Olympic education and beyond: Olympism and value legacies from the Olympic and Paralympic Games
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Résumé
Abstract This article starts with a discussion on the links between Olympism and education as presented in the early years of the modern Olympic Movement and the ideological vision of its founder, Baron Pierre de Coubertin. Questions about whether that vision can remain as an ideological platform for the Olympic and Paralympic Games are debated in the light of the emerging challenges of the contemporary era. The key pedagogical approaches of "Olympic education" are reviewed and are examined in order to consider the different ways in which Olympic value legacies can be achieved in varying contexts. Keywords: OlympismOlympic educationPierre de CoubertinOlympic and Paralympic valueslegacies Notes 1. This article is a development of the author's published book chapter: Chatziefstathiou, D. (2011) Olympism: A learning philosophy for physical education and youth sport. In Introduction to Sport Pedagogy for Teachers and Coaches: Effective learners in physical education and youth sport, ed. K. M. Armour, 90–101. Harlow: Pearson. 2. In his speeches of that period, Coubertin seemed very keen to promote the principle of social equality and advocates sport for all. See for example his Letter "To The Members of the International Olympic Committee" (January, 1919) (Müller Citation2000, 737–41). 3. The Olympic Movement consists of the IOC, the Organising Committees of the Olympic Games (OCOGs), the NOCs, the IFs, the national associations, clubs and, of course, the athletes (IOC 2011), including the International Olympic Academy and the National Olympic Acedemies, as well as by the establishment of the global sports development programme of Olympic Solidarity. 4. OVEP is a tool to maintain young people's interest in sport, encouraging them to practise sport, and promoting the Olympic values. OVEP consists of two parts: (a) a teaching toolkit; (b) a collection of initiatives around the world. 5. For example, Centre for Olympic Studies & Research (COS&R), Loughborough University, UK; Olympic Studies Centre (CEO-UAB), Autonomous University of Barcelona, Spain; International Centre for Olympic Studies (ICOS), University of Western Ontario, Canada; Centre for Olympic Studies, University of Canterbury, New Zealand; Centre for Olympic Studies, Sydney, the University of South Wales (UNSW), Australia; Humanistic Olympic Studies Centre, Renmin University, China; Centre for Olympic Research & Education (CORE), University of Tsukuba, Japan. For a list of the Olympic Study centres world-wide go to: http://www.olympic.org/Assets/OSC%20Section/pdf/OSCs%20in%20the%20world.pdf 6. For a more comprehensive philosophical discussion on central concepts of education please see the following: Bailey (Citation2010), Barrow and Woods (Citation2001), Carr (Citation2003), and Dewey (Citation1897), Dewey (Citation1899). 7. The Centre for Sport Physical Education and Activity Research (SPEAR) at Canterbury Christ Church University was commissioned to develop an evidence-based guide to inform strategy and practice for developing a physical activity, sport and health legacy from the 2012 Games. The full guide can be found here: http://www.canterbury.ac.uk/Research/Centres/SPEAR/ResearchProjects/Documents/Active%20Celebrations%20IM.pdf
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle