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Chinese number 3.

Olympic Games identities and values

Level 3 Achievement objective, D2

Students will participate in communal events and describe how such events enhance the well-being of the community.

Learning objectives

Students will:

  • demonstrate how Olympism (Olympic Ideals) can be shown in a movement context
  • name instances of when Olympism is evident in team or school events.

Activity 1 – Seeking the taonga

Refer to:

Ministry of Education. (2004).  Olympism – Attitudes and values in physical education yrs 5–7 , p.16. (from the Curriculum in Action series).

New Zealand Olympic Committee. (2000). Understanding Olympism: Building a peaceful and better world through sport and the Olympic ideal.

  • In preparation, the teacher develops nine cards displaying an Olympic Ideal/Ethic on one side and an icon associated with the Olympic Movement on the other side.
  • Identify nine sites around the school grounds, number them, and place one card at each site.
  • Design an orienteering course using a grid map of the school grounds, and mark on the map the nine sites to be visited.
  • Download the group record sheet (Appendix 2) on which students will record the Olympic Ideal/Ethic and Olympic Icon that they identify at each site.
  • Each group must be connected by elastic (or similar) so they stay together during the entire activity. They should plan a route to visit each of the nine sites and record the taonga on the sheet provided. Each group starts at a different site.
  • On completion of the orienteering task above, the groups retrieve a card from their teacher displaying one of the Olympic Ideals/Ethics. Students then create a sporting-related movement sequence emphasising the selected ideal.

Key questions

  • Which of the Olympic Ideals/Ethics do you feel you already incorporate in your sport and your own life?
  • How does Olympism impact on the way children play in the playground?
  • What could the school do with these ideals to enhance the well-being of all children in the school?

Homework/classroom task:
Each group is given a selected Olympic Icon. They should research and present information to the rest of the class. Shared knowledge and understanding will be demonstrated by including these as appropriate when designing and presenting an Olympic Games opening ceremony (lessons 5 and 6).

  • What is the Olympic Icon you are researching?
  • What is the history of this icon?
  • How does it illustrate Olympism?
  • When and how is it used?
  • How else could this icon be used or modified to give it even more meaning?

Extension – Are there any symbols/icons in school or life that have special meaning or illustrate important values in a similar way to Olympic Icons?

Notes: Olympism is based on the following Olympic Ideals and Ethics –

  • the balance development of body, will, and mind
  • the joy in effort
  • the educational value of a good role model
  • respect for universal ethics including tolerance, generosity, unity, friendship, non-discrimination, and respect for others
  • excelling within the Olympic Spirit.

Olympic Icons are representative of the philosophy behind the Olympic Movement. These include: the Olympic flag, motto, torch, oath, creed, dove, wreath, truce, and medals.

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