ABSTRACT
Influences are apparent from the development of the Olympic Games and the politics of sport between the former East and the West. If the authors examine the five pedagogical concepts more closely from a strategy of teaching only the concept of Rolf Geßmann directly binds Olympic education at three requirements for practical schoolwork. Nevertheless, the other pedagogical concepts do contain didactic implications for teaching, each of which give Olympic education classes in schools a particular emphasis. Norbert Muller's concept, with its historical regression to the writings of Pierre de Coubertin and the term “religio athletae” places educational objectives in the foreground in a similar way to the concept of Ommo Grupe, although this does offer a broader summary of Olympism and the objectives of its educational theory.
