14TEACHING VALUES SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION OLYMPICEDUCATION TEACHING APPROACHES THIS TOOLKITPROVIDES MATERIALS TO HELP ADULTS IN TEACHING ROLES ( TEACHERS, COACHES, SPORT CLUB LEADERS, STAFF OF NOCS AND NATIONAL OLYMPIC ACADEMIES) TO ENHANCE THE PHYSICAL AND MORAL DEVELOPMENT OF THE CHILDREN AND YOUTH IN THEIR CARE. O lympic Education means different things to different people. The chart on the right shows the variety of programmes that are included under the banner of Olympic Education. These programmes have different objectives and different audiences. There is, however, a great deal of overlap. Teaching Values: An Olympic Education Toolkitis an " education through Olympism" approach. PROVEN PRACTICES FOR TEACHING VALUES3 Using Discussion: Discussion or conversation is a key learning strategy for values development. Successful discussions require a teacher or " facilitator" who ensures balanced Academic Research, Courses and Seminars in Universities & Olympic Studies Centres Programmes of National and International Olympic Academies and National Olympic Committees Information Books, Textbooks, Videos, CDs and TV Programmes on the Olympic Games and Olympic Sport Olympic Day Activities, Olympic Festivals and Competitions in Schools and Communities High Performance Training & Physical Educ. from within the framework of Olympic values " Education Through Olympism" Integrated & Life- Oriented Values- Teaching Programmes for Children & Young people Supporters Education and Youth Programs of Olympic Games Organising Committees Olympic and Sport Youth Camps Olympic Museums, Halls of Fame & Art & Culture Exhibitions Marketing and Promotion Programmes of Olympic Sponsors & Supporters OLYMPIC EDUCATION Below Atlanta 1996: Children form the Olympic Rings and a dove of peace during the Opening Ceremony of the 1996 Olympic Games in Atlanta, Georgia.
TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION TEACHINGVALUES15 participation, and " weaves" the thoughts of different learners into a coherent pattern. The goal is to help students to develop speaking and listening skills and support a point of view with evidence and thoughtfulness. Using Dilemmas: Dilemmas introduce learners to the complex challenge of making ethical decisions when there are competing goals, and every decision has consequences. Doing nothing is also a choice with consequences. Using Role Plays: Role playing offers the opportunity to step " into the shoes" of someone else, and make the experiences described in writing come alive through dramatisation. Successful role playing includes preparation beforehand and discussion afterward. Using Small Groups: Using small groups helps learners to share ideas, develop skills and focus on teamwork. Successful small- group work depends on clear instructions about the tasks, making time available and encouraging imaginative and effective presentation of the small group conclusions and insights to the larger group. PATHWAYS TO PARTICIPATION The material in Teaching Values: An Olympic Education Toolkitcan be approached through a variety of different pathways. Pathway One – Education Through Olympism – An Integrated and Cross- Curricular Approach Some classroom teachers use a thematic or project- based teaching approach, and develop their learning outcomes by integrating activities from a variety of subject areas. An Olympic theme with its potential references to history, mathematics, science, language studies, physical education, health and life studies is an ideal theme for this kind of integration. Pathway Two – Teacher- Centred Classrooms For systems which are more teacher-centred, or which follow a prescribed textbook and workbook plans, the reading and writing activities may be reworked and reorganised for specific age levels. For teachers with very large classes, small group work may be desirable. Pathway Three – Olympic Theme Week or Month Many of these activities will effectively support an Olympic Theme Week or Month in which a variety of classrooms participate. An Olympic Theme Week or Month would open and close with ceremonies and would include a competitive physical activity sport and games experience. Pathway Four – Excellence Through Sport and Physical Education for Young and Gifted Athletes Enhance sports education and physical education programmes with activities that help students understand and practise the educational values. Pathway Five – For Post- Secondary Students and Workshop Participants ( e. g. Teachers, Youth Group Leaders) Use this Toolkitas a course in " Olympic Education: A Values- Based Approach". For example, in an Olympic Studies Centre a course in Olympic Education could be offered to Faculty of Education and Faculty of Physical Education/ Kinesiology students. Although different countries have different histories, traditions and moral codes of conduct, many global values are shared or have been mingled and modified by modernisation and globalisation. The Olympic Movement has created opportunities for promoting these shared values. Teaching Values: An Educational Toolkitis designed in a way that encourages teachers and youth group leaders to adapt the various activities in order to meet the expectations of their programmes and the particular needs of their learners. Above This graphic demonstrates the variety of subjects within the curriculum that can be referenced to Olympism. English As A Second Language Olympic Games/ Olympic values Science and Mathematics Measurement, time and distance, technology, sport problems History, Geography Ancient Greece Modern culture study Language Arts Writing, reading, listening, discussing, poems, stories Sport/ Physical Education Individual, team, adapted, cooperative, competitive, school, club, community Fine Arts, Music & Design Pictures, posters, medals, torches, flags, sculpture, murals, music, dance 3 Adapted from International Red Cross. 2001. Exploring Humanitarian Law: Methodology Guide, Geneva: International Red Cross, pp. 21- 44.