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