TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION TEACHINGVALUES23 Below Nelson Mandela, the inspirational former President of the Republic of South Africa. is no such thing as ' the Olympic Games,' there are many thousands of Olympic Games." 12 What does this mean for you as authorities within your national education systems? Teaching Values: An Olympic Education Toolkitis designed to convert Olympic stories, traditions and history into curriculum- based learning activities. Children and youth learn best by being enthusiastically engaged. Learning activities based on the educational values of Olympism provide a useful context for locally produced interpretations, insights, representations and activities. These learnings seem to reaffirm the required learning outcomes of school- based curricula. South African teachers, for example, integrate the concept of ubuntu – an ancient sub- Saharan word meaning [ more or less] " I am what I am because of who we all are"– with the Olympic societal values of universality and humanity. 13 Therefore, exercises and stories based on Olympic themes provide a natural motivation for values- based teaching activities in a variety of subject areas. They will help young people to explore the traditions of their own national and cultural communities. They will support the goal of sport as well as the goal of education in schools to improve the moral and physical development of their participants and students. A programme based on the values of Olympism can help to transcend and also celebrate difference by focusing on the common aspirations that we all have for the well- being of our children. We want them to be physically active and healthy; we want them to play fair; we want them to respect others; and we want them to become the best that they can be. The activities in this Toolkitcan inspire imagination and hope by blending education with sport and culture in the service of peace. FOR TEACHERS AND INSTRUCTORS Inspiring the moral and physical development of children and youth through participation in sport and physical activity is the goal of the Olympic Movement. This goal, although based originally on Euro- American traditions, is also consistent with the active living goals of the World Health Organisation ( WHO) and UNESCO ( the United Nations Education, Scientific and Cultural Organisation). These organisations are concerned about the growing problem of obesity in young people in economically developed countries – a problem compounded by the lack of physical activity and the increase in sedentary " NO ONE IS BORN HATING ANOTHER PERSON BECAUSE OF THE COLOUR OF HIS SKIN, OR HIS BACKGROUND, OR HIS RELIGION. PEOPLE MUST LEARN TO HATE, AND IF THEY CAN LEARN TO HATE, THEY CAN BE TAUGHT TO LOVE, FOR LOVE COMES MORE NATURALLY TO THE HUMAN HEART THAN ITS OPPOSITE."( NELSON MANDELA) 9 Rogge, J. ( 2001). Editorial: Towards greater universality. Olympic Review, August- September 2001. www. olympic. org/ upload/ news/ olympic_ review/ review_ 200219124038_ UK. pdf 10 MacAloon, J. ( 1996). Humanism as a political necessity? Reflections on the pathos of anthropological science in Olympic contexts. Quest, 48( 1), 67- 81, p. 75. 11 Binder, D. 2002. Olympic odyssey: Facilitating an International Olympic Education Project. Unpublished Doctoral Dissertation. Edmonton: University of Alberta, p. 203. With thanks to Noel Gough ( 2000) for the concept of " transnational spaces." 12 MacAloon, J. Ibid. p. 76. 13 Binder, 2000. Be a champion in life: An international teacher's handbook. Athens: Foundation of Olympic and

24TEACHING VALUES SECTION 1 INTRODUCTION TO OLYMPIC VALUES EDUCATION Right Two young runners, one from Iran ( 2005) and one from Senegal ( 1997) embrace the challenge of sport during an Olympic Day Run. Below Thailand 2005: Young people celebrate during an Olympic Day Run. lifestyles. It is a goal that also resonates in economically developing countries, where competition for limited access to higher education through written exams is fierce, and children are forced to achieve academically at the cost of their health. Perhaps your school does not have the facilities or the curriculum time for physical education. Perhaps you do not have qualified people to instruct in physical education. Pierre de Coubertin met this same situation over 100 years ago when he was trying to reform the education system of France. He complained that young people were " being stuffed with knowledge … [ and] … turned into walking dictionaries." 14He suggested that young people develop positive values like fair play, respect for others, and the desire to challenge their abilities by actively applying them in real situations – and specifically in sport and games. Educational research today supports De Coubertin's conviction that participation in sport and physical activity contributes to a healthy lifestyle, effective learning and the development of positive values. Furthermore, the educational values of the Olympic Movement – joy of effort in sport and physical activity, fair play, respect for others, striving for excellence, and balance between body, will and mind – have relevance and application far beyond the context of sport. Activities which focus on the development of these values can contribute to the development of learning outcomes in many different subject areas. Government curriculum requirements often leave little room for additional programmes or for use of optional learning materials. Therefore, Teaching Values: An Olympic Education Toolkitis organised to allow flexible use. Educators may choose information or activities from the Toolkitto support or enrich their existing programmes. Educators may choose to use the entire Toolkitas a course in Olympic education. Educators may come together within a school to plan an Olympic Day or Olympic Week. Integrating the activities of the Toolkitacross a variety of subject areas offers a school the opportunity to work together, and to begin and end the Olympic theme with special symbols and ceremonies that will enhance the learning experiences.( For a description of how to plan an Olympic Day or Olympic Week see Section 5, p. 126.) Inspire the dreams of learners with Olympic stories of triumph and tragedy. Inspire international understanding and peace with the messages, magic and mystery of the Olympic symbols and ceremonies. Inspire the humanity of learners by teaching the Olympic values. 14 Quoted in Mueller, N. ( Ed.). ( 2000). Pierre de Coubertin: Olympism – Selected Writings. Lausanne: International Olympic Committee