Olympic Academies in member countries of the International Olympic Committee, including South Africa, are tasked with promoting and transferring desired values and virtues for sport and life in
general. It is assumed that students enrolled in sport related degree programmes have been exposed to and have internalized Olympism through either formal education systems or sport programmes
This assumption has been tested empirically in South Africa prior to the 2008 Beijing Olympic Games. Those results suggested that students as future decision makers in the South African Sport industry
are inadequately equipped to transfer knowledge and moral reasoning skills in terms of the Olympic Movement to sport participants.
The research aims to do a follow up investigation on the status of knowledge on the Olympic Movement, the status of transfer of knowledge and the knowledge base of the upcoming 2016 Rio Games and
compare progress on transfer of knowledge over a period of 8 years.
The Olympic Movement Questionnaire as developed by Telama, Naul, Nupponen, Rychtecky and Vuolle (2002) was used as research instrument using open – ended questions. This case study involved 75 first
year students in Sport and Leisure Studies at a South African University.
Overall findings of the research projects of 2008 and 2016 indicated that sport students responded incorrectly or in a descriptively inadequate manner to conceptual questions regarding the varying
levels of their knowledge of the Olympic Movement. This could be contributed to the lack of information about the Olympic Movement taught at schools or universities. It seems if the main source of
knowledge is the social media. Contextual knowledge regarding Rio de Janeiro as host of the 2016 Olympic Games were reported in an adequately manner by 80 % of the respondents.
It is concluded that the conceptual knowledge of the Olympic Movement regarding Beijing (2008) and Rio (2016) as host cities were inadequate whilst the contextual knowledge of the host cities were
reported in an adequate manner.
It is recommended that the lack of knowledge of the Olympic Movement could be improved by integrating learning programmes focusing on knowledge of the Olympic Movement on primary, secondary and