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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

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT BACKGROUND INFORMATION............................................................................... 26 LINKED BY THE RINGS: THE OLYMPIC SYMBOL............................................ 29 FLYING THE FLAG........................................................................................................... 31 MAKING PROMISES: THE OLYMPIC OATH........................................................ 33 FASTER, HIGHER, STRONGER................................................................................ 34 IGNITING THE SPIRIT: THE OLYMPIC FLAME..................................................... 36 SYMBOLS OF PEACE.................................................................................................. 38 REPRESENTING THE SPIRIT: OLYMPIC GAMES' POSTERS...................... 39 ATHLETICS AND ART IN ANCIENT GREECE....................................................... 41 ONE WORLD: ONE DREAM – BEIJING 2008..................................................... 42 "… WHERE DOES THE ABSTRACT CONCEPTION OF OLYMPIC IDEOLOGY AS A MOVEMENT FOR PEACE AND INTERNATIONAL UNDERSTANDING TAKE ON HUMAN FLESH AND BLOOD?… THE ANSWER IS IN THE CEREMONIES…" ( JOHN MACALOON) 1 AboveTurin 2006: The spectacular Opening Ceremony in Turin continued the tradition of every Summer and Winter Games. CELEBRATINGTHEVALUES THROUGHSYMBOL ANDCEREMONY SECTION 2 CELEBRATING THE VALUES THROUGH SYMBOL AND CEREMONY TEACHINGVALUES25 1 MacAloon, J. ( 1996). Olympic ceremonies as a setting for intercultural exchange, in De Moragas, M., MacAloon, J., and Llinés, M. ( Eds.). Olympic Ceremonies: Historical Continuity and Cultural Exchange. Lausanne: International Olympic Committee, pp. 29- 43.