Educational Legacy of the Rio 2016 Games: Lessons for Youth Engagement

Abstract

The promise of the Rio 2016 Games was to influence the entire population of Brazil, but the major impact was expected to be on children and the youth. The development of youth education programs promoting Olympic and Paralympic values was one of the main commitments that organizers made in 2009 to host the 2016 Olympic and Paralympic Games. This article draws on the available literature on Olympic and Paralympic education and youth engagement and examines several of such programs previously implemented in such host cities as Beijing, Vancouver, and London. The purpose was to explore the ways in which implementing such educational legacy programs by the Rio 2016 and other sporting mega-event organizers can inspire and sustain youth engagement. The inductive thematic analysis was applied in the close examination of the content, strategies, and outcomes of the Rio 2016 Olympic and Paralympic education program. The results suggest that to leave an enduring youth legacy, policymakers, future mega-event organizers, and educators need to understand it as a continued endeavor beyond the hosting period and embed the related educational efforts into broader educational and youth-focused structures. This article also outlines lessons for youth engagement that can be drawn from Rio’s and other host cities’ Olympic and Paralympic education practices.

Exploring the Games’ Intangible Legacy on Individuals: A Longitudinal Study of Teacher’s Community

“…Widespread evidence of a lack of resources and pedagogical guidance (dos Santos 2018) as well as a disbelief in the sustainable legacy (Rocha 2020) may explain the non-significant variation of teacher's perception post-Games. Previous studies have also identified difficulties in integrating its pedagogic contents into mainstream school education in Brazil due to the governmental changes that occurred in secondary education (Kirakosyan 2020). Another alternative explanation for this finding might be the increase in Brazil's economic and political problems (Rocha 2020), which contributed to halting the Transforma in 2016, and as a result, teachers may have perceived a decrease in network/social exchange in the following post-Olympic years.…”

“…However, this finding needs to be discussed beyond the results obtained. Different from the Vancouver 2010 and London 2012 education programs that continued after the Games with local stakeholder support (Kirakosyan 2020), Transforma ended in 2016 without prospects for future continuity (Rocha 2020). Thus, the first explanation for this finding is that the Impulsiona program appears focused on encouraging the use of sports as an educational tool in Brazilian schools (Impulsiona 2020).…”

“…Thus, the first explanation for this finding is that the Impulsiona program appears focused on encouraging the use of sports as an educational tool in Brazilian schools (Impulsiona 2020). Such a proposal essentially enriched and complemented the Transforma approach and content and jointly contributed to the pedagogical development of teachers in Brazil (Kirakosyan 2020). An additional explanation for our findings was the free e-learning courses offered (e.g., Olympic Values for Life), provided by the Brazilian Olympic Committee to foster Olympic Education and strengthen social linkages ).…”

“…Second, these educational interventions should disseminate a values-based curriculum (excellence, respect, and friendship) and ideals (fairness, equality, and ethical behavior) to shape the younger generation in their adulthood (Teetzel 2012). Third, they should promote leadership, engagement, and social inclusion through innovative approaches that foster social behavior change (Kirakosyan 2020). To apply these aspects in Olympic education programs is a long-term educational challenge (Georgiadis 2010) in which teachers play a key role.…”

Empowerment of human brands: Brand meaning co-creation on digital engagement platforms

“…Second, these educational interventions should disseminate an Olympic values-based curriculum and ideals to shape the younger character into their adulthood (Teetzel, 2012). Third, they should promote leadership, engagement, and social inclusion through innovative approaches that foster social behaviour change (Kirakosyan, 2020).…”