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The implementation of Olympic education in a government primary school in Singapore : a case study
Author
Chong, Choong Hian
Supervisor
Waters, David
Abstract
The purpose of this qualitative case study was to systematically examine and identify the successes, as well as the challenges, in the implementation process of Olympic Education (OE) in a Singapore government primary school : Banyan Primary School. The early planning stages from January 2000, as well as developmental steps thereafter, were evaluated and the endpoint of the process was delineated as being December 2001.
A case study was used to provide a greater in-depth understanding of all pertinent information on the issue of OE from the school's point of view. In order to provide a multiple and balanced representation of perspective of this case study, an attempt was made to include subjects from different levels of the school's organisational structure. Therefore one-to-one interviews were arranged with the principal, vice-principal, head of department (Physical Education and Co-Curricular Activities), one OE Committee member, and one classroom teacher involved in the OE programme (N=5).
The data collected and analysed was based on separate semi-structured interview responses. The findings were organised and presented under eight broad categories: objectives, organisation, programme design, implementation, personnel, facilities and equipment, financial factors, and evaluation. Analysis of the data showed that the subjects in this study shared common goals and viewed their OE programme as the basis of character development programme in their school. They also felt that the forming of, and work by, the OE Committee did not challenge the existing organisational structure in Banyan Primary School.
Furthermore, subjects mentioned that the school's allotment of resources were capable to supply needed materials to teachers and staff in various disciplines for effective OE results. Subjects commented that this particular OE programme was integrated into their existing school curriculum and subsequent school activities. Other than subjects like Physical Education, the OE Committee also incorporated numerous OE values in subjects like English, Mathematics, Art and Crafts, and Music. Subjects mentioned that it was important that OE was not seen as an add-on (additional workload) in order for it to be successfully implemented.
To conclude, phase-by-phase schedules with a detailed chronology are also presented for: planning, infusing Olympic values, and programming for two years. They provide a valuable resource tool for future personnel who are considering implementing OE in their school. It is foreseen that possibilities of implementing other OE programmes (or even larger-scale programmes) in Singapore primary schools are a reasonable goal in years to come.
A case study was used to provide a greater in-depth understanding of all pertinent information on the issue of OE from the school's point of view. In order to provide a multiple and balanced representation of perspective of this case study, an attempt was made to include subjects from different levels of the school's organisational structure. Therefore one-to-one interviews were arranged with the principal, vice-principal, head of department (Physical Education and Co-Curricular Activities), one OE Committee member, and one classroom teacher involved in the OE programme (N=5).
The data collected and analysed was based on separate semi-structured interview responses. The findings were organised and presented under eight broad categories: objectives, organisation, programme design, implementation, personnel, facilities and equipment, financial factors, and evaluation. Analysis of the data showed that the subjects in this study shared common goals and viewed their OE programme as the basis of character development programme in their school. They also felt that the forming of, and work by, the OE Committee did not challenge the existing organisational structure in Banyan Primary School.
Furthermore, subjects mentioned that the school's allotment of resources were capable to supply needed materials to teachers and staff in various disciplines for effective OE results. Subjects commented that this particular OE programme was integrated into their existing school curriculum and subsequent school activities. Other than subjects like Physical Education, the OE Committee also incorporated numerous OE values in subjects like English, Mathematics, Art and Crafts, and Music. Subjects mentioned that it was important that OE was not seen as an add-on (additional workload) in order for it to be successfully implemented.
To conclude, phase-by-phase schedules with a detailed chronology are also presented for: planning, infusing Olympic values, and programming for two years. They provide a valuable resource tool for future personnel who are considering implementing OE in their school. It is foreseen that possibilities of implementing other OE programmes (or even larger-scale programmes) in Singapore primary schools are a reasonable goal in years to come.
Date Issued
2003
Call Number
GV361 Cho
Date Submitted
2003