INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

Second stage: The values and characteristics required should be
transferred to the trainee by the trainer which means: following the
oral transfer of the teachings, they must be assimilated through oral or
operational repetition, because there might exist knowledgeable
individuals who although are authors of books and articles on moral
values yet, in practice they show themselves to act contrary to the
values in which they pretend to believe.
Behavioural education is a practical issue and the trainer should
use different methods so as to inculcate behavioural values in the
trainee until when, these values are institutionalised in the individual.
Third stage: The education should be so deeply penetrated in the
mind of the individual so that the person could manifest the same
behaviour not solely in ordinary condition but during crisis. Many a
time people have their moral values manifested in their good
behaviour at normal condition but this good behaviour immediately
disappears at the time of crisis.
A very simple example of this in our society are drivers who
indeed are very polite at normal times but when having an accident,
they are changed into persons who do not observe politeness, good
behaviour and values. Therefore, behavioural education should
manifest themselves not only in normal condition, but also during
critical times.
Now let's consider how to constitute education in schools where
the characters of children take shape: we can set up laboratories for
physics, chemistry and mathematics etc. but are there any laboratories
for behavioural education. It may be asked what is this laboratory?
And has anyone ever designed and created a laboratory for education.
The answer is yes! It is now years that laboratories are set up for
physical education (which means education via body activity in the
advanced countries). Physical Education and Sport are undoubtedly an
operational base for education and we have neglected this very
important means in our schools using sport classes for mere
recreational purposes or as a replacement for other lessons in which
students are usually weak.
Is it a mere claim when we consider sport as an operational base
for education or it is a fact? To give an appropriate answer to this
question, we must raise another question that is if a person does
possess all the qualities mentioned in this presentation and let these
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