The Olympic Movement's strategy for the integration of the concept of Olympic education into the education system: the French example

• Published in: Educational review (Birmingham) Vol. 64; no. 3; pp. 333 - 351
• Main Author: Monnin, Eric
• Format: Journal Article
• Language: English
• Published: Birmingham Routledge 01.08.2012; Taylor & Francis Ltd
• Subjects: Athletics; Cities; Committees; Coubertin, Pierre de (1863-1937); Curriculum; Education; Education policy; Education systems; Educational Philosophy; Educational Policy; Educational systems; Equal Education; Ethics; ethics/morals/beliefs; Foreign Countries; formal education; France; French language; Games; Integrated curriculum; Movement Education; Olympic games; Olympism; Physical Education; policy/politics; Social Influences; Strategic planning; Teachers; Values; World History; France
• ISSN: 0013-1911; 1465-3397
• DOI: 10.1080/00131911.2012.689273

For Pierre de Coubertin, Olympism was a tool which could serve to educate young people, employing a twofold approach, both sporting and intellectual. This ambitious programme involved a balance between mind and body, as his famous statement, Mens fervida in corpore lacertoso (a passionate mind in a well-trained body), demonstrates. Since the renewal of the modern Games and the creation of the International Olympic Committee (IOC) in 1894, the Olympic Movement has based its actions on the principles set out in the Olympic Charter. These principles enable us to understand both the issues, and the IOC's determination to make this universal education a reality. In response to fulfil this need, the IOC produces resources and documents which are then made available to cities bidding to host the Olympic Games.