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The Hospitality, Leisure, Sport and Tourism NetworkThe Hospitality, Leisure, Sport and Tourism Network
6th Annual Conference17-18 September 2007 Missenden Abbey
Promoting Olympism: The Role of AcademiaPromoting Olympism: The Role of Academia
Dr Vassil Girginov, Brunel UniversityDr Jim Parry, Leeds University
Promoting Olympism: The Role of Academia
Aim: To Consider the role of the
academia in the UK in promoting Olympism by offering an ethical and process oriented approach
Structure of presentation:
London 2012 promotional strategy for Olympism
Lessons from past Games An ethical and process oriented
approach to promoting Olympism
London 2012 promotional strategy for Olympism
“The vision of the London 2012 Olympics is to stage inspirational Games that capture the imagination of young people around the world and leave a lasting legacy” Seb Coe, 2007
FuturePast
A successful promotion of Olympism can only be achieved by adopting a longitudinal, interdisciplinary and historic approach to understanding the processes which contribute to its sustainability in 21st century.
The Olympic values
Excellence
Friendship
Respect
(Mass, 2007, Olympic Review)
• Tolerance
• Generosity
• Solidarity
• Friendship
• Non-discrimination
• Respect for others
(Samaranch, 1995, Olympic Review)
WITHOUT going into too many details, it may be useful for the Benefit of future meetings to sketch the outlines of the more
important parts of the work undertaken by the British Olympic Council in
organising The Games of 1908 in London.
(London 1908 Games Report, p.373)
MANY suggestions have been made for providing the large sum of money
necessary to carry out adequately any celebration of the Olympic Games
in modern times…. Different nations have naturally solvedthe problem in different ways ; but in England we have hitherto beendeprived of one form of assistance which is common, I believe, to the
restof the world ; for we never have been able to count upon any Financial contribution from the public funds through the channels of Official Administration nor have we been able to avail ourselves of the patronage of the Government in raising money, by any officially-
supported scheme, for these objects.
(London 1948 Games Report, p.388)
Lessons from the 2000 Sydney Games
28 Higher institutions in Australia polled 17 questionnaires sent 25 Institutions responded (8 Sydney, 6 NSW and ACT, 11
Interstate) Sydney-based institutions benefited more significantly than
regional universities Good staff involvement 10,000 students in total were involved Virtually no educational innovations “Did the Olympics lead to a greater collaboration between
faculties?” – A resounding “NO”
Olympic goal of ‘bringing people together’ was not fully realised “Were the aims of the Olympic movement met?” – 3- Yes; 18 –
NO
Source: Cashman and Toohey, 2002
The Olympic project and Academia
From 1908 to Games Knowledge Production From 1948 ‘No’ to a heavy Governmental support From excellence, equality, education, peace, international
understanding to excellence, friendship and respect. 1998 – IOC – Knowledge Transfer Programme 2000 – Sydney report HE sector and the Games 2008 – First comprehensive Olympic Games Impact
Issues for the academia: Focus on processes of knowledge production Understanding the role of the state and other agencies in staging and
promoting Olympics Understanding the learning legacy of the Games
Who learns what, how, when and to what effect?