Abstract des Autors

This chapter will focus on the content, aims and organisation of the CEP at the 2010 Summer YOG in Singapore and the 2012 Winter YOG in Innsbruck, based on relevant documents, reports and on-site observations made at these games. Although individual responses given by young athletes and their coaches on the occasion of the 2010 YOG and 2012 YOG should not be generalised, they can serve to illustrate different positions. This chapter also aims to contextualise the CEP's contribution towards a holistic development of young athletes. Some suggestions for this CEP-based development in terms of Olympic Education and the IOC's recent focus on the entourage of athletes are offered at the end of this chapter. While analysing the similarities and differences between the CEP in 2010 and 2012, this chapter will discuss the impact and value of the CEP, which will be followed by highlighting educational experiences at each event in terms of non-formal and informal learning. For the purposes of this chapter, we can understand non-formal ways of learning and education as encompassing a wide variety of organised workshops, training and development programmes that take place at sites beyond formal educational systems. Informal learning can be understood as fellow learners transmitting knowledge at sites in which education may not be a primary, explicit or official goal, for example through daily social interactions and shared relationships. Before applying these concepts to the case of the CEP, it is necessary to introduce the idea of the CEP and suggest how this programme contributes to education and learning. (geändert)