remembering dr. william orban – a fitness pioneer

Transcription

C A N A D A’ S M A G A Z I N E F O R P H Y S I C A L A N D H E A LT H E D U C AT O R S
REMEMBERING DR. WILLIAM ORBAN – A FITNESS PIONEER
PHYSICAL & HEALTH
JOURNAL
EDUCATION
WI NTER/ HI VER 2003/2 0 0 4
CAHPERD Board of Directors Nominations
2003 CAHPERD Scholar address–
Daily Physical Education for K–12:
Is Government Legislation in Sight
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PHYSICAL & HEALTH
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69, N O .4
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Board of Directors 2003/2004
Conseil de direction 2003/2004
FEATURES / ARTICLES VEDETTES
4
18
CAHPERD Scholar Address–
Daily Physical Education
for K–12: Is Government
Legislation in Sight?
Build it Together and They
Will Come: Designing a Physical
Education Program for High
School Women
By Dr. Henry Janzen
By Dr. Sandra L. Gibbons,
Dr.Catherine A. Gaul, and Donna Blackstock
REGULARS / CHRONIQUES
2 A Word from the President
3 Mot du président
School Health: Preventing Diabetes,
13 Quality
Promoting Health
Des écoles canadienne
17 ÉPQQ:
fort méritantes
Nick Forsberg, President / Président
Garth Turtle, President-Elect / Président-élu
Wild, Wacky and Wonderful
24 QSIR:
Ideas to Play With
26 QDPE: Canadian Schools are getting RAPped
32 Remember When – The Medical Connection
41 Coins des recherches du CPCU
43 CUPR Research Page
Harry Hubball, British Columbia & Yukon /
Colombie-Britanique et Yukon
Deanna Binder, Alberta & NT / Alberta et NT
Lyle Brenna, Saskatchewan Representative /
Représentant de la Saskatchewan
Grant McManes, Manitoba & Nunavut / Manitoba et Nunavut
James Mandigo, Ontario / Ontario
Charlotte Beaudoin, Québec / Québec
Fran Harris, New Brunswick / Nouveau-Brunswick
Leta Totten, Nova Scotia / Nouvelle-Écosse
Ray Brushett, Newfoundland / Terre Neuve
John Munro, Prince Edward Island / Île-du-Prince-Édouard
IN THIS ISSUE / DANS CE NUMÉRO
27 Media Literacy – Staying Connected
30 CAHPERD Resources
38 Remembering Dr. Bill Orban
for Nominations
39 CallCAHPERD
Board of Directors
en candidature au
40 Mise
Conseil de direction de l’ACSEPLD
WINTER
•
HIVER 2003/2004
1
A WORD FROM THE PRESIDENT
And the Beat Goes On…
B
ased on the title, one may think that this President’s Message is a take-off from a 60’s Sonny and
Cher hit song. But really, it is a reflection on the fall conference “A Prairie Pulse: Where East Meets
West” held in Winnipeg, Manitoba. This national conference was co-presented by CAHPERD
and the Manitoba Physical Education Teachers Association (MPETA), and brought together more than
600 delegates from across the country. It also welcomed several international guests.
Producing a conference that is successful, rewarding, and professionally thought-provoking demonstrates,
once again, the strength of working collaboratively on both national, provincial, and local levels. This
year’s conference program had a diversity of sessions that covered the spectrum of health, wellness,
physical education, dance, recreation, athletics and coaching. There were sessions focusing on primary,
secondary and post-secondary levels, and that were directed to practitioners and theorists alike. Truly,
there was something for all members of our profession.
One of the highlights of the conference was a keynote by
Dr. Andrew Pipe, Medical Director of the Prevention and
Rehabilitation Centre at the University of Ottawa Heart Institute.
Dr. Pipe has had a long-standing interest in the relationship between
physical activity and health and, as such, has been one of Canada’s
leading advocates in this area. He is the former chair of the
Canadian Centre for Ethics in Sport and serves as a Life Member of
the Canadian Council on Smoking and Health. He has worked
closely with Go for Green, the Canadian College of Family
Physicians, the Spirit of Sport Foundation, and many more groups.
Dr. Pipe is frequently consulted on issues related to tobacco use and
smoking cessation, drug use in sport, and physical activity
and health. We were very privileged and honoured to have him at
our conference.
Dr. Andrew Pipe prefaced his keynote by recognizing the lifetime
work and prophetic words of Robert Tait McKenzie: “Sound in body;
clear in mind; lofty in ideals.” His address challenged each of us to
play a role, take action, and exert our ‘political muscle’ as it relates to
physical activity and health. He encouraged a comprehensive
approach that includes public policy education, urban planning,
public transit, active transportation, agricultural policies and
environmental recreation. He surfaced the issue of fiscal policy and
concluded that essentially there are two causes to physical inactivity:
one is pathological and the second is political. Dr. Pipe’s summary
quote captured this statement poignantly: “If the creator had any
purpose for giving us a neck, it must have been to stick it out.” This
was a simply put, and extremely logical statement.
A second highlight of the conference was the R. Tait McKenzie
Memorial Address that was delivered by Dr. Henry Janzen. Dr. Janzen
is a professor and Coordinator of the University of Manitoba
graduate program in the Faculty of Education & Recreation Studies.
He was Dean at this faculty for 19 years, and is a leading, and
2
PHYSICAL AND HEALTH EDUCATION
incredibly passionate advocate of physical education. Dr. Janzen’s
address also focused around the issue of “using our political muscle”.
Entitled “Daily Physical Education for K – 12: Is Government
Legislation in Sight”, Dr. Janzen identified the battles and victories
surrounding this issue. The loss of physical education specialists and
consultants, coupled with severe program cuts, are seen as major
contributors to the erosion of physical education in Canada.
However, victories seem to be evolving. Society today sees more
public and media concern regarding the health of our children and
youth, particularly in light of the sky-rocking rates of inactivity,
heart disease, diabetes and obesity. With this concern, comes the
realization that physical education is fundamental. It has been a long
time since we have had this level of public support. So, it is definitely
not the time to become complacent.
Dr. Janzen does not undermine the value and importance of
provincial and national physical activity movements, but was
adamant that these programs do not ‘replace a QDPE Program’. His
strong belief and conviction for physical education was readily
evident and he, like Dr. Pipe, challenged us by asking: “Do we have
the political WILL to make it happen?” Dr. Janzen’s address can be
found on page 4 of this Journal.
I am confident that the words spoken by Dr. Pipe and Dr. Janzen
resonated with the delegates who were fortunate enough to have
taken part in these leading-edge presentations. As much as their
words, logic and advice were wise and stimulating, their passion
spoke volumes.
I welcome your thoughts and ideas and encourage you to contact
me at any time.
Nick Forsberg, CAHPERD President
[email protected]
M O T D U P R É S I D ENT
Le rythme s’accentue…
C
e titre s’inscrit dans le sillon de la conférence « Le rythme des Prairies : l’Est et l’Ouest se rencontrent » qui se déroulait à
Winnipeg, au Manitoba, l’automne dernier. Cette conférence nationale, qui avait lieu sous la coprésidence de l’ACSEPLD
et de la Manitoba Physical Education Teachers Association (MPETA), réunissait plus de 600 délégués provenant de
diverses régions du pays, de même que des invités internationaux.
Organiser efficacement une conférence de cette ampleur et en faire une
expérience enrichissante, professionnelle et stimulante témoigne
éloquemment de la force de la collaboration à l’échelle nationale, provinciale
et locale. Le programme de cette année proposait un choix de séances fort
diversifiées axées sur la santé, le bien-être, l’éducation physique, la danse, les
loisirs, l’athlétisme et l’entraînement. Les séances abordaient des sujets
pertinents à l’enseignement élémentaire, secondaire et post-secondaire d’un
intérêt certain pour les théoriciens et les praticiens. En ce sens, le programme
avait de quoi plaire à tous les membres de notre profession.
L’un des faits saillants de la conférence fut sans contredit la conférence du
Dr Andrew Pipe, directeur médical du Centre de prévention et de
réadaptation de l’Institut de cardiologie de l’Université d’Ottawa. Le Dr Pipe
s’intéresse depuis longtemps aux rapports entre l’activité physique et la santé
et il est devenu, au fil des ans, un ardent défenseur de cette cause au Canada.
En outre, il est l’ancien président du Centre canadien pour l’éthique dans le
sport et un membre à vie du Conseil canadien sur le tabagisme et la santé. Il
a travaillé au projet Vert l’action! en plus de collaborer étroitement avec le
Collège canadien des médecins de famille, la Fondation de l’esprit du sport
et plusieurs autres organismes. Le Dr Pipe est souvent appelé à donner son
avis sur diverses questions relatives au tabagisme et à la désaccoutumance au
tabac, sur l’usage des drogues dans le sport, de même que sur l’activité
physique et la santé. Nous étions honorés et chanceux de pouvoir l’accueillir
à la conférence.
En avant-propos à son allocution, le Dr Pipe tenait à souligner la précieuse
œuvre et les mots prophétiques de Robert Tait McKenzie : « Un corps sain,
un esprit clair, des idéaux élevés ». Son texte nous mettait tous au défi d’engager
des mesures concrètes, de miser sur l’action et de faire valoir nos arguments
politiques pour promouvoir la cause de l’activité physique et de la santé. Il
favorisait une approche globale axée sur l’éducation en matière de politiques
publiques, de planification urbaine, de transport en commun, de modes de
transport actifs, de politiques agricoles et de loisirs environnementaux. Il
abordait également la question des politiques financières et concluait en
affirmant qu’en bout de ligne, l’inactivité physique tient surtout à deux
causes, l’une pathologique, l’autre politique. Sa dernière pensée résumait bien
ce touchant témoignage puisqu’il affirmait que si le créateur nous avait
donné un cœur, c’était pour que nous puissions l’investir dans une cause. Il
s’agissait d’un énoncé tout simple et extrêmement logique.
Un autre fait saillant de la conférence était sans conteste l’allocution
commémorative R. Tait McKenzie prononcée par le Dr Henry Janzen,
professeur et coordonnateur du programme de deuxième cycle de la
Faculté de l’éducation et des études sur les loisirs de l’Université du
Manitoba. Le Dr Janzen, qui a été doyen de cette faculté pendant 19 ans,
est un partisan acharné de l’éducation physique et l’un de ses promoteurs
les plus passionnés. Dans son allocution, le Dr Janzen soulignait
également l’importance de la revendication politique pour faire avancer
la cause de l’éducation physique.
Le discours du Dr Janzen portait sur l’éducation physique quotidienne de
la maternelle à la 12e année et tentait d’établir si une loi gouvernementale
en ce sens était en vue. Le Dr Janzen mettait aussi en relief une série de
luttes et de victoires dans le domaine. Selon lui, l’érosion de l’éducation
physique au Canada tient surtout à la disparition des spécialistes et expertsconseils en éducation physique, et aux coupures draconiennes effectuées
aux programmes. Cela dit, il importe de souligner quelques victoires. Au
plan de la société, le public et les médias s’inquiètent de plus en plus de
l’état de santé des enfants et des jeunes, à la lumière des taux alarmants
d’inactivité, de maladie cardiaque, de diabète et d’obésité. Ce souci porte
aisément à conclure que l’éducation physique a un rôle fondamental à
jouer. Il y a longtemps qu’on n’avait jouit d’un tel appui de la part du
public. Par conséquent, il n’est pas le temps de s’asseoir sur nos lauriers.
Le Dr Janzen ne minimise pas la valeur et l’importance des mesures
provinciales et nationales engagées en faveur de l’activité physique mais
affirme avec conviction que ces dernières ne remplacent pas un
programme d’éducation à la santé de qualité dans les écoles. Sa grande
conviction et sa croyance inébranlable en la valeur de l’éducation physique
ne font aucun doute. Tout comme le Dr Pipe, il nous lançait un défi en
demandant si nous avions vraiment la VOLONTÉ politique de faire
avancer les choses. Vous pouvez lire l’allocation du Dr Janzen en page 4
du Journal.
Je suis convaincu que les propos du Dr Pipe et du Dr Janzen ont
profondément touché les délégués qui ont eu la chance d’assister à leurs
conférences percutantes. À l’instar de leurs paroles, de leur logique et de leurs
conseils, leur passion commune témoigne éloquemment de leur engagement
sans faille envers la cause de l’éducation physique.
Comme toujours, j’accueille avec grand plaisir les commentaires, suggestions
et idées que vous jugerez bon de me transmettre.
Nick Forsberg, Président de l’ACSEPLD
nick.forsberg@uregina.
WINTER
•
HIVER 2003/2004
3
CAHPERD Scholar Address
Daily Physical Education for K – 12:
Is Government Legislation in Sight
By Dr. Henry Janzen
Physical Education in the 90’s
Dr. Henry Janzen is a professor
and coordinator of the University
of Manitoba graduate program
in the Faculty of Education &
Recreation Studies. He was Dean
at this faculty for 19 years, and is
a leading, and incredibly passionate
advocate of physical education.
Dr. Janzen presented this address
at the recent MPETA/CAHPERD
Conference in Winnipeg, Manitoba
on October 25, 2003
The 90’s were challenging times for physical education. Budget cutbacks, inadequate
facilities, declining physical education specialists, and insufficient time in the school
curriculum all resulted in drastically undermining the impact of this subject. I believe
that CAPHERD was one of the first to recognize the serious erosion of physical
education programs in our schools. CAHPERD fought back and partnered with the
Canadian Intramural Recreation Association (CIRA), the Canadian Council of
University Physical Education Administrators (CCUPEA), and Health Canada to try
to raise the priority of physical education for students in Canadian schools. Together
they advocated for change in the educational system.
There were some successes. CAHPERD developed Physical Education 2000,
Foundations for Achieving Balance in Education (1993). The resource recognized that
physical education was under attack and was in a tenuous place in the school
curriculum. A sense of urgency developed surrounding the frontier of active, healthy
lifestyles, and as a result, CAHPERD developed Quality Daily Physical Education
(QDPE).
Provincial physical education consultants also saw the need to support physical
education programs. The Ministries of Education and the physical education
consultants met in 1991 and identified the need to improve teacher preparation of the
physical educator. At their 1992 meeting in Ottawa, they recognized that there was a
gap between what was being taught at the universities, and what is needed in schools.
Together, CAHPERD and CCUPEA established national standards for professional
preparation of physical education teachers.
4
At a Ministers Responsible for Sport,
Fitness and Recreation in Canada
meeting in 1995, the ministers expressed
concern about the implications of limited
physical education and sport programs in
schools and connected with the
educational reforms that were occurring
across Canada. They expressed the need
for partnerships among school boards,
municipalities, and interscholastic
associations. Sadly, these meetings and
initiatives did not result in any dramatic
changes.
Then a new threat appeared, starting in
the province of Alberta. Alberta’s reform
initiative “A basic education” was defined
in the narrowest of terms as the old three
R’s and social studies. Art, physical
education, kindergarten, and resource
counseling were all excluded from the
definition. This reform movement swept
across Canada and put physical
education, music, and art at even greater
risk.
In 1998, CAHPERD developed What’s
Happening in Canadian Schools? (1998) -
a presentation package that outlined the
current status of physical education in
many of our schools. The following are
highlights from that report:
• Most children do not receive the
recommended five periods of physical
activity per week.
• The lack of compulsory physical
education programs is being questioned in schools across Canada.
• Many provinces are cutting back
physical education teachers, supervisors and consultants.
• In most secondary schools, physical
education has become an optional
subject.
• Only about 10% of schools in Canada
have been formally recognized by
CAHPERD for QDPE.
The situation is very similar in the US.
According to Tirozzi and Ferrandino,
Executive Directors of the National
Association of Secondary School
Principals (NASSP) and National
Association of Elementary School
Principals (NAESP) respectively, the
Today, physical education faces a crisis in Canada, having to fight
both for time and resources within the school curriculum. Its
contribution to the overall health and well being of young people has
received unprecedented research attention and support. Physical
education can play a role in getting children to become active, with
the potential outcome of long-term health benefits. Yet despite the
many documented benefits, physical education continues to fight for
legitimacy within the daily school curriculum. The time has arrived
where governments must consider mandatory daily physical
education, taught by competent professionals.
percentage of students in the 1990’s who
participated in daily physical education
classes declined from 42% to 29%, while
the majority of high school students
currently take only one year of physical
education (October 9, 2002). At the
same time, many elementary schools
have eliminated recess. Jacobsen (2001)
states:
There is a crisis in our nation’s
schools. It has nothing to do with
lower math scores . . . It does have
everything to do with the lack of
emphasis being placed on physical
education . . . a development that has
shown a direct correlation between
children and obesity. pg.1
The School Health Policies and Programs
Study (Chronic Disease Prevention and
Health Promotion, 2000) illustrated that
when physical education requirements by
grade are analyzed, each grade shows a
decline from about 50 per cent in grades
one to five to about five percent in grade
12 (Burgeson, Wechsler, Brener, Young
& Spain, 2000). Approximately eight
À l’heure actuelle, l’éducation physique vit une crise au Canada puisque
ses promoteurs doivent constamment lutter pour obtenir une part accrue
de temps et de ressources au sein des programmes scolaires. En même
temps, l’apport de l’éducation physique à la santé globale et au bien-être
général des jeunes attire davantage l’attention et suscite un plus grand
appui que jamais auparavant. L’éducation physique a un rôle à jouer
en vue d’encourager les jeunes à devenir plus actifs, une façon d’être qui
renferme la promesse d’avantages à long terme pour la santé. Mais en
dépit de tous ses bienfaits reconnus, l’éducation physique continue de
revendiquer sa place légitime au niveau des programmes scolaires
quotidiens. Par conséquent, les gouvernements doivent envisager des
cours d’éducation physique quotidiens obligatoires offerts sous l’égide de
professionnels compétents.
WINTER
•
HIVER 2003/2004
5
percent of elementary schools provide
daily physical education, in most cases
taught by classroom teachers. Out of 25
hours of total weekly educational
instruction, physical education may be
scheduled for 30 to 60 minutes a week,
or two to four percent of the total
instructional time. We should not be
surprised that obesity and hyperkinetic
disease is a huge issue throughout both
the U.S. and Canada where schools do
not value and provide quality physical
education.
What is ironic is that many reports in
Canada and in the US show that adult
and teen attitudes and opinions
regarding physical education support
daily mandatory physical education for
all children K to 12 and believe that
physical education helps prepare children
to become healthy, active adults. Today,
we only have to scan Canadian
newspapers for headlines that send that
same message loud and clear.
All is not hopeless! I believe that our best
hope lies in the power of education. The
combined physical education and health
curriculum provides students with the
information and knowledge to make
informed decisions about nutrition and
physical activity. Graduating physically
educated students is our best chance of
achieving a future generation that can
make wise choices about nutrition,
physical activity, and healthy lifestyles.
National Post –
October 19, 2002
“A lack of exercise
is making Canadian
kids the heavyweight
champions of the
world… while people
around the world are getting heavier, Canadian
kids are packing on the pounds at a faster rate.”
Winnipeg Free Press – April 22, 2003
Winnipeg Free Press – Sept. 9, 2002
National Post – November, 2001
National Post – November 7, 2002
Globe & Mail – February 6. 2002
National Post – Sept. 20, 2003
Globe & Mail, October 18, 2003
6
Physical Education and its Link to Diabetes
The following information came from the Canadian Diabetes Association
Conference held in Ottawa (October, 2003):
•
•
•
•
Primary culprits of diabetes are dietary fat and inactivity – not sugar.
16.5 million Canadians are considered ‘at risk’ of developing diabetes.
Diabetes is preventable largely by adopting a healthy lifestyle.
“The soaring numbers of Canadians at risk will create chaos in the medical
system. It is an epidemic that could bankrupt the heath-care system.”
• Two million Canadians diagnosed with diabetes. That number is growing by
more than 10% annually.
• Heart disease kills 80% of diabetics.
There are Success Stories
Media Support – They are on
Board
Fort Garry School Division – All
QDPE
The Globe and Mail recognized the
importance of physical education in an
August 12, 2002 editorial that
highlighted physical education as an
important school subject. The editor
stated: “physical education has been
neglected . . . it can play a useful role in
getting children to move so they can gain
health benefits.”
The Fort Garry School Division in
Winnipeg is an example of a school
district that offers QDPE to all of its
schools.
In the drive to recruit students, the
school division placed an ad in the
Winnipeg Free Press that highlighted its
national award winning QDPE
program. The division was proud of the
program, and demonstrated the
possibility of implementing divisionwide QDPE. New physical education
curricula in Canada that emphasize
health objectives are a step in the right
direction since the focus is no longer
only on sport. Now what we need are
competent leaders with sufficient time
to provide meaningful experiences in
physical activity.
Provincial Legislation – It started
in Alberta
The Province of Alberta announced last
August that daily physical education
would be added to the curriculum within
the next two years for all students. The
province hopes that the policy will help
lessen the occurrence of obesity in
children. It is my hope that parents
elsewhere will ask what is being done in
their province.
Sport England – Starting them
Young
Progress in the Millennium:
National Sport Summit – Was it
false hope?
Sport England is a model for developing
active schools. They have made a
commitment to encourage every child to
stay physically active for life. In doing so,
they emphasize early involvement in
physical activity as a first step toward
national or international sporting
success. Approximately $1.5 billion
(Canadian) has been allocated to enrich
the physical education programs in
England.
These are all positive steps in the right
direction, but let’s go back in time and
look at the Sport Summit of 2001 (see
Towards a Canadian Sport Policy. Report
on the National Summit on Sport,
Ottawa, Ontario – April, 2001). In May
2000, the Honourable Denis Coderre,
Secretary of State for Amateur Sport
began an initiative that would propose
solutions to improve the Canadian sport
system and to provide input to the
development of a Canadian Policy on
Sport. The process consisted of six
regional sport consultations being held
across Canada (e.g., see Regional
Conferences on Sport – Atlantic, Territories
and Prairies Regional Conferences on Sport,
Government of Canada. – January,
2001). It was an opportunity for
stakeholders throughout the country to
voice their concerns regarding the future
of Canadian sport, and to propose
solutions that would provide the
foundations of a national sport policy.
Every one of these meetings brought
attention to the crisis facing physical
education in our country. In fact, the vast
majority of the participants believed that
the most important measure that should
be instituted to increase participation was
to increase the time spent on physical
education to a minimum of 150 minutes
per week.
As a result, Denis Coderre’s plan was to
work with the Council of Ministers of
Education to convince the provinces to
make daily physical education at school
mandatory, and to have it taught by
competent professionals. Delegates also
proposed that the federal government
should make this a priority issue for
discussions at the Conference for
Federal-Provincial/Territorial Ministers
responsible for sport; and that a federalprovincial transfer payment program for
QDPE be introduced, similar to the
official language model implemented in
the early 1970’s.
In short, a primary message for the
development of a Canadian Policy on
Sport included working with the
education field at all levels, but especially
with the public school system to ensure
that a quality physical education program
was in place for all students in all grades.
Tragically today we ask ourselves:
• Has anything changed since the Sport
Summit meetings of 2001?
• Can anyone identify a government in
Canada that is working with school
divisions to enhance physical
education programs?
WINTER
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7
No, nothing has changed since the
Summit meetings, even though we do
have the answer and the understanding
of how to resolve our nation’s crisis in
physical education. QDPE is the ‘silver
bullet’. Now, we ask ourselves, is there
the political will to make it happen?
•
•
What can government do? Let’s
look at Manitoba.
Recently we had a provincial election in
Manitoba. The following is the position
on sport/recreation and physical
education that was taken by the three
major political parties.
Liberals:
Liberal Leader Jon Gerrard promised to
double the amount spent on sport and
recreation from $10.6 million to $20.6
million. Gerrard asked residents to e-mail
him with ideas on how to best spend the
extra money. He did not make any
comments on school physical education.
Since the election, he has agreed to move
forward on mandatory daily physical
fitness education for grades K to S4.
Conservatives:
The Conservative party stated they
would work with school divisions to
focus spending on ‘basic education’ to
determine whether physical education,
art, music, performing arts, band and
other specialized programs are part of
that new direction. It was a very
unattractive position, which got a harsh
reaction from the public.
New Democratic Party:
Premier Doer encouraged Manitobans to
be active, and committed the
government to the development of
quality physical education and health
education curricula, and to promoting
active and healthy lifestyles for children
and youth. The following is an outline of
their healthy living strategy to be
implemented over the next four years,
which is designed to encourage young
people to stay active:
• A capital recreation strategy to support
the development of community-based
8
•
•
facilities such as recreation centres that
incorporate seniors walking paths;
Sports Manitoba funding to be
increased by 10%, with focus on a
new KidSport community outreach
initiative;
A new course credit and employment
program for 20 post-secondary
students to develop and implement
community-based healthy living
programs;
A scholarship for high school students,
which will provide a total of $100,000
to 200 young Manitobans who have
shown leadership in promoting
wellness and citizenship,
A new community-based Council
on Healthy Living to make recommendations to the Premier.
The Premier also stated:
“there are considerable demands on
curriculum time from many other
subject areas. I am however prepared
to examine and further review all the
possible means of improving the
health and fitness of our young people
including mandatory daily physical
education through Senior 4”.
(Premier Gary Doer – personal
correspondence, October 20, 2003).
I am encouraged by this letter and find
it exciting that the government is
implementing a new healthy living
strategy. I am pleased that the Premier is
extending an invitation to explore the
possibility of improving and potentially
mandating daily physical education
through high school graduation.
Is it a dream or is it reality? The time is
right to be proactive in protecting the
health of our children. Every effort
should be made to improve participation
in school physical education during the
next decade. The U.S. Surgeon General’s
Report on Physical Activity and Health,
along with Canadian and U.S. research
studies, provide compelling scientific
evidence linking daily physical activity
and health in both children and adults. I
am confident that a government policy
directive to strengthen the delivery of
physical education in schools would be
supported by educators and parents alike.
The first step toward this goal in
Manitoba is to mandate, rather than
recommend, the following:
• Fall, 2004: K to grade six – implement
the minimum time allotment for
physical education/health education
of 11% of instructional time (150
minutes/6-day cycle).
• Fall, 2005: Grades seven and eight –
implement the minimum time
allotment for physical education/
health education of nine percent
of instructional time (135 minutes/
6-day cycle).
• Fall, 2006: S1 to S4 – physical
education/health education will
become compulsory subjects.
What about the rest of Canada?
The climate for QDPE in other regions
of Canada is reflected in the comments of
their political leaders:
Nova Scotia:
At a press conference reported by the
National Post on October 23, 2002, the
Premier of Nova Scotia stated: “fat, inactive
children are becoming an ‘epidemic’ in
Canada and the fault lies more with lazy
parents than with lax physical education
programs in public schools.”
Education Minister Jane Purves said:
“We can force kids to exercise; we can’t
make them be healthy… Lots of people
are forced to go to gym, but it doesn’t
make them more active, physically fit
people.” That sentiment was echoed by
Dr. Hamm, a family physician: “I don’t
think [more] phys-ed is the answer. That,
by itself, will accomplish nothing.”
Do you agree with these comments? A
Premier, a Minister of Education, and a
family physician publicly stated that
more physical education is not the
answer. The government’s answer to
improving the health of children is to put
little emphasis on physical education
programs and instead commit the
government to promoting fitness
through advertising that urges families
and communities to take more
responsibility for their children’s health.
The government’s plan is to spend $2.4
million on this campaign.
Quebec:
In Quebec, then Premier Laudry
committed the PQ government to:
• Add 30 minutes of physical education
to the high school week.
• Offer tax credits of up to $100 per
child to reimburse families who enroll
their children in extra-curricular sports.
The total cost of these initiatives is $56
million a year.
British Columbia:
A strong voice for improving the health of
children came from the British Columbia
Medical Association. The Association
proposed to the Federal Government the
need to restore a full-fledged minister for
sport and fitness. Iona Campagnela, the
Lieutenant Governor of BC and former
Minister of State for Sport, stated that “a
cabinet minister devoted to sport and
fitness could negotiate greater funding for
them.” She said the need for greater
investment in sport and fitness is of
particular importance now. “Schools
across the country have lessened their
teaching and training of physical
education.”
Federal Government:
1997
Federal-Provincial/Territorial Ministers
established a national target to reduce
inactivity by 10% between 1998 and
2002. During this period, the government did not initiate any new programs
to attempt to achieve this goal. In
December 2002, the government
cancelled a grant to ParticipACTION
forcing it to close its doors.
• Increase physical activity by 10% in
each province and territory by 2010.
• Focus efforts on increasing physical
activity among children and youth
and undertake research to establish
valid and reliable national baseline
data for this target group.
• Reduce or eliminate barriers to
accessibility, such as affordability and
safety, which hinder Canadians’ ability
to be physically active.
• Focus efforts on less active groups,
such as children and youth, women
and girls, low-income individuals,
Aboriginal peoples, people with
disabilities, and older adults.
• Use promotional and educational
strategies to increase physical activity
and participation in sport, recreation
and fitness.
• Connect and integrate implementation
of the above recommendations to the
FP/T Pan Canadian Healthy Living
Strategy.
The big question is whether Senate Bill
19 has made a difference. In my opinion,
it will not have the desired effect on
physical education in Texas. The Bill was
passed without providing new resources
such as supplies or equipment, or
additional support for the classroom
teacher who is expected to deliver the
new program.
What role should we play?
As good as this looks, the plan fails to
deal with the crisis facing physical
education in Canada. Why? Even in
competitive sport, the focus is away from
mass participation or developing the
athlete so he/she can excel. The Canadian
Olympic Committee (COC) has given a
clear message to our athletes: “it’s
winning that counts.” Athletes that don’t
win won’t get financial support. The
result of this policy means a lack of any
support for the majority of the athletes.
Funds will only go to the athletes that
excel at the Olympics. The COC hopes
that the federal government will shift
their focus as well, but at this date Sport
Canada has remained silent about a
change in philosophy or direction.
I predict that in the near future,
governments (especially the federal and BC
government) will transfer funds from mass
participation to high performance to avoid
embarrassment at the 2010 Olympics.
Texas Has Broken New Ground
2003
The Federal-Provincial/Territorial Ministers
set a plan to:
(SBOE, 2002). Senator Nelson, author
of the Bill, stated: “if we don’t get our
children off the couch and into a more
healthy, active lifestyle, it will be
extremely difficult for them to succeed in
their adult lives.” The Bill, which
mandates 30 minutes of daily physical
activity or 135 minutes weekly as part of
the physical education curriculum or
through structured activity during a
school’s daily recess, was passed
unanimously in the House and Senate,
effective September 1, 2001.
On April 12, 2001, the state of Texas
Senate Education Committee passed
Senate Bill 19 – the Daily Exercise Bill
We need more research!
We know more than ever before about the
benefits of physical activity, but very little
about the benefits of physical education.
Our professional research needs to focus
on demonstrating the effectiveness of
physical education programs.
The recently released Canada’s Physical
Activity Guide to Healthy Active Living
(1998) and the report from the U.S.
Surgeon General on Physical Activity
and Health (1996) indicate a high level
of support related to the public health
importance of an active population. The
Surgeon General’s Report states: “We
must accord (physical activity) the same
level of attention that we give other
important public health practices that
affect the entire nation … its scope poses
a public health challenge for reducing the
national burden of unnecessary illness
and premature death.” It also presents
compelling research evidence regarding
the powerful link between physical
activity and health, and the public risk of
inactivity. The report recommends
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9
“quality, preferably daily, K to 12 physical
education classes and physical education
specialists to teach them.” Canada’s
Physical Activity Guide supports the
above recommendation and states:
“physical inactivity is as dangerous to our
health as smoking”.
It is ironic that, despite this apparent
support, the time and resources allocated
to teaching physical education across
Canada are being progressively eroded
within the school system. This is
unfortunate because the school is the
only location where physical educators
can reach all children, and where all
children can be assured of an opportunity
for physical education experiences.
It is increasingly evident that the types of
programs, and evaluation of those
programs, are becoming more and more
important. Today, politicians, administrators and parents are calling for more
accountability. We must be able to
respond to that need with relevant, quality
research. A former Minister of Education
from Manitoba believed that, despite what
he perceived as tremendous support of
physical education programs from the
provincial government, there was no
documentation showing that the support
given to physical education in the past has
paid any positive dividends. By this he
meant that it appears the public has not
continued to lead an active lifestyle after
their school experience; health costs are
still rising, and adults as a segment of the
general population, have low fitness levels.
In another discussion with a senior
bureaucrat from Manitoba, I was asked
whether there was evidence demonstrating that active kids (students who
graduate from high school) continue to
be active in their adult lives. He wanted
to know if, by intensifying physical
education programs, we could reasonably
expect the graduates to continue to be
active as adults. While we have some of
these answers, we need more quality
research that addresses these issues so that
we can continue to provide answers.
10
Making Children Active for Life
Evidence has shown that positive
experiences in physical education has a
positive effect on whether these
youngsters continue to be active as adults.
Of sedentary adults surveyed, only 10%
said that their physical education classes
encouraged them to be active.
Active children become active adults was
the conclusion reached by Telama, Yang,
Laakso & Viikari (1997) in their study
that indicated that physical activity and
sport participation in childhood and
adolescence represent a significant
prediction for physical activity in
adulthood. In another study, the
probability of an inactive 12 year old
remaining sedentary at 18 years was 51 to
63% for girls and 54 to 61% for boys
(Raitakari et al, 1994). This illustrates the
kind of legacy we leave youth when we
place them in an active school
environment.
A recent study The Quality and Quantity
of Physical Education in Manitoba Schools
(Janzen, Halas, Dixion, Kriellaars &
Doupe, 2002) focused on two aspects of
a quality daily physical education
program: the quantity of time offered in
the curriculum and the quality of the
program (physical education specialist
versus classroom teacher). Four primary
schools agreed to participate in the study
that found:
• Physical education has strong support
from students, parents, teachers and
administrators;
• A majority of students enjoy their
physical education classes;
• A designated physical education
specialist allows for a quality physical
education program;
• The teachers at the generalist school
were caring, dedicated educators who
were concerned about the lack of
quality physical education that their
students were receiving.
The study also found that:
• Children are getting less active, less fit,
and fatter with age. The percentage of
body fat in grade three girls is
substantially higher than boys,
however by grade five, boys have
caught up to girls.
Does the quantity of physical education
relate to the physical activity of children?
• Yes, during the school day. This means
that more physical education makes
children more active. This is likely due
to the increased activity that children
get in the physical education classes or
to the positive effect of physical
education on physical activity during
other parts of the school day such as
recess and lunch periods.
• A significant percentage of children at
all of the schools were at risk of future
disease because of a combination of
low daily activity levels and relatively
high body fat.
• The study concluded that a mandate
requiring QDPE in schools is one of
the critical policy decisions that would
positively impact the health of
children in Manitoba.
Following the study, we partnered with
the Manitoba Association of School
Trustees to seek both staff and board
perspective about their attitudes on the
adoption of legislation to make daily
physical education mandatory in all
schools and all grades. Results of the
survey will be shared with the Alliance for
the Prevention of Chronic Disease Inc. a
coalition of 29 organizations that will
make recommendations to the province.
Thirty-two of the 38 school divisions
responded to the survey.
RESULTS OF THE MANITOBA ASSOCIATION OF
SCHOOL TRUSTEES PHYSICAL EDUCATION SURVEY – 2003
Number of Boards reporting – 32 / Number of responses received – 45
1. Do you believe that the current program of physical
education offered in your schools adequately serves your
students’ physical activity needs?
A slight majority of respondents believe the physical education
programs currently being offered in their schools are meeting the
physical activity needs of their students. Some Board Chairs
believe there is room for improvement.
2. Do you believe there is an adequate range of before, after
and noon hour school programs to serve the physical
activity needs of students in your schools and
communities?
The majority of respondents believe their school division offers
an adequate range of before, after and noon hour programs to
meet the physical activity needs of students. There are some
restrictions created as a result of transportation, duty free lunch
hours for teachers, and a diminishing volunteer base in many
communities.
3. Do you believe that there would be support among
educators and parents in your school division for mandatory
physical education in early, middle and senior years?
Respondents believe there would be strong support among
educators and parents for mandatory physical education at the
early and middle year level. Some believe there would be support
at the S1 and S2 level, but little support for mandatory physical
education at the S3 and S4 level.
4. What additional resources or supports would be needed
in your school division if mandatory daily physical
education were introduced?
Increased funding to hire and train physical education
teachers/specialists and additional facilities/space allocation were
cited as the primary support necessary to implement a daily
physical education program in all schools. Timetabling at the S4
level was raised as a concern. Recommendations were presented
to raise the required number of credits to graduate to 29 or 30.
5. How many schools in your school division have
implemented the new recommended minimum time
allotments outlined in the Physical Education/Health
Education curriculum?
The majority of respondents reported that the schools in their
divisions have implemented the new recommended minimum
time allotment for physical education into their curriculum.
Some are, however, just short of meeting these targets and a few
have expanded the time allotments.
6. How many of your teachers who teach physical education
have a major or degree in physical education?
There was significant discrepancy between school divisions in
response to this question. In some divisions, all or the majority
of physical education teachers hired possess a major or degree in
physical education. In others, however, very few physical
education teachers possess a major or degree in physical
education. Concern was expressed that in the early years
programs, the classroom teacher is responsible for teaching the
physical education curriculum to their students and most do not
possess a degree in physical education.
7. Do you think your communities would favour a
government policy directive to introduce mandatory
daily physical education in Manitoba schools?
Overall, respondents believe communities would support
mandatory daily physical education. However, concerns were
expressed over funding and potential loss of time in other
subject areas. Timetabling of daily physical education into the
S3 and S4 curriculum was raised, once again, as a concern.
8. Do you believe that mandatory daily physical education
within the school curriculum would benefit student in
your school division?
There was virtually unanimous support for the benefit of daily
physical activity for all students.
As a follow up to the survey, we are seeking to learn about the
attitudes of parents regarding physical education. Presently the
Manitoba Association of Parent Councils is surveying their
members and board members about physical education. The
members of the Board were overwhelmingly supportive that
mandated daily physical education within the school curriculum
would benefit students in their division. Many parents would
favour a government policy directive to introduce mandatory
daily physical education in Manitoba schools Kindergarten to
S2, while a couple of parents indicated that they would support
mandatory daily physical education for particular grades (K to
grade eight).
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Moving Ahead
We must get stronger in our battle to
inform parents, teachers, and politicians
about the critical need for quality
programs for our children. It is time for
physical educators to start speaking out
about the benefits of QDPE in a stronger
voice. The message as highlighted in
examples of recent Winnipeg newspaper
headlines, must be directed to elected
officials, administrators and parents.
We must prepare a teaching environment
in which:
• Individual differences are respected
and valued;
• Focus is on what students can do,
rather than what they cannot do;
• Eliminate practices that contribute to
embarrassment and failure;
• Recognize that obese students cannot
compete on equal terms with other
students;
• Provide successful experiences for
students;
• Help students set realistic expectations;
• Help students to feel they belong, are
special, are an integral part of the class;
• Provide a variety of activities;
• Provide opportunities for students to
participate in the selection of the
activities to be included in physical
education class.
Can physical education deliver the
goods? Definitely! Are we ready? Yes!
Now we need to:
• Develop an action plan that will get us
there;
• Hope that what we are doing in
Manitoba [and other provinces] will
lead to legislation of mandatory
quality daily physical education; and
• Share our learnings and successes
across Canada so the beat will
continue to go on. ■
REFERENCES
Burgeson, C.R., Wechsler, H., Brener, N.D.,
Young, J.C., & Spain, G. (2001). Physical
education and activity: Results from the School
Health Policies & Programs study (SHHPS)
2000. Journal of School Health, 71 (7), 279-293.
Health Canada (1998). Canada’s physical activity
guide. Available on-line at: http://www.hcsc.gc.ca/hppb/paguide/
Jacobsen, M. (7/17/03). Physical Education 4
Life Initiative is cornerstone of sporting goods
industry. Participation Effort. Editor of Good
News for Sports.com
Janzen, H., Halas, J., Dixon, S., Driellaars, D.,
and Doupe, M. (2002). The quality and quantity
of physical education in Manitoba schools – Final
Report. Winnipeg: Health, Leisure and Human
Performance Research Institute, University of
Manitoba, Winnipeg, Manitoba.
National Association for Sport & Physical
education. Parents views of children’s health and
fitness (7/17/03). Available on-line at:
http://www.aahperd.org/naspe/template=summar
y.html
12
Pangrazi, R.P. (2003). Physical education K-12:
All for one and one for all. Quest, 55, 106-117.
Physical Education 2000. Foundations for
achieving balance in education, 1992-1993.
CAHPERD, 59 (1), 14-23.
Raitakari, O.T., Porlka, K.V.K., Taimela, L. &
Viikari, J. (1994). Effects of persistent physical
activity and inactivity on coronary risk factors in
children and young adults. American Journal of
Epidemiology, 140, 195-205.
Regional Conferences on Sport – Atlantic,
Territories and Prairies Regional Conferences on
Sport, Government of Canada. – January, 2001.
Teloma, R., Yang, X., Loatso, L., & Viikari, J.
(1997). Physical activity in childhood and
adolescence as predictors of physical activity in
young adulthood. American Journal of
Preventative Medicine, 13, 317-323.
Texas Commissioner of Education and State
Boards of Education (SBOE). Minutes of State
Board of Education Meetings for March 22,
2002. Available on-line at www.tea.state.tx.us/
sboe/minutes/sboe/2002/0302min.html.
Tirozzi, G. & Ferrindino, V. (2002). Healthy
Students Are Better Students. Available on-line at
www.principals.org/advocacy/views/healthy_bett
er.cfm
Towards a Canadian Sport Policy. Report on the
National Summit on Sport, Ottawa, Ontario –
April, 2001
US Department of Health and Human Services.
Physical activity and health: A report of the
Surgeon General. US Department of Health &
Human Services, Center for Disease Control and
Prevention. National Center for Chronic Disease
Prevention and Health Promotion, Atlanta,
GA:1996.
What’s happening in Canadian Schools? Making
the case for PE in Canada (1998). A Presentation
Package for Leaders developed by CAHPERD.
QUAL IT Y SC HOOL HEALT H
Preventing Diabetes,
Promoting Health
CAHPERD, the Canadian Association
of Principals (CAP), and the Canadian
Association for School Health (CASH)
are working together on an initiative
called “Using Diabetes Education
to Achieve Curriculum Outcomes.”
Supported by Health Canada’s Diabetes
Strategy, this initiative combines online
and hands-on resources for classroom
teachers across Canada. The following
resources are being developed, tested,
and distributed:
1. A user-friendly assessment tool,
accompanied by a student-centered
tracking and reward system, that will
assess physical activity, lifestyle, and
health-related fitness in the primary
grades;
2. Student Webquests on physical
activity, healthy eating, and chronic
disease. These Webquests use both
web-based and real life experiences
to help students, working alone or in
groups, to acquire knowledge, think
critically, reflect, and perform
authentic tasks that are carefully
described and evaluated;
3. Online gateways (portals) to readyto-use lesson plans on physical
activity, healthy eating, and chronic
disease;
4. Online best practice guides that
summarize and link existing webbased research, policy and program
documents to help educators and
others to implement a comprehensive, community-school approach
to physical activity, healthy eating
and chronic disease.
Facts about Diabetes
• Over 2.25 million Canadians have diabetes.
• Approximately one-third of adults with diabetes are unaware that they
have the condition.
• Diabetes is the seventh leading cause of death in Canada.
• Forty percent of Canadians with diabetes develop long-term
complications.
• More than 60,000 new cases of diabetes come to light every year.
• Physical inactivity and unhealthy eating play a major role in the onset and
progression of type 2 diabetes.
• Diabetes is controllable.
(Health Canada, http://www.hc-sc.gc.ca/pphb-dgspsp/ccdpc-cpcmc/
diabetes-diabete/english/facts/index.html)
Research and reviews of existing
curricula, as well as the effective and
practical use of technology, student
motivation, relevant health behaviour
research, and other sources underlie this
project. However, the style and content
of the resources will be teacher-friendly,
convenient, practical, and sustainable.
They will be tested in four different
settings: Yukon, Ontario, Quebec and
Nova Scotia. Independent researchers
will observe the process of how teachers
and others use the resources to
complement and implement existing
curricula. The resources will then be
promoted and disseminated across the
country through print-based and online
media.
Healthy Behaviours Assessment
Tool - Grades 1 to 3
The “Healthy Behaviours Assessment
Tool - Grades 1 to 3” (HBAT) will
enable teachers and parents to
implement an objective health-related
assessment of their children. This tool
will focus on the concept that good
health is achievable by anyone that has
appropriate physical activity and
lifestyle habits. In addition, the tool
will promote behaviours that can
maximize health benefits and will
incorporate language and terminology
that is consistent with Canada’s Food
Guide to Healthy Eating and Canada’s
Physical Activity Guide for Children and
Youth.
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The development of Canada’s Physical
Activity Guide for Children and Youth has
been invaluable in highlighting the
importance of physical activity for this
population, but has led parents and
teachers to ask questions like: “but how are
our children/students doing now”, “how
can they improve”, and “how do we know
when they have improved”? The Physical
Activity Guide recommends ‘increasing
physical activity by 30 minutes per day’ or
‘decreasing sedentary activity by 30
minutes per day’. It does not attempt to
provide an assessment against a health
model that would provide information on
the current health status of the child.
Previous assessment tools for children,
such as the Canada Fitness Awards,
traditionally focused on performancerelated fitness and a comparison against
other students. Excellent fitness levels,
rather than optimum health levels, were
typically the goals of such programs.
HBAT will incorporate health-related
components such as healthy eating,
sleep patterns, personal safety, physical
activity and inactivity. Any child,
regardless of age or stage, who develops
healthy, daily active living habits will be
rewarded. It is something that every
child can and needs to do.
• Why start with Grades 1 to 3?
Healthy habits begin early. Rather than
starting with an older cohort, the first
phase of HBAT will begin with very
young children, with the goal of
‘normalizing’ healthy active living in the
school and family setting. Once a
successful model is in place, HBAT will
be modified for Grade 4 and beyond.
• What about measuring body
weight or composition?
HBAT will not measure body weight or
address body composition since other
techniques (i.e., such as physical activity
levels) have proven to be reliable in
addressing the same health areas that
could be determined through body
weight. This allows the teacher to avoid
the sensitive overweight and obesity
issues with their children.
14
• Will this assessment be timeconsuming?
HBAT is a great curriculum tool that is
designed with the teacher in mind. The
assessments are simple and easy to
administer, even for teachers with little
or no physical education background.
The “health-related fitness” assessment
component will require equipment and
facilities found in most schools, and
will involve simple activities such as
running, curl-ups, sit and reach, and
modified push-ups.
• Why assess inactivity?
Canadian research has demonstrated a
positive
correlation
between
overweight/obesity levels and sedentary
activities such as watching TV/videos,
playing video games, using computers,
and chatting online. Therefore, HBAT
will assess “inactivity” levels, as well as,
physical activity.
The “Healthy Behaviours Assessment
Tool - Grades 1 to 3” is undergoing
field-testing in Canadian schools. It will
be available for the 2004-05 school year.
Student Webquests for Healthy
Eating, Activity, and Chronic
Disease
www.safehealthyschools.org/webquests/
welcome.htm
A Webquest is an online, inquiry-based
activity that is used to learn and apply
new knowledge in a meaningful way. A
short-term Webquest (one to two hours)
can be used by individual students in
preparation or as a follow-up to classroom
work. A medium-term Webquest (a
couple of class periods) can help a group
of students transform information into
knowledge, skills, attitudes and beliefs. A
long-term Webquest (between one week
and one month) involves a group of
students doing or creating a class activity,
peer program or developing action plans
to address a selected health or social
problem.
Webquests are interactive, appeal to
youth, involve student collaboration,
relate directly to curriculum outcomes,
and include specific evaluation criteria
and tools (rubrics). They involve visiting
websites that have quizzes/self-tests,
animations, simulations, role-plays, or
that provide real-life data or current
research.
Well-designed Webquests go beyond
simply assessing good health
information. They develop students’
health-related skills, attitudes, beliefs,
and knowledge. They also help to
develop new behavioural intentions
and personal health action plans.
Webquests can show young people
how to access or provide social
support from/to friends, parents and
trusted adults, and where and how to
access
health
services.
Some
Webquests include service learning
activities that can be used for
graduation requirements.
The Safe Healthy Schools website
includes an online template and
extensive advice on how teachers can
create their own Webquests for their
students. Webquest design, health
education outcomes, research on
project-based learning, and several
practical suggestions are all readily
available from the site.
• Webquest Samples
Here are a few samples and descriptions
of the Webquests that you can find at:
www.safehealthyschools.org/webquests/
welcome.htm.
Help My Family to Eat Healthy
Students compare the eating habits of
their family and community to the
recommendations from health experts.
They then develop a family plan to
improve their eating habits.
Comparing My Schoolmates' Eating
Habits with Mine
Students conduct a study of the eating
habits of their class, compare the results
to national and international studies,
and present their findings to the class.
School Cafeteria Makeover
Students conduct research, brainstorm,
investigate, and then propose changes,
new menus, and promotional activities
to improve their school cafeteria.
Lesson Plan Gateway: Time-Saver
for Teachers
www.safehealthyschools.org/lessonplans
intro.htm
Jump Rope Demonstration Team
Students form a demonstration team
with five to six classmates. They will
have three to four weeks to prepare their
presentation. Students will also do
research and keep a journal.
Physical Sports
Students learn that most physical
activity contains the use of physics.
Students will discover how physics is
related to sports. With this information,
they will be able to see how the
principles of physics can provide an
advantage in the world of sports.
Moving the Soul - A Webquest About
Dance
Each student participating in this
Webquest will prepare one slide in a
www.safehealthyschools.org
multi-media presentation explaining
one of the two styles/techniques of
dance that they have researched.
This may include history, famous
choreographers, technique style, and
other features of the selected technique.
“Using Diabetes Education to Achieve
Curriculum Outcomes” has established
links to hundreds of health education
lesson plans that encompass healthy
eating, physical activity, diabetes,
chronic diseases and many other topics.*
The essential value of these Lesson
Plan Gateways is the time-saving
convenience they offer teachers. The
lessons, online learning activities, and
complete educational programs are
categorized by grade level and specific
topic. Two to three “clicks” and you are
looking at lesson plans from around the
world. Links have also been provided to
* (The lesson plans linked to the site have been
screened for commercialism and general educational
value, but it is still the professional responsibility of
teachers to decide if the lesson is appropriate for
their students and community.)
WINTER
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15
Here is how the PE Lesson Plan Gateway is organized. Each of these
examples of areas and topics are sub-divided by grade levels.
Preparing for Physical Education
• Safety and injury prevention
• Warm up and cool down activities
• Planning outdoor activities and their effect on the environment and others
• Effort and participation
• Appropriate dress, showing up on time
Knowledge
• Benefits of fitness and physical activity
• Physical changes in body
• Good nutritional habits, and healthy eating
• How activity affects fitness (levels, body systems)
Beliefs, Attitudes, Understandings
• Body image
• Awareness of social influence
• Sportsmanship, fair play
• Teamwork
Self-Knowledge
• Have a personal plan for fitness
• Identify barriers to regular activity
• Select activities to reduce stress
• Seek variety of sports/activities
Skills
• Movement skills
• Basic racquet/club skills
• Dance skills
• Gymnastics skills
• Outdoor survival skills
• Basic First Aid
• Cold weather survival skills
• Team sports/games
• Individual sports
• Recreational activities
Access Social Support
• Intramural activities
• School sport teams
Access Sports/Recreation Services
• Awareness of service/programs
Special Needs
• Students with disabilities
• Female students/gender equity
• Elite athletes
This project has been made possible through a financial contribution from the Canadian
Diabetes Strategy – Prevention and Promotion, Health Canada.
16
provincial/territorial curricula. So that
teachers can ensure that they relate to
required learning outcomes.
Teacher-Friendly Summaries:
Resources, Research, Tips and
Best Practices
Most websites are geared for several
audiences, and tend to present a lot of
information. This often means that
teachers need to search through the site
for the information they want. Research
on teacher use of the Internet indicates
that teachers do not have time during
the school day to be at a computer, and
working at home in the evening is often
centered on marking or preparing for
classes. “Using Diabetes Education to
Achieve Curriculum Outcomes” has
tried to respond to teachers’ needs.
Drawing from a variety of resources,
and with convenient links embedded
throughout the text, the material covers
items such as:
• Key evidence-based messages that
should underlie curricula,
• Arguments and facts about teaching
and promoting health in the school
setting,
• Best practices and teaching tips, and
• How to connect teaching to other
programs and services in the
community.
As an example, the background section
on teaching physical education
(www.safehealthyschools.org/physical
education/background.htm) identifies
several great resources on the
CAHPERD website (www.cahperd.ca)
such as: “All You Need to Know about
QDPE”; a great “PE Planner” from the
UK Department of Education; and a
great summary from the US that
presents all of the research on promoting physical activity in schools. ■
For more information email
[email protected]
ÉDUCATION PHYSIQUE QUOTIDIENNE DE QUALITÉ
Des écoles canadiennes
fort méritantes
Q
uelque 285 formulaires de demande ont été acheminés
à l’ACSEPLD jusqu’ici dans le cadre du Programme
de certificats de reconnaissance des écoles d’ÉPQQ. En
2003-2004, l’objectif visé par le programme d’ÉPQQ
consiste à célébrer les réalisations exceptionnelles de 1 000
écoles, au minimum. Si votre école s’est dotée d’un
programme d’éducation physique de qualité qui répond aux
critères d’ÉPQQ, vous êtes bien placé pour nous aider à
atteindre cet objectif. Veuillez prendre note qu’il reste moins
de deux mois pour faire parvenir votre demande de
participation au programme de reconnaissance et pour
profiter du prix de faveur réservé aux demandes hâtives.
Province/Territoire
Nombre d’écoles
inscrites depuis
le 3 décembre 2003
Alberta
110
Colombie-Britannique
21
Manitoba
42
Nouveau-Brunswick
1
Terre-Neuve
4
Territoires du Nord-ouest
0
Nouvelle-Écosse
6
Le tableau ci-dessous présente le nombre total d’écoles
inscrites au mois de décembre 2003. Jusqu’ici, c’est l’Alberta
qui est en tête de peloton!!
Nunavut
1
Ontario
68
Île-du-Prince-Édouard
3
Consultez la nouvelle section de notre site Web « Célébrez
votre succès » à www.acsepld.ca. Il s’agit d’un bon endroit où
afficher des photos de votre école et des articles de journaux
qui mettent en valeur vos réussites et vos activités gagnantes.
Québec
8
Saskatchewan
23
Yukon
2
Pour obtenir d’autres détails à ce sujet, prière de
communiquer avec Laura Rauhala à l’adresse électronique
suivante : [email protected].
** Pour vérifier si nous avons bien reçu votre formulaire de demande, consultez le site suivant :
http://www.eventsonline.ca/events/qdpe_award/confirm.htm.
Notez que la liste de confirmation n’affiche que les noms des écoles ayant rempli la section relative
au paiement en inscrivant leur numéro de VISA/MasterCard.
WINTER
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HIVER 2003/2004
17
Build it Together
and They Will Come:
Sandra L.Gibbons Ph.D. is an associate
professor and coordinator of the teacher
preparation program in the School of Physical
Education at the University of Victoria.
She is involved with several ongoing projects
associated with gender equity in physical
education.
Designing a Physical
Education Program
for High School Women
By Sandra L. Gibbons, Catherine A. Gaul,
and Donna Blackstock
Catherine A. Gaul Ph.D. is an assistant
professor and Kinesiology program
coordinator in the School of Physical
Education at the University of Victoria.
Her research interests are in pediatric
exercise physiology, with an emphasis
on young females.
Donna Blackstock is a physical education
teacher at Victoria Secondary School
(Vic High) in Victoria, B.C. She was a
2003 recipient of the CAHPERD/
Wintergreen Physical Education Teacher
of the Year award.
18 PHYSICAL AND HEALTH EDUCATION
E
ncouraging young women to be physically active
continues to be a challenge for physical educators.
Nowhere is this more evident than in elective physical
education classes. Once physical education is no longer
compulsory, the vast majority of female students
discontinue participation. In British Columbia for
example, where physical education becomes optional in
grade 11, more than 90% of young women choose NOT
to enroll in physical education in their final two years of
high school (BC Ministry of Education, 2000). In addition
to the choice of young women to opt out of physical
education, there is a systematic decline in their out-ofschool participation in physical activity during adolescence
(Canadian Fitness and Lifestyle Research Institute
(CFLRI), 2001; Irving, Adlaf, Allison, Paglia, Dwyer, &
Goodman, 2003).
Considering that students in their senior
high school years are beginning to make
life choices with long-term impact, this is
a troubling combination. According to
Shephard and Trudeau (2000) the
probability of being physically active in
adulthood is reduced significantly if young
women are not physically active during
their childhood and adolescent years.
Despite the fact that schools are well
positioned to educate youth in the area of
physical activity, for almost three decades
Canadian young women have expressed
clear dissatisfaction with many existing
physical education programs (Butcher,
1976; Earl & Stennett, 1983; Gibbons,
Wharf Higgins, Gaul, & Van Gyn,
1999; Humbert, 1995, Olafson, 2002,
Vertinsky, 1992). The opportunities
provided within many physical education
programs do not appear to be valued by,
or meaningful to, female students. As a
result, the intended impact of these
programs on lifelong physical activity
may be minimal.
This article describes a course (Women’s
Only PE 11 [WPE 11]) designed to
address the concerns and needs of high
school women, and reverse the low
enrollment trend of female students in
senior physical education at Vic High in
Victoria, British Columbia. The design of
WPE 11 follows a study (Gibbons et al.,
1999) conducted to gain insight into
factors that may either discourage or
encourage enrollment of adolescent
females in elective grade 11 and 12
physical education programs. In the 1999
study, the authors engaged a group of
adolescent females (N=50) from ten
secondary schools in British Columbia in
a discussion about their physical activity
including their preferences, the perceived
barriers to participation, their knowledge
of the contribution of physical activity to
health, and their perceptions of school
physical education programs. An
approach consistent with successful
education change along with several of
the resulting themes from the Gibbons et
al., (1999) study was used to guide the
development of WPE 11.
(2002) suggesting a focus on “fun, health,
and skill improvement outcomes”. Finally,
researchers in Great Britain (Sleap &
Wormald, 2001; Flintoff & Scraton,
2001) suggested that whereas many young
women understood the value of being
physically active, they did not associate
their experiences in physical education
with contributing to this outcome. The
restricted choice of physical activities
within physical education programs was
What teenage women are saying
about physical education
The challenge of providing meaningful
physical education programs for young
women is not unique to Canadian
schools. Physical educators in Australia,
New Zealand, and Great Britain alike are
struggling with finding ways to make it
more relevant to female students. In New
Zealand, Brown (2000) suggested that
offering a more diverse choice of physical
activities beyond the traditional sports,
combined with a wider range of student
centered teaching strategies may make
physical education more inviting for
female students. Researchers in Australia
made similar recommendations for their
physical education programs with Park
and Wright (2000) emphasizing “fun,
friends and fitness”; and Schofield,
Mummery, Schofield, G., and Walmsely
Convincing female students to enroll in physical education once it
becomes an elective continues to challenge teachers and researchers. This
article discusses an elective Physical Education 11 course specifically
designed to meet needs, interests and abilities of teenage women.
Les enseignants et les chercheurs ont toujours de la difficulté à
convaincre les étudiantes de s’inscrire à des cours d’éducation physique
lorsque ces derniers ne sont plus obligatoires. Ce document décrit un
cours d’éducation physique de 11e année optionnel spécifiquement
adapté aux besoins, aux intérêts et aux habiletés des adolescentes.
WINTER
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HIVER 2003/2004
19
identified as a major source of female
student dissatisfaction.
The situation in Canadian schools
appears to be similar. Results from
Humbert’s (1995) examination of the
experiences of 50 teenage women (gr. 912) in Saskatchewan schools, revealed the
importance they placed on having a
variety of physical activity options,
individualized assessment, and a
respectful social environment in their
physical education classes. Gibbons et al.,
(1999) documented similar results with
focus group discussions with 50 teenage
women in ten British Columbia
secondary schools. The analysis of these
discussions revealed eight themes
influencing students’ decisions to enroll
in elective physical education programs
including the three identified by
Humbert (1995) and five others:
(a) A need for improvement of the
curriculum, delivery and evaluation
mechanisms characteristic of PE 8 to 10;
(b) Increased accessibility in the
timetable;
(c) Physical education to be valued as an
important pursuit by school administrators and guidance counselors;
(d) Inclusion of more health-related
content; and
(e) Availability of timely information to
make an informed decision about
enrollment in PE 11.
More recently, Olafson (2002) examined
resistance to physical education
experienced by girls in grades seven and
eight. Her results revealed the dislike
students had for both the content and
structure of their physical education
classes. The multi-activity physical
education curriculum in which these girls
participated had an emphasis on team
sport. Many associated their sense of
feeling weak and incompetent directly
with the physical education content. The
public nature of their physical education
class and constant comparison with their
male classmates accentuated the pressure
felt to look good and be popular. In
response to these concerns, Olafson
suggested the use of learner-centered
teaching strategies combined with a more
diverse choice of physical activities, and
the possibility of gender segregated
classes.
The preceding researchers suggest that
major changes are necessary in the
approach to designing physical education
programs if the needs of young women
are to be met. The present project is
grounded in basic concepts associated
with successful educational change. First,
active involvement of students and
teachers, at all stages of curriculum
development, is viewed as a crucial factor
for increasing the potential success of new
curricular initiatives (Fullan &
Stiegelbauer, 1991; Gibbons & Van Gyn,
1996).
Secondly,
Ennis
(1999,
2000)
recommends a social constructivist
approach as a productive path to
curricular change. Ennis (2000) describes
this approach as one in which the
curriculum is “socially interactive by
design and emphasizes the interdependent role of individuals within a
cooperative environment or community.”
Within the social constructivist approach,
the role of the teacher is that of designer
and facilitator of authentic situations in
which students succeed in appropriately
challenging tasks. Ennis (2000) suggests
that such an approach allows students to
feel very real ownership of their learning,
accompanied by enhanced perceptions of
success and motivation to continue. We
endeavoured to incorporate both these
factors throughout the WPE 11 project.
Women’s Only Physical Education
11 (WPE 11) at Vic High
We have used an adaptation of the quote
from the movie Field of Dreams in the
title of this article to describe the
development of WPE 11. Just as Ray
Kinsella had faith that if he built the
baseball park people would come, we
were confident that if we incorporated
applicable research recommendations in a
manner consistent with successful
educational change that a course could be
designed to meet the physical education
needs and interests of teenage women.
The existing co-ed PE 11 program at Vic
High has a high emphasis on team sport
and game play. Whereas this course is very
popular with male students, only 2-3
female students have been attracted to
this program each year. Therefore WPE
11 was designed in an attempt to draw
female students back into physical
education. Since its initial offering in
2000, WPE 11 has continued to evolve
and in each subsequent year enrollment
in WPE 11 has been strong and fully
subscribed (20-25 students).
Course structure and content of WPE 11
was guided by four major factors
including:
(a) Provincial PE 11 curriculum guidelines (British Columbia Ministry of
Education, 1997 [BCME]);
(b) Input from students in WPE 11 as
determined through surveys and
regular class discussions;
(c) Feasibility (e.g. cost, availability of
facilities); and
(d) Themes from Gibbons et al. (1999)
study including: more choice and
control in the determination of
physical activities; emphasis on
participation rather than on skill
performance; creation of a positive
social environment; increased accessibility in the timetable; and inclusion of
more health-related content.
Compared to the existing co-ed PE 11
program, the WPE 11 course at Vic High
has the following features:
(1) It is identified as a “women’s only”
course.
(2) Emphasis is on lifetime physical
activities including use of community
recreation facilities.
(3) Emphasis is on health-related knowledge
associated with physical activity.
(4) Emphasis is on personal physical
activity goals and participation
underlies evaluation process.
(5) Social support strategies are in place to
encourage individual class members.
The overall design of course content is a
collaborative process between the teacher
and students, with the teacher providing a
master list of activities derived from the
BC provincial curriculum guidelines and
students making choices from this list.
Students also use the opportunity to add
to the master list prior to selection. An
overview of the six categories of activities
for WPE 11 2003 is presented in Table 1.
These categories incorporate the
prescribed learning outcomes for PE 11 as
stated in the current provincial
curriculum guidelines. These guidelines
encourage the teacher to “design units or
modules to address various student needs,
abilities, and interests and provide
opportunities for them to develop a broad
range of skills and attitudes” (BCME,
1997).
The Personal and Social Responsibility
category provides the opportunity for
leadership and community service
throughout the term. Students are
required to complete two of the four
activities in this category. The Breakfast
Club allows students to participate in an
optional scheduled weight training
circuit in an early morning session prior
to regular classes. The community
service option involves volunteer
opportunities in a variety of physical
activity events throughout the year (e.g.
city marathon, elementary school track
meets).
The Active Health category includes a
variety of special topics (derived from the
physical education curriculum guidelines)
selected by the students and teacher at the
beginning of the school term. The major
intent is to allow students to explore
issues and gather information on topics
that significantly impact their potential to
be physically active and healthy. The
Team, and Individual or Dual Activity
categories provide students with the
opportunity to participate in a wide
variety of physical activities. These are
selected for their potential participation
opportunities in the local community
beyond high school (e.g., tennis, curling).
The Outdoor Recreation category affords
students the chance to explore some of
the local outdoor opportunities. The
Personal Fitness category includes a
variety of individual fitness activities.
Evaluation procedures in WPE 11 were
grounded in the concept of active
participation for a variety of personal
goals rather than emphasizing the
development of particular skills. Students
also complete a variety of leadership and
active health assignments, and several
quizzes on the rules of game play (e.g.
tennis scoring) as part of the evaluation
process.
The course was scheduled for a 75minute block prior to lunch hour each
day in the spring semester (February -
Table 1 – Activities in each Category for WPE 11 2003
Personal &
Social
Responsibility
Lead a class
Community
Service bonus
Bulletin board
maintenance
Breakfast club
(early morning
weight training)
Active Health
Team Activity
Individual or
Dual Activity
Outdoor
Recreation
Personal
Fitness
Nutrition (3)
Softball
(2-3)
Field hockey
(2-3)
Volleyball &
beach volleyball
(5)
Badminton
(3)
Tennis (3)
Mt. Work hike
(1)
Mt. Doug hike
(1)
Rowing (2)
Garden City 10 K
walk/run (1)
Boxercise (2-3)
Indoor soccer
(2-3)
10 pin bowling
(3)
Flag football
(2-3)
Team handball
(2-3)
Basketball (1-2)
Curling (2-3)
Exercise & diet
fads (2)
Student active
health
presentations
(4-5)
Women in
sport (2)
Body image &
media (2)
Disordered
eating (2)
Squash (2)
Weight training (3-5)
Kayaking (2-3)
Dragon boat
(2)
Belly Dancing (2) Indoor rock
climbing (2)
Mini-golf (3)
Yoga (2-3)
Personal fitness
evaluation (2)
Heart rate
monitors (2)
Minor Games
Lawn bowling
(2-3)
(2-3)
Lacrosse (2-3)
Note: The number in parentheses denotes the approximate number of classes designated for each activity.
WINTER
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21
students described WPE 11 as: “a course
dedicated to teaching young women about
the different kinds and types of physical
activities from hard core football to relaxing
yoga, and also to learn about health.”
June, 2003). Within this timetable
structure, a multiple activity block
schedule (rotation of three or more
activities in a 5-day cycle) is used to
maintain a high level of interest and
motivation; provide a wide variety of
activities; and allow for flexible
scheduling of the off-campus activities.
Students are expected to participate in all
activities scheduled during regular class
time. Activities scheduled outside class
time (e.g. Garden City 10K) are optional.
The voices of participants in
WPE 11
As described earlier, WPE 11 has been
offered each year at Vic High since 2000.
The original design features of WPE 11
are grounded in documented factors that
contribute to female students embracing
participation in physical education.
Following completion of the course,
young women in the WPE 11 2003
provided detailed information about
these design features through both group
discussion and individual questionnaires.
First, the students enthusiastically
endorsed the variety of physical activities
included in WPE 11, with each of the six
categories in Table 1 making a valuable
contribution to the overall mix of physical
activities. Comments like: “amazing! We
do so many different things and have fun
doing them” and “fantastic, fun,
adventurous, hilarious, community-based,
therapeutic, more than I ever expected PE
could be” were the norm. One of the
22
Equally important to the variety of
physical activities, was the opportunity
students had for input into those activities
that were ultimately included. The young
women were very appreciative for the
opportunity to have a “say” in the course,
and took this responsibility seriously.
Comments like: “it is very fun, active,
outdoor, friendly, and everybody has a say in
everything we do in the course” were
common. As well, student input has
allowed the teacher to “custom design”
the physical activities each year to meet
the changing preferences of students.
Interestingly, in each of the four years that
WPE 11 has been offered, the final
selection of activities has always varied.
Although some activities that have been
consistently included in all four years,
others vary in interest and popularity. For
example, one of the most popular
activities in WPE 11 2003 was lawn
bowling. This interest gained in WPE 11,
sparked the organization of an ad hoc
after school lawn bowling tournament
with a neighbouring high school.
Although lawn bowling was offered as an
option in each of the three preceding
years, it had never received any interest.
This provides further support for the
practice of actively involving the students
in selection of activities each year.
The young women valued the healthrelated content of WPE 11. Comments
such as: “V.I.C. (very important class), it
helps me in many ways, including stress
relief from other classes” demonstrated an
understanding of the role physical activity
could play in overall health. Students
appeared very appreciative of what they
perceived to be relevant knowledge.
The following comment provides a
particularly poignant insight into the
holistic nature of WPE 11 for some of the
students: “This class truly turned my life
around. I used to be very active, I did every
sport possible. Then I began high school,
moved, I had general upheaval in my life. I
was depressed, and suffered from eating
disorders —for ages I thought I would never
be active again because I don’t have the
confidence. I am now happier, healthier,
and fitter than I have been in years!”
Although initially few students knew
everyone in the class, the sense of
community they described emphasized
the significance of several of the design
features of WPE 11. One student
described the course as “different than
other classes, it’s more mature. I think the
atmosphere has to do with the responsibility
we are given as a class.”
The notion of a mature class atmosphere
was a frequent comment and also coupled
with the “women’s only” feature of the
course. Students were convinced that
WPE 11 gave them opportunities to
participate in physical activities that
would not have been popular options in
the co-ed PE 11 course (e.g. pilates,
boxercise). An equally important aspect of
community was the value that students
placed on the overall social atmosphere in
the class. Words such as friendly,
comfortable, supportive, positive, and
empowering were frequently used in their
conversations about WPE 11.
A special sense of community was
associated with the evaluation process in
WPE 11. Based primarily on a
participation and personal goal setting
system, students described the
atmosphere in class as one in which
“everyone does their best because they want
to.” The young women were appreciative
of what they described as a fair evaluation
system, one “not judged on skill but not
easy.” The notion that they felt in control
of their own destiny in this particular
evaluation system was predominant.
Much of what they valued represented
many of the significant attributes of
authentic assessment, namely relevance to
their daily lives; emphasis on learning;
clarity of expectations; and a perception
of fairness. The following comments are
representative of these attributes:
“It is relevant to our lives.”
“More of an educational emphasis
than other PE courses.”
“You always know where you stand.”
“There are no surprises.”
“Totally comfortable, I never had to
think about it.”
“Fair and flexible.”
What makes WPE 11 work at
Vic High
The comments from the young women
in WPE 11 2003 gave a vote of
confidence that WPE 11 is on a
productive path to reversing the
participation trend of female students in
elective physical education at Vic High.
In general they support the suggestion by
Gibbons and Blacklock (1998) that in
order for physical education to be a
positive place for young women to learn
they must “feel safe, find value, and feel
valued”. More specifically, the active
collaboration between students, teachers,
and researchers allowed research to be
applied in a meaningful way to a
particular school context resulting in the
creation of a physical education program
that was inviting for young women
and successful in increasing their
participation. Indeed incorporating the
recommendations of providing students
with more choice and control in the
selection of physical activities; emphasis
on participation rather than skill
performance in the evaluation process;
creation of a positive social environment;
and inclusion of health-related content
were crucial to the success of WPE 11.
Our experience with this project confirms
that it is possible to design a physical
education program that is responsive to
the physical activity needs and interests of
young women. The young women clearly
demonstrate that they are willing to take
responsibility for their own physical
activity in productive ways if they are
given the opportunity for meaningful
input into course development.
REFERENCES
British Columbia Ministry of Education (1997).
Physical Education 11 & 12 Integrated Resource
Package. Victoria, BC: Author.
British Columbia Ministry of Education (2000).
[Provincial enrollment statistics in Physical
Education 11 and 12]. Unpublished raw data.
Brown, S. (2000). Junior female students’
experiences of school physical education. Journal
of Physical Education New Zealand, 33(1), 17-33.
Butcher, J. (1976). A study of the differences
between high school girls who elect physical education
and high school girls who do not. Unpublished
master’s thesis, Dalhousie University, Halifax,
Nova Scotia.
Canadian Fitness and Lifestyle Research Institute.
(2001). Physical Activity Monitor. Ottawa, ON:
Author. Earl, L. & Stennett, R. (1983). Survey of
students’ attitudes towards physical and health
education in London secondary schools (Research
Report No. 83-08). London, ON: London Board
of Education.
Ennis, C. (1999). Creating a culturally relevant
curriculum for disengaged girls. Sport, Education
and Society, 4, 31-49.
Ennis, C. (2000). Canaries in the coalmine:
Responding to disengaged students using themebased curricula. Quest, 52(2), 119-130.
Flintoff, A. & Scraton, S. (2001). Stepping into
active leisure? Young women’s perceptions of
active lifestyles and their experiences of school
physical education. Sport, Education and Society,
6(1), 5-21.
Irving, H., Adlaf, E., Allison, K., Paglia, A.,
Dwyer, J., & Goodman, J., (2003). Trends in
vigorous physical activity participation among
Ontario adolescents, 1997-2001. Canadian
Journal of Public Health, 94(1), 272-274.
Fullan, M. & Stiegelbauer, S. (1991). The New
Meaning of Educational Change (2nd. Edition).
Toronto: Ontario Institute for Studies in
Education.
Olafson, L. (2002). I hate phys. ed.: Adolescent
girls talk about physical education. The Physical
Educator, 59, 67-74.
Gibbons, S.L. & Blacklock, F. (1998). Physical
Education: A Positive Place to Learn – Tips for
Teachers. Gloucester, ON: Canadian Association
for Health, Physical Education, Recreation and
Dance.
Gibbons, S.L. & Van Gyn, G.H. (1996). Gender
Equity in Physical Education Workshop: Manual for
Workshop Leaders. Gloucester, ON: Canadian
Association for Health, Physical Education,
Recreation and Dance.
Gibbons, S.L, Wharf Higgins, J., Gaul, C., & Van
Gyn, G.H. (1999). Listening to female students
in high school physical education, AVANTE, 5
(2), 1-20.
Humbert, M.L. (1995). On the sidelines: The
experiences of young women in physical
education classes. AVANTE, 1(2), 58-77.
Park, R. & Wright, J. (2000). Through their eyes:
An investigation into the physical activity needs
and interests of young women. ACHPER Healthy
Lifestyles Journal, 47(3-4), 15-20.
Schofield, L., Mummery, K., Schofield, G., &
Walmsely, H. (2002). Adolescent girls and
inactivity: Insights from the Central Queensland
adolescent physical activity and nutrition study.
ACHPER Healthy Lifestyle Journal, 49(2), 17-22.
Shephard, R.J. & Trudeau, F. (2000). The legacy
of physical education: Influences on adult
lifestyle. Pediatric Exercise Science, 12, 34-50.
Sleap, M. & Wormald, H. (2001). Perceptions of
physical activity among young women aged 16
and 17 years. European Journal of Physical
Education, 6(1), 26-34.
Vertinsky, P. (1992). Reclaiming space,
revisioning body: The quest for gender-sensitive
physical education. Quest, 44, 373-396.
WINTER
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QSIR: QUAL I T Y SC HO O L
INRAMURAL RECREATION
Wild, Wacky and Wonderful
IDEAS TO PL AY WITH
By John Byl
Please share your ideas with us.
Weird, Wacky and Wonderful – Ideas to play with
is now a regular feature of the PHE Journal. If you have
ideas that you think should be published, please send
them to the Editor at
[email protected].
This Wild, Wacky and Wonderful article focuses on
innovative games from the book “Why Paper &
Scissors Rock”. Each game uses Rock, Paper, and
Scissors as a key component.
In addition to seven warm up games, five tag games,
five sport variations, four group games, and four
individual games, this resource includes introductory
comments on the rules, history, and outcomes of
Rock, Paper, and Scissors games. There are also many
great variations to several of these games.
Why Paper & Scissors Rock
(CIRA - GA-WPSR-E)
member $15.00; non-member $20.00
The RPS (Rock Paper Scissors) book is 65 pages including
introductory comments about the rules, history, and
outcomes of RPS, as well as RPS games used as warm-up
games, tag games, sport variations, group games, and
individual games. RPS is a decision making game of wits,
speed, dexterity and strategy between players who are
unable to reach a decision using other means. The result of
a game is considered a binding agreement between the
players. RPS is a game played by honourable people and
therefore every effort should be make to commit to the
outcome. The game is played by substituting the elements
of Rock, Paper and Scissors with standard hand signals.
24
Great Warm-up Activity - Evolution
Objective: To try to become Supreme Beings
Description:
• Players all start the game acting like an egg and waddling
low to the ground.
• Players waddle around until they meet someone to play
Rock, Paper, and Scissors with. If they win this round, they
evolve into chickens that stay low to the ground clucking
and flapping their wings; if they lose, they remain as an egg.
• The game continues. If the player wins as a chicken, they
evolve into dinosaurs who stand and clap their arms in front
of them, simulating a large mouth. If they lose as a chicken,
they must regress to eggs.
• If they win as dinosaurs, they evolve into supreme beings
that walk around and high five each other.
Note: Eggs can only play eggs, chickens can only play chickens,
etc. Encourage players not to use words, but to make
appropriate noises for their characters. If you lose a match of
Rock, Paper, and Scissors, you regress to the stage below what
you are acting like.
Variation: Try the cooperative version where players do not
regress to an earlier stage. When a player becomes a supreme
being, they can help other players evolve to the next level by
having the challenger win. It is more efficient if players stay
with one player until they evolve. When both players have
become a supreme being, they move on to other players. The
goal is to evolve the group into Supreme Beings under a certain
time limit. To encourage players to get involved with different
people, permit a higher being to help a specific lower being
only once.
Great Warm-up Activity - Ha Ha
Objective: To have a player's partner run.
Description:
• Partners face each other and play RPS.
• The loser runs to the penalty line (end of court, mid-court,
or another pre-determined line) and back. When they
return they play their partner again and the loser runs again.
Variation: Instead of running, players do something else (five
push-ups, ten sit-ups, etc.) Try RPS Crash Mat, where the
winner runs and jumps on a crash mat at the opposite end of
the gym, then runs back to play against a new opponent.
Great Warm-up Activity - Piggyback
Objective: To try to make your opponent piggyback
you.
Description:
• Players find a person to play RPS with. If a player
loses, he/she piggybacks the person she/he played to
the next match. They then find another pair to play.
• The player being piggybacked is always the RPS
thrower for the team.
• If they lose both players piggyback the pair they
played to the next match.
Sport Variations - Team Baseball
Objective: To have your team score the most runs.
Description:
• Break the group into two teams.
• The first person in each line runs out and around
pylon 1 (team A) or pylon 3 (team B) and then
continues around pylon 2.
• When they meet, they play RPS. The winner keeps
advancing around the pylons while the other player
goes back to the end of his/her line.
• The next person in line runs out to meet the
approaching winner. When they meet they play
RPS. Each winner continues to advance around
the circuit.
• Continue to play and count a run if a person
crosses the scoring line. When another player
crosses the line, the two players start the game
again.
Note: It is helpful to have the winner raise his/her
hand so the teams know when to send their next
player. Winners could also identify themselves by
carrying a rubber chicken, pool noodle, or other
object as they run.
Great Warm-up Activity - RPS Skip
Objective: To stay in the middle, skipping, the longest.
Description:
• Turn a long skipping rope between two players.
• One person starts skipping. Another player jumps
in and plays RPS with the original skipper.
• The winner stays in and the loser jumps out getting back in line to repeat the pattern.
• If a player tangles the rope, he becomes the new
turner.
Available for purchase from CAHPERD – www.cahperd.ca
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QUA L I T Y D A I LY PH Y S I C A L E D U C AT I O N
Canadian Schools are
getting RAPped
S
o far, CAHPERD has received 285 applications for the
QDPE School Recognition Award Program (RAP).
Our goal for the 2003-2004 year is to award a minimum of
1,000 schools for their outstanding QDPE program. If you
have a quality physical education program that meets the
RAP criteria, you can help us reach this goal. Please note
that there is only one month left to apply for the award
program at the Early Bird price.
Take a look at the provincial breakdown of the total number
of schools that have registered as of December 2003. So far,
Alberta is winning the physical education race!
Check out the new “Celebrate Your Success” section of our
website at www.cahperd.ca. This is a great place for awardwinning schools to post pictures or media clippings of their
successes and highlights.
For more information please contact Laura Rauhala at
[email protected].
Province/Territory
Alberta
British Columbia
Manitoba
New Brunswick
Newfoundland
Northwest Territories
Nova Scotia
Nunavut
Ontario
Prince Edward Island
Québec
Saskatchewan
Yukon
For more information about QDPE:
www.cahperd.ca
** To confirm that your application form has been received visit
http://www.eventsonline.ca/events/qdpe_award/confirm.htm.
26
Number of Schools
registered since
December 3, 2003
110
21
42
1
4
0
6
1
68
3
8
23
2
MEDIA
LITERACY
Staying Connected
‘Teaching children to be media and life wise.’
By Linda Millar,
Director of Education
Concerned Children’s Advertisers
So what exactly is media literacy?
For those who are still struggling with the
term ‘media literacy’, let’s think of it as
simply the collective meaning of the two
words.
A
ccording to a study conducted by
the Annenberg Public Policy
Center in the U.S., children are using
various forms of media up to six and a
half hours per day. It is not unusual, to
see an eleven year old surfing the net,
hooked in to her tunes, cell phone
waiting to ring, and television on in the
background.
The reality is that, more than ever
before, our children are living, working
and playing in a wired world. They are
technologically savvy and their comfort
level with all things wired and wireless
far exceeds that of most of their parents
and teachers. The good news is that this
is not necessarily a bad thing.
Media is a wonderful ‘window to the
world’ and provides opportunities for
children and adults alike to learn, to
laugh, to be entertained and to become
informed. The key to helping our
children make healthy and wise media
and life choices is to recognize the
prevalence and potential of media and
to provide children with the tools to
understand and interpret media the
way they have learned to understand
and interpret a book.
MEDIA + LITERACY = MEDIA LITERACY
Media refers to all that is communicated
from one person or group to another, via
the eyes, ears or mouth – such as
telephones, televisions, computers, radios,
videos, video games, books, newspapers,
and magazines. Literacy, in simple terms,
is a way of ‘learning to understand and
interpret.’ Therefore media literacy is a
way to understand and interpret media.
There are several principles of media
literacy. Specifically, we will look at the
three that perhaps affect our children
most.
• All media is constructed, or created,
for a particular reason, by a team of
professionals, directed at a particular
group.
• Media constructs reality. With all of the
sophistication of today’s technology,
the media have become experts at
making things look real that are not.
• Audiences interpret and negotiate
meaning. Just as you and a friend or
colleague may feel quite differently
about a certain book or movie, media
affects everyone in a different way.
By learning about how lighting, music,
sound effects, special effects, animation
and other special techniques can
construct reality, kids can learn to
appreciate what goes on behind the scenes
in order to be able to watch carefully,
think critically and navigate safely.
Why do I need to know this?
Media literacy education is now
mandated in every curriculum across
Canada, from as early as grade one. In
some provinces, it is nestled within the
Language curriculum or the Technology
curriculum. Quite often, it is found in
the Health curriculum. By introducing
students to the principles of media
literacy, and by providing them with the
tools to become ‘critical viewers’, children
can learn to enjoy and use media
responsibly. They can learn how to
construct and de-construct media, how to
make storyboards, scripts, tag lines and so
on. They can also learn to use media so
that they can experience the expertise that
goes into creating something that has
been built from some one else’s idea.
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So, what does this mean and what
has it got to do with health?
One of the tools for addressing media
literacy and life skills in the classroom,
home and community, is provided by
Concerned Children’s Advertisers (CCA).
CCA has produced over 35 childcentered public service messages since its
inception in 1990. Working with issue
experts such as Health Canada, Canadian
Heritage, the Department of Justice and
individual issue experts, Concerned
Children’s Advertisers has addressed:
•
•
•
•
•
•
Substance abuse prevention,
Child abuse prevention
Self esteem for both boys and girls
Active living
Bullying
Media literacy.
In addition to airing these powerful spots
across major networks during prime
children and family viewing, CCA has
produced a nationally recognized
classroom and family resource, entitled
TV&ME.
TV&ME for parents provides valuable
tips, tools and strategies for parents to
help their children to become ‘media and
life wise.’
Written by a Canadian educator with
over 30 years of experience, and produced
in both English and French, TV&ME for
Educators consists of comprehensive, skill
building lesson plans that are centered in
each of the commercial themes
mentioned above. Classroom ready, these
lessons are prepared for educators in every
province and territory, from Kindergarten
to grade 8 (also used in some high
schools), and are designed to address
learning outcomes related to media
literacy and healthy life coping skills.
28
In addition to having the support of
CAHPERD, TV&ME is endorsed by the
Canadian Teacher’s Federation, the
Canadian Home and School Federation
and the Canadian Association of School
Principals. The program has been
delivered across the country, from the east
coast of Newfoundland, to the west coast
of British Columbia, right up to Canada’s
newest territory, Nunavut. In fact, since
the TV&ME program began in 1998,
over one million Canadian children have
been provided opportunities to learn
from this program.
How can I get it?
You can book a free workshop, plenary
or keynote, by contacting CCA at
(416) 484-0871. CCA will send a
facilitator and materials for all participants, including our bilingual CD
ROM and VHS tape with all of
commercials. You can also visit our
comprehensive website at (www.ccakids.ca) and order a copy of TV&ME
and to download free lesson plans (select
the ‘TV&ME for Grown-Ups’ button.)
What’s next?
There is always something new and
exciting happening at CCA!
We are very excited about our new
bullying commercial, which is the second
in a series and addresses psychological
bullying. Filmed in a school setting, this
new spot provides the catalysts for
meaningful discussions and activities
related to psychological bullying,
particularly verbal bullying, such as
taunting, name-calling, racist comments,
as well as social bullying, consisting of
behaviour that excludes, ignores or
ostracizes others. Lesson plans, tips, tools
and strategies for parents and other child
community support workers will be
available in January, 2004.
Moving forward, CCA will continue to
address issues that are of primary interest
and importance to young people and
their support system. Perhaps the most
ambitious and exciting project we have
yet undertaken is about to unfold in
2004. Related to the latest research on
childhood obesity and preventable
chronic disease, CCA is about to embark
on a massive initiative that will include
media support and print materials for
educators, parents and youth support
workers.
To learn more about our newest issues and how you
can become involved, watch for upcoming issues of the
CAHPERD PHE Journal !
For more information about TV&ME, contact
Linda Millar, Director of Education,
Concerned Children’s Advertisers
Tel: (613) 833-3205
e-mail: [email protected]
www.cca-kids.ca
Related resources for media literacy:
www.media-awareness.ca
CAMEO (Canadian Association of Media Educators Organization)
WINTER
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C A H PE R D R E S O U RC E S
Inspire!
A truly unique approach in learning to lead experiential
education activities.
This CD-ROM Series provides you with the knowledge and confidence to lead youth
in creative, educational, meaningful, and cooperative learning activities.
Until now, educators, facilitators, and youth leaders have gone to books for experiential
activities and resources. Inspire! is the first of its kind to provide teachers and youth
leaders with a multimedia approach.
Inspire! Vol. 1:
Team Building & Group Development
LD-ITB-E
member $49.50
non-member $55.00
Activities, games, events, and adventures for helping youth
learn team building and group development.
Learn to lead 20 fun and engaging team building activities
using video, images, easy explanations, and printable
instructions. Learn to incorporate these activities into your
curriculum and to share your ideas and experiential lesson
plans with your peers. Inspire! helps you challenge your
group with fun and engaging activities that require people
to communicate effectively and work together for shared
success. The activities on this volume of Inspire! address
leadership, critical thinking, collaboration, individual selfesteem, character development, group dynamics, and team
confidence.
30
■
Inspire! makes learning how to facilitate activities and
games easy enough that students can review an activity
on the CD and then lead it with their peers.
■
Inspire! CDs give you access to the Inspire! Community,
an experiential education resource for you to share
activity variations and lesson plans.
■
Inspire! is the first of its kind; for over 40 years trainers
have relied on game books and train-the-trainer
demonstrations to share and learn experiential activities.
■
Inspire! was created by LearningChange, a company
dedicated to improving education and learning in our
communities, countries, and workplaces.
Inspire! Vol. 2: Ice Breakers & Openers
LD-ITB-E
member $49.50
non-member $55.00
Inspire! Ice Breakers & Openers explodes with high-spirited energizers,
ice-breakers and get-to-know-you activities. Use these quick and exciting
games at the beginning of your class or program to set a comfortable
tone, and return to the activities anytime energy runs low. You'll find
numerous easy-to-learn, boundary-breaking games that help people
learn about each other.
Activity: Puzzling Problem
In Puzzling Problem, teams scramble to put together
three different mixed-up puzzles in as little time as
possible. Teams must work together to discover the
correct pieces and complete their puzzles.
Activity: Drawbridge
Drawbridge challenges your group to develop creative
strategies to rescue a ball stranded in the middle of a circle
without touching the ground inside the circle.
Activity: Magic Maze
Challenge your group to discover the 'safe path' through
the Magic Maze that gets everyone from one side of the
maze to the other.
Activity: Alphabet Soup
Alphabet Soup is a fast-paced activity that can be played
with groups of any size. It is quick and easy to explain,
and provides an opportunity for your group to be creative
and celebrate success.
CAHPERD makes it easy for you to find and purchase exceptional teaching resources like the
Inspire! CDs. Our e-bookstore is fully secure, allowing you to “buy-on-line” using VISA
or Master Card. It’s there for you 24/7.
w w w. c a h p e r d . c a
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31
R EM EMBER W HEN…
CAHPERD invites longtime supporters to share with our readers their stories
of our interesting times, and of the people who helped to shape our
association. Whether your stories are informative, funny, heart-wrenching
or simply anecdotal, we would like to hear them, and especially would like
to share them. Former Executive Directors, Presidents, council members,
and physical and health education professionals, please consider putting
pen to paper to tell of our past. We have no doubt that your stories will be
inspirational to our new generation of physical and health education
professionals from coast to coast.
Please send your stories to Andrea Grantham, Director of
Communications/PHE Journal Editor at [email protected].
We welcome photos, momentos, trivia, and tidbits.
The Medical Connection
This issue of the Remember When… column is taken from “Leadership Beyond the Playing
Field - The Story of Gordon Wright” (as told by Kathryn L. Mooij). This book is available
for sale from CAHPERD. Gordon Wright has donated the books with all proceeds
directed to the CAHPERD trust fund. Gordon Wright is a long-time CAHPERD
member and advocate, and served as President from 1959–1963.
Wright
Gordon
959-63
sident, 1
re
P
D
R
E
CAHP
T
he late 1940s and 50s were busy
years, when nations were recovering
from war and new technology was
changing perceptions and methods.
Physical educators and the medical
profession were beginning to see the
advantages of closer collaborations and
the age of a preventive approach in health
was dawning. In addition to Gordon
Wright’s day-to-day duties of overseeing
provincial physical and health education
issues, there were a few major projects and
associations.
One of the first projects was a public
relations effort by the Canadian Medical
Association (CMA) that took place in
1959. The CMA was examining ways to
help the public understand the role of
doctors. They also wanted to encourage
students to enter the profession and asked
for a representative from the Department
of Physical and Health Education. With
Gord’s background and position he was
the natural choice. The plan was to have
an exposition that would showcase areas
of medicine with interactive displays.
Corporations and medical association
sponsors were found for 50 displays. A
library of medical literature, a working
model of the ear, a crime lab showing
forensic medicine, a walk-through
cyclorama of cancer, and a transparent
talking woman were just some of the
amazing features to be presented.
Gord’s job was to convince schools of the
benefits of the exposition. Stimulating
youngsters in their early years might
provide a community with a hometown
doctor, especially in under-serviced areas
in northern Ontario. Toronto doctors
offered to billet students from the north
to provide not only accommodation, but
also an opportunity to get close to a
medical professional and his or her family.
On October 12, 1959, Mediscope opened
for five days of entertaining education
and enlightenment. Hundreds of school
buses transported students to what was
hailed as a successful, if somewhat
expensive, medical fair in the Queen
Elizabeth Building at the Canadian
National Exhibition in Toronto.
One of Gord’s most memorable
affiliations was with the Canadian
Physical Fitness conference, CMA House, March 1961.
(left to right) Dr. Duff Wilson, Dr. Harry Ebbs, Blackie Blackstock, Dr. David Bates,
Dr. John Fletcher, and Gordon Wright, then President of CAHPER.
In 1964, Gord received an Achievement
Award from the Province of Ontario for his
contribution towards the advancement of
fitness and amateur sport.
Association for Health, Physical
Education and Recreation (CAHPER).
In 1948, while attending a CAHPER
meeting in Montreal, C.R. “Blackie
Blackstock [CAHPER Executive Director,
1964–1974], Gord’s old friend from
Pickering College, introduced him to
CAHPER’s founder, Dr. Arthur Lamb
and J.B. Nash. Both eminent educators
visited the Leadership camps at Bark Lake
and Couchiching. They provided
invaluable advice and direction for the
programs.
In January of 1951, John Gilbert Lang,
Sarah Iveagh Munro, and Gordon
Alexander Wright were signatories when
the Letters Patent and By-laws of
CAHPER were revised and signed into
law by the Hon. Frederick Bradley,
Secretary of State.
Increased involvement in CAHPER led
to Gord serving as CAHPER’s Vice
President of Physical Education. He
became president in 1959 while Director
of the Physical and Health Education
Branch in Ontario.
Gord chairing a national board meeting of CAHPER in 1961.
In her book, the CAHPER Story, Helen
Gurney quoted president Max Howell’s
report to the Board of Directors in 1965.
This recounted Gord’s contribution to
the association:
… then came Gordon Wright and we
rode with his dreams. Let us never
underestimate this man’s contribution
to CAHPER. His drive, his idealism,
his character – all these things threw
us forward. He convinced us that we
could do it. He was, and is, a leader
and he led us well.
On assuming the presidency in 1959, Gord
sought to implement the recommendations
of his predecessor, Dr. Maury Van Vliet.
The CAHPER Journal received renewed
attention with the appointment of Jack
Passmore as Chairman of Publications and
Jack Life as Editor.
CAHPER needed an Executive Secretary.
Blackie Blackstock was Executive
Director of the Red Cross’ water safety
program and had an office just a few
blocks from Gord’s office on Jarvis Street.
He indicated that he was available for
part-time work with CAHPER and was
hired at the grand sum of $1000 a year. A
secretary was also hired to assist
Blackstock and she worked out of Gord’s
office since CAHPER had no quarters of
its own.
Finding a suitable and affordable office
for CAHPER was the next challenge.
Gord describes the situation in his own
words:
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CAHPERD was thrilled when Gordon Wright travelled all the way to Banff, Alberta for
the 2003 CAHPERD/HPEC Conference. CAHPERD Past-Presidents from left to right:
Dave Turkington (1987-88), Herb McLachlin (1979-80), Don Newton (1976-77),
Gordon Wright (1959-63), Wendy Dahlgren (1983-84), Dan Cooney (1992-94),
Mo McKendrick (1994-96), Rick Bell (1996-98), Farida Gabbani (2000-02).
When Helen Gurney (top left) and
Dorothy Walker (right) visited Gord
and Ruth Wright at Simcoe Village
in 2001, they shared many happy
memories. Both ladies were employed
by Gord in senior aspects of the camp
program.
Gord skiing on his 80th birthday,
like his shadow, sometimes larger
than life, always prepared to
take on a challenge and looking
for some new mountain to climb.
“Luckily, old Mr. Ryan from Guelph, the
man who invented five-pin bowling,
owned a large building on Jarvis Street.
Being interested in sports, he was
sympathetic to our cause and made space
available at a very low monthly rent.”
Harry Talbot, a former petty officer
working in the Department of Veteran’s
Affairs told Gord his office was disposing
of equipment and as long as he signed for
it, Gord could take what he wanted.
Furniture was carried in by CAHPER
staff, with some of it being pushed down
Jarvis Street after hours. To add to the
organized chaos, Passmore accidentally
discharged a fire extinguisher over the
movers and “new” furniture. The location
at 515 Jarvis was successfully established
as the first national office of CAHPER in
July of 1963.
“We were in business then, an
office, furniture, a secretary and with
Blackstock’s guidance we never looked
back,” Gord reminisced in 2000.
Several conferences took place during
Gord’s term as director. At a conference
held in Saskatchewan, Dr. Joseph Wolffe,
whose philosophy brought about the
beginning of Sports Medicine in Canada,
was a key speaker. In March of 1961, a
joint CMA and CAHPER conference
addressed ways and means to work
together to improve physical fitness and
recreation programs for Canadians. The
CAHPER group hosted a dinner for the
physicians who were most impressed. It
was then, perhaps, that the medical
profession changed their view of
CAHPER as a group of “jocks” and
recognized it as a valuable organization.
In 1962, Gord was serving his second
term as CAHPER president when the
Federal Government decided to set up a
directorate of fitness and amateur sport.
J. Waldo Monteith, Federal Minister of
Health, was advised to hire Gordon
Wright of Ontario. They offered Gord
the job, but he declined saying there
should be a national competition for the
position. Following advertisements and
interviews, Ottawa recognized Gord as
the best man for the job. In 1962 he
resigned his positions with the provincial
Department of Education and president
of CAHPER and, with his family, moved
to Ottawa. He was appointed as Canada’s
first National Director of Fitness and
Amateur Sport on May 24, 1962.
Over 100 letters of congratulations from
educators, sports associations, politicians
and individuals came in from across the
US, Canada and Europe. The esteem in
which he was held was obvious. He was a
leader, visionary and administrator with a
gift in the fields of sports and education.
The June/July issue of the CAHPER
Journal spoke in glowing terms about
their outgoing president:
We are all happy and proud to hail
him as the Director of Fitness and
Amateur Sport… As our President
for the last three years, he has led the
Dr. Arthur S. Lamb, CAHPER
President (the first), 1933 to 1939
Sarah Eveagh Munro, CAHPER
President, 1950 to 1952
Dr. Maury Van Vliet, CAHPER
Gordon Wright, CAHPER
John “Jack” Passmore, CAHPER
C.R. “Blackie” Blackstock,
CAHPER Executive Director,
1964 to 1974
Association through exciting times.
The Honourable J. Waldo Monteith
and his Deputy Minister, Mr. Joseph
Willard are to be congratulated on
choosing such an eminent physical
educator… The President leaves
behind him many landmarks
developed in his native province. Two
of these are the leadership training
camps; the Ontario Athletic
Leadership Camp at Lake
Couchiching and the Ontario Camp
Leadership Centre at Bark Lake.
These have received international
recognition and have been copied in
several countries. His interest in
outdoor education led him to be one
of the chief promoters of the school
camp idea in Canada.
The editor also touched on Gord’s strong
leadership style:
While the President has been
outspoken about matters in which he
has taken an interest, he has always
been able to invite and obtain the
cooperation of his fellow professionals
in achieving the goals set out. In this
connection, one of his outstanding
characteristics is his willingness to
delegate responsibility to others,
particularly younger men and
women.
In Gord’s own word, he was “a bit of a
dictator at times”. However, others have
Leadership Beyond
the Playing Field –
The Story of
Gordon Wright
An Ontario farm-boy who ran after all life had to offer
and became a champion athlete, educator, administrator,
visionary and award-winning citizen.
As told by Kathryn L. Mooij
Foreward by
Sir Arthur Chetwynd
Perspective by Eric Runacres
This book is available from
CAHPERD for $19.95 (plus
taxes and shipping &
handling).
Own a part of our history!
www.cahperd.ca
All proceeds to the CAHPERD Trust Fund.
said that he had an ability to see the
possibilities and create a team to
accomplish them.
In a 1990 symposium Gurney quoted
Eric Runacres, a branch inspector and
later a director at the Couchiching
leadership camp who said of Gord, “He
had the genius to bring the team together
and gave the team freedom, flexibility and
the drive to go.” Runacres also made a
comment strangely reminiscent of Les
Marshall’s first cross-country ski trip in
Schumacher, when Gord “taught” him
how to ski. “He always jumped from peak
to peak. The rest of us had to slug down the
mountain and up the other side, and by the
time we struggled to the top, battered and
bewildered, Gord had another peak waiting
for us.” Said Runacres in an interview
about the Couchiching Camp.
Gurney also offered the following opinion
of a man for whom she obviously had a
great deal of respect:
Gordon Wright’s influence has never been
fully appreciated perhaps because, at the
height of his career in Ontario, he was
invited to become the first director of the
new Federal Fitness and Amateur Sport
Directorate. ■
WINTER
•
HIVER 2003/2004
35
PETRO CANADA
PARALYMPIC SCHOOLS PROGRAM
Hey teachers, are you looking for a new and exciting way to
inspire your students and teach them about overcoming
adversity and challenges? The Petro Canada Paralympic Schools
Program is a FREE on-line educational resource for grades 4 – 9
teachers, and is designed to provide Canadian students with a
unique opportunity to learn about the Paralympic Movement
and its true Canadian sport heroes – Paralympic athletes.
Travel the road to Athens with Canadian Paralympic athletes
as they prepare for the Games!
Ready-made lesson plans, fun & interactive activities including
video clips, athlete interviews and Games photos are a few of
the great features of this new and exciting schools program –
transporting students and teachers to the heart and soul of the
2004 Paralympic Games.
“I think the Petro-Canada Paralympic Schools Program is an
excellent resource for educating Canada’s young people about the
excitement of the Paralympic Games. We (Paralympians) are
great role models for kids. Sharing our messages positively impacts
all Canadians and inspires people to dream big!”
Marni Abbott, National Wheelchair Basketball Athlete
& 3-time Paralympic Gold Medalist.
Teachers will be pleased to learn that each lesson plan has been
specifically developed to address the educational needs of
students in grades 4 to 6, and students in grades 7 to 9. The
Petro Canada Paralympic Schools Program has been developed
in partnership with teachers and other education professionals,
linking each lesson plan to the five core curriculum subject areas
of mathematics, physical & health education, social studies, fine
arts and language arts.
To learn more about this exciting program or to register, visit
our website at www.paralympic.ca. You may also contact
Karen McMillan at the Canadian Paralympic Committee at
(613) 346-1325 for more information.
Experience the Paralympic Dream!
PROGRAMME SCOLAIRE
PARALYMPIQUE PETRO-CANADA
Bienvenue aux enseignants et aux enseignantes! Cherchez-vous
de nouveaux moyens excitants pour inspirer vos élèves et leur
enseigner à surmonter les obstacles et à relever des défis? Le
Programme scolaire paralympique Petro-Canada est une
ressource pédagogique en ligne GRATUITE destinée aux corps
professoral de la 4e à la 9e année, qui a pour but de donner aux
élèves canadiens une chance unique de connaître le Mouvement
paralympique et les véritables héros du sport canadien – les
athlètes paralympiques.
Prenez la route d’Athènes en compagnie des athlètes
paralympiques canadiens et suivez leurs préparatifs en vue des
Jeux. Ce nouveau programme scolaire excitant propose des plans
de cours préparés à l’avance, des activités amusantes et interactives
telles que des vidéoclips, des entrevues avec les athlètes, des
photos des Jeux et plus encore… afin de transporter les élèves
et les enseignants au cœur des Jeux paralympiques de 2004!
« J’estime que le Programme scolaire paralympique Petro-Canada
est un excellent moyen d’instruire nos jeunes sur la frénésie des
Jeux paralympiques. Nous (les athlètes paralympiques) sommes
d’excellents modèles pour les jeunes. La communication de nos
messages a des incidences positives pour tous les Canadiens et
Canadiennes, et inspire les gens à viser toujours plus haut! »
Marni Abbott, membre de l’équipe nationale
de basket-ball en fauteuil roulant et trois fois
médaillée d’or paralympique
Les enseignants seront heureux d’apprendre que tous les plans
de cours ont été soigneusement conçus afin de répondre aux
besoins éducatifs des élèves de la 4e à la 6e année, et à ceux de
la 7e à la 9e année. Le Programme scolaire paralympique
Petro-Canada a été élaboré en collaboration avec des enseignants
et autres pédagogues. Un lien a été créé entre les différents plans
de cours et les cinq matières de base au programme, notamment
les mathématiques, l’éducation physique et la santé, les sciences
humaines, les beaux-arts et les langues.
Pour plus d’information sur ce programme ou pour vous
inscrire, visitez notre site Web à www.paralympic.ca ou
communiquez avec Karen McMillan au Comité paralympique
du Canada au (613) 346-1325.
Vivez le rêve paralympique!
WINTER
•
HIVER 2003/2004
37
REMEBERING
...
Dr. Bill Orban
(1922-2003)
W
work on a fitness program. It was in this era
that he developed the 5BX (five basic
exercises) Plan for Physical Fitness, which
the Canadian government published in
booklet format. His theory was simple spend 15 minutes a day for three days a
week performing five fitness exercises and
become fit. This theory was based on
research he conducted during his doctoral
studies and was soon to be considered
revolutionary in the fitness field at the
time. It was so successful that the federal
government sold over 23 million copies.
The booklet was later published in 13
different languages and was sold to the
American air force for $2 million, of which
not one penny went to Dr. Orban in
royalties. Since he was a federal public
servant at the time, his name wasn’t even
acknowledged in the first printing of the
5BX Program.
illiam (Bill) A.R. Orban, as his
name appears on numerous
scientific papers and publications and who
is often called Canada’s pioneer of physical
fitness, passed away in October 2003 at the
age of 81 years. As the renowned author of
the 5BX program, Bill devoted his life
(working and retirement) to the study of
the effects of exercise on the body.
Bill Orban was himself a superb athlete,
active in many sports of which football and
hockey were his favourites. He played
professional football with the Regina (now
Saskatchewan) Roughriders (1941) and
later with the Winnipeg Blue Bombers
(1945), and was an excellent basketball
player and boxer. Bill was a Junior A
hockey player and landed himself a hockey
scholarship at the University of California
Berkley in 1941. He continued to play
hockey right up to age 60 and ran 14
kilometers every day until the age 73. Bill
continued to exercise daily perhaps with a
3 km walk or a 12 km bike ride until the
age of 80.
A brief look at his career illustrates that his
whole life was dedicated to academics and
research in the broad field of physical
education, sports psychology, human
kinetics, fitness, kinesiology, and
kinanthropology (as the name changed
over the years).
After spending only one year at Berkley, he
returned to Canada to join the military for
the war effort and spent the next three
years as a physical training instructor in
Winnipeg and Halifax. He then completed
his physical education degree becoming a
member of the first graduating class from
McGill University in Montreal in 1949
and soon after was hired as the director of
athletics at Loyola College.
In the early 1950s Bill returned to the USA
to complete his PhD in exercise physiology
at the University of Illinois. Returning to
Canada in 1956, Bill worked for the Royal
Canadian Air Force (RCAF) in Ottawa to
While Dr. Bill didn’t make a fortune from
the 5BX, it did make his reputation. His
expertise and research rigor were much
sought-after commodities. He was asked to
help establish a physical education program
at the University of Saskatchewan where he
became its first Dean (1958-66). Later he
helped set up the same program at the
University of Ottawa where he was
Dean of the School of Human Kinetics
(1968-76) and instrumental in building
graduate programs and leading edge
facilities for physical education and sport,
as well as scientific laboratories for
kinanthropology.
Dr. Bill Orban was a member of the
Canadian Association for Health, Physical
Education and Recreation (CAHPER)
for which he served as President from
1971–73. He was also an advisor to many
sport governing bodies, including the
Canadian Olympic Association and the
national hockey team. Dr. Orban was
chairman of the National Conference
on Health and Physical Fitness in 1973,
from which the national program
ParticipACTION emerged. Indeed, his
5BX Plan became the basis for the famous
Canada Home Fitness test promoted by
ParticipACTION.
Ever a consummate researcher, even after
his “retirement” in 1987, Bill continued his
research activities on two fronts. First,
while working at the Elizabeth Bruyère
Health Centre in Ottawa, he developed
fitness programs for the frail and elderly
and co-authored Healthy Happy Aging, a
book of exercise tips and advice that
promoted active living in older adults.
Second, and most important, he developed
a mathematical equation that can be
applied to every individual to tell what one
needs to do to get fit. The Physical
Energetics Systems of Equations (PESE)
will be his greatest legacy that will “help
shape the health of Canadians for years to
come,” his son Jim said.
A devout Catholic, loving husband to his
wife Virginia, father of seven children, 11
grandchildren and 11 great-grand children,
Bill died after a 12-year battle with cancer.
His expertise, knowledge, discoveries, and
passion for how the human body works
will be remembered, as will his leadership,
friendly smile, non-stop energy, and
friendship. All characteristics are true
benchmarks of one of Canada’s greatest
physical educators of our times.
Written by Sue Cousinau, former CAHPERD
Executive Director
Call for Nominations:
CAHPERD Board of Directors
Provincial/territorial representatives for
ALBERTA, MANITOBA, QUEBEC, NEWFOUNDLAND & LABRADOR AND NOVA SCOTIA
Provincial/territorial representatives will be elected to
the Board of Directors according to the CAHPERD
by-laws. Provincial/territorial representatives serve a
two-year term to begin May 2004.
Procedure
• Nominations should be sent to Christine Bureaud,
Operations Manager, CAHPERD National Office.
• Any voting member of the Association can nominate
a candidate for election to the Board of Directors.
S/he shall sign the nomination along with one other
signature from that province/territory. The nominee
must also sign the nomination with a statement of
agreement to place his/her name on the ballot.
• No restrictions shall be placed on the Nominating
Committee as to whom the nominees shall be, except
that they shall be voting members of the Association
and shall not contravene provisions of the by-laws.
• A picture and biographical sketch of the nominee
should accompany the nomination form. This picture
and information will be mailed to all CAHPERD
members in that province/territory
• Nomination forms must be submitted as soon as
possible, but not later than April 1st, 2004.
CAHPERD Board of Directors: Nomination Form
Nomination: We, the undersigned, being national members of the association, do hereby nominate (please print name)
__________________________________________________ (nominee) for the position of provincial/territorial representative on the CAHPERD
Board of Directors to represent the province/territory of ___________________________________________________________________________.
Signature (1) ___________________________________________________________________________
Signature (2) ___________________________________________________________________________
Acceptance: I, (signature) __________________________________________________ agree to accept the nomination for the position
of provincial/territorial representative on the CAHPERD Board of Directors to represent the province/territory of
__________________________________________________
Please enclose a picture and biographical sketch of the nominee and return by April 1st, 2004, to:
Christine Bureaud, Operations Manager
CAHPERD
403-2197 Riverside Drive
Ottawa, ON K1H 7X3
[email protected]
WINTER
•
HIVER 2003/2004
39
Mise en candidature au Conseil
de direction de l’ACSEPLD
Représentants et représentantes des provinces/territoires de
L’ALBERTA, du MANITOBA, du QUÉBEC, de TERRE-NEUVE & LABRADOR ET de
LA NOUVELLE ÉCOSSE
Les représentants et les représentantes des provinces/
vote de l’association. Pour que le nom du candidat ou
territoires seront élue en fonction au sein du Conseil de
de la candidate soit inscrit sur la liste électorale, il ou
direction de l’ACSEPLD selon ses statuts et règlements.
elle doit signer sa mise en candidature ainsi qu’une
Les représentants et les représentantes des provinces/
déclaration d'acceptation.
territoires rempliront un mandat de deux ans à partir de
• La seule restriction imposée au comité des mises en
mai 2004.
candidature est que les candidats et candidates doivent
être membres avec droit de vote et doivent se
Procédure
conformer aux statuts.
• Les mises en candidature doivent être envoyées à
• Une photographie et une brève biographie du candidat
Christine Bureaud, gérante des opérations, bureau
ou de la candidate doivent accompagner le formulaire
national de l’ACSEPLD.
de mise en candidature. Cette photographie et les
• Tout membre ayant droit de vote peut proposer un
renseignements seront postés à tous les membres de
candidat ou une candidate pour l’élection au Conseil
l’ACSEPLD de cette province ou territoire.
de direction. Il ou elle doit signer cette proposition et
• À être soumis aussitôt que possible, au plus tard le
obtenir la signature d’un témoin membre avec droit de
1er avril 2004.
CONSEIL DE DIRECTION : Formulaire de nomination
Nous, les soussignés, membres nationaux de l’Association, posons la candidature de ________________________________
(candidat ou candidate) au poste de représentant ou représentante de province/territoire au Conseil de direction de
l’ACSEPLD pour représenter la province/territoire de ________________________________
Signature (1) ___________________________________________________________________________
Signature (2) ___________________________________________________________________________
Acceptation : Je, ____________________________________, accepte d’être candidat ou candidate au poste de représentant ou
représentante au Conseil de direction de l’ACSEPLD.
Signature ___________________________________________________________________________
Veuillez joindre une photographie et une brève biographie du candidat ou de la candidate et retournez avant le 1er avril 2004 à :
Christine Bureaud, gérante des opérations
ACSEPLD
2197, promenade Riverside, # 403
Ottawa, (Ontario) K1H 7X3
[email protected]
40 ÉDUCATION PHYSIQUE ET À LA SANTÉ
COIN DES RECHERCHEURS DU
La rubrique de recherche du Conseil des professeurs et des chercheurs universitaires vous
présente divers projets de recherche sur l’éducation et l’activité physiques. Nous invitons les
lecteurs à soumettre une description de leurs travaux de recherche (300 mots ou moins)
à l’attention de Ellen Singleton, à l’adresse [email protected].
Effets de la formation des maîtres intégrée à l’école sur
la motivation des enseignants de l’élémentaire à enseigner
l’éducation physique
Tim Hopper, professeur adjoint,
École d’éducation physique,
Université de Victoria
Courriel : [email protected]
Tanya Stogre, étudiante de 2e cycle, École
d’éducation physique,
Université de Victoria
Courriel: [email protected]
L
es données présentées ici sont tirées
d’une étude exhaustive visant à
établir l’effet des cours de formation des
maîtres intégrée à l’école (FIEE) sur
le perfectionnement des habiletés
pédagogiques des enseignants généralistes
de niveau élémentaire. La FIEE fait
référence à l’intégration systématique des
expériences scolaires à l’enseignement et à
l’apprentissage des concepts de base dans
le contexte des cours universitaires. Entre
autres buts, l’étude tente d’établir si le
cours de FIEE en éducation physique
affecte de façon quelconque la motivation
des étudiants-maîtres à enseigner les cours
d’éducation physique. D’habitude, les
habiletés physiques des enseignants
généralistes qui donnent les cours
d’éducation physique sont plutôt limitées
et ces derniers sont souvent réticents à
donner des cours d’éducation physique
aux élèves.
Afin de mesurer le degré de motivation à
enseigner l’éducation physique, on
a conçu un questionnaire portant
sur l’auto-efficacité et l’attitude face
à l’enseignement (Self-Efficacy and
Attitude to Teaching — SE/AT)
en s’inspirant de la théorie des
comportements planifiés (TCP) de Ajzen
(1991). La TCP suppose que ce sont les
attitudes (selon les évaluations d’un
comportement), les normes subjectives
(influence sociale perçue) ou les
perceptions de contrôle (habiletés,
possibilités et ressources nécessaires pour
assumer un comportement) qui
déterminent la motivation humaine. Les
recherches axées sur la TCP révèlent que
la motivation des gens face à un
comportement tend à augmenter (c.-à-d.,
le désir d’enseigner l’éducation physique)
lorsque les attitudes, les normes
subjectives et les perceptions de contrôle
sont toutes positives.
Le questionnaire a été distribué dans deux
classes de FIEE (n = 43) et une classe de
CAMPUS (n = 20). Le premier
instructeur a donné deux cours (un cours
de FIEE et un cours de CAMPUS) et le
second instructeur a donné un cours de
FIEE. On a utilisé des mesures répétées
pour évaluer les changements au niveau
des éléments de composantes de la TCP.
Une analyse de variance à multiples
variables de mesures répétées (RM
MANOVA) de 2 (traitement/contrôle)
x 3 (pré-test/mi-test/post-test) a été
menée, prenant les variables (attitude,
contrôle des comportements prévus et
normes sociales) comme variables
dépendantes. Les principaux effets
(p < ,05) ont été examinés avant, pendant
et après l’intervention pour établir quelles
variables indépendantes contribuaient à
faire une différence. On observait, entre
les classes de FIEE et de CAMPUS, une
signification statistique de p < ,05 dans le
cas de toutes les variables dépendantes.
CPCU
Le Conseil des professeurs et des
chercheurs universitaires (CPCU), qui
bénéficie de l’appui de l’ACSEPLD,
est composé de professeurs et d’étudiants
et d’étudiantes de 2 e et 3 e cycles
s’intéressant à la recherche. Le CPCU
offre différentes occasions aux membres
d’échanger des idées, tels les forums du
CPCU à la conférence de l’ACSEPLD,
et les séances érudites à la conférence de
l’ACSEPLD. CPCU assure la publication
d’articles sur la recherche dans AVANTE
et favorise le dialogue par l’entremise du
serveur de liste du CPCU. Au sein de
l’organisation cadre de l’ACSEPLD, le
CPCU facilite l’échange d’idées avec
d’autres membres de l’ACSEPLD.
Les étudiants ayant participé au
programme de FIEE affichaient une
attitude nettement plus positive face à
l’enseignement de l’éducation physique
que leurs collègues n’ayant profité
d’aucune formation intégrée. On compte
répéter cette étude auprès d’un plus grand
échantillonnage d’étudiants-maîtres. En
outre, l’examen des données qualitatives
indiquant en quoi les cours de FIEE
affectent la motivation des étudiantsmaîtres à enseigner l’éducation physique
et le transfert de cette motivation
à d’autres domaines et carrières
d’enseignement nous aideront à mieux
saisir l’influence de cette FIEE.
Référence :
Ajzen, I. The theory of planned behavior.
Organizational Behavior and Human Decision
Processes, 50, 1991, p. 179-211.
WINTER
•
HIVER 2003/2004
41
C O N S E I L D E S P R O F E S S E U R S E T D E S C H E R C H E U R S U N I V E R S I TA I R E S
Grace et Dorothy : La féminité et l’activité physique s’entrechoquent dans
deux séries de livres pour jeunes filles du début du vingtième siècle
À venir : L’éducation et la littérature pour
enfants, été 2004
Ellen Singleton,
Université Western Ontario
Courriel : [email protected]
J
’ai d’abord découvert Grace et Dorothy
lors de recherches que je menais dans le
cadre d’un autre projet. Dand le cadre
d’une enquête axée sur les messages
moraux dans la littérature sportive
contemporaine pour enfants, j’ai été
appelée à examiner diverses séries de livres
pour filles et garçons produits dans les
premières décennies du vingtième siècle.
En fait, il serait plus exact de dire que j’ai
réexaminé ces livres puisqu’en tant
qu’ardente lectrice dans mon enfance,
j’avais dévoré tous les livres enfantins à ma
portée, y compris la série Curlytops ayant
appartenu à mon père dans sa jeunesse et
que ma grand-mère avait précieusement
conservée. J’ai littéralement navigué
avec Swallows and Amazons d’Arthur
Ransome, exploré la garde-robe de
Narnia et élucidé tous les mystères
qui confrontaient Nancy Drew et
Trixie Beldon.
Malgré tout, les noms de Dorothy Dixon
et de Grace Harlowe ne m’étaient pas
familiers. Dès ma première rencontre avec
ces deux personnages remarquables, j’ai
été
fascinée
par
le
caractère
rocambolesque, périlleux et hautement
physique de leurs aventures. Mais au fur
et à mesure de l’évolution de chaque série,
je constatais une diminution de leur
caractère actif. Au départ, Dorothy et
Grace étaient présentées comme des
jeunes femmes habiles et confiantes qui
tentaient d’exprimer leur féminité en
vivant des aventures traditionnellement
masculines. Même si leurs récits
d’aventure peuvent être perçus comme un
symbole de résistance féminine au
postulat culturel de supériorité masculine
au plan de l’activité physique spécialisée,
j’argue que ces personnages féminins
appuient, grâce à leurs constantes
affirmations de féminité, l’association
traditionnelle de la masculinité aux
aptitudes physiques et à l’aventure.
La course aux fonds des diverticourses : le recours des organismes sans but
lucratif aux événements axés sur l’activité physique pour prélever des fonds
Joan Wharf Higgins et Lara Lauzon,
École d’éducation physique,
Université de Victoria.
Courriel : [email protected].
D
e plus en plus, les organismes sans
but lucratif organisent des
événements spéciaux intégrant un volet
d’activité physique dans le but de
recueillir des fonds. Cet article cite une
étude portant sur 50 événements menés
sur une période de neuf mois et cherche à
faire la lumière sur le phénomène des
événements axés sur l’activité physique,
c’est-à-dire sur leur fonction comme
stratégie de sollicitation et outil de
sensibilisation populaire et de relations
42
ÉDUCATION PHYSIQUE ET SUR LA SANTÉ
publiques. Il tente aussi d’évaluer en quoi
ces événements répondent aux besoins des
participants qui acceptent de mettre leur
argent et leur énergie au service
d’une cause.
Pour recueillir des données, on a observé
des participants lors de 12 événements
et on a interviewé 12 participants et
12 organismes responsables. On a fait
appel à un cadre de marketing social et à
la théorie de diffusion des innovations
pour mieux saisir le sens des données. Les
résultats portent à croire que ces
événements visent deux grands objectifs :
célébrer une cause et créer un événement
répondant aux intérêts des participants
pour l’éducation physique, qui sert et
servant du même coup d’outil de
prélèvement de fonds et de publicité.
L’article discute également des
conséquences qu’il y a à adopter une
approche de marketing social pour
permettre à un organisme sans but lucratif
d’accélérer le processus de diffusion en
créant un événement sur mesure qui
répond aux besoins des participants. En
outre, il souligne le besoin de poursuivre
les recherches engagées en ce sens.
Référence :
International Journal of Nonprofit Marketing and
Voluntary Sector, 8(4) 363-377.
CUPR
R E S E A R C H PAG E
Readers are invited to submit research summaries related to physical education and
physical activity. Summaries must be no longer than 400 and words and should be
submitted electronically to: Ellen Singleton, School of Physical Education, University
of Western Ontario, e-mail [email protected].
Influence of school integrated teacher education on elementary
teachers motivation to teach physical education (PE)
Tim Hopper, Assistant Professor, School of
Physical Education, University of Victoria,
email: [email protected]
Tanya Stogre, Graduate Student, School of
Physical Education, University of Victoria
email: [email protected]
D
ata reported here is from a larger
study on how school integrated
teacher education (SITE) courses
influence the teaching development of
elementary generalist teachers. SITE
refers to systematic incorporation of
school experiences into the teaching and
learning of core concepts within
university courses. One goal of the study
was to examine if the SITE course in PE
had any influence on student teachers
motivation to teach PE. Typical generalist
teachers do not possess the physical skills
in PE activities and often fear the idea of
leading a class of children in PE.
To assess motivation to teach PE, the SelfEfficacy and Attitude to Teaching
(SE/AT) questionnaire was designed
based on Ajzen’s (1991) Theory of
Planned Behaviour (TPB). TPB suggests
that influences on human motivation are
attitudes (based on evaluations of a
behaviour), subjective norms (perceived
social influence), or perceptions of control
(skills, opportunity and resources to
perform a behaviour). Research with TPB
indicates that people will increase their
motivation towards a behaviour (i.e.
teaching PE) when attitudes, subjective
norms, and perceptions of control are all
positive.
The
SE/AT
questionnaire
was
implemented to two SITE classes (n=43)
and one CAMPUS class (n=20). One
instructor taught two courses, one a SITE
course the other a CAMPUS based
course. A second instructor taught a SITE
course. Repeated measures were taken to
assess changes in elements of TPB
components. A 2 (treatment/control) x 3
(pre/mid/post-test) repeated measures
multivariate analysis of variance (RM
MANOVA) was conducted with variables
(attitude, planned behaviour control and
social norms) serving as the dependent
variables. Main effects (p < .05) were
examined at pre, mid and post
intervention in order to determine which
independent variables contributed to
the difference. There was statistical
significance between the SITE and
CAMPUS classes at the p < .05 level for
all the dependent variables.
The Council of University Professors
and Researchers (CUPR), supported by
CAHPERD, is made up of Canadian
faculty and graduate students interested
in research. CUPR provides a variety of
opportunities for members to exchange
ideas, such as: CUPR Forums at the
CAHPERD Conference; organizing
scholarly sessions at the CAHPERD
Conference; promoting the publication
of research articles in AVANTE; and
encouraging dialogue through the
CUPR listserv. As part of the
CAHPERD umbrella, CUPR facilitates
the exchange of ideas with other
members of CAHPERD.
After engaging in the SITE program,
students had a significantly more positive
attitude about teaching PE than their
non-integrated counterparts. Future
research will repeat this study with a larger
sample of student teachers. In addition,
our understanding of this SITE influence
will be informed by drawing on
qualitative data examining how the SITE
courses influence student teachers
motivation to teach PE and whether this
motivation transfers across subject areas
and into teaching careers.
Reference:
Ajzen, I. (1991). The theory of planned behavior.
Organizational Behavior and Human Decision
Processes, 50, 179-211.
WINTER
•
HIVER 2003/2004
43
COUNCIL OF UNIVERSITY PROFESSORS AND RESEARCHERS
Grace and Dorothy: Collisions of Femininity and Physical
Activity in Two Early Twentieth-Century Book Series for Girls.
Forthcoming: Children’s Literature in Education, Summer,
2004
wardrobe into Narnia, and in the company of Nancy Drew and
Trixie Beldon puzzled through every mystery they encountered.
Ellen Singleton,
University of Western Ontario
Email: [email protected]
In spite of this, Dorothy Dixon and Grace Harlowe were names
with which I was not familiar. From the moment I met these two
remarkable series characters, I was fascinated with the rollicking,
risky, and highly physical nature of their adventures. As each
series developed however, the nature of their active participation
diminished. Dorothy and Grace were initially represented as
skilled, confident young women negotiating femininity through
traditionally masculine adventures. Although these adventure
stories may be interpreted as symbols of feminine resistance to
cultural assumptions of masculine superiority in skilled physical
activity, I argue that these female characters support, through
their continuous iterations of femininity, the ideological
attribution of maleness to physical skill and adventure.
I
was first introduced to Grace and Dorothy when I was
researching another project. As part of an investigation into
the moral messages embedded in contemporary children’s sport
literature, I turned to series books produced for girls and boys in
the early decades of the twentieth century. Or perhaps I should
say that I returned to these books. As an avid reader in childhood
I consumed practically every book written for children that I
could find, including the Curlytops series books my
grandmother had saved from my father’s childhood. I sailed with
Arthur Ransome’s Swallows and Amazons, crept through the
Finding the Funds in Fun Runs: Exploring Physical Activity Events
as Fund-Raising Tools in the Nonprofit Sector.
Joan Wharf Higgins & Lara Lauzon,
School of Physical Education, University of Victoria.
e-mail: [email protected].
A
n increasingly popular form of raising funds in the
nonprofit sector is the special event that involves some form
of physical activity. This article describes a study that tracked 50
events over nine months in order to explore the phenomenon of
physical activity events – their function as a solicitation strategy
and as a public awareness/relations tool, and to gauge how these
events met the needs of participants who donated their money
and energy to a cause.
Data were collected by means of participant observation at 12
events and interviews with 12 participants and 12 hosting
organizations. Using a social marketing framework and
Diffusion of Innovations theory as an approach to making sense
of the data, the results suggest that events serve two main
purposes: celebrating a Cause and offering an Event that satisfies
the physical activity interests of participants, and appropriately
act as fund-raising and publicity tools. Implications for adopting
a social marketing orientation so that nonprofit organizations
can hasten the diffusion process by tailoring events to meet the
needs of participants, and for further research are discussed.
Reference:
International Journal of Nonprofit Marketing and Voluntary Sector, 8(4) 363-377.
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