Transcript Physical Literacy, Theory & Practice and the Macrodynamics

James Mandigo, PhD
Centre for Healthy Development
Brock University
Physical Education/Physical Activity and Schools Symposium
Gatineau, Quebec
April 21st, 2008

Thompson Educational Publishing
 www.thompsonbooks.com
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.
Physical
Activity
Physical
Literacy
Physical
Education
Declarative Knowledge
1.
i.
What is physical education & what are the issues?
ii.
What is physical activity and what are the issues?
iii.
What is physical literacy and why is it relevant?
iv.
What is the Long Term Athlete Development Plan and how is it relevant?
v.
What is Comprehensive School Health and how does it fit?
Procedural Knowledge
2.
i.
What are potential best and promising practices to foster physical literacy through physical
education?
Strategic Knowledge
3.
i.
What are the networks needed to share, mobilize, and disseminate best and promising practices
SO THAT reach change can happen?
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.
Physical
Activity
Physical
Literacy
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)

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.




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”

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

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).
▪
(Sallis et al., 1999; Shephard, 1997)
▪
(Dale et al., 2000).
▪
(Pérez, 2003).

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

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
▪ (Hardman & Marshall, 2000)

Academic performance is maintained
and in some cases enhanced despite less
curricular time devoted to other
academic subjects

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

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).

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.

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.
Teacher
 Health Promoter
 Coach
 Advocate
 Development Worker
 Community Liaison
 Politician
 Corporate Citizen
 Peace Maker & Keeper
 Scientist
 Social Worker
 Fitness Instructor
 Physical Therapist

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.
Physical
Activity
Physical
Literacy
Physical
Education

Minimum Standards Not being Met


Gender Disparities





Children in families of higher socioeconomic status (SES) have higher levels of physical activity compared to people of lower SES.
Persons with a Disability


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


As children age, fewer % reach recommended levels of physical activity
Cultural 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


91 % of do not meet the guidelines set forth in Canada’s Physical Activity Guides for Children and Youth
United States: 56% of people with a disability reported participating in no daily exercise
SOURCES
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
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

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).

(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.
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.
Physical
Activity
Physical
Literacy
Physical
Education

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.

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
“The motivation, confidence, physical competence,
understanding, and knowledge to maintain physical
activity at an individually appropriate level throughout life.”
1.
Ability and Motivation to Capitalise on our Movement Potential
2.
Moves with Poise, Economy and Confidence in a Wide Variety of Challenging
Situations.
3.
Perceptive in ‘Reading’ all Aspects of the Physical Environment
4.
Well Established Sense of Self
5.
Multiple forms of Communication
6.
Identify and Articulate the Essential Qualities that Influence the Effectiveness of
his/her Own Movement Performance
7.
Recognition of the Importance and Influence of Culture
Physical Literacy Stage
Where?
School
Sports Clubs
Community Recreation
Sports Programs
Home
Schools
Sports Clubs
Community Recreation
Sport Programs
Home
Home
Pre-Schools
Day Care
Sports Programs
Community Recreation
Physical Literacy
Who?
Learn to Train
Girls 8-11; Boys 9 - 12
Parents/ Guardians
Coaches
Teachers
Recreation Leaders
Youth Leaders
FUNdamental
Girls 6-8; Boys 6-9
Active Start
Girls and Boys 0 - 6
Parents/ Guardians
Coaches
Teachers
Recreation Leaders
Youth Leaders
Parents/ Guardians
Day Care Providers
Pre-School Teachers
Kindergarten Teachers
From: Developing physical literacy: A guide for parents of children 0 to 12. A supplement to Canadian Sport for Life.
Healthy
Physical
Environment
PsychoSocial
Environment
Support
Services
Instruction



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
Characteristics of Being Physically Literate







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
Support Service strategies to Foster Physical Literacy within a School
Programs?
Incorporated Right to Play’s “Learning to Learn, Playing to Learn”
program (Oshawa Cluster)
People?
School Board Physical and Health Education Consultant – provided
leadership workshops to Student Leadership Committee and worked
closely with staff advisors to develop plans for the school year (Prince
Charles Public School)
Partnerships?
Canada Games Complex resulted in the use of pool + fitness facilities City of Thunder Bay’s Community and Recreation Department (Bishop
Gallagher Senior Elementary School)
Policies?
Daily Physical Activity Policy – support from local school board and
Ophea for Healthy Active School Communities (HASC) initiative to
successfully implement DPA – resulted in MORE PE being provided
(Prince Charles Public School)
Healthy
Physical
Environment
PsychoSocial
Environment
Support
Services
Instruction

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
Declarative Knowledge
1.
Increased awareness of:
a)
i.
ii.
iii.
iv.
v.
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
2.
Increased awareness and knowledge of:
a)
i.
ii.
iii.
Potential best practices
Potential promising practices
The processes needed to achieve them.
Strategic Knowledge
3.
Increased awareness and ability to:
a)
I.
II.
III.
Identify and work with key stakeholders
Effective implementation strategies
Potential solutions to overcome barriers

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.