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Journal of Olympic Education
Vol.2 04/2013-03/2014

Education
Educatio
Centre for Olympic Research & Education
Olympic Education committee of laboratory schools
University of Tsukuba

CONTENTSPREFACE ................................................................................................................................................................. 1
Hope for further development Olympic Education ........................................................................... Toshinori Ishikuma ... 1
Expectations for Olympic Education ................................................................................................... Hisashi Sanada ... 1
CORE ACTIVITIES REPORT ........................................................................................................................................... 2
The 3rd Olympic Education Forum ........................................................................................................ Ai Aramaki ... 2
The 4th Olympic Education Forum ...................................................................................................... Taro Obayashi ... 3
Oly-Para Relay Seminar - Organized by MEXT and CORE, University of Tsukuba ............................................ Taro Obayashi ... 4
Olympic Education in Lillehammer:.............................. Yoshimi Nakatsuka ... 5
International Symposium on the Universal value of Olympism and Development through Sport .................... Hisashi Sanada ... 7
National Institute of Fitness and Sports in Kanoya Marks the 150th Anniversary of Coubertin’s Birth ............... Kazuya Naruse ... 7
Presentation at the 33rd Conference of the Japanese Society of Sport Education ......................................... Akiyo Miyazaki ... 8
Report on Participation in the 9th International Pierre de Coubertin Youth Forum

Olympic education programs related to the Sochi Olympics and Paralympics
Hisashi Sanada, Zubaidullo Ubaidulloev, Fumio Nemoto, Izumi Egami, Taro Obayashi ...

9
REPORT ON OLYMPIC EDUCATION IN PRACTICE ............................................................................................................. 13
Elementary School, University of Tsukuba ........................................................................................ Yuzuru Hirakawa ... 13
Senior High School at Otsuka, University of Tsukuba ........................................................................ Yoshimi Nakatsuka ... 14
Junior and Senior High Schools at Komaba, University of Tsukuba ......................................................... Tomoharu Yokoo ... 15
Senior High School at Sakado, University of Tsukuba .................................................................................. Airi Suzuki ... 16
Special Needs Education School for the Visually Impaired, University of Tsukuba ..................................... Masato Teranishi ... 17
Special Needs Education School for the Deaf, University of Tsukuba ........................................................ Michiyo Nigauri ... 18
Special Needs Education School for the Mentally Challenged, University of Tsukuba ........................................ Takashi Abe ... 19
Special Needs Education School for the Physically Challenged, University of Tsukuba .................................... Yuta Hanaoka ... 20
Special Needs Education School for Children with Autism, University of Tsukuba .................................... Tetsufumi Kawaba ... 21
University of Tsukuba ........................................................................................................................ Hitoshi Saga ... 22
FEATURE CONTRIBUTION ........................................................................................................................................... 23
Learning from Blind Soccer - Junior High School at Otsuka, university of Tsukuba ..................................... Tatsuki Nagaoka ... 23
Olympic Education Conducted in Cooperation with the Jamaican Embassy ................................................ Takako Honma ... 28
An Olympic Themed Education Resource for Secondary School Students with Low Literacy Skill
Ian Jobling, Kim Cooper, Karen Moni, Anne Jobling, Jan Lloyd ... 31
The Hungarian Kyudo : The beginning and the developing .................................................. Kralik Andrea, Hisashi Sanada ... 35
Report on the Outcome of the One School One Country Program .......................................................... Satomi Tsuchiya ... 38

Preface
Hope for further development Olympic Education
Toshinori Ishikuma
Vice President, University of Tsukuba
Director, University of Tsukuba Education Bureau of Laboratory Schools
Three years have passed since the Centre for Olympic Research and Education (CORE) of the University of Tsukuba established in December
2010. The 11 laboratory schools of the University of Tsukuba have worked to develop Olympic education over these three years. Eachlaboratory school has engaged in education based on the five educational values of Olympism: (1) joy of efforts; (2) fair play; (3) respect forothers; (4) pursuit of excellence; and (5) balance between body, will and mind. The education leads to fostering human resources with a
global view.
Tokyo was chosen to host the 2020 Olympic and Paralympic Games. The message cards that the laboratory school students wrote and sent
to the IOC members contributed to this choice. The laboratory schools' Committee for Promoting Olympic Education will continue to workon preparing education curriculum programs based on the Olympics.

Expectations for Olympic Education
Hisashi Sanada
Faculty of Health and Sport Sciences, University of Tsukuba
Executive director of the Centre for Olympic Research & Education (CORE)
On September 7, 2013, Tokyo was selected as the host city for the XXXII Olympiad and Paralympic Games to be held in 2020. The decision
was indeed gratifying for those of us who are engaged in promoting Olympic education. At the same time, however, we also feel theimportant responsibility we must assume because people in many diverse fields will be watching the progress of Olympic education in
Japan.
Japan has celebrated the Olympic Games three times in the past: the 1964 Tokyo Games, the 1972 Sapporo Winter Games and the 1998
Nagano Winter Games. The One School - One Country Program, which was started at the Nagano Winter Games, succeeded at the Sochi
2014 Winter Games. On March 12, 2014, we visited Gymnasium #15 of Sochi City, which focuses on Japan, and we were very impressedwith the activities of the students who were learning about Japanese culture and history. They seemed happy to meet with our groupof 9 Japanese. The principal said that they hope to continue their exchange with Japanese schools. Our visit fell upon a period wheninternational tension was heightened because of the Ukraine. When we saw the students at Gymnasium #15 of Sochi City with brightshining eyes, we felt that we all share the same hope for peace. As before, we found that the Olympic education programs through theOlympic and Paralympic Games contribute to promoting international understanding and peace awareness. Working towards the 2020
Games, we will work hard to build Olympic education programs that will enable more people to share such feelings.

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Core Activities Report
The 3rd Olympic Education Forum
Ai Aramaki
CORE Secretariat
The Olympic Education Forum has been held regularly since 2010 to exchange views concerning the Olympic education practices conducted
and the issues at the laboratory schools and to discuss the direction of future activities. The Forum included reports about the activities
during fiscal 2013 and presentations of the activities conducted at the Junior High School at Otsuka, Special Needs Education School for the
Mentally Challenged, and Special Needs Education School for the Visually Impaired.
Mr. Tatsuki Nagaoka reported the Olympic education activities conducted in the theory of physical education classes. He stated thenecessity for conducting Olympic education in a cross-curricular manner at the Junior High School at Otsuka. Mr. Fumio Nemoto introduced
the activities conducted following the 2012 London Games at the Special Needs Education School for the Mentally Challenged. Students
demonstrate relatively high interest in the Olympics and teachers also find it easy to prepare educational materials to proactively engage
the students. He also reported on the possibility of Olympic education as career education. Mr. Masato Teranishi reported on Olympic
education programs conducted at the Special Needs Education School for the Visually Impaired. Mr. Teranishi indicated the difficulty basedon his experience as a coach for promoting understanding of the Paralympics and providing programs that meet the requirements ofdifferent disability levels.
Professor Dr. Yuichiro Kai, Faculty of Human Sciences of the University of Tsukuba, served as an invited commentator for the open discussion
on Olympic education at the Forum. The discussion was lively and covered the possibilities and issues when introducing Olympic education
programs to schools based on the examples reported.
Outline of the Forum
1. Time and Date: 17:00-19:00, Monday, July 22, 2013
2. Venue: Lecture Room 119, 1st Floor, Tokyo Bunkyo School Building, University of Tsukuba
3. Programs:(1) Opening Address: Dr. Toshinori Ishikuma, Vice President of the University of Tsukuba, direcor of the University of Tsukuba Education
Bureau of Laboratory Schools(2) Report on CORE Activities by Dr. Hisashi Sanada, Faculty of Health and Sport Sciences at the University of Tsukuba, Executive directorof the CORE
(3) Report on Olympic Education in practice・"Incorporation of Olympic Education into Subjects" by Mr. Tatsuki Nagaoka, Junior High School at Otsuka, University of Tsukuba
・"Schoolwide Olympic Education through the 2012 School Year" by Mr. Fumio Nemoto, Special Needs Education School for the
Mentally Challenged, University of Tsukuba
・"Olympic Education from the Perspective of the Paralympic Games" by Mr. Masato Teranishi, Special Needs Education School for the
Visually Impaired, University of Tsukuba(4) Open Discussion: What is Olympic Education?
Coordinator: Vice Chair Sachiko Yoshizawa of the Committee for Promoting Olympic Education, Special Needs Education ResearchCenter, University of Tsukuba
Commentator: Dr. Yuichiro Kai, Faculty of Human Sciences of the University of Tsukuba and Assistant Superintendent of the Universityof Tsukuba Education Bureau of Laboratory Schools(5) Closing Address: Ms. Akiyo Miyazaki, Faculty of Health and Sport Sciences at the University of Tsukuba , CORE Secretariat

Open Discussion

Professor Dr.Yuichiro Kai, Commentator

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CORE ACTIVITIES REPORT 

The 4th Olympic Education Forum
Taro Obayashi
CORE Secretariat
The 4th Olympic Education Forum was held on February 28, 2014. The purpose of the 4th Forum was to share the findings from theeducational practices at each school during the 2013 school year and to discuss how to structure systematic Olympic education curriculafrom elementary to senior high schools.
The forum was attended by 38 people on behalf of the University of Tsukuba and its laboratory schools as well as individuals from the
Ministry of Education, Culture, Sports, Science and Technology, the Bureau of Tokyo 2020 Olympic and Paralympic Games Preparation, theJapan Olympic Academy (JOA) and the Japan Sport Council (JSC).
Discussions included a variety of opinions and questions from the Japan Olympic Academy members and those who specialize in adapted
sports, providing us with a helpful perspective for future activities. The Olympic education programs conducted at laboratory schools,
especially special needs schools, are internationally important. The program conducted at the Junior High School demonstrated that
Olympic education can be used for physical education classes and in integrated study periods. The Forum provided us with an opportunity
to better and more deeply understand the diversity of Olympic education.

Outline of the Forum
1. Time and Date: 17:00 - 19:00, Friday, February 28, 2014
2. Venue: Lecture Room 119, 1st Floor, Tokyo Bunkyo School Building, University of Tsukuba
3. Program:(1)Opening Address: Toshinori Ishikuma, Vice President of the University of Tsukuba, Director of the University of Tsukuba Education
Bureau of Laboratory Schools(2)CORE Activities of fiscal 2013 by Dr. Hisashi Sanada, Faculty of Health and Sport Sciences at the university of Tsukuba Executive directorof the CORE
(3)Practical Reports
・Mr. Tetsufumi Kawaba, Special Needs Education School for Children with Autism, University of Tsukuba
・Ms. Shoko Kunikawa, Junior High School at Otsuka, University of Tsukuba
4. Open Discussion
Coordinator: Ms. Akiyo Miyazaki, Faculty of Health and Sport Sciences at University of Tsukuba, CORE Secretariat
5. Closing Address: Mr. Jiro Imai, Special Assistant to the director of the University of Tsukuba Education Bureau of Laboratory Schools

Open Discussion

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Mr. Kawaba (left) and Ms. Kunikawa (right)Oly-Para Relay Seminar - Organized by MEXT and CORE, University of Tsukuba
Taro Obayashi
CORE Secretariat
On June 25, 2013, Ms. Tomoe Takada, a Paralympian (Goalball, Beijing 2008) and graduate of the Special Needs Education School for the
Visually Impaired at the University of Tsukuba, was a guest speaker and lectured to graduate students in master’s programs, University ofTsukuba. Her lecture was titled “Challenges for the Future of the Paralympics.” The Oly-Para Relay Seminar is a program co-sponsored by the
Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the Centre for Olympic Research and Education (CORE) at the
University of Tsukuba, which is for advancing the understanding of the Olympism with the perspective of bidding for the Games in Tokyo.
Ms. Takada discussed increased diversity in comparison with the Olympic Games as one appeal for the Paralympic Games. She said thatthe variety of classifications according to the type and level of disability facilitates interactions between many athletes at different It is alsocharacteristic that athletes of minor sports get together across nationalities to spread their sports, she explained.
The challenge for the Paralympic Games was described with one keyword: unfairness. In events in which the classification depends onthe disability level, some athletes falsify their disability levels and the classification itself has been questioned for its fairness. Ms. Takada
provided a specific example of the difference in qualifications for Blind Football, in which persons without visual impairments are notallowed to participate because it is easier for them to provide feedback on the plays after the game, and goalball, in which persons withoutvisual impairments are allowed, although athletes in both events wear eye masks. She continued that many events in the Paralympic Games
still have such issues to be resolved.
Inspired by the Paralympian’s personal accounts, the students asked many questions. Based on her experiences, Ms. Takada replied
to questions such as what contributions the Paralympic Games make in comparison with the Olympic Games, which games are morecompetitive, and on the support systems for the Paralympic Games and goalball athletes. The lecture provided a valuable opportunity forthe students to increase their awareness of sports for disabled people through listening to an athlete who plays goalball, a sport unfamiliar
to them.

Ms. Tomoe Takada

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CORE ACTIVITIES REPORT 

Olympic Education in Lillehammer:
Report on Participation in the 9th International Pierre de Coubertin Youth Forum
Yoshimi Nakatsuka
Senior High School at Otsuka, University of Tsukuba
The 9th International Pierre de Coubertin Youth Forum was held in Lillehammer, the site of the 1994 Winter Olympics Games. The Forumwhich is named after the founder of the modern Olympics, is held biannually for the purpose of fostering youth who can teach the Olympic
spirit and contribute to international peace. The Senior High School at Otsuka of the University of Tsukuba sent two students and one
teacher to participate in the forum as observers, as was done at the time of the Beijing Forum two years earlier.
1. Outline of the 9th International Pierre de Coubertin Youth Forum
Dates : August 10 – 18, 2013
Host school : Gausdal videregaende skole – Pierre de Coubertin
Participants : 19 schools from 17 countries; more than 100 students, 20 staff members, and 30 volunteers
Coubertin schools (seven students) : Australia, Austria (two schools), China, Czech Republic, Estonia, Germany (two schools), United
Kingdom, Greece, Italy, Norway, Russia, and Slovakia
Observer schools (two students) : Cyprus, Japan, Kenya, Mauritius, and Malaysia
2. Main Programs
2-1. Programs relating to the Coubertin Award(1) Social contribution activities (conducted in each country in advance)(2) Sports tests : Required: Orientation and cross country (3 km)
Optional: Select three from the following : 100 m race, long jump, shot put, swimming (50 m freestyle),(3) Knowledge test (quiz concerning the Olympics)(4) Art performance (expression of one’s own culture in seven minutes)(5) Group discussion
2-2. Program unique to the Lillehammer Forum(1) Norway’s natural environment and culture (canoeing in a national park, outdoor barbeque, etc.)(2) Norwegian sports (curling, bobsled, etc.)(3) Sports for the disabled (boccia; played with eye masks or in wheelchairs)
2-3. Cultural exchange program(1) Mini expo (cultural exchange with participants from each country setting up a booth)(2) Performance for Lillehammer residents

Photo 1. Two students from the Otsuka High School Kendo Club
perform a “kata” during the cultural program. Participants fromvarious countries were very interested.

5

Photo 2. Trying curling at the 1994 Winter Olympic Stadium
The students participated in various hands-on programs

3. Participation in the Youth ForumThe first impression of the two students who participated in the forum was about communication ability. “What I found most exciting about
the forum was the ability of the students from other countries to communicate. I clearly remember even now that I was surprised from the
day we arrived how all the participants were talking as if they already knew each other. I felt that the Japanese are somewhat withdrawn.
As a result of my awareness that I had to participate in this environment for one week, I naturally opened up, and by the end, I was able
to talk freely with people I didn’t know and even laugh with them,” said Tokisada Kano, a second year student. “Compared to high school
students from around the world, I felt that I was lacking in self-assertiveness. No matter how clear and strong your intentions are, it doesn’t
matter if you can’t convey them to others. Conveying your ideas to others is the starting point,” commented Yuko Minagawa, a third-year
student.
Language ability was not the only problem. Japanese high school students, who spend a lot of time with their friends in school, have
few opportunities to interact with people they don’t know or people from different backgrounds. The students were impressed by theimportance of international exchange and the importance of domestic youth forums.
Minagawa’s comments are summarized as follows: “It was a week of emotional upheaval. I was surprised at how many fields are derived
from ‘Olympic,’ a single word… I feel that the friends I gained as well as the cultural novelty and the wonder of sports I experienced fromthe forum will not fade for my entire life.”

Photo 3. The Sponsoring Coubertin School of Gausdal
Sports facilities, libraries, cafeterias, and other facilities wereused to facilitate interaction with the local community

Photo 4. A group discussion. The topic was the role of sports
in addressing environmental issues and interaction among
different cultures. The groups were divided into Englishspeaking and French speaking.

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CORE ACTIVITIES REPORT 

International Symposium on the Universal value of Olympism
and Development through Sport
Hisashi Sanada
Faculty of Health and Sport Sciences, University of Tsukuba
Executive director of Centre for Olympic Research & Education (CORE)
University of Tsukuba, the Jigoro Kano Memorial International Sport Institute, the Ministry of Education, Culture, Sports, Science andTechnology, and the Japan Sport Council held a symposium entitled “Universal Value of Olympism and Development through Sport” on July13, 2013 at United Nations University.
Dr. Ian Henry, professor of leisure management and policy at Loughborough University, director of the Centre for Olympic Studies &Research, and a promoter of Olympic education, gave the keynote address on the theme “Contributing to Olympism and the Olympic
Movement in the Hosting of the Games”. Professor Dr. Henry emphasized the importance of placing first priority on the spread of Olympism,
referring to the examples of the Olympic Movement from the 2012 London Games.
During the athlete discussion session, Mr. Yuki Ota (fencing) and Ms. Yoko Tanabe (judo), both Olympic medalists, discussed the roles ofathletes in promoting the Olympic Movement and emphasized the importance of current and former athletes serving as role models.
Dr. Hisashi Sanada (University of Tsukuba professor and Executive director of the CORE), Ms. Wakako Yuki (editor of the Yomiuri Shimbun(Newspaper)), and Mr. Manabu Matsuse (non-fiction writer) served as panelists for a panel discussion on the advance and development of
Olympism and addressed various issues that society is currently facing and the possibility of overcoming those issues through sports, while
touching on recent trends in the Olympic movement. Dr. Sanada also stressed the importance of education including the activities of CORE.

National Institute of Fitness and Sports in Kanoya Marks
the 150th Anniversary of Coubertin’s BirthKazuya Naruse
Faculty of Health and Sport Sciences, University of Tsukuba
The National Institute of Fitness and Sports in Kanoya held an event entitled “The Olympic Spirit and the Value of Sports: What is Requiredof the Sporting World Today” on November 10, 2013 to mark the 150th anniversary of the birth of Pierre de Coubertin, the founder of theModern Olympics.
In the first session, a program on attempting the ancient Olympic events was conducted with the participation of local residents. The
event had to be held in a gymnasium because of bad weather, but CORE Executive director Dr. Hisashi Sanada explained about the ancient
Olympic events, and Shinji Takahira, a bronze medalist at the Beijing Olympics 2008, served as a demonstrator and engaged in competition
with the participants.
In the second session, Associate Professor Koichi Wada of Ferris University gave a talk entitled “What Coubertin Sought from the Olympics,”
explaining how Coubertin revived the modern Olympics. Olympic athlete Dai Tamesue, who competed in three times of Olympic Games,
and Takahira discussed in front of a large audience their memories of participating in the Olympics and current requirements of the sportingworld such as fair play.
Despite the bad weather, numerous adults and children participated in the event, which was a tremendous success.

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Presentation at the 33rd Conference of the Japanese Society of Sport Education
Akiyo Miyazaki
Faculty of Health and Sport Sicences, University of Tsukuba
At the 33rd Conference of the Japanese Society of Sport Education held at Nihon University on October 19 and 20, 2013, I gave an oralpresentation: “Curriculum Development for Olympic Education at Theory of Physical Education Classes —For Six-Year Systematic Learning at
Junior and Senior High Schools.”
As part of the activities of CORE, which was established in 2010, we have developed educational materials for Olympic education for theoryof physical education classes at the University of Tsukuba’s Junior and Senior High Schools at Otsuka. From our experience, it became clearthat systematizing the learning contents, educational materials, teaching contents and methods of Olympic education at junior and seniorhigh schools is necessary. We decided to address this issue.
In the research, we examined the topics, contents and materials to be covered in Olympic education, as well as the requirements of teachingmaterials for theory of physical education classes. The presentation provided key information for developing a systematic curriculum of
Olympic education.
In the presentation, I showed the possibilities for creating teaching materials for Olympic education in relation to the Guidelines for the
Course of Study of the Ministry of Education. The Olympics are effective as an educational tool because students are familiar with them andthe Olympics teach them about fair play, doping and the Olympic Movement, which are included in the Course of Study, in programs otherthan physical education.
The Olympic Values Education Program (OVEP), a toolkit for learning Olympic values created by the IOC, will also be effective as teachingmaterials. As I gave the presentation right after Tokyo was named the host city for the 2020 Olympics, conference participants were very
interested in the topic and the presentation received a great response.

Contents of theory of physical education for senior high school in MEXT’s Course of Study and Olympic education
Contents for the theory of physical education in the course of
study for senior high school
Items
Contents
a. Historical development andchanges in sports
1. History and cultural b. Changes in sports techniques,characteristics oftactics and ruless p o r t s , feat u res o fc. Olympic Movement and doping
today’s sports
d. Economic effects of sports andthe sports industrya. How to enjoy sports during
each life stageb. How to be involved in sports
3. How to design a richaccording to lifestylec. Measures and policies tosports life
promote sportsd. Sports and the environment

Possible Olympic education contents
Beginning of the ancient Olympics, what is to be handed down to thenext generation, games that have been played
Learn about games from the ancient Olympics (broad jump holding
weights in hands, javelin) through doing them
What are the Olympics, Olympiad, sporting events, fair play requiredin the Olympics, anti-doping and spreading the spirit of fair play
Economic ripple effects of the Olympics, and the Olympics and theeconomy
N/A
N/A
Olympics held in Japan and athletes in the Olympics, Olympic legacy
Olympics’ impact on environment and consideration to protect
environment

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CORE ACTIVITIES REPORT 

Olympic education programs related to the Sochi Olympics and Paralympics
Hisashi Sanada, Zubaidullo Ubaidulloev, Fumio Nemoto, Izumi Egami, Taro Obayashi
1. Introduction
From March 8 to 14, 2014, two groups visited Sochi to conduct a field study of Olympic education programs related to the Sochi Olympics
and Paralympics held in Russia as a joint project of CORE and the Jigoro Kano Memorial International Sport Institute (hereafter Kano
Center). One group visited from March 8 to 12 and the other from March 10 to 14.
Our actions, schedule and destinations were as follows:(1) Visit the Russian International Olympic University (RIOU) to learn about programs conducted by the university and talk about
beginning a joint project with CORE and the Kano Center in the future.
(2) Visit the Gymnasium #15 of Sochi City to research its activities focusing on Japan as part of Sochi’s One School - One Country program.
Explore the possibilities for an international exchange program between the school and laboratory schools of the University ofTsukuba.
(3) Research Olympic Park and the education and culture programs at the museums in Sochi.
(4) Summarize the results of the three actions above to obtain some hints for planning and developing future Olympic education
programs to prepare for the 2020 Tokyo Olympics.
Researchers
Name
Dr. Hisashi Sanada
Akiyo Miyazaki
Dr. Zubaidullo Ubaidulloev
Fumio Nemoto
Yuta Hanaoka
Airi Suzuki
Mario Nishihara
Yukiko Oguro
Izumi Egami
Taro Obayashi

Affiliation
Professor, Faculty of Health and Sport Sciences, University of Tsukuba, Executive director, CORE
Associate Professor, University of Tsukuba and Teacher, Senior High School at Otsuka, Universityof Tsukuba
Researcher, University of Tsukuba in charge of Team “Nippon” Multi-support Project, Sports
Research & Development, CORE
Teacher, Special Needs Education School for the Mentally Challenged, University of Tsukuba
Teacher, Special Needs Education School for the Physically Challenged, University of Tsukuba
Teacher, Senior High School at Sakado, University of Tsukuba
Jigoro Kano Memorial International Sport Institute
Jigoro Kano Memorial International Sport InstituteRepresentative, Global Manner Springs
Graduate student, University of Tsukuba, CORE secretariat

Schedule
Date
March 10
March 11
March 12
March 13

9

Destinations
Krasnaya Polyana Area (mountain cluster)Russian International Olympic University (RIOU), Sochi Art Museum, Ostrovskyi Literary and Memorial Museum
Gymnasium #15 of Sochi City, Museum of Sochi
Olympic Park (coastal cluster)2. Research contents and results(1) Russian International Olympic University (RIOU)
We visited the Russian International Olympic University (RIOU),
which is located approximately 2 kilometers south of Sochi Station.
RIOU was established in 2009 during the process of preparing
for the Sochi Olympics to provide educational programs for the
Olympics. RIOU is also expected to contribute to developing sports
in Russia and overseas in the future.
We obtained contact information for RIOU via the IOC and arranged
our visit to RIOU. During our visit, two vice presidents and thehead of the Methodological Department of the university gave us a
campus tour and a question and answer session.
Persons in charge
Irina Badayan, Ph.D., Pro-Rector and Head of the Sochi OfficeProf. Nikolay Peshin, LLD, JSD, Pro-Rector for Research
Ms. Tatyana Pomyatinskaya, Head of the Organizational andMethodological Department, in charge of the hospitality program
After the campus tour, we saw a video associated with RIOU in ahall, and the question and answer session followed.
We first talked about the one-year master sport administration
program that started in September 2013. Currently, the first classof 29 students from 14 countries, including Olympic medalists, isenrolled in the program, which has 18 teachers from 10 countries.
These students were carefully selected to include those fromregions across the world based on their English abilities and essays
on sports management.
Next, we asked about the hospitality program that started in 2010.
Since its establishment in October 2009, RIOU had provided an
educational program for local residents, mainly workers at hotels
and other facilities in the service industry, to prepare for the Sochi
Olympics. We learned that participants in the program studied
how to serve many different Olympic guests, including VIPs andspectators, from specialists who are active internationally and wereinvited to teach in the program. These specialists included an Italian
instructor who gave a workshop to people associated with the hotelbusinesses in Sochi on how to give good service.
In the end, we presented the university people with a booklet
on Kano Center, the first volume of CORE’s magazine on Olympic
education, a booklet about the University of Tsukuba and goods
from the university. Ms. Egami also presented her calligraphy
work that writes wa (harmony) with a Japanese character. The
university people presented us with lapel pins of the university
and commemorative coins. We agreed to use this meeting to startmutual collaboration in the future.
(2) The Gymnasium #15 of Sochi City
We learned from an article published in The Shinano Mainichi
Shimbun (Newspaper) on January 25, 2014 that the Gymnasium #15
of Sochi City focused on Japan in One school - One country programin which each school involved in the program supported a specificcountry participating in the Olympics and learned about thatcountry. We contacted the school via e-mail and were able to visit

The Gymnasium #15 of Sochi City

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CORE ACTIVITIES REPORT 
the school. The school has approximately 1,100 students in 11 grades. We observed lessons and were also welcomed by a performance.
When we arrived at the school at noon as scheduled, students welcomed us by dancing. After that, we were brought to a reception room,
where Principal Larisa Sergeyevna Pshenitsyna, the school principal, explained as follows about the One School - One Country program at
the school.
Students at the school began learning about Japan in April 2012 as the school’s One School - One Country program. The school emphasized
hosting events involving students and their parents during summer camps. In the early stage, students made origami paper and temariballs using colorful threads. The school presented events in cooperation with the deputy mayor and the city’s education and culture
department. Students at the school made more than 300 types of booklets for presentations on Japan. The school hosted the One School- One Country program as extracurricular activities and also incorporated it in the regular school curriculum. Characteristic activities ofthe program included researching mathematics during the Edo period and drawing manga on Japanese culture. Parental support for the
program was very helpful. Approximately 30 percent of the teachers there volunteered during the Olympics and Paralympics.

After listening to the principal’s explanation, we observed classes for
the One School - One Country program and had a campus tour. In somelessons, students experienced Japanese traditional culture such as the tea
ceremony, flower arrangement, origami and making temari balls. Other
students attended a discussion-style lesson on Japan’s rapid economic
growth period focusing on a case study of Panasonic Corp. and otherbusinesses. In a lesson on Japanese literature, Matsuo Basho was describedin the textbook. Students made haiku in Russian. After seeing these lessons,
we listened to a concert and enjoyed a Russian Cossack dance, a Japanese
dance by students wearing kimonos for maikos and a chorus of an Olympic
song.
The local media covered our visit. Representing our group, the executive
director Sanada were interviewed. We spoke about the purpose of our visit
and talked of our impressions about this visit.
After the concert, we returned to the reception room and presented
the school bags containing gifts we brought from Japan. We suggested
we cooperate on the 2020 Tokyo Olympics and Paralympics, particularly
through exchanges between the school and laboratory schools of the
University of Tsukuba in the beginning. We promised with Principal
Pshenitsyna that we would work to realize the plan.
During the question and answer session, Principal said, “I felt children at
the school had acquired tolerance through the One School - One Country
program.” She meant that the activities of the program brought knowledge
about Japanese culture to students and also helped them understanddifferent cultures and people with different backgrounds. We would like tothank her and the school for the activities at the Gymnasium #15 of Sochi
City and their omotenashi hospitality.

11(3) Olympic Park and education and culture programs at museums in Sochi
In Olympic Park, we saw an exhibition building where regional
cultures in Russia were introduced. The facility symbolizes theSochi Olympics, which are said to be intended for integrating ethnic
groups in Russia. A building with a simple appearance displays
pieces associated with the Circassians, an ethnic group that had
lived in this region until the mid-19th century.
At the Sochi Art Museum in the city, exhibitions were underway, titled “Education of body power” featuring sports and the
Romanov family and “Sport-art-Sochi” by Sochi city administration
the Russian Union of Artists, and Sochi Art Museum. Also, we
saw tactile pictures for the visually impaired and exhibits using
information and communication technology.
The Ostrovskyi Literary and Memorial Museum, which honors
Nikolai Ostrovskyi (1904-1936), displays an image of Ostrovskyi holding his masterpiece, “How the Steel Was Tempered,” which he wrote
by overcoming his total paralysis and loss of eyesight.
The Museum of Sochi had a special exhibition titled “Ancient Gold of Kuban and Black Sea Coast.” The museum covers from the Stone Ageto the modern times of Sochi and Russia. It also displays items associated with the universe.
3. Conclusion
Since its establishment in 2009, RIOU has hosted various projects. It is one of the most characteristic education programs related to theSochi Olympics. The master’s program that was opened in September 2013 and visited by IOC President Thomas Bach has greatly attracted
the attention of people concerned. During our visit, we were especially impressed with the hospitality program; this educational programfor hotel and service workers has been conducted since 2010.
The program made us newly recognize social education for local residents as a role of universities in Olympic education in Japan, an
Olympic host country, as part of preparing for the Tokyo Olympics and Paralympics in 2020. Universities in Japan are expected to provide
programs for citizens’ social education in line with the recent trend of opening university campuses to the local community, in addition toeducating their own students. Particularly, approximately 90 universities that helped to win the bid to host the 2020 Olympics are expected
to be model schools in their respective locations.
The program of the Gymnasium #15 was more diversified than we expected. The school has been highly evaluated in Russia, such as
winning an award in the art division of the Hello Sochi Festival that was held with the support of the Ministry of Sports. We want to plan
exchanges between the school and laboratory schools of the University of Tsukuba on a continuous basis and reintroduce the 0ne School- One Country program, which started with the Nagano Olympics and has been extensively conducted in Sochi, to Japan to have a similar
program again to prepare for the 2020 Tokyo Olympics.
Regarding cultural programs that we saw in Sochi, an exhibition of paintings for the visually impaired, which coincided with theParalympics, was particularly impressive. The event indicates the Olympic movement has various approaches. We believe it gives a very
useful suggestion for the 2020 Tokyo Games.
Although the field study only had a four-day visit, the experience was very useful and the exchange with the people at all of ourdestinations was fruitful. We want to work to further develop Olympic education by using the network we built this time and also
strengthening the cooperation among the teachers of laboratory schools who participated in the visit to Sochi.

12Report on Olympic Education in PracticeTokyo Olympics --- with hopes for restoration
Grade 6 Social Studies: From a time of war to a time of peace
Yuzuru Hirakawa
Elementary School, University of Tsukuba
In the fall of 2013, Tokyo was chosen for the 2020 Summer Olympics. Tokyo already held the Games once fifty years ago. The 1964 Summer
Olympics were a symbolic event, held less than twenty years after World War II ended, celebrating the miraculous reconstruction of Japan.
At our school, we developed a new teaching plan based on the conventional learning program, through the 1964 Tokyo Olympic Games,
how Japan went through spectacular economic growth then with a special thought on the 2020 Tokyo Olympics. The title is “Restoration
after the Great East Japan Earthquake.” This is how we conducted the class.
First, we showed the picture of Tokyo devastated from great air
raids. The students commented, such as “Wow, there’s nothing
left!” and “I can’t believe this is the same Tokyo we now live in.”
Then I presented pictures of expressways, Shinkansen bullet trains,
Tokyo Tower and the opening ceremony of the Tokyo Olympics.
Since I had encouraged the students, in advance, to ask their
grandparents about the Tokyo Olympics, they made one remark
after another: “The Shinkansen started service around the time of
the Olympic Games and people all over the world were impressedby the Japanese technology. As a result of building expressways,
the traffic network developed. I was told that our economy started
growing quickly from around 1960 and it was called the era of highspeed economic growth. It doesn’t look like the city of Tokyo that
we know. But the 1964 Tokyo Olympic Games were held less thantwenty years after the war. Just amazing! They started off fromnothing! I think Japan was able to show to the world how muchthey had recovered from the ravages of war. I’m sure a lot of people
around the world watched the Olympic Games in those days, too.
So the Olympic Games provide a good opportunity to introduce thehost country, don’t they?”
Here I asked the students: “Have you noticed anything in relation
with the 2020 Tokyo Olympics approved last fall?” They answered:“Yes, I see there’s a connection. Restoration after the Great East
Japan Earthquake and postwar restoration. They’re both related torestoration.” We then went on to share what we knew about thedamages due to the Great East Japan Earthquake. I showed thempictures of the tsunami-afflicted areas, the accident site of thenuclear power plant and more as the children mentioned the topics.
I ended the class with the following comment: “An unexpected earthquake killed many people. The nuclear accident displaced many
people, destroyed nature and even turned human relations sour. People strongly feel the importance of restoration and renewed bonds
focusing on our relationship with nature, but in reality, things are not moving as we want them to. In spite of all this, Japan stood up to hostthe Olympics with the intention of accelerating our restoration and also to express our gratitude to the world. Let’s all think about what we
can do to fully restore our country and host the Olympic Games wholeheartedly seven years from now.”

13

Jigoro Kano and Pierre de Coubertin
Yoshimi Nakatsuka
Senior High School at Otsuka, University of Tsukuba
1. Lecture Meeting
Among Olympic education related activities, participating in theInternational Pierre de Coubertin Youth Forum was a highlight ofthe 2013 school year. Learning activities were conducted including
two lecture meetings that were held after school for the twoparticipating students and other students. On June 21, Dr. Hisashi
Sanada, Executive director of the CORE, lectured on "The Olympics
and Sports in Japan: Tokyo Higher Normal School (including
laboratory schools) and Jigoro Kano" and Dr. Junko Tahara, Board
member of the International Pierre de Coubertin Committee, on
July 5 on "The Birth of the Modern Olympics and Trends of Olympic
Education" in which she referred to the ideas and achievementsof Pierre de Coubertin. Both lectures presented the essentials
of Olympic education. The students and teachers saw the strong
ideological link between Principal Kano of Tokyo Higher Normal
School in the Meiji era and Coubertin, the founder of the modern
Olympics.

Olympic Lecture by Dr. Hisashi Sanada, University of Tsukuba

2. Descendant of the Pierre de Coubertin attended an open
physical education class
Olympic education at our school is primarily conducted within
the framework of physical education. The media often covers ouractivities. Tokyo MX Television broadcast the physical education
class taught by Akiyo Miyazaki featuring ancient Olympic sports on
July 3, 20131 .
Mr. Antoine de Navacelle, a descendant of the Coubertin family,
visited the class taught by Yoshimi Nakatsuka on December 9,2013. Mr. Navacelle visited Japan to speak at the JOA Session on
December 8. A London Olympic torch that Mr. Navacelle ran with in
the torch relay was shown to the students. The class topic was thedevelopment process of sports in Japan and the achievements of
Jigoro Kano and Tokyo Higher Normal School, which is the modern
day University of Tsukuba. Tokyo Higher Normal School specialized
Mr. Antoine de Navacelle and the students after classin education and significantly influenced the education field. When
Kano was the principal, he emphasized the importance of academics and sport, creating physical education programs, which lead to today’s
physical education in Japan. The students at Tokyo Higher Normal School in those days were most ardently engaged in both academics andsports under Kano. Mr. Navacelle said, "Jigoro Kano and Pierre de Coubertin shared the same views. I am indeed impressed that these two
people, though far away from each other, shared the same ideas approximately 100 years ago." The students had a pleasant time talking
with Mr. Navacelle after the class.

1 http://s.mxtv.jp/mxnews/kiji.php?date=201307037

14

REPORT ON OLYMPIC EDUCATION IN PRACTICE 

Oriental Witch Cup to be Held at Our School: Remembering the Oriental Witches
Tomoharu Yokoo
Junior and Senior High Schools at Komaba, University of Tsukuba
1. Nadeshiko Japan named world champions
In the health and physical education lectures at the Super Science
High School Seminar of the High School at Komaba, Dr. Takahiko
Nishijima of the University of Tsukuba gave a talk for the students
on the Japan women's national football team, Nadeshiko Japan,
which won the 2011 FIFA Women's World Cup and the silver medal
at the London 2012 Olympic Games. Dr. Nishijima described theresearch projects to enhance the individual skills of Kozue Ando,
center forward, No. 7, and Saki Kumagai, center defense, No. 4,
who scored the last shootout goal, of Nadeshiko Japan and Hikaru
Naomoto, center forward, No. 8, who led the Japan women's
national under-20 football team, Young Nadeshiko, which won third
place in the 2012 FIFA U-20 Women's World Cup, and how they
won the title of world champion.
2. Panel to commemorate the Oriental Witches completed
Our school gym is reminiscent of the Oriental Witches as theyused it to practice volleyball. We created a commemorative
panel describing how the Oriental Witches practiced then, using
the budget that supported our Olympic Education platform lastyear. The panel was placed in the school to help build the cultureelement of the school. We held a competition called the Oriental
Witch Cup in our school, and the participants took group pictureswith the panel. The panel was also displayed at the gym entrance
when we had an international exchange event with Taiwan National
Taichung First Senior High School. Completing the commemorative
panel for the exchange in the old historic gym in connection with
the Olympics, provided a good opportunity to confirm the value of
the Olympics.

Dr. Nishijima’s lecture on Nadeshiko Japan

Commemorative panel at the gym of
Komaba High School, University of Tsukuba

The Oriental Witches Cup(commemorative panel in the center)

15

International exchange with Taiwanese students(commemorative panel displayed at the entrance)Olympic education at Senior High School at Sakado: Thinking about the Olympics from
Multiple Viewpoints
Airi Suzuki
Senior High School at Sakado, University of Tsukuba
1. Olympic education in this school year
This school year, we provided a program for students to think about the Olympics as part of Career Design, which is a required subject for
first-year students. We also covered matters related to the Olympics in health education class. The goal and approach of Career Design are
as follows:(1) Goala. Acquire basic learning skills to advance learning at our schoolb. Acquire social skills to handle multiple situationsc. Acquire management skills to control one’s life
(2) Class schedule and sizea. Second and fourth Saturdays each month, 8:40 a.m. - 11:20 a.m.
b. Student to teacher ratio: 12 to 1
In Career Design, we had students place themselves in the centerof their idea map, and had them expand the map to raise what
they are interested in and have questions about. We surveyed,in advance, the topics teachers can teach, created a form forstudents to fill in with their field of interest, and formed groups,
each consisting of one teacher and approximately 12 students, toconduct activities. (See Photo 1)
I worked with students who are interested in the relationshipbetween the Olympics and martial arts. In the first quarter, thestudents conducted research by reading books, documents andother written materials under the theme of learning about the field
you are interested in. In the second quarter, the students workedon their reports. In the third quarter, the students continued towork on their reports and also created and gave presentations
using PowerPoint. (See Photo 2)

Photo 1

Career Design was a good opportunity for students to become
interested in the Olympics and learn deeply about thecharacteristics of its games. I hope the subject will also be taught
during the next school year and cover the Paralympics, too.
In the health education class for second-year students, students
learned about doping and fair play. They also were given time forgroup discussion about what is the spirit of fair play and what drives
athletes to doping. One student said that becoming representative
athletes means they should first have self-control.
Photo 2
2. Olympic education for the next school year
I plan to coordinate with English teachers to refer to the international community. Also, as I went to see the Sochi Paralympics, I would liketo report on the atmosphere of the event to students and work to improve our program.

16

REPORT ON OLYMPIC EDUCATION IN PRACTICE 

Aspiring to Participate in the Rio 2016 Paralympics and Tokyo 2020 Paralympics
Masato Teranishi
Special Needs Education School for the Visually Impaired, University of Tsukuba
Our students competed in the London 2012 Paralympics. This 2013 academic year they are practicing hard for the next Paralympics
to follow the achievements of our alumni. This year students and alumni also competed in the Japan Para Championships, a major
competition in Japan, and other national championships in swimming, track and field and goalball. In swimming, three of our students
from our school for the visually impaired and one from our university competed in Montreal, Canada at the biyearly World Swimming
Championships, making a good start for the next Paralympics. Students in the youth category, who have not yet reached the level ofparticipating in the World Swimming Championships, went to Malaysia to compete in the Asia Youth Para Games. When we saw ouralumni, a first year student at university and a sophomore in high school, come home after competing in an international tournament with
the Japanese flag on their uniforms, they looked like they had matured greatly due to the experience. Our school also hosted a swimming
camp for visually impaired athletes; students from all over Japan attended and worked to acquire world-class skills.

1st Sr. H.S. Grader Ryo Nagano,and alumnus Yota Muratake

Swimming camp in Japan

Japan Mens’ national team members(from our school)

The mens’ national team for goalball consists mainly of our current students andalumni. They competed in the Asia-Pacific Championships (Beijing) in the fall of 2013 toqualify for the Paralympics. They came in second and won a ticket to the World GoalballChampionships. Qualifying for the 2016 Paralympics requires either finishing in the top
three in the World Championships in Finland in June 2014 or winning first place in the Asia
Youth Para Games in October. Our students and working alumni now practice three times
a week in the evening at the school gymnasium for the visually impaired. The team sport
requires training together. In addition, we hold a monthly training camp with athletes fromdifferent parts of Japan; I am one of the volunteer coaches.
Now with the hosting of the 2020 Olympics and Paralympics in Tokyo, disabled sports
Goalball Matchare definitely drawing increased public attention within Japan. Yet, the issue of player
development has not changed in the least. For the visually impaired to participate indaily practice sessions, the most important point is to secure access to the training locations. Sports facilities for the disabled in Tokyo areusually not close to railroad stations; for the disabled to walk to the facilities are extremely difficult. In many cases, they need somebody
to accompany them. Even after they reach the location, they are faced with another serious problem: lack of disabled sports instructors
and helpers. Moreover, the athletes have to pay for their trips to tournaments and abroad. Sadly, only students with wealth can aspire tocompete in the Paralympics; little has changed this. We volunteer staff also have to shoulder a significant financial burden.
School is not responsible for training athletes. However, many students are motivated to seriously take up sports through physicaleducation or club activities at school. Keeping a balance is difficult. When we look to Tokyo 2020, training athletes becomes a key issue. If
we cannot develop good athletes from elementary school and junior high school students to perform well six years from now, Japan will
be unable to achieve satisfactory results in the Paralympics in 2020. Considering that the sports environment for the Paralympics is far
behind compared with that for the Olympics, we need to address major issues, such as what type of support is required, how to find good
instructors and locations for practice and how to reduce the financial strain on the athletes.
Looking ahead six years from now, playing an active role in promoting and publicizing disabled sports is important for us. We hope that thepeople who watch and cheer for the games will be able to have a broader view on the features of the events, how the players have worked
hard and used their ingenuity and how the people concerned have supported them, instead of just focusing on their victory or defeat.

17

Olympic Education at the Special Needs Education School for the Deaf,
University of Tsukuba
Michiyo Nigauri
Special Needs Education School for the Deaf, University of Tsukuba
1. Lecture by Shohei Tateyama, Professional Baseball Player (for elementary, junior and senior high school students)
We invited Mr. Shohei Tateyama, a pitcher for the Tokyo Yakult
Swallows, on January 24, 2014. He spoke on the importance oftrying. Students in the third grade and higher from elementary
school, as well as the students from our junior and senior highschools attended the lecture. Based on his own experience fromchildhood until he became a professional baseball player, Mr.
Tateyama spoke to the students about setting goals, working toreach the goals and the importance of team play. He respectfully
answered questions from the students and the lecture ended with astorm of applause. After returning to their classrooms, the students
wrote letters to Mr. Tateyama including their impression on his talkand how they were inspired. The event was covered in a newspaper
the following day.
2. Basketball Workshop (for fifth and sixth graders)Three basketball players and staff from Hitachi Sun Rockers Tokyo, a professional basketball team, visited our school on May 31, 2013, tohold a basketball workshop for the third consecutive year. Some of the players have participated in the workshop every year and it was their
third time with the sixth graders. The workshop ended with great success as more students communicated with the players than last time.
3. Physical Education Class (for the first year students of the senior high school)
In the physical education class for the first year students, we covered topics including the history of the Olympic Games, symbols, Jigoro
Kano, Olympians and Paralympians. This provided a good opportunity for the students to think about the Olympic Games from different
perspectives other than the outstanding performances of the top athletes and winning medals.
4. Other
Reviewing the activities and events already conducted at our school
revealed that many of them correspond with Olympic ideals, such as
respect for others and friendship, spirit of fair play and intercultural
understanding. Our elementary school and junior and senior highschools have a variety of exchange programs with neighboring
and affiliated schools. Elementary school students take part in themunicipal swimming meet. Sports team members of the junior andsenior high schools participate in the sports tournament for schools
for the deaf and the athletic meet for the disabled, proceeding on
to compete in district and prefectural tournaments. We also havequite a few visitors from overseas, providing the students withinternational exchange and watching their traditional dance fromtime to time. This year we had several special international exchange programs. The senior high school baseball team had a friendly gamewith the Korean national team visiting Japan for the Asia Baseball Series of the Deaf, while ten students from our school visited the National
Institute for Deaf Youth in Paris (INJS).

18REPORT ON OLYMPIC EDUCATION IN PRACTICE 

Skiing Camp and Understanding of the Sochi Olympics
Takashi Abe
Special Needs Education School for the Mentally Challenged, University of Tsukuba
Because of the attributes of their disabilities, many of the children and students at the special need school learn from what they actuallyexperience, and stories reported in the news are frequently used in lessons to allow students to feel connected to those stories and todeepen their understanding. Consequently, the school sought to use a skiing camp with junior and senior high school students to enhance
understanding of the Sochi Olympics and Paralympics, which will be held this year.
1. Skiing camp
Prior instruction was conducted at the school, so the skiing camp
was held at a ski site. The prior instruction was conducted withboth junior and senior high school students divided into groups
with some students from each grade in each group. The students
practiced walking while wearing ski boots and skis. They became
able to put on and take off the boots and skis, and efforts weremade to develop a sense of camaraderie among the groupmembers.
At the actual skiing camp, goals were set based on the respective
levels of the students with the aim of improving the students’ skiing
skills.
2. Quiz Conducted at Combined Morning Assemblies
When the skiing camp ended, the following practice was conducted
at combined morning assemblies. Students from elementary tohigh school took quizzes on the Sochi Olympic and Paralympics
using slides. Students answered questions about the site of
the Sochi Olympics, the events, participating athletes, and the
Olympic mascot, raising their understanding of the Olympics andParalympics. For each question, students were presented with two
choices, and they moved into groups depending on whether theychose A or B. Since the quizzes also involved the opportunity to
move, all of the students enjoyed participating.
3. Results and Issues
By using photos of Yoshihiro Nitta, a graduate of the University ofTsukuba and paralympian, in the quizzes, students were able to link
what they had experienced at the skiing camp with the Olympic
and Paralympic Winter Games. The quizzes enabled the students
Question 4: Which is skier Nitta?
to feel a connection with the Sochi Olympics and Paralympics andincreased their understanding.
For the school’s students, who often learn from personal experience, it is difficult to guide students and increase their international
understanding and understanding of different cultures through sports. In the future, I would like to have Yoshihiro Nitta, a Japanese
Paralympian who was referenced in the quizzes, visit the school to discuss with the students his international perspectives and his
impressions of the Paralympics.

19

Learning with a Sense of Reality: Linking Athletic Events and Classes
Yuta Hanaoka
Special Needs Education School for the Physically Challenged, University of Tsukuba
For our pupils and students to learn with a sense of reality, hands-on experiences and association with their own experiences are important,which also applies to Olympic Education. Our undertakings concerning Olympic Education are implemented according to the actual
conditions of each pupil or student through physical education and sport events, such as the health and physical education classes, athleticmeetings, hand soccer club activities and the Tokyo Metropolitan Athletic Meet for the Disabled that take place throughout the year. Sincelinkage with classes other than physical education was one issue raised in the review of last year’s activities, we taught about the Olympic
ideals and the sports events adopted, referring to ancient Greece, which is included in the world history classes at the high school.
In conjunction with the Tokyo Metropolitan Athletic Meet for the Disabled, which was held at Ajinomoto Stadium, students were asked tothink about if they wanted to use drugs to win a competition or why athletes use drugs to win. The students gained a better understandingof the world of sports representing a huge market and doping hindering fair play. They discussed subjects including how much money
Ajinomoto, a private corporation, paid for the naming rights, and why a corporation pays such a great amount of money just to name astadium after their corporate name.
As for undertakings linked to social studies, planning has been insufficient as shown by consultations with teachers of social studies being
made after the new school year started. For next year, we would like to consult with the teachers during this school year to place activities
in the annual teaching plan. We also envision expanding the undertaking to include elementary and junior high schools and finding ways tolink the program with other subjects.

World History Class (Ancient Greece)
for 2nd year senior high school students

Tokyo Metropolitan Athletic Meet for the Disabled

20

REPORT ON OLYMPIC EDUCATION IN PRACTICE 

Olympic Education at Our School
Tetsufumi Kawaba
Special Needs Education School for Children with Autism, University of Tsukuba
Our school is for autistic children with intellectual disabilities and consists of a kindergarten and an elementary school. Given our students,
the purposes of our Olympic Education have been set as follows:・Raise interest in physical activities to promote and maintain health・Improve dexterity and manipulation of arms and legs through sports
・Enable the children to understand the rules of competition and to enjoy activities with others
More specifically, we are considering how to provide guidance that associates daily sports activities with the Olympics to motivate ourstudents to spend more time on physical exercise and acquaint themselves with the Olympic Games as much as possible. Below are someof our accomplishments during this school year.
1. Morning exercise (including long-distance running for students in the 5th and 6th grades):By rewarding the students who exhibit much effort with medals and certificates of honor, we tried to further motivate students
concerning sports. Some students even realized that repeated practice had improved their personal records, learning the importanceof continued effort and the joy of achievement.
2. Participation in the athletic meeting and ekiden (long-distance relay race) sponsored by the Prefectural Athletic Federation of
Kanagawa for Special Needs Schools:
Volunteers from the elementary school participated in the event. Through repeatedly practicing for the event, we tried to make themthink that they were participating in their own Olympic Games. A sixth grade girl finished second in a running event.
3. Tokyo’s successful bid for the 2020 Games:
Students in advanced classes in the elementary school wrote letters to IOC executives. Some students long to see the Olympic Gamesin Tokyo. The Olympics became very close to them at this moment.
Our Olympic Education is still in the trial and error stage. We continue modifications every year after reviewing the previous years. We hope
to increase the number of Olympic education opportunities while paying attention to the students.

21

Olympic Education at University:
A Multidisciplinary Subject for All Students at the University of Tsukuba
Hitoshi Saga
Faculty of Health and Sport Sciences, University of Tsukuba
1. Class Purpose and General Description
Ten years have passed since the university started offering the Olympic class as a gereral education. The month of September after the startof this year’s course was the month when the decision was made for Tokyo to host the 2020 Games. We expected that students would
be interested in the race to win the Olympic bid. In order to avoid spending too much time on bidding and related topics, we covered
challenges undertaken by people and organizations involved in the Olympic Movement, hoping that the students would gain different
perspectives that would help them to understand the Olympics and look at the 2020 Games in Tokyo.
The Olympic Games rely on athletes and the work of many people. When Tokyo hosts the Olympic Games in 2020, students will haveopportunities in many fields to be a part of the events. This could provide added perspective for the students in choosing their careers ifthey understand this through the class.
The number of applicants for this year’s class exceeded the class capacity again, and we were forced to make some adjustments before
settling on the final number of 150 students. There were 124 first year students, 84 from the School of Health and Physical Education. A
total of 136 students earned credit for the class.
2. Title, Date, Lecturer and outline of the Lecture(1) Tokyo’s Bid for the Olympic Games, April 15 by Hitoshi Saga, Faculty of Health and Sport Sciences
In addition to providing orientation for the course, an explanation is made regarding the undertakings of the Organizing Committee
and others who aim to host the second summer Games in Japan.
(2) Olympians, April 22 by Kaori Yamaguchi, Faculty of Health and Sport Sciences
An Olympian presents her own accounts of her never-ending quest from her days as an athlete to those after retirement.
(3) Coubertin, May 7 by Koichi Wada, Ferris University
How did Baron Pierre de Coubertin, the forefather of the modern Olympic Games, overcome the barriers impeding him to reach his
ideal and dream before reviving the Games?
(4) International Olympic Committee (IOC) May 13 by Kazuya Naruse, Faculty of Health and Sport Sciences
Examines the IOC undertakings and their accomplishments in overcoming issues confronting them such as violence in sports,
discrimination, political propaganda and the doctrine that victory is everything.
(5) Research & Development, May 20 by Toshinobu Kawai, Faculty of Health and Sport Sciences
In London 2012, Japan won 38 medals, the most ever for Japan. The lecture reports on the activities the University of Tsukuba
undertook to support athletes and the achievements.
(6) Olympic Sponsorship, May 27 by Hidefumi Kurihara, Ajinomoto Co., Inc.
For private corporations, the Olympic Games provides business opportunities for them to leap forward. A JOC corporate partner
explains their support for athletes and what they gained in their business.
(7) Olympic and the media, June 3 by Yosuke Fujiwara, JOC Executive, former executive of the Olympic Broadcasting Services
Historic transitions of television broadcasting of the Olympic Games and upcoming broadcast business utilizing the Internet are
introduced.
(8) Kano Jigoro, June 10 by Dr. Hisashi Sanada, Faculty of Health and Sport Sciences
What were the ideas and actions employed by Kano Jigoro, then principal of Tokyo Higher Normal School, to overcome the Great
Kanto earthquake and later win the hosting rights for the 1940 Olympic Games for Tokyo?
(9) International NPOs, June 17 by Taku Yamaguchi, Faculty of Health and Sport Sciences
Hearts of Gold is an NPO aspiring to promote sports internationally together with athletes. The lecture examines their challenges in
the past and explains their current activities as well as prospects for the future.
(10) Olympic education in high school, June 24 by Akiyo Miyazaki, Faculty of Health and Sport Sciences
How is the education on the Olympics progressing and spreading at the forefront of teaching? Activities of the laboratory schools of
the University are introduced.
(11) Final examination and a survey of student opinion concerning the course
The examination consisted of a section to check student knowledge, in which 25 multiple choice questions, each with four possible
choices are given (25 points); and a section to check the student understanding of the lectures, in which students write an in-classessay (15 points). Student performance was evaluated by attendance and the reaction papers submitted at each class (6 points x 10 =60 points) in addition to the examination results.

22

Feature Contribution
Learning from Blind Soccer - Junior High School at Otsuka, University of Tsukuba
Tatsuki Nagaoka
Junior High School at Otsuka, University of Tsukuba
1. Introduction(1) Background
Thinking about the Paralympic Games provides an opportunity to gain a better understanding of Paralympians. Creating a community thatallows them to live without inconvenience means building barrier-free facilities. Barrier-free facilities can directly support an aging society.
It has been some time since we started hearing that the elderly will comprise a large part of the national population in the future. The
percentage of the elderly will definitely be higher than now by the time students currently enrolled in schools are active in society.
Perspectives required in such an age include measures to remove physical and psychological barriers for the elderly to participate in society,barrier-free environments in which obstructions are specifically removed, and universally designed facilities, products, and information
accessible to all people regardless of differences in culture, language, nationality, age, gender, disability, and ability.
A broader view may find the idea of universal design and global society in common with the ideology of Olympism, which, I think, isnecessary in supporting a sustainable society.
Just when I was seeking to gain a better understanding of such ideas, an information bulletin from Japan Blind Football Association (JBFA)
was delivered at my workplace. Blind soccer is an event in the Paralympic Games. I had been seeking an opportunity for our junior highschool students, rather than special-needs students, to think about the Paralympics and gather their thoughts through the Paralympics. As
soon as I saw the bulletin describing the Supoiku (sports education) Project of the JBFA, I contacted the association and told them that I
seriously wanted to try the project at our school.
The starting point was my wish to implement activities for our students to address issues they were facing at the time and social issues they
will face in the future.
(2) Aim and subject
I had constantly communicated with students (third year of junior high school) as the class instructor and been seeking an opportunity forthem to learn the following four perspectives.
i. Have a broad perspective.
ii. Think about the position of others.
iii. Have broader communication with more people.
iv. Think about yourself in relation to others and the community and contribute to the future.
Because the junior high third-year students are leaders for the younger students in various school events, I was also hoping to improve theirleadership skills.
If various conditions were met, I hoped to give lessons to all of the third-year students or field-day class leaders of each grade. Because
securing time and a place for all third-year students was difficult, I thought of directing the lessons to the field-day leaders of each grade.
Our field day event is held in mid-September, and the leaders prepare for the event during summer holidays. I hoped that the leaders
would acquire leadership attitudes by considering (1) teamwork, (2) the importance of communication, (3) respect for individuality, (4)understanding of people with disabilities, and (5) a spirit of volunteerism during the summer holidays before the field day.
Consideration of the actual feasible time and subject led to the period for integrated study. Although the timing was after the field day
and the subject was different from the first candidates, I decided to use two consecutive class hours for integrated study for the sessions.
The time was the period for integrated study for third-year grade students, and the subjects were 28 students taking health and physicaleducation classes.

23

2. Supoiku (sports education) Project
The Supoiku Project aims to provide opportunities for disabled
people and children to communicate through sports, in which JBFA
provides instructors for activity-based classes using blind soccer.
Five aspects of learning are posted on the JBFA website, which isshown in the figure2.
3. Class dates
・Preliminary class: 1.5 hours, September 25
・Activity class: 2 hours, October 2
・Post-activity class: 1 hour, October 9

(1)

(5)

(2)
(6)

(4)

(3)

4. Class details(1) Preliminary class: approx. 1.5 hours, September 25
Volunteerism: Learn the attitude of voluntarily helping(1)
Descriptions of blind soccer and the visually impaired were given
people through a blind soccer experience
using a DVD and learning materials (booklets shown in Photo 1)
Teamwork: Actively communicate with teammates who are(2)that were sent by the JBFA.
unable to see
While the preliminary class for the Supoiku Program was one hour,
Importance of Communication: Expand the idea of thewe used approximately 1.5 hours as we had some extra time from(3) essence of communication such as how and when to
the double class period. After watching the DVD, the class wascommunicate with others.
conducted in the order of the table of contents of the booklet
Respect for individuality: Think about what we can do after(4)(Photo 2). The booklet is informative as it describes blind soccer
recognizing individuality (situation)and characteristics of the visually impaired and also asks many
Understanding people with people with disabilities: Meetingquestions about what the reader thinks about visual impairment(5) a visually impaired player gives an opportunity to realize thatand why.
visual impairment is not something special.
It provides the learner with an opportunity to reflect on his/her(6) Lessons and Findings Unique to the Supoiku Project
own ideas about impairment by asking questions such as “it seems
very difficult for people with visual impairment to play soccer. Why do you think it is difficult? What do you think is difficult for them?," “whatkind of oral statements would help if you were walking blindfolded?,” “when do you think you need teamwork in your environment?,” “whatkind of help do you think visually impaired persons need in their daily life?” and “what are some of the rules of blind soccer designed
specifically for visually impaired players to play?.”
In addition to the information material, adapted sports and the Paralympics were mentioned to give the students an opportunity to learn
about perspectives other than that of visual impairment.
(2) Activity class: 2 hours, October 2
A visually impaired player of blind soccer and supporter sent by JBFA instructed the class. All sessions had the students experience eachrole of the game.

Photo 2: Table of contents of the booklet

Photo 1: Cover of the learning material (booklet)
2 http://supoiku.b-soccer.jp/

Table of Contents
Chapter 1. What is Blind Soccer?
Column: Blind Soccer for People with Visual Impairment
Chapter 2. Let’s Play Blind Soccer!
Column: Blind Soccer Supported by Many People
Chapter 3. Find Out More about People with Disabilities
Chapter 4. Review What You Have Learned
For Parents

Page 1Page 6
Page 7
Page 18
Page 19
Page 24
Page 28

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FEATURE CONTRIBUTION 

People purportedly acquire 80% of information from vision. There is something that we begin to see only when vision isblocked and no information comes through the eyes. We must focus on every instance of communication and be considerate ofothers since we cannot see the distance to them and their condition. When we have realized this, we are able to notice and sense many
aspects of communication. Because of the absence of vision, such communication allows for a range of learning, including teamwork,
respect for individuality, understanding of people with disabilities, and a spirit of volunteerism.
(1) Improving teamwork
The key to playing a match between teams while being blindfolded is how the teammates can cooperate and actively communicate
with one another without vision.
(2) Knowing the importance of communication
We feel lonely or anxious while being blindfolded during a match. Such anxiety or loneliness, however, is eased through effective
communication, and we realize that it is not all that inconvenient.
(3) Considering respect for individuality
Doing various activities when blindfolded, thus having no eyesight, gives us an opportunity to consider visual impairment as anindividual trait rather than something special and makes us ask ourselves what we can do for visually impaired people.
(4) Promoting the understanding of people with disabilities(5) Generating volunteerism
The students are told to think for themselves how they should guide and call out to blindfolded players. The soccer game cannot beplayed without consideration for other players, which closely resembles a volunteerism mentality.

i. Exercise
Students group in pairs and only one in each pair wears a blindfold.
First, students without a blindfold watch the movement of the
instructor (“T1,” who is visually impaired), and then instructtheir blindfolded partners to do the same movements, and theblindfolded students actually do the instructed movement. The
exercise consists of body movements made generally in our daily
life.
Instructor T1 gave instructions while making the students thinkof appropriate expressions to use when teaching the movements
to their partners between exercise events. For example, after the
students actually performed arm swinging, the instructor suggested
that they give more specific instructions, such as whether toswing only forward or backward, cross their arms while swinging,swing one arm each, and for how long to swing them, rather thansimply telling them to swing their arms. The instructor also asked
questions from the perspective of what could be and could not be
conveyed using passwords. For example, “glucosamine in the ad”
is a term that expresses knee-turning. It can be conveyed easily if
the players know the meaning, and, conversely, they would have noidea if they did not know. Further, the instructor introduced more
ways to express their intentions such as guiding by touching the
body of their partners.

Photo 3: Moving to the finish line relying on sounds

ii. Running 10 meters blindfolded
Blindfolded students run with their arms extended forward while
being guided by the sound of clapping and the voices of theirassistants waiting at the finish line. The point where the students
giving the signs wait is the goal. They must clap their hands andcall out loud enough for the blindfolded students to hear so that
Photo 4: Just a little more to the ballthey can run without anxiety. Calling out the names of the runners
also helped since they may have mistakenly run to the finish lineof a neighboring group. Instructing the runners to go either left or right had to be told from the perspective of the runners, or it would be
confusing whether the instructing student meant left or right from the perspective of him/herself or the runner.

25

iii. Going to the ball and returning the ball by kicking it from the location
Blindfolded students move approximately 10 meters to the point where the ball is placed and kick the ball back to the starting point. They
move with assisting voice from behind the starting point.
Some assistant students instructed “right, right, right…,” but the students being instructed often reacted completely differently from theintention of the instructing students because of differences in the interpretation of the instruction such as moving one step to the right,
facing the right-hand side, and turning right, between them. The same applies in the case of demonstrative and interrogative words. The
students apparently came to understand that instructions that were otherwise given easily if both sides could see each other were very
difficult to be delivered.
iv. Pick up a ball thrown from behind
A student without a blindfold throws a ball in an arc from either theleft or right side behind a blindfolded student, who, then, goes andpicks up the ball. The blindfolded student subsequently returns
the ball by kicking it to the starting point. The other student calls
out, “here comes the ball,” and throws the ball in. The ball makes asound while it is rolling, but the blindfolded student could not tellwhere it is once it stops rolling, so the other student must call out
and give instructions.
In the second attempt, the blindfolded student voluntarily asked
for information that he/she wanted and began chasing the ballwhile asking questions to the assisting student. The students on
both sides learned of the kind of information required when theblindfolded student actively requested the assisting student for
information rather than passively waiting for instructions.
v. Hitting a ball at a cone placed 10 meters away
A blindfolded student was to hit a ball at a cone placed 10 metersfrom the starting point. A student stands at the cone and tells
the direction to the blindfolded student who will kick the ball bymaking a sound. The students make up groups and compete on thenumber of times the ball hits the cone in three minutes. The groups
take turns. After the first round, the students learned how to kickthe ball from the instructor and went on to the second round. They
were able to hit the cone more times in the second round, and the
instructor had the students think about the reason. In addition
to the fact that they were more used to the activity in the second
round, they pointed out an improvement in how they called andbetter teamwork. Among the advice given by the instructor T1, thephrase, "see the sound of the ball,” is memorable.

Photo 5: Go and pick up a ball thrown from behind

Photo 6: Try to hit the cone while blindfolded

At the conclusion of the activity class, the instructor had the students consider how to make the “quality of calls” or expressions used, suchas the calls for conveying, calls that can be understood, calls to make the partner feel secure, and accurate instructions, appropriate for thesituation and whether they were able to make calls from the perspective of the partner in situations such as directing the partner to theleft or right when they were facing each other. The instructor summed up the class by expanding on these views and asking the students
whether they were able to voluntarily offer help, not only for people with visual impairment, but people in trouble in general.
The students appeared to have been able to give and receive instructions while considering each other's situations based on theirexperience in different positions learned by watching others and moving their bodies within the limited timeframe. It seemed that their
reception and responses gradually changed and they grew more mature within this short period of time.
(3) Post-activity class: 1 hour, October 9
We gave the students a post-activity class for them to reflect on their experience and record their thoughts and findings on a work sheet
to help them apply their learning to their daily lives. They reported their findings such as whether their impressions of disabled people
had changed and what they had found about communication through the experience of blind soccer. The following is an extract of thestudents’ opinions.

26

FEATURE CONTRIBUTION • I have never really thought about communication before, but I learned the importance of communication using words. Hearing that
there are many things a person with disabilities can do, I decided to think more positively about what I can do, rather than what I
cannot do.
• I was really surprised that the player who could not see was able to use a ball more skillfully than we could. I honestly thought he wasamazing. My impression, not only of people with visual impairment, but people with disabilities in general has changed. I also felt thatthe sports of people with disabilities could also give us courage and inspiration. In year 2020, I will look forward to watching not only
the Olympics but also the Paralympics to see their performance.
• I would like to keep taking on the big challenges of sports in the future.
• I felt that it was important to think from the perspective of others.
• I learned that you can overcome difficulties if you make an effort.
• What impressed me the most was the importance of words.
• My view of people with disabilities changed through this experience from one that disabilities limit various activities to one that thedisabled can do various activities by being innovative and overcoming their limitations.
• I like sports where we compete against an opponent. But I always thought that we could play such sports when we had no disabilities. I
learned from this experience that we can do anything if we cooperate with one another. I appreciate my health and will make efforts to
help others as much as possible.
• Not helping them as a third party, but we do it together. I think that experiencing and enjoying activities with them is also the volunteer
spirit.
• I could not understand the instructions when they were given only as an order or single word. I felt it was important to fully express
the instructions using words that the other person could easily understand.
• Through this experience, I learned the importance of information coming from the ear. Words like “there” and “that side” cannot
deliver the instructions, and I felt we must think from the perspective of the other person when we communicate.
• I learned that many innovative efforts are made for safe and fair play. By experiencing it myself, I actually felt that they were fullyusing senses other than vision and relying especially on sounds.
• I felt that for people without vision, the statements of people around them are important. I was able to feel safe, run, and kick the ballwhen people around me gave loud and appropriate instructions.
• We cannot do anything if we just move on our own, and we cannot even move without calling out to one another. We have our bodies
as a tool besides our voices.

5. Conclusion
As expressed in the students’ thoughts, we were able to learn various lessons. I would like to again thank the Japan Blind Football
Association.
This project can be considered part of global education. By changing viewpoints in this way, activities based on or related to Olympism arecarried out in conventional classes (including those other than health and physical education), school events, daily activities of student
councils, club activities, and various other occasions. By reorganizing the records of such activities, there may a possibility of expanding or
deepening the concept of Olympic education. I think that the significance of conventional educational activities can be assessed also in viewof Olympic education.
Current students and children who are going to receive school education from now will be able to be involved in the local Olympic Games inJapan held in six years from now in various ways. They will be able to have more profound perspective of the Games if they participate witha broader view acquired through Olympic education. The legacy of the 1964 Tokyo Olympics still remains in various forms, both tangible andintangible, even after half a century. I hope that we treasure this opportunity.

27

Olympic Education Conducted in Cooperation with the Jamaican Embassy
Takako Honma
Special Needs Education School for the Mentally Challenged, University of Tsukuba
1. Introduction
In 2012, the year that the London Olympics and Paralympics were held, the Special Needs Education School for the Mentally Challenged at
the University of Tsukuba used the Olympics as an educational topic during comprehensive education and conducted a unit called “Convey
the Inspiration of the Olympics.” As a part of these activities, a request for cooperation was made to the Jamaican Embassy and Olympic
education was conducted. This report focuses on the portion of the Olympic education conducted at the school with cooperation from the
Jamaican Embassy.
2. Positioning of the Embassy Visit within the Unit
The Convey the Inspiration of the Olympics unit originated with thedesire of students who had seen the London Olympics and wanted
to write to and meet Olympians. The unit expanded to includeletter writing, research and studying the Olympics, and giving
presentations during a cultural festival. The visit to the Jamaican
Embassy was conducted as part of this unit, and at that time, theembassy was consulted on sending letters to Usain Bolt, a track andfield athlete from Jamaica.
The letters that the students wrote were sent to Usain Bolt with thefull cooperation of the embassy. To express their gratitude and tolearn about the nature and culture of Jamaica, the students visitedthe embassy.

Commemorative photo with a diplomat
from the Jamaican Embassy

Four main teaching points were set with regard to the unit: (1) have the students themselves engage in activities and experience things
involving others, (2) have the students experience things by actually seeing, hearing, feeling, and thinking about them, (3) have thestudents experience things that make them think about their own lifestyles and lives, and (4) have the students recognize others (withdifferent abilities), praise others, and enhance one another’s abilities. The key points with regard to the letter writing and research lessons
were (1) have the students themselves engage in activities and experience things involving others and (2) have the students experience
things by actually seeing, hearing, feeling, and thinking about them. To carry out these lesson activities, particular importance was placedon the students’ spontaneity, motivation, and interests.
The Olympics was an educational topic that many of the students in the high school were interested in, but it can be difficult for students
in a school for the mentally challenged to become interested in things that go beyond their own experiences and expand their studies on
their own initiative. For this reason, the instructors needed to respect the interests of the students, develop plans to carry out the students’wishes to the degree possible, and provide support to expand the students’ experiences in ways that would lead to social participation. The
instructors turned their attention to local resources outside the school and worked to fully use those resources as educational materials.
Fortunately, the school is located in the Tokyo Metropolitan region, and access to various embassies is convenient, so it was possible to
make use of these advantages and visit the Jamaican Embassy. During this unit, the students also visited the Japan Football Museumin Bunkyo Ward and interviewed the museum director. In this way, it was possible to use local resources so that students with mental
challenges engage in research lessons.

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FEATURE CONTRIBUTION 
3. Educational Activities Conducted with the Cooperation of the Jamaican Embassy(1) Letter writing
Many of the students who watched the London Olympics supported
the Japanese athletes and were familiar with their names. Students
were also familiar with foreign athletes, although not to the same
degree as the Japanese athletes, and many of the students saw
Jamaican athlete Usain Bolt on television and copied the “Boltpose” by raising their left hand. The students initially described
their impressions of Bolt as “great,”, “fast,” and “cool.” The students
gained the general impression that he is “somehow great” fromwatching him on television. During the research lesson on the
Olympics, the students measured how long one of Bolt’s strides
is and compared that length to the length of the classroom floor,
gaining the impression that he is “truly great.” As a result of thislesson, the students developed a desire to write letters to Bolt andconvey their feelings, much to the surprise of the instructors, but
based on the belief that expressing honest gratitude to an Olympic
athlete was in complete agreement with the ideals of Olympic
education, a letter writing activity was conducted.
The key point for the letter writing activity was preparing various
means of expression tailored to the students’ characteristics.
Among the students, while some can write in the phonetic scripts,
others can speak but find it difficult to write. In addition, someof the students are more skilled that expressing themselves with
their bodies than using words. Consequently, various means ofexpression including picture letters, video letters, and written
letters were prepared according to the students’ abilities.

Example of a letter written by a student

A student writing a letter

A scene from a video letter

Dear Mr. Bolt,
How are you? I practice running every week. I saw that you
running in the Olympics on television. I was inspired by how
fast you run. Congratulations on winning the gold medal. It wasvery good that you won. Watching you, I felt more courageous.
You are everyone’s hero. I and everyone at the Special Needs
Education School for the Mentally Challenged will continue tocheer for you.
H.T.

A drawing of Usain Bolt
(2) Prior research on Jamaica
Prior to the visit to the Jamaican Embassy, the students used maps and a globe to check where Jamaica is located, and each student
prepared questions. Many of the questions concerned matters of interest to the students in their day-to-day lives such as “What sports are
Jamaicans interested in?”, “What delicious foods are eaten in Jamaica?”, and “Do people play baseball in Jamaica?”
This was the first time that a group of mentally challenged students visited the Jamaican Embassy, so information about the students’characteristics, appearance, interests, and methods of communication were conveyed to the embassy in advance, and efforts were madeto facilitate interaction by embassy personnel with the students with confidence.

29

(3) Interaction with Embassy Diplomats
On November 7, 2012, eight students in the third year of highschool and three instructors visited to the Jamaican Embassy. The
embassy is located on the second floor of a building in Tokyo’s
Minato Ward. The building has an ordinary appearance, but theinterior is decorated in yellow and green fabrics and Jamaicanart works, dazzling the students with an atmosphere that is quite
different from Japan. The students thanked the diplomat for sending
their letters to Usain Bolt, and then watched a video about the
Jamaican natural environment and its culture and listened to an
explanation. The students asked the questions that they prepared inadvance, but during the exchange with the diplomat, the students
asked numerous questions other than those they had prepared.
The diplomat carefully and humorously answered questions suchas “Are there crocodiles in Jamaica?”, “Is it hot in Jamaica?”, “Whycan Jamaicans run fast?” and “Do people watch Pokémon (a typeof anime) in Jamaica?” Later, the students danced to reggae musicwith the embassy staff, deepening their cultural interaction. As
a result of this interaction with the embassy, it was noticed that
topics such as sports, music, and food are key issues for mentallychallenged students when dealing with people from overseas. The
embassy personnel also became excited when discussing Usain
Bolt, a topic that both groups were interested in, and observing
the students enjoying aspects of different cultures such as dancing
to reggae music led to the conclusion that the Olympic education
had enhanced international understanding. Details of things thatthe student learned and photos of their visits to the embassy were
presented as an exhibit at a school cultural festival.
4. Conclusion
When conducting these Olympic and international education,
educational activities conducted in cooperation with the embassy
provided opportunities for the students to learn it directly aboutother countries and to interact with people from a different country.
The Olympics is a topic of interest even to mentally challenged
students, and innovation in lessons enables the Olympics to be
used to provide various educational experiences. The school hopes
to provide further enriching opportunities to its students with thecooperation of various organizations.
Scenes of the students’ interaction
with a Jamaican diplomat
Addendum: The author would like to thank everyone at the
Jamaican Embassy for their tremendous cooperation in conducting
these educational programs.

The students pose in front of the embassy building

30

FEATURE CONTRIBUTION 

An Olympic Themed Education Resource for Secondary School Students
with Low Literacy Skill
Ian Jobling, Kim Cooper, Karen Moni, Anne Jobling, and Jan Lloyd
INTRODUCTION
Good health is paramount for everyone. Children and young adults, especially, require optimal physical, social and emotional well being togrow, develop and mature to their full potential (Abbott et al. 2007). The Olympic Movement provides an ideal platform to promote andencourage life long enjoyment of physical activity, and deliver important value-based education through the ASPIRE concept (www.aoc.com.
au-education) and the Movement’s ideals and philosophies.
Individuals with intellectual disabilities as well as those with other learning difficulties have similar aspirations as their peers. They too need
opportunities to learn about culturally valued sporting events such as the Olympic Games to enable them to maximise their participationin the community and to fulfil their potential as informed citizens (Kliewer, 1998; Moni & Jobling, 2000; 2001). However, an investigationof Olympic-themed education resources prior to the 2008 Beijing Games, revealed there were teaching and learning materials for students
with intellectual disabilities and others with low literacy skill.
In late 2008, Kim Cooper, Chair of the Queensland Olympic Education (QOC) and academics from the University of Queensland Literacy andTechnology Hands-On (Latch-On) Program in the School of Education (Dr Karen Moni, Ms Jan Lloyd and Dr Anne Jobling), and Dr Ian Jobling,
Director, Centre for Olympic Studies at the University of Queensland, decided to develop an Olympic themed education resource specificallytailored for these marginalised students.
Students and adults with intellectual disabilities need opportunities to continue to use their literacy skills to develop knowledge acrossoral, print and multimedia texts (van Kraayenoord et al., 2002). Learning about community events such as the Olympic Games is one way
to contribute to this. Furthermore, with their progression into adulthood, there is an increasing need to develop friendship and social andcommunity networks beyond those of the family (Jobling & Moni, 2000). The development of literacy skills and knowledge across oral, print
and multimedia texts is paramount to maximizing their participation in the community and to fulfil their potential as informed citizens.
THE RESOURCE
The resource was designed for students with low literacy skill and is themed around the Olympic Movement and its ideals. The aims are to:
1. Develop literacy skill;
2. Promote and increase awareness of the Olympic Movement and its ideals;
3. Promote and increase awareness about the importance of physical fitness and healthy lifestyle choices;
4. Promote social and community participation.
The resource has three components: 1. modules developed by the Latch-On professionals containing teaching topics, ideas, and teaching
and learning sequences; 2. resource booklets providing information on the Games and events developed through the Centre for Olympic
Studies, and the DVD containing interviews with four Olympians, which was a joint project of the three groups.
The Modules:
The Olympic-themed resource has four modules and these are sequenced to provide teachers with a framework for students to engage
in an Olympic topic. In each module there is an introductory activity and four suggested teaching activities. The first module, Peace andGoodwill across the World, provides an introduction to the history and philosophy of the Olympic Games and is a prerequisite for the othermodules. The Fair Play module focuses on participant and team behaviour in relationship to the rules, other teammates, opponents andofficials in the Games. In the Swifter, Higher, Stronger module the aspirations of the Olympic and Paralympic Movements are examined as
athletes strive towards sporting excellence with self-determination. Being a Part provides a lot of fun for students as they can design theirown ‘Olympic Games’ and learn about the importance of being in the Games. These later three modules may be completed in any order.
The Resource Booklets
Initially, three resource booklets (the Ancient Games, Summer Games, and Winter Games) supported the overall teaching sequence of theresource modules. Each booklet contained background and a series of short pieces of text on different events. The booklets were designed
to be used as supplementary sources of information and reading material for students with low literacy skills and to provide a stimulus andmodels for other reading and writing activities. After the evaluation of the Olympic resource, these booklets were expanded and updated.
The interviews with Olympians and Paralympian on DVD
Four Australian Olympians, namely Susan O’Neill (Swimming 1992, 1996, 2000), Kim Cooper (Softball 1996), Steven Bradbury (Speed Skating
1990, 1994, 1998, 2002), and Fiona Hannan (Basketball 1996, European Handball 2000) were visually recorded in interview sessions. Theinterviews were conducted to motivate students, to model how to conduct interviews, and explore what type of questions might be asked.
The DVD also provided a source of information about what it meant to be an Olympian.
THE EVALUATION OF THE RESOURCE
Participants: The resource was piloted in three Queensland sites of the Latch-On (Literacy and Technology Hands On) Program, namely
Brisbane, Townsville and Bundaberg. Twenty-four students, with age range 18 -25 years, participated in the trial. All students had amoderate level of intellectual impairment.

31

Instruments: The evaluation instruments were designed by the project team and included a student knowledge quiz and their work
portfolios, teacher session logs, and debriefing meeting and/or telephone conversation as well as classroom observations.
Knowledge Quiz: The project team designed an Olympic Quiz, which students undertook before and after the completion of the resource
modules to determine their Olympic knowledge. All students completed the quiz individually and received varying amounts of teacher
support to comprehend the quiz questions. Teachers provided considerable feedback about the Olympic Quiz (see later), and portfolios ofstudent work were collected.
Session Logs: At the conclusion of each teaching session, teachers were invited to complete a log comprising three parts: Part A sought
to determine what modifications (if any) teachers made to the session and supporting resources; Part B sought to determine difficulties
students may have found in the session; and Part C rated the overall effectiveness of the activities for meeting associated objectives, overall
student enjoyment, and comments about what support teachers would welcome if teaching the session again.
Teacher Debriefing Meeting / Debriefing Telephone Conversation: A debriefing meeting was conducted with the Brisbane teachers by the
Project Officer to capture feedback about elements of the Olympic Resource and its implementation. A debriefing telephone conversation
was conducted with each of the teachers in Bundaberg and Townsville.
Classroom Observations: Two research assistants, external to the project and teaching teams, completed three classroom observations at
the Brisbane location, which sought to document where the activities took place, what happened in each session, rate student engagement,
and propose opportunities to enhance the activities. No observations were made at the Townsville and Bundaberg locations.
RESULTS
Results of the pre- and post- knowledge quiz confirmed that students gained additional knowledge about the Olympic Movement andits ideals and philosophies. Complementing this were opportunities where students engaged both socially with each other and the local
community.
An examination of the student portfolios confirmed the resource was successful in developing students’ literacy skills and knowledge acrossoral, print and multimedia text. However, it was unclear whether the resource was able to promote and increase awareness about theimportance of physical fitness and healthy lifestyle choices.
The resource was well received by teachers who reported it provided them with a framework and materials for developing an Olympic
unit for their students. The resource provided teachers with a wider scope of the Olympic theme from which to study, something thatthey reported they would not have achieved utilising their own materials or web-based materials. A key feature noted by teachers was theflexible nature of the resource for meeting the needs of their students and sequencing the activities around the term times and the Olympic
event.
The following tables collate the feedback from each of the four modules, obtained from the teachers at each site.
Table 1: Module feedback - Peace and Goodwill across the World
Introductory Activity
Session 1
Session 3

Session 4

Student knowledge improved when comparing pre and post quiz, but quiz was time consuming to administer.
The Ancient Olympic concept - difficult for some students to understand.
Used Google Earth to help understand concept of countries and life outside their own town. Some terminology
difficult for students. Used Winter booklet as an extra activity.
No modifications made. Some teachers used the Latch- On symbol, which gave students greater appreciation of
being part of a group.

Table 2: Module Feedback - Fair PlayIntroductory Activity
Session 1

Session 2
Session 3
Session 4

Students found acrostic poem easy.
Students found it hard to link China to food.
No reading texts or scaffolds provided so it was necessary to create these. Some students found reading too
challenging.
Following the medal tally was well received by students.
Some students updated their medal tallies; others did not as information was readily available in the media.
Students worked well and produced satisfactory work.
Used articles from magazines to assist students begin research on athletes.
Interview responses were great.

Table 3: Module Feedback - Swifter, Higher, Stronger.
Introductory Activity
Session 1
Session 2
Session 3

Module used to develop skills using PowerPoint. Ideas about dreams better generated through group
discussion.
Had to create scaffold to review highs/lows of Games. Students selected sports and athletes they liked.
Students gained good knowledge of the Games from television coverage. Some found it hard to recall highlights
of a competition.
The questions did not flow well with interviews.
Found this activity very good. Really useful activity for students to check progress against the goals for the days
and the weeks. Good fit with previous work earlier in the year.

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FEATURE CONTRIBUTION 
Table 4: Module Feedback – Being a Part
Introductory Activity
Session 1
Session 2
Session 3
Session 4

Good recall on quiz.
Worked in pairs to develop event program but didn’t physically participate in it. Students really enjoyed putting
together the Latch-On Mini Olympics.
No feedback
Mini Olympics was worthwhile to build in teaching and Olympic concepts.
Newsletter article template provided good structure to write about their interviews.

Knowledge quiz: A comparison of responses before and after the Olympic unit indicated students had increased their Olympic knowledge.
Specific feedback was provided from teachers about how to enhance the knowledge quiz; this has been included in the above tables.
Session Logs
Part A: Modification: All teachers appreciated the flexible nature of the resource. Some minor adjustments were made to the existing work
sheets and teachers also developed a selection of additional resources and/or activities to complement these. As one teacher stated, “theresources provided a good starting point and enough guidance for me to develop a program to suit the needs of my students and the time
available for the unit”.
Part B: Difficulty Rating: All teachers rated the modules and activities they implemented as being ‘about right’ for their students. Most
comments about what the students found easy and difficult were related to their skill level, however some were related to the resource
directly, especially the Ancient Games module and resource booklet. In order to challenge and support students, a range of teachingstrategies were observed, namely, supported reading, brainstorming, supported writing, large and small group discussions and computer
work. One teacher noted that teaching strategies using visual cues and group work were more effective for engaging students andenhancing the activities.
Part C: Activity Rating and Student Enjoyment Rating: The activities implemented by teachers were overwhelmingly reported as having
either ‘worked okay’ or ‘worked very well’ during the session. Student enjoyment levels were overwhelmingly rated as ‘about right’. A key
factor for engaging students noted by one teacher was her ability to enthuse and motivate students about the topic. Furthermore, she also
believed that visitors (e.g.: Olympians and others with Olympic experiences and roles) and the DVD interviews enhanced their engagement
and the program overall. Feedback about what support teachers would welcome in the future have been cross-matched with the relevant
sessions and included in the above tables.
Classroom observations
The activities observed during sessions supported a range of strategies for the development of literacy skill, including supported reading,brainstorming, supported writing, large and small group discussions and individual computer work. Overall, students were engaged andenthusiastic about the activities. However, the use of additional visual aides might have been helpful to promote further discussion.
Teacher debriefing meeting / debriefing telephone calls
These meetings and telephone conversations captured feedback about specific elements of the Olympic resource implemented inTownsville and Bundaberg. Comments and recommendations for the resource included:
・Availability of the resource as a CD so that teachers could access electronic copies of the activities to enable changes/formatting tomeet the needs of their students.
・Links provided to www addresses were found to be beneficial. However, due to copyright laws, students were unable to copy and paste
photographs from some of these websites to include in their work.
・On completion of the Olympic resource students were motivated to follow the Paralympic Games.
The overall feedback from the teachers about the Olympic Themed Resource, with some minor refocussing, was that it would provide very
good support to the corresponding modules and activities.
MODIFICATION TO THE OLYMPIC RESOURCE
Following the above the evaluation by the teachers, further funding was obtained from the Queensland Olympic Council to amend andenhance the resource materials. Significant changes were made to the unit pertaining to the Ancient Olympic Games. Additional teachingframeworks in the modules and booklet materials were added on the Paralympic Games, including an interview with Paralympian, Karni
Liddell (Swimming, Atlanta 1996, Sydney 2000), as well as editing of the DVD.
The main change to the resource was the modifying and expanding of the booklets. There are now two booklets for each of the Games-Winter, Summer, Paralympic and Ancient Games, with each having clearer pictures and symbols with explanations. One set of booklets
has been called ‘Starter Texts’ and provide basic information and larger photographs to support for lower level readers. The second set ofbooklets is called ‘Reading Series’ providing information and support for more able readers. There are more scaffolds for activities within
the existing modules and the DVD Olympian and Paralympian interviews for ease of use by teachers and students have been annotated inline with the interview questions in the modules.
DISCUSSION
Teachers stated the Olympic Education resource provided them with a great way to develop an Olympic unit for their students. As one
teacher stated, prior to using the resource she had focussed on the events rather than the countries, on the Modern and without including
the Ancient Olympics. The resource provided teachers with a wider framework to develop their students’ interest and knowledge of the33

Olympic Games, its athletes and their countries. Student benefited also with improvement in both their literacy skills and their knowledgeof the Olympic Games.
No one pilot site implemented the entire resource. Program plans incorporating the activities of the Olympic resource were developedby the Latch-On teachers to meet the specific needs of the student group. Implementation of program plans varied over a 3-6 week timeframe and between 6 and 11 sessions between sites. Teacher feedback has indicated students’ ability varied between the three pilot
sites, which may have determined the extent of work covered during this time. The scheduling of the Beijing Olympics shortly after Term 2holidays may also have reduced teaching time prior to the event. Furthermore, the resource was not finalised for piloting until the second
week of school holidays, which may have also delayed implementation. Nevertheless, a key feature noted by teachers was the flexible
nature of the resource for meeting the needs of their students and sequencing the activities around the term times and the Olympic event.
The provision of program plan examples and timelines assisted teachers to increase the extent to which the resource is used.
The resource booklets provided good literacy support for the corresponding modules and activities but required some minor re- focussing
which has been done. Of particular mention, however, were the comments relating to the challenge students experienced when exploring
the Ancient Olympics.
This finding, however, is not surprising as ancient history is an abstract entity and may be difficult for students to grasp. Nevertheless, withadditional supporting resources for teachers and additional sessions devoted to the topic, which has been done, students may be able tobetter understand the relationship of the Ancient Games to the Modern Games.
Study of their Olympic unit/s was also successful in motivating students to follow the Paralympic Games following the conclusion of the
Olympic Games. This has been incorporated now with a new Paralympic unit.
At the Brisbane pilot site teachers invited two visitors to contribute to two sessions. Both shared personal stories and participated in group
discussions and activities with the students. A key feature of these presentations was the use of props to provide visual stimulation about
the topic. Given the success of these sessions for motivating and engaging students it would be beneficial for teachers to utilise visitorswith some Olympic connection or experience to enhance the unit.
CONCLUSIONThe Olympic-themed resource was effective in developing knowledge of the Olympic Movement across oral, print and multimedia texts.
Students gained additional knowledge about Olympic ideals and philosophies. There was a range of opportunities for students to engage
socially with each other and with the local community.
The resource provided teachers with great support in developing an Olympic unit and offered them a wider scope of the Olympic themefrom which to study. A key feature has been the flexible nature of the resource to assist teachers meet the needs of their students andsequence the activities around term times and the Olympic event. With further support through the provision of examples of project plans
and timelines incorporating the modules, teachers and students are set to gain maximum benefit from the resource.
The Resource is available for purchase through the Queensland Olympic Council – web-site qoc@olympics.com.au . All funds generated
from sales are used to by the Latch-On research group, and the UQ Centre of Olympic Studies to undertake further research, develop andupdate the Olympic Themed Resource.
For further information, contact Dr Ian Jobling ianj@hms.uq.edu.au Telephone: 61 7 5455 3481

Bibliography
Abbott, RA, Macdonald, D, Mackinnon, L, Stubbs, CO, Lee, AJ, Harper, C, Davies, PSW. Healthy Kids Queensland Survey 2006-Summary
Report. Queensland Health Brisbane, 2007.
Jobling, A. Moni, K.B., & Nolan, A. (2000). Understanding friendship: Young adults with Down Syndrome exploring relationships. Journal ofIntellectual and Developmental Disability, 25(3), 235–247.
Kliewer, C. (1998). Citizenship in the literate community: an ethnography of children with Down syndrome and the written word. Exceptional
Children, 64, 2.
Moni, K.B., & Jobling, A. (2000). LATCH–ON: A literacy course for young adults with Down Syndrome. Journal of Adolescent and Adult
Literacy, 44(1), 40–49.
Moni, K.B., & Jobling, A. (2001). Reading-related literacy learning of young adults with Down syndrome: Findings from a three-year teaching
and research program. International Journal of Disability, Development and Education 48, 337-394.
van Kraayenoord, C.E., Moni, K.B., Jobling, A., Ziebarth, K. (2002). Broadening approaches to literacy education for young adults with Down
syndrome. In M. Cuskelly, S. Buckley & A. Jobling (Eds.), Down syndrome across the lifespan (pp93-106). London: Whurr.

34

FEATURE CONTRIBUTION 

The Hungarian Kyudo : The beginning and the developing
Kralik Andrea, Hisashi Sanada
Background
In Europe the Kyudo exists for a relatively long time. In the past, and also nowadays a lot of European people come to Japan. These people
tried to learn about the Japanese culture, and of course the Japanese culture’s one really important part is the Budo. And among the lot ofmartial arts, of course the Kyudo came in to the sight of these people also. But basically the people who was able to come to Japan are thepeople from the rich countries, like Germany, England, France and Italy. In these countries the Kyudo exists more or around 40 years. For
example in Germany, there are 1400 Kyudokas. This is a really big community. And with this advantage of years and experience, of course
these countries have a longer and larger history than Hungary.
After I researched in a lot of places I had to realize one thing about the Hungarian Kyudo. It has a relatively short history. Actually at first,
Kyudo came to Hungary in 1995, which means that it doesn’t even have a 20 years long history. After this it is really easy to find out, that thehistorical description is also a little bit lacking. But I tried to find all the bigger groups or I should say dojos in Hungary, and ask the members,leaders of the dojo, how the dojo and the Club began. What was the trigger of grounding such a far away cultures part in Hungary. Why did
they thought, that this kind of Budo, and this kind of dojo has a future in Hungary. I tried to find the answers for these questions with thisessay.
Katsu Jin Kan Dojo
The first and utmost important step for the Hungarian Kyudo was the creating of the Katsu Jin Kan Dojo in Szombathely. This Dojo has a long
history in Kyudo, and they were the people who first brought the Kyudo to Hungary. It was in 1995 that European Kyudoka was invited to
Hungary to make a performance. He was Hans Pichlmaier. He made a really impressive Kyudo performance which made the founder of the
Katsu Jin Kan Dojos’ think that they want to know more about this Japanese Budo art. They were the Mézes brothers, and with this the firststep of establishing Kyudo in Hungary. After this event in 1995 they invited European Kyudo teachers, who were from the same ryu ha, andin 1999 they went to an international Kyudo Meeting, where they met Toshio Mori sensei.
In 2000 they held their own first Kyudo seminar, and this was also the time when they decided to create a Japanese style dojo. This was
opened in 2002. And at this opening ceremony was held by Toshio Mori sensei, and he was the person also, who give the name of this dojo.
So from this event also, should be really clear that this dojo has a really strong connection to Mori Toshio sensei, who is the Kyudo teacherof the Tsukuba University in Japan, and the Leader of the Heki To Ryu Insai ha. The dojo was built after the traditional plans of a Japanese
dojo on which a lot of Kyudo sensei helped to make it as good as possible.
During the time of creating this dojo the Mézes brothers went to a lot of international seminars, where they had the chance to meet a lotof European, and Japanese senseis, like Luigi Genzini, and Ken Kurosu sensei. These meetings gave them a lot knowledge, about Kyudo.
Through this time the Mézes brothers were already not only just practicing Kyudo, but already began to make Japanese bows. This began in
1996, and with the help of the European and Japanese senseis, they made a really good progress in it. Now they have already orders fromthrough whole Europe. And since 2002 this dojo is the place of international and national seminars and practices also.
The members of this dojo are not only just practicing Kyudo but also make the equipments of Kyudo. The Mézes brothers mainly create
bows, which is a really difficult task, if we think only about the distance between Hungary and Japan. Originally the Japanese Bow called
Yumi is from Japan, so the process of creating it is also from here. The dojo members had to research and study a lot to be able to create
the Japanese bows, but now the Mézes brothers are recognized maker and seller in Europe, whose products are trusted, and well received.
The number of members in this dojo is relatively small. Szombathely is not a too big town, and around this town, only just smaller towns
and villages can be found, so it is not a too big surprise, that there are only 10 members in the dojo. But also these members are not always
able to go to training. So sometimes just for Kyudo really dedicated people are able to take part in the Kyudo training. Fortunately this Dojo
doesn’t have to make the members pay trainings fee, so it is basically for free. The cleaning and renovating of the dojo is covered form the
Seminar fees. So the members have to care only about their own equipment. But the travelling, is also not for free, so the time and thecosts goes of course to the Kyudokas.
Bukyukai Dojo
Except of Katsu Jin Kan Dojo there is one more important dojo in Hungary which had a really big role in establishing Kyudo in Hungary. Thissecond dojo is called Bukyukai Dojo. This dojo was created in 2006. The idea for creating the dojo was in 2005, but the chance and theactual work of founding this dojo began in 2006. The first encounter with Kyudo was in 2005 for the leader of this dojo. He participated ina seminar in Budapest, where the Kyudo was introduced by Austrian Kyudokas. After this in the next year, in 2006 one of the high ranked
sensei, Matsuo Makinori sensei came to Hungary for a 3 days long seminar, where the actual leader of the dojo decided to create this dojo
together with two other member of this dojo. They are basically the founders of this dojo.
The actual leader of this dojo is Tamás Oláh. This dojo was created together with Robert Ruszty and Andrea Kralik. Ruszty made alreadyhis encounter with Kyudo a lot earlier, when he was studying in Japan. He had in 2006 already connection with Momiji Kai whom Kyudokascame in 2005 to that seminar in Budapest. After the seminar in 2006 the creating of the Bukyukai Dojo began. In the beginning there werea few practisers in the first year only just 5 people were going regularly to training. It changed in 2007 when the dojo managed to create ahomepage, so the existence of this Kyudo dojo and the possibility of practicing this kind of Japanese traditional Budo became known to a lot

35

of people.
In this dojo there were held numerous Kyudo seminars, which give the opportunity to learn from a lot of teachers from Japan and also from
Europe. These seminars were always paid by the kyudokas who practice in this dojo. And fortunately this dojo has a really good connection
to Momiji Kai Dojo in Austria, so inviting Japanese senseis to Europe become always a combined work. Thanks to Robert Ruszty who isoriginally Hungarian, but works and lives in Austria from more than 30 years already, and practices Kyudo in Momiji Kai Dojo, the Bukyukai
Dojo could made a really good relationship with the Momiji Kai Dojo. Whit the help of the Momiji Kai Dojo a lot of high ranked Japanesesenseis came to this small dojo, and thought about the Kyudo.
But not only the Japanese and European senseis thought about the Heki To Ryu. Robert Ruszty was also the teacher who made the effort
every week from 2006 till today, to go from Vienna to Budapest and help the developing of the new Hungarian Kyudokas. He was a really big
help in the beginning, and now also for the Bukyukai Dojo. Except of the help in the training and practicing Kyudo, he also helped a lot forthe dojo to develop the equipments, helped to establish a background of a trustworthy and good functioning dojo. He began to learn Kyudo
from Mori sensei in Japan, so his knowledge about Kyudo was necessary and really helpful.
Alongside of these Seminars and events the juristic creation of this dojo also moved on. The formal decision from the court came in 2008.
But during this 2 years the dojo had a big development in a lot of ways. The number of members got from 5 to 12 and the equipment
also became much bigger. In the beginning the dojo had only a few bows and arrows, but with the time, the dojo was able to buy a lot of
new things like Azuchi or protecting net. It became more and more like a real Kyudo dojo. Unfortunately this dojo doesn’t has the same
conditions like the Katsu Jin Kan Dojo in Szombathely, but tries to provide the most favourable conditions for practicing Kyudo.
The First and utmost important equipment in this dojo was the so called Azuchi which makes the target. When there were only just 3
members the providing of equipment was really difficult, and the dojo received some financial help also from individuals. With these helps
the dojo managed to survive the first difficult times, and begin to grow to the now biggest official Kyudo dojo in Hungary. Nowadays there
is a lot of member in the Bukyukai Dojo, and also the number of people, who take part in the training are growing constantly so the dojoshows a really good progress. The dojo is only able to provide 2 practices per week, but the members try to make the best out of it, and use
the practice time efficiently.
The Progress and the developing didn’t only brought positive things, but also problems. With more people the opinions also multiple, sosome disagreements also came out, but fortunately the dojo was able to solve all the problems, and go forward. It developed itself to theextent that the idea of creating the Hungarian Federation came out.
This dojo is already stands for 8 years, and this is only possible because the Kyudokas made it survive till now. In Hungary when someone
uses a Gymnasium or Hall, they have to pay for it, not like in some western countries where the Government supports the sport activities
and every small club gets financial support. So in the beginning it was difficult to manage the rent, so according to this the membershipfee also was relatively high, if we note that there were only 1 training a week. Fortunately we got new members, and from the 3th year we
also managed to get another period in the week for practice, so we could practice twice a week, but of course only just who were able tomanage to get to the dojo on training time.
The most difficult part in holding together Bukyukai Dojo was that the members of the dojo are almost just working people. With thiscondition it’s easy to understand that the trainings on weekdays are almost impossible. And to this comes also, that the dojo is relatively far
from the centre of the city, so everyone has to travel a lot. Travelling also costs time and money, so there were some Kyudokas who couldn’t
manage to come to training so they stopped Kyudo. But fortunately there are really enthusiastic Kyudokas, who make the effort to comeevery week to the training, and travelling 4 hours a day, just to be able to draw the bow.
The number of members of this dojo now is 26. From this 26 person is 22 actively recorded. The other 4 person are only just honourable
members. The biggest development in membership was lately. In this year 12 persons joined the club.
The results of this dojo are really impressive for the short time of its existence. The helper of this dojo, Robert Ruszty had already 2 Dan
when creating this dojo, but after this also the other members went to Dan examinations, and in 2008 two other member got the 1 Dan,and right after this year in 2009, the group members went to the First International Heki Taikai, where the group won the 2 place in teamcompetition. In individual competition one of the group members won 3. place, which is really impressive, after just 3 years of Kyudo
practice. After this the members of the group went to other competitions also, like to Vienna or every year to the International Heki Taikai.
The results were not always this good, but every time the members tried their best to win.
Other smaller practicing groups
There are some other groups, who doesn’t function as a dojo (in Japanese terms) but they are still practicing Kyudo. One of these groups
began his history of Kyudo in 1995, when one of the leader’s friend brought a bow and some books about Kyudo to Hungary. The leader
is called Ferenc Baksai. They tried to learn from these books for two years, when in 1997 they met Kovács János, who was practicing theschool Chikurin-ha already for a long time. So Ferenc Baksai began to practice the school Chikurin-ha, which is related to the Heki-to-Ryu
Insai-ha, which is mostly practiced style in Europe. After one year of Chikurin-ha practicing, Baksai was invited to the Katsu Jin Kan Dojo fora Kyudo seminar.
This was the first encounter with the Heki-to-Ryu Insai-ha, and with Hans Piclmayer. But after this encounter Ferenc Baksai asked Hans
Piclmayer to teach him the Heki-to-Ryu. Hans Piclmayer took on this request, and thought him. And in 2002 on the seminar of the Katsu jin
Kan Dojo Mori sensei asked Baksai to make a dojo. So with this, this group was also founded. This group has also some financial problems,
but they practice, and lead on the school of Heki-to-Ryu Insai-ha.

36

FEATURE CONTRIBUTION 
The Hungarian Kyudo Federation
The Hungarian Federation has a really short history. The procedure of creating this organization began in 2009 when the members of the
Bukyukai Dojo participated in the First Heki World Championship. There wasn’t a need for a Federation, but when the talk about the Dan
examination, and other seminars, and competitions came out, everyone said the same thing, that it is easier to take part in these events
if Hungary has also it’s own federation. So the necessary steps for the foundation were already made earlier, but unfortunately the realprocess could only begin in the autumn of 2011. In the creating of the Federation’s took also part 2 other dojos, except the Bukyukai
Dojo. Fortunately the court made the Hungarian Kyudo Federation official in early spring of 2012, so from this time on Hungary also has a
Kyudo Federation, which is really important, for developing the Kyudo in Hungary. After this in the summer of 2012 The Hungarian Kyudo
Federation became the associate member of EKF the European Kyudo Federation, which means that the Hungarian Federation is not afull member of The European Kyudo Federation, but this type of membership is only for 1 year. So in august of 2013 the Hungarian Kyudo
Federation became a fully fledged member of the European Kyudo Federation.
References:
http://www.bukyukai.hu/index.php?option=com_content&view=article&id=48&Itemid=28
http://www.yumi.hu/dojo_hu.htm

Individual Competition Score 2009. Pallanza

Hungarian Team in First Hekitaikai Pallanza 2009.

37

Team Competition Score 2009. PallanzaReport on the Outcome of the One School One Country Program
Satomi Tsuchiya
Researcher, Faculty of Health and Sport Sciences, University of Tsukuba
1. Olympic Education
Pierre de Coubertin, the founder of the modern Olympic Games, recognized educational values of the Olympic Games to achieve world
peace. The Olympic Games has been connecting sport with culture and education, and aspiring to create “a way of life based on the joy ofeffort, the educational value of good example, social responsibility and respect for universal fundamental ethical principles” (International
Olympic Committee, 2013, p11). The International Olympic Committee (IOC) has been advocating five educational values of the Olympic
Games such as Fair play, Respect for others, Pursuit of excellence, and Balance between body, will and mind, and promoting Olympic
Education based on the fundamental principles of Olympism which aims to contribute in building peaceful society. Olympic Education isan educational activity with the purpose of cultivating global perspectives among children and youths, and develops human resources thatwill contribute to world peace. Müller analyzed Coubertin’s philosophy and categorized the features of Olympic Education into six types asstated below.
1. The concept of harmonious development of the whole human being
2. The idea of striving for human perfection through high performance, in which scientific and artistic achievement must take equal rankwith sporting performance
3. Sporting activity voluntarily linked to ethical principles such as fair play and equality of opportunity, and the determination to fulfill
those obligations; also included is the ideal of amateurism, which has been almost totally abandoned in international sport today
4. The concept of peace and goodwill between nations, reflected by respect and tolerance in relations between individuals
5. The promotion of moves towards emancipation in and through sport(Müller, 2004, p11)
There are three types of practical contents of Olympic education: 1) Study of Olympism and its history, 2) Study of culture and social issues
related to the Olympic Games, and 3) Study of the Olympic spirit and the values of sport (Sanada, 2012). Olympic Education in Japan was
already conducted at schools in the 1964 Tokyo Olympic Games. Intending to understand Olympism, commit to international friendshipand contribute to peace in the world, schools within Tokyo implemented Olympic education through activities such as, presentation of thestudy and music recital along with other cultural activities (Sanada, 2014). In the history of Olympic education in Japan, the One School
One Country program organized for the Nagano Olympic and Paralympic Winter Games in 1998 is a prominent example of an initiative toachieve Olympic education goals.
2. The One School One Country Program
The Nagano International Friendship Club (NIFC) proposed the idea of the One School One Country Program and the initiative started in
Nagano two years prior to the Nagano Olympic and Paralympic Winter Games. Among schools in Nagano city, 75 of primary schools, juniorhigh schools and specialized schools participated in the program, and each school selected one or two countries to implement activities
for international interaction (Hirai, Sanada, 2001). Various unique activities in each school were implemented in each school as well as
learning about the Games itself. The type of activities were mainly studying the partner country, invite nationals from the partner country
to school, communicate with schools in the partner country, inviting Olympic and Paralympic athletes or officials from the partner country
to their schools, and watch partners country’s games (Sanada, 2014). It was not only limited to activities directly related to sport, but also
variety of activities with broader educational values were observed. For instance, Sanbonyanagi primary school, partnered with Bosnia andHerzegovina, committed to peace education through activities such as the study of history, ethnic conflict and antipersonnel land mine, bycommunicating with a primary school in Sarajevo, and a music concert with a singer from former Yugoslavia (Shinano Mainichi Shimbun,
1997d, 2000). Yuya primary school and Nishijo primary school partnered with countries where some of the immigrant children at theschools were from, including children of Japanese orphans left behind in China at the end of the Second World War. Activities targeted tofamiliarize children with the differences in ethnicity, language, religion, culture and perception, and foster tolerance among children (Shinano
Mainichi Shimbun, 1997a, 1997b). Moreover, activities of Tsumei primary school, which interacted with South Korea and Switzerland
inspired parents while involving the community which led to parents organizing activities (Shinano Mainichi Shimbun, 1997c).
Given these outcomes of the program in Nagano, it is clear that the One School One Country Program is an educational program beyond thescope of studying the Olympic and Paralympic Games by creating opportunity to understand the partnered country and its culture better.
It provides opportunities for peace education, addressing issues in the communities (e.g. inclusion of immigrant children and their families
at school and in the community), and inviting participation of parents and the community to actively be a part of the program. After the
Nagano Olympic and Paralympic Winter Games, the program started from Japan has been adapted in the other Games in Sydney, Salt Lake
City, Turin, Beijing and Sochi in 2014 (see Table 1). Consequently, it can be said that the One School One Country Program is a good practiceserving as a model for Olympic education.

38

FEATURE CONTRIBUTION 
Table 1: The One School One Country Program in the Olympic and Paralympic Games
2000 Sydney (New South Wales Department of Education and Training, n.d.)
300 primary schools in New South Wales organized cultural exchanges related to the Games with
Network of Friendship Program
primary schools abroad.
4900 students from 158 schools participated in learning about other countries prior to the Games,
Olympic Welcome Program
welcomed athletes at the Olympic village, and organized social events for athletes to support them.
2002 Salt Lake City (Salt Lake Organizing Committee, 2002)
Schools at the state of Utah participated in various exchanging activities in culture, language,
One School, One Country
custom, music and sport with the countries participated in the Games.
2006 Turin (Organizing Committee for the XX Olympic Winter Games Torino 2006, 2007)
The project started in 2004 aiming to foster cultural exchange and promote customs and traditions
Black Ring: Sport, Human Right, of other countries. High Schools in Piedmont participated in activities of language study, exchange
Legality and Multiculturalismof letters and information, and meeting with foreign school delegations and athletes from theparticipating countries and regions in the Games.
2008Beijing (Beijing Organizing Committee for the Games of the XXIX Olympiad, 2010a. 2010b)
210 primary and middle schools in Beijing partnered with 205 National Olympic Committees andH e a r t to H e a r t Pa r t n e rs h i p 160 Paralympic Committees. Students studied the history and culture of their partnered countries.
Programme
There were 14 delegations’ visits to schools. The program also connected schools in Beijing with161 schools abroad.
2014 Sochi (Organizing Committee of the XXII Olympic Winter Games and XI Paralympic Winter Games of 2014 in Sochi, 2013)
The program started in April 2012. 67 schools in Sochi organized exchange activities withOne School One Country
53 countries. Study of language, culture and history, and visits of foreign delegations were
implemented.
3. The Outcome of the One School One Country Program in Nagano
A follow-up survey to the schools participated in the One School One Country Program in Nagano city demonstrated that children who
experienced the program have higher motivation to contribute to peace and interpret cross cultural understanding positively compare tochildren in other regions (Hirai, Sanada, 2001). Apparently, it explains that the program is effective in achieving outcomes in line with theobjectives of Olympic Education.
There are schools in Nagano city that have been continuing the activity of the program after the Nagano Winter Games. According to the NIFC,
there were 20 schools implementing activities in 2009 (NIFC, 2009). Although the number of schools in action decreased, the fact that there
are schools continuing their initiatives after 18 years since the start of the program in 1996 and 16 years since the Winter Games in 1998,
proves that the activities are meaningful, which is one of the positive outcomes of this program in this regard. Coping with the demand fromstudents, Sanbonyanagi primary school, which has been communicated with Bosnia and Herzegovina, continued their exchange activities, suchas inviting children from the primary school in Sarajevo to the school (Shinano Mainichi Shimbun, 2000). Kawata primary school also has been
extending activities of the One School One Country Program with India, and the number of mutual visits has reached more than ten (NIFC,
2009). In addition to these examples, it is also approved that these activities at schools have been voluntarily organized.
Nevertheless, it should be taken into consideration that the long term results of this program on an individual basis, which has not been
researched yet. In 2012, a university student who graduated from Sanbonyanagi primary school, visited Bosnia and Herzegovina where theschool shared activities when she was a student (Shinano Mainichi Shimbun, 2012). Her plan was to visit a school where she communicatedbefore and reunite with the principal and former students, that is to say there is a case that long term legacy of the One School One Country
Program has remained on an individual base.
As a matter of fact, my own experience of the One School One Country Program, when I was a sixth grader led me to perceive that there arepeople who are interested in or involved in international cooperation, and studied or work abroad among former classmates and peers at
the same grade. For this reason, I conducted a small survey targeted persons who were second graders at Nagano Tobu Junior High School,at the time of the Nagano Olympic and Paralympic Winter Games in 1998.
Eight people were asked four questions: 1) Memories of the Games and the One School One Country Program (partner country, activities
and so forth), 2) Experience and effect of the Games and the One School One Country Program, 3) Interest and involvement in international
interaction and cooperation afterward, 4) Current occupation and lifestyle.
The result of the survey is presented in the table 2.
Table 2: Survey to former students of the One School One Country Program
Respondent 1 (Male )① Partnered with Italy. Researched about Italy and presented at school. Received a visit from Italy to the school.
② After learning about Italy, I have been hoping to visit the country and have the memories of studying tourist attractions and culture
in Italy.
③ Do not have specific involvement in international cooperation, but became interested in foreign countries.
④ Company employee (manufacturing)39

Respondent 2 (Male)① Partnered with Puerto Rico. It was a good opportunity to learn about the country which I didn’t know. Information and articles about
Puerto Rico were displayed at the school corridors.
② Learning about another country gave an opportunity to support international athletes.
③ I was motivated to communicate with people from other countries and take positive actions. The experience of the One School One
Country Program was one of the factors when choosing to study English at university.
④ Physical Education teacher at high school
Respondent 3 (Female)① Do not remember details. Organized a send-off party at the school for athletes from the partner country. Performed a song for the
Paralympic Games.
② The opportunity to interact with foreigners for the first time encouraged me to talk and support them. Having many foreigners in
Nagano city motivated me to learn more about other countries.
③ Studied abroad④ Company employee (airline)
Respondent 4 (Male)① Do not remember details of activities.
② Having an international sporting event in my hometown had a great impact. I regret that I felt that I am not good at English andtherefore couldn’t learn about culture and diversity with people from other countries. I wish I could have had more interaction withforeigners at the time of the Games.
③ The experience that I couldn’t communicate with foreigners well might have affected me to be a little passive. When I traveled to
the Philippines for the first time, I met children there and became interested in medical care in developing countries. I applied to JICA
volunteer program and was deployed to Bhutan as a radiation technologist for two year.
④ Part time clinical radiologist at hospital, preparing to establish NGO for supporting Tsunami affected areas
Respondent 5 (Female)① Partnered with Hungary. Received visits from Hungarian athletes and communicated with children in Hungary.
② It was the first time to communicate with foreigners. Watched a hockey game and collected pin badges. Family members were
volunteering at the Games.
③ N/A④ Housewife
Respondent 6 (Female)① Partnered with Belarus. Do not remember the details.
② Personally, having the Olympic and Paralympic Games in Nagano had a big impact. Since I wanted to speak with foreigners, I tried
to talk and take pictures with foreigners on the streets. I didn’t like studying English before the Games, but opportunities to interact
with foreigners motivated me to study English and I started studying English harder.
③ Majored in English at high school, studied at a university in the United States.
④ Company employee (Communications), responsible for public relations and international affairs, Married to an American
Respondent 7 (Male)① Partnered with Belarus. Exchange students with Belarus, visited the school and played some sports and Japanese traditional games
together.
② I remember that it was very pleasant to communicate with people from the country which was completely new to me. It is good tohave these experiences during childhood because it helps children to cultivate an ability to embrace diversity.
③ Studied International Relations at university, worked at a student group which has activities with foreign students from Asia
④ Company employee (Car dealership), Continuing to study English
Respondent 8 (Female)① Studied about the partner country in class. Had a visit from athletes at a school assembly and each class communicated withathletes.
② There was no opportunities to participate in an international event and activity in Nagano before the Games. Opportunity to learn
about other countries increased through the Games and the One School One Country Program broadened my perspective of theworld. This experience was one of the catalysts for me to become an English teacher.
③ The One School One Country Program was one of the catalysts to develop my interests in international interaction and international
cooperation. I remember that I actively worked on collecting shoes from family and friends and sending those shoes to Cambodia
with a teacher and classmates in Junior High School. Working all together with friends at a sensitive age brought feelings ofaccomplishment and it affected me in making decisions on my future career path. I volunteered in Nagano Special Olympic Games
when I was a university student. It seems that Nagano is the only place to host three games: Olympic, Paralympic and Special Olympic
Games, and I spontaneously wanted to be involved in the valuable opportunity. It was a great learning experience to work withadults. It also gave me chances to test my English ability.
④ English teacher at tutoring school in Shanghai

40

FEATURE CONTRIBUTION 
According to the result of this survey, although the answers to 1) Memories of the Games and the One School One Country Program
showed that there is certain variability in memories about detailed activities among respondents, seven persons out of eight mentioned‘catalyst to become interested in foreign countries’ or ‘increased motivation for English study’ in the answers to 2) Experience and effectof the Games and the One School One Country Program and 3) Interest and involvement in international interaction and cooperation
afterward. It is demonstrated that the One School One Country Program is an effective impetus for students to have interests in learning
different cultures, and encouraging further learning and experiences. Four persons also commented on the ‘opportunity to communicate
with foreigners’, thus, it is indicated that distinctive experience of the One School One Country Program is to have interaction with people
from different countries. Since some respondent mentioned ‘support international athletes’ and ‘encouragement to support athletes’, it canbe explained that learning about new countries, culture and history, and communicate with people lessen the psychological distance to theforeign countries, and consequently develop emotions to support international athletes. Additionally, three among the respondents havedirect involvement with foreign countries either for work or life at the time of the survey took place.
Because there are various external factors in educational processes at schools and the process of developing personality, the One School
One Country Program cannot be considered as the only impact. However, it is apparent that experiences through the program contributedin fostering multicultural understanding, which is one of the aims of Olympic Education. As it is stated in the characteristic of Olympic
Education that ‘The concept of peace and goodwill between nations, reflected by respect and tolerance in relations between individuals’,
program activities to understand different cultures, learn tolerance, and develop supportive attitude towards international athletes
contributes to accomplish the Olympic Education goals: cultivating global perspective among children and youths, and develop humanresources that contribute to the world peace. With regards to the survey and analysis, it can be said that the One School One Country
Program helps deepening cross cultural understanding and provides long term effects on both schools and individuals.
4. Toward the Tokyo Olympic and Paralympic GamesThe One School One Country program toward the Tokyo Olympic and Paralympic Games in 2020 is expected to be a program that will
increase global understanding amongst children and nurture competency to build a peaceful world through sport and beyond that.
Moreover, it is desired that the program stimulates activities to address issues and challenges in schools and communities as in the case of
the program in Nagano.
Given the examples of Nagano, it can be considered that an institution to play a central role in the program will be the key in order toimplement an effective program. It should be well considered depending on the target and expected outcomes of the program. In the caseof Nagano city, while the NIFC was a core organization to contact the Ministry of Foreign Affairs and embassies, the board of educationof Nagano city was in charge of providing small funds for schools. Several institutions were also involved in assisting schools to contact topartner countries (Board of education of Nagano city, 1999). Although the assistances from several institutions helped schools implementing
activities, each school had discretion to decide activities, and it encouraged schools to implement unique activities. Bearing in mind theexperience of Nagano, it can be considered to set a practical system which involves several organizations to support activities in schools.
A challenge in the program in Nagano was sustainability of the program after the Games. Some schools have been implementing activities
with assistance from teachers or voluntary participation of students and parents, and cooperation from the NIFC and other international
exchange groups. However, the number of schools to get involved in activities gradually decreased compared to 1998 (NIFC, 2009). It isnecessary for bringing long term results to set a framework to support students’ increased interests for multicultural understanding throughOlympic Education and have an organization to provide regular assistance in the same manner as the NIFC and the board of education ofNagano city.
The One School One Country Program has been implemented in many countries. Official reports and other documents mostly havepresented numerical data related to the program, such as the number of participated schools or countries and contents of activities.
However, there is still needs to be further research on the influence of the program to students and communities both individually andcollectively. It can be expected that emphasizing outcomes of the program will demonstrate durable and social Olympic legacy for Japan andin the history of the Games.
Towards the Tokyo Olympic and Paralympic Games, it can be promising to keep track of activities and results of the One School One
Country Program until 2020 as well as after the event, and to reveal the Olympic legacy from Tokyo to the world.

References
Beijing Organizing Committee for the Games of the XXIX Olympiad. (2010a). Official report of the Beijing 2008 Olympic games volume
2 ceremonies and competitions: celebration of the games, 237-239, Retrieved April 24, 2014, from http://library.la84.org/6oic/
OfficialReports/2008/2008v2p2.pdf
Beijing Organizing Committee for the Games of the XXIX Olympiad. (2010b). Official report of the Beijing 2008 Olympic games volume
3 preparation for the games: new Beijing great Olympics, 284-287, Retrieved April 24, 2014, from http://library.la84.org/6oic/
OfficialReports/2008/2008v3.pdf
Board of education of Nagano city (1999). Sekainohitoto tomoni ikiru: Ikkou ikkoku kouryu katsudou no
kiroku. Shinmai Shoseki Insatsu. 162-165
Center for Olympic Research and Education. (n.d.). Olympic kyouiku towa (Olympic Education). Retrieved April 3, 2014, from http://core.taiiku.tsukuba.ac.jp/view.php?id=olympic

41

Hirai, T., & Sanada, H. (2001). The relevance between “One School-One Country Program” andunderstanding of the olympism in the
Nagano winter Olympics : study on the students of elementary schools in Nagano city (in Japanese). Nippon taiiku daigaku kiyou, 30 (2),249-267.
Hirai, T., Sanada, H., & Kariya, H. (2000). Post-Nagano Olympics research of schoolchildren:
for what purposes are the Olympic games held? (in Japanese). Hosei daigaku taiiku kenkyu
center kiyou, 18, 65-76.
International Olympic Committee. (2013). Olympic Charter, Retrieved May 14, 2014, from http://www.olympic.org/Documents/
olympic_charter_en.pdf
Müller, N. (2004). Olympic education: university lecture on the Olympics [online article]. Barcelona: Center d’Estudis Olimpics (UAB).
International Chair in Olympism (IOC-UAB), Retrieved April 10, 2014, from http://olympicstudies.uab.es/lec/pdf/muller.pdf
Nagano International Friendship Club (2009). Nagano hatsuno kokusai kouryu jigyou (International exchange project from Nagano).
Retrieved April 3, 2014, from http://www.mofa.go.jp/mofaj/gaiko/local/pdfs/nagano_kouryu.pdf
New South Wales Department of Education and Training. (n.d.). NSW department of education and training annual report 2000, 41-42,
Retrieved April 24, 2014, from https://www.opengov.nsw.gov.au/desktop/10694
Organizing Committee for the XX Olympic Winter Games Torino 2006. (2007). Official report of the XX Olympic winter games Torino
2006, 165-170, Retrieved April 25, 2014, from http://library.la84.org/6oic/OfficialReports/2006/2006v2p2.pdf
Organizing Committee of the XXII Olympic Winter Games and XI Paralympic Winter Games of 2014 in Sochi. (2013). Sochi 2014
organizing committee awards winners of “one school - one country” program, Sochi 2014 Olympics, Retrieved April 25, 2014, from,http://www.sochi2014.com/en/news-sochi-2014-organizing-committee-awards-winners-of-one-school-one-country-program
Salt Lake Organizing Committee. (2002). Official report of the XIX Olympic winter games, 430-435, Retrieved April 24, 2014, from,http://library.la84.org/6oic/OfficialReports/2002/2002v1.pdf
Sanada, H. (2014). 2020 nen Olympic Tokyo taikai ni muketeno Olympic kyouiku no tenbou (Vision of Olympic education toward 2020
Olympic games). Gakken shougakkou taiiku journal, 74:1-5. Retrieved April 3, 2014, from http://gakkokyoiku.gakken.co.jp/data-journal/
objects/st/sj74.pdf
Sanada, H. (2012). Olympic kyouiku towa nanika (What is Olympic Education). Fuzoku gakkou Olympic kyouiku suishin iinkai
huokokusho: kokusai rikai kokusai rikai kyouiku tositeno Olympic kyouiku – excellence, friendship, respect –, 8-11
Shinano Mainichi Shimbun (1997a, June 7). Gorin kara asue (58): sekaini tsunagaru kokoro (1) mina onaji ningen (Olympics for
tomorrow: hearts connected to the world, everybody is equally human being). Shinano Mainichi Shimbun, p. 1.
Shinano Mainichi Shimbun (1997b, June 11). Gorin kara asue (62): sekaini tsunagaru kokoro (5) kyoushitsu no jissen (Olympics for
tomorrow: hearts connected to the world, practice at classroom). Shinano Mainichi Shimbun, p.1.
Shinano Mainichi Shimbun (1997c, June 13). Gorin kara asue (64): sekaini tsunagaru kokoro (7) renkei no ippo (Olympics for tomorrow:hearts connected to the world, a step for collaboration). Shinano Mainichi Shimbun, p. 1.
Shinano Mainichi Shimbun (1997d, June 26). Gorin kara asue (69): heiwano message (4) kyouikuno kokoromi (Olympics for tomorrow:messages for peace, educational initiatives). Shinano Mainichi Shimbun, p. 1.
Shinano Mainichi Shimbun (1998, May 12). Gorin kara asue: kyousei ikkou ikkoku unndouno
kokoro, atarana katsudoue (Olympic for tomorrow: coexistence through the one school one country program, for new initiatives).
Shinano Manichi Shimbun, p. 13.
Shinano Mainichi Shimbun (2000, September 5). Sarajevo to kouryu: nagano sanbonyanagi shou, tomo yobou shigenn kaishu tokouhi
atsume (Sanbonyanagi primary school communicating with Sarajevo, recycle activity to invite friends from Sarajevo). Shinano Manichi
Shimbun, p. 6.
Shinano Manichi Shimbun (2012, August 12). ‘Ikkou ikkoku’ en ni Bosnia e: Nagano shusshin no daigakusei kato san, konshu keikaku
naganen no yume jitsugen saikai tanoshimi (A university student Ms. Kato travels to Bosnia which she interacted in the one school one
country program). Shinano Mainichi Shimbun, p. 30.

42

目次
はじめに ................................................................................................................................................................ 45
オリンピック教育の発展を願って ........................................................................................................ 石隈利紀 ... 45
オリンピック教育への期待 .................................................................................................................. 真田

久 ... 45

活動報告 ................................................................................................................................................................ 46
第 3 回オリンピック教育フォーラム ..................................................................................................... 荒牧亜衣 ... 46
第 4 回オリンピック教育フォーラム ..................................................................................................... 大林太朗 ... 47
オリ・パラリレーセミナー― 文部科学省・筑波大学 CORE 主催 ―.................................................... 大林太朗 ... 48

リレハンメルでのオリンピック教育................................... 中塚義実 ... 49
国際シンポジウム「オリンピズムの進化と深化」 ................................................................................... 真田 久 ... 51
鹿屋体育大学クーベルタン生誕 150 年記念イベント ............................................................................. 成瀬和弥 ... 51
日本スポーツ教育学会第 33 回学会大会研究発表 .................................................................................. 宮﨑明世 ... 52― 第 9 回 国際ピエール・ド・クーベルタン・ユースフォーラム 参加報告 ―ソチオリンピック・パラリンピックにおけるオリンピック教育プログラム
真田久、Zubaidullo Ubaidulloev、根本文雄、江上いずみ、大林太朗 ... 53

オリンピック教育の実践報告 .................................................................................................................................... 57
附属小学校 ........................................................................................................................................ 平川

譲 ... 57

附属高等学校 ..................................................................................................................................... 中塚義実 ... 58
附属駒場中・高等学校 ........................................................................................................................ 横尾智治 ... 59
附属坂戸高等学校 ............................................................................................................................... 鈴木愛梨 ... 60
附属視覚特別支援学校 ........................................................................................................................ 寺西真人 ... 61
附属聴覚特別支援学校 ........................................................................................................................ 苦瓜道代 ... 62
附属大塚特別支援学校 ........................................................................................................................ 阿部

崇 ... 63.................................................................................................................... 花岡勇太 ... 64
附属久里浜特別支援学校 ..................................................................................................................... 河場哲史 ... 65
筑波大学 ........................................................................................................................................... 嵯峨 寿 ... 66
特別寄稿 ................................................................................................................................................................ 67
ブラインドサッカーを通して ― 附属中学校実践報告 ― ..................................................................... 長岡 樹 ... 67
ジャマイカ大使館と協力したオリンピック教育の実践 ......................................................................... 本間貴子 ... 72
一校一国運動の成果に関する調査報告 ................................................................................................. 土屋智美 ... 75
附属学校オリンピック教育推進専門員（平成 25 年度） ............................................................................................ 81
附属桐ヶ丘特別支援学校

附属学校におけるオリンピック教育推進専門委員会設置要項

はじめに
オリンピック教育の発展を願って
筑波大学副学長・附属学校教育局教育長

石隈利紀

筑波大学オリンピック教育プラットフォーム（CORE）は、オリンピックを題材にした国際理解や平和への貢献意識を養う教育の推進を目指して、2010 年 12 月に設立され、約 3 年が経ちました。この間、筑波大学附属 11 校では「オリンピック教育」に取り組んできました。各校では、オリンピックの理念（オリンピズム）の 5 つの教育的な価値−①努力の喜び、②フェアプ
レー、③他者への尊敬、④卓越性の追求、⑤バランスのとれた身徳知−を軸に、授業をはじめ様々な教育活動を展開しています。
これらは、グローバル人材の育成につながっていきます。
さて、2020 年オリンピック・パラリンピック東京大会が決定しましたが、この決定には附属学校児童生徒が書いた IOC 委員
へのメッセージカードも寄与したことでしょう。今後も附属学校オリンピック教育推進専門委員会は、オリンピズムを基調にした教育活動のカリキュラムの作成に取り組んでいきます。

オリンピック教育への期待
筑波大学体育系、CORE 事務局長

真田久

2013 年 9 月 7 日、2020 年の第 32 回オリンピック・パラリンピック競技大会の開催地に東京が選出されました。オリンピッ
ク教育の推進に努めてきた私たちにとり、誠に喜ばしいことではありますが、同時に、さまざまな方面から注目されることとなり、その責任の重さを実感しています。
日本におけるオリンピック競技大会の開催は 4 度目を迎えますが、過去の 3 大会（1964 東京、1972 札幌、1998 長野）に共通しているのは、オリンピック・パラリンピックに関する教育プログラムの創出ということです。特に長野ではじめられた一校一国運動は、2014 年ソチ冬季大会においても継承されていました。2014 年 3 月 12 日、日本を担当しているソチ市の第 15 ギムナジウムに私たちは訪問し、日本の文化や歴史について学んでいる生徒の姿に感動しました。9 人の日本人一行に接したことに、彼らも楽しそうでしたし、国際的な視野を広げられて有意義なので、今後も交流を続けていきたい、と校長先生が話されました。時あたかも、ウクライナをめぐる国際的な緊張の中での訪問でしたが、第 15 ギムナジウムの生徒の目は澄んでいて、平和を求める気持ちは皆同じなのだということを実感しました。オリンピック・パラリンピックを介した教育プログラムは、
国際理解と平和意識の醸成に役立つことを体験した次第です。2020 年に向け、できるだけ多くの人たちがこのような感覚を共有できるようなオリンピック教育の構築に努めていきたいと思います。

45

活動報告
第 3 回オリンピック教育フォーラム
CORE 事務局

荒牧亜衣

オリンピック教育フォーラムは、附属学校におけるオリンピック教育の実践や課題について意見の交換を行い、今後の活動の方向性について議論することを目的に、2010 年から定期的に開催されている。第 3 回を迎えた本フォーラムでは、2012 年度の事業報告を行うとともに、附属中学校、附属大塚特別支援学校、附属視覚特別支援学校における取り組みが報告された。
長岡樹氏からは、附属中学校における体育理論を起点としたオリンピック教育のさまざまな取り組み、教科を超えた連携の必要性について発表があった。根本文雄氏からは、2012 年に開催されたロンドンオリンピックを契機とした附属大塚特別支援
学校の実践が紹介された。オリンピックというテーマは、生徒が比較的興味を持ちやすいだけでなく、主体的な経験を促しや
すい教材を作成できることから、キャリア教育としてのオリンピック教育の可能性についても言及された。寺西真人氏からは、附属視覚特別支援学校におけるオリンピック教育の課題について報告があった。コーチとしての経験を踏まえながら、パラリ
ンピックに対する理解を得ることや障害に応じたプログラムを提供していくことの難しさについて指摘があった。
また、オリンピック教育に関するディスカッションでは、筑波大学人間系の甲斐雄一郎氏をコメンテーターとしてお招きし、報告された事例を踏まえながら、学校教育に取り入れていく際の課題や可能性について活発な議論が行われた。
開催概要
1．日時：平成 25 年 7 月 22 日（月）17：00 〜 19：00
2．場所：筑波大学東京キャンパス文京校舎 1 階 119 講義室
3．プログラム（1）開会挨拶 石隈利紀（筑波大学副学長、附属学校教育局教育長）（2）報告「CORE 事業について」真田 久（筑波大学体育系、CORE 事務局長）（3）報告「オリンピック教育への取り組み」
・教科等での取り組み 長岡 樹（附属中学校）
・昨年度の年間を通しての全校的な取り組み 根本文雄（附属大塚特別支援学校）
・パラリンピックから見たオリンピック教育 寺西真人（附属視覚特別支援学校）（4）ディスカッション「オリンピック教育とは」
司会：吉澤祥子（オリンピック教育推進専門委員会副委員長）
コメンテーター：甲斐雄一郎（筑波大学人間系、附属学校教育局次長）（5）閉会挨拶 宮﨑明世（筑波大学体育系、CORE 事務局）

会場の様子

コメンテーターを務めた甲斐雄一郎氏

46

活動報告 第 4 回オリンピック教育フォーラム
CORE 事務局

大林太朗

第 4 回オリンピック教育フォーラムは、2014 年 2 月 28 日に開催された。第 4 回の目的は、2013 年度の各学校における実践から特徴的な事例を共有するとともに、小学校から高校までのオリンピック教育カリキュラムの体系化に向けた議論を行うことであった。
筑波大学、附属学校関係者に限らず、文部科学省、東京都オリンピック・パラリンピック準備局、日本オリンピックアカデミー（JOA）、日本スポーツ振興センター（JSC）からもご出席をいただき、出席者 38 名による活発な議論が行われた。
ディスカッションでは、JOA やアダプテッドスポーツの専門家から多様な意見・質問をいただき、今後の事業に多様な示唆を得た。また、附属学校とくに特別支援学校における国際的に貴重な事例が蓄積されてきたことを確認し、中学校からは体育の枠に止まらない「総合科目」での実践例が紹介された。本フォーラムは、オリンピック教育の多様性を深く認識する機会となった。
開催概要
1．日時：2 月 28 日（金）17：00 〜 19：00
2．場所：筑波大学東京キャンパス文京校舎 1 階 119 講義室
3．プログラム：（1）開会挨拶

石隈利紀（筑波大学副学長、附属学校教育局教育長）（2）平成 25 年度 CORE 事業報告

真田久（筑波大学体育系、CORE 事務局長）（3）実践報告・河場哲史（筑波大学附属久里浜特別支援学校）
・國川聖子（筑波大学附属中学校）（4）ディスカッション（5）閉会挨拶

進行：宮崎明世（筑波大学体育系、CORE 事務局長）

今井二郎（筑波大学附属学校教育局教育長特命補佐）

ディスカッションの様子１47

ディスカッションの様子２

左：河場教諭、右：國川教諭

オリ・パラリレーセミナー― 文部科学省・筑波大学 CORE 主催 ―CORE 事務局

大林太朗

筑波大学附属視覚特別支援学校出身のパラリンピアン、高田朋枝氏（北京大会・ゴールボール出場）が、2013 年 6 月 25 日、筑波大学の大学院生（博士前期課程）を対象にゲストスピーチ「パラリンピックの課題と今後」を行った。オリ・パラリレー
セミナーとは、文部科学省と筑波大学 CORE が共催し、東京招致を念頭にオリンピック理念の理解を広げるためのセミナーである。
パラリンピックの魅力の一つに、オリンピックに比べて「多様性があること」を挙げた高田氏。障害の種類や程度によって様々な区分が設けられていることで、会場では様々な選手が交流を深めるという。また、メジャーではない競技の選手たちが、国籍を超えて一丸となってその競技の普及に努めることも特徴的であると紹介した。
一方、パラリンピックの課題点については、「アンフェアさ」というキーワードを用いて説明した。障がいの程度によってクラス分けが行われている競技では、自己申告において障害レベルをごまかし、あるいはその区分け自体も常にその正当性が問われている現状がある。また具体的な例として、ブラインドサッカーが「試合後にプレーに関するフィードバックが容易である」という理由から、視覚に障害のない人の参加を認めていないのに対し、同じく目隠しをして競技を行うゴールボールではその参加が認められていることなど、パラリンピックの各種目には解決すべき多くの課題があると説明した。
そうしたパラリンピアンの生の声に触れ、学生からは多くの質問が出された。競技志向が強いオリンピックに対して、パラ
リンピックがなせる貢献とは何か、またパラリンピックやゴールボールの選手を支える競技環境に関する問いに対し、高田氏は経験談を踏まえて自身の見解を述べた。受講生にとって、馴染みの薄いゴールボールのアスリートを通して、受講生は障害者スポーツに関する理解を深めることができた。

高田朋枝氏

会場の様子

48

活動報告 リレハンメルでのオリンピック教育― 第 9 回 国際ピエール・ド・クーベルタン・ユースフォーラム 参加報告 ―附属高等学校

中塚義実

第 9 回国際ピエール・ド・クーベルタン・ユースフォーラムが、1994 年冬季五輪開催地のリレハンメルで開かれた。近代オ
リンピックの創始者の名を冠するこのフォーラムは、オリンピックの精神を学び、世界平和に貢献する若者を育てる目的で 2
年に一度開かれるもので、本校は 2 年前の北京大会に続き、オブザーバーとして生徒 2 名と教員 1 名が参加した。
1. 第 9 回国際 PdC ユースフォーラムの概要
期日：2013 年 8 月 10 日（土）〜 18 日（日）開催地：リレハンメル＆ガウスダール（ノルウェー）
主管校：Gausdal videregaende skole –Pierre de Coubertin
参加国：17 ヶ国 19 校。生徒 100 名、スタッフ 20 名、ボランティア 30 名余◆クーベルタンスクール（生徒 7 名）：オーストラリア、オーストリア（2 校）、中国、チェコ、エストニア、
ドイツ（2 校）、イギリス、ギリシャ、イタリア、ノルウェー、ロシア、スロバキア◆オブザーバースクール（生徒 2 名）：キプロス、日本、ケニア、モーリシャス、マレーシア
2. 主なプログラム
2-1. クーベルタン賞に関わるプログラム①社会貢献活動（事前に各国で実施）②スポーツテスト
必修：オリエンテーリングとクロスカントリー（3km）
選択：100m 走・走幅跳・砲丸投・水泳 (50m 自由形 ) から 3 種目を選択③知識テスト（オリンピックに関する小テスト）④アートパフォーマンス（7 分間で自国文化を表現）⑤グループ・ディスカッション
2-2. リレハンメル大会独自のプログラム①ノルウェーの自然や文化（国立公園でカヌー体験、野外バーベキュー等）②ウィンタースポーツ（カーリング、ボブスレー等）③障がい者スポーツ（ボッチャ。アイマスクや車椅子を用いた競技等）
2-3. 文化交流プログラム①ミニエキスポ（国ごとにブースを設けて文化交流）②リレハンメル市民に対するパフォーマンス

図 1 文化紹介で、ともに剣道部員である本校の二名は「型」を披露。各国からの参加者は興味津々。

49

図 2 1994 年の冬季オリンピック会場でカーリングを体験。
さまざまな体験プログラムがあった。

参加した 2 名の生徒がまず感じたのは、コミュニケーション能力についてである。「フォーラムの中で私が一番刺激を受けたことは、外国の人のコミュニケーション能力の高さです。到着した当日、皆がもともと知り合いであったかのように話をしていたことに驚いたのを今でも鮮明に覚えています。日本人がシャイなのだということを実感しました。それと同時にこの中で一週間やっていかないといけないという意識から自然と私もオープンになっていき、最後のほうには知らない人とでもしっかり話が出来て笑えるほどになりました。」（2 年生・加納時定）。「世界の高校生と比べ、自分には自己主張が欠けていると感じた。
いくら自分の中に明確で強い意志があっても、相手に伝わらなければ何も始まらない。相手に伝えることがスタート時点であるのだ」（3 年生・皆川宥子）。
語学力だけの問題ではない。校内の友人と過ごすことが多い日本の高校生にとって、見知らぬ人、自分と異なる背景を持つ人と接する機会はそう多くはないのだろう。国際交流の意義を改めて感じるとともに、国内版ユースフォーラムの必要性も感じた。
3 年生の皆川さんのコメントでまとめとしたい。
「怒涛のように過ぎたあっという間の１週間だった。 オリンピックという、たった一つの言葉から、こんなにもたくさんの分野へと派生したことに驚いている。（中略）フォーラムで得た各国の友達、異文化の新鮮さ、スポーツの素晴らしさ…決して色あせることのない一生モノの大きな何かをつかんだ気がする。」

図 3 主催校となったガウスダールのクーベルタンスクー
ル。スポーツ施設や図書館、食堂などは地域社会と連携しながら有効に利用されている。

図 4 グループ討議の様子。テーマは、環境問題や異文化交流にスポーツがどう貢献できるかなど。英語グループと仏語グループに分かれて行った。

50

活動報告 国際シンポジウム「オリンピズムの進化と深化」
筑波大学体育系、CORE 事務局長

真田久

筑波大学、嘉納治五郎記念国際スポーツ研究・交流センター、文部科学省及び日本スポーツ振興センターの共同で、2013 年
7 月 13 日に「オリンピリズムの進化と深化」と題したシンポジウムが、国連大学にて開催された。
基調講演では「大会開催を通したオリンピック・ムーブメントへの貢献」というテーマで、スポーツ政策、そしてオリンピッ
ク教育を進めているイアン・ヘンリー博士（英ラフバラ大学教授／オリンピック研究センター長）が登壇し、2012 ロンドン大会でのオリンピック・ムーブメントの事例を通して、オリンピズムの普及を第一に考えていくことが重要であると主張された。
アスリートトークセッションでは、太田雄貴氏（フェンシング）、田辺陽子氏（柔道）の両メダリストが、オリンピック・ムー
ブメントの推進にアスリートが果たすべき役割について、特にロールモデルとしての重要性について、現役、そして元アスリー
トの立場から主張された。
パネルディスカッションでは、真田久（筑波大学体育系教授／オリンピック教育プラットフォーム事務局長）、結城和香子氏（読売新聞編集委員）、松瀬学氏（ノンフィクションライター）をパネリストに迎え、「オリンピズムの進化と深化について」を主題にオリンピック・ムーブメントの最新の動向を踏まえつつ、我々が向き合うべき社会の課題とスポーツを通した課題克服の可能性についてディスカッションした。真田は CORE の活動をはじめとした人間教育の重要性を訴えた。

鹿屋体育大学クーベルタン生誕 150 年記念イベント
筑波大学体育系

成瀬和弥

平成 25 年 11 月 10 日に、鹿屋体育大学で近代オリンピック創始者・クーベルタン生誕 150 年記念イベント「オリンピック精
神とスポーツの価値− 今、スポーツ界に求めるもの −」が開催された。

第 1 部では、地域の方々が古代オリンピック種目に挑戦するというプログラムが開催された。あいにくの荒天で体育館での開催となってしまったが、プログラムでは、真田久 CORE 事務局長が古代オリンピア競技について説明し、北京オリンピックの銅メダリストである高平慎士氏がデモンストレーターとして、参加者と一緒に競技に参加した。
第 2 部では、和田浩一フェリス女学院大学准教授が「クーベルタンがオリンピックに求めたもの」と題した講演を行い、クー
ベルタンがどのようにして近代オリンピックを復興したのかについて、わかりやすく説明した。つづいて、3 度のオリンピッ
クに出場した為末大氏と高平氏が登壇し、オリンピックに参加したときの思い出やフェアプレーなど現在のスポーツ界に求められているもの等について会談し、多くの聴衆が耳を傾けた。
荒天にも関わらず、子どもから大人まで多くの方々が参加し、大変に盛況なイベントであった。

51

日本スポーツ教育学会第 33 回学会大会研究発表
筑波大学体育系

宮﨑明世

2013 年 10 月 19 日（土）、20 日（日）に日本大学で開催された、日本スポーツ教育学会第 33 回学会大会において、「体育理論の授業におけるオリンピック学習のカリキュラム開発−中高 6 か年の体系的学習に向けて−」というタイトルで口頭発表を行った。オリンピック教育は、オリンピックの理念である「オリンピズム」を実現するために展開される教育活動であり、学校の中では多様な活用が考えられる。各教科や総合的な学習の時間、道徳、学校行事などさまざまな場面で活用でき、各地で取り組みが始まっている。
2010 年のオリンピック教育プラットフォーム（CORE）発足から活動の一環として、附属中学、附属高等学校の体育理論の授業におけるオリンピック学習の教材開発を進めてきた。これまでの実践を踏まえて、中学・高校の体育理論の授業で学ぶ、
オリンピック学習の学習内容、教材、指導内容・方法などについての体系化が必要であると考え、次の研究課題と定めた。本
研究では、体育理論の授業で扱うことのできるオリンピック学習の題材の整理と、学習内容、教材の条件などについて検討し、中学・高校の体育理論におけるオリンピック学習の体系的なカリキュラム開発の手がかりとすることを目的とした。
発表では、これまでに中学と高校で実践してきた体育理論におけるオリンピック学習の内容を紹介し、その内容の整理と体系化について検討した。これまでの教材では、中学と高校で取り上げた項目はあまり違いがなく、各項目で学ぶ内容について
発達段階に合わせた体系化が必要である。また、学習指導要領における体育理論の内容に関して、オリンピック学習の教材化の可能性を示した。学習指導要領に示されている「オリンピックとフェアプレー」、「ドーピング」、「オリンピックムーブメント」
について直接学習する時間以外にも、さまざまな分野の学習において身近で学びやすい教材としてオリンピックを活用できると考えている。下表に体育理論の学習内容とオリンピック学習の関わりを示した。また、IOC が示しているオリンピックの価
値学習のツールキットである Olympic Values Education Program(OVEP) を整理して活用することで教材としての可能性も広がると考えられる。2020 年東京開催の決定を受けて、参加者の関心も高く、発表は大きな反響を得た。
学習指導要領における体育理論の内容とオリンピック学習（高等学校）
高校の学修指導要領「体育理論」の内容
項目内容
ア．スポーツの歴史的発展と変容
イ．スポーツの技術、戦術、ルー
1. スポーツの歴史、文ルの変化化的特性や現代のス
ウ．オリンピックムーブメン
ポーツの特徴トとドーピング

3. 豊かなスポーツライフの設計の仕方エ．スポーツの経済的効果とスポーツ産業ア．各ライフステージにおけるスポーツの楽しみ方
イ．ライフスタイルに応じた
スポーツとの関わり方
ウ．スポーツ振興のための施策と諸条件
エ．スポーツと環境

オリンピック学習で考えられる内容
古代オリンピックの始まり、受け継がれるもの、行われた競技
古代オリンピック特有の競技（錘を持った幅跳び、やり投げ）を実践を通して学ぶ
オリンピック競技会とは、オリンピアード、競技種目、オリンピッ
クで求められるフェアプレー、アンチドーピング、フェアプレー
精神の広がりオリンピックの経済波及効果、オリンピックと経済――
日本で行われたオリンピックと活躍した選手、オリンピック・
レガシー
オリンピックが環境に及ぼす影響、オリンピックの環境への配慮

52

活動報告 ソチオリンピック・パラリンピックにおけるオリンピック教育プログラム
真田久、Zubaidullo Ubaidulloev、根本文雄、江上いずみ、大林太朗

1．はじめに2014 年 3 月 10 〜 14 日（先発隊は同 8 〜 12 日）、CORE と嘉納治五郎記念国際スポーツ研究・交流センター（以下、嘉納センター）の共同事業として、ロシアで開催されたソチオリンピック・パラリンピックに際するオリンピック教育プログラムの現地調査を行った。
具体的な課題、調査者と日程、訪問先は以下の通りである。
（1）ロシア国際オリンピック大学（RIOU）を訪問、同大学が実施している各プログラムの内容を取材し、CORE 及び嘉納センターとの連携事業に向けた打ち合わせを行う。
（2）ソチ第 15 番学校を訪問し、日本を対象とした一校一国運動の実践に関する調査を行う。また、同校と筑波大学附属学校の国際交流事業の可能性について検討する。
（3）オリンピックパーク、ソチ市内の美術館における教育・文化プログラムを調査し、上記 3 つの課題をまとめた上で、2020 年の東京大会を見据えた今後のオリンピック教育の展開に向けた示唆を得る。
調査者
氏名
真田
久
宮崎 明世
Zubaidullo Ubaidulloev
根本 文雄
花岡 勇太
鈴木 愛梨
西原麻理緒
大黒ゆきこ
江上いずみ
大林 太朗

所属
筑波大学体育系教授・CORE 事務局長
筑波大学准教授・筑波大学附属高校教諭
筑波大学体育系研究員（マルチサポート事業）
筑波大学附属大塚特別支援学校教諭
筑波大学附属桐が丘特別支援学校教諭
筑波大学附属坂戸高等学校教諭
嘉納治五郎記念国際スポーツ研究・交流センター
嘉納治五郎記念国際スポーツ研究・交流センター
Global Manner Springs 代表
筑波大学大学院生

日程
3月
10 日
11 日
12 日
13 日

53

訪問先
クラースナヤ・ポリャーナ山岳地区（山会場）
ロシア国際オリンピック大学（RIOU）、ソチ・アートミュージアム、
オストロフスキー文学記念ミュージアム
第 15 番学校（ギムナジウム）、ソチ・ステートミュージアム
オリンピックパーク（海会場）2．調査内容と結果（1）ロシア国際オリンピック大学（RIOU）
ソチ駅から南へ 2km ほどに位置するロシア国際オリンピッ
ク大学（以下、RIOU）」を訪問した。RIOU はソチ大会の準備過程で 2009 年に開学し、ソチ大会に向けた各種教育プログラ
ムの展開、将来的にはロシア国内外のスポーツの発展に寄与することが期待されている。今回は IOC を通して連絡先を入手、訪問日程を調整し、二人の副学長と戦略課長の案内で施
設見学および質疑応答を行った。
○担当者：
・Dr. Irina Badayan
Head of Sochi Office Pro-Rector：ソチキャンパス担当副学長
・Prof. Nikolay PESHIN, LLD, JSD
Pro-Rector for Research：研究担当副学長
・Ms. Tatyana Pomyatinskaya
Head of Organizational and Methodological Department：組織戦略課長、ホスピタリティプログラム担当
施設見学のあとは、ホールで RIOU に関する動画を視聴し、質疑応答を行った。まず 2013 年 9 月より開始された修士課程プログラム（Master of sport Administration one year programme）に関する話題となった。現在、第一期生としてオリンピックのメダリストを含む 14 か国 29 名の学生が在籍し、10 か国から 18 名の教授陣を抱えているという。入学者は世界各国からバランスを考慮したうえで、英語やスポーツマネジメントに関するエッセイをもとに選抜された。
次に、2010 年より行われた「ホスピタリティプログラム」の展開について質問を行った。RIOU は 2009 年 10 月に創立
されて以来、ソチ大会に向けて地域住民（ホテル等接客業従事者を中心に）を対象とする教育プログラムを開催している。
そこでは、例えばイタリア人講師を招いてソチのホテル関係者に対するサービス講習を行うなど、要人や観客を含むすべての種類のオリンピックゲストへの対応方法について、国際的な専門家を招いて講習を行ったという。
最後に、嘉納センターに関する冊子、CORE の雑誌「オリンピック教育」第一巻に加え、筑波大学概要や関連グッズ、そして江上氏が書道で「和」の文字を贈呈した。先方からは大学のピンバッチ、記念硬貨をいただき、本ミーティングをきっかけとした今後の継続的な連携を約束した。

第 15 番学校

54

活動報告 （2）第 15 番学校「信濃毎日新聞」（2014 年 1 月 25 日版）を手掛かりとして、第 15 番学校（ギムナジウム）で日本をテーマとした一校一国運動が展開されていることを知り、メール上での交渉を経て訪問が実現した。全校生徒 1100 名程度（全 11 学年）を抱える学校で、教員、生徒による公開授業、パフォーマンス等の歓迎を受けた。
予定通り 12 時に到着すると生徒がダンスで迎えてくれた。応接室に通され、ラリーサ・セルゲイエブナ・プシェニツィナ
校長による一校一国運動の概要に関する以下の説明があった。

2012 年 4 月より、一校一国運動としての日本に関する学習が始まり、特にサマーキャンプを活用した親子参加型のイベントを充実させた。初期段階では、折り紙、手毬の作成を行った。副市長や、市の教育文化課と協力して各事業を行った。児童・生徒たちは、300 種類以上の日本に関する冊子（プレゼンテーション）を作成した。課外の特別活動としてだけでなく、正課にも一校一国運動のプログラムを盛り込んだ。江戸時代の数学に関する調べ学習、日本文化に関する漫画づくりという特徴的なものもあり、また親のサポートは最大の助けであった。同校教員のうち約 30 パーセントは、大会ボランティアスタッフとして活躍しているという。
校長による概要説明の後、校内見学を兼ねて一校一国運動に関連する公開授業に参加した。茶道や生け花、折り紙や手毬といった日本文化を体験するものから、松下電器などをトピックとした日本の高度経済成長に関するディスカッション形式の授業が行われていた。
また、文学の授業では教科書に松尾芭蕉が登場し、生徒はロシア語で独自の俳句を詠んでいた。その後、ホールでコンサートが開催され、コサックダンスと舞妓さんの衣装を着た生徒の踊り、オリンピッ
クソングの合唱を聴いた。
訪問中には、地元メディアによる取材を受けた。真田団長が代表でインタビューを受け、訪問の目的と感想を語った。
コンサートの後、再び応接室に戻り、今度は我々からのお土産袋を手渡した。2020 年の東京オリンピック・パラリンピックに向けた
継続的な連携、まずは筑波大学附属学校との交流を行いたいと提案し、実現に向けた努力を継続することを約束した。
また、校長は質疑応答の中で、「一校一国運動を通して、子供たちに寛容さ（tolerance）が身についたと感じる」と述べた。これは、一校一国運動を通した各取り組みが、単に日本文化に関する知識をもたらしたことにとどまらず、児童・生徒たちに異文化、他者への理解力を促進させたことを意味しているといえるだろう。第 15 番学校の多様な実践と「おもてなし」に感謝したい。

55

（3）オリンピックパーク・及びソチ市内美術館における教育・文化プログラム
オリンピックパークには、ロシアの各地域の文化を紹介する展示館が存在した。各民族の融合を期したとされる同大会の象徴的な施設であろう。一方で、別の簡素な建物には、19
世紀半ばまでこの地域に元来住んでいたチョルケス民族に関する展示がなされていた。
ま た、 市 内 の Sochi Art Museum で は、 Education of bodypowerと題して、Sport and the Romanov family（スポーツとロマノフ家）の展示やSport-art-Sochiというタイトルでロシア絵画協会による展示があった。加えて、視覚障害のある人のための触れる絵画の展示や ICT 機器を使った展示もあった。オストロフスキー（1904 年〜 1936 年）文学記念ミュー
ジアムでは、全身の不随や失明に打ち勝って書かれた代表作「鋼鉄はいかに鍛えられたか」をもつ著者の展示があった。
そしてソチ・ステートミュージアムでは、 Ancient gold of Kuban and Black Sea Coastという企画展示を行っていた。ソチや

ロシアの石器時代から現代までの歴史博物館で、宇宙に関する展示も見られた。
3．おわりにRIOU は、ソチ大会のオリンピック教育プログラムにおける最も特徴的な取り組みの一つとして、2009 年の創立から多様な
プロジェクトを実施した。IOC のバッハ会長が訪問した 2013 年 9 月開講の修士課程プログラムに注目が集まる一方で、今回の訪問では 2010 年から行われている「ホスピタリティプログラム」、ホテル等接客業従事者への教育プログラムの実践が、非常に印象的であった。
この事例は、6 年後に迎える東京オリンピック・パラリンピックに向けて、開催地のオリンピック教育における大学の役割に「地域住民を対象とした社会教育」という新たな観点を認識させた。日本の各大学は、その大学に属する学生はもとより、近年の「大学の地域開放」の流れに合わせた一般住民を対象とする社会教育的なプログラムの展開が期待される。とくに、すでに招致の段階で構築されている約 90 校の連携大学は、今後全国各地においてそのモデル校となっていくことが期待できるだろう。
また、第 15 番学校の取り組みは、我々の予想を超える多岐にわたるものであった。同校はスポーツ庁のサポートを受けて行われた Hello Sochi Festival においてアート部門で表彰を受けるなど、国内でも高い評価を受けている。筑波大学附属学校と継続的な交流を行い、2020 年東京大会に向けた展開に、長野で発祥した同運動のソチにおける特徴的な取り組みを逆輸入することも検討したい。
文化プログラムの視察からは、パラリンピックの期間に合わせて開催された視覚障害者のための絵画展示が印象深い。オリンピック・ムーブメントには多様な関わり方があることを象徴しており、東京大会時にも大いに参考になるだろう。
4 日間という短い調査であったが、各訪問先で濃密な時間と意義深い交流ができたと感じる。今回得たネットワークを活かし、同行した附属学校の先生方とも協力しつつ、今後のオリンピック教育の発展に尽力したい。

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オリンピック教育の実践報告「復興に願いを 東京オリンピック」― 小学校 6 年社会科「戦争の時代から平和の時代へ」―
附属小学校

平川

譲

2013 年秋、2020 年オリンピック東京招致が確定した。今から 50 年前、1964 年にもオリンピックが同じ東京で開催された。
戦後からわずか 20 年足らず。奇跡の「復興」を象徴する大会だった。高度経済成長を遂げた当時の様子をオリンピックを通して学んでいく従来の授業に加え、本実践では、「震災からの復興」というテーマを掲げた 2020 年東京オリンピックについても考えることのできる授業を構想した。以下、実践の様子である。
まず「大空襲で焼け野原となった東京」の写真を提示した。
「何も無い」「これが自分たちの住んでいる東京だとは思えない」。このような発言を受けて「高速道路」、「新幹線」、「東京タワー」、そして「東京オリンピック開会式」の写真を提示する。事前に東京オリンピックについて祖父母などにあらかじめ話を聞くよう助言をしていたので、「東京オリンピッ
クのころに、東海道新幹線が開通した。その技術に世界の人々が驚いたそうだよ」「高速道路も造られて、交通網が発達したんだね」「1960 年頃から経済がどんどん発展して、高度経済成長と言われたんだって」などの発言が続く。「なんだか、同じ東京だとは思えないね」「でも、1964 年開催ということは、戦争が終わってからわずか 20 年足らずだ」「すごい。何も無かったのに！」「戦争から立ち直った日本を世界に見せることができたんじゃないかな。きっと当時も世界の人がたくさん見ていたと思うよ」「オリンピックは、その国のことを紹介する機会にもなるんだね」。
そこで、「この秋に決まった 2020 年東京オリンピックと比べて気づいたことはないかな」と発問する。「つながるところがあるよ」「東日本大震災からの復興と戦後からの復興、復興という点でつながるね」。このような発言をきっかけに

東日本大震災の被害について知っていることを出し合った。
津波の被害や原発事故の様子など、子どもたちの発言内容に合わせて写真を提示していく。最後に、以下のような言葉を投げかけ授業を終えた。
「 想定外と言われた震災や原発事故によって人の命が奪われ、自然が破壊され、人と人との関係もギクシャクしたものになってしまった。自然と人との関係を軸にした復興や人と人との絆の再生が叫ばれながらも、なかなか進展しない現状がある。
それでも日本がオリンピックを開催するのは、 復興の加速
興

57

と

世界への感謝という目的があったんだ。7 年後に見事して、オリンピックを元気に開催するために、みんなができることを考えてみよう。」

復嘉納治五郎とクーベルタン
附属高等学校

中塚義実

1．オリンピック教育講演会
2013 年度のトピックとして、国際ピエール・ド・クーベル
タン・ユースフォーラムへの参加が挙げられる（別稿参照）。
2 名の参加者への事前学習はさまざまな形で為されたが、放課後の講演会もその一つである。6 月 21 日の「オリンピックと日本のスポーツ−東京高等師範学校（含附属学校）と嘉納治五郎を中心に」（真田久先生：CORE 事務局長）、7 月 5 日の「近代オリンピックの誕生とオリンピック教育の動向−ピエール・ド・クーベルタンの思想と功績を中心に−」（田原淳子先生：国際ピエール・ド・クーベルタン委員会理事）は、
オリンピック教育の根幹とも言える内容を含むものであった。明治期の校長嘉納治五郎と、近代オリンピックの創始者
クーベルタンの思想に深いつながりがあり、それがいまにつながっているということを、フォーラム参加者はもちろん、オリンピック教育講演会
講師は真田久先生（筑波大学）

参加した生徒・教員が再認識する機会となった。
2．体育理論の授業をクーベルタン家の子孫が参観
本校におけるオリンピック教育は、体育理論の授業を中心に為されており、メディアでも取り上げられるようになってきた。宮崎明世（筑波大学と併任）の担当授業で古代オリン
ピックの競技を体験している様子は、7 月 3 日の東京 MX テ
レビで紹介された 1。
中塚義実担当の 12 月 9 日の授業には、前日の JOA セッ
ションで来日していた、クーベルタン家を継ぐアントワン・ド・ナヴァセル氏が参観した。ロンドンオリンピックの聖火リレーにも参加したナヴァセル氏はトーチを持参。トーチが教室内を回る中で展開されたこの日の授業テーマは、「日本体育理論の授業後― ナヴァセル氏を囲んで ―スポーツの発展過程−嘉納治五郎と東京高等師範学校の功績−」である。世界的にも充実している日本の学校体育のルーツは、嘉納治五郎校長時代の東京高等師範学校にあり、その附属学校である本校では、戦前から勉強とスポーツに精一杯取り組む生徒の姿があったことを授業で取り上げた。ナヴァセル氏か
らは「嘉納治五郎とクーベルタンの思想は同じもの。遠く離れていても同じことを考えている人が 100 年も前にいたことに感銘を受けた」と生徒に語った。授業後、生徒たちはナヴァセル氏を囲んで親しく交流した。

1 http://s.mxtv.jp/mxnews/kiji.php?date=201307037

58

オリンピック教育の実践報告 

東洋の魔女ゆかりの本校体育館― 東洋の魔女杯開催 ―附属駒場中・高等学校

1．なでしこジャパンで世界チャンピオン達成
本校のスーパーサイエンスハイスクール講演会の保健体育講座において、筑波大学の西嶋尚彦教授より、Ｗ杯 2011 優勝、ロンドンオリンピック 2012 銀メダルを獲得した女子サッカー
チームなでしこジャパンについて、本校の生徒を対象に講演していただいた。なでしこジャパンの CFW#7 の安藤梢選手、
最後に PK を決めた CDF#4 熊谷紗希選手、現在は筑波大学在学中で､ U20 Ｗ杯 3 位ヤングなでしこの主力 CMF#8 猶本光
選手たちの個性を引き出している研究室での取り組みについて西嶋先生から世界チャンピオンに到達した過程を教えて頂いた。
2．東洋の魔女記念パネル完成

西嶋先生によるなでしこジャパンの講演

本校の体育館は東洋の魔女が練習したというゆかりのある体育館である。昨年度のオリンピック教育プラットフォームより支援して頂いた予算で東洋の魔女が練習した当時の様子を解説した記念パネルを制作し、校内に設置し文化構築に役立てている。東洋の魔女杯という大会が本校体育館において開かれ、記念パネルと集合写真を撮影した。また台湾の台中
一中との国際交流の際にも体育館の入口に、記念パネルを設置した。古くとも歴史のある体育館で、交流のためにオリン
ピックがきっかけとして話が弾み記念パネルが完成したことは、オリンピックの価値を確認できる良い機会となった。
附属駒場体育館記念パネル

東洋の魔女杯（記念パネル中央）

59

台湾との国際交流（記念パネル入口設置）

横尾智治

坂戸高校のオリンピック教育実践― 多くの視点からオリンピックを考える ―附属坂戸高等学校

鈴木愛梨

1．本年度のオリンピック教育
今年度は、1 年次の学校設定科目の一つである「キャリアデザイン」の中で、オリンピックを考えさせる取り組みと保健の授業でのオリンピックに関連した授業を行った。
「キャリアデザイン」の科目の目標と形態は以下の通りである。
（1）科目の目標：（ア）本校での学びを進めるための基礎力（学びのスキル）を身につける。
（イ）場面に応じた行動を取る能力（ソーシャル・スキル）を身につける。
（ウ）自己の生活をコントロールできる能力（マネジメント・スキル）身につける。
（2）開講形態：（ア）各月偶数週の土曜日 8：40 〜 11：20（イ）担当者：12 名程度
キャリアデザインでは、「自分」を中心におき、アイデアマッ
プを広げて興味のあることや疑問に思っていることを挙げさせた。教員の担当できる分野を事前に集め、希望調査用紙を作成し、教員 1 名に対して 12 名程度の班単位で活動を行った。
（写真①）
その中で、
「オリンピックと武道のつながり」に興味があった生徒と 1 学期は、「自分の興味のある分野を知る」と題し、複数の文献を調べさせた。2 学期には、レポート学習を行っ

写真①た。3 学期には引き続きレポート学習と、PPT の作成（写真②）、
発表などを行った。
今回のキャリアデザインでは生徒自身がオリンピックに関心を持て、その競技特性を深く学べた良い機会であったのではないかと思う。来年度も引き続き実施し、また、パラリン
ピックにも触れていければと考えている。
2 学年の保健の授業では、ドーピングとフェアプレーに触れた。フェアプレーの精神やドーピングをしてしまう心情は何なのかなど、班ごとに話し合いの時間を持たせた。ある生徒は「代表するということはまずは自分に打ち勝つことだ」と話していた。
写真②
2．来年度のオリンピック教育
来年度は英語科教諭と連携して「国際社会」に触れながら進めていきたいと考えている。また、私自身ソチパラリンピックを見学し、現地の雰囲気を生徒に伝えながらもっとより良い活動にしていきたい。

60

オリンピック教育の実践報告 

2016 リオデジャネイロ、2020 東京パラリンピックを目指して
附属視覚特別支援学校

寺西真人

2012 ロンドンパラリンピックでは、本校生徒及び卒業生達が大活躍をした。2013 年度は次のパラリンピックに向けて、先輩達に憧れ、また目指して練習を積み重ねている。
今年度開催された大きな大会である国内のジャパン・パラリンピック大会や日本選手権の水泳・陸上・ゴールボール大会に在校生及び卒業生が参加をした。水泳は 2 年に 1 度開催される世界選手権がカナダのモントリオールで行われ、盲学校関係者
3 名の選手と大学から 1 名が次のパラリンピックに向けて動き始めた。また、世界選手権の出場レベルに達していないユース
世代の子供たちは、マレーシアで行われたアジアパラユース大会に参加した。本校を卒業した大学 1 年生と高校 1 年生が胸に日の丸をつけて遠征し、帰国した時には社会的にも大きく成長したと感じられた。また、本校を中心とした視覚障害の水泳選
手の合宿には、全国から仲間が集まり交流を深め、また、ともに世界と戦えるスキルを身につける為に協力をし合っている。

高校１年 長野凌生、卒業生 村竹陽太

国内の水泳合宿

男子日本代表選手 ( 本校関係者 )ゴールボール男子日本代表チームの選手の大半は本校卒業生と生徒達である。
パラリンピックの参加資格を得る為、2013 秋にアジアオセアニアカップ（北京大会）に出場し、準優勝という結果を残して世界選手権の切符を獲得した。しかし、2014 年 6 月にフィンランドで開催される世界選手権で 3 位以内か 10 月に行われるアジアパラ大会で優勝しなければ、2016 年のパラリンピック出場は絶たれてしまう。その為、生徒達や卒業生の社会人の選手は週 3 回、夜に盲学校の体育館で練習をしている。一人では練習しにくく、また仲間とゲーム形式で練習をしないとチーム競技として成り立たず現在の状況で行われている。また、月に 1 回、全国から選手が集まり強化合宿を行っていて自分も協力をしている。

ゴールボールの試合の様子

2020 東京オリンピック・パラリンピックの開催が決定し、国内では障害者スポーツの注目度が上がっていることは肌で感じている。しかし、選手育成の現場は全く変わっていないと思われる。視覚障害者が日頃練習を行うには、まず最初に練習場所に行くまでの動線の確保が上げられるが、都内にある障害者専用の施設は駅から遠く、歩くのは非常に大変である。また、介助者が必要な場合が多い。次に、施設についてからも視覚障害スポーツの指導者や介助者が少ない事が大きな課題になっている。また、国内の大会や遠征に行く費用なども少なくなく、裕福な家庭の生徒か言葉は悪いがお金持ちしかパラリンピックを目指すことが出来ないという状況はあまり変わっていないと感じている。我々ボランティアスタッフにとっても金銭的な負担が多くある現状である。
学校は競技者を育てる場では無い事は自分も承知している。しかし、学校での体育の授業やクラブ活動がきっかけとなってスポーツに取り組み始める生徒達も多くいることも事実であり、バランスが難しい。特に、2020 東京に向けては、選手育成が必要であり、現在の小学生・中学生の中から 6 年後に活躍する選手が出てこないと日本は満足する結果が得られないと感じている。オリンピックに比べてパラリンピックはまだまだ環境が整備されていない中、どのような協力を得られ、また、良き指導者の下で練習場所を確保して経済的な負担を少なくしていくかは、今後の大きな課題である。
6 年後に向けて見られる側だけでなく、見る側や応援する人達にも競技の特性や選手達がどんな努力をしてきたのか、どんな工夫をしてきたのか、またその選手を支えてきた人たちはどんな支援をしてきたのかなど、ただ勝った負けたではなく観戦する視野を広く持てるように普及や広報的な役割も担っていきたいと思っている。

61

附属聴覚特別支援学校の取り組み
附属聴覚特別支援学校

苦瓜道代

1．館山昌平投手講演会（小・中・高等部）
平成 26 年 1 月 24 日、東京ヤクルトスワローズの館山昌平
選手に来校して頂き、「努力することの大切さ」をテーマとした講演会を開催した。講演会には、小学部 3 年生以上・中学部・高等部普通科の生徒が参加した。「目標を持つこと」、「目標に向かって努力すること」、「チームプレーの大切さ」について、少年期からプロ野球選手になるまでの間の経験に基づき講演して頂いた。生徒からの質問にも丁寧に応えて頂き、惜しみない拍手の中、講演会は幕を閉じた。講演会後、講演会に参加した生徒が手紙を書き、感じたこと、考えたこと等を改めて館山選手に伝えた。尚、この講演会については、翌日の新聞にも掲載された。
2．バスケットボール教室（小学部高学年）
平成 25 年 5 月 31 日、プロバスケットボールチーム日立サンロッカーズ東京の 3 選手とスタッフの方に来校して頂き、バス
ケットボール教室を開催した。開催は、今年度で 3 年連続となる。連続で指導に来てくださった選手がおり、6 年生にとっては 3 回目のバスケットボール教室となった。そのため、積極的に選手と関わろうとする児童が増え、より充実した教室となった。
3．保健の授業（高等部 1 年）
高等部 1 年の保健の授業で、【オリンピックの歴史】、【シンボルマーク】、【嘉納治五郎】、【オリンピックとパラリンピックに出場した選手】などについて取り上げた。一流選手の競技やメダル獲得以外の視点からオリンピックを考える機会となった。
4．その他
すでに本校で行っている活動や行事を改めて見直してみると、「他者に対する尊敬の念や友情」、「フェアプレイの精神」、「国際理解」といったオリンピックの理念に合致するものが多く実践されていることに気付いた。例えば、各部が、様々な形で近隣の学校や附属校との交流を行っている。また、小学部では市の水泳大会、中学・高等部ではそれぞれの運動部が聾学校大会、障害者スポーツ大会、そして地区や県大会等に出場している。さらに、海外から参観に来られる方が多く、交流する機会や伝統的な舞踊を見せて頂く機会もある。今年
度は、アジアろう野球シリーズ韓国代表チームの訪問に合わ
せて高等部野球部が親善試合を行ったり、10 名の生徒がパリ
聾学校を訪問したりするなど、特別な国際交流もあった。

62

オリンピック教育の実践報告 

スキー合宿とソチオリンピック・パラリンピックへの理解
附属大塚特別支援学校

阿部崇

本校の児童・生徒は、その障害特性により実際に経験したことから学ぶことが多く、またニュースで話題となるような教材に取り組むことにより身近に感じ、理解を深めることが多い。そこで、中学部・高等部合同のスキー合宿を経験することにより、
本年度開催されるソチオリンピック・パラリンピック大会への理解の学習に取り組んだ。
1．スキー合宿
スキー合宿は、校内での事前学習をおこなってから、実際にスキー場へ行き実施している。事前学習は、中学部と高等部の合同でおこない、体育館で縦割りの活動班ごとに分かれてスキー靴やスキー板をつけての歩行などをおこなった。主体的にスキー靴やスキー板着脱などをおこなえるように、そして活動班の仲間意識を高められるように配慮して取り組んだ。
スキー合宿の本番では、足並みごとに分けた各活動で目標を設定してスキー技術の向上を目指した。
2．合同朝会でのクイズ
スキー合宿を終えて、合同朝会で次のような実践をおこなった。小学部から高等部までの児童・生徒を対象に、スライドを使ってソチオリンピック・パラリンピックのクイズを出題した。ソチオリンピックの開催地、開催種目、出場選手、大会のマスコットに関するクイズを出して児童・生徒が回答をすることにより、オリンピック、パラリンピックへの理解を図った。出題された 2 択のクイズに対して、児童・生徒達が回答の A と B に分かれて移動する形でおこなった。動きのあるクイズ形式のため、皆楽しみながら参加することができた。
3．成果と課題
出題したクイズの中で、本学の卒業生である新田佳浩選手と本校の生徒がスキー合宿で活動している写真を取り上げること
で実際に経験したこととオリンピック・パラリンピックを多少重ね合わせることができたかと思われる。クイズを通してこれから開催されるソチオリンピック・パラリンピックを身近に感じ、理解と期待感が高まったと感じられた。
実際の経験から学習することが多い本校の生徒にとって、スポーツを通して、国際理解や異文化理解といった内容の指導・理解につなげることが難しいのが現状である。今後は、クイズにも取り上げさせてもらったソチパラリンピック日本代表の新田佳浩選手にご来校頂き、新田選手が感じた国際感や、パラリンピック感を本校の生徒に伝えてもらえるような場を設定することも検討している。

63

実感をもって学ぶために― 体育行事や教科と連携した取り組み ―附属桐が丘特別支援学校

花岡勇太

当校の児童生徒が実感をもって学ぶためには、「実体験を伴うこと」や「身近に感じること」などが重要であり、このことはオリンピック教育においても同様である。当校のオリンピック教育に関わる取り組みは、毎年行っている保健体育の授業や運動会、ハンドサッカー部活動、東京都障害者スポーツ大会など、体育の授業や体育行事などを通して、児童生徒の実態に応じた形で行われている。昨年度は、「体育以外の教科との連携」ということが反省で挙げられていたこともあり、今年度はこれまでの取り組みに加え、高等部の世界史で古代ギリシアの単元に関連させて、オリンピックの理念や行われている競技の違いなどについても学習した。
同時期に味の素スタジアムで開催された東京都障害者スポーツ大会に合わせ、「自分が、東京都障害者スポーツ大会で 1 位をとるためにドーピングをしたいと思うか」、「なぜスポーツ選手は勝つためにドーピングをするのか」など自身のことに関連させて考えた。また、スタジアムに「味の素」と名前をつける権利（ネーミングライツ）に、味の素という企業がどのくらいの
お金を払ったのか、なぜ名前を付けるのにそれだけのお金を払うのかなどについて意見交換したりすることを通して、スポー
ツが一大市場となっている現状や、ドーピングなどによってフェアプレーが阻害されている一因になっていることなどについても学習を深めることができた。
社会科と連携した取り組みについては、今年度になってから社会科の教員と相談するなど計画性に欠ける部分があったので、来年度に向けては今年度中に相談し、予め年間指導計画の中に位置づけておくようにしたい。また、高等部の社会科だけでなく、小学部や中学部も含め、他教科との連携の可能性を探っていきたい。

高等部 2 年生の世界史（古代ギリシャ）の授業

東京都障害者スポーツ大会の競技中の様子

64

オリンピック教育の実践報告 

附属久里浜特別支援学校のオリンピック教育の取組
附属久里浜特別支援学校

河場哲史

本校は知的障害を伴う自閉症の子どもたちを対象とした学校であり、幼稚部と小学部のみの学校である。このような学校の実態から、本校ではオリンピック教育の目的を次のように位置づけている。
・健康の保持増進のために、体を動かすことに関心をもつこと・身近なスポーツを通して手足の巧緻性や操作性を高めること
・競技のルールを理解し、他者と一緒に楽しめること
具体的には、日々の運動活動にオリンピックを関連付けながら指導に当たることで、幼児児童の運動へのモチベーションを高めたり、少しでもオリンピックを身近に感じたりできるように配慮をした。今年度の実践の幾つかを次に紹介する。
①朝の運動（高学年マラソン等）：頑張ったらメダルや賞状をもらえることで、更なる運動への意欲を換気した。また児童によっては、練習を重ねることで、以前の自分の記録と比べて記録が伸びたことを実感し、努力する喜びや継続することの大切さを学ぶことができた。
②神奈川県特別支援学校体育連盟主催の陸上大会、駅伝ランニング大会に参加：小学部の希望者が大会に参加した。大会
本番に向けて練習を積み、自分にとってのオリンピックに参加するという意欲付けを行った。ランニング大会では小 6
女児が 2 位に入賞した。
③オリンピック東京招致活動：小学部高学年が IOC 理事の皆さんへ手紙を書いた。東京でオリンピックが見られることを今から楽しみにしている児童もいる。オリンピックを身近に感じられた瞬間であった。
本校のオリンピック教育は、まだまだ試行錯誤の段階で、毎年見直しをしながら行っている。幼児児童の実態を考慮しながら、今後も指導の機会を増やしていきたい。

65

大学におけるオリンピック教育‐ 筑波大学における全学共通の総合科目としての教育実践について ‐筑波大学体育系

嵯峨寿1．授業のねらいと概要
総合科目として開講している大学でのオリンピックの授業は今年でちょうど 10 年目を迎えた。折しも授業開始後の 9 月は2020 年オリンピックの開催地が東京に決まるかどうかという時機で、学生の関心も招致レースに向きがちと思われた。そこで、敢えて招致に関するテーマに終始することなく、オリンピックに関わる人たちや機関による様々な挑戦を取り上げ、それを通してオリンピックをより深く知り、また 2020 年東京大会を展望できる授業をめざした。
オリンピックはアスリートに限らず多くの人たちの力が結集されて成り立っている。7 年後にオリンピックが日本で開催されれば、学生たちにとっても携わるチャンスが意外に多方面に開かれている。授業を通してこのことに気づけば、キャリア形
成にとっても参考となると考えた。
体育専門学群生 84 人、単位取得者 136 人）
受講希望者は今年も定員数を超え、受講調整を行い最終的には 150 人（1 年生 124 人、であった。
2．各回の講義題目と講師、講義概要（1）4 月 15 日 「TOKYO オリンピック招致」
授業のオリエンテーションと共に、日本で２度目となる夏季オリンピックの開催実現に向けた招致委員会などの取り組みを解説。
（嵯峨寿 体育系）（2）4 月 22 日 「オリンピアン」
オリンピック出場選手としての現役時代から引退後の取り組みまで、終わらぬ挑戦の軌跡を自らの経験などを交えて語る。（山口香 体育系）
（3）5 月 7 日 「クーベルタン」
近代オリンピックの創始者クーベルタン。理想と夢の前に立ちふさがった壁をいかに乗りこえ、復興に漕ぎ着けたのか。
（和田浩一 フェリス女学院大学）（4）5 月 13 日 「国際オリンピック委員会 IOC」
スポーツにおける暴力、差別、政治宣伝、勝利至上主義といった、直面する問題克服に向けた IOC の取り組みとその成果を検証。（成瀬和弥 体育系）
（5）5 月 20 日 「研究開発」
日本オリンピック史上最多となる 38 個のメダルを獲得した 2012 年ロンドン大会。本学の多方面支援による活動と成果を報告する。
（河合季信 体育系）
（6）5 月 27 日 「スポンサー企業」
企業にとってオリンピックは飛躍をかけた商機でもある。JOC パートナー企業による選手への支援活動とビジネス面の成果を聞く。
（栗原秀文 味の素）
（7）6 月 3 日 「テレビ」
テレビによるオリンピック放送の史的変遷と、近年のネットを活用した新たな放送事業などにも触れる。（藤原庸介
JOC 理事、元オリンピック放送機構）（8）6 月 10 日 「嘉納治五郎」
東京高等師範学校の嘉納校長はいかなる発想と行動で関東大震災後を乗り切り、1940 年オリンピックの東京招致を勝ち取ったのか。
（真田久 体育系）（9）6 月 17 日 「国際 NPO 組織」
オリンピアンと共にスポーツ国際開発に取り組むハート・オブ・ゴールド。これまでの挑戦の数々を振り返り、現在の活動と今後を語る。（山口拓 体育系）
（10）6 月 24 日 「学校教育」
オリンピックについて学ぶ教育活動は学校現場でどのような展開と広がりを見せているか。附属学校の取り組みなどを紹介する。
（宮﨑明世 体育系 ）（11）期末試験、学生による授業評価アンケート：試験は、知識を問う 25 問からなる４択問題（25 点）、ならびに各回講義の理解度を測る論述問題（15 点）。これに出席と毎回提出するレポート（6 点× 10 回＝ 60 点）を加え、成績評定を行った。

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特別寄稿
ブラインドサッカーを通して― 附属中学校実践報告 ―
附属中学校

長岡

樹

1．はじめに（1）本実践に至った背景
パラリンピックを考えるということは、パラリンピアンについて理解する機会も持てる。彼らが不自由なく暮らせる社会を目指すことはバリアフリーにつながる。それがそのまま高齢化社会に対応したものに結び付いていくと思われる。
将来において、高齢者人口が人口割合の多くを占める時代に入るといわれて久しい。現在学校で学習している生徒が社会で活動している頃には、現在より間違いなくその割合は高くなっている。そのような時代に必要となる視点は、高齢者が社会生活に参加する上で生活の支障となる物理的な障害や、精神的な障壁を取り除くための施策、若しくは具体的に障害を取り除いた事物および状態であるバリアフリー、そして、ユニバーサルデザインといった文化・言語・国籍の違い、老若男女といった差異、障害・能力の如何を問わずに利用することができる施設・製品・情報の設計（デザイン）がより求められると思われる。
視野を広げれば、ユニバーサルデザインやグローバル社会といった考え方など、これらにはオリンピズムと共通の理念があり、そして持続可能な社会を支えていくためには必要な考え方であると捉えている。
それらについて理解を深めたいと考えていた矢先に、ブラインドサッカー協会の広報紙が職場に届いていたのである。ブラ
インドサッカーはパラリンピックの種目の一つである。パラリンピックについて、またパラリンピックを通して、特別支援学校ではなく附属中学校の生徒が考える機会がないかと思っていたところであった。日本ブラインドサッカー協会のスポ育プロ
ジェクトの広報紙を見た途端に、すぐに当協会に連絡を入れて、ぜひ本校で試したいということを伝えたのである。
本校の目の前の生徒たちが直面している課題、そして、彼らが将来において直面する社会的な課題に目を向けて、何か取り組みたいといったことが、きっかけであった。
（2）趣旨と対象者
授業担当者の学年生徒（第 3 学年）と常に接していて、課題として以下の４つの視点から学習する時機を持てないかと模索していた。
①広い視野を持とう②相手の立場を考える③より多くの人と豊かなコミュニケーションをとろう④自分をとりまく人・社会の中での自分を見つめ、これからに生かそう
また、第 3 学年生徒は様々な学校行事など下級生を引っ張るべき学校のリーダーであるわけであるから、リーダーとして必要な資質を向上させたいという願いもあった。
様々な条件をクリアしていれば、3 学年生徒全員または運動会の各学年クラスのリーダーたちを対象として学習を進めたかった。3 学年生徒全員というのは時間と場所を確保することが厳しい状況であったので、次に運動会の各学年のリーダーを対象にできないか考えた。本校の運動会は 9 月中旬に開催されており、リーダーたちの活動は夏休みに準備をしている。その運動
会前の夏休み中に、①チームワーク、②コミュニケーションの重要性、③個性の尊重、④障がい者理解、⑤ボランティア精神について考えることで、リーダーとしての心構えを身に付けたかったのである。
実際に実現可能な日時や対象を考えると、総合学習の時間に行きついた。時期が運動会後で対象者が第一に浮かんだものとは異なっていたが、２時間続きで実現可能な時間は総合学習であったので、そこで行うことを決意した。第３学年の総合学習の時間で、生徒数は保健体育コースの 28 名であった。

67

2．スポ育プロジェクト
スポ育プロジェクトとは、目的を、スポーツを通じて障害者と子どもたちが混ざり合うきっかけに寄与することとしたもので、当協会が講師を派遣し、ブラインドサッカーを用いた体験型授業を行うものである。5 つの学びについて、ブライ
ンドサッカー協会 HP に掲載されているので、それを抜粋したものを示したい 2。
3．実施日◆事前学習 9 月 25 日 1.5 時間◆体験学習 10 月 2 日 2 時間

5 つの学びについて ( ブラインドサッカー協会 HP より )◆事後学習 10 月 9 日 1 時間
4．学習内容（1）事前学習9 月 25 日（水）約 1.5 時間

送られてきた DVD 視聴、学習資料（冊子、写真 1）を活用して、ブラインドサッカーや視覚障がい者に対する理解を図った。
スポ育プログラムの例であると、事前学習は 1 時間であったが、今回は 2 時間続きの授業ということで少々余裕があったの
ブラインドサッカーで約 1.5 時間目を充てた。視聴後に学習資料の冊子を目次（写真 2）に沿って進めていった。冊子の中身は、の概略や視覚障がい者の特徴についての内容や、それらについてどのように考えているのか、なぜそう思うのかなど、考えさせる内容も多く、充実したものであった。
例えば、「視覚障がい者がサッカーするって無理そうだと思う。どうしてそう思う？どんなことが難しいかな？」、「キミがアイマスクをして歩く時、どんな声があれば助かるかな？」、「キミのまわりでチームワークが必要な
時ってどんな時だと思う？」、「視覚障がい者がふだん生活するなかで必要な手助けはどんなことだろう？」、「視覚障がい者がサッカーをするために工夫されているブラインドサッカーのルールにはどんなものがあるかな？」などの問いかけによって、学習者が自身でどのように考えているのか見つめる好機となった。
資料に加えて、アダプテッドスポーツやパラリンピックについても触れ、
視覚障がい以外の視点についても学ぶ機会をつくった。
（2）体験学習10 月 2 日（水）2 時間

日本ブラインドサッカー協会の視覚障害者１名（ブラインドサッカープ
レーヤー）、サポートスタッフ１名より授業を実践していただいた。どの内容も、それぞれの役割を体験するものであった。

写真 1

写真 2
2 http://supoiku.b-soccer.jp/

学習資料（冊子）表紙

学習資料の目次

68特別寄稿 「人間は、80％の情報を視覚から得ている」といわれている。それが遮断され情報がなくなった時こそ、見えてくるものがある。相手がどの距離にいて、どんな状態であるか分からないからこそ、ひとつひとつのコミュニケーションに注意
し、相手を思いやらなければなりません。しかし、それに気づいた時、人は今まで見えにくかったたくさんのことに気づき、感じることができます。そう、ブラインド状態のコミュニケーションだからこそチームワーク、個性の尊重、障がい者理解、ボランティア精神などたくさんの学びがあるのです。
（1）チームワークの向上
アイマスクをしてチーム対抗のゲームを行うことによって、見えない状態の中で、いかにみんなで協力し積極的にコ
ミュニケーションをとるかが鍵となる。
（2）コミュニケーションの重要性を認識する
ゲーム中アイマスクをし、視覚をふさがれると不安や孤独な気持に襲われる。しかし、上手にコミュニケーションをとれると不安感や孤独感がなくなり、不便ではないことに気付く。
（3）個性の尊重について考える
アイマスクをして目が見えない状況で、様々なワークをすることで視覚障害＝「特別」ではなく、個性の一つと捉え、目が見えない相手に対して自分に何ができるか各自考えます。
（4）障害者理解が促進される（5）ボランティア精神が生まれる
ゲーム中ではアイマスクをした相手にどのような手引きをし、どのような声がけをするべきか子どもたち自身に考えてもらいます。相手への思いやり≒ボランティアの気持ちがなければゲームは成立しません。

① 体操
ペアになり片方のみがアイマスクを身に付ける。まず、アイマスクを身に付けていない生徒が、講師（T1；視覚障害者）の体操の動きを見て、それをアイマスクを身に付けている生徒（以下、アイマスク生徒とする）に伝えて、アイマスク生
徒が実際に指示された動きを行うといった内容である。体操の内容は、日常的に行っている一般の動作である。
講師 T1 は、体操の種目の合間に相手に伝えるためにはどういった表現が好ましいのか考えさせながら指示を出していった。例えば、腕回しを実際に行ってみた後のことである。
見えない状態では「腕を回して」と言われても、前だけなのか後ろだけなのか、交差して回すのか、片方ずつなのか、いつまでやればいいのかなど、具体的な指示を出すことが必要

写真 3

音を頼りにゴールまで進む

写真 4

ボール地点まであとわずかではないかと問いかけていた。また、合言葉で伝わるもの、伝わらないものがあるという視点で投げかけていた。例えば、「CM のグルコサミン」は膝を回すことを表す合言葉である。知っていれば容易に伝わるし、逆に知らなければ全く見当もつかないものである。さらに、指示する側が相手の体を触って誘導する方法を挙げるなど、伝え方には様々な方法や表現があることを説いておられた。
② アイマスクを身に付けて、10m 走る
アイマスク生徒は、手を前方に出して走り、ゴールにいる
補助者の手をたたく音や声を頼りにして進む。合図をする者は自分が待っている場所がゴール地点でもある。アイマスク

69

生徒が安心して走ることができるように、手をたたいたり大きな声を出したりして相手が聞こえるように行う必要がある。隣
のグループの待っている場所に間違えてしまう場合も考えられるので、名前も読みあげるとよりわかりやすかった。また、左右のどちらかを指示する際には、相手の立場にたった視点でことばをかけないと、指示する生徒から見た左右なのか、実際に走る生徒からみた左右なのかわからなくなってしまう。
③ ボールを取りに行き、そこからキックで返す
アイマスク生徒は、約 10m 離れたところに置かれてあるボールまで進み、そのボールをスタートした場所にキックする。ス
タート地点の後方から、声をかけてもらい動いていく。
「右右右…」といった指示が生徒からあったが、それは右に一歩？右を向く？右に回る？など、指示側と受け手側の解釈が異なると、受け手側が全く違った反応を示していたことがあちらこちらで見られていた。 こそあど言葉も同様のことがいえる。双方ともに見える状態であれば容易に伝わるものでも、なかなか伝わらないことが理解できたと思われる。
④ 後ろから投げられたボールを取りに行く
アイマスクなしの生徒が、ボールを斜め後方から山なりに投げ、それをアイマスク生徒が取りに行く。その後、スタートした場所にボールをキックで戻す。相方は、「いくよ〜」と合図してから投げ入れる。ボールが転がっている時は、音が鳴っているが止まってしまうとわからなくなるので、声をかけて指示する必要がある。
2 回目のチャレンジでは、アイマスク生徒が主体的に知りたい情報を求めて、補助者に問いながら試技に入った。指示を待つという受け身になるだけでなく、アイマスク生徒が能動的に補助者に働きかけることで、双方でどういった情報が必要なものであるのか学んだといえる。

写真 5

後ろから投げられたボールを取りに行く

写真 6

ブラインドでコーン当てにチャレンジ⑤ 10m 離れたコーンにボールを当てる
スタート地点から 10m 離れたコーンにボールを当てる。
コーンが置かれている場所に生徒が一人いて、キックするア
イマスク生徒に音で教えてあげる。3 分間で何回当てることができるかグループごとに競争する。それをローテーション
して回す。
1 回目が終了し、蹴り方を講師から教えてもらい、2 回目のチャレンジを行った。2 回目の回数が増えたのであるが、講師はなぜ増えたのか考えさせていた。慣れてきたこと以外に、声掛けが上手になったことやチームワークが向上したことを挙げられていた。助言の中で、講師 T1 の『ボールの音を見る』をいう言葉が印象に残っている。

体験授業のまとめでは、伝える、伝わるための声、相手の人に安心してもらえる声、指示をする際の的確な声といった 声の質や中身を状況に応じたものにしていくことや、向かい合っている時の左右など相手の立場に立って声掛けができているか

どうかについて考えさせていた。そして、視覚支援の障がい者だけではなく、日常で困っている人も含めて、困っている人に自分から声をかけられるかどうか問いかけるなど、視野を広げてまとめていただいた。
見ていて、また自身で動いて感じたことであるが、生徒はこの限られた時間でそれぞれの立場を経験してきたことから、互いの立場を感じながら、指示を出したり聞いたりできたのではないかと思われる。この短時間で生徒の受け取り方や対応が変化し成長していくように感じられた。

70

特別寄稿 （3）事後学習10 月 9 日（水）1 時間

体験授業の振り返りで、感じたり理解したりしたことをワークシートに残し、学習した生徒自身が日常生活につなげていけるように事後学習を行った。ブラインドサッカーを体験して障がい者のイメージが変わったかどうか、コミュニケーションについて気付いたことなど、体験で気づいたことをまとめた。生徒の感想の一部を以下に示す。

・今までコミュニケーションについてあまり考えたことはありませんでしたが、言葉でのコミュニケーションの大切さを学ばせていただきました。また、どこか体が不自由でもできることは沢山あるということをお聞きして、私もできないことと考えるのではなく、できることや、やれることをポジティブに考えようと思います。
・選手は目が見えないはずなのに僕らよりうまくボールを扱う姿を見てとても驚かされました。そして、素直にすごいと感心しました。目が見えない人に限らず、障がい者に対しての印象が変わりました。また、障がい者スポーツは、僕らにも勇気・感動を与えてくれるものだと感じました。2020 年はオリンピックだけではなくパラリンピックにも注目して、活躍を見たいなと思いました。
・これからもスポーツという大きなものと向かい合っていきたい。
・同じ立場になって考えることは大事なのだと感じました。
・努力をすれば困難なことでも実行できると知りました。
・最も心に響いたのは「言葉の大切さ」です。
・体験を通して、障がい者とは様々なことができないのではなく、様々なことを工夫して乗り越え、いろいろなことができるのだと、障がい者に対する見方が変わりました。
・相手と共に戦うスポーツが好きです。でも、今まではそれは「不自由がないからできること」と思っていました。でもこの体験から、協力すれば何でもできるようになるという事を知りました。健康であることに感謝し、少しでも人の力になれるよう頑張っていきたいです。
・「助ける」という第三者ではなく「with」というイメージ。一緒に体験し、楽しむことも「ボランティア」だと思う。
・指示語や一単語だけ言われても何のことを言われているのか理解できなかった。相手に伝わりやすい言葉でしっかりと話すことが大切だと感じた。
・体験することで耳からの情報の大切さを学びました。
「そこ」、「あっち」などの表現では伝わらず、コミュニケーションをする際は相手の気持ちになって考えなければいけないと感じました。
・安全に、公平にプレーをするための工夫が沢山なされていると知りました。自分が体験してみて視覚以外の感覚をフルに使い、特に音を頼りにしてやっていることが実感できました。
・目が見えない中で大事なのは、周りの人の声かけだと思いました。周りの人が大きな声で適切に声をかけてくれることで、安心感が生まれたり走ったりボールを蹴ったりすることができました。
・自分勝手に動いても何もできないし、声をかけ合わないと動くことができない。また道具は声だけではなく体もある。

5．最後に生徒の感想が物語っているように、様々なことが学習できたといえる。改めて、ブラインドサッカー協会に感謝したい。
今回の実践は、グローバル教育の一環とも考えられる。このように見方を変えると、これまで実践してきた通常の授業（保健体育科以外も含む）や学校行事、日常の生徒会活動やクラブ活動など様々なところにおいて、オリンピズムの理念に基づく、
または関連する活動は行われているのではないかと思われる。そういった内容を改めて整理することで、オリンピック教育の概念を広げたりまたは深めたりできる可能性も出てくるのはないだろうか。今まで行われてきた教育活動の意義をオリンピッ
ク教育という角度からも評価できると考える。
6 年後の地元日本の大会では、今の生徒たちやこれから学校教育を受けるこどもたちは様々な形で関わると思われる。オリンピック教育を経て視野を広く持った上で参加できれば、より深く見つめられるであろう。1964 年東京大会のレガシーは半世紀を越えてもなお有形無形と様々な形で残されている。この機会を大事にしたい。

71

ジャマイカ大使館と協力したオリンピック教育の実践
附属大塚特別支援学校

本間貴子

1．はじめに筑波大学附属大塚特別支援学校高等部は、ロンドンオリンピック・パラリンピックが行われた 2012 年に、総合的な学習の時間の題材にオリンピックを取り上げ、単元「オリンピックの感動を伝えよう！」を展開した。その一貫で、ジャマイカ大使
館に協力を依頼し、オリンピック教育を行った。本報告では、筑波大学附属大塚特別支援学校高等部で行ったオリンピック教
育のうち、ジャマイカ大使館と協力して行った実践に焦点をあてて報告する。
2．単元における大使館訪問の位置づけ
単元「オリンピックの感動を伝えよう！」は、ロンドンオ
リンピックを見た生徒らの「選手に手紙を書いてみたい、会ってみたい」という動機を起点として、実際に行動を起こし（手紙を送り）、オリンピックに関する調べ学習を行い、文化祭における学習発表へと広げた単元である。ジャマイカ大使館への訪問学習は、この単元の一環で実施したが、そのきっか
けは、ジャマイカ出身の陸上選手であるウサイン・ボルト選手への手紙の送付を大使館に相談したことであった。
生徒の書いたボルト選手への手紙、似顔絵やビデオレター
は、ジャマイカ大使館の全面的な協力を得て、ボルト選手に送付していただくことができた。そこで、そのお礼を伝えるために、また、合わせてジャマイカの自然や文化を学ばせてジャマイカ大使館で外交官の方と記念撮影いただくため、大使館への訪問学習が実現したのである。
本単元を行う上での指導上の留意点として、①自ら行動して他者と関わる経験をさせる、②実際に見る、聞く、感じる、考える経験をさせる、③自分の生き方や人生を考える経験をさせる、④他者（異能力）を認める、相手を讃える、高めあう経験を積ませる、の 4 点を設定した。また、手紙を書く学習と調べ学習に関わる留意点として、①自ら行動して他者と関わるということと、②実際に見る、聞く、感じる、考える経験を積むこととした。そしてこのような学習活動を実現するために、生徒の自発性、動機、興味を大切にした。
オリンピックという題材は本校高等部の多くの生徒が興味を持ちやすい題材ではあったが、知的障害特別支援学校の生徒た
ちは、自分のそれまでの経験を超えて興味を広げて自ら学習を拡大していくには困難を伴う。したがって教師は、生徒の意思を大切にしつつも、生徒の願いを実現可能な計画にし、彼らの経験を広げて社会参加へとつなげられるようにサポートする必要があった。その際、学校の外の地域の資源に目を向け、学習の教材となる資源を十分に活用するよう心がけた。幸運にも本校は、東京都内にある特別支援学校であり、様々な大使館との交通アクセスも便利な立地にあるため、その利点を生かし、ジャマイカ大使館の訪問が実現できたのである。また、本単元では、学校がある文京区内の日本サッカー協会サッカーミュージア
ムを訪問し館長にインタビューをする活動も行った。このように、地域の資源を活用することで、知的障害の生徒も参加可能な充実した調べ学習が実現すると考えている。

72

特別寄稿 3．ジャマイカ大使館に協力を得た学習活動の実際（1）手紙の執筆
ロンドンオリンピックを見た生徒の多くは、日本の選手を応援しており、日本の選手の名前はよく知っていた。海外の選手については日本人選手ほどではないが、ジャマイカ出身のウサイン・ボルト選手については、テレビで見たことのある生徒が多く、左手を上に挙げる「ボルトポーズ」を真似して遊ぶ生徒もいた。生徒たちは当初、ボルト選手の印象を、
「す
ごい」、
「速い」
、
「かっこいい」といった言葉で表現していた。
それは、テレビを見て、「なんだかすごいぞ」、というような漠然としたものだった。しかし、オリンピックの調べ学習の中で、ボルト選手の一歩の長さを調べて実際に測り、その一歩の長さと教室の床の辺の長さ比べてみる等の活動を行うこ

手紙を書く様子とで、より「本当にすごい！」と実感できた生徒もいた。そのような学習を通して、感動を伝えたい、手紙を書いてみたい、という言葉が生徒からあったことは驚きではあったが、オリンピック選手を讃える素直な思いを伝えることは、オリンピック教育の考えとも違わないと考え、手紙を書く活動を進めることにした。
「手紙を書く」活動で留意した点は、生徒の特性に合わせて、様々な表現方法を用意することである。生徒たちの中には、
平仮名・片仮名の読み書きができる子どももいれば、口話はできても文字を書くことが難しい子どももいる。また、言葉で表現するよりも、身体表現で気持ちを表現することが得意
な子どももいる。生徒の実態に合わせて、絵手紙、ビデオレ
ター、文章の手紙といった複数の表現方法を用意した。

ビデオレターの様子

生徒の書いた手紙の例
ウサインボルト選手へ
ボルトさん

おげんきですか？

ぼくは毎週走る練習をしています。ボルトさんがオリンピックで走るのをテレビでみました。すごくはやくてかんどうしました。金メダルおめでとうございます。とてもかっこよかったです。ぼくはボルトの姿に勇気がわきました。ボルトさんはみんなのヒーローです。これからもぼくと大塚特別支援学校のみん
なは応援しています。
H.T

ボルト選手の似顔絵（2）ジャマイカに関する事前の調べ学習
ジャマイカ大使館訪問の事前学習として、ジャマイカがどこにあるのかを地図と地球儀を使って調べ、一人ひとり質問を用意した。質問は、「ジャマイカで人気のあるスポーツは何ですか？」「ジャマイカで美味しい食べ物は何ですか？」「ジャマイカでは野球はしますか？」等であり、生徒が日頃の生活で興味のある内容が多かった。
ジャマイカ大使館では知的障害の子どもたちの訪問の受け入れは初めてということだったので、事前に生徒の特徴、様子、
興味のあること、コミュニケーションの方法などを伝え、大使館の方も生徒も不安なく交流できるよう努めた。

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（3）大使館外交官との交流
2012 年 11 月 7 日、本校高等部 3 年生の生徒 8 名と、教員 3
名でジャマイカ大使館を訪問した。大使館は東京都港区のビルの２階にある。大使館の外観は普通のビルだが、中に入ると、原色の緑色と黄色を基調とした布の飾りやジャマイカの工芸品が飾られており、日本とは違う異国の雰囲気に生徒たちも目を輝かせていた。外交官の方に、ボルト選手に手紙を送ってくれたことへのお礼を伝えた後、ジャマイカの自然や文化の映像を見せてもらい説明を受けた。質問を予め用意して行ったが、外交官の方とのやりとりの中で、用意した質問以上に生徒の口からどんどん積極的に質問が出たことは驚きであった。「ジャマイカにはワニはいますか？」「ジャマイカは暑いですか？」「ジャマイカの人はどうして走るのが速いですか？」「ジャマイカではポケモン（アニメ）は見ますか？」等の質問のひとつひとつに、外交官の方はユーモアを交えてきちんと答えてくださった。その後、ジャマイカの方とレゲエでダンスをして交流を深めた。大使館の交流で気づいたことは、ス
ポーツ、音楽、食などに関する話題は、知的障害のある生徒にとって、海外の方と交流する上でキーになる話題になるということである。外交官の方と、ボルト選手という共通の話
題で盛り上がり、一緒にレゲエで踊るなど、文化は異なるが、共に楽しむ生徒たちの様子を見て、オリンピック教育は国際理解にも繋がるっていると実感した。大使館で学習した内容と訪問の様子は、大塚祭の掲示物としてまとめ展示した。
4．まとめ
オリンピック教育や国際教育を進めるにあたり、大使館と協力した教育活動は、生徒たちにとって直接、海外のことを学びその国の人と交流する機会になり得ると感じた。オリン
ピックという題材は、知的障害のある生徒たちにとっても、興味のある題材であり、学習の工夫次第では様々な学習経験を用意できる題材である。今後も、様々な機関と協力しながら、より豊かな実践をしていきたい。

大使館での交流の様子

付記：この学習活動をすすめるにあたり、ジャマイカ大使館の皆様には、多くのご協力をいただきました。ここに感謝申し上げます。

大使館前での記念撮影

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特別寄稿 一校一国運動の成果に関する調査報告
筑波大学体育系研究員

土屋智美

1．オリンピック教育
近代オリンピックの創設者、クーベルタンは世界の平和を目指す為の教育的意義をオリンピックに見出していた。スポーツ
を文化や教育と融合し、「努力のうちに見出される喜び、よい手本となる教育的価値、社会的責任、普遍的・基本的・倫理的諸原則の尊重に基づいた生き方」（日本オリンピック委員会 , 2011, p9）の創造を目指して、オリンピックが行われてきた。国際
オリンピック委員会（IOC）は、努力する喜び、フェアプレイ、他者への尊重、卓越さの追求、身体・意志・心の調和の 5 つのオリンピックの教育的価値を提唱しており、オリンピック教育は平和な社会の構築に貢献するというオリンピズムの根本原則に基づいて、IOC によって推進されてきた。オリンピック教育とは、スポーツやオリンピック・パラリンピックを教材として、子どもや青少年の国際的な視野を養い、平和な世界の構築に貢献できる人材を育成することを目的とした教育的活動のことである。ミュラーはオリンピック教育の特徴をクーベルタンの思想に則して以下の 6 つに分析している。
1. 人類の調和のとれた発達という概念
2. 科学的、芸術的な業績がスポーツの業績と同等であるべきという高度なパフォーマンスを通じて、人間的成熟のために努力するという考え
3. フェアプレイや機会の均等、これらの義務を遂行する決意、そして今日の国際スポーツではほとんど放棄されてしまった
アマチュアリズムの理想を含めた倫理的原則に、自発的に結びつくスポーツ活動
4. 個人間の関係における尊敬と容認に反映された、国家間の平和と友好という概念
5. スポーツにおけるまたはスポーツを通じた解放のための活動の促進（ミュラー , 2004, p11）
また、オリンピック教育の実践的な内容は、①オリンピックの理念と歴史学習、②オリンピックに関連した文化や社会問題。日本における等に関する学習、③オリンピックの精神やスポーツの価値についての学習、の 3 点が挙げられる（真田 , 2012）
オリンピック教育としては、1964 年の東京オリンピック開催時には既に学校教育の場で、オリンピック学習が実施されたことがわかっている。東京都内の学校において、オリンピックの理念を理解し、国際親善や世界の平和に関わることを目指して、学習発表会や音楽会など文化的活動を含めたオリンピック教育が展開された（真田 , 2014）。そして、オリンピック教育の目的を具現化する活動の例として、1998 年長野冬季オリンピック・パラリンピック開催時の一校一国運動が代表的である。
2．一校一国運動
一校一国運動は、1967 年に設立され、1992 年に法人化、2013 年に解散した「社団法人長野国際親善クラブ」の提案によって 1998 年長野冬季オリンピック・パラリンピック開催の 2 年前から実施された取り組みである。長野市内の小学校・中学校・特別支援学校の計 75 校が参加し、一つの学校につき、一か国または二か国を選び国際交流を行う活動が実施された（平井・真田 , 2001）。一校一国運動では、オリンピックやパラリンピックについて学ぶだけでなく、各学校独自の交流活動が展開された。
交流活動の内容としては、主に相手国について調べる学習、相手国の人を招聘して交流を行う、相手国の学校と交流する、相手国のオリンピック・パラリンピック選手や役員を学校へ招聘して交流する、試合を応援するなどであった（真田 , 2014）。
各学校の活動は多様であり、スポーツに関係した活動のみに限らず、幅広い教育的意義ある活動が見受けられた。例えば、
ボスニア・ヘルツェゴビナと交流した長野市の三本柳小学校は、相手国の歴史・民族紛争や対人地雷問題についての学習、ボスニアの首都サラエボの小学校との交流、旧ユーゴスラビアの歌手を招いてのコンサートの開催など、様々な活動を通じて平和教育を行った（信濃毎日新聞 , 1997d, 2000）。また、湯谷小学校や西条小学校の活動では、外国籍児童や中国帰国者の子ども達の母国を相手国として取り上げることで、より身近に人種や言葉、宗教、文化そして価値観の違いなどを学び、固定観念から抜け出して子ども達の寛容さを育てるような取り組みが行われた（信濃毎日新聞 , 1997a, 1997b）。韓国とスイスを交流相手国としていた通明小学校の場合には、学校での活動にとどまらず、一校一国運動の活動から派生して保護者が主催する活動や地域を巻き込んでの交流活動を行った事例も報告されている（信濃毎日新聞 , 1997c）。
このように、オリンピック・パラリンピックについて学ぶこと、交流相手国について知ることを超えて、平和教育や地域に75

内在する課題へのアプローチ（外国籍児童等の学校・地域社会での統合）、そして保護者や地域社会も含めた活動などに一校一国運動を通じて取り組むことができるとわかる。日本から始まったこの一校一国運動は、長野オリンピック・パラリンピック
後も、シドニー、ソルトレイクシティー、トリノ、北京、そして 2014 年ソチオリンピック・パラリンピックまで、各地のオリンピック・パラリンピック開催時に受け継がれてきており、日本発のオリンピック教育のモデルとなる実施例と言えるであろう（表 1 参照）。
表 1：各オリンピックにおける一校一国運動の実施内容
2000 年シドニー（New South Wales Department of Education and Training, 発行年不明）
ニューサウスウェールズの小学校 300 校が外国の小学校とオリンピックに関して文化交流
Network of Friendship Programを行った。
158 校の小学校から 4900 人が参加して、各国について事前学習し、各国のオリンピック選
Olympic Welcome Program
手を選手村で迎え、交流する活動が行われた。
2002 年ソルトレイクシティー (Salt Lake Organizing Committee, 2002)
ユタ州の小学校が、ソルトレイクシティーオリンピック・パラリンピックに参加する各国
One School, One Countryと、文化・言語・習慣・音楽やスポーツなど様々な交流を行った。
2006 年トリノ (Organizing Committee for the XX Olympic Winter Games Torino 2006, 2007)
文化交流や各国の異なる習慣や伝統の理解などを促進する目的で一校一国の取り組みがBlack Ring: Sport, Human Right,
2004 年より実施された。トリノオリンピック・パラリンピック参加国の学校とピエモンテ
Legality and Multiculturalism
州の高校が交流し、言語学習、手紙の交換、外国の学校からの訪問などの活動が行われた。
2008 年北京 (Beijing Organizing Committee for the Games of the XXIX Olympiad, 2010a. 2010b)
210 の小中学校が参加して、205 の各国オリンピック委員会や 160 の各国パラリンピック
Heart to Heart Partnership
委員会と交流し、相手国の歴史や文化などについて学ぶ活動や各国からの学校訪問などがProgramme行われた。また各国・地域の 161 校と交流を実施した。
2014 年ソチ (Organizing Committee of the XXII Olympic Winter Games and XI Paralympic Winter Games of 2014 in Sochi, 2013)2012 年 4 月から開始され、ソチにある 67 の学校が、53 ヵ国と交流した。相手国の言語、
One School One Country
文化や歴史について学び、訪問受け入れなどの交流活動が行われた。

3．長野における一校一国運動の成果
一校一国運動を実施した学校を対象に行った事後調査では、一校一国運動を経験した子どもは、他地域の子どもに比べ、平。このこと和への貢献の意識が高く、異文化理解について肯定的な見解を持っていたことが示されている（真田・平井 , 2001）
から、一校一国運動がオリンピック教育の目的に則した成果の達成に有効であると理解できる。
長野市では、長野オリンピック・パラリンピック開催以後も、現在に至るまで一校一国運動を継続している学校がある。長野国際親善クラブによれば、2009 年の時点で 20 校が交流活動を実施していたことがわかっている（長野国際親善クラブ ,2009）。活動実施をしている学校数が減少したとはいえ、1996 年の一校一国運動開始時から 18 年、そして 1998 年の冬季オリンピッ
ク・パラリンピック開催時から 16 年経った現在でも、取り組みを継続している学校があるという事実は、活動に意義があるという明示であり、一つの大きな成果と言える。ボスニア・ヘルツェゴビナとの交流を継続してきた三本柳小学校では、オリン
ピック・パラリンピック開催後も、子ども達の希望により、交流のあるサラエボの小学校から子ども達を招聘する等の活動を続けていた（信濃毎日新聞 , 2000）。川田小学校では、インドとの一校一国運動が継続され、相互訪問は 10 回以上にも上った（長野国際親善クラブ , 2009）。さらに、これらの各学校での活動が自発的に継続されてきていることが評価できる点である。
また、未だ詳細に調査されていない個人レベルでの長期的成果というものが考えられる。2012 年、大学生となった 1 人の三本柳小学校卒業生が、一校一国運動を行っていた当時に交流のあったボスニア・ヘルツェゴビナを訪れたという（信濃毎日新聞 ,2012）。交流していた小学校の訪問や、来日した校長や元生徒と再会する計画で個人的な訪問であるという点から、長期間にわたり個人レベルで一校一国運動のレガシーが続いている事例があることがわかる。
筆者は小学校 6 学年在籍時から一校一国運動を経験しており、中学校のクラスメイトや同期生において、国際協力に興味を持つ者や高校・大学または社会人になってから留学する者、海外での仕事などに関係する者がいることに気が付いた。そこで、1998 年長野オリンピック・パラリンピック開催当時、長野市東部中学校 2 学年に在籍していた者を対象に小規模の調査を実施した。
8 人を対象に、①長野オリンピックと一校一国運動の思い出・記憶（交流国や活動など）、②長野オリンピックと一校一国運動の経験とその影響、③その後の国際交流・協力への興味関心・関わり、④現在の職業や生活、の 4 つの質問項目について聞き取り調査をした結果が表 2 である。

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特別寄稿 表 2：一校一国運動経験者対象聞き取り調査
回答者 1（男性）① イタリアと交流。相手国について調べ、発表会で発表。イタリア人の学校への訪問があった。
② イタリアについて調べ学習をしたことから、イタリア訪問の願望がある。当時調べた観光地や文化について記憶に残っている。
③ 特に国際協力に関わりはないが、海外に対しての興味が増した。
④ 会社員（製造業）
回答者 2（男性）① プエルトリコと交流。知らない国のことを知る良い機会だった。校舎の中にプエルトリコの紹介や記事などの掲示があった。
② 日本選手だけでなく、海外の選手も応援するきっかけとなった。
③ 関わりはあまりなかったが、海外の人と話をしてみたい思い、積極的に行動するきっかけとなった。大学で英語を学ぼうと決めたのもオリンピックや一校一国運動の経験があったからだと思う。
④ 高校体育教員
回答者 3（女性）① 詳細の記憶はないが、交流国選手の壮行会を行った。パラリンピックの際に歌を歌った。
② 初めて外国人と接する機会で、挨拶しよう・応援しようという気持ちになった。長野の街に外国人が多くいたことが印象に残り、海外に興味を持った。
③ 大学在学時に留学④ 会社員（航空会社）
回答者 4（男性）① 交流国や活動内容など詳細の記憶はない。
② 地元でのオリンピック開催は人生の中でも大きな出来事だった。今改めて世界中の人々が長野に集まった当初は、とても
グローバルな環境であったと思う。当時は英語に苦手意識があり、外国の人から文化や多様性を感じ取ることができなかったので、後悔している。もっと英語でコミュニケーションをとりたかった。
③ 当時、自国に来ている外国人とあまりコミュニケーションが取れなかったという経験が、自分を消極的にさせたかもしれない。大人になって初めて海外へ行き、他国について知りたいと思うようになった。初めて旅行したフィリピンで途上国の子供たちと会い、途上国医療に興味を持った。その後、青年海外協力隊で診療放射線技師としてブータンに 2 年間派遣された。
④ 病院勤務、震災被災地支援の NPO 法人立ち上げ準備
回答者 5（女性）① ハンガリーと交流。選手の学校訪問やハンガリーの子ども達との交流があった。
② 初めて外国人と接する機会となった。アイスホッケーの試合を観戦したり、ピンバッジを集めたりした。家族はボランティ
アに参加していた。
③ 特になし④ 家事手伝い回答者 6（女性）① ベラルーシと交流。詳細は記憶にない。
② 個人的に、オリンピックの開催は大きな影響があった。外国からの人々と話がしたくて、積極的に街中で話しかけ、写真を撮ったりしていた。オリンピック開催前は、英語が嫌いだったが、外国人と接する機会があったことで英語を真剣に勉強するようになった。
③ 高校では、英語科に進み、その後アメリカの大学に進学。
④ 会社員（通信）、広報として海外対応など担当、アメリカ人と結婚
回答者 7（男性）① ベラルーシと交流。ベラルーシの交換留学生が訪問し、スポーツ交流や駒回しなどの日本の遊びを一緒に行った。
② 全く知らない国の人々と交流するのは楽しかったので、今でも記憶に残っている。子供の時にこのような経験をすること
は、多様性を受け入れる能力を養うことができ良いと感じた。
③ 大学では国際関係を専攻。アジアからの留学生などとサークル活動など行った。
④ 会社員（カーディーラー）、英語の勉強を継続中

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回答者 8（女性）① 交流国について、クラスで学ぶ機会があった。交流国の選手を全校集会にて迎え、その後各クラスで選手との交流を実施した。
② オリンピック以前は、長野で国際的なイベントや活動に関わる機会はなかったが、オリンピックや一校一国運動を通して、世界の国について知る機会が増え、世界観が広がったと思う。また、中学生という多感な時期に関わったこの経験が、自分が英語講師を仕事にしようと思った１つのきっかけとなったと思う。
③ 一校一国運動は、国際交流や国際協力に関する興味を持つきっかけの１つであったと思う。中学校の担任の先生を始め、クラス全員でカンボジアの子供達に靴を送るという活動をし、履かなくなった靴を、家族や友人から集めることに、意欲的に参加したことを記憶している。中学生という多感な年頃に、個人的にではなく、クラス全員でこの活動を行ったこと
は、活動が終わったときの大きな達成感に繋がり、その後の進路選択に影響を与えたと思う。また、大学生の春休みに長野スペシャルオリンピックスのボランティアをした。オリンピック、パラリンピック、スペシャルオリンピックスの３つが１つの地域で行われたのは、世界でも長野だけのようで、貴重な機会に自然と参加しようという気持ちを持った。社会人の方と一緒に働いたことは、当時大学生だった自分にとって、社会勉強となった。また、英語と日本語が飛び交う現場で、自分の英語能力を試す機会にもなった。
④ 学習塾英語教師、上海在住
本調査結果を参考にすると、①長野オリンピックと一校一国運動の思い出・記憶についての回答から、一校一国運動の詳細
や活動内容についての記憶は各人でばらつきが見られるものの、②長野オリンピックと一校一国運動の経験とその影響または③その後の国際交流・協力への興味関心・関わりの項目において、8 人中 7 人が「外国に興味を持つきっかけ」または「英語学習への意欲の高まり」に触れていることから、一校一国運動は小中学生にとって異文化を学び、学習や経験の発展を促すよ
うな、興味を持つきっかけづくりとして効果的であることがわかる。また、同様に 4 人が「外国人と接する機会」について言及していることから、他国の人々と接する機会を持つことが一校一国運動の特徴的な経験であることが明らかである。「外国の選手も応援する気持ちになった」「応援しようという気持ちになった」という回答が見られることからも、知らない外国という存在であった人々、その文化や歴史について学び、交流することによって、それらがより身近な対象となり、「応援する気持ち」に発展するということがわかる。さらに、調査対象のうち 3 人は、調査実施当時の職業及び生活に直接的に外国との関わりがあった。
小中学校の教育過程において、そして社会人になるまでに様々な外部要因が存在する為、一校一国運動のみが影響を与えたと述べることはできないが、一校一国運動を通じて経験したことが、オリンピック教育の目標とするところの「異文化理解」
について効果を示していることが明らかである。「個人間の関係における尊敬と容認に反映された、国家間の平和と友好」というオリンピック教育の特徴にあるように、一校一国運動の活動を通じて、個人が外国の人々や文化を理解し、応援する気持ちを育むことが、オリンピック教育の目指す「国際的な視野を養う」そして「世界の平和に貢献する人材を育成する」の達成に寄与するのであろう。この調査結果と考察から、一校一国運動は学校において長期的に活動が継続されること、そして個人においても異文化理解を深め、長期的な影響を残すことが期待できる取り組みであると言える。
4．東京オリンピック・パラリンピックに向けて
今後、2020 年東京オリンピック・パラリンピック開催に向けて、一校一国運動は、スポーツを通じてまたはそれを超えて、子ども達の国際理解を深め、国際社会に貢献する人材を育成する取り組みとなることが期待される。また、長野の事例のように、この運動をきっかけとして、交流活動にとどまらず、地域や学校での課題解決に取り組むような活動が行われることが望まれる。
より効果的な活動を展開していくためには、活動の中心となる組織をどこに指定するかが重要となると考えられる。オリン
ピック教育実施の対象を明確にし、期待する効果に則して、主体となる組織を検討するべきであろう。長野の場合は、長野国際親善クラブが中心となって各国の外務省や大使館と連絡調整を担当し、長野市教育委員会が活動資金の補助を行った。またそれ以外にも、長野市オリンピック局が組織委員会を通じての交流相手国への連絡を支援し、長野市国際室も交流相手国との仲介などを支援した( 長野市教育委員会 , 1998)。複数の組織からの協力により各学校での活動が実現したが、活動の内容や実施については各学校の自由裁量としたことで、各学校で特色ある活動が実施される事例があった。このように複数の組織が連携して各学校の支援ができるような体制づくりが検討できるであろう。
長野市で実施した一国一校運動の課題としては、オリンピック・パラリンピック終了後の活動の持続性が挙げられる。各学校での教員による支援または子どもや保護者の自主的な取り組みにより継続される場合と、長野国際親善クラブや地域の国際交流組織の支援により活動が継続している場合があるものの、活動実施を継続する学校数は 1998 年当時に比べて年々減少してきた（長野国際親善クラブ , 2009）。長期的な成果を目指すのであれば、オリンピック教育で子ども達に芽生える異文化理解へ

78

特別寄稿 の興味関心の高まりなどを持続的に支援する体制を整備し、長野国際親善クラブや長野市教育委員会が実施したような、継続的な支援が実現可能な組織が必要となるであろう。
これまで、一校一国運動の取り組みは様々な地で実施されてきた。しかしながら、大会報告書等では活動実施に関係した数
値の提示（参加校数や交流国数など）や主な活動内容の記載に留まっており、一校一国運動の活動がオリンピック教育として、参加者や地域社会にどのような影響をもたらしたのかについては、今後さらに研究の余地がある。取り組みの成果を明らかにすることで、日本にとってもオリンピックの歴史においても新しい、長期的そして社会的なオリンピックレガシーを示すことができるのではないだろうか。今後、東京オリンピック・パラリンピック開催に向けて、一校一国運動の活動内容やその成果を記録し、2020 年の開催まで、そして開催後に渡って調査を実施し、東京のオリンピックレガシーを世界に示すことが期待で
きる。

参考文献
オリンピック教育プラットフォーム ( 日付不明 ) オリンピック教育とは . http://core.taiiku.tsukuba.ac.jp/view.php?id=olympic,( 参照 2013-04-03)
信濃毎日新聞社 (1997a)「五輪からあすへ (58)= 世界につながる心 (1) 皆、同じ人間」『信濃毎日新聞』1997 年 6 月 7 日朝刊、9 版、総合 1 面、1.
信濃毎日新聞社 (1997b)「五輪からあすへ (62)= 世界につながる心 (5) 教室の実践」『信濃毎日新聞』1997 年 6 月 11 日朝刊、
9 版、
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信濃毎日新聞社 (1997c)「五輪からあすへ (64)= 世界につながる心 (7) 連携の一歩」『信濃毎日新聞』1997 年 6 月 13 日朝刊、
9 版、
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信濃毎日新聞社 (1997d)「五輪からあすへ (69)= 平和のメッセージ (4) 教育の試み」
総合 1 面、1.
信濃毎日新聞社 (1998)「[ 特集 ] 五輪からあすへ

共生「一校一国」の心―新たな活動へ」『信濃毎日新聞』1998 年 5 月 12

日朝刊、M1 版、特集 2 面、13.
信濃毎日新聞社 (2000)「サラエボと交流―長野三本柳小

友呼ぼう…資源回収

渡航費集め」『信濃毎日新聞』2000 年 9 月

5 日夕刊、2 版、社会 2 面、6.
信濃毎日新聞社 (2012)「「一校一国」縁にボスニアへ

長野出身の大学生・加藤さん、今秋計画

長年の夢実現再開楽しみ」『信濃毎日新聞』2012 年 8 月 12 日朝刊、9 版、社会 2 面、30
真田久 (2014) 2020 年オリンピック東京大会に向けてのオリンピック教育の展望 . 学研小学校体育ジャーナル , 74：1-5,
http://gakkokyoiku.gakken.co.jp/data-journal/objects/st/sj74.pdf, ( 参照 2014-04-03)
真田久 (2012) オリンピック教育とは何か . 附属学校オリンピック教育推進専門委員会報告書：国際理解・国際平和教育としての「オリンピック教育」-Excellence（卓越）・Friendship（友情）・Respect（尊敬）-, 8-12
平井敏幸、真田久 (2001) 長野冬季オリンピック大会での「一校一国交流活動」とオリンピズムについての理解との関連に関する研究―長野市内の小学校児童について―. 日本体育大学紀要 , 30 (2), 249-267.
平井敏幸・真田久・苅谷春郎 (2000) 小学校児童が感じた「オリンピックは何のためにあるのか」について―長野オリンピッ
ク終了後の調査から―. 法政大学体育研究センター紀要 , 18, 65-76.
長野国際親善クラブ (2009) 長野発の国際交流事業 . 外務省グローカル外交ネット :地方連携体験レポート , http://www.mofa.go.jp/mofaj/gaiko/local/pdfs/nagano_kouryu.pdf, ( 参照 2014-04-03)
長野市教育委員会 (1999)「世界の人とともに生きる : 一校一国交流活動の記録」信毎書籍印刷 , 162-165

日本オリンピック委員会 (2011) オリンピック憲章 2011 年度版 . http://www.joc.or.jp/olympism/charter/pdf/olympiccharter2011.
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2006, 165-170, http://library.la84.org/6oic/OfficialReports/2006/2006v2p2.pdf, ( 参照 2014-04-25)
Organizing Committee of the XXII Olympic Winter Games and XI Paralympic Winter Games of 2014 in Sochi (2013). Sochi 2014
organizing committee awards winners of one school - one country program, Sochi 2014 Olympics, http://www.sochi2014.com/en/
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Salt Lake Organizing Committee (2002). Official report of the XIX Olympic winter games, 430-435, http://library.la84.org/6oic/
OfficialReports/2002/2002v1.pdf, ( 参照 2014-04-24)

80筑波大学附属学校オリンピック教育推進専門委員会委員（平成 25 年度）
委員長
副委員長
副委員長

石隈利紀
今井二郎
吉沢祥子
真田 久
宮﨑明世
平川 譲
長岡 樹
中塚義実
横尾智治
鈴木愛梨
寺西真人
苦瓜道代
阿部 崇
花岡勇太
河場哲史

附属学校教育局教育長
教育長特命補佐
特別支援教育研究センター教諭
体育専門学群長、体育系教授
体育系准教授附属小学校教諭
附属中学校教諭
附属高等学校教諭
附属駒場中高等学校教諭
附属坂戸高等学校教諭
附属視覚特別支援学校教諭
附属聴覚特別支援学校教諭
附属大塚特別支援学校教諭
附属桐が丘特別支援学校教諭
附属久里浜特別支援学校教諭

筑波大学オリンピック教育プラットフォーム組織図

Director

SPEC
Advisor

IOC
11

81

CORE

附属学校におけるオリンピック教育推進専門委員会設置要項
平成 23 年 3 月 1 日
附属学校教育局教育長決定（趣旨）
1. 附属学校国際教育推進委員会設置要項（平成 20 年 4 月 25 日、附属学校教育局教育長決定）
6 の規定に基づき、附属学校における国際平和教育としてのオリンピック教育を推進するため、附属学校におけるオリンピッ
ク教育推進専門委員会（以下「専門委員会」という。）を設置する。
（任務）
2. 専門委員会は，次に掲げる事項を行う。
① 附属学校におけるオリンピック教育の企画・立案に関すること。
② オリンピック教育プラットフォーム事務局との連絡調整に関すること。
③ その他，附属学校におけるオリンピック教育に関すること。
（組織）
3. 委員会は，次に掲げる委員で組織する。
① 附属学校教育局教育長特別補佐（教育長が指名する者）② 附属学校長が推薦する附属学校教員 各 1 人③ その他附属学校教育局教育長が指名する者 若干人（委員長等）
4. 専門委員会に委員長を置き，前項第１号の者をもって充てる。
（2）委員会に副委員長を置き，委員長が委員のうちから指名する。
（3）委員長は，委員会を主宰する。
（4）副委員長は，委員長を補佐し委員長に事故があるときには，その職務を代行する。
（委員の任期）
5. 委員の任期は１年とする。ただし，再任を妨げない。
（2）前項の規定にかかわらず，任期の終期は，委員となる日の属する年度の末日とする。
（事務）
6. 委員会に関する事務は，附属学校教育局学校支援課が行う。
附 記 この要項は、平成２３年４月１日から実施する。

Journal of Olympic Education vol.2 04/2013-03/2014
May 2014
Publishing officeCentre for Olympic Research & Education, University of Tsukuba
Cooperated by Tsukuba Internnational Academy for Sport Studies
Jigoro Kano Memorial International Sport InstituteEditorDr. Hisashi Sanada, Dr. Lee Chan-Woo, Ai Aramaki, Taro Obayashi