Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The present paper focuses on a monographic project of investigation realised around a case study. The aim is to find out whether the Olympic ideology, as an educational instrument, is present in Secondary Education and baccalaureate taught in a secondary school in the Community of Madrid, through the teaching given by one of its Physical Education teachers. The methodological design has taken as point of departure the documentary analysis of the Olympic Charter in order to identify, as a primary source, the foundations of the Olympic ideology. After finding the similarities that may be implicit in its content with the current educational legislation as well as with the functions that physical activity can perform as an educational instrument according to Hernández Álvarez (1996), four values and four functions were selected as the object of study of this work and it was then investigated whether these aspects were present in the development of the teaching practice of the teacher who was the object of study.

The aim of this paper is to deepen our knowledge of the award that is recognized by the structure of the Olympic Movement as one of the highest distinctions and honors that can be awarded to an Olympic athlete: The Pierre de Coubertin Medal. It is the medal for true sportsmanship that assumes and rewards the Coubertinian ideological foundation that motivated Pierre de Fredy to promote the Olympic Movement. After reviewing the bibliography and the references found regarding its definition and development, we have made a brief historical exposition of its creation and evolution, referring to the award winners and their circumstances.

In this article we will address the case that occurred with Novak Djokovic at the Open Australian 2022. From an ethical perspective we will see if their behaviour has been exemplary, if it suitable to the pedagogical function of sport, if their individual freedom or the legislation of a democratic country like Australia is violated. We are committed to the idea of reciprocal transcendental commitment that every athlete must assume by complying with the rules of a sport and making your personal and professional behaviour ethically acceptable.

This research of historiographic type exposes a study of History of the Present Time. The objective is to collect the testimony of three of the four Spanish boxers who went to the Olympic Games in Los Angeles in 1984, in order to know the sporting, family and economic circumstances in that four-year preparatory period of the Olympic Games. The techniques used were documentary analysis and semi-structured open-ended interviews. The results show that the aforementioned fighters came from working class neighbourhoods and economically humble family environments. The gyms where they began to train, although in many cases in precarious circumstances, already had specific boxing facilities and even changing rooms with showers. The economic compensation they received in the first bouts they fought as amateur boxers was an incentive for them, although it did not mean an economic livelihood and they could not leave their jobs. Once they were part of the national team, they attended numerous bouts in different countries as a form of preparation and attended training camps in Torrelodones, at the Blume Residence in Madrid and at the Palacio de los Deportes, until months before the Olympic Games in Los Angeles they were able to prepare in Tenerife for their training as Olympic boxers, which was a milestone in their lives. It is concluded that boxing was a platform for social relations for young people from very poor neighbourhoods. However, it was necessary to be a permanent member of the National Team in order to receive an economic counterpart with which to support themselves without the need to maintain a job to help their families of origin in the family economy. Moreover, boxing in the eighties underwent a certain evolution with respect to previous decades in terms of facilities and resources used in training.

This present article is based on the motivation and commitment to share with the entire university community and with those interested in the Olympic Movement, what I had the opportunity to experience as a delegate of the Royal Spanish Olympic Academy at the 62nd International Session for Young Olympic Ambassadors celebrated between June 11 and 23, 2022 in Olympia, Greece. This is the most long-lasting educational program of the International Olympic Academy and involves a meeting between young people from all over the world, as well as their coexistence in a space of peace, where opinions and knowledge are combined on relevant issues related to Olympism and ends with the dissemination of what has been learned in their corresponding countries.

"Mente Sana" is a pilot project developed by the Alcobendas Handball Club in collaboration with The Poul Due Jensen Foundation that is based on the values ??of Olympism. This initiative involves the activation of the Psychology Department within the club with a fundamental objective: to promote among athletes, coaches and managers the acquisition of knowledge and skills for day-to-day sports and life. There is a solid commitment that aims to ensure the comprehensive development of the people who are part of the club through psychoeducation from an active learning model. Thus, club members receive training and counseling in group and individual sessions. In addition, the project has two other core concerns: social scholarships and adapted handball. In order to respond to the vulnerable socioeconomic situation derived mainly from the pandemic, "Mente Sana" considers that athletes at risk of poverty and social exclusion can receive scholarships and be followed up during the season. On the other hand, the club aspires to offer a space for the development of sports activities for people with functional diversity. Regarding adapted handball, beyond the continuous sports practice, the club seeks to raise awareness and promote inclusiveness.

This work is recognition of the Argentine Olympic Academy in its 40 years of history (1982-2022). This entity organizes every year the youth session in which young people from various national sports federations of Argentina participates, who over five days discuss various issues and work as a team. Participants study and apply the principles of Olympic education, understand how sport is organized globally, and train as sports leaders through the philosophy and ideals of Olympism.