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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.

" IT IS CLEAR THAT, BY EMPHASISING THE IMPORTANCE OF MULTICULTURALISM, WE ARE NOT REJECTING UNIVERSAL VALUES. QUITE THE CONTRARY, MUTUAL RESPECT BETWEEN CULTURES AND MUTUALLY ADOPTING THE BEST ELEMENTS OF THESE IS, IN MY OPINION, ONE OF THE UNIVERSAL VALUES. THE OLYMPIC MOVEMENT IS A GOOD EXAMPLE OF THIS." ( ZHENLIANG HE, IOC MEMBER AND CHAIRMAN OF THE IOC COMMISSION FOR CULTURE AND OLYMPIC EDUCATION) Educational systems– Teaching Values: An Olympic Education Toolkitis a global education initiative. However, priorities, programmes and administrations differ in the many educational systems of the world. Schools have different teacher-student relationships and different expectations from parents, students, education authorities and community members. They have different class sizes and infrastructures for teaching and learning. In many African communities, for example, there is a much greater emphasis on the informal educational systems rather than on formal schooling, on oral as compared with written communication, and on the role of the family and community. 4 Examinations– Systems such as those of China, with its five thousand year-old system based on meritocracy, or Greece, with its echoes on its ancient, classical past, emphasise memorisation and written exams. These are challenges for Olympic educators in many educational systems. In addition to this Toolkit, the authors hope to be able to provide Internet and CD support in the future in order to provide assessment formats in the cognitive domain. Language– Translation of a document from the original language in which it was written to another language is always an imperfect process, because translation is a filtered communication between an author, a translator and a reader or listener. Ideas easily expressed in one language are sometimes not so easy to express in another language. For example, the French phrase, esprit du sport does not mean quite the same thing as the English phrase fair play. In Chinese, where language is presented through thousands of different symbolic characters rather than through an alphabet, translation from a Euro- American literal language is a difficult and complex process. Olympic educators from different continents have reviewed the materials in this Toolkitin an attempt to find the best words and phrases to express the ideas of Olympism. Philosophy– The educational ideas of the Olympic Movement are grounded originally in European philosophy and educational traditions. Although these ideas seem to resonate in the two hundred nations that belong to the Olympic Family, there are many differences among their philosophical and educational systems. Therefore, receiving acceptance for the values- based teaching and learning strategies used in this manual may be a challenge in some nations. For example, in faith- based educational communities, the challenge for Olympic educators and youth group leaders will be to identify the ways that Olympic values education can support existing educational priorities, and to adapt and use the various activities in ways that are appropriate for the realities of local belief systems and situations. BelowAngola 2001: Local children getting involved in the fun of an Olympic Day. EDUCATIONAL REALITIES ANDOPPORTUNITIES TEACHERS AND YOUTH GROUP LEADERS IN DIFFERENT PARTS OF THE WORLD ARE WORKING WITHIN VASTLY DIFFERENT POLITICAL, RELIGIOUS AND EDUCATIONAL SYSTEMS, AND WITHIN CURRICULAR AND ECONOMIC CONSTRAINTS AND RESTRAINTS. 16TEACHING VALUES SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION 4 Reagan, T. ( 2000). Non- Western Educational Traditions: Alternative Approaches to Educational Thought and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.