The intention of this paper is to explain how the Culture and Education Program can serve as a tool for awareness creation and development of the Spirit of Olympism. The paper will present the historical context of Olympism, the guiding principles of the Olympic Values and Education Program, the policy context, and the Culture and Education Program.

Background

The founder of Modern Olympics, Baron Pierre de Coubertin, stated in one of his letters that “Olympism is not a system; it is a state of mind”. Based in this, concept he developed the following original objectives:

• to promote and develop physical and moral qualities as a basis for sports

• to bring up youth through sports in the spirit of mutual understanding and friendship, resulting to a better world

• to promote the Olympic principles throughout the world in order to develop goodwill among nations and

• to assemble, every four years, athletes of the world, to celebrate a sports festival

The original objectives of Baron Pierre de Coubertin were educational. He believed that young people needed to train their bodies as well as their minds. He wanted the schools in his country to include compulsory organized sports in their programs. He thought that his ideas would receive good publicity if he organized an international sporting event based on the heritage of the ancient Olympic Games of Greece. These original objectives form the basis of the seven fundamental principles of the Olympic Charter. The Olympic Charter highlights that the goal of the Olympic Movement is “to contribute to building a peaceful and better world by educating youth through sport practised in accordance with Olympism and its values”. These seven principles of the Olympic Charter are inter-related and contribute to “building a peaceful and better world, through education of young people in sport, practiced in accordance with Olympism and its values”.

The spirit of Olympism, culture and education

The IOC Sports Administration Manual highlighted that “Olympism is a philosophy and a way of life based on the joy found in effort, the educational value of good example, and respect for fundamental ethical principles”. These characteristics of ethical behavior help in creating and nurturing a “spirit of Olympism”, and can be found at two levels:

1. At the individual level, where sport, culture and education interplay, to promote a proper and well balanced development of body, will and mind. This is where the Olympic values are instilled in one’s life to make one a better person, and eventually lead to a better community, and a better world, i.e. when you show respect to your opponent, especially when you’re defeated.

2. At the level of society, where sport is placed at the service of mankind to foster peace and harmony, and nurture human dignity. For example, an organization or school with a “spirit of Olympism” culture supports the moral, social and physical development of children and young people by teaching the values of Olympism and setting expectations for positive, healthy behavior by all participants. This is where desirable behavior is taught and reinforced, and this involves all sections of the community, including parents and guardians.

The following five educational values relate to personal or individual attitudes and behavior, and incorporate the three domains of learning, namely, intellectual, social/emotional, and physical. These values have a positive impact on the community, because they serve as guiding principles for all sporting activities in it, and are acceptable to all members of it:

• Joy and effort: where young people develop and practice physical, behavioral, and intellectual skills by challenging themselves and each other in physical activities and sport.

• Fair play: as a concept sports is universal, and learning fair play behavior in sport can lead to development and reinforcement of fair play behavior in the community and in life.

• Respect for others: it applies when young people who live in a multi cultural world learn to accept and respect diversity, and practise personal peaceful behavior, promoting peace and understanding.

• Pursuit of excellence: it is a focus on excellence where young people make positive, healthy choices, and strive to become the best that they can be in whatever they do.

• Balance between body, will and mind: it is where learning takes place in the whole body, not just in the mind; and, a physical literacy and learning through movement contribute to the development of both moral and intellectual learning.

These values do not only develop qualities and values as well as sound mind and body in young people, but also they help reinforce the way young people feel about other peoples’ feelings and concerns, promoting decent ways of acting and treating others in courteous and considerate ways that value justice and fairness, thereby instilling self control and respect. This is the “spirit of Olympism”.

The Culture and Education Program – The policy context

Baron Pierre de Coubertin understood the importance of emotion and imagination as educational tools. He integrated sports with culture in the organization of the Olympic Games, and, created symbols and encouraged ceremonies, music, and pageantry. These artistic and cultural experiences make the Olympics different from other sporting events and provide a basis for values education activities in a variety of curriculum areas – including sport and physical education. Consequently, the IOC continued to uphold these ideals by putting in place a policy framework for the promotion of culture and education, as highlighted below:

1. The IOC Commission for Culture and Olympic Education: it was created in 2000 by a merger of two existing Commissions, namely, the Cultural Commission and the Commission for the International Olympic Academy and Olympic Education. The Commission for Culture and Olympic Education advises the IOC on the promotion of culture and Olympic education and supports the IOC programs and activities related to the education of youth through sport.

2. The Biennial World Conference on Sport, Education and Culture: it brings together representatives and partners of the Olympic Movement, governments, academics and the business community as well as artists, and UNESCO, to deliberate and agree on innovative ways to ensure that culture and education remain an integral part of sport.

3. IOC Cooperation Agreement with the United Nations, based on the shared values of promoting social integration and economic development, placing sport at the service of humankind. Some of the areas of focus for this agreement are access to sport for all, including the disadvantaged and marginalized populations, physical education in schools and promoting healthy life-styles, youth empowerment, education and skills development, gender equity, equality and empowerment, peace building and dialogue, and sustainable human development.

4. The IOC Sport and Art Contest is derived from the Vision of Pierre de Coubertin, whereby Olympic Arts competitions were included as part of the official program for the Games of the Olympiad between 1912 and 1948.

5. The International Olympic Academy: The Olympic Charter states that the role of the IOC is “to encourage and support the activities of the International Olympic Academy (IOA) [...] which dedicate themselves to Olympic education”. The IOA activities notably include annual international Sessions and special Sessions devoted to Olympic education.

6. The “Olympic Values Education Toolkit”, as an “Education through Olympism” approach, provides a variety of learning activities that help promote the values of Olympism, designed for learners from 8 to 18 years. It is adaptable to conditions and needs of individuals and society, and flexible to different approaches. Most importantly, it is designed to convert Olympic stories, traditions and history into curriculum-based learning activities.

These policy frameworks set the policy environment for implementation of the Olympic Culture and Education Program. The various events and activities of the program have been very effective tools for education, in terms of creating awareness regarding Olympism and the ideals of the Olympic Movement, as outlined below:

The Culture and Education Program

1. Olympic Museums: The Olympic Museum is created as an educational and cultural project through sport. The Mission of the Olympic Museum is to preserve sports artefacts and to create awareness among the general public (visitors, schools, Olympic Family, cultural and educational institutions) regarding the importance of the Olympic ideals. These artefacts are displayed through images, exhibitions, educational and cultural programs, depicting a dynamic image of Olympism and the Olympic values. Works of art and photography contests are also placed in the Museum for exhibition, as well as in the host city of the Games. Under the initiative of The Olympic Museum, the Olympic Museums Network (OMN) was established with the aim of working together through joint projects and networking for collections, exchanges, co-productions, educational programs, publications and programs, as well as promoting of the values of sport and Olympism.

2. Academic research, courses and seminars in universities and Olympic studies centers: teaching values are delivered there through discussions and conversations aimed at helping students to develop speaking and listening skills and support a point of view with evidence and thoughtfulness.

3. Programs of National Olympic Academies and National Olympic Committees: NOCs are tasked with the responsibilities of promoting the fundamental principles and values of Olympism in their countries by promoting Olympic educational programs at all levels of schools and educational institutions and universities, as well as by encouraging the creation of National Olympic Academies, Olympic Museums and other programs and cultural events related to the Olympic Movement.

4. Education and youth programs for Olympic Games: these are organized by the Organizing Committee for the Olympic Games, as authorized by the IOC, on the occasion of the Olympic Games. Originally, the youth camp was meant to assist in the organization and conduct of the Games, but it has been transformed into the education of young people through sport; promoting cultural exchanges and fostering international cooperation, and sharing the Olympic spirit. These camps are supported by international organizations dealing with education and youth (UNICEF, UNESCO, etc.) and the Olympic Movement institutions, including the International Pierre de Coubertin Committee. The camps also provide the opportunity for campers to attend the Olympic Games’ opening ceremony as well as selected cultural and sporting events. They also take part in workshops with Olympic themes (e.g., dance, drama, art) as well as in discussions on Olympic issues. It is well documented that educational input to the camps has led to awareness and appreciation of the values of multi-culturalism, the spirit of Olympism and the historical, geographical and cultural background of the host city and country. This experience provides the participants with a sense of empowerment, a global network, lifelong friendships and an increased overall understanding of the Olympic Movement.

5. Olympic day activities, Olympic festivals and competitions in schools and communities: These activities, are mostly carried out in collaboration with National Olympic Committees, National Olympic Academies and National Federations, all geared towards awareness creation on the ideals of the Olympic Movement.

6. Art and Culture Contests: Cultural Olympiads represent the cultural events and exhibitions of the work of young artists that culminate into the Games, providing the opportunity for them to showcase their works to a larger audience. Notably, the Olympiart Award is launched every four years, and includes painting, architecture and music. It succeeds the Olympic art competitions organized by Pierre de Coubertin at the early Games. The following contests form the Olympiart Awards:

• Sport and Art Contest: It demonstrates the cultural diversity of the Olympic Movement, and the catalytic role of sport and art in societal development and the personal well-being of people. Graphic works and sculptures on the theme of sport and Olympism from the five continents are mobilized, and contestants have the chance to have their works exhibited at the Olympic Museum and at the Games as well as printed in a brochure uniting the winning works. Through their graphic works and sculptures, the contestants share their vision about the Olympic Movement and values, displaying their artistic styles and talent.

• Sport and Literature Competition: It is targeted mainly at children and youth from the five continents. Creating works in their respective languages and using their own words, they illustrate the Olympic values, such as excelling oneself, fair play, joy in effort, respect for others and balance between mind and body. The contest strengthens the link between literature and the celebration of the Games, and promotes the Olympic spirit and values among the young generation.

• Sport and Photography Competition: This is for young amateur photographers only, to inspire young people promote their interests in sports photography, amateur sport and traditional sport, and to promote the link between sport, art and culture.

• Sport and Singing Contest: It is the latest contest, aimed at developing the link between sport and art at national and international levels. The contest aims to promote the art of sport and music and going back to the early modern Olympics when competitions were held to find an Olympic Anthem. This is done through the National Olympic Committees, by organizing a national singing contest, inspired by the idea of sport.

The Olympic Games provide a very good platform through which the Olympic Values are celebrated, using tradition and symbols. Tradition and symbols, in terms of the ceremonies that accompany the Games, the Olympic Rings and Flag, the Olympic Flame and Torch, the Olympic Anthem, the Oath, the Victory and Medal ceremonies, and the Opening and Closing ceremonies.

The role of Olympic Solidarity

The role of Olympic Solidarity is vital to the implementation of the Culture and Education Program. Given the role of National Olympic Committees (NOC) in the promotion of Olympic values, the Olympic Solidarity’s involvement in the Culture and Education Program becomes a mandate. This is demonstrated by its collaboration with the Commission to assist National Olympic Committees to participate in the activities of the Cultural and Education Program. Notably, the World conferences, the sport and art contests, as well as supporting NOCs to set up National Olympic Academies, and the launching of OVEP training programs in schools and universities.

Finally, Sports is an activity which offers the individual the opportunity of self knowledge, self expression and fulfillment, personal achievement, demonstration of ability, social interaction, enjoyment, good health and a feeling of personal well-being. Because sports promote involvement, integration and responsibility in society, and contribute to the development of the community, sporting activities have become an integral part of the culture of every nation.

‍

Bibliography

Olympic Charter (2014).

Coubertin, Pierre de, Letter dated 22 November 1918.

IOC Sports Administration Manual (2014).

Olympic Values Education Tool Kit (2007).

IOC Brochure: Sport, Culture and Education (2008).

‍

ALLEN Beatrice,"The IOC Culture and Education Program –  A Tool for Education",in:K.Georgiadis (ed.), Olympic Movement: The process of renewal adaption, 55thInternational Session for Young Participants (Ancient Olympia,23/5-6/6/2015),InternationalOlympic Academy, Athens, 2016, pp.86-95.

‍

‍