ABSTRACT
In the United Kingdom, Olympic education was a distinct part of planning, celebrating and delivering the London 2012 Olympic and Paralympic Games and remains a feature of legacy debates in the post-London 2012 epoch (Armour and Dagkas, 2012; Griffiths and Armour, 2013; Kohe, 2015; Kohe and Bowen-Jones, 2015). Not unlike previous host-cities, the London Organising Committee for the Olympic Games (LOCOG, in conjunction with the British Olympic Association [BOA] and British Paralympic Association [BPA]), developed educational materials and platforms (to be discussed shortly) that both fulfilled the movement’s imperatives to promote Olympism as a social/civilising project but also, quite strategically, engaged public audiences and educational practitioners and communities, enmeshed with central government sport and physical activity policy, and aligned with physical education’s core practices and remit (Bloyce and Lovett, 2012; Bloyce and Smith, 2012; Bullough, 2012; Devine, 2013; Girginov, 2012).
