Darbe atskleidžiamos Lietuvos olimpinės akademijos ištakos, analizuojami pagrindiniai veiklos bruožai, olimpinių žaidynių rezultatų mokslinis vertinimas, aptariamos moksleivių olimpinio švietimo problemos. Laikotarpis (10 metų) po Lietuvos tautinio olimpinio komiteto teisių sugrąžinimo Berlyne yra svarbus sporto istorijai, tampa nuoseklaus tyrinėjimo objektu. Įvertinus Olimpinės akademijos veiklą šiuo laikotarpiu, galima teigti, kad olimpinis švietimas, sporto mokslas atveria naujas galimybes. Olimpizmas, kaip svarbus kultūros reiškinys, didelis intelektualinis potencialas, ieško naujų veiklos būdų, teorinių ir praktinių išdėstytų problemų, temų, susijusių su žmogaus sveikata, fiziniu pajėgumu, sportininkų meistriškumo tobulinimu, sprendimo. Ateityje olimpinis švietimas turi būti artimai susijęs su olimpizmo vertybėmis, kurias būtina skleisti visiems Lietuvos gyventojams.

Tikslas - įvertinti olimpinio švietimo įtaką jaunimui simbolinių vertybių požiūriu. Analizavome 10-14, 15-18 bei 19-21 metų jaunuolių atsakymų į anonimės anketos dažnius. Tyrimai buvo organizuoti 1999 metų pavasarį. Juose dalyvavo penkių Europos valstybių 1055 jaunuoliai: 21% lietuvių, 46% lenkų, 6% olandų, 5% graikų ir 22% rusų. Tyrimų duomenims apdoroti buvo taikytas matematinės statistikos metodas. [...]

The research aimed at finding out pupils' attitude towards fair behavior, their interest in sport according to their place of residence and gender, as well as discovering a difference of fair behavior perception in actively and passively involved in sports activity pupils.[...]

Nowadays Olympism, Olympic sport and Olympic education in their natural development grew into the cultural life of independent Lithuania and become an essential source of physical and spiritual education of our nation. P. de Coubertin believed that all people and in all stages of their life are able to pursuit for sport excellence. While reviving Olympic Games he aspired for the supporters of Olympism to make the world a good place to live. Alongside to the fair play, idea of peace is crucial today, and it stimulates specific cultural understanding of other nations. P. de Coubertin also designed and presented conception of harmonious overall development of human being, with special emphasize on education, directed not only towards intellect, but also body. Thus, Olympic education means physical as well as mental education. It gives young people knowledge on the fact that doing sports during all oneÿs life is necessary complementation to the other activity areas, helping to develop and maintain sense of identity. Summarising scientific trends of Olympic education development in the world we maintain that Olympic movement, Olympic Games, Olympic education are crucial for development of harmonious human being, for the consolidation of sport and culture, science and health, good role models and respect to the Olympic principles. So, role of sport is extremely important in personality shaping, embedding truth and spirituality as eternal values, respecting moral culture, ethical norms, human dignity and creativity. Main objective of Olympic education is linking sport and culture.[...]

Olympic pedagogy is Olympic learning in four subject areas, embracing integral development of sporting, social, moral and intellectual education, which promotes individual sporting ability as accomplishment, as competition and as fair play, as a means of developing various positive social experiences and moral value orientations for the individual pupils. Experience of the ethico-moral principles of the Olympic idea in sporting activity, plus knowledge of moral behaviour and knowledge of the values and ideals of the Olympic movement, should enable pupils to experience and learn moral conduct in sport and should also convey knowledge about such conduct and shape their conscience for their daily life. These task complexes address standards and values in sport and in children’s and young people’s daily life. As an individual development task, children and young people should come to link subjective sporting ability, social conduct, moral behaviour and Olympic knowledge with the objectively desirable fundamental and historico-pedagogic behavioural standards of the Olympic principles. Sporting effort, social conduct, moral behaviour and Olympic knowledge can be considered as four subject areas of an ascending spiral curriculum, i.e. each subject area is equally important, they are mutually dependent and thus complement each other. In this way they together define the integrated approach to Olympic education. Pierre de Coubertin’s vision and concept of Olympism and education he briefly described in his Olympic letter No, III in October 1918. According to Pierre de Coubertin, Olympism is a state of mind, not a system. Nevertheless he also described four major tasks of education in the context of the harmonious development of body and mind. Coubertin wrote: “...to distinguish ... only the body and the mind, ... is too simplistic, but rather the muscles, the understanding, the character, and the conscience. This corresponds to the four-fold duty of the educator” (Coubertin, 2000, 547). If the educator is to have a four-fold task as his duty to educate in the spirit of Olympism, then the pupils will have a four-fold subject area of Olympic learning, to learn about the physical, social, moral, and mental domains of modern Olympism in physical activities and sports competitions, at their school lessons and in the other settings of their daily life.

Valstybės gyvenime būna datų ir įvykių, kurie nepasiduoda užmarščiai nuolatos primindami apie save. Tai amžininkų laiku padaryti žingsniai, kurių svarbumą tikrina istorija. Kalbant apie Lietuvos olimpinį sąjūdį, tokie yra 1924 metai, kai mūsų šalies sportininkai pirmąsyk tapo lygiaverčiais tarptautinio olimpinio sąjūdžio nariais. Pirmasis oficialiai įteisintas faktas tapo vienu svarbiausių argumentų, kai po ilgų okupacijos dešimtmečių ryžtingai nusprendėme grįžti į pasaulio olimpinę šeimą, bet privalėjome iš naujo įrodinėti neginčijamą, istorijos mums seniai duotą moralinę ir juridinę teisę. Kita reikšminga mūsų olimpinio sąjūdžio gairė – 1988 metai. Tai Lietuvos tautinio olimpinio komiteto (LTOK) atkūrimo metai. Turėjome žengti labai drąsų ir rizikingą žingsnį, atlaikyti Maskvos spaudimą, įveikti daugelį kliūčių, peržengti psichologinius barjerus. Supratome elementarią tiesą: pirmiausia be šio sprendimo negalėsime žengti ir kito svarbaus žingsnio, sakyčiau, siekti svarbiausiojo tikslo, t. y. visų mūsų teisių atkūrimo tarptautiniame olimpiniame sąjūdyje, mūsų pripažinimo. Simboliška yra tai, kad beveik viena po kitos eina dvi jubiliejinės, dviejų minėtų reikšmingų įvykių, datos: šiemet – 20 metų, kai buvo atkurtas LTOK, o 2009‑aisiais – 85‑eri, kai lietuviai su savo šalies vėliava debiutavo olimpinėse žaidynėse Paryžiuje. Dvi įpareigojančios sukaktys. Privalome prisiminti tolesnės praeities ir pastarojo laikotarpio darbus, „inventorizuoti“ nemenkus mūsiškių laimėjimus ir, žinoma, pažvelgti į priekį. Sportininkų laimėjimai, garsinantys Lietuvą, visuomet buvo savotiška šalies vizitinė kortelė, o kartu – didelė šventė, džiugių emocijų šaltinis. [...]

This article reviews the annual activities of Lithuanian Olympic Academy (LOA) for the year 2008, the problems, advantages and perspectives of Olympic education are analysed too. Olympic education is open to everybody; the main humanistic goal of it is to form a need for people to do sports for life, to enrich their existence. The propagated Olympism conception of Olympic education admits very many values which are common to all countries but each of them can find ideas that would be the most important to its culture, sport, traditions, and future. LOA has these activity directions at focus: pupils‘ and students‘ Olympic education (underlying direction); Olympic sport at higher education institutions; the preservation problems of Lithuania sport heritage; scientific evaluation of Olympic Games results; further trends of working and collaboration. The main task is to involve schoolchildren and students into creative activity aiming to promote healthy lifestyle, increase and develop pupils‘ and students‘ knowledge about Olympic movement, Olympic culture, its humanistic ideas, ideals and values that influence youngsters’ behaviour; to organize conferences, seminars, create and implement new projects aiming to develop pedagogues’ competence. Lithuanian students always have been the most active part of sporting society. Representatives of higher education schools are very active in participating at the sessions of International Olympic Academy where Olympic education in universities is always emphasized, they are encouraged to look for new forms of students’ sport and Olympic education development, to create new projects, to enhance motivation for sport and for the universities all over a world to communicate in closer ways.[...]

Olympism, Olympic sport and science of Olympic education in nowadays situation gradually grow into the cultural life on independent republic of Lithuania, become an important source of nation’s physical and spiritual strength education while naturally developing together with common national culture. Experiencing twenty years long activity of Lithuanian Olympic Academy - it is a real academe and we must draw wisdom from it. This experience encourages us to reflect who we are, were we are from, what consolidates us, where is our place in Lithuania and in the World. Activity trends of Olympic Academy are integrating into sport science, environment of Lithuanian sport society, nation’s scientific and cultural life that affirms the values of truth and spirituality including moral, cultural and ethical norms, respect for human’s individuality and his creativity. The needs and possibilities of the nation can be perceived only through the development and deepening of Olympism ideas. Olympic education integrates sport with culture, science, education and human’s welfare. Olympic education is acknowledged on international level and is being integrated into school programs. Lithuanian Olympic Academy has been spreading the Olympic spirit and Olympic ideas for 20 years already. Its activity reveals that we do live valuable creative and spiritual life. The most important in the future is to maintain and develop links between Olympic education and the World because new possibilities open in the brotherhood values world where the prestige and appreciation of the nation are important to enhance. Beautiful and majestic Lithuanian’s personality must be educated according to the program of Olympic education which we have to create and improve. We will be able to evaluate our future as long as we can reflect the experience of the past.

Purpose of the research was to analyze pupils‘ attitude towards Olympic movement and Olympic values. 114 respondents were analyzed (62 boys and 52 girls), the range was made in a convenient way. Pupils of Kaunas city and Kaunas district took part in the research. A questionnaire was used for the research which had been used in Belgium, Czech, Estonia, Finland, Germany and Hungary by researching the attitude towards Olympic movement and Olympic values (2002). The questionnaire consisted of 28 questions aimed to evaluate the pupils‘ level of the knowledge about Olympic movement, to evaluate Olympic ideals and „Fair play”, to analyze the pupils‘ attitude towards Olympic education. The research material was analyzed by applying methods of mathematical statistics. The reliability of differences between the results obtained was calculated according to the criterion of chi square (χ²) which is used to check hypotheses about the distribution of a variable in the population. The reliability level chosen is α=0,05. The difference between the results was taken as significant in case p<0,05. After performing the research, it became clear that 88,24% of respondents knew the first modern Olympic Games took place in Athens. One third of the respondents knew the first modern Olympic Games took place in 1896. 81,8% of the respondents think the modern Olympic Games are different from the Olympic Games to take place in the ancient times. Only 13,46% of the girls and 22,58% of the boys indicated they had heard of Pierre de Coubertin. 27,51% of the respondents indicated they had heard of Olympic ideals. More girls (79,92%) than boys (59%) indicated they knew what the symbol of five Olympic rings meant. 36,5% of the girls and 51,61% of the boys indicated they had heard of the Olympic spirit.[...]

The importance of Olympic Education had grown consistently since the concept was first mentioned in International Olympic Academy’s session in 1970s. What is more, the establishment and development of National Olympic Academies is still growing worldwide. Lithuanian National Olympic Academy as one of the leaders among the 143 National Olympic Academies, in twenty years of existence has reached a lot of goals, yet more are to be reached in the future. The aim of the work was to analyze the system of Olympic Education in Lithuania by presenting its background, current situation and potential development. Lithuania can be characterized as an active member of the Olympic Movement. Since the establishment of the National Olympic Committee in 1924 and re-establishment in 1988, Lithuanian athletes have proudly represented the country in International sport events, NOC has been working to ensure best conditions for athletes, also cooperated with NOA towards organization of conferences, seminars and lectures in order to ensure the overall development and spread of Olympism and Olympic Movement in the country. Olympic Education program for formal education institutions was created in the year 2000 and is one of the successful projects that are being implemented in Lithuania. 82 schools are voluntarily participating in Children and Youth Olympic Education project. The existence of the project was extended until 2015 by the organizing institutions. Formal education institutions actively involve themselves into Olympic Education and care to spread Olympic ideals to the pupils. In the future number of schools involved should grow up to 200 and sport schools, summer training camps could become a part of the project. As a part of project management theory internal evaluation is implemented by schools, external evaluation should be established for further improvements.