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Raising Awareness of the Severity of Concussions
### Abstract
Concussions have always been a part of physical contact sports, but with athletes becoming bigger and stronger, something has to be done to raise awareness of the severity of concussions and what can happen later down the road if athletes are not given the adequate amount of time to recover. The National Football League has already put regulations on how long a player has to stay out after receiving a concussion and has started fining athletes that deliberately use helmet-to-helmet contact on an opposing player; the National Collegiate Athletic Association has started neurological testing to track a concussed athlete’s progress and have revised the guidelines on not letting athletes return to play the same day and having mandatory check-ups; but high schools have very few regulations to follow. A concussion is the same whether it happens to a pro player or a high school player, so why do the professional players take precedence over high school athletes? Changes need to be made so all athletes are cared for.
**Key Words:** concussions, helmet-to-helmet contact, National Football League, National Collegiate Athletic Association, neurological testing
### Introduction
Owen Thomas, junior lineman for University of Pennsylvania, Andre Waters, former Philadelphia Eagles safety, Chris Henry, the Cincinnati Bengals wide receiver and Chris Beniot, a pro wrestler; these men have been successful athletes, but that all changed after receiving countless blows to the head. They, as well as many others, have been diagnosed with Chronic Traumatic Encephalopathy (CTE), which according to the Center for the Study of Traumatic Encephalopathy is a progressive degenerative disease of the brain found in athletes and others, with a history of repetitive concussions. The brain degeneration is associated with memory loss, confusion, impaired judgment, paranoia, impulse control problems, aggression, depression, and, eventually, progressive dementia (2). After death, these four athletes had tissue from their brain examined, where each had evidence of CTE.
Helmet-to-helmet hits are becoming more aggressive, take for example the hit that Kevin Everett experienced in 2007, or the hit that Josh Cribbs received from James Harrison, and the memorable hit of Eric LeGrand that left him paralyzed from the neck down. Because of this the National Football League (NFL) and the National Collegiate Athletic Association (NCAA) have recently implemented rules to protect players from injuries that occur through these hits, but what about the high school athletes? The University Interscholastic League (UIL), which is the governing body of high school athletics in Texas, has started to take steps in changing the policies and guidelines that are currently being followed, but that isn’t enough.
#### National Football League
The new guidelines for the NFL provide more specificity in making return-to-play decisions. The new statements advise that a player who suffers a concussion should not return to play or practice on the same day if he shows any signs or symptoms of a concussion that are outlined in the return-to-play statement. It continues to say the player shouldn’t return to play until they have had neurological and neuropsychological testing completed and have been cleared by both the team physician and an independent neurological consultant (1). It is also outlines that if an athlete has symptoms of loss of consciousness, confusion, gaps in memory, persistent dizziness, headache, nausea, vomiting or dizziness, or any other persistent signs or symptoms of concussions the athlete should be removed from all activities (1).
#### National Collegiate Athletic Association
According to the NCAA a concussion is a brain injury that may be caused by a blow to the head, face, neck, or elsewhere on the body with an “impulsive” force transmitted to the head (9). An athlete doesn’t have to lose consciousness after a concussion occurs, but there are two things that a coach and athlete need to watch for: a forceful blow to the head or body that results in rapid movement of the head, and any changes in the student-athlete’s behavior, thinking or physical functioning. Some of the signs and symptoms that have been observed by both the coaching staff and student athletes consist of the student-athlete appearing dazed and confused, forgetting plays and being confused about assignments, while they have a headache, feel nauseated, confused, and are sensitive to light and noise (9).
After meeting, the NCAA committee that is responsible for recommending rules and policies made revisions on the previous guidelines found in the NCAA Medicine Handbook that all sports followed on concussion management. These revisions emphasize not letting a student-athlete return play the same day after a long duration of significant symptoms, and if the symptoms continue the athlete should not participate until cleared by a physician (3).
The NCAA wants all coaching staff and student-athletes to have full awareness of the severity of concussions, in doing so they have produced fact sheets for both, which recommend that athletes not hide it and that they tell the athletic trainer or coach so they can receive the proper treatment, and take time to recover. Just like every other injury, a concussion needs time to heal, and repeated concussions can cause permanent brain damage, and even death (9).
For Tarleton State University, located in Stephenville, Texas, neuropsychological testing is being done using ImPACT, which measures athlete’s attention span, working memory, sustained and selective attention time, response variability, non-verbal solving, and reaction time. ImPACT also provides computerized neurocognitive assessment tools and services that are used by coaches, athletic trainers, doctors, and other health professionals to assist them in determining if an athlete is able to return to play after suffering a concussion (6). Athletes start out taking the test to set a base line, they are asked demographic information and health history, what their current symptoms are, then take the neuropsychological test, which measures athlete’s attention span, working memory, sustained and selective attention time, response variability, non-verbal solving, and reaction time with six different modules that are labeled as Word Memory, Design Memory, X’s and O’s, Symbol Matching, Color Matching, and Three Letter Memory, they then get the injury report, and the ImPACT test scores (6). ImPACT is being used by the U.S. Army, professional teams, sports medicine centers, neuropsychology clinics, doctors, colleges, high schools, and club teams all across the United States, as well as Canada and Internationally. Tarleton State University has also required full participation of their athletes by informing them of concussions and having them sign an injury acknowledgement form, stating that they will be an active participant in their own healthcare. Tarleton has also stepped up in making the academic department aware of the severity of a concussion by producing information sheets that state the signs and symptoms, how a person recovers, and what a person with a concussion should and shouldn’t do.
#### High School
According to USA Today only Texas, Oregon, and Washington have enacted laws, all since 2007, to meaningfully tackle the issue. Oregon and Texas require athletes to be removed from play the day of the injury, while Washington gives coaches responsibility for removal (12). But still the UIL leaves it open for an athlete to return to play in the same day, if the athlete hasn’t lost consciousness and concussion symptoms are resolved within 15 minutes; and like its heat guidelines, concussion protocol is merely a set of recommendations and isn’t enforced. According to the Dallas News, fifty-three percent of public schools in Texas and about ninety-three percent of private schools don’t have a full-time certified trainer on staff, and thirty-three percent of public school and eighty-seven percent of private schools don’t have weekly access to a certified trainer (4).
### Conclusion
The awareness of concussions has started to make its way to the top, according to the Fort Worth Star-Telegram the UIL and state education commissioners are currently working on approving that “Texas public high school athletes who get a concussion wouldn’t return to play until the next day, at the earliest, and a licensed healthcare professional would have to approve any return to play (7).”
With the number of athletes in public and private schools in Texas, and all across the United States, why has the issue of concussions not been dealt with before now? For fear of losing playing time there are fewer occurrences reports, but the long-term effects need to be stressed to all student-athletes. Not only athletes, but coaches, athletic trainers and parents need to be informed of the side effects that can happen if a concussion is not reported. Making it mandatory to do testing through concussion-based programs, like ImPACT, could be the first step in raising awareness and helping to give the adequate amount of time to recovery for those athletes who are injured.
### Applications in Sports
Everyone involved in contact sports, including coaches, athletic trainers, athletes, and parents, needs to know the severity of concussions. Many studies have shown what can happen if athletes don’t receive the adequate amount of time to heal after receiving a concussion, but compared to professional athletes there is little that is being done at the high school level to help with these recovery periods. Parents want to make sure their child is being cared for, while coaches have guidelines to follow to make sure their athletes makes a complete recovery, so following the footsteps of professionals and updating concussions guidelines can help in making sure everyone is taking the appropriate steps when a high school athlete has received a concussion.
### Acknowledgements
I would like to thank Dr. Kayla Peak, the Director of the Graduate Program at Tarleton State University, for assisting in the development of this article.
### References
1. (2010). NFL issues stricter guidelines for returning to play following concussion. E-Journal of The Sports Digest. Retrieved from http://www.thesportdigest.com/
2. Center for the Study of Traumatic Encephalopathy, About CTE. (n.d.) What is CTE. Retrieved from http://www.bu.edu/cste/
3. Copeland, Jack. (2009). Safeguard committee acts on concussion-management measures. Retrieved from National Collegiate Athletic Association website: http://www.ncaa.org
4. George, Brandon. (2010, August 1). Hidden dangers: concussions in high school sports. The Dallas Morning News. Retrieved from http://www.dallasnews.com/sharedcontent/dws/spt/stories
5. George, Brandon. (2010, August 2). Texas’ UIL falls behind on concussion policy. The Dallas Morning News. Retrieved from http://www.dallasnews.com/sharedcontent/dws/spt/stories
6. ImPACT-Testing and Computerized Neurocognitive Assessment Tools, About ImPACT. (n.d.) Overview and Features of the ImPACT Test. Retrieved from http://impacttest.com/
7. McCrea, Michael, Hammeke, Thomas, Olsen, Gary, Leo, Peter, & Guskiewicz, Kevin. (2004).Unreported concussions in high school football players. The Clinical Journal of Sports Medicine, (14)1, 13-17. Retrieved from http://journals.lwwlcom/cjsportsmed
8. NCAA, Student-Athlete Experience, Student-Athlete Well-being, Concussions. (n.d.). 23 Sports Specific Poster. Retrieved from http://www.ncaa/org
9. NCAA, Student-Athlete Experience, Student-Athlete Well-being, Concussions. (n.d.). Fact Sheet for Coaches. Retrieved from http://www.ncaa.org
10. NCAA. Student-Athlete Experience, Student-Athlete Well-being, Concussions. (n.d.). Fact Sheet for Student-Athletes. Retrieved from http://www.ncaa.org
11. Schwarz, Alan. (2010, September 13). Suicide reveals signs of a disease seen in the N.F.L. The New York Times. Retrieved from http://nytimes.com
12. Tumulty, Brian. (2010, May 20). Study highlights frequency of concussions in high school athletes. Retrieved from http:// www.usatoday.com
### Corresponding Author
Lindsey Neumann
445 Oak Springs Drive
Seguin, Texas 78155
<lindseyneumann@hotmail.com> 830-305-4312
### Author Bio
Lindsey Neumann is a graduate student studying Kinesiology at Tarleton State University in Stephenville, Texas.
The Importance of Driving Distance and Driving Accuracy on the PGA and Champions Tours
### Abstract
The question of whether driving distance or driving accuracy is more important to a golfer’s overall level of performance is a question that has long been debated. No conclusive answer has been found despite the efforts of numerous researchers who have investigated the relative importance of these two shot-making measures along with other shot-making measures such as greens-in-regulation and putting average. There are various reasons why this particular question has gone unanswered for so many years and many of these reasons are methodological in nature. However, the results in this paper, using data from the 2006-2009 seasons of the PGA and Champions Tours and a new methodological approach, indicate that the relative importance of driving distance and driving accuracy depends upon both the type of hole (Par 4 hole versus Par 5 hole) and the age of the golfer. For younger PGA Tour members, driving accuracy was more important than driving distance on Par 4 holes, but the opposite was true on Par 5 holes. For older Champions’ Tour members, driving distance was more important than driving accuracy on both Par 4 and Par 5 holes. Additional analyses revealed that the quality of the drive, in terms of both its distance and accuracy, was relatively more important to a golfer’s performance on the Champions Tour than it was on the PGA Tour.
**Key Words:** Golf, Driving Distance, Driving Accuracy, importance, performance
### Introduction
Which is more important to a golfer’s success – how far they drive the ball or how accurate they are with their drive? Past attempts to answer this age-old question have been unsuccessful for a variety of reasons, including the utilization of flawed methodological procedures as well as the failure of researchers to consider that the relative importance of driving distance and driving accuracy might actually depend upon the combination of a number of different factors. The literature contains numerous studies that look at the extent to which driving distance and driving accuracy, along with other shot-making skills measures such as greens-in-regulation, putting average, and sand saves, were correlated to a golfer’s overall level of performance. Consistently, in these analyses, greens-in-regulation and putting average were found to be more highly correlated with scoring average and total earnings than either driving distance or driving accuracy (3,5,10). Further, in many instances, neither driving distance nor driving accuracy was statistically significant. These past analyses were typically based upon the performance of PGA Tour members, although the performances of members of other professional golf tours and amateur golfers have also been analyzed (2,6,7,8,11).
There are a number of methodological issues that need to be examined when attempting to evaluate the relative importance of driving distance and driving accuracy, especially when these two measures are considered in conjunction with other predictor measures. Failure to do so can result in faulty conclusions being made. In this paper, the distance versus accuracy question is examined by conducting separate analyses for members of the PGA Tour and the Champions Tour.
### Methods
#### Populations
The populations of interest in the study are members of the PGA Tour and the Champions’ Tour for the last four tour seasons, 2006-2009. The latter tour is for golfers who are at least 50 years of age. Data used for both tours in this analysis came from the PGA Tour website (www.pgatour.com).
#### Dependent Variables
scoring average has frequently been used as an overall performance measure in analyses that examined the effects of various shot-making skills. However, in the present study, which compares the relative importance of driving distance and driving accuracy, scoring average should not be used as the dependent variable measure. The reason for this is that scoring average is based on all 18 holes in a round, and golfers will typically use a driver only on Par 4 and Par 5 holes and not on Par 3 holes. The fact that there may be as many as five or six Par 3 holes in a round makes scoring average an inappropriate performance measure for the purpose of this study.
The total earnings of a professional golfer on a particular tour are another measure that has been used for the dependent variable. Like scoring average, total earnings have problems associated with its use in the present study. The first problem is that tournaments on the various professional golf tours do not offer the same amount of prize money. As a result, total earnings is more heavily weighted to how well a golfer performs in tournaments that have the largest purses than to how well a golfer performs in all of the tournaments in which they play. A second problem is that total earnings do not take into account the number of tournaments played in a season. Accordingly, low total earnings may be due either to poor performances or to a small number of tournaments having been played.
Due to the problems associated with both scoring average and total earnings, it was decided to use two different dependent variable measures for determining the relative importance of driving distance and driving accuracy. These two measures are (i) scoring average obtained only on Par 4 holes and (ii) scoring average obtained only on Par 5 holes. By having these two distinct measures, it is possible to determine whether the relative importance of driving distance and driving accuracy varies by type of hole. Further, the use of these two measures also eliminates the previously discussed problems associated with both scoring average based on 18 holes and with total earnings.
#### Independent Variables
Besides driving distance and driving accuracy, there are other variables or shot-making skills that have been commonly used in analyses that sought to determine the key factors that are related to a golfer’s overall performance. Three of the most frequently used measures will be used in this study. They are:
– **Greens-in-regulation:** The percentage of times that a golfer is able to land his or her ball on the green in two strokes on a Par 4 hole and in three or fewer strokes on a Par 5 hole.
– **Putting average:** The average number of putts per greens-in-regulation.
– **Sand saves:** The percentage of times a golfer takes two or fewer shots to put their ball in the hole from a greenside sand bunker.
Analysis
Descriptive statistics will be obtained and regression analyses were conducted in order to determine the relative importance of driving distance and driving accuracy. However, it should be noted that a potential problem exists when using highly correlated predictor variables in a regression analysis. This is the problem of multicollinearity and this problem is one that is often present in studies that seek to determine the relative importance of various shot-making skills. For example, Heiny (5) did not explicitly consider the effects of multicollinearity when he concluded, using data from the 1992-2003 PGA Tour seasons, that the two driving measures were of far less importance to a golfer’s overall level of performance than either greens-in-regulation or putting average. The problem of multicollinearity arose since driving distance and driving accuracy were both highly correlated with greens-in-regulation and because these three measures were all used in the regression model. Due to multicollinearity, the relative importance of the two driving measures could not be accurately determined. Since the focus of this study is on driving distance and driving accuracy, primary attention will be placed on these two measures.
### Results
#### Descriptive Statistics
Descriptive statistics for driving distance and driving accuracy for members of each tour during the 2006 to 2009 seasons are given in Table 1. The scoring average on both Par 4 and Par 5 holes for each of the tours remained fairly constant over this period of time. On the shorter Par 4 holes, the average score on both tours was virtually identical and slightly over par. On the Par 5 holes, the average score was under par on both tours, but Champions’ Tour golfers had a slightly higher stroke average compared to their PGA Tour counterparts.
**Table 1**
Means and Standard Deviations for Scoring Average, Average Driving Distance and Driving Accuracy Percentage for Golfers on the PGA and Champions Tours: 2006-2009
| 2006 | 2007 | 2008 | 2009 | |||||
|---|---|---|---|---|---|---|---|---|
| Tour/variable | Mean | SD | Mean | SD | Mean | SD | Mean | SD |
| PGA Tour | ||||||||
| Scoring average on Par 4 holes | 4.06 | 0.04 | 4.07 | 0.04 | 4.07 | 0.03 | 4.06 | 0.04 |
| Scoring average on Par 5 holes | 4.68 | 0.07 | 4.69 | 0.06 | 4.70 | 0.07 | 4.69 | 0.07 |
| Average driving distance (yards) | 289.5 | 8.7 | 289.1 | 8.6 | 287.6 | 8.6 | 288.1 | 8.6 |
| Driving accuracy (%) | 63.4 | 5.4 | 63.5 | 5.2 | 63.4 | 5.5 | 62.3 | 5.5 |
| (n) | (196) | (196) | (197) | (202) | ||||
| Champions Tour | ||||||||
| Scoring average on Par 4 holes | 4.06 | 0.06 | 4.05 | 0.06 | 4.05 | 0.07 | 4.06 | 0.07 |
| Scoring average on Par 5 holes | 4.73 | 0.10 | 4.71 | 0.09 | 4.73 | 0.08 | 4.72 | 0.11 |
| Average driving distance (yards) | 270.2 | 9.4 | 273.7 | 9.3 | 272.6 | 8.9 | 277.0 | 10.5 |
| Driving accuracy (%) | 71.4 | 5.0 | 69.2 | 5.3 | 69.1 | 5.8 | 68.6 | 5.4 |
| (n) | (80) | (77) | (75) | (81) | ||||
During the four year period, the average driving distance on the PGA Tour was between 287.6 yards and 289.5 yards. The big jump in terms of average driving distance on the PGA Tour came between 1995 and 2003 when a spring-like effect in drivers was permitted. This development, together with a new a multi-layered ball, allowed golfers to launch balls higher and with less spin, thus creating optimum launch conditions and longer driving distances. This has resulted in the average driving distance leveling off in recent years on the PGA Tour. However, on the Champions’ Tour, the distance of the average drive increased from 270.2 yards in 2006 to 277.0 yards in 2009. This recent increase was due, in part, to a number of older tour members retiring and being replaced by longer-hitting younger golfers. In 2009, the differential between the PGA Tour and the Champions’ Tour in terms of the length of the average drive was just 11.1 yards compared to 19.3 yards in 2006.
The driving accuracy percentages were in a narrower range on the PGA Tour compared to the Champions’ Tour. In addition, the Champions’ Tour accuracy percentages exhibited a steady decline over the four year period and, on each tour, the percentage was at its lowest level in 2009. In terms of the variability of the two scoring averages as measured by the standard deviation, there was considerably more variability in the average scores on both the Par 4 and Par 5 holes for members of the Champions’ Tour than for members of the PGA Tour. The variability was also greater on the Champions’ Tour with respect to both driving distance and driving accuracy, but the variability differentials were not as large as they were for the two scoring average measures.
A moderately strong negative correlation existed between Driving Distance and Driving Accuracy for golfers on both tours during the 2006-2009 seasons. These correlations, which were all significant at the .01 level, are given in Table 2. The nature of the relationship found in this study was similar to that obtained by Wiseman et al (12) for members of the PGA Tour during the 1990-2004 seasons. The results also indicate that during the last two years, there was a weakening of the relationship for members of the Champions’ Tour.
**Table 2**
Correlation between Driving Distance and Driving Accuracy on the PGA and Champions Tours: 2006-2009
| Tour | 2006 | 2007 | 2008 | 2009 |
|---|---|---|---|---|
| PGA Tour | -.59 | -.64* | -.61* | -.57* |
| Champions Tour | -.53 | -.52 | -.47 | -.37 |
∗ Correlation is significantly different from zero (p < .01) in that year.
For each tour, a golfer’s average driving distance and driving accuracy percentages were correlated with their scoring average on Par 4 and Par 5 holes. The obtained correlations are presented in Table 3. Most signs are negative, as expected, since long drives and a high driving accuracy percentage are associated with good performance and low scores. However, there were distinct differences in the correlations depending upon the tour and the type of hole.
**Table 3**
Driving Distance and Driving Accuracy Correlations with Scoring Average on Par 4 and Par 5 Holes for the PGA and Champions Tours: 2006-2009
| 2006 | 2007 | 2008 | 2009 | |||||
|---|---|---|---|---|---|---|---|---|
| Tour/type of hole | Distance | Accuracy | Distance | Accuracy | Distance | Accuracy | Distance | Accuracy |
| PGA | ||||||||
| Par 4 | -.06 | -.36* | -.00 | -.32* | -.06 | -.33* | -.12 | -.37* |
| Par 5 | -.37* | .03 | -.36* | -.17** | -.39* | .14 | -.43 | .12 |
| Champions | ||||||||
| Par 4 | -.49* | -.14 | -.49* | -.12 | -.38* | -.29* | -.40* | -.30* |
| Par 5 | -.62* | .13 | -.60* | .02 | -.46* | .01 | -.54* | -.08 |
∗ Correlation was significantly different from zero for that year (p < .01).
∗∗ Correlation was significantly different from zero for that year (p < .05).
On Par 4 holes, the correlation between driving distance and scoring average for golfers on the Champions’ Tour was much stronger than for golfers on the PGA Tour. These correlations were between r = -.38 and r = -.49 for Champions’ Tour members, but only between r = -.00 and r = -.12 for PGA Tour members. These latter correlations indicated that there was virtually no relationship between driving distance and scoring average on Par 4 holes for PGA Tour golfers. The opposite was true for driving accuracy. The correlation between driving accuracy and scoring average on the PGA Tour was stronger than on the Champions’ Tour. Correlations for driving accuracy and scoring average were between r = -.32 and r = -.37 for golfers on the PGA Tour and between r = -.12 and r = -.30 for golfers on the Champions’ Tour. In the last two years, the relationship between driving accuracy and scoring average on the Champions’ Tour has strengthened. The above results suggest that on Par 4 holes, driving distance was far more important than driving accuracy for Champions’ Tour golfers, while driving accuracy was far more important than driving distance for PGA Tour golfers.
With Par 5 holes, driving distance was more highly correlated with scoring average than was driving accuracy on both tours. The correlations were stronger, however, on the Champions’ Tour and were between r = -.46 and r = -.62. On the PGA Tour, the correlations were between r = -.36 and r = -.43. For driving accuracy, the correlations were weak on both tours. These results suggest that on Par 5 holes, driving distance was more important than driving accuracy for players on both the PGA Tour and the Champions’ Tour.
#### Regression Analyses
Regression analyses were conducted to determine the extent to which driving distance and driving accuracy taken together could explain the variability in scoring average on Par 4 and Par 5 holes. A large R2 value would indicate the drive was a key factor in terms of explaining overall performance, while a small R2 value would indicate the opposite. Results are shown in Table 4.
**Table 4**
Estimated Linear Regression Equation Coefficients and R2 Values when Driving Distance and Driving Accuracy were used to Predict Scoring Average
| Tour / type of hole / year | Estimated Linear Regression Coefficients | |||
|---|---|---|---|---|
| b0 Constant | b1 Driving distance | b2 Driving accuracy | R2 | |
| PGA | ||||
| Par 4 | ||||
| 2009 | 5.076 | -.0024* | -.0050* | .30 |
| 2008 | 4.469 | -.0008** | -.0026* | .14 |
| 2007 | 4.716 | -.0014* | -.0037* | .18 |
| 2006 | 4.826 | -.0017* | -.0041* | .24 |
| Par 5 | ||||
| 2009 | 6.176 | -.0046* | -.0026** | .21 |
| 2008 | 5.932 | -.0038* | -.0019 | .16 |
| 2007 | 5.665 | -.0031* | -.0011 | .14 |
| 2006 | 6.081 | -.0041* | -.0035* | .19 |
| Champions | ||||
| Par 4 | ||||
| 2009 | 5.710 | -.0042* | -.0071* | .39 |
| 2008 | 5.904 | -.0050* | -.0071 | .42 |
| 2007 | 5.925 | -.0052* | -.0063* | .44 |
| 2006 | 5.998 | -.0053* | -.0070* | .45 |
| Par 5 | ||||
| 2009 | 7.172 | -.0072* | -.0068* | .38 |
| 2008 | 6.493 | -.0055* | -.0038** | .26 |
| 2007 | 7.372 | -.0080* | -.0069* | .47 |
| 2006 | 7.238 | -0.0080* | -.0054** | .44 |
∗ Estimated regression coefficient is significantly different from zero (p < .01).
∗∗ Estimated regression coefficient is significantly different from zero (p < .05).
On the Champions’ Tour, the value of R2 ranged between .38 and .47 during the 2006-2009 seasons for each type of hole, except for Par 5 holes in 2008 when R2 = .26. The regression coefficients for driving distance and driving average were all significant at the .01 level, except in 2006 and 2008 when the coefficient associated with driving accuracy was significant at the .05 level. Results on the PGA Tour differed as far less of the variability in scoring average could be explained by the drive alone. R2 values ranged between .14 and .24 in the four years and on each type of hole, except on Par 4 holes in 2009 when R2 = .30. The regression coefficient for driving distance was significant at the .01 level in each year, except in 2008 where the significance level was .05. The regression coefficient for driving accuracy on Par 4 holes was significant at the .01 level in each year, but on Par 5 holes, there were two years in which the coefficient was not statistically significant.
Additional regression analyses were conducted to determine the extent to which three other variables (greens-in-regulation, putting average and sand saves) could explain the variability in scoring average that could not be explained by either driving distance or driving accuracy. The R2 values presented in Table 5 indicate that the five measures used together could explain more of the variability in scoring average on the Champions’ Tour than on the PGA Tour. R2 values ranged from .69 to .89 on the Champions’ Tour and from .41 to .75 on the PGA Tour.
**Table 5**
R2 values when Five Skills Measures were used to Predict Scoring Average on Par 4 and Par 5 Holes for the PGA and Champions Tours: 2006-2009*
| Tour / type of hole | 2006 | 2007 | 2008 | 2009 |
|---|---|---|---|---|
| PGA | ||||
| Par 4 | ||||
| Par 5 | ||||
| Champions | ||||
| Par 4 | ||||
| Par 5 | ||||
∗ The five measures were Driving Distance, Driving Accuracy, Greens-in-Regulation, Putting Average, and Sand Saves.
**Table 6**
Proportion of Total Explained Variability in Scoring Average Directly Attributable to Driving Distance and Driving Accuracy on Par 4 and Par 5 Holes for the PGA and Champions Tours: 2006-2009
| Tour / type of hole | 2006 | 2007 | 2008 | 2009 |
|---|---|---|---|---|
| PGA | ||||
| Par 4 | (.24/.67) = .36* | (.18/.66) = .27 | (.14/.61) = .23 | (.30/.75) = .40 |
| Par 5 | (.19/.53) = .36 | (.14/.41) = .32 | (.16/.48) = .33 | (.21/.56) = .38 |
| Champions | ||||
| Par 4 | (.45/.88) = .51 | (.44/.88) = .50 | (.42/.89) = .47 | (.39/.78) = .50 |
| Par 5 | (.44/.78) = .56 | (.47/.80) = .59 | (.26/.69) = .38 | (.38/.78) = .51 |
∗ Values obtained by dividing R2 values given in Table 4 by the corresponding R2 values given in Table 5.
The ratios of the corresponding R2 values in Tables 4 and 5 are given in Table 6. These ratios indicate the relative importance of the drive compared to the other three predictor measures. The higher the ratio, the greater the variability in scoring average that could be explained by using the two driving measures compared to the three other predictor measures. As shown in the table, the ratios are higher in each case for the Champions’ Tour than for the PGA Tour. This indicates that the drive, compared to the other three measures that were used, was relatively more important for golfers on the Champions’ Tour than for golfers on the PGA Tour.
### Discussion
This study examined the relative importance of driving distance and driving accuracy on two professional golf tours from 2006-2009. Based upon independent analyses on Par 4 and Par 5 holes for each tour, the findings indicated that the relative importance of driving distance and driving accuracy varied by both tour and type of hole.
Other researchers have recently investigated the physical (1,9) and mental (4) effects of aging on the ability of professional golfers to compete at a high level. These studies described the nature of declines that take place with aging as well as compensating offsets, for example, shorter, but more accurate drives. In the present study, one possible explanation for the changing relative importance of driving distance relates to the physical changes that occur as people age. Individuals lose strength and agility over time, which in golf is frequently demonstrated by both shorter and more accurate drives. However, for Champions’ Tour golfers this improvement in driving accuracy is not enough to offset the loss in driving distance which, in turn, results in higher scoring averages. On long Par 4 holes, a short drive for these players means fewer birdie opportunities because it is more difficult to reach the green in regulation. For PGA Tour golfers, a relatively short drive on a lengthy Par 4 hole is not necessarily an impediment to reaching the green in regulation, even if the tee shot does not come to rest on the fairway.
This study also demonstrated that the drive was relatively more important to a golfer’s overall performance than was previously thought based upon a number of similar studies. This increased level of relative importance could be attributed, in part, to the fact that in the present analysis, separate scoring averages on Par 4 and Par 5 holes were used rather than a single scoring average based upon all 18 holes. Additionally, by conducting the analysis in two phases, it was shown that approximately half of the total explained variability in scoring average on both Par 4 and Par 5 holes on the Champions’ Tour, and approximately one-third of the total explained variability in scoring average on the PGA Tour, could be directly attributed to the drive alone. These results highlight the need for careful attention to the performance measures that are used in future studies.
### Conclusion
This paper investigated whether driving distance or driving accuracy was more important to a golfer’s performance. The results indicated that the answer to the question depended not only on the type of hole (Par 4 or Par 5), but also on the age of the golfer. For the 50 years of age and over golfer playing on the Champions’ Tour, driving distance was clearly a more important factor regardless of the type of hole. However, for the under 50 years of age golfer on the PGA Tour, driving accuracy was more important on Par 4 holes, while driving distance was more important on Par 5 holes. In addition, the investigation revealed that the quality of the drive in terms of the combined effects of both driving distance and driving accuracy was more important to a golfer’s success on the Champions’ Tour than it was on the PGA Tour.
### Applications in Sport
This study is relevant to all golf teaching professionals because instructors debate the amount of time golfers should spend in practicing their driving techniques. Traditionally, golfers have been told to spend less time on driving and more on other facets of the game. This study has shown that except for young professional golfers, the drive is very important in trying to achieve lower scores.
### References
1. Baker, J., Deakin, J., Horton, S. and Pearce, W. (2007). Maintenance of Skilled Performance with Age: A Descriptive Examination of Professional Golfers. Journal of Aging and Physical Ability, 15, 299-316.
2. Callan, S. & Thomas, J. (2006). Performance in Amateur Golf: An Examination of NCAA Division I Golfers. The Sport Journal, 9, 3. Available online at: <http://www.thesportjournal.org/article/gender-skill-and-performance-amateur-golf-examination-ncaa-division-i-golfers/>.
3. Engelhardt, G.M. (1995). It’s not how you drive, it’s how you arrive: the myth. Perceptual and Motor Skills, 80, 1135-1138.
4. Fried, Harold O. & Loren W. Tauer. (2009). The impact of age on the ability to perform under pressure: golfers on the PGA tour. Journal of Productivity Analysis. Available online at: <http://www.springerlink.com/content/337g8rv212w45423/?p=7d7abc1e32d744f3906e83014cf31f51&pi=4>.
5. Heiny, E. (2008). Today’s PGA Tour Pro: Long but Not so Straight. Chance, 21, 1, 10-21.
6. Moy, R.L. & Liaw, T. (1998). Determinants of golf tournament earnings. The American Economist, 42, 65-70.
7. Rishe, P. (2001). Differing Rates of Return to Performance. Journal of Sports Economics, 2, 285-296.
8. Shmanske, S. (2000). Gender, Skill and Earnings in Professional Golf. Journal of Sports Economics, 1, 385-200.
9. Tirunch, G. (2010). Age and Winning Professional Golf Tournaments. Journal of Quantitative Analysis in Sports, 6, 1. Available online at: <http://www.bepress.com/jqas/vol6/iss1/5/>.
10. Wiseman, F. & Chatterjee, S. (2006). Comprehensive Analysis of Golf Performance on the PGA Tour: 1990-2004. Perceptual and Motor Skills, 102, 109-117.
11. Wiseman, F., Chatterjee, S., Wiseman, D., & Chatterjee, N. (1994). An Analysis of 1992 Performance Statistics for Players on the US PGA Tour, Senior PGA and LPGA Tours, in A. Cochran & M.R. Farrally (Eds.) Science and Golf II. Proceedings of the World Scientific Congress of Golf. London: E & FN Spon. Pp. 199-204.
12. Wiseman, F., Habibullah, M., & Yilmaz, M. (2007). A New Method for Ranking Total Driving Performance on the PGA Tour. The Sport Journal, 10, 1. Available online at: <http://www.thesportjournal.org/article/new-method-ranking-total-driving-performance-pga-tour>.
### Corresponding Author
**Frederick Wiseman, Ph.D**
202 Hayden Hall
College of Business Administration
Northeastern University
Boston, MA 02115
<f.wiseman@neu.edu>
(617) 373-4562
### Author Bios
#### Frederick Wiseman
Frederick Wiseman is Professor of Statistics at the Northeastern University College of Business Administration
#### Mohamed Habibullah
Mohamed Habibullah is a Lecturer in Statistics at the Northeastern University College of Business Administration
#### John Friar
John Friar is Executive Professor in Entrepreneurship and Innovation at the Northeastern University College of Business Administration
Effect of dynamic versus static stretching in the warm-up on hamstring flexibility
### Abstract
Recent studies have questioned the benefits of static stretching in the sports warm-up. The purpose of our research was to examine the acute effect of static and dynamic stretching in the warm-up, on hamstring flexibility using an intervention study design. Hamstring flexibility was measured using modifications of the Straight Leg Raise test to measure hip flexion range of motion in degrees. The reliability of the test setup was determined in a separate study (n=33), the results of which were also utilised to establish the relationship between static and dynamic SLR tests. There was a significant difference between flexibility measured by the Static-passive and the Dynamic-supine SLR test (p < .05); hence, these were utilised to assess static and dynamic flexibility, respectively, in the intervention study.
Twelve participants were randomly assigned to three interventions of 225 secs. stretch treatment on separate days: No stretching (Treatment 1), Static stretching (Treatment 2) and Dynamic stretching (Treatment 3) in a cross-over study design. When static stretching was included in the warm-up, there were statistically significant differences in pre and post static flexibility (t (11) = 4.19, p < .05). However, there was no significant difference in pre and post dynamic flexibility (t (11) = 0.72, p >.05). Following dynamic stretching there was a statistically significant improvement in both static (t (11) = 2.62, p <. 05) and dynamic (t (11) = 5.69, p < .05) flexibility. Non-parametric tests carried out on the data to corroborate the aforementioned findings.
Static stretching did not improve dynamic hamstring flexibility; however, dynamic stretching improved both dynamic and static flexibility. This has implications for the specificity of stretching in sport.
**Key words:* Range of Motion, hamstring, joint flexibility, Lower extremity, resting tension, stretching
### Abbreviations
- ROM
- range of motion
- SPH
- static passive hamstring flexibility test
- DSUH
- dynamic supine hamstring flexibility test
- DSHWB
- dynamic standing hamstring flexibility test with knee brace
- DSHNB
- dynamic standing hamstring flexibility test without knee brace (no brace)
- SAID
- Specific adaptation to imposed demands
### Introduction
Dynamic stretching consists of simulating movements that are representative of those frequently used in a particular sport (22). Examples of dynamic stretching include the toe walk, heel-walk, hand-toe hamstring stretch, military-walk, sumo groin stretch, and quadriceps kicks (31). In 1996, Alter (2) described a principle put forward by Wallis and Logan in 1964 for strength, endurance and flexibility training, called specific adaptation to imposed demands (SAID). “One should stretch at not less than 75 percent of maximum velocity through the exact plane of motion, through the exact range of motion, and at the precise joint angles used while performing skills in a specific activity” (2). The aforementioned principle lends support to the concept of dynamic flexibility training. There is a lack of studies that examine the effect of dynamic stretching on static as well as dynamic flexibility in the period preceding competition i.e. in the warm-up phase.
Numerous studies in recent literature examine the effects of static stretching on various performance variables (29, 37). In their 2006 study, Behm et al. (6) found decrements in knee extension, knee flexion, drop-jump contact time and counter movement jump height following an acute bout of static stretching. The analysis of the relationship between static stretching and performance focuses mainly on the variables of strength and power (30). Their study demonstrates that static stretching lowers the maximal strength of the knee flexors and extensors and may even hamper performance of activities involving maximal force output. If increased musculotendinous stiffness enables more efficient transmission of force, stretching just prior to activity might also decrease force output in skills such as jumping to attain maximum height and forceful throwing (12). Even a moderate duration of static stretching could result in quadriceps isometric force and activation decrements (33). Furthermore, it is theorised that this impairment of isometric force production could last for a period of up to 120 minutes.
The purpose of our research was to examine the acute effect of static and dynamic stretching in the warm-up, on hamstring flexibility using an intervention study design. The reliability of the experimental setup was established in a separate study (n=33) that was used to determine the relationship between the tests that measured static and dynamic hamstring flexibility. Analyses of variance and correlation analyses were computed on the collated data. An intervention design was used to determine how an acute bout of static or dynamic stretching affected hamstring flexibility as measured by a modified SLR test. Parametric (t-test) and non-parametric tests (Wilcoxon Matched-Pairs Ranks) were carried out to analyse the raw data.
### Method
#### Participants
Sixteen university students (n = 16) were recruited for the intervention study to examine the effects of dynamic and static stretching on hamstring flexibility. The final sample consisted of 12 students of which five females and seven males served as participants. Two potential participants did not complete all testing sessions and two participants’ data was excluded from the study due to measurement error. The average age of the participants was 24.8 ± 6.8 yrs. (mean ± SD). The average height and weight was 174.5 ± 4.5 cm. and 73.0 ± 15.7 kg. respectively (mean ± SD).
Participants were drawn from a variety of sporting backgrounds which predominantly involved the lower body (42). Most were actively training for a sport. All trained lightly a minimum of three times a week. A condition of entry to the study was that the subjects did not concurrently use any stretch or flexibility training in their regular training program (41). Screening questionnaires were provided to identify subjects with neurological or musculoskeletal abnormalities of the spine and lower limbs. Subjects were examined to determine hip, knee and ankle ROM and a brief examination of the lumbar spine was performed. The final participants were free of any bony or soft tissue injury to the spine and lower limbs. The participants were asked to carry out routine activities and not to exercise strenuously (10). They were also advised not to stretch the hamstrings and avoid initiating or changing any exercise program during the study (35).
All participants provided their written informed consent to participate in the study. Hamstring flexibility was measured in the dominant leg (19), identified by kicking a football towards a wall five times (11). This study received approval from the human ethics committee of the University of Canberra.
#### Materials and Procedure
Reflective markers attached to specific bony prominences utilised for biomechanical analysis (Figure 1). The functional orthopaedic knee brace, Knee Ranger II Universal (dj Orthopaedics, LLC, California, USA) helped to maintain 15º of knee flexion during pre and post-testing. Participants wore the knee brace only during testing and not whilst performing the intervention stretches. The Velcro strapping on the brace eased the removal and fastening process considerably. A warm-up consisting of five minutes of cycling on a stationary cycle ergometer (Exertech, Australia) at 60-70 W (6, 42) was employed. Testing was carried out at around the same time of the day for each participant involved in the intervention study (41). There was no stretching incorporated in the warm-up.
#### Modified SLR test for measuring hamstring flexibility
Previous studies examining stretch and contraction specific changes in ROM utilise the hamstring muscle group most frequently in humans and the SLR test is the most commonly used test (17). The contralateral or non-testing leg was partially flexed at the hip and knee, with a pillow rolled underneath the knee to stabilise the pelvis (11). A Velcro strap fastened around the pelvis and secured beneath the exercise bench to minimise pelvic rotation. In 1982, Bohannon (7) suggested that the pelvis and the contralateral thigh should be maintained in neutral position to decrease contribution to SLR-ROM. During testing, the participant was advised not to lift the upper body off the bench, and the arms were folded across the chest or placed beneath the head. This minimised the contribution from the trunk towards the effort of hip flexion.
The experimental setup included a camcorder placed perpendicular to the plane of motion. The camcorder was mounted on a tripod and placed at a distance of 10 metres from the test area (Figure 1). A PAL digital video camera (Canon MVX3i, Canon Inc., Japan) operating at 50Hz was used to video the participants performing the various flexibility tests. Dartfish ProSuite (Dartfish Connect 4.0, Dartfish Ltd., Fribourg, Switzerland) was used to capture the video data from the camera to a computer for two-dimensional analysis.
#### Measuring Flexibility
After the warm-up period, participants (n=12) undertook static passive (SPH) and dynamic supine hamstring flexibility (DSUH) tests to measure static and dynamic flexibility respectively. The reliability of this experimental setup and correlation between modifications of the SLR test was established in an earlier study involving 33 subjects.
##### Static Passive Hamstring Flexibility test
This test was performed in the supine position on an exercise bench. The functional knee brace was worn for testing. Passive stretching utilises an external agent to assist with the stretch. The participant used a Velcro strap around the ankle to assist with pulling the limb into hip flexion (Figure 1). The dominant leg was flexed to the terminal ROM or until a mild discomfort/tightness was felt in the back of thigh (5). This position was maintained for five seconds following which the limb was slowly lowered to the resting position.
##### Dynamic Supine Hamstring Flexibility test
The test was performed in the supine position on an exercise bench. Dynamic flexibility measures the ability to move a joint quickly through a non-restricted ROM. The participants were instructed to move the dominant limb into hip flexion using maximal effort and as quickly as possible or until a mild discomfort was felt in the back of the thigh. Dartfish analysis of the video frame that captured the terminal phase of movement was used to determine the angle of hip flexion.
Supine stretching is thought to better isolate the hamstrings, allowing for improved relaxation and is generally believed to be safer and more comfortable for people with a history of low back pain (15). Hence, the SPH test was used to measure static hamstring flexibility and the DSUH test was used to measure dynamic flexibility. Reliability testing demonstrated that there is a significant difference between flexibility measured by the SPH and DSUH hamstring flexibility tests (p<.001). There was also a significant difference between DSHWB (with knee brace) and DSHNB (without knee brace) tests (p = .003) and this result supported the use of the knee brace (dj Orthopaedics, LLC, California, USA) to maintain a fixed knee angle during flexibility testing.
An average hip flexion ROM was calculated for both and served as the final measure of hamstring flexibility (4). Post-testing was commenced immediately after the completion of the stretching intervention assigned for the day. In 2002, Klee et al. (26) suggested that participants should be retested as quickly as possible after the intervention stretches because resting tension started to increase after a three minute rest pause.
#### Stretching Program
##### Warm-up only/ No stretching: Treatment 1
No stretches were included in the warm-up, serving as a control. Participants cycled for 75 seconds on a stationary ergometer (Exertech, Australia) at 60-70 W with a 10 seconds rest pause between each of the five 75-second cycle periods. Total duration of cycling was 225 secs.
##### Static stretching: Treatment 2
Participants performed stretches for a total duration of 225 seconds (52). They performed three types of static stretches with a stretch time of 75 seconds for each (Table 1). This time equated to five stretches held for 15 seconds each (9, 29, 30, 34, 47,). A rest pause of ten seconds was allowed between stretches. Each static stretch was performed to the terminal range, defined as the point where the subject felt a mild discomfort or tightness in the back of the thigh (5). The static and dynamic stretching routines were appropriately timed so that the amount of time spent stretching was the same for each group, enabling comparison between the two groups (41).
##### Standing toe-touch
This stretch routine involved bending forward to touch toes whilst making sure that the knees remained fully extended. Participants held the stretched position for 15 seconds until a slight sense of discomfort or tightness felt in the back of the thigh. Ten seconds rest pauses were allowed after each stretch and when switching to a different stretch type.
##### Forward swing static stretch
The heel of the extremity to be stretched was supported on a treatment table to perform this particular stretch (35). The knee remained fully extended and the foot was positioned in relaxed plantar flexion. The pelvis was tilted anteriorly whilst bending forward at the waist avoiding flexion of the spine (15, 35), until the terminal range was reached or discomfort felt in the back of the thigh. This stretch position was held for 15 seconds and repeated five times on the dominant extremity.
##### Passive supine-sling stretch
This stretch was performed in the supine position whilst lying on an exercise treatment bench. A Velcro sling was passed around the ankle to flex the hip and consequently stretch the hamstring group of muscle. The stretch was held for 15 seconds to the terminal range of discomfort or tightness felt in the back of the thigh.
##### Dynamic stretching treatment
Five sets of seven to eight dynamic stretches equalled the amount of time spent (Table 1) on the aforementioned static stretching regimens. The aim was to allot the same amount of stretching time to the static and dynamic stretching interventions enabling comparison among the groups. The 15 seconds hold period for each static stretch equated to around seven to eight dynamic stretches. Five sets of dynamic stretches amounted to 225 seconds of total stretching time. There was a pause of 10 seconds between each set and another 10 seconds when changing over from one type of stretch to another.
Stretches were begun at low velocity and momentum was gradually built up to achieve at least 75% of maximum height and speed while performing the dynamic stretches. The SAID principle of specific adaptation to imposed demands formed the basis of the dynamic stretching routine. Participants stretched at 75% of the maximum velocity through a particular ROM whilst performing a sport-specific movement.
##### Dynamic leg swings
The dominant leg was flexed at the hip in a forward kicking action. The aforementioned SAID principle was applied during performance of all stretches (controlled stretching). Five sets of seven or eight forward leg swings or kicks (9) were carried out to a timed 225 seconds of stretching.
##### Crossed-body leg swings
Dominant leg swung across the midline of the body towards the opposite shoulder. This stretched the biceps femoris which is the lateral muscle of the hamstring group (40).
##### Standing bicycle-kicks
The dominant limb was put through a circumduction-like movement in a rhythmic cyclical manner incorporating the SAID principle (controlled stretching). Total time spent on this stretch was also 225 seconds.
#### Biomechanical analyses
The hip ROM in the dominant leg was used as an indirect measure of hamstring flexibility (44) and served as the only investigated parameter (Fully extended hip = 0°). Dartfish ProSuite (Dartfish Connect 4.0, Dartfish Ltd., Fribourg, Switzerland) is a complete video analysis software package, which includes all necessary functionality to analyse technical performance during and after training. Dartfish motion analysis software was used to quantify the degree of hip flexion. This system enables access to every video frame so that the terminal ROM of hip flexion can be accurately identified. Once the appropriate frame was identified, Dartfish was used to measure hip flexion accurately to the nearest degree. Intra-tester and operator reliability were tested by a repeat analysis of 15 participant performances.
#### Statistical Analysis
The principal dependent variable of interest was the change in hamstring flexibility measured by hip flexion ROM between pre and post-stretch measurements. The paired sample t-test compared the effect of the two treatments on static and dynamic hamstring flexibility. Non- parametric tests conducted on the collected data corroborate the aforementioned findings. Furthermore, Tukey’s Honestly Significant Difference (HSD) test explored the degree of change in static and dynamic flexibility. The data was analysed with the statistical package SPSS for Windows (version 12.1.0; SPSS Inc., Chicago, IL).
### Results & Disscussion
Various modifications of the SLR test were used to measure and compare hamstring flexibility in an earlier study that also tested for reliability (n=33). Static passive hamstring flexibility (SPH), dynamic supine hamstring flexibility (DSUH), dynamic standing hamstring flexibility with knee brace worn (DSHWB), and dynamic standing hamstring flexibility without knee brace (DSHNB). Subjects were tested on two separate occasions one week apart. Each subject had three trials for each tests for the two separate testing times resulting in a total of 30 scores. Test-retest was appropriate as subjects were tested at two points in time a week apart and a Cronbach alpha was used to test for internal consistency and reliability for the three trials of each week’s testing. The tests used in this study evidenced a very high degree of internal consistency for each trial by Occasion 1 and Occasion 2 as well as a high coefficient of reliability or stability as measured by the test-retest procedure (Table 3, Table 4).
Participants were randomly assigned to one of three interventions for each of three testing occasions:
1. No stretching (Treatment 1)
2. Static stretching (Treatment 2)
3. Dynamic stretching (Treatment 3)
A Paired-samples T-test was used to test for differences in static and dynamic flexibility from pre/post-test after each stretch intervention (Table 5).
Intervention Treatment 1, where the subjects did no stretching served as the control. Static and dynamic stretching (Treatment 2, Treatment 3) were the experimental treatments. Following Treatment 1 we expected measures of hamstring flexibility to remain unchanged from pre to post-test. However, our analysis revealed significant differences between pre and post score for static flexibility (t (11) = 2.76, p < .05). There was no significant difference between pre and post hip ROM measured by the dynamic flexibility test (t (11) = 0.315, p >.05). The mean value of difference between pre and post score for static flexibility (mean = 2.13, SD = 2.68) indicates that there is a substantial change.
When static stretching was included in the warm-up, there were statistically significant differences in pre and post static flexibility measurements (t (11) = 4.19, p < .05). However, there was no significant difference in pre and post dynamic flexibility measurements (t (11) = 0.72, p >.05). When dynamic stretches were included in the warm-up instead of static stretches, it was expected that there would be changes, at least, in dynamic flexibility of the hamstrings. The analysis shows that there were statistically significant differences in both static (t (11) = 2.62, p <. 05) and dynamic (t (11) = 5.69, p < .05) flexibility. This suggests that participants improved both their static and dynamic hamstring flexibility after dynamic stretching was included in the warm-up.
Non-parametric tests were carried out on the collected data to corroborate the aforementioned findings. Wilcoxon Matched-Pairs Ranks test was performed. The results were similar to those obtained following the Paired samples t-test. Following Treatment 1 (No stretching) there were resultant differences in the static hamstring flexibility (Wilcoxon, Z = -2.41, p < .05). Static stretching only influenced static flexibility (Wilcoxon, Z = -2.67, p < .05) of the hamstrings, while dynamic stretching produced changes in both static (Wilcoxon, Z = -2.39, p < .05) and dynamic flexibility (Wilcoxon, Z = -2.98, p < .05).
Furthermore, the differences in the degree of change in static and dynamic flexibility following dynamic stretching were explored using Tukey’s Honestly Significant Difference (HSD) test. The difference between the degree of improvement in static and dynamic hamstring flexibility following dynamic stretching were not statistically significant (Table 6). To corroborate these findings a Wilcoxon Matched-Pairs Ranks test was performed on pre-post differences of static and dynamic flexibility following dynamic stretching. The analysis failed to identify a significant difference in the changes demonstrated in both static and dynamic flexibility (Wilcoxon, Z = -0.178, p > .05).
The availability of state of the art software and improved video analysis techniques has changed the way flexibility is measured. The methods commonly being used have focussed on the measurement of static flexibility. With the growing trend towards using dynamic stretching and sport-specific drills in the warm-up, there is a need for measuring devices to adapt to these changes. We have provided a simple, reliable setup to measure flexibility. The inadequately defined relationship between flexibility and muscular performance or an athlete’s susceptibility to injury may be attributable to the lack of valid and reliable measures of flexibility (20). The drawback of flexibility assessment tools is the need for testing to be carried out within the confines of a laboratory. Although this study was carried out in a laboratory, the set-up could be used outdoors with the participant performing functional dynamic sporting movements.
Dynamic flexibility has been defined as a measure of the resistance throughout the ROM of a joint or a measure of joint stiffness (3). Dynamic flexibility is important in sport because it measures the ability of an extremity to move through a non-restricted ROM (36). The main findings suggest that static stretching improves static flexibility (p < .05) but may have no impact on dynamic flexibility (p > .05). Increasing ROM achieved through static stretching does not necessarily translate to improvements in dynamic flexibility. In 2004, Behm et al. (6) supported the concept that static stretching improved flexibility and ROM, however, it was believed that the relevance and specificity of the gains remained questionable.
In 1988, Alter (1) argued in support of the specificity of stretching: “ROM is a combination of active and passive ranges of motion and if passive stretching exercises are used to develop flexibility, then one should expect changes largely in passive flexibility” (p.179). Even a moderate duration of static stretching could result in quadriceps isometric force and activation decrements lasting for up to 120 minutes (33). The increase in static flexibility may not have translated into expected improvements in dynamic flexibility because of dampened hamstring activation following an acute bout of static stretching.
Static flexibility improved when no stretches were included in the warm-up as well as when the participants underwent a static stretching routine. Similar results were obtained in a other studies (44, 53). The 2003 study by Zakas et al. (53) indicates that flexibility improves significantly even when stretching is not included in the warm-up, however, any comparisons should be made with caution because of differences in methodology. The stationary cycling group in the study in 1997 by Wiemann and Knut (44) cycled for 15 minutes and demonstrated a significant improvement in hip ROM thereafter. They explain that this occurrence may be due to the decreased resting tension and a reduced stretch resistance following stationary cycling. However, other studies have shown that warming up before stretching does not complement the effectiveness of stretching (14, 45).
Following the inclusion of dynamic stretches in the warm-up, dynamic flexibility as well as static flexibility scores improved from pre-test to post-test. However, Tukey’s HSD test did not reveal significant differences between the degree of improvement of static and dynamic flexibility. Muscles have two types of receptors: the primary or annulospiral endings which measure changes in both muscle length and velocity, and the secondary or flower spray endings that measured changes in muscle length alone (2). Thus, Alter (2) reasons that dynamic stretching may be used to condition primary endings for a desired response, and sport-specific drills could be used in warm-up. Dynamic stretching may have caused activation of the primary annulospiral endings resulting in an increase in both static and dynamic flexibility. The dynamic stretching routine may have had a warming up effect, causing an increase in static flexibility.
There may be a need to consider the appropriate time for static stretching in the daily training schedule. There have been suggestions that static stretching may be useful in the cooling down period after a workout (18, 27, 31-32). Evidence remains in support of static stretching for long-term gains in flexibility (31, 39).
### Conclusion
The intervention study comparing the effects of static and dynamic stretching routines in the warm-up on hamstring flexibility demonstrated that dynamic stretching enhanced static as well as dynamic flexibility. Static stretching on the other hand did not have an impact on dynamic flexibility. This has implications for the use of static stretching in the warm-up for dynamic sport. The role of static stretching for injury prevention in dynamic sport is also being questioned.
### Application in Sport
The simplicity of the experimental set-up is the highlight of this research. Coaches can use our method of video analysis to monitor the effectiveness of stretching routines. A single person can carry out testing with ease and accuracy.
Dynamic stretching is synonymous with functional, sport-specific stretching and this research has demonstrated that dynamic stretching improves both static and dynamic hamstring flexibility. Static stretching has no impact on dynamic flexibility and should not be used in the warm-up; however, static stretches may be useful in the cooling down period of training for long term gains in flexibility.
Although our research has demonstrated the effectiveness of dynamic stretching in the warm-up, it is important to follow the training guidelines set aside in 2001 by Mann and Whedon (31) whilst implementing a stretching routine. Dynamic stretching may be most effective if performed according to the training principles discussed earlier, always making sure the needs and the capacities of the individual athlete receive precedence over general training goals.
### Acknowledgements
I would like to acknowledge my supervisors Dr. Mark Sayers and Dr. Gordon Waddington for their invaluable guidance. Their understanding and patience helped me overcome numerous hurdles en route to the completion of this thesis. I would also like to thank the sports studies staff for their help and advice.
I am thankful to the students of the University of Canberra (Sports Studies) for volunteering to participate in this research project. It was wonderful working with such cheerful and enthusiastic young people. Their willingness to participate and report at similar times for each testing session is much appreciated.
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### Tables
#### Table 1
Time spent on each stretch
| Stretch Type | Stretch Time (seconds) |
|---|---|
| Static stretching* | |
| Toe-toucha | 75c |
| Forward swinga | 75c |
| Surpine slinga | 75c |
| Dynamic stretching* | |
| Forward leg swingb | 75d |
| Crossed-body leg swingb | 75d |
| Bicycle kicksb | 75d |
(*) 10 seconds rest pause after each repetition and 10 seconds before switching over to the next type of stretch.
(a) 5 Stretches
(b) 5 Sets
(c) 15 seconds hold for each static stretch
(d) 7-8 swings/ kicks equivalent to around 15 seconds of stretching time for each set.
#### Table 2
Comparison of Dynamic and Static Hamstring flexibility measures in reliability study
| Test 1b | Test 2a | Test 1 Mean (SD) |
Test 2 Mean (SD) |
F | df | P | Part Eta2 |
|---|---|---|---|---|---|---|---|
| SPH | DSUH | 91.90 (18.02) | 88.61 (16.97) | 18.20 | 1.000 | < .001 | .363 |
| SPH | DSHNB | 91.90 (18.02) | 89.96 (15.91) | 1.28 | 1.000 | .267 | .038 |
| DSUH | DSHWB | 88.61 (16.97) | 91.66 (15.65) | 4.46 | 1.000 | .043 | .122 |
| DSUH | DSHNB | 88.61 (16.97) | 89.96 (15.91) | .835 | 1.000 | .368 | .025 |
| DSHWB | DSHNB | 91.66 (15.65) | 89.96 (15.91) | 10.44 | 1.000 | .003 | .246 |
Significant at p < .05
(a) All measurements are in degrees
(b) Number of participants performing each test = 33
#### Table 3
Cronbach alpha measure of reliability for each test repetition for two test sessions
| Flexibility Test | Alpha Occasion (SEM)* |
Alpha Occasion 2 (SEM)* |
|---|---|---|
| Static-passive hamstring | .9950 (1.28) | .9946 (1.32) |
| Dynamic-supine hamstring | .9908 (1.71) | .9891 (1.77) |
| Dynamic-standing hamstring with brace | .9915 (1.45) | .9917 (1.42) |
| Dynamic-standing hamstring no brace | .9905 (1.51) | .9897 (1.61) |
(*) SEM – Standard Error of Measurement.
#### Table 4
Test – retest reliability
| Flexibility Test | Coefficient of Stability / Reliability (SEM) |
|---|---|
| Static-passive hamstring | .992 (1.61) |
| Dynamic-supine hamstring | .993 (1.45) |
| Dynamic-standing hamstring with brace | .989 (1.66) |
| Dynamic-standing hamstring no brace | .983 (2.04) |
#### Table 5
Paired samples T test comparing the effect of the intervention treatments on dynamic and static hamstring flexibility
| Treatmentb | Pairs (Pre-Post Test Scores) | Mean (SD) | Std. Error Mean | 95% Conf. Int. of the Difference | ta | Sig. (2-tailed) | |
|---|---|---|---|---|---|---|---|
| Lower | Upper | ||||||
| No stretch | Static flexibility | 2.13 (2.68) | 0.77 | 0.43 | 3.84 | 2.758* | 0.019 |
| Dynamic flexibility | 0.23 (2.57) | 0.74 | -1.40 | 1.87 | 0.315 | 0.759 | |
| Static stretching | Static flexibility | 4.04 (3.34) | 0.96 | 1.92 | 6.16 | 4.191* | 0.002 |
| Dynamic flexibility | 1.35 (6.51) | 1.88 | -2.78 | 5.48 | 0.719 | 0.487 | |
| Dynamic stretching | Static flexibility | 1.86 (2.46) | 0.71 | 0.30 | 3.42 | 2.622* | 0.024 |
| Dynamic flexibility | 1.75 (1.06) | 0.31 | 1.07 | 2.43 | 5.694* | 0.000 | |
(*) Significant at p < .05
(a) Degrees of freedom = 11
(b) Number of participants undergoing each treatment = 12
#### Table 6
Tukey’s Honestly Significant Difference (HSD) test exploring differences in the degree of change in static and dynamic flexibility following dynamic stretching
| Experimental Group | Dependent Variable (I) | Intervention (J) | Mean Difference (I-J) | Std. Error | Sig. |
|---|---|---|---|---|---|
| Dynamic Stretching | Post Static Flexibility | No Stretching | -0.006 | 4.14 | 1.00 |
| Static stretching | 1.08 | 4.14 | 0.96 | ||
| Post Dynamic flexibility | No stretching | -1.24 | 4.60 | 0.97 | |
| Static stretching | -1.13 | 4.60 | 0.97 |
### Corresponding Author
Gayle Silveira, MBBS
Modbury Hospital
Smart Road
Modbury, SA 5092
Australia
<gaylerebello@yahoo.com>
+6 (143) 172-1469
A Coach’s Responsibility: Learning How to Prepare Athletes for Peak Performance
### Abstract
The coaching profession is ever-changing and coaches at each level of sport competition need to know more than just the Xs and Os in order to be successful. As the primary individuals tasked with developing athletes and helping them achieve their goals, coaches should acquire a working knowledge of all areas affiliated with performance enhancement. Specifically, the disciplines of sports administration, sports medicine, strength and conditioning, and sports psychology can assist coaches while physically and mentally training their athletes. This article illustrates six primary components of these disciplines: risk management, injury prevention, communication, nutrition, goal setting, and athlete development. It is imperative coaches gain a familiarity with these aforementioned components in order to teach athletes about skill development and prepare them to achieve peak performance.
(more…)
Olympic Values Education Programme (OVEP) Progress Report: 2005-2010
### Introduction
In the process of organizing the Beijing Games, the Organizing Committee launched an Olympic education programme which touched such a number of young people that the record threatens to out-live generations of today’s youth. With schools across the nation participating, 400,000,000 young people partook of this programme to complete a daunting task that began just six years earlier, one year after Beijing was awarded the Games. While these numbers are staggering and the Olympic education programme was solely a national production, be it with great similarities to the IOC’s Olympic Values Education Programme (OVEP), it remains a fact that it has inspired a number of National Olympic Committees to dream of such a reach. Pro-rated, the percentages are achievable. Rwanda, with a population of just over 120,000,000 would, under this assumption, need to reach a youth population of around 3.5 million. The Indian Olympic Association is hoping its own start-up programme will touch around 20,000,000 young people through the inaugural Indian National Club Games and the ever popular Indian National Games.
This truncated progress report is meant to give some direction to the first-ever meeting of OVEP animators in Durban preceding the 7th World Conference on Sport, Education and Culture. The meeting is intended to generate discussion on the overall review and progress of the OVEP project. In view of the President of the IOC signing off to a four year extension of the programme, the participants to the meeting will be asked to contribute their thoughts and experiences in regard to the way forward. OVEP is not a Youth Olympic Games Culture and Education Programme (CEP). It is supposed to be a pre and post YOG supporting system for all youth, whether or not participants in the youth games.
The coming on board of United Nations Educational, Scientific and Cultural Organization (UNESCO) is an exciting dimension to OVEP. The organization’s idea of promoting the programme in its 9,000 Associated Schools Network (ASPnet) around the world to buttress values-based education bodes well for Olympism. UNESCO representatives are expected to share their experiences with participants during the meeting. Some developing countries are yet to establish ASPnet schools in their own countries.
In this report, three continents – Africa, Asia and Oceania – feature prominently as having been the successful test beds for the programme. Hopes are high that The Americans will have the programme up and running in 2011. Under the authority of the Pan-American Sports Organization (PASO) and the leadership of the Spanish Olympic Committee, OVEP is being launched in a large-scale way and will immediately be available as a standalone subject on the Spanish NOC’s virtual university. The project will also encompass Portuguese-speaking countries such as Brazil, Portugal and a number of developing countries in Africa.
The European charge is expected to be led by the International Pierre de Coubertin Committee (IPCC) which has done an impressive job of bringing together school children to a youth forum once every two years to dedicate their time to Olympic education. With the urging and material support of the IOC, IPCC has been widening its reach to include young people from other continents. Lately, young people from Asia, Africa and the Americas have participated in the biennial gatherings. OVEP will be an integral element in the established forum programme; however, OVEP as an undertaking in Europe will be driven by IPCC.
### Project Environment
#### Olympic Values Education
Taking into account the IOC’s social responsibility and with the focus on sport as a vehicle to deliver the message, OVEP was developed as a tool to further the IOC’s global youth strategy. The use of Olympic sport traditions and their inherent values is used as the backdrop for the IOC’s values-based teaching and learning opportunities. OVEP integrates sport and physical activity within a cultural and educational framework, and is in line with the United Nations General Assembly declaration of the Decade of Education for Sustainable Development (DESD – 2005-2014).
Safeguarding the needs of future generations, OVEP is a key component to the activities of the IOC and the Olympic Movement at large. In view of the fact, that in today’s world, the practice of sport has changed and with the objective to get the “Now Generation” back onto the field of play, this donor-supported project was launched in 2005 with the key objective as stated by the IOC President and approved by the Executive Board, “to develop an Olympic educational programme targeted primarily at young people and youth”.
The unique potential originating from the practice of sport has been repeatedly recognized. Progressive solutions to use the power of sport, its ability to initiate intercultural dialogue, its global reach, its effect on the sporting community and beyond represent an area to enhance equality, obtain personal freedom and a means for development.
However, as has been expressed by the IOC President, the delivery of a values-based education will depend on the joint efforts of all concerned; the sporting movement being a small part but a driving force within the larger playing field. In its contributions to the global platform of the Millennium Development Goals (MDGs), sport has a key role to play. Specifically, MDG objective Goal 2 (Achieve universal primary education) can be addressed in the framework of OVEP as the essential value of sport lends itself to quality education. That is to say that integration of sports activities can make school more appealing and increase learning motivation in youth.
The link between the IOC’s educational strategy in support of the DESD can be translated to:
– Making education more relevant and meaningful
– Building partnerships in support of sustainable development
– Developing skills both inside and outside the classroom
– Making teaching as well as learning a fun process
#### The Olympic Values Education Toolkit Resource
According to the Olympic Charter, “Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy of effort, the educational value of good examples and respect for universal fundamental ethical principles.”
Sport and the broader base of physical education provide a boundless arena from which to learn life skills such as tolerance, solidarity, fair play, non-discrimination, inclusivity, friendship, respect, excellence, dedication, loyalty and courage. Fundamental or universal virtues such as the value of effort and how to face life’s challenges such as victory or defeat are part and parcel of participation through and in sport.
The catalytic power of sport in uniting people for a common goal as well as the positive example it can provide to youth is the foundation from which the IOC embarked on the OVEP project. The resource, “Teaching Values, an Olympic Education Toolkit”, conceptualizes education and promotes the development of a values-based, life-long learning paradigm. The focus is on development of life skills and learning, that spreads beyond the sporting field or the four walls of the classroom encapsulated into the fabric of daily lives.
The OVEP project was built on the three pillars of: a teaching manual (a reference tool), an interactive database (network platform) and a label to encourage take-up (promoter of new initiatives). This report does not encompass the latter two components of the project, but strictly adheres to communicating information on the teaching manual and the implementation thereof.
#### The Five Educational Olympic Values
In November 2005, an IOC Education Expert Workshop reached a consensus on the objectives of OVEP, its constraints, deliverables and possible implementation strategies. During this ‘think tank’ event, it was agreed that the five educational values of the toolkit would be the pedagogical cornerstone and basis of the teaching resource:
Joy of effort – Young people develop and practice physical, behavioral and intellectual skills by challenging themselves and each other in physical activities, movement, games and sport.
Fair play – is a sports concept, but it is applied worldwide today in many different ways. Learning fair play behavior in sport can lead to the development and reinforcement of fair play behavior in the community and in life.
Respect for others – When young people who live in a multicultural world learn to accept and respect diversity and practice personal peaceful behavior, they promote peace and international understanding.
Pursuit of excellence – A focus on excellence can help young people to make positive, healthy choices, and strive to become the best that they can be in whatever they do.
Balance between body, will and mind – Learning takes place in the whole body, not just in the mind. Physical literacy and learning through movement contributes to the development of both moral and intellectual learning. This concept became the foundation of Pierre de Coubertin’s interest in a revival of the Olympic Games.
#### Summary of the OVEP Project Timeline
| Year | Action |
|---|---|
| 2005 | Decision by the IOC to develop a global youth strategy and address social responsibility through an educational values programme. IOC Education Expert Workshop reached a consensus on the objectives of OVEP, its constraints, deliverables and possible implementation strategies (Nov-Dec 2005). Sponsor-generated donation running over a 4 year period was presented to the IOC by ISM (2005). |
| 2006 | IOC President and EB approve OVEP project (Jan 2006). Teaching Values: An Olympic Education Toolkit was penned. The toolkit was presented at the 5th World Forum for Sport, Education and Culture (October 2006), was subsequently reviewed by the Culture and Education Working Group for Olympic Education and approved by the IOC Culture and Education Commission. |
| 2007 | Field testing started with the World Scout Jamboree Event in Chelmsford, UK (July-August 2007). Some 28,000 young people between the ages of 14 and 17 and 12,000 adults were present at this event. |
| Since 2008 | Running of pilot phase, having successfully concluded 10 Train the Trainer Workshops with a geographical reach in 3 continents (Africa, Oceania and Asia). |
### Projective Objectives
Having recognized the social and educational significance of sport, Olympic education reinforces the cultural DNA of individuals in a globalized world and further promotes the well-being of all using, among others, the tool of sport. With this fundamental principle in mind, it was agreed that the OVEP project would be initially established in developing countries in order to promote the application of Olympic values through sport.
To this effect, the following objectives were defined:
– **Objective 1:** Education – To design and implement an Olympic Education programme for children and young people in developing and developed countries in order to promote the application of Olympic values through sport.
– **Objective 2:** Multi-application – Heterogeneous applicability (e.g. multi-lingual, multi-cultural, actualization within different geo-political environments).
– **Objective 3:** Internal Collaboration – Compatible with IOC development programme policy in collaboration with other IOC departments (e.g. Olympic Solidarity, Olympic Museum, Sports Department).
– **Objective 4:** Global implementation – Evaluate the possibilities of extending OVEP into a global and general public promotional campaign following the pilot phase.
### Project Implementation
The pilot phase was built under the aegis of the “Train the Trainer” (TtT) model. The working concept underpinning the methodology was the “ripple or multiplier effect” in which the effective transfer of learning extends outward. That is to say that one person is trained in a group setting after which s/he takes that knowledge, skills and materials and confidently trains other groups. This formula was successfully implemented through 10 TtT workshops in 3 continents (Africa, Oceania and Asia) with a reach of approximately 45 countries. The latter does not take into account the integration of OVEP within Organizing Committees education programmes, national educational start-up initiatives, the OlympAfrica network and International Federations, to name a few.
### Review of Implementation from a Continental Perspective
A few outstanding facts to date:
– The OVEP project has trained over 300 delegates from approx. 45 countries so far.
– Relevant to Olympic Games special Olympic education programmes and OVEP reach was extended to 40,000 schools (Beijing 2008) and 2,100 British Columbia schools with 200,000 resource hits on the VANOC website platform (Vancouver 2010). The London Organizing Committee of the Olympic Games and Paralympic Games (LOCOG) is also in full swing with their official launch of the London 2012 education programme, “Get Set”.
Following the inaugural launch of the programme in Dar-es-Salaam, Tanzania in 2008, the following highlights per continent can be reported.
#### Africa
– More than 155 countries have been targeted and subsequently activated.
– Over 100 trainers have been prepared to roll out the programme on a national level.
– Two regional workshops organized by the Department of International Cooperation and Development (DICD) in collaboration with OlympAfrica and hosted by the NOCs of Mali and Gambia have taken place. As a result, some NOCs have established a culture and Education Commission to further the activities on a national level.
– OlympAfrica Foundation is a valuable and key partner in disseminating and rolling-out OVEP. More than 250 activities are carried out in OlympicAfrica centres and OVEP is part of their offerings.
– The National Olympic Committee of Kenya has taken a lead interest in Olympic Values dissemination for the region and on a national level.
– The opening of the Olympic Youth Development Center in Zambia is a great boost to the programme. A cross cutting project in conjunction with United Nations Office on Drugs and Crime (UNODC) offers the perfect venue for the running of a Global Sports for Youth International Camp wherein OVEP modules have been integrated into the five day established programme. Six country delegations from Botswana, Malawi, Mozambique, South Africa, Zimbabwe and Zambia (host) with a total of 80 participating youths are scheduled to attend the camp in November 2010.
– Cross border implementation is a reality. This has been encouraged between the neighboring countries of Zambia and Zimbabwe between Tanzania and Kenya.
– Inroads at the policy decision making level (Ministries of Education) and the building of a sound national foundation have been made for example in Tanzania, Zimbabwe, and Uganda. Burundi will follow the same patter.
– Sensitization workshops (i.e. key to establishing a solid and sustainable foundation for programme roll-out) have been organized and incorporated in the framework for implementation in countries such as Zimbabwe, Kenya, Burundi and Egypt.
#### Asia
– The 5th World Forum on Sport, Education and Culture (Beijing, 2006) identified a network of 70 contacts in China to play a role in the outreach programme for OVEP. As illustrated during the 2008 Beijing Games, host countries of Olympic Games can and have played important roles as a channel of distribution for Olympic education.
– In view of the inaugural 2010 Youth Olympic Games a TtT Workshop was initiated by the Singapore National Olympic Council in collaboration with the Singapore Olympic Academy (SOA). Thirteen countries were targeted and have been activated through the session. Since last December 2009, 116 trainers have been trained and are rolling out the programme on a national regional level.
– Large scale dissemination in highly populated countries such as India can be very effective from a case study and learning point-of-view. For example, the Delhi Public Schools (DPS) with a student intake of 10,000 students has been utilized for the “hands-on” practicum availed to the workshop participants during the IOC and Indian Olympic Association (IOA) TtT workshop which took place in March 2010. A key outcome has been smaller-scale initiatives on a rural grass roots level which have been conducted in regional provinces such as Raipur Chhattisgarh with the assistance of the provincial government. Also an integral approach led by an academic team from the Delhi university system with 8 adjoining states in the pipeline.
– A transversal project approach has been the result within the framework of activities by the Jordan Olympic Committee. The Higher Council for Youth Summer Camps along with the Amman Greater Municipality have concluded a series of peer-engaged clinics in June/July 2009. Moreover, the Education Division of the National Olympic Committee has been instrumental in securing the interest of the two principal universities of Jordan, the University of Jordan and the Hashemite University, with a view in mind to integrate Olympic values education into the institutions’ physical education curriculum.
– Malaysia has expressed an interest in taking on board the dissemination of OVEP. The results of a graduate student project conducted for the International Academy of Sports Science and Technology in Lausanne (AISTS) illustrated that in collaboration with the NOC and NOA, implementation of OVEP would be a welcome addition within the national educational system.
– The Olympic Council of Asia (OCA) has motioned their interest to take on a lead continental role for the OVEP project in the region in 2011-2012.
#### Oceania
– Fourteen countries were targeted and subsequently activated through the OVEP Continental Seminar (Fiji, July 2009). Thirty-two trainers were trained and prepared to roll out the programme on a national level.
– A legacy of the IOC promoted Continental seminar in 2009 was also the pending MOU between the IOC and the National Universities of South Pacific and the Fiji Institute of Technology to include OVEP within their curriculum.
– Key NOCs in this region such as Australia and New Zealand have a long tradition and inclusive approach as it relates to OV education within their classroom based activities and in the physical education curriculum. Both National Olympic Committees of Australia and New Zealand widely disperse resources and materials through web-based and interactive social media platforms, programmes that are designed to encourage youth to lead active, healthy and values based lifestyles. The New Zealand “Living the Olympic Values” is a popular series of digital and interactive teaching resource with a particular focus on general subjects such as English, Social Sciences and Physical Education. These resources are available for a global audience and for free download.
– Small island projects such as that initiated by the National Olympic Committee of the Federated States of Micronesia (FSM) resulted in a stellar example of a promising practice with the Young Educator Promoting Olympic Values (YEPOV) workshop following the Continental Seminar in Fiji. Key to the success of this project was the support of Olympic Solidarity (OS) Programmes in collaboration with the Department, and transfer of knowledge from a larger experienced NOC. Extended roll-out in other nearby islands has been achieved.
– The National Olympic Committee of Vanuatu has made progress in its efforts to ensure the inclusion of sport and physical education in the national school curriculum. The NOC has also been proactive in linking into opportunities such as the development of rowing in the region and from a coaching perspective investigating how OVEP would fit into an overall education project.
### Reflective findings
In general, OVEP has made great strides since its inception. There needs to be a continued focus on the explicit teaching of values, together with a continuation of embedding Olympic values principles combined with sports in the classroom, as well as in all out-reach areas and activities. This will result in the development and implementation of creative and innovative programmes that will add to the overall resources in the context of education for sustainable development.
#### Summary
Some general findings which have emerged are as follows:
##### Relevance and strategic fit:
– OVEP goes beyond geo-political and artificial boundaries and is a sustainable platform which can help to address gender inequality, social exclusion, economic challenges, risky behaviors, physical handicaps, among others.
– Notable respect for cultural diversity and educational systems is an integral driver of the programme. To allow regional efficacy OVEP should be prepared to adapt and allow for decision making in the specific region.
– This transfer of knowledge and sharing experiences and good practices among animators of the programme should be the cornerstone for the future of the programme.
##### Validity of programme design and methodology:
– The toolkit does provide a sound basis for implementation and roll-out. However, as identified in the manual, caution needs to be taken in respect to tailoring the activities and TtT workshops to the local and social contexts.
### Lessons Learned
– Availability of financial resources does not guarantee uptake of the programme. What does?
– Need to diversity channels of dissemination of OVEP. Programme must be available in a controlled environment on electronic platforms.
– Derivatives of the programme should be encouraged, for social, political and cultural reasons.
– Many NOCs are taking a passive interest in the programme, leaving the initiative to “others”. There is need for NOCs to take ownership of the programme at national level but still be able to work with other entities. The Olympic brand can only be protected in a given country by the NOC who have the absolute authority to control the Olympic symbols’ use by third parties.
– Mentoring the programme by which experienced trainers coach ‘rookies’ for feedback, problem-solving and strategic modeling needs to be established.
– The need to expand on key entry points (e.g. endorsement of ministries of sport and education, involvement of International Federations, relevant UN agencies).
– The partnership with UNESCO is crucial to the introduction of OVEP in the school curriculum. NOCs need to develop relationships with UNESCO National Commissions in their own countries. This relationship does not currently exist.
– OVEP does not have to be a stand-alone subject. Elements of OVEP can and should be integrated into other educational programmes in truncated forms. The IOA sessions are a perfect platform for delivering unbundled OVEP.
– The language barrier appears to be a strong deterrent in widening the reach of OVEP. Currently, it exists only in English and French. However, the World Taekwondo Federation and a few enterprising NOCs have translated the toolkit into locally-popular languages. This should be encouraged. While NOCs in developing countries might not have the resources for such undertakings, Olympic Solidarity and the Department of International Cooperation and Development have always been sympathetic to requests for resources to advance Olympic education in general and can be counted upon to help.
### Going Forward
In the period of 2005-2010, the OVEP project was launched, tested for its global applicability and fine-tuned where necessary. The report clearly shows that the activities undertaken thus far have brought the project objectives within reach. The pilot phase has successfully rolled out over three regions, while the number and variety of follow-up activities in these regions show that the seed has fallen on fertile ground.
By definition a pilot phase of a project looks at a defined concept on a limited scale. Upon completion, the concept is being evaluated, and budget parameters are being studied. The concept of “teaching life skills through interactive play” (i.e. OVEP) and using sport as a tool is a success story. Simultaneously, in order to reliably measure the progress and impact of the OVEP project, a standardized and repeatable monitoring and reporting system should be in place. This measuring system should be applicable from a central reference point such as the IOC, but also by local authorities.
To this effect, a concept feedback mechanism has been integrated during the IOC-UNESCO Associated Schools (ASPnet) Joint Initiative, “Teaching Olympic Values”. A draft proposal for discussion on further collaboration was brought to the table during a meeting of IOC and UNESCO in September 2010. UNESCO ASPnet tallies more than 9,000 schools in 180 countries.
At the moment, a future strategic outlook or orientation to extend the reach through new partnerships and alliances is being pursued.
In addition, the collaboration with international partner organizations has shown to be of key supplementary value to the programme. Now that the immediate future of the project has been secured from a budgetary perspective with an extension of the donor-generated support, the programme will be continued in existing areas, while new activity regions can and will be added.
Like all large projects in a pilot phase, the period 2005-2010 has highlighted some areas in which the successful programme can perform even better. The fact that all activities require a regional fine-tuning to increase the efficacy (from a socio-economic and political perspective) will bring an added value to the next project phase.
**Department of International Cooperation and Development**
4 December 2010
Durban, South Africa
### Acknowledgements
The compilation of this report would not have been possible without the knowledge base, support and contribution of our global network of OVEP trainers and educators in the broadest sense of the definition.
On behalf of the IOC, the Department of International Cooperation and Development applauds and thank you for your tireless efforts and continuing passion for Olympism.
### Annex A: OVEP Geographical Reach
The bold countries in the table below reflect TtT workshops. The remaining countries in the table were either present as participants or otherwise exposed to OVEP. The table is limited to OVEP related activities and does not take into account wider Olympic education initiatives carried out by the NOCs, Ifs or Recognized Organizations, to name a few.
| Africa | Asia | Ocenia | The Americas | Europe |
|---|---|---|---|---|
| B. Faso Ivory Coast Egypt Gambia G. Bissau Guinee Libya Mali Niger Nigeria Senegal Sierra Leone Tanzania Zambia Zimbabwe |
Brunei Cambodia China Chinese Tapei India Indonesia Japan Jordan Mongolia Myanmar Oman Phillippines Singapore South Korea Thailand |
American Samoa Australia Cook Islands Fiji FS Micronesia Guam Kiribati Marshall Islands Nauru New Zealand P. New Guinea Palau Samoa Tonga |
Canada (Vancouver 2010) Carribbean (ASPnet Schools) |
Great Britain (London 2012) |
### Annex B: OVEP Country Implementation
#### Australia
##### Background
Olympic education and the Olympics have always stolen the hearts of the Australian population. The NOC education programmes and aims are implemented by using the Olympic sport traditions and values as the context for teaching life values and life skills. The promotion of the Olympic spirit and values to the wider community is performed through established education programs: (i) Live Clean Play Clean – delivered by young Olympians; (ii) Pierre de Coubertin Awards – open to all senior secondary school students across Australia and (iii) the A.S.P.I.R.E. school network.
##### OVEP project objectives:
1. Using the Olympic sport traditions and values as the context for teaching life values and skills.
2. Educating young athletes on the moral, ethical and physical reasons for not taking performance-enhancing drugs.
3. Through the Coubertin Awards, select students who demonstrate attributes of fair play and respect for others.
4. Involve the community and stakeholders (NOC, Ministry of Education, Universities, Youth Council, IOC and IFs).
5. A.S.P.I.R.E. School Network (ASN) founded on the Australian Olympic Team’s set of values, namely: attitude, sportsmanship, pride, individual responsibility, respect and express yourself, which is the Australian Olympic Committee’s national education program for primary educators designed to instill in young Australians an appreciation for the values, spirit and philosophy of the Olympic Movement. This comprehensive programme organizes Olympic related activities such as on-line video conferencing providing the opportunity for primary school children to talk with Olympians, Olympic Day Celebration, BK Zone – website for primary students containing fun, interactive educational activities themed around the Olympic Games and Olympic Village Art. Primary students are invited to decorate the Australian section of the Olympic Village (AOC) received over 2,000 pieces of artwork from 100 schools for the Beijing Games).
##### Project implementation:
1. Coubertin Awards: open to all senior students, 779 awarded in 2008.
2. Village Art – Students are invited to deliver a literature or artistic piece of work for the Olympic Games.
3. More than 24,500 ASPIRE teachers registered since 2006.
4. A.S.P.I.R.E. activities: Learn from a Champ, Chat to a Champ, Olympic Day and Village Art, BK Zone and Medallion.
5. Fit OVEP in with Higher Council for Youth activities.
6. Cross-curriculum lectures for primary teachers with focus on the upcoming Olympic Games.
7. On-line Olympic Resources emphasizing Olympic values, literacy and numeracy skills, information and communication technology, active lifestyles and community links.
##### Project follow-up:
As part of the AOC OVEP implementation plan, the toolkit will be distributed to schools participating in the Pierre de Coubertin Awards, State and Federal Departments of Education (8,000 schools and 14,850 teachers registered) and State Olympic Councils (7 SOCs in total).
One of the key challenges pinpointed by the AOC for OVEP implementation is that there is no established uniform national curriculum in the country.
#### Federated States of Micronesia
##### Background
Keeping in mind the agreed commitment of the Regional Seminar in Fiji to prioritize youth empowerment and participation, the Young Educator Promoting Olympic Values (YEPOV) initiative was brought forward by the NOC. The objectives of the project are to: promote OV to Micronesia schools through the Junior Sport Program, increase the number of Micronesia youth interested in participating in sport, to train Micronesia youth and have them share the Olympic Movement with their peers, improve the quality of life of the youth of Micronesia.
Nineteen schools were targeted for this initiative and the project was launched in January 2010. Funding was obtained through the Olympic Solidarity World Programmes. This project is an example of good practices and joint collaboration of a larger experienced NOC lending a hand to one of her smaller counterparts.
##### OVEP workshop objectives:
1. Mentoring of young people, Education and Healthy Lifestyles.
2. Sharing experiences of the Youth Olympic Games.
3. The Role of the Olympic Movement.
4. A positive reinforcement of the Olympic Values and the value of sport.
##### Project implementation:
1. A selection of best students and teachers took place.
2. Endorsement by the participating schools.
3. OVEP objectives shared and incorporated with physical exercise.
4. Financial support received from Olympic Solidarity; material resource support received from the IOC Department of International Cooperation and Development.
##### Project outcomes:
1. Excellent teamwork in the organization of the workshop.
2. Students of Youth Camps and YOG gave presentations.
3. High level of satisfaction in participant evaluation.
4. Exposed schools are already implementing OVs in their programme.
5. Involved NOCs will assist students to follow-up on school activities.
##### Project recommendations:
1. Project will be continued at 2010 High School Track & Field Championships
2. Concept of Youth promoting OVs should be extended through other seminars.
3. The Women & Sport Committees in Oceania could organize such workshops.
4. ONOC to be involved in proposal for OV workshops with senior students.
#### India
##### Background
The introduction of the OVEP programme augured well with the Presidential launch in Pune (October 2008). In the early part of 2010, an IOC National “Train the Trainers” workshop comprised of 35 State Olympic Associations (28 states and 7 union territories) took place. The Delhi Public Schools (DPS) with a student intake of 10,000 was utilized for the “hands-on” practicum availed to the participants during the course of the workshop.
The NOC is committed to the OVEP programme and developing sport diversity at the grassroots level. It was agreed that OVEP would be part of the activities of the Indian National Club Games that will target 800,000 clubs in the country. Roll-out post workshop on a grassroots level is being implemented via the respective State Olympic Associations (SOAs).
##### OVEP project objectives:
1. Update participants on OVEP and the Education Toolkit.
2. To offer the OVEP learning and teaching theories.
3. Discuss implementation of OVEP in schools, universities and sport organizations.
4. Create a platform of leaders in schools and communities.
5. Select coaches to instruct OVEP leaders.
6. Involve rural children by providing an opportunity for participation.
##### Project implementation:
1. Creation of a master list of students’ expectations for feedback purposes.
2. Curriculum theory and toolkit analysis.
3. Learning as an active and interactive process (English and Hindi).
4. Learning in group discussions, creative activities, simulations, writing skills.
5. OVEP implementation and concept given to teaching coaches.
6. Motivate coaches to spread the concept to a ‘second’ layer of teachers.
7. Motivate these teachers to involve youth in the learning concept.
8. Nine target areas have been selected for the project.
9. One year of preparation, three years of OVEP implementation.
10. Core OVEP group; Project Directors & Coordinator, (Master) Trainers, Teachers & School Administrators, Performing Artists, Film Makers, University Students & Sportspersons, NGO Volunteers.
##### Project outcomes:
1. Olympic Values: Theory, content and methodology comprehended by students.
2. Toolkit: structure and content comprehended by students.
3. Participation 28 students (teachers 4, professors 5, Parent Advisory Committee 1, NOC officials 4, Sport organizations 14).
4. Implementation of OVEP in educational, sport and youth groups settings.
5. Feedback on resources.
6. Extend OVEP to other countries.
##### Project recommendations:
1. To adapt lecture-oriented, textbook teachers to a programme of physical activity.
2. Practicality of the toolkit in a multi-faceted setting.
3. Establish networking with other global similar projects.
4. University involvement required now to increase the impact.
##### Project assessment:
1. Endless support of staff, IOC and NOC very valuable.
2. Engagement of participants in activities and exercises positive.
3. Flexibility in regard to programme required.
4. Transparency in ideas between participants very helpful.
#### New Zealand
##### Background
For a number of years, the New Zealand Olympic Committee (NZOC) in collaboration with the New Zealand Olympic Academy (NZOA) have been very active in producing educational resources targeted at primary/secondary school levels and inclusion of Olympic education as a classroom-based activity in physical education training curriculum. The Ministry of Education and other key agencies on a country level are involved in this educational context.
The NOC has recently put in place dedicated staff in the form of a full-time Olympic Educator (participant to OVEP Fiji Workshop). The NZOC and NZOA have started to incorporate OVEP into digital education resources for primary schools and at university level. Academic courses on Olympism are now available. IT resources are accessible for free, together with the OVEP manual; this educational process is being channeled through Lift Education, an educational publishing company. This approach is in line with the NZOC Strategic Plan 2010-2013.
##### OVEP project objectives 1 (OVEP incorporation in schools and universities):
1. To promote awareness, engagement and modeling of the educational values of Olympism in the NZL educational system.
2. Develop the Olympism education knowledge base in physical education, sport education and sport coaching.
3. Offer OVEP to the Oceania region as opportunities for teachers.
4. Set up a research culture on Olympism (integrating OVEP) at university level.
##### Project implementation:
1. Olympism and OVEP have been included into the university curriculum of physical education students (University of Canterbury).
2. The above-mentioned University has also integrated OVEP into the education programme for sport coaching.
3. Specific courses on Olympism, Education and Sport and PhD courses in Olympic Studies are in the picture.
##### Project outcomes:
1. The Regional Seminar held in Fiji has exposed many participants to OVEP.
2. Resources and lack of curriculum time form barriers for dissemination.
3. Recommendations were sent to relevant Ministries of Education.
4. Other regional universities have been contacted. At least 3 professional development sessions for physical education teachers took place with an exposure of 200 delegates.
5. University staff have participated in a number of conferences.
6. Platforms created with other academic institutions, funding still a bottleneck.
7. Centre for Olympic studies developed at university level in NZL.
##### Project Recommendations:
1. The initiatives developed in NZL need to spread further in Oceania.
2. ONOC solidarity funding yet not available.
3. For funding beyond NZL university budgets required.
4. Strong, well-resourced leadership for Oceania is required.
##### Project follow-up:
1. Refresher courses for trainers must be organized.
2. Duplication must be avoided by a standardized monitoring and evaluation system.
3. Resources must be secured by initiating corporate partnerships.
4. Majority of trainers follow up with conducting workshops.
5. Trainers must improve their coordination and expand networking.
##### OVEP project objectives 2 (Living the Olympic Values):
1. Target group: primary school students, age 8 – 12 years.
2. Offer interactive digital education resources to primary schools.
3. Tone and technology must be engaging to youth, with a link to English, Social Sciences, Health and Physical Education.
4. Development of a promotional web development plan, focus on awareness of and demand for OV based educational resources.
##### Project implementation:
1. IT Texts are available for free with accompanying teaching notes.
2. Information on Olympism, the NZL curriculum and Resources.
3. Available texts: Olympic Values, Olympic Games, Giving it Everything, Determined to Succeed.
4. Funding was secured through NZOC, NZOA and Olympic Solidarity.
5. Corporate sponsorship currently being sought.
6. A new Board of NZOA is being formed.
#### Singapore
##### Background
In view of the inaugural 2010 Youth Olympic Games the Singapore National Olympic Council (SNOC) in collaboration with the National Olympic Academy (SOA) launched a training workshop directed to the theme of equipping and training educators for the Olympic Values Education Programme.
Under the banner of the 2009 SOA 16th Annual International Session for Young Participants, the Academy built a core group of Olympic Education champions in the Asian continent and Singapore. The Continental Association was on board and collaborated with the NOC in this initiative.
##### OVEP project objectives:
1. To promote OVEP to NOCs and NOAs in the region.
2. To equip Olympic educators with knowledge and skills to deliver OVEP in their respective countries.
3. To develop a core group of Olympic Education Leaders, in view of the 2010 YOG in Singapore.
##### Project implementation:
1. Prior to Opening Ceremony a dialogue with 12 SIN Olympians was organized.
2. Olympic history and toolkit analysis.
3. Discussion in working groups on values such as peace, excellence, respect, teamwork, environment, etc.
4. Design of flags and the concept behind flag and ceremony symbolism.
5. Cultural presentations, local as well as international.
6. Simulations of the OG Opening Ceremony
7. An interactive Meet the Olympians’ session.
8. Sharing of national experiences on Olympic Education.
##### Project outcomes:
1. Very positive interaction between participants during workshop days.
2. Successful workshop as judged by the responding participants.
3. A total number of 116 participants with diverse representations.
4. Implementation of OVEP for children and youth appreciated by participants.
#### Tanzania
##### Background
Negotiations with the Ministry of Education to integrate OVEP on a national scale within the context of the school curriculum is hoped to be realized in the upcoming 2009/2010 academic year. The capital (Dar-es-Salaam) has a population of 4 million with a national population of 40+ million. Two workshops per year comprising 30 participants per session would have a high project impact taking into consideration the ripple effect. In order to empower youth, an OVEP Youth Ambassadors programme and the organization of a youth Olympic Festival is being developed by the OVEP Regional Coordinator.
##### OVEP project objectives:
1. Train 30 physical education leaders from Tanzania.
2. Train 30 physical education leaders from Zanzibar.
3. Create an Olympic Education and Leadership Youth Camp.
##### Project implementation:
1. OVEP presentations were given in schools and school revisits are underway.
2. Workshop on Olympic Values Education held for 30 Women Sports leaders.
3. OVEP presentation held during East African Women Sports Journalists Forum.
4. OVEP presentation given during IOA in Olympia (117 Directors of NOAs).
5. Two day session on volunteerism for 30 young students at TOC headquarters.
6. Training of 150 students on providing Volunteer services during the Queen’s Baton Relay.
##### Project outcomes:
1. Trained students will act as coordinators during Youth Camps.
2. Report author took part in IOA Masters Course.
##### Project follow-up:
1. A proposal was submitted and approved for OVEP training 30 Physical Education Teachers (Sep 2010).
2. A proposal was submitted and approved for the training of 30 Physical Education Teachers in Zanzibar (Nov 2010).
3. A proposal has been submitted to Olympic Solidarity for funding for an International Olympic Education and Leadership Youth Camp (Nov 2010).
#### Zambia
The programme has support from the Ministry of Education, UNICEP (London 2012 International Inspirational project), NOC of Zambia, Sport for Youth and Sport in Action. Plans to expand the program involve integration into sport federations’ junior nationals. Discussions to this effect with the Zambia Schools Sport Association have been successful and it is projected that in the proposed roll-out phase more than 1,000 teachers in 72 district sport associations and that all national (inter-provincial and inter-schools nationals) will benefit from Olympic Values education.
The first Olympic Youth Development Centre (OYDC) under the IOC’s Sport for Hope Programme was officially opened in May 2010. The multi-purpose sports complex is a great addition to the local population and will also enrich multi-cultural dialogue through the running of international youth camps such as the IOC-UNODC Global Sports Fund Youth Camp.
##### OVEP project objectives:
1. Develop an implementation structure for OVEP programs.
2. Integrate OVEP into Olympic and other national sport structures
3. Training of OVEP activity leaders.
4. Monitoring, evaluation and dissemination of good practices.
##### Project implementation 1 (Sensitization/engagement of stakeholders in OVEP):
To disseminate OVEP to 10 districts, 10,000 Youth & 100,000 Adults in 2010 by integration of OVEP into NOA, schools, sports clubs, NGOs.
##### Project outcomes 1:
Reach:
1. The NOA, 22 schools, 3 NGOs and 94 community youth teams have integrated OVEP into their educational programmes.
2. Implementation: 39 schools have made an OVEP implementation plan for 2010.
##### Project implementation 2 (training for sports teachers/coaches, peer leaders/coaches):
1. To equip 120 Teachers, 70 Coaches and 200 Peer Leaders with knowledge on integration of OVEP by training participants in 3 different levels of trainer skills.
2. To influence parents and teachers at targeted schools on their role in changing thought processes towards Olympic Values by holding quarterly forums in all selected schools on OVEP, the benefits for children, the role of parents and teachers, and the eventual conflict between OV versus cultural values.
##### Project outcomes 2:
1. 350 OVEP leaders have been trained to integrate life skills into games and sport and are conducting OVEP sessions now.
2. 400 Parents and Teachers were involved and provide a supportive environment; the children exposed testify positive changes in family environment.
##### Project implementation 3 (provide an OV platform through fun, learning and interaction):
1. To hold weekly OV sessions at schools and sport training sessions by OVEP leaders.
2. Organize group discussions/quizzes, also including children not-in-sport.
3. Organize OV skills ‘Challenge’ events for 400 children in 6 disciplines (football, basketball, traditional games, volleyball, netball, education quiz).
##### Project outcomes 3.
1. Children are enjoying the sport and experience a supportive environment, make friends, became healthier and active.
2. Children cope better with everyday life challenges, interact better with other communities.
3. Teachers are better motivated and have more interaction.
4. School managers encourage OVEP and the use of sport with a positive attitude.
##### Project implementation 4 (monitoring):
Progression of OVEP project and the response by target audience.
1. Response of children 6-18 years; involved vs. not involved.
2. Parent and Teacher involvement in implementation.
3. Policymaker involvement (school managers).
##### Project outcomes:
Results by observation and questionnaire:
1. Verbal expression improved in sport and day-to-day life.
2. Teachers state that OV input is easy to incorporate through sport, thereby building confidence in children.
3. Children more respectful in family situations and better motivated when tasks are asked from them.
#### Zimbabwe
##### Background
Much work at the policy decision making level and the building of a sound national foundation in respect to OVEP has been achieved. An environment conducive to OVEP implementation has been developed through joint collaboration with the NOC and Zimbabwe Olympic Academy (ZOA) via sensitization workshops. Proposals for further implementation involving cross border activities with Zimbabwe are also being looked into. In the planning it has been proposed that a series of Train the Trainer workshops be run with a projected outcome of 80 trainers trained.
The spreading of Olympism and Olympic Education through the teaching of Olympic Values is set to increase, as implementing agents are being identified in other Provinces for ZOA activities.
##### OVEP Project objectives:
1. Teaching Olympic Values in a socially acceptable manner.
2. Identify trainers from all provinces and institutional strategic leaders.
3. Trained participants to execute knowledge in their home provinces.
4. Monitoring, evaluation and dissemination of good practices.
##### Project implementation:
1. Train the Trainer Workshop:
a. With budgetary help of Olympic Solidarity, identification of participants in a national perspective.
b. Thirty participants selected in schools, communities and national associations, with help of provincial educators, local governments, Sport & Recreation Commission.
c. Workshop participants: 20 from provinces via Ministry (♂ & ♀), 4: welfare & sport officers, 4: National Sports Associations, 2: NOC & Sport & Recreation Commission.
d. Workshop took place on July 10-12, 2009, with interactive theory and practice lectures.
2. Enforcing the ZOA capacities:
a. A new ZOA Director was hired to incorporate the OVEP program and a new Board of ZOA is being formed.
b. Implementation of OVEP methodology in the school programme has been initiated.
c. Identification of corporate partners is required to cover budgetary gaps.
##### Project follow-up (Post Workshop):
1. Most Trainers trained conduct workshops, securing a roll-out
2. Resources remain a problem for further progress.
3. Trainers must improve their coordination and networking levels.
4. A continuing education after initial training is required.
5. Evaluation underlined the need to improve trainers’ knowledge on OVEP, to customize OVEP literature and to ensure monitoring and evaluation.
6. Timely submission of work plans needs to be enforced.
#### UNESCO
Associated Schools (ASPnet)
##### Background
An IOC-UNESCO Associated Schools (ASPnet) Joint Initiative was launched within the framework of “Teaching Olympic Values”. The sub-regional training workshop for ASPnet National Coordinators, teachers, youth leaders and curriculum specialists was hosted by the Trinidad and Tobago National Commission for UNESCO. ASPnet National Coordinators and teachers from six Caribbean countries of: Barbados, Grenada, Saint Lucia, Saint Vincent and the Grenadines, Guyana and Trinidad and Tobago were present.
The National Olympic Committee of Trinidad and Tobago also co-organized and participated to this pilot project event. The NOC’s Olympic education programme “Shape the Community” Sport Development Project underlining Olympic values education has been well underway since 2008 and has a reach of over 3,000 children within three surrounding communities.
##### OVEP project objectives:
1. To promote Values Education at school level, with a focus on the 5 values presented in the OVEP toolkit.
2. To process the implementation of the OVEP toolkit through the ASPnet laboratory by conducting a school experiment in the Caribbean.
3. Organize ASPnet Teacher and Coordinator workshops with presentation of the toolkit and elaboration of impact assessment tools.
4. Presentation of an evaluation survey to assess the impact of values education in primary and secondary schools.
##### Workshop objectives:
1. Provide participants with the necessary knowledge on the structure and content of the OVEP toolkit.
2. Elaborate assessment tools for primary and secondary schools on the integration of Olympic values in the education programme.
3. To plan school experiments over the 2010-2011 school year.
4. Draft recommendations for adaptation of the OVEP kit in the Caribbean context.
5. Complete survey data to be conducted at the end of the experimentation phase.
##### Project implementation:
1. Participants: 30 from 6 Caribbean countries, 6 ASPnet coordinators, 19 ASPnet teachers and sport coaches, 1 curriculum planner, 1 university teacher coach, 2 UNESCO staff, 1 IOC staff, 1 NOC staff, 5 national UNESCO Commission.
2. Presentation of OVEP toolkit, with a focus on (i) Joy of effort, (ii) Respect, (iii) Fair Play, (iv) Pursuit of Excellence, (v) Balance between body, will and mind.
3. Elaboration of assessment tools for (i) practicing the activities proposed in the toolkit, (ii) suggesting new activities, (iii) monitoring by questionnaire.
4. Preparation of monitoring and planning.
5. Creating commitment for participation in 2010-2011 school experimentation.
6. Joint declaration of commitment.
##### Project outcomes:
1. Participants trained on structure and content of toolkit.
2. A final report was drafted by participants.
3. Joint declaration of commitment signed by all participants.
4. Global planning for OVEP experimentation 2010-2011 has been detailed.
5. First generation of assessment tools decided upon.
6. Suggestions made for roll-out in other Caribbean countries.
7. Data collection instruments have been fine-tuned.
8. Video material is ready.
##### Project recommendations:
1. To finalize assessment tools for pre- and post-experimentation with education planners, statisticians and elected teachers and ASPnet coordinators.
2. Carry out applied research on the current vales education in the 6 participating countries.
3. To pursue research on basic socio-economic facts in the region.
4. To post workshop outcomes on the ASPnet website.
5. To collect from participants data to establish a working and monitoring platform for the school experimentation.
6. To identify a valid study sample, in terms of participating classes and students.
### Annex B: OVEP Country Implementation
#### Australia
##### Background
Olympic education and the Olympics have always stolen the hearts of the Australian population. The NOC education programmes and aims are implemented by using the Olympic sport traditions and values as the context for teaching life values and life skills. The promotion of the Olympic spirit and values to the wider community is performed through established education programs: (i) Live Clean Play Clean – delivered by young Olympians; (ii) Pierre de Coubertin Awards – open to all senior secondary school students across Australia and (iii) the A.S.P.I.R.E. school network.
##### OVEP project objectives:
1. Using the Olympic sport traditions and values as the context for teaching life values and skills.
2. Educating young athletes on the moral, ethical and physical reasons for not taking performance-enhancing drugs.
3. Through the Coubertin Awards, select students who demonstrate attributes of fair play and respect for others.
4. Involve the community and stakeholders (NOC, Ministry of Education, Universities, Youth Council, IOC and IFs).
5. A.S.P.I.R.E. School Network (ASN) founded on the Australian Olympic Team’s set of values, namely: attitude, sportsmanship, pride, individual responsibility, respect and express yourself, which is the Australian Olympic Committee’s national education program for primary educators designed to instill in young Australians an appreciation for the values, spirit and philosophy of the Olympic Movement. This comprehensive programme organizes Olympic related activities such as on-line video conferencing providing the opportunity for primary school children to talk with Olympians, Olympic Day Celebration, BK Zone – website for primary students containing fun, interactive educational activities themed around the Olympic Games and Olympic Village Art. Primary students are invited to decorate the Australian section of the Olympic Village (AOC) received over 2,000 pieces of artwork from 100 schools for the Beijing Games).
##### Project implementation:
1. Coubertin Awards: open to all senior students, 779 awarded in 2008.
2. Village Art – Students are invited to deliver a literature or artistic piece of work for the Olympic Games.
3. More than 24,500 ASPIRE teachers registered since 2006.
4. A.S.P.I.R.E. activities: Learn from a Champ, Chat to a Champ, Olympic Day and Village Art, BK Zone and Medallion.
5. Fit OVEP in with Higher Council for Youth activities.
6. Cross-curriculum lectures for primary teachers with focus on the upcoming Olympic Games.
7. On-line Olympic Resources emphasizing Olympic values, literacy and numeracy skills, information and communication technology, active lifestyles and community links.
##### Project follow-up:
As part of the AOC OVEP implementation plan, the toolkit will be distributed to schools participating in the Pierre de Coubertin Awards, State and Federal Departments of Education (8,000 schools and 14,850 teachers registered) and State Olympic Councils (7 SOCs in total).
One of the key challenges pinpointed by the AOC for OVEP implementation is that there is no established uniform national curriculum in the country.
#### Federated States of Micronesia
##### Background
Keeping in mind the agreed commitment of the Regional Seminar in Fiji to prioritize youth empowerment and participation, the Young Educator Promoting Olympic Values (YEPOV) initiative was brought forward by the NOC. The objectives of the project are to: promote OV to Micronesia schools through the Junior Sport Program, increase the number of Micronesia youth interested in participating in sport, to train Micronesia youth and have them share the Olympic Movement with their peers, improve the quality of life of the youth of Micronesia.
Nineteen schools were targeted for this initiative and the project was launched in January 2010. Funding was obtained through the Olympic Solidarity World Programmes. This project is an example of good practices and joint collaboration of a larger experienced NOC lending a hand to one of her smaller counterparts.
##### OVEP workshop objectives:
1. Mentoring of young people, Education and Healthy Lifestyles.
2. Sharing experiences of the Youth Olympic Games.
3. The Role of the Olympic Movement.
4. A positive reinforcement of the Olympic Values and the value of sport.
##### Project implementation:
1. A selection of best students and teachers took place.
2. Endorsement by the participating schools.
3. OVEP objectives shared and incorporated with physical exercise.
4. Financial support received from Olympic Solidarity; material resource support received from the IOC Department of International Cooperation and Development.
##### Project outcomes:
1. Excellent teamwork in the organization of the workshop.
2. Students of Youth Camps and YOG gave presentations.
3. High level of satisfaction in participant evaluation.
4. Exposed schools are already implementing OVs in their programme.
5. Involved NOCs will assist students to follow-up on school activities.
##### Project recommendations:
1. Project will be continued at 2010 High School Track & Field Championships
2. Concept of Youth promoting OVs should be extended through other seminars.
3. The Women & Sport Committees in Oceania could organize such workshops.
4. ONOC to be involved in proposal for OV workshops with senior students.
#### India
##### Background
The introduction of the OVEP programme augured well with the Presidential launch in Pune (October 2008). In the early part of 2010, an IOC National “Train the Trainers” workshop comprised of 35 State Olympic Associations (28 states and 7 union territories) took place. The Delhi Public Schools (DPS) with a student intake of 10,000 was utilized for the “hands-on” practicum availed to the participants during the course of the workshop.
The NOC is committed to the OVEP programme and developing sport diversity at the grassroots level. It was agreed that OVEP would be part of the activities of the Indian National Club Games that will target 800,000 clubs in the country. Roll-out post workshop on a grassroots level is being implemented via the respective State Olympic Associations (SOAs).
##### OVEP project objectives:
1. Update participants on OVEP and the Education Toolkit.
2. To offer the OVEP learning and teaching theories.
3. Discuss implementation of OVEP in schools, universities and sport organizations.
4. Create a platform of leaders in schools and communities.
5. Select coaches to instruct OVEP leaders.
6. Involve rural children by providing an opportunity for participation.
##### Project implementation:
1. Creation of a master list of students’ expectations for feedback purposes.
2. Curriculum theory and toolkit analysis.
3. Learning as an active and interactive process (English and Hindi).
4. Learning in group discussions, creative activities, simulations, writing skills.
5. OVEP implementation and concept given to teaching coaches.
6. Motivate coaches to spread the concept to a ‘second’ layer of teachers.
7. Motivate these teachers to involve youth in the learning concept.
8. Nine target areas have been selected for the project.
9. One year of preparation, three years of OVEP implementation.
10. Core OVEP group; Project Directors & Coordinator, (Master) Trainers, Teachers & School Administrators, Performing Artists, Film Makers, University Students & Sportspersons, NGO Volunteers.
##### Project outcomes:
1. Olympic Values: Theory, content and methodology comprehended by students.
2. Toolkit: structure and content comprehended by students.
3. Participation 28 students (teachers 4, professors 5, Parent Advisory Committee 1, NOC officials 4, Sport organizations 14).
4. Implementation of OVEP in educational, sport and youth groups settings.
5. Feedback on resources.
6. Extend OVEP to other countries.
##### Project recommendations:
1. To adapt lecture-oriented, textbook teachers to a programme of physical activity.
2. Practicality of the toolkit in a multi-faceted setting.
3. Establish networking with other global similar projects.
4. University involvement required now to increase the impact.
##### Project assessment:
1. Endless support of staff, IOC and NOC very valuable.
2. Engagement of participants in activities and exercises positive.
3. Flexibility in regard to programme required.
4. Transparency in ideas between participants very helpful.
#### New Zealand
##### Background
For a number of years, the New Zealand Olympic Committee (NZOC) in collaboration with the New Zealand Olympic Academy (NZOA) have been very active in producing educational resources targeted at primary/secondary school levels and inclusion of Olympic education as a classroom-based activity in physical education training curriculum. The Ministry of Education and other key agencies on a country level are involved in this educational context.
The NOC has recently put in place dedicated staff in the form of a full-time Olympic Educator (participant to OVEP Fiji Workshop). The NZOC and NZOA have started to incorporate OVEP into digital education resources for primary schools and at university level. Academic courses on Olympism are now available. IT resources are accessible for free, together with the OVEP manual; this educational process is being channeled through Lift Education, an educational publishing company. This approach is in line with the NZOC Strategic Plan 2010-2013.
##### OVEP project objectives 1 (OVEP incorporation in schools and universities):
1. To promote awareness, engagement and modeling of the educational values of Olympism in the NZL educational system.
2. Develop the Olympism education knowledge base in physical education, sport education and sport coaching.
3. Offer OVEP to the Oceania region as opportunities for teachers.
4. Set up a research culture on Olympism (integrating OVEP) at university level.
##### Project implementation:
1. Olympism and OVEP have been included into the university curriculum of physical education students (University of Canterbury).
2. The above-mentioned University has also integrated OVEP into the education programme for sport coaching.
3. Specific courses on Olympism, Education and Sport and PhD courses in Olympic Studies are in the picture.
##### Project outcomes:
1. The Regional Seminar held in Fiji has exposed many participants to OVEP.
2. Resources and lack of curriculum time form barriers for dissemination.
3. Recommendations were sent to relevant Ministries of Education.
4. Other regional universities have been contacted. At least 3 professional development sessions for physical education teachers took place with an exposure of 200 delegates.
5. University staff have participated in a number of conferences.
6. Platforms created with other academic institutions, funding still a bottleneck.
7. Centre for Olympic studies developed at university level in NZL.
##### Project Recommendations:
1. The initiatives developed in NZL need to spread further in Oceania.
2. ONOC solidarity funding yet not available.
3. For funding beyond NZL university budgets required.
4. Strong, well-resourced leadership for Oceania is required.
##### Project follow-up:
1. Refresher courses for trainers must be organized.
2. Duplication must be avoided by a standardized monitoring and evaluation system.
3. Resources must be secured by initiating corporate partnerships.
4. Majority of trainers follow up with conducting workshops.
5. Trainers must improve their coordination and expand networking.
##### OVEP project objectives 2 (Living the Olympic Values):
1. Target group: primary school students, age 8 – 12 years.
2. Offer interactive digital education resources to primary schools.
3. Tone and technology must be engaging to youth, with a link to English, Social Sciences, Health and Physical Education.
4. Development of a promotional web development plan, focus on awareness of and demand for OV based educational resources.
##### Project implementation:
1. IT Texts are available for free with accompanying teaching notes.
2. Information on Olympism, the NZL curriculum and Resources.
3. Available texts: Olympic Values, Olympic Games, Giving it Everything, Determined to Succeed.
4. Funding was secured through NZOC, NZOA and Olympic Solidarity.
5. Corporate sponsorship currently being sought.
6. A new Board of NZOA is being formed.
#### Singapore
##### Background
In view of the inaugural 2010 Youth Olympic Games the Singapore National Olympic Council (SNOC) in collaboration with the National Olympic Academy (SOA) launched a training workshop directed to the theme of equipping and training educators for the Olympic Values Education Programme.
Under the banner of the 2009 SOA 16th Annual International Session for Young Participants, the Academy built a core group of Olympic Education champions in the Asian continent and Singapore. The Continental Association was on board and collaborated with the NOC in this initiative.
##### OVEP project objectives:
1. To promote OVEP to NOCs and NOAs in the region.
2. To equip Olympic educators with knowledge and skills to deliver OVEP in their respective countries.
3. To develop a core group of Olympic Education Leaders, in view of the 2010 YOG in Singapore.
##### Project implementation:
1. Prior to Opening Ceremony a dialogue with 12 SIN Olympians was organized.
2. Olympic history and toolkit analysis.
3. Discussion in working groups on values such as peace, excellence, respect, teamwork, environment, etc.
4. Design of flags and the concept behind flag and ceremony symbolism.
5. Cultural presentations, local as well as international.
6. Simulations of the OG Opening Ceremony
7. An interactive Meet the Olympians’ session.
8. Sharing of national experiences on Olympic Education.
##### Project outcomes:
1. Very positive interaction between participants during workshop days.
2. Successful workshop as judged by the responding participants.
3. A total number of 116 participants with diverse representations.
4. Implementation of OVEP for children and youth appreciated by participants.
#### Tanzania
##### Background
Negotiations with the Ministry of Education to integrate OVEP on a national scale within the context of the school curriculum is hoped to be realized in the upcoming 2009/2010 academic year. The capital (Dar-es-Salaam) has a population of 4 million with a national population of 40+ million. Two workshops per year comprising 30 participants per session would have a high project impact taking into consideration the ripple effect. In order to empower youth, an OVEP Youth Ambassadors programme and the organization of a youth Olympic Festival is being developed by the OVEP Regional Coordinator.
##### OVEP project objectives:
1. Train 30 physical education leaders from Tanzania.
2. Train 30 physical education leaders from Zanzibar.
3. Create an Olympic Education and Leadership Youth Camp.
##### Project implementation:
1. OVEP presentations were given in schools and school revisits are underway.
2. Workshop on Olympic Values Education held for 30 Women Sports leaders.
3. OVEP presentation held during East African Women Sports Journalists Forum.
4. OVEP presentation given during IOA in Olympia (117 Directors of NOAs).
5. Two day session on volunteerism for 30 young students at TOC headquarters.
6. Training of 150 students on providing Volunteer services during the Queen’s Baton Relay.
##### Project outcomes:
1. Trained students will act as coordinators during Youth Camps.
2. Report author took part in IOA Masters Course.
##### Project follow-up:
1. A proposal was submitted and approved for OVEP training 30 Physical Education Teachers (Sep 2010).
2. A proposal was submitted and approved for the training of 30 Physical Education Teachers in Zanzibar (Nov 2010).
3. A proposal has been submitted to Olympic Solidarity for funding for an International Olympic Education and Leadership Youth Camp (Nov 2010).
#### Zambia
The programme has support from the Ministry of Education, UNICEP (London 2012 International Inspirational project), NOC of Zambia, Sport for Youth and Sport in Action. Plans to expand the program involve integration into sport federations’ junior nationals. Discussions to this effect with the Zambia Schools Sport Association have been successful and it is projected that in the proposed roll-out phase more than 1,000 teachers in 72 district sport associations and that all national (inter-provincial and inter-schools nationals) will benefit from Olympic Values education.
The first Olympic Youth Development Centre (OYDC) under the IOC’s Sport for Hope Programme was officially opened in May 2010. The multi-purpose sports complex is a great addition to the local population and will also enrich multi-cultural dialogue through the running of international youth camps such as the IOC-UNODC Global Sports Fund Youth Camp.
##### OVEP project objectives:
1. Develop an implementation structure for OVEP programs.
2. Integrate OVEP into Olympic and other national sport structures
3. Training of OVEP activity leaders.
4. Monitoring, evaluation and dissemination of good practices.
##### Project implementation 1 (Sensitization/engagement of stakeholders in OVEP):
To disseminate OVEP to 10 districts, 10,000 Youth & 100,000 Adults in 2010 by integration of OVEP into NOA, schools, sports clubs, NGOs.
##### Project outcomes 1:
Reach:
1. The NOA, 22 schools, 3 NGOs and 94 community youth teams have integrated OVEP into their educational programmes.
2. Implementation: 39 schools have made an OVEP implementation plan for 2010.
##### Project implementation 2 (training for sports teachers/coaches, peer leaders/coaches):
1. To equip 120 Teachers, 70 Coaches and 200 Peer Leaders with knowledge on integration of OVEP by training participants in 3 different levels of trainer skills.
2. To influence parents and teachers at targeted schools on their role in changing thought processes towards Olympic Values by holding quarterly forums in all selected schools on OVEP, the benefits for children, the role of parents and teachers, and the eventual conflict between OV versus cultural values.
##### Project outcomes 2:
1. 350 OVEP leaders have been trained to integrate life skills into games and sport and are conducting OVEP sessions now.
2. 400 Parents and Teachers were involved and provide a supportive environment; the children exposed testify positive changes in family environment.
##### Project implementation 3 (provide an OV platform through fun, learning and interaction):
1. To hold weekly OV sessions at schools and sport training sessions by OVEP leaders.
2. Organize group discussions/quizzes, also including children not-in-sport.
3. Organize OV skills ‘Challenge’ events for 400 children in 6 disciplines (football, basketball, traditional games, volleyball, netball, education quiz).
##### Project outcomes 3.
1. Children are enjoying the sport and experience a supportive environment, make friends, became healthier and active.
2. Children cope better with everyday life challenges, interact better with other communities.
3. Teachers are better motivated and have more interaction.
4. School managers encourage OVEP and the use of sport with a positive attitude.
##### Project implementation 4 (monitoring):
Progression of OVEP project and the response by target audience.
1. Response of children 6-18 years; involved vs. not involved.
2. Parent and Teacher involvement in implementation.
3. Policymaker involvement (school managers).
##### Project outcomes:
Results by observation and questionnaire:
1. Verbal expression improved in sport and day-to-day life.
2. Teachers state that OV input is easy to incorporate through sport, thereby building confidence in children.
3. Children more respectful in family situations and better motivated when tasks are asked from them.
#### Zimbabwe
##### Background
Much work at the policy decision making level and the building of a sound national foundation in respect to OVEP has been achieved. An environment conducive to OVEP implementation has been developed through joint collaboration with the NOC and Zimbabwe Olympic Academy (ZOA) via sensitization workshops. Proposals for further implementation involving cross border activities with Zimbabwe are also being looked into. In the planning it has been proposed that a series of Train the Trainer workshops be run with a projected outcome of 80 trainers trained.
The spreading of Olympism and Olympic Education through the teaching of Olympic Values is set to increase, as implementing agents are being identified in other Provinces for ZOA activities.
##### OVEP Project objectives:
1. Teaching Olympic Values in a socially acceptable manner.
2. Identify trainers from all provinces and institutional strategic leaders.
3. Trained participants to execute knowledge in their home provinces.
4. Monitoring, evaluation and dissemination of good practices.
##### Project implementation:
1. Train the Trainer Workshop:
a. With budgetary help of Olympic Solidarity, identification of participants in a national perspective.
b. Thirty participants selected in schools, communities and national associations, with help of provincial educators, local governments, Sport & Recreation Commission.
c. Workshop participants: 20 from provinces via Ministry (♂ & ♀), 4: welfare & sport officers, 4: National Sports Associations, 2: NOC & Sport & Recreation Commission.
d. Workshop took place on July 10-12, 2009, with interactive theory and practice lectures.
2. Enforcing the ZOA capacities:
a. A new ZOA Director was hired to incorporate the OVEP program and a new Board of ZOA is being formed.
b. Implementation of OVEP methodology in the school programme has been initiated.
c. Identification of corporate partners is required to cover budgetary gaps.
##### Project follow-up (Post Workshop):
1. Most Trainers trained conduct workshops, securing a roll-out
2. Resources remain a problem for further progress.
3. Trainers must improve their coordination and networking levels.
4. A continuing education after initial training is required.
5. Evaluation underlined the need to improve trainers’ knowledge on OVEP, to customize OVEP literature and to ensure monitoring and evaluation.
6. Timely submission of work plans needs to be enforced.
#### UNESCO
Associated Schools (ASPnet)
##### Background
An IOC-UNESCO Associated Schools (ASPnet) Joint Initiative was launched within the framework of “Teaching Olympic Values”. The sub-regional training workshop for ASPnet National Coordinators, teachers, youth leaders and curriculum specialists was hosted by the Trinidad and Tobago National Commission for UNESCO. ASPnet National Coordinators and teachers from six Caribbean countries of: Barbados, Grenada, Saint Lucia, Saint Vincent and the Grenadines, Guyana and Trinidad and Tobago were present.
The National Olympic Committee of Trinidad and Tobago also co-organized and participated to this pilot project event. The NOC’s Olympic education programme “Shape the Community” Sport Development Project underlining Olympic values education has been well underway since 2008 and has a reach of over 3,000 children within three surrounding communities.
##### OVEP project objectives:
1. To promote Values Education at school level, with a focus on the 5 values presented in the OVEP toolkit.
2. To process the implementation of the OVEP toolkit through the ASPnet laboratory by conducting a school experiment in the Caribbean.
3. Organize ASPnet Teacher and Coordinator workshops with presentation of the toolkit and elaboration of impact assessment tools.
4. Presentation of an evaluation survey to assess the impact of values education in primary and secondary schools.
##### Workshop objectives:
1. Provide participants with the necessary knowledge on the structure and content of the OVEP toolkit.
2. Elaborate assessment tools for primary and secondary schools on the integration of Olympic values in the education programme.
3. To plan school experiments over the 2010-2011 school year.
4. Draft recommendations for adaptation of the OVEP kit in the Caribbean context.
5. Complete survey data to be conducted at the end of the experimentation phase.
##### Project implementation:
1. Participants: 30 from 6 Caribbean countries, 6 ASPnet coordinators, 19 ASPnet teachers and sport coaches, 1 curriculum planner, 1 university teacher coach, 2 UNESCO staff, 1 IOC staff, 1 NOC staff, 5 national UNESCO Commission.
2. Presentation of OVEP toolkit, with a focus on (i) Joy of effort, (ii) Respect, (iii) Fair Play, (iv) Pursuit of Excellence, (v) Balance between body, will and mind.
3. Elaboration of assessment tools for (i) practicing the activities proposed in the toolkit, (ii) suggesting new activities, (iii) monitoring by questionnaire.
4. Preparation of monitoring and planning.
5. Creating commitment for participation in 2010-2011 school experimentation.
6. Joint declaration of commitment.
##### Project outcomes:
1. Participants trained on structure and content of toolkit.
2. A final report was drafted by participants.
3. Joint declaration of commitment signed by all participants.
4. Global planning for OVEP experimentation 2010-2011 has been detailed.
5. First generation of assessment tools decided upon.
6. Suggestions made for roll-out in other Caribbean countries.
7. Data collection instruments have been fine-tuned.
8. Video material is ready.
##### Project recommendations:
1. To finalize assessment tools for pre- and post-experimentation with education planners, statisticians and elected teachers and ASPnet coordinators.
2. Carry out applied research on the current vales education in the 6 participating countries.
3. To pursue research on basic socio-economic facts in the region.
4. To post workshop outcomes on the ASPnet website.
5. To collect from participants data to establish a working and monitoring platform for the school experimentation.
6. To identify a valid study sample, in terms of participating classes and students.