PRIDE Olympic & Paralympic Values
Personal Excellence
RESPECT &
FRIENDSHIP
Inspiration
Determination &
courage
Equality
In this pack:
GET TO KNOW: RESPECT & FRIENDSHIP
• Becoming an informed spectator, thinking about the values
• Online resources, discussion points, activities & more
CULTURAL CHALLENGE: RESPECT & FRIENDSHIP
• Creatively explore the values of respect & friendship
• Icebreakers, session ideas and more
NEED MORE PRACTICAL HELP?
• You’ll find guidance notes on printing & using the slides at
the end of the pack
The Olympic & Paralympic Values and Kent
PRIDE
The Olympic and Paralympic Games are about much more than sporting excellence. Underpinning the Games is
the philosophy of Pierre de Coubertin, the founder of the Modern Olympic Movement.
He saw in the Games an ideal opportunity to develop a set of universal principles – or Values – that could be
applied to education and to society as a whole, as well as to sport itself.
The Olympic Values are:
•
respect – fair play; knowing one’s own limits; and taking care of one’s health and the environment
•
excellence – how to give the best of oneself, on the field of play or in life; taking part; and progressing
according to one’s own objectives
•
friendship – how, through sport, to understand each other despite any differences
The Paralympic Values are based on the history of the Paralympic Games and the tradition of fair play and
honourable sports competition.
The Paralympic Values are:
•
courage
•
determination
•
inspiration
•
equality.
http://getset.london2012.com/en/resources/7-11/games-1-1/7-11-know-your-values
Kent has chosen these 7 Olympic & Paralympic Values as the basis for PRIDE – an amalgamation of the 7 values
around 5 learning themes. To find out more visit http://www.kent20in12.org.uk/
How to use the PRIDE packs
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1.
2.
3.
4.
Each of the PRIDE packs will examine the Olympic values of:
Personal excellence
Respect & friendship
Inspiration
Determination & courage
Equality
Each pack will explore the values through the following elements:
Get to Know: this aims to ‘create the informed spectator’ and focuses on getting know the Games and the Olympic
Values
Cultural Challenge: this aims to build the ‘Creative Explorer’ by exploring the Olympics through creation, investigation
and performance
Sporting Challenge: this aims to ‘Create the Active Participant’ by focusing on sporting activities, leadership and
healthy lifestyles
Treasured Memories: creating a lasting record of young people’s memories and experiences in the build up to 2012
You can also use ideas from the Olympic International Pack or any of the other curriculum packs available at
www.kent.gov.uk/curriculumpacks
Each pack can be used to deliver a Youth Achievement Award 15 hour challenge, by using the Treasured
Memories element to create a record of young people’s participation – you will need to sign and date all evidence
included e.g. activity sheets from this pack, photographs, online resources etc. and include a detailed time sheet that
outlines each young person’s planning, participation and evaluation. If a young person completes 4 of the 5 elements
in the PRIDE packs they can earn a Bronze Award. For more details download the YAA Information Pack 2010
http://www.youthachievementawards.org/InfoPack.aspx
Get to Know: Informed Spectator
Introduction
GET TO KNOW: CREATE THE INFORMED SPECTATOR
The aim of this element is to ensure that:
•
Young people understand the Olympic and Paralympic values
•
You people know something about the history of the Olympic Games
•
Young people can identify their heroes and great Olympians and Paralympians
•
Young people know about the events surrounding the Games
•
Young people acknowledge different cultures
EXAMPLE:
Value chosen: Respect & Friendship
Activity & Aims:
Research Olympic & Paralympic moments that show the values of respect & friendship in action. Think about the
way we can show respect to ourselves and others through sport. Think about the way we reflect the values of
respect and friendship in our everyday lives
YAA Challenge:
Online tasks and resources can be printed or stored electronically, group discussions can be recorded in both
audio and transcription, photographic evidence, blogs, evaluation sheets etc. can all form part of the evidence for
the challenge
Learning Outcomes:
Young people will be learning about the history and values of the Olympics and Paralympics, young people will be
becoming informed spectators, young people will be encouraged to explore and understand concepts of respect,
fair play and friendship
Introduction
SETTING THE ‘GOLDEN RULES’
Because of the nature of the values examined in these packs, it may be useful to devise some ‘Golden Rules’
with young people to ensure that sessions and individual and group work are based on the values of respect and
friendship.
Some ideas to consider:
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Making eye contact
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Listening to what people have to say and not talking over them
•
Being honest
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Giving others the chance to voice their opinion even if you don’t agree with it
Some questions the group may like to consider when setting ground rules:
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Does everybody want to be treated the way you want to be treated?
•
If somebody’s ideas are oppressive should we still respect them? If so why?
•
What about cultural differences – what shows respect in one culture may be disrespectful in another?
In building a community of respect and friendship, the differences between young people’s points of view are as
important as the similarities. Most importantly, it is the way young people and you as a leader navigate through
the different interpretations of the values of respect and friendship that will help to build and strengthen that
community and embed those values in these sessions and your wider practice. You will need to be aware that
signs of similarities and differences within the group will often manifest in ways that reflect power and privilege.
Online Resources
http://getset.london2012.com/en/resour
ces
A range of resources from the official Get
Set website
http://getset.london2012.com/en/heroes
Olympic & Paralympic hopefuls & heroes
to follow in 2012
http://getset.london2012.com/en/thegames
The history of the Olympic & Paralympic
Games
http://getset.london2012.com/en/resour
ces/14-16/games-1-1-1-1
Excellent online games based around
Olympic & Paralympic values
http://getset.london2012.com/en/resour
ces/7-11/7-11-the-olympic-andparalympic-values
The Olympic & Paralympic values that
PRIDE is based on
www.funtrivia.com/quizzes/sports/olympi 30 quizzes testing your knowledge of the
c_games/olympics_history.html
Olympic Movement
Online Resources
www.intute.ac.uk/supportdocs/olympics.
pdf
An extensive list of online Olympic
resources, including history, heroes and
the future for the games
www.olympic.org/athletes
A comprehensive database of all Olympic
medallists
www.britishathletes.org/
Find out all about your British sporting
heroes here
www.kentsport.org/london2012/heroes_f Find out all about Kent sport stars hoping
uture.asp
to become Olympic heroes
www.olympics.org.uk/
The official website of the British Olympic
Movement
www.bbc.co.uk/wales/raiseyourgame/
Colin Jackson aims to inspire you to
achieve your goals
Aims, Objective & Outcomes
Aims
• AIMS
• Creating an informed spectator who knows about the Games and their values
Objectives
• OBJECTIVES
• Understanding Olympic & Paralympic values and how they apply to our own
lives, understanding why friendship is the key Olympic value, thinking about the
way we express friendship & respect through sport
Outcomes
• OUTCOMES
• self reflection, awareness of values and how they help us show respect and
friendship, working individually and with a group, understanding the Olympic
message and how it applies to your own life
Icebreakers
•
•
•
NON VERBAL INTRODUCTION ask young people to sit in a circle then number them off into pairs. Tell them that
they’ll be introducing themselves without using any words – this could mean they draw pictures, show each other
their possessions, photos they have on their phones etc. After 5 minutes, ask each young person to introduce their
partner and allow the partner to fill in any gaps. As an extension activity, ask each pair to give an impression of
what qualities they think their partner shows – good friend, loyal, fun etc.
EITHER/OR ask everyone to stand in the middle of the room, then ask an either/or question – start with something
like ‘are you a sweet tooth or a savoury tooth?’. Tell all the sweet tooth people to go to one end of the room and
the savoury teeth to the other. For the next question, use the other walls of the space so that young people are
getting a chance to move all the time. Questions you could ask might be:
– Are you a listener or a talker?
– Are you a glass half empty or a glass half full person?
– Are you a thinker or a doer?
– Are you a lover or a hater?
Encourage young people to think about their responses and what they say about their qualities as a person and a
friend
AGONY AUNT Get everyone to write a problem they’re having/have had on a piece of paper and collect in a bowl
or similar. Pass the bowl round the group and ask young people to pull out a slip of paper which they read out to
the group. The group discusses and offers advice on the best way to deal with the problem. This is a good
icebreaker for creating empathy in the group and raising issues around friendship and respect but if there are
known issues with bullying, for example, young people may not feel comfortable. Make it clear that problems do
not have to be real. Alternatively you could clip problems from magazines and use those instead.
Discussion Points
Why not print off the discussion topic slides in this pack and put them up around your centre? Good
places might be the front door, notice boards, tables where young people sit or the toilets - you could
even use them as a screensaver http://office.microsoft.com/en-us/powerpoint-help/create-a-screensaver-from-slides-HA001079773.aspx
A great extension activity would be to play the ‘Know Your Values’ quiz at
http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-know-your-values
this quiz focuses on which are your individual core values and would be a good discussion starter
(requires internet access to play)
Discussion Points
What does ‘Respect’ mean to you? Is it right that authority figures like
teachers, policemen and politicians ‘demand’ respect or is respect something
that has to be earned?
What does ‘Friendship’ mean to you? Do you think you’re a good friend?
What kinds of qualities make a good friend – listening, good sense of humour,
fun to be around, sympathetic?
When you play sport or games how do you show respect to your competitors?
And how can professional sportspeople show respect to their competitors and
their own bodies and environment?
Discussion Points
‘Friendship’ is the core Olympic value: “to build a peaceful and better world
through sport: building on solidarity, team spirit, joy and optimism. To
promote sport as an opportunity for teamwork, camaraderie and mutual
understanding among individuals from all over the world, despite the
differences” How successful has the Olympic movement been in bringing the
world together through sport?
If a sportsman uses performance enhancing drugs to achieve a better result
is he being disrespectful to his fellow competitors? Is he being disrespectful
to himself and his body? If you misuse substances like alcohol or drugs are
you respecting your body?
Session Ideas
•
R.E.S.P.E.C.T use the sheet to record young people’s responses to what the words ‘respect’ and ‘friends’ mean to
them. Otherwise write the words on flip chart paper and ask young people to come up with qualities starting with
each letter. Alternatively, write the words on card or flip chart paper and put up in your centre, then encourage
young people to add their thoughts/images as they think of them.
•
GREEN LIGHT, YELLOW LIGHT, RED LIGHT Print out the table below and cut into individual cards – you could
also write each statement on a plain postcard/index card. Explain to the group that they will be looking at qualities
and behaviours in friendships and deciding if they are good/healthy (Green Light), not quite right (Yellow Light) or
unhealthy (Red Light). Have participants break into two groups by counting off “1, 2” around the room, then give
each team an identical stack of index cards. Teams are then free to decide what qualities they would put under
“Green Light,” “Yellow Light,” and “Red Light” categories. Prompt a discussion about the criteria the participants
used to categorize the qualities or behaviours. Talk about the qualities that participants feel fall into definite
categories as well as behaviours that are worrisome. Why do some behaviours depend on the situation? Did all
group members agree about the “Yellow Light” qualities?
•
RESPECT & FRIENDSHIP CHALLENGE challenge young people to find examples of other young people and
youth workers exhibiting the Olympic & Paralympic values. You can use the template in the pack (print out and
glue sheets back to back on card) and get young people to customise it or ask them to design their own way of
recording times when they see people exhibiting the values. Finally, ask young people to report back on their
observations and how they see people using the values in their day to day lives.
R.E.S.P.E.C.T
Aretha Franklin sang ‘R.E.S.P.E.C.T find out what it means to me’ – this is your opportunity to reflect on what
respect and friendship mean to you as values. Try and find one word starting with each letter of the word.
R
F
E
R
S
I
P
E
E
N
C
D
T
S
GREEN LIGHT, YELLOW LIGHT, RED LIGHT
GREEN LIGHT
YELLOW LIGHT
RED LIGHT
Talk to each other
Embarrasses you
Is clingy
Trust each other
Is annoying at times
Is jealous
Support each other
Shows off
Feel like a pain or nuisance
Feel happy with each other
Is always calling/txting you
Feel unsafe
Share feelings
Is competitive
Have limited trust
Have freedom
Makes plans then breaks them
Is controlling and manipulative
Have more good times than bad
Uses sarcasm
Makes you feel bad about yourself
Have fun together
Tries to change you to be like them
Doesn’t have time for you
Do things together
Disagrees from time to time
Doesn’t like you having other
friends
Encourage other friendships
Plays power games sometimes
Criticizes you
Respect & Friendship Challenge
It takes more than being a brilliant
sports man or woman to become
an Olympian or Paralympian. Top
class athletes try to live according
to a set of beliefs and ideas that
help them to be the best they can
be, and to respect other
competitors.
OLYMPIC & PARALYMPIC
VALUES
FRIENDSHIP
RESPECT
To build a peaceful and better world through sport:
building on solidarity, team spirit, joy and
optimism. To promote sport as an opportunity for
teamwork, camaraderie and mutual understanding
among individuals from all over the world, despite
the differences.
To respect yourself and your body, to respect
others, as well as rules and regulations, and to
respect the environment. In relation to sport,
respect stands for keeping true to your integrity,
engaging in fair play and fighting against doping or
any other unethical behaviour.
Respect & Friendship Challenge
RESPECT
FRIENDSHIP
RESPECT
FRIENDSHIP
Who:
When:
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Cultural Challenge: Creative
Explorer
Introduction
CULTURAL CHALLENGE: CREATIVE EXPLORER
The aim of this element is to ensure that:
•
Young people explore the world through a range of mediums e.g. art. technology
•
You people express themselves using a range of mediums e.g. visual art, written word, photography & video,
blogging
•
Young people can identify their artistic and technological heroes
•
Young people are introduced to new cultures and develop their own cultural identity through exploration of the
Olympic & Paralympic Games
•
Young people understand the contribution of different cultures to the Games
EXAMPLE:
Value chosen: Personal Excellence
Activity & Aims:
Building on research and discussion around personal excellence and the way it inspires athletes to record
breaking achievements, young people will explore the idea of personal excellence and record breaking through a
range of mediums e.g. spoken word (poetry & rapping), visual art, video (recreating a record breaking
achievement), online (setting up a web page to celebrate an athlete’s achievements).
YAA Challenge:
Online tasks and resources can be printed or stored electronically, art work, written word, video etc. can all be
recorded and form part of the evidence for the challenge
Learning Outcomes:
Young people will be exploring their feelings about personal excellence and what exactly they admire in a
particular athlete or record breaking performance and expressing them through a creative medium of their choice
Online Resources
http://getset.london2012.com/en/resources
Resources from the official Get Set London 2012
website
www.london2012.com/cultural-olympiad
Official site of the 2012 Cultural Olympiad
www.london2012.com/about-us/our-brand/inspireprogramme.php
Find out more about taking part in the Inspire
programme
www.kentsport.org/london2012/groups_arts.asp
Kent Sport Cultural Olympiad pages
http://humanityquest.com/topic/art_activities/index.
asp?theme1=respect
26 arts based ideas for exploring the value ‘Respect’
http://humanityquest.com/topic/art_activities/index.
asp?theme1=friendship
26 arts based ideas for exploring the value
‘Friendship’
www.micheleborba.com/Pages/BMI05.htm
35 quick ideas for getting young people to think about
respect
Online Resources
http://unesdoc.unesco.org/images/0013/001300/1300
14e.pdf
Sport for a Culture of Peace report on building
respect and friendship through sport and cultural
activity
http://holidays.kaboose.com/Olympics.html
Kaboose has craft ideas, quizzes and more
www.dltk-kids.com/crafts/friendship/
Simple ideas for friendship based craft activities
www.teacherplanet.com/resource/friendship.php
Adaptable lesson plans on friendship from Teacher
Planet
Aims, Objective & Outcomes
Aims
• AIMS
• Becoming a ‘creative explorer’ by exploring the Olympics through creation,
investigation and performance
Objectives
• OBJECTIVES
• Completing a cultural challenge that promotes creativity, investigation,
innovation and performance around respect and friendship
Outcomes
• OUTCOMES
• Respecting yourself and others, using reflective thinking, applying the Olympic
message to your own life, developing creative skills, expressing understanding of
respect and friendship values creatively
Icebreakers
•
ACCEPTANCE SPEECH ask young people to imagine they have just won an award and that they must make an
acceptance speech. Ask them to think about who they would thank and why and what qualities they would be
thanking their friends for having e.g. patience, support, respect. Now ask for volunteers to deliver their acceptance
speech – obviously if you have a trophy to award then it makes the icebreaker more fun and helps young people
really get in character! You can simplify this by having young people act out a victory salute or lap of honour,
thanking their ‘teammates’.
•
ACT YOUR NAME ask each young person to think of a quality that relates to respect and friendship that starts
with the same letter as their name e.g. H for helpfulness, S for support, T for trust etc. Number off the circle into
pairs and ask each pair to act out a short scene showing off their qualities e.g. C for cheerful and F for funny might
act out a scenario about helping to make their friend feel better after they don’t get into the local youth football
team. Another variation would be to seat the group in a circle and then start “My name’s Jessie and I’m jolly” with
the next person saying “Hi I’m Rob and I’m respectful and this is Jessie and she’s jolly”. Continue until all young
people have had a go. Try to keep the adjectives positive but allow qualities like ‘bossy’ or ‘arrogant’ if a young
person can justify why those are useful qualities in a friendship. To simplify the game, think of something you
would give to your friend as a present that starts with the same letter as your name e.g. “I’m Ash and I bought my
friend an apple”
•
RESPECT & FRIENDSHIP COPYCAT GAME organise the group into smaller groups of 3-5 young people. Ask
the first person in each group to draw an image that sums up their feelings about either respect or friendship –
give them 30 seconds to do this. During this time the rest of their team must face away from the young person
drawing. Then ask the next person to copy this drawing as accurately as possible. The next person repeats and so
on until the final person in each team who must guess what the drawing represents. You could also ask young
people to do a mime that each team member copies. Award points based on how accurate the answer is – the
team with the most points at the end wins. Some suggestions for drawings/mimes: holding hands, shaking hands,
hugging, offering a gift/prize, a bow or curtsy, a salute
Discussion Points
Why not print off the discussion topic slides in this pack and put them up around your centre? Good
places might be the front door, notice boards, tables where young people sit or the toilets - you could
even use them as a screensaver http://office.microsoft.com/en-us/powerpoint-help/create-a-screensaver-from-slides-HA001079773.aspx
A great extension activity would be to play the ‘Know Your Values’ quiz at
http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-know-your-values
this quiz focuses on which are your individual core values and would be a good discussion starter
(requires internet access to play)
Discussion Points
What’s your favourite book/film/song about friendship and/or
respect? Why do you think that this reflects your own views and
values?
Imagine Dame Kelly Holmes was visiting your centre –
what would be a respectful way to treat her? And what
behaviour and speech wouldn’t show respect for her and
her achievements?
Listen to the song R.E.S.P.E.C.T. http://bit.ly/RESPECTmischab
and read the lyrics http://bit.ly/RESPECTlyrics Do you think the
song is a good reflection on the value of respect? Can you think
of other songs that get the message across? Could you write a
better lyric or rap?
Session Ideas
•
SELF PORTRAITS ask the group to draw a self portrait – provide pens, paints, pencils, felt tips and paper plus
mirrors. Ask young people to draw portraits that are positive and show self respect. When they have finished their
portraits, ask young people to add positive ‘I am….’ statements that focus on self respect and respect for others –
sample statements might be ‘I am a good friend’ ‘I am an animal lover’ ‘I am polite’. Encourage the group to be
creative about incorporating the statements with the self portraits – they could take the form of a poem or rap or
even be incorporated into the image itself. Hang the portraits in a gallery and encourage the group to circulate and
view each other’s self portraits. Finish with a circle time discussion about the activity and how it made them think
about the values of respect.
Extension activity: repeat the exercise but this time using their favourite sportsperson or other famous person
that they feel shows great self respect and respect for others
•
RESPECT ROLE PLAYS To help young people understand the importance of respect, introduce a role-playing
activity that gives them the opportunity to distinguish between disrespectful behaviour and respectful behaviour.
Divide the group into teams of two or three, depending on how many young people there are. Give half of the
small groups the task of creating a skit that depicts respect, and tell the other half of the groups of create a skit
depicting disrespect. Give young people about 10 or 15 minutes to create the skit, and then allow each group to
present to the entire group. After each small group presents the skit, allow a few minutes for discussion. Ask the
entire group how the skit was disrespectful or respectful, and allow young people to make comments or ask
questions. This should be a fun activity, so allow young people to think creatively together. This activity also
promotes team building.
Extension activity: This is a more advanced activity for a more focused group. Use the scenarios on the sheet as
the basis for a series of role plays that demonstrate how the values of respect and friendship are central to the
Olympic Ideal. After each role play ask young people to identify the behaviours that show respect and friendship in
each scenario and how the acts of friendship helped to build bridges between different nationalities.
The Olympic Ideal – Respect & Friendship
LUZ LONG & JESSIE OWENS (1936 OLYMPICS) African American Jessie Owens nearly didn’t qualify for the long jump final until
German Luz Long suggested he adjust his run up. Owens followed his advice, qualified and went on to win the Gold medal beating
Luz’s world record in the process. The German was the first to congratulate Owens. “It took a lot of courage for him to befriend me in
front of Hitler,” Owens said. “You can melt down all the medals and cups I have and they wouldn’t be a plating on the 24-karat
friendship I felt for Luz Long at that moment. Hitler must have gone crazy watching us embrace. The sad part of the story is I never
saw Long again. He was killed in World War II.”
EUGENIO MONTI & TONY NASH (INNSBRUCK 1964) The Italian Eugenio Monti was one of the greatest bobsleigh drivers of all time
but he is best remembered for not winning the Gold medal at Innsbruck. Realizing British bobsledders Tony Nash and Robin Dixon
had broken a bolt on their sled, Monti lent them the bolt off his sled. The Britons won the gold medal in the 2-man bobsled, while
Monti and his teammate took the bronze medal. Answering critics from the home press, Monti told them "Nash didn't win because I
gave him the bolt. He won because he had the fastest run." But that was not his only act of selfless generosity. In the four-man
competition, the Canadian team of Vic Emery damaged their sled's axle and would have been disqualified had not Monti and his
mechanics come to the rescue. The sled was repaired and the Canadian team went on to win the gold medal.
LAWRENCE LEMIEUX (SEOUL 1988) On September 24, 1988, the sailing competition was underway the Seoul Olympics when it
suddenly became very windy, escalating from 15 to 35 knots. The Singapore sailors Joseph Chan and Shaw Her Siew were thrown into
the water. They were injured and unable to right their boat. Lemieux was sailing alone near the halfway point in his own race on a
different course. He was in second place in the fifth of a seven-race event. Upon seeing the capsized crew, Lemieux broke away and
sailed to rescue them, eventually finishing 22nd in his race. Soon after the race, the jury of the International Yacht Racing Union
unanimously decided that Lemieux should be awarded second place, the position he was in when he went to the aid of the Singapore
crew. The President of the International Olympic Committee, awarded Lemieux the Pierre de Coubertin Medal for Sportsmanship.
"By your sportsmanship, self-sacrifice and courage” he said, "you embody all that is right with the Olympic ideal."
Session Ideas
•
YOUNG PEOPLE’S CHALLENGE: COLLAGE Using newspapers and magazines, ask young people to cut
out photos that depict people showing respect and friendship. Examples of magazine pictures could be two
people shaking hands, sportspeople congratulating each other or two people smiling at each other.
Encourage them to cut out respectful words from the magazine or newspaper, such as "thank you“, “like” or
"please.“ Encourage them to use evidence from other youth work sessions and to be as creative as
possible in producing a collage that looks at the values of respect and friendship. Young people can work
individually or in small and large groups to develop their collage/s. Display them in the centre and revisit the
ideas expressed in them regularly.
ONLINE ACTIVITIES: Explore the Fact File for great images and info about the Olympics and Paralympics
to help inspire your art work http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-fact-file
Play the hidden reveal picture game and see if you can identify Olympic landmarks
http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-picture-story
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