Abstract
The Rio 2016 Official Olympic Education Programme (ROEP), called Transforma, began in 2013 and was one of the actions to take the Olympic Games into schools and promote new education-based opportunities. The current study examines its effects by exploring the Olympic Games’ impact on the development of skills, knowledge, and experiences of teachers. Data were collected through an online questionnaire (n = 702) with physical education teachers who attended the Transforma Programme. The results of a structural equation model indicate that the educational impact measured through experiences, knowledge, and skills-development contributed positively to the human development of teachers as well as to their knowledge about teaching Olympism. These findings provide event managers with useful insights on the role of teachers in their Olympic programmes, as well as ways to engage them in a wide range of initiatives both inside and outside the school context.
| Original language | English |
|---|---|
| Pages (from-to) | (In-press) |
| Journal | Educational Review |
| Volume | (In-press) |
| Early online date | 17 Nov 2020 |
| DOIs | |
| Publication status | E-pub ahead of print - 17 Nov 2020 |
Bibliographical note
This is an Accepted Manuscript version of the following article, accepted for publication in Educational Review. Ribeiro, T, Correia, A, Figueiredo, C & Biscaia, R 2020, 'The Olympic Games’ impact on the development of teachers: the case of Rio 2016 Official Olympic Education Programme', Educational Review, vol. (In-press), pp. (In-press).It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Keywords
- Olympics impacts
- Physical education teachers
- Rio official 2016 education programme
- educational practitioners
- social capital
- stakeholder theory
ASJC Scopus subject areas
- Education