physical and health education canada

Physical and Health Education CanadaAnnual Report 2012 - 2013

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Annual Report 2012 - 2013 3

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Message from the President ......................................................... 5

Message from the Executive Director and CEO .............................. 7

About Physical and Health Education Canada ............................... 8

Partnerships ................................................................................. 9

Funding Partners .......................................................................... 10

Providing Support and Training on Physical Literacy ...................... 11

Physical and Health Education Canada Bike Safety Program .......... 14

Quality Daily Physical Education Award Program .......................... 15

At My Best Grows with Expansion of Programming ....................... 16

Young Health Program .................................................................. 17

Always Changing and Vibrant Faces .............................................. 17

Health Promoting Schools ............................................................. 18

Survey: Canadian Parents Show Strong Support ............................ 19

Student Leadership Conference .................................................... 20

Making Change in the After School Hours ..................................... 22

The We Belong Prototype ............................................................. 24

Membership ................................................................................. 25

Awards - Recognizing Champions .................................................. 26

The People behind Physical and Health Education Canada ............ 27

Financial Statements ..................................................................... 32

Table of Contents

4 Physical and Health Education Canada

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Our Vision...All children and youth in Canada living healthy,

physically active lives.

Our MissionPhysical and Health Education Canada

advocates for and advances quality physical education and quality health education

programs offered in Health Promoting Schools to enable students the opportunity to develop the knowledge, skills and attitudes needed to lead physically active and healthy lives, now

and in their future.

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It is my distinct pleasure to be able to write the pres-ident’s message as part of the year-end report for 2012-13. You can see that it has been a very positive and productive year for Physical and Health Educa-tion Canada. It has also been a year that has seen many changes.

This past year, our Executive Director and Chief Ex-ecutive Officer Andrea Grantham left the association to explore other opportunities. Andrea left the lega-cy of a solid, well-respected association. She created a team that is dynamic, productive and very success-ful in developing programs that are valuable tools used by educators and stakeholders in their work with the children and youth of Canada. Her network-building skills resulted in Physical and Health Educa-tion Canada being recognized as a major player in the drive to create healthy and active lifestyles for our students. We thank you, Andrea, for your unend-ing passion and work on behalf of the association.

Following Andrea’s departure, Chris Jones took over as interim Executive Director and Chief Executive Officer, until November 1 when we welcomed Chris to the position on a permanent basis. Chris brings several strengths to his role, including expertise in advocacy, public policy and planning. His versatility and openness to new points of view have added to the success of the association.

May 2012 also saw the creation of a new position of Chief Operating Officer within the Physical and Health Education Canada administration, which was filled by Bryan Merrett. His business knowledge, ex-perience and skills in day-to-day office management have enhanced the teamwork of the office staff.

Other comings and goings saw the departures of Caley Hartney, Sharon May and our PHE Journal editor John Maker. At the same time we welcomed Sarah Jackson, Kelsie Andeel, Krissy Murphy and Joachim Toelke to the team.

The Canada Not-for-Profit Corporations Act (CNCA) is influencing practices in the administration of the association. Thanks to Jodie Lyn-Harrison for her work in ensuring that we will be in compliance with the Act by the 2014 deadline. Our fiscal year has also changed from an April 1 to a July 1 start. As a result, the terms for our Board of Directors have been ex-tended by a few months. Therefore, good-byes to board members, which would usually happen at this time in May, won’t happen until after our shortened year, at the October AGM.

Reading through this full report, it is clear that the work of the association is dedicated to children and youth. The programs and activities are geared to creating user-friendly, curriculum-linked, qual-ity materials that affect many aspects of the lives of our young people. Programs address priority youth, the after school time period, special needs students and new Canadians. Our guiding philosophy at PHE Canada is to develop quality assessment tools for those working with children and youth and to pro-vide teachers with leading-edge lesson plans that help promote the long term development of their students. Program highlights include the launch of the revitalized Quality (Daily) Physical Education Award program, the creation and piloting of the At My Best® grade 4 to 6 program; the pilot year for the Passport for Life program in grades 3 to 6, the kick-off of Phase 2 of the Canadian Active After School

Message from the President

Jacki NylenPresident, PHE Canada


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Partnership, further development of the physical lit-eracy resource material and workshops, the launch of the high school level of Golf in Schools, the launch of Tennis in Schools and the piloting of the We Be-long program.

The success of these programs is due in large part to our strong partner and sponsor organizations. As you read the reports you will see that they are many and varied. However, they have one thing in com-mon: they believe that quality programming will re-sult in successfully developing the competence and confidence of our youth so that they pursue active, healthy and safe lifestyles now and in the future.

The success of our association is also built on the passion for physical and health education of the many volunteers who contribute countless hours and share their talents to the Quality Daily Physi-cal Education, Quality School Intramurals and Rec-reation, Health Promoting Schools, Dance Educa-tion, and Student Leadership Conference Program Advisory Committees, the Legacy Committee, the Awards Committee, the Council of University Profes-sors and Researchers, the Council of Provinces and Territories and the Board of Directors. The efforts of these groups have contributed to Physical and

Health Education Canada’s reputation as a national leader in our field. This reputation has also been ce-mented by the work of a staff of energetic, enthu-siastic, knowledgeable and dedicated individuals. They have represented Physical and Health Educa-tion Canada at many venues and workshops and have had a very positive impact on the audiences they have addressed. Thank you to Chris, Bryan, Jodie, Christine, Brent, Meaghan, Joachim, Jordan, Brendan, Sarah, Laurissa, Amber, Kelsie, Krissy and Patti for a very productive and successful year.

The conclusion of one year brings the excitement and anticipation of the year to come. We look for-ward to our next AGM, which will take place in Win-nipeg, Manitoba at the Fields of Plenty- Fields of Play National Conference on October 26, 2013.

Jacki Nylen

PresidentPhysical and Health Education Canada

“It is clear that the work of the association is dedicated to

children and youth.”

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As I write this first message in my role as Executive Director and CEO of Physical and Health Education Canada, I am struck by how much I have learnt about the folks who make up this sector in the 11 months that have passed since I began in May 2012. I am referencing the knowledge, talents and expertise of the staff, board and committee members, and the wider community of physical and health edu-cators and health promotion professionals, which I am privileged to call upon. The staff who are my closest collaborators are first-rate and passionate about their work. Their determination to develop quality teaching resources and pedagogic materials is admirable and I know that I am highly motivated by their example to lend what policy and advocacy skills I have to the larger cause we are serving: the health and wellness of Canadian children and youth.

We are supported in our work in the national of-fice by an able and committed Board of Direc-tors and I am lucky to be able to rely upon them for advice and support as needed. Our network of Program Advisory Committee members brings a detailed and nuanced understanding of the policy areas and programs that we work on and I thank them for their contributions of time and effort.

Throughout its long history, PHE Canada has been deeply mindful that there is little that can be done without the generous and enlightened support of sponsors, funders, and partners. Whether they are foundational/philanthropic, corporate or public, PHE Canada’s partners all exhibit a genuine com-mitment to the cause of healthy, active, and resilient children and youth. Each has seen and recognized a niche where their investment of resources can make a real difference to the lives of Canada’s school kids. In some cases, an investment by one partner lever-ages support by another – it all makes a difference as we seek to target and overcome rising rates of sedentary behavior, physical illiteracy, overweight and obesity, accidents and bullying. They take pride in supporting the resources, tools and interven-tions that are developed for use in classrooms and

Message from the Executive Director and CEOgymnasia across Canada. I would like, in particular, to acknowledge the following six partners of PHE Canada who have been stalwart supporters in recent years: AstraZeneca Canada, The Lawson Foundation, The Ontario Trillium Foundation, Procter & Gamble Inc., Public Health Agency of Canada and Sport Canada-Canadian Heritage. Each is determined to make a positive difference in the lives of Canadian children and youth, teachers, administrators, after-school practitioners, parents and the communities in which they are based. We owe them our gratitude.

We continue to attach great importance to both physical literacy through the roll-out and expansion of our Passport for Life tool and our suite of health promoting schools initiatives. Both of these pro-grams herald a renewal and revitalization of physical education and health promotion in Canada. This is and will remain PHE Canada’s primary goal: to cre-ate resources that embody the latest developments in pedagogy, exercise science, movement compe-tency, nutrition, and a holistic understanding of child and youth health as it relates to their mental, emotional, and social dimensions. As you look to us in the coming years, I hope you will continue to see the maintenance of existing traditions – name-ly a devotion to excellence and innovation and a strong desire to restore physical and health educa-tion to its rightful place at the center of school life.

Thank you and all the best.

Christopher JonesExecutive Director and CEOPhysical and Health Education Canada

“PHE Canada has been deeply mindful that there is little that can be done without the generous and enlightened support of sponsors, funders, and partners.”

Chris JonesExecutive Director and CEO,PHE Canada


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Physical and Health Education Canada is the national voice for physical and health education. We work with educators and on-the-ground professionals to develop the resources, understanding and networks to ensure that all children and youth have the opportunity to develop the knowledge, skills, and attitudes necessary to lead physically active and healthy lives, now and in their future.

Physical and Health Education Canada is committed to providing every student in Canada with the skills and opportunities to be active and healthy throughout their lives. It is our vision that all children and youth in Canada live healthy, physically active lives. It is our vision to empower every child to reach their own podium.

About Physical and Health Education Canada

We believe...

• That school communities are one of the most influential institutions in the lives of children and youth.

• That being educated in a Health Promoting School that delivers comprehensive, quality, physical and health education programs is vital to the optimum growth and development of children and youth.

• That a solid foundation of physical and health education creates the potential for healthy, physically active lives.

• In the importance of leadership development for both students and professionals.

• In the importance of demonstrating leadership and engaging in partnerships and collaborations.

Our Guiding Principles...

Physical and Health Education Canada:• Works to achieve excellence in all it does,

including its relationships, partnerships, programs, resources, and conferences.

• Is committed to setting quality standards for school-based physical and health education programs in Canada, and developing tools that support those standards.

• Strives for ongoing collaboration between grassroots, provincial, national, and international stakeholders in the development and delivery of services and programs.

• Provides meaningful professional development opportunities to staff and volunteers, and provides a network of communication and support for its members.

• trives for equity and cultural diversity while demonstrating respect for students, schools, and school communities.

• Values equally the contributions of professionals and volunteers, and creates an environment in which their overall wellbeing is valued.

• Demonstrates consistent and effective use of physical, financial and human resources.

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Physical and Health Education Canada has had the opportunity to work with many organizations in 2012-2013, on a variety of innovative projects, each built from a common foundation of improving the overall health and well-being of Canada’s children and youth. We are grateful to the following organizations for their support and collaboration:

• Jumpstart Kids Foundation• Joint Consortium for School Health• Lacrosse Canada• Latin American Women’s Support Organization• Leader Interactive Technologies• Manitoba Physical Education Teachers

Association• Mind Your Mind• Motivate Canada• National Association of Friendship Centres• National Film Board• New Brunswick Physical Education Society• Nova Scotia Teachers Association for Physical and

Health Education• Ontario Trillium Foundation• Ophea• Pacific Sport• ParticipACTION• Parks and Recreation Ontario (PRO)• Proctor & Gamble Inc.• Propel Centre for Population Health Impact

(University of Waterloo)• Public Health Agency of Canada• Rec Connections Manitoba• Ringette Canada • Saskatchewan in motion• Special Olympics Canada• Sport Matters Group• Springfree™ Trampoline • Tennis Canada• Thompson Education Publishing Inc.• True Sport Foundation • True Sport Secretariat• Volleyball Ontario• WINTERGREEN Phys-Ed• YMCA Canada• YMCA Greater Halifax and Dartmouth – Centre for

Immigrant Programming

Partnerships

• Active Living Alliance for Canadians with a Disability

• Active Healthy Kids Canada • Action Schools!BC• Amplifi• AstraZeneca Canada Inc.• Aussie X • Boys and Girls Clubs of Canada• Brock University - Centre for Healthy

Development through Sport and Physical Activity

• Camp Walden• Canada Games Council • Canada’s National Ballet School• Canadian Association for the Advancement of

Women in Sport and Physical Activity (CAAWS)• Canadian Centre for Ethics in Sport (CCES)• Canadian Fitness and Lifestyle Research

Institute (CFLRI)• Canadian Heritage - Sport Canada• Canadian Paralympic Committee• Canadian Parks and Recreation Association

(CPRA)• Canadian Sport for Life (CS4L)• CanoeKayak Canada • Catholic Immigration Centre• The Cooperators• Cycling CANADA Cyclisme• David Suzuki Foundation• Ecology Action Centre• EverActive Schools• Golf Canada & Canadian Professional Golfers’

Association• GoodLife Kids Foundation• Government of Alberta• Health and Physical Education Council of

Alberta (HPEC) • HIGH FIVE• Hub for Active School Travel


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Without the assistance of a strong network of financial supporters, Physical and Health Education Canada would not be able to deliver high quality resources and tools for our membership and to the public. Thank you to the following partners for their generous support:

• AstraZeneca Canada Inc.• Canadian Heritage - Sport Canada • Canadian Paralympic Committee• Canadian Sport for Life• The Cooperators• Golf Canada & Canadian Professional Golfers’ Association• GoodLife Kids Foundation• Government of Alberta• Government of Newfoundland and Labrador• The Lawson Foundation• Ontario Trillium Foundation• Procter & Gamble Inc.• Public Health Agency of Canada• Right to Play• Saskatchewan in motion• Tennis Canada• Wintergreen PHYS-ED

Funding Partners

Donors

Thank you to the many Anonymous Donors who have made donations to the At My Best Fund, the Dance Education Fund, and the Legacy Fund.

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Physical Literacy - Passport for Life

With funding from Canadian Heritage – Sport Cana-da, Physical and Health Education Canada has con-tinued the development of the Passport for Life pro-gram. Passport for Life is an online tool that supports the assessment, development, and advancement of physical literacy among students. It includes tools to help assess student physical literacy, guides to inter-preting the results, ideas and resources to help edu-cators improve the physical literacy levels of their students, connections to the health and physical ed-ucation curricula across Canada, and resources and connections to further knowledge and competence.

Passport for Life was piloted in the fall of 2012 by grade 4 and 5 teachers from across Canada. The pro-gram was introduced to 45 classes, involving nearly 1,000 students. Financial support from the Govern-ment of Newfoundland and Labrador enabled more teachers in that province to access and pilot the pro-gram than would otherwise have been possible. The grade 4 and 5 pilots are ongoing as teachers continue to implement the program across a full school year.

The feedback received from pilot sites has been very positive. The program is being revised to re-flect the pilot site feedback and a broader pro-gram preview for grades 3 to 6 is underway. 100 schools were selected for the preview, and more than 4,000 students across Canada used Passport for Life. This preview permits teachers the op-portunity to gain an understanding of the assess-ments and provide feedback on the program be-fore it is launched nationally in September 2013.

While the preview is underway, we are expanding to grades 7 to 9, which will be piloted in Septem-ber 2013. Physical and Health Education Canada is continually reviewing the Passport for Life pro-gram to support ongoing development in order to broaden the scope and depth of the program.

How does Passport for Life assess physical literacy?The program is divided into four key components:

“With Passport for Life I saw an opportunity to get on the ground floor of an exciting new program which would benefit both my students and my professional development. The Passport for Life program fits in very easily with my curriculum and will assist my teaching for years to come.”-Daryl, Grade 4 and 5 physical education teacher

Providing Support and Training on Physical LiteracyThrough Passport for Life’s online system, teachers collect student data using clear instructions on as-sessing the levels of physical literacy. This data will be used to support teachers in providing individu-alized attention so to help students set goals and work towards continued improvement. This data will also inform overall regional and provincial lev-els of physical literacy in order to monitor improve-ments over time and to assist in understanding what other resources or interventions may be needed.

Active Participation Living Skills

Movement Skills

Fitness Skills

The active Participation section assesses the application of physical literacy through a variety of behaviors, diverse activity selections and environments

The Living Skills section provides a snapshot of physical activity behaviours, movement understanding, communication, relationships, social skills, critical thinking and problem

solving.

Fundamental Movement Skills (FMS) are a core component of physical literacy. FMS provide the foundation, or building blocks, for more complex skills used in games, activities, sports and leisure pursuits.

The foundation for assessing Fitness Skills is to foster a positive and challenging environment that inspires youth to be aware of and interested in their �tness levels and to take steps to engage in a lifetime of play, activity and exercise.


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Physical Literacy Workshops - Persons with a Disability

Through funding from Canadian Heritage - Sport Canada, Physical and Health Education Canada has expanded our Physical Literacy through Fundamen-tal Movements Workshop series. In partnership with the Active Living Alliance for Canadians with a Dis-ability, Special Olympics Canada and the Canadian Paralympic Committee, we have developed two new physical literacy workshops aimed at teaching fundamental movement skills to students with a dis-ability:

1. Active Start and Fundamentals for Children with Developmental and/or Behavioural Disabilities;

2. Active Start and Fundamentals for Children with Physical Disabilities.

These workshops support teachers in building ca-pacity to adapt and deliver physical education pro-grams that are inclusive and meet the needs of all students. Specifically, teachers explore the concepts of fundamental movement skills and observation for children with a disability, learn how to provide gen-eral tips for successful inclusion of children with a disability, and learn how to develop/enhance motor skills in children with a disability.

Parasport Physical Literacy Program

In partnership with the Canadian Paralympic Com-mittee, Physical and Health Education Canada is de-veloping two curriculum based educator resources to be implemented in grades 2 to 4 and 5 to 6. These resources will provide physical education teachers (specialists and non-specialists) with the knowledge and understanding to implement parasport into their lesson planning. Specifically, each resource will contain activities that support the enhancement and refinement of fundamental movement skills and sport specific skills related to the parasports of Athletics, Boccia, Goalball and Sitting Volleyball activities. The ultimate goal of these resources is to increase awareness, knowledge and participation of parasport in physical education classes across Can-ada.

Physical Literacy Through Fundamental Movements Workshops

The Physical Literacy Through Fundamental Move-ments Workshops were developed in 2011 and con-tinue to be adapted based on participant feedback. They provide educators and community leaders with practical guidance, hands on experience, and information about the tools and resources that are available to help them create a positive learning en-vironment to support the development of physical literacy. Throughout the workshop, participants are encouraged to discuss, interact and problem solve while participating in physical activities, reflection exercises, and group tasks. Physical and Health Edu-cation Canada continues to deliver the workshops to schools and sport and recreation organization across Canada.

“There was a lot of information presented and discussed that

helped put physical education in a more realistic perspective.

This workshop will help me look at how I teach physical

education differently.”

“It was an excellent presentation that really opened

my eyes to physical literacy.” - 2012 Phyisical Literacy Workshop

Participants

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a case study of a relevant sport, enhancing student knowledge and understanding of transferrable sport skills.

Physical and Health Education Canada has worked with leading National Sport Organizations in the de-velopment of this project, including:

• Ringette Canada• CanoeKayak Canada• Cycling Canada• Canadian Paralympic Committee

Golf in Schools – Elementary School Program

The Golf in Schools - Elementary School Program was created by Golf Canada in partnership with the Canadian Professional Golfers’ Association (CPGA) and Physical and Health Education Canada. Since its launch in 2009, the Golf in Schools - Elementary Pro-gram has been incorporated into over 1,800 schools across Canada.

In partnership with Golf Canada, Physical and Health Education Canada conducted an in-depth evalu-ation of the Golf in Schools - Elementary Program. The aim of the evaluation was to ensure that the program continues to provide a quality experience to students and educators across Canada. Specifi-cally, the evaluation focused around the program’s value and relevance to physical education teachers. The evaluation generated strong, positive feedback from participating schools demonstrating the rig-orous process used to create the resource ensured educators and students would benefit.

Active and Safe Physical Literacy and Injury Prevention

Led by Canadian Sport for Life (CS4L), Physical and Health Education Canada worked with a number of partners on a Public Health Agency of Canada fund-ed project to promote injury prevention through physical literacy. We provided expertise on the edu-cation sector and disseminated information about physical literacy and the effect on injuries.

The goal of the Physical Literacy and Injury Preven-tion project was to reduce injuries and create safer experiences by increasing the quality of physical activity and sport through the development of chil-dren’s physical literacy.

Physical Literacy Educators Resource Series

With funding from Canadian Heritage - Sport Can-ada, Physical and Health Education Canada has cre-ated Physical Literacy Educator Resource Series, an initiative designed to assist elementary and second-ary school teachers in educating students about physical literacy, fundamental movement skills, and teaching games for understanding. The goal of these resources is to increase student knowledge, confidence, and competence to explore activities in the community in sport and/or recreation.

The program is comprised of teacher resources that include example activities to further develop physi-cal literacy, concepts relevant to the teaching games for understanding model, an assessment and reflec-tion component and connections to provincial/ter-ritorial curriculum outcomes. Each resource provides


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Golf in Schools – High School Program

Physical and Health Education Canada, in partner-ship with Golf Canada, extended the Golf in Schools program to high school grades. The Golf in Schools - High School Program is an initiative that assists high school physical education teachers with the plan-ning and delivery of quality learning experiences that support the enhancement and refinement of fundamental movement skills related to golf as well as increase student knowledge and appreciation for the sport.

The Golf in Schools - High School Program was launched in September 2012. Since the program’s official launch approximately 70 schools across Can-ada are participating in the program.

Tennis for Schools

The Tennis for Schools program was developed by Physical and Health Education Canada in part-nership with Tennis Canada. This program is an el-ementary school based resource that assists physi-cal education teachers provide their students with activities and learning environments that enhance fundamental movement skills and sport specific skills related to the sport of Tennis.

Physical and Health Education Canada has been de-veloping a bike safety program for grades 4, 5 and 6 through the generous support of The Coopera-tors. The program is a series of three resources, each tailored to specific grade which will be available to teachers online. The bike safety resources feature aspects of bike safety, healthy living and environ-mental awareness. Each resource is comprised of ten interactive and grade-specific lesson plans which aim to educate youth on the importance of bicycle safety (including equipment safety and the rules of the road), increase youth awareness of the health and wellness benefits of cycling and physical activ-ity participation, and emphasize the environmental value of cycling as a form of active transportation.

With the support of The Cooperators the grade 4 re-source was piloted in the fall of 2012 with 15 grade 4 classrooms across Canada. It is in the process of be-ing reviewed for national launch in 2013-2014. The grade 5 and 6 bike safety programs are currently un-der development and will be ready for pilot in 2013-2014.

Physical and Health Education Canada’s Bike Safety Program

“Safety is a necessity with everything we do in schools; physical education and health provincial curriculum documents across Canada identify the need to promote life-long active, healthy living; and environmental awareness is something we all need to be conscious of and working toward. The bike safety program has a great opportunity to meet those aims!”

- Dr. Clive Hickson, Associate Dean, Undergraduate Programs and Services, Faculty of Education, Univer-sity of Alberta, Program Writer, Physical and Health Education Canada’s Bike Safety Program

“Safety is a necessity with everything we do in schools”-Dr. Clive Hickson

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The Quality (Daily) Physical Education Award Pro-gram recognizes and celebrates schools for actively improving their Physical Education curriculum and adhering to Physical and Health Education Canada’s program award standards by providing a quality, daily physical education program to all its students.

In the winter of 2013, Physical and Health Education Canada launched the new and revitalized Quality (Daily) Physical Education Award Program. As part of its revitalization, the Quality (Daily) Physical Edu-cation Program has updated award standards, new award program levels and a redesigned recognition award package.

Award Program Standards

The new award standards are easier to understand, better reflect the different education systems of the 13 provinces and territories and are more flexible for the variety of school structures in Canada. Physi-cal and Health Education Canada strives to not only have all schools across Canada meet their provincial curriculum standards, but to also ensure that all stu-dents are receiving quality, daily physical education. This includes, but is not limited to, a minimum of 30 minutes of physical education every day of the school year, all students being taught by a qualified physical educator (as defined by Physical and Health Education Canada) and achievement of provincial curriculum learning outcomes.

Quality (Daily) Physical Education Award ProgramAward Package

Along with new standards, Physical and Health Edu-cation Canada is offering new award package op-tions to schools that have been recognized as Qual-ity (Daily) Physical Education Award recipients. There are now three award package options for schools to choose from, in addition to a window/door decal be-ing added as a promotional item.

2012-13 Award Recipients

Over 400 schools across Canada have received a Quality (Daily) Physical Education Award. This trans-lates to over 135,000 students benefiting from a quality a physical education experience that will in-still in them the foundation to be active and healthy for life.

�is school providesquality daily physical education

2012-2013For outstanding achievement inquality daily physical education

Over 400 schools across Canada have received a Quality (Daily) Physical Education Award. This translates to over 135,000 students.


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At My Best Grows with Expansion of Programming

At My Best has completed its fourth year of implementation in Canadian schools and is active in close to 4,300 schools coast to coast.

At My Best is a free comprehensive curriculum-sup-ported toolkit for children in kindergarten to grade three to promote and develop their overall wellness. At My Best combines physical activity, healthy eating and emotional well-being and aims to support chil-dren’s optimal physical and emotional development by inspiring and motivating them to make healthier choices today, and develop lifelong healthy habits.

Developed by Physical and Health Education Canada with generous support from AstraZeneca Canada, At My Best offers curriculum-based lesson plans along with numerous teaching resources, including classroom posters, task cards, black-line masters, music CD, storybook and take-home materials. At My Best has completed its fourth year of implementation in Canadian schools and is active in close to 4,300 schools coast to coast.

As a result of the positive feedback on the current program, AstraZeneca Canada and Physical and Health Education Canada have extended the reach of the At My Best program, by expanding the exist-ing kindergarten to grade 3 program to include on-line tutorials and flash games. In addition, we are ac-tively building an expansion to grades 4 to 6, which will be released in October 2013.

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In 2011, AstraZeneca Canada launched their Young Health Program as a global community investment initiative that aims to improve the health of vulner-able young people around the world – now and into the future. The Canadian focus for this global initia-tive is focused on mental and emotional health for priority youth. As one of three national partners (alongside Boys and Girls Clubs of Canada and min-dyourmind) Physical and Health Education Canada is leading work to facilitate change in the post-sec-ondary teacher education system specific to mental health curriculum and education.

Young Health Program

As one of three national partners (alongside Boys and Girls Clubs of Canada and mindyourmind) Physical and Health Education Canada is leading work to facilitate change in the post-secondary teacher education system specific to mental health curriculum and education.

Physical and Health Education Canada and Procter & Gamble Inc. have worked together for over 20 years to provide quality health education programs to Ca-nadian schools. Procter & Gamble Inc. offers the Al-ways Changing and Vibrant Faces programs as a free resource to all Canadian educators.

Available in both English and French, the Always Changing program is a set of free instructional mate-rials that help students in grades 5 and 6 understand that the physical and emotional changes involved with puberty are a normal part of growing up. The Vibrant Faces program is an active, healthy lifestyle resource for students in grades 7 and 8 helping them overcome perceived barriers to participating in physical activity and sport.

Physical and Health Education Canada has endorsed both programs as effective and appropriate pro-

Always Changing and Vibrant Faces

In 2012-13, Always Changing and Vibrant Faces reached over 586,624 students across Canada.

The research team based out of The School Based Centre for Mental Health at Western University has begun researching the mental health curriculum and education that youth receive in each province and territory. Further, this research will determine what preparation teachers-in-training receive related to mental health curriculum, and to deal with students’ mental health issues. This research will then provide the foundation of Physical Health and Education Canada’s future advocacy strategy to improve Canadian mental health curriculum and pre-service teacher education.

grams for Canadian teachers tasked with teaching children about health education topics. In 2012-13, the programs reached over 586,624 students across Canada.


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Physical and Health Education Canada has complet-ed year two of our comprehensive, multi-year health promoting schools initiative. The initiative aims to support schools across Canada to become informed about what a health promoting school approach is and the positive impact it can have on the health of students, staff and families – as well as the impact it can have on the quality and cohesiveness of a school community.

Release of the Healthy School Communities Concept Paper

Physical and Health Education Canada partnered with Propel Centre for Population Health Impact, University of Waterloo, in the development of a national concept paper on the principles of health promoting schools. Released in July 2012, the paper achieved several objectives, including:

• Outlining key components and processes es-sential to become more health promoting;

• Articulating a healthy school communities mod-el to unify the numerous philosophies across the country, including Physical and Health Edu-cation Canada’s program of health promoting schools;

• Providing specific and detailed recommenda-tions that inform schools and stakeholders of essential next steps required for future develop-ment and success.

Distributed across Canada, uptake of the concept paper has generated greater awareness and support for health promoting schools, and PHE Canada’s ties to this international philosophy. The concept paper is laying the foundation for further work to unify a variety of approaches so that schools across Canada become more health promoting.

Healthy Schools Conference

PHE Canada partnered with EverActive Schools to bring Eddie LeMoine to speak at Shaping the Fu-ture, EverActive Schools’ healthy schools confer-ence in Kananaskis Village, Alberta. As an exhibitor,

presenter and partner, Physical and Health Educa-tion Canada supported practitioners from Western Canada in their professional development, shared findings from the Healthy School Communities con-cept paper, and built our network of Healthy School champions.

Health Promoting Schools Project Funding

A core component of the health promoting schools project is to build the capacity of schools by provid-ing funding for individual grassroots projects. Proj-ect funding of up to $1,000 serves as a springboard for schools to develop the means of becoming more health promoting.

During 2011-2012, 176 elementary, middle, and high school schools applied for funding, and we were able to support 54 schools with project fund-ing. Support ranged from $300 to $1,000, and to-taled nearly $35,000. The response from schools was very positive, and many were eager to pro-vide details of their initiatives. Westmount Charter School in Alberta wrote to us saying, “Wow! We are so thrilled! Thanks so much for your support. We are super proud of this project and couldn’t have done it without you guys!”

Fostering Student Leadership

As an alternative form of post-secondary leadership funding, the Health Promoting Schools Student Ambassador Program nurtures the growing leader-ship skills of university, college, and CEGEP students with a passion and interest in Health Promoting Schools, physical education, and health education. Seven regional representatives were engaged to act as spokespeople for Health Promoting Schools and Physical and Health Education Canada, educating post-secondary students and staff of the principles of healthy school communities, and the tools and re-sources that Physical and Health Education Canada offers that can support them in becoming Healthy School Champions.

Health Promoting Schools

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In March 2013, Physical and Health Education Cana-da released a report detailing the results of a public opinion survey of Canadians and parents on issues of physical education, health education, and physi-cal activity. Conducted between June 25, 2012 and June 28, 2012 by Ipsos Reid, the findings paint a pic-ture of broad-based support for greater investment in physical and health education.

According to the findings, two-thirds (64 per cent) of Canadian parents believe more time devoted to physical education would lead to improvements in math, science, and reading/writing. A slightly larg-er percentage (67 per cent) believe that students should receive 150 minutes or more of physical edu-cation per week. This is equivalent to 30 minutes of physical education each day.

Entitled Get Active: Perspectives of Canadians on the Importance of Physical Education, Health Edu-cation, and Physical Activity, the report details a number of aspects, including the perception of the benefits that physical and health education confer on students. 93 per cent of Canadians agree that physical activity among children is essential for healthy growth and development, while 86 per cent agree that physical education helps to prevent overweight/obesity among children. In addition to the health benefits, 87 per cent of Canadians agree that physical education and activity help children to develop self-confidence and 77 per cent agree that children who are physically active tend to perform better academically.

The findings were announced in a column pub-lished exclusively with the Toronto Star. As Chris Jones states in the piece, “What this survey data tells us is that there is a gap between parents’ expecta-tions and the present-day provision of instruction in physical and health education in Canadian schools. Physical education has changed significantly in the last ten years with a new emphasis on physical lit-eracy, fundamental movement skills, and a holistic, student-centred approach... If we are going to curtail the fast growing remedial health care costs associ-ated with sedentary lifestyles, poor diets, and dimin-ished sport participation rates, then we are going to need to re-prioritize physical and health education within our school system.”

This data provides convincing proof that Canadians recognize and value the role of physical and health education and are looking for greater commitment from their schools and governments in ensuring all children and youth receive a quality health and physical education curriculum. This is a challenge that Physical and Health Canada will continue to tackle, knowing we have a strong backing of sup-port from Canadians across the country.

The report, entitled Get Active: Perspectives of Canadians on the Importance of Physical Educa-tion, Health Education and Physical Activity, can be downloaded from www.phecanada.ca/getactive.

Study after study shows us the benefits of physical activity: active people are healthier, have higher self-esteem, less stress, less depression, and a strong supporting network of friends and peers. Active children are more focused and better prepared to learn.

93% of canadians agree that physical activity among children is essential for healthy growth and development

Survey: Canadian parents show strong supportfor physical and health education

Get Ac�vePerspectives of Canadians on the Importance of Physical Education, Health Education, and Physical Activity

March 2013


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On September 12, 2012, over 45 post-secondary students from across Canada gathered at Camp Walden in Bancroft, Ontario, for the 9th annual Student Lead-ership Conference. Presented to students as an opportunity to learn and net-work with influential mentors and peers in the physical and health education field, the Student Leadership Conference offers a variety of leadership sessions interspersed with hands-on outdoor experiential activities to hone their leader-ship skills. The Student Leadership Conference aims to encourage students to

challenge their limitations, understand the value of traditional and non-traditional partnerships, think outside the box, and put leadership theory into practice.

As leaders in their program at school, these students represented the many facets of the health and phys-ical education sector: nursing, sport management, kinesiology, education, and environmental stud-ies, to name a few. Over a five-day period, students participated in several group challenges, including a rock climbing wall, a low ropes course, a moun-tain bike challenge, and a canoe leadership activity. Each of these activities had the students working in a group setting and testing out different leadership styles. Working together, students learned to suc-

Over 600 post-secondary students have attended the Student Leadership Conference since it launched in 2002.

Student Leadership Conferencecessfully complete tasks as a team while working to accommodate one another’s different communica-tion and leadership styles. The group activities had the students getting to know one another quickly in a short period of time. As one participant said about the format, “I really enjoyed all the group activities. The low ropes course was so great for team building and building trust within the group. I also enjoyed the support everyone showed during mountain bik-ing and the rock wall. I got to know my mentors and the other group members on a very personable level which made opening up to them throughout the rest of the conference experience that much more comfortable.”

In addition to the physical group challenges, stu-dents attended sessions that examined some of the skills students could take with them into their fu-ture careers. The first session was a presentation by Dr. Richard LaRue of the University of New England, who compared leadership to playing baseball, and challenged students to step up to the plate and be-come leaders. The second was a presentation by Dr.

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“It’s truly amazing how comfortable one can become with people in such a short time, I will never forget the time here and the feelings of joy that I experienced.” -2012 participant

Brian Storey from Douglas College, British Columbia, on Sustainable Leadership. Looking at how educa-tion and conscious practices contribute to a lifetime of leadership, Dr. Storey identified the key principles of leadership and demonstrated the relationship be-tween sustainability and specific thinking and reflec-tive practices.

What sets the Student Leadership Conference apart from other programs is the close relationship that is built between the students and the mentors. Stu-dents were divided into groups of 10 and assigned two mentors who stayed with them throughout the activities and sessions that took place over the five-day period. Coming from all across Canada and from many different backgrounds, the mentors shared their wealth of knowledge and passion for the field with the students.

The Student Leadership Committee is hard at work preparing for the 10th Student Leadership Confer-ence and will be celebrating a decade of success at the upcoming National Conference in Winnipeg,

Manitoba. Additionally, the Program Advisory Com-mittee is working to reformat and update the con-ference program offering to better reflect the needs and requirements of today’s post-secondary stu-dents.


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Canadian Active After School Partnership

In the fall of 2012, Physical and Health Education Canada and the partners of the Canadian Active Af-ter School Partnership (CAASP) launched the second phase of work to support the delivery of, and access to, quality after school programs - with the ultimate goal of increasing physical activity levels, healthy eating and healthy weights, and mental resilience among Canada’s children and youth.

As a partnership, we leverage substantial networks of users, experts, and experience through relevant projects and a range of additional partners. This partnership has been powerful in leveraging greater results than what could have been achieved in isola-tion. With the financial support of the Public Health Agency of Canada, we are building an innovative, horizontal and seamless intervention in the critical after school time period.

Throughout this phase of the project, Physical and Health Education Canada has been the lead on two key program activities: engaging home and families, and managing the ActiveAfterSchool.ca website and online community.

ActiveAfterSchool.ca

ActiveAfterSchool.ca is Canada’s community for af-ter school service providers. Since launching in May 2012, ActiveAfterSchool.ca has received over 2,500 visits. It is home to information on over 800 resourc-es, programs, and policies that can be used to im-prove the quality of active after school programs. In addition, our presence on Twitter and Facebook, and our monthly e-newsletter, provide opportunities for providers to connect with their colleagues across the country.

Engaging Home and Family to Enhance Access to After School Programs

Through the Engaging Home and Family project, CAASP and Physical and Health Education Canada aim to increase awareness among parents and care-givers about the value of quality active after school programs, what constitutes quality active after school programs, and to increase the numbers of parents and caregivers demanding and selecting quality active after school programs.

Making Change in the After School Hours

Canadian Active After School Partnership Phase 2 Partners:

- Active Living Alliance for Canadians with a Disability (ALACD)- Boys and Girls Clubs of Canada (BGCC)- Canadian Association for the Advancement of Women in Sport

and Physical Activity (CAAWS)- Canadian Parks and Recreation Association (CPRA)- National Association of Friendship Centres (NAFC)- Physical and Health Education Canada

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CAASP and Physical and Health Education Canada developed a parent/caregiver survey as part of this initiative. We explored parental attitudes regarding active after school programs. To disseminate the sur-vey, partnerships were developed with 99 parent-centred organizations across the country. Over the course of one month, these organizations helped us to achieve responses from over 2,500 parents and caregivers. The information gathered from the sur-vey will form the foundation of an outreach strategy to parents/caregivers to equip them with the knowl-edge and tools to ensure their children are active in the three to six time period.

History

The Canadian Active After School Partnership (CAASP) was formed in response to a 2008 commit-ment by Canada’s federal/provincial/territorial Min-isters of Health to address the after school time pe-riod as a means of ensuring children and youth are physically active. Ministers recognized that the after school time period provides a prime opportunity to encourage increased healthy living (physical activ-ity, healthy eating and sport participation) among children and youth and to reduce other unhealthy behavior. Ministers agreed to explore opportunities to work with their colleagues in other departments, as well as with stakeholders, to identify shared ap-proaches aimed at increasing physical activity in the after school period and reduce inactive time.

As a result, the sector came together to map out a framework and approach to best enable them to take action to address the challenge laid out by Min-isters. The Public Health Agency of Canada accepted this framework and requested that Physical and Health Education Canada serve as the lead organiza-tion to select partners to develop a two-year plan, with the intent of a longer term phased approach (until minimum 2014), to address the need to sup-port equitable access by all children and youth in Canada to quality, active after school programs.

This partnership has been powerful in leveraging greater results than what could have been achieved in isolation.

Active Living After School

Physical and Health Education Canada, in partner-ship with Canadian Tire Jumpstart and with fund-ing from GoodLife Kids Foundation, has created the Active Living After School (ALAS) initiative. ALAS has been designed to assist after school providers in creating or enhancing their program. The ALAS initiative provides two main components: a How-to Guide and an ALAS Activity Kit. The How-to Guide has been designed to be a convenient one-stop resource that highlights the critical elements of a successful after school program and provides infor-mation and practical tips for ensuring that physical activity and healthy eating are integral components of all after school programs. The ALAS Activity Kit is a supplemental resource which includes equipment to help implement physical and health activities into any after school program.

Canadian Tire Jumpstart is committed to helping give kids a sporting chance and has partnered with Physical and Health Education Canada as the official equipment and fulfillment partner of the ALAS initia-tive. For those schools and organizations that meet the eligibility requirements and fulfill the obliga-tions of a Jumpstart Community Partner, Canadian Tire Jumpstart will fund the cost of the kit. The ALAS Activity Kit is also available for purchase through the Physical and Health Education Canada store.


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Feedback from the program has been very positive. Still in our first year of the program, we have reached over 750 children and youth through the Canadian Tire Jumpstart support, and expect to distribute up to 400 kits by June 2013. In addition, through a partnership with Recreation Connections Manitoba, over 500 copies of the How-to Guide have been dis-tributed to after school programs in the province.

Active and Safe After School Initiative

Physical and Health Education Canada, through funding provided by the Public Health Agency of Canada, has developed free tools and resources that increase awareness, education and prevention of physical injuries that occur during after school

Active Living After SchoolStart or enhance your after school programs with

our How-To Guide and Activity Kit

PHE Canada, in partnership with Canadian Tire Jumpstart

and GoodLife Kids Foundation, have now released the

Active Living After School (ALAS) resource.

The kit includes a How-to Guide and a variety of physical activity

equipment. The Guide has been designed as a convenient one-

stop resource that highlights the critical elements of a successful

after school program and provides information and practical tips

for ensuring that physical activity and healthy eating are integral

components of all after school programs. The ALAS Activity Kit

is a supplemental resource which includes equipment to help

implement physical activities into any after school program.

Whether you’re a teacher, principal, community

organization, parent or other provider, this resource will

help you deliver a program that is physically active, fun,

student-focussed, and developmentally appropriate.

www.phecanada.ca/alas

Canadian Tire Jumpstart is committed to helping give kids a sporting chance and has partnered with PHE Canada as the official equipment and fulfillment

partner of the ALAS initiative. For those

schools and organizations that meet the

eligibility requirements and fulfill the

obligations of a Jumpstart Community

Partner, they will fund the cost of the

kit.

Do you qualifyfor a fully funded kit?

The full kit includes the Active Living

After School How-to Guide, plus:

• 6 Soft Foam Playground Balls

• 5 Playground Balls• 24 Tennis Balls• 5 Soccer Balls• 5 Footballs• 5 Beach Balls• 24 Juggling Scarves• 12 Frisbees• 24 Skipping Ropes (7’, 8’, 9’ lengths)

• 36 Beanbags• 4 Rubber Chickens• 24 Pinnies• 18 Cones• 40 Washable Markers• 2 Handheld Ball Pump• 1 Bag to Fit all Equipment

• 1 Leading the Way Youth Leadership

Guide• 1 Fundamental Movement Skills

Carabiner

www.phecanada.ca/alas

The ALAS initiative provides two main components: a How-to Guide and an ALAS Activity Kit.

The We Belong PrototypePhysical and Health Education Canada is currently piloting the We Belong prototype. This prototype is grounded in the Asset Based Community Develop-ment approach, empowering community members (such as youth and parents, etc.) and the broader community (such as service agencies, and commu-nity experts) to work together to increase physical activity participation with newcomer youth and their families.

Physical and Health Education Canada has com-pleted the initial research and education aware-ness phase of the project and is currently working with two newcomer communities, from Ontario and

Nova Scotia, in the development of a How-to-Guide: Increasing Newcomer Youth Physical Activity. The How-to-Guide provides community programmers with information and resources related to increasing newcomer youth knowledge of and participation in, physical activity and recreation programs. It also provides strategies and tools that encourage com-munity members to increase youth physical activity by drawing on the assets of the community and its residents (such as resources, abilities and partner-ships).

programs. Physical and Health Education Canada worked with partners Ophea, the Canadian Parks and Recreation Association/HIGH FIVE, and the Ac-tive Living Alliance for Canadians with a Disability, to create two Active and Safe After School Initiative resources: Connect to Stay Safe webinars, and After School Safety Check checklists.

The After School Safety Check, is a series of check-lists and activities for leaders, supervisors, parents and administration that build capacity among after school providers to enhance risk management skills for active and safe play in the after school hours. The checklists also provide information on the minimum standard of care for physical activities by outlining safe practices.

The Connect to Stay Safe webinars are a series of 5 safety webinars that focus on demonstrating the importance of managing risk, preventing injury, and having appropriate procedures in place for dealing with/minimizing injuries. The content of the webi-nars includes awareness raising, training tips, safe program delivery, prevention, profiling available tools and resources and showcase best practices for safe program delivery.

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Physical and Health Education Canada now boasts a community of over 12,500 members. The steady growth in support of Physical and Health Education Canada is impressive, with over 1,200 supporters joining the association in 2012-13. Also notable is the expansion of the various professions and back-grounds that comprise Physical and Health Edu-cation Canada’s membership. While still primarily composed of physical and health educators, there has been an increase in members from the health profession, recreational administrators, parents, pre-service students, and those working for not-for-prof-it organizations and corporate organizations within the physical and health education sector. Such a trend demonstrates our broad-based role in impact-ing the health and well being of Canadian children and youth.

One of the key activities of 2012-13 for membership was the completion of a membership survey to up-date our data from the last survey in 2008-2009. With a strong response rate of nearly 1,000 individuals, re-spondents showed their support and vested interest in the association by providing their feedback and suggestions on a range of topics, including mem-bership benefits, Physical and Health Education Canada programming, communications, and gen-eral thoughts on the current status of physical and health education and our impact.

The results from the survey will serve as a guide as Physical and Health Education Canada moves for-ward in further developing its membership struc-ture, providing additional resources and benefits to members, in hopes of continuing to grow our com-munity.

Physical and Health Education Canada would like to thank all of its members for their continued support and urges you to introduce others to our community as we work together to ensure all children and youth are living physically active and healthy lives.

Physical and Health Education Canada Store

2012-13 was another busy year with the Physical and Health Education Canada Store having been the source of physical and health education resources and equipment for over 900 customers who pur-chased over 8,000 products. Thank you to our cus-tomers. With your support the Physical and Health Education Canada Store was able to generate over $225,000 in sales, with all proceeds going directly to support the development and administration of various programs and resources. Our customers have helped support projects such as Passport for Life, Fundamental Movement Skills Series, Health Promoting Schools, and QDPE.

In 2013-2014, the Physical and Health Education Canada Store will look to expand its catalogue to provide a larger variety of quality resources, equip-ment, and support tools. As we strive to see the Physical and Health Education Canada Store becom-ing a one-stop shop for all physical and health edu-cation resources, we ask all of our members to con-tact us with any resources or equipment that they would like to see included in our catalogue.

We thank all of those that have supported Physical and Health Education Canada by acquiring their physical and health education resources through the Physical and Health Education Canada Store.

Membership

Physical and Health Education Canada now boasts a community of over 12,500 members


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R. Tait McKenzie Honour Award

The R. Tait McKenzie Honour Award is Physical and Health Education Canada’s most prestigious award and is named after the distinguished Canadian physician, sculptor and physical educator, Dr. R. Tait McKenzie. The award epitomizes Dr. McKenzie’s professional ideals, his service to humanity, and his dedication to the advancement of knowledge and understanding of physical and health education, recreation and dance.

In October 2012, Physical and Health Education Canada presented two distinguished individuals with this honour:

Dr. Sandra Louise Gibbons Dr. Ellen SingletonNorth American Society Award

Established in 1999, the North American Society (NAS) Fellowship Award recognizes outstanding professionals within the allied professions of health education, physical education, recreation, sport and dance in North America.

In October 2012, Physical and Health Education Can-ada recognized the following outstanding profes-sional with this award:

Garth Wade

Physical Education Teaching Excellence Award

Partnering with WINTERGREEN Phys-Ed, Physical and Health Education Canada presented the Physical Education Teaching Excellence Award in recognition of outstanding teaching and leadership in physical education. The provincial/territorial recipients are selected by their provincial physical education asso-ciation. The national award recipients are selected by the Physical and Health Education Canada Awards Committee from this exceptional list of physical edu-cators.

Health Educator Award

The Physical and Health Education Canada Health Educator Award honours an individual for their work to further the importance of health education in Canada and/or who has served as a champion in pro-moting the importance of Health Promoting Schools at the local, regional, provincial or federal level.

Health Promoting School Champion Award

The Physical and Health Education Canada Health Promoting Schools Champion Award recognizes an individual, group or organization for their exemplary contribution to the development, promotion and/or implementation of Health Promoting Schools.

Young Professional Award

The Dr. Andy Anderson Young Professional Award recognizes outstanding contributions to the profes-sion in each province and territory.

Student Award

The Physical and Health Education Canada Student Award recognizes outstanding undergraduate lead-ership in the field of physical education. Each Cana-dian university offering a degree in physical educa-tion or a related discipline can present this award.

Recognizing Champions

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National Office Staff

Executive Office

Chris JonesExecutive Director & CEO

Bryan MerrettChief Operating Officer

Jodie Lyn-HarrisonChief Administrative Officer

Christine BureaudExecutive Assistant & Operations Manager

Communications & Marketing Department

Brent GibsonCommunications Manager

Meaghan QuinnCommunications Coordinator

Joachim ToelkeDigital Media Coordinator

Business Development Department

Jordan BurwashBusiness Development and Membership Manager

Brendan LowryBusiness Development and Membership Coordinator

Programs Department

Sarah JacksonProgram Manager

Laurissa KenworthyProgram Manager

Amber MuirProgram Coordinator

Kelsie AndeelProgram Coordinator

Krissy MurphyProgram Coordinator

Finance

Patti ProulxFinancial Administrator

The People BehindPhysical and Health Education Canada

Physical and Health Education Canada would like to thank those national office staff who contributed to the association this year but have now moved on:

Andrea Grantham, Executive Director & CEO (until May 2012)

Sharon May, Director of Programs (until April 2012)

Caley Hartney, Program Manager (until August 2012)

John Maker, PHE Journal Editor-in-Chief (until December 2012)

Stacey Simpson, Digital Media Coordinator (until November 2012)


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Board of Directors

Jacki NylenPresidentPhysical Educator, Tanner’s Crossing School

Louise HumbertPast President Associate Dean, College of Kinesiology, University of Saskatchewan

Don HutchinsonRepresentative for BC & YukonPrincipal, Ranch Park Elementary School

Doug GleddieRepresentative for Alberta & NWTAssistant Professor, University of Alberta

Reg LeidlRepresentative for SaskatchewanPrincipal, P.J. Gillen School

Ralph ClarkRepresentative Manitoba & NunavutPhysical Education/Health Education Specialist, Brandon School Division

Ted TemertzoglouRepresentative for OntarioVP, Teacher and Student Success, Thompson Educational Publishing

William HarveyRepresentative for QuébecAssistant Professor, McGill University

Fran Harris Representative for New BrunswickPhysical Education and Health Education Consultant, Department of Education and Early Childhood

Dan RobinsonRepresentative for Nova ScotiaAssistant Professor, St. Francis Xavier University

Chris MeuseRepresentative for Prince Edward IslandPhysical Educator, Glen Stewart Primary School

Kellie BakerRepresentative for Newfoundland and LabradorSenior Lecturer, Memorial University of Newfoundland

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Committees and CouncilsCouncil of Provinces and Territories

Physical and Health Education Canada’s partner-ship with the Council of Provinces and Territories provides an avenue to meet provincial counterparts twice annually to discuss emerging trends and is-sues that affect physical and health education at the provincial and national level. Physical and Health Education Canada is very fortunate to have strong ties with the provincial organizations and values the opportunities for networking and sharing amongst organizations which has been critical to ensuring that all children in Canada receive quality learning opportunities.

This past year the Council members provided advice on a variety of programs including the Student Lead-ership Conference, Physical Literacy Workshops and Provincial Physical Education Awards. The members of the Council of Provinces and Territories are:

Don HutchinsonChairCoquitlam, BC

Jacki NylenPresident, Physical and Health Education Canada

Sue MacDonaldPresident, Physical Education British Columbia (PE-BC)

Jessica BadzgonPresident, Health and Physical Education Council (HPEC), Alberta

Darryl ElaschukPresident, Saskatchewan Physical Education Association (SPEA)

Carol PetersPresident, Manitoba Physical Education Teachers’ Association (MPETA)

Dr. James MandigoPresident, Ontario Physical and Health Education Association (Ophea)

Patrick ParentPrésident, Fedération des Éducateurs et Éducatrices Physique enseignants du Québec (FÉÉPEQ)

Krista SmeltzerPresident, Association of Physical Educators of Québec (APEQ)

Ross CampbellPresident, New Brunswick Society of Physical Education Specialists (NBPES)

Sylvie BreauPrésidente, Association des Professionnel(le)s en Éducation Physique (APEP), Nouveau-Brunswick

Zoe HamiltonPresident, Physical Education Special Interest Council (PESIC), Newfoundland and Labrador

Steve RanniPresident, Teachers’ Association of Physical & Health Education (TAPHE), Nova Scotia

Chris HugganPresident, Prince Edward Island Physical Education Association (PEIPEA)

Bryan MerrettPHE Canada Staff Representative


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Council of University Professors and Researchers (CUPR)

Catherine CaseyCo-Chair

Joe BarrettCo-Chair

Chunlei LuPast-Chair

David ChorneyCommunication/Listserve Officer

Dan RobinsonBoard of Directors RepresentativeCUPR Forum Co-Chair

Nancy FrancisCUPR Forum Co-Chair

Lynn RandallCUPR Forum Co-Chair

Brent GibsonPHE Canada Staff Representative

Program Advisory Committees

Quality Daily Physical Education

David ChorneyChair

Kaelin GillisMember-at-Large

Susan StevensonMember-at-Large

Glenn YoungMember-at-Large

Reg LeidlBoard of Directors Representative

Ralph ClarkBoard of Directors Representative

Amber MuirPHE Canada Staff Representative

Health Promoting Schools

Antony CardChair

Christine PreeceMember-at-Large

Doug GleddieBoard of Directors Representative

Caroline WhitbyMember-at-Large

Felicia OchsMember-at-Large

Christina JonesMember-at-Large

Sarah JacksonPHE Canada Staff Representative

Quality School Intramural Recreation

Lisa NewtonChair

Scott AllanMember-at-Large

Zeljko BojicMember-at-Large

Robert DeonarineMember-at-Large

LeAnne PetherickMember-at-Large

Chris MeuseBoard of Directors Representative

Laurissa KenworthyPHE Canada Staff Representative

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Dance Education

Emily Caruso ParnellChair

Brenda KalynMember-at-Large

Chantale Lussier-LeyMember-at-Large

Nancy FrancisMember-at-Large

Sara MacInnesMember-at-Large

Kellie BakerBoard of Directors Representative

Laurissa KenworthyPHE Canada Staff Representative

Student Leadership Conference

Nick ForsbergChair

Farida GabbaniMember-at-large

Lee SchaeferMember-at-large

Justin OliverMember-at-large

Ted TemertzoglouBoard of Directors Representative

Meaghan QuinnPHE Canada Staff Representative

Legacy Committee

Mo MacKendrickChair

Nick ForsbergPast-Chair

Nancy FrancisChair-Elect

Garth TurtleMember-at-Large

Sandra GibbonsMember-at-Large

Iris BlissEx-Officio, Investment Representative

Jacki NylenEx-Officio, PHE Canada President

Louise HumbertEx-Officio, PHE Canada Past-President

Chris JonesEx-Officio, PHE Canada Executive Director & CEO

Awards Committee

Rick BellChair

Dan CooneyPast-Chair

Farida GabbaniMember-at-Large

Garth TurtleMember-at-Large

Jacki NylenEx-Officio, PHE Canada President

William HarveyEx-Officio, Board of Directors Representative

Brent GibsonPHE Canada Staff Representative


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Financial Statements

2013 2012Restated (Note 1)

ASSETSCash $424,588 $1,155,080 Investments 1,365,136 1,248,267Accounts receivable 154,980 281,737Due from Sport Matters Group 15,144 104,575Inventory 38,969 45,386Prepaid expenses 41,110 44,432Capital assets 14,130 16,820

$2,054,057 $2,896,297

LEGACY FUND ASSETSCash 70,848 185,720 Investments 582,392 443,857Artwork 9,600 9,600Due to operating fund (2,264) (5,143)

660,576 634,034 $2,714,633 $3,530,331

LIABILITIESAccounts payable 298,575 559,718Deferred revenue 879,911 1,280,408Due from Legacy Funds (2,264) (5,143)

$1,176,222 $1,834,983

NET ASSETSOperating Fund 877,835 1,061,314Legacy Funds (internally restricted) 660,576 634,034

$1,538,411 $1,695,348

$2,714,633 $3,530,331

Note 1: Effective April 1, 2012 PHE Canada adopted the requirements of the Canadian Institute of Chartered Accounts (CICA) Handbook - Accounting, electing to adopt the framework: Canadian accounting standards for not-for-profit organizations (ASNFPO). These are the organization’s first financial statements prepared in accordnace with ASNFPO which has been applied retrospectively.

STATEMENT OF FINANCIAL POSITION - March 31, 2013

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ASSETSCash $424,588 $1,155,080 Investments 1,365,136 1,248,267Accounts receivable 154,980 281,737Due from Sport Matters Group 15,144 104,575Inventory 38,969 45,386Prepaid expenses 41,110 44,432Capital assets 14,130 16,820

$2,054,057 $2,896,297

LEGACY FUND ASSETSCash 70,848 185,720 Investments 582,392 443,857Artwork 9,600 9,600Due to operating fund (2,264) (5,143)

660,576 634,034 $2,714,633 $3,530,331

LIABILITIESAccounts payable 298,575 559,718Deferred revenue 879,911 1,280,408Due from Legacy Funds (2,264) (5,143)

$1,176,222 $1,834,983

NET ASSETSOperating Fund 877,835 1,061,314Legacy Funds (internally restricted) 660,576 634,034

$1,538,411 $1,695,348

$2,714,633 $3,530,331

Note 1: Effective April 1, 2012 PHE Canada adopted the requirements of the Canadian Institute of Chartered Accounts (CICA) Handbook - Accounting, electing to adopt the framework: Canadian accounting standards for not-for-profit organizations (ASNFPO). These are the organization’s first financial statements prepared in accordnace with ASNFPO which has been applied retrospectively.

STATEMENT OF REVENUE AND EXPENDITURE - March 31, 20132013 2012

Restated (Note 1)

REVENUEOperating Fund $2,655,637 $3,289,555 Dance Education Fund 1,886 1,173 Future Leaders Fund 1,575 1,321 At My Best Fund 5,578 4,125PHE Canada Legacy Fund 16,641 13,094

$2,681,317 $3,309,268

EXPENDITUREOperating Fund 2,833,284 3,231,235Dance Education Fund 910 4,770 Future Leaders Fund 125 108At My Best Fund 441 5,507PHE Canada Legacy Fund 3,494 1,065

$2,838,254 $3,242,685

EXCESS (DEFICIENCY) OF REVENUE OVER EXPENDITURE FOR THE YEAR $(156,937) $66,583


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STATEMENT OF REVENUE AND EXPENDITURE AND NET ASSETS OPERATING FUND - March 31, 2013


REVENUEGovernment contributions $824,452 $2,066,938 Resource development and review 1,047,599 497,112Student Leadership Conference 15,513 20,541School Info Link 27,775 30,681Membership 6,445 6,101Journal/AVANTÉ 59,607 39,419Corporate sponsorship 123,993 197,100Publications 226,921 291,782Other 323,332 139,881

$2,655,637 $3,289,555

EXPENDITURESalaries and administration 464,796 74,794Meetings 251,543 80,152Periodicals 37,565 39,156Communication 32,027 10,320Publications 118,480 146,571Networking 812 19,834Membership 1,061 239Programs 1,736,029 2,738,438Resource development and review 104,748 95,009Corporate sponsorship 55,242 244Fundraising - 196School Info Link 30,981 26,282

$2,833,284 $3,231,235

EXCESS (DEFICIENCY) OF REVENUE OVER EXPENDITURE FOR THE YEAR (177,647) 58,320

Net assets - Beginning of year 1,061,314 1,025,799Transfer to PHE Canada Legacy Fund (5,832) (22,805)

NET ASSETS - END OF YEAR $877,835 $1,061,314

Physical and Health Education Canada301 - 2197 Riverside Drive

Ottawa, ONK1H 7X3

Tel: (613) 523-1348or 1-800-663-8708

Fax: (613) [email protected]

physical and health education canada

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