The aim of this research was to find out the primary pupils´ knowledge level about the Winter Olympic Games in Banska Bystrica. The research file consisted of 261 second stage primary pupils, 145 boys and 116 girls at the age from 10 to 15, who filled in the questionnaire ten days after finishing of the Winter Olympic Games held in Sochi. We used 14 questions in the questionnaire, consisting of the closed, half-open and open questions and 3 identification questions related to the sex of a respondent, age and respective school year of individual respondents. We can claim that among the most interesting findings there were: Firstly, more than 95% pupils knew what town was the organiser of the Winter Olympic Games in 2014. Secondly, more than 75% of the pupils were watching these Winter Olympic Games too. The most information about the Winter Olympic Games the pupils gained was via the TV and the internet. The favourite sports watched by the pupilswere ice hockey, biathlon, ski-jump and snowboarding. Almost 60% of the pupils could answer the question: “Which town will be the Winter Olympic Games organiser in 2018?” What is more, it is really pleasing to note that the Winter Paralympic Games have started to be in the primary pupils´ attention as well.
Olympic education is a more complex social reality than is commonly thought to be the case. Olympic education, understood as a social relation, is expressive when it takes place between the three generations, and when its axiological leader: the Olympic pedagogue, engages all subjects of the Academy.Olympic education must be constructed in such a way as to include both the act and the thought about the sense of the act. It must include the act of participation and the culture of actions through Olympic practice and the cultural awareness of the act. It must account for the cognitive capabilities of the pupil. Olympic students must participate in the adults' thoughts about cultural acts and in cultural acts themselves. Olympic education, like any other kinds of education, should encourage students to participate in the thoughts about cultural acts and cultural acts themselves. Education based exclusively on thoughts is not effective, and education based exclusively on acts is incomplete.It is easier to imagine and provide students with education through sport than with education through the culture of sport. In everyday school practice, sport education is provided only through actions, through learning by doing. This duality of education: through culture and through action, is demonstrated to the Olympic pedagogue by the concept of universal good, which grants every member of the Olympic family access to the truth about himself or herself, access to the knowledge about the meaning of one's destiny. This concept concerns each subject to education in each relationship it experiences. The discursive deficit of the Olympic good in one such relationship destroys education as an intergenerational transfer of self-knowledge.
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