After School Sport and Physical Activity in Children and Youth of Ontario

CS4L and After School Sport and Physical Activity in Youngsters of Ontario

After-‐School Sport and Physical Activity in Children and Youth of Ontario:
A Needs Analysis and Strategy Project
Final Report

Google image labelled for commercial reuse
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
TABLE OF CONTENTS
Executive Summary 3
Chapter 1: Introduction 7

A. Aim and Rationale
B. Process Overview
C. Theoretical Framework and Definitions
Chapter 2: Review of Literature 13

A. Physical Activity, Sport, Physical Education, and Obesity in Children and Youth
B. Significant Associations to Physical Activity in Children and Youth
C. Significant Associations to Sport in Children and Youth

-‐ Particular consideration to ability, sex, ethnicity, socio-‐economic, and urban/rural settings.
Chapter 3: Environmental Scan: Sample ASSPA Programs 23

A. Examples of ASSPA Programs for Children and Youth in Ontario
B. Other Promising Examples of ASSPA Programs for Children and Youth
C. ASSPA Programs Targeting Marginalized Children and Youth
Chapter 4: Empirical Research Study 36

A. Methods
B. Results
Quantitative Results
Qualitative Results
Chapter 5: Discussion 62
Works Cited 80
Appendices 87
A. Semi-‐Structured Interview Protocol
B. On-‐Line Survey

2
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
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
instead, having friends and/or parents that do not participate,

Survey
and a lack of money, motivation, confidence for success,
transportation, opportunities in school and/or in the
community, provincial policies, and/or understanding the Emergent
Themes
benefits of participating in ASSPA.
Focus Personal
Analysis of the qualitative data (interviews, focus group Group Interviews
Discussions
discussions, and short answer questions in the on-‐line survey)
revealed numerous thematic recommendations that are
outlined in the following table. Most of these responded to
environmental/organizational factors. Intra-‐personal themes included the need to address negative prior
experiences and a lack of understanding, confidence and motivation in youngsters while also adapting
programs to the unique contextual challenges associated with region (urban or rural) and demographic
characteristics (e.g., ethnic, gender). It was also deemed essential to regain ASSPA participation “lost” to
technology, work or other activities while also facilitating reception to CS4L by affirming sport as inclusive of
physical activity and clarifying definitions and concepts within CS4L. The lone interpersonal theme was to
better engage in family-‐oriented and socially-‐engaging programs to attract and retain participants.
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
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
10.9 Train evidence-‐based best practices
11.0 Promote Canadian Sport for Life
12.0 Continuously Evaluate Programs

5
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.
Future study should involve implementation of a pilot (test)

(6) (1)
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
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
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 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.
Canadian Sport for Life – Long-‐Term Athlete Development

• Is a philosophy and a vehicle for change.
• Is athlete-‐centred from a child’s first involvement in sport to the transition to
lifelong physical activity or other sport related activities.
• Integrates the needs of athletes with a disability into the design and delivery of
sport programs.
• Provides a framework for reviewing current practices, developing new
initiatives, and standardizing programs.
• Establishes a clear development pathway from playground to podium and on
to being active for life.
• Identifies the shortcomings in Canada’s sport system and provides guidelines for
problem solving.
• Provides guidelines for planning for optimal performance for all stages of athlete
development.
• Provides key partners with a coordinated structure and plan for change.
• Identifies and engages key stakeholders in delivering change.
• Provides an aligned and integrated model for delivering systems including:
• Long-‐term athlete development — technical, physical, tactical, and behavioural.
• Long-‐term coaching development.
• Sport and physical activity programs and services in NSO’s, PSO’s, recreational
organizations, clubs, and schools.
(Cited from the CS4L website at:
http://www.canadiansportforlife.ca/default.aspx?PageID=1087&LangID=en

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
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
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
Chapter 4. Focus Personal

Group Interviews
Finally, in Chapter 5 (Discussion) the data and current Discussion
s
theory were integrated to arrive at a series of
recommendations to provide development and
implementation strategies for a subsequent pilot
project.
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.
C. Theoretical Framework and Definitions

The theoretical framework implemented in the completion of this project is ecological (McLeroy, Bibeau,
Stechler, & Glanz, 1988) and is grounded in social cognitive theory which basically asserts that human action
results mainly from the interactive effect of one’s environment, individual characteristics, and behaviours
(Bandura, 1977). The ecological theoretical framework (see the accompanying figure below) asserts that
there are three main categories of associations with most behaviours; namely, intrapersonal (e.g., gender,
socio-‐economic status, values), interpersonal (e.g., influence of peers, parents, siblings, instructors), and
environmental (e.g., organizational dynamics, infrastructure, policy).
11
This framework is the theoretical foundation of this

study because it has been strongly linked (e.g., INTRA-‐
Welk, 1999) to physical activity and sport PERSONAL
participation and because “there are multiple
correlates within each category of variables which
strongly suggests a very complex causal
ECOLOGICAL
web…demanding a multilevel ecologic approach to
APPROACH
understanding physical activity” (Bauman, Sallis,
Dzewaltowski, & Owen, 2002, p. 10). The INTER-‐ ENVIRON-‐
framework has also been the underlying framework PERSONAL MENTAL
in much of the current comprehensive research
literature (Bauman, Sallis, Dzewaltowski, & Owen,
2002; Sallis, Prochaska, & Taylor, 2000; Welk, 1999)
on physical activity.
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.
Sport and Physical Activity

All forms of physical activity which, whether organized (structured) or not, strive to experience or improve
physical fitness and mental well-‐being, foster relationships, or obtain results from play.

Recreation
“All those things that a person or group choose to do in order to make their leisure time more interesting,
more enjoyable and more personally satisfying”
(National Recreation Statement, 1974).

Gender
“…the assignment of masculine and feminine characteristics to bodies in cultural contexts”
Grewal & Caplan, 2006, p. xix).

Race
A biological, physical characteristic that forces a social stereotype (Harrison & Belcher, 2006).

Culture
Learned and shared human behaviours and ideas (Miller, Van Esterik, & Van Esterik, 2007).

Ethnicity
A group of individuals organized around a common cultural origin (Harrison & Belcher, 2006).

12
CHAPTER 2 – REVIEW OF LITERATURE

To increase awareness about factors related to participation in after-‐school sport and physical activity
programs among children and youth, particularly in Ontario and in more marginalized groups, a review of
the scholarly literature was conducted and is summarized in the following chapter. Papers published in
leading academic journals and books on physical activity and sport among children and youth were reviewed
for their correlates. In other words, the factors associated with physical activity and sport participation in
children and youth were explored.
A. PHYSICAL ACTIVITY, SPORT, PHYSICAL EDUCATION, AND OBESITY

IN CHILDREN AND YOUTH
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
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).
Physical Activity and Obesity
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
12-‐14 15-‐17 18-‐19

Top Activities % Top Activities % Top Activities %
1 Walking 64 Walking 67 Walking 65
2 Jogging 59 Jogging 57 Jogging 50
3 Bicycling 59 Bicycling 47 Home Exercise 46
4 Basketball 55 Home Exercise 46 Swimming 38
5 Swimming 52 Swimming 43 Bicycling 36
Canadian Community Health Survey, 2005, Statistics Canada
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
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
Attrition from Sport, Physical Activity, and Physical Education
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).
C. SIGNIFICANT ASSOCIATIONS TO PHYSICAL ACTIVITY IN

CHILDREN AND ADOLESCENTS

This section reviews significant associations (correlates) with physical activity and sport participation in
children and adolescents while also summarizing the relevant research on marginalized groups (e.g., sex,
disability, ethnicity, obesity). Presenting evidence on the benefits, risks, and best practices associated with
physical activity, sport, and physical education is beyond the scope of this review. For such information,
readers are directed to other reviews on these topics (Bailey, 2006; Brustad et al., 2001; Ewing et al, 2002;
Janssen & LeBlanc, 2010; USDHHS, 1996, 1997). It is important to note that most of the reported studies
were correlation studies conducted with mainly Caucasian (white) populations in Europe and North America
so cause-‐effect interpretations cannot be made. As an overview of physical activity correlates in children and
adolescents, Sallis et al. (2000) reported:
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
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
C. SIGNIFICANT ASSOCIATIONS TO SPORT IN CHILDREN AND YOUTH

Research in sport participation with children and youth has revealed numerous associations relevant to this
study. The following section highlights these relevant relationships while paying particular attention to sport
research on marginalized groups (e.g., obese, disabilities, ethnicity, income, adolescents, and gender).
INTRA-‐PERSONAL AND DEMOGRAPHIC ASSOCIATIONS
Socio-‐Economic Status (SES)
• 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.
• In research that somewhat contradicts this:

o One of Statistics Canada’s (2008) reports on the 2005 General Social Survey revealed that
“sports participation rates among children were highest in smaller towns and cities, and that
children in Canada's three largest cities (Toronto, Montreal, and Vancouver) were least likely to
participate in organized sports on a regular basis” (p. 1). Sports participation was lowest among
children from more densely populated regions (42%) (possibly due to more low-‐income families
there) and highest in less densely populated (suburban) regions (52%) such as large and mid-‐
sized cities.
o More elite athletes tend to be born in smaller cities (< 500,000). This may be due to more
advantageous quantity and quality of play and practice opportunities and psychosocial
environments (Cote, Baker, & Abernethy, 2007).
18
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 and Sports Participation
• 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
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.
Body Size Discrepancy
• 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).
Disability and Sports Participation
• 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
Parental Beliefs, Attitudes, and Behaviours
• 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
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).
The Critical Role of Coaches and Instructors in Sport
• 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
Cultural and Religious Values and Behaviours
• 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
Gender-‐Role Expectations and Stereotyping
• 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.
Delinquency and Sports Participation
• 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
CHAPTER 3 – ENVIRONMENTAL SCAN

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
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).
After-‐School In-‐School Recreational Programs:
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
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 ).
Some other examples are:
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
Simcoe Early Education and Development Services (S.E.E.D.S). See: http://www.seedschildcare.ca/index.php .
Milton Community Resource Centre (MCRC) in Milton, Ontario. See:

http://www.mcrc.on.ca/index.php?option=com_content&view=article&id=51&Itemid=57
25
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
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
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
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
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
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
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
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
C. EXAMPLES OF ASSPA PROGRAMS TARGETING

MARGINALIZED CHILDREN AND YOUTH
Low-‐Ability
Sport Nova Scotia

“Sport Nova Scotia works with elementary schools in different communities throughout the province where,
with the help from the schools, they identify children in the Fundamentals stage (grades 3 – 6) who are not
physically active and creates opportunities for children develop life-‐long active habits so they can lead
healthy and productive lives. Operating in 10 different communities in Nova Scotia, Sport Nova Scotia brings
together high school students to work with inactive students in local elementary schools.” (Retrieved
September 18, 2010 from the Canadian Sport for Life website at
http://www.canadiansportforlife.ca/default.aspx?PageID=1154&LangID=en)
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
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
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

CHAPTER 4 – EMPIRICAL STUDY

METHODS

An empirical research study was designed and conducted to investigate how to increase participation rates
of children and youth and to assess the adoption of CS4L-‐LTAD principles in Ontario ASSPA programs. Data
was gathered from interviews, focus group discussions, and an on-‐line survey. The three were used as means
of “triangulating” the data (using three different approaches) to maximize the reliability of emerging themes
related to the main research questions. Particular consideration was given to differences according to ability,
sex, ethnicity, socio-‐economic, and urban/rural
settings. Wherever feasible, interviews were audio-‐ On-‐Line
taped for subsequent and coding of responses into

Survey
major themes according to established protocol for
qualitative research by the National Centre for Social
Research (Ritchie, Spencer & O’Connor, 2003) and for
Emergent
quantitative research (Tabachnick & Fidell, 2006). Prior Themes
to collecting data, ethics approval for the study was
Focus Personal
attained from the Brock University ethics board. Group Interviews
Informed consent was attained from all participants Discussion
s
and confidentiality of participants and organizations
was ensured through the use of pseudonyms.
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
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
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
Table 3: Descriptive Statistics for the On-‐Line Survey

(1= Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree)
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
Table 4: Themes (Recommendations) from the Qualitative Data

2.2 Ethnicity
2.3 Gender

INTER-‐PERSONAL
5.0 Engage in Family-‐Oriented and Socially-‐Engaging Programs to Attract and Retain Child and Youth
Participants

ENVIRONMENTAL
8.2 Provide joint training, marketing, and fund-‐raising initiatives.
10.1 Develop and implement quality resources and training programs

40

Theme 1.0: Address Negative Prior Experiences and a Lack of Understanding, Confidence and
Motivation

Analysis of data from the focus group discussions with children (aged 9-‐12) revealed that the identified
barriers were similar to many of those highlighted by the adult respondents in this study; namely, being a
“couch potato,” obesity, hurt feelings, cultural differences, bad weather, family involvement, and a lack of
transportation, money, and confidence. The director of the Boys and Girls club where two focus groups were
held stated in an interview that the club was important because there was not much green space in its very
urban setting, it was easily accessible (e.g., open days and to later into the evening, close proximity, costing
only $5/year and waived if someone could not afford it), and it was relatively safe despite the involvement of
opposing gang members. For example, “Although members of opposing gangs occasionally participate in the
activities there are very few incidents since they seem to understand and respect that this is a neutral
space.”

Low motivation and lack of confidence for success was a
general theme to emerge from the data.
Discussions with children (aged 9-‐12)
The girls highlighted the unhealthy cycle of inactivity and poor revealed that the identified barriers
eating habits leading to “being fat” which leads to feeling were similar to many of those
insecure and then highlighted by the adult respondents
to participating in in this study; namely, being a “couch
even less physical potato,” obesity, hurt feelings, cultural
activity. For differences, bad weather, family
example, involvement, and a lack of
• (Age 9) “Like if
transportation, money, and
you tried
confidence.
volleyball you
would suck
and then they
feel like they don't belong and then they won’t try out or
participate. People think that they’re amazing at some
sports and they are and people that aren’t as good as them,
think they shouldn't even join because they are way better
than me. I can’t do it.”

• (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
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
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.
A Remote Rural Setting

Our school is in a remote northern Ontario town with just under 2000 persons. We
have a handful of high schools in our school board. Our school has about 260 students in
grades 9-‐12 of which about 60-‐70% are aboriginal. More remote schools are even
smaller than ours. Most of the students take the bus and live within 50 miles of the
school in all directions. The region’s logging industry has practically closed down so the
town’s population has really gone down forcing many fathers to move away from the
town and their families for weeks to work in the mines or another industry resulting in
many single-‐parent families. There is only one gym (the high school) and an arena for all
community and school (elementary and secondary) activities.
We offer after-‐school sports for boys and girls in cross-‐country, curling, golf,
badminton, soccer, basketball, volleyball, track and field and hockey (exhibition only).
About 50 students (18-‐20%) participate and about 20 (40%) of these are girls. Most of
these participants also play more than one school sport and other sports in the
community. Most of the facilities and equipment are inadequate. The school is generally
closed after six and on the weekends unless there is an adult volunteer who wants to
organize something. Most of the buses leave about a half hour after classes end so we
often run practices then or at lunch. We rely a lot on parents to volunteer and to drive. If
we have later practices or games, most either drive themselves, with peers or parents,
or with the teacher.
We lack coaches forcing some of them to coach as many as six teams per
academic year. Coaching quality can be very weak. A teacher-‐supervisor must be with
each team at games but not practices. There is also no athletic director in the school.
Extra-‐curricular involvement is all volunteering so teachers don’t really have to do any of
that. Money can be a barrier to participation but we try to help low-‐income students as
much as we can by allowing them to “work” (volunteer) to pay it off. For example,
participants each pay a $50 fee per year but the travel costs to tournaments and
championships (e.g., hotel rooms and food) really add up for them and the school’s
athletic budget ($800 for attending a championship).
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
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
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
Theme 4.0: Facilitate Reception to Canadian Sport for Life

There were some thematic concerns about the CS4L movement particularly in regards to its perceived
emphasis on sport relative to physical activity/recreation, athletic development compared to holistic
development, and opportunities for elite performer rather than the masses.
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
80% Lifelong physical activity (active living) development

72% Life skills (e.g., leadership, decision-‐making) development
66% Inclusion (equal opportunities for all)
57% Total person (Mind, Body, Spirit) development
53% Developmentally (for age and stage) appropriate activities
49% Fundamental movement skills development
45% Sports skills development
14% Elite athlete development

Analysis of the interview, survey, and discussion revealed the need for CS4L to more clearly develop and
emphasize principles and programs associated with inclusive physical activity for lifelong holistic benefits
compared to those targeting elite athletic development. Some recommendations for how to do so are
embedded in the following results and discussions.
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.
Participation with friends was valued by girls. For example,

• Age 11: “With my friends usually we have a lot in common like dancing and stuff and like I have friends
who don't like the same things but sometimes we do the stuff anyway to hang out because maybe
sometimes we can’t hang out so sometimes we join sports to hang out.”
The important influence of instructors was evident. For example,

• (Girl, Age 10) “Coaches can be really rude and say in basketball you try to shoot and you miss and the
coach yells at you and you cry and stuff.”
• (Boy, Age 10) “Coach doesn’t play me and I know how that feels. I sit off half of the time.”
• (Girl, Age 10) “Say your teacher or coach or guardian are a really mean person then they never want to
go back to sport activities, then they won’t go back even if they’re good because that person is mean
and not nice.”

Boys generally reported needing to help out at home after schools and having parents not available for their
after-‐ school activities. For example,
• (Age 10): “Mom wants me to clean-‐up after school if she is there which isn’t often so I go to my nanas.
She works until 7.”

One adult respondent said: “We need to make after school sports and physical activity fun, enjoyable,
"cool", interesting, inclusive, and social so that peers attend; because if friends don't, individuals won't.” To
foster this, there needs to be enough sports offered in schools but also ASSPA options in the community
wherein participants can get a sense of belongingness even if they have to “walk with peers to a nearby
community center with appealing options.” Providing peer role models, fostering peer leadership in and

47
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
Theme 6.0 Ensure Adequate Resources and Affordable Programming

Having the necessary financial resources emerged as a major perceived barrier in this study. Increasing user
fees and transportation costs are particularly challenging for individuals with lower incomes to afford ASSPA
programs.

• Increase corporate and government funding and easy access to subsidies while reducing user fees. As an
example, the Boys and Girls Clubs are a very successful ASSPA provider in many urban communities with
very generous and easily-‐accessible subsidies for those with a low income but there are a limited
number of them. Drastically increase the tax-‐credit for participation in and equipment necessary for
sport, physical activity, and recreation. For example, one town has a rebate program for sport events
and fees in which event organizers and participants can save their receipts and get 5% in tax rebates
back from the city. Further: “The community organizations and schools charge far too much to tax-‐
paying citizens for sport and physical activity programs and facilities.”

48
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.
Reduce costs by reducing overlap and competition (over-‐protectiveness) between

organizations (PSOs) and increase and improve partnership. For example, some
compete for athletes, facility time, and grant money. The funding model for sport
depends on how well clubs and sports do so you need a separate model. Active for Life
gets swallowed up in this model. We put most of our money into elite programs at the
expense of the masses. Access to money can then become somewhat political and varies
among communities.
• 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
Theme 7.0: Develop an Effective and Supportive Policy Environment
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
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.
Theme 8.0: Build Organizational Coordination to Support ASSPA
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 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
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.

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
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
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
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
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
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
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
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
Theme 11.0 Promote Canadian Sport for Life.
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
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
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).


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
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
Recommendation 4.0: Foster Reception to Canadian Sport for Life
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.
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
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
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.
Recommendation 7.0: Build Effective and Supportive Policy Environment
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.
Implementing CS4L-LTAD can be a challenge to educate municipal staff who

may not be aware of it. This is especially apparent in large municipalities that
have many staff working somewhat independently in recreation centers. In
addition, there may not be universal adoption of CS4L-LTAD unless it is a policy
at the provincial level, the municipality, or by the Federation of Municipalities.
(Lalonde, 2011, p. 2)
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
training. This directly impacts municipalities’ potential to implement CS4L principles beyond education,
advocacy, and training.
Recommendation 8.0: Facilitate Organizational Coordination to Support ASSPA
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.
68
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
• 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.
70
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.
Provide students with more open-‐gym time

before school and during breaks. Offer an
intramural program with many non-‐traditional
activities that minimize competition and social
comparisons (anxiety). Encourage teachers and
parents to offer optional and diverse school
movement-‐oriented clubs (e.g., dance, yoga,
badminton, exer-‐gaming, orienteering, running).
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.
If possible, schools could begin

Schools are the hubs of their communities and offer an
classes appropriately early and end
effective use of taxpayers' investment in providing citizens
by about 2:45 p.m. with delayed or
with a place to come together, volunteer, build skills,
staggered bus departures and many
access community programs, become physically active and
students encouraged to walk or bike
build strong and healthy communities (Ontario Ministry of
home with others using safe-‐routes.
Education, 2010).
The ASSPA program (recreational
option in high school) could operate
until about 3:45 p.m. when the elite
level school ASSPA program would begin thereby enabling participants in either program to serve as

71
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).
The Playground Activity Leaders in Schools (PALS) Program

PALS is a playground leadership program that encourages children to participate in safe,
fun playground activities regardless of their gender, size, or ability. School staff
volunteer to receive training to initiate and supervise the program. They recruit student
volunteers from grades 4 to 7 who receive training to plan and lead fun, safe activities
for students in the primary grades during breaks in the school day. Schools who run the
PALS program have observed decreased playground conflict and bullying and increased
physical activity, leadership ability and self esteem in participating children through skill
development in leadership, communication, problem-‐solving, organization, and
cooperation along with increased community building between primary and junior
grades.
Retrieved February 24, 2011 from http://www.together4health.ca/workgroups/playground-‐activity-‐leaders

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
“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
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.
Recommendation 11: Promote Canadian Sport for Life

In this study, CS4L was generally perceived as being very positive and beneficial particularly because of its
increasing visibility and popularity, easy-‐to-‐understand structure, efforts to include all, and evidence-‐backed
74
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).
Recommendation 12: Continuously Evaluate Programs
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:
(1) Number of program partners

(2) Number of activities and events organized annually by the program and by its partners
(3) Frequency with which the program has participated in national and international scientific events
(4) Quantity of educational material produced and disseminated
(5) Determination of target population’s degree of general knowledge about physical activity and health
(6) Identification of barriers and motivations to engaging in physical activity
(7) Determination of the general population’s level of physical activity and that of the three specific groups
targeted by the program
(8) Determination of the economic cost of specific diseases and conditions associated with sedentary
lifestyles
(9) Assessment of the economic impact of physical activity interventions
(10) Assessment of the impact of physical activity interventions on communitywide morbidity and mortality
rates

75
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).
ASSPA IMPLEMENTATION PROCESS
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

Figure 2: LOCAL IMPLEMENTATION STEPS

Step 1 • Plan needs assessment

• Assesses health, quality of life, behaviour, and
Needs Assessment
environment
• Assess capacity
• Establish programme outcomes
Step 2 • State expected changes in behaviour and environment

• Specify performance objectives
Change Matrices
• Specify determinants
• Create matrices of change objectives
Step 3 • Review programme ideas with interested participants

• Identify theoretical methods
Theory-‐Based Methods
• Choose programme methods
and Practical Strategies • Select or design strategies
• Ensure that strategies match change objectives.
Step 4 • Consult with intended participants and implementers

• Create programme scope, sequence, theme, and
Program
materials list
• Develop design documents and protocols
• Review available materials
• Develop programme materials
• Pre-‐test programme materials with target groups and
implementers and oversee materials production.
Step 5 • Identify adopters and users

• Specify adoption, implementation, and sustainability
Adoption and performance objectives
Implementation
• Specific determinants and create matrix
• Select methods and strategies
• Design interventions to affect programme use
Step 6 • Describe the programme

• Describe programme outcomes and effect questions
Ongoing Evaluation
• Write questions based on matrix
(During all Steps)
• Write process questions
• Develop indicators and measures
• Specify evaluation designs
(Bartholomew, Parcel, Kok, & Gottlieb, 2006).
IMPLEMENTATION

77
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
Table 5: Final Recommendations

2.2 Ethnicity
2.3 Gender
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
8.1 Target grassroots initiatives within municipalities
8.3 Provide joint training, marketing, and fund-‐raising initiatives
8.8 Develop and empower municipal, school-‐community, and school-‐based ASSPA coordinators.
10.1 Develop and implement quality resources
10.7 Implement a coordinated provincial training and certification program
10.9 Train evidence-‐based best practices
12.0 Continuously Evaluate Programs
79
WORKS CITED
Active Healthy Kids Canada (AHKC) (2010). The Active Healthy Kids 2010 Report Card on Physical Activity for
Children and Youth. Retrieved September 21, 2010 from
http://www.activehealthykids.ca/ReportCard/2010ReportCardOverview.aspx.

Alberta Recreation and Parks Association (ARPA) Benefits Databank (2011). Alberta Recreation and Parks
Association. Retrieved on January 5, 2011 from: http://benefitsdb.acecommunities.ca/#
Allison, K.R., & Adlaf, E.M. (2000). Structured opportunities for student physical activity in Ontario
elementary and secondary schools. Canadian Journal of Public Health, 91, 371–375.

Allison, K.R., Dwyer, J.J., Goldenberg, E. et al. (2005). Male adolescents’ reasons for participating in physical
activity, barriers to participation, and suggestions for increasing participation. Adolescence, 40, 155–170.

Bocarro, J., Kanters, M.A., Casper, J., & Forrester, S. (2008). Extracurricular sports and lifelong active living.
Journal of Teaching in Physical Education, 27: 155-‐166.

Bartholomew, L.K., Parcel, GS., Kok, G., & Gottlieb, NH. (2006). Planning health promotion programs: An
Intervention Mapping approach. Jossey-‐Bass, San Francisco, CA.

Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. The
Journal of School Health, 76, 397-‐401.

Bauman, A., Sallis, J.F., Dzewaltowski, D.A., & Owen, N. (2002). Toward a better understanding of the
influences on physical activity: The role of determinants, correlates, causal variables, mediators, moderators,
and confounders. American Journal of Preventative Medicine, 23, 5-‐14.

Biddle, S. J. H., Gorely, T., & Stensel, D. J. (2004). Health-‐enhancing physical activity and sedentary
behaviour in children and adolescents. Journal of Sport Sciences, 22, 679-‐701.

Blauwet, C. (2007). Promoting the health and human rights of individuals with a disability through the
paralympic movement, I.C.S.S.P.E..

Bloom, M., Gagnon, N., & Hughes, D. (2006). Achieving excellence: Valuing Canada’s participation in high
performance sport. Ottawa, ON, Canada: Conference Board of Canada.
Boyce, W. F. (2004). Young people in Canada: Their health and well-‐being. Ottawa, ON: Health Canada.

Brustad, R.J., Babkes, M.L., & Smith, A. L. (2001). Youth in sport. In R. N. Singer, H.A. Hausenblas, & C.M.
Janelle (Eds.). Handbook of Sport Psychology (pp. 604-‐634). Toronto, ON: John Wiley.

Canadian Paediatric Society (2002). Healthy active living for children and youth. Paediatrics & Child
Health, 7, 339-‐345.

Cameron, C., Wolfe, R., & Craig, C.L. (2007). Physical activity and sport: Encouraging children to be
active. Ottawa, ON: Canadian Fitness and Lifestyle Research Institute Retrieved September 12, 2010
from http://www.cflri.ca/eng/statistics/surveys/documents/PAM2005_000.pdf

80

Canadian Association for the Advancement of Women in Sport and Physical Activity (CAAWS) (2004). On
The Move. Ottawa, ON: Sport Canada. Retrieved September 15, 2010, from
http://www.caaws.ca/e/resources/pdfs/stats_2004.pdf

Canadian Community Health Survey (2004-‐05). Physical activity among youth. Canadian Fitness and
Lifestyle Research Institute. Ottawa, ON: Statistics Canada. Retrieved September 18, 2010 from
http://www.cflri.ca/eng/levels/pa_youth.php

Canadian Fitness and Lifestyle Research Institute (2006). 2005 physical activity and sport monitor. Ottawa,
ON: Canadian Fitness and Lifestyles Research Institute. Retrieved September 13, 2010, from
http://www.cflri.ca/eng/statistics/surveys/pam2005.php

Canadian Fitness and Lifestyle Research Institute (2009). Kids can play: activity levels of Canadian children
and youth (2007-‐2009). Ottawa, ON: Canadian Fitness and Lifestyles Research Institute. Retrieved
September 13, 2010, from
http://www.cflri.ca/eng/statistics/surveys/documents/CANPLAY2009_Bulletin01_PA_levelsEN.pdf

Carravagio, M. (2011). Practical Applications of Physical Literacy. Paper presented at the Canadian Sport
for Life Workshops in Ottawa, ON. Retrieved January 8, 2011 from:
http://www.canadiansportforlife.ca/upload/docs/2011%20Presentations/H3%20Practical%20Apps%20f%20
Physical%20Literacy.pdf
Chen, A. (2001). A theoretical conceptualization for motivation research in physical education: an integrated
perspective. Quest, 53, 35-‐58.

Clark, W. (2008). Kids’ Sports. Component of Statistics Canada Catalogue no. 11-‐008-‐X Canadian Social
Trends, 54-‐61. Retrieved September 17, 2010 from
http://www.ofsaa.on.ca/userfiles/file/CanadianSocialTrends.pdf

Conference of Federal –Provincial-‐Territorial Ministers responsible for Sport, Physical Activity and
Recreation Victoria, British Columbia – May 21-‐22, 2008. (News Release)

Cousens, L., MacLean, J., Barnes, M, & Papastavrou, S. (2010). Niagara Sport Commission Policy Brief 8,
October 2010. St. Catharines, ON: Niagara Community Observatory.

Cousens, L., MacLean, J., Barnes, M, & Papastavrou, S. (2009). Niagara Sport Commission Policy Brief 6,
October 2009. St. Catharines, ON: Niagara Community Observatory.

Cote, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. In G.
Tenenbaum & R.C. Eklund (Eds.), Handbook of sport psychology (3rd ed.) (pp. 184-‐202). Hoboken, NJ:
Wiley.

Couturier, L.E., Chepko, S., & Coughlin, M.A. (2005). Student voices – What Middle and High School
Students Have to Say about Physical Education. Physical Educator, 62, 170-‐177.

Craig, C. L., & Cameron, C. (2004). Increasing physical activity: Assessing trends from 1998 to 2003. Ottawa,
ON: Canadian Fitness and Lifestyles Research Institute. Retrieved July 29, 2004, from
http://www.cflri.ca/pdf/e/2002pam.pdf

81
Craig, C. L., Cameron, C., Storm, Russell, S. J., & Beaulieu, A. (2001). Increasing physical activity: Supporting
children's participation. Ottawa, ON: Canadian Fitness and Lifestyles Research Institute. Retrieved July 29,
2004, from http://www.cflri.ca/pdf/e/2000pam.pdf

Crespo, C., Smitt, E., Anderson, R., Carter-‐Pokras, O., & Ainsworth, B. (2000). Race/Ethnicity, Social Class and
Their Relation to Physical Inactivity During Leisure Time: Results from the Third National Health and
Nutrition Examination Survey, 1988–1994. American Journal of Preventative Medicine, 18, 46-‐53. Retrieved
September 23, 2009, from
http://journals2.scholarsportal.info.proxy.library.brocku.ca/tmp/161019873612489462 67.pdf

Dagkas, S., & Benn, T. (2006). Young Muslim women's experiences of Islam and physical education in Greece
and Britain: a comparative study. Sport, Education and Society, 11 (1), 21-‐ 38.

Dietitians of Canada (2003). Healthy start for life: Promoting healthy eating and lifestyle during the
toddler and preschool years. Toronto, ON: Author.

Dwyer, J., Allison, K.R., Le Moine, K.N., Adlaf, K.M., Goodman, J., Faulkner, G., & Lysy, D.C. (2006). A
provincial study of opportunities for school-‐based physical activity in secondary schools. Journal of
Adolescent Health, 39(1), 80-‐86.

Eccles, J.S., Barber, B.L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development.
Journal of Social Issues, 59 (4), 865-‐889.

Faulkner, G., Goodman, J., Adlaf, E., Irving, H., & Dwyer, J. (2007). Participation in High School Physical
Education: Ontario, Canada, 1999 -‐ 2005, Morbidity and Mortality Weekly, 52-‐54.

Fraser-‐Thomas, J., Cote, J., & MacDonald, D.J. (2010). Community size in youth sport settings: Examining
developmental assets and sport withdrawal. Phenex, 2(2), 1-‐9.

Grewal, I. & Kaplan, C. (Eds.) (2006) (2nd Edition). An Introduction to Women’s Studies: Gender in a
Transnational World. Boston: McGraw Hill.

Grogan, S. (2008). Body image: Understanding body dissatisfaction in men, women, and children (2nd ed.).
New York: Routledge.

Harrison, L., & Belcher, D. (2006). Race and ethnicity in physical education. In D. Kirk, D.
Macdonald, & M. O`Sullivan, The Handbook of Physical Education (pp.740-‐749). Thousand Oaks, CA: SAGE.

Heart and Stroke Foundation (HSF) of Ontario (2003). Annual Report. Toronto, ON.

Higgs, C. (2008). A sport plan for New Brunswick: One day... Fredericton, NB, Canada: New Brunswick
Department of Wellness, Culture and Sport, p. 6. Retrieved on January 2, 2011 from:
http://site.ebrary.com/lib/oculbrock/doc?id=10339277&ppg=6
Shelton, G., Jurbala, P., Way, R., & Vulliamy, M. (2010). Partnering ‘Recreation’ with ‘Sport’ through
Canadian Sport for Life: Promising Practices, Important Opportunities. (Discussion Paper IV). Paper
presented at the 2011 Canadian Sport for Life Workshops. Ottawa, ON.

Janssen, I., Katzmarsyk, P.T., Boyce, W.F., King, M.A., & Pickett, W. (2004). Overweight and obesity in
Canadian adolescents and their associations with dietary habits and physical activity patterns. Journal of

82
Adolescent Health, 35, 360-‐367.

Janssen, I., & LeBlanc, A.G. (2010). Systematic review of the health benefits of physical activity and fitness in
school-‐aged children and youth. International Journal of Behavioural Nutrition and Physical Activity, 7, 40-‐56.

Jenkinson, K., & Benson, A. (2009). Physical education, sport education and physical activity policies:
teacher knowledge and implementation in their Victorian state secondary school. European Physical
Education Review, 15(3), 365-‐388.

Kremers, S.P., Schaalma, H., Meertens, R.M., van Mechelen, W., & Kok, G.J. (2008). Systematic promotion of
physical activity. In N. Armstrong & W. Van Mechelen (Eds.), Paediatric Exercise Science and Medicine, (pp.
409-‐417). New York, NY: Oxford University Press.

Lalonde, M. (2011). Change at the community level. Paper presented at the Canadian Sport for Life
Workshops in Ottawa, ON. Retrieved January 8, 2011 from:
http://www.canadiansportforlife.ca/upload/docs/2011%20Presentations/B4%20Speaking%20Notes.pdf

Lodewyk, K. R. (2009). Movement pedagogy. In P. Klavora (Ed.), Introduction to Kinesiology: A Socio-‐
Behavioral Perspective (pp. 16-‐33). Toronto, ON: Sports Books Publisher.

Loucaides, C.A., Chedzoy, S.M., & Bennett, N. (2004). Differences in physical activity levels between
urban and rural school children in Cyprus. Health Education Research, 19, 138-‐147.

Matsudo, S., & Matsudo, V. (2005). Agita Sao Paulo: Encouraging physical activity as a way of life in Brazil. In
W. Freire (Ed.), Nutrition and an active life: From knowledge to action (pp. 141–160). Washington, DC: PAHO.

Matsudo, S.M., Matsudo, V.R., Andrade, D.R., Araijo, T.L., & Pratt, M. (2006). Evaluation of a physical activity
promotion program: The example of Agita Sao Paulo. Evaluation and Program Planning, 29, 301-‐311.

Malina, R. M., Bouchard, C., & Bar-‐Or, O. (2004). Growth, maturation and physical activity. Champaign,
IL: Human Kinetics.

Mandigo, J., Francis, N., Lodewyk, K.R. & Lopez, R. (2009). Physical literacy for educators. Physical and
Health Education Journal, 75(3), 27-‐30.

Marshall, K. (2009). The family work week. Perspectives, Statistics Canada — Catalogue no. 75-‐001-‐X.
Retrieved September 16, 2010, from
http://www.statcan.gc.ca/pub/75-‐001-‐x/2009104/pdf/10837eng.pdf
McLeroy, K.R., Bibeau, D., Stechler, A., & Glanz, K. (1988). An ecological perspective on health promotion
programs. Health Education and Behaviour, 15: 351-‐377.
Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis: An expanded source book, 2nd Ed.
Thousand Oaks, CA: Sage Publications, Inc.
Miller, B., Van Esterik, P., & Van Esterik, J. (3rd Ed.). (2007). Cultural Anthropology. Canada: Pearson
Education Canada.

Northern Health Information Partnership. June 2003. The Northern Ontario Child and Youth Health Report.
Ontario Ministry of Health.

83

Ontario Ministry of Education (2010). Community Use of Schools Program. Retrieved on January 11, 2011
from: http://www.edu.gov.on.ca/eng/general/elemsec/community/program.html

Parks and Recreation Ontario (2009a). Promising Practices in Parks and Recreation Ontario: Final Report,
September, 2009. Ontario Municipal Knowledge Network. Retrieved on December 19, 1010 from:
www.omkn.ca/AM/Template.cfm?Section=Home6&Template=/...
Parks and Recreation Ontario (2009b): Building Community through Parks and Recreation: An Informational
Bulletin for Municipal Councils of Ontario, November, 2009. Retrieved December 19, 2010 from:
http://www.prontario.org/index.php/ci_id/6610.htm
Plotnikoff, R.C., Bercovitz, K., & Loucaides, C.A. (2004). Physical activity, smoking, and obesity among
President's Council on Physical Fitness and Sport (2006). Sports and Character Development.
Washington, DC: President's Council on Physical Fitness and Sports.

Pybus, C., & Lodewyk, K.R. (2010, October). An analysis of factors associated with attrition from secondary
school physical education. Paper presented at the Physical and Health Education Canada – Ontario Physical
Education and Health Association Convention, Toronto, Ontario.

Ritchie, J., Spencer, L. & O-‐Connor, W. (2003). Carrying out qualitative analysis. In J. Ritchie & J. Lewis (Eds.),
Qualitative Research Practice: A Guide for Social Science Students and Researchers. Thousand Oaks, CA:
SAGE.

Robertson, J. (Unpublished manuscript). Active Living After-‐School Environmental Scan. Physical and Health
Education Canada (April 20, 2010).
Sakamoto, N., Wansorn, S., Tontisirin, K., & Marui, E. (2001). A social epidemiologic study of obesity
among preschool children in Thailand. International Journal of Obesity, 25, 389-‐394.

Sallis, J. F., Prochaska, J. J., Taylor, W. C. (2000). A review of correlates of physical activity of children and
adolescents. Medicine and Science in Sports and Exercise, 32, 963-‐975.

Scheerder, J., Taks, M., Vanreusel, B., & Renson, R. (2005). Social changes in youth sports participation styles
1969-‐1999: the case of Flanders (Belgium), Sport, Education and Society, 10:3, 321-‐341.

Sherrill, C. (2004). Young People with Disability in Physical Education/Physical Activity/Sport In and Out of
Schools Technical Report for the World Health Organization, World Health Organization.

Seefeldt, V., & Ewing, M. (2002). Youth Sports in America: An Overview. President’s Council on Physical Fitness and
Sport Research Digest, Series 2(11).

Senne, T., Rowe, D., Boswell, B., Decker, J. & Douglas, S. (2009). Factors associated with adolescent
physical activity during middle school physical education: A one-‐year case study. European Physical
Education Review, 15(3), 295-‐314.

Serdula, M.K., Ivery, D., Coates, R.J., Feedman, D.S., Williamson, D.F., & Byers, T. (1993). Do obese
children become obese adults? Preventative Medicine, 22, 167-‐177).

Sevor, S., & Kiguel, D. (2009). Sport schools and athletic programs in Ontario. Ottawa, ON: Ontario
Ministry of Culture and Sport.

84

Sobal, J. & Stunkard, A.J. (1989). Socioeconomic status and obesity: A review of the literature.
Psychological Bulletin, 105, 260-‐275.

Smith, A.L. (2003). Peer relationships in physical activity contexts: a road less traveled in youth sport and exercise
psychology research. Psychology of Sport and Exercise, 4, 25-‐39.

Smith, K., Findley, L., & Crompton, S. (2010). Participation in sports and cultural activities among Aboriginal
children and youth. Component of Statistics Canada Catalogue no. 11-‐008-‐X Canadian Social Trends, 49-‐56.

Sport for Development and Peace (SDP) International Working Group (2008). Sport for children and youth:
Fostering development and strengthening education. In, Harnessing the power of sport for development and
Peace: Recommendations to governments (pp. 75-‐124). Toronto, ON: Right to Play.

Sport Alliance of Ontario (2011). Retrieved March 4, 2011 from:
http://www.sportalliance.com/Content/Home.asp
Stone, E. J., McKenzie, T. L., Welk, G. J., & Booth, M. L. (1998). Effects of physical activity interventions in
youth: Review and synthesis, American Journal of Preventive Medicine, 15, 298-‐315.

Statistics Canada (2008). Organized sports participation among children. The Daily, Tuesday, June 3, 2008.
Retrieved September 16, 2010, from http://www.statcan.gc.ca/daily-‐quotidien/080603/dq080603a-‐eng.htm

Strong, W. B., et al. (2002). Evidence based physical activity for school-‐aged children. Journal of
Pediatrics, 146, 732-‐737

Tabachnick, B.G. & Fidell, L.S. (2006). Using multivariate statistics (5th Ed.). New York: HarperCollins.

Taylor, T., & Doherty, A. (2005). Adolescent sport, recreation, and physical education: experiences of
recent arrivals to Canada. Sport, Education, and Society, 10, 211-‐238.

Taylor, W. C., Baranowski, T., & Young, D. R. (1998). Physical activity interventions in low-‐income, ethnic
minority, and populations with disability. American Journal of Preventive Medicine, 15, 334-‐343.

Teufel-‐Shone, N., Fitzgerald, C., Teufel-‐Shone, L., Gamber, M. (2009). Systematic review of physical activity
interventions implemented with Native American Indian and Alaska Native populations in the United States
and Canada. American Journal of Health Promotion, 23, 8-‐32.

Tremblay, M.S., & Willms, J.D. (2003). Is the Canadian childhood obesity epidemic related to physical
inactivity? International Journal of Obesity, 27, 1100-‐1105.

True Sport Report (2008). What Sport Can Do. Ottawa, ON: Canadian Centre for Ethics in Sport (CCES).
United States Department of Health and Human Services. (1996). Guidelines for Physical activity and health:
A report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human
Services. Retrieved June 9, 2006, from http://www.cdc.gov/nccdphp/sgr/pdf/sgrfull.pdf

United States Department of Health and Human Services, Centers for Disease Control and Prevention.
(1997). Guidelines for school and community programs to promote lifelong physical activity among young
people. Morbidity and Mortality Weekly Report, 46(RR-‐6), 1-‐36.
85

United States Department of Health and Human Services & U.S. Department of Education. 2000). Promoting
better health for young people through physical activity and sports. Silver Spring, MD: Centers for Disease
Control and Prevention. Retrieved January 9, 2011, from
www.cdc.gov/HealthyYouth/physicalactivity/promoting_health/index.htm

Vancouver Sport Strategy. (2008). Vancouver City Council and the Vancouver Park Board. Retrieved
January 5, 2011 from: http://vancouver.ca/parks/rec/sportstrategy/index.htm

Vallerand, R.J., & Rousseau, F. L. (2001). Intrinsic and extrinsic motivation in sport and exercise. In R. N.
Singer, H.A. Hausenblas, & C.M. Janelle (Eds.), Handbook of sport psychology (2nd Ed.) (pp. 389-‐416). New
York, NY: John Wiley & Sons.

Vallerand, R.J., Rousseau, F.L., Grouzet, F.M.E., Grenier, S., & Blanchard, C.M. (2006). Passion in Sport: A look
at determinants and affective experiences. Journal of Sport & Exercise, 28, 454-‐478.

Wallhead, T.L., & Buckworth, J. (2004). The role of physical education in the promotion of youth physical
activity. Quest, 56, 285-‐301.

Ward, D.S., Saunders, R.P., & Pate, R.R. (2007). Physical Activity Interventions in Children and Adolescents.
Champaign, IL: Human Kinetics.

Way, R. (2010). Canadian Sport for Life Implementation in Ontario. Paper presented at the Sport for Ontario
Conference, May 6, 1010: Toronto, Ontario

Welk, G. (1999). The youth physical activity promotion model: A conceptual bridge between theory and
practice. Quest, 51, 5-‐23.

Willms, J.D., Tremblay, M.S., & Katzmarsyk, P.T. (2003). Geographic and demographic variation in the
prevalence of overweight Canadian children. Obesity Research, 11, 668-‐673.

Whitaker, R.C., Wright, J.A., Pepe, M.S., Seidel, 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
APPENDICES
APPENDIX A
Protocol for the Semi-‐Structured Interviews
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
o Social (peers, family, siblings …)

o Cultural (ethnicity, values, )

Environmental
o Physical (access, equipment, safety …)
o Organizations and Partnerships
o Public Policy

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
Appendix B
AFTERSCHOOL SCHOOL SPORT AND PHYSICAL ACTIVITY NEEDS ANALYSIS SURVEY
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.
A. What is your gender (please circle one)? Male Female

B. Please indicate (please circle) your age range from the following menu:
9-‐13 14-‐18 19-‐24 26-‐35 36-‐45 46-‐55 56-‐65 Over 65
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.
_____ Developmentally (for age and stage) appropriate activities

_____ Inclusion (equal opportunities for all)
_____ Fundamental movement skills development
_____ Sports skills development
_____ Lifelong physical activity (active living) development
_____ Total person (Mind, Body, Spirit) development
_____ Life skills (e.g., leadership, decision-‐making) development
_____ Elite athlete development
89

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
1. Do not have the money. 1 2 3 4 5
2. Do not have access to transportation. 1 2 3 4 5
3. Face barriers due to their gender. 1 2 3 4 5
4. Face barriers due to their race. 1 2 3 4 5
5. Face restrictions due to their physical ability. 1 2 3 4 5
6. They face barriers due to bad weather (e.g., storms, cold). 1 2 3 4 5
7. Have had bad experiences in sport or physical activity. 1 2 3 4 5
8. Do not understand about the benefits of participating in sport 1 2 3 4 5

and physical activity.
9. 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:

90
Page Three
Ontario because they ...
Strongly Strongly
Disagree Agree
Disagree Agree
10. Are not motivated to participate. 1 2 3 4 5
11. Are sensitive about how their body looks. 1 2 3 4 5
12. Do not believe they can succeed in sport and physical activity. 1 2 3 4 5
13. Do not feel safe. 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
any of the previous items on this page that you identified as important.

91
Page 4
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.
any of the previous items on this page that you identified as important.

Thank you for completing this survey!
92

After School Sport and Physical Activity in Children and Youth of Ontario

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

After School Sport and Physical Activity in Children and Youth of Ontario

Caricato da

Copyright:

Formati disponibili

A Needs Analysis and Strategy Project

TABLE OF CONTENTS

Chapter 1: Introduction 7

C. Theoretical Framework and Definitions

Chapter 2: Review of Literature 13

B. Significant Associations to Physical Activity in Children and Youth

C. Significant Associations to Sport in Children and Youth

Chapter 3: Environmental Scan: Sample ASSPA Programs 23

C. ASSPA Programs Targeting Marginalized Children and Youth

Chapter 4: Empirical Research Study 36

Chapter 5: Discussion 62

instead, having friends and/or parents that do not participate,

Future study should involve implementation of a pilot (test)

Canadian Sport for Life – Long-­‐Term Athlete Development

Chapter 4. Focus Personal

C. Theoretical Framework and Definitions

This framework is the theoretical foundation of this

Sport and Physical Activity

CHAPTER 2 – REVIEW OF LITERATURE

A. PHYSICAL ACTIVITY, SPORT, PHYSICAL EDUCATION, AND OBESITY

Physical Activity and Obesity

12-­‐14 15-­‐17 18-­‐19

Attrition from Sport, Physical Activity, and Physical Education

C. SIGNIFICANT ASSOCIATIONS TO PHYSICAL ACTIVITY IN

C. SIGNIFICANT ASSOCIATIONS TO SPORT IN CHILDREN AND YOUTH

INTRA-­‐PERSONAL AND DEMOGRAPHIC ASSOCIATIONS

Socio-­‐Economic Status (SES)

• In research that somewhat contradicts this:

Gender and Sports Participation

Body Size Discrepancy

Disability and Sports Participation

Parental Beliefs, Attitudes, and Behaviours

The Critical Role of Coaches and Instructors in Sport

Cultural and Religious Values and Behaviours

Gender-­‐Role Expectations and Stereotyping

Delinquency and Sports Participation

CHAPTER 3 – ENVIRONMENTAL SCAN

After-­‐School In-­‐School Recreational Programs:

Some other examples are:

Simcoe Early Education and Development Services (S.E.E.D.S). See: http://www.seedschildcare.ca/index.php .

Milton Community Resource Centre (MCRC) in Milton, Ontario. See:

C. EXAMPLES OF ASSPA PROGRAMS TARGETING

Sport Nova Scotia

CHAPTER 4 – EMPIRICAL STUDY

taped for subsequent and coding of responses into

Table 3: Descriptive Statistics for the On-­‐Line Survey

Table 4: Themes (Recommendations) from the Qualitative Data

INTRA-­‐PERSONAL AND DEMOGRAPHIC

INTRA-­‐PERSONAL AND DEMOGRAPHIC

A Remote Rural Setting

Theme 4.0: Facilitate Reception to Canadian Sport for Life

80% Lifelong physical activity (active living) development

Participation with friends was valued by girls. For example,

The important influence of instructors was evident. For example,

Theme 6.0 Ensure Adequate Resources and Affordable Programming

Reduce costs by reducing overlap and competition (over-­‐protectiveness) between

Theme 7.0: Develop an Effective and Supportive Policy Environment

Theme 8.0: Build Organizational Coordination to Support ASSPA

Theme 11.0 Promote Canadian Sport for Life.

Recommendation 4.0: Foster Reception to Canadian Sport for Life

Recommendation 7.0: Build Effective and Supportive Policy Environment

Implementing CS4L-LTAD can be a challenge to educate municipal staff who

Recommendation 8.0: Facilitate Organizational Coordination to Support ASSPA

Provide students with more open-­‐gym time

Canadian Sport for Life – Long-‐Term Athlete Development

12-‐14 15-‐17 18-‐19

INTRA-‐PERSONAL AND DEMOGRAPHIC ASSOCIATIONS

Socio-‐Economic Status (SES)

Gender-‐Role Expectations and Stereotyping

After-‐School In-‐School Recreational Programs:

Table 3: Descriptive Statistics for the On-‐Line Survey

INTRA-‐PERSONAL AND DEMOGRAPHIC

INTRA-‐PERSONAL AND DEMOGRAPHIC

Reduce costs by reducing overlap and competition (over-‐protectiveness) between

Provide students with more open-‐gym time

Adolescent Health, 35, 360-‐367.

Protocol for the Semi-‐Structured Interviews