recognition award winners 2003-2004

Transcription

C A N A D A’ S M A G A Z I N E F O R P H Y S I C A L A N D H E A LT H E D U C AT O R S
LA REVUE CANADIENNEDES ENSEIGNANTES ET ENSEIGNANTS D'ÉDUCATION PHYSIQUE ET À LA SANTÉ
RECOGNITION AWARD WINNERS 2003-2004
PHYSICAL & HEALTH
JOURNAL
EDUCATION
SUMMER/ ÉTÉ 2004
In
In this
this issue
issue // Dans
Dans ce
ce numéro
numéro
Making Every Question Count:
Designing authentic quizzes
for physical education
Âge chronologique et développement
de la competence sportive
PUBLICATION MAIL AGREEMENT NO. 40064538
REGISTRATION NUMBER 09328
2005 International
Year of Physical Education
and Sport
2005 - Année internationale
du sport et de l’éducation
physique
Coming to Canada!
Bientôt au Canada!
In November 2003, the United Nations passed a
resolution to declare the year 2005 as the International
Year for Physical Education and Sport. CAHPERD
is planning to put Canada on the map as a key
participant in this initiative. Although we are currently in
the planning stages, you can look forward to:
•
Advocacy activities
•
New Resources
•
Special events and celebrations
Watch for upcoming issues of
the CAHPERD PHE Journal, or
visit www.cahperd.ca for more
information!
En novembre 2003, les Nations Unies adoptaient
une résolution déclarant 2005 l’Année internationale
du sport et de l’éducation physique. L’ACSEPLD s’est
engagée à aider le Canada à jouer un rôle de premier
plan comme participant clé à cet événement. Même
si nous n’en sommes encore qu’aux premières étapes
de planification, vous pouvez vous attendre à des :
•
activités de promotion et de revendication
•
nouvelles ressources
•
célébrations et événements spéciaux
Surveillez les prochains numéros
du Journal de l’EPS de l’ACSEPLD
ou allez à www.acsepld.ca pour
en savoir plus à ce sujet!
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Guy Tanguay
Editor/Rédactrice-en-chef
Andrea Grantham
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Date of Issue/Date de publication :
June–July/Juin–Juillet 2004
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Publications Mail Registration no. 9328. Views and opinions are those of the
authors and not necessarily those of CAHPERD. Indexed in the Canadian Magazine
index and available on-line in the Canadian Business and Current Affairs Database.
Upon application to CAHPERD, Canadian universities will be allowed to duplicate
CAHPERD Journal articles for distribution to students.
Courrier 2e classe no. 9328. Les opinions exprimées sont celles des auteures
et auteurs et ne reflètent pas nécessairement celles de l’ACSEPLD. Les universités
canadiennes qui désirent photocopier des articles du Journal de l’ACSEPLD pour
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demande écrite à l’ACSEPLD.
We acknowledge the financial support of the Government
of Canada, through the Publications Assistance Program (PAP),
toward our mailing costs.
Board of Directors 2003/2004
Conseil de direction 2003/2004
Garth Turtle, President / Président
PHYSICAL & HEALTH
EDUCATION JOURNAL
VOLUME
70, N O .2*
ISSN 1498-0940
FEATURES / ARTICLES VEDETTES
4
16
Making every question count:
Designing authentic quizzes for
physical education
Âge chronologique et
développement de la
compétence sportive
By Sandra L. Gibbons
Par Simon Grondin
REGULARS / CHRONIQUES
2 A Word from the President
3 Mot du président
Developing a School
13 QSH:
Environmental Policy
: Élaboration d’une politique sur
21 SQE
le milieu scolaire
36 Remember When?
39 Clip and Copy
40 À découper
42 CPCU
43 CUPR
33 Wild, Wacky and Wonderful Ideas to Play With
Nick Forsberg, Past-President / Président-sortant
Harry Hubball, British Columbia & Yukon /
Colombie-Britanique et Yukon
Deanna Binder, Alberta & NT / Alberta et NT
Lyle Brenna, Saskatchewan Representative /
Représentant de la Saskatchewan
Grant McManes, Manitoba & Nunavut / Manitoba et Nunavut
James Mandigo, Ontario / Ontario
Michelle Harper, Québec / Québec
Fran Harris, New Brunswick / Nouveau-Brunswick
Joe MacDonald, Nova Scotia / Nouvelle-Écosse
IN THIS ISSUE / DANS CE NUMÉRO
Recognition Award Program
24 School
2003–2004: A Record Success!
25 RAP Winners 2003–2004
Winners 2003–2004:
29 RAP
Testaments of Success
38 Viewpoint
Mark Jones, Newfoundland / Terre Neuve
Glenn Campbell, Prince Edward Island / Île-du-Prince-Édouard
* Correction: The Sring 2004 issue of the PHE Journal was incorrectly numbered Volume70, No. 2.
It should have been numbered Volume 70, No.1.
SUMMER
•
ÉTÉ 2004 1
A WORD FROM THE PRESIDENT
Looking Down the Same Road with New Eyes
I
am writing this as I travel on an 18–seat airplane from
Charlottetown to Halifax. I have spent the first few minutes
convincing myself that sitting in an aisle seat that also acts as a
window seat is a good thing. With two years of travel ahead of me,
I need to be an optimist.
I will begin my first PHE Journal message to the CAHPERD
membership by thanking Nick Forsberg for his proactive
leadership approach. I have appreciated his ability to include
others in the decision making process, and greatly respect the
passionate resolve he brings to the movement to help
others understand the need to live a healthier lifestyle. Truly
Nick walks the talk. Though his role within CAHPERD
is changing, Nick will continue to be an influential member
of our organization.
I suppose it is traditional for the initial message to speak to the
new President’s philosophy. But, before I do, I would like to
introduce myself. For the first 24 years of my career, I was a
Physical Education Specialist at the high school and intermediate
school level. For the past six years, I have worked as the Physical
Education and Health Consultant in the PEI Department of
Education with the additional duty of Executive Director to the
PEI School Athletic Association. This year I will lead the Active
Healthy School Communities initiative, a collaborative initiative
designed to mobilize communities around the risk factors of
chronic disease.
I have served as a member on the CAHPERD Board of Directors
for four years. Throughout my career I have tried to incorporate
the CAHPERD mission into my teachings and into my personal
life. CAHPERD is the voice of our profession and, thanks to
Guy Tanguay and a dedicated staff, it continues to be our
advocate and ally.
Since taking on the role of President-elect and now President, I
have spent considerable time trying to come to terms with my
role. The following words from Marcel Proust may best describe
where I would like my influence to be directed:
2 PHYSICAL AND HEALTH EDUCATION
“The real voyage of discovery consists not of seeking
new landscapes but in having new eyes”
It has become painfully obvious that the resources, both human
and financial, dedicated to the physical activity movement are
not going to be increased and in fact may be further reduced.
With this in mind, it will be important for CAHPERD to work
creatively towards self-sufficiency. The re-engineering that began
with Colin Higgs and has continued through Nick Forsberg’s
reign is providing CAHPERD with the opportunity to move
away from a dependence on Health Canada. This dependence
has restricted the creativity of the staff and has limited
CAHPERD’s ability to provide the services that are vital to help
resolve the health crisis our country finds itself in. The next few
years will be filled with cross roads that will need to be well
thought out and faced - with an understanding of the need to
maintain the integrity of CAHPERD’s mission. The
CAHPERD Board of Directors is very cognizant of this mission.
They have made a commitment to provide the leadership that is
needed to move CAHPERD forward. They are a phenomenal
group of professionals that represent all aspects of our field.
The pictures of past presidents line the walls of the CAHPERD
national office. These pictures serve as a profound reminder of our
rich history. I am excited to have the opportunity to join this
group, but I am somewhat intimidated by the thought of what
lies ahead. Our future is exciting and has tremendous possibilities.
The true test will be our ability to collaboratively and strategically
embrace these opportunities. Please don’t hesitate to share your
thoughts and ideas with us. After all, we are all in this together.
Garth Turtle
CAHPERD President
M O T D U P R É S I D ENT
Regarder dans la même direction avec de nouveaux yeux
J
’écris ces mots niché dans un petit avion 18 places qui m’amène de Charlottetown à
Halifax. J’ai passé les premières minutes du vol à me convaincre qu’il y a sûrement un
net avantage à voyager à bord d’un appareil où le siège côté allée est aussi le siège côté
hublot! Puisque les deux années à venir me réservent beaucoup de tels voyages, aussi bien
voir le bon côté des choses.
À l’occasion de mon tout premier message aux membres de
l’ACSEPLD dans le cadre du Journal sur l’EPS, il m’importe
évidemment de remercier Nick Forsberg pour le leadership
proactif dont il a fait preuve. J’ai grandement apprécié sa volonté
de faire participer ses collègues au processus décisionnel et la
passion qu’il a mise, prêchant par l’exemple, à promouvoir la
cause de l’activité physique et l’importance de vivre sainement.
Même si son rôle au sein de l’ACSESPLD a changé, Nick
demeure un membre influent de notre organisme.
La tradition veut que le nouveau président fasse part, dans son
message inaugural, de la philosophie particulière qui l’anime.
Mais avant de ce faire, permettez-moi de me présenter. J’ai
consacré les 24 premières années de ma carrière à travailler
comme spécialiste de l’éducation physique à l’intermédiaire et au
secondaire. Depuis six ans, j’œuvre à titre d’expert-conseil en
éducation physique et en santé au ministère de l’Éducation de
l’Île-du-Prince-Édouard, tâche à laquelle est venue se greffer la
fonction de directeur général de la PEI School Athletic
Association. Cette année, je chapeauterai également l’initiative
sur les collectivités scolaires saines et actives, un projet coopératif
qui vise à mobiliser les collectivités en les sensibilisant aux
facteurs de risque qui sous-tendent diverses maladies chroniques.
Je siège au conseil de direction de l’ACSEPLD depuis quatre ans.
Tout au long de ma carrière, j’ai cherché à intégrer la mission de
l’ACSEPLD à mon enseignement et à ma vie personnelle.
L’ACSEPLD est le porte-étendard de notre profession. Grâce à
Guy Tanguay et à son équipe dévouée, elle demeure notre plus
fidèle promoteur et un précieux allié.
Depuis que j’ai accepté le poste de président élu et, maintenant, de
président, j’ai beaucoup réfléchi au rôle que je suis appelé à jouer.
Une éloquente pensée de Marcel Proust décrit particulièrement
bien en quoi j’aimerais influencer le cours des choses :
« Le véritable voyage de découverte ne consiste pas à chercher
de nouveaux paysages mais à avoir de nouveaux yeux. »
Il est devenu péniblement clair que les ressources humaines et
financières dédiées à l’activité physique n’augmenteront pas et
pourraient même diminuer encore plus. Compte tenu de la
situation, l’ACSEPLD devra faire preuve de créativité pour
atteindre l’autosuffisance. La réingénierie amorcée par Colin
Higgs et qui s’est poursuivie tout au long du règne de Nick
Forsberg a permis à l’ACSEPLD de se dissocier davantage de
Santé Canada, un lien de dépendance qui restreignait la
créativité du personnel et les efforts engagés par l’ACSEPLD
pour offrir des services essentiels et aider le pays à surmonter la
crise de la santé. Au fil des ans, nous nous retrouverons souvent
à la croisée des chemins, ce qui nous obligera à réfléchir à fond
avant d’agir, ne perdant jamais de vue l’intégrité de la mission de
l’ACSEPLD. Les membres du conseil de direction de
l’ACSEPLD sont très conscients de cette mission et nul doute
leur leadership permettra-t-il à l’ACSEPLD d’aller droit devant.
Ce groupe de personnes extraordinaires, qui représentent nos
divers champs d’activités, se sont clairement lancées sur la piste
du changement.
Les photos des anciens présidents qui ornent les murs du bureau
national de l’ACSEPLD témoignent de notre riche histoire. Je
me sens à la fois honoré de joindre leurs rangs et humble face aux
défis qui se tracent à l’horizon. Notre avenir s’annonce riche en
possibilités de toutes sortes. Le vrai défi tient à notre aptitude à
collaborer et à relever stratégiquement ces défis. N’hésitez surtout
pas à nous faire part de vos idées et suggestions. Après tout, c’est
ensemble que nous vivons cette belle aventure!
Garth Turtle
Président de l’ACSEPLD
SUMMER
•
ÉTÉ 2004 3
Making every question count:
Designing authentic quizzes
for physical education
By Sandra L. Gibbons, Eliot Anderson,
Jennifer Balzer, Lisa Baylis, Danielle Bohemier,
Derek Duke, Jeff Duyndam, Galen Soon
Sandra L. Gibbons is an associate professor in
the School of Physical Education, University
of Victoria, Victoria, British Columbia. She
teaches in the secondary B.Ed. program and
has an interest in authentic assessment in
physical education.
E-mail: [email protected]
At the time of writing, Eliot Anderson,
Jennifer Balzer, Lisa Baylis, Danielle
Bohemier, Derek Duke, Jeff Duyndam, &
Galen Soon were preservice teachers at the
University of Victoria. Currently, all are
secondary school teachers in various regions
around the world.
T
eachers regularly use short paper and pencil quizzes to assess student learning
for a variety of outcomes in physical education. These quizzes provide an
indication of a student’s ability to recognize, recall, and apply various rules,
procedures and concepts associated with participation in a variety of physical activities.
For example, during a volleyball unit students will often complete a quiz designed to
evaluate their knowledge of the rules, procedures, tactics and strategies they are
expected to apply within the game situation. Similarly, learning experiences in
personal fitness and/or active health typically include tests or quizzes on the key ideas,
concepts and principles. In the interest of efficiency and economy for both students
writing quizzes and teachers marking the quizzes, the format of test items is typically
true or false, multiple choice, and/or short answer. A potential limitation of these types
of test items can be that they focus primarily on simple recall and recognition, with
less emphasis on application of knowledge in a more meaningful context. The
potential limitation of these test items to lower level thinking skills need not occur.
According to Airasian (2000) “any test question that demands more than memory
from a pupil is a higher level item. Thus, any true or false, short answer, or multiple
choice item that requires the pupil to solve a problem, interpret a chart, or identify the
relationship between two phenomena qualifies as a higher level thinking item”
(p. 112). The purpose of this article is to discuss a variety of ways to push a secondary
student to a higher level of understanding and maximum learning from each question
without sacrificing the efficiency and economy of the quiz format.
Authenticity
McMillan (2001) uses the term
authenticity to describe “instruction and
assessment that are characterized by tasks
that are similar to what is done or
accomplished in real-life” (p.394).
Kaardal (2001) contends that assessment
in a situation as close to real life as
possible adds meaning to learning.
It follows that making questions on
quizzes as authentic as possible, using
action-oriented questions that allow for
application of knowledge in a “real-life”
context has the potential to provide a
more valid and meaningful indication of
student learning. Teachers continue to
recognize the importance of students
learning how to manipulate and apply
their knowledge (Oosterhof, 1999). In
turn, teachers have learned that
knowledge takes on additional meaning
and relevance for students where they use
the knowledge in realistic situations.
Physical education teachers often use
quizzes to assess and evaluate students’
knowledge of a variety of rules and
procedures associated with effective game
play. Ideally, quiz questions should be
designed to incorporate all conditions
relevant to the real-life use of the assessed
knowledge. For example, if you want a
valid indication of a student’s ability to
keep score correctly in a badminton
game, consider designing scenarios that
include the complex game play
interactions that occur in a typical game.
When a student works through
these scenarios, he or she must
not only recall rules, but also
apply these rules to a variety of
situations throughout a game.
Tombari and Borich (1999)
suggest that these sorts of
authentic scenarios convey
a truer indication of learning,
rather than a proxy or estimation
of learning. We acknowledge
that the paper and pencil quiz does
not provide a totally authentic
context. However, where it is not
feasible to assess students’ knowledge in
an authentic situation, response to
realistic scenarios provides a meaningful
approximation.
The concept of authenticity was used as
the underlying framework of the sample
quizzes in Tables 1-5. The designers were
charged with the task of creating a valid,
efficient, effective, authentic quiz. As
mentioned earlier, for reasons of time
efficiency, true or false, multiple choice,
and short answer items are the most
frequently utilized question formats for
quizzes. In the following sections, we
provide some suggestions for extending
the possibilities for achieving a higher
level of understanding and authenticity
within each of these question formats.
format presents a proposition for which
one of two opposing options represent
the correct response. There are several
advantages to this format. First, TF
questions do not require a written
response, thus allowing for a wide
sampling of content in a time efficient
manner. In addition, TF questions are
relatively easy to both construct and
score. Despite these advantages, TF
questions are often limited to a somewhat cursory depth of understanding and
content that can be presented and
organized into dichotomous options.
True or False Questions
True or False (TF) questions are
frequently used on quizzes. This question
A paper and pencil quiz is a common tool used by teachers to assess a
variety of learning outcomes in physical education. Using the concept of
authenticity as the underlying framework, this article provides a variety
of suggestions for maximizing the learning potential for each question
while still maintaining the efficiency of time that a paper and pencil
quiz provides.
In Table 1, the Mission Possible Weight
Training Quiz presents ten typical weight
Les enseignantes et enseignants ont souvent recours à un simple test
papier-crayon pour évaluer une série de résultats d’apprentissage en
éducation physique. Faisant du concept d’authenticité son cadre
sous-jacent, cet article fournit de nombreuses suggestions sur la façon de
maximiser le potentiel pédagogique de chaque question faisant partie
du test papier-crayon tout en évitant les pertes de temps.
SUMMER
•
ÉTÉ 2004 5
training situations that students will
likely encounter. The items on the quiz
demonstrate an extension to the TF
format by requiring the respondent to
justify his or her response.
Table 1: Mission Possible – Weight Room Quiz
True or False- Please write either a “T” or “F” next to the number to indicate
your answer. In order to receive full marks you must provide justification for
your answer - 1 point for correct T/F, 1 point for correct justification
Adding “justification” to each question
allows the students to demonstrate what
they know about weight training safety,
and to apply this knowledge as they
provide justification for their response.
This simple adaptation pushes the depth
of understanding and application to
real-life examples while still maintaining
reasonable efficiency in item construction, completing the quiz, and scoring
each item (see example of justification for
the correct response in the Answer Key in
Table 6). It also helps the teacher see
where students may misunderstand or
demonstrate faulty logic. In other words,
it reduces the likelihood of guessing the
right answer for the wrong reason!
______ (1) Aaron has just finished 30 sit-ups and decides he needs a well-deserved
rest on the shoulder press machine. There is someone wanting to use the shoulder
press machine. Aaron is allowed to sit on the shoulder press machine during his
rest interval.
Justification:
Multiple Choice Questions
______ (4) Always use collars for weights on the barbell.
Justification:
Multiple Choice (MC) questions consist
of a stem that describes a problem
followed by a series of options or
alternatives, each representing possible
answers to the stem (Oosterhof, 1999).
Normally, one option is correct, with the
remaining alternatives acting as
distracters. Like the TF format, MC
questions do not require a written
response and allow for time efficient
coverage of considerable content. The
MC question format offers potential for
extending and challenging student understanding. Airasian (2000) highlights the
interpretive exercise as a form of MC
question that can assess higher-level
thinking. This type of question provides
the student with information, and then
provides a series of questions based on
that information. In order to answer the
questions, students must interpret and
apply the information to a particular
situation. The Badminton Quiz: How
well do you know your rules? (Table 2)
is an example of an interpretive-type of
MC exercise.
This exercise requires the student to keep
score in a badminton game by reading
each scenario, deciding on the Call, and
______ (2) As Lisa finishes a set of triceps pull-downs she lets go of the pull-down
bar and allows the weights to crash against each other. This is an acceptable
procedure.
Justification:
______ (3) Franz injures his foot when he accidentally drops a dumbbell on it. He
looks to be in serious pain but he tells you that he is fine. You decide that it might
not be a serious injury after all, so you continue your workout. You have handled
this situation properly.
Justification:
______ (5) Ask for assistance if you are not sure how to use the equipment.
Justification:
______ (6) Nicky finishes using the bench press and has two 10-pound weights
on each side of the bar. She decides that the next person might use the weight so
she leaves the weights on the bar. By doing this, Nicky showed proper weight
room etiquette.
Justification:
______ (7) Ravinder is working out with some free weights. She leaves her weights
on the ground and goes to get a drink of water. Ravinder is following correct
weight room safety etiquette.
Justification:
______ (8) Hans, while spotting someone at the “leg squat” station, has his hands
behind his back and is keeping a lookout to see when the bench press becomes
free. Hans is following correct weight room safety etiquette.
Justification:
______ (9) Weight room etiquette allows a lifter to wear a sleeveless t-shirt so
he/she is able to move more freely.
Justification:
______ (10) While working out, it is a good idea to bring a sweat towel with you.
Justification:
Table 2: Badminton Quiz – How well do you know your rules
Instructions: You are observing a badminton singles match on paper. It is the final match in the “Badminton Allstars
Tournament”. The ‘Slicer’ (TS) is facing off against the ‘Backhand Battler’ (BB) and your job is to act as the referee and
award points depending upon the scenario you are given. After reading each scenario, decide on the CALL using the
following system: Point Awarded (P) - Change of Service (C)- Replay (R). Be sure to give the score of the game. Note:
this is NOT a running score. Each question is separate.
SCENARIO
CALL
SCORE
The Slicer (TS)
Backhand Battler(BB)
1. TS earns the right to serve the first point of the game.
TS serves long into the far backcourt. BB struggles,
yet returns with a backhand shot just over the net.
TS can’t get to it. The birdie lands on the court.
2. The score in the game is 3-2 for BB. BB serves a
short serve. TS returns this with a deep forehand shot to
the far right corner of the court. BB gets there and
returns with a backhand shot. The birdie lands on the
floor, inbounds on TS’s side.
3. The score is tied 4-4. The server (TS) serves a long
serve and the receiver (BB) returns with an overhead
smash. The server (TS) gets to the birdie and returns
with a drop shot to the corner of the court. The birdie
lands out of bounds on the receiver’s (BB) side.
4. The score is now 6-5 for TS. The server (BB) serves
a long serve. The receiver (TS) performs the scissor
backwards to get to the birdie and tries to return with
an overhead slice. She misses the birdie and it lands
on the floor inbounds behind her.
5. The score is 7-6 for BB. The server (TS) serves a
short, low serve to the middle of the court. The
receiver (BB), barely touching the net with her racquet,
returns the serve with a net shot. This sends the birdie
tumbling back over the net and inbounds onto the floor.
6. The score is tied 8-8. The server (TS) performs a
long, high serve to the back corner of the court. The
receiver (BB) is ready and waiting for it and returns with
a backhand clear. The server (TS) gets to the birdie and,
just as she is about to hit it, another player from a
different court comes into the court and disrupts play.
7. The score is 10-9 for TS. The server (BB) serves a
short serve just over the net. The receiver (TS) gets to
the birdie and returns with an underhand clear to the
middle of the court. The server (BB) cannot get there
and the birdie falls inbounds to the floor.
SUMMER
•
ÉTÉ 2004 7
providing a score. Within such an
exercise, the student must not only recall
basic badminton rules, but also be able to
apply this knowledge in an authentic
situation. This quiz may also be used in a
small group discussion, with students
working through each scenario and
deciding upon the correct response. One
caution to consider when designing a
series of connected scenarios and running
score is, if a student makes an error in one
response, it may affect all subsequent
responses. One way to avoid this
situation is to limit the number of
questions that are interdependent such
that a student is held accountable for a
mistake only once rather than impacting
the entire score.
Short Answer Questions
Short Answer (SA) questions present a
variety of possibilities for assessing
higher level thinking skills while still
maintaining a time efficient structure.
Unlike TF or MC items, short answer
questions generally require students to
construct their own responses rather
than choosing from pre-set options.
This structure reduces the possibility
of guessing the correct answer, and
often requires the student to explain
the basis for his or her response. For
example, in You Write the Script: A
Rugby Quiz (Table 3), the respondent
demonstrates his or her knowledge of
rugby by identifying a correct call or
score in a game-play scenario. These
scenarios allow the respondent to
imagine the give and take of an actual
rugby game, and show their
understanding of the rules within this
real-life context.
The Ultimate Quiz (Table 4) extends
the structure shown in Table 3 by
requiring the student to respond to
multiple possibilities within each
question.
Finally, the Weight Training Scenarios
(Table 5) challenge the respondent to
first recall applicable safety guidelines,
etiquette and lifting technique, then
Table 3: You Write the Script! – A Rugby Quiz
It is a great day for rugby and today the Hobbits are playing the mighty Ring
Wraiths. The knowledgeable Gandalf captains the Hobbits while the mighty
Saruman leads the Wraiths. The referee calls for the captains at half and tosses the
coin. Gandalf wins the toss and elects to kick off. (1) What does the referee ask
Saruman to choose?
The Hobbits kick a high ball deep into the Wraiths’ end. One of the Wraiths
catches it and runs it ahead, but he fumbles the ball and it falls forward! A Hobbit
picks it up and races in for a try. The referee blows his whistle and calls the
Hobbits back for a set scrum at the spot the ball was knocked forward. (2) Is this
the correct call? (3) If yes, why? If no, what should have happened?
In the second half, The Wraiths knock the ball on and the Hobbits are awarded a
scrum. The Hobbits win the scrum and pass the ball out to the backs. Frodo, the
fly half, beats the defense and scores the first try of the match! With perfect
accuracy, Frodo kicks the ball between the uprights to successfully convert the try.
(4) What is the score? (5) Which team restarts play by kicking off?
The game continues to go back and forth until finally a substitute for the Ring
Wraiths named Gollum manages to worm across the goal line to score a try for
the Wraiths! Gollum attempts to kick the ball through the uprights but misses!
The try is unconverted. (6) What is the score?
It is a close game. It becomes very tense when a Wraith throws the ball to a
teammate in front of him! (7) What call should the ref make? The Hobbits
pressure the Wraiths with only two minutes left to play! Again and again they
pressure the goal line until Gimli the dwarf is pushed out of bounds with the ball.
(8) What is the call now?
The Hobbits manage to steal the ball and crash over the line. But, just before they
are able to touch it down, a Wraith squirms underneath the ball so it doesn’t touch
the ground! (9) Is it a try or not? WHY?
The Hobbits continue to pressure the Wraiths goal line since the Ring Wraiths are
not fit enough to keep up to the quick, furry Hobbits! Frodo scores the games
final try of the game! In a final glorious moment, Frodo kicks the ball between the
uprights to convert his try. (10) What is the final score?
Table 4: The ULTIMATE Quiz!
Read the following scenarios and answer the questions in the space provided.
If you need more space, write on the back of the paper.
1. Your town has just started an Ultimate league. The Wing Nuts are playing the Stingers in the first game of the season. The
teams meet on the field to start the game. There is a discussion as to who will get to receive the disc first. Both teams think
they should receive first. You are sitting on the sidelines and known to be somewhat of an expert on how to start a game of
Ultimate. What would you tell these teams about deciding who receives the disc first? In other words, what is the procedure
for deciding who will pull and who will receive?
2. During a game, Melissa committed a foul against Josh. When he went to catch the disc from his teammate, she accidentally
hit his arm causing him to drop the disc. Since Ultimate is a sport that does not require a referee or an umpire, who monitors
player behaviour? What is the name of the code of conduct that Ultimate players follow? Who gets the disc? Where do they
get the disc?
3. Later in the game, the Stingers had possession of the disc. Lou caught the disc in his end zone but didn’t realize he had
scored. He then passed the disc to Caleb who was also in the end zone, but Caleb dropped the disc. Do the Stingers get the
point? Why or why not?
4. To start the second half of the game, the Wing nuts pulled the disc with such force that it flew across the entire field and
out the other end zone. What is the Ultimate rule for this situation?
5. The Stingers seem to be struggling a lot with being clogged up. All of their players seem to be in the same area of the field
and they are finding it very hard to complete any passes. What are two strategies the Stingers could use to help them reduce
this clogging?
SUMMER
•
ÉTÉ 2004 9
Table 5: Weight Room Scenarios – With Hans and Buffy
Read each of the Scenarios
Scenario #1
Your friend Hans is having a great
time lifting weights in Physical
Education class today. He decides that
he wants to get a drink of water and
leaves his weights on the floor.
Scenario #2
Buffy is at the bicep curl station and
is lifting a large amount of weight.
In order to lift this weight, she is
rocking back and forth very quickly
during each lift.
Scenario #3
After Hans is finished on the treadmill,
you see a pool of sweat on the floor.
He walks from the treadmill to the
leg press station where he begins to
work out.
Scenario #4
Buffy is working out at the bench press
station while Nicole is acting as her
spotter. Nicole’s attention wanders over
to the treadmill station.
Using the safety guidelines, weight
room etiquette, and lifting technique,
what advice would you give
Hans or Buffy?
Advice to Hans in Scenario #1
Advice to Buffy in Scenario #2
Advice to Hans in Scenario #3
Scenario #5
Buffy decides to go back to the bench
press station and this time you are
spotting her. She wants to improve on her
personal best lift. Buffy arches her back
off the bench in preparation for the lift.
REFERENCES
Airasian, P.W. (2000). Assessment in the classroom
- A concise approach (2nd. Edition). Boston:
McGraw-Hill.
Oosterhof, A. (1999). Developing and using
classroom assessments. Upper Saddle River, NJ:
Prentice Hall.
Kaardal, K. (2001). Learning by choice in
secondary physical education. Champaign, IL:
Human Kinetics.
Tombari, M.L. & Borich, G.D. (1999).
Authentic assessment in the classroom: Applications
and practice. Upper Saddle River, NJ: Prentice
Hall.
McMillan, J.H. (2001). Classroom assessment:
Principles and practice for effective instruction.
Needham Heights, MA: Allyn & Bacon.
10 PHYSICAL AND HE ALTH EDUCATION
provide a response in the form of advice
to the character in each scenario. Again,
these scenarios encourage the respondent
to visualize an authentic situation and
place him or herself in a positive advisory
role in the application of knowledge. The
Answer Key for all five quizzes is
provided in Table 6.
Summary
A challenge for physical education
teachers is to ensure that assessment of
student learning is both efficient and as
authentic as possible. In the preceding
examples, we have provided some
suggestions for getting the most out of
paper and pencil quizzes, while not losing
their economy of time for both the
teacher when she or he constructs and
scores the quiz and the students when
they write the quiz. ■
Table 6: Answer Keys
Table 1 – Key: Mission
Possible Weight Room Quiz
(1) F
(2) F
(3) F
When an individual is
finished with a piece of
equipment he/she must leave
it so it is available for other
users.
In order to prevent damage to
weights and potential for
injury to users, the acceptable
procedure is to return weights
gradually to the start position
(avoiding crashing weights).
All injuries must be reported
to the teacher or supervisor.
The injury can then be
evaluated for severity and
possible treatment.
(4) T
Use of a collar for barbells is
a safety requirement for all
lifters.
(5) T
This will insure both the safety
of users and proper care of
equipment.
(6) F
In order to insure proper care
of equipment, do not leave
weights on the bar. They
should be returned to the
appropriate storage area.
(7) F
When left lying on the floor
unattended, weights are a
safety hazard to other users
(e.g. tripping). Return weights
to the appropriate storage area.
(8) F
When acting as a spotter,
Hans should be focused on
his lifting partner and in
position to assist if needed.
(9) F
Lifters are required to wear
shirts with sleeves in order to
prevent slippage of the bar on
bare skin and to ensure the
overall cleanliness of equipment.
(10) T
A sweat towel allows the lifter
to insure equipment is clean
and dry after use.
Table 2 – Key: Badminton Quiz – How well do you know your rules
SCENARIO
CALL
SCORE
The Slicer (TS)
Backhand
Battler(BB)
1. TS earns the right to serve the first point
of the game.TS serves long into the far backcourt.
BB struggles, yet returns with a backhand shot
just over the net. TS can’t get to it. The birdie
lands on the court.
C
0
0
2. The score in the game is 3-2 for BB.
BB serves a short serve. TS returns this with a
deep forehand shot to the far right corner of the
court. BB gets there and returns with a backhand
shot. The birdie lands on the floor, inbounds
on TS’s side.
P
2
4
3. The score is tied 4-4. The server (TS) serves
a long serve and the receiver (BB) returns with
an overhead smash. The server (TS) gets to the
birdie and returns with a drop shot to the corner
of the court. The birdie lands out of bounds on
the receiver’s (BB) side.
C
4
4
4. The score is now 6-5 for TS. The server
(BB) serves a long serve. The receiver (TS)
performs the scissor backwards to get to the
birdie and tries to return with an overhead slice.
She misses the birdie and it lands on the floor
inbounds behind her.
P
6
6
5. The score is 7-6 for BB. The server (TS)
serves a short, low serve to the middle of the
court. The receiver (BB), barely touching the
net with her racquet, returns the serve with a
net shot. This sends the birdie tumbling back
over the net and inbounds onto the floor.
P
7
7
6. The score is tied 8-8. The server (TS)
performs a long, high serve to the back corner
of the court. The receiver (BB) is ready and
waiting for it and returns with a backhand clear.
The server (TS) gets to the birdie and, just as
she is about to hit it, another player from a
different court comes into the court and
disrupts play.
R
8
8
7. The score is 10-9 for TS. The server (BB)
serves a short serve just over the net. The
receiver (TS) gets to the birdie and returns with
an underhand clear to the middle of the court.
The server (BB) cannot get there and the birdie
falls inbounds to the floor.
C
9
10
SUMMER
•
ÉTÉ 2004 11
Table 6: Answer Keys – continued
Table 3 – Key: Rugby Quiz
(1) Saruman can choose which end he would like to have his team start in. (This can
be important since the sun can impede play severely.)
(2) No.
(3) The referee should have played the advantage and let the Hobbit score. (It is the
referee’s discretion, but when advantage CAN be played it MUST be played. The
only thing that would cause the ball to be called back is if the advantage was
stopped by a Wraith taking possession of the ball. The Law of Advantage takes
precedence; its purpose is to make play more continuous. Players are encouraged to
play to the whistle despite infringements by their opponents. When the result of an
infringement by one team is that their opposing team may gain an advantage, the
referee does not whistle immediately for the infringement.)
(4) The score is 7- 0 for the Hobbits.
(5) The Wraiths would kick to the Hobbits to re-start.
(6) 7 – 5 for the Hobbits.
(7) “Forward pass, scrum down, Hobbits’ ball.”
(8) “Lineout, Wraiths ball.”
(9) No try. Ball is “held up”. The ball must be placed with pressure behind the try-line
to be considered a try.
(10) Final score Hobbits 14, Wraiths 5.
Table 4 – Key: Ultimate Quiz
(1) Often, rules like how to determine who pulls first are determined by the
organization that is hosting the tournament. This can be decided by a coin toss or
by flipping the disc and calling a side. Some people even use “rock, paper, scissors.”
Representatives of the two teams determine fairly which team chooses first from the
following options:
a) To receive or throw the initial pull; or
b) Which end zone they wish to initially defend.
The other team is given the remaining choice.
(2) Players monitor their own behaviour. Ultimate relies upon the concept of
self–responsibility. This places the responsibility for fair play on the players. The
code of conduct is called “spirit of the game”. If the foul goes uncontested, the
receiver gets the disc at the place of infraction (where the foul occurred).
(3) No. A player must be completely in the end zone and acknowledge that a goal has
been scored, regardless of any active calls by an official. If that player plays the disc
unknowingly into a turnover, then no goal is awarded.
(4) If the disc initially hits an out-of-bounds area, the receiving team has the option of
putting the disc into play:
(1)At the spot on the playing field proper nearest to where the disc last crossed
the perimeter line in flight; or,
(2)After signaling for a brick/middle by fully extending one hand overhead and
calling “brick” before gaining possession of the disc:
(a) At the brick mark closest to the end zone the receiving team is defending; or
(b)At the spot on the long axis of the field nearest to where the disc last crossed
the perimeter line in flight.
(5) They could set up a “zone” offense where there are three “handlers”, two “poppers”,
and two “long” players. These positions force the players to try to stick to their
designated areas of the playing field. Along with this zone formation, they should run
some cutting drills and some “triangle formation” drills so that players learn how to
elude their markers and create direct lines between themselves and the thrower.
Table 5 – Key:
Weight Room Scenarios
Scenario #1: Weights left unattended
are a safety hazard to other lifters.
Advise Hans to return the weights to
the correct storage area before he goes
for a drink of water.
Scenario #2: A lifter is attempting too
much weight if he/she must rock back
and forth prior to the lift. Advise Buffy
that she should attempt to lift a lighter
weight load in order to complete the
lift in a safe manner.
Scenario #3: It is the responsibility of
each lifter to insure that the station is
clean and dry when he or she has
finished lifting. Advise Hans that
leaving pools of sweat at a piece of
equipment is a safety hazard for other
lifters.
Scenario #4: In order to insure
safety of the lifter, it is a spotter’s
responsibility to pay full attention
throughout his/her partner’s lift. Advise
Buffy that her spotter is not paying full
attention and may need a reminder.
Scenario #5: Lifting with an arched
back increases the possibility of injury
to the lifter. Advise Buffy that in order
to lift in a safe manner, her back must
be flat to the bench.
QUALITY
SCHOOL
HEATH
Developing a School
Environmental Policy
By Christine Preece,
Past-Chair, Quality School Health Program Advisory Committee
A
Quality School Health Approach ensures that the
environments where all students and teachers learn, work
and play are healthy and safe, and are conducive to optimal
learning and development. A school environmental policy is
critical to this approach since it ensures that all aspects of a school
environment, not just in the areas of teaching, are reviewed and that
appropriate methods for responding to these areas are identified. An
effective school health policy will examine factors like hand
washing, noise, lighting, air quality, food, and bullying, and will
define proper procedures for correctly addressing these issues. A
School Environmental Policy will outline standards for:
• Proper hygiene practices at the school
(i.e. hand washing for students will be
done before and after lunch, recess,
bathroom breaks, etc.).
• Noise and lighting (i.e. what is needed
for proper lighting in classrooms,
noise control, etc).
• Safe physical environments (i.e.
certified playground equipment,
shaded areas for students, teacher/peer
monitors, safety patrol programs,
school visitor procedures, etc.).
• Air quality (i.e. mold free environments, no idling of cars and buses on
or around school property, etc.).
• Monitoring and implementing the
school policy and guidelines (both
curricular and extra-curricular).
• Environmental health education in
the school curriculum.
• Recycling and waste management
programs.
A school environmental health policy
should provide guidelines for dealing
with the above issues (and others as
necessary), will help to create an
environment where children can practice
these standards, and demonstrates a
commitment to health.
SUMMER
•
ÉTÉ 2004 13
Sample Policy
A healthy school environment is
important for healthy growth,
development, and learning for all
students and staff.
We believe that our school has a
responsibility to foster and support
healthy practices by:
• Providing environmental health
education (including but not
limited to sun safety, injury
prevention, hygiene) for all grades.
• Enforcing a “no idling” standard
for all cars, buses and vehicles
situated in and around the school
parking lot.
• Providing soap dispensers in all
school bathrooms and ensuring
that they are filled on a weekly
basis by the school custodian.
• Ensuring that the school building
is free of mold and other
hazardous chemicals which can be
harmful to a person’s health.
• Ensuring that all students wash
their hands before lunch time and
after any recess break.
• Providing a sun free play zone in
the school yard.
• Ensuring students understand
and practice the anti-bullying
guidelines.
• Requiring all school visitors to
sign in at the front office, be
identified by volunteer tags, and
check out at time of departure.
• Providing safety patrol programs
to assist with safe access to the
school.
• Assigning adequate teacher and
peer monitors, both inside and
outside of the school building.
• Others...
The Ontario Public Health Association
(OPHA) identified in its publication
Making a Difference In Your Community:
A Guide For Policy Change (1995) that:
“Although education and awareness
programs can lead to healthier choices,
they are usually not sufficient on their
own.” The resource identifies that
education, awareness, and policy used
together will have the greatest impact on
student knowledge, practice and health.
Whose job is it to develop school
policies and guidelines?
School guidelines and policies can be
generated at the school board, principal,
Environmental Health Guideline Development Checklist
This checklist may be a useful tool in policy planning. Schools should use it to ensure
that all issues are dealt with in policy planning. In addition, schools should add to the
checklist any relevant issues that they may face.
n
n
n
n
n
n
n
n
n
1.
2.
3.
4.
5.
6.
7.
8.
9.
n
n
10.
11.
n
12.
n
n
13.
14.
n
15.
n
n
16.
17.
n
n
n
18.
19.
20.
Environmental health is defined.
Sun free zone is defined.
Proper hygiene is defined.
Safe playground is defined.
Good air quality is defined.
Anti-bullying is defined.
School physical environment is defined.
Students and staff understand definitions.
Environmental health programs and activities are encouraged
by the parent council and student leadership groups.
All stakeholders participate in policy formation.
School fundraising activities (when applicable) follow the
environmental health policy (i.e. a fundraising barbecue will adhere
to the food safety component of the policy or a charitable run will
adhere to the sun safety component of the policy).
The school curriculum encourages the instruction of environmental
health through not only the health curriculum but other areas such
as language arts, science and technology, etc.
The entire school population adheres to the environmental health policy.
Environmental health standards are practiced at field trips, sporting
events, play days, etc.
Environmental health standards and practices are appropriately
promoted and advertised.
An anti-bullying program is in place.
In-services and/or training are provided for school personnel, parent
council members, and student leaders.
Policy is widely publicized and communicated.
Policy supports curriculum-based learning.
Policy is enforced by school administration and teachers.
...education, awareness, and
policy used together will have
the greatest impact on student
knowledge, practice and health.
teacher, public health, parent, or student
levels. Guideline and policy development
is often fuelled by local concerns.
Public health personnel often initiate
the process and are able to provide
direction and supportive expertise.
Healthy environment guidelines provide
a basis for practical action. There are
many benefits.
To schools, Environmental Health
Policies:
• Demonstrate a commitment to health
and well-being for all students and
staff.
• Eliminate inconsistencies and confusing messages about what a healthy
environment is (e.g. teaching about
asthma, but letting cars idle in the
parking lot).
• Support teachers in educating students
about what healthy environments are.
To parents, Environmental Health
Policies:
• Reinforce the efforts of environmentally conscious parents.
• Educate parents on how they can
help the school become more
environmentally friendly (i.e. turn off
the car when dropping off their child,
reducing packaging in children’s
lunches, applying sunscreen to
children each day, etc.).
To students, Environmental Health
Policies:
• Create awareness about the
importance of a healthy school
environment.
• Provide a healthier environment for
those facing health issues (i.e. students
who are sun sensitive, have asthma,
etc.).
• Provide and reinforce consistent
messages about hygiene practices.
• Reinforce environmental health
education taught in the classroom.
• Provide optimal learning environments.
• Demonstrate to students the concern
that schools have for their physical,
social and mental well being.
To outside companies and groups,
Environmental Health Policies:
• Communicate that the school (or
board) is serious about the health of its
students.
• Ensure a standardized approach. ■
SUMMER
•
ÉTÉ 2004 15
Âge chronologique et
développement de la
compétence sportive
Par Simon Grondin et Jochen Musch
Mot de l'auteure
Cet article est basé sur une conférence
prononcée par le premier auteur lors
du 1er Colloque International de
Psychologie du Sport du Maroc tenu
en mai 2000 à Salé. Nous tenons à
remercier deux réviseurs anonymes
pour leurs suggestions et commentaires.
Toute correspondance concernant
cet article doit être adressée à
Simon Grondin,
École de psychologie,
Université Laval,
Québec, Canada G1K 7P4
([email protected])
S
i personne ne saurait contester les écarts de performance
motrice entre des enfants de deux et trois ans, l’absence de
différences au plan moteur entre adultes de 32 ou 33 ans ne
fait aucun doute. On observe, entre la petite enfance et l’âge adulte,
une diminution graduelle des différences développementales
normales. Mais ces différences s’avèrent très importantes chez les
enfants de 8, 10 ou 12 ans, au moment où ils commencent à
participer à des activités sportives encadrées (Branda,
Hanbenstricker & Seefelt, 1984). Or, cet encadrement ignore
souvent les écarts d’âge. On regroupe les enfants selon l’âge
chronologique, tenant pour acquis que tous les enfants nés dans une
tranche donnée de 12 mois ont le même âge chronologique. Les
conséquences de ce type de regroupement, appelées l’effet d’âge
relatif (EAR : Musch & Grondin, 2001), sont décrites ci-après.
Description de l’EAR
Lorsqu’il faut être né avant ou après le 1er janvier pour faire partie d’une catégorie
sportive donnée, un enfant né le 1er janvier et l’autre le 31 décembre d’une même
année se retrouveront dans la même équipe et auront le même âge au sens des règles
de catégorisation. Cette façon de regrouper les enfants peut résulter en une
surreprésentation du nombre d’enfants nés tôt dans l’année et en une sous-
Simon Grondin a étudié en Éducation physique à l’Université de
Sherbrooke où il a produit une thèse de maîtrise sur l’effet de l’âge
relatif. Après un doctorat en psychologie expérimentale en 1988,
il a enseigné durant 8 ans à l’Université Laurentienne. Il est
professeur de psychologie à l’Université Laval depuis 1996.
Jochen Musch a étudié la psychologie, la physique et l’informatique
aux Universités de Heidelberg et de Mannheim. Depuis l’obtention
d’un doctorat en psychologie expérimentale (2000), il travaille
comme chercheur post-doctoral au département de psychologie de
l’Université de Bonn.
Simon Grondin studied Physical Education at Université de
Sherbrooke where he produced a Master thesis on the Relative
Age Effect. After completing a Ph.D. in experimental psychology
in 1988, he taught at Laurentian University for eight years and,
since 1996, is a Professor of Psychology at Laval University.
Jochen Musch studied Psychology, Physics, and Computer Science
at Heidelberg and Mannheim Universities. Since he completed
a Ph.D. in experimental psychology in 2000, he has been a
post-doctoral researcher at the Psychology Department of Bonn
University.
[email protected]
représentation du nombre d’enfants nés
tard dans l’année. Chez les 8 à 20 ans en
hockey sur glace, par exemple, 73 % des
joueurs aux plus hauts niveaux de
compétition étaient nés dans les six
premiers mois de l’année et 27 % dans les
six derniers mois (Grondin , Deshaies, &
Nault, 1984).
Ce principe vaut dès qu’une date précise
sert à délimiter les catégories d’âge (12 ou
24 mois). Donc, si la date limite
d’admissibilité à une catégorie est le 1er
août plutôt que le 1er janvier, il devrait y
avoir surreprésentation du nombre
d’enfants nés en août ou septembre et
une sous-représentation des enfants nés
en juin ou juillet (voir le cas de l’Australie
dans Musch & Hay, 1999).
Les premiers travaux sur l’EAR dans le
sport parus dans les années 1980
portaient sur le hockey sur glace. Au
début des années 1980, plus de 30 % des
joueurs de la principale ligue
professionnelle de hockey sur glace en
Amérique du Nord étaient nés en janvier,
février ou mars, alors que moins de 20 %
étaient nés en octobre, novembre ou
décembre (Barnsley, Thompson, &
Barnsley 1985; Grondin et al., 1984).
Soulignons que la date d’admissibilité au
hockey mineur canadien, premier lieu de
formation des joueurs professionnels,
était le 1er janvier.
L’EAR tient au fait que cette distribution
des moments de naissances des athlètes
s’écarte de la distribution des naissances
Deux enfants nés la même année n’ont pas nécessairement le même
âge. Pourtant, la société agit souvent comme si tel était le cas en
fixant l'admissibilité à une catégorie d'âge dans un sport donné selon
une date donnée, le 1er janvier par exemple. Les enfants nés en
janvier, donc beaucoup plus vieux que ceux nés en décembre d'une
même année, ont plus de chances de faire partie des meilleures
équipes tout au long de leur développement et, éventuellement, de
l'élite sportive de leur pays. Beaucoup études ont examiné ce
phénomène depuis 10 ans et les principaux résultats sont rapportés
dans le présent document. Les mécanismes responsables sont identifiés
et quelques solutions proposées.
dans la population en général. Or, au
Canada, entre les années 1950 et 1970, il
y avait peu d’écarts quant au nombre de
naissances dans chaque trimestre
(Grondin & Trudeau, 1991) ; 24,28 %
de janvier à mars, 25,98 % d’avril à juin,
25,80 % de juillet à septembre et 23,94 %
d’octobre à décembre. Cette répartition
était semblable dans les deux provinces
les plus peuplées du Canada, le Québec
et l’Ontario. En général, les écarts quant
aux distributions des naissances dans les
populations sont très faibles et n’arrivent
pas à expliquer les EAR (voir Musch &
Hay, 1999, pour les cas de l’Allemagne,
de l’Australie, du Brésil et du Japon).
À son tour, le soccer a fait l’objet de
nombreuses études sur l’EAR au cours de
Two children born the same year do not necessarily have the same age.
However, when using a category system based on chronological age
(cut-off date on Jan. 1st, for instance), we act as if all children born a
given year have the same age. The consequences of such a category system
in several sports in different countries are reviewed here, and some
solutions to this problem are proposed.
SUMMER
•
ÉTÉ 2004 17
la dernière décennie. Ces dernières ont
démontré qu’il s’agit d’un phénomène
aux dimensions planétaires. L’EAR agit
donc en force dans l’élite du soccer
mondial (voir le Tableau 1) et l’effet est
particulièrement percutant chez les
jeunes joueurs élites de moins de 20 ans
ou de moins de 17 ans.
Le cas du soccer indique que l’EAR n’est
pas un artefact lié à l’occurrence de la
naissance à une saison donnée (p. ex.,
l’hiver plutôt que l’été), donc à des effets
climatiques. L’effet est le même au Brésil,
pays de l’hémisphère sud, qu’en
Allemagne, pays de l’l’hémisphère nord
(Musch & Hay, 1999). Puisque ce
phénomène existe tant au Royaume-Uni
(Baxter-Jones, 1995; Dudnik, 1994),
qu’en Belgique (Helson, Starkes, &
van Winckel, 1998), qu’au Japon
(Musch & Hay, 1999) qu’au Pays-Bas
et qu’en France (Verhulst, 1992), on
peut facilement éliminer les facteurs
socio-économiques au profit de l’EAR.
Une autre démonstration qui confirme
que l’EAR est la source première des
distributions de naissance anormales
dans le sport est rapportée par Musch et
Hay (1999) qui soulignent qu’en
Australie, la date d’admissibilité pour les
catégories d’âge au soccer a été déplacée
du 1er janvier au 1er août. Or, ce
changement a résulté en un déplacement
TABLEAU 1
Distribution du nombre de joueurs de l’élite mondial de soccer
en fonction de leur trimestre de naissance
1
2
3
4
Total
Championnat
mondial (20 -)
135
94
37
22
288
Championnat
mondial (17 -)
129
97
39
22
287
Mundial 1990
50
138
140
100
528
Données tirées de Barnsley, Thompson, & Legault (1992)
1 : Août à octobre 2 : Novembre à janvier 3 : Février à avril 4 : Mai à juillet
de la distribution des sur- et sousreprésentations des joueurs selon le jour
de naissance.
Le problème de l’EAR n’a pas été très
étudié dans les pays d’Afrique. Barnsley
et al. (1992) observent néanmoins que
lors de la Coupe du monde 1990, 14 des
22 joueurs de la sélection égyptienne
étaient nés entre août et janvier.
Curieusement, 10 des 22 joueurs du
Cameroun étaient nés en mai, juin ou
juillet, trimestre où la représentation
aurait dû être la plus faible. Lors du
tournoi mondial des moins de 20 ans en
1989, 15 des 18 joueurs du Nigeria
étaient nés entre août et janvier; lors du
tournoi mondial 1989 des moins de 17
ans, 17 des 18 joueurs du Ghana étaient
nés entre août et janvier, et 15 des 18
joueurs du Nigeria étaient nés à cette
même période de l’année. Bref, hormis le
Cameroun, l’EAR semble aussi affecter
les pays d’Afrique.
Beaucoup d’autres sports donnent lieu à
un EAR, comme le base-ball. Mais dans
ce cas, l’EAR est faible aux États-Unis
mais très fort au Japon (Grondin &
Koren, 2000). Alors qu’aux Etats-Unis,
55 % des joueurs sont nés dans les six
mois suivant la date d’admissibilité
(Thompson, Barnsley, & Stebelsky, 1991,
1992), cette proportion augmente à 63 %
au Japon. Le Japon a ceci de particulier
que la date d’admissibilité est la même, le
1er avril, dans de nombreuses sphères
18
PHYSICAL AND HEALTH EDUCATION
d’activités (école et sports très populaires
comme le soccer et le base-ball).
Un EAR a aussi été rapporté dans les cas
de la natation (Baxter-Jones, 1995), le
cricket (Edwards, 1994) et le tennis
(Baxter-Jones, 1995; Dudnik, 1994),
mais pas pour la gymnastique (BaxterJones, 1995), le basketball ou le football
américain (Daniel & Janssen, 1987).
Enfin, notons que Musch et Grondin
(2001) tracent un portrait complet de
l’EAR.
Explications de l’EAR
Outre le fait que l’EAR tient à l’adoption
d’une date d’admissibilité, divers autres
facteurs engendrent ou alimentent l’effet.
Notons que la répartition anormale des
naissances chez les athlètes professionnels
dans différents trimestres tiennent au fait
que cette distribution anormale est aussi
présente, souvent avec plus d’ampleur,
dans le sport amateur (Barnsley
& Thompson, 1988; Boucher &
Halliwell, 1991; Boucher & Latimer,
1994; Grondin & al., 1984). Le
problème réside donc dans le système de
développement des sportifs au niveau du
sport amateur, plus spécifiquement dans
la manière d’organiser les catégories chez
les très jeunes enfants.
Un facteur causal de l’EAR tient à la
popularité d’un sport donné et à la
disponibilité des joueurs. Si, dans une
région donnée, 12 jeunes d’une tranche
d’âge donnée veulent faire partie d’une
équipe et qu’on cherche 12 joueurs pour
combler les places, personne ne sera
retranché. On peut alors s’attendre à ce
que la distribution des naissances en
fonction des trimestres reflète celle de la
population dont provient l’échantillon de
joueurs. À l’inverse, si 120 joueurs
semblent intéressés à ces 12 places, il y
aura compétition et il est fort probable
que la plupart des places iront aux
enfants les plus âgés de la cohorte.
Pour bien comprendre l’EAR, il faut
voir à quoi correspondent quelques
mois de plus dans la croissance et le
développement d’un enfant. Au plan
physique, quelques mois de plus
représentent des gains de taille et de poids
appréciables, ainsi que des gains de force
et de capacités cardiovasculaires qui
deviennent des acquis dans la poursuite
de l’excellence sportive. Les enfants plus
âgés d’une cohorte peuvent avoir un léger
retard de croissance physique et se
retrouver quand même dans la moyenne
de ladite cohorte quant aux variables
physiques. Si leur croissance est rapide, ils
se démarqueront davantage de leurs
pairs. L’inverse guette les plus jeunes
d’une cohorte. Un léger retard de
croissance les éloignera de la moyenne et
une croissance un peu précoce les
ramènera dans la moyenne.
Ce raisonnement vaut pour l’ensemble
du développement psychologique. La
maturité psychologique comprend les
développements cognitif et affectif
importants en sport, car ils favorisent la
compréhension du jeu et de ses règles, de
même que l’émergence des réponses
émotionnelles les plus appropriées dans
différentes situations de jeu. L’EAR
entraîne aussi des enjeux plus subtils
au plan psychologique. Il risque de
transformer le sentiment de compétence
personnelle alors que c’est le développement
d’une évaluation adéquate de cette
compétence qui semble la plus désirable.
Mais ce sentiment de compétence risque
fort d’être modulé par l’effet Pygmalion,
soit la mise en place des dispositions
pour assurer que ce qu’on croit être
vrai le demeure ou le devienne. Dans
le contexte de l’EAR, cela signifie que
les enfants qui semblent les meilleurs,
donc probablement les plus vieux,
recevront la reconnaissance qui découle
de l’excellence, ce qui augmentera leurs
chances de rester parmi les meilleurs.
Cette reconnaissance peut provenir des
entraîneurs, des pairs, des parents ou
d’autres intervenants du milieu.
La notion d’expérience s’avère tout aussi
importante pour saisir pleinement les
mécanismes qui contribuent à l’EAR.
Ainsi, un enfant qui a 11 mois de plus
qu’un autre aura, à toutes fins pratiques,
une année d’ancienneté de plus, c’est-àdire une autre année d’expertise au plan
de la connaissance du jeu et des
apprentissages moteurs qui lui sont
propres. En outre, être plus vieux et
meilleur peut offrir, au sein de certaines
organisations de sport amateur, des
chances accrues de participer activement
au jeu (être sur le terrain plutôt que sur le
banc) et d’être placé plus tôt, au fil du
développement, entre les mains des
meilleurs entraîneurs.
Y a-t-il des solutions au problème?
Il existe divers types de solutions pour
contourner le problème de l’EAR. Les
solutions reposent sur la base même de
l’âge chronologique, quoique certaines ne
s’appliqueraient qu’à des disciplines
sportives particulières. Ainsi, on pourrait
envisager l’adoption d’un système où
l’âge d’admissibilité à une compétition ne
serait pas déterminé pour toute une
saison d’activité, mais serait fonction du
moment où se déroule la compétition.
Une telle solution peut être facilement
envisageable dans le cadre de sports
individuels mais serait moins pertinente
dans le cas des organismes associés aux
sports d’équipe.
Pour un sport donné, même d’équipe, on
pourrait envisager l’adoption d’un
système où la date d’entrée en vigueur
varierait d’une catégorie à l’autre, c’est-àdire que plutôt que d’avoir des catégories
qui durent un nombre fixe d’années, elles
pourraient couvrir, par exemple, 21 mois.
Dans un tel cas, on instaurerait, au fil des
ans, une rotation quant à la chance d’être
le plus avantagé par l’âge ou quant à la
malchance d’être parmi les plus jeunes
dans une catégorie. Avec un système
fondé sur des catégories de 21 mois,
il y aurait, sur une période de sept ans,
quatre catégories et un jeune sportif
appartiendrait 3 fois deux ans à une
catégorie et une fois un an. La catégorie
pour laquelle un jeune ne serait
admissible qu’une seule année varierait
d’un enfant à l’autre selon la date d’entrée
en vigueur du système et le moment de
naissance de chacun. Par exemple,
supposons un système à quatre catégories
de 21 mois où, pour être admissible à la
première catégorie d’âge, un enfant doit
avoir au moins 108 mois (9 ans), l’âge en
mois complétés au 1er janvier faisant foi
de l’admissibilité. Les quatre catégories
seraient les suivantes: I- 108 à 128 mois,
II- 129 à 149 mois, III- 150 à 170 mois
et IV- 171 à 191 mois. Selon un tel
système, par exemple, pour la saison
2001-2002, un enfant né en mai 1992
ferait partie de la catégorie I. Cet enfant,
les 1er janvier 2002 et 2003, aurait 116 et
128 mois, respectivement. Il passerait
ainsi deux ans dans la catégorie I. Le 1er
janvier des années 2004, 2005, 2006,
2007 et 2008, il aurait 139, 151, 163,
175 et 187 mois. Cet enfant ne passerait
donc qu’un an dans la catégorie II mais
passerait deux ans dans chacune des
catégories III et IV.
Si ce système s’avère trop complexe
au plan administratif, il existe au
moins deux autres solutions partielles
relativement simples liées à l’âge
chronologique. D’une part, dans un
pays donné, on pourrait faire en sorte
que les diverses fédérations sportives
adoptent des dates d’admissibilité aux
catégories différentes. Cette mesure
permettrait de distribuer l’avantage de
l’âge parmi tous les enfants. Il ne s’agit
pas nécessairement de pousser un enfant
vers une activité dans laquelle il aurait
l’avantage de l’âge mais de faire en sorte
qu’un « mauvais créneau de naissance »
n’équivaut pas à une condamnation
applicable à toutes les activités. D’autre
SUMMER
•
ÉTÉ 2004 19
part, on pourrait envisager le recours à
des quotas, obligeant chaque équipe à
accueillir un pourcentage donné de
joueurs nés dans chaque trimestre par
exemple. Il va de soi qu’une telle mesure
serait difficile à instaurer dans les
régions moins peuplées.
Enfin, il existe des solutions hors des
avenues offertes par l’âge chronologique.
On pourrait envisager l’établissement de
catégories selon les aptitudes techniques.
Ainsi, la participation à certaines
catégories tiendrait à l’atteinte de
normes techniques propres à une
discipline.
Outre les tentatives engagées pour
contourner le problème de l’EAR,
il faut s’assurer que les intervenants
reconnaissent le phénomène et soient
sensibilisés à des notions comme l’âge
réel de l’enfant et le niveau d’expression
de son talent. Un entraîneur pourrait
alors faire en sorte que les enfants plus
jeunes aient eux aussi une chance égale de
s’exprimer.
Enfin, même si le présent article porte
à croire que le problème ne touche que
le développement d’une relève d’élite
dans différents sports, au sein de
diverses nations, il pourrait s’avérer
beaucoup plus grave. On sait, par
exemple, que l’effet d’âge relatif à
l’école est lié au taux de suicide chez les
jeunes (Thompson, Barnsley, & Dyck,
1999). Il est raisonnable de croire qu’en
raison d’un succès mitigé en sport,
l’estime de soi d’un enfant plus jeune
dans les systèmes de catégories d’âge
puisse être affectée. Dans un tel cas,
c’est sa participation à long terme à
l’activité sportive, voire l’intégration de
l’activité physique à son mode de vie,
qui pourrait être entravée. Cette
conséquence éventuelle de l’EAR
mérite certes que les chercheurs s’y
penchent davantage dans un contexte
de bien-être physique. ■
R EFE RENCES
Anderson, A. (1999). Using health education to
Barnsley, R. H. & Thompson, A. H. (1988).
Birthdate and success in minor hockey: The key
to the NHL. Canadian Journal of Behavioral
Sciences Sciences, 20, 167-176.
Barnsley, R. H., Thompson, A. H. & Barnsley, P.
E. (1985). Hockey success and birthdate: The
relative age effect. Canadian Association for
Health, Physical Education, and Recreation
Journal, 51, 23-28.
Barnsley, R. H., Thompson, A. H. & Legault, P.
(1992). Family planning football style - The
relative age effect in football. International Review
for the Sociology of Sport, 27, 77-88.
Grondin, S., & Koren, S. (2000). The relative
age effect in professional baseball: A look at the
history of Major League Baseball and at current
status in Japan. Avante, 6, 64-74.
Grondin, S. & Trudeau, F. (1991). Date de
naissance et ligue nationale de hockey: Analyses
en fonction de différents paramètres. Revue des
Sciences et Techniques des Activités Physiques, 26,
37-45.
Baxter-Jones, A. D. G. (1995). Growth and
development of young athletes: should
competition levels be age related? Sports
Medicine, 20, 59-64.
Helsen, W. F., Starkes, J. L., & van Winckel, J.
(1998). The influence of the relative age on
success and dropout in male soccer players.
American Journal of Human Biology, 10, 791798.
Boucher, J. & Halliwell, W. (1991). The Novem
system: A practical solution to age grouping.
Canadian Association of Health, Physical
Education, and Recreation Journal, 57, 16-20.
Musch, J., & Grondin, S. (2001). Unequal
competition as an impediment to personal
development: A review of the relative age effect
in sport. Developmental Review, 21, 147-167.
Boucher, J. & Mutimer, B. T. P. (1994). The
relative age phenomenon in sport: A replication
and extension with ice-hockey players. Research
Quarterly for Exercise and Sport, 65, 377-381.
Musch, J., & Hay, R. (1999). The relative age
effect in soccer: Cross-cultural evidence for a
systematic discrimination against children born
late in the competition year. Sociology of Sport
Journal, 6, 54-64.
Branda, C., Hanbenstricker, J., et Seefelt, V.
(1984). Age changes in motor skill during
chidhood and adolescence. In R. L. Terjung
(Éd.) Exercise and Sport Sci. Rev. (pp. 467-520).
Lexington: Collamore Press.
Thompson, A. H., Barnsley, R. H., & Dyck, R.
G. (1999). A new factor in youth suicide: The
relative age effect. Canadian Journal of Psychiatry,
44, 82-85.
Daniel, T. E. & Janssen, C. T. L. (1987). More
on the relative age effect. Canadian Association of
Health, Physical Education, and Recreation
Journal, 53, 21-24.
Thompson, A. H., Barnsley, R. H. & Stebelsky,
G. (1991).Born to play ball: The relative age
effect and Major League Baseball. Sociology of
Sport Journal, 8, 146-151.
Dudink, A. (1994). Birthdate and sporting
success. Nature, 368, 592.
Thompson, A. H., Barnsley, R. H. & Stebelsky,
G. (1992). Baseball performance and the relative
age effect: Does Little League neutralize
birthdate selection bias? Nine, 1, 19-30.
Edwards, S. (1994). Born too late to win?
Nature, 370, 186.
Grondin, S., Deshaies, P. & Nault, L.-P. (1984).
Trimestres de naissance et participation au
hockey et au volleyball. Revue Québécoise de
l'Activité Physique, 2, 97-103.
LA
SANTÉ
DE
QUALITÉ
DANS
LES
ÉCOLES
Élaboration d’une
politique sur le
milieu scolaire
par Christine Preece,
Comité consultatif du de la Santé de qualité dans les écoles
L
’approche axée sur la santé de qualité dans les écoles vise à garantir que les lieux où apprennent,
jouent et travaillent l’ensemble des élèves et du corps enseignant sont sains et sécuritaires et qu’ils
favorisent un apprentissage et un développement optimaux. Cette approche doit nécessairement
s’imbriquer dans une politique sur le milieu scolaire pour garantir que tous les aspects du milieu
scolaire, et non seulement ceux liés à l’apprentissage, sont examinés à fond pour cerner les meilleures
démarches à engager en vue de corriger les lacunes. Une bonne politique sur le milieu scolaire doit
permettre, dans un premier temps, d’examiner des facteurs tels que le lavage des mains, le bruit,
l’éclairage, la qualité de l’air, l’alimentation et l’intimidation et, dans un second temps, d’établir les
procédures à suivre pour régler les problèmes. Une bonne politique sur le milieu scolaire doit aboutir à
la définition de normes claires axées sur les éléments suivants :
• des pratiques sanitaires adéquates à
l’école (c.-à-d. demander aux élèves de
se laver les mains avant et après le
repas, à la récréation, aux toilettes,
etc.);
• le bruit et l’éclairage (c.-à-d. faire le
nécessaire pour garantir un bon
éclairage, pour réduire le bruit, etc.);
• un milieu sécuritaire (c.-à-d. de
l’équipement de jeu certifié, des aires
ombragées pour les élèves, des
enseignants et pairs moniteurs, des
programmes de patrouille de sécurité,
les procédures à suivre pour accueillir
les visiteurs à l’école, etc.);
• la qualité de l’air (c.-à-d. absence de
moisissure, pas de moteurs d’auto ou
d’autobus tournant au ralenti sur le
terrain de l’école et autour);
• l’application et la vérification de la
politique et des lignes directrices à
l’école (à l’échelle scolaire et parascolaire);
• l’intégration de l’éducation en santé
environnementale au programme de
l’école;
• les programmes de recyclage et de
gestion des déchets.
Toute politique sur le milieu scolaire doit
s’accompagner de lignes directrices qui
prennent en compte les éléments
susmentionnés (et d’autres au besoin),
qui créent des milieux de vie permettant
aux enfants de souscrire à ces normes et
qui sont pleinement axées sur la santé.
SUMMER
•
ÉTÉ 2004 21
Liste de vérification –
Lignes directrices sur les milieux scolaires sains
Politique type
Il est essentiel d’offrir un milieu scolaire
sain pour garantir la croissance, le
développement et l’apprentissage efficaces
des élèves et du personnel.
Nous croyons qu’il incombe à notre école
d’encourager et d’appuyer de saines pratiques
en engageant les mesures suivantes :
• Offrir aux élèves de tous les niveaux
une formation axée sur la santé
environnementale (y compris les dangers
de l’exposition au soleil, la prévention des
blessures, l’hygiène et autres);
• Interdire le « roulage au ralenti »
des moteurs d’auto, d’autobus et d’autres
véhicules sur le terrain de l’école, dans
l’aire de stationnement et près de l’école;
• Installer des savonniers dans toutes les
salles de toilettes de l’école et s’assurer que
les concierges de l’école les remplissent
toutes les semaines;
• S’assurer que l’édifice ne contient pas de
moisissure et autres produits chimiques
dangereux pouvant nuire à la santé des
gens;
• S’assurer que tous les élèves se lavent les
mains avant les repas et après toutes les
récréations.
• Prévoir une zone ombragée où les
enfants peuvent jouer à l’abri du soleil
dans la cour d’école;
• S’assurer que les élèves comprennent
bien les lignes directrices interdisant
l’intimidation et qu’ils les appliquent
comme il faut;
• Demander à tous les visiteurs de signer
un registre à cette fin au bureau
d’accueil, de porter une carte d’identité
lorsqu’ils circulent dans l’école et
d’avertir le bureau quand ils quittent
l’édifice;
• Mettre sur pied des programmes de
patrouille de sécurité pour garantir
l’accès sécuritaire à l’école;
• Affecter un nombre suffisant d’enseignants
et de pairs moniteurs, à l’intérieur comme
à l’extérieur de l’école;
• Autres…
22 ÉDUCATION PHYSIQUE ET À LA SANTÉ
Cette liste de vérification peut s’avérer utile aux écoles pour mettre au point
leurs politiques. Les écoles devraient y avoir recours pour s’assurer que leurs
politiques prennent en compte tous les grands enjeux pertinents et ne pas
hésiter à y joindre tout élément qui leur est propre.
n
n
n
n
n
n
1.
2.
3.
4.
5.
6.
n
n
7.
8.
n
9.
n
n
10.
11.
n
12.
n
13.
n
14.
n
15.
n
n
16.
17.
n
18.
n
n
19.
20.
On a défini en quoi consiste un milieu scolaire sain.
On a défini en quoi consiste une zone pour protéger du soleil.
On a défini en quoi consiste une bonne hygiène.
On a défini en quoi consiste une aire de jeu sécuritaire.
On a défini en quoi consiste un air de bonne qualité.
On a défini en quoi consistent les mesures de lutte contre
l’intimidation.
On a défini en quoi consiste un milieu physique de qualité à l’école.
Les élèves et les membres du personnel comprennent bien les
définitions.
Le conseil des parents et les groupes de leaders étudiants
appuient les programmes et les activités qui favorisent des
milieux scolaires sains.
Tous les intervenants aident à mettre au point la politique.
Les activités de financement de l’école (s’il y a lieu) tiennent
compte de la politique sur les milieux scolaires sains (c.-à-d. le
barbecue organisé pour récolter des fonds respecte la composante
sur la salubrité alimentaire; la campagne de financement respecte
la composante sur la protection du soleil).
Le programme de l’école encourage l’intégration des cours de
santé environnementale au programme de santé ainsi qu’à divers
autres programmes, comme ceux de langues, de sciences, de
technologie, etc.
Toute la population scolaire respecte la politique sur les milieux
scolaires sains.
On s’efforce de respecter les normes inhérentes au milieu scolaire
sain à l’occasion des sorties, des activités sportives, des journées
thématiques, etc.
Les normes et pratiques qui sous-tendent un milieu scolaire sain
sont promues et diffusées efficacement.
On a mis sur pied un programme de lutte contre l’intimidation.
On offre au personnel enseignant, aux membres du conseil des
parents et aux leaders étudiants des services et de la formation
à l’école.
On déploie les efforts voulus pour garantir la promotion et la
diffusion de la politique à large échelle.
La politique encourage l’apprentissage axé sur les programmes.
L’administration scolaire et le personnel enseignant garantissent
la bonne application de la politique.
Les lignes directrices et les politiques
scolaires peuvent être produites par
les conseils scolaires, les directions
d’école, les enseignants, les bureaux
de santé publique, les parents ou
les élèves.
Dans une publication intitulée Making a
Difference In Your Community: A Guide
For Policy Change (1995), l’Association
de santé publique de l’Ontario précise
que même si les programmes d’éducation
et de sensibilisation peuvent inciter les
gens à faire de bons choix, ils ne suffisent
généralement pas à la tâche. Mais joints à
de solides politiques, ils peuvent avoir un
impact majeur sur les connaissances, les
pratiques et la santé des élèves.
À qui revient la tâche de mettre au
point des politiques et des lignes
directrices en milieu scolaire?
Les lignes directrices et les politiques
scolaires peuvent être produites par les
conseils scolaires, les directions d’école,
les enseignants, les bureaux de santé
publique, les parents ou les élèves. En
définition d’un milieu scolaire sain
(p. ex., donner des cours sur l’asthme
tout en tolérant le tournage au ralenti
des moteurs de véhicules dans le
stationnement de l’école);
• Aider les enseignants à renseigner les
élèves sur ce qui constitue un sain
milieu.
Au niveau des parents, les
politiques axées sur un milieu
scolaire sain permettent de :
général, la mise au point de lignes
directrices et de politiques a pour objet de
régler des problèmes locaux. Dans bien
des cas, ce sont les employés de santé
publique qui engagent le processus et
fournissent des conseils et des
orientations. Les lignes directrices sur les
sains milieux scolaires s’avèrent fort utiles
à l’encadrement de mesures concrètes et
offrent de nombreux avantages :
• Encadrer et soutenir les efforts des
parents déjà sensibilisés aux questions
de qualité du milieu;
• Expliquer aux parents comment aider
l’école à devenir un lieu plus convivial
(c.-à-d. arrêter le moteur lorsqu’ils
déposent leurs enfants à l’école,
réduire la quantité d’emballage jetable
dans les boîtes à lunch, mettre de
l’écran solaire sur leurs enfants tous les
jours, etc.).
Au niveau des écoles, les politiques
axées sur un milieu scolaire sain
permettent de :
Au niveau des élèves, les politiques
axées sur un milieu scolaire sain
permettent de :
• Démontrer leur engagement à garantir
la santé et le bien-être de l’ensemble
des élèves et des membres du
personnel;
• Éliminer les incongruités et les
messages confus entourant la
• Sensibiliser les jeunes à l’importance
d’un milieu scolaire sain;
• Assurer un environnement plus sain
aux élèves qui sont aux prises avec des
problèmes de santé (c.-à-d. les élèves
sensibles au soleil, asthmatiques, etc.);
• Communiquer et renforcer les
messages sur les bonnes pratiques
sanitaires;
• Améliorer la qualité des cours sur la
santé environnementale offerts en salle
de classe;
• Créer les milieux les plus propices qui
soient à l’apprentissage;
• Démontrer aux élèves en quoi l’école a
pleinement à cœur leur bien-être
physique, social et mental.
Au niveau des organismes et des
groupes de l’extérieur, les
politiques axées sur un milieu
scolaire sain permettent de :
• Transmettre le message que l’école (ou
le conseil scolaire) accorde une grande
importance à la santé de ses élèves;
• Garantir une approche cohérente. ■
SUMMER
•
ÉTÉ 2004 23
✮ School Recognition Award Program 2003-2004 ✮
✮ A RECORD SUCCESS!! ✮
T
he QDPE School Recognition
Award Program continued to
expand its reach for the 16th consecutive
year in 2003-2004. This year, a total
of 1,011 schools were recognized for
their outstanding Physical Education
program, the highest number of schools
ever! Last year, 790 schools received the
award, making this year a 25 percent
increase from last year.
The School Recognition Award Program
(RAP) was promoted more frequently
this year by email, fax and mail. A
flyer promoting the award was sent to
all schools in Canada, as well as to
CAHPERD members and distributed at
conferences. Advertisements for the award
have been placed in the CAHPERD
PHE Journal and catalogue, as well as the
SPEA (Saskatchewan Physical Education
Association) newsletter. Current and
previous award recipients also received
monthly updates outlining the number
of schools registered by province and
encouraging them to apply. Continuous
promotion of the award program
brought in 219 new qualifying schools.
All award levels increased in numbers
this year. The Diamond level schools
increased by 9.5%, Platinum level
schools by 26%, and the Gold level
schools by 39%.
Alberta continues to have the highest
number of award winning schools with
274 recipients, 49 of those schools
Table 1: QDPE / QPE Award Winning Schools
Breakdown by Province 2003-2004
# of Awards Total # of Schools
British Columbia
Alberta
Saskatchewan
Manitoba
Ontario
Québec
Nova Scotia
Newfoundland
New Brunswick
Prince Edward Island
Nunavut
Northwest Territories
Yukon
112
274
83
184
257
30
17
28
11
7
1
1
12
received the award for the first time.
Ontario just skimmed by Alberta with
the second highest number of schools.
Ontario had the most number of new
schools (59 new schools) with a grand
total of 257 award recipients. Both
Ontario and Alberta had the highest
increase in schools from last year.
School Boards showing the highest
number of new schools came from
Alberta and British Columbia. The
Calgary Board of Education and School
District 42 (Maple Ridge-Pitt Meadows)
both added nine new schools to their
current award numbers. Manitoba
and Newfoundland are also doing
2071
1846
870
862
5316
3334
523
400
366
69
20
70
30
% of winners
5.4 %
15 %
9.5 %
21 %
5%
0.8 %
3.3 %
7%
2.5 %
10 %
5%
1.4 %
40 %
well. Pembina Trails School District
(Manitoba) had all 33 of its schools
receive the Award. Labrador School
District 1 had 100% of its schools qualify
for the Platinum Award.
CAHPERD hopes to keep the numbers
climbing next year. The 2004-2005 year
will be highlighted by the introduction of
a new Secondary Award to be introduced
in the Fall. This Award will go to schools
that offer compulsory Physical Education
classes to Secondary Grades.
Information on the 2004-2005 program
will be available at www.cahperd.ca in
early September.
✮✮✮ RAP WINNERS 2003–2004 ✮✮✮
Alberta
Diamond Award Recipients
Altadore Elementary School
Annie Foote Elementary School
Annie Gale Junior High School
Aspen Grove Elementary School
Aspen Heights Elementary School
Aurora Elementary School
Avondale Elementary School
Banff Elementary School
Bashaw School
Bezanson School
Bisset Elementary School
Buchanan Elementary School
C. J. Peacock Elementary School
C. Ian McLaren Elementary School
Callingwood Elementary School
Caroline Community School
Cedarbrae Elementary School
Central Park Elementary School
Chamberlain School
Champion Community School
Collingwood Elementary School
Colonel MacLeod School
Crowther Memorial School
Deer Run Elementary School
Dr. Gladys McKelvie Egbert School
Dr. Gordon Higgins School
Dr. Morris Gibson School
Dr. Oakley School
Eckville Elementary School
Eckville Jr/Sr High School
École Mountview School
École Parkside Elementary School
École Westgate Elementary School
Exshaw School
Fairview Elementary School
Fairview Junior High School
G. H. Dawe Community School
G. W. Skene Community School
Glendale Elementary School
Glendon School
George Wilbert Smith School
Gold Bar Elementary School
Grande Cache High School
Grandview Elementary School
Grimshaw Jr/Sr High School
Gus Wetter School
H. D. Cartwright Jr High School
Harold Panabaker Jr High School
Haysboro Elementary School
Highwood Elementary School
Holy Trinity Elementary School
Huntington Hills Elementary School
Janet Johnstone Elementary School
Jack Stuart School
Jenner School
Langevin School
Lougheed School
Louis Riel School
Maryview School
Master’s Academy & College
Mattie McCullough School
McGrath Elementary School
Millarville Community School
Millgrove Elementary School
Mount View Elementary School
Nelson School
Normandeau Elementary School
Oriole Park Elementary School
Patrick Airlie Elementary School
Penbrooke Meadows School
Pines Elementary School
Ranchlands Community School
Richmond Elementary School
Right Honorable Joe Clark School
River Glen School
Riverbend Elementary School
Rolling Hills School
Rundle College Jr High School
Sacred Heart Elementary School
Savanna School
Sifton School
Simon Fraser Junior High School
Sir John Franklin Junior School
Sparling Elementary School
Spitzee Elementary School
St. Catherine’s School
St. Joseph’s Elementary School
St. Theresa School
Sunalta Elementary School
Swanavon Elementary School
Thomas B. Riley Jr High School
Valley Creek Middle School
W. R. Frose School
Weinlos Elementary School
West Dalhousie Elementary School
West Park Elementary School
Woodlands Elementary School
Wilson Middle School
Platinum Award Recipients
Alexander Forbes School
Alexandra Junior High School
Ashmont Secondary School
Balmoral Junior High School
Bert Church High School
Bishop McNally High School
Blackie School
Bob Edwards Junior High School
Bonnyville Centralized High School
Branton Junior High School
Britannia Junior High School
Calgary Academy
Clayton Middle School
Clear Vista School
Clive School
Crescent Heights High School
Deer Meadow School
Delburne Centralized School
Dr. Mary Jackson School
Eastglen Senior High School
École Elbow Valley School
École Dickinsfield School
École Secondaire Notre Dame School
Edison School
Elboya School
Elizabeth Rummel School
Elmer S. Gish School
Ernest Manning Senior High School
Ethel M Johnson School
Father Beauregard School
Father Doucet Elementary School
Father J. A. Turcotte School
Foundations for the Future Charter
George McDougall High School
Georges P. Vanier Junior High School
Glendale Middle School
Hardisty Elementary/Junior High School Harry
Gray Elementary School
Holy Angels Elementary School Muriel
Holy Cross School
Holy Redeemer Elementary School
Hunting Hills High School
Jasper Elementary School
John Costello Catholic School
Leduc Junior High School
Leslieville Elementary School
Lindsay Thurber High School
Lord Beaverbrook High School
Marion Carson Elementary School
McNally Senior High School
Milton Williams Creative Arts Center
Monsignor A. J. Hetherington School
Monsignor J. S. Smith School
Mount Royal Junior High School
Mother Teresa School
New Norway School
Okotoks Junior High School
Oyen Public School
Peerless Lake School
Percy Baxter School
Ponoka Composite High School
Queen Elizabeth High School
R. F. Staples Secondary School
Rainbow Lake School
Renfrew Educational Services
Rideau Park School
Rimbey Elementary School
Riverview Middle School
Robert Warren Junior High School
Ross Glen Elementary School
Rundle College Sr High School
Schuler School
Senator Patrick Burns School
Senator Riley High School
Seven Persons School
Sherwood Community School
Sir George Simpson School
Sir John A Macdonald School
Sir Wilfrid Laurier School
St. Angela Elementary School
St. Anthony Centre
St. Boniface Elementary School
St. Helena Junior High School
St Jerome’s School
St. Martha School
St. Mary Catholic School
St. Matthew Catholic School
St. Patrick’s Community School
St. Vincent de Paul School
Strathcona Tweedsmuir School
Sundre High School
Sunset House Elementary School
Tom Baines Junior High School
Venture Middle School Program
Vincent J. Maloney Cath. Jr. High School
Vincent Massey School
W.P. Wagner Senior High School
West Island College
Westlock Elementary School
Westpark Middle School
William E. Hay Composite
Winterburn School
Gold Award Recipients
A B Daley Community School
Avalon Junior High School
Big Rock Elementary School
Breton Elementary School
Bishop Pinkham Junior High School
Calgary Christian School
Captain John Palliser Elementary School
Cardinal Newman School
Central Middle School
Chester Ronning Elementary School
Colonel Irvine Junior High School
Connaught Elementary School
Duchess School
École Banff Trail Elementary School
École Camille J. Lerouge School
École Father Leo Green School
École Mayland Heights Elementary School
École St. Matthew School
Ermineskin Junior/Senior High School
F. E. Osborne Junior High School
FFCA - St Lawrence
Foundation for Future Charter – Renfrew
Foundations for the Future CharterAMC Campus
Glenbrook Elementary School
Grandview Heights School
Greely Road School
Haultain Memorial Elementary School
Holy Family School
Homesteader Elementary School
Irvine School
John XXIII School
Kennedy Elementary School
Livingstone School
L.Y. Cairns Junior/Senior High School
Lawrence Grassi School
Leo Nickerson Elementary School
Lochearn Elementary School
Manning Elementary School
MidSun School
Monsignor Neville Anderson Elem. School
New Sarepta Elementary School
Nickle Junior High School
O. S. Geiger Elementary School
Our Lady of Peace School
Pat Hardy Elementary School
Provost Public School
Richard S. Fowler Catholic Jr High School
Rosary School
Sam Livingston Elementary School
Sir Alexander Mackenzie Public School
St. Ambrose School
St. Anne School
St. Augustine School
St. Boniface Elementary School
St. Gabriel School
St. Henry Elementary School
St. Jude Elementary School
St. Maria Goretti Elementary School
St. Mary Elementary School
St. Michael’s Catholic School
St. Patrick Catholic School
St. Patrick’s School
St. Teresa of Avila School
St. Timothy Elementary School
St. Thomas Aquinas School
Terry Fox Junior High School
SUMMER
•
ÉTÉ 2004 25
✮✮✮ RAP WINNERS 2003–2004 ✮✮✮
Thickwood Heights School
Vincent Massey Elementary School Westview
Public School
Wheatland Elementary School
British Columbia
A. I. Collinson Elementary School
Bayside Middle School
Buckingham Elementary School
Central Middle School
Clayburn Middle School
Colleen & Gordie Howie School
Cumberland Junior High School
Devereaux Elementary School
Erickson Elementary School
Gill Elementary School
James Park Elementary School
Kelowna Christian School
Lakeview Elementary School
Maple Ridge Primary School
Mount Lehman Elementary School
Mount Pleasant Elementary School
Nisga’a School
Oceanside Middle School
Princess Anne Elementary School
Puntledge Park Elementary School
Ross Elementary School
Royal Oak Middle School
Sir James Douglas School
Stratford Hall School
Tate Creek Elementary School
Upper Pine School
W E Graham School
Whonnock Elementary School
Alpha Secondary School
BC Christian Academy
Burnaby Central Secondary School
Burnaby Mountain Secondary School
Burnaby North Secondary School
Burnaby South Secondary School
Cape Horn Elementary School
Cariboo Hill Secondary School
Central Okanagan Academy
Chandler Park Middle School
Charles E. London School
Claremont Secondary School
Frank Hurt Secondary School
Gleneagle Secondary School
Glenrosa Middle School
Hammond Elementary School
Kalamalka Secondary School
Kwayhquitlum Middle School
Langley Christian High School
Laurie Junior Secondary School
Merritt Secondary School
Moscrop Secondary School
Mulgrave School
North Poplar Fine Arts School
Oceanview Middle School
Riverside Secondary School
Robert Bateman Secondary School
Saltspring Island Middle School
Shuswap Junior Secondary School
Sir Charles Tupper Secondary
Sparwood Secondary School
St George’s School
St Joseph Catholic School
Suncrest Elementary School
Windermere Community School
Aberdeen Elementary School
Airport Elementary School
Alexander Robinson Elementary School
Atlin School
Alouette Elementary School
Auguston Traditional School
Bert Ambrose Elementary School
Betty Huff Elementary School
Bradner Elementary School
Brantford Elementary School
Capitol Hill Elementary School
Cascade Heights Elementary School
Clearbrook Elementary School
Dormick Park Elementary School
Douglas Road Elementary School
Dr. Roberta Bondar Elementary School
École des Deux Rives
École Maple Creek Middle School
École McLeod Road Elementary School
École Poirier Elementary School
Edmonds Community Elementary School
Glacier View Elementary School
Glenwood Elementary School
Heritage Mountain Elementary School
Immaculate Conception School
Inman Elementary School
Kanaka Creek Elementary School
King Traditional Elementary School
Montgomery Middle School
Pacific Way Elementary School
Parkcrest Elementary School
Philip Sheffield Elementary School
Pitt Meadows Elementary
Prince Charles Elementary School
Riverside Elementary School
Royston Elementary School
Second Street Community Elementary
Simpson Traditional Middle School
Sperling Elementary School
St. Anthony’s School
St. Joseph’s School
St. Mary’s School
St. Paul’s School
Thornhill Elementary School
William A. Fraser Elementary School
Village Park School
Walton Elementary School
White Rock Elementary School
Yennadon Elementary School
Manitoba
Alf Cuthbert School
Arborgate School
Christ The King School
Cranberry Portage School
École Tuxedo Park
Fort Rouge School
Grosvenor Public School
Henderson Elementary School
Hamiota Collegiate
J. A. Cuddy School
John G. Stewart School
John W. Gunn Junior High School
Manitou Elementary School
Nellie McClung Collegiate
Oakenwald Public School
Ralph Maybank School
R.H.G. Bonnycastle School
Roland Elementary School
Sister MacNamara School
St. John’s-Ravenscourt School
The Laureate Academy
Westgrove School
Acadia Junior High School
Arborg Early/Middle Years School
Archwood School
Arthur A. Leach School
Arthur Day Middle School
Athlone School
Bairdmore Elementary School
Balmoral Hall School
Beaumont School
Beaverlodge School
Benito School
Border Valley Elementary School
Brooklands Elementary School
Bruce Middle School
Chancellor School
Chapman School
Charleswood Junior High School
Chief Peguis Junior High School
Dakota Collegiate
Dalhousie Public School
École Centrale
École Crane School
École Dieppe Elementary School
École Golden Gate Middle School
École Guyot
École Henri-Bergeron
École Howden
École John Henderson School
École Julie-Riel
École Lacerte
École Leila North School
École Marie Anne Gaboury
École McIsaac School
École Pointe-des-Chenes
École Provencher
École Saint-Avila School
École Van Belleghem
École Varennes
Edward Schreyer School
Elmwood High School
Fort Richmond Collegiate
Frontenac School
Frontier Collegiate Institute
General Byng School
General Vanier School
George Waters Middle School
Hapnot Collegiate Institute
Hedges Middle School
Henry G. Izatt Middle School
Heritage School
Island Lakes Community School
John Pritchard School
Kent Road Public School
Kildonan East Collegiate
Kirkcaldy Heights School
Laidlaw School
Lakewood School
La Verendrye School
Linden Meadows School
Linwood School
Maples Collegiate
Margaret Barbour Collegiate
Marion School
Mary Duncan Elementary School
Marymound School
Miles MacDonell Collegiate
Minitonas Middle School
Munroe Junior High School
Ness Middle School
Niakwa Place School
Nordale Public School
Norway House High School
Oak Park High School
O’Kelly School
Pacific Junction School
Parkdaler School
Parkside Junior High School
Phoenix School
Pinawa Secondary School
Poplar River School
Prince Edward School
Princess Margaret School
R.D. Parker Collegiate
River East Collegiate
River West Park School
Riverheights School
Riverton Collegiate
Riverview School
Robert Andrews School
Royal Public School
Ruth Betts School
Ryerson Elementary School
Sanford Collegiate
Shaftesbury High School
Shamrock School
Silver Heights Collegiate
St. Andrews School
St. George School
St. Gerard School
Stonewall Collegiate
Strathmillan School
Sturgeon Creek Collegiate
Swan Valley Regional School
Valley Gardens Junior High School
Valleyview Centennial School
Van Walleghem School
Vincent Massey Collegiate
Virden Junior High School
Viscount Alexander School
Voyageur School
Wawanesa School
Westdale Junior High School
West Lynn Heights School
West St. Paul School
Westwood Collegiate
Whyte Ridge Elementary School
Winkler Elementary School
Bird’s Hill School
Cecil Rhodes School
Centennial School
Crestview School
Darwin School
Donwood Elementary School
Douglas Elementary School
✮✮✮ RAP WINNERS 2003–2004 ✮✮✮
Dr. D.W. Penner School
Dr. F.W.L. Hamilton School
École Dugald School
École James Nisbet Community School
École Morden Middle School
École Neil Campbell School
École Précieux-Sang
École Ste-Anne Immersion
École Saint Germain
George Fitton School
George McDowell School
Glenwood School
H. S. Paul School
Hastings School
Highbury School
Inwood School
Kelsey Elementary School
Lavallee School
Lord Wolseley School
MacGregor Elementary School
Margaret Park School
Minnetonka School
Mountbatten School
O.V. Jewitt Elementary School
Oak Bank Elementary School
Pierson School
Samuel Burland School
Sergeant Tommy Prince School
Victor H. L. Wyatt School
Victor Mager School
Walter Whyte School
Waverly Park Elementary School
Westview Elementary School
William S. Patterson School
Windsor School
New Brunswick
Bath Elementary School
Belleisle Elementary School
Keswick Ridge School
Nelson Rural School
Beaconsfield Middle School
Edith Cavell School
Havelock Elementary School
M. Gerald Teed Memorial School
Mcadam Elementary School
Nackawic Middle School
Ridgeview Middle School
Southern Carleton Elementary School
Newfoundland and Labrador
A P Low Primary School
Amos Comenius Memorial School
B L Morrison School
Bishop White School
Gander Collegiate
Gros Morne Academy
Henry Gordon Academy
Herdman Collegiate
I. J. Samson Junior High School
J. R. Smallwood Elementary School
Jens Haven Memorial School
John C. Erhardt Memorial School
Lake Melville School
Lewisporte Middle School
Mealy Mountain Collegiate
Menihek High School
Mountain Field Academy
Mud Lake School
Mushuau Innu Natuashish School
Northern Lights Academy
Our Lady Queen Of Peace School
Peacock Elementary School
Peenamin McKenzie School
St Peter’s School
Lake Academy
St. Peter’s Academy
St. Michael’s School
St. Thomas Aquinas Elementary School
Nova Scotia
Evangeline Middle School
Gaspereau Valley School
Kings County Academy
L. E. Shaw Elementary School
Oxford Regional High School
Wolfville School
Crossroads Academy
Duncan Macmillan High School
H. M. Macdonald Elementary School
Landmark East School
River Hebert District High School
West Hants Middle School
Coldbrook & District School
Hantsport School
Middleton Regional High School
Windsor Elementary School
Northwest Territories
École William McDonald School
Nunavut
Alaittuq High School
Ontario
Abbey Lane Public School
Adam Beck Junior Public School
Admaston Public School
Alexander Reid Public School
Arnott Charlton Public School
Brantwood Public School
Bruce Peninsula District School
Bruce T Lindley Public School
Calabogie Public School
Chippewa Public School
Chisholm Public School
Clarksdale Public School
Counterpoint Academy
East Front Public School
Empress Public School
Florence Meares School
Frank Oke Secondary School
George Kennedy Public School
Glen Williams Public School
Gravenhurst Public School
Harrison Public School
Hawthorne II Bilingual School
Holy Trinity School
John Graves Simcoe Public School
Joseph Gibbons Public School
Kempenfelt Bay School
King George Junior Public School
Lady Evelyn Alternative School
Lincoln Avenue Public School
McNab Public School
Monck Public School
Our Lady of Wisdom School
Park Junior Public School
Pauline Johnson Public School
Ponsonby Public School
Post’s Corners School
Princess Anne Public School
Quest Academy
Robert Baldwin Public School
Robert Little Public School
Salem Public School
Southside Public School
Sterling Hall School
St. Luke Elementary School
St. Marguerite D’youville School
St. Philip School
Tom Thomson Public School
Turnbull School
Virgil Public School
West Elgin Senior Elementary School
West Oak Public School
Wiarton Public School
All Saints Catholic High School
Allan Drive Middle School
Atikokan High School
Beatty Fleming Senior School
Bell High School
Bird’s Creek Public School
Bridlewood Community School
Breslau Public School
C. H. Norton Public School
Cairine Wilson Secondary School
Campden Elementary School
Castlemore Public School
Cawthra Park Secondary School
Central Algoma Secondary School
Chapel Hill Catholic School
Chedoke Middle School
Chelmsford Senior Public School
Colonel By Secondary School
Corpus Christi Elementary School
Dalewood Middle School
Downsview Secondary School
Dr. Charles Best Public School
Dr. Emily Stowe Public School
Dr. F J Mcdonald Catholic School
Earl Grey Senior Public School
Eastwood Collegiate Institute
École Catholique Franco Superieur
École Élémentaire Catholique Arc-en-Ciel
École Élémentaire Gabrielle-Roy
École le Préude
École Publique L’Héritage École Élémentaire
Publique FrancoJeunesse
École Sainte-Anne
École Élémentaire Sainte-Bernadette
École Élémentaire Terre des Jeunes
École Ste-Lucie
Elmwood School
Erin Mills Senior Public School
Forest Avenue Public School
Fort Erie Elementary School
Frank Ryan Sr Elementary School
Gladys Speers Public School
Glashan Senior Elementary School
Glenview Senior Public School
Gordon Graydon Memorial School
Greenbank Middle School
Greenbrier Elementary School
Havergal College
Henry Hudson Senior School
Heritage Glen Public School
Hinchinbrooke Public School
Holy Family Elementary School
Immaculata High School
Jean Vanier Catholic Intermediate School
John Buchan Sr Public School
King George Senior School
King’s Road Public School
Knollwood Park School
Lasalle Secondary School
Lester B. Pearson High School
Limehouse Public School
Maple Grove Public School
Maplehurst Public High School
Margaret Avenue Public School
Mckenzie Smith Bennett School
McMaster Catholic School
Mother Teresa Catholic School
Munn’s Public School
Notre Dame High School
O’Gorman Intermediate School
Oakwood Public School
Park Manor Public School
Pickering College
Pilgrim Wood Public School
Pine Glen Public School
Portage Trail Community School
Queensmount Public School
Roland Michener Public School
Royal St George’s College
Sacred Heart Catholic High School
Sacred Heart Mildmay School
Sam Sherratt Public School
Sawmill Valley Public School
Sheridan Park Elementary School
Sheridan Public School
Sir John A Macdonald School
Sir Winston Churchill School
St. Anne Catholic School
St. Andrew’s Public School
St. Andrew’s School
St. Catherine Catholic School
St. Elizabeth Ann Seton School
St. James Catholic School
St. John Catholic High School
St. Joseph High School
St. Mark High School
St. Martin De Porres School
St. Matthew High School
St. Michael Corkery School
SUMMER
•
ÉTÉ 2004 27
✮✮✮ RAP WINNERS 2003–2004 ✮✮✮
St. Michael Fitzroy School
St. Patrick’s Intermediate School
St. Peter High School
St. Paul High School
St. Theresa Catholic School
Silver Creek Public School
South Carleton High School
Tomken Road Senior School
Trafalgar Castle School
Treeline School
Trinity College School (Senior School)
W. C. Eaket Secondary School
W. H. Morden Public School
West Carleton Secondary School
Westheights Public School
Westside Secondary School
Wheatley Montessuri
Williams Parkway Public School
Yitzhak Rabin High School
York Street Public School
Adelaide Mclaughlin School
Alexander Public School
Alexmuir Junior Public School
Assumption Elementary School
Balmoral Middle School
Blessed Kateri Tekakwitha School
Brant Hills Public School
Brookdale Public School
Brookhaven Public School
Centennial Elementary School
Central Public School
Charlton-Savard Public School
Chatham Christian School
Cliffside Public School
Conestoga Public School
Convent Glen Catholic School
Country Hills Public School
Divine Infant School
Dorset Park Jr Public School
École Élémentaire Marie-Curie
École Élémentaire Montfort
École Élémentaire Saint-Jean
École Gabrielle-Roy
École Nouvel Horizon
École St-Pierre
E. I. McCulley Elementary School
Elmridge Catholic Elementary School
Georges Vanier Catholic School
Good Shepherd Catholic School
Gracefield Elementary School
Guardian Angels Elementary
H. A. Halbert Jr Public School
Hespeler Public School
Hillel Academy
Holbrook Elementary School
Holy Name Catholic School
Holy Redeemer Catholic School
Holy Spirit Catholic School
Holy Trinity Catholic High School
J. M. Denyes Public School
Joseph Brant Senior Public School
Lisgar Public School
Martin Street Public School
McCrimmon Middle School
Mohawk Gardens Public School
Morton Way Public School
New Prospect Public School
Osprey Woods Public School
Our Lady Of Mount Carmel School
Park Dale Elementary School
Paul A Fisher Public School
Pine Grove Public School
Pineview Catholic Elementary School
Pope John XXIII Elementary School
Poplar Road Jr Public School
Prince Charles Elementary
Riverside Public School
St. Anthony Elementary School
St. Clare Catholic School
St. Daniel Elementary School
St. Francis of Assisi School
St. George Elementary School
St. Gregory School
St. Isidore Catholic School
St. John the Apostle School
St. Leonard Catholic School
St. Luke Catholic School
St. Mary’s Catholic School
St. Monica Elementary School
St. Patrick School
St. Rita Elementary School
St. Thomas Catholic School
St. Thomas More Catholic School
Sutherland Academy
Sydenham Community School
Thomas D’arcy McGee Catholic School
Uplands Catholic School
W. Erskine Johnston Public School
W. O. Mitchell Elementary School
William Tredway Junior Public School
Prince Edward Island
Fortune Consolidated School
Georgetown Elementary School
Parkdale Elementary School
West Kent Elementary School
Cardigan Consolidated School
Englewood School
Vernon River Consolidated School
Québec
École Coeur-Vaillant
École Primaire Pierre-de-Coubertin
École St-Louis-de-Gonzague
Allancroft Elementary School
Aronhiatekha/Kanehsatake School
Centennial Regional High School
École De La Source
École Primaire Girouard
École Primaire Le Sorbier
École Primaire Sainte-Marguerite
College Saint-Hilaire Inc
École Secondaire Calixa-Lavallé
Pensionnat des Sacrés-Cours
Selwyn House School
Acadamie François Labelle
Beacon Hill Elementary School
École Primiaire de la Mosaique
École Primaire Omer Jules D‚saulniers
École Primaire Pie XII
École Primaire Saint-Nicolas
École Primaire Saint-Pie X
École Primaire du Tournesol
École Primaire La Visitation
Honor‚ Mercier Elementary School
The Sacred Heart School of Montreal
Seigniory Elementary School
Waterloo Elementary School
Saskatchewan
Assiniboia 7th Avenue School
École College Park School
Hoffman Public School
Jack Kemp Elementary School
Miller Elementary School
Muskowekwan School
Notre Dame School
North Valley Elementary School
P. J. Gillen Elementary School
Prairie View Elementary School
Princess Alexandra School
Reynolds Central School
Senator Myles Venne School
Shellbrook Elementary School
Stewart Hawke School
St. George Catholic School
Platinum Award Schools
Arcola School
Arthur Pechey Elementary School
Beechy School
Big River High School
Birch Ridge Community School
Bready Elementary School
Buena Vista Elementary School
Caroline Robins Elementary School
Caronport Elementary School
Central Collegiate
Clavet School
Columbia Elementary School
Creighton Community School
Davison Elementary School
Dr Brass Elementary School
Dr John G Egnatoff School
E S Laird Junior High School
École Monseigneur de La val
École Providence
Elizabeth Elementary School
Elrose Composite School
Forest Grove Elementary School
Haig Elementary School
Hanley Composite School
James L Alexander School
John Diefenbaker School
John Paul II Collegiate
Keethanow School
Kinistino School
Major School
McLurg High School
Milden Central School
Milestone School
Norquay Elementary
North West Central School
O. M. Irwin Middle School
Pleasantdale Elementary School
Prince Albert Collegiate Institute
Prince Charles School
Riverside Community School
South Shore Elementary School
Spruce Home School
Stobart Elementary School
Tisdale Elementary School
Wadena Composite High School
Wakaw School
Walter W. Brown School
Warman High School
Watrous Elementary School
Westberry Elementary School
Winston Knoll Collegiate
Wynyard Elementary School
Yorkdale Central School
Assiniboia Park Elementary School
Central Elementary School
Colonsay School
École Vickers Elementary School
Grenfell Elementary School
Henry Janzen School
Holy Family School
La Loche Community School
Lester B Pearson Elementary School
Punnichy Elementary School
St. Peter’s School
Victoria Elementary School
Yukon
Elijah Smith Elementary School
Grey Mountain Primary School
Selkirk Elementary School
St. Elias Community School
Takhini Elementary School
École Emilie Tremblay
F. H. Collins Secondary School
Jack Hulland Elementary School
Vanier Catholic Secondary School
Watson Lake High School
Golden Horn Elementary School
Holy Family Elementary School
✮✮✮ RAP WINNERS 2003–2004 ✮✮✮
Testaments of Success
Balmoral Hall School – Winnipeg, MB
Grade 1-11 / Platinum
“In addition to regularly scheduled physical education, 71% of our
grade 5 students are involved in an optional leadership program called
R.A.P.P.’ers (Recreational Activity Program Planners). This provides
added activity time for these students through refereeing, umpiring,
scorekeeping, and coaching intramural games, planning and facilitating
Spirit Days activities, and playing with our Kindergarten and grade 1
students at recess through the “Big Buddie” recess program.”
- Mandatory intramural program for Gr 3-5
- Optional intramural for Gr 6-10
- Mandatory PE for Gr 10
Ecole Dickinsfield School - Fort McMurray, AB
Grade K-8 / Platinum
“The school has instituted a school wide wellness program, which in
year one will include a series of wellness walks in association with local
charities.”
St. Elizabeth Ann Seton - Nepean, ON
“Our school incorporates the physical education skills into other
curriculum areas. For example, we have walk-a-thons and running dates
to raise funds for charitable organizations and programs. This enhances
learning and continues to keep the children aware of the importance of
physical activity.”
Riverbend Elementary School – Calgary, AB
“We are a Galileo School and are working with a test group of grade 5
and 6 students on Inquiry Based Learning. We are looking at the
question “what is fitness?” These children will be graphing their fitness
data after using heart rate monitors and will ultimately share this
information with the whole school. Our Terry Fox event had the
children running approximately 2900 km and raising $1300.”
Fairview Junior High – Calgary, AB
Grade 7-9 / Diamond
“Our students receive true daily physical education. We offer a module
program that allows the students to choose activities that interest them.
We have two large gyms, a dance studio, and an excellent weight room.”
Uplands Catholic School – Gloucester, ON
Grade K-6 / Gold
“We provide In-Servicing to new teachers about various sport programs
that can be used to promote Quality Daily Physical Education. A
QDPE Program is being set up for the entire school.”
Central Park Elementary School – Medicine Hat, AB
Grade K-4 / Diamond
“We bring in resource people to work with our students and
incorporate physical activities into Family Nights. Our skating and
swimming programs are comprehensive. We divide into groups at the
skating rink and provide instruction to the students. We go on long
walks as a school several times a year and have an intramural program
twice a week for all students.”
Ecole Leila North Community School – Winnipeg, MB
“We keep expanding our physical education staff and facilities. We
recently added a complete fitness room. We are adding a new climbing
wall (48 feet). Our students with special needs and autism have daily
activity, some might have two periods a day.”
Englewood School – Crapaud, PE
Grade 1-9 / Gold
“The P.E.I. Physical Education curriculum says that each child in grades
1-6 will have a minimum of three periods of 30-minute physical
education classes per week. At our school, the students have the unique
opportunity of having four periods of 30-minute classes per cycle.”
Millgrove Elementary School - Spruce Grove, AB
Grade K-6 / Diamond
“Millgrove School has had a daily physical education program since
1977. Teachers instruct their own physical education classes so
professional development is ongoing and current. Our School Council
has initiated a Walking School Bus on Wednesdays to encourage
children and parents to walk, cycle or rollerblade rather than use motor
transport. Our school received the Diamond Award in 2002-2003.”
Elboya Elementary and Junior High School – Calgary, AB
“This is the first year our Elementary students have daily physical
education. They love it. Our English Junior High students also qualify
for daily physical education. To augment the time for our French
immersion students, we have a physical education option called PEX
(P.E. Extreme). This option has a field trip once a month and introduces
students to activities that they may not have an opportunity to
participate in e.g. Golf, Tennis, Bowling. Our Outdoor education
option also provides opportunities for rock climbing, orienteering,
mountain biking, etc.”
SUMMER
•
ÉTÉ 2004 29
R e c o g n i t i o n A w a r d P r o g r a m Te s t a m e n t s o f S u c c e s s 2 0 0 3 - 2 0 0 4
Osprey Woods Public School – Mississauga, ON
Grade K-5 / Gold
“We have started a program called HAL’s Gym Bag. Students take turns
taking HAL and his gym bag home with them each night. We have one
HAL bag per class. In the HAL bag we have included some reading
materials regarding the importance of physical activity.”
Centennial Elementary School - Lac Du Bonnet, MB
K-6 / Gold
“Our school has a wellness program for all students and staff. The
wellness program has three goals. They are to increase daily physical
activity, to promote nutritious food choices, and to promote a smokefree environment in all aspects of daily life. Students have access to gym
time during recess, noon hour and open class periods with adult
supervision. Physical activity time is used as motivation and as rewards
and incentives by classroom teachers.”
Janet Johnstone Elementary School – Calgary, AB
Grade 1-6 / Diamond
“All of our Grade 6 students go to Outdoor School every year. We
believe strongly in outdoor pursuits. Swimming is a part of the program
every year. We believe it is the only sport that can save your life. All of
our extra-curricular athletic clubs at school are not restricted to
numbers. If you want to participate, we will make room. No one is cut.”
École College Park School – Saskatoon, SK
Grade K-8 / Diamond
“We offer a Fitness Focus to grades 6-8. Each spring students have six
afternoons -one per week- to participate in activities around the city and
community, which are lead by community experts. They choose from
a list and try three different activities for two weeks each. Activities have
included boxing, golfing, water polo, biking, wrestling, football, gym
workout -cardio and weight training.”
Minitonas Middle Years' School – Minitonas, MB
“Minitonas Middle School is activity-oriented and focused on educating
students about lifelong benefits of physical fitness. However it is equally
important to pass along information (health classes) to students that help
them understand the background of why activity and physical fitness is a
valued component to the overall curriculum in this school. We try to
instill in students habits that will last them a lifetime rather than just
playing games for immediate fun and not with a purpose.”
St.Francis of Assisi Catholic School – Orleans, ON
Grade K-6 / Gold
“Our school runs a Club system for the sports introduced during the
year. This system involves a mass of students interested in participating
in the sports. No try-outs, no cuts. Everybody plays and participates.
The children love it. It builds great school spirit and everyone feels good
about themselves because they can participate without being afraid of
being cut.”
Morton Way Public School – Brampton, ON
1-5 / Gold
“We have a Walk to School Program. Every Wednesday, 90-95% of our
students walk. All of our Grade 4 and 5 students take 10 weeks of
swimming lessons at the local pool (including a 25-minute walk each
way). During the six-week SummerActive program, our students have
opportunities to engage in countless activities on the playground for 40
minutes every Monday, Wednesday and Friday. Activities include
dancing, parachute games, noodle ball, skipping, bowling, scoops and
balls, rollerball, hula hooping, etc. Also, three times per week the stereo
is brought outside for students to engage in aerobics and dances that
they have learned in physical education class. We run a school-wide
Move-a-thon as our fundraiser. The students engage in physical
activities throughout the day and come to the gym by grade level for 40
minutes of non-stop movement to music.”
St. Vincent de Paul School – Calgary, AB
“Our school is a role model for active living. Our students participate
in a number of activities both in and out of class. We are unique in that
our students help each other and work together to promote an active
and healthy school. Our older kids get involved by helping the younger
ones in physical education class. They demonstrate skills and then help
the little ones try them. Many of our staff and students are very
physically active outside of school. We recognize these people and
celebrate their accomplishments. In school we continually strive to
promote active living with pep rallies, extra curricular activities,
incentive programs and special recognition.”
Valley Creek Middle School - Calgary, AB
4-8 / Diamond
“Our physical education options are multi-aged which provide for a
wide range of skill levels and cooperation building activities. All
students are required to complete Active Living assignments on a
monthly basis. This assignment is posted on our school physical
education web site. Students explore their own personal health and
fitness beliefs, habits and goals. Technology is used as a means for
students to be active. Students email their responses to the PE teacher
each month. In class student’s fitness levels are constantly being
challenged with a monthly fitness run that increases by two minutes
every month. By June, 85% of our students achieve 80% or higher on
their final fitness run of 25 minutes. On each report card, 50% of each
student’s mark is based on participation.”
Lake Academy - Fortune, NF
K-7 / Gold
“Our school intramural program runs a minimum of four out of five
days a week. This involves over 95% of the school’s student population.
Consideration is currently underway to offer martial arts classes as part
of the physical education program.”
R e c o g n i t i o n A w a r d P r o g r a m Te s t a m e n t s o f S u c c e s s 2 0 0 3 - 2 0 0 4
Maple Grove Public School – Oakville, ON
“Some grades have taken a fitness challenge and have recorded fitness
activities that they have done at home on a daily basis. Parents sign if
the child has completed the activities and a majority of parents have
joined the challenge. We introduced a daily quality fitness aerobic
dance routine where students increase their heart rate. A group of
children are trained to model and lead a class in the routine. It begins
with stretching, then music with a dance type routine, and then
stretching to cool down.”
all students, regardless of their ability level, are able to practice and
improve their skills. We have a non-threatening environment.”
Ecole Puntledge Park – Courtenay, BC
Grade K-6 / Diamond
“Numerous staff cycle commute regularly to school. This year we have
been adding our cumulative mileage to do a virtual tour across Canada.
We made it past Edmonton before Christmas. On-site is a 1 km gravel
and bark fitness trail for outdoor fitness. We have an Annual Wacky
Walkin’ Wheelin Wednesday month in the spring with draw prizes for
students that come to school in an environmentally responsible way.
Finally, we have staff walking groups and running groups.”
Bishop White School - Port Rexton, NF
“We have a very historical intramural program that runs from
September to June. It not only takes in the traditional activities such as
volleyball, basketball, soccer and hockey, but also takes in many themes
such as winter carnivals, cross country meets, and spirit days. Our
intramural house system has taken the names of four famous
Newfoundlanders and each student participates in one of the
four houses throughout the year. Academic activities are also tied
into this system.”
Shellbrook Elementary School – Shellbrook, SK
Grade K-5 / Diamond
“Every two weeks we have a one-kilometer Fun Run where all 213
students, 20 staff and a few parents complete the course at their own
pace. The students’ times are computerized for their own personal goal
setting. Anyone who completes the course may enter for draw prizes.
We run the fun runs in April, May, June, September, October. We also
host a winter festival that is geared to active outdoor events.”
Second Street Community School – Burnaby, BC
Grade 1-7 / Gold
“With a school population nearing 500 and only one gymnasium, the
teachers commonly combine classes in order to increase the effective use
of gym space. Funding for transportation and community facilities
provides greater variety in the program and higher levels of activity
per week.”
Chancellor School – Winnipeg, MB
“Our physical education program is the highlight of the day for all
students at our school. It is always a very positive environment where
Central Okanagan Academy – Kelowna, BC
“All of our students must take physical education. We do not have our
own physical education facility (building in progress), so students
engage in a variety of outdoor and field activities. Our outdoor
education program is entwined with our physical education program.
It is a combined evaluation.”
Kent Road Public School – Winnipeg, MB
K-6 / Platinum
“We have a leadership program for grade 5 and 6 students. These
students learn to run and organize noon hour intramurals as well as
help out with recess activities. Our program also has a playground pals
group that consists of grade 4 students who help grade 1 students
participate in activities at recess with emphasis on fairness and safety.
We devote a day in the winter and a day in the spring to field days that
consist of outdoor physical activities. We also have been dedicated to
providing opportunities for students to be active through noon-hour
intramurals and inter-school sports.”
Chapel Hill Catholic School – Orleans, ON
K-6 / Platinum
“QDPE is taking place in each classroom during times not scheduled
in the gymnasium. Each classroom has a set of 10 QDPE
age appropriate activities and the equipment necessary to carry out
the activities. ”
w w w. c a h p e r d . c a
SUMMER
•
ÉTÉ 2004 31
QUALITY SCHOOL INTRAMURAL RECREATION (QSIR)
Wild, Wacky and Wonderful
IDEAS TO PL AY WITH
Please share your ideas with us.
Weird, Wacky and Wonderful – Ideas to Play With
is now a regular feature of the PHE Journal. If you have
ideas that you think should be published, please send
them to the Editor at
[email protected].
By Alf Grigg C.P.F., R.D.M.R. –
Part-time Professor Seneca College
Safety, Exercise and Environment
“How to Run a Canoeing Regatta without Water”
S
EE is an important word that stands for Safety, Exercise and
Environment. When organizing a canoeing, boating, or other
watercraft activity at your school, consider these important
points:
■
■
■
Boating is the number one cause of accidental deaths that
occur during recreational activities in Ontario.
A large percentage of youth in Canada do not get adequate
exercise.
The disposal of garbage is one of the greatest problems we face
in protecting the environment.
The challenge for educators who want to communicate these
issues to students is how to present them in a creative, fun way.
To meet this challenge, the idea of running “A Canoeing Regatta
without Water” event was developed. This event is ideal for
students six and up working in team formations.
■
■
■
Basic equipment needed:
■ Old file folders
■ Empty gift-wrap rolls (Cisco tubes)
■ Cardboard boxes
■ Lifejackets
■ Old broomsticks
■
■
■
String
Duct tape
Old newspapers
Plastic grocery bags
Beach balls
Pylons
The amount of equipment needed depends on the number of
participants on each team.
SUMMER
•
ÉTÉ 2004 33
Set-up and Running the Event
■ Have students flatten each cardboard box and shape it into a
canoe. The ends of the box should remain intact.
■ Insert two thwarts (sawed-off broomsticks) into the
box/canoe through the sides of the canoe. One broomstick is
inserted near the bow of the canoe and the other broomstick
is inserted near the stern of the canoe.
■ Wearing a lifejacket, one student should open the cardboard
box/canoe and step into the centre between the two thwarts.
The student lifts the cardboard box/canoe to their waist and
adjusts it over their shoulders using the string straps
connected to the bow and stern thwarts. The string straps
support the cardboard box/canoe at waist level.
■ For a paddle, the student uses an empty gift-wrap roll (Cisco
tube) as the paddle shaft with an old file folder duct-taped to
one of its ends for the blade.
■ The student “propels” the canoe by walking or running, while
simulating a paddling motion on one side of the canoe with
the paddle. For doubles, two canoes are attached together by
tying the bow thwart of one canoe to the stern thwart of
another canoe. The ultimate canoe is the Voyageur Canoe
with five canoes attached together.
■ Students should help to create their own events, which is part
of the learning process and part of the fun. The following
activities have been successful.
You can SEE that with this
fun, creative special event,
safety is encouraged by
requiring students to use
lifejackets every time they
get into a canoe.
Paddle Forward Singles – Students paddle in a straight line
from point A to point B. Every time a whistle is blown, the
students turn 180 degrees, always moving towards the finish line
of the race, but sometimes paddling backwards to get there!
Paddling Doubles – Two single canoes are tied together (the
bow thwart of one canoe is tied to the stern thwart of the other
canoe). Two students paddle in one canoe in a straight line from
point A to point B.
In and Out – Two single canoes are tied together. In one canoe
are two student paddlers. The student paddlers start paddling in
a straight line from point A to point B. Once the race starts, the
regatta facilitator blows a whistle. The student paddlers drop
their paddles on the ground. They get out of their canoes and let
the canoes drop to the ground. They run/walk around their
canoes three times. They get back in their canoes, pick-up their
paddles and try to reach point B. When they hear another
whistle, they repeat the process.
Voyageur Canoe Race – Five single canoes are tied together
to form one Voyageur Canoe. Five student paddlers form one
crew for the canoe. Working in unison, each team paddles
around five pylons in a set pattern in a large open space. The
team that successfully completes the course with the best time
wins.
White Water Course – The course is set-up by using pylons,
trash balls and old beach balls. The size of the course depends on
the space that is available. The pylons are used as markers to
identify the gates the student paddlers go through forwards and
backwards. Trash balls (four pieces of newspaper compressed inside
a plastic grocery bag held together by duct tape) are used as rocks.
The rocks are placed at strategic locations throughout the white
water course. Student paddlers who touch the rocks paddling
through the course may have five seconds added onto their overall
time for completing the course. Boulders (old beach balls filled
with trash balls that are compressed and held together by duct
tape) are placed at strategic locations throughout the course.
the students are requested to perform certain activities, such as:
sing “Row, Row, Row your boat”; produce a penny; add the
crews ages together, etc. Once a crew has finished the task at a
particular station, they get a poker chip (or a similar token). If a
canoe team can’t finish the task, they are given a ten second delay
and then given the poker chip. The crew moves on at random to
each successive station, eventually completing all five tasks and
collecting all five poker chips. Upon completion of all the
stations, each Voyageur Canoe crew must create a “pyramid”
using all the equipment they have, including themselves.
The possibilities are many and limited only by the imaginations
of the crew. The pyramid could be vertical, with students
kneeling on shoulders; it could be horizontal with students lying
down; equipment could be on students; students could be on
equipment; etc. The volunteers that were at the stations review
each pyramid in turn and give positive feedback to the team on
formation and creativity. Each team ends up being a winner.
Each team enters at least one team of three student paddlers in a
canoe (three canoes tied together) for the event. A member from
each team picks a card from a deck of cards. The team who picks
the highest number goes first. Each team, in turn, paddles
through the white water course. The team that paddles the course
within the quickest time is the winner.
The Great Portage Race – Five single canoes are tied together
to form one Voyageur Canoe. Five paddlers form one crew for
the Voyageur Canoe. Each Voyageur Canoe is paddled a specific
number of lengths of the make believe lake. Next, the Voyageur
Canoe is portaged to five different stations at random in a large
open space. Each station has a volunteer to let the canoe teams
know what their task is at that particular station. At each station
Summary
You can SEE that with this fun, creative special event, safety is
encouraged by requiring students to use lifejackets every time
they get into a canoe. Exercise is promoted through the physical
activity involved in “propelling” the canoes (walking/running
with simulated paddling). Concern for the environment is
reinforced by re-using cardboard boxes, empty gift-wrap
rolls, and old file folders that would otherwise be tossed out
as garbage. If a canoe or paddle falls apart, it can easily be
fixed or replaced. ■
Concern for the
environment is reinforced
by re-using cardboard
boxes, empty gift-wrap
rolls, and old file folders
that would otherwise be
tossed out as garbage.
SPRING
•
PRINTEMPS 2004 35
R EMEMBER W HEN…
CAHPERD invites longtime supporters to share with our readers their stories
of our interesting times, and of the people who helped to shape our
association. Whether your stories are informative, funny, heart-wrenching
or simply anecdotal, we would like to hear them, and especially would like
to share them. Former Executive Directors, Presidents, council members,
and physical and health education professionals, please consider putting
pen to paper to tell of our past. We have no doubt that your stories will be
inspirational to our new generation of physical and health education
professionals from coast to coast.
Please send your stories to Andrea Grantham, Director of
Communications/PHE Journal Editor at [email protected].
We welcome photos, momentos, trivia, and tidbits.
Remember When?
By Kaye (Neilson) Lister
he old slogan ‘How time flies!’ has
never seemed more true. Was it not
only yesterday when we all walked to
school, when we didn’t have to worry about
wearing the newest designer clothing, and
when we were considered fortunate to own
a baseball mitt?
T
Remember when all the girls and guys wore
boot type ‘sneakers’? Remember trying them
on in the shoe store, then peeking down into
the viewer in the X-ray machine to see the
bones in our feet? The most important
decision we had to make was, “Do I want
the black ones or the white ones?”
Remember when we could organize our
own outdoor games and play informally
without instruction; when a clothesline
was just the right height for a game of
volleyball played with a beach ball and that
rules just didn’t matter? Remember playing
‘Kick the Can’ for endless hours or until
dinner was ready?
Remember when in basketball, the girls
were allowed only two dribbles; but how
thrilled they were when the ‘60's rule book
increased the number of dribbles to three?
Remember the bucket shot? How we ever
managed to get the ball even close to the
basket while aiming it underhand from
between our knees is now beyond my
comprehension! Remember when we spent
more time wrestling an opponent to the
floor, clinging to a ‘tie ball’, than we did in
keeping the basketball in play?
Remember when we wanted to play ‘Jump
Rope’ but there were only two of us; and
tying one end of the rope to the door knob
so that we didn’t really need the third
person? Remember realizing that there was a
world of games out there which do not
require a coach, a numbered uniform or
even equipment... just a little dedication and
the desire to get out and have some fun?
Remember when the recess bell would ring
and we would run outside to play but all the
teachers stayed in the school to have a welldeserved break? Remember when we handled
our own bully situations on the playground?
Remember when one of the worst
embarrassments was being picked last for a
team; and those chosen last by the team
captains, their self-esteem crushed, hanging
back behind the other players, wishing not
to be noticed? But, remember when the
kind-hearted teacher divided the players
according to the first letter in their names,
or by their birthday months or by the
colour of their hair - humiliation of the
uncoordinated child a thing of the past?
Remember when square dancing wasn’t
considered ‘square’? When all its moving,
twisting, and turning gave us more than a
daily dose of physical activity? Remember
all those calls from ‘do-si-do’ to 'allemande
left’ that kept our minds sharp? Did we
realize that square dancing taught us to
listen, follow directions and to develop
motor skills and rhythm?
Remember when the physically-fit 60-yearold Swede proved that we Canadians live in
an unfit and lazy nation? And now, with
physical education being phased out of
some school programs, knowing that the
description is hitting the mark? Sadly
today the only walking exercise
experienced by most children happens
on the way to the school bus or the
family car, while the most arm exercise
they get is shovelling potato chips into
their mouths.
And so, in a world of increasing obesity
among our young people and with
constant physical education cutbacks
within our school curriculum, but with
Remember when many parents
continued to find fault with school
hours being wasted on physical
education; and wishing that all parents
would realize that the physical activities
will teach their children to develop self
confidence, to handle success and
failure, and to develop strong minds
and bodies to carry them from
childhood into adulthood?
Let’s reminisce and turn back time
And put our cares away;
Let’s take a trip down Memory Lane
To scenes of yesterday.
And “Cops and Robbers” was such fun;
Our guns were never real!
Remember when the bad guys lost
How good it made us feel?
Remember many years ago
When all our chores were done?
We’d meet our friends just down the street
And have all kinds of fun!
Remember when we’d scrape a knee
Or even break a bone?
We’d never think to sue the town;
The fault was all our own!
Remember when we’d play outside?
(No video games back then!)
And not come home ‘til supper time?
Oh, yes, remember when?
We’d never hear a friend complain,
“There’s not a thing to do!”
For when we’d tire of “Hide-and-Seek”,
We’d bike a mile or two.
What fun to play a game of catch
With tattered baseball mitt,
And “Simon Says: Do This; Do That”
And playing tag - “You’re IT!”
Remember when a healthy snack
Was such a special treat?
No gummi worms or gummi bears
Or drugs from off the street!
Remember twirling hula hoops
And doing jumping jacks?
And hopscotch fun for many hours
And jumping sidewalk cracks?
Oh, we had our spats and argued long
About the final score
But somehow fights would fizzle out
And then we’d play some more.
“Go In and Out the Windows” too
And angels in the snow
And races run across the field,
“Get ready!” “Set!” and “Go!”
Though years fly by and times will change,
Oh, for one thing to stay!
The voice of children through the years,
“Come on outside and play!”
Remember when researchers proved
that students who participated in five
hours of physical activity a week had
significantly higher marks in academic
programs than children who did not
participate in physical activity?
Remember when physically disabled
children were not encouraged to take
part in physical fitness programs;
and, when society finally learned that
children with cystic fibrosis, congenital
heart disease, juvenile rheumatoid
arthritis, and asthma should participate
in physical activities, allowing them to
reach their potentials and to improve in
self-concept and self-acceptance?
Remember when CAHPERD first
pressured governments to ensure a
minimum of thirty minutes of physical
activity in our schools each day? Do you
suppose some time in the future we will
recall quality daily physical education
being accepted and pursued?
hopes of a better future in our gymnasiums
and on our playing fields, please allow me
to reflect even further:
Remember When?
The baseball games with splintered bat No Ump? We didn’t care!
Each base a stone or stick of wood
And special rule: “Play fair!”
Kay (Neilson) Lister
Kaye (Neilson) Lister began her career in 1957 teaching physical education and classroom subjects.
Following three years in Riverview, NB, she moved to Fredericton where she continued to teach in
the same subject areas, spending the last thirteen years of her career as Physical Education
Coordinator in her school district. She and her husband Paul, both retired, enjoy dabbling in
genealogy and spending their summers at their cottage on Harvey Lake, NB.
SUMMER
•
ÉTÉ 2004 37
VIEWPOINT
Andover Elementary
is Beating the Odds
By Dave Spears, Perth-Andover, New Brunswick
I
t seems that only a week or so goes by
before we hear another reference to the
bulging waistlines of our Canadian
children. It is discouraging, as a physical
educator, to hear and read that today’s
children are becoming fatter, faster than
ever before, and that adult diseases are
beginning to show up in children.
Professors, doctors, kinesiology faculties,
Statistics Canada, and most recently, CBC
Radio, are telling us that our children are
becoming obese and overweight at
alarming rates. Dr. David Katz is saying
that teenage heart disease is just around the
corner. Wow, scary isn’t it?
As I read and heard more of the alarming
news mentioned above, I began to look at
our student population in a different light.
I started noticing if the students were
indeed overweight or obese, or at a healthy
weight. I felt confident that our student
body did not fit the profile?
So, in 2002-2003 I decided to do a study
of our student population. Body Mass
Index (BMI) seems to be the accepted tool
of choice, so I chose it as the tool used in
my study. In May 2003, every student at
the school was measured. There were 430
students in all. After all the calculations
were made, Andover Elementary came out
with a 21.2% rate of overweight children,
compared to the 33.8% average for New
Brunswick according to a 1996 study.
Obesity was not included in that study.
It is discouraging, as a physical educator, to hear
and read that today’s children are becoming fatter,
faster than ever before, and that adult diseases are
beginning to show up in children.
A more recently study from Stats Canada
(1999) indicates that 35.4% of Canadian
boys and 29.2% of Canadian girls are
overweight. At Andover Elementary, the
rates are 19.7% for boys and 20.5% for
girls. The 1999 Statistics Canada figures
included numbers for obesity and the
Canadian averages are 16.6% (boys) and
14.6% (girls). Andover Elementary has
rates of 10.8% (boys) and 11.9% (girls).
Since records have been kept from 19992000, three grade levels were profiled:
grade 3, grade 4, and grade 5. All of these
classes participated in the study for four
years. Of these classes, one class showed an
increase in obesity over the four-year span.
This was not the case with the other two
grades. In fact, these two grade levels
showed improvement over the time span.
One of the groups had 70% in the healthy
weight range in 2000 and 71% in 2003.
The other increased from 69% to 73%.
According to the Statistics Canada
statistics, this appears to be a reversal in the
trends shown in the rest of the country. It
is conceivable that there would be a greater
difference between Andover Elementary at
21.2% overweight and the rest of the
Canadian child population if there were
more recent statistics, assuming that it is
indeed true that children are getting fatter
all the time. (There is a five-year gap between
the Statistics Canada results and ours.)
It appears that the student population at
Andover Elementary is indeed beating the
odds. Why? Who can say for sure. Here are
some factors that could or should be
considered:
• There has been a Physical Education
specialist at this school since the 1960’s,
• There is a well attended intramural
program,
• The school has a large playground with
soccer fields, a track, and three sets of
playground equipment,
• All students must go outside at recess
and after eating lunch,
• Perth Andover Recreation Commission
offers a variety of programs for children.
Perhaps this reveals that concentrated
efforts and opportunities for children to
benefit from a quality physical education
program and to receive a range of
opportunities to be physically active on a
daily basis truly do make a difference. ■
Dave Spears
Physical Education Teacher
Andover Elementary School
[email protected]
CLIP
AND
COPY
Air Quality Quiz
Grades: 4-6
1. Air pollution is only a problem in big cities.
True or False
2. Dirty air is costly to each Canadian.
True or False
3. When air is polluted, you can always see and smell it.
True or False
4. Clean air is the responsibility of the industry alone.
True or False
5. The only effect of ozone air pollution is on the human body.
True or False
6. Cars contribute little to the air pollution problem.
True or False
7. Air pollution is now under control and will not be a problem in the future.
True or False
1. Air pollution is only a problem in big cities.
False. Everyone is affected by air pollution. The air
we breathe does not hover over us. It moves. Wind
carries pollution to us from all over the world as
weather systems travel. Likewise, the pollution
that we produce, no matter how small an amount
it may seem, is significant when we combine it
with other cities/communities.
4. Clean air is the responsibility of the industry
alone.
False. We all have an important role to play in
cleaning our air. Using our car, mowing the lawn,
heating our homes, using an air conditioner, and
many other everyday actions all require energy to
operate. Whether we burn fossil fuels or use
electricity to generate power, there are resulting
emissions that enter the air. We need to do our
share to spare the air all year round.
7. Air pollution is now under control and will not
be a problem in the future.
False. Although there have been great strides made
in technology that reduce pollution from cars and
industries, there is still a long way to go to reduce
air pollution where it has no effect on the
environment and on our health. We must all try to
do our part to reduce harmful air emissions.
2. Dirty air is costly to each Canadian.
True. We pay in health problems caused by air
pollution. As consumers, we pay costs hidden in
the prices of the things we buy- the costs of new
technology to prevent air pollution.
5. The only effect of ozone air pollution is on the
human body.
False. Ozone pollution affects our lungs and can
irritate our eyes. It also deteriorates materials and
damages vegetation.
Reference: The Canadian Association for Health,
Physical Education, Recreation and Dance
(CAHPERD). The Clipboard: Quality School
Health – Environmental Health, Volume 5,
Number 3.
3. When the air is polluted, you can always see and
smell it.
False. Some pollutants are odourless and colourless.
That is why it is important to look in the newspaper,
listen to or watch your favourite station in order to find
out when smog alert days are called in the summer.
6. Cars contribute little to the air pollution problem.
False. The automobile industry has made great
strides in pollution control devices – individual
cars and buses emit fewer hydrocarbon emissions
into the air today than ever before. However, there
are more people driving that clog up our highways
and put more emissions into the air.
Answers to the quiz:
CAHPERD members receive free access to this
and other issues of The Clipboard Teaching
Tips series through the membership portal at
www.cahperd.ca ■
SUMMER
•
ÉTÉ 2004 39
À
DÉCOUPER
Questionnaire sur la qualité de l’air
Années : 4 à 6
1. La pollution de l’air ne pose de problème que dans les grandes villes.
Vrai ou faux
2. La pollution de l’air coûte cher à tous les Canadiens.
Vrai ou faux
3. Quand l’air est pollué, on peut toujours le voir ou le sentir.
Vrai ou faux
4. Seules les industries sont responsables de la pureté de l’air.
Vrai ou faux
5. Seul le corps humain est affecté par la pollution de l’air par l’ozone.
Vrai ou faux
6. Les autos ont très peu à voir avec la pollution de l’air.
Vrai ou faux
7. La pollution de l’air est sous contrôle et ne posera pas de problème à l’avenir.
Vrai ou faux
Réponses aux questions :
1. La pollution de l’air ne pose de problème que dans
les grandes villes.
Faux. La pollution de l’air affecte tout le monde.
L’air que nous respirons ne plane pas au-dessus de
nous. Il bouge. Le vent amène jusqu’à nous l’air
pollué d’autres régions du monde. Il en va de
même de la pollution que nous produisons. Même
si la quantité semble négligeable, elle devient
importante lorsque notre pollution se combine à la
pollution que génèrent d’autres villes et
collectivités.
2. La pollution de l’air coûte cher à tous les Canadiens.
Vrai. La pollution de l’air nous coûte cher au plan
de la santé. À titre de consommateurs, nous
devons payer les frais cachés de la pollution quand
nous achetons diverses choses - comme le coût de
nouvelles technologies pour prévenir la pollution
de l’air.
3. Quand l’air est pollué, on peut toujours le voir ou
le sentir.
Faux. Certains polluants sont incolores et inodores.
C’est pourquoi il est important de lire les journaux,
d’écouter la radio et de regarder la télé pour savoir
quand on déclare des alertes au smog pendant l’été.
4. Seules les industries sont responsables de la pureté
de l’air.
Faux. Nous avons tous un rôle important à jouer
en vue d’assainir notre air. Des activités telles que
conduire une auto, tondre le gazon, chauffer ou
climatiser la maison et bien d’autres tâches
courantes exigent de l’énergie. Qu’on utilise des
combustibles fossiles ou de l’électricité pour
produire du pouvoir, il y a toujours des émissions
qui se dégagent dans l’atmosphère. Nous devons
faire notre part, à longueur d’année, pour préserver
la qualité de notre air.
7. La pollution de l’air est sous contrôle et ne posera
pas de problème à l’avenir.
Faux. Malgré les grandes percées technologiques
qui ont permis de réduire les taux d’émissions
polluantes des autos et des industries, il reste
beaucoup à faire pour réduire la pollution de l’air
à tel point qu’elle n’aura plus d’effets néfastes sur la
santé. Nous devons tous faire notre part pour
tenter de réduire les taux d’émissions polluantes
libérées dans l’atmosphère.
5. Seul le corps humain est affecté par la pollution de
l’air par l’ozone.
Faux. La pollution par l’ozone affecte nos poumons
et peut irriter nos yeux, sans compter qu’elle
détériore certains matériaux et nuit à la végétation.
Référence : Association canadienne pour la santé,
l’éducation physique, le loisir et la danse
(ACSEPLD). Trucs et astuces : Trucs d’enseignement,
volume 5, numéro 3.
6. Les autos ont très peu à voir avec la pollution de l’air.
Faux. L’industrie de l’automobile a fait beaucoup de
progrès en inventant des appareils qui permettent
de mieux contrôler les émissions polluantes –
les autos et les autobus émettent moins
d’hydrocarbures dans l’air que jamais auparavant.
Mais il y a de plus en plus de gens qui conduisent
des autos, ce qui a pour effet de congestionner nos
routes et de faire augmenter le taux d’émissions
polluantes libérées dans l’atmosphère.
Les membres de l’ACSEPLD peuvent accéder
gratuitement au présent numéro et aux
numéros passés de la série Trucs et astuces de la
publication Le Journal en allant au portail des
membres à www.acsepld.ca ■
SUMMER
•
ÉTÉ 2004 41
COIN DES CHERCHEURS DU
La rubrique de recherche du Conseil des professeurs et des chercheurs universitaires vous
présente divers projets de recherche sur l’éducation et l’activité physiques. Nous invitons les
lecteurs à soumettre une description de leurs travaux de recherche (300 mots ou moins)
à l’attention de Ellen Singleton, à l’adresse [email protected].
Les jeunes Autochtones et l’éducation physique :
Un potentiel en devenir
Joannie Halas, Louise Champagne et
Cathy van Ingen
C
ompte tenu des bienfaits holistiques
liés à la pratique de l’activité
physique, les jeunes Autochtones
profitent-ils de programmes d’éducation
physique de qualité tout au long de leurs
années à l’école? Même si les délégués à la
Table ronde nationale sur les loisirs des
peuples autochtones 2000 ont fait
ressortir en quoi l’éducation physique est
en mesure de favoriser la santé et d’aider à
régler les problèmes sociaux qui affligent
les jeunes (Déclaration de Maskwachees
2000), seule une poignée d’études se sont
penchées sur les expériences que vivent
les jeunes Autochtones en matière
d’éducation physique pour voir si, dans
leur cas, le potentiel de ces cours a été
exploité à bon escient(voir Halas et
Hanson, 2001). Dans le passé, le système
d’éducation a toujours mal desservi les
jeunes Autochtones (Silver, Mallett,
Greene et Simard, 2002); on est donc en
droit de se demander si leurs expériences
en matière d’éducation physique ont suivi
la même trajectoire.
Prenant en compte tous ces enjeux, nous
avons mené une étude triennale pour
déterminer la qualité et la pertinence
culturelle des cours d’éducation physique
offerts aux jeunes Autochtones du
Manitoba en menant dix entrevues dans
le cadre de groupes de consultation avec
plus de 70 élèves de niveau secondaire et
universitaire qui aimaient ou n’aimaient
pas les cours d’éducation physique . Les
données tirées de toutes les transcriptions
d’entrevues étaient organisées en fonction
de thèmes communs et divergents et les
interprétations initiales étaient rapportées
lors du North American Indigenous
Games Research Symposium (voir
Champagne et Halas, 2003).
Même si plusieurs élèves manifestaient le
désir d’être physiquement actifs et de
participer pleinement aux programmes
offerts à leur école, ils identifiaient
d’emblée trois problèmes associés au
mode de prestation des cours d’éducation
physique : l’obligation de se changer avant
le cours, l’obligation de s’adonner à des
activités physiques s’accordant mal à leurs
valeurs personnelles et l’ignorance de la
culture sous-jacente aux activités
parascolaires.
L’obligation de se changer avant le
cours d’éducation physique s’avérait
problématique pour diverses raisons. Au
départ, les élèves qui fréquentaient une
école dans leur propre localité n’étaient
pas obligés de se changer puisque cette
façon de faire ne constituait pas un prérequis du cours. Mais quand ils
transféraient vers de grosses écoles
regroupant des élèves de diverses cultures
(comme c’est souvent le cas quand les
élèves doivent déménager pour aller à
l’école secondaire), plusieurs étaient
surpris d’apprendre qu’ils devaient
dorénavant « se changer » et enlever leurs
vêtements devant d’autres élèves.
Plusieurs n’étaient pas familiers avec ce
rituel et certains n’avaient pas de
vêtements de rechange. D’autres étaient
très gênés de se dévêtir devant d’autres
élèves et se sentaient inconfortables face
aux autres jeunes, dont la plupart
CPCU
Le Conseil des professeurs et des
chercheurs universitaires (CPCU), qui
bénéficie de l’appui de l’ACSEPLD,
est composé de professeurs et d’étudiants
et d’étudiantes de 2 e et 3 e cycles
s’intéressant à la recherche. Le CPCU
offre différentes occasions aux membres
d’échanger des idées, tels les forums du
CPCU à la conférence de l’ACSEPLD,
et les séances érudites à la conférence de
l’ACSEPLD. Le CPCU assure la publication
d’articles sur la recherche dans AVANTE
et favorise le dialogue par l’entremise du
serveur de liste du CPCU. Au sein de
l’organisation cadre de l’ACSEPLD, le
CPCU facilite l’échange d’idées avec
d’autres membres de l’ACSEPLD.
n’étaient pas des Autochtones. Pour éviter
de se sentir mal à l’aise ou, dans le cas de
certains, pour éviter toute forme de
discrimination de la part des autres élèves,
ils cessaient tout simplement d’aller au
cours d’éducation physique.
En ce qui a trait au programme comme
tel, beaucoup d’élèves n’appréciaient pas
le fait qu’on les oblige à participer à des
activités qu’ils n’aimaient pas ou ne
valorisaient pas. Dans le cas des
programmes d’éducation physique
traditionnels où les élèves ont peu de
choix, sinon aucun, beaucoup d’élèves
réagissaient en abandonnant tout
simplement le cours; un petit nombre
choisissait de « se la fermer et de subir le
cours » afin d’obtenir le crédit d’éducation
physique requis pour avoir leur diplôme.
En ce qui concerne les activités
parascolaires, beaucoup d’élèves n’étaient
suite à la page 44
CUPR
R E S E A R C H PAG E
Readers are invited to submit research summaries related to physical education
and physical activity. Summaries must be no longer than 400 words, and should be
submitted electronically to: Ellen Singleton, School of Physical Education, University
of Western Ontario, e-mail: [email protected].
The experience of physical education for Aboriginal youth:
the unfulfilled potential of physical education
Joannie Halas, Louise Champagne &
Cathy van Ingen
G
iven the holistic benefits of
participating in physical activity, an
important question to investigate is
whether Aboriginal youth have access to
quality physical education programs
throughout their schooling. Although the
delegates at the 2000 National Recreation
Roundtable on Aboriginal/Indigenous
Peoples highlighted the potential of
physical education (PE) to promote health
and address social issues for young people
(Maskwachees Declaration, 2000), only a
few studies have investigated the
experience of Aboriginal youth in PE to
see if this potential is being met (see Halas,
2001; Halas & Hanson, 2001).
Historically in Canada, the education
system has abjectly failed Aboriginal youth
(Silver, Mallett, Greene & Simard, 2002);
by implication, one wonders if experiences
of PE are equally negative.
With these issues in mind, we began a
three-year investigation of the Quality and
Cultural Relevance of PE for Aboriginal
Youth in Manitoba by conducting a series
of ten focus group interviews involving
over 70 high school and university
students who both liked and disliked PE.
(This study is supported by a grant from
the Social Sciences and Humanities
Research Council of Canada.) Data was
organized into common and divergent
themes across all interview transcripts,
and the initial interpretations were
reported at the North American
Indigenous Games Research Symposium
(see Champagne & Halas, 2003).
While many students described a desire to
be physically active and involved in their
school programs, three issues were
immediately identified as problematic
areas in the delivery of PE. These issues
were:
1.Changing for class,
2.Being forced to participate in physical
activities that held little personal value,
3.Not being fully informed or prepared
for the culture of extra-curricular
activities.
Changing for class was difficult for a
number of reasons. To begin, students
attending school in their home
communities were not expected to change
as a prerequisite for participating in PE.
When they later moved to larger, crosscultural schools (as was often the case
when students re-located in order to
attend secondary school), many students
were surprised to find that “changing”
was required, and that they would be
forced to change in front of other
students. This ritual was unfamiliar to
them. Some didn't have a change of
clothes and others became highly
self-conscious as they experienced their
own bodies in relation to the other
students, most of whom were
non-Aboriginal. To avoid feelings of
embarrassment or, in some cases, outright
discrimination from other students, they
simply stopped attending PE.
Regarding the curriculum, many students
did not appreciate when they were forced
to participate in activities they didn't like
or value. In “traditional” PE programs
where students were offered little choice,
The Council of University Professors
and Researchers (CUPR), supported by
CAHPERD, is made up of Canadian
faculty and graduate students interested
in research. CUPR provides a variety of
opportunities for members to exchange
ideas, such as: CUPR Forums at the
CAHPERD Conference; organizing
scholarly sessions at the CAHPERD
Conference; promoting the publication
of research articles in AVANTE; and
encouraging dialogue through the
CUPR listserv. As part of the
CAHPERD umbrella, CUPR facilitates
the exchange of ideas with other
members of CAHPERD.
many students responded by dropping
out of the class altogether. A few students
chose to “grin and bear it” in order to get
their PE credit required to graduate. As
for extra-curricular activities, many
students did not feel comfortable going to
the gym on their own at lunch or after
school, and they were not prepared for the
culture of competing to be on an
interschool team. Poor communication of
coach expectations left groups of students
believing that they were unfairly judged
simply because they were Aboriginal.
They learned to believe that the gym was
not a welcome space for them.
These three issues draw attention to
ineffective teacher practices that can be
improved upon when teachers are
continued on page 44
SUMMER
•
ÉTÉ 2004 43
COUNCIL OF UNIVERSITY PROFESSORS AND RESEARCHERS
continued from page 43
reflective and willing to question their
own “taken for granted” ways of teaching.
Using ideas gleaned from culturally
relevant education programs (Ladson
Billings, 1994), we propose that teachers
can improve the PE experiences for
Aboriginal students by listening to young
people, actively pursuing them when they
disengage from the PE program, and
recognizing that student resistance is
often a call for teachers to adapt their
programs in ways that acknowledge the
important influence that race, class and
geographic dislocation can have on a
student's experience of school and PE.
References:
Champagne, L. & Halas, J. (2003). "I quit!"
Aboriginal students negotiate the "contact zone"
in physical education. In V. Parashak & J.
Forsyth, (Eds.), North American Indigenous Games
Research Symposium Proceedings, pps. 55-64.
Winnipeg: Health, Leisure and Human
Performance Research Institute.
Halas, J. (2001). Playtime at the treatment
center: How physical activity helps troubled
youth. AVANTE, 7, (1), 1-13.
Halas, J. & Hanson, L. (2001). Pathologizing
Billy: enabling and constraining the body of the
condemned. Sociology of Sport Journal, 18 (1),
115-126.
Ladson-Billings, G. (1994). The Dreamkeepers:
Successful teachers of African-American Children.
San Francisco: Jossey-Bass.
Silver, J., Mallett, K., Greene, H & Simard, F.
(2002). Aboriginal education in Winnipeg inner
city high schools. Winnipeg: Canadian Centre for
Policy Alternatives - Manitoba.
Endnotes:
This study is supported by a research grant from
the Social Sciences and Humanities Research
Council of Canada.
C O N S E I L D E S P R O F E S S E U R S E T D E S C H E R C H E U R S U N I V E R S I TA I R E S
suite de la page 42
pas à l’aise de se rendre d’eux-mêmes au
gymnase à l’heure du midi ou après l’école
et ils n’étaient pas capables de s’adapter à
la culture compétitive qui sous-tend la
participation des élèves aux équipes
interscolaires. Puisque les entraîneurs
communiquaient mal leurs attentes, les
groupes d’élèves craignaient d’être jugés
de façon injuste simplement parce qu’ils
étaient des Autochtones. Ils en venaient à
conclure que le gymnase n’était pas un
lieu accueillant pour eux.
Ces trois points problématiques mettent
en lumière les pratiques inefficaces
auxquelles ont recours les enseignants et
qu’ils pourraient rectifier à condition de
réfléchir à la situation et de remettre en
question leur mode d’enseignement
traditionnel. S’inspirant de programmes
pédagogiques culturellement sensibles
(Ladson Billings, 1994), nous croyons
que les enseignants pourraient aider les
élèves autochtones à vivre des expériences
plus positives au niveau des cours
d’éducation physique en écoutant ce que
les jeunes ont à dire, en donnant
rapidement suite lorsqu’un élève décide
d’abandonner le cours d’éducation
physique et en reconnaissant que la
résistance des élèves indique souvent que
le temps est venu d’adapter le programme
pour prendre en compte l’influence
cruciale de la race, de la classe sociale et du
déplacement géographique sur les
expériences des élèves face à l’école et aux
cours d’éducation physique.
Références :
Champagne, L. et Halas, J. (2003). "I quit!"
Aboriginal students negotiate the "contact zone"
in physical education. In V. Parashak & J.
Forsyth, (Eds.), North American Indigenous Games
Research Symposium Proceedings, pps. 55-64.
Winnipeg: Health, Leisure and Human
Performance Research Institute.
Halas, J. (2001). Playtime at the treatment center:
How physical activity helps troubled youth.
AVANTE, 7, (1), 1-13.
Halas, J. & Hanson, L. (2001). Pathologizing
Billy: enabling and constraining the body of the
condemned. Sociology of Sport Journal, 18 (1),
115-126.
Ladson-Billings, G. (1994). The Dreamkeepers:
Successful teachers of African-American Children.
San Francisco: Jossey-Bass.
Silver, J., Mallett, K., Greene, H & Simard, F.
(2002). Aboriginal education in Winnipeg inner
city high schools. Winnipeg: Canadian Centre for
Policy Alternatives - Manitoba.
Note en bas de page :
Cette étude a été menée grâce à une subvention
du Conseil de recherches en sciences humaines du
Canada.
“Celebrate the Past –
Shape the Future”
« Célébrons le passé –
Bâtissons l’avenir »
CAHPERD/SPEA 2005
Conférence nationale
Regina, Saskatchewan
Du 4 au 7 mai 2005
May 4 to 7, 2005
National Conference 2005
May 4 to 7, 2005
Who:
Hosted by CAHPERD and SPEA
What: National Health and Physical Education Conference
Where: University of Regina, Saskatchewan
When: May 4 to 7, 2005
Why:
To provide stimulating professional development and
networking opportunities for health and physical
educators, researchers, school administrators, health
professionals, students, coaches, and other
professionals tasked with increasing physical activity
among Canadian children.
Don’t miss this unique opportunity to celebrate:
• The Saskatchewan Centennial
• Pre-Canada Summer Games
• The Year of Physical Education and Sport
Visit www.cahperd.ca or www.speaonline.ca
for a call for papers/presentations to be part of this
important event.
Help us to Celebrate the Past
and Shape the Future
Qui :
Organisé par l’ACSEPLD, la SPEA
Quoi :
Conférence nationale sur la santé et
l’éducation physique
Où :
Université de Regina, Saskatchewan
Quand :
Du 4 au 7 mai 2005
Pourquoi : Donner aux enseignantes et enseignants
d’éducation physique, aux chercheurs, aux
administrations scolaires, aux professionnels
de la santé, aux élèves, aux entraîneurs et
autres spécialistes qui déploient des efforts
pour aider les enfants canadiens à devenir
plus actifs physiquement l’occasion de
participer à des activités de perfectionnement
professionnel stimulantes et d’établir des
contacts intéressants.
Ne ratez pas cette occasion unique de célébrer :
• le Centenaire de la Saskatchewan
• les Jeux du Canada préliminaires
• l’Année de l’éducation physique et du sport
Consultez les sites www.acsepld.ca
ou www.speaonline.ca pour les demandes
de communications (allocutions et présentations)
en rapport avec cet événement important.
Aidez-nous à... célébrer le passé
et à bâtir l’avenir
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46
PHYSICAL AND HEALTH EDUCATION

recognition award winners 2003-2004

Transcription

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