Want to learn more about the Research that went into the Competencies? Review the articles below.
Joint Consortium for School Health (JCSH). (2016). What is comprehensive school health. Retrieved from http://www.jcsh-cces.ca/images/What_is_Comprehensive_School_Health_-_2-pager_-_July_2016.pdf
Gleddie, D. L. & Morgan, A. (2021). Physical literacy praxis: A theoretical framework for transformative physical education. Prospects, 50(1), 31–53. doi: 10.1007/s11125-020-09481-2
Lambert, K. (2018). Practitioner initial thoughts on the role of the five propositions in the new Australian curriculum health and physical education. Curriculum Studies in Health and Physical Education, 9(2), 123–140. doi: 10.1080/25742981.2018.1436975
Centers for Disease Control and Prevention. (2019). Characteristics of an effective health education curriculum. CDC stacks. Retrieved from https://stacks.cdc.gov/view/cdc/44906/cdc_44906_DS1.pdf
Falkenberg, T. (2014). Making sense of Western approaches to well-being for an educational context. In F. Deer, T. Falkenberg, B. McMillan, & L. Sims (Eds.), Sustainable well-being: Concepts, issues, and educational practices (pp. 77-94). ESWB Press. https://www.eswb-press.org/uploads/1/2/8/9/12899389/sustainable_well-being_2014.pdf
Potter, D., Nasserie, T., & Tonmyr, L. (2015). A review of recent analyzes of the Canadian incidence study of reported child abuse and neglect (CIS). Health Promotion Chronic Disease Prevention Canada, 35(8/9), 119–129
Mental Health Commission of Canada (2019). Children and youth. Retrieved from https://www.mentalhealthcommission.ca/English/what-we-do/children-and-youth
Potter, D., Nasserie, T., & Tonmyr, L. (2015). A review of recent analyzes of the Canadian incidence study of reported child abuse and neglect (CIS). Health Promotion Chronic Disease Prevention Canada, 35(8/9), 119–129
World Health Organization. (2009.). Health promotion. Retrieved from https://www.who.int/teams/health-promotion/enhanced-well-being/ninth-global-conference/health-literacy
Canadian Healthy Schools Alliance. (2021) Canadian Heathy School Standards, Canadian Healthy Schools Alliance. Retrieved from https://www.healthyschoolsalliance.ca/en/resources/canadian-healthy-school-standards
Canadian Ministries of Education (CMEC) Global competencies (2016). Retrieved from https://www.globalcompetencies.cmec.ca/global-competencies
Tagalick, S. (2010). A framework for Indigenous school health: Foundations in cultural principles. National Collaborating Centre for Indigenous Health. Retrieved from https://www.nccih.ca/docs/health/RPT-FrameworkIndigenousSchoolHealth-Tagalik-EN.pdf
Tagalik, S. (n.d.). Inuit Qaujimajatuqangit: The role of Indigenous knowledge in supporting wellness in Inuit communities in Nunavut. National Collaborating Centre for Indigenous Health. Retrieved from https://www.ccnsa-nccah.ca/docs/health/FS-InuitQaujimajatuqangitWellnessNunavut-Tagalik-EN.pdf
Toulouse, P. (2016). What matters in Indigenous education: Implementing a vision committed to holism, diversity and engagement. In Measuring What Matters, People for Education. Toronto
Trudeau, François & Shephard, Roy. (2008). Trudeau F, Shepard RJ. Physical education, school physical activity, school sports and academic performance. J Behav Nutr Phys Activity 5, 10. The international journal of behavioural nutrition and physical activity. 5. 10. 10.1186/1479-5868-5-10
Truth and Reconciliation Commission of Canada (2012). Truth and Reconciliation Commission of Canada: Calls to action
Uluadluak, D., & Frankton, G. (n.d.). Inuit Qaujimajatuqangit education framework. Government of Nunavut. Retrieved from https://www.gov.nu.ca/sites/default/files/files/Inuit%20Qaujimajatuqangit%20ENG.pdf
Cardinal, B. J., Yan, Z., & Cardinal, M. K. (2013). Negative experiences in physical education and sport: How much do they affect participation later in life? Journal of Physical Education, Recreation and Dance, 84(3), 49–53. doi:10.1080/07303084.2013.767736
Ciotto Carol M. & Gagnon Amy G. (2018) Promoting Social and Emotional Learning in Physical Education, Journal of Physical Education, Recreation & Dance, 89:4, 27-33, DOI: 10.1080/07303084.2018.1430625
Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientifi c reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.