Is the Olympic Values Education Programme (OVEP) relevant in a Post-Covid-19 world?

Autor/in	Davidov, Hilla
Titel	Is the Olympic Values Education Programme (OVEP) relevant in a Post-Covid-19 world? Gefälligkeitsübersetzung: Ist das Olympic Values Education Programme (OVEP) noch relevant in der Post-COVID-19 Welt?
Quelle	Aus: Krieger, Jörg (Hrsg.); Henning, April D. (Hrsg.); Pieper, Lindsay Parks (Hrsg.): Restart. Sport after the Covid-19 time out. Champaign: Common Ground Publishing (2022) S. 135-156 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-957792-12-5; 978-1-957792-13-2; 978-1-957792-14-9
DOI	10.18848/978-1-957792-14-9/CGP
Schlagwörter	Bildungspolitik; Curriculum; Gesundheit; Gesundheitswesen; Israel; Management; Programm; Bildungssystem; Sport; Sportsoziologie; Bildungssystem; Schulsport; Sportunterricht; Bildungspolitik; Gesundheitspolitik; Digitalisierung; Fachdidaktik; Sportpädagogik; Curriculumreform; Olympische Idee; Curriculum; Curriculumreform; Programm; Fachdidaktik; COVID-19; Gesundheit; Gesundheitspolitik; Gesundheitswesen; Virus; Digitalisierung; Schutzmaßnahme; Olympische Idee; Schulsport; Sport; Sportpädagogik; Sportsoziologie; Sportunterricht; Management; Olympische Spiele; Vereinte Nationen; COVID-19; Israel
Abstract	In facing the current Covid-19 pandemic, social dynamics have been challenged by governmental restrictions around the world. The experience of being limited by sanitary containment complemented by the onslaught of the pandemic has been dramatic for, among others, individuals who are used to sporting activities. The pandemic forced individuals and whole societies into altered lifestyles and patterns. Social interaction became increasingly digitized and educational management models were equally affected. As such, this study looks at Israel and how social isolation restrictions have caused its education system to adopt distance learning and, as a result, the use of new learning technologies as compulsory tools in the classroom. Prior to the Covid-19 pandemic, most physical education (PE) classes were held outdoors or in sports halls. The inherent nature of PE requires movement, close proximity, and activity in groups or teams. Thus, PE programs as they are currently constituted and delivered in schools do not allow for incorporating restrictive social distancing measures. Therefore, and in order to be compliant, PE faces many challenges. However, this also creates opportunity for innovation in the field, which is especially salient for curriculum development. For example, the Olympic Values Education Programme (OVEP) curriculum incorporates characteristics of current PE pedagogy and has potential for use in schools. However, the program needs to be responsive to events such as the Covid-19 pandemic and the new social reality that includes online learning. It is an inspiring challenge for Olympic Education to address the changes caused by the pandemic in sport settings. Therefore, it is beneficial to analyze how PE in general and Olympic Education in particular, can remain relevant in the post-Covid-19 future and contribute to the Olympic Agenda 2020, as well as the UN global education agenda. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1