PHE Journal

 

type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • PHE Community
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Educational Leadership
  • Equity, Diversity and Inclusion
  • Teacher Education
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

Badminton Club Success Story

Brad MacVicar
a young girl and boy playing badminton. The girl has the shuttle cock and is wearing a pink shirt with her hair in a pony tail. The boy is standing on the other side of the net wearing an orange shirt, black pants, and is waiting for the birdie with his racket up.

Previously published in Volume 81, Issue 2

Throughout the fall and winter of the 2014-15 school year, approximately 25 students between the ages 12 and 15 came to Charlottetown’s Birchwood Junior High School gymnasium every Wednesday evening. These students had little in common, other than an enjoyment of badminton. 

Birchwood Badminton Club was established in October of 2014. The club’s goal is to provide an affordable and meaningful opportunity for students to participate in recreational badminton. The benefits of this program are as varied as the reasons for participating. Some players come for the exercise, some come for the competition, others join the club to socialize.

During the first 45 minutes of Badminton Club, participants warm up and practice a particular skill identified as the focus for that day (such as serves, drop shots and drive shots). Near the end of the first hour, we establish a list of players who want to participate in a ladder tournament. Sometimes we play a singles tournament and sometimes we play doubles. Regardless, only the players who want to be competitive join the ladder tournaments. Meanwhile, the other courts are used for practicing, rallying and drills.


Why badminton?
Birchwood Intermediate School is located in Charlottetown’s city center. Birchwood has a small student population of approximately 200 students. Many of the Birchwood students are new Canadians and/or from low income families. Most of our newcomer students come from Asian countries where badminton is quite popular. 

Convenient 
Since Birchwood Intermediate School is located in the city center, most students are able to walk to badminton club in the evenings. This is especially helpful for families who do not own a vehicle.

Affordable
The cost to join our club for the entire season is two dollars. This money is used to purchase shuttles. Other equipment (such as nets and racquets) is made available through the school. 

Personal and social opportunities
On any given night we might have as many as ten different nationalities represented at our club. Despite cultural differences, our club supports identity building amongst this diverse and underprivileged group.

While some participants join to improve their badminton game so they can compete in school-sanctioned badminton tournaments, other students joined simply because their friends were going. Our club has become a vehicle for inclusivity and for the development of personal relationships.

Physical benefits
There are several benefits associated with badminton; Agility, power, accuracy, tactical awareness and endurance are all tested and applied when playing the sport. 

Fair play
Self-regulation is one aspect of badminton that is quite unique to this sport. There are no officials! The onus is on the player to be honest and forthright. When playing badminton, players are expected to officiate themselves. Badminton allows the participants to engage in problem solving (by disputing a call, for example) and offers the opportunity to demonstrate and practice fair play.


What members have said
Suado, from Yemen
I attend badminton club because its fun and I get to meet new people. I get to learn it with my friends and you get to work as a team and I love competition. And I would like to get better at badminton. 

Cecelia, from India
I attend Badminton Club, because I really enjoy the sport, and this club really helped me sharpen my skills. I feel proud that I am part of my school’s Badminton Club and look forward to participating in more competitions

Deepa, from Nepal           
I play badminton for fun. It is my favourite sport and I like playing badminton with my friends.

Margaret, from Canada     
I attend Birchwood Badminton Club because it’s fun and a great way to get active!

Deborah, from Nigeria    
Because I want to be better at badminton and it’s very fun.

Urmila (Nepal)           
I came to badminton club because I liked playing and I want to get better at it.

The inaugural season of Birchwood Badminton Club has been a success. Perhaps we will not produce any provincial champions (this year), but I believe we have encouraged some students to be more physically active than they were before. We have established a solid core group of students to promote and improve our club for next year. And we have provided a safe place for athletes of all levels to participate in recreational sport.

Authors

Brad MacVicar
Brad MacVicar
Brad MacVicar was born and raised in Charlottetown, P.E.I. Growing up on “the island” provided many opportunities to participate in a wide variety of...

E-learning banner

Recent Posts

A group of children joyfully running down a brightly lit hallway, showcasing their excitement and energy. / Un groupe d'enfants court joyeusement dans un couloir, exprimant l'énergie et l'enthousiasme.
Active Bodies, Thriving Minds: Bridging the Physical Activity–Mental Health Gap in Schools
[ Feature Article ] How can we better connect the dots between movement and mindset in our schools? This article draws on research conducted in Ontario school boards and schools; however, the challenges and opportunities identified are relevant across Canada. While specific policies and programs may differ between provinces and territories, schools nationwide are grappling with many of the same questions around student mental health, physical activity, and how best to support young people to thrive amongst competing demands.
Authored by: Dr. Sasha Gollish, Sarah Ryan, Vanessa Coulbeck, Samira Sunderji, Dr. Catherine Sabiston
A group of people holding signs at a rally. One sign says "SAVE THE PLANET" with a blue drawing of the Earth. Another sign says "COOL KIDS SAVING HOT PLANET".
Examples of How a Comprehensive School Health Approach Can Be Used to Address Climate Change
[ Research ] Climate change represents a profound threat to the health and wellbeing of today's children and adolescents, yet its impacts on these populations are not fully understood. Evidence indicates that climate-related extreme events, and the stress associated with climate change, may significantly affect young people's mental health, educational attainment, and physical activity levels. Schools can play a pivotal role in addressing these challenges. One approach to addressing these challenges is using a Comprehensive School Health (CSH) model, which encompasses four pillars: teaching and learning, social and physical environment, healthy school policy, and partnerships and services. This paper presents illustrative ideas for programs, policies, or practices that could align with different pillars of the CSH model in relation to climate change. These examples are intended to prompt discussion and reflection, rather than to assert effectiveness, and may offer ways schools could consider supporting students in responding to climate-related concerns, including climate anxiety, and developing skills to navigate environmental challenges.
Authored by: Brenton Button, Will Burton, Gina Martin
Two children hold a red hoop between them with their hands, smiling.
Hula Hoops as Versatile Equipment for Target Games
[ Feature Article ] Hula hoops are incredibly versatile pieces of equipment. They can be used as stationary targets lying flat on the ground, rolling targets for chase or toss games, or even aerial targets when tossed into the air.
Authored by: Dr. John Byl
A young person in a red leotard smiles while holding up a hand and waving colorful ribbons against a white background.
Big Dreams, Small Budget: Getting Started with Circus Arts
[ Feature Article ] Circus Arts offers numerous benefits, including enhanced self-confidence, creativity, coordination, and resilience. It provides students with the opportunity to develop physical and artistic skills at their own pace, fostering an inclusive environment where everyone can succeed. The program can be started on a small budget using common gym equipment and station-based learning. With a limited amount of equipment, station-based learning keeps costs low while still offering a variety of options for students. This approach ensures that students can practice different skills in smaller groups, fostering focus and creativity without requiring a large investment in expensive Circus Arts equipment.
Authored by: Dani Thomson
PHE Podcast S2E2 cover
Game Changers: How Student Voice Transforms School Communities, Part 1 (The PHE Canada Podcast, S2E2)
[ Podcast ] Welcome to the PHE Canada Podcast! This is the first episode in a two-part series about PHE Canada's Game Changers program. In this first episode, host Caleb Poulin is joined by Sherra Rogers, physical education teacher and Master of Education student at St. Francis Xavier University, along with PHE Canada’s Programs and Resources Lead, Kelsey Fahie, to discuss the research side of the Game Changers project. They explore how the program was studied, what the research process looked like and the key findings that emerged from the participating schools.
Authored by: PHE Canada, Sherra Rogers
1. Un groupe d'étudiants marchant ensemble sur la rue, discutant et riant joyeusement.
When Research Drives Action: The University of Moncton Uses PHE Canada’s Advocacy Report to Strengthen Its Physical Education Program
[ Feature Article ] The University of Moncton drew on PHE Canada’s Erosion of Physical and Health Education in Canada advocacy report to support a review of the admission requirements for its Physical Education program. This initiative demonstrates how evidence-informed advocacy can help strengthen the preparation of future educators and support the long-term sustainability of quality physical and health education across Canada.
Authored by: PHE Canada