#embracewinter

Today’s inspiration comes to you from Rover. That’s right. My dog Rover. It was a IMG_5261beautiful winter’s day: -6 C, bright sunny sky, snow covered ground. Lovely. I was out with Rover on a romp through the river valley close to my home (OK, he may have romped more than I…). But despite the beauty of the day, there really weren’t that many people out. I only encountered 2 other dog walkers, 1 jogger, a couple of solo walkers, 1 dad w 2 kids sledding and 1 XC skier – in an hour. Hmmm, I think we have a problem here.

As I walked, I started to think of the unique seasonal opportunities available to those of us who are fortunate enough to have winter. Yup. I said it. Fortunate to have winter. Snow. Ice. Cold. Glorious.

You see, I believe that we should #embracewinter. We embrace only the things we love. Winter and all it’s opportunities should be on that list. Unfortunately, over the past number of years, I have seen that love erode away  – even in Northern countries like Canada (although I think Norway and other Scandinavian countries still have it figured out!). Maybe it’s the over saturation of technology. Maybe we are afraid of frostbite. Maybe central heating and comfy couches have doomed us to a life without the joys of brilliant sun on blinding white snow and the sweet sounds of pucks and skates on outdoor ice. Maybe not.

Join me as I explore 5 quick ways to #embracewinter.IMG_5114

  1. Get some longjohns! You don’t have Rover’s coat so start with a quality base layer: thermal underwear and good socks. As for the rest, you don’t need a lot and a good base layer goes a long way! Get hand-me-downs, shop the thrift stores or build up key items one at a time. You don’t have to overspend to dress for the weather. #layerup
  2. Play! Get out there and try something outside. Go for a walk. Sled down a hill. Skate on a pond. Ski across a field. IMG_2635Snowshoe through a forest – you get the idea. Again, equipment can be minimal and not expensive. Ask for hand-me-downs. Sleds and toboggans on Kijiji. Shared winter toys in a neighbourhood, church or community league. Post a note at school announcing a winter equipment swap. #gearup
  3. Learn! Once you’ve tried a few new activities (or maybe ones you haven’t done since you were a kid) consider taking lessons to refine your skills (OK, IMG_1136sledding REALLY requires you to just slide down a hill…). I am not necessarily talking about formal lessons (could be an option). Find someone who loves to do a winter activity (same goes for summer) and I’ll GUARANTEE you they will be happy to go out with you and give you a few tips. These types of people love to share their love of winter and winter activities. Find them! #smartenup
  4. Model! When you demonstrate your love for winter and willingness to get outside IMG_3976you are contagious (ummm, the good kind though…). Be willing to share your skills and knowledge freely (see #3) with your own family and beyond. Be the person who is enthusiastic about the coming of winter and be sure to let others know (not obnoxiously though). Invite people to come out with you. Share equipment, spare clothing and solid advice. To coin a phrase – “Just Do It!” 😉   #getup
  5. Volunteer. Once you have (re)discovered your love for winter, take that next step and help others to be able to experience the same. Sign up to be the parent on the ski trip. Help run the local outdoor rink (clear, flood, skate, repeat!). Ask to supervise IMG_1131the toboggan hill before school. Facilitate the equipment and clothing swap. Invite a family new to winter and snow (new-immigrant families, university students, etc.) out for a night of sledding and hot chocolate. #helpup OK, I know that last hashtag didn’t really work – just buy into the theme will ya!

See you outside this winter! Rover and I are waiting for you…

IMG_3972

 

Teaching for Meaning in Physical Education

Why do I have to learn..?P2.1

As a kid, I asked this type of question in regards to math class (like, all. the. time.) and certainly about the study of Shakespeare in English class… My wonder is – do you ever hear this type of question from your #physed students?

Why are we doing basketball… AGAIN?

What possible purpose will the ‘beep test’ serve me after I leave high school (or this PE class…)?

Why do we have to learn how to waltz? Does anyone waltz anymore? (seriously, does anyone?)

When students ask these types of questions, I believe what they are really searching for is – meaning.

noun: meaning

  1. What is meant by a word, text, concept, or action.

1.1 Implied or explicit significance.

1.2 Important or worthwhile quality; purpose

 

The key definitions for the question above are 1.1 and 1.2 – in other words, what’s the point of physical education (or at minimum, certain activities done in PhysEd)?

I wrote a previous post for the crew over at Learning About Meaningful Physical Education (LAMPE – @meaningfulPE) back in March. Since then, I have been privileged to be involved with the team on a project studying meaning in PETE (Physical Education Teacher Education… are you tired of acronyms yet?). Go figure, the LAMPE team’s purpose is to focus “…on ways to prepare future physical education teachers and coaches to foster meaningful engagement in physical activity through PE and youth sport.” COOL!

As I was prepping for the project and my role in it, I read LAMPE’s recently published open-access article (Beni, Fletcher, & Ní Chróinín, 2016) that examined 50 studies about students’ experiences of meaning in physical education and youth sport. Their meta-analysis identified five features that young people identified as contributing to meaningful experiences in physical education. For the rest of this post, I want to look briefly at these features and begin to explore how PE teachers might create a program culture in which meaningful experiences (for students and teachers!) can flourish.

1) Social interaction: Students find meaning in the relationships created and sustained in PE. Take time to consider how your students interact with their peers – use your observations to create purposeful groupings. Take time to identify and meet the social needs of individual students. Might there be gender bias in your class? From you or your students? That type of bias inhibits relationships and can be damaging for lifelong physical activity choices (not to mention hurtful at the time). As a teacher, how do you sustain the social aspect? By all means, interact meaningfully with your students but also consider your own PE teacher social networks – who can you connect with?

2) Fun: Delight, joy, fun – all different (we don’t have the time to go into it here…) but the important thing to remember is that fun is an important motivator for us all. Learning (especially in PE!) should be fun! If you take time to observe the level of fun and enjoyment in your class, notice that learning often follows close behind. Think about your own levels of fun as you teach – are you enjoying yourself? If so, the kids probably are too! Pay attention to this feature for sure – but not at the expense of the other ones!

3) Challenge: Another important motivator that can be linked to autonomy and competence. Incidentally, the other key aspect of self determination theory is relatedness…  (http://selfdeterminationtheory.org/). Opportunities for students to set their own goals and work towards personal competence are motivational (and fun…). Observe the students in your class to ensure appropriate levels of challenge – modify tasks as needed to ensure flow. Don’t forget to challenge yourself! Teach something new – take a risk on a formative assessment – set a new teaching goal. Flow theory (Mihaly Csikszentmihalyi) suggests that when the challenge is slightly above our skill level we perform at our best.

4) Motor competence: Sometimes it seems like this part gets left out of PE… Remember, it’s pretty tough to find meaning in movement when you can’t even play the game! Create a culture of seeking personal competence where it is OK to try, fail and try again (hey look, there’s challenge again!). Consider the skill levels of ALL students, remember that each kid has their own story and prior relationship with physical activity (educative, mis-educative). When students feel ‘skilled’ they are more engaged and can find meaning in movement. When’s the last time you tried to learn a new physical activity? Your new physical activity journey has the potential to impact and influence the journey’s of your students (plus, it’s fun!).

5) Personally relevant learning: This feature at first glance seems like one of those ‘well d’uh’ moments. OF COURSE learning has to be personally relevant. As we dig a little deeper though, this can be a tough one. Try connecting the learning in physical education to the individual student. What do they bring to the table from their past experiences – good, bad and indifferent? Take some time to get to know your students both inside and outside of class. Not every single aspect of your class will be personally relevant to every single kid. However, connections of relevance in one area can transfer to another. As for you, what makes PE relevant for you? Each of our stories are unique – don’t be afraid to share!

I’ll wrap this up with one final thought. These five features do not exist in isolation.

“For example, although fun and social interaction were each identified separately as criteria that led to meaningful experiences in physical education settings, it was possible for one to either hinder or enhance the other” (p. 15).

Consider not only the features themselves, but also the interactions BETWEEN them. In other words, fun without learning can be less of a meaningful experience for students. Challenge with opportunities for social interaction may increase levels of meaning in your PE class.

Paying attention to meaning-making in purposeful (see what I did there?), intentional ways (pedagogy, content, assessment, etc.) will help to create a culture of learning and growth in your PE class. In this way,  your students AND you can foster meaningful experiences together.

Reference: Beni, S., Fletcher, T. & Ní Chróinín, D. (2016): Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature, Quest 69(3), 291-312. DOI: http://dx.doi.org/10.1080/00336297.2016.1224192

Purposeful Teaching – My Philosophy

BioPic_drawing
1997 ‘Me’ as drawn by a student   : )

Twice in the past few years, I have had to develop and refine a teaching philosophy statement (required for a tenure application and an award nomination). I struggled a bit with trying to define how and why I teach the way I do. However, I very much enjoyed the struggle and feel it is an important process for educators to go through. For what it’s worth – I thought I’d share my final product with you!

I have always believed in the importance of physical education (PE).  Movement and physical activity have been an integral part of my own life since I was a child.  As I grew up, went to school, tried to figure out my life and eventually settled on a career in education, PE was always at the forefront.  The year 2017 marks my 24th year in the field and after nine career “adjustments” over this time span (new positions, new schools, new degrees), two constants have emerged: PE and working with children and youth.  Over the length of my career, I have developed a fundamental belief in the absolute, critical, elemental, life changing and life giving need for human movement. This belief guides my teaching and provides the foundation of how I choose to support pre-service teachers in their journey towards becoming teachers of PE. ­­­­­­As well, my philosophy of teaching is rooted in my own experiences as a K-12 teacher. I pride myself on being a teacher first and have had a very diverse career. My practice in K-12 education has ranged far and wide including: a school in Peru, a Hutterite Colony in Southern Alberta, several different schools in Alberta and a school for disadvantaged children in Ecuador. These experiences have enabled me to grow and develop as an educator, refine my management and assessment skills, gain valuable insight into the social and cultural influences affecting students, families and communities and finally, helped to define my identity as a teacher. Throughout those experiences, I can see the threads of joyful, essential movement being woven into the fabric of my teaching identity. Those threads also form the basis of my relationships with students and encourage me to meet students where they are. The following quote is from an email a parent sent to me in 2002 (the name has been changed):

Thanks for making PE fun and enjoyable for Katie this year. She always comes home with good comments about gym and I am thankful, because PE was not my favourite subject. In those days, you were ridiculed if you couldn’t do the skill well. I have many scars from that experience and so I appreciate your approach. You have taught Katie the importance of trying and not to be afraid of failing. Thank you!

I share this email because it speaks to the creation of a safe learning environment, where students feel free to challenge themselves and support those around them to do the same. Sometimes PE can be a scary place – everything you do, including your body itself, can be seen to be on display. As I did in my K-12 teaching, I also strive to create a PE culture with my university students that is inclusive, safe, caring and joyful. Finally, my teaching philosophy draws heavily on John Dewey’s theories of experience and education. I base the nature of my classes at the University of Alberta, undergraduate and graduate, on this premise:

Experience and education cannot be directly equated to each other. For some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience. An experience may be such as to engender callousness; it may produce lack of sensitivity and of responsiveness. Then the possibilities of having richer experience in the future are restricted” (Dewey, 1938, p. 25-26).

In every class I teach, we dig into past experience and strive to learn from both the educative and mis-educative. My students come to PE with their own individual experiences and contexts. We take the time to explore their past as it impacts their teaching: present and future. We search for instances of joyful movement wherever they may be found and then we build on those experiences and extend them to our teaching and learning. As a teacher, I have engaged in this process as well and feel that my students reap the benefits of my own reflective practice. Therefore, I strive to ensure that each and every class I teach provides students with a truly educative experience enabling their growth, learning and understanding as pre-service teachers. Quite often, students will approach me and express their apprehension about taking a class on PE pedagogy. Their fears may be grounded in a negative experience, a misguided perception or a stereotype – it really doesn’t matter. My teaching philosophy allows me meet them where they are, provide joyful movement experiences and, help them establish an identity as a teacher of PE.

“I was really dreading the idea of having to teach PE. All of that changed this semester! The things you taught us were real life, things we can actually use and it was so much fun (so different from past classes)”

(Student letter, Winter 2014)

What the Health?

Today, on  World Health Day, I submitted this letter (but as a more abbreviated essay version) to the Edmonton Journal (I’ll let you know if and when it gets published…) regarding the place of HEALTH in our Education curriculum. Until then, enjoy it here! It is Alberta, Canada focused but hopefully the content and references can be useful in your jurisdiction as well! Onward and upward.

An Open Letter to our Premier and Ministers of Education and Health

Dear Honourable Premier Notley and Honourable Ministers Eggen and Hoffman,

As you well know, Alberta Education is currently revising the K-12 curriculum for all subject areas. According to the website[1]:

We are looking ahead to the future and working to ensure that provincial curriculum continues to give all students the best possible start in life and meet the demands of living in the 21st century. …placing a greater emphasis on 21st century competencies and literacy and numeracy across subjects and grades. This approach will help build an even stronger foundation for student success in a dynamic, global society and economy.

While literacy and numeracy are fundamental elements of any education system there is another element that is glaringly missing. Health. If we truly desire ‘student success in a dynamic, global society and economy’ we cannot afford to ignore the foundational role of health in today’s increasingly sedentary, inactive and unhealthy society. I am writing to all three of you because we should be long past the days of segregating education and health. Therefore, from both a health and education perspective, here are five reasons to re-imagine the value and purpose of health and physical education in schools.

  1. In 2002, the United Nations stated[2]: “Literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the 21st century.” What this means is that literacy is no longer limited to ‘reading and writing’. Physical literacy and health literacy are critical elements of education that help address societal challenges and teach essential life skills for effective citizenship.
  2. Therefore, physical and health literacy are just as important for the development of contributing citizens as ‘traditional’ literacy and numeracy. While Alberta students consistently score well among developed nations in PISA[3] tests (2nd in Sciences, 3rd in Reading and 14th in Math) where we’re falling down is health. Canada was ranked 17th out of 29 ‘rich nations’ for overall child wellbeing in a 2013 UNICEF report[4]. We need to pay more attention to health in our curriculum and give it equal priority with literacy and numeracy.
  3. Our kids aren’t healthy. The 2017 ParticipAction Report Card on Physical Activity for Children and Youth[5] found that of children aged 5-17: only 9% get 60 minutes a day of moderate to vigorous physical activity; only 24% meet the guidelines of no more than 2 hours of recreational screen-time per day and 33% have trouble falling asleep. Add to this what we know about deteriorating mental health (which physical activity also addresses) and decreased nutrition for kids and we are in trouble. Big trouble. Still want to marginalize health and physical education?
  4. Health and education are inextricably linked. The more educated you are, the healthier you are. And, the healthier you are the more educated you’ll be! Over and over again, the data says that if you add more physical education in the day it won’t lower your academic scores[6]. As an example, girls who had physical education for 70 or more minutes per week attained significantly higher reading and mathematics scores than did girls with 35 or fewer minutes per week[7]. Alberta has surpassed the $20 billion mark – almost 40% of our provincial budget – in health spending[8]. Now more than ever, we need to invest in our future – a healthy future. Investing NOW in healthy schools, including prioritizing health and physical education, can save millions in future health costs[9].
  5. The whole child. In health and physical education we teach students to understand and take care of their own bodies, to make informed decisions and lead healthy active lives. This knowledge and application is essential to becoming a contributing citizen of Alberta and the world. In physical education, we teach students to move with confidence and competence in a variety of environments. As well, movement is essential to who we are as human beings; it is absolutely critical to growth and development across the lifespan. The health and academic benefits of physical education are important, but are truly just an extension of how movement is part of our human identity and helps us negotiate the diverse terrain of life. Therefore, education should not be considered “whole-child” unless it includes education of the physical. “…physical education is important because movement is joyful, pleasurable, provides intrinsic satisfaction, and can be personally meaningful and central to the human experience”[10].

Premier Notley, Minister Eggen and Minister Hoffman, as we continue down the road of curriculum re-design, I challenge you to follow the evidence and prioritize health. Implementation of a quality health and physical education curriculum is the BEST way to ensure that ALL students have the opportunity to be well: now and for the future.

[1] https://education.alberta.ca/curriculum-development/why-change-curriculum/

[2] http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/un-literacy-decade/un-resolutions-and-other-related-documents/

[3] http://www.cmec.ca/508/Programs-and-Initiatives/Assessment/Programme-for-International-Student-Assessment-(PISA)/PISA-2015/index.html

[4] https://www.unicef-irc.org/publications/pdf/rc11_eng.pdf

[5] https://www.participaction.com/en-ca/thought-leadership/report-card/2016

[6] Sallis, J.F., McKenzie, T.L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects  of health related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport, 70(2),127-134.

Shephard, R.J. (1996). Habitual physical activity and academic performance. Nutrition Reviews,   54(4), S32-S36.

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 1.

[7] Carlson, S.A., Fulton, J.E., Lee, S.M., Maynard, M., Brown, D.R., Kohl, III, H.W, & Dietz, W.H. (2008). Physical education and academic achievement in elementary school: Data from the early childhood longitudinal study. American Journal of Public Health, 98(4), 721-727

[8] http://edmontonjournal.com/news/politics/alberta-health-spending-rises-over-20-billion-even-as-province-tries-to-bend-the-cost-curve

[9] Tran BX, Ohinmaa A, Kuhle S, Johnson JA, Veugelers PJ (2014) Life Course Impact of School-Based Promotion of Healthy Eating and Active Living to Prevent Childhood Obesity. PLoS ONE 9(7): e102242. doi:10.1371/journal.pone.0102242

[10] Blankenship, B.T. & Ayers, S.F. (2010). The role of PETE in developing joy-oriented physical educators. Quest, 60, 171-183.

 

Delightful Physical Education

 

This is a guest blog I wrote for @meaningfulpe – check out LAMPE for more good content on meaningful (and purposeful!) #physed.

Part 1 of this blog series on delight and physical education raised the question, how might 47158_150773548281336_8366218_n-1a physical education teacher lay ‘groundwork’ for delight (Kretchmar, 2005)? Before getting directly to some thoughts on that topic, let’s back up a bit and explore this notion of delightful or joyful movement just a little more.

I was fortunate to be boarding in the Rockies on a day where a foot of fresh powder had just fallen.  As one of the first people up the lift, it was awesome to hear – from all across the mountain – spontaneous cries of joy from those revelling in the snow.  We need this joyful  movement!  As Scott Kretchmar writes:

When movement is experienced as joy, it adorns our lives, makes our days go better, and gives us something to look forward to.  When movement is joyful and meaningful, it may even inspire us to do things we never thought possible (2008)

Imagine the two kids (mine) in the picture at the beginning of this blog having the following conversation:

“So, I was thinking of increasing my cardiovascular fitness by paddling these buoyant tools in the ocean.”  “Great!  I’ll join you, I need to work on my core strength anyways.”  “Yup – lookin’ to reduce my co-morbidity”  “You got that right – I don’t wanna get diabetes.”

Bwahahahahahaha! I know it sounds funny to say it out loud, but this is often how we treat movement and physical education.  The fact is, kids (and adults!) are motivated by joy and will work / play extremely hard to find it.  As a bonus, they’ll also get health, social, and academic benefits – among others.  If you want to see an example of this ethic in action, go visit a skate park.  There you’ll see people finding joy in learning, intrinsic motivation at it’s best and not a trophy or rubric in sight!

As teachers of physical education, one of our main goals or purposes should be joyful or delightful movement. So how can we ‘look for’ this in our practice? Going back to Kretchmar (2008), he posits:

“Children are built to move; they want to move. Almost anything can be turned into a grand adventure—catching, throwing, running, touching, enjoying rhythmic activities, and discovering ‘fundamental movement concepts.’ A teacher who has a gift for make- believe can, without much difficulty, become something of a Pied Piper of movement. Delight, excitement, intrigue, and usually considerable noise permeate the physical education setting” (p. 166).

So, how do we ‘bring the skatepark to the gym’, so to speak? First of all, movement must be honoured, not just used (Kretchmar, 2000). We want to move past a utilitarian or functional approach to movement (which does have its place) and help students appreciate and experience learning as potential sources of joy/ delight. Examples include (Kretchmar, 2005):

From mechanically correct to expressive movement

From effective to inventive to creative movement

From  movement as obligation to movement as part of your own story

From fear and avoidance to accepting and overcoming a challenge

From thinking to spontaneity

I believe that we can encourage these types of shifts by providing a rich learning environment for students to play in, creating a culture of honoured movement, reflecting on our own practice and, perhaps most importantly, having students reflect on their practice and journeys of joyful movement.

Look for sweaty, smiling faces.

Look for grim-faced determination followed by quiet satisfaction.

Look for meaningful social interaction.

Look for focus – the ‘tongue out of the side of the mouth’ kind.

Look for failure, then some more failure followed by overcoming a realistic challenge.

Look for joy.

 

Cuts like a knife – but it feels so…

Wrong. It feels wrong.keep-kids-playing-sports

The following is the ‘non-edited for newspaper’ version of an OpEd that @Lauren_Sulz and @LouiseHumbert and I wrote for the Edmonton Journal’s Opinion Page. (Image to the right is from Active for Life – more good reading over there!)

The first time you get cut from a team sucks. The second time is probably no better, but many kids will not ever bother to try out again. And yes, we’ve heard the ‘…but Michael Jordan was cut from HIS high school team and look where he ended up.’ mantra. Regardless of your perspective, cutting kids from sports is controversial and we seem to be staring at each other across a chasm of:

“It builds character – kids these days need to toughen up.” “It’s life – not everyone makes the team.”

OR

“Everyone has the right to play.” “It turns kids off of sport, for life.”

As professionals in physical education who have played and coached sport at a variety of levels, we wanted to take a closer look at the practices of de-selecting (cutting) kids in sport – particularly in school. Perhaps we could begin to bridge the chasm and find out how we can help coaches and kids – maybe even make a painful process less so. Since we also happen to be researchers, we designed a study to do so – go figure! We talked to young athletes who had been cut from a sports team in the past and their parents (52 one-on-one discussions) and surveyed coaches and athletic directors (1667 in total!). Our goals were to understand, from multiple perspectives, the experience of being cut and to find strategies that may ease the stress of this practice and encourage kids to keep playing.

In short, we found out some interesting stuff. First off, de-selection cuts deep. There are negative emotional, social and physical consequences. Athletes lose friends and are forced to find new social circles. They question their own identities and can feel lost and adrift. Perhaps quite obviously, their self-esteem is shaken. Time spent being physically active is reduced – not being on the team means no more practices and games. Cutting also deterred athletes from future participation in the same sport. As well, when no specific feedback was provided as to why athletes were cut there was a tendency to assume a low level of skill and a prediction of future failure. The same results happened when athletes were given feedback about things they can’t change like, ‘You’re too short’.

For coaches, regardless of the way cuts were communicated, our study found four factors that can improve the experience. Immediacy (don’t make them wait!), privacy (please don’t tell them in front of the whole group), encouragement (provide options for continuing to improve in the sport) and expectations (be clear up front about what you are looking for and the process of making the team). As well, the athletes themselves told us that the best way to help them cope with being cut is to provide clear reasons in a face-to-face meeting. In these meetings, coaches can keep things candid and up front by:

  • Stating the outcome right away – don’t beat around the bush.
  • Tell athletes why they were cut – specific, personal explanations.
  • Provide actionable feedback – things athletes can actually improve.
  • Write it up – eliminate miscommunication or misperceptions.

We shared these results on the Canadian Sport for Life blog (http://canadiansportforlife.ca/blog/easing-pain-cutting-kids-sport-are-there-best-practices-dr-lauren-sulz) and were blown away by the attention it garnered – over 10,000+ views of the page and counting. More significantly, we began to receive emails from people who took the time to share their experiences and stories with us:

From a coach (and parent):

“I appreciated your article, and it’s quite timely for me, I am faced with two sessions of cuts from a Pee Wee A Provincial hockey team, and not looking forward to it at all.”

After a detailed explanation of the hockey world, evaluation, coaching and communicating to parents, this reader finished with:

“Looks like I’ve worked through a lot of frustrations – you don’t even have to answer me, doc, I’ll do it for you: ‘In evaluating these young athletes, you tried your best, buddy, and that’s the most important thing.  Don’t give up trying to get better, though.’ Thanks again for the article, I can say your interview and survey efforts will positively affect lots of 11 and 12 year olds this season!”

From a parent:

“I just read your article and I wanted to tell you about my son’s experience in tryouts. My son is 8 (that’s right, only 8) he was on a Tier 1 team.  His team was really good and then after the season, they had tryouts for the next season.  The tryouts were two 1-hour tryout sessions.  At the end of the 2nd day, all of the players were called into a circle around the coaches.  If you made one of the teams, your name was called and you were given a piece of paper to give to your parents to register you for the team.  After all of the papers were given out, the rest were told they did not make a team.  So my son and his teammates that made the team were all cheering wildly. A couple of boys from his team did not make the roster of the new team.  They just sat there while the rest of their old teammates screamed with joy. This made me sick.”

The same parent went on to say,

“I wrote to you in part because I feel so powerless.  I need to vent about this.  I know that how the kids are being treated is wrong, but that if I complain my son could suffer consequences of being the son of a ‘trouble maker’. Please use my story and I hope that it can save some kids from experiencing what the kids trying out for my son’s team face.”

We are incredibly frustrated and saddened by the fact that 8 year olds, 11 year olds and others are being cut from teams each and every sport season. Come on Canada, we need to do better. We aren’t saying that there should never be cuts for some teams. There is a time and a place. But that time and place should not indicate an END of sport participation. It is obvious to us that the conversation around cutting kids in sport – especially at the developmental level – MUST continue. Canadian kids are less active and less healthy than ever before. Sport can provide quality physical, social and emotional experiences – learning skills and concepts that last a lifetime. Do we want more kids playing sports? If the answer is yes, then sport organizations at all levels need to examine their practices to ensure opportunities for as many kids as possible.

We’d love for you to contribute to the conversation at: Share Your Team Selection Experiences

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If you want to hear a little more, listen to the recording from a local call-in radio show featuring this article . Thanks to @Albertaatnoon for having me on! Good chat.

 

 

We Interrupt Your Regularly Scheduled Program for this message…

Never fear, the next post in my physical literacy series is coming. SLOWLY, but coming.

For now, this YouTube video caught my eye and I wanted to say just a few words about it. Please watch – then read.

Novak Djokovic vs. Dylan Alcott – who is ‘more’ physically literate?

Before you answer the question, let me remind you of the definition of physical literacy:

“In short, as appropriate to each individual’s endowment, physical literacy can be described as a disposition in which individuals have: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the life-course.” (Whitehead, 2010)

Got an answer? Before you share it, in all fairness I should let you know that the question is flawed. Sorry.

Key points from the definition: as appropriate to each individual’s endowment, maintaining purposeful physical pursuits, throughout the life-course.

Long story short? Physical literacy is a journey – not a destination. It is a winding path not a linear road. It is individualized, not standardized. Therefore, there is no need to worry about achieving some arbitrary endpoint or to make ridiculous comparisons about who is more physically literate than who. Go back to the video – see how Dylan has to help Novak operate his chair?  Individual endowment. In another video of the same event Dylan drops this comment after Novak misses a few shots:

“…the  movement is your weakness.” 

Wisdom.

Dylan’s endowment includes using a wheelchair to play tennis (and how!). Novak’s endowment includes using legs to play tennis. Different. Both demonstrate physical literacy.  Note that I purposefully don’t say,  “Both are physically literate.” That would indicate an end point. Remember: journey – winding – individual endowment.

Ramifications for physical education teachers? HUGE. I’ll leave you with these two thoughts from Margaret Whitehead:

“The uniqueness of physical education lies in its ability to enable each individual to realize, nurture and develop his [sic] embodied capabilities and thus become more fully human.” (Whitehead, 2013, p. 35, emphasis mine)

“Our mission or challenge is to DO ALL WE CAN to ENABLE ALL to make progress on their individual PHYSICAL LITERACY JOURNEY.” (Whitehead, 2013, caps and bold mine)

An Introduction to Physical Literacy Praxis

We join our hero as he realizes it has been over 3 months since his last post…

Speaking of Physical Literacy Part 3: An Introduction to Physical Literacy Praxis

Right. So suddenly it is 2016. MARCH 2016! I am not sure how so much time went by since my last post – oh wait, I know – life! Life got in the way. And work.  Definitely work. Anywho…

What follows is a lead in to a rough framework that explores the implementation side of physical literacy. The post is loosely based on a talk I gave on October 22, 2015 at the Manitoba Physical Literacy Summit ‘Moving it Forward’. As well, I am working with an exceptional graduate student to design and implement a research project that will use a similar framework in high school physical education (more on that later!). Here goes.

If you recall, the last post in this series was about experiences and stories. So, please consider this story of an experience (brilliant segue, what?)…

PE, recess and lunch were always my favourite subjects in school. Perhaps it was a connection to my life running around on the farm but I found it tough to adjust to school and sedentary life. Opportunities to be active during the school day were not only my favourite times, they were critical to who I was as a person. My problem on this particular school day began with the excitement of heading to the local church basement for PE and ended with a frightening experience no grade two-er should have. I never forgot my PE clothes and shoes. NEVER. This day was no different. I had my shorts. I had my t-shirt. I had my shoes. As we were changing in the tiny bathroom of the church basement, however, I realized I had forgotten something. My regular underwear. I had neglected to put briefs on under my long johns…

 

longjohns

EDITORS NOTE: for those from more southerly climes, long johns are full coverage thermal underwear and completely necessary for about 8 months of the year where I live. Thank you.

…and was therefore in a bit of a conundrum. I couldn’t wear my shorts with my long johns, I couldn’t wear my shorts without my regular underwear. I agonized about it until everyone else left the change room and decided to just head out in my jeans and t-shirt so no one would know of my problem. Surely the PE teacher would understand? As I headed over to try and quietly explain my embarrassing dilemma to the enormous ex-football player who was my teacher, he stopped everyone and singled me out. “Doug, you forgot your gym clothes! Come over here!” I sheepishly slunk over to the centre of the basement and was ready to explain my situation when suddenly I was swept off my feet, lifted high into the air and pinned against the ceiling. “Why do you not have your gym clothes?!?” Three quick, relevant facts. Number one, there was no way I was explaining myself in front of the whole class. Number two, I could barely keep myself from peeing my pants, much less actually talk. Number three, I stutter badly when forced to respond verbally under pressure. Therefore, I said nothing except for a few stuttered grunts. After a little more uplifted condemnation fornot being changed, I was forced to sit out for the rest of the class. Although I kept a brave face for my friends, (“That was so cool how he lifted me up so high”) inside I was embarrassed, frustrated, mad and ultimately – helpless. (Gleddie & Schaefer, 2014, p. 9-10)

Now that you’ve read my story (thanks!) answer me this: Why would someone who underwent that sort of humiliation and embarassment go on to have a career in physical education? Why wouldn’t that experience have turned me off of physical education for life? John Dewey, the renowned education philosopher, would probably have answered the question somewhat like this:

 

Experience and education cannot be directly equated to each other. For some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience. (1938, p. 25)

 

I think that I had been ‘inoculated’ or ‘vaccinated’ with WAY too much educative experiences of movement and play to be turned off by one mis-educative experience – no matter how humiliating. Dewey went on to say that there are two key aspects to experience. The first is the immediate:

“Yes, this was good.” OR “No, this was not.”

The second aspect emerges when we consider the influence of the current experience on future experiences. Quite simply – I knew deep down in my soul that the one mis-educative experience with my long johns did not have the power to impact the future already set up by my countless educative experiences with movement and physical education. This idea is enormously important – now put it away for a moment and keep reading… Hopefully, you are already familiar with at least the definition of physical literacy if not the whole set of philosophical underpinnings (here’s a hint… It’s so much more than fundamental movement skills!). What I want to focus on, however, is physical literacy praxis. And no, I did not spell ‘practice’ wrong…

Etymology: From Ancient Greek πρᾶξις ‎(prâxis, “action, activity, practice”)

Noun: praxis ‎(plural praxes or praxises)

  1. The practical application of any branch of learning.

  2. (philosophy) The synthesis of theory and practice, without presuming the primacy of either. (en.wiktionary.org)

 

 

 

Love it! Take a closer look: the synthesis of theory and practice, without presuming the primacy of either. If you remember way back in the Travel Agents post, I quoted Margaret Whitehead as saying:

“Our mission or challenge is to do all we can to enable ALL to make progress on their individual physical literacy journey. (Whitehead, 2013)

This is PRAXIS! This is what physical educators can do with the theory! Or, as John Dewey put it,

“…upon them devolves the responsibility for instituting the conditions for the kind of present experience which has a favourable effect upon the future.” (Dewey, 1938, p. 50)

 

 

 

 

This is where my rough framework for physical literacy praxis fits in. Here is a visual to get you started.

Slide5

 

We leave our hero as he realizes that this post is getting way too long…  Hopefully, he doesn’t wait 3 months before the next one and leave us all hanging…

TO BE CONTINUED!

BE a Travel Agent

Speaking of Physical Literacy, Part 2: Becoming Travel Agents

travelIn March 2015, Ever Active Schools hosted a Physical Literacy Summit in Calgary, Alberta. I was invited to close the Summit and chose the following title for my talk: Becoming Travel Agents for a Storied Physical Literacy Journey. I also revised and refined this keynote for another Summit hosted in Winnipeg, Manitoba in October 2015.

My purpose in choosing this title and topic was to bring together the life-course aspect of physical literacy with the concept of storied lives. Since we know that physical literacy is a journey, not a destination, I thought the metaphor of travel agent was appropriate. Travel agents facilitate key experiences and assist with the progress of our travels. However, no one comes back from a trip and shows you their itinerary – no way. They tell you stories. What follows here is a synopsis of how we might become travel agents for Canada’s children – helping them to build a storied physical literacy journey.

In the last post, I shared a definition of physical literacy. Today, I want to add the idea of moral purpose.

“A compelling and inclusive moral purpose steers a system, binds it together, and draws the best people to work in it” (Hargreaves & Shirley, 2009, p. 76)

In other words, “Why do you do what you do?” I feel that for those of us who work with children and any form of physical activity – health, education, sport, recreation and home/family – physical literacy can be that moral purpose. Here are some quick examples of compatible goals/vision statements found within each of these sectors that can connect to a moral purpose of physical literacy. Although these examples are specifically from Manitoba (woot, woot – shout out!), I would be VERY surprised to find much difference in other regions.

  • Health: “…to meet the health needs of individuals, families and their communities … A health system that promotes well-being…”
  • Sport: “…a goal to advance the health, social and recreational benefits of sport and the overall performance of Manitoba athletes…”
  • Education: “…ensure that children and youth have access to an array of educational opportunities to experience success to prepare them for lifelong learning and citizenship…”
  • Recreation: “…enable Manitobans to fully develop their innate capabilities and creatively use their energies, while enriching their lives and improving their health and sense of well-being.”
  • Home/Family: Hmmm… Would there be any parent that would disagree with the above values and goals for their child?

Margaret Whitehead expressed this very concept of a shared moral purpose at the International Physical Literacy Conference in Banff (2013).

Our mission or challenge is to do all we can to enable ALL to make progress on their individual physical literacy journey.

What if all areas touching on physical activity bought into and operationalized physical literacy? Powerful. Efficacious. Life changing.

Since we can’t MAKE someone physically literate, it becomes our mission to: Provide enriching and enhancing environments in which kids can have positive, educative experiences. What might this look like? To go back to Margaret Whitehead’s talk in Banff (2013) she shared the following about creating experiences to foster physical literacy:

  • Rewarding and enjoyable – fostering motivation
  • Positively effect self confidence and self-worth
  • Enable progress and have success in a wide range of pursuits
  • Empower decision making
  • Enable appreciation of life-course physical activity
  • Energize for proactive participation

Therefore, our roles, whether in education, sport, recreation, home/family or health, are to be travel agents for a storied physical literacy journey. Travel agents don’t send everyone to the same place! They take time to get to know you, your dreams, skills, passions, past experiences – then they craft an experience that meets YOUR needs. When you get back home, you don’t shares clinical, dry details of your trip. NO! You tell stories. Stories of risk, surprise, joy, learning and new experiences. If you need a refresher on the power of story – check this out.

I encourage you to become physical literacy travel agents to help kids (or adults!) take steps on their individual journeys. As you do so, remember:

1294380_684473301578022_2005795376_oIt’s about relationships – take someone along – connect across sectors.

SkiingWhere do we want kids to go? Where do THEY want to go? Choose destinations with the CLIENT’s needs at heart – not yours.

 kayak

Explore and try new things… Nuff said.

 cliffs

Take (acceptable) risks!

Hike

Remember, it’s a life-long journey! The value is in the journey – not the destination.

Be a travel agent.

Do what’s best for kids.

Enable ALL to make progress on their PL journeys

LIVE Storied LIVES.

findthejoyinthejourney 1

To order the shirt, go here (no % 4 me, just love the shirt!)

Speaking of Physical Literacy…

Over the past 9 months I have been privileged to be able to speak at a CdnPLnumber of Physical Literacy ‘Summit’ type events across Canada. After reviewing my notes and doing some thinking about the many conversations with individuals very passionate about physical education and physical literacy, I have just realized that I have yet to write a blog post exclusively on physical literacy! I use and explore the term with my students. I speak about it. I tweet about it. I read about it. I am beginning to research it. I am incorporating it into a PE textbook. Guess it is time to blog about it! So here goes my first swing – a short three point introduction to the topic. I hope to have two more physical literacy posts ‘on deck’ (see what I did there?) to follow in December.

Firstly, let me just remind you (and myself) about the definition of physical literacy. We will dive into the ramifications of this definition later, just wanted to get it in your head again! Margaret Whitehead (2010) states:

“In short, as appropriate to each individual’s endowment, physical literacy can be described as a disposition in which individuals have: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the life-course.”

Secondly, let me state that I am whole-heartedly, unequivocally, undeniably, explicitly, enthusiastically and for reals on board with the concept of physical literacy. I believe that we are standing on the threshold of a HUGE opportunity for physical education. Here’s why:

  • Literacy is an expanding concept as shown by this United Nations definition from 2002, “Literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the twenty-first century.” It is about time that the physical aspect of who we are is embraced instead of being divorced and downtrodden.
  • Physical literacy as a concept includes a language and vocabulary that educators (and parents and kids) can understand. Most times when I explain it to educators unfamiliar with physical or movement education they go, “Oh! Well that makes sense!”. The connection with what we should be doing in physical education is rock solid and connects strongly with overall educational goals.
  • We have an unprecedented opportunity (and momentum) for collaboration, cross-sector appeal/uptake between physical education, sport, recreation, family and community. If we do this right – everybody gains. Especially the children.  Common, consistent messaging and practice!
  • Physical literacy can help to remind us that physical education is a necessary, crucial, essential and vital part of a viable education system. It can also remind us that we must strive to be better. Better teachers. Better physical educators. Better motivators. Better learners. Better advocators.

Thirdly, this super-on-board status of mine does not mean that I have fears. Specifically I have two big ones: that physical literacy is interpreted and applied as no more than a bigger focus on Fundamental Motor (Movement) Skills and; that the concept somehow loses momentum and dies without accomplishing implementation and accountability change. More detail to come on these later…

That’s it for this introduction. The next two physical literacy focused posts will feature ‘Readers Digest’ version of two talks I have given recently at the aforementioned Summits:

  • Physical Literacy Praxis: Moving from theory to practice (and back again!)
  • Becoming Travel Agents for a Storied Physical Literacy Journey.

 

Stay tuned!