kinesiology versus physical (activity) education?

Transcription

K I N E S I OLOGY VERSUS PHYSIC AL (AC TIVIT Y ) EDUC ATI O N ?
PHYSICAL & HEALTH
Education Journal
LA REVUE D’ÉDUCATION PHYSIQUE ET À LA SANTÉ
VOLUME 76 NO. 3 — AUTUMN / AUTOMNE 2010
Feature Articles:
Fostering Ethical Development
in Physical Education
Children Using Photo-hadithi to
Make Meaning About HIV Transmission
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PHYSICAL & HEALTH
Education Journal
VOLUME 76, NO.3 ISSN 1498-0940
Executive Director / Directrice générale
Andrea Grantham
Editor in Chief / Rédacteur-en-chef
John Maker, Ph.D.
Communications Manager / Gestionnaire de communication
Angela Abbott
PEER REVIEWED ARTICLES /
ARTICLES VEDETTES RÉVISÉS PAR LES PAIRS
6 Fostering Ethical Development in Physical Education
By Ken Lodewyk and Tim Elcombe
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24 Children Using Photo-hadithi to Make Meaning About
HIV Transmission: Experience from a Kenyan Primary School
By Bosire Monari Mwebi
Date of Issue/Date de publication :
October 2010/octobre 2010
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Daren MacGowan Graphic Design
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Board of Directors 2010/2011
Conseil de direction 2010/2011
REGULARS / CHRONIQUES
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Louise Humbert, President / Président
Mark Jones, Past-President / Président sortant
Don Hutchinson, British Columbia and Yukon /
Représentante de la Colombie-Britannique et du Yukon
Heather Rootsaert, Alberta and NWT / Représentante de l’Alberta et des T.N.O.
Reg Leidl, Saskatchewan / Représentant de la Saskatchewan
Jacki Nylen, Manitoba and Nunavut / Représentant du Manitoba et Nunavut
Ted Temertzoglou, Ontario / Représentant de l’Ontario
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A Word from the President
Mot du président
Editorial
Éditorial
QSH: The “In Motion Club”:
A Healthy School Success Story
Dance: Returning to Ballet
with lessons from Glee? Maybe!: Part 1
QSIR: Halloween “Spooktacular”
QDPE: RAP Winners 2009–2010
SQE : Le Club In Motion (En mouvement) : Une saine réussite!
Hot Topics: The Academic Discipline
Sandy Farr, Québec / Représentant du Québec
Fran Harris, New Brunswick/ Représentant du Nouveau-Brunswick
Daniel Robinson, Nova Scotia / Représentant de la Nouvelle-Écosse
Antony Card, Newfoundland and Labrador /
Représentant de Terre-Neuve et du Labrador
Cheryl Tanton, Prince Edward Island / Représentant de l’Île-du-Prince-Édouard
AUTUMN • AUTOMNE 2010 1
A WORD FROM THE PRESIDENT
I
have always thought that fall was a truly wonderful time of the
year. When I was a child it was my favourite time because I had
a September birthday . . . nowadays, that is not exactly what I look
forward to in the fall, but it is still an exciting time! Those of us
who work with students of all ages know the energy that fall brings.
Back to school offers the promise of another school year, new
beginnings, the continuation of projects and initiatives, fall
sports, and a chance to continue pursuing our passion:
inspiring children, youth, and people of all ages to live a
physically active lifestyle.
As I write this, Physical and Health Education Canada’s Student
Leadership Conference has just concluded. From all reports this
year’s camp was another huge success. Several students from the
University of Saskatchewan attended and shared these thoughts
with me: “It is hard to describe this experience, it had such a
profound impact on me, I will never forget what I have
learned.” Another said: “I cannot find the words to describe my
experience at this conference, I have learned so many new
things, and met so many amazing people who have the same
passion as I do for physical activity and a healthy lifestyle.” A
third exclaimed: “I have learned to believe in myself and expand
my knowledge in the area of leadership and physical activity, this
was an experience I will never forget.” I would like to extend a
sincere thank you to all of the mentors, as well as PHE Canada
staff and board members who made this camp such a positive
experience for all of the university students who attended.
This same sense of excitement around learning new things and
meeting new people awaits all of us at the Ophea and PHE
Canada 2010 National Conference in Toronto, October 21st to
23rd. The theme of this year’s conference – Healthy Schools,
Healthy Communities – accurately reflects our work to promote
health and well being for children and youth of all ages. We
2 PHYSIC AL AND HEALTH EDUC ATION
know that while some of us may work in schools, we are not
alone in our efforts. If we can work closely with our community
partners, families, and all who care about the health of children
we truly can shape our future in a positive and healthy way!
Thank you to the conference committee members who have
prepared pre-conference and conference sessions that offer all of
us opportunities to learn new information and reflect on our
current practices. I have looked at the programme and I am
excited to attend, learn, and bring back lots of new ideas for my
students. I am confident that you will feel the same way! Fall is
an exciting time, but this year it is especially so as we will gather
in Toronto to learn, socialize, and meet old and new friends.
The excitement and energy of fall is aptly captured in this
edition of our journal. Our Editor-in-Chief, Dr. John Maker,
has worked with numerous authors to provide an array of
articles on many aspects of our work. I know that you will enjoy
reading the voices of those very new to our profession and those
whose wisdom gives us pause to think and reflect. Take
a moment to relish in the excitement and energy of the fall
season. May you have a healthy, active, and exciting few
months, and I look forward to seeing you in Toronto!
Best wishes,
Louise Humbert
PHE Canada President
MOT DU PRÉSIDENT
J
’ai toujours considéré l’automne comme une merveilleuse période de l’année. Quand
j’étais jeune, c’était surtout parce que mon anniversaire est en septembre. De nos
jours, ce n’est certes plus ce qui m’y attire le plus! Quoi qu’il en soit, l’automne demeure
une saison riche et fructueuse. Ceux et celles d’entre nous qui œuvrons auprès des élèves
sommes très sensibles au regain d’énergie caractéristique de l’automne. Le début des
J’écris cet article alors que vient juste de prendre fin la
Conférence sur le leadership étudiant d’Éducation physique
et santé Canada. D’après les nombreux témoignages recueillis,
il semblerait que le camp de cette année se soit avéré un
franc succès comme toujours. De fait, plusieurs étudiantes et
étudiants de l’université de la Saskatchewan m’ont fait part de
commentaires encourageants que j’aimerais partager avec
vous : « L’expérience que j’ai vécue est très difficile à expliquer,
même si elle a eu une profonde influence sur moi. Je
n’oublierai jamais tout ce que j’ai appris au camp. » Un autre
participant ajoute : « Il n’y a pas de mots pour décrire mon
expérience au camp, tant j’ai découvert de nouvelles choses
et rencontré des personnes extraordinaires qui partagent ma
passion pour l’activité physique et les modes de vie sains ». Un
troisième jeune a ajouté : « J’ai appris à croire en moi et
j’ai enrichi mes connaissances sur l’activité physique et le
leadership. C’est une expérience que je n’oublierai jamais. » Je
tiens à exprimer ma profonde gratitude aux mentors, ainsi
qu`à tous les membres du personnel et du conseil de direction
d’EPS Canada dont les efforts soutenus ont permis aux jeunes
participants de vivre une si belle aventure.
C’est ce même sentiment de plaisir et de découverte qui nous
anime à l’idée des nouvelles choses que nous apprendrons et
des nouvelles personnes que nous rencontrerons à l’occasion
de la Conférence nationale 2010 de l’Ophea et d’EPS
Canada qui se déroulera à Toronto du 21 au 23 octobre. La
thématique de cette année, « Écoles en santé, communautés
en santé », reflète notre engagement à promouvoir la santé et
le bien-être de tous les enfants et les jeunes. Même si plusieurs
d’entre nous œuvrons en milieu scolaire, il est clair que nous
ne nous faisons pas cavalier seul. En collaborant avec les
partenaires communautaires, les familles et toutes les personnes
qui ont à cœur la santé des enfants, nous leur préparons un
avenir en santé! Merci aux membres du comité organisateur
pour avoir préparé les ateliers de la pré-conférence et de la
conférence qui, tous, nous donneront l’occasion de parfaire
nos connaissances et de réfléchir à nos pratiques actuelles.
Ayant consulté le programme, j’ai très hâte de participer, de
me renseigner et de revenir chez nous la tête pleine de
nouvelles idées qui feront la joie de mes élèves. J’ai bon espoir
que vous serez du même avis. Si la saison automnale a
toujours de quoi séduire, elle s’avère doublement attrayante
cette année puisqu’elle nous donne l’occasion de nous réunir
à Toronto pour découvrir, pour socialiser, pour renouer avec
d’anciennes connaissances et pour se faire de nouveaux amis.
L’énergie et les riches couleurs de la saison sont dignement
reflétées dans le présent numéro du Journal. Le rédacteur en
chef, John Maker, Ph. D., a collaboré avec plusieurs auteurs
pour nous offrir une brochette d’articles sur divers aspects du
métier qui nous feront réfléchir, des premières impressions
d’enseignants néophytes aux sages paroles d’éducateurs
d’expérience. Profitez à plein de la splendeur automnale. Je
vous souhaite une saison active, dynamique et vibrante sous le
signe de la santé. Au plaisir de voir très bientôt à Toronto!
Merci
Louise Humbert,
Président, EPS Canada
EDITORIAL
A
s PHE Canada members gear up for the 2010 Ophea and PHE
Canada National Conference on October 21st-23rd, I am
reminded of the great strides we are making as a group moving
forward. At the same time, as we have seen recently, there is cause for
concern considering the less than stellar results of the 2010 Active
Healthy Kids Canada Report Card on Physical Activity for Children
and Youth. Considering such concerns, this issue once again sees the
return of our Hot Topics section in which Dr. Earle Zeigler ruminates
on the development of PE as an academic discipline and sounds a call
to action. We would love to hear what you, dear readers, have to say
on this topic too. After attendance at the conference (or even if
you can’t make it), consider writing a few words in response to Dr.
Zeigler’s article. We would love to share some of these with our
readers in the next issue.
One of our feature articles, Fostering Ethical Development in
Physical Education, speaks to one of Zeigler’s concerns that PE is
sometimes viewed too narrowly. This piece reminds us, convincingly,
that not only do we teach the physical, but through physical
education, cognitive, social, ethical, and intellectual development
flows. The authors posit that physical educators can, should, and do
teach more than the physical.
Similarly, Chantale Lussier-Ley once again contributes a Dance
article reminding us that Dance in physical education also has the
ability to “foster ethical development” by encouraging social behaviour
and bringing students into contact with other students and ways
of interacting with the world that might challenge their received
knowledge. Her work also reminds us that we can use the tools most
accessible to the students to better connect with them, in this case,
Chantale uses lessons from the show Glee.
Likewise, our Quality School Health article highlights the “In Motion
Program” which, like the show choir in Glee, aims to inspire the whole
school to get moving and dancing. The program’s inclusiveness is just
the kind of inspiring activity that is embodied in a show like Glee –
once all the television glitz is removed and the realities of tight
budgets recalled! That schools are thinking outside the box to
improve school health is a testament to their desire to make a lasting
difference in their quality of life.
Lastly, some of the recommendations and lessons learned in our
second feature article, by Bosire Mwebi, shows how connected are
students the world over and how the use of photo “stories” can be
used as effective teaching/learning tools not only in Kenya (where this
study on children’s perceptions of the spread of HIV took place) but
the world over, including here in Canada.
I hope that everyone will enjoy the upcoming conference and remind
you that we would love to hear your impressions both via email and
through our new online portals at: www.phecanada.ca. Here you
can begin following us on Facebook and Twitter and really start
connecting with each other as do students across the country and
around the world.
Editorial Board
Rick Bell, D.Ed.
Pierre Boudreau, Ph.D.
Shannon S.D. Bredin, Ph.D.
Trent D. Brown, Ph.D.
Joy Butler, Ph.D.
David Chorney, Ph.D.
Roger T. Couture, Ph.D.
David Erikson, Ph.D.
Nick Forsberg, Ph.D.
Nancy Francis, D.Ed.
Sandra L. Gibbons, Ph.D.
Johanne Grenier, Ph.D.
Joannie Halas, Ph.D.
Clive Hickson, Ph.D.
Tim Hopper, Ph.D.
University of Victoria
University of Ottawa
University of British Columbia
Monash University, Australia
University of British Columbia
University of Alberta
Laurentian University
Trinity Western University
University of Regina
Brock University
Université du Québec à Montréal
University of Manitoba
M. Louise Humbert, Ph.D.
Anna H. Lathrop, Ph.D.
Rebecca Lloyd, Ph.D.
Ken Lodewyk, Ph.D.
Chunlei Lu, Ph.D.
Moira Luke, Ph.D.
James Mandigo, Ph.D.
Nancy Melnychuk, PhD
Francine Morin, Ph.D.
Joanne Y. Pelletier, Ph.D.
Twyla Salm, PhD
Ellen Singleton, Ph.D.
Stephen Smith, Ph.D.
University of Saskatchewan
Brock University
University of Ottawa
Brock University
Brock University
University of British Columbia (Emerita)
Brock University
University of Manitoba
Laurentian University
University of Regina
University of Western Ontario
Simon Fraser University
Amanda D. Stanec, Ph.D.
Aniko Varpalotai, Ph.D.
St.Francis Xavier University
University of Western Ontario
ÉDITORIAL
A
lors que les membres d’EPS Canada s’apprêtent à participer à la
Conférence nationale 2010 de l’Ophea et d’EPS Canada du 21
au 23 octobre, je réfléchis avec fierté à la longue route parcourue et
aux sentiers que nous continuerons d’explorer comme groupe. Mais
malgré la grande distance franchie, la route est encore semée d’écueils,
comment en témoignent les piètres résultats du dernier Bulletin sur
l’activité physique chez les enfants de 2010 de l’organisme Jeunes en
forme Canada. Dans un tel contexte, le présent numéro marque le
retour de la section Dossiers chauds avec la participation d’Earle
Zeigler, Ph. D., qui réfléchit à l’intégration de l’éducation physique
comme matière scolaire et lance un appel à l’action. Nous aimerions
savoir ce que vous pensez de la question, chers lecteurs. Suivant votre
participation à la conférence (et même si vous ne pouvez y aller),
songez à écrire quelques mots en réaction à l’article d’Earle Zeigler.
Nous aurons grand plaisir à partager vos points de vue avec nos
lecteurs dans le cadre du prochain numéro.
Dans l’un de nos articles vedettes intitulé Fostering Ethical Development
in Physical Education, les auteurs craignent, comme M. Zeigler, que la
perception qu’ont certains de l’éducation physique soit trop étroite. Ce
texte convaincant signale que nos enseignements ont une portée qui va
bien au-delà de la dimension physique pour englober, par le biais de
l’éducation physique, des dimensions cognitives, sociales, éthiques et
intellectuelles. Ils arguent que les enseignants d’éducation physique
peuvent, et doivent, dépasser le simple volet physique.
Une fois de plus, Chantale Lussier-Ley contribue un intéressant article
sur la place de la danse en éducation physique et explique en quoi elle
appuie « le développement éthique » en favorisant les comportements
sociaux et les contacts entre élèves, et en leur proposant des modes
d’interaction qui peuvent remettre en question leurs acquis. Ses
travaux nous rappellent également le bien-fondé d’utiliser des outils
très accessibles aux élèves pour être mieux branchés sur leur réalité.
Dans ce cas particulier, elle s’inspire des leçons de la populaire émission
Glee.
Il en va de même de l’article sur la santé de qualité dans les écoles qui
présente le programme En Mouvement (In Motion), une initiative
qui, à l’image de la dynamique troupe de Glee, veut inspirer l’école
entière à bouger et danser. De fait, la nature inclusive du programme
reflète les inspirantes valeurs incarnées par Glee avec, en moins, le gros
flafla hollywoodien et les faramineux budgets! Le fait que les écoles
sortent de plus en plus des sentiers battus dans le but d’améliorer la
santé des élèves témoigne éloquemment de leur désir de faire une
réelle différence dans la qualité de vie des enfants.
En dernier lieu, certaines recommandations et leçons contenues dans
le second article vedette signé par Bosire Mwebi confirment en quoi
tous les enfants du monde sont reliés et comment le projet de
récit-photos peut s’avérer un outil d’enseignement et d’apprentissage
efficace non seulement au Kenya (où a eu lieu cette étude sur les
perceptions qu’ont les enfants de la propagation du VIH), mais
partout dans le monde, y compris au Canada.
J’espère que vous prendrez tous grand plaisir à participer à la
conférence et je vous invite chaleureusement à nous transmettre vos
impressions par courriel et, maintenant, grâce aux nouveaux portails
de notre site Web remanié à : www.epscanada.ca. De cette manière,
vous serez entièrement branchés sur nous au moyen de Facebook et
de Twitter et pourrez communiquer rapidement les uns avec les
autres, comme le font spontanément nos élèves à l’échelle du pays et
de la planète!
Comité de rédaction
Rick Bell, D.Ed.
Pierre Boudreau, Ph.D.
Shannon S.D. Bredin, Ph.D.
Trent D. Brown, Ph.D.
Joy Butler, Ph.D.
David Chorney, Ph.D.
Roger T. Couture, Ph.D.
David Erikson, Ph.D.
Nick Forsberg, Ph.D.
Nancy Francis, D.Ed.
Sandra L. Gibbons, Ph.D.
Johanne Grenier, Ph.D.
Joannie Halas, Ph.D.
Clive Hickson, Ph.D.
Tim Hopper, Ph.D.
Université de Victoria
Université d’Ottawa
Université de la Colombie-Britannique
Université Monash, Australie
Université de la Colombie-Britannique
Université de l’Alberta
Université Laurentienne
Université Trinity Western
Université de Regina
Université Brock
Université du Québec à Montréal
Université du Manitoba
M. Louise Humbert, Ph.D.
Rebecca Lloyd, Ph.D.
Anna H. Lathrop, Ph.D.
Ken Lodewyk, Ph.D.
Chunlei Lu, Ph.D.
Moira Luke, Ph.D.
Université de Saskatchewan
Université d’Ottawa
Université Brock
Université Brock
Université Brock
Université de la Colombie-Britannique, (émérite)
James Mandigo, Ph.D.
Nancy Melnychuk, PhD
Francine Morin, Ph. D.
Joanne Y. Pelletier, Ph.D.
Twyla Salm, PhD
Ellen Singleton, Ph.D.
Stephen Smith, Ph.D.
Amanda D. Stanec, Ph.D.
Aniko Varpalotai, Ph.D.
Université Brock
Université du Manitoba
Université Laurentian
Université de Regina
Université Western Ontario
Université Simon Fraser
Université St. Francis Xavier
Université Western Ontario
PEER REVIEWED ARTICLE
Fostering Ethical Development
By Ken Lodewyk, PhD and Tim Elcombe, PhD
S
With previous experience teaching high
school physical and health education,
Ken Lodewyk is currently an Associate
Professor at Brock University teaching
and researching relationships between
physical and health educators' beliefs
and practices and students' values,
motivation, worldviews, perceptions,
life skills, and achievement.
Tim Elcombe is an Assistant Professor
in the Department of Kinesiology &
Physical Education at Wilfrid Laurier
University. His research focuses on
applying the ideas of pragmatism to
philosophical and ethical issues in
sport and physical activity.
port and physical activity has a long history of attempting to foster
moral development. Contemporary researchers such as Shields and
Bredemier (2001) suggest physical strenuousness and competitive game
playing serve as potentially valuable cultivators of character and morality.
A survey by the Canadian Centre for Ethics in Sport (2002) found that,
second to family, Canadians regard sport as most influential for developing positive values in youth. Morgan (2006) notes that social practices like
sport and physical activities are defined by “the standards of excellence
they seek, the goods that are internal to their pursuit, and the virtues
[courage, justice, honesty, self-discipline, humility, sensitivity to the needs
and values of others, fair play] that are necessary to achieve” them (p. 10).
Compared to other school subjects,
physical education holds the potential to
provide students with opportunities to
experiment with actions that lead to
growth or limit the opportunity for their
“community” to flourish. Unfortunately,
physical educators often bristle at the
idea of moral education as part of their
pedagogical responsibility (Lumpkin,
2008). As Simon (2004) argues, educators often resign that a single set of agreed
upon values seems less attainable in an
increasingly pluralistic society. This may
be because teaching ethics in the classroom, the gym, or on playing grounds
can unavoidably privilege one moral
ideology over others. Simon also suggests
that educators often assume younger
students lack the maturity and rational
abilities to fully appreciate the complexity
of moral reasoning. As a result, educators
worry about asserting morals upon
children “without autonomous consent”
(p. 204). Unfortunately, this hesitation
results in missed prime opportunities to
use physical education to academically
enhance the moral development of our
youth.
Necessary Ethical Development
Students, parents, educators, and scholars
have highlighted the need to teach and
model ethical virtues like character,
courage, honour, honesty, justice, and
wisdom in education (OME, 2006) and
physical education (Corlett, 1996;
Lumpkin, 2008). This may be a primary
reason for its inclusion in some form
(e.g., character, life skills, attitude, and
fair play) as an outcome in most physical
education curricula (Lumpkin, 2008;
NASPE, 2004). For example, one of the
four aims of the Alberta (Canada) physical
education curriculum (AME, 2000) is
cooperation; that is, interacting positively
with others through communication, fair
play, leadership, and teamwork.
Fostering ethical development through
physical education is also important
because youth often act in ways that
contradict their stated ethical values
(Josephson Institute of Ethics, 2006).
Athletes are not exempt from this inconsistency. For example, participants in
some sports – particularly those who
compete longer and at higher levels –
tend to have lower moral reasoning scores
than non-participants (Shields &
Bredemier, 2001). Fortunately, moral
reasoning can be enhanced when coaches
and physical educators both purposefully
and consistently teach ethics such as fair
play and sportsmanship (Hedstrom &
Gould, 2004).
Are physical educators meeting this aim?
Do they foster ethical development in a
manner that avoids the concerns most
often raised? In this paper, we assert that
physical educators should conceive of
ethics as an experientially-based process
that leads to commonly accepted values –
values that educators can invaluably, systematically, and consistently incorporate
into a physical education curriculum. Based
on this approach to ethics, we suggest
ten practical ways physical education
teachers can foster ethical development
within a physical education context.
The Nature of Ethics
Kretchmar (2005) loosely defines ethics
as “how people ought to live, about
preferred values and behavior” (p.186).
Ethical analyses examine questions of
“right” and “wrong” in relation to acts as
well as “good” and “bad” in terms of
effects, motives, intentions, and character
(Ziegler, 1984). However, how we arrive
at conclusions related to ought/is, preferred/
avoided, right/wrong, good/bad, generates much debate. Some suggest ethics
are individually based. Others contend
that ethics are pre-determined for all by
authoritative or supernatural sources,
such as the state or religious doctrine.
Consequently, disputes over the source of
ethics arise leaving us with “seemingly
irreconcilable points of view” that
prompt people to simply “throw in
the towel” (Kretchmar, 2005, p.186).
This disengaged attitude towards ethics
discourages people from actively seeking
opportunities to foster ethical development. As a result, teachers and coaches
are left with little opportunity or motivation to include ethical guidance as an
explicit learning objective. Physical
educators might even resist responding to
blatant unethical acts, such as chronic yet
subtle students bullying or cheating
when playing games or completing timed
runs.
forged consensus on the beliefs and
values of families and communities. They
transcend socioeconomic, racial, religious,
cultural, gender, and other factors that
often divide people and communities”
(p. 4).
The goal of ethics then becomes to create
better conditions within which we live;
and, since we must all live together, the
Ethics as Process
Considering ethics as a lived, experientially based process, however, might help
physical educators to overcome many of
their concerns about fostering ethical
development through physical education.
Such a “process-approach” to ethics
includes experimentation, reflection, and
dialogue with others. For example, the
Ontario (Canada) Ministry of Education
(OME, 2000) defines character development – the “centerpiece of its mandate” –
as: “the deliberate effort to nurture the
universal attributes upon which communities agree. These attributes reflect a
Fostering ethical development is a valued outcome for education since behaviors and
decisions tend to be “morally charged.” Unfortunately, youth often act in ways
that contradict their stated ethical values. Physical education can effectively and
authentically nurture ethical maturation in students. We, therefore, call on physical
educators to be aware of commonly accepted ethical virtues and to guide students to
autonomously own and model ethics. We recommend that this be mainly through a
lived process in which students regularly practice collaborative and empathic critical
reasoning qualities and suggest practical ways for teachers for teachers to do so. Ethics
can become tangible in physical education as students are encouraged to “experience”
ethics—to live actions that either lead or stunt growth—and are provided
opportunities to flourish in concert with others.
Le développement du sens éthique s’inscrit parmi les grands buts en éducation puisque
les comportements et les décisions des gens tendent à être « ancrés dans la morale ».
Malheureusement, il arrive souvent que les agissements des jeunes contredisent leurs
valeurs éthiques avouées. L’éducation physique peut jouer un rôle essentiel dans la
maturation du sens éthique des jeunes. C’est pourquoi il faut encourager les
enseignants d’éducation physique à être conscients des vertus éthiques couramment
acceptées et de guider les élèves vers des pratiques éthiques qu’ils feront leur. Pour y
parvenir, les enseignants peuvent miser sur un processus de vécu qui permet aux élèves
de cultiver des qualités de raisonnement critique, coopératif et empathique. Il
existe plusieurs façons de ce faire. L’éthique peut devenir tangible dans un contexte
d’éducation physique, à mesure qu’on encourage les élèves à « vivre » leurs valeurs
éthiques, c’est-à-dire à poser des gestes qui favorisent ou défavorisent la croissance,
et qu’on leur donne la chance de s’épanouir avec d’autres.
When students feel, experience, and respond
morally, they are more likely to learn and
model ethical maturity than if they are simply
told how to respond.
(Telama, 1999)
process becomes rather social as students
reflect and address questions (e.g., What
can we do? In which actions can we
engage? What decisions can we make so
all of us have the opportunity to live
better lives?). As we engage with others
and increase in our awareness, so may our
ideas about good and bad, right and
wrong, better and worse. But these ethical
ideas will never simply be individuallybased – they will come from individuals
living in communities, engaging in
authentic ethical dialogue about what
makes the world better.
Perhaps most interesting about a
lived/process approach to ethics is that it
seems to arrive at consensus – more so
than moral relativism or even moral
absolutism. For example, the Josephson
Institute of Ethics (1992) sought consensus from educators, ethicists, and leaders
regarding which ethical values could be
taught without offending individuals
politically, racially, sexually, or socioeconomically. The six ethics to emerge
were trustworthiness, respect, responsibility, fairness, caring, and citizenship.
Meanwhile, Blasi (2005) suggests that
there are higher order virtues like selfcontrol and responsibility that tend to
apply across situations whereas others
like empathy, compassion, kindness, and
generosity are more contingent on sociocultural settings. The process of ethical
deliberation can best bring the shared
cross-cultural values of trustworthiness,
respect, fairness, responsibility, caring,
citizenship, and self-control to life. In
other words, these commonly shared
values cut across cultures because of what
they do for the growth of a community
or culture.
Viewing these as active, lived values can
enable educators to move past the concern
that ethical development involves imposing a contested moral ideology onto our
youth. Furthermore, children of all
maturation levels can begin to feel what it
is like to act in ways that creates growth
all around them. When students feel,
experience, and respond morally, they are
more likely to learn and model ethical
maturity than if they are simply told how
to respond (Telama, 1999). Hence the
importance of fostering cooperative
ethical dialogues in physical education
that involves clarifying and confronting
ethical issues, critiquing viewpoints, and
striving for justified ethical beliefs.
To conclude this section, we assert that
physical education may be best situated
to engage students in moral discourse.
Rather than sitting in chairs, students
engage the “world” (others, environments,
rules) in both structured and unstructured ways so that ethical reasoning
becomes a lived affair rather than a complex cognitive concept. Corlett (1996)
illustrates this by associating, as a
metaphor, teaching sporting activities to
the functionality of a modern zoo:
It is not a carnival where amusing
and exotic values are held behind
bars for all to see without really
making an intellectual or emotional connection. Rather, it is a zoo of
the best kind, preserving, protecting, breeding, and educating its
participants about ways of thinking
and feeling that are not always
accessible in daily life…[they] have
the opportunity to see humans at
their best and worst and everywhere in between and to see that
natural order of things from a
unique and illuminating perspective… [it is] a means whereby they
can engage the world and help
shape it in a way that is fulfilling…
(p. 448).
Next, we provide ten practical suggestions (see Table 1 for a summary) for
fostering ethical development in physical
education. Since it is beyond the scope of
this paper to provide a comprehensive list
of pedagogical strategies for ethical development, we refer you for that to Laker
(2001), Gibbons and Ebeck (1997), and
Gibbons, Ebbeck, and Weiss (1995).
Practical Suggestions for
Fostering Ethical Development in Physical Education
Model Ethical Behaviors and
Processes
There is overwhelming evidence that
students learn to model what they see
significant others like teachers, coaches,
and parents doing (Lumpkin, 2008).
Consequently, physical educators must
model moral behaviors such as integrity,
respect, justice, and responsibility and
demonstrate sound ethical reasoning
so students are aware of how ethical
decisions can be justified. As noted
earlier, rather than “indoctrinating” (conditioning) moral values into students,
teachers can foster autonomous morality
(personally owned values) in students by
activating their reasoning, discovery,
articulation, and embodiment of their
personal values partially through a democratic collaborative process. For example,
it may be necessary to occasionally
inform students about morally responsible behavior, in most situations it is likely more beneficial if the teacher guides
students to personally construct their
moral values by, for example, modeling
ethical reasoning, stimulating progressive
dialogue, and asking poignant questions
(Telama, 1999).
Help Students Understand
Ethical Values
It is, of course, unlikely for students to
apply ethics if they do not understand
Table 1: Suggestions for Fostering Ethical Development
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Model ethical behaviors and processes.
Help students understand ethical values.
Foster an ethos of care.
Utilize service-learning opportunities and indirect teaching methods.
Emphasize self-referenced competition.
Take advantage of ‘teachable moments.’
Stimulate ethical dialogue.
Include ethical objectives in lessons.
Use adventure education activities.
Incorporate structured experiences, case studies, role plays, and stories.
ethics. To promote such understanding,
Kuhrasch (2007) suggests using values
clarification activities such as a “looks
like, sounds like” activity in which students brainstorm what a value is and
come to comprehend specific ways that
particular values can be expressed in
physical education. This can also encompass understanding and confronting
moral concerns that are evident in elite
sports (e.g., “winning is everything”,
cheating, and greed) and discussing how
sports can be restructured to a higher
moral level (Morgan, 2006). Hellison
(1991) recommends that educators
should relate moral situations that arise
in physical education to corresponding
experiences in daily life. For example,
individuals might reflect on how the
temptation to cheat on their assigned
run is similar to the ethical dilemma
experienced when considering whether
or not to shoplift.
Foster an Ethos of Care
An ethos is a “spiritual climate” that exists
within a setting. For example, some
classroom settings are clouded by
predominant feelings of anxiety due to
the overt performances set by the teacher
to perform for grades, public recognition,
and praise rather than for mastery
(learning) and personal improvement
and satisfaction. Noddings (1992)
recommends that educators foster an
ethic of care in their schools and
classrooms. In order to do so, she recommends that teachers understand and
accept each student, commit themselves
to the welfare of each student, and shift
their focus from their own needs to one
that empathizes with the reality of each
student. She highlights that this ethic of
care needs to be a mutual one (sociallybased) that students also manifest.
Among her recommendations to fostering such an ethic of care, are for teachers
to show (not just tell) students how to
care, stimulate dialogue so that students
and teachers learn to better understand
each other, affirm and encourage caring
responses, and promote trust.
Utilize Service-Learning
Opportunities and Indirect
Teaching Methods
An important way to foster moral development in physical education is to help
students to broaden their perspectives by
providing them with interactive service
opportunities inside (e.g., mentoring,
assisting, organizing) and outside (e.g.,
cooperative projects) of the school. In
other words, the “physical” in physical
education is often experienced too
narrowly. For example, education of the
physical can occur through physically
demanding service ventures that benefit
the student and the community. Such
opportunities could include raking leaves
at a home for the aged, picking up
garbage around the school neighborhood, or stocking shelves at local nonprofit charity. As Noddings (1992)
attests, students tend to be more morally
engaged when they are interactively serving others in a spirit of care. Students are
also prompted to apply moral values
when given responsibility for which they
must take on a particular role (Telama,
1999). Such role-taking opportunities are
often fostered through the use of indirect
instructional methods such as sport
education, Teaching Games for Understanding, or inquiry-based teaching
(Metzler, 2000).
Emphasize Self-Referenced Competition
A prime opportunity for nurturing moral
development in physical education is by
stimulating appropriate forms of competition. For example, while there are
sound moral lessons to be learned
through inter-personal competition
(against others), it may be useful if
physical educators place more emphasis
on intra-personal competition in which
students are taught to naturally use selfreferenced standards for success (e.g.,
improvement, achieving personal goals,
affective outcomes; Morgan, 2006). This
is supported by research (e.g., Ewing,
Gano-Overway, Branta, & Seefeldt,
2002) revealing that athletes who emphasize personal improvement rather than
on proving one’s superior ability tend to
view sport as a means for fostering
process outcomes like cooperation and
citizenship and less on performance
outcomes like winning.
Take Advantage of “Teachable
Moments”
Kuhrasch (2007) recommends using a
“Play-Teach-Play” method to maximize
opportunities to foster ethical growth
through responding to ethical situations
that arise naturally in physical education.
This can take the form of “stopping play
for brief periods in which celebrations of
success are shared, low-level misbehaviors
are re-directed, and ideas for solving
problems are generated” (p. 18).
Teacher’s can regularly ask students if
their class experiences were fair for everyone. For example, after some game play,
the teacher can ask small groups of students to list examples of how individuals
(without identifying them) demonstrated
tolerance, fairness, and caring and a few
additional suggestions for how they
could be expressed. Another example
Table 2: Examples of Role Plays, Case Studies, Discussion, Moral
Dilemmas, and Narratives for Fostering Ethical Development in
Physical Education
Role Play:
• In your group of four, perform a short drama (story through a skit) in which
you depict how one of the following values can be positively demonstrated in
physical education class: trustworthiness, respect, responsibility, fairness, caring, and citizenship. Please be sure not to refer to anyone presently or previously in the class.
Case Study:
• Read (or have students read and respond to) a morally-charged story from the
newspaper (e.g., how professional golfer Jeff Sluman disqualified himself from
a tournament for breaking the rules) or from a book (e.g., antics by animals in
Aesop’s Fables; Hochstetler, 2006).
• Create “Compliment Cards” that each document ways that players have modeled fair play to their classmates. Discuss these and students goals for enacting
a “fair play code” (Gibbons & Ebbeck, 1997).
Moral Dilemmas:
• Assign groups of students to complete an obstacle course together as quickly as
possible. Ask them to write about how they felt, how their group made decisions, and how well the group cooperated to complete the task most successfully.
Discussions:
• Discuss how having team captains publically select individuals for their teams
in physical education can be unfair.
• Play a game with officials and then another game without officials. Discuss
specific problems and advantages of each. This can also be done by playing a
game cooperatively and another competitively (Hellison & Templin, 1991)
• In small groups, attempt to resolve a series of game problems provided by the
teacher prior to playing it (“Invent a Game” in Gibbons & Ebbeck, 1997).
• How might choosing to cheat on your fitness run in physical education relate
to your decisions about how to play a game, run a business, or drive a car?
might involve instances of interpersonal
(e.g., feuds) or intrapersonal (e.g., angermanagement) conflict from which
students can learn ethical reasoning skills.
As students recognize the personal and
communal benefits of ethical actions
their ethical will can mature perhaps by
which, “wholehearted commitment to a
moral desire, to the moral good, becomes
an aspect of identity to the extent that
not to act in accordance with the moral
will is unthinkable” (Blasi, 2005, p. 82).
Stimulate Ethical Dialogue
Instruct so that students cooperatively
dialogue about ethical issues while in
groups with diverse socio-cultural (e.g.,
ethnic, religious, and racial) characteristics. Piaget highlighted the importance of
cooperative peer discussions to facilitate
negotiation and compromise abilities
important in moral debate. Youniss
(1987) summarizes these ideas as:
First, the individual’s moral orientation is being developed through
memberships in relationships with
parents and peers, especially
friends. Second, the core processes
in this constitution are social interactional and include such things as
discussion, negotiation, and consensus seeking. Third, the moral
knowledge that is acquired through
membership in relationships and
participation in interactions must
be seen as affective or attitudinal as
well as cognitive. Having developed
morally through cooperation,
persons understand that they are
interdependent and interpersonally
responsible. (p. 135)
This might necessitate some use of the
Internet so students can collaborate with
peers from other countries or settings.
These dialogues can help students to
view differences as positive resources for
personal and communal learning and
growth rather than threaten or alienate
individuals. In other words, it can foster
more global-oriented perspectives for
breaking discrimination and stereotypes
and for fostering a sense of social justice.
Research has also demonstrated that
some overt teaching of how to engage in
reasoned argumentation is also useful for
stimulating such dialogue (Woolfolk,
Winne, & Perry, 2000).
Include Ethical Objectives in
Lessons
As many physical educators can attest,
unless affective objectives are explicitly
stated in lesson plans and assessed, they
are often simply assumed to occur. Sport
research has reported similar findings
with respect to learning morals and character. In other words, ethical maturation
does not occur automatically from mere
participation in sport or physical education (and can even be reduced) and is
facilitated when leaders (e.g., coaches and
teachers) are consulted (PCPFS, 2006)
and explicitly strive to foster it through
interventions like cooperative social
interactions. Lumpkin (2008) adds, “it is
essential that teachers educate students
not to rationalize their unprincipled
behaviors and instead to use the moralreasoning process when making decisions
(p. 48).
To further illustrate, much cooperative
dialogue can take place as students
construct games by manipulating the
rules, time, space, and equipment. This is
a complex social play that can foster
ethical cooperation and dialogue
(Morgan, 2006). A seven-step process to
help students develop games reported by
Hellison (1991) is: “(1) Introduce the
idea that any game can be played in sev-
eral ways; (2) show how to analyze
the components of a game; (3) allow
students to generate alternatives to a
specific game, preferably in small groups;
(4) try out some of the alternatives;
(5) encourage students to continue to
generate and try out alternative ideas;
(6) consolidate student ideas, and show
students what they have accomplished;
(7) use this model with different games
and encourage the creation of entirely
new games” (p. 102).
Empirical evidence suggests that such
interventions can foster moral development in physical education. For example,
Mouratidou, Goutza, and Chatzopoulos
(2007) implemented a six-week intervention program in high school physical
education that emphasized personal
mastery (learning) over competitive performance (grades or peer-comparisons).
Teams consisted of four students that
worked in pairs to cooperatively identify
and resolve problems, provide feedback
to one another, and hold each other
accountable for implementing agreedupon ethical values like patience, care,
respect (e.g., of officials), and sportsmanship. These students had statistically
greater moral reasoning after the intervention than those in a control group.
Use Adventure Education Activities
When combined with an emphasis on
personal and social responsibility, adventure education activities like group juggling, canoeing, rock climbing, rope and
obstacles courses, and backpacking can
help to foster moral development and life
skills in students like self-esteem, cooperation, problem solving, empathy, and
self-awareness (Hellison, 1991). This is
because adventure activities often place
students in situations that require them
to cooperate to overcome personal and
group challenges, discover purpose, interact with nature, reflect, think critically,
manage emotions, link effort to success,
and depend on and support others.
Conclusion
It is clear that fostering ethical development is a valued outcome for education
since all behaviors and decisions are
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ethical maturation in students. We,
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aware of commonly accepted ethical
virtues and to guide students to
autonomously own and model ethics
mainly through a lived process in which
students regularly practice collaborative
and empathic critical reasoning qualities.
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We have suggested practical ways for
teachers to facilitate such ethical development in physical education, each of
which we trust can better equip them to
cultivate the character of the students
they are privileged to lead. Ethics can
become tangible in physical education as
students are encouraged to “experience”
ethics—to live actions that either lead or
stunt growth—and provided opportunities to feel what flourishing is like in concert with others.
QUALIT Y SCHOOL HEALTH
The “In Motion Club”: A Health Success Story
By Teresa Hill, Chandi Hack, and Chelsea Taman
I
n these times of belt-tightening and reduced school budgets,
many educators are asking how they can continue programs
to promote healthy school environments. The “In Motion”
program aims to do just that: increase school health using a
leadership and mentorship model that promotes physical
activity, health awareness and healthy eating on a school-wide
level without breaking the budget.
Teresa Hill, a post-secondary Weight of
the World (WOW) Student Leadership
Grant recipient, and her fellow University
of Saskatchewan interns, Chandi Hack
and Chelsea Taman, interning at Fairhaven
Elementary School in Saskatoon, developed the “In Motion Club”. The broad
goal of the program is for students to
learn how to be active in fun and
energetic ways. It is student-centred and
led and, at the time of writing, club membership was growing steadily. Both male
and female students are active in the club,
which meets twice a week during lunch
hours to engage in physical activity and
fun. The In Motion Club stages performances and presentations at assemblies
once a month. These assemblies are
designed to get the whole school moving
and to educate all students about the
benefits of being in motion, being
physically active, and eating healthy. All
members of the In Motion Club own
tee-shirts with a picture representing
active living on the front and the team
logo – “I Like to Move It” – on the back.
At the start of the school year, the interns
got the ball rolling on a number of activi12 PHYSIC AL AND HEALTH EDUC ATION
ties. First, they suggested that the students
do a dance called the Cha Cha Slide,
which is easy to learn as it includes verbal
cues as the dance progresses. This was the
first demonstration the In Motion Club
presented to the school. After showing
students and staff the dance, they were
taught how to do the moves themselves.
Then the dance was run again with the
whole school participating.
The second In Motion event, in October,
was a wheelchair awareness clinic that the
senior grades (6-8) initiated. Fairhaven
School prides itself on inclusive education, which is a theme that is taught at all
grade levels. After the school head an
assembly and a full day dedicated to the
2010 Vancouver Olympics and Paralympics, the students wanted to go further
and bring in wheelchairs to experience
different sports. This was a fantastic
opportunity for the students to learn
about different types of physical disabilities and how all people can lead active
lifestyles. The Women’s National Wheelchair Basketball head coach, who was very
knowledgeable about disability sport, led
the clinic. Only the senior grade levels
participated in this event. It was very
successful and will be continued in future
years.
In November, the more senior students
took on an even greater leadership role as
they organized another dance performance to showcase for the school. This
was called the “Evolution of Dance.” The
Teresa holds a Bachelor of Science in
Kinesiology and a Bachelor of Education
majoring in Physical Education and
English. Currently, she is enrolled in an
MA program in educational psychology
and counselling at the University of
Saskatchewan. She also competes on the
university’s track team in pole vault and
coaches track and field, gymnastics, and
target shooting.
Chandi holds Bachelor of Arts degree and
an Education degree from the University of
Saskatchewan and is currently on a teaching contract at an elementary school in
Saskatoon. Aside from her normally active
lifestyle, Chandi has also coached Ringette,
Volleyball, and Fastball and loves working
with students to help them see the benefits of
leading an active and healthy lifestyle. She
was very happy that the students at
Fairhaven Elementary school helped show
her the positive benefits and outcomes of
incorporating physical activity into the
school atmosphere.
Chelsea holds a Bachelor of Education
degree from the University of Saskatchewan
and is currently a substitute teacher with
Saskatoon’s Public School Division. She
strives to be an active role model and hopes
that her positive attitude towards active
living is contagious. Long active in Ringette
and Fastball, Chelsea believes that making
physical activity a priority and encouraging
good habits in children from an early age
can help them to develop the skills they need
to continue being active throughout their
lives.
dance combined multiple genres of music
over the ages. They started with “The
Twist,” by Jay Wilson and eventually
ended with “Bye Bye Bye,” by the Backstreet Boys. After the performance, the
members of the In Motion Club took
turns teaching the rest of the school the
specific dance moves that they would do
in the second run through. For this
purpose, easy-to-learn dances were chosen
like the “Chicken Dance” and the
“YMCA” so all students could experience
success.
celebrate the program’s accomplishments
and say goodbye to the interns who had
developed this program. The party
featured healthy snacks including juice
with no sugar added, vegetable trays, and
whole grain pizza. At the end, fun music
played and a dance off was held.
15 different cultural groups in a total
population of 275 students. Specific
grades (3-8) were targeted because organizers wanted the students to be old
enough to demonstrate leadership and
initiative. This audience requires intervention for a number of reasons. For one,
they are at a very impressionable age when
it is easy for them to get into a pattern of
constantly playing video games or watching television, especially if they are not
exposed to active alternatives. Also, since
the community is primarily composed of
working class families, children may not
typically be involved in organized sports
and activities owing to financial or time
constraints. The In Motion Club attracted
a diverse group of individuals, which
made things more fun and interesting as
everyone brought different skills and
unique ideas.
In December, the In Motion Club
organized a school-wide dance with live
entertainment. A local music group
volunteered to play at the dance.
Fairhaven School used its popcorn maker
to give the students a healthy snack during the dance, using popcorn that was
donated to the school. The dance was
very high energy and gave the students
plenty of opportunities to practice and
show off the moves they had learned. In
the final week of school, before the
Christmas break, a party was held to
This program will continue after the
departure of the interns. The senior grade
levels have already showed great leadership and initiative in the performances
and clinics. They have also begun to
organize “house leagues” by dividing
grade levels into teams and picking
various sports in which they would like
to compete. There is also a new staff member that will work with the In Motion
Club to organize other performances and
continue such physical activities.
Who Are the Target Audience?
Fairhaven School is a perimeter school
primarily composed of working class families within the community. Fairhaven
School prides itself on its diversity as there
are students representing approximately
Financial Considerations
The team’s baby blue tee shirts sported a
symbol representing physical activity on
the front and the team logo on the back.
These created a sense of pride and
The Finances
In order to maximize its effectiveness, the program squeezed every penny out of
its budget. By examining these tables, one can see how much can be achieved with
a little creative fundraising. The rewards are well worth the cost.
Expenses
T-Shirts
$265
Wheelchair Awareness Clinic $150
Healthy Pizza Party
$113.41
Equipment
$238
School Dance
$48.59
Total Expenses
$815.00
community for the participants. The
Saskatoon Public School Board subsidized the tee shirt purchase. The Wheelchair Awareness Clinic cost a total of
$150 and lasted all day, involving grades
six through eight. Again, this expense
paid greater dividends than the initial
expense would suggest. The Healthy Pizza
Party was a fun way to show students how
to make a simple – and often-unhealthy –
food such as Pizza healthier. The program
ordered whole-wheat crusts and extra vegetables and chicken as toppings. The pizza
cost $90.58 and, again, this small investment provided an opportunity to show
Income
Saskatoon Public School
Board Donation
Healthy Bake Sale Profits
WOW Grant
Total Income
$265
$50
$500
$815.00
students how to make healthier life choices.
Veggie trays and juices with no sugar
added were also brought in to complement the meal; these extras cost just
$22.88. At the end of this party, after
having eaten the healthy pizza and discussing the club’s accomplishments,
group pictures were taken and the rest of
the noon hour was spent in dance!
The type of equipment purchased was
determined in conjunction with the
students. Since the students were to take
leadership of the club once the interns
left, it was determined to give them the
freedom to decide what type of equipment they needed and wanted. The items
they decided to purchase will be used for
the students’ benefit and will certainly
help contribute to the creation of quality
school health. This equipment will be
used in the games the club will be organizing for intramurals and other activities.
They purchased:
- 30 Sponge Balls for a cost of $48.63;
- 10 Hippo Hide Balls costing $121.91;
- 6 Footballs costing $45.81.
Before the interns left and the “beta testing phase” of the project wrapped up, the
In Motion Club collaborated with the
school’s administration to organize a
dance. Profits from the club’s “Healthy
Bake Sale” (at which the club sold oatmeal cookies) were donated to subsidize
healthy snacks and decorations for the
dance. This was a great success and again
shows how one healthy activity can go
towards developing (and funding) another!
The Results
Based on feedback from the students, the
school, and the community, the In
Motion program at Fairhaven School was
extremely successful. Parents, students,
administration, and staff members provided much positive feedback and gratitude.
In September, when the program began,
there was a fair turn out of thirty students,
and these numbers steadily increased
until the interns’ departure at the end of
December when there were close to fifty
members. The program inspired students
to take leadership and initiative about
healthy eating and active living. The program evolved from everyone taking full
leadership and responsibility in activities,
to the students themselves taking over
completely at the end of the first semester.
Specifically, the grade eight students led
the entire assembly in December.
The performances and assemblies gave
students multiple opportunities to get up
in front of a large group of people. It is
not common that students get such
opportunities to develop and show their
leadership skills. Families attended these
events and many videotaped their children performing, which helped foster a
sense of pride in the students’ healthy
achievements. The Wheelchair Awareness
Clinic gave students the opportunity to
empathize with persons with disabilities.
This specific situation was especially
beneficial because the students received
sincere instruction from qualified professionals. The success of this clinic has led
Fairhaven School to incorporate it over
the coming years.
The impact of the In Motion program on
the target audience was substantial. There
are not many opportunities for older
grades to be active at recess since the playground is meant for the primary grade
levels. The structure and organization of
In Motion encouraged physical activity at
school breaks. The program also encouraged
positive social interaction and integration
between grade levels. The higher grades
set positive examples for lower grade levels and they all were very willing to work
together throughout this experience.
Along with learning about the positive
benefits of being physically active, we also
taught the students that healthy eating is
essential to their physical activity, wellbeing, and in their lives generally. We
encouraged all students to eat healthy
snacks at recess and lunches to help
increase their energy levels during In
Motion times. We explained the health
benefits to our students and taught them
that healthy eating does not have to be
hard and, in the long run, it will help
them to lead a more balanced and active
lifestyle. We wanted our students to take
what we had taught them, and what they
had learned over the past four months,
and continue to lead a healthy, active
lifestyle after their involvement in the
program. This is one essential aim of a
good quality school health program.
Many strategies were also implemented to
keep the program running into the future.
First, many strategies were developed for
implementtion with all age and grade
levels. Throughout the program, we
continuously gave the senior grade levels
more responsibilities and freedom in the
program’s direction. We set the stage and
developed a routine that was easy to
follow for all grades. Since In Motion is
student led and developed, the opportunities were endless. As long as the students
are continuing to be active, eating healthy,
and inspiring others to do the same, the
program can be considered a success. One
of the main strategies was to reinforce the
fact that physical activity and healthy
eating are not difficult; they can be fun
and interesting. The program’s developers
wanted students to walk away with
knowledge and education on how to be
healthy and active. So far, the program
has achieved this goal.
Specific strategies were implemented
before the interns’ departure. A grade four
teacher at Fairhaven School, Robyn
Pierce, volunteered to supervise the In
Motion Program twice a week at noon
hours for the rest of the school year. In
addition, the senior grade levels took it
upon themselves to organize intramural
house leagues that extend to grades five
through eight and that run before school
and at every recess. Along with these
strategies, it is hoped that the program
will grow to include all students at
Fairhaven School. In this way, the In
Motion program aims to inspire all kids at
the school to participatinancial Considerationse and make a conscious effort to be
both healthy and active.
Editor’s Note: This issue’s Quality School Health article features the In Motion
program that was developed at Fairhaven Elementary School in Saskatoon,
Saskatchewan. This program highlights the great strides that can be made towards
introducing healthy programs with relatively little monetary investment mixed with
some imagination.
DANCE
Returning to Ballet with lessons
from Glee? Maybe!: Part 1
By Chantale Lussier, PhD (c)
“Education is what remains after one has forgotten everything s/he [sic] learned in school.”
Einstein
I
t is August 11th 2010. As I metaphorically put pen to paper, I start to feel it:
That nervous excitement that creeps into
all teachers’ minds and bodies around this
time. Summer is wonderful, but swiftly
coming to an end, and thoughts of backto-school realities begin to return. There is
joy and anticipation at the many wonderful moments ahead that will be shared
with the students for whom we care
deeply. But there is also anxiety and the
beginning signs of stress as mounting
pressures are borne of our upcoming
workload, including extracurricular
activities and events. Nevertheless, this
year feels different for me. A Royal
Winnipeg Ballet School teachers’ course
graduate, I was once an artistic director
and ballet teacher who, for 12 years,
confidently and comfortably taught ballet,
pointe, jazz, hip hop, and combination
jazz and tap classes to students of all ages
in a few recreational dance schools in
Manitoba. But this year feels different
because I have been “retired” from teaching dance for six years now. Instead, I
chose to pursue graduate studies in sport
psychology and education in Ottawa,
leaving the day-to-day practice of my own
dancing and teaching of dance behind me.
Short of taking the occasional flamenco
dance classes, I have now been mainly
researching and writing about dance, and
consulting with artists in my new role as
sport and performance psychology consultant. To make matters worst, I am three
weeks into post-operative recovery following abdominal surgery. I am glad to be
walking, mainly pain free, but I can’t
remember the last time I did plies, tendus,
or pirouettes, let alone teach various levels
of ballet. I am excited at the possibilities
ahead, but also feel rusty, old, scared, and
frankly unsure whether I can really do this!
At this moment I realize I am likely feeling
the way many educators do when faced
with the potentially daunting task of
teaching dance as part of their arts
education curriculum, or as part of a
well-rounded, diverse, physical education
program.
Enter Glee, Stage Left.
Glee is Fox’s latest hit television series
about a fictional high school show choir. It
is a high-energy, creative, progressive,
issue-tackling, Broadway-meets-Hollywood, musical-drama-comedy show neatly packaged into digestible hour-long
weekly episodes. It is also a main feature in
my recovery, making the long hours spent
at home on the couch bearable. No, not
bearable, actually gleeful! Listening to
hour after hour of song and dance has a
way of supporting a positive mindset
while recovering from a painful surgery.
Being a doctoral student in arts education
with an extensive background in dance,
Glee is also a very interesting socio-cultural
and popular phenomenon that is worth
examining.
Chantale Lussier-Ley, PhD (c) is a
registered member of the Canadian
Sport Psychology Association. She has
over eight years experience as a Mental
Skills Consultant with athletes and
artists. She has also worked extensively
with dancers, consulting for the Royal
Winnipeg Ballet School’s Professional
Division (2002-2004) and the
Professional Contemporary Dance
program at The School of Dance (2005present). Herself a graduate of the Royal
Winnipeg Ballet’s Professional Division
Teachers’ Course, Chantale is a professional member of the Cecchetti Society
of Canada with Associate Diploma
teaching certification and Advance
Cecchetti (ballet) with 12 years teaching and performing experience. Since
2009, Chantale has taken a seat on the
National Committee of Physical and
Health Education Canada’s Dance
Professional Advisory Committee.
For more information, please visit
www.elysianinsight.ca
Part 2 of this article will appear in the
Winter 2010 issue of the PHE Journal.
Football players singing and dancing?
Cheerleaders making friends with artistic
“types”? Multi-faceted, diverse characters,
each with something unique, touching,
and/or thought-provoking to tell? Throw
in the occasional Lady Gaga, Madonna,
and Britney Spears tribute episode and
you’ve got a seriously entertaining show
centred on the role, place, and value of arts
education.
What’s not to love! While Glee is similar
in terms of artistic content to the
television series I grew up with – Fame – it
differs in that it positions the Glee club
and their activities as an extra curricular
club, barely surviving the ever-present
threat of financial cuts. Despite this threat,
the Glee club thrives on the fringes of the
educational environment in which it finds
itself
Can we relate yet?
So as I, like so many other educators, face
an exciting and intimidating return to the
classroom and/or dance studio, let me
share with you my Top 10 lessons and
reflections that have emerged from my
post-operative, couch-restricted, Gleemarathon watching “research”.
1. Embrace The Teachable Moment:
“It is a matter of going intentionally in
search of something and seeking out the
kind of understanding needed for the
search, for moving towards what is not
yet known. In this search, a refusal of the
comfortable is always required.”
(Greene, 1995, p. 175)
In Glee, the lead character, Spanish
teacher and Glee club leader Mr. Shuester
is always trying to be attentive to the
“teachable moment”, that unexpected and
fleeting moment that screams of life
lessons. As Lewis (2010) describes, a
“teachable moment is an unplanned
opportunity that arises in the classroom
where a teacher has an ideal chance to
offer insight to his or her students.” Teachable moments are the raw matter of daily
life for teachers, living and working alongside our students in class. By making it our
intention to embrace teachable moments,
Top 10 Lessons from Glee
1. Embrace The Teachable Moment
2. Build Community
3. Accept that Artistic Practice =
Artistic Advocacy
4. Inspire Friendly-Rivalry
5. Nurture Craftsmanship
6. Believe in Sense-Abilities
7. Teach Beyond Curriculum
8. Teach for Creative Emergence
9. Open up to Dance as an
Adventure
10. Find The Love
Some of the hard preparation
work in Dance class
we help our students develop awareness of
who they are, and free them to uncover
their voice and personal way of moving.
The teachable moment, in this case occurring in the context of a dance class,
becomes the springboard by which teachers help the person to shape him or herself.
As a teacher, I need to inquire and explore
how and when I will best honour that
imperative, while simultaneously trying to
teach healthy gestures, kinesthetic awareness, aesthetic classical postures, elegant
port de bras, plies, tendus, pirouettes, and
sautés. However, to position myself so I
can harness the teachable moment, I need
to reflect on my willingness to release
control and not to be rigidly attached to
my lesson plans. While I may have lesson
plan “A” all mapped out, teachable
moments are rarely – if ever – “planned”.
The best I can do is to build flexibility into
my plan so as to embrace such moments
when they arise.
2. Build Community:
“I see a live performance at least once a
week for most of the year and have
made it a part of my lifestyle. I strongly
feel that if I am active in the arts community, I need to experience and smell
and feel what is going on in the community I act in. I also surf the net and
YouTube to see what is going on outside
of the Winnipeg bubble. I am overwhelmed at the richness of creativity we
have in the world” (Jolene Bailie, in
Andrews, 2010, p. 17)
As Veltman (2009) suggests, one of the
best things about Glee, is the way it
celebrates the performing arts at a grassroots level. Jocks and cheerleaders, geeks
and “nerds”, gay or straight, black, Asian,
and whites alike; all meet and connect,
breaking down previously held stereotypes. The characters enhance their
understanding of “the other” through the
creation of community, facilitated through
song and dance. It is important as teachers
that while we may encounter each student
in their own unique and individual way,
the classroom is in itself an entity, which
can be thought of as “a collective learner –
that is, as a self-organizing, coherent, and
evolving unit – as opposed to a collection
of assumed-to-be independent and isolated learners” (Davis, 2004, p. 182). As
Robinson (2001) explains, creativity
cannot happen in a vacuum, for it is
always in some way stimulated by the
work, ideas, and achievements of our
fellow men and women. How open the
networks are within a community, and
whether or not we can easily access the
knowledge of others, will determine how
creative any culture and/or community
will be (Robinson, 2001).
The author having some
fun in Dance class
Tim Mikulski (2010) suggests that it was
great to hear Mr. Schuster eloquently
advocate the reasons why arts education is
critical. But he laments that this same
scene pitted the Glee coach against the
ruthlessly competitive cheerleading
coach, Sue Sylvester: the antagonist who
embodies the old ritual belief that physical
education competes with the arts for
funding. I, however, interpreted that scene
in a completely different way. I loved the
fact that this old narrative was played out
in front of us; not only did it reflect reality in a time of belt-tightening economics,
but it also made fun of the way educators
constantly fight one another for scraps
instead of building bridges of community
across disciplines. You don’t often hear
English and Math teachers battling it out
in this way. So why do we, arts and
physical educators, keep re-playing this
same scene again and again? We need to
tell a different story.
While it is true that school budgets are
stretched to their limits, thankfully such
limits can serve as the perfect environments to develop creative solutions. Why
not build exchange opportunities across
departments, or hold sport-, music-, and
dance-offs? Trade skills, have students
teach another, and see each department
grow in terms of physical, individual, and
collective abilities, not to mention that
this will create a lasting sense of belonging
and community for students and teachers.
As I return to teaching this fall, I will take
Greene’s (1995) encouragement to work
towards opening up our experiences and
curricula to all existential possibilities in
order to stretch, expand, and deepen what
we collectively conceive of as communities
of practice.
students describing how they don’t have
any arts programs in their school, and
from teachers who – thanks to the show –
now have music or after-school programs
(Strachan, 2010a). “It's a great blessing for
us – that the work we're doing with Glee
can have some sort of impact in the real
world” Murphy states (Strachan, 2010a).
Jones (2010) goes even further, suggesting
that the show not only advocates for arts
education, but speaks to the ethical
responsibility of an educational systems to
nurture students to find their literal and
metaphorical voice.
3. Accept that Artistic Practice =
Artistic Advocacy:
Like it or not, participation in the arts,
especially as an educator and/or person
with authority (and possibly as a voice
within your school’s extended community), we have a responsibility to speak,
honour, protect, and make available
creative opportunities for all children. As
such, it is important that I reflect on relevant questions: What can I do this year to
expose my students to new ideas? To make
my students’ work known and appreciated?
To make the arts program, the physical
education program, and/or the dance club
better funded and have access to greater
resources? Who are my go-to supporters in
the school and in my extended community,
and how can I get them involved to help
me? In the arts, we are often humble to a
fault – we are reluctant to toot our own
horns. Instead, consider inviting the
media to your fundraiser, or write that
email to the newspaper editor about an
upcoming performance, competition, or
demonstration. Let them know what you
and your students are doing, and trust that
your audience will grow. Is there a local
breakfast television show in your city? Or
a regional newspaper looking for positive,
local stories? Is there a cause for which
your dance troupe could perform? When
you create “win-win” strategies for
your dancers, you not only make better
opportunities for them, but you often
create a better world in the process.
“Pankov [Artistic Director of Les Grand
Ballets Canadiens de Montreal] has a
word of advice for the politicos in power,
particularly those keen to cut Canada’s
arts and culture programs, both at home
and abroad. ‘You can’t reduce the
impact of having an artistic education.
Culture provides spiritual value – you
realize it’s worth it to be alive… without culture, a country is not a country’
(Szporer, 2010, p. 25)
The show Glee powerfully articulates and
advocates positive change in America
(Sims, 2010). Unfortunately, it is part of
the sad reality of arts education today that
we are still deeply under appreciated and
underfunded (Sprouse, 2010). In fact,
Sprouse, an arts education blogger, tells
us that most public school-based arts
educators must frequently purchase
supplies for class out of their own pockets.
The truth is that, “everyone needs to hear
articulate practitioners ask in public what
the purposes of US [and Canadian!]
education really ought to be in these
times, what it means to be concerned
about children’s futures…” (Greene,
1995, p. 170). Glee is one such public
voice singing and dancing its way into
North America’s hearts. Ryan Murphy, the
show’s creator, explains that Glee is like a
love letter that praises arts education in the
public school system (Strachan, 2010a).
While arts funding has been cut in some
places by as much as 55%, the creators of
Glee have received emails and letters from
4. Inspire Friendly Rivalry:
“He is a friend to the extent that he does
his best to make things difficult for you.
Only by playing the role of your enemy
does he become your true friend. Only
by competing with you does he in fact
cooperate… Only by doing this do you
give each other the opportunity to find
out to what heights each can rise… true
competition is identical to true cooperation” (Gallwey, 2008, p. 120)
Underlying a healthy sense of community,
and the empowered perspective to actively
participate in arts advocacy, is an insulating layer of care, trust, and mutual respect.
From this solid foundation and social climate, it becomes possible to positively
challenge one another to greater heights
of excellence through positive rivalry.
Competition need not be an ugly word,
even in the arts. Mutual support and
respect inevitably leads to positive feelings
related to belonging, commitment,
self-confidence, group harmony and
performance (Orlick, 1998). As Orlick
further highlights, “when we feel respected
and are challenged in positive ways, our
chances of success immediately increase”
(p. 149). It can in fact be a fun way to
increase motivation, inspiration, and
perspiration!
So what is positive or friendly rivalry? It is
embodied in the idea that, “I hope you are
great, because that brings out the best in
me, and that’s better for all of us’. Top
competitors seem to embrace positive
rivalries and share this attitude” (Botterill
& Patrick, 2003, p. 50). Just look at many
professional sportspeople; the greater the
rivalry, the greater the level of respect
engendered. This ethic is about being
more concerned with the effort required
to win, than winning itself (Gallway,
2008). Glee does a great job of giving
us teachers examples of how to create
situations where positive rivalry can
flourish to the benefit of all.
Mr. Shuester often gives assignments that
espouse the ideals of positive rivalry; guys
versus girls, individuals versus one another,
unexpected group selections, one school
invites another school, etc. As Jacqui
Davidson of the Royal Winnipeg Ballet
School suggests: “Encouraging students to
look for specific things in their peers’
performances, and appreciating the effort
and work put into the performance –
involving both the performers and the
audience in the discussion of the
performance – can lead to quite interesting discussions!” (Davidson, Personal
Communication, 2 September 2010). It is
just such ideas that we need to embrace
more frequently: opportunities to inspire
and challenge one another to be our best
selves. Create opportunities and reasons
for students to “bring it on”, to experience
positive challenges, and to reap the
rewards, lessons, and growth possibilities
from experiencing failures and successes.
In hip hop, we often see the cypher – the
circle dance-off – wherein hip hop dancers
show off their latest moves to one another,
thus learning, inspiring, and challenging
each other to improve and innovate. Why
not do ballet sautés in a circle, encouraging two students to a dance-off, learning
from watching, cheering, and, yes, even
competing together.
As I return to teaching dance this fall, one
of my goals will be to embrace the creation
of positive, friendly competition. By making such exercises task- or goal-specific, as
opposed to person-focused, I hope to
empower my students to embrace learning
through positive challenge and competition. In this way, everyone can experience
winning, trying, failing, and the lesson will
not be lost.
5. Nurture Craftsmanship:
“In my view, art is both an art and a
craft. Does that offend you?” (Cameron,
1992, p. 16)
In Letters to a Young Artist (1992), Julia
Cameron reminds her readers that,
“making art takes guts. Choosing to be
vulnerable and exposed rather than safely
blocked is a risky venture” (p. 9). Ultimately, it is a venture that requires daily
work and practice. Tucker (2009) suggests
that Glee is about ambition and sparking
kids to get off the couch to leading creative
lives. He further suggests that, in the
series, production numbers show the
sweat, tears, and constructive criticism
that is part and parcel of good performances. Saraniero (2010), on the other
hand, offers a different perspective sug-
gesting that Glee continues to tell the old
“national narrative that sports require hard
work, commitment and teamwork while
the arts are for those individuals with a
natural talent”. She hopes that, sooner or
later, the audience will get to see those
Glee kids really sweat!
In fact, a great deal of work goes into every
episode and each musical dance number.
From selecting the music and acquiring
the rights, to working the vocals, choreographing the movement, rehearsing, and
developing costumes and sets, each
episode of Glee is said to be like “doing a
movie musical every week” (Oswald,
2010). Granted, the show is fictional
fantasy television; no Canadian school has
the time, resources, or budget to attempt
creating the elaborate show productions
seen on Glee. What is perhaps missing –
and this is a lesson to draw from Glee – is
the need to re-examine our own beliefs
and how we may inadvertently perpetuate
them within our classes: No pain no gain?
Sports is to sweat what art is to talent? The
lone genius myth? The need to suffer for
our art? Let us change these myth-laden
narratives for the next generation. Let us
nurture responsible, athletic, creative,
artistic citizens willing to work hard but
unwilling to compromise their values, or
sustain abuse at the hands of any coach,
teacher, mentor, or “master”, or to aspire
to dreams of effortless fantasy. Commitment to art can teach us about consistency, longevity, integrity, practicality, and
generosity, as long as we hold on to a
willingness to learn (Cameron, 1992). As
I return to the dance studio this fall, I will
try to support a learning climate with my
students that values craftsmanship. This
inevitably includes the “freedom to learn,
to create, to take risks, to fail or ask
questions, to strive, to grow… Promoting
creativity among all people of all occupations, economic classes and ethic backgrounds is essential to the common good”
(Robinson, 2001, p. 195). While Glee’s
performances inspire visions of all that is
possible, our classrooms need to find the
joy in the journey, along with the pride
and satisfaction that comes from working
daily and diligently on our craft. n
Editor’s Note: Please pick up the
Winter issue of the PHE Journal for
the conclusion of Chantale’s article on
the lessons we can learn from Glee. In
the second half, Chantale will share
another five lessons teachers engaged
in Dance education can learn from
this fun and inclusive show that aims
to tear down the psychological and
social barriers to dance as an educationally essential program. In her
second half, Chantale will also share her
overall conclusions and impressions.
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2009/09/im-joining-the-glee-club.html d
QUALITY SCHOOL INTRAMURAL RECREATION
Halloween “Spooktaular”
By Glenn Campbell
W
ith Halloween quickly approaching here are some fun activities you may want
to do with your students. We have initiated these activities at M.E. Callaghan
Junior High in Prince Edward Island. They can easily be adapted to suit your own
school settings. Most of our activities take place in the school gymnasium. Physical
Education teachers, classroom teachers, and our grade 9 Student Leadership class help things run smoothly. We set
up stations in the gym and have leadership students assisting at each station. Parent volunteers are also more than
welcome. Students sign up in teams of five and pass out crazy prizes. It is not really competitive and teachers can run
it as they wish. Since it’s a holiday the kids love, our emphasis is on having lots of fun and a good laugh!
STATIONS:
WITCHES CAULDRON
Several different sized containers are required: Small buckets,
garbage cans, cardboard boxes,
etc. Line up the containers
against a wall. These can be
decorated to look like a
witch’s cauldron if desired.
Several other objects are
required like rubber bats, rubber mice, and small stuffed animals. Dollar stores or second hand
stores are great places to pick up these
items. Then measure distances 5, 10
and 15 feet from the wall and put down a pylon or temporary floor line. The students will be asked to throw the
objects into the containers, but it is not as simple as it seems.
You will also need some small hand-held mirrors. The students will have their backs facing the wall and containers
and, while holding the mirror in one hand looking over their
shoulder, they will throw the object with their other hand
and try to get it in the containers. The student’s
distance from the cauldron can vary according to
their age.
PUMPKIN TOSS
A new twist on a regular foul shot! The
basketball represents the pumpkin and
scoring in the net is the object. Use
different sized basketballs if available.
Stuffed pumpkins, usually found at
novelty stores, are fun as well. Vary the
shots so that not just a regular basketball shot is used. For
example, have students shoot backwards over their heads, use
a two-handed under hand toss, shoot from the knees, shoot
laying on the ground on your back, or shoot with one hand
only. Any other crazy way you can think to shoot would be
an acceptable challenge!
SOCCER GHOULS
The object of this game is to shoot the soccer ball into a
soccer ghoul (goal). Begin at a close distance using two large
orange pylons as the net. Progressively move the distance
back while making the net smaller. Judge accordingly
depending upon student age. Different sized balls can also be
used and students can be made to shoot with the opposite
foot for an additional challenge.
SPINNING BATS
This activity requires two bats and some students with good
balance. Students place the bat on the ground with the large
side down, place their head on the knob of the bat, and hold
onto the handle with
two hands. They
then spin themselves around the
bat five to eight
times and try to
walk a straight line
around a pylon and
back. Lay out some floor
mats for safety. Trying to stand
up may drive you batty!!
BOWLING FOR GOBLINS
Plastic bowling balls or some small nerf or gator/elephant
skin balls are required for this activity. Plastic bowling pins
are needed which can be decorated to look like spooky goblins. The amount of pins used can vary depending on the
student’s age. Here’s a tip: consider recycling empty
badminton tubes to make the goblin bowling pins.
Give the students a glue stick, markers, and construction paper and tell them to be creative. The
object is simple bowling, set up a number of pins,
choose a distance, and bowl for goblins.
PUMPKIN PATCH
This is a memorization team game. Using large pieces of
construction paper or bristle board have students cut out
20 pumpkins and decorate the front of them. On the
back of each pumpkin write the numbers from 1 to 20.
Have the students line up single file in a team and lay the
pumpkins out in the patch in front of them. The first person
in the line goes out and turns over a pumpkin in the patch
to reveal the number. If the number is 1 it is left turned over
showing the number and the next person in line goes out to
try and find number 2. All of the numbers must be found in
order. Students may help each other by pointing out the
numbers. If a number is not turned in the correct numerical
order it is turned back over and students try to remember
where that number is for future use. Teams can also be timed
to see which one finds all the pumpkins
fastest.
GRAVEYARD GHOSTS
Students work as a team to
get all the ghosts out of the
graveyard. Designate one
area as the graveyard and
spread out 10 flutter
boards, if available, or
gator skin balls, or pool noodles, or whatever else you choose to
use as the ghosts. The first person in line
must run into the graveyard, pick up a
ghost, place it between their knees, and
using a two-footed hop,
return to their line.
Once the ghost is successfully
retrieved, it is the next person’s
turn. You can place team against
team, time the teams, or just do it
for plain old fun!
VAMPIRE VOLLEYBALL
Got an old volleyball lying around? Well give it a makeover
and turn it into a vampire. Draw some fangs on
it, bushy eyebrows, glaring eyes,
and of course, some blood trickling from its mouth. If no old
volleyballs are available, don’t
worry, just a regular one will
do. Line the floor with floor tape
and set up point values for each
region. This can be done in different shapes or just squares and
rectangles will do fine. Usually
the back corners, front corners,
and narrow sides are assigned
the higher point value. A number
of garbage cans can also be used and
given a “super” point value if they score in the can, including ones that bounce in. Students go to one side of the net
and they can serve, bump or volley the ball over from a designated area. The facilitator then records where the balls
landed and its point value. Lower elementary age children
could throw it over the net or opt not to use the net and
shoot from the back of the court.
ZOMBIE CARRY
Students form a line with their team. One of the team members is dressed up in a zombie costume, which can be made
from thrift store clothes. Teams can also use a mummy
costume made from an old bed sheet. Once the zombie/mummy is dressed the rest of the team carries them
to a designated spot where the zombie/mummy takes
off their costume. Then the next person dresses up
and the team carries them back to the start point.
Once everyone has had a turn dressing up the team
is finished. Alternatively, teams could use scooters to
roll the person around the play area.
Be inventive! The teams can also
be timed to see which one
completes the task more quickly.
HALLOWEEN WORD SCRAMBLE/PUZZLE
Time to give the brain a workout! As a team, or
individually, students try to solve Halloween word
scrambles, word searches, or crossword puzzles.
Consider having a treat at this station as well.
Healthy treats are encouraged (consider “Goblin
Fingers” - celery or carrot sticks and a nonallergenic dip, like soy nut butter). Remember to
be creative!
PEER REVIEWED ARTICLE
Children Using Photo-hadithi to Make
Meaning About HIV Transmission:
Experience from a Kenyan Primary School
By Bosire Monari Mwebi, PhD
S
Bosire Monari Mwebi holds a PhD
in Teacher Education from the
University of Alberta. He is an
Associate Professor in the Faculty
of Education at St. Francis Xavier
University. The primary focus of
his research is health promotion in
schools with a focus on peer education,
as well as young people’s sexual health
knowledge, attitudes, and behavior
towards HIV/STIs using narrative
inquiry. Bosire is also the author
of: Children’s Voices,
Children as Innovators: A Poetic
Representation of Children’s
Experiences Learning About
HIV/AIDS Through a Childto-Child Curriculum Approach,
Journal of LEARNING
Landscape,Vol. 2, No. 2, 59-75,
Spring 2009.
tudies on HIV transmission have shown that young people are
more vulnerable to HIV infection than adults (Bankole, Singh,
Woog, & Wulf, 2004; Kelly, 2000; Summers, Kates, & Murphy,
2002). The recent UNAIDS report estimates that in 2007, 33
million people were living with HIV worldwide (UNAIDS, 2008).
According to the report, the overall number of people living with
HIV continues to steadily increase as new infections keep occurring
among young people aged 15 to 24 which account for an estimated
“45% of new HIV infections worldwide” (UNAIDS, 2008a, p. 33).
According to Monasch & Mahy (2006), globally, between 50006000 new infections occur daily among young people. Further,
Monasch & Mahy have shown that two thirds (6.2 million) of the
young people with HIV/AIDS live in Sub-Saharan Africa. In Kenya,
there are about 1.3 million HIV-positive people, of which over
225,000 are youths, aged 15 to 24 (Government of Kenya, 2006).
Factors attributed to young people’s vulnerability to HIV infection
include high-risk behaviour, lack of knowledge, socio-cultural
influences, and financial dependence (Bankole et al., 2004; Kelly,
2000; Summers et al., 2002; and Monasch & Mahy, 2006).
A health education curriculum to address
the HIV/AIDS epidemic among youth
populations was introduced in Kenya in
2000. The HIV/AIDS curriculum was
meant to provide knowledge, skills, and
attitudes to teach students how to develop and adopt behaviours that would prevent them from being infected with HIV
(Aduda & Siringi, 2000; Kenya Institute
of Education, 1999). Despite the imple-
mentation of the HIV/AIDS curriculum,
recent reports indicate that a significant
number of young people in Kenya continue to be infected with HIV (Government of Kenya, 2006).
This study attempts to understand how
young people perceive HIV transmission
in a Kenyan community.
HIV Transmission: A Review of
Related Literature
Studies conducted in Africa, North
America, Europe and Asia suggest that
there are seven categories of factors
influencing HIV transmission.
Cultural Social Norms
The literature suggests that traditional
masculine gender expectations make
young people, especially boys, experience
a stronger social-cultural pressure to
prove their manhood (Bankole et al;
2004; Kelly, 2000). In the process,
young people engage in often-unprotected
sexual activity (Bankole et al., 2004). The
same traditional cultures also mean girls
have less social power over their sexual
relations with boys. In contexts where
girls are socialized from childhood to be
subordinate and submissive to men, it
becomes difficult for girls to negotiate the
terms of sexual relationships or negotiate
safe sex (Kumar, Larkin, & Mitchell,
2001). As a result, HIV infection tends
to disproportionately affect females who
are culturally more vulnerable than males
(Kelly, 2000). According to Monasch &
Mahy (2006), “open communication
about sexuality remains a challenge in
many cultures and societies. Boys and
girls may be embarrassed to discuss issues
related to sex; parents may be unwilling
to talk about sex or [are] uncomfortable
doing so, both of which may result in
young people having limited knowledge
and skills about prevention” (p. 33).
Sexual violence
Closely related to women’s lack of control
over their sexual relationships with men
is young males’ use of violence against
females. According to Kumar et al.
(2001), the “threat or actuality of sexual
violence, combined with a greater biological vulnerability [tearing and bleeding]
to infection than her male partner,
renders a young woman at increased risk
of HIV transmission during unprotected
sexual intercourse” (p. 39). According to
Monasch & Mahy (2006), “when the
status of women within a sexual relationship is low they are at increased risk of
contracting HIV. For example, for many
girls and young women the onset of
sexual activity does not occur by choice.
In Jamaica 12% of young women aged
15-19 and 10% of this group in South
In this paper, the process of developing a photo-hadithi (photo-story in the
Kiswahili language), a research tool with 12 children participants from a Kenyan
primary school, is described. The participation of children in the photo-hadithi
project enabled them to develop knowledge and a critical awareness of the issues
surrounding HIV transmission. This could be described as an empowering
experience. Six themes emerged from the children’s photo-hadithis of factors they
perceived contributed to HIV transmission. These were: single mothers living in
poverty, low income earners seeking additional income, alcohol consumption and
indecent ways of dressing, boys’ social power, healthy looking people, and sharp
contaminated instruments. The implications of this study for health educators in
Kenyan schools and globally are: First, the possibility of using photo-hadithi as
a research tool in studying HIV transmission in communities; second, enabling
children to become empowered learners who can investigate and communicate
their findings through images, and third, the potential for developing pre-service
teachers’ research skills as they participate in such a study.
Africa reported they were unwilling or
coerced during their first sexual encounter”
(p. 34).
Young Women Marrying
Older Men
In cultural contexts where women marry
at younger ages, the risk of HIV infection
is significantly high especially from husbands who are likely to have had multiple
partners or on whom women may have
little sexual influence (Bankole et al.,
2004; Monasch & Mahy, 2006). For
example, a study on sexually active
women in Uganda aged 13 to 19 found
that the “HIV infection rate among married women was nearly triple that among
single women (17% versus 6%) (Bankole
et al., p. 9). Bankole and colleagues also
reported that the “risk of HIV doubles
for adolescent women with male partners
who are older than they are, compared to
women whose partners are closer in age”
(p. 15). According to Monasch & Mahy
(2006), a survey conducted among
women aged 15 to 19 in rural Zimbabwe
found that “the risk of HIV infection was
significantly associated with the age of
their most recent sexual partner. HIV
Cet article explique le processus suivì pour produire un hadithi-photos (une histoire
illustrée en langue kiswahili) dans le cadre d’une étude engageant 12 enfants d’une
école primaire du Kenya. La participation des élèves au projet de hadithi-photos a
permis de les renseigner et de les sensibiliser aux graves enjeux de la transmission
du VIH. En ce sens, on peut dire qu’il s’agissait, d’une expérience d’autonomisation,
de conscientisation et de prise en charge. Les hadithi-photos des enfants ont fait
ressortir six thématiques, c’est-à-dire les facteurs qui, à leurs yeux, contribuent, à la
transmission du VIH, soit la situation des mères célibataires vivant dans la
pauvreté; la situation des travailleurs à faible revenu en quête d’autres sources de
revenu; la consommation d’alcool; le port de vêtements immodestes; le pouvoir
social des garçons; le subterfuge des personnes qui semblent être en bonne santé;
ainsi que la manipulation d’outils tranchants contaminés. Cette étude peut avoir
plusieurs incidences sur les éducateurs de la santé qui enseignant dans les écoles
du Kenya et partout dans le monde, à savoir, premièrement, la possibilité
d’utiliser le hadithi-photos comme outil de recherche sur la transmission du VIH
dans les collectivités; deuxièmement, d’habiliter les enfants pour qu’ils deviennent
des apprenants éclairés capables de faire des recherches et de communiquer les
résultats en images; et troisièmement, la possibilité d’aider les étudiants-maîtres à
perfectionner leurs compétences en recherche dans le cadre d’une telle étude.
prevalence among women aged 21 to 24
whose last partner was less than five years
older than themselves was 16%, whereas
among young women with partners ten
or more years older, the prevalence was
twice as high” (p. 24). In such a context,
young women become more vulnerable
to HIV infection from their older
partners who may also control their sexual relationship.
Poverty
The literature also suggests that poverty
facilitates the spread of HIV/AIDS infection. According to Kelly (2000), “where
poverty prevails, responding to immediate short-term survival or satisfaction
needs assumes greater importance than
protecting long-term benefits. In situations where poverty is rampant, people’s
response to immediate survival is more
important than prevention” (p. 28). A
study by Monasch & Mahy (2006)
found that, “young people with lower
social-economic status have been reported
to experience more physical abuse and
sexual coercion within relationships. An
increasing number of young people who
do not grow up in a protective environment in which they have parental support,
as a result of adult mortality [poverty]
from AIDS, may be increasingly vulnerable to HIV” (p. 34). In these contexts,
poverty becomes one of the underlying
factors of HIV transmission.
Financial Dependence
The literature also suggests that poverty
mixed with economic dependence, especially among women, puts them at risk of
HIV infection. According to Meaghan
(2001), “around the world, women
report that they use sex as a currency in
exchange for economic support or
services” (p. 108). In a study of sex trade
workers in Halifax, Canada, Jackson,
Bennett, Ryan, and Sowinski (2001)
found that economic factors affected
women’s inability to practice safer sex;
some women reported that “they would
sometimes agree to service a client without a condom if it meant making needed
money” (p. 45). Closely linked to finance
is “the involvement of young girls in
sexual relationships with wealthy men
called ‘sugar daddies or johns’ in
exchange for money” (Bankole et al.,
2004, p. 10). A study by Monasch &
Mahy (2006) found that, “sexual
commercial workers are at an increased
risk of HIV because they engage
frequently in sexual acts with multiple
partners…data from behavioral surveillance surveys of female sex workers show
that a large majority are younger than
25 years of age” (p. 19).
The same authors report that in Eritrea,
“12% of female sex workers were aged 1519 and 24% of those aged 20-24 years
were HIV positive. In Myanmar, 41% of
female sex workers aged 15-19 years and
20-24 were HIV positive” (p. 20).
Substance Abuse
piercing, and tattooing, if shared, pose a
danger of transmitting HIV (Miller &
Rockwell, 1988; Kelly, 2000). According
to Monasch & Mahy (2006), “the sharing
of needles and syringes is the most
efficient means of transmitting HIV”
(p. 18). According to their study, “In
Eastern Europe, 40% of newly diagnosed
HIV infections among injecting drug
users were aged between 15-24 years ” (p.
19). Another related study by UNICEF
(2005) in East Asia found “substance use
and unprotected sex often went hand in
hand. In the Indonesian port town of
Pemangkat nine out of 12 male
teenagers, aged 15-18, said they had
injected heroin before, and had shared
needles an average of three times” (p. 10).
The sharing of contaminated needles and
unprotected sex have the potential to
spread HIV.
An study out of the United States by Littleton, Breitkopf, and Berenson (2007)
noted that young people who had sex
after taking drugs or alcohol were more
likely to be vulnerable to HIV infection.
Most people, especially men who work
and live far from their families, are likely
to indulge in substance abuse as well as
seek commercial sex workers, putting
themselves at risk of HIV infection
(Kelly, 2000). For example, according to
a UNICEF report (2006) on HIV transmission in the Pacific region among
young people aged 15-25 found that,
“discouraged by the toil of rural life,
growing ranks of young Pacific Islanders
are lured by the deceptive glamour of
urban centres. Once there, however, they
are confronted with the harsh reality of
high unemployment and crowded slums.
Bored, alienated and pessimistic about
the future. More Pacific adolescents are
turning to alcohol and cannabis for
solace – risk behaviours that often
precede unsafe sex” (p.15).
The above literature review, however,
provides little insight into young people’s
experiences of HIV transmission in
Sub-Saharan African countries where
HIV is endemic. Most studies on HIV
transmission have been limited to adults’
perspectives. The studies have been
mainly quantitative and lacking a constructivist perspective of young people
which could provide “true conversations
in which the researcher and participant
together develop a more complex understanding of [a] topic [such as HIV
transmission]” (Rossman and Rallis,
1998, p.125). To address these gaps, it
was imperative to gain information about
HIV transmission in Kenya by engaging
children as participants in this study. It
was felt that children’s perceptions could
reveal insights into important factors and
dynamics that might be of local and
global interest in the fight against the
spread of HIV infections. Children were
entrusted with cameras to document
and discuss their perspectives on HIV
transmission as they saw it.
Sharp Instruments
Photographs were used as a primary field
text (Clandinin and Connelly, 2000).
The use of photographs in research has
been identified as an important tool for
eliciting people’s opinions on issues that
affect them (Wang & Burris, 1994; Warren, 2005).
The literature also suggests that the use of
sharp instruments contaminated with
blood poses a high risk of infecting others.
Some of the cultural and body image
practices that involve the use of sharp
instruments such as circumcision, ear
Methodology
The Setting
In this study, each child participant was
given a disposable camera, they took
photographs of contexts in which they
thought HIV was transmitted, and told a
story about the images he or she took.
The photos were then arranged in a story
format that the author calls photohadithi (hadithi means “storying” in the
African language of Kiswahili). The idea
of using participants’ photographs to give
voice to issues affecting them has been
used within the field of health promotion
and community empowerment to
influence policy (Wang & Burris, 1994).
For example, Wang and Burris (1994)
used photo-voice to gain an understanding of health issues facing women in rural
China. Strack, Magill, & McDonagh
(2004) used photo-voice as a way to
research the engagement of the political and
social lives of youth in their communities.
The site of this study was a primary (elementary) school in the Kisii community
in Kenya. While the classroom work
entailed exposure of all children to a
mandated HIV curriculum, the main
focus of this study was the engagement of
12 child participants.
The use of photographs as a tool of
empowerment is grounded in Freire’s
(1970) work. Freire’s theory advocates for
empowerment education that enables
participants to express their opinions,
feelings, and beliefs about issues that
affect them (Freire, 1970). Empowerment education has the potential of
developing an individual’s critical
consciousness to take action on issues
that affect them. Freire’s theory provides
a theoretical framework to analyze the
children’s photo-hadithi.
To the author’s knowledge, this was the
first study to involve children in the use
of a photo-hadithi to understand the
causes of HIV transmission in a rural
Kenyan community. The goals of the
photo-hadithi research were three-fold:
(1) to enable children to take images of
their perceptions of possible social factors
responsible for HIV transmission as
found in their communities; (2) to elicit
children’s feelings, beliefs, and opinions
about HIV transmission through their
photos; and (3) to represent children’s
experiences of HIV transmission using a
photo-hadithi.
Recruitment of Participants
Approximately 800 children were
enrolled in Standard (meaning the equivalent to ‘Grade level’ in North America)
1 to 8; the 12 participants were recruited
from Standard 5, 6, and 7 classrooms as
they were taught a government mandated
HIV/AIDS education curriculum. The
reasons for choosing 12 students from
three grades were: First, children aged 10
to 14 are considered by HIV education
researchers as a population that have a
“window of hope” because they have low
rates of infection and their patterns of
sexual behavior have not yet been
established (Kigotho, 2001; Kelly, 2000);
second, a limited number of disposable
cameras were available; and last, in order
to get detailed information in a qualitative study, one does not require a large
number of participants (Gall, Borg &
Gall, 1996).
Participants were purposefully recruited
in consultation with classroom teachers.
The criteria for recruitment were: children’s ability to talk openly about HIV
issues in class as they learned a mandated
HIV/AIDS curriculum; willingness to
engage in a conversation with the
researchers; willingness to learn how to
take photographs; and parental consent to
have their child participate in a study on
HIV transmission. Also, efforts were
made to have both genders equally
represented (six boys and six girls). Participants were given pseudonyms to protect
their identity.
Demographics of Participants
The participants were from a rural
Kenyan community and their ages
ranged from 10 to 13 years. Their parents
were peasants and each child had more
than three siblings. All participants knew
at least one person who had died of
AIDS, and each could communicate in
the Kisii language.
The Research Team
The research team was comprised of a
principal investigator and 13 Canadian
pre-service teachers working as research
assistants. The principal investigator is a
professor in the faculty of education with
a research interest in HIV prevention
among youth populations. The pre-service
teachers were post-degree students that
were conducting their final practicum in
Kenya. All 13 pre-service teachers shared
an interest in HIV/AIDS research and
had previously taken a course titled,
“Cross-cultural health education in
HIV/AIDS prevention: International
perspectives.” The principal investigator
offered the course as a way to prepare the
13 pre-service teachers to work in Africa
on this research project. In addition, the
pre-service teachers were trained in how
to conduct qualitative research interviews.
Although English was the language of
instruction at the Kenyan primary
school, the children were encouraged to
discuss the photographs they took in
their mother tongue of Kisii. Conducting
conversations in Kisii prompted the
recruitment of onsite school teachers to
assume the role of Kisii translator. These
teachers translated the often-sensitive
information that the children were discussing. This enabled children to discuss
their thoughts and feelings freely with
researchers during the photo sessions.
Development of Photo-hadithi
The development of photo-hadithi
involved six steps. First, after each child
obtained a parental consent to participate, the children were invited to discuss
the photo assignment and camera use.
Secondly, children took, developed, and
coded photographs. Thirdly, children
discussed their photos and these conversations were recorded. Fourth, the
researchers transcribed the recordings of
the children’s photo discussions. Fifth,
the researchers arranged transcripts in the
form of photo-hadithi. Sixth, the photohadithi were analyzed for themes.
Editor’s Note: Due to the sensitive and private nature of some of the images we have reprinted only three of the six photo-hadithi
in this article. On the advice of the Office of the Privacy Commissioner of Canada, the editor has obscured the faces of all
subjects appearing in the three remaining photographs and pseudonyms are used in order to protect their privacy.
This photo-hadithi accompanies
a photo of a single mother and
her 4 children living in poverty
* Languages: Bold- Kisii,
Bold Italic- Kiswahili,
Roman- English
Italic- French
The first step involved discussing photo
assignments and camera use. The
research assistants helped each child go
through the process of operating the
camera and taking a few sample photos.
Children were asked to take a maximum
of 12 photographs (a roll of film has 12
exposures). The children were instructed
to take photographs that depicted the
possible ways that HIV could be transmitted within their communities. After
the briefing session, each child was given
a disposable camera equipped with a
flash.
Photo-hadithi
Omoiseke oyo akorokwa Barua
Nigo are omonywa.
Omosacha oye amotigete nabana bane
Nere onyorire batato
Tabwati gasi.
Obomaraya agokora nario araragerie
Abana Tari buya
Onyorire ebinyinyi bio oborwaire
Msijana huyu anaitwa Barua
Yeye ni mlevi.
Mmewe alimwaacha na watoto wanne.
Amezaa watatu nje ya ndoa.
Hana kazi.
Anafanya ukahaba kulisha Jamii yake
Afya yake nzio nzuri
The second step involved having the children develop their rolls of film. The children’s rolls were developed at a local
photo studio. After developing the film,
the photos were organized according to
the children’s names, they were coded,
and then arranged in folders for easy
identification.
most often visited markets, shopping
centres, roadsides, homes, and local
paths. The third step involved children
discussing their individual photographs
in tape recorded sessions. Four sessions
were organized and ran concurrently.
Each child was given a folder containing
his or her photographs. A research assistant and teacher, who translated from
Kisii to English, facilitated each session.
Children were asked questions in English, for example: (1) When you look at
this photo, what do you see? (2) What
were you thinking when you took the
picture? (3) What were you trying to say
about HIV? (4) If you look at the picture
now, do you think it says something – a
story – about HIV? The teacher would
then translate the researcher’s questions
into Kisii and the child’s responses from
Kisii to English. The children’s responses
were tape recorded to ensure accuracy
and facilitate transcription.
In most cases, the children discussed
being accompanied by an older sibling
while they walked in their communities
and took their pictures. The children
The fourth step involved listening and
transcribing the audio-taped children’s
photo discussions. The data were
arranged in a story format alongside each
H[er] name is Barua.
She is an [alcoholic].
[Her] husband left her with four children.
She has three more children.
She has no job.
She engages in sex to feed the family.
She is not well.
She has started being sick.
Son nom est Barua.
Elle est une ivrogne.
Son mari l’a laissé avec quatre enfants.
Elle a trois enfants de plus.
Elle n’a pas d’emploi.
Elle s’engage au sexe pour nourrir la famille.
Elle n’est pas en bonne santé.
Elle a commencé à devenir malade
photo. Since it was anticipated that the
use of photo-hadithi as a research tool
within the field of health education could
be useful in serving local communities, as
well as a wider international audience,
the photo-hadithis were translated from
Kisii to three other languages: Kiswahili,
English, and French. The children and
parents speak both Kisii and Kiswahili
(Kenya’s national language). The Canadian pre-service teachers and many in the
wider international community speak
English and French.
The fifth step involved reading and rereading each child’s photo-hadithi in an
attempt to uncover themes. The themes
that emerged from this analysis form the
structure for organizing and reporting
the findings in the sixth step.
Findings and Discussion
Although the children had different life
experiences and lived in different home
settings in the community, their photohadithis revealed many similarities. The
process of photo-hadithi enabled children to develop knowledge and critical
a photo of poorly paid Miriam
working in a hotel kitchen.
consciousness on issues around HIV
transmission – which can be described as
an empowering experience (Freire,
1970). Six themes emerged from the children’s photo-hadithis regarding what
they perceived to be factors contributing
to the transmission of HIV. These were:
single mothers living in poverty, low
income earners seeking additional
income, alcohol consumption and indecent ways of dressing, boys’ social power,
healthy looking people, and sharp contaminated instruments.
The findings from this Kenyan study
mirror information that has been presented in literature from other countries.
In their finer details, though, these findings shed some important additional
light onto the area of HIV transmission
and suggest directions for further
research.
Single Mothers Living in Poverty
The children photographed people living
in poverty. Most images of people living
in poverty were women who were also
single mothers. These women were said
to have been abandoned by their husbands or were not married. There was a
strong perception across the children’s
photo-hadithis that women living in
poverty were increasingly becoming vulnerable to HIV. According to the child
photographer of the first photo-hadithi,
Barua had four children.. She was
abandoned by her husband. Being jobless
and with a large family to feed, Barua had
to look for other means of survival. The
child’s photo-hadithi tells how Barua
became an alcoholic and started engaging
in unsafe sexual relationships with men
to earn an income. According to this
child photo-hadithi, Barua eventually
became ill, possibly infected with HIV.
Omokungu oyo nebinto agosibia*
omogobani
Egere aakanwe chibesa
Obotaka nabobokorenta HIV
Omosacha nabo akomongaina
Bagende nere
Amoe chibesa bakore obonyaka
Oboremerwa ebokogera abange bakora
oboraya
This is a [woman] washing utensils at a
hotel.
So that someone would give [her] money.
Poverty is one way that leads to HIV.
Someone [could] convince her.
Take her away.
Give her enough money for sex.
Poverty has forced [many] to engage in
sexual work.
Huyu mama anaosha vyombo hotelini*
Hili aweze kupata pesa
Umaskini ni sababu moja ya kueneza
ukimwi
Wanaume watamtongoza
Wamchukue makwao
Wamlipe pesa ili wafanye mapenzi
Umasikini umebidhi wengi kufanya
umalaya
C’est une femme qui lave les ustencils à
l’hôtel.*
Pour qu’elle puisse avoir de l’argent.
La pauvreté a forcé plusieurs gens à s’engager
vers le marché sexuel.
La pauvreté est une façon qui mène au VIH.
Quelqu’un peut la convaincre.
L’emmener.
On lui donne assé d’argent pour avoir du
sexe.
The poverty factor in HIV transmission
that is storied in the photo-hadithis is
also mentioned in other studies on HIV
infection (Bankole et al., 2004; Kelly,
2000; Summers et al., 2002). An important implication of this kind of poverty,
as Kelly (2000) suggests, is the “survival
needs which cause poor women and girls
to enter into sexual relationships and to
protect their expected income by not
insisting on condom use” (p. 29). It is
important to note that HIV transmission
in this category is grounded in the context of economic disempowerment –
which might be explored more fully
using qualitative studies.
Low Wage Earners Seeking A
dditional Income
The children’s photographs pointed to
people working in poor conditions with
low wages. Most of the working poor
were also women, who worked in menial
jobs and were underpaid. Children perceived that such underpaid women
turned to prostitution for additional
money to support themselves or their
dependents. For example, one child photographed Miriam in a filthy, underpaid
workplace. The child photographer
believed that Miriam has to make ends
meet by engaging in prostitution. Such
sexual practices that are dependent on
men who are willing to spend money,
could be risky. The photo-hadithi parallels stories of women reported in other
studies resorting to prostitution due to
economic hardships.
Similarly, a Canadian study among sex
workers in Halifax, Jackson et al. (2001),
found that:
Money was needed to augment
social assistance and women repeatedly noted that there was not enough
to support them and /or their children. In a city with high rents and
escalating costs for heat, many of the
women turned to prostitution as a
last resort for making money when
they could not find other employment. (p. 46).
A greater risk of HIV infection exists
among sex trade workers who report
non-use of condoms by clients (Jackson
et al., 2001). For example, in another
Canadian study, Shannon, Bright, Gibson, and Tyndall (2007) found that 61%
of clients offered more money for unprotected sex in what the researchers termed
“survival” sex among women sex workers.
When low wages become the primary
cause that drives individuals to survival
sex, efforts should be focussed on
improving wages as a way to prevent
HIV infection.
Alcohol Consumption and
Indecent Ways of Dressing
The children also focused their cameras
on people whom they thought were
behaving in a manner likely to engage in
high-risk sexual activities. These included
women wearing tight jeans or exposing
their bodies. The children photographers
felt such dressing to be indecent and
culturally inappropriate. The children
perceived the wearing of tight jeans as
“inviting” sexual intercourse. The children felt that such individuals were likely
to engage in unprotected sex. They felt
they were a high risk group in their
community. This category included people
drinking in bars or being publicly drunk
or indecently dressed. One child photographer took a photograph of Jomo and
Jelia seated in a local bar in a manner the
child believed to be compromising.
As noted in other literature, similar highrisk behaviours are reported to contribute
to HIV infection. For example, in an
American study, Chuang, Liebschutz,
Cheng, Raj, and Samet (2007) found
that “women may be more likely fall
victim to sexual assault when they are in
social situations that encourage both
drinking and sexual pursuits, like bars or
parties” (p. 222). Similarly, a study by
Littleton et al. (2007) on predictors of
Jomo and Jelia in a compromising
situation
Literature has shown
that boys tend to seek
girls for sex at a young
age; this is often
initiated to exert
control over girls
in relationships
that sometimes could
be violent
(Bankole et al., 2004; UNICEF, 2004).
risk behaviour among American women
aged 18–40 found that “binge drinking
emerged as an independent predictor of
having multiple partners in the past year
and having sex after drinking or using
drugs” (p. 6). Additionally, Johnson and
Lee (2000) report inferences made on
women “wearing body-revealing clothing
(e.g., tight/clinging clothes, short skirts,
see-through dresses, low necklines) have
been perceived as a flirt or tease, as likely
to provoke rape, as leading men on, as
inviting attention” (p. 333).
This particular category, especially the
consumption of alcohol, is being articulated more and more frequently. It is also
mentioned in other parts of the world
and needs to be explored more fully at it
relates to HIV transmission.
Boys’ Social Power
The children took photographs of boys
whom they thought were harassing girls
alongside paths and roadways. For
example, a child photographer took one
photograph in which it was believed
three boys could be waiting to harass
girls as they walked home along a particular path. The child felt that the boys’
behaviours showed that they were likely
to pounce on girls as they went about
their chores.
Literature has shown that boys tend to
seek girls for sex at a young age; this is
often initiated to exert control over girls
in relationships that sometimes could
be violent (Bankole et al., 2004;
UNICEF, 2004). Specifically, Bankole
et al found that in most African countries, “young men in the region typically
experience strong social pressures to
prove their manhood by having sex” (p.
9). Gupta (2000) talks of unequal
power balances in gender relations
which increases men’s vulnerability, and
suggests the notion that masculinity is
associated with risk-taking behaviours.
Gupta explains further, saying, “a
national survey of adolescent males
aged 15 to 19 in the US found that
young men who adhered to a traditional
view of manhood were more likely
to report substance abuse, violence,
delinquency and unsafe sexual practices”
(p. 4).
Abakegoria aba bare amarwa bakonywa
ebaa
Bonsi omosacha
n‘omokungu batindire
Ebakororekana koba n’omogoko
Ebare ang’e gochikorara amo
Abaikarasente konya kw’agasani
These two [young adults] are drinking in
the [bar].
[Both the man and the woman] are drunk.
They seem to be having fun.
They were ready to have sex.
They were just sitting and touching each
other carelessly.
Hawa vijana wawili] wanakunywa
bombe kilabuni.
[Huyu mvulana na msijana] wamelewa .
Waonekana kuwa wanajifurahisha.
Wako tiyari kufanya mapenzi.
Wameketi na kupangusana kimapenzi
vile
Ces deux jeunes adultes boivent au bar.
Les deux, l’homme et la femme sont ivres.
Ils semblent s’amuser.
Ils étaient prêts pour le sexe.
Ils sont assis et se touchent de façon provocatrice.
Abamura aba batato orosana bebisete
Ebaganyerete abaiseke babachegie
Ebaganyererete abaiseke bachiche
Ebakobaengera nechinguru
Ebakobabetereri gokora obonyaka
Ekenegento gegokorekana ekenyoro
Three boys by the roadside waiting to
harass girls
an image of a healthy-looking
young man making a phone
call.
Hawa wavulana watatu wanajificha
kichakani
Wanaongojea kuteza wasichana
Wanasubiri wasichana wakuje
Wanawachukua kwa nguvu
Watawalasimu kufanya mapenzi
Hiki ni kitendo kinachofanyika kijijini
Studies have shown that stigma, shame,
and a wall of silence surrounds people
living with AIDS. According to Kelly
(2000):
Persons living with HIV or AIDS
frequently experience social stigma,
scorn, or maltreatment. The belief is
widespread that infected persons
“deserve” their fate because of their
Ces trois garçons se sont cachés dans le buisson.
Ils attentent pour tourmenter les filles.
Ils attentent que les filles arrivent.
Ils les prennent par la force.
Ils les forcent d’avoir le sexe.
Quelque chose qui a lieu dans la
communauté.
Naigure omosacha oyo nabwate HIV
Abanto bamokwanire ekenyoro
Tarikororekana buna oyobwate HIV
Nigo akonakwegokia nobogima
[I have] heard he [is] HIV positive.
People talk about him [in our community].
He doesn’t look like [he has HIV].
He is enjoying life.
Nimesikia huyu mvulana ana ukimwi
Watu uongea kuhusu yeye kijijini
Haonekani kama hako na ukimwi
Anajifurahisha tu na maisha.
J’ai entendu dire qu’il est VIH positive.
Les gens parlent de lui dans notre communauté.
Il ne semble pas avoir le VIH.
Il s’amuse.
drug-using habits or “promiscuous”
sexual behavior. The disease is also
associated with fear – not merely fear
of its ready transmission and lethal
outcome but also fear that one’s
HIV/AIDS status be known by a
spouse or in the workplace. (p. 29)
Sharp Contaminated Instruments
Healthy-looking People
Children took photographs of healthylooking people whom they suspected to
be living with HIV. They expressed that
silence about the health status of HIV
positive people, even if they looked
healthy, could be a concern as such
persons could transmit HIV to unknowing partners. For example, one child
photographed a healthy-looking young
man, Jeso, making a phone call. Jeso
looks healthy, but is suspected to be HIV
positive. The children believed that Jeso
could be engaging in sexual intercourse
yet he is HIV positive. This dilemma has
been mentioned in literature on HIV
transmission.
These three boys [are] hiding in the bush.
Waiting to harass girls.
They wait for the girls to come.
They take them by force.
[They will] force sex with them.
Something that takes place in the
community.
Furthermore, Wilson et al. (2007) found
that in new sexual partnerships, “women
were more likely to use condoms consistently but less likely to report mutual
HIV disclosure when compared with
more established relationships” (p. 156).
Bankole et al. (2004) also found that
levels of education played a role in
adolescents’ awareness that a healthylooking person can transmit HIV.
This was a very interesting category
grounded in stigma and discrimination
affecting people who are HIV positive –
which could be explored further using a
qualitative study.
The child photographers captured
images of children playing with sharp
contaminated instruments, such as needles.
They felt that such behaviours could
possibly expose children to HIV infection. One child photographed two boys,
Jomo and Amoro, who were playing with
sharp instruments that could have possibly been contaminated with HIV.
Similarly, other researchers have reported
that there are cultural and clinical
practices where sharing instruments put
people at risk of being infected by HIV. A
study by Granich and Mermin (2006)
reported that:
People who use drugs like heroin or
amphetamines often buy needles
illegally... In New York City…
people inject drugs in “shooting
galleries,” where people rent used
needles. These needles have been
used by many different people. The
more people share needles, the more
Abamura aba babere abake
Ebagosanga ebinto ebioge
Twasomire titosanga ebinto ebioge
Eye nenchera eyemo HIV ekwambokeriwa
Vijana hawa wavulana wawili
Wanatumia vyombo vikali
Tumejifundisha kuwa tusitumie
vyombo kali
Ukimwi inaweza kuambikishwa na
vyombo kali
Two boys (Jomo and Amoro), sharing
a needle.
likely it is they will become infected
by HIV” (p. 58-59).
Implication for Practice
This study has implications for health
educators in Kenya and globally.
First, this study adds information to a
gap in the literature concerning the use of
photography in research involving
children. The photo-hadithi emerged as a
research tool that engages children in
gaining a deeper understanding and
communicating ways in which HIV is
transmitted in communities. The photohadithi was an effective research tool
which teachers or educational researchers
could use to engage children in documenting their experience and knowledge
about HIV transmission.
Secondly, this study contributes to
empowerment education which, according to Friere (1970), occurs when “people
develop their power to perceive critically
the way they exist in the world with
which and in which they find themselves
…[a] problem-posing education which
make them critical thinkers” (p. 83). The
photo-hadithi goes beyond the act of
simply producing images, its importance
lies in the involvement of child participants in discussing issues imbedded in
photos. The process of photo-hadithi
empowered children to talk openly on
the subject of HIV transmission, which
was previously considered taboo and
presumed to be for adults only. Such an
approach resonates with Silin (1995),
cited in Flinders & Thornton (1997),
who says that, “HIV/AIDS education
needs to begin with the youngest
children and permeate the curriculum in
order to break down the taboos with
which it is associated and make the
subject a more comfortable one for
discussion” (p. 241).
Thirdly, the findings suggest the need for
development of HIV school curriculum
which provides a deeper understanding
Two young boys are sharing sharp objects.
[We] have learned not to share sharp
objects.
This is a way the disease (HIV) can be
transmitted.
Deux jeunes garçons.
Ils partagent les objets pointus.
Nous avons appris de ne pas partager les objets
pointus.
C’est une façon que la maladie (VIH) peut
être transmise.
of social/economic factors that are
behind HIV transmission. The factors
identified by these children need to be at
the core of any serious school curriculum
that is focused on affecting sexual behavior.
Such infusion of factors would enhance
students’ knowledge of how HIV is
transmitted and would facilitate the development of skills on HIV prevention.
Fourth, in this study, the pre-service
teachers were involved throughout the
Recommendations: In view of the above findings, I recommend the following:
1. Kenya’s Ministry of Education should initiate programs to address and sensitize
schools and communities about factors identified as HIV transmitters.
2. Health educators in Kenya and internationally should expand schools’ HIV
curriculum to include risk factors identified by these children participants.
3. Education researchers and teachers should commit more strongly than before to
engage their students in HIV knowledge and skills through use of a creative
research tool such as a photo-hadithi.
4. A follow up qualitative study should be conducted to investigate the questions
raised by this study,
a) What was is it like for Kenyan teachers to hear what the children were saying
about HIV transmission? How has the awareness of their pupil’s knowledge of
HIV transmission affected Kenyan teachers’ approach to teaching?
b) How has the involvement in photo-hadithi research affected the subsequent
teaching practice of Canadian pre-service teachers?
Further investigation into each of the six themes that contribute to HIV transmission needs to be done.
5. Given that this study involved 10-14 year old participants, it would be
important to further investigate what kind of perspectives older high school
students, aged 16-18 years, held.
process of developing the photo-hadithi.
They interviewed and recorded children’s
perceptions on HIV transmission. In so
doing, the pre-service teachers gained a
deeper understanding of the factors
pertaining to HIV transmission in
Kenya. They also developed capacities as
researchers. The Kenyan teachers participated as translators of the Kisii language
into English. They learned about their
children’s capacity to communicate issues
around HIV transmission using cameras.
It is hoped that both Kenyan and
Canadian teachers gained a deeper
understanding of children’s ability to
explore issues that affect them and their
communities.
Conclusion
In conclusion, photo-hadithi as a research
tool has the potential to empower young
people to take and discuss photographs as
a way of expanding their knowledge and
skills on issues that affect them and their
communities. In this particular study,
the photo-hadithi shed light on some
factors underlying and contributing to
HIV transmission in a Kenyan community.
The use of photo-hadithi is not without
limitations. For this study, a few problems associated with the use of cameras
arose. For example, while most children
took good, clear photos, some few participants had blurred photos. This meant
that those with fewer clear photos had
fewer images to share. In using the
photo-hadithi as a research tool, educational researchers and health educators
should take time to develop the child
participants’ photographic competences
that are required to operate a camera
successfully.
Despite the limitation, photo-hadithi
emerged as a powerful research tool
which could play a major role in fostering
children’s engagement. Photo-hadithi
could be used by health educators in
HIV not only in Kenya but globally, to
enhance children’s knowledge and
insights into emerging health concerns
such as STI’s, obesity, substance abuse
and body image related – anorexia.
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Quality Daily Physical Education - Recognition Award Program
2009-2010 Statistics
Q
uality Daily Physical Education (QDPE)
is a nation-wide initiative designed to
raise awareness and coordinate the strategic
implementation of high quality physical and
health education programs in schools that
equip children and youth with the knowledge,
skills, and values needed to lead active, healthy
lives. A quality physical education program
encompasses a wide variety of carefully planned
learning experiences from sport skills and outdoor skills, to dance and gymnastics. Attention
to developmentally appropriate curricular goals
and learning outcomes ensures that children of
all abilities and interests are able to build a
foundation of movement experiences and
knowledge.
The QDPE Recognition Award Program
(RAP) was launched in 1988 with the goal of
increasing physical activity levels and improving the health of children and youth in Canada. Additionally, the program enabled the
development of a unified set of standards necessary to become a QDPE school, while providing incentive and national recognition to
schools for actively improving their PE curriculum and adhering to program standards.
This year, 905 schools recognized their school’s
commitment to a quality physical education
program. For a detailed breakdown of RAP statistics, please consult the following summary
charts. Information can also be accessed by visiting the Award Recipients section of the RAP
program at www.phecanada.ca
Éducation physique
quotidienne de qualité
(EPQQ) – Programme
des Prix de reconnaissance
aux écoles (PRE) 2010
L’éducation physique quotidienne de qualité
(EPQQ) est une initiative pancanadienne axée
sur la sensibilisation qui favorise la mise en
œuvre stratégique de programmes d’éducation
physique et d’éducation à la santé de haute
qualité dans les écoles pour permettre aux
enfants et aux jeunes d’acquérir les connaissances,
les habiletés et les valeurs nécessaires pour vivre
une vie saine et active. Les programmes
RAP SUMMARY 2009-2010
Total Award
Recipients(Schools):
Total # of students:
Total # of students
receiving QDPE:
Total # of students
receiving Platinum:
Total # of students
receiving Gold:
Total# of students
receiving Secondary:
905
356478
105544
85527
55607
109800
% of CDN K-12 Schools
Qualifying for RAP:
5.92%
% of Winning Students receiving
a QDPE Award:
% of winning students receiving
a Platinum Award:
a Gold Award:
a Secondary Award:
29.6%
24%
15.6%
30.8%
PROVINCIAL BREAKDOWN BY AWARD LEVEL
Province
Total Award
Winning
Schools
Total Award
Winning
Students
% of Students
Winning
Diamond
ON
AB
MB
BC
QC
NB
SK
NL
NS
PE
NU
YT
NT
290
202
144
82
71
40
33
22
14
3
2
2
0
142916
76655
44432
33682
26612
11778
9557
5797
3495
918
450
186
0
24.2%
63.6%
20.7%
15%
6.1%
15.8%
29.1%
0%
14.8%
0%
0%
27.4%
0%
d’éducation physique de qualité englobent une
large gamme d’expériences d’apprentissage
minutieusement planifiées, allant des habiletés
sportives et de plein air à la gymnastique, en
passant par la danse. En fixant des objectifs
pédagogiques qui tiennent compte du niveau
de développement des élèves et des résultats
d’apprentissage, on s’assure que, peu importe
leurs habiletés et intérêts, tous les élèves
pourront acquérir les fondements du mouvement
et du savoir.
Le Prix de reconnaissance aux écoles (PRE)
offrant une EPQQ a été créé en 1988 dans
l’optique d’améliorer l’état de santé et le taux
d’activité physique des enfants et des jeunes
du Canada. Le programme a aussi permis
% of Students % of Students % of Students
Winning
Winning
Recieving
Platinum
Gold
Secondary
23.8%
7.2%
45.4%
18.6%
48.9%
13.9%
20.6%
34.9%
16.9%
38.7%
0%
0%
0%
12.4%
7.1%
10.2%
31.7%
20.2%
51.5%
12.7%
30.5%
68.2%
40.8%
0%
0%
0%
38.8%
22.1%
23.7%
34.6%
24.8%
18.8%
37.6%
34.6%
0%
20.5%
100%
72.6%
0%
d’articuler une série de normes homogènes à
respecter pour devenir une école axée sur
l’EPQQ, tout en proposant des mesures
incitatives et en accordant une reconnaissance
nationale aux écoles qui choisissent d’améliorer
activement leurs programmes d’éducation
physique et de se conformer aux normes du
programme.
Cette année, 905 écoles ont été reconnues en
raison de leur engagement envers un
programme d’éducation physique de qualité.
Pour obtenir des données statistiques sur le
programme des PRE, consultez les tableaux
sommaires. Vous pouvez aussi obtenir de
l’information en allant au site du programme
des PRE à www.epscanada.ca.
NNN RAP WINNERS 2009–2010 NNN
Diamond
Alberta:
Alexandra Middle School
Annie Foote Elementary
Annie L. Gaetz Elementary
Aspen Grove Elementary
Aspen Heights Elementary
Avondale Elementary
Banff Elementary School
Banting & Best School
Bashaw School
Beacon Heights Elementary
Bentley School
Braeside Elementary
Carseland Elementary
Cedarbrae Elementary
Central Middle School
Chaparral School
Chester Ronning Elementary
Citadel Park School
Colonel Irvine Junior High
Colonel MacLeod School
Coventry Hills School
Crestwood Elementary
Crossing Park School
Delwood Elementary
Douglasdale School
Dr. Hamman Elementary
Dr. Morris Gibson School
Dunstable Elementary
Eckville Elementary
École Airdrie Middle School
École Beau Meadow School
Ecole Mother Teresa Elementary
École Oriole Park School
École Right Honorable Joe Clark Elementary
École Sifton School
Elbow Valley Elementary
Elboya Elementary/Junior High
Elmer Elson Elementary School
Ethel M. Johnson Elementary
Exshaw School
FFCA - Alice M. Curtis Campus
FFCA - Southwood
FFCA - St Lawrence
Fleetwood-Bawden School
Foundation for Future Charter - Renfrew
G.H. Dawe Community School
G.W. Smith Elementary
George Davison Elementary
Georges H. Primeau School
Glendale Middle School
Good Shepherd School
Grandview Elementary
Grassland Community School
Griffiths-Scott School
Gus Wetter School
H.E. Bourgoin School
Harry Gray Elementary
Haultain Memorial Elementary
Haysboro Elementary
Heritage Heights School
Hillside Community School
Holy Family School
Holy Spirit Catholic School
Huntsville School
James Mowat Elementary
Khalsa School Calgary
L.T. Westlake Elementary
Landing Trail Intermediate School
Lauderdale Elementary
Leduc Junior High School
Marion Carson Elementary
Marwayne Jubilee School
Maryview School
Mattie McCullough School
Mayerthorpe Junior-Senior High School
Millarville Community School
Mother Teresa Elementary
Mount View Elementary
Mountain Park School
Nicholas Sheran Community School
Nickle School
Niton Central School
Norwood Elementary
Notre Dame Academy
O.S. Geiger Elementary
Our Lady of Fatima School
Our Lady of the Rosary School
Oyen Public School
Peerless Lake School
Pipestone Elementary
Ponoka Christian School
Princeton Elementary
Queen Elizabeth Elementary
Queensland Downs Elementary
R.J. Hawkey Elementary
Rainbow Lake School
Ranchlands Community School
Rideau Park Elementary
Riverview Middle School
Robert Warren Junior High
Robina Baker Elementary School
Rochester School
Rocky Lane School
Ronald Harvey Elementary
Ross Glen Elementary
Rundle College Jr/Sr High School
Rundle Elementary
Sacred Heart Elementary
Scott Robertson Elementary
Senator Buchanan Elementary
Sherwood School
Sir John Franklin Junior High
Sir Wilfrid Laurier Junior High
Southview Community School
Sparling School
Spitzee Elementary School
St. Angela Elementary
St. Anthony's School
St. Cecilia Junior High School
St. Charles Elementary School
St. Elizabeth Seton School
St. Francis Junior High
St. Helena Junior High
St. Hubert Elementary
St. Jude Elementary School
St. Mary School
St. Matthew Catholic School
St. Patrick School
St. Teresa of Avila School
St. Theresa School
Terrace Ridge School
The Calgary Jewish Academy
Tom Baines Junior High
Traditional Learning Centre at Colonel
Sanders Elementary
Turner Valley School
Two Hills High School
Valley Creek School
Vermilion Elementary School
Viking School
Vincent Massey Junior High
W.R. Frose School
Wainwright Elementary School
Weinlos Elementary
Westview Public School
Whitelaw Elementary School
Wilson Middle School
Woodbridge Farms Elementary
Woodman Junior High
British Columbia
Bench Elementary
Bert Ambrose Elementary
Brantford Elementary
Clinton Elementary
Confederation Park Elementary
Douglas Road Elementary
Eagle View Elementary
Evans Elementary
Golden Ears Elementary
Harry Hooge Elementary
Jackson Elementary
Kelowna Christian School
Montecito Elementary
Mount Pleasant Elementary
Pitt Meadows Elementary
Ranch Park Elementary
School District 92 (Nisga'a)
St. Joseph's School
Stawamus Elementary School
Tate Creek Elementary
Manitoba:
Arborgate School
Bairdmore Elementary School
Beautiful Savior Lutheran School
Benito School
Betty Gibson School
Cranberry Portage Elementary
École McIsaac School
École Saint-Avila
Edmund Partridge Community School
Elkhorn School
Emerson Elementary School
Fort Rouge School
George Waters Middle School
Hampstead Elementary
Huron Christian Academy
John G. Stewart School
John M. King School
Kent Road School
Laidlaw School
Machray School
Miami School
Minitonas Middle School
Morris School
North Memorial School
Oakenwald School
Pacific Junction School
Ralph Maybank School
Richer School
River West Park School
Riverton Early Middle School
Roland Elementary
Royal School
Ruth Betts School
Ruth Hooker School
Sergeant Tommy Prince School
Sister MacNamara School
St. Gerard School
St. John's-Ravenscourt School
Ste. Marie School
Swan Valley School Division
Thomas Greenway Middle School
Treherne Elementary
Virden Junior High School
Waterhen School
Westgrove School
Weston Public School
William S. Patterson School
New Brunswick:
Centreville Community School
École La Découverte de Saint-Sauveur
École La Villa-des-Amis
École Le Domaine-Étudiant
École Mgr. Mélanson
École Place-des-Jeunes
Janeville Elementary School
Nashwaaksis Memorial School
Priestman Street Elementary School
Nova Scotia:
Carleton Consolidated School
Evangeline Middle School
Ontario:
Aldershot Elementary/High School
Ancaster Senior Public School
Ardtrea/Cumberland Beach Public School
Berrigan Elementary School
Boundary Street Public School
Brantwood Public School
Bruce Peninsula District School
Bruce T. Lindley Public School
Caldwell Street Public School
Cameron Public School
Castlemore Public School
Centennial 67 Public School
Chapel Hill Catholic School
Chippewa Public School
Claireville Public School
Clarksdale Public School
Commonwealth Public School
D. Roy Kennedy Public School
David Meekis Memorial School
Doon Public School
Duke of Edinburgh Public School
Dundalk and Proton Community School
East Front Public School
École élémentaire catholique La Source
École élémentaire catholique Sainte-Lucie
École élémentaire catholique Sainte-Thérèsed'Avila
École élémentaire catholique Saint-Joseph
École élémentaire Nouvel Horizon
École élémentaire publique Gabrielle-Roy
École élémentaire publique Jeanne-Sauvé
École élémentaire publique L'Odyssée
École publique Carrefour Jeunesse
NNN ÉCOLES LAURÉATES 2009–2010 NNN
École Ste-Ursule
École St-Paul
Enterprise Public School
Faith Christian Academy
Fernforest Public School
Forest Valley Elementary School
Frank Oke Secondary School
Frank Ryan Catholic Sr. Elementary
Gladys Speers Public School
Good Shepherd Catholic School
Harrison Public School
Holy Cross Elementary
Holy Name Elementary
Hopewell Avenue Public School
Immaculate Conception Catholic School
Iroquois Public School
John English Junior Middle School
John McCrae Senior Public School
Killaloe Public School
Kinsmen/Vincent Massey School
Laggan Public School
Lakeshore Public School
Lambton Central Centennial
Lincoln Avenue Public School
Lyn-Tincap Public School
Maple Grove Public School
March Academy
Merrickville Public School
Morrisburg Public School
Mother Teresa Catholic High School
North Hastings Senior Public School
Northmount School For Boys
Orchard Park Public School
Our Lady of Fatima Elementary
Pakenham Elementary School
Plantagenet Public School
Prince of Peace Elementary
Queen Elizabeth Public School
Rideau Centennial Elementary School
Rothwell-Osnabruck Elementary &
Secondary School
Rowntree Public School
S.J. McLeod Public School
Sacred Heart High School
Seaway Intermediate School
Sherwood Mills Public School
South Branch Public School
South Crosby Public School
South Edwardsburg PS
St. Anne Catholic School
St. Augustine Elementary
St. Bernard Elementary
St. Christopher Catholic School
St. Elizabeth Ann Seton Public School
St. George Elementary
St. Joseph High School
St. Mary Catholic Elementary
St. Matthew High School
St. Patrick's Intermediate School
St. Peter High School
St. Stephen Catholic School
St. Therese Catholic School
Sweet's Corners Elementary School
Tecumseh Elementary
The Sterling Hall School
Tomken Road Middle School
Turnbull School
Upper Canada College
Vanier Public School
Westminster Public School
Williamstown Public School
Winchester Public School
Wolford Public School
York Street Public School
Quebec:
Clear Point School
Dorval Elementary
École primaire de l'Odyssée
École primaire Pierre-de-Coubertin
École Sainte-Marguerite
Saskatchewan:
Assiniboia 7th Avenue School
Assiniboia Park Elementary School
Central Park Elementary School
Chaplin School
Christopher Lake School
Cut Knife Elementary
Gateway Elementary School
Langham Elementary School
Miller School
Muskowekwan School
North Valley Elementary
P.J. Gillen School
Prince Philip Elementary
Reynolds Central School
Rocanville School
Yukon:
Grey Mountain Primary School
Platinum
Alberta:
Branton Junior High/École Branton
Britannia Junior High
Donnan Elementary - Junior High School
Highlands Junior High
Innisfail Middle School
Irvine School
Leo Nickerson Elementary
Our Lady Queen of Peace School
Renfrew Educational Services
Sir Alexander Mackenzie Elementary
St. Anthony School
St. Mary's School
St. Rupert Elementary
St. Thomas Aquinas School
British Columbia:
Bradner Elementary
École John Stubbs Memorial School
Glenrosa Middle School
Glenwood Elementary
Heritage Mountain Elementary
Morley Elementary
Nelson Elementary
North Saanich Middle School
Seaforth Elementary
Second Street Community Elementary
St. Francis de Sales School
St. John's School
Summit Middle School
Taylor Park
Walton Elementary
Manitoba:
Acadia Junior High School
Angus McKay School
Anola School
Arborg Early/Middle Years School
Arthur A. Leach School
Arthur E. Wright Community School
Beaverlodge School
Chancellor School
Chapman School
Chief Peguis Junior High
Dalhousie Public School
Dr. George Johnson Middle School
École Centrale
École Charleswood School
École Crane School
École Dieppe
École Golden Gate Middle School
École James Nisbet Community School
École Lacerte
École Leila North Community School
École Marie-Anne-Gaboury
École Robert Browning School
École Saint Germain
École St. Adolphe School
École Tuxedo Park
École Van Walleghem School
École Viscount Alexander
Elmdale School
General Byng School
General Vanier School
H.C. Avery Middle School
Happy Thought School
Hastings School
Hedges Middle School
Isaac Brock School
Joseph Teres Elementary School
La Salle School
La Verendrye School
Landmark Elementary School
Linden Meadows School
Minnetonka School
Nordale School
Prince Edward School
R.F. Morrison School
R.H.G. Bonnycastle School
Radisson Elementary School
Red River Valley Junior Academy
Riverheights School
Rockwood School
Ryerson School
Shamrock School
Sigurbjorg Stefansson Early School
St. Andrews School
St. George School
Stevenson-Britannia School
Tanners Crossing School
Valley Gardens Junior High
Victor Mager School
West Park Elementary School
Westdale School
Westview Elementary School
Whyte Ridge School
New Brunswick:
Campobello Island Consolidated School
École l'Escale-des-Jeunes
Marshview Middle School
Riverview Middle School
Sunny Brae Middle School
Newfoundland and Labrador:
Baltimore K-12 School
Centreville Academy
Clarenville Primary School
Cowan Heights Elementary School
Harbour Grace Primary School
Humber Elementary School
Immaculate Heart of Mary School
Our Lady of the Cape School
St. Mary's All Grade School
Viking Trail Academy
Nova Scotia:
Chester Area Middle School
Cobequid Consolidated Elementary School
Landmark East School
Ontario:
Allan Drive Middle School
Amherstview Public School
Applewood Elementary
Arbor Glen Public School
C.H. Norton Public School
Caistor Central Elementary
Calderstone Middle School
Charles R. Beaudoin
Children's House Montessori School
Collège catholique Samuel-Genest
College Hill Public School
Dalewood Middle School
David Leeder Middle School
École élémentaire catholique Georges-Étienne-Cartier
École élémentaire catholique Saint-Françoisd'Assise
École élémentaire catholique Saint-Guillaume
École Georges-P-Vanier
École St-Denis
Erin Mills Middle School
Florence Meares Public School
Foundations Private School
Frontenac Public School
Gordon Graydon Senior Public School
Grapeview Elementary
Gravenhurst Public School
Greenbank Middle School
Hawthorne Village Public School
Henry Munro Middle School
Hespeler Public School
Highgate Public School
Hilldale Public School
Homestead Public School
James R. Henderson Public School
John T. Tuck Public School
Katimavik Elementary School
Kente Public School
Kindree Public School
Land of Lakes Senior Public
Lee Academy
Lester B. Pearson Public School
Lisgar Elementary School
Maple Ridge Senior Public School
Maurice Cody Junior Public School
Naismith Memorial Public School
Nationview Public School
North Cavan Public School
NNN RAP WINNERS 2009–2010 NNN
Our Lady of the Way School
Our Lady of Wisdom School
Palgrave Public School
Pilgrim Wood Public School
Richland Academy
Roméo Dallaire Public School
Sawmill Valley Public School
Shaw Public School
Silver Creek Public School
Silverheights Public School
St. Andrew School
St. James Catholic School
St. Josephine Bakhita
St. Martin de Porres School
St. Theresa Elementary
Tamworth Elementary School
Terry Fox Public School
The Woodlands School
Tweed-Hungerford School
W.H. Morden Public School
Westmount Elementary
Westwood Middle School
Williams Parkway Senior Public School
WillowWood School
Worthington Public School
Prince Edward Island:
Souris Consolidated School
Quebec:
Commission scolaire des Découvreurs
École De La Source Saint-Jerome
École de Yamachiche -- St-Léon
École Le Bois-Vivant
École Marcel-Vaillancourt
École primaire à l'Orée-des-Bois
École primaire Adélard-Desrosiers
École primaire Antoine-Hallé
École primaire Beaubien
École primaire Beauséjour
École primaire Belle-Vallée/Rinfret
École primaire Curé-Brassard
École primaire de l'Apprenti-Sage
École primaire Girouard
École primaire La Tourterelle
École primaire l'Équipage
École primaire Notre-Dame-de-l'Assomption
École primaire Notre-Dame-du-Rosaire
École primaire Perce-Neige
École primaire Saint-Alexandre
École primaire Sainte-Anne
École primaire Saint-Eugène (Valleyfield)
École primaire Saint-Hélène
École primaire Saint-Joseph
École primaire Saint-Julien
École primaire Saint-Louis
École primaire Saint-Roch
École Saint-Jean-de-Matha
Externat Saint-Coeur de Marie
Gault Institute
Howick Elementary
Jules Verne Elementary School
l’école de la Grande-Hermine
Morin Heights Elementary School
Ormstown Elementary School
Pensionnat des Sacrés-Coeurs
Pierre Elliott Trudeau Elementary School
Selwyn House School
Saskatchewan:
Elizabeth Elementary
Hillcrest Elementary
John Diefenbaker School
King George Community School
Muskoday First Nation Community School
Rossignol Elementary School
Springside School
Stobart Elementary School
Twin Lakes School
Gold:
Alberta:
Bishop Pinkham School
Cardinal Newman School
Deer Meadow School
FFCA - Andrew Davison Campus
FFCA North Middle School
Greystone Centennial Middle School
Millet Elementary
Monsignor A.J. Hetherington Elementary
Muriel Martin Elementary
Olds Elementary School
Wes Hosford Elementary
British Columbia:
Alexander Robinson Elementary
Alouette Elementary School
Armstrong Elementary
Bayview Community School
Brentwood Park Elementary
Britannia Community Elementary School
Buckingham Elementary
Cameron Elementary
Chaffey-Burke Elementary
Davie Jones Elementary
Edith McDermott Elementary
Gilmore Community Elementary
Inman Elementary
Kanaka Creek Elementary
Kitchener Elementary
Lakeview Elementary
Lochdale Community Elementary
Lyndhurst Elementary
Maywood Community Elementary
Montgomery Middle School
Panorama Heights Elementary
Riverside Elementary
Rosser Elementary
Sir James Douglas Elementary
South Slope Elementary
Sperling Elementary
St. Francis of Assisi School
St. Mary's School
St. Paul's School
Stoney Creek Community Elementary
Suncrest Elementary
Twelfth Avenue Elementary
Manitoba:
Beaumont School
Bird’s Hill School
Blumenort School
Community Bible Fellowship School
Douglas School
Dr. F.W.L. Hamilton School
École Guyot
École Henri-Bergeron
École Lansdowne
École Margaret Underhill
École Sacré-Coeur
Forrest Elementary
Gillis School
Henry G. Izatt Middle School
Phoenix School
Samuel Burland School
New Brunswick:
Beaconsfield Middle School
Chief Harold Sappier Memorial Elementary
School
Donald Fraser Memorial School
École Saint-Joseph
École Taché
Edith Cavell School
Forest Hills School
Geary Elementary School
Hammond River Valley School
Hampton Elementary
Keswick Valley Memorial School
Kingsclear Consolidated School
M. Gerald Teed Memorial School
McAdam Elementary School
Park Street Elementary School
Quispamsis Middle School
Rothesay Elementary School
Salem Elementary School
Seawood Elementary School
Sussex Elementary School
Vincent Massey Elementary School
Amos Comenius Memorial School
Davis Elementary School
Paradise Elementary School
Valmont Academy
Woodland Primary School
Nova Scotia:
Brooklyn District Elementary School
École de la Rive-Sud
Falmouth District Elementary School
Newcomville Elementary School
Rankin Memorial School
Riverside Education Centre
Weymouth Consolidated School
Windsor District Elementary School
Windsor Forks District School
Ontario:
Adam Beck Junior Public School
Bell-Stone Public School
Blessed Kateri Tekakwitha School
Bristol Road Middle School
Convent Glen Catholic School
Cooksville Creek Public School
Derby Public School
Eagle Plains Public School
École élémentaire Marie-Curie
École élémentaire Ste-Marguerite-d'Youville
École Percy P. McCallum Public School
École Saint-Dominique Savio
École Sts-Martyrs-Canadiens
École St-Thomas d'Aquin
Elizabeth Ziegler Public School
Front of Yonge Public School
Gardiner Public School
Glen Dhu Public School
Harry J. Clarke School
Holy Family Catholic School
Holy Family Elementary
London Islamic School
McCrimmon Middle School
McGregor Public School
Pape Avenue Junior Public School
Paul A. Fisher Public School
Peetabeck Academy
Pleasant Corners Public School
Pope John XXIII Catholic Elementary
School
Precious Blood Catholic Elementary
Rene Gordon Elementary School
Rhema Christian School
Robert Little Public School
Ryerson Public School
Sacred Heart School
Samuel Hearne Middle School
Springdale Public School
St. Gregory Catholic School
St. John Bosco School
St. Michael Elementary
St. Philip School
St. Thomas More Catholic School
Stewart Avenue Public School
Stuart W. Baker Elementary School
The Mabin School
Treeline Public School
Viscount Alexander Public School
Williamsburg Public School
Athena Consolidated School
Quebec:
Commission scolaire du Lac-Saint-Jean
École Christ-Roi
École Euclide-Lanthier
École Lambert-Closse
École Marie-Rollet
École primaire Curé-A-Petit
École primaire des Vallons
École primaire du Bois-Joli
École primaire Jean XXIII
École primaire Le Petit Prince
École primaire Marguerite-Belley
École primaire Monseigneur-Mongeau
École primaire Notre-Dame-des-Neiges
École primaire Notre-Dame-d'Etchemin
École primaire Saint-André
École primaire Sainte-Madeleine
École primaire Saint-Jean
École primaire Saint-Luc
St. Edmund Elementary School
St. John Bosco Elementary
St. Johns School
Saskatchewan:
Creighton Community School
École Vickers School
Notre Dame School Secondary
Alberta:
Bashaw School
Bob Edwards Junior High
Dr. Folkins Community School
Eckville Junior/Senior High School
École Madeleine D'Houet School
NNN ÉCOLES LAURÉATES 2009–2010 NNN
École Maurice-Lavallée
École Plamondon School
George McDougall High School
Heritage Christian Academy
Holy Rosary High School
Hunting Hills High School
J.R. Robson High School
Jasper Place Senior High--Jasper Place
Campus
Lindsay Thurber Comprehensive High School
Mount Royal Junior High School
Our Lady of Mount Pleasant School
Peerless Lake School
Queen Elizabeth Junior/Senior High
Richard S. Fowler Catholic Junior
High School
Rundle College Jr/Sr High School
Sir George Simpson Junior High
St. Anthony's School
St. Dominic Catholic High School
St. Martin de Porres
Standard School
Swan Hills School
Viking School
Vincent J. Maloney Catholic Junior
High School
W.P. Wagner School of Science
and Technology
British Columbia:
Burnaby Central Secondary
Burnaby Mountain Secondary
Byrne Creek Secondary School
Cariboo Hill Secondary
Carver Christian High School
École de l'Anse-au-Sable
Frank Hurt Secondary School
L'École des Pionniers de Maillardville
Moscrop Secondary
Mulgrave School
North Saanich Middle School
Riverside Secondary School
Selkirk Secondary School
Thomas Haney Secondary School
Manitoba:
Black River Anishinabe School
Edward Schreyer School
Fort Richmond Collegiate
Frontier Collegiate Institute
Hapnot Collegiate
John Taylor Collegiate
Kildonan-East Collegiate
Linden Christian School
Lundar School
Margaret Barbour Collegiate
McCreary School
Oak Park High School
Oak River Colony School
Pinawa Secondary School
Shaftesbury High School
St. Emile School
St. John's High School
Vincent Massey Collegiate
Windsor Park Collegiate
New Brunswick:
Bonar Law Memorial High
Centre scolaire Samuel-de-Champlain
Nackawic Senior High School
Polyvalente W.-Arthur-Losier
Southern Victoria High School
Amos Comenius Memorial School
Baltimore K-12 School
Gander Collegiate
Laval High School
Lester Pearson Central High
Northshore Elementary/Templeton Collegiate
St. Mary's All Grade School
Nunavut:
Maani Ulujuk Ilinniarvik
Nasivvik School
Ontario:
A.Y. Jackson Secondary School
All Saints High School
Appleby College
Beamsville District Secondary
Bishop Macdonell Catholic High School
Brookfield High School
Cairine Wilson Secondary School
Carleton Place High School
Centennial Secondary School
Central Algoma Secondary
Centre Dufferin District High School
Chinguacousy Secondary School
Collège catholique Franco-ouest
Colonel By Secondary School
Columbia International College
Delta Secondary School
Earl of March Secondary School
Eastdale Secondary School
École Secondaire Catholique Champlain
École secondaire catholique régionale
de Hawkesbury
École secondaire publique Le Sommet
Elmwood School
Erin District High School
Etobicoke Collegiate Institute
Francine J. Wesley Secondary School
Gananoque Secondary School
Glendale Secondary School
Glengarry District High School
Gloucester High School
Gordon Graydon Memorial Secondary School
Grimsby District Secondary School
H.B. Beal Secondary School
Holy Trinity Catholic High School
Holy Trinity High School
Kernahan Park Secondary School
Laura Secord Secondary School
Lindsay Collegiate and Vocational Institute
Maplewood High School
Midland Secondary School
Moira Secondary School
Mother Teresa Catholic Secondary School
North Hastings High School
Notre Dame High School
Osgoode Township High School
Ottawa Technical Secondary School
Perth and District Collegiate Institute
Pickering College
Rideau District High School
Russell High School
Seaway District High School
Sinclair Secondary School
Smiths Falls District Collegiate Institute
St. Benedict Catholic Secondary
St. Francis Xavier High School
St. Ignatius Secondary
St. Mark High School
St. Mary's High School
St. Mary's Secondary School
St. Paul High School
St. Theresa Catholic Secondary School
Sydenham High School
Thousand Islands Secondary School
Trafalgar Castle School
West Carleton Secondary School
Westview Centennial School
Kinkora Regional High
Quebec:
Alexander-Galt Regional High School
École secondaire Antoine-Brossard
École secondaire Fadette
École secondaire Saint-Martin
John F. Kennedy High School
Nouvelle école secondaire Lafontaine
Polyvalente des Appalaches
Saskatchewan:
Carlton Comprehensive High
Creighton Community School
École Notre-Dame-des-Vertus
École St-Isidore
Outlook High School
Yukon Territory:
St. Elias Community School
RAP SUCCESS STORIES
Various success stories have been received from across the country attesting to the great achievements that have been made in implementing Quality Daily Physical Education programs. Those
presented here are just a small sampling of some of the great things we have been hearing.
We have three Physical Education specialists on staff as well as very
supportive administration in our school and at the divisional level.
Our program offers a wide variety of activities for the students and
with our supportive community allowing us access to facilities, this
helps us expand our program beyond the school campus (including the
curling club, bowling alley, skating rink, and a private exercise facility). Our annual budget allows us to provide a wide range of quality
equipment for our programs and allows students to experiment with
different types of exercises and activities. A combination of all of the
above factors allows our students to participate in a well-rounded,
educationally-sound, fun, ever-changing, health-focused physical
education program that is beneficial to students and the community.
Our school promotes healthy active living through a well-organized
and developed delivery of Physical Education program that includes
integration of our Special Needs children, healthy snack days twice a
week, as well as a strong intramural program for all students. Students
receive HPE three times per week and participate in DPA on the nonPE days. Lunch hours are very active, running intramural programs
that attract many students of various abilities to participate in fun,
non-threatening active sessions that promote sportsmanship and fair
play for all. In addition, student leaders are trained to help organize
and run events in the gym as well as whole school activities. We believe
that healthy, active children are happy children.
Since being a part of the RAP program for almost five years, I noticed
that students' and teachers' attitudes toward physical fitness has
changed. Most of our students look forward to the opportunity to try
and play different kinds of sports and activities to improve their skills.
With the support of our primary teachers, the intermediate teachers
have worked hard, despite our three-hoop small gym, to offer our
students a comprehensive QDPE program and to encourage a positive
spirit of sportsmanship. There has been great excitement around
participating, having fun, and trying your best at sports and activities
around our school whether at the recreation or competitive levels.
Parents have also shown support and enthusiasm of their child's
participation, and have come out to volunteer at school events, drive
to our games, cheer on the students, and some have even participated
in fun parent versus student recreational games. The RAP award helps
us to recognize, celebrate, and continue to encourage all the students,
teachers, and parents regarding the positive efforts they have invested
in our school's physical education, athletics, and health program.
Quality Daily Physical Education is a high priority in our school
programming. With little maneuvering of our timetable, we are able
to provide daily PE to every student in our school as well as a variety
of intramural programs to participate in during the lunch hour. Our
staff recognizes the importance of healthy habits and activity, and
work together to support each other in promoting healthy active
lifestyles in students. We proudly hang our QDPE RAP banner for
all to see.
SANTÉ DE QUALITÉ DANS LES ÉCOLES
Le Club In Motion (En mouvement) :
Une saine réussite!
Par : Teresa Hill, Chandi Hack et Chelsea Taman
E
n cette période économique difficile qui oblige les écoles à
se serrer la ceinture et à sabrer dans les budgets, beaucoup
d’enseignantes et d’enseignants se demandent quoi faire pour
continuer d’offrir des programmes de promotion de la santé de
qualité à leurs élèves. Telle est la mission du programme En
mouvement, qui veut améliorer la santé en milieu scolaire,
misant sur un modèle de leadership et de mentorat axé sur
l’activité physique, la sensibilisation à la santé et la saine
alimentation sans crever le budget.
C’est Teresa Hill, une étudiante de niveau
postsecondaire et récipiendaire d’une
bourse de leadership étudiant Le poids
du monde (PLPDM) qui, avec l’aide
de deux collègues de l’université de la
Saskatchewan en stage de formation à
l’école Fairhaven, Chandi Hack et
Chelsea Taman, a mis sur pied le club En
mouvement, un programme dont le but
premier est d’enseigner aux élèves à
s’amuser de façon active et énergique. Aux
dernières nouvelles, ce club dirigé par les
élèves de l’école ne cessait d’accueillir de
nouveaux membres, tant des filles que des
garçons. Ces derniers organisent, deux
fois par semaine à l’heure du midi, des
rencontres axées sur l’activité physique et
le plaisir. Le club En mouvement organise
des spectacles et des présentations dans le
cadre d’assemblées mensuelles qui visent à
sensibiliser l’école entière à l’importance
de bien manger et d’être physiquement
actif. Tous les membres du club reçoivent
un tee-shirt avec un dessin « actif » sur le
devant et derrière, le logo du club « I Like
to Move It » (J’aime que ça bouge).
Les stagiaires ont lancé le bal dès le début
de l’année scolaire en organisant une série
d’activités. Pour commencer, elles ont
décidé d’enseigner aux élèves le Cha Cha
Slide, une danse facile à apprendre en
raison des indices verbaux donnés au
fur et à mesure. Ce fut la première
démonstration En mouvement. Après
avoir montré quoi faire aux élèves et au
personnel, elles leur ont enseigné chaque
mouvement, puis l’école entière s’y mise
à danser.
La deuxième activité En mouvement a eu
lieu en octobre. Il s’agissait d’un atelier de
sensibilisation axé sur les fauteuils
roulants organisé par les élèves plus
avancés (6e année à 8e année). L’école
Fairhaven accorde une grande importance
à l’inclusivité et cette valeur est intégrée à
tous ses enseignements. Suivant la tenue
d’une assemblée générale et d’une pleine
journée dédiée aux Jeux olympiques et
paralympiques de Vancouver 2010, les
élèves ont décidé d’aller plus loin et de
faire venir des fauteuils roulants à l’école à
des fins éducatives et exploratoires. Il
s’agissait d’une excellente occasion de
sensibiliser les élèves à divers types
d’invalidités et de démontrer en quoi tout
le monde peut avoir un mode de vie plus
Teresa détient un baccalauréat en sciences,
kinésiologie et un baccalauréat en éducation
avec des majeures en éducation physique et
en anglais. À l’heure actuelle, elle est inscrite
au programme de maîtrise en psychologie de
l’éducation et counselling à l’université de la
Saskatchewan. Teresa compétitionne en saut
à la perche au sein de l’équipe d’athlètes sur
piste de l’université et se dévoue comme
entraîneur en athlétisme, en gymnastique et
en tir sur cible.
Chandi détient un baccalauréat es arts et
un diplôme en éducation de l’université de
la Saskatchewan. À l’heure actuelle, elle
enseigne à contrat dans une école
élémentaire de Saskatoon. Outre son mode
de vie actif, Chandi a aussi entraîné
plusieurs équipes de ringuette, de volley-ball
et de balle rapide. Elle prend toujours grand
plaisir à initier ses élèves aux bienfaits de
modes de vie sains et actifs. Chandi se dit
également très heureuse que les élèves de
l’école élémentaire Fairhaven aident
découvert tous les avantages et toutes
les retombées positives découlant de
l’intégration de l’activité physique à la vie
courante de leur école.
Chelsea détient un baccalauréat en éducation
de l’université de la Saskatchewan et
travaille présentement comme enseignante
suppléante à la Division des écoles publiques
de Saskatoon. Elle a à cœur de toujours
donner le bon exemple et souhaite
ardemment que son attitude positive envers
l’activité physique soit contagieuse. Chelsea,
une dynamique joueuse de ringuette et de
balle rapide depuis bien des années, croit
que lorsqu’on priorise l’activité physique et
qu’on encourage les enfants à adopter de
saines habitudes de vie dès le jeune âge, on
leur permet d’acquérir des habiletés
nécessaires pour opter la vie durant pour
des modes de vie actifs.
actif. C’est l’entraîneur responsable de
l’équipe nationale de basket-ball en
fauteuil roulant, une femme très au
courant des questions de sport pour
personnes handicapées, qui donnait cet
atelier. Seuls les élèves plus avancés ont eu
la chance d’assister à cet événement qui a
remporté un vif succès et qu’on compte
organiser de nouveau à l’avenir.
Le club En mouvement a célébré le mois
de décembre en organisant une grande
danse pour toute l’école. Un groupe
de musiciens locaux a accepté de jouer
gratuitement et l’école a mis à profit sa
machine à maïs soufflé pour offrir aux
élèves une collation saine (le maïs ayant
été donné à l’école). Cette activité de
danse fort dynamique a permis aux jeunes
de pratiquer tous les pas de danse qu’ils
avaient appris. La dernière semaine
d’école, juste avant le congé de Noël, une
petite fête a été organisée pour célébrer le
succès du programme et pour dire au
revoir aux stagiaires qui l’avaient mis au
point. On en a profité pour offrir aux
enfants des collations saines, y compris du
jus non sucré, des crudités et de la pizza
au blé entier, le tout couronné par une
joyeuse ronde de musique et de danse.
mettre sur pied des équipes maison en
divisant les élèves en groupes selon le
niveau scolaires et en choisissant des
sports qui leur plaisent. De plus, un
nouveau membre du personnel s’est
engagé à travailler avec le club En
mouvement pour aider les élèves à
organiser d’autres événements pour
promouvoir l’activité physique.
En novembre, les élèves des niveaux
avancés ont eu la chance d’exercer encore
plus leur leadership en organisant un
autre spectacle de danse sous le thème «
Évolution de la danse » retraçant divers
genres musicaux au fil des ans. Le
spectacle a démarré avec « The Twist » par
Jay Wilson pour se terminer avec le « Bye
Bye Bye » des Backstreet Boys. Après
le spectacle, les membres du club En
mouvement ont enseigné, à tour de rôle,
les pas de danse du deuxième numéro, en
choisissant des danses faciles comme la
« Danse des canards » et « YMCA » que
tous les élèves pouvaient facilement
apprendre à exécuter.
Ce programme s’est poursuivi après le
départ des stagiaires. Les élèves avancés
continuent de faire preuve de leadership
et d’initiative en organisant des spectacles
et des ateliers. Ils ont aussi commencé à
Quel est le groupe cible?
Fairhaven est une école de banlieue qui
accueille surtout des enfants de classe
ouvrière. L’établissement est très fier de
son effectif diversifié de 275 élèves
représentant une quinzaine de groupes
culturel. Les organisatrices ont visé des
niveaux particuliers (3e à 8e années) car
elles voulaient que les élèves soient assez
âgés pour faire preuve de leadership et
d’initiative. Plusieurs raisons motivent des
interventions auprès d’enfants de ces
groupes d’âge, y compris le fait qu’ils sont
très influençables. Il est donc facile pour
eux de prendre la mauvaise habitude de
trop jouer à des jeux vidéo ou de trop
regarder la télé, surtout s’ils ne sont pas
exposés à des options plus actives. De
plus, puisque la collectivité scolaire est
surtout composée de familles ouvrières,
les enfants n’ont pas tendance à s’adonner
à des activités ou à des sports organisés
pour des raisons financières ou pratiques.
Le club En mouvement a attiré un groupe
diversifié d’enfants, ce qui a rendu
l’aventure plus amusante et intéressante,
chacun enrichissant le groupe de talents et
de points de vue uniques.
Questions financières
Les tee-shirts bleu pâle arborés par
l’équipe, véritables sources de fierté,
étaient agrémentés d’un symbole
d’activité physique sur le devant et du
logo de l’équipe dans le dos. C’est le
conseil des écoles publiques de Saskatoon
qui a payé pour les tee-shirts. L’atelier de
sensibilisation axé sur les fauteuils
roulants, qui a été offert toute la journée
aux élèves de la 6e année à la 8e année, n’a
coûté que 150 $, soit un modeste
investissement qui a eu de très riches
retombées. L’activité « pizza santé »
s’est avérée un excellent prétexte pour
enseigner aux élèves comment transformer
un produit simple comme la pizza en un
sain délice avec une croûte au blé entier
recouverte de légumes et de poulet. Les
ingrédients ont coûté 90,58 $ et là
encore, cette modeste somme a permis
de démontrer aux jeunes comme il est
facile de manger santé. Des assiettes de
crudités et des jus non sucrés ont aussi été
offerts pour complémenter le repas, ce qui
a coûté la petite somme de 22,88 $. Après
avoir savouré leur pizza et discuté des
réalisations du club, on a pris des photos
de groupe et le reste de la période du midi
a été consacrée aux joies de la danse!
Le choix de l’équipement à acheter s’est
fait en accord avec les élèves. Puisque les
enfants devaient prendre en charge le club
après le départ des stagiaires, on a décidé
de leur laisser le soin de choisir le type
d’équipement qui les intéressait. Ces
articles serviront directement aux élèves et
contribueront certainement à faire de
Fairhaven une école pleinement axée sur
la santé de qualité. L’équipement servira
aux loisirs intramuros et autres organisés
Questions financières
Afin de maximiser son efficacité, le programme a tenté d’exploiter à bon escient
chaque dollar mis à sa disposition. En étudiant les tableaux ci-dessous, on comprend
tout ce qu’il est possible de réaliser quand on met son imagination à profit pour
recueillir des fonds. Il est clair que le jeu en vaut la chandelle.
Dépenses
Tee-Shirts
Atelier avec fauteuils
roulants
Fête avec pizza santé
Équipement
Danse scolaire
Dépenses totales
265 $
150 $
113.41 $
238 $
48.59 $
815.00 $
Recettes
Don du conseil des écoles
publiques de Saskatoon
Vente de pâtisseries
Bourse LPDM
Recettes totales
265 $
50 $
500 $
815.00 $
Le choix de l’équipement à acheter s’est
fait en accord avec les élèves. Puisque
les enfants devaient prendre en charge le club
après le départ des stagiaires, on a décidé
de leur laisser le soin de choisir le type
d’équipement qui les intéressait.
par le club. Voici ce qui a été acheté :
- 30 balles en mousse = 48,63 $
- 10 balles en « peau d’hippopotame »
= 121,91 $
- 6 ballons de football = 45,81 $
Pleins feux sur les résultats
personnel n’ont eu que des louanges pour
cette initiative et se sont montrés très
reconnaissants. Quand le programme a
été lancé en septembre, une trentaine
d’élèves se sont montrés intéressés, mais ce
nombre n’a cessé d’augmenter jusqu’au
moment du départ des stagiaires à la fin
de décembre, alors que le club comptait
près de cinquante membres. Le programme
a inspiré les élèves à faire preuve de
leadership et d’initiative sur les plans de la
saine alimentation et de la vie active. Au
fil du temps, le siège de responsabilité du
projet a changé. Alors qu’au départ, tout
le monde mettait la main à la pâte, les
élèves se sont engagés de plus en plus
jusqu’à prendre le contrôle entier du club
à la fin du semestre. Rendu au mois de
décembre, les élèves de 8e année en
étaient donc entièrement responsables.
Comme l’indiquent les commentaires des
élèves, de l’école et de la collectivité
scolaire, le programme du club En
mouvement de l’école Fairhaven a été
extrêmement apprécié. Les parents, les
élèves, la direction et les membres du
Les spectacles et les assemblées ont donné
aux enfants de multiples occasions de se
produire devant une salle comble. Il est
plutôt rare que des élèves aient une telle
chance d’exercer et de démontrer leur
Avant le départ des stagiaires et la fin de
l’étape « beta » du projet, le club En
mouvement a collaboré avec la direction
de l’école à l’organisation d’une grande
danse. On a utilisé les profits de la
vente de pâtisserie (biscuits à l’avoine)
pour acheter les collations santé et les
décorations pour la danse. L’événement
s’est avéré un franc succès et a démontré
une fois de plus en quoi une activité santé
peut faire du chemin et finir par donner
vie à une autre activité santé!
leadership. Beaucoup de familles ont
assisté à ces événements et filmé les
enfants dans le feu de l’action. Tous
semblaient très fiers de leurs efforts.
L’atelier de sensibilisation axé sur les
fauteuils roulants a permis aux jeunes
de mieux comprendre la réalité des
personnes handicapées et s’est avéré
particulièrement bénéfique, d’autant plus
que ce sont des professionnels accrédités
qui s’adressaient aux élèves. Vu ce succès,
l’école Fairhaven a décidé de continuer
d’offrir l’atelier au cours des prochaines
années.
Le programme En mouvement a eu un
impact majeur sur le groupe visé. Les
élèves de niveaux plus avancés n’ont
pas beaucoup d’occasions d’être actifs
pendant la récréation parce que la cour
l’école a surtout été conçue pour répondre
aux besoins des élèves plus jeunes. La
structure et l’organisation du club En
mouvement encouragent l’activité
physique pendant les périodes de pause et
favorisaient les interactions sociales
positives et une bonne intégration entre
les niveaux scolaires. Les élèves des
niveaux avancés ont donné le bon
exemple aux autres et tous les autres se
sont montrés prêts à collaborer et à vivre
ensemble cette belle expérience.
En plus d’enseigner aux enfants les
bienfaits de modes de vie physiquement
actifs, les stagiaires leur ont démontré
qu’une saine alimentation est essentielle à
leur qualité de vie et à leur bien-être
général. Elles ont incité tous les élèves à
manger des collations saines pendant les
récrés et à l’heure du midi afin de pouvoir
consacrer plus d’énergie aux activités du
club En mouvement. Elles leur ont
expliqué qu’il y avait de nets avantages
pour la santé, qu’il n’était pas difficile de
bien manger et qu’en bout de ligne, tout
ceci leur permettrait d’avoir une vie plus
active et équilibrée. Elles voulaient que les
élèves s’inspirent de ce qu’on leur avait
enseigné et de ce qu’ils avaient appris
depuis quatre mois pour prendre la
tangente d’une vie saine et active une fois
le programme terminé. C’est là un grand
objectif de tout programme efficace sur la
santé de qualité dans les écoles.
Beaucoup de stratégies ont été prévues
pour garantir l’avenir du programme dont
plusieurs avec l’aide d’élèves de tous les
âges et niveaux. Tout au long du
programme, les stagiaires ont confié de
plus en plus de responsabilités aux élèves
avancés, ainsi que plus de liberté pour
prendre des décisions. Elles ont jeté des
bases et mis au point une routine que tous
les niveaux pouvaient facilement suivre.
Puisque le programme En mouvement est
dirigé par les élèves, les possibilités
semblent illimitées. Du moment que les
élèves continuent d’être actifs, de manger
sainement et d’inspirer les autres à faire de
même, on peut dire que le programme est
une réussite. L’une des stratégies consiste à
positionner l’activité physique et la saine
alimentation comme des pratiques faciles
à suivre, intéressantes et amusantes. Les
responsables du programme voulaient
que les élèves en ressortent plus savants
sur l’art de vivre sainement et activement,
et c’est mission accomplie jusqu’ici.
Avant de quitter, les stagiaires ont aussi
défini des stratégies spécifiques. Une
enseignante de quatrième année de l’école
Fairhaven s’est portée bénévole pour
superviser le club En mouvement deux
fois par semaine, à l’heure du midi, pour
le reste de l’année scolaire. De plus, les
élèves des niveaux avancés ont pris
l’initiative de mettre sur pied des équipes
intramuros maison pour les élèves de la 5e
année à la 8e année. Les activités ont lieu
avant le début des classes et pendant les
récréations. Outre ces stratégies, on espère
que le programme continuera de s’élargir
pour englober tous les élèves de l’école
Fairhaven. De cette façon, le programme
En mouvement inspirera tous les enfants
de l’école à participer et à faire des efforts
conscients pour être plus actifs et en
meilleure santé.
Note de la rédaction : L’article sur la santé de qualité dans les écoles du présent
numéro met l’accent sur le programme In Motion (En mouvement) de l’école
élémentaire Fairhaven de Saskatoon, en Saskatchewan. Ce programme illustre
combien on peut réussir, avec peu de fonds et beaucoup d’imagination, à mettre sur
pied d’excellents programmes axés sur la santé.
H O T
T O P I C S
Kinesiology: The Academic Discipline
Under Girding Physical (Activity) Education?
By Earle F. Zeigler
H
istorically, human physical activity has had a simultaneously
glorious and shameful existence. It is a part of the very nature
of the human world. This is an incontrovertible fact. It affects both
the animate and inanimate aspects of our existence. It is a basic part
of the fundamental pattern of life fore every creature that has ever
lived on the miniscule planet called Earth.
Early men and women knew human
physical activity was important, but it
was often not appreciated until it was
gone, or almost gone. Semi-civilized men
and women used it extensively in the
early societies, as did the ancient Greeks
and Romans and all others since. Some
used physical activity vigorously, while
others used it carefully and methodically.
Human physical activity was used gracefully by some, ecstatically by others,
rigorously by many when the need was
urgent, and regularly by the vast majority
who simply wanted to get the job done.
Human physical activity was called many
things in various tongues. But, strangely
enough, it was never fully understood in
a scientific sense.
The time came when human physical
activity was considered less important in
life. Physical workers earned less. Yet
people still admired it when it was used
skillfully on special occasions. Some
seemed to understand human physical
movement instinctively, while others had
great difficulty in employing it well.
Human physical activity in daily life was
eventually degraded in modern society to
such an extent that well-educated people
often did not think that it had an important place in preparation for life. Others
paid lip service to the need for it, but
they, in the final analysis, would not give
it its due. Others appreciated its worth
in “animal fitness,” but also felt it was
less important than other aspects of
education.
Nevertheless, planned human physical
activity persisted despite the onset of an
advancing technological age. Some called
it calisthenics. Others called it physical
training. A determined Germanic group
called it gymnastics, as ancient Greeks
had done earlier. A few called it physical
culture, but they unfortunately were
thought to be men of “ill repute.” Others
felt that it had been neglected in the
preparation of the human for life. So,
they did it a “favour” and called it “Physical Education”! (If they only knew…)
The Aftermath of a New Name
Physical education gradually prospered
to a degree with this name, although, for
many, this term was embarrassing
because it classified PE as a second-class
citizen in a mind-body-spirit triumvirate.
This idea persisted even though, early in
the 20th century, psychologists
“declared” that the human organism was
“unified.” This effectively killed the belief
that the mind and body were separate.
However, as they say, long-held beliefs
die hard! Nevertheless, physical educa-
Earle F. Zeigler , Ph.D., LL.D., D.Sc.,
a dual citizen of Canada and the
United States, and a former vice-pres.
of PHE Canada (CAHPERD) and
Honour Award winner, he has specialized in physical activity education,
sport, health and recreation. After
70 years of professional service divided
equally between both countries,
he writes primarily on North American
human values, ethics and personal
decision-making.
tion struggled on. Then an unexpected
development happened: because it
gained a modicum of prosperity,
organized physical education “spawned”
offshoots. Two of these offshoots had
been closely related to PE for many years;
they were known as dance and athletics
(i.e., sport). Out of these grew two new
offshoots. One became known as recreation, and the other as health & safety
education. Our hero (physical education
or PE) helped to develop them significantly, and they – in their gratitude –
helped physical education too as they
themselves developed and became
stronger.
Then, after two world and numerous
smaller wars, and the significant impact
of other social forces on society in the
post war world, physical education – still
a second-class citizen among educators –
discovered that its offshoots (recreation
and health & safety education) had
grown quite large and important in the
world. They too were anxious to become
first-class citizens, and they made loud
noises on occasion to inform all that they
deserved priority in life. Many people –
at least a good portion of them – recognized that they were right. But times
change slowly, and this recognition only
slowly influenced educational practices.
During this same period, two other
phenomena took place that held great
import for physical education. PE’s
brothers and sisters, athletics and dance,
had steadily grown strong and powerful.
Athletics (or “sport” as it is called on
some continents other than North America) looked at PE and said: “What a dull
clod art thou!” What did athletics (sport)
mean by that? Physical activity education,
or training for human physical movement, wasn’t very exciting. Actually it
could be quite dull, what with its repetitive
exercises and endurance activities that
promote muscular strength, flexibility,
and cardiovascular efficiency. Sadly
enough, dance (PE’s other relative)
seemed to feel the same way. PE realized,
of course, that s/he had a responsibility to
teach young people about developmental
physical activity in schools, but could
understood it was so much more thrilling
to perform for the cognoscenti (as with
dance), and even for the multitudes (as
with sport). So dance said: “I’m an art. So
I think I’d be better served by joining my
fellows in one of the performing arts
centres springing up all around me.”
Even athletics (sport), although very
popular both as an extra-curricular
activity, and also out in the public sector,
“moved in ” and became the major part
of many PE classes…
If matters weren’t bad enough, Sputnik –
the first artificial satellite – was launched
in 1957 and the world has not been the
same since. “Science” became the watchword in the 1960s and has continued as
such ever since; a development that had a
profound effect on physical education. A
president of Harvard University, in a
report, sharply criticized professional
preparation for physical education. This
resulted in a discovery among many
university professors that they no longer
wanted to be known as “physical educators”. They seemed a little ashamed to be
called “that”, believing that it hurt their
chance to increase their status, which
in turn reduced the availability of muchdesired grant funding. So, instead, the
name “kinesiology” was proposed.
Then, too, in the late 1980s, some state
legislators in the United States attacked
the shallowness of courses that included
the word “education” in their titles.
Somehow physical education got caught
up in the melee. In addition, the
American Academy of Physical Education added the term “Kinesiology” up
front in its overall title. This move was to
be a panacea for beleaguered academics
(“if they don’t know what it is, how can
they criticize it?”). This lead to an
assumption that goes: “granting agencies
will be more apt to open up their coffers
because they don’t know what it is!” so it
must be new and “sexy”.
Interestingly, this study-of-movement
name (Kinesiology), a word taken from
the Greek language, had been the name
of a course in the professional physical
education curriculum for over a century.
It could be “fathomed” quite well
kinematically by most, but not kinetically
by 99% of us. Now it was also to become
the name for the department or school in
a university where courses related to
human physical movement were offered.
Advocates were saying: “Let PE be for the
name for elementary and secondary
school classes; kinesiology should be the
“in name” for us scientists in the universities!” (What then was to become of the
social-scientists and humanities scholars
in our field?) Still another faction, mostly
in Canada, seized upon the term “kinetics”
and put the word “human” before it. This
sounded good too, but it is identical to
Children receiving instruction in the
playground of their school, circa 1900.
(Library and Archives Canada)
both the prevailing name for dynamics
(in physics) and that for studying rates of
reaction (in chemistry). This led me to
ask: Why should we muddy the waters
further?
The effort to “scientize” PE – a trend that
began in the 1960s – gradually became a
solid thrust designed to promote solid
theory to underlie practice in the realm
of physical education and athletics
administration. This soon got caught up
and slowed by both “scientification” and
budgetary restrictions in the 1970s.
When this movement returned in the
1980s with enhanced budgets, the die
had been cast even though many
academic departments struggled along
with unique and disparate nomenclature
that has extended to the present. Also,
somehow the overemphasis on commercialized sport both within education and
in the public sector continued. As related
professors in NCAA Division I and II
were wont to say: “We don’t have
any problem with what’s going on in
athletics; they’re ‘over there’!”
The Unhappy Plight of Physical
Education: Good Old “PE”.
All of this “ancient history” made (PE)
physical (activity) education become
more worried than ever before. PE could
look back at its long heritage (since the
dawn of time!) and just feel important. In
It’s a hard road that lies ahead.
But if this road is to be
traversed, it must be done by
a determined, united group
of qualified, professional
physical activity educators
undergirded by a solid
scholarly foundation.
Children, obviously under instruction,
moving about the playground, circa
1900.
(Library and Archives Canada)
addition, PE could rationalize that people
with pure motives simply misjudged the
importance of human physical activity.
People have always seemed to treat physical educators as stupid, even though
deep down they admired physical skill,
and knew that they themselves needed
regular physical activity involvement.
Nevertheless, when seemingly intelligent
people, but possessing lesser physical
skill, discussed PE, their lips tended to
curl even though they might themselves
be “fat” (or obese!), or diabetic, or – dare
I say it – lazy…
Hence, thinking about the proverbial
rose, fringe physical educators wondered
if they would “smell as badly” with
another name. Another name was recommended, a new, concocted disciplinary
name such as “phyactology” (Fraleigh).
Such a name did make sense in the
absence of a satisfactory name, but
“savants” laughed when it was first proposed… Time for reconsideration?
Time for Reflection
Finally PE began to think deeply – that
is, as deeply as a second-class citizen with
limited intelligence can think. PE’s male
proponent had a “twin sister” – which
was embodied by a substantive group of
female physical educators who, in the
1950s and 60s, proposed that “we” be
called “movement educators”. This sister
often made different noises as she went
her own way. She had been telling “the
male PE” person that he couldn’t see the
forest for the trees. “PE,” she said, “we
have really been fools, and we merit our
plight. We have been so stupid that we
haven’t been able to spell out what we
really should have been called. We are
involved with human physical activity or
movement. This would probably not be a
good name for an academic department,
but developmental physical activity
might do well as disciplinary nomenclature for a departmental title in higher
education. But by all means let’s make it
a term that people can understand!
Human Physical Movement can be
understood when scientists and scholars
realize that here is a name that is simple
to pronounce, and people can understand it superficially at least. Perhaps the
field’s true function can be understood
more purposely than ever before using
the term Developmental Physical Activity.
People can be helped to realize that there
is more to “movement” than push-ups
and jogging, as truly important as these
physical activities might be. They can
understand, also, that the field has
physiological aspects, anatomical aspects,
psychological aspects, philosophical
aspects, sociological aspects, historical
aspects – and many more than could be
counted on the fingers of two hands.
This was a most important realization for
physical activity educators who, weekly,
are being more fully undergirded by a
sound scientific and scholarly basis. This
time, the field’s name would be spelled
correctly and the case for recognition
would be soundly based. The field could
be defined as “the interaction of the human
and his/her movements” (Paddick). Or, if
you will, broaden it to Kenyon’s term:
“human movement arts and sciences.”
Or the “arts and sciences of human
physical activity.”
Good old “PE” suddenly felt very tired.
Should s/he change names again?
“Kinesiology” sounds so complicated and
esoteric. What we are fundamentally,
s/he thought, is human physical activity
in sport, dance, play, and exercise. Our
knowledge base comes from what might
be called the movement arts and sciences
or developmental physical activity, a field
that can help humans throughout their
entire lives.
Those who would do good in this world
cannot expect others to roll stones out of
their path. It’s a hard road that lies ahead.
But if this road is to be traversed, it must
be done by a determined, united group
of qualified, professional physical activity
educators undergirded by a solid scholarly
foundation. If this means that the
“academic” or “disciplinary” name undergirding our field within universities will
be called “kinesiology,” so be it!
However, we must not haggle and debate
the issue any longer, since the sun is
already quite high in the sky… Long live
human physical activity, because without
it you’re dead!
Editor: In this issue’s Hot Topics article, Dr. Earle Zeigler offers some of his insights and
lessons learned from over 70 years’ involvement in our field. Exactly what we call that field is
open to debate, and it is this debate on which Dr. Zeigler ruminates in this article. We imagine that our readers have some strong opinions on this topic and invite you to respond to this
article by email: [email protected]

kinesiology versus physical (activity) education?

Transcription

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