作成者別アーカイブ: core

Olympic Education projects for Tokyo 2020

1.Outline

The Olympic Games will be held in Tokyo for the second time since 1964. Japan’s basic policy (Cabinet decision on November 27, 2015) for the preparation and management of the 2020 Tokyo Olympic and Paralympic Games includes a promise that the government will nurture individuals who can contribute to global peace with an international perspective through the re-recognition of the value and effects of sports based on Olympic and Paralympic education, given the upcoming Games. Specifically, the plan is to improve the public’s understanding and interest in the significance, value and history of sports, Olympic and Paralympic Games, to establish, expand and nurture the independent participation of sports in the lifetime of many people including persons with disabilities and to promote the development of the qualities and abilities that are required of the youth in society in the future.According to the Council on Olympic and Paralympic Education (which met nine times between February 2015 and July 2016) of MEXT (Japan Sports Agency, since October 2015), the values of sports and the significance of Olympic and Paralympic education is defined as follows:

The Value of Sports

  • Sports provide spiritual fulfilment, enjoyment and happiness, as well as the foundation for people to live healthy lives, both physically and mentally. Sports have the power to stimulate self-fulfilment and encourage self-change and serve as a strong force for creating change in society and the world.

The significance of Olympic and Paralympic education

  • The values of the Olympics (Excellence, Friendship, Respect) and the values of the Paralympics (Courage, Determination, Equality, Inspiration) are crucial in promoting Olympic and Paralympic education.
  • It nurtures individuals who can play an active role in achieving global peace and who are equipped with an international perspective through their recognition of the value of sports.

Specific Content of Olympic and Paralympic Education

  • Learning about the Olympic and Paralympic Games (knowledge about the tournament, experience of the players, anecdotes, etc.).
  • Learning through the Olympics and Paralympics (the value of sports, the cultures of participating countries and regions, inclusive societies, sustainable societies, etc.)

In light of these values, the Japan Sports Agency will work towards raising public interest in the Olympic and Paralympic Games for the year 2020. The agency has decided to promote Olympic and Paralympic education throughout the country and has established the ‘Nationwide Deployment Project of Olympic and Paralympic Movement’ to foster human resources that can contribute to global peace with international perspectives through recognition of the value and effects of sports.

*Source: Japan Sports Agency (http://www.mext.go.jp/sports/en/index.htm)

University of Tsukuba (CORE) commissioned this project in 2015 and has promoted Olympic and Paralympic education in schools and communities. A nationwide core hub council has been formed under the aegis of the Japan Sports Agency, and looking forward to 2020, relevant organisations* are examining the project. At the council meeting, the following five themes for ‘Olympic and Paralympic Education’ were chosen.

Themes of Olympic and Paralympic Education Set in the Project

  1. To promote the significance and history of sport, the Olympics and the Paralympics
  2. To train volunteers who embody Japan’s spirit of “hospitality”
  3. To raise awareness about the inclusive society through sport
  4. To cultivate the public awareness of Japanese culture and to promote intercultural, international understanding and diversity
  5. To promote the interest, enjoyment of sport

 *Japan Sports Agency, Cabinet Secretariat’s Olympic and Paralympic Room, TOCOG 2020, Tokyo Metropolitan Government, Japanese Olympic Committee, Japanese Paralympic Committee, The Nippon Foundation Paralympic Support Center, Nippon Sports Science University and Waseda University.

We have established a cooperative system with educational departments of various prefectures and cities, and we 1) hold training sessions for teachers, 2) support educational practice at promotion schools and 3) organise public fora for the general public. Details are provided in the following sections.

2.Training Seminars for Teachers

There are 67 municipalities in Japan (47 prefectures and 20 ordinance-designated cities). So far, University of Tsukuba has collaborated with seven municipalities, including Miyagi Prefecture, Fukushima Prefecture, Ibaraki Prefecture, Kyoto Prefecture, Kyoto City, Fukuoka Prefecture and Kitakyushu City, and is working to spread Olympic and Paralympic education not only in the host city Tokyo but also in the entire Japan.

Training seminars (before and after educational practice at promotion schools) are being offered for educational administrative officials and teachers in each municipality.

1) Training Seminars before Practices in schools

In Japan, as the educational board of each municipality has jurisdiction over the educational activities conducted at schools. At first, there is a joint seminar that targets supervisors in charge of this project in each boards of education. Then, there are training seminars for the teachers of the promotion schools in each municipality. The training seminars are held for teachers in charge from kindergartens, elementary schools, junior high schools, high schools and special needs education schools. The significance about the Olympic and Paralympic Education and related information as follows are shared.

  • The History and Significance of the Olympics and Paralympics
  • The Aims and Objectives of Olympic and Paralympic Education for Tokyo 2020
  • Practical examples on local context
  • How to utilize the Olympic Values Education Programme (OVEP)
  • Other educational materials and tools of Japan Sports Agency, Tokyo Metropolitan Government, etc.

2) Meetings after Practices in schools

The seminars also occur after promotion schools have implemented Olympic and Paralympic education in practice. First, teachers from promotion schools in each municipality share results and challenges. After that, there is also a nationwide joint meeting for the representatives of each educational board. The main content is as follows.

  • The introduction of Olympic and Paralympic education in each municipality
  • Group-format report meetings by teachers of promotion schools
  • Exchange of views on issues and improvements for the next year

In some meetings, a special program was held to motivate educators, and it included lectures by Olympic athletes associated with the region and trial sessions of a Paralympic sport.

                                             

 

 

 

 

 

 

                                   Joint seminar at Univ. of Tsukuba

                                         

 

 

 

 

 

 

                                  Teacher’s meeting in Kyoto Prefecture

 

3.Olympic education practices in promotion schools

In 2017, 176 schools from seven municipalities and 11 collaborative (attached) schools from the University of Tsukuba had participated in this project. The following sections introduce examples of distinctive practices.

1) Olympic education in school subjects and in integrated learning

Elementary school subjects prescribed MEXT are Japanese language, social studies, arithmetics, science, music, art and craft, home economics, physical education and independent research. From junior high school onwards, these subjects are further sub-divided but as there are diverse educational values in the Olympics and Paralympics, various educational activities are being developed in each subject at each stage of schooling.

Voting Mascots for Tokyo 2020

Worksheet for Understanding the Olympics

Experience of starting system of Ancient Olympic Games

Experience of Long Jump with halteres of Ancient Olympic Games

 Experience of Blind Football for understanding impairment

Communicating with people with impairment through adapted table tennis

Playing Folk musical instrument Lessoned by Mongolian delegates

Understanding foreign culture by Japanese traditional playing cards: ‘Karuta’

2) Specific Events with Olympic and Paralympic athletes

Many schools have invited Olympic and Paralympic athletes to be external instructors, which offers opportunity for interaction with students. Students’ interest in the value of the Olympics and the Paralympics is raised by lectures and lessons.

      With Olympic athlete of 400m Hurdles

       With Paralympic athlete of Long Jump

 

4.Olympic Education Forum for the public

In this project, Olympic education is not restricted to targeted schools, but it targets the public in each region and not just in Tokyo, the Olympic host city. Since 2015, a total of eight ‘civic fora’ have been conducted to grow momentum to the Olympic movement across the country.

For example, Miyagi Prefecture which is still recovering from the Great East Japan Earthquake (tsunami) that occurred in March 2011, held a public forum titled, ‘Let’s liven up the atmosphere from Tohoku (the region including Miyagi)! To Everyone’s Olympic and Paralympic Games’. The event included reports on how schools are promoting Olympic and Paralympic education, lectures by Olympic and Paralympic athletes who have some connection with Tohoku and experiential sessions on fencing and Boccia in which citizens participated.

1)Report on Olympic and Paralympic Education Practices in Miyagi Prefecture Promotion Schools

The report from Ishinomaki Municipal Teizan Elementary School presented a perspective on how to relate the value of Olympic and Paralympic education to regular educational activities. The report included activities such as the creation of flower beds on the torch stand of the former national stadium preserved in Ishinomaki City and the educational activity ‘Challenge Tomorrow! School’, which encourages an understanding of sports for persons with disabilities, conducted in collaboration with the Japan Foundation Paralympic Support Center.

Ishinomaki Municipal Watanoha Junior High School introduced educational practices related to Olympic and Paralympic education on the subject of ‘Independent Watanoha Junior High Students! (Living with Dignity)’.

 The condition of the school campus immediately after the Great East Japan Earthquake was discussed, along with reports on the reconstruction process, the athletic meet at the temporary schoolhouse and the school’s participation in ‘The Ishinomaki Reconstruction Marathon’.

2) Lectures by Olympic and Paralympic athletes

The lectures featured Kenta Chida (born in Kesennuma City, Miyagi Prefecture, 2012 London Olympic Fencing, Men’s Team Foil Event Silver Medallist) and Reo Fujimoto (affiliated with Miyagi Max Wheelchair Basketball Team, four consecutive participations in the Paralympics since the 2004 Athens Paralympic Games). They talked about their encounters with the sports, circumstances that led to their participation in the Olympic Games and Paralympic Games and reconstruction support activities through sports after the Great East Japan Earthquake.

After each lecture, a panel discussion was held on the theme of the ‘importance of developing emotional maturity as a human being especially when experiencing defeat’. The discussion also focused on being ‘a good loser’ as an important phrase for respecting others.

3) Fencing and Boccia Experiential Sessions

The participants were divided into two groups, and they spent 45 minutes each for fencing and Boccia. In the Fencing Experience Zone, Mr Chida Kenta was the lecturer. He explained the basic steps, weapons and armour. There was also a practical experience session conducted using the experience kit of the Japan Fencing Association. In the Boccia Experience Zone, the lecturer from the Japan Boccia Association explained the characteristics and rules of the competition as well as the use of assistive devices called ‘Ramp’. Afterwards, participants were divided into teams, and they competed in a match type game.

The forum allowed participants to become familiar with aspects of Olympic and Paralympic education and with fencing and Boccia, while also interacting with the athletes of Tohoku.

 

Report Meeting for “Nationwide Deployment Project of Olympic and Paralympic Movement” (Commissioned by Japan Sport Agency) was Held

Centre for Olympic Research and Education (CORE) held a nationwide workshop as a report meeting at the end of the fiscal year about “Nationwide Deployment Project of Olympic and Paralympic Movement”, a project commissioned by Japan Sport Agency. Participants shared the results and challenges of the Olympic/Paralympic educational programmes organized throughout the country targeting the Tokyo 2020 Games, and discussed the future direction.
As a nationwide core base, University of Tsukuba, Waseda University, and Nippon Sport Science University gave reports about the teachers’ seminar and workshops, nationwide forums organized this fiscal year. University of Tsukuba introduced the brief of the educational programme in Pyeongchang Winter Olympic and Paralympic Games in the meeting.
The participants, such as educational committee, were divided into 5 groups, and people shared characteristic practical cases, achievements, and issues at each of the prefectural city promotion schools. Presentations by representatives of each group told the significance of educational practice through this project, as well as issues on continuity after the event, the start timing of projects, and budget usage.
The achievements and challenges showed through this workshop will be utilized in the development of the projects from the next fiscal year onwards. CORE will strive to meaningfully development of the Olympic and Paralympic education programme for 2020, through interdisciplinary research and educational practical utilizing the characteristics of University of Tsukuba.

 

Nationwide Forum for “Nationwide Deployment Project of Olympic and Paralympic Movement” was Held (Commissioned by Japan Sport Agency)

On 21 January, the nationwide forum, “Let’s get excited from Tohoku! Olympic and Paralympic for everyone!” was held at Hotel Mielparque Sendai.
The aim of the forum was to increase the momentum from Tohoku towards the 2020 games, considering Olympic and Paralympic Games as a chance of reconstruction.

Three events shown below were organised in this forum.

(1) Practical reports of promoting Olympic and Paralympic education organised by school in Miyagi prefecture.
(2) Lectures by Olympian and Paralympian who are familiar with Tohoku.
(3) Enjoy fencing and boccia together.

Through this forum, participants were able to contact with athletes who are familiar with Tohoku, to know the state of Olympic and Paralympic education designed in school, and to feel closer to fencing and boccia which are Olympic or Paralympic Sports.

 

(1) Practical reports of promoting Olympic and Paralympic education organised by school in Miyagi prefecture.

Teizan elementary school in Ishinomaki-city gave a report from a point of view that the way to connect every day’s educational activities and the value of Olympic and Paralympic. As a characteristic practice, they reported the experiences of students’ creating flower beds for a celadon stands of the former national stadium saved in Ishinomaki city, and state of “Challenge for Tomorrow! (Asu-chare! School!)”, an educational activity to understand Para-sports in cooperation with the Nippon Foundation Paralympic Support Center.

Watanoha junior-high school in Ishinomaki-city reported educational activities related to Olympic and Paralympic Games that have been organised so far. In their report, they show the state of the school immediately after the Great East Japan Earthquake, the process of reconstruction after the earthquake, and sports event (i.e. sports day and “Marathon for reconstruct Ishinomaki”) with a temporary school building. As an example of education for international understanding, Face-painting was reported too.

 

(2) Lecture by Olympian and Paralympian.

As a second part of the forum, Mr. Kenta CHIDA and Mr. Reo FUJIMOTO gave lectures.

*Mr. Kenta CHIDA… He is from Kesen-numa-city, Miyagi Pref. He got a silver medal for Fencing (foil team men) at London 2012.
*Mr. Reo FUJIMOTO… He belongs to MIYAGI MAX, a wheelchair basketball club. He continuously participated in 4 Paralympic Games from Athens 2004.

They talked about how they met and why they started the sport (fencing or boccia) the road to participate in Olympic or Paralympic Games, and activities to support reconstruction from the Great East Japan Earthquake through sports. After their lectures, a talk show moderated by Prof. Hisashi SANADA was held, and an idea of “Good looser” was introduced as an important keyword for the education through sport. They exchange ideas with the theme, “Human growth is desired when we lose the game”, with giving some examples.

 

(3) Play fencing and boccia together.

Participants were divided into two groups, and experienced fencing and boccia for 45 minutes each.

At the fencing space, Mr. Kenta CHIDA explained about basic steps and equipment of fencing. After the explanation, people enjoyed demonstration match using experience kit by Japanese Fencing Federation.

At the Boccia space, Mr. Shinji WAKAMATSU (who belongs to Tohoku branch of Japan Boccia Association) explained about characteristics and rules about boccia, and how to use an assistive device called “ramp”. After the explanation, people are divided into some teams, and they enjoyed demonstration match.

Second International Colloquium of Olympic Studies and Research Centres

On 2-3 August 2016, CORE attended the Second International Colloquium of Olympic Studies and Research Centres at Porte Alegre, Brazil. The Colloquium is held every four years for encouraging academic communication of Olympic Studies Centres in the world. CORE gave oral and poster presentation regarding the Olympic Education for 2020 Olympics.

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Japan Olympic Academy (JOA) – Olympic Movement lecture

29th August, 2015

JOA and CORE had the special lecture ”Past of the Olympic Movement, and future – Coubertin humanism from the post-humanism“. The lecturer is Dr. Otto Schantz from Universität Koblenz · Landau, who is the one of the authors of “IOC hundred years”. In anticipation of the 2020 Tokyo Olympic and Paralympic Games which is approaching five years later, about the prospects and challenges of the Olympic Movement as seen from the history of IOC. It is concluded that we might need to consider about the Olympic Movement with the features of “Post-human”,

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Dr. Otto Schantz

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the hall of Gakushuin Women’s College

Keywords: Coubertin, the Olympic Movement, past, future, humanism, post-humanism, enhancement

 

Olympic and Paralympic Education Seminar

28th August, 2015
CORE hold a workshop of Olympic and Paralympic Education in attached junior high school of University of Tsukuba in Tokyo. The purpose of the workshop is to clear the viewpoints of education for students through Tokyo 2020. Totally over 100 participants (mainly school teachers) participated and Olympian and Paralympian were lecturers for the workshop. They spoke about Fair play and promoting understanding of Para Sports.
The conclusion of the seminar is that the Olympic and Paralympic education is necessarily element of Globally education for students.

The 2nd Olympic and Paralympic Education Lesson-Building Workshop

Centre for Olympic Research & Education (CORE) held a workshop on lesson building for Olympic and Paralympic education on Friday, July 24 2015, in conjunction with the Ministry of Education, Culture, Sports, Science and Technology and the Jigoro Kano Memorial International Sport Institute.

In total, 52 teachers participated in the group work, including elementary, middle-school, high-school and university faculty as well as non-teacher participants far from Tokyo. In addition, 23 persons participated as observers.

1.Keynote Speech -Olympic and Paralympic Education toward 2020-

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Prof. Hisashi Sanada, the director of CORE introduced the Olympic Values: Excellence, Friendship, Respect and Paralympic Values: Determination, Courage, Equality, Inspiration with athlete’s episodes. In addition, he mentioned the importance of “Joy of Effort”, “Mental Barrier-free”, “Cooperation with Moral Education and Culture programme for 2020 Tokyo and beyond.

 

2.Reports of Practices

1) Ms. Tamae Murakoshi, Vice‐principal of Takasago elementary school, Tokyo : left

2) Ms. Ayako Wakimoto, Teacher of Zuiko elementary school, Tokyo : center

3) Mr. Tatsuki Nagaoka, Teacher of Junior High School at Otsuka, University of Tsukuba school, Tokyo : right

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The 3 speakers shared practical examples of Olympic and Paralympic Education in their schools. Not only P.E classes, but also integrated studies and other special events could be rewarded as good practices. They promoted the understanding of people with impairment, awareness of Japanese and foreign culture, experiences of ancient Olympic Games etc.

 

3.Workshop and Presentation

After the reports, participants had a lesson-building workshop for creating Olympic and Paralympic Education. 10 groups presented their ideas as follows: Japanese.

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Group 1:Welcoming Athletes

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Group 2: 2020 Food Olympics

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Group 3:Myogadani Olympics 2015

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Group 4:Discover Japanese Culture

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Group 5:How can you contribute for 2020?

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Group 6:What I can do as 16 years old

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Group 7: Let’s communicate with many people in the world

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Group 8:The potential of Olympic and Paralympic Education
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Group 9:Set the Olympic and Paralympic spirit in usual

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Group 10:The issue of Fair Play

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4.Closing

OLYMPUS DIGITAL CAMERAProf. Hisashi Sanada mentioned the examples of GET SET programme in 2012 London and stated the importance of considering beyond 2020. In addition, he emphasized that we can add the Olympic and Paralympic  values in usual school life.

The Coordinator Ms. Akiyo Miyazaki, the Associate Professor of University of Tsukuba indicated that the future of the workshop will be developed as the AWARD programme. It means that teachers would bring the practical examples and share with other schools.

 

【Vol.3】Journal of Olympic Education

【Vol.3 Journal of Olympic Education】

CORE published the Journal of Olympic Education Vol.3. It includes CORE activities, reports in practice and feature contributions. We CORE has honor that especially Prof. Ian Henry from Loughborough University in UK gave us the article “Proposals for Realist Systematic Review and Metanarrative Analysis of the Philosophies and Implementation of Olympic Education Programmes”.

Olympic and Paralympic Movement Research Project by MEXT

University of Tsukuba was entrusted with the ‘Olympic and Paralympic Movement Research Project’ from The Ministry of Education, Culture, Sports, Science and Technology.
Toward the 2020 Tokyo Olympic and Paralympic games, this research project will be performed to establish the base for the spread of Olympic and Paralympic movement to all over the country in Japan, then the practical research related to the effective method will be implemented for promotion of the Olympic and Paralympic education.
We will begin with the practical development of the Olympic and Paralympic education in 3 regions of Japan and investigate effective measures.

‘Olympic and Paralympic Education Lesson-Building Workshop’

‘Olympic and Paralympic Education Lesson-Building Workshop’

Centre for Olympic Research & Education (CORE)) held a workshop on lesson building for Olympic and Paralympic education on Sunday, December 21 2015, in conjunction with the Ministry of Education, Culture, Sports, Science and Technology and the Jigoro Kano Memorial International Sport Institute.

With the Olympic and Paralympic Games being held in Tokyo in 2020, much interest has arisen in drawing on these major events for course materials that can be utilized in school settings. At this workshop, information on previously used educational activities and theoretical frameworks was shared, and the teachers from each school engaged in group activities. In total, 32 teachers participated in the group work, including elementary, middle-school, high-school and university faculty as well as non-teacher participants. In addition, 17 persons participated as observers.

At the beginning of the workshop, Professor Hisashi Sanada from Tsukuba University, who serves as CORE’s administrative chairman, summarized the status of Olympic and Paralympic education domestically and abroad and introduced practical cases from the 1964 Tokyo games, the 1998 Nagano games and the recent 2014 Sochi games.

Next, three teachers described case studies of programmes implemented in schools.
1. ‘Understanding the Disabled: Blind Soccer’ (middle school)
Tatsuki Nagaoka, Tsukuba University Affiliated Middle School
Nagaoka reported on the experiential class to which he invited a guest lecturer from the Japan Blind Soccer Association. He explained that through the class, students were able to deepen their understanding of people with visual impairment and learn the importance of viewing things from others’ perspective.

2. ‘Comprehensive Learning Time’ (middle school)
Shoko Kunikawa, Tsukuba University Affiliated Middle School
Kunikawa reported on the ‘Olympic Course’, which used comprehensive learning time. She described a class on newspaper writing, an ancient Olympic experiential class and a visit by a guest lecturer from the National Sports Science Center, who spoke from a sports support organization perspective.

3. ‘Olympic/Paralympic Education at a Preparatory School’
Takashi Ueda, Hachioji Municipal Yokoyama Second Elementary School
Ueda reported on the approaches being adopted at the abovementioned school, one of the preparatory schools designated by the Tokyo Metropolitan Area. He described how students deepened their understanding of the Olympics and Paralympics through holding the ‘Yoko-Second-lympics’, in which the children planned and managed events based on the knowledge they had obtained in the course.

Next, Associate Professor Akiyo Miyazaki from Tsukuba University, who served as a coordinator, introduced the tool kit (Olympic Values and Education Program (OVEP)) issued by the International Olympic Committee (IOC), presented the following framework and explained how to proceed with the group work.

Subject Education Model: Using course material within a subject area
Comprehensive Model: Using comprehensive learning time.
Function/Announcement Model: Holding special school functions (cultural festival, sports festival etc.)
Event Model: Holding events (e.g. lectures or experiential classes) regarding Olympic education
Lifestyle Model: Activities that relate everyday life (motor activity) to the Olympics
Exchange Model: One School-One Country activities, learning another country’s culture or language, exchanges with schools in other countries

Other

For the group work, the 32 teachers ranging from elementary school teachers to university professors as well as other participants were divided into eight groups. Furthermore, approximately 20 observers also participated in it. Each group engaged in discussion for 90 minutes and completed a plan. Then, each group presented its plan; and all participants voted on these plans.

The presentations delivered by each group were as follows:
Group 1 (high school, comprehensive learning time): Thinking critically about the Olympics

Group 2 (grades 5 and 6, comprehensive learning time): Raising the next generation’s leaders to popularize the Paralympics

Group 3 (elementary school, comprehensive learning time): Learning how to communicate in a timely manner through Olympic education

Group 4 (grade 6, social science): Japan and the world—studying a country related to Japan, understanding its language and customs and learning about foreign and our own culture

Group 5 (elementary school, school function): Addressing Olympic education by using each subject and comprehensive time as an entire school, in preparation for sports and cultural festivals

Group 6 (middle and high school, comprehensive learning time): Learning the relationship between Japanese territory and history and physical exercise through aquatic exercises related to the Olympics

Group 7 (middle school year 3, physical education theory): Understanding various countries by learning about episodes related to the Olympic Games in each country

Group 8 (special support high school year 2, comprehensive learning time): Learning about various countries by making newspapers related to the Olympics and Paralympics

In the closing session, Group 5 was selected as the best presentation by all participants’ votes. Next, Mr. Atsuyuki Asano, Olympic and Paralympic general manager for the Ministry of Education, Culture, Sports, Science and Technology, offered comments on future expansion of educational activities nationwide.

In this workshop, information was shared by teachers who have taught classes related to the Olympics and Paralympics, and specific activity plans for Olympic and Paralympic education were created. CORE will be holding this workshop annually, striving to deepen its contents, while spreading and developing both practice and research in the area of Olympic and Paralympic education.