Journal of Qualitative Research in Sports Studies

Published in the UK by: University of Central Lancashire, Preston. SSTO Publications: School of Sport, Tourism and The Outdoors

Journal of Qualitative Research in Sports Studies Volume 9, Issue 1, December 2015 Olympic Education via e-learning: a research proposal

ISSN: ISBN: JQRSS Article No:

a

Lisa Hübner (German Sports University Cologne)

b

Stephan Wassong (German Sports University Cologne)

1754-2375 978-0-9566270-9-4 (284 pages) Editorial: Volume 9, Issue1, 2015

To cite this article: Hübner, L. and Wassong, S. (2015) Olympic Education via e-learning: a research proposal. Journal of Qualitative Research in Sports Studies, 9, 1, 219-234.

Self-archived URL link to this article: https://www.academia.edu/23100081/Lisa_Hübner_and_Stephan_Wassong_2015_Olympic_Education_via_ e-learning_a_research_proposal._Journal_of_Qualitative_Research_in_Sports_Studies_9_1_219-234

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Hübner, L. and Wassong, S. (2015) Olympic Education via e-learning: a research proposal. Journal of Qualitative Research in Sports Studies, 9, 1, 219-234

Olympic Education via e-learning: a research proposal Lisa Hübner and Stephan Wassong (German Sports University Cologne) Keywords: Olympic Education, e-learning, Physical Education, Olympic Mission

Abstract This paper discusses an innovative theory-based didactic scheme to introduce Olympic Education at school level. This will include the implementation of an e-learning approach for Olympic Education within Physical Education. A comprehensive literature review shows that new ideas for developing Olympic Education are needed which could be achieved through the use of information technology. As a result, relevant knowledge about the Olympic Movement could be taught to students as part of school based learning or for learners in countries and settings further afield. In addition, the e-learning proposal will prepare the students for learning about motor activity in Physical Education by reflecting on their athletic ability and experience for learning Olympic values. The paper concludes with a short overview of some data collection ideas as to how the project will be conducted in the field.

Introduction Baron Pierre de Coubertin (1863-1937) was the founder of the Modern Olympic Games. In 1894 he organised the Congrès International de Paris Pour Le Rétablissement Des Jeux Olympiques at which a circle of educators, politicians and sport officials decided to start the Olympic Games anew. The first Modern Games was celebrated in Athens in 1896 (Norbert Müller, 1994). Since then, the Olympic Games have developed enormous popularity becoming the ‘foremost international sport event in the world’ (Wassong, 2013:895). But Coubertin did not just reinvent the Olympic Games simply as an international gathering of athletes every four years. According to him, the Olympic Games provided an institutional framework for a wider educational mission (Müller, 1998). Based on the influence of French, English and American progressive minded educators, Coubertin believed in the power of amateur sport to develop moral and social character, traits such as fair-play, loyalty and self-discipline. In addition to this, he regarded international sport competitions as a useful means to stimulate intercultural learning processes. That is, the Olympic Games as an international sport event should promote the educational value of sport to the viewing public and sporting participants (Wassong, 2012:199). 219 ISSN: 1754-2375 [print] ISBN: 978-0-9566270-9-4 JQRSS Article No: 10/11-9-1-2015-PG[52]-091 © SSTO Publications, UK. Web: https://uclan.academia.edu/ClivePalmer/Journal-of-Qualitative-Research-in-Sports-Studies

Journal of Qualitative Research in Sports Studies 9, 1

In more recent times, in the last 30 years or so, this objective has been challenged by the continuously growing professionalization and commercialization of the Olympic Games as discussed by Palmer and Larson (2015), however the educational mission is still a high priority of the International Olympic Committee (IOC). Evidence for this is the Olympic Agenda 2020 which is the huge reform project of the current IOC President Thomas Bach. The Agenda was unanimously approved at the 127th IOC Session in Monaco in December 2014. In the document, available at the website of the IOC (www.olympic.org), the importance of Olympic sport as an educational tool is highlighted as an essential strategy, to coin what the IOC President labels as the uniqueness of the Olympic Movement. A consequence of this is the growing importance of Olympic Education for, amongst others, athletes, coaches, sport administrators, teachers and pupils. Due to the variety of these target groups a tailoring of concepts for Olympic Education to take place is needed in this world of new media and technology. In particular, e-learning offers new strategies to implement learning opportunities for Olympic Education. Without doubt, many of the core values have been in place since the start of the Modern Olympic Games, underpinning sound educational motives through the vehicle of sport, however a new challenge and also opportunity is how to communicate these ideals globally and hitherto, hard to reach communities. The article presents some ideas for a research project to introduce a conception of an e-learning proposal for Olympic Education in Physical Education at school level. The project offers cooperation between e-learning lessons and practical motor activities to develop an interaction between knowledge and physical experience related to Olympic Education. The term Olympic Education Coubertin did not use the term Olympic Education, referring instead to ‘sporting education’ and never tired of explaining his concept in numerous articles and speeches (Coubertin, 1934). Embracing the new communication media of the time Coubertin made a radio broadcast called The Philosophic Foundations of Olympism for the radio station Swisse Romande on 4th August in 1935. Three days later, a printed version of this speech appeared in Le Sport Swisse. Today this article is available in various languages and has become a central reference point for understanding Coubertin’s concept of linking (Olympic) sport with education. In the mid-1970s Müller first introduced the term Olympic Education (Müller 1975:133) to the Olympic academic community in Germany. Since then, the concept has increased in popularity becoming oriented towards sporting effort, competition, the spirit of fair play and mutual respect, peacefulness and international understanding (Geßmann, 2002:17). This is predominantly based on Coubertin’s

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article The Philosophic Foundations of Olympism (Grupe, 1997) which identified five principals as being central for Olympic Education: 1) Unity of body and soul 2) Self-completion through sports performance 3) Amateurism 4) Connection of sports to ethical rules, fairness, justice 5) Idea of peace in sports (Grupe, 1997:227).

However, Geßmann (1992:195) points out that these principals of Olympic Education lacked any directions or guidelines as to how they might be implemented through education activities. In response he and several other authors (Binder, 2007; Haag, 2008; Krüger, 2000, 2004; Naul, 2002, 2004, 2008; Schorr, 2004; Willimczik, 2004) developed different pedagogical approaches to teaching their interpretation of an Olympic Education. A key question for the research is whether these pedagogical concepts are pertinent to education in schools today. Olympic Education at school A motivation for researching school-based Olympic Education, is that if the Olympic Games are the most prestigious, unique and influential sporting event in the world, then why do schools not utilise this potential to fulfil their primary goal of education? Are schools missing out on a special opportunity for learning? After all, IOC President Thomas Bach has pointed out that education is ‘the secret of the Olympic magic’ with his new motto ‘Unity in Diversity’ (Bach, 2013:40) and towards equality, the Games are the only competition where ‘both genders, all races, all ethnic groups, all religions, all cultures and all nations of the world’ can participate, which characterises ‘the true value of the Games’ (Rogge, 2002:48). A stronger link between educational values for people in global communities may be difficult to imagine, all unified through the common language of sport. The educational mission of the Olympic Games is still outlined in the Fundamental Principles of the Olympic Charter. As Naul (2008:18) points out, the mission can only be fulfilled when ‘the tension between the Olympic idea for the Games and their economic reality’ is taken more seriously. Many people regard the Olympic Games today as a large commercial sports and media event, rather than representing the educational message and values of Olympic Education (Palmer and Larson, 2015). Nevertheless these people too are part of our living environment, emphasising the need for a ‘permanent critical discussion about the Olympic Games in education at school’ (Geßmann, 2004:22). That means to argue with both positive and negative Olympic performance and effects – for example, equally; what might be learned from design and construction in the Olympic Games as much as doping 221


and cheating in sport (Geßmann, 2004:142). According to Naul (2008:18) the meaning of Olympic Education ‘cannot be defined by the popular attitudes that the mass media currently associate with the Olympic Games’ although this seems to be what the schools are confronted with and may be a limiting factor in their eyes for ‘exploring cultural learning through the Olympics’ (Geßmann, Quanz and Schulz, 1996:388). It is as if the learning potential of the Games has been overlooked, as Müller (2010:9) explained, The Olympic Movement is an educational mission which is becoming increasingly topical as a result of media coverage. However, the fact that its values may seem unattainable does not mean that the idea is obsolete or misguided.

The schools in learning about the Olympics have assure that the educational mission is not hidden in the background of curriculum planning and teaching. Despite the ‘negative connotations of the Games’ (Naul, 2008:18) they will never lose their educational heart. In these days, which are characterised by change of the society, globalisation and internationalisation, the specific positive values of the Olympic Movement are important aims for education in school. Mutual respect, fair play, international understanding, joy of endeavour in physical activity and ‘striving for the best individual physical, social and spiritual outcome of a balanced, eurythmic whole’ (Naul, 2008:13) should be taught at school. These educational values could be learned through physical activity by making individual experience enjoyable and relevant to the Olympic mandate. As a result, Physical Education is an important subject to facilitate an Olympic Education although many other school subjects could benefit from aspects of Olympic study to support learning in their subjects too. In spite of these good reasons, Olympic Education is not given prominence by teachers in German schools. Only during the lead up to the Olympic Games is Olympic Education a central topic at school. As a result, the students are faced with Olympic Education once every four years (Naul, 2007:7) which is a tokenistic gesture when Olympic based learning might be of tremendous value on an ongoing basis in school. A positive development occurred during the German national applications for the 2012 Summer Olympic Games, when each applicant was required to present plans for Olympic Education as part of their city bid. Three of five German applicants included Olympic Education in their application concepts, conducted individual activities and compiled various materials (Naul, 2008). An outstanding application was from Düsseldorf-Rhine-Ruhr 2012, which called for a decade of promotion of Olympic Education. Ten years prior to this the White Paper on Olympic Education (drr, 2002) provided introductory information and tasks for schools and sport clubs to implement Olympic Education. In the future all the cities bidding for the Olympic Games will be required to submit a plan for an Olympic 222


Education initiative. In support of this new requirement there have been many sources of information made available for teaching Olympic Education including books, articles, websites to introduce ideas and practical exercises. For example, since 1988 the German Olympic Academy published regularly a booklet entitled Olympia ruft: Mach mit! (DOA, 2012) to support teaching in primary schools. These materials can now be printed as an online version for secondary schools too (DOA 2014). In 2008 a textbook was published by the DOA dealing with Olympic Education at school and at sport clubs (Naul, Geßmann and Wick, 2008). However a criticism of these publications is that they are predominently ‘knowledge-oriented’ e.g. history, stadia, events, notable performers and their records. The practical motor activities for use in Physical Education are barely innovating and mostly outdated or redundant. In 2002 Geßmann criticized the implementation of Olympic Education in schools as it manifests as an opportunistic set of curriculum tasks. For example, students may consider various aspects about the Olympic Games, such as data and facts, its history and cultural impact, but all in different school subjects, such as history, music and art. However, these subjects are disconnected from one another and Olympic Education remains fragmented. Geßmann has labelled the resulting Olympic Education in Physical Education as Nonsense Olympics and Fun Olympics (Geßmann, 2002:19). He analysed the projects of Olympic Education in school and developed a structure with four levels describing central and peripheral issues relating to Olympic Education (Geßmann, 2002:18). For Geßmann only activities from the first 2 levels come up to the goal of Olympic Education and fulfil his requirements. They are characterized by: 1) Doing sports in an Olympic way, encouraging longer periods of physical activity undertaken with a serious sense and a presentation of the individual progress. 2) Confrontation with Olympism in theory in a cognitive way.

Tokenism: For example: colouring the Olympic symbols in art or playing nonsenseOlympics in Physical Education belong to level three and four: 3) Reproduction of Olympia 4) Renunciation of the Olympics

At (3) and (4) these forms of projects are not considered as serious by Geßmann and therefore ‘cannot represent any educational ambition of Olympic Education’ (Geßmann, 2002:18).

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Learning and teaching with the support of e-learning In view of the shortcomings to deliver Olympic Education in schools to date, the e-learning project aims to develop an attractive and innovative proposal for teaching Olympic Education in Physical Education at school. In this context the first two levels of Geßmann’s (2002:18) scheme is aimed for. The focus is to combine theory and practical activity in a useful way through and innovative and didactic set of learning experiences. The idea of establishing an e-learning proposal is to impart the relevant knowledge about the Olympic Games to the students in an engaging but efficient way. In addition, the proposal is going to prepare the students for motor activity in Physical Education and ask for reflection on their athletic ability and experience. E-learning, in particular Blended Learning, offers a new strategy to link cognitive and physical tasks for learning in Olympic Education. It would also be a response to the ‘changing and reforming process in teaching and learning’ because of the new media and technology being used (Schön and Mark, 2011:308). Digital media are used in every area of education and across institutions. The term e-learning encompasses learning methods via digital and electronic media (Reinmann et al., 2010:8). In 2005, Igel and Daugs emphasised that ‘developing strategies and configuring information in new media aided teaching and learning as one of the most important challenges within several discovery-based sciences’ (Igel and Daugs 2005:11). However, it is surprising that the digital and electronic media aided learning and teaching is even today, ‘only partially established in Sports Science’ (Hebbel-Seeger et al., 2011:426). There looms no different situation in school sport and Physical Education. International studies show that in German schools in general and especially in the subject Physical Education there is not a great interest in using digital media (Hebbel-Seeger et al., 2011; Reinmann, Lames, and Kamper, 2010). This is despite the fact that studies (JIM-study 2009; KIM-study 2010, cited by Babnik, 2011) showed that children and teenagers use digital media in their spare time intensively (Babnik, 2011). For students, terms like multimedia, e-learning or internet do not only belong to their everyday usage but ‘manifest themselves in daily use’ (Danisch, 2007:11). Possible reasons why media-aided teaching and learning are being integrated in Physical Education at a slower pace are that facilities are incapable or inadequate for using digital media; a lack of didactic concepts for an integration of media into the Physical Education lessons; a lack of competencies on personal level; a fear of a reduction of the motor activity; and, the view that promoting digital media in PE is a contra-indicated message of laziness and an unhealthy lifestyle compared to the direct practical body experience and exercise (see Hebbel-Seeger et al., 2011 p.426 and p.430; Danisch, 2007 p.12 and p.30). On the other hand, there are the opportunities and new potential attributed to e-learning, for example, new didactic 224


concepts allowing a proper connection between traditional lecture-style teaching and media aided teaching (Danisch, 2007:12). These enlarge the sphere of influence that teaching through digital media can have, ‘supporting students in their individual and self-organized learning processes’ (Hebbel-Seeger et al., 2011:428). They also combine spare time and school and therefore ‘provide a significant contribution to build a modern identity’ (Babnik, 2011:365). Especially for Physical Education, digital media could be a motivating complement to Physical Education lessons. Using digital media is not meant as a compensation for the motor-oriented experience, but rather to ‘support the experience by factoring in knowledge when curiosity is stimulated’ (Friedrich, 2007:48). The new media has the potential to provide innovative didactic possibilities in the classroom and in the gymnasium, which may be ‘valuable for the theory based reflection of movement, play and competitive sports’ (Hebbel-Seeger et al., 2011:430). In this manner students may benefit from pre-and-post analysis of specific contents of their Physical Education lessons and increase their knowledge (Friedrich, 2007:48). These days imparting knowledge by digital media is not an insulated way of learning, there are many different ways to implement technologies of teaching. De facto, traditional lecture-style teaching and media aided teaching alternatives, which are termed blended learning, may be better termed as ‘mixed learning’ (Ebner, Schön and Nagler, 2011:13). Blended learning offers the possibilities of an interlacing of theoretical knowledge with implementation (Keller, 2008:34). The subject of Olympic Education is highly suited to such an implementation of elearning in Physical Education lessons because Olympic Education is characterized by a combination of doing motor activity as well as ‘informing and thinking about the Olympic Games’ (Grupe, 1997:241). Ebner et al., (2011:13) state that ‘digital learning environments have an effect on teaching methods and didactic approaches’. This is why didactic and methodological issues should be taken into consideration first. Consequently, the selection of methods and media will be part of the learning objectives so that the design of the educational process can make sense (Brahm and Jenert, 2011:133). It should also be understood which purpose the learning environment should serve and which aims should be achieved, because these determine which ‘didactic scenario’ (Reinmann 2011:101) is chosen. The (media-) didactic framework should therefore combine both learning and teaching methods and simultaneously refer to the activity classes (Danisch 2007:175).

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Didactic approaches to teaching Olympic Education Olympic Education includes a number of different didactic approaches, characterized by terms such as knowledge, skills, experiences and life-world. On the basis of literary groundwork Naul (2008) categorized four approaches for teaching Olympic Education all over the world. A short description follows: a)

The Knowledge-Oriented Teaching Approach (Naul, 2008:117) is most common and takes place by using books, brochures, readers and working materials. The focus is to impart knowledge about the development of the ancient and modern Olympic Games, the heritage of the Olympic Movement and its mission and values.

b)

The Experience-Oriented Teaching Approach employs encounters at sport games and festivals inside and outside the school ‘to promote mutual familiarity’ (Naul 2008:118) and the idea of peace and international understanding.

c)

The Physical Achievement-Oriented Teaching Approach takes place in Olympic Education ‘as an educational objective for PE’ (Naul, 2008:119). Geßmann suggested how Olympic Education applies in motor activities focused on performance and selfimprovement in fairness and mutual respect (Geßmann, 2004:146). His partial learning objectives aim to impart ‘moral behaviour both in sport and in everyday life, their influence extending beyond sports lesson and school’ (Naul 2004:119).

d)

The Life-world-Oriented Teaching Approach refers to Binder and her pedagogical concept called: Be a champion in life! Values development or values/moral education is a complex process that takes place in all aspects of the lifeworld of children and youth (Binder 2010:7). As a result, her concept brings together young people’s ‘own social experience in sport and their experiences in other areas of their lives’ (Naul, 2008:119).

Naul (2008:125) summarised these four teaching approaches and developed the ‘integrated didactic approach for Olympic Education’ which he first published in the White paper (drr 2002:23). His concept is divided into four subject areas: 1) Sporting efforts 2) Social conduct 3) Moral behaviour 4) Olympic knowledge

A theory-based didactic scheme The research in this proposal draws upon Geßmann’s (2002) first two levels of his four-level-scheme Naul’s (2008) integrated didactic approach to Olympic Education. Students participating in the study will start with the first e-learning lesson (Preparation) at home. Then they will learn a number of facts about the Olympic Games and consider their educational implications. The Preparation phase is to foster independence in learning and curiosity about the Olympic Movement. It should guide the students think about their new knowledge and help to create their own points of view. 226


At school they will take part in Physical Education as usual. A manual will be provided for the teachers to support the e-learning initiative as lessons are focused on socially aligned topics such as fair play, mutual respect, cooperation, endeavour in physical activity and duties to self in health maintenance. Educational values and relevant behaviour patterns will be learned through activity. The e-learning lesson and the practical motor activity session in school will interact to create new knowledge and promote physical experience.

The following step will be the ‘e-learning Post-processing’ that the students are requested to study with at home. This serves as critical reflection of their experience in the activity, and also appraising educational values that may be inferred through Olympism and the Olympics. At this early proposal stage some ideas for engaging students are: assignment of different Olympic oriented tasks which are later self-marked; using videos to demonstrate behaviour patterns in an athletics context; integration of athletes as role models in society; developing a training plan and recording progress. These ideas will be developed into a prototype e-learning programme, then trialled in classes to test for functionality and ease of navigation on screen. From this pilot work the concept will be improved to a final version. The target audiences are students from junior high schools and upper schools. Research Ideas: Development of an e-learning tool for Olympic Education The research and development process has different phases: 1a) Conduct a needs analysis on Olympic Education Research question: What kind of Olympic Education already exists in schools? For example: 

What is the general understanding of Olympic Education? Which key words are used for description?

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Are elements of Olympic Education part of lessons in different school subjects? What do they look like?

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What do the pupils learn in Olympic Education?

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Are special teaching approaches for Olympic Education known and used by the teachers?

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What subjects are considered to be particularly suited to teach Olympic Education for whatever reason?

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Does Olympic Education in school exist in other countries? In what subjects?

Methodology: Literature review, expert interview Data: Search out international studies about Olympic Education at school and teaching approaches for Olympic Education; semi-structured interviews of the target group: teachers and pupils (junior high school and upper school) who already did Olympic Education: how did you do/receive Olympic Education? – recorded, summative notes. Interviews transcribed according to the interview guide (for developing an interview guide see: Andrews et al., 2005:115). Output: Establish the current status of teaching Olympic Education in different school subjects, national and international; expert knowledge and experiences in teaching and learning Olympic Education of teachers/pupils 1b) Needs analysis on e-learning tools Research question: Evolution of e-learning in schools? For example: 

Spread of e-learning (tools) in schools?

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On which subjects do e-learning (tools) generally exist?

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How are e-learning-tools used in school?

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Is e-learning implemented in different curricula?

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Which countries use most e-learning tools? In what subjects?

Methodology: Literature review Data: Search out international studies regarding using e-learning in schools, investigate curricula. Output: Establish the current status of using e-learning in schools, identify reasons for (not) using media. 2) Trying out the prototype: practicality of the tool and possibilities of improvement Research question: How does the Olympic Education-tool work in practice? For example:

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Is the e-learning tool considered as an attractive learning opportunity?

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How are the learnings of the tool applied in the lessons?

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What is missing in the tool?


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Further ideas for the designing?

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What could improve understanding of Olympic Movement and Olympic values?

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What could potentially increase motivation?

Methodology: Focus group interview Data: moderated talk with pupils (junior high school and upper school), eliciting ideas, thoughts, perceptions about how they liked the tool, how it was beneficial to their learning (for conducting and analysing see: Jones, Brown and Immy, 2013:64). Output: Ideas for improvement relating to content, design, application Research question: Which of the Olympic values were taught in Physical Education at school? For example: 

What kinds of activities are placed in Physical Education?

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Are the lessons oriented to learning Olympic values?

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Which values are mainly focussed in the lessons?

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Has e.g. tolerance, fair play in the classroom improved?

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Are the pupils aware of learning Olympic values?

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Does a critical reflection of the pupils experience work?

Methodology: Overt observation Data: Observing pupils in Physical Education, focus of the structure of the lessons, acting of the pupils – taking field notes – detailed, non-judgemental (for conducting see Haag, 2004). Output: Concrete description of what has been observed. Develop relevant motor activities and team games to experience the values of Olympic Education in Physical Education. 3) Implementation: acceptance/benefits of the finished tool: Research question: What are the benefits of e-learning to Olympic Education at school? For example: 

Make e-learning Olympic Education more attractive?

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How do people (teachers/pupils) experience the benefits of the e-learning tool?

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Why is e-learning to Olympic Education useful/not useful (advantages and disadvantages from the teachers' perspective)?

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Why do we need e-learning in Olympic Education, e.g. why not just do it in class?

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Methodology: Expert interview Data: Semi-structured interviews of the target group: teachers who tried out the prototype in their classes - recorded, summative notes. Interviews transcribed verbatim (for developing an interview guide see: Andrews et al., 2005:115). Output: Field report based on the teachers' experiences 4) Evaluation: broader effects of the tool as well as possible extensions Research question: What are the benefits of e-learning to Olympic Education in general? For example: 

Potential of e-learning tools for different target groups (athletes, coaches, sport administrators etc.)?



Potential of e-learning to reach pupils without direct access to teaching institutions, where normal teaching doesn’t apply?

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Potential of e-learning to support the spread of the Olympic massage worldwide

Methodology: Focus group interview Data: moderated talk with experts and researcher with focus on Olympic Movement and Olympic Education, eliciting ideas, thoughts, perceptions about potentials of e-learning to Olympic Education (for conducting and analysing see: Jones, Brown and Immy, 2013:64). Output: Ideas for possible extensions relating e-learning tools for Olympic Education. A proposal towards field research The theory-based didactic scheme offers a great opportunity to implement an elearning proposal for Olympic Education in Physical Education at school. The transfer of theory and reflection outside of lessons means there will be no loss of motor activity in Physical Education lessons. In addition, the theory units strengthen Physical Education practice and may increase the reputation of the subject. The teaching and learning materials provided to the students and the teachers make it easy for schools to participate in e-learning. Also the research may assist in realising the educational potential of the Olympic Movement. This is not limited to Germanspeaking schools only. The e-learning tool also offers great potential to teach Olympic Education to a wider audience in remote areas where normal school based teaching may be difficult to achieve. People without direct access to teaching institutions can learn via e-learning tools, with access to a computer. The Olympic Games and the Olympic Movement is a globally attractive phenomena through which to provide an education. People world-wide are attracted watching their countries’ and all athletes performing. Therefore e-learning offers new strategies to include communities, provide a sound education and spread Olympic values.

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JQRSS Author Profiles Lisa Hübner1 received a Diploma in Sport Science and is a PhD student at the Institute of Sport History at the German Sport University Cologne. The article deals with the key research questions of her PhD thesis, supervised by Professor Stephan Wassong. Stephan Wassong2 is a Full Professor at the German Sport University where he is Head of the Institute of Sport History and the Olympic Studies Centre. He is also the Managing Director of the international study programme M.A. Olympic Studies. From 2006 to 2009 he was member of the IOC’s Postgraduate Grant Selection Committee. Since 2015 he has been a member of the IOC Commission for Olympic Education.

Reviewer comments: The implementation of e-learning to teach Olympic Education is a valuable way for the IOC to spread their message of peace and unity through sport. Also, there does seem to be a case for aspects of Olympic Education to feature on more established curricula in schools, such as in the German education system, as well in schools in more distant, hard to reach communities that only the internet and information technology might reach. For moral and personal development at a community level, wherever that community may be in the world, there may well be some advantages from studying Olympic behaviour on a global context. Infiltrating German PE lessons through e-learning is a good start for this qualitative project that could well evolve to something closer to the MOOCs (Massive Open Online Courses) that started in some American universities e.g. Harvard, and now becoming popular in UK e.g. Open University, and elsewhere. I wish the researchers every success with this investigation, it has potential to raise a good deal of interest.

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