Recently, I was privileged to speak with teachers at Richmond School. My presentation followed their sports day; the perfect time to learn more about physical literacy.
 
What’s physical literacy you ask? Physical literacy is about individuals developing the skills and confidence to be active for life. 

The school years are an important development period creating the foundation for future participation and greater wellness. Where are you on your physical literacy journey? It’s not just about kids.

In today’s more sedentary and risk adverse society, children require instruction, repetition and unstructured play to develop the wide variety of movement competencies that are needed to enjoy a good quality of life. 

Think of moving more often, in more ways, in more places. In-class activity breaks refresh and refocus students. Classroom activities also contribute to the children’s recommended daily minimum of 60 minutes of moderate to vigorous physical activity. Or take it outside where we know kids will move more. The bonus is that research shows that by combining activity with learning, cognition is increased. 

Learning to move is just as important as the ability to read and write and ActiveForLife.com is a place to go for inspiration and resources:

• Activity ideas
• Lesson Plan Builder 
• 10 Week Modules 
• Instructional and Assessment Videos 
• @ActiveForLife and @AfLresources and Facebook

Thanks to Principal Duncan White and the impressive group of teachers at Richmond School. Thanks also to CBE’s Nadeen Halls who provided curriculum and Comprehensive School Health links. 


Lynn Jobe (@mlejobe) at ActiveforLife.com is committed to advancing the physical literacy movement in Canada. #collaboration 

Are you finding the ‘joy’ in your journey? Who has been influential in helping you?  What are the significant events/moments in your life that have helped you embrace or turn you away from physical activity?  Have you ever fallen off?  How did you get back on?  What is your physical literacy story?  Take some time to reflect, share with a friend, and perhaps even draw it out!   How would your students describe or draw their physical literacy journey?  An inquiry project that lasts an entire lifetime.

Physical Literacy is more than a current BUZZ or fad, it is the way for our world to flourish!  It requires ALL to take action and turn the ripples into waves.  Physical literacy brings together all sectors (sport, education, health, tourism) to tackle some of the dismal health and physical activity statistics in our society.  The 2015 ParticipACTION Report Card on Physical Activity for Children and Youth has an overall grade of “D-“   http://www.participaction.com/report-card-2015/  

Yikes!!!  We can do much better.  Embrace the 100% to 0% way of life: take 100% responsibility in life and “Zero” excuses; you can be the agent of change by “Stepping Up” .   Check it out at.  http://www.drjohnizzo.com/accountability-2/   Also check out the Sport for Life website, some great assessment tools and excellent movement preparation activities.  http://www.physicalliteracy.ca/

Enjoy your summer and take lots of time to play.  Recharge and be ready in September to help your students and colleagues on their physical literacy journeys.  Happy trails. 

"Everything we did was a good experience and I would like to try everything again." - Jaya

In early May, our grade 6 students had the opportunity to participate in an Aquatics Literacy program that was fully sponsored by Jump Start in partnership with the Talisman Centre. Our students rotated through four, 30 minute activities: pool games, water safety, synchronized swimming and water polo.

Exposure to these activities was a great experience for our students. It also was an interesting learning opportunity for both teachers and students, as initial swim tests designated approximately 85% of our grade 6 students as “non-swimmers” requiring PFD’s for the program.

"I liked how before we went in the water we had to do a test to make sure we were safe and could swim."  -Hannah

Our experiences were complimented with the opportunity to observe a masters group of Synchronized Swimmers and the Mens’ National Water Polo team practice their respective sports.

"My favorite part was synchronized swimming because I realized how hard it was and it was fun to watch people try."  - Amita

Overall, it was a fun and exciting day for all involved! Thanks, Jump Start & Talisman!


Meredith Angel teaches  Elementary Phys Ed – Life passion is the outdoors, hiking, biking and camping.

Phys. Ed. is what most of our students look forward to each day.  Whether we are learning ball skills using a scoop and whiffle ball, or trying to make the badminton racquet touch that birdie just once, gym class is a time for students to work on achieving their personal best. 

Its funny how exciting bringing out new equipment can be.  Students clap and cheer at the beginning of new activities. That’s what is great about kids.  They are willing to try new things, and they often surprise themselves by what they can personally achieve.

Our grade 1-2s were invited to the Talisman Centre to participate in the Aquatic Literacy program.  This one-day event was the highlight of the year for many of these students.  The students were excited to attend, but slightly nervous too.

Once there, The students’ fear of water quickly disappeared.  The students that were holding on to the edge of the pool at the beginning were now diving for balls in an attempt to get a goal.  The students that were moving slowly in the water because they were nervous at the beginning where now jumping and using their arms and legs to help them get away from the “shark”.  The laughter and screeching quickly over took the “I can’t do its” and the “I’m too scareds”.  This program allowed children to do what they do best: play. Through this playing they gained confidence in the water and even surprised them selves a little bit!

The term health curriculum generally conjured up two images for me. The first, the colour blocked Canada Food Guide graphic splaying out proper food choices and secondly, rows of red-cheeked students squirming uncomfortably before projected images while tightly folded paper was unfurled atop a question box. Often, the health curriculum was siloed, inconsequential and neglected.

This year we created a comprehensive health team and together with strategists decided to have a comprehensive health day. Messy planning stages left many scrapped ideas lying on the floor with recognition the four pillars of comprehensive health already had a natural presence within our classroom.

Our established mentorship buddy program enabled the school to easily pair up for the day. My grade sixes spent the morning with our kindergarten buddies. To begin, a glorious garden containing budding strawberry plants outside the kindergarten door provided opportunity for the younger students to impart their wisdom about the local berries.

Next, we took a buddy walk through our plant park in search of pebbles. These pebbles were essential for our final activity of pebble meditation. Each pebble was deeply symbolic, one was flower, representing being new, one was mountain symbolizing strength, next was the space pebble called upon for freedom and expansion and and finally, a water pebble for reflection. Pairings of students then ‘sat’ passing each pebble from right hand to left meditating between breaths and giggles.  

We learned engagement in healthy relationships, eating, activity and mental health does not require you to break out a sweat or the dreaded question box.

Anne Daniel (@anne_amdaniel27) teaches grade six and is working on her doctorate at University of Calgary currently examining how mindfulness practices can assist students in developing comfort with challenge.

Like Michelle Schulz (Day 170 Story) I was also privileged to work with the dynamic group of CBE and Community Physical Literacy Champions for a day of innovative project design and implementation planning aimed at increasing the physical literacy of students within the CBE community.  It was a rewarding day that forced us to think differently!

To extend the reach of that day, interested CBE teachers are invited to connect with Physical Literacy and You (P.L.A.Y.) Calgary. This group provides an avenue for interested individuals and partners from a variety of sectors, to work together to promote, implement and evaluate programs, services, amenities and policies, which increase the physical literacy of Calgarians.

Email Ashley Fox to join the distribution list to learn about upcoming events including meetings where networking and sharing are always valued. If you can’t attend, our email updates will keep you in the loop and supported as you strive to integrate physical literacy enriched activities into your school and community

To get a sense of what physical literacy is and why it’s important, check out this three-minute video created by the Be Fit for Life Centre – Calgary.

Also see PHE Canada’s video, “Connecting Physical Literacy and Physical Education”.

Lynn Jobe (@mlejobe) is part of an active, outdoorsy family, an enthusiastic promoter of physical literacy and physical activity, and a member of P.L.A.Y. Calgary.

Today I had the experience of a lifetime. Teachers from various schools were invited to collaborate with other educators and key stakeholders about the physical wellbeing of our future generations’, with a specific focus on physical literacy and physical education.

It required a LOT of questioning, keen listening, critical thinking and creative problem solving. As a group we had the opportunity to address some of the major issues we see in schools today related to physical literacy and education.

Through hours of deep conversation and collaboration, we addressed some of our concerns and created plausible solutions for making recess a safer environment. As well as, consolidating the resources for physical education so that they are more accessible. We were able to begin creating plans of action that one could implement as soon as next school year. These plans not only address teacher concerns, but also various community members who wanted to help schools, but did not know where or how to reach out to them. Moving forward, follow-up sessions addressing some of these concerns within our communities will take place, making our schools safer, healthier places to learn and grow.

A huge thank you to our RBC Learn to Play Community Granting partner for providing the funding for this opportunity to bring together CBE Physical Literacy Champions together with our physical literacy community partners.



Michelle Schulz teaches grade 1 at a NE school in Calgary. She has a love and passion for hiking in the outdoors, traveling animals and art.

This year our Grade 5 Humanities students have taken up the question “What is the cost of convenience?” The resulting inquiry led us to wonder where our “stuff” comes from. After examining our possessions, we found that most of these things were imported into Canada. We wondered about the impact of these purchases and how we could consume more ethically. One of the solutions was the idea of buying locally and our “Live Local” project was born.

We started looking at our own community and found out that we really didn’t know of a lot of local businesses or what is available locally in Calgary. We enlisted the help of a few local business owners, and invited in guests from Leaf Ninjas, Slow Food Calgary, Calgary Farmer’s Market and a few parents in our school community who run small businesses to share their perspectives.

We discovered that City of Calgary is designing communities around the idea of living locally and we wanted kids to see that first hand. We took our classes on a trip to the East Village, where we met with local artist Daniel Kirk and heard about his work there, and then ventured to Inglewood, where we supported local businesses during our trip.

Our students reflected on the unique features of these communities and their commitment to living locally. Despite our habits, this trip opened all of our eyes to the fact that as consumers we always have a choice.


Megan Liddell and Lisa Taylor teach Grade 5 Humanities at Twelve Mile Coulee as a jobshare team. They are both working on completing their Master's and enjoy spending time at home with their young children.

Tracey Metz, a school health nurse from the NW CHC, worked with a group of grade 4, 5 and 6 students at Captain John Palliser School discussing the amounts of added sugar in many drinks using the photos provided in the Sugar Shocker Kit, available at  http://www.albertahealthservices.ca/9597.asp.

The students then created a bulletin board display of 3 columns using the ‘Go, Yield, Stop’ signs and photos of drinks displayed under the appropriate headings. They also created 3D models using sugar cubes and empty drink containers to represent how much sugar is in each drink. The students created PSA announcements based on the information they learned, and a video was viewed by students in an assembly.  The student ambassadors led the entire school in singing the “Cool Clear Water” song with accompanying actions.   Here is the link to the video that was well-received by students:  http://www.youtube.com/watch?v=QrWquDo7TzE 

This is a great example of how the kit can be used to engage students to educate their peers, teachers and parents. Student-led activities can have a great impact on influencing the school environment. The kit includes 8 different activities linked to curriculum outcomes and can be promoted among teachers for use in the classroom.

For further details about this project contact tracey.metz@albertahealthservices.ca. 


Michelle Harvey is an Assistant Principal at an elementary school in the Northwest.
Tracey Metz is a School Health Nurse supporting schools in the Northwest.

One of my favorite books is The Giver. Typically studied in grade 6, this wonderful piece of literature provides a perfect example of a meaningless apology; an apology that is recited without touching anybody and is accepted automatically as the recipients chant: “We accept your apology”. My grade 6s found it amusing and entertaining and why shouldn’t they?

As I was getting tangled in my questions and my concerns an opportunity presented itself. I attended a workshop: “Teaching and Supporting Healthy Relationship skills” with Dr. Suzanne Zwarych. One of the activities was Taking Responsibility for Emotions, which included recognizing the need to learn how to apologize and practice giving an apology. I was thrilled and as many teachers do after attending a workshop, I jumped right into my classroom with my newly acquired skills.

I planned my lessons, personalized the examples and the scenarios and gathered help from the admin team. My principal was very supportive and even helped me model scenarios and demonstrate a proper apology with a plan for action. We had follow up discussions, reflections and students had an opportunity to ask questions and provide feedback.

Initially my students’ feedback included comments such as:

It appeared as if these learning activities did not quite meet my initial expectations and goals. Do we really learn more from failure rather than success? 

Time, consistency and patience are my best friends. It’s been about a month after the initial learning activity dedicated on proper apology and countless daily reminders with reassuring results. It’s very interesting to witness the change of class culture and attitude. I am particularly proud of one special grade six student who joined our class at the beginning of this school year and had a number of personal, family, and school issues. We all have had that one student at some point in our teaching career and it’s a true learning experience for everyone. He is now able to sincerely apologize, state his plan for action and also receive apologies from other students. I cannot possible take all the credit for that success but when you teach from the heart, making a difference is inevitable. 

Lina Dilov is a teacher with Calgary Board of Education. She received her MA from the University of Calgary, focused on Teaching and Learning Second Languages. In her classroom and system level experience she was involved with a number of projects and initiatives, e.g. AISI, TTFM, Galileo, UofC, E-Teacher (US Department), etc.