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Numrering	Referens	Omslagsbild	Hitta
1.	Barker, Dean, 1977, et al. (författare) Olympism as education: analysing the learning experiences of elite athletes 2012 Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 64:3, s. 368-383 Tidskriftsartikel (refereegranskat)abstract Olympic athletes are potentially the most visible exponents of Olympic values. How athletes learn values, however, has not captured the attention of those responsible for Olympic documentation or pedagogues. This paper examines how aspects of Olympism became relevant for three former Olympians during their athletic careers. Interview material suggested that: (1) inconsistencies within official expressions of Olympism mirror tensions in athletic experiences; (2) some claims concerning sport made in the Olympic Charter are simplistic and translate poorly to Olympic experiences that are multidimensional and complex; and (3) universal ethical principles have limited influence on how athletes conduct themselves. The results imply that pedagogues working with elite athletes should make discursive discontinuities in sport explicit, reflect on traditional views of sport education while acknowledging implicit learning, and approach questions of ethics from a specific and practice-oriented standpoint rather than a universal and principle-based one.

Barker, Dean, 1977, et al. (författare)
Olympism as education: analysing the learning experiences of elite athletes
2012
Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 64:3, s. 368-383
Tidskriftsartikel (refereegranskat)abstract
- Olympic athletes are potentially the most visible exponents of Olympic values. How athletes learn values, however, has not captured the attention of those responsible for Olympic documentation or pedagogues. This paper examines how aspects of Olympism became relevant for three former Olympians during their athletic careers. Interview material suggested that: (1) inconsistencies within official expressions of Olympism mirror tensions in athletic experiences; (2) some claims concerning sport made in the Olympic Charter are simplistic and translate poorly to Olympic experiences that are multidimensional and complex; and (3) universal ethical principles have limited influence on how athletes conduct themselves. The results imply that pedagogues working with elite athletes should make discursive discontinuities in sport explicit, reflect on traditional views of sport education while acknowledging implicit learning, and approach questions of ethics from a specific and practice-oriented standpoint rather than a universal and principle-based one.

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