PHE Canada is delighted to announce the recipients of the 2025–2026 National Awards and celebrate their career milestones. Congratulations to all the award recipients on being recognized for their dedication, passion, and significant contributions to the PHE community.
Lifetime Achievement Award
PHE Canada’s Lifetime Achievement Award is one of the highest honours bestowed by PHE Canada. It is presented to individuals who have distinguished themselves through extraordinary and lifelong dedication to the advancement of quality Physical Education, Health Education and/or healthy school practices across Canada.
(From left to right: PHE Canada's president, Kellie Baker; the recipient of the PHE Canada Lifetime Achievement Award, Ross Campbell; and PHE Canada's president-elect, Antony Card. For this photo and the group photos below, not all of the award recipients could be present at the 2026 PHE National Conference, but they remain an important part of the celebration.)
This year's Lifetime Achievement Award recipients are:
Ross Campbell
Subject Coordinator for Health and Physical Education
Anglophone West School District, New Brunswick
Ross Campbell is an educator and curriculum leader serving as the Subject Coordinator for Health and Physical Education with the Anglophone West School District in New Brunswick. In this role, he provides leadership and guidance to support high-quality health and physical education programming across the district’s schools. A strong advocate for student well-being, physical literacy, and lifelong healthy living, Ross Campbell works collaboratively with teachers, school leaders, and community partners to enhance curriculum implementation and instructional practice. His work emphasizes safe, inclusive, and engaging learning environments that support students’ physical, social, and mental well-being.
Beyond his district responsibilities, Ross Campbell is a key leader with the New Brunswick Physical Education Society (NBPES), where he contributes to advancing the profile and quality of physical education across the province. He also serves as a Board of Directors member with Physical and Health Education Canada (PHE Canada), supporting national initiatives that promote excellence in health and physical education and advocate for the importance of quality physical education for all students. Through his combined leadership at the district, provincial, and national levels, Ross Campbell continues to play an influential role in shaping health and physical education policy, practice, and professional learning, positively impacting educators and students across New Brunswick and Canada.
Ross Campbell is a graduate of the University of New Brunswick, receiving a Bachelor of Physical Education (1995), a Bachelor of Education (2003), and a Master's in Exceptional Learners (2006). As indicated above, Ross Campbell served as the President of NBPES (2007-2017) and (2021-current), and as a member of PHE Canada's National Executive Board of Directors (2017-2021). He is a 7-time national and 15-time provincial conference presenter. He is an exceptional individual and most deserving of PHE Canada Lifetime Achievement Award.
Rupal Malik
French Immersion K–6 Teacher
Ecole St. Avila, Manitoba
Rupal Malik is an accomplished educator, mentor, and community leader whose lifelong commitment to physical and health education has had a profound and lasting impact at the local, national, and international levels. Holding a master’s degree in education, she is a French Immersion K–6 teacher who consistently advances inclusive, culturally responsive, and innovative approaches to physical activity, wellness, and learning. A highly respected presenter, Rupal Malik has delivered professional learning throughout Manitoba, across Canada, and internationally. She is widely recognized for her leadership in multicultural dance, demonstrating how movement can honour culture, identity, and belonging while fostering lifelong engagement in physical activity and holistic well-being. Her influence extends to curriculum development, the dance section of Manitoba’s new Physical Education Curriculum, where equity, cultural representation, and student belonging are embedded as foundational principles.
Rupal Malik has made significant contributions to post-secondary education through her collaboration with the University of Manitoba. She mentors future educators, presents in university courses, and supports student-led conferences, bridging theory and practice while shaping generations of educators to lead with purpose, reflection, and inclusivity. Her community leadership is evident through her involvement in large-scale outdoor wellness initiatives. As a key contributor to the internationally recognized Warming Huts project, Rupal Malik helped expand it into a global winter celebration that promotes outdoor physical activity and strengthens community connection. She also advocates for accessible green spaces in Winnipeg, supporting equitable opportunities for active living.
Rupal Malik’s work is distinctly evolutionary. Through curriculum writing, conference leadership, international collaborations, and sustained engagement with emerging educators, she anticipates change and advances physical and health education in meaningful, future-focused ways. As a minority educator, she is a passionate advocate for equity, inclusion, and the integration of Indigenous perspectives. Rupal Malik's sustained leadership, innovation, and service exemplify the vision and values of the PHE Canada Lifetime Achievement Award.
PHE Canada Impact Award
This award honours an individual, group, or organization for their exemplary and unique contribution to Physical and Health Education and/or Healthy School Communities through the development of innovative resources, practices, pedagogy or research and has demonstrated results that show their transformative impact.
(From left to right: PHE Canada's president, Kellie Baker; PHE Canada Impact Award recipients, Daniel Chartres, Jérôme Leriche, Alexander Markovic and Tobi Taylor; and PHE Canada's president-elect, Antony Card)
This year's PHE Canada Impact Award recipients are:
Jérôme Leriche
for research-driven innovation and provincial leadership that has strengthened physical education practice and policy across Quebec’s college network.
Jérôme Leriche has had transformative impact on physical education across Quebec through research-driven innovation, policy advocacy, and sustained system leadership. His PAREA-funded work—including implementation of the Sport Education model and the “Small vs. Big Bites” approach to reducing sedentary behaviour—has reshaped college-level pedagogy and influenced long-term student engagement in physical activity. These models remain embedded in practice more than a decade later, demonstrating measurable sustainability.
Beyond research, Jérôme has mobilized knowledge provincially and nationally. As elected provincial representative for college physical education teachers, he defended the compulsory status of PE, represented educators in parliamentary committees, and contributed to Ministry-level curriculum development. His leadership directly improved professional conditions for 650 college PE teachers through workload reform.
By bridging research, policy, and classroom practice, Jérôme has strengthened the credibility, visibility, and sustainability of physical education as a pillar of public health and educational success. His impact is systemic, enduring, and aligned with the mission of PHE Canada.
Alexander Markovic
for work expanding access to high-quality sport programming, integrating Indigenous perspectives, and providing sustainable initiatives for the school community.
Alexander has redefined inclusive intramural programming through a year-round, whole-school model that ensures 100% student participation. At O’Connor Public School, his 10-sport, 10-month intramural structure has transformed school culture, earning back-to-back national CIRA Outstanding Intramural Program Awards and serving as a replicable model for inclusive sport delivery.
His impact extends beyond participation numbers. Through partnerships with Jays Care Foundation, he has delivered Girls at Bat and RBI programming to entire grade cohorts, strengthening leadership, resilience, and access for underserved youth. His lacrosse initiative, developed alongside Indigenous community leadership, integrates cultural history, curriculum learning, and competitive pathways, influencing broader athletic programming discussions.
Alexander’s initiatives are embedded within school systems, supported through sustainable partnerships, and designed for scalability. By removing barriers, centering equity, and linking physical literacy with literacy initiatives and holistic wellness, he has built a culture of belonging and active engagement that extends well beyond the gymnasium.
Xander Christian
for founding SwimX, an innovative and culturally responsive program improving water safety and aquatic literacy for newcomer youth and families.
Through SwimX, Xander Christian has addressed a critical public health gap by delivering culturally responsive water safety programming to newcomer youth and families. Recognizing disproportionate drowning risks, he developed an evidence-informed model combining multilingual instruction, community partnerships, and progressive skill-building in aquatic environments.
SwimX removes systemic barriers related to cost, language, and cultural familiarity. Delivered in collaboration with settlement agencies and recreation facilities, the program equips youth with essential aquatic competencies while engaging families in water safety education. Grant recognition and publication through national networks reflect its innovation and credibility.
Beyond skill acquisition, SwimX builds community resilience. By training instructors and local champions, embedding partnerships, and developing adaptable resources, the program ensures scalability and long-term sustainability. Its impact extends beyond individual participants to strengthen inclusive access to aquatic literacy and prevent avoidable harm.
Kâpapâmahchakwêw - Wandering Spirit School HPE Staff
for their collaborative leadership in advancing culturally responsive and inclusive Health and Physical Education through land-based learning and expanded athletic opportunities.
Kâpapâmahchakwêw - Wandering Spirit School HPE Staff have transformed Health and Physical Education across elementary and secondary contexts through culturally responsive, inclusive, and sustainable programming. They have integrated Indigenous land-based learning and holistic wellness teachings into K–8 HPE, expanding equitable athletic participation and embedding cultural knowledge within curriculum.
They have revitalized secondary athletics, expanding sport offerings from one to eight within three years and significantly increasing female participation and whole-school engagement. Their programming prioritizes lifelong physical literacy, community connection, and experiential learning opportunities such as outdoor education and culturally grounded sport.
Their collective impact extends beyond individual classrooms. Through collaboration, mentorship, and shared leadership, they have strengthened school culture and built sustainable systems that prioritize access, belonging, and long-term student well-being. Their work exemplifies how culturally responsive HPE can reshape school communities.
Wahid Khan
for transforming teacher education through culturally responsive, land-based, and community-informed approaches that advance equity in Health and Physical Education.
Wahid Khan’s impact lies in reshaping how future educators conceptualize and deliver Health and Physical Education. Through culturally relevant and responsive pedagogy, he challenges Eurocentric norms and prepares teacher candidates to create inclusive, equitable HPE environments across Canada.
His integration of Learning from the Land, Indigenous histories, and Black movement traditions reframes physical education as relational, place-based, and culturally grounded. Partnerships with organizations such as OPHEA extend his influence beyond university classrooms into professional learning networks and school communities.
By equipping future educators with adaptable, low-resource, community-informed strategies, Wahid’s impact multiplies across diverse educational contexts. His work advances safer, more affirming HPE spaces and embeds sustainability through educator capacity-building, ensuring long-term systemic change.
Daniel Chartres
for outstanding leadership in expanding elementary athletics and coordinating large-scale wrestling championships that engage thousands of student-athletes annually.
Daniel Chartres has built one of the most expansive elementary athletic ecosystems in his board, impacting over 1,200 student-athletes annually through coordinated championships, coaching clinics, and inclusive sport programming. His leadership in wrestling has created a thriving, board-wide culture of participation and excellence.
At Pringle Creek Public School, Daniel has embedded Teaching Games for Understanding and Universal Design for Learning principles into daily practice, strengthening physical literacy foundations. His mentorship of coaches and organization of large-scale competitions ensure sustainability beyond his own school.
Through scale, structure, and sustained leadership, Daniel has elevated elementary athletics across his district, fostering confidence, resilience, and opportunity for thousands of students.
Tobi Taylor
for decades of dedication to youth sport and physical education in Northern Canada, fostering confidence, resilience, and lifelong participation in physical activity.
For over two decades in Yellowknife, Tobi Taylor has shaped a culture of excellence, resilience, and belonging through physical education and community sport leadership. Her impact extends beyond school walls, influencing youth development across northern communities.
As an educator and coach, she models active living while fostering confidence, positive identity, and perseverance among students. She has coached across multiple sports, integrated Indigenous activities, and created inclusive spaces where participation and personal growth are prioritized.
Tobi’s long-term commitment, community leadership, and mentorship have strengthened athletic pathways and physical literacy in a northern context. Her influence is sustained through generations of students who credit her with building confidence both on and off the court.
Amanda Chiasson
for visionary leadership in building a school-wide culture of wellness through innovative athletics programming and staff and student health initiatives.
Amanda Chiasson has transformed her school’s approach to health and athletics through visionary leadership and systemic reform. As Athletic Director, she modernized scheduling, budgeting, and communication systems to ensure equitable access and sustainable programming across all sports.
Her impact extends through school-wide initiatives such as the World Cup Soccer Challenge and outdoor adventure programming, fostering connection, resilience, and inclusive participation. She prioritizes mental well-being and physical literacy, embedding holistic wellness into school culture.
Beyond student programming, Amanda leads staff wellness initiatives and professional development that strengthen school-wide health culture. Her leadership has created a sustainable, student-centered model that continues to influence practice beyond her own gymnasium.
National Award for Teaching Excellence in Physical and Health Education presented by Gopher
The PHE Canada National Award for Teaching Excellence in Physical and Health Education honours Canadian teachers at the elementary, middle, or secondary levels, who have an exceptional ability to motivate students to engage meaningfully in their journey through physical and/or health literacy with thoughtful and inspiring teaching practices and pedagogy, exemplifying high quality Physical and/or Health Education in Canada.
(From left to right: PHE Canada's president-elect, Antony Card; PHE Canada Teaching Excellence Award recipients, Kim Gilhespy, Theresa Hudson, Meaghan Macro, Ty Riddick and Monty Simo; and PHE Canada's president, Kellie Baker)
This year's National Award for Teaching Excellence in Physical and Health Education recipients are:
Clark Booth
Four Winds Public School, Morinville, Alberta
Clark Booth is an exceptional educator whose inclusive, collaborative, and culturally responsive approach has profoundly enriched Four Winds over his six years of service. He designs accessible physical education experiences for all learners, including students in the COMPASS program, adapting activities and equipment to support meaningful participation. Clark works closely with colleagues, promotes schoolwide wellness initiatives, and contributes to division-level sports through the Inter-Sport Community. He continually grows professionally and respectfully integrates Indigenous games and teachings, strengthening cultural understanding among students. Clark’s dedication, compassion, and leadership make him an invaluable team member and highly recommendable educator.
Ty Riddick
Strathcona Tweedsmuir School, Footholls, Alberta
Ty Riddick is an innovative and research-informed Physical and Health Education teacher whose work is redefining meaningful engagement in PE. With international teaching experience and current leadership at Strathcona-Tweedsmuir School, Ty has transformed programming through the Meaningful Physical Education framework, ensuring student voice, personal relevance, challenge, and joy are central to learning.
As Learning Leader, he has reimagined traditional units, expanded diverse activity offerings such as trail biking and skateboarding, and shifted assessment toward personal growth and reflection. His use of longitudinal data, digital portfolios, and ongoing student feedback demonstrates a rare commitment to evidence-based practice.
A PhD candidate at the University of Alberta, Ty bridges research and practice seamlessly. Through conference presentations, publications, podcasts, and professional learning communities, his influence extends nationally and internationally. Yet his greatest impact remains within his own gymnasium, where students feel heard, empowered, and motivated to pursue lifelong physical activity.
Ty exemplifies excellence through innovation, scholarship, humility, and an unwavering commitment to meaningful, equitable Physical Education.
Monty Simo
Parkside Montessori School, Grande Prairie, Alberta
Monty Simo is an outstanding elementary Physical Education educator whose inclusive philosophy and innovative practices have transformed school culture. Teaching in multi-grade Montessori classrooms, he creates dynamic, engaging environments where every student feels valued, capable, and motivated.
His signature “Not Yet Days” initiative has become a school-wide movement, fostering perseverance, resilience, and growth mindset. By encouraging students to embrace challenge and redefine failure as progress, Monty cultivates confidence that extends far beyond the gymnasium.
Monty’s teaching prioritizes differentiation, student voice, and joyful participation. Whether adapting activities to ensure inclusion, integrating outdoor and community-based movement experiences, or mentoring future educators, his work reflects deep care and intentionality. He regularly partners with post-secondary institutions, modeling best practices for aspiring teachers.
A reflective practitioner and respected presenter, Monty shares his expertise through conventions and professional networks, strengthening Physical Education across his region. His warmth, enthusiasm, and unwavering belief in every child make him a transformative educator and a deserving recipient of national recognition.
Theresa Hudson
Crichton Park Elementary, Dartmouth, Nova Scotia
Theresa Hudson is a transformative elementary Physical Education leader whose influence extends across Dartmouth, Cole Harbour, and the Eastern Shore of Nova Scotia. For over a decade, she has elevated both student experiences and professional practice through innovative, inclusive programming.
Theresa coordinates major regional athletic events, including cross country and track meets that provide meaningful, developmentally appropriate competition for hundreds of students. She fosters a culture where effort, growth, and joy in movement are prioritized over performance alone.
A collaborative leader, Theresa organizes informal professional learning opportunities and mentors colleagues across her region. Her early and impactful use of social media helped build a strong provincial PE network, amplifying high-quality teaching practices and resource sharing.
Recipient of the 2025 TAPHE Provincial Award for Teaching Excellence, Theresa exemplifies integrity, generosity, and continuous improvement. Her leadership, humility, and unwavering commitment to student well-being have strengthened Physical Education programming throughout her region and beyond.
Lisa Faria
Marshall McLuhan Catholic Secondary School, Toronto, Ontario
Lisa Faria is an accomplished Physical and Health Education leader whose sustained excellence over more than two decades has strengthened students, colleagues, and school communities. As Department Head, she has built a highly organized, inclusive, and rigorous program grounded in clear assessment practices, differentiated instruction, and collaborative planning.
Lisa’s leadership has cultivated consistency and equity across courses, mentoring multiple colleagues into leadership roles and fostering a culture of shared expertise. Her commitment to authentic assessment, Teaching Games for Understanding, and descriptive feedback ensures students develop confidence, competence, and a strong foundation in physical literacy.
Beyond the classroom, Lisa serves as TDCAA Swimming Championship Convenor, organizes non-profit swim meets, and leads athletic and transition programs that expand student opportunity. Her proactive communication with families and dedication to inclusive programming reflect her student-centered philosophy.
Through mentorship, professional learning, and system-level leadership, Lisa has elevated Physical and Health Education within her school and board. Her integrity, organization, and lasting influence make her a most deserving recipient of this national award.
Laurie LaBrecque
Kapapamahchakwew – Wandering Spirit School, Toronto, Ontario
Laurie LaBrecque is an exceptional elementary Physical and Health Education and land-based learning teacher whose culturally responsive and student-centered practice exemplifies excellence. Teaching Kindergarten to Grade 8, she delivers inclusive, developmentally appropriate programming that integrates physical literacy with holistic well-being.
A defining strength of Laurie’s work is her authentic integration of Indigenous perspectives. Through traditional games, land-based learning, and medicine teachings, she fosters respect, cultural understanding, and connections between physical, mental, emotional, and spiritual health.
Laurie emphasizes progressive skill development, formative assessment, reflection, and equitable participation. She has transformed elementary athletics by prioritizing growth-focused opportunities in volleyball, lacrosse, cross country, and track and field, ensuring students of all abilities experience success.
Her leadership extends board-wide through professional development sessions supporting Indigenous-informed Physical and Health Education. Laurie’s innovative, inclusive practice strengthens both student engagement and educator capacity, reflecting the highest standards of excellence in Canadian Physical and Health Education.
Kim Gilhespy
Clemens Mill Public School, Cambridge, Ontario
Kim Gilhespy is an exemplary Physical Education Specialist whose innovative, inclusive programming empowers students to thrive physically, socially, emotionally, and cognitively. At Clemens Mill Public School, she has designed engaging environments—including sensory pathways, wellness gardens, outdoor classrooms, and inclusive sport spaces—that promote accessibility and belonging.
Kim’s pedagogy is grounded in Universal Design for Learning, authentic assessment, and student voice. Through parasport initiatives, Indigenous games, alternative sports, and Teaching Games for Understanding, she challenges traditional norms and ensures meaningful participation for all learners.
Beyond the classroom, Kim leads school-wide wellness initiatives, intramurals, leadership programs, and extracurricular teams, fostering community and lifelong engagement. She mentors educators, presents provincially and nationally, and actively contributes to professional organizations including PHE Canada.
Her passion for movement and personal example of active living inspire students to see health and physical activity as integral to their lives. Kim’s visionary leadership and unwavering commitment to inclusion make her highly deserving of national recognition.
Meaghan Macro
Pierre Elliott Trudeau Elementary School, Lester B. Pearson School Board, Quebec
Meaghan Macro is a dynamic and passionate Physical and Health Education teacher whose energy and innovation have enriched every school community she has served. Since 2008, she has created inclusive, high-energy programs that build confidence, teamwork, and lifelong appreciation for physical activity.
At Pierre Elliott Trudeau Elementary, Meaghan has developed a vibrant and comprehensive PE program, introducing cross-country skiing units, expanding intramural opportunities, and leading major school-wide initiatives including Power Hour, seasonal carnivals, and the Terry Fox Run. She played a key role in establishing and executing the board-wide Dance Off Tournament and collaborates through PDIG networks to strengthen shared curriculum resources.
Her teaching reflects differentiated instruction, authentic assessment, and a focus on student growth and effort. Meaghan consistently volunteers her time to coach, mentor, and prepare students for tournaments across multiple sports, modeling dedication and resilience.
Through creativity, leadership, and an unwavering commitment to student success, Meaghan inspires a love of movement that extends far beyond the gymnasium, embodying the spirit of excellence this award celebrates.
PHE Canada Research Council Awards
Each year, the PHE Canada Research Council celebrates excellence, innovation, and leadership in the field of physical and health education through a series of prestigious awards and distinctions. These recognitions highlight the outstanding contributions of researchers, graduate students, and academic leaders who play an important role in advancing research, knowledge, and practice in physical and health education across Canada.
By recognizing innovative research, impactful initiatives, and ongoing commitment to the academic and educational community, these awards emphasize the important role research plays in creating more inclusive, active, and healthy learning environments for students and communities. The PHE Canada Research Council Awards also reflect the lasting impact of individuals whose work continues to shape the field and inspire the next generation of scholars and professionals in physical and health education.
This year’s PHE Canada Research Council Award recipients are:
Pierre Boudreau
Circle of Distinction Award
Initially an elementary school physical education teacher, he turned to university teaching and research, driven by a great curiosity to better understand the dynamics and complexities of the pedagogical relationship, in its broadest sense and in the field of physical education teaching. He is bilingual, a marathon runner, and a grandfather, and he is currently reading and conducting research on evaluation in physical education with colleagues in Quebec and New Brunswick. He is also carrying out research on the effectiveness of his teaching practice in teacher education.
The whole process of learning to teach, especially during practicum and any movement experience, is also part of his research interests. As an avid cyclist and skier, he tries to take the time to let his grandchildren teach him about play and learning.
Sandra Gibbons
Circle of Distinction Award
Sandra Gibbons is a Professor in the School of Exercise Science, Physical and Health Education (EPHE) at the University of Victoria. Dr. Gibbons is a longtime SSHRC-funded community-engaged researcher. Major research focus is on the impact of school-based physical and health education programs on health-enhancing behaviours of youth, with a particular focus on adolescent girls. This research contributes to a better understanding of how to meet health and physical activity needs and interests of adolescent girls within the school-based program context. She has expertise and experience in the design and implementation of complex multi-year school-based research projects. For over 25+ years, Dr. Gibbons has developed and completed numerous collaborative school-based research projects with teachers in the field. In 2012, Dr. Gibbons was the recipient of the Lifetime Achievement Award from Physical and Health Education (PHE) Canada.
Dr. Gibbons’ teaching responsibilities have included a range of undergraduate and graduate courses in EPHE, receiving Faculty teaching excellence awards in 2001 and 2010. She recently completed her seventh year as the cohort leader for the M.Ed. Coaching Studies program. The cohort leader is responsible for teaching research methods, and supervising students through development and completion of their projects.
Service activities have included working as co-editor of the PHEnex Journal from 2011 through 2023. As well, Dr. Gibbons recently completed her sixth year as Chair of Human Research Ethics Board for the University of Victoria.
Sara Rohr
Emerging Scholar - Master's
Sara Rohr (she/her) is a graduate student at Brock University who has successfully defended her Master of Arts thesis in Applied Health Science (Health and Physical Education) under the supervision of Dr. Nathan Hall. Her research examines Grade 9 students’ experiences and thoughts related to alternative environment activities in physical education, with a focus on student enjoyment, motivation, and participation. Through her thesis, Sara explored how outdoor and non-traditional physical education experiences can support more inclusive and engaging approaches to physical activity for youth and support lifelong physical activity engagement.
She has gained valuable research experience at Brock, including work as a research assistant on studies related to physical literacy and physical activity engagement in youth and university students. Alongside her academic work, Sara has extensive athletic and coaching experience, including serving as a varsity athlete, team captain, and coach at the youth club level. While completing her master’s degree, she also played professional volleyball in Portugal, balancing the demands of elite sport and graduate research. These experiences have shaped her commitment to physical education, mentorship, and creating meaningful opportunities for participation in sport and physical activity.
Dr Steve McGinley
Emerging Scholar - Doctoral
Dr. Steve McGinley successfully defended his PhD in November and is a Lecturer in the Health, Outdoor, and Physical Education program area in the Department of Curriculum and Pedagogy at the University of British Columbia. He teaches elementary and secondary Physical and Health Education curriculum and pedagogy, as well as teacher Inquiry in the teacher education program, and contributes to the HOPE master’s graduate studies.
A former K–12 Physical Education teacher, department head, and assistant athletic director, his research focuses on multisectoral collaboration, leadership, and partnerships that advance school-based physical literacy, physical activity, and quality Physical and Health Education. His dissertation, Much of the Same or Radical Change? The Case for a Multisectoral Approach to Quality Physical Education, examined the complex relationships and collaborative efforts of interest groups involved in multisectoral partnerships promoting physical literacy and physical activity in school contexts. He currently serves as the British Columbia Representative on the PHE Canada Board of Directors.
Emma Lewis
Inclusion, Diversity, Equity and Accessibility (IDEA) Graduate Student Research Scholarship
Emma Lewis is a Master’s student in Health and Physical Education at Brock University. Her research adopts a critical feminist perspective to examine gender inequities in physical education, focusing on women teachers’ experiences with classroom management in Canada. Through qualitative research, she seeks to better understand how gender shapes teaching experiences and to amplify the voices of women in a traditionally male-dominated field. Her work aims to inform teacher education and professional development practices to foster more inclusive, equitable, and supportive learning environments.
She was awarded the IDEA Graduate Student Research Scholarship in recognition of the significance, originality, and potential impact of her research in advancing inclusion, diversity, equity, and accessibility within physical education.
About PHE Canada National Awards
The PHE Canada National Awards program recognizes those who exemplify excellence in our field and make an impact in their schools and communities. For more information, visit: https://phecanada.ca/community/awards-and-recognition
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