2004–2005 school recognition award winners

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
LA REVUE CANADIENNE DES ENSEIGNANTES ET ENSEIGNANTS D'ÉDUCATION PHYSIQUE ET À LA SANTÉ
2 0 0 4 –2005 SCHOO L RE CO GNI TI O N AWARD WI NN ERS
PHYSICAL & HEALTH
JOURNAL
EDUCATION
SUMMER/ ÉTÉ 2005
Bone Health: Elementary
Teachers Can Help
Dodging Dodgeball /
Chasse au « ballon-chasseur »
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REGISTRATION NUMBER 09328
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Publications Mail Registration no. 9328. Views and opinions are those of the
authors and not necessarily those of CAHPERD. Indexed in the Canadian Magazine
index and available on-line in the Canadian Business and Current Affairs Database.
Upon application to CAHPERD, Canadian universities will be allowed to duplicate
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Courrier 2e classe no. 9328. Les opinions exprimées sont celles des auteures
et auteurs et ne reflètent pas nécessairement celles de l’ACSEPLD. Les universités
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toward our mailing costs.
Board of Directors 2004/2005
Conseil de direction 2004/2005
Garth Turtle, President / Président
PHYSICAL & HEALTH
EDUCATION JOURNAL
VOLUME
71, N O .2
ISSN 1498-0940
FEATURES / ARTICLES VEDETTES
4
12
20
Learning to
Teach Using Artsbased Methods
Bone Health:
Elementary
Teachers Can Help
Reading in
physical education?
What a novel idea!
By Dr. Andy Anderson and
Patti Bevilacqua
By Graham Fishburne,
Clive Hickson and
Stephen Berg
By Ellen Singleton
REGULARS / CHRONIQUES
2 A Word from the President
3 Mot du président
10 QSH: Let the Grass Grow
16 LIQE : La chasse au « ballon-chasseur »
18 QSIR: Dodging ‘Dodgeball‘
34 QDPE: School Recognition Award Program
: Programme des Prix de
35 EPQQ
reconnaissance aux écoles
Breaking assumptions:
39 DANCE:
physical activity for all abilities
43 CPCU
44 CUPR
Nick Forsberg, Past-President / Président-sortant
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
Michelle Harper, Québec / Québec
Fran Harris, New Brunswick / Nouveau-Brunswick
IN THIS ISSUE / DANS CE NUMÉRO
International Year of Sport
26 2005
and Physical Education:
30 The SpecTAGular National School Challenge
Calendar of Activities and Events
Joe MacDonald, Nova Scotia / Nouvelle-Écosse
Mark Jones, Newfoundland / Terre Neuve
Glenn Campbell, Prince Edward Island / Île-du-Prince-Édouard
SUMMER
•
ÉTÉ 2005
1
A WORD FROM THE PRESIDENT
There is no end to learning – we always have more to give –
WE ARE GREAT LEADERS
It is with mixed feelings that I write this report to the CAHPERD membership.
I attended the recent CAHPERD Board of Director’s meeting in early May, just prior to the SPEA /
CAHPERD National Conference that was held in Saskatchewan. The meeting was designed to provide
the opportunity for the Board to start the process of creating a new four-year strategic plan, a plan that
would provide the framework for the direction of CAHPERD through to 2010.
Though naval gazing can be somewhat tedious, the planning meeting went very well and certainly the
Board has a lot of great material to work with. We were fortunate to have had the opportunity to bring
both the veteran and new Board of Directors together at this meeting. This gave us both history and new
ideas together at the same table. I left the session feeling a positive
sense of accomplishment and headed off to the national conference.
The SPEA / CAHPERD Conference that was held in Regina for the
first time in many years was awesome. Nick Forsberg, Lyle Brenna
and their Conference Planning Committee did a tremendous job
organizing, what I believe to be, one of the most uplifting conferences
I have attended in many years. Beginning with Catriona LeMay
Doan’s opening keynote, to the many inspiring awards, the Physical
Education panel discussion, Louise Humbert’s scholar address and
who could forget the dance spectacular? I couldn’t wait to get back to
P.E.I. and, with more motivation and fervor than I have had for some
time, tackle student inactivity and teacher apathy.
This reminds me of a chance meeting I had in our hotel lobby in
Regina, with a veteran physical education teacher from
Newfoundland, who, with suitcases in hand, was hustling out the
door to the airport to head home. He took a moment to talk to me
because he said he needed to tell someone just how excited he was. I
was the only person he could find who had any association with the
conference and CAHPERD, and so I was fortunate enough to be the
target of his enthusiasm. Ben had just seen the Dance Spectacular
and, after teaching Physical Education for over 25 years, couldn’t wait
to get home and teach his first ever dance class.
2 PHYSICAL AND HEALTH EDUCATION
The emotion and enthusiasm this man showed was simply incredible;
what a great message for the value of Professional Development. It was
enlightening to have been able to witness the direct positive benefits
that an individual had gleaned from a conference experience. It was
also interesting to see that, no matter how long you have been
teaching, there is still room for more growth and development.
Needless to say, after strategic planning, a successful conference, and
exceptional networking, I was on a high as I entered the CAHPERD
Annual General Meeting. This meeting went well; it was a typical
AGM albeit for the short announcement at the end. Guy Tanguay,
CAHPERD Executive Director for the past six years, announced that
he would be leaving CAHPERD effective June 1st, 2005.
Over his tenure at CAHPERD, Guy has become extremely well
known in the active living, sport and health community. His excellent
networking skills and forward thinking have benefited CAHPERD
and the active living movement in Canada, and have provided a
strong foundation from which we will continue to move forward. As
I write this message, I am very reflective of Guy’s contribution to the
vision of CAHPERD, and the place where CAHPERD sits today.
Garth Turtle
CAHPERD President
M O T D U P R É S I D ENT
Nous n’avons jamais fini d’apprendre....
nous avons toujours plus à donner NOUS SOMMES DES LEADERS
Alors même que je rédige ce rapport à l’intention des membres de l’ACSEPLD, je suis animé par des
sentiments mixtes.
Au début mai, j’assistais à la plus récente réunion du conseil de
direction de l’ACSEPLD, prélude à la conférence nationale de
l’AEPS/ACSEPLD qui se tenait en Saskatchewan. Cette réunion
devait permettre aux membres du conseil d’engager les premières
étapes de mise en oeuvre d’un plan stratégique quadriennal visant à
définir les grandes orientations de l’ACSEPLD jusqu’en 2010.
Même si cet exercice quelque peu nombriliste peut s’avérer onéreux, la
réunion de planification s’est déroulée sans anicroches. Il va sans dire que
les membres du conseil de direction avaient beaucoup de pain sur la
planche. La réunion, qui regroupait autour d’une même table d’anciens
et nouveaux membres, nous a donné l’occasion de réfléchir aux leçons
du passé et de discuter de projets d’avenir. C’est donc dans un état
d’esprit positif et avec le net sentiment d’avoir beaucoup accompli que
j’ai quitté la réunion en direction de la conférence nationale.
La conférence de l’AEPS/ACSEPLD qui, après une très longue
absence, avait à nouveau lieu à Regina, s’est avérée un franc succès.
Nick Forsberg, Lyle Brenna et les membres du comité de planification
de la conférence ont déployé des efforts extraordinaires pour organiser
ce qui, à mon avis, constitue l’une des conférences les plus positives
et enrichissantes auxquelles il m’ait été donné d’assister, du discours
inaugural de Catriona LeMay Doan aux nombreux prix inspirants, en
passant par les discussions du comité de l’éducation physique,
l’allocution savante de Louise Humbert et le Spectaculaire sur la
danse. Plus motivé et enthousiaste que je ne l’avais été depuis
longtemps, j’avais très hâte de rentrer chez moi, à l’Île-du-PrinceÉdouard, pour reprendre ma lutte contre l’inactivité physique des
élèves et l’apathie des enseignants avec une ardeur renouvelée.
J’ai encore en tête ma rencontre fortuite, dans le hall d’entrée de
l’hôtel à Regina, avec un professeur d’éducation physique chevronné
de Terre-neuve qui, valises en main, s’empressait de quitter en
direction de l’aéroport. Il a pris un moment pour me parler parce
qu’il voulait absolument dire à quelqu’un combien il était excité et
heureux... et parce que j’étais la seule personne qu’il avait trouvée
ayant un double lien avec la conférence et l’ACSEPLD. J’ai donc eu
le bonheur de recueillir ses propos enthousiastes. Ben venait d’assister
au Spectaculaire sur la danse. Après avoir enseigné l’éducation
physique pendant plus de 25 ans, il trépignait d’impatience de
retourner chez lui pour organiser le premier cours de danse de sa
longue carrière!
L’émotion et l’enthousiasme dont Ben faisait preuve étaient incroyables;
quel formidable témoignage en faveur du perfectionnement
professionnel qu’une telle expérience vécue lors d’une conférence.
J’étais fasciné de constater comme lui que, nonobstant de longues
années dans l’enseignement, il y a toujours y place à l’amélioration.
Il va sans dire qu’après une séance de planification stratégique
fructueuse, une conférence très réussie et l’établissement de réseaux
utiles, j’étais au septième ciel au moment d’inaugurer l’assemblée
générale annuelle de l’ACSEPLD. La réunion s’est bien déroulée, à
l’instar des assemblées habituelles, sauf pour une brève annonce à la
toute fin, alors que Guy Tanguay, directeur général de l’ACSEPLD
depuis six ans, annonçait son départ à partir du 1er juin 2005. Au fil
des années passées à la barre de l’ACSEPLD, Guy est devenu très
populaire auprès de la collectivité de la vie active, du sport et de la
santé. Son aptitude éprouvée à établir des réseaux et sa pensée
progressiste ont grandement profité à l’ACSEPLD et consolidé le
mouvement canadien en faveur de la vie active. Elles ont aussi établi
de solides fondations sur lesquelles appuyer notre progression. Alors
que je rédige ce texte, je songe à toutes les réalisations de Guy et aux
efforts qu’il a déployés pour affermir la vision de l’ACSEPLD et pour
consolider sa place.
Garth Turtle
Président de l’ACSEPLD
SUMMER
•
ÉTÉ 2005
3
Learning to Teach Using
Arts-based Methods
By Andy Anderson and Patti Bevilacqua
Dr. Andy Anderson is an associate professor
at the Ontario Institute for Studies in
Education – University of Toronto
(OISE-UT). His research over the last
several years has focused on the relationship
between health promotion and school
improvement. His latest international
initiative involves the development of
a network of health promoting schools
in the Eastern Caribbean.
Dr.Patti Bevilacqua earned her PhD in
Teacher Development from the University
of Toronto in March 2005. She has taught
Curriculum and Methods in Secondary
Physical Education at Ithaca College in NY
and UBC. Her research interests include
exploring the use of arts-based narrative
activities to develop teacher identity in
students in PETE courses.
4
PHYSICAL AND HEALTH EDUCATION
T
his article examines the potential for preservice physical
education teachers to use arts-based narrative methods. A
particular form of alternative research is emerging that
provides a new language for beginning teachers to use as they
explore their beliefs about learning and teaching. Arts-based inquiry
involves the creation of stories, poems, and journal entries that
“permit [beginning teachers] to talk about themselves and let them
tell stories of their experience” (Diamond and Mullen, 1999). These
textual and graphic texts represent powerful ways to promote the
development of beginning teachers through deepening their
understanding of learning to teach as a reflective stance towards
practice. As Diamond and Mullen (1999) assert, “the center and the
end of arts-based inquiry is that of the teacher self ”. The arts-based
pieces produced encourage beginning physical education teachers to
make informed decisions that lead to developmental changes in
their teaching practices.
Recent insights and scholarship about the learning to teach process recognize the
importance of the teacher-self in initial teacher preparation. Students entering
preservice programs arrive with an existing body of knowledge about learning and
teaching based on their own prior experiences in school. The stories they tell about
themselves are key to their development as a teacher. Judgments about how to teach
are more likely to be centered in these experiences than in the words presented by
teacher educators. The experiences of
school are nested in practice – how and
what teachers do i.e., the instructional
actions, language patterns, mannerisms
of teaching, rituals and routines of
classroom life. Seldom are students aware
of the underlying purposes, beliefs, and
values that guide teachers’ intent and
design – the why’s of teaching.
By exploring experiences in classrooms,
preservice physical education teachers
can begin to develop their own personal
practical knowledge concerning the
teaching process. According to Connelly
& Clandinin (1988), personal practical
knowledge refers to “a particular way of
reconstructing the past and the
intentions of the future to deal with the
exigencies of a present situation”. As
preservice physical education teachers
recall and retell their stories from the
past, they begin to develop their personal
practical knowledge about teaching that
is sensitive to the emotional aspects of
teaching and the meaning of
interpersonal relationships.
provide some suggestions that physical
education teachers might assimilate into
their developmental routines. We
conclude with a discussion about the
usefulness of arts-based narrative inquiry
in teacher development.
Informal Arrangements in
Learning to Teach
According to Feimen-Nemser (1983),
informal learn to teach arrangements are
more salient
and more resistant to change than formal
preservice and in-service teacher
education programs. Furthermore, she
adds, informal experiences may be ‘miseducative’ and as a result interfere with
attempts to advance teacher thinking and
performance. Learn to teach programs
must therefore consider and respond to
preconceived and ongoing interpretations
about teaching, learning and the nature of
the subject matter. The influences exerted
by the ‘hands of the past’ are so
powerful that they may render
formal arrangements
In the remainder of this
article, we will examine other
informal arrangements that
influence learning to teach,
explore current research on
teacher development, and we
will focus our discussion on
how arts-based techniques
can be used to carefully and
critically examine teaching practices in
physical education. In this analysis we
In this article we examine the use of arts-based narrative methods by physical education
teachers in learning to teach. We explore the link between a teacher’s past experiences in
school and their current practices in teaching to show how recalling and retelling stories
impact this connection. Finally, we suggest a few arts-based activities, which preservice
physical education teachers can use as another tool in the process of learning to teach.
Cet article examine le recours aux méthodes narratives axées sur les arts auxquelles ont
recours les enseignants d’éducation physique pour apprendre à enseigner. Les auteurs
explorent le lien entre les expériences passées des enseignants à l’école et leurs pratiques
pédagogiques actuelles pour illustrer en quoi le fait de se rappeler et de raconter des
histoires affecte cette connexion. Finalement, ils suggèrent diverses activités axées sur les
arts qui peuvent constituer des outils utiles aux étudiants-maîtres dans le cadre du
processus d’initiation à l’enseignement.
SUMMER
•
ÉTÉ 2005
5
useless and a waste of time. It may also
mean teachers will attempt to teach the
way they were taught.
Three kinds of informal experiences
influence how teachers learn to teach. The
first is the evolutionary account. We all
know something about how to teach from
the examples provided to us by our parents
and community leaders. Parents, for
example, show and tell their children how
to walk, talk and ride a bicycle. These early
experiences have demonstrated a very
powerful and pervasive method of teaching
one-to-one. Within this experience we are
also impressed with the notion that the
teacher must care considerably about
whether or not the learner is successful and
hence the image of the teacher as a caring
surrogate parent. Even in the Ontario
Education Act, teachers are directed to act
as “a kind firm and judicious parent” when
it comes to matters of discipline. Cohen
(1988), contends that these experiences are
so powerful, they remain prominent in
teachers’ thinking despite formal
experiences to the contrary.
The second account is the socialization
experience that comes from 10,000
hours of sitting in classrooms. The
“apprenticeship of observation” (Lortie,
1975) serves as a strong influence on the
minds of would-be teachers as to what
the role of the teacher is, how day-to-day
routines are conducted, how lessons are
delivered, and disciplining. Observers are
seldom privy to the ‘internal’ reasoning
processes that teachers must engage in to
make decisions.
Recent biographical studies of teachers
(Knowles and Holt-Reynolds, 1990)
show that teachers mentally role play
themselves as students in the classroom
to determine whether or not they would
like and learn from the activity they have
chosen to present. They then switch to a
mental role-play of themselves as a
teacher to see themselves conducting the
lesson to determine whether or not they
will have difficulty operationalizing the
activity. Attention to how students learn
subject matter and concerns about the
6
nature of the learners are conspicuously
absent during these ‘practical arguments’
that teachers engage in as they think
about how to teach. Even more
shadowed are the stories of the teacher –
their biography, passions, visions, and
ambitions.
Anderson (1997) recognizes the
importance of preservice teachers’
biographies and how they may override
academic study. When beginning
teachers were asked to explain how they
determined whether an idea or
suggestion presented about teaching was
good or bad, they resorted to images of
teaching they valued as a student or to
images of the teacher they felt best suited
them. Few respondents mentioned their
undergraduate studies related to child
development, motor learning, or exercise
sciences. Few took into consideration
what they thought might be the interests
and ambitions of the students. It is
important therefore for teachers to
develop images of themselves as teachers
who are alert and responsive to student
needs, to emerging challenges, and to
optimal conditions for learning.
Unlike a behaviorist view of learning
which fails to consider the impact of
prior experience as learners on teachers’
conceptions about the teaching/learning
process and of the subject matter, the
constructivist view challenges prior
conceptions, beliefs, and values. Further,
behaviorists fail to expect student
teachers to take a critical stance towards
established views about whose interests
are being served and what kinds of
knowledge are valued and not valued.
Unless novice teachers engage in
principled study of their own learning
experiences, formal arrangements may
make few differences.
When beginning teachers
were asked to explain
how they determined
whether an idea or
suggestion presented
about teaching was
good or bad, they
resorted to images
of teaching they valued
as a student or to images
of the teacher they felt
best suited them.
Egocentric views about teaching
deserve
rethinking,
discussion,
interpretation and analysis in light of
alternative views of the education
process. Early experiences should serve
as impetus for reflection on past and
present learning experiences and
arguments about how to develop
learning environments for their pupils.
Dewey (1904) argued for examination
of the experiences, perceptions and
beliefs of the learner in order to develop
powers of reasoning. According to
Feimen-Nemser & Buchmann (1985),
new teachers need help in seeing how
understanding can clarify and shape
ways of doing things and help in
judging ways of doing according to
different settings. Preconceived notions
about the teaching/learning process
may otherwise endure unless formal
preparation provides students with
opportunities to analyze and interpret
existing mental models, learning
environments and learners. Teacher
educators should therefore not only pay
attention to what teachers do, but also
to what they think about and the
reasons they give for their actions.
Current Research on Teacher
Development
Over the past decade, considerable
research has examined teachers’ thoughts,
knowledge, and beliefs (Calderhead,
1991). Despite the work completed to
date, many aspects of the learning-toteach picture remain unclear and
fragmented (Wideen, Mayer-Smith, and
Moon, 1998). According to Wideen et
al. (1998), “the training model of
learning to teach is rather like rearranging
the deck chairs on the Titanic”. Past
teacher education programs operated
much like an assembly line with
preservice teachers acquiring tidbits of
theory and practical ideas along the way.
This type of program did not meet the
needs of the students, nor prepare them
for their future experiences in schools.
Teacher education programs were using a
model that was not aligned with the
education system in which teacher
candidates would be employed.
Recently, researchers began to focus more
closely on what beginning teachers
already know and believe about teaching.
As Calderhead (1991) asserts, “we know
that when student teachers start out in the
training, they have a great deal of
classroom experience on which to draw
from their lives as students at school”.
This time span is very relevant because
prior to entering teacher education,
preservice teachers have been exposed to
many educators who have influenced
their own ideas of learning and teaching.
According to Knowles & Holt-Reynolds
(1991), “the preservice teachers’ belief
system provides them with an initial
perspective against which they can begin
to make purposeful choices about how
they will behave as a teacher”. Past
experiences help beginning teachers build
a store of practical knowledge derived
from personal experience. They take
mental notes of the learning activities they
participated in as students, whether the
experiences were positive or negative.
Years later, these memories influence their
actions in the classroom. However,
according to Beattie (1995), few accounts
exist that assist in understanding what
teachers consider to be the practical
knowledge informing their decisions.
As a result, researchers now employ terms
like ‘personal practical knowledge’
(Connelly and Clandinin, 1988) and
‘personal history’ (Knowles & HoltReynolds, 1991) to refer to the knowledge
which helps preservice teachers frame their
educational thinking. The term personal
practical knowledge refers to the
knowledge assembled in forms that make
it possible to manage teaching
practicalities (Connelly & Clandinin,
1988). The term personal history refers to
those experiences that model the
educational thinking of a preservice
teacher (Knowles & Holt-Reynolds,
1991). Taking into account teachers’
personal practical knowledge and personal
histories suggests student teachers already
have a wealth of knowledge about
teaching prior to entering a teacher
education program. According to Cole &
Knowles (2000),
In remembering, re-creating, and
writing about [one’s] prior experiences associated with learning,
schools, classrooms, and teachers
[she/he] can make known the implicit
theories, values, and beliefs that
underpin [their] teaching and being a
teacher.
Cole and Knowles see teaching as a
lifelong process rooted in the personal
and linked to ideas that are most
meaningful to preservice teachers and to
their own processes of learning.
Furthermore, a teacher who is able to
draw from personal experience and use
individual expertise can develop a
classroom culture that invites and values
student participation (Holt-Reynolds,
2000). In other words, students should
be encouraged to consider the impact of
school experiences before they are adults.
Involve students in the study of learning
along the way.
Using Arts-based Approaches
Physical education preservice teachers
who engage in arts-based narrative
inquiry activities discover another lens
through which to explore the process of
learning to teach. They may use a variety
of forms including stories, poems,
images, journal entries and unsent letters
to inquire into their beliefs about
teaching physical education. According
to Diamond and Mullen (1999), “any
form of representation serves to filter,
organize, and transform experience into
the meanings that make up and display [a
teacher’s] knowledge”. Therefore,
preservice teachers can learn more about
teaching using arts-based inquiry to
explore their past and present experiences
in school. By recalling and retelling
stories from their experiences in the
classroom, preservice physical education
teachers begin to develop a pedagogy
infused with practices that merge
the emotion of experience and the
meaning formed through interpretation/
understanding of those memories. The
following examples relate to one of the
author’s experiences of learning and
teaching.
SPRING
•
PRINTEMPS 2005
7
My first assignment in graduate school
was to write a personal narrative about
significant experiences in school that
encouraged me to become a teacher.
After writing about my experience in a
grade 9 physical education class, I
realized the influence of my teacher on
my ideas about teaching physical
education. Moreover, I was able to locate
the source for many of my beliefs and
practices as a physical education teacher.
In that narrative I wrote:
When I was in grade 9 Mrs. Cole was
the new Physical Education teacher.
I immediately liked her. She was
friendly, yet structured, and never
strayed from her clear expectations of
the class. For the first time my mark
in PE was not based on skill and
performance, but rather attitude,
effort, and participation. I liked this
and I was finally able to get an “A”
in PE.
Writing about this experience revealed a
strong connection between my own
experiences as a student and my ideas
about teaching physical education. I have
always believed that the skilled athlete is
not the only student who can achieve an
‘A’, but I was unaware of where this belief
came from. By recalling and analyzing,
within a contextual framework, a positive
memory of being a physical education
student, I recognize how influential my
past experiences are to my current
practices as a physical education teacher.
In another narrative I write about
teaching my six-year old brother how to
perform a proper basketball set shot. This
is my earliest memory of teaching
another person.
Once outside, I had him sit on the
sidewalk and watch me take some
shots. I remember asking him to
watch carefully and note the position
of my arms and hands. I’m positive I
took about ten shots before my
brother asked when it would be his
turn. I quickly silenced him and told
him to pay attention. Trevor sat
8
patiently as I continued to talk and
take shots at the hoop. After about
five minutes he stood up, said he was
bored, and went inside the house.
The lesson was over.
This memory of teaching my brother is
instrumental to my understanding of
teaching physical education. My belief that
students and the act of learning is more
important than teachers and the act of
teaching stems from this early experience.
At the time I am certain I did not realize
the importance of what had transpired, but
writing about and analyzing about this
experience helped me articulate my belief
that students need to be active participants
if learning is to occur. This narrative helped
me see how my current teaching practices
are infused with experiences from my past.
These are two examples of using artsbased inquiry to explore my beliefs and
practices as a physical educator. Each
narrative helps me to understand the
teacher I have become. The following
suggestions are examples of how physical
education preservice teachers can use
arts-based inquiry to investigate their
understanding of learning to teach. These
adaptations have been taken from The
Postmodern Educator. Arts-based Inquiries
and Teacher Development co-edited by
C.T. Patrick Diamond and Carol A.
Mullen (1999).
Arts-based Activities
• Write an unsent letter to your favorite
physical education teacher in high
school. What was noteworthy
or remarkable about this teacher?
What values/beliefs do you believe
motivated this teacher? What actions,
disposition, or experiences do you
suppose led to the development of
these traits?
• Write about your earliest memories of
participating in physical education in
school. What did you like and dislike
about it? Why? As a beginning teacher
yourself, what would you tell this
teacher years later?
Another component of using arts-based
methods engages the researcher in
discourse with others as a means to
analyze the “data”. The activities written
above are meant to tease out preservice
teachers’ ideas about what was
noteworthy/motivational about their
previous/current experiences in the
classroom and to apply what they learn to
their future teaching practices. The
fictional exchange below between a
teacher educator (TE) and a preservice
teacher (PT) clarifies the importance of
blending past/present experiences in
school with future ideas about learning
and teaching.
TE: You have mentioned in the
narrative you wrote about your
high school physical education
teacher that he was a real
disciplinarian in the classroom,
always maintaining order and
control.
PT: Yeah, he never let us get out of
control. We had to line up
alphabetically for attendance,
practice drills exactly like he
showed us, and he always chose the
teams for the games we played.
TE: Did you enjoy his class?
PT: Not really because it was the same
every day. Eventually going to PE
became boring and I just stopped
trying. I remember that on my
report card he wrote I had a
problem with authority. I got mad
because this was a PE class, not a
prison yard.
TE: Can you think of a reason why the
teacher chose to be this way?
PT: I’m not sure; perhaps he grew up in
a system that cared more about
compliance than about learning to
think for yourself. In psychology
we talked about learning as
conditioned behaviour. Maybe this
was a strong influence in the way
this teacher thought about teaching
PE.
TE: So how will you manage a PE class
you’ll be teaching?
PT: I will give my students more variety
and responsibility in the class. For
example, I know a number of
different ways to get the students
into groups. I also hope to have one
student take attendance at the
beginning of each class while I tell
others how to set up the pylons or
equipment. I want them to feel they
have ownership and responsibility in
my class. This is an important skill
for people to have when they get
older.
TE: You have some good, concrete
ideas. Perhaps you could write an
unsent letter to your former PE
teacher explaining how you felt as a
student in his class and relating
these feelings to the ethos you want
to create for the students in your
classroom.
This example ties together arts-based
methods, personal experiences, and
future plans. It focuses on the thinking
process, the factors that might have
impacted decisions, and subsequent
actions, and situates teacher development
in both theories and experiences related
to practice. We can begin to appreciate
the power of person (background, beliefs,
goals) coupled with the power of place
(context) and the power of purpose
(educational/instructional goals).
These activities require preservice teachers
to draw upon “real” life experiences in
physical education and allow for alternate
sources of knowledge in learning to teach.
In Researching Teaching, Cole and
Knowles (2000) indicate that “the act of
teaching is informed by multiple forms of
knowledge”, therefore, preservice teachers
can use their past experiences to develop
their personal practical knowledge in
teaching. Through exploring images and
memories of school, preservice teachers
participate in a meaning-making process,
which forms connections between the
past and their future practices in physical
education.
Usefulness of Arts-based Narratives
in Teacher Development.
Experience is the bedrock upon which
meaning is constructed. Arts-based
methods are a useful tool for preservice
teachers to access the meaning and
impact of experiences as a learner within
a particular socio-cultural milieu. Unlike
methods that exclude the researcher’s
voice, arts-based inquiry centralizes the
teacher as a person and elevates their
previous school experiences as major
contributors to their professional
development. Arts-based approaches to
teacher
development
encourage
beginning teachers to use their past to
think about their future practices in
teaching physical education.
Arts-based narrative forms also provide a
practical context for discussion among
preservice teachers. For example, the
author wrote a poem about the determination of a student in a wrestling lesson and
described how the student’s facial
expressions and body language told others
about his work ethic. After sharing the
poem with other physical education
colleagues, they offered similar experiences
of their own. Eventually, these anecdotes
evolved into a discussion about the
importance of physical education in
building character in students, and
practices we can use in our classrooms to
encourage students to do their best.
Writing and sharing poetry can organize
thoughts and feelings, establishing a
connection between beliefs and values as a
physical education teacher. Beginning
teachers can benefit from discussions
aimed at broadening their understanding
of teaching using arts-based inquiry.
Diamond and Mullen (1999) embrace
arts-based methods as “a way of knowing,
seeing, and understanding, a method of
display and analysis, and a form of
development”.
Finally, arts-based activities facilitate
ongoing professional development that
preservice teachers can begin early in their
careers. These approaches require creativity
and personal reflection, promoting critical
analysis of one’s practice in a personal,
relevant, and meaningful way. ■
R EFERENCES
Anderson, A. (1997). Using personal histories to
explore theories about the teaching/learning process
in physical education. AVANTE, 3(1), 71-82.
Beattie, M. (1995). Constructing professional
knowledge in teaching. New York: Teachers College
Press.
Feimen-Nemser, S. (1983). Learning to teach. In
L. S. Shulman & G. Sykes (Eds.) Handbook of
teaching and policy (pp. 150-170). New York:
Longman.
Holt-Reynolds, D. (2000). What does the teacher
do? Constructing pedagogies and prospective
teachers' beliefs about the role of the teacher.
Teaching and Teacher Education, 16(1), 21-32.
Calderhead, J. (1991). The nature and growth of
knowledge in student teaching. Paper presented at
the Annual Meeting of the American Education
Research Association, Chicago.
Lortie, D. (1975). Schoolteacher. University of
Chicago Press.
Cohen, D. (1988). Teaching practice: Plus ca
change. National Center for Research on
Teacher Education, Michigan State University.
East Lansing MI.
Knowles, J. G., & Holt-Reynolds, D. (1991).
Shaping pedagogies through personal histories in
preservice teacher education. Teachers College
Record, 93(1), 87-113.
Cole, A. L., & Knowles, J. G. (2000). Researching
teaching. Exploring teacher development through
reflexive inquiry. Needham Heights, MA: Allyn &
Bacon.
Stoll, L., Fink, D., & Earl, L. (2003). It's about
learning [and it's about time]. What's in it for
schools. New York, NY: Routledge Falmer.
Connelly, F. M., & Clandinin, D. J. (1988).
Teachers as curriculum planners. Toronto: OISE
Press.
Diamond, C. T. P., & Mullen, C. A. (1999). The
postmodern educator: Arts-based inquiries and
teacher development. New York: Peter Lang
Publishing, Inc.
Wideen, M., Mayer-Smith, J., & Moon,
(1998). A critical analysis of the research
learning to teach: Making the case for
ecological perspective on inquiry. Review
Educational Research, 68(2), 130-178.
SUMMER
•
ÉTÉ 2005
B.
on
an
of
9
QUALITY
SCHOOL
HEATH
Let the Grass Grow
By Christine Preece
A
while back, I was fortunate enough to attend the National Children’s Alliance
Roundtable, which was held in Grimsby, Ontario. The Roundtable focused
on the best ways to address policy issues associated with middle childhood. During
the roundtable we were fortunate enough to select a site visit to an exemplary
program in the area. I chose to visit Robert Land Elementary School, which was
located in the north part of Hamilton, Ontario.
During the site visit we were invited out
to view the schoolyard. While we were
looking out over the school playground,
one could not help but notice the vast
amount of tarmac covering the area,
except for a small sliver of grass running
along the portion of a fence line.
Bob Ross, the school principal and one
of our tour guides, recollected with us
his first day at the school. He recalled
how the students came over to him and
asked him if they could go play on the
grass.
When he told them yes, he said “they all
went over to the grass and started rolling
on it”. With sadness in his voice, he said
10
“no person had ever let them play on the
grass before because they might ruin it”.
When I heard those statements it
brought tears to my eyes. I thought to
myself, “what are we doing to our
society and more importantly what are
we doing to our children? Why is it so
wrong that they play on this grass?
Better yet, I thought, dig up that tarmac
and make it all grass so they can play on
it SAFELY!
Regardless of what I saw outside, it was
what was going on inside that mattered.
The true beauty was the formation of a
wonderful partnership that had been
done for the sole purpose of benefiting
the children from this school community.
The partnership between the school, the
local YMCA of Hamilton/Burlington,
and the Rotary Club of Hamilton began
in 1997. It was at this time that the
YMCA set up a preschool program in a
classroom for children aged 18 months
to five years. Since that time the
program has been expanded to include
healthy morning snacks, circle times,
and arts and crafts. Usually a parent
attends the session with their children
and a Rotary Club member volunteers
their time. The partnership is excellent
because the school donates the space,
the YMCA trains and supplies qualified
staff, and the Rotary Club provides
funding for program supplies, snacks,
and other related costs.
Because of the benefits from the
preschool program, the Y staff saw a
need to start an after school program for
older children. As a result, in September
2001 an after school program was
started. This program which is called the
Virtual YMCA is a literacy-based
program aimed at building confidence
and competence in youth. It serves
inner city youth ages 7 to 11 which
engages youth in social and recreational
activities, assists them in completing
their homework, and provides
nutritious snacks. Together these
activities help to improve reading,
writing and speaking skills, facilitate
learning, help youth develop confidence
and competence, and enhance their selfrespect and respect for others.
one of our tour guides told us, “our
families are definitely disadvantaged and
these programs help to relieve the
stressors caused by such disadvantages.
It is a win-win situation for everyone…
the school, the teachers, the students,
the families, the YMCA, the Rotary
Club and the community”.
The programs definitely have a positive
impact on this school community.
According to Christina Martin, General
Manager of Community Outreach Day
Camp and School Age Child Care
Programs for the YMCA, the most
positive outcome of these two programs
is the social interaction between the
children themselves. She told me that
“these programs help to increase their
level of socialization through positive
role modeling and interactive activities.
The programs not only support their
ability to learn, but teach children how
to deal with other situations as well.
They become more confident and their
self-esteem definitely improves.”
Although this roundtable was a great
step in the right direction, I feel it can
not only be done at the top, we must do
it at the grassroots level. We need to
create programs such as the Virtual
YMCA in Hamilton in order to make a
difference in the lives of our children.
Just think of the families that this
program has helped in this community.
If we all did this, couldn’t we all make a
difference across Canada?
In addition, during our visit we were
told that thirty percent of families at the
school have an income less than
$20,000 a year and 29% of the parents
have less than a grade nine education. As
So while our governments and big
corporations push for the erosion of our
social programs, it is up to the local
communities or should I say WE THE
PEOPLE to let the grass grow again.
Not only in the school yard, but in the
playground of life. We need to sow the
seeds to better a future, the seeds of life,
the seeds for our children in order for
them to have a healthier future.
I challenge you to let your grass grow in
your community! ■
This article was originally published in
Active Living, a newsletter published by
the Fitness Report.
Christine Preece is a health promoter with
the Community Health Services Department,
County of Lambton, for the Healthy Schools
Advocacy Committee.
SUMMER
•
ÉTÉ 2005
11
Bone Health:
Elementary Teachers
Can Help
By Graham Fishburne, Clive Hickson,
and Stephen Berg
O
steoporosis is a disease that affects the lives of many people in Canada,
but what is osteoporosis? Simply put, osteoporosis can be defined as
porous bone. Often referred to as The Silent Thief due to the absence of
symptoms, this disease is characterized by low bone mass and a deterioration
of bone tissue. This can lead to bone fragility and an increased risk of
fracture. In particular, osteoporotic fractures tend to occur in the hip, pelvis,
spine, humerus, and wrist areas of the body (Brown & Josse, 2002).
It is estimated that in Canada approximately 1.4 million people suffer from osteoporosis
and it is responsible for causing 70% of hip fractures annually (Osteoporosis Society of
Canada, 2005). As 25% of Canadians will be over the age of 65 by the year 2041, the
incidence of osteoporosis is expected to rise considerably during the next few decades
(Papadimitropoulos, Coyte, Josse, & Greenwood, 1997).
The effects of osteoporosis are considerable on a number of different levels. The human
cost is severe for those suffering with osteoporosis, as there is certainly a reduced quality
of life. In a more indirect way, the impact also affects others such as family members who
have care-giving responsibilities. There is also an economic cost for treating patients
12 PHYSICAL AND HE ALTH EDUCATION
Dr. Graham J. Fishburne, Ph.D, is a Professor
of Education at the University of Alberta. He
has received numerous research and teaching
awards for his university work. He has
published many research articles and his
textbooks on elementary school physical
education are used extensively throughout
the U.S. and Canada.
Dr. Clive Hickson, Ph.D., is an assistant
professor at the University of Alberta preparing
elementary school pre-service teachers to teach
physical education. He has been a teacher and
school principal in both elementary and high
school environments, has served on numerous
education committees, and has worked on
provincial curriculum resource development.
Stephen Berg, M. Ed, is a graduate student at
the University of Alberta. He currently teaches
physical education curriculum and instruction
courses and supervises pre-service teachers
during their practicum placements. His areas
of interest are physical education curriculum
development and healthy bones in young
children.
suffering from osteoporosis. Osteoporosis
related fractures account for $1.3 billion
per year of health care money (Brown &
Josse, 2002). It is estimated that without
the development of effective prevention
and treatment strategies, Canada will
spend at least $32.5 billion treating
osteoporotic fractures by the year 2018
(Osteoporosis Society of Canada, 2005).
about proper dietary habits with
adequate calcium intake to both children
and parents who are concerned about
bone density.
bones. As Haywood and Getchell (2005)
contend, engagement in physical activity
can promote bone thickness and density.
Therefore, physical education lessons can
play a significant part in the development
of healthy, strong bones. This notion is
important because, even though the
majority of people who suffer from
osteoporosis tend to be part of what
could be considered an older generation,
the disease can strike a person at any age,
even school-aged children.
In order to combat the increasing
incidence of osteoporosis, methods will
need to be created to provide for the early
identification of risk factors and effective
prevention programs will need to be
developed (Sedlak, Doheny, & Jones,
2000). Pediatricians and other medical
professionals can provide information
School teachers can also play an
important role. As teachers see their
students for a significant period of time
each day throughout the school year, the
role they can play in helping children
increase their bone mass is considerable.
Not only can they use health lessons to
promote a sound knowledge of the
benefits associated with a good
nutritional diet and the role of calcium in
healthy, strong bones; they can also use
their physical education programs to
support the development of strong
Developing strong bones during childhood and early adolescence is
extremely important and may help prevent or reduce the onset of
bone loss (osteoporosis) later in life. This article provides a set of
practical guidelines, ideas, and activities to help teachers create
developmentally appropriate environments for children to develop
strong bones. These ideas, activities, and guiding principles also
provide children with the opportunity to learn how to maintain
strong, healthy bones throughout life.
Research (McKay, Petit, Schultz, & Khan,
2000) has shown that increasing bone
density in elementary aged school children
may be one of the best ways to help reduce
or prevent the onset of osteoporosis later
Il est extrêmement important d’acquérir une ossature forte pendant
l’enfance et l’adolescence, de manière à prévenir ou réduire la perte
osseuse (ostéoporose) plus tard dans la vie. Cet article fournit une
série de lignes directrices utiles, ainsi que des idées et des suggestions
d’activités pour aider le personnel enseignant à créer des
environnements sains qui aident les enfants à développer des os forts.
Ces idées, suggestions et principes donnent également la chance aux
enfants d’apprendre comment conserver des os forts, solides et en
santé tout au long de leur vie.
SUMMER
•
ÉTÉ 2005
13
in life. Therefore, the importance of
elementary school experiences for bone
development in children should not be
underestimated. It is during this sensitive
time period of growth and development
for children that attention to the building
of bone mass is needed.
Research (Fishburne, McKay, & Berg,
2002, 2005) has also shown that
elementary school teachers are able to
provide children with activities that can
significantly increase bone density.
Based on this research, Fishburne,
McKay, & Berg, 2005 have produced a
teaching resource book which includes
practical exercise circuits, games,
dances, and gymnastic activities that are
developmentally appropriate for young
children and have been shown to help
develop strong bones and muscles.
Activities in this resource include both
weight bearing physical activities
designed to develop strong bones, and
practical teaching ideas to help children
learn and develop the knowledge and
understanding of how to maintain
strong bones throughout life. Teachers
must provide opportunities and
pertinent information to allow for
student learning to occur. Without
student learning, the hope of promoting
life-long activity to prevent osteoporotic
conditions and to maintain behaviours
that promote healthy, strong bones will
remain simply that, a hope, and not a
reality. Hence physical activity alone
will not be sufficient; what is required is
physical education.
14 PHYSICAL AND HE ALTH EDUCATION
The following is a set of guidelines, ideas,
and activities to help elementary school
physical education teachers provide
opportunities for children to develop
strong bones and to gain valuable
knowledge related to healthy bone
development and maintenance. Children
need this knowledge to understand the
importance of regular weight bearing
exercises and nutrition.
• Provide weight-bearing activities.
Basic weight bearing activities such as
jumping, hopping, skipping, and
galloping help strengthen bones
(Fishburne et al., 2002, 2005). Extra
practice of these weight bearing motor
skills not only serves to develop strong
bones, but also helps to promote the
development of important fundamental
motor patterns that are the building
blocks for many other physical activities
(Fishburne, 2005). Hence, developing
the proper mature patterns of
movement is very important.
In addition to bone development,
practicing these weight bearing motor
skills will help children improve their
motor coordination. Regular practice of
these motor skills helps children develop
an understanding of body awareness,
spatial awareness, and how to balance
during movement (Fishburne, 2005).
This knowledge will be of great benefit,
particularly in later life, helping reduce
the risk of falling which will in turn
reduce the chances of breaking bones
(Brown & Josse, 2002). Teachers must
remember that it is vitally important to
provide students not only with
opportunities to physically practice
weight bearing activities, but also to
teach children the knowledge and
understanding of how and why weight
bearing activities play such an important
role in bone development.
• Provide a variety of weight-bearing
activities that will develop the entire
body. Many of the activities that occur
in physical education lessons in the
gymnasium, on the playground, or on
the school playing field often do not
promote the strengthening of students’
upper bodies. In many instances, it is
the lower limbs that tend to be utilized
far more than the back, shoulders, and
arms. Activities such as (modified)
push-ups, rope climbs, balances and
animal movements that involve
weight-bearing actions on hands and
arms not only generate upper body
strength, but also help to develop
strong bones in the upper body
(Fishburne et al., 2002, 2005).
• Provide a variety of activities that
are developmentally appropriate for
the age of the children and for the
individual needs of each child.
Developmentally appropriate weight
bearing activities can easily be
included in elementary school physical
education programs (Fishburne et
al., 2002, 2005). For example, wall
climbing, rope climbing or hanging,
tinikling (folk dancing from the
Philippines that involves jumping,
hopping, and leaping movements) or
Highland dancing, rope jumping, and
track and field jumping events are just
a few examples that illustrate where a
broad variety of physical education
experiences can help children develop
strong, healthy bones. Providing a
variety of activities through the use
of alternative environments, dance,
games, gymnastics, and individual
style activities also provides the
necessary breadth to physical
education classes to help develop a
well-rounded physically educated
student.
In addition to bone development,
practicing these weight bearing
motor skills will help children
improve their motor coordination.
REF ERENCES
• Incorporate the importance of bone
development into other subject areas.
In a health class for example, children
can learn about the role calcium plays
in the development of bones and how
their diet and eating habits can affect
bone development. Similarly, in a
science lesson, students might
investigate how bones develop during
childhood. (See Fishburne et al., 2005
for a variety of practical examples.)
Teachers can also use webquests.
Webquests, a teacher directed search of
web-based resources that can lead children
to purposefully chosen sites and
information, can help to provide many
opportunities for the students to gain
knowledge of bone health. (See Fishburne,
2005, and Fishburne et al., 2005 for
Internet web site examples.) Looking for
connections with other subject areas is one
way to help build children’s knowledge of
bone development and how they can
maintain healthy bones throughout their
lifespan. Generalist elementary school
teachers responsible for teaching their own
physical education programs can achieve
such subject integration through their own
curriculum planning and delivery, whereas
specialist elementary school physical
education teachers might need to work
Brown, J. P. & Josse, R. G. (2002). 2002
Clinical Practice Guidelines for the Diagnosis
and Management of Osteoporosis in Canada.
Canadian Medical Association Journal,
167(Suppl. 10), S1-S34.
collaboratively with other teachers in their
schools to develop student understanding.
The time required for such collaboration is
well invested as the potential benefits for
the children and their future participation
in physical activity are immense.
Through the use of these guidelines and
suggestions, teachers of elementary
school physical education will help
students: understand the importance of
bone health; develop a knowledge of the
types of physical activities that are most
beneficial for bone health; and improve
their knowledge of the best ways to guard
against the debilitating disease of
osteoporosis.
Physical education teachers who provide
the opportunity for students to develop
such bone health literacy not only serve
the students well from an educational
point of view, but also, and equally as
important, provide a platform from
which students can create a sound base
for their future health and well being.
Remember; ‘physically educate’ children
to keep bones healthy and strong, they
deserve it and need it! ■
Fishburne, G. J. (2003). Physical education for
elementary school children. (Custom Edition)
McGraw-Hill Ryerson Publishers.
Fishburne, G. J., McKay, H., & Berg, S.
(2000). Developmentally appropriate activities
to improve elementary aged school children’s
bone development and muscular strength.
Proceedings of the 12th Commonwealth
International Sport Conference, Manchester,
United Kingdom, 19-23 July. London:
Association of Commonwealth Universities
Publication.
Haywood, K. M., & Getchell, N. (2001). Life
Span Motor Development. Human Kinetics:
Champaign, IL.
McKay, H., Petit, M., Schutz, R.W., &
Khan, K. (2000). Augmented trochanteric
bonemineral density after modified physical
education classes: A randomized, schoolbased, exercise intervention study in pre and
early pubescent children. Journal of
Pediatrics, 136(2), 156-162.
Osteoporosis Society of Canada (2003). What
is Osteoporosis? [On-line] Available:
http://www.osteoporosis.ca/english/about%2
0osteoporosis/
Papadimitropoulos, E. O., Coyte, P. C., Josse,
R. G., & Greenwood, C. E. (1997). Current
and Projected Rates of Hip Fracture in
Canada. Canadian Medical Association
Journal, 157, 1357-1361.
Sedlak, C. A., Doheny, M. O., & Jones, S. L.
(2000). Osteoporosis Education Programs:
Changing Knowledge and Behaviors, Public
Health Nursing, 17(5), 398-402.
SUMMER
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ÉTÉ 2005
15
LOISIRS INTRA-MUROS DE QUALITÉ DANS LES ÉCOLES
La chasse au « ballon-chasseur »
par Joe MacDonald, faculté d’éducation,
Université St. Francis Xavier, Nouvelle-Écosse
Faire ou ne pas faire la chasse au
« ballon-chasseur »... voilà la question!
D
epuis nombre années, les éducateurs
ont à l’œil le « ballon-chasseur.
Même si cette activité existe dans les
écoles depuis belle lurette, un récent film
intitulé Dodgeball – A True Underdog
Story mettant en vedette Ben Stiller et
Vince Vaughn (2004) a projeté le ballonchasseur sous les feux de la rampe et
provoqué un regain d’intérêt de la part des
écoles, voire des collèges et universités, qui
ont commencé à réintroduire cette
activité dans leurs programmes de loisirs.
Dorénavant, les jeunes peuvent être des
« cibles » de l’élémentaire à la fin des
études post-secondaires!
La recherche portant sur le ballonchasseur est très convaincante.
Les documents qui arguent « contre » la
présence du ballon-chasseur dans les
écoles décrivent ainsi ce jeu : trop
compétitif, axé sur la violence et
l’élimination puisqu’il transforme les
jeunes en cibles physiques et émotives,
une activité susceptible de décourager de
participer ceux qui en ont le plus besoin
et d’engendrer la négligence (étant un
jeu à risque élevé susceptible d’entraîner
des blessures et, par conséquent,
d’éventuelles poursuites judiciaires).
Même la NASPE (National Association
for Sport and Physical Education) aux
16
États-Unis a jugé que le ballon-chasseur
était une activité inappropriée. De fait,
huit états américains ont entièrement
banni le jeu.
Les documents qui arguent « en faveur »
de la présence du ballon-chasseur dans
les écoles déclarent que cette activité
affiche plusieurs qualités similaires
à celles de la plupart des sports
compétitifs de base. Nous savons
pourtant que maints programmes
d’éducation physique reposent sur la
pratique de sports traditionnels, ce qui
pousse certains élèves à détester
l’éducation physique.
Malgré tout, le ballon-chasseur attire
encore beaucoup d’attention dans les
écoles canadiennes. Les enseignants et les
élèves qui évitent de s’adonner à cette
activité citent les motifs suivants :
1. Il s’agit d’une activité centrée sur
l’élimination qui n’a pas sa place dans
un contexte éducatif favorisant
l’inclusion;
2. Il s’agit d’une activité violente et
agressive où les humains sont
transformés en cibles;
3. Les enfants sont souvent les victimes
de mâles qui tendent généralement à
dominer le jeu;
4. Ce jeu encourage les comportements
agressifs et peut favoriser l’intimidation
et les comportements violents;
5. Il s’agit d’une activité très compétitive,
alors que bien des enfants n’aiment
pas être en compétition.
Examinons ce que nous savons de la santé
des enfants.
• Nous savons que le taux d’obésité des
enfants canadiens se situe juste en deçà
de celui des enfants américains, car nous
sommes sur le point de franchir le cap
du 25 % de jeunes Canadiens obèses.
• Nous savons que l’obésité juvénile est
directement liée à l’inactivité physique, à
une recrudescence des cas de diabète de
type 2 et à des taux de pression artérielle
et de cholestérol élevés chez les enfants.
• Nous savons que les deux tiers des
enfants ne sont PAS assez actifs pour
assurer leur bonne santé
• Nous savons que nos enfants engraissent
de plus en plus et sont de moins en
moins en forme.
• Nous savons que la plupart des enfants
n’aiment pas les sports compétitifs
traditionnels organisés dans le cadre des
cours d’éducation physique. Malgré tout,
la grande majorité des écoles offrent
toujours des cours d’éducation physique
fidèles au « vieux profil traditionnel ».
• Nous savons que nous avons peu de
temps, dans le cadre des programmes en
place, pour instiller chez tous les enfants
de bonnes habitudes qui les inciteront à
opter pour des modes de vie sains et actifs.
• Nous savons que nos enfants sont plutôt
« analphabètes » en matière d’éducation
physique. Plusieurs saisissent mal le
fonctionnement du corps dans lequel ils
Nous
savons que maints
programmes d’éducation
physique reposent sur
la pratique de sports
traditionnels, ce qui
pousse certains élèves
à détester l’éducation
physique.
sont nés et sa prédisposition naturelle
envers le mouvement.
• Nous savons plus que jamais qu’en tant
que société, nous ne valorisons pas
assez notre corps à titre d’organisme
vivant sain.
Et pourtant, malgré tout ce savoir, des
activités comme le ballon-chasseur
continuent d’exister! Quelle est votre
opinion à ce sujet?
Si, comme la plupart des enseignants,
vous vous sentez imputable face à vos
élèves et à votre école, vous devez justifier
votre programme et toutes les activités
axées sur les résultats qui en relèvent.
(Nota : On considère souvent que
l’intimidation est le résultat d’un
programme « caché »). En tant
qu’enseignante ou enseignant moderne et
progressif, les cours que vous planifiez
doivent être dans le meilleur intérêt des
élèves que vous desservez et prendre en
compte la diversité de la classe, dans un
souci d’inclusion, qu’il s’agisse d’un cours
de mathématiques ou d’éducation
physique. Puisque c’est votre choix, il
vous revient de le justifier. Si vous décidez
de dire non au ballon-chasseur parce que
ce jeu ne répond pas à vos attentes
pédagogiques, quelles autres activités
allez-vous choisir? Si vous dites oui au
ballon-chasseur, comment justifiez-vous
l’inclusion d’une telle activité dans le
programme à vos propres yeux et aux
yeux de l’école, du conseil scolaire et des
parents? Que pouvez-vous faire pour aider
tous vos élèves à évoluer dans le contexte
d’apprentissage le plus sécuritaire, inclusif,
équitable et accueillant qui soit?
Nous avons la chance de vivre à une
époque qui met à portée de la main un
riche éventail de ressources, de services
internes, de mentors et d’experts, ce qui
permet d’offrir des programmes de qualité
et des leçons qui profiteront aux élèves
leur vie durant.
Au fur et à mesure que nous nous
examinons cette controverse, assuronsnous de prendre des décisions éclairées en
vue d’offrir à nos jeunes ce qu’il y a de
mieux aujourd’hui comme demain. ■
Participez au débat sur le « ballon-chasseur »!
Votez au portail des membres de l’ACSEPLD à
www.acsepld.ca
Faites part de votre opinion
et stimulez le débat.
Exprimez-vous
SUMMER
•
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17
QUALITY
SCHOOL
INTRAMURAL
RECREATION
Dodging ‘Dodgeball’
By Joe MacDonald, School of Education, St. Francis Xavier University, Nova Scotia
“To dodge ‘Dodgeball’ or not to dodge
‘Dodgeball’,” that is the question!
F
or many years ‘Dodgeball’ has been
under the watchful eye of educators.
While it has existed at some level in
many schools, the recent movie
“Dodgeball – A True Underdog Story”
that stars Ben Stiller and Vince Vaughn
(2004) has re-popularized the activity
to a new level of interest where even
colleges and universities are including
the activity in their campus recreation
programs. Now ‘kids’ can be targets
from grades primary right through their
post-secondary education!
The research on ‘Dodgeball’ is pretty
convincing.
The ‘anti’ ‘Dodgeball’ research literature
identifies the activity as: overly
competitive, promotes violence and
elimination, makes kids into physical
and emotional targets, provides
insufficient participation for those who
need it most, and is potentially
negligent (the activity is considered
high risk leading to increased likelihood
of injury and therefore potential
lawsuit.) Even NASPE, the National
Association for Sport and Physical
Education in the U.S., has declared
‘Dodgeball’ as an inappropriate activity.
Eight states in the U.S. have banned it
completely.
18
The ‘pro’ ‘Dodgeball’ research literature
claims that the activity has many qualities
similar to most competitive core sports.
However, we know many Physical
Education programs are rooted in
traditional sports where kids can become
“turned off” Physical Education.
Yet ‘Dodgeball’ still receives attention in
schools across Canada. Those teachers
and students that avoid the activity
state the following reasons:
1. It’s an elimination activity that does
not belong in an inclusive education
environment;
2. It’s a violent aggressive activity
where ‘humans’ are used as targets;
3. ‘Kids’ are often picked on by males, in
particular, who generally dominate;
4. It reinforces aggressive behavior and
hence may perpetuate bullying
activities; and,
5. It’s too competitive where many
kids simply do not like competition.
Let’s consider some of what we know
about our children’s health.
• We know Canadian children tilt the
scale in obesity just behind the U.S.
where we are verging on 25% of our
children and youth at obese levels.
• We know that childhood obesity has
a direct link with physical inactivity
and an increase in type 2 diabetes,
high blood pressure and cholesterol
levels in our children.
• We know that 2/3 of our kids are
NOT active enough for health
benefits.
• We know that our kids are getting
fatter and less fit.
• We know that the majority of kids
do not like competitive traditional
sports as part of the Physical
Education curriculum; yet, the vast
majority of schools would still fit
into ‘old school PE’.
• We know we have limited curricular
time to help entrench a healthy,
active lifestyle in all our children.
• We know our children are not
physically literate. Many do not
understand the body they were born
with and its natural predisposition to
movement.
• We now know that, more so than
ever, we as a society do not value our
bodies as healthy living organisms.
Yet, while armed with all this knowledge,
activities such as ‘Dodgeball’ prevail!!
So where do you stand?
If you are like most teachers, who are
accountable to their students and
their school, you must justify your
curriculum and support any and all
activities that are outcomes-based.
(Note: Bullying is often considered an
outcome in the ‘hidden curriculum’.)
As a progressive teacher you plan in
the best interests of all students in the
We
know that the
majority of kids do not
like competitive
traditional sports as part
of the Physical Education
curriculum; yet, the vast
majority of schools would
still fit into ‘old
school PE’.
inclusive diverse classroom they represent
whether it is in math or physical education. It
is your choice and hence your justification.
If you say “no” to ‘Dodgeball’ in meeting your
curricular outcomes, then what other activities
do you choose?
If you say “yes” to ‘Dodgeball’, how do you
justify that activity, as appropriate for your
curriculum, to yourself, your school
administration, school board, and parents?
How do you ensure the safest, most inclusive,
equitable and welcoming environment for all of
your students?
Remember, we are fortunate to exist in a time
when a realm of resources, inservices, mentorship
and expertise are at our fingertips to help us to
provide quality programming and lifelong
lessons for our students.
As we dodge, evade and avoid this controversy,
lets make sure we make informed decisions on
what is best for our kids in the immediate now
and the distant future. ■
Join the “Dodgeball” debate.
Vote in the CAHPERD
Member Poll at
www.cahperd.ca
Share your comments and
stimulate the discussion.
Have your say!
SUMMER
•
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19
Reading in physical education?
What a novel idea!
By Ellen Singleton
T
Dr.Ellen Singleton is an assistant
professor in the Faculty of Education
at the University of Western Ontario,
in London, Ontario, where she teaches
secondary level physical education
students. She is interested in how
physical activity is portrayed in both
contemporary and vintage fiction for
young adult readers, and the ways in
which various social issues intersect
with these portrayals to contribute to
powerful cultural messages to children
concerning appropriate gendered,
classed, racialized and sexualized
behaviour.
here can be more to reading in physical education class than
the occasional handout or test. Picture books for very young
students, children’s stories for older readers, and sport fiction for
young adult readers may be just what teachers need to spark
discussion in health classes, or provide a worthwhile alternative for
those occasional times when a class can not use the gym or go
outside. Picture books and fictional novels enable children and
young adults to explore issues important to their lives, while reading
stories that include sports and activities that they love.
Literacy affects every facet of our lives,
and crosses over every subject area found
in schools today. Books, reading and
literacy are no more exclusive to Language
Arts or English classes than fitness, games
and fun are to physical education. When
sport-oriented stories and novels are read
and discussed as part of regular health or
physical education classes, teachers and
students who share a love for physical
activity of all kinds may find new worlds,
new topics, and new ideas to explore
together.
For example, who is the most popular boy
wizard in the world? Physical educators
20
may find that the Harry Potter books are
useful for easing into the reading habit in
physical education – the stories are
exciting, the characters are engaging, and
the books are generally fun to read.
Regardless of the age of your students,
most will be able to tell you that Harry
Potter attends Hogwarts School where he
plays Quidditch for his “house” team.
(Some teachers have developed Quidditch
games to play with their classes as well. See
the article titled Harry Potter inspires a
new classroom and competitive sport –
Muggle Quidditch pp. 24-27 in the
Summer 2003 issue of the CAHPERD
Physical and Health Education Journal).
Harry’s membership on this team is
important to him and is an integral part of
who he is. Reading excerpts from these long
novels that focus on Quidditch
competitions, and Harry’s experiences at
Hogwarts within and through participation
as a member on his Quidditch team, can
provide excellent opportunities to begin
conversations with your students about the
importance of team membership,
competition, fair play, co-educational
physical activity, and much more.
If you teach secondary students, and you
find that most of them have read at least
one Harry Potter book, then try reading
Quidditch through the ages, a short
publication written by J.K. Rowling as a
contribution to the “Comic Relief” fundraising program. The book is clever and
funny – your students may enjoy the
humorous descriptions of games and
players, and any physical educator who
has ever taken a history of sport course
will be able to connect with Rowling’s
subtle, satirical and utterly deadpan
“scholarly” account of the development of
an entirely fictional game.
If Harry Potter is not your choice, then
there are many other great picture books,
stories and novels that focus on sport,
games, or physical activity and are
available to explore. Of course, not all
sport fiction books are necessarily
good. Some are just badly written,
with silly or boring plots,
stereotyped or mono-dimensional
characters, and game descriptions
that are obviously misinformed, or
even wrong. If you are going to
recommend or even assign
books for your students to
read, then, just like videos
and films, it is important
for you to preview the
books yourself. Review the
story line, and consider
the messages that may be
contained within the plot
and the actions of the
characters. Determine if the
book is appropriate for the
age group you are teaching.
Anticipate the topics of discussion
that may arise, and decide upon the
outcomes you would like your students
to attain. Good books have realistic,
multi-dimensional characters, engaging
stories, accurate information, and
important messages for children and
young people to contemplate.
Reading is not a skill normally associated with physical education class. While fiction for
boys has often focused on competitive team sport, girls’ stories have, until recently, rarely
done so. This article examines contemporary children’s and young adult sport fiction
available for children in general or specifically for girls or boys, and discusses some of the
ways in which books that include sport or physical activity as part of the action may be
used to encourage good literacy practices in health and physical education classes – from
grades one to twelve.
En général, on n’associe pas les aptitudes en lecture au contenu des cours d’éducation
physique. Alors que les livres pour les garçons tendent à mettre l’accent sur les sports
d’équipe compétitifs, c’était rarement le cas au niveau des livres pour les filles jusqu’à tout
récemment. Cet article examine les livres de fiction contemporains axés sur le sport à
l’intention des enfants et des jeunes adultes en général ou à l’intention des filles et des
garçons en particulier. Il cherche à détermine en quoi les livres qui abordent des
thématiques axées sur le sport ou l’éducation physique peuvent favoriser de bonnes
habitudes de lecture dans le contexte des cours d’éducation physique et à la santé et ce, de
la première année à la douzième année.
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21
There are many different teaching strategies you can use to explore
books and reading in your physical education or health class. Here
are eight ideas to get started:
1. Collect paperbacks, hardcover books, and short stories focused on sport,
games, and physical activity and keep them in your health classroom or your
office for students to read when they are finished other work.
2. Schedule a 10-minute silent reading time into every health class. Include time
to talk about the books that students bring to class to read.
3. Give a book report assignment – written or oral – in health and/or physical
education. Ask students to briefly report on what they are reading when they
are changed and waiting for the bell to move to their next class.
4. If your students are a little younger, read stories aloud to them. You can even
choose novels and read a chapter at a time.
5. If your students are a little older, ask them to read aloud to you – whole novels
can be broken into mini-chapters for students to read aloud (and discuss) in
class.
6. Recommend stories or novels that complement the activities you may be
doing in physical education class, or, as in the case of Quidditch, play the
game described in the book.
7. Ask students to write and illustrate their own sport fiction story, or to
collaborate as a group to write a story that they can share with the class.
8. Ask students to create a poster that connects the sport story they are reading
to the activity (or activities) you are doing in physical/health education.
Still not sure where to begin? Then talk to
a librarian. Librarians know books inside
and out. They are an invaluable resource
person to go to when you need to know
practically anything about books for
children and young adults – from ageappropriate stories and what’s new, to the
issues contained in a story or where to
find it in the library - and they love to
share their knowledge with you!
Encouraging students to read in physical
education also opens the possibility of
collaboration with English/Language Arts
teachers to develop integrated teaching/
learning experiences for your students.
To conclude, children’s literature and
young adult sport fiction that combines
games, competitive sport and/or physical
activity with exciting, well-written,
thought-provoking plots provides a new
challenge for physical educators to explore
with their students. As you read and share
stories focused on sport and games, you
and your students may explore issues that
focus on ethical decision-making, social
22
relationships, personal growth, and
emotional maturity. Establishing an
atmosphere positive to reading and
discussion in physical education and
health class encourages your students to
incorporate good literacy practices into
additional areas of their school life, and
provides you with an intriguing teaching
strategy to explore in class.
Depending upon the age group that you
teach, here are some stories and books you
may be interested in reading and
discussing with your students. I have tried
to include, with one or two exceptions,
books that are fairly current, that is, that
have been written within the last 15 or 20
years.
Early grades: Picture books
and children’s story books
(K to Grade 3)
These grade recommendations are
approximate. Students read at different
speeds and rates of comprehension. If you
plan to keep reading material in your
Establishing an
atmosphere positive to
reading and discussion
in physical education
and health class
encourages your students
to incorporate good
literacy practices into
additional areas of their
school life
class, it is a good idea to provide a wide
variety of reading choices. These picture
books and stories help children explore
issues about friendship, team play,
bullying, competition, and skill.
1. You can swim, Jim by Kaye Umansky
& Margaret Chamberlain. 1997.
Random House Publishers, ISBN 009-940783-3
2. Who plays this sport? By Charles
Reasoner. 1996. Fenn Publishing
Company, ISBN 1- 55168-071-8
3. Play ball, Amelia Bedelia by Peggy
Paris & Wallace Tripp. 1972. Harper
Collins Publishers, ISBN 0-06444205-5
4. Baseball ballerina strikes out! By
Kathryn Cristaldi & Abby Carter.
2000. Random House, ISBN 0-67989132-3
5. Franklin plays the game by Paulette
Bourgeois & Brenda Clark. 1995.
Kids Can Press, ISBN 1-55074-255-8
6. On the move by Deborah Heiligman
& Lizzie Rockwell. 1996. Harper
Trophy, ISBN 0-06-44155-0
7. Sam the Zamboni man by James
Stevenson & Harvey Stevenson.
1998. Greenwillow Books, ISBN 0688-14484-5
Upper elementary: Story books
and Novels (Grades 4 – 6)
Many of these books are series books, that
is, there is more than one book focused on
the adventures of a particular person or
group. Sometimes the series is all about
sports, sometimes sport is the specific topic
for one book in the series. Some series, like
Super Hoops, feature boys. Others, like
Soccer Stars, feature girls, and some, like
The Leftovers and The Hit and Run Gang,
feature both girls and boys playing on the
same team. The number in the title
indicates which book this is in the series.
As with the books for younger children,
these fictional novels explore issues of
friendship, team play, competition,
cooperation, and fair play.
1. When Willard met Babe Ruth by
Donald Hall & Barry Moser. 1996.
Harcourt Brace & Company, ISBN
0-15-200273-1
2. The Babe Ruth Ballet School by Tim
Short. 1996. Firefly Books, ISBN 155209-030-2
3. Coaching Ms. Parker by Carla
Heymsfeld & Jane O’Conner. 1995.
Simon & Schuster, ISBN 0-68971830-6
4. The Hit and Run gang (7) Second
chance by Steven Kroll & Meredith
Johnson. 1994. Avon Books, ISBN 0380-77368-6
5. The Leftovers (4) Reach their goal! By
Tristan Howard. 1996. Scholastic,
Inc. ISBN 0-590-92133-9
6. Left-handed shortstop by Patricia Reilly
Giff & Leslie Morrill. 1980. A DellYearling Book, ISBN 0-440-44672-4
7. Super Hoops (2) In your face! By Hank
Herman. 1996. Bantam Books, ISBN
0-553-48274-2
8. Soccer Stars (2) On the sidelines by
Emily Costello. 1998. A Skylark
Book, ISBN 0-553-48645-4
9. Junior Gymnasts (1) Dana’s
competition by Teddy Slater. 1996.
Scholastic, ISBN 0-590-85997-8
10. The secret life of the underwear champ
by Betty Miles & Dan Jones. 1981.
Knopf Paperback, ISBN 0-39484563-3
11. Soccer shock by Donna Jo Napoli.
1991. A Puffin Book, ISBN 0-14036482-X
12. The Magic Attic Club is a girls’ series
featuring a group of girls where, in
each book, a different member of the
group participates in a different sport.
Each book is written by a different
author. The series is published by
Scholastic.
Middle School or Junior High:
Novels (Grades 7–9)
Again, there are many series books at this
level, as well as single novels. Stories for
this age group often seem to be purposely
designed to appeal to either girls or boys.
These books explore, through sport
participation, topics of honesty, cheating,
loyalty, equity, freedom, friendship,
family, and first relationships in terms
that are easily understandable for young
teens. Since many books at this age level
are specifically directed to female or male
readers, assigning a “boys book” to the
girls in the class, or requiring the boys to
read a “girls book” may open a lively
discussion in class about similarities and
differences in interests among the
genders, with the ultimate purpose of
providing opportunities for young teens
to explore assumptions and develop
understanding about each other.
1. The little gymnast by Sheila Haigh.
1982. An Apple Paperback, ISBN 0590-40494-6
2. Taking sides by Sylvia Gunnery. 1991.
Scholastic, ISBN 0-590-73655-8
3. Skate like the wind by Joan E. Ford.
1983. Gage Educational Publishing
Company, ISBN 0-7715-7009-0
4. Ice Dancer, by Elizabeth Buchan &
Tessa Strickland. 1985. Puffin Books,
ISBN 0-14-031894-1
5. A season of comebacks by Kathy
Mackel. 1997. The Putnam &
Grosset Group, ISBN 0-698-11637-2
6. Curve Ball by John Danakas. 1993.
James
Lorimar
&Company,
Publishers, ISBN 1-55028-433-9
(Chosen by the Canadian Children’s
Book Centre)
7. Skateway to Freedom by Ann Alma.
1993. Orca Books Publishers, ISBN
0-920501-89-3
8. Miss P. and me by Florence McNeil.
1982. Scholastic, ISBN 0-59071050-8
9. Riding the wind by Barbara Garland
Polikoff. 1997. Puffin Books, ISBN
0-14-038424-3
10. The Outlaw League by Lance
Woolaver. 1991. Nimbus Publishing,
ISBN 0-921054-71-8
11. Skinnybones by Barbara Park. 1982.
Random House, ISBN 0-375-80672-5
12. Maniac Magee by Jerry Spinelli. 1990.
HarperTrophy, ISBN 0-06-440424-2
(winner, Newbery Award, 1991)
13. There’s a girl in my hammerlock by
Jerry Spinelli. 1991. Aladdin
Paperbacks, ISBN 0-689-83865-4
14. Who let girls in the boys locker room? by
Elaine Moore. 1994. Rainbow bridge
Troll associates, ISBN 0-8167-3439-9
15. The Koufax dilemma by Steven
Schnur and Meryl Treatner. 1997.
Morrow Junior Books, ISBN 0-68814221-4
The following list includes the names of
books in series that feature sport, the
author, if there is a single author for the
series (some series are written by multiple
authors), the publisher, and the sport or
activity they feature. All are suitable for
grades 7-9:
1. The Gymnasts. Multiple authors.
Scholastic Press. Girls’ gymnastics.
2. The Wolfbay Wings. Bruce Brooks.
HarperTrophy Press. Boys’ hockey.
3. The Screech Owls Series. Roy
MacGregor. McClelland & Stewart
Inc. Competitive coed hockey.
4. Sports Stories Series. Multiple
authors. James Lorimer & Company
Ltd., Publishers. A different sport or
activity for each book in the series:
gymnastics, equestrian, track and
field, for example. Usually features
girls.
5. The Broadway Ballplayers. Maureen
Holohan. Pocket Books Publishers.
Girls’ ball sports – basketball,
baseball, soccer, each featured in a
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23
different book. Same group of
friends appears in each story.
6. Bruno and Boots Series. Gordon
Korman. Scholastic. A humorous
school series that sometimes features
sports events.
Some authors also specialize in writing
sport stories, although their characters
and situations change each time, so they
are not regarded as series authors. Matt
Christopher for example, is a very prolific
author of sport fiction for this age group.
Senior High: Novels
(Grades 9/10-12)
It can be difficult to locate good sport
fiction for the grades 9/10-12 age group,
especially for girls, but of the books that
are available, many have won awards, or
have been written by award winning
authors. There are however, some authors
who specialize in sport fiction for teens.
Two notable authors in the sport fiction
genre are Thomas J. Dygard and Chris
Crutcher. Because they have written
numerous books, no specific titles are
listed here. The following sport fiction
novels usually feature either young men
or young women. Co-ed activities are
rare. Most are enjoyable and, in many
cases, thought provoking ‘reads’ for
students and teachers regardless of gender.
1. Shadow of a Bull by Maia
Wojciechowska.1964. Atheneum,
Library of Congress number 6412563. (Newbery Award winner,
1965). The book was written almost
40 years ago, but the story that’s told
through the sport of bullfighting, with
its messages about pride, self-respect,
independence, and family is still
current.
2. Anything to Win by Gloria D.
Miklowitz. 1989. Laurel-Leaf Books.
ISBN 0-440-20732-0. A young
football player struggles with pressure
to take steroids.
3. Giant Killers by Paul Cockburn. 1996.
Virgin books. ISBN 0-7535-0051-5.
Featuring British boys’ ‘football’ – a
mystery story with a twist.
24
Encouraging students
to read in physical
education also opens
the possibility of
collaboration with
English/Language Arts
4. Skateboard Shakedown by Leslie
Choyce. 1989. Formac Publishing
Company Limited. ISBN 0-88780232-X (Chosen by the Canadian
Children’s Book Centre). Skateboarders fight for a place to practice.
5. Invitation to the Game by Monica
Hughes. 1990. Aladdin Paperbacks.
ISBN 0-671-86692-3. Futuristic
adventure story featuring video games
and virtual reality.
6. Winning by Robin F. Brancato. 1977.
Alfred A. Knopff. ISBN 0-39480751-0. A star football player must
adjust to life as a quadriplegic after a
freak accident.
7. Hoops by Walter Dean Myers. 1981.
Laurel-Leaf Books. ISBN 0-44093884-8 (An ALA* Best Book for
Young Adults) *American Library
Association. A young Black basketball
player must decide if gambling is
worth the risk to his potential pro
career.
8. Tell me if the lovers are the losers by
Cynthia Voight. 1982. Fawcett
Juniper. ISBN 0-499-70235-9. Three
very different female college
roommates learn to understand and
appreciate each other through
volleyball.
9. The contender by Robert Lipsyte.
1967. HarperTrophy. ISBN 0-06447152-7 (ALA Notable Children’s
Book of 1940-1970 and winner,
Child Study Association Children’s
Book Award). A young Black boxer
learns what it takes to be a contender.
10. Wrestling Sturbridge by Rich Wallace.
1996. Knopf Paperback. ISBN
0-679-88555-2 (ALA Top Ten Best
Book for Young Adults). A high
school wrestler struggles with his life
in a small town.
11. When no one was Looking by
Rosemary Wells. 1980. The Dial
Press. ISBN 0-141-30973-3. Mystery.
Who killed Kathy’s tennis rival?
12. Bad boy by Diana Wieler. 1989. A
Groundwood Book, Douglas &
McIntyre. ISBN 0-88899-083-9
(winner, Governor General’s Literary
Award for Children’s Literature, 1989;
Canadian Library Association, Young
Adult book of the Year, 1990; Ruth
Schwartz Foundation Award for
Excellence, 1990). A teenaged
Canadian hockey player struggles
with his feelings about his friend’s
homosexuality.
13. Heat by Michael Cadnum. 1998.
Viking. ISBN 0-670-87886-3. A
female diver finds her desire to
compete is affected by her family’s
problems.
14. Choosing up sides by John H. Ritter.
1998. Puffin Books. ISBN 0-69811840-5 (winner, ALA Best Book for
Young Adults; International Reading
Association Children’s Book Award,
1999; Center for Children’s Books
Blue Ribbon Award). Set in the early
twentieth century, thirteen-year-old
left-handed pitcher Luke must
contend with his preacher father who
believes sport and left-handedness are
both evil.
15. The waiting game by Eve Bunting.
1981. J.B. Lippincott. ISBN 0-39731941-X. As they await word about
college, three inseparable friends, stars
of their local football team, explore
their relationships with each other.
Ready? Set? Get reading!
Additional wor ks c ite d
Rowling, J. K. (2003). Harry Potter and the
Order of the Phoenix. Vancouver, BC:
Raincoast Books.
Rowling, J.K. (2001). Quidditch through the
ages. Vancouver, BC: Raincoast Books.
Smith, K. (2003). Muggle Quidditch. Physical
and Health Education Journal, 69(2), 24-27.
voices annd choices
SUMMER
•
ÉTÉ 2005
25
Calendar of 2005 International
Year
of
Sport
and
Activities
Physical Education
and Events
Keep the momentum going
W
hen the school year comes to an end, the summer presents an array of
opportunities for children and youth to participate in many types of
physical activities. Parents, teachers and students can make the most of the
warmer weather by setting a personal goal to stay active all summer.
Continuing to build physical activity into daily routines will have enormous
health benefits that will last a lifetime.
As part of the 2005 International Year of Sport and Physical Education, CAHPERD
is continuing our themed National Physical Education Calendar that is full of
activity ideas, lesson plans and homework suggestions to help our networks to plan
physical education celebrations all year long.
Please share with us how you are celebrating the International Year of Sport and
Physical Education. Visit www.yearofsportsandpe.ca for more information, and
to share your ‘Awesome ideas’ and suggestions, including lesson plans, teaching tips
and celebrations!
w w w.yea rofs p or tan d p e .c a
JULY/AUGUST –
SUMMER ACTIVE LIVING
Practice What you Have
Learned
CELEBRATION IDEAS:
• Organize a camp-out in your backyard!
Invite neighbourhood children and parents to pitch their tents, and
participate in an afternoon of camping activities like a kayak race
without water, horseshoes, croquet, catch, tag, and end the day with
story-telling around a make believe campfire.
• Organize a water fun day!
Jump through the sprinkler, play a game of water balloon tag, or visit the
local wave pool or community pool with friends. Remember water
safety rules when planning a water fun day celebration.
ACTIVITY IDEAS:
Here are some activity ideas that will help get the whole family involved in
a physically active summer!
• Plan activities with families and friends like hiking, biking, and
swimming excursions, or even pick up games like road hockey
• Plan physical activities and games at family gathering and reunions (e.g.,
egg toss challenge, three-legged races, softball)
• Plan a family bike trip and pack a small backpack with water and healthy
snacks
• Gather up the neighbourhood kids and play a game of touch-football in
the park
• Explore a local city, county, or national park. Plan games and activities
you can play in the park
• Tend a community garden
• Check out local summer camps – most communities offer a variety of
sports, tennis, golf, karate, swimming and outdoor education camps
• Challenge yourself by learning – volunteer at camps or community
events
• Visit a provincial park or museum and go on their walking tours
• Try a “free” one-week trial period that is available at a most local fitness
clubs
• Keep a calendar on the fridge to track all your “physical” activities for the
summer
SummerActive has developed an extensive list of activities that
children and youth can participate in to be active all summer long:
• Build an obstacle course in the house or backyard. Make it safe for
everyone.
• Move to the music. Dance, dance, dance.
• Splish, splash! Head to the pool and get active underwater. Always swim
with a buddy.
• Head to the beach. Play Beach volleyball.
• Play road hockey, rollerblade, or bike to the park. Glide on your scooter.
• Organize a soccer or basketball game with your friends.
• Go fly a kite!
• Walk, ride, run to the mall.
• Join a summer activity or sport camp. Your friends will be there.
(Source: www.summeractive.canoe.ca)
RESOURCES:
For additional resources and activity ideas, visit the following websites:
• SummerActive: http://www.summeractive.canoe.ca
• Canadian Parks and Recreation Association: http://www.cpra.ca
• YMCA: http://www.ymc.ca
• Boys and Girls Clubs of Canada: http://www.bgccan.com
• Coalition of Active Living: http://www.activeliving.ca
• www.yearofsportandpe.ca
The following useful resources are available through www.excelway.ca
• Silver Bullets: A Guide to Initiative Problems, Adventure Games and
Trust Activities
• Quick Silver: Adventure Games, Initiative Problems, Trust Activities and
a Guide to Effective Leadership
• Teaching Orienteering
SPRING
•
PRINTEMPS 2005 27
SEPTEMBER:
WORKING TOGETHER –
COOPERATIVE GAMES
FOCUS: Welcome back to school, get to know your classmates, fair play,
empathy, understanding for all, inclusion, learning for life
PRIMARY MESSSAGE: Let’s play and have fun – Winning isn’t everything
THEME: Back to School
CELEBRATION IDEAS:
Participate in the Terry Fox Run, September 16, 2005
The Terry Fox Foundation is asking every school in Canada to host a Terry
Fox fundraising event simultaneously on Friday, September 16, 2005. For
more information, visit www.terryfoxrun.org.
Plan a back-to-school carnival
A school carnival is a great way to celebrate back-to-school, to increase
school spirit, to develop an awareness of active living, and to celebrate the
2005 International Year of Sport and Physical Education.
Set up a school intramural program
Intramurals are fun, inclusive, and provide something for everyone!
Children value having fun - fun is a motivating factor for participation in
physical activity. Students who are involved in physical activity tend to have
a stronger commitment and a more positive affiliation to school and
learning (Intramural Recreation: A step-by-step guide to creating an effective
program, J.Byl).
Here are a few steps on how to get started planning your own
intramural program:
• Consider available facilities
• Identify suitable off-campus facilities and plan how to use them
• Outline how you will organize events and activities
• Determine who will lead and/or be involved in implementing your
program
• Determine who will be your officials, and if they will require training
• Develop a fair play policy
• Develop a safety policy
• Promote your program, including events, games, contests and
tournaments
• Develop an awards program
• Develop a budget
(Adapted from: Intramural Recreation:
A step-by-step guide to creating an effective program, J.Byl)
LESSON PLAN ACTIVITY IDEAS:
Icebreaker activities
Ice Breakers help students to understand the importance of body language
and eye contact and improves non-verbal communication skills.
King Bullfrog
Each person creates a sign (slap hands, snap fingers, etc.) The object is to
move up the chain and become King. The King Bullfrog begins by making
their sign and then making someone else’s sign. The person who created
the other sign must make their sign and choose yet another person’s sign to
make. Play continues and whoever makes a mistake moves to the King’s left
and everyone moves one seat clockwise.
Cooperative Games
Cooperative games can be played and enjoyed by individuals of all ages and
ability levels. They can be played with little or no equipment, and in almost
any setting. The games and activities focus on cooperation rather than
competition, and in a cooperative game, no one is eliminated. When the
right games are chosen for your group they almost always result in total
involvement, feelings of acceptance and lots of smiling faces.
• Energizer Bunny Game
Suggested Grade Level: K-6
Students place a bean bag (battery) on their head and move around
the gym. As long as they have their battery on they can keep moving.
If it falls off, they have no power and must freeze until someone with
a battery comes and picks it up and places it back on their head.
• Crossing the Swamp
Suggested Grade Level: K-6
A group of students (6-8) stand on a mat. They must step onto
another mat without touching the floor, then pick up the first mat,
pass it over their heads and place in front of them and then move
onto the new mat. Teams try to cross the 'swamp' (gym or field). If
someone touches the floor or field, the team must go back to the
beginning to try again.
Adaptive games
Adaptive games are traditional games and activities that are modified to
ensure participation by students of all abilities. All students need to feel
involved and included in physical activities.
Activity modifications for students with a disability can be incorporated
within regular physical activity routines. Here are some suggestions on
making games adaptive:
• Lighter, softer and larger balls will slow games down to allow more time
to execute a skill
• Use beanbags instead of balls for ease of catching and throwing
• Use smaller playing areas for players whose movement ability is impaired
• Reduce starting or finishing points to make the competition more
equitable
RESOURCES:
(The following useful resources are available
through www.excelway.ca)
• Cooperative Learning in Physical Education
• Win Win Tag Games
• Growing up through Games and Play
• Everybody Play
• Team Building through Physical Challenges
• More Team Building Challenges
• Adapted Games & Activities from Tag to Team Building
• Intramural Recreation: A Step-by-Step Guide to Creating an effective
program
• Guide to Planning a School Carnival
• Physical and Health Education Journal, Spring 2004 – Quality School
Intramural Recreation: Visions Can Become Realities, Pg 24-25
• The Clipboard, Cooperative Game - Learning for Life, Volume 4,
Number 2
• The Clipboard, Getting Started, Volume 4, Number 3
CANADA GETS A ‘D’
IN PHYSICAL ACTIVITY
O
n Thursday, May 26, 2005, Active
Healthy Kids Canada released the
first-ever Report Card on Physical Activity
for Children and Youth. The report closely
examines physical activity opportunities
for kids where they live, learn and play.
The results: Canada gets a “D” when it
comes to keeping kids physically active.
While attention and concern have been
growing with respect to physical inactivity
and related issues like childhood obesity,
Active Healthy Kids Canada has taken the
lead in developing an annual Report Card
that provides an ongoing, comprehensive
measurement of how the nation is
collectively demonstrating its responsibility in providing physical activity for
Canada’s kids.
The 2005 national Report Card was
supported by the Heart and Stroke
Foundation of Canada, Kellogg Canada
and the Canadian Institutes of Health
Research. For more information or to
view a PDF of Active Healthy Kids
Canada’s Report Card on Physical
Activity for Children and Youth, visit:
http://www.activehealthykids.ca/program
s_reportcard.cfm.. ■
SPRING
•
PRINTEMPS 2005 29
The
SpecTAGular
National
School
Challenge
The SpecTAGular National School Challenge was a great success!
On Thursday, May 26th, 2005, more than 260,053 participants
from 949 schools yelled
‘tag, you’re it!’
S
pecTAGular was designed to get Canadian
children and youth moving through fun
filled physical activity. The challenge, which
took place during CAHPERD's “Keep the
Physical in Education” Spring Week, was also a
great opportunity for students, teachers and
parents to celebrate and participate in the 2005
International Year of Sport and Physical
Education. The goal was to get students,
teachers, parents, volunteers, and school staff in
every province and territory playing tag for a
minimum of 30 minutes.
We have received lots of positive feedback
from students and teachers who had a
fantastic time playing tag!
L
e Défi SpecTAGulaire avait pour but
d’inciter les enfants et les adolescents
canadiens à s’activer physiquement dans le
cadre d’une activité physique stimulante et
amusante. Le défi, qui était organisé dans le
cadre de la semaine de printemps de la
campagne « L’éducation, c’est aussi physique »,
donnait également l’occasion aux élèves, au
personnel enseignant et aux parents de célébrer
dignement l’Année internationale du sport et
de l’éducation physique de 2005. L’objectif
consistait à encourager les élèves, les
enseignantes et enseignants, les parents, les
bénévoles et le personnel scolaire de toutes les
provinces et de tous les territoires à s’adonner,
pendant au moins 30 minutes, à un grand jeu
de « tag ».
“We just took part in SpecTAGular. Thank you for providing opportunities for
events like this one for students to participate in. It was well received by the staff,
students and parents of our community. It also allowed me to use older students
to run the program and develop their leadership skills.”
Bruce Cornell
Buckingham Elementary
Burnaby, British Columbia
“We had an awesome day... 6 hours of uninterrupted tag - many varieties! The
students had a great time, the weather cooperated, everyone participated and
smiles were many. Can't wait for next year's exciting event to continue to build
team and school spirit!
Lisa Gammie
St Peter School
St. Catharines, Ontario
We really had a wonderful time on May 26 at SpecTAGular. Our whole school
went out and played and it looked so good! The kids are begging to do it again
so we will probably do it to set off the new school year in September. We
paired up with partners and played all our tag games holding hands and it was
so much fun. Thanks for all your work.
Ruth Sestak
Lester B. Pearson
Saskatoon, SK
We had a great time participating in SpecTAGular! I felt that the student’s
thoroughly enjoyed this event and would still have done it a little longer. It amazed
me to see so many involved with this activity. Looking forward to next year!
Gerald Sullivan
Bath Middle School
Bath, NB
My school participated in this year's SpecTAGular challenge. Until this year I had
not heard of your association. It is great! My P.E. philosophy is to have all the
students moving for as much of the gym class as possible. I do teach some
preliminary skills, but keeping them moving is my main goal. This activity sure fits
in! Thanks for the ideas and leadership. I look forward to participating next year!
Sandy Calder
Glenmerry Elementary
Trail, BC
“Thank you so much for a SpecTAGular idea! We set up speakers and played loud
music and the kids just loved it! It was a huge success and we plan to make this an
annual event.”
Olga Grcevic
John Marshall School
Niagara Falls, Ontario
“I just wanted to let you know how FANTASTIC the SpecTAGular idea was! The
students at my school absolutely loved it and I had lots of them come up to me
afterwards wondering if we were going to be doing this every Thursday! So great! Can't
wait for next year’s challenge!
Amy Camblin
A.J.Charbonneau Public School
Arnprior, Ontario
Thank you to everyone who participated in the SpecTAGular National School
Challenge and who contributed to making it a great success! We hope that you will
continue to make an ongoing commitment to live active, healthy lives.
CAHPERD is seeking ideas for the 2006 National School Challenge. If you have any
suggestions, please forward them to [email protected]. For more information about the
SpecTAGular National School Challenge, including a list of all participating schools,
activity ideas and teacher resources, visit www.yearofsportandpe.ca. ■
SpecTAGular National School Challenge
Contest Winners
We would like to thank all the SpecTAGular
participants who submitted tag games for our
SpecTAGular contest! The following winners will
receive a “Keep the Physical in Education” t-shirt.
Capture the Flag Tag
Submitted by: Don Blakey
Sk’il Mountain Community School
Shalath, British Columbia
In this tag game, each team must capture the other team’s flags.
Begin by attaching three flags to a hula hoop and hang it from
the basketball hoop. Designate an area as the ‘jail’. The object of
this game is to steal three flags from the other team without
being tagged. If tagged, the students must go to ‘jail’ and wait
until a teammate sneaks in and frees them by tagging them.
Once a team has six flags on their hula hoop, they win!
The SpecTAGular Safari
Submitted by: Karen Blumhagen
Forestburg School
Forestburg, Alberta
The object of this tag game is for ‘hunters’ to tag ‘animals’. Begin
by assigning each student an animal name, and give them each
a stack of cards with their animal’s name (e.g., elephant, zebra,
lion, cheetah, rhinoceros). The ‘hunters’ will tag the ‘animals’
and take one of their cards. The tagger will try to obtain as many
different animal cards as possible on the tag safari. The ‘animals’
will try to avoid being tagged by the ‘hunters’ and try to keep as
many of their cards as they can.
When an ‘animal’ is tagged by a hunter, he or she must stop
running and give the hunter one of the cards. If an ‘animal’ is
tagged by two students at the same time, the ‘animal’ must give
them each a card. When tired, ‘animals’ can go to an oasis area
for a one minute rest, and cannot be tagged during that time.
SPRING
•
PRINTEMPS 2005 31
Hospital Tag
Submitted by: Marjorie Lee
Father Gorman Community School
Lloydminster, Saskatchewan
This tag game requires four scooters, and ten skipping ropes.
Begin by sectioning off a corner of the playing area as the
‘hospital space’. Choose as many taggers as you would like,
depending on the size of the class. Choose four students to drive
the ambulances (scooters). The game is played as a regular game
of tag, only when a student is tagged, they must freeze and wait
for an ambulance to pick them up and push them to the
hospital. When they get to the hospital, the tagged student must
do as many jumping jacks (or another exercise) as they are old.
For example, if a student is six years old, they will do six
jumping jacks. Once the tagged student has completed the
exercise, they can rejoin the game. Change the ambulance
drivers and taggers after a few minutes of play.
Chase deux niveaux
Submitted by: Suzanne Fiola
École Guyot
Winnipeg, Manitoba
Frog Pond Tag
Submitted by: Jen Ronan
Public Health Nurse
Hastings & Prince Edward Counties Health Unit
Picton, Ontario
Divide the class into two groups and choose two students to be
‘crows’. Half of the class will live in Frog Pond A (at one end of
the playing area); the other half will live in Frog Pond B (at the
opposite end of the playing area). The two ‘crows’ will reside in
the middle, between the two Frog Ponds. The goal is for each
frog family to collect as many flies (bean bags in the middle of
the playing area) as they can and bring them back to their Frog
Pond. The ‘crows’ can tag them, and make them freeze. To
unfreeze a frog, another member of his/her frog family must
‘leap frog’ over the tagged frog to rescue him/her. The ‘crows’
cannot tag a frog while they are rescuing a fellow frog.
Crab and Frog Tag
Submitted by: Sandra Lanni
St. Brendan School
Montreal, Quebec
Pour un groupe de 24 élèves, il y aurait environ 3 chasseurs qui
jouent le role traditionnel de chaser, et 4-6 chasseurs qui on le
double role de chaser les enfants et éviter de se faire chasser par
les 3 chasseurs. Ceci devient un jeu de strategies pour les 4-6
chasseurs à role double.
This game is simple and fun to play. The game starts with two
taggers, or ‘its’, walking like crabs. Everyone else is a frog and
must hop to avoid being tagged by the crabs. If tagged, they also
become a crab. The last person hopping is declared the winner.
As the game comes to an end, it becomes scary being the only
frog amidst an army of crabs!
Clothespin Tag
Submitted by: Frank Greco
Holy Family School
London, Ontario
Toilet Tag
Submitted by Janice Routledge
Coldbrook and District School
Coldbrook, Nova Scotia
Choose one or more students to be ‘it’. The rest of the class will
have three clothespins attached to the back of their shirts. The
‘it’ players must collect the clothespins but can only take one pin
per person at a time. When all the pins are removed from a
player’s shirt, they also become ‘it’. Continue to play until all the
pins are collected.
Begin by selecting one or more students to be ‘it’. When tagged,
the student must kneel on one knee, with the other knee at a 90
degree angle, and with one hand up in the air like a toilet
handle. To become free, someone must sit on the student’s knee
and ‘flush the handle’. A student cannot be tagged when they
are freeing another player.
Paranoia Tag
Submitted by: Dustin Hickey
Creative Kids Education Centre
Hammonds Plains, Nova Scotia
In Paranoia Tag, everyone who is playing is ‘it’. When a tagger
tags another player, that player must do jumping jacks (or
another exercise). If tagged by more than one person at a time,
the players must shake hands and resume play. Choose an
appropriate amount of jumping jacks or other exercises for the
age and ability of the group.
32
Keep the Physical in Education
Great Resources available from
excelway.ca
CAHPERD offers Canada’s widest range of school
physical education, intramural, physical activity and
health resources that are ideal for teachers, activity
leaders, outdoor educators, coaches and parents.
Invigorate your classroom gymnasium and
extra-curricular school programs with leading- edge
teaching tips, activity ideas and lesson plans
that have been developed by top educators
from Canada and the world.
More than 400 titles are available.
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and order securely online.
a division of
SUMMER
•
ÉTÉ 2005
33
✮ School Recognition Award Program 2004-2005✮
IN CELEBRATION OF THE 2005 INTERNATIONAL YEAR
OF SPORT AND PHYSICAL EDUCATION
T
✮
✮
he 2004-2005 Quality Daily Physical Education Recognition Award Program
(RAP) was heavily promoted as an opportunity to celebrate the 2005
International Year of Sport and Physical Education. As in previous year’s, RAP was
communicated to schools, members, and stakeholders via email and faxes on a
monthly basis. In addition, notices were placed in various communications vehicles,
including the In Touch (CAHPERD’s member newsletter), at conferences nationwide,
in the Preservice Presentation Packages, and in all other mass email and mail packages
sent from the national office.
Monthly updates to all schools were given, which included the current information and
RAP stats, and upcoming fee and application deadlines.
In this year’s RAP campaign, 34% of all winners were Diamond award winning
schools, 40% were Platinum award winning schools, and 26% received the Gold level
award.
Perhaps due to the vigorous promotion of the 2005 International Year of Sport and
Physical Education and an increased awareness of CAHPERD, 68 new schools
applied for the award this year. RAP received applications from each and every
province and territory.
More specific statistics and a breakdown
of each province follow:
(All statistics were recorded as of June 1, 2005)
Alberta
• 220 RAP winning schools out of a
possible 1865 total schools
• Representing 12% of schools within the
province winning an award
• Representing 27.9% of overall winners
nationwide
Diamond 120
Platinum 60
Gold 40
Ontario
• Representing .04% of schools in the
province winning an award
nationwide
Diamond 55
Platinum 106
Gold 71
British Columbia
• Representing .04% of schools within
the province winning an award
nationwide
Diamond 26
Platinum 19
Gold 22
Manitoba
the province winning a RAP Award
• Representing 20% of overall winners
nationwide
Diamond 35
Platinum 86
Gold 34
New Brunswick
• 9 RAP winning schools out of a possible
365 total schools
• Representing 2.5% of schools within
nationwide
Diamond 0
Platinum 4
Gold 5
Newfoundland
403 total schools
• Representing .8% of overall winners
nationwide
Diamond 0
Platinum 4
Gold 2
Nova Scotia
523 total schools
nationwide
Diamond 3
Platinum 3
Gold 2
North West Territories
• 1 RAP winning school out of a possible
69 total schools
• Representing 1.5% of overall schools
within the Territory winning an award
nationwide
Diamond 1
Platinum 0
Gold 0
✮✮✮ RAP WINNERS 2004–2005 ✮✮✮
Nunavut
• 1 RAP winning school out of a possible
20 total schools
• Representing 5% of overall schools
within the Territory winning an award
nationwide
Diamond 1
Platinum 0
Gold 0
Québec
nationwide
Diamond 3
Platinum 7
Gold 6
Prince Edward Island
nationwide
Diamond 2
Platinum 2
Gold 3
Saskatchewan
nationwide
Diamond 15
Platinum 25
Gold 11
Yukon
nationwide
Diamond 4
Platinum 1
Gold 0
✮ Programme des Prix de reconnaissance aux écoles 2004-2005 ✮
HOMMAGE À L’ANNÉE INTERNATIONALE DU SPORT
ET DE L’ÉDUCATION PHYSIQUE 2005
L
’édition 2004-2005 du programme des Prix de reconnaissance aux écoles (PRE) a
fait l’objet d’une grande promotion puisqu’il s’agissait d’une occasion unique de
célébrer l’Année internationale du sport et de l’éducation physique 2005. Comme
dans le passé, des communiqués ont été expédiés tous les mois aux écoles, membres et
parties intéressées, par courriel et par télécopieur, pour les aviser des PRE.
Ces avis ont été lancés dans divers contextes, y compris L’Écho, le bulletin
d’information de l’ACSEPLD, lors de conférences tenues aux quatre coins du pays,
dans les trousses destinées aux étudiants-maîtres et dans tous les envois électroniques
et postaux de masse expédiés par le bureau national de l’ACSEPLD.Tous les mois, les
écoles recevaient des mises à jour avec les derniers renseignements sur l’état des PRE
et les dates limites relativement aux tarifs et aux demandes.
Dans le cadre de la campagne des PRE de cette année, 34 % de toutes les écoles
lauréates ont mérité la cote Diamant, 40 % la cote Platine et 26 % la cote Or.
En raison peut-être de l’intense promotion entourant l’Année internationale du sport
et de l’éducation physique 2005 et d’une sensibilisation accrue à l’ACSEPLD,
68 nouvelles écoles ont fait parvenir une demande en vue d’obtenir un prix. Ainsi,
l’ACSEPLD a accusé réception de demandes émanant de toutes les provinces et de
tous les territoires du Canada.
Alberta
• 220 écoles gagnantes d’un PRE sur un
total possible de 1 865 écoles
• Représentant 12 % des écoles de la
province méritant un prix
• Représentant 27,9 % de toutes les
écoles gagnantes à travers le pays
Diamant 120
Platine 60
Or 40
Ontario
• Représentant ,04 % des écoles de la
Diamant 55
Platine 106
Or 71
Voici d’autres détails sur les écoles lauréates, selon la province :
(Statistiques valables au 1er juin 2005)
SPRING
•
PRINTEMPS 2005 35
✮✮✮ ÉCOLES LAURÉATS 2004–2005 ✮✮✮
Colombie-Britannique
• Représentant 9,8 % de toutes les écoles
gagnantes à travers le pays
Diamant 26
Platine 19
Or 22
Terre-Neuve
total possible de 403 écoles
• Représentant 1,5 % des écoles de la
• Représentant ,8 % de toutes les écoles
Diamant 0
Platine 4
Or 2
Île-du-Prince-Édouard
Diamant 2
Platine 2
Or 3
Manitoba
• Représentant 20 % de toutes les écoles
Diamant 35
Platine 86
Or 34
Nouvelle-Écosse
Diamant 3
Platine 3
Or 2
Québec
Diamant 3
Platine 7
Or 6
Nouveau-Brunswick
• Représentant 2.5 % des écoles de la
Diamant 0
Platine 4
Or 5
Territoires du Nord-Ouest
• 1 école gagnante d’un PRE sur un total
possible de 69 écoles
• Représentant 1,5 % des écoles du
territoire méritant un prix
Diamant 1
Platine 0
Or 0
Saskatchewan
Diamant 15
Platine 25
Or 11
Nunavut
• 1 école gagnante d’un PRE sur un total
possible de 20 écoles
• Représentant 5 % des écoles du
territoire méritant un prix
Diamant 1
Platine 0
Or 0
British Columbia Gold Schools /
Écoles lauréates de la ColombieBritannique – Catégorie Or
Aberdeen Elementary School
Airport Elementary School
Alexander Robinson Elementary School
Alouette Elementary School
Atlin School
Auguston Traditional School
Bert Ambrose Elementary School
Bradner Elementary School
Brantford Elementary School
Brentwood Park Elementary
Douglas Road Elementary School
Dr. Roberta Bondar Elementary School
Edmonds Community Elementary School
Glacier View Elementary School
Glenayre Elementary
Glenwood Elementary School
Hammond Elementary School
Heritage Mountain Elementary School
Immaculate Conception School
Kanaka Creek Elementary School
Yukon
• Représentant ,65 % de toutes les
Diamant 4
Platine1
Or 0
King Traditional Elementary School
Morley Elementary
Pitt Meadows Elementary
Riverside Elementary School
Riverside Secondary School
Sperling Elementary School
St. Joseph’s School
St. Mary’s School
St. Paul's School
Village Park School
William A. Fraser Elementary School
Yennadon Elementary School
British Columbia Platinum Schools /
Écoles lauréates de la ColombieBritannique – Catégorie Platine
Alpha Secondary School
Burnaby Mountain Secondary School
Cape Horn Elementary School
Capitol Hill Elementary School
Chief Dan George Elementary
Claremont Secondary School
George M. Dawson Secondary
Glenrosa Middle School
✮✮✮ RAP WINNERS 2004–2005 ✮✮✮
Heritage Park School
Kalamalka Secondary School
Lakeview Elementary School
Laurie Junior Secondary School
Merritt Secondary School
Montgomery Middle School
Moscrop Secondary School
Mount Pleasant Elementary School
Mulgrave School
Sir Charles Tupper Secondary
Whonnock Elementary School
Springfield Elementary School
St. Henry Elementary School
St. Ambrose School
St. Jude Elementary School
St. Michael’s Catholic School
St. Teresa of Avila School
St. Timothy Elementary School
St. Vincent de Paul School
Swanavon Elementary School
Terry Fox Junior High School
Vincent Massey Elementary School
British Columbia Diamond Schools /
Écoles lauréates de la ColombieBritannique – Catégorie Diamant
Alberta Platinum Schools /
Écoles lauréates de l’Alberta –
Catégorie Platine
BC Christian Academy
Buckingham Elementary School
Burnaby Central Secondary School
Clayburn Middle School
Colleen & Gordie Howie School
Cumberland Junior High School
Devereaux Elementary School
Edith McDermott Elementary
Erickson Elementary School
Frank Hurt Secondary School
Gill Elementary School
Gleneagle Secondary School
Harry Hooge Elementary
Kelowna Christian School
Mount Lehman Elementary School
Oceanside Middle School
Pacific Way Elementary School
Puntledge Park Elementary School
Riverdale Elementary
Ross Elementary School
Royston Elementary School
Saltspring Island Middle School
Sir James Douglas School
Tate Creek Elementary School
W. E. Graham School
Walton Elementary School
Alexandra Junior High School
Bishop Pinkham Junior High School
Blackie School
Bob Edwards Junior High School
Branton Junior High School
Britannia Junior High School
Calgary Academy
Chester Ronning Elementary School
Crescent Heights High School
Deer Meadow School
Dr. Mary Jackson School
École Camille J. Lerouge School
École Meridian Heights School
École Secondaire Notre Dame School
Elboya School
Eleanor Hall School
Elmer S. Gish School
Ethel M Johnson School
F. E. Osborne Junior High School
Father Beauregard School
Foundations for the Future Charter
George McDougall High School
Glendon School
Grandview Heights School
Holy Redeemer Elementary School
Jasper Elementary School
John XXIII School
Juno Beach Academy of Canadian Studies
Leduc Junior High School
Lindsay Thurber High School
Monsignor J. S. Smith School
Monsignor Neville Anderson Elementary School
Mother Teresa School
New Norway School
Nickle Junior High School
Okotoks Junior High School
R. F. Staples Secondary School
Renfrew Educational Services
Robert Warren Junior High School
Senator Patrick Burns School
Sherwood Community School
Sir George Simpson School
St. Patrick School
St. Anthony's School
St. Helena Junior High School
St. Joseph’s Elementary School
St. Mary Catholic School
St. Matthew Catholic School
St. Patrick’s Community School
St. Thomas Aquinas School
Sundre High School
Tom Baines Junior High School
Valley Creek Middle School
Venture Middle School Program
Vincent J. Maloney Catholic Junior High School
Vincent Massey School
West Island College
West Park Middle School
Westglen School
Willow Park Elementary School
Alberta Gold Schools /
Écoles lauréates de l’Alberta –
Catégorie Or
Avalon Junior High School
Balmoral Junior High School
Bellarose
Big Rock Elementary School
Breton Elementary School
Captain John Palliser Elementary School
Cardinal Newman School
Central Middle School
École St. Matthew School
Ermineskin Junior/Senior High School
Georges P. Vanier School
Glendale Middle School
Haultain Memorial Elementary School
Holy Family School
Irvine School
JJ Bowlen Catholic Junior High
John Costello Catholic School
Kennedy Elementary School
Leo Nickerson Elementary School
Mary Hanley Elementary School
Maryview School
Olds Elementary School
Our Lady of Peace School
Our Lady Of Victories Elementary School
Patrick Airlie Elementary School
Ponoka Elementary School
Queen Elizabeth Elementary School
Sam Livingston Elementary School
Sir Alexander Mackenzie Public School
lberta Diamond Schools / Écoles
lauréates de l’Alberta – Catégorie
Diamant
Altadore Elementary School
Annie Foote Elementary School
Annie Gale Junior High School
Aspen Grove Elementary School
Aspen Heights Elementary School
Avondale Elementary School
Bashaw School
Bezanson School
Bisset Elementary School
Blue Hills Community School
Buchanan Elementary School
C. Ian McLaren Elementary School
C. J. Peacock Elementary School
Callingwood Elementary School
Caroline Community School
Cayley School
Cedarbrae Elementary School
Central Park Elementary School
Chinook Park Elementary
Clive School
Collingwood Elementary School
Connaught Elementary School
Deer Run Elementary School
Dr. Gordon Higgins School
Dr. Morris Gibson School
Eastglen Senior High School
Eckville Elementary School
Eckville Jr/Sr High School
École Elbow Valley School
École Mountview School
École Parkside Elementary School
École Westgate Elementary School
Edison School
Elmer Elson Elementary School
Fairview Elementary School
Fairview Junior High School
Father Patrick Mercredi Community High School
FFCA - St Lawrence
Foundation for Future Charter - Renfrew
Foundations for the Future Charter AMC Campus
G. H. Dawe Community School
G. W. Skene Community School
George Wilbert Smith School
Gold Bar Elementary School
Good Shepherd Elementary School
Greentree School
Gus Wetter School
H. D. Cartwright Jr High School
Harold Panabaker Jr High School
Haysboro Elementary School
Holy Cross School
Holy Trinity Elementary School
Hunting Hills High School
Huntington Hills Elementary School
Jack Stuart School
Janet Johnstone Elementary School
Jenner School
Leslieville Elementary School
Lochearn Elementary School
Lougheed School
Manning Elementary School
Marion Carson Elementary School
Millarville Community School
Millgrove Elementary School
Muriel Clayton Middle School
New Sarepta Elementary School
Normandeau Elementary School
Notre Dame Academy
Oriole Park Elementary School
Our Lady of Fatima
Oyen Public School
Park Meadows Elementary School
Peerless Lake School
Penbrooke Meadows School
Pines Community Schgool
Ponoka Alternative Supports School
Ranchlands Community School
Richmond Elementary School
Right Honorable Joe Clark School
Riverbend Elementary School
Riverside Elementary School
Riverview Middle School
Rolling Hills School
Rosary School
Ross Glen Elementary School
Rundle College Jr High School
Rundle College Sr High School
Sacred Heart Elementary School
Savanna School
Schuler School
Sifton School
Simon Fraser Junior High School
Sir John Franklin Junior School
Sir Wilfrid Laurier School
Somerset School
Sparling Elementary School
St Anthony Elementary
St. Angela Elementary School
St. Catherine’s School
St. Justin Elementary School
St. Maria Goretti Elementary School
St. Mark Elementary School
St. Patrick Elementary School
St. Theresa School
Stavely School
Stirling Elementary
Sunalta Elementary School
Terrace Ridge school
Thomas B. Riley Jr High School
Traditional Learning Centre at
Colonel Sanders Elementary
W. R. Frose School
Webber Academy
Weinlos Elementary School
West Dalhousie Elementary School
West Park Elementary School
Westlock Elementary School
Wild Rose Elementary School
Wildwood Elementary School
Wilson Middle School
Woodlands Elementary School
Saskatchewan Gold Schools /
Écoles lauréates de la Saskatchewan –
Catégorie Or
Assiniboia Park Elementary School
Caroline Robins Elementary School
Caronport Elementary School
École Vickers Elementary School
Holy Family School
James L. Alexander School
Queen Elizabeth Elementary School
St. Peter's School
Tisdale Elementary School
Waweyekisik Educational Center
Wynyard Elementary School
Saskatchewan Platinum Schools /
Catégorie Platine
Aberdeen Composite
Arthur Pechey Elementary School
Birch Ridge Community School
Bready Elementary School
Clavet School
SUMMER
•
ÉTÉ 2005
37
✮✮✮ RAP WINNERS 2004–2005 ✮✮✮
Creighton Community School
Davison Elementary School
Dr. Brass Elementary School
Dr. John G. Egnatoff School
Elizabeth Elementary School
Forest Grove Elementary School
John Diefenbaker School
Marion McVeety School
McLurg High School
Miller Elementary School
Pangman School
Prairie View Elementary School
Prince Charles School
Senator Myles Venne School
St. Joseph Middle School
Stobart Elementary School
Warman High School
Watrous Elementary School
Westberry Elementary School
Yorkdale Central School
Saskatchewan Diamond Schools /
Catégorie Diamant
Assiniboia 7th Avenue School
Grenfell Elementary School
Henry Janzen School
Jack Kemp Elementary School
John Paul II Collegiate
Keethanow School
Milestone School
Muskowekwan School
North Valley Elementary School
Notre Dame School
P.J. Gillen Elementary School
Reynolds Central School
South Shore Elementary School
Stewart Hawke School
Winston Knoll Collegiate
Manitoba Gold Schools /
Écoles lauréates du Manitoba –
Catégorie Or
Alf Cuthbert School
Arborgate School
Brooklands Elementary School
Centennial School
Crestview School
Darwin School
Deloraine Elementary School
Dr. D.W. Penner School
Dr. F.W.L. Hamilton School
École James Nisbet Community School
École Lacerte
École McIsaac School
École Neil Campbell School
École Saint Germain
École Ste-Anne Immersion
George McDowell School
Glenwood School
H. S. Paul School
Hapnot Collegiate Institute
Hastings School
Henry G. Izatt Middle School
Highbury School
Kent Road Public School
Minnetonka School
Parkdaler School
Phoenix School
Samuel Burland School
Sherwood Elementary School
Victor H. L. Wyatt School
Victor Mager School
38
Westview Elementary School
William S. Patterson School
Windsor School
Manitoba Platinum Schools /
Catégorie Platine
Acadia Junior High School
Andrew Mynarski Junior High
Archwood School
Arthur A. Leach School
Arthur Day Middle School
Balmoral Hall School
Beaumont School
Beaverlodge School
Benito School
Bernie Wolfe Community School
Bruce Middle School
Chancellor School
Chapman School
Charleswood Junior High School
Chief Peguis Junior High School
Collège Béliveau
Dalhousie Public School
Douglas Elementary School
École Centrale
École Crane School
École Dieppe Elementary School
École Guyot
École Henri-Bergeron
École Howden
École Julie-Riel
École La Vérendrye
École Leila North Community School
École Lorette Immersion
École MacNeill School
École Marie Anne Gaboury
École Précieux-Sang
École Provencher
École River Heights School
École Seven Oaks Middle School
École St-Avila School
École Tuxedo Park
École Van Belleghem
École Varennes
Edward Schreyer School
Frontenac School
Frontier Collegiate Institute
General Byng School
General Vanier School
George Waters Middle School
Hedges Middle School
Island Lakes Community School
John Pritchard School
Kelsey Elementary School
Kirkcaldy Heights School
La Verendrye School
Laidlaw School
Lavallee School
Linden Meadows School
Maples Collegiate
Marion School
Mary Duncan Elementary School
Marymound School
Ness Middle School
Niakwa Place School
Nordale Public School
North Memorial School
Oak Park High School
Pacific Junction School
Parkside Junior High School
Prince Edward School
R.H.G. Bonnycastle School
Reynolds Elementary
River West Park School
Riverheights School
Robert Smith School
Royal Public School
Ruth Betts School
Ryerson Elementary School
Shamrock School
St. George School
St. Gerard School
Sturgeon Creek Collegiate
Tanners Crossing School
Valley Gardens Junior High School
Van Walleghem School
Vincent Massey Collegiate
Viscount Alexander School
Voyageur School
Waverly Park Elementary School
Westdale Junior High School
Whyte Ridge Elementary School
Manitoba Diamond Schools /
Catégorie Diamant
Athlone School
Bairdmore Elementary School
Betty Gibson School
Christ The King School
Cranberry Portage School
Fort Richmond Collegiate
Fort Rouge School
Hamiota Collegiate
Henderson Elementary School
J. A. Cuddy School
John G. Stewart School
Maniotu Elementary School
Margaret Barbour Collegiate
Miles MacDonell Collegiate
Minitonas Middle School
O.V. Jewitt Elementary School
Oakenwald Public School
O'Kelly School
Pinawa Secondary School
Prairie Rose Elementary School
R.D. Parker Collegiate
Ralph Maybank School
River East Collegiate
Roland Elementary School
Ruth Hooker School
Sanford Collegiate
Shaftesbury High School
Sigurbjorg Stefansson School
Sister MacNamara School
St. Andrews School
St. John's-Ravenscourt School
Swan Valley Regional School
Virden Junior High School
Westgrove School
Westwood Collegiate
Ontario Gold Schools /
Écoles lauréates de l’Ontario –
Catégorie Or
Aberdeen Elementary School
Adam Beck Public School
Applewood Acres School
Assumption Elementary School
Blessed Kateri Tekakwitha School
Chapel Hill Catholic
Columbia International College
Conestoga Public School
Corpus Christi Elementary School
Divine Infant School
Dr. F. J. Mcdonald Catholic School
Eamer's Corners Public School
École Nouvel Horizon
École St-Jean-Baptiste
George Kennedy Public School
Georges Vanier Catholic School
Glenview Public School
Good Shepherd Catholic School
Greenbank Middle School
Guardian Angels Elementary
Harrison Public School
Havergal College
Hespeler Public School
Hillel Academy
Holy Name Elementary
Holy Redeemer Catholic School
Holy Spirit Catholic School
Holy Trinity Catholic High School
King’s Masting Public School
Linbrook Public School
McCrimmon Middle School
Military Trail Elementary
Mohawk Gardens Public School
Morton Way Public School
Osprey Woods Public School
Our Lady Of Mount Carmel School
Our Lady Of Peace School
Our Lady Of Victory School
Oxford-on-Rideau Public School
Park Dale Elementary School
Paul A. Fisher Public School
Pineview Catholic Elementary School
Ponsonby Public School
Pope John XXIII Elementary School
Prince of Wales Elementary
Prince of Peace Elementary School
Queenston Drive Public School
Rhema Christian School
Royal Orchard Middle School
Saint Paul
St. Andrews
St. Anthony Elementary School
St. Bernard School
St. Clare Catholic School
St. Francis of Assisi School
St. Gregory School
St. Isidore Catholic School
St. James Catholic School
St. John the Apostle School
St. Joseph's Elementary
St. Luke Catholic School
St. Margaret Mary School
St. Mary Elementary School
St. Mary's Catholic School
St. Monica Elementary School
St. Patrick School
Sunningdale Public School
Thomas D'arcy McGee Catholic School
Uplands Catholic School
W. Erskine Johnston Public School
W. O. Mitchell Elementary School
Ontario Platinum Schools /
Catégorie Platine
École Catholique Franco-Supérieur
Abbey Lane Public School
Adrienne Clarkson Public School
All Saints Catholic High School
Allan Drive Middle School
Arnott Charlton Public School
Beachburg Public School
Beatty Fleming Senior School
Branksome Hall School
Brant Hills Public School
✮✮✮ ÉCOLES LAURÉATS 2004–2005 ✮✮✮
Bridlewood Community School
Brookdale Public School
C. H. Norton Public School
Central Public School
Century Public School
Charles R. Beaudoin
Charlton-Savard Public School
Chelmsford District Composite School
Chisholm Public School
Clarksdale Public School
Colonel By Secondary School
Dalewood Middle School
Dr. Charles Best Public School
Dr. Emily Stowe Public School
École Élémentaire Gabrielle-Roy
École Élémentaire Publique FrancoJeunesse
École Élémentaire Terre des Jeunes
École Ste-Lucie
Elmridge Catholic Elementary School
Elmwood School
Erin Mills Senior Public School
Featherston Drive Elementary School
Florence Meares School
Fort Erie Elementary School
Frank Ryan Sr Elementary School
Glashan Senior Elementary School
Havergal College Secondary
Henry Hudson Senior School
Heritage Glen Public School
Holy Cross Elementary School
Holy Family Elementary School
Hudson College
Immaculata High School
J. M. Denyes Public School
Jean Vanier Catholic Intermediate School
John Buchan Sr Public School
Joseph Gibbons Public School
King George Senior School
Lester B Pearson High School
Lincoln Avenue Public School
Maple Grove Public School
Maplehurst Public High School
Margaret Avenue Public School
Martin Street Public School
Mckenzie Smith Bennett School
Mother Teresa Catholic School
Munn's Public School
Niagara Street Jr Public School
Notre Dame High School
Oakwood Public School
Ottawa Montessori Schools
Park Junior Public School
Pilgrim Wood Public School
Pine Glen Public School
Poplar Road Jr Public School
Portage Trail Community School
Post’s Corners School
R. J. Lang Elementary/Middle School
River Oaks Public School
Riverside Public School
Ryerson Public School
Sacred Heart Catholic High School
Sawmill Valley Public School
Sheridan Park Elementary School
Sheridan Public School
Silver Creek Public School
Sir John A. Macdonald School
St. Andrew’s Public School
St. Anne Catholic School
St. Brigid Elementary School
St. Elizabeth Ann Seton School
St. George Elementary School
St. Joseph High School
St. Leonard Catholic School
St. Mark High School
St. Martin De Porres School
St. Mary’s French Immersion School
St. Michael Elementary
St. Patrick's Intermediate School
St. Peter High School
St. Philip School
St. Rita Elementary School
Stanley Park Senior Public
Ste-Bernadette School
The Woodlands School
Thousand Islands Elementary School
Tomken Road Senior School
Trafalgar Castle School
Trinity College Junior School
University of Toronto Schools
Virgil Public School
W. H. Morden Public School
West Oak Public School
Westvale Public School
Williams Parkway Public School
York Street Public School
Ontario Diamond Schools /
Catégorie Diamant
Admaston Public School
Alexander Reid Public School
Atikokan High School
Brantwood Public School
Briarcrest Junior School
Bruce Peninsula District School
Bruce T. Lindley Public School
Cairine Wilson Secondary School
Central Algoma Secondary School
Chelmsford Senior Public School
Chippewa Public School
Confederation Secondary School
Convent Glen Catholic School
Earl Grey Senior Public School
Educarium
Erin District High School
First Avenue Public School
Frank Oke Secondary School
Gladys Speers Public School
Glen Williams Public School
Gordon Graydon Memorial School
Gravenhurst Public School
Harris Heights Elementary
Holy Trinity School
Kempenfelt Bay School
King George Junior Public School
King's Road Public School
Knollwood Park School
Limehouse Public School
Linklater Public School
Martintown Public School
McMaster Catholic School
McNab Public School
North Stormont Public School
Orchard Park Public School
Our Lady of Wisdom School
Pauline Johnson Public School
Quest Academy
Rideau Centennial Public School
Robert Baldwin Public School
Robert Little Public School
Sir Winston Churchill School
South Edwardsburg Public School
St. Catherine Catholic School
St. James Catholic School
St. Luke Elementary School
St. Matthew High School
St. Michael Fitzroy School
St. Paul High School
St. Theresa Catholic School
Turnbull School
Upper Canada College Prep
West Carleton Secondary School
West Elgin Senior Elementary School
Wiarton Public School
Québec Gold Schools /
Écoles lauréates du Québec –
Catégorie Or
Beacon Hill Elementary School
Collège Saint-Hilaire Inc
École St-Louis-de-Gonzague
Ormstown Elementary School
Sacred Heart School of Montréal
Seigniory Elementary School
Québec Platinum Schools /
Catégorie Platine
Allancroft Elementary School
École De La Source Saint-Jerome
École Primaire Omer Jules Désaulniers
École Secondaire Chavigny
École Ste-Marguerite
Kiwetin School
Selwyn House School
Québec Diamond Schools /
Catégorie Diamant
École Coeur-Vaillant
École Secondaire Antoine Bernard
Pensionnat des Sacrés-Cœurs
New Brunswick Gold Schools /
Écoles lauréates du NouveauBrunswick – Catégorie Or
Beaconsfield Middle School
Edith Cavell School
Havelock Elementary School
Mcadam Elementary School
Southern Carleton Elementary School
New Brunswick Platinum Schools /
Écoles lauréates du NouveauBrunswick –
Catégorie Platine
Belleisle Elementary School
Keswick Ridge School
M. Gerald Teed Memorial School
Salem Elementary School
Nova Scotia Gold Schools /
Écoles lauréates de la NouvelleÉcosse – Catégorie Or
Coldbrook & District School
Windsor Elementary School
Nova Scotia Platinum Schools /
Écoles lauréates de la NouvelleÉcosse – Catégorie Platine
Crossroads Academy
Landmark East School
West Hants Middle School
Nova Scotia Diamond Schools /
Écoles lauréates de la NouvelleÉcosse – Catégorie Diamant
Gaspereau Valley School
Kings County Academy
Oxford Regional High School
Prince Edward Island Gold Schools /
Écoles lauréates de l’Île-du-PrinceÉdouard – Catégorie Or
Englewood School
Cardigan Consolidated School
West Kent Elementary School
Prince Edward Island Platinum
Schools / Écoles lauréates de l’Île-duPrince-Édouard – Catégorie Platine
Parkdale Elementary School
Vernon River Consolidated School
Prince Edward Island Diamond
Schools / Écoles lauréates de l’Île-duPrince-Édouard – Catégorie Diamant
Georgetown Elementary School
Fortune Consolidated School
Newfoundland Gold Schools/
Écoles lauréates de la Terre-Neuve –
Catégorie Or
Bishop White School
Peacock Elementary School
Newfoundland Platinum Schools /
Écoles lauréates de la Terre-Neuve –
Catégorie Platine
Henry Gordon Academy
Herdman Collegiate
St. Joseph’s Academy
William Mercer Academy
Yukon Platinum Schools /
Écoles lauréates du Yukon –
Catégorie Platine
Vanier Catholic Secondary School
Yukon Diamond Schools /
Écoles lauréates du Yukon –
Catégorie Diamant
Elijah Smith Elementary School
Grey Mountain Primary School
Jack Hulland Elementary School
St. Elias Community School
Nunuvut Diamond Schools /
Écoles lauréates du Nunavut –
Catégorie Diamant
Maani Ulujuk Ilinniarvik School
North West Territories Diamond
Schools / Écoles lauréates
des Territoires du Nord-Ouest –
Catégorie Diamant
École William McDonald School
SUMMER
•
ÉTÉ 2005
39
DANCE
A Success Story —
Breaking assumptions:
physical activity for all abilities
By Vicky Bisson, CAHPERD Communications Coordinator
“Having a disability
is not an excuse for
being inactive... adapting
physical activities
for people of all abilities
takes some creative
thinking.
W
hen you think of a physically
active person, what comes to
mind? An Olympic athlete? A marathon
runner? How about a person in a wheel
chair?
As we continue to stress the importance of
maintaining a physically active lifestyle in
Canada, there still exists an unfortunate
assumption that people with physical
disabilities are unable to lead active lives.
Any physical activity can be modified to
suit a variety of needs, regardless of ability,
disability, gender or age. Physical activity
can take any form and can be
accomplished in innumerable ways.
Dean Kozak, CAHPERD’s Program
Coordinator and also a gold medal
Paralympic athlete, knows first hand what
it is like to be judged by physical
limitations. “People assume that because I
have a disability, I just sit at home and
don’t lead an active life. This is the false
perception of many who can’t see beyond
a disability,” said Dean.
“Having a disability is not an excuse for
being inactive,” he added. “Adapting
physical activities for people of all abilities
takes some creative thinking. When
teaching physical activity, teachers need to
go a step further and find adaptations for
traditional skills and movements.”
Shara Weaver, Outreach Coordinator at
the Ottawa School of Dance has
succeeded in going that step further and
adapting traditional physical activity for
people of all abilities. As a former student
40
Dean Kozak, CAHPERD’s Program
Coordinator and also a gold medal
Paralympic athlete.
of the National Ballet School, Shara’s
interest is in using dance as a means of
health promotion and community
development. With a strong appreciation
for the intrinsic health benefits of leading
a physically active life, she decided it was
time the city of Ottawa had a program to
encourage people of all abilities to
participate in physical activity.
After meeting with a friend with a
disability, Shara was inspired to create
DanceAbility.
DanceAbility is a weekly creative
movement dance program for people
with disabilities, and has been running in
Ottawa for three years. The program does
not turn away people based on their
disability, but rather embraces people of
all abilities. It is what Shara Weaver calls a
‘mixed ability’ group.
The dance classes include natural and
creative movement, and the exercises are
geared toward diverse movements.
Exercises are structured, but the
participants use their own skill level to
complete the movements. Options are
also given for people in wheelchairs or
who use walkers.
“DanceAbility is not just about having a
disability. We do not think of ourselves as
a special group for people with distinct
needs, but rather as an artistic dance
group,” said Weaver.
“Our group has participated consistently in
an ongoing weekly program for three years,
“Adapting physical
activities for people of all
abilities takes some creative
thinking. When teaching
physical activity, teachers
need to go a step further
and find adaptations for
traditional skills and
movements.”
Shara Weaver, Outreach Coordinator
at the Ottawa School of Dance
and has evolved into a performance level.”
As an artistic group, DanceAbility is as
good as other community level
performance groups. They were even
voted best dance show of 2004 by Express
Magazine, an independent publication in
Ottawa.
For those interested in starting a similar
group in their area, Shara said the best
thing to do is find a mentor in your
community. “Because this kind of work is
so new in Canada, it is important to find
mentors who can provide guidance and
direction.” To find a mentor, speak to
local dance and theatre groups, or
teachers at the local college or university.
The class is subsidized by the Ontario
Trillium Foundation, and the Community Foundation of Ottawa. Participants
pay only $2 per class, which makes the
program even more accessible.
DanceAbility is open to all interested
participants and their accompanying
support staff, regardless of their disability.
DanceAbility has two enthusiastic
facilitators, Shara Weaver and Renata
Soutter. For more information, visit
http://www.theschoolofdance.ca/2005spr
ing/danceability.html ■
When asked how the program has
changed her assumptions about people
with disabilities, Shara said that her
assumptions get checked all the time.
“The DanceAbility program has been
incredibly rewarding for me. I have found
that the students in the class teach me just
as much as I teach them,” she said. “My
students have shown me what they can do
far more than what they cannot do. I get
blown away by the amount of confidence
they have. They take artistic risks and they
challenge themselves.”
Unfortunately, there are few programs
that encourage people of all abilities to be
active. This is the only program in
Ottawa, and Shara is aware of only a few
programs in Montreal and Toronto.
“More programs like this are needed
because the assumption still exists that
people with a disability should stay inside
or are unable to be active,” she said.
“More programs like this are needed because the
assumption still exists that people with a disability
should stay inside or are unable to be active”
SUMMER
•
ÉTÉ 2005
41
CAHPERD’s leading periodicals in
Physical and Health Education
AVANTE is CAHPERD’s
bilingual research periodical.
It is designed to stimulate and
communicate Canadian
research and critical thought
on issues pertaining to the
fields of health, physical activity, sport, physical education,
recreation, leisure, dance and active living.
The Physical and Health Education
Journal (PHE Journal) is known
worldwide as one of the leading
periodicals in physical and health
education. As CAHPERD’s signature
piece, this practical magazine
provides a forum to highlight,
analyze, discuss and share many
of the leading-edge teaching
techniques, hot issues, and school
successes in the fields of school health and physical education.
AVANTE is published three times per year in both print and
online. It features empirical, theoretical, methodological, and
postion papers, as well as reviews and critical essays. the
name AVANTE name, as its Latin word meaning in front,
go forward, progress indicates, symbolizes the journal’s
commitment to the field of movement and physical activity.
AVANTE publishes innovative perspectives, methods, and
socially progressive ideas on diverse topics.
Published quarterly, the PHE Journal features practical articles
dealing with school physical education, active living, fitness,
health education, intramurals, teacher education, assessment
and lesson plans. Each issue is a valuable teaching tool that
will keep you abreast of the latest teaching strategies, programs,
resources, hot issues, concepts and trends.
Regular features:
• School physical education programs
• Quality school health programs
• Ready-to-use activities
• Resource reviews
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• … and much more!
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COIN DES CHERCHEURS 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].
Au-delà du fauteuil roulant : L’expérience de la danse
Auteurs : Donna L Goodwin, Joan Krohn et Arvid Kuhnle
Publié dans la revue Adapted Physical Activity Quarterly, 07365829, juillet 2004, Vol. 21, No 3
Cette étude de cas phénoménologique met en lumière l’expérience de danse en fauteuil
roulant vécue par cinq enfants (de 6 à 14 ans) atteints de spina-bifida. Le vécu de
quatre filles et d’un garçon a été rapporté à l’aide de méthodes phénoménologiques
d’entrevues semi-structurées, de journaux, d’artéfacts visuels et de notes sur le terrain.
On a également recueilli les propos des parents. Les données sur les danseurs et les
données sur les parents ont été analysées séparément. L’exercice a fait ressortir quatre
thèmes communs : l’acceptation inconditionnelle, le rêve devenu réalité, la vie au-delà
du fauteuil roulant et un sens du moi plus fort. L’expérience de la danse en fauteuil
roulant a été interprétée et comprises dans un contexte de réflexion aux concepts de
capacité physique, de dualisme et de disposition du corps.
Réactions aux métaphores sur l’invalidité :
Les effets temporisateurs de l’activité physique
Auteurs : Donna L Goodwin, Robin Thurmeier, Paul Gustafson
Publié dans : la revue Adapted Physical Activity Quarterly, 07365829,
Oct2004, Vol. 21, No 4
Cette étude décrit les métaphores relatives à l’invalidité
auxquelles les jeunes handicapés physiques se sentent exposés et
l’influence temporisatrice de l’activité physique sur les
significations attribuées à ces métaphores. Quatorze
participants handicapés (7 garçons, 7 filles) âgés de 14 à 24 ans
ont participé à l’étude. On a capté leurs expériences lors
d’entrevues personnalisées semi-structurées enregistrées sur
vidéo. On a également utilisé et interprété des artéfacts et
examiné les notes prises sur le terrain. L’analyse thématique a
fait ressortir trois grands thèmes : refus des jeunes d’être traités
différemment des autres, gestion des émotions et perceptions
d’équité au plan de l’activité physique. Les incidences de ces
conclusions sont examinées en regard de la théorie de
stigmatisation et de la dimension liminaire du manque de
définition sociale.
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. Le 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.
Comprendre le lien entre le corps et l’esprit
à la lumière des disciplines du mouvement
orientales, ainsi que l’effet d’un tel lien
sur l’éducation physique
Auteur : Chunlei Lu, [email protected]
Publié dans la revue AVANTE, 2003, Vol. 9, No. 3, pp. 67-74.
En Occident, on tente depuis des siècles de comprendre le lien
entre le corps et l’esprit. Cette étude explore le lien entre le corps
et l’esprit à l’aide des cadres conceptuels des théories orientales
du dao et du yin-yang, pour déterminer les approches
holistiques qui sous-tendent le lien entre le corps et l’esprit dans
une perspective orientale. L’auteur de l’étude argue que le lien
entre le corps et l’esprit constitue une unité holistique. En ce
sens, les concepts philosophiques fondamentaux de l’Orient, y
compris le dao, le chi et le yin-yang, ont été analysés pour faire
mieux ressortir l’essence même de l’holisme. Il semble que
l’intégration de disciplines du mouvement orientales comme les
arts martiaux (p. ex. le karaté et le tai-chi) et les pratiques de
méditation orientales (p. ex., le yoga et le chi-kung) aux cours
d’éducation physique s’avérerait utile pour aider les
Occidentaux à saisir l’intégralité et la complémentarité du lien
entre le corps et l’esprit.
SUMMER
•
ÉTÉ 2005
43
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 words, and should be
submitted electronically to: Ellen Singleton, School of Physical Education, University
of Western Ontario, e-mail: [email protected].
Beyond the Wheelchair: The Experience of Dance
Authors: Goodwin, Donna L., Krohn, Joan, Kuhnle, Arvid
Published in: Adapted Physical Activity Quarterly, 07365829, Jul2004, Vol. 21, Issue 3
This phenomenological case study sought to understand the wheelchair dance
experiences of five children (ages 6-14 years) with spina bifida. The experiences of one
boy and four girls were captured using the phenomenological methods of
semistructured interviews, journals, visual artifacts, and field notes. The perspectives
of their parents were also gathered. The dancer data and parent data were analyzed
separately, revealing four common themes: unconditional acceptance, a dream comes
true, beyond the wheelchair, and a stronger self. The experience of dancing from a
wheelchair was interpreted and understood by reflecting upon the concepts of ableism,
dualism, and the minded body.
Reactions to the Metaphors of Disability:
The Mediating Effects of Physical Activity
Authors: Goodwin, Donna L., Thurmeier, Robin, Gustafson, Paul
Published in: Adapted Physical Activity Quarterly, 07365829,
Oct2004, Vol. 21, Issue 4
The purpose of this study was to describe the metaphors of
disability to which young people with physical disabilities felt
they were exposed and the moderating influence of physical
activity on the meanings ascribed to those metaphors. Fourteen
participants (7 males, 7 females) with physical disabilities
between the ages of 14 and 24 years participated in the study.
Their experiences were captured by way of one-on-one audio
taped semi-structured interviews and the use and interpretation
of artifacts and field notes. Three themes emerged from the
thematic analysis: don't treat me differently, managing
emotions, and physical activity balances perceptions. The
implications of the findings are discussed within the context of
stigma theory and the liminality of social indefinition.
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.
An Understanding of Body-Mind Relation
Based on Eastern Movement Disciplines
and Its Implication in Physical Education
Journal: AVANTE, 2003, Vol. 9, No. 3, pp. 67-74.
Author: Chunlei Lu
Email: [email protected]
The body-mind relation has been discussed for centuries in the
West. The purpose of the study was to explore the body-mind
relation through the conceptual frameworks of Eastern Dao and
Yin-Yang theories in order to seek a fuller understanding of
holistic approaches to body-mind relations from the Eastern
perspective. This study argued that the body-mind is a holistic
unity. Fundamental Eastern philosophical concepts, including
Dao, Qi, and Yin-Yang, were discussed for the sake of assisting
the understanding of holism. It seems that the integration of
Eastern movement disciplines such as Eastern martial arts (e.g.,
Karate, Tai Chi) and Eastern meditation practices (e.g., Yoga
and Qi Gong) in physical education would benefit Westerners’
understanding of body-mind wholeness.
Procter & Gamble
SUMMER
•
ÉTÉ 2005
45
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