Resources for Safe and Effective After School Activities
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[ 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.
[ 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.
[ 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.
[ 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.
[ 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.
[ 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.