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AboveAthens 1896: Athens, Greece, hosted the first Olympic Games. Here you can see the activity in the white marbled Panathinaiko Stadium before a hurdles event. Right Seoul 1988: A Field Hockey match between India and Pakistan. Mohinder P. Singh ( IND) tries to evade Tahir Zaman ( PAK) and Muhammad Qamar I.( PAK). LeftPierre de Coubertin and his invitation to the Congress of 1894. TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT TEACHINGVALUES21 SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION

22TEACHING VALUES SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION FOR COACHES, SPORT AND YOUTH CLUB LEADERS Jacques Rogge, President of the International Olympic Committee made the following statement about sport and the Olympic Movement: " The unique strength of the Olympic Movement lies in its capacity to enthuse a dream in successive young generations: The examples of the champions motivates young people. The dream to participate in the Games will lead them to sport. Through sport, they will benefit from an educational tool. Sport will help their bodies and minds Sport will teach them to respect the rules. Sport will teach them to respect their opponents. Sport will allow them to integrate with society, and develop social skills. Sport will give them an identity. Sport will bring them joy and pride. Sport will improve their health." 9 Most sports and youth club leaders would accept these statements, and would probably believe that fair play, respect for the rules, respect for opponents, positive social skills, and healthy behaviour are values that can be developed through active participation in sport and physical activity. However, these outcomes are not the result of participation in sport alone; these desirable behaviours have to be taught. Sometimes fierce competition and the pressure to win in both school and community sports can be a deterrent to the realisation of Olympic values like fair play. Nevertheless, coaches all over the world are in a unique position to teach the values of Olympism. One of the most effective ways for young athletes to learn about fair play, for example, is to provide an opportunity for them to discuss the implications and consequences of their behaviour. When coaches give their players an opportunity to explore value conflicts and to discuss their feelings, beliefs and behaviour, values education has begun. In older groups the discussion may focus on violence and substance abuse, while in younger groups the discussion may focus more on playing by the rules, equal opportunity and fair play. Stories and examples in this Toolkitcan be a basis for discussion. An Olympic values education initiative, which brings school and community clubs together in an integrated approach, provides a unified and consistent message to young people about appropriate values and behaviour. FOR EDUCATIONAL AUTHORITIES AND ADMINISTRATORS The events of the modern Olympic Games have broad international appeal and a world- wide television audience. They BelowNetherlands 1991: IOC member Anton Geesink starts an Olympic Day Run in the Netherlands. Dr. Geesink won a gold medal in judo at the Tokyo Olympic Games, 1964. Right Nagano 1998: A Japanese girl wearing an outfit embroidered with the Olympic rings and the Nagano mascots, the ' Snowlets'. The Snowlets ( Sukki, Nokki, Lekki and Tsukki) are four owls, a bird which represents " the wisdom of the woods" in many countries. began 100 years ago as a 19th century European educational reform project of Pierre de Coubertin. Today they are the " largest spatiotemporal concentration of attention in human history." 10 The general nature of the educational values of Olympism seems to act positively as a " transnational space"– a place where the symbols and ceremonies, values and principles of the Olympic Movement are worked out, worked through, adapted and re- invented within the context of local knowledge and local and national cultural traditions. 11MacAloon suggests that " there