ABSTRACT

Research questions

In the literature, discussions of the concept and operationalisation of Olympic education are relatively imprecise. This study employs an innovative, meta-narrative review approach to identify how key issues are differentially conceptualised across different research traditions and methodologies, thus contributing to the development of normative and heuristic accounts of Olympic education policies and practices.

Research method

A meta-narrative review of the English language literature on Olympic education was conducted employing a systematic review process, of planning (identifying appropriate keywords and electronic databases), searching, and selecting (on declared criteria) sources for inclusion in the analysis. A total of 42 articles were identified as relevant and subjected to mapping, appraisal and synthesis.

Results

The analysis identified eight research traditions: 1) educational philosophy, 2) critical sociology, 3) critical pedagogical theories, 4) curriculum development, 5) educational psychology, 6) development of evaluation measures, 7) policy analysis, and 8) evaluating programme implementation. Synthesis of findings of the research traditions identified three key themes: universality issues; critical analysis and understanding of learning content; and analysis of effectiveness of Olympic education.

Implications

This study presents an innovative application of meta-narrative review in identifying and analysing a complex, heterogeneous field of study. It identifies the structure of Olympic education in terms of the disciplines, research traditions, methodologies, and key issues within, or absent from, the literature. Thus, the study enhances the development, application, and evaluation of Olympic education policies and practices.

中文翻译：

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确定奥林匹克教育领域：元叙事回顾

摘要

研究问题

在文献中，对奥林匹克教育的概念和运作的讨论相对不准确。本研究采用创新的元叙事审查方法来确定关键问题如何在不同的研究传统和方法中被不同地概念化，从而有助于制定奥林匹克教育政策和实践的规范和启发式说明。

研究方法

对关于奥林匹克教育的英语语言文献进行元叙事审查，采用系统审查过程，规划（确定适当的关键词和电子数据库），搜索和选择（根据宣布的标准）来源以纳入分析。共有 42 篇文章被确定为相关并进行了映射、评估和综合。

结果

该分析确定了八种研究传统：1) 教育哲学，2) 批判社会学，3) 批判教学理论，4) 课程开发，5) 教育心理学，6) 评估措施的制定，7) 政策分析，以及 8) 评估计划执行。综合研究传统的发现确定了三个关键主题：普遍性问题；对学习内容的批判性分析和理解；奥林匹克教育的有效性分析。

启示

本研究展示了元叙事评论在识别和分析复杂、异质的研究领域中的创新应用。它根据学科、研究传统、方法论和文献中存在或不存在的关键问题确定了奥林匹克教育的结构。因此，该研究加强了奥林匹克教育政策和实践的发展、应用和评估。