If in today’s society Olympism plays an important role through the Olympic Games, for the Internatioinal Olympic Committee (IOC) it is above all: “ [...] a philosophy of life, exalting and combining in a balanced whole the qualities of body, mind and will. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy of effort, the educational value of good example, social responsibility and respect for universal and fundamental ethical principles.” (International Olympic Committee, 2013 a, p.11).

Over the years, many authors have analyzed the Olympic phenomenon in different ways. Five different and complementary types of studies can thus be presented.

The first concerns the history of the phenomenon. The work of Yves-Pierre Boulogne (Boulogne, 1975) proposes an exhaustive analysis of the contemporary Olympic epic, focusing on the role played by Pierre de Coubertin, Father Didon and Thomas Arnold. The historic approach of Violaine Vanoveke (Vanoveke, 1992), on the other hand, focuses on the Olympic Games and sport, in particular, through physical education in ancient Greece.

The second type of study covers the operation of the Olympic system, mainly through the IOC and the host city of the Games. The two works of Jean Chappelet (Chappelet, 1991) and Claude Fleuridas, in cooperation with Raymond Thomas (Fleuridas and Thomas, 1984) follow the same logic.

The third reflects the ambiguity of the Olympic phenomenon through the bonds established with states and presidents. David Miller (Miller, 1993) relates the arrival of Juan Antonio Samaranch at the IOC and Pierre Milza, in collaboration with Philippe Tétard and François Jéquier and Philippe Tétard (Milza, Tétard and Jéquier and Tétard, 2004), deal with the political power of this centennial institution.

The fourth refers to a work that denounces all the contradictions of the Olympic phenomenon, which are linked to size, the organization of the Games and its legacy. This point is emphasized, in particular, by the work of Jean-Marie Brohm (Brohm, 1981).

Finally, the last point is related to the work that is being carried out on the phenomenon itself. Regarding this issue, four works are extremely important: those of Bertrand During (During, 1989) on The Values of Olympism; Gilbert Andrieu (Andrieu, 2004) on the modern myth of the contemporary games; the three volumes Pierre de Coubertin, Textes choisis (Selected texts) (Müller and Schantz, 1986) and, finally, One Century of the International Olympic Committee: The Idea, the Presidents, the Work, also in three volumes (Gafner, 1994).

These five types of studies and critiques of the Olympic phenomenon were the basis for research on Olympism in the French school system and, in particular in the Besançon Regional Education Authority (Monnin, 2008 a). This analysis made it possible to understand how the French educational system views the phenomenon, through its protagonists, pupils and teachers (Monnin, Loudcher and Ferréol, 2012).

Olympism may appear as a privileged course for an education that is based on the harmonious development of body and mind. For all that, should the Olympism that Coubertin envisioned remain an educational model in the 21st century? Can we imagine proposing and providing an Olympic education for today’s school and university system or for athletes?

This presentation focuses on the following central question: How can an Olympic education be effective on a daily basis and become a tool for social cohesion? In other words, do we need an Olympic education in order to convey values to young people?

Our presentation will focus, first of all, on the conceptual approach, by trying to define the concepts of Olympism and Olympic education, following which we shall deal in a more pragmatic way, with the different forms of Olympic education, through the example of an “Olympic Week”, organized in France and the organization of the Olympic Games. Finally, we shall conclude this thought process by trying to understand how this Olympic education is becoming institutionalized all over the world.

1. The concepts of Olympism and Olympic education

A. The concept of “Olympism”

We owe the neologism Olympism to Coubertin. To the question “What is Olympism?” the reviver of the Games answered by giving the following definition: “It is the religion of energy, the cult of intensive will, which develops through the practice of manly sports based on hygiene and civic spirit, surrounded by art and thought” (Müller et Schantz, 1986, p. 446).

For him, Olympism is a tool that should be used to educate youth, by relying on a dual sporting and intellectual practice. This ambitious program established a balance between the mind and the body, as testified by his famous motto Mens fervida in corpore lacertoso (ibid., p. 453).

Coubertin unquestionably relied on the Greek city in order to define this concept (Coubertin, 1918, p. 17): “There are, basically, destinies where the future society is being prepared, a kind of latent eliminating conflict between the principle of the Roman state and that of the Greek city. We are destined to rebuild on one of these two bases. Appearances favor the Roman state. As for me, I believe in the Greek city” (Coubertin, 1931, p. 209).

He also relied on the initiatives which were developed in the English school system through games and sports. In the 1860s, this innovative work was adopted by all public schools, and by the universities in particular. It was after the publication of Thomas Hughes’s book, Tom Brown’s Schooldays, in 1857, that “we started to explain that victories on the battlefield were prepared on the Eton playing fields” (Zoro, 1986, p. 52).

According to Coubertin, Olympism lies in the marriage of two ideals: that of the English school system and that of the Greeks. Olympism is a philosophy in the broad sense, combining body and mind, character and conscience. Jean-Louis Chapelet delimits the main aspect of this notion: “This neologism in Coubertin and his followers is a synonym for different expressions, such as ‘Olympic idea’, ‘Olympic ideal’ or ‘Olympic spirit’. These words appear again and again in the official speech of the IOC and the sports movement” (Chappelet, 1991, p. 27).

For Norbert Müller, on the other hand, it is its double and contradictory character that should be emphasized: “Olympism is a state of mind arising from a double cult: the cult of effort and eurythmy. And you can clearly see how true to human nature the association of these two elements is, the taste of excess and the taste of measure which, while being contradictory, are nevertheless at the base of any complete virility” (Müller, 1986, p. 385).

The conference titled “The philosophical foundation of modern Olympism” on 4 August 1935, recorded by Geneva radio, was considered by Coubertin to be the most important Olympic testimony of the last years of his life (Müller and Schantz, 1986, p. 592). It is a real legacy, based on which we can measure each of the characteristics of Olympism: religion, elite, truce, beauty.

Olympism takes on, therefore, a multitude of meanings. This thought seems to be justified by the writings and speeches of Coubertin himself, who did not wish to give them a very precise definition. Coubertin’s Olympism is: “ [...] a mixture of ancient Greek philosophy, Western Christianity and democratic cosmopolitism” (Boulogne, 1975, p. 52).

As the years went by, the IOC defined Olympism officially in the 1st principle of its Charter: “Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy of effort, the educational value of good example, social responsibility and respect for universal fundamental ethical principles” (International Olympic Committee, 2013a, p. 11).

This concept could also be defined as a “boundary-object”, to quote the term used by Susan Star and James Griesemer (Star and Griesemer, 1989).

This “boundary-object” would ensure that the very different protagonists would agree to cooperate for the objectives of Olympism. To achieve this, the Olympic Movement should succeed in attracting different protagonists to participate in its work, so that they can contribute to its promotion whilst serving their own interests. The IOC must know how to “translate the interests of others”, thus ensuring that all cosmopolitan protagonists will become a group of allies, who will become mobilized around Olympism, whilst continuing to serve their own ends (Lauriol, Guérin and Zannad, 2004). “The existence of a boundary-object will therefore allow each protagonist not to master all the dimensions and competences linked to the project, but to present a sufficiently simple and coherent image that will allow them to focus on it, make it their own, relate it to their own purposes, concerns or identity, and finally decide to become involved in the project.” (ibid., p. 1789). The Olympic boundary project would bond together these different protagonists and the different worlds that they represent. In any case, Olympism acts as a link between different conceptions, centers of political, economic, educational or philosophical concerns. The links which organize these different worlds design and legitimize the Olympic Movement’s position in our contemporary society.

The Olympic Movement is obliged to develop strategies in order to obtain maximum support for its projects (project development, sponsoring, political support...). Children and adolescents, the future consumers or athletes, have become important factors ensuring the continuity of the Olympic system. Different options are thus considered: the Youth Olympic Games (two editions: summer and winter) (Monnin, 2008b), the Olympic Values Education Program, the contracts between the host city of the Games and the Ministry of Education... The concept of Olympic education acquires all its meaning through expansion of its actions to include a younger audience.

B. The concept of “Olympic education”

The concept of “Olympic education” has emerged in Olympic research since the 1970s, mainly through the work of the German Norbert Müller (Müller, 2014). For Coubertin, Olympism may appear as a privileged course for an education that is based on the harmonious development of body and mind. This education became concrete through multiple initiatives, such as the establishment of the Olympic Institute of Lausanne (OIL) (Monnin and David, 2012), the International Office of Sport Pedagogy (IOSP) or the short-lived creation of an Olympic Chair at the Mediterranean Centre of Nice (Coubertin, 1934a, p.28). For this educational model, Pierre de Coubertin never used the concept of Olympic education but that of “sport education” (Coubertin, 1934b), which we find in his work Pédagogie sportive.

But in the 21st century, should the Olympism that Pierre de Coubertin wanted remain an educational model? Can we imagine, propose and provide an Olympic education for school and university systems, or for athletes?

In the year 2000, during the 5th Session of the International Olympic Academy (IOA) for Directors and Presidents of National Olympic Academies (NOAs), discussions made it possible to give a definition of the concept of “Olympic education” that we shall keep: “Olympic education [concerns] social, mental, cultural, ethical and physical development. Sport is at the heart of this education, with a view to educating young people so that they become balanced citizens, both mentally and physically, cooperative, tolerant, with respect for peace [...]. Olympic education must allow individuals to acquire a life philosophy, through which they will bring a positive contribution to their family, their community, their country and the world” (Georgiadis, 2007, p. 217).

If we compare this definition to the role and mission of the school, Olympic education does not have a real originality (Monnin, 2012, pp. 333–351). The school’s major educational objectives, mainly through the socialization of a future active, autonomous and responsible adult, have been recaptured by the Olympic Movement. For example, in PSE (Physical and Sport Education), Claude Pineau¹ defined physical education in 1991, in these terms: “A teaching discipline that proposes, by furthering organic and fundamental development and maintenance, the acquisition of knowledge and learning that allows the organization and management of physical life at all ages, as well as access to the fields of culture, which build up sport practices” (Pineau, 1991).

For other authors, André Rauch (Rauch, 1983) or Georges Vigarello (Vigarello, 1993), PSE at school fully contributes to the individual’s development by teaching safety and the harmonious development of the body or by favoring health. More recently, the publication of the law of orientation and program of the School’s future of 23 April 2005, reminds us that “The common base of knowledge and competencies [...] constitutes an asset of learning and skills that pupils have to master at the end of their compulsory schooling in order to continue their training, build their professional future and be successful in their social life” (Orientation Law, 2005).

The principles which define Olympic education as expressed by Norbert Müller (Remmelkoor, 2007, p. 231):

• harmonious development

• improvement by the quest for excellence

• respect in sport

• peace and understanding among people

• emancipation in and through sport

seem redundant and very close to those which are already developed at school.

Otto Schantz, for his part, questions the validity of such an approach: “Do we need an Olympic education in order to convey values to young people, in order to promote sport ethics? Do we need an Olympic education that carries the risk of becoming a doctrine, a profane religion? Is it not enough to try to pass on sports ethics, without worrying about the Olympic Movement and its symbols?” (Schantz, 1998, p. 230). For IOC member Nat Indrapana, an educational program based on Olympism should be integrated without interfering with existing school or university programs (Indrapana, 2007, p. 163).

Two entries are possible:

• through university research on Olympism

• through the teaching that is transmitted to pupils and athletes in academic programs

2. The example of the “Olympic Week” organized in France at the University of Franche-Comté in 2012

On the occasion of the 2012 Olympic Games, the UPFR (Unit of Sport Training, Promotion and Research) of the University of Franche-Comté and its laboratory “Culture, Sport, Health, Society” (EA 4660) organized an “Olympic Week” under the title “Education in Olympic Values” (Monnin, 2013, pp. 10–13). This original event showcased three main elements of Olympism:

• Coaches and trainees – they could appreciate the work, the closeness or apprehend disillusion

• Heroes and supporters – for the absolute symbol of joy and passion

• Best of Beijing – for the magic of the Games.

A collection of photographs of the family of Pierre de Coubertin and all the posters of the Summer and Winter Olympic Games allowed visitors to better understand the coming into being and development of the contemporary Olympic Movement.

Pedagogical workshops were organized by the school children, accompanied by a teacher who was an Olympism specialist, on the following set of themes:

• geopolitics and sport

• sustainable development

• the values of Olympism

• the Olympic Movement

• Pierre de Coubertin

• Olympic posters

In order to facilitate the educational work, each class received, before the visit, pedagogical files (for example, The Olympic Movement and The Environment and Sustainable Development) that had been provided by the International Olympic Committee, Olympic Museum of Lausanne. The regional press published each day a report on Olympism which pupils could refer to.

Six lectures-debates were presented during the exhibition: Images and Olympism, Training, the Geopolitics of the Games, the History of a Coach at the Olympic Games, High Level Physical Effort and the Olympic Games from Antiquity to our Modern Times.

This free of charge exhibition for primary schools, colleges, secondary schools, universities and the public at large welcomed more than 1.680 visitors while 300 children’s drawings were collected.

Apart from the values inherent in Olympism, which we mainly find in the fundamental principles as defined in the Olympic Charter, the visit to these exhibitions was also an opportunity to examine with the children the subject of the Olympic Games from a sociological, economic, scientific, and country planning point of view... (Monnin, 2009).

3. The Olympic Games and Olympic Education

It was during the Munich Games of 1972 that the first Olympic education program was implemented in primary and secondary schools. This initiative was followed up by the Organizing Committee of the Olympic Games (OCOG) of Montreal. Well before the opening of the Games, in 1976, an Olympic program entitled Promoting Olympism in Schools was introduced for three years (1973-1976) in the schools of Quebec. “The program’s aim was to raise public awareness of the Olympic Movement and ensure a positive effect on modern society” (Georgiadis, 2009, p. 133).

For Konstantinos Georgiadis, the honorary Dean of the IOA, these two Olympic education programs, which were organized in parallel with the Olympic Games “ [...] were considered as models for their time and contributed to the development of Olympic education, on a world scale. Today, Olympic education programs are implemented in many countries of the world, in particular during the Olympic Games” (ibid.)

The organization of the Games for a nation seems to be an effective way of raising people’s awareness of the Olympic Movement and its values.

To better understand how the OCOGs disseminate and organize these programs, let us look at the example of two large-scale Olympic education programs which were implemented in France.

The first was the organization of the Olympic Games of Albertville, in 1992, and the second the bid of Annecy for hosting the Winter Games of 2018.

Albertville 1992

When Albertville became the host city of the Winter Games, in 17 October 1986, France implemented for the first time a real Olympic education program. The program was launched on 23 March 1991, with a rather original project: the creation of an Olympic kit called Ecolympic, Albertville 1992 (Ministry of Education, Youth and Sports, 1991). This kit was designed with the support of the Ministry of National Education and intended for all elementary and primary classes with a view to involving them in the staging of the 16th Winter Games.

Lionel Jospin, Minister of National Education, Youth and Sports, wanted to involve teachers and school children in this event: “ [...] because the school lives in symbiosis with its country, because it is open to all the events, which compose and contribute to the shaping of France’s cultural legacy, it was naturally intended to be the partner of the Organization Committee of the Games. The Ecolympic educational kit [...] will allow teachers to experience, in an original way, this sports event” (Jospin, 1991).

The kit’s content, which was rich and varied, included a multidisciplinary and pedagogical content, by focusing on three generic themes: the Olympic Games, the Savoie and its mountain region, and Albertville 1992. The kit, designed by a team of Savoyard teachers, included three large sections:

The first section was intended for teachers working with pupils and for livening up the class, thanks to a set of small bags which contained:

• Thirty-three folders for the teacher (312 pages in four colors)² and educational index cards that corresponded to each folder (68 pages).³

• Index cards of pupils (124 in four colors) organized around thirty four different themes and a set of sixty slides.

• Seven posters (in particular a map of the “three valleys” and a map of the terracing of the vegetation), as well as a relief 1/100000th map of the Savoie, with indications.

The second section made it possible to follow and experience the Games of 1992 live thanks to a results table, to be completed daily.

Finally, the third section contributed to injecting dynamism into the event through images. Since the autumn of 1991, a video clip had been available in each Departmental Educational Documentation Centre (DEDC).

This content may be used on an individual basis; however, a theme presented in the class (or outside) requires the use of several additional folders. For example, the study of the Savoie is based on folders such as Life in the mountains, Facets of the Savoie, Agriculture, and Stations Generation. The teacher can thus illustrate the study subject with slides, posters, maps and use these tools in order to support his/her actions and pedagogical project.

Annecy 2018

As part of the bid for the organization of the Winter Olympic Games of 2018, the city of Annecy multiplied its initiatives for promoting Olympic education in schools. For example, an Olympic week was organized from 15 to 19 November 2010 with the slogan: “Blending sport, culture and education”. The city proposed artistic, cultural and sporting activities in all schools, with a view to allowing children to discover the history of the Olympic Games, Olympic values and sport disciplines...

During the months of April and May 2011, more than 50 Olympic champions, Olympic medalists and Olympians, were welcomed in 135 classes (schools and colleges) distributed in 35 districts of the departments of Haute Savoie, Savoie and Isère. Approximately 3,500 pupils were made aware of Olympism and its values by the educational teams of the Grenoble Regional Education Authority on the theme “Education and Olympism – Athletes and youth: experience-sharing” (Grenoble Regional Education Authority, 2014).

On 5 November 2010, the Bid Committee of Annecy 2018 presented a piece of work entitled “Education and Olympism: from one pole to the next” (Goursolas and Villermet, 2010) to all its partners of the National Skiing and Mountaineering School of Chamonix. This educational medium was designed in partnership with the National Education and School Inspectorate of Haute- Savoie.

The Rector of the Grenoble Regional Education Authority, Olivier Audéoud, in a letter dated 11 January 2011, presented the text officially: “This pedagogical medium of 164 pages promotes the educational process: it is intended for primary schools, colleges and secondary schools. It relies on the body of knowledge and skills and on the implementation of interdisciplinary works, [...] and was partly conceived by and for teachers based on varied experiences” (Audéoud, 2014). The objective was to raise the awareness of the largest possible number of pupils in order to encourage them to practice sport in their life.

Its designer, Jean-Marc Villermet, project leader at the Academic Inspectorate of Haute-Savoie, explains the major motivation that led to the realization of this work.⁴ In order “to accompany the proposed actions in the three departments where Winter Games had already been held (Haute-Savoie, Isère, Savoie), with a view to facilitating the initiatives of the institutions and providing a few educational points of reference, we designed a piece of work entitled “Education and Olympism, from one pole to the next” – which proposed working trails for disciplinary and interdisciplinary contents (science, languages, literature, EDD, arts and culture...) in the form of index cards by relying on a common body and working by objectives [...] This work also provides information that makes it possible to learn more satisfactorily the history, the legacy, the geography of the region, its champions, present and past, able-bodied or disabled. It is completed by a DVD of resources, a bibliography, a film collection [...] (ToutEduc. 2011).

This tool operates from a common body of knowledge and skills, which constitutes a major provision of the Orientation Law and of the program for the schools’ future of 23 April 2005.⁵ The seven constituent skills of the common body levels and themes were identified by the school pupils and college students and then grouped on practical index cards related to the candidature of Annecy 2018.

Sixteen themes were developed in detail in six to ten pages in order to guide the teacher in his/her educational selections:

• Welcome, receive, meet

• Sport and disability: the time of victories

• Sports on the agenda

• Wildly enthusiastic

• Baroque: dreams that sparkle and ice saints

• Olympic planet

• Adventure, discovery and emotion

• Large screen: the mountain surrenders

• The Olympic truce

• Track games

• Roger Frison-Roche, the writer of sport and mountain

• Sustainable development: how can we lay out the slope?

• Sliding experiences

• Water, snow and ice

• Winter in the mountains: traces of medieval architecture

• The time of competition

In order to help him prepare his teaching or delve deeper into its educational content, the teacher uses a DVD (still visuals, documentaries, bibliography). Finally, for the teacher who wishes to organize a discovery class, a school outing, a study of the documents or a snow class, areas of work on themes such as living in the mountains around Annecy, in the land of the Aravis, in the land of Mont-Blanc, in the heart of the Haute-Savoie or in the Chablais are targeted depending on the teaching subject.

Today, the preparation and the staging of the Olympic Games offer an opportunity for preparing original programs in different countries based on media attention in order to raise awareness of the Olympic Movement and its values.

4. Towards the institutionalization of Olympic Education

In addition to the awareness-raising of young people that now accompanies every Olympic event, there are equivalent training programs in many universities around the world. Today, there are approximately twenty higher training courses and/or degrees supported by the IOC.⁶ There are also activities for primary and secondary school children. Since 2005, the IOC has implemented the Olympic Values Education Program (OVEP), which is “a tool that aims at maintaining the interest of youth in sport and encourages them to practice sport and promote the Olympic values” (International Olympic Committee, 2014).

This program is based on a manual (available in French and English) of 136 pages entitled Teach the values and on a series of initiatives for young people of 8–18 years. Twenty projects have already been sponsored (educational kits for English, Canadian teachers...). A data bank and interactive tools are also available, the purpose being to create an Olympic spirit, underpinned by a global citizenship in the hearts of youth.

The manual, after reminding us of what the Olympic values are, serves as a real guide for the organization of an Olympic Day in a school with the involvement of all the community in the project, relying on multidisciplinary skills (writing of articles in French in the class, creation of art panels, etc.), the objective being to allow pupils to experience a mini Olympic ceremony. The creation of teams and flags, for example, is recommended. OVEP therefore encourages and provides a new visibility to existing initiatives all over the world.

In this same spirit, the French National Olympic Academy (FNOA) inaugurated, on 5–7 July 2006, its first “Youth Olympic Camp”, welcoming two classes for the secondary course (32 pupils) (French National Olympic Academy, p. 2).

The FNOA has a double objective: “Firstly, to help children know more, promote, come into contact with and share the values of sport. Secondly, to understand well why the values of Olympism are useful for the functioning of our society” (CNOSF, 2014). This “Olympic Youth Camp” is organized now in a different region each year. Since 2008, a “Youth Olympic Camp” has been organized in winter. Around 500 primary school pupils have participated in the program. Other initiatives are being taken on Olympism, mainly during the Olympic Games, for primary schools with the support of the Federations and/or departmental Olympic Committees.

In 2007, the IOC launched the Youth Olympic Games (YOG) (Monnin, 2008b), which are held every four years, in staggered summer and winter events, and staggered also with the Olympic Games. It is a high level sporting event open to young people from the whole world. In addition, the YOGs integrate a cultural and educational program (CPE), focusing on five themes promoted by OVEP: Olympism, social responsibility, development of skills, expression and well-being, and healthy life styles. The proposed sports program is based on that of the Olympic Games, with 28 sports for the Summer Games but only seven for the Winter Games. The program also includes new disciplines and new formats such as basketball 3 by 3 and a hockey ability test. The objective of the CPE is to offer “a series of recreational and interactive activities, workshops and training exercises for the team spirit [and to give] to participating athletes the possibility to learn more about the Olympic values, discover other cultures and develop the necessary skills for becoming real ambassadors of sport” (International Olympic Committee, 2013b). Participants come from all over the planet: in 2010, 205 National Olympic Committees participated in the summer edition in Singapore and 69 in Innsbruck. More than 3,500 athletes gathered at the Summer YOGs, which lasted twelve days, whilst those of the Winter Games numbered 1,100 athletes and lasted ten days. The IOC added that “participants other than competitors, i.e. young reporters, ambassadors and role model athletes, are also an integral part of the experience of the Youth Olympic Games” (ibid.) As in the case of the Olympic Games, the YOGs were held in Singapore, from 14 to 26 August and the first Winter YOGs in Innsbruck, Austria, from 13 to the 22 of January 2012. The second summer YOGs were held in Nanjing, China, from 16 to 28 August 2014 and the second Winter YOGs in Lillehammer, Norway, in February 2016.

The main objective of Olympic education, which appeared in the 70s, is to disseminate the ideas of the Olympic Movement by making the principles concrete. It should not interfere with but complement the school programs. Thus, an Olympic education program can enrich, encourage and promote pupils’ learning by relying, in particular, on the event with the largest media attention and public of the planet, the Olympic Games. Olympic education is a valuable investment for building a peaceful and better world. It is “the most useful and precious effort offered by the Olympic Movement within the framework of the Olympic Ideal” (Remmelkoor, 2007, p. 231).

It is an opportunity for school children and athletes:

• to understand “the fundamental principles of the Olympic philosophy (defined in the Olympic Charter)”

• to learn about “Olympism and the idea of the Olympic Games”

• to “promote and disseminate the ethical and educational values of the Olympic Movement”

• to gain insight into “Olympism and the universal ideal in the sense of kalokagathia”⁷

• to learn about how to “mould in a harmonious way the body and spirit, in accordance with Olympic philosophy”

• and to “experience a program which sets out to build the personality of each individual, thus laying the foundations of international understanding”

As suggested by Konstantinos Georgiadis, an Olympic education project should take into consideration three main elements: the first is to understand the Olympic principles of the Olympic Charter; the second to grasp the historic and pedagogical foundations of the Olympic ideal; and, finally, the third to better understand our society and our life style today.

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1. Inspector General of the French Ministry of Education.

2. It was a real data bank with data and thoughts on the event of the Olympic Games and the Savoie.

3. They proposed activities to be selected depending on the class project.

4. The work entitled Education and Olympism: from one pole to the next, published by Scérén, was distributed (2,000 copies) in the Savoie and Haute-Savoie and online on several sites, with a complete version that could be downloaded.

5. The seven component competences of the common body of knowledge are: good command of the French language, use of a living foreign language, good command of principal elements of mathematics and scientific and technological culture, good command of information and communication techniques, humanistic culture, social and civic skills, autonomy and initiative.

6. The Relations with universities service of the IOC’s Center for Olympic Studies, has selected, for 2013, thirteen post-graduate courses, which propose subjects linked to Olympism. Here is the list:

– 20th International Seminar for post-graduate students

– Master’s program in “Olympic studies, Olympic education and management of Olympic events”

– Master’s in Olympic Studies

– Executive Master’s in Sport Organization Management (MEMOS English publication)

– Master’s Ejecutivo en Gestión de la Organizaciones Deportivas (MEMOS Spanish edition)

– Master’s Exécutif en Management des Organisations Sportives (MEMOS French edition)

– RIOU Master’s in Sport Administration

– Inter-University Certificate in Management of Sports Organizations

– International Master’s in Management, Law and Humanities of Sport (FIFA Master’s)

– Executive Master’s in European Sport Governance (MESGO)

– Master’s degree in Sport for Social Coexistence and Conflict Resolution

– Master’s Program in Sports Management and Olympic Studies (East Asia Programs)

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