a game. Include many details Compose and perform a fair play Poland (left) and winners.

U in your story, as many as you can cheer. Greece (right) D remember. Where were you at the Collect pop songs that have fair play congratulate each SOCIAL STUDIES E time? What were you doing? as a theme. other after the medal Create a “Fair Play in our Community” E

V Who was with you? ceremony for the mural showing examples of fair play I

F What were the sounds, the sights, PHYSICAL EDUCATION men’s lightweight activities in various businesses and

E the smells? What was the Prepare dances or routines double sculls. The organisations in your community. This

H weather like? What were your representing fair play themes. Polish team won the is a good way to learn about the T

feelings? What did you do? Have learners modify activities to gold medal, while community.

4 Write a sports story for a school or better incorporate fair play values. Greece won bronze.

community newspaper. Attend an N athletic event and emphasise O I examples of fair play by the learners T in your news story. C Write a specific fair play code for a E sport or game that you particularly like. S Interview an athlete about fair play; interview your mum or dad about their expectations for fair play. Videotape examples of fair play from the hallways, the playground, the gymnasium, your classroom. Write a poem on a fair play issue in your school or community.

ART Design posters promoting fair play. Display them around the school. Design and produce your own fair play awards. Create fair play trophies. Create drawing and sculptures representing fair play themes.

DRAMA Role play ethical dilemmas. Present Reader’s Theatre performances of ethical dilemma which might occur when learners are participating in a variety of school- related activities. Present a TV or radio documentary broadcast of a fair play issue in your school or community.

HEALTH EDUCATION Write fair play codes for

90 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

C: RESPECT I P M Y

FOR OTHERS L O WHEN YOUNG PEOPLE WHO LIVE IN A MULTICULTURAL WORLD LEARN TO ACCEPT AND RESPECT DIVERSITY AND PRACTISE PERSONAL PEACEFUL BEHAVIOUR, THEY PROMOTE PEACE AND INTERNATIONAL UNDERSTANDING. F O

S E U L

ow does a country bring peace A V

to societies where there are L

ancient hatreds, conflicting A

H N values, or great economic differences O among people? This is an important I T

challenge for sports leaders and A

educators. Throughout history, education’s C

main task was to conserve and pass on a U particular culture, usually the dominant D E culture in the society. But teachers in a E

multicultural society have a different task. V I

Their task is to develop communities of F

learners who accept and respect people E

from other cultures. H T

For example, since the end of

apartheid, South Africans have worked 4

together to create a new society, one in N which there is acceptance and respect for O people of all races. Educators have an I important role in this process. T But what does respect for others C E mean? And more importantly, how do undermining your efforts to teach Above Athens 2004: “THE GOAL OF THE S teachers teach this? What is different respect and acceptance of others. Gilberto Godoy Filho OLYMPIC MOVEMENT IS about a classroom in which children learn Request that the parents and the (BRA) (left) consoles TO CONTRIBUTE TO respect and acceptance for cultural community support your efforts. Luigi Mastrangelo BUILDING A PEACEFUL differences? What activities will help (ITA) after Brazil AND BETTER WORLD BY children and young people learn to live in INSIGHTS REGARDING win the gold medal EDUCATING YOUTH peace with each other – as children and MULTICULTURAL match in the men’s THROUGH SPORT as adults? These are the questions for this EDUCATION10 volleyball. PRACTISED IN section. Multicultural education does not ACCORDANCE WITH Multicultural education begins within represent a single educational model OLYMPISM AND ITS the hearts and the intellects of school or course, but a multitude of VALUES.” administrators and teachers. Teachers of programmes and practices. (OLYMPIC CHARTER) multicultural education believe that: A multicultural vision should be All people and all cultures have value, maintained in every school subject. “ESSENTIALLY THE NEW and therefore all people – women, Multicultural education implies a CURRICULUM WILL… children, people with disabilities, restructuring of the entire school FOSTER LEARNING etc. – have human rights and environment in order to reflect a WHICH ENCOMPASSES community responsibilities. multicultural society. A CULTURE OF HUMAN Violence is not the best way to solve Multicultural education is essential for RIGHTS, conflicts. all learners, not just those in MULTILINGUALISM AND Acceptance and respect for cultural multicultural situations. MULTICULTURALISM difference has to be taught to Multicultural education is a dynamic, AND A SENSITIVITY TO children. It has to be a part of every ongoing and integrated process within THE VALUES OF activity in a school programme and the educational community. RECONCILIATION AND during a school day. Racism and Multicultural education promotes and NATION-BUILDING.” intolerance are often a result of enhances rights. (QUOTED BY PROFESSOR S. ignorance and fear. Understanding Multicultural education is critical BENGU. 1997. PREFACE TO and acceptance of difference develop education. It encourages learners to CURRICULUM 2005. when people live, work and play think critically and confront the issues GOVERNMENT OF SOUTH AFRICA) together. of their lives. 10 Adapted from Le Roux, J. (1997). Multicultural Families and the community play an Multicultural education inspires Education: What Every Teacher Should Know. Pretoria, important role in supporting or “cultural curiosity.” South Africa: Kagiso Publishers, pp. 43-47.

TEACHING VALUES 91 M S

I LIVING RESPECT P USE THIS STORY AS A WAY TO BEGIN A DISCUSSION ON THE PROBLEMS AND CONSEQUENCES OF RACISM. M Y L O

F O

S E U L A V

L A N O I T A C U D E

E V I F

E H T

4

N O I T C E S

BEFORE YOU READ – people were better than others. In his last Above Berlin 1936: world where people experienced racism. In QUESTIONS TO ASK jump, Jessie Owens defeated the German. Luz Long (GER) and another famous quote Owens said, “I What is racism? How do people who are Hitler left the podium before the medal Jesse Owens (USA). wasn’t invited to shake hands with Hitler. racist show discrimination? Why are ceremony. But I wasn’t invited to the White House to people racist? Long did not share his leader’s shake hands with the President either.” prejudice. The two men walked arm in arm READING off the field. There was no place in the FOR DISCUSSION Black and White at the Olympic hearts of either man for Hitler’s racism. Long’s action at the Berlin Olympics Games – Friends Forever Jesse Owens went on to be the hero of is sometimes described as In the 1936 Olympic Games in Berlin there the Berlin Games, winning four gold courageous and inspiring. Why might were two outstanding athletes competing medals. Long was later killed in the some people describe his action as in the long jump. One was a German Second World War. courageous and/or inspiring? athlete, Luz Long. The other was an Owens said he wasn’t bothered by Hitler’s Many people around the world suffer African-American, Jesse Owens. A racist actions. “I didn’t go to Berlin to shake hands or have suffered because people who government was in power in Germany. Its with him anyway”, was his comment. come from one race or tribe think leader, , wanted Luz Long to To put this story into perspective, they are superior. Why do people defeat the American and prove that white Germany wasn’t the only country in the sometimes think this way?

92 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT

11 M S

“I HAVE A DREAM” I P M Y

MARTIN LUTHER KING L O IN THIS SPEECH, MARTIN LUTHER KING JR IS ADDRESSING THOUSANDS OF PEOPLE IN A RALLY IN THE USA AT A TIME WHEN BLACK PEOPLE IN AMERICA WERE TRYING TO REGAIN THEIR HUMAN RIGHTS. THE F O

MESSAGE OF HIS SPEECH HAS MEANING IN MANY PLACES OF THE WORLD WHERE THERE IS CONFLICT

BETWEEN PEOPLE OF DIFFERENT RACES, RELIGIONS AND TRADITIONS. S E U L A V

L A

READING FOR DISCUSSION Below Washington there is conflict between people of N O “I HAVE A DREAM What is the most important message DC, USA, 1963: different races or cultures? I T

THAT ONE DAY THIS of Dr King’s speech? What is his dream? American civil What actions could you take today to A

NATION WILL RISE UP There is a song called, “They have to rights leader Martin help other young people find peace C

AND LIVE OUT THE be carefully taught.” How are people Luther King Jr. and respect in their lives? U TRUE MEANING OF ITS taught to disrespect or dislike other (1929-1968) speaking D E CREED, ‘WE HOLD people? Why are they taught to treat to the crowd at the 11 Excerpts from a speech delivered on the steps at the Lincoln Memorial in Washington D.C. USA on 28 E

THESE TRUTHS TO BE other people with disrespect? March on Washington. V

August, 1963 (Source: I

SELF-EVIDENT: THAT What are some of the reasons why http://www.usconstitution.net/dream.html) F

ALL MEN ARE CREATED E

EQUAL…’ H T

I HAVE A DREAM THAT 4

MY FOUR LITTLE N CHILDREN WILL ONE O DAY LIVE IN A NATION I WHERE THEY WILL NOT T BE JUDGED BY THE C E COLOUR OF THEIR S SKIN BUT BY THE CONTENT OF THEIR CHARACTER.

I HAVE A DREAM TODAY…

THIS IS OUR HOPE… WHEN WE LET FREEDOM RING, WHEN WE LET IT RING FROM EVERY VILLAGE AND EVERY HAMLET, FROM EVERY STATE AND EVERY CITY, WE WILL BE ABLE TO SPEED UP THAT DAY WHEN ALL OF GOD’S CHILDREN, BLACK MEN AND WHITE MEN, JEWS AND GENTILES, PROTESTANTS AND CATHOLICS, WILL BE ABLE TO JOIN HANDS AND SING IN THE WORDS OF THE OLD NEGRO SPIRITUAL, ‘FREE AT LAST! FREE AT LAST! THANK GOD ALMIGHTY, WE ARE FREE AT LAST!’ ”

TEACHING VALUES 93 M S

I PEACE BEGINS P 12 M Y

L WITH ME O EACH OF THE SENTENCES ON THE LEFT-HAND SIDE OF THE PAGE SPEAKS WISDOM ABOUT LIVING A LIFE OF F PEACE. READ THE SENTENCES AND THEN DISCUSS THE IDEAS ON THE RIGHT HAND SIDE. O

S E U L A V

L Let there be peace on earth, and let it begin with me. Discuss: Identify one action that you could take today that would

A (Sy Miller & Jill Jackson) help to create peace between you and someone in your family, or N between you and a friend. O I T A

C Using order to deal with the disorderly, using calm to Discuss: When things in your life seem disorganised and chaotic,

U deal with the clamourous, is mastering the heart. (Sun Tzu) what strategy is suggested by Sun Tzu? D E

E V

I Great trouble comes Discuss: What does Tao Te Ching say is the reason for many F

From not knowing what is enough. conflicts in the world? How does he think these conflicts could be

E Great conflicts arise from wanting too much. resolved? H When we know when enough is enough, T There will always be enough. (Tao Te Ching) 4

N

O Men travel faster, now, but I do not know if they go to Discuss: The Olympic motto is “Faster, Higher, Stronger.” I

T better things. (Willa Cather) Some people think that trying to go “faster, higher and stronger” is

C not always a way to create a “better and more peaceful world.”

E There is more to life than increasing its speed. Do Willa Cather and Mahatma Gandhi agree with them?

S (Mahatma Gandhi) Do you agree with them? Why or why not?

See how nature – trees, flowers, grass – grows in silence, Discuss: Many great teachers say that a few minutes of quiet time see the stars, the moon and the sun, how they move in every day helps us to remain calm in the midst of conflicting silence…We need silence to be able to touch souls. situations. Where could you find a quiet place to enjoy a few (Mother Teresa) minutes of silence each day? When would you do this?

Holding on to anger is like grasping a hot coal with the Discuss: How does anger harm the person who is angry? Talk intent of throwing it at someone else; you are the one about a situation when you were angry. In what way did your who gets burned. (Buddha) anger harm you?

Speaking without thinking is like shooting without Discuss: Bad words between people leave lasting wounds. How taking aim. (Spanish proverb) can you keep yourself from “shooting off your mouth” before you have time to think about the consequences of what you are saying?

The two words “peace” and “tranquillity” are worth a Discuss: Why do you think the author of this statement thinks that thousand pieces of gold. (Chinese proverb) peace and tranquillity are so valuable? When you are “feeling peaceful” how do you feel?

A man that studieth revenge keeps his own wounds green. Discuss: What is revenge? What does this saying mean? (Francis Bacon) Do you agree with it? Why do some people want revenge?

You cannot shake hands with a clenched fist. Discuss: Explain this saying. Do you agree? At the end of a game 12 Binder. D. 2000. Be A Champion in Life. Athens: (Indira Gandhi) that you lost, it is sometimes hard to shake hands. Why is it Foundation of Olympic and important to shake hands anyway? Sport Education, p. 145

94 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

HUMAN RIGHTS: I P M Y

THE ALPHABET FOR L O

F

RESPECT AND O

S E

ACCEPTANCE U L

IN 1949 THE UNITED NATIONS AGREED ON THE WORDING FOR A UNIVERSAL DECLARATION OF HUMAN A V RIGHTS. THIS DOCUMENT OUTLINES THE BASIC PRINCIPLES OF A SOCIETY IN WHICH EVERYONE HAS THE RIGHT TO DIGNITY AND FREEDOM. L A N O I T A C U

BEFORE YOU READ: rights of men and women and have Below 1955: A man property, birth or other status. Furthermore, D E QUESTIONS TO ASK determined to promote social looks at The Universal no distinction shall be made on the basis of E

What rights are protected by the progress and better standards of life Declaration of Human the political, jurisdictional or international V I

constitution in your country? in larger freedom, Rights, one of the status of the country or territory to which a F

How are these rights protected? Whereas Member States have first documents person belongs, whether it be independent, E

pledged themselves to achieve, in published by trust, non-self-governing or under any other H T

Vocabulary: inherent, inalienable, cooperation with the United Nations, the United Nations. limitation of sovereignty.

barbarous, aspiration, compelled, the promotion of universal respect for 4

recourse, reaffirmed, jurisdiction, and observance of human rights and Article 3 N endowed, sovereignty fundamental freedoms, Everyone has the right to life, liberty and O Whereas a common understanding of security of person... I READING these rights and freedoms is of the T UNIVERSAL DECLARATION OF HUMAN greatest importance for the full FOR DISCUSSION C E RIGHTS13 realisation of this pledge, List the “human rights” that are S Introduction Now, therefore, The General talked about in these articles from the Whereas recognition of the inherent Assembly proclaims this Universal Universal Declaration of Human dignity and of the equal and Declaration of Human Rights as a Rights. What does security of inalienable rights of all members of common standard of achievement for person mean? the human family is the foundation of all peoples and all nations, to the end What are the effects of discrimination freedom, justice and peace in the that every individual and every organ and violations of human rights on world, of society, keeping this Declaration individuals, families and communities? Whereas disregard and contempt for constantly in mind, shall strive by What are some examples of human human rights have resulted in teaching and education to promote rights problems in the world? In your barbarous acts which have outraged respect for these rights and freedoms country? In your community? In your the conscience of mankind, and the and by progressive measures, school/classroom? advent of a world in which human national and international, to secure What actions can people take to beings shall enjoy freedom of speech their universal and effective protect their rights? and belief and freedom from fear and recognition and observance, both want has been proclaimed as the among the peoples of Member States 13 Adopted by UN General Assembly. Resolution 217A (III) of 10 December 1948 (excerpt only) highest aspiration of the common themselves and among the peoples of people, territories under their jurisdiction. Whereas it is essential, if man is not to be compelled to have recourse, as Article 1 a last resort, to rebellion against All human beings are born free and equal tyranny and oppression, that human in dignity and rights. They are endowed rights should be protected by the rule with reason and conscience and should of law, act towards one another in a spirit of Whereas it is essential to promote the brotherhood. development of friendly relations between nations, Article 2 Whereas the peoples of the United Everyone is entitled to all the rights and Nations have in the Charter freedoms set forth in this Declaration, reaffirmed their faith in fundamental without distinction of any kind, such as race, human rights, in the dignity and worth colour, sex, language, religion, political or of the human person and in the equal other opinion, national or social origin,

TEACHING VALUES 95 M S

I MY RIGHTS = P M Y

L MY RESPONSIBILITIES O IN THIS ACTIVITY LEARNERS WILL EXPLORE THE IDEA OF RIGHTS AND RESPONSIBILITIES BY MAKING UP A F CLASS CHART OF RIGHTS AND RESPONSIBILITIES. O

S E U L A V

L

A RIGHTS AND

N RESPONSIBILITIES: O I UNDERSTANDING THE T

A DIFFERENCE CHARTER C OUR RIGHTS AND RESPONSIBILITIES

U Complete the following sentences: D E We have the right to ...... E

V I have the RIGHT to be treated politely. I

F Therefore, I have the RESPONSIBILITY to......

E H T

I have the RIGHT to my own space and We have the responsibility to ......

4 to my own belongings. Therefore, I have

the RESPONSIBILITY to...... N O I

T I have the RIGHT to be safe and not to be C hurt by others. Therefore, I have the We have the right to ...... E RESPONSIBILITY to... S ......

I have the RIGHT to be treated kindly and fairly by everyone. Therefore, I have the We have the responsibility to ...... RESPONSIBILITY to......

FOR DISCUSSION Discuss examples of situations in We have the right to ...... your community where the rights of young people have not been valued...... Discuss examples of situations where young people have not carried out their responsibilities to value the We have the responsibility to ...... rights of others. What actions could you take to ...... protect your rights, or the rights of others?

We have the right to ......

......

We have the responsibility to ......

...... Right This charter can be photocopied for each learner.

96 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

HUMAN RIGHTS I P M Y

ROLE PLAYS L O IN THIS ACTIVITY, GROUPS OF LEARNERS WILL ROLE PLAY AND THEN DISCUSS SOME OF THE SITUATIONS BELOW. F O

S E U L

A school or community sport group Sibongila is a new immigrant to the Vladimir has to use a wheelchair to A V

has a large group of young people country. She doesn’t understand get around because of a childhood L

from another country who are much about the culture of her new disease. He tries very hard to A

refugees. During class time, there is country, and is learning the language. participate in all of the activities that N O good interaction between all the When she is talking with other other learners enjoy, but he has I T

children/young people, but during the children/young people they often many difficulties. A group of boys A

break, the refugee children/young laugh at her because of how she often makes fun of how he looks C

people play separately from everyone speaks or what she says. Role play a when they see him. Role play an U else. Role play this situation. How situation where a teacher overhears interaction between Vladimir, the D E could someone (from either group) one of these conversations. group of boys and some of E

initiate contact with the other group Vladimir’s friends. V I

on the playground or in the Fatima belongs to a different religion F

gymnasium? from the other learners. She wears Tika is overweight. Every day some E

special clothing because of her people corner him in the hallway of H T

Margarita is a girl who comes from a religion, and is not able to participate the school or in the gymnasium, and

different race from the other people in some of the activities. She feels very tease him by pushing him around 4

in the class or on her team. They lonely. As a result, she finds it hard to and calling him “Stupid.” When N think that she is strange and they are concentrate on her work and the teachers see this, they only say O constantly teasing her and calling her teacher/coach gets upset with her. Below Taking part in something like “Hey, you guys. I names. Role play a situation where Role play a situation where someone – role plays help us Leave him alone.” Role play an T someone tries to make friends with a young person or the teacher/coach, understand other encounter like this where someone C E Margarita. tries to make friends with her. people’s feelings. tries to help Tika. S

TEACHING VALUES 97 M S

I TIME OUT! P USE THESE TOOLS TO HELP RESOLVE CONFLICT SITUATIONS. WHEN A LEARNER LOSES HER OR HIS SELF-CONTROL M OR BEHAVES UNFAIRLY, OR WHEN THERE IS A CONFLICT, THE TWO ANTAGONISTS GO TO A “LISTENING BENCH” AND Y

L ANSWER THE QUESTIONS IN THE BALL. O

F O

S E U

L COMMON CAUSES OF SYSTEMS WHEEL14 Below A CONFLICT Sometimes it is necessary to help learners A action V

L Individual needs are not being met. to identify the many different factors B consequence

A Power is not distributed equally. involved in a situation or issue, and to

N Communication is not effective or is consider the consequences of different O I non-existent. courses of action. Use a progressively T

A Values or priorities are different. expanding “systems diagram” to help

C The perception or understanding of a learners diagram these factors and

U situation is different. consider alternative actions to solve the D Racism or discrimination is tolerated. problem. One topic could be “Conflict in E Our Club or School.” E V I F

E H T

4 B B

N O I T C E S A A

ISSUE

A A

B B

14 Campbell, L., Campbell, B. and Dickenson, D. (1996). Teaching and Learning Through Multiple Intelligences, Second Edition. : Allyn and Bacon, p. 178.

98 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ACTIVITY SHEET I P M Y L O

CHECKLIST F O

1 2 3 S ACTIVITY 1 E

What made me angry? What are two possible ways to solve this What will be the consequences or results U

problem? of each possible solution? ACTIVITY 2 L A V

ACTIVITY 3 L A

ACTIVITY 4 N

4 5 O I T

What solution should I choose? What do I expect or want to happen as a ACTIVITY 5 A

result of my solution? C U D E

E V I F

1. PROBLEM E H T ...... 4

...... N O ...... I T 2. ALTERNATIVES C

...... E

...... S 5. EXPECTATIONS ......

......

3. CONSEQUENCES

...... 4. SOLUTION ......

......

TEACHING VALUES 99 M S

I HAPPY DAYS P USE THIS IMAGE TO HELP LEARNERS DEVELOP THEIR OWN SYMBOLS AND IMAGES OF A M MULTI-CULTURAL WORLD LIVING IN PEACE. Y L O

F O

S E

U n the image here, a young artist has

L created a representation of A multiculturalism and peace. This V

I

L picture was drawn by a young person in

A Romania and submitted to the Children’s

N International Drawing Competition 1985. O I T

A FOR DISCUSSION

C What symbols of peace and

U acceptance are represented in this D picture? E

E

V TO DO I

F Create a work of art that represents

E peace and acceptance in the world. H T

4

N O I T C E S

Right Children’s International Drawing competition 1985: Picture by Barbu Elena (12 years old) from Romania.

100 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

D: PURSUIT OF I P M Y

EXCELLENCE L O

A FOCUS ON EXCELLENCE CAN HELP YOUNG PEOPLE TO MAKE POSITIVE, HEALTHY CHOICES AND STRIVE TO BECOME THE BEST THAT THEY CAN BE IN WHATEVER THEY DO. F O

S E U L A V

hildren need safe social and physical disabilities Below A young “THE GOAL OF L

physical surroundings in order provides daily opportunities for gymnast training in a EDUCATION [IS] THE A to become the best that they children and youth of all ages to sports school in China. ‘DEVELOPMENT OF A N

C O can be, and to make good choices. A participate in physical activity COMPLETE HUMAN I T

healthy school or a healthy sports provides an environment free from BEING, ORIENTED TO A

programme makes the welfare of young discrimination, harassment and THE ENVIRONMENT, AND C

people its number one priority. A healthy intimidation ADAPTED TO HIS OR U school or sports facility: is a place in which individual HER TIME, PLACE AND D E differences and cultural traditions are CULTURE’. THIS E

is clean and safe valued and respected ADAPTATION INVOLVES V I

attends to the needs of all children recognises that parents and the THE CAPACITY TO MEET F

and youth – girls and boys, children community play important roles in NEW SITUATIONS AND E

with learning disabilities, and children helping to develop healthy children TO HAVE THE H T

with hearing, vision and other and young people. INTELLIGENCE AND

COURAGE TO TRANS- 4

FORM THEM WHEN N “EDUCATION MUST BE A PREFACE TO LIFE. CHANGE IS NEEDED.” O THE MAN WILL BE FREE; THE CHILD MUST BE MARIA MONTESSORI16 I ALSO. THE POINT IS TO TEACH THE CHILD TO T USE HIS FREEDOM AND TO UNDERSTAND 15 in Müller, N. (Ed.). (2000). Pierre de Coubertin: Olympism, Selected Writings. Lausanne, C Switzerland: International Olympic Committee, E ITS SIGNIFICANCE.”

16 in Lillard, P. 1996. Montessori Today: A Comprehensive Approach to Education from S PIERRE DE COUBERTIN15 Birth to Adulthood. NY: Schocken Books, p. 3).

TEACHING VALUES 101 M S

I LIVING EXCELLENCE! P THE ATHLETES IN THE FOLLOWING STORIES ARE WONDERFUL ROLE MODELS FOR YOUNG PEOPLE. M Y L O

F O

S BEFORE YOU READ E

U How do athletes become excellent in their

L sports? A V

L READING

A Meet China’s Female Athlete of the

N Century – Deng Yaping O I In China, table tennis is a very popular T

A sport, and Deng Yaping is one of the

C world’s greatest players. She started

U when she was five. By the time she D was nine she had won her provincial E junior championship. At the age of 13, E

V she had won her first national I

F championship. This was a young lady

E with huge talent.

H But she was short – less than 1.5 T

metres tall. Because she was so short,

4 and in spite of her talent, she was at

first rejected as a candidate for the N national team. But her talent, her O I confidence and her perseverance T finally won her a spot on the national C team in 1988. She won her first E international doubles title in 1989 when S she was only 16, and her first singles title two years later. “Even from an early age, I dreamed of being world champion,” she said. In 1989, she won the Asian Cup and the following year clinched three titles at the 11th . Her breakthrough at the highest level came in 1991 when she captured the world singles title in Japan, and that began her domination of the sport for the next seven years. By the time her career was over in 1997 she had won 4 gold medals and 9 world championships. Twice elected to the Athletes’ Commission of the International Olympic Committee, Deng has gone on to support women’s participation in the sport of table tennis. Her Master’s thesis is titled “From Bound Feet to Olympic Gold: The Case of Women’s Table Tennis”.

“I’VE MISSED MORE THAN 9,000 SHOTS IN MY Above Barcelona FOR DISCUSSION CAREER. I’VE LOST ALMOST 300 GAMES. 1992: What does the photo of Deng Yaping TWENTY-SIX TIMES I’VE BEEN TRUSTED TO TAKE (USA) shoots during a tell you about the spirit of sport? THE GAME-WINNING SHOT AND MISSED. match against Croatia Set up your own table tennis playing I’VE FAILED OVER AND OVER AND OVER AGAIN in the Men’s area, and find out what kind of skill IN MY LIFE. AND THAT IS WHY I SUCCEED.” Basketball. it takes to be a superb athlete in this (MICHAEL JORDAN, USA, BASKETBALL) sport.

102 TEACHING VALUES

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S I P M Y L O F O

READING S E 17

“Football is my Life”– Roger Milla U

(Cameroon) L In Africa, football is more than just a A V

sport. It is a celebration of life. If your L national team wins a major international A competition, everyone gets a holiday the N O next day. In Africa, young people play ball I T

everywhere and anywhere: on any open A

field, on the beaches, in the streets, and C backyards, even on the balconies. Any U round object can be used as a ball. D E Scoring is often overlooked. E

Roger Milla of Cameroon, one of V I

Africa’s greatest sports champions, has F

always played for the fun of it. He was E

African player of the year in both 1976 H and 1990. His joy in the sport is T positively infectious. 4 With Milla as their leader, the N Cameroon “Lions” stormed into the 1990 O in Italy. They defeated I defending champions Argentina in their T opening game. Against all odds they C E became the first African team to reach S the quarter-finals in a FIFA World Cup competition. They captured the hearts of fans from all over the world along the way. Who could forget those moments in Italy when Milla did a celebration dance around the corner post after scoring? Who could forget his enthusiasm, dedication and spirit? At the age of 38, as Cameroon’s “super-sub,” Milla scored the two goals Above Atlanta 1996: which beat Romania and two more to Table Tennis, Women’s beat Colombia. In the quarter-final Singles – Deng Yaping against England he assisted in (CHN) in action on her Cameroon’s two goals. He was back for way to the gold medal. the World Cup in 1994 – the oldest man ever to score in the final stages of a Right San Francisco World Cup. He was 42 when he scored (USA) 1994, World Cup against Russia. Football/Soccer: Roger Milla loved to win. But he played Cameroon’s forward football because he loved the sport. Roger Milla celebrates after scoring a goal FOR DISCUSSION against Russia. Aged Football is the world’s most popular 42, Roger Milla sport. Why do you think it is so became the oldest popular? player ever to score a What qualities do you need to have goal in World Cup to be an excellent football player? history. Pretend you are a sports reporter. Get your friend to pretend to be Roger Milla. Role play an interview with this great athlete. 17 Adapted from FIFA World Cup–Roger Milla (Cameroon). Online: http://fifaworldcup.yahoo.com/06/en/p/cp/cmr/milla.html. Sourced July 25, 2006.

TEACHING VALUES 103 READING birth, miraculously to a healthy child, and Below Sweden 1956, show Liz sitting elegantly on her horse.

M A Tale of Two Athletes: Liz Hartel and then struggled and worked to bring some site of the Equestrian People say that during the competition she S

I Jubilee function back into her muscles. After events for the and her horse became one unit – moving

P There is a sport in the Olympic Games that several years her condition improved, but Melbourne, Australia smoothly and skilfully through the required

M has two athletes and six legs. One of the she still could not use the muscles below 1956 Olympic movements. Y 18 L athletes is a horse. In one of the most her knees. Games: Liz Hartel-

O amazing Olympic stories of all time a But she could still ride. Of course she Holst and Jubilee FOR DISCUSSION

F young woman, paralysed from a disease had to be helped to mount and dismount (DEN) left, St. Cyr Why do they call “” a O called poliomyelitis, and her horse, Jubilee, the horse, but this did not stop her. (SWE) middle, sport that has two athletes? S won silver medals at the Olympic Games In 1952, in equestrian sport, women Linsenhoff-Schindling How do you think it is possible for a E

U in 1952 and in 1956. received the right to compete with the (USA) right. rider who is paralysed from the waist

L Liz Hartel of Denmark loved sports. Her men for medals. It is one of the few sports down to control and communicate A passion was horseback riding. Even as a where women and men compete in the with a horse? V

L married woman she was an enthusiastic same event. Liz Hartel, unable to walk, What special qualities would this rider

A competitor. Then, pregnant with her became the best of them all, winning silver have to have? N second child, she caught polio and was medals at the 1952 and 1956 Olympic 18 Australia would not allow the horses to enter the O I paralysed from the waist down. She gave Games. The photographs from those days country so the equestrian events were held in Sweden. T A C U D E E V I F E H T 4 N O I T C E S

104 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

DO YOU KNOW I P M Y

HOW TO DREAM? L

19 O THIS PICTURE WAS DRAWN BY A CHILD IN BRAZIL AND SUBMITTED TO THE “VISA OLYMPICS OF THE IMAGINATION” CHILDREN’S OLYMPIC ART EXHIBITION. IT WAS ON DISPLAY DURING THE SYDNEY 2000 OLYMPIC GAMES. HELP F O

LEARNERS TO EXPLORE THE MESSAGES IN THE PICTURE AND THEN DRAW THEIR OWN “DREAMS”. S E U L A V

L A N O I T A C U D E

E V I F

E H T

4

N O I T C E S

“DO YOU KNOW HOW TO DREAM? IF YOUR Above Do you know FOR DISCUSSION ANSWER IS YES, CONGRATULATIONS. YOU ARE how to dream? Tell a story for each of the five PLAYING THE MOST FUN SPORT IN THE WORLD. Artwork by Jonas images in this picture. IN YOUR DREAMS YOU CAN DO EVERYTHING. Sampaio De Freitas, What other symbols do you see in the YOU CAN BE THE STRONGEST, THE FASTEST, 13, Brazil. picture? What do they symbolise? AND THE HIGHEST, AND EVEN WIN AT THE Draw a picture of your own. Title the OLYMPIC GAMES. IF YOUR ANSWER IS NO, TRY picture “My Dreams”. IT! IT IS GREAT TO DREAM.” (VISA/JONAS SAMPAIO DE FREITAS, 13, BRAZIL) 19 VISA Olympics of the Imagination Programme, 2000.

TEACHING VALUES 105 M S

I DOING MY BEST P IN THESE ACTIVITIES, LEARNERS WILL USE THEIR IMAGINATIONS. HELP THEM TO IMAGINE A M FUTURE IN WHICH THEY ARE DOING THEIR VERY BEST. Y L O

F O

S E

U “VISION WITHOUT L

A ACTION IS A DREAM. V

ACTION WITHOUT L VISION IS AIMLESS. A VISION WITH ACTION N

O WILL ACHIEVE.” I

T (ANONYMOUS) A C U D E

E V I F

E H T

4

N O I T C E S

Right Turin 2006: Snowboarder Hannah Teter (USA) holds her Women’s Halfpipe gold medal.

106 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

ACTIVITY SHEET I P M Y L O

CHECKLIST F O

1 5 S ACTIVITY 1 E

JOY IN MY FUTURE! I AM A STAR!! ROLE U

Create an art collage in which you include PLAY ACTIVITY 2 L pictures, photographs you’ve taken, words Today a mighty spirit has said you can Is there anyone that you want to A V

and phrases that represent your positive become a star in any sport or activity you mention who helped you? How did ACTIVITY 3 L vision for your future. wish. Pretend that you are being he or she help you? A

Share your art collage with a small group. interviewed by a reporter. How would you Your young fans would like to know ACTIVITY 4 N O Remember to include images related to respond to the following questions? what advice you would give to them I T

physical activity. Will you please describe some of the so that they can do what you did. ACTIVITY 5 A

skills involved in your activity. What What does it feel like now that you C

do you have to practise a lot? have reached your goal? How has U Will you please tell us what you had your life changed? D E to do to reach your goal? How will you help others? 2 E V I

GREAT PLANNING! F

Prepare a monthly/weekly/daily plan for E taking care of your own physical and H T emotional needs, including:

sport and physical activity 4

recommended food N activities with friends and family O personal reflection in a safe place I T C E 3 S WALL OF HEROES AND HEROINES Make a classroom mural with photographs and stories of female and male heroes who have achieved remarkable physical accomplishments after overcoming unusually difficult physical or social obstacles. Prepare role plays of their greatest moments. Pretend you are interviewing them. What would they say? 4 MY VERY OWN JOURNAL Make a book about yourself and your world. Write about: the important things that happen in your day something that you would like to happen in the future your favourite physical activity. Why do you like it? good things about your family and friends a new thing that you learned to do how you take care of yourself

TEACHING VALUES 107 M S

I ANGELS OR DEMONS: P M Y

L MAKING DIFFICULT O

F

O CHOICES

S EACH OF THE SCENES BELOW INVOLVES A PERSON WHO HAS A DILEMMA. USE THIS ACTIVITY TO HELP LEARNERS E EXPLORE THE CHALLENGES OF MAKING POSITIVE, HEALTHY CHOICES. U L A V

L A

N READING FOR DISCUSSION parents proud of him. One day a friend of O I What are Irini’s choices? his older brother comes into the locker T

A Scene 1 – To smoke or not to smoke Why are the choices difficult? room. He comes up to Abed and puts his

C Irini has to choose What is the message of the arm around Abed’s shoulders.

U Irini takes the bus to school with her advertisement? How does this “Hey, Abed,” he says quietly. “We really D friends. Everyday they walk past a big message affect Irini? want you to be our man on the school E advertisement for a brand of cigarettes. On What are the expectations of different running team. But, you know, you’ve got a E

V the advertisement there is a picture of a people in Irini’s life? – friends, coach, problem with those other guys. I’ve been I

F lovely lady who is wearing a beautiful team-mates, parents. able to get hold of some of these pills. Take

E white dress. In the picture she is standing What would you do? one a day for a couple of weeks. They’ll give

H on a ship with a handsome man, and the What is the healthy choice? you some extra muscle power to be a sure T

sun is setting in the background. Both the Talk about other advertisements that winner.” What should Abed do?

4 man and the woman are smoking try to influence your behaviour.

cigarettes. Irini would love to look like the FOR DISCUSSION N lady in the white dress. Irini plays volleyball Scene 2 – To take steroids or not to What are Abed’s choices? O I for her community team so she knows all take steroids. Abed has to choose Why are the choices difficult? T of the health dangers about smoking. One Abed is training hard to make the school What are the expectations of different C day several of Irini’s school friends buy running team. There are two other people people in Abed’s life? – Coach, E cigarettes and decide to smoke them in who are almost as good as he is. Only two Below If you were friends, parents, family. S the park after school. They invite Irini to boys will be picked for the team. Abed really offered steroids, what What would you do? join them. What should she do? wants to be on that team to make his would you do? What is the healthy choice?

108 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

YOU ARE A I P M Y

CHAMPION! L O

USE THIS ACTIVITY TO HELP LEARNERS TO THINK ABOUT HOW THE OLYMPIC VALUES CAN HELP THEM TO BECOME THE “BEST THAT THEY CAN BE.” F O

S E U L A V

hen you watch athletes in Wanted Ad – In a small group, make Role Play – Today, a mighty spirit L

action they seem to make a list of the qualities that a person says you can become a star in any A

their activity look so easy. has to have to be a champion. Then sport or activity you wish. You are being N

W O In fact, an athlete does not become a write up a WANTED AD for “a interviewed by a reporter. How would I T

champion without certain qualities and champion”. Write your advertisement you respond to the following questions? A

values. for a champion in felt pens on poster • Will you please describe some of C

paper. Mount the ad on your school the skills involved in your activity? U SUGGESTED ACTIVITIES bulletin board. Will you please tell us what you D

• E Unscramble the letters in the Star Chart – Identify one activity that had to do to reach your goal? E

following sentences to find out what you do really well. Bring a photograph Is there anyone you’d like to V • I

qualities an athlete needs to be a of yourself or draw a picture of mention who helped you? How F

champion. yourself doing the activity. did s/he help? E Create a STAR CHART that includes • What does it feel like now that you H T

S/he brings together talent and heart the activity photographs of all of the have reached your goal? How has

in a LANCABE of body, will and mind. learners. your life changed? 4

N ...... O I

S/he must love the sport. There is joy T in the ROFEFT of athletes C E participating in their sports. S

......

S/he wants to do his/her best. Athletes strive for CEEELNXLC.

......

S/he does not cheat. Great champions believe that true sport is IARF sport.

......

S/he SPRCETES opponents, officials and fellow team-mates.

......

FAIR EFFORT EXCELLENCE RESPECTS BALANCE

TEACHING VALUES 109 M S

I WORDS OF P M Y

L INSPIRATION O

USE THE QUOTATIONS TO INSPIRE REFLECTION ON LIFE MESSAGES THAT CAN INSPIRE F COMMITMENT TO A TYPE OF BEHAVIOUR OR AN ACTIVITY. O

S E U L A V

L “THOSE WHO CANNOT “SOLITUDE IS A SILENT “THE WORST OF ALL

A FORGIVE OTHERS STORM THAT BREAKS DECEPTIONS IS N BREAK THE BRIDGE DOWN ALL OUR DEAD SELF-DECEPTION.” O I OVER WHICH THEY BRANCHES; YET IT (PLATO (427-347 BC), GREEK T

A THEMSELVES MUST SENDS OUR LIVING PHILOSOPHER AND

C PASS.” ROOTS DEEPER INTO EDUCATOR)

U (CONFUCIUS/KONG ZI, CHINESE THE LIVING HEART OF D SCHOLAR, 5TH CENTURY BC) THE LIVING EARTH.” FOR DISCUSSION E (KAHLIL GIBRAN (1883-1931), Speak about the meaning of one of E

V “FAILURE IS OFTEN PHILOSOPHER, POET AND these quotations to your class, your I

F THAT EARLY MORNING ARTIST FROM LEBANON) club or a small group.

E HOUR OF DARKNESS Below Sydney 2000: In your own words, list important

H THAT PRECEDES THE “LIFE BEGETS LIFE. Cathy Freeman (AUS) lessons about life and living that T

DAWNING OF THE DAY ENERGY CREATES celebrates with her are communicated in these

4 OF SUCCESS.” ENERGY. IT IS BY gold medal after quotes.

(UNKNOWN) SPENDING ONESELF winning the Women’s Find other quotes – from the poets, N THAT ONE BECOMES 400m. Cathy comes leaders and athletes of your own O I “IF YOU WANT YOUR RICH.” from the Aboriginal country or culture. T EGGS HATCHED, SIT (SARAH BERNHARDT tradition of Australia Prepare a poster or a drawing using C ON THEM YOURSELF.” (1844-1923), FAMOUS FRENCH and is proud of her the words of one of your favourite E (HAITIAN PROVERB) ACTRESS) heritage. inspirational quotations. S

110 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

I’LL FINISH I P M Y

THE RACE! L O

SOMETIMES BEING THE BEST THAT YOU CAN BE DOES NOT NECESSARILY MEAN THAT YOU ARE THE FASTEST, THE HIGHEST OR THE STRONGEST. IT MEANS THAT YOU HAVE MADE A COMMITMENT F O

AND YOU FULFIL YOUR COMMITMENT – REGARDLESS. S E U L A V

READING L

John Akhwari Fulfils His Commitment A

Mexico City was the site of one of the N O great moments of marathon history. It was I T

long after the last runners had finished the A

marathon race. Everyone was leaving the C

stadium. It was practically empty. Suddenly U a runner appeared at the place where the D E marathon route entered the stadium. John E

Stephen Akhwari of Tanzania was hobbling V I

painfully down the track. His legs were F

bandaged following an accident on the E

marathon route. Before a stunned H T

audience he made his painful way around

the track. At first there was silence. Then 4

the small crowd began cheering on this N remarkable athlete. They cheered him as if O he were the winner of the race. I When a reporter asked him why he T continued in spite of his injuries he simply C E said. “I don’t think you understand. My S country did not send me to Mexico to start the race. They sent me to finish the race.” In 2000, at the closing ceremony of the Sydney Games, Akhwari was given an award by former IOC President Juan Antonio Samaranch as a living symbol of the Olympic ideal.

FOR DISCUSSION Why do you think Akhwari did not give up even though he was injured? What are some reasons why people stop doing things that they want to do when there are difficulties or obstacles? Tell a story about a time you started to do something and you stopped doing it because you had a difficulty or a problem. What would you do differently if you could recreate or relive this situation? Tell a story about a time when you accomplished something even though there were difficulties or problems. What did you learn about yourself at this time?

Right Sydney 2000: John Stephen Akhwari (TAN) at the closing ceremony.

TEACHING VALUES 111 M S

I E: BALANCE BETWEEN P M Y

L BODY, WILL AND MIND O

LEARNING TAKES PLACE IN THE WHOLE BODY, NOT JUST IN THE MIND. PHYSICAL LITERACY AND LEARNING F THROUGH MOVEMENT CONTRIBUTES TO THE DEVELOPMENT OF BOTH MORAL AND INTELLECTUAL LEARNING. O

S E U L A V

L ll of these quotations highlight “MODERN EDUCA-

A the need not only to make TION… HAS ALLOWED N physical education and sport a ITSELF TO BE CARRIED

O A I priority in educational systems, but to AWAY BY EXTREME T

A return physical activity to normal COMPARTMENTALISA-

C classrooms and to the lives of children and TION… EACH

U young people of every age. Pierre de STRENGTH WORKS IN D Coubertin understood this need. His dream ISOLATION, WITHOUT E that a revival of the Olympic Games with ANY LINK OR CONTACT E

V international competitions would stimulate WITH ITS NEIGHBOUR. I

F interest in sport and physical activity for IF THE TOPIC IS

E young people remains as relevant today as MUSCLES, THEY ONLY

H it was 100 years ago. WANT TO SEE ANIMAL T

FUNCTION. THE BRAIN

4 “BODILY-KINAESTHETIC IS FURNISHED AS

INTELLIGENCE IS THE THOUGH IT WERE N FOUNDATION OF MADE UP OF O I HUMAN KNOWING TINY, AIR-TIGHT T SINCE IT IS COMPARTMENTS.” C THROUGH OUR (PIERRE DE COUBERTIN, IN E SENSORY-MOTOR MÜELLER, N. (ED.). (2000). S EXPERIENCES THAT WE PIERRE DE COUBERTIN: EXPERIENCE LIFE.” OLYMPISM, SELECTED (CAMPBELL, L., CAMPBELL, B. WRITINGS. LAUSANNE, AND DICKENSON, D. (1996). SWITZERLAND: INTERNATIONAL TEACHING AND LEARNING OLYMPIC COMMITTEE, P.547.) THROUGH MULTIPLE INTELLIGENCES, SECOND EDITION. BOSTON: ALLYN AND BACON, P. 67.)

“RESTRICTING EDUCATIONAL PROGRAMMES TO A PREPONDERANCE OF LINGUISTIC AND MATHEMATICAL INTELLIGENCES MINIMISES THE IMPORTANCE OF OTHER FORMS OF KNOWING.” (CAMPBELL, L., CAMPBELL, B. Right Sydney 2000: AND DICKENSON, D. (1996). Andrea Raducan TEACHING AND LEARNING (ROM) completes her THROUGH MULTIPLE routine on the beam INTELLIGENCES, SECOND during the Women's EDITION. BOSTON: ALLYN AND Gymnastics All-Around BACON, P. XV.) Final at the Sydney 2000 Olympic Games. Raducan won the all- round title.

112 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

PLANNING FOR BALANCE IN I P M Y

THE LEARNING L O

F

ENVIRONMENT O

USE THIS CHART, WHICH CONTAINS EIGHT SKILL SETS, TO RECORD STUDENT OUTCOMES, S E DEVELOPMENTAL TASKS AND ASSESSMENT MEASURES. U L A V

L A N O I T

THEME: ...... A C U

RESOURCES AND MATERIALS: ...... D E

E

...... V I F

E

MOTIVATIONAL ACTIVITY/CREATING RELEVANCE (START WITH BODILY-KINAESTHETIC ACTIVITY): H T

...... 4

N O Kinaesthetic Mathematical Visual Linguistic Musical Inter-personal Intra-personal Naturalist I Skills Skills Skills Skills Skills Skills Skills Skills T C E Student S Outcomes

Developmental Tasks

Assessment Measures

THEME CLOSURE:......

TEACHING VALUES 113 M S

I LIVING THE P M Y

L BALANCE O

THESE TWO READINGS DEMONSTRATE THE COURAGE AND DIGNITY THAT F COMPETITORS AT THE OLYMPIC GAMES POSSESS. O

S E U L A V

L READING everyone thought they would win. It is very Left Nagano 1998: In the women’s figure skating

A Grace Under Pressure: difficult not to show your disappointment. Figure Skating, competition at the 1998 Nagano Olympic

N Michelle Kwan (USA) It is very difficult to answer questions from Women’s Singles – Winter Games, a young teenager, Michelle O I Nobody likes to lose an important the media. It is difficult to carry on when Michelle Kwan (USA). Kwan from the USA, showed the world T

A competition. It is very difficult for an you know that the dream of your life will how to accept crushing defeat in the spirit

C Olympic athlete to lose a medal that not come true. of fair play. Kwan was expected to win the

U gold medal. She was the World Champion; D in most of the competitions during that E year she had been the best. But on the E

V night of her Olympic competition a very I

F young team-mate, Tara Lipinski, skated an

E incredible programme and defeated Kwan

H in the final scoring. Kwan received the T

silver instead of the gold medal.

4 The real story however, was the way

that Kwan acted after the competition. At N the concluding press conference she O I treated Lipinski like a good friend and said T simply, “This might not be the colour of C medal that I wanted, but I’ll take it…that’s E life, right?”20 S “The way she handled herself, she’ll be remembered forever. She’s one of the classiest athletes you could every find,” said one observer. Another said, “I have never seen anyone cope with crushing defeat with more poise, dignity and maturity than a teenage girl named Michelle Kwan.”

FOR DISCUSSION Why do people admire the way Michelle Kwan acted after she won a silver, rather than a gold medal in figure skating? Do you admire her? Why or why not? What would happen in a contest if there wasn’t a winner and a loser? How do athletes who are poor losers act after they are defeated in a competition? Why do you think they act this way? What are the consequences of this poor behaviour on other athletes? On spectators? On the sport? How could you show respect for your opponents or for another team during a sports competition? How could you show that you are a 20 Quoted in Brennan, C. USA Today.com, good loser after your team is 11 February, 1999. defeated in a competition?

114 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M M S S I ACTIVITY SHEET I P P M M Y Y L L O O

CHECKLIST F F O

O

S

1 S ACTIVITY 1 E E U

Tell a story about a time when you or U L L someone in your community lost an A A V important competition. V L

How did you feel? L A A Why do you think you felt this way? N N O I O T I A T C A U C D U E

D E E

V I E F

V I E F

H E T

H 4 T

4 N

O N I T O I C T E C S E S

TEACHING VALUES 115 M S I P M Y L O

F O

S E U L A V

L A N O I T A C U D E

E V I F

E H T

4

N O I T C E S

READING endured his pain and kept it to himself. Above Montreal 1976: FOR DISCUSSION When the Will Takes Over: Japan was in a very close competition Gymnastics – the Do you admire Fujimoto’s actions? Shun Fujimoto with the Soviet Union for the gold medal in Japanese team (JPN) Why? On the rings a young Japanese gymnast the team gymnastics event. Fujimoto was wins the gold medal. Do you think it is always admirable performed his routine. High over the one of their best gymnasts. He wanted to Shun Fujimoto is on for athletes to continue in a spectators, he twisted, turned and carry on in spite of his injuries. But his the left. competition even although their balanced. Then he performed his landing – coach and his team-mates, now aware of bodies are injured? a double somersault with a full twist – his pain, would not allow him to continue Why or why not? landing heavily on the floor with both feet. with such a severe injury. Without Fujimoto Would you carry on? Perfect! He stood for the required three his five team-mates knew that they would Why or why not? seconds, and then collapsed in agony. No have to make no mistakes in the one knew that he was performing on a competitions that followed. Inspired by broken knee, injured during the floor Fujimoto’s pride and courage they all did exercises. their very best. “I didn’t want to worry my team- When the results were announced the mates,” said Fujimoto. He couldn’t take Japanese team had won the gold medal pain killers because of doping regulations. by 40/100s of a point. They dedicated “I made myself forget what might happen their win to Shun Fujimoto, who had when I landed,” he said later. So he inspired them with his courage.

116 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

LEARN I P M Y

THROUGH ACTIVITY L O

USE THESE ACTIVITIES TO ENGAGE ALL LEARNERS IN BODILY-KINAESTHETIC ACTIVITIES. SPEND TIME AFTER THE ACTIVITIES TO HELP LEARNERS UNDERSTAND WHAT THEY HAVE LEARNED FROM THEIR “BODY-ORIENTED” ACTIVITIES. F O

MANY LEARNERS THINK THAT IF THEY ARE HAVING FUN THEY ARE NOT LEARNING. S E U L A V

L

1 Use individual or small group physical snowshoes, in the rain, under a rainbow. Below Desiree Eid other countries. A

movement to represent an idea: an animal, Record your observations of the weather, (AUS) uses the ribbon Incorporate song, costumes, and N O a cloud, a tree, a historical event, a the seasons, the wildlife, the community. during the Rhythmic scenery in a special dance festival I T

mathematical formula, or the plot and 6 Let’s Dance, Let’s Sing, Let’s Gymnastics at the featuring the dances and music of A

characters of a short story. After the activity Create, Let’s Play, Let’s Dream 2005 Australian Youth other countries. C

ask learners to discuss what they learned Mind, body and spirit activities express Olympic Festival. Find a piece of music that you love. U by experiencing the idea kinaesthetically. the joy of life and the culture of a Make up a dance to this music that D E 2 Use individual or small group physical community. In Africa, for example, expresses your personality and/or E

movement to represent the Olympic rings, dancing is an important expression of your dreams and hopes for your V I

the Olympic message, the Olympic motto. the identity of the community. community and for your world. F

After the activity ask learners to discuss Play music from different continents, E

what they learned by experiencing the idea and make up dances to the music 21 Adapted from Campbell, L., Campbell, B. and H

Dickenson, D. (1996). Teaching and Learning Through T kinaesthetically. and the rhythm. Make up songs to go Multiple Intelligences, Second Edition. Boston: Allyn and 3 Plan classroom “adventure” or with the music or learn songs from Bacon, p. 86. 4

“survival” challenges. “By overcoming N adventure challenges, learners learn about O their self-imposed limitations and their I potential capabilities. By confronting fear, T change and uncertainty, learners learn C E important coping skills.”21 S 4 Fitness Fun – Create imaginative training circuits in your school. In the gym or on the playground identify different places with a coloured piece of paper, or a poster, or in some other way. At each place learners will do a different kind of fitness activity. For example, they could pretend that they are a different animal at each place. Make up the activity that they would do at each place. Better still, get the children to help you develop fitness moves to be repeated at each place. Add music. Children love to do things to music. Other circuit themes could be: circus performers – Pretend you are a tumbler, trapeze artist, clown, animal trainer, juggler, dancer machines – Pretend you are a car, aeroplane, bicycle, train, rocket, etc. space – Pretend you’re on Mars, on Jupiter, on the moon, on a rocket, etc. body moves – Pretend you are flying, swimming, climbing, hopping, skiing, riding a horse or camel, etc. wilderness adventure – Pretend you are crossing a river on a log, trying to see through tall grass, climbing a mountain, etc. 5 Take a Walk – by yourself, with your schoolmates, with your family or your mother or father, with a friend, on skis or

TEACHING VALUES 117 M S

I BODY, MIND AND SPIRIT P M Y

L IN ANCIENT GREECE O

USE A STUDY OF THE IDEAS OF THE ANCIENT GREEKS TO HELP LEARNERS TO UNDERSTAND THE CULTURAL F CONCEPT OF BALANCE BETWEEN BODY AND MIND, AND TO EXPLORE THEIR OWN CULTURAL O

INTERPRETATIONS OF HARMONY IN THE HUMAN PERSONALITY. S E U L A V

L

A READING trained in athletics. Physical exercise was FOR DISCUSSION

N Echoes of the Past: The Ancient Greeks accompanied by music. Music, dance and In your cultural tradition, what are the O I The modern Olympic Games were inspired athletics helped to achieve the harmonious messages, symbols, stories or T

A by ideas from the civilisation of Ancient balance of the body and the mind. teachings that speak about harmony

C Greece. The first records of winners at the Local festivals involving music, drama and balance in the human

U site of the ancient Olympic Games was in and athletic contests provided a variety of personality? D 776 BC. From then on the Games were competitive contexts in which citizens of Sometimes the ideas of harmony in a E held every four years for more than a the city-states could demonstrate their human personality come from healing E

V thousand years. The activities of these virtues and fight for excellence. Such traditions. What healing traditions in I

F festivals were directly related to the Greek contests were directly connected to the Below Ancient your culture focus on healing mental

E idea of harmony between body and mind. cults of the gods or heroes, and had a Olympia: The ruins of and emotional stress as well as

H Young people went to school and also religious character. the temple of Zeus. physical illness. T

4

N O I T C E S

118 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S

WINNING AND LOSING: I 22 P M Y

WHAT’S IMPORTANT L O

USE THE RESULTS FROM THE SURVEY BELOW TO ENGAGE LEARNERS IN A DISCUSSION ABOUT THE VALUES THAT SEEM IMPORTANT TO THEM. EACH LEARNER WILL COMPLETE THE SURVEY. THEN THE RESULTS WILL BE COMBINED F O

AND ANALYSED. S E U L A V

L

HOW MUCH DO YOU VALUE… I AM A GIRL BOY A N O I T

very little little much very much A C U

1. Winning D E

E V 2. Having fun, playing the game I F

E

Friendship H 3. T

4

4. Exercise N O I

5. Fair Play T C E S 6. Uniforms

7. Competition, being my best

8. Coaching

9. Being part of a team

10. Refereeing

SUGGESTED ACTIVITIES Add up the results together on the blackboard or on a piece of paper. Make graphs of the results by a) category; b) comparing girls and boys; c) by the class average in each category.

FOR DISCUSSION What values are demonstrated by your choices in this survey? Are these the values that you want to demonstrate? Why or why not? What action would you need to take to 22 Binder, D. 1985. Come Together: The Olympics and show that you are changing your values? You. Ottawa: Canadian Olympic Association, p. IV-28.

TEACHING VALUES 119 M S

I WISE WORDS P HISTORY HAS RECORDED WISE WORDS IN THE STORIES FROM MANY DIFFERENT PARTS OF THE WORLD. M HERE ARE A FEW. USE THESE STORIES AS A WAY TO HELP LEARNERS TO SHARE THE WISDOM Y

L STORIES FROM THEIR OWN CULTURAL TRADITIONS. O

F O

S E U

L FROM CHINA FROM SOUTH AFRICA FROM SOUTH AMERICA A Harmony and balance are important ideas “I LOOK AT AN ANT “!AMA SUA, AMA KJELLA, V

L in Chinese philosophy. Confucius, an AND I SEE MYSELF: A AMA LLLULLA – DON’T

A ancient Chinese teacher, developed a NATIVE SOUTH LIE, DON’T CHEAT, DON’T

N moral code that included rules about AFRICAN…WITH A BE LAZY.” O I people’s roles and responsibilities. He STRENGTH MUCH QUECHUA GREETING DURING T

A believed that paying attention to duty and GREATER THAN MY INCA TIMES.

C responsibility would contribute to achieving SIZE SO I MIGHT COPE

U harmony and balance. WITH THE WEIGHT OF A FROM INDIA D RACISM THAT In ancient times the Buddha wandered the E “WHEN YOU KNOW CRUSHES MY SPRIT. I Ganges plains of Northern India. He taught E

V WHERE TO STOP, YOU LOOK AT A BIRD AND I many lessons about good living. Many of his I

F HAVE STABILITY. WHEN SEE MYSELF: A NATIVE teachings can be read today.

E YOU HAVE STABILITY, SOUTH AFRICAN,

H YOU CAN BE TRANQUIL. SOARING ABOVE THE “NOT KILLING OR T

WHEN YOU ARE INJUSTICES OF HARMING LIVING

4 TRANQUIL, YOU CAN BE APARTHEID ON WINGS BEINGS. THIS IS BEING

AT EASE. WHEN YOU OF PRIDE, THE PRIDE KIND.NOT TAKING WHAT N ARE AT EASE, YOU CAN OF A BEAUTIFUL IS NOT GIVEN [NOT O I DELIBERATE. WHEN PEOPLE. I LOOK AT A STEALING]. THIS IS T YOU CAN DELIBERATE, STREAM AND I SEE BEING HONEST. NOT C YOU CAN ATTAIN MYSELF: A NATIVE BEING UNFAITHFUL IN E YOUR AIMS.” SOUTH AFRICAN, RELATIONSHIPS. THIS IS S (FROM THE GREAT LEARNING – FLOWING…OVER HARD BEING TRUSTWORTHY. A CHAPTER IN ONE OF THE FIVE OBSTACLES UNTIL NOT USING WRONG CLASSICS OF THE CONFUCIAN THEY BECOME SPEECH. THIS IS BEING TRADITION.) SMOOTH AND, ONE TRUTHFUL. NOT TAKING DAY, DISAPPEAR… AND DRINK OR DRUGS. FROM ISLAM IN A SAD WORLD THIS IS BEING CLEAR Below Confucian “THAT PERSON IS WHERE SO MANY ARE MINDED.” writings are still taught NEAREST TO GOD WHO VICTIMS, I CAN TAKE THE FIVE PRECEPTS OF BUDDHISM in China today. PARDONS, WHEN HE PRIDE THAT I AM ALSO HAS IT IN HIS POWER, A FIGHTER. MY LIFE, THE PERSON WHO HAS MY CAREER, EVERY INJURED HIM.” SONG I SING AND EVERY APPEARANCE I “IT IS PROPER THAT MAKE, ARE BOUND UP EVERY RIGHTEOUS WITH THE PLIGHT OF MAN SHOULD SHARE MY PEOPLE… THERE THE PAIN OF HIS ARE THREE THINGS I FELLOWS IN THE SAME WAS BORN WITH IN WAY AS AN ACHING THIS WORLD, AND HEAD MAKES THE THERE ARE THREE WHOLE BODY ACHE.” THINGS I WILL HAVE SAYINGS OF THE PROPHET UNTIL THE DAY I DIE: MUHAMMAD HOPE, DETERMINATION AND SONG. THESE THINGS I ALSO HOLD IN COMMON WITH MY PEOPLE…” 23 (MIRIAM MAKEBA)

120 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT M S I P M Y L O

F O

S E U

FROM TURKEY FROM UNESCO FOR DISCUSSION L “ONE HOT DAY THE “LASTING PEACE IS A What messages in these stories are A V

HOCA WAS RESTING IN PREREQUISITE FOR also important messages in your L

THE SHADE OF A WALNUT THE EXERCISE OF ALL community? A

TREE BETWEEN CHORES HUMAN RIGHTS AND Do any of these stories disagree with N O IN HIS GARDEN. AFTER A DUTIES. IT IS NOT THE important messages or values in your I T

TIME HE BEGAN TO PEACE OF SILENCE, community? Discuss these differences. A

NOTICE THE HUGE OF MEN AND WOMEN Find words of wisdom from your own C

WATERMELONS WHO BY CHOICE OR community or country. U GROWING ON VINES IN A CONSTRAINT REMAIN Make up a special “words of wisdom” D E NEARBY FIELD, AND THE SILENT. IT IS THE poster that you will share with another E

WALNUTS IN THE TREE PEACE OF FREEDOM – class, or community, or country. V I

OVER HIS HEAD. AND THEREFORE OF F

‘SOMETIMES JUST LAWS – OF E

I CAN’T UNDERSTAND HAPPINESS, EQUALITY H T

THE WAYS OF ALLAH,’ HE AND SOLIDARITY, IN

MUSED. ‘LOOK AT THAT WHICH ALL CITIZENS 4

GREAT WATERMELON COUNT, LIVE TOGETHER N GROWING ON SUCH A AND SHARE.” O SPINDLY VINE, AND (FEDERICO MAYOR, FORMER Below South African I THOSE TINY WALNUTS DIRECTOR GENERAL, UNESCO) singer Miriam Makeba. T GROWING ON THAT C LORDLY TREE. IF I HAD E S BEEN THE CREATOR, I SHOULD HAVE PUT THE WALNUT ON THE VINE AND THE WATERMELON ON THE TREE.’ JUST THEN A WALNUT FELL FROM THE TREE AND LANDED SMACK ON THE HOCA’S HEAD. RUBBING THE LUMP, HE LOOKED UP TOWARD THE SKY AND SAID, ‘FORGIVE ME, ALLAH, FOR QUESTION- ING YOUR WISDOM. YOU ARE ALL-WISE. WHERE WOULD I BE NOW IF WATERMELONS GREW ON TREES?’ ” 24

23 Billings, Melissa. (1998) Mosaics: Art and Music from Around the World. North Billerica, Montana: Curriculum Associates, Inc., p. 6. 24 Billings, Melissa. (1998). Mosaics: Everyday Life from Around the World. North Billerica, Montana: Curriculum Associates, Inc., p. 40.

TEACHING VALUES 121 M S

I MANY CULTURES, P M Y

L MANY LEARNERS, O

F

O MANY INTELLIGENCES

S USE THIS ACTIVITY FOR OLDER LEARNERS TO INTRODUCE THE IDEA THAT THERE ARE MANY FORMS OF E INTELLIGENCE, THAT INDIVIDUALS HAVE DIFFERENT INTELLIGENCE TALENTS, AND THEREFORE DIFFERENT WAYS OF U

L LEARNING. SUCCESSFUL LEARNING IS INFLUENCED BY TALENT, CULTURE AND TEACHING METHODOLOGY. A V

L A N O I T

A ne hundred years ago, Pierre modify images and to navigate oneself and FOR DISCUSSION

C de Coubertin complained objects through space. Which of these intelligences are most

U about the emphasis on Musical Intelligence valued in your culture? Why?

D O intellectualism and compartmentalisation Is evident in individuals who possess a Which of these intelligences seem to E in French schools. He would have sensitivity to pitch, melody, rhythm and be most valued in your education E

V understood and applauded the theory of tone. system? Why? I

F multiple intelligences. Interpersonal Intelligence Which of these intelligences best

E Is the capacity to understand and interact describes your talents and interests?

H “THE INTELLIGENCES effectively with others. What could you do to increase your T

ARE LANGUAGES THAT Intrapersonal Intelligence knowledge and skills in the areas in

4 ALL PEOPLE SPEAK AND Refers to the ability to construct an which you have talent?

ARE INFLUENCED, IN accurate perception of oneself and to use One of the values of Olympism is to N PART, BY THE CULTURE such knowledge in planning and directing promote a “balance between body, O I INTO WHICH ONE IS one’s own life. will and mind”, and to do this through T BORN. THEY ARE Naturalist Intelligence active participation in sport and C TOOLS FOR LEARNING, Consists of observing , physical activities. How can bodily- E PROBLEM-SOLVING, identifying and classifying objects, and kinaesthetic activities contribute to S AND CREATING THAT understanding natural and human-made the development of motivation and of ALL HUMAN BEINGS systems. the other intelligences? USE.”25

Thus the theory of multiple intelligences,26 TYPE OF INDICATORS OF WHO HAS THIS ACTIVITIES TO also reinforces cross-cultural perspectives INTELLIGENCE THIS TALENT TALENT? STIMULATE THIS of human learning. TALENT TALENT

SUGGESTED ACTIVITY Thinking About Balance – Work in small Bodily-Kinaesthetic • Explores the athletes • Learning by doing. groups to complete a “Multiple Intelligences Intelligence environment through dancers • Role playing. Chart”27 using the headings below. The first Enables a person to touch and movement – actors • Creative dramatics. one, bodily-kinaesthetic intelligence, manipulate objects and manipulates. sewers • Simulations. has been completed for you. fine-tune physical skills. • Demonstrates good carvers • Creative movement Then complete the sections for each of Necessary for survival. coordination, grace, recreation specialists activities. the following intelligences. Work in small and a sense of timing. sculptors • Content-specific groups; each group takes on one kind of • Learns through designers movement activities. intelligence. direct participation. surgeons • Learning sequences Verbal-Linguistic Intelligence • Enjoys concrete choreographers through dance. The ability to think in words and to use learning • Manipulatives (e.g. task language to express and appreciate experiences: e.g., Add to this list. cards, puzzles, etc.) complex meanings field trips, model • Games. Logical-mathematical Intelligence building, role play, • Daily physical Makes it possible to calculate, quantify, games. education. consider propositions and hypotheses, and • Has well-developed • Classroom adventures. carry out complex mathematical small or gross • Field trips. operations. motor skills. • Exercise breaks. Visual-Spatial Intelligence Instils the capacity to think in three- 25 Campbell, L., Campbell, B. and Dickenson, D. (1996). Teaching and Learning Through Multiple Intelligences, Second Edition. Boston: Allyn and Bacon, p. xv. dimensional ways, perceive external and 26 Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. N.Y.: Basic Books. internal imagery, to recreate, transform or 27 Adapted from Campbell, L., Campbell, B. and Dickenson, D. (1996). Teaching and Learning Through Multiple Intelligences, Second Edition. FT #5, January 2007

122 TEACHING VALUES

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TOOLS N O I T A T N E M E L P M I

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N O I T C E S

PRESENTATION SLIDES...... 124 Above Tanzania 1991: A “Culture and OLYMPIC DAY OR WEEK IN THE SCHOOL OR COMMUNITY...... 126 Education” Seminar and Sports OLYMPIC DAY/WEEK CERTIFICATE...... 127 Competition.

CREATING A “SPIRIT OF OLYMPISM” CULTURE IN YOUR SCHOOL OR ORGANISATION...... 128

“SPIRIT OF OLYMPISM” INFORMATION HANDOUT...... 129

LETTER FOR PARENTS...... 130

ACTIVITY LEADER/COACH COMMITMENT...... 131

PARENTAL COMMITMENT...... 132

PARTICIPANT COMMITMENT...... 133

“SPIRIT OF OLYMPISM” AWARD...... 134

TEACHING VALUES 123 S L PRESENTATION O O T

N OUTLINE O I IMPLEMENTING AN OLYMPIC VALUES EDUCATION PROGRAMME MAY REQUIRE THE SUPPORT T AND PARTICIPATION OF OTHERS IN YOUR SCHOOL AND COMMUNITY. A T N E M E L

P reate your own slides, the educational value of good to become the best that they can be in Right Olympic Day Joy M I overhead transparencies or example, and whatever they do. in Great Britain.

handouts using the text below. respect for universal fundamental 5

C ethical principles. SLIDE #3 (E) N For a ten-minute presentation, slides BALANCE BETWEEN O

I numbered #1-12 summarise the SLIDE #3 BODY, WILL AND MIND

T contents of the Toolkit. THE EDUCATIONAL Current research suggests that learning

C For a more detailed presentation, VALUES OF OLYMPISM takes place in the whole body, not just in

E some of the slides numbered #1-12 Joy of effort the mind, and that physical activity and S as above also have sub-topic slides Fair play learning through movement contributes to numbered 3(a), 3(b), 3(c) and so on. Respect for others the development of both moral and Where available, video, CD or DVD Pursuit of excellence intellectual learning. Pierre de clips would supplement the script of Balance between body, will and mind Coubertin’s revival of the Olympic Games the slides. was based on a similar concept of body SLIDE #3 (A) and mind. SLIDE #1 JOY OF EFFORT TEACHING VALUES: AN Young people develop and practise SLIDE #4 OLYMPIC EDUCATION physical, behavioural and intellectual skills OLYMPIC VALUES ARE TOOLKIT by challenging themselves and each other COMMUNICATED in physical activities, movement, games THROUGH SYMBOLS “OUR WORLD TODAY and sport. AND CEREMONIES IS IN NEED OF PEACE, The Olympic Movement is more than TOLERANCE AND SLIDE #3 (B) another sport event. Young people’s BROTHERHOOD. THE FAIR PLAY imaginations are inspired by the art, music VALUES OF THE Fair play may be a sporting concept, but, and cultural presentations of an Olympic OLYMPIC GAMES as every parent knows, even small Games. Respect and acceptance of CAN DELIVER THESE children have a strong view on what is diversity can be fostered by introducing TO US.” “fair”. Learning fair play behaviour through activities based on the educational values (JACQUES ROGGE, PRESIDENT, physical activities can help in the of Olympism into all aspects of a sports INTERNATIONAL OLYMPIC development of fair play behaviour in the programme, and into other school subject COMMITTEE, TURIN 2006) community and in life. areas such as language, history and science. “THE GOAL OF THE “FAIR PLAY IS NOT OLYMPIC MOVEMENT CAUGHT, IT MUST BE SLIDE #4 (A) IS TO CONTRIBUTE TO TAUGHT.” OLYMPIC SYMBOLS BUILDING A PEACEFUL Rings, Flag, Torch, Flame, Truce Symbol AND BETTER WORLD SLIDE #3 (C) BY EDUCATING YOUTH RESPECT FOR OTHERS SLIDE #4 (B) THROUGH SPORT Learning to accept and respect diversity OPENING CEREMONY PRACTISED IN can promote peace and international ACCORDANCE WITH understanding. The Olympic Movement SLIDE #4 (C) OLYMPISM AND ITS brings together all races and cultures and CLOSING CEREMONY VALUES.” can serve as a model for tolerance and AND VICTORY (OLYMPIC CHARTER, P. 10) understanding. CEREMONIES

SLIDE#2 SLIDE #3 (D) SLIDE #5 OLYMPISM PURSUIT OF OLYMPIC VALUES ARE is a philosophy of life, balancing the EXCELLENCE SHARED THROUGH qualities of body, will and mind. By blending Among athletes excellence is often OLYMPIC SPORT AND sport with culture and education, Olympism considered as “doing your personal best”. THE OLYMPIC seeks to create a way of life based on: This concept can help young people to MOVEMENT the joy of effort, make positive, healthy choices, and strive These values are found in the

124 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S L O O T

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N O I T C E S

Olympic Charter of the International values as the context for teaching life People learn in different ways. Olympic Committee values and life skills. Learning is both an individual and a When National Olympic Committees cooperative activity. are admitted to the Olympic SLIDE #8 Movement they take on the THE PURPOSES OF THE SLIDE #9 responsibility of promoting and TOOLKIT ONE WORLD ONE teaching these values in their countries. to provide materials to help teachers, DREAM – BEIJING 2008 Organising Committees for Olympic coaches, sports club and community Celebrating Universality Winter and Summer Games are leaders to enhance the physical and Celebrating Humanity required to provide an Olympic moral development of the children Celebrating Peace education programme to accompany and young people, ages 8 – 18. the Games. to focus on HOW to present the SLIDE #10 educational values of Olympism THE FUTURE OF SLIDE #6 consistent with current pedagogical OLYMPIC EDUCATION ORGANISING A MODERN practices. Olympic Education is: OLYMPIC GAMES Global Education /ORGANISING AN SLIDE #8 (A) Ethical Education OLYMPIC DAY THE TOOLKIT INCLUDES Equal Opportunity Education Planning Facilities (Venues) Background Information on the Multicultural Education Organising Competitions Olympic Movement Balanced Education Planning Cultural Events and Training Learning Activities for classroom Helpers presentation and small groups SLIDE #11 Taking Care of Athlete and Spectator CELEBRATING AN Needs and Transportation SLIDE #8 (B) OLYMPIC DAY Protecting the Environment TOPICS Each class or group represents a Section 1: Introduction to Olympic country The Toolkit provides stimulating values- Values Education Opening ceremony with guest of based activities on all of these topics. Thus Section 2: Celebrating the Values honour an integrated approach is possible. The Through Symbols and Ceremonies Physical activity and sport events culmination of an Olympic Values Section 3: Sharing the Values Cultural and art displays Education Programme could be an Through Sport and the Olympic Closing ceremony based on local Olympic Day celebration for the school and Movement celebrations community. Section 4: The Five Educational Values of Olympism SLIDE #12 SLIDE #7 Section 5: Implementation Tools INSPIRE A DREAM OLYMPIC VALUES Olympic education brings hope, inspiration EDUCATION IS “EDUCATION SLIDE #8 (C) and dreams of a better future to the youth THROUGH OLYMPISM” METHODOLOGY OF THE of the world. integrating sport and physical activity TOOLKIT with other subject areas. Learning is an active, not a passive, using Olympic sport, traditions and activity.

TEACHING VALUES 125 S L OLYMPIC DAY OR WEEK IN O O T

N THE SCHOOL OR O I 1 T

A COMMUNITY T

N HOLDING AN OLYMPIC DAY OR WEEK IS A GREAT WAY OF PROMOTING THE VALUES OF THE OLYMPIC MOVEMENT TO E SCHOOLS AND LOCAL COMMUNITIES. M E L P M I

5 WHY HOLD AN OLYMPIC location and who will be responsible for each cities highlighted. Consider the countries that N DAY OR WEEK? event. Planning for this should include: will be competing in your Olympic Day and O

I To offer children and young people an equipment, entries, schedule of events, compile a list of their capital cities and

T opportunity to demonstrate effort in officials and point tallies. population.

C sport and physical activity, as well as Ceremonies – Decide what elements of the History – Make flags of the countries

E in related areas such as art, music, etc. Olympic Opening and Closing Ceremonies represented at the Games. Discuss their S To engage the whole school and/or you wish to include. (See pages 26-28.) symbolism and what the colours represent. community, in an event, based on the Awards – Decide on categories for awards. Prepare information sheets for the school Olympic values, and emphasise co- Participation awards are recommended in about each of the countries. operation, participation and fair play. addition to result awards. Decide how Modern Languages – Collect sporting To provide a culminating opportunity awards will be handed out, when and by photographs and give them captions in the for cross-curricular activities in the whom. target language. Choose one of the school or community. Public Relations – Invite guests such as competing countries and conduct a ‘mock To raise the profile of the school or the mayor, local athletes, governors, parents interview’ in the target language. organisation in the local community. and press. Contact local radio and television Music – Compose a theme song for your Olympic Family, special guests and stations, if possible, and newspapers. Olympic Day. Study how music has been a the local media will be invited to attend. Support Services – Ensure there is a First part of the Ancient and Modern Olympic Aid Station and nurse available on the day. Games. ORGANISATION Provide shaded areas and refreshments for Physical Education – Train for the events. Select a date and time for the Olympic participants and spectators. Start a “Spirit of Olympism” programme. Day celebration. (Internationally, Highlight an Olympic athlete and discuss Olympic Day is celebrated on 23 June, SUGGESTED ACTIVITIES their sport and career. the date that Pierre de Coubertin FOR DIFFERENT SUBJECT Science – Discuss the effect of science and founded the International Olympic AREAS technology on the changes in equipment Committee). Art – Design the banners to be used for over the years. Give examples of advances, Select a coordinator for the overall each country at the Opening Ceremony. for example pole vault poles, cycling Olympic Day activities. Design and produce medals and certificates footwear. Select a planning committee. This to be used as awards. Construct posters Below Iran 2005: Health – Discuss having a nutritious lunch should include a representative from and/or banners to be used throughout the More Olympic Day joy. for all the participants on Olympic Day. the executive or administration, the school or community. Design an emblem, a Discuss the prevention of dehydration during teaching or coaching team, each torch and mascots. 1 Adapted from British the day’s events. Devise a fitness plan for all Olympic Association. 2006. curriculum area in a school and a English – Write a newspaper article “Olympic Day in the the participants to follow during the local parent group. Appoint each reporting on the Olympic Day. Hold a School.” Online. preparation for the day. member of the committee with a poetry competition with the Olympic ideals certain responsibility. as the topic. Mathematics – Create the results sheets AREAS OF for the Games. Assist in the judging of the RESPONSIBILITY competition. Discuss currencies and Logistics exchange rates of the different countries. Select a range of events for the Plan and then measure and lay out the field Olympic Day such as: athletic events, for various events and activities. competitive and non-competitive Geography – Design a games and team events. world map with all Ensure that all the children and the Olympic host youngsters are able to participate. Guarantee a means of communicating on the day with participants. Deal with all legal and insurance issues. Field Co-ordination – Determine the

126 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S OLYMPIC DAY/WEEK L O O T

CERTIFICATE N O USE THIS CERTIFICATE TO AWARD THOSE STUDENTS WHOSE PARTICIPATION MADE YOUR EVENT POSSIBLE. I IT CAN BE ENLARGED PROPORTIONALLY TO FIT AN A4 PAGE. T A T N E M E L P M I

5 L

N O I O T C E

CERTIFICATE S O H C S

N I

Y A D

...... C

participated in the I

“Spirit of Olympism” P

...... Date M Y ......

Signed L O

TEACHING VALUES 127 S L ‘SPIRIT OF OLYMPISM’ IN O O T

N YOUR SCHOOL OR O I T

A ORGANISATION T

N THIS PAGE WILL GIVE YOU TIPS AND IDEAS TO HELP CREATE A ‘SPIRIT OF OLYMPISM’ IN YOUR SCHOOL OR E ORGANISATION. M E L P M I

5 n organisation or school with a commitment from the administration BECOMING A “SPIRIT OF N “Spirit of Olympism” culture team-based implementation OLYMPISM” SCHOOL OR O I A supports the moral, social and commonly defined behavioural ORGANISATION T physical development of children and expectations Carry out a general assessment of your

C young people by teaching the values of teaching behavioural expectations situation, including behavioural concerns

E Olympism and setting expectations for acknowledging and rewarding in your school or organisation that might S positive, healthy behaviour by all appropriate behaviour be improved with a “Spirit of Olympism” participants – including adults. In a “Spirit monitoring and correcting programme. Then implement the steps in of Olympism” culture, desirable behaviour unacceptable behaviour the grid below to help you to move toward is taught and reinforced. A proactive parent/guardian and community your vision of a “Spirit of Olympism” approach requires the following: involvement school or organisation.

TASK YES NO IN PROGRESS (WHO’S RESPONSIBLE)

Organise meetings/workshops to secure approval of a long-term commitment to teaching the Olympic values by your executive, administration, teachers, coaches and other personnel. To give young people a sense of participation in this project, involve them in the decision-making.

Write and implement a Spirit of Olympism Charter, specifying outcomes such as effort, fair play, respect, safety, excellence, positive learning environments, fun. Work with young people on the development of this Charter.

Develop over time a support team to work in conjunction with the administration to resolve fair play-related issues.

Plan “Spirit of Olympism” interventions and promotions, for example, programme launch events, announcements, email messages, contracts, school or club newsletter inserts, brochures, posters, a Spirit of Olympism sub-committee, awards, pre-game announcements.

Place pennants/banners/posters in facilities to advertise the Spirit of Olympism programme.

Recognise behaviour that demonstrates the Olympic values through positive affirmation, certificates and rewards.

OUR IDEAS

128 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S ‘SPIRIT OF OLYMPISM’ L O O T

INFORMATION N O I T

HANDOUT A T

USE THIS HANDOUT WHEN YOU WANT TO PROVIDE INFORMATION ON THE “SPIRIT OF OLYMPISM” N PROGRAMME TO OLYMPIC FAMILY MEMBERS, EDUCATIONAL ADMINISTRATORS AND AUTHORITIES, E TEACHERS, COACHES, PARENTS AND SUPPORTERS. M E L P M I

5 Our school/organisation is a “Spirit of Olympism” organisation. The following educational values of Olympism support the objectives and learning outcomes of N our organisation, and guide all of our activities: O I T

A. JOY OF EFFORT C E

Young people develop and practise physical, behavioural and intellectual skills by challenging themselves and each other in physical activities, movement, games S and sport.

B. FAIR PLAY Fair play is a sporting concept, but it is applied worldwide today in many different ways. Learning fair play behaviour in sport can lead to the development and reinforcement of fair play behaviour in the community and in life.

C. RESPECT FOR OTHERS When living in a multicultural world, learning to accept and respect diversity, and practise personal peaceful behaviours can promote peace and international understanding.

D. PURSUIT OF EXCELLENCE A focus on excellence can help young people to make positive, healthy choices, and strive to become the best that they can be in whatever they do.

E. BALANCE BETWEEN BODY, WILL AND MIND Current research suggests that learning takes place in the whole body, not just in the mind. We encourage daily physical activity.

These values have to be taught and reinforced. We believe that positive behaviours develop when we all care about other people’s feelings and concerns (empathy), understand the right and decent ways to act (conscience), maintain our self-control, respect and value others by treating them in a courteous and considerate way, and value justice and fairness.

Because children and young people learn values by watching adults, everyone in our community, including our parents, should be responsible for modelling and reinforcing these values.

Thank you for helping us.

TEACHING VALUES 129 S L LETTER FOR PARENT S O O T

N OR GUARDIANS O I USE THIS LETTER TO ENCOURAGE SUPPORT FROM FAMILY MEMBERS AND OTHERS OUTSIDE YOUR T SCHOOL/ORGANISATION. A T N E M E L

P LESSONS WILL BE REMEMBERED LONG AFTER THE SCORES ARE FORGOTTEN. M I

5

Our “Spirit of Olympism” school/organisation encourages your participation in your son/daughter/young person’s curricular, extra-curricular and sports activities.

N As a parent/guardian your participation contributes to their ongoing development and enthusiasm. Our school/organisation has developed a Spirit of Olympism O I code. We expect all of our participants to behave according to the principles of the code when they are participating in the activities or events sponsored by our T

C school or organisation. E S We also want our participants to have fun, and we expect our parents/guardians to encourage this fun in a positive way. When you are a spectator at events, the young people you watch do hear and see you. They care about what you say. They look to you for acceptance and praise. Please understand that you are watching young participants learn and have fun doing activities they love. Be positive in your participation during a game or event. Do not yell negative comments at other participants or parents, teachers, coaches or officials. Our Spirit of Olympism school/organisation hopes all parents/guardians will be positive role models for their sons and/or daughters.

Accept the fact that mistakes will be made by teachers, coaches, activity leaders, referees and officials. Be tolerant of mistakes. If you cannot accept what you see, hear or experience, make your concerns known to the administration privately after the event.

We appreciate your support.

130 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S LEADER/COACH L O O T

COMMITMENT N O ADAPT THIS SAMPLE FOR YOUR PURPOSES AND SITUATIONS. I T A T N E M E L

SPIRIT OF OLYMPISM PROGRAMME P M I

ACTIVITY LEADER/COACH COMMITMENT 5 (SAMPLE) N O

As activity leaders or coaches of young people, our focus is to ensure that our participants develop and refine their skills, demonstrate respect for others, accept I

responsibility for their actions, and can participate in a safe and respectful environment. As activity leaders and/or coaches we agree to abide by the following T

guidelines: C E

We will actively encourage and support the Spirit of Olympism educational values of our school or organisation. S

We will be organised and prepared for all rehearsals, practices, training sessions, events and games to maximise the time we have for our activity.

We will not openly criticise any of our own participants or the participants, coaches, leaders or officials on other teams or from other schools or communities.

We will treat all participants fairly and with respect.

We will respond to and be aware of all participants’ safety and health needs.

We will emphasise respect, team work and FUN, and we will attempt to build a love for the activity in our participants.

We understand that our activity is designed to help our students develop their physical, moral and intellectual abilities.

We will attempt to teach our participants to work hard to win, but not to win at all costs.

We will respect other activity leaders and coaches within our system, and work with them to ensure maximum benefit for all participants.

Signature: ......

Date: ......

Team: ......

(A copy, signed by the coaches is given to each parent of the coaches’ team at the first team meeting at the beginning of the season.)

TEACHING VALUES 131 S L PARENT/GUARDIAN O O T

N COMMITMENT O I ADAPT THIS SAMPLE FOR YOUR PURPOSES AND SITUATIONS. T A T N E M E L P M I SPIRIT OF OLYMPISM PROGRAMME

5 PARENT/GUARDIAN COMMITMENT N (SAMPLE) O I

T I/We agree to abide by the following guidelines and ensure that friends/relatives who accompany us as spectators or participants in school or sport events and

C activities also follow these guidelines as applicable. E

S We will actively encourage and support the Spirit of Olympism education values of our school or organisation.

We will ensure that participants are brought to the appropriate places for all scheduled rehearsals, practices, games and/or events.

We will respect the boundaries of participants and their activity leaders or coaches during rehearsals, practices, games and/or events.

We will not bring siblings, friends or other relatives into the preparation areas if it is possible to make other arrangements.

We will respect the need of participants to have space and time with activity leaders and/or coaches before and after rehearsals, practices, games and/or events.

We will not interfere with, or undermine the activity leaders or the coaches at any time. We will not encourage our son or daughter to participate in a manner inconsistent with the activity leader’s or coach’s directions or plans.

We will support the activity when we are asked to do so – by helping to fundraise (if necessary), and attend meetings and special events.

We will assure that our son or daughter is equipped with proper and safe equipment.

...... #

RETURN SLIP

I agree to abide by the Guidelines.

Signature: ......

Date: ......

Team: ......

Please sign the bottom section and return it to the activity leader or coach. Keep the guideline section for your information.

132 TEACHING VALUES TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT S PARTICIPANT L O O T

COMMITMENT N O USE THIS PAGE TO ENCOURAGE COMMITMENT TO YOUR SCHOOL/ORGANISATION ACTIVITIES. I T A T N E M E L P M SPIRIT OF OLYMPISM PROGRAMME I

5 PARTICIPANT COMMITMENT (SAMPLE) N O I

I will follow the “Spirit of Olympism” values of my school and community. T C

I will learn and respect the rules of the game or activity. E S I will respect the other people on my team or in my activity.

I will respect the people on the other team or from other communities or schools.

I will respect the referees or activity supervisors, and accept their decisions.

I will praise the good actions of others.

I will be a good team player.

I will celebrate our wins, and learn from our defeats. Winning isn’t everything.

I will focus on learning and doing my best during all practices, events and games.

I will be enthusiastic and encourage the other participants on my team or in my activity.

I will do my best to maintain my self-control.

...... #

RETURN SLIP

I agree to follow these Guidelines.

Signature: ......

Date: ......

Team: ......

Please sign and return the portion below to your coach or activity leader.

TEACHING VALUES 133 S L SPIRIT OF OLYMPISM O O T

N AWA RD O I USE THIS CERTIFICATE TO AWARD THOSE STUDENTS WHO DEMONSTRATE ENTHUSIASM AND WHOLE-HEARTED T PARTICIPATION. IT CAN BE ENLARGED PROPORTIONALLY TO FIT AN A4 PAGE. A T N E M E L P M I

5

N O M I T C E S

S AWARD I

This is to recognise the achievements of P

...... M in demonstrating the “Spirit of Olympism” values: Y L

JOY OF EFFORT O

FAIR PLAY

RESPECT FOR OTHERS F DOING MY VERY BEST O LIVING A BALANCED AND HEALTHY LIFESTYLE

T I

......

Date R I

...... Signed P S

134 TEACHING VALUES