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Chinese number 7.

One world, part two

Level 1 Achievement objectives, D1/1D3

Students will take individual and collective action to contribute to safe environments that can be enjoyed by all.

Learning objective

Students will:

  • describe how Olympism (Olympic Ideals) can benefit participation in sport and physical activities.

Note: Similarities and differences: people come to the Olympic Games from different countries and different cultures but what binds them together at the Olympic Games is a philosophy (set of values) specific to the Olympic Movement.

Activity 1 – Globe ball

Play globe ball once again and discuss key learnings from the initial game of globe ball, that is, it is easy when we all play together as opposed to one team playing alone (more people playing – less chance of the ball dropping).

Notes: Describe the relationship between Olympism and participating in the Olympic Games. For example, athletes play sport but also learn life principles through sport (for example, fairness and friendship).

  • This time give each group a name based on universal ethics valued by Olympism (that is: generosity, tolerance, unity, friendship, non-discrimination, and respect for others).
  • Use a giant beach ball to represent the world (globe). Teachers introduce three of the universal ethics and, as a class, decide on what these would look like in a game of globe ball. Note: Students should have 2–3 examples of what they can do in the game to demonstrate their Olympic Ideal.
  • Two groups make the outside circle and one group plays in the middle. The outside groups cannot move, but can touch the ball if it comes their way. The inside group can move and has three chances to see how many hits they can make without dropping the ball.
  • Once the ball is dropped, the inside team changes places with an outside team.
  • Teams must display characteristics of their universal ethic while playing the game and, on completion of the game, describe examples of how they represented their universal ethic.

Key questions

  • How did you show tolerance, generosity, and unity when playing your games?
  • How does tolerance, generosity, and unity make playing games better? (Teacher might give specific examples, for example, “Mia commented positively on someone else’s effort”.)
  • How can you/do you use tolerance, generosity, and unity in all parts of your life (not just games and sport)?

Activity 2 – Olympa-groove finale

Finish with Olympa-groove and now include some ancient moves also. This can be videoed and presented to others (eg school assembly, made available to view on school website, etc).

Social Action phase

Students use the examples of Olympism in action to list a set of positive characteristics of good game playing. Ideally this will grow into action in all areas of school and home life. These could be displayed around the school and specific examples noted by teachers could be acknowledged in assemblies.

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