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Possible Learning Experiences
Developing a Sense of Social Justice
During the learning activities, students can be encouraged to consider the following statement:
Any form of discrimination, on grounds of race, religion, politics, gender, or any other grounds, is incompatible with belonging to the Olympic Movement.
Suggested Learning Outcomes
Students will:
- investigate ways that fair play can influence people's enjoyment when they take part in sport and physical activity (5B4);
- recognise instances of fair play and lack of fair play while involved in physical activity and sport (4C2);
- assert their rights and express their feelings in relation to fair play and instances of a lack of fair play (4C2);
- recognise discrimination and support their own rights and those of others in a responsible way during involvement in physical activity and sport (4C2);
- identify how students' well-being during physical activity and sport is influenced by rules (5C1/5D1);
- investigate people's attitudes towards an instance of social injustice that relates to sport in the school environment (5D4);
- identify changes in attitude needed to address the injustice (5D4);
- implement an action plan that enhances the school sporting environment for all (5D4);
- investigate how the Olympic ideals are displayed throughout a major sporting event or festival (6D4).
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Underlying concepts
Hauora
(in particular, taha wairua)
Developing a belief in the value of fair play.
Health Promotion
Developing personal skills that empower them to act fairly, in non-discriminatory ways, in physical activity and sport.
Developing policy and practices that relate to the idea of "Sport for All" and that ensure the physical and emotional safety of their classmates.
Socio-ecological Perspective
Understanding the need for shared responsibility.
Contributing (by playing fairly) to their own well-being and that of other people and society.
Attitudes and Values
Developing a sense of fair play and of the importance of implementing non-discriminatory practices.
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Role plays
Role plays are useful for gaining insight into people's attitudes, values, and perceptions. They can foster the analysis of personal values and behaviours; the development of empathy towards others; and the development of problem-solving strategies. Through role play, students can learn to recognise and understand their feelings and examine how other people's feelings influence their behaviour during sporting activities. Debriefing and consciously taking students out of role ("de-roling") are essential steps in using role play. Before the activity and also when debriefing, ensure that all students know who were in role and what their roles were. There are many ways to have students move out of role. One way is to call them by their name, ask them to move to another position, and have them talk briefly about how they are similar to and different from when in the given role.
Reference: Joyce, B., E. Calhoun, and
D. Hopkins. Models of Learning – Tools for Teaching.
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Possible Learning Activities
- Playing Fair
This activity uses role plays and critical thinking to foster learning about social justice.
Critical Thinking Model
(refer also to Critical Thinking and Action)
Ask the students to answer the following questions in relation to a particular situation.
- How would you describe the situation? What are the "hidden" messages of this story?
- What is missing from this scenario?
- What are your beliefs about this situation?
- Why do you believe these things?
- Whose interests are being served in the scenario – who is being advantaged?
- Whose interests are not being served – who is being disadvantaged?
- What needs to change? How can you contribute to this change?
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Choose a team game (or a modified version of one) that depends on everybody taking part. You need to have a thorough knowledge of the students in your class before using role plays, and you should monitor this activity closely. Use a balance of roles portraying fair play, inappropriate play, non-discriminatory practices, and discriminatory practices.
Outline the activity to the class, explaining the use of role play and clarifying the fact that the role play continues only for as long as the participants are comfortable with it.
Give some students a role to play during the game. Identify the students in role to the rest of the class. The following roles could be included:
- a verbal encourager of all players in their team;
- a critic of players and their contribution to the game;
- a frequent infringer of rules, who maintains innocence if challenged;
- a preventer of some students being involved;
- an affirmer of all instances of skilled or fair play in both teams;
- a biased referee (the teacher may take this role).
Students participate in the game. After the game, "de-role" those who have taken on a specific role and involve all students in a debrief, during which you encourage them to think critically about what happened during the game. Students could reflect on the actions of players, the quality of the game, and people's emotions and levels of enjoyment. They could consider the following questions.
- How were the Olympic ideals violated or supported?
- Why do we have rules?
- How far can rules ensure fair play and non-discriminatory practices?
- Should we need rules?
- If the Olympic ideals had been fully supported during the game, would the outcomes have been the same? Why or why not?
- What is the difference between "fairness" and "fair play"?
Students could list some of the ways that the Olympic ideals were supported in the game. They could go on to identify and discuss the outcomes of the game in terms of their attitudes to discrimination and fair play or in terms of their own well-being and that of others. Then they could play the game again, with everyone demonstrating fair play, inclusiveness, and non-discriminatory behaviours. They could discuss the outcomes in terms of personal and group well-being.
- Students could consider the following quotation.
The practice of sport is a human right. Every individual must have the possibility of practising sport in accordance with his or her needs.
Olympic Charter, page 9
They could discuss the statement, exploring what non-discrimination means and what it might look like, sound like, and feel like in the context of physical activity or sport (for example, in terms of a person's inability to access resources, when a student cannot take part in their chosen sport because their family cannot afford the sports gear). The students could go on to develop a list of statements and strategies that they could use to help ensure a discrimination-free sporting environment in their school. They could implement their strategies during physical education classes and monitor their effectiveness.
- As a group, students could write a class code on "Sport for All" and agree on strategies for managing instances of social injustice, such as discrimination or a lack of fair play. They could be encouraged to practise the use of positive "I" statements. The students could implement their code during class and monitor its effectiveness.
- Students could act as observers during a school sports day or a large interschool sports event. (Some observers may also be participants, which will provide a further perspective for this task.) Students record examples of the Olympic ideals that they observe in practice. They investigate opportunities for the development of understanding between rival teams or schools and interview participants about their views on participating fairly. Back in class, students share their observations. They consider the question of how positive outcomes of social justice, such as fair play, inclusiveness, and non-discrimination, can contribute to people's attitudes and behaviours in school and in the wider community.
- Students could read the case studies about the Olympic Games below. They could discuss the factors that caused each situation and their outcomes. What do students think they would have done in the circumstances and why? What situations where fair play is an issue have students experienced themselves?
Assessment Opportunities
Students can list instances of non-discrimination, inclusiveness, or fair play in action and link these to the relevant Olympic ideals (5B4, 4C2).
Students can record their personal responses to fair play or a lack of fair play and to discriminatory and non-discriminatory practices (4C2).
Students can write their own "Sport for All" charter for their class (5C1).
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Scenario 1
During the 1964 Olympic Winter Games at Innsbruck, the Italian two-man bobsled team had finished their run and were in the gold-medal position. Then the driver, Monti, realised that the British two-man team were having trouble with their bobsled. Monti took a bolt from his bobsled and gave it to the British to fix theirs; the British went on to win the gold medal.
Scenario 2
In a fencing bout during the Olympic Games, one fencer's automatic light registered a hit for him even though he had not actually touched his rival. This happened again when the same fencer faced the next combatant, and it soon became obvious that something was wrong. The fencer's sword was taken from him and examined by officials.
Evidently this man, desperate for victory, had wired his sword with a concealed push-button circuit-breaker that enabled him to register a hit whenever he wanted to. He was immediately disqualified and left the Olympic Village.
Scenario 3
During the Olympic Games one year, the local favourite for the light flyweight boxing was narrowly beaten by a boxer from another country. The next day, another local boxer lost his bout when the referee deducted points for head-butting. Within seconds, the ring was filled with angry audience members pummelling the referee, who had to be escorted from the ring. Even some of the security guards (also from the local community) lashed out at him. When the crowd had gone, the beaten fighter sat down in the middle of the ring in a silent 67-minute protest against the referee's decision and the fact that the judges upheld that decision. The referee took the next flight home.
Scenario 4
The winner of the 1968 Olympic marathon had been declared over an hour earlier, and the night was cold and dark. Only a few watchers remained when John Steven Ahkwari of Tanzania entered at the far end of the stadium, hobbling painfully. His leg was bloody and bandaged, but the lone man kept on running. At first, the nearly empty stadium was silent, and then the spectators began a slow clapping; then Ahkwari heard cheers, growing louder. As he crossed the finish line, they roared appreciation for the determined Tanzanian.
Later, a reporter asked Ahkwari why he had not stopped running since he had no chance of winning. The runner found it a strange question. "My country did not send me to Mexico City to start the race," he said at last. "They sent me to finish."
The Olympic Symbol
The five rings, coloured blue, yellow, black, green, and red, represent the five "continents" united by Olympism (Africa, Asia, Europe, Oceania, and the Americas) and the meeting of athletes from around the world at the celebration of the Olympic Games.
The rings are linked to convey unity and universality.
The Olympic Ceremonies
Athletes march at the opening ceremony under the national flags Ð a symbol of the universal nature and cultural diversity of the Games. At the closing ceremony, athletes march [en masse] as a symbol of global unity.
Understanding Olympism, page 12
The Olympic Oath
"In the name of all the competitors,
I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, committing ourselves to a sport without doping and without drugs, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams."
Understanding Olympism, page 12
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- Students could analyse a major national or international sporting event and present a report to the class. Questions they could consider include:
- How are the Olympic ideals displayed during the event?
- How does the overall event (including promotion, expenditure, support, reaction of participants, and impact on people's sense of national identity) match the ideals?
- In what ways does the event influence and enhance the local community and society in general?
- How might the Olympic ideals contribute to society, and how do they actually contribute?
- Students could consider the quote below and think critically about ways in which the Olympic ideals are evident in the celebration of the Olympic Games. How do the Olympic Games influence and enhance society?
The Olympic Games blend sports competition, cultural festivals, ceremonies, village life and youth camps into an integrated whole. When people bring, into this arena, attitudes and performance that reflect the ideals of Olympism, they encounter the Olympic Experience and the festival becomes a powerful means of building a better and more peaceful world.
Understanding Olympism, page 11
- Students could identify, observe, and discuss rituals, ceremonies, and celebrations in their own school, community, or society that are associated with sporting activities, for example, haka, waiata, pōwhiri, poroporoaki, and ceremonies for presenting certificates. They could consider the following questions for each.
- How do these occasions provide opportunities for expressing cultural inclusiveness, fairness, equality, and the Olympic ideals?
- How does taking part in (or viewing) these occasions influence the identity and well-being of individual people,
of communities, and of societies?
- During this occasion, are there any specific barriers that prevent the Olympic ideals from being upheld?
- What factors help foster the Olympic ideals on this occasion?
Cultural Festivals
Cultural festivals are held in the host city and in the Olympic village throughout the period the village is open. These events form part of a Cultural Olympiad and must reflect the universal status of the festival while recognising the diversity of cultures and people.
Understanding Olympism, page 11
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- Students could identify and discuss the "Western" origins and nature of the sporting events associated with the modern Olympic Games. They could discuss the reasons why sports that are unique to individual countries are not included in the Olympic Games. The students could go on to create a sports festival, for their class or school, that reflects the bicultural or multicultural nature of their community. They should identify ways in which the festival incorporates the Olympic ideals.
The Olympic Village
Village life brings together all Olympic Games athletes and officials to promote harmony, mutual understanding and friendship.
Understanding Olympism, page 12
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