recognition award winners 2003-2004
Transcription
recognition award winners 2003-2004
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! Published by/Publié par PUBLICATION MAIL AGREEMENT NO. 40064538 REGISTRATION NUMBER 09328 RETURN UNDELIVERABLE CANADIAN ADDRESSES TO CIRCULATION DEPT.: 2197 Riverside Drive, Suite 403, Ottawa, ON K1H 7X3 Tel./Tél. : (613) 523-1348 Fax/Téléc. : (613) 523-1206 E-mail/Courriel : [email protected] www.cahperd.ca Executive Director/Directeur général Guy Tanguay Editor/Rédactrice-en-chef Andrea Grantham © CAHPERD/ACSEPLD Published quarterly, individual subscription rate $65.00 + GST (Canada only) per year; $100 + GST for libraries and institutions per year. U.S. and International add $18.00 per year. Six month limit for claiming issues not received. Publication trimestrielle, tarif de l’abonnement individuel 65,00 $ + TPS (Canada seulement) par année; pour les bibliothèques et institutions 100,00 $ + TPS. États-Unis ou autres pays, ajouter 18,00 $ par année. Les numéros non reçus doivent être réclamés dans les six mois suivant la date de publication. Date of Issue/Date de publication : June–July/Juin–Juillet 2004 Production & Design/Conception graphique : Daren MacGowan Graphic Design For advertising information please contact: CAHPERD 2197 Riverside Drive, Suite 403, Ottawa, ON K1H 7X3 (613) 523-1348 ext. 224 [email protected] 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 les distribuer à leurs étudiantes et étudiants pourront le faire en envoyant une 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. 4 PHYSICAL AND HEALTH EDUCATION 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 6 PHYSICAL AND HEALTH EDUCATION ______ (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 8 PHYSICAL AND HEALTH EDUCATION 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 Advice to Buffy in Scenario #4 Scenario #5 Buffy decides to go back to the bench Advice to Buffy in Scenario #5 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. 12 PHYSICAL AND HE ALTH EDUCATION 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... 14 PHYSICAL AND HE ALTH EDUCATION 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- 16 PHYSICAL AND HE ALTH EDUCATION 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. 20 PHYSICAL AND HE ALTH EDUCATION 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 24 PHYSICAL AND HE ALTH EDUCATION 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 Diamond Award Recipients 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 Platinum Award Recipients 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 Gold Award Recipients 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 Diamond Award Recipients 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 26 PHYSICAL AND HE ALTH EDUCATION 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 Platinum Award Recipients 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 Gold Award Recipients 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 Diamond Award Recipients Bath Elementary School Platinum Award Recipients Belleisle Elementary School Keswick Ridge School Nelson Rural School Gold Award Recipients 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 Platinum Award Recipients 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 Gold Award Recipients Lake Academy St. Peter’s Academy St. Michael’s School St. Thomas Aquinas Elementary School Nova Scotia Diamond Award Recipients Evangeline Middle School Gaspereau Valley School Kings County Academy L. E. Shaw Elementary School Oxford Regional High School Wolfville School Platinum Award Recipients Crossroads Academy Duncan Macmillan High School H. M. Macdonald Elementary School Landmark East School River Hebert District High School West Hants Middle School Gold Award Recipients Coldbrook & District School Hantsport School Middleton Regional High School Windsor Elementary School Northwest Territories Diamond Award Recipients École William McDonald School Nunavut Platinum Award Recipients Alaittuq High School Ontario Diamond Award Recipients 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. Mary Elementary 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 Platinum Award Recipients Aberdeen Elementary 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 Gold Award Recipients 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 Diamond Award Recipients Fortune Consolidated School Georgetown Elementary School Platinum Award Recipients Parkdale Elementary School West Kent Elementary School Gold Award Recipients Cardigan Consolidated School Englewood School Vernon River Consolidated School Québec Diamond Award Recipients École Coeur-Vaillant École Primaire Pierre-de-Coubertin École St-Louis-de-Gonzague Platinum Award Recipients 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 28 PHYSICAL AND HE ALTH EDUCATION Gold Award Recipients 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 Diamond Award Recipients 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 Aberdeen Elementary School 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 Gold Award Recipients 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. Mary Elementary School St. Peter’s School Victoria Elementary School Yukon Diamond Award Recipients Elijah Smith Elementary School Grey Mountain Primary School Selkirk Elementary School St. Elias Community School Takhini Elementary School Platinum Award Recipients École Emilie Tremblay F. H. Collins Secondary School Jack Hulland Elementary School Vanier Catholic Secondary School Watson Lake High School Gold Award Recipients 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 Grade K-6 / Platinum “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 Grade K-6 / Platinum “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 Grade 6-8 / Platinum “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 Grade 1-9 / Platinum “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 Grade 5-9 / Platinum “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.” 30 PHYSICAL AND HE ALTH EDUCATION 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 Grade K-9 / Platinum “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 Grade K-5 / Platinum “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 Grade K-12 / Platinum “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 Grade K-6 / Platinum “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 Grade K-10 / Platinum “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 32 PHYSICAL AND HE ALTH EDUCATION 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. 34 PHYSICAL AND HE ALTH EDUCATION 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? 36 PHYSICAL AND HE ALTH EDUCATION 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. 38 PHYSICAL AND HE ALTH EDUCATION 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. 40 ÉDUCATION PHYSIQUE ET À LA SANTÉ 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 42 ÉDUCATION PHYSIQUE ET À LA SANTÉ 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 44 ÉDUCATION PHYSIQUE ET À LA SANTÉ (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 Regina, Saskatchewan May 4 to 7, 2005 National Conference 2005 Regina, Saskatchewan 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 wintergreen ad 46 PHYSICAL AND HEALTH EDUCATION