Olympism

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While everyone would be aware of the concept of the Olympic Games, less people are aware of the actual reason the Modern Olympics were started up in the 1870s and 1880s. The Olympics were intended as a form of educational revolution in France, where Pierre de Coubertin was from, and in the US, where he was a notible speaker in many universities. Sporting contests were just the vehicle for both the developing and displaying of what de Coubertin considered the Olympic ideals, or the social, moral and ethical qualities that he thought young people should have instilled in them.

I have included in the next post a seminar paper I wrote in a group on the topic while doing my PE major at uni in 2006. Granted, its not the best display of academic writing you will ever see, but the information in it is spot on.

[RustyCage]

Seminar paper

Olympism: a Philosophy for Life

Written by:
Sam Baxter, Ben Goldfinch, Cameron Savage, Darren Bradshaw


1- List and describe the Central ideas of Olympism

2- Critically discuss the relevance and significance of Olympism as a philosophy for all participants in sport

3- Identify and discuss the factors which inhibit and facilitate the practice of the Olympic Philosophy in sport for a selected group of sport participants.


Course code and title: Sport Concepts, Meanings and Values SPRC 2008

Tutorial: Tuesday 2-3

Lecturer: David Badenoch

Date of Presentation: 16 May 2006





Introduction
Olympism, based around the work of Pierre de Coubertin, is a concept that promotes the moral, social and cultural development of all people, no mater what age, gender, or race, through sporting participation (De Coubertin 1979, p.137). It is not just guide to how we should conduct ourselves in sport, but in all areas of life. It is achieved by the promotion of ethical behaviour, educational reform, and sporting participation at both a social and elite level. Some factors which inhibit Olympism at the elite level are cheating through drug taking, professionalism and a win at all cost mentality, while Olympism is facilitated by the education of the ideals to all participants.


Central ideas of Olympism
The dilemma with Olympism and its ideals is that few people actually know what its true meanings are. According to Powell (1994, p.iii) ‘The word Olympism is to be found in no dictionary and for the first time the International Committee published a definition in its 1991 Olympic Charter’. Olympism is used, written and talked about all over the world. Few people know what it means, or even for what it stands.

Olympism and its ideals are based around the work of Pierre de Coubertin. Olympism was founded in the late nineteenth century by Pierre de Coubertin (Dyreson 1998, p.33). De Coubertin, who was born in France 1865, was affected greatly by the Humiliation of France by the Prussian armies in 1871 (Gordon 1994, p.16). This act was seen by Coubertin’s family as a complete disaster for France and its people. It is noted that this incident in history, the shame that followed the Franco-Prussian war, was an early incentive for Pierre’s passion for reform. As stated by Gordon (1994, p.34), he felt a deep desire to help in the revival of some spirit of national dignity for France, but believed the way to achieve this was through sport and education. This is where Olympism and the ideals of Pierre De Coubertin started.

As highlighted De Coubertin lay claim to the ideals of Olympism. He himself declared that Olympism was a way to improve “Man-kind” through becoming a complete athlete one can complete themselves wholly (Powell 1994, p.91). The term and its meanings relate to the way we as humans should live life and how we can learn to live together in a peaceful manner.

According to Olympism, Sport and Education (Arnold, J. 1996) Olympism is concerned with a) a means to educate and cultivate the individual through sport b) cultivate the relation of men in society c) promote international understanding and peace and d) worship human greatness and possibility. This is a brief overview of what can be achieved if one is to follow the ideals of Coubertin and his philosophy on sport and life. As Powell (1994, p.120) states it is through sport that one gains a moral education. Olympism is at its true form when athletes embody values like sportsmanship, selflessness and fairness (Powell 1994, p.iv).

Olympism is a philosophy that affects all people, from all walks of life. According to Powell (1994, p.iv);

‘Olympism is a philosophy of life, exalting and combination in a balanced whole the qualities of body, will and mind. Blending sport with culture and education. Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles, Furthermore Olympism is a harmony of ideals which respect the value of sport in promoting the development of sound physical and moral qualitities in individuals’.

Importance of Ethics
Ethics is a major importance of the Olympism philosophy. As stated earlier
‘Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles’ (Powell 1994, p.iv). Olympism and ethics are linked, whereby without respecting the ethical principles then one is not up holding the philosophy of Olympism. If one uses unethical means to take advantage of another then the philosophy Olympism is being ignored. Such examples of ethical principles that are part of the Olympism Philosophy is fairness and congratulations of one who has not been identified as a winner although successful in behaviour and attitude (Powell 1994, p.107-8).

Relevance of Olympism for all participants in sport
Sport is not for a select few, for every man women or child sport can offer self improvement for all ages and all races (De Coubertin 1979, p.137). It is through sport that one can mould their own character and wholeness of character (Gordon 1994, p.34). The global implications of Olympism are spread not only throughout the professional sports world, but also in many other levels of sports and society. Its role as an educator for all sporting participants, and its ability to provide moral values which can be applied by people from all societies reflects the world-wide significance of Olympism (Binder D, 2001).

The humanistic principals of Olympism are acknowledged by all sporting participants, from which life can be bettered through the principals of Olympism (Guttman A, 2002).

Education and Youth Participation
The Olympic Movement has become imbedded in our social and global culture, where its influences are seen in many sections of society, such as the education system. The four general aims of Olympism are in Coubertin’s Olympic charter, and these are reflected in many facets of education, in particularly physical education and general educational ideals. Positive educational values include fair play, friendship, peace and goodwill (Binder D, 2001).

Coubertin intended for the ideals of Olympism to influence and educate people by giving them motivation to pursue their dreams, by increasing their self-confidence and identity through participating in sport, and therefore in life. He saw that people should value diversity, and the positive influence that it has in society. With this Coubertin wanted to establish a caring environment, whereby positive social attitudes could be established. Through the philosophies of Olympism, Coubertin wanted to convey a sense of moral obligation and responsibility to people, and that social justice could be achieved through the influence of sport that carries the values of Olympism (Guttman A, 2002).

The basis of Olympism is blending sport with education and culture. Therefore Coubertin influenced the European Education System by integrating the ideals of Olympism with the development of the mind, body and character of students. Therefore, Olympism has far broader Educational aims than just the Olympic Games, as it stretches out and includes global values, activities, knowledge, skills and attitudes (Kadoodooba M, 2001).

Malina says physical education is, ‘the use of physical activity for the achievement of educational objectives, either directly or indirectly’ (Paddick RJ, 1975). This more clearly defines the role of Olympism in the education system, as directly and indirectly its influence is seen through the curriculum.

Sporting Participation (Social)
All people participating at this level embrace the philosophy of Olympism as a tool for participation and inclusion. Coubertin isolated the need for improved health and wellbeing globally, which he stated could be achieved through everyone practising sport (Durantez C, 2001). Through participation, the basis of the Olympics is formed, where individuals are actively involved in sport and therefore self-improvement. By participating, individuals are moving toward their goals, which at the pinnacle of Olympism is being involved as an Olympic Athlete (Durantez C, 2001). Through sporting involvement, the individual places a value on self-improvement, and from which the philosophies of Olympism are acknowledged (Paddick RJ, 1975).

Professionalism (High-level)
Professional sporting participants represent the elitist goals of Olympism, as they have pursued excellence in their chosen sporting field. The values which they have upheld to compete at their level are reflected in many ideals stated in Olympism. These athletes display and symbolise the bi-products of sporting success, where terms like passion, commitment and courage are used to describe these athletes and how they reflect philosophies of Olympism (Guttman A, 2002).


Inhibiting factors of Olympism for elite athletes.
There are many factors that inhibit the practice of Olympism in elite level sport. Drugs are a major inhibiting factor as drugs tarnish sport and disregard the ethical principles of Olympism. The use of drugs and the win at all cost mentality by athletes disregards sport as promoting the development of sound physical and moral qualitities in individuals (Powell 1994, p.193). Some people believe that the Olympics and sports in general are turning into the Bionic Games and thus sport and the Olympism Philopshy is being tarnished because of it. Sport in some people’s opinions is being ‘subordinately’ modified to commerce technology (Powell 1994, p.194). Thus the question being raised is whether in fact the individual or the drug is competing (Powell 1994, p.197).

Drugs have been a part of sport for decades. An example of this is in the 1960’s 94% Soccer players in the Italian league used some sort of drug to enhance their performance (Powell 1994, p.197). This disregarded the ideals of De Coubertin, by gaining an unfair advantage in competition. It was unethical and did not live within ones natural limits (Powell 1994, p.199). Furthermore there has been many cases of deaths of athletes due to drug use in sports. So why then do people take drugs when it goes against everything De Coubertin stated? According to Powell (1994, p.200) ‘under the pressure of instant acclaim through victory, ideals are often lost, cheating, attempts at cheating, the setting of rules to prevent cheating or punish cheats are unfortunately part of sports’. Athletes cheat and do whatever they can to win. They do whatever it takes as long as it provides a victory (Guttman A, 2002). Sport is being tarnished at all levels, people are beginning to wonder what is authentic success and what is not?

A survey was taken before the 1988 Olympic Games. When high profile track athletes were asked ‘Were I to give you a substance which would ensure your winning of an Olympic Gold medal in 1988, but you would die within three years of winning-would you take the substance’ (Powell 1994, p.199). Every respondent replied yes. This response shows that instead of embodying values of sportsmanship, selflessness and fairness which are key aspects of Olympism, athletes are ignoring these life philospophies for the gain of instant adulation and media attention as a result of winning. Through the media focusing on winners solely and the rewards they gain from winning, then why would not someone want to try any means possible to gain this instant acclaim? The reason these thoughts are completely wrong and ignorant is because the Olympism philosophy was intended to express the limits of the human being not the drug. As Powell (1994, p.201) states records are made to be broken, records challenge, records are incentives. The limits of the human indeveour is what counts, not upholding unethical behaviour.

Professionalism is also a major inhibitor to the ideals of the Olympic Philosophy. Olympism and professionalism represent two different ways of thinking about sport, as professionalism puts the focus on the result rather than how the result is achieved (Donnelly. P, 1996). The media looks at sporting participants as winners and losers, therefore promoting a win at all cost mentality. This mentality of winning and the gains of winning are a result of instant profit through sponsorship, fame through the media spotlight, instant recognition and money all result in a total disregard for the Olympism philosophies.

Facilitation of Olympism through Education
Education at all levels is needed to rid society of these ideals of winning what ever the price. It is not the ideals of Pierre De Coubertin’s Olympism Philosophy.
Instead of teaching our youth that winning is everything and through winning you gain everything, one should up hold the ideals that joy of sport is found in effort, through the use of drugs and a mentality of winning at all cost one is not following the ideals of Olympism. By educating youth we can teach them to participate with fairness and respect for all involved. Through Education Children can learn cheating and unacceptable behaviour is not a part of the Olympism ideals (Arnold, J. 1996). It is easy to talk of ethics and Olympism ideals, it is a matter of the application which matters (Arnold, J. 1996). Decency, giving ones all physically mentally spiritually, having thought for others and action to help, should be part of normal behaviour and living and that is why the education process of Olympism from a young age is so important. Children need to be taught that honourable effort is the way of life (Powell 1994, p.201). If one only cares about winning a gold medal then the ethical principles of Olympism are not being met. According to Powell (1994, p.107-8) one wins when: ‘they overcome oneself and all other competitors, or to be generous in defeat and to know that one has given all that one is capable of giving – at the time’ This win lose mentality was far from what the modern Olympics founder Pierre de Coubertin envisioned.



Conclusion
In conclusion, Olympism is more than a set of guidelines as to how sporting participants should behave, but a set of guidelines as to how we should behave in all aspects of daily life. Pierre de Coubertin’s vision of Olympism was to promote the moral, social and cultural development of all people, no mater what age, gender, or race, through sporting participation. This is done by the education of the ideals of Olympism with the importance of moral and ethical behaviour highlighted. The ideals of Olympism are relevant to all participants in sport as they focus on the internal values and behaviour of the participant rather than the external results, therefore relating to participants at all levels from social to elite sport. In elite level sport, cheating through the use of drugs, professionalism and a win at all cost mentality are inhibiting factors to the Olympic Philosophy due to a result driven view of success and excellence. Despite this, Olympism at the elite level can be facilitated by educating athletes of the Olympism ideals, teaching them to participate with fairness and respect to all involved.

Glossary
Amateurism/ Disinterestedness – Refers to the relationship between the person and the activity, essentially it is when an activity is done for its own sake, intrinsic factors are the motivator (Paddick, Robert, J 1994)

Ethics – a system of moral principles, by which human actions and proposals may be judged good or bad or right or wrong (The Macquarie Dictionary, 3rd Edition, 2001)

Olympism – is to contribute to building a peaceful and better world by educating youth through sport practised without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play. (Wikipedia, 2006)

Olympic Movement- the Olympic Movement encompasses organisations, athletes and other persons who agree to be guided by the Olympic Charter. The Olympic Movement is the concerted, organised, universal and permanent action, carried out under the supreme authority of the IOC, all individuals and entities who are inspired by the values of Olympism. Belonging to the Olympic Movement requires compliance with the Olympic Charter and recognition by the IOC. (The Olympic Movement, 2006)

Professionalism – When the activity is done for some other purpose, such as money or fame, extrinsic factors are the motivator (Paddick, Robert, J 1994)

Sport – an activity characterised by fun, light-hearted amusement, pleasure, joy, and is without concern about the quality of performance. (Paddick R J, 1975)