INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

eings, on integrating all society, on solidarity between rich and poor
countries, on the sharing of resources, and the extraordinary results of
scientific and technological progress.
SPORT AND GENERAL EDUCATION
Sports programmes surely can enhance total preparation for life in
the society. They are not an end, but a means to an existence that is
fuller, and more complete. They are considered a part of the
educational programme, not outside of it, and therefore broaden
educational programmes and contribute to the goal of general
education.
As a part of the concept of the wholeness of the organism,
physical education, including sports, becomes education through or by
means of physical activities. This means that sports, like all education,
are concerned with intellectual, social, emotional and ethical, as well
as with physical outcomes.
Therefore, the focus of competition and physical education should
be on the primary, secondary school and university because at these
levels youngsters are most impressionable and susceptible to external
influence. It is here that what is taught in sports through physical
education has its most important effects on attitudes, behavioural
patterns, and self-images.
COMPETITION, SPORT, CULTURE AND SOCIETY
Sports are a part of societal culture. As with many cultures of the
past, modern culture places certain demands on sports. Most cultures
place a rather high priority on individual excellence and this
excellence has been closely allied with a challenging, highly
competitive environment. Competition has long been considered a
measure of excellence in all walks of life, whether it be in the business
world, in scholarly achievement, or in sports. While there are certain
hazards involved in competitive sports for athletes, there are certain
very definitive benefits.
Sports have persisted and even increased down through the ages in
most of the societies of the world in spite of many attempts to
discourage them; for example:
- 53 -