10TEACHING VALUES SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION W hen nations join the Olympic Movement and send athletes to compete in Olympic Games, they agree to a shared set of values called " Fundamental Principles"( see the Olympic Charter). These principles incorporate a set of values that the International Olympic Committee refers to as " the educational values of Olympism"( see p. 13). National Olympic Committees agree to promote these values in their countries. This Toolkit is designed to help members of the Olympic Family to fulfil this responsibility. In the Toolkit, Olympic- related information provides a context for values-based teaching and learning opportunities. The focus is on HOW to teach and learn the educational values of Olympism, not on the Olympic facts and information. Since the Toolkitis designed for learners from 8 to 18 years, often with English as a second language, there are activities for a variety of different age levels and reading abilities. Teachers and youth group leaders are encouraged to adapt and rework activities so that they are appropriate for their learners. In a world where obesity is a major concern, and where children in deprived communities need hope and a sense of achievement, physical activity and sport have an important role to play. The symbols and ceremonies, sports and cultural events of the Olympic Games are inspiring and motivational. They provide a relevant context for learning and teaching activities. The educational methods of Teaching Values: An Olympic Education Toolkitare based on current educational theory about multicultural, intercultural and multiple-intelligence approaches to learning and teaching. These methods are supported by the following Principles of Learning: Learning is an active and not a passive activity. Learning processes include writing activities, discussion or debate, creative activities, e. g., art, drama or music, and physical movement through activities like sport, dance and physical education. People learn in different ways. Some people learn best by reading; some learn best by listening; some learn best by creating things or moving around. The activities in this Toolkitoffer a variety of approaches. Learning is both an individual and a cooperative activity. Some people work best independently. In order to learn and practice cooperation, however, people need to work together. Thus, the Toolkitoffers many activities for people to work together. WELCOME TO THISTOOLKIT! TEACHING VALUES: AN OLYMPIC EDUCATION TOOLKIT INCLUDES BACKGROUND INFORMATION AND A VARIETY OF LEARNING ACTIVITIES TO HELP PROMOTE THE EDUCATIONAL VALUES OF OLYMPISM. Below" Imagining a better world" drawing by Bournas Voahangimalala Olivia Rajaoferison, Madagascar.

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION TEACHINGVALUES11 Stimulating the imagination of learners is another educational method used in Teaching Values. All athletes know the power of the imagination in helping them to accomplish a result or goal. Positive and creative use of the imagination can also help young people to develop new attitudes, new ways of thinking about themselves and others, and then to explore different ways of behaving. DEFINING TERMINOLOGY In this Toolkit, a number of words recur which are worth defining for the purposes of educators and their learners. 1 Value– A value is what is considered important in life; what makes life worth living. A value is also something that helps people decide what is right or wrong in moral terms. Heritage– Heritage is a form of legacy. " IT IS IMAGINATION THAT OPENS OUR EYES TO WORLDS BEYOND OUR EXPERIENCE – ENABLING US TO CREATE, CARE FOR OTHERS, AND ENVISION SOCIAL CHANGE." 2 ( MAXINE GREENE, EDUCATOR AND CURRICULUM SPECIALIST) AboveLondon 2005: London 2012 Chairman and former Olympian Lord Sebastian Coe ( GBR) talks to children at an East London primary school about the Olympic Games. 1 Definitions from Educational Services of the Olympic Museum, Lausanne. 2 Greene, M. ( 1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey- Bass Inc. ( book jacket). There are tangible heritages such as buildings, monuments, historical sites, works of art, objects, books, etc. There are also intangible heritages such as languages, films, music, scientific knowledge, customs, arts and crafts. Rituals, sport movements and techniques are part of the intangible heritage. Sport– Sport is understood to mean all forms of physical activity that contribute to physical fitness, mental well- being and social interaction. These activities include play; recreational, casual, organised or competitive sport; and indigenous sport or games ( UNESCO 2004). Culture– Culture is everything that allows people to situate themselves in relation to the world, society and also the heritage which is passed on to them ( values, behaviour, arts, artifacts, knowledge, belief systems, stories and myths, etc.).