Athlete pathways fall 2014 by Sport Information Resource Centre (SIRC)

SIRCuit

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AT H L E T E PAT H W AY S - F A L L 2014

DEAR SPORT PROGRAM ENTHUSIAST Thank you for creating programs that share Canada’s love for sport with an intense desire to see our youth having fun and ultimately on a pathway developing their athletic and life skills. One of the reasons that I thoroughly enjoy working in sport is the passion and genuine energy exuded from the people in the industry. This issue of the Athlete Pathways was such a pleasure to compile because of the passion from our contributors. Sport programmers are often like ‘big kids’ they get excited and are having fun when others are learning and having fun. We are particularly thrilled to be sharing the new Aboriginal Long-Term Participant Development (ALTPD) resources. These resources developed together with Canadian Sport for Life (CS4L) and Aboriginal Sport Circle will be instrumental in helping Aboriginal children become physically literate, defining a pathway for Aboriginal athletes and having Aboriginal people active for life. The learning continues through: • Opportunities to strengthen sport • A great example of an LTAD program • New research helping us understand young athletes • Working with underserviced communities The excitement of back to school is the perfect time to look at how to leverage academics and athletics. We often hear ‘education helps sport development’ and ‘sport helps enhance education’. The passion for learning is important for all of us. Thank you for making sport better in Canada. Sincerely,

Debra

Debra Gassewitz President & CEO, SIRC CS4L Leadership Team

LTAD BY THE

NUMBERS 60

minutes of moderate to vigorous intensity physical activity daily is recommended for 5-17 year olds

5.9 million

Canadians are between 3-17 years old

75%

of Canadian kids aged 5-19 participate in organized physical activities or sport

1.1+ million

Canadian kids and youth are currently in swimming lessons, instruction or competition

calories are burned with 15 minutes of hearty laughter

97%

of Canadians believe sport should be relaxed and fun 2

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WHAT’S INSIDE Strengthening Athlete Pathways – Together

Alan Zimmermann, Director – Policy and Planning, shares Sport Canada’s perspectives on how the Canadian sport system can work together to provide programming and opportunities that optimize an athlete’s developmental pathway.

We take a look at the lessons learned around how sport benefits academic achievement.

Sport Schools: Balancing Excellence in Academics and Athletics 18

Monitoring Peak Height Velocity (CS4L)

Long-Term Athlete Development athlete development recognizes that chronological age and physical/mental maturation occur at different rates; thus, development should determine how an athlete trains and practices. Instructors and coaches should monitor growth rate in order to adapt programing and training.

Lessons Learned in LTAD Implementation: Baseball Canada’s Rally Cap Program

Examples of five provinces’ sport schools systems and how they provide opportunities for athletes to achieve excellence in both sport and academics.

Underserviced Children: Sports Participation Barriers and Best Practices

André Lachance discusses the integration of Long-Term Athlete Development by facilitating programing that allows for participation of athletes involved in more than one sport during the summer or during transitional seasons.

Aboriginal Sport for Life

Academic Achievement and Sport Participation 16

Canadian Sport for Life and the Aboriginal Sport Circle are developing the Aboriginal Long-Term Participant Development (ALTPD) resources. Here they share their resource development process steps and a sneak peek of their draft content of Aboriginal Sport for Life.

We take a look at some of the socioeconomic, cultural, and organizational barriers that populations such as new immigrants and economically disadvantaged families face in participating in sport in Canada. Some examples of programming developed to address these concerns are shared.

Sport Councils: Partnering Community Sport Development and Sport Programming Opportunities

Up and Comers: Athlete Profile Mariam Abdul-Rashid - Athletics

p.24

A video from the Ontario Soccer Association’s Coaching Conference 2014 talks about coaching kids so that they develop a love of sport and remain engaged in a variety of roles across the lifespan.

Rally Cap

What do Sport Councils do? And how can sport programmers partner with community sport to provide opportunities for youth sport development?

“I loved watching you play today!”: Coaching and Programming with Youth Development & Retention in Mind 15

Lessons Learned:

p.8 Up and Comers: Mariam ABDUL-RASHID

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STRENGTHENING ATHLETE PATHWAYS Together

Alan Zimmermann, Director, Policy and Planning Sport Canada

e often hear the adage “it takes a village” when talking about the many people involved in raising a child. The same is true when it comes to considering an athlete’s development – and perhaps just as critically, the development of athlete pathways. Simply put, an athlete pathway is the combination of programs and services that enable participants to progress from learning foundation sport skills to competing at the high performance level. Some people take a direct route within the same sport; while others might try a number of sports before finding the one that fits them best. For those of us working to strengthen the delivery of Canadian sport, our task is to figure out the “right” combination that will both allow and optimize an athlete’s journey along their pathway. This includes quality programs, sound coaching, fair officiating, and appropriate competitions.

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From a Sport Canada perspective, we have opportunities to influence the availability and accessibility of athlete pathways through leadership and the almost $200M we invest each year directly into our athletes, the organizations that foster their development and the hosting of international, events that provide them opportunities to compete against the very best in the world on home soil. Each of these investments plays a particular role in supporting athlete pathways: here I will highlight some of the work that we do with organizations to foster development. Sometimes this includes bringing a range of stakeholders together to strengthen the system, as is the case when all Federal-Provincial/Territorial governments collaborate to support the Canada Games. At times, our contributions are more direct – such as through investments in Targeted Excellence (based on recommendations from Own The Podium), or to support grassroots development programs such as Athletics Canada’s “Run Jump Throw Wheel” or Cross-Country Canada’s “Racing Rocks!”.

In other cases, we support activities that leverage or extend the reach of the sport system. These take a number of forms, from collaboration with provinces and territories based on Priorities for Collaborative Action inspired by The Canadian Sport Policy, to contributions to organizations like KidSport (among others) to improve access to sport programs, to resources for the Canadian Paralympic Committee to strengthen Paralympic sport development. We can describe the different types of opportunities as direct, shared, or engagement, as illustrated in the graphic.

Each type of opportunity plays an important role in strengthening quality sport in the Canadian sport system. The concept is to promote complementary activities that – together – create the conditions for technically sound, ethical sport. First, within the national system, National Sport Organizations provide critical technical oversight for their sport. This includes considering how athletes progress in their sport, what programs and competitions are required and most helpful to aid these progressions, and to support the development of coaches and officials. The efforts of National Sport Organizations are complemented by Multisport Service Organizations – who support important system-wide services such as coach education or

anti-doping; organize Games missions; or address specific system needs such as in the area of high performance development or dispute resolution. Support of these activities can provide direct impacts for the national system. Sport at the national level is only one part of the Canadian sport system. Therefore, coordination with Provincial/Territorial Sport Organizations, clubs, leagues and other groups is essential for providing Canadians with quality programs in their communities. These connections are supported through partnership initiatives such as the Canada Games and other hosting events; as well as through bilateral agreements with provinces and territories to expand the reach of quality sport foundations and to improve access for underrepresented or marginalized groups. A third approach is to extend influence of the sport system through the strategic engagement of specific organizations, who work to increase opportunities for Canadians to engage in sport. This might be an organization such as Canadian Tire Jumpstart, a charity which financially supports children’s sport enrollment; or ParticipACTION’s promotional messaging. These activities help create the conditions for sport involvement.

Together, these approaches support and strengthen the sport system as a whole. Given Sport Canada’s role and mandate, we focus more of our direct efforts on the national system – while facilitating and/or supporting linkages across the many individuals and organizations involved in developing Canadian athletes at the provincial, regional and local levels. u

For more information on Sport Canada programs and services, you will find us online via: Web: Canada.ca/Sport Twitter: @SportCanada_EN Facebook: facebook.com/SportCanadaEN

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AT H L E T E PAT H W AY S - F A L L 2014

CS4L Article Summary:

MONITORING GROWTH Monitoring Peak Height Velocity (PHV) Kids ‘mature’ at different rates & it makes a big difference

ne of the key elements in applying LTAD principles to physical activities and sports programs is the recognition that an athlete’s or dancer’s chronological or ‘calendar’ age does not necessarily reflect their actual developmental age – physical or mental. We all know kids ‘mature’ at different rates with their bodies, and their developmental age will determine how they should train and practice their activity or sport. This is why CS4L recommends that sport clubs, dance schools and any organization that deals with active children regularly measure and monitor the physical maturation and growth of their young participants. The most important stage of monitoring PHV, otherwise known as the adolescent growth spurt, is the onset of the spurt and the peak of the spurt. PHV is the fastest rate of growth during the adolescent growth spurt. By initially detecting it and then consistently monitoring it, instructors and coaches can track the growth and physical maturation process in children and youth with whom they work. How can you reliably detect and measure the progress of PHV? The technical word for it is kinathropometry.

Peak Height Velocity (PHV) in girls occurs at about 12 years of age. Usually the first physical sign of adolescence is breast budding, which occurs slightly after the onset of the growth spurt. Shortly thereafter, pubic hair begins to grow. Menarche, or the onset of menstruation, occurs rather late in the growth spurt, after PHV is achieved. Peak Strength Velocity (PSV) comes immediately after PHV, or at the onset of menarche (usually a year after PHV). The sequence of developmental events may normally occur two or even more years earlier or later than average. Figure 1. Maturity Events in Girls (Adapted and modified from Ross & Marfell-Jones, 1982) PHV in boys is more intense than in girls and, on average, occurs about two years later. Growth of the testes, pubic hair and penis are related to the maturation process. PSV comes 12 to 18 months after PHV. Thus, there is pronounced late gain in strength characteristics of the male athlete. As with girls, the developmental sequence for male athletes may occur two or more years earlier or later than average. Early maturing boys may have as much as a fouryear physiological advantage over their latematuring peers. Eventually, the late maturers will catch up when they experience their growth spurt. Figure 2. Maturity Events in Boys (Adapted and modified from Ross & Marfell-Jones, 1982)

Kinathropometry is the process of 6

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measuring human size, proportion, and maturation. According to W.D. Ross, W.D. and M.J. Marfell-Jones, “It puts the individual athlete into objective focus and provides clear appraisal of his or her structural status at any given time, or more importantly, provides for quantification of differential growth and training influences.” Typically, basic kinathropometry for PHV uses measurements of standing height, sitting height, and arm length. These measurements can be taken at regular intervals through childhood into adolescence and charted on graphs to draw “growth velocity” curves over time. To assess how typical a young athlete is for his or her age, the measurements are then compared with each other, to identify early, average and late maturers. And if instructors and coaches know this information, they can then determine the best training practices for their level of physical development and maturation.

9 to 15 years. The difference between a 9-year-old and a 15-year-old is huge, yet participants and athletes with this disparate range of physical maturation are often trained the same way and participate in the same age group competitions. As a result, problems often emerge with physical injuries, and the early maturers (especially males) often experience a huge advantage in performance and elite selection. Also when coaches know the developmental age they can adjust training for stamina, strength and speed consistent with the ‘sensitive periods of trainability’. For these reasons, sport coaches and activity instructors should identify and monitor the developmental age of the youth with whom they work, and their organizations should look at creating appropriate training and competition schedules for each of the developmental ages and stages. This will better address the needs of the early, average and

late maturers. And in the long-term it will produce better athletes and dancers, while reducing drop-out due to injury, fatigue and frustration. LEARN MORE To learn more about how to measure PHV, consult the article “The Role of Monitoring Growth in Long-term Athlete Development” by Istvan Balyi and Richard Way (2008). u

Why the fuss? What difference do the training methods make? Simply put, a child who is 12 years old according to their birth date may possess a biological age of anywhere from

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AT H L E T E PAT H W AY S - F A L L 2014

LESSONS LEARNED IN LTAD IMPLEMENTATION: Baseball Canadaâ&#x20AC;&#x2122;s Rally Cap Program

AndrĂŠ Lachance

Manager, Baseball Operations - Womenâ&#x20AC;&#x2122;s National Team Manager, Baseball Canada

he implementation of LongTerm Athlete Development (LTAD) in 2007 was originally an important transformation in the planning of services for participants in baseball across Canada. The arrival of the Rally Cap program now allows various organizations to rely on a program for the development of physical literacy while encouraging these associations to adopt a different approach to athletes involved in more than one sport during the summer or during transitional seasons. The promotion surrounding the Rally Cap program describes the skills that can be transferable to other sports. (see Figure 1)

Historically, it was not uncommon for a young participant to be confronted with the harsh reality of having to choose between an end of the winter season sport and a favorite early season summer sport. The same scenario is repeated at the end of the summer season. The following recommendation was approved by the Board of Directors of Baseball Canada in 2012: Baseball coaches across Canada should recognize the importance for athletes to try as many sports as possible before reaching the train to train stage. Baseball Canada

recognizes the importance for athletes to complete their seasons in another sport before investing in the baseball season, without being penalized in their acceptance in or selection to an elite program. This recommendation demonstrates the degree of importance attributed by Baseball Canada to diversification in the initial years versus early specialization. The purpose of this recommendation is to raise awareness among other sports and encourage them to adopt a similar philosophy. The specific LTAD document produced by Baseball Canada also specifies recommendations for the practice of various sports activities throughout the different stages of LTAD. Figure 2 presents these recommendations. When it comes time to implement changes within your organization that affect the development of the athlete, some considerations can be observed: Old habits die hard - you have to give time for new initiatives to be successful You must agree to be misunderstood - a new idea, a new concept or a new product may be misunderstood during your first communication. Take the

Figure 1: Rally Cap program pomotion.

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The Baseball Canada Rally Cap program is a great example of how a sport organization has been able to identify the needs of athletes at a particular level of competition and adapt its coaching program to those needs. Coaching young children is as much about understanding how they learn and ensuring that the programming is suitable for their learning styles and requirements, as having the technical knowledge about the sport. Wayne Parro, ChPC Executive Director, Coaches of Canada

The power of competition review: Hockey Canada’s seasonal restructure and its benefits to player development Imagine a sport season that ends with a playoff session that can last up to 6

Figure 2: LTAD recommendations

time to introduce the idea so that it becomes personal to those who will then deliver the program in the field. Sinatra Test - In developing a new idea, make sure it passes the Sinatra test. Pilot it with the associations that are the most resistant to change. In this way, you will know that, in the words of the famous Sinatra song ‘New York, New York,: “If I can make it there, I’ll make it anywhere”. Keep in mind that there is a light at the end of the tunnel - our recipe for success in the implementation of LTAD can sometimes lead you to think that you have reached perfection. However, the implementation should

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weeks with only a small portion of the

always get you thinking about a better way of doing things. The light at the end of the train tunnel is always a good reminder. It leads to a larger vista. Sport programmers should look to provide opportunities for athletes to participate in more than one sport to capitalize upon the notion of the development of skills transferable between sports. By keeping this in mind, sports, more than just baseball, can focus on developing the well-rounded athlete throughout the different stages of LTAD more effectively. u

young athletes still playing by the end. Hockey Canada examined their issue of season schedules through their national competition review process. They used this review to figure out what an ideal season in terms of player development would look like. Our previous issue of Athlete Pathways SIRCuit (Winter 2014) presented Hockey Canada’s article on how they approached their review process and the outcomes that would keep young athletes developing and engaged but still allow for access to other sport opportunities.

AT H L E T E PAT H W AY S - F A L L 2014

ABORIGINAL SPORT FOR LIFE

Courtesy of Canadian Sport for Life and the Aboriginal Sport Circle

anadian Sport for Life (CS4L), in partnership with the Aboriginal Sport Circle, is facilitating the development of Aboriginal Long-Term Participant Development (ALTPD) resources followed by their activation in communities and sport systems. The purpose of these resources is to increase the percentage of Aboriginal children who are physically literate, to define a pathway for Aboriginal athletes into the sport performance pathway, and to have more Aboriginal people being active for life. A first step in this process was the hosting of regional summits with the purpose of engaging key stakeholders including First Nations, Inuit and, Metis leaders and, sport policy and program leaders from all provinces and territories. The regional summits provided key stakeholders with an overview of the Canadian Sport for Life-Long Term Athlete Development movement in Canada, including implementation of Long-Term Athlete Development frameworks through sport governing bodies, pathways for people with

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disabilities, pathways for girls and women as well as, highlighting the importance of developing physical literacy. The summits also highlighted CS4Lâ&#x20AC;&#x2122;s cross-sectoral engagement and systems leadership. The summits initiated the identification of working groups to support stakeholders in the

development of effective Aboriginal resources as well as an activation strategy. Over 60+ delegates representing 10 provinces and two territories attended the three summits from November 25th, 2013 to January 28th, 2014. The first regional summit, held in Saskatoon, SK on November 25-27, 2013, with representation from BC, AB, SK, and MB, was the start to the process and provided great insight and recommendations for ALTAD resource development. Attendee Cheryl McCallum, Manager of Community Sport Development for Sask Sport Inc. shared: â&#x20AC;&#x153;The Aboriginal LongTerm Athlete Development Summit held in Saskatchewan allowed for discussion around the development of an Aboriginal Long-Term Athlete Development resource that will link Aboriginal community and culture to the Canadian Sport for Life movement. Sask Sport is committed to support

the ALTPD resource document. With the next phase of the project about to begin, it will be imperative for the sport and community leadership to embrace the foundation work and develop sound practices to help shift the environment of inactivity to one of active participation in life movement” said Alwyn Morris of the Aboriginal Sport Circle. Aboriginal sport development within The third and final regional summit the province and we see the Aboriginal was held in Gatineau, Quebec, January Long-Term Participant Development 27-28, 2014 in conjunction with the resource as a key component to Canadian Sport for Life National ensuring healthy active Summit and had living in sport, not only The next steps within delegates from ON, for Aboriginal people QC, NWT and the this project is to in Saskatchewan, but YT. The Gatineau ensure we, as CS4L across Canada.” summit reinforced the and the Aboriginal feedback gathered in The second summit, Sport Circle, continue the first two summits hosted in Dartmouth, and also emphasized to engage the NS on November 29 Canadian Aboriginal connectivity to the - December 1, 2013, Aboriginal Coaching community at large Module, developing with representation from PEI, NS, NFLD, and to ensure the appropriate sport and NB, provided c o m p e t i t i o n community and further insight and opportunities and athlete resources r ecommendations. ensuring there is a being produced have focus on developing The recommendations included ensuring the core values and healthy Aboriginal Aboriginal Long-Term people. A complete content needed . Athlete Development listing of summit is holistic by connecting current attendees and notes is available upon programming, by integrating all sectors request. (such as health, sport and education), by including Aboriginal values and “The Aboriginal Sport Circle is very traditions, and by including Aboriginal pleased with the participation of friendly language and terminology the Aboriginal Community in the in the strategy to accomplish these regional forums. The insight they changes. have provided is the foundation for

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The next steps within this project is to ensure we, as CS4L and the Aboriginal Sport Circle, continue to engage the Canadian Aboriginal community at large and to ensure the community and athlete resources being produced have the core values and content needed in order to be used in communities and with sport leaders. We are excited to share the DRAFT content of Aboriginal Sport for Life with you in the SIRC Athlete Pathways publication, as an example of the resources being developed, with the hopes that readers will engage with CS4L and the Aboriginal Sport Circle during the creation process of the material. u For more information or to contribute to the Aboriginal Sport For Life project please contact: info@canadiansportforlife.ca

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DRAFT ABORIGINAL LONG-TERM PARTICIPANT DEVELOPMENT 1.0

An Outline of Aboriginal Sport for Life Courtesy of Canadian Sport for Life and the Aboriginal Sport Circle

Active Start

FUNdamentals

SAMPLE Traditional Teachings: eg. Love / Eagle To know is to know peace. You must love yourself in order to love another. Inuit Quajimajatuqanjit: Fostering good spirit by being open, welcoming and inclusive.

SAMPLE Traditional Teachings: eg. Respect / Buffalo To honor all creation is to have respect. Inuit Quajimajatuqanjit: Respecting others, relationships and caring for people.

Chronological Age Males and Females 0 - 6

• Development of general movement skills • Not sedentary for more than 60 minutes except when sleeping • Some organized physical activity • Exploration of risk and limits in safe environments • Active movement environment combined with wellstructured gymnastics and swimming programs • Daily physical activity with an emphasis on fun

Chronological Age Males 6 - 9 and Females 6 - 8

• Overall movement skills • General, overall development • Integrated mental, cognitive and emotional development • ABCs of athleticism: agility, balance, coordination and speed • ABCs of athletics: running, jumping, throwing and wheeling for wheelchair sports • Develop strength through use of own body weight exercises • Introduce simple rules of fair play and ethics of sport • Well-structured programs without periodization • Daily physical activity, still emphasizing fun

Learn to Train

Train to Train

SAMPLE Traditional Teachings: eg. Humility / Wolf To think things through carefully and to know your part of Creation. Inuit Quajimajatuqanjit: Development of skills through observation, mentoring, practice and effort.

SAMPLE Traditional Teachings: eg. Wisdom / Beaver To cherish knowledge is to know. Inuit Quajimajatuqanjit: Being innovative and resourceful.

Chronological / Developmental Age Males 9 - 12 and Females 8 - 11

• Overall sport skills development • Major skill learning stage: all basic sport skills should be learned before entering puberty or the Train to Train stage • Integrated mental, cognitive and emotional development • Introduction to mental preparation • Develop strength through use of own body weight, adding medicine ball and Swiss ball

Chronological / Developmental Age Males 12 - 16 and Females 11 - 15

• Sport-specific skill development • Major fitness development stage: aerobic, speed and strength • The onset of the growth spurt, peak height velocity (PHV) (the fastest rate of growth after growth decelerates) and the onset of menarche are the biological markers • Build the physical and mental engine • Integrated mental, cognitive and emotional development • Introduce free weights • Develop ancillary capacities

• Introduce ancillary capacities

• Frequent musculoskeletal evaluations during growth spurt

• Further identification and development of talents

• Talent identification and selection

• Single or double periodization

• Sport-specific training three times per week; participation in other sports three times per week

• Sport-specific training six - nine times per week, including complementary sports

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Long-Term Participant Development Train to Compete

Train to Win

SAMPLE Traditional Teachings: eg. Honesty / Man Honesty in facing a situation is to be brave. Inuit Quajimajatuqanjit: Decision making through discussion and consensus.

SAMPLE Traditional Teachings: eg. Courage / Bear To face the foe with integrity. Inuit Quajimajatuqanjit: Working together for a common cause.

Chronological / Developmental Age Males 16 - 23 +/- and Females 15 - 21 +/-

Chronological Age Males 19 +/- and Females 18 +/-

• Sport-, event-, position-specific physical conditioning

• Overall movement skills

• Sport-, event-, position-specific technical tactical preparation

• Integrated mental, cognitive and emotional development

• Sport-, event-, position-specific technical and playing skills under competitive conditions • Integrated mental, cognitive and emotional development • Advanced mental preparation • Optimize ancillary capacities • Specialization • Single, double or triple periodization • Sport-specific technical, tactical and fitness training 9-12 times per week

• General, overall development • ABCs of athleticism: agility, balance, coordination and speed • ABCs of athletics: running, jumping, throwing and wheeling for wheelchair sports • Develop strength through use of own body weight exercises • Introduce simple rules of fair play and ethics of sport • Well-structured programs without periodization • Daily physical activity, still emphasizing fun

Active For Life

Enter at any time after the onset of the growth spurt SAMPLE Traditional Teachings: eg. Truth / Turtle To know all Seven Teachings. Inuit Quajimajatuqanjit: Serving and providing for family and/or community. Active for Life constitutes three participant-based Fit for Life streams: Competitive for Life, Fit for Life and Sport and • Minimum of 60 minutes moderate daily activity or 30 Physical Activity Leaders. Participants may be active in minutes of intense activity for adults multiple streams depending on their involvement in sport • Move from competitive sport to recreational activities and physical activity. • Move to sport careers or volunteering Competitive for Life • Maintain an active lifestyle by continuing to participate in organized or non-organized physical activity • Sport-, event-, position-specific physical conditioning • Become active by participating in non-organized sport or • Sport-, event-, position-specific technical tactical physical activity that may be unfamiliar preparation • Sport-, event-, position-specific technical and playing Sport and Physical Activity Leaders * skills under competitive conditions • Move from competitive sport to volunteering as coaches, • Integrated mental, cognitive and emotional officials or administrators development • Upon retiring from competitive sport, move to sport• Advanced mental preparation related careers such as coaching, officiating, sport administration, small business enterprises or media • Optimize ancillary capacities • Use experience, whether from previous involvement • Specialization or education, to help ensure a positive environment for • Single, double or triple periodization participants • Sport-specific technical, tactical and fitness training 9-12 times per week * Active for Life if physical literacy is achieved before the Train to Train stage

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10 Key Factors Influencing Aboriginal Long-Term Participant Development 1. Physical Literacy / Learning How to Move Like Our Animal Relations 2. Specialization / The Straight Trail 3. Developmental Age / From Seed to Tree 4. Sensitive Periods / Planting the Garden 5. Mental, Cognitive and Emotional Development / Training the Good Mind 6. Periodization / Hunting Seasons 7. Competition / Representing your People 8. Excellence Takes Time / Moccasin Trails 9. System Alignment and Integration / Tipi Teaching 10. Continuous Improvement â&#x20AC;&#x201C; Kaizen / Honoring the Circle Courtesy of Canadian Sport for Life and the Aboriginal Sport Circle

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Download the pdf version of the DRAFT Aboriginal Long-Term Participant Development 1.0

“I LOVED WATCHING YOU PLAY TODAY!”

Click to watch:

COACHING AND PROGRAMMING WITH YOUTH DEVELOPMENT & RETENTION IN MIND

Ontario Soccer Association Coaching Conference 2014

In this video excerpt from the Ontario Soccer Association Coaching Conference 2014, Nick Levett, English Federation National Development Manager talks about the importance of coaching young athletes with a mind for developing the whole person, not just the athlete. While the context of this video originated around coaching, anyone developing programming for youth sport can apply these philosophies.

HIGHLIGHTS: • What makes an expert coach? “Coaching is about the difference that we make for young people …. More than the technical and tactical side, it is the interactions and relationships that go on that should be the focus of the learning process.” • Long term player development (LTPD) is absolutely crucial, it is the cornerstone for developing better players for the future, but it is also the cornerstone for developing better people for the future. • Sport is a fantastic vehicle for teaching young people to be better adults, and our task is to help kids fall in love with the game so that by the time they are an adult, they either still want to play, volunteer, coach, administer, or referee, and give back to that next generation of players. • Athlete development isn’t different between countries or locales … kids are kids no matter where they are. The same challenges for the dropoff peak around age 14 still exist (coach behavior, external factors –

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peers, school, social relationships, jobs, etc), our challenge is to make the sport environment so good for young people that they just want to keep coming back. • What drives out all the fun? “Evidence-based feedback from young people says that they play sport to have fun, to be with their friends, and because they love the game. They also say they enjoy competition. What they don’t like is the adult emphasis on winning.” Young athletes can generally leave the game at the field, after the competition is over they move on to other priorities. Adults hold on to the win or the loss after the game. Kids should just hear the “I love watching you play today” not the analysis of what they could do better. Competition is inevitable, it’s an innate part of sport, but win at all costs is not. And this is the learning and development environment that needs to be instilled.

While training sessions with coaches should include the tactical and technical content, Mr. Levett prefers to concentrate on the social interaction with young people, to develop those whole-person skills for the athletes which he believes will inevitably lead to the development of better players at the same time. Building a better person will also build a better player. u

TRAINING TIP After competition or training, praise the athletes for what they did right to build their confidence and use their weakest aspects of the game as a teaching moment. Teaching moments, whether from a good play or from a play that needs correcting, help the athletes with their development and knowledge of the game. It puts the focus on the process rather than the outcome.

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ACADEM

ACHIEVEMEN

SPORT PARTICIP AND

nder the current social environment with child and youth obesity at epidemic proportions and with the failing grade Canada is receiving on the physical activity levels of our children, we should also be aware of how this is impacting our developing generations in other areas of their life. We should be looking into other areas where participation in sport should be promoted. According to the Report Card on Physical Activity for Children and Youth 2014, in Canada, only 7% of kids are meeting guidelines for physical activity levels at ages 5-11, and only 4% are meeting guidelines at ages 12-17 1. When we look at our youth population, schools are one of the largest stakeholders in their appropriate development. They are also one of the most important targets when it comes to providing opportunities to integrate physical activity and sport into learning. However, the debate continues to rage on between the value of sport participation in relation to academic progress and achievement.

Taking a look at the research around middle and high school aged youth, we can see that it is still divided between the studies that say sport has no effect on academics and those that say that sport has a positive effect. What should be noted as the most encouraging fact is that there is no research that suggests that there is a negative relationship between sport participation and academics. So what are we hearing? What is said about sport participation having a negative impact on academics? • Sport takes away from study time and learning time. 9 • Students put more value on sport than academics. Peer/social standing 16

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is measured on sport success not academic success. • Sport is more “fun” so students put more time and energy into it than their studies. 7 • Parents express concern that if their children participate too much in sport it may negatively affect their academic level. 8 • Students who participate in sport show better academic progress than those who do not. However, those that participate in a single sport have better academic outcomes than those that participate in multiple sports in the school context. 8,12

• There is an argument that the pressure to achieve academically in order to be able to play sports may skew the benefits of sport participation for academic progress. Students may pursue negative behaviours in order to maintain their academic status and in turn their sport eligibility. • Competition to make sport teams is often fierce. Students who do not make the teams have less motivation in this context to pursue academic achievement in relation to sport. If a school holds its sport team in value over academics then a cycle has occurred that builds those that participate and negatively affects those that don’t. 3,5

MIC

T PATION And what does the research say in support of sport participation for academic achievement? • Studies show that sport participation is a predictor of better grades, test scores and graduations rates. Athletes also tend to drop out of school less. 7 • “Students who engaged in vigorous activity outside of school at least 20 minutes per day, three days per week, were found to have higher academic scores”. 11 • Sport participation increases motivation to participate and succeed in school. • School sport participation increases the students’ attachment and investment in their school. 3 • There is a positive correlation between sports performance and grades for both English and Math. 7,12 • Compared to other extracurricular activities, sports participation is the most beneficial form of participation in terms of academics. 12 • Sport participation has a positive effect on a variety of secondary school outcomes: grades, coursework selection, homework, educational and career aspirations, self-esteem, university applications, post-secondary enrollment, and eventual educational attainment. 7

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• Positive effects can be generalized across academic and nonacademic outcomes, across the range of sport participation levels, and across subgroups of students (special needs, gender, race, ethnicity, ability levels, and education aspirations). 11 • The positive effects engendered by school sport in particular seem to be derived from the stronger social ties and bonds created in this context. 3,5 • Sport develops commitment. It requires more time commitment, and commitment to members of the team than other extracurricular activities. • Sports participation develops skills such as a strong work ethic, respect for authority, and perseverance which are valuable in the academic sphere. 12 • Success in competition or learning new skills leads to higher self-confidence which can also carry over to the academic setting. 9 • Sport participation tends to lead to higher peer status, being part of the popular crowd. These students tend to be those that strive harder for achievement including academics. 8

structural changes in the central nervous system, and modified arousal levels. • Increased interaction with teachers. Those adolescents who participate in sport at school spend more time with teachers and are more likely to talk with teachers outside of class. This tendency to stronger relationships may also help improve the student’s access to knowledge and information that can aid in their academic progress. Better bonds with teachers lead to behavior that conforms to school expectations and therefore helps the student succeed at school. It helps to motivate students to do better for the teachers. 12 With the weight of the research pointing towards the benefits of sport participation for improving academics and at the very least finding no negatives to partnering sport and academics, it would only seem reasonable that we should encourage this connection between physical activity, sport and school in our efforts to develop wellrounded children and teens. u References

• When sport participation increases physical activity levels, it in turn may improve mental health and selfesteem. Regular exercise can alleviate stress, anxiety, and depression, all of which are things that negatively affect school participation and academic success. 6,8

1. Active Healthy Kids Canada (2014). Is Canada in the Running? The 2014 Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. Toronto: Active Healthy Kids Canada.

• Increased physical activity has positive effects on arousal level, concentration, and self-esteem which may lead to more success in academics. 4,10

4. Coe, D.P., Pivarnik, J.M., Womak, C.J., Reeves, M.J., & Malina, R.M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine & Science in Sports & Exercise, 38(8), 1515-1519.

• Physical activity helps students to concentrate and focus, in particular competitive sport emphasizes these attributes. These in turn may contribute positively to academic progress. 9,10 • Better overall health, activity levels, nutrition and weight status may also contribute to academic achievement. • There has also been found to be a positive relationship between physical activity and cognition of which academic achievement is one attribute. 2,10 Positive outcomes may include increased cerebral blood flow, alterations in brain neurotransmitters,

2. Booth, J. N., Leary, S. D., Joinson, C. C., Ness, A. R., Tomporowski, P. D., Boyle, J. M., & Reilly, J. J. (2014). Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort. British Journal Of Sports Medicine, 48(3), 265-270. 3. Burrows, L., & McCormack, J. (2011). School culture meets sport: A case study in New Zealand. European Physical Education Review, 17(3), 301-312.

5. Fox, C. K., Barr-Anderson, D., Neumark-Sztainer, D., & Wall, M. (2010). Physical Activity and Sports Team Participation: Associations With Academic Outcomes in Middle School and High School Students. Journal Of School Health, 80(1), 31-37. 6. Hashim, H. A., Freddy, G., & Rosmatunisah, A. (2012). Relationships Between Negative Affect and Academic Achievement Among Secondary School Students: The Mediating Effects of Habituated Exercise. Journal Of Physical Activity & Health, 9(7), 1012-1019. 7. Lumpkin, A., & Favor, J. (2012). Comparing the Academic Performance of High School Athletes and Non-Athletes In Kansas In 2008-2009. Journal Of Sport Administration & Supervision, 4(1), 41-62. 8. Maximizing the Benefits of Youth Sport. (2013). JOPERD: The Journal of Physical Education, Recreation & Dance, 84(7), 8-13. 9. Morales, J., Gomis, M., Pelicer-Chenol, M., GarcÍa-MasÓ, X., GÓmez, A., & GonzÁlez, L. (2011). Relation between Physical Activity and Academic Performance in 3rd- Year Secondary Education Students. Perceptual & Motor Skills, 113(2), 539-546. 10. Physical activity, perceptual-motor performance, and academic learning in 9-to-16-years-old school children. (2011). International Journal of Sport Psychology, 42(4), 401-415. 11. Siegel, D. (2007). Relating Physical Education and Activity Levels to Academic Achievement in Children. JOPERD: The Journal Of Physical Education, Recreation & Dance, 78(1), 10. 12. York, A. (2010). Secondary School Boys’ Academic Achievement and Participation in School Sport. Physical Education Matters, 5(1), 28-32.

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Balancing Excellence in Academics and Athletics

Sport Schools:

Balancing Excellence in Academics and Athletics

port schools are a relatively new concept in the Canadian sport community but one that is catching on fast. Student-athletes have specific needs that sport schools are able to accommodate, for example, providing athletes with a flexible schedule for training, academics and travel. Many schools provide the latest in sport technology and state-of-the-art training facilities as well as supportive, individualized learning programs that help students keep up with their studies on the road. It is even more significant for a young athlete to have access to sport services like massage and physiotherapy in the same location as they train. In this article we’ve highlighted specific programs, institutions and schools that stand out for their dedication to paving a pathway for their students that support high achievement in an educational context as well as giving them the tools necessary to reach their highest athletic potential.

Québec Sport-études This program aims to offer adapted educational services to highperformance Quebec athletes. The sport schools in Quebec are well established and these schools tend to focus on a balance of academics and athletics, where it’s understood that these two spheres complement each other. Quebec’s sport system has unique culture that embraces high performance sport that consistently produces very talented athletes. The Sport-Études program, officially recognized by Quebec’s Ministry of Education, is for elite level athletes who must meet qualifications set by their particular sports federation. Many of the sport programs offer

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students the ability to adjust their class schedule according to their training and competition needs, extending their studies into additional semesters and access to distance education through various forms of technology. In Sochi, 10 athletes were part of the Alliance SportÉtudes and are a source of inspiration for current student-athletes.

Resources: CBC’s The National does a comprehensive story on Hockey Canada Skills Academy program featuring Sherwood Secondary School in Hamilton, Ontario. Originally implemented in 2002, it uses time during the school day to focus on individual skill development instead of competition and students receive a full credit for taking the course. Watch Bill Crothers Secondary School use Sport Testing to accurately evaluate hundreds of students. Sport Testing reveals where you are now and where you need to go, using sport science and technology to measure your strength, speed, agility, explosiveness, and reaction time. time. Promotional video for WinSport Canada’s high performance athletic venues Planification Sport-Études - Antoine Valois-Fortier - MonGRS.ca (Presented in French)

Ressources Sport-Études - Valerie Maltais - MonGRS.ca (Presented in French) Planification Sport-Études - Antoine Valois-Fortier - MonGRS.ca

WinSport (Alberta) WinSport Is a not-for-profit organization that owns and operates Canada Olympic Park in Calgary. The revenue generated by the sport programs implemented at WinSport support Canadian highperformance athletes as well as providing excellent winter sports facilities and training. WinSport hosts multiple events each year, such as World Cups, world championships, national championships and provincial championships in bobsleigh, skeleton, luge, ski jumping, freestyle skiing, alpine skiing and snowboarding. WinSport Canada also supports national sport organizations, encourages educational opportunities and subsidizes the operation of unique training and recreational facilities used by the nation’s top athletes and the general public.

WinSport Canada’s high performance athletic venues.

BC School Sports (BCSS) BCSS caters to public and non-public schools and aims to promote sport participation in extra-curricular activities by directly assisting schools in the development and implementation of their programs as well as providing governance for inter-school competitions. The program works off the LTAD model developed by Canadian Sport for Life (CS4L). BCSS and the Coaches Association of Canada (CAC) have jointly developed a “Coaching in BC Schools” module that shows coaches the various teaching methods they will need to work with in the BCSS guidelines. This module includes sections that cover critical thinking, problem solving, time management,

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and leadership skills. Currently, over 440 schools are involved in BCSS with more than 100,000 studentathletes participating in 53 provincial championships organized by 19 active sport commissions.

CBC, The National, Hockey Canada Skills Academy

Hockey Canada Skills Academy (HCSA) HCSA program is a hockey specific sport program that is currently available in over 70 schools across Canada. It is offered in both rural and urban areas and aims to engage student-athletes with hockey activities as well as grow their knowledge of curriculum-based learning. HCSA uses a specific player development approach that mirrors the best practices of the Canadian hockey club system in Canada. The majority of their focus is on increasing training time, improving technical and tactical skills as well as enhancing academic achievement for both male and female athletes. The academy also provides unique equalizing opportunities for players that were born late in the year.

Bill Crothers Secondary School

...schools tend to focus on a balance of academics and athletics, where it’s understood that these two spheres complement each other.... school offers their students the best training opportunities, flexible school schedules, customized programming, and access to staff that are experts in Canadian sport. BCSS works with Right to Play by having their students participate in local sport events, be it events or fundraising. While the school has opportunities for high performance athletes, it recognizes that not all students will reach the highest levels; these students are cultivated for participation in all aspects of sport including leadership, coaching or officiating. u

Sport Testing High School Athletes, Bill Crothers SS

A very unique sport school located in Unionville, Ontario. Named for former Olympic athlete Bill Crothers, it accommodates 1,700 students and offers state-of-the-art facilities for the aspiring student-athlete. It’s a four-level building that has three gyms, two turf fields, an eight-lane track, weight, plyometric and cardio training centres, a walking trail and a healthy choice cafeteria. The

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UNDERSERVICED CHILDREN:

SPORTS PARTICIPATION BARRIERS AND BEST PRACTICES According to Statistics Canada, children who live in unsafe neighborhoods, children of new immigrants and children coming from low-income families are less likely to participate in sports.

or children, joining a sports team is an opportunity to learn, create new friendships, and develop fundamental skills. Being part of a sport team not only keeps kids active but also has many psychological and social benefits. Unfortunately, barriers for some families can influence whether their children can even participate in sports. CHALLENGES TO SPORT PARTICIPATION • Families of minority children do not always recognize the value of sports. They encourage their kids to focus more on academic achievements. Parents of low-income minority children might work longer hours so encouraging a child to pursue their academics is more important as it is seen as way to a better career. • Parents of new immigrants to Canada may come from environments where sports are not encouraged and might not know the benefits of being active. They view sports participation as a low priority compared to family commitments, education or working. This can have an effect on participation levels among this community especially for girls. • According to the Institute for Canadian Citizenship, the highly structured sports system in Canada makes access to playing sports more difficult for new Canadians. For

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many newcomers to the country, they are used to pickup games and the Canadian system is very formal. This can be intimidating and very foreign to people not used to such a system.

largely due to cost. As they get better and move on from one level of development to the next, the cost of equipment, fees and travel can add up. If a child from a lowincome family makes a traveling team or gets called up to the next • Lack of awareness of facilities level, unless the team is willing to and programs available. Access to fundraise or forgive the costs, that information especially to individuals child is most likely not able to play whom English or at the next level. This French is not their hinders their ability main language can to develop and attain One-third of make it difficult the experience at that to reach some children do higher level. communities. not participate • Parents of low• A big barrier is income families the lack of similar in any form of sometimes work more people, “others like one job; usually organized sport than me”, participating shift work and long in sports. In many hours. In order to be largely due to minority groups, able to make ends meet there is a lack of everybody in the family cost. facilities where has to pitch in. Children they can participate in these families usually in sports as a have to babysit their community. The younger siblings or get lack of role models at a high level part time jobs in order to help their can also feed into this notion. families. With such responsibilities and the high cost of organized • Cultural barriers such as Muslim sports most do not have the time or girls having to change for gym class the funds to participate in high-level or wear uniforms that go against organized teams. their culture or religion can deter participation. Not being sensitive to The consequence of these barriers is religious holidays such as Ramadan, that we are limiting our talent pool as children are not able to exercise while fasting, can also discourage only to those who can afford to play participation. Service providers organized sports at the national level, or often lack understanding about who conform to our national standards. specific cultural and religious needs Children from higher socioeconomic which can deter participation, statuses have better opportunities especially for girls. and support to continue participating • The most significant barrier for kids in sports throughout their lives. The developing in sports is cost. One- majority of children that participate in third of children do not participate organized sport live in a household with in any form of organized sport an average income of $80,000+.

WHAT CAN WE DO? After school programs such as the ones supplied by the Boys and Girls Club of Canada provide a safe and affordable environment to foster sports skills. For low-income children, the Boy and Girls Clubs are usually located within the community minimizing the transportation factor while providing sports at a competitive level. The clubs also provide adult supervision and homework support. It also provides financial support through bursaries for those kids who are talented when their needs to develop are not being meet by the club. Some of the coaches in the programs are NCCP certified but the Boys and Girls Club, such as the ones in Ottawa, are in the process of certifying all their staff. The Boys and Girls Club has also partnered with amateur team and professional sports leagues such as the Blue Jays to provide sports clinics and the opportunity to watch professional games. The Ottawa clubs have also partnered up with Ottawa Senators giving kids the opportunity to watch live games. There are also organizations such as KidSport that provide financial assistance for sport program registration fees and equipment for children age 18 and under. The city of Langford, BC SPORTASSISTANT program is also an example of an assistance program that many cities establish to provide funding assistance for sports and recreational activities for kids who would otherwise not be able to participate. All these programs give kids the opportunity to participate and benefit from organized sports.

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Children from underserved communities face many barriers to sports participation especially on competitive teams where fees, equipment and transportation costs can add up pretty quickly. Many of these barriers are limiting the talent pool and stunting sport development leaving a lot of talented children out of the system. Programs that recognize

these barriers and address avenues to access for kids facing these barriers go a long way in providing opportunities to engage all communities and encourage sport development. There are many programs operating nationally, provincially and locally, and partnering with these programs can help reduce barriers to kids’ participation in sport. u

BEST PRACTICES Institute for Canadian Citizenship (2014). Playing Together – New Citizens, Sports & Belonging. This study “tells the story of sports as an effective means to help new Canadians feel at home”.

New!

USA Swimming Outreach Manual: A manual on how to reach and recruit underrepresented and economically disadvantaged youth into swimming.

Lauver, Sherri, (2004). Attracting and sustaining youth participation in after school programs. Harvard Research Project: The Evaluation Exchange; 10(1); 4-5. SportScotland. (2001). Sport and Ethnic Minority Communities:

Aiming at Social Inclusion. Research Report no. 78, Prepared for Sport Scotland by Scott Porter Research and Marketing Ltd.

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SPORT COUNCILS: Partnering Community Sport Development and Sport Programming Opportunities

port councils are voluntary bodies that advocate for local sports groups that focus on developing ways to enhance sport services for local groups and athletes; they are vital for informing, advising and coordinating with various levels of government, provincial and nations, etc. Sport councils are often responsible for examining the need for improving or creating existing sport facilities and to offer advice to local councilors on planning matters. They provide a forum for discussion on how to improve local competitive and recreational sports within their city limits and organize local programs and major athletic events. Grants from sport councils can be used to purchase sport equipment, assist in the upkeep of recreational facilities and help remove financial barriers for at risk youth. Some of the main benefits of connecting sport leaders with sport councils include improved quality of sport programs, reduced duplication of effort and waste of volunteer and financial resources, and increased opportunities for sport participation within the community.

has been widely adopted by many communities and is a program that aims to give all youth the opportunity to play sport by removing financial barriers that prevent children from participating. KidSport™ Canada is a not-for-profit organization that relies on the support of partners and sponsors that goes toward providing financial assistance for youth 18 and under. They have a large network of over 3000 volunteers, 11 provincial and territorial chapters and 177 local community chapters. Throughout Canada, these chapters work diligently with local sport councils, sport leaders and volunteers to provide support, resources and the best opportunities for local families that may have trouble meeting the financial demands that organized sport requires. Since 1993, over $18 million has been raised to help local kids and the most recent partnership with CIBC garnered a $1-million multiyear pledge to Canadian youth sport. With financial barriers mitigated, sport programs gain new participants that not only play sport but also learn life skills that help them become active for life.

Sport programs get introduced across Canada when communities and sport initiatives connect and work together to increase participation and retention in youth sport. KidSport™ Canada

The Run, Jump, Throw (RJT) program introduces running, jumping and throwing skills for the development of physical literacy, most specifically for track and field events. It is

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recommended for boys and girls between the ages of 6-12, follows a natural progression and can be adapted for special needs. This program is great for its flexibility since it can be implemented as a one or two day program. Kids learn in a fun and active environment with professional, trained instructors. Even though this program was developed by Athletics Canada, all youth can benefit by transferring the fundamental skills learned to other sports. Focused programing is essential for meeting the development needs of children and RJT is a program that has been researched been proven to be effective in long term athletic development. If you are a sport council member or a sport programmer and wish to have this program implemented in your community, Athletics Canada has chapters in every province across Canada that you can contact. Sport is often used as a ‘hook’ to attract youth and children who may be at risk in inner city communities. Boys and Girls clubs are good examples of this since they provide a safe, supportive place where children and youth can experience new opportunities, overcome barriers, build relationships, and develop confidence and essential life skills. In order to facilitate a positive atmosphere, programs are

“The Windsor-Essex Sport Council was established to form a forum for information exchange and coordination amongst sport groups while creating independent, collective projects to support the community. Based on the principles of Canadian Sport for Life (CS4L) and long term athlete development our sport council has as an objective to facilitate educational and developmental opportunities that enhance the sport delivery system”

“Sport Councils can play a very critical role in the sport delivery system. Sport Councils act as a facilitating and capacity building agent in supporting the communities in which they operate. From the formation of multi-sport partnerships to the inclusion of public health and/or education in sport and wellness conversations, Sport Councils truly have the power to drive change and create efficiencies in the delivery of sport”

Jeremy Renaud Windsor-Essex, Sport Council

Chris Charlebois Manager-Events, Operations and Community Programs, Niagara Sport Commission

ADDITIONAL RESOURCES: Elite Player Learns More than Basketball at Boys and Girls Club RBC Learn to Play Project Guidelines & Eligibility designed to fit the specific needs of the community and are built to complement other local programs. Research supports the idea the sport is character building and many youth, specifically from under-privileged areas tend to benefit from sport the most because those that participate in these organized programs are less likely to participate in undesirable behaviour. While positive character traits are not guaranteed, some athletes will do anything to win at any cost, the overall benefit of sport cannot be disputed. Sport programs are an essential part of the athlete pathway in that a large number of young people would not be introduced to or offered the opportunity for participation if it weren’t for community-run programs. Introducing youth to sport, and then further to competition, can lead youth down a path of learning and development that can only benefit them in the future. Learning curves are not linear paths, an athlete will increase their skills in gains and losses and ultimately move on to higher levels of performance as they enter the train to compete stage of LTAD. When sport councils and local community sport programmers form these natural partnerships and start

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implementing exciting initiatives like the ones mentioned above, they are effectively encouraging and enabling youth to first ‘fall in love’ with their sport before presenting them to the world of sport competition. In this world, they can continue to build on skill acquisition, work on performance goals, strengthen emotional, psychological and physical development and eventually, develop a true mastery of their chosen sport. u

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Healthy Minds in Active Bodies New! Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS) Healthy Minds in Active Bodies offers important information on risk factors for mental health issues, signs and symptoms, the role of physical activity as an intervention, suggestions on program enhancements, and guidelines on how to talk to children, parents and staff about issues of concern. It is our hope that Healthy Minds in Active Bodies will help program supervisors inform and guide front-line staff on the importance of quality, active after school programming and its impact on children and youth’s mental health. download the PDF version

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athlete pat h ways Believe

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Support

Strengthen fall

Future

2014

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Up and Comers:

MARIAM ABDUL-RASHID

Sport: Athletics – Hurdles Date of Birth: Sept 21, 1997 High School: Eastdale Collegiate & Vocational Institute Birthplace: Canada Hometown: Oshawa Started Competing: Age 6 Club: The Speed Academy Coach: Tony Sharpe and David Astill Notable Competition Results: • IAAF World Junior Championships 2014: 5th place • Canadian Junior Track & Field Championships 2014: 1st place • OFSAA Track & Field Championship 2014: 1st place • OFSAA Track & Field Championship 2013: 1st place • OFSAA Track & Field Championship 2012: 1st place

A triple OFSAA gold medalist and most recently a 5th place position at the IAAF World Junior Championships, Mariam Abdul-Rashid, age 16, has been breaking records this summer. This year she decided to focus on hurdles and credits her success to the work she’s done with her coach Tony Sharpe, the owner of The Speed Academy in Pickering. Mariam’s got big dreams of going to the Olympics and with the combination of talent, focus and hard work she’s shown so far, she may just have what it takes to realize those dreams. Photo credit: Athletics Canada

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The Future

Editor Debra Gassewitz Content Nancy Rebel Michelle Caron Joshua Karanja Jeremy Renaud Design David Roberts Josyane Morin Translation Alexandre Contreras Marcel Nadeau

www.sirc.ca

Special Thanks Dustin Heise André Lachance Ontario Soccer Association Athletics Canada

For more information: info@sirc.ca

Sport Canada Alan Zimmermann Rebeccah Bornemann Steve Parker

Sport Information Resource Centre (SIRC) is Canada’s national sport resource centre, established over 40 years ago. Mailing address: SIRC 180 Elgin Street, suite 1400 Ottawa, Ontario, Canada K2P 2K3

Canadian Sport for Life Richard Way Istvan Balyi Danielle (Bell) Meyer Mik Vahi CS4L Leadership Team

Disclaimer: Author’s opinions expressed in the articles are not necessarily those of SIRCuit, its publisher, the Editor, or the Editorial Board. SIRC makes no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the content.

Photos courtesy of Canada Games Canadian Sport for Life/Alexandre Lauzon Baseball Canada Jump Start Athletics Canada Canadian Sport for Life Aboriginal Sport Circle Ontario Soccer Association

Copyright © 2014 SIRC. All rights reserved. No part of the publication may be reproduced, stored, transmitted, or disseminated, in any form, or by any means, without prior written permission from SIRC, to whom all requests to reproduce copyright material should be directed, in writing.

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