page 1
page 2
page 3
page 4
page 5
page 6
page 7
page 8
page 9
page 10
page 11
page 12
page 13
page 14
page 15
page 16
page 17
page 18
page 19
page 20
page 21
page 22
page 23
page 24
page 25
page 26
page 27
page 28
page 29
page 30
page 31
page 32
page 33
page 34
page 35
page 36
page 37
page 38
page 39
page 40
page 41
page 42
page 43
page 44
page 45
page 46
page 47
page 48
page 49
page 50
page 51
page 52
page 53
page 54
page 55
page 56
page 57
page 58
page 59
page 60
page 61
page 62
page 63
page 64
page 65
page 66
page 67
page 68
page 69
page 70
page 71
page 72
page 73
page 74
page 75
page 76
page 77
page 78
page 79
page 80
page 81
page 82
page 83
page 84
page 85
page 86
page 87
page 88
page 89
page 90
page 91
page 92
page 93
page 94
page 95
page 96
page 97
page 98
page 99
page 100
page 101
page 102
page 103
page 104
page 105
page 106
page 107
page 108
page 109
page 110
page 111
page 112
page 113
page 114
page 115
page 116
page 117
page 118
page 119
page 120
page 121
page 122
page 123
page 124
page 125
page 126
page 127
page 128
page 129
page 130
page 131
page 132
page 133
page 134
page 135
page 136

A. JOY OF EFFORT Young people develop and practise physical, behavioural and intellectual skills by challenging themselves and each other in physical activities, movement, games and sport. B. FAIR PLAY Fair play is a sports concept, but it is applied worldwide today in many different ways. Learning fair play behaviour in sport can lead to the development and reinforcement of fair play behaviour in the community and in life. C. RESPECT FOR OTHERS When young people who live in a multicultural world learn to accept and respect diversity, and practise personal peaceful behaviour, they promote peace and international understanding. D. PURSUIT OF EXCELLENCE A focus on excellence can help young people to make positive, healthy choices, and strive to become the best that they can be in whatever they do. E. BALANCE BETWEEN BODY, WILL AND MIND Learning takes place in the whole body, not just in the mind, and physical literacy and learning through movement contribute to the development of both moral and intellectual learning. 70TEACHING VALUES SECTION 4 THE FIVE EDUCATIONAL VALUES OF OLYMPISM SUGGESTED ACTIVITY Interpret the values by discussing people or actions that represent or illustrate each value. Interpret the values by making posters to communicate or illustrate their meaning. Write an essay on the topic: " The Olympic Values in My Life." BelowThailand 2005: Dancing for joy at an Olympic Day Run. VALUESPOSTER PROJECT FIVE EDUCATIONAL VALUES THAT RELATE TO PERSONAL OR INDIVIDUAL ATTITUDES AND BEHAVIOUR HAVE BEEN IDENTIFIED FOR THE PURPOSES OF THIS TOOLKIT. THESE VALUES ARE DESCRIBED BELOW.

TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT CHILDREN AND PHYSICAL ACTIVITY Young children are naturally active. As they grow older they are less likely to be active. The most dramatic drops in activity occur in the teen years, especially among girls and young women. Young people need to be motivated with a variety of inspirational methods and activities, and clear evidence of progress. Children grow at different rates at different ages, and experience periods of awkwardness during growth spurts. Sports activities need to be adapted so that they are appropriate for the age, abilities and skill- level of learners. Although it is never too late to learn motor skills, many, if not most, of the skills used in adult sport and recreation are learned early in life. Physical and sports education programmes should be given priority in school curricula and community life. Include music where appropriate. Music stimulates activity and lightens the spirit. Connect school physical education programmes with sport clubs and community- based programmes and facilities. " EVERY HUMAN BEING HAS A FUNDAMENTAL RIGHT TO ACCESS TO PHYSICAL EDUCATION AND SPORT, WHICH ARE ESSENTIAL FOR THE FULL DEVELOPMENT OF HIS/ HER PERSONALITY. THE FREEDOM TO DEVELOP PHYSICAL, INTELLECTUAL AND MORAL POWERS THROUGH PHYSICAL EDUCATION AND SPORT MUST BE GUARANTEED BOTH WITHIN THE EDUCATIONAL SYSTEM AND IN OTHER ASPECTS OF SOCIAL LIFE…" ( UNESCO CHARTER OF PHYSICAL EDUCATION AND SPORT, 1978) Below Circle of a Physically Active Life. 1 A: JOYOFEFFORT SECTION 4 THE FIVE EDUCATIONAL VALUES OF OLYMPISM TEACHING VALUES71 YOUNG PEOPLE DEVELOP AND PRACTISE PHYSICAL, BEHAVIOURAL AND INTELLECTUAL SKILLS BY CHALLENGING THEMSELVES AND EACH OTHER IN PHYSICAL ACTIVITIES, MOVEMENT, GAMES AND SPORT. " IF CHILDREN DO NOT HAVE A CERTAIN DEGREE OF SPONTANEITY OR TASTE FOR EXERCISE, IN OTHER WORDS IF THEY ARE FORCED, THEY WILL SURELY HAVE BAD MEMORIES OF THE EXPERIENCE, A FEELING OF RANCOUR AND A DISLIKE FOR THE VERY SPORT THAT ONE WOULD LIKE THEM TO ENJOY." ( PIERRE DE COUBERTIN, IN MÜLLER, N. ( ED.). ( 2000). PIERRE DE COUBERTIN: OLYMPISM, SELECTED WRITINGS. LAUSANNE, SWITZERLAND: INTERNATIONAL OLYMPIC COMMITTEE, P. 74). " OLYMPIC EDUCATION… IS GROUNDED IN SPORT OR PHYSICAL EDUCATION AND LINKED WITH VALUES DEVELOPMENT. BOTH ASPECTS HELP TO DEVELOP CHARACTER AND MAKE SOCIETY A BETTER PLACE." ( GESSMAN, R., ( 2004), OLYMPISCHES MENSCHENBILD AND SCHULISCHE SPORTDIDAKTIK, IN GESSMAN, R. OLYMPISCHE ERZIEHUNG. SANKT AUGUSTIN: ACADEMIA VERLAG, PP. 16, TRANS. BY D. BINDER) 1 Adapted from Robertson, S. ( Ed.). ( 2005). Canadian Sport For Life: Long- Term Athlete Development. Canadian Sport Centres, p. 15. Organised Sport and Podium Performance CIRCLE OF A PHYSICALLY ACTIVE LIFE1 Recreation and Lifelong Participation School Sports and Physical Education