SUMMIT PROGRAM – DAY 1 PROGRAMME DU SOMMET – 1 JOUR

 Sommet national du mouvement « Au Canada, le sport c’est pour la vie » les 1 et 2 février 2012 PROGRAMME DU SOMMET – 1 JOUR Canadian Sport for Life National Summit February 1 – 2, 2012 SUMMIT PROGRAM – DAY 1 Feb 1, 2012 7:45 – 8:30 Type / Type Code Breakfast / Le petit déjeuner Title / Titre Speakers / Conférenciers Richard Way 8:30 – 9:00 Plenary / Plénière CS4L Welcome – Year in Review / Bonjour — Revue de l'année * A series of speakers will present Big Ideas ala TED.com * Une série d’intervenants présenteront de Grandes Idées à la TED.com TBD Delegates will be able to delve deeper into one of four Big Ideas * Les délégués seront en mesure d’approfondir la réflexion de l’une des quatre Grandes Idées TBD Christian Hrab CS4L
9:00 – 9:45 9:45 – 10:00 10:00 – 11:30 11:30 – 11:45 11:45 – 12:15 12:15 – 12:45 12:45– 14:00 Big Ideas / Grandes Idées Break / Pause Big Ideas / Grandes Idées Break / Pause Plenary / Plénière State of the Nation / Discours sur l'état de la nation * Vision du Québec des sphères de la participation sportive et programmes de soutien Plenary / Plénière gouvernementaux ** Quebec's vision of sport participation spheres and public support programs Lunch, Poster Session and Expo / Dîner, présentation d’affiches & Expo L'activité physique, le sport et les jeunes; Avis du Comité scientifique de Kino‐Québec ** A1 Qu'est‐ce que ressort de la littérature scientifique récente sur des questions clefs comme : Les effets bénéfiques de la pratique sportive chez les jeunes du primaire et du secondaire; Les déterminants de la pratique sportive; Les moyens pour promouvoir le sport auprès des jeunes, et pour contrer le décrochage sportif?
Sport Canada Guy Thibault Ministère de l'Éducation, du Loisir et du Sport, Québec Guy Thibault Ministère de l'Éducation, du Loisir et du Sport, Québec Physical Literacy Workshops – Working toward 100,000 Champions A2 14:00 – 15:00 Individual / Individuelle This interactive session will increase the awareness of physical literacy, CS4L and the development of Fundamental Movement Skills among children and youth. This session will also introduce tools and resources that are available and how they are being used by coaches and teachers to create a positive learning environment which supports the development of physical literacy. There will be opportunities for discussion throughout the presentation as well as example activities that attendees can use with their own participants. The successful implementation of CS4L depends upon multi‐sectoral cooperation. This session will explore how sport and education can work together to develop physical literacy as the foundation of life‐long sport and physical activity participation among children and youth.
PHE Canada The WinSport Challenge: Building an Institute Based on CS4L Framework A3 This session will provide an overview of the vision, rationale, and necessary building blocks for the WinSport Canada quest. The unique elements afforded by the WinSport situation will be examined, together with the identification of components and behaviours that may be ‘exported’ or replicated in other jurisdictions. Additionally, the challenges and obstacles being faced will also be presented, as well as some short‐term successes.
Dr. Stephen Norris CS4L & WinSport Implementing CS4L in Community Programming A4 A5 LTAD now fairly commonplace in sport, but how do you implement these plans, and use LTAD as a marketing tool to attract athletes to your sport or your facility. We will discuss these questions as well as explore how to attach your programs with the appropriate stages. We will also look at how strategies to educate parents on the principles of LTAD and hurdles to marketing CS4Lwithin your community offerings. This presentation will also look at building bridges into recreation, and how to create programming that transcends the competitive pathways in sport and bridges the Active for Life athlete.
Andrea Carey Developmentally Appropriate Football Brian Guebert Pacific Institute for Sport Excellence Andie Pask Pacific Institute for Sport Excellence There are some obvious physical, cognitive, psychosocial advantages for youth when offering six‐a‐side football such as the smaller playing surface and a greater opportunity to be involved in the play (i.e. touching the ball on offence or making the tackle on defence). Six‐a‐side football also offers an advantage to coaches creating a positive psychosocial environment because there are fewer players on the team it allows the head coach a greater opportunity for one on one interaction with the players where he/she can model positive behaviours and techniques for the youth to internalize. It is in the best interest of the youth that these developmental changes are made to the game in order to aid their understanding and grasp of the fundamental components of the game of football.
Football Saskatchewan
Little Aces Community Development Strategy A6 The presentation will highlight how Tennis Canada, the Provincial tennis associations and community partners are working together to integrate the first three stages of the LTAD in major markets with key partners. The presentation will also highlight the Mississauga Little Aces community key learning and how this strategy has built community capacity by identifying key volunteers to lead the strategy by working with school partners, park and recreation staff, summer community clubs and a top indoor tennis development centre to help grow and retain community participation. A step‐by‐step organizational guide will be reviewed with principles of success as this strategy is being rolled out in over 20 major markets over the next 6 years.
Hatem McDadi Tennis Canada Five Simple Strategies to Help Coaches Facilitate the Development of Athletes through Sport A7 15:00 – 15:15 Coaches are arguably the most important actors in the sporting context given that they are the adult with whom athletes most often interact. Despite the great impact they can have on athlete development, many coaches have limited training or knowledge on how to structure suitable environments to facilitate the holistic development of athletes. Given that mere participation in sport does not guarantee athletes' holistic development, initiatives must be undertaken to help coaches more effectively facilitate athlete development through sport. For several years, our research group at the University of Ottawa has conducted studies with exceptional high school coaches who have won coaching awards recognizing their work with athletes (e.g., Camiré, Trudel, & Bernard, 2011; Camiré, Trudel, & Forneris, 2011; Camiré, Trudel, & Lemyre, 2011). In this presentation, we present five simple strategies coaches can use to facilitate athlete development through sport. Concrete examples of activities these coaches implemented in their coaching practice are provided in addition to some of the challenges they confronted when implementing these activities. The five strategies described can be applied by sport coaches working with adolescent‐aged youth in a variety of settings and provide coaches with useful tools to promote LTAD's objective of optimizing the holistic development (physical, mental, cognitive, and emotional) of athletes. Martin Camiré University of Ottawa Break / Pause B1 Train to Win * Dr. Stephen Norris (M) CS4L & WinSport Scott Livingston B2ten Istvan Balyi CS4L Stephane Barrette Cross Country Ski
The Role of Educating Tomorrow’s PE Teacher at the Post‐Secondary Level 15:15 – 16:45 Panel / Panel B2 How is sport, pedagogy, physical literacy, activity classes etc. being taught in post‐secondary institutions and what is the message that should be delivered versus the message that is and has typically been delivered.
PHE Canada Dr. James Mandigo (M) Sport for Development – Canada in Action B3 This session will feature a panel of Canadian experts who have been using sport as a development tool around the world. Examples of how best and promising practices originating in Canada and shared and implemented in other countries to address a variety of health and social issues will be featured. CS4L & Brock University Carla Thachuk Commonwealth Games Canada Dr. Colin Higgs CS4L Dr. John Corlett University of Winnipeg
Christian Hrab (M) B4 Implementation of CS4L through NCCP CS4L CS4L in the NCCP best practices in instructional design and implementation from NCCP partners. Cyndie Flett Coaching Association of Canada
16:45 – 18:30 Poster Session, Expo and No‐Host Bar / Présentation d’affiches, Expo et bar payant SUMMIT PROGRAM – DAY 2 PROGRAMME DU SOMMET – 2 JOUR Feb 2, 2012 7:45 – 8:30 Type / Type Code Breakfast / Le petit déjeuner Title / Titre 8:30 – 9:15 Plenary / Plénière 9:15 – 11:00 Messenger Training & Panels C1 C2 C3 Introduction to CS4L Messenger Training * Introduction à la formation de messagerie ACSV Messenger Training for 100k Champions Campaign – PHSYICAL LITERACY * Messenger Training for 100k Champions Campaign – INDIVIDUAL SPORTS Messenger Training for 100k Champions Campaign – TEAM SPORTS 11:00 – 11:15 Break / Pause D1 Sport Étudiant ** Speakers / Conférenciers Alain Roy RSEQ
Challenging the Suck‐it‐up Theory D2 Akin to "walk‐it‐off" and "shake‐it‐off", the "suck‐it‐up" theory has been supporting many a last minute come‐from‐behind‐win‐at‐all‐costs push in the pursuit of victory. Originally thought to build character and demonstrate perseverance through adversity, we now know the consequence of these theories and the price we ask athletes and participants to pay in many instances is much too high. Parents, coaches and trainers can make decisions that impact young lives with little or no regard for short‐term or long‐term health consequences. Is this willful neglect or plain ignorance? Of course the answer is the latter ‐ without necessary and accurate information we are all left to make decisions based on what we know and unfortunately in this regard we know very little. The field of injury prevention has been successful when it uses the study of behaviour and the incorporation of models and theories but there is little evidence to suggest these concepts are being applied to the prevention of sport and recreation injuries. Participants can expect to engage in conversation about injury risk, how we move past the antiquated "Suck‐it‐up" theory and how leaders and organizations can begin to build injury prevention strategies based on evidence‐based behaviour theories and models. Brandy Tanenbaum Sunnybrook Health Sciences Centre Dr. Susan Forbes Lakehead University Debra Gassewitz D3 11:15 – 12:15 Individual / Individuelle Governance and CS4L CS4L & Sport Information Resource Centre
Physical Activity and Literacy D4 Literacy is an essential skill for success in today's society, and according to Dr. Grethen Owocki, "Play is like a gold mine in its potential for facilitating literacy." Dr. Bruce Perry, a strong proponent for the use of movement and rhythm in his therapeutic work with children, suggests that seven minutes of exercise opens the brain for a forty minute window for learning. Too often the benefits of physical activity and literacy are underplayed. Many children and parents do not get an hour of daily physical activity, and parents often find it difficult to make time for reading with their children on a daily basis. Parent workshops that combine children's books, poetry, and music with physical activity help promote and foster value for both literacy and healthy living. Children learn values from their parents, and values are more easily taught to children through fun activities. This active presentation introduces scenarios for combining physical activity and literacy, including cognitive development, vocabulary, and numeracy. The suggestions can also be applied to life situations to make "humdrum" situations, such as a walk to the grocery store, a fun adventure that lessens the need for disciplinary action. Together we will explore how to use songs, dance, child centered discussion, and play to create positive attitudes about literacy and physical activity. Alice Samkoe Regina Public Library The Physical Literacy Movement D5 D6 This presentation will provide a description of ongoing work related to physical literacy. A new model of physical literacy and child health will be presented. The role of physical literacy in development of good health of children and adults, as well as its role in driving sports participation will be discussed.
Dean Kriellaars On the Right Track? Aligning Canadian Speed Skating Coaching Education to the LTAD Model Mathew Dowling University of Manitoba University of Alberta The purpose of this collaborative study was to examine the alignment of program delivery to the LTAD model through an in‐depth case study one of Canada's prominent sports: Speed Skating. Although much material has been published with regard to the LTAD, there have only been a handful of studies attempting to empirically research it outside of its physiological origins (for exceptions see Black and Holt, 2009; Lang and Light, 2010). This study adds to our knowledge by examining an under researched yet critical area of the LTAD model implementation, program delivery, and contributes to our understanding by providing data which examines the alignment of the program delivery of coaching education to the LTAD model. The method adopted was part of a 62‐item online, survey developed and distributed in French and English to all speed skating organizations across Canada, including clubs (n=162), provincial (n=12), regional (n=6) and national training centers (n=2). The empirical findings of this investigation are preliminary but currently indicate gaps between organizational delivery, athlete needs and the current supply of appropriately trained coaches. The implications for NSO and LTAD policy makers alike are a necessity to now focus on inherent issues faced by NSOs in aligning their specific program delivery to the LTAD effectively. Moreover, the data set indicates that the establishment of the LTAD is continually posing a significant challenge to implement effectively at a program delivery level. The findings presented herein also constitute as the first steps of a broader, ongoing study into Canadian speed skating coaching education. Where Are All the Women? D7 12:15 – 13:30 13:30 – 14:30 An examination of the needs of female athletes through the stages and the critical role women coaches play in delivering a well rounded LTAD philosophy in sport. Learn what you can do to encourage, develop and retain more women in the coaching ranks. Sheilagh Croxon Coaching Association of Canada – Women in Coaching Program Lunch, Poster Session and Expo / Dîner, présentation d’affiches & Expo Les objectifs, les compétences acquises par la formation, et les lignes directrices du DLTA dans le volleyball masculin canadien. Y a‐t‐il de la cohérence ? ** Individual / Individuelle E1 Les volleyeurs canadiens accusent un retard au niveau des habiletés techniques, tactiques et motrices. Ce retard est souvent causé par les entraîneurs qui placent la victoire au devant du développement du jeune joueur (Cardinal, 2009). Sport Canada a élaboré le modèle de Développement à long terme de l’athlète (DLTA) afin de guider les entraîneurs dans le développement des athlètes canadiens. Les fédérations sportives comme Volleyball Canada (VC) et Volleyball Québec (VBQ) ont également developpé leur propre modèle de DLTA (VC, 2006 et VBQ, 2009). L’objectif de cette étude est de vérifier la concordance entre a) les objectifs des entraîneurs, b) les habiletés entraînées à différents niveaux et c) les recommandations proposées par le modèle de DLTA de Volleyball Canada et Volleyball Québec. Quatre entraîneurs [école secondaire (n=2); collège (n=1) et université (n=1)] ont participé à cette étude de cas multiple (Yin, 2009). Une approche multiméthodologique a été utilisée. Les données ont été analysées en utilisant les modèles de DLTA de VC et VBQ. Les résultats montrent que les entraîneurs des écoles secondaires manquent de temps pour développer les habiletés techniques. L’entraîneur de niveau collégial respecte bien les recommandations du DLTA de VBQ. L’entraîneur universitaire développe davantage les habiletés tactiques d’équipe puisque les matchs sont fréquents. Les entraîneurs sous entraînent les habiletés tactiques individuelles, à l’exception de l’entraîneur de niveau collégial. Les habiletés motrices et les savoir‐faire moteur de base étaient seulement intégrés dans les exercices spécifiques de volleyball. En conclusion, les entraîneurs ont de la difficulté à suivre les recommandations du DLTA. Canadian volleyball players lack motor and basic technical skills, mostly caused by coaches who prioritize winning at the expense of development and by a lack of supervision with regards to the players’ continuous development (Cardinal, 2009). Sport Canada and Volleyball Canada urged that the development of Canadian volleyball players must be guided by a Long Term Athlete Development (LTAD ) model. Such models were designed by Volleyball Canada (VC) and Volleyball Québec (VBQ). The purpose of this paper is to determine if there is consistency between (a) goals, (b) skills trained by coaches of various levels and (c) guidelines proposed by VC and VBQ (LTAD) models. Four volleyball coaches [high school (n=2); college (n=1) and university (n=1)] have participated to this multi‐case study (Yin, 2009). A mixed method approach (Creswell, 2009) was used. Each coach was interviewed before and after each selected practices. All data were analysed through the Canadian and Quebec LTAD models. High school coaches declared they lack time to develop Jonathan Chevrier Volleyball Québec technical skills. They prioritized team skills. College coach respected LTAD guidelines. University coach prioritized team play because games are frequent. Most of the time, data collected by video and interviews confirmed that goals were difficult to achieve. Individual tactical skills were undertrained, except for the college coach. Basic motor skills were exclusively integrated during the volleyball drills. Coaches struggle to implement LTAD recommendations. It may be explained by the players’ late introduction to volleyball. Then, coaches rush the players’ development, being exposed to many games and without sufficient training.
Education and Sport Working for Everyone E2 Bill Crothers Secondary School is a publicly funded high school, which operates to allow high school, aged athletes to excel in academics and athletics, regardless if they strive to succeed on the podium or the playground. Accepting student‐athletes into two streams, high performance and sport for life, BCSS for the first time in its four‐year history is operating at full capacity. Curricular sport programs that are offered include: HP Athlete Stream, Integrated Learning Instructional Period, Specialty High Skills Major Program, Health and Physical Education (HPE) classes aligning with the principals of CS4L including a course called LTAD. As well, each of our non‐PHE classes, be it math, history or fashion, all have a unit dedicated to sport. CS4L friendly initiatives that are non curricular include; a summer camp called Learn to Train Colt Camp which is focused around multisport physical literacy, Smarter Athletes which educates student athletes about the 10 key factors of CS4L, HP development programs that operate outside of the typical high school team, student lead intramurals for active for life athletes, NCCP Super Clinic, and a complete co‐curricular sport review to ensure that programs align with the needs of our student athletes. This could not all be possible without a state‐of‐the‐art high school facility which includes three full size gymnasiums, a first class weight room, energy systems lab which includes 30 spin bikes and 12 rowing machines, yoga/fitness studio, plyometrics room with a 120 foot track, Olympic size track, two artificial turf fields and a natural turf field. All of this is possible because of system alignment and integration. Derrick Stryker Bill Crothers Secondary School Positive Youth Development in Sport E3 Programming for adolescent youth is very different than doing so for children. Youth need to be engaged in the planning processes, have their input validated, have the opportunity to try new skills, have support in taking risks, and have a sense of meaningful participation in the activity. This session will help participants better understand the needs of youth and how to plan programs and activities that are designed to meet those needs. When a young person's needs are being met, that person is more likely to come to the program, contribute to the program, and bring friends to the program. Proactive planning will help more youth to stay and ‐ ultimately ‐ play in the game of sport.... for life. Marion Price Parks and Recreation Ontario Integrating Physical Literacy and Healthy Child Development E4 PHE Canada and Parks and Recreation Ontario's HIGH FIVE® quality assurance standard have partnered to create a holistic approach to training sport and recreation leaders. This interactive presentation will highlight approaches used to foster physical literacy and fundamental movement skills as well as increase moderate to vigorous physical activity and healthy living. Come and experience some of the cutting edge activities used to help children develop physical literacy and enhance their social and emotional development. Participants will leave with a better understanding on the crucial role they play in supporting children's physical and emotional well‐being. And, participants will be better equipped to promote physical literacy as the foundation of life‐long participation in sport and physical activity. LJ Bartle HIGH FIVE® Sport for Life for British Columbians who are Blind E5 Working closely with a variety of community partners the following programs have been developed and implemented throughout BC for individuals who are blind or partially sighted: 
Early Intervention ‐ fostering early development of motor skills and beginning physical literacy in preschoolers who lack visual stimulation to move and model movement after. 
Insight In Schools ‐ focusing on supporting participation in all aspects of physical education and physical activity in the school system. This includes assessing the student who is blind, working with PE teachers, vision teachers, classroom teachers and education assistants to provide appropriate instruction modifications for PE. 
Seniors Outreach Physical Activity Program ‐ working with seniors who have lost or are losing their vision and focusing on developing their balance, strength, endurance and Mike Lonergan BC Blind Sports and Recreation Association flexibility. The goal is to provide support to programs in their local community, through training of instructors in instruction modification. These programs, successful because of the strategic partnerships developed with the education, health, blindness, and sport sectors, will be discussed in this presentation.
An Elephant in the Room: Lessons from Addressing the Tiering Question E6 Ringette Canada has implemented new tiering procedures for teams across the nation. The process of arriving at this point has been uneven and has been marked by fits and starts. This presentation will begin with a brief examination of why tiering needed to be addressed in ringette, and then will examine the process undertaken by Ringette Canada. Finally, the presentation will outline the current situation and the lessons learned through this political process.
David Patterson Ringette Canada LTAD 101 – Kaizen E7 14:30 – 14:45 The presentation will describe how Kaizen contributed to the evolution of LTAD since it’s publication in 2005. Many of the 10 Key Factors evolved since 2005, namely: The 10 year rule, The FUNdamentals, Specialization, Developmental Age, Trainability and Calendar Planning for Competition. “Change is inevitable, progress is optional!”
Istvan Balyi CS4L Break / Pause What is Talent? * F1 Coaches and spectators alike often talk about athletes who have "talent"; but does talent really exist? The panel will present various positions on whether the term talent has any useful meaning, is something inherent in the athlete or is a figment of the observer's imagination, and whether it can usefully be detected and used to predict future success in sport. Enjoy an animated debate since we know that the panelists don't all agree on this topic, and be prepared for a lively question and answer period. Dr. Colin Higgs (M) CS4L Paul Jurbala CS4L Dr. Vicki Harber CS4L & University of Alberta Sean Scott Own the Podium
Brian Rahill (M) F2 Quality Club Standards Long Term Officials Development ‐ Better Judges, Refs and Timers leading to better sport F3 14:45 – 16:15 Panel / Panel The panelists will discuss their own work in developing and implementing a Long Term Officials Development plan for their respective sports. The presentation will cover the importance of officiating in the sport development system, the applicability of LTAD principles to officials and the steps that need to be taken in order to create an officiating framework that works for and benefits from the LTAD framework in your sport. Provincial/Territorial Panel – Plan 25 F4 Plan 25 is a great example of integrated planning and effective strategies for getting a stronger push toward LTAD implementation nationwide. This session will provide an opportunity to hear the “what”, “why” and “how” of Plan 25 from softball, cross‐country ski, curling, rowing and volleyball. NSOs and PSOs will be asked to sit together for a short working session using an integrated planning template. Integrating Physical Literacy Concepts into Existing Programming F5 Physical Literacy is foundation of movement and it is crucial to develop these skills in order to become Active for Life! The Move & Play Through Physical Literacy cards were created to assist leaders interested in integrating Physical Literacy and Fundamental Movement Skills into new or existing programs and activities. The cards are divided into 3 categories as to align with the first three stages of the Canadian Sport for Life (CS4L) Long Term Athlete Development Model (LTAD). This active session will allow participants to experience first‐hand how to integrate physical literacy and FUNdamental Movement Skills into a variety of settings such as classrooms, practices and after school programming. Discover how to develop stability, locomotor and object manipulative skills CS4L & Canadian Olympic Committee TBD André Lachance (M) CS4L & Baseball Canada Corrie Davis Baseball Canada Nancy Brawley Diving Canada Frances Loiser Ringette Canada
Carolyn Trono (M) CS4L, Rowing Canada & Sport Manitoba Drew Mitchell BC Sport Agency Lise Jubinville Softball Canada
Christian Hrab (M) CS4L Stephanie Wierl Lethbridge College Be Fit for Life Centre Ashley Jensen Calgary and District Be Fit for Life Centre Lea Yardley 16:30 – 17:00 Plenary / Plénière through a games approach. Understand the basics of skill acquisition and the ABC’s of athleticism and learn how to apply them while progressing through the FUNdamantals. Discover how Alberta active living, recreation and sport have collaborated to provide a training program for recreation summer camp leaders in both rural and urban communities. Participants will also be able to connect physical literacy skills to a wide variety of environments including alternative environments, dance, individual activities and games environments. Hop, skip and jump your way into Physical Literacy!
TBD Calgary and District Be Fit for Life Centre TBD * Delivered in English with simultaneous translation to French / Prononcée en anglais avec traduction simultanée en français ** Delivered in French with simultaneous translation to English / Prononcée en français avec traduction simultanée en anglais (M) = Moderator (M) = Modérateur