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116TEACHING VALUES SECTION 4 THE FIVE EDUCATIONAL VALUES OF OLYMPISM AboveMontreal 1976: Gymnastics – the Japanese team ( JPN) wins the gold medal. Shun Fujimoto is on the left. READING When the Will Takes Over: Shun Fujimoto On the rings a young Japanese gymnast performed his routine. High over the spectators, he twisted, turned and balanced. Then he performed his landing – a double somersault with a full twist – landing heavily on the floor with both feet. Perfect! He stood for the required three seconds, and then collapsed in agony. No one knew that he was performing on a broken knee, injured during the floor exercises. " I didn't want to worry my team-mates," said Fujimoto. He couldn't take pain killers because of doping regulations. " I made myself forget what might happen when I landed," he said later. So he endured his pain and kept it to himself. Japan was in a very close competition with the Soviet Union for the gold medal in the team gymnastics event. Fujimoto was one of their best gymnasts. He wanted to carry on in spite of his injuries. But his coach and his team- mates, now aware of his pain, would not allow him to continue with such a severe injury. Without Fujimoto his five team- mates knew that they would have to make no mistakes in the competitions that followed. Inspired by Fujimoto's pride and courage they all did their very best. When the results were announced the Japanese team had won the gold medal by 40/ 100s of a point. They dedicated their win to Shun Fujimoto, who had inspired them with his courage. FOR DISCUSSION Do you admire Fujimoto's actions? Why? Do you think it is always admirable for athletes to continue in a competition even although their bodies are injured? Why or why not? Would you carry on? Why or why not?

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT SECTION 4 THE FIVE EDUCATIONAL VALUES OF OLYMPISM TEACHING VALUES117 1Use individual or small group physical movement to represent an idea: an animal, a cloud, a tree, a historical event, a mathematical formula, or the plot and characters of a short story. After the activity ask learners to discuss what they learned by experiencing the idea kinaesthetically. 2Use individual or small group physical movement to represent the Olympic rings, the Olympic message, the Olympic motto. After the activity ask learners to discuss what they learned by experiencing the idea kinaesthetically. 3Plan classroom " adventure" or " survival" challenges." By overcoming adventure challenges, learners learn about their self- imposed limitations and their potential capabilities. By confronting fear, change and uncertainty, learners learn important coping skills." 21 4Fitness Fun– Create imaginative training circuits in your school. In the gym or on the playground identify different places with a coloured piece of paper, or a poster, or in some other way. At each place learners will do a different kind of fitness activity. For example, they could pretend that they are a different animal at each place. Make up the activity that they would do at each place. Better still, get the children to help you develop fitness moves to be repeated at each place. Add music. Children love to do things to music. Other circuit themes could be: circus performers – Pretend you are a tumbler, trapeze artist, clown, animal trainer, juggler, dancer machines – Pretend you are a car, aeroplane, bicycle, train, rocket, etc. space – Pretend you're on Mars, on Jupiter, on the moon, on a rocket, etc. body moves – Pretend you are flying, swimming, climbing, hopping, skiing, riding a horse or camel, etc. wilderness adventure – Pretend you are crossing a river on a log, trying to see through tall grass, climbing a mountain, etc. 5Take a Walk– by yourself, with your schoolmates, with your family or your mother or father, with a friend, on skis or snowshoes, in the rain, under a rainbow. Record your observations of the weather, the seasons, the wildlife, the community. 6Let's Dance, Let's Sing, Let's Create, Let's Play, Let's Dream Mind, body and spirit activities express the joy of life and the culture of a community. In Africa, for example, dancing is an important expression of the identity of the community. Play music from different continents, and make up dances to the music and the rhythm. Make up songs to go with the music or learn songs from other countries. Incorporate song, costumes, and scenery in a special dance festival featuring the dances and music of other countries. Find a piece of music that you love. Make up a dance to this music that expresses your personality and/ or your dreams and hopes for your community and for your world. LEARN THROUGHACTIVITY USE THESE ACTIVITIES TO ENGAGE ALL LEARNERS IN BODILY- KINAESTHETIC ACTIVITIES. SPEND TIME AFTER THE ACTIVITIES TO HELP LEARNERS UNDERSTAND WHAT THEY HAVE LEARNED FROM THEIR " BODY- ORIENTED" ACTIVITIES. MANY LEARNERS THINK THAT IF THEY ARE HAVING FUN THEY ARE NOT LEARNING. Below Desiree Eid ( AUS) uses the ribbon during the Rhythmic Gymnastics at the 2005 Australian Youth Olympic Festival. 21 Adapted from Campbell, L., Campbell, B. and Dickenson, D. ( 1996). Teaching and Learning Through Multiple Intelligences, Second Edition. Boston: Allyn and Bacon, p. 86.