The Place and Role of Olympism in Higher Education

### Introduction

Interpreting the place and role of Olympism in higher education is a necessary and pertinent issue. The close relationship between the Olympic Movement and universities dates back as far as 1894. The fact that the IOC was established at Sorbonne University – the “temple of science,” as Pierre de Coubertin called it – contributed to this, as did Coubertin himself. The development of sport, as well as the importance and social impact of the Olympic Games, later prompted interest among individual researchers and teams of scholars at universities. The general interest among universities in Olympism and the Olympic Games in the 1980s intensified their direct and indirect cooperation with the Olympic Movement, both in terms of education and research (c.f. Morgas, 2006). Another mediator in this process comprised the activities of the IOC and the IOA, as well as the establishment of a new Olympic Museum, which has been illustrating the connection between Olympism, sport, and culture since 1993, whilst also developing and supporting the concept of education and research projects at universities. Nonetheless, the educational and research leanings of universities, as well as the forms in which they cooperate with national Olympic Movements and the themes that have been dealt with, often differ. National specificity is important in this regard. Consequently, the starting point for our report is the Czech Republic, which makes no claims to represent the general situation.

### Why is Olympism taught and researched at universities in the Czech Republic?

* It is the Olympic Movement’s mission to cooperate with the academic community.
* The development of the Olympic Movement and the Olympic Games cannot do without academic reflections on their social impact.
* Apart from other things, the implementation of Olympic values in university curricula programmes has also been caused by a crisis in general concepts of education, which students find too theoretical, formal, and verbose.
* The autonomy of the Olympic Movement and universities, as well as their economic security and the coordination and harmonisation of research and education, are basic preconditions for their effective cooperation.
* Physical education and sports at primary and secondary schools, as well as at universities, should not only comprise sports training but should also have an Olympic and humanist dimension.
* The Olympic Movement needs experts and specialists. Universities can offer and arrange training for them, along with academic research and a specialist service.
* For the time being, we cannot be entirely satisfied with the role of primary and secondary schools as well as universities in disseminating the Olympic idea and Olympic culture.

### Implementing Olympism in the education programmes of Czech universities and faculties

Olympism, is a set of principles, ideas, visions, and challenges. Coubertin described it in not completely systematic terms as a philosophy of life with the principles of a cult of effort, eurhythmics, and a love of exercise, but also as a state of mind (c.f. Naul, 2009). Consequently, as far back as the end of the 19th century, in his philosophical, psychological, and educational musings, Coubertin already understood that sport and exercise were becoming important actors in culture as well as a means of educating and communicating across different civilisations.

Besides by the original ideas of Pierre de Coubertin, Olympism is enriched by other ideas and objectives in the Olympic Charter. These comprise reflections on the development of the Olympic Movement, sport, and culture as well as their mutual relationships (c.f. Georgiadis, 2003). Nonetheless, they also include reflections on applying the results of academic research.

As we shall illustrate below, two different approaches have been pursued in incorporating Olympism into curricula at Czech universities for training experts in physical education and sports. At other universities and faculties, the implementation of Olympism is not yet systematic and is influenced by specialists operating in the fields of philosophy, sociology, ethics, aesthetics, etc.

#### A) Implementing Olympic themes in social science curriculum subjects for training physical education specialists

Wherever Olympism cannot be applied as a separate study subject, Olympic themes are chosen and taught according to the graduates’ future work. They are primarily taught in social and sports subjects, but are also developed in courses for sports disciplines in both bachelor’s and master’s studies. As future teachers, trainers, instructors, etc., physical education students learn basic Olympic knowledge, skills and competences for their future activity in several study subjects.

Tables 1.
Implementing Olympic themes in curriculum subjects at physical education faculties in the Czech Republic

Man and the World — General Themes Olympic Themes, Knowledge, Skills, and Competences of Students Academic Disciplines and Study Subjects
The coexistence of people coming together; respecting ethical principles knowing the importance of sport as a means of bringing people together. Understanding the Olympic Games as a means of mutual understanding, friendship, solidarity and honest competition philosophy, sports philosophy, ethics, sports psychology
Human behaviour, national minorities, foreigners understanding and assessing the importance of the Olympic Charter, the role of Olympic ideals in respecting people of different nations, races and cultures, rejecting any kind of discrimination ethics, philosophy, sports philosophy, sports psychology, sports education
Building a peaceful and better wold applying youth education through sports, obser-ving Olympic principles, and setting a personal example; knowing the importance of ekecheiria in historical and contemporary reflections philosophy, sociology, sports sciences, sports activities
Personal safety, violence in society, socially undesirable behaviour realising and distinguishing the differences between polite encouragement for sports teams and various forms of direct or transferred aggression at sports matches (football, hockey) sports sociology, sports psychology, legislation, the law in sport
International and national institutions and organisations knowing and distinguishing governmental and non-governmental international and national Olympic organisations, as well as the international and national sports federations sports management, law, sports sociology
Basic human rights and citizens’ obligations understanding sport as a human right, knowing the International Charter of Physical Education and Sport as well as the European Charter of Sport and examples of their application legislation and the law in sport, ethics, sports philosophy, sports sociology
Getting to know people valuing the Olympic Movement and sport as a means of knowing and understanding other people; the Olympic Games as a meeting of young people from all over the world sports philosophy, sports sociology, sports psychology
Self-knowledge understanding Olympism as a state of mind and self-knowledge through sport, joy in efforts made; forming positive attitudes to sport sports psychology, sports philosophy
Interpersonal relationships managing to perceive manifestations of intole-rance in people’s behaviour, unfair and fair beha-viour in life and in sport; managing to shape a situation for the development fair-play behaviour ethics, sports psychology, sociology, sports sociology
Interpersonal relationships managing to perceive manifestations of intole-rance in people’s behaviour, unfair and fair beha-viour in life and in sport; managing to shape a situation for the development fair-play behaviour ethics, sports psychology, sociology, sports sociology
Interpersonal communication recognizes the importance of sport and sports “competitions” and overcome oneself in human communication. Managing to prepare and organise sports competitions in schools and in clubs in accordance with Olympic principles active participation in sports competitions, Olympic days and festivals for young people, sports management
Human solidarity knowing and being able to explain the role and importance of the Olympic and Paralympic Games Olympic Charter, sports history, ethics
Value system knowing and being able to interpret and evaluate the main Olympic values and the principles of their internalization sports history, sports philosophy, axiology
Human activity, Work, Leisure Time Olympic Themes, Knowledge, Skills and Competences of Students Academic Disciplines and Study Subjects
Leisure time and the use of this time understanding and evaluating sport as one of the most mass forms of leisure-time activities, identifying sport as a means of educating the young, health and delinquent prevention sports philosophy, sports education, biomedicine
An active lifestyle appreciating and understanding Olympism as an active life philosophy and style with sport and exercise playing an important role, adopting a positive attitude to it development sports philosophy, ethics, sports education, sports sociology
Forms and manifestations of culture in society understanding and valuing sport as one of the forms of physical culture; multiculturalism aesthetics, sports philoso-phy, cultural anthropology, artistic competitions: literature, music, drama
Culture, art and sport Being able to describe and explain the relationship between Olympism, sport, culture and art, the principle of kalokagathia, knowing important works of art as a cultural legacy aesthetics, sports philoso-phy, cultural anthropolo-gy, artistic competitions – literature, art, music and drama
History Olympic Themes, Knowledge, Skills and Competences of Students Academic Disciplines and Study Subjects
Antiquity sport and games in antiquity understanding ancient Olympic traditions, understanding the purpose and mission of the ancient Olympic Games, appreciating the importance of antiquity in modern Olympism sports history, sports philosophy, aesthetics
The origin of international sport and the Olympic Games, Pierre de Coubertin knowing the founder of the modern Olympic Games, Olympic symbolism. Understanding the important and mission of the Olympic Games, Olympic institutions and organisations sports history, philosophy, sports philosophy, sports management
Man and Health Olympic Themes, Knowledge, Skills and Competences of Students Academic Disciplines and Study Subjects
The preventive importance of exercise and sport understanding and being able to explain the health importance of active exercise and sport. Being able to shape a situation for overcome one-self, the importance of interpersonal competition biomedicine, health physical education, sports physiology, sports sociology
Addictive drugs, health, doping knowing the detrimental nature of stimulants, prohibited means of performance enhancement in sport, understanding the destructive signify-cance of doping in personal self-development biomedicine, health physical education, sports physiology, hygiene, ethics, sports psychology
Doping and preventive anti-doping measures understanding the essence of the fight and campaign against doping in sport, the causes for the fight against its misuse, knowing the main principles of preventive anti-doping measures biomedicine, biochemistry, sports physiology, hygiene, ethics, sports psychology
Physical Education a Sport Olympic Themes, Knowledge, Skills and Competences of Students Academic Disciplines and Study Subjects
Olympic Charter, Olympic ideals, Olympic ceremonials, symbols valuing the importance of Olympic ideas, their reaching beyond sport, fair competition even in extreme situations in games and contests, nature conservation in sport, assistance for the handicapped, etc. sports philosophy, sports sociology, sports psychology, nature conservation, health physical education

#### B) Olympism as a separate instructional and educational subject in the curriculum

Universities together with Czech Olympic Academy are jointly taking part in formulating the content of the curriculum for Olympic education at primary and secondary schools (c.f. Rychtecký & Dovalil, 2009). Apart from this, private and public universities and sports faculties are also creating their own implied “Olympic” subjects, which they offer their students in a obligatory or elective form in bachelor’s, master’s and doctoral studies. The most frequent names given to mostly elective subjects taught at the sports and educational faculties of universities in the Czech Republic are, “Olympism” and “Olympic Education.” Their content is based on the themes in the table, but it is taught in a condensed form.

A common and unifying basis for an Olympism curriculum at universities is the textbook, _Olympism_ compiled by a team of authors from universities as well as specialists and experts from the Olympic Movement. It was published in 2004 with the support of the Czech Olympic Committee and contains the following chapter topics: Sport; Pierre de Coubertin, Philosophy of Olympism; Relations of Sport, Olympism and Culture; Antique Inspirations; Olympic Symbols and Ceremonies; Olympic Movement; Brief History of the Olympic Movement; Olympic Games; Czech Olympic Movement; Financing of the Olympic Movement; Sport for All in the Olympic Movement; Women and Sport in the Olympic Movement; the Ecological Dimension in Olympism; Olympism and Arts; Sport and Olympism in the Examination of Time; Future of Olympism; Olympic Education; Education in Sport. The textbook is used by university students, as well as by experts and interested persons of the Olympic Movement in the Czech Republic.

### Olympism as a subject of research at Czech universities

An analysis of contemporary Olympism indicates that its declaratory and concise expression in the Olympic Charter does not provide a sufficiently vivid picture or answers to questions such as, “What exactly is Olympism?” This brevity, due to the nature of the Charter, currently also poses a challenge for this unique social phenomenon to be more comprehensively analysed and interpreted in the broader context of social, sports, and natural sciences at universities. Moreover, the mission of the IOC and IOA, NOCs and NOAs (also cited at the 13th Olympic Congress in Copenhagen last year) is to develop, protect, and spread the principles of Olympism and Olympic values in physical education and sports programmes at schools and universities.

### Olympism in the context of academic research

![Figure. 1: Olympism and the Olympic Movement in the system of academic disciplines](http://thesportjournal.org/files/special-edition-olympism/rychtecky-figure-1.png)
Figure. 1: Olympism and the Olympic Movement in the system of academic disciplines

Olympism transcends sport, both as a set of preferred values and within a cultural framework. In many cases, it advocates sport (c.f. Parry, 1998; Jegorov, 2001). Consequently, incorporating Olympic themes into university research projects in social and sports sciences is of crucial significance, both for the academic and subsequent education activities of universities. In the next section, we shall recall selected methodological problems and stereotypes, which sometimes appear in basic and applied research on Olympism and the Olympic Games, and are transferred to education activities.

### Philosophy, sports philosophy, and Olympism

In historical and contemporary reflections, philosophy devotes itself to the anthropological and aretological characteristics of sports competitions, as well as to the socio-political, religious, aesthetic, and symbolic attributes of Olympism and the Olympic Games. The general goal is to create a consistent philosophy for the Olympic ideal. The aretological and anthropological dimensions of the Olympic Games are linked to the values of the body and mind, as well as the limits of educational values in sport. Stereotypes in the philosophical interpretation of the Olympic Games and the Olympic Movement include the fact that their transcendent wholes are underestimated. The Olympic Games contain virtues and a further disctintion of the attributes of perfection, glory, goodness, heroism, grace, etc. Some of these are particularly important because they involve crucial issues concerning human consciousness and existence. Olympism and the Olympic Games are no exception in this respect (c.f. Eyler, 1981). Besides by philosophy and sports philosophy, Olympism is also examined by other philosophical disciplines and sub-disciplines, i.e. the philosophy of art, comparative philosophy, ontology, phenomenology, the philosophy of gender, axiology, etc. (First World Olympic Congress of Philosophy, Athens, 2004).

### Sociology, sports sociology, and Olympism

In sociology and the sociology of sport, the following questions are posed in an analytical (sometimes not sufficiently defined) context and relationship to sport and Olympism:

* What is so specific in the Olympic Movement, which has been systematically extending its influence for more than a century despite counterarguments that Olympism is “running out of steam?”
* How has sport and Olympism changed over time and in the wider social context?
* What is the public image of sport, the Olympic Games, and the Olympic Movement, etc.?

Without answers to these and other questions, any examinations of sport, and Olympism will be reductive and restrictive in terms of their insights in sociological descriptions of modern societies (c.f. Pawłucki, 2009).

### Psychology, sports psychology, and Olympism

Research in sports psychology interprets the Olympic ideals, which facilitate an overlap of personal excellence and the development of performance (c.f. Cross & Jones, 2007; Gould, Collins, Lauer& Chung, 2006). Coubertin’s concept of Olympism as a “state of mind” is nothing other than an emotional, personality, and intra-individual overlap and means of overcoming oneself, as expressed in the motto, “Citius, Altius, Fortius.” It comprises the most important component of an individual’s motivation structure for sport and performance. Consequently, Coubertin’s cult of effort is always more important than external motivations – the stimulation of performance through external incentives. Therefore, competition in the spirit of Olympism primarily has a self-reconciling and self-improving significance while achieving maximum individual performance (c.f. Shields & Bredemeier, 1995; Müller, 2000). Sports psychology seeks adequate answers to the following frequently asked questions:

* How can one bridge the gap between Olympic ideals and the application of contemporary methods of operation used in sports training for youths (incentives, inappropriate awards)?
* Does sport always have a positive impact on personal development?

It is apparent, however, that motivation which emphasises victory at all costs may have a negative influence on the behaviour of sports people, and can lead to bribery or cheating (c.f. Miller & Kerr, 2002).

### Education, sports education, and Olympism

Coubertin understood sport as an educational instrument – a school of moral chivalry, purity, and physical force. The content, aim, and outcome of this education comprise attitudes and interiorised Olympic values. Current concepts of Olympic education have been updated through systematic research, just as the Olympism and Olympic education textbook have been. Research in education and sports education has also raised other questions:

* How, and by which means and methods, is it possible for an individual as a subject of education to identify with Olympic values through sport?
* Has contemporary sport lost its former values for young people?

Doubt is sometimes cast on sport as an edifying instrument with the assertions that the development of qualities and skills is not always linked to participation in sport. This is true because merely participating in sport does not automatically impact upon the personal development of a subject. Nevertheless, sport without ideals can increase one’s tolerance of cheating, both in terms of one’s competitors and the person themselves (c.f. Gould, Collins, Lauer & Chung, 2006).

### Ethics, Olympismus, and the Olympic Games

Fair play and respect for one’s competitors develop through active participation in sport and are preconditions for free competition without discrimination (Olympic Charter, 2004). The Olympic Movement aspires also to spread these values beyond the realm of sport (c.f. Dziubiński, 2008). “Sport is and should remain a forum where everyone has a chance to actively participate and develop in it. Consequently, sport is a human right, but it is not possible to separate it from the rest of the world” (c.f. Rogge, 2004).

### Culture, art, and Olympism

The original Greek ideal of _Kalokgathia_ became the model and moderator for the personal development of sports people. The stereotype in looking at the reality of the Olympic Movement is that, in our traditional education, we are strongly influenced by rational thinking adapted to the one truth. The Cartesian ideal of the one truth was the foundation stone of modern science and has been particularly successful in natural sciences. Sometimes, however, this ideal fails in the demanding and critical situations and problems of the Olympic Movement. Art, however, offers a grasp of reality which cannot be provided by modern rationalism. In the critical and difficult reality of its context, which is not focused on the one truth only, art can describe a given situation more precisely than science. Culture in Olympism and sport, however, does not mean abandoning rationalism and Europe’s cultural heritage.

### Conclusions

* The IOC and NOCs should systematically support research in universities focused on Olympism, the Olympic Movement, and the Olympic Games. The 13th Olympic Congress in Copenhagen last year confirmed the importance and prospects of cooperation among the Olympic family and educational institutions.
* In cooperation with NOAs and OSCs, universities should focus part of their research and educational capacities on current issues concerning the Olympic Movement.
* Olympism, the principles, values, and relationship of Olympism to sport and culture should be an integral part of professional training for future teachers, coaches, managers, etc.
* The results of research activities in Olympism should be subsequently a predicate of education programmes and systematically developed in university concepts of Olympic education programmes. They may be applied as a separate educational subject or as a set of selected Olympic themes included in the content of education for social sciences and sports subjects.
* Cooperation between Olympic institutions and universities is beneficial, not only for the development of a deeper and more comprehensive interpretation of Olympism in historical and contemporary reflections, but also for the development of sports and social sciences, as well as for sport itself and its relationship with culture. Today, without the ideas and principles of Olympism, it is not possible to assess sport in its complex and rapid development, or to assess the evolution of society in the 20th and 21st centuries.
* The master’s programme on Olympic Studies entitled “Olympic Studies, Olympic Education, Organisation and Management of Olympic Events,” which opened in 2009 at the University of Peloponnése (c.f. Dimopoulos, 2009), has been inspirational and beneficial whilst also increasing the professionalism of specialists in the Olympic Movement.

### References:

Cross, J. A. & Jones, M. I. (2007). Sport Psychology and Olympism: How research on learning transferable life skills through sport can help the Olympic ideal become a reality. Sport & Exercise Psychology Review Vol 3 (1) 11 – 18.

Dimopoulos, K. A. (2009). The Master´s Programme on Olympic Studies: “Olympic studies, Olympic Education, Organization and Management of Olympic Events,” the University of Peloponnése, Ancient Olympia, Greece.

Dovalil, J. et al. (2004). Olympismus. Praha: Olympia 220 p.

Dziubiński, Z. (2008). Olympism in the Context of Modernity. Research yearbook, medsportpress, 14, (2), 2008, 115-124.

Eyler, M. H. (1981).”The Right Stuff.” In IOA Proceedings. 1981, pp. 159-168.

First World Olympic Congress of Philosophy on the topic of: Philosophy, Competition and Good Life. (Αthens-spetses, June 27th – July 4th, 2004).

Georgiadis, K. (2003). Olympic Revival. The Revival of the Olympic Games in Modern Times. Athens.

Gould, D., COLLINS, K., LAUER, L. & CHUNG, Y. (2006). Coaching life skills: A working model. Sport & Exercise Psychology Review, 2, 4 –12.

Miller, P. S. & KERR, G. A. (2002). Conceptualizing excellence: Past, present and future. Journal of Applied Psychology, 14, 140–153.

Morgas, M. (2006). Academic institutions and the Olympic Movement [online article]. Barcelona: Centre d’Estudis Olímpics UAB. [http://olympicstudies.uab.es/pdf/wp106_eng.pdf](http://olympicstudies.uab.es/pdf/wp106_eng.pdf)

Müller, N. (Ed.). (2000). Olympism: Selected writings – Pierre de Coubertin. Lausanne: IOC.

Naul, R. (2008) Olympic Education. Oxford: Mayer & Mayer, 189 p.

Pawłucki, A. (2009). Sport as olympic modernism. Studies in physical culture and tourism. 16, No. 2, 2009; 147 – 153.

Parry, J. (1998). Physical Education as Olympic Education. European Physical Education. Review Volume 4 (2), 153-167.

Parry, J. (203). Olympism for the 21st Century. Universitat Autònoma de Barcelona: Centre d’Estudis Olímpics: 7p.

Shields, D. L. L. & BREDEMEIER, B, J. L. (1995). Character development and physical activity. Champaign, IL: Human Kinetics.

Rogge, J. (2004). Jacques Rogge IOC and UNAIDS Join Forces to Engage Sport Community in Fight Against Aids. IOC Press Release, 1 June.

Rychtecký, A. & Dovalil, J. (2009). The concept of Olympic education in the Czech school. In: 9th International Session for Directors of National Olympic Academies. Olympia: IOA, 2009, 158-164.

2016-04-01T09:39:40-05:00August 5th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science, Sports Management|Comments Off on The Place and Role of Olympism in Higher Education

The Use of Sport Art for the Development of Olympic Education: Passing the Visual Torch

> “The Olympic Games are not just ordinary world championships but a four-yearly festival of universal youth, ‘the spring of mankind,’… multiple ambitions in all forms…To the ancient Greeks, the Olympics were as much a matter of art as athleticism.”
Baron Pierre de Coubertin, Founder of the Modern Olympic Games

Since the beginning of the Olympic Games, sport and art have been partners in communicating Olympic values, and this powerful educational partnership continues today. Defined in the 1800s by its founder, Baron Pierre de Coubertin, the purpose of the Modern Olympics is to promote the physical, psychological, and peaceful cultural improvement of man and nations through sport. More effectively than any other vehicle, sport art brings the spirit of the Games to the masses in line with the democratic principles of Olympism. Only a few select athletes can experience the thrill of participating in Olympic sports. However, everyone can enjoy and be inspired by viewing Olympic art.

The Olympic Movement is the greatest sport and social movement in human history. The Modern Olympic Games revived the Ancient Olympic Games. They have survived world wars. They have survived economic collapse. Time and again, in the face of adversity, the Olympic Movement perseveres. Looking ahead to challenges facing National Olympic Committees, art emerges as a powerful tool for the success and education of future generations in Olympism.

The recent IOC publication of the book, Olympic Posters, is a great resource for teaching Olympism. Posters offer a quick history lesson because dates, places, art styles, and often sports stars are clearly shown. Olympic Games promotion is focused on the youth market, and posters are an effective tool because they are within most young people’s budgets and are popular displays in young people’s rooms.

It might seem unlikely that a simple paper item like a poster would be significant in a fast-paced technological age, however, it is because posters are not fleeting that they retain their teaching edge. You cannot turn them off, and their batteries do not run out. A poster on your wall is a message that keeps on educating. If a picture is worth a thousand words, an appealing Olympic poster’s symbolic message in the person of an exciting athlete is worth a thousand lectures about building character. The posters chosen for discussion here have been selected for their ability to communicate specific milestones in Olympic history or shifts in world culture, and these qualities make them particularly useful as educational tools.

The first official Olympic poster was not printed until 1912. Program covers from prior Games were later printed as posters and contain valuable educational information on early Olympic practices. The Official Report cover for the first Olympics of the modern era, the 1896 Athens Games, is a symbolic portrayal of the connection of Ancient Games to Modern. A manifestation of Coubertin’s vision, the Modern Olympic Games were a vehicle for peace and democracy and strictly amateur. Thirteen nations participated in the first games. The athletes were mostly affluent American and Greek college students. During these Games, Spiridon Louis, a Greek postal worker, won the first Olympic marathon in 2 hours, 38 minutes, and 50 seconds.

The image now printed as the official poster for the 1900 Paris Games is a poster originally designed for the Paris World Exhibition. Even though 22 nations participated in those Games, because of the concurrent schedule, some athletes at the time were unaware that they were competing in the Olympics. Swimming events took place in the Seine River. The poster featuring a woman fencer is fitting, as it advertises the first Games in which women athletes were allowed. An American golfer was the first woman to win an Olympic event.

The 1904 Olympic Games became another upstaged, this time by the St. Louis World Fair. U.S. President Theodore Roosevelt changed the host city from Chicago to St. Louis to ensure that the Games would be held along with the Louisiana Purchase Exhibition. Noting the event’s famously festive mood, one reporter dubbed the event “a fair where there are also sports.” Because many people still thought of St. Louis as the dangerous “Wild West,” attendance from those outside the United States was minimal. Of the 554 athletes, 432 were Americans. At the St. Louis Games, basketball was held as a demonstration sport, while men’s golf was an official event.

The 1908 Games were held in London. Rome had been scheduled to host the fourth Olympic Games, but a volcanic eruption of Mount Vesuvius changed the site to London. Rome would not host the Games until 1960. In 1908, the London Games were attended by 23 nations and 2,000 athletes and were the first Olympic Games in which the top three finishers earned medals. Several other firsts occurred there. The Olympic motto was coined: It’s the participation that counts, not the winning. Figure skating became an Olympic sport. The first medals were awarded for works of art inspired by sport in the fields of architecture, literature, music, painting, and sculpture. Depicted on the program cover, Shepherd’s Bush stadium played a part in another first. The official 26-mile, 385-yard marathon length was adopted so that athletes starting at the stadium would finish for easy royal viewing in front of the Royal Box.

The 1912 Stockholm Games produced the first planned and executed official Olympic poster. The main job of early posters was to announce and advertise the Games. The 1912 poster was printed in 16 nations and shipped to 30 different countries for display. The partial nudity of the athlete portrayed, a nod to Ancient Olympic Games, caused international controversy. The flag sequence, representing the march of the nations, was also an issue of dispute. Over 3,800 athletes from 28 nations participated in those Games, including the first entry by Japan. For the first time, competitors came from all five parts of the world later symbolized in the five Olympic Rings first shown at the 1920 Games. When Sweden refused to hold boxing events because the violence of the sport infringed on its neutrality philosophy, the IOC issued a rule to limit powers of local organizing committees and took control of event selections. The 1912 Games also saw breakthroughs in technology and sport, including the public address system and stop watches.

The 1920 Antwerp Games were the first Olympic Games after World War I. Athletes from Germany, Austria, Bulgaria, and Turkey were excluded. At those Games, the Olympic Oath, a solemn promise made by one athlete who represents all competitors, was reinstated from the Ancient Games. The Olympic Flag was adopted with its five-colored interlocking rings that symbolize fraternity among nations and the five participating continents. At those Games, hockey was first included, paving the way for future Olympic Winter Games. For the Antwerp Games, the IOC began to invite countries rather than individual athletes. Those Games were the largest to date in terms of participating countries.

Paris, home of Olympic founder Baron Pierre de Coubertin, hosted its second Games in 1924. This was Coubertin’s last Olympics as President of the IOC. A new Olympic motto, Citius, Altius, Fortius (Faster, Higher, Stronger) was used for the first time. In 1928 in Amsterdam, Holland’s Prince Hendrik opened the largest Games to date in a newly-built, 40,000-spectator stadium that established a tradition of a 400-meter running track. Prince Hendrik introduced a giant results board, now standard for all international competitions. The Dutch also introduced the Olympic flame, which now burns throughout each Olympiad. Women were allowed to compete in track and field events for the first time. For the first time since World War I, Germany was allowed back in the Games. The 1928 poster, the rarest of all Olympic posters, sells for approximately 18,000 U.S. Dollars, and is the first to feature the Olympic Rings that have appeared on all following official posters. The streamlined Deco design of the poster marked the shift from ancient to modern styles and reflects a machine age obsession with speed. This poster does not display specific dates for the Games. Posters no longer needed to provide schedules for an isolated public. Telegraph, radio, and then television could relay the news much faster than print.

The 1936 Games, known as “Hitler’s Games,” originally were to be hosted by Barcelona, but the IOC changed this because Spain was on the brink of civil war. In newly selected Berlin, Adolf Hitler opened the Games in a highly politicized atmosphere, a trend that would continue throughout the 20th century. At the 1912 Stockholm Games, Baron Pierre de Coubertin had said, “great people have received the Torch… and have thereby undertaken to preserve and… quicken its precious Flame.” The flame symbol was reconfigured as a Torch Relay at the 1936 Berlin Games. The relay has preceded all Olympic Summer Games since. The 1936 opening ceremonies featured a release of pigeons, a symbol of peace, which also has endured as a standard feature at the Games. Closed circuit television, that would eventually transform the Modern Olympic Games, was introduced for the first time. Jesse Owens, a sprinter from Ohio State, won four gold medals, tied the world record in the 100 meters, set world records in the 200 meters and long jump, and anchored the 400-meter relay. Owens, an African American and top athlete, symbolized the spirit of Olympism, upsetting the political myth of Aryan supremacy, and manifesting Coubertin’s vision of equality.

Although Olympic Games, scheduled for Berlin, Tokyo, and Madrid respectively, were not held in 1916, 1940, and 1944 due to World Wars, the Olympic history of those years is preserved in art. Cristóbal Gabarrón’s sculpture, “The Atlanta Star,” 26 pillars of painted Balboa steel, was installed at the centennial 1996 Atlanta Olympic Games. It represented the political, social, and athletic aspects of the 100 years of Games, including those cancelled due to war. “The Atlanta Star,” commissioned by the United States Sports Academy, honors the dark war years, as well as the many freer, happier years of the Games.

In 1948, the Olympic Games returned to London. Britain’s King George VI opened the Games with a great ceremony at Wembley Stadium. Athletes from 59 nations were housed in military barracks throughout the country, and food was rationed. China sent a team to the Summer Games for the last time until 1984. However, there would be representation from Taiwan in the interim. Once again, Germany and Japan were required to sit home. In a great media breakthrough, over 250 broadcasters aired the Games in more than 40 languages. Those were the last Games at which medals were awarded for works of art inspired by sport. In London, Bob Mathias (USA) won his first of two gold medals in the decathlon at the age of only 17. At the same time, Alice Coachman (USA) set the high jump Olympic record and became the first black woman to win gold. The 1948 London Olympic poster shows the British Museum’s Townley Discobolus statue, and the Big Ben clock set to the Games’ start time of 4 o’clock. Both are icons of the city and cultural references to the Games’ traditions.

In 1952, Helsinki hosted the largest Olympiad to date, with 69 nations and nearly 5,000 athletes participating. A new state-of-the-art facility was constructed, including a beautiful Olympic Village. Germany and Japan again entered the Games. The Soviet Union entered its first Olympics. The poster from the cancelled 1940 Finnish Games featuring Finnish runner, Paavo Nurmi, holder of 33 distance world records, was revised to suit the 1952 Games. In 1952, Czech, Emil Zatopek, the “Iron Locomotive,” won the 5,000; 10,000 meters and marathon.

Melbourne’s 1956 Olympics were the first held in the Southern Hemisphere. However, the Olympic equestrian events were held in Stockholm, because an Australian government regulation banned animals from entering the country. The Stockholm Equestrian Games featured 158 athletes from 29 nations. Two official posters advertising the two segments of the Games display different dates to compensate for the difference in seasons between hemispheres. While in Melbourne, the United States dominated Olympic track and field, sweeping the sprints and hurdles. Charlie Dumas cleared seven feet in the high jump, Harold Connolly won the hammer throw, and Al Oerter won the first of four golds in discus. At the same time, Olympians from the Soviet Union, led by Vladmir Kuts winning the 5,000 and 10,000 meters, became poised to take over as the leaders in Olympic track and field. In the meantime, Hungarian, Lazlo Papp, won his third straight boxing title.

The 1960 Rome Games integrated historic architecture with modern facilities. The 1960 Games were the largest Olympiad to date, with 83 nations and nearly 5,500 athletes, and featured the first Paralympics. Heralding a new media era, the Games were televised worldwide. Television revenue has escalated at a staggering pace ever since. In 1960, CBS paid USD 394,000 for television rights. NBC is now paying USD 5.7 billion to broadcast the Olympics in the U.S. from 2000 to 2012. In the Rome Games, the first sign of doping was observed when cyclist, Knut Enemark Jenson of Denmark, died from a drug overdose. Politics surfaced when South Africa was expelled from the Olympic Movement until 1992 for its racist apartheid policy. The stylized 1960 Rome poster depicts a wolf suckling Romulus and Remus atop a Classical column, creating a modern Olympic visual tribute to the history, culture, and art of Rome.

In 1964, Tokyo was the world’s largest city and became the first Asian city to host the Games. Tokyo boasted modern hotels and arenas. The Japanese won every architectural award for sport facilities. The Games cost in excess of USD 2 billion to stage. Japan’s national sport, judo, was designated an official Olympic event. The 1964Tokyo poster was the first Olympic photography poster, showcasing Japan’s advances in photography and printing. The models featured were multi-racial members of the U.S. Air Force, reflecting the 1960s Civil Rights movement in the Games’ message. At those Games, Native American, Billy Mills, set an Olympic record in the 10,000 meters, the first U.S. gold in the event.

The 1968 Mexico City Olympic Games were the first to be held in North America outside the United States. These Games were also the first held at high altitude (7,573 feet above sea level) and staged in the gigantic 150,000-seat Aztec Stadium. For the first time, more than 100 nations (112) participated. Bob Beamon (USA) set the long jump record at 29 feet, 2.5 inches, and Al Oerter (USA) won discus for the fourth consecutive time. The 1968 Mexico poster was designed to evoke the fabric patterns of the Huichole Indians, an example of how Olympic posters can educate others about host cultures.

The 1972 Munich Games, “The Happy Olympics,” as they were called, contradicted the nickname when racism, boycotts, and terrorism erupted. The 1972 Munich Games turned tragic when the Black September terrorist group killed 11 Israeli athletes held captive in the Olympic Village. A funeral ceremony was held at the stadium the following day, but the Games continued. USSR dominated the Games, led by Valery Borzov, who won the 100 and 200 meters. USA swimmer, Mark Spitz, won seven gold medals in seven world record performances. However, overall poor performance by the U.S. at those Games became an impetus for the formation of the United States Sports Academy. The Munich poster shows the Olympiaturm, a communication tower signifying advances in technology and modernization of Olympic images.

Canada was awarded the 1976 Montreal Games in a selection process marked by a bidding war between the Soviet Union and the United States. Those and the following two Games were marked by boycotts, Montreal with 21 African nations protesting New Zealand’s participation in an earlier rugby competition against South Africa. Taiwan was refused entry into the Games under their chosen name, Republic of China. The Montreal Games left Canada with a USD 600 million debt. Still, those Games were not without exceptional performances. Alberto Juantorena (Cuba), “The Horse,” won the 400 and 800 meters, and gymnast, Nadia Comaneci (Romania), scored a perfect 10 seven times. The poster prominently displayed the Olympic Rings only, a simple design indicative of the logo-like corporate designs that would come to dominate contemporary posters.

The Soviet Union was awarded the 1980 Moscow Games; however, the Games were boycotted by the United States and some 62 other nations, including Japan and the Federal Republic of Germany. In spite of these conflicts, the Moscow Games saw 33 world records broken. Aleksandr Dityatin (USSR) won eight medals and received the first perfect 10 for a male gymnast. The poster, which featured a stylized running track in the shape of a building topped by a red star, continued the trend toward simple, stylized design images.

In 1984, President Ronald Reagan opened the Los Angeles Games to a record 141 nations and more than 7,000 athletes. The Games were boycotted by The Soviet Union and 16 other countries. The two Irelands competed as one; the two Koreas considered doing the same; and the People’s Republic of China entered the Games for the first time. The winning bid for the Games did not come from a national, state, or local government. It was put together by a free enterprise system headed by Peter Ueberroth, a Los Angeles travel agent, whose business savvy may have single-handedly reversed the backward economic slide of the Modern Olympic Games. Such a process had not been undertaken since 1896. Carl Lewis (USA) won the 100 meters, 200 meters, long jump, and 400 meters relay. Joan Benoit (USA) became the winner of the first women’s marathon. The 1984 poster’s five stars symbolizing high goals are cut from photographs of cultural U.S. images and are repeated to indicate multiple competitors and speed.

The year 1988 marked the first Paralympic Games to take place at the same venue as the Olympic Games. The Seoul Olympic facilities were built from scratch, and every competition site boasted an exceptional cleanliness. Nineteen world and seven Olympic records were broken. Despite the success, Seoul will always be remembered as “The Doping Olympics.” Three winners in weight lifting and a Canadian sprinter, Ben Johnson, were stripped of gold medals for testing positive for steroids. In those Games, tennis returned as an event, this time featuring the world’s professional tennis players. Florence Griffith-Joyner (USA) broke the world record in the 200 meters with a time of 21.34, and also won the 100 meters and 4×100 relay. The groundbreaking 1988 poster signifies the dawning of the computer age, now a major factor in the development of Olympic education. This poster image expresses harmony between tradition and technological advancement.

Barcelona put on a gold medal show in 1992 by recapturing the splendor of the historic maritime city. They removed urban factories to build an Olympic Village with parks and shops, and minimized pollution in the Mediterranean Sea. A record 172 nations participated in the first Games since 1972 without a boycott. Soviet Republics entered the Games as the Unified Team and dominated competitions with 112 medals. South Africa was welcomed back after the 1991 moratorium on apartheid. Jackie Joyner-Kersee (USA) won her second straight heptathlon and Javier Sotomayor (Cuba) cleared eight feet in the high jump. Sotomayor’s record still stands. The poster image heralds the future of technology in Games media with its brand-like logo. Today the key means of communicating facts about the Games are television and online news.

In 1996, Atlanta hosted the Centennial Olympics. As in the 1984 Los Angeles Olympiad, the Games were won by a bid entered by enterprising businessmen, this time led by Billy Payne. A record 197 nations committed to participate, including North Korea in its first entry. There were 10,788 athletes who vied for gold metals. The entire face of Atlanta was changed by the construction of such venues as the Centennial Olympic Stadium and the Olympic Park. The Olympic Village ultimately became residential housing for Georgia State University and Georgia Tech University. The Centennial Olympic Stadium for track and field events was converted into Turner Field baseball stadium for the Atlanta Braves. Centennial Olympic Park is still in use. The Games cost USD 1.8 billion to stage, USD 500 million of which was American taxpayer dollars. The poster of a Greek profile in modern Matisse cut-out style was created by designer, Primo Angelli, who also became responsible for the design of the 2012 London logo.

The 2000 Sydney Games marked the second time the Olympic Summer Games were held in the Southern Hemisphere, the first being Melbourne in 1956. In those Games, Greco-Roman wrestler, Rulon Gardner (USA), defeated Alexandre Karelin (Russia), who had won golds in Seoul, Barcelona, and Atlanta. Before his match with Gardner, Karelin was undefeated for 13 years. The Australian poster shows a shadowy Sydney Opera House topped by leaping Aboriginal symbols indicative of heightened worldwide respect for first nation cultures.

The 2004 Athens Games, the “Internet Olympics,” marked the first time that major broadcasters were allowed to serve video coverage over the worldwide web. IOC President, Dr. Jacques Rogge, described these Games as the “unforgettable, dream Games.” The motto was, Welcome Home, reflecting the first time since 1896 that the Olympic Games were held in Greece. Those Games saw an unprecedented focus on security. Seventy thousand police officers were on hand, costing organizers an estimated USD 1.2 billion. A simple olive branch in blue and white on the poster symbolizes the Greek countryside and the country’s historic involvement with the Games. The olive branch is a symbol of Athens and was the traditional award to Olympic champions during the Ancient Olympic Games.

Also useful for Olympic education, the Olympic Winter Games posters are in many ways just as, if not more visually breathtaking than those of the Summer Games. In 1948, the Winter Games returned to St. Moritz, the site of the 1928 Olympic Winter Games, the first true Winter Games, which replaced the Nordic Games. The 1948 poster shows tanned skiers and a bright, large Alpine sun. The image emphasizes nature’s dominance over man.

The 1984 Olympic Winter Games in Sarajevo were branded the “Friendly Games,” and did not hint at the fighting that would tear Yugoslavia apart eight years later. The 1994 Lillehammer Olympic Games in Norway marked the first and only time to date that the Games were staged two years apart, as the IOC chose to move the Winter and Summer Games to separate four-year schedules. Hometown star speed skater, Johann Olav Koss, won the 1,500, 5,000, and 10,000, setting world records in all of them. His extraordinary gift of all his winnings to Olympic Aid inspired a flood of $18 million in donations over 10 days. Though the Bosnian War raged as the Games took place, Bosnia and Herzegovina’s four-man bobsled team consisted of one Croatian, two Bosnians, and a Serbian—another example of the Olympic code’s contributions to peace.

As the Games evolve, so does the poster art used to promote them. The 2010 Vancouver Winter Olympics poster, with its fresh, vibrant colors and contemporary design, is an example of how Olympic posters are an opportunity for the host culture to influence young people of the world. The Sochi 2014 logo is an even better example. The Sochi logo takes this computerization one step further by being the first logo to feature a Games’ website (Sochi.ru). It aims to advertise the Games and to entice the people of the world to look further for information, thus leading people to a vast online directory of Olympic history and philosophy.

In the 2008 Beijing Olympic Summer Games, 11,028 athletes from 204 nations competed. The Games were a source of national pride for the Chinese, and offered hope for long-term reforms in environmental policy. Those Games cost an estimated USD 15 billion to stage, but produced revenues in excess of USD 16 billion. In Beijing, swimmer Michael Phelps (USA) won eight gold medals, and Usain Bolt (Jamaica) set world records in the 100 and 200 meters sprints. The official poster for Beijing was designed cooperatively by students from about 266 colleges and universities in China. The upcoming 2012 Olympic Games in London have yet to reveal an official poster; but the logo, created by the designer of the 1996 official poster, Primo Angelli, continues in the modern tradition of streamlined corporate design. In the logo, the five boroughs of London are stylized to form the numbers 2012.

Today, the Olympic Movement faces a new challenge: finding relevance in a fast paced, digital age. IOC president, Jacques Rogge, said that, “If we don’t adapt to the changes of our youth, we are lost. We are a movement of young people.” Thus, Rogge proposed a Youth Olympic Games in 2001. The first event is scheduled to take place in August 2010 in Singapore. The poster for the Youth Olympic Games prominently displays the Games’ website.

The power to represent the identity and principles of an event is imparted intentionally by the artists in their choice of symbolic images as well as coincidentally by events when historic milestones happen at specific Games. The three pillars of the Olympic Movement are sport, culture, and the environment. Olympic art educates the viewer in Olympic values by telling the story of its times in artistic shorthand and continuing to echo the concepts shaping the event in the public’s collective mind in the years to come.

### Works Consulted

McGeachy, A. (1996, July 22). “Images that Captivate,” Sports Illustrated, pp. 34-36.

Official Website of the Beijing 2008 Olympic Games. (2008). Retrieved from, http://en.beijing2008.cn/education/curriculum/index.shtml

OlympicMuseum.de (2010). Retrieved from, http://olympicmuseum.de/quickview/all_poster.htm

Olympic Museum. (2007). Olympic Games Posters. Retrieved from, http://www.turin2006.com/Documents/Reports/EN/en_report_776.pdf

Rosandich, T. P. (1996). The Atlanta Star. Daphne, AL: United States Sports Academy.

2013-11-25T17:38:50-06:00July 9th, 2010|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on The Use of Sport Art for the Development of Olympic Education: Passing the Visual Torch

Preschool Children’s Level of Proficiency in Motor Skills and the Level of their Physical Fitness as Adolescents

Full Title: A longitudinal study to determine and comprehend the relationship between preschool children’s level of proficiency in motor skills and the level of their physical fitness as adolescents

Abstract

The epidemic of pediatric obesity and associated health-related issues in America is correlated with sedentary behavior and physical inactivity. The purpose of this longitudinal research study was twofold: a) to determine if a relationship existed between the level of motor skill proficiency among children at preschool and the level of physical fitness in adolescence and b) to determine if the embedding of learned motor patterns associated with physical activity correlated with physical fitness longitudinally. In 1988, the Test of Gross Motor Development (TGMD), which assesses locomotor and object control skills, was administered to 140 preschool-aged children, ages 4 to 6 years, who were recruited purposively from two day care centers in a large metropolitan city. In 1999, the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) Fitness test, which has correlational validity with the TGMD (p < 0.01) and assesses cardiorespiratory, muscular/strength, flexibility, and body composition, was administered to 140 of the original subjects, aged 14 to16 years. Data analysis was completed using multivariate statistical procedures. Results indicate that the level of proficiency in motor skills in early childhood is predictive and correlates with the level of physical fitness in adolescence (p < 0.001). Further, embedded motor patterns in the primary motor cortex can be physically assessed and correlate with the presence or absence of the targeted learning physical activity objectives. Physical activity in early childhood is positively correlated with physical fitness in adolescence, supporting the importance of pedagogical practices in physical education that promote the physiological and psychological embedding of behaviors which encourage physical activity. Future research is warranted to determine the relationship between physical fitness and cognitive development in children and adolescents.

Key Words: Adolescent, Childhood, Fitness, Abilities

Introduction

According to the Centers for Disease Control (CDC), in the year 2000, 64% of adults in the United States were overweight, depicting an epidemic of individuals at risk for health-related issues associated with obesity (6). As stated in Healthy People 2010, young citizens are potentially vulnerable for becoming sedentary with progressive age and a goal of the United States is to improve the health, fitness, and quality of lives through participation in daily physical activity (7).

Sedentary behavior is correlated with an increased incidence of cardio respiratory and endocrinologic disorders, including hyperlipedemia and Type II diabetes mellitus in children and adults (5). Immunologic dysfunction has likewise been associated with inactivity, and the reduction in the levels of circulating lymphocytes, particularly CD4 and CD8 cells, essential for the control of the development of malignancy, has been noted in sedentary patients (4). Eosinophilic proliferation, which is critical in the suppression of allergic reactions, has also been correlated with exercise (3). Further, hypokinetic activity is associated with the progression of cognitive and executive function decline in individuals with neurologic disorders such as Alzheimer’s and multi-infarct brain syndrome (2). Minimal human research has been conducted regarding cognition and exercise in normative pediatric cohorts. However, animal research correlates increased neurogenesis and the proliferation of neuronal cells, components associated with increased memory and learning capabilities, with physical activity levels (8).

The embedding of motor patterns in the primary motor cortex occurs in infancy and the repetition of rudimentary movements provides the foundation for the development of progressively more complex motor activities (1). Physiological attributes are associated with primary motor cortex development which naturally occurs throughout the human growth and development cycles (2). The literature is bereft of research which explores the relationship between early childhood physical activities and maintained physical fitness levels. The purpose of this longitudinal research study was twofold: a) to determine if a relationship existed between the level of motor skill proficiency among children at pre-school and the level of physical fitness in adolescence and, b) to determine if the embedding of learned motor patterns associated with physical activity correlated with physical fitness longitudinally.

Methods

In 1988, the Test of Gross Motor Development (TGMD), which assesses locomotor and object control skills, was administered to 140 healthy preschool children, aged 4 to 6 years, who were purposively recruited from two day care centers in a large metropolitan city. In 1999, the AAHPERD fitness test, which has correlational validity with the TGMD (p < 0.01) and assesses cardiorespiratory, muscular/strength, flexibility, and body composition, was administered to 140 of the original subjects, aged 14 to 16 years. Data analysis was completed using multivariate statistical procedures.

Results

Results indicate that the level of proficiency in motor skills in early childhood is predictive and correlates with the level of physical fitness in adolescence (p < 0.001) (Tables 1-5). Specific physical attributes associated with locomotor and manipulative skills measured at baseline and in adolescence by the TGMD and AAHPERD indicate primary motor cortex development, evident in limb and forearm movement, muscle composition, and coordination required to longitudinally perform physical activities, such as running, skipping, galloping, etc. (Table 6). Development and progression of skill acquisition is individualized, requiring assessment and instruction relative to the child. Implications for curriculum development for the training of physical education professionals is suggested in light of the physiological and neurological aspects of skill development.

Table 1
Means of TGMD and AAHPERD Scores

Mean Males Females
TGMD
Locomotor Skill
   Raw 16.11 16.03 16.20
   Standardized 11.91 11.65 12.20
Manipulative Skill
   Raw 9.19 11.09 6.98
   Standardized 12.77 14.08 11.26
Total
   Raw 25.29 27.12 23.18
   Standardized 24.68 25.73 23.46
Age 4.8 4.84 4.77
AAHPERD
Time to Run 80.93 66.70 97.35
No. Sit-ups 46.40 51.53 40.48
Flexibility Reach 33.47 32.20 34.94
Triceps/Body Comp. 13.06 9.20 17.51

Table 2
Linear Regression: Time To Run 1.5 Miles

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 136.23 5.45 0.44 0.001
Total TGMD -2.24 0.22
Total TGMD Score: Body Composition
Intercept 71.71 6.3 0.74 0.001
Total TGMD -0.87 0.18
Body Composition 2.35 0.19
LSS Score as Predictor
Intercept 108.13 5.49 0.16 0.001
LSS Score -2.28 0.44
LSS: Body Composition
Intercept 134.76 4.48 0.53 0.001
LSS Score -0.76 0.27
Body Composition 2.72 0.17
MSS Score as Predictor
Intercept 134.76 4.48 0.53 0.001
MSS Score -4.21 0.34
MSS Score: Body Composition
Intercept 74.66 6.4 0.75 0.001
MSS Score -1.74 0.34
Body Composition 2.18 0.2

Table 3
Linear Regression Number Sit-ups

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 7.88 2.61 0.63 0.001
Total TGMD 1.56 0.10
Total TGMD Score: Body Composition
Intercept 26.11 401 0.70 0.001
Total TGMD 1.17 0.12
Body Composition -0.66 0.12
LSS Score as Predictor
Intercept 23.90 2.88 0.33 0.001
LSS Score 1.89 0.23
LSS: Body Composition
Intercept 45.87 3.20 0.60 0.001
LSS Score 1.27 0.19
Body Composition -1.11 0.12
MSS Score as Predictor
Intercept 12.90 2.42 0.60 0.001
MSS Score 2.62 0.18
MSS Score: Body Composition
Intercept 29.32 4.43 0.65 0.001
MSS Score 1.95 0.23
Body Composition -0.60 0.14

Table 4
Linear Regression Flexibility / Reach

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 14.73 2.03 0.39 0.001
Total TGMD 0.76 0.08
Total TGMD Score: Body Composition
Intercept 9.08 3.41 0.41 0.001
Total TGMD 0.88 0.10
Body Composition 0.21 0.10
LSS Score as Predictor
Intercept 18.63 1.70 0.38 0.001
LSS Score 1.25 0.14
LSS: Body Composition
Intercept 20.21 2.43 0.38 0.001
LSS Score 1.20 0.15
Body Composition -0.08 0.09
MSS Score as Predictor
Intercept 21.53 2.09 0.20 0.001
MSS Score 0.93 0.16
MSS Score: Body Composition
Intercept 19.18 4.08 0.21 0.001
MSS Score 1.03 0.21
Body Composition 0.09 0.13

Table 5
Linear Regression: Triceps Once / Body Composition

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 27.47 1.71 0.35 0.001
Total TGMD -0.58 0.07
LSS Score as Predictor
Intercept 19.71 1.64 0.012 0.001
LSS Score -0.56 0.13
MSS Score as Predictor
Intercept 27.56 1.40 0.45 0.001
MSS Score -1.14 0.11

Table 6
Physical Assessment and Corresponding Motor Cortex Development

Skill Primary Motor Cortex Motor Areas (X1 strong, X2 moderate, X3 weak)
Hips Knees Ankles Toes Shoulder Upper Arm Elbow Forearm Wrist Digits
Running X1 X1 X1 X1 X2 X2 X2 X2 X3 X3
Walking X1 X1 X1 X1 X2 X2 X2 X2 X3 X3
Hopping X1 X1 X1 X1 X2 X2 X2 X3 X3 X2
Jumping X1 X1 X1 X1 X3 X3 X2 X2 X2 X2
Leaping X1 X1 X1 X1 X1 X2 X2 X2 X3 X3
Sliding X1 X1 X1 X1 X1 X2 X2 X2 X3 X3
Stationary
Bouncing
X3 X3 X3 X3 X2 X1 X1 X1 X1 X1
Overhead
Throwing
X1 X2 X3 X3 X1 X1 X1 X1 X1 X2
Catching X3 X3 X3 X3 X2 X2 X1 X1 X1 X1

Discussions and Conclusions

Physical activity in early childhood is positively correlated with physical fitness in adolescence, supporting the importance of pedagogical practices in physical education that promote the physiological and psychological embedding of behaviors which encourage physical activity. Further, physical assessment of attributes which correlate with primary motor cortex growth and development supports the presence or absence of embedded motor skills, supporting the need for tailoring specific lesson plans for motor cortex growth and development for individual learners. The development of assessment protocols and recommendations and educator training modules is warranted in light of the results of this research study.

Applications in Sports

Comprehension of the cerebral function in motor skills development is essential for the physical educator. In the acquisition of motor skills which facilitate learning of particular sports, specific and associated movements and patterns correlate with motor cortex growth and development. Therefore, comprehension of the physiology and stage of motor skill is essential for coaches and physical educators to enhance individual and team performance.

References

Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Williamson, A., Paton J. Y., & Grant, S. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine Science in Sports & Exercise 37(4): 684-688.

Hillman, C., Erickson, K., Kramer, A. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience 40 (1): 166-172.

Leppo, M. (1978). Exercise: A facilitator in returning the body to homeostasis following stress as measured by a total white blood cell and eosinphil count. Dissertation Abstracts 39(6).

Maini, M. K., Gilson, N, Chavada, S., Gill, A., Fakoya, E., (2008). Reference ranges and sources of variability of CD4 counts in HIV-seronegative women and men. Genitourinary Medicine 72(1): (27-31).

McCloskey, M., Adamo, D., & Anderson, B. (2001). Exercise increases metabolic capacity in the motor cortex and striatum, but not the hippocampus. Brain Research 891(1): 168-175.

Mokdad, A., Marks, J., Stroup, D., & Gerberding, J. (Centers for Disease Control). (2004). Actual causes of death in the United States, 2000. JAMA 291(1): 1238-1245.

U.S. Department of Health and Human Services. (2000). Healthy People 2010. (2nd Edition). Washington, D.C.: U.S. Government Printing Office.

Zhang, C., Yehusa, H., Weiman, G., Fried, H., & Evans, R. (2008). A role for adult TL4 positive neural cells in learning and behavior. Nature 21(1): 1004-1007.

Corresponding Author

Michelle Reillo, RN, PhD: gasbear@aol.com

2015-10-02T23:26:50-05:00July 9th, 2010|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Preschool Children’s Level of Proficiency in Motor Skills and the Level of their Physical Fitness as Adolescents

Training to Improve Bone Density in Adults: A Review and Recommendations

Abstract

The loss of bone density is becoming a major health concern in industrialized societies. Increasing bone density during puberty and young adulthood is considered the best option for preventing the negative health consequences associated with osteoporosis, even in middle aged and older adults an exercise program can increase bone density. While low volume impact oriented aerobic activities like running have been shown to be effective at increasing bone density excessive endurance training has been linked to low bone density. Strength training remains the best option for adults wishing to increase bone density. A regular program of high load (60-85% 1RM) training three or more times per week using a variety of exercises that challenge all major muscles has been shown to significantly increase bone density even in elderly adults.

Key Words: Bone Density, Exercise, Osteoporosis, Training

Introduction

Osteoporosis, which has been defined as bone mineral density (BMD) more than 2.5 standard deviations below the young adult mean value (14), is a growing health problem for both men and women. In developed and developing countries, the incidence of osteoporosis is increasing at a rate faster than what would be predicted by the aging of the population alone (15). In the U.S., it has been estimated that by 2025 the number of hip fractures attributed to osteoporosis will double to nearly 2.6 million with a greater percentage increase in men than in women (12).

Epidemiological evidence suggests that genetic factors are the most important cause of osteoporosis (20) and can account for as much as 80% of the variability in bone density in the population (6), but a variety of environmental factors have been linked to bone density including: negative energy balance, low calcium intake, lack of fruit and vegetable consumption, low body mass index, strength, and hormone levels (13,22,9,7,23) – all of which may influence the ability to develop or maintain bone density.

A well designed exercise can have a tremendous impact on bone, increasing density, size, and mechanical strength (23) and may be one of the keys to preventing complications associated with osteoporosis. If bone density and maximum tensile strength are increased before osteoporosis sets in, subsequent complications could be minimized (21). Unfortunately many adults wait to start an exercise program once they are diagnosed with low bone density.

For middle aged and older adults one of the primary health goals of an exercise program is to maintain bone density. Without an exercise intervention, after the age of 40, bone mass decreases by about 0.5% per year, regardless of sex or ethnicity (15). Whether appreciable increases in bone density can occur for this age group is equivocal (15) and dependant on the duration of the exercise program, age, dietary factors, and history of physical activity. A variety of different types of exercise have been used in bone building programs middle aged or older adults.

Training Techniques

Strength training

Although not all studies have shown improvement in bone density with strength training (15), strength training, if done with a high enough intensity for a prolonged period of time, seems to be effective for improving bone density in middle aged and older women who have low bone density (16). Programs that have been successful at increasing bone density have several common characteristics; training intensity above 70% 1RM, programs that last more than 12 months, and training frequency greater than two times per week.

Endurance Training

Endurance training can be an acceptable form of exercise for maintaining or increasing bone density in middle aged or older adults provided there is sufficient impact. Stuart and Hannan (2000) examined the effects of cycling, running, or both on bone density in recreational male athletes. They found that runners had greater total and leg BMD than controls and that those athletes participating in both cycling and running had greater total and arm BMD – whereas the cyclists had decreased spine BMD compared to controls. The lack of impact involved in cycling may explain the lack of change in BMD even though all groups performed equal volumes of work throughout the study period. Walking programs, because of their low impact, tend to show only modest or no effects on BMD (3,18). Rowing, because of the high compressive and shear forces placed on the spine (4.6 times body weight) has been shown to increase lumbar spine BMD but not at other areas (17). Moderate training volumes seem to be more effective for increasing bone density. Running mileage of 20-30 km per week has a positive effect on bone, particularly lower leg and distal femur, but training volumes greater than this may cause a chronic increase in cortisol that negatively impacts bone (4) as running 92 km per week has been shown to result in bone density lower than sedentary controls (2).

Jump training

Although effective and popular in school based programs for increasing bone density in younger people jump training does not appear to be as effective in middle aged and older women. In a study comparing the effects of 12 months of vertical jumping on spine and proximal femur BMD in a group of pre and post menopausal women, Bassey, Rothwell, Littlewood and Pye (1998) found that 50 jumps six days per week increased BMD in the pre-menopausal group but not in the post menopausal group compared to group specific controls. Interestingly, the lack of change occurred even though the ground reaction forces and rate of force development on landing were higher in the post menopausal group resulting in a greater strain overload than in the pre menopausal group.

While a variety of exercise modalities have proven to be effective at maintaining bone density in adults, there are some basic principles that should be considered when designing a long-term program for people with osteoporosis:

Exercise Considerations

Use a Progressive Program

Increase resistance and intensity progressively. This is necessary because for bone to form it requires a minimum amount of strain. Once a bone adapts to a given strain level, the stimulus for bone to form is removed and a higher strain level becomes necessary for it to adapt further (10).

Use Dynamic Movements

Mechanical loading of bone has an osteogenic effect only if the loading is dynamic and variable, as static loading of bone does not trigger an adaptive response (23). Impact and rapid changes of direction can be particularly effective because ground reaction forces tend to be highest during these activities. Jumps, running, and more explosive or dynamic strength training activities should make up the majority of exercise in a bone-building program. In adults with advanced osteoporosis, more explosive exercises should be phased in gradually as their conditioning and bone strength improves.

Vary the Exercises

Bone adaptations occur primarily at insertion and origin points where muscles attach to the bones. Ryan et al. (1994) suggest that increased BMD from strength training and explosive activities is related to the load placed on the muscles that act as prime movers. A wide variety of exercises, which change every 2-4 weeks, exercising the whole body will help ensure that all bones receive stimulus to increase BMC or BMD.

Minimum Intensity

As with most training, there is a minimum level of intensity that is needed to stimulate increase in BMD. For strength training activities there is a linear relationship between weight lifted and improvements in bone density (5). Chilibeck, Sale and Webber (1995) suggest that for strength training intensities of at least 60%, 1RM are needed to increase BMD, with faster and greater increases in bone density coming as intensity climbs (16). For impact activities like running and jumping, ground reaction forces of greater than two times body weight can increase bone density with higher forces having a greater effect.

Training Frequency

Improvements in BMD can occur with relatively short training sessions if high impact activities like jumping are the core of the program. However, there is a need to perform these sessions frequently. Studies of jump training have found that where three or more sessions per week are sufficient to increase bone – two sessions per week has negligible effect on bone density (11).

Program Duration

Consistency is one of the keys to long term bone health. Like other tissues, bone undergoes both adaptation to training and detraining during periods of decreased activity. The bone remodelling cycle lasts four to six months (8); this is the minimum period of time needed for BMD to change significantly. Training programs need to be designed so that they offer the variety and adaptability for people to make them a year round part of lifelong fitness regime.

Conclusion

Decreased bone density is a growing problem in modern societies. Exercise remains one of the most potent alternatives to drug treatments for maintaining or improving bone density. An intensive program, three or more times per week featuring a variety of exercises that considers the individual needs of each person and promotes long term compliance can have a positive impact on bone density.

Applications in Sport

Over the past years, adults have become more and more active in age group sports, particularly in the endurance sports like running, cycling, and triathlon. The inclusion of an intensive strength training program will not only improve their performance, but will help offset the decrease in bone density that often accompanies aging and higher volumes of aerobic training.

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Author Profile

Ed McNeely

Ed McNeely is the senior physiologist at the Peak Centre for Human Performance and a partner in StrengthPro Inc. a Las Vegas based sport and fitness consulting company he is also a National Faculty member of the United States Sports Academy

Corresponding Author

Ed McNeely, MS: e.mcneely@rogers.com

2013-11-25T17:43:12-06:00July 9th, 2010|Contemporary Sports Issues, Sports Exercise Science, Sports Management, Sports Studies and Sports Psychology|Comments Off on Training to Improve Bone Density in Adults: A Review and Recommendations

An Analysis of Hammer Throw Facility Safety Factors in NCAA Division I

Abstract

The purpose of this study was to determine the level of compliance with National Collegiate Athletic Association (NCAA) and International Amateur Athletics Federation (IAAF) track and field hammer facility recommendations at division I universities in the United States. A 35-item survey instrument was distributed to 279 applicable schools with a 28% response rate. A total of 78.1% participants in the study reported compliance with the NCAA minimum recommendations, and 38% also met the IAAF standards. An ANOVA of the coaches’ overall perception of hammer facility safety demonstrated significant differences for facility factors including the gate height, gate positioning, cage manufacturer, landing area security, and response time to maintenance issues. The NCAA may need to examine their present hammer facility guidelines and consider alignment with the new standards of the IAAF.

Key Words: Olympic, International, Track and Field, Equipment, Cage
(more…)

2016-10-20T14:42:06-05:00July 9th, 2010|Sports Coaching, Sports Exercise Science, Sports Management|Comments Off on An Analysis of Hammer Throw Facility Safety Factors in NCAA Division I
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