Educating Copacabana: a critical analysis of the “Second Half”, an Olympic education program of Rio 2016

Knijnik, Jorge; Tavares, Otávio

doi:10.1080/00131911.2012.671805

Cited by 15 publications

(19 citation statements)

References 7 publications

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“…Projeto Rio 2016 was developed, implemented, and financed by the State Government, and was promoted as Rio's main The main strategy for developing sport/physical activity participation among the (young) population found in the bid document refers to increasing funding towards already existing federal government programs in this field. The main one, the Programa Segundo Tempo (English translation: Second Half Program) was, at the time, the flagship program of the Ministry of Sports for increasing sport participation among children and youth across the country, and has the concept of development through sport as its principal foundation (Knijnik & Tavares, 2012;Reis, Sousa-Mast, & Vieira, 2013). In fact, the program is supported by the UN, which highlights again its social development focus.…”

Section: Sport Participation and The Olympic Games 149mentioning

confidence: 99%

Sport Participation Legacy and the Olympic Games: The Case of Sydney 2000, London 2012, and Rio 2016

Reis¹,

Frawley²,

Hodgetts³

et al. 2017

Event Management

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Sport participation as a legacy of the Olympic Games (OG) has frequently featured as a component of the "legacy package" that government bodies and organizing committees promote to the local communities to gain support for the hosting of these mega-events. However, only recently increased sport participation has been explicitly included as part of a legacy plan in OG candidature files. This article examines the changes and development of sport legacy planning and implementation from Sydney 2000, London 2012, and Rio 2016. The three case studies confirm that sport participation legacies are only achieved if host governments engage the community, develop long-term strategies, and coordinate efforts between different government portfolios and with a range of relevant stakeholders. So far, there is limited evidence available to demonstrate that relevant government bodies have attempted to strategically leverage the Games with the purpose of developing a sport participation legacy for the wider population.

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Section: Sport Participation and The Olympic Games 149mentioning

confidence: 99%

Sport Participation Legacy and the Olympic Games: The Case of Sydney 2000, London 2012, and Rio 2016

Reis¹,

Frawley²,

Hodgetts³

et al. 2017

Event Management

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“…A valuable tool aiding the introduction of children and teenagers to the world of values turns out to be an Olympic education which, along with the principle of fair play, makes it possible to merge with trends concerning modern theories of education [20,21]. As part of alternative education, it may appear as an integral part of teaching programs at various stages of schooling, proving its educational effectiveness [22,23].…”

Section: Introductionmentioning

confidence: 99%

Fair Play in Physical Education and Beyond

Bronikowska

Korcz²,

Pluta

et al. 2019

Sustainability

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The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.

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“…The government acknowledged sport as an instrument for legitimising dominant ideologies, in this case the dictatorial government project (Bueno, ). Such state‐based regulation still predominates (Knijnik and Tavares, ) and is a distinctive factor when analysing SfD programmes in Brazil (Reis et al, ). Subsequently, the military regime (initiated in 1964) used high performance sports, particularly football (Bueno, ), as a diversion to distract the population from domestic issues: the infamous ‘bread and circus’ approach (Soares Filho, ).…”

Section: Sport‐for‐developmentmentioning

confidence: 99%

“…And, like other international SfD programmes, they have been criticised for not achieving their purported social benefits (de Moraes et al, 2017). Knijnik and Tavares (), for instance, argue that there is a significant gap between what is proposed in the policy and what happens on the ground. In addition, unlike some international examples (cf.…”

Section: Sport‐for‐developmentmentioning

confidence: 99%

A Case Study of a Sport‐for‐Development Programme in Brazil

Hall

Reis

2018

Bull Latin American Res

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This article examines the ‘Sport Works’ narrative of sport‐for‐development practitioners of an inter‐organisational sport‐for‐development (SfD) programme utilising rugby to foster positive social transformation in Brazil. In doing so, we address an under‐representation of practitioners who are often seen as subjugated voices in SfD programmes. The paper also addresses an under‐representation of Brazil as a research site in SfD literature. Following several site visits and interviews with practitioners, our data concludes that despite a novel context of Brazil and the alternative values to football offered through the sport of rugby, practitioners and programme managers maintain dominant narratives of social transformation through sport without clear monitoring and evaluation.

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Educating Copacabana: a critical analysis of the “Second Half”, an Olympic education program of Rio 2016

Cited by 15 publications

References 7 publications

Sport Participation Legacy and the Olympic Games: The Case of Sydney 2000, London 2012, and Rio 2016

Sport Participation Legacy and the Olympic Games: The Case of Sydney 2000, London 2012, and Rio 2016

Fair Play in Physical Education and Beyond

A Case Study of a Sport‐for‐Development Programme in Brazil

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