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| Feature | No.65 October 2013 |

Physical Literacy within the Educational Context in Canada

James Mandigo, Vicki Harber, Colin Higgs, Dean Kriellaars & Richard Way

Abstract

This paper looks at the development of physical literacy in Canada over the last 10 years. The discussion is based round some of the strategies to promote physical literacy, as identified by Margaret Whitehead (2010). Initiatives taken by personnel in Canada are set out showing how each of these strategies is being promoted.

O Canada. The country with the second largest landmass in the world. A county where images of majestic mountains, glacier fed rivers and lakes, coastal hiking trails, and clean outdoor air pop into peoples’ imaginations around the globe. While many of these images are true (and we are proud of them), for many of our children and youth, the only experiences they have with such natural beauty is through images on television and computer screens, and other forms of digital technology. The average Canadian student in grades 6 to 12 spends an astonishing 7.8 hrs EACH DAY in front of a screen (Leatherdale & Ahmed, 2011). Childhood obesity (Public Health Agency, 2011) and inactivity/ sedentary behaviour rates are rapidly climbing (Active Healthy Kids Canada, 2013) along with corresponding health problems and their associated costs (Janssen, 2012).

One of the most comprehensive solutions being presented to address these and other health issues (physical, social, mental) is through the development of a physically literate society. Many sectors across Canada (i.e., education, sport, recreation, public health) have turned their attention to ways in which the development of physical literacy can be the foundation for the healthy development of current and future generations. This article highlights the journey travelled so far and the journey yet to come to motivate our children and youth away from their screens and to experience the many benefits that being physically literate has to offer. To provide a framework for this discussion, strategies to promote physical literacy identified by Margaret Whitehead (2010) in her concluding chapter in Physical Literacy Throughout the Lifecourse will be presented with respect to various Canadian initiatives that address each selected recommendation.

“Promoting a better understanding of the nature and significance of the concept of physical literacy, particularly working in the field of education” (Whitehead, 2010, p. 191)

Canadian Sport for Life (CS4L) and Physical and Health Education (PHE) Canada have both taken leadership roles across Canada to promote physical literacy at the grassroots level across several sectors (e.g., education, sport, recreation, public health). PHE Canada has developed a working definition of physical literacy for educators, which builds upon the seminal work of Whitehead (2010). Through their Physical Literacy website, PHE Canada (2013) has developed resources for educators and parents that help them to better understand the concept of physical literacy and why it is important. As well, the CS4L (2013) Physical Literacy website has compiled a number of resources that are geared towards educators, coaches and recreation leaders on helping them to better understand physical literacy.

As a result of the increased awareness of the importance of physical literacy raised by organizations such as PHE Canada and CS4L, more and more physical education curricula across Canada have embedded the concept of physical literacy into their learning outcomes for students. Within Canada, education is the responsibility of the individual provinces and territories and therefore, there is not one National curriculum. However, a growing number of newly updated provincial curricula have identified the important role that physical education has to play in the development of physical literacy. For example, in the province of Ontario, the vision of the physical education program is to “… help [students] thrive in an ever-changing world by enabling them to acquire physical literacy” (Ontario Ministry of Education, 2010, p. 3). In Manitoba: “Throughout Kindergarten to Grade 10, PE programming emphasizes acquisition and application of movement skills in a variety of physical activities for developing physical literacy” (Manitoba Education, Citizenship and Youth 2009, p. 38). This focus upon physical literacy, particularly within the vision statements of curricula, has resulted in significant attention being paid to physical literacy within the education sector. For example, the Ontario Physical and Health Education Association (Ophea, 2013) has created a series of videos for parents, teachers, and students explaining the importance of physical literacy and its relationship to the PE curriculum. PHE Canada (2013) has also provided a number of resources for educators (e.g. video, podcasts, practical activities, workshops, documents, etc.) that highlight effective pedagogical strategies that teachers can use to enhance the development of their students’ physical literacy.

“Challenging the assumption that physical activity is only for the physically talented” (Whitehead, 2010, p. 192)

Canada’s Long Term Athlete Development (LTAD) plan has provided a framework for all of Canada’s National Sport Organizations (NSO) to implement physical activity programs for individuals across the lifespan (Balyi, Way, Norris, Cardinal, & Higgs, 2005). The development of physical literacy is the foundation for BOTH elite sport and for the health of the nation. In other words, each of the NSO’s LTAD sport-specific models provides a plan for the development of high performance athletes as well as individuals who wish to participate for recreational and health benefits. However, whether it is the goal of reaching the podium at a major international event or being active for life, the development of physical literacy, particularly through childhood and adolescence, is at the foundation of LTAD. CS4L (2013) and PHE Canada (2013) have both taken a leadership role in recognizing and connecting physical educators to the LTAD model. By recognizing that PE in school can be one of the most effective ways to enhance the development of physical literacy for all Canadian children and youth (PE is required in most provinces until Grade 9 – age 14), CS4L (2013) and PHE Canada (2013) have created a number of resources and support tools to help educators understand the importance of physical literacy and its importance within the LTAD model.

“Ensuring that all practitioners understand fully that a wide variety of physical activities need to be introduced to young people, to cater for the interests of all” (Whitehead, 2010, p. 192)

The adoption of a movement education approach within many of Canada’s PE curricula has helped to ensure that students are exposed to a wide variety of physical activities. Influenced by the work of Rudolf Laban (c.f., Wall & Murray, 1994), many teachers who immigrated to Canada from Great Britain after World War II soon had a far reaching impact upon the development of a “new way” of teaching PE that challenged the more militaristic style embedded in many schools at the time (Mandigo, Corlett & Lathrop, 2012). The concept of physical literacy first evolved from prominent movement educators at the time such as Ruth Morrison (1969) who wrote:

“To be physically literate, one should be creative, imaginative, and clear in expressive movement, competent and efficient in utilitarian movement, and inventive, versatile, and skilful in objective movement.” (p. 3)

This type of holistic and monistic approach to PE encouraged movement across diverse forms of movement and placed an emphasis on the “how” activities were taught (i.e., pedagogy) rather than always the “what” was being taught. Educational dance and gymnastics and developmental games (that later evolved into Teaching Games for Understanding) soon became the dominant movement forms in many PE curricula across Canada. Today, movement education is still very much a part of PE curricula (Francis, Sheehan, Robinson, & Johnson, 2011). Curriculum outcomes that require students to develop movement skills (e.g., stability, locomotion, manipulation) in conjunction with movement concepts such as body, effort, space, and relationship across multiple forms of physical activities (e.g., games, dance, gymnastics, fitness, outdoor pursuits, individual pursuits, etc.) are identified in many PE curricula documents across Canada (e.g., British Columbia, Saskatchewan, Ontario, Nova Scotia). As well, organizations outside of the education sector have also developed resources that can be integrated into PE programs. For example, the Canadian Coaching Association’s (2013) Fundamental Skills Program provides both teachers and coaches with practical tools on how to support the development of fundamental movement skills with their students and athletes respectively.

“Challenging the assumption that physical activity is not appropriate for those with a disability or for the older adult population” (Whitehead, 2010, p. 192)

AND

“Breaking down barriers in respect of participation in all or some activities by particular groups, such as women and those from different ethnic backgrounds” (Whitehead, 2010, p. 192)

The concept of physical literacy in Canada has been one viewed through an inclusive lens. It has been a concept that has brought together various groups who represent Canada’s diverse and sometimes marginalized population. For example, the resource entitled No Accidental Champion (Higgs, Bluechardt, Balyi, Way, Jurbala, & Legg, 2013) has adapted the LTAD framework for athletes with a disability. This has resulted in an increased emphasis on the development of physical literacy for children and youth with a disability in physical education and sport programs. PHE Canada, for example, has developed two resources for physical educators that focus on the development of fundamental skills as an important basis for developing physical literacy for children with physical (Lloyd & Legg, 2009) and behavioural disabilities (Lloyd, 2010). The Canadian Association for the Advancement of Women in Sport and Physical Activity (CAAWS) published a report entitled Actively Engaging Women and Girls. In their recommendations to educators, the report states: “Physical education and school-based sport and physical activity can provide valuable opportunities for girls and young women to develop physical literacy and a foundation for life-long participation” (Johnstone & Millar, 2012, p. 39). These are two examples, among many others, that highlight the emphasis being placed within education on ensuring that ALL Canadian children and youth have an opportunity to develop their physical literacy

“Fostering enthusiasm for getting involved in physical activity, through strategies to increase motivation for, and confidence in, being active” (Whitehead, 2010, p. 192)

AND

“Establishing assessment for learning in the learning/ teaching situation and developing a proven system of charting progress in developing physical literacy” (Whitehead, 2010, p. 192)

PHE Canada and CS4L have developed assessment tools to help educators and practitioners chart the progress of students’ levels of physical literacy and to provide formative feedback to students about the development of their physical literacy. For example, PHE Canada’s (2013) Passport for Life program assesses four key areas of physical literacy: Active Participation, Living Skills, Fitness Skills, and Movement Skills. Each of these components is consistent with the holistic perspective of physical literacy and are also a part of PE curriculum across Canada. The program is currently designed for students in Grades 4 to 6, with a pilot program in place for students in Grades 7 to 9 to take place later in 2013. Using standardized and developmentally appropriate assessment tools for each of the four categories, teachers can input the students’ results and then use that data to provide formative feedback on areas they are performing well and areas where they could improve. Practical ideas to help them improve are also provided. Teachers can then track the students’ progress during the year and schools can also monitor their progress from grade to grade. The tool also provides practitioners with pointers as to how their pedagogy might support student progress – not least in respect of developing their motivation and confidence. The assessment tool is not designed for summative purposes (i.e., to determine a students’ grade in their PE class) but rather as an assessment tool for learning that will enable students to develop strategies to enhance their current levels of physical literacy and for teachers to plan activities to help support them in their development of physical literacy.

CS4L’s (2013) recent release of the PLAY tools have a similar focus but geared more towards sport and recreation practitioners as well as parents. The PLAY tools provide an assessment of children ages seven and up with a measure of their movement competence (i.e., stability, object control, and transport) as well as their motivation and confidence to be physically active. The tool also provides an assessment of where the children participate to encourage participation in multiple environments (e.g., snow, ice, land, air, water, outdoors) as well as how they interact respectfully with others in these environments. Similar to the Passport for Life program, the aim of these assessments is for formative purposes and children, coaches, and parents are encouraged to use the assessments to help set realistic and attainable goals. A PLAY tool for parents and a self-assessment PLAY tool for children are also included to help with their ongoing journey in the development of physical literacy.

“Bringing together all those in promoting physical competence so that they share the common purpose of promoting physical literacy and speak with one voice” (Whitehead, 2010, p. 192)

CS4L hosts an annual National summit to bring together representatives from government, sport, education, health, and the corporate sector to discuss and learn about physical literacy. Their leadership in this area recently culminated in an International Physical Literacy Conference (April, 2013) that brought together over 250 delegates from a number of countries and sectors. Physical literacy has also been a key theme at several education conferences over the past five years. From PHE Canada’s National Conference, to Provincial Conferences (e.g., Newfoundland and Labrador, Alberta, Manitoba) to local school board and public health professional development workshops, the concept of physical literacy has brought people from across the various sectors together to help develop a common movement vocabulary.

Conclusion

The concept of physical literacy and the goal to create a physically literate nation has clearly brought people together. Educators, coaches, parents, public health workers, recreation leaders, government officials, etc are all starting to use a common language; the language of physical literacy. The results to date have been very encouraging. While there is still a long way to ensuring that all Canadian students possess a level of physical literacy that is sufficient to help them live healthy and active lives, the road ahead looks promising given how far we have come and the collective work of leaders across Canada.

Author’s Note

While this is an original paper, some overlap in the content does exist with a soon to be published book chapter entitled: Mandigo, J.L., & Lathrop, A. (submitted). The relevance of physical literacy in the development of physical education curriculum and pedagogy in Canada. Chapter in M. Chin & C. R. Edington (Eds). Physical Education and Health: Global Perspectives and Best Practices. Urbana, IL: Sagamore. The book chapter builds on the information provided in this paper and provides a more detailed description of various initiatives that support the development of physical literacy across Canada.

References

1. Active Healthy Kids Canada (2013). Are we driving our kids to unhealthy habits? The 2013 Active Healthy Kids Report Card on physical activity for children and youth. Toronto, ON: Author. Retrieved from: http://www.activehealthykids.ca/2013ReportCard/en/

2. Balyi, I., Way, R., Norris, S., Cardinal, C. & Higgs, C. (2005). Canadian sport for life: Long-term athlete development [Resource paper]. Vancouver, Canada: Canadian Sport

3. Canadian Coaching Association (2013). NCCP FMS coach professional development. Retrieved from http://coach.ca/nccp-fms-coach-professional-development-p132215.

4. Canadian Sport for Life (2013). CS4L physical literacy. Retrieved from http://www.physicalliteracy.ca

5. Francis, N., Sheehan, D., Robinson, D., & Johnson, A. (2011). FMS: An educator's guide to teaching fundamental movement skills. Ottawa, ON: PHE Canada.

6. Higgs, C., Bluechardt, M., Balyi, I., Way, R., Jurbala, P., & Legg, D. (2013). No accidental champion. LTAD for athletes with a disability (2 nd Ed.). Victoria, BC: Canadian Sport for Life.

7. Janssen, I. (2012). Health care costs of physical inactivity in Canadian adults. Applied Physiology, Nutrition and Metabolism, 37(4), 803-806.

8. Johnstone, L., & Millar, S. (2012). Actively engaging women and girls. Addressing the psycho-social factors Ottawa, ON: Canadian Association for the Advancement of Women in Sport and Physical Activity. Retrieved from: http://www.caaws.ca/ActivelyEngaging/documents/CAAWS_CS4L_Engaging_Women.pdf

9. Leatherdale, S. T., & Ahmed, R. (2011). Screen-based sedentary behaviours among a nationally representative sample of youth: are Canadian kids couch potatoes? Chronic diseases and injuries in Canada, 31(4), 141-46.

10. Lloyd, M. (2010). Fundamental movement skills IB: For children with developmental and/or behavioural disabilities. Ottawa, ON: Physical and Health Education Canada.

11. Lloyd, M., & Legg, D. (2009). Fundamental movement skills IA: For children with physical disabilities. Ottawa, ON: Physical and Health Education Canada.

12. Manitoba Education, Citizenship and Youth (2009). Grade 12: Active healthy lifestyles. Winnipeg, MA: Government of Manitoba. Retrieved from: http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr12/full_document.pdf

13. Morrison, R. (1969). A movement approach to educational gymnastics. London: J.M Dent & Sons.

14. Ontario Physical and Health Education Association (2013). Hands up for health and physical literacy. Retrieved from http://www.ophea.net/programs-services/additional-resources/hands-up

15. Physical and Health Education Canada (2013). Physical literacy. Retrieved from http://www.phecanada.ca/programs/physical-literacy.

16. Public Health Agency of Canada (2011). Obesity in Canada. Ottawa: ON. Author. Retrieved from: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/oic-oac/assets/pdf/oic-oac-eng.pdf

17. Wall, J., & Murray, N. (1994). Children and movement. Physical education in elementary school. Dubuque, IA: William C. Brown.

18. Whitehead, M. (2010). Conclusion and the way forward. Chapter in M. Whitehead (Author). Physical literacy: Throughout the lifecourse (pp. 189-196). Oxon: UK: Routledge.

Contact

James Mandigo
Associate Dean
Faculty of Applied Health Sciences
Brock University
500 Glenridge Ave
St. Catharines, ON L2S 3A1.
Canada.
Email jmandigo@brocku.ca

http://www.icsspe.org/