International Sports: Reviving the Olympics - Essay Example

International Sports Qn1: How would Pierre De Coubertins educational objectives for reviving the Olympics be viewed in todays world? Olympic Games, in their current form, are closely related to the efforts of Pierre De Coubertin to revive the particular event. In their current form, as defined by the Olympic movement, Olympic Games are based on a series of values, including ‘sportsmanship, education and solidarity’ (Payne 2006, p.286). Pierre De Coubertin emphasized on the importance of protecting the values of Olympic Games making the particular event ‘evermore worthy of its glorious past’ (Payne 2006, p.286). At this point, the following problem appears: is the continuation of Olympic values possible in modern world, which is characterized by strong social, economic and political turbulences? The review of the literature published in the particular field leads to the following assumption: the educational objectives that Pierre De Coubertin used for reviving the Olympics have been alternated today. This fact does not mean that Olympic values have been extinguished; however, because of the continuous transformation of social and cultural ethics worldwide, Olympic values had, necessarily, to be aligned with existing social ethics and principles. The continuous change of legislation regulating the particular event is the major indicator of this trend. Under these terms, it could be noted that the educational objectives used by Pierre De Coubertin for reviving the Olympics are still critical for evaluating the quality of the Games but the level at which these objectives can affect the structure and the ethics of the Games is not so high as in the past. In order to understand the potential power of Pierre De Coubertin’s educational objectives for reviving the Olympics, it would be necessary to check the criteria on which these objectives have been based. In accordance with Naul (2008) the involvement of Pierre De Coubertin in the revival of Olympics is closely related to his efforts for improving the ‘inflexible French military gymnastics’ (Naul, 2008, p.20). After reviewing the sports activities developed in schools across England, Pierre De Coubertin decided that a new form of gymnastics could be established using the ideas of the Olympic Games – in their ancient form – combined with the values of contemporary sports. This combination has led to the revival of Olympics, in their current form. Today, the above effort of Pierre De Coubertin can be characterized as fully justified. Indeed, any effort for establishing a worldwide sports framework, should refer to the Olympic values and ideas, in the terms that the particular event has been unique as of its structure and ethics. However, Olympics, in their ordinary structure, would not be viable today taking into consideration the significant social changes in the period between the initial appearance of Olympics and the time of their revival. The incorporation of current values and principles, as also of current sport activities, has been of critical importance for the revival of Olympics in their modern form. In accordance with Rogan & Rogan (2011) the key educational objective of Pierre De Coubertin for reviving the Olympics has been the following one: ‘the introduction of a strong athleticism to the French schooling system’ (p.19). Today, this educational objective is not of critical importance for deciding the form of schooling system, not just in France but also in other countries worldwide. Indeed, the promotion of technology has become a key educational objective for educators and legislators worldwide. Athleticism, as a trend incorporating within schooling systems, has become quite weak, mostly because of the changes in social values and ethics. The increase of knowledge in terms of technology has replaced the need for improving the physical abilities of pupils and students in educational sites internationally. From this point of view, it could be noted that the particular educational objective of Pierre De Coubertin for reviving the Olympics has lost its power to influence the form and the values of the particular event, at least in its current form. On the other hand, Naul (2011) notes that Olympic education is still a key element of educational systems worldwide. It is explained that Olympic education ‘has started with Pierre De Coubertin’s Olympic letters in 1918’ (2011, as cited in Federal Ministry of the Interior, Germany, 2011, p.68). It was in those letters where the obligations of educators, as related to the Olympic education, were explained. In accordance with these letters, educators need ‘to address the muscles, the understanding, the character and the conscience of young people’ (Naul 2011, as cited in Federal Ministry of the Interior, Germany, 2011, p.68). Such target would be, possibly, feasible in the social and political framework of the particular era, meaning the period when these letters where published. However, today, such approaches are not feasible mostly because of the deterioration of culture and ethics within educational units worldwide. In European Union efforts are made so that Olympic values are part of the curriculum. This trend is reflected in the ‘School Sport Memorandum’ (Naul 2011, as cited in Federal Ministry of the Interior, Germany, 2011, p.68), an educational framework established in Germany, in the establishment of National Olympic Academies in many European countries, in the reform of curriculum for incorporating the Olympic ideas, and other similar initiatives (Naul 2011, as cited in Federal Ministry of the Interior, Germany, 2011). It is clear that efforts are made so that the educational objectives used by Pierre De Coubertin for reviving the Olympic Games to be effectively promoted ensuring the protection of Olympic movement as a significant social and cultural framework. Qn2: If you were seeking to obtain the interest of local elites in your sport, what tactics might you employ? Quite often, sports result to social conflicts. Reference is made to the case when different criteria are set for promoting a particular sport. In accordance with Bloyce and Smith (2009) the development of sports worldwide has been characterized by two different social trends: the effort to promote the mass participation in a particular sport and the effort to support the elite sports. The latter tend to emphasize on the experience on the participant rather on the needs of people for participating in sports. In this way, the effort for identifying adequate sport facilities becomes less important, trying to promote the abilities and needs of specific athletes. Under these terms, when trying to obtain the interest of local elites in a particular sport, the tactics used have to be decided after making clear the following point: is the sport involved an elite sport or it can refer to people of all social and economic characteristics. In the first case, i.e. if the sport involved is an elite sport, the chances for obtaining the interest of local elites in the particular sport are more, as the specific sport is more aligned to their interests and style of life. However, the tactics used for obtaining the interest of local elites in a sport would be the same, whether it is an elite sport or not. The reason is that the benefits of sports are similar, no matter if they are elite sports or not. Differentiations may exist but these are likely to be limited, taking into consideration the fact that for reaching a high performance in any sport it is necessary to work hard since competition is always high, in elite and non-elite sports. In accordance with the issues developed above, for obtaining the interest of local entities in a specific sport, a series of tactics are available: primarily, it should be explained that by participating in the particular sport it would be possible for the talent of the participant in this sport to be revealed (Green & Houlihan 2005). This means that the involvement of the participant in this sport would become professional with all benefits that such outcome would result. From another point of view, it would be made clear that the involvement of these individuals, meaning the members of the local elite class, in the specific sport would highly benefit the local community (Gratton & Henry 2001). Such perspective would be particularly effective to individuals who are sensitive to social problems but also to those who would like to gain certain tax benefits from supporting such activities. At the same time, another tactic would be employed: negotiations would be arranged between the local sport club, the one referring to the specific sport, and the local elites: the participation of these elites in the specific club could be repaid with the acquisition of the management of the club. It would be also helpful to discuss the financial benefits of sports; reference is made to sponsorship and the revenues from advertising. In accordance with Hallinan & Jackson (2008) the revival of Olympic values in India has been highly achieved because of the financial support of sports by local entrepreneurs. The above fact proves that the involvement of elites in the development of sports can be decisive especially when the need for sports facilities is emergent. The above issue is also highlighted in the study of Smith (2010) who emphasized on the need for obtaining the support of elites in the development of sports, taking into consideration the costs of such activities either if they are developed locally or nationwide. References Bloyce, D., & Smith, A. (2009). Sport, policy, and development: an introduction. Oxon: Taylor & Francis. Federal Ministry of the Interior, Germany (2011) Internationalism in the Olympic Movement Idea and Reality Between Nations, Cultures, and People. New York: Springer. Gratton, C., & Henry, I. (2001). Sport in the city: the role of sport in economic and social regeneration. London: Routledge. Green, M., & Houlihan, B. (2005). Elite sport development: policy learning and political priorities. London: Routledge. Hallinan, C., & Jackson, S. (2008). Social and cultural diversity in a sporting world. Bingley: Emerald Group Publishing. Naul, R. (2008). Olympic Education. Cape Town: Meyer & Meyer Verlag. Payne, M. (2006). Olympic turnaround: how the Olympic Games stepped back from the brink of extinction to become the worlds best-known brand. Westport: Greenwood Publishing Group. Rogan, M., & Rogan, M. (2011). Britain and the Olympic Games: Past, Present, Legacy. Leicester: Troubador Publishing. Smith, E. (2010). Sociology of sport and social theory. Champaign: Human Kinetics. Read More