HOW OLYMPIC VALUES ARE ENACTED IN PE TEACHER EDUCATION: A MULTI-STAKEHOLDER PERSPECTIVE FROM FACULTY AND PRE-SERVICE TEACHERS

Abstract

Olympic Values—fairness, respect, and diversity—are widely recognized but remain insufficiently implemented in higher education PE teacher training. Existing research focuses on theoretical advocacy and school practice, offering little empirical insight into how these values are embedded in teacher education, or into the perspectives of different stakeholders. This study investigates how Olympic Values are operationalized in PE teacher education, drawing on the views of pre-service teachers and teaching staff. Using a qualitatively driven mixed-methods approach, it analyzes core course syllabi from three to five universities and conducts semi-structured interviews with six to eight pre-service teachers and four to six instructors. Results show shared recognition of the values’ importance but divergent understandings: students link them mainly to competitive sport, while teachers emphasize equity and diversity. Syllabi often relegate these values to introductory sections, lacking integration into objectives and assessments. Key barriers include limited resources, absence of contextualized cases, and misaligned evaluation systems. The study recommends building a contextualized case library, embedding value indicators into objectives and assessments, incorporating them into microteaching and practicum, and establishing departmental mechanisms for resource sharing and faculty development. These findings provide practical pathways for curriculum reform, program accreditation, and advancing SDGs 4, 5, and 10.