Situated ethical sport pedagogies in Colombia: bringing community practice into dialogue with Olympism

This article examines how educators in marginalised Colombian territories enact ethical sport pedagogies shaped by care, embodied resistance, affective learning, and relational responsibility. Drawing on a secondary conceptual analysis of qualitative fieldwork across nine territories, it analyses 40 interviews with community coaches and programme administrators. The study begins from pedagogies previously identified as relational, embodied, affective, and territorially grounded, defining them as situated ethical sport pedagogies and placing them in dialogue with Situated Olympism. Olympism functions as a secondary analytical comparison rather than a standard participants were expected to know or apply. Findings reveal convergence with values associated with Olympism while extending ethical meaning through continuity, pedagogical memory, resistance, and epistemic agency. The article argues that Colombian sport pedagogies possess autonomous legitimacy and can refine, rather than merely receive, global frameworks of sport ethics by demonstrating how ethical meanings emerge through community practice, territorial histories, and sustained relationships over time.