MEMOS XII Strategic Plan for the Management of Olympic Education in Slovakia. (Challenges, Opportunities, Solutions) Elena Malíková

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1 Faculté des sciences du sport Université de Poitiers, France MASTER EXECUTIF EN MANAGEMENT DES ORGANISATIONS SPORTIVES EXECUTIVE MASTERS IN SPORTS ORGANISATION MANAGEMENT MEMOS XII Strategic Plan for the Management of Olympic Education in Slovakia (Challenges, Opportunities, Solutions) Elena Malíková Tutored by Professor Thierry Zintz 1

2 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. 2

3 TABLE OF CONTENTS Foreword 4 1. Introduction 7 2. Literature Review Theoretical Framework Methodology Results Conclusions and Recommendations 100 Bibliography 103 Summary 108 Appendix in printed version: 1. List of Interviewees Interview Questions Non-formal and Informal Education Questionnaires Results Formal Education Questionnaires 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,

4 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. 4

5 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 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 5

6 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. 6

7 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 7

8 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 8

9 new Act No.479/2008 on Organising Public Physical Events, Sport Events and Tourist Events was approved in November Approved Acts related to sport issues 1990 Act on Organisation of Physical Education No.173/ Act on Physical Culture No.198/ Act on Public Sport and Tourist Events No.315/ Act on State Funding of Physical Culture No.264/ Act on the Use and Protection of all Olympic Symbols and the Slovak Olympic Committee No.226/ Act on Physical Culture No.288/ Act on Organisation and Support of Sports No.300/ Act on Organising Public Physical Events, Sport Events and Tourist Events No.479/2008 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 9

10 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 nationwide 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. 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 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. 10

11 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. 11

12 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 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 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. 12

13 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 13

14 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 14

15 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; 15

16 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 16

17 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 21 st 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 17

18 that they do with students. They engage their students in art, music, storytelling and roleplaying. (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 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 18

19 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. 19

20 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 20

21 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 avantgarde 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 21

22 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 crosscultural?. 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 22

23 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: 23

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? 24

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 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 25

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 26

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 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, ( 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. 27

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. ( 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 28

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 29

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, ). 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 30

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 21 st 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 31

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. 32

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). 33

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. National Sport Center Slovak Olympic Academy Ministry of Education Olympic Clubs Pierre de Coubertin School Slovak Pierre de Coubertin Committee National Federations Figure No 5: Scheme of organisations involved in spread of the message of Olympism 34

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. Slovak Olympic Academy Nation-wide school educational activities; International projects; Editorial activities; Olympic festivals, knowledge competition Olympic days, meetings with Olympians, etc. Slovak Olympic Clubs Meetings with Olympians; Editorial activities. SPCC Nation-wide school educational activities; International projects; Editorial activities. Figure No 6: Activities on Olympism of different Slovak organisations / institutions 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 sportscomp etitions within the SSSA National Sport Centre Non-formal education: Olympic education is often a part of accredited sport education programmes for coaches; Informal education: sport preparation of the athletes. 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? 35

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 subquestions 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) 36

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. Main question: "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?" Sub-question 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?" Sub-question 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?" Figure No 7: Research questions used for the purpose of this work 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 implementatio n of new ways of communicatio n would facilitate the access to the whole population Figure No 8: Hypotheses used for the purpose of this work 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 Main question Sub-question Q1 Sub-question Q2 Hypotheses H2, H3, H6 H1, H3, H4, H6 H5 Figure No 9: Relation between research question, sub-questions and hypotheses 37

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. 38

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. 1. EXPLORATORY METHODOLOGY 2. DESCRIPTIVE METHODOLOGY 3. DEDUCTIVE METHODOLOGY 1.1. Literature review analysis 1.2. Documents analysis National documents International documents 2.1. Case study of Belgium 2.2. Case study of New Zealand 2.3. Case study of Slovakia 3.1. Interviews International level National level 3.2. Questionnaires Non-formal and informal education Formal education 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 Document analysis 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. 39

40 We analysed NOC Programme of Olympic Education for ; 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 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 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, 40

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, online 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 Interviews 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. 41

42 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 Questionnaires Questionnaires focused at national level in Slovakia were realized from January till April They included three fields: non-formal education, informal education and formal education 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 19 th 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 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 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. 42

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 subquestions. 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. 1. EXPLORATORY METHODOLOGY RESULTS 2. DESCRIPTIVE METHODOLOGY RESULTS 3. DEDUCTIVE METHODOLOGY RESULTS 1.1. Literature review results 1.2. Documents analysis results National documents International documents 2.1. Case study of Belgium 2.2. Case study of New Zealand 2.3. Case study of Slovakia 3.1. Interviews results International level National level 3.2. Questionnaires results Non-formal and informal education Formal education Figure No 11: Summary of the project results used for the purpose of this work 43

44 Hypothesis 2 Literature source Literature review explanation Hypothesis 1 Literature source Literature review explanation 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. We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education Culpan, 2000, 542, 543 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. *** *** Binder, 2005, 14 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. Figure No 12: Hypothesis 1 illustrated by literature source and literature review explanation 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 Culpan, 2000, 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. Figure No 13: Hypothesis 2 illustrated by literature source and literature review explanation 44

45 Hypothesis 5 Literature source Literature review explanation Hypothesis 4 Literature source Literature review explanation We assume that the implementation of new ways of communication would facilitate the access to the whole population IOC website, January 8th 2009, 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 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. Figure No 14: Hypothesis 4 illustrated by literature source and literature review explanation We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia Ren Hai, 2008, 61, 62 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. Olympic Charter, IOC: 2000 *** 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. Figure No 15: Hypothesis 5 illustrated by literature source and literature review explanation 1.2. Documents analysis results 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). 45

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. Monitor the quality of educational programmes Expand present knowledge of sports experts Support of editorial activities Support of 1, 2, 3 levels of coaches education Conditions for informal education Assistance for educational sports subjects with accreditation process Figure No 16: Scheme of the National Sport Centre tasks in sport education 46

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. President Vice President Secretary Editorial Activities and PR Olympic Education Further Education Olympic Legacy Culture 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 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. 47

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 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 The Olympic house in its new shape was introduced at the World Championship in Alpine Skiing in Sestriers in 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. 48

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 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 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. 49

50 Summary of the Slovak international bilateral agreements, governmental and NOC, are to be found in the next figure. Ministry of Education Agreements Slovak Olympic Committee 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 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 50

51 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 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. 51

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. 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 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 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. 52

53 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 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. 53

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 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. 54

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. 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 as a tool for development; the economic dimension of sport: collection of comparable data, ensuring financial support for grassroots 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, media rights. 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 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 55

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. 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 develop education through sport and its European dimension; to take advantage of the values conveyed through sport to develop knowledge and basic skills allowing young people to improve their physical and social abilities, mainly through the school curriculum (teamwork, solidarity, tolerance and fair play in a multicultural framework); to promote awareness of the positive contribution that voluntary activities make to non-formal education for young people; to encourage the exchange of good practice concerning the role sport can play in education systems to promote the social inclusion of disadvantaged groups; to consider the problems relating to the education of young sportsmen and sportswomen involved in competitive sports. Figure No 22: Partial objectives of the European Year of Education through Sport

57 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. 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. 57

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 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. 58

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. 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. 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 59

60 Hypothesis 3 Document source Document explanation 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. 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 EYES legislation_ summaries/ education_training_ youth/youth/sport/ l35008_en.htm May 13th 2009 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). *** IYSPE org/sport2005 May 16th 2009 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 Governmentsupported international development and cooperation agency NCDO, the Netherlands Olympic Committee and Ministry of Health, Welfare and Sport. Table No 25: Hypothesis 3 illustrated by document analysis source and explanation 60

61 Hypothesis 6 Document source Document explanation Hypothesis 4 Document source Document explanation We assume that the implementation of new ways of communication would facilitate the access to the whole population IYSPE org/sport2005 May 16th 2009 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 *** European Conference Education through Sport May 15th 2009 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. Table No 26: Hypothesis 4 illustrated by document analysis source and explanation 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 White Paper on Sport sport/whitepaper/index_en.htm May 14th 2009 In preparing White Paper on Sport, the Commission has held numerous consultations with sport stakeholders on issues of common interest as well as an online consultation. They have demonstrated that considerable expectations exist concerning the role of sport in Europe and EU action in this area. *** IYSPE org/sport2005 May 16th 2009 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. Table No 27: Hypothesis 6 illustrated by document analysis source and explanation 61

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. 62

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 21 st 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. 63

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 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. 64

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. 65

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 66

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 67

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 68

69 Hypothesis 4 Case study Case study explanation Hypothesis 3 Case study Case study explanation Hypothesis 2 Case study Case study explanation Hypothesis 1 Case study Case study explanation 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. We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education Belgium New Zealand 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. Figure No 28: Hypothesis 1 illustrated by case study analysis source and explanation 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 Belgium New Zealand Slovakia 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. Figure No 29: Hypothesis 2 illustrated by case study analysis source and explanation 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 Belgium 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. Table No 30: Hypothesis 3 illustrated by case study analysis source and explanation We assume that the implementation of new ways of communication would facilitate the access to the whole population Belgium New Zealand Slovakia 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. Figure No 31: Hypothesis 4 illustrated by case study analysis source and explanation 69

70 Hypothesis 5 Case study Case study explanation We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia Belgium New Zealand Slovakia 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. 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 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. 70

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 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 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 Questionnaires results 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. 71

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 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 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. 72

73 The visual presentation of the results is to be found in the next graph. Lessons on Beijing Olympic Games 5% 95% YES NO 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. Importance and Perspective of Olympic Games 3% 97% YES NO Graph No 2: Importance and Perspective of Olympic Games 73

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. Ideals and Activities on Olympism Sport and Physical Culture 11% 10% 10% 10% 10% 12% 6% 10% 8% 8% 5% Olympic Values Peaceful World Harmonious Development Intercultural Character Mutual Understanding Friendship Tolerance and Respect Fair Play Equity Joy found in Effort Graph No 3: Ideals and Activities on Olympism 74

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. Olympic Education at Schools 3% 97% YES NO 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. 75

76 Dissemination of Olympism New Ways of Communication International Projects 6% 8% 19% Nation-wide Projects 17% 12% Local Activities NOC / NOA Activites 6% 10% 9% 13% Olympic Festivals of Children and Youth Olympic Day / Olympic Day Run IOC Activities Olympic Games / Youth Olympic Games 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. 76

77 Hypothesis 2 Source Explanation Hypothesis 1 Source Explanation We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education Interviews 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!" Figure No 33: Hypothesis 1 illustrated by deductive methodology source and explanation 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 Formal education questionnares Interviews 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. Figure No 34: Hypothesis 2 illustrated by deductive methodology source and explanation 77

78 Hypothesis 5 Source Explanation Hypothesis 4 Source Explanation We assume that the implementation of new ways of communication would facilitate the access to the whole population Formal education questionnaires 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. Figure No 35: Hypothesis 4 illustrated by deductive methodology source and explanation We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia Interviews 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." Figure No 36: Hypothesis 5 illustrated by deductive methodology source and explanation 78

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). 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 its strategies 5th step: Strategy and strategic planning of the Slovak Olympic Academy 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: 79

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. 80

81 Hypothesis 3 Level of confirmation Level of importance Level of capacity to realize Hypothesis 2 Level of confirmation Level of importance Level of capacity to realize Hypothesis 1 Level of confirmation Level of importance Level of capacity to realize We assume that strategic and human resources management would enhance the performance of the Slovak NOC with regard to Olympic education YES Management: High HR: High Financial: High Management: High HR: High Financial: Low Figure No 38: Analysis of hypothesis 1: validity, level of importance and of capacity of realization 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 YES High High Figure No 39: Analysis of hypothesis 2: validity, level of importance and of capacity of realization 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 YES Media: High Sponsors: High Educational institutions: High Media: Low Sponsors: Low Eduational institutions: Low Volunteers: Low Volunteers: High Figure No 40: Analysis of hypothesis 3: validity, level of importance and of capacity of realization 81

82 Hypothesis 6 Level of confirmation Level of importance Level of capacity to realize Hypothesis 5 Level of confirmation Level of importance Level of capacity to realize Hypothesis 4 Level of confirmation Level of importance Level of capacity to realize We assume that the implementation of new ways of communication would facilitate the access to the whole population YES High High Figure No 41: Analysis of hypothesis 4: validity, level of importance and of capacity of realization We assume that widening of bilateral and multilateral agreements would enhance the level of educational activities of the NOC of Slovakia PARTIAL Low Low Figure No 42: Analysis of hypothesis 5: validity, level of importance and of capacity of realization 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 YES High High 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. 82

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. 83

84 High L e v e l o f H3 Media Stakeholders H3 Sponsors Stakeholders H1 Financial Resources H2 Ministry of Education Stakeholder H1 Human Resources H1 Management Resources H4 New ways of Communication i m p o r t a n c e H3 Education Institutions Stakeholders H5 Bilateral / Multilateral Agreements H3 Volunteers Stakeholders H6 Duplicity Coordination 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 84

85 Strategic axes related to hypotheses Resources Management Strategy Main Stakeholder Commitment Strategy General Stakeholders Commitment Strategy Comunication Strategy Coordination Strategy International Relationships Strategy 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. Friendships Discipline and Excellence Respect for others Team Spirit Values Fair Play Equal Chances Effort Tolerance Figure No 46: Values of the Slovak Olympic Academy 85

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 Build on strengths Improve on weaknesses - competent full-time staff (SOA Secretary) - new ways of communication - running projects - unique place within country - international contacts - lack of strategic plan - insufficient funds - innefective work - insufficient team work - lack of volunteers - insufficient communication with stakeholders Capitalise on opportunities Eliminate or neutralise threats - 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 - 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 Figure No 47: SWOT analysis of the Slovak Olympic Academy 86

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. Vision of the Slovak Olympic Academy The Slovak Olympic Academy is recognised as one of the most effective Olympic Academies in the world with international respect and reputation. Figure No 48: Vision of the Slovak Olympic Academy 87

88 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 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. 88

89 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 Figure No 50: Missions of the Slovak Olympic Academy Support international cooperation Ensure the protection and promotion of Olympic values Promote and develop participation in sport Represent Slovakia at international level SOA Mission Promote Culture Participation at sports preparation of athletes Promote Olympic legacy Promote access to Olympic education to as many people as possible Develop new forms of access to Olympic education Figure No 51: Roles as the part of the missions of the Slovak Olympic Academy 89