Perception of the Olympic values in the Portuguese coaches of individual and team sports
DOI:
https://doi.org/10.14198/jhse.2023.181.07Keywords:
Values, Olympism, Coaches, SportsAbstract
The aim of this study has been to analyse the perception of the Olympic values shown by coaches of different levels and categories in Portugal related to the type of sport they train (individual or collective). The study sample consisted of 1473 Portuguese coaches (214 female and 1259 male) from 34 different sports modalities (individual and collective). The data collection instrument was a three-dimensional questionnaire (perception of the Olympic Symbols, opinion about participation in the Olympic Games and values related to the Olympic Games). Descriptive analysis showed differences between the opinions of individual and team sports coaches in the three dimensions. The inferential analysis only showed significant differences in the dimension of opinion about participation in the Olympic games. These results reveal the difference in the perception of the Olympic values between coaches of individual sports and those of team sports.
Downloads
References
Bipona, E. B. (2016). Integration of Olympism in School: contribution of the Olympic Values Education Program - OVEP in the building of modern world. In D. C. K. Keimbou, E. C. A. Biwole & M. Enama (Eds.), Etats Des Recherches Sur Le Sport Et L'olympisme Au Cameroun.
Binder, D. (2007). Teaching values. An Olympic Education Toolkit. IOC.
Beregüi, R. (2007). Valores en el deporte escolar: estudio con profesores de educación física. Cuadernos de psicología del deporte. 7(2), 89-104.
Capote, G., Rodríguez, Á., Analuiza, E., Cáceres, C., & Rendón, A. (2017) The sport, the sports training and coaches. Lecturas: Educación Física y Deportes, Revista Digital. 234.
Chatziefstathiou, D. (2005). The changing nature of the ideology of olympism in the modern olympic era. Theses published. Loughborough University.
Chatziefstathiou, D., Ramon, X., & Miragaya, A. (2015). Olympic idea nowadays: perceptions and insights. Centre d'Estudis Olímpics i de l'Esport de la UAB.
Costa, H., Bogdan, M., & Fernandes., L. (2003). Valores no Desporto. Efdeportes. 63.
Coknaz, D., Atalay, M., Guler, L., & Cotuk, M. (2010). Awareness of olympic issues and evaluations of the olympic concepts among the school of physical education and sport students. International Journal of Human Sciencies, 7(1), 1264-1289.
Coubertin, P. (1979). Ideario Olímpico. Discursos y Ensayos. INEF.
Durántez, C. (2001). Historia y filosofía del olimpismo. Comité Olímpico Español. Academia Olímpica Española.
Durántez C. (2003). Academias Olímpicas Nacionales. Comité Olímpico Español Academia Olímpica Española.
Fernández-Truan, J. C. (2019). El valor educativo del deporte olímpico. Tándem: Didáctica de la educación física, 65, 7-11.
Ferandes. H., Costa. H., Moreira, M., Bogdan. I., Dias. L., & Serôdio-Fernandes, A. (2003). Valores no Desporto. Efdeportes, 67.
Feu, S., Ibáñez, S. y Gozalo, M. (2010). Influencia de la formación formal y no formal en las orientaciones que adoptan los entrenadores deportivos. Revista de Educación, 353, 615-640.
García-Mas, A., & Vicens, P. (1994). La Psicologia del equipo Deportivo. Cooperación y rendimiento Revista de psicología del deporte, 3(2), 79-89.
Gillet, B. (1971). Historia del deporte. Oikos-Tau.
Gómez-Mármol, A., Sánchez-Alcaraz, B., Bazaco, M. J., & Molina, J. M. (2016). Knowledge about olympics among university students of sports science degree, physical education teacher degree and primary education degree. Materiales para la Historia del Deporte, 14, 22-87.
International Olympic Committee (2011b). Olimpic Charter. IOC.
Laforge, F. (2012). Los Juegos Olímpicos. De Vecchi.
Lagardera, F. (1995). Deporte y calidad de vida: La sociedad deportivizada. En N. Puig (Ed.), Actas Congreso Científico Olímpico 1992. Actividad física adaptada, psicología y sociología. (pp. 412-423). Instituto Andaluz del Deporte.
Jaeger, W. (1971). Paideia: los ideales de la cultura griega. FCE.
Jones, R. L., Potrac, P., & Armour., K. M. (2004). Sports coaching cultures: from practice to theory. Routledge.
Luna, D. (2012). El entrenador deportivo como mediador pedagógico en un programa de extensión universitaria. Revista Universidad y Sociedad, 4(1), 1-13.
Lyle, J. (2002). Sports coaching concepts: A framework for coaches' behaviour. Psychology Press.
Maas, S. (2007). The Olympic Values. Olympic Review, 63, 28-33.
Martínez-Gorroño, M. (2019). Los valores olímpicos en la reforma de la educación escolar propuesta por Pierre de Coubertin (1889-1937): una educación para la paz, la libertad y la democracia. Citius, Altius, Fortius: Humanismo, Sociedad y Deporte: Investigaciones y ensayos (CAF). https://doi.org/10.15366/citius2019.12.2.001
Mestre, A. (2008). Direito e Jogos Olímpicos. Edições Almedina, SA.
Mesquita, I. (2002). A pedagogia do Desporto. Planeamento.
Molina, J. M. (2011). Visión del olimpismo y sus repercusiones educativas entre universitarios de Magisterio de Educación Física, Grado en Educación Primaria y Grado en Ciencias de la Actividad Física y el Deporte de la Región de Murcia. Tesis doctoral no publicada. Universidad Católica San Antonio de Murcia: Murcia.
Morgan, H. & Bush, A. (2016). Sports coach as transformative leader: arresting school disengagement through community sport-based initiatives. Sport, Education and Society, 21(5), 759-777. https://doi.org/10.1080/13573322.2014.935319
Muller, N. (1986). Introduction, choix et presentation des textes. En M. Muller (Coord.), Pierre de Coubertin. Textes choisis. Tome II: Olympisme (pp. 37.46). Weidmann.
Muller, N., & Schantz, O. (1986). Introduction, choix et presentation des textes. En N. Muller (Coord.), Pierre de Coubertin. Textes choisis. Tome III: Pratique sportive. Weidmann.
Müller, N. (2004). Educación Olímpica. Lecciones olímpicas.
Parlebas, P., & Dugas, E. (1998). Transfert d'apprentissage et domaines d'action motrice. Revue EP&S 70, 41-47.
Pinheiro, V. (2013). O comportamento do treinador em competição na promoção do fair play. Um estudo nosescalões de futebol de formação, Tese de Doutoramento. Universidade Lleida.
Preus, H. (2002). Coubertin und die Olympischen Ideale - zehn Jahre Erhebung unter deutschsprachigen Sportstudenten. En W. Borgers (comp.), Tempel und Ringe. Zwischen Hochschule und Olympischer Bewegung. Festschrift Dietrich R. Quanz (pp. 291-302). Carl und Liselott Diem-Archiv.
Preuss, H., Schütte, N., DaCosta, L. P., & Königstorfer, J. (2015). Olympic values nowadays. Olympic Studies Centre.
Preuss. H., Schüte. N., Könecke. T., & Da Costa, L. (2016). Valores Associados aos Jogos Olimpicos. Ciência e.Cultura, 68(2). https://doi.org/10.21800/2317-66602016000200014
Rabelo. I., Peixoto, E., Primi, T., & Rubio, K. (2016). Olympic and humanitarian values assessment in education: proposal of a measuring instrument. Revista Brasileira de Psicologia do Esporte, 6(2).
Riordan, J., & Arnaud, P. (1998). Sport and International Politics. The impact of fascism and communism on sport. Routledge.
Rioux, G. (1986). Intoduction generale, choix et presentation des textes. En N. Muller (Coord.), Pierre de Coubertin. Textes Choisis. Tome I. Revelation (pp. 723-741). Weidmann.
Rodrigues, J. (1997). Os Treinadores de Sucesso- tese de Mestrado. Faculdade Motricidade Humana.
Ruiz, J. (2012). Nuevas perspectivas para una orientación educativa del deporte. CCS.
Solar, L. (2003). Pierre de Coubertin. La Dimensión Pedagógica. Gymnos/CEO-UPV.
Taylor, B., & Garratt, D. (2010). The professionalisation of sports coaching: Relations of power, resistance, and compliance. Sport, education and society, 15(1), 121-139. https://doi.org/10.1080/13573320903461103
Todt, N. S. (2009). Um país olímpico sem educação Olímpica. In: Coletânea dos premiados de 2008 do Ministério do Esporte, ed. Prêmio Brasil de Esporte e Lazer de Inclusão Social, 370-80. Brasília: Ministério do Esporte.
Tourais de Afonso Rocha, T. (2019). Ética e Percecão Olímpica nos Treinadores em Portugal. Tesis doctoral, Universidad de Vigo.
Tourais de Afonso Rocha, T., Martínez-Patiño, M. J., Mateos-Padorno, C., & Pena-Pérez, X. (2016). O Olimpismo na formação de Treinadores desportivos em Portugal. Retos, 30, 233-236. https://doi.org/10.47197/retos.v0i30.50551
Van Wyk, J., Burger, S., Kluka, D., & Van Schalkwyk, J. (2007). Sport Students Background Knowledge of the Olympic Games. En D. Andrew, P. Pedersen y C. McEvoy (eds). Research methods and design in sport management (pp.292). Human Kinetic.
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Journal of Human Sport and Exercise

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.