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INTERNATIONAL OLYMPIC ACADEMY

8th JOINT INTERNATIONAL SESSION FOR PRESIDENTS or DIRECTORS OF NATIONAL OLYMPIC ACADEMIES and OFFICIALS OF NATIONAL OLYMPIC COMMITTEES

23-30 MAY 2006

PROCEEDINGS

ANCIENT OLYMPIA 002s022 10-06-09 13:02 ™ÂÏ›‰·4

Commemorative seal of the Session.

Published by the International Olympic Academy and the International Olympic Committee

2007

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

Editor: Assoc. Prof. Konstantinos Georgiadis, IOA Honorary Dean

Photographs: Georgios Spiliopoulos Production: Livani Publishing Organization

ISBN: 978-960-14-1744-8 002s022 10-06-09 13:02 ™ÂÏ›‰·5

INTERNATIONAL OLYMPIC ACADEMY

SPECIAL SUBJECT:

WORLDWIDE REVIEW OF THE PROGRAMMES OF OLYMPIC EDUCATION

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EPHORIA OF THE INTERNATIONAL OLYMPIC ACADEMY (2006)

President Minos X. KYRIAKOU Vice-President Isidoros KOUVELOS Members Lambis V. NIKOLAOU (IOC Vice-President) Emmanuel KATSIADAKIS Antonios NIKOLOPOULOS Evangelos SOUFLERIS Panagiotis KONDOS Leonidas VAROUXIS Georgios FOTINOPOULOS Honorary President Juan Antonio SAMARANCH Honorary Vice-President Nikolaos YALOURIS Honorary Dean Konstantinos GEORGIADIS

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HELLENIC OLYMPIC COMMITTEE (2006)

President Minos X. KYRIAKOU 1st Vice-President Isidoros KOUVELOS 2nd Vice-President Spyros ZANNIAS Secretary General Emmanuel KATSIADAKIS Treasurer Pavlos KANELLAKIS Deputy Secretary General Antonios NIKOLOPOULOS Deputy Treasurer Ioannis KARRAS IOC Member ex-officio Lambis V. NIKOLAOU Members Stelios AGGELOUDIS Ioannis ANTONOPOULOS Andreas ARVANITIS Niki BAKOYIANNI Athanassios BELIGRATIS Christos CHATZIATHANASSIOU Dimitris DIATHESSOPOULOS Dimitris DIMITROPOULOS Michalis FISSENTZIDIS Andreas FOURAS Vassilis GAGATSIS Nikos KAKLAMANAKIS Manolis KOLYMBADIS Panagiotis KONDOS

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Pavlos LAPPAS Thomas MEDESSIDIS Dimitris RAZIS Freddy SERPIERIS Vassilis SEVASTIS Ioannis SGOUROS Georgios SMYRNEOS Evangelos SOUFLERIS Petros SYNADINOS Georgios VASSILAKOPOULOS Ioannis VASSILIADIS Georgios YEROLYMPOS

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INTERNATIONAL OLYMPIC COMMITTEE COMMISSION FOR CULTURE AND OLYMPIC EDUCATION (2006)

Chairman Zhenliang HE (CHN) Members: Haya Bint AL HUSSEIN (JOR) Fernando F. Lima BELLO (POR) Valeriy BORZOV (UKR) Helen BROWNLEE (AUS) Philip CRAVEN (GBR) ′ Iván DIBOS (PER) ′ Conrado DURANTEZ (ESP) Manuel ESTIARTE (ESP) Konstantinos GEORGIADIS (GRE) Nat INDRAPANA (THA) Minos X. KYRIAKOU (GRE) Karl LENNARTZ (GER) Marc MAES (BEL) Alicia MASONI de MOREA (ARG) Samih MOUDALLAL (SYR) Norbert MÜLLER (GER) Roque-Napoléon MUÑOZ-PEÑA (DOM) Mohamed MZALI (TUN) Lambis V. NIKOLAOU (GRE) Francis Were NYANGWESO (UGA)

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Robert PARIENTE (FRA) Enrico PRANDI (ITA) Sam RAMSAMY (RSA) Thomas P. ROSANDICH (USA) Mounir SABET (EGY) Melitﬁn SANCHEZ RIVAS (PAN) Klaus SCHORMANN (GER) Henri SÉRANDOUR (FRA) Antun VRDOLJAK (CRO) Ching-Kuo WU (TPE)

Director in charge T.A. Ganda SITHOLE (ZIM)

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CONTENTS

Foreword...... 19

OPENING CEREMONY OF THE 8th JOINT INTERNATIONAL SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Address by the President of the International Olympic Academy, Minos X. KYRIAKOU...... 25

Address by the Vice-President of the International Olympic Academy, Isidoros KOUVELOS ...... 29

WORKS OF THE 8th JOINT INTERNATIONAL SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Lectures

The IOC Olympic Solidarity Nicole GIRARD-SAVOY (SUI)...... 35

The endeavors of the IOC for the promotion of Olympic Education programmes in developing countries T. A. Ganda SITHOLE (ZIM)...... 40

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Olympic Education Programmes of National Olympic Academies

National Olympic Academy of Germany: Olympic Education Robert MARXEN (GER) ...... 49

Olympic Academy’s Programmes on Olympic Education: Olympism in Action. New Zealand Dr Ian CUPLAN (NZL) ...... 58

Education First and Foremost (Centre for Olympic Education, Polish Olympic Committee) ′ Prof. Zbigniew DZIUBINSKI (POL)...... 71

International Review of Olympic Education Programs in Mali. Olympism in Mali Kissima SYLLA (MLI) ...... 77

The Finnish Olympic Academy Anja JÄRVINEN (FIN) ...... 81

The Creation and Development of the National Olympic Academy of Mongolia Dr Doljinsuren GANBAT (MGL) ...... 83

Olympic Education in Ukraine: Ways of implementation and practical output Larissa DOTSENKO (UKR) ...... 86

The National Olympic Academy of Zimbabwe Tinny Margret MUSWAZI (ZIM)...... 91

Canadian Olympic Committee – Education & Youth Outreach Programs Marc GÉLINAS and Paulette MINARD (CAN) ...... 97

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CONTENTS

The Ghana Olympic Academy Blessed R. AYISI (GHA)...... 104

Celebration of the 10th Anniversary – 2005 of the Slovenian Olympic Academy (SOA) Miroslav CERAR (SLO) ...... 108

Programs of Olympic Education in Cyprus Dr. Clea HADJISTEPHANOU-PAPAELLINA (CYP)...... 116

National Olympic & Paralympic Academy, I.R. Iran Seyed Amir HOSSEINI (IRI) ...... 124

Australian Olympic Education Frances MALONE (AUS)...... 127

Past, Present and Future of the Korean Olympic Academy Prof. Dr Hyun Kun SHIN (KOR) ...... 134

The Olympic Education in Russian Federation Assist. Prof. Dr Denis KRUZHKOV (RUS) ...... 138

Olympic Education in the Slovak Olympic Academy Prof. Dr Ján GREXA and Veronika TIRPAKOVA (SVK) ...... 144

Syrian Olympic Academy. Statutes and Activities Prof. Mohammad Nabil AL HAJ ALI (SYR) ...... 157

Tanzania Olympic Academy. The Education Department of Tanzania Olympic Committee Henry B. TANDAU (TAN)...... 165

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Education Programs of the Argentine Olympic Academy Prof. Daniel de la CUEVA (ARG) ...... 170

Olympic Studio Poul JORGENSEN (DEN)...... 181

The Role of the Olympic Education in the Society: The Estonian Example Reele REMMELKOOR and Kalle VOOLAID (EST) ...... 186

Activities by the NOA of Turkey 2005 - 2006 Cigdem KOCAK and Dr Derya AYDINER (TUR) ...... 193

The Central African National Olympic Academy. A Calling and an Ambition for Olympism Prof. Dr Clement Anicet GUIYAMA – MASSOGO (CAF)...... 196

Legislative and Program Regulatory Rules for Training and Specialization of Sport Personnel for Needs of Sports and Professional Progress of Teachers and Instructors in Elementary and High Schools. Croatian Olympic Academy Educational Center Milan KOLMAN (CRO) ...... 202

Guatemalan Olympic Academy 2005 Report Dr Fernando BELTRANENA (GUA) ...... 206

Olympism in Indonesia Rina Ambar DEWANTI (INA) ...... 213

Algerian National Olympic Academy. Philosophy, Contents and National Olympic Education Program Mohamed DAHO (ALG) ...... 219

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CONTENTS

Armenian National Olympic Academy (ANOA) Programme. The philosophy, Structure and the Content of Educational and Ideological Activities of Olympism in Armenia V. B. ARAKELYAN, A. A. HARUTUNYAN, and Harutun A. BABAYAN (ARM). . . . . 225

Olympic Education in Japan Dr Naofumi MASUMOTO (JPN)...... 230

The Philosophy, the Content and the Structure of the Olympic Education Programmes Initiated by the Romanian Olympic Academy Liliana RADU (ROM) ...... 239

Tunisian National Olympic Committee, Tunisian National Olympic Academy Ridha LAYOUNI (TUN)...... 247

Conclusions of the Discussion Groups

English speaking discussion group 1 ...... 251 English speaking discussion group 2 ...... 252 English speaking discussion group 3 ...... 255 English speaking discussion group 4 ...... 257 English speaking discussion group 5 ...... 262 English speaking discussion group 6 ...... 264 English speaking discussion group 7 ...... 267 French speaking discussion group 1...... 268 French speaking discussion group 2...... 271

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

CLOSING CEREMONY OF THE 8th JOINT INTERNATIONAL SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Address on behalf of the Participants of the Session, by Essan Emile N’GORAN (CIV) ...... 277

Address on behalf of the Lecturers of the Session, by Robert MARXEN (GER) ...... 280

Address and Closing of the Works of the Session by the Honorary Dean of the International Olympic Academy, Assoc. Prof. Konstantinos GEORGIADIS ...... 284

List of Participants...... 289

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FOREWORD

The 8th Joint International Session for Presidents or Directors of National Olympic Academies and Officials of National Olympic Academies was convened in Ancient Olympia from May 23 to 30, 2006. The Session's special theme was: “Worldwide Review of the Programmes of Olympic Education”. There were 118 participants at the Session (32 women and 86 men) representing National Olympic Academies and National Olympic Committees from 80 countries. It is worth noting that this was the first time that such a large number of officials attended the Session; moreover, it was also the first time that a rather large number of participants (from 32 countries) presented the Olympic Educa- tion programmes, which were implemented in their respective countries. Partici- pants were able to exchange views and concerns on Olympic education, the structure, operation and objectives of National Olympic Academies and National Olympic Committees. As we wanted to provide more time for presentations by National Olympic Academies, only two lecturers from the International Olympic Committee were invited at the Session: Nicole Girard-Savoy, Director for Olympic Solidarity programmes, who spoke on “Olympic Solidarity of the IOC” and T.A. Ganda Sit- hole, IOC Director for International Cooperation and Development. All participants shared the view that the highest possible increase in the number of National Olympic Academies and their activities - an area in which the IOA has been very active all these years -is of the outmost importance for promoting the values of Olympic Education and sport. There has been a significant increase in the number of National Olympic Academies in the last ten years. 47 National Olympic Committees, quite an important number, have established

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Academies with the view to enhancing and safeguarding Olympism's educational dimension. At the same time, the participation of National Olympic Acade- mies in the IOA's Sessions has also risen significantly from 2001 (60 NOAs) to 2006 (80 NOAs). The short presentations by National Olympic Academies and National Olympic Committees on their Olympic education programmes contained large amounts of relevant information on their activities that were not only aimed at all the levels of education, but also at the community as a whole. In the working groups, participants discussed ways of implementing Olympic education programmes in general education and sport, of obtaining funding by governments and other organizations, their cooperation with the Ministry of Edu- cation, academic institutions and other National Olympic Academies, the development of close relations with their respective National Olympic Committees. They also examined the mass media's role in supporting the Academies' work and presented proposals for the creation of a National Olympic Academies network, a need already recognized by the IOA that has taken steps in this direction and for the development, finally, of a strategic plan by the IOA for the effective and coordinated operation of NOAs. We believe that both IOA and National Olympic Academies, as well as Na- tional Olympic Committees in this particular case, will draw upon the Session's conclusions and the knowledge and experience gained during it, in order to expand and enhance their future activities. Once again the Session's organization regarding accommodation, meals, transportation and services by staff members was excellent and we received favourable comments from participants in this respect. We wish to warmly thank the Hellenic Olympic Committee and the Interna- tional Olympic Committee for their continuing support to the IOA's educational vision.

Assoc. Prof. Konstantinos Georgiadis IOA Honorary Dean

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Panoramic view of the International Olympic Academy in Ancient Olympia.

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs Commemorative photo at the main stairs.

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Opening Ceremony of the 8th8th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs 023s096 10-06-09 13:00 ™ÂÏ›‰·24

8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

The IOA and HOC President Minos X. Kyriakou addressing the Participants of the Session during the welcome reception given by the IOA in Athens.

The IOA and HOC President Minos X. Kyriakou discussing with Nicole Girard-Savoy, IOC Olympic Solidarity Section and Finance Manager, and lecturer of the Session.

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ADDRESS* by the President of the International Olympic Academy, Minos X. KYRIAKOU

Ladies and Gentlemen, It is with great pleasure that this year we welcome 118 Presidents and Directors of National Olympic Academies and Officials of National Olympic Committees. It is the first time that such a big number of officials participate in this Session and it is also the first time that so many National Olympic Academies will present the Olympic Education Programmes implemented in their countries, at a time when the Olympic Education Programmes have been successfully integrated in the educational curricula of many countries. One of the IOA’s strategic goals is the biggest possible increase in the number of National Olympic Academies, since the IOA has been playing a leading role in their foundation throughout the years of its operation. At present, there are 133 active National Olympic Academies all over the world and it is worth mentioning that the majority of the pioneers of their foundation –if not all of them– have participated in previous IOA Sessions. Moreover, the IOA aims at the creation of an official, coherent and functional network among the National Olympic Academies. This is what the IOA has been trying to achieve firstly through the continuous and precise information it receives on the institutional and educational framework of their operation and secondly through the creation of an organised databank.

* Minos X. Kyriakou presented his address during the welcome reception given by the IOA at the HOC Head- quarters in Athens on the 23rd of May 2006.

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

For this reason, we have started an effort of close and systematic collaboration with the Academies all over the world. In addition, we are planning to create branches of the IOA in every continent or in big countries in order to propagate the significant educational work of the IOA. It constitutes a grandiose project and in order to be able to carry it out we are aiming at the support of the Olympic Solidarity. Through the Session for Presidents or Directors of National Olympic Acade- mies as well as through the present Session, the IOA aims at the acquaintance and approach among the Academies as well as at the acquaintance and approach among the Academies and the Committees. The data collected up to now for every Academy are available on the IOA website in the form of an organized database. This is our first step. Tomorrow you are going to Ancient Olympia where, apart from the works of the Session, you will have the opportunity to get to know and to live in the cradle of the Olympic Games and their diachronic values. I wish you a fruitful outcome to the works of the Session.

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OPENING CEREMONY

From left to right: the IOA and HOC President Minos X. Kyriakou, the IOA Honorary Dean Assoc. Prof. Konstantinos Georgiadis (standing), the IOC Olympic Solidarity Section and Finance Manager Nicole Girard-Savoy, the Director of the NOA of Guatemala Dr Fernardo Beltranena, the IOA Vice-President and HOC 1st Vice-President Isidoros Kouvelos and the IOA Ephoria Members Antonios Nikolopoulos and Dr Evangelos Soufleris.

Participants of the Session during the welcome reception. In the background the Olympic Stadium.

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Laying of wreath at the Pierre de Coubertin stele by the IOA Vice-President and HOC 1st Vice-President Isidoros Kouvelos (on the right) and the Director of the NOA of Guatemala Dr Fernardo Beltranena (on the left).

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ADDRESS* by the Vice-President of the International Olympic Academy, Isidoros KOUVELOS

Ladies and Gentlemen, Honourable Guests, It is an honour for me to welcome you to this most celebrated of locations, the birthplace of the Olympic Games and of the Olympic Spirit itself. The spirit of Ancient Olympia epitomises the values we all strive to embrace. The Athens 2004 Olympic Games, as we all know, hosted the Shot-Put competition in this very place, connecting our past to our future and merging the values of the Modern and Ancient Olympic Games. This is why π feel very grateful that you have all assembled here, despite the possibly great distance between the country of your origin and this ancient centre of the Olympic world. We chose the “International Review of Olympic Education Programmes” as the subject of this conference because we wanted to give all National Olympic Academies an opportunity to present their programmes of Olympic Education. Throughout the course of this conference, we will be able to discuss and deliber- ate exactly upon such Olympic Education programmes that can, furthermore, truly affect the lifestyle of the youth in our countries. π hope that each and every Olympic Committee shall be able to incorporate the conclusions of this conference in their national programmes.

* Isidoros Kouvelos delivered his address during the opening ceremony of the Session in Ancient Olympia, on the 24th of May 2006.

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8th JOINT INT. SESSION FOR PRESIDENTS OR DIRECTORS OF NOAs AND OFFICIALS OF NOCs

Readings of Pierre de Coubertin’s writing by the Participants of the Session at the Coubertin grove. From left to right: the IOA Honorary Dean, Assoc. Prof. Konstantinos Georgiadis, Lone Jakobsen, Catherine Abela, Sanjaye Goboodun, Clea Hadjistephanou-Papaellina and Naofumi Masumoto.

Ladies and Gentlemen, Dear Friends, There are nowadays one hundred and thirty three National Olympic Acade- mies worldwide. As the coordinating body for all Academies, the International Olympic Acad- emy has taken the initiative to create a formal network of all our National Acade- mies. Based upon the solid foundation of this network, we plan to create a thor- ough and reliable source of information for the sound and smooth functioning of each Academy. We will thus be able to foster closer and more systematic cooperation among us. Our project has currently reached a relatively mature stage of implementation. We hereby present to you here our initial findings, which will serve as a solid ground for formulating the entire plan. There is certainly more to be done.

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OPENING CEREMONY

But, “the beginning is half the effort”, as a Greek proverb wisely says; and I am confident that this good beginning, here, at Ancient Olympia, will inspire us all to work with high dedication and to achieve our declared goals.

Ladies and Gentlemen, π would like to confess, at this point, that our work has not been easy; unfortunately, we have sometimes faced the relative indifference, if π may say so, of certain National Olympic Academies, which in effect hindered our efforts to collect all information necessary in creating the above mentioned network. π hope that these particular Academies will no longer make our work more painstaking and time-consuming than it already is. I have high expectations that this important conference of ours will make every Academy more committed and dedicated to the truly limitless possibilities open to us. Dear Friends, The primary goal of the International Olympic Academy is to integrate in its framework as many National Olympic Academies as possible, in order to organise a Global Conference for the promotion of the Olympic ideals of Education and Athletics. Education constitutes the cornerstone of our movement. We intend, therefore, to strengthen the educational aspect of Olympism. The values of the Olympic Games can mark one’s life. They can become an inextricable part of the evolution of our youth’s personalities. π hereby declare this conference open. Welcome to Greece! Welcome to Ancient Olympia! π thank you for your support, and π wish you a highly enjoyable stay in this wonderful and historic setting! Thank you.

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Guided visit to the archaeological site in Ancient Olympia.

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Works of the 8th8th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs

Lectures

– The opinions of the lecturers do not necessarily reflect those of the International Olympic Academy. – Out of respect for multiculturalism and diversity of scientific research, we do not intervene in every lecturer’s personal way of presenting his/her bibliography and foot- notes. 023s096 10-06-09 13:00 ™ÂÏ›‰·34 023s096 10-06-09 13:00 ™ÂÏ›‰·35

THE IOC OLYMPIC SOLIDARITY

Nicole GIRARD-SAVOY (SUI) Section and Finance Manager of IOC Olympic Solidarity

Mission and role of NOCs

In accordance with the Olympic Charter, the mission entrusted to the National Olympic Committees (NOCs) is to develop, promote and protect the Olympic Movement in their respective countries and in this respect the role of a NOC has grown significantly as years go by. We have to take into consideration of course the steady expansion of the Olympic Movement, which is a remarkable factor of development. The Olympic Movement represents today a world phenomenon of unprecedented magnitude as regards the development and promotion of sport at all levels, as well as in the sectors of education, individuals’ rights, cultural diversity, society’s overall improvement and sustainable development. NOCs must, therefore, depending on their situation and available resources, review their own organizational structure and acquire new skills. The IOC helps NOCs to fulfill their mission through its different commissions and departments, as well as through Olympic Solidarity.

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NICOLE GIRARD-SAVOY

Olympic solidarity

For over 30 years now, the main mission of Olympic Solidarity is to plan, organize and control the implementation of assistance programs aimed at NOCs, in particular those which have the greatest need of it. For the 2005-2008 period, Olympic Solidarity has made available to NOCs 20 world programs in four major areas related to the development of sport and the promotion of Olympism. Th- ese programs are managed in coordination with continental associations, with the view to maximizing the objectives of each continent and region. Olympic Solidarity also relies on a world network of partners (ANOC, International Feder- ations, top level training centers, universities, IOC Commissions and experts in different fields) for developing and providing to NOCs high quality programs. The four main areas covered by the 20 individual world programs are the following:

Athletes

The programs proposed in this area are structured in a way that allows NOCs to provide technical and financial assistance to athletes of all levels preparing for different international competitions, including but not limited to the Olympic Games. By putting this structure together, Olympic Solidarity wishes to invest in the development of the athlete at all levels, starting at grassroots level with the detection of young talents, up to elite level, through Olympic preparation scholarships.

Coaches

Here too, the structure of proposed programs is intended to give NOCs the possibility of training their national coaches in different ways and at different levels, with the view to meeting the present demands of the athletes’ preparation. They

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THE IOC OLYMPIC SOLIDARITY

include basic training, individual training or support to the NOCs to help them develop their own national sports structure. Olympic Solidarity’s activities are fully financed by the NOCs share of TV rights for the broadcasting of the Olympic Games. The steady growth of these revenues allows Olympic Solidarity to propose diversified programs, capable of covering all the aspects of sport’s development worldwide and responding to the general requirements of NOCs. For its 2005-2008 4-year plan it has a total budget of USD 244 million. Olympic Solidarity focuses its efforts on assisting NOCs. The help they receive allows them to develop their own structure and should also allow them to respond, in the best way, to their responsibilities in particular with respect to supporting athletes and promoting Olympic values. To contribute to the fulfilling of these missions, Olympic Solidarity provides advisory services to NOCs to help them obtain financial, technical and administrative assistance through:

➢ World programs and grants for the Olympic Games –managed by Olympic Solidarity’s world office in Lausanne, at the disposal of all NOCs– that cover all the aspects of sport’s development. ➢ Continental programs –managed by the Olympic Solidarity offices of NOCs’ continental associations – that make it possible to partly meet each continent’s particular requirements.

The key-concept is based on the autonomy of world and continental programs, which do have, however, complementary objectives and total coordination as regards their implementation and management.

NOC management

I underlined in my introduction the growing role of NOCs. In order to adapt and strengthen their operation and administration, Olympic Solidarity has also devel-

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NICOLE GIRARD-SAVOY

oped various programs, including direct subsidies for NOC infrastructures and tailored assistance, training courses for sports officials or even an exchange program that will allow some NOCs to benefit fully from the capabilities of other NOCs and improve their own management.

Promoting Olympic values

Priorities at national level often tend to focus on the athletes’or coaches’ training and NOCs do not always have the resources needed to plan activities in other areas. Moreover, as a general rule, it is more difficult to find sources of financing when trying to organize activities that are related to education. This is why programs which were made available to NOCs in the context of promoting Olympic values are an important additional resource that allows them to carry out activities linked to the values reflected in the fundamental principles of Olympism, according to their needs, their individual situation and culture. The role of the International Olympic Academy is to teach, propagate and defend the ideals of the Olympic Movement. With the view to encouraging NOCs and NOAs to send participants to the IOA’s main sessions in order to study and apply the educational and social principles of Olympism, the Olympic Solidarity contributes to their participation costs. Olympic Solidarity has also created the program Culture and Education, which supports NOCs and NOAs in becoming actively involved in the promotion of Olympic culture and education through the implementation and dissemination of programs and initiatives in their respective countries. Always for the purpose of helping NOCs in their mission and allowing them to play an active and leading role in their community, several programs are made available to them in areas such as promoting women in sport, the environment, sports medicine, sport for all, or the preservation of their heritage.

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THE IOC OLYMPIC SOLIDARITY

Conclusion

The common denominators that link together all Olympic Solidarity programs are above all education and training. Developments in the field of sport are so rapid that NOCs need to be provided with all the necessary resources to be able to respond effectively to new demands and ensure that the Olympic Games will remain this wonderful festival of world youth, which makes them an event totally distinct from any other sports competition. The special theme of this session is the worldwide reviewing of Olympic Edu- cation programs. During discussions, you will certainly note that the institutions’ level of organization and development, as well as the means at their disposal vary significantly. Indeed, the role and interests of the entities involved, to mention just a few –the IOC and its commissions, the Olympic Museum or its Studies Center, the International Federations, the NOCs and NOAs, recognized organizations or the Organizing Committees of the Games– may be quite different and complementary. However, they all share the same determination in promoting good example and ensuring the respect of universal fundamental moral principles. The work of Olympic Education is aimed at all social groups. The mission of promoting and propagating Olympism covers all the facets of sport and is therefore aimed at different categories of people. As a result, its activities take on many different forms, as regards both their content and method, whilst national characteristics, such as culture or traditions, are also taken into consideration. This Session’s work will certainly make it possible to identify the aspects underlined above, but will also provide better insight on different educational tools, publications, training and research programs, audiovisual material or the various activities or actions under way around the world that could serve as a platform for exchanges or as a model for similar institutions dedicated to the promotion of Olympism. Thank you for your attention and I wish you the best of success in your delib- erations.

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THE ENDEAVORS OF THE IOC FOR THE PROMOTION OF OLYMPIC EDUCATION PROGRAMMES IN DEVELOPING COUNTRIES

T. A. Ganda SITHOLE (ZIM) Director of the IOC International Cooperation and Development Department

Dean of IOA, Colleagues, I have been here before, to this sacred birth place of Olympism, both to listen to people who have a greater perspective and enlightened vision of Olympism and also to address aspects of Olympism such as peace through sport. But never before have I been thrown in the deep end to address such an august audience, which is made up of people who understand Olympic Education, and are experts in their own right. I would like to thank the organizers for offering me what I would call an “es- cape offer” in their invitation. They asked me to talk about the endeavors of the IOC for the promotion of Olympic Education programmes, specifically in developing countries. I am the responsible director for the subject. However, I would hasten to point out that this task is shared with, among others in the Olympic Movement, the Olympic Solidarity. The dissemination of Culture and Olympic Education is not the preservation of one or two departments in the IOC or the IOC Culture and Olympic Education Commission. It is everyone’s business. As one member of the IOC so aptly put it during an IOC Session, culture and Olympic Education are what make the Olympic Movement what it is today, one of the greatest social movements on

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earth, with enormous influence on young people across color, creed, cultural and religious lines. One may also add that for a sports organisation the IOC is certainly different. It leans more towards a social movement, espousing values that in today’s world, in particular, form the very cornerstones of such organisations as the United Nations, the European Union and the African Union, among others. The human values that these organisations espouse –peace, social justice, fair play in life, human development and better living standards for all, human rights, education, racial and religious equality and tolerance, promotion of women, protection of children and more– are the very basis upon which the IOC was founded. The ancient Olympics were based on a search for eternal peace among states. The Founding Fathers of Modern Olympism, among them Baron Pierre de Coubertin and Dimitrios Vikelas, sought in 1894 to revive the Olympic idea, not just the Olympic Games. I am aware that I am treading over old ground here, especially with this particular audience. However, I am providing this background information so that you will understand the context in which the IOC Department of International Cooperation and Development, which I am fortunate to head, works. This department drives the core values of the Olympic Movement; Culture and Olympic Education are one of our major activities. We are also responsible for women and sport, human development, humanitarian actions, the Olympic Truce, peace through sport, relations with political entities and with government organisations and NGOs and various other things that the President cares to throw in our way. Those activities, coupled with sport, neatly fall into the category “Olympic ideal” that together make the Olympic Movement and the Olympic Games unique. The power of sport used as a tool by the Olympic Movement, to develop man, to address some of today’s greatest threats to mankind, to create a better future, free of conflict and gender-blind respect for self and each other, is enormous. Not only the General Secretary of the United Nations, Kofi Annan acknowledges that. Indeed, the world leaders in New York at the World Summit acknowl-

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edged the power of sport and its potential contribution to the achievement of the millennium development goals for the first time. In the new Olympic Values Education Programme, the IOC has packaged a lot of those attributes into a specific Olympic education programme targeted at 8 to 18 year olds. We want them to understand fair play as it is applied in daily life, striving for excellence, joy in effort, balance between body and mind, respect for others so that young people learn to accept and respect diversity, practice personal peaceful behaviors and promote peace in their homes and communities. We want to bring alive Coubertin’s values as laid down in the Olympic Charter by presenting and illustrating their relevance to the youth of today. This is Olympic Education at its best proposed. Having the best tools, as we have had before in countless manuals and internet databases, does not address the serious problem we have encountered in delivering the product to developing countries. The world is moving more towards hightec. The internet is now the communication of choice in developed countries. The mobile phone and now the even more expensive but destined for huge popularity in developing countries, podcasting, are more and more pushing society towards a paperless community. Yet, those who need Olympic Education the most do not have computers. Strangely, some may have computers but not electricity. The best communication in developing countries has always been through old fashioned radio. But even that is being driven out of our villages by technology. The long range short- wave has been replaced by very short distance FM transmissions. More and more villages and their millions of young people are cut off from the world by the development of the very technology that is meant to be distancing us ever more from the Stone Age. In developed countries sport has become a major industry because of television. Olympic Education is a part of the package of Olympic programming that broadcasters buy from the IOC. But for instance, 46 out of Africa’s 53 nations do not buy Olympic television rights. As a matter of fact, in those 46 countries sport is not a major factor on their largely government-owned television stations. Worse still, sport is not seen as anything more than traditional or national pastime and sometimes, even a political tool for, as I’ve heard some politicians

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say, “mass mobilization.” The fact that sport is a powerful tool for development and for shaping the future of young people is totally lost for them. The choice is between providing the population with Aspirin and clean water rather than foot- balls and track fields. The stadiums are the best places for political rallies and the occasional celebration for the national day. I would be the last one to deny the fact that sport, like everything else, also needs to be controlled, regulated and properly applied in order to ensure the de- sired effects. Sport, we must admit, has the capacity to inspire extremes of emotions. We have witnessed the ugly side of sport when the so-called lager louts have hijacked the joys of nations by turning victory celebrations into running street battles with the riot squads. We have seen extreme nationalism strain relations between nations. And we have witnessed gambling, drug-taking, cheating and money sometimes blinding young people and those who handle them. They sometimes take centre stage and blight the good name of sport. Fortunately, weighed against this other, the good qualities espoused by true sport and sportsmanship, far outweighs the negatives. In the IOC, we acknowledge the negatives when we emphasize the qualities we would like to see in young people. Under these circumstances, how does the IOC then connect with those who need the education the most? The answer is in the old fashioned way of communication: direct contact. The first port of call is the NOC. Not all of them in developing countries are either professionally functional or have the capability to handle and disseminate Olympic Education. But at least NOCs exist in each and every country. The next step we have developed is to get them to understand that there is more to sport than competition. That, I am glad to say, has been met with consid- erable success. NOCs in developing countries have acquired an interest in conferences such as the world forum on culture and Olympic education, women and sport, the Olympic Truce and sport and environment. Then we spruce this up with incentives – material, financial support and participation in international forums. Under the Olympic Values project, we intend to provide financial support not just to NOCs, but to NOC-recommended educational institutions. We are aware

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that the vast majority of NOCs in developing countries do not have the capacity to drive the education and other non-sport programmes. So we are pushing them to recommend individuals and institutions to us that we can work with. The final part of this campaign, if I may call it so, is the promotion of the Na- tional Olympic Academy. To that end we have been in discussion with the Inter- national Olympic Academy over the past two years on this. We have raised it with the Dean and we have brought it up in countless conversations with two of the most dedicated proponents of the NOA network in the world, Conrado Du- rantes of Spain, member of the IOC Commission on Culture and Olympic Edu- cation, and Marius Francisco, President of the NOC of Benin. With all of them, we have sought ways to strengthen NOAs in developing countries, support them and make them more effective and meaningful to their NOCs. I can see light at the end of this long tunnel. After lengthy discussions with the Hellenic Government, on collaboration with the IOC, on promoting the Olympic Truce and peace through sport, an agreement to the effect was signed on 12 May. It specifically mentions cooperation between the two in “...the promotion of culture and Olympic Education through the activities of the International Olympic Academy (IOA) and the National Olympic Academies.” The fifth world forum on culture and Olympic Education which will be held in Beijing from 22-24 October, to which you have already been invited through your NOCs, will devote a whole session to the theme “Olympic Academies for the Future.” We have experts in that session like Kostas Georgiadis defining for us Olympic Education. Conrado Durantez will explain the role of NOAs, while Marius Francisco will talk about NOAs in developing countries. The very pertinent questions of communicating Olympic Education in countries that have serious communication problems will be addressed. We have asked people who deal with public broadcasting, to talk to the forum about delivering Olympic Education in developing countries, and how we may more forcefully and effectively deliver the message that sport should not be considered as a peripheral undertaking. Finally, we have sought synergies with IOC Television and Marketing Services (ITMS) who want to grow audiences, and the Communication Department. The

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growth market for ITMS is in developing countries. However, here they have as many potential audiences as they have selling problems. It is absolutely important that these potential markets should first be made to understand the value of sport and that the development of sport should not be a choice between making budgets available either for medicines or for sports fields. Both of them should be considered as investment in national development and that if they invest proac- tively in the second they will cut down on the need to spend so much on the first. ITMS have agreed to help educate those at the helm of public television in developing countries while at the same time incentivising them with heavily dis- counted and sometimes free Olympic broadcasts. The interest is huge. We are happy that we have been involved in their plans. We see their effort to make decision-makers understand the need for them to show more Olympic sport on television as a form of dispensing Olympic Education at the highest level, an undertaking that we on our own would have never hoped to achieve in a long time to come. We also have the Olympic Museum and the Information Department playing their supporting role, bringing visual arts, the internet platforms, exhibitions and the network of institutions of higher learning to the table. Those, ladies and gentlemen, are some of the efforts we are making. My last word is: What can you do for Olympic Education? What can you contribute to this enormous task of disseminating Olympic Education in developing countries? How else do you think we may go about it? How may we finally convince decision makers that sport is a critical element of social change and the achievement of MDGs? When that day finally comes, ladies and gentlemen, only then can we afford to take our feet off the pedal. Thank you for your patience. Thank you for listening.

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NATIONAL OLYMPIC ACADEMY OF GERMANY: OLYMPIC EDUCATION

Robert Marxen (GER) Chairman, NOA of Germany

According to the Olympic Charta, it is the NOCs task not only to nominate and supervise the Olympic Teams of their respective countries but also to spread the Principles of the Olympic Idea through physical activities. The Olympic Charta demands in its Fundamental Principles the introduction of Olympism in the curricula of schools and universities.

“Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles.” Olympic Charter, Fundamental principles, paragraph 2

In recent years –in times of almost unbearable strains– the IOC put stress on the importance of the educational function of the Olympic Idea postulated by Pierre de Coubertin. In its final declaration the Centennial Olympic Congress in Paris 1994 uttered a creed to the Educational Commitment of the Olympic Move- ment. During the IOC Forum, held in Wiesbaden/Germany 24th-26th August 2002 the delegates from more than 100 NOCs underlined the commitment to educational goals of the Olympic Movement in their final declaration. So they

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Presentations of Olympic Education Programmes by NOAs’ Presidents and Directors. From left to right: Ah-Tok Chua, Anja Järvinen, Ridha Layouni, Tinny Margret Muswazi.

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From the works of the Session.

On the panel the discussion group coordinators (from left to right): Dr Ian Culpan, Frances Malone, Dr Fernardo Beltranena, Ah-Tok Chua and Robert Marxen.

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demanded “the development of the Physical und Moral Strength within the rules of Ethics and Fairplay”. The Principles of Olympism could be formulated as follows:

Principles Olympic Education

Body, Excellency Fair play Mind, Soul

Peace Sport for All

It has been a predominant task of the NOC for Germany for many decades to take Coubertin’s and the IOC’s demands for spreading the Olympic Idea seriously. Thus, a “National Olympic Academy” was established as early as in the 1970s. Under the roof of the NOC for Germany, a Board of Trustees (called: Ku- ratorium Olympische Akademie und Erziehung) took up its work and has developed various projects and teaching material for different target groups:

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University Students of Physical Education (and partly of other faculties):

ñ Nomination and careful preparation (weekend seminar) of the German students for the annual Main IOA Session in Olympia/Greece, ñ One week’s seminar in the IOA in Olympia/Greece every two years on “Olympic Topics”, ❍ 70 students and their professors ñ Award ❍ For theses, scientific research and general publications on various Olympic Topics every two years.

Schools

Teachers’ In-Service Training ñ Seminars on a regional level in cooperation with state-run institutions ñ Seminars run by the NOC for Germany in the IOA in Olympia/Greece every two years

The topic is “Olympic Education in Schools – Fairplay, Joy of Effort and Mutual Respect” The first seminar was carried out in 1991 and the next seminar will be held in Olympia in September 2005.Teachers of all types of schools are invited. So far about 500 teachers have taken part and spread as multipliers the Olympic Idea all over Germany. The following figures prove how important it is to promote Olympismus and Olympic Education in schools. Those figures were collected during a NOC Youth Camp, carried out by the NOC for Germany during the Olympic Winter Games in Salt Lake City/Utah in 2002.

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Teaching Material and Activities ñ Primary Education: The NOC for Germany published a teachers’ and pupils’ manual: “Mach mit bei der Schülerolympiade” inspired by the Olympic Games in Seoul/South Korea. In 2004, 60.000 copies were distributed to all schools of primary education in Germany. ñ Cd-Roms were developed for Secondary Education to be used in classrooms in gymnasia. Among others, a booklet for upper classes of the English language: Olympism – The Olympic Idea in Modern Society and Sports”. ñ Arts and Essay Contests were carried out on the occasion of all Olympic Games in the recent past. ñ “NOC-Gala”: Educational Fringe Programme on the occasion of the annual German Schools Championship. ñ Poster Exhibition

“100 Years Olympic Games – The History and the Social Development of the Olympic Games” Translations into various languages and adaptations to the national and cultural needs have been made by the respective NOCs or NOAs.

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Sports Clubs and Federations

ñ Olympic Youth Camp in Salt Lake City/Utah during the Olympic Winter Games 2002: 50 young German athletes of the winter sports ñ Olympic Youth Camp in Athens 2004 ñ 50 young athletes of the summer sports plus 15 young Greek athletes.

Unfortunately we have only been able to evaluate all the projects and activities we have carried out in the last decades in very few occasions.

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Olympic Education activities from various countries.

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Olympic Education activities in greek schools from the Athens 2004 Olympic Education Programme.

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OLYMPIC ACADEMY’S PROGRAMMES ON OLYMPIC EDUCATION: OLYMPISM IN ACTION. NEW ZEALAND

Dr Ian Cuplan (NZL) President, NOA of New Zealand Principal lecturer, University of Canterbury

This article will outline the Olympic Education programmes of New Zealand. In presenting the conceptual overview of these programmes it is important to firstly provide the philosophical under-pinnings and influences that have guided, influenced and shaped the thinking behind these programmes. With this in mind then, this article will: ñ Highlight the mission and role of the International Olympic Committee and the Goal of the Olympic Movement; ñ Define and summarize Olympism; ñ Outline the role of the Olympic Academy: New Zealand Olympic Commit- tee; ñ Outline the extensive Olympic Education programme of the Olympic Academy: New Zealand Olympic Committee.

The Mission and Role of the International Olympic Committee

The Olympic Movement world wide often loses sight of what its mission and role is despite the Olympic Movement’s Charter being very clear in specifying this. In- deed the Olympic Charter is:

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“the codification of the fundamental principles of Olympism, Rules and Bye- Laws adopted by the International Olympic Committee(Olympic Charter, p. 7 2004) In the Charter, (2004) the mission of the International Olympic Committee is recorded as: “to promote Olympism throughout the world and to lead the Olympic Move- ment (p. 10) The Charter (2004) also makes 16 key statements about the role of the Inter- national Olympic Committee. From these 16 key statements a liberty is taken to record here some of those key points which are particularly pertinent and relevant to Olympic Education. These are that the International Olympic Commit- tee’s role is: ñ To encourage and support the promotion of ethics in sport as well as education of youth through sport and to dedicate its efforts to ensuring that , in sport the spirit of fair play prevails and violence is banned; ñ To cooperate with the competent public of private organisations and authorities in the endeavour to place sport at the service of humanity and thereby to promote peace; ñ To act against any form of discrimination affecting the Olympic Move- ment; ñ To encourage and support the promotion of women in sport at all levels and in all structures with a view to implementing the principle of equality of men and women; ñ To lead the fight against doping in sport; ñ To encourage and support measures protecting the health of the athletes; ñ To oppose any political or commercial abuse of sport and athletes; ñ To encourage and support the development of sport for all; ñ To encourage and support initiatives blending sport with culture and education; ñ To encourage and support the activities of the International Olympic Acad- emy and other institutions which dedicate themselves to Olympic Educa- tion. (pp. 11-12)

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From these selected key roles it becomes apparent that education is a key focus for the Olympic Movement in general and the Olympic Academy in particular. When one examines the Olympic Movement goal: To contribute to building a peaceful and better world by educating youth through sport practised in accordance with Olympism and its values (Charter p.10, 2004) The Olympic Movement obviously sees Olympism as critically important in the education through sport process. While scholars may argue that: “there is no immutable code of Olympism – what is acceptable has been modified over time and is interpreted differently from place to place (cited in Bale and Christensen 2004, p. 3) The International Olympic Committee through their Charter (2004) provides a very clear and concise definition of Olympism.

Defining Olympism

In their Fundamental Principles of Olympism the International Olympic Commit- tee claims that Olympism is a way of life that blends sport with culture and education. It promotes that way of life through: ñ Balanced development of body, will and mind; ñ The joy found in effort; ñ The educational value of being a good role model; ñ Observing the universal ethics of: tolerance, friendship, unity, non-discrimination, generosity, and respect for others (adapted from the Charter 2004).

To summarise then the Olympic Movement: ñ sees itself as an Education Movement based on a strong philosophical and moral position focused on Olympism; ñ is a Movement aimed at the youth of the world; ñ recognises the power, potency and potential of sport as an instrumental

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tool for education and social development – this is learning through sport dimension; ñ views humanity in a holistic sense and therefore promotes balanced development; ñ recognises and celebrates humanities’ need to strive, achieve and excel; ñ recognises the educational and social importance of role modelling; ñ believes in observing and practising through sport universal ethics; ñ Sees the Olympic Games as a celebration of Olympism in a similar way that Christmas is a celebration of Christianity.

The literature has much to record on the contradictory tendencies of both the Olympic Movement, Olympism and the Games. These critical analyses are beyond the scope of this paper, but it would be remiss not to acknowledge the vig- orous debate that exists between scholars on what the International Olympic Committee claims to stand for, the appropriateness of Olympism in the post modern area and the whole ethos that drives the Games. A useful reference for such a contemporary analytical critique is Bale and Christensen’s (2004) Post Olympism: Questioning Sport in the Twenty-first Century.

The Olympic Academy: New Zealand Olympic Committee

The composition and general organisation of the Olympic Movement throughout the world comes under the supreme authority of the International Olympic Com- mittee. Essentially the Movement has three main constituents: The International Olympic Committee, the International Sports Federations and the National Olympic Committees. National Olympic Committees have amongst other roles a very clear responsibility:

“to promote the fundamental principles and values of Olympism in their countries, in particular in the fields of sport and education, by promoting Olympic educational programmes in all levels of schools, sports and physi-

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cal education institutions and universities, as well as by encouraging the creation of institutions dedicated to Olympic education, such as National Olympic Academies, Olympic Museums and other programmes, including cultural, related to the Olympic movement. (Olympic Charter, 2004, p. 60).

Given this quite specific role, the New Zealand Olympic Committee established an Olympic Academy in New Zealand as an independent, autonomous and separate legal entity whose Mission is to uphold and promote Olympism and the Olympic Charter from within the National Olympic Committee in pursuit of the Goal of the Olympic Movement. Essentially, the primary role of the Olympic Academy in New Zealand Olympic Committee is to maintain Olympism and the Charter as the foundation of the governance, management and membership of the New Zealand Olympic Committee. In doing this the Academy has four key Goals. These are:

1. Enhance the influence of the Olympic Academy. 2. Grow Olympism within the National Olympic Committee. 3. Promote Olympic Education in schools, and universities. 4. Outreach the Olympism in Life ideal to youth, organisations and communities.

Olympic Education in New Zealand

One of the Academy’s key Goals is to Promote Olympic Education in schools and universities. This Goal has been broken down into 3 key Objectives. These are

Objective 1 Disseminate Olympism through the physical education curriculum and sport programmes; Objective 2 Spread Olympism through the physical education, coach education and sport programmes of universities; Objective 3 Promote Olympism through advocacy and collaboration with relevant educational organizations and agencies.

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Each of these Objectives have been further broken down into Strategies which have been prioritised and appear in our Strategic Plan as follows:

Objective 1 – Disseminate Olympism through the physical education curriculum and sport programmes of schools

Strategies

Priority 1 3.1.1 Curriculum Resources Develop and promote teaching resources for physical educators that support Olympic Education in the Health and Physical Education Curriculum 3.1.2 Professional Development Provide professional development programmes/conferences for physical educators and coaches that support Olympic Education in the school curriculum 3.1.3 Sport and Physical Activity Provide Olympic Education to sports co-ordinators, physical activity coordinators, sport coaches, Regional Sports Trusts and SPARC personnel who are involved with sport and physical activity programmes in schools

Priority 2 3.1.4 Olympians in Schools Develop support material for an “Olympians in Schools” programme based around the Curriculum in Action documents and the unique contribution physical education and sport make to human development. 3.1.5 New Zealand College Games Develop an Olympism-based Charter for the New Zealand College Games.

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Priority 3 3.1.6 Health and Physical Education Curriculum Develop Olympism-based Health and Physical Education Curriculum supplements in association with the Ministry of Education. 3.1.7 Pierre de Coubertin Investigate the establishment of Pierre de Coubertin Schools, Pierre de Cou- bertin Awards, and participation in the Forums for Pierre de Coubertin Schools. 3.1.8 Olympic College Explore the role and function of an Olympic College in New Zealand.

Objective 2 – Spread Olympism through the physical education, coach education and sport programmes in universities

Strategies

Priority 1 3.2.1 Debate and Critical Thinking Create opportunities to inspire debate and critical thought around Olympism- related issues. 3.2.2 Centre for Olympic Studies Foster the development of a New Zealand Centre for Olympic Studies at the University of Canterbury: College of Education, School of Sciences and Physical Education. 3.2.3 Olympism Integrated into Tertiary Qualifications Integrate Olympism into physical education, coach education, and sport- based tertiary qualifications, and establish Olympism-based endorsement criteria for the same.

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Priority 2 3.2.4 Research and Academic Study Encourage research and academic study of Olympism and the Olympic Movement. 3.2.5 Professional Development Provide professional development programmes and opportunities in Olymp- ism for physical education, coach education and sport staff of tertiary institutions.

Objective 3 – Promote Olympism through advocacy and collaboration with relevant educational organisations and agencies

Strategies

Priority 1 3.3.1 Physical Education New Zealand (PENZ) Promote and support the PENZ Co-operation Agreement through advocacy and through the International Charter of Physical Education and Sport (particularly Article 7). 3.3.2 Government & Other Agencies Advocate to the Ministry of Education, SPARC and other relevant agencies on matters concerning Olympic Education, and explore collaborative opportunities. 3.3.3 International Olympic Committee (IOC) Develop ongoing collaboration with the IOC’s Commission for Culture and Olympic Education, Department of International Cooperation and Develop- ment, and Olympic Solidarity.

Priority 2 3.3.4 New Zealand Olympic Committee (NZOC)

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Actively promote collaboration within NOC management, particularly with the Olympic Museum and Olympic Programmes, to ensure an integrated approach to schools and tertiary institutions.

Priority 3 3.3.5 United Nations Educational Scientific & Cultural Organisation Explore opportunities for maximising the NOC’s Cooperating Body Status with the New Zealand National Commission for UNESCO concerning physical education and sport in schools and universities. In addition, collaborate around UNESCO’s Associated Schools Project in New Zealand. 3.3.6 NZ Secondary Schools Sports Council and University Sport NZ Develop ongoing collaboration with the New Zealand Secondary Schools Sports Council (NZSSSC) and University Sport New Zealand.

Fundamental Beliefs

The Olympic Academy: New Zealand Olympic Committee has some fundamental beliefs in achieving its Goals. These are: ñ the Academy believes that its Olympic Education programme should be run through the National Physical Education Curriculum and Sports programmes in Schools. In New Zealand Olympism has been woven into the National Physical Education Curriculum which is mandated by the New Zealand Government. To achieve this mandate, the Olympic Academy and the Ministry of Education worked on collaborative projects in the development of appropriate resources for teachers to enable them to teach Olympism through the physical education curriculum. This has been a most effective way to provide Olympic Education, Olympism and values driven curriculum. For further information visit the New Zealand Olympic Committee’s website www.olympic.org.nz. ñ the Academy believes that Olympic Education is a legitimate area of study at universities. To date the Academy has succeeded in working with the

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University of Canterbury to develop Olympic Studies research initiatives in order to establish a New Zealand Centre for Olympic Studies. Furthermore the Academy has a co-operative agreement with Victoria University of Wellington to pursue studies of mutual interest around Olympism and is actively working with another institution on developing a Sport and Recre- ation degree which is under-pinned by Olympism. ñ The Academy believes that there are key organisations which it needs to work with to promote its Olympic Education programmes. These organisations include: Physical Education New Zealand, the Ministry of Education and Sport and Recreation New Zealand.

Concluding Points

Olympic Education in New Zealand is: ñ Driven by the philosophy of Olympism; ñ Established, promoted, and developed by its strong and influential Olympic Academy; ñ Implemented in Schools through the National Physical Education Curricu- lum which is mandated by the New Zealand Government; ñ Being introduced into universities as a legitimate area of academic study; ñ A result of collaboration between the Academy, the Ministry of Education, Physical Education New Zealand and the Government Agency for Sport and Recreation.

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Olympic Education activities from various countries.

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Olympic Education Activities.

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EDUCATION FIRST AND FOREMOST (Centre for Olympic Education, Polish Olympic Committee)

Prof. Zbigniew Dziubin′ ski (POL) Member, NOA of Poland

Sport has been an integral constituent of education since the very dawn of Euro- pean culture, being the core of it whenever education took on the full humanistic shape. Such have been the educational traditions of Europe ever since the days of ancient Greece [4]. Referring to the beautiful, ancient ideal of “kalos kai agathos” (“the excellent man”), the creator of modern Olympic Games, Pierre de Coubertin said Olympic sport not only refined humans in the physical dimension, but through overcoming fatigue it could foster willpower, noble attitudes, respect for oppo- nents and voluntary resignation from unfair opportunities to win. Sport can thus become a tool in moral, volitional, intellectual and social education [1]. The Olympic and sport communities of Poland share the above belief, especially now that sport has ceased to be solely a value for humans and culture –a domain of humanism and civilisation– but has also become the arena of degen- eration of individuals and societies [2]. John Paul II, so dear to Poles and all humanism-oriented people, verbalised it beautifully by saying: “Sadly, alongside sport which helps people, there is sport which harms them; alongside sport which ennobles the body, there is sport which humiliates and betrays it; alongside sport which serves lofty ideals, there is sport which only seeks profit; alongside sport which unites, there is sport which divides” [3]. Education is the eternal hope for sport, education which is committed to re-

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alise truly humanistic values serving individuals and societies, fostering the mat- uration of acute ethical awareness, sensitive moral conscience and social sensitivity. The participation in sport and appropriate utilisation of sport call for proper education. Education thus remains the first and ultimate humanistic hope for sport [5]. Before we move on to discuss the programme of Olympic education, it is noteworthy that a modern and beautiful Olympic Centre of the Polish Olympic Committee (PKOl) was built in Warsaw in 2004. In 2005, it was named after John Paul II, so esteemed by Poles. In his teachings, John Paul II tirelessly supported sport and pointed to the important role it played in the moral, social and intellectual development of children and youth. Part of the Olympic Centre is the Centre for Olympic Education, which has assumed the institutional responsibility for the implementation of the Olympic Education programme. The Centre’s work essentially relies on the experience of the Museum of Sport and Tourism, the Olympic Club, the Polish Olympic Academy and individual committees of the PKOl. As for school subject contests, the Centre benefits from the experience of the Ministry of Education and Science. The Centre’s goals include the promotion and popularisation of the values of Olympism, Olympic ideals and culture, with special emphasis on Polish sport traditions. The Centre seeks to present the role and place of sport in the world of today and relations between sport and arts. Another important objective is to teach sport through sport, putting the slogan “Live a sporty life” into practice. An important element in the education of the young generation is to provide the young people with comprehensive education in history, taking into consideration the tradition of Polish sport and physical culture as well as education in aesthetics. The point is also to make sure universal Olympic ideals can be applied in other domains of life in order to improve its quality and moral standards. The Centre also seeks to collect, conserve and file the material legacy of Pol- ish sport and to keep record of important sport events. The Centre will share and publish the materials. Eventually, the Centre will establish a college for Olympic Education and the history of Polish sport and Olympism.

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The programme will include the custom to adorn laureates of subject contests – and perhaps to hold finals of such contests later on. This will indicate a return to the roots of Greek Olympic Games, namely, the observance of harmony between the body and the mind.

Permanent and temporary exhibitions

A permanent exhibition supplemented and enriched with state-of-the-art computer and video technologies, will present the development of the Polish Olympic movement – with special emphasis on Polish successes – in the context of the general history of sport as well as ancient and modern Olympic traditions. The presentation will include local traditions of games, leisure time activities and sports. The exhibition programme features not just factual materials, but the principal Olympic ideals and universal values. For example, the exhibition will il- lustrate the beauty of sport through sport-related art as well as works of art created by athletes. The goal of the exhibition is more to provide information and teach, as it will seek to stimulate positive thinking, enrich and persuade, capti- vate, mesmerise and shock, taking advantage of state-of-the-art technological and programme solutions. The subjects of temporary exhibits will include successes of Polish athletes and jubilees tied with various sport disciplines, clubs and persons. Other themes include sportswear, sport architecture, the history of sport medicine and various sciences which serve sport. Some exhibitions will be devoted to education in ecology.

Thematic meetings

The Centre will hold meetings with Olympic athletes and representatives of the Polish and international Olympic Movement. It will also run a School Olympic Club and a School Olympic Academy. The Centre will initiate and run clubs of

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interest for children and youth, quizzes dealing with the Olympics and sport, special Olympic classes for students of schools of all levels, educational and artistic workshops and cyclical overviews of sport-related films. Another important educational element will be education in ecology combined with sport and Olympic Education. The programme guidelines will be ful- filled in cooperation with the cultural, academic, artistic and media communities. The Centre will prepare internships and seminars, auctions of sport-inspired and Olympics-related works of art and the ones created by well-known athletes and Olympians. The Centre will develop its collaboration with various cultural institutions, academies and universities, schools and childcare centres.

Documentation

Part of the Centre’s operating programme is to gather and edit documents concerning the work of the PKOl, seeking to eventually recreate the full documentation of the PKOl since 1919. The Centre will also open an archive, a library and a centre for documentation and information.

Publications

The Centre will prepare materials and teaching aids employing traditional print- ing techniques as well as computer and video technologies. The publications will include periodicals, newsletters, conference materials, information brochures, pamphlets, catalogues, posters, flyers, postcards, etc. The Centre will have a website and eventually, an on-line portal. It will provide up-to-date news on the Centre’s activities and a part of the programme. In- ternauts will be invited to take part in numerous sports and Olympics-related competitions and to cooperate on improving the programme. The Centre will support all kinds of publications –books and albums in particular– devoted to sport and the Olympic Movement.

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Recreation and entertainment

Around a dozen of simulators of different sport disciplines and events will await visitors at the Centre. The facilities are meant to stimulate the visitors’ imagination and the will to improve one’s fitness, providing recreation and entertainment. The exercises will be accompanied by competitions. The Centre will provide attractive showings of sport-related films, employing state-of-the-art image recording and projection techniques.

Special offer

During large sport events, summer and winter Olympic Games in particular, the Centre will set up special press offices with access to current on-line information and telecasts. The Centre will be surrounded by an Olympic Park combining education in sport, nature and ecology. Activities planned in the park include cyclical classes for teachers and students in Olympic Education as well as information technologies. The Centre will prepare education trips, such as “Olymic Cities,” “Olympic Stadiums and Museums in Europe,” “Olympia – Athens,” etc. An exhibit for collectors of sport-related post stamps, badges and trophies will be located at the Centre, selling sports outfits and memorabilia. The Olympic Education programme presented above does not include a lot of other activities related to the initiation of collaboration with diverse sport and educational organisations which have their own original and innovative syllabus- es. It does not take into account activities meant to promote Olympism in mass media, the role of which cannot be overestimated in the popularisation of Olympic ideals. Thank you for your attention, I invite you to Warsaw to the Centre for Olympic Education.

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References

1. Coubertin, P. De. (1986). Textes choisis. Vol. 1-3. Zurich-Hildesheim – New York. 2. Dziubinski, Z., Plen E. (2005). You Are My Only Hope. SALOS RP. Warsaw. 3. John Paul II. (28.10.2005). Address to the International Convention on the Theme of the Jubilee of Sports People in 2000 The Face and Soul of Sport. Paul VI Auditori- um, Rome. 4. Nissiotis, N. (1984). Olympism and Today’s Reality. “International Olympic Acade- my”. 5. Woloszyn, S. (1996). Olimpizm a wychowanie. Czy mozna zaufac humanizmowi sportu? Pedagogiczne wedrﬁwki przez wieki i zagadnienia. Studia i szkice. Volume compiled and edited by Z. Zukowska, Adam Marszalek, Warsaw-Torun. 6. Resources of the Polish Olympic Portal of the Polish Olympic Committee (PKOl.) at: www.edukacjaolimpijska.pl.

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INTERNATIONAL REVIEW OF OLYMPIC EDUCATION PROGRAMS IN MALI. OLYMPISM IN MALI

Kissima Sylla (MLI) Director, NOA of Mali

I. Background

The modern Olympic Games have originated from the ancient Olympic Games (776 BC-394 AD) that were held every four years in Olympia, Greece. Their glo- rious story lasted 1200 years. In 393 AD, a decree of Emperor Theodosius I marked the end of the ancient Olympic Games, which were finally abolished by Theodosius II in 424 AD. The Olympic Games were revived by Baron Pierre de Coubertin with the staging of the first modern games in 1896 in Athens, following a Congress convened in Paris on 23 June 1894. The IOA was inaugurated on 14 June 1961 to complete the work of the founding father and propagate the Olympic spirit and ideal throughout the world. The National Olympic Committee of Mali was established in 1960 after the country’s independence. It participated for the first time in the Tokyo Olympic Games in 1964. Its first President was Henry Corentin of Antillan origin. Today he lives in his native Martinique and is still very much involved in the Olympic Movement. He was succeeded by His Excellency Lamine Keita, followed by His Excellen- cy Alïoune Badra Diouf and finally by Habib Sissoko from 1999 to this day.

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The National Olympic Academy of Mali was founded in 1990 and has been affiliated to the International Olympic Academy since that date. Ibrahim Konate was nominated as the first President of MNOA on 14.1.1998. Before that date it was the President of the NOC who acted as the President of the National Olympic Academy. Ibrarim Konate represented Mali at the session of African NOAs at Cotonou (1-5 December 1997) on the topic of “Regional Seminar for the creation of National Olympic Academies.” Tidiani Niambele succeeded Ibrahim Konate. He attended the IOA’s Session on 7-14 May 1998 in Olympia. He headed the MNOA until 2004. His successor was Colonel Sikou Niambele in 2004. He participated in the IOA’s 8th Session for Presidents, Directors or Officials of National Olympic Acad- emies accompanied by Kissima Sylla who represented the Academy’s Director and was the Deputy General Treasurer of Mali’s National Olympic Committee. This year, because the President was away on a mission to the USA, the Na- tional Olympic Academy of Mali was represented by Kissima Sylla, the Acade- my’s Director who was accompanied by Ibrahima Traore, Member of the NOA’s Bureau and Head of MNOC’s Development Section.

II. Activities in 2006

At the 8th Session of the IOA for Presidents and Directors of NOAs that was held in Olympia, Mali developed the theme of “Diatiguiya”, vector of the Olympic ideal applied to Olympic sport. CAN 2002 and CAN Foot 2004 were typical examples of this question. This year we have organized training sessions for officials of federations and clubs in the District of Bamako and the region of Mopti, under the leadership of course directors: – a special session for school students on the subject of the athlete’s stress before the competition and non violence in sport (accepting and respecting the referee’s decisions) conducted by Ibrahima Traore; – during these sessions, the subject of Olympism was extensively discussed;

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– in the context of our 2005-2006 activity program, we have exchanged cor- respondence for assistance or support with the higher national or international Olympic authorities and in particular with Mr Philippe Blanchard, Director of the IOC’s Information Management Department who offered us Photo-Kit video documents following our request last year after the damage caused by hooligan fans during the Mali-Togo football match, on 27 March 2005 in Bamako, where Mali lost by 2 to 1. The archives of the Mali Na- tional Olympic Committee were totally destroyed and burnt.

We wish to extend our warmest thanks to Philippe Blanchard, the IOA and the IOC, whom we have officially requested to help us in reconstituting our archives. – The Statutes and Rules of Procedure of the National Olympic Academy of Mali have been drafted and adopted since January 14, 1998. – We intend to convene the MNOA’s National Council at the end of Decem- ber 2006 for the renewal of its membership and reviewing of the texts. – After the damage to the NOC’s headquarters on 27 March 2005, the Government of Mali offered new premises to the National Olympic Com- mittee of Mali in the Quartier du Fleuve of the Ministerial City in Villa no 1. – This beautiful building was fitted out thanks to the contributions of the government and the NOC. – The old headquarters were given to the National Olympic Academy and the National Museum. – We are presently trying to organize these premises in order to hold there the future sessions of the National Olympic Academy of Mali. – Our ambition for the near future is to house the administration in the NOA’s facilities with a multi-purpose hall, a projection room and a library. – It is our intention to organize educational activities with the help of teaching material. Lectures or debates on Olympism and the Olympic Movement will be held in schools and other institutions such as the National Institute for Youth and Sports, the University of Mali FLASH and Mali’s Military Acade- my (EMIA) in the remaining months of 2006.

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– We wish to organize a special session of the MNOA for administrators and technical officials with 60 participants at the NOC’s headquarters in Decem- ber 2006. – Finally, at the end of the 2006 sporting season, we would like to organize a gala evening to reward the best athletes of the year sponsored by NOC President Habib Sissoko, under the presidency of the Minister of Youth and Sports, during which distinctions, sports equipment and diplomas will be presented.

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THE FINNISH OLYMPIC ACADEMY

Anja Järvinen (FIN) President, NOA of Finland

The Finnish Olympic Academy was founded in 1987. We have eleven members nominated by the Finnish Olympic Committee for the four year term. Our task is to preserve and promote the ethical, cultural and educational values of the Olympic Movement. The Finnish Olympic Academy has two principal forms of activity: annual sessions and the Olympic Education Programme targeted at elementary and secondary schools. The annual session gives us an opportunity to introduce the fundamental values of the Olympic Movement. The subjects discussed include various aspects of the Olympic idea and current problems of the Olympic Movement. The third is the holding of IOA sessions. The first session was held in Helsinki in December 1987. Since 1990 the sessions have been held in various regional centres in order to bring broader groups of citizens into the sphere of the Olympic Movement and to gain wider media coverage for the educational work of our Academy. The day before every session we have a meeting with local teachers and coaches. We have invited local decision-makers, officials, teachers, coaches, representatives of sports organisations, athletes and students to our sessions. Since 1995 the FOA has co-operated with teachers and pupils at elementary and secondary schools. The Olympic Education Programme allows children to learn the meaning of FAIR PLAY, COMMUNITY SPIRIT AND TOLERANCE and

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their practical applications in every day life personally – by themselves and by their own actions. In order to help educators in their work, the FOA has produced a package of teaching material named CITIUS – ALTIUS – FORTIUS. Thousands of Finnish children have shared the Olympic spirit of taking part in MY SCHOOL’S OLYMPICS. This means physical and cultural competitions. You can teach Olympic values through different subjects and in many ways. You can use different kinds of methods. We have had information meetings for teachers on how to organise “My School Olympics”. From the beginning of this year we have had the so called OLYMPIC DAY PROJECT sponsored by NORDEA BANK. On international level there have been SCHOOL OLYMPICS between Eston- ian and Finnish pupils. It is a natural part of our Olympic Education Programme.

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THE CREATION AND DEVELOPMENT OF THE NATIONAL OLYMPIC ACADEMY OF MONGOLIA

Dr Doljinsuren Ganbat (MGL) Executive Board Member, NOA of Mongolia Lecturer, Institute of Physical Education Mongolian State University of Education

Key words: The creation of Mongolian National Olympic Academy, its organizational matters and the features of activities. Brief meaning: The main goal of organizing the report is to introduce the feature activities and establishment of the Mongolian National Olympic Acade- my, which was founded at the beginning of a new democratic society, and to work and share our experience with the International Olympic Academy and the Olympic Academy of other countries. We understood that it was very significant and necessary to develop Physical Education and Sports in Mongolia and to establish the Mongolian National Olympic Academy when studying The International Olympic Academy and its activities. The Mongolian National Olympic Academy was established by Ph-Doctor D. Ganbat, a lecturer of The Institute of Physical Education, Sh. Magvan a Member of the International Olympic Committee and B. Gansukh former General Secre- tary of the Mongolian National Olympic Committee. The first organizational structure, regulations and statutes were jointly elobarated by them. The first session was organized on 1st February, 1996 in Ulaanbaatar with the participation of 20 founding members of the Mongolian National Olympic Academy who established the organization.

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At that time, Mongolia was starting to transfer from plan centralized economy to market based economy and there were many problems and barriers to make our activities simple. More specifically, it was very difficult to disseminate Olympism in Mongolia, conduct a scientific approach in training the athletes and teams who were going to participate in the Olympic Games. Unfortunately there was no possibility to found an Academy in Mongolia on the example of the developed countries due to the lack of financing the private and state owned Physical Training Institutes, Research and Academic research work were at a stagnant situation at the time. During the transitional period –Mongolia transferred from planned economy to market based economy– it was a good management for a person to lead two public sports and physical training organizations when the President of the Mon- golian National Olympic Committee was elected as the President of National Olympic Academy of Mongolia. It was a significant event in our sporting history, thus linking two organizations for one sacred goal and it was very favourable to our common goal of Olympism. This year is the 10th year of anniversary of the Mongolian National Olympic Academy and it has been improving its organizational special structure, disseminating an Olympic Movement in Mongolia. We have established an “Olympic Education Centre” in 5 cities, 21 provinces (All Mongolian provinces) and 6 districts, an “Olympic cabinet” in 700 different schools providing 340 professional methodologists, disseminating distance training to about 180000 children both in the city and the countryside. The main materials for the distance training are the magazines “Sports Science” and “Olympic Education” and the newspaper “Olympic Relay” which were published by the Mongolian National Olympic Academy and distributed to the provincial people who conduct a nomadic way of life. In order to develop academic research works on sports we have been organizing an annual Academic and practical conference on various important topics and have been promoting the best speakers. The special prize of the former president of the Mongolian National Olympic

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Committee is given to the three best of the first 28 reporter-students to develop an Academic research of the Institutes of Physical Education in Mongolia. We have established an Olympic museum and a library to disseminate the Mongolian Olympic history and the Olympic Movement throughout the country. In recent years our specialist trainers, teachers and students have been participating in seven training seminars which were organized by the International Olympic Academy in Greece. In addition, we have been using dozens of magazines and books which were published by the International Olympic Academy. So I would like to express my warmest gratitude to the International Olympic Academy. The members of the Mongolian National Olympic Academy are expecting to celebrate solemnly the 50th anniversary of the Mongolian National Olympic Committee, the 800th anniversary of the Great Mongolian State and the 10th anniversary of Mongolian National Olympic Academy in 2006.

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OLYMPIC EDUCATION IN UKRAINE: WAYS OF IMPLEMENTATION AND PRACTICAL OUTPUT

Larissa Dotsenko (UKR) Scientific secretary, NOA of Ukraine

The Olympic Academy of Ukraine was established in Ukraine on the 20th of September 1991 according to the decision of the NOC General Assembly. Dur- ing the 15 years of its existence in all 24 regions of Ukraine its branches have been created and have been actively operating at the moment. The aim of the Academy activities is to develop and reinforce the Olympic Movement in Ukraine by means of Olympic Education insemination, i.e.: to enrich spiritually the people, to promote the exchange of national cultural values, to propagate ideas and principles of Olympism. Having used a great scientific potential of higher education establishments and Olympic Study Centers in Ukraine, the Academy has emphasized its activity on spreading the Olympism knowledge in ways that turned out to be the most efficient in our country. The results of close cooperation with the International Olympic Academy programs have also been emphasized. The OAU structure is designated in a way to meet the needs of its work: the OAU president and executive board members head supervises the work of its commissions – 1) Olympic Education at collegiate level, 2) Olympic Education at school and pre-school level, 3) Sport for All, 4) Olympic Movement veterans, 5) Scientific research activities, 6) Publications, 7) Women and Olympic Sport, 8) Participation in international events, 9) Cooperation with mass media. The OAU organizes its work through activities of four regional centers (located

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in Donetsk, Dnipropetrovsk, Kharkiv and Lviv) and the head one –National Olympic Study Centre– in Kyiv. The National Olympic Study Center is established on a basis of the National University of Ukraine on Physical Education and Sport in 1992. The center unites the activities of the University Olympic Sports Department, Publishing House “Olympic Literature” and the Editorial Board of the “Science in Olympic Sport” Journal, the Olympic Library with a fund of more than 30.000 volumes and periodicals, the Olympic Glory Museum. The principle directions of the Center’s activities are: 1) Teaching the academic discipline “Olympic Sport” at universities. This discipline is an obligatory subject for students of all types of education, postgraduate students and students of the Qualification Improvement Center. One hundred academic hours of the curriculum are given for this course. It comprises of themes devoted to the Olympic Games of Ancient Greece, revival of the Olympic Games, the modern Olympic Games, the Olympic Movement in Ukraine, the structure of the Olympic Movement, legal foundations of the Olympic Movement, economy programs of the Olympic Movement, the Olympic sports and politics, history and tendencies of the Olympic programs development, Olympic Education and actual challengers of the modern Olympic Movement. 2) Preparation of top qualification specialists (Master Degree, Candidate of Science and Doctor of Science) on the specialty “Olympic Sport”. The main objectives of this direction is to help National Olympic Committees and Sports federations of various countries to train specialists to work in such structures in the field of Olympic sport, and also to help the organization and holding of scientific researches on actual problems of the Olympic sport. The principal peculiarity of the Center’s researches is the fact that the Olympic sport is considered as a separate science branch and a compilation of practical activities. The themes of the Center’s scientific investigations are focused on theory and methodology of athlete preparation in Olympic sports, study of Olympic sport organizational funda- mentals in different countries of the globe, main tendencies of forming the Olympic Games programs, and peculiarities of construction of training process for women in the Olympic sport.

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3) Seminars on the discipline “Modern Olympic Sport” (10 days, 80 academic hours). 40 hours are assigned to acquire the basic knowledge and 40 hours for deep learning of one of the course’s issues (for choice). 4) Rendering assistance by the Center’s members in delivering lectures, conducting seminars, consulting, etc. The OAU coordinates the scientific researches and administers the exchange of experience for these Centers’ specialists, promotes their qualification improvement on a regular basis etc. in accordance with an annual plan of work in the following principal directions: ➢ The Olympic education at collegiate level. The Olympic Academy of Ukraine has developed the Olympic education course (100 in-class hours) which is taught at the Olympic Sports Departments of 20 specialized and non-specialized higher educational establishments. “Olympic Sports” by V. Platonov and S. Guskov is a first fundamental handbook intended specially for university students. Annually the Academy conducts an international conference entitled “Young sports science of Ukraine” for postgraduates and young scientists, university students Olympiads in foreign languages known as “Student and Olympic Sport”, various scientific-practical conferences devoted to “Olympic Education” More- over it organizes lectures and symposia on Olympic themes. ➢ The Olympic Education at primary, secondary, high and pre-school level. The Olympic Education is an integral part of a physical education program at general education schools in Ukraine. There are equipped and functioning Olympic classrooms at the school premises. On September the 1st an Olympic Knowledge Day is held with the participation of active and former Olympians. A program of Olympic Education for pre-school educational establishments based on situational games, literature and art contests is developed. In addition, the Academy organizes annually an all-Ukrainian schoolchildren contest for the best verse and picture on Olympic themes. ➢ Publication activities. These educational activities would be rather difficult without appropriate special literature. Since 1994 the Olympic Academy of Ukraine is closely cooperating with the “Olympic Literature” Publishing House,

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Ukraine. Owing to these mutual efforts, there were published over 80 books on the Olympic themes, encyclopedias, not to mention the special journal “Science in Olympic Sport” which covers historical, philosophical, sociological, economi- cal and legal aspects of Olympic sport; ethics and psychology of athlete training; medical –biological aspects of Olympic sport; Sport for All; official news items. The Olympic Academy of Ukraine put out a series of colored posters intended for Olympic Education promotion in a system of secondary and higher education: “Ancient Games”, “Renaissance”, “Olympic Symbols”, “The Games which conquered the world”, “Olympic Ukraine” etc 10 pieces in total. With the initiative of the OAU there was published a popular-education book for schoolchildren, “Your First Olympic Guidebook”, which introduces a child into the world of Olympism and Olympic Games. A table game, “Olympic Races”, edited by the OAU, is of special interest for children of school age. ➢ Sport for All. With participation of the members of the Olympic Academy there are annually held numerous athletic events such as Olympic Run Day, various international fitness conventions etc. which are reflected in a journal “Theo- ry and practice of physical education” were also published together with the OAU. Very often these sport events are accompanied by appropriate scientific conferences and seminars. ➢ Participation in international events. Participation in the sessions and seminars of the International Olympic Academy, international congresses and conferences on Olympic themes, cooperation with the IOC, Olympic Museum and other national Olympic academies – this is only a small list of activities of the OAU international cooperation. In the early 90s of the 20th century the Academy, jointly with the IOC, initiated a series of international scientific congresses like “Modern Olympic Sport”, which in due course of time became traditional ones and nowadays they are conducted annually on a regular basis. The first (1993) congress, “Modern Olympic Sport”, and the last one –the 9th congress– were held in Kyiv, the capital of Ukraine, each time with participation of 300-500 specialists from countries of Europe, Asia, Africa and America. ➢ Sports veteran movement is also under consideration of the OAU. Prepa-

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ration of materials for a book devoted to the Olympic sport veteran movement in Ukraine is currently carried out; various sports events for athletes-veterans are held; former famous athletes are regularly invited to give talks for youngsters. ➢ Women and Olympic Sport. Since 1996 the members of the Olympic Academy have been taking part in the IOC world congresses devoted to various aspects of women participation in the Olympic sport, and in its turn holding various international scientific-practical seminars. Thus, since 2002 the Academy has been a co-organizer of the international scientific-methodological seminars on medical-biological problems of female sport. The OAU is an initiator of publication of the special issue journal “Women and Sport”. ➢ Cooperation with mass media. The Academy renders assistance in preparation and developing materials for TV programs relating to the Olympic Movement in Ukraine and abroad, e.g.: weekly TV program “Olympic Panora- ma”. An Olympic Quiz for TV demonstration has also been created. This a brief story on the implementation of the Olympic knowledge in Ukraine.

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THE NATIONAL OLYMPIC ACADEMY OF ZIMBABWE

Tinny Margret Muswazi (ZIM) Director, NOA of Zimbabwe

Introduction

The Zimbabwe Olympic Academy (∑√∞) is still in its infancy while the Zimbabwe Olympic Committee (ZOC) has existed since 1934. As such, ∑√∞ needs to draw some courage, confidence and strategies from the former and capitalize on their experience. The Academy is relying on the strong foundation of ZOC to establish its own. This presentation will outline and describe the philosophy, content and structure of the programmes of Olympic Education run by ∑√∞.

Δhe philosophy of the ∑√∞

The philosophy of ∑√∞ is found in the following four main categories:

I) Build a strong foundation Our philosophy focuses on creating a strong and clear introduction, which will help to inform all stakeholders, remove all doubts, misunderstanding or sus- picion that may occur about the institution. Our thinking is that, being the guardian of education, though specific to the Olympic Movement, Olympism and the Olympics, ∑√∞ operates from within the Education and Culture Com- mission. The rationale for this is the following:

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ñ Education stays together. ñ There is ensured support i.e. experienced personnel, material, financial etc. ñ We also want to capitalize on the support that ZOC is already enjoying. (For instance, we are hoping that those institutions and organizations, which co-operate with ZOC will obviously support ∑√∞ programmes. ñ Since its main purpose of existence is education, it is logical and to Ôur advantage to start by leaning on to an institution which has already been successful in the business of education for a substantial amount of time.

II) Spread √lympism like wildfire Our philosophy is to spread the ideals of Olympism, like wildfire, and therefore, through a variety of facets, in order to catch as many people as possible at the same time and as soon as possible. We also believe in catching them young as well as at every opportune moment. We are therefore targeting at existing institutions such as schools, tertiary institutions, and since sport is the driving force behind the philosophical ideology of Olympism, we believe in also taking advantage of national sport associations and tournaments. The main reasons for this thinking are the following: ñ Student teachers specializing in Physical Education and Sport are the future sport directors, coaches and committee members in schools, clubs and associations and as such, it is believed that with a good solid orientation, they will start off and maintain a good mentality or attitude about our intentions which are mainly Olympic Education and the spread of Olymp- ism. ñ The institutions have audiences that are already captivated and more often than not which are also already converted. ñ It is also easier and more effective to catch and tame them while they are still young (especially school children and other young athletes) as we try to persuade them to adopt Olympism as their philosophy of life (Juan An- tonio Samaranch).

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III) Get all on board Our belief is also to target all organizations dealing successfully and effectively with ZOC such as the media, corporate sector etc as it is important to get them on board early as they will be instrumental in achieving our end in specific ways.

IV) Unity for the multi-cultural society We also strongly believe that Olympic Education and the spread of Olymp- ism can play a big role in uniting the people of Zimbabwe who have a somewhat wide cultural diversity while at the same time attempt to maintain their cultural legacy through specific activities.

PROGRAMMES CONTENT RECRUITMENT – Report and discussion of proceedings of ∞¡D ORIENTATION the 8th International Session For Directors OF ∞ WORKING GROUP Of National Olympic Academies (π√∞) 2005 – Orientation concerning the task ahead RECRUITMENT ∞¡D TRAINING PERSONNEL – Working group – Former young participants – Lecturers from tertiary institutions especially those majoring in ƒ∂ and Sport as well as sport directors in universities. – prospective facilitators from national sport associations – national course directors from ZOC

TEACHING MEΔHODOLOGIES – Participatory approach – Peer teaching – Research methodologies – Staff development – use of modern technology e.g. Over-head projector, power point presentation

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LAUNCH – What is the ∑√∞? – What is the relationship between ZOC and ∑√∞? – Who stands to benefit? – Programmes – Identification & invitation of stakeholders RADIO BROADCASΔ – Education about the Academy – Academy programmes – Olympism MAΔERIALS – SEΔΔING Δ∏∂ GROUND PRODUCΔION – Enabling instrument – Plans of action – Activity plan – Pamphlets – e.g. “What is Fair-play?” “ªy Fair-play Prayer” – Flyers e.g. πnfÔrmatiÔn on ∑√∞ What is Olympism? Samples are available – Seasonal cards – Children's books – Learning material for - school e.g. Honesty In Sport: for tertiary institutions e.g. Sportsmanship / womanship: for national sport associations and other organizations e.g. Δhriving for Excellence OPPORΔUNIΔY – Guest speaker at functions e.g. IDENΔIFICAΔπ√¡ at Δhe Awareness Campaign For Physical PROGRAMME Fitness Through Aerobics held at the Police FUNCΔION / ∂V∂¡Δ ª∞ΔERIAL Morris Depot DEVELOPMENT

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– Zimbabwe National Youth Games: Introduction of the ∑√∞ What is Olympism Samples are aÓailable – Youth Education Δhrough Sport What is Fair-play? – Fair-play is... ªy Fair-play Prayer. – Education at tournaments (during the evenings) 1) Quiz sessions on Olympism and Olympic Education for athletes 2) Lecture and discussion sessions with Officials – Youth Education at church camps and re- vivals 1) Δhe values of Olympism are also Godly EDUCAΔIONAL PROGRAMMES – Lectures at coaching clinics, seminars, workshops on the topics What is ZOC What is ∑√∞ What are the values of Olympism Δhe importance of the ideals of Olympism to society e.g. at Harvesters Δhrough Sport's (Christian Group) advanced soccer coaches workshop AWARENESS / ADVOCACY – Workshops and seminars with associations: 1) Ministry of Education Sport and Culture 2) Ministry of Higher Education and Tech- nology 3) National Association of Secondary Heads (NASH)

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4) National Association of Primary Heads (¡∞ƒ∏) 5) Zimbabwe Tertiary Institution Sport Union (ZTISU) and its affiliates – Display of literature at the Zimbabwe Agri- cultural Show PERSONNEL D∂V∂L√ƒª∂¡Δ – Presented a paper at the International In- stitute for Human Factor Development Con- ference held at Chinhoyi University of Technology in Zim. – Theme: The Role Of Sport in the Develop- ment of the Human Factor – Title: Sport and School Curriculum in Zimbabwe: ∞ Call For ∞ Paradigm Shift – Module writing for Executive Diploma In Sport Management: Sport Tourism – Module writing for the Diploma In Sport Studies: Sport Psychology RESEARCH – Carrying out a Training Needs Analysis for the Sport and Recreation Com- mission (for provincial Team officials)

We obviously have programmes that we think could have started earlier, but because the academy, as mentioned earlier, is still in its infancy, had to be shelved until a more appropriate time. Such programmes include the following: ñ Session for facilitators, associations and the media. ñ Development of a museum and a library. ñ Exhibition and Olympic Park ñ Development of mobile academy

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CANADIAN OLYMPIC COMMITTEE – EDUCATION & YOUTH OUTREACH PROGRAMS

Marc Gélinas (CAN)* Director, Athlete and Community Relations, Canadian Olympic Committee Paulette Minard (CAN) Programme Manager, NOA of Canada

The Canadian Olympic Committee (COC) is committed to the development and delivery of programs designed to energize and engage Canadians in the Olympic Movement and sport in Canada. This includes promoting the Olympic values to youth through the Canadian Olympic School Program and Olympic Academies.

Canadian Olympic School Program

Overview The Canadian Olympic School Program is an initiative that aims to engage students across Canada in the Olympic Movement by delivering the excitement of the Olympic Games as an experience to motivate, educate and inspire. The COC develops and delivers an in-school program designed to encourage students to become Smarter, Better, and Stronger by connecting information about the Olympic Games and Canadian athletes to the curriculum, introducing

* The paper was presented by Marc Gélinas.

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the seven Canadian Olympic Values, and promoting the importance of leading a healthy and active lifestyle. The program was created in the mid-eighties by the Calgary Olympic Winter Games organizing committee and distributed to schools in Alberta. Beginning in 1987 the COC introduced the program nationally as a bilingual teachers’ resource geared to Grades Four to Six. Over the past 19 years, hundreds of thousands of children have participated in the Canadian Olympic School Program. The COC works with Paton Publishing, an educational resource company, to develop content, and the material development is guided by an Advisory committee of educators representing all regions of Canada. In essence, the Canadian Olympic School Program is designed for teachers by teachers. This Advisory panel helps to ensure that the material is flexible and adaptable to a variety of classroom environments as well as to the differences that may exist between each Provincial curriculum.

Content The Canadian Olympic School Program is a free bilingual teachers’ resource, available to elementary schools in Canada, and geared to students in Grades Four to Six. The program is delivered on-line at www.olympicschool.ca and www.ecoleolympique.ca and features helpful lesson plans and adaptable classroom-ready activities. The content links stories about Canadian athletes from Freestyle Skiing, Snowboarding, Hockey and Athletics to three curriculum areas – Language, Mathematics, and Physical Education. We believe Canadian Olympic athletes can have a profound and positive influence on Canadian youth. As a result, the school program recognizes the enormous value of Olympians as role models by celebrating their experience and using it as a platform from which students can learn. In addition to the three main sections, timely and useful Turin 2006 Lesson Plans were introduced in the months leading up to the Turin 2006 Olympic Win- ter Games, as a way to generate excite and celebrate the Olympic Games in Canadian schools, while linking information and facts about the Olympic Winter Games to language, maths, physical education, and art curricula.

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Operation To access the Canadian Olympic School Program educators are encouraged to visit the program website (s) www.olympicschool.ca and www.ecoleolympique.ca and follow a simple registration procedure. The on-line registration procedure provides valuable measurement and relationship building opportunities and also permits the COC to:

ñ Capture school and educator data; ñ Measure success through both quantitative and qualitative feedback through on-line evaluations (scheduled to occur in May/June 2006); ñ Directly communicate with educators via email; and ñ Build and reuse database over the years.

Following the quick registration process, educators have immediate access to the featured lesson plans, student activity sheets, teacher support, information on the Olympic Values, and contest details.

Site Map

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Marketing & Promotion Currently the COC delivers a comprehensive marketing plan designed to generate awareness for the program across Canada. A sampling of the promotional methods includes: ñ Promotional email and fax distribution to a database of educators totalling approximately 9,400 teachers, principals, school board contacts etc.; ñ Paid advertising through POP! and Teach magazine (Canadian publications geared to educators and students in the in-school market); ñ Press Launch events (October 2005) featuring athletes from the program in Toronto, Vancouver, and Montreal; ñ Promotional postcard distribution to an educator database (November 2005); ñ Approaching the various provincial ministries of education in Canada with promotional packages to request support and endorsement within each province (December 2005); and ñ Olympian School Visits (ongoing).

Incentives The Canadian Olympic School Program is presented by RBC (a Canadian financial institution that has been involved in supporting Canadian Olympic athletes since 1947). Through the support of this sponsor the COC is able to offer a number of ap- pealing prizing and incentives designed to encourage participation. These include: ñ Program poster featuring Canadian athletes distributed to participating schools in January 2006; ñ RBC Olympian school visits – RBC hires both Canadian Olympic and Para- lympic athletes as community ambassadors who bring Olympic messages of excellence to Canadian communities. RBC Olympians are integrated in- to the Canadian Olympic School Program through a monthly contest opportunity to win a classroom visit; and ñ Grand Prize – Participating schools are eligible to win one of eight Olympic-themed athletic kits (with an approximate retail value of $2,500) filled with amazing equipment like basketballs, volleyballs, soccer balls and a floor hockey set.

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Participation In 2005-06 our participation goals target the following response rate across Canada ñ 1,880 schools ñ 5,640 educators ñ 141,000 students

As of February 2006 we are experiencing an outstanding response to program as more than 7,000 educators have registered.

Olympic Academy Programs

Overview The COC’s Olympic Academy programs are designed to teach participants about the values and spirit of the Olympic Movement and encourage the participants to become ambassadors of the Olympic ideals. Currently the COC facilitates two types of Academy programs for a variety of age groups and backgrounds: 1) Provincial/Territorial Olympic Academy Programs; 2) Olympic Academy of Canada.

1. Provincial/Territorial Olympic Academy Programs (PTOA’s) PTOA’s are leadership development programs geared to youth aged 14-18, delivered by volunteer committees and designed to focus on values, leadership skills, team building, physical activity, issue analysis, and goal setting. PTOA’s generally involve between 30-50 delegates and can take place over a period of three to five days. The COC provides resources to support PTOA’s, including a grant of $3,500, access to regalia, and connection with local athletes/Olympians and sport leaders.

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Recent History

2003 2004 2005 2006*** Province/ British Columbia British Columbia Alberta British Territory Alberta Alberta Ontario Columbia Quebec Ontario Quebec Alberta Ontario Nunavut Nunavut Ontario *** Goal is growth to new 1-2 regions in Canada in 2006-07

2. Olympic Academy of Canada (OAC) – National Olympic Academy Program The Olympic Academy of Canada (OAC) is a leadership development program that provides current and future sport and community leaders with exceptional opportunities to learn about and discuss the achievements, issues and current status of the Olympic Movement in Canada. The OAC is designed to: 1) educate current and future sport and community leaders about the Olympic Movement, the philosophy of Olympism and the role of the Canadian Olympic Committee; 2) provide participants an opportunity to discuss and debate current issues within the Olympic Movement; 3) train and provide tools to participants so that they can promote, within their own environment, the values and ideals of the Olympic Movement; and 4) engage participants as active contributors to sport, the Olympic Movement and their community.

The OAC provides a valuable forum for Olympic education, encourages delegates to make a difference in their own communities and contributes to the creation of a valuable network of sport and community leaders across Canada. The OAC features speakers, workshops and activities that cover topics related to various aspects of sport and the Olympic Movement. Delegates are provided with opportunities to participate in discussions and group presentations, as well as physical and social activities.

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The OAC program is structured as a 6-day residential workshop and hosted bi-annually in an Olympic Games year. The OAC is organized by the COC and committed volunteers who comprise an Advisory and Host Committee. Applications to attend this program are invited from individuals 18 years of age and older. This includes athletes, coaches, professional and volunteer sport administrators, corporate representatives, teachers, university/college students, officials, journalists and individuals who have a specific interest in taking a leadership role in the Olympic Movement. Up to fifty delegates are accepted.

Historical Summary

SESSION YEAR DATE LOCATION 1st 1983 June 25-29 Calgary, AB 2nd 1984 August 15-31 Val Morin, QC 3rd 1985 June 23-29 Vancouver, BC 4th 1986 June 22-28 Toronto, ON 5th 1987 June 20-27 Halifax, NS 6th 1988 June 18-15 Winnipeg, MB 7th 1989 Aug. 26 - Sept. 2 Val Morin, QC 8th 1990 August 18-25 Windsor, ON 9th 1991 August 17-24 Moncton, NB 10th 1992 August 15-22 Saskatoon, SK 11th 1993 August 14-21 Lennoxville, QC 12th 1994 August 13-20 Fredericton, NB 13th 1995 August 12-19 Calgary, AB 14th 1996 June 22-29 Montréal, QC 15th 1997 August 16-23 London, ON 16th 1998 August 26-30 Huntsville, ON 17th 2002 July 27-August 2 Hamilton, ON 18th 2004 July 3-8 Calgary, AB 19th 2006 June 10-16 Montreal, QC 20th 2008 tbd Halifax, NS

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THE GHANA OLYMPIC ACADEMY

Blessed R. Ayisi (GHA) President, NOA of Ghana

Our philosophy

To make Olympic Education accessible to all persons especially, the young; To encourage people to adopt OLYMPISM as a way of life.

Activities for 2005

The year 2005 was a unique one for the Ghana Olympic Academy. This is because our NOC was operating an Academy for the first time since Ghana became a member of the Olympic Movement.

Two-Day Seminar for Sports Journalists Our Academy hosted about thirty Journalists from the Public and private media houses for a seminar on Sports Reporting and Olympism. This happened in Winneba the second centre of our Academy at the National Sports College. These young, energetic ladies and gentlemen received lectures on the Olympic Games and Olympic Values, Sport and Government, Drug Abuse and Anti-Doping, Sport and the Environment, Sport and Culture. The aim of the Seminar was to guide participants to act as Torch Bearers of

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the Olympic Flame as it glows in the towns, villages, work places and homes in Ghana. The Academy encouraged them to regularly report on all activities of the NOC and the Ghana Olympic Academy.

Olympic day run 2005

For very strategic reasons, the Academy marked the day in collaboration with the NOC in Swedru a town in the Central Region of Ghana. The one-day event was marked with a 10-kilometre non-competitive race among school children, artisans, farmers and traders. After the Run, participants received a lecture on the Olympic Games and the essence of staying healthy.

Schools olympic education programme September – November 2005

By far, the most popular of our activities was this one; it was targeted at Se- condary Schools in the Greater Accra region of Ghana. These school children who are aged between 14 and 18 years attended lectures at the premises of the Academy under trees and canopies. The weekly lectures (on Wednesdays) covered these topics;

◆ The Olympic Games ◆ Exercise and fitness ◆ Sport and Environment ◆ Excellence ◆ Drug Abuse and Anti-Doping ◆ HIV/AIDS Prevention etc.

These lectures were delivered by eminent Olympic Family Resource Persons.

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The school children were highly excited and requested regular invitation to the Academy. We advised all the students to go back and form OLYMPIC CLUBS in their schools. Officials from the Academy would visit them and give lectures periodically. Very simple handouts were given to these young participants. The students were also given the opportunity to do some reading at the GOC Library.

“What do you know” quiz programme November 2005

This was the last activity for the year. There were 10 schools which participated in the weekly lecture. Each school was given a special Manual on OLYMPISM prepared by the NOA. The school was then required to select a candidate to answer questions based on the Manu- al at the Quiz competition. The programme took place on National Television and highlighted the interest of students and the public on Olympic topics. The Ghana Education Service has commended the NOA highly for introducing this programme to the schools.

EXPECTATION

With the launch of our programmes we expect more Olympic Clubs in Schools and Colleges to be formed. We also expect Ghanaians to take active part in any sport of their choice whatever their AGE, STATUS, LOCATION or PHYSICAL STATE. The NOA uses the library of the GOC and we have been receiving regular visits to this library. Throughout the country people have been inquiring about the Olympic Games and what the Games stand for.

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Activities for 2006 & beyond

With the solid foundation laid in 2005, we have planned the following activities for 2006.

DESCRIPTION OF ACTIVITY TARGET GROUP EXPECTED RESULT SCHOOLS OLYMPIC SCHOOL CHILDREN IN They will learn about history EDUCATION PROGRAMME; SECOND CYCLE SCHOOLS of the Olympic Movement Lectures, Symposia and IN TWO REGIONS and form OLYMPIC CLUBS film shows in their schools. They will receive lecturing on Sport and Environment etc.

OLYMPIC DAY RUN: non- School children, men and Participants will learn about competitive race followed women in the informal sector the Olympic Movement and by film show. variety in sport

OPEN DAY: exhibition, film School children and They will learn at first hand show working adults the activities of the Ghana Olympic Committee and the Ghana Olympic Academy. They will visit our library. Receive pamphlets on Sport and Healthy Living, HIV/Aids education etc. Conflict Resolution and Prevention.

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CELEBRATION OF THE 10th ANNIVERSARY – 2005 OF THE SLOVENIAN OLYMPIC ACADEMY (SOA)

Miroslav Cerar (SLO) President, NOA of Slovenia

Structure of Slovenian Olympic Academy

The Slovenian Olympic Academy's structure reflects its basic activities: Olymp- ism, Fair Play, Club of Slovenian Olympian, Sports Museum and Ambassador of the Republic of Slovenia for Sport, Tolerance and Fair Play.

What have we done on the above five areas of activities?

Below is a list of activities and publications, reflecting synergy effect of joint projects done by the Slovenian Olympic Academy and bodies and commissions of the Olympic Committee of Slovenia – Association of Sports Federations in cooperation with Governmental and Non-Governmental Sports Organizations for their members, schools and general public, as follows:

Schools (Number of Items published) Items: 1. A book: 1996, 900 copies, title: 100 let olimpijskih iger: Od Aten do At- lante – 100 vpra®anj /100 odgovorov (“100 years of Olympic Games: from Athens to Atlanta – 100 questions

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/100 answers), Ljubljana, authours: Evgen Bergant, Miroslav Cerar, Marija Knez-Bergant, Toma© Pavlin, Marko Ro©man, Rajko ¢ugman; distributed free of charge to all Slovene Elementary Schools Others (Number of Items published) Items: Proceedings from Sport for All Conferences, 1000 copies, each, as follows: 1. 16.10.1997 – 1000, Sport and Family 2. 20.3.1998 – 1000, How to achieve healthy sports recreation 3. 5.11.1998 – 1000, Sport and Family 4. 26.3.1999 – 1000, Playing Tennis without injuries 5. 19.4.1999 – 1000, An Extra Hour of Sport Education – new possibilities 6. 9.10.1999 – 1000, Organisation of recreational sport events 7. 19.11.1999 – 1000, Sport Club and Family 8. 19.09.2000 – 1000, In the Imaginary World of Games and Entertainment – Games and sports equipment in Slovenia) 9. 19.11.2000 – 1000, Cross-Country today 10. 12.12.2002 – 1000, The Magic World of Games 11. Proceedings from Sport for All Congress – 3rd Slovenian Congress of Sports Recreation; 12. 10.10.2004, 500 copies each, a brochure and a leaflet, traditional annual march “Stane Urek – in memorial” 3.12.2005, 200 copies, Proceeding from a Sports Conference Old Age and Sport – for today and tomorrow. What forms do these Olympic educational materials take? And when were these documents published? 1. 1996 Mini Exhibition “Slovenian Olympic Movement” on display during NOC of Slovenia and Slovenian Olympic Academy during Summer and Winter Olympic Games at Slovenian Hospitality House or Olympic Meeting Points at the sites of the Olympic Games; during “An Hour of Olympism”at elementary or secondary schools in Slovenia; on other various educational or official events organised by the NOC of Slovenia or by the Slovenian Olympic Academy;

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2. 1997, Leaflet “Fair Play”, 350.000 copies – given free of charge to every Slovenian pupil of Elementary and Secondary Schools; 3. 1999, Fair Play Board (featuring Fair Play Code) – distributed free of charge to the organizers of Mini-Olympiads and Olympic Day Runs; on display along with Slovenian Olympic Team Sponsors Panels at every official NOC of Slovenia event; 4. 2000, Prescription for healthy lifestyle through sport, a leaflet and a poster– more than one million leaflets and 5000 posters were distributed among Slovenian households, clubs and primary medical institutions; 5. 1998 - 2004, “An Hour of Olympism” – a pilot project organised for a selected network of elementary schools in all Slovenian regions; 6. 2006: Working Material in progress: “Pre-Olympic Programme” for Sport for All and Local Sports Events: Mini Olympiads & Olympic Day Runs” comprising of: Olympic Quiz, Fair Play School, Multi-cultural Linguistic Workshop on Olympic Protocol in the Olympic Spirit and the Spirit of Fair Play; Brochures (Date published / Title of document) – 1998, 150 copies, Proceedings: ¢port-zdravje-starost - Sport-Health-Old Age - International Scientific Meeting at the Centenary of the Olympic Champion Leon ¢tukelj, Slovenian Olympic Academy, Faculty of Sport, Faculty of Medicine – 2001, “New Partnership – Sport in Transition Countries” – Collection of Papers, NOC of Slovenia and Ministry of Education, Science and Sport – Since 1992, annual NOC of Slovenia Directory – Since 1993, NOC of Slovenia Sports News (Sports Results) – 2003, 100 copies, proceedings: EOC marketing seminar – 1997, abt. 3000, “Doping and Sport – Doping in ®port”, Brochure for Ath- letes, Coaches, Sport Organisations and other sport administrators – From 1997 to 2006: brochures with presentation of an Olympic Card sport for all programmes, three times a year, 300000 copies. (annual programme, swimming programme, skiing programme) – Brochures and posters for two sport for all promotion actions “Slovenia runs – Olympic runs” and “Slovenia cycles”. From 1997 every year 10000

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brochures and 1000 posters were distributed among clubs – organizers of sport events, recreation sportsmen and shops with sport equipment; the same for action “Slovenia cycles” from 2000 and on. Promotional Films (Date published / Title of document) 2001, “Prescription for healthy life style through sport” (10 min promotional film), shown on National TV and on Regional TV channels “Sport and Media” – Olympic Education Program for Slovenian primary and secondary schools comprising of: sports films releases on Slovene and World Athletes and events followed by live interviews with members of the Club of Slovene Olympians and other top athletes.Books (Date published / Title of document) – 1998, Leon ¢tukelj – 100 let: 100 slik, Slovene version and: 100 LEON ¢TUKELJ – A 100 YEARS – A 100 PICTURES” English version, Original concept: dr. Rajko ¢ugman, Evgen Bergant, text: Evgen Bergant, Marko Ro©man, Drago Ulaga, Photographs: Joco £nidar®¶i¶ – Collection “Eminent Personalities in Slovenian Sport”, in Slovene, with extracts in English and German, so far comprising of: 1) 1996, 700 copies, “Josip Primo©i¶-To®o” , authors Rajko ¢ugman and Marko Ro©man; 2) 1997, 500 copies, “Dr Viktor Murnik-Ata”, author Jelica Helena Zoe Vazzaz 3) 1999, 500 copies, “Jo©a Trdinova”, authors Meta Petkov®ek, Marija Kosec 4) 2000, 500 copies, “Mira Marko Debelak – Edo Der©aj” Strmine njunega ©ivljenja – plezalna naveza “ (Peaks of Their Lives – Climbing Partners), author Tone Strojin 5) 2002, 130 copies, zbornik – anthology “Rudolf Cvetko”, urednik/editor: Toma© Pavlin, Ljubljana, Published by NOC of Slovenia, Slovenian Olympic Academy and Faculty of Sport; – 1996, 900 copies, title: 100 let olimpijskih iger: Od Aten do Atlante – 100 vpra®anj – 100 odgovorov (“100 years of Olympic Games: from Athens to Atlanta – 100 questions-100 answers), Ljubljana, authours: Ev- gen Bergant, Miroslav Cerar, Marija Knez-Bergant, Toma© Pavlin, Marko Ro©man, Rajko ¢ugman;

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– 1996, The Slovenian Olympians 1912-1996, (Slovene and English versions), authors: Evgen Bergant and Marko Ro©man; – 1912/2004, 2000 copies, entitled “NA¢I OLIMPIJCI – SLOVENE OLYMPIANS”, Authors: Marko Ra®i¶, Tomo Levovnik; Powerpoint presentations (Date published / Title of document) – Seminar for Athletic Federation of Slovenia: “Sports Marketing”, “Sponsors expectations”, “Evaluations of the media place”, “Sports marketing trends”, “How to organize press conference” CD (Date published / Title of document) – CD - 2003, 100 pieces, proceedings: EOC marketing seminar – CD- 2005, 1000 pieces, ¢portne himne in prisege (in Slovenian, Sports An- thems and Oaths), NOC of Slovenia, Slovenian Olympic Academy, Sports Institute; – CD- 2005, 100 pieces, 50 literary contributions of elementary and secondary school pupils (Slovene texts & English excerpts) participating in the IOC 2005 “Sport and Literary Competition”, Slovenian Olympic Academy, Sports Institute, School Sport Competitions, Youth Sport, Sporticus; Others (Date published / Title of document) Leaflet, 1993 – 2003, NOC of Slovenia – Short presentation - Landmarks of Slovenian Sports and Olympism Leaflet, 2005, Landmarks of Slovenian sports and Olympism

Strategy

The Slovenian Olympic Academy’s INTERNAL STRATEGY comprises of networking within the NOC of Slovenia while focusing on closer collaboration with NOC Committees and Commissions. Having in mind the strategy of the NOA of New Zealand as presented at the 2005 IOA Session for Presidents and Directors of NOAs, many activities of the Slovenian Olympic Academy in the previous year reflect its endeavours to strengthen its role and to improve at our utmost, its own status within the NOC.

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For example, we tried to introduce NOA’s own Olympic symbol based on the NOC emblem with integrated “A”. Therefore, a lot of effort was taken to efficient planning for the preparations for the 2006 Annual NOA of Slovenia Activities in order to have our own programs integrated into the project network of other NOC basic bodies: Top Sports Committee, Sport for All Committe, Commune- Level Sports Committees and also improve collaboration with other NOC departments – Information managements, Public Relations, Marketing, Finance, Inter- national Co-operation and Education and Training Sports Programs Depart- ment. Let me mention some examples: our collaboration with the TOP SPORTS COMMITTEE takes place during official presentations of Slovenian Teams at the EYOF, Winter and Summer editions, Mediterranean Games,Olympic Summer and Winter Games, Games of three Countries (Austria, Italy and Slovenia), Alpe - Adria Games, the Slovenian Olympic Academy representative addresses those present recalling the ethical values of Olympic spirit, tolerance and Fair Play while at the sounds of the Olympic and Fair Play Anthems, some of the publications mentioned in the list above are distributed to all those present. Prior to the Turin Olympic Winter Games, a Torch Relay was travelling from Italy through Slovenia and the Slovenian Olympic Academy contributed to the following events: Olympic Flame celebration at the Slovenian/Italian border passing, on the main square joining the cities on the very frontier, Gorizia and Nova Gorica and finally, in Ljubljana, capital of Slovenia with the presence of Slovenian Olympians; Our collaboration with the Sport for All and Commune-Level Sport Commit- tees consists of promotion of moral and ethical sports values and Pre-Olympic Programme comprising of : Olympic Quiz, Fair Play School, Multi-cultural Lin- guistic Workshop on Olympic Protocol in the Olympic Spirit and the Spirit of Fair Play during projects, such as: Olympic Day Runs, Mini Olympiads, Slovenia Runs sports events and World Harmony Run. Our collaboration with the NOC of Slovenia Trans-border Sports Commission is evident from the next presentation. I have already mentioned The Slovenian Olympic Program today, when pre-

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senting publications and NOC’s bodies: Fair Play School, Olympic Quizz Intercul- tural Communication Workshop, Hospital Olympic Game, Olympic Protocol – Anthems, Literature Competition, Fair Play Table – Panel, Sports & Medium, Trans-border Sports Competitions & Presentations Being part of the NOC of Slovenia, the EXTERNAL STRATEGY of our Acade- my consists of our collaboration with the IOC, regular active participation of Slovenian delegates at annual activities of the International Olympic Academy and our collaboration with interested National Olympic Academies. Invited by the Italian National Olympic Academy, in 2006, I presented the Slovenian Olympic Movement at the Congress on Pierre de Coubertin in Pinerolo – Turin on 20/21 January 2006. Upon the initiative of the German Olympic Academy the NOC of Germany included the Slovenian Sports Faculty among their invited foreign universities to the Olympic Seminar 2006 in Olympia, upon the invitation of the NOC of Slovakia and the Slovak Olympic Academy. The Slovenian delegation, selected among participants in the “2005 IOC Sport and Literature Competition”, will be participating in the “Kalokagatia”, the Olympic Games for Youth and Children in Trnava, Slovakia in June 2006. As member of the Inter- national Gymnastics Hall of Fame, end of April and beginning of May 2006, I was participating in the International Gymnastics Hall of Fame Classic held in conjunction with the 2006 Junior Olympic Level 10 Nationals and the 10th An- nual IGHOF Induction Ceremony. It is my pleasure and honour to be able to inform you that several E.F.P.M. and C.I.F.P. awards have been given to Slovenian athletes during the last years. As member of the E.F.P.M. Executive Board, I actively participate in all the activities of E.F.P.M. and C.I.F.P. Finally, let me mention also our collaboration with Slovenian Ministry of Ed- ucation and Sport, Faculty of Sport of the University of Ljubljana, Association of Sports Journalists, Institute for Fair Play and Tolerance in Sport, Elementary & Secondary Schools, Sports Associations & Clubs and EPTA - Education Center.

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Presentation by Sonja Polj®ak, Executive Committee Member, President of the Slovene Trans-border Sports Commission, Olympic Committee of Slovenia:

➢ Role and importance of officials in the Olympic Committee of Slovenia in connected committees and commissions with respect to their valuable experience in the environment where they act as volunteers! ➢ According to the NOC of Slovenia Statutes the 3 umbrella Slovene trans- border sports organisations are members of the NOC Slovenia, and namely in Italy, Austria and Hungary; ➢ Presidents of the Slovenian Olympic Academy and Trans-border Slovene Commission are members of the NOC executive Board; ➢ The commission for the sport abroad by National Olympic Committee co- operates closely with Slovene Olympic Academy in single programs; and in three years from its foundation it has implemented several activities; ➢ Possibility of connecting Slovenes in the world in the field of Sport; ➢ Slovenian membership in the EU may be an opportunity for the sport; ➢ Sport invigorates the national identity, therefore it should be strength- ened; ➢ Broadens the trans-border cooperation, particularly with the Slovene State and Neighbouring regions; ➢ Represents an indispensable factor in strengthening the national identity of the possibility of connecting all Slovenes in the world in the field of Sport; ➢ Slovenian membership in the EU may be an opportunity for the sport; ➢ Sport invigorates the national identity, therefore it should be strength- ened; ➢ Broadens the trans-border cooperation, particularly with the Slovene State and neighbouring regions; ➢ Represents an indispensable factor in strengthening the national identity of the minority members.

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PROGRAMS OF OLYMPIC EDUCATION IN CYPRUS

Dr Clea Hadjistephanou-Papaellina (CYP) Member, NOA of Cyprus, as liaison between the NOA and the NOC Board Member, NOC of Cyprus Lecturer in Physical Education, Dept. of Education, University of Cyprus

Dear Friends of Sport and Olympism, On behalf of the Cyprus Olympic Committee I thank the Honorary Dean of the International Olympic Academy, who has always been the heart and soul of all Sessions in this sacred place of Olympia, for giving me the opportunity to present themes related to Olympic Education in my country, Cyprus. I am also grateful to you for having included in the Programme two distinguished speakers from the International Olympic Committee, Mr T.A. Ganda Sithole and Mrs Ni- cole Girard-Savoy who with their brilliant contributions have given us new perspectives and new ideas drawn from the wealth of their vast experience. My presentation will cover two subjects: An educational program based on Olympic values of one month’s duration that was designed and implemented by me as the Ambassador of Sport, Tolerance and Fair Play for the year 2004. The success that the project enjoyed was in no small measure due to the generous support of the Cyprus Olympic Committee, National Olympic Academy, the Cyprus Sports Organization, sport federations, the Union of Sport Writers, the Union of Physical Educators and others. The second subject of my presentation deals with the program of Olympic Education of the Cyprus Olympic Committee which is currently in the process of being designed and is expected to be implemented after the completion of our

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Olympic House. This project is being undertaken jointly with the Department of Education of the University of Cyprus and the support of the Ministry of Educa- tion and Culture. I shall start with the educational programme that was implemented in 2004 entitled: “Fair Play: from theory to practice”. Bibliography refers to and describes various programs which were developed in different countries in the context of Olympic Education such as Canada, USA, Australia and Greece on the occasion of the Olympic Games held in the above countries. The Olympic Education Pro- gramme of Greece was an innovative programme which included material published by the Athens Organizing Committee. We adopted the Greek programme into our own and in the course of implementation 300 students aged 16-18, belonging to the oldest and best known secondary school in Nicosia, enthusiastical- ly participated in it. With permission from the Ministry of Education and Culture the school was symbolically named “Fair Play School”. The name chosen for the programme was “Fair Play: from theory to Prac- tice” in recognition of the fair play concept and what it encapsulates not only in the field of sport but in every facet of life. Its contents were designed to highlight the educational and character building values of Olympism and were at the center of the teacher’s interest, not only in the periods of Physical Education teaching and sport, but also in all other subjects of the school curriculum and extracurricular activities as well. They aimed at the promotion of psychomotor, cognitive and emotional development and required the active participation of students in a pleasant and enjoyable environment. The programme included various thematic units such as Ancient Olympic Games, Modern Olympic Games, Olympic Sports, the Ideals of Olympism, the profile of athletes, symbols and ceremonies, ATHENS 2004, Contribution of Cyprus to Athens 2004 and moral and social issues related to “fair play”. The programme was structured in three phases: The preparatory, the implementation and the assessment phase. Preparatory phase: This phase started two months prior to the actual implementation of the programme and included initial contacts with the competent sport officials who would be involved in it and present to them its philosophy,

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scope, and objectives. The terms of their participation were discussed and final- ized. In addition the preparatory phase included the presentation of the content and targets of the programme to students. Students were presented with the “code of ethics” for “fair play” and were invited to discuss it in their Modern Greek classes with a view to suggesting amendments and modifications. The objective of this exercise was to come up with a standard adopted with the consent of students and based on their experience of every day life which would com- mand their respect and readiness to adhere to it. Implementation Phase: The main activities that were developed during the month the program lasted and the events that took place were:

(a) A visit to the Cyprus Volleyball Federation. Presentation of the sport, and of the green card (fair play card), demonstration match between students that included the application of the fair play card in the game. (b) A visit to the Cyprus Tennis Federation. Presentation of the sport, the relevance and practical application of “fair play” in tennis. (c) A visit to Members of the Cyprus Olympic and Paralympic Team accompanied by the President of the Cyprus Olympic Committee and Member of the International Olympic Committee to learn about Olympic preparation. The students had the chance to meet the athletes and the Chef de Mission. The athletes spoke about their objectives, their experiences, their daily programme, their nutrition while the students asked them questions in a journalistic way. A video about the Cyprus Olympic Committee was presented and an open discussion took place on ethical issues connected with the Olympic Games. (d) A visit to the Cypriot Priestess on the subject of “Lighting of the Flame of Athens 2004 and the diary of a priestess.” (e) A visit to the Judo Taekwondo Federation (f) A visit to the National Committee against Violence in Sport of the Cyprus Sports Organization. The subject of discussion was “The incorporation of fair play in sport stadiums”. The students asked various questions regarding issues relating to violence in sport that were of particular interest to them and expressed their own views.

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(g) A visit to the Union of Sport Journalists entitled: Fair Play and the Media. The students asked the sport journalists questions regarding the methods used to cover sport events and offered their own suggestions. Moreover the students presented their own code of “fair play” which they had developed during the preparatory phase. (h) The outside visits took place during school hours and were not restricted to Physical Education periods and examples of activities that took place outside Physical Education periods were the following: (a) Teaching students the Olympic Anthem and the Cypriot FAIR PLAY anthem. (b) Explaining the significance of the Olympic Oath. (c) The purpose and importance of Olympic Volunteerism: Volunteers as Olympic Ambassadors. (d) The bright and dark side of the Olympic Games. (e) Olympic Games and contemporary technology, educational sites, sites of Organizing Committees of Olympic Games. (f) “Fair play”: a selection of real Olympic stories from famous athletes. (g) The creation of an archive for material related to Olympism. (h) The creation of a record setting out students thoughts and reflection on the activities of the programme. (i) A photo album relating to “fair play”. (j) Visual art on the theme “Olympic Games”. (k) Highlighting the benefits to health from physical exercise. (l) Publishing students’ articles in the school magazine. (m) Film screening, essay writing etc on relevant topics.

During the programme it was accepted by all that all positive aspects of its activities should be given publicity. An example of this attitude was a book, with the Head Master’s approval, of “Fair play-positive actions” in which every positive action by a student would be recorded. The implementation phase was completed with the awarding of commemorative diplomas to the students. The implementation phase: The programme endeavoured to develop posi-

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tive attitudes in students towards Olympism and its Ideals. As a result the school took an active part in the Olympic Torch Relay in July 2004, in Cyprus, which took place during the summer vacation, when all students were free from school demands. They proudly welcomed the flame by placing a banner, which they created by themselves, at their school entrance. Moreover it was evident that they had become more interested in their studies and their performance had improved as did their behaviour. Students’ attitude towards exercise had changed for the better, their self-esteem and confidence in their abilities had grown. They developed a questioning approach to the problems faced by the Olympic Move- ment and its future. This programme, even though a pilot one, made possible the evaluation of children’s attitudes in an interactive environment that promoted the Olympic Ideals as a way of life and thought.

The day after...

I shall now go into the second part of my presentation which is the Olympic Edu- cation programme of the Olympic House. Olympic Education is one of the main pillars of the Cyprus Olympic Commit- tee. The implementation of the above educational Programme contributed to the idea of incorporating similar programs into the Olympic House. This will make the Olympic House, apart from being the home of all the sport federations under the roof of Cyprus Olympic Committee, a living educational center, a beacon of the Olympic Ideals to the community and especially the youth of Cyprus. The success of the Program “Fair Play: from theory to practice” was supported through various collaborations. It is worth mentioning that it was completed without any financial cost. This is a message that I would like to share with all of you. The program could not be implemented without the support of all those involved in sport. In the Olympic House one will find all the sport Federations, and this will facilitate the implementation of the educational programmes that we are planning and the educational tours of students. I should also stress that the coop-

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eration with the Department of Education of the University of Cyprus has been extremely valuable in all aspects of the programme such as the conduct of tours, the compilation of the educational handbook, the training and education of people who will be involved in the implementation of the programme, the undertaking of research etc. The Olympic House does not have an ad hoc museum space. However the entire edifice constitutes a huge museum with all areas being utilized so that every bit of space will be dedicated to a particular theme with objects, pictures and any other relevant material. The programme is conducted jointly by the NOC of Cyprus, in collaboration with the Department of Education of the University of Cyprus and the support of the Ministry of Education and Culture. The Thematic units that are being designed now and will be ready by the inauguration day are:

ñ 35 olive trees representing each of the sport federations ñ the 5 rings ñ the 12 sculptures of famous Cypriot sculptors inspired by the Olympic spirit ñ the model of the Olympic house ñ ancient Olympia ñ the olive tree from ancient Olympia ñ the Ancient Olympic Games ñ The Revival of the Olympic Games ñ The first Olympic games in Athens in 1896 ñ The Modern Olympic Games ñ Olympic Torches ñ Thematic Gardens

We have also asked Athanasios Kritsinellis, the advisor of the Olympic Torch Relay in Athens Organizing Committee who was also responsible for the lighting of the Olympic Flame in Ancient Olympia for many years, to lend us his collection of Olympic torches. This includes all original Olympic torches from the Sum- mer Olympic Games of 1936 until today. We will have the honor to present this

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exhibition, which normally one can only have access to at the Olympic Museum of Lausanne, in our Olympic House. The exhibition will be organized by the NOC of Cyprus in collaboration with the University of Cyprus and the support of the Min- istry of Education and Culture and will represent the first activity of the program of Olympic Education. Specialized staff will be responsible for the educational tours which will be designed and conducted in a way that visitors will be able to gain a vivid picture of the path of the Olympic Games throughout the years. Our plan is to add more thematic units in the future, such as International Olympic Academy, Olympic Museum Lausanne, the IOC Commission for Cul- ture and Olympic Education, the Paralympics, the structure of the Olympic movement, the Cyprus Olympic Committee, Cypriot athletes, sports in Cyprus from ancient times until today, Beijing 2008, Games of Small States of Europe, the contribution of Cyprus in the Athens Olympics etc. The educational tours will include workshops, an Olympic Education “package” that will be given to visitors, temporary exhibitions on different subjects related to sport, activity books, visitor’s guide, educational resources for schools etc. Other activities will include lectures from institutions of the Olympic Movement, Olympic weeks, teachers’ training, collaborations, publications etc. Our intention is to use the programme in order to present athletes as role models to steer visitors to sport. The programme, aptly named “Olympic Education: From theory to implementation”, will have as its primary aim to advance the eternal values of the Olympic spirit through teamwork in education. The material and the ideas were borrowed from the Olympic Museum of Lausanne and from other places that we visited before the inauguration of our programme. I would like to take this opportunity to thank all those who helped and supported us and me personally in these visits. Collaboration with sport officials and other personalities interested and actively involved in the Olympic Mouvement, will no doubt continue.

Dear Friends, The Man who conceived the idea of accommodating all sport federations under one roof is our President of NOC, Kikis N. Lazarides. His dream is almost

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completed. The inauguration will be carried out by the President of the Republic of Cyprus, Tassos Papadopoulos and the IOC President Jacques Rogge on 26th September 2006. On behalf of the Cyprus Olympic Committee I invite all of you to attend the opening ceremony and to give your support to our programmes which have one abiding aim, the spreading of the Olympic ideals and of the Olympic Education to all youth.

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NATIONAL OLYMPIC & PARALYMPIC ACADEMY, I.R. IRAN

Seyed Amir Hosseini (IRI) President, NOA of Iran

The Olympic movement is a widespread global movement which incorporating sport on the one hand and education and culture on the other, represents a life style based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principals and patriotism. Its goal is to place sport at the service of the harmonious development of man and the Olympic movement tries to help create a peaceful and better world. In accordance with the Olympic values, the National Olympic Academy of the Islamic Republic of Iran was inaugurated on 20th June 2002 with the presence of the President of the International Olympic Committee, Jacques Rogge. I.R. Iran lOA is a scientific, educational, cultural and specialized research organization to pursue the following objectives: 1. To promote the fundamental goals of Olympism and familiarize the society with the goals and ideals of the Olympic Movement. 2. To promote the sprit of chivalry and strengthen the fundamental ethical values. 3. To identify and improve talents and to conduct research and study programs, using sport sciences for the development of sports quantitatively and qualitatively. 4. To provide the required facilities and training, educational, research and sports medical services.

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5. To prepare national elite athletes for participation in the Olympic, Asian, regional and Islamic Solidarity Games. 6. To organize educational seminars and scientific symposiums on national and international levels. 7. To organize cultural and art programs and hold sport books or photo exhibitions and sport, cultural and educational film festivals. 8. To promote mutual scientific and cultural cooperation with other centers on national, regional and international levels. The Iran NOA achieved positive results last year and the Olympic Education was developed. The National Olympic & Paralympic Academy of I.R. lRAN accomplished approximately 150 Educational programs aiming at the development and promotion of sport in 2005. These programs consist of the Olympic education programs for schools and universities, several international and national seminars and different scientific classes. Altogether 11.000 persons took advantages of these programs. One of these activities is also holding the Olympic Sport and Literature Contest. The Second Competition of Literary, Athletic and Olympic essays with the purpose of promoting the goals of the Olympics and the Olympic Movement among the youth was held by the cultural and educational commission of the Olympic in Iran in 2005. Following the public invitation of this contest, 437 participants sent their original works on the topic of promoting the Olympic goals, to the secretariat. The spirits of the received pieces were generally based on one the Olympic virtues such as:

1. Excelling Oneself 2. Fair play 3. Respect for other 4. Joy in Effort 5. Balance between Body & Mind.

Although the I.R. National Olympic & Paralympic Academy has an active participation in the international societies, I.R. NOPA cooperated with the Nation- al Olympic Committees' Persian language countries.

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The “Intranet plan” is brought up between the Portuguese speaking countries. In this direction the joint cooperation plan with other Persian language countries was developed last year. I.R. of Iran National Olympic & Paralympic Academy in cooperation with Ta- jikistan National Olympic Academy and with the support of the Iran Islamic Republic government has established Zurkhaneh in Dushanbe. Zurkhaneh is one of the most ancient sports in the region (in west Asia, Center Asia and south of Asia). In cooperation with representatives from 22 countries of the World the In- ternational Zurkhaneh Sports Federation “IZSF” was established on 2nd October 2004 in Tehran. According to this we developed our cooperation with Afghanistan National Olympic Committee. I.R. Iran NOA in cooperation with Olympic Solidarity (OS) held education courses for active attendance athletes in the Olympic Games.

Publication

Based on the promoted goals and ideals of the Olympic movement 40 books in relation to the goals and ideals of the Olympic Movement about Olympic & Par- alympic heroes in Athens 2002 were published.

The other activities of the I.R. Iran NOPA are to organize educational courses and to prepare national elite athletes for participation in the west Asian games, to be held in Doha, Qatar in December 2006. This was a brief summary of I.R. lran NOA activities.

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AUSTRALIAN OLYMPIC EDUCATION

Frances Malone (AUS) Media Manager, NOC of Australia

Vision and Objectives

Australian Olympic Education teaches the philosophy of Olympism to young Australians and empowers them with the Olympic spirit of friendship, solidarity and fair play. The program’s objectives are taken directly from one of the fundamental principals of the Olympic Charter – “Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles.” The foundation of the program is built on four objectives. These are:

1. To strengthen the appreciation of Olympism 2. To encourage and provide the opportunities for young Australians to participate in Olympic studies and activities 3. To build sustaining relationships with students, educators and schools 4. To develop greater understanding and support for the Olympic Movement

The program is specifically designed to appeal to students and educators from primary, secondary and tertiary institutions as well as athletes and coaches from community sporting clubs right through to elite sporting organisations. Each initiative of the program targets a different audience.

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Status of the Program

Australian Olympic Education has developed over the past decade under the guidance of one of the Australian Olympic Committee’s executive directors – Helen Brownlee, who is also a current member of the Culture and Education IOC Commission. The program has evolved from education resources and a student awards program to include Olympic education academies and workshops, the A.S.P.I.R.E. School Network, a drugs in sport program for athletes, a university centre for Olympic studies and the biannual, Australian Youth Olympic Festi- val, Australia’s largest multi-sport event for aspiring Olympians from all over the world.

Education Resources

School education resources were first developed by Australian Olympic Educa- tion in 1996 for the Atlanta Games. This was followed by resources for Nagano, Sydney, Athens and Torino. A critical factor to all of the resources is that they are developed by teachers for teachers, ensuring their relevance to the curriculum. In 2000, when Sydney hosted “The Athlete’s Games”, the Australian Olympic Education raised the benchmark, producing an interactive resource with supplementary activities. All primary and secondary schools across Aus- tralia, a total of 9,700 schools, received a copy of the resource on CD ROM. This year in conjunction with a new-look website, the education program has developed a free online resource themed around the 2006 Olympic Winter Games. Containing a series of interesting and engaging lesson plans and student activities, the resource is designed to maximise the use of information technology and enables students to be actively involved in the learning process. The cross- curriculum resource has been purposefully structured around the educational frameworks of Gardner’s Multiple Intelligences and Bloom’s Thinking Taxono- my. In this way the resource can be used in the different curriculums of all Aus- tralian states and can be linked by teachers to plan their unit of work. Funda-

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mentally all resources encourage students to learn about the values, spirit and philosophy of the Olympism. Australian Olympic Education has made an ongoing commitment to continue developing education resources. The resources will be centered on Olympic Values and provide explicit links to current priorities in Australian education, namely values such as education and student leadership.

Pierre de Coubertin Awards

The Pierre de Coubertin awards were established in 1993 and have continued ever since in an annual basis. The awards are open to all secondary schools across Australia and recognise senior secondary students, who through their participation in sport, demonstrate values which are consistent with Olympism. In order to receive an award, students must not only actively and positively participate in the schools physical education program but also to have represented their school in competitive sport and to have submitted a literary or artistic piece of work illustrating their appreciation of the Olympic ideals. Since their inception over 9,700 students have received the prestigious award that has been presented at a formal ceremony by an Australian Olympian. The pinnacle of the awards is the opportunity to represent Australia at the Interna- tional Pierre de Coubertin Youth Forum. In 2005, eight Australian students were selected from over 700 award recipients to attend. The Australian Olympic Com- mittee is a committee which funds future students to attend.

A.S.P.I.R.E. School Network

Early this year, Australian Olympic Education established the A.S.P.I.R.E. School Network to encourage and maintain ongoing relationships with Australian schools, educators and students. Schools registered with the A.S.P.I.R.E. School Network receive a number of membership benefits, including an A.S.P.I.R.E. cer-

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tificate, a link with a current Australian Olympian, sport carnival medals recog- nizing students and teams who have demonstrated Olympism and other educational materials provided by sponsors. Such a relationship with schools provides a number of benefits to Australian Olympic Education including communication networking, evaluation by educators and students for resource development and a measurement tool to track the success of the education program. The A.S.P.I.R.E. School Network has registered over 200 schools to date. This number continues to grow. Today Australian Olympic Education extends an invitation to share resources with your academy and links with schools from your nation so as to develop cultural and educational exchanges and to further promote the Olympic Values.

Live Clean Play Clean

The Live Clean Play Clean drug education program was launched in March 2002. Conducted across Australia in metropolitan, regional and rural areas, in sport academies and at sport championships, the program educates Australia’s young athletes, their coaches, doctors, administrators and parents about the important issue of drugs in sport. The program focuses on the moral, ethical, social and physical reasons for not taking performance enhancing and recreational drugs. It highlights relevant anti-doping issues such as strict liability, inadvertent doping and the use of supplements. The program introduces the governing national and international drug agencies. It identifies the risks and penalties associated with drug use and most importantly conveys and encourages the message of competing drug free. The program is presented by an Australian Olympian and includes powerful footage about the consequences of drug use. Participating athletes have re- sponded positively to Olympian role models, who can provide real life athlete experiences relating to this challenging and complex issue. The Live Clean Play Clean program has successfully delivered 123 presentations to 19,247 young

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athletes across Australia. Australian Olympic Education is committed to educating our athletes and their administrators about the issue of drugs in sport.

Australian Youth Olympic Festival

The Australian Youth Olympic Festival is designed to develop our Olympic stars of the future and provides these aspiring Olympians with the experience of Olympic Games. A legacy of the Sydney 2000 Games, funded by the Australian Olympic Committee, the Festival attracts over 2,200 athletes aged between 13 and 19 years from about 20 nations. They compete in 16 Olympic sports over 5 days of competition. Established in 2001, the event occurs on a biannual basis in non-Olympic years and has continued to grow in both participants and sporting program. The Australian Olympic Committee is busily planning for the fourth Australian Youth Olympic Festival, which takes place from 17-21 January 2007. For the first time football, sailing and two winter sports, figure skating and short track speed skating are on the program. Australia expects to field a team of more than 500 young people and anticipates large teams from China, Great Britain, Canada, the United States and New Zealand. The Festival features many aspects of Olympic Games providing aspiring Olympians with the experience of the largest sporting event in the world. These experiences include the Opening and Closing Ceremonies, the Medal Presenta- tions, the Athletes Village and for many, for the first time, drug testing. The Festi- val employs the official national organization, the Australian Sports Drug Agency to conduct the drug testing. Ultimately the Festival promotes the Olympic Ideals to young people that attend from all over the world. The Australian Olympic Committee measures the success of the Festival by the number of athletes that have advanced to represent their country at an elite sporting level and in turn win a medal at the Olympic Games. Twenty-seven staggering athletes from the 2001 and 2003 Festivals were selected for the 2004 Australian Olympic Team. Incredibly they won a total of eight medals, including three gold.

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Australian Olympic Education Academies

Australian Olympic Education has conducted national and Oceania Olympic Academies since 1985. State Olympic Councils have also conducted academies as well as Olympic education workshops. The academies are heavily attended by representatives of sport organisations and the local government. The workshops specifically target at teaching and provide opportunities for the development of teaching and learning activities. The workshops also demonstrate how the resources can be implemented in the classrooms.

Australian Centre for Olympic Studies

The Australian Centre for Olympic Studies provides a national focus for Olympic studies in Australia at a tertiary level. Opened in March 2004, the Centre is based at the prestigious University of Technology, Sydney. The centre conducts and publicises research about the Olympic Games, which enhances the knowledge and understanding of the Olympic Movement. Through the Centre, the Olympic Games is now taught as a subject in both undergraduate and postgraduate courses. The Centre hosts an archive of material for Olympic Games research in a centralized location and contains a coordinated online Olympic Games bibliography.

Beijing and beyond

Looking towards Beijing 2008, Australian Olympic Education has identified five key strategies to reach its objectives successfully. Firstly we will continue to develop sustainable, working relationships with education authorities and schools, drawing on their expertise to enhance our program. Secondly we have set goals to increase the number of schools and students participating in Australian Olympic Education. We will achieve this

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through the A.S.P.I.R.E. School Network. Thirdly we will continue to promote the Pierre de Coubertin Awards among secondary schools as an award that encourages sport participation and an understanding of the Olympic Movement. Fourthly we will heavily promote the 2007 Australian Youth Olympic Festival and through our schools and sport clubs, encourage young people not only to attend but also to participate in event organization and media management. Final- ly we will continue to build the online cross curriculum resources, instilling in young Australians the Olympic Values as well as providing professional development through academies for educators. As an organization we are excited about the future of Olympic Education in Australia, internationally and within the Olympic Movement. As we embrace new technology and new methods of education, we look forward to the chal- lenges and opportunities this provides. As Pierre de Coubertin once said, “The Olympic Movement gives the world an ideal which reckons with the reality of life and includes a possibility to guide this reality toward the great Olympic idea.” The Australian Olympic Committee is committed to the development of youth. By encouraging young people to participate in Australian Olympic Edu- cation we aim to develop healthy minds and bodies and respect for universal ethical values.

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PAST, PRESENT AND FUTURE OF THE KOREAN OLYMPIC ACADEMY

Prof. Dr Hyun Kun Shin (KOR) Professor of Sport History and Philosophy, Sookmyang Women’s University in Korea

1. The Beginning of the Korean Olympic Academy

The International Olympic Academy Movement as well as the Olympic Move- ment were introduced to Korea by Dr Ju Ho Chang, a pioneer for Olympic Academy in Korea, who participated in the 6th Session of the IOA in 1966 for the first time as a representative of Korea. At the time of the 7th Session of IOA in 1967, Sung Kyu Kim, who was in charge of the international department of the KOC, attended the Session. And then a number of participants (2-4) have periodically taken part in the Session every year since the 10th Session in 1970, resulting in 219 participants in total in 2005, who participated in the Session of IOA, including special Sessions. The Korean Olympic Academy officially started in 23rd June 1977, which was an Olympic Day, by the adherents to Olympism, who attended IOA Ses- sions, and there was a general meeting with its members. At first, it could not operate an appropriate program to spread out the Olympism, so its role was pre- training IOA participants who completed the IOA Session. As the Korean Olympic Movement, the Olympic Academy Education Pro- gram begun by setting up the KOA regulations in accordance with the IOA regulations and by promoting academic research presentation for Olympism in the KOA general meeting in 1980.

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After Seoul was selected as the host city for the 24th Olympic Games in the IOC Session held in Baden-Baden, West Germany in 1982, the movement of the KOA started to be activated. Numerous symposiums and lectures of the KOA were held 9 times from 1982 to 1988 with themes on “Olympic Move- ment and Social Development,” “People's Olympic through Olympic Educa- tion,” “Tasks and Realization of the Ideology of Seoul Olympic Games,” ”Kore- an Olympic Movement and Vision in an Age of 2000,” and “Role of the IOA for Global Harmonization and Peace.” When a meeting of the IOA Alumni was held during the Seoul Olympic Games in 1988, about 200 alumni attended the reunion meeting. The historical regular educational course of the KOA started as the first KOA Regular Session was held in September 18, 1989 for 5 days in Olympic Hall and Bando Youth Hostel, in order to inherit the spirit of peace and harmonization of 88 Seoul Olympic Games. At that time, Dr Un Yong Kim, IOC member and Dr Se Jik Park, SLOOC president, voluntarily donated the operation fund to the KOA, which became a great help and encouragement for the first KOA Regular Session in Korea.

2. Present Activities of Korean Olympic Academy

At the KOC Executive Committee Meeting which was held in June 16, 1993, a new regulation was adopted and KOA assumed that the Olympic related education in Korea would have the resolution as that the Hellenic Olympic Committee had when it took a role of operation. In addition the IOC acknowledged the IOA as the Olympic related educational institution at the IOC Session in 1949. Based on the regulation, KOA formulated a new operation rule, and KOA secured a position as authorized Olympic educational organization by designating Prof. Ju-Ho Chang as the first Dean of KOA. The Korean Olympic Academy, its President Prof. Chang and all of the committee members have succeeded in playing a great role with their passionate efforts in spreading out the Olympic ideals in Korean and in the whole world.

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Currently, except for regular session operation, KOA is promoting various programs to spread Olympic Movement Ideology. Its outstanding models are holding “Olympism Special Symposium,” “Development and Diffusion of Korea Olympic Education Program,” “Fair Play Campaign and Award, Exchange Ac- tivities between Foreign Olympic Academies.” The regular course operation is executed once a year with 100 or 200 participants, and the special symposium is frequently conducted.

3. The Prospects of the Korean Olympic Academy

Last year, the KOC secured the land, which is about 2,640,000 square meters, in order to build the second training center in Gin-Cheon city which is about one and half hour from Seoul. The future vision of the KOC is to construct a unique “Education Center of the KOA” the same as the IOA of Olympia, and set up a regular education course spreading out Olympism for youth, undergraduates and physical educators in all fields every year. In order to be prepared for it, 16 cities and provinces will be divided into 7 or 8 regions, and the KOC is being asked to give support and incentives to set up an “Olympic Study Center” in a selected university located in those regions. In addition, the KOA will expand the regular session to 16 cities and provinces in line with expansion of the KOA organization. Especially, the KOA desires to continue developing a current program for “Enhancement Movement of Seoul Olympic Spirit” which spread out the inheri- tance of the ideologically systematized Seoul Olympic Spirit. Besides, by holding Olympic Academy Congress and Member's Workshop and Reunion Session every two years, the Korean Olympic Family will be able to have a discussion, a case study, a new direction search and an exhibition game etc. for the development of the Korean Olympic Movement. Historically, from this dimension, “the KOA Congress 2005” was held in September 30, 2005 in the Olympic Park Hotel, commemorating the 17th anniversary of the 1988 Seoul Olympic Games. In this Congress, about 400 Kore-

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an Olympic Academics participated and discussed “Practical Strategies Spread- ing out Olympism in Korean Society.” We strongly believe that Olympism is a unique bridge linking people of all countries, young and old, developed and less-developed, in their untiring efforts to build a peaceful and better world. By attending this International Session of IOA for Presidents and Directors of NOAs, we, the Korean Olympic Academy, would like to learn some new ideas from you who are in charge of the Olympic Academy Operation.

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THE OLYMPIC EDUCATION IN RUSSIAN FEDERATION

Assist. Prof. Dr Denis Kruzhkov (RUS) Kuban State Physical Education and Tourism University Secretary General, NOA of South Russia

Introduction

Russia, a country which is still going through the process of renovation, has faced serious difficulties in its attempt to promote the Olympic Education, not only because of its geographic position, but also because of its ideological vacuum after the disintegration of the USSR. Analysing the worldwide experience in promoting Olympism, Russian scientists suggested the following definition for Olympic Education: Olympic Education on the one hand is a specific, objective and verifiable learning process organized by the Russian Olympic Committee, regional Olympic Academies and higher Institutions of physical education with different parts of population, and on the other – a body of knowledge received as a result of education.

The role of the National Olympic Committee

First of all it is necessary to say several words about the role of the National Olympic Committee in promoting Olympic Education. The Russian Olympic Committee is the main coordination centre for Olympic Education since 1987,

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when the special department was opened under the leadership of N.O.C. Vice- president, Professor Vladimir Rodichenko and Assistant Professor Alexander Kontanistov. According to its Statutes, the Russian Olympic committee’s aims are: – to promote the fundamental principles of Olympism among all the population of the Russian Federation; – to disseminate the knowledge of Olympism, the Olympic Games and the Olympic Movement in educational institutions; – to contribute to the setting of institutions which will be engaged in the development of the Olympic Education; – to support Olympic academies, Olympic museums as well as cultural programs related to the Olympic Movement; – to advocate the ideals and principles of honour and nobleness in sports and life. In cooperation with the Ministry of Education, the ROC Department for Olympic Education did the following: – Elaborates a special programme on physical education for schoolchildren, named “Basic Olympic knowledge”, where the theoretical part consists of the Olympic philosophy; – Builds-up the Fair Play Movement in Russia in order to counterbalance the negative sides of sports, such as violence, aggressiveness and dishonesty; – Organises and supports national and international congresses, contests and sports competitions for schoolchildren, students, postgraduates, scientists and athletes; – Annually publishes the teaching aid named “Your Olympic Textbook”, which is obligatory recommended for use in all secondary schools and high institutions, and the book “Olympic Education”; – Stimulates and coordinates scientific researches in the sphere of the Olympic Education, which are carried out in different regions of our multi- national country.

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A system of regional Olympic Academies

Now some details about our system of Regional Olympic academies are elaborated here. In 1987 the National Olympic academy of the USSR was created, and its first representatives visited Ancient Olympia. But it has appeared that it is quite difficult to promote Olympism from one centre, one academy. Therefore, in 1989 it was decided to open regional Olympic academies in all big institutions of physical education.

As you see in the figure, nowadays we have 12 Olympic academies with equal rights instead of one in all parts of our country: – Olympic academy of the North-west – in St. Petersburg; – Olympic academy of the West – in Smolensk; – Olympic academy of the Volga region – in Volgograd; – Olympic academy of the South – in Krasnodar; – Olympic academy of the Urals – in Chelyabinsk; – Olympic academy of the Siberia – in Omsk;

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– Olympic academy of the Far East – in Khabarovsk; – Olympic academy of Velikie Luki – in Velikie Luki; – Olympic academy of Voronezh – in Voronezh; – Olympic academy of Moscow Region – in Malakhovka; – Olympic academy of Kama Region – in Chaikovsk; – Central Olympic academy – in Moscow.

In order to coordinate all activities, a special session of all presidents (which is called the Council of Presidents) takes place four times a year in one of the regional academies. The council elects the coordination commission, which works in four branches – research, information, cooperation, and of course education. There are also two traditional sessions organized by the Council of Presidents, which have been held since 1990 in February –“Olympism, the Olympic Move- ment and the Olympic Games: History & Modernity” for students and postgraduates, and in September– “The Olympic Movement and Social Processes: Prac- tice of Olympic Education” for scientists, teachers and officials. Each academy has its own annual plan of activities. We can divide all of them in several branches, which you can see in the figure.

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Educational activities

Olympic Education Programmes in physical education curriculum for kindergartens (senior groups) and secondary schools, using also “The Olympic Les- sons” by Olympic Champions, different art, literature, intellectual contests, and “Olympism against Drugs” programme. Olympic Education Programmes for colleges and high institutions, which finish every educational year in May with a student’s Sport and Olympic Festival in one of the cities of Russia. Olympic Education Programmes for kindergartens’ staff, schools’ and universities’ teachers, because they should know the most modern, up-to-date technologies of educating youth by means of Olympism and Sport. Sport activities: SPART Movement, elaborated by professor Vladislav Stolyarov on the principles of unity of sport, culture and spirituality; Fair Play Movement which promotes ideals of sport honour and nobleness leaded by the Western Olympic academy; Regional competitions under IOC and ROC patronage, such as World Youth Games (1998, 2002), Games of the North Caucasus People (1992-2006) etc.; Sport for all movement which involves all the population in physical activity; Sport for disabled and handicapped – adaptive sport, which use physical and Olympic education as a form of recreation and rehabilitation; Sport veterans competitions which involve former sportsmen and coaches in the intellectual and sport competitions; Promoting Olympism through mass media means propagating the Olympic ideals through TV, radio and Internet broadcasting.

Scientific activities

ñ Support of local researches for students, Masters and Doctors Degrees; ñ Organising national congresses, courses and sessions;

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ñ International events and grant programmes on Olympic Movement; ñ Using information technologies in Olympic Education; ñ Publications – with the help of several agencies “Olympic Panorama”, Olympijskij Vestnik”, “Fizkultura i Sport”, “Theory and Practice of Physical Education” etc. a great amount of literature on Olympic Education is published.

Conclusions

As you see from this short presentation, the process of Olympic Education in Russia is still under development. As professor Rodichenko wrote in his book Olympic Education in Russia, “Our Olympic academies are persistently striving to implement the requests contained in the Olympic Charter, they are looking for partners and followers in State pedagogics in order to find the requisite social and pedagogical niche for the Olympic Education in the formation of the new generations’ consciousness. The new Russian Federation has become a convinc- ing example of such an aspiration and its implementation.”

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OLYMPIC EDUCATION IN THE SLOVAK OLYMPIC ACADEMY

Prof. Dr Ja′ n Grexa, (SVK) President, NOA of Slovakia Veronika Tirpakova (SVK)* Physical Education Teacher

1. Olympism And Olympic Education

It is a well known fact that Pierre de Coubertin was inspired to renew the Olympic Games mainly by pedagogical ambitions. During the 8th Olympic Congress in Prague in 1925, he declared, “I believe ... that the future of civilization depends on which way education will go ... The stubborn mistakes of contemporary education have driven today’s generations into dead ends of narrow specialization. This will only lead to darkness and divisiveness.” Another quote from the above-mentioned congress: “Time has come to build a temple to pedagogy whose architecture would be better suited to contemporary needs. Sports have developed in the womb of a society which the passion for money now threatens to erode to the bone.” Coubertin considered the concepts of Olympism and education as virtually identical. His life goal was a reform of the school education of the young generation. He firmly believed that the new peaceful world can arise from a radical education reform. He considered sports to be an ideal tool but only if the sporting activity develops within the spirit of calocagathia and its ideals of harmony of the physical and spiritual beauty, as well as within the modern principle of fair play and the general moral principles. We are certainly living in a different world, in a differ-

* The presentation was made by Veronika Tirpakova.

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ent moral environment and in different sports coordinates than the founder of the modern Olympic games. However, development means not only to suppress but also to maintain permanent matters, and the concepts of Olympism and education are still considered as coherent and identical concepts. ñ Coubertin has created a form that doesn’t need to be broken or dis- carded or filled with a new content. The purpose of Olympism should be the development of man, not his reduction to a sports machine. Olympism means overcoming the routine – man isn’t only what he is, but also what he can be. Homo Olympicus means not only competing and winning but also the journey which perfects the athlete in an overall sense. Olympism is thus the privilege of the spiritual aristocracy and elite. ñ Olympic Education is a process which has its own specific kinetic and perceptual content in which we apply selected motional and non-motional tools to the overall development of a man’s personality, not only to the improvement of his performance. The entire Olympic Movement is linked with education, and thus all the negative aspects of Olympism and the games counteract education and discredit the entire movement in the eyes of the general public. That’s why Olympic Educa- tion cannot be an exclusive task of delimited institutions of the movement. Among the national Olympic academies, the Olympic Education alone can not target the youth. Successful education is guaranteed by the positive effort of a complex chain: athlete – family – school – environment – coaches and the whole implementation teams – judges – authorities – media – public (audience). ñ Olympism requires an ethical behaviour and correct action of all those involved in the athletic practice, athletic organizations and athletic politics.

2. Up-to-Datedness of Olympic Education

There is no doubt that in the current so called post-modern (post-industrial) world the individual and the society need to be humanized due to the moral de- cay caused by the contradictory development of civilization.

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ñ Sport can contribute to the process of the humanization of the world only if its activities improve the man not only physically but also spiritually because since the time of Hellenistic “calocagathia” the quality of life has been understood as harmony. The sport under the Olympic circles must rest on three basic pillars – the ancient Greek “calocagathia”, the modern principle of fair play and the Olympic philosophy defined by the Olympic Charter. The relevant question is whether top level sport has the inner strength in the face of growing commercialization to return to its humane root, or whether it will head to the area of mass entertainment and sport industry. We have to ask the following question: Is current top level that means Olympic, a sport able to keep its humane attribute which used to be its very root? Does sport, as Coubertin put it, still remain the “divine gift and the elixir of life, beautiful harmony, justice, courage without taking senseless risks, the honour, the joy, the way to hu- mankind, progress, health and the messenger of peace”? Isn’t this a time where Pierre de Coubertin would instead of an ode to sport compose a sports lament or requiem because sport isn’t any more the way the founder of the modern Olympic Games used to see it? It is lucky that the potential of top level sport includes positive humanistic elements. It pits clean morals against a lack of fair play, honest competition with equal conditions for all against the manipulation of the results, noble competition against unhealthy rivalry, camaraderie against excessive individualism, altruism against egotism, high-mindedness against wickedness, the ability to gracefully accept a defeat against the zealotry of victory. Sport teaches a man social skills and abilities and the man experiences the process of socialization through sport. Competitiveness in top level sport is not only a merciless fight but it also has a positive dimension: the process of hard training and self-improvement means competing against oneself. It certainly has a humane foundation since it is not a latent or obvious aggression against others, but the improvement of man as a physical, psychological and social subject. An emotional sphere, joyful experiences and self-realization are hidden even behind top level performances.

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Sport humanizes society as well – it affects social equality, education, upbringing, international relations, and peace efforts. By means of growing professionalism and international competitions, top level sport presents itself as an expression and symbol of universal and globalizing processes and a universal cultural model. At the same time, it draws closer members of society and whole nations and thus increases the important feeling of unity and solidarity. Another positive attribute of top level sport is the chance to present a positive example and an educational model: nations and states identify with their sports heroes. Correctly practiced sport is an ideal, universal educational tool without areas of tension similar to those encoded in philosophical, religious, political and national dimensions. There is no doubt that there is a lack of balance between the level of sport as a complex social phenomenon and the standard decrease of physical education in schools as a subject. This subject still has a low prestige but there is also a crisis of the identity of the PE teacher due to his lower social status on the one hand as well as his weaker intellectual adeptness and general knowledge on the other. Sports teachers’ Olympic Education is quite low. Olympic Education needs to be included in the professional education of sports teachers as well as in the syllabi of elementary and high schools.

3. The Goals of Olympic Education

The basic goals of Olympic Education are as follows: 1. To identify the knowledge of Olympism. 2. To spread this knowledge inside the Olympic Movement as well as beyond the movement among the general public. 3. To involve the largest possible number of children and youth, as well as adults in sports and motor activities, to help to improve their health, increase their physical, motion and sports performance, psychological, intellectual, moral and social development. 4. To achieve a balance between top level sports and popular sports, not to

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consider sports for everybody just as a service for top level sports but as a tool of the individual self-realization of each person. The Slovak Olympic Academy has used these basic goals to finalize a wide range of tasks: ñ To promote Olympism as a way of life, the Olympic movement and the Olympic games. ñ To link education and active participation in sports and culture. ñ To cultivate personal relationships in the Slovak Olympic and sports movements along the following line: functionaries – volunteers – coaches – athletes – general public. ñ To link sports events with culture and environmental protection. ñ To increase the prestige of the International Olympic Committee, and the Slovak Olympic Committee Awards, the Fair Play Award and the Olympic Education Award. ñ To take more initiative in organizing arts competitions dedicated to the ideals of Olympism. ñ To include Olympic Education in the process of training, and to carry it out not only as a technical but also as an educational activity where learning, training, education and performance are linked in an integral unity. A top level athlete should realize that he is not only an exceptional talent with a good income but also an ambassador of his country and that he should be an example above all for the youth. ñ To include Olympic education in PE classes in schools as well as in other subjects, mainly history, geography, social studies and citizenship classes. ñ To organize competitions about the knowledge of Olympism along with live sports events, arts competitions and talks with Olympians. ñ To publish relevant publications and pedagogical manuals. ñ To organize conferences, seminars and exhibitions for the general public and selected participants. ñ To provide Olympic Education for those who directly participated in the Summer and Winter Olympic Games – the athletes, functionaries, implementation teams, and all the members of the Olympic expedition.

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4. The Content of Olympic Education in the Slovak Olympic Academy

a) T h e o r e t i c a l education and publicity: lectures, seminars, conferences, quizzes and arts competitions, promotion of Olympism in a periodical and non-periodical press, books, anthologies, newsletters and methodical manuals, exhibitions, presentation of sports postal stamps, rubber stamps, brochures and commemorative letters, discussions, meetings with Olympians, Olympic topics for A level written exams, theses and dissertations, teaching the subject of Olympism at selected universities, scientific research. b) P r a c t i c a l education: sports competitions, the Olympic Day Run, Sports Days, Olympic Education Award giving ceremony, cooperation at National Days of Sports Fields Cleanli- ness, the International Children’s Olympic Camp, touring the Summer and Win- ter Olympic Games venues.

All the above mentioned activities were targeted mainly at elementary and high school youth and university students and partly at teachers. Even though there is a lack of reliable sociological research, it is obvious that there is a smaller impact as far as active Olympians, their coaches and implementation teams, sports functionaries and the adult population as a whole are concerned. Howev- er, it is hard to expect a deeper impact of Olympic Education among the general public if it is underestimated even by the sportsmen, active athletes, coaches and functionaries themselves. The ideas of the 22nd Olympic Congress in 1994 have reached the public of the Olympic Movement to a limited extent for its members to support more actively ethical, cultural and educational values of Olympism or to exert an effort to increase participation in sports events. The Olympic Move- ment and its leaders should do more for the education of athletes because an athlete should be a good example for the youth. The best defence for an athlete against a variety of dangers is represented on the one hand by education in which family, school and other educational institutions play an important role, and on the other hand it is the quality of his performance and the environment, mainly his coach.

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In addition to compulsory physical education, which at the present time cannot at all satisfy a child’s biological needs, it is imperative to involve the youth in extracurricular activities where the physical education specialist (the teacher, the instructor, the coach) has at his disposal a wide variety of tools for Olympic Education: ñ First of all, it is the school Olympic games and we suggest that they should be included in addition to sporting activities, and also quizzes in both literature and arts. An example is the International Children’s Olympic Camp organized every other year by the Slovak Olympic Acade- my for elementary school pupils. After the opening ceremony which is a simplified version of the opening ceremony of the Olympic Games (a line-up of teams, the Olympic anthem, lighting the Olympic flame, hoisting the Olympic flag, welcome speeches, the athletes‘ and judges‘ Olympic oath), the Slovak participants take part in a quiz on Olympism and together with overseas participants take part in non-traditional sports events according to their age and sex. All the participants compete in an art contest on the topic of sports. ñ A very successful form of Olympic Education in Slovakia are regular quizzes on Olympism for elementary schools, high schools and universities. Unfortunately, except for the elementary schools, we have not so far managed to strictly apply the idea of calocagathia, that is to com- bine the intellectual and sporting activities into one organizational format. At the present stage of the development of information and communication technology and the introduction of the Internet in schools, we see a lot of options for Olympic Education by using these tools as well.

5. The Structure of the Activities of the Slovak Olympic Academy

The activity of the Slovak Olympic Academy has mainly developed in the following areas:

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1. scientific research: heuristic research of the history of Olympism and the Olympic Games in regions, publishing an international, national and regional press, an active participation in international and national conferences and seminars, presenting Olympic topics for A level written exams, theses, postgraduate theses and dissertations and documentary production; 2. education: introducing Olympism as a subject at universities preparing sports specialists, quizzes in schools, quizzes in regional radio stations, talks with Olympians, arts and literature contests, educational trips to the Sum- mer and Winter Olympic Games’ venues, unveiling commemorative plaques to successful Olympians (Szokol, Speidl, Halmay, Pálfyová) and visiting their hometowns and an annual Olympic Education Award; 3. publishing and advertising: publishing - Grexa, J. a kol: OLYMPIJSKÉ HNUTIE NA SLOVENSKU, (THE OLYMPIC MOVEMENT IN SLOVAKIA), ′ Hazucha, M: PRVY OLYMPIONIK (THE FIRST OLYMPIAN), Grexa, J.: OLYMPIZMUS A OLYMPIJSKÉ HRY (OLYMPISM AND THE OLYMPIC GAMES), Grexa, J.: OLYMPIJSKÉ ABECEDA (THE OLYMPIC ALPHABET), publishing anthologies of the Slovak Olympic Academy (both in paper and electronic formats), authoring, advisory and financial cooperation in the publishing activities of regional Olympic clubs, designing promotional bill- boards for the “Mobile Academy”; 4. culture: the Slovak Olympic Academy was the sponsor and collaborator of the Slovak Olympic Committee and its Cultural Committee at events organized by the International Olympic Committee, such as “Sport And Arts”, or “Olympic Sport And Literature”; 5. international activities: working closely with the International Olympic Association and National Olympic Associations, mainly in the neighbouring countries (Czech Republic, Hungary, Austria, Poland).

Within the framework of complex education, we have prepared a long-term policy regarding the content and the form of Olympic Education for individual social categories:

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I. Pupils:

Content Forms ñ Understanding basic concepts (caloca- ñ Doing sports actively in the spirit of fair gathia, fair play, olympism). play (The Olympic Day Run, Sports Days; ñ Knowledge of olympism and the classroom and school competitions). Olympic Games through individual ñ Organizing classroom and school subjects (physical education, language Olympic Games completed with cere- and literature, music and arts, history, monies, etc. ethical education, social studies, geog- ñ Participation in National Cleanliness Days. raphy, etc.) ñ Combining quizzes with sports and cul- ñ Concrete application of Olympic princi- tural contests (arts and literature) ples in classroom teams. ñ Talks with sports and olympism person- ñ Relationship to classmates, the art of alities. losing, the will to improve oneself, hon- ñ Olympic camps. esty, friendship. ñ Mobile academies.

II. Elementary, High School and University Teachers:

Content Forms ñ Familiarity with the principles of ñ Self study of available literature Olympism and Olympic education, ñ Participation in relevant educational their application in the Educational events (seminars, symposiums, etc.) process ñ Doing sports on an individual basis ñ Organizing quizzes and sports competi- ñ Presenting oneself as a good example tions for pupils ñ Conducting classroom sessions in the ñ Including the Olympic topics in school spirit of Olympism subjects ñ Awarding pedagogical workers the ñ Introducing Olympic topics in exam pa- Olympic Education Award pers and qualification papers ñ Participation along with pupils in public ñ Olympism as a subject in relevant uni- events of the Slovak Olympic Commit- versities tee and its subjects

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III. Athletes – Olympians:

Content Forms ñ Accepting fair play principles ñ Applying overall education through the ñ Accepting Olympism as a philosophy process of training as an educational and lifestyle process ñ Accepting the responsibility of a per- ñ Active participation in the Olympic Move- sonal example as an educational mod- ment events (mainly talks with youth) el and the country’s ambassador ñ Leading one-time training sessions of youth ñ Educational trips to Olympia and the In- ternational Olympic Committee Museum

IV. Coaches:

Content Forms ñ Presenting sports training as a peda- ñ Decreasing the pressure to succeed. gogical process (the responsibility for ñ Active and involved participation in ed- forming a well balanced individual as ucational events (fair play awards, chil- an educational model). dren’s and youth’s competitions, occa- ñ Building an informal relationship to sional management of a training unit of Olympic Education. children and youth). ñ Accepting the principles of fair play. ñ Education and self-study of Olympic ñ Accepting Olympism as a philosophy topics. and lifestyle. ñ Educational trips to Olympia and the In- ñ Accepting the Olympic Games as ternational Olympic Committee Museum a universal social phenomenon tran- ñ Presenting oneself as a personal scending sports competitions. example.

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V. Functionaries:

Content Forms ñ Familiarizing oneself with the principles ñ The sporting activity itself. of Olympism (calocagathia, fair play, ñ Presenting oneself as a personal example. Olympic philosophy). ñ Active and involved participation in ed- ñ Accepting the Olympic Games as ucational events (fair play awards, chil- a universal social phenomenon tran- dren’s and youth’s competitions) scending sports competitions. ñ Self-study of Olympism. ñ Exerting a systematic influence upon ñ Educational trips to Olympia and the In- coaches and athletes to employ the ternational Olympic Committee Museum principles of Olympism. ñ Upgrading the sports environment in line with environmental protection.

VI. Public:

Content Forms ñ Promoting sports as an inchoative edu- ñ Relevant tools of the regional and na- cational phenomenon. tional media. ñ Promoting Olympism, its principles and ñ Acknowledgment by the Slovak ideals. Olympic Committee of the journalists ñ Promoting positive examples. and media that systematically promote ñ Pushing the Fair Play Award. olympism. ñ Promoting the unity of sporting activi- ñ Using the announcing service by attrac- ties, environmental protection and cul- tive tools. (short quizzes, mini competi- tured manners. tions – quizzes or sports events, etc.)

7. Conclusions

Modern sport has become an instrument of solidifying the identity of an individual, a means of self-realization and a joyful experience of a physical activity, an all-embracing alternative to a passive, unhealthy or antisocial way of life, a national, cultural and political phenomenon.

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The question is which way the Olympic sports will develop: 1. as a tool of humanization, 2. or towards the world of industry and mass entertainment We should do everything for it to belong to the area of humanism. Exerting efforts to apply ideals is always better than idealizing the reality. This struggle can never be completely won but we must never completely give it up. This element of not giving up represents the human nature of man and sports, it guarantees further development. This is the area suitable for Olympic Education, for the work of Olympic academies and the whole Olympic Movement.

Bibliography

Grexa, J. (2001). Humánnost’ ®portu a ®portová humanistika. In: Humanitn› základy ki- nantropologicky′ch studi›. Olomouc. ISBN 80-85783-34-2 (Humaneness of Sport And Sport Humanism. In: The Humane Bases of Kinanthropological Studies.) —. (1998). ¢port a veda v tre’om tis›cro¶›. Tel. Vy′ ch. ¢port. 8, ¶. 1, s. 2-4. (Sport and Science in the Third Millenium. Physical Education, Sport, 8, 1998, Number 1, pages 2-4.) —. (2001). Lesk a bieda Olympu. In: Histﬁria: revue o dejinách spolo¶nosti. 1, ¶. 6, s. 2- 4. (The Glory And Infamy of Mt. Olympus. In: History: An Anthology of the History of Society. 1, Number 6, pages 2-4.) —. (2001). Olympijská vy′ chova v ®kolách – naivita alebo realita? In: Perspekt›vy ®kolskej telesnej vy′chovy a ®portu pre v®etky′ch v SR. Bratislava. ISBN 80-89075-01- 0, s. 40. (Olympic Education in Schools – Naivete Or Reality? In: Perspectives of Physical Education And Sport for All in the Slovak Republic.) —. Podiel ®portu na humanizácii jednotlivca a spolo¶nosti v historickom vy′ voji. In: ¢portová humanistika ’98. Zborn›k referátov z vedeckej konferencie “Vedecké a edukat›vne problémy rozvoja ®portovej humanistiky”. (The Role of Sport in the Hu- manization of an Individual And the Society in Historical Development. In: Sport Humanism 98. An Anthology of Papers from the Scientific Conference “Scientific And Educational Problems of the Development of Sport Humanism”.) —. (2002). Veda o ®porte alebo vedy o ®porte. Tel. Vy′ch. ¢port. 12, ¶. 3, s. 10-13. (A

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Sports Science Or Sports Sciences. Physical Education. Sport. 12, Number 3, pages 10-13.) —. (1998). ¢port a veda v tre’om tis›cro¶›. Tel. Vy′ ch. ¢port. 8, ¶. 1, s. 2-4. (Sports And Science in the Third Millenium. Physical Education. Sport 8, Number 1, pages 2-4.) Hodañ, B. (2000). Te∨lesná kultura – sociokulturn› fenomén: vy′chodiska a vztahy. FTK Olomouc. ISBN 80-244-0201-7. (Physical Education – Social and Cultural Phenomenon: Starting Points And Relationships.) Macák, I. (1998). ¢portová humanistika. In: ¢portová humanistika ’98. Zborn›k referátov z vedeckej konferencie “Vedecké a edukat›vne problémy rozvoja ®portovej humanistiky”. Bratislava. ISBN 80-88901-23-5. (Sport Humanism. In: Sport Hu- manism 98. An Anthology of Papers from the Scientific Conference “Scientific And Educational Problems of the Development of Sport Humanism”.) Macák, I. – Grexa, J. (2000). Vedy o ®porte a ®portová humanistika. In: Acta Fac. Educ. Phys. Univ. Comenianae, XLI. Bratislava. ISBN 80-223-1567-2. s. 90. (Sports Sciences And Sports Humanism. In: Acta Fac. Educ. Phys. Univ. Comenianae, XLI. Bratislava. ISBN 80-223-1567-2, p. 90.) 5th International Session for Directors of National Olympic Academies “Olympic Educa- tion”. Olympia 1999. Olympijská Charta. (2000). s. 8. SOV Bratislava. 97 s. (The Olympic Charter, page 8, the Slovak Olympic Committee Bratislava, p. 97.)

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SYRIAN OLYMPIC ACADEMY. STATUTES AND ACTIVITIES

Prof. Mohammad Nabil Al Haz Ali (SYR) Board of Directors Member, NOA of Syria Manager of Physical Education Section at Damascus University

1 - The Syrian Olympic Academy: Is one of the Syrian Olympic Committee institutions and maintains its prestigious personality. Foundation date: 5.4.1998. Operation date: 10.7.1998.

2 - The S.O.A Headquarters: The HQ of the Syrian Olympic Academy is Al-Fai- haa Sports Complex in Damascus City.

3 - Objectives: Managing the sport leaders in the different technical, administrative and organizational spheres in collaboration with all the sport institutions, aiming to promote and raise the sport standard through its activities and programs which contribute to achieve the social and educational goals of the sport disciplines and Olympic Movement.

– Disseminating the Olympic ideals in Syria and motivating the society individuals to develop and sustain their physical abilities and their moral characteristics, which is considered the base of the modern sport. Furthermore, efforts should concentrate on the high (top) level performance sports and the promotion of sports in schools as well as the sports for all.

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– Exchanging experiences with the IOA, The Arab Academies and The Lead- ers, the management centers in the Arab Homeland on the basis of unity, friendship and peace amongst the people worldwide. – Disseminating the Olympic culture by staging the forums, seminars, lectures and the relevant activities to propagate the Olympic Movement's ideas and Olympism.

For achieving the objectives stated hereto, the Syrian Olympic Academy acts to:

1 – Publish bulletins and organize special seminars in relation with the Olympic Movement and Olympism. 2 – Manage and qualify the coaches, referees, sport administrators, physio- therapists masseurs, sport injuries specialists and the life-saving guards according to the need of requirement. 3 – Refresh the coaches and officials for the purpose of promoting their capabilities and to provide them with the up-to-date knowledge and information related to their work. 4 – Determine the required criterion for the coaches, administrators and persons working in different sport aspects levels, in cooperation with the competent institutions/organizations. 5 – Cooperate and coordinate with the national institutions and organizations, which are interested in qualifying cadres.

4 - NOA Board of Directors: – The NOA board of Directors consists of a president and a number of related university education-graduate members who maintain experience and po- tentials and are nominated by the president of the Syrian Olympic Commit- tee. – Director of the Academy: is nominated by the president of the Syrian NOC, and is considered a member of its BOD as well. The director takes charge of the related Academy's administrative affairs.

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5 - Duties of the Board of Directors: 1 – To convene the regular meetings necessary for developing and discussing the Academy related affairs. 2 – To cooperate and coordinate with the sports institutions to execute the management, qualifying and refreshing plans of the sport cadres. 3 – To supervise all training courses as well as the Olympic Solidarity schol- arship, in addition to the candidature exams for aboard delegating for the training courses in different sport arenas. 4 – To draw up the curricula and programs for the courses in all the scopes and levels of the sport works. 5 – To set up annual refreshment and qualifying administrative and technical plans for all sports with consultation of the concerned federations. 6 – To accredit the lecture based on scientific basis. 7 – To supervise and edit the translation and books publishing related to the sports and Olympic movement, and to approve the scientific material content. 8 – To enrich the main sport library with modern and updated references. 9 – To determine the participation fee at the courses to be organized in the Academy for the non-Syrian participants. 10 – To consider additional missions to be decided by the Syrian NOC and laid under the specialties and missions of the Academy Board of Directors.

6 - Administrative Staff of the Academy consist of: 1 – A Secretary General and a number of employees based on the work ne- cessities, to be determined by the Board of Directors, and nominated by the decision taken by the president of the Syrian NOC. 2 – Lectures: to be nominated by the Board of Directors. They undertake to implement the programs relating to the training courses and presenting the theoretical lectures and whatever related to the sport science in general.

As for the special subjects specialties, coordination is to be carried with the concerned NFs for nominating the competent lecturers.

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7 - Studies Types in the NOA: Several studies and courses will be organized and will be conducted in the Academy, according to up to the minute scientific standards to qualify the participants to bear their responsibilities in the sport works in the different NFs, sport organizations and institutions. The studies include: – Short and long term courses, forums, seminars and promotion courses to be approved by the NOA Board of Directors in coordination with the concerned department and different sport institutions. – Staging special course for the public organizations and sport institutions across the country.

8 - Study courses: 1 – Training courses for beginners: Study plan: no. of studying hours are 72 hours per course.

2 – Acceptance conditions for the beginner courses: 1 – The participant should have practiced the concerned sport and got the high school certificate at least, with exception of the champions who achieved the first three places at the National, Arab, Regional, continental, or Olympic Games, championships or tournaments as well as the first three places in each county. 2 – Age limit: should be between 22 -35 Years old. 3 – To be officially nominated by the concerned NF 4 – To be physically and medically fit.

3 – Advanced Coaches Courses: Studying hours are 64 hours per course.

4 - Acceptance conditions for the advanced courses: In addition to the conditions stated at the beginners course the participant shall

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1 – Hold the beginner course certificate for at least a year, during which he should practice coaching or he should be an active coach. 2 – Be classified at the concerned NF. 3 – Be physically and medically fit.

5 - Long term coaching course -/ 5 / months: Studying hours are 600 hours average / 30 hours a week.

6 - Acceptance conditions: The participant should be: 1 – A Graduate from the physical education institute or faculty. 2 – To have graduated at least a year before the date of the application. 3 – A certified coach who practices the coaching process. 4 – Age limit from 24-40 years old. 5 – Physically and medically fit.

Subjects of the courses’ training curricula

Specialized Sport: – Characteristics of the game, fundamental skills and drills, technical and tac- tical skills. – Official rules and playing regulations, facilities and equipments.

Fitness Training: Strength: – Selection of training exercise related to the movement. – Selection of type of muscular Contraction and Apparatus. (1) Isometric contraction – Tension increases while the muscle length remains constant. (2) Isotonic contraction – Tension remains constant while the muscle length varies. There are two types of this contraction:

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2.1: Concentric contraction – Tension increases as the muscle shortens. 2.2: Eccentric contraction – Tension increases as the muscle lengthens. (3) Oxutonic contraction – Tension varies (increases while the muscle shortens) (dicreases while the muscle lengthens). – Selection of training method.

General endurance: Special and specific endurance – strength and endurance. Endurance training / continuous method / interval method / high altitude method.

Speed: Speed of reaction – Speed of single movement – moving speed.

Mobility, Agility, Coordination.

Sport Science:

Anatomy & physiology – Muscle (structure) types of skeletal muscle fibers. – Heart and circulation – pulmonary system and vital capacity – aerobic and anaerobic energy system, lactacid system A TP and CP system.

Sport medicine: Injuries, rehabilitation, physiotherapy, prevention of injury.

Doping: Doping control, Olympic Movement and anti-doping, Prohibited classes of substances and prohibited doping methods in sport.

Nutrition: Carbohydrate, fat, vitamins, minerals, water.

Basic Concepts of Training Theory & Methodology:

Training Principles:

– Progressive – load – From week to week, the intensity and / or the duration of exercise should be extended.

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– Principle of Diminishing Returns – Rapid gains in fitness will be noted for the first few weeks, but then the rate of improvement will diminish. The athlete and coach must be patient to avoid over training.

– Recovery – After strenuous exercise, recovery is essential to allow time for these training gains to take place and to allow further heavy work. Chronic fatigue, lack of training progress and injuries are common outcomes when this principle is over-looked.

– Continuity and Maintenance – Once attained, training gains can be maintained with a reduced overload. This has relevance in the periodized training schedule as some training components need not be continually improved, but stressed just enough to prevent deterioration.

– Periodization – Specific fitness components can be stressed at different times throughout the yearly training circle. Components such as general strength and cardio respiratory fitness may be stressed during the base training phase while speed and specific skills can be stressed during the competitive season.

– Individualization – No two people react the same to the same workout. In- dividual genetic background, past training experiences, health and other factors influence one's response to a workout. This fact should be acknowledged when planning and executing workouts.

Rest, Recovery and Regeneration: Physical and psychological recovery.

Over training: Physical and psychological symptoms of over training.

Planning: Annual plan, training session (warm up, main part, cooling down) conditioning (General and Special).

Biomechanics.

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Applied Sport Psychology:

Preparation and Readiness for competition. Stress and Anxiety (Physical and psychological effects).

Sport Management: Administration, strategy, policies, control, leadership, public relation, budget.

Sport Sociology.

Foreign Language: Sports terms and expressions (English or French).

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TANZANIA OLYMPIC ACADEMY. THE EDUCATION DEPARTMENT OF TANZANIA OLYMPIC COMMITTEE

Henry B. Tandau (TAN) Director, NOA of Tanzania

Tanzania Olympic Committee reviewed its constitution in December 2004; notable inclusion in the constitution is the Mission statement which was not there in the old constitution. The inclusion of the mission statement marked a significant point in the working of Tanzania Olympic Committee.

The mission

The mission of Tanzania Olympic Committee is to develop and protect the Olympic Movement in Tanzania in accordance with the Olympic Charter. In pur- suance of this mission Tanzania Olympic Committee may cooperate with governmental or non-governmental bodies. It may however not associate itself with any activity, which would be in contradiction with the Olympic Charter. In order to fulfill its mission and to realize its objectives, Tanzania Olympic Committee has essentially two important departments: The technical Committee; this committee is responsible for the technical aspects of the member associations. It is responsible for technical courses such as coaches, umpires, time keepers, etc, Tanzania Olympic academy is responsible for all education and promotional

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aspects of the Olympic Committee; courses for administrators, anti-doping, sports and environment, sports for all, women and sports, etc, Tanzania Olympic Committee held its first ever strategic planning workshop in December 2005. Tanzania Olympic Academy is also responsible for the implementation of key activities laid down in the strategic plan, but most important is the role of monitoring and evaluation of the implementation status of the plan. The Founding Board of Tanzania Olympic Academy is composed of the Na- tional Course Directors as Board Members and other IOA participants as members of the academy. National Course Directors are responsible for the Administration Courses under the Olympic Solidarity Program, where we have two courses per year. Within these sessions apart from the general administration topics we also include topics on Doping, Sports against HIV/AIDS as well as Sport for Development topics. NCDs also provide education on Anti-Doping and Sport against HIV/AIDS during technical courses. The following are key Educational Programs of TANOA:

Olympic Education

1. Youth camps (two youth camps are to be held per year; age 14-18 years): Th- ese are to be held during school holidays at the Filbert Bayi school. The idea is to expand coverage to involve the whole of Africa Zone five and eventually the whole of Africa should condition permit. The school has a capacity to accommo- date up to 600 students with all the necessary facilities, classrooms, library, internet connection, sports facilities for football, track and field, basketball, volleyball, table tennis, large function hall and other facilities. 2. Conferences: We intend to organize a number of conferences and seminars on contemporary issues on sport as a tool for development. 3. Outreach programs: TANOA intends to conduct outreach programs to schools and the community, conduct school debates, both intra-school debates as well as interschool debates.

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4. Radio and TV programs: We are at the process of designing these programs in partnership with other partners as sponsors.

Sport adminstration courses

1. These are basically the two Olympic Solidarity sponsored courses with two other additional courses funded by Tanzania Olympic Committee.

Anti-doping education

1. This program is implemented during all technical courses, administration courses, to athletes when in camp, through radio and TV programs and also during monthly sports medicine clinics conducted by Tanzania Sports Medicine As- sociation.

Sport, culture and education

1. This is conducted once a year in close collaboration with Filbert Bayi Founda- tion; it involves primary and secondary school children from the mainland and Zanzibar school. The program includes sports and games competition among the schools, traditional dances competition, choir, and exhibition of artwork from the school children.

Sport against HIV/AIDS

1. This is provided to athletes, officials and the general public through different ways but especially using sports activities, working very closely with other groups engaged in the fight against HIV/AIDS.

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Keep off drugs

1. This program is in association with the National anti-drugs control commission, is aimed at keeping youth away from drugs by providing them with education and other activities which will keep them off drugs.

Women and sport

1. This program is aimed at encouraging women to engage into sports activities and also to take up leadership positions in the sports movement. The program provides leadership education to women and also engages potential women leaders to vie for leadership positions in sports clubs and associations.

Sport for all: 1. Most notable is the organization of the Olympic Day Run. However, other initiatives are taken into collaboration with other organizations.

Sport and environment: 1. This is organized once a year to sensitize the public on the importance of taking care of the environment including educating them on the effect of environment on sports and the effect of sports on environment, and how both can be tackled.

Important projects currently being undertaken: 1. History of Tanzania Olympic Committee – documenting the history of Tanza- nia Olympic Committee from formation to-date. 2. Tanzania Olympians after active playing days.

Problems: Funding the various programs is a very big problem as currently we depend mostly on Tanzania Olympic Committee support; however, apart from the pro-

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grams that are actually directly funded through the Olympic Solidarity, there is no specific support for the activities of the Academy. We have just recently been registered as a semi independent organization thus allowing us to partner with sponsors directly as long as there is no conflict with Tanzania Olympic Commit- tee; it is our hope that this will increase our capacity to carry out more activities on our programs. We would also like to propose to the IOA to set out a fund where respective National Olympic Academies could be funded to undertake key programs for the benefit of the Olympic Movement. Thank you all for listening.

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EDUCATION PROGRAMS OF THE ARGENTINE OLYMPIC ACADEMY

Prof. Daniel de la Cueva (ARG) Member, NOA of Argentina

Brief historical and development notes

Close to the first 25th anniversary, the Argentinean Olympic Academy (AOA) was created as a reaction to the international impulse to study, know and spread the social phenomenon of Olympism, its character and problems, and to generate in this the academic know how of sport culture as an activity generation in terms of what we know as Olympic Education. Argentina was one of the founders of the first International Olympic Commit- tee (IOC). With the growing of the Olympic Movement, two delegates attended the 1st International Session of the International Olympic Academy. Professors Cristela Romero and Alfredo Miri were the first Argentinean participants at the IOA which was held in Olympia in 1961 after the invitation of all the National Olympic Committees (NOC). After that delegates attended different International Sessions in Olympia through different means. The Argentinean Olympic Committee (AOA) created the Argentine Olympic Academy in 1982 and entrusted the activities and conformation by granting the president to the late and former NOC vice president Alberto Echeverr›a. The AOA, tried to realize and to “organize the extraordinary collaboration of the arts and humanities, and to make possible the daily modest and limited collaboration of the local manifestation of sport activity” as Pierre de Coubertin said. All decisions were taken not only by the NOC but also by AOA which had

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undisguised merits taking into account that AOA is a commission inside an institution. The AOA had only 2 presidents, Juan Carlos Uriburu as successor of the beloved Alberto Echeverr›a.

Significations on Olympic Education

It’s important to point out that the AOA has the fundamental aim to spread the Olympic Doctrine. By performing sessions, courses and conferences for spreading those values and ideals, they made up Argentine human heritage and included all the states (invited through their governments) and their sports (through federations and sports associations). The AOA tries to be an “intellectual centre of the university youth, which could introduce itself in Olympism. These analyses take us to challenge some daily questions, real and realistic ones that have influence on the performing of the Olympic Education:

– How should we teach Olympic education, without a permanent reference to the Olympic Games, as they are the most notorious, universal and global example? – Should we introduce Olympic Education in Values of Olympism, if it is not near the students? (The local sport has no stars, nor volume or intensity bearing the influence of the every day social and economic differences). – Should we teach respect to diversity, when most of the “histories of life” are always of “others”, far from us and foreigners?

Performance of the Argentinean Olympic Academy

The most important mission of the NOA is to prepare and select young delegates to attend the Olympia’s International Sessions. This is a reason for the action and most of the Academy’s management turns around it. The principal destina-

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tion of those activities is the Argentinean youth, in coincidence with the basic ideal of Olympism, which is the sense of the IOA. Those tasks are taken seriously and feverously and have put a great number of Argentineans in different activities. People who have to satisfy some requirements such as: 1) to express themselves in cultural acceptable manners in one of the three official languages, 2) to show some knowledge on the Olympic Move- ment, 3) to have general interest on sports, and lastly 4) to be related with the Education and/or Sport System of their countries.

Thus, the members and delegates who participated in the AOA in different activities proposed by the IOA have grown, and they have regarded all conditions that require adequacy to certain conditions. Obviously the AOA activities keeping the international fashion trends are not suspended nor stopped.

Considerations for national education strategies

The selection of young participants is an important axis of the NOA actions, in order to satisfy the prescriptions for the “returned students”. But as facts show it

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is not the only activity, and by thinking of a country is also looks for the benefits “of those ideals in their original places”. The structure of the AOA will show the nation wide spreading strategy and it will give details of some other aspects of the Olympic Education “object”. Let us show the “what” of our proposal as “conceptual contents”: 1) By adopting a concept of Olympic Education thinking in the other way (the alterity), which is our concern. Pointing out that the Olympic education is Education for Equity and also Education for Inclusion. 2) Acknowledging the impact of the Olympic Education is HUGE, not only due to the globalization of the Olympic Games and Sports, but also by the existence of contrasts and constant bipolarities:

Universality Nationality Antiquity Actuality Perennially Ephemerally Olympic Games School Education

3) By assuming that the Institutions (NOC and NOA) had a novel running, but at the same time based in “test – error – goals – defeats”. 4) By recognising the NOA past participants understanding the ideal of the Olympic Education, more than pretend “revolution and changes”, had sheared “evolution and growing” and also turn the vision to other institutions related to Olympic Education and in cooperation with them. (Universities, High Institutes of Physical Education, APAOA, etc.) 5) By permanent relations between the Olympic Education and: ñ Formal Education ñ Non Formal Education, ñ Free Time Education ñ Education in Values ñ Free Education ñ Permanent Education 6) By the conception of Olympism as SPORT+ART+CULTURE, pretending to

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approximate culturally the sport activity, the expression of Olympism by incorporating compatible manifestations, and, by creating aesthetic and intellectual evolution.

Functional Structure of the Argentine Olympic Academy The Argentinean Olympic Academy is a Commission of the NOC that consists of a President, a Vice-president, 5 Members, Collaborators and an Administrative Secretary. Another aspect of the AOA is that it has integrated a number of persons that lay collaboration directly and under its requirement, indication or orientation. Those representative persons had been designated as DELEGATES OF THE ARGENTINEAN OLYMPIC ACADEMY in different Provinces of the country. Their activities are to promote the participation of province’s delegates to national Sessions of the AOA, organize education activities, relate with Province’s High Institutes of Physical Education, Schools, Colleges, Universities, local governments to spread Olympic Education and Olympism in their respective province, covering most of the national geography.

Activities of the Argentinean an Olympic Academy – Annual Sessions Every year and since 1982, the AOA invites all the National Sports Federations, and the 24 Provinces Governments to send two young persons to the national Session. Those States Invitations are sent to the Governors who usually drive to the Sports Government Body. Supported and followed by the AOA Province Delegates, the National Session uses to gather on average 30 young people (between 20 and 34 years old) for participation. The activities in a Session of the AOA are very much alike to the IOA ones (in their contents), they all keep protocol and formal acts, ceremonies and conferences. In the beginning as well as in the end Ceremonies proceed with the participation of the Higher Authorities of the Argentinean Olympism. For several delegates who came far from Buenos Aires the contact is very attractive. The 5 days duration Sessions, from Monday to Friday, consists of Confer-

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ences, Discussion Groups, Groups Reports writing, and extra time for sport practice and social evenings only. These febrile activities, entail the visualization of the personal characters of the participants who will be tested and selected to attend the Sessions in Olympia. A proper analysis of the action of the AOA is the effect of calling sport people from the entire nation, more and more frequently sport players, officials, teachers, coaches, journalists and professionals who are waiting anxiously for their participation in the Sessions of the AOA. The intention to attend creates a long list of postulants that they inform, after they have been registered. Sometimes this calling allows a few people over the age limit (34 years old) especially if they are considered opportune by exceptionality to attend the Session. Very frequently, the candidates overpass the lodgement and attention possibilities and they have to apply for the next year’s Sessions.

Another aspect is the origin of the participants due to the national calling and the geographical influences of the NOA/NOC. Young people from the northern Jujuy to the patagonic Tierra del Fuego are coming from all the 24 Argentinean provinces since they are sent by the local government or the National Sports Federations (NSF) to attend the Annual Sessions. It is very important not only to respect the population density but also to show an egalitarian and federal char-

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acter for all the country. Especially in Argentina’s long geography which has dis- tances over 1000 km to Buenos Aires in 18 of their 24 provinces. This indicates that in every National Session of the AOA there are people together at least from half of the country So the character of the AOA Sessions shows: ñ A calling of study and learning ñ A calling for formation and preparation, ñ A calling for all sports, ñ A calling for different sectors and different professional people ñ A federal and inter provinces calling The participants often appreciate the singularity of the Session so far away from the competitive surroundings of sports, even more bearing in mind that the Higher Institutes of Physical Education have no experience of concepts like Olympism, Olympic Games, Olympic Education, Fair Play, Sport for All, Women in Sports, Paralympics, Apartheid, etc. Lastly, the AOA Sessions have always been attended by women participants. From its very beginning, with an average of 33% for the first decade of its existence to nowadays, the percentage of women’s participation has reached 52% in every Session.

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Program and Study Subjects The AOA Sessions follow basically the programs recommended by the IOA, the IOC and different studious who have defined and known the operation of several Olympic Academies, as Dr Conrado Durantez. The programs of the last two National Sessions of the AOA were integrated by: The Olympic Movement, Olympism – Olympic Review, Juridical Aspects of Sports, Architecture of the Olympic Games, Women and Olympic Movement, International Olympic Academy & Argentinean Olympic Academy, the IOC and the United Nations, Winter Olympic Games, Doping, Sport Education and Olympism, and Olympic Marketing. Since the 80’s the IOA`s participants had generated a sort of Manual of Recommendations and Tips for the Sessions in Olympia. This brief instruction is very useful and has the experience of those who had already attended. Th- ese aspects can make better and fructiferous the participation of new delegates.

– Young’s selection for the international sessions of the International Olympic Academy. – Participation into the activities of the “Paniberic Association of Olympic Academies”.

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– Participation into the activities of the Panamerican Association of Olympic Academies. – Realization of courses, lectures, conferences, expositions, seminars, symposiums, etc. – Management of scholarships, postgraduate studies, doctorates, etc. offered by the IOA, the IOC, the Olympic Solidarity and the Olympic Study Centre of Lausanne. – Support to past participants. – National contests of Olympic art in drawing, painting and reduction of essays on Olympism.

Common activities with the AOA Participants Association (A.P.A.O.A.) The Argentinean an Olympic Academy Participants Association (A.P.A.O.A.) is a civil institution born by the initiative of former participants of the AOA (not necessary participants of the IOA) and its aim is to promote and develop Olympic Education and cooperation with the AOA and the NOC. The APAOA has a juridical personality and it consists of 189 associates, who are trying to spread the idea in the entire nation. The Bylaws allows delegates in every state (13 at the moment) who have the duty of cooperation (specially if there’s not an AOA delegate), in order to assure the participation of young people in the National Sessions of the AOA to perform both cultural and commemorative activities, organize meetings, conferences, lectures and assemblies. They cover the 88% of the national territory. The APAOA’s Activities and projects are: 1) Introduction of the Olympic Education to the Formal Education System. 2) Introduction of the Olympic Education into the Federal Net for Teachers Formation from 2006. 3) National Meeting on Olympism Studies. 4) Common activities for Sport Journalists. 5) Direct action into the Sport System trough the Sports Administration Courses (Olympic Solidarity) and creating the sequence: Sport Administration Course Participant – AOA Session Participant – APAOA member – APAOA Delegate

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Real Curriculum of the AOA From 1987 the participants who completed the cycle by attending the Olympia Sessions, had a lot of opportunities, some generated by the AOA, but not only by the notice of a certain possibility but by the management and the support to attend.

In general terms, and taking as basis the participation of more and more interested persons, the participation of more and more sectors, and the support of participants of the AOA, following not only the IOA growing but also their own growing as well.

Conclusions

The AOA was born as a way to select delegates for the Sessions of the IOA in Olympia, but it had generated since its own rich activity. The AOA had increased activities and a number of actors who have active roles in their provinces. There are new odds of individual or institutional participation which are created by former participants and the alumni.

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The AOA has been an active participant of the academic growing and has as- sisted with consent the participants calling by other institutions including the IOA to participate as lecturers. Without hesitation, the constant activities pointed a short concept of determination, in this case adopted its own guide of action and challenging proposal: “changes occur just by the passing of time, but growing is optional”.

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OLYMPIC STUDIO

Poul Jorgensen (DEN) Official, NOC of Denmark

Purpose The Olympic studio is an internet based teaching tool including material about the Olympics. It is published by The National Olympic Committee and Sports Confedera- tion of Denmark (DIF) with financial support from Olympic Solidarity. The teaching material may be used by teachers and pupils at no cost. The Olympic Studio is mainly developed by pupils from the 7th to the 10th grade. The teaching tool is primarily ori- entated towards the subjects: Danish, social science, physical education, mathematics, geography and history. The main purpose is to give pupils and teachers a unique teaching tool and material, which they can use when working with Olympic subjects.

Contents The material consists mainly of websites which can be divided into the following themes: ñ The forthcoming Olympic Games ñ The idea ñ The symbol ñ Olympia ñ Threats and crisis ñ The development ñ The ideal Under each theme the contents are divided into the following categories:

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Experiences This category contains stories and pictures to inspire curiosity and discussion.

Insight This category contains factual information about the Olympic disciplines, doping and fair play etc.

Study technique This category contains techniques and methods pupils can use to collect and process information. The study techniques can be found within the subject areas of Danish, social sciences and history.

Products This category contains suggestions for different ways with which pupils can produce different products as to how the pupils can finish a given theme. Sugges- tions to both artistic and written products are given.

Papers This category contains suggestions as to how the teaching materials can be used. There are activity sheets in which you will find brief descriptions of how to work with the individual activity sheet.

Search Two different types of search tools can be found ñ Search: A search machine eg. Google ñ Compose material: An advanced search tool, with which the students, along with their teachers, can put together their own material based on a search of class grade, course, learning category, themes and document type.

Tools ñ LogBog® (log book) is used to complete, document and later comment teaching sequences.

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ñ The students establish their new log book and receive their password in their mailbox. The Log books will thereafter be active on the internet.

Lexicon Via an alphabetical search in the lexicon the pupils can find explanations to concepts etc. While working with a subject or problem, the pupils can also learn more about a certain term or concept. The lexicon can also be used as a brief introduction to a theme or subject.

School bag The material that the teacher and the pupil is working with can be saved in the school bag. The pupils can, for instance, save texts in order to work with them later.

Media archive The media archive contains pictures that the pupils can use for their own production.

Links The collections of links are all relevant in the work for finding extra material. All the links are shortly described so that the pupils avoid spending much time surf- ing on the internet.

Welcome to The Olympic Studio

The page is published by The National Olympic Committee and Sports Confed- eration of Denmark (DIF) and is a teaching material and tool about the Olympic Games. The Olympic Studio is mainly developed to pupils in 7 to 10 grades.

Turin 2006 The Winter and Summer Olympics are being held every four years, with a two

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year gap between the two events. The Winter Olympics are being held in the Ital- ian city of Turin in 2006.

Athens 2004 Athens was host of The Olympic Games in 2004. As at every Olympics, an enormous work effort is demanded by the host city as well by the athletes. You can here learn more about the Olympics in Athens 2004 and the Danish athletes.

The Idea Coubertin founded the modern Olympic Games and had a clear vision of what the Olympic movement should mean to people in the world. Here you can learn more about the idea behind the Olympic Games.

The Symbol The Olympic Games have a lot of symbols and ceremonies that pass from one Olympic to the next. They are a part of making the Olympic Games special. Here you can learn about the symbols’ meaning

Olympia Since the Olympic Committee was founded in 1894, the Olympic Movement has grown considerably. Here you can learn about the development of the Olympic Movement and the work that is demanded for the Olympic Games planning.

Threats and crisis Several external threats have inflicted crisis on the Olympic Games. One of these threats is the political environment in the participating countries. Another is the use of doping. Here you can learn about the different threats and crisis the Games have been in.

The development For more than 100 years the modern Olympic Games have taken place and a lot

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have happened. Here you can learn about what the development has meant to the Games and to which danger this may lead.

The ideal When the Modern Olympic Games were founded in 1896, it was according to the Ancient Olympic Games ideal. Here you can learn about the Ancient Olympic Games.

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THE ROLE OF THE OLYMPIC EDUCATION IN THE SOCIETY: THE ESTONIAN EXAMPLE

Reele Remmelkoor (EST) Member, NOA of Estonia Kalle Voolaid (EST)* Secretary General, NOA of Estonia

The Olympic Education is based on generally accepted humanistic values: fair play, tolerance, respect to fellow-competitors, overall harmonious development of self and other basic principles of the Olympic Movement. The promotion of these ideas has been the main task for the National Olympic Academy of Estonia (founded on April 18, 1989). Our activities are aimed mainly at children and young people, but initiation and promotion of academic discussion is an insepa- rable part of these. We have organized many different events (lectures, meetings, seminars, discussions, international scientific conferences, symposiums) for explaining and promoting Olympic ideas during the 17 years of our activity. Three traditional and very popular events have been formed from all these events:

1. Analysis of the training and the performance of Estonian Olympic athletes after their competition in the Olympic Games (since 1992) in the form of conferences and seminars. In these traditional meetings important problems related to the organization of training process of highly qualified athletes have been dealt with by outstanding coaches and sport scientists.

* The paper was presented by Prof. Merike Kull, Vice-President of the NOA of Estonia.

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2. The “club evenings” of the NOA of Estonia (since 2000), where the most actual problems of Olympic Movement have been discussed with several Estonian sportsmen, coaches, sponsors, sports officials, writers and sport journalists in more relaxed and thus more opened discussions. These “club evenings” are open to everyone interested in the Olympic Movement, its values and future development. 3. Summer sessions of the NOA of Estonia (since 1999) in different counties of Estonia. In such sessions the local sports leaders and administrations have participated in our discussions and thus such events have been for a good outcome for the NOA of Estonia, giving us more supporters and participants in our Olympic Education projects.

The Estonian Olympic Academy spreads the general humanistic ideas of Olympism and conducts different Olympic Education projects. The most noticeable educational projects of the NOA of Estonia are the two following projects:

1. The project “Youth Sport and Fair Play” was launched in 1997. Its essence is making school students understand that Fair Play is not just the adher- ence to written rules but rather the right attitude of male and female athletes and their right spirit, honoring winners and respecting losers and avoiding bodily or psychological harm, as described in Fair Play for All Declaration of the CIFP. The NOA of Estonia has published several articles about Fair Play in the Estonian mass media. A bulletin on Fair Play has been written for schools and sport federations. A short video has been produced in cooperation with the Estonian Television to introduce good examples of Fair Play in sport. Every year the NOA of Estonia analyses the Fair Play situation in the youth sport of Estonia and awards the most outstanding in this respect young athlete with Fair Play prices. 2. The most noticeable educational initiative of the NOA of Estonia is appar- ently the promotion of School Olympic Games. The first Olympic Games at School in Estonia were organized at the Patküla Elementary School of Tõrva on May 9-11, 1996. Since that time, altogether 16 School Olympic

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Games were held in seven counties of Estonia between 1996-2003 under the patronage of the NOA of Estonia. The strategy for the promotion of the Olympic Education in Estonia was under review in 2003. It was decided that the development of the movement of the School Olympic Games would be the most important direction of educational activities of the NOA of Estonia during the forthcoming years. Enhancement of the status of the School Olympic Games from the level of local activities to the level of nation-wide movement covering 15 counties of Estonia was defined as the main goal of the NOA of Estonia in this respect. For that reason the NOA of Estonia launched the project “School Olympic Games”. We are convinced that this would not only promote the practicing of sport by young people but would also contribute to the environment that is necessary for the development of harmonious personalities in all Estonian regions, as well as to the raising of young citizens’ generation with a healthy orientation of values.

The School Olympic Games are not merely an athletic competition held at school under the Olympic flag. The program is wider and usually includes the essay contest, drawing contest, contest of designing an Olympic mascot and contest of Olympic knowledge. The latter covers the history of ancient as well as modern Olympic Games and the understanding of Olympism and the Olympic Movement. Certainly, sports competitions in different events constitute an essential part of each School Olympic Games. The ceremonies (opening and closing of the games with the Olympic flag and fire, swearing of the Olympic oath by the representatives of athletes and judges, etc.) are an important part of the School Olympic Games and are organized following the spirit and principles of the Olympic Charter. In this way the School Olympic Games provide children with an opportunity to test physical fitness, enjoy satisfaction of muscular effort as well as to experience the Olympic spirit in intellectual and cultural activity. In order to help the arrangement of Olympic Games in school, the NOA of Estonia has compiled and published teaching materials on Olympic Education. For example, a new book for organizers of the games was compiled and issued

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–“Handbook of the School Olympic Games”– which provides valuable practical advice and help for teachers and other people involved in the preparation of the School Olympic Games. In addition to printed material, several videos have been produced by the EOA in conjunction with the Estonian TV. Additionally the courses of the Olympic Education under the title “Olympic Education in school. Organisation of the School Olympic Games” is conducted for teachers and potential organizers of the School Olympic Games every year. In order to attract as many teachers as possible, the courses took place in different cities and centers of different counties of Estonia. The overall scheme for carrying out the project is the following: each year, at a definite date, schools hand in their projects for School Olympic Games according to the previously announced rules and the projects are then assessed by a panel of experts. One school’s project from each of the 15 counties will be chosen for support since the year 2004 every year. Every 4 years a seminar on international experience in Olympic Education will be organized in Greece in Olympia in cooperation with the International Olympic Academy. Each time fifteen persons, the organizers of the most outstanding School Olympic Games, are selected (one from each county of Estonia) and their participation costs in this seminar are covered by the Estonian Olympic Committee. Results of the project: Well prepared teachers in every county of Estonia who share the essential knowledge and understanding of Olympism and who are prepared to organize School Olympic Games at their own schools are the most important outcome of the project. Another important aspect is the improved knowl- ege of thousands of Estonian schoolchildren about Olympism, Olympic Move- ment and Olympic Games as well as personal experience in organizing and participating in sport, intellectual and cultural activities. 24 School Olympic Games projects involving 54 participating schools and kindergartens from 12 Estonian counties were supported on the basis of results from the School Olympic Games projects competition organised by the NOA of Estonia for the first time in 2004. A total of 7640 children had the chance to experience participation in the School Olympic Games. In 2005 the NOA of Estonia gave educational as well as financial support to 16 School Olympic Games, involving 6500 children. In the year

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of 2006, the year of Torino Winter Olympic Games, the number of schools organizing the School Olympic Games has grown to 27 involving over 10000 children in the participation in the School Olympic Games from all 15 Estonian counties (Figure 1). The conclusions of the project were analysed and the preliminary conclusions were drawn during the two-day summer school. In group discussions the practical experience of the local organisers of the games was summarised and concrete proposals for the further development of the project were formulated. Every year the NOA of Estonia recognizes schools who have successfully organized School Olympic Games with the relevant certification. Following the principles of the Olympic Charter, criteria for recognition are: – organization of opening, award and closing ceremonies; – use of the Olympic anthem, Olympic fire and Olympic oath; – consideration of the principles of fair play; – quality of the culture and arts program.

Another important educational initiative of the NOA of Estonia has been the teaching of the subject “Olympism” as a special course at the University of Tartu since 1998. The teaching of this subject is the task of the younger generation who has participated in the IOA Sessions for Young Participants and are now active persons in the NOA of Estonia. Today Olympism and the Olympic Move- ment constitute an essential part of the course “Sport and Society” taught at Bachelor level. The most recent educational initiative was the launching of the activities of the NOA Club for Children in autumn 2003. The activities of the NOA of Estonia are based on science. The NOA of Esto- nia continues to have good cooperation with the University of Tartu and the Es- tonian Sport Museum concerning organizing conferences. The conference for young sport historians “Sport and Olympic History” has become a tradition (it took place in 2003 and 2005). The main and official publication of the NOA of Estonia is “Acta Academiae Olympiquae Estoniae” (AAOE). The aim of this biannual issue is to promote the

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philosophy of Olympism and the scientific foundation for the Olympic Move- ment. AAOE provides an international forum for related studies and for problems’ discussion. The scope of the issue includes research and review papers on the training of Olympic athletes, on the history of the Olympic Movement and on the application of the principles of Olympism (health and physical activity, ethics, the relations of intellectual working capacity and creative potential with physical activity and sports). Publications on general problems of sports philosophy, sociology and physiology, methodology and history of sports sciences, sports training and physical education of children and adolescens have also been published. AAOE is referred to in the international database of sport sciences Sportdata. One way to create “a fund of valuable ideas” is to investigate the experience accumulated in other countries. In order to know the related work arrangements and experience, good contacts have been established with the NOAs of Latvia, Lithuania, Germany and Finland. Highly valued has been the participation in different sessions of the International Olympic Academy (IOA). The IOA has twice provided the NOA of Estonia with the opportunity to conduct in Ancient Olympia a Seminar on Olympic Education (in 1998 and in 2002 with the NOA of Finland). These events were very important for the advanced education of the schoolteachers organizing the School Olympic Games as well as for the active persons of the NOAs of Estonia and Finland. The participants of the Seminar elaborated the “Strategy of the Estonian Olympic Education” (in 1998) as well as the “Common Resolution of the Joint Seminar of Estonian and Finnish Olympic Academies ‘International Experience in Olympic Education’ (in 2002). Torino Winter Olympic Games have become a beautiful and memorable history. The good organization of the Games and the fantastic performance of Es- tonian athletes set a good example for the pupils in playing Olympic Games and identifying themselves with the Olympic heroes. These 3 gold medals gained by athletes of the Estonian nation. Altogether less than 1.4 million people will remain in our nation’s memory for the whole history. The extensive knowledge and overall captivation of the Games can be used for the involvement of the pupils in the Olympic Movement, giving them direct experience of that big sport festival. With the direct experience of the participation in the School Olympic Games the

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knowledge of the philosophy of Olympism can be rendered to the pupils, as the pursuit of excellence, the development of the whole person, the promotion of fair play and the international understanding. The 27 Estonian athletes in Torino were Olympians... but by pursuing those ideals everyone can become part of the Olympic Movement. It is a way to demonstrate the unity of the Olympic Move- ment and Olympism. It is a role of the Olympic Education in society.

FIGURE 1 School Olympic Games in Estonia held in 1996-2006 under the patronage of the NOA of Estonia.

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ACTIVITIES BY THE NOA OF TURKEY 2005 - 2006

Cigdem Kocak (TUR) Vice-President, NOA of Turkey Member, NOC of Turkey Dr Derya Aydiner (TUR) Director, NOA of Turkey

We all know that the philosophy and ideals of Olympism were expounded by Baron Pierre De Coubertin and his comtemporaries, to revive the Modern Olympic Games. Throughout his life, Coubertin has tried to spread the ideals and philosophy of Olympism to youth of the world in different forms, the Olympic Games, festivals for youth, art and culture, writings, and the institution IOA at Olympia, Greece. The main focus was the propagating of the international peace, goodwill, fair play and the youth to create a better world for people from all over the world. This year we are planning to do a presentation about the recent activity of our NOA along with a short look to our future plans. The latest project of our NOA is an education program for kids and their teachers, named “Sports Culture and Olympic Education. Depending on the studies made and our research, we found out that targeting an age group of 9 to 11 would be right. We prepared an interactive presentation based on the comments of pedagogs and psychologists. With this program we are targeting at 3 million children of the mentioned age group in Turkey. We find it important to remind you that Turkey’s population is about 70 mil-

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lion and 71% of this is below the age group of 35 (apx. 53 million), and out of this, 50% is below 18 years old (apx. 26 million). Please find below the Phases of our Interactive Education;

❍ Planning on Board ❍ Search For our Mascot ❍ Preparing the Stage ❍ Cooperation with the Sponsors ❍ Production of the show/movie ❍ Trial Presentation ❍ Conducting the Survey (pre & after) ❍ Interactivity and Bonus Questions ❍ Press / TV and Start-up ❍ Interactive Education ❍ “Sports Culture and Olympic Education”

The NOA of Turkey is a group of 11 board members and we are discussing all the aspects in detail. We gathered all the ideas and figures drawn for our enquiry of a mascot/symbol, evaluated on the board and then we conducted a face to face survey on our target age group. In the meantime, we received all their ideas/comments one by one and chose our mascot accordingly. The name of our mascot is OL‹. Following this phase, the preparations of the stage started. Of course, we needed to please our sponsors whom we believe to be one of the most important bodies of our program. Finally we had the final view of our stage, full of successful athletes on right and left sides. We cooperated with a professional group for producing the necessary movies and shows of our program. We had the trial versions of the whole program, along with the survey conducted on the target group and the bonus questions. We conducted a survey for children in order to find out how successful we are in transforming the information and our messages, and most important to find out if we need to modify some parts of our program accordingly.

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Another important issue that is necessary to emphasize is that the content is based on the relevant book which was approved to be in the national curriculum and we have the full support of both Ministry of Education and Ministry of Sports. We had the press release and launched our education program in 17th Fe- bruary 2006. Other activities of our NOA are at our web site, www.olimpistler.org.tr along with a game called OL‹POL‹. We are also planning the following activities of; ❍ Periodicle/Insert ❍ Activities/Competition on TV ❍ Club for Olimpists

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THE CENTRAL AFRICAN NATIONAL OLYMPIC ACADEMY. A CALLING AND AN AMBITION FOR OLYMPISM

Prof. Dr Clement Anicet Guiyama-Massogo (CAF) President, NOA of Central Africa

We are very happy to participate once again in this international session of the IOA and speak on behalf of our NOC and of our NOA. We are all very pleased as this session has been announced as a mid-term review of what we have all accomplished in our individual countries. So, we are very happy for this great opportunity that is given to NOAs to compare their multiple experiences and we wish to sincerely congratulate the Ephoria of the IOA for its initiative and for the exceptional objective of this year’s session. Having said that, our presentation will focus on the following points: ñ Information about our NOC and our NOA ñ The bases of the CANOA’s action ñ The main direction of the Olympic Education in Central Africa ñ Different activities performed ñ Results obtained ñ Future projects and programs

I) The Central African National Olympic Committee (CANOC) and the Cen- tral African National Olympic Academy (CANOA)

Unquestionably the CANOA is entirely responsible for the propagation of Olymp-

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ism in the Central African Republic, which was established by the CANOC, the institution that leads the Olympic Movement in our country. The CANOC was created in 1964 and its mission is: ñ To defend and ensure the observance of the Olympic Charter. ñ To promote sport and physical education. ñ To develop Olympic culture and education through sport. ñ To combat violence and all forms of cheating in sport. ñ To ensure sport’s contribution in solving the problems of society and building a better world. ñ To promote gender equality in sport at all levels and in the organizations administering sport. ñ To establish relations based on partnership and mutual respect with all the organizations administering sport, both at national and international level. For all matters related to Olympic Education and educational strategies for propagating Olympism, the CANOC relies on the CANOA, which was founded in 1993 with the status of specialized commission and with autonomy of action within the CANOC. The CANOA’s Bureau consists of 7 members, one of whom is a woman.

II) The bases of CANOA’s action

The Olympic Education activities in Central Africa are based on four pillars which are important to be known. They are: ñ The Olympic Charter and its rules ñ The awareness of the power and beneficial effects of the values of the Olympic philosophy. ñ The determination to use a lifestyle derived from the Olympic principles as a model for personal fulfilment and peace within society. ñ The search for continuous improvement by capitalizing on the achievements of Olympic education throughout the world. ñ The will to involve as many people as possible in Olympic education activities.

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III) The main direction of Olympic education in Central Africa

In close connection with these pillars, which constitute the far-reaching vision of our educational work, our activities focus on the following areas: ñ Priority to young people and athletes ñ Priority to training and awareness-raising activities ñ Diversification of training themes and categories of trainees ñ Adaptation of themes to the environment and problems of society ñ Use of all available teaching channels depending on the level of students ñ Permanent character and visibility of actions undertaken ñ Development of proximity activities ñ Involvement of mass media, sports journalists in particular ñ Consideration of all relevant models applied elsewhere

IV) Activities performed

During its 13 years of existence, the CANOA has tried to respond to the challenge of propagating the Olympic ideals and ensuring their acceptance at national level. Based on the direction chosen for its action, the CANOA has carried out a number of activities, the most important being: ñ A contest of Olympic dictation. This contest was organized twice in Bangui and 4 provincial cities for the purpose of checking what was the level of knowledge of secondary and higher education students regarding Olympic concepts. Radio and television were asked to help in announcing and pub- licizing the contest. ñ Olympic animation campaign. This is a series of awareness-raising and popularization activities supported by brochures and streamers aimed at pupils and students in Bangui and the provinces carried out by the members of CANOA’s Bureau. Two campaigns have already been organized for 10 days each. ñ National training session. This is the most important activity during which

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a specific category of social actors will meet for 4 days once a year in order to learn about Olympism and become ready to convey the CANOA’s message in their respective area of work. 7 sessions have been held so far for teachers, artists and intellectuals, athletes and sports journalists respectively. ñ Creation of local CANOA chapters. A 5-member team has been set up in the five major provincial towns in order to perpetuate the valuable awareness-raising and popularization work in the hinterland. ñ Organization of cultural events planned by the IOC’s Commission for Cul- ture and Education: literary papers and essays. ñ Research project on traditional sports practices and the diffusion of Olymp- ism in the Central African Republic. This is a project designed by our NOA and backed by the IOA, which is funded by the IOC and aims at collecting data on traditional sports practices for analysis purposes with the view to adapting Olympic education to the country’s reality. ñ Contribution to the creation of an African association of national Olympic academies for more effective and concerted action. ñ Participation, as regularly as possible, in the IOA’s sessions, including the international session for young participants.

V) Results obtained

These activities have led to more or less tangible results, of which the most important are: ñ A large number of teachers, artists and journalists now initiated the Olympic ideals. ñ Progressive penetration of the Olympic idea within society, young people in particular. ñ Progressive recognition by political and administrative authorities, of the role and importance of education through sport for the training of young people.

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ñ Progressive recognition by political and administraive authorities of the valuable contribution of our NOC’s and ANO’s work to society as whole. ñ Progressive improvement in the way Olympic philosophy is applied by our NOA’s members.

VI) Future projects and programs

We are of course fully aware of the fact that we have not progressed enough and that there is still a lot of work to be done to ensure that the Olympic ideals have a real impact on our society. It is this awareness that does not allow us to gloat on the few results obtained so far and urges us to be more ambitious for the future. This is reflected in the projects and programs that we intend to implement when condition allow it: ñ Designing and fitting an ANO library. ñ Designing and fiting an Olympic museum of the NOC. ñ Follow-up and support to the partipants of CANOA’s sessions. ñ Restructuring of local chapters and provision of a minimum number of working tools. ñ Development of a school course of introduction to Olympism at primary, secondary and tertiary level. ñ Development of teaching resources for teachers at primary, secondary and tertiary level. ñ Working with artists program. ñ Working with sports journalists program. ñ Building on the results of the research project on traditional sports practices. ñ Strengthening the capabilities of the CANOA.

At the end of this presentation, we would like to say that if this session has been planned as an opportunity for all the members of our family to give and to receive, it will certainly remain a milestone in the history of our institutions deter-

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mining, in particular, the future course of our ANOs by giving them a new impe- tus. For this very important reason, we wish to express our deep gratitude to the president and general secretary of our NOC who have spared every effort in order to make it possible for us to keep this appointment, as they were convinced that we would not only benefit from it but that this session would certainly also allow our NOA to improve the quality of its work, following this evaluation.

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LEGISLATIVE AND PROGRAM REGULATORY RULES FOR TRAINING AND SPECIALIZATION OF SPORT PERSONNEL FOR NEEDS OF SPORTS AND PROFESSIONAL PROGRESS OF TEACHERS AND INSTRUCTORS IN ELEMENTARY AND HIGH SCHOOLS CROATIAN OLYMPIC ACADEMY EDUCATIONAL CENTER*

Milan Kolman (CRO) Director, NOA of Croatia

Introduction

ñ The Olympic Charter (Article 4 Item 28) is the starting point for carrying out sports, administrators training and specialization programs. This is a document based on which every National Olympic Committee can, in cooperation with governmental or non-governmental bodies of its country, create conditions (organizational, program, and legislative) for implementation of training and specialization programs intended to the personnel in sport, by organizing courses any National Olympic Committee contributes to the propagation of fundamental principles of Olympism (Olympic Charter, Article 28 Ttem 2.4). ñ “In order to fulfill their missions NOCs may cooperate with governmental and non-governmental bodies, with which they shall achieve harmonious relations. However they should not associate themselves with any activity which

* The paper was presented by Prof. Branka Matkovic, NOA Management Council Member.

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would be in contradiction with the Olympic Charter. (Olympic Charter – Arti- cle 4 Item 5).

Legislative rules

ñ Sports Act – Official Gazette, No. 111/97. ñ Elementary school Act – Official Gazette, No. 89/95. ñ High school Act – Official Gazette, No. 19/92., 26/93., 27/93., 50/95. and 69./03. ñ Public Organizations Act – Official Gazette, No. 76/1993.

1. Sports Act – Official Gazette, No. 111/97. ñ National sports federations participate in the improvement of specialized/professional activities and take care of the training and education of professional personnel. (Article 27) ñ The Croatian Olympic Committee acts on promoting professional activities in sport and provides the training and education of professional personnel. (Arti- cle 33) ñ Activity, affairs and services in sport at national level are the result of public needs, associated with the research, development and professionalism, as well as with the system of information and education in sport. (Article 38, Item 1/9) ñ All persons, legal entities or physical persons are subject to penalty if they practice any education or training sessions in sport activities without permission of the Ministry of Education and Sports (now: Ministry of Science, Educa- tion and Sport) which determines whether they have professional personnel educated for practicing sport activities. (Article 69 with reference to Article 7)

2. Elementary school Act – Official Gazette, No. 89/95. ñ Article 76 and 81, ñ Book of regulations for improvement of school teachers and instructors in elementary and high schools (Articles 8, 10 and 11).

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3. High school Act – Official Gazette, No. 19/92., 26/93., 27/93., 50/95. i 69./03. ñ High school education of adults implies, among other things, an education and specialization program... (Article 25 Item 3) ñ Education and specialization programs are carried out independently by the organizations which perform them. ñ The person who completes the education and specialization program receives a Certificate of qualification or Certificate of specialization (Article 70). ñ Legislative act on the education of adults (Official Gazette, No. 112/2000) closely regulates education conditions (entry, education schedule, exams, duration, and final (graduation) documents).

4. Public Organizations Act – Official Gazette, No. 76/1993. ñ Adult education – education, specialization and training of sports personnel ñ promotion of Olympic principles and values, fair-play, tolerance, promoting Olympic educational programs in schools and among youth ñ blending sport with arts ñ co-ordinating with the Croatian Olympic Museum and the Croatian Society for Sport History ñ Implementation of publishing activities ñ Enrolment in fulfillment in some parts of programs of “Council for sport among children and youth” ñ Enrolment in fulfillment of the Olympic Solidarity programs

Public document – Degree

ñ Issuing of public document is regulated by the High school Act and by the adult education regulations. ñ Forms of certificate (about education and specialization) are components of the Adult Education Legislative Act (Article 26). ñ Education program should be carried out within one (1) year, and in the next

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two (2) years candidates should pass all exams and complete their education or specialization. ñ The candidates should have lessons, realize pedagogical practice and take their exams within three (3) years. ñ With the public document – degree all candidates accomplish their rights with emphasis on: – Fulfillment of rights to carry out professional sports activities – Fulfillment of rights to have private business in sport – Fulfillment of rights to enroll your education and specialization in your work record card.

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GUATEMALAN OLYMPIC ACADEMY 2005 REPORT

Dr Fernando Beltranena (GUA) Director, NOA of Guatemala

This Report, corresponding to year 2005, contains a synthesis of the several activities that the Members of the Board of Directors of the Guatemalan Olympic Academy, leaded by its Director, Dr Fernando Beltranena Valladares, developed during 2005. The development of such activities was constituted, as in past years, by the mission of the Guatemalan Olympic Academy to be the way of spreading the Olympism and Olympic Movement philosophy, as it is established in the Olympic Letter.

XIV Solemn session of the guatemalan Olympic Academy

At Villa Antigua Hotel, in Antigua Guatemala, from May 25 to 28, 2005, it was held as always the XIV Solemn Session of the Guatemalan Olympic Academy, in which we had the valuable participation of Dr Conrado Durántez, international conferencist from Spain who is also the President of the Paniberic Association of Olympic Academies, as well as outstanding Guatemalan conferencists as Dr Fer- nando Beltranena Valladares, who is also the President of the Guatemalan Olympic Committee and the President of the Guatemalan Olympic Academy. There were 42 attendees at the Session, most of whom were young high-performance sportsmen and women from many National Federations and Associa-

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tions, as well as members from their Directive Boards; we also had representatives of the Physical Education General Direction; the Central American Sports Games Organizer Committee; the Guatemalan Olympic Committee and Galileo University. As it has always been done, the applicants to attend the Session for Young People from the International Olympic Academy next year, in this case 2006, are selected from this Solemn Session. During the activities initiated on Wednesday, May 25, we had the attendance of remarkable personalities like Dr Conrado Durántez, President of the Paniberic Association of Olympic Academies and President of the Olympic Academy of Spain; Dr Fernando Beltranena Valladares, President of the Guatemalan Olympic Committee, and Director of the Guatemalan Olympic Academy; Ing. Carlos Ramos Alavedra, Third Vocal of the Guatemalan Olympic Committee and Sub- Director of the Guatemalan Olympic Academy; Licda. Flor de Mar›a Castro de Mejerovich, Executive Secretary of the Guatemalan Olympic Academy; Lic. Tas- so Hadjidodou, Vocal of the Guatemalan Olympic Academy; Inga. Mar›a del Car- men de Garc›a, Member of the Guatemalan Olympic Academy; Mr Josué Joel Garc›a, Antigua Guatemala’s Mayor representative; Lic. Ramiro Coloma, General Director of the Guatemalan Olympic Committee, among others.

International Conferencist

Dr Conrado Durántez President of the Paniberic Association of Olympic Academies and President of the Olympic Academy of Spain

Awarding ceremony of the contest “Draw your sport and name it”

The Guatemalan Olympic Academy is always concerned about making a cultural activity within its Session Program. So, on Thursday, May 26, the awarding

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ceremony of this contest was held, which was celebrated within the Olympic Fes- tival, in the Lobby of the Hotel. We had the attendance of the winners along with their family; authorities of Antigua Guatemala City, a special selected group of guests and all the attendees of the Session. UIT is the purpose of initiating the Session in a dynamic way to get all persons involved since the beginning was leaded by Lic. Hugo Ovalle, Psychologist of the NOC Guatemala. The attendees participated in a series of dynamics, which made all students be willing to participate. We could not miss the custom of the morning walking through the Antigua Guatemala City, realized from 06:30 to 07:30 in the morning, leaded and directed by Dr Fernando Beltranena Valladares. During the closing ceremony the attendees received a diploma granted by the Guatemalan Olympic Academy and a CD with the slides of all conferences. During the organization and development of the Solemn Session, the Mem- bers of the Board of Directors of the Guatemalan Olympic Academy were responsible of it, such as Olga de González as Special Events Coordinator, and special contributors like Inga. Mar›a del Carmen de Garc›a, Lic. Hugo René Ovalle, Dr Erick Barrios and Rosario Avendaño.

8th Session for National Olympic Academies Directors from the International Olympic Academy

Dr Fernando Beltranena Valladares and Licda. Flor de Mar›a Castro de Me- jerovich, General Director and Executive Secretary, respectively, from the Gu- atemalan Olympic Academy, participated in the Annual Session of the Interna- tional Olympic Academy, held in Olympia, Greek, from April 18 to 25, 2005. Among other subjects for development during the Session the following were discussed: 45 years of Olympic Studies and Education in the International Olympic Academy; Minoical and Micenical History of the Olympic Games; Na- tional Olympic Academies and their cooperation with their Olympic Committees and Educational Institutions; Educational and Cultural Programs from the

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Olympic Academies; Olympic Academies in developed countries; Athens 2004 Paralympic Education Program and Educational Values in Olympic Education and the way to implement them. For such subjects there were organized work groups that discussed different subjects, talking about the reality of Olympism in their countries. They discussed about difficulties, opportunities and different ways by which Olympic Academies promote Olympism and its values.

Olympic journey, within the Olympic Festival 2005

As it is a custom yet, Guatemalan Olympic Academy organized the Conferences Journey, given to educational institutions students, within the Olympic Festival which is organized annually by the Guatemalan Olympic Committee. The Conferences of the Journey were all about “Olympism” and were delivered by Dr Fernando Beltranena Valladares an by Inga. Mar›a del Carmen de Garc›a. The Journey was realized simultaneously in Tazumal of Chichén Itzá Rooms at the Convention Center of Grand Tikal Futura Hotel and a total of 70 students attended the conferences.

Painting and drawing contest “Draw your sport and name it”

Also within the celebration of the Olympic Festival realized at the Convention Center of the Grand Tikal Futura Hotel, the Guatemalan Olympic Academy organized again this interesting contest, which had good response from a lot of interested people who attended the Olympic Festival. The contest had 464 participants, among them were children and adults, in categories of less than 6 years, from 7 to 11 years, from 12 to 18 years, and 19 years or more. The awarding ceremony for the winners of this contest will be realized during the celebration of the XV Session of the Guatemalan Olympic Academy in 2006.

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2005 OLYMPIC LITERATURE CONTEST

According to a request of the Culture and Education Commission of the Interna- tional Olympic Committee, the Guatemalan Olympic Academy organized the second edition of the National phase of the 2005 Olympic Literature Contest. During August, September and October, with the collaboration of the Trading Direction of the Guatemalan Olympic Committee, it was announced in schools, educational institutions, colleges, malls, etc., with the purpose to get people interested in all sectors. The contest received 64 works in all categories, from Guatemala City as well as from different Departments. The Jury for the Contest consisted of outstanding personalities of Literature, like Lic. Tasso Hadjidodou and Carmen Matute and Miriam de Leﬁn. The winners of this contest were:

Category 1

First Place ′ ′ ADRIAN GERARDO MARTINEZ ROQUEL “OLYMPIC SPIRIT”

Honor Mention ′ ANA NOELIA DE LEON SALGUERO "OLYMPIC VALUES"

Category 2

Firts Place ′ JAVIER EUGENIO MAGDIEL FERNANDEZ “OLYMPISM”

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Second Place AXEL EDUARDO BETETA ALVAREZ "OLYMPIC SPIRIT”

Third Place ∼ SILAS JOSUÉ COJOM CASTANEDA “THE SEARCHING FOR EXCELLENCE”

Category 3

Firts Place ′ DIEGO RAUL REYNA ORTIZ “OLYMPIC VALUES”

Second Place ′ ′ NANCY FABIOLA QUIXTAN HERNANDEZ “SPORTS AS BASIS OF DEVELOPMENT IN GUATEMALA”

Third Place ′ EDUARDO MOREL BARRIOS LOPEZ “SEARCHING FOR EXCELLENCE”

The Awarding Ceremony for this contest was held on Tuesday, November 29, 2005, in the Conference Room of the Autonomous Sports Confederation of Guatemala. Winners were awarded the trophy, the diploma and the awards corresponding to each category. Each participant got a diploma for participating.

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Meeting of Attendees to Sessions of the International Olympic Academy

As for the Christmas Season, and by fourth consecutive year, on December 14, this meeting was held, which was realized with the purpose of joining most of sports people and directors that have represented Guatemala in Sessions for Young People and Sessions for Directors, both from the international Olympic Academy, which is held annually in Olympia, Greece. As preamble to this Meeting, Dr Fernando Beltranena Valladares gave a talk about “The strength of Olympic Mark”. A total of 30 persons attended this pleasant meeting, and all of them agreed on how agreeable it is to hold this activity each year.

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OLYMPISM IN INDONESIA

Rina Ambar Dewanti (INA) Vice-Director, NOA of Indonesia

The Olympic Movement and its implementations start at the earliest education attended by Physical Education teachers, school boards, and principals of pre elementary, primary and secondary schools. The Olympic Movement and the National Olympic Education Programs are implemented in classrooms and with outdoor activities. We organize regularly community programs such as Olympic Solidarity and Olympic Fun Runs that involve universities and related Sports Associations. The Principles of Olympic Movement (Olympic Charter); ❖ Olympism is a philosophy of life. It offers a bond between body, intelligence and will. ❖ Uniting people through sports, culture and education, the Olympic Move- ment offers an improvement in our way of life: a healthy way of life through activities promoting interest, excitement, enjoyment, and a code of educational values, for instance, honoring the principles of universal friendship. ❖ The purpose of the Olympic Movement is to include sports in our everyday life activities. ❖ Participation in sports is a human right: everybody should be given the right to do sports. These sports activities are inspired by the spirit of Olympism, mutual understanding, building friendship, solidarity and following the rules of fair play. (Olympic Charter, 2003, p. 9)

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The Olympic Education Movement strategy

Education is a critical process in the development program whether formally or informally. The education process must emphasize that in sports activities, performance should not be the main reason for participation. We must teach our students to enjoy sport for the values of participation such as building team work and collective spirit. The Olympic Education movement provided an understanding and awareness of the standards and reasons behind the Olympic Charter. This Charter has described the principles of and the philosophy in uniting people through friendship and sports competition. The achievement of the Olympic Charter goals can be measured by peaceful co-existence of all nations, inspired by the Olympic spirit.

The Olympic Movement paradigm

Being the best in a sports competition should not be the main target for the athletes. Participation, international travelling, and the excitement of competing on the sports arena are also important. The sports competitions offer a chance for participants to improve physical and mental qualities, their dedication to sport, pride in national representation and friendship among athletes. The Code of the Olympic Movement acknowledged the philosophy and basic principles of uniting different cultures, nations, religions, and races through Olympic Education in achieving peace and harmony in the world. The Olympic Charter formulation is based on a set of moral standards, the idea of moral standard. The ideas include these components: 1. Excellence in performance 2. Joy and pleasure in participation 3. Fairness of play 4. Respect for other nations, cultures, religions, races and individuals 5. Human quality development

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6. Leadership by sharing, training, working and competing together 7. Peaceful co-existence between different nations

All of these standards are applicable in our daily life either on or off the field of play. The main purpose of the Olympic Movement is to maintain the codes of behavior of the representatives of the nations. These agents of unity and friendship in life with a philosophy of peaceful co-existence are sent out with a mission in education and in sports to allow others to enjoy these benefits. Throughout this physical activity, these sports agents are tasked to maintain the spirit of fair- play in competition and life. The aim of the National Olympic Movement; 1. Moral education through school education integration 2. Physical education is one of the most important subjects to promote the moral standards of Olympism 3. Character building of acceptable social behavior by achievement and dedication in the field of sports, in every-day life creates responsibility in members of the community for a peaceful co-existence.

The Education System; ❖ Physical development ❖ Increasing the ability and creativity ❖ Intelligence stimulation ❖ Character building ❖ The Integrated Curriculum Concepts are focusing children or students in the process of studying and cognitive development. (Vries and Crowford (1986))

The Olympic Standards

The standards (norms) are the important base in defining a direction of life. The changes the standards offer will affect all of us as we grow and develop as mem-

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bers of society. The positive benefits of the philosophy will remove the negative elements in social behavior and upbringing. Olympism is a philosophy of life. When all of these components (body, will- ingness and mind) become part of upbringing and behavior, then the quality of life will improve. The simple standards in Olympism can unite us through education and healthy participation in sports resulting in strong cultural bonds. So following the ideals of Olympism and setting universal standards become a part of life throughout the world. Thus we must cultivate and protect those ideals. Olympism is a complete set of ideals, combining education and sport, offering healthy bodies and minds, and healthy social behavior.

Indonesian Development Through Sport and Olympic Education

The Olympic Education in Indonesia has been developed for a long time. How- ever, the Olympic Education has not yet been seriously maintained. The Olympic Education has been introduced to students from the age of 5 up to high school as well as university students. The program has been included in the national school curriculum. The curriculum describes the program as in organizing sport, games, competitions, championships, and how to be polite and respect others. Furthermore, each school holds additional hours for some sports, develops the students’ talents and achievements, individually or otherwise as a team. Olympic Education is also implemented in the actualization of championship and friendship collaboration which aims at establishing organization where all kind of sports will be held.

Indonesia Olympic Education Program which has been done in 2005

1. Prof. Imam Suyudi (Director of NOA) and Kusnan Ismukanto (Vice President of NOC) participated in the 8th Joint International Session for Directors of Na- tional Olympic Academies (Athens April 18-25, 2005).

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2. Dr Mulyana MPd participated in the 3th International Seminar on Olympic Studies for Post Graduate Students (Athens May 14 - June 14, 2005). 3. Rachmat Kasmad and Bessy Sitorus participated in the 12th International Session for Young Participants (Singapore June 8-12, 2005). 4. Rina Ambar Dewanti and Ika Novi as lecturers at Physical Education University participated in the 45th International Session for Young participants (Athens July 27 - August 11, 2005).

National Seminar on Olympic Movement for Instructors, Lecturers, Coaches, Teachers and Athletes

A sports seminar on spreading the Olympic movement (Indonesia session) was held in Indonesia. The participants of this seminar were limited. However it consisted of sports organizations representatives, provincial sports committees, universities and several high schools. The seminar was aimed at preparing the culti- vator, especially in spreading the Olympic Movement throughout Indonesia. The result of the seminar is that sports and sports education is a media in preparing and developing strong characters which are well behaved and wise. They say that only wise people can benefit the country.

Traditional Sport Festival Throughout Indonesia Involving 32 Provinces (September 2005)

The traditional sport is unique compared to others. It is unique because it has its own local characters. Many traditional sports are influenced by the local culture and supranatural powers. The development and training of the traditional sport can not be separated from the formal sports activities locally. Thus, a healthy and qualified society can be developed.

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Olympic Day Run (August 2005)

Olympic Day Run (ODR) is a running activity which was held throughout the world by National Olympic Committees. Usually it is held on the occasion of Olympic Day June 23 and is used to promote the Olympic Movement. ODR has entered its 19th year as the IOC pronounced it as a sport and sports education year. NOA of Indonesia has been trying to synergize fundamental principles of Olympism with the culture of sport and education. The event was held on Mon- day, August 28, 2005 at 07.00 am, where participants ran 5 km through the main streets of Jakarta. It started and finished at the National Monument (MONAS). The participants came from Jakarta: 10 elementary schools, 10 junior high schools, 10 vocational schools, and several universities as the organizing committee.

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ALGERIAN NATIONAL OLYMPIC ACADEMY. PHILOSOPHY, CONTENTS AND NATIONAL OLYMPIC EDUCATION PROGRAM

Mohamed Daho (ALG) Coordinator, NOA of Algeria

π – Why is the Olympic Academy Necessary?

Seen from a historic perspective, the project involving the establishment of an Olympic Academy in Algeria was born from the will of providing the Algerian Olympic Committee with an entity that would be responsible for Olympic Educa- tion when the need was felt to ensure a broader propagation of the Olympic ideals, the values of Olympism, fair play and fraternity beyond the traditional context of sports practice. Indeed, under its moral obligation and responsibility, the Algerian National Olympic Committee has the task of implementing an Olympic Education program in conformity with the Olympic Charter’s fundamental principles. This task can be summarized in three main points:

1. The objective: participate in the educational activity, within the framework of a national education policy, as dictated by the ideals of Olympism. 2. The scope: develop an action program to be implemented by relevant bodies, aimed at the community as a whole. 3. The method: act according to a formally defined mode of action by using all education and communication resources.

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II – The Philosophy of the Algerian Olympic Academy

At the dawn of the third millennium, there is an acknowledged risk that human societies may move, more and more, towards a crisis situation of worldwide dimension affecting our common existence. More than ever before, protecting the spiritual and physical health of young people appears as a major duty for the organizations responsible for the new generations. The activities of the Algerian Olympic Academy aimed at energizing ideas and transforming intentions into real action lie within this framework. With the conviction that sport could bring a wind of virtue, the aim is to serve sport in order to develop Olympic Education well beyond the mere technical concerns focusing on matters of performance, competition and physical training. For its part, the school driven by the same logic of school competition continues to direct its efforts on providing knowledge neglecting the other aspects of pupils’ personality. The outcome is incomplete education that omits the promotion of moral values, which guarantee the balanced development of individuals and ensure harmony among them. Today, we have to face the facts. Parents are expressing concern about a school system that is losing its values in a society that is becoming more and more inflexible. Violence is gaining ground and is taking over sports venues where sports ethics are scorned. In this context, it becomes necessary to teach young people the humanistic values of sport and Olympism. As students learn what is good for their head, many people say that they should also be able to satisfy a physical need for physical activity that is indispensable for their young body in full development. It is the task of physical and sports education to generate this appetite for sport in the children, thus helping them to develop their motor skills and achieve physical well-being. In this way, combined with physical exercise that brings self-knowledge, the intellectual awareness of the world would be more solid. And if we add to this the values taught by Olympic Education, we have moral education, which is the best guarantee for social order. From a philosophical viewpoint, by Olympic Education we mean all the values which the sports movement encompasses and the ways of disseminating

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them by means of education and communication tools capable of reaching the largest possible part of society. This action of Olympic Education mainly seeks to complete and strengthen the national education programs and could, therefore, be considered as a useful contribution to citizens’ training from primary school to adulthood and active life. In this respect, it requires systematic action aimed at decision makers and people involved in the process of educating and training young people, with the view to obtaining their cooperation. The aim is also to seek the cooperation of relevant associations and organizations for making them aware and engage their support. Such actions require steadfast and lasting commitment because of the obstacles or difficulties that may arise, of an administrative or customary nature, given the scope and significance of that kind of operation and the adaptation efforts it demands. Confronted with the speeches on the objectives of education, many people are seized by doubt because today’s social reality was marked by the absence of civic spirit and civility, by violence and selfishness, which grow as difficulties ac- cumulate, and the chances of redressing this situation diminish, bringing a strong feeling of discouragement. In the face of such conditions it is easy to measure the significance of education in general and Olympic Education in particular. We should keep in mind that in many respects education is also a form of saving today in order to establish a visible presence tomorrow, when social bonds need to be consolidated and social harmony established. Putting a large part of one’s resources in this education operation does not mean one is heading for ruin, but not doing it would. Entrusted to the Algerian Olympic Academy, Olympic Education is contributing to the consolidation of the Algerian Olympic Movement through the development of national sport, the Algerian youth movement, the national school education system and the arts and culture associations. From this point of view, Olympic Education is an educational activity aiming at attributing to sport and physical education humanistic values. At the same time, it is the process through which this education project is carried out. The contents of this paper provide a basis for reflection, organized around a

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project consisting in giving to an entity linked to the Algerian Olympic Commit- tee an autonomy of action and responsibility with the view to contributing to the enrichment of young people’s personality through the healthy practice of sport and the values associated with it. Such action would rely on an organized structure operating with its own statutes and resources. This paper presents a synthesis of the cultural activities and programs related to the Olympic Movement and devoted to the diffusion of Olympism’s fundamental principles.

πππ – Contents and Program

Awareness – Raising Activities

∞ – √ƒ∂RAΔπ√¡ : “OLYMPIC COMPETITIONS” Target group: children from the 5th and 6th primary school grades. Number of participants: 2500 Objective: Allow children to retrace the history of the Olympic Games along a course made of clues and sketches by replying to questions. Resource: Participation cards presenting the illustrated itinerary of the Olympic Games from 1896 to 2004. Awards: T-shirts, caps and balloons offered to pupils and participating schools. Operation completed.

μ – OPERATION “SPORT AND FAIR-PLAY” Target group: Students of secondary education colleges. Objective: Promote the basic rules and values of sport Resource: An illustrated leaflet Destination: Distribution in schools Ongoing operation

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C – OPERATION “SALIM AND THE OLYMPIC VALUES” Target group: Primary school pupils Objective: Discovering the values of Olympism Resource: Comic “Salim and the values of Olympism” Ongoing operation

D – OP∂RAΔπ√¡ “SPORT AND SUPPORT” Target group: Sick hospitalized children and adolescents. Objective: Provide psychological support through sporting and cultural events organized in cooperation with specialized associations for the benefit of sick, hospitalized children with the distribution of the leaflet “Sport & Fair- Play”, the comic “Salim and the Olympic Values” and the self-testing cards “Olympic Course”. Operation completed. Could be resumed on a permanent basis.

∂ – OPERATION “LET’S HAVE FUN THROUGH SPORT” Target group: Children and adolescents Objective: Enhance the visibility of sports activities. Resource: Humoristic brochure entitled “Let’s have fun through sport” with cartoons depicting sports disciplines. Operation under way.

Contests

∞ – INTERNATIONAL LITERARY OLYMPIC CONTEST Target group: Young people 18 to 21 years old Contest theme: “Education and the Olympic Movement” Operation completed

μ – ¡∞Δπ√¡∞L OLYMPIC CONTEST Target group: Sports journalists

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Contest theme: “Olympism through the sports press. What can the press do for the values of Olympism?” Operation under way.

C – ¡∞Δπ√¡∞L OLYMPIC LITERARY CONTEST Target group: Young people 18 to 25 years old. Contest theme: “Sport without doping: Champions do not cheat”. Operation under way

D – ¡∞Δπ√¡∞L OLYMPIC ART CONTEST Target group: Artist painters and students of Fine Arts Contest theme: “Works of Olympic inspiration”. Operation under way

¡∞TI√¡∞L SESSION Target group: Sports educators, Sports trainers, Schoolteachers. Theme: “School and Olympism” Period: October 2006 Venue: Meeting hall of the Algerian Olympic Committee PUBLICATION ANOA’s Information bulletin Title: The Olympic Letter. Editorial Subject: The National Sports Movement: Vocation and Solidarity. Topics: Sports Pedagogy, Sports Ethics, Moral Values of Sport. Target group: National Sports Federations.

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ARMENIAN NATIONAL OLYMPIC ACADEMY (ANOA) PROGRAMME. THE PHILOSOPHY, STRUCTURE AND THE CONTENT OF EDUCATIONAL AND IDEOLOGICAL ACTIVITIES OF OLYMPISM IN ARMENIA

V. B. Arakeyan (ARM) President, NOA of Armenia Vice-President, NOC of Armenia A. A. Harutunyan (ARM) Vice-President, NOA of Armenia Member, NOC of Armenia Harutun A. Babayan (ARM)* Dean, NOA of Armenia Member, NOC of Armenia

The Structure of Armenian National Olympic Academy

* The paper was presented by Harutun A. Babayan.

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Introduction

Olympism is the philosophy of life which has penetrated into everyday life of many nations of the world starting with Old Greek Olympic games. Today it goes on spreading according to Olympic games and the Olympic Charter principles. Olympism is an ideology irrespective of peoples’ religion, territorial, political and sexual belonging. Its aim is to keep the whole world informed about the Olympic Movement and the Olympic Education on peaceful, political, economic, psychological, biological, pedagogical, social matters and other issues. All the old nations and counties including the Armenian people, who were one of the first to participate in the old Greek Olympic Games, are well informed about the historical annals of the Olympic Games, but have not possessed the necessary level of knowledge on Olympism and corresponding information and readiness. The ideological, pedagogical, social, psychological value of Olympism was motivated early in the previous century by the founder of modern Olympic Games baron Pier de Coubertin and IOC first president Vikelas and their supporters Armenia and Armenian people also belong to these Nations and States. An- cient Armenian people are the ones who were the first in the world who adopted the Christianity. Armenia first in the world (in 301), created its own letters and literature and its unique architecture in 406. In the art and sport Armenia has given the world people such as Mesrop Mashtoc, Agatangeghos, Movses Khorenatci, Anania Shirakatci, Grigor Narekatsi, David Anhaght (unconquerable), and the ancient and contemporary Olympic Games champions – Kings Trdat and Varaz- dat Arshakuni, Hrant Shainyan, Albert Azaryan, Vladimir Yengibaryan, Yuri Vardanyan, and others. As to the trustworthy sources, evidence, the annals of the participation of Ar- menian sportsmen in Old Greek Olympic Games, begins from the third century, when in 281 Trdat came third Olympic champion in the wrestling in the 65th Olympic Games. 104 years later, in 385 the King Varazdat Arshakuni became the Champion in arm wrestling and boxing in the 291st Olympic Games.

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The effective process of Olympic Education has begun since Armenian Inde- pendence in ANOC’s substructure, when ANOC became the full right member of IOC and the Armenian State Institute of Physical Education has become responsible for ANOA’s activity. Based on Coubertin’s pedagogical ideology the educational opportunities and values of physical culture and sport in the educational system get obvious. It relates to the Olympic Ideas agitation in educational system on the whole combining different subjects and spheres (history, geography, literature, art, national habits, celebrating, customs and traditions).

Principal Structure of the Program

The following 4 directions realize the main program affair of ANOA activities according to the scheme. 1. Olympic ideology and agitation 2. Scientific, methodological works 3. Olympic Education 4. Public organizing works The heads of the corresponding commissions and four members are responsible for realizing the above mentioned works. 1. ANOA Olympic ideology and agitation are realized both in Armenia and in all Armenian Diasporas in the world in difference to NOA. Video-films, TV-programs, documental films, special lectures, scientific forums, seminars on Olympic museums and exhibitions, excursions, sport events, publication of literature in mother tongue and the material of scientific seminars are means to realize all these works. ANOA’s ideological and agitation works have been performed in pre-school, school and higher educational structures and work collectives. Spe- cial Olympic materials can be found in the curriculum of state schools and different institutes. It is 5 years, since the educational program of Armenian State Institute of Physical Education included special lessons on Olympism for future teachers and

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coaches. The Institute Olympic museum receives many visitors and guests. There are busts of antique and Modern Olympic champions in the foyer of the Institute. 2. In ANOA works great attention is paid to scientific methodological works and investigations on Olympism. Since 1997, the “Olympic ideas to everyone” scientific forum is held every year, where many lectures from different chairs of different institutes (physical education, history, literature, languages, art, geography. etc.) and school teachers as well present their talks.The discussions on historical, cultural, philosophic, political, social, psychological, pedagogical, medical, biological, economic and other aspects on Olympism are organized. The materials are published as a special collection and spread among different educational centers. Within the last ten years a dozen of books in Armenian, one doctoral thesis and two scientific works have been published on Olympism. Two more theses are to be published. In 2005, under the authorship of the President, Vice President and Dean of ANOA, a two-part educational collection on Olymp- ism for children aged from 6 to 9 and from 10 to 15 was published.The book was affirmed by the Ministry of Education and Science of Armenia as a theoretical material on physical culture and was distributed to secondary schools of Ar- menia and Arcakh (2500 examples). The mentioned literature was also sent to educational centres of Armenian Diasporas America, France, Libanon, Iran, Russia and many other countries. 3. ANOA’s educational works are realized in pre-schools, higher educational structures and in working collectives. These works are organized first of all for teachers. Main works are realized by seminars, lectures, meetings, discussions, sport events, which are shown and commented on by television, radio and press, and are held in many regions of the country. The experience and practice of many Armenian Olympic Champions, ANOA and ANOC officials and young specialists who took part in IOA different international seminars, help to organize all these events. The following lectures are presented at Olympic seminars:

ñ Pierre de Couberten and Olympic games ñ The history and the ideology of Olympic Movement

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ñ The participation of Armenians in Olympic Games ñ Olympism and National Culture ñ The spheres and forms of Olympic Education in Armenia ñ IOA as a center of Olympic ideas. ñ “Fair play” as an ideological component of Olympism ñ “Paralympic” and “Special Olympiads” ñ Olympism and national education ñ The Recovery and Educational role of Olympism.

4. ANOA’s activity is more evident in social organizations. The historical fund of Olympic museum is getting richer and richer. In Artashat, the old capital of Ar- menia, the monuments to kings Trdat the Third and Varazdat Arshakuni, who were the champions of the Old Greek Olympic Games, were built. Every year different old Armenian festivals like “Navasard”, “Vardavar” and others are organized, which pay great attention to the problems of national sports. Since Ar- menian Independence (1999) the form of National Olympic Games – Pan-Ar- menian Games has been revived, which unites Armenia and Armenian diaspora. The third Pan Armenian Games have already been held, and 1700 sportsmen from 28 countries and 83 cities participated in the events in 11 kinds of sports. Besides the competitions, the sportsmen and guests visit the sights of Arme- nia, historical and cultural places of interest, get acquainted with the values of arts, architecture, literature, and also with the materials of Armenian champions’ triumph, which are collected in the Historical Museum. In the Olympic Museum they learn much about the triumph of our champions. Pan Armenian Games are the same in their contents and principals of the Old Greek and Modern Olympic Games and take place every 4 years. The aim is to participate in the games where only friendship and unity of nations win. ANOA takes an active part in the organization of these events. The ANOA has not got its own fund number and budget. The financial source and its activity is ANOC and its officials work without being paid.

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OLYMPIC EDUCATION IN JAPAN

Dr Naofumi Masumoto (JPN) Tokyo Metropolitan University Executive Member, NOA of Japan

Introduction

The history of the Olympic Games in Japan begun when Prof. Jigoro Kano, one of the members of the International Olympic Committee, joined the 1912 Stock- holm Games for the first time. Because Kano was a principal of the Tokyo Higher Normal School at that age, and the two athletes who attended the 1912 Games with Kano were university students, it can be said that the origin of Ja- panese Olympic history started as a kind of Olympic Education. The Japan Amateur Sports Association (JASA) was established in July 1911 as the Japan Olympic Committee (JOC), when it was decided that Japan tried to participate in the 1912 Olympic Games. The first president of JASA was Kano. And then, though the Japanese Olympic team continued to join the Olympic Games and accomplished many good results, it was not certain what kind of Olympic Educa- tion was conducted in school after that. In the war era in 1936, JASA published the Olympic book1 and one more Olympic book was published on commercial base2. After the WWII, in 1949, Yoshinori Suzuki, who was a member of JOC, wrote the Olympic reader again3, and this publication activated the atmosphere of Japanese team to rejoin the 1952 Helsinki Olympic Games in Japan. Because

1. Japan Amateur Sports Association (ed.) (1936) Orimpikku no syo (Olympic book). Sanseido. 2. Masanobu Kawamoto (1936) Orimpikku Dokuhon (Olympic reader). Syoushinsya. 3. Yoshinori Suzuki (1949) Orimpikku Dokuhon (Olympic reader). Oubunsya.

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these books were published as general books, it can be supposed that these books could not be used in the school education system. The real Olympic Education in Japan started when the bidding action for the 1964 Olympic Games begun. When the Japanese bidding team for Tokyo made their invitational presentation at the IOC Session in Munich on May 1959, it could be said that the situation of the Olympic Education in school in Japan was imagined from the episode of the speech. By the way, the four bidding cities for the 1964 Games were Detroit, Vienna, and Brussels, including Tokyo. In this IOC session, the Japanese presenter, Kazushige Hirasawa stressed in his speech showing the national language textbook for grade six in his hand: “In Japan, we teach the Olympic Movement with this textbook for elementary school.”4 It could be said that this performing speech could get good impressions in the IOC Ses- sion. Because, before and between the war eras, Japanese gold medalists were national heroes, their stories of getting medals were introduced in the language textbooks as the national pride and prestige. Though, it could not be said that the existence of the language textbooks for elementary school before 1959 were the evidence of the origin of Japanese Olympic education. Until 1963 the sys- tematical Olympic Education could not appear, when the Ministry of Education published the reader textbook for the Tokyo Olympic Games.

1. Looking for the successful Tokyo Olympic Games

In 1963, the Japanese government developed the National Olympic Movement nationwide, as the Ministry of Education published the enlightening materials and distributed them to every elementary school, junior and high school, and school board of every prefecture in Japan5. The material and readers for the Olympic learning for students included the followings; the Olympic reader book

4. JOC (ed.) (1994) Orimpikku Hyakunen no Ayumi (The 100 Years History of the Olympic Games). Base Ball Magazine, p. 165. 5. Organizing Committee for the Tokyo Olympic Games (ed.) (1966) The Official Report for the 18th Olympiad Games. p. 60.

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for junior high school students (1961), the Olympic reader book for high school students (1962), the Olympic reader book for elementary school (1964), and the guidebook for mass viewing the Olympic Games for pupils and students (1964). The objectives of this National Olympic Movement were to cultivate Olympism, have self-awareness as Japanese and develop their attitude of international goodwill and world peace6. Moreover, the Ministry of Education developed the social education for the National Olympic Movement in Japan, and aimed to cultivate the social attitude and social environment to deserve to host the Olympic Games. This social education for the Olympic Movement included seven movements as follows; the Olympic understanding movement, the international mutual understanding movement, public moral enhancing movement, business moral enhancing movement, traffic moral enhancing movement, national land beautification movement, and health promotion movement7. At that day, the significance of the Olympic learning was written as follows: “It is needless to say that there was zeal for international goodwill and peaceful world, which was the founder’s desperate desire, with the Olympic spirit at the bottom, and these spirits were supported by the fair play and indomitable sportsmanship. Adding to this ideal, for our educational program we can extract the concrete educational contents from the Olympic spirit, that is, the basic behav- ioral patterns for international citizen and moralistic knowledge for the nation of cultivated state.”8 As for the objectives of Olympic learning, the next four items were aimed: (1) To make an effort to get mutual understanding, and cultivate the mind to devote oneself to the international goodwill, and then mold up the foundation to contribute to the peaceful world, (2) To cultivate the ideal and attitude for human respect and foster the consciousness and the pride as the Japanese,

6. Japan Olympic Academy (ed.) (2004) The Olympic Movement in Asia. p. 70. 7. Ministry of Education (1965) Orimpikku Tokyo Taikai to Seifu Kikan tou no Kyouryoku (The Coordina- tion between the Tokyo Games and Governmental Organizations). p. 194. 8. The board of education of Chiyoda district in Tokyo (1964) Orimpikku to Gakko: Orimpikku Gakusyu no Tebiki (The Olympics and school: Guidebook for Olympic learning). p. 1.

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(3) To understand the origin and meanings of the Olympic Games, develop the Olympic spirit, and (4) To heighten the interest and concerns for activity and sport, and foster the attitude to join these activities willingly9. It is needless to say that these objectives are still effective in the 21st century as to the Olympic Education nationwide in Japan and more over worldwide.

2. 1972 Sapporo Winter Olympic Games: The 2nd chance for the Olympic education in Japan

Historically, Olympic Education in Japanese host cities was well developed. As already mentioned above, for the 1964 Tokyo Games, the “Olympic National Movement” was conducted in Japan, with collaboration among the national government, the JOC, the Ministry of Education and private organizations10. Olympic reader textbooks were distributed to every elementary school, junior and high school. However, the Ministry of Education published a teacher’s guidebook for the school event, “Snow and Ice Sport,” in the case of the 1972 Sapporo Games. The Olympic support movement for the promotion of successful Games was developed mainly on municipal base11. In 1967, the Coordination Commission for the 1972 Sapporo Games was settled in the civic level, and local business board, local sport body, local women’s party, and city civic group joined the promotion commission. The aims of this organization were to enhance the civic awareness to the Sapporo Winter Games, make a good relationship between related organizations, and hope for the successful end of the Games12. As one of the civic movement in order to act more unified, in 1968, the liaison conference for the promotion of the civic

9. Ibid. p. 2. 10. Japan Olympic Academy (ed.) (2004) The Olympic Movement in Asia. p. 70. 11. City of Sapporo (1972) Dai 11 kai Orimpikku Toukitaikai Sapporo-shi Houkokusyo (The municipal report of the 11th Winter Olympic Games). City of Sapporo, p. 216. 12. Ibid. p. 211.

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movement for the Sapporo Games was settled. The boards of education of Sap- poro city joined this liaison, and promoted the Olympic Education in both school and social level. The objective of this liaison was to enhance the civic awareness to welcome warmly as an appropriate host city, and to settle the healthy and cheerful environment. The five action slogans were settled to promote this civic movement; 1) let’s understand the Olympics, 2) let’s welcome the people from all over the world, 3) let’s make the atmosphere of winter life brighter, 4) let’s enjoy winter sport, and 5) let’s enhance the business moral13. Especially for the 1st slogan, the Olympic Education in school was developed in- tensively. The Board of Education of Sapporo City issued the implementation guidance for promotion of the Olympic Education in elementary school, junior and high school, and directed following three activities: 1) to utilize the Olympics for student to get international experience directly and to make students understand the peaceful and happiness for all the people around the world, 2) to enhance the student’s interest in the winter sport, and 3) to view the Olympic events and to attend the Olympic related events as one of the supporters to make the Games successful14. In order to utilize the Olympics for student to get international experience directly, The Board of Education of Sapporo City published “The guidebook for the Olympic learning,” and distributed it to all schools in Sapporo. The objectives of this Olympic learning were to understand the meaning and goals of the Olympics, to enhance the awareness and pride as a citizen of Sapporo City, and to cultivate the mind and attitude for the international cooperation. This guidebook directed the learning contents of the subjects, including social studies, physical education, English, moral education, special activities, and school events. Sapporo City also distributed the Olympic related teaching materials, the exhibition posters, a guidebook, slide of the Olympic venues, and the textbook for the Olympic conversations15. It was a good opportunity for students to participate in the Olympic Games as volunteers and this made students feel familiar with international experience directly. In the occasion of the torch relay in the City of Sapporo, about 500 junior and

13. Ibid. p. 213. 14. Ibid. p. 215. 15. Ibid. p. 216.

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high school students joined as torch bearers and escort runners, and at the starting ceremony of the torch relay, 50 students of the drum and fife band paraded as the Olympic Education protagonists. Four hundred high school students joined in the Olympic choir and pumped up the Opening ceremony16. One of the most impres- sive moments of the Opening ceremony of the 1972 Sapporo Games was the skating performance of 848 elementary school children, who joined as “the balloon skaters” bringing the five colored small balloons and skating the ice track of the opening ceremony stadium17. These students’ direct programs joining the Olympic Games were the most important and most memorable Olympic Education. Never- theless, the Olympic Education in Japan could not be continued steadily, after the closing ceremony of the Sapporo Winter Games ended with farewell performance.

3. 1998 Nagano Winter Games: The Olympic education renowned worldwide, “One School, One Country” program

The “One School, One Country” (OSOC) program is already one of the notable Olympic education programs worldwide. The origin of this education program was the “One Community Center, One Country” program in the 1994 Hiroshima Asian Games. In Hiroshima Asian Games, the citizen of Hiroshima City welcomed and supported the Asian athletes in order to enhance the mutual understanding and to promote friendship with each other in every community center from 1992 to 1994. In 1994, the president of the Nagano International Friendship Club (NIFC), Hiroji Koide, visited the Asian Games and got a similar idea of the international exchange program for the 1998 Nagano Games18. The mayor of Nagano City, Tasuku Tsukada, counter-replied at the city assembly that Nagano City was going to plan an educational program similar to the “One Community

16. Ibid. p. 216. 17. Ibid. p. 217. 18. Hiroji Koide (2002) Minna Tomodachi: Sekaini Hirogaru Ikkou Ikkoku Undou (Let’s become friends with everyone all over the world: The “One school One country” program lets us explore the world). Nagano International Friendship Club, p. 8.

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Center, One Country program” in 1994. The OSOC program begun officially on 1996, in coordination with NIFC, Nagano City, Education Board of Nagano City, and Nagano Olympic Organizing Committee (NAOC). Mr Koide focused his attention on the aim of the Nagano Games that advocated an emphasis on the participation of children, tried to give them big dreams as future generation, and hoped to cultivate in them the importance of peace. The purposes of this unique Olympic education program, OSOC, were to utilize the Nagano Games for children to think about the international exchange and goodwill, and to foster their big dream in future and their independence and internationality of all 75 elementary school in Nagano City19. This program also aimed to continue the exchange program after the Nagano Games and emphasized the independence of the school and children. The school chose the exchange country by itself. Moreover, the OSOC program for the 1998 Nagano Winter Games was well developed as the Olympic unique education in Nagano City. After the Games, the president of IOC, Samaranch, invited ten schoolchildren to the headquarters of IOC in Lausanne in turn of the OSOC programs. Because this Nagano program was welcomed worldwide, it continued in the 2000 Summer Games in Sydney and the 2002 Salt Lake Winter Games. Unfortunately, in the occasion of 2004 Athens Games, the OSOC program as the Olympic education program was not adapted in the Athens Games. Starting from the 2006 Turin Winter Games, the IOC has decided to conduct this program as an official program in 2002 IOC congress and ninety elementary schools near Olympic host city of Turin are going to conduct the OSOC program. It can be said that this is the first global Olympic Education program from Japan. However, this OSOC program beyond just the sport exchange program, has a merit to transcend the national boarder, and turn to the live international exchange program. However, there are some limitation of the transiently cultural exchange program that was selected by the school itself. According to the dissolution of NAOC, the OSOC program of children graduation and teachers’ movement is weakening day by day20.

19. Ibid. p. 8. 20. Ibid. p. 13.

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Despite these successful histories in Japan, after the closing of each summer and winter Games, the Olympic Education has tapered off in Japan.

4. Revision of national course guide for physical education in Japan

Because the Japanese national curriculum for the physical education theoretical course in high school was revised in 2003, the Olympic Education and anti-doping education has just begun. As the background of this reformation of national course guide for the theoretical course in 2003, there were many social impacts surrounding the champion sport in Japan, including the commercialism, anti- doping issues, Olympic related issues and so on. In the teachers guide for the new national course guide, it is said that the main area of the theory of physical education in high school, top priority of the physical education theory should be laid on the meanings and issues of the sport in modern society21. As for the Olympic related issues, the guide stress, “For example, for the mutual under- standings of several countries through sport, and for the international goodwill, the physical education theoretical course should be included in the teaching of the Olympic movement. Also, for the performance with fair, and health for the athletes, the doping related issues should be contained.”22 Nevertheless, in the textbooks based on this new national curriculum, there are very few references to the fundamental items related to the Olympics, i.e. Pierre de Coubertin, Olympism, and the Olympic Movement23. Most regrettably, Olympic Education is not conducted in the elementary and junior high schools in Japan. Although there are some integrated learning courses related to the Olympic Games in the elementary and junior high schools, it is desirable for Olympic Education to be taught mainly in physical education.

21. Ministry of education, Manual for the National course guide of PE in high school, 1999, p. 7. (in Japanese) 22. Ibid, p. 64. 23. For example, the textbook for the theoretical course of physical education in high school, 2003, Taisyukan Shoten. (in Japanese)

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Conclusion

As already mentioned above, it could be concluded that the status quo of Ja- panese Olympic views is affected by the lack of education about the Olympics, the Olympic Movement, and Olympism, from elementary school to higher education in Japan. Moreover, it seems that Japanese Olympic fans' main concerns are to cheer for the Japanese athletes shown on television, and particularly for those Japanese athletes who have the opportunities to win medals in high profile events. Thus, it may be suggested that these Japanese Olympic concerns are molded by TV coverage. To tell the truth, the tumultuousness of Japanese TV coverage for Olympic Games is unimaginable. For more than 400 hours, Japan consortium, including the public broadcasting company NHK (Nihon Hoso Kyokai) and five private broadcasting companies, distributed the Olympic im- ages in August 2004 in Japan. Each company made their own Olympic image song and hired young popular actors or singers for cheering up the Japanese athletes on TV. In the Athens Games, as the number of Japanese female athletes surpass the male athletes for the first time, many female TV announcers will appear on TV screen. It can be said that everything in Japanese TV are well arranged for the media Olympics. In conjunction with the 2004 Athens Games (as the revolution Games), I would like to propose the concept of “Olympic literacy” in order to develop Olympic Education in Japan. This education will teach students to access information about Olympic related issues on TV and newspapers, to read this information critically, and to acquire the ability to interpret various kinds of communication. With this Olympic literacy, the Olympic Movement will be explained better in the Japanese educational system. This type of education would be a more realistic Olympic Education not only in Japan but also worldwide.

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THE PHILOSOPHY, THE CONTENT AND THE STRUCTURE OF THE OLYMPIC EDUCATION PROGRAMMES INITIATED BY THE ROMANIAN OLYMPIC ACADEMY

Liliana Radu (ROM) Director, NOA of Romania, lasi Branch

1. Introduction

Generally speaking, and according to a brief definition, through education we understand an assembly of measures applied in a systematic manner aiming to shape and develop children and youngsters’ intellectual, moral and physical features. In order to keep up with nowadays society requirements, efforts are made throughout education general components and actions towards new educational sides i.e. environment, Olympism, economy, sports for all, using communication, and participation and democracy tools. Starting from the general definition of education we can say that the Olympic Education represents a process of acquiring knowledge, values and abilities by which the individual becomes an important and active social human being, capable at any time to bring a benefit to society and accomplish himself / herself.

2. Olympic Education

Organizing and carrying out the Olympic Games is an extraordinary opportunity for an introduction in the Olympic Education. Maybe sports’ greatest festivity

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makes us forget, at least for two weeks, about our daily routine, delighting our view with all kinds of colour and light games, with bodies built in perfect harmony, with precise and elegant movements, with bursts of joy for victory or tears for defeat. But the Olympic Education does not have to stop here. The Olympic spirit has to be carried on through generations exactly as the ancient Greeks did it for centuries. The Olympic Education presupposes the existence of an Olympic life philosophy and of some Olympic ideals via the message of which we try to develop the human being in a harmonious way, improving the mind’s, body’s and the spirit’s qualities. The Olympic Education combines mainly three elements: sport, culture and art in order to create a lifestyle based on the joy of effort, on the positive examples and on the respect of the universal ethic principles. The Olympic Education has to aim to: – Obtaining excellences, the personality’s fulfilment from a moral, physical, psychical and spiritual point of view; – Emotional control – the pupil has to learn to control himself/herself, temper- ing his/her emotions in both victory or defeat. – Improvement of cultural acquirements: the respect towards other cultures, the lack of discrimination, the notion of equal opportunities in case of high performance, the cooperation, fair-play and peace. – The interest’s stimulation through literature, arts, music, sciences, that will lead to the improvement of spirituality, sensitivity and harmony. – a steady onset of those factors that contribute to the sports’ degradation; – developing the critic perspective and self-analysis; – the propagation of team spirit, without excluding the care for personal fulfilment and assertion;

3. Initiatives of the Romanian Olympic Academy

The main goal of the Romanian Olympic Academy is the assertion and the promotion of the generous ideals of the Olympism in all fields of activity.

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Other objectives have as aim: ñ the study of historical, cultural, ethnical and social aspects of the Olympic Movement worldwide, from Romania, as well as those of the Olympic Games; ñ promoting the fair-play, the struggle against violence, doping, and commercialization; ñ sportsmen’s protection against all negative influence that can lead to the obliteration from the Olympic principles and sportive ethics; ñ it guides the physical education and sport specialists in the spirit of the Olympic ideals; ñ the study and activity research stimulation, as well as artistic creation with an Olympic theme. At national scale Romanian Olympic Academy has created branches, clubs and Olympic circles at all teaching levels, in associations, sportive clubs, in centers of Olympic training. In Romania there are 29 country branches where clubs and Olympic circles carry out their activities. In order to fulfil the goals, among the proposed activities in the frame of the educational system, we underline and emphasize traditional activities, such as: 1. Training and information Olympic camps for pupils and students 2. Summer schools “Education and Olympic information” intended for the educative directors, physical education and sport teachers, coaches and faculty professors in the field of physical education and sports 3. The conception and the issue of some educational CDs with Olympic themes – the Olympic education at all ages 4. The organization of the national cross the “Olympic Day Run” 5. The relay of Olympic colours, the 23rd June – The Olympic Day 6. The national contest of literary creation “Sport and Literature” 7. The international contest of plastic art “The Olympic Games in Children’s Imagination” 8. The sportive, cultural and artistic contest “The Scholar Olympic Pen- tathlon”

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9. The organization of some scientific actions with an Olympic theme 10. The issue of the Romanian Olympic Academy’s Information Newsletter.

4. The Olympic circle, a way of implementing the programmes of Olympic Education at a local level

The Olympic circle – attributions/responsibilities The Olympic circle has an organizing structure that resembles with that of the Romanian Olympic Academy having a board formed by a director, a secretary, and some persons responsible for the three or four commissions that can be created.

The Olympic circle – identification elements Name – The Olympic circle has to bear the name of an Olympic sportive personality. Sport teaches us to be winners, but at the same time to continue heading up anytime we suffer a loss or a defeat. Sport rises and lives through talent and passion, but as well as through the perpetual image of the row models, symbols for those that start their race. In this frightful world, the need for row models is growing greater and greater and is more necessary in sport but in life too. The symbol – can be an object, a mascot, a graphic or chromatic representation, an event with a certain meaning for the others. The circle’s hymn – it is sung at the main activities, at national events, at certain ceremonies and aims the message of the Olympic youngsters to be better, as well as the duty towards those that support and supported the Olympic activity. The motto – in order to define the activity for its communication towards others, there are used phrases that express the key values of the Olympic circle’s activity. The ceremonies – all the members, pupils, teachers and other guests participate. The ceremonies are organized on special events in order to promote the Olympic key values.

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Programme of Olympic Education for pupils aged 10-14 years old

Frame objective: – The presentation of positive aspects and of all opportunities obtained through sport practice; – The child encouragement in having an active life by sports practice; – A harmonious growing from a psychical, moral and intellectual point of view; – The promotion of fair-play, honesty and moral behaviour by sports.

Contents

– Manifestations and contests occasioned by the Olympic Day and the Olympic Week; – The extension of Olympic knowledge (history, philosophy, values); – Principles and Olympic values, fair-play – positive and negative examples, the respect towards other cultures, people, countries and kind; – The solidarity with athletes with special needs in competitions, friendship towards the colleagues from other schools, sportive associations, region, country; – Round table with participants at the Olympic Games or Olympic champions; – Interdisciplinary activities that aim at the sportive, literary, musical and artistic field of activity; – Actions against violence, doping (practice and theory); – Theoretical activities like talk-shows on Olympic themes, films, etc.

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Activities program and the content of the activities

Theme Activities Activities coordinates 1. The Olympic phenome- – the opening ceremony of Date: September 2005 non, characteristic con- the meeting hall Participants: gymnasium cepts, history – the presentation of the pupils program including the activ- Responsible: The organizing ities that have to unfold that commission year and the notions related to Ancient Olympic Games and Modern ones, of the Olympic Movement 2. The sportsman ‘s rules, – presenting the leaflet with Date: October 2005 socializing in physical edu- notions related to sport and Participants: the members cation classes sportsmanship, acting ac- of the Olympic circle cording to the rules, photo Responsible: the improve- galleries and spectators ment commission – discussion, content situation 3. Olympic champions – presenting slides, video Date: December 2005 tapes, didactic films, CDs Participants: the members with moments from the of the Olympic circle Olympic Games Responsible: The organizing commission 4. Winter Olympic Games – slides, leaflets with the Date: December 2005 winter Olympic Games, Participants: the members Olympic events, necessary of the Olympic circle equipment, regulation Responsible: The organizing commission 5. Under the concept of – paper contests Date: January 2006 sportsmanship Participants: the members of the Olympic circle Responsible: improvement commission

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6. Making up the Olympic – renewal of the Olympic Date: February 2006 corner posters, leaflets, diplomas, Participants: the members activities, photographs, of the Olympic circle Olympic symbolism, the Responsible: the commis- pupils of the month sion of Olympism promotion 7. Sport in literature, art, – book presentation, CDs, Date: March 2006 music, sculpture movies with sportive Participants: the members themes of the Olympic circle Responsible: The organizing commission 8. Olympic idols – meeting a famous sports- Date: April 2006 man that took part in the Participants: the members Olympic Games of the Olympic circle Responsible: The organizing commission 9. The Olympic week in – sportive events: track and Date: 26th-30th of May school field, handball, football, 2006 Olympics in the artists’ Participants: gymnasium vision, art contest, paper pupils contest having the theme: Responsible: the members Olympic spirit promoter of the Olympic circle of culture and civilization 10. Ethics, morality and the – questionnaire, results’ in- Date: June 2006 athlete’s rules terpretation Participants: representatives of the 7th and 8th grade Responsible: improvement commission 11. Time for audit – the analysis of the circle’s Date: July 2006 activities, proposals, Participants: the members handing of the diplomas of the Olympic circle Responsible: the director of the circle

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Conclusion

In this paper on behalf of ROSC and ROA I tried to present a synthesis of the actions carried out by the Romanian Olympic Academy and its structures (branches, clubs and Olympic circles), the academy being perceived as an indispensable institution of Olympic Education and culture, both in the youth’s sportive life and the social one. In this context, underlining the role of the Olympic Education as a definite system and its contribution to the promotion of the Olympism in a larger environment, especially in the learning system aiming at all levels and sports areas. Therefore, it is absolutely necessary to take action in the growing awareness of the role played by Olympism in our daily life and in our actions. This is possible only in the frame of an Olympic Educational system, by conceiving and structuring a process that includes ethic orientation or specific rules for particular situations. In practice, the Olympic education’s role becomes essential. If education wants to carry on its name with dignity it cannot limit itself to transmitting some techniques and knowledge , but has also to offer normative orientation, to attract the subjects towards the ethical problems and add moral values.

Bibliography

Marcu, V., Ort,an, P., Deac, A.E. (2003). The Management of Extra curricula Activities. Oradea University’s Publishing House. Parapiru, T. (2000). The Olympic Games – A Cultural and Historic Image. Alma Pub-

lishing House, Galat,i. Postolache, N. (2004). Olympics in the Civilization History. Saeculum Publishing House, Bucharest. Matei, I., Radu, L. (1999). Olympics, course. Iasi University’s Publishing House. Stan, L., Andrei, A. (1997). The Guide of the Young teacher. Spiru Haret Publishing House, Iasi.

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TUNISIAN NATIONAL OLYMPIC COMMITTEE, TUNISIAN NATIONAL OLYMPIC ACADEMY

Ridha Layouni (TUN) President, NOA of Tunisia

The Tunisian National Olympic Academy is part of the Tunisian National Olympic Committee but is not one of its commissions. It operates as an organization that enjoys a certain amount of autonomy. Its object is to design and implement an annual program of Olympic Education activities, in conformity with the objectives laid down by the National Olympic Committee of Tunisia, which mostly focuses on the organization of training courses and seminars. In particular:

1. The organization of the first training session fÔr the benefit of young people 20 to 30 years old, of secondary or higher education level. These young people will form a corpus of YOUNG OLYMPIANS who will be involved in the various activities of the TNOC and will be the first to participate in different national and international events. They will also be invited to join different national sports organizations such as clubs or federations. During the first session that was held from 4 February to 19 May 2006, 270 candidates received training on general sports culture, Olympic culture in particular. At the end of this training they were given a diploma as well as a YOUNG OLYMPIAN medal during an official ceremony chaired by the Min- ister of Youth, Sports and Physical Education and the President of the Tu- nisian Olympic Committee. 2. The holding of several seminars on topics related to:

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➢ the role of sports science in the preparation of elite athletes, ➢ identifying sports talents 3. The organization of the TNOA’s first annual session in July 2006, on the model established by the International Olympic Academy. 4. The organization of the first national clinic for sports administrators in De- cember 2006 with the participation of 60 candidates in accordance with the modalities set out by the IOA.

Moreover, it is important to note that the TNOC has worked hard for the promotion and propagation of Olympic ideals. In particular:

1. By publishing a children’s book in cooperation with the Ministry of Nation- al Education called The Olympian whose purpose is to teach the values of Olympism to young people. This book was published in three languages: Arabic, French and English. The main hero is a child called TOLYMPE who unveils the principles of the Olympic philosophy with the help of a comic strip. 2. By introducing Olympic Education in all the country’s schools starting from school year 2006/2007 on the instructions of the President of the Republic. For that purpose, a reference manual is about to be published. 3. By creating an Olympic clubs network throughout the country, connected to one another and affiliated to school sports associations. 4. By implementing an annual activities program. In this context, in 2005, ten important activities were carried out and another ten in 2006. These activities cover symposia, seminars and national and international one-day meetings on topics related to the media, arbitration, NICTs, sports medicine, sports sciences, sports facilities, the Olympic run and cultural evenings.

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Conclusions of the Discussion Groups

This year the 7 english speaking discussion groups and the 2 french speaking ones were asked to select the subjects and questions to discuss on during the works of the Session. The conclusions de- rired are being published here in the form they were presented during the closing ceremony of the Session. 249s314 10-06-09 12:43 ™ÂÏ›‰·250 249s314 10-06-09 12:43 ™ÂÏ›‰·251

ENGLISH SPEAKING DISCUSSION GROUP 1

Even though Olympism is a set of values well established in the Olympic Charter there is still various doubts and concerns regarding its meaning and the ways to implement it through Olympic Education. In relation to this aspect the group agreed about the need to establish a specific international agenda for Olympic Education. This agenda would cover topics such as: What is Olympism? What is Olympic Education? How could Olympism be included in the school curriculum? How to prepare human resources to develop Olympic Education in different environment? What are the targeted groups that should be achieved by Olympic Education? What materials do we need and what material do we have in our disposal to implement programs of Olympic Education in different countries? What are the ways to promote research and publications about Olympic Education and Movement? What are the financial resources or potential funding available through the Olympic institutions, Government and Non-Olympic institutions to develop programs of Olympic Education? How to implement a world wide network and database on Olympic Education that could be permanently accessed and updated by the participants and institutions all over the world? Another issue that was raised during the group discussion was how to involve media as a tool for development of the Olympic Educational Program. The discussion pointed out that all kinds of media are important for Olympic Educational Programs. The problem could be the existence of private channels where it is impossible to enter without paying. There are two ways of getting to the program – through educational programs and through sport programs. The other problem mentioned was that media are always more interested in “bad” stories/affairs. It is difficult to recruit media to come to some events if there are no stars or celebrities present.

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We think that it is important to educate the journalists, to expand their knowledge about Olympic movement and values through IOA.

At the end of the discussion the group had some concerns about educational development programs that have been established recently. Therefore we agreed about some recommendations and proposals: We think it is the time to make some changes due to this session. The structure of the session should be more flexible with more discussions, workshops, and a social evening the 2nd night. The idea is to establish a working group, formed by people from different countries, with the aim to help in planning the next following session. It would be also a good thing to form a working group which will develop some materials that every NOA can use for free. There are already some materials that exist and are used in different countries. The IOA should collect them and make them available to all the NOAs, through internet or the IOA website.

ENGLISH SPEAKING DISCUSSION GROUP 2

The group raised the following questions:

1. How do we design and /or implement Olympic Education programmes in the school curriculum? 2. How do we use elite athletes or Olympians to promote Olympic values? 3. How can we integrate Olympic values in multi-cultural societies?

Question 1 How do we design and/or implement Olympic Education programmes in school curriculum?

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CONCLUSIONS OF THE DISCUSSION GROUPS

➢ We acknowledged the need to introduce Olympic Education/Olympism in schools in order to expand the Olympic values. ➢ In doing so, we also acknowledged the need to state our Vision, Missions, Goals and Strategies that we desire to achieve. ➢ There is the need to begin by sensitizing the mass media – Newspapers, Ra- dio and Television about the project. We also need to involve other stakeholders –physical education teachers, elite athletes, parents, schools, sponsors and top executives– so as to carry them along when executing our project. ➢ To strive to get the Ministries of Education in our countries to understand and accept to include Olympic Education in schools as a part of the curriculum starting from primary schools, and not only in physical education but also in interdisciplinary programmes. ➢ Take advantage of high profile international competitions to carry out the Olympic Education programmes, taking into consideration the timing of the educational calendar. ➢ We feel that Olympic educational programmes should include all those involved in the educational process, such as students, teachers and communities.

Recommendation

In future IOA sessions we could include not only the theoretical presentations but also experience best practical examples.

Question 2 How do we use elite athletes or Olympians to promote Olympic values?

Olympians can be ambassadors of Olympism or role models of Olympic values.

➢ We need to motivate athletes or Olympians to assist us in promoting Olympic Education in schools – primary, secondary and tertiary institutions. We must select from various sports, including Olympic and Paralympic Games.

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➢ We must be able to select the right type and quality of athletes that will best serve our purpose. ➢ We should be able to prepare the tools – bio-data, short-motivating stories, documentary films, with the right type of messages. ➢ Make maximum use of Information Technologies (IT) in driving our messages. ➢ Strive to ensure that NOCs have contracts with athletes that can compel them to be available whenever their countries need them to propagate Olympic ideals. ➢ Cooperate with Public Relations/Advertising Agencies to design marketing messages that are easy to understand and capable of providing us with sponsors.

Recommendation

Invite an Olympian to IOA sessions to share his/her experience on how athletes can contribute in spreading Olympic values.

Question 3 How can we integrate Olympic values in multi-cultural societies?

Multiculturalism respects the variety of different cultures as it enriches all people.

➢ The Olympic values are universal principles – Fair-play, Solidarity, Peace, Empathy, Justice, Equality, Tolerance, and Mutual Respect. In designing programmes, we should be able to ensure that these universal principles are reflected in our teaching, hence the age long phrase – “Think universal and act local”. ➢ Offer real chance to other cultures, including protection of minorities – make them appreciate Olympic values. ➢ Adapt Olympic values true to their local (traditional) sports activities.

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CONCLUSIONS OF THE DISCUSSION GROUPS

➢ Use debates to create dialogues. Teach them to respect the rules of the game at all times. ➢ Offer incentives to children in order to motivate them to accept to learn other cultures ➢ Use sports with universal appeal, like football, to capture the attention. ➢ Use typical Games Village as an example of multi-cultural society.

Recommendation

Invite experts from Marketing/PR Agencies to educate participants on how best to sell best the programmes.

ENGLISH SPEAKING DISCUSSION GROUP 3

Format: In the context of Olympism and Olympic Education Group members were asked to identify things they had learned, things they wished to learn more about and the one big question they wished to ask. The following is a report on this process.

Olympism is a Philosophy of Life and Olympic Education is the vehicle to teach/learn about this philosophy

Discussion and Findings

Olympic Education needs to be acknowledged as an important contribution to human development. Therefore,

Olympic Education is for all people – children and adults

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Every attempt should be made to catch the children while they are young and in developmental phases. It is important to work alongside Ministry of Education leaders and officials to promote Olympic Education Strategies need to be developed to educate and inspire political and educational leaders to recognise the importance of Olympic Education

What can the IOC and the IOA do to consciously ensure Olympism is part of every person’s education? We recommend:

That IOC and IOA members and officials actively talk, promote and market Olympism and its values – this is leading by example and will greatly assist in the establishment and development of Olympic Education programmes

That specific and generic communication strategies based on sound management and marketing principles are developed for use by NOCs and NOAs

How can programmes of assistance for educators be developed for Olympic Ed- ucation? How can a process be developed that acknowledges the everyday social realities of educators and their students?

Acknowledgement and recommendation:

This session is an excellent start for addressing this question. We all must continue to accept that Olympic Education is flexible and needs to be tailored to context, country and culture. Concrete examples need to be made regularly available for educators but these need to meet the needs of students.

There is a need to clearly determine the benefits of Olympic Education so that it conveys a strong message of HOPE.

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CONCLUSIONS OF THE DISCUSSION GROUPS

Therefore,

Olympic Education should occur in diverse settings but schools are the essential focal point of programmes. Educators need to be well prepared in Olympic Education, motivated to teach it and encouraged to continually develop such programmes – this is important for the whole education. It is important that the value of Olympism and Olympic Education is clearly communicated through sophisticated marketing programmes which specify Olympism and its values. Universal guidelines on the benefits need to be made accessible to all educators. What is the Future of the IOA?

Recommendation:

A Strategic Plan should be developed in order to articulate a clear vision, specific objectives and strategies. This Plan will serve as a generic guideline for NOAs so that all can work towards a common goal.

The Challenge

Can Olympism be a big idea or philosophy similar in size and influence to the religions of the world?

ENGLISH SPEAKING DISCUSSION GROUP 4

In the land of ancient Greece great men and women from all over the world got together in the International Olympic Academy to form a discussion group, that would help fight the dark side in order to make the world a better place to live through Olympism.

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Our three questions

ñ How to network amongst ourselves? ñ How to encourage the value of sport in participants’ daily lives? ñ How to encourage the value of sport in facilitators’ daily lives?

How to network amongst ourselves?

1. Set up an exchange program between countries. The aim is to centralise communication, share ideas, resources, key learning, and access resources (people and other materials) – Email and card – Website addresses – Conferences held by the NOA and the NOC – key stakeholders including students, educators, sport associations, education authorities, young people – Small, regionalised meetings of each NOA and Olympic Education groups ñ Problem solving relevant to the group ñ IOC or IOS funding of gathering or guest speaker attendance – Centralised calendar of events available to all – Centralised library of contact details, program outlines, strategic plans and resources – this could be online or hard copy catalogue 2. Network locally and extend an invitation to other stakeholders – education authorities, governmental and non governmental organisations, sport organisations, media etc

Overview How to encourage the value of sport in our daily lives? It is important to recognise the inclusion of the sociology, physiology and psychology of sport in the teaching and learning of Olympism. How to encourage the value of sport in participants’ daily lives?

Activities for students ñ Fun, manageable and challenging

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CONCLUSIONS OF THE DISCUSSION GROUPS

ñ Recognise students doing great work ñ Include elements of Olympic Games – teamwork, discipline, ceremonies etc ñ Set up Olympic communication between schools, youth groups, churches and sport – by email or letter pen pals ñ Reinforce Olympism in PE classes and other curriculum areas ñ Include statements regarding obesity of kids – emphasise optimal physical condition ñ Include ethics of sport including equality and fair Play

Motivators ñ Involve Olympians and local sports stars to promote Olympism

Parents ñ Encourage students to bring parents to events so that they can witness participation of students ñ Fliers ñ Workshops

It is important to find the balance between physical values and athletic values

Educators ñ Inclusiveness of students in physical activities by modifying activities, equipment etc ñ Encourage sport federations to include Olympism in their code of conduct ñ Convince the authorities to include Olympism in physical education curriculum ñ Run workshops on Olympism for educators, sport organisations, coaches and athletes ñ Deliver presentations on Olympism to network meetings of teachers, coaches, athletes ñ Education Commission ñ Consistent and regular communication to stakeholders – Monthly one page newsletter on key activities and Olympism messages

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ñ Produce literature ñ Initiative from the NOC – Orientation of the Olympians – Encourage their involvement

Parents and Supporters ñ Provide activities for parents at sport carnivals and other events ñ Recognition for parents as role models – stars/reward for parents ñ TV, press and radio coverage – press releases ñ Localised press releases on schools doing great work ñ Meet with all government – health, sport etc to broaden the message of Olympism and physical activity

Recommendations ñ IOA – Calendar of events (each NOA send in an annual calendar to be put onto the IOA website for all) – Publications for Olympic education being made available online – Catalogue/database of resources, contacts etc

Discussion Group commemorative photo.

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LIST OF PARTICIPANTS

Two discussion groups during their works.

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ñ OS – To consider direct funding of small regional meetings between the NOA – To consider distribution of funding directly to the NOA where required

ENGLISH SPEAKING DISCUSSION GROUP 5

ISSUES

1. Communication There is a lack of communication between some NOCs and NOAs. The NOAs particularly the independent ones are not receiving information that they need to carry out the educational programs, particularly in relation to funding, programs, resources and materials.

Strategy ñ Ask the IOC to directly communicate with the NOAs as well as the NOCs, particularly with NOAs who are independent of the NOC. ñ President/Director of the NOAs should be appointed as a member of the Executive Board of the NOC. This NOA member should attend all Execu- tive Board meetings ñ Establish communication networks among NOAs, regional and worldwide. ñ NOC should act towards NOAs as enshrined under the Olympic Charter as part of the Olympic structure ñ NOAs should communicate activities and achievements to NOCs on a regular basis to promote the NOA to the NOC. This communication should also be sent to the IOA and IOC. ñ NOAs should establish a greater rapport with NOCs to enhance relation between them

2. Olympism and Olympic Values Confusion about what is Olympism and what are the Olympic Values.

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CONCLUSIONS OF THE DISCUSSION GROUPS

Strategy ñ Definition: Olympism as a philosophy of ideas created by Coubertin, defined under the Olympic Charter, Fundamental Principle 2, 3 and 6 ñ Group 5 suggested the following Olympic Values – right/freedom to play, respect for each other, pursuit of excellence in all aspects of your life ñ IOC Commission for Culture and Education should create and deliver a consistent message so as to clarify the confusion related to philosophy and values ñ Ensure NOAs understanding about what both Olympism and Olympic Values mean ñ Human values, sport values and Olympic values are all interlinked. ñ Philosophy of Olympism should be practised by all in daily life

3. IOA Session Framework Suggestions to enhance IOA Session program: ñ Appreciate the Dean and the IOA for the excellent work in Olympic Educa- tion. The time for presentations has been increased and the groups are al- lowed to have free choice of topics for group discussion. ñ High respect for traditions of the Session and establishment of the IOA ñ Consider suggestions to improve and enhance the IOA Session ❍ Include workshops in the Session so that participants can learn how to implement an education program. Examples include: strategic development, program development, brand and design, marketing and communication, sponsorship and funding, project plan with milestones, measurement and evaluation ❍ IOA dictates 3 themes for presentations at IOA Session 1. Innovative ideas of education programs by NOAs 2. Current Olympic issues – Olympic values, fair play, respect for others, etc 3. Selected reports from NOAs especially the new ones. ❍ The IOA then selects 10 presentations for each of the three themes mentioned above ❍ Parallel workshops run so that participants can choose Sessions of interest and relevance to attend. ❍ IOA provides presentations on a CD or online at the IOA website

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❍ IOA sends in advance to participants the program and a complete list of the contact details of all participants. ❍ IOA also sends in advance to participants the recommendations from the previous year, so that the recommendations can be reviewed and evaluated at the Session ❍ IOA provides a template for presentations ❍ IOA establishes a point of contact for international participants wanting to visit historical places in Athens.

ENGLISH SPEAKING DISCUSSION GROUP 6

There was a discussion about the differences between countries. Whether there were different target groups, different methods of approach or different experience.

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CONCLUSIONS OF THE DISCUSSION GROUPS

All members of the group agreed that the Elementary schools should be our focus. Through the children in elementary schools it would be possible to involve the family. Their coaches could promote the Olympic values. Elite athletes as role models would promote the Olympic values. Attendance at summer camps, the use of fair play contracts and parent days to be used as a forum to promote these values. As evidenced by the recent presentations, Governmental intervention was

found to be the best way to include Olympic Education into the curriculum. It is very important to have quality material and some inside information on how to make material that fits the schools/teachers, as the current curriculum is often already loaded.

3 steps for the approach 1. Get into the curriculum 2. Create educational tools 3. Have an intensive training for the teachers (motivation)

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There was a discussion about sponsorship for resource material. It is not possible in all countries to have material with a sponsor’s logo available for schools. The IOC, with the Olympic Values Educational Toolkit, will make material available to all countries that would be of use in the Olympic Education programmes.

Discussions included: ■ The importance of joy and fun in effort ! ■ The use of material for graphics, colours, cartoons. ■ Drawing on past experiences. ■ IOA could publish a book on this issue every 5 years ! ■ Excellence for 8, 9 and 10 years olds means working harder every day in order to achieve. ■ Everyone must follow the written rules and exercise honesty, show respect for teams and people. Fairness in all aspects of their life. ■ Keep in mind that values at home should also be the Olympic values. ■ Peace is also: Justice, truth, solidarity, freedom. ■ Body, mind, soul = Stronger, faster, higher.

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CONCLUSIONS OF THE DISCUSSION GROUPS

ENGLISH SPEAKING DISCUSSION GROUP 7

Promotion of Physical Education in schools

Brainstorming Session ñ Is PE still practiced in schools? ñ What are the current situations in different Countries? ñ How can the NOA make an impact?

Discussions ñ PE is brought back in schools as part of the curriculum. ñ Olympic Education is part of the curriculum. ñ PE can be practiced in all levels of education i.e. Pre Primary to Tertiary Education. ñ At Tertiary level students are encouraged to do PE as a graduate or post graduate course. ñ PE is seen as a right to all children for purposes of health and other aspects of life. ñ Standards on PE that will ensure progressive stages of children’s growth must be developed. ñ It is critical to articulate the importance of PE.

The impact of PE ñ Through it combined or more subjects are learned. ñ It also reinforces cultural and traditional identity. ñ It promotes healthy body and mind. ñ It’s better for economic growth. ñ It builds good personality. ñ It promotes teamwork and cooperation. ñ It reduces medical expenses, delinquency, obesity etc.

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Resolutions ñ It’s imperative to ensure that the Education Ministries bring back or establish PE in schools. ñ PE is not exchangeable or substituted ñ NOCs lobby or engage with government at highest levels on PE. ñ NOAs to focus on implementation of the curriculum. ñ Qualified PE teachers are essential for implementation of PE at foundation levels. ñ Ensure that material and resources are available.

Strategies ñ Do a need analysis on PE to ensure that facts for bringing back PE are presented. ñ Develop a program on Olympism that fits within the curriculum. ñ Conduct a research on statistics relating to expenditure on medical expenses. ñ Promotion of Olympic Sports in schools. ñ Ensure there is good communication with all stakeholders.

Who owns athletes ñ Athletes must be emancipated ñ Olympic values and principles should assist athletes on their rights. ñ Code of Conduct is drawn on the basis of Olympic values.

FRENCH SPEAKING DISCUSSION GROUP 1

The whole value of the Olympic Movement lies in the strong determination to make sport a part of each Nation’s social fabric.

1/ The role of Olympic Education within the Olympic Movement

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CONCLUSIONS OF THE DISCUSSION GROUPS

Sports activities during the free time.

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Education is a core activity of the Olympic Movement with the view to combining sport and culture. Olympic Education should remain the framework for the dissemination of the positive values, which ensure men’s harmonious development through sport and not only the improvement of their performances. The prominent place given to the sports event in the media coverage of the Olympic Games has pushed aside the values of Olympism. This is why Olympic education should be at the very center of the Olympic Movement’s concerns with an enhanced role for National Olympic Academies and efforts to integrate Olympic Education into public education programs.

2/ The Olympic Education mission of Olympic Academies

The mission of NOAs is to promote Olympism as a way of life blending sport with education and integrate Olympic Education within a process where learning, teaching, knowledge and performance constitute a harmonious whole. NOAs have the duty to support the development of Olympic Education by different means including: – affirming their mission in relation to NOCs as necessary channels for the dissemination of Olympic Education; – raising the Olympic Movement’s awareness of Olympic Education; – identifying qualified human resources and an exchange network; – ensuring the constant presence of NOA members at the IOA’s sessions; – developing, in a permanent way, dissemination tools.

NOAs have to overcome obstacles in the course of their action and in particular: – cooperation with NOCs that is sometimes difficult; – interest focusing on the Olympic Games rather than on Olympic Educa- tion; – a broader involvement of the IOA as a communication channel between NOAs.

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3/ Prospects for developing Olympic Education

An appeal to the IOA If it is true that the future of civilization solely depends on the importance given to education, it is similarly true that the Olympic Movement must undertake to defend sport’s positive values with determination and perseverance by: – increasing the resources allocated to Olympic Education; – encouraging relevant international institutions to introduce Olympic education in public education programs; – recommending to all NOAs to present Olympic Education programs; – supporting the creation of Olympic clubs or associations in all countries; – promoting the practice of physical education and sport in all countries with the view to respecting universality.

Delegation members should be made aware of their role in spreading Olympic values through their behavior and speech at major international sports events and the Olympic Games in particular. Finally, it would be interesting to have the IOC become more involved in the setting up of youth camps, whose future is threatened by their approximate organization and their unconvincing educational content.

FRENCH SPEAKING DISCUSSION GROUP 2

The three main questions formally considered by the working group are summarized as follows:

1. What is the meaning of Olympic education? What added value is brought by Olympism and its values to the practice of sport and to education? 2. In the context of this educational activity what is the respective position of NOCs and NOAs and their duties in order to achieve synergy and not neu- tralization of their actions?

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3. How can we integrate the values of Olympism in the educational activities promoted through the action programs of NOAs?

These three questions were considered with contributions by all members followed by a short synthesis of the discussions.

The answers provided can be outlined as follows:

1. To the first question, it appears that the answers are centered around several themes: – the existence of Olympism’s own values, of a supra-national character, ex- tending beyond political or even religious authorities and which are not re- ally questionable for participants, values that are linked to the ideas of tolerance, respect and universality; they are symbols; – these values are different from those associated with sports activity which they exceed and transcend; – they are values which adjust to the evolution of modern societies, enhancing equality between men and women, non-conflict relations –both at individual and collective level– the protection of our life and history and their legacy; – sports practices are tools for reaching and acquiring moral qualities: courage, the will to win, mutual respect, team spirit, peace; – education through Olympism extends beyond and transcends general education: it teaches us how to behave towards ourselves, the others and society in a lasting way; – Olympic Education aims at the harmonious development of the body and the mind, but has been too much identified with sport practice and does not readily attract “intellectuals”; – education, through the acquisition of knowledge, languages and rules of action, which it supports, has an academic content; Olympism and its action are, furthermore, symbols to be appropriated.

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2. To the second question, it is, first of all, wise to remember that this formulation should take into account the different structure of NOAs depending on the country, which may enjoy varying levels of integration or independence as regards the NOC to which they are connected.

The answers to this question show some divergence in the analysis of the respective importance of entities and their mission.

– The first group of observations is based on the fact that NOAs only exist through the NOCs. It is indeed true that a NOA cannot be established if there is no NOC already in existence. – The second group of observations situates the NOAs on the forefront of educational activities. Their task is to popularize and widely disseminate the Olympic values, while NOCs, for their part, are called upon to support and finance their actions. – An advanced form of synthesis:

Ensure synergy between the actions of NOCs and NOAs the latter being entrusted with the organization of seminars, conferences and symposia on science and methods while NOCs must support such activities in order to make them concrete. Formalize relations between NOCs and NOAs in one or more manuals of procedure Provide a system of legal and financial guarantees allowing NOAs to work with the resources made available by the NOCs .Clear sources of financing are needed, which will not be subjected to the mood swings of individuals

3. To the third question, several proposals have been made, based on both personal experience and the session’s presentations: – the first remark was that there is not one single and universal way of action; – it will always be adapted to local situations, local cultures and available resources.

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– There are, however, a number of common principles: ñ Awareness needs to be widespread to bring results. ñ Although it is aimed at young people above all, it should also involve all population groups. ñ This approach should integrate the different institutions, educational establishments as well as communication agencies – written press, radio and television.

The tools are many: – manuals – games – symposia – teacher training, academic training, – etc. ñ When tools are created for a specific target group, it is important that the tools that present the Olympic values, the meaning and the life rules which they may express are developed in close cooperation with those who will be using them. Their content should be integrated and compatible with the content of the other teaching aids or interventions. Not doing it might lead to failure. Indeed, it is essential that the integration of Olympic values in education should not be the outcome of sporadic actions but the object of ongoing efforts reflected in the teaching of schools, associations, parents, as well as the media.

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Closing Ceremony of the 8th8th Joint International Session for Presidents or Directors of NOAs and Officials of NOCs 249s314 10-06-09 12:43 ™ÂÏ›‰·276 249s314 10-06-09 12:43 ™ÂÏ›‰·277

ADDRESS on behalf of the Participants of the Session, by Essan Emile N’Goran (CIV)

President, Dean, Members of the Ephoria, distinguished lecturers and delegates, dear participants, dedicated staff members, honorable guests, ladies and gentlemen, allow me finally to say dear friends, dear brothers and sisters. For my country, the Ivory Coast, my NOC and its President, IOC Member Lassana Pallenfo, President of ∞NOCA, for my wife to whom I express my deep- est gratitude on this day, which is Mother’s Day in my country, for my two boys and myself it is a great privilege and honor to speak on behalf of all the participants. I want to tell you, dear colleagues, that you are all remarkable people. This is my first visit to Olympia and I assure you that what was until now a myth and a legend for me has become in a few days a reality. All this natural beauty, all these remains full of memories that promote exchange, reflection, contribution are just marvelous, constructive, fascinating, a source of enrichment. We have to fight in order to preserve this place. I know that this may cost us even more, but you know that you cannot acquire anything precious without sacrifice. I was curious and at the same time euphoric, driven by enthusiasm when I came here, but in the end what amazing friendship, what indescribable cohe- sion, what invaluable wealth of knowledge! Dancing the salsa or the rumba with friends from South America, listening to Greek music, playing ping pong with an Indonesian, a Canadian, an Iranian or a Greek, what unforgettable memories!

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Ladies and Gentlemen, distinguished personalities, “No nation will have a future, if it does not undertake to train its youth through education” Nelson Mandela said. Education should be at the core of the Olympic Movement, for if it’s true that civilization’s future wholly depends on the importance given to education. The future of the Olympic Movement will depend on the energy devoted to protecting sport’s positive values with passion, patience and perseverance. We are on the right course. The various experiences we have shared here during the presentations, from the simplest to implement like that of Ghana, going through those of Australia, New Zealand, Iran, Russia, Slovakia, etc. down to the most futuristic, like that of Denmark, have all clearly shown to us that the educational mission of the Na- tional Olympic Academies, each in the context of its own resources and culture, is to promote Olympism as a way of life, blending education with sports practice and integrating Olympic Education in a process where teaching, learning and performance form a harmonious whole. The time has come to integrate Olympic Education in each nation’s social fabric. I decided to follow a career in sport influenced by a physical and sports educator, a French VSO volunteer, who communicated his passion and his love for sport to me. He taught me judo, football, table tennis, handball and volleyball. He conveyed to his students the values of sharing, friendship and striving for excellence. He invited us to his home to eat and he served us with all his heart. I followed his dream and played volleyball in my country for 22 years under varying circumstances, which were, however, all edifying, before becoming Secretary General of the Ivory Coast Volleyball Federation and Deputy Chef de Mission of our delegation at the Sydney Olympic Games and member of the administrative staff during the Athens Olympic Games in 2004. All this time my only wish has been to serve more and communicate the dream. The Athens experience is still vivid in my heart and in my mind. Far away from the stadiums where our courageous athletes compete, unforgettable relations of friendship and love are built. I now have a family in Athens, in Greece. I was not the only person whose life was influenced by this French educator.

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There are numerous examples. He educated us and handed over the torch. This is the outcome of education.

Ladies and Gentlemen, distinguished personalities, On behalf of all participants I wish to express my deep gratitude to the IOA, to the Hellenic Olympic Committee, to the President of the IOA, to the Dean, Mr Konstantinos Georgiadis with whom I played football, to the Director of this Cen- ter, to the lecturers and speakers from different countries whose experiences have made us richer, to the coordinators, the secretaries and rapporteurs of the discussion groups, to the discreet and efficient staff members. God bless you! I wish that our action may contribute to the attainment of the goal of establishing a true exchange network. I propose that NOCs and NOAs should try to have the same representatives at the IOA’s Sessions. I wish you all a safe return home. May God protect and accompany you on your journey back to your families and bless you. Long live Olympic Education so that the Olympic Movement can live for a very long time. I love you all. I thank you all.

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ADDRESS on behalf of the Lecturers of the Session, by Robert Marxen (GER)

Dear friends, Before I start to develop some ideas about Olympism and about what we have been experiencing here in the wonderful premises of the IOA I should like to say a few words of thanks: On behalf of the lecturers I thank the IOA represented by Dr Kostas Geor- giadis, who patiently and successfully looked after us during the whole week. I should like to ask the Dean to send our best regards to the Ephoria and the newly elected President of the IOA. I would like to express a word of thanks to everybody working here in the IOA. ñ To the girls in the office, who helped us in any matter and answered any question so patiently – “efcharisto poli” ñ To the kitchen staff, the gardeners, the charwomen, the mechanics, to everybody who made our work in the IOA so pleasant – “efcharisto poli” ñ To the computer specialists, who were competent.

I picked a motto from the world of business and economics as the topic for my address on behalf of the lecturers:

“Think Globally – Act Locally”

And I will try to apply it to the Olympic idea.

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To start with, allow me an excursion and to think a little about the slogan “Think globally – act locally” and I should like to direct your attention immedi- ately to the first part of the motto. Think globally. What could it mean in the sense of Olympismus? I consulted the Olympic Charta and had a closer look at the Fundamental Principles. In the beginning of this “Constitution of the IOC” that regulates the life within the Olympic Family, –in its preamble–, we find a lot of passages in which the educational dimension of the Olympic Idea is addressed. For instance, in Article 2 the connection between Sport and Culture is established. And in the final sentence of the very article the respect of the fundamental and universally valid and recognized ethical principles are expressed. Further- more the educational/pedagogical values of the role model are underlined Let me turn your attention to Article 3. Here the claim is intensified for a harmonious development of man. One of the predominant goals of Olympism. Art. 6 describes the contribution of the Olympic Movement, that is striving at building a better and peaceful world “by educating the youth through sport practised without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play”. I could enumerate many more references in which the pedagogical commitment of the Olympic idea is underlined. Nevertheless, I think the examples are enough so you can follow me and agree that the goals, objectives and values that are called for in the Olympic Charta form a solid and firm basis for the whole world, our globe:

No matter in which part of the globe you live in; No matter which cultural background determines your lives, No matter which colour your skin is, No matter what you believe in... Etc. etc.

I do not think that you will find any man or woman of good will on the globe who would not accept the above mentioned values as universally. They are ever so valid with the people

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– on every continent, – in every country of the world, – in any community, – Even in the smallest social unit – the family. There is no denying fact that the ideas that have arisen from the philosophy of the founding father of the Olympic Movement –Baron Pierre de Coubertin– that the principles of the Olympic idea, the Olympic philosophy –or whatever you might call them– are the intellectual basis of a movement that cannot be ri- valled in numbers by any other movement –be they political or religious– and therefore they are valid for everybody on this earth/globe. Let me focus on the second part of the motto – act locally. I would like to interpret it in the sense of Olympism. Act locally could mean: – stick to your roots, – do by no means forget and give them up. The close bonds to your origin will guarantee the perseverance and protection of your cultural achievements. During this session we were presented with some outstanding examples showing the love of one’s origin, the pride of one’s country. I will just name a few examples, being aware that there are many more suitable ones. Iran and Estonia The colleague from Ghana singing, Ian welcoming us in the Maori-way The moving pictures from Romania, Etc. etc. The Olympic oath taken by an athlete of the host city is a further proof of the close bonds to one’s nation: “We promise to fight for the honour of our nations” It links the sportsman/sportswoman closely to his/her country. The Olympic symbols and ceremonies – flags, torch, national anthems during the medal ceremonies, and the wonderful opening and closing ceremonies give every nation a chance to present itself in a good and peaceful sense The host nation, as far as it is concerned, can use the chance of presenting itself not only during the days of the actual competitive sport but also during the time of the Cultural Olympiad. Artists from all spheres and sectors show the cre-

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ative power that lie in a country, giving an excellent model where sport is merged with cultural achievements. The intellectual basis of the Olympic Movement does not foster the nations to give up their cultural identity; on the contrary, it gives every country the chance to develop its ideas according to the Olympic principles. Dear friends, do not think I was inconsiderate, when I did not thank the most important group that was here during the week: You. I did and still do appreciate your company for the wonderful time in Olympia. Thanks to your friendship, frank- ness and openness to cooperate and communicate, there was no gap between the participants and the lecturers, between the colleagues from all over the world. Thank you very much for everything. Return to your countries safely and let us hope to see each other again some day. I would like to finish my address with the words written by Pierre de Coubertin: L’Olympisme appartient à l’Histoire. Célébrer les Jeux Olympiques, c’est se réclamer de L’Histoire. Aussi bien c’est elle qui pourra le mieux assurer la paix. Demander aux pe- uples de s’aimer les uns les autres n’est qu’une manière d’enfantillage. Leur demander de se respecter n’est point une utopie, mais pour se respecter, il faut d’ abord se connaître.

The IOA Honorary Dean Kostas Georgiadis is handing over the diplomas to Prof. Yves Touchard, Member of the NOA of France.

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ADDRESS AND CLOSING of the works of the Session by the Honorary Dean of the International Olympic Academy, Assoc. Prof. Konstantinos Georgiadis

Ladies and Gentlemen, Dear friends and co-workers, First of all, I wish to convey to you the warm greetings of the President of the IOA Minos Kyriakou and thank you on his behalf for your participation in the work of the 8th Joint International Session for Presidents or Directors of National Olympic Academies and Staff of National Olympic Committees. As always, the closing ceremony is an opportunity for a short review of the Session itself and all our other activities during this year. In the last fifteen years there has been excellent cooperation between Olympic Solidarity and its late Director Anselmo Lopez and the former President of the IOA Nikos Filaretos whom I wish us to remember today and thank him for his contribution of about 17 years to the IOA for the establishment of many Na- tional Olympic Academies all over the world. The number of National Olympic Academies has increased progressively from 6 in the ’70s to 41 in the ’80s and 62 in the ’90s. From 2000 to date 21 Academies have been founded, bringing their total number today to 134. Our objective remains of course to see soon the number of Academies equalling the number of National Olympic Committees, with each National Olympic Com- mittee having its own National Olympic Academy. We can provide incentives to National Olympic Committees. This is something that can be done through Olympic Solidarity, but we cannot put pressure on National Olympic Committees.

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Of the 133 National Olympic Academies 35 –of a total of 53 National Olympic Committees– are located in African countries, 29 –of a total of 42 NOCs– in America, 25 –of a total of 44 NOCs– in Asia, 41 –of a total of 48 NOCs– in Europe and 3 – of a total of 15 NOCs– in Oceania. We believe we are at the threshold of a new period of cooperation between the IOA and National Olympic Academies as well as among National Olympic Academies themselves. Through the IOA’s new website, which is now being developed, new communication channels will be created for the exchange of information, cooperation and promotion of Olympic Education programs. You will have to help for the finalization of the website since it will contain links to National Olympic Academies, which will thus be able to present their educational material in their mother tongue or any other language they wish. This year’s Session was attended by 116 people (30 women and 86 men) who represented 68 National Olympic Academies and 30 National Olympic Committees from 79 countries. The number of participating countries was the largest in recent years. I cannot say, however, that we are satisfied with this participation because, as you know, Olympic Solidarity pays for the ticket of one NOA participant and the IOA all the other expenses in Greece. This is why we are asking for your assistance in this matter. We want you to support the creation of National Olympic Academies in neighbouring countries, as well as reactivating Academies that have stopped being active. Regarding the content of the Session’s proceedings, we have had this year two outstanding lectures by IOC representatives and 32 presentations by Nation- al Olympic Academies. I consider this a positive change in the structure of the Session’s work as original, innovative ideas were heard and many educational activities and a wealth of educational material were presented thus providing a complete picture of your efforts that are gradually bearing fruit. I believe that this Session is coming to an end with the assurance that in spite of the difficulties we are on the right track. I was happy to see that differences between Academies are steadily being reduced –in the past the gap was much wider– and that many National Olympic Academies are working together with

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Education Departments in implementing programmes and developing Olympic Education manuals. Working groups performed amazingly well this year and their conclusions and observations will be taken into consideration in order to make the changes you are proposing in the Session’s structure, organization and content. Once Academies have been well established, we should proceed to a more systematic and structured promotion of Olympic Ideas through education. We need an Olympic Pedagogy that will determine the educational paths to the idea of Olympism through education. For this reason we must seek cooperation with universities in developing teaching modules for Olympic Education courses.

Ladies and Gentlemen, We have had a successful Session and you have contributed to this success through your work and dedication to Olympism. I therefore wish to warmly thank, on behalf of the Ephoria of the Academy, the lecturers, the discussion group coordinators, their coordinator, Dr Fernando Beltranena, the secretaries, all participants and the Secretariat. Thank you for what you are doing in your countries for the dissemination of the Olympic Idea, building young people’s character, so that we can create a more peaceful world society. I also wish to thank the Academy’s staff, the secretariat, the technicians, the librarian and the interpreters for their contribution to the impeccable staging of the Session. Please allow me to thank, in particular, Mr Giannaras because, as the Acade- my’s Head has changed, it is only through his own special efforts, with the support of the limited staff, that the facilities can be maintained in such good condition. I wish you all a safe journey back to your countries.

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List of Participants 249s314 10-06-09 12:43 ™ÂÏ›‰·288 249s314 10-06-09 12:43 ™ÂÏ›‰·289

EPHORIA OF THE INTERNATIONAL OLYMPIC ACADEMY

Mr Minos X. KYRIAKOU International Olympic Academy IOA President 52, Dimitrios Vikelas Avenue, HOC President 152 33 Halandri, GREECE IAAF Council Member E-mail: [email protected] ICMG Secretary General Hellenic Amateur Athletic Association (SEGAS), Honorary President for life Mr Isidoros KOUVELOS International Olympic Academy IOA Vice-President 52, Dimitrios Vikelas Avenue, HOC 1st Vice-President 152 33 Halandri, GREECE E-mail: [email protected] Assoc. Prof. Konstantinos GEORGIADIS International Olympic Academy Honorary Dean Dimitrios Vikelas Avenue, Member, IOC Commission for Culture and 152 33 Halandri, GREECE Olympic Education E-mail: [email protected] Member, ISOH Executive Board

LECTURERS

Mrs Nicole GIRARD - SAVOY (SUI) Olympic Solidarity IOC Olympic Solidarity Section Villa Mon – Repos and Finance Manager Parc Mon – Repos 1 C.P. 1374 CH – 1005 Lausanne SWITZERLAND

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Mr T. A. Ganda SITHOLE (ZIM) International Olympic Committee Director of the International Cooperation Department of the International Cooperation & Development of the IOC and Development Chateau de Vidy, 1007 Lausanne SWITZERLAND

PARTICIPANTS

ALBANIA Dr Arben KACURRI Albanian National Olympic Academy NOA Director Rruga “Dervish Hima” 31 AL – Tirana ALBANIA E-mail: [email protected] Prof. Dr Perparim FERUNAJ Albanian National Olympic Academy Technical Director of the Albanian Rruga “Dervish Hima” 31 Weightlifting Federation AL – Tirana ALBANIA E-mail: [email protected] ALGERIA Mr Mohamed DAHO Académie Nationale Olympique NOA Coordinator Boîte postale no 460 Ben Aknoun 16306 DZ – Alger ALGERIA ANGOLA Mr Mario Rosa RODRIGUES DA ALMEIDA Comité Ol›mpico Angolano NOC Secretary General Cidadela Desportiva de Luanda, B.P. 3814, AO – Luanda ANGOLA

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ARGENTINA Prof. Daniel De la CUEVA Comité Ol›mpico Argentino NOA Member B Lomas del Tala Casa 38 S.F.V. Catamarca 4700 ARGENTINA E-mail: [email protected] [email protected] ARMENIA Mr Harutun BABAYAN National Olympic Academy of Armenia NOA Dean Av. Manukyan strit-11 NOC Member 375070 AM – Yerevan – ARMENIA E-mail: [email protected] ARUBA Mr Ling WONG Comité Ol›mpico Arubano NOA President P.O. Box 1175, AW – Oranjestad, ARUBA E-mail: [email protected] Ms Dolores THIEL Comité Ol›mpico Arubano NOA Secretary General P.O. Box 1175, AW – Oranjestad, ARUBA AUSTRALIA Ms Frances MALONE Australian Olympic Committee Inc. NOC Media Manager P.O. Box 312 AU – St Leonards NSW 1590 AUSTRALIA

Ms Heather Mac DONALD P.O. Box 30 NOC Education Consultant Rediynch QLD4870 AUSTRALIA E-mail: [email protected] BELIZE Mrs Yolanda FONSECA Belize Olympic and Commonwealth Games NOC Treasurer Association #1 King St. P.O. Box 384 BZ - Belize City - BELIZE

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BRAZIL Prof. Alberto Reinaldo REPPOLD FILHO Rua Apolinario Porto Alegre 81 NOA Member Porto Alegre – RS 91920-610 BRAZIL E-mail: [email protected] BULGARIA Mr Belcho GORANOV Bulgarian Olympic Committee NOC Secretary General 75, Vassil Levski Blvd. BG – 1040 Sofia BULGARIA CAMBODIA Mr Chamroeun VATH National Olympic Committee of Cambodia NOC Secretary No.1, St. 276, Beung Kengkang II P.O. Box 2498 Phnom Penhz CAMBODIA E-mail: [email protected] CANADA Mr Marc GELINAS 2070 rue Peel bureau 300 NOC Athlete and Community Relations, Director Montreal, QC H3A 1W6 CANADA E-mail: [email protected] CENTRAL AFRICA Prof. Dr Clement Anicet GUIYAMA – Académie National Olympique de Centrafrique MASSOGO Boîte postale 1541 NOA President CF – Bangui REPUBLIQUE CENTRAFRICAINE E-mail: [email protected] Mrs Bernadette PAKOSSA – FOULOU Académie National Olympique de Centrafrique NOA Vice-President Boîte postale 1541 NOC Deputy Secretary General CF – Bangui REPUBLIQUE CENTRAFRICAINE E-mail: [email protected]

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CHILE Mr Carlos PISANI National Olympic Academy of Chile NOA President Av. Vicuna Machenna, No 44 NOC Vice-President Oficina B, Provodencia, Santiago, CHILE COSTA RICA Mr Luis SOTO GOMEZ National Olympic Academy of Costa Rica NOA Director P.O. Box 5388-1000 Apartado 81 Coronado CR – 1000 San José COSTA RICA E-mail: [email protected] CROATIA Prof. Branka MATKOVIC National Olympic Academy of Croatia NOA Management Council Member Trg sportova 11 HR – 10000 Zagreb CROATIA E-mail: [email protected] CUBA Prof. Juana Migdalia GONZALEZ Comité Ol›mpico Cubano NOA President Zona Postale 4 Galle 13, No 601 Vedado, CU – La Habana – CUBA E-mail: [email protected] CYPRUS Mr Georghis KATHIDJIOTIS National Olympic Academy of Cyprus NOA Member 20 Ionos street, P.O. Box 23931 1687 Nicosia CYPRUS E-mail: [email protected] Dr Clea HADJISTEPHANOU – The Cyprus National Olympic Committee PAPAELLINA P.O. Box 24018 NOC Board Member – In charge Educ. 1700 Nicosia Program – NOA Member as liaison CYPRUS between NOA and NOC E-mail: [email protected]

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CZECH REPUBLIC Prof. Anton›n RYCHTECKY Czech Olympic Academy NOA President Benesovska 6 CZ – 10100 Prague 10 CZECH REPUBLIC E-mail: [email protected] Mr Jan BOHAC Czech Olympic Committee NOC Official CZ – 10100 Prague 10 Benesovska 6 CZECH REPUBLIC E-mail: [email protected] DENMARK Ms Lone JAKOBSEN National Olympic Committee and Sports NOA Vice-President Confederation of Denmark Idraettens Jus Brondby Stadion 20 DK – 2605 Brondby – DENMARK E-mail: [email protected] Mr Poul JORGENSEN National Olympic Committee and Sports NOC Official Confederation of Denmark Idraettens +IUS Brondby Stadion 20 DK – 2605 Brondby – DENMARK E-mail: [email protected] ESTONIA Mrs Merike KULL National Olympic Academy of Estonia NOA Vice-President Jakobi 5 – 112 51014 Tartu, ESTONIA E-mail: [email protected] Mr Kalle VOOLAID Estonian Olympic Academy NOA Secretary General Jakobi 5 – 112 51014 Tartu, ESTONIA E-mail: [email protected]

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ETHIOPIA Mr Hunegnaw AYELE Ethiopian Olympic Committee NOC Executive Committee Member ET – Addis- Abeba P.O. Box 5160 ETHIOPIA E-mail: [email protected] Mr Abebe Gelagay ZELLEKE Ethiopian Olympic Committee NOC Executive Committee Member P.O. Box 5160 ET – Addis- Abeba ETHIOPIA FINLAND Ms Anja JÄRVINEN National Olympic Academy of Finland NOA President c/o Finnish Olympic Committee Radiokatu 20 FI – 00240 Helsinki FINLAND E-mail: [email protected] Mr Jari KANERVA Finnish Olympic Committee NOA Member Radiokatu 20 FI – 00240 Helsinki FINLAND E-mail: [email protected] FRANCE Ms Catherine ABELA Académie Nationale Olympique Française NOA Vice-President Maison du sport français 1, avenue Pierre de Coubertin 75640 Paris Cedex 13, FRANCE E-mail: [email protected] Mr Gabriel BERNASCONI Académie Nationale Olympique Française NOA chargé de mission Maison du sport français NOC Responsible for 1, avenue Pierre de Coubertin the Documentation Centre 75640 Paris Cedex 13, FRANCE E-mail: [email protected]

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Prof. Yves TOUCHARD Académie Nationale Olympique Française NOA Member Maison du sport français 1, avenue Pierre de Coubertin 75640 Paris Cedex 13 FRANCE E-mail: [email protected] GERMANY Mr Claus KRETSCHMER Wiesen str. 15a NOA Executive Board Member D-14513 Teltois GERMANY E-mail: [email protected] Prof. Robert MARXEN Wasseraecker 10 NOA Chairman 67705 Trippstadt E-mail: [email protected] GHANA Mr Blessed REXFORD AYISI Ghana Olympic Committee NOA President P.O. Box M. 439 NOC Administrative Manager Ministries Branch GH – Accra - GHANA E-mail: [email protected] GUATEMALA Dr Fernando BELTRANENA National Olympic Academy of Guatemala NOA Director Palacio de los Deportes, 3er. Nivel 24 Calle 9-31, Zona 5, Ciudad de Guatemala, Guatemala, C.A. GUATEMALA E-mail: [email protected] HUNGARY Mr Bela GYOR National Olympic Academy of Hungary NOA Member 1146, Budapest Istvanmezei UT 1-3 NOC Legacy Committee Member HUNGARY E-mail: [email protected]

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Dr Lajos SZABÓ Hungarian Sportmuzeum NOA Member Magyar Sportok ′ NOC Honorary Member Háza, Istvánmezei UT 1-3 HU – 1146 Budapest, HUNGARY E-mail: [email protected] ICELAND Mr Andri STEFANSSON Icelandic Olympic Academy NOA Director National Olympic & Sports Association of Iceland NOC Head of Education Laugardalur Sports Center and Development Engjavegur 6, IS – 104 Reykjavik – ICELAND E-mail: [email protected] INDONESIA Mrs Rina Ambar DEWANTI Komite Olahraga Nasional Indonesia NOA Vice-Director Gedung Direksi Gelora Bung Karno JI Pintu I Senayan ID – Jakarta 10270 – INDONESIA E-mail: [email protected] Mr Lukman NIODE Komite Olahraga Nasional Indonesia NOC Official Gedung Direksi Gelora Bung Karno JI Pintu I Senayan ID – Jakarta 10270 - INDONESIA IOC Ms Nadia BELTEMPO International Olympic Committee Project Assistant, Promotion of Olympic Solidarity Olympic Values, IOC Olympic Solidarity Villa Mon-Repos Parc Mon-Repos C.P. 1374, Ch-1005 Lausanne SWITZERLAND Ms Anne CHEVALLEY International Olympic Committee Head of Educational and Cultural Olympic Museum Activities, IOC Olumpic Museum Villa Olympique 1, Quai d’Ouchy Case postale C.H.-1001 Lausanne SWITZERLAND

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ISLAMIC REPUBLIC OF IRAN Mr Seyed Amir HOSSEINI National Olympic Academy of Islamic Republic of Iran NOA President /o National Olympic Committee of Islamic Republic of Iran NOC Vice-President 44, 12th Street, Gandhi Avenue IR – Tehran 15178 ISLAMIC REPUBLIC OF IRAN E-mail: [email protected] IVORY COAST Mr Essan Emile N’ GORAN Comité National Olympique de Côte d’Ivoire NOA Member 08 BP 1212 NOC General Treasurer CI - Abidjan 08 IVORY COAST E-mail: [email protected] JAPAN Dr Naofumi MASUMOTO Japan Olympic Academy Tokyo Metropolitan University King Blolg., 2-9-10 Shibuya, Shibuya-Ku Tokyo 150-0002 JAPAN E-mail: [email protected] KOREA Prof. Hyun Kun SHIN Department of Physical Education NOA Executive Committee Member Sookmyung Women’s University 53-12, Chungpa-dong 2ka, Yongsan-ku, Seoul, 140-742, KOREA E-mail: [email protected] Mr Sung Hun JUNG Korean Olympic Committee NOC Sports Administrator, International Dept. Olympic Centre 88, Oryun-dong, Songpa-ku KR - Seoul 138-749 REPUBLIC OF KOREA E-mail: [email protected]

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LATVIA Mr Ivan KLEMENTJEVS Latvian Olympic Academy NOA Member Brividas 333 NOC Executive Committee Member LV – 1006, Riga LATVIA E-mail: [email protected] Ms Dita ROZENTALE Latvian Olympic Committee NOA Member 49 Elizabetes Street LV – 1010 Riga LATVIA LITHUANIA Prof. Povilas Petras KAROBLIS National Olympic Academy of Lithuania NOA President c/o National Olympic Committee of Lithuania 15, rue Olimpieciu LT – 2051 Vilnius LITHUANIA MALAYSIA Mr Ah Tok CHUA Olympic Council of Malaysia NOA Director Mezzanine Floor, Wisma OCM Hang Jebat Road MY – 50150 Kuala Lumpur MALAYSIA E-mail: [email protected] MALI Mr Kissima SYLLA National Olympic Academy of Mali NOA Director c/o Comité National Olympique et Sportif du Mali NOC Executive Committee Member B.P. 88, ML – Bamako – MALI Mr Ibrahima TRAORE Comité National Olympique et Sportif du Mali NOC Member B.P. 88 Chief of Dept. of Development, CNO ML – Bamako – MALI of Mali E-mail: [email protected]

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MALTA Mr Antony CHIRCOP National Olympic Academy of Malta NOA Director c/o Malta Olympic Committee National Swimming Pool Complex Maria Teresa Spinelli Street MT – Gzira GZR 06 MALTA E-mail: [email protected] MAURITIUS Mr Sanjaye GOBOODUN National Olympic Academy of Mauritius NOA President c/o Mauritius Olympic Committee NOC Member 2nd Floor, Labourdonnais Court MU – Port – Luis MAURITIUS E-mail: [email protected] Ms Pricilla Chery LEBON National Olympic Academy of Mauritius NOA Member c/o Mauritius Olympic Committee 2nd Floor, Labourdonnais Court MU – Port – Luis MAURITIUS E-mail: [email protected] MOLDOVA Prof. Veaceslav MANOLACHI Académie Olympique de la République de Moldova NOA President Rue. Andrei Doga, nr. 24, bloc 1 MD – 2024, v. CHIﬁINAU République de Moldova MONGOLIA Dr Doljinsuren GANBAT Mongolian National Olympic Committee NOA Executive Board Member Olympic House, Chinggis Avenue NOC Member P.O. Box 29 MONGOLIA

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Dr Galsan – Youdon SUKHBAT Mongolian National Olympic Committee NOA Executive Committee Member Olympic House, Chinggis Avenue P.O. Box 29 MONGOLIA NETHERLANDS Ms Fabienne VAN LEEUWEN National Olympic Academy of the Netherlands NOA Director Olympisch Stadion 21 1076 DE Amsterdam NETHERLANDS E-mail: [email protected] Mrs Carla de GROOT Olympisch Stadion Amsterdam NOC, Executive Management Olympic Olympisch Stadion 21 Stadium Amsterdam 1076 DE Amsterdam THE NETHERLANDS E-mail: [email protected] NEW ZEALAND Mr Ian Gordon CULPAN National Olympic Academy of New Zealand NOA President Olympic House, Level 3, 265 Wakefield Street P.O. Box 643 NZ – Wellington NEW ZEALAND E-mail: [email protected] NIGER Mr Moustapha Fernand MAI Comité Olympique et Sportif National du Niger NOC Member B.P. 2098, Niamey NIGER E-mail: [email protected] NIGERIA Mr Peter NELSON Nigeria Olympic Committee Inc. NOA Dean P.O. Box 3156 NG – Lagos NIGERIA E-mail: [email protected]

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Mr Tony Obiora NEZIANYA Nigeria Olympic Committee Inc. NOC Member P.O. Box 3156 NG – Lagos NIGERIA E-mail: [email protected] PANAMA Mr Ricardo TURNER NOA of Panama NOA Director P.O. Box 6203 El Dorado, PA- Panama, 6 PANAMA E-mail: [email protected] PARAGUAY Mrs Maria Ines SARUBBI Comité Ol›mpico Paraguayo NOA Director Jose Marti 5352 Casilla postal 1420 PY – Asunciﬁn PARAGUAY E-mail: [email protected] [email protected] Mr Arturo PICCARDO Comité Ol›mpico Paraguayo NOA Member Jose Marti 5352 NOC Member Casilla postal 1420 PY – Asunciﬁn PARAGUAY E-mail: [email protected] [email protected] PERU Dr Fernando CAILLAUX National Olympic Academy of Peru NOA Director appointed by Olympic Solidarity c/o Comité Ol›mpico Peruano NOC Executive Board Member Cesar Valejjo No 290 PE - Lima 14 - PERU E-mail: [email protected] [email protected]

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POLAND Prof. Zbigniew DZIUBIN′ SKI Polish Olympic Academy NOA Member Wybrzeze Gdynskie 4 PL – 01531 Varsovie POLAND

Prof. Stanislaw KOWALCZYK Comité Olympique Polonais NOA Member Qybrzeze Gdynskie 4 PL – 01531 Varsovie POLAND PORTUGAL Mr Sandro Manuel LUCIO National Olympic Academy of Portugal NOA Director Rua Braamcamp, 12 R/C Dto. 1250 – 050 Lisboa PORTUGAL E-mail: [email protected] Mr Carlos Manuel SIMOES DINIS National Olympic Academy of Portugal GOMES Rua Braamcamp, 12 R/C Dto. NOA Secretary General 1250 – 050 Lisboa PORTUGAL PUERTO RICO Mr Pedro CORDOVA National Olympic Academy of Puerto Rico NOA President Apartado 8, San Juan, Puerto Rico 009022 PUERTO RICO ROMANIA Mr Bogdan BURILEANU National Olympic Academy of Romania NOA Honorary President c/o Str. Otetari 2 RO – 020978 Bucarest - ROMANIA Mrs Liliana Elisabeta RADU National Olympic Academy of Romania NOA Director c/o Str. Otetari 2 RO – 020978 Bucarest ROMANIA

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RUSSIA Assist. Prof. Denis KRUZHKOV Kuban State University of Physical Education, South Russian NOA Secretary General office No 5, 161, Budennogo Street, Kuban State Physical Education & Tourism University 350015 Krasnodur RUSSIA E-mail: [email protected] Prof. Alexander POCHINKIN Russian Olympic Committee Regional NOA Vice-President (Moscow Region) 8, Luzhnetskaya emb. RU – 119992 Moscow RUSSIA RWANDA Mr Innocent GATETE National Olympic Academy of Rwanda NOA President c/o Comité National Olympique et Sportif du Rwanda Stade National Amahoro de Remera B.P. 2684, RW – Kigali RWANDA E-mail: [email protected] SAO TOME AND PRINCIPE Mr Simao de Carvalho VAZ Académie Olylmpique de Sao Tomé et Principe NOA President Palacio dos Pioneiros – Sala 9 e 10 Quinta de Santo Antonio, Caixa postal 630 ST – Sao Tomé e Pr›ncipe SAO TOME ET PRINCIPE E-mail: [email protected] [email protected] SENEGAL Mr Ibrahima SALL Comité National Olympique et NOA Assistant Director Sportif Sénégalais NOC Administrative Director Stade Léopold-Sédar-Senghor Route de l’Aéroport Boîte postale 356 SN – Dakar, SENEGAL E-mail: cnoss@sentoo-sn Website: www.cnoss.sn

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SEYCHELLES Mrs Hebetty ALCINDOR Seychelles National Olympic Committee NOA Member P.O. Box 584, Victoria SC - Mahe SEYCHELLES Email: [email protected] SLOVAKIA Prof. Jan GREXA Slovak Olympic Academy NOA President Lysakova 10 NOC Member 841 01, Bratislava SLOVAKIA E-mail: [email protected] Ms Veronika TIRPAKOVA Slovak Olympic Committee NOC Delegate Kukucinova 26 SK-83808 Bratislava SLOVAKIA E-mail: [email protected] SLOVENIA Mr Miroslav CERAR Olympic Committee of Slovenia – NOA President Association of Sports Federations NOC Honorary Member Celovska 25, Si – 1000 Ljubljana SLOVENIA E-mail: [email protected] Mrs Sonja POLJSAK National Olympic Academy of Slovenia NOC Executive Committee Member Celovska 25 Ljubljana, SLOVENIA E-mail: [email protected] SOUTH AFRICA Ms Patience SHIKWAMBANA South African Sports Confederation and Olympic Manager, National Academies System Committee (SASCOC) P.O. Box 1355, Houghton ZA – 2041 Johannesburg SOUTH AFRICA E-mail: [email protected]

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SPAIN Mr Agustin ANTUÑA Comité Ol›mpico Español NOA Member Galle Arequipa 13 ES – 28043 Madrid SPAIN E-mail: [email protected] SRI LANKA Mr Laven Hemasiri PERERA National Olympic Committee of Sri Lanka NOA Senior Lecturer Sugathadasa Stadium Complex Arthur de Silva Mawatha LK – Colombo 13 SRI LANKA Cdr. H.U. SILVA National Olympic Committee of Sri Lanka NOC Secretary General Sugathadasa Stadium Complex Arthur de Silva Mawatha LK – Colombo 13 SRI LANKA E-mail: [email protected] SUDAN Prof. Ahmed Adam AHMED National Olympic Academy of Sudan NOA Director c/o Sudan Olympic Committee University of Sudan P.O. Box 1938 Faculty of Physical Education Baladia Street Khartoum – SUDAN E-mail: [email protected] Mr Omer Musa OTHMAN Sudan Olympic Committee NOC Official P.O. Box 1938 Baladia Street Khartoum – SUDAN E-mail: [email protected]

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SWAZILAND Mr Darius DLOMO National Olympic Academy of Swaziland NOA Interim Director P.O. Box 835 SZ – Mbabane H 100, SWAZILAND E-mail: [email protected] Mr Victor SHABANGU Swaziland Olympic and Commonwealth Games NOC Secretary General SZ – Mbabane H 100 P.O. Box 835 SWAZILAND E-mail: [email protected] SYRIA Mr Salad el Din NWELATI National Olympic Academy of Syrian Arab Republic NOA Director Al Faiha’ Sport Complex, Damascus, P.O. Box 3375 SYRIA Prof. Mohammad Nabil AL HAJ ALI National Olympic Academy of Syrian Arab Republic NOA Board of Directors Member Al Faiha’ Sport Complex, Damascus, P.O. Box 3375 SYRIA CHINESE TAIPEI Prof. Hank JWO Chinese Taipei Olympic Committee NOC Olympic Education Commission, Member 20, Chu – lun St. TW – Taipei 104, Taiwan E-mail: [email protected] TAJIKISTAN Mr Abdurakhmon MAKHAMADOV National Olympic Academy of Tajikistan NOA President c/o NOC of Tajikistan P.O. Box 2, 24 Aini Street TJ – 734025 Dushanbe – TAJIKISTAN TANZANIA Mr Henry Benny TANDAU Tanzania Olympic Committee NOA Director National Housing Corporation Third floor ≠2 Mwinyijuma Road, Mwananyamala P.O. Box 2182, TZ – Dr – Es – Salaam UNITED REPUBLIC OF TANZANIA

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THAILAND Prof. Dr Supitr SAMAHITO National Olympic Academy of Thailand NOA Director c/o Olympic Committee of Thailand NOC Women and Sport Committee President 226, Banampawan Sriayudhaya Road OCA Women and Sport Commission Member Dusit TH – Bangkok 10300 THAILAND E-mail: [email protected] TOGO Prof. Bouraima Sopho BOUKARI National Olympic Academy of Togo NOA Director Boite Postale 8544 NOC Medical Commission President Lomé, TOGO E-mail: [email protected] [email protected] [email protected] TRINIDAD & TOBAGO Mrs Annette KNOTT Trinidad and Tobago Olympic Committee NOC Vice-President P.O. Box 529 TT – Port of Spain, Trinidad, W.I. TRINIDAD & TOBAGO E-mail: [email protected] TUNISIA Mr Ridha LAYOUNI National Olympic Academy of Tunisia NOA President Centre Culturel & Sportif de la Jeunesse Avenue Othman Ibn Afane El Menzah VI TN – 1004 Tunis TUNISIA E-mail: [email protected] TURKEY Mrs Cigdem KOCAK National Olympic Committee of Turkey NOA Vice-President Olimpiyatevi / Olympic House NOC Member TR – 34158 Atakoy – Istanbul TURKEY E-mail: [email protected]

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Dr Derya AYDINER National Olympic Committee of Turkey NOA Board Member Olimpiyatevi / Olympic House NOC Member TR – 34158 Atakoy – Istanbul TURKEY E-mail: [email protected] UKRAINE Mrs Tatyana MUKALO National Olympic Academy of Ukraine NOA Director 1 Fizkultury Street 03680 Kyiv – 150 UKRAINE Mrs Larissa DOTSENKO National Olympic Academy of Ukraine NOA Scientific Secretary 1 Fizkultury Street 03680 Kyiv – 150 UKRAINE E-mail: [email protected] URUGUAY Mr Carlos SAEZ National Olympic Academy of Uruguay NOA Member c/o Uruguan Olympic Committee NOC Member Casilla postal 161 Canelones 1044 UY – Montevideo 11100 URUGUAY VENEZUELA Ms Sonia SEQUERA Comité Ol›mpico Venezolano NOA Director Apartado postal 6370, Velﬁdromo Teo Capriles La Vega Torre B, 4Æ Piso VE – Caracas 1010 VENEZUELA E-mail: [email protected] [email protected] Mr Jose Gregorio SILVA Comité Ol›mpico Venezolano NOA Member Apartado postal 6370, Velﬁdromo Teo Capriles La Vega Torre B, 4Æ Piso VE – Caracas 1010 VENEZUELA E-mail: [email protected]

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ZAMBIA Mr Chenda K. CHILUFYA National Olympic Academy of Zambia NOA Chairman c|o National Olympic Committee of Zambia NOC Executive Board Member P.O. Box 20728 ZM – Kitwe, ZAMBIA E-mail: [email protected] ZIMBABWE Ms Tinny Margret MUSWAZI National Olympic Academy of Zimbabwe NOA Director P.O. Box 4718, ZW – Harare ZIMBABWE E-mail: [email protected] [email protected] Mr Thabani GONYE Zimbabwe Olympic Committee NOC Treasurer P.O. Box 4718 ZW - Harare ZIMBABWE

OBSERVER

Mr Alexandros MAKRIS GREECE

INTERNET

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

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PREMISES’ MANAGEMENT

Mr Babis YANNARAS International Olympic Academy Responsible for the IOA premises 270 65 Ancient Olympia GREECE

IOA SECRETARIAT

Ms Antonia BORBOTSIALOU International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected] Ms Alexandra KARAISKOU International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected] Mr Christos SKALIARAKIS International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected] Ms Gina TSIOTRA International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected] Ms Roula VATHI International Olympic Academy 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected]

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LIBRARY

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

TECHNICAL DEPARTMENT

Mr Evangelos FRIGIS International Olympic Academy Electrician 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE Mr Konstantinos KARADIMAS International Olympic Academy Operator of the Photocopying Machine 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE E-mail: [email protected] Mr Themis VLACHOS International Olympic Academy Electrician 27065 Ancient Olympia GREECE E-mail: [email protected] Mr Panagiotis YANNARAS International Olympic Academy Informatics Engineer 52, Dimitrios Vikelas Avenue, 152 33 Halandri, GREECE

TRAINEES-ASSISTANT STAFF

Ms Ourania BIRTSI Markou Mpotsari 14., 60100 Katerini GREECE E-mail: [email protected]

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LIST OF PARTICIPANTS

Ms Georgia DIMITRAKOPOULOU Ifigenias 25 ,17563. P.Faliro, Athina GREECE E-mail: [email protected] , Mr Vassilis GENNIMATAS Eustatiadi 17 ,16452 Argiroupoli ,Athina GREECE E-mail: [email protected] Mr Zissis PASCHALIDIS Agisilaou 7 ,23100 Sparta, GREECE E-mail: [email protected]

HELLENIC RED CROSS

Mr Vassilios CHANTZOPOULOS Hellenic Red Cross Doctor Department of Patras 28th October, 262 23 Patras GREECE E-mail: [email protected] Ms Vassiliki FAILADI 5, G. Plithonos Medical Staff 26443 Patras GREECE E-mail: [email protected] Ms Eleni PAVLI Achaia Prefecture Medical staff 327, Corinthou, 26110 Patras GREECE Mr Nikolas GIATRAS 103, Syntagmatarchou Zissi Str. Medical Staff Patras-GREECE

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LIFEGUARDS

Mr Georgios SKARAMAGAS 59, Filikis Etairias Str. First Aid provider 16451 Hellinikon-Athens Lifeguards’ Coordinator GREECE E-mail: [email protected] Mr Georgios BAKAS 24, Ragavi Str. 11474 Gyzi-Athens GREECE

Ms Aspasia GARANGIOTI 6, Ioniou Str. 24500 Kyparissia GREECE E-mail: [email protected]

Ms Efi TASIOPOULOU GREECE

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