Sports Corruption: Sporting Autonomy, Lex Sportiva and the Rule of Law

An apparent escalation in on-field corruption (doping and match-fixing) in professional sports has led to increasing numbers of athletes facing bans and a loss of livelihood as a consequence of decisions taken by sporting tribunals, as part of a regulatory system referred to as lex sportiva. This has led to challenges in domestic courts from athletes over the lawfulness and fairness of these proceedings (for example Pechstein and Kaneria). These challenges to the legitimacy of lex sportiva (and to the principle of the autonomy of sport) echo Foster’s (2003) critique of lex sportiva/global sports law as: "a cloak for continued self-regulation by international sports federations…a claim for non-intervention by both national legal systems and by international sports law… [which] opposes a rule of law in regulating international sport." The paper considers what is the ‘rule of law’ that regulates on-field corruption, and concludes that it is a complex web of law, since sports governing bodies now share with the state many aspects of the sanctioning of on-field corruption. The paper considers how the doctrine of ‘the autonomy of sport’ has informed the development of lex sportiva in regard to athlete corruption, and the competing claims of private sports law and national legal systems over the regulation of athlete corruption

Olympic education: Principles, activities and teaching models

El objetivo del presente artículo es desarrollar el concepto de Educación Olímpica. En este sentido, se expone una definición del concepto, los principios de la Educación Olímpica y sus principales actividades (artísticas y culturales, deportivas, académicas, material educativo, etc.). Además, se presentan los principales modelos de enseñanza de la Educación Olímpica (orientados al conocimiento, a la vida diaria o experimentales) así como el público objetivo al que va dirigido. Todo ello a través de una profunda revisión bibliográfica sobre este conceptoThe aim of this paper is to develop the concept of Olympic Education. In this sense, a definition of the concept, the principles of the Olympic education and its main activities (arts and culture, sports, academic, educational materials, etc.) is exposed. In addition, we develop the main models of teaching Olympic Education (oriented knowledge to everyday life or experimental) and the different people who can use it. All this through an extensive bibliographic review on this concep

Twenty years of The International Pierre de Coubertin School Network

El presente artículo ha sido escrito con ocasión de cumplirse el 20 aniversario de la Red Internacional de Escuelas Pierre de Coubertin. En el presente trabajo se presentan y resumen los 11 Fórums celebrados desde 1997, el número, en continuo crecimiento, de escuelas participantes y los detalles de cada una de las reuniones bianuales. El artículo muestra que la idea del Comité Internacional Pierre de Coubertin relativa a reunir a los estudiantes de todo el mundo para competir y para brindarles experiencias en los valores olímpicos en diferentes campos del aprendizaje, ha dado sus frutos. Siguiendo la idea de Coubertin de paz y amistad entre las naciones, la Red Mundial de Escuelas Coubertin se ha convertido en un modelo sostenible para la educación olímpica, reconocido tanto por el COI como internacionalmenteThe following article was written on occasion of the 20th anniversary of the International Network of Pierre de Coubertin Schools. It presents the 11 Youth Forums held since 1997, the continually growing number of participating schools and illustrates the specifics of each of the biannual meetings. The article shows that the CIPC concept of bringing pupils from around the world together for fair competitions and to let them experience the Olympic Values in different fields of learning paid off. Following Coubertin’s idea of peace and friendship among nations, the World Network of Coubertin Schools has become a sustainable model for Olympic education, recognised by the IOC and internationall

Der Mediensport Olympia - ein globales Integrationsritual?

Die Olympischen Spiele wirken als ein Integrationsritus in einer sich globalisierenden Welt. Der Sport überwindet die Länder-, Kultur- und Rassengrenzen und vereint die Öffentlichkeit mithilfe der Medien. Diese inszenieren die Sportarten gemäß ihrer Wirkungslogik, und verändern somit den Sport selbst. Trotz Skandalen nimmt die Bedeutung der Spiele stetig zu, sie erreichen mit der Eröffnungsfeier das weltweit größte (Fernseh-)Publikum. Diese Feier ist ein globaler sakraler Ritus. Besonders das Fernsehen lässt alle um Ritus teilhaben. Der Sport als soziales Handeln vermittelt einen Glauben an Fortschritt durch Leistung, und die Zuschauer können mithilfe der Medien auch teilnehmen. In Zeiten des Wandels wird der Ritus wichtig für die Gemeinschaft.The Olympic Games appear to be a rite of integration in a world of increasing globalization. Sport overcomes national, cultural und racial boundaries, und unites the public with the help of the media. The media (re)produce the different sports according to the functional logic of their medial presentation und therefore change the sports itself: Economy has replaced morality as the highest precept. Despite certain scandals, the Games become more und more significant. The opening ceremony reaches the largest (TV-)audience worldwide. This ceremony is a global religious rite which could have never been accomplished without the media. It is especially television that enables everyone to be a part of the rite. Sport as social action educates a belief in Progress through achievement, and the audience can participate with the help of the media. In times of constant changes, this rite becomes highly important to the community

Bricoleurs Extraordinaire: Sports Coaches in Inter War Britain

In Inter War Britain, individuals exploited their athletic skills by pursuing professional careers, or adopting amateur roles, as instructors, trainers and coaches, invariably drawing from, and elaborating on, existing practices. The coach was the master of a body of specialist craft knowledge, the tacit nature of which was transmitted through ‘stealing with the eyes’ as the apprentice watched the master in action (Gamble, 2001). Professional coaches saw themselves as practical men whose experiential knowledge concerning diet, physiological and psychological preparation, stimulants, massaging, medical treatments, talent identification, and so on provided critical components in their coaching ‘toolbox’ (Nelson, 1924, 25-26). Craft knowledge was never static. Coaching expertise is a fluid, cyclical process with practitioners continuously redeveloping their competencies (Turner, Nelson and Potrac, 2012, 323), and part of traditional craft expertise was the ability to react positively to shifting circumstances. Coaches were constantly stimulated to experiment by competitors, commercialisation, and emerging technologies (Clegg, 1977, 244), and they exemplified the notion of the ‘Bricoleur’ in constantly trialling emerging knowledge, intuitively accepting or rejecting appropriate material. This paper explores the ways in which practitioners developed their coaching ‘toolbox’ in Inter War Britain by drawing on examples from newspaper reports, personal and public archives, and instructional texts (eg. Tilden, 1920; Gent, 1922; Nelson, 1924; Mussabini, 1926; Lowe and Porritt, 1929; Abrahams and Abrahams, 1936). The author highlights the range of knowledge that coaches had at their command, well before the emergence of sports science and coaching certification programmes, and questions assumptions that coaches can no longer rely solely on ‘learning the trade’ through experience (Evans and Light, 2007). As Winchester et al. (2013) have emphasised, knowledge, skills, attitudes, and insights are developed from daily experiences in sport, work and at home, as well as through exposure to the coaching environment, and contemporary coaches still employ a largely implicit form of knowledge, closely connected to past experiences, which shares similarities with Inter War craft knowledge (Smith and Cushion, 2006, 363; Jones, Armour and Potrac, 2003), while identifying experimentation and experience as key reference points (Irwin, Hanton and Kerwin, 2004, 436, 439; Potrac, Jones and Cushion, 2007)

An English cover-up: masks, murders, and English cruelty in Goncourt, Lorrain, and Schwob

Fin-de-siècle writers from diverse disciplines were drawn to the seductive potential of masks and disguise; mask-wearing characters of indefinite identity, indeterminate gender, and insecure psychology proliferate in their texts. However, when characters are designated as English in such stories, they are also, and with remarkable frequency, associated with cruelty or murder: the mask-wielding murderers of Marcel Schwob’s ‘MM. Burke et Hare, Assassins’ carry out their crimes in Britain upon British victims; Edmond de Goncourt weaves his theatrical narrative around the mask-like demeanour of Lord Annandale in La Faustin; and Jean Lorrain’s malicious Lord Ethal exacerbates the Duc de Fréneuse’s perverse obsessions with masks in Monsieur de Phocas. This article explores this unexpected correlation, and examines the ways that English masks are used as narrative devices – at once to mould and play with national distinctions, and to reflect upon the psychological state of the French subject

La educación inglesa

Conferencia pronunciada en París en la Sesión del 18 de abril de 1887 ante la Sociedad de Economía Socia

Souvenirs d'Amérique et de Grèce.

Dedication:Content description: TitlePagination: PP4+181P+3PPVolumes: 1Text Genre:Prose / Letter