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CS4L and After School Sport and Physical Activity in Youngsters of Ontario
After-‐School Sport and Physical Activity in Children and Youth of Ontario:
Final Report
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This
2011
report
was
prepared
for
Canadian
Sport
for
Life
and
Physical
and
Health
Education
Canada
by
Ken
Lodewyk,
Ph.D.
Associate
Professor,
Physical
Education
and
Kinesiology
at
Brock
University
Project
advisors
were
Dr.
Laura
Cousens,
Dr.
James
Mandigo,
Dr.
Erin
Sharpe,
and
Dr.
Philip
Sullivan
(Faculty
members
in
the
Faculty
of
Applied
Health
Science
at
Brock
University)
Canadian
Sport
for
Life
advisors
were
Dr.
Mary
Bluechardt
and
Richard
Way
Physical
and
Health
Canada
advisors
were
Sharon
May
and
Andrea
Grantham
1
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Executive Summary 3
B. Process Overview
B. Other Promising Examples of ASSPA Programs for Children and Youth
B. Results
Quantitative Results
Qualitative Results
Works Cited 80
Appendices
87
A. Semi-‐Structured
Interview
Protocol
B. On-‐Line Survey
2
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Executive Summary
Overview
The
intuitive
and
empirical
evidence
is
clear
that
the
hours
immediately
after
school
(15:00
–
18:00)
can
be
either
productive
or
counterproductive
for
children
and
youth;
and,
hence,
for
parents,
employers,
and
communities
(Cameron,
Wolfe,
&
Craig,
2007).
Canadian
Sport
for
Life
(CS4L)
is
a
movement
to
increase
sport’s
contribution
in
Canadian
society
recognizing
sport
as
an
important
part
of
everyone’s
life
by
promoting
each
child’s
healthy
and
logical
development
in
a
sport
or
physical
activity.
Additional
Ontario-‐
based
research
is
needed
into
how
these
challenges
can
best
be
addressed,
particularly
in
relation
to
quality
sport
and
physical
activity
experiences
exemplified
in
CS4Lprinciples
and
the
Long
Term
Athlete
Development
Model.
The
aim
of
this
project
was
to
determine
an
approach
for
CS4L/LTAD
program
implementation
focused
on
fundamental
movement
skills
and
sequential
learning
The post-school hours can be
to
support
the
progression
of
all
children
and
youth
optimal times of holistic
aged
10-‐18
(especially
those
marginalized)
through
development for students
appropriate
developmental
stages
in
after
school
sport
and
physical
activity
(ASSPA)
programs.
The
particularly if they are engaged
principal
investigator
completed
the
project
with
the
in purposeful, safe, relatively
guidance
of
an
advisory
team
consisting
of
experts
supervised, supportive, and
from
CS4L,
Physical
and
Health
Education
Canada,
and
enjoyable activities such as
various
relevant
university
departments.
sports and/or recreational
activities (Eccles et al., 2003).
The
objectives
of
the
project
were
accomplished
by,
first,
conducting
a
literature
review
of
the
scholarly
(academic)
literature
for
correlates
of
after
school
sport
and
physical
activity
(ASSPA)
among
children
and
youth.
Second,
an
environmental
scan,
consisting
of
mainly
an
on-‐line
search,
for
a
sample
of
ASSPA
providers
for
children
and
youth
in
Ontario
and
some
model
programs
outside
of
Ontario
was
performed.
Third,
designing
and
completing
an
empirical
research
study
consisting
of
both
quantitative
and
qualitative
methods.
The
research
involved
the
gathering
of
data
through
25
interviews
and
12
semi-‐structured
focus
group
discussions
in
nine
regions
of
Ontario
each
with
six
to
nine
persons
representing
a
wide
variety
of
ASSPA
organizations.
An
on-‐line
survey
was
also
completed
by
315
ASSPA
providers
across
Ontario.
Respondents
were
from
urban
and
rural
towns
and
cities
throughout
Ontario.
Of
these,
63.7%
were
females
and
36.3%
were
males.
Respondents
could
indicate
more
than
one
role
in
ASSPA
with
children
and
youth.
Roles
varied
from
parent
(34.3%),
coaches
(29.7%),
physical
and
health
education
teachers
(27.6%),
recreation
(22.5%),
public
health
(20.5%),
high
school
athletic
directors
(12.8%),
local
government
officials
(12.4%),
PSO
or
NSO
personnel
(11.4%),
parks
officials
(4.8%),
and
others
(university
athletic
administrators,
school
principals,
and
provincial
government
officials).
3
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Results
Results
of
the
literature
review
reinforced
an
ecological
theoretical
framework
consisting
of
three
main
categories
of
associations
to
sport
and
physical
activity
in
youngsters;
namely,
intrapersonal
(e.g.,
biological,
psychological,
behavioural),
interpersonal
(e.g.,
influence
of
peers,
parents,
siblings,
instructors),
and
environmental
(e.g.,
organizational
dynamics,
infrastructure,
policy).
The
on-‐line
environmental
scan
revealed
a
variety
of
ASSPA
programs.
Providers
included
non-‐profit
organizations
(e.g.,
YMCA,
Boys
and
Girls
Clubs,
Churches),
provincial
sport
organizations,
sport
clubs,
school
ASSPA
initiatives,
and
related
initiatives
by
sport
academies
(schools),
community
sport
councils,
and
government
services
such
as
the
Ontario
Ministry
of
Health
Promotion
and
Sport.
Sample
initiatives
specifically
targeting
marginalized
groups
(such
as
adolescent
girls,
aboriginal
youth,
and
those
having
less
ability,
lower
incomes,
and/or
living
in
highly
urban
areas)
are
reported.
In
the
quantitative
results
(survey)
of
the
empirical
study,
barriers
rated
most
highly
by
respondents
were
inadequate
coordination
between
organizations,
use
technological
gadgets
(e.g.,
computer,
phone,
or
television)
On-‐Line
Prominent
environmental
themes
included
ensuring
adequate
resources
and
affordable
programming,
developing
an
effective
and
supportive
policy
environment,
building
organizational
coordination
to
support
ASSPA,
improving
the
role
of
schools
for
ASSPA,
educating
and
training
for
quality
ASSPA
programming,
promoting
CS4L,
and
continuously
evaluating
programs.
For
example,
existing
funding
and
policy
for
joint-‐
use
facility
agreements
between
schools
and
community
organizations
can
be
better
administered.
While
maintaining
the
existing
strengths
of
the
school
ASSPA
programs
such
as
interscholastic
athletics,
it
is
necessary
to
also
use
schools
and
community
facilities
for
more
recreationally-‐based
ASSPA
opportunities
for
youngsters.
Ensuing
discussion
led
to
several
additional
recommendations.
More
specific
suggestions
for
their
implementation
are
provided
in
the
full-‐version
of
the
report.
4
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Final
Recommendations
INTRA-‐PERSONAL
AND
DEMOGRAPHIC
1.0
Address
Negative
Prior
Experiences
and
a
Lack
of
Understanding,
Confidence
and
Motivation
2.0
Consider
Regional
and
Demographic
Characteristics
2.1
Urban
or
Rural
Location
2.2
Ethnicity
2.3
Gender
3.0
Regain
Participation
“Lost”
to
Technology,
Work
or
Other
Activities
4.0
Facilitate
Reception
to
Canadian
Sport
for
Life
4.1
Affirm
sport
as
inclusive
of
physical
activity
4.2
Clarify
definitions
INTER-‐PERSONAL
5.0
Engage
in
Family-‐Oriented
and
Socially-‐Engaging
Programs
to
Attract
and
Retain
Participants
ENVIRONMENTAL
6.0
Ensure
Adequate
Resources
and
Affordable
Programming
7.0
Develop
an
Effective
and
Supportive
Policy
Environment
8.0
Build
Organizational
Coordination
to
Support
ASSPA
8.1
Target
grassroots
initiatives
within
municipalities
8.2
Create
and
coordinate
an
information
sharing
hub
8.3
Provide
joint
training,
marketing,
and
fund-‐raising
initiatives
8.4
Share
facilities
and
resources
to
reduce
redundancy
and
costs
8.5
Overcome
inter-‐organizational
competition
and
redundancy
8.6
Partner
education,
public
health,
recreation,
and
sport
8.7
Arrange
joint
community-‐school
initiatives
and
facility-‐use
agreements
8.8
Develop
and
empower
municipal,
school-‐community,
and
school-‐based
ASSPA
coordinators.
9.0
Improve
the
Role
of
Schools
in
After
School
Sport
and
Physical
Activity
Among
Youngsters
9.1
Create
a
climate
for
sport
and
physical
activity
9.2
Refine
school
athletics
9.3
Foster
quality
intramurals
and
clubs
for
ASSPA
9.4
Build
a
school
volunteer
base
9.5
Link
to
Health-‐Promoting
Schools
9.6
Generate
support
for
school-‐based
initiatives
10.0
Educate
and
train
for
quality
ASSPA
programming
10.1
Develop
and
implement
quality
resources
10.2
Develop
and
use
a
best
activities
manual
10.3
Align
resources
and
training
to
the
CS4L
developmental
phases
10.4
Better
meet
the
needs
of
the
marginalized
10.6
Train
current
and
prospective
physical
educators
10.7
Implement
a
coordinated
provincial
training
and
certification
program
10.8
Align
resources
and
training
to
the
CS4L
developmental
phases
10.9
Train
evidence-‐based
best
practices
11.0
Promote
Canadian
Sport
for
Life
12.0
Continuously
Evaluate
Programs
5
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Implications
The
final
recommendations
stemming
from
this
project
illuminate
potential
ways
to
improve
interventions
targeted
to
increasing
participation
in
Canadian
Sport
for
Life-‐based
ASSPA
in
the
children
and
youth
of
Ontario.
Evaluation
Assessing
project
in
two
or
three
municipalities
of
Ontario.
Selected
Needs
municipalities
should
vary
by
population
so
that
one
is
conducted
in
a
very
urban
metropolis
(area
consisting
of
a
conglomerate
of
large
cities),
another
in
an
urban
city
(5)
(2)
Change
populated
by
between
50,000
and
100,000
persons,
and
Adoption
Matrices
one
more
in
a
rural
area
centered
around
a
town
or
city
between
5,000
to
50,000
persons.
The
pilot
project
should
target
the
“meso”
level;
that
is,
coordinated
school-‐
(4)
(3)
community
initiatives
at
a
local
level
within
those
Program
Methods/
Strategies
municipalities.
Following
the
six-‐step
physical
activity
intervention
plan
(Bartholomew
et
al.,
2006;
see
the
figure)
would
also
be
prudent.
Each
of
these
initiatives
should
be
led
by
a
coordinator
with
clear
objectives
who
is
adequately
empowered
with
the
finances,
time,
and
resources
to
facilitate
ASSPA
at
the
local
level
(in
an
area
housing
approximately
ten
schools
and
respective
Implementation should begin with a
community
organizations).
This
coordinator
should
pilot project in two or three
be
jointly
funded
by
the
municipal
public
health,
municipalities of Ontario that vary
recreation,
and
school
board.
A
major
aim
of
the
significantly by population, jointly
coordinator
and
pilot
project
would
be
to
facilitate
target school-community initiatives,
joint-‐use
agreements,
training
and
promotion
of
empower a coordinator, and engage
CS4L
principles
and
best
practices
(through
existing
cooperation between public health,
programs
such
as
High
Five),
partnerships
between
municipal recreation and school
public
health,
recreation,
schools,
non-‐profit
board, sport organisations, the
providers,
and
sport
organizations.
It
would
also
be
community sport council, and non-
useful
to
implement
local
pilot
initiatives
in
profit organizations.
municipalities
with
established
community
sport
councils
that
are
part
of
the
strategic
partnership.
Such
councils
also
need
support
to
achieve
their
mandate
and
can
greatly
enhance
the
local
implementation
of
ASSPA
by
successfully
meeting
their
aims
(e.g.,
database,
promotion,
tourism,
marketing,
policy
influence,
networking)
at
the
more
regional
and/or
municipal
level.
A
final
critical
recommendation
was
to
assess
the
existing
programs,
values,
and
needs
of
particular
communities
prior
to
developing,
adopting,
and
evaluating
any
implementation
initiatives.
6
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
CHAPTER
1
–
INTRODUCTION
A. Aim
and
Rationale
The
aim
of
the
project
is
to
work
closely
with
advisors
from
Physical
and
Health
Education
Canada,
Canadian
Sport
for
Life
(CS4L),
and
the
Long-‐Term
Athlete
Development
(LTAD)
Program
to:
Determine
an
approach
for
Canadian
Sport
for
Life/Long-‐Term
Athlete
Development
program
implementation,
focused
on
fundamental
movement
skills
and
sequential
learning,
to
support
the
progression
of
all
children
and
youth
aged
10-‐18
(especially
those
marginalized)
through
appropriate
developmental
stages
in
afterschool
sport
and
physical
activity
programs.
Implementation
of
this
initiative
will
be
achieved
in
cooperation
with
provider
organizations,
teacher-‐
coaches,
parents,
and
a
variety
of
other
such
influential
personnel
in
the
elementary
and
secondary
schools,
private/sport
academies,
and
university/college
sport.
The
intuitive
and
empirical
evidence
is
clear
that
the
hours
immediately
after
school
(15:00
–
18:00)
can
be
either
productive
or
counterproductive
for
children
and
youth;
and,
hence,
for
parents,
employers,
and
communities
(Cameron,
Wolfe,
&
Craig,
2007).
Marshall
(2009)
reports
that
the
majority
of
households
with
children
in
Canada
in
2008
were
dual-‐earning
(both
mothers
and
fathers
employed)
collectively
working
on
average
64.8
hours
per
week
(up
13%
from
57.6
per
week
in
1976
and
higher
for
those
self-‐employed).
A
significant
number
of
children
and
youth
that
are
not
involved
in
organized
after-‐school
programs
are
often
unsupervised
during
the
after-‐school
hours
and
spend
that
time
in
relatively
sedentary,
solitary,
and
unproductive
activities
such
as
watching
television,
engaging
with
internet,
and
eating
more
quantities
of
less
nutritious
food
(AHKC,
2010;
Cameron
et
al.,
2007;
Eccles
et
al.,
2003).
For
example,
compared
to
1992,
significantly
fewer
Canadian
children
in
2005
(especially
boys)
participated
regularly
in
organized
sports
activities
(Statistics
Canada,
2005).
In
fact,
only
about
12%
of
Ontario
children
and
youth
met
or
exceeded
the
recommended
level
of
daily
physical
activity
and
many
fail
to
use
the
after-‐school
time
to
engage
in
active
sport
and
physical
activity
(AHKC,
2010).
It
appears
that
unsupervised
youth
after
school
also
tend
to
be
more
sexually
active,
are
at
increased
risk
for
drug
and
alcohol
use,
and
are
prone
to
demonstrating
more
anti-‐social
behaviour
(AHKC,
2010;
Eccles,
Barber,
Stone,
&
Hunt,
2003).
Alternatively,
the
post-‐school
hours
can
be
optimal
times
of
holistic
development
for
students
particularly
if
they
are
engaged
in
purposeful,
safe,
relatively
supervised,
supportive,
and
enjoyable
activities
such
as
sports
and/or
recreational
activities
(Eccles
et
al.,
2003).
Sampling
several
sports
and
physical
activities
(rather
than
specializing
too
early
in
only
one)
has
been
linked
to
better
social
behaviour
(e.g.,
pro-‐social,
more
diverse
peer
groups),
life
skills,
identity,
and
social
capital
(relations
with
adults…)
along
with
higher
rates
of
physical
activity
in
adulthood
(Cote
et
al.,
2007).
Using
data
from
the
2005
General
Social
Survey,
Clark
(2008)
adds
that
Canadian
“children
are
likely
to
participate
in
sports
if
they
live
in
neighbourhoods
7
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
that
are
considered
safe
for
outside
play”
and
that
“neighbourhood
disorder
is
more
likely
to
occur
in
places
that
have
higher
levels
of
low
income,
thereby
limiting
sports
participation
among
children”
(p.
58).
There
is
some
government
and
private
sector
support
for
initiatives
to
increase
physical
movement
among
children
and
youth,
specifically
including
the
after-‐school
period.
For
example,
federal,
provincial
and
territorial
ministers
responsible
for
sport,
physical
activity
and
recreation
have
set
new
national
recommended
levels
of
physical
activity
for
children
and
youth
age
5
to
19
to
until
2015
(Conference,
2008).
Specific
to
Ontario
(AHKC,
2010):
In
the
2008-‐09
Budget,
the
Ontario
government
announced
$10
million
annually
towards
a
holistic
childhood
obesity
strategy
to
encourage
children
to
eat
healthy
and
be
physically
active.
Ontario’s
After-‐School
Initiative
is
a
key
commitment
under
Ontario’s
Poverty
Reduction
Strategy
to
help
break
the
cycle
of
poverty.
The
Healthy
Communities
Fund
is
a
$16
million
grant
program
to
support
community
partnerships
to
plan
and
deliver
integrated
services
that
improve
the
health
of
Ontarians.
Since
2006/07,
the
government
of
Ontario
has
invested
$584
million
in
1,082
community
recreation
infrastructure
projects.
Daily
Physical
Activity
is
being
implemented
in
elementary
schools
as
part
of
the
government’s
Healthy
Schools
Program.
(p.
63)
These initiatives are in response in part to ongoing challenges such as:
1. Providing
a
comprehensive
system
of
affordable
after-‐school
physical
activity
and
healthy
living
programs.
2. Ensuring
affordable
access
to
community
sport
and
recreation
programs
and
services.
3. Rectifying
a
$5.6
billion
community
sport
and
recreation
infrastructure
deficit.
4. Developing
cross-‐sectoral
partnerships
for
implementation
support.
5. Integrating
and
aligning
policies
and
other
“demands”
affecting
community
leaders.
6. Collective
planning
with
the
broad
social
service
sector
(i.e.,
educators,
public
health,
community
sport,
and
recreation
providers),
which
is
critical
for
long
term
success
(AHKC,
2010,
p.63).
Additional
Ontario-‐based
research
is
needed
into
how
these
challenges
can
best
be
addressed,
particularly
in
relation
to
quality
sport
and
physical
activity
experiences
exemplified
in
Canadian
Sport
for
Life
principles
and
the
Long
Term
Athlete
Development
Model.
Canadian
Sport
for
Life
(CS4L)
is
a
movement
to
increase
sport’s
contribution
in
Canadian
society
recognizing
sport
as
an
important
part
of
everyone’s
life
by
promoting
each
child’s
healthy
and
logical
development
in
a
sport
or
physical
activity.
CS4L
stresses
the
importance
of
sport
for
all
ages
and
stages
to
give
children
the
skills
that
they
need
to
develop
physical
literacy
for
both
healthy
life
long
enjoyment
and
for
sporting
success.
Physical
literacy
is
defined
as
“the
development
of
fundamental
movement
skills
and
fundamental
sport
skills
that
permit
a
child
to
move
confidently
and
with
control,
in
a
wide
range
of
physical
activity,
rhythmic
(dance)
and
sport
situations.
Physical
literacy
also
includes
[giving
children]
the
ability
to
“read”
what
is
going
on
around
them
in
an
activity
setting
and
react
appropriately
to
those
events”
(see
http://www.canadiansportforlife.ca/).
8
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
CS4L
expands
upon
and
promotes
the
Long-‐Term
Athlete
Development
(LTAD)
model
adopted
by
Sport
Canada
and
the
Canadian
Sport
System.
Each
National
Sport
Organization
(NSO)
responsible
for
a
specific
sport
is
developing
its
unique
LTAD
model
based
on
CS4L
and
through
its
Provincial
and
Territorial
counterparts
is
implementing
the
model
across
the
country.
As
such,
the
LTAD
fulfils
an
important
commitment
of
the
Canadian
Sport
Policy
and
provides
an
opportunity
to
align
community,
school,
university/college
and
high
performance
sport.
Sport
system
alignment
means
that
all
organizations
and
participants
in
the
sport
system
are
working
on
the
same
set
of
principles
and
toward
the
same
goals—
enhanced
performance
and
life-‐long
participation.
CS4L/LTAD
also
works
closely
with
national
organizations
such
as
Physical
and
Health
Education
Canada
(PHE
Canada)
whose
main
mandate
is
to
facilitate
healthy
development
in
children
and
youth
by
promoting
and
supporting
quality
school-‐based
physical
and
health
education.
For
example,
PHE
Canada
has
recently
dedicated
a
significant
section
of
their
website
to
advocating
physical
literacy
based
on
sound
pedagogical
practices
(planning,
managing
the
environment,
instructing,
and
being
professional)
in
all
movement
settings
(Mandigo,
Francis,
Lodewyk,
&
Lopez,
2009;
also
see
http://www.phecanada.ca/programs/physical-‐
literacy/physical-‐literacy-‐checklist).
For
more
information
on
best
practices
in
movement
settings
refer
to
research
reviews
on
the
subject
(e.g.,
Lodewyk,
2008).
9
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
According to Richard Light, member of the PHE Canada -‐ LTAD Expert Committee Working Group:
For
the
CS4L/LTAD
message
effectively
to
be
transmitted
across
the
whole
sport
system,
the
same
level
of
support
(as
that
of
the
various
levels
of
government)
must
also
come
from
schools,
municipalities,
recreation
centres,
and
clubs.
Right
now
after-‐school
sport
in
many
parts
of
Ontario
resembles
what
the
overall
sport
system
looked
like
prior
to
CS4L/LTAD.
Children
try
out
for
sports
teams
based
on
existing
skill
levels,
and
those
with
the
requisite
skills
make
the
team
and
enjoy
vigorous
healthy
play,
while
the
less
skilled
are
left
out.
This
creates
a
vicious
cycle:
those
with
the
skills
play
sports
and
through
that
play
further
develop
their
fitness
and
skill.
In
contrast,
those
who
are
less
skilled
play
less,
have
fewer
opportunities
to
refine
and
develop
their
skills,
and
fall
further
and
further
behind
their
skilled
peers.
Eventually
many
of
the
less
skilled
children
stop
trying,
and
withdraw
from
physical
activities
and
sport
that
would
help
them
become
fitter
and
develop
their
skills.
(Personal
Communication,
May
20,
2010)
More
knowledge
is
needed
about
the
programs
offering
after-‐school
sport
and
physical
activity
among
children
and
youth
in
Ontario,
the
barriers
that
prevent
more
children
and
youth
from
getting
involved,
and
the
insights
and
recommendations
of
diverse
after-‐school
program
providers
about
how
to
foster
more
CS4L-‐based
after-‐school
sport
and
physical
activity
programs
for
the
children
and
youth
of
Ontario.
B. Process
Overview
The
objectives
of
this
project
were
to:
• Summarize
the
relevant
research
on
the
present
status
of
sport
and
physical
activity
for
children
and
youth
and
barriers
to
it,
particularly
in
Ontario;
• Identify
and
approach
a
selection
of
these
organizations
to
determine
their
participation
in
and
needs
with
regard
to
implementing
CS4L/LTAD
in
their
after-‐school
sport
and
physical
activity
programs
for
children
and
youth
aged
10-‐18;
and,
• Provide
sufficient
information
to
enable
recommendations
for
the
subsequent
development
of
a
CS4L-‐
based
after-‐school
sport
and
physical
activity
implementation
strategy
and
pilot
project
for
children
and
youth
aged
10-‐18.
Particular
consideration
was
given
to
differences
according
to
ability,
sex,
ethnicity,
socio-‐economic,
and
urban/rural
settings.
In-‐school
initiatives
such
as
intramurals
(Bocarro
et
al.,
2008)
and
physical
education
(Bailey,
2006;
Wallhead
&
Buckworth,
2004)
were
also
considered,
since
these
too
have
an
inverse
association
with
obesity
amongst
children
and
youth.
The
objectives
of
the
project
were
accomplished
by,
first,
conducting
a
literature
review
of
the
scholarly
(academic)
literature
for
correlates
of
after
school
sport
and
physical
activity
(ASSPA)
among
children
and
youth
was
performed.
The
results
of
this
review
are
presented
in
Chapter
2.
10
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Second,
an
environmental
scan,
consisting
of
mainly
an
on-‐line
search,
for
a
sample
of
after-‐school
sport
and
physical
activity
providers
for
children
and
youth
in
Ontario
(and
some
model
programs
outside
of
Ontario)
was
performed.
These
results
are
explained
in
Chapter
3
and
outlined
in
more
detail
in
an
appendix.
Third,
designing
and
completing
an
empirical
research
study
consisting
of
both
quantitative
and
qualitative
methods.
The
research
involved
the
gathering
of
data
through
25
interviews
and
12
semi-‐structured
focus
group
discussions
in
nine
regions
of
Ontario
each
with
6-‐9
persons
representing
a
wide
variety
of
ASSPA
organizations.
An
on-‐line
survey
was
also
completed
by
315
ASSPA
providers
across
Ontario.
It
consisted
of
25-‐rating
items
and
three
open-‐ended
questions.
The
On-‐Line
personal
interviews,
focus
group
discussions,
and
on-‐
line
survey
were
used
as
means
of
“triangulating”
the
Survey
data
(using
three
different
approaches)
to
maximize
the
reliability
of
emerging
themes
related
to
the
main
research
questions.
The
themes
and
recommendations
Emergent
stemming
from
the
triangulated
data
are
provided
in
Themes
The
principal
investigator
completed
the
project
with
the
guidance
of
an
advisory
team
of
academic
experts
(university
faculty
representing
physical
education,
kinesiology,
recreation
and
leisure,
and
sport
management)
and
expert-‐representatives
from
Canadian
Sport
for
Life
and
from
Physical
and
Health
Education
Canada.
Prior
to
collecting
data,
ethics
approval
for
the
study
was
attained
from
the
Brock
University
ethics
board.
Informed
consent
was
attained
from
all
participants
and
confidentiality
of
participants
and
organizations
was
ensured
through
the
use
of
pseudonyms.
11
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
The
following
terms
and
definitions
are
provided
to
further
delineate
the
foundation
of
the
content
of
the
subsequent
literature
review,
environmental
scan,
empirical
research
study,
discussion,
and
conclusions
in
this
project.
12
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Physical Activity
The
Canadian
Fitness
and
Lifestyle
Research
Institute's
CANPLAY
study
on
physical
activity
levels
among
Canadian
children
and
youth
aged
5-‐19
(CFLRI,
2009)
found
that:
• 88%
of
children
and
youth
in
2007
-‐
2009
do
not
accumulate
sufficient
daily
steps
to
meet
recommended
guidelines.
• Boys
at
all
ages
take
significantly
more
steps
per
day
than
girls
yet
only
16%
of
boys
and
8%
of
girls
meet
recommended
levels
of
daily
physical
activity.
• Younger
children
are
more
physically
active
than
older
children
and
youth.
• Participating
in
organized
physical
activity
and
sport
results
in
a
significant
increase
in
the
levels
of
physical
activity
per
day.
• There
are
no
statistical
differences
in
levels
of
steps
taken
per
day
by
province
or
territory
(except
for
lower
levels
of
steps
per
day
in
New
Brunswick
children
and
youth).
These
trends
have
persisted
and
reflect
findings
in
other
research
(Craig
&
Cameron,
2004;
Craig,
Cameron,
Storm,
Russell,
&
Beaulieu,
2001).
Research
among
Ontario
teens
(NHIP,
2003)
corroborates
other
research
on
the
excessive
numbers
of
sedentary
teens:
e.g.,35.4
%
of
Ontario
teens
and
21.8%
of
teens
in
Northern
Ontario
are
physically
inactive
(NHIP,
2003).
On
average,
Ontario
youngsters
take
11,815
steps
per
day
which
is
near
the
Canadian
average
of
11,698
yet,
well
below
the
recommended
daily
levels
of
16,500
(AHKC,
2010).
Obesity
Obesity
levels
have
risen
significantly
in
Canadian
children
and
youth.
For
example,
from
1981-‐1996,
childhood
overweight
rates
in
Canada
increased
from
11%
to
33%
in
boys
and
13
to
27%
in
girls
whereas
childhood
obesity
rates
increased
2
to
10%
in
boys
and
2
to
9%
in
girls
(Tremblay,
Katzmarzyk,
&
Willms,
2002).
A
report
by
Statistics
Canada
(2003)
using
data
from
close
to
10,000
girls
and
boys
aged
12-‐19
reported
that
although
they
were
more
physically
active,
Canadian
boys
were
twice
as
likely
as
girls
to
be
obese.
They
add
that
parental
obesity
is
highly
related
(80%)
to
obesity
in
youth
and
that
more
than
half
of
the
parents
of
children
surveyed
were
either
obese
or
overweight.
Among
Ontario
children,
28%
are
overweight
or
obese
(HSF,
2008).
Such
data
is
troubling
because
of
the
health
risks
associated
with
being
13
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
overweight
or
obese
and
because
obese
children
tend
to
have
a
3.9
to
6.5
times
greater
risk
of
being
overweight
or
obese
as
adults
(Serdula
et
al.,
1993).
For
youth
between
the
ages
of
15
and
17,
it
is
17.5
times
more
likely
(Whitaker
et
al.,
1997).
Although
the
evidence
linking
obesity
to
inactivity
is
inconclusive
(perhaps
due
to
difficulties
assessing
children’s
physical
activity
rates),
there
is
both
logical
and
empirical
evidence
supporting
physical
activity
as
a
means
to
help
prevent
and
intervene
in
obesity
among
children
and
youth
in
Canada
(Janssen,
Katzmarzyk,
Boyce,
King,
&
Pickett,
2004)
and
other
industrialized
countries
(USDHHS,
1997).
Sports Participation
Participation
in
organized
sports
decreases
significantly
between
the
ages
of
10
and
18
(Brustad,
Babkes
&
Smith,
2001).
This
dropping
out
of
sport
occurs
across
all
ability
levels
and
has
been
linked
to
specializing
in
one
sport
too
early
(Cote
et
al.,
2007).
Scheerder
et
al.
(2005)
note
that
“the
time
trend
data
indicate
that
over
the
last
three
decades
age,
sex,
school
program
and
parental
sports
participation
behaviour
remain
major
predictors
of
the
participation
in
different
sports
styles
among
young
people”
(p.
338).
They
add
that
adolescents
differentiate
their
physical
activity
interests
though
they
(particularly
younger
adolescents)
maintain
their
interest
in
organized
sport.
This
is
evident
in
the
diversity
of
preferred
activities
by
children
and
youth
in
Canada
in
Table
1
below:
Table 1: Popularity of Physical Recreation Activities of Youth, by Age
The
2005
Canadian
Community
Health
Survey
results
reported
by
Cameron,
Wolf,
and
Craig
(2007)
show
that
even
if
children
and
adolescents
participate
in
sports,
most
still
fail
to
meet
the
recommended
level
of
daily
physical
activity.
Participating
in
organized
sporting
activities
at
school
results
in
less
steps
per
day
compared
to
those
engaged
in
beyond
the
confines
of
school.
Further,
there
is
not
a
significant
difference
in
organized
physical
activity
or
sport
participation
between
higher
and
lower
income
households.
They
add
that:
Roughly
three-‐quarters
(72%)
of
Canadian
children
and
youth
participate
in
sport.
79%
of
sport
participants
primarily
participate
in
a
competitive
and
structured
environment,
14%
participate
in
a
non-‐competitive
and
structured
environment,
and
5%
participate
in
a
non-‐competitive
and
non-‐structured
environment.
Boys
are
more
likely
participate
in
sport
compared
to
girls.
Participation
in
sport
decreases
from
76%
among
5
to
12
year-‐
14
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
olds
and
decreases
to
61%
among
13
to
17
year-‐
olds.
The
gender
gap
is
only
apparent
among
5
to
12
year-‐olds,
where
boys
are
more
likely
to
participate
in
sport
compared
to
girls.
(p.
10)
In
general,
their
report
suggests
that
Canadian
youngsters
are
most
likely
to
participate
in
physical
activity
when
they
enjoy
both
organized
and
unorganized
physical
activity
(especially
if
it
is
vigorous),
and
when
they
take
part
in
organized
activity
outside
of
and
after
school.
Finally,
the
report
notes
that
girls
and
boys
experience
similar
levels
and
opportunities
to
participate
in
after-‐school
physical
activities
at
school
but
girls
do
not
seem
to
participate
in
out-‐of-‐school
physical
activities
as
much
as
boys.
In
regards
to
school-‐based
sport
and
physical
activity,
a
landmark
Ontario
study
of
secondary
school-‐based
physical
activity
by
Dwyer,
Allison,
LeMoine,
Adlaf,
Goodman,
&
Faulkner,
&
Lysey
(2006)
revealed:
Curriculum-‐based
physical
education
(PE)
classes
in
grade
nine
were
reported
to
be
offered
in
all
schools
and
these
classes
in
grades
10,
11
and
12
were
offered
in
almost
all
schools.
Student
enrollment
in
PE
decreased
from
grades
9
to
12
(97.9%,
49.6%,
43.3%
and
35.9%,
respectively).
Respondents
reported
that
funding,
timetable,
facilities
and
resources
made
it
somewhat
difficult
to
implement
the
health
and
physical
education
curriculum
in
their
schools.
About
two-‐thirds
(65.5%)
of
the
schools
had
an
intramural
program
and
15.0%
of
students
participated
in
it,
whereas
97.2%
of
the
schools
had
an
inter-‐school
sports
program
and
25.0%
of
students
participated
in
it.
Supervision
issues
made
it
difficult
to
provide
intramural
programs
and
funding
made
it
difficult
to
provide
inter-‐school
sports
programs.
In
conclusion,
although
provision
of
physical
activity
opportunities
in
Ontario
appears
satisfactory,
actual
engagement
by
students
is
low.
The
results
suggest
that
strategies
to
increase
student
participation
in
PE,
intramural
programs,
and
inter-‐school
sports
programs
need
further
consideration.
(p.
80)
The
Ontario
Federation
of
School
Athletic
Association
(2004)
reports
similar
participation
rates
in
2004
compared
to
1995
(about
267,000
participants:
114,000
girls
and
133,000
boys).
Four
of
the
five
most
preferred
sports
were
the
same
regardless
of
gender
(though
not
preferred
in
the
same
order):
volleyball,
soccer,
basketball,
and
track
and
field.
Physical Education
In
certain
conditions,
physical
education
programs
can
positively
contribute
physically,
emotionally,
cognitively,
and
socially
to
lifelong
sport
and
physical
activity
participation
in
children
and
youth
(Bailey,
2006).
Despite
such
potential
for
physical
education,
many
Canadian
schools
(43%
in
a
study
by
Hardman
&
Marshall,
2000)
do
not
meet
provincial
standards
for
time
devoted
to
it
and
many
of
the
programs
that
are
offered
provide
inadequate
levels
of
moderate-‐to-‐vigorous
physical
activity
especially
for
adolescent
girls
in
grades
six
to
ten
(Boyce,
2004).
This
is
partly
because
teachers
often
do
not
implement
prescribed
policies
for
physical
education
(Jenkinson
&
Benson,
2009).
It
appears
that
students
are
most
active
in
physical
education
when
lessons
incorporate
fitness,
skill-‐development,
and
game-‐play
activities
rather
than
free
play
(Senne
et
al.,
2009).
For
more
information
about
motivational
factors
in
physical
education
refer
to
other
research
in
this
area
(e.g.,
Chen,
2001;
Couturier,
Chepko,
&
Coughlin,
2005;
Bailey,
2006).
15
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Most
students
discontinue
enrolment
in
physical
education
once
it
becomes
an
optional
subject
in
high
school
(again
more
pronounced
in
females
than
males)
in
Canada
(Craig
&
Cameron,
2004),
the
United
States
(Chen,
2001),
and
Ontario
(Dwyer,
2007;
Faulkner,
Goodman,
Adlaf,
Irving,
&
Dwyer,
2007;
Pybus
&
Lodewyk,
2010).
Among
the
host
of
factors
associated
to
attrition
from
physical
education
are
“past
experiences,
self-‐efficacy,
class
schedule,
knowledge
of
the
course…
the
influence
of
significant
others,
course
curriculum,
community
activity
opportunities”
(Sulz,
Humbert,
Gyurcsik,
Chad,
&
Gibbons,
2010,
p.
1);
a
lack
of
perceived
value
for
it,
appearance
concerns,
disdain
for
overplayed
sports
and/or
competition
(Pybus
&
Lodewyk,
2010).
Many
Ontario
children
and
adolescents
(especially
females)
also
drop
out
of
organized
sports
and
physical
activity.
This
is
partly
because
they
have
more
options
to
choose
from
as
they
age
and
more
demands
on
their
time.
Among
the
other
reasons
are
the
negative
(e.g.,
over-‐competitive)
aspects
of
youth
sports,
loss
of
interest,
time
constraints,
not
fun,
lack
of
playing
time,
dislike
for
the
coach,
pressure
to
perform
(win),
and
lack
of
success
(Gabbard,
2004).
An
Ontario
study
of
male
adolescents
(Allison
et
al.,
2005)
revealed
that
teens
desired
increased
promotion
of,
and
provisional
supports
(e.g.,
transportation,
programming
tailored
to
adolescents’
needs
and
interests)
for
physical
activity
in
the
community.
Many
of
the
more
prominent
barriers
to
after-‐school
physical
activity
and
sport
participation
are
summarized
in
the
following
sections
(B
and
C).
Variables
that
were
consistently
related
to
children’s
physical
activity
were
sex
(male),
parental
overweight
status,
physical
activity
preferences,
intention
to
be
active,
perceived
barriers
(inverse),
previous
physical
activity,
healthy
diet,
program/facility
access,
and
time
spent
outdoors.
Variables
that
were
consistently
associated
with
adolescents’
physical
activity
were
sex
(male),
ethnicity
(white),
age
(inverse),
perceived
ability,
competence,
intentions,
depression
(inverse),
previous
physical
activity,
community
sports,
sensation
seeking,
sedentary
after
school
and
on
weekends
(inverse),
parent
support,
support
from
others,
sibling
physical
activity,
direct
help
from
parents,
and
opportunities
to
exercise.
(p.
963)
16
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Many
of
the
intrapersonal,
interpersonal,
and
environmental
variables
that
have
been
consistently
and
statistically
associated
with
physical
activity
in
children
and
youth
are
presented
in
Table
2
below.
The
main
sources
were
Malina,
Bouchard,
&
Bar-‐Or
(2004);
Sallis,
Prochaska,
&
Taylor
(2000);
Tremblay
&
Wilms,
2003;
USDHHS,
1997;
Vallerand
&
Rousseau
(2001);
Welk
(1999).
Please
note
that
*
indicates
an
inverse
or
negative
association
to
physical
activity
in
children
and
youth.
Table 2: Prominent Correlates of Physical Activity in Children and Youth
INTRA-‐PERSONAL
ASSOCIATIONS
Biological
• Heredity
(e.g.,
level
of
energy
expenditure),
Males,
and
Age*
• Euro-‐American
(e.g.,
Caucasian
versus
Black
or
Hispanic)
when
compounded
with
rural/urban
living,
SES…
• Proficiency
in
motor
skills
(e.g.,
skill
and
success
in
sports)
• Adiposity
(BMI
…)*,
Malnutrition*,
and
being
Overweight
or
obese
(in
Canada)*
• Health
status(e.g.,
disease,
depression,
and/or
disability
such
as
developmental
coordination
disorder)*
• Changes
associated
with
sexual
maturity
during
puberty
in
females*
Psychological
(Cognitive,
Motivational,
Emotional)
• Self-‐concept
for
activity
(overall
view
of
oneself
in
a
physical
activity
setting)
• Self-‐efficacy
(perceived
confidence
in
one’s
ability
to
learn
and
perform
specific
physical
challenges)
• Attitudes
towards
physical
activity
(e.g.,
enjoyment,
interest,
value)
and
enjoyment
of
physical
education
• Perceptions
of
autonomy
and
support
from
significant
others
(e.g.,
coach,
instructor,
peer)
• Perceived
physical
appearance/body
image
in
females
(e.g.,
self
versus
ideal)
• Task
(mastery,
learning)
achievement
motivation
• Perception
of
barriers
to
activity
(e.g.,
limited
access)*
Behavioural
(Habits,
Experiences,
Skills
…)
• Previous
physical
activity
• Time
spent
outdoors
• Sensation
seeking
(e.g.,
desire
for
excitement)
• Involvement
in
community
sports
• Sedentary
after
school
and
on
weekends
(related
to
time
playing
computer
games
and
watching
TV/movies)*
• Use
of
Alcohol
and/or
Cigarettes
in
adolescents*
INTER-‐PERSONAL
ASSOCIATIONS
• Parental
physical
activity
(e.g.,
role
modeling
participation)
• Parental
support
(e.g.,
financial,
transporting)
and/or
encouragement
• Perception
of
peer
support
and
positive
relationships
(especially
in
adolescents)
• Sibling
physical
activity
(e.g.,
presence
of
and
role
modeling
by)
• Conditions
of
optimal
challenge
or
difficulty
ENVIRONMENTAL
ASSOCIATIONS
• Socio-‐economic
status
(SES)
particularly
when
compounded
with
urban/rural
living,
minority
ethnic
status,
under-‐
nutrition,
limited
access…
• Availability
of
activity
facilities
and
of
community
programs
• Safety
• Motivational
climate
(minimizing
social
comparisons
and
long
wait
times;
emphasizing
enjoyment,
learning,
improvement,
and
cooperation)
• Summer
season
(in
temperate
and
cold
climatic
regions),
being
outdoors,
weekends,
and
vacation
(this
is
reversed
in
children
whose
main
activity
is
school-‐based).
Malina,
Bouchard,
&
Bar-‐Or
(2004);
Sallis,
Prochaska,
&
Taylor
(2000);
Tremblay
&
Wilms,
2003;
USDHHS,
1997;
Vallerand
&
Rousseau
(2001);
Welk
(1999).
*=
an
inverse
or
negative
association
to
physical
activity
in
children
and
youth.
17
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Sport
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Activity
in
Youngsters
of
Ontario
• Women
from
lower
SES
groups
have
an
increased
risk
of
being
obese;
yet,
this
relationship
is
not
consistently
evident
in
children
or
men
(Sobal
&
Stunkard,
1989).
• Families
with
lower
incomes
may
not
be
able
to
afford
ideal
or
necessary
equipment,
enrollment
fees,
and
toys
and
may
have
limited
exposure
to
certain
play
activities
and
sports.
For
example,
research
has
revealed
more
skiers,
gymnasts,
and
swimmers
from
upper
middle
class;
young
boxers,
wrestlers,
and
baseball
players
from
lower
SES
families;
and
more
golf
and
tennis
players
from
higher
income
families
(Gabbard,
2004).
Community
Location
and
Size
• The
effect
of
urban
and/or
rural
living
on
obesity
and
health
may
be
mediated
by
several
factors
such
as
SES.
For
example,
studies
in
“developing”
countries
tend
to
find
that
obesity
rates
are
lower
in
rural
than
urban
residents
whereas
those
in
relatively
“developed”
countries
tend
to
report
more
activity,
less
obesity,
and
better
health
in
urban
residents
(Sakamoto
et
al.,
2001).
For
example:
o Mitura
and
Bollman
(2003)
report
that
the
health
(particularly
smoking
and
obesity
rates)
of
adults
living
in
more
rural
or
remote
areas
of
Canada
is
statistically
lower
than
of
those
in
urban
residents,
rural
girls
rate
their
health
lower
than
urban
girls,
and
rural
boys
tend
to
be
more
overweight
than
urban
boys.
o Plotnikoff
et
al.
(2004)
found
a
higher
percentage
of
rural
boys
were
overweight
and
rural
girls
were
obese
than
boys
and
girls
in
urban
centers.
o Loucaides
et
al.
(2004)
reports
that
these
findings
may
be
due
to
the
more
limited
recreational
infrastructure
in
rural
communities.
18
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and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
o Competitive
swimmers
from
large
urban
(versus
smaller
rural)
settings
were
significantly
more
prone
to
withdrawal
from
participation
in
Ontario
and
Nova
Scotia
(Fraser-‐Thomas,
Cote,
&
MacDonald,
2010).
Ethnicity
• There
is
still
an
under-‐representation
of
ethnic
minorities
in
physical
activity
and
sport
(Dagkas,
2006).
• Using
data
from
the
2005
General
Social
Survey,
Clark
(2008,
p.
57)
reports
that
“children
of
recent
immigrants
(immigrants
who
had
been
in
Canada
for
less
than
10
years)
are
less
likely
to
participate
in
sports
(32%)
than
children
of
Canadian-‐born
parents
(55%).
While
internationally
popular
sports
such
as
soccer
may
provide
the
children
of
recent
immigrants
with
a
familiar
place
to
integrate
into
Canadian
society,
even
in
soccer,
participation
is
lower
(10%)
than
among
those
whose
parents
are
Canadian-‐born
(23%).”
• Exploring
2006
data
on
aboriginals
in
Canada,
Smith,
Findley,
and
Crompton
(2010,
p.
55)
reported
that
“over
two-‐thirds
of
Inuit,
Métis
and
off-‐reserve
First
Nations
children
participated
in
sports
at
least
once
a
week...
common
factors
were
a
higher
level
of
parental
education,
weekly
contact
with
Elders,
and
involvement
in
additional
extracurricular
activities.
Other
characteristics
associated
with
sports
participation
included
being
a
boy,
being
between
9
and
11
years
of
age,
having
very
good
to
excellent
health,
living
in
a
higher
income
family,
and
spending
less
than
four
hours
per
day
watching
TV
or
playing
computer
and
video
games.”
• The
Aboriginal
Sport
Circle
(ASC)
represents
the
First
Nations,
Inuit
and
Metis
peoples
of
Canada
in
efforts
to
provide
more
accessible
and
just
sport
and
recreation
possibilities
for
Aboriginal
peoples.
• For
a
review
of
promising
physical
activity
interventions
in
Aboriginal
peoples,
see
Teufel
et
al.
(2009).
• Gender-‐based
research
must
be
interpreted
cautiously
as
there
is
wide
variation
in
gender-‐related
beliefs
and
practices
across
nations,
cultures,
ethnicities,
and
religions.
• Boys
tend
to
be
more
physically
active
at
all
ages
but
increasingly
as
children
progress
through
school.
For
example:
o Between
and
ages
of
12
and
19,
girls
are
significantly
less
active
than
boys
as
64%
of
girls
compared
to
52%
of
boys
are
physically
inactive
(1998/99
National
Population
Health
Survey,
CFLRI
2001).
o “Beginning
at
the
age
of
12,
girls’
involvement
in
physical
activity
declines
steadily
until
only
11%
are
still
active
by
age
16-‐17
(Hay
&
Donnelly,
1996
cited
from
CAAWS,
2004).
• Research
reported
by
the
Canadian
Association
for
the
Advancement
of
Women
in
Sport
and
Physical
Activity
(CAAWS,
2004,
p.
20-‐24)
indicates
that:
o Girls
with
low
self-‐esteem
have
higher
rates
of
discontinuing
sports
or
physical
activity,
begin
smoking
at
a
younger
age,
and
are
more
vulnerable
to
pressure
from
peers
to
abuse
drugs
and
alcohol.
o Decreasing
and
lower
rates
of
sport
and
physical
activity
participation
than
males
may
in
part
be
due
to
females,
beginning
at
an
early
age,
under-‐valuing
and
underestimating
their
physical
activity
capabilities.
19
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
o Girls
and
young
women
tend
to
understand
the
importance
of
physical
activity
to
their
health
and
do
want
to
increase
their
participation
yet
may
not
because
they
perceive
social
and
systemic
barriers
(e.g.,
lack
of
opportunity,
choice,
time).
In
fact,
females
report
more
constraints
to
participation
than
do
males,
in
the
form
of
insufficient
time,
finances,
and
other
resources
along
with
safety
concerns.
• A
review
by
Flintoff
and
Scranton
(2006)
reports
that
girls
tend
to:
o Enjoy
different
activities
in
physical
education
than
boys.
o Be
more
concerned
about
mixed
(integrated)
classes
with
the
boys.
o Tend
to
be
more
anxious,
particularly
in
having
to
be
integrated
with
males
in
the
same
class
and
in
feeling
vulnerable
in
wearing
attire
for
physical
education,
being
prepared
for
the
next
class,
and
thriving
in
a
rather
“masculinised”
setting
and
curriculum.
• Research
on
sport
and
development
in
females
(Sport
for
Development
and
Peace,
2008)
has
revealed
significant
links
between
sport
and
health/well-‐being
of
girls,
feelings
of
self-‐
esteem
and
empowerment,
improved
social
inclusion
and
integration,
changes
in
normative
gender-‐expectations,
and
more
opportunities
to
develop
leadership
and
to
achieve.
• Girls
were
more
likely
to
misjudge
their
body
size
relative
to
reality
than
boys
(Statistics
Canada,
2003).
• Girls
(53%)
tend
to
overestimate
their
size
relative
to
reality
whereas
boys
(12%)
are
more
prone
to
underestimating
their
size
(Statistics
Canada,
2003).
• By
the
time
girls
reach
the
age
of
18,
more
than
50%
of
them
perceive
themselves
as
being
too
fat
even
though
they
are
of
normal
body
weight
(Henderson
&
King,
1998
cited
from
CAAWS,
2004).
• Body
image
concerns
are
particularly
poignant
in
adolescent
girls.
Among
the
correlates
with
body
dissatisfaction
are
lowered
self-‐esteem
and
increased
anxiety,
depression,
engagement
in
unhealthy
behaviours,
and
excessive
exercise
(Grogan,
2008).
• Sport
offers
unique
opportunities
to
reduce
stigma
(prejudice)
and
to
increase
socialization,
empowerment,
independence,
and
inclusion
in
individuals
with
disabilities.
Globally,
it
is
estimated
that
about
93%
of
women
with
disabilities
do
not
participate
in
sports
or
physical
exercise
(Blauwet,
2007)
and
that
approximately
33%
of
athletes
with
disabilities
that
take
part
in
international
competitions
are
females
while
many
countries
do
not
enter
any
(Sherrill,
2004).
INTER-‐PERSONAL ASSOCIATIONS
• Parents
have
a
profound
relationship
to
the
sporting
behaviours
of
their
children
–
particularly
before
the
age
of
10
(Brustad,
et
al.,
2001).
• Malina,
Bouchard,
&
Bar-‐Or
(2004),
report
that
this
relationship
can
take
the
form
of,
for
example,
showing
interest
in
the
child’s
sporting
activities,
providing
the
child
with
feedback
about
their
sporting
20
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After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
capabilities,
supplying
equipment,
not
pressuring
the
child
to
meet
the
parents’
expectation
(linked
to
anxiety
in
the
child),
providing
encouragement
and
support
(linked
to
enthusiasm,
enjoyment,
and
self-‐
esteem
in
the
child),
and
enrolling
the
child
in
and
providing
transport
to
and
from
the
sport.
• Modeling
sport
by
parents
(particularly
fathers
for
the
male
children)
and
older
siblings
is
particularly
influential
in
childhood.
• Children
in
Canada
with
more
siblings,
a
more
educated
father,
and
higher
levels
of
parental
financial
income
tend
to
be
less
prone
to
obesity
(Wilms,
Tremblay,
&
Katzmarzyk,
2003).
Peers
and
Sport
Participation
• As
children
mature,
the
influence
of
peers
on
sporting
behaviours
and
preferences
becomes
increasingly
potent;
therefore,
sport
as
a
context
of
physical
activity,
is
a
key
area
for
child
and
youth
development
(Smith,
2003).
• Involvement
with
peers
is
a
common
reason
cited
for
why
children
and
youth
play
sports.
For
example,
experiencing
enjoyment,
health
fitness
benefits,
learning
skills,
and
social
interaction
appears
to
be
more
important
to
youngsters
than
performance
success
(Brustad
et
al.,
2001).
• Youngsters
(particularly
females)
in
sport
tend
to
value
peer
acceptance
seem
to
base
friendship
with
teammates
on
internal
features
such
as
how
they
are
as
companions,
enhancers
of
self-‐esteem,
socially
mature,
loyal,
and
avoiders
of
conflict
(Brustad,
et
al.,
2001).
• Motivation
and
success
in
sport
may
be:
o Improved
through
the
type
of
positive
team
environment
that
sport
participation
can
provide
for
children
and
youth
(PCPFS,
2006).
o Reduced
when
peer
sport
environments
are
characterized
by
negative
interactions
and
that
make
performance
results
socially
public
since
these
tend
to
induce
excessive
anxiety
and
reduce
enjoyment
(Weiss
et
al.,
1996).
• Positive
benefits
of
sport
may
be
enhanced
when
coaches
foster
sport
settings
that
have
a
variety
of
engaging,
worthwhile,
and
optimally
challenging
learning
activities
and
when
coaches
are
enjoyable,
supportive,
and
foster
autonomy
(Ewing
et
al,
2002).
• Coaches
who
gave
technical
feedback
and
encouragement
more
frequently
while
using
less
punishment
and
controlling
behaviours
had
players
that
were
more
interested
in
the
sport,
had
higher
self-‐esteem,
rated
their
coaches
more
favourably,
and
experienced
more
team
unity
(Brustad
et
al.,
2001).
ENVIRONMENTAL ASSOCIATIONS
• Differences
such
as
the
importance
placed
on
a
successful
sports
career
(like
increased
income,
fame,
fortune)
often
result
in
children
and
youth
being
socialized
into
sports
differently.
• Some
religious
convictions
may
restrict
participation
in
certain
forms
of
sport
and/or
physical
activity
(Crespo,
Smitt,
Anderson,
Carter-‐Pokras,
&
Ainsworth,
2000).
21
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
• Gabbard
(2004)
reports
that
males
tend
to
be
more
easily
socialized
into
organized
sport
than
females
because
children
and
youth
are
exposed
to
more
male
than
female
sport
role
models
and
because
of
cultural
stereotypes
or
religious
beliefs
that
promote
many
sports
as
“masculine”
activities.
For
example,
17%
of
high
school
female
athletes
report
concern
with
that
their
participation
in
games
may
be
viewed
as
a
masculine
endeavour.
• As
a
result,
girls
might
be
more
concerned
with
the
implications
of
their
gender
identity
is
they
choose
to
become
active
in
sport.
In
situations
where
this
is
a
reality,
using
certain
instructional
methods
differently
for
boys
and
girls
may
be
necessary
and
girls
(particularly
those
aged
9-‐11)
may
require
more
encouragement
to
become
involved
in
sport.
• In
general,
research
(e.g.,
Seefeldt
&
Ewing,
2002)
suggests
that
sports
are
effective
tools
in
reducing
rates
of
deviant
behaviours
among
children
and
youth
(particularly
in
youth
from
lower-‐income
classes),
if
provided
through
positive,
supportive,
autonomy-‐building,
and
non-‐authoritarian
approaches
that
target
personal
needs.
For
example,
relations
between
sport
involvement
and
lower
rates
of
delinquency
is
positive
in
the
United
States
particularly
in
youth
from
lower-‐class
backgrounds
or
youth
leading
to
many
sport-‐based
crime
prevention
and
intervention
programs
for
youth.
22
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
According
to
the
Sport
Alliance
of
Ontario
(2011),
“sport
and
recreation
are
key
components
of
the
daily
lives
of
almost
2.5
million
Ontarians.
The
sport
and
recreation
community
is
served
by
more
than
100
provincial
sport
organizations,
committed
individuals
in
the
educational
sport
sector,
countless
municipal
parks
and
recreation
staff,
and
600,000
volunteers
and
private
sector
fitness
and
facility
providers
to
help
improve
the
daily
lives
of
people
in
Ontario.”
Many
agencies
and
personnel
deliver
after-‐school
sport
and
physical
activity
(ASSPA)
programs
and
services
for
children
and
youth
in
“The
sport
and
recreation
community
Ontario
and
elsewhere.
Among
these
are,
for
example,
is
served
by
more
than
100
provincial
provincial
sport
organizations
(PSO)
and
their
associated
local
sport
organizations,
committed
clubs,
sport
councils,
extracurricular
school-‐based
sport
individuals
in
the
educational
sport
programs,
sport
academies
(schools),
and
non-‐profit
sector,
countless
municipal
parks
and
organizations
such
as
churches,
the
YMCA,
and
Boys’
and
recreation
staff,
and
600,000
Girls’
Clubs.
Of
course,
successful
ASSPA
programs
for
volunteers
and
private
sector
fitness
children
and
youth
also
operate
outside
of
Ontario
so
several
examples
of
these
are
also
provided.
The
scan
shows
the
and
facility
providers
to
help
improve
variety
of
ASSPA
initiatives
for
children
and
youth
without
the
daily
lives
of
people
of
Ontario.”
attempting
a
more
complete
inventory.
Such
an
inventory
can
Sport
Alliance
of
Ontario
(2011)
be
found
on
the
Sport
Alliance
of
Ontario
(2011)
website.
The
scan
consisted
of
an
online
search
of
relevant
programs.
We
refer
you
to
other
databases
of
sport
and
recreation
organizations
one
found
on
the
Sport
Alliance
of
Ontario
website
at:
http://www.sportalliance.com/
.
A. EXAMPLES
OF
AFTER-‐SCHOOL
SPORT
AND
PHYSICAL
ACTIVITY
PROGRAMS
FOR
CHILDREN
AND
YOUTH
IN
ONTARIO
SCHOOL-‐BASED
Extra-‐Curricular
School
Athletic
Programs:
At
the
secondary
school
level,
the
Ontario
Federation
of
School
Athletic
Associations
(OFSAA)
governs
competition
for
21
sports
across
18
regional
school
athletic
associations
geographically
spread
across
the
province.
In
contrast,
elementary
after-‐school
sports,
which
do
not
have
a
similar
province-‐wide
organization,
are
ordered
along
school
board
lines.
OFSAA
is
made
up
of
student-‐athletes,
teacher-‐coaches,
principals,
and
sport
administrators
all
who
are
devoted
to
the
philosophy
of
“education
through
school
sport”.
Close
to
270,000
student-‐athletes
and
16,000
teacher-‐
coaches
participate
in
school
sport
in
Ontario
(OFSAA,
2010).
The
coaches
and
teachers
that
participate
are
strictly
volunteers,
and
help
to
provide
46
provincial
championships
and
5
festivals
for
Ontario’s
student-‐
athletes.
23
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Try
Day
(Presented
by
OFSAA):
Try
Day
is
a
day
for
schools
to
introduce
new
or
non-‐traditional
sports
or
physical
activities.
It
is
targeted
to
encourage
the
participation
of
students
who
do
not
normally
take
part
in
sports.
This
day
can
be
credited
to
the
Ontario
Trillium
Foundation,
who
made
it
possible
for
OFSAA
to
provide
funding
of
up
to
$800
for
140
schools
to
hold
a
Try
Day
for
their
students.
A
Try
Day
is
possible
for
any
high
school
in
Ontario,
as
long
as
their
proposed
Try
Day
program
meets
the
criteria
outlined
by
the
Ontario
Trillium
Foundation.
The
activities
that
will
qualify
for
the
funding
are
supposed
to
be
new
or
non-‐
traditional
sports
or
physical
activities.
It
is
encouraged
that
the
schools
try
to
get
their
students
active
and
to
be
exposed
to
sports
that
they
may
continue
after
graduation.
Schools
are
to
consider
programs
that
will
continue
throughout
the
school
year
and
in
future
years.
The
Try
Day
programs
propose
some
suggestions
to
help
high
schools
gain
the
funding:
• Start
a
sport
club
that
the
high
school
does
not
currently
offer
• Hold
a
clinic
that
can
teach
basic
skills
and
then
implement
the
activity
to
the
program
• Develop
a
strong
intramural
program
• Get
access
to
an
athletic
facility
in
the
community
and
try
to
introduce
a
new
sport
to
the
students.
Retrieved
January
19,
2011
from:
http://www.daredevildiscs.com/forms/TryDayFlyer.pdf
After-‐School
Sports
Program:
Cameron
Sports
Academy
in
Etobicoke,
Ontario
offers
a
youth
sports
program
that
is
committed
to
providing
a
safe,
fun,
and
skills-‐focused
experience
for
kids
between
the
ages
of
5
–
14
after-‐schools,
in
the
evening,
on
weekends,
and
during
the
summer.
They
offer
exposure
to
many
different
sports
including
Soccer,
Baseball,
Touch
Football,
Ball
Hockey,
Basketball,
Tennis,
and
Volleyball
(Retrieved
December
12,
2010
from:
http://cameronsportsacademy.com/index.htm).
Glebe
Montessori
School
in
Ottawa,
Ontario
offers
children
a
broad
variety
of
athletic
learning
opportunities
that
take
place
at
the
end
of
a
school
day.
The
students
are
able
to
create
their
own
personal
after-‐school
programs
in
order
to
meet
their
interests.
The
classes
are
run
from
4:15
to
5:15
pm,
with
extended
care
available
from
3:45
to
5:30
pm.
The
students
can
take
part
in
hip-‐hop,
sports
club
with
cooperative
games,
yoga,
flag
football,
and
other
programs.
This
is
a
private
school,
and
therefore
the
prices
for
activity
fees
and
excursion
fees
are
$200.00-‐$250.00,
and
also
a
tuition
fee
to
attend
the
school
(Retrieved
December
10,
2010
from:
http://www.glebemontessori.com/afterschool.html)
The
After-‐School
Recreation
Care
(ARC)
program
is
designed
for
children
aged
6-‐12
and
promotes
games,
arts,
sports,
physical
activity
as
well
as
health
and
wellness.
The
program
occurs
straight
after
school
dismissal
until
6:00
pm.
It
runs
from
September
to
June,
and
there
is
a
small
cost
of
$3.00
per
day,
and
registration
is
based
on
a
5
day
week.
There
are
numerous
locations
that
are
involved
including
Etobicoke/York
District,
Scarborough
District,
North
York
District,
and
Toronto/East
York
District.
There
are
anywhere
between
three
to
eleven
schools
in
the
participating
districts.
No
restrictions
are
based
on
where
students
attend
school.
The
instructors
that
run
the
program
are
all
experienced
and
trained,
but
they
do
look
for
high
school
volunteers,
who
must
complete
an
application,
and
have
a
police
reference
check
done
prior
to
participating.
The
program
was
granted
$3.7
million
to
new
programming
(Retrieved
December
6,
2010
from:
http://www.toronto.ca/parks/after-‐school-‐recreation.htm
).
24
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
The
Beyond
3:30
program
in
Toronto
is
funded
by
corporate
partners
and
in
partnership
with
the
Toronto
District
School
Board
and
the
Toronto
Foundation
for
Student
Success.
The
program
is
designed
to
provide
a
safe,
inspiring
place
that
is
no
cost
for
middle
school
students.
It
runs
between
the
hours
of
3:30
and
7:30
pm
on
school
nights.
It
currently
runs
in
eight
middle
schools,
all
in
high-‐need
neighbourhoods;
Brookview
Middle
School,
Joseph
Brant
Senior
Public,
Rockcliffe
Middle,
Beverly
Heights
Middle,
Dr.
Marlon
Hillard,
Lawrence
Heights
Middle,
Smithfield
Middle,
and
Valley
Park
Middle.
The
program
provides
different
aspects
that
include
a
sports
area,
where
children
play
popular
sports
such
as:
basketball,
volleyball,
floor
hockey,
and
badminton.
They
encourage
team-‐work
and
cooperation,
and
also
create
healthy
conflict
resolution
skills
(Retrieved
November
21,
2010
from:
http://www.tcf.ca/vitalinitiatives/TCF_Beyond_330_Midterm_Report.pdf
).
The
Welcome
Inn
Community
Centre’s
(Hamilton,
Ontario)
Learning
and
Fun
After-‐School
(LAF)
Program
is
for
children
in
grades
1-‐8
from
Bennetto
Public
School
and
St.
Lawrence
Catholic
Elementary
School
in
Hamilton,
Ontario,
Canada.
It
is
a
free
program
for
all,
and
it
runs
for
over
an
hour
and
half
each
day
from
approximately
3:15-‐4:50
Monday
through
Thursday,
and
each
student
attends
twice
a
week.
Through
the
program,
the
first
half
of
it
is
spent
completing
homework,
building
skills
through
workbooks,
and
the
second
half
is
spent
engaging
in
educational
games
and
sports.
In
the
after
school
program
students
are
matched
up
with
a
volunteer
mentor
from
McMaster
University
or
from
the
local
community
to
ensure
the
child
is
safe
and
gets
any
help
he
or
she
may
need.
All
Mentors
receive
ongoing
training
in
order
to
provide
the
best
kind
of
care
for
all
students.
LAF
is
not
only
made
possible
by
the
volunteers
but
also
by
the
suppose
of
United
Way
of
Burlington,
the
Junior
League
of
Hamilton
and
Burlington,
BMO
Employees
Fun,
the
International
Order
of
the
King’s
Daughters
and
Sons,
and
the
individual
donors
and
groups.
Traditional
sports
are
avoided,
as
students
find
it
difficult
to
fit
into
the
games
and
activities.
Instead,
new
games
and
activities
are
introduced
that
all
students
can
take
interest
in
(Retrieved
November
2,
2010
from:
http://www.welcomeinn.ca/programs/laf.php
).
London
Children’s
Connection-‐
School
Age
Program
of
London,
Ontario
is
available
for
children
between
the
ages
of
5
and
12
years.
It
is
also
available
in
over
60
elementary
schools
and
offers
full
day
programs
on
Professional
Activity
Days,
during
school
breaks
and
summer
programs.
Their
main
activity
program
is
the
before
and
after
school.
See:
http://www.lcc.on.ca/child_before_after_school.html
25
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
COMMUNITY-‐BASED
Boys
and
Girls
Clubs
of
Canada
present
a
safe
and
supportive
environment
for
children
and
youth
to
experience
new
opportunities,
overcome
barriers,
build
positive
relationships
and
develop
confidence
and
skills
for
life.
Clubs:
- Are
a
leading
provider
of
quality
programs
to
children
and
youth
ages
5-‐18
to
support
the
healthy
physical,
educational
and
social
development
of
more
than
200,00
young
people
and
their
families
each
year
- Operate
during
the
hours
when
children
are
out
of
school
between
3:00-‐6:00
pm,
which
is
the
time
of
the
day
when
children
are
unsupervised
and
vulnerable
- Tend
to
be
located
in
neighbourhoods
where
children
and
youth
don’t
have
access
to
other
recreational
services
- Tend
to
be
affordable
since
there
are
fees,
however,
if
families
are
in
need
they
are
waived
altogether
- Have
a
collective
budget
of
over
$70
million
- Operate
104
clubs
in
700
community
service
locations
from
coast
to
coast
- Offer
4
main
programs:
Physical
activity
and
Health/Safety,
Leadership/Growth
and
Empowerment,
Learning
and
Career
Development,
Community
Services
Each
year,
foundation
awards
grants
to
Boys
and
Girls
Clubs
and
Regional
offices
across
Canada.
They
also
fundraise.
In
2005,
volunteer
Campaign
Cabinet
was
formed
to
help
reach
target
of
raising
an
additional
$6.5
million.
There
is
over
3,000
trained
full
and
part-‐time
club
staff.
Programs
include
team
sports,
ballet
and
karate,
rock
climbing
and
outdoor
activities.
In
Alberta,
there
is
an
after
school
drop
in
program
for
aboriginal
youth
aged
6-‐12
attending
school.
Retrieved
December
2,
2010
from:
http://www.bgccan.com/content.asp?L=E&DocID=57
.
Programs
in
Faith-‐Based
Institutions:
Bethany
Community
Church
in
the
city
of
St.
Catharines
is
one
of
several
churches
in
Ontario
to
implement
the
Upward
Basketball,
Ball
Hockey,
Soccer,
and
Cheer-‐Leading
program.
This
Christian-‐based
sports
program
for
youngsters
aged
5-‐18.
The
program
was
developed
in
the
United
States
and
participants
are
divided
into
developmentally
appropriate
categories
by
age.
This
gender-‐
integrated
program
trains
(3
hour
workshop;
Police
Record
Check)
and
equips
volunteer
coaches
(coaching
manual,
website,
DVD)
to
implement
a
program
that
includes
an
emphasis
on
biblical
principles,
skill
and
tactical
development,
teamwork,
and
sports-‐person-‐ship.
There
is
one
practice
and
game
each
week
for
each
team
and
the
games
are
administered
very
professionally
with
player
introductions,
a
score
clock,
uniformed
referees
and
players,
and
a
short
biblical
meditation
provided
to
parents
at
half-‐time.
Rules
are
modified
for
each
developmental
level
and
inclusion
in
ensured
by
using
a
regimented
rotation
system
so
every
player
is
guaranteed
equal
playing
time.
In
a
very
subtle
way,
players
are
also
matched
up
with
like-‐
skilled
players.
The
emphasis
is
on
cooperation
and
enjoyment
and
not
on
winning.
For
example,
coaches
are
trained
and
expected
to
compliment
officials
publically
and
to
only
assert
critical
feedback
through
appropriate
private
mechanisms.
For
more
information,
see:
http://www.bethanycc.ca/index.cfm?i=5325&mid=4&ministryid=16327
Sport
Clubs:
Ontario
Premier
Academy
of
Sports
(OPAS)
is
a
premier
organization
delivering
exceptional
sport
and
sport
related
programs
to
the
communities
of
the
Greater
Toronto
Area.
They
promote
physical
activity
to
the
highest
level
whilst
fostering
a
healthy
lifestyle.
Their
instructors
are
trained
professionals
who
share
with
OPAS
the
benefits
in
teaching
the
art
and
science
of
sport
and
fitness.
OPAS
teaches
students
the
fundamentals
and
advanced
skills
of
close
to
16
sports
in
preparation
for
general
health
development
or
professional
development
whilst
fostering
the
fundamental
skills
and
knowledge
applicable
to
life
in
general.
They
offer
programs
of
all
levels
to
the
beginner,
intermediate,
and
advanced
student.
Classes
are
26
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
held
in
a
university,
college,
and/or
high
school
setting
or
sports
complex
within
the
Greater
Toronto
Area.
Primary
areas
for
classes
are
Brampton,
Mississauga,
Vaughan,
City
of
Toronto,
and
Scarborough.
(Retrieved
September
21,
2010
from:
http://o-‐pas.net/home)
Provincial
Sport
Organizations
(PSOs):
These
organizations
are
many
and
have
initiatives
at
the
provincial,
regional,
municipal,
and
local
levels.
The
PSOs
and
their
websites
are
provided
below
(Retrieved
September
21,
2010
from
the
Ontario
Ministry
of
Health
Promotion
and
Sport
at:
http://www.mhp.gov.on.ca/en/active-‐
living/sport/pso.asp):
Accessible
Sports
Court
and
Racquet
Sports
• Ontario
Amputee
and
Les
Autres
Sports
• Basketball
Ontario
Association
• Ontario
Tennis
Association
• Ontario
Blind
Sports
Association
• Ontario
Volleyball
Association
• Ontario
Cerebral
Palsy
Sports
Association
• Squash
Ontario
• Ontario
Deaf
Sports
Association
• Ontario
Badminton
Association
• Ontario
Wheelchair
Sports
Association
• Ontario
Table
Tennis
Association
• Paralympics
Ontario
• Special
Olympics
Ontario
Skating,
Skiing
and
Other
Winter
Sports
• Alpine
Ontario
• Association
of
Ontario
Snowboarders
Water
Sports
• Curl
Ontario
• Canoe
Ontario
• Cross
Country
Ontario
• Dive
Ontario
• Freestyle
Ski
Ontario
• Ontario
Water
Polo
Association
• Ontario
Bobsleigh
Association
• Row
Ontario
• Ontario
Ringette
Association
• Swim
Ontario
• Ontario
Speed
Skating
Association
• Synchronized
Swimming
Ontario
• Skate
Ontario
• Water
Ski
and
Wakeboard
Ontario
• Ontario
Sailing
Association
Self-‐Defence
• Boxing
Ontario
• Judo
Ontario
Field
and
Other
Outdoor
Sports
• Karate
Ontario
• Baseball
Ontario
• Kickboxing
Ontario
• Biathlon
Ontario
• Ontario
Amateur
Wrestling
Association
• Field
Hockey
Ontario
• Ontario
Fencing
Association
• Golf
Association
of
Ontario
• Ontario
Jiu
Jitsu
Association
• Ontario
Association
of
Archers
• Ontario
Taekwondo
Association
• Ontario
Association
of
Triathletes
• Wushu
Canada
• Ontario
Cricket
Association
• Ontario
Disc
Sports
Association
Other
Sports
• Ontario
Equestrian
Federation
• Cricket
• Ontario
Football
Alliance
• Gymnastics
Ontario
• Ontario
Lawn
Bowls
Association
• Ontario
10-‐Pin
Bowling
Council
• Ontario
Modern
Pentathlon
Association
• Ontario
5
Pin
Bowlers'
Association
• Ontario
Rugby
Union
• Ontario
Ball
Hockey
Association
• Ontario
Track
&
Field
Association
• Ontario
Cycling
Association
• Softball
Ontario
• Ontario
Lacrosse
Association
• The
Ontario
Soccer
Association
• Ontario
Weightlifting
Association
• Rowing
• Wushu
Ontario
27
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
YMCA:
Today,
there
are
45
YMCAs
and
8
YMCA-‐YWCAs
in
Canada
that
offer
programs
and
services
tailored
to
each
community's
needs.
511,500
children
and
224,000
youth
up
to
age
17
learn
new
skills
and
build
character
in
YMCA
programs
across
Canada.
The
ultimate
goal
of
YMCA
is
for
children,
youth
and
families
to
embrace
fun,
healthy
habits
that
become
a
lifelong
practice.
With
an
emphasis
on
total
health
in
spirit,
mind
and
body,
YMCA
programs
instil
values
of
caring,
honesty,
inclusiveness,
respect
and
responsibility.
Through
YMCA
child
care,
recreation,
fitness,
leadership
development,
camp
and
youth
clubs,
YMCAs
help
children
and
youth
build
character
and
resilience
and
encourage
personal
growth
and
well-‐rounded
lives.
(Retrieved
December
8,
2010
from:
http://www.ymca.ca/en/home.aspx).
B.
OTHER
PROMISING
AND
RELEVANT
EXAMPLES
OF
ASSPA
PROGRAMS
FOR
CHILDREN
AND
YOUTH
Sport
Academies
(“Sport
Schools”):
Sports
academies
in
Ontario
integrate
sport-‐specific
training
with
traditional
academics
within
the
school
day
to
prepare
graduates
for
post-‐secondary
educational
and/or
sports
endeavours.
An
on-‐line
scan
(corroborated
by
information
from
Sevor
and
Kiguel,
2009)
revealed
18
of
these
sport
academies
in
Ontario.
For
example,
Niagara
Academy,
located
in
Vineland,
Ontario,
offers
Ontario
Secondary
School
Diplomas
to
its
graduating
students.
Staff
and
administration
adhere
strictly
to
the
Ontario
Ministry
of
Education's
curriculum
and
guidelines.
To
provide
students
with
the
necessary
qualifications
to
enter
an
American
college
or
university,
Niagara
Academy
offers
a
variety
of
curriculum
options
at
the
academic,
college
or
university
preparation
level.
Niagara
Academy's
strong
sports
programs
are
aimed
at
preparing
students
to
meet
the
required
standards
for
an
athletic
scholarship.
Students
spend
fifteen
plus
hours
every
school
week
working
on
their
specific
sport
and
fitness.
Highly
experienced
coaches
help
students
with
the
technical,
tactical,
mental,
physical,
and
competitive
aspects
of
the
game.
In
addition,
students
are
provided
with
transportation,
as
well
as
traveling
coaches
to
compete
in
tournaments.
Several
international
tennis,
golf,
and
rowing
events
in
Ontario
and
Quebec
are
also
included
in
this
schedule.
Niagara
Academy
students
who
have
graduated
from
this
program
have
had
100%
success
in
obtaining
US
and
Canadian
scholarships.
(Retrieved
September
21,
2010
from:
http://www.niagaraacademy.ca/programs.html)
Play
Works:
Sponsored
by
numerous
organizations
with
the
shared
purpose
of
increasing
levels
of
youth
(ages
13-‐19)
play
and
activity.
As
stated
in
their
2007
Annual
Report
(retrieved
September
17,
2010
from
http://playworkspartnership.ca/play-‐works),
the
underlying
premises
of
the
program
are
that
youth
can
plan
play
programs
that
are
not
expensive,
do
not
require
intensive
adult
involvement
or
approval,
can
attract
a
lot
of
different
youth,
and
are
more
creative
than
what
might
be
found
in
the
regular
community
program
brochure.
The
scope
of
the
pilot
program:
“Do
it
Yourself”
provided
one-‐time
funding
of
up
to
$1,500
to
a
maximum
of
25
groups
of
youth
from
across
Ontario
to
create
their
own
play
activities
–
to
do-‐it-‐themselves.
Participation
Nation:
This
is
a
school-‐based
after-‐school
(extracurricular)
recreational
program
in
Newfoundland
and
Labrador
and
Calgary.
It
is
intended
to
compliment
the
physical
education
/
health
programs
that
schools
are
already
offering.
One
of
the
main
objectives
is
to
create
a
welcoming
environment
where
the
focus
is
on
increasing
student
participation,
not
team
selection
or
winning.
The
non-‐competitive
28
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
nature
of
the
sporting
events
is
intended
to
capture
the
interest
of
all
students
without
fear
of
losing
or
failure.
There
is
also
a
component
of
the
program
that
encourages
fair
play,
leadership,
community
participation
and
healthy
living.
The
program
has
an
exciting
rewards
system
in
which
all
participating
students
receive
a
souvenir
pin
or
sticker
depicting
the
activities
in
which
they
participate.
Participants
collect
these
souvenirs
as
they
complete
activities
throughout
the
school
year,
or
as
they
are
acknowledged
for
fair
play,
leadership,
community
sports
or
healthy
choices.
Activities
offered
by
a
school
may
already
be
part
of
a
well-‐established
intramural
or
club
program.
New
activities
may
be
offered
to
students
at
lunch
or
before
and
after
school
depending
on
the
level
of
school
availability,
community
support,
and
interest
of
students.
The
Participation
Nation
program
was
created
in
2003
by
the
Newfoundland
and
Labrador
School
Sports
Association
(SSNL).
With
obesity
and
inactivity
rates
rising
in
Canada
at
an
alarming
pace
over
the
last
20
years,
a
program
that
catered
to
students
who
did
not
regularly
participate
in
physical
activities
was
greatly
needed.
Participation
Nation
achieves
these
goals
by
providing
a
strictly
non-‐competitive
activity
program
that
helps
to
support
students
in
a
fun
and
active
environment.
It
was
first
administered
in
the
2004/2005
school
year
amongst
the
student
body
in
Newfoundland
and
Labrador
from
grades
6-‐9
and
was
implemented
by
almost
half
of
the
eligible
schools
in
the
province,
attracting
more
than
7,200
students
to
be
more
active.
The
Calgary
Board
of
Education
became
aware
of
the
Participation
Nation
program
in
2006
at
a
National
conference
and
piloted.
The
Participation
Nation
program
expanded
in
2008-‐2009
to
be
available
to
all
elementary
schools
within
the
Calgary
Board
of
Education.
The
program
continues
to
grow
with
new
schools
across
the
city
signing
up
and
sending
in
Reward
Requests
on
a
regular
basis.
Retrieved
on
February
10,
2011
from:
http://www.participationnation.ca/
Ontario
Ministry
of
Health
Promotion
and
Sport
Community-‐Based
After-‐School
Program:
(ontario.ca/health-‐promotion)
Programs
funded
under
Ontario's
After-‐School
Initiative
have
three
required
elements:
physical
activity,
healthy
eating
and
nutrition
education,
and
personal
health
and
wellness
education.
There
is
also
an
opportunity
for
local
programs
to
help
meet
any
specific
needs
the
community
may
have
(e.g.
academic
assistance,
arts
and
cultural
activities,
teen
programs,
and
more).
Ontario's
After-‐
School
Initiative
is
a
key
commitment
under
Ontario's
Poverty
Reduction
Strategy
to
help
break
the
cycle
of
poverty
by:
-‐
Supporting
young
people
in
low-‐income
families,
including
priority
populations
such
as
Aboriginal
communities
and
newcomers;
-‐
Improving
opportunities
for
young
people
to
be
more
physically
active,
learn
about
healthy
living,
and
develop
skills
to
cope
with
problems;
and,
-‐
Ensuring
there
are
no
financial
barriers
to
participation
in
programs.
This
initiative
also
supports
The
Review
of
the
Roots
of
Youth
Violence
recommendation
to
get
young
people
involved
in
positive
activities
in
the
after-‐school
hours
when
under-‐supervised
children
are
the
most
vulnerable.
The
Ministry
of
Health
Promotion
and
Sport
is
partnering
with
a
variety
of
provincial
and
community
organizations
in
priority
neighbourhoods
to
deliver
after-‐school
programs
and
services.
More
than
15,500
children
and
youth
in
over
270
sites
across
the
province
will
benefit
from
the
Ontario's
After-‐School
Initiative.
Priority
areas
were
identified
in
partnership
with
other
ministries.
These
are
primarily
areas
where
young
people
face
the
highest
risk,
and
there
are
the
greatest
gaps
in
service.
29
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Ontario's
After-‐School
Initiative
also
supports
community-‐based
activities
and
requires
local
partnerships
that
can
enhance
the
delivery
of
programs.
Almost
60
per
cent
of
the
sites
will
be
in
schools,
while
others
will
be
in
settings
such
as
community
and
recreation
centres.
Funding
under
the
Ontario
After-‐School
Initiative
supports
costs
related
to
delivering
the
program,
including:
Staff
costs
such
as
salaries,
benefits;
Staff
training;
Healthy
food,
cooking
and
food
service
supplies;
Program
equipment,
including
sports
equipment,
arts
and
crafts
supplies;
In
some
cases,
funds
have
been
requested
to
support
special
needs
for
program
delivery.
These
include
transportation
costs
to
get
children
and
youth
from
the
main
venue
to
other
locations
(e.g.
to
the
community
swimming
pool,
to
the
library);
and
equipment
for
the
facility
to
encourage
teen
engagement
in
after-‐school
programs
such
as
music
and
gymnastic
equipment.
(Retrieved
February
10,
2011
from:
http://news.ontario.ca/mhp/en/2009/10/ontarios-‐after-‐school-‐
initiative.html)
Community
Sport
Commissions
or
Councils:
Shelton
et
al
(2010,
p.
29)
describe
community
sport
councils
as
being
“locally-‐driven
and
having
diverse
mandates,
but
generally
oriented
towards
the
following
objectives:
•
Providing
leadership
at
a
municipal
level
and
interacting
with
local
authorities
and
potential
sponsors
as
a
unified
“Voice
for
Sport;”
•
Coordinating
use
of
public
facilities,
registration,
services,
and
standards;
•
Sharing
information
and
enabling
members
to
learn
best
practices
from
each
other;
•
Pressing
for
capital
improvements
to
public
sport
infrastructure
and
helping
to
secure
funding
for
this
purpose;
•
Promoting
and
assisting
sport-‐related
special
events
in
the
local
area
(e.g.,
Provincial
and
Regional
Games
and
championships)
and
supporting
sport
event
bids
either
independently
or
as
part
of
a
cooperative/partnership
•
Developing
sport
tourism,
volunteer
development
and
coaching
programs.
•
Providing
a
one-‐stop
resource
for
information
on
all
community
sport
and
linking
the
new
sport
participant
to
the
sport
of
their
choice;
•
Assisting
sport
organizations
and
individuals
by
linking
them
to,
or
providing
them
with,
sport
related
education
and
support
services,
and
providing
benefits
to
members,
such
as
volunteer
organization
involvement,
research
and
information
sharing,
and
media
awareness.”
There
are
approximately
17-‐18
functional
municipal
or
regional
sport
councils
currently
in
Ontario
(e.g.,
Sudbury,
Toronto,
Kingston,
Brantford,
Burlington,
Kitchener-‐Waterloo,
and
Markham).
Since
they
are
funded
mainly
through
temporary
grants
their
long-‐term
sustainability
is
questionable.
Exceptions
to
this
are
the
Toronto
Sport
Council
(with
various
branches
by
geographical
area)
and
the
Niagara
Sport
Commission
which
covers
12
municipalities.
The
latter’s
stated
mission
is
to
“foster
the
interplay
between
sport
business
and
community
life
by
establishing
strong
cultural
identity
and
economic
foundation
through
sport”
(Cousens
et
al.,
2010,
p.
8).
Sport
Nova
Scotia
After-‐School
Program:
This
initiative
takes
place
in
Halifax,
Ontario,
Canada
for
youth.
The
After-‐School
Program
runs
from
Monday
to
Friday
(3-‐5pm)
to
children
in
grades
three
to
six.
The
program
includes
three
six-‐week
sessions,
and
is
aimed
to
have
different
students
in
each
session.
There
are
44
students
in
each
session;
grades
3-‐4
on
Monday
and
Wednesday,
and
grades
5-‐6
on
Tuesday
and
Thursday.
30
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
There
is
also
a
“girls-‐only”
program
offered,
which
helps
to
target
an
important
group
of
youth
that
are
inactive.
The
programs
offer
activities
that
the
students
are
interested
in,
such
a
skipping,
hip-‐hop,
and
basketball.
The
programs
are
run
or
instructed
by
“Youth
Leaders”,
who
are
local
high
school
students
that
work
together
to
plan
the
physical
activities.
Before
joining
the
program
the
students
must
complete
a
leadership-‐training
course,
which
is
taught
by
Sport
Nova
Scotia’s
Sport
Development
Unit.
The
students
are
trained
with
such
things
as
safety,
fair
play
and
program
delivery.
Criminal
record
checks
are
constructed,
as
well
as
Child
Abuse
Registry
checks.
There
are
four
trained
students
assigned
per
leader,
in
order
to
ensure
a
teaching
ratio
of
five
students
per
leader.
The
program
believes
that
by
allowing
high
school
students
to
help
organize
and
run
the
activities,
they
are
encouraging
teenagers
to
be
physically
active
and
supporting
the
development
of
future
coaches
and
community
volunteers.
The
funding
of
the
program
consists
of
sponsorships
from
Nova
Scotia
Health
Promotion
and
Protection,
Support4Sport,
Dairy
Farmers
of
Canada,
RICOH,
Bell
Aliant,
Manulife
Financial,
and
many
more.
Aside
from
the
funding
by
sponsors
there
is
also
numerous
amounts
of
fundraising
that
is
done
to
help
make
every
students’
experience
the
best
it
can
be.
Retrieved
November
2,
2010
from:
http://www.sportnovascotia.ca/Programs/SportDevelopment/AfterSchoolProgram/tabid/102/Default.aspx
Sport
Academy
New
Brunswick
endeavours
“to
provide
children
with
unique
opportunities
to
improve
their
fitness
and
experience
success
and
fun
in
sport
while
developing
competence
in
a
variety
of
sports;
create
learning
situations
that
will
encourage
the
development
of
moral
and
social
values;
provide
safe
and
fun
programs
that
provide
variety,
accessibility
and
inclusion.”
The
program
serves
early
childhood
and
youth
in
Moncton.,
New
Brunswick.
It
is
a
non-‐profit
organization
that
helps
provide
an
affordable,
high
quality
and
fun
physical
activity
and
sport
experiences
to
NB
children
and
youth.
They
collaborate
with
NB
schools
and
districts
to
create
positive
sporting
experiences
for
the
youth.
The
program
is
made
up
of
experienced
physical
educators
and
qualified
sports
instructors.
The
after-‐school
programs
vary
from
basketball
to
volleyball
to
soccer
and
many
more
sports.
It
is
an
eight-‐week
program
that
happens
at
the
Salem
Elementary
School
in
the
gymnasium.
The
sessions
take
place
on
Friday
between
2:50
and
3:50
pm.
Every
week
they
participate
in
a
different
sport
and
game.
The
program
encourages
the
students
to
be
active
and
to
engage
in
a
positive
social
experience.
The
program
will
help
the
students
develop
motor
coordination,
endurance,
strength,
agility
and
flexibility.
There
is
a
fee
for
students
ranging
from
$42.00
to
$54.00
per
student.
The
age
eligibility
is
anywhere
from
kindergarten
to
grade
eight.
There
are
twelve
schools
that
participate
in
the
program.
Retrieved
October
30,
2010
from:
http://www.asanb.ca/index_en.php
.
Sports,
Play,
and
Active
Recreation
for
Kids
(SPARK)
After
School
Program:
Centered
in
San
Diego,
California,
SPARK
is
a
collection
of
research-‐based
physical
activity
and
nutrition
programs
that
target
youth
from
ages
5-‐14.
The
program
began
in
1995
and
now
works
with
all
out-‐of-‐school
physical
activity
programs
such
as
the
YMCA,
Boys
and
Girls
Club,
recreation
centres
and
more.
The
philosophy
of
SPARK
after
school
is
“Include
ALL
youth,
actively
engage
ALL
youth,
and
instil
the
love
of
lifelong
movement
in
ALL
youth.”
If
an
agency
of
organization
were
to
choose
SPARK
After-‐School,
then
they
would
receive
four
components
for
a
successful
program.
They
would
get
curriculum,
training,
equipment,
and
follow-‐up
support.
Pricing
for
SPARK
is
split
into
two
different
groups,
Premium
($4,
700)
and
Standard
($2,700).
Retrieved
January
20,
2011
from:
http://www.sparkpe.org/after-‐school/
.
PTIS
International
School
Co-‐Curricular
Information:
The
PTIS
International
School
in
Thailand
creates
opportunities
to
participate
in
physical
activity
after-‐school.
The
program
is
offered
to
students
from
grades
1-‐12
on
Mondays,
Tuesdays,
and
Thursdays
for
Junior
School
(from
3:00-‐4:00
p.m.)
and
every
day
(from
31
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
3:15-‐4:15
p.m.)
for
Senior
School.
Most
activities
are
free
of
charge;
however
there
may
be
some
activities
that
require
additional
equipment,
such
as
archery
and
taekwondo.
For
Junior
School,
typical
activities
are
cricket,
swimming,
yoga,
croquet,
aqua
splash
and
more.
For
the
Senior
School,
there
are
many
more
programs
which
include
tennis,
archery,
country
running,
basketball,
weights
and
fitness,
ultimate
Frisbee,
and
many
more.
This
is
a
complete
non-‐profit
organization;
they
fundraise
in
order
to
make
money
for
the
program.
Parents
are
able
to
act
as
volunteers,
and
are
invited
to
all
special
events
and
meetings.
This
helps
parents
to
stay
involved,
as
well
as
their
children.
Retrieved
October
21,
2010
from:
http://www.premcenter.org/content/co-‐curricular.html
.
The
Active
After-‐School
Communities
Program:
This
is
a
program
in
Australia
that
provides
an
opportunity
for
primary
school
children
to
participate
in
free
sports
and
physical
activities
(3:00-‐
5:30
p.m.).
The
aim
or
goal
of
the
program
is
for
children
to
experience
sports
and
through
sport,
develop
a
positive
and
exciting
experience,
in
high
hopes
of
joining
local
sports
clubs
and
or
teams.
The
program
is
managed
by
the
Australian
Sports
Commission,
who
has
assigned
coordinators
at
each
base.
The
job
of
the
coordinators
is
to
assist
each
school
in
finding
community
coaches,
and
to
work
with
the
local
sporting
clubs
in
order
to
increase
participation
numbers.
The
program
has
reached
over
3,200
primary
schools
and
after-‐school
care
centers.
The
activities
involved
are
game-‐based
so
that
children
can
develop
skills
within
an
enjoyable
setting,
rather
than
putting
them
in
isolation.
The
services
are
free,
as
the
Australian
Government
is
making
an
effort
to
improve
health
and
wellbeing
of
Australian
children.
The
program
must
operate
within
after-‐
school
hours
time
slot,
provide
a
minimum
of
60
minutes
of
structured
physical
activity
each
session,
involve
a
minimum
of
15
participants
per
session,
run
2-‐3
sessions
per
week
for
seven
weeks
of
each
term,
commit
to
participate
in
the
program
for
the
full
time,
and
ensure
supervision
is
provided
during
every
session.
Retrieved
January
5,
2011
from:
http://www.ausport.gov.au/participating/schools_and_juniors/aasc/contacts
.
Champions-‐
“After
School
and
Sports
Programs”:
The
mission
is
to
“utilize
innovative
programming
in
outdoor
education,
adventure
retreats,
after
school
enrichment,
and
physical
education
to
increase
self-‐
confidence,
communication
skills,
teamwork,
and
community.
We
focus
on
effort
rather
than
ability,
enjoyment
rather
than
winning,
as
a
means
of
elevating
the
Champion
inside
us
all.”
CHAMPIONS
is
an
after
school
program
that
provides
physical
education
for
students.
When
it
first
started,
it
was
the
dream
of
two
athletes
who
noticed
a
lack
of
quality
programs
in
Los
Angeles.
The
two
combined
their
passions
to
pursue
a
profession.
The
program
works
with
schools
in
an
effort
to
both
identify
and
support
their
physical
education
needs.
Teachers,
who
are
highly
trained,
run
the
physical
education
programs
at
an
hourly
rate.
The
idea
of
CHAMPIONS
is
to
promote
the
enjoyment
of
exercise,
rather
than
athletic
ability.
The
main
focus
is
on
the
value
of
sportsmanship,
not
winning.
By
combining
traditional
sports
and
novel
curricula,
the
program
is
challenging,
educational,
and
is
projected
to
allow
the
students
to
reach
their
own
personal
goals.
The
Physical
Education
programs
at
CHAMPIONS
are
focused
on
the
following,
yet
not
limited
to:
aerobic
activity,
cooperative
game
play,
flexibility,
hand-‐eye
coordination,
spatial
awareness,
communication
skills
and
rules
and
regulations
for
commonly
played
games.
In
order
to
make
the
most
of
the
programs
staff
must
be
trained,
including
non-‐PE
teachers.
The
after-‐school
programs
run
for
the
entire
school
year,
from
September
until
June,
and
the
teachers
who
help
must
be
fully
committed
in
order
to
make
the
children
feel
comfortable.
Retrieved
October
28,
2010
from:
http://www.championsusa.com/index.php
.
Kyrene
Athletic
Program:
This
program’s
mission
is
“to
prepare
all
students
to
meet
future
educational
and
life
challenges
in
order
to
make
positive
contributions
to
society.”
Kyrene
Athletics
has
an
after
school
32
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
program
that
over
3,000
middle
school
students
from
the
Tempe,
Chandler,
and
Phoenix
area
participate
in.
The
program
strives
to
put
an
emphasis
on
positive,
high
quality
after-‐school
sports
programs
that
involve
participation,
teamwork,
skill
development,
and
sportsmanship.
The
Athletic
Program
through
Kyrene
receives
no
support,
by
means
of
funding,
from
the
District
budget.
The
program
costs
around
$325,000
and
is
funded
from
a
combination
of
tax
credits,
participation
fees,
grants,
business
partnerships,
business
donations,
“Sponsor
a
Kid”
program,
as
well
as
earnings
from
special
events.
The
program
offers
students
opportunities
to
participate
in
soccer,
basketball,
volleyball,
track
and
field,
wrestling,
cross-‐country,
cheerleading,
softball,
and
baseball.
It
is
offered
to
both
girls
and
boys
in
grades
five
to
eight.
They
also
offer
athletic
clinics
and
sport
intramural
sessions
for
the
students
to
participate
in.
Retrieved
October
10,
2010
from:
http://www.kyrene.org/athletics/
.
See
also:
Sandburg
Middle
School’s
Program
(Anoka,
MN,
USA)
at:
http://www.anoka.k12.mn.us/education/components/scrapbook/default.php?sectiondetailid=136094
Obesity Prevention
“Fit
for
Life”
Obesity
Prevention
and
Physical
Activity
Program:
The
mission
is
“to
create
a
positive
and
FUN
learning
environment
each
day
that
will
enable
all
children
of
all
ability
levels
to
experience
the
joy
of
movement
and
enriched
health
through
physical
activity.”
The
Goal
of
the
“Fit
for
Life”
program
is
to
encourage
students
to
participate
in
three
days
of
moderate-‐to-‐vigorous
physical
activity
and
health/nutritional
education
per
week
for
at
least
45
minutes
per
day.
Students
will
have
to
participate
in
at
least
50%
of
each
class
session,
and
will
gain
knowledge
on
how
to
use
health
and
fitness
knowledge
at
home
to
be
healthy
and
physically
active.
The
leaders
of
the
program
are
to
make
healthy
physical
activity
fun
for
all
students,
while
providing
a
positive
environment
where
students
feel
safe
and
confident
when
trying
out
new
things.
The
leaders
must
provide
an
“alternative”
fitness
experience
that
is
not
like
traditional
sports
or
activities
that
create
non-‐athletic
students
to
feel
out
of
place,
instead
making
them
feel
right
at
home.
Retrieved
October
22,
2010
from:
http://www.ronjones.org/Health&Fitness/FitforLife/FitforLife-‐
Overview.pdf
Adolescent
Girls
33
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
TAAG:
Trial
of
Activity
for
Adolescent
Girls:
This
intervention
was
part
of
a
national
study
in
six
areas
of
the
United
States.
It
includes
interventions
in
schools
that
use
a
variety
of
ideas
to
increase
rates
of
physical
activity
in
adolescent
girls
and
helps
to
link
girls
to
after-‐school
physical
activity
opportunities
in
the
community.
The
New
Moves
program
is
a
whole-‐person
oriented
obesity
prevention
program
for
high
school
girls
in
the
United
States.
It
addresses
a
variety
of
constraints
to
healthy
weight
while
exposing
the
girls
to
a
variety
of
alternative
and
inclusive
(lifestyle)
physical
activity
opportunities
in
the
community.
It
includes
sessions
on
healthy
eating,
discourages
harmful
dieting
practices,
and
facilitates
body
image
awareness
along
with
social
and
personal
support.
A
similar
program
to
this
is
the
Lifestyle
Education
for
Activity
Project
(LEAP).
Retrieved
October
30,
2010
from:
www.cscc.unc.edu/taag/
.
Urban
Low-‐Income
Mooreland’s
After-‐School
Program
is
offered
in
low-‐income,
high
needs,
and
under-‐served
communities
of
Thorncliffe
Park
and
Flemingdon
Park
in
Toronto,
Ontario,
Canada.
The
program
is
offered
for
youth
aged
six
to
twelve.
They
offer
activities
such
as
games,
sports,
field
trips,
and
some
academic
services.
Their
programs
strive
to
teach
the
children
things
such
as,
cooperation,
self-‐control,
and
teamwork.
An
emphasis
of
building
these
life
skills
will
help
these
children
to
grow
up
as
mature,
well-‐rounded
individuals.
There
are
two
After-‐School
Programs;
Gateway
After-‐School
and
Grenoble
After-‐School.
Retrieved
October
22,
2010
from:
http://www.moorelands.org/after-‐school.php
.
The
Nook
After-‐School
Program
takes
place
in
Alex
Duff
Recreation
Centre
at
the
northwest
corner
of
Christie
Pits
Park
in
Toronto’s
West
End.
It
operates
from
September
to
June,
from
the
end
of
the
school
day
around
3:30
until
6
p.m.
The
Nook
picks
children
up
from
the
following
schools
and
brings
them
to
the
program;
St.
Raymond’s
Catholic
School,
Essex
Public
School,
Hawthorne
Alternative
School,
Montrose
Public
School
and
Dewson
Street
Public
School.
The
program
is
run
by
staff,
volunteers,
funders,
students
and
community
partners.
The
Nook
provides
a
number
of
activities
and
lessons
for
the
students,
including
nutritious
food
and
innovative
health
education,
dynamic
and
diverse
arts
programming
(including
music
and
dance),
diverse
and
dynamic
sports/recreation
programming,
team
sports,
cooperative
games,
team-‐
building
activities,
and
access
to
free
biking
through
the
Pedal
Pushers
Community
Bike
Borrowing
Program.
Retrieved
October
20,
2010
from:
http://www.conccommunity.org/index.php/nook/programs
.
Aboriginal
Youth
Skookum
Jim
(Friendship
Centre):
This
after-‐school
program,
offered
in
Whitehorse,
Yukon,
has
an
objective
to
provide
meaningful
activity
and
physical
exercise
in
the
after
school
time
period
from
3:00-‐5:00pm
from
November
to
early
June.
The
program
offers
activities
such
as
floor
hockey,
Arctic
Sports,
Dene
games,
volleyball,
basketball,
soccer,
tag
and
other
as
well.
The
after-‐school
recreational
and
cultural
activities
are
held
at
two
different
gymnasiums
to
provide
a
more
meaningful
and
accessible
opportunity
to
the
city’s
aboriginal
youth.
Retrieved
October
25,
2010
at:
http://www.skookumjim.com/rec.html
.
The
Active
After-‐School
Program
is
trying
to
contribute
to
the
Government
of
the
Northwest
Territories
(GNWT)
Healthy
Choices
Framework.
The
idea
of
the
program
is
to
raise
awareness
of
the
direct
link
between
good
health
and
positive
lifestyle
choices.
The
government
wants
to
promote
healthy
and
active
living
among
children
and
youth,
and
to
teach
them
the
importance
of
physical
well-‐being.
They
have
34
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
realized
that
the
most
inactive
time
for
youth
is
in
the
after-‐school
period
of
3:30
to
5:30
p.m.
The
goal
is
to
get
funding
for
18
after
school
physical
activity
pilot
programs
across
the
Northwest
Territories.
The
different
type
of
activities
that
will
be
incorporated
include
cross-‐country
skiing,
snowshoeing,
Nordic
walking,
hip
hop
dancing,
floor
hockey
and
badminton.
He
also
agreed
that
funding
should
be
provided
for
much
need
equipment
including
soccer
balls
and
basketballs,
or
to
set
up
fitness
centres
with
cardio
and
weight
machines.
As
much
as
these
activities
are
good
for
staying
fit,
it
is
hard
to
encourage
students
and
children
to
go
to
fitness
centres
and
a
lot
easier
to
get
kids
involved
in
cooperative
activities
and
games,
where
everyone
gets
the
chance
to
be
involved
and
try
new
things.
The
program
also
provides
physical
activity
programming
for
youth
in
the
time
period
when
they
are
more
likely
to
just
watch
TV,
play
video
games
or
browse
the
internet.
Retrieved
October
27,
2010
from:
http://www.exec.gov.nt.ca/currentnews/speechDetails.asp?varStatement_ID=934
.
35
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
First,
interview
data
collection
proceeded
through
initial
contact
by
e-‐mail
or
phone
to
arrange
personal
interviews
with
the
executives
of
major
provincial
ASSPA
organizations
in
Ontario
and
affiliated
experts
(e.g.,
non-‐profit
organizations
and
government
ministries
and
programs).
Most
(n
=
19)
of
the
25
interviews
conducted
were
performed
during
face-‐to-‐face
meetings
whereas
the
others
(n
=
6)
were
by
phone.
The
interview
protocol
can
be
viewed
in
Appendix
A.
Second,
12
semi-‐structured
focus
group
discussions
were
conducted
with
various
types
of
informants
(also
see
Appendix
A
for
this
protocol).
Wherever
feasible,
the
focus
group
discussions
were
audio-‐taped
for
subsequent
reliability
checks
with
the
main
ideas
reported
from
each.
The
discussions
were
moderately
structured
by
several
questions
enabling
participants
to
discuss
their
philosophy,
programs,
staff,
training,
budget,
curriculum,
facilities,
training,
equipment,
and
their
recommendations
for
implementing
the
CS4L/LTAD
in
afterschool
sport
and
physical
activity
programs.
The
participants
in
8
of
the
12
discussions
consisted
of
6-‐10
management
personnel
from
ASSPA
provider
organizations
such
as
municipal
public
health
and
parks
and
recreation
departments,
non-‐profit
organizations
(e.g.,
YMCA,
Boys
and
Girls
Clubs),
a
local
or
regional
sports
council,
a
school
athletic
director,
school
physical
education,
and
post-‐secondary
athletics.
36
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Two
of
the
12
focus
group
discussions
were
held
with
4-‐5
university
and
other
experts
in
each
(e.g.,
recreational
and
athletic
administrators,
professors
of
physical
education,
kinesiology,
recreation,
education,
sports
management,
and
community
health).
Another
two
of
the
12
focus
group
discussions
(one
with
7
males
and
another
with
8
females)
were
conducted
with
urban
children
aged
9-‐12
at
a
Boys
and
Girls
Club.
Locations
of
the
focus-‐group
discussions
were
Niagara,
Hamilton,
Burlington-‐Oakville,
Toronto,
Kingston,
Ottawa,
Kitchener-‐Waterloo,
Sudbury,
and
Thunder
Bay.
Hence,
a
total
of
approximately
75
persons
participated
in
focus
group
discussions.
Third,
an
online
survey
(Appendix
B)
mainly
focused
on
barriers
to
participation
in
ASSPA
was
designed.
Invitations
were
sent
by
e-‐mail
to
all
focus
group
discussion
invitees
prior
to
their
participation,
to
public
health
physical
activity
promoters
in
several
municipalities,
and
as
a
link
in
monthly
newsletters
of
the
Parks
and
Recreation
of
Ontario,
Ontario
Sport
for
Life,
and
PHE
Canada
–
Ontario
membership.
Participants
clicked
on
a
web
address
(link)
that
took
them
to
the
on-‐line
survey
developed
by
Survey
Monkey
software.
The
survey
consisted
of
25
rating-‐items
along
with
spaces
for
three
open-‐ended
item
responses.
Survey
data
was
collected
using
the
Survey
Monkey
software
and
then
entered
and
analyzed
using
the
2009
version
of
the
Statistical
Program
for
the
Social
Sciences
(SPSS).
Means
for
each
of
the
measured
items
were
computed
using
this
scale:
1=
Strongly
Disagree,
2
=
Disagree,
3
=
Neutral,
4
=
Agree
and,
5
=
Strongly
Agree.
Overall
cut-‐off
points
were:
<2.50
for
disagree;
2.50
-‐3.50
for
neutral;
and,
>3.50
for
agree.
The
quantitative
data
was
analyzed
using
the
2009
version
of
the
Statistical
Program
for
the
Social
Sciences
(SPSS)
and
appropriate
statistical
procedures
outlined
by
Tabachnick
and
Fidell
(2006).
The
main
concepts
resulting
from
the
interviews,
focus
group
discussions,
and
qualitative
(open-‐ended)
portions
of
the
on-‐line
surveys
were
entered
into
a
Microsoft
Excel
file
according
to
group
membership
(pseudonym
and
discussion
location)
and
coded
into
categories
(factor,
issue,
and/or
barrier)
by
a
research
assistant.
The
principal
investigator
compiled
themes
(common
ideas)
from
the
categories.
These
themes
were
subsequently
reviewed
and
verified
by
the
research
assistant
by
taking
some
of
the
categories
of
qualitative
data
and
re-‐assessing
that
data.
Comparison
of
themes
from
coded
data
revealed
highly
consistent
thematic
practices
(87%;
Miles
&
Huberman,
1994).
The
main
themes
(and
several
examples
of
each)
to
emerge
are
reported
in
the
results
section.
37
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
QUANTITATIVE
RESULTS
Participants
The
following
section
presents
results
from
the
quantitative
(numerical)
portion
of
the
on-‐line
survey.
Following
the
elimination
of
15
incomplete
cases,
the
final
sample
completing
the
online
survey
was
314
sport
and
physical
activity
providers
or
administrators.
Respondents
were
from
urban
and
rural
towns
and
cities
throughout
Ontario.
There
were
200
(63.7%)
females
and
114
(36.3%
males).
Most
(81.2%)
were
between
26
and
55
years
of
age
(3
were
children
or
youth
aged
9-‐18).
The
respective
respondent
roles
are
provided
below:
%
Role
%
Role
34.3
Parent
11.4
Provincial/National
Sport
Organization
29.7
Coach
4.8
Parks
27.6
Physical
and
Health
Education
3.5
Other
22.5
Recreation
3.2
University
Athletic
Administrators
20.5
Public
Health
2.5
School
Principals
12.8
High
School
Athletic
Director
2.2
Provincial
Government
12.4
Local
Government
Note:
Respondents
could
indicate
more
than
one
role.
Reported Barriers
Using
the
cut-‐off
points
described
in
the
methods
section,
the
only
potential
barrier
investigated
in
the
online
survey
identified
not
to
be
a
barrier
to
ASSPA
was
race.
Most
of
the
potential
barriers
were
rated
by
respondents
as
either
neutral
or
moderate
factors
in
ASSPA.
Those
rated
most
highly
were
inadequate
coordination
between
organizations
(4.20)
and
use
the
computer,
phone,
or
television
instead
(4.30).
See
the
table
below
for
the
means
for
each
potential
barrier
quantitatively
assessed
in
the
survey.
Those
most
prominent
were
lack
of
understanding,
negative
previous
experiences,
friends
do
not
participate,
lack
of
money,
parents
do
not
participate
or
support
participation,
lack
of
motivation,
low
confidence
to
succeed,
work
instead,
inadequate
coordination
between
organizations,
lack
of
opportunities
in
school,
poor
access
to
transportation,
inadequate
provincial
policies,
and
lack
of
opportunities
in
the
community.
See
Table
3
for
the
mean
values
for
each
of
the
self-‐report
item
in
the
survey.
38
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Item
Mean
Spend
time
using
the
computer,
phone,
or
television
instead
4.3
Inadequate
coordination
between
organizations
4.2
Friends
do
not
participate
3.8
Parents
do
not
participate
or
support
their
participation
3.8
Lack
of
motivation
3.8
Low
confidence
for
success
3.7
Lack
of
opportunities
in
school
3.7
Poor
access
to
transportation
3.7
Lack
of
understanding
of
the
benefits
of
participating
3.7
Inadequate
provincial
policies
3.6
Choose
to
work
(employee,
doing
homework,
caregiver)
3.6
instead
Lack
of
opportunities
in
the
community
3.6
Negative
previous
experiences
in
sport
or
physical
activity
3.6
Lack
of
money
3.5
Sensitive
about
body
appearance
3.4
Inadequate
local
policies
3.4
Face
restrictions
due
to
their
physical
ability
3.2
Experience
activity
leaders
who
are
inadequate
in
that
role
3.2
Do
not
enjoy
their
activity
leader
2.9
Barriers
due
to
weather
2.7
Restrictions
due
to
ethnic
(religious
or
cultural)
beliefs
2.6
Do
not
feel
safe
2.5
Gender
barriers
2.5
Racial
barriers
2.3
QUALITATIVE
RESULTS
This
section
reports
the
results
of
the
qualitative
portion
of
the
empirical
study
portion
of
this
project.
This
includes
data
collected
from
personal
interviews,
focus
group
discussions,
and
the
three
open-‐ended
(descriptive)
items
of
the
on-‐line
survey.
The
three
different
measures
(sources
of
data)
served
to
triangulate,
or
increase
the
reliability
of,
diagnosing
the
main
themes
from
the
data.
Those
themes
are
presented
in
the
following
table
(4),
arranged
under
the
three
dimensions
of
the
ecological
framework
(intrapersonal/demographic,
interpersonal,
and
environmental),
and
are
explained
in
the
remainder
of
this
results
section.
Interspersed
in
these
themes
are
often
recommendations
made
by
informants
for
how
to
increase
participation
rates
and
CS4L
principles
in
ASSPA.
39
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
40
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
• (Age
10)
“You
suck
and
all
that
some
kids
make
them
drink
lots
of
sugar
and
pop
let’s
go
for
ice-‐cream
and
then
they
get
overweight
and
then
kids
call
them
fat
at
school
and
they
think
I’ll
never
be
able
to
pick
up
a
basket
ball
so
why
should
I
try.”
41
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
The
environment
in
many
ways
prompts
such
sedentary
choices
in
children
and
youth
through
media
messages
and
through
the
other
barriers
posed
in
this
study.
Among
the
most
detrimental
to
motivation
are:
unavailable
or
inaccessible
and
hyper-‐competitive
ASSPA
programs;
few
incentives
known
and
valued
by
non-‐participants;
and
often
a
lack
of
qualified
and
enthusiastic,
and
caring
leaders.
All
of
these
barriers
are
exacerbated
by
an
inadequate
government
ministry
commitment
to
health,
sport,
and
physical
activity
programs
in
the
schools
(e.g.,
lack
of
mandatory
PHE,
training,
intramurals,
DPA
accountability).
Low
understanding
of
the
benefits
of
ASSPA
has
often
been
influenced
by
negative
prior
experiences
in
it
both
of
which
tend
to
reduce
motivation
and
confidence
for
ASSPA.
As
an
example,
Kids
don’t
see
the
value
of
it
so
we
tend
to
“drag”
them
out
to
play.
They
need
positive
experiences
in
movement
to
better
understand
the
benefits
of
it
and
to
lower
their
amounts
of
screen
time.
You
also
need
the
role
models
like
parents
who
know
and
instill
the
values
at
home
and
demonstrate
commitment
to
it.
It
takes
links
between
sport,
health,
and
physical
education
curriculum
(especially
in
elementary
school)
to
generate
this.
Too
much
participation
is
based
on
how
well
participants
perform.
We
need
to
reverse
this
trend
by
educating
parents
but
more
importantly,
applying
what
we
know
to
change
what
we
do
and
how
we
do
it
so
more
kids
and
parents
have
positive
confidence-‐boosting
experience
so
they
understand
what
ASSPA
can
do
for
them
and
so
they
will
be
more
likely
to
increase
in
their
motivation
and
be
active
for
life.
“We
should
never
have
a
child
enter
the
gym
with
trepidation
but
rather
with
laughter.”
Theme
2.0:
Consider
Differing
Regional
and
Demographic
Characteristics
There
were
significantly
Theme
2.1
Urban
or
Rural
Location:
This
study
revealed
that
the
needs,
demographic
characteristics
more
transportation
and
(e.g.,
ethnic,
socio-‐economic
status,
age),
weather
barriers
in
rural
infrastructure,
municipal
policies
and
programs,
areas
and
more
barriers
partnerships,
needs
and
priorities
(values),
weather,
related
to
money,
safety,
and
perceived
barriers
differ
between
towns,
cities,
and
regions
of
Ontario.
Consequently,
any
ASSPA
racial,
enjoyment
of
activity
program
must
be
based
on
a
preliminary
needs
leaders,
ethnic/cultural
assessment
and
tailored
to
a
particular
setting
beliefs,
and
coordination
following
careful
consideration
and
allowance
for
its
unique
regional
characteristics
and
values.
among
organizations
in
urban
areas.
Urban
and
rural
differences
were
a
prominent
theme
in
the
study.
In
the
quantitative
data
from
the
online
survey,
the
categories
of
city
population
size
were
adapted
from
those
used
by
Cote,
MacDonald,
Baker,
and
Abernathy
(2006)
as
urban
(>50,000)
and
rural
(<
50,000).
Distributions
revealed
86
respondents
(28%)
resided
in
rural
areas
whereas
223(72%)
were
in
a
more
urban
area.
An
analysis
of
variance
(p
<
.05)
42
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
revealed
significantly
more
transportation
and
weather
barriers
in
rural
areas
and
more
barriers
related
to
money,
safety,
racial,
enjoyment
of
activity
leaders,
ethnic/cultural
beliefs,
and
coordination
among
organizations
in
urban
areas.
The
following
description
of
one
quite
rural
setting
is
provided
to
illustrate
some
of
the
rural
challenges
to
implementing
CS4L-‐based
ASSPA.
The
focus
group
discussions
and
interviews
also
highlighted
prominent
urban-‐rural
differences.
For
example,
“When
rural
municipalities
don't
offer
things,
would-‐be
participants
often
have
to
drive
far
so
weather
becomes
an
increasing
barrier
so
it
is
important
to
have
less
differences
in
what
municipalities
offer.”
As
an
illustration,
The
biggest
barrier
in
highly
urban
and
remote
rural
regions
is
transportation.
Late
buses
get
home
so
late
so
everything
has
to
be
attached
to
the
school
or
nearby.
43
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Parents
often
can't
pick
up
their
kids
or
drive
them
back
in
to
town
for
an
after-‐school
activity
because
they
are
both
working
and/or
it
is
too
far.
Many
participants
or
their
families
don't
have
a
car
and/or
can't
access
or
afford
the
bus.
We
also
need
more
late
buses
for
athletics
and
clubs,
even
if
it
for
only
1-‐3
days
per
week.
Safety
was
more
of
a
perceived
barrier
in
urban
areas.
It
was
generally
felt
that,
within
reasonable
limits,
a
paradigm
shift
was
needed
away
from
such
a
“fear-‐based
culture.”
For
example,
The
drop-‐off
in
adolescent
sport
and
physical
activity
is
linked
to
less
unorganized
play
especially
outdoors.
Rural
areas
still
do
this
more
but
would
do
it
more
with
less
parental
supervision.
Parents
over-‐schedule
their
kids
in
structured
activities
and
also
try
to
supervise
their
less-‐structured
activities
like
those
on
the
playground
and
pond
hockey.
We
need
to
change
the
cultural
paradigm
of
fear
over
injury,
abduction,
and
litigation.
Too
many
parents
are
content
to
let
their
kids
come
home
from
school
and
play
video
games
because
then
they
feel
they
are
safe.
We
also
need
them
to
be
more
nature-‐
literate.
Youngsters
used
to
get
exercise
fishing
and
hunting
but
now
they
take
ATVs
to
do
that
and
don't
get
much
exercise.
Theme
2.2
Ethnicity:
Ethnic
and
racial
barriers
to
ASSPA
were
not
perceived
strongly
by
the
respondents
in
this
study
through
either
their
qualitative
comments
or
survey
results.
One
prominent
idea
was
that
“cities
are
a
melting
pot
of
ethnicities”
so
internationally
popular
sports
like
soccer
can
be
a
great
way
to
“Mom
wants
me
to
clean-‐up
after
school
if
she
is
socialize
new
Canadians
and
develop
healthy
there
which
isn’t
often
so
I
go
to
my
nanas.
She
ethnically-‐diverse
communities.
Other
activities
works
until
7.”
(Boy,
Age
10)
that
might
be
popular
to
various
ethnic
groups
and
should,
therefore,
be
available
in
ASSPA
programs
are
bocce,
cricket,
and
rugby.
It
is
important
to
note
that
the
values
of
certain
ethnicities
may
reduce
the
potential
for
ASSPA
among
some
groups.
For
example,
“recreation
is
not
big
with
immigrant
populations
(particularly
for
girls)
as
it
is
not
seen
as
critical
for
success
when
they
are
often
trying
to
‘get
ahead’
and
make
a
living.
We
need
specific
interventions
for
this
group
like
positive
focusing
skills,
teamwork,
and
games.
Another
prominent
ethnic
group
warranting
unique
ASSPA
programming
considerations
is
the
aboriginal
population.
There
was
support
for
both
a
traditional
emphasis
(aboriginal
games
and
sports)
and
a
non-‐traditional
emphasis
(e.g.,
hockey).
For
example,
“Aboriginals
don’t
only
need
or
want
traditional
aboriginal
games
or
sports.
They
love
hockey
and
play
it
a
lot
but
it
can
reflect
the
poorer
sub-‐culture
(version)
of
it
in
terms
of
attitudes,
violence,
and
poor
sportsmanship.”
Additionally,
The
aboriginal
strategy
needs
to
be
holistic
(medicine
wheel)
program
of
social,
emotional,
physical,
and
intellectual.
Include
the
physical
like
dance,
drumming,
medicine
(herbal)
walks,
aboriginal
games,
swimming,
and
bowling.
These
programs
have
a
traditional
emphasis
(versus
non-‐traditional
which
is
mainstream
non-‐aboriginal
culturally
popular
activities).
For
example,
they
do
lots
of
integration
of
life
skills
into
games
like
soccer.
Theme
2.3
Gender:
Gender
differences
were
evident
in
the
children’s
responses.
First,
boys
tended
to
prefer
traditional
sports
(e.g.,
soccer,
hockey,
basketball,
dodge-‐ball)
compared
to
girls
who
reported
more
variety
44
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
in
their
ASSPA
preferences
like
cheerleading,
ice
skating,
and
fit
for
life
activities
(skipping,
dodge-‐ball,
scooters,
dance,
soccer,
and
running)
performed
at
the
Boys
and
Girls
Club.
Both
boys
and
girls
also
reported
participating
in
school
sports
like
basketball
and
volleyball
that
practiced
at
noon
and
recess
and
had
an
occasional
game
after
school.
Second,
girls
expressed
the
belief
that
boys
are
more
competitive
and
into
sports
whereas
for
girls
feelings
matter
more
so
they
are
more
into
recreation,
physical
activity,
and
the
arts.
The
following
girls’
statements
reflect
this
sentiment:
• (Age
12)
“Boys
are
stronger
than
girls
they
are
more
fit
they
play
more
sports
than
girls.”
• (Age
10)
“Boys
are
more
competitive
because
boys
exercise
more
and
they
like
do
more
sports
than
girls
do.
Put
up
more
advertisements
to
get
boys
and
girls
to
do
more
things
because
girls
don't
always
like
to
do
what
boys
like
to
do.”
• (Age
9)
“Sport
seems
too
competitive
for
girls.
I
think
boys
are
more
active.
Girls
are
more
sensitive
if
someone
wins
and
the
other
person
gets
sad
if
they
don’t.
First
they
feel
bad
and
then
don’t
want
to
join
because
they
feel
bad.
Girls
are
more
creative
and
they
like
to
express
themselves
through
art
and
crafts
and
boy
like
to
express
themselves
through
sports”
Theme
3.0:
Regain
Participation
“Lost”
to
Technology,
Work
or
Other
Activities.
A
major
identified
barrier
to
quality
ASSPA
programs
is
the
tendency
and
compulsion
for
many
children
and
youth
to
resort
to
using
electronic
gadgets
such
as
phones,
video
games,
computers,
televisions,
and
CD/DVD
players.
A
statement
reflecting
this
was:
“Technology
is
being
used
as
a
baby-‐sitter.
There
are
so
many
‘latch-‐key
kids’
at
home
and
playing
on
the
computer
so
parents
feel
they
don’t
need
to
worry
about
them.
So,
parents
need
to
feel
confident
of
the
level
of
supervision
and
the
quality
and
value
of
after
school
programs
compared
to
the
costs
and
distance.”
Another
emphasized
that
“we
are
in
the
midst
of
the
gaming
generation
and
many
kids
don't
have
the
same
interest
as
kids
in
the
past....they
are
less
team-‐
oriented
and
have
more
of
a
‘what's
in
it
for
me’
attitude."
Ideas
for
countering
the
technological
diversion
barrier
included
making
ASSPA
more
appealing,
inclusive,
and
accessible
to
youngsters.
For
example,
“Kids
are
not
participating
because
video
games
and
computers
are
more
appealing
to
them
and
they
have
direct
access
to
them
with
little
effort.”
Another
idea
was
to
work
with
technology
in
ASSPA
rather
than
against
it
but
offering
more
clubs
and
activities
with
connections
to
technology
(e.g.,
exer-‐gaming
options)
and
to
use
technological
avenues
like
the
internet,
Face
Book,
Twitter,
and
the
television
to
socially
promote
and
market
programs
and
opportunities.
One
respondent
cautioned
that
ASSPA
providers
should
“be
careful
not
to
overindulge
kids
with
movement
options
through
technology
since
physical
literacy
should
be
the
goal
wherein
movement
is
best
performed
with
others.”
Many
high
school
students
work
after
school
making
it
more
necessary
to
increase
physical
activity
during
the
school
day
through
scheduled
and
free
play
opportunities
during
the
pre-‐school
time,
breaks,
classes,
lunch,
physical
education
class,
and
in
the
early
evening.
The
challenges
around
this
will
vary
demographically
(e.g.,
by
region,
ethnicity,
values,
population,
transportation).
There
may
be
more
incentive
for
students
to
participate
and
volunteering
in
leadership
roles
if
some
academic
credit
is
given
for
that.
45
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Concerns
over
perceived
inequities
for
youngsters
with
less
ability
to
participate
in
ASSPA
were
also
reflected
in
the
perceptions
and
opinions
shared
about
the
CS4L
movement.
Although
knowledge
of
the
model
varied
widely
among
those
in
the
focus
group
interviews,
there
was
general
agreement
that
the
movement
is
potentially
very
beneficial
to
sport
and
physical
providers
in
Ontario
particularly
because
of
its
theoretical
strength
and
solid
support
internationally,
federally,
and
provincially.
The
movement
was
viewed
as
representing
useful
ideas
(e.g.,
participation
not
only
elite
performance,
physical
activity
and
recreation
not
only
sport,
developmentally
appropriate
progression
rather
than
one
approach
for
all,
inclusivity,
and
physical
literacy).
It
was
also
viewed
as
being
a
valuable
asset
in
promoting
sport
and
physical
activity,
training
providers,
and
stimulating
collaborative
partnerships
among
organizations
(e.g.,
public
health
and
sport)
and
policy-‐makers.
One
respondent
reported
that,
CS4L aligns quite well with the aims of school sport and that applies the same
nationally and provincially... The main links of CS4L and school sport are
physical literacy as the foundation for movement skills and being active for life,
and appropriate practices like not over-competing, good practice-to-game ratios,
progressive skill development, a holistic approach, and emphasizing positive
experiences and participation for all kids.
Broadly
speaking,
CS4L
needs
to
shift
more
emphasis
to
inclusivity
and
active
for
life
as
that
message
from
the
model
is
not
getting
through
to
ASSPA
providers.
More
specifically,
the
allowances
for
elite
(athlete-‐
centered),
competitive,
specialized,
and
hierarchical
skill
progression
is
clear
compared
to
perhaps
more
important
concepts
such
as
enjoyment,
variety
(many
activities),
inclusivity
(for
all),
physical
literacy
(fundamental
movement
skills),
cooperation,
holistic
(for
emotional
and
life
skill)
development,
and
being
active
and
healthy
for
life.
Several
concerns
were
also
raised
about
the
strong
associations
to
traditional
sport
in
the
title.
For
example,
two
responses
were:
Sport
needs
to
re-‐conceived.
Enjoyable
recreation
is
also
a
big
part
(just
doing
for
enjoyment
and
no
other
goals)
even
if
participants
aren't
fully
healthy.
Physical
activity
is
generally
accepted
by
all
so
it
could
be
Canadian
Physical
Activity
for
Life.
CS4L
needs
to
focus
more
on
meeting
the
needs
of
the
majority
(masses,
physical
activity
and
recreation)
than
on
the
minority
(elite
sport,
athletes)
for
space,
money,
and
resources.
CS4L
represents
sport
because
of
its
title.
Physical
activity
is
not
all
about
sport
or
moderate-‐to-‐vigorous
physical
activity.
It
is
also
about
healthy
eating,
mental
wellness...
activities
of
daily
living,
gardening...
Recreation
is
very
broad,
physical
activity
less
so,
and
sport
even
less
so.
One
item
on
the
online
survey
asked
responders
to
report
which
of
the
Canadian
Sport
for
Life
(CS4L)
principles
need
more
emphasis
in
after-‐school
sport
and
physical
activity
programs
for
children
and
youth.
Their
responses
were
distributed
as
follows:
46
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
INTER-‐PERSONAL
Theme
5.0:
Engage
Family-‐Oriented
and
Socially-‐Engaging
Programs
to
Attract
and
Retain
Child
and
Youth
Participants
The
results
of
this
study
support
findings
in
other
research
about
the
important
role
of
parents
and
friends
in
ASSPA
experiences.
More
specifically,
participating
with
friends
and
peers
can
help
to
make
the
experience
more
socially,
physically,
emotionally,
and
mentally
enjoyable.
47
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
through
programs,
providing
opportunities
for
groups
to
solve
problems
and
tasks,
and
stimulating
social
engagements
can
all
be
useful.
Parents
ultimately
determine
which
ASSPA
program
in
which
their
kid(s)
will
be
involved,
if
at
all.
As
a
result,
“parents
need
to
be
educated
and
convinced
of
the
safety,
benefits
(links
to
academics,
mental
and
physical
health...),
what
they
receive
for
their
ASSPA
commitments
($,
time,
transportation...),
and
what
current
‘best
practices’
are.”
It
is
particularly
challenging
to
increase
the
rates
of
ASSPA
participation
among
children
and
youth
because
so
many
parents
both
work
after
school.
To
ease
common
transportation
barriers
under
such
circumstances,
it
is
important
that
ASSPA
programs
be
quite
regularly
scheduled
in
the
weekly
schedule
so
that
parents
can
conveniently
organize
their
timetables.
It
also
helps
if
the
ASSPA
programs
are
in
the
school
or
close
to
it.
It
helps
if
parents
receive
training
in
SC4L
principles
and
if
they
are
positive
role
models
for
sport
and
physical
activity
by
volunteering
and
participating.
It
would
be
particularly
useful
if
parents
participate
in
family-‐oriented
programs
after-‐schools
or
on
weekends
with
their
children.
However,
too
many
parents
are
over-‐worked
and/or
over-‐competitive
themselves
and
need
to
experience
a
paradigm
shift.
For
example,
“Parents
need
to
enable
more
free
and
unstructured
physical
play
outdoors.
There
needs
to
be
a
shift
of
the
paradigm
away
from
isolated
sedentary
comfort.
The
number
one
complaint
among
parents
of
participants
at
our
facility
is
having
had
to
walk
there.
They
want
to
drop
their
kids
off
and
drive
away.”
“There
need
to
be
programs
that
kids
can
drop-‐in
and
have
fun
as
many
non-‐athletic
get
intimidated
by
that.
The
parents
need
to
provide
the
impetus
for
at
these
that
level
of
structure
(programming)
or
the
kids
won’t
engage
in
unstructured
play.
It
is
kind
of
a
dilemma,
because
as
soon
as
adults
get
involved
it
becomes
rather
structured.
We
need
to
teach
them
how
to
play
(if
school
sport
gets
involved
it
suddenly
is
structured).”
ENVIRONMENTAL
48
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
There
are
fewer
sponsors
for
amateur
sport
and
some
community
sport
coaches
are
charging
high
user
fees
($6000
for
AAA
hockey
player)
and
paying
themselves
too
much.
Many
community
organizations
are
increasingly
charging
user
fees
to
sustain
themselves
and
even
make
money.
Hence,
they
subsidize
nothing
or
little.
Fee
assistance
(subsidize)
in
ways
that
do
not
embarrass
applicants
(application
forms...).
Trust
applicants
more.
Use
a
no-‐rejection
policy.
Having
user
fees
in
high
school
and
community
sports
is
becoming
an
increasing
barrier
especially
if
participants
don't
get
onto
the
court
much
even
if
they
pay.
School
boards
have
the
money
(Education
Act)
but
need
to
prioritize
ASSPA
and
high
school
sports
and
better
fund
them.
Some
boards
much
better
fund
their
athletic
programs
than
others.
• Provide
more
funding
for
community
managers
of
existing
and
new
ASSPA
programs,
high
school
athletic
directors,
and
potential
after-‐school
physical
activity
coordinators,
babysitters,
and
for
training
of
volunteer
coaches.
• Assess
programs
and
make
funding
(e.g.,
grant
recipients
from
the
Ministry
of
Health
Promotion
and
Sport)
contingent
on
quality
of
CS4L
implementation.
Assess
number
of
participants
and
quality
by
programs
so
that
the
money
goes
to
programs
that
most
need
it.
At
a
community
level,
it’s
important
to
figure
out
how
to
delegate
where
the
funding
is
going.
For
example,
City
of
Toronto
had
13
priority
areas,
which
had
free
programs,
which
was
based
on
socio-‐economic
status.
Online
registration
($20/year)
can
help
get
data
from
families
and
even
provide
funding
to
aid
children
who
come
from
disadvantaged
families.
Consolidating
many
different
funding
sources
into
a
community
program,
the
organizers
can
delegate
where
the
funding
goes,
so
that
the
kids
that
need
the
funding
will
receive
it.
• Reduce overlap.
• Improve
and
sustain
infrastructure
and
programming.
A
common
concern
is
the
sustainability
of
ASSPA
programs
about
community
sport
councils.
For
example,
“Grants
drive
too
many
programs
(e.g.,
sport
councils,
recreation
initiatives)
so
they
don’t
have
the
necessary
sustainability.”
It
takes
a
village
to
raise
a
child.
Money
needs
to
be
spent
on
critical
infrastructure
like
covered
open-‐sided
outdoor
facilities
with
paved
floors
for
weather-‐proof
activities
like
basketball,
ball
hockey,
and
box
lacrosse.
We
also
need
more
bike
paths,
lighted
trails,
and
parking.
Funding
should
come
from
through
school
boards
from
the
Ministry
of
Education,
the
Ministry
of
Health
Promotion
and
Sport,
and
Municipal
Parks
and
Recreation
Departments,
and
the
Ministry
of
Health
as
it
is
a
wellness
issue.
Funding
for
intramurals
should
tap
into
Particip-‐action
funds
and
those
through
the
Trillium
Foundation.
49
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
There
was
a
general
belief
that
more
coordinated
and
sustainable
policy
needs
to
occur
at
both
the
provincial
and
municipal
levels
to
provide
the
leverage,
funding,
and
accountability
for
quality
ASSPA
programming
in
which
CS4L
principles
are
embedded.
First,
there
needs
to
be
more
of
an
overarching
vision
and
policy
about
sport,
physical
activity,
and
recreation
from
the
government
of
Ontario
that
is
evident
to
all
and
accountable
for
all.
“For
example,
the
Government
of
Ontario
gives
$40,000,000
a
year
to
school
boards
for
Community
Use
of
Schools
initiatives
and
also
more
money
to
hire
outreach
coordinators,
yet,
there
is
no
overarching
after
school
framework
in
place
wherein
all
are
working.”
Although
there
are
exceptions,
despite
this
funding
to
schools
for
community
use
of
schools,
respondents
generally
believed
that
the
program
was
not
promoted
well
in
schools
and
the
funds
were
either
used
for
other
priorities
or
not
used
at
all.
They
also
reported
that
the
implementation
procedures
seem
to
vary
widely
between
school
boards
and
schools
and
that
there
is
low
accountability
for
effectively
and
equitably
applying
the
policy.
The
provincial
government
has
also
passed
and
implemented
legislation
for
sustained
Daily
Physical
Activity
(DPA)
for
a
minimum
of
20
minutes
in
Ontario’s
elementary
schools.
In
this
study,
respondents
raised
concerns
about
the
quality,
quantity,
consistency,
and
accountability
of
both
legislated
policies
(Community
Use
of
Schools
and
DPA).
For
example,
The
provincial
government
has
created
important
policies
for
schools
and
communities
such
as
DPA
and
the
Community
Use
of
Schools
Agreement;
however,
there
is
a
lack
of
accountability
and
disconnectedness
with
the
work
that
needs
to
take
place
within
the
local
communities.
Without
the
physical
resources
and
understanding
for
the
need
to
address
physical
activity
in
our
communities
the
policies
will
not
be
implemented.
The
DPA
mandate
is
a
perfect
example
of
how
the
lack
of
facilities
and
value
for
the
activity
has
created
a
lack
of
overall
support.
Schools
need
the
space,
and
leaders
must
value
the
importance
of
it
or
it
does
not
happen.
The
Government
of
Ontario
can
also
promote
ASSPA
through
increased
funding
for
provincial
and
municipal
agencies
and
grass-‐roots
initiatives
like
tax
breaks
for
ASSPA
participation
(e.g.,
enrolment
and
equipment
fees,
volunteering)
and
legislating
increases
in
time
allotted
for
intramurals
during
and
after
school,
athletics,
and
required
physical
and
health
education
courses
in
the
schools.
For
example,
“If
the
Ministry
of
Education
would
mandate
physical
education
throughout
elementary
and
secondary
school
with
qualified
teachers
throughout
with
proper
budgets
for
equipment
and
resources,
better
programs
and
better
experiences
for
students
would
be
available.”
The
main
provincial
government
agencies
to
enable
quality
ASSPA
progress
are
the
Ministry
of
Health
Promotion
and
Sport
and
the
Ministry
of
Education
along
with
the
Ontario
School
Teacher’s
Federation.
A
secondary
agency
might
be
the
Ministry
of
Health.
Another
idea
was,
“If
the
teacher’s
union
allowed
for
ASSPA
for
supervision
duties
we’d
get
a
lot
more
participation.”
These
bodies
must
better
coordinate
their
efforts
both
provincially
and
locally.
Within
municipalities
it
is
critical
for
these
agencies
to
collaborate
to
establish
joint
policies,
funding,
and
hubs
for
the
promotion,
delivery,
and
training
of
ASSPA
programs.
Municipal
public
health,
recreation,
and
education
(school
boards)
departments
can
collectively
fund
and
empower
persons
or
units
(like
a
Sports
Council)
for
the
local
planning,
administration,
assessment,
and
coordination
of
staff
and
volunteers
to
deliver
ASSPA
programs
in
schools
and
community
facilities.
Responses
included:
50
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
The
Sport
Councils
need
to
be
empowered
and
can
be
the
hub
but
they
need
some
policy
power
too
(certification,
access
to
booking
and
using
facilities,
police
record
checks...).
The
Hub
could
be
paid
half
by
public
health
and
half
by
the
ministry
of
Ed
(and
maybe
some
by
Parks
and
Recreation).
Right
now
some
funding
for
ASSPA
comes
from
the
Ministry
of
Health
Promotion
and
Sport
through
grants
like
CIAF
and
the
After
School
Program
grant
but
nothing
really
comes
from
the
Ministry
of
Education
other
than
their
amount
per
student
given
to
the
Ontario
Federation
of
School
Athletic
Associations
(OFSAA)
or
the
Ministry
of
Health.
Public
Health
can
be
a
huge
ally
for
sustainability
who
would
help
from
a
municipal
perspective
and
would
help
as
a
partner
with
schools
because
they
have
new
Ontario
standards
that
includes
physical
activity
promotion
and
environmental
support
policy.
Recreation
work
closely
with
public
health
too
and
they
would
be
another
key
partner
to
schools.
At
the
municipal
level,
agencies
need
to
collaborate
more
for
efficient
delivery
of
ASSPA
services
for
the
common
good.
These
comments
exemplify
it
well:
“How
about
mandating
municipalities
to
develop
after
school
programs?
Too
often
we
use
the
carrot
approach
and
not
the
stick.
It
is
so
frustrating....
There
are
no
programs
because
we
have
no
funding
and
we
continue
to
spend
obscene
amounts
of
money
on
policy
and
advocacy
and
not
where
it
is
actually
needed....PROGRAM
DELIVERY!”
The
last
thing
we
need
is
more
polices.
What
we
really
need
is
free
sports
equipment
(helmets,
hockey
sticks,
skis,
soccer
shoes,
bikes,
football
pads,
and
nets)
because
the
cost
of
safe
sporting
equipment
(and
the
team
fee)
is
the
real
barrier.
There
are
often
bylaws
against
road
basketball
and
hockey
which
propagate
safety
and
litigation
paranoia
at
the
expense
of
increased
access
to
popular
and
free
play
spaces.
Costs
and
procedures
to
book
fields
or
facilities
can
be
overly
complicated,
restrictive,
and
expensive
that
many
give
up
trying.
“School
boards
inadequately
fund
ASSPA
and
do
so
inequitably
(e.g.,
Catholic
,
Public,
Independent,
and
Private)
and
often
have
policies
that
prohibit
non-‐sanctioned
sports
such
as
ultimate
or
2-‐pitch
that
80
students
want
to
play
after
school.
“
Further:
“There
is
no
compensation
in
the
schools
for
involvement
of
teachers
in
ASSPA;
it
should
be
internally
regulated
by
the
school
board.”
The
diversity
of
infrastructure
for
ASSPA
between
municipalities
is
also
a
concern
as
some
have
excellent
parks
and
outdoor
recreational
facilities
for
cycling,
cross-‐country
skiing,
and
outdoor
hockey
compared
to
others.
There
was
general
concern
about
the
inadequate
coordination
between
organizations.
More
specifically,
concerns
were
raised
over
the
need
for
actual
philosophical,
theoretical,
organizational
(personnel),
methodological
(communications,
meetings),
and
cooperative
(versus
competitive)
collaborations
between
and
within
national
(e.g.,
National
Sport
Organizations,
Multi-‐Sport
Organizations),
provincial
(e.g.,
Provincial
Sport
Organizations,
government
agencies),
and
local
community
agencies.
These
more
local
bodies
could
include
non-‐profit
agencies
(e.g.,
YMCA,
Boys
and
Girls
Clubs),
municipal
departments
and
programs
(parks,
transportation,
recreation,
public
health,
school
boards,
schools,
post-‐secondary
institutions,
parents,
churches,
nursing
homes,
and
police).
A
review
of
and/or
establishment
of
a
municipal
sport
policy
based
on
51
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
CS4L
could
also
be
useful.
The
results
signal
that
community
groups
should
improve
coordinated
efforts
in
some
of
the
following
ways.
Theme
8.1:
Create
and
Coordinate
an
Information
Sharing
Hub:
A
local
hub
(i.e.,
an
agency,
person(s),
job(s)
description)
is
needed
as
the
accountable
and
visible
link
and
source
of
information
for
establishing
inter-‐agency
partnerships.
This
hub
must
be
jointly
recognized
and
empowered
on
a
sustainable
basis
(e.g.,
funded)
by
the
local
municipal
government
and
might,
for
example,
take
the
form
of
“a
centralized
municipal
or
regional
data
base
with
volunteers,
officials,
participant
registrations
(for
a
low
cost
like
$3/parent
or
$25/sport
club
per
month
to
access
it),
facilities,
and
ways
to
correspond
about
cancellations,
announcements,
online
raffles,
sales,
prizes,
and
promotions.”
The
hub
agency
might
also
gather
important
assessment
data
about
the
participation
rates
and
redundancies
in
and
across
programs,
extent
of
use
and
availability
of
facilities,
and
the
needs
of
providers
(coaches,
officials),
volunteers,
participants,
and
parents.
One
promising
development
has
been
the
emergence
of
sport
councils
in
a
number
of
communities.
The
mandate
of
one
such
council
is
to
“coordinate
recreation
at
the
community
level,
to
help
improve
the
quality
of
sport,
and
to
facilitate
networking
and
coordinating
within
the
community.”
One
informant
stated:
We
can
be
an
effective
database
hub
for
information.
We
send
out
a
newsletter
to
1700
people
and
work
closely
with
tourism,
parks,
recreation
and
others
for
a
central
database.
We
do
everything
from
connecting
volunteers
using
profiles
to
opportunities
like
Meals
on
Wheels
and
those
in
sport
and
recreation.
We
can
also
train
volunteers
and
coordinate
facilities
with
over
315
sport
organizations
in
the
region.
The
council
needs
to
include
stakeholders
in
the
community
that
actually
do
much
of
the
programming
and
delivery.
Theme
8.2:
Provide
Joint
Training,
Marketing,
and
Fund-‐Raising
Initiatives.
Groups
at
a
provincial
or
national
level
such
as
High
Five,
NCCP,
CS4L,
Sport
Canada,
OPHEA,
and
PHE
Canada,
and
CIRA
–
Ontario
should
collaborate
to
develop
and
market
a
“best
practice”
resource
to
be
endorsed
by
other
organizations
involved
in
ASSPA.
do
so.
This
can
then
be
disseminated
through
the
national-‐provincial
context
among
regional
agencies
at
the
“grassroots”
level
while
allowing
for
some
adaptations
based
on
local
priorities
and
values.
One
respondent
stated:
Collaboration
is
the
key
of
course.
Mirror
provincially
and
nationally
(e.g.,
NSOs.
MSOs,
PSOs)
the
cooperation
and
collaboration
that
you
want
to
occur
locally.
There
is
lots
happening
but
we
don’t
interact
and
know
what
is
going
on.
I’d
put
the
parameters
out
and
let
the
community
decide
what
works
best
from
them.
Champions
tend
to
emerge
from
such
collaborations.
Such
resources
and
information
can
then
be
more
strategically,
collaboratively,
and
influentially
marketed
to
policy-‐makers
and
granting
agencies
at
provincial
(e.g.,
Ministry
of
Health
Promotion
and
Sport;
Ministry
of
Education),
municipal
(e.g.,
mayors,
recreation
departments,
public
health),
and
locally
(YMCA,
clubs,
school
principals).
Theme
8.3:
Share
Facilities
and
Resources
to
Reduce
Redundancy
and
Costs.
Transportation
initiatives
and
joint-‐use
agreements
between
organizations
(e.g.,
schools
and
community
groups)
are
needed
that
are
feasible,
accountable,
and
cooperative
for
the
health
and
wellness
benefits
of
all
children
and
youth
rather
than
mainly
elite
sport
participants.
Agreements
between
municipal
and
private
transportation
52
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
departments,
schools,
and
other
ASSPA
providers
can
also
help
to
give
participants
access
to
and
choices
about
ways
to
get
to
and
from
ASSPA
programs.
Theme
8.4:
Overcome
Inter-‐Organizational
Competition
and
Redundancy.
Community
ASSPA
organizations
tend
to
operate
in
too
much
of
a
“silo”
mentality
by
competing
with
one
another
for
publicity,
participants,
facilities,
time,
funding,
coaches,
and
wins.
The
following
comment
exemplifies
this
concern:
“Community
programs
and
school
programs
need
to
work
together
more
to
avoid
overlapping
seasons.
For
example,
community
and
high
school
football
programs
run
at
the
same
time
of
year
and
we
end
up
competing
for
the
same
kids.
If
one
group
ran
spring
leagues
and
other
group
ran
fall
leagues
participation
for
kids
would
be
optimized.”
If
not
offered
simultaneously
(in
the
same
season),
some
athletes
may
tend
to
over-‐specialize
in
one
sport
by
playing
it
at
several
levels
(e.g.,
high
school,
club,
recreation).
There
is
also
often
too
much
unnecessary
overlap
between
ASSPA
providers.
For
example,
high
school
athletic
departments
and
local
sports
club
often
offer
the
same
sport
in
the
same
season
resulting
in
subtle
and
harmful
competitions
between
organizations.
To
illustrate
this,
Europe
is
based
on
a
community
sport
(lifestyle)
model.
We
have
tons
of
students
coming
out
to
structured
play
in
university
but
they’ve
lost
the
ability
to
free
play.
It
is
as
if
it’s
been
programmed
out
of
them
through
barriers
like
travel,
accessibility,
and
an
overburdened
school
sport
system.
Meanwhile,
a
community
karate
club
has
60
kids
involved
after
school
experiencing
fun
ASSPA.
Rugby
is
also
thriving.
Those
club-‐school
partnerships
need
to
be
fostered
because
they
tend
to
do
too
much
by
themselves.
Google
image
labelled
for
commercial
reuse
Theme
8.5:
Partner
Education,
Public
Health,
Recreation,
and
Sport.
A
partnership
recommended
between
municipal
school
boards,
public
health,
and
recreation
departments
and
community
sport
organizations
(e.g.,
sport
clubs,
non-‐profit
providers
is
critical
increase
ASSPA
and
CS4L.).
Several
such
partnerships
between
two
or
more
of
such
agencies
are
in
place
and
functioning
well
in
several
municipalities
in
Ontario.
For
example,
“Public
health
can
be
a
huge
ally
to
schools
for
sustainability
as
help
from
a
municipal
perspective
because
they
have
new
Ontario-‐wide
standards
that
include
physical
activity
promotion
and
53
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
environmental
support
policy.
Recreation
works
closely
with
public
health
too
and
they
would
be
another
key
partner.”
Additionally,
Public
Health
is
the
key
to
the
promotion
and
education
of
physical
activity
and
health
in
schools
and
they
have
various
participation
programs
like
Girls
Active
Living
in
Sport
(GALS),
PASS,
and
PALS.
One
interesting
approach
is
in
the
city
of
Kingston
which
funds
a
physical
activity
person
who
is
also
a
part-‐time
physical
education
teacher
in
the
schools
and
has
really
facilitated
the
partnerships
between
public
health,
recreation,
and
education.
Theme
8.6
Arrange
Joint
Community-‐School
Initiatives
and
Facility
Agreements:
There
was
a
general
understanding
that
more
effective
coordination
was
necessary
between
school-‐based
and
community-‐based
ASSPA
initiatives.
A
prominent
suggestion
was
to
offer
additional
free
drop-‐
in
gym
times
during
the
afternoons
and
early
evening
for
moderately-‐structured
play
and
to
postpone
adult
facility
bookings
until
later
in
the
evening.
This
could
include
working
closely
with
community
ASSPA
providers
like
the
YMCA
to
enable
schools
to
become
licensed
child
care
centers
for
after-‐school
like
the
extended
after-‐school
K-‐2
programs
lasting
until
6
p.m.
in
several
settings
in
Ontario.
One
school-‐based
ASSPA
program
reported
by
a
representative
of
one
large
city
in
Ontario
is
called
Ultra
Play.
It
is
held
once
per
week
at
four
different
elementary
schools,
is
gender-‐segregated,
free
of
charge,
and
involves
a
partnership
with
the
public
school
board
to
limit
transportation
problems
and
costs
because
the
communities
chosen
for
the
program
didn’t
have
much
money
or
the
time
to
devote
to
it.
There
are
variations
of
it
in
the
summer
programs
with
only
a
minimal
charge.
For
such
initiatives,
concrete
evidence
from
current
joint-‐use
agreements
and
funding
for
them
for
all
schools
from
the
Ministry
of
Education
needs
to
be
applied
in
a
publically
clear
and
accountable
manner
so
community
groups
can
use
those
facilities
for
ASSPA
programs
with
children
and
youth.
Schools
should
also
take
advantage
of
additional
joint
school-‐community
funding
opportunities.
For
example,
“The
Ontario
Ministry
of
Education
has
been
publishing
a
list
of
priority
schools
(for
not-‐for-‐profit
groups
can
access
these
schools
for
low
charges)
so
we
use
some
of
those
schools
but
also
some
with
Community
Use
Agreements
too.
The
school’s
role
is
mainly
administrative
and
supportive.”
A
central
booking
policy
and
system
would
also
aid
this
process.
This
would
also
help
communities
and
schools
to
more
efficiently
use
their
facilities
before,
during,
and
after
schools
including
the
critical
time
between
6
and
8
p.m.
when
many
children
and
youth
can
still
participate
in
sport
and
physical
activity.
One
respondent
asserted:
"I
think
that
there
are
many
opportunities
for
children
to
play
sports
but
I
don't
think
they
are
advertised
or
promoted
very
well?
Also,
I
think
that
schools
hinder
the
opportunities
for
non-‐profit
organizations
to
come
into
the
school
to
offer
new
and
exciting
programs
to
their
students
at
no
cost...
it
is
hard
to
get
through
the
secretary
to
discuss
what
programs
you
do
have
and
that
you
have
volunteers
willing
to
come
in
and
being
something
new
and
exciting
to
the
kids!”
Theme
9.0:
Improve
the
Role
of
Schools
in
After
School
Sport
and
Physical
Activity
The
general
finding
about
schools
and
ASSPA
was
that
schools,
often
in
key
publically-‐owned
facilities
and
the
sole
known
legislated
place
for
attendance
and
physical
activity
for
children
and
youth
in
such,
is
a
critical
place
to
engage
ASSPA
programming.
One
person
stated:
“ASSPA
is
key
because
there
is
less
and
less
54
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
time
during
schools
for
physical
release
so
kids
are
raring
to
go
after
schools.”
It
is
important
to
note
the
strong
links
between
any
successful
ASSPA
venture
and
what
actually
goes
on
during
school.
Positive
after-‐school
experiences
for
girls
were
associated
with
experiences
in
school
physical
education
and
athletics.
For
example,
• (Age
10)
“Something
I
like
at
school
we
have
a
couple
activities
at
school
like
the
choir
you
don't
have
to
be
good
you
just
sign
up
and
you
make
it
but
then
the
sports
teams
you
have
to
be
good
at
to
join
it.”
• (Age
10)
“You
don’t
really
get
a
lot
of
grades
in
gym
cause
if
you
do
know
how
to
pass
a
ball
and
you
are
marked
on
it
you
feel
bad
because
you’ll
get
sad
and
then
it
affects
you
outside.”
• (Age
10)
“I
don't
like
sometimes
how
they
make
basketball
nets
too
high.
I
don't
like
how
in
lots
of
activities
in
some
classes
they
say
‘oh
that’s
a
good
job’
but
they
never
help
you
actually
get
to
the
actual
position
and
help.”
• (Age
9)
“In
gym,
I
don't
really
like
being
fit
because
I
have
to
get
marked
on
it
like
that’s
not
very
nice
to
get
marked
on
not
being
able
to
dribble
a
ball
like
that
was
on
my
report
card
and
like
I
don't
want
to
try
out.”
Theme
9.1:
Create
a
Climate
for
Sport
and
Physical
Activity.
The
school
physical
and
health
education
(PHE)
courses,
Daily
Physical
Activity
(DPA),
intramurals,
and
recess
activities
on
the
playground
and
elsewhere
all
contribute
to
a
school
climate
that
and
the
potential
success
of
ASSPA
more.
This
was
summarized
well
in
the
following
comment
about
schools
and
ASSPA:
We
do
a
great
job
with
the
elite
but
are
weak
including
others
and
the
more
marginalized.
We
often
lose
participants
in
elementary
school
by
cutting
and
not
teaching
them
the
fundamental
movement
skills
so
they
can
actually
perform
the
activities
at
a
moderate
level
(experience
some
success).
We
need
three
equal
programs
in
schools:
Quality
Daily
Physical
Education
(curricular),
intramurals
and
DPA
(within
the
school),
and
interscholastic
athletics
(between
schools).
We
need
to
better
define
these
so
parents
and
youngsters
are
clear
about
their
purpose
and
can
make
better
choices
as
to
their
participation.
Theme
9.2:
Refine
School
Athletics.
School
athletic
programs
often
provide
varying
degrees
of
quality
ASSPA
for
approximately
20-‐40%
of
high
school
students
depending
on
the
context
or
source.
These
programs
are
experiencing
increasing
difficulty
in
the
delivery
of
quality
ASSPA
for
students.
Athletic
directors
are
receiving
less
time
and
support;
funding
is
being
cut-‐back,
forcing
programs
to
increase
user-‐fees
or
cancel
programs;
volunteer
teacher-‐coaches,
teacher-‐supervisors,
and
non-‐teacher
coaches
are
difficult
to
hold
accountable
to
“best
practice”
and
even
to
recruit.
This
is
related
to
decreased
rates
of
volunteering
in
modern
culture
and
fewer
perceived
rewards
for
doing
so
(e.g.,
recognition
of
services
as
“work”
contributions
by
school
boards
for
the
teaching
union).
To
illustrate,
“Outside
coaches
are
OK
in
high
school
but
more
‘dangerous’
in
elementary
school
due
to
kids’
sensitivities
and
the
coach’s
‘pro
sport’
(winning)
mentality
even
at
the
grade
3
level!”
Another
concern
was
the
weakness
in
the
aims
of
school
athletic
programs
(as
stated
and
understood
by
athletic
directors,
coaches,
participants
and
parents)
pertaining
to
the
development
of
life
skills
(e.g.,
character
qualities)
and
affective
(e.g.,
socio-‐emotional)
outcomes
through
school
sport.
55
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
There
is
a
perceived
inequity
in
the
provision
of
quality
ASSPA
opportunities
for
all
youngsters.
Those
more
physically
literate
(movement-‐gifted)
tend
to
benefit
from
school
and
community
programs
more
than
those
less
physically
literate.
“Decreased
school
operation
budgets
for
schools,
is
increasingly
shifting
the
funding
shortfall
to
the
athletes
and
participants
in
sports
programs.
This
in
turn
is
making
it
difficult
for
some
kids
to
participate.”
In
other
words,
those
with
lower
ability
tend
to
be
marginalized.
Furthermore,
many
youngsters
do
not
or
cannot
enrol
in
optional
physical
education
classes
in
high
school
and
physical
activity
opportunities
during
recess
or
through
intramural
programs
in
schools
are
either
not
in
place
or
very
limited.
As
well,
the
number
of
available
spots
on
school
or
club
sport
teams
is
small
relative
to
the
number
of
children
and
youth
that
would
like
to
participate
and
might
benefit
from
taking
part.
Sample
responses
include:
One
respondent
emphasized
that,
“Cutting
would-‐be
participants
from
sports
in
schools
is
embarrassing
and
a
big
shame!”
A
huge
factor
I
see
as
a
barrier
is
that
all
physical
activity
is
geared
towards
team
sports
and
if
you're
not
good
enough
to
make
it
onto
the
team,
you
can
never
play
on
a
team!
There
is
nothing
for
those
children
through
school;
no
intramural
sports
of
any
kind.
Children
love
to
be
a
part
of
a
team
and
feel
awful
if
they
don't
make
it.
They
can
only
take
a
certain
number
from
grade
4-‐6
so
they
get
240
kids
but
can
only
take
18.
So
what
about
all
those
who
don’t
make
the
team?
…
The
system
has
to
support
all
kids.
School
sport
is
great
but
because
of
barriers
like
budget,
time,
insurance,
and
teacher
supervision
many
kids
can’t
play.
There
needs
to
be
a
way
to
get
this
done
creatively
such
as
in
recruiting
volunteers.
If
you
are
only
offering
school
sport
it
might
be
detrimental
to
the
majority
of
kids
if
you
are
actually
cutting
them
and
turning
them
off.
Suggestions
related
to
this
perceived
inequity
include
increasing
the
number
of
school
teams
so
more
willing
youngsters
can
participate
in
ASSPA.
This
could
be
in
the
form
of
having
different
levels
of
competitiveness
such
as
an
A,
B,
C,
and
D
level
based
on
skill
or
two
streams
consisting
of
more
recreational
(non-‐
competitive,
within
school,
many
diverse
activities
available
by
choice)
and
more
elite
(competitive,
between
school)
ASSPA
programs.
There
was
very
little
if
any
suggestion
in
the
data
to
eliminate
high
school
athletic
programs
as
they
exist
although
there
were
ideas
on
how
they
might
be
adapted
to
enable
more
participation
from
those
not
currently
participating.
Other
than
those
reported
elsewhere,
ideas
included
scaling
back
high
school
athletics
by
increasing
participation
in
sports
not
available
in
community
clubs
and
in
non-‐traditional
and
more
low-‐cost
activities
such
as
ultimate
disc,
paddleball,
and
table
tennis.
Whatever
the
ASSPA
program
in
and
through
schools,
it
will
need
to
be
different
for
elementary
and
high
schools.
There
could
also
be
more
teams
offered
particularly
in
the
elementary
schools
where
gyms
are
often
more
available
after
schools.
For
example,
“I’m
a
believer
in
the
private
school
model
in
which
there
are
levels
of
teams
(A-‐D)
based
on
the
need
and
interest
(no
cuts).
Each
team
practices
and
plays
another
school
team
once
per
week.”
“Private
schools
often
finish
early
and
then
have
a
policy
that
all
students
must
participate
in
a
sanctioned
ASSPA;
so,
school
actually
then
ends
at
4.
This
doesn’t
seem
to
be
as
possible
in
public
schools
due
to
teacher
unions
and
the
need
for
teacher-‐sponsors.”
56
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
While
current
school
athletic
programs
are
important
and
necessary
programs
for
a
host
of
reasons
(e.g.,
motivation
and
engagement
of
more
elite
athletes,
school
pride,
educational
outcomes)
they
often
take
up
available
space
in
movement
venues
(gyms,
fields,
fitness
facilities)
particularly
in
high
schools
and
sometimes
during
recess
and
lunch
time.
Consequently,
there
is
often
little
if
any
space
in
many
schools
for
increasing
more
recreationally-‐oriented
ASSPA
opportunities.
Some
counter
that
consequently,
“schools
need
two
models
–
elite
and
active
for
life
–
and
providers
and
participants
can
choose.
Schools
should
be
moderately
elite
compared
to
club
opportunities
in
the
community
(highly
elite)
so
schools
should
target
the
masses
more.”
Theme
9.3:
Foster
Quality
Intramurals
and
Clubs
for
ASSPA.
A
more
concerted
effort
to
resurrect
effective
intramural
programs
might
help
to
resolve
some
of
the
lower-‐than-‐ideal
rates
of
youngsters’
involvement
in
ASSPA.
For
example,
“As
money
goes
down
we
need
to
go
to
improved
intramurals
rather
than
to
elite
athletic
programs.”
However,
with
the
current
constraints
in
the
school
system
(e.g.,
lack
of
funds,
space,
volunteers,
and
litigation
concerns,
extra
janitorial
costs,
and
bussing
schedules)
providing
quality
intramurals
appears
to
be
a
very
daunting
task.
Some
are
less
optimistic
about
the
potential
for
intramurals
in
increasing
ASSPA.
For
example:
“Gone
are
the
days
where
lots
of
schools
can
have
intramurals.
Demands
on
teachers
and
the
school
are
too
high
and
the
teachers’
federation
is
very
careful
not
to
demand
much
of
this
‘supervision’
time.’
Maybe
evenings
could
work
but
then
the
school
can’t
be
too
involved.
What
equipment
is
used?
Who
supervises
and
organize?
What
about
liability
insurance?”
Others
believe
intramurals
can
work
during
school
and
that
more
optional
and
diverse
after
school
clubs
(e.g.,
dance,
yoga,
badminton,
exer-‐gaming,
orienteering,
running)
should
be
offered
to
students.
“The
best
time
is
at
lunch
or
during
the
two
breaks
of
a
balanced
school
day.
In
the
after
school
period,
many
lower-‐
income
students
have
to
go
home
to
care
for
siblings
or
to
work
or
relax
and
need
transportation
because
both
parents
work.
If
done
after-‐school,
deliver
it
in
small
amounts
and
try
to
enable
it
for
all
ages
so
families
(siblings...)
can
participate
at
once.
It
can
even
serve
as
a
form
of
child-‐care.”
Further,
after-‐school
intramural-‐like
activities
could
be
done
in
some
schools
with
earlier
dismissals,
staggered
bus
departures,
and
many
students
walking
to
school.
In
these
programs,
it
would
be
best
to
offer
a
variety
of
activities
like
arm
wrestling,
yoga,
cross-‐country
skiing,
snowshoeing,
“shinny,”
and
table
tennis.
One
large
city
in
Ontario
“runs
a
school
recreational
‘intramural-‐like’
program
in
the
evenings
(5-‐7
p.m.)
due
to
the
reduced
barriers
to
participation
at
that
time.
For
example,
parents
can
drive
their
kids,
it
is
easier
to
access
community
volunteers
to
coach
and
officiate,
students
can
lead
much
of
it,
and
yet
it
is
often
still
run
by
teachers.
Theme
9.4:
Build
a
School
Volunteer
Base.
Delivering
ASSPA
in
and
through
schools
will
also
require
creative
recruitment,
training,
funding,
and
management
of
volunteers
to
support
teaching
staff.
“Somehow
we
need
to
empower
more
teacher-‐volunteer
‘champions’
and
access
more
funding
or
release
time.
Many
teachers
are
stressed
and
burned
out
and
pressured
to
produce
results
in
the
classroom
so
extra-‐curricular
is
not
highly
respected
or
valued.
Teachers
have
a
lot
to
do.
They
are
being
asked
to
do
lots
beyond
the
curriculum
with
time
and
their
own
resources
so
it
shouldn’t
just
rely
on
the
teacher.”
Additionally,
“We
have
a
problem
of
overworked
coaches
and
athletic
directors
in
schools
and
lower
rates
of
volunteering
in
society
so
we
need
more
sources
of
coaches
such
as
qualified
university
or
high
school
students
who
can
serve
as
trained
and
qualified
volunteers
for
academic
credit
but
police
record
checks
can
be
an
administrative
and
financial
57
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
obstacle.”
Finally,
to
retain
volunteer
coaches
it
is
important
make
them
“feel
comfortable
by
giving
them
opportunities
to
lead,
contribute
to
decisions,
and
be
taken
seriously;
by
supporting
them
and
showing
them
appreciation
for
their
efforts,
and
meeting
their
basic
needs
rather
than
expecting
them
to
only
meet
the
needs
of
the
organization.”
Theme
9.5:
Link
to
Health
Promoting
Schools.
The
Healthy
Schools
Initiative
by
the
Ontario
Ministry
of
Education
is
comprehensive
approach
to
facilitating
health
benefits
for
school
students
a.
Its
four
foundations
are
the
curriculum,
the
social
environment
(clubs,
intramurals,
teams),
the
physical
environment,
and
community
participation.
The
holistic
emphasis
in
this
initiative
signals
a
solid
opportunity
for
CS4L-‐ASSPA
to
integrate
within
most
if
not
all
of
these
pillars.
Including
ASSPA
into
the
Health
Promoting
Schools
initiative
can
help
to
link
it
to
health
literacy,
the
arts,
and
more
diverse
outside
volunteers
such
as
retirees.
More
post-‐secondary
and
high
school
students
should
be
recruited,
trained
in
leadership,
coaching,
and
CS4L
principles,
and
equipped
to
provide
student-‐leadership
for
academic
credit.
Grant
programs
such
as
the
Ministry
of
Education’s
“Student
Voice”
program
can
facilitate
this
by
awarding
up
to
$1000
per
applicant
school
for
involving
students
in
the
leadership
and
choices
of
an
intramural
program.
Theme
9.6:
Generate
Support
for
School-‐Based
Initiatives.
Lobbying
school
boards
and
principals
to
support
a
school
program
often
comes
about
through
the
actions
of
“teacher-‐
champions”.
For
example,
“A
principal
took
funding
from
varsity
sports
to
intramural
sports.
Leaders
got
to
go
on
a
retreat
to
discuss
plans
for
the
next
year.
The
program
was
all
student-‐driven.
Teams
were
not
picked
but
rather
assigned
and
there
were
many
different
ways
to
get
involved.”
Another
general
idea
in
the
data
was
that
connecting
with
every
principal
on
ASSPA
is
somewhat
of
a
“piecemeal”
solution
compared
to
targeting
school
boards
for
critical
supports.
For
example,
to
implement
a
more
recreationally-‐based
ASSPA
program
during
and
after
schools
may
require
altering
the
school
and
bus
schedule.
School
days
could
be
balanced
to
create
two
45-‐minute
recesses
(15
to
eat
and
the
rest
for
intramurals).
Teacher
involvement
may
be
difficult
because
they
tend
to
use
recess
breaks
for
meetings,
rest,
and
preparation
and
may
require
some
allowances
from
the
teacher’s
federation
to
recognize
it
as
supervision
time.
Another
challenge
with
staggered
school
schedules
is
access
to
the
gymnasium,
which
may
be
fully
booked
with
physical
education
classes.
Nevertheless,
practice
reflects
our
values
and,
if
the
appropriate
levels
of
authority
are
convinced
of
the
importance
of
CS4L
and
ASSPA,
its
success
will
be
more
likely.
Theme
10.0
Educate
and
Train
for
Quality
ASSPA
Programming
Although
survey
respondents
were
neutral
in
response
to
inadequate
activity
leaders
as
a
perceived
barrier
to
quality
ASSPA,
there
were
several
observations
about
the
necessity
of
competent
instruction
and
quality
programming
in
ASSPA
from
the
qualitative
data
(interview
and
discussion
comments).
Themes
related
to
these
are
reflected
in
the
following
statements:
Strong
leadership
is
an
important
component.
If
you
don't
make
it
fun
and
engaging
from
both
a
marketing
perspective
and
from
the
first
session,
they
won't
come
or
come
back
Coaches
need
to
be
in
it
for
the
kids
not
for
self-‐gratification,
winning,
or
recognition.
Lots
of
volunteers
have
the
wrong
motives
and
values
for
it.
Also,
many
volunteer
coaches
feel
pressure
by
the
school,
organization,
or
culture
to
succeed
by
winning
and
58
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
have
a
high
fear
of
failure.
The
“look”
of
a
sport
is
often
competitive
through
its
appearance,
perception,
and
pressure,
even
if
it
is
not
actually
promoted
as
such.
Keep
it
fun,
holistic,
and
de-‐emphasize
competition
in
coaches,
rules,
participants.
We
need
"kid-‐sensitive"
coaches,
a
community-‐oriented
approach
and
environment,
physical
facilitators
in
all
schools
and
motivating
coaches
rather
than
“wanna-‐be”
experts.
Recommendations
to
increase
quality
instruction
and
programming
based
on
CS4L
principles
included
establishing
a
province-‐wide
instructor’s
resource,
curriculum,
certification,
and
training
program.
Theme
10.1:
Develop
and
Implement
a
Quality
Delivery
Resource
and
Training
Program.
A
province-‐wide
accepted
and
implemented
quality
delivery
resource
and
instructor-‐training
program
that
incorporates
evidence-‐based
and
research-‐supported
“best
practices”
and
relevant
support
and
input
from
existing
instructor
resources
like
the
National
Coaching
Certification
Program
(NCCP),
High
Five,
True
Sport,
and
Club
Excellence.
An
alternative
would
be
to
adopt
the
High
Five
program
and
supplement
it
with
additional
content
if
necessary.
For
example,
Ensure
quality
coaches
through
short
valuable
training
and
certification
of
best
practice,
child
development,
CS4L,
and
physical
literacy.
Not
everyone
can
be
a
competent
coach.
Also
foster
mutual
values
for
active
for
life,
inclusivity,
child-‐centered.
Current
programs
like
High
Five
can
be
useful.
Some
of
this
training
could
be
in
the
form
of
a
webinar
or
online
professional
development
seminar
so
it
isn't
too
difficult
for
volunteer
coaches
to
complete.
Training
of
quality
instruction
and
programming
based
on
CS4L
principles
should
occur
at
all
levels
of
ASSPA
providers
including,
for
example,
post-‐secondary
students,
teacher-‐candidates,
school
coaches,
existing
coaching
certification
programs,
provincial
sport
organizations,
local
non-‐profit
organizations
and
sport
clubs,
and
religious
groups.
The
training
should
be
short
(5-‐6
hours),
include
some
official
sanctioned
certification
(not
to
the
degree
of
NCCP
certification),
and
be
highly
accessible.
“It
is
not
so
much
a
‘highly-‐
trained
NCCP’
type
leader
that
is
needed
but
people
who
actually
can
work
with
others
and
have
‘people
skills’
which
far
exceed
education
or
training
skills.”
Theme
10.2:
Develop
and
Use
a
Best
Activities
Manual.
Although
somewhat
diverse
to
specific
regional
and
organizational
aims,
the
ASSPA
curriculum
could
include
a
“best
activities
manual”
that
incorporates
inclusive,
engaging,
safe,
and
developmentally
appropriate
activities
and
progressions.
The
manual
could
draw
from
current
resources
available
through
Physical
and
Health
Education
Canada,
the
Coaching
Association
of
Canada,
the
Ontario
Physical
and
Health
Educators’
Association
(OPHEA),
and
the
Canadian
Intramural
and
Recreation
Association
(CIRA).
The
manual
should
include
best
practices
such
as
enjoyment,
variety
(e.g.,
snowshoeing,
Pilates,
badminton,
curling,
dance,
and
step
aerobics),
managerial
strategies,
and
appropriate
techniques
for
content
delivery.
“For
kids
to
participate
in
sports,
the
activities
need
to
be
a
lot
simpler,
easier
to
manage,
and
a
lot
more
accessible.”
Theme
10.3:
Align
Resources
and
Training
to
the
CS4L
Developmental
Phases.
Any
training
and
resources
should
ensure
that
practice
and
content
are
oriented
to
the
specific
and
unique
characteristics
of
each
developmental
phase
of
the
CS4L
model
(most
particularly
of
course
to
the
relevant
Physical
Literacy
phases,
59
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Learn
to
Train,
and
Active
for
Life).
For
example,
teacher-‐candidates,
sport
and
physical
activity
providers,
and
parents
should
be
familiar
with
the
basic
developmental
characteristics
(physical,
cognitive,
psychological,
emotional,
and
social)
of
children
and
youth,
how
those
are
integrated
into
the
phases
of
the
CS4L
model,
and
how
instruction
should
generally
be
tailored
to
each
of
these
characteristics.
Theme
10.4:
Better
Meet
the
Needs
of
the
Marginalized.
All
trainees
and
providers
also
need
to
understand
the
degree
of
variation
existing
in
these
characteristics
so
they
do
not
simply
“lump”
all
those
in
a
particular
age
together.
For
example,
being
aware
of
how
the
attention
span
of
children,
youth,
and
adults
differs
is
important
in
knowing
how
long
and
complex
an
instructor
should
deliver
information
such
as
skill
cues,
feedback,
or
instructions
about
a
learning
task.
Some
other
marginalized
groups
include
girls
and
individuals
with
lower
ability
or
with
disabilities.
Respondents
in
this
study
did
not
make
many
comments
about
gender
as
a
barrier
to
quality
ASSPA
yet
some
concerns
were
reported
about
gender
inequity
and
preferences.
There
were
also
significant
gender
differences
in
the
beliefs
and
perceptions
among
the
boys
and
girls
(children)
in
this
study.
For
example,
some
respondents
asserted
that
several
environmental
factors
may
be
related
to
the
lower
rates
of
sport
and
physical
activity
participation
in
adolescent
girls.
For
example,
“there
is
still
a
very
male-‐
dominated
sexist
focus
in
the
media
and
with
some
movement
leaders
that
reflects
sport
values.
The
message
being
conveyed
is
that
sport
is
not
as
much
for
young
girls
as
boys.”
There
are
also
intra-‐person
factors
such
as
choice,
motivation,
and
will
influential
in
youth
girls
dropping
out
of
ASSPA.
For
example,
“many
girls
drop
out
in
grades
6-‐7
or
after.
They
face
more
barriers
but
some
are
also
lazy
and
easily
intimidated
even
if
there
are
good
inclusive
programs.”
Girls’
participation
rates
in
ASSPA
would
likely
increase
if
many
of
the
recommendations
stemming
from
this
study
were
realized.
For
example,
“many
girls
have
never
had
the
opportunity
to
participate
in
non-‐traditional
activities
like
yoga
or
dance
so
exposing
them
to
those
non-‐competitive
activities
is
critical.”
Also,
“we
need
to
offer
more
girls’
only
PE,
sports
teams,
intramurals,
drop-‐in
play
time,
and
space
along
with
choice,
fun,
and
socially
meaningful
experiences
otherwise
boys
tend
to
take
over.”
Theme
10.5:
Train
Current
and
Prospective
Physical
Educators.
A
common
notion
was
that
there
needs
to
be
higher
certification
standards
for
prospective
physical
educators
that
include
this
critical
developmental
and
procedural
information
about
sport
and
physical
activity.
Also,
physical
and
health
education
(PHE)
teachers
have
varying
degrees
of
exposure
to
and
awareness
of
the
CS4L
movement
and
principles
(many
not
at
all).
Therefore,
Mandate
more
PHE
and
have
more
qualified
PHE
teachers
especially
in
elementary
school
where
fundamental
movement
skill
development
is
so
critical
for
long-‐term
active
living.
Many
elementary
generalist
teachers
basically
supervise
and
lead
activities
but
don't
teach
fundamental
movement
skills
or
life
skills.
This
is
debatable,
however,
since
many
generalist
teachers
may
better
relate
to
less
elite
participants.
Half
of
the
elementary
teachers
are
really
not
into
PHE
and
often
skip
it
due
to
pressures
for
standardized
testing.
Physical
education
classes
do
not
cater
to
all
activities
and
only
cater
to
a
select
group
of
children
causing
some
children
to
not
want
to
participate
in
PHE
class.
Physical
educators
(in
the
classroom),
having
an
elitist
attitude
or
bias
may
be
a
hindrance
to
success
for
children
who
are
not
gifted
in
sport.
60
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Apply
every
useful
means
possible
including
media
advertizing,
brochures,
professional
development
courses,
webinars,
podcasts,
and
newsletters
to
parents,
participants,
providers,
administrators,
and
policy-‐
makers
to
educate
about
and
advocate
for
CS4L
and
its
principles.
“There
needs
to
be
better
promotion
like
posters
in
areas
where
people
other
than
athletes
will
be
hanging
out
which
would
open
the
door
to
those
who
are
not
involved.”
Other
ideas
include
“hosting
coordinated
community
consultation
sessions,”
brief
the
city
council
on
CS4L,
“form
terms
of
reference
for
Sport
Clubs'
constitutions
and
best
practices
and
post
them
on
their
websites.”
61
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
CHAPTER
5
–
DISCUSSION
INTRODUCTION
Results
from
the
literature
review,
environmental
scan,
and
empirical
study
(triangulated
data
from
interviews,
surveys,
group
discussions)
of
this
project
provided
important
recommendations
for
future
implementation
of
Canadian
Sport
for
Life
into
ASSPA
programs
among
the
children
and
youth
of
Ontario.
Some
clarification
and
additional
recommendations
will
be
made
in
this
final
chapter.
The
recommendations
posited
in
this
project
for
how
to
increase
CS4L-‐based
ASSPA
in
children
and
youth
in
Ontario
are
certainly
not
considered
a
complete
list.
For
more
recommendations,
also
refer
to
resources
in
provinces
like,
for
example,
Alberta
(ARPA,
2010,
2009)
and
British
Columbia
(Vancouver
Sport
Strategy,
2008)
and/or
countries
like
the
United
States
(USDHHS,
2000;
Ward,
Saunders,
&
Pate,
2007).
More
specifically,
the
most
critical
strategies
in
a
successful
grassroots
initiative
to
increase
physical
activity
in
the
state
of
Sao
Paulo,
Brazil
(consisting
of
35,000,000
people
across
350
municipalities
and
about
70-‐80%
inactive)
were:
• Promotion
of
the
inclusion
principle
among
the
governmental
and
private
sectors
and
civil
society
• Establishment
of
intellectual
and
institutional
partnerships
• Inter-‐sectoral
and
intra-‐sectoral
balance
• Mutual
reinforcement
and
strengthening
of
agendas
among
partner
institutions
• One
single
objective
lending
itself
to
a
diversity
of
actions
• Collaboration
with
and
high
visibility
in
the
mass
media
• Clear
messages
that
are
easy
to
understand
and
remember
promoting
strategies
that
are
practical
and
feasible
to
achieve
optimum
levels
of
physical
activity
• Flexibility
in
adaptation
of
interventions
to
local
socio-‐cultural
realities
• Promotion
of
the
concept
of
behaviour
change
as
a
process
involving
the
progression
through
a
series
of
stages
and
culminating
in
the
achievement
of
a
more
active
and
healthier
lifestyle
• Opportunities
for
social
interaction,
enjoyment,
and
mutual
support
among
population
segments
at
highest
risk
(Matsudo
&
Matsudo,
2005,
p.
146).
Further
still,
Robertson
(2010)
reported
two
recently
completed
environmental
scans
of
ASSPA
programs
in
Ontario.
One
by
the
Ontario
Ministry
of
Health
Promotion
and
Sport
involved
analysis
of
a
completed
inventory
by
46
after-‐school
sport,
recreation,
and
physical
activity
programs
in
Ontario.
The
venues
ranged
from
homes,
workplaces,
libraries,
schools,
aboriginal
friendship
centers,
sport
and
recreation
clubs,
non-‐
profit
facilities
(e.g.,
YMCA,
Boys’
and
Girls’
Clubs),
and
community,
childcare,
and
youth
centers.
Another
by
PHE
Canada
involved
the
completion
of
a
survey
by
163
respondents.
Results
were
generally
in
favour
of
promoting
physical
activity
through
fun,
purposeful,
organized,
and
varied
activities;
a
safe
environment
for
all
yet
particularly
for
marginalized
groups;
a
free
or
low-‐cost
healthy
snack;
qualified,
enthusiastic,
and
passionate
program
staff;
and,
affordable,
well-‐equipped,
and
accessible
programs
that
are
linked
to
the
62
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
community
through
partnerships.
Evaluation
was
a
feature
of
programs
that
appeared
to
be
in
need
of
improvement.
As
with
any
project
and
empirical
study,
there
are
limitations
worth
noting.
One
challenge
in
the
empirical
study
of
this
project
was
emphasizing
the
implementation
of
CS4L
into
ASSPA
programs
while
also
addressing
a
broader
aim
of
knowing
more
about
how
increase
overall
participation
in
ASSPA.
The
recommendations
made
are
asserted
with
due
caution
because
of
their
potentially
limited
transferability
to
various
contexts.
More
research
with
the
children
and
youth
in
Ontario
(rather
than
providers
of
programs)
is
welcomed
in
order
to
further
illuminate
youngsters’
needs,
preferences,
and
perceived
challenges
to
participating
in
ASSPA.
Additional
research
into
outcomes
associated
with
sport
and
physical
activity
would
be
useful
because
“not
all
sport
is
good
sport.”
Research
has,
for
example,
revealed
several
negative
associations
with
sport
participation
(e.g.,
lower
moral
reasoning,
cheating,
exploitation,
aggression)
depending
on
the
context
(SDP,
2008).
Future
research
should
also
more
clearly
differentiates
benefits
associated
with
sport
and
recreation
from
those
of
high
performance
sport
as
there
is
some
evidence
that
these
are
not
synonymous
(Bloom,
Gagnon,
&
Hughes,
2006).
INTRA-‐PERSONAL
AND
DEMOGRAPHIC
Recommendation
1.0:
Address
Negative
Prior
Experiences
and
a
Lack
of
Understanding,
Confidence
and
Motivation
One’s
beliefs,
knowledge,
ability,
confidence,
and
motivation
for
physical
activity
–
all
strongly
influenced
by
prior
experiences
–
are
associated
with
ongoing
participation
in
physical
activities.
Particularly
strong
antecedents
of
physically
active
behaviours
in
youngsters
are
attitude
(expecting
a
particular
outcome),
perceived
social
influences
(norms,
expectations,
and
pressure
from
others),
self-‐efficacy
(one’s
perception
of
being
able
to
perform
a
particular
function),
identity
concerns,
implementing
a
specific
plan
of
action,
demographic
factors,
personality,
and
habit
strength
(behaviours
that
are
performed
relatively
automatically
or
without
intentional
effort)
(Kremers,
Schaalma,
Meertens,
van
Mechelen,
&
Kok,
2008).
Consequently,
any
intervention
must
apply
best
(evidence-‐based)
instruction
using
inclusive
and
engaging
activities
by
passionate
and
caring
leaders.
Efforts
must
be
made
to
maximize
availing
motivation
and
beliefs
in
more
youngsters
than
only
those
already
reflecting
it.
The
message
about
the
relative
importance
of
mass
enjoyment
and
participation
in
sport
and
physical
activity
over
elite
competitive
sport
outcomes
was
clear
in
the
study
within
this
project.
While
maintaining
a
just
emphasis
on
competitive
sport
for
athletic
outcomes,
providers
and
policy-‐makers
need
to
recognize
and
more
target
the
large
proportion
of
the
population
who
are
inactive
and
do
not
value
traditional
sport
or
competition.
Making
these
changes
will
enable
more
children,
youth,
and
their
parents
to
have
enjoyable
active
confidence-‐boosting
ASSPA
experiences
that
will
stimulate
lifelong
active
living.
The
initiation
of
and
supported
by
CS4L
and
PHE
Canada
of
this
project
is
but
one
testimony
of
their
commitment
to
fulfill
such
an
aim.
63
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Community
sport
is
about
the
“people
business”
and
not
the
“sport
business.”
Sometimes
well
intentioned
persons
with
little
training
or
knowledge
can
superimpose
the
'adult
sport
culture'
on
children's
sports
resulting
in
dropout
and
a
general
negative
experience
of
sports;
but,
when
sports
are
ethically
based
and
have
the
participant's
needs
at
the
forefront,
the
benefits
are
very
positive.
(Lalonde,
2011,
p.
2)
Recommendation
2.0:
Consider
Regional
and
Demographic
Characteristics
As
reported
in
the
literature
review
(e.g.,
Bartholomew,
et
al.,
2006),
an
important
initial
step
in
any
ASSPA
program
is
an
assessment
of
local
needs
and
priorities
followed
by
the
development
or
revision
of
a
more
local
CS4L-‐based
ASSPA
strategy
that
can
lead
to
the
development
of
relevant
policies,
necessary
funds,
and
coordinated
efforts.
In
other
words,
one
cannot
separate
sport
from
its
context
(e.g.,
participant’s
age,
gender,
developmental
phase,
socio-‐economic
status,
residential
location,
ability
level,
type
of
instructor
activity).
The
survey
data
revealed
statistically
more
transportation
and
weather
barriers
in
rural
areas
whereas
the
perceived
barriers
in
urban
areas
were
financial,
safety,
racial,
enjoyment
of
activity
leaders,
ethnic/cultural
beliefs,
and
coordination
among
organizations.
ASSPA
programs
in
either
setting
need
to
account
for
these
differing
factors.
In
terms
of
the
different
needs
according
to
gender,
offer
more
opportunities
for
both
boys
and
girls
to
participate
in
non-‐traditional
activities
like
yoga,
dance,
cheerleading,
and
karate.
Provide
them
with
options
as
to
which
activity
they
prefer
to
engage
in.
Offer
girls
more
segregated
(separate
from
boys)
PE,
sports
teams,
intramurals,
drop-‐in
play
time,
and
space
along
with
fun
and
socially
meaningful
experiences
in
ASSPA.
Implement
specific
interventions
at
adolescent
girls
and
those
in
late-‐childhood.
Interventions
targeted
specifically
to
particular
ethnic
groups
must
involve
an
increased
awareness
of
particular
groups’
values,
customs,
and
sport
and
physical
activity
preferences.
Promote
and
provide
programs
that
align
with
those.
For
example,
enable
participation
and
learning
in
games
that
are
familiar
to
particular
ethnic
groups
such
as
bocce,
cricket,
and
rugby.
Provide
allowances
for
certain
religious
customs
and
for
females
who
want
to
play
separately
from
males.
Promote
the
benefits
and
opportunities
of
ASSPA
to
new
immigrants
who
may
be
less
familiar
with
them.
Among
the
aboriginal
population,
provide
both
traditional
(aboriginal
games
and
sports)
and
non-‐traditional
(e.g.,
hockey)
opportunities.
There
is
also
a
rich
bank
of
research
with
more
specific
insights
into
how
sport
and
physical
activity
might
be
increased
with
aboriginal
people
(e.g.,
Smith,
Findlay,
&
Crompton,
2010).
Recommendation
3.0:
Regain
Participation
“Lost”
to
Technology,
Work
or
Other
Activities
To
counter
attractive
sedentary
pursuits
like
technology
it
would
be
useful
to
reduce
anxiety
while
increasing
the
appeal,
inclusivity,
accessibility,
social
norm
(it’s
the
cool
thing
to
do),
and
awareness
of
the
benefits
of
CS4L-‐based
ASSPA.
Be
well
prepared
prior
to
initiating
a
program
since
early
experiences
are
important
for
retaining
participants.
Consider
how
to
integrate
technology
into
ASSPA
programs
(e.g.,
exer-‐gaming
options)
and
to
use
social
media
outlets
to
promote
and
advertize
opportunities.
There
may
be
more
incentive
for
students
to
participate
and
volunteer
in
leadership
roles
if
academic
credit
is
given.
64
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Affirm
sport
as
inclusive
of
physical
activity.
A
prominent
assertion
in
this
study
was
that
the
understanding
of
sport
by
the
populace
of
Canada
and
the
United
States
is
more
associated
with
competitive
sport
than
with
physical
activity
compared
with
much
of
the
rest
of
the
world
who
tend
to
more
merge
physical
activity
with
sport.
This
may
prove
to
be
an
obstacle
for
more
recreation
and
physical
activity
than
competitive
sport
providers
to
embrace
and
implement
CS4L.
Recreation
is
“an
active,
leisure-‐time
pursuit
that
enriches
the
individual
by
improving
health,
developing
a
skill,
or
building
self-‐esteem.
Recreation
includes
a
variety
of
physical
activity,
but
not
elite
sport;
recreation
can
also
be
an
artistic,
intellectual,
or
social
activity”
(PRO,
2009,
p.
2).
Despite
such
ontological
(nature
of)
differences,
CS4L
(e.g.,
Shelton,
Jurbala,
Way,
&
Vulliamy,
2010)
is
trying
to
theoretically
and
“strategically
align
and
coordinate
the
futures
of
sport
and
recreation”
(p.
13).
“CS4L
is
holistic
in
its
vision
and
recognizes
the
parallel
importance
of
physical
education/school
sports,
competitive
sport
and
recreational
activity,
and
seeks
to
build
synergies
between
these
sectors”
(p.
10).
Despite
the
strengths
and
positive
trends
of
the
movement,
there
are
it
seems,
legitimate
confusions
and
concerns
about
its
perceived
over-‐emphasis
on
sport
relative
to
physical
activity
and
recreation,
athleticism
(e.g.,
Long-‐Term
Athlete
Development
Program)
over
holistic
development,
and
elitist
performance
over
inclusive
participation
for
the
purposes
of
lifelong
physical
literacy
and
active
living.
It
seems
necessary,
therefore,
to
either
alter
existing
misconceptions
about
sport
relative
to
physical
activity
and
recreation
which
might
include
adjusting
the
title
and/or
the
model
to
enable
the
more
Canadians
to
more
accurately
associate
CS4L
with
physical
activity
rather
than
only
traditional
sport.
Google
image
labelled
for
commercial
reuse
Clarify
definitions.
The
CS4L
movement
was
perceived
by
respondents
in
this
study
as
overwhelmingly
positive;
yet,
they
raised
several
concerns
about
the
movement’s
model
that
should
be
addressed
for
it
to
be
truly
accepted
and
implemented
by
the
local
providers
and
the
general
populace.
For
example,
CS4L
represents
a
paradigm
that
is
quite
different
than
mainstream
sport.
Way
(2010)
illustrates
how
the
movement
has
progressed
from
(to
name
a
few)
exclusion
for
those
less-‐able
their
nurturing,
a
focus
on
chronological
age
stages
to
developmentally-‐appropriate
phases
represented
by
clusters,
early
specialization
to
physical
literacy,
quantity
to
quality,
results
to
principles,
individual
goals
to
societal
goals,
winning
to
meaningful
competition,
and
organizational
independence
to
collaboration
and
cooperation.
To
illustrate
further,
LTAD
asserts
that
“every
person
is
an
athlete”
yet
many
may
not
view
themselves
as
such
nor
might
they
want
to
be
one.
It
may
necessary
to
differentiate
an
“athlete”
driven
model
like
perhaps
LTAD
from
a
more
participant-‐based
model
like
the
2010
CS4L
model.
Nevertheless,
the
CS4L
definitions
for
sport,
physical
literacy,
physical
activity,
recreation,
competition,
and
athlete
(to
name
a
few)
need
to
be
clearly
conceptualized
to
avoid
unnecessary
confusion
and
attrition
the
grassroots
level.
65
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
INTER-‐PERSONAL
Recommendation
5.0:
Engage
Family-‐Oriented
and
Socially-‐Engaging
Programs
to
Attract
and
Retain
Child
and
Youth
Participants
“Factors
in
the
home
and
school
environments
were
especially
associated
with
physical
activity
in
young
people.
Most
consistent
positive
correlates
were
physical
activity
of
the
Factors
in
the
home
and
school
father,
time
spent
outdoors,
support
from
significant
others,
environments
were
especially
and
school
policies
regarding
physical
activity.
Low
crime
associated
with
physical
activity
in
incidence
(in
adolescents)
was
a
characteristic
of
the
young
people.
Most
consistent
neighbourhood
environment
associated
with
higher
physical
positive
correlates
were
physical
activity”
(Kremers
et
al.,
2008,
p.
412).It
would
be
useful
to,
for
example
educate
parents
about
the
benefits,
relative
safety
activity
of
the
father,
time
spent
and
inherent
risks,
and
what
CS4L
represents
that
will
enhance
outdoors,
support
from
significant
the
experience
of
them
and
their
child.
Cooperatively
with
others,
and
school
policies
regarding
other
organizations,
provide
more
child-‐care
in
schools
and
physical
activity.
Low
crime
incidence
community
centers
after-‐school
and
on
weekends
to
enable
(in
adolescents)
was
a
characteristic
of
more
siblings
and
parents
to
play
together.
Offer
enough
the
neighbourhood
environment
ASSPA
options
in
the
school
and
nearby
community
facilities
so
associated
with
higher
physical
children
and
youth
can
walk
to
the
sites
and
engage
socially
as
activity.
(Kremers
et
al.,
2008,
p.
412)
they
walk
or
bicycle
and
participate
in
ASSPA.
Foster
peer
leadership
and
interactive
group
learning
opportunities
to
stimulate
interactions.
ENVIRONMENTAL
The
results
of
this
study
confirmed
the
critical
importance
of
environmental
factors
in
ASSPA
for
children
and
youth.
This
corroborates
other
research
showing
the
increasing
importance
of
environmental
determinants
on
physical
activity
in
youngsters.
Recommendation
6.0:
Ensure
Adequate
Resources
and
Affordable
Programming
Since
any
ASSPA
initiatives
are
in
some
way
dependent
on
funding,
it
is
important
that
any
increase
in
ASSPA
be
connected
to
a
corresponding
increase
in
corporate
and
government
funding
and
easy
access
to
subsidies
so
that
the
burden
of
user-‐fees
can
be
eased
especially
for
those
with
lower
incomes.
Drastically
increasing
the
tax-‐credit
for
participation
in
and
equipment
necessary
for
sport,
physical
activity,
and
recreation
could
also
be
useful.
Lobby
city
council
for
a
rebate
program
for
sport
events
and
fees
in
which
event
organizers
and
participants
can
send
in
expense
receipts
and
receive
a
certain
percentage
back
from
the
city.
Finally,
promote
CS4L
to
businesses
and
lobby
for
more
investment
from
them
for
ASSPA
programs.
66
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Parks
and
Recreation
Ontario
(2009),
reports
that
“Ontario
is
faced
with
a
$5
billion
deficit
for
sport
and
recreation
infrastructure.
If
we
don’t
invest
in
community
parks
and
recreation
infrastructure,
our
citizens
will
have
nowhere
to
be
active.”
It
is
important
therefore
for
the
Government
of
Ontario
to
fund
improved
infrastructure
projects
and
strategically
align
their
locations
to
facilitate
joint-‐initiatives
and
collaborations.
For
example,
infrastructure
planning
should
include
contingencies
for
“active
and
sustainable
transportation,
such
as
community
design
and
land-‐use
planning
that
promotes
walking
and
biking,
trail
systems,
safe
routes
to
school,
and
barrier-‐free
access
to
green
space”
(p.
5).
Shelton
et
al
(2010)
add
that
“municipal
facility
inventories
should
accommodate
all
seven
stages
of
CS4L,
with
capacity
to
host
international
competition
in
some
sports”
(p.
61).
Secure
more
funding
for
community
managers
of
existing
and
new
ASSPA
programs,
high
school
athletic
directors,
and
potential
after-‐school
physical
activity
coordinators,
babysitters,
and
for
training
of
volunteer
coaches.
Access
more
grants
by
promoting
the
funding
opportunities
and
training
organizations
(e.g.,
sport
and
recreation
clubs)
to
improve
their
applications.
Increase
the
quality
of
CS4L
by
making
grant
applications
and
acceptance
dependent
on
quality
implementation
of
CS4L.
Reduce
financial
waste
by
eliminating
unnecessary
overlap
between
organizations
and
by
maximizing
the
potential
of
joint-‐use
agreements.
Associating
CS4L-‐based
ASSPA
with
the
four
pillars
of
Health
Promoting
Schools
can
also
link
it
to
health
literacy
and
the
arts
which
could
facilitate
more
political
and
financial
support.
In
this
study,
there
was
a
general
belief
that
more
coordinated
and
sustainable
policy
needs
to
occur
at
both
the
provincial
and
municipal
levels
to
provide
the
leverage,
funding,
and
accountability
for
quality
ASSPA
programming
in
which
CS4L
principles
are
embedded.
This
can
of
course
occur
in
a
variety
of
ways
but
most
in
useful,
realistic,
and
accountable
policies
that
are
backed
by
the
necessary
funding.
Shelton
et
al
(2010)
notes,
that
municipalities
cannot
meet
the
demands
of
this
objective
without
federal
and
provincial
facilitation
and
partnerships
who
have
“the
profile
and
the
perspective
to
build
a
framework
and
provide
capacity-‐building
‘tools’
to
facilitate
the
process”
(p.
37).
He
adds
that
it
is
important
for
policy-‐makers
at
all
levels
to
involve
marginalized
groups
(e.g.,
seniors,
ethnic,
low-‐income,
urban
and
rural)
in
the
discussions
and
decisions.
Gaining
adequate
municipal
political,
administrative,
and
financial
support
are
critical
to
a
thriving
CS4L-‐
based
ASSPA
because
sport
and
physical
activity
programs
are
often
supplanted
with
other
initiatives
when
municipal
finances
run
low.
These
cut-‐backs
can
often
result
in
having
municipalities
continue
to
direct
and
promote
ASSPA
programs
but
relying
on
volunteers
from
sport
and
physical
activity
organizations
to
provide
(deliver)
the
programs.
Such
a
process
can
result
in
a
lower
quality
and
quantity
of
ASSPA
programs
(especially
for
teenagers)
because
of
less
strategic,
visionary,
and
accountable
practice,
continuity,
and
67
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
training.
This
directly
impacts
municipalities’
potential
to
implement
CS4L
principles
beyond
education,
advocacy,
and
training.
Target
grassroots
initiatives
within
municipalities.
Lalonde
(2011)
reports
that,
“The
role
of
municipalities
in
CS4L-‐LTAD
is
relatively
new.
Municipal
governments
are
the
owner,
developer,
and
renter
of
facilities
and
as
such
are
in
an
authoritative
position
to
facilitate
positive
change
in
areas
like
working
directly
with
community
sport,
education,
and
health
and
community
associations
in
implementing
CS4L-‐LTAD”
(p.
3).
As
a
result,
the
training
and
promoting
of
CS4L
principles
to
municipal
governments
is
critical
for
CS4L-‐based
ASSPA
to
flourish
and
be
sustainable.
A
good
starting
point
is
reviewing
or
establishing
a
municipal
sport
and
physical
activity
policy
based
on
CS4L.
Local
collaborations
and
partnerships
will
not
be
easy
because
of
existing
independent
and
competitive
(“Silo”)
organizational
approaches
to
ASSPA.
“This
silo
approach
is
based
on
tradition;
fear
of
long-‐term
resource
commitments;
rivalry
for
resources
such
as
athletes,
sponsors,
recognition,
status,
power,
and
infrastructure;
lack
of
formal
organizational
structures
to
manage
inter-‐organizational
collaborations
(e.g.,
decisions,
volunteers,
data),
and
overreliance
on
informal
social
relationships
rather
than
formal
linkages”
(Cousens
et
al.,
2010,
p.
5).
Collaborations
are
necessary
between
local
non-‐profit
agencies
(e.g.,
YMCA,
Boys
and
Girls
Clubs),
municipal
departments
and
programs
(parks,
transportation,
recreation,
public
health,
school
boards,
schools,
post-‐secondary
institutions,
parents,
churches,
nursing
homes,
and
police).
Within
municipalities,
it
is
critical
for
government
and
private
agencies
to
collaborate
to
establish
joint
policies,
funding,
and
“hubs”
for
the
promotion,
delivery,
and
training
of
CS4L-‐based
ASSPA
programs.
One
promising
initiative
is
a
welcome
policy
program
called
pasSport
in
the
City
of
Toronto
(Caravaggio,
2011).
It
is
promoted
directly
to
parents
(since
most
parents
do
not
approach
organizations)
with
information
on
basic
theory
and
choices
of
activities,
programs,
and
services
targeting
mainly
the
formative
stage
(Physical
Literacy)
of
LTAD
to
help
guide
parents
in
programs
they
might
enrol
their
kids.
They
also
offer
formal
partnerships
with
Provincial
Sport
Organizations,
free
drop
in
gym
time
(preschool,
unstructured
play),
and
a
focus
on
training
for
quality
through,
for
example,
physical
literacy
workshops
to
newcomers,
training
to
staff
(500
have
been
High
Five
certified),
and
implementation
of
a
"sport
development"
model.
The
program
applies
a
Sports
Leadership
Program
in
coordination
with
the
Toronto
District
School
Board
and
the
Toronto
Community
Foundation.
Although
the
potential
for
school
and
community
implementation
of
CS4L-‐based
ASSPA
is
high,
the
current
local
multi-‐lateral
facility-‐use
agreements
need
to
be
improved,
increased,
and
better
promoted.
Parks
and
Recreation
Ontario
(2009)
reported
the
need
for
efforts
to
reduce
existing
problems
within
current
and
future
agreements.
Among
the
problems
are
high
local
variation
(between
school
boards,
school
principals...)
in
the
policy
(contingencies
for
the
use
of
funds)
and
implementing
(administrative
procedures,
charges,
availability).
For
example,
some
agreements
are
for
indoor
but
not
outdoor
facilities.
Rates
for
high
demand
time
of
use
such
as
on
weekends
and
during
the
summer
are
often
not
available
or
too
high
to
be
used
so
they
sit
empty.
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Ontario
Another
Parks
and
Recreation
of
Ontario
Survey
(2007)
found
that
only
8%
of
elementary
schools
and
15%
of
high
schools
reported
reducing
fees
since
the
implementation
of
the
program
in
2006;
hence,
community
use
of
school
facilities
is
9%
lower
than
in
1999.
Further,
schools
are
often
not
aware
of
the
money
available
to
them
and
school
boards
do
not
spend
the
funds
for
this
initiative.
The
community
groups
stated
that
improvements
were
needed
in
improved
access
to
more
facilities,
at
better
times,
with
less
cumbersome
procedures,
and
at
lower
costs.
The
report
concludes
that
“there
is
a
need
to
develop
a
province-‐wide
approach
which
addresses
recurrent
concerns
such
as
consistent
after-‐school
access,
effective
risk
management,
dealing
with
insurance
concerns,
and
custodial
costs”
(p.
4).
Develop
and
empower
municipal,
school-‐community,
and
school-‐based
ASSPA
coordinators.
In
order
for
such
cooperative
linkages
to
develop
and
work,
there
needs
to
be
administrative
“hubs”
at
three
levels
(macro,
meso,
micro)
in
each
municipality.
The
macro-‐hub
would
target
the
broad
municipal
or
regional
needs,
the
meso-‐local
hub
would
target
designated
local
areas
within
the
municipality,
and
the
micro-‐hub
would
target
interventions
within
schools.
These
hubs
would
each
need
funded
coordinators
that
would
be
held
accountable
for
meeting
responsibilities
outlined
in
their
role
description.
An
important
role
for
each
would
be
to
promote
and
integrate
CS4L
principles
in
ASSPA
programs.
These
“hubs”
must
be
jointly
and
sustainably
recognized
and
empowered
(e.g.,
funded)
by
the
provincial
and
local
municipal
government
departments,
most
notably
education,
public
health,
and
recreation.
The
following
figure
reflects
this
structure.
Municipal
Sport
and
Activity
Councils
and
School-‐Community
Coordinators
ASSPA
Coordinators
School
ASSPA
Coordinators
As
reported
in
the
environmental
scan
in
Chapter
3,
there
are
approximately
17-‐18
functional
municipal
or
regional
sport
councils
currently
in
Ontario
(e.g.,
Sudbury,
Toronto,
Kingston,
Brantford,
Burlington,
Kitchener-‐Waterloo,
and
Markham).
Many
promote
sport
and
provincial
sport
organization
initiative
in
particular
municipalities.
Since
they
are
funded
mainly
through
temporary
grants
their
long-‐term
sustainability
is
questionable.
Exceptions
to
this
are
the
Toronto
Sport
Council
(with
various
branches
by
geographical
area)
and
the
Niagara
Sport
Commission
which
covers
12
municipalities.
The
latter’s
stated
mission
is
to
“foster
the
interplay
between
sport
business
and
community
life
by
establishing
strong
cultural
identity
and
economic
foundation
through
sport”
(Cousens
et
al.,
2010,
p.
8).
The
responsibilities
of
sport
and
physical
activity
council
“hubs”
could
include:
• Fostering
many
of
the
collaborations
and
partnerships
recommended
herein.
This
could
be
in
the
form
of
coordinated
consultation
meetings
with
these
organizations.
• Use
a
variety
of
means
to
promote
and
educate
CS4L
into
existing
sport
and
recreation
departments
and
organizations
(e.g.,
clubs,
churches,
YMCA)
and
their
providers.
69
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• Maintaining
an
online
database
of
all
registered
participants
what
could
be
used
for
decision-‐making
and
program
evaluations
(e.g.,
numbers
of
dropouts,
concerns).
For
example,
the
Niagara
Sport
Commission
developed
and
operates
an
online
“League
Toolbox”
for
a
small
fee
that
includes
online
registration
for
a
host
of
sport
and
physical
activity
opportunities,
a
registry
of
available
facilities
and
volunteers,
and
a
database
of
sports
participants,
schedules,
and
other
information
all
accessible
by
e-‐mail.
• Serving
as
a
visible
link
and
source
of
information.
• Work
with
provincial
sport
organizations
to
help
local
sport
clubs
develop
constitutions
that
reflect
CS4L
principles
and
best
practices.
• “Coordinate
the
planning
and
investment
for
major
event
hosting
(as
for
sports
excellence
development)
with
neighbouring
municipalities,
along
with
sport
organizations,
school
boards,
colleges
and
universities,
and
private
facility
providers,
with
specific
reference
to
the
comparative
advantages
and
asset
base
of
each
partner
and
stakeholder”
(Shelton
et
al.,
2010,
p.
67).
• Regularly
update
a
“Promising
Practices
Guide”
that
includes
descriptions
and
templates
of
programs
and
agreements,
administrative
and
application
procedures,
joint-‐use
agreements,
facility
management
information,
professional
development
and
training
initiatives
and
information
for
continuity
of
initiatives
and
to
aid
others
trying
to
do
the
same
elsewhere.
To
help
meet
some
of
this
potential
use
of
school
for
quality
(CS4L-‐based)
ASSPA,
it
is
necessary
for
a
political,
financial,
programming,
and
delivery
partnership
to
emerge
between
municipal
education,
public
health,
and
recreation
departments.
The
funding
for
a
school-‐community
ASSPA
coordinator
could
pay
for,
among
other
things,
local
coordinator(s)
who
would:
• Oversee
a
particular
area
of
the
municipality
consisting
of
perhaps
10
schools
each
• Foster
collaborative
efforts
among
the
three
departments,
schools
and
their
respective
program
administrators,
and
other
ASSPA
organizations
such
as
sport
clubs.
• Ensure
suitable
quantity,
procedural
quality,
and
accountability
of
established
joint-‐use
agreements
• Increase
access
to
ASSPA
programs
by
ensuring
reasonable
user
fees
and
transportation
• Develop
programs
that
particularly
focus
on
recreational
sport
initiatives
after
school
• Conduct
ongoing
evaluations
of
programs
within
their
area
and
stated
responsibility
• Supervise
the
recruitment
and
training
of
volunteers
• Appropriately
share
information
with
partners
and
collaborators.
Separate
from
during
school
sport
and
physical
activity
administration,
schools
need
to
lobby
the
teachers’
federation,
school
boards,
and
principals
to
empower
a
teacher
educator
in
each
school
with
release
time
to
serve
as
the
school
ASSPA
coordinator.
This
person
would
administer
recreational
(intramural-‐like)
and
competitive
(athletics)
ASSPA
initiatives
within
the
school.
They
would
lead
a
team
of
students
and
staff
to
deliver
the
ASSPA
program
that
complements
what
is
performed
during
the
day
in
the
school
but
adds
the
important
recreational
opportunity
to
after
school
and/or
in
the
early
evening
sport
and
physical
activity
programming
in
the
school
and/or
in
various
community
facilities.
Dialogue
would
need
to
be
initiated
with
local
and
regional
administrators
(e.g.,
school
boards,
principals,
parks
and
recreation,
public
health,
sport
organizations)
so
that
scheduling,
funding,
and
credited
“supervision”
time
for
teachers
that
help
these
initiatives
might
be
provided.
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Youngsters
of
Ontario
Theme 9.0: Improve the Role of Schools in After School Sport and Physical Activity
As
a
keystone
publically-‐owned
facility
and
the
sole
known
legislated
place
for
attendance
and
physical
activity
for
children
and
youth,
schools
are
a
critical
place
to
engage
ASSPA
programming.
“Schools
are
the
hubs
of
their
communities
and
offer
an
effective
use
of
taxpayers'
investment
in
providing
citizens
with
a
place
to
come
together,
volunteer,
build
skills,
access
community
programs,
become
physically
active
and
build
strong
and
healthy
communities”
(Ontario
Ministry
of
Education,
2010).
Quality
experiences
in
school
physical
and
health
education
(PHE)
courses,
DPA,
intramurals,
and
recess
activities
on
the
playground
and
elsewhere
contribute
to
a
school
climate
that
can
make
ASSPA
more
or
less
appealing.
Lobby
to
increase
the
certification
requirements
for
physical
education
teacher-‐
candidates
and
to
require
daily
quality
physical
education
from
K-‐12.
Recruit,
train,
and
certify
seniors,
university
and
college
students,
and
parents,
and
community
members
to
receive
basic
training
and
certification
and
to
volunteer
in
the
school
during
and
after
school.
Educate
and
promote
the
benefits
of
CS4L-‐based
ASSPA
to
policymakers
to
elicit
support
for
increased
funding
for
such
programs.
Strongly
advocate
for
the
need
to
implement
both
dimensions
of
the
CS4L
model:
elite
and
active
and
physically
literate
for
life
so
that
participants
have
more
ASSPA
options
and
opportunities.
Suggestions
to
reduce
the
current
inequity
in
opportunities
favouring
those
more
physically-‐
gifted,
needs
to
be
different
in
elementary
and
high
schools
because
of
the
different
demands
for
the
gymnasium
after-‐schools.
71
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After
School
Sport
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Activity
in
Youngsters
of
Ontario
volunteers
(e.g.,
officials)
in
the
other.
If
after
school,
these
new
recreational
initiatives
for
all
could
be
delivered
in
small
amounts
(2
days/week).
A
more
recreational
ASSPA
program
could
also
be
operational
in
the
early
evening.
As
reported
in
the
results,
one
city
program
administer
a
largely
teacher
and
student-‐run
school
recreationally-‐based
program
from
5-‐7
p.m.
because
there
is
greater
access
to
facilities,
transportation
(parents
can
drive
their
kids),
and
community
volunteers
for
coaching
and
officiating.
In
elementary
schools,
the
number
of
school
teams
should
be
increased
so
more
willing
youngsters
are
able
to
participate
in
ASSPA.
The
program
would
be
recreational
in
nature
and
teams
would
only
play
games
against
other
teams
in
the
school.
All
players
would
regularly
change
teams
to
encourage
more
social
interactions
and
cooperation.
For
more
about
this
approach,
read
about
the
Participation
Nation
program
in
Chapter
3.
In
high
schools,
willing
participants
could
choose
between
two
levels
ASSPA
programming
differentiated
mainly
by
the
amount
of
choice,
types
of
activities
(a
blend
of
traditional
and
non-‐traditional
activities),
and
the
degree
of
competitiveness.
One
would
consist
of
more
recreational
(non-‐competitive,
games
with
teams
from
within
the
school,
many
diverse
activities
available
by
choice)
and
would
be
available
to
all
whereas
the
other
would
be
more
elite
(competitive,
games
with
teams
representing
another
school)
and
dependent
on
ability.
The
more
elite
level
would
not
offer
sports
that
are
commonly
played
in
the
community
(e.g.,
hockey).
One
potentially
successful
during-‐school
intervention
in
elementary
school
that
could
also
be
very
useful
as
an
ASSPA
intervention
is
the
joint
venture
between
public
health,
school
boards,
and
schools
called
Playground
Activity
Leaders
in
Schools
(PALS).
An
example
of
another
successful
joint
school-‐community
intervention
to
promote
physical
activity
in
children
with
many
similarities
to
those
discovered
and
recommended
in
this
project.
The
program
is
primary-‐school
based
and
is
called
JUMP-‐in:
72
CS4L
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After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
“The
programme
focuses
on
the
use
of
theory,
environmental
plans,
parental
influences,
and
cooperation
with
multi-‐level
parties
(municipal
authorities,
local
sport
services,
primary
schools,
and
local
sport
clubs)
in
intervention
development.
The
intervention
consists
of
six
programme
components:
(i)
school
sports
activities,
(ii)
a
pupil
follow-‐up
system,
(iii)
The
Class
Moves
(in-‐class
exercises),
(iv)
Choose
your
card
(lessons
aimed
at
increasing
awareness),
(v)
parental
information
services,
and
(vi)
an
Activity
Week.
In
addition,
special
attention
was
paid
to
pleasure
and
to
ethnic
minorities.
A
pilot
study
in
six
primary
schools
showed
that
JUMP-‐in
was
effective
in
influencing
physical
activity,
especially
among
children
from
Grade
6.
To
embed
JUMP-‐in
in
daily
practice
and
policy,
highly
structured
cooperation
is
created
between
city
districts,
schools,
youth
health
care,
welfare
organizations,
school
supervisory
services,
local
municipal
sport
services,
and
local
sports
clubs.
The
wider
delivery
of
a
revised
version
of
the
JUMP-‐in
programme
incorporates
60
schools
in
deprived
areas
of
Amsterdam.”
(Kremers
et
al.,
2006,
p.
414)
Theme 10.0: Alleviate Education and Training Needs for Quality ASSPA Programming
Successful
implementation
of
CS4L-‐based
ASSPA
programming
would
require
effective
education
and
certification
of
current
and
prospective
providers.
It
may
need
to
begin
with
convincing
ASSPA
organizations
of
the
need
for
CS4L-‐based
training
since
many
may
not
value
it.
A
survey
of
sport
clubs
in
the
Niagara
region
by
the
Niagara
Sport
Commission
(Cousens
et
al.,
2009)
found
that
the
main
needs
of
local
sport
clubs
was
promotion
of
sport
opportunities
and
events,
finances,
and
access
to
facilities.
The
lowest
reported
needs
were
staff
and
volunteer
training.
This
may
reflect
in
sport
clubs
a
lack
of
awareness
of
CS4L
principles
and
their
benefits
to
coaches
and
participants,
and/or
apathy
towards
professional
development
and
best
practice.
Recruitment
of
volunteers
could
particularly
target
and
train
post-‐secondary
and
senior
high
school
students
in
leadership,
coaching,
and
CS4L
principles.
Provide
them
with
adequate
student-‐leadership
opportunities
(e.g.,
coaching,
administrative
responsibilities,
officiating)
for
academic
credit.
Also
target
the
increasing
numbers
of
retirees
in
the
community
willing
to
serve.
Implement
a
coordinated
provincial
training
and
certification
program.
Establish
a
national
and/or
province-‐wide
accepted
and
evidence-‐based
“best
practice”
resource,
curriculum,
certification,
and
training
program.
To
do
so,
collaborate
with
provincial
and
national
organizations
such
as
High
Five,
the
National
Coaching
Certification
Program
(NCCP),
True
Sport,
Club
Excellence,
CS4L,
Sport
Canada,
Physical
and
Health
Education
Canada,
the
Ontario
Physical
and
Health
Educators’
Association,
and
the
Canadian
Intramural
and
Recreation
Association
of
Ontario.
This
can
then
be
disseminated
using
a
coordinated
national-‐provincial
initiative
among
regional
agencies
at
the
“grassroots”
level
while
allowing
for
some
adaptations
based
on
local
priorities
and
values.
73
CS4L
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Activity
in
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of
Ontario
Training
to
receive
the
certification
should
be
short
(5-‐6
hours),
include
some
official
sanctioned
certification
(not
to
the
degree
of
NCCP
certification),
and
be
highly
accessible.
Training
of
quality
instruction
and
programming
based
on
CS4L
principles
should
occur
at
all
levels
of
ASSPA
providers
including,
for
example,
post-‐secondary
students
(e.g.,
physical
education,
recreation,
kinesiology,
and
health
programs),
teacher-‐
candidates,
school
coaches,
existing
coaching
certification
programs,
provincial
sport
organizations,
local
non-‐profit
organizations
and
sport
clubs,
and
religious
groups.
The
training
should
be
relatively
easy
for
coaches
in
all
regions
to
access.
Use
of
a
webinar
or
podcast
forum
might
be
useful
for
this.
Align
resources
and
training
to
the
CS4L
developmental
phases.
Any
training
and
resources
should
ensure
that
practice
and
content
are
oriented
to
the
specific
and
unique
characteristics
of
each
developmental
phase
of
the
CS4L
model
(most
particularly
of
course
to
the
relevant
Physical
Literacy
phases,
Learn
to
Train,
and
Active
for
Life).
CS4L
has
a
well-‐established
developmental
progression
in
which
individuals
are
clustered
based
on
mainly
on
the
degree
of
physiological
maturation.
Training
should
include
comprehension
of
holistic
Any training and resources should developmental
characteristics
(cognitive,
psychological,
ensure that practice and content are emotional,
and
social)
of
children
and
youth
and
how
content
oriented to the specific and unique (e.g.,
exploratory
play,
rudimentary
skills,
fundamental
motor
skills,
specialized
skills)
and
instruction
(e.g.,
length
and
form
of
characteristics of each developmental content
delivery,
types
of
activities)
should
be
tailored
to
each
phase of the CS4L model. of
these
clusters
of
characteristics.
In
other
words,
understanding
these
variations
among
children
and
youth
will
reduce
tendencies
to
simply
treat
all
individuals
within
a
particular
age
group
together.
Target
training
to
different
genres
of
sport
and
physical
activity
(competitive
sport,
recreation,
physical
activity
like
DPA)
and
to
typically
marginalized
groups
such
as
seniors,
adolescent
females,
new
immigrants,
aboriginals,
and
those
with
less
ability.
Train
evidence-‐based
best
practices.
The
content
of
the
training
should
integrate
CS4L
principles
like
the
use
of
engaging,
safe,
and
developmentally-‐appropriate
activities
and
progressions;
variety
(e.g.,
snowshoeing,
Pilates,
badminton,
curling,
dance,
and
step
aerobics),
applying
effective
and
mutually-‐respectful
managerial
strategies,
and
being
able
to
adaptable
delivery
techniques
to
an
ever-‐changing
context.
Training
should
apply
what
is
currently
known
about
best
practices
(see
Chapter
2
&
SDP,
2008).
For
example,
we
know
that
amongst
children
and
youth,
enjoyment,
attractive
and
accessible
programs
and
equipment,
having
pre-‐
requisite
skills,
movement
confidence,
socially
engaging,
outdoor
opportunities,
role
models,
supportive
adults
(parents),
and,
caring,
qualified,
and
encouraging
leaders
are
all
important
factors
in
ASSPA
(Ward,
Saunders,
&
Pate,
2007).
Many
of
these
factors
were
evident
in
the
focus
group
discussion
with
children
in
this
study.
Some
of
the
other
concepts
that
should
be
considered
for
instruction
and
training
are
emotional
literacy,
social
comparisons,
perceived
autonomy
support,
motivational
climate,
body
image,
and
conceptions
about
ability.
74
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in
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of
Ontario
theoretical
strength
(e.g.,
progressive
developmental
phases).
A
critical
process
in
successfully
implementing
CS4L-‐based
ASSPA
programs
at
the
grassroots
level
within
Ontario
is
the
lobby
for
and
promote
these
and
other
strengths
of
CS4L
to
educators
and
sport/recreation
administrators
in
the
universities
and
schools,
provincial
sport
organizations,
policymakers
(e.g.,
provincial
ministries,
municipal
councils,
mayors,
school
boards,
and
principals),
business,
local
providers
(e.g.,
sport
councils,
clubs,
and
non-‐profit
organizations),
coaches,
and
parents.
Promotional
messages
for
CS4L
should
be
aligned
to
the
target
audience.
For
example,
sharing
the
benefits
of
sport
and
physical
activity
pertaining
to,
for
example,
physical
and
mental
health,
social
capital,
and
reduced
delinquency,
it
may
be
useful
for
educators,
coaches,
and
parents.
The
True
Sport
Report
(2008)
stated
that,
“People
who
participate
in
sport
are
more
likely
to
vote,
contact
a
politician
and
sign
a
petition
than
the
average
citizen.
They
also
show
higher
levels
of
social
trust,
trust
in
institutions,
and
life
satisfaction.
Sport
also
helps
to
keep
small
rural
communities
together
and,
in
declining
rural
towns,
may
even
provide
the
last
remaining
social
infrastructure”
(p.
xv).
In
contrast,
when
targeting
messages
to
provincial
and
municipal
government
policy-‐makers
it
may
be
better
to
collect
data
on
and
reshape
the
supportive
arguments
more
around
the
economic
impact
of
sport
and
sport
tourism
and
the
partnerships
and
collaborations
sport
initiates.
To
illustrate
this,
the
Niagara
Sport
Commission
studied
73
of
the
230
clubs
in
their
region
and
found
that
the
economic
impact
of
those
clubs
in
2009
was
$7
million
(Cousens,
MacLean,
Barnes,
&
Papastavrou,
2010,
p.
8).
A
critical
component
of
any
program
for
sustainability
and
development
is
an
effective
ongoing
evaluation
system.
As
many
programs
can
attest
(see
Matsudo
et
al.,
2006),
evaluations
can
provide
evidence
about
the
merits
of
a
program
leading
to
increased
leverage
for
political,
organizational,
and
financial
support.
For
example,
some
of
the
qualities
assessed
within
an
evaluation
plan
of
a
Brazilian
initiative
(Matsudo
&
Matsudo,
2005,
p.
152)
were:
75
CS4L
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Sport
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Physical
Activity
in
Youngsters
of
Ontario
An
online
registry
and
database
can
help
with
gathering
important
assessment
data
about
the
participation
rates
and
redundancies
in
and
across
programs,
extent
of
use
and
availability
of
facilities,
and
the
needs
of
providers
(coaches,
officials),
volunteers,
participants,
and
parents.
Program
evaluations
can
also
promote
accountability
and
even
make
funding
(e.g.,
Ministry
of
Health
Promotion
and
Sport’s
CIAF
grant,
the
Ministry
of
Education’s
“Student
Voice”
program)
somewhat
contingent
on
quality
of
CS4L
implementation.
Unfortunately,
in
many
organizations
there
is
often
a
lack
of
capacity,
knowledge,
procedures,
and
valid
measurement
tools
for
accurate
data
and
analysis
of
the
data
for
subsequent
decision-‐making
and
innovation.
There
are
well-‐established
assessment
tools
and
procedures
available
to
enable
this
(e.g.,
Ward,
Saunders,
&
Pate,
2007).
A
six-‐step
intervention
mapping
process
(Bartholomew,
Parcel,
Kok,
&
Gottlieb,
2006)
is
proposed
for
implementing
ASSPA
in
children
and
youth.
The
process
is
illustrated
in
Figure
2
below.
Any
plan
will
need
modifications
based
on
the
unique
contextual
features
of
the
targeted
locations.
The
proposed
intervention
process
begins
with
the
critical
step
of
a
needs
assessment
on
which
subsequent
planning
is
hinged.
Change
matrices,
theory-‐based
methods
and
strategies,
and
programmatic
tools
and
resources
are
then
developed
through
close
consultation
with
participants
and
implementers.
Pre-‐testing
of
such
materials
is
also
administered.
In
the
fifth
stage,
the
program
interventions,
methods,
strategies,
and
performance
indicators
are
established
and
implemented.
Finally
and
continuously,
evaluations
are
conducted
to
guide
subsequent
decision-‐making
and
to
report
and
promote
progress
and
initiatives.
76
CS4L
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After
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Sport
and
Physical
Activity
in
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of
Ontario
Figure
2:
LOCAL
IMPLEMENTATION
STEPS
77
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
CONCLUSION
This
project
has
summarized
correlates
of
after
school
sport
and
physical
activity
(ASSPA)
among
children
and
youth
(Chapter
2),
performed
an
environmental
scan
of
sample
providers
of
ASSPA
programs
for
children
and
youth
(Chapter
3);
and,
conducted
a
research
study
involving
25
personal
interviews,
12
focus
group
discussions,
and
surveys
completed
by
over
300
ASSPA
providers
around
Ontario
(Chapter
4).
Analysis
of
the
quantitative
(survey
rating
items)
and
triangulated
qualitative
(interviews,
discussions,
and
short
answer
survey
questions)
data
led
to
numerous
thematic
recommendations
some
of
which
were
further
explained
and
added
to
in
the
discussion
(Chapter
5).
Collectively,
the
literature
review,
environmental
scan,
and
empirical
study
of
this
project
have
illuminated
how
to
increase
participation
rates
of
children
and
youth
in
quality
CS4L-‐based
ASSPA
programs
within
Ontario.
The
project
also
revealed
the
relative
importance
of
intrapersonal,
interpersonal,
and
environmental
factors
on
implementing
quality
CS4L-‐like
ASSPA
programs
thereby
reinforcing
the
complexity
of
understanding
child
and
youth
participation
in
sport
and
physical
activity
especially
given
the
contextual
variations
in
which
they
occur
(Bauman
et
al.,
2002).
It
would
likely
be
best
to
practice
the
implementation
of
these
recommendations
within
the
six-‐step
plan
reported
earlier
through
a
pilot
study
targeting
one
or
more
municipalities.
It
would
be
useful
to
target
specific
interventions
based
on
population
so
that
one
pilot
study
is
conducted
in,
for
example,
a
particular
municipality
within
a
very
urban
metropolis
(area
consisting
of
a
conglomerate
of
large
cities),
another
focused
in
a
municipality
within
an
urban
city
populated
by
between
50,000
and
100,000
persons,
and
a
final
one
in
a
municipality
with
a
town
or
city
between
5,000
to
50,000
persons.
It
also
be
helpful
to
select
municipality
with
an
existing
well-‐functioning
municipal
sport
council
(“macro”)
and
solid
programming
within
existing
school
ASSPA
programs
(“micro”)
to
enable
the
pilot
project
to
more
target
the
“meso”
level;
that
is,
coordinated
school-‐community
initiatives.
Each
of
these
initiatives
should
be
led
by
a
coordinator
with
clear
objectives
who
is
adequately
empowered
with
the
finances,
time,
and
resources
to
facilitate
ASSPA
at
the
local
level
(in
an
area
housing
approximately
ten
schools
and
respective
community
organizations).
This
coordinator
should
be
jointly
funded
by
the
municipal
public
health,
recreation,
and
school
board.
A
major
aim
of
the
coordinator
and
pilot
project
would
be
to
facilitate
joint-‐use
agreements,
training
and
promotion
of
CS4L
principles
and
best
practices
(through
existing
programs
such
as
High
Five),
partnerships
between
public
health,
recreation,
schools,
non-‐
profit
providers,
and
sport
organizations.
It
would
also
be
useful
to
implement
local
pilot
initiatives
in
municipalities
with
established
community
sport
councils
that
are
part
of
the
strategic
partnership.
Such
councils
also
need
support
to
achieve
their
mandate
and
can
greatly
enhance
the
local
implementation
of
ASSPA
by
successfully
meeting
their
aims
(e.g.,
database,
promotion,
tourism,
marketing,
policy
influence,
networking)
at
the
more
regional
and/or
municipal
level.
A
final
critical
recommendation
was
to
assess
the
existing
programs,
values,
and
needs
of
particular
communities
prior
to
developing,
adopting,
and
evaluating
any
implementation
initiatives.
In
closing,
the
list
of
culminating
recommendations
is
presented
in
the
following
table.
They
illustrate
some
of
the
steps
that
could
significantly
contribute
to
future
interventions
targeted
specifically
to
increasing
participation
in
Canadian
Sport
for
Life-‐based
ASSPA
in
the
children
and
youth
of
Ontario.
78
CS4L
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Sport
and
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in
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of
Ontario
79
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
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K.D.,
&
Dietz,
W.H.
(1997).
Predicting
obesity
in
young
adulthood
from
childhood
and
parental
obesity.
The
New
England
Journal
of
Medicine,
337,
869-‐873.
86
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and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
APPENDICES
APPENDIX
A
Previously
• Explain
the
nature
of
the
study
via
a
cover
letter
and
consent
form
and
attain
signed
consent
from
each
participant.
Opening
• Invite
them
to
enjoy
the
light
nutritional
refreshments
provided
for
them.
• Welcome,
make
introductions,
and
thank
participants.
• Review
the
purpose
of
the
interview:
o Briefly
review
the
Canadian
Sport
for
Life
principles
such
as
inclusive,
learner-‐centered,
holistic,
lifelong,
development
of
skill…
o Why
are
not
more
children
and
youth
(aged
9-‐18)
participating
in
sport
and
physical
activity
with
Canadian
Sport
for
Life
principles
after-‐school
(3:00
–
6:00
p.m.)
in
this
region
of
Ontario?
• Review
the
protocol
of
the
interview:
o Length
of
focus
group
interviews
will
be
about
1.5
hours
(20
minutes
for
personal
interviews)
addressing
mainly
6-‐8
questions.
o There
are
no
right
or
wrong
answers;
please
be
candid
(honest).
o Remind
them
that
their
participation
is
voluntary,
that
they
are
free
to
discontinue
their
participation
at
any
time
without
penalty,
that
all
comments
are
confidential
and
anonymous
(pseudonyms
will
be
used),
and
that
only
summarized
information
will
be
communicated
(reported).
o For
Focus
Group
Interviews:
Everyone’s
ideas
are
valued.
Everyone
has
a
chance
to
speak
(generally
in
turn).
Be
respectful
of
other’s
viewpoints
and
expressions.
Please
express
your
opinion
rather
than
commenting
on
or
criticizing
those
expressed
by
others.
Interview Questions
o What
is
your
(brief
description)
involvement
in
and
awareness
of
the
nature
of
after-‐school
(3:00
-‐
6:00
p.m.)
sport
and
physical
activity
for
children
and
youth
(aged
9-‐18)
in
this
region
of
Ontario?
Dividing
the
factors
of
the
issue
being
explored
herein
into
the
following
three
categories
(show
on
an
overhead
or
via
Power
Point
or
a
handout):
Intrapersonal
(Within-‐Person)
o Demographic
(income,
rural/urban)
and
Biological
(sex,
age
…)
o Psychological
(Cognitive,
motivational,
emotional
…)
o Behavioral
(habits,
attitudes,
experiences,
skills
…)
Interpersonal
(Between
Persons)
87
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
1. What
do
you
feel
are
the
main
Within-‐Person
reasons
why
more
youngsters
do
not
participate
in
quality
(reflecting
Canadian
Sport
for
Life
principles)
after-‐school
sport
and
physical
activity
in
this
region?
What
might
be
potential
solutions
to
these
obstacles
you
mention?
2. What
do
you
feel
are
the
main
Between-‐Person
reasons
why
more
youngsters
do
not
participate
in
quality
(reflecting
Canadian
Sport
for
Life
principles)
after-‐school
sport
and
physical
activity
in
this
region?
What
might
be
potential
solutions
to
the
obstacles
you
mention?
3. What
do
you
feel
are
the
main
Environmental
reasons
why
youngsters
do
not
participate
in
quality
(reflecting
Canadian
Sport
for
Life
principles)
after-‐school
sport
and
physical
activity
in
this
region?
What
might
be
potential
solutions
to
the
obstacles
you
mention?
4. Are
there
particular
groups
that
are
marginalized
(e.g.,
ethnic
groups,
genders,
sexual
orientations,
SES)
from
regular/optimal
participation
in
after
school
sport
and
physical
activity
reflecting
Canadian
Sport
for
Life
principles
in
this
region?
If
so,
why
and
how
can
their
rates
of
participation
increase?
5. Is
there
anything
else
you
would
like
to
share
about
this
topic?
Closing
• Thank
participants
and
remind
them
how
the
information
will
be
used
and
that
an
abbreviated
summary
can
be
sent
to
them
if
interested.
88
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Appendix B
This
short
survey
explores
how
participation
rates
of
children
and
youth
(aged
9-‐18)
in
Ontario
in
quality
after-‐school
(3-‐6
p.m.)
sports
and
physical
activity
can
be
increased.
All
responses
are
confidential.
Your
participation
is
voluntary.
You
may
quit
the
survey
at
any
time
and
can
choose
to
omit
any
item
without
consequence.
Data
will
be
destroyed
within
five
years
of
the
study.
The
questionnaires
may
ask
you
to
disclose
some
information
(e.g.,
opinions)
which
some
may
deem
sensitive.
Though
feelings
of
discomfort
are
very
unlikely,
should
concerns
arise,
please
contact
me
by
phone
(905-‐
688-‐5550
extension
5220)
or
e-‐mail
(klodewyk@brocku.ca)
or
contact
Brock
University’s
Research
Ethics
Officer
(905-‐688-‐5550
ext.
3035
or
reb@brocku.ca).
The
survey
is
housed
in
Survey
Monkey
which
has
an
exceptional
record
of
survey
efficiency
and
confidentiality
yet
it
is
subject
to
limits
based
on
homeland
security
laws.
The
results
of
this
study
may
be
used
to
inform
sport
and
physical
activity
researchers
and
providers.
C. Please provide the name of the city or town of Ontario near or in which you live: ______________
D. Please
select
(circle)
the
titles
that
most
closely
represent
the
role(s)
you
serve
with
children
and/or
youth
in
sport
and/or
physical
activity:
Parent
Physical
and
Health
Education
Teacher
School
Principal
School
Athletic
Director
University
Athletic
Director
Provincial
Sport
Organization
Public
Health
Parks
Recreation
(e.g.,
YMCA)
Coach
Local
(Municipal)
Government
Provincial
Government
Other:
________________
The
remaining
survey
items
ask
your
opinion
about
how
to
best
promote
and
deliver
quality
after-‐school
sports
and
physical
activity
experiences
for
children
and
youth
in
your
region
of
Ontario.
There
are
no
right
or
wrong
answers
to
the
items.
Please
respond
based
on
your
involvement
with
sport
and
physical
activity
among
children
and
youth.
E. Canadian
Sport
for
Life
is
a
movement
to
increase
sport's
contribution
to
Canadian
society
by
providing
a
host
of
services
(such
as
the
Long-‐Term
Athlete
Development
Program)
that
stress
the
importance
of
sport
for
all
ages
and
stages
to
foster
life-‐long
health,
active
living,
and
sporting
success.
From
the
following
list
of
Canadian
Sport
for
Life
principles,
select
(place
a
√)
any
that
you
believe
need
more
emphasis
in
after-‐school
sport
and
physical
activity
programs
for
children
and
youth
in
your
area.
89
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and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Page
Two
To
answer
each
of
the
remaining
items,
click
on
the
number
of
the
response
(from
1
-‐
5)
that
most
represents
your
opinion.
A
few
sections
are
provided
to
give
you
the
opportunity
to
add
your
suggestions
for
how
to
enhance
the
participation
rates
and
experiences
of
youngsters
in
after-‐school
sport
and
physical
activity.
For
the
remainder
of
the
survey,
quality
after-‐school
sport
and
physical
activity
is
in
part
reflected
in
the
Canadian
Sport
for
Life
principles
listed
in
the
previous
item
(E
on
page
1).
More
children
and
youth
do
not
participate
in
quality
after-‐school
sport
and
physical
activity
in
my
region
of
Ontario
because
they
...
Strongly
Strongly
Disagree
Agree
Disagree
Agree
6. They face barriers due to bad weather (e.g., storms, cold). 1 2 3 4 5
90
CS4L
and
After
School
Sport
and
Physical
Activity
in
Youngsters
of
Ontario
Page Three
More
children
and
youth
do
not
participate
in
quality
after-‐school
sport
and
physical
activity
in
my
region
of
Ontario
because
they
...
Strongly
Strongly
Disagree
Agree
Disagree
Agree
12. Do not believe they can succeed in sport and physical activity. 1 2 3 4 5
14. Spend time using the computer, phone, or television instead. 1 2 3 4 5
15. Work
(e.g.,
as
an
employee,
doing
homework,
or
caring
for
1
2
3
4
5
siblings)
instead.
16. Their
friends
do
not
participate.
1
2
3
4
5
17. Their parents do not participate or support their participation. 1 2 3 4 5
18. In
this
space,
please
add
(if
desired)
any
explanation
to
your
opinions
and/or
suggestions
to
how
to
resolve
any
of
the
previous
items
on
this
page
that
you
identified
as
important.
91
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After
School
Sport
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Physical
Activity
in
Youngsters
of
Ontario
Page 4
More
children
and
youth
do
not
participate
in
quality
after-‐school
sport
and
physical
activity
in
my
region
of
Ontario
because
...
Strongly
Strongly
Disagree
Agree
Disagree
Agree
19. They do not enjoy their activity leader (e.g., coach). 1 2 3 4 5
20. They
experience
activity
leaders
who
are
inadequate
in
that
1
2
3
4
5
role.
21. They
face
restrictions
due
to
their
ethnic
beliefs
(e.g.,
religious
1
2
3
4
5
or
cultural
values).
22. They
lack
sufficient
opportunities
within
the
school
(e.g.,
1
2
3
4
5
inadequate
school
programs).
23. They
lack
sufficient
opportunities
within
the
community
(e.g.,
1
2
3
4
5
inadequate
community
programs).
24. The
policies
of
local
governmental
agencies
(e.g.,
parks,
recreation,
school
boards)
related
to
sport
and
physical
1
2
3
4
5
activity
for
children
and
youth
are
inadequate.
25. Provincial
government
policies
(e.g.,
Ministry
of
Education,
Ministry
of
Health
Promotion
and
Sport)
related
to
sport
and
1
2
3
4
5
physical
activity
for
children
and
youth
need
improving.
26. Better
coordination
between
organizations
(e.g.,
schools,
1
2
3
4
5
businesses,
community
agencies)
is
needed.
27. In
this
space,
please
add
(if
desired)
any
explanation
to
your
opinions
and/or
suggestions
to
how
to
resolve
any
of
the
previous
items
on
this
page
that
you
identified
as
important.
92