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Faculté des sciences du sport
Université de Poitiers, France
MASTER EXECUTIF EN MANAGEMENT DES ORGANISATIONS SPORTIVES
EXECUTIVE MASTERS IN SPORTS ORGANISATION MANAGEMENT
MEMOS XII
2008-2009
Strategic Plan for the Management of Olympic Education in Slovakia
(Challenges, Opportunities, Solutions)
Elena Malíková
Tutored by Professor Thierry Zintz
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ACKNOWLEDGEMENT
Firstly, I would like to thank my tutor, Professor Thierry Zintz not only for his helping
hand and time which he dedicated to support my project. I am sincerely grateful for his
human approach and supporting words which came always when needing them.
My next thanks belong to current MEMOS director, Professor Jean – Loup Chappelet, to
all lecturers, and supporting staff for their great performance as well as to all my fellow
students.
MEMOS XII was attended also by my two friends from former modern pentathlon
career, Annica Kepfer de Valls from Guatemala and Dorota Idzi from Poland. It was
incredible coincidence and opportunity studying together after many years spent at sport
competitions. I appreciated a lot this chance and a new dimension when working
together.
Direction of my work was very much influenced by discussion with IOC Honorary
Member and the Slovak Olympic Committee Honorary President, Professor Vladimír
Černušák, who accepted my invitation for an interview in Bratislava for the purpose of
this project. After answering the interview questions, our discussion grew into an open
dialogue on many related topics which deeply stayed in my mind.
I would like to thank also my family, colleagues and all those persons who in some way
or other encouraged and supported me throughout this study. Particularly, I am grateful
for having possibility to meet many precious persons when preparing this project and to
find new friends.
Finally, my thanks belong to the Slovak Olympic Committee for selecting me for
MEMOS XII and Olympic Solidarity without which we could not develop our skills in
this programme.
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TABLE OF CONTENTS
Foreword 4
1. Introduction 7
2. Literature Review 15
3. Theoretical Framework 34
4. Methodology 38
5. Results 43
6. Conclusions and Recommendations 100
Bibliography 103
Summary 108
Appendix in printed version:
1. List of Interviewees 112
2. Interview Questions 113
3. Non-formal and Informal Education Questionnaires Results 116
4. Formal Education Questionnaires 123
5. IOC Commission for Culture and Olympic Education Members 128
Related materials as an appendix on CD ROM:
The Busan Action Plan: World Forum on Sport, Education and Culture, 2008
Conference Conclusions, European Conference “Education through Sport” in the
Framework of the Slovak Chairmanships of the Committee of Ministers of the Council
of Europe, Bratislava, 2008
European Commission Pierre de Coubertin Action Plan, 2007
Fact Sheet, United Nations International Year of Sport and Physical Education, 2005
Final Report, United Nations International Year of Sport and Physical Education, 2005
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FOREWORD
Olympic education became familiar to me since my childhood. Starting the sport career
with swimming, several years later becoming a top – level athlete in modern pentathlon
and working for ten years as Secretary General of the Slovak Modern Pentathlon
Association allowed me to understand Olympic education from different perspectives.
Participating in Olympia at the International Olympic Academy Session of Young
Participants in 2000 widened even more my knowledge on this issue.
At present, professionally working for governmental sector as Director of Department of
Education and International Affairs in Sport at the Ministry of Education of the Slovak
Republic gave again a new dimension to this life passion.
Finally, only after choosing Olympic education for my MEMOS project I clearly realised
that Olympism became an inevitable part of my life I want to explore systematically and
more seriously. My intention with this work was to provide to NOC in Slovakia a
strategic plan for the management of Olympic education based on a research within
MEMOS project, previous knowledge and experience I have already had. It is based also
on favourable relations between governmental and non-governmental sport sectors which
Slovakia is facing nowadays.
The research is therefore quite naturally related to the fact that there are many institutions
involved in promoting Olympic education in Slovakia and the Ministry of Education of
the Slovak Republic is a strong stakeholder in Olympic education. It also reflects my
professional background in marketing, human resources and event management as well
as the international dimension of my current working activities.
Certain amount of knowledge has been obvious on this issue already before starting my
project, based more or less on informal learning, experience, emotions, feelings,
coincidence. Working on this project was therefore a big challenge for me because
different types of research were required in order to verify possible data for a serious
study.
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The research question was ”Should the strategy of SOC in order to improve the spreading
of Olympic education be one of coordination, or one of taking initiative, or both?“ In six
chapters I focused with a help of my tutor on background information (1), literature
review (2), theoretical framework (3), methodology (4), results and findings (5),
conclusions and recommendations for those who could be interested in doing the similar
project in some other countries (6).
Working on this project was a tough work, but also interesting and fulfilling one. I
enjoyed it since our first module in Lausanne till writing the last word of my project.
Now it is up to others to judge a success of it.
After finishing I was asking myself a question: “Was this project worth the time and
energy I have invested into it?” My simple answer was: YES! It enlarged my knowledge
in many fields, increased self-confidence in English and communication skills as well. It
gave me a number of new friends. It revealed places I would have never chosen to visit
without this project. It brought great situations I would have never dared to try before. I
met people I was not expecting to meet.
Some examples? Trying archery during the World Cup Finals in Lausanne. Tasting kava
from Fiji. Bobsleighing in Innsbruck. Visiting Mount Nebo, Madaba, Jerrash and famous
Petra. Floating in Dead Sea. Wearing Indian sari. Meeting with Jacques Rogge, Pere
Miró, Marie Salois...
Time during our modules in Lausanne, Innsbruck and Amman became an unforgettable
experience for all of us. We lived in reality what I was writing about: values of equality,
fairness, respect for persons, understanding, and excellence, emphasised by Pierre de
Coubertin, which span nearly 3 000 years of Olympic history. All of us received with this
project rich and colourful cross-cultural experience, we became familiar with different
cultures, and we understood Olympism as a part of world culture.
I found MEMOS as prestigious, interactive and attractive educational programme. My
project enriched my life and I strongly wish that this work will be also in favour of IOC,
NOC of Slovakia and the Ministry of Education of the Slovak Republic. I believe that my
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work contributes in spreading of Olympic education worldwide, in developing
multiculturalism and international understanding.
I am grateful for having possibility to be part of MEMOS XII; it was for me “JOY
FOUND IN EFFORT”.
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INTRODUCTION
Slovakia and Its Sports
The Slovak Republic is a landlocked country in Central Europe, situated in a mild climate
zone with four distinct seasons. Citizens can practice a variety of sports and recreational
activities throughout the entire year.
Summer sports are very popular, and a great range of activities are available. The most
popular Slovak summer sports are: football, tennis, volleyball, swimming, basketball,
table tennis, cyclo-camping, jogging and hiking. Favourable natural conditions are
suitable for winter sports such as cross-country and downhill skiing, hiking, skating and
snowboarding. There are indoor swimming pools and sports stadiums accessible all year
round. Football, volleyball, basketball and tennis are the fastest developing activities.
Slovak spectators enjoy mostly football, ice hockey and tennis. In recent years, a number
of non-traditional sports have increased their importance among younger population.
Sport Legislation
The Slovak sport sector was centralised until 1989, oriented on a unified, nation-wide
sport programme. As a result of political changes in November 1989 in former
Czechoslovakia a new socio-cultural system started to be formed. Society transformation
had several essential features – transition from totality to democracy, building-up the
political system of pluralism and legal state as well as transition from planned economy
to market economy. Culture was liberated from its dependence upon state ideology and it
started its independent development. A process of democratisation and decentralisation of
sport organisations and structures began too.
Politics created the fundamental scope for transformation of sport, particularly by means
of laws, which guaranteed transition from totality to parliamentary democracy. In 1990, a
new policy on physical education and relations concerning non-governmental sports
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organisations was regulated by the Act No.173/1990 of the Federal Assembly of Czech
and Slovak Federative Republic.
Today, sport in Slovakia is characterised by the partnership between governmental and
non-governmental organisations at all levels. Nation-wide, regional and local levels
recognise the transfer of competences to self-governing authorities.
In 1990, the base for this cooperation was laid out by the National Council Act on
Physical Culture No.198/1990. The Act defined the responsibilities of sport organisations
and state authorities in sport throughout Slovakia. In 1992, the National Council
approved the Act on Public Sport and Tourist Events No.315/1992, appointing the
necessary measures to prevent violence at sporting events.
In 1993, Slovakia ratified Council of Europe documents - European Convention on
Spectator Violence and Misbehaviour at Sport Events and in particular at Football
Matches, the European Sport Charter and the Anti Doping Convention. In 1993, the
National Council approved the financing of sport through lottery funds by the Act on
State Funding of Physical Culture No.264/1993.
In 1994, the National Council approved the Act No.226/1994 on the Use and Protection
of all Olympic Symbols and the Slovak Olympic Committee.
In 1997, the new National Council Act on Physical Culture No.288/1997 was approved,
which also included articles on educational and commercial activities in sport.
During the year 2005 there were several drafts of a new act on sports. The proposed act
was not put forward to discussion of the parliament, because of different opinions
regarding its content among governmental and non-governmental organisations. Finally,
a new legal document on sports came into force in July 2008 when the Slovak National
Council approved the Act on Organisation and Support of Sports No.300/2008 as well as
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new Act No.479/2008 on Organising Public Physical Events, Sport Events and Tourist
Events was approved in November 2008.
Figure No 1: “List of the acts related to sport issues in Slovakia from 1990 to 2008”
There are many other legislative regulations in the Slovak Republic related to the field of
sport, as well as decrees by the government, Ministry of Education of the Slovak
Republic, and other authorities.
State and Self-Administration
In compliance with the law, the Ministry of Education of the Slovak Republic through its
Directorate General for State Sport Care is the supreme state authority being responsible
for the field of sport. The Ministry coordinates activities of other concerned industries, it
promotes activities of sport associations. Forms of administration used by the Ministry
are mainly indirect, such as offering grants, forming legislative conditions, drawing up a
long-range conception for development, supporting activities of entities acting in the field
of sport. Law also specifies the competence of other authorities of state administration -
the Ministry of Defence of the Slovak Republic, the Ministry of Interior of the Slovak
Approved Acts related to sport issues
• 1990 Act on Organisation of Physical Education No.173/1990
• 1990 Act on Physical Culture No.198/1990
• 1992 Act on Public Sport and Tourist Events No.315/1992
• 1993 Act on State Funding of Physical Culture No.264/1993
• 1994 Act on the Use and Protection of all Olympic Symbols and the Slovak Olympic Committee No.226/1994
• 1997 Act on Physical Culture No.288/1997
• 2008 Act on Organisation and Support of Sports No.300/2008
• 2008 Act on Organising Public Physical Events, Sport Events and Tourist Events No.479/2008
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Republic, the Ministry of Health of the Slovak Republic, as well as the competence and
duties of regional and local organs of state administration and self-government.
Directorate General for State Sport Care of the Slovak Ministry of Education consists of
three departments: Sports Department, Department of Sport Financing and Department of
Education and International Affairs in Sport. National sport policies are submitted and
governed through this authority.
The main responsibilities of the Sports Department include the support of the national
teams, sport legislation, cooperation with non-governmental organisations, and nation-
wide issues on sport for all. Department of Sport Financing is responsible for providing
grants to sport associations from the state budget. Finally, activities of Department of
Education and International Affairs in Sport are focused on sport education and
international cooperation.
In 2004, the National Sport Centre (NSC) was established, by joining together the Centre
of Academic Sport and the National Sport Institute.
Figure No 2: “Scheme of the National Sport Centre general tasks”
The National Sport Centre is a government funded institution under the Ministry of
Education of the Slovak Republic with the aim to support development of
high performance sport in Slovakia.
National Sport Centre
National Sport Institute
1.Nation-wide sport education
2. Information system
3. Diagnostic monitoring
Centre of Academic Sport
1. Support of elite athletes within Ministry of Education
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There are four main areas in charge of NSC: education of sports experts, services in
information technologies, diagnostic monitoring of the athletes and support of elite
athletes within the Ministry of Education of the Slovak Republic.
The National Sport Centre provides and supports nation-wide non-formal and informal
education of sport experts, administrates the sport information system, diagnostic
monitoring of members of the national teams and supports preparation of elite athletes
within the Ministry of Education of the Slovak Republic.
There are also sport centres of top-level athletes within the Ministry of Interior of the
Slovak Republic and the Ministry of Defence of the Slovak Republic which help to
develop the Slovak top sport.
Figure No 3: “Scheme of the Slovak governmental sport sector”
Since 2002, the competences have consistently been transferred from central to local
level authorities in accordance with the Slovak decentralisation policy. Particularly to
regional and local self-administrations which take care on sport for all, sport
infrastructure, school sport, and partly on the preparation of talented youth.
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Non-Governmental Sport Organisations
The Slovak non-governmental sport sector is typified by a number of organisations which
have been formed on voluntary basis since 1989. One of the accompanying phenomena
of the society transformation is the excessive dependence of non-governmental sports
organisations on state budget and public funds. New legislation so far does not provide
adequate conditions for these organisations to gain financial independence.
At present, the most important nation-wide non-governmental sport organisations are
national sport federations which are mainly responsible for development of their
appropriate sport and selected national teams. Their rights and responsibilities are
regulated by the Act on Organisation and Support of Sports No.300/2008. In addition to
national sport federations there are also organisations which provide services to sport
federations or other associations with nation-wide competence. The most important are
the Confederation of Slovak Sport Federations, the Slovak Sport for all Association, the
Association of Sports Clubs of the Slovak Republic, the Slovak Sport Union, the
Association of Technical and Sporting Activities of the Slovak Republic.
The specific place among non-governmental sport organisations belongs to the Slovak
Olympic Committee (SOC), a civic association, which has been established on 19th
December 1992. It coordinates Olympic movement in the territory of the Slovak Republic
having the status of the National Olympic Committee in accordance with the Olympic
Charter.
The SOC is autonomous, independent and non-political legal entity. The SOC protects its
autonomy and should resist all influences of political, religious or economic natures,
which could prevent its compliance with the Olympic Charter and Statutes of the SOC.
The Olympic movement in Slovakia consists of national sport federations included in the
programme of the games of Olympiad and winter Olympic Games, athletes with interests
in the basic objects of the SOC, referees, coaches and other representatives involved in
sport. Additionally, the Olympic movement consists of other organizations and
institutions affiliated and accepted by the SOC.
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In Slovakia there are also special associations and institutions which have sport-wide
impact, such as the Slovak Anti-doping Agency, the Slovak Pierre de Coubertin
Committee, the Slovak Scientific Society for Physical Education and Sports, the Slovak
Society of Sports and Olympic Philately, the Slovak Society of Olympic and Sport
Symbolic, the Slovak Society of Sport Medicine, the Sport Journalist Association of
Slovakia, and the Society of Sport Psychology.
Athletes with disabilities have many associations at national level, such as the Section of
Blind and Weak Sighted Sportsmen of Slovakia, the Slovak Association of Deaf
Sportsmen, the Slovak Sports Association for People with Mental Handicaps, the Slovak
Sports Association for the Disabled. Paralympic movement in Slovakia is represented by
the Slovak Paralympic Committee.
At regional and local level there are about 4,000 sport clubs and associations which
provide appropriate conditions for practicing all kind of sports.
School Sport
Physical education (PE) is a compulsory subject in primary and secondary schools. There
are two PE lessons per week. As an optional course, swimming and skiing are part of PE
lessons. There are also out of school sport activities accessible to pupils after school
lessons.
According to State Education Programme headmasters have possibilities to increase the
number of PE lessons per week within quotas of optional subjects given in their school
education programmes.
PE at universities is not compulsory, but students at most universities may choose PE as
an optional subject, and a variety of sport activities.
Non-governmental associations involved in school sport are the Slovak School Sport
Association and the Slovak University Sport Association. They are members of
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international federations - the International School Sport Federation (ISSF) and the
International University Sports Federation (FISU). National sport federations cooperating
with schools strive to improve the participation of young people in sport and sport related
activities, particularly in national and international sports competitions.
Figure No 4: “Scheme of the Slovak non-governmental sport organisations”
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LITERATURE REVIEW
Literature review reflects the needs of this research; therefore we focused on literature
describing Olympism and Olympic education, literature on strategies and strategy
planning and finally, literature on worldwide developed projects.
In order to discuss the Olympic education, we should first define the notion of Olympism
and Olympic education, discuss its historical roots and determine the goals of it. Several
references have been made in literature we went through which were answering our
questions: What is Olympism? What is Olympic education? What are historical roots of
Olympic education? What is goal of Olympic education?
What is Olympism?
Obviously, when defining the notion Olympism we have to start with Olympic Charter
and its definition: “Fundamental Principle #2 – 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 found in effort, the educational value of good example and respect for
universal fundamental ethical principles.“ (Olympic Charter, IOC: 2000).
In order to offer the ways for PE teachers to promote Olympism we should think about
philosophical anthropology of Olympism and the ideals it promotes as well as we should
think about the ways how to achieve aims relating to moral education. Literature offers
the answers on this topic: “The philosophical anthropology of Olympism promotes the
ideals of:
individual all round harmonious human development
towards excellence and achievement
through effort in competitive sporting activity
under conditions of mutual respect, fairness, justice and equality
with a view to creating lasting personal human relationships of friendship;
international relationships of peace, toleration and understanding;
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and cultural alliances with the arts
That‟s the general idea - a conception of the human being who is capable of being and
doing those things.” (Parry, 1998, 11).
In accordance with Parry, the philosophical anthropology of Olympism offers a context
and a route for PE teachers to achieve a number of important aims relating to moral
education:
“(a) to further their traditional concern for the whole person whilst working at the levels
both of activity and of ideas (because the practical work can be seen as a kind of
laboratory for value experiments)
(b) to show coherence between approaches to practical and theoretical work (because
the physical activity is designed as an example and exemplar of the ideas in practice)
(c) to explore in upper years ideas implicit in work in lower years (because the practical
work encapsulating the values and ideas can be taught well before the children are old
enough to grasp the full intellectual content of the ideas).“ (Parry, 1998, 17).
Summarising literature review on Olympism we can state that:
Olympism is a way of life based on respect of other cultures, finding joy in effort and
balance, keeping ethics and focusing on educational values of good examples.
What is Olympic Education?
Olympic education is, in our opinion, the educational way of promoting Olympism. To
fulfil this clear and simple statement there are several literature sources we would like to
mention.
Ren Hai answers this question in the chapter “Olympic Education and Cross-Cultural
Communication” in the publication named Olympic Study Reader with the following
words: “To start with the most basic understanding, Olympic education is an educational
activity that takes youth as its main target group and uses sport to disseminate the
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Olympic values.” (Ren Hai, 2008, 57). He also deals in this chapter with the goal of
Olympic education, its cross-cultural communication and dissemination of Olympic Ideas
and Values.
Olympic Study Reader, a Multidisciplinary and Multicultural Research Guide, was
helpful also in our question what could be topicality of Olympic education in schools at
the beginning of the 21st century. Norbert Mueller from University of Mainz, who is
current President of the International Pierre de Coubertin Committee (CIPC) writes in his
chapter on Olympic Education that “Under this heading we can group the following six
features of an “Olympic education”, all of which can be traced back to Coubertin‟s
philosophical legacy: (1) The concept of harmonious development of the whole human
being; (2) The idea of striving for human perfection through high performance, in which
scientific and artistic achievement must take equal rank with sporting performance; (3)
Sporting activity voluntarily linked to ethical principles such as fair play and equality of
opportunity, and the determination to fulfil those obligations; also included is the ideal of
amateurism, which has been almost totally abandoned in international sport today; (4)
The concept of peace and goodwill between nations, reflected by respect and tolerance in
relations between individuals; (5) The promotion of moves towards emancipation in and
through sport.
These educational conclusions, derived from Coubertin‟s writings, appear at first sight
somewhat theoretical and problematical for a practical programme in schools.”
(Mueller, 2008, 313, 314).
Despite educational conclusions, derived from Coubertin‟s writings may appeared at first
sight somewhat theoretical and problematical for a practical programme in schools, there
are many authors who suggest the ways how to solve this issue. One of them is Deanna L.
Binder who wrote in her publication “Teaching Olympism in Schools: Olympic
Education as a focus on Values Education”: “The reason the Olympic Movement brings
sport and culture together is because together they stimulate the imagination and
motivate all of us to strive for “a better and more peaceful world.” When master teachers
are engaged in Olympic education initiatives, this principle is clearly evident in the work
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that they do with students. They engage their students in art, music, storytelling and role-
playing.” (Binder, 2005, 14).
Binder also stresses in this publication the importance of emotional and imaginative
domains in educational process: “Engagement of the whole body in the physical domain
engages not only the physical, mental and intellectual domains, but also the emotional
and imaginative (e.g., positive visualization), and, according to the traditional teachings
of our First Nations people, the spiritual domain as well. Mind, body, spirit (and
emotion) come together in a sublime performance of any kind – athletic or artistic. De
Coubertin suggests that whether you are climbing a mountain or playing rugby the effect
is the same.” (Binder, 2005, 14).
Summarising literature review on Olympic education we can state that:
Olympic education is an educational activity which uses sport to promote Olympism and
disseminate Olympic values.
What are Historical Roots of Olympic Education?
It is evident that when we want fully understand Olympic education we need to deal with
its historical roots. Many questions come to mind when thinking about history of
Olympic education. What are historical roots of it? Why and how was Olympic education
developed? Some references say that the need for Olympic education was highlighted
around 1970. Norbert Mueller in above mentioned Olympic Study Reader focuses on
political aspects of this period: “The manipulation of the Olympic Games for political
ends, especially in the case of the boycotts at Montreal 1976, Moscow 1980 and Los
Angeles 1984, cast doubt on the Olympic ideals and, at the same time, highlighted the
need for Olympic education.
Prompted by the successful efforts of the IOA, the National Olympic Committees
recognized the need to begin “Olympic education” at the grass roots, partly to testify to
the credibility of the Olympic Movement in the face of increasing commercialization. The
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efforts of the IOA, organizing some 100,000 people to participate in about 800 seminars
and conferences between 1961 and 1998 on a very wide range of subjects relating to
Olympism, have provided important stimuli for efforts in the field of Olympic education
in many countries since the 1970s.” (Mueller, 2008, 312).
The impact of the period of 1960 and 1970 on Olympic education is mentioned also by
other authors: “One of Pierre de Coubertin‟s biggest efforts was to define the positive
values that sports should exemplify and the way in which such values should be
transmitted. This has led his interpreters to identify a right and true way to practice
sports, and has been close to a true institutionalization within the Olympic Movement, of
which the rule of amateurship has been its most visible aspect. The debate that took place
during the 1960s and 70s concerning the issue of including segregationist countries
exemplified the problematic side of Olympism as a supposedly universal doctrine, but it
did not keep a movement from trying to prevent the participation in the 1996 Games of
countries that did not give equal treatment to women, based on the argument that such
was a universal right.“ (Tavares, 2006, 12).
“Since the 1970s, Olympic scholars have continued to rework the pedagogical ideals of
Olympism.” (Binder, 2005, 6).
Nevertheless, the real origin of Olympic education is, in our opinion, connected with
founder of Modern Olympic Games, Baron Pierre de Coubertin. Or was it even connected
with Antiquity when we consider that sport activities have a “humanistic” essence? Here
are literature sources which deal with this issue.
Leo Hsu in his article “Olympism: A Dead Ideal and a Western Product” states: “Most
sports historians would agree that the Olympic spirit was already in existence in the
ancient Olympic Games. Even though the term „Olympism‟ did not appear until much
later, the tradition and spirit of the ancient Olympic Games in Greece were combined
with the 19th century English public school conception of sport to be firmly embedded in
Pierre de Coubertin‟s mind.
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For example, the rites of the Modern Olympic Games can be traced back to the genesis of
Olympic Ceremonies, such as:
Rhythm (Olympiad): The Games are held every four years.
Olympic Flame
Ceremonial Ritual
And the spirit of Ancient Olympic Games included:
Truce (Peace and temporary cessation of quarrels, disputes and
misunderstandings);
Honour and honesty (being athletes);
Beauty (physical);
Healthy body (physical training) towards healthy mind (character development);
An (sculpture, music, poetry, etc);
Fair play;
Pursuit of excellence;
Kalos Kagathia - a concept that denoted the successful integration of moral,
artistic, intellectual, and physical creativity.
If we look at Coubertin‟s concept of Modern Olympism, it is hard to ignore that many of
his ideas for Olympism are fundamentally based on the tradition and spirit of the Ancient
Olympic Games.“ (Hsu, 2000, 249, 250).
Certain historical roots of Olympic education in Ancient Games and Coubertin times can
be seen also in writing of Tavares and Culpan: “In the case of the modern Games no one
could seriously mean the renewal, rebirth or reform of the ancient Olympics. The modern
Games certainly echo the ancient ones, but it is not possible to establish a pattern of
continuity that represents the same ideas and motivations of the original epoch for
contemporary society and its cultural expressions. The result is that the classic past of the
modern Games is itself essentially inauthentic.” (Tavares, 2006, 13).
According to Culpan, the Olympic Movement for de Coubertin then was not just a
beautiful sporting experience but also “an experience, which encapsulated sport in the
harmonious development of people from a social, cultural, scientific and moral
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dimension. The Movement driven by Olympism provided humanity with a valued practice,
which attempted to avoid the conflicts, associated with race, religion, class and
nationality. The idea of Olympism then was for the youth of the world to universally
share the Olympic idea in an environment free of ideological battles, political influences
and to celebrate, rejoice and hold sacred the notions of unity, friendship and fairplay.“
(Culpan, 2000, 540).
Pierre – Olivier Beckers, President of the NOC of Belgium in his preface to the
publication Olympism and Youth (Olympisme et Jeunesse) also mentions Pierre de
Coubertin words that “sport is an excellent educational tool which can perfectly serve to
disseminate the values. Coubertin compares Olympic Games to the peak of glacier and
considers Olympic Movement as ideal tool to concretise universal language, to stimulate
development of talented youth at all levels of society. He mentioned also sport for all as
the basis of Olympism and formulated “All sports for all” concept which was very avant-
garde for that period. Belgian Olympic and Interefederal Committee supports Coubertin
words that Olympic pyramid can be built only on solid and healthy base.” (Pierre –
Olivier Beckers, 2008, 3).
Summarising literature review on history of Olympic education we can state that:
Olympic education has its historical roots in Ancient Games; pedagogical ideals of
Olympic education are traced back to Coubertin‟s philosophical legacy. Need for
Olympic education has been highlighted and worldwide developed since the 1970´s.
What is Goal of Olympic Education?
Before helping ourselves again with Olympic Charter definition of the goal of Olympism,
we propose firstly the words of Ren Hai from Olympic Studies Reader, recent book on
Olympic Studies which is result of Beijing Sport University and Universiade Gama Filho
with the support of the International Olympic Committee through its Information
Management Department / Olympic Studies Centre, located in Lausanne, Switzerland.
We found this publication crucial in many questions of this literature review and
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according to it the goal of Olympic education is “to protect and promote the common
interests of human society, such as peace, friendship and progress; its pedagogical
content is the humanistic values that are universally accepted by human society, such
as striving for excellence, fairness, justice, respect; its basic pedagogical method is
sports, a cultural form that universally exists in human societies.” (Ren Hai, 2008, 57).
Olympic Charter defines the goal of Olympism which reflects the needs of this research:
“Fundamental Principle #3 – The goal of Olympism is to place everywhere sport at the
service of the harmonious development of man, with a view to encouraging the
establishment of a peaceful society concerned with the preservation of human dignity.“
(Olympic Charter, IOC: 2000).
Jim Parry in his article “Physical Education as Olympic Education” deals with different
conceptions of Olympism and presents definitions of several authors, among them also
thirty Olympic aims and values of Hans Lenk from 1964” (Parry, 1998, 4).
Summarising literature review on Olympic education goal we can state that:
The goal of Olympic education is to place everywhere sport at the service of the
harmonious development of man, with a view to encouraging the establishment of a
peaceful society concerned with the preservation of human dignity.
Studying Olympism and Olympic education in more details, we should answer also the
following two questions: “What are Olympic values?” and “Is Olympic education cross-
cultural?”. Here are references we found in literature.
What are Olympic Values?
Continuing with Jim Parry and his article “Physical Education as Olympic Education”
with different definitions of several authors, we would like to start this part of literature
review with values emphasised by de Coubertin and the literature sources connected with
this approach: “De Coubertin, being a product of late nineteenth-century liberalism,
emphasised the values of equality, fairness, justice, respect for persons, rationality and
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understanding, autonomy, and excellence. These are values which span nearly 3000
years of Olympic history, although some of them may be differently interpreted at
different times.“ (Parry, 1998, 2).
Many other authors deal with Olympic values and we offer the citations of Tavares,
Mueller and Binder which we consider valuable for the purpose of this research.
“The recent leadership of the IOC has manoeuvred for a more flexible and pragmatic
interpretation of Olympic values, a fact which has brought them somewhat intuitively
close to the intellectual positions of Coubertin himself.“ (Tavares, 2006, 14).
“None of the Olympic values is better understood in sport than the concept of fair play,
for which Coubertin always used the French term esprit chevaleresque.“ (Mueller, 2008,
315).
Norbert Mueller in Olympic Study Reader also attracts attention to various aspects of fair
play including personal endorsement of fair play:
“Students must learn, not only in their own sporting activities but also in the critical
reflection of other disciplines:
- That rules in sports and games (and in life, too) must not be broken;
- To practice fair play, so as to train their characters for all areas of life;
- And to use fair play in sport to improve the personal worlds in which they live, so that
the pressures of the school routine (and later the working routine) play no part.
But it is not appropriate to appoint supervisors to monitor all this, within a concept
oriented towards education; the need is for a voluntary commitment and a personal
endorsement of fair play.” (Mueller, 2008, 315).
Apart from fair play, the Olympic value to which most attention is paid today is
according to Norbert Mueller the idea of peace: “Olympic internationalism can be taught
in many ways as part of an "Olympic curriculum"; it encompasses the following aspects:
24
- It seeks to promote understanding of the specific cultural features of other nations and
continents;
- It seeks to help familiarize people with the forms of sport played by others;
- It seeks to improve familiarity with the cultures of those countries which organize the
Olympic Games;
- And it endeavours to assist and promote internationally sporting contacts and personal
contacts between individuals.
Mueller states that almost all schools in Germany have highly multiracial student bodies
which is “a microcosm of an extensive field of action because sport speaks all languages.
Olympism, as a part of world culture, is unaffected by financial resources, colour or
creed. The Olympic Games are the greatest of all peaceful global gatherings, taking
place every four years. Coubertin‟s idea of peace education as a core area of Olympism
is more real today than ever.” (Mueller, 2008, 316).
Thinking on Olympic values, it is impossible to avoid Deanne Binder´s approach in her
publication “Teaching Olympism in Schools: Olympic Education as a focus on Values
Education” and her four core educational values identified in an international Olympic
education project as being closely related to the concept of Olympism: “joy of endeavour
in physical activity, fair play, multiculturalism (international understanding) and being
the best that you can be (pursuit of excellence). It will conclude by discussing the
complexities of trying to measure changes in values and behaviours as a result of an
Olympic education intervention.” (Binder, 2005, 5).
Binder continues with the words: “It is true that ethical issues such as fair play, violence,
cheating, abuse of performance enhancing drugs, commercialism, equity, etc. receive
much media attention and are frequently addressed in papers and presentations at
Olympic sport and physical education conferences. They seem to have worldwide
relevance. Unfortunately the pedagogy of these issues is rarely addressed. How are fair
play/ethical behaviours learned?
25
How can they be taught, and how can this teaching be supported? The literature also
appears silent on the cross-cultural issues. How, for example, is fair play understood and
experienced by people in different cultural contexts? (Binder, 2005, 5, 6) Binder asks
also a question: What teaching and learning strategies could we suggest to enhance the
teaching of Olympism in the schools in my country?” (Binder, 2005, 6).
Summarising literature review on Olympic values we can state that:
Olympic values are differently interpreted at different time and are influenced by society
development. Values of equality, fairness, justice, respect for persons, rationality and
understanding, autonomy, and excellence emphasised by Pierre de Coubertin span nearly
3 000 years of Olympic history.
Is Olympic Education Cross-Cultural?
Despite Deanne Binder writes about certain literature silence on the cross-cultural issues,
we would like to emphasis a part of definition of the notion of Olympism in Olympic
Charter: “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 fundamental ethical principles.” (Olympic Charter, IOC: 2000). Helping
ourselves also with the article of Ren Hai from Olympic Study Reader, cross-cultural
dimension of Olympic education is really evident: “The goal of Olympic education is
global and its participation is worldwide. Therefore, it transcends regional, ethnic,
national and other boundaries, and gradually spreads out across the world on an
unprecedented scale. The essential nature and scale of Olympic education determine that
this education is inevitably cross – cultural and it will constantly shuttle back and forth
between different cultures, so cross – cultural communication occupies an important role
and function in Olympic education.” (Ren Hai, 2008, 60,61).
From the further writing of Ren Hai we learn that the ideals and social values that
Olympic education seeks to disseminate do not take one specific nation as a model, but
come out of lessons and generalizations drawn from the cultural achievements of
26
different nations worldwide. At their birth, the Olympic ideas themselves already
possessed cross cultural characteristics. “Olympic education has spread out across the
globe. Each nation designs and carried out educational activities with features that vary
according to each country‟s national and ethnic characteristics. As a result, rich and
colourful Olympic education activities have emerged. Mutual borrowing and
transplantation between nations and territories are extremely important for the
development of Olympic education. An example of that is borrowing of the “one country
one school” activity from the winter Olympic Games in Nagano, Japan, by the Beijing
Olympic Games to initiate its own Olympic “Heart-to Heart” educational program,
which was well received by Chinese youth. It is clear that this borrowing by different
nations has cross – cultural features, which makes Olympic education go through a
process of feedback, interaction, mutual learning, and shared improvement between
nations.” (Ren Hai, 2008, 61, 62).
Summarising literature review on cross-cultural dimension of Olympic education we can
state that:
Each nation designs and carries out educational activities on Olympism with features that
vary according to each country‟s national and ethnic characteristics. As a result, rich and
colourful cross-cultural Olympic education activities have spread out across the globe.
Thinking about strategic plan of spreading the Olympic education, we consider very
useful studying in the next part of literature review strategic areas of Olympic education,
including worldwide developed projects as well as answering these two questions: How
can be Olympic education disseminated? What are future chances of Olympic education?
Here are references we found in literature.
What are Strategic Areas of Olympic Education?
According to Binder, nowadays, it is required that every city bidding for an Olympic
Games outlines its plans for an Olympic education initiative. “The challenge for all who
believe that sport and physical activity provide a context for learning about life is how to
27
realize these aims. As de Coubertin himself writes, it is not enough to talk about them;
they must be practiced. The legacy of Olympic education, particularly at the elementary
and middle school age level could serve as a „bridge‟ between the striving for excellence
by elite athletes and the reaching for dreams by a young child jumping over a school
bench. What greater legacy could there be?” (Binder, 2005, 15).
An excellent example of strategic area for Olympic education is organisation of 1st
Summer Youth Olympic Games (YOG) in Singapore in 2010. IOC website announced
that the vision of the Youth Olympic Games is to inspire young people around the world
to participate in sport and adopt and live by the Olympic values. It was during its session
in Guatemala in July 2007 that the IOC decided to create a new sporting event to educate,
engage and influence young athletes inspiring them to play an active role in their
communities.
IOC website, (www.olympic.org, January 8th 2009) answers also questions what are
YOG and what are their objectives:
The Youth Olympic Games are a sporting event for young people, balancing sport,
education and culture. These Games work as a catalyst in these fields throughout the
Olympic Movement. The YOG‟s objectives are:
1. To bring together the world‟s best young athletes and celebrate them;
2. To offer a unique and powerful introduction to Olympism;
3. To innovate in educating and debating Olympic values and challenges of society;
4. To share and celebrate the cultures of the world in a festive atmosphere;
5. To reach youth communities throughout the world to promote Olympic values;
6. To raise sports awareness and participation among young people;
7. To act as a platform for initiatives within the Olympic Movement;
8. To be an event of the highest international sporting standard.
28
IOC website also focuses on questions Who? What? When? “The Youth Olympic Games
aim to bring together talented athletes – aged from 14 to 18 - from around the world to
participate in high-level competitions, but also, alongside the sports element of the event,
to run educational programmes on the Olympic values, the benefits of sport for a healthy
lifestyle, the social values sport can deliver and the dangers of doping and of training to
excess and/or of inactivity. (www.olympic.org, January 8th 2009).
According to Pierre – Olivier Beckers, “there is a number of social factors that prevent
youth in their fundamental right – right to move, to practise sport. It is necessary that
young generation is conscious as early as possible of the importance of regular practice
of sport. The activities of Belgian NOC concentrate on this as well as on the need of
practising sport of youth in the educational process.” (Pierre – Olivier Beckers, 2008, 3).
Thierry Zintz writes that “in Olympia, practising of sport and exercises in gymnasium
were the school of life and stresses the importance of actual educational politics which
required global and harmonious development of a child. Zintz mentions also relation
between sport and education of future citizen and need of understanding the outside
world.” (Zintz, 2008, 4).
In writing of Culpan we found out that New Zealand, a country of three million people
situated in the South Pacific has for a number of years sent delegates to the IOA.
However it was not until 1997 that New Zealand officially established an Olympic
Academy (NZOA) as an autonomous, separate and independent body within the New
Zealand Olympic Committee (NZOC). “This Academy was essentially a board of
trustees with expertise in all aspects of Olympism and the Olympic Charter. Its specific
role was designated by the NZOC as having several strategic areas in which to operate.”
(Culpan, 2000, 542, 543).
Summarising literature review on strategic areas of Olympic education we can state that:
The most important strategic areas of Olympic education are Schools and National
Olympic Academies. Sport and physical activity provide a context for learning about life,
it is not enough to talk about them, they must be practiced, particularly at the elementary
29
and middle school age level could serve as a „bridge‟ between the striving for excellence
by elite athletes and the reaching for dreams by a young child jumping over a school
bench.
How can be Olympic Education disseminated?
The IOC Charter obliges the National Olympic Committees to promote Olympism in all
areas of education and, for example, to adopt independent initiatives for “Olympic
education” through national Olympic Academies (Rule 31, 2.1).
Binder states that Pierre de Coubertin seemed to understand the importance of emotion
and imagination as pedagogical tools. “In his planning for the promotion and staging of
Olympic Games he integrated symbols, ceremonies, music, pageantry and culture. And
ever since the first of the modern Olympic Games, the world has been inspired every four
years with emotional stories of athletic triumph and disappointment. These stories act as
models and as confirmation for future generations of potential high achievers. An
imaginative approach to the teaching of Olympic values is necessary in order to help all
of us break through the barriers of tradition and prejudice that sometimes wrap us up in
despair over doping, violence and cheating. Olympic educators need to help their
students and their athletes see the world in a different way, see each other in a different
way, and change behaviours so that they act in a different way. If we are not part of the
solution, we are part of the problem.” (Binder, 2005, 14)
According to Culpan Olympic education is central to the New Zealand Olympic
Committee (NZOC) strategy in the promotion of Olympism. It has identified a need to
ensure that the Olympism message is part of the national school curriculum. “As a result
of this strategy, the NZOC secured a contract with the Ministry of Education to write a
supplementary curriculum resource for Health and Physical Education in the New
Zealand Curriculum. The resource entitled Attitudes and Values: Olympic Ideals in
Physical Education was developed for year 9 and 10 students in every New Zealand
secondary school. This resource will see the Olympism message embedded into every
30
school physical education programme. It is believed that this arrangement with the
Ministry of Education is a world first. The NZOC intends to run a professional
development programme for teachers to ensure the message contained in the resource is
delivered to our school students in an exciting and meaningful way. Lorna Gillespie from
the Academy is to be congratulated for her hard work in writing this resource. New
Zealand Olympic Committee Annual Report and Statement of Accounts“. (Culpan, 2000,
554 - 555).
New Zealand is very active and resourceful in the field of dissemination of Olympic
education. Literature sources say that: “In New Zealand we have tried to put these two
binary positions together with less emphasis on the technical aspects of the Games, more
emphasis on the Olympic idea, more emphasis on pedagogical coherence and certainly
more acknowledgement with the State's physical education requirements. The NZOA's
relationship with the Ministry of Education has actually meant that the State now
endorses Olympism as part of a compulsory programme. It has funded the development,
production and distribution of a resource to all secondary schools in the country. The
State has encouraged the teaching of the values, more particularly Olympism and has
encouraged the development of critical thought around the institutionalisation of sport in
general and the Olympic Movement in particular.“ (Culpan, 2000, 549).
“This paper has set out to define Olympism as per the Charter (2000) and discuss how de
Coubertin‟s thoughts on Olympism has affected the establishment and operations of the
New Zealand National Olympic Academy particularly in regards to its structure and
specific role in Olympic education. In concluding this paper is a challenge presented to
the other 100 Olympic Academies around the world to examine their current structure,
their relationship with their national Olympic committee and determine whether their
present structure is the most effective way to promote and uphold Olympism. In New
Zealand we argue that to be able to do this effectively, an Academy must work within and
alongside the National Olympic Committee. It cannot develop in either a separate or
parallel manner if the Olympic Movement wants to be driven by and ooze the principles
of Olympism. Furthermore this paper concludes that for Olympic education to be
meaningful in schools, programmes of physical education are the key vehicle for delivery
31
and it is most beneficial if Olympic education is official sanctioned by the State and
Olympism included in national curriculum statements.“ (Culpan, 2000, 550).
In accordance with Norbert Mueller article in Olympic Study Reader it is necessary to
create close connection between Olympic education and Olympic Games: "Olympic
education must be capable of the most positive association possible with the Olympic
Games as an event.“ (Mueller, 2008, 318). Mueller also states in this publication that
negative examples cannot basically erase the validity of Olympic values as an educational
idea: “Ideals are never completely achieved - there are always compromises. So the
battle for meaning has to be constantly re-thought. What educational models can be
created by the Olympic Games as an event? People of all nations come together, some as
competitors and others as spectators, in the utmost spirit of friendship. Through the
media, the Olympic family at the venue of the Games becomes the symbol of the Olympic
concept of universalism.” (Mueller, 2008, 318).
“This also avoids the risk of reducing “Olympic education” to nothing more than
improved sports education although some aspects of the values described above are
traditionally inherent in the teaching of sport and can be effective in sports education
even without any Olympic reference.“ (Mueller, 2008, 318).
Summarising literature review on dissemination of Olympic education we can state that:
Olympic Games together with Youth Olympic Games are crucial for dissemination of
Olympic education among youth. Olympic education must be capable of the most
positive association possible with the Olympic Games as an event.
What are Future Chances of Olympic Education?
From literature review it is pretty obvious that the future chances of Olympic education
depend on Olympic Movement. It is difficult to state what Olympic values will be crucial
in the 21st century. Tavares even writes that “like other cultural phenomena, they may fall
into disuse and disappear – it is impossible to predict their future. However, we can be
32
sure that, before anything else, they still are a meta-narrative and, therefore, a form of
reading the changes of the little-clear world where we live.” (Tavares, 2006, 16).
Mueller in his writing offers solutions for future Olympic education: “Television links the
general public to Olympia every two years. Exerting an Olympic education influence on
the public is something that can only succeed through the media. The media, however,
are under pressure to achieve high advertising figures, and their intentions are hardly
educational.”
“Both in their actual sporting activities and in their public pronouncements on fair play,
top-class athletes show a sense of commitment to a "sporting ethic" and hence to the
basic values of Olympism. This opens up a broad field for potential activities, such as
Olympic discussion sessions and spare-time lectures during the months of training.”
(Mueller, 2008, 318, 319).
Summarising literature review on future chances of Olympic education we can state that:
Future chances of Olympic education depend on Olympic movement and Olympic
values. Like any other phenomena it is impossible to predict its future and it also may fall
into disuse and disappear. Schools, NOA´s, Olympic Games, Youth Olympic Games,
Olympic discussion sessions and spare-time lectures during the months of training will be
most likely the pillars of Olympic education during next years. More than before, new
ways of communication and media will be the basis of successful dissemination of
Olympic education.
Literature review summary
Summarising all the above literature review, we can clearly state that the Olympic
education is cross-cultural educational activity which uses sport to promote Olympism
and disseminate Olympic values, such as joy of endeavour in physical activity, fair play,
multiculturalism and pursuit of excellence.
33
The goal of Olympic education is to place everywhere sport at the service of harmonious
development of man, with a view to encouraging the establishment of a peaceful society
concerned with the preservation of human dignity.
Need for Olympic education has been highlighted and worldwide developed since the
1970‟s; its pedagogical ideals are traced back to Coubertin‟s philosophical legacy, whilst
its historical roots to Ancient Games.
The most important strategic areas of Olympic education are schools and national
Olympic Academies. It is not enough to talk about sport and physical activities, they must
be practised and serving as a span of mutual understanding. Olympic Games as an event
together with Youth Olympic Games, with the help of new ways of communication and
media are crucial pillars for world-wide dissemination of Olympic education.
Norbert Mueller concludes his chapter on Olympic Education in Olympic Studies Reader
with the words with which we would like to conclude literature review of this research as
well:
“Anyone who thinks in terms of perfectionism and makes the total achievement of his
aims a basic condition has failed to understand Coubertin and his Olympism.” (Mueller,
2008, 319).
34
THEORETICAL FRAMEWORK
Presentation of the Problem
One of the responsibilities of the Slovak Olympic Committee (SOC) is to spread the
message of Olympism.
The main problem in spreading Olympism in Slovakia at present is that Olympic
education is not systematically promoted at all levels of sport educational activities.
The other problem is that Olympic education is not easy accessible to the whole
population in Slovakia.
Statement Supporting Subject Choice
There are many organisations involved in this message: the Slovak Olympic Academy,
the Olympic Clubs, the Slovak Pierre de Coubertin Committee, the National Federations,
Pierre de Coubertin School, the Ministry of Education of the Slovak Republic, the
National Sport Centre (government funded institution), and many other educational or
sport institutions.
Figure No 5: “Scheme of organisations involved in spread of the message of Olympism”
Slovak Olympic Academy
Olympic Clubs
Slovak Pierre de Coubertin
Committee
National Federations
Pierre de Coubertin
School
Ministry of Education
National Sport
Center
35
As a consequence of many organizations involved in spreading Olympism without a real
coordination, there are a number of programs, projects and activities promoting Olympic
values in Slovakia with time and topic duplicity.
Figure No 6: “Activities on Olympism of different Slovak organisations / institutions”
The Research Question
The research question is related to the fact that there are many institutions in promoting
Olympic education in Slovakia and the Ministry of Education of the Slovak Republic is
a strong stakeholder in Olympic education.
Main question to be addressed is ”Should the strategy of SOC in order to improve the
spreading of Olympic education be one of coordination, or one of taking initiative, or
both?“
Slovak Olympic Academy
•Nation-wide school educational activities;
•Inter-national projects;
•Editorial activities;
•Olympic festivals, knowledge competitionOlympic days, meetings with Olympians, etc.
Slovak Olympic Clubs
•Meetings with Olympians;
•Editorial activities.
SPCC
•Nation-wide school educational activities;
•Inter-national projects;
•Editorial activities.
NFs
•Non-formal education:Olympic education is often part of accredited sport education programmes for coaches;
•Informal education:sports preparation of the athletes.
Coubertin School
•Many aspects of Olympism (Olympic values, Olympic history, etc.) is a part of school curriculum (optional school programme).
Ministry of Education
•Formal education:Olympic education is required part of accredited sport education programmes at sport universities and sport schools;
•Several aspects of Olympism is a part of school curriculum
•Informal education:school sportscompetitions within the SSSA
National Sport Centre
•Non-formal education:Olympic education is often a part of accredited sport education programmes for coaches;
•Informal education:sportpreparation of the athletes.
36
Sub-questions relating to the main question are:
Q1. Should the use of strategic, marketing and human resources management as well as
event management enhance the level and the spreading of educational activities related to
Olympism of the NOC of Slovakia?
Q2. Would widening the international cooperation of Olympic education in Slovakia by
bilateral and multilateral agreements enhance the level of educational activities of the
NOC of Slovakia?
Hypotheses
There are six hypotheses to answer research main question and sub-questions to the main
question. The hypotheses are based on previous informal learning and literature review.
We determined a relation of each hypothesis to the research main question or sub-
questions and we put it between brackets.
H1 We assume that strategic and human resources management would enhance the
performance of the Slovak NOC with regard to Olympic education (sub-question Q1)
H2 We assume that a stakeholder like Ministry of Education would be a main partner in
the Olympic education in Slovakia by providing official recognition and grants to
Olympic education (main question)
H3 We assume that a group of stakeholders like sponsors would be partners in the
Olympic education in Slovakia by providing materials and funds to Olympic education
(main question, sub-question Q1)
H4 We assume that the implementation of new ways of communication would facilitate
the access to the whole population (sub-question Q1)
H5 We assume that widening of bilateral and multilateral agreements would enhance the
level of educational activities of the NOC of Slovakia (sub-question Q2)
37
H6 We assume that avoiding duplicity and lack of coordination in promotion of Olympic
education would help the Slovak NOC to be more effective in Olympic education (main
question, sub-question Q1)
Summary of the project research questions, hypotheses and a relation of each hypothesis
to the research main question or sub-questions are to be found in the next figures.
Figure No 7: “Research questions used for the purpose of this work”
Figure No 8: “Hypotheses used for the purpose of this work”
Figure No 9: “Relation between research question, sub-questions and hypotheses”
Main question: "Should the strategy of SOC in order to improve thespreading of Olympic education be one of coordination, or one oftaking initiative, or both?"
•Sub-question Q1: "Should the use of strategic, marketing and human resourcesmanagement as well as event management enhance the level and the spreading ofeducational activities related to Olympism of the NOC of Slovakia?"
• Sub-question Q2: "Would widening the international cooperation of Olympiceducation in Slovakia by bilateral and multilateral agreements enhance the level ofeducational activities of the NOC of Slovakia?"
Hypothesis 1
•We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education
Hypothesis 2
•We assume that a stakeholder like Ministry of Education would be a main partner in Olympic education in Slovakia by providing official recognition and grants to Olympic education
Hypothesis 3
•We assume that a group of stakeholders like sponsors would be partners in Olympic education in Slovakia by providing materials and funds to Olympic education
Hypothesis 4
•We assume that the implementation of new ways of communication would facilitate the access to the whole population
Hypothesis 5
•We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia
Hypothesis 6
•We assume that avoiding duplicity and lack of coordination in promotion of Olympic education would help the Slovak NOC to be more effective in Olympic education
Research question / sub-questions Hypotheses
•Main question H2, H3, H6
•Sub-question Q1 H1, H3, H4, H6
•Sub-question Q2 H5
38
METHODOLOGY
To verify possible data required for this study, different types of research were required.
In order to confirm or deny different responses to a common issue, cross analysis was
needed as well.
Firstly, we needed to confirm the hypotheses by exploratory methods applied by
literature review and document analysis. After literature review, we analysed internal
documents of the NOC, NOA of Slovakia and Ministry of Education of the Slovak
Republic, later we focused on IOC documents and documents dealing with different
countries, which were comparable with Slovakia.
Secondly, we decided to compare three countries – Belgium, New Zealand and Slovakia.
We used descriptive method – comparison through case studies.
We have chosen Belgium, because of the size of the country and population. Belgium is a
federal state, which is similar to Slovakia while being a part of Czechoslovakia; a country
consisted of two states. This fact still has impact in many fields of the Slovak society,
sport included. Finally, tutor of the research, Professor Thierry Zintz, comes from
Belgium that was a real help in document analysis and data collection.
Comparing New Zealand with Slovakia might seem a bit exotic, but the reasons of
choosing this country are in the literature review. We found interesting information on
strategic areas of Olympic education in New Zealand that could be applicable in
Slovakia. Olympism and Olympic message is a part of the national school curriculum
there; finally, population of New Zealand is similar to Slovakia too. We succeeded to
contact Ian Culpan whose articles influenced us to explore New Zealand strategy. His
helping hand and advice gave us actual detailed data on this country
The third country of case study is obviously Slovakia, as the project title is “Strategic
Plan for the Management of Olympic Education in Slovakia”.
39
Thirdly as for methodology, we used also deductive one, with semi-directive interviews
and questionnaires.
Summary of the project methodology is to be found in the next figure.
Figure No 10: “Methods used for the purpose of this work”
1. Exploratory Methodology
1.1. Literature review analysis
Literature review analysis was the first step to confirm the hypotheses by exploratory
method. We found several publications as a basis for this kind of methodology. The
hypotheses are illustrated by literature source and briefly explained accordingly in the
next chapter.
1.2. Document analysis
1.2.1. National level document analysis
After literature review, we analysed internal documents of the NOC, NOA of Slovakia
and the Ministry of Education of the Slovak Republic in order to continue confirming the
hypotheses by exploratory methodology.
1. EXPLORATORY METHODOLOGY
•1.1. Literature reviewanalysis
•1.2. Documents analysis
•1.2.1. National documents
•1.2.2. International documents
2. DESCRIPTIVE METHODOLOGY
•2.1. Case study of Belgium
•2.2. Case study of New Zealand
•2.3. Case study of Slovakia
3. DEDUCTIVE METHODOLOGY
•3.1. Interviews
•3.1.1. International level
•3.1.2. National level
•3.2. Questionnaires
•3.2.1. Non-formal and informal education
•3.2.2. Formal education
40
We analysed NOC Programme of Olympic Education for 2002 – 2008; publications on
National Olympic Academy activities such as “Zborníky”; NOC and NOA websites;
accredited educational programs of the national federations for non-formal sport
education at the Ministry of Education of the Slovak Republic focusing on lessons of
sport history, ethics in sport and sociology in sport, aiming on target group of future
coaches, referees and officials. Later we analysed participation of the national
federations‟ representatives at the workshops of NOC and NOA, for example we went
through the details of participants list of Fair Play workshop organised in October 2008.
National level document analysis was focused on two main areas to confirm the
hypotheses by exploratory method: education and training in sport and international
cooperation. The results of the analysis are to be found in the next chapter.
1.2.2. International level document analysis
After literature review and document analysis at national level, in order to continue
confirming the hypotheses by exploratory method, we analysed IOC documents and NOC
documents of different countries, which were comparable with Slovakia.
Firstly, we analysed internal environment - educational activities directly organised or
influenced by IOC - through IOC website and publications on Olympic education.
Secondly we focused on external environment - background which has significant impact
to place the Olympic education. Thirdly, we analysed publications, documents and
websites on the National Olympic Academy activities of Belgium and New Zealand.
International level document analysis focused on widening international cooperation and
on strategies of dissemination of Olympic education in order to confirm the hypotheses
by exploratory method. The most important findings are to be found in the next chapter.
2. Descriptive Methodology
Following the analysis of publications, documents and websites on the National Olympic
Academy activities of Belgium, New Zealand and Slovakia, we used descriptive method,
41
comparison through case studies to compare three countries – Belgium, New Zealand and
Slovakia.
In order to continue confirming the hypotheses by descriptive method, we focused on
formal education, nation-wide activities, local activities, international cooperation, on-
line space, finances, strategies, coordination of Olympic education, taking initiative
subjects and partners.
We briefly described the determined areas in each country and compared the data in the
table in the next chapter.
3. Deductive Methodology
To finalise confirming the hypotheses we used deductive methodology, semi-directive
interviews at international and national levels and questionnaires at national level. The
interviews focused on Olympic Games, Olympism, Olympic education, international
cooperation on Olympic education, strategies how to spread Olympic education. The
questionnaires focused on formal education, non-formal education and informal
education.
Data collection for deductive methodology was not easy at all, mainly because our
ambition was to address with our interviews important authorities in the field of Olympic
education both at international and national levels.
The ambition of the questionnaires was to analyse external environment where we want
to place Olympic education.
3.1. Interviews
3.1.1. Interviews at international level analysis
Semi-directive interviews at international level included the field of the International
Olympic Committee, the International Pierre de Coubertin Committee, Council of
Europe, European Commission and National Olympic Committees representatives.
42
3.1.2. Interviews at national level analysis
Semi-directive interviews at national level focused on the Slovak Olympic Committee,
governmental sector, the Slovak Pierre de Coubertin Committee, the Slovak School Sport
Association, formal education – Coubertin School and sport faculties, and finally sports
museum.
3.2. Questionnaires
Questionnaires focused at national level in Slovakia were realized from January till April
2009. They included three fields: non-formal education, informal education and formal
education.
3.2.1. Non-formal and informal education questionnaires
Questionnaires related to non-formal and informal education, including editorial activities
were sent by the Ministry of Education of the Slovak Republic through Department of
Education and International Affairs in January 2009, right before second MEMOS XII
module in Innsbruck with a deadline on January 19th
2009. We were pleased to receive
majority of national federations‟ responses on time. They gave us the background
information on the current system of sport education in Slovakia in general terms, and
determined place and importance of the Olympic education in Slovakia. The table with
the most important data is an appendix to this work.
3.2.2. Formal education questionnaires
Questionnaires for the Slovak educational institutions related to formal education were
published and distributed through Slovak School Sport Association (SSSA) newspapers
“Aktuality školského športu a olympizmu“ in March 2009.
Formal education questionnaires were addressing Slovak schools in general - primary
schools, secondary schools, universities. There were two ways of sending responses –
anonymously or determining name and school. The official output of the 2008 National
conference on sport was distributed to those responders of the questionnaires who gave us
their name and address. The questionnaires results are in the graphs of the next chapter.
43
RESULTS
Reporting of the results is divided into three sections in accordance with the methods how
they were obtained. Their order respects time when they were received.
The first section is related to the exploratory methodology results, the second one to the
descriptive methodology results and finally, the third one is related to the deductive
methodology results.
Obtained results were interpreted with regard to the hypotheses in order to confirm or
deny them and consequently finding answers on our main research question and sub-
questions.
From reported results we were building in five steps strategic plan for management of
Olympic education in Slovakia.
Summary of the project results is to be found in the next figure.
Figure No 11: “Summary of the project results used for the purpose of this work”
1. EXPLORATORY METHODOLOGY RESULTS
•1.1. Literature review results
•1.2. Documents analysis results
•1.2.1. National documents
•1.2.2. International documents
2. DESCRIPTIVE METHODOLOGY RESULTS
•2.1. Case study of Belgium
•2.2. Case study of New Zealand
•2.3. Case study of Slovakia
3. DEDUCTIVE METHODOLOGY RESULTS
•3.1. Interviews results
•3.1.1. International level
•3.1.2. National level
•3.2. Questionnaires results
•3.2.1. Non-formal and informal education
•3.2.2. Formal education
44
1. Exploratory methodology results
1.1. Literature review results
Hypotheses confirmation by literature review
Four from six hypotheses were confirmed by literature review. They are illustrated by
literature source and brief explanation of the most interesting findings in the next figures.
Figure No 12: “Hypothesis 1 illustrated by literature source and literature review
explanation”
Figure No 13: “Hypothesis 2 illustrated by literature source and literature review
explanation”
Hyp
oth
esis
1
We assume that strategic and human resources management wouldenhance the performance of the Slovak NOC with regard to Olympic education
Lite
ratu
re s
ou
rce Culpan, 2000,
542, 543
***
Binder, 2005,
14
Lite
ratu
re r
evi
ew
exp
lan
atio
n New Zealand strategy enhanced the performance of the NZOC with regard to Olympic education, in 1997 New Zealand officially established an Olympic Academy (NZOA) as an autonomous, separate and independent body within the New Zealand Olympic Committee (NZOC).
NZOA specific role was designated by the NZOC and has several strategic areas in which to operate.
***
Human resources management enhances the performance with regard to Olympic education: Olympic educators deserve a special attention and education in order to lead properly their students.
Hyp
oth
esi
s 2 We assume that a
stakeholder like Ministry of Education would be a main partner in Olympic education in Slovakia by providing official recognition and grants to Olympic education Li
tera
ture
so
urc
e Culpan, 2000,
554 - 555
Lite
ratu
re r
evie
w
exp
lan
atio
n New Zealand Ministry of Education is the main partner of NZOA in Olympic education. Olympic education is central to the NZOC strategy in the promotion of Olympism. Olympism is a part of the national school curriculum in New Zealand. As a result of this strategy, the NZOC secured a contract with the Ministry of Education to write a supplementary curriculum resource for Health and Physical Education in the New Zealand Curriculum. The resource entitled Attitudes and Values: Olympic Ideals in Physical Education was developed for year 9 and 10 students in every New Zealand secondary school.
45
Figure No 14: “Hypothesis 4 illustrated by literature source and literature review
explanation”
Figure No 15: “Hypothesis 5 illustrated by literature source and literature review
explanation”
1.2. Documents analysis results
1.2.1. National documents analysis results
The results of national level document analysis focused on two main areas to confirm the
hypotheses by exploratory method: education and training in sport (1) and international
cooperation (2).
Hyp
oth
esi
s 4
We assume that the implementation of new ways of communication would facilitate the access to the whole population
Lite
ratu
re s
ou
rce IOC website,
January
8th 2009,
www.olympic.org
Lite
ratu
re r
evie
w
exp
lan
atio
n The implementation of new ways of communication facilitates the access to the whole population. An excellent example is organisation of the 1st Summer Youth Olympic Games (YOG) in Singapore in 2010. IOC website announced that the vision of the Youth Olympic Games is to inspire young people around the world to participate in sport and adopt and live by the Olympic values. IOC decided to create a new sporting event to educate, engage and influence young athletes inspiring them to play an active role in their communities. New ways of communication will facilitate the access to the whole poplulation.
Hyp
oth
esis
5
We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia
Lite
ratu
re s
ou
rce Ren Hai, 2008,
61, 62
Olympic Charter,
IOC: 2000
Lite
ratu
re r
evie
w
exp
lan
atio
n Widening of international cooperation enhances the level of educational activities world-wide because of cross cultural dimension of Olympic education. Olympic education has spread out across the globe. Each nation designs and carried out educational activities with features that vary according to each country’s national and ethnic characteristics.
***
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 fundamental ethical principles.
46
Education and Training in Sport
The education and training of professional administrators and volunteers in sport is
regulated by the Act on Organisation and Support of Sports No. 300/2008, by the Act on
Physical Culture No.288/1997, and by the Act on Commercial Activity No.455/1991.
The university education for qualified sport specialists is provided at Comenius
University in Bratislava (Faculty of Physical Education and Sport) and Prešov University
(Sports Faculty). These institutions provide education in coaching, physical education,
and specialisations such as sports management, sports journalism, sports for athletes with
disabilities, etc.
Following the current legislation, non-formal education is provided by bodies with valid
accreditation of the Ministry of Education of the Slovak Republic. Further education for
sport experts is also provided by the National Sport Centre, mission of which is to
enhance the level of knowledge of sport experts and athletes, spread of recent knowledge
and achievements in the field of sport. Target groups of the National Sport Centre are
sport experts – coaches, referees, officials, supporting team members and athletes. Tasks
of the National Sport Centre in sport education are to be found in the next figure.
Figure No 16: “Scheme of the National Sport Centre tasks in sport education”
Expand present knowledge of sports
experts
Support of 1, 2, 3 levels of coaches
education
Assistance for educational sports
subjects with accreditation
process
Conditions for informal education
Support of editorial activities
Monitor the quality of educational programmes
47
The educational activities of the SOC are focused on both, further education and Olympic
education through the Slovak Olympic Academy (SOA), which since its very origin in
1993, has had a rich scope of activities. SOA organises for example educational trips to
the venues of the Olympic Games, knowledge competitions for pupils and students as
well as international children Olympic camps, various seminars. SOA also secures
publications, especially about Olympic personalities from Slovakia.
Current structure of SOA approved in March 2009 comprises five commissions and is
shown in the next figure.
Figure No 17: “Scheme of the Slovak Olympic Academy”
The educational activities of the Slovak Pierre de Coubertin Committee (SPCC),
established in 2002, focus on dissemination of Pierre de Coubertin work and ideas mainly
among young generation. In 2003, Pierre de Coubertin School in Piešťany was founded
and became an active member of the International Pierre de Coubertin Schools network.
SPCC school projects for children and youth are very popular and cover both national
and international level. The most important ones were “School Pentathlon” organised in
2003-2004 and “Coubertin Academy for Sport, Tolerance and Fair Play” in 2004 which
was the main project of Slovakia for the European Year of Education through Sport. This
project was partly financed from the Ministry of Education of the Slovak Republic and
partly from the European Commission.
President
Editorial Activities and PR
Olympic Education
Further Education
Olympic Legacy Culture
Vice President Secretary
48
International Cooperation
International cooperation in the Slovak sport is managed mainly by the national sport
federations. The Ministry of Education of the Slovak Republic through its Directorate
General for State Sport Care provides approximation with European Union legislation
and through inter-governmental agreements provides international cooperation in sport
including the exchange of sport experts and sport information.
Slovakia signed in the field of sport the agreements with Belgium, Czech Republic,
China, Denmark, Finland, France, Netherlands, Croatia, Israel, Korea, Cuba, Hungary,
Malta, Germany, Poland, Portugal, Austria, Romania, Russia, Slovenia, Scotland, Spain,
Italy, Great Britain and Ukraine.
NOC of Slovakia has developed, over the years, a range of international activities.
Substantial proofs of its success were the appointment to hold a winter edition of IV
Winter EYOF in Poprad - Tatry in 1999, and also a positive feedback to the candidature
of Poprad - Tatry for the organisation of WOG 2002, and 2006 respectively. Another
proof of successful diplomatic activity of SOC within Europe was the assignment of
Seminar of Mission Heads and General Secretaries of European NOCs that took place in
Bratislava in 1998. The session of the Executive Committee of EOC was its integral part.
Similar significant event was the General Assembly of the European Fair Play Movement
(EFPM) and 4th European Fair Play Conference held in Bratislava in 2001 with the
participation of delegates from 18 countries.
In the sphere of international relations, the establishment of the Slovak Houses at
important sports events proved to be very beneficial for SOC. Their tradition began at
XXVI Olympics in Atlanta in 1996. The Olympic house in its new shape was introduced
at the World Championship in Alpine Skiing in Sestriers in 1997. At the beginning, the
task of the Slovak Houses was to support the candidature of Poprad-Tatry for WOG
2006, but they brought such favourable response that there has been an effort to establish
them at all Summer and Winter Olympic Games.
49
SOC used the premises of the Slovak House at WOG in Nagano, Salt Lake City and
Torino as well as at OG in Atlanta, Sydney, Athens and Beijing for many meetings with
IOC members and international sport federations‟representatives. Also bilateral
negotiations with other NOCs were organised there and several international contracts
were prepared there. At present, SOC has concluded contracts on cooperation with NOC
of Romania, Cuba, Bulgaria, Slovenia, China, Hungary, Czech Republic, Israel and USA.
Whilst except for Professor Vladimír Černušák no other Slovak managed to obtain a post
in the IOC or its bodies, several people nominated by SOC achieved a significant position
in the European Olympic Committees (EOC).
Martin Benko was a member of the Executive Board of EOC during the period of 2001-
2005. Ján Mráz (Revision Commission), Jozef Prusák (Legal Commission) and Mária
Mračnová (EYOF Commission) worked in EOC commissions.
At present, Slovakia is represented in EOC by František Chmelár (Commission for
Connection with the European Union), Jozef Liba (EYOF Commission) and Jerguš Bača
(Commission of Athletes).
SPCC plays also an important role at international platform of the Slovak sports
environment. The SPCC representatives are very active in various activities of the
International Pierre de Coubertin Committee (IPCC). Pierre de Coubertin School in
Piešťany participated since its founding at all world-wide forums of Pierre de Coubertin
schools (Arenzano - Italy in 2003, Radstadt - Austria in 2005, Tábor – Czech Republic in
2007) and the students prepare actively for the next one to be held in Pyrgos in Greece in
September 2009.
The highlight of the SPCC international activities organised in Slovakia was international
conference “Pedagogical Message of Pierre de Coubertin Legacy” held in Piešťany in
October 2006 with presence of the IOC honorary member Professor Vladimír Černušák,
several IPCC members - Yvan de Navacelle de Coubertin, Jean Durry, Ines Nikolaus as
well as governmental representatives, including Deputy Prime Minister and Minister of
Education of the Slovak Republic Ján Mikolaj and French Ambassador to Slovakia
Jacques Faure.
50
Summary of the Slovak international bilateral agreements, governmental and NOC, are to
be found in the next figure.
Figure No 18: “List of the international governmental agreements of Slovakia related to
sport issues and list of international agreements on cooperation between the Slovak
Olympic Committee and different NOCs”
Ministry of Education Slovak Olympic Committee
Agreements Agreements
•Austria -
•Belgium -
•- Bulgaria
•China China
•Croatia -
•Cuba Cuba
•Czech Republic Czech Republic
•Denmark -
•Finland -
•France -
•Germany -
•Great Britain -
•Hungary Hungary
•Israel Israel
•Italy -
•Korea -
•Malta -
•Netherlands -
•Poland -
•Portugal -
•Romania Romania
•Russia -
•Scotland -
•Slovenia Slovenia
•Spain -
•Ukraine -
•- USA
51
1.2.2. International documents analysis results
The results of the international level document analysis for the purpose of this research
are focused on two main areas to confirm the hypotheses by exploratory methodology:
internal environment - educational activities directly organised or influenced by IOC, and
external environment - background which has significant impact to place Olympic
education.
Internal environment
The most important international activities organised by IOC with direct impact on
Olympic education worldwide, including Slovakia, are the world forums on sport,
education and culture (1) and educational activities of the International Pierre de
Coubertin Committee (2).
Six world forums on sport, education and culture have been held since 1997. They
represent the basis of the IOC Commission for Culture and Olympic Education work
which was formed in 2000 with the merger of the culture and Olympic Academy and
education commissions. The list of IOC Commission for Culture and Olympic Education
Members is an appendix to this work.
At each forum recommendations are adopted by the participants setting out the vision of
the Olympic Movement‟s work in terms of education and culture for the following two
years. After two editions being held in Lausanne, the forum moved to other European
cities and more recently to Asia.
For the last editions the tendency is to organise the forum in partnership with other
organisations working in the field of sport, culture and education such as UNESCO,
BOCOG, and Organising Committee of the Busan TAFISA World Sport for All Games.
This has allowed the conference to be taken beyond the Olympic Movement and has
increased its appeal to a broader public. The Busan Action Plan is closely related to this
work; therefore it is attached to this work as an appendix on CD ROM.
52
List of the world forums on sport, education and culture organised by IOC Commission
for Culture and Olympic Education is to be found in the next figure.
Figure No 19: “Six world forums on sport, education and culture organised by IOC
Commission for Culture and Olympic Education”
International Pierre de Coubertin Committee activities
The aim of the International Pierre de Coubertin Committee (IPCC) is to make known as
widely as possible the work of restorer of the Olympic Games and perpetuate his memory
all over the world. The IOC recognised the IPCC in 1978. When analysing IPCC
educational activities directly influenced by IOC we found out that there are various
activities supported and financed by IOC. The most interesting findings for the purpose
of this research are the biennial world-wide forums of Pierre de Coubertin schools.
List of the world-wide forums of Pierre de Coubertin schools organised by the
International Pierre de Coubertin Committee is to be found in the next figure.
IOC world forum name, place, year
•Sport – Culture Forum, Lausanne, Switzerland, 1997
•“The IOC and its Cultural Policy” Forum, Lausanne, Switzerland, 2000
•“Education through Sport” World Forum, Wiesbaden, Germany, 2002
•World Forum on Education, Culture and Sport, Barcelona, Spain, 2004
•World Forum on Sport, Education and Culture, Beijing, China, 2006
•World Forum on Sport, Education and Culture, Busan, Korea, 2008
53
Figure No 20: “World-wide forums of Pierre de Coubertin schools organised by the
International Pierre de Coubertin Committee”
External environment
The most important external environment international activities with a direct impact on
promotion of the Olympic education in Slovakia are European Commission White Paper
on Sport and Pierre de Coubertin Action Plan (1), European Year of Education through
Sport 2004 (2) and United Nations International Year of Sport and Physical Education
2005 (3). The most recent international activity on education through sport organised in
Slovakia was the European conference during the Slovak chairmanships in the Council of
Europe in 2008 (4).
European Commission White Paper on Sport and Pierre de Coubertin Action Plan
When analysing European Commission documents on sport we found out that the
Olympic ideal of developing sport to promote peace and understanding among nations
and cultures as well as the education of young people was born in Europe and has been
fostered by the International Olympic Committee and the European Olympic
Committees.
IPCC forum place, year
•Le Havre – France, 1997
•Much Wenlock – Great Britain, 1999
•Lausanne – Switzerland, 2001
•Genova – Italy, 2003
•Radstadt – Austria, 2005
•Tábor – Czech Republic, 2007
•Pyrgos – Greece, 2009
54
Special Eurobarometer 213 “Citizens of the European Union and Sport” deals in four
chapters with the practise of sport in the European Union; the benefits of sport; the social
dimension of sport; and the European Union and sport. The survey was requested by
Directorate General Education and Culture and coordinated by Directorate General Press
and Communication, and focuses on many topics related to this work. For example, it
answers the question which values sport promotes most in EU countries, and we found
out that the highest ranking in Slovakia is discipline (51%), friendship (43%), fair play
(40%), sticking to the rules (35%), effort (33%), team spirit (33%), tolerance (19%),
respect for others (17%), etc.
White Paper on Sport which represents "the first comprehensive initiative on sport" in
the EU was adopted by the European Commission on 11 July 2007.
The initiative to prepare White Paper on Sport marks the first time that the Commission is
addressing sport-related issues in a comprehensive manner. Its overall objective was to
give strategic orientation on the role of sport in Europe, to encourage debate on specific
problems, to enhance the visibility of sport in EU policy-making and to raise public
awareness of the needs and specificities of the sector. The initiative aimed to illustrate
important issues such as the application of EU law to sport. It also seeks to set out further
sports-related action at EU level.
The document proposes a number of actions to be implemented and supported by the
Commission in three areas: the societal role of sport, the economic dimension of sport,
the organisation of sport.
The proposals are brought together in a Pierre de Coubertin Action Plan which details
53 concrete proposals for future EU action in these areas. Pierre de Coubertin Action Plan
is closely related to this work; therefore it is attached to this work as an appendix on CD
ROM. Proposed actions range from supporting an EU physical activity network and
launching a study to assess the sector's contribution to the 'Lisbon Agenda' for growth
and jobs in the EU. Others include the fight against corruption, an impact assessment of
the activities of players' agents and a conference on licensing systems in football.
55
According to Ján Figeľ, EU Commissioner for Education and Culture, the White Paper is
not legally binding, but rather "a show of political will to indicate the direction to be
followed with regard to sport in the EU".
"As agreed in the White Paper, the initiative does not weaken the application of EU law
to sports. It means that there is no exclusivity given to sports over EU rules or content of
EU law. A case by case approach remains the basis for Commission's control for
implementation of EU law," added Figeľ.
Figure No 21: “Areas of White Paper actions to be implemented and supported by the
European Commission”
European Year of Education through Sport 2004
The European Year of Education through Sport 2004 (EYES) was established by
Decision No 291/2003/EC of the European Parliament and of the Council of 6 February
2003.
The main objective of the European Year of Education through Sport 2004 was to
encourage partnerships between the worlds of education and sport in order to promote the
educational and social values of sporting activity. The activities and initiatives
undertaken during the Year were run at Community, transnational, national, regional and
local level, and were co-financed by the Community. The Member States designated
Areas of White Paper actions to be implemented and supported by the European Commission
•the societal role of sport: enhancing public health through physical activity, fighting doping,enhancing the role of sport in education, volunteer activities, social inclusion, fighting racism, sport asa tool for development;
•the economic dimension of sport: collection of comparable data, ensuring financial support forgrassroots sports organisations;
•the organisation of sport: the specific nature of sport, free movement, player transfers, players'agents, protection of minors, corruption and money laundering, licensing system for clubs, mediarights.
56
bodies having responsibility for coordination and local implementation of the measures
taken.
The Commission assumed responsibility for the overall implementation and coordination
of the Year's activities, including the selection of projects co-financed from the EU
budget, in compliance with the principle of subsidiarity. In the course of the project
selection procedure, the Commission took into account the opinion of the bodies
designated by the Member States for implementing the projects, and ensured a balanced
distribution among the Member States. Moreover, the Commission ensured that the
measures taken were consistent with and complementary to other relevant Community
actions and initiatives as well as existing national and regional initiatives, where these
contributed to meeting the objectives of the Year.
The Olympic and Paralympic Games in Athens in 2004, as well as the Euro 2004 football
tournament in Portugal, boosted media coverage of sport, heightened public awareness
and provided an opportunity to promote its values.
EYES partial objectives and activities supported as a part of EYES are to be found in the
next figures.
Figure No 22: “Partial objectives of the European Year of Education through Sport 2004”
Partial objectives of the European Year of Education through Sport 2004
•To make institutions and sports organisations aware of the need for cooperation in order to developeducation through sport and its European dimension;
•to take advantage of the values conveyed through sport to develop knowledge and basic skillsallowing young people to improve their physical and social abilities, mainly through the schoolcurriculum (teamwork, solidarity, tolerance and fair play in a multicultural framework);
•to promote awareness of the positive contribution that voluntary activities make to non-formaleducation for young people;
•to encourage the exchange of good practice concerning the role sport can play in education systemsto promote the social inclusion of disadvantaged groups;
•to consider the problems relating to the education of young sportsmen and sportswomen involved incompetitive sports.
57
Figure No 23: “Activities supported as part of the EYES”
United Nations International Year of Sport and Physical Education 2005
The United Nations General Assembly resolution 58/5 of 3 November 2003 entitled
“Sport as a means to promote education, health, development and peace” proclaimed
2005 as the International Year of Sport and Physical Education (IYSPE) to highlight the
significant role that sport can play in accelerating progress towards the achievement of
the Millennium Development Goals (MDGs) by 2015 and to add a strong impetus to
efforts to better integrate sport into the development agenda as well as into efforts to
achieve lasting peace.
IYSPE provided a unique opportunity to focus the world‟s attention on the importance of
sport in society and on how sport and physical education programmes can be used as
tools to help combat challenges such as extreme poverty, conflict and HIV/AIDS and
help achieve the Millennium Development Goals.
From the final report we found out that the International Year has clearly affirmed sport
and physical education as fundamental vehicles for promoting education, health,
development and peace as part of the overall effort to achieve the Millennium
Development Goals.
Activities supported as part of the EYES comprised the following:
•Meetings, European educational competitions and events highlighting achievements and experiences on the theme of sport;
•voluntary actions at European level during Olympic and other sporting events in 2004;
•information and promotional campaigns, including cooperation with the media to disseminate the educational values of sport;
•events promoting the educational value of sport and showcasing examples of good practice;
•financial support for transnational, national, regional or local initiatives to promote the objectives of the Year.
58
The United Nations Educational, Scientific and Cultural Organization (UNESCO) played
a key role in encouraging commemoration of the International Year. Several countries
launched Global Action Weeks or special days, as a tool, for example, to promote
traditional sports and games. The educational dimension, health issues, scientific research
and studies, doping, fair play and national programmes on sport and physical education
were the core components of activities to which public authorities, development agencies,
specialized agencies and sport and physical education staff unions and professionals
dedicated their mobilization efforts to raise awareness and advocate the key objectives of
the Year. The unanimous adoption of the International Convention against Doping in
Sport by the 33rd session of the UNESCO General Conference on 19 October 2005 is
recognized as a significant achievement of the Year.
Over 100 international, regional and thousands of local projects initiated during the
IYSPE, concretely establishing sport and physical education as tools for education,
health, development and peace.
The Final Report of United Nations International Year of Sport and Physical Education
2005 and Fact Sheet are closely related to this work; therefore they are attached to this
work as an appendix on CD ROM.
European conference “Education through Sport” 2008
In the framework of the Slovak Chairmanship of the Committee of Ministers of the
Council of Europe, the European Conference “Education through Sport” was held in
Bratislava, Slovak Republic on 17 – 18 April 2008 under the auspices of Ján Mikolaj,
Deputy Prime Minister of the Government of the Slovak Republic and Minister of
Education of the Slovak Republic.
The conference was organized by the Ministry of Education of the Slovak Republic, in
joint cooperation with the National Sport Center, the Slovak Olympic Committee and the
Council of Europe, Directorate of Youth and Sport.
59
The objective of the Conference was to assess the situation in the participating countries
concerning education through sport. The conference focused on concrete educational
activities and measures taken by the Member States of the Council of Europe after the
2004 European Year of Education through Sport.
Target group of the conference were Sport Directors General of the Council of Europe
Member States and experts from relevant department or unit in the Ministry of Education
or Ministry of Sports. The representatives from the international sport organizations,
IOC, International Pierre de Coubertin Committee, UNESCO, Sport and Peace, European
Union, IDHEAP, Youth Sport Trust and the Slovak non-governmental organizations
were also invited to attend this conference.
The European conference “Education through Sport” conclusions are closely related to
this work; therefore they are attached to this work as an appendix on CD ROM.
The European conference “Education through Sport” partial objectives are to be found in
the next figure.
Figure No 24: “Partial objectives of the European conference “Education through Sport”
held in Bratislava in 2008 in the framework of the Slovak Chairmanship of the
Committee of Ministers of the Council of Europe”
The European conference “Education through Sport” partial objectives:
•To assess the situation in the participating countries concerning education through sport. The conference focused on concrete educational activities and measures taken by the member states after the 2004 European Year of Education through Sport (EYES), as well as on good practices and good ideas among the participating countries in the field of education through sport.
•To develop a set of commonly agreed criteria to measure the progress in implementing the education through sport with a view to improve cooperation and synergies of the relevant actors at both national and international levels. The participants shared their experiences, best practices and lessons learnt over recent years, to ensure effective implementation of education through sport.
•To tackle the appropriate modalities through which states, international community and NGOs could better contribute to improve the access to quality education through sport.
60
Hypotheses confirmation by document analysis
Document analysis at national level provided us with important findings which are useful
for this work and document analysis at international level showed us many similarities
related to three from six hypotheses. They are illustrated by document source and brief
explanation of the most interesting findings in the next figures.
Table No 25: “Hypothesis 3 illustrated by document analysis source and explanation”
Hyp
oth
esis
3 We assume that a group of stakeholders like sponsors would be partners in the Olympic education in Slovakia by providing materials and funds to Olympic education
Do
cum
ent
sou
rce EYES
http://europa.eu/
legislation_
summaries/
education_training_
youth/youth/sport/
l35008_en.htm
May 13th 2009
IYSPE
http://www.un.
org/sport2005
May 16th 2009
Do
cum
ent
exp
lan
atio
n The Community contributions were allocated on the basis of the type of action:
•measures that were Community-wide in nature were subsidised from the general budget of the European Union up to a maximum of 80% of the total cost;
•measures of Community interest which were local, regional, national or transnational in nature were co-financed from the general budget of the European Union up to a maximum of 50% of the total cost.
Other forms of action were given moral support (authorisation to use the logo and other materials associated with the Year).
***
Marketing tools were provided by the Swiss Committee for the International Year, with financing by the Swiss Agency for Development and Cooperation, in the form of stickers, flags, wrist warmers, caps and cushions. A major product of the International Year has been the promotion and distribution of the international Toolkit Sport for Development available in CD-ROM or online. The Toolkit was a national initiative of the Netherlands Government-supported international development and cooperation agency NCDO, the Netherlands Olympic Committee and Ministry of Health, Welfare and Sport.
61
Table No 26: “Hypothesis 4 illustrated by document analysis source and explanation”
Table No 27: “Hypothesis 6 illustrated by document analysis source and explanation”
Hyp
oth
esis
4
We assume that the implementation of new ways of communication would facilitate the access to the whole population
Do
cum
ent
sou
rce IYSPE
http://www.un.
org/sport2005
May 16th 2009
European Conference “Education through Sport”
www.education-
through-sport.eu
May 15th 2009
Do
cum
ent
exp
lan
atio
n The creation of the IYSPE website and many national websites dedicated to IYSPE 2005; an introductory film; a fortnightly electronic sports bulletin in English, Spanish and French; and an international Toolkit Sport for Development available in CD-ROM or online was promoted and distributed. An unprecedented amount of media attention was accorded to the issue of sport and physical education during IYSPE 2005.
***
European Conference “Education through Sport” website was designed in order to facilitate the access of the sport public and gave actual information on all activities related to the conference. The website was planned to be the basis for further activities on education through sport in Slovakia.
Hyp
oth
esis
6
We assume that avoiding duplicity and lack of coordination in promotion of Olympic education would help the Slovak NOC to be more effective in Olympic education
Do
cum
ent
sou
rce White Paper on
Sport
http://ec.europa.eu/
sport/white-paper/index_en.htm
May 14th 2009
IYSPE
http://www.un.
org/sport2005
May 16th 2009
Do
cum
ent
exp
lan
atio
n In preparing White Paper on Sport, the Commission has held numerous consultations with sport stakeholders on issues of common interest as well as an on-line consultation. They have demonstrated that considerable expectations exist concerning the role of sport in Europe and EU action in this area.
***
With 2004 being the European Year of Education through Sport, activities commemorating the International Year of Sport and Physical Education tended to build on those already commenced, enabling consolidation of initiatives on sport as a tool for education, with additional initiatives also undertaken on sport for health, development and peace.
Throughout 2005, contacts with the European Union continued, enabling evaluation and dissemination of best practices of European projects throughout the region.
62
2. Descriptive methodology results
Case studies of Belgium, New Zealand and Slovakia
With case studies comparison we focused on results dealing with formal education,
nation-wide activities, local activities, international cooperation, on-line space, finances,
strategies, coordination of Olympic education, taking initiative subjects and partners. We
described briefly the areas related to this work, mentioning the most important and the
most interesting findings in each country and compared the data in the figure.
Formal education
We were comparing the existence of Olympic education in school curriculum, existence
of publications for pupils and university students, existence of methodological
publications for lecturers of Olympic education.
In Belgium, Olympic education is in school curriculum through Olympic themes which
are included in all subjects during the “Olympic week”. Coordinated by Ministry of
Education in all three communities, there is an Olympic week in all Belgian primary and
elementary schools, which is directly involved in school program. This week is organised
in May during the Summer Olympics year, and in January, during the Winter Olympics
year.
It is believed that New Zealand is a world first country where the New Zealand Olympic
Committee secured a contract with the Ministry of Education to write a supplementary
curriculum resource for Health and Physical Education in school curriculum. The
NZOA's relationship with the Ministry of Education has actually meant that the State
now endorses Olympism as part of a compulsory programme. It has funded the
development, production and distribution of a resource to all secondary schools in the
country.
Slovakia offers several ways how to disseminate Olympic values through informal
education at schools. Many subjects deal with Olympic education, but it is not officially
included in school curriculum.
63
Nation – wide activities
In every analysed country, there are Olympic Days and specific nation-wide activities.
In Belgium, Olympic Day in 2009 focused on contest of Olympism and will be held in
September 2009 in Brussels. Belgian Olympic Day is organised in cooperation with
national federations and one of interesting aspects is a car free requirement during this
day. There is also “Olympicnic” on July 21st under the patronage of the Royal Family.
New Zealand celebrates the founding of the Olympic Academy on July 1997 and includes
recognising contributions toward Olympism through awards and presentations. There are
also “Friends of the Olympic Academy” in order to include International Olympic
Academy Participants Association (IOAPA) in New Zealand. NOA in New Zealand
supports and has a presence at NOC celebrations, including Olympic Day and other
functions associated with the Olympic Movement.
In Slovakia, Olympic Day in 2009 was organised on 23 June in close cooperation with
the national federations. The main activity was held in Bratislava, part Kuchajda with
presentation of archery and fencing. There are also “Olympic Festivals of Children and
Youth” under the patronage of President of the Slovak Republic which is financially
supported by the Ministry of Education of the Slovak Republic, in cooperation with
municipalities and local authorities.
Local activities
Discussions with Olympians are the most popular local activities in all three compared
countries.
In Belgium, Olympians Association is responsible for this kind of informal educational
activities; the Olympic athletes have in their contacts to meet public at least once or twice
a year.
64
In New Zealand local activities are focused also on dissemination of opinions on
Olympism and the Olympic Charter to the Olympic Movement, and on sport and its
educational aspects to external organisations and the general public.
In Slovakia, discussions with Olympians are usually organised by regional Olympic
Clubs or by schools, often in cooperation with municipal authorities.
International cooperation
Formal bilateral agreements are not necessarily required for successful and effective
international cooperation in any of compared countries. Sport is a universal language to
participate in international projects of any kind without special written agreements on
Olympic education international cooperation. However, in Slovakia general agreements
on international cooperation mentioning Olympic education exist.
In Belgium, French MEMOS XII took place in Brussels in November 2008, which can be
considered as a good example of effective international cooperation in the field of
Olympic education. Annually, during the first week of November, there are junior
Olympic team training camps organised in Belgium for 15 – 18 years old athletes, where
the values of fair play, respect of others and solidarity are taught.
New Zealand provides leadership, support and encouragement for Cooperative Network
opportunities with other Olympic Academies throughout the world. New Zealand also
assists the development of Olympic Academies within Oceania and coordinates the
NOC´s participation in the International Youth Camps.
In Slovakia, there are regularly organised Olympic camps with international participation.
Slovakia was leading also several international projects on Olympic education like
“Coubertin Academy for Sport, Tolerance and Fair Play”, “School Pentathlon”.
International conference “Pedagogical Message of Pierre de Coubertin Legacy” is also a
good example of successful international cooperation in the field of Olympic education as
well as current activities of British Council world-wide project “Dreams and Teams”.
65
Online space
All compared countries have their NOC website with Olympic education information like
quiz for pupils and students, online library as well as online bibliography on Olympism.
There are no online tutors to help with Olympic education topics in any of compared
countries.
Conditions for informal learning on Olympism are created within the national federations
websites, in Slovakia there are links within the National Sport Centre, the Ministry of
Education and the Slovak Pierre de Coubertin Committee. In Belgium, stakeholders´
websites play an important role in informal learning on Olympism; University of Ghent
and University of Louvain are strong partners in providing Olympic education.
Finances
In all three compared countries, activities on Olympic education are financed from the
public sources through the Ministry of Education grants. NOC´s incomes and NOC
sponsors are also the sources of Olympic education activities.
Strategies
NOC strategic plan with mission, vision, values is an inevitable part of all three compared
countries. Strategic plan for the management of Olympic education is missing only in
Slovakia. Action Plans on Olympic education are present in all three countries.
Coordination of Olympic education, taking initiative subject and partners
Coordination of Olympic education belongs in all three countries fully to the hands of
NOC and NOA. The same is valid for taking initiative subjects in Olympic education.
The main partners of Olympic education are the Ministries of Education, national
federations, school sport associations, formal education subjects, sponsors and sport
museums.
Summary of the most important or interesting findings of each country are compared in
the next table.
66
Field of Research Slovakia Belgium New Zealand
Formal education
- School curriculum NO YES YES
- Publications for pupils YES YES YES
- Publications for university
students
NO YES YES
- Methodological publications YES YES YES
Nation – wide activities
- Olympic Day / Run YES YES YES
Local activities
- Discussions with Olympians YES YES YES
- Other YES YES YES
International cooperation
- Bilateral Agreements YES NO YES
- International projects YES YES YES
- Camps for Children and
Youth
YES NO YES
- Other YES YES YES
67
Online space
- NOC /NOA website YES YES YES
- Quiz for pupils YES YES YES
- Quiz for students YES NO YES
- Online tutors NO NO NO
- Online library YES YES YES
- Bibliography on Olympism YES YES YES
- Stakeholders´ website YES YES YES
Finances
- Ministry of Education grants YES YES YES
- NOC´s incomes YES YES YES
- Sponsors of Olympic
activities
YES YES YES
Strategies
- Strategic Plan NO YES YES
- Mission NO YES YES
- Vision NO YES YES
- Values NO YES YES
- Action Plan YES YES YES
68
Coordination of Olympic education NOC/ NOA NOC/NOA/OHF NOC/NOA
Taking initiative subject NOC/ NOA NOC/NOA/OHF NOC/NOA
Partners
- Ministry of Education YES YES YES
- NFs YES YES YES
- Pierre de Coubertin
Committee
YES NO NO
- School Sport Association YES YES YES
- Formal education subjects YES YES YES
- Sponsors YES YES YES
- Sports Museum YES YES YES
- Other YES YES YES
Table No 1: “Data comparison of Slovakia, Belgium and New Zealand on specific areas
of Olympic education”
69
Hypotheses confirmation by comparison of case studies
Five from six hypotheses were confirmed by comparison of case studies. They are
illustrated by source and brief explanation in the next figures.
Figure No 28: “Hypothesis 1 illustrated by case study analysis source and explanation”
Figure No 29: “Hypothesis 2 illustrated by case study analysis source and explanation”
Table No 30: “Hypothesis 3 illustrated by case study analysis source and explanation”
Figure No 31: “Hypothesis 4 illustrated by case study analysis source and explanation”
Hyp
oth
esis
1 We assume that strategic and human resources management wouldenhance the performance of the Slovak NOC with regard to Olympic education
Cas
e s
tud
y Belgium
New Zealand
Cas
e s
tud
y ex
pla
nat
ion Strategic and human resources
management enhanced the performance of NOC´s in Belgium and New Zealand with regard to Olympic education.
NZOA specific role was designated by the NZOC and has several strategic areas in which to operate.
Hyp
oth
esis
2 We assume that a stakeholder like Ministry of Education would be a main partner in the Olympic education in Slovakia by providing official recognition and grants to Olympic education
Cas
e s
tud
y Belgium
New Zealand
SlovakiaC
ase
stu
dy
exp
lan
atio
n In all three compared countries , the main partners in Olympic education are the Ministries of Education.
The NZOA's relationship with the Ministry of Education has actually meant that the State now endorses Olympism as part of a compulsory programme. It has funded the development, production and distribution of a resource to all secondary schools in the country.
Hyp
oth
esis
3 We assume that a group of stakeholders like sponsors would be partners in the Olympic education in Slovakia by providing materials and funds to Olympic education
Cas
e s
tud
y Belgium
Cas
e s
tud
y ex
pla
nat
ion In Belgium, staholders like sponsors
provide materials and funds to Olympic education. Furthermore, they can be sponsors of Olympic education only if supporting the elite athletes as well.
Hyp
oth
esis
4
We assume that the implementation of new ways of communication would facilitate the access to the whole population C
ase
stu
dy Belgium
New Zealand
Slovakia
Cas
e s
tud
yex
pla
nat
ion The implementation of new ways of
communication facilitates the access to the whole population. An excellent example are online tutors to help with Olympic education topics in Belgium.
All compared countries have their NOC website with Olympic education information, for example there are quiz for pupils and students on Olympism.
70
Figure No 32: “Hypothesis 5 illustrated by case study analysis source and explanation”
3. Deductive methodology results
3.1. Semi-directive interviews results
We succeeded in all planned interviews, both international and national levels, using
mainly opportunity being at ministerial meeting of the European Commission in Biarritz,
in November 2008 and the ministerial meeting of the Council of Europe in Athens, in
December 2008 for international interviews. For the national ones we used the
opportunity of organising the national conference on sport in Slovakia after Beijing
Olympics with the presence of all key persons, we needed to interview. National
interviews were realized between September – November 2008, mostly during the
national conference on sport held on 5 – 7 November 2008. The conference was
organized under the patronage of the Ministry of Education of the Slovak Republic, and
the Slovak Olympic Committee in Starý Smokovec, High Tatras with presence of all
involved authorities, including the President of the Slovak Republic, Ivan Gašparovič.
Interview with him was postponed, and finally, unfortunately not realized later on.
Hyp
oth
esis
5
We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia
Cas
e s
tud
y Belgium
New Zealand
Slovakia
Cas
e s
tud
yex
pla
nat
ion Widening of international cooperation
enhances the level of educational activities of Olympic education. Olympic education has spread out across the globe. Each nation designs and carried out educational activities with features that vary according to each country’s national and ethnic characteristics and knowledge on it enriches the mutual understanding.
Widening of international co-operation is not necessarily required to be based on bilateral and multilateral formal agreements. Effective co-operation in the field of Olympic education can be based on cross – cultural features, which makes Olympic education go through a process of feedback, interaction, mutual learning, and shared improvement between nations.
71
However, we were proud to get the answers of many authorities who are playing an
important role in the field of Olympic education. The list of interviewees and interview
questions are to be found in an appendix to this work.
The most interesting interview findings are to be found in the figures on hypotheses
confirmation of deductive methodology results.
3.1.1. Semi-directive interviews at international level results
Interviews at international level gave us attitude of the representatives of the International
Olympic Committee, the International Pierre de Coubertin Committee, Council of
Europe, European Commission and National Olympic Committees representatives.
3.1.2. Semi-directive interviews at national level results
Interviews at national level gave us attitude of the representatives of the Slovak Olympic
Committee, the governmental sector, the Slovak Pierre de Coubertin Committee,
Coubertin School and sport faculties‟ representative, and finally sports museum.
Part of the interview with Mr Jan Mikolaj, Deputy Prime and Minister and Minister of
Education was published in daily Sport, supplement “Olympic Review” in November
2008.
3.2. Questionnaires results
3.2.1. Non-formal and informal education questionnaires results
Non-formal and informal education questionnaires gave us data about the number of
educational activities organized by the national federation in 2008, target group, number
of participants and number of specialised lecturers.
72
In 2008, the national federations organised educational activities mainly in cooperation
with the National Sport Centre, the Slovak Olympic Committee, Faculty of Sport and
Physical Education in Bratislava, Sport Faculty in Prešov, the international federations
and the national federations of different countries.
Non-formal and informal education questionnaires provided us also with editorial
activities of the national federations in 2008. We received the names of publications, their
periodicity (if applicable), pieces, authors‟ names, editors‟ name and language data.
With non-formal and informal education questionnaires we received also information
about conditions created by the national federations for informal education: website to be
used for informal education of the national federation; libraries, educational and study
centres which are used for informal education of the national federations.
The most popular are libraries or educational and study centres within NOC, NSC, the
Confederation of Sports Federations, Sports museum, the Olympic Clubs, further the
National Library in Martin, the Comenius University Library in Bratislava and the Prešov
University Library in Prešov.
The most important findings from non-formal and informal education questionnaires
related to this work are to be found in the table which is an appendix to this work.
3.2.2. Formal education questionnaires results
Formal education questionnaires are to be found as an appendix to this work. We
received 382 fulfilled questionnaires focused on formal education. The questionnaires
results are presented in the next graphs.
The first question was related to the Games of the XXIX Olympiad in Beijing. From
382 responders 95% (361 responders) agreed that they used the Games of the XXIX
Olympiad in Beijing during lessons, while 5% (20 responders) did not use it. The most
frequent subjects where this topic was discussed were PE lessons, history, and ethics.
73
The visual presentation of the results is to be found in the next graph.
Graph No 1: “Lessons on Beijing Olympic Games”
The second question was related to Olympic Games and their importance and
perspective at present time. From 382 responders 97% (370 responders) considered that
Olympic Games have their importance and perspective also at present time, while 3% (12
responders) did not agree with it.
The visual presentation of the results is to be found in the next graph.
Graph No 2: “Importance and Perspective of Olympic Games”
95%
5%
Lessons on Beijing Olympic Games
YES
NO
97%
3%
Importance and Perspective of Olympic Games
YES
NO
74
The third question was related to Olympism, its ideals and activities. There was a
possibility to indicate more than one option; therefore percentage was count from overall
number of preferences. From 382 responders the following percentage appreciated most
on Olympism, its ideals, activities: sport and physical culture 12% (306 responders),
Olympic values 6% (149 responders), peaceful world 5% (125 responders), harmonious
development 10% (265 responders), intercultural character 8% (215 responders), mutual
understanding 8% (197 responders), friendship 10% (258 responders), tolerance and
respect 10% (241 responders), fair play 11% (281 responders), equity 10% (259
responders), joy found in effort 10% (255 responders).
The visual presentation of the results is to be found in the next graph.
Graph No 3: “Ideals and Activities on Olympism”
12% 6%
5%
10%
8%
8%10%
10%
11%
10%
10%
Ideals and Activities on Olympism
Sport and Physical Culture
Olympic Values
Peaceful World
Harmonious Development
Intercultural Character
Mutual Understanding
Friendship
Tolerance and Respect
Fair Play
Equity
Joy found in Effort
75
The fourth question was related to Olympic education at schools. From 382 responders
97% (366 responders) agreed that Olympic education belongs to the schools, while 3%
(12 responders) did not agree with it.
The visual presentation of the results is to be found in the next graph.
Graph No 4: “Olympic Education at Schools”
The fifth question was related to dissemination of Olympism. There was a possibility to
indicate more than one option; therefore percentage was count from overall number of
preferences. From 382 responders the following percentage gave us opinion how sport,
education, culture and peaceful living as the main pillars of Olympism can be adopted
among the youth all over the world, as well as in Slovakia: new ways of communication
19% (202 responders), international projects 12% (126 responders), nation-wide projects
13% (131 responders), local activities 9% (98 responders), NOC / NOA activities 10%
(105 responders), Olympic Festivals of Children and Youth 6% (62 responders), Olympic
Day / Olympic Day Run 17% (178 responders), IOC activities 6% (59 responders),
Olympic Games / Youth Olympic Games 8% (87 responders).
The visual presentation of the results is to be found in the next graph.
97%
3%
Olympic Education at Schools
YES
NO
76
Graph No 5: “Dissemination of Olympism”
Hypotheses confirmation by deductive methodology results
Four from six hypotheses were confirmed by deductive methodology results. They are
illustrated by source and brief explanation of the most interesting finding in the next
figures.
19%
12%
13%9%
10%
6%
17%
6%8%
Dissemination of Olympism
New Ways of Communication
International Projects
Nation-wide Projects
Local Activities
NOC / NOA Activites
Olympic Festivals of Children and Youth
Olympic Day / Olympic Day Run
IOC Activities
Olympic Games / Youth Olympic Games
77
Figure No 33: “Hypothesis 1 illustrated by deductive methodology source and explanation”
Figure No 34: “Hypothesis 2 illustrated by deductive methodology source and explanation”
Hyp
oth
esis
1 We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education
Sou
rce Interviews
Exp
lan
atio
n Jean - Loup Chappelet: "Level of educational activities of the NOCs would be enhanced by using of strategic, marketing and human resources management as well as event management. NOCs could use the concepts of good management to run Olympic education programmes and activities. They need a vision and clear objectives of what they want to achieve. They need to manage human resources (in particular volunteers) to run the Olympic education programmes. They also need marketing management to find the sponsors and suppliers of these programmes."
Thierry Zintz: "In my opinion Olympic education is a counter power against frenetic commercialisation of sport and other threats. If we want to be accurate we have to use the same tools as the ones that are used by the tenants of hyper commercialisation. These tools are strategic, marketing and human resources management as well as event management.
In Belgium, we do it since many years (1991) with the Olympic Health Foundation (OHF). The interesting thing is that by using those tools sponsors reconsidered their investment in sports and came to the OHF in order to gain “good citizenship” and to show “corporate social responsibility”. In order to avoid that partners should leave the Belgian Olympic Team, we now offer them a marketing package where we have a mix of support to our Olympic athletes and to our educational projects!"
Hyp
oth
esis
2 We assume that a stakeholder like Ministry of Education would be a main partner in Olympic education in Slovakia by providing official recognition and grants to Olympic education
Sou
rce Formal
education
questionnares
Interviews
Exp
lan
atio
n Based on the formal education questionnares results, Olympic education belongs to the schools and it would be highly appreciated to be a part of school curriculum in Slovakia and recognised by the Ministry of Education by providing official recognition and grants.
The same is determined from the interviews results.
78
Figure No 35: “Hypothesis 4 illustrated by deductive methodology source and explanation”
Figure No 36: “Hypothesis 5 illustrated by deductive methodology source and explanation”
Hyp
oth
esis
4
We assume that the implementation of new ways of communication would facilitate the access to the whole population
Sou
rce Formal
education
questionnaires
Exp
lan
atio
n From formal education questionnaires we received results that using new ways of communication is the highest ranking way how to disseminate Olympic education and it represented 19% from all answers.
Hyp
oth
esis
5
We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia
Sou
rce Interviews
Exp
lan
atio
n Thierry Zintz: "Widening international cooperation of Olympic Education among NOCs by signing bilateral and multilateral agreements on cooperation enhances the level of NOC´s educational activities. Just think about what we are doing with your thesis for MEMOS: we share knowledge about Olympic education in Slovakia, New Zealand, Belgium … My recommendation n° 1 would be to create a virtual community of knowledge sharing about Olympic education in NOCs through a WEB2 system. I guess this would be a nice challenge for Olympic Solidarity. My recommendation n° 2 would than be to create a kind of patronage from Olympic Solidarity for bilateral and multilateral agreements on cooperation in the field of Olympic Education.
Jean - Loup Chappelet: "In some regions of the world, such cooperation would be very useful in particular for small and close by NOCs which could pool resources together. See for instance the Games of the small countries of Europe. As soon as there is some international aspect to activities (and thus possible travels), teenagers are very interested. See for instance the IPCC Youth Forum held every two years since 1997."
79
Building Strategic Plan for Management of Olympic Education in Slovakia
Five steps from reported results to building strategic plan
Based on reported results which were divided into three sections in accordance with the
methods how they were obtained we progressed with hypotheses´ confirmation and
evaluation of their level of importance (1). Consequently we visualised the hypotheses
through strategic axes, established the relations between them and circled the most
critical issues and relations (2). Based on the determined values of the Slovak Olympic
Academy (3), we built missions and roles of the Slovak Olympic Academy, which are
framework for its strategies (4). The final step was creating a strategy and the strategic
planning of the Slovak Olympic Academy proposing a time and resources based
approach (5).
Figure No 37: “Five steps from reported results to building Strategic Plan for
Management of Olympic Education in Slovakia”
Step 1: Hypotheses’ confirmation and evaluation of their level of importance
We proposed 6 hypotheses (H1 to H6).
In the next figures we analyze the level of confirmation of our hypotheses according to
three levels:
Steps from reported results to building strategic plan
• 1st step: Hypotheses’ confirmation and evaluation of their level of importance
• 2nd step: From hypotheses to strategic axes
• 3rd step: Values of the Slovak Olympic Academy, an inspiration for its missions
• 4th step: Missions and roles of the Slovak Olympic Academy, a framework for itsstrategies
• 5th step: Strategy and strategic planning of the Slovak Olympic Academy
80
“Yes”, meaning that the hypothesis has been confirmed by our data collection
(literature, documents, interviews and questionnaires) and data analysis;
“No”, meaning that the hypothesis was rejected by our data collection (literature,
documents, interviews and questionnaires) and data analysis;
“Partial”, meaning that the hypothesis was partly confirmed and partly rejected by our
data collection (literature, documents, interviews and questionnaires) and data
analysis.
We also propose an evaluation of the level of importance each hypothesis has in the
development of a strategic plan for SOA, according to two levels:
“High”, meaning that this axe should be of major importance in the strategic plan for
SOA;
“Low”, meaning that this axe should be of minor importance in the strategic plan for
SOA.
We finally propose an evaluation of the level of the capacity of SOA to realize the
requested actions related to each hypothesis in the framework of its strategic plan for
SOA, according to two levels:
“High”, meaning that SOA should have great capacity to realize the requested actions
in the framework of its strategic plan;
“Low”, meaning that SOA should have little capacity to realize the requested actions
in the framework of its strategic plan.
81
Figure No 38: “Analysis of hypothesis 1: validity, level of importance and of capacity of
realization”
Figure No 39: “Analysis of hypothesis 2: validity, level of importance and of capacity of
realization”
Figure No 40: “Analysis of hypothesis 3: validity, level of importance and of capacity of
realization”
Hyp
oth
esis
1 We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education
Leve
l of
con
firm
atio
n
YES
Leve
l of
imp
ort
ance
Management:
High
HR: High
Financial: High
Leve
l of
cap
acit
y to
rea
lize
Management:
High
HR: High
Financial: Low
Hyp
oth
esis
2 We assume that a stakeholder like Ministry of Education would be a main partner in Olympic education in Slovakia by providing official recognition and grants to Olympic education
Leve
l of
con
firm
atio
n
YESLe
vel o
f im
po
rtan
ce
High
Leve
l of
cap
acit
y to
rea
lize
High
Hyp
oth
esis
3 We assume that a group of stakeholders like sponsors would be partners in Olympic education in Slovakia by providing materials and funds to Olympic education
Leve
l of
con
firm
atio
n
YES
Leve
l of
imp
ort
ance Media: High
Sponsors: High
Educational institutions: High
Volunteers: Low
Leve
l of
cap
acit
y to
rea
lize Media: Low
Sponsors: Low
Eduational institutions: Low
Volunteers: High
82
Figure No 41: “Analysis of hypothesis 4: validity, level of importance and of capacity of
realization”
Figure No 42: “Analysis of hypothesis 5: validity, level of importance and of capacity of
realization”
Figure No 43: “Analysis of hypothesis 6: validity, level of importance and of capacity of
realization”
Visual transposition of the figures No 38 – No 43 is shown in the next figure. Based on
six colours, this transposition allows us to fix six strategic axes related to the six
hypotheses as none of our hypotheses was rejected.
Hyp
oth
esi
s 4 We assume that the
implementation of new ways of communication would facilitate the access to the whole population
Leve
l of
con
firm
atio
n
YES
Leve
l of
imp
ort
ance
High
Leve
l of
cap
acit
y to
rea
lize
HighH
ypo
thes
is 5 We assume that
widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia
Leve
l of
con
firm
atio
n
PARTIAL
Leve
l of
imp
ort
ance
Low
Leve
l of
cap
acit
y to
rea
lize
Low
Hyp
oth
esis
6 We assume that avoiding duplicity and lack of coordination in promotion of Olympic education would help the Slovak NOC to be more effective in Olympic education
Leve
l of
con
firm
atio
n
YES
Leve
l of
imp
ort
ance
High
Leve
l of
cap
acit
y to
rea
lize
High
83
Step 2: From hypotheses to strategic axes
According to our experience (1), to the data collection (2) and to the statements made by
the interviewees (3) we were able to determine, for each of our axes, a level of
importance as well as a level of capacity. The following graphic gives a vision in four
quadrants of the hierarchy of these axes.
Using the same method, the coloured arrows were used in order to illustrate the relations
between the axes. The colour of arrows intends to show what axe leads the relation. For
example “Human resources” management is central to many strategies as it influences the
“New way of Communication”, the “Duplicity Coordination”, while the “Ministry of
Education” as a main stakeholder is influencing “Resources” (financial, human,
managerial), etc.
Based on the hypotheses we defined the names of strategies as outputs of the hypotheses
and we put them into the order in accordance with their level of importance and level of
capacity. The arrows are representing relations based on leading axes and are the same as
in previous graph. The names of strategies and arrows reflect consistency, experience,
knowledge of the reality, the data collection and the interviews.
According to the analysis of the level of importance and of the level of the capacity of
SOA to realize the requested actions, we established the relations between strategic axes
and visualized these relations using coloured arrows. The colour of the arrows indicates
the leading axe of the relation. We circled the most critical issues and relations. They are
globally located in the right superior quadrant, where importance and capacity are high.
By doing this we are able to establish a hierarchy - in importance but also in the time line
– that will allows us to transform our strategic issues into a strategic plan.
84
High
Low High
Level of capacity
Relations based on leading axes
Figure No 44: “Visualisation of hypotheses: validity, level of importance and level of
realization capacity”
H3
Media
Stakeholders H1
Management
Resources
H2 Ministry of Education
Stakeholder
H3
Sponsors
Stakeholders
H4
New ways of
Communication H1
Human
Resources
H1
Financial
Resources
H3 Education
Institutions
Stakeholders
H6
Duplicity
Coordination
H3
Volunteers
Stakeholders H5 Bilateral /
Multilateral
Agreements
L
e
v
e
l
o
f
i
m
p
o
r
t
a
n
c
e
85
Strategic axes related to hypotheses
Figure No 45: “Names of strategies related to hypotheses”
Step 3: Values of the Slovak Olympic Academy, an inspiration for its missions
Values
Based on the document analysis results, interviews results and formal education
questionnaires results, the Slovak Olympic Academy believes in these values:
friendships, respect for others, fair play, effort, tolerance, equal chances, team spirit,
discipline and excellence.
Figure No 46: “Values of the Slovak Olympic Academy”
Values
Friendships
Respect for others
Fair Play
Effort
Tolerance
Equal Chances
Team Spirit
Discipline and
Excellence
Resources Management Strategy
General Stakeholders Commitment Strategy
Main Stakeholder Commitment Strategy
Comunication Strategy
Coordination Strategy
International Relationships Strategy
86
Step 4: The vision, missions and roles of the Slovak Olympic Academy, a framework
for its strategies
Determining the values of the Slovak Olympic Academy, using SWOT analysis (to be
found in the next figure) and having experience as well as knowledge of the reality, we
built the vision, missions of the Slovak Olympic Academy and the roles as the part of the
missions.
The roles are based mainly on the literature review, document analysis, interviews and
questionnaires results. The appropriate source is presented to each proposed role.
The missions and the roles are framework for the Slovak Olympic Academy strategies.
SWOT analysis
Figure No 47: “SWOT analysis of the Slovak Olympic Academy”
Build on strengths
- competent full-time staff (SOA Secretary)
- new ways of communication
- running projects
- unique place within country
- international contacts
Improve on weaknesses
- lack of strategic plan
- insufficient funds
- innefective work
- insufficient team work
- lack of volunteers
- insufficient communication with stakeholders
Capitalise on opportunities
- international cooperation, IOC projects, IPCC projects
- school sport structures
- EU financial support through structural funds
- governmental support
- Olmpic Solidarity funds
- capitalise on the current good relations with governmental sector
Eliminate or neutralise threats
- economic world-wide crisis
- time duplicity of educational activities for the same target group
- topic duplicity of educational activities for the same target group
- sedative way of life
- different attractions for young generation
87
Vision
The Slovak Olympic Academy is recognised as one of the most effective Olympic
Academies in the world with international respect and reputation.
Stakeholders
• Government
• Ministry of Education of the Slovak Republic
• Educational institutions
• Sponsors
• Media
• Volunteers
Strategic priorities and goals
• Schools
• Olympic Games
• Youth Olympic Games
• Education of human resources who provide / influence Olympic Education
• Funding
• Media
Vision of the Slovak Olympic Academy, stakeholders, strategic priorities and goals are
shown in the next figures.
Figure No 48: “Vision of the Slovak Olympic Academy”
Vision of the Slovak Olympic Academy
• The Slovak Olympic Academy is recognised as one of the most effectiveOlympic Academies in the world with international respect andreputation.
88
Figure No 49: “Stakeholders, strategic priorities and goals of the Slovak Olympic
Academy”
Missions
To promote Olympism in pursuit of the goal of the Olympic Movement and to provide
Olympic education in Slovakia to the whole population.
Roles
• Ensure the protection and promotion of Olympic values - questionnaires
• Promote and develop participation in sport - questionnaires
• Promote culture - document analysis
• Promote Olympic legacy - document analysis
• Develop new forms of access to Olympic education – questionnaires, interviews
• Promote access to Olympic education to as many people as possible - interviews
• Participation at sports preparation of athletes – interviews, literature review
• Represent Slovakia at international level - interviews
• Support international cooperation – interviews
Missions and roles as the part of the missions of the Slovak Olympic Academy are
illustrated by the next figures.
Stakeholders
•Government
•Ministry of Education of the Slovak Republic
•Educational institutions
•Sponsors
•Media
•Volunteers
Strategic Priorities and Goals
•Schools
•Olympic Games
•Youth Olympic Games
•Education of human resources who provide / influence Olympic education
•Funding
•Media
89
Figure No 50: “Missions of the Slovak Olympic Academy”
Figure No 51: “Roles as the part of the missions of the Slovak Olympic Academy”
Missions of the Slovak Olympic Academy
• To promote Olympism in pursuit of the goal of the Olympic Movement and to provide Olympic education in Slovakia to the whole population
SOA Mission
Ensure the protection and promotion of
Olympic valuesPromote and
develop participation in
sport
Promote Culture
Promote Olympic legacy
Develop new forms of access
to Olympic education
Promote access to Olympic
education to as many people as
possible
Participation at sports
preparation of athletes
Represent Slovakia at
international level
Support international cooperation
90
The figure “Roles as the part of the missions of the Slovak Olympic Academy” shows the
main axes we intend to develop in our strategy. There is a clear interaction between the
validation of our hypotheses and these axes as shown in the following table.
Organisational management strategy in the next figures reflects the strategy the
organisation will develop in order to manage all its resources (human, strategic,
financial), in order to realise according to importance, capacity and timeline its strategic
axes as parts of the strategic plan.
Figure No 52: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Ro
les
as t
he
par
t o
f th
e m
issi
on
Ensure
the protection
and promotion
of Olympic values
Rel
atio
n t
o h
ypo
thes
es
H1
H4
Just
ific
atio
n Resources (human, strategic, financial)
management needed to optimize
(H1)
Implementation of new ways of
communication (H4)
No duplicity: this is an exclusive mission of SOC and SOA (H6)
Stra
tegi
cax
es Organisational management strategy (H1)
Communication strategy (H4)
91
Figure No 53: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Figure No 54: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Ro
les
as t
he
par
t o
f th
e m
issi
on
Promote
and develop
participation in sport
Rel
atio
n t
o h
ypo
thes
es
H2
H3
H4
H6
Just
ific
atio
n Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Stakeholders like sponsors implicated
- materials and funds – (H3)
Implementation of new ways of
communication (H4)
Risk of duplicity (H6): needs
management strategy with stakeholders
Stra
tegi
cax
es Main stakeholder commitment strategy (H2)
General stakeholders commitment strategy (H3)
Communication strategy (H4)
Coordination strategy (H6)
Ro
les
as t
he
par
t o
f th
e m
issi
on
Promote culture
Rel
atio
n t
o h
ypo
thes
es
H2
H3
H4
H6
Just
ific
atio
n Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Stakeholders like sponsors implicated
- materials and funds – (H3)
Implementation of new ways of
communication (H4)
Risk of duplicity (H6): needs
management strategy with stakeholders
Stra
tegi
cax
es Main stakeholder commitment strategy (H2)
General stakeholders commitment strategy (H3)
Communication strategy (H4)
Coordination strategy (H6)
92
Figure No 55: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Figure No 56: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Ro
les
as t
he
par
t o
f th
e m
issi
on
Promote
Olympic legacy
Rel
atio
n t
o h
ypo
thes
es
H2
H3
H4
Just
ific
atio
n Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Stakeholders like sponsors implicated
- materials and funds – (H3)
Implementation of new ways of
communication (H4)
No duplicity: this is an exclusive mission of SOC and SOA (H6)
Stra
tegi
cax
es Main stakeholder commitment strategy (H2)
General stakeholders commitment strategy (H3)
Communication strategy (H4)
Ro
les
as t
he
par
t o
f th
e m
issi
on
Develop
new forms
of access
to Olympic education
Rel
atio
n t
o h
ypo
thes
es
H1
H2
H3
H6
Just
ific
atio
n Resources (human, strategic, financial)
management needed to optimize
(H1)
Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Stakeholders like sponsors implicated
- materials and funds – (H3)
Risk of duplicity (H6): needs
management strategy with stakeholders
Stra
tegi
cax
es Organisational management strategy (H1)
Main stakeholder commitment strategy (H2)
General stakeholders commitment strategy (H3)
Coordination strategy (H6)
93
Figure No 57: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Figure No 58: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Ro
les
as t
he
par
t o
f th
e m
issi
on
Promote
access to Olympic
education to as many
people as possible
Rel
atio
n t
o h
ypo
thes
es
H2
H3
H4
H6
Just
ific
atio
n Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Stakeholders like sponsors implicated
- materials and funds – (H3)
Implementation of new ways of
communication (H4)
Risk of duplicity (H6): needs
management strategy with stakeholders
Stra
tegi
cax
es Main stakeholder commitment strategy (H2)
General stakeholders commitment strategy (H3)
Communication strategy (H4)
Coordination strategy (H6)
Ro
les
as t
he
par
t o
f th
e m
issi
on
Participation
at sports preparation
of athletes
Rel
atio
n t
o h
ypo
thes
es
H1
H2
H3
H6
Just
ific
atio
n Resources (human, strategic, financial)
management needed to optimize
(H1)
Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Stakeholders like sponsors implicated
- materials and funds - (H3)
Risk of duplicity (H6): needs
management strategy with stakeholders.
Stra
tegi
cax
es Organisational management strategy (H1)
Main stakeholder commitment strategy (H2)
General stakeholders commitment strategy (H3)
Coordination strategy (H6)
94
Figure No 59: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Figure No 60: “Roles as the part of the missions of the Slovak Olympic Academy, a
framework for its strategies”
Ro
les
as t
he
par
t o
f th
e m
issi
on
Represent
Slovakia at
international level
Rel
atio
n t
o h
ypo
the
ses
H1
H2
H5
H6
Just
ific
atio
n Resources (human, strategic, financial)
management needed to optimize
(H1)
Ministry of Education implicated
as a main stakeholder -
recognition and grants - (H2)
Widening of bilateral and multilateral
agreements (H5)
Risk of duplicity (H6): needs
management strategy with stakeholders
Stra
tegi
cax
es Organisational management strategy (H1)
Main stakeholder commitment strategy (H2)
International relationships strategy (H5)
Coordination strategy (H6)
Ro
les
as t
he
par
t o
f th
e m
issi
on
Support
international
cooperation
Re
lati
on
to
hyp
oth
ese
s
H1
H2
H5
H6
Just
ific
atio
n Resources (human, strategic, financial)
management needed to optimize (H1)
Ministry of Education implicated as a main
stakeholder -recognition and
grants - (H2)
Widening of bilateral and multilateral
agreements (H5)
Risk of duplicity (H6): needs management
strategy with stakeholders
Stra
tegi
cax
es Organisational management strategy (H1)
Main stakeholder commitment strategy
(H2)
International relationships strategy
(H5)
Coordination strategy(H6)
95
Step 5: Strategy and strategic planning of the Slovak Olympic Academy
Building strategy and strategic planning of the Slovak Olympic Academy is based on
defining vision of the Slovak Olympic Academy, missions and its roles, stakeholders,
strategic priorities and goals.
Strategy is based on six strategic axes. It only makes sense if it takes into account the
importance of each axe and sub-axes, and the capacity of SOA to realize them. Strategy
of the Slovak Olympic Academy is to be found in the next figure.
Strategic planning to be found in the next table will help us to finalise this MEMOS work
by proposing a time and resources based approach of SOA‟s strategy.
Figure No 61: “Strategy of the Slovak Olympic Academy”
SOA
Strategy
International
Relationships
Strategy
Coordination
Strategy
Communication
Strategy
Resources
Management Strategy
Main
Stakeholder
Commitment
Strategy
General
Stakeholder
Commitment
Strategy
96
Table No 2: “Planning of SOA strategy”
Challenges, opportunities, solutions
Based on our research, challenges in promotion of Olympic education in Slovakia are
following:
• Recognition of Olympic education in the Slovak school curriculum;
• Organisation of “Olympicnic in Slovakia” following Belgian example;
• Assurance of active participation of Slovakia in Olympic values educational
programme (OVEP) and its promotion at national level;
• Building virtual interactive on-line space within SOA website in Slovak, English
and French languages, which will include on-line library on sport literature,
bibliography on Olympism, on-line tutors, on-line quiz on Olympism and test of
physical skills for general public, regular on-line newsletter on Olympic
education, on-line magazine on Olympism, etc.;
• Organisation of international events in Slovakia related to Olympic education like
IPCC youth forum, MEMOS module, etc.;
• Building the Slovak Olympic museum with national and local learning and
documentation centres.
Strategic axe Sub-axe level 1
Sub-axes level 2 (as an example)
Imp
ort
ance
Cap
acit
y
Q4
20
09
Q1
201
0
Q2
20
10
Q3
20
10
Q4
201
0
Q1
201
1
Q2
201
1
Q3
201
1
Q4
20
11
Resource Management
Human resources Action plan on HR H H
Management resources Management plan H H
Financial resources Financial plan H L
Main Stakeholder commitment Ministry of education H H
General
Stakeholders Commitment
Media Press conferences H L
Sponsors Briefings H L
Educational Institutions H L
Volunteers L H
NFs Cooperation H H
Communication SOA ExBo H H
Coordination Information system H H
International Relationships
Bilateral agreements NOCs, IPCC, EFPM L L
Multilateral agreements EC, COE, UNESCO L L
97
Proposed opportunities how to achieve the challenges and transform them into the
practical life are following:
• Broader development of the international cooperation, using IOC projects, IPCC
projects, and coordination of active participation of the Slovak representatives at
international activities like world forums on sport, education and culture,
MEMOS, IOA activities, postgraduate research programmes, etc.;
• Effective cooperation with school sport structures;
• Coordination and diversification of financial sources (governmental support, EU
financial support through structural funds, Olympic Solidarity funds, etc.);
• Partnerships with other organisations working in the field of sport, education and
culture to widen Olympic education beyond the Olympic movement and increase
its appeal to a broader public.
To achieve the challenges and transform them into the practical life, we suggest starting
to deal with the opportunities proposed within this work through proposed solutions.
Proposed concrete solutions within this work can be achieved by developing main
activities based on key information (1), starting with easy and few activities and
continuing to complexity (2). We propose to build action plan for resources management
strategy focused on education of human resources who provide or influence Olympic
education in Slovakia (3) and build a database of lecturers, volunteers, participants of
SOA educational activities and international ones related to Olympic education (4).
Challenges, opportunities, solutions proposed within this work are to be found in the next
figure.
98
Figure No 62: “Challenges, opportunities, solutions proposed within this work”
As an example we worked out the action plan for resources management strategy focused
on education of human resources who provide or influence Olympic education in
Slovakia. With this action plan we propose target group (1), name of the educational
activity we plan to organise (2), responsible person to work out and secure each
educational activity (3) and timeline when we intend to organise proposed educational
activities (4).
Educational activities are divided into three sections:
Accredited educational programmes - “Sport Management” and “Event
Administration” for officials of the national federations and “Lecturers of
Education” for lecturers of Olympic education, all three of them starting in
November 2009;
IOC projects - “Athletes Career Education” for top-level athletes starting in
October 2009;
Other projects - “Dreams and Teams” for volunteers starting in February 2010.
Successful graduates of educational activities will get SOC certificate and for accredited
educational programmes of the Ministry of Education of the Slovak Republic they will
obtain diplomas.
CHALLENGES
•Olympic education in the Slovak school curiculum;
•"Olympicnic" in Slovakia
•Active participation of Slovakia in OVEP and its promotion at national level;
•Virtual interactive on-line space within SOA website;
•International events onOlympic education in Slovakia;
•Slovak Olympic museum, national and local learning and documentation centres.
OPPORTUNITIES
•International cooperation;
•Active participation at international activities;
•School sport structures;
•Coordination and diversification of financial sources - governmental support, EU financial support through structural funds, Olympic Solidarity funds;
•Partnerships with other organisations working in the field of sport, education and culture.
SOLUTIONS
•From key information to main activities;
•From easy and few activities to complexity;
•Action plan for resources management strategy focused on education of human resources who provide or influence Olympic education;
•Database of lecturers, volunteers, participants of SOA educational activities and international ones related to Olympic education.
99
Financing of the proposed educational activities will be secured at the beginning from the
state budget, with financial support of ADECCO (project Athletes Career Education),
British Council (project Dreams and Teams) and consequently, after evaluation of action
plan activities, diversification of financial sources will be secured like governmental
support, EU structural funds, Olympic solidarity funds, etc.
Action plan for resources management strategy focused on education of human resources
who provide or influence Olympic education in Slovakia is to be found in the next figure.
Figure No 63: “Action plan for resources management strategy focused on education of
human resources who provide or influence Olympic education in Slovakia”
In accordance with the previous planning of the Slovak Olympic Academy strategy,
proposed action plan for resources management strategy focused on education of human
resources who provide or influence Olympic education in Slovakia is the first step to do
in order to ensure the efficiency of our proposed activities.
Target group
•Accredited educational programmes
•NF officials
•NF officials
•Lecturers of Olympic education
•IOC projects
•Athletes
•Other projects
•Volunteers
Educational activity
•Accredited educational programmes
•Sports Management
•Events Administration
•Lecturers Education
•IOC projects
•Athletes Career Education
•Other projects
•Dreams and Teams
Responsibility
•Accredited educational programmes
•Jana Maniková
•František Chmelár
•Zuzana Švantnerová
•IOC projects
•Petra Kadnárová
•Other projects
•Lýdia Babiaková
Timeline
•Accredited educational programmes
• November 2009
• November 2009
• November 2009
•IOC projects
•October 2009
•Other projects
•February 2010
100
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The goal we wanted to reach with this research was to provide to NOC in Slovakia a
strategic plan for the management of Olympic education.
To build the strategic plan we needed to determine the research main question and two
sub-questions. We needed to confirm if the strategy of SOC in order to improve the
spreading of Olympic education is either one of coordination, or one of taking initiative,
or both (1). We needed also to confirm if the use of strategic, marketing and human
resources management as well as event management enhances the level and the spreading
of educational activities related to Olympism of the NOC of Slovakia (2) as well as we
needed to confirm if widening of the international cooperation of Olympic education in
Slovakia, by bilateral and multilateral agreements, enhances the level of educational
activities of the NOC of Slovakia (3).
Through literature review, document analysis, case studies, interviews and questionnaires
we were able to confirm six hypotheses in order to answer the research questions.
We determined with our research that the strategy of SOC in order to improve the
spreading of Olympic education is both coordination and taking initiative one. We also
confirmed that use of strategic, marketing and human resources management as well as
event management enhances the level and the spreading of educational activities related
to Olympism of the NOC of Slovakia. Concerning widening of international cooperation
we found out that it is not necessarily required to be based on bilateral or multilateral
formal agreements. Effective cooperation in the field of Olympic education can be based
on cross - cultural features, which makes Olympic education go through a process of
feedback, interaction, mutual learning, and shared improvement between nations.
101
With our research we defined values of the Slovak Olympic Academy, its vision,
missions and roles, stakeholders, strategic priorities and goals.
Now we are able to present NOC strategic plan for the management of Olympic
education in Slovakia which is worked out in the previous chapter. Proposed strategic
plan reflects challenges, opportunities and solutions how to disseminate efficiently
Olympic values in Slovakia.
If somebody would be interested in building strategic plan for the management of
Olympic education in respective country based on our opinion, we propose
recommendations how to do it.
Recommendations
1. Use literature review of this work which is answering the questions on Olympism,
Olympic education, historical roots and goal of Olympic education, Olympic values,
cross cultural dimension of Olympic education, strategic areas, ways of dissemination
and future chances of Olympic education in order to have definition of the essential
notions and quick overview on this topic. If needed more information, use bibliography
and websites we provided.
2. Use the results of the international level document analysis for the purpose of this
research which are focused on two main areas to confirm the hypotheses by exploratory
methodology: educational activities directly organised or influenced by IOC, and
background environment which has significant impact to place Olympic education. If
needed more information, use bibliography and websites we provided.
3. Analyse internal environment (NOC nation-wide and local activities on Olympic
education, international cooperation on Olympic education, on line space, finances,
strategies, coordination, etc.)
4. Analyse external environment (legislation on education, formal, non-formal and
informal education, etc.)
102
5. Use case studies of the similar countries, which are rich source of inspiration how to do
the things and how to improve them.
6. Use deductive methodology, interviews and questionnaires at national level, which
provide important facts on specific situation in the country.
7. Build strategic plan in accordance with reported results.
During our research we experienced incredible support of many persons whom we
contacted to get information. Internet was very helpful source of information as well. As
an example, we would like to mention Ian Culpan who sends us useful materials on New
Zealand immediately after writing to him. Many current and former MEMOS participants
were willing to give us helping hand too and we are grateful for it.
We deeply believe that having this experience, it will be easier to do a similar concept of
providing Olympism in any other country.
103
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(http://www.olympic.be)
108
SUMMARY
One of the responsibilities of the Slovak Olympic Committee (SOC) is to spread the
message of Olympism. The main problem in spreading Olympism in Slovakia at present
is that Olympic education is not systematically promoted at all levels of sport educational
activities. The other problem is that Olympic education is not easy accessible to the
whole population in Slovakia.
There are many organisations involved in this message: the Slovak Olympic Academy,
the Olympic Clubs, the Slovak Pierre de Coubertin Committee, the National Federations,
Pierre de Coubertin School, the Ministry of Education of the Slovak Republic, the
National Sport Centre (government funded institution), and many other educational or
sport institutions.
As a consequence of many organizations involved in spreading Olympism without a real
coordination, there are a number of programs, projects and activities promoting Olympic
values in Slovakia with time and topic duplicity.
The intention of this study was to analyse internal and external environment, identify
the reasons of the problems, define challenges in promotion of Olympic education in
Slovakia and through proposed opportunities find potential solutions.
The goal we wanted to reach with this research was to provide to NOC in Slovakia a
strategic plan for the management of Olympic education. To verify possible data required
for this study, different types of research were required. In order to confirm or deny
different responses to a common issue, cross analysis was needed as well.
Firstly, we needed to confirm the hypotheses by exploratory methods applied by
literature review and document analysis. After literature review, we analysed internal
documents of the NOC, NOA of Slovakia and the Ministry of Education of the Slovak
Republic, later we focused on IOC documents and documents dealing with different
countries, which were comparable with Slovakia. Secondly, we decided to compare three
109
countries – Belgium, New Zealand and Slovakia. We used descriptive method –
comparison through case studies. Thirdly as for methodology, we used also deductive
one, with semi-directive interviews and questionnaires.
We divided reporting of the results into three sections in accordance with the methods
how they were obtained. Their order respects time when they were received. The first
section is related to the exploratory methodology results, the second one to the
descriptive methodology results and finally, the third one is related to the deductive
methodology results. Through literature review, document analysis, case studies,
interviews and questionnaires we were able to confirm hypotheses to answer the research
questions.
Now we are able to present NOC Strategic Plan for the Management of Olympic
Education in Slovakia which we built in five steps, in accordance with reported results.
The first activity to do within the proposed strategic plan, we worked out as an example
the action plan for resources management strategy focused on education of human
resources who provide or influence Olympic education in Slovakia. With this action plan
we propose target group, name of the educational activity, responsible person and
timeline.
Finally, we propose seven recommendations in order to help those who would be
interested in building strategic plan for the management of Olympic education in
respective country based on our opinion.
110
RESUME
La diffusion du message de l‟Olympisme est une des responsabilités du Comité
Olympique Slovaque (SOC). Le fait que l‟éducation olympique ne soit pas promue à
tous les niveaux de l‟éducation sportive est le principal obstacle à la diffusion de
l‟Olympisme en Slovaquie. Le second problème réside dans le fait que l‟éducation
olympique ne soit pas accessible à l‟ensemble de la population slovaque.
Ces constats concernent un grand nombre d‟organisations: l‟Académie Olympique
Slovaque, les Clubs Olympiques, le Comité Slovaque Pierre de Coubertin, les fédérations
nationales, l‟Ecole Pierre de Coubertin, le Ministère de l‟Education, le Centre national
des Sports (qui est une institution bénéficiant des ressources du gouvernement), et un
grand nombre d‟autres institutions éducatives ou sportives.
En conséquence de l‟implication d‟un grand nombre d‟organisations dans la diffusion de
l‟Olympisme et du manque de coordination entre elles, un certain nombre de
programmes, de projets et d‟activités de promotion des valeurs olympiques en Slovaquie
se chevauchent, en termes de contenus et de calendrier.
Cette étude avait pour ambition d‟analyser l‟environnement interne et externe de la
promotion de l‟éducation olympique en Slovaquie, d‟identifier les causes des problèmes
soulevés et de cerner les défis qui en résultent. En identifiant des opportunités, elle
souhaitait également proposer des solutions potentielles.
Notre objectif, par le biais de cette recherche, était de fournir au Comité national
Olympique Slovaque un plan stratégique de gestion de l‟éducation Olympique. Nous
avons fait appel à différentes modalités de recherche en vue de réunir les données
indispensables. De même, des méthodes d‟analyse croisée ont été utilisées pour accepter
ou rejeter des réponses différentes à un même problème.
Nous voulions, en première instance, confirmer les hypothèses émises au moyen de
méthodes de type exploratoire, fondées sur une revue de littérature et l‟analyse de
111
documents de référence. Ainsi, après avoir réalisé la revue de littérature, nous avons
analysé différents documents du CNO et de l‟AOL de Slovaquie, du Ministère de
l‟Education de la République de Slovaquie, puis du CIO et enfin des documents issus de
différents pays comparables à la Slovaquie.
Dans un deuxième temps, nous avons comparé la Belgique, la Slovaquie et la Nouvelle-
Zélande. En recourant à des confrontations sur études de cas, nous avons ainsi fait usage
d‟une méthode descriptive.
Dans un troisième temps, par le moyen d‟interviews semi-directives et de questionnaires,
nous avons assumé une démarche déductive.
Nous présentons nos résultats en les scindant en trois sections, correspondant aux
méthodes utilisées pour les recueillir et à la chronologie de collecte. La première section
rend compte des résultats obtenus par la méthode exploratoire, la deuxième s‟attache aux
résultats réunis par la méthode descriptive, tandis que la troisième porte sur ceux qui
relèvent de la démarche déductive. La revue de littérature, l‟analyse des documents, les
études de cas, les interviews et les questionnaires nous ont permis de confirmer nos
hypothèses, répondant ainsi aux questions de recherche.
Nous sommes maintenant en mesure de proposer le Plan Stratégique du CNO pour le
Management de l’Education Olympique en Slovaquie. Sur base des résultats dont
cette étude rend compte, il comprend cinq étapes. Prenant l‟exemple de la première
activité proposée dans le plan stratégique, nous avons décrit le plan d‟action relatif à la
gestion des ressources humaines en nous concentrant sur la formation de ceux qui
dispensent ou influence l‟éducation Olympique en Slovaquie. Dans ce plan d‟action, nous
cernons le groupe cible, la dénomination de l‟activité éducative, la personne responsable
et la ligne du temps.
Nous proposons, pour terminer sept recommandations, fondées sur notre étude, qui
pourraient être utiles à qui souhaiterait développer un plan stratégique de gestion de
l‟éducation Olympique dans son pays.
112
Interviewees List
International level
IOC Honorary Member – Vladimír Černušák
IPCC Secretary General – Jean-Loup Chappelet
European Commissionaire for Education and Culture – Ján Figeľ
Belgian Olympic Committee Vice President – Thierry Zintz
Polish Olympic Committee Vice President; National Ambassador of Sport,
Tolerance and Fair Play of Council of Europe – Dorota Idzi
National level
Slovak Olympic Committee President – František Chmelár
Slovak Olympic Academy President, Dean of Faculty of Sport in Prešov –
Ján Junger
Minister of Education of the Slovak Republic – Ján Mikolaj
National Ambassador of Sport, Tolerance and Fair Play of Council of
Europe – Katarína Ráczová
Pierre de Coubertin Committee Vice President – František Seman
Head of Coubertin School in Piešťany in Slovakia – Ivan Luknár
Director of Sport Museum in Slovakia – Zdenka Letenayová
Slovak School Sport Association President – Anton Javorka
Sport Financing Department Director, Ministry of Education of the Slovak
Republic – Pavol Swiec
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 1
113
International Level Interview Questions
Interview questions for the purpose of the International Olympic Committee
MEMOS XII project with a title Strategic Plan for the Management of
Olympic Education in Slovakia (Challenges, Possibilities, Solutions).
Author: Elena Malíková. Tutor: Prof. Thierry Zintz.
1. What is your opinion on the Games of the XXIX Olympiad in Beijing?
2. Do you consider that Olympic Games have their importance and perspective also at
present time? What do you think about their educational aspects?
3. What do you appreciate most on Olympism, its ideals and activities?
4. How do you evaluate the situation in the Olympic movement nowadays, particularly
in Olympic education? Do you think that the current direction of Olympic
Movement is an efficient one?
5. What is your opinion on Olympic education at schools? Does it belong there?
6. Sport, education, culture and peaceful living are the main pillars of Olympism. It is
required that Olympic values are disseminated among the youth all over the world.
Could you give us your opinion how to do it? What Olympic values are for you the
core ones?
7. Do you think that the level of educational activities of the NOC´s would be
enhanced by using of strategic, marketing and human resources management as well
as event management?
8. What is your opinion on widening international cooperation of Olympic education
among NOC´s by signing bilateral and multilateral agreements on cooperation in
the field of Olympic education? Do you think that such a measure would enhance
the level of NOC´s educational activities?
Could you briefly describe the essential elements for effective NOC strategy to
spread Olympic education?
9. Could you briefly describe the essential elements for effective NOC strategy to
spread Olympic education?
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 2
114
National Level Interview Questions
Otázky pre účely vzdelávacieho projektu Medzinárodného olympijského
výboru MEMOS XII s názvom „Strategický plán manažmentu olympijskej
výchovy na Slovensku (Výzvy, možnosti, riešenia)“.
Autor: Elena Malíková. Tútor: Prof. Thierry Zintz.
1. Aké boli z Vášho pohľadu Hry XXIX. Olympiády v Pekingu?
2. Aký je Váš názor na olympijskú výchovu? Patrí do škôl?
3. Myslíte si, ţe v súčasnom svete majú ešte olympijské hry význam a perspektívu?
4. Čo vy osobne na olympizme, jeho ideáloch a aktivitách oceňujete najviac?
5. Ako hodnotíte situáciu v slovenskom olympijskom hnutí. Vyvíja sa správnym
smerom?
6. Slovenský olympijský výbor oslávil nedávno 15. výročie svojho vzniku. Aké sú
podľa Vás najväčšie pozitíva a negatíva jeho doterajšieho pôsobenia?
7. Šport, výchova, kultúra a mierové spoluţitie sú základnými piliermi olympizmu.
Ţiada sa, aby sa uplatnili najmä medzi mládeţou vo svete, aj na Slovensku. Skúste
nám načrtnúť svoj názor, ako na to?
8. Myslíte si, ţe medzinárodná spolupráca medzi národnými olympijskými výbormi
v oblasti olympijskej výchovy zvyšuje jej úroveň?
9. Mohli by ste stručne načrtnúť základné prvky efektívnej stratégie rozvoja
olympijskej výchovy na Slovensku?
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 2
115
National Level Interview Questions – translation from Slovak into English
1. What is your opinion on the Games of the XXIX Olympiad in Beijing?
2. What is your opinion on Olympic education at schools? Does it belong there?
3. Do you consider that Olympic Games have their importance and perspective also
at present time?
4. What do you appreciate most on Olympism, its ideals, activities?
5. How do you evaluate the situation in the Slovak Olympic movement, particularly
in Olympic education? Do you think that direction is a good one?
6. The Slovak Olympic Committee celebrated recently 15 years of its foundation.
What are positive and negatives aspects of its activities?
7. Sport, education, culture and peaceful living are the main pillars of Olympism. It
is required to be adopted among the youth all over the world, as well as in
Slovakia. Could you give us your opinion how to do it?
8. Do you think that widening of the international cooperation between NOCs on
Olympic education enhances the level of educational activities of the NOC of
Slovakia?
9. Could you briefly describe the essential elements for effective Slovak Olympic
Committee strategy to spread Olympic education?
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 2
116
The most important findings from non-formal
and informal education questionnaires
Slo
va
k N
ati
on
al
Fed
era
tio
n
Lev
el 3
Co
ach
es T
rain
ing
Lev
el 2
Co
ach
es T
rain
ing
Ref
eree
s T
rain
ing
Fu
rth
er C
oac
hes
Tra
inin
g
Fu
rth
er R
efer
ee T
rain
ing
Ath
lete
s T
rain
ing
Off
icia
ls T
rain
ing
Tea
m m
emb
ers
Tra
inin
g
Oth
er E
du
cati
on
al A
ctiv
ity
Oth
er T
rain
ing
Nu
mb
er o
f P
arti
cip
ants
Nu
mb
er o
f S
pec
iali
sed
Lec
ture
rs o
r T
uto
rs
Bodybuilding, Fitness 62 12
and Powerlifting 27 5
89 17
Shooting 1 2
53 14
13 8
67 24
Ice-hockey 91 13
36 9
180 6
307 28
Chess 20 6
39 4
4 1
63 11
Ball-hockey 20 3
16 1
36 4
Football
16
2 48
36 20
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
117
16 5
36 21
112 8
40 36
21 6
64 15
68 8
27 12
582 179
Korfball 200 200 2
Bowling Classic 0 0 0 0 0 0 0 0 0 0 0 0
Free Canoe and Rafting 0
0
9 2
0
0
22 4
31 6
Biathlon 4 3
3 3
7 6
Orienteering 0
0
0
15 3
14 3
14 3
43 9
Footballtennis 4
0
17 2
10 2
10 2
0
4 1
3 2
48 9
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
118
Karate 0
5 9
0
0
37 3
42 12
Biketrial 9 1
0
27 5
0
28 5
0
10 2
74 13
Modern Pentathlon 0
0
0
14 5
23 12
14 12
Water Polo 9
8
17
Motorcycling 0
0
0
19 2
22 3
645 10
40 3
0
16 1
742 19
Diving 0
0
16 16 2
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
119
Softball 23 3
0
17 2
0
0
16 2
12 2
0 2
0
40 2
108 13
Tennis 52 6
15 8
202 10
95 6
61 10
425 40
Equestrian 0
0
44 3
33 2
77 5
Motorsport 0
0
95 12
0
0
170 10
265 22
Hockey 0
0
5 5 2
Basketball 45 7
0
40 3
739 20
184 18
0
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
120
40 3
1048 51
Wrestling 6 3
4 3
8 3
3
21 9
Fencing 2
2
4
Figure Skating 0
0
0
18 2
0
20 3
38 5
Water Ski 0
0
6 2
1
22 3
0
0
0
3
32 5
Sailing
57
8
Bowling 2 1
0
5 1
0
0
5 2
12 4
Taekwondo WTF 0
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
121
0
0
41 10
29 3
70 13
Baseball 0
0
8 2
12 3
8 3
36 2
8 2
12 3
87 5
171 23
Rowing 0 0 0 0 0 0 0 0 0 0 0
Swimming 32 12
4 12
135 10
Synchronised swimming 1 4
4 4
15 2
22 2
22 2
75 4
1
6
317 52
Weight Lifting 0 0 0 0 0 0 0 0 0 0 0
Curling 0 0 0 0 0 0 0 0 0 0 0
Minigolf 0 0 0 0 0 0 0 0 0 0 0
Triathlon 0
0
12 2
45 3
57 5
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
122
Judo 20 7
3 9
19 4
56 9
5 20
35 1
26 3
35 1
199 54
Kickbox 13 5
1
10 2
12 3
27 1
20 2
0
10 2
Skimountaineering 0 0 0 0 0 0 0 0 0 0 0
Total 5 303 671
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 3
123
Anketa pre čitateľov Aktualít školského športu
(vybranú moţnosť / moţnosti zakrúţkovať, prípadne označiť kríţikom)
1. Vyuţili ste Hry XXIX. Olympiády v Pekingu počas vyučovacieho procesu?
Áno /nie Ak áno, mohli by ste uviesť príklad?
2. Myslíte si, ţe v súčasnom svete majú ešte olympijské hry význam a perspektívu?
Áno /nie Ak áno, mohli by ste uviesť príklad?
3. Čo oceňujete najviac na olympizme, jeho ideáloch a aktivitách?
Šport a telesná kultúra
Olympijské hodnoty
Mierový svet
Harmonický rozvoj človeka
Medzikultúrny charakter
Vzájomné porozumenie
Priateľstvo
Tolerancia a rešpekt
Fair play
Rovnosť
Radosť zo snaţenia sa
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 4
124
4. Aký je Váš názor na olympijské vzdelávanie? Patrí do škôl?
Áno /nie Ak áno, mohli by ste uviesť príklad?
5. Šport, výchova, kultúra a mierové spoluţitie sú základnými piliermi olympizmu. Ţiada
sa, aby sa uplatnili najmä medzi mládeţou vo svete, aj na Slovensku. Mohli by ste nám
načrtnúť svoj názor ako na to?
Nové formy komunikácie
Medzinárodné projekty
Národné projekty
Miestne projekty
Aktivity SOV a SOA
Olympijské festivaly detí a mládeţe
Olympijský deň / Beh olympijského dňa
Aktivity MOV
OH a OH detí a mládeţe
Meno a poštová adresa odosielateľa:
............................................................
............................................................
............................................................
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 4
125
Vyplnené anketové lístky zasielajte do 30. apríla 2009 na emailovú adresu
[email protected] alebo poštou:
Ing. Elena Malíková
riaditeľka odboru vzdelávania a medzinárodnej spolupráce v športe
sekcia štátnej starostlivosti o šport
Ministerstvo školstva SR
Stromová 1
813 30 Bratislava 3
Na obálku uveďte: MEMOS
Odpovede budú spracované pre účely vzdelávacieho projektu Medzinárodného
olympijského výboru MEMOS XII s názvom „Strategický plán manaţmentu olympijskej
výchovy na Slovensku (Výzvy, moţnosti, riešenia)“.
Výsledky ankety budú preloţené do angličtiny a prezentované pri obhajobe
projektu v sídle Medzinárodného olympijského výboru v Lausanne vo Švajčiarsku
v septembri 2009. Autorkou projektu je Ing. Elena Malíková, tútorom je prof. Thierry
Zintz z Belgicka.
Odosielateľom prvých 100 kompletne vyplnených anketových lístkov bude
zaslaný Zborník prednášok z národnej konferencie o športe s názvom „Ako ďalej,
slovenský vrcholový šport?“, ktorá sa uskutočnila v dňoch 5.-7. novembra 2008 pod
záštitou podpredsedu vlády a ministra školstva SR Jána Mikolaja a prezidenta
Slovenského olympijského výbor Františka Chmelára.
Anketové lístky je moţné zasielať aj anonymne.
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 4
126
Formal Education Questionnaire – translation from Slovak into English
1. The Games of the XXIX Olympiad finished a couple months ago, did you use this
event during your lessons?
YES / NO
If yes, could you please give us an example how?
2. Do you consider that Olympic Games have their importance and perspective also at
present time?
YES / NO
If yes, could you please give us an example how?
3. What do you appreciate most on Olympism, its ideals, activities?
Olympic values
Peaceful world
Harmonious development
Intercultural character
Mutual understanding
Friendship
Tolerance and Respect
Fair play
Equity
Joy found in effort
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127
4. What is your opinion on Olympic education at schools? Does it belong there?
YES / NO
If yes, could you please give us an example how?
5. Sport, education, culture and peaceful living are the main pillars of Olympism. It is
required to be adopted among the youth all over the world, as well as in Slovakia. Could
you give us your opinion how to do it?
New ways of communication
International projects
Nation-wide projects
Local activities
NOC / NOA activities
Olympic Festivals of Children and Youth
Olympic Day / Olympic Day Run
IOC activities
Olympic Games / Youth Olympic Games
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 4
128
IOC COMMISSION FOR CULTURE AND OLYMPIC EDUCATION
CHAIRPERSON: Mr Zhenliang HE
MEMBER:
HRH Princess Haya Bint AL HUSSEIN
Ms Béatrice ALLEN
Mr Fernando F. Lima BELLO
Mr Valeriy BORZOV
Ms Helen BROWNLEE
Mr Danilo CARRERA DROUET
Sir Philip CRAVEN, MBE
Mr Iván DIBÓS
Mr Conrado DURÁNTEZ CORRAL
Mr Hicham EL GUERROUJ
Mr Manuel ESTIARTE
Mr Timothy Tsun Ting FOK
Mr Kostas GEORGIADIS
Mr Nat INDRAPANA
Mr Kipchoge KEINO
Mr Minos KYRIAKOU
Dr Karl LENNARTZ
Mr Vladimir LISIN
Dr Marc MAES
Dr Alicia MASONI DE MOREA
Mr Samih MOUDALLAL
Professor Norbert MÜLLER
Mr Mohamed MZALI
Mr Lambis V. NIKOLAOU
Major General Francis W. NYANGWESO
Professor Fabio PIGOZZI
Dr Enrico PRANDI
Mr Sam RAMSAMY
Dr Thomas P. ROSANDICH
General Mounir SABET
Mr Melitón SÁNCHEZ RIVAS
Mr Klaus SCHORMANN
Mr Antun VRDOLJAK
Mr Ching-Kuo WU
DIRECTOR IN CHARGE: Mr Tomas Amos Ganda SITHOLE
ADDRESS:
Comité International Olympique (CIO)
Case postale 356
Château de Vidy
1001 Lausanne
Switzerland
Source: IOC website, May 16 2009
Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Possibilities, Solutions): Appendix 5
