Research Article
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Before Asking “What Happens Next?”: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace

Year 2024, Volume: 6 Issue: 1, 80 - 99, 31.03.2024

Yeliz Otay , Semih Yılmaz

https://doi.org/10.47778/ejsse.1416447

Abstract

The United Nations Office on Sport for Development and Peace has been closed in 2017 and its mission has been conveyed to the International Olympic Committee. The aim of this article is therefore to explore whether the principles of Olympic Education, based on Olympism and the Olympic Movement, are compatible with the objectives of Sport for Development and Peace. Qualitative research method was used in this research. And phenomenological research design was adapted as an instructive method for collecting and analyzing data. In-depth, semi-structured, face-to-face interviews were conducted with 6 participants whom were selected through purposive sampling based on their expertise on the topics of the research question. The resulting data was compiled using descriptive analysis and classified using content analysis. According to 11 main themes and 2 sub-themes that have been deducted, it has been revealed that Olympic Education principles and Sport for Development and Peace objectives complement each other in terms of conceptual basis and practice. On the basis of the research findings, the following conclusions were drawn: The participants of the Sport for Development and Peace programmes need to take active roles in the process; the policy resolutions upon the research subjects need to be implemented fully and effectively; the stakeholders in the Olympic Education and Sport for Development and Peace processes need to be all in cooperation and coordination; the sustainability of the process needs to be maintained; the strategic partnership between the United Nations and the International Olympic Committee needs to be maintained on an equal footing.

Keywords

Sport Olympic education Sport for development and peace

References

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  • Beutler, I. (2008). Sport serving development and peace: Achieving the goals of the United Nations through sport. Sport in Society, 11(4), 359-369. https://doi.org/10.1080/17430430802019227.
  • Binder, D. L. (2012). Olympic values education: evolution of a pedagogy. Educational Review, 64(3), 275-302. https://doi.org/10.1080/00131911.2012.676539.
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  • Bonini, F., & Verratti, V. (2011). The lOC of Pierre de Coubertin: circulation of elites, international relations and institutional production. Rivista Di Studi Politici Internazionali, 78(1 (309)), 9–23.
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Year 2024, Volume: 6 Issue: 1, 80 - 99, 31.03.2024

Yeliz Otay , Semih Yılmaz

https://doi.org/10.47778/ejsse.1416447

Abstract

References

  • Abreu, N. (2002). Olympic multiculturalism: proclaimed universal values versus cultural relativism. In Olympic Studies Current Intellectual Crossroads (pp. 201-254).
  • Açıkgöz, S., Haudenhuyse, R., & Tınaz, C. (2021). Social innovation and challenges in youth-based sport practices: An analysis of state-led programs. In A. Tjønndal (Ed.), Social innovation in sport (pp.113-132). Palgrave McMillan.
  • Appleton, C. (2011). 'Critical Friends', Feminism and Integrity: A reflection on the use of critical friends as a research tool to support researcher integrity and reflexivity in qualitative research studies. Women in Welfare Education, 10.
  • Atalay, M. (2004). Uluslararası Olimpik Akademide (IOA) görev alan çeşitli ülke temsilcilerinin, dünyada Olimpizm düşüncesinin yaygınlaştırılmasına yönelik görüşlerinin analizi ve Türkiye için bir değerlendirme [Doctoral dissertation]. Marmara University (Türkiye).
  • Barclay, C. (2019, August 23). Just for fun. AMUN. https://www.amun.org/sports-as-a-tool-for-peace/.
  • Bardocz-Bencsik, M., & Doczi, T. (2019). Mapping sport for development and peace as Bourdieu’s field. Physical Culture and Sport. Studies and Research, 81(1), 1-12. https://doi.org/10.2478/pcssr-2019-0001.
  • Beutler, I. (2008). Sport serving development and peace: Achieving the goals of the United Nations through sport. Sport in Society, 11(4), 359-369. https://doi.org/10.1080/17430430802019227.
  • Binder, D. L. (2012). Olympic values education: evolution of a pedagogy. Educational Review, 64(3), 275-302. https://doi.org/10.1080/00131911.2012.676539.
  • Blue Dragon Children Foundation. (2023). Who we are? https://www.bluedragon.org/who-we-are/.
  • Bonini, F., & Verratti, V. (2011). The lOC of Pierre de Coubertin: circulation of elites, international relations and institutional production. Rivista Di Studi Politici Internazionali, 78(1 (309)), 9–23.
  • Carew, B. (n.d.). Sport for Development and Peace. Archives and management section. United Nations. Retrieved June 8, 2023, from https://archives.un.org/content/sport-development-and-peace.
  • Cohen, A., Taylor, E., & Hanrahan, S. (2020). Strong intentions but diminished impact: Following up with former participants in a sport for development and peace setting. Sport Management Review, 23(4), 671-687. https://doi.org/10.1016/j.smr.2019.08.003.
  • Comité International Olympique. (2019, September 29). Annuaire du Comité International Olympique. https://library.olympics.com/Default/detailstatic.aspx?RSC_BASE=SYRACUSE&RSC_DOCID=64461&TITLE=annuaire-comite-international-olympique&_lg=en-GB
  • Covey, J. (1995). Accountability and effectiveness in NGO policy alliances. In Non-governmental organizations—performance and accountability: Beyond the magic bullet (pp.167-181). Routledge.
  • Cowan, D., & Taylor, I. M. (2016). ‘I’m proud of what I achieved; I’m also ashamed of what I done’: A soccer coach’s tale of sport, status, and criminal behaviour. Qualitative Research in Sport, Exercise and Health, 8(5), 505-518. http://dx.doi.org/10.1080/2159676X.2016.1206608.
  • Culpan, I., & Wigmore, S. (2010). The delivery of Olympism education within a physical education context drawing on critical pedagogy. International Journal of Sport and Health Science, 8, 67-76. https://doi.org/10.5432/ijshs.20090028.
  • Darnell, S. C. (2007). Playing with race: Right to play and the production of whiteness in ‘development through sport’. Sport in society, 10(4), 560-579. https://doi.org/10.1080/17430430701388756.
  • Darnell, S. C. (2015). Sport for development: what game are we playing? International Journal of Sport Policy and Politics, 7(2), 315-317. https://doi.org/10.1080/19406940.2013.856335.
  • Darnell, S. C. (2018). Exploring the place of critical research in Sport for Development and Peace. In Critical Research in Sport, Health and Physical Education (pp. 27-38). Routledge.
  • Darnell, S. C., Field, R., & Kidd, B. (2019). Sport-for-Development and the International Community. In The History and Politics of Sport-for-Development: Activists, Ideologues and Reformers (pp. 183-207).
  • De Coubertin, P. (1908). Les «trustees» de l’idée olympique [The ‘trustees’ of the olympic idea]. Revue Olympiqu, 108-110.
  • De Coubertin, P. (1992). Pedagogie sportive: Histoire, technique, action morale et sociale des exercices sportifs. Vrin.
  • De Coubertin, P. (2000). Permanency of the educational battle. In N. Müller (Ed.) Olympism (pp 105-167). Comité Internationnal Olympique.
  • Donnelly, P. (2008). Sport and human rights. Sport in Society, 11(4), 381-394. https://doi.org/10.1080/17430430802019326.
  • Foddy, W. H. (1993). Constructing Questions for Interviews and Questionnaires: Theory and Practice in Social Research. Cambridge University Press.
  • Gessman, R. (1991, September, 7-15). Olympische Erziehung in der Schule unter besonderer Berueksichtigung des Fair-play Gedankens [Olympic education and its school application. Olympic education in schools within the special context of the fair play idea]. In Proceedings of the First National Teacher Professional Workshop of the National Olympic Committee of Germany, Olympia, Greece.
  • Gill, M. J. (2020). Phenomenology as qualitative methodology. In Mik-Meyer, N. and Järvinen, M. (Eds.) Qualitative Analysis: Eight Approaches for the Social Sciences (pp. 73-94). Sage
  • Giulianotti, R., Coalter, F., Collison, H., & Darnell, S. C. (2019). Rethinking sportland: A new research agenda for the sport for development and peace sector. Journal of Sport and Social Issues, 43(6), 411-437. https://doi.org/10.1177/0193723519867590.
  • Hoekman, M. J., Schulenkorf, N., & Peachey, J. W. (2019). Re-engaging local youth for sustainable sport-for-development. Sport Management Review, 22(5), 613-625. https://doi.org/10.1016/j.smr.2018.09.001.
  • Hwang, B. & Henry, I. (2023) Identifying the field of Olympic education: a meta-narrative review. European Sport Management Quarterly, 23(2), 561-585. https://doi.org/10.1080/16184742.2021.1895861.
  • International Olympic Committee (2008). Sport, Culture and Education. Lausanne.
  • International Olympic Committee (2015). Olympic Charter. Lausanne.
  • International Olympic Committee (2016). The fundamentals of olympic values education. https://www.icsspe.org/system/files/The%20Fundamentals%20of%20Olympic%20Values%20Education.pdf.
  • International Olympic Committee (2019a, August 27). https://www.olympic.org/public-affairs-and-social-development-through-sport.
  • International Olympic Committee (2019b, September 25). Cooperation with the UN. https://olympics.com/ioc/cooperation-with-the-un.
  • International Olympic Committee (2019c, October 23). IOC becomes UN observer. https://olympics.com/ioc/news/ioc-becomes-un-observer.
  • International Olympic Committee (2021). Beyond the Games. https://olympics.com/ioc/beyond-the-games.
  • Kadoodooba, M. B. (1997). Implications for Olympic education and training through Olympism in Africa. In N. Müller (Ed.) Coubertin and Olympism. Questions for the Future Le Havre 1897-1997 (pp. 235-245). Comite International Pierre de Coubertin.
  • Kay, T. (2009). Developing through sport: Evidencing sport impacts on young people. Sport in Society, 12(9), 1177-1191. https://doi.org/10.1080/17430430903137837.
  • Kay, T. (2012). Accounting for legacy: Monitoring and evaluation in sport in development relationships. Sport in society, 15(6), 888-904. https://doi.org/10.1080/17430437.2012.708289.
  • Kidd, B. (2008). A new social movement: Sport for development and peace. Sport in society, 11(4), 370-380. https://doi.org/10.1080/17430430802019268.
  • Kidd, B. (2011). Cautions, questions and opportunities in sport for development and peace. Third World Quarterly, 32(3), 603-609. https://doi.org/10.1080/01436597.2011.573948.
  • Koca, C. (2017). Spor bilimlerinde nitel araştırma yaklaşımı. Spor Bilimleri Dergisi, 28(1), 30-48. https://doi.org/10.17644/sbd.337993.
  • Lindsey, I., & Chapman, T. (2017). Enhancing the Contribution of Sport to the Sustainable Development Goals. Commonwealth Secretariat.
  • Loland, S. (1995). Coubertin's ideology of Olympism from the perspective of the history of ideas. Olympika, 4, 49-78.
  • Mack, N., Woodsong, C., MacQueen, K. M., & Guest, G. (2005). Qualitative Research Methods. Family Health International.
  • Malter, R. (1996): Eurythmie des Lebens als Ideal menschlicher Existenz. Bemerkungen zu Coubertins geschichtsphilosocher Anthropologie. N. Müller and M. Messing (Eds.), In Auf der Suche nach der Olympischen Idee (pp. 9‐16). Agon.
  • MDG Monitor. (2019, September 23). https://www.mdgmonitor.org/mdg-8-develop-a-global-partnership-for-development/.
  • Müller, N. (2010). Olympic education: University lecture on the Olympics [online article]. Barcelona: Centre d’Estudis Olímpics (UAB). International Chair in Olympism (IOC-UAB). https://library.olympics.com/Default/doc/SYRACUSE/208993/olympic-education-norbert-muller?_lg=en-GB.
  • Naul, R. (2010). Olympic Education. Meyer & Meyer Sport.
  • Özbey, S., & Güzel, P. (2009). Uzun dönemli olimpik eğitim programlarının incelenmesi. Spor Bilimleri Dergisi, 20(4), 117-131. https://dergipark.org.tr/en/pub/sbd/issue/16391/171413.
  • Right to Play and Sport for Development & Peace International Working Group (2008). Harnessing the power of sport for development and peace: Recommendations to Governments. Toronto.
  • Sanders. B. (2017). Dropping the ball - Critiquing the recent closure of the UNOSDP. The International Platform on Sport and Development. https://www.sportanddev.org/en/article/news/dropping-ball-critiquing-recent-closure-unosdp.
  • Schulenkorf, N. (2012). Sustainable community development through sport and events: A conceptual framework for sport-for-development projects. Sport management review, 15(1), 1-12. https://doi.org/10.1016/j.smr.2011.06.001.
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There are 74 citations in total.

Details

Primary Language English
Subjects Sports Activity Management
Journal Section Articles
Authors

Yeliz Otay 0000-0003-2075-2237

Semih Yılmaz 0000-0001-6774-1047

Early Pub Date March 17, 2024
Publication Date March 31, 2024
Submission Date January 8, 2024
Acceptance Date March 12, 2024
Published in Issue Year 2024 Volume: 6 Issue: 1

Cite

APA Otay, Y., & Yılmaz, S. (2024). Before Asking “What Happens Next?”: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace. Eurasian Journal of Sport Sciences and Education, 6(1), 80-99. https://doi.org/10.47778/ejsse.1416447
AMA Otay Y, Yılmaz S. Before Asking “What Happens Next?”: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace. EJSSE. March 2024;6(1):80-99. doi:10.47778/ejsse.1416447
Chicago Otay, Yeliz, and Semih Yılmaz. “Before Asking ‘What Happens Next?’: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace”. Eurasian Journal of Sport Sciences and Education 6, no. 1 (March 2024): 80-99. https://doi.org/10.47778/ejsse.1416447.
EndNote Otay Y, Yılmaz S (March 1, 2024) Before Asking “What Happens Next?”: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace. Eurasian Journal of Sport Sciences and Education 6 1 80–99.
IEEE Y. Otay and S. Yılmaz, “Before Asking ‘What Happens Next?’: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace”, EJSSE, vol. 6, no. 1, pp. 80–99, 2024, doi: 10.47778/ejsse.1416447.
ISNAD Otay, Yeliz - Yılmaz, Semih. “Before Asking ‘What Happens Next?’: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace”. Eurasian Journal of Sport Sciences and Education 6/1 (March 2024), 80-99. https://doi.org/10.47778/ejsse.1416447.
JAMA Otay Y, Yılmaz S. Before Asking “What Happens Next?”: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace. EJSSE. 2024;6:80–99.
MLA Otay, Yeliz and Semih Yılmaz. “Before Asking ‘What Happens Next?’: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace”. Eurasian Journal of Sport Sciences and Education, vol. 6, no. 1, 2024, pp. 80-99, doi:10.47778/ejsse.1416447.
Vancouver Otay Y, Yılmaz S. Before Asking “What Happens Next?”: The Compatibility Between the Olympic Education Principles and The Objectives of Sport for Development and Peace. EJSSE. 2024;6(1):80-99.
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