Abstract
The aims and values of Olympism are briefly examined. Sport is then described as an inherently worthwhile practice, concerned with its own goals, standards, and traditions. The place of sport in relation to education and the curriculum is discussed, and the role of the teacher of sport as "educator" is clarified by reference to four points: (a) the teacher as an initiator into and as a guardian of the practice view of sport; (b) the teacher as an enlightened leader of discussion; (c) the teacher as a provider of individual pastoral care; and (d) the teacher as exemplar of the values to which a commitment has been made. The final section is concerned with the relationship between Olympism and sport as a form of education. © 1996 National Association for Physical Education in Higher Education.
| Original language | English |
|---|---|
| Pages (from-to) | 93-101 |
| Number of pages | 9 |
| Journal | Quest |
| Volume | 48 |
| Issue number | 1 |
| Publication status | Published - Feb 1996 |