{"id":181,"date":"2008-03-03T15:38:32","date_gmt":"2008-03-03T21:38:32","guid":{"rendered":""},"modified":"2017-08-07T11:49:43","modified_gmt":"2017-08-07T16:49:43","slug":"a-survey-among-youth-high-performance-athletes-at-different-coubertin-schools","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/a-survey-among-youth-high-performance-athletes-at-different-coubertin-schools\/","title":{"rendered":"A Survey Among Youth High Performance Athletes at Different Coubertin Schools, Olympic Talent Training Centers and at Other Spor"},"content":{"rendered":"
Submitted by: Kristina Bohnstedt & Norbert Mueller<\/div>\n

INTRODUCTION<\/h2>\n

The high performance sport system of the former German Democratic Republic
\n(GDR) was based on a well organized and supported search and support for
\ntalents. The \u201cSport Schools for Children and Youth,\u201d which
\nwere invented in 1952 and extended into perfectly organized places of
\ntraining for future Olympic winners, represented the main branch of this
\nsystem. 80% of the Olympic participants of the GDR were \u201cformed\u201d
\nin these 24 \u201cSport Schools for Children and Youth\u201d and won
\nthe main part of the 572 Olympic medals reached by the GDR at Olympic
\nGames.<\/p>\n

<\/p>\n

After the German reunification this form of elite shaping was considered
\nskeptically especially when it became obvious and public by Prof. Franke
\n(Heidelberg, Germany) that the majority of the athletes training and living
\nat these sport schools were involved \u2013 consciously and unconsciously
\n\u2013 in a secret doping system. The scientific analysis of these schools
\nrevealed in spite of many positive aspects also a frequent disregard of
\nethical standards.<\/p>\n

In the meantime sport high schools, again, have become one of the main
\ninstitutions in training Olympic talents in Germany. It is now of interest
\nif ethical standards are considered in the trainers\u2019 behavior and
\nif ethical standards and Olympic values play an important role in the
\npedagogical formation of the young athletes.<\/p>\n

In 1984, Meinberg developed a set of principles for a humane high-performance
\nsport for children in the wake of a public debate on the participation
\nof children and teenagers in high-performance sports. Many institutions
\npublished different demanding catalogues of ethical principles but Meinberg\u2019s
\nprinciples are of such a given broad-based character that these principles
\ncan also be taken as outlining an ethical foundation of other catalogues.<\/p>\n

The following ethical principles were published by Meinberg:<\/p>\n

    \n
  1. The call for using the other person as a purpose of himself instead
    \nof using him as a means to an end,<\/li>\n
  2. the principle of respect,<\/li>\n
  3. the principle of equality,<\/li>\n
  4. the principle of solidarity,<\/li>\n
  5. the principle of fairness,<\/li>\n
  6. the principle of suitability for children (youth),<\/li>\n
  7. the principle of reasonableness,<\/li>\n
  8. the principle of helping,<\/li>\n
  9. the principle of confidence\/trust,<\/li>\n
  10. the principle of participation,<\/li>\n
  11. the principle of responsibility,<\/li>\n
  12. the principle of achievement and the call for avoiding a fetishism
    \nof achievement,<\/li>\n
  13. call for a child (youth) suitable body ethic and the avoidance of
    \nthe exploitation of the
    \nbody.<\/li>\n<\/ol>\n

    The paper investigates which status Olympic values have for teenage high-performance
    \nathletes and in how far these values are taught by their trainer and their
    \nengagement in high performance sport.<\/p>\n

    In addition to that the paper is supposed to show whether the athletes
    \nthink that their trainers observe Meinberg\u2019s 13 ethical principles
    \nand whether there is a correlation between their implementation and other
    \nfactors such as the kind of sport, gender, etc.<\/p>\n

    METHODS<\/h2>\n

    Research data were collected through a survey using a standardized questionnaire.
    \nUnder this survey, 181 students (age 14-18) of different sports high schools
    \n(Coubertin-High School Berlin, Pierre-de-Coubertin-High School Erfurt,
    \nHeinrich-Heine-High School Kaiserslautern, Karthause High School Koblenz
    \nand the House of Athletes at the Olympic Centre Frankfurt-Rhein-Main)
    \nin Germany replied to the questionnaire in writing. The replies were analysed
    \nwith the statistics programme SPSS 11.0.<\/p>\n

    RESULTS<\/h2>\n

    The evaluation of values shows that the youth high performance athletes
    \nconsider those values to be more important which are closely connected
    \nto the achievement principle (for example ambition, competitiveness, ability
    \nof pushing through\u2026). In addition to that the trainers teach those
    \nvalues connected with the achievement principle more often than other
    \nvalues like for example honesty, fairness, equal opportunities or luck.<\/p>\n

    The results regarding the implementation of ethical standards show that
    \nthe majority of trainers are largely guided by ethical principles in their
    \nwork with the young high-performance athletes. At the same time, however,
    \nthe athletes also noted incidences of unethical behavior. In the implementation
    \nof the individual principles, up to 40% of the trainers transgress ethical
    \nboundaries. Only in isolated incidences, correlations between the kind
    \nof sport and transgressions of individual principles could be found. As
    \nno broader patterns could be observed, this indicates that the adherence
    \nto ethical principles depends more on the individual personality of the
    \ntrainer rather than on other factors.<\/p>\n

    DISCUSSION\/CONCLUSIONS<\/h2>\n

    The survey results show that ethical principles should not be developed
    \nand verified for specific kinds of sports. The general ethical principles
    \nare flexible enough to adapt the trainer\u2019s behavior to the individual
    \nathlete and the specific situation. In analysing the implementation of
    \nethical principles, more attention should be given to a teleological ethic
    \nalongside the ethic of principles, as this allows for more focus on the
    \nindividual athlete and the specific situation in the trainer\u2019s behavior.
    \nThe limitations of this empirical research are that the standardized questionnaire
    \nis not able to register situation-specific behavior. It was tried to counteract
    \nthis problem by taking into consideration the teleological aspects at
    \nthe interpretation of the results.<\/p>\n

    The partial disregard of ethical standards makes it obvious that the
    \nconditions and the situations of young high performance athletes have
    \nto be examined regularly and at all kinds of sports even at those institutions
    \nwhich are closely connected to Olympic values and the pedagogical emphasis
    \nof their work.<\/p>\n

    REFERENCES (A SELECTION)<\/h2>\n
      \n
    1. Anders, G.\/Hartmann, W. (Red.): Sozialkompetenz von Trainerinnen und
      \nTrainern. Dokumentation des Workshops vom 28. September 1996. K\u00f6ln
      \n1997.<\/li>\n
    2. Bette, K.-H.: Die Trainerrolle im Hochleistungssport. System- und
      \nrollentheoretische \u00dcberlegungen zur Sozialfigur des Trainers. St.
      \nAugustin 1984.<\/li>\n
    3. Birnbacher, D.\/Hoerster, N. (Hrsg.): Texte zur Ethik. M\u00fcnchen
      \n19939.<\/li>\n
    4. Court, J.: Kritik ethischer Modelle des Leistungssports. K\u00f6ln
      \n1994.<\/li>\n
    5. Digel, H.: Ist der Hochleistungssport verantwortbar? In: Leistungssport
      \n32 (2002) 1, 9-13.<\/li>\n
    6. Gerhardt, V.: Die Moral des Sports. In: Caysa, V. (Hrsg.): Sportphilosophie.
      \nLeipzig 1997, 172-203.<\/li>\n
    7. Grupe, O.\/Mieth, D. (Hrsg.): Lexikon der Ethik im Sport. Schorndorf
      \n1998.<\/li>\n
    8. Kaminski, G.\/Mayer, R.\/Ruoff, B. A.: Kinder und Jugendliche im Hochleistungssport.
      \nSchorndorf 1984.<\/li>\n
    9. Kant, I.: Der kategorische Imperativ. In: Birnbacher, D.\/Hoerster,
      \nN. (Hrsg.): Texte zur Ethik. M\u00fcnchen 19939, 236-253.<\/li>\n
    10. Kohlberg, L.: The Philosophy of Moral Development. Moral Stages and
      \nthe Idea of Justice. San Francisco 1981.<\/li>\n
    11. Lenk, H.: Manipulation oder Emanzipation im Leistungssport? Schorndorf
      \n1973.<\/li>\n
    12. McNamee, M.J.\/Parry, S.J.: Ethics and Sport. London – New York 1998.<\/li>\n
    13. Meinberg, E.: Kinderhochleistungssport: Fremdbestimmung oder Selbstentfaltung?
      \nK\u00f6ln 1984.<\/li>\n
    14. Meinberg, E.: Die Moral im Sport. Bausteine einer neuen Sportethik.
      \nAachen 1991.<\/li>\n
    15. Meinberg, E.: Trainerethos und Trainerethik. K\u00f6ln 2001<\/li>\n
    16. M\u00fcller, N.: Olympische erziehung.In: Lexikon der Ethik im Sport.
      \nSchorndorf 2003, 5th ed., 385-395.<\/li>\n
    17. Sinnreich, J.: Sportethik auf der Grundlage des Kategorischen Imperativs.
      \nIn: Sportonomics 5 (1999) 2, 62-68.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"
      Submitted by: Kristina Bohnstedt & Norbert Mueller<\/div>\n

      INTRODUCTION<\/h2>\n

      The high performance sport system of the former German Democratic Republic
      \n (GDR) was based on a well organized and supported search and support for
      \n talents. The “Sport Schools for Children and Youth,” which
      \n were invented in 1952 and extended into perfectly organized places of
      \n training for future Olympic winners, represented the main branch of this
      \n system. 80% of the Olympic participants of the GDR were “formed”
      \n in these 24 “Sport Schools for Children and Youth” and won
      \n the main part of the 572 Olympic medals reached by the GDR at Olympic
      \n Games.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[293,291,296],"tags":[60,8,23,62],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-2V","jetpack-related-posts":[{"id":95,"url":"https:\/\/thesportjournal.org\/article\/the-fundamental-principles-of-olympism\/","url_meta":{"origin":181,"position":0},"title":"The Fundamental Principles of Olympism","date":"February 14, 2008","format":false,"excerpt":"The goal of Olympism is to contribute to building a peaceful and better world by educating youth through sport practised without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play. Olympic Charter, Fundamental Principles","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":52,"url":"https:\/\/thesportjournal.org\/article\/lausanne-declaration-on-doping-in-sport\/","url_meta":{"origin":181,"position":1},"title":"Lausanne Declaration on Doping in Sport","date":"February 11, 2008","format":false,"excerpt":"The World Conference on Doping in Sport, with the participation of representatives of governments, of inter-governmental and non-governmental organizations, of the International Olympic Committee, the International Sports Federations (IFs), the National Olympic Committees (NOCs) and of the athletes, declares: Education, prevention and athletes' rights The Olympic oath shall be extended\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":424,"url":"https:\/\/thesportjournal.org\/article\/teaching-the-olympic-values-within-the-educational-system\/","url_meta":{"origin":181,"position":2},"title":"Teaching the Olympic Values within the Educational System","date":"June 30, 2011","format":false,"excerpt":"Dr. Yohan Blondel, National Union of Sports School deputy director ### Introduction Ladies and gentlemen, representatives of National Olympic Academies, dear Professor Kostas Georgiadis and my friends, I am deeply moved as I stand today on the rostrum in order to talk to you about a special Olympic education experience.\u2026","rel":"","context":"In "Sports Coaching"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":286,"url":"https:\/\/thesportjournal.org\/article\/book-review-olympic-education-in-russia\/","url_meta":{"origin":181,"position":3},"title":"Book Review: Olympic Education in Russia","date":"March 14, 2008","format":false,"excerpt":"Reviewed by: Glaucio Scremin In Olympic Education in Russia, author Vladimir Rodichenko argues for Olympic educational programs. The creation of a Russian Olympic educational program was motivated by Rule 28 of the Olympic Charter, which called for the creation of an Olympic education system. More importantly, Rodichenko posits, was the\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":388,"url":"https:\/\/thesportjournal.org\/article\/the-place-and-role-of-olympism-in-higher-education\/","url_meta":{"origin":181,"position":4},"title":"The Place and Role of Olympism in Higher Education","date":"August 5, 2010","format":false,"excerpt":"Anton\u00edn Rychteck\u00fd, Charles University, Czech Olympic Academy, Prague, Czech Republic ### Introduction Interpreting the place and role of Olympism in higher education is a necessary and pertinent issue. The close relationship between the Olympic Movement and universities dates back as far as 1894. The fact that the IOC was established\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":74,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-preface\/","url_meta":{"origin":181,"position":5},"title":"IOC Culture and Olympic Education Forum : Preface","date":"February 13, 2008","format":false,"excerpt":"Submitted by: He Zhenliang It is often said and repeated that Olympism is sport and culture. This is not a simple definition, it is a programme that is constantly developing. The cultural dynamism of the IOC and the Olympic Movement is conveyed periodically at Olympic Games opening and closing ceremonies,\u2026","rel":"","context":"In "Sports Facilities"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/181"}],"collection":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/comments?post=181"}],"version-history":[{"count":2,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/181\/revisions"}],"predecessor-version":[{"id":1091,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/181\/revisions\/1091"}],"wp:attachment":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/media?parent=181"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/categories?post=181"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/tags?post=181"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}