Physical Literacy: Theory & Practice

1. James Mandigo, PhD Centre for Healthy Development Brock University Physical Education/Physical Activity and Schools Symposium Gatineau, Quebec April 21st, 2008 Physical Literacy: Theory & Practice

2. Thanks to … • Thompson Educational Publishing • www.thompsonbooks.com

3. Today’s Basic Premise Physical Education is the one place in society where children and youth have equal and equitable access to develop the physical literacy skills necessary to be physically active for life.

4. Objectives • Declarative Knowledge • What is physical education & what are the issues? • What is physical activity and what are the issues? • What is physical literacy and why is it relevant? • What is the Long Term Athlete Development Plan and how is it relevant? • What is Comprehensive School Health and how does it fit? • Procedural Knowledge • What are potential best and promising practices to foster physical literacy through physical education? • Strategic Knowledge • What are the networks needed to share, mobilize, and disseminate best and promising practices SO THAT reach change can happen?

5. Today’s Basic Premise Physical Education is the one place in society where children and youth have equal and equitable access to develop the physical literacy skills necessary to be physically active for life.

6. Physical Education • “A means of identifying a key process of being educated in, about, and through movement as a medium” (Handbook of Physical Education, 2006) • “A course in the curriculum which utilizes learning in the cognitive, affective and psychomotor domains in a play or movement exploration setting. “ (Wikipedia) • “A school subject designed to help children and youth develop the skills, knowledge, and attitudes necessary for participating in active, healthy living” (CAHPERD, 2006)

7. The State of Physical Education in Canadian Schools

8. Project • To provide an evidence-based lobby document to federal and provincial members of government and to other stakeholders (e.g., school boards) on the importance of quality physical education for children and youth in schools.

9. Provincial Support – Curriculum Documents • Alberta: • physical education program emphasizes “… active living, with a focus on physical activity that is valued and integrated into daily life” • Manitoba, • physical and health education program emphasizes … “that all students acquire the knowledge, skills, and attitudes to become physically active, and to make health-enhancing decisions designed to improve their personal quality of life” • Ontario: • curricular expectations from the kindergarten to grade 8 Health and Physical Education policy document have been developed to help students develop: • (a) an understanding of the importance of physical fitness, health, and well-being and the factors that contribute to them; • (b) a personal commitment to daily vigorous physical activity and positive health behaviours; and, • (c) the basic movement skills they require to participate in physical activities throughout their lives • New Brunswick: • students in physical education receive “…a planned program of instruction and activity … throughout the entire year that develops skills and attitudes towards a healthy active lifestyle”

10. Time • 92% of countries/ states have mandatory PE for children BUT ... • 43% of Canadian cases, the actual time devoted to PE was lower than the legislated or required time set out by the provinces • (Hardman & Marshall, 2000) • The majority of parents (41%) indicated their child received physical education one to two days per week while 10% of parents indicated that their child received no physical education at all • (Craig et al., 2001). • Once physical education becomes an optional subject, enrolment in physical education tends to decrease significantly with the decrease more noticeable for adolescent females than males • (Craig & Cameron, 2004; Deacon, 2001; Government of Newfoundland and Labrador, 1996; Spence et al., 2001). • Academic performance is maintained and in some cases enhanced despite less curricular time devoted to other academic subjects • (Sallis et al., 1999; Shephard, 1997) • Students were more likely to be physically active on days they received physical education than on days where they received no physical education instruction at school • (Dale et al., 2000). • Overweight/ obese children who took part in 18 or more minutes of physical education per day had increased their level of physical activity four years after this exposure • (Pérez, 2003).

11. Who • only 39% of schools reported that those most often responsible for teaching physical education classes are specialists. Secondary schools are more likely to report exclusive use of physical education specialists than elementary schools (53% and 31% respectively) • (Cameron et al., 2003). • Teachers cited lack of preparation and expertise as a major barrier for elementary generalists to achieve curriculum outcomes in physical education • (Deacon, 2001) • Physical education specialists reported significantly higher levels of enjoyment to teach physical education and felt better prepared and confident to teach physical education than those who were not identified as physical education specialists • (Mandigo et al., 2004b). • Physical education specialists are more likely to teach longer lessons in which students spend significantly more time being very active and engaging in moderate to vigorous levels of physical activity during class ( • McKenzie et al.,1995). • Students taught by qualified teachers performed better on movement tasks and had better physiological outcomes • McKenzie, Alcaraz, Sallis, & Faucette, 1998; McKenzie et al., 1995; Sallis et al., 1997; Trudeau, Laurencelle, Tremblay, Rajic & Sheppard, 1998. • When qualified teachers are removed from the school, significant decreases in vigorous activity time and skill development are often seen • McKenzie et al., 1995

12. Resources (Physical & Implementation Support) • In 87% of Canadian cases, the equipment and facilities were rated as being inadequate. Only Latin American (100%), African (93%), Asian (93%) countries reported higher levels of inadequate facilities than Canada • (Hardman & Marshall, 2000) • In Alberta, teachers across all grades rated indoor and outdoor facilities, storage space, existing equipment, and access to equipment for students with special needs as adequate to somewhat lacking • (Mandigo et al., 2004a). • Adolescent girls in grades six to ten spent less time than adolescent boys doing vigorous physical activity during their class time at school • (Boyce, 2004). • Teachers need the necessary resources to be able to deliver a quality program and the majority of teachers and schools have indicated that their budget to provide quality programs is sadly lacking • (Hansen, 1990; Mandigo et al., 2004a; Sallis et al., 1996). • When children and youth are exposed to a developmentally appropriate quality program, participants report higher levels of enjoyment, self-efficacy and positive attitudes and are more likely to engage in moderate to vigorous activity • (Bungum, Dowda, Weston, Trost, & Pate, 2000).

13. CCUPEKA & CAHPERD Position Statement • Every student attending primary and secondary schools across Canada should receive a quality physical education program on a regular basis (i.e., 150 minutes per week) from a teacher qualified to teach[1] in physical education. • [1]A Qualified Physical Educator holds a Bachelor of Physical Education, or a Bachelor of Education or Kinesiology with a concentration in Physical Education, is fully certified by the province, and follows provincial curriculum using sound pedagogical principles.

14. Does Physical Education Have a Buzz Lightyear Complex? • Buzz proudly fights for all that is good and pure in the universe. His toughest fight is against the greatest threat ever known to the Galactic Alliance...the most nefarious force of evil in the universe...the diabolical fiend known as the Evil Emperor Zurg.

15. The Physical Educator of the 21st Century • Teacher • Health Promoter • Coach • Advocate • Development Worker • Community Liaison • Politician • Corporate Citizen • Peace Maker & Keeper • Scientist • Social Worker • Fitness Instructor • Physical Therapist

16. Today’s Basic Premise Physical Education is the one place in society where children and youth have equal and equitable access to develop the physical literacy skills necessary to be physically active for life.

17. Dr. Emil von Behring Nobel Prize in Physiology or Medicine 1901 Serum Therapy

19. Children’s Games by Pieter Brueghel (1560)

20. Physical Activity of Canadian Children and Youth • Minimum Standards Not being Met • 91 % of do not meet the guidelines set forth in Canada’s Physical Activity Guides for Children and Youth • Gender Disparities • Boys on average are more active than girls • 49 % of female youth in grades six through ten reported they were physically active at least 60 minutes each day for five days out of a typical week. F • From sixth grade to tenth grade the percentage of females who reported being physically active at least 60 minutes each day for five days out of a typical week decreases 17 percent • Developmental Disparities • As children age, fewer % reach recommended levels of physical activity • Cultural Disparities • Among Aboriginal communities, fewer than half of children and youth are moderately to vigorously active for 30 minutes per day five days each week • 59% of children and youth who recently immigrated to Canada never participated in organized sport VS 42% of Canadian-born youngsters • Socioeconomic Status • Children in families of higher socioeconomic status (SES) have higher levels of physical activity compared to people of lower SES. • Persons with a Disability • United States: 56% of people with a disability reported participating in no daily exercise • SOURCES • CAN PLAY Study – CFLRI • Health Behaviour in School Aged-Children Study (Public Health Agency of Canada) – Queens University • School Health Action, Planning and Evaluation System (SHAPES) – University of Waterloo • PACY Study – Campagna et al. • First Nations Regional Longitudinal Health Survey (RHS) • Rimmer, Riley, Wang, Rauworth, & Jurkowski, (2004).

21. Bill C-12: An Act to Promote Physical Activity and Sport 2nd Session, 37th Parliament, 2002House of Commons of Canada • (1) The objectives of the Government of Canada's policy regarding physical activity are • (a) to promote physical activity as a fundamental element of health and well-being; • (b) to encourage all Canadians to improve their health by integrating physical activity into their daily lives; and • (c) to assist in reducing barriers faced by all Canadians that prevent them from being active. • Sport policy - principles • The Government of Canada's policy regarding sport is founded on the highest ethical standards and values, including doping-free sport, the treatment of all persons with fairness and respect, the full and fair participation of all persons in sport and the fair, equitable, transparent and timely resolution of disputes in sport. • Sport policy - objectives • (2) The objectives of the Government of Canada's policy regarding sport are • (a) to increase participation in the practice of sport and support the pursuit of excellence in sport; and • (b) to build capacity in the Canadian sport system.

22. Today’s Basic Premise Physical Education is the one place in society where children and youth have equal and equitable access to develop the physical literacy skills necessary to be physically active for life.

23. Canada’s Long Term Athlete Development Plan

24. UNESCO statement for the United Nations Literacy Decade (2003) • Literacy is about more than reading and writing. It is about: • how we communicate in society. • social practices and relationships, about knowledge, language and culture.

27. Literacy Includes • Knowledge and Understanding • Content & comprehension of the content • Thinking • Use of critical and creative thinking skills and/or processes • Communication • Conveying of information through various forms • Application • Use of knowledge and skills to make connections within and between various contexts

29. But … how do we do this when …

30. Physical Literacy (Whitehead, 2007) “The motivation, confidence, physical competence, understanding, and knowledge to maintain physical activity at an individually appropriate level throughout life.” • Ability and Motivation to Capitalise on our Movement Potential • Moves with Poise, Economy and Confidence in a Wide Variety of Challenging Situations. • Perceptive in ‘Reading’ all Aspects of the Physical Environment • Well Established Sense of Self • Multiple forms of Communication • Identify and Articulate the Essential Qualities that Influence the Effectiveness of his/her Own Movement Performance • Recognition of the Importance and Influence of Culture

31. Who is Responsible for Physical Literacy? From: Developing physical literacy: A guide for parents of children 0 to 12. A supplement to Canadian Sport for Life.

32. The Role of Comprehensive School Health Programs to Foster the Development of Physical Literacy through Physical Education Programs Policies Partnerships People

33. Who/ What Impacts Physical Education in a Community?

34. Praxis into Practice • Groups of 4 • 1 group / CHS Element • Identify strategies (i.e., programs, people, partnerships & policies) that could/ are being used to achieve physical literacy through physical education • e.g. Social Support Group: What type of people provide the social support needed within physical education to foster physical literacy in a school? • Identify as many as you can

35. Example from Living SchoolsSocial Supports

36. What is the role of COMPREHENSIVE School Health to help foster the development of physical literacy through physical education? Programs Policies Partnerships People

37. Comprehensive Approach • Organization: • Each person in the group take 1 sticky note • Number off each person in the group • Write your number in the top right corner of the sticky note • Each person, take 1 strategy and write it on your sticky note • Each person must have a different strategy • Form groups of 4 by finding the other corresponding numbers from other groups (i.e., all the ones together, etc …) • Task • In the middle is a barrier at “your” school • Using the planning sheet and your knowledge of best and promising practices, identify how would you implement each of the strategies into a physical education program at “your” school? • What would you see? What would there be? • How would you overcome or eliminate the barrier at your school? • Show and Share your School

38. What will be different on April 22nd? • Declarative Knowledge • Increased awareness of: • Physical education & relevant issues • Physical activity & relevant issues • Physical Literacy & relevant issues • LTAD & relevant issues • CSH & its connection to PE, PE and Physical Literacy • Procedural Knowledge • Increased awareness and knowledge of: • Potential best practices • Potential promising practices • The processes needed to achieve them. • Strategic Knowledge • Increased awareness and ability to: • Identify and work with key stakeholders • Effective implementation strategies • Potential solutions to overcome barriers

39. Four frogs sat on log, one decided to jump off, how many are left? • Answer: Four • Deciding to do something and actually doing something are not the same. Learning about health should be about closing the gap between knowing and doing ….and valuing.