Olympic education / Hisashi Sanada and Taro Obayashi

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Olympic education / Hisashi Sanada and Taro Obayashi

Edited by The Olympic Studies Centre - 2024

This article explores the concept and evolution of Olympic education from a viewpoint that takes into account the ideas of Pierre de Coubertin, the International Olympic Academy (IOA), the Youth Olympic Games (YOG), the efforts of Organising Committees (OCOGs) and the Olympic Values Education Programme (OVEP). The idea of Olympic education was established by Pierre de Coubertin. He saw the Olympic Games and the Olympic Movement as a useful way to create and develop friendly relationships through mutual understanding. He thought that their educational and social value should not only be experienced by Olympic athletes. The educational values of Coubertin's ideals are codified in the fundamental principles enshrined in Olympic Charter. The Charter also stipulates the mission of the International Olympic Committee (IOC), the National Olympic Committees (NOCs), the International Federations and the IOA, in supporting and promoting educational programs and activities. Since the foundation of the IOA as an international institution for Olympic education and research, various programmes have been launched to promote Olympism. With the support of the IOA, many National Olympic Academies (NOAs) have managed to become the landmark institution for Olympic education in their countries. However, it should be noted that in some countries, such activities are organised directly by the NOCs. The IOC took an important step towards the promotion of Olympic education at the Paris Centenary Congress in 1994, when it requested that candidate cities develop educational and cultural programmes. Other relevant initiatives have been the establishment of the Youth Olympic Games offering a range of educational programme and the creation by the IOC of the Olympic Values Education Programme.

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