Despite the familiar claim that participation in the Olympic sports is
broadly educational and developmental, a growing body of empirical ev
aluation suggests otherwise-so much so, that at the very least, benefi
cial results can no longer be left to chance. However important, most
of what is called Olympic education addresses other concerns. This pap
er, written by an active participant in the Olympic Movement, argues f
ora formal, outcomes-based pedagogy of the Olympic sports and the Olym
pic Games, and offers several proposals on how it may be realized.