The Fundamentals of Olympic Values Education

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The Fundamentals of Olympic Values Education

The Fundamentals of Olympic Values Education

2nd Edition
Published in 2016 Produced by the International Olympic Committee Department of Public Affairs and Social Development through Sport Lausanne, Switzerland

The OVEP content and any work, element or material made available or distributed to You in connection with OVEP, including without limitation any documents, graphics, images and videos (the “OVEP Material”) is the sole property of and/or is made available to You by the International Olympic Committee (the “IOC”), for non-commercial, non-promotional purpose and shall be limited to editorial, educational, research, analysis, review or reporting purposes only (unless indicated otherwise). The OVEP Material shall not be modified, altered and/or transformed, sub-licensed or re-distributed, in part or in whole, without the prior written consent of the IOC (or the indicated right holder). The IOC makes no warranty about and assumes no liability for the information included in the OVEP Material, neither its accuracy nor completeness. The views and opinions expressed (i) in any third party material made available to You as part of the OVEP Material, or (ii) in any publication, web site or other vehicles through which such third party material is made available to You as part of the OVEP Material, correspond to their authors’ point of view only and do not necessarily reflect the official policy or position of the IOC. You agree to indemnify, defend and hold harmless the IOC from and against any kind of damages resulting from or arising out of Your use or misuse of the OVEP Material, or any violation by You of these licence terms. The IOC (and to the extent applicable the relevant right holder) reserves the right to revoke the rights granted on the OVEP Material at any time and for any reason.
© Copyright 2016 International Olympic Committee
ISBN: 978-92-9149-162-9
Design: Thomas & Trotman Design
Cover illustration: Bruno Santinho
Copy editing and proofreading: Dan Brennan, Libero Language Lab
International Olympic Committee, Château de Vidy, 1007 Lausanne, Switzerland Tel +41 (0)21 621 6111

Photography by IOC and Getty Images®. Pages 8, 39, 83 IOC/Alexander Hassenstein; page 9 IOC/Arnaud Meylan; page 11 NOC/LAT; page 12 NOC/MOZ; pages 15, 32, 101 Getty Images®/Shaun Botterill; page 17 Getty Images®/Stu Forster/Pascal Le Segretain; page 19 Getty Images®/ Paul Gilham; pages 21, 28, 66, 87 IOC/Richard Juilliart; page 22 LOCOG; page 23 IOC/Greg Martin; page 24 NOC/BRA; page 28 IOC/Hector Retamal; page 29 Getty Images®/Todd Warshaw; pages 30, 45 Getty Images®/Jamie Squire; pages 32, 88 IOC/Jean-Paul Maeder; page 35 Getty Images®/Bryn Lennon; page 36 Getty Images®/Harry How; page 37 IOC/Yo Nagaya; pages 38, 60 Getty Images®/Clive Mason; pages 39, 54 Getty Images®/Julian Finney; page 40 Getty Images®/Milos Bicanski; page 41 Getty Images®/LOCOG; pages 42, 66 Getty Images®/Martin Rose; page 43 Getty Images®/Ezra Shaw, pages 44, 65, 100 Getty Images®/ Streeter Lecka, pages 47, 62, 64, 73 IOC/Mine Kasapoglu; page 48 Getty Images®/Jamie McDonald; page 51 IOC/Juerg Donatsch; page 59 IOC/ Christophe Moratal/Catherine Leutenegger; page 60 Getty Images®/ Mike Ehrmann/Bruce Bennett; page 63 IOC/Ubald Rutar/Ian Jones; page 66 Getty Images®/Pagni Alejandro/Harry Engels; page 67 Getty/Lutz Bongarts; page 68 Getty Images®/Michael Steele; page 69 Getty Images®/ Clive Rose/Quinn Rooney; page 70 Getty Images®/Don MacKinnon; pages 60, 71 Getty Images®/Adam Pretty; page 74 IOC/Randy Lincks; page 75 Getty Images®/Mike Hewitt; page 76 IOC/Anthony Charlton; page 81 Getty Images®/Pawel Kopczynski; page 82 IOC/John Huet; page 84 IOC/Pilar Olivares; page 86 NOC/CZE; page 89 NOC/BOT; page 90 Getty Images®/ Scott Heavey; page 94 Getty Images®/Jed Jacobsohn; page 104 Getty Images®/Central Press; page 105 Shutterstock/Tinna Pong; page 106 SYOGOC; page 108 Getty/Antonio Scorza/Mike Powell; page 110 Getty Images®/Pascal Rondeau; page 111 Getty Images®/Hamish Blair; page 112 Getty Images®/Jasper Juinen; page 113 Getty Images®/Ronald Martinez; page 115 IOC/Xi Yang.



Table of contents

Table of contents

Foreword by Thomas Bach

IOC President


Foreword by Sir Philip Craven, MBE

Chairman of the IOC Olympic Education Commission


How to use this Manual


Section 1

Introduction to Olympic Values Education




The Fundamental Principles of Olympism


The core values of Olympism


The educational themes of Olympism


Teaching approaches


Olympic Values Education and your community


Educational realities and opportunities


Using this resource to meet the challenges


Participating in OVEP


Section 2

Celebrating Olympism through

symbols, ceremony and art


Background information


Linked by the rings: the Olympic symbol


Flying the flag


The Olympic motto: Citius, Altius, Fortius


Igniting the spirit: the Olympic flame


The Olympic Games opening ceremony


The Olympic Games closing ceremony


The Olympic oaths


The Olympic Truce in ancient and modern times


(continued overleaf)


Table of contents

Table of contents continued

The language of peace


Symbols of peace


Sport and art in Ancient Greece


Sport and art in the modern Olympic Games


Logos and mascots: designing your identity


Section 3

Delivering Olympism through

sport and the Olympic Games


The Olympic Movement


The Olympic Museum and the Olympic Studies Centre


The Olympic sports programme


The Youth Olympic Games (YOG)


Breaking through barriers: women in the Olympic Games


The Paralympics: “Spirit in Motion”


Welcoming the world: hosting an Olympic Games


Host cities of the Olympic Games


The Olympic Village


Sustainable development through the Olympic Games


Overcoming the challenges of an Olympic Games


Section 4 Teaching the educational themes of Olympism 78

The culture of sport


Athletics events in Ancient Greece


Interpreting the Fundamental Principles


The five Olympic educational themes


A. Experiencing the joy of effort through sport and physical activity


Living the joy


Celebrating Olympism: Olympic Day



Table of contents

B. Learning to play fair What is fair play? Living by the rules of fair play Fair play in community sport Implementing a fair play programme Fair play pledge for coaches Fair play commitment for parents Fair play commitments for athletes and participants C. Practising respect for oneself and others Living by the principles of respect Human rights: the basis for respect and acceptance Having rights means having responsibilities “I have a dream” Making difficult choices D. Doing your best by pursuing excellence Living excellence The long road to victory: an athlete’s story Finishing the race Doing one’s best E. Living a harmonious and balanced life—body, will and mind Finding a balance An active life Active lifestyles
Glossary References

90 91 92 94 96 97 98 99 100 101 102 103 104 105 106 107 110 111 112 113 114 115 116
118 121


Foreword by Thomas Bach

Foreword by Thomas Bach IOC President

“Only children playing sport can enjoy the educational and health values of sport. We want to inspire these children by giving them better access to sport.”

The world is changing at an unprecedented speed which is having a far reaching impact on the wellbeing of young people. The IOC is responding to this change through the Olympic Agenda 2020, the strategic roadmap for the future of the Olympic Movement. These reforms address our rapidly shifting world under three pillars: Sustainability, Credibility and Youth.
Sport develops self-confidence, leading youth to respect themselves and others both on and off the field of play. Sport has been recognised as a powerful learning tool for education—providing a universal language for delivering key messages on the issues of healthy lifestyles, social inclusion, gender balance, and rebuilding of local communities.
As a sports organisation we cannot merely be satisfied with only increasing numbers of young people watching the Olympic Games. We have an interest and a responsibility to get the ‘couch potatoes off the couch’. Only children playing sport can become future athletes. Only children playing sport or exercising can enjoy the educational and health values of sport. We want to inspire these children by giving them better access to sport. We want to engage with them wherever they are. We want sport included in more school-curricula worldwide.
The Olympic Values Education Programme (OVEP) helps to guide young people to find a common ground and engage in activities which embrace the core Olympic values of Excellence, Respect and Friendship. Consequently, the IOC focuses on promoting universal participation in sport and physical activity, as well as the development of appropriate educational tools to engage and empower young people.
During OVEP Phase I (Pilot Phase, 2005–2010), three continents—Africa, Asia and Oceania—were successful test beds for the programme, and 10 “Train the Trainer” workshops were organised. Today, more than 110 countries have integrated OVEP and thousands of young people have experienced the Olympic values in action.
Taking into consideration lessons learned through regional implementation, the commencement of OVEP Phase II highlights the substantive change that learning about Olympism and the Olympic values can initiate. It also underlines the need of ensuring a uniform delivery of global values-based learning with the added flexibility to adapt to the local situation.
The launch of OVEP Phase II will see an exponential growth in the teaching of Olympic values at a global level. It is a learning initiative which all members of the Olympic Family are invited to embrace and the programme will also be useful to all stakeholders and partners who have a special interest in values-based education for the coming generations.

Thomas Bach IOC President

Foreword by Sir Philip Craven, MBE

Foreword by Sir Philip Craven, MBE Chairman of the IOC Olympic Education Commission

“Sport’s capacity to connect young people with role models and mentors, to provide opportunities for well-rounded global citizenship and to help in acquiring critical individual life skills signify turnkey solutions for communities, policy makers and business leaders.”

The leitmotif of Olympism lies in safeguarding the needs of future generations through the practice of sport, thereby engaging youth to develop a values-based mindset that will last a lifetime. In the words of Pierre de Coubertin, “blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal ethical principles”.
Developed in collaboration with international experts, the Olympic Values Education Programme (OVEP) aims to disseminate a holistic curriculum to youth. OVEP can be delivered through various educational and content-related platforms. Sport’s capacity to connect young people with role models and mentors, to provide opportunities for well-rounded global citizenship and to help in acquiring critical individual life skills signify turn-key solutions for communities, policy makers and business leaders.
The IOC’s commitment to support “Education for All”, which underpins OVEP, can contribute to:
(i) making teaching more relevant, meaningful and provide a fun learning environment;
(ii) enriching educational materials by incorporating a “learning through doing” approach;
(iii) developing life skills for inside and outside the classroom; and
(iv) shaping young people’s wellbeing through sport, physical activity, play and life values.
We are privileged that OVEP is equally effective at diverse levels of delivery. Firstly, the programme is successful at grassroots level, adapting to local and cultural needs. Secondly, non-governmental organisations and Olympic Movement stakeholders can easily take ownership of the programme. Thirdly, governments show a growing interest in incorporating OVEP to reinforce existing national school curricula. The Olympic Movement is well placed as a supporting partner “to build a better world through sport”.
As Chair of the IOC Olympic Education Commission, and on behalf of the Commission’s members, I hope that this new edition of the OVEP resource materials will help to reinforce the unwavering commitment of the Olympic Movement to education through sport.

Sir Philip Craven, MBE Chairman of the IOC Olympic Education Commission


How to use this Manual

How to use this Manual
The Olympic Values Education Programme (OVEP) is a series of learning resources that have been created by the International Olympic Committee.
Using the symbols of the Olympic Games, the themes of Olympism, and drawing extensively from the lore of the ancient and modern Olympic Games, this programme aims to disseminate a values-based curriculum that will shape the development of child and youth character. Using the context of Olympic sports, participants are taught skills and strategies that will help them to assume the responsibilities of global citizenship and civic literacy. To achieve these objectives OVEP has four key resources: • The Fundamentals of Olympic Values Education:
A Sports-Based Programme • Delivering OVEP:
A Practical Guide to Olympic Values Education • Activity Sheets:
Exercises to Support Olympic Values Education • The Resource Library
The Fundamentals of Olympic Values Education manual is organised into four sections. The first section introduces participants to the core principles of Olympism—participants are provoked to think how these principles relate to their own lives. In the following three sections, the history, stories and symbols of the Olympic Games are explored using the Olympic educational themes. OVEP participants have the opportunity to deepen their experiences and understanding through a series of activity sheets. Educators and participants can also draw on an extensive range of resources (films, articles, links) that are stored in The Resource Library.

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The Fundamentals of Olympic Values Education