European Year of Education through Sport 2004 Essay Example for Free

European Year of Education through Sport 2004 Essay Research, analyse and critically examine the (European Unions) European Year of Education through Sport 2004, illustrating your answer with examples from European countries. Sport has been a major arena for the display of popular European values ever since the very first recorded Ancient Olympics were held at Olympia in 776 B.C. The Olympics of Ancient Greece and subsequently the modern Olympics gave rise to the ideology of Olympism, a way of life that embodies through sport these qualities and values. In the years that have passed, the changing face of sport has modelled and re-modelled itself in line with contemporary trends and technological advancements, but the core beliefs have remained the same. Whilst even then in its infancy, sport had to deal with bribery and corruption, with politics and commercialism; the same evils that have plagued the sporting world at the highest level ever since; sport has survived, and the ethos of sport and Olympism continue to be heralded as the archetype of health, vitality and virtue. In September 2003 a Eurobarometer survey was carried out, in order to establish the general public feelings towards education through sport. The results it returned were unswerving in their support. Almost two-thirds of the survey sample cited team spirit as the most important sporting value, whilst 70% were in favour of a harder crackdown on doping in sport. Amongst other revelations of a similar trend it is notable that the 2 highest responses when asked if the EU should do more to promote education through sport were those of Greece (90% said yes) and Portugal (85%). These of course will be the 2 main focal points for sporting excellence in 2004; hosting the Olympic Games and the European Football Championships respectively. It is clear that the officials of the European Union share the belief that the prominent values and health benefits that can be garnered from education through sport are desirable. Following the conclusion of the Eurobarometer survey and further research, a budget totalling à ¯Ã‚ ¿Ã‚ ½11.5 million was made available specifically for the initiative they dubbed The European Year of Education through Sport (EYES). The allocation of the budget is divided, in simple terms, as described on the InfoBase Europe website, (www.ibeurope.com): A budget of à ¯Ã‚ ¿Ã‚ ½11.5 million will be available to support meetings, campaigns and events designed to further the aims of the Year throughout the European Union. Whilst à ¯Ã‚ ¿Ã‚ ½11.5 million may appear at first glance to be a substantial amount, further examination reveals otherwise. To be simplistic in analysis, let us say that the funds were equally divided amongst the European Unions 15 member states; this would leave à ¯Ã‚ ¿Ã‚ ½766,667 (or à ¯Ã‚ ¿Ã‚ ½522,575 [source: www.xe.com]) per nation to distribute internally to cover the entire year. This would work out at around à ¯Ã‚ ¿Ã‚ ½14,744 or à ¯Ã‚ ¿Ã‚ ½10,050 per week for the whole country, far less than the wage of some professional athletes. The UK branch of EYES has 3 key objectives: 1. Promote EYES in the UK and on a pan-European basis. 2. Give as many people as possible access to the work being undertaken during the EYES 2004 programme. 3. Engage more young people in physical activity and sport, enhancing other developments in the field in the UK. These objectives run parallel with those of the EU as a whole (see annexe 1). In terms of promotion, the initiative is being spearheaded by an All-Star team of popular former and current stars of European sport; the most familiar of these perhaps being Jurgen Klinsmann, Clarence Seedorf, Amelie Mauresmo and Sir Steven Redgrave. Alongside these 5 are another 37 individuals (as well as the Latvian National Football Team), ranging from internationally famed to somewhat obscure, all of whom are committed to actively supporting the campaign. (http://www.eyes-2004.info/254.0.html) There seems to be a solid base from which to build a real Europe-wide success. In addition to the All-Star Team, EYES can boast partners from all over Europe, from a variety of different sports as well as many Governmental ministries and Educational Associations, 4 TV Channels and, perhaps most significantly, Sponsorship from VISA and the German travel company Vietentours. There will certainly be a significant amount of publicity surrounding EYES as the year goes on. The logo, accompanied by its slogan (move your body, stretch your mind) will be on display at nearly 200 events during 2004, including the Olympic Games, the Paralympic Games and Euro 2004. It appears that from a promotional point of view, as well as the infrastructure, the EU has got it right. There will be plenty of opportunities for people to find out about and participate in EYES. But then what? Even if we were to blanket the entire continent with an awareness of EYES; even if every school in every nation participated; what next? 2005 will not be the European Year of Education through Sport, II. Surely the priority must be to lay down the foundations for future and continuing education through sport throughout the continent? Any continuing legacy or suchlike goes unmentioned in the aims and objectives sections of EYES on both the official website and InfoBase. The focus seems to be on getting as many people interested in sport as possible, then assuming their enthusiasm will remain at a constant level without further promotion. It implies a level of naivety in terms of the EUs awareness of the seemingly obvious expendable novelty value that can be associated with most short-term governmental and pan-European events of this ilk. There is no function in place to prevent the project from slipping into history without having made any real long-term difference to the education of the public through continuing participation in sport. The official UK website (www.eyes2004.org) contains information for schools on how to get involved, news updates on EYES projects and media releases, and online challenges for schools to take part in by inputting results from different activities into a database to create live, on-line competition between schools (http://www.eyes2004challenges.org/splash.htm) This attempts to address the access aim of the website; whether or not it does this remains to be seen. In my personal experience, the efforts of the British arm of the project so far appear to have been poor, especially on the promotional side. Public awareness seems to be non-existent; I have mentioned EYES to many people, young and old, at every level of the education system; from my neighbours primary school children to my 16 year old brother, to my Mother, (a project manager at the local 6th form college). Neither any of them, nor any of the others I spoke to were previously aware of the EYES. Whilst I am aware that this casual sampling cannot be considered in any way to be indicative of the entire British population, they dont exactly imply a resounding success of the project in my local area. However, it is important to note that in this, as in all cases, only 4 months of the year have passed and there is still time for awareness to be created. There are 5 projects currently running here in the UK: The use of sport and education for the social inclusion of asylum seekers and refugees. (Loughborough University) Basic Skills and Education through Sport (Hull City Council) Clean Start programme (UK Sport) Learning Through Football: Euro 2004 (Football Association) Leeds Education Activity Partnership (Leeds City Council) http://www.eyes2004.org/projectnews.htm The first project on the list highlights the poor promotional aspect perfectly. Whilst it is being run here at Loughborough University; the level of awareness of the project itself and of EYES as a whole has been minimal. Continental Europe, however, may prove to be a different story. Whilst the British Physical Education system is comparatively relaxed in its decentralisation, possibly leading to the aforementioned ineffectiveness in the dissemination of the EYES message, the French political infrastructure, for example, may prove a far more effective and efficient vehicle for the promotion of EYES due to its highly centralised nature. Another aspect is to promote the value of voluntary work for the young and the benefits it can provide for informal education. An example of this is in Portugal where by The Portuguese Youth Institute supported by the European Voluntary Service are giving children under the age of 16 the opportunity to help out in European Football Championships 2004 as ball boys and holding flags and banners before games. The aim of the scheme is to bring young people from different communities and racial backgrounds together through voluntary participation in sport. It may also be argued that, whilst 2004 may have initially appeared to be the ideal year for EYES, with 2 internationally prestigious sporting events being hosted in Europe; the reality may be somewhat different in that EYES could well be overshadowed to the point of insignificance by both Euro 2004 and the Athens Olympics. To make a conclusive statement about the success of EYES at this early stage in the year would I feel be somewhat naà ¯Ã‚ ¿Ã‚ ½ve. It can be said however, that the right building blocks have been put into place in order to make it a success. The infrastructure and the organisational aspect is far-reaching enough to be of use to the whole continent; whilst remaining centralised enough in key areas to focus on the same goals. The promotional side is again set up right, with representatives from many sports and many countries being involved from the high-profile to the less glamorous. Whilst the signs of implementation of EYES in schools are encouraging; LEAPS (Learning and education through activity and participation in sports) in Dublin; Basic skills and Education through Sport (Hull); Together in Sport for growing up (Italy); the true results of EYES success in schools may take some time due to the enormous amount of feedback required to get a realistic overview of all events and projects. The apparent lack of continuation in terms of the aims and objectives of the initiative can be put down to one of two things. One is that the EU are banking on the continuing success of a one-off push into sport, ignoring the possibility of a speedy return to the low participation rates of recent years. The more likely explanation is that, whilst the EU realise that the effects of EYES may wear off as the future years go by, it will be more effective, given the comparatively small budget available, to concentrate on getting the message out there to as many people as possible this year than to try to implement long-running programmes with less public awareness. Ultimately the deciding factor on the success or failure of EYES, as with most things, will be the budget. Even if, as suggested, the money is directed in the correct manner with minimal amounts of wastage, it is still a relatively insignificant sum on an international scale. I would predict that for there to be any lasting impression left by EYES on the future education through sport in this continent, the amount of funding behind the initiative would have to be substantially larger. Bibliography http://www.museum.upenn.edu/new/Olympics/olympicorigins.shtml (Accessed 15/03/04) http://www.ecdel.org.au/whatsnew/2003/sports.htm (Accessed 15/03/04) http://www.ibeurope.com/Database/Factsheets/F050eyes.htm (Accessed 15/03/04) http://www.europa.eu.int/comm/sport/key_files/annee_eur/a_2004_en.html (Accessed 15/03/04) http://www.xe.com/ucc/ (Accessed 15/03/04) http://www.eyes2004.org/splash.htm (Accessed 17/03/04) http://www.eyes2004.org/projectnews.htm (Accessed 18/03/04) http://www.eyes-2004.info/254.0.html (Accessed 18/03/04) http://www.eyes-2004.info/4138.0.html (Accessed 18/03/04) Annexe 1 The Aims of EYES (http://www.ibeurope.com/Database/Factsheets/F050eyes.htm) The aims of the European Year are: (a) to make educational institutions and sports organisations aware of the need for cooperation in order to develop education through sport and its European dimension, given the very great interest that young people take in all kinds of sport; (b) to take advantage of the values conveyed through sport to develop knowledge and skills whereby young people in particular can develop their physical prowess and readiness for personal effort and also social abilities such as teamwork, solidarity, tolerance and fair play in a multicultural framework; (c) to promote awareness of the positive contribution that voluntary activities make to non-formal education, especially of young people; (d) to promote the educational value of pupil mobility and exchanges particularly in a multicultural environment through the organisation of sporting and cultural contacts as part of school activity; (e) to encourage the exchange of good practice concerning the role sport can play in education systems to promote the social inclusion of disadvantaged groups; (f) to create a better balance between intellectual and physical activity in school life by encouraging sport in school activities; (g) to consider the problems relating to the education of young sportsmen and sportswomen taking part in competitive sports.