INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

unfortunately its educational system is predominantly academic;
hence little space is left for any other non-academic subject.
In certain countries, there still seems to remain a certain stigma
against Physical Education, just because it is not of a theoretical
nature. In my country, up to a few years ago, Physical Education was
considered as a ‘Cinderella’ subject however with the introduction of
a public examination in Physical Education, comprising both practical
and theoretical aspects, the image of the subject is gradually beginning
to garner a positive change. And I am proud to say that Olympic
Education does form part of the syllabus that is covered by the
students and hence I take this opportunity to urge other countries to
lobby for a public examination in Physical Education with their
education authorities.
Qualified and trained staff
Borg (1996) suggests that “In all states, especially in small states,
the need to select, train and cultivate future sports administrators
cannot be overemphasised.” Due to the lack of human resources,
sports administrators in small island states often have to assume a
multi-functional role such as running courses, lecturing institutions,
preparing budgets, sitting on committees, chairing panels, attending
policy meetings and dealing with other minor problems.
Therefore, having specially trained staff is mandatory and it is
good to note that certain NOAs do already have a structure that
includes a number of lecturers, athletes and Olympians visiting
schools around their islands and spreading around the Olympic values.
The lecturers are usually NOC or NOA members and also volunteers.
In Iceland, for example, Physical Education teachers are
professionally trained in Olympic Education.
Acquiring the necessary tools and resources
Nearly all the NOCs that replied to my questionnaire stated that
they viewed the International Olympic Academy as a major source of
providing their own ambassadors of Olympism with the necessary
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