The Youth Olympic Games Educational Program Through Experiential Learning Theory Lens

Abstract

Purpose: The Youth Olympic Games (YOG), the largest international sport event for young athletes, allows athletes to take part in an Olympic educational program. These programs have never been examined through the lens of Experiential Learning Theory (ELT). The purpose of this study is to provide in-depth analysis and evaluation of all YOG educational programs design by date (2010 – 2020) through the lens of ELT and to uncover the areas of where the strengthening of the programs impact is feasible and encouraged.<p>

<p>Methods: A thorough YOG documents analysis was performed on the six YOG`s educational programs by examining the place and role of each of the four elements of ELT and how prevalent they were.<p>

<p>Results: Results of our analysis show that YOG educational programs are not properly balanced and that concrete experiences turned to be the mostly and overly covered in the six games by the price of other critically important ELT stages. Reflective observations and abstract conceptualizations come into play sporadically and also only in later games, although still underwhelmingly. Active experimentations are covered through media activities in most of the games and the whole potential of the stage is due to be fully utilised.<p>

<p>Conclusions: YOG educational program impact on YOG athletes could be significantly enhanced by embracing and sufficiently incorporating all 4 ELT stages into the program design and delivery.<p>

<p>Applications in Sport: This study highlights the potential of ELT as a theoretical tool for addressing the impact learning and change the educational program can have on the YOG participants. The performed document analysis suggests on how learning can be enhanced for the YOG athletes. Suggestions for the future YOG educational program designers are formulated and provided.