L1.6. Pierre de Coubertin

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Del curso dictado por Universitat Autònoma de Barcelona

The Olympic Games and the Media

37 calificaciones

Universitat Autònoma de Barcelona

The Olympic Games and the Media

37 calificaciones

This course gives you a complete insight into the communication and managerial techniques put into practice in the creation of the most important sporting mega event in the world. You will learn about the essentials of television production, programming strategies and television rights management of the Olympic Games. At the same time, you will gain valuable knowledge about the fundamentals of communication via social media and of the Olympic culture which is so closely connected with classic culture and humanism. The Olympic Games are a precise reflector of advanced current societies as a whole. Many of the strategies and trends dealt with in this course are transferable to other fields beyond the world of sport. Este curso te ofrece un conocimiento completo de las técnicas de comunicación y gestión que se ponen en práctica en la creación del acontecimiento deportivo más importante del mundo. Aprenderás las claves de la producción y realización televisiva de los Juegos, su programación y la estrategia de gestión de los derechos audiovisuales de los Juegos Olímpicos. Al mismo tiempo, conseguirás un valioso conocimiento sobre los fundamentos de la comunicación en las redes sociales y la cultura Olímpica, que está estrechamente conectada con la cultura clásica y el humanismo. Los Juegos Olímpicos son un preciso reflector de las sociedades avanzadas modernas consideradas como un todo. Muchas de las estrategias y tendencias que abordamos en este curso pueden aplicarse a otros campos diferentes al mundo del deporte.

De la lección

W1. INTRODUCTION TO MEDIA AND THE CULTURE OF THE OLYMPICS

During this first week, you will learn on the cultural context of the Olympic Games before going in depth with their relationship with the media. We will set the context and first history of the Olympic Games to examine then their role in an epoch of profound transformation and intellectual awake. // Durante esta primera semana, aprenderás sobre el contexto cultural de los Juegos Olímpicos antes de profundizar con la relación que tienen con los medios de comunicación. Vamos a establecer el contexto e inicios de los Juegos Olímpicos para examinar después su papel en una época de profunda transformación y despertar intelectual.

L1.1. Introduction to media and the culture of the Olympics1:06

L1.2. Introduction: the Olympics and the media6:10

L1.3. What are the Olympic Games?7:06

L1.4. Constituents and Governance6:10

L1.5. The Olympic Charter and the Media5:20

L1.6. Pierre de Coubertin9:00

L1.7. On the precedents of the modern Olympic Games4:09

L1.8. The first Olympic Congress5:20

L1.9. The Zeitgeist of the modern Olympic Games7:32

L1.10. The Olympics, sport and the transformation of society7:55

L1.11. The Ancient Olympics14:20

Conoce a los instructores

Emilio Fernández Peña
Professor Titular
Department of Audiovisual Communication

[MUSIC].

[BLANK_AUDIO].

Hello.

The revival of the Olympic Games was written in the spirit of the time.

Western Europe had never forgot the magnificence of the Ancient Olympic Games.

Different people in several countries organized, at least since

the 17th century, festivals that remembered the Olympic games.

However, the vast majority of them were

developed on a local, regional or national basis.

At the end of the 19th century, even though, everything

was mature for starting the project of the worldwide Games:

It appeared the figure of Pierre de

Coubertin, the founder of the modern Olympic

Games, who created a series of fundamental

principles around which the Olympic movement is articulated.

In this context, the emergence of

the modern means of transportation and telecommunications,

the international expositions and the internationalism, configured a world

with a positive cultural ambiance to a global Games. A world that became

increasingly interconnected during the last decades of the 19th century.

The French Pierre de Coubertin entered the history as

the driver of the recovery of the Olympic Games.

Coubertin was the booster of the modern Olympics and he was the father

of the philosophy that lies in the Olympic phenomenon, which is called Olympism.

Olympism, which according to Müller was coined by Coubertin

in 1910, involved the moral attitude of an individual,

and on that basis, the attitude of all humanity as well.

In this sense, Coubertin aimed to give gravity to his ideas and

he introduced the religious goals of the

ancient Olympic Games into the

modern version, without changing the spiritual sense

of the Games, according to Norbert Müller.

We can find a clear definition of Olympism in the

principles of the Olympic Movement, established in the Olympic Charter:

Olympism is a philosophy of life, exalting and

combining in a balanced whole the qualities of body, will and mind.

Blending sport with culture and education,

Olympism seeks to create a way of life based on the joy of

effort, the educational value of good example

and respect for universal fundamental ethical principles.

The goal of Olympism is to place sport at the service of the

harmonious development of man, with a view to promoting a peaceful

society concerned with the preservation of human dignity.

Coubertin was born on January 1, 1863 in a

French middle aristocratic family and studied in a Jesuit school.

After two months, he left a military academy.

Then he attended the Ecole Supérieure des Sciencies Politiques.

This school, which used a modern systems of

teaching and learning, strengthened

Coubertin's interest for the Anglo-Saxon culture.

According to Lolam, his experiences with the school system led to a strong

conviction that it was necessary to reform the French education.

This first vision will influence the key role that education has in Olympism.

The defeat of France in the French-Prussian war affected

very much the young French men of Coubertin's époque.

To the extent that he thought that this defeat was

due to the better physical preparation of the Prussian Army.

That reinforced his idea that education should have a key role

in the policy of government. In a world of swift changes, education

gave individuals the capacity to adapt to the new environment.

Coubertin considered that was the century to reform

the education in France. Between 1883 and 1887,

he visited the United Kingdom and different high education centres.

Afterwards, he traveled to the United States of America in

1889 to study in-depth some of its most prestigious

educational institutions, such as Harvard or Princeton,

as a result of an official assignment

from the Ministry of Public Instruction of France.

Pierre de Coubertin was a very prolific writer.

In his 74 years of life, he wrote 34 books and 11,000 articles.

He also developed a very extensive teaching labour

that evolved through time in some aspects, but whose

essence stands since the first years of the Olympic Movement.

Coubertin was the International Olympic Committee president

who was the most time in his post.

He was President since 1896, after the Athens Olympics, until 1925,

after the Prague Olympic Congress. As Norbert Müller points out,

during his last most important public speech of the

later years of his life, Coubertin highlighted the core ideas of Olympism.

This speech was broadcast on radio in 1935

and can be summarised and in this three sayings:

To celebrate the Olympic Games is to appeal to history.

Olympism is not a system, but a spiritual and moral attitude.

And my unshakable faith in youth and the future has

been and remains the principle that gives life to my work.

Coubertin died on September 2, 1937.

Following his will, his heart was buried in Olympia in a marble stele that was

erected on March 25, 1938 to commemorate the restoration of the Olympic Games.

Even though Coubertin was a very prolific

writer, his thought is not a systematic philosophy

a group of ideas that evolved with time but that maintain their essence.

According to Dikaia Chatziefstathiou and Ian Henry,

the Olypism created by Coubertin was a mixture of filo-Hellenism, the ancient

values of body, and mind and spirit and the English athleticism, which had

been related to the 19th century's preeminence of the British Empire.

According to Lolam, we can characterize Olympism

as a secular vitalistic humanism of the muscles.

Despite that Coubertin was not an original intellectual,

who hardly came close to the works of Nietzsche or Bergson,

the official ideology of the Olympic Movement, Olympism, is

perhaps the version of the unit-idea of

humanism which has had the greatest impact on the

lives of ordinary men and women in the 20th century.

Therefore, to summarize the cultural of peace in which education has a crucial role,

the internationalism, the influence of the classic culture of

Greece or the educational systems in USA and England

were elements that determined the ideology of the revival of the Olympic Games.

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