Theoretical and methodological analysis of the Olympic movement and its historical aspect

Abstract

The purpose of the study was to conduct a conceptual analysis of the evolution of the Olympic movement in the world and in the Republic of Kazakhstan as a pedagogical phenomenon. The research was based on a theoretical–analytical approach and a structured content analysis of international and national regulatory acts and scientific publications. Differences between document corpora were tested using the χ² and Mann–Whitney statistical criteria. It was established that the historical transformation of physical education in Kazakhstan included a transition from disciplinary-mobilizational functions (in the early stages) to centralized training (1950s–1980s), and finally to a humanistically oriented model after 1991. The categorical analysis revealed significant heterogeneity: in the global corpus of documents, Olympic education dominated (30.2% of codes), while in Kazakhstani sources, the leading categories were pedagogical modeling (24.0%) and national sports identity (21.0%) (p < 0.05). The study identified the coexistence of two training models — the Olympic (universal norms, international legitimization) and the ethnosport (cultural continuity, national identity). The comparison of the strategic guidelines of the Comprehensive Plan for the Development of Physical Culture and Sports for 2020–2025 with the principles of humanistic pedagogy revealed a high level of correspondence in the “personal development” component (90% versus 95%) and in the “culture and traditions” component (85% versus 90%), but lower indicators in terms of inclusivity and ethical education.  The key barriers to implementing the values of Olympism were identified as infrastructural heterogeneity, staff shortages, and regulatory and budgetary constraints. The obtained results can be used in designing courses on Olympic pedagogy and in refining educational standards.