INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

SCHOOL OLYMPIC GAMES IN ESTONIA
Olympic Games in School
Mr Andre KOKA (EST)
The National Olympic Academies have the basic responsibility of
promoting and developing both physical and moral qualities, which
form the basis of sport and of the Olympic Movement. As part of this
responsibility, these organizations have a solemn duty to educate
youth in the values of sport: respect for the opponent, love of the
game, self-control and balance of body, mind and soul (Filaretos,
1995).
In order to extend the Olympic Movement and the spirit of
Olympism to school students, several events have been organized such
as essay and drawing contests, as well as special classes for teaching
Olympism and Fair Play (Binder, 1994; Binder, 1995; Gilbons,
Ebbeck, Weiss, 1995; Nissiotis, 1980; Rail, 1995). However, among
them one of the most influential is the School Olympics. Binder
(1995) appeals in his handbook for educators to join the hundreds of
teachers throughout the world, who use Olympic themes to motivate
students in mathematics, science, writing and reading, the arts and
physical education. He suggests that teachers should organize mini-
Olympic Games in schools or in the community and use it to teach fair
play and understanding. They should build on the enthusiasm to
encourage participation by both boys and girls in physical activity and
sport. Also, teachers should help students affirm their own identity
and diversity.
A good example was provided by the mini-Olympic Games
organized in Silver Springs Elementary School, Canada (Binder,
1994). The main event was preceded by special classes in Olympic
history, Olympic art, famous athletes’ stories, and fair play. Feverish
preparations were made for the Opening Ceremony, which began with
a parade of nations. There were six aims:
• to encourage mass participation in physical activity by helping
every student become physically fit and able to maintain an
optimum level of bodily health
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